Special Education Services

Jump to Sections:

  1. Evaluation for Services
    1. Evaluation
    2. Eligibility Decision
  2. Individualized Education Program (IEP) 
    1. IEP Must Include...
    2. Planning for IEP
    3. Developing the IEP
    4. Implementing the IEP
    5. Family Agrees with IEP
  3. Resolving Differences with IEP or Placement
    1. Collaborative Problem Solving 
    2. Facilitated Meeting
    3. Formal Mediation
    4. State Complaint
    5. Resources to Assist with the Collaborative, Mediation, or Complaint Process
  4. Understanding Terminology and Educational Rights PDF
  5. General IEP Resources

Evaluation for Services

Evaluation

  • The family or school can request an evaluation to determine if a child is eligible for special education services.
  • Family must give written consent (permission) for an evaluation, called Informed Consent.
  • School completes a full and individual evaluation to determine eligibility before special education services are provided.
  • Individualized Education Program Team (IEPT) of educators and professionals from different specialties conduct an evaluation. They may use standardized tests, interviews, observation, or surveys to collect information.
  • For more information about evaluation timelines and evaluation requirements, go to Michigan Department of Education: Guidance for Timeline for Initial Evaluations.

Resources: Michigan Department of Education, Office of Special Education

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Eligibility Decision

Eligible for Services

Not Eligible for Services 

Resources: Michigan Alliance for Families provides mentors to assist with this process, Michigan Department of Education, Office of Special Education

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Individualized Education Program (IEP)

IEP Must Include...

  • Includes eligibility and snapshot of current performance across areas (academic, behavioral, social)
  • Families should give input
  • Baseline data for creating goals
  • Considered the student’s placement
  • Supports and services are described specifically such as numbers of days and times a service may be provided
  • Includes services such as speech and occupational therapy
  • Changes needed to classroom or curriculum to best assist the student
  • Accommodation=helps student complete the same work as non-disabled peers.
  • Modification=changes the level of work or actual work required
  • Measures of Progress and are Academic, Behavioral, Social, or Transitional
  • SMART
    • S= Specific
    • M=Measurable
    • A=Achievable
    • R=Relevant
    • T=Time based
  • Each IEP team member signs
  • Parent must consent and sign for accommodations, modifications, and placement (offer of FAPE) for initial IEP to be implemented
  • For students turning 16 years during the time the IEP is active
  • Must have transition goal and plan

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Planning for the IEP

  • If a child has been determined eligible for special education services, the IEP team will work together to create a plan providing a Free and Appropriate Public Education (FAPE). Go to the FAPE Family Matters Fact Sheet or Michigan Alliance for Families, IEP Topics for additional information.
  • The family should have communication of eligibility prior to this meeting.

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Developing the IEP

  • Families are a very important part of this decision-making process.
  • IEP lists any special services needed for one year, including goals, objectives, and benchmarks.
  • IEP addresses services, locations, and modifications needed.
  • Must offer Free Appropriate Education (FAPE) in writing on the IEP.
  • Student placement in the Least Restrictive Environment (LRE) and in general education classroom for as much time as possible. Some students may be placed for periods of time in other locations such as resource or specialized classrooms. The goal is to be in general education as much as possible. Go to Family Matters Educational Placement and the Least Restrictive Environment (LRE) fact sheet or to the Michigan Alliance for Families, LRE for more information.
  • Usually can be finished in one meeting, but sometimes two are needed.

Resource: Michigan Alliance for Families provides mentors to assist with this process or find additional information: Family Matters Special Education Process

View START's iQuest. The iQuest promotes typical, grade-appropriate opportunities, and increases collaboration between family and school goals for the student (and can be included in the IEP). 

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Implementing the IEP

  • IEP meetings usually occur one time a year to plan for the upcoming year.
  • IEP team should meet regularly regarding progress toward goals.
  • Families can request an IEP at any time.
  • Progress is monitored and reported to the family, as agreed to in IEP.
  • Re-evaluations should occur every 3 years unless requested sooner by the family or school due to a notable change.

Visit START's Peer to Peer page to review the training materials, checklists, sample brochures, templates, program examples, and LINKS information. 

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Family Agrees with IEP

  • Initial IEPs must be agreed upon in writing for services to start.
  • The family will receive IEP, along with 1) Prior Written Notice of what the school will or will not do and 2) a Parental Consent/Objection form; if the parents agree, they check complete and sign the form. The family can note if they agree with some but not all of the proposed IEP.
  • At annual IEPs, families have the right to agree or disagree with the proposed IEP; if disagreement is not noted and the Consent/Objection form was sent or given to the family, the plan goes into effect as written. 

Resources: Michigan Alliance for Families, Disability Rights Michigan: An Advocate's Guide

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Resolving Differences with IEP or Placement

The following is a pathway for resolving differences related to the IEP or the student’s placement. To encourage a collaborative process, it is important that the school support team and the family are always communicating and any concerns are addressed with that team first. Sometimes there is no agreement, and the following information provides a pathway for problem-solving a concern. The steps are usually completed in this order 1) collaborative problem solving, 2) a facilitated meeting, 3) formal mediation, and 4) state complaint and possible due process hearing.    

Resource: Reference the Michigan Special Education Problem Solving Process for additional information on this process in Michigan.  

Collaborative Problem Solving

  • Work with the IEP team and the school district special education director.
  • The school team and family can use the START Meeting Mechanics problem-solving process.
  • If unresolved, contact the ISD or ESA for assistance in resolving the issue.

Resource to find ISD or ESA: MI Map of ISDs and ESAs

Facilitated Meeting

  • Having an independent, knowledgeable facilitator will assist in working out differences related to the IEP and can be helpful to both the family and the school.
  • The Special Education Mediation Services (SEMS) provides trained, independent facilitators (not employees of the Michigan Department of Education, Office of Special Education, the ISD, or the school district). There is no cost for this service.

Formal Mediation

  • Voluntary, confidential, and agreed upon by both the school district and family.
  • A mediator works with those involved until an agreement is reached.
  • A written agreement is needed at the end of the process.
  • The process can end without resolution.
  • The Special Education Mediation Services (SEMS) provides trained, independent facilitators (not employees of the Michigan Department of Education, the Michigan Office of Special Education, the ISD/ESA, or the school district). There is no cost for this service.

State Complaint

Resources to assist with the collaborative, mediation, or complaint process

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General IEP Resources

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Page last modified July 21, 2023
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