Monday MiPSE Moment

Each week a MiPSE resource will be highlighted as we journey through this year together.

When determining whether a student should participate in the MI-Access alternate assessment, the IEP team must use data documented in the IEP to demonstrate that the student is working toward alternate content expectations and meets the eligibility requirements for an alternate assessment. MiPSE has revised the State Assessments section of the IEP to ensure that IEP teams make alternate assessment decisions in alignment with federal law and state policy.

When selecting an answer to the question: Does STUDENT demonstrate (1) a substantial Impairment in Cognitive Functioning, (2) a substantial Impairment in Adaptive Functioning, (3) extensive support needs to demonstrate learning and to generalize across settings, and (4) primary standards for instruction and educational goals rooted in alternate achievement standards?...

• The team should be using data to answer each of the questions
• MiPSE includes red guidance for this section along with the MDE guidance Should My Student Take the Alternate Assessment? linked in this section.
• Another document available to you for further answering these questions is the Rubric for Assigning Students to Alternate Standards for instruction and assessment

If you answer "yes" to Does STUDENT demonstrate (1) a substantial Impairment in Cognitive Functioning, (2) a substantial Impairment in Adaptive Functioning, (3) extensive support needs to demonstrate learning and to generalize across settings, and (4) primary standards for instruction and educational goals rooted in alternate achievement standards?",

• an additional question will appear stating "Upon review of MI-Access Alternate Assessment Selection Guidelines, does STUDNET need to take the MI-Access alternate assessment?"

If "yes" is selected for "Upon review of MI-Access Alternate Assessment Selection Guidelines, does STUDNET need to take the MI-Access alternate assessment?", the following steps will need to occur:

1. You will need to provide the parents with the document Planning for the Future: Understanding the Impact of MI-Access, and check the box to indicate this was provided for the parents.
2. You will need to provide a rational for taking MI-Access that ensures the required components of MDE's guidance were used to determine the need for MI-Access. Required components include:

• The student exhibits significant impairments in cognitive and adaptive functioning.
• The student requires extensive support to facilitate learning and generalization across settings
• Instructional strategies and educational goals are aligned to alternate achievement standards.
• Parents have been notified of the implications of working towards alternate content expectations.

Additional resources regarding alternative assessments requirements and decision making can be found on the NC RESA Special Education Guidance and Resource Site

• Special Education Guidance & Resource Hub - Alternative Assessments

Build confidence and clarity as you learn to write IEPs that are both compliant and meaningful. This interactive workshop expands on MDE’s IEP Bootcamp: Writing Meaningful IEPs by guiding participants through each IEP component—from Present Levels to Goals and LRE—using real student data. Leave with practical tools, examples, and a stronger understanding of how to write compliant, student-centered IEPs with confidence in the MiPSE system.

When: Tuesday 1/27/2026 9:00am-4:00 pm

Where: Educational Service Center (ESC) - Newaygo County RESA, Multimedia Room 148/149

To register: CLICK HERE to REGISTER.