IEP modifications examples: assignments, grading and curriculum
By the IEP Atlas editorial teamLast updated
Short answer
An IEP modification changes what a student is expected to learn or how the work is graded, such as fewer standards, an easier text level or a different rubric. Strong modification statements name the class, the change, the amount, who makes it and how grading works. Below are 20 examples, each with its grading effect and the accommodation to try first.
Modifications lower or replace the learning target. That makes them a bigger decision than accommodations. A student on a modified curriculum learns less of the grade-level content, and the gap can widen over time. Use a modification when data show the student cannot reach the standard with access supports and good instruction, not because a modification is quicker to set up.
If you are unsure whether a change is a modification at all, the accommodations vs modifications page has the deciding test and 30 paired examples.
What the IEP must say
The IEP must state the program modifications the student needs to advance toward goals and take part in the general curriculum.[1] A good modification statement answers five questions.
- Which class or task? "Biology labs," not "all work."
- What changes? The content, the amount, the level, or the scoring.
- How much? "Half of the items," "grade 3 text," "4 of 12 unit standards."
- Who makes the change? Usually the special education teacher prepares it with the general education teacher.
- How is it graded? On the modified standard, and how that shows on the report card.
Choose the kind of modification from the need
| Need in present levels | Modification type | Accommodation to try first |
|---|---|---|
| Cannot complete grade-level volume even with extra time | Assignment (amount) | Time and a half; fewer items per page with same total |
| Reads far below grade level and cannot access the text with audio | Materials (text level) | Text-to-speech or audiobook of the same text |
| Works on foundational skills years below grade level | Curriculum (content) | Guided notes, worked examples, small-group reteaching |
| Can show some but not all of the grade standard | Grading (rubric or standards) | Alternate response mode, such as oral answers |
| Cannot take the grade-level test in any accommodated form | Assessment | Read-aloud, small group, breaks, extended time |
Read the right column first. If the accommodation has not been tried with data, try it before you modify.
Assignment modifications
| # | Modification as written in the IEP | Grading effect | Testing effect |
|---|---|---|---|
| 1 | In math, the student completes the odd-numbered problems on practice assignments (about half), prepared by the general education teacher, and is graded out of the assigned total | Graded on the reduced set | None on state tests |
| 2 | In English, the student writes a 2-paragraph response where peers write 5 paragraphs, with the same prompt | Rubric scored on 2 paragraphs | None on state tests |
| 3 | In science, the student completes the first 3 of 5 lab analysis questions, chosen by the special education teacher to cover the main concept | Graded out of 3 | None on state tests |
| 4 | In social studies, the research project uses 2 sources instead of 5, with a sentence frame for citations | Graded on the reduced requirement | None |
Compare item 1 with its accommodation version: fewer problems per page, but the same total assigned. Only the graded total makes it a modification.
Materials and text-level modifications
| # | Modification as written in the IEP | Grading effect | Testing effect |
|---|---|---|---|
| 5 | In English, the student reads an adapted version of the class novel at about a grade 4 level, provided by the special education teacher | Graded on the adapted text | None |
| 6 | In science and social studies, readings are rewritten at the student's instructional level with key vocabulary kept, by the special education teacher | Graded on the rewritten content | None |
| 7 | In math, word problems use whole numbers under 100 while peers use decimals and fractions | Graded on the simpler numbers | State test unchanged |
Item 6 keeps the key vocabulary. That keeps the student in the same topic as the class, which makes group discussion possible.
Curriculum modifications
| # | Modification as written in the IEP | Grading effect | Testing effect |
|---|---|---|---|
| 8 | In grade 7 math, the student works on 4 priority standards per unit, chosen by the IEP team, instead of all unit standards | Graded on the 4 priority standards | State test still covers all standards |
| 9 | In biology, the student learns to sort living and nonliving things and name 6 body systems, while peers study cell structure | Graded on modified content | May qualify for alternate assessment if the team decides |
| 10 | In world language, the student learns 50 functional vocabulary words per semester instead of the full curriculum | Graded on modified vocabulary goals | None |
| 11 | In English, the student works toward grade 3 writing standards while in a grade 6 class | Graded on grade 3 standards | State test at grade 6 unless alternate assessment applies |
| 12 | In history, the student learns 3 main ideas per unit from a teacher-made list, instead of the full unit | Graded on the 3 main ideas | None |
Curriculum modifications are where the diploma question starts. If a student is taught alternate standards in most classes, the team should discuss the state's diploma rules and the alternate achievement standards path. Diploma rules are set by each state.
Grading modifications
| # | Modification as written in the IEP | Grading effect | Testing effect |
|---|---|---|---|
| 13 | In all core classes, the student's grade is based on progress toward IEP goals, reported with a goal progress note | Grade reflects IEP goals | None |
| 14 | In English, spelling and mechanics count for 10% of the writing grade instead of 30%, scored by the classroom teacher | Rubric weight changed | None |
| 15 | In art, the student is graded on completing each project step with support, not on technique | Different criteria | None |
| 16 | In physical education, the student is graded on personal improvement in fitness measures, not on class norms | Different criteria | None |
Grading changes need a written district policy behind them. Ask how a modified grade appears on report cards and transcripts before the meeting, because districts and states handle this differently.
Test modifications
| # | Modification as written in the IEP | Grading effect | Testing effect |
|---|---|---|---|
| 17 | On unit tests in science, answer choices are reduced from 4 to 2 by the special education teacher | Graded on the modified test | Not allowed on state tests |
| 18 | On math unit tests, the student is tested on the 4 priority standards only | Graded on the modified test | State test unchanged |
| 19 | On vocabulary quizzes, the student matches words to pictures instead of writing definitions | Graded on the modified format | Not used on state tests |
| 20 | The student takes the state's alternate assessment on alternate achievement standards, as decided by the IEP team | Scored on alternate standards | Replaces the general state test |
States must publish guidelines on which test accommodations keep a score valid. A change that alters what a test measures can invalidate the score.[2] Item 20 is a team decision with its own state criteria. The IEP must explain why the student cannot take the general test and why the alternate one fits.[1]
Weak and better modification statements
Weak: "Modified work as needed."
Better: "In math, the student completes about half of practice items (odd numbers) and is graded out of the assigned total. The special education teacher marks the assigned items each week."
Weak: "Grade on effort."
Better: "In art, the student is graded on completing each step of the project with up to 2 adult prompts per step, using the art teacher's step checklist."
Weak: "Shortened tests."
Better: "On science unit tests, the student answers the 10 items tagged to the 3 priority standards for the unit, and is graded out of 10."
Check modifications each year
A modification is easy to keep and hard to remove. At each annual review, ask three questions.
- Could an accommodation now give access instead? Students gain skills, and a text level that was out of reach in grade 5 may be within reach in grade 7 with audio support.
- Do the goals target the skills that would let the modification fade?
- Is the student moving toward the diploma path the family expects?
For goals that build the skills behind a modification, start with the IEP goal bank, such as reading comprehension goals or problem-solving goals in math. The pillar guide on IEP accommodations covers the access supports to try first, and the IEP accommodations list gives 20 written examples.
Frequently asked questions
What is an example of a curriculum modification?
A student in grade 7 math who works on 4 priority standards per unit instead of all of them, and is graded on those 4, has a curriculum modification. The content itself is reduced, not just the way the student accesses it.
Do modifications go on the report card?
That depends on district and state policy. Some districts mark modified grades with a note or symbol on the report card. Transcript rules are often stricter. Ask for the written policy before the team agrees to a grading modification.
Can a student have modifications in only one class?
Yes. Many students are accommodated in most classes and modified in one, often math or English. Write the modification for that class only, and keep accommodations in the others.
Use it in IEP Atlas
- Modification in the IEP glossary
- Accommodation in the IEP glossary
- Testing accommodations in the IEP glossary
- Alternate achievement standards in the IEP glossary
- Math problem-solving goal examples
Related guides
- IEP accommodations: how to choose, write and track them
- Accommodations vs modifications: 30 side-by-side examples
- IEP accommodations list by need area
- Testing accommodations for students with IEPs
- Grading students with IEPs
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- 34 CFR §300.160: Participation in assessments, Legal Information Institute, Cornell Law School
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.