IEP

IEP team participants include, at minimum, the child’s parent(s) or guardian(s), the qualified professionals listed below, and other qualified professionals as appropriate.

• a regular education teacher;
• a special education teacher, or where appropriate, a special education provider;
• a representative of the LEA who is qualified to provide or supervise the specifically designed instruction, is knowledgeable about the general education curriculum and available resources, and has the authority to commit those resources;
• an individual who can interpret the implications of the evaluation results;
• at the discretion of the parent or LEA, other individuals who have knowledge or expertise regarding the child, including related service providers; and
• whenever appropriate, the child.

Since instruction is most effective when opportunities to acquire and practice skills occur across the day and week, with parent acknowledgment it is best practice that the IEP meeting also include all of the individuals with whom the child spends significant time.

As with all special education meetings, it is important to provide interpreters as necessary to must ensure meaningful communication with parents in a language they can understand. In addition, when considering a child who is culturally or linguistically diverse, the school teams must include individuals knowledgeable about the impact of language and culture.

The IEP is a written document that describes the educational program designed to meet each eligible child’s individual needs.

The IEP consists of:

• Present levels of performance
• Areas to be addressed during the IEP
• Standards student’s program will address
• Measurable annual goals
• Measurable short term objectives or benchmarks
• Considerations
• Extended school year determination
• Special education services
• Related services
• Supplementary aids and services/program modifications/supports for school personnel
• Educational environments
• Explanation of nonparticipation in regular class, extracurricular and nonacademic areas
• Continuum of special education placement
• Parental consent for initial provision of special education and related services
• Information for parents

Rhode Island's Individualized Education Program

U.S. Department of Education’s Guide to the Individualized Education Program

The state of Rhode Island is committed to providing educational opportunities for all students to achieve high standards. For children with disabilities, this means that each child must be provided with a “Free and Appropriate Public Education” designed to meet his or her needs.

Education for young children with disabilities, like that of all school aged children, must be provided in the least restrictive environment. To be educated in the LRE means to the maximum extent appropriate children with disabilities are educated with children who are nondisabled. Special classes, separate schooling, or other removal of children with disabilities from the regular education environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplemental aids and services cannot be achieved.

Additional information on the LRE for Preschool Children with Disabilities

Requirements relative to the IEP within the Rhode Island Regulations Governing the Education of Children with Disabilities