IEP Modifications in Rhode Island: Accommodations vs. Modifications
What is the difference between accommodations and modifications in a Rhode Island IEP?
In Rhode Island, modifications are changes to content, curriculum, or performance expectations for a student with a disability, distinct from accommodations which change the format or setting. The IEP must document program modifications under 200-RICR-20-10-1.6(A)(4) along with supports for school personnel. The IEP must also explain the extent to which the student will not participate with nondisabled peers in the regular class and in extracurricular and nonacademic activities (200-RICR-20-10-1.6(A)(5); 34 CFR 300.320(a)(5)). Rhode Island's least restrictive environment (LRE) requirements mandate that students be educated with nondisabled peers to the maximum extent appropriate, and the IEP team must consider LRE before recommending modifications that remove a student from general education settings (200-RICR-20-10-1.7). Students with the most significant cognitive disabilities who require the most extensive modifications to the general curriculum may take the RI Alternate Assessment (AA-AAS).
What Rhode Island Requires
The IEP must document all program modifications to the general curriculum and supports for school personnel (200-RICR-20-10-1.6(A)(4); 34 CFR 300.320(a)(4)).
The IEP must explain the extent to which the student will not participate with nondisabled peers in regular classes and nonacademic and extracurricular activities (200-RICR-20-10-1.6(A)(5); 34 CFR 300.320(a)(5)).
LRE requirements mandate education with nondisabled peers to the maximum extent appropriate; a full continuum of placement options must be available (200-RICR-20-10-1.7; R.I. Gen. Laws § 16-24-2).
Students with the most significant cognitive disabilities may take the RI Alternate Assessment; the IEP must justify non-participation in general assessments (200-RICR-20-10-1.6(A)(6)).
The IEP team must consider LRE and the appropriateness of the general education setting before recommending modifications that alter curriculum expectations (200-RICR-20-10-1.7).
Students receiving significant curriculum modifications may receive a certificate of completion rather than a standard Rhode Island diploma; the IEP team must discuss how modification decisions affect the student's diploma pathway and post-secondary options (RIGL 16-22-4; 200-RICR-20-10-1.6)
RIDE's inclusive practices guidance encourages IEP teams to use modifications as a support within general education settings to the maximum extent appropriate, rather than as a basis for more restrictive placements
Key Timelines
Modifications must be reviewed at least annually as part of the IEP review (200-RICR-20-10-1.6(D)).
LRE placement decisions must be made at least annually and whenever the student's needs change (200-RICR-20-10-1.7).