Required IEP Sections in Rhode Island
What sections are required in an IEP in Rhode Island?
Rhode Island IEPs must contain all components required by federal law (34 CFR 300.320) as implemented through 200-RICR-20-10-1.6 and R.I. Gen. Laws § 16-24-1 et seq. Required sections include: present levels of academic achievement and functional performance; measurable annual goals (with benchmarks or short-term objectives for students taking alternate assessments); special education and related services, supplementary aids and services, and program modifications; explanation of non-participation with nondisabled peers; individual accommodations for state and districtwide assessments; projected start date, frequency, location, and duration of services; and a statement of how progress will be measured and reported to parents. Rhode Island requires that for students whose behavior impedes learning, the IEP team consider positive behavioral interventions and supports. The IEP must also document extended school year (ESY) consideration, transition services beginning at age 16 (or earlier when appropriate), and, beginning no later than one year before the student reaches age 18, notice of transfer of educational rights to the student (200-RICR-20-10-1.6(H)).
What Rhode Island Requires
Present levels of academic achievement and functional performance must describe how the disability affects involvement and progress in the general curriculum (200-RICR-20-10-1.6(A)(1); 34 CFR 300.320(a)(1)).
Measurable annual goals must address disability-related needs and enable progress in the general curriculum; benchmarks or short-term objectives are required for students taking alternate assessments (200-RICR-20-10-1.6(A)(2); 34 CFR 300.320(a)(2)).
The IEP must specify all special education, related services, supplementary aids and services, and program modifications with projected start date, frequency, location, and duration (200-RICR-20-10-1.6(A)(4),(7); 34 CFR 300.320(a)(4),(7)).
The IEP must include a statement of how the student's progress toward annual goals will be measured and how parents will be informed (200-RICR-20-10-1.6(A)(3); 34 CFR 300.320(a)(3)).
Individual accommodations for state and districtwide assessments must be specified; if the student takes an alternate assessment, the IEP must explain why and identify the appropriate alternate assessment (200-RICR-20-10-1.6(A)(6); 34 CFR 300.320(a)(6)).
Beginning no later than one year before the student reaches age 18, the IEP must document that the student has been informed of the transfer of educational rights (200-RICR-20-10-1.6(H); R.I. Gen. Laws § 16-24-3).
Transition services must be addressed beginning at age 16, or earlier when determined appropriate (200-RICR-20-10-1.6(B); 34 CFR 300.320(b)).
Key Timelines
The IEP must be in effect at the beginning of each school year (34 CFR 300.323(a)).
Initial IEP must be developed within 30 calendar days of an eligibility determination (200-RICR-20-10-1.6(C); 34 CFR 300.323(c)).
The IEP must be reviewed at least annually (200-RICR-20-10-1.6(D); R.I. Gen. Laws § 16-24-3).
Prior written notice must be provided a reasonable time before the district proposes or refuses to initiate or change the student's identification, evaluation, or educational placement (200-RICR-20-10-1.8(A)).