Individualized Education Program | Rhode Island Department of Education (2024)

IEP Team

The IEP must be developed by a team of individuals which minimally includes the parent(s) of the student; not less than one regular education teacher of the student; not less than one special education teacher of the student; the school district representative; and the student, if appropriate. The student must be invited beginning when the student is 14 years of age or younger if appropriate, and postsecondary goals and the transition services to assist the student in reaching those goals are considered. At least one of the individuals on the IEP team must be someone who can interpret the instructional implications of evaluation results. In addition, at the discretion of the parent or the school district, other individuals who have knowledge or special expertise regarding the student may be invited. For students 14 years of age or older a representative of any participating agency that is likely to be responsible for providing or paying for transition services must be invited to attend (§300.321).

In order to afford the opportunity to participate, schools must notify parents ten (10) school days prior to the meeting and schedule at a mutually agreed upon time and place.

The Council for Exceptional Children has identified several High Leverage Practices in Special Education focused on Collaboration.

Evaluations and Data Sources

In developing the IEP, the team must consider the strengths of the student, his or her academic, functional and developmental needs, and the concerns of the parents for enhancing the education of their child. For students 14 years of age or older, the various assessments, particularly those related to transition planning, are used to inform the student’s development of post-school goals. These goals will be in the areas of education and training, employment, and, where appropriate, independent living skills (300.320).

This information serves as the foundation of the IEP and much of it is generated from the results of evaluations. These evaluations can be formal, such as the results of testing using curriculum-based measurements; or informal, such as the results of observations, analysis of day to day work samples, interest inventories, etc.

The Council for Exceptional Children has identified severalHigh Leverage Practices in Special Education that focus on Assessment.

Present Levels of Performance

All team members should contribute to the development of the present levels of functional performance and academic achievement, especially parents and the student (§300.324). The information from the various sources of data is used by the IEP team to develop the student’s measurable present levels of performance. The present levels of performance are a comprehensive description of the student’s academic achievement and functional performance, and must include information on how the student’s disability affects the student’s involvement and progress in the general curriculum.

In the description of the present levels of academic achievement and functional performance, the IEP team must be certain to provide clear, measurable levels of performance. These measurable levels are used as baselines for the development of the measurable annual goals (§300.320).

In the area of academic achievement, the team describes what the student can do in the academic areas of reading, writing, and mathematics and other areas as appropriate. For a student 14 years of age or older, the IEP team is guided by the student’s post-school goals in the areas of education and training, employment, and if appropriate, independent living.

In describing what the student can do in the academic areas, the IEP team will use as its reference point the academic expectations from the general education curriculum for the student’s age appropriate grade. (Common Core State Standards, AAGSEs and the district’s Proficiency Based Graduation Requirements). For preschool age youngsters, the focus is on the child’s participation in appropriate activities for children aged 3-5 and the RI Early Learning Standards. If a student is an English Language Learner, meaning another language is his/her first language and the student is learning the English of communication and academics, the IEP team must also consider the student’s performance level in terms of the World-Class Instructional Design and Assessment (WIDA) English Language Proficiency (ELP) standards.

In the area of functional performance, the team will describe what the student can currently do in the nonacademic areas of everyday life, such as communication, interpersonal skills, behavior, organizational skills, etc. In describing what the student can do in the functional areas, the team will use as its reference point the functional expectations for a typically performing student at the student’s age level. For preschool age youngsters, the focus is on the child’s participation in appropriate activities for children aged 3-5 and the RI Early Learning Standards.

For students 14 years of age or older, the IEP team must consider the transition services that will be needed to assist the student in attaining his/her post-school goals. Transition services include instruction, related services, community experiences, the development of employment, and other post-school adult living objectives, as well as, if appropriate, acquisition of daily living skills, and the provision of a functional vocational evaluation (§300.43).

Measurable Annual Goals

From the present levels of performance, the IEP team determines those areas of need that require specially designed instruction. Using the measurable data or baseline provided for each area of need in the present level of performance, the IEP team will develop measurable annual goals in those areas requiring specially designed instruction. For most students, the measurable annual goal will be based upon each student’s expected performance in a twelve-month period of time. The expected performance is usually determined by one of a number of methods, such as end of the year benchmarks or proficiency levels for the student’s grade or research-based rate of improvement norms. The expected performance will be stated in measurable terms. This measurability enables the team to objectively evaluate, using the data gathered, whether the goal has been met.

For each annual goal, the IEP team determines how progress toward the goal will be measured, such as weekly frequency counts, and how often that progress will be reported to parents. The IEP team will also specify the interim steps (i.e., short term objectives or benchmarks) toward attaining the annual goal.

For more information, please see Strategies for Setting High-Quality Academic Individualized Education Program Goals developed by the National Center for Intensive Intervention (NCII). This page contains links to a guide and a webinar on this topic.

Specially Designed Instruction

Next the IEP team will describe the special education and related services, accommodations and program modifications, and support for school personnel that are required to assist the student in achieving his/her goals and that will be necessary to enable the student to be educated in the least restrictive environment (§300.320).

The IEP team will describe the student’s involvement in state and district-wide assessments. The IEP team decides if the student will take the assessments without accommodations, with accommodations or whether the student will participate in the state’s/district’s Alternate Assessment. If the student requires accommodations, the IEP team determines the specific accommodations for each assessment. If the student will participate in RI Alternate Assessment, the Participation Criteria for the RI Alternate Assessment System form must be completed and attached to the IEP (§300.320).

The Council for Exceptional Children has identified several High Leverage Practices in Special Education that focus on Instruction. There is also a video series of these High Leverage Practices, showing teachers modeling and using these practices to instruct their students.

Social and Emotional Learning

Social and Emotional Learning is important for ALL students. Please see the SEL page for more information.

Social and Emotional Learning (SEL) skills are often included in a student's IEP. Click here for Sample SEL Goals and Objectives.

The Council for Exceptional Children has identified several High Leverage Practices related to Social Emotional Learning and Behavioral Support.

Individualized Education Program | Rhode Island Department of Education (2024)


What is an IEP in NJ? ›

In New Jersey, as well as other states across the country, an Individualized Education Plan (IEP) is a written document that outlines a child's (with a special need or disability) education, ages 3-21. The plan is tailored specifically to the individual student, so they receive maximum educational benefit.

What is an IEP in South Africa? ›

The Integrated Energy Plan (IEP) is South Africa's overall energy plan of action for electrical power, gas and liquid fuels. The Integrated Resource Plan (IRP), on the other hand, as a component of the IEP gives an elaborate strategy for energy requirements.

What is an IEP Malta? ›

An Individualised Education Programme (IEP) is proposed to address the additional needs of the child to allow full access to the National Minimum Curriculum. This plan is developed by the Head of School in conjunction with parents, teachers, LSEs and the student themselves.

What is an IEP Singapore? ›

An Individual Education Plan (IEP) is a key feature of the educational journey of a student in a Special Education (SPED) school. Really useful IEPs are those developed collaboratively by the school and family.

What are 3 types of IEP? ›

Let's take a look at each type of IEP below.
  • Presentation. This changes how the information is presented to the student. ...
  • Response. This alters how the student completes assignments and testing. ...
  • Setting. Some students struggle to learn in a traditional classroom setting. ...
  • Timing and Scheduling.
5 Mar 2021

What are the 7 steps of the IEP process? ›

IEP Process Steps
  • Referral for special education evaluation.
  • Evaluating child's eligibility for special education services.
  • Scheduling the IEP Meeting.
  • Developing the initial IEP.
  • Providing special education and related services.
  • Monitoring the child's progress.
  • Reviewing the child's IEP and performing reevaluation as needed.

What is an IEP called now? ›

This stands for a “Educational, Health, and Care Plan.” It is the same as an Individualized Education Plan (IEP) because it outlines any special educational needs a child has, and the special education services a local authority must put in place to help them.

What are the benefits of an IEP? ›

The IEP provides teachers and parents with the opportunity to have a practical and realistic dialogue about the student's needs and to develop creative ways of meeting those needs. The IEP directs the student with special educational needs on his/her school journey.

What is an IEP qualification? ›

A professional membership institute. IEP is the only professional membership institute for the employability profession. It represents its members to key influencers and sets the standards for the profession. IEP members have a commitment to their profession. They are leading experts in their field.

Does anxiety qualify for an IEP? ›

Your students' OCD or anxiety symptoms may qualify as a disability if they are severe enough that they impact their ability to learn. In these cases, the student who is in public school is eligible for a 504 Plan or an Individualized Education Plan (IEP).

What is an IEP in simple terms? ›

An Individualized Education Plan (or Program) is also known as an IEP. This is a plan or program developed to ensure that a child with an identified disability who is attending an elementary or secondary educational institution receives specialized instruction and related services.

Is Down syndrome an IEP? ›

Educating Children with Down Syndrome

Parents and school personnel will work together to develop what is known as an Individualized Education Program (IEP) for the child. The IEP is similar to an IFSP in that it describes the child's unique needs and the services that will be provided to meet those needs.

Is an IEP a legal requirement? ›

It is not a legally binding document and the Local Education Authority does not have to produce a plan or make sure that the identified areas are being addressed and met by the school. An IEP is a school based document.

What is an IEP and why is it important? ›

The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work together to improve educational results for children with disabilities. The IEP is the cornerstone of a quality education for each child with a disability.

Is an IEP the same as a pupil passport? ›

In moving away from IEPs, we are now using pupil passports. All children on our Special Needs Register have a pupil passport to help them achieve the most from their education. These are updated twice a year and involve parents, teachers and the child themselves.

What are the 7 main types of learning disabilities? ›

In particular, psychology professionals should study these seven learning disabilities:
  • Dyslexia. ...
  • Dysgraphia. ...
  • Dyscalculia. ...
  • Auditory processing disorder. ...
  • Language processing disorder. ...
  • Nonverbal learning disabilities. ...
  • Visual perceptual/visual motor deficit.

What is the most common reason for an IEP? ›

Students who are eligible for special education services need an IEP. While there are many reasons that students could be eligible, some common conditions include: attention deficit hyperactivity disorder (ADHD) autism.

What are the 4 main parts of an IEP? ›

According to the IDEA, an IEP must contain:
  • 1 – The Student's Current Educational Status. ...
  • 2 – Measurable Annual Goals. ...
  • 3- A Description of How the Child's Progress on Annual Goals Will Be Measured. ...
  • 4 – A Statement of the Special Education and Related Services and Supplementary Aids and Services.
24 Jun 2022

What are the 3 most important parts of an IEP? ›

The three parts of an IEP goal: current level of performance, specific and measurable goal, and service delivery all need to support each other.

What are the 5 components of an IEP? ›

The Components of an Individualized Education Program
  • Current Performance. In IEP terms, your child's current performance is called the “Present Level of Performance” or PLOP. ...
  • Goals. ...
  • Assessment. ...
  • Services. ...
  • Transition. ...
  • Behavior Intervention Plan (BIP) and Functional Behavior Assessment (FBA) ...
  • Placement.
1 Jul 2020

What is the role of the student in the IEP process? ›

Participation in IEP meetings helps students build self-advocacy skills, develop a more in-depth understanding of their classification, and gain awareness of the modifications and accommodations they are receiving. Through student-led IEP meetings, students can take a more active role in the meeting and with their IEP.

Does IEP mean autism? ›

The Individuals with Disabilities Education Act (IDEA) states that all children in the U.S. have a right to a "free appropriate public education." For children with autism and children with certain other disabilities, this act mandates the creation of an Individualized Education Program (IEP).

Is ADHD part of IEP? ›

An IEP helps children with special educational needs, such as attention deficit hyperactivity disorder (ADHD), succeed in school. The Individuals with Disabilities Education Act (IDEA) applies to schools and ensures that children who live with ADHD and other recognized health conditions get IEPs.

When should a child have an IEP? ›

Individual Education Plans are written by the school usually when a child is on Stage 2,3,4 and 5 of the Sen Code of Practice. An IEP is a detailed plan that sets out targets and strategies to help your child learn. An IEP will usually contain three or four individual, short-term targets for your child to focus on.

Why an IEP is important for a child with special needs? ›

IEPs are unique in that they focus on a child's strengths, include measurable goals— including non-academic goals— and specify the modifications necessary for a child's learning environment in order to ensure progress in priority areas.

What are the disadvantages of IEP? ›

Common IEP Shortcomings:

Sets low expectations and misrepresents the child's educational potential. Does not target the fundamental cognitive, communicative, behavioral, sensory integrative, and social deficits of ASD students. Does not capitalize on characteristic strengths of this population.

How do IEP best support children with disabilities? ›

IEPs help ensure that everyone in the classroom is learning. Indeed, one of the ways that IEPs help is by building the confidence of students on the plans. Kids know when they aren't keeping up with the class. As a result, they may feel discouraged and not put effort into their learning.

What are the 7 components of an IEP? ›

A Closer Look at Each IEP Component
  • Annual Goals. ...
  • Benchmarks or Short-Term Objectives. ...
  • Measuring and Reporting Progress. ...
  • Special Education. ...
  • Related Services. ...
  • Supplementary Aids and Services. ...
  • Program Modifications for School Personnel. ...
  • Extent of Nonparticipation.

What are the 4 categories of disability? ›

Types of Disabilities:
  • Visual impairment.
  • Hearing impairment.
  • Loco motor impairment; Cerebral Palsy.
  • Mental retardation and Mental illness.
  • Children with learning disabilities.

How long does it take to write an IEP? ›

It takes about 2-4 hours depending on the needs of the student.

Can depression get you an IEP? ›

Mental health issues such as depression and anxiety can cause straight-A students to fall behind in school. That's why parents of teens with acute emotional or behavioral issues often advocate for an Individualized Education Program (IEP).

Is anxiety 504 or IEP? ›

Students with anxiety may require an Individualized Education Program (IEP) if they require Specially Designed Instruction and/or Related Services to address the anxiety. If a student's needs can be met with only accommodations, a Section 504 Agreement can be implemented.

Is anxiety a disability? ›

Anxiety disorders like OCD, panic disorders, phobias, or PTSD are considered a disability. Therefore, they can qualify for Social Security disability benefits. Individuals must prove that it is so debilitating that it prevents them from working.

What does a good IEP look like? ›

For kids to get the most out of an IEP, the goals shouldn't be vague or general. Instead, they should be SMART: Specific, Measurable, Attainable, Results-oriented, and Time-bound.

How would you implement an IEP in the classroom? ›

education teachers should ...
  1. Have a general understanding of student's IEP.
  2. Understand the IEP's expectation.
  3. Implement and understand all accommodations and modifications.
  4. Utilize any behavior plans identified in IEP.
  5. Collaborate with Special education teacher to create and execute content modifications.

How do I support an IEP student? ›

The most important strategy to ensure IEP students' success is to view them as individuals who have unique learning styles and needs, and work with them to create a learning plan that both you and they can be comfortable with.

What disorders are considered special needs? ›

Special needs can range from people with autism, Asperger syndrome, cerebral palsy, Down syndrome, dyslexia, dyscalculia, dyspraxia, dysgraphia, blindness, deafness, ADHD, and cystic fibrosis. They can also include cleft lips and missing limbs.

Is Asperger Syndrome considered special needs? ›

If a school aged student is diagnosed with high functioning Autism or Asperger's Syndrome (hereinafter referred to collectively as “Asperger's”) and has special needs that rise to the level of requiring special education services, he or she would be classified and receive an Individualized Education Plan (“IEP”).

Is ADHD related to Down syndrome? ›

Children with Down syndrome have not been shown to be at higher risk for ADHD; in fact, it may be less common in Down syndrome than in typical children. Medications used to treat ADHD are probably as effective in children with Down syndrome as they are in typical children.

Do schools have to have IEP? ›

It's up to you to decide whether to use IEPs

It recommends using school-based plans to support pupils but doesn't set a specific format. Check with your local authority (LA) to find out if they require a specific format for an assessment of SEN needs.

Who writes an individual education plan? ›

The IEP is led by the child's strengths and learning needs and is developed in collaboration with them, their parents, teachers, special needs assistant (if there is SNA support allocated to the child) and any other professionals who may be involved, such as a psychologist or speech and language therapist.

Do schools still do IEPs? ›

Individual education plans (IEPs) are used by many schools as a planning, teaching and reviewing tool for children and young people with special educational needs (SEN). Here, we explain what IEPs are and how you and your child can be involved with them.

What is the benefit of the IEP to a student's overall well being and achievement? ›

This written plan allows a child to have a unique, customized education program that fits their needs. In addition, the child's educators and parents are supported in their efforts to tailor classroom needs to the child.

What does ID mean on an IEP? ›

Definition. Intellectual Disability (ID) Intellectual Disability means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior, and manifested during the developmental period, that adversely affects a child's educational performance.

What is an IEP What purpose does it serve Iris? ›

individualized education program (IEP): A written plan, developed collaboratively by school personnel and a student's parents, which outlines the student's current level of development, her annual learning goals, accommodations, modifications, and related services, as well as a method for monitoring the student's ...

Can students with ADHD be considered to enroll in SPED schools? ›

Most children with ADHD receive some school services, such as special education services and accommodations. There are two laws that govern special services and accommodations for children with disabilities: The Individuals with Disabilities Education Act (IDEA) Section 504 of the Rehabilitation Act of 1973.

What is the difference between a 504 and an IEP in NJ? ›

The basic difference between an IEP and a 504 plan can be summed up in one sentence: both plans provide for accommodations, but only an IEP provides for specialized instruction for students in grades K–12, while a 504 plan can serve students at both the K–12 and college levels.

What is the point of an IEP? ›

The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work together to improve educational results for children with disabilities. The IEP is the cornerstone of a quality education for each child with a disability.

Is ADHD a 504 or IEP? ›

If your child has ADHD and another disability, such as a speech impairment or dyslexia, it's more likely he'll be covered under IDEA. If your child has been denied an IEP, but his ADHD still limits his ability to learn in an educa- tional setting, he may qualify for accommodations or services under Section 504.

Is 504 or IEP stronger? ›

In short, an IEP provides many more procedural protections, and often– but not always– more “direct services” than a 504 plan, but of course that is a highly simplified explanation. Students with both IEPs and 504 Plans have documents from their schools describing their special needs and how the school will meet them.

Why would I want my child on an IEP? ›

Your child may be on an IEP for two reasons: 1) he or she has a formal educational identification (e.g., learning disability, intellectual disability, giftedness, behaviour, physical disability, blind/low vision, deaf/hard of hearing, etc.); or 2) the school feels that your child requires significant changes to the ...

Why are IEP goals so important? ›

Appropriately setting well-thought-out goals on the IEP allows students, with any disability, to achieve success, growth, and increase positive behaviors. By tracking progress accurately, you can make sure success is happening.

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