Embedded Files
10/28/25 WHES Flu Clinic 3:30 pm to 6:30 pm
Partnering for Every Student's Success
At West Warwick Public Schools, we are dedicated to providing an exceptional and appropriate education for every student. To achieve this, we offer a wide range of services, program options, and curriculum alternatives for students who require specialized instruction to succeed.
Guided by the Individuals with Disabilities Education Act (IDEA), we view the design of a student's educational program as a partnership between our schools and the student's family. Together, we collaborate to create a program that meets the unique needs of the child. This program is formally outlined in a document called an Individualized Education Plan (IEP).
Student Services Staff
Director of Student Services Inclusion Coach
Jessica M. Perry Melissa Frenette
Assistant Director of Student Services Inclusion Coach
Administrator Assistant of Student Services
Phone: (401) 822-8432
Fax: (401) 823-8390
The IEP Process
The IEP process is a collaborative, legal requirement for students with disabilities that includes several steps: referral, evaluation, eligibility determination, IEP meeting, and implementation with ongoing review. A referral for evaluation can be requested by a parent or teacher, followed by a comprehensive assessment of the student's academic and functional performance. After eligibility is determined, an IEP team, including parents and school staff, meets to develop the plan, which includes goals, services, and accommodations. The final steps involve implementing the plan, monitoring the child's progress, and conducting annual reviews.
Key steps in the IEP process
Referral: A request for a special education evaluation is made by a parent, teacher, or other team member.
Evaluation: The school conducts assessments to determine the student's academic and functional performance. The school has specific timelines for completing these evaluations.
Eligibility: The IEP team reviews the evaluation results to determine if the child is eligible for special education services under the Individuals with Disabilities Education Act (IDEA).
IEP Meeting: If the student is eligible, the team holds an IEP meeting to develop the plan. This includes setting present levels of performance, annual goals, and identifying necessary services, supports, accommodations, and modifications.
Implementation: Once the IEP is finalized, the school implements the plan to provide the required special education and related services.
Review and Re-evaluation: The student's progress toward their goals is monitored regularly. The IEP team meets at least annually to review the plan and make any necessary adjustments. A full re-evaluation occurs at least every three years.
Individualized Education Program Terms
IEP Vocabulary Terms Informational Handout for Special Education Colorful and Greyscale Pop Art Fun Style.pdfIEP Vocabulary Terms Informational Handout for Special Education Colorful and Greyscale Pop Art Fun Style (1).pdfContinuum of Services
What is the "Least Restrictive Environment" (LRE)?
Think of the Least Restrictive Environment, or LRE, as the educational setting that is "just right" for your child. The main goal of LRE is to ensure that students who receive special education services are educated alongside their non-disabled peers as much as possible.
For most students, the general education classroom is the starting point. We then look at what services and supports can be brought into that classroom to help your child succeed. For some students, the LRE might be a different setting for part or all of the school day. The "just right" environment is unique for every child and is determined by the IEP team, which always includes you.
What is the "Continuum of Services"?
"Continuum of Services" is the menu of different programs, placements, and services we offer to meet the diverse needs of our students. We understand that one size doesn't fit all, so we have a range of options available. This allows the IEP team to design a program that provides the specific support a student needs to thrive.
This continuum includes:
Support within the General Education Classroom: A special education teacher might work with your child's classroom teacher (Collaborative model) or pull your child out for small group instruction (Resource model).
Specialized Classrooms: For students needing more intensive support throughout the day, we offer programs focused on specific needs, like Therapeutic support or Functional/Academic Life Skills.
Early Childhood & Alternative Settings: From extra help in our integrated preschools (Itinerant/Integrated models) to different learning environments for older students, we have options all along a student's educational journey.
The goal is to provide the right level of support in the least restrictive environment possible for each child.
1 (1).pdfProcedural Safeguards
Rhode Island Special Education Procedural Safeguards (English)
Rhode Island Special Education Procedural Safeguards (Spanish)
Rhode Island Special Education Procedural Safeguards (Portuguese)
Rhode Island Special Education Procedural Safeguards (Chinese)
Rhode Island Special Education Procedural Safeguards (Arabic)
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