Illinois IEP Forms Notes (July 2007)
General Purpose of an Individualized Education Program (IEP)
An IEP is required for various determinations and decisions related to a student with a disability:
Upon completion of an initial evaluation or reevaluation of a student suspected of having a disability
When reviewing results of an independent or outside evaluation
Following recommended termination of special education for one or more disabilities (includes students who return full time to general education or who continue to receive special education for other disabilities after completing a program for a disability)
When reviewing or revising the IEP, including placement
To determine if a student’s behavior was a manifestation of his/her disability
When considering transition services for a student
When developing a Behavioral Intervention Plan (BIP)
When terminating the special education placement of a student
Eligibility Determination: two main categories for eligibility considerations
I. All Disabilities Other Than Specific Learning Disability (SLD)
II. Specific Learning Disability (SLD)
The IEP team conducts eligibility determinations based on information from multiple sources (e.g., academic achievement tests, functional performance, parent input, teacher recommendations, physical condition, social/cultural background, adaptive behavior) to determine:
Whether the student has a disability
Whether the disability adversely affects educational performance
Whether the disability requires special education and related services
After the eligibility meeting, the district must provide a copy of the IEP documenting eligibility to the parent(s). A copy must be kept on file by the local district.
For preschoolers (ages 3-5) who are eligible for special education, an Individualized Family Service Plan (IFSP) may be used in place of an IEP if it meets all IEP requirements and parents consent.
It is recommended, not required, that the IEP be developed immediately after eligibility determination because some participants in the IEP may also determine eligibility. If two separate meetings are held, the IEP meeting must be conducted within 30 days of eligibility determination and both meetings must occur within 60 days of parental consent.
If district determines eligibility, it must document placement decisions within the IEP; if not eligible, document that no disability was identified and note that the student is not eligible for special education (but may be eligible for a 504 plan).
The content includes detailed processes for both non-SLD and SLD pathways, with emphasis on evidence, progress, and appropriate service provision.
Eligibility Determination: All Disabilities Other Than Specific Learning Disability (Non-SLD)
The determination is made by the IEP team based on information from multiple sources to decide:
If the student has a disability
If the disability adversely affects educational performance
If the disability requires special education and related services
Determinant factors (example categories used to explain eligibility under this pathway):
(a) Lack of scientifically-based instructional practices and programs that contain the essential components of reading instruction
(b) Lack of instruction in math
(c) Limited English proficiency
If any of the above determinations are supported by evidence, the team may label the student as eligible for special education; if not, the student is not eligible under IDEA and the team may consider a 504 plan
Evidence examples may include:
Reading instruction issues (e.g., exclusive whole language approach, lack of explicit instruction in the five essential components of reading, non-research-based programs, lack of program integrity, reliance on teacher-made materials, etc.)
Math instruction issues (e.g., sole reliance on computational approaches or non-research-based methods, lack of program integrity, etc.)
Limited English proficiency (e.g., lack of access to appropriate LEP programs in academic settings)
If all three determinant factors are marked “no,” the team should complete the appropriate sections indicating not eligible under IDEA; however, the student may be eligible for a 504 plan. The team may elect to convene a 504 meeting to discuss options.
Disability section: If no disability is found, the team should write “not eligible” in the Disability section of the Conference Summary Report.
Exclusionary criteria (to determine primary eligibility): the team must check boxes for potential exclusionary factors such as visual, hearing, motor, cognitive, emotional disabilities, cultural factors, or environmental/economic disadvantage. If any Exclusionary Criteria are marked “Yes,” the student cannot have a primary eligibility of specific learning disability and the Eligibility Determination sections must be completed accordingly.
Inclusionary criteria (Educational Progress over time, Discrepancy at a point in time, and Instructional Need) are used to determine eligibility in the SLD pathway and may involve progress monitoring data and evidence of instructional needs.
Optional criteria (IQ-achievement discrepancy model): if used, the team may consider IQ-achievement discrepancy as part of the determination.
Step 1 (Non-SLD) and Step 2–4 (overall process):
Step 1: Determine determinant factors and whether there is an adverse effect on educational performance and whether the conditions for eligibility are met
Step 2: Identify disability and adverse effects; determine extent of need for special education and related services
Step 3: Determine educational needs; determine whether disability can be accommodated within general education; determine whether the student is entitled to special education and related services
Step 4: Complete Disability section on the Conference Summary Report if eligible
Eligibility Determination: Specific Learning Disability (SLD)
The SLD pathway also uses multiple sources of information to determine eligibility
The determination requires consideration of the following using the Documentation of Evaluation Results (Academic Achievement, Functional Performance, Cognitive Functioning, Communicative Status, Health, Hearing/Vision) and other areas as relevant:
Evidence of discrepancy between current performance and expected performance, using a standard of comparison (e.g., local norms, district norms, scientifically-based benchmarks, developmental norms)
Current level of performance and expected level of performance
Statement of discrepancy: (Expected level of performance) – (Current level of performance) = Discrepancy
Data sources: multiple sources to substantiate conclusions
Plan to address instructional needs and whether the student’s educational progress is sufficient to demonstrate a significant discrepancy
Required components in SLD eligibility (as per ISBE forms, with variations by year):
Evidence of a significant discrepancy between ability and achievement that cannot be corrected without special education
If using IQ-achievement discrepancy, there is an added requirement to demonstrate a significant instructional need and to show evidence of a discrepancy that is not solely explained by general education under the IQ-achievement model
Exclusionary criteria (to rule out primary eligibility of SLD): if any exclusionary criteria are marked “Yes,” the student cannot have primary eligibility for SLD and Eligibility Determination sections must reflect this
Inclusionary criteria (Educational Progress, Discrepancy, Instructional Needs): based on documented progress, discrepancy, and instructional needs — if any are not met, the student may not be eligible for SLD
Optional criteria (IQ-achievement discrepancy model): an optional step for certain districts and ages
Determination steps for SLD:
Step 1: Based on the preceding criteria, decide whether the student has an SLD that adversely affects educational performance
Step 2: If Step 1 is affirmative, determine eligibility by meeting the required combined criteria (Educational Progress, Discrepancy, and Instructional Needs) and show that the student’s needs exceed general education resources
It is possible to be determined eligible even if Educational Progress is adequate, provided there are substantial Instructional Needs that differ from general education and require more intensive supports
If the student is determined to have an SLD, include a certification by each team member who signs the bottom of the page; any dissenting member may submit a separate statement attached to the report
Documentation and Data: Conference Summary Report and Evaluation Data
Conference Summary Report (pages 4–6):
Conference Data Information: use student’s legal name; include date of conference; use a six-digit date format for dates (mm/dd/yy)
Dates: Date of Most Recent Evaluation; Date of Next Reevaluation
Purpose of the Conference: check applicable boxes to indicate purposes
Student Identification Information: address, date of birth, SIS ID, gender, ethnicity, language/communication modes, current grade level, anticipated high school graduation date, placement
Disability(ies) and Medicaid Number (if applicable)
Resident District and School; Serving District and School
Parent/Guardian Information: name, address, phone; surrogate parent indicator; language/modes; interpreter requirement
Participants: attendance and roles; indicate if dual roles; if parent(s) absent, describe attempts to arrange mutually agreed time/place
Procedural Safeguards: indication of when safeguards were provided or reviewed; transfer of rights upon majority
Reports/Policies/Procedures: copies of evaluation report and eligibility determination, copies of IEP, district behavioral interventions policies, and (for initial IEPs) district behavioral intervention procedures; mail during non-attendance should be noted
Documentation of Evaluation Results (page 7–11):
Complete after initial evaluation, reevaluation, or review of outside evaluations
If an independent evaluation was obtained before the meeting, consideration of that evaluation must be documented
All assessments should note adjustments for cultural/linguistic nondiscrimination and accommodations for sensory/physical disabilities
Academic Achievement: narrative baseline data in current general education curriculum; indicate instructional level; describe the presence/absence of a disability; include parent/other observer input; must support educational planning
Functional Performance: narrative baseline of functional performance in the educational setting; describe daily activities related to general education participation; include observations
Cognitive Functioning: narrative baseline of general cognitive ability; address overall and subtest results; include dates of assessments
Communicative Status: narrative on communication needs, language proficiency, and how communication affects participation in general education
Health: latest health/hearing/vision updates; include health issues and effects on participation in curriculum
Hearing/Vision: results and dates of the most recent screenings; identify who performed the screenings; provide narrative for students with vision/hearing disabilities
Motor Abilities: narrative baseline data on motor abilities and how mobility affects progress
Social/Emotional Status/Social Functioning: narrative on interpersonal relations, behavior towards others, rules compliance, self-concept, coping, etc.
Data and evidence collection for evaluation results (multiple sections):
Use multiple sources and provide a clear, concise, and understandable foundation for educational planning
Plan Development / Intervention/Evaluation Results for SLD (pages 11–12):
Identify problem areas with baseline and target discrepancy data across domains (academic, functional, cognitive, language, social/emotional, motor, health, hearing/vision)
Provide detailed evidence including standard of comparison, expected level, current level, and discrepancy, with dates
Include problem analysis to identify strengths and weaknesses and support intervention planning
Describe previous/current interventions and their scientific basis, implemented with integrity, including frequency, duration, materials, responsible staff, and progress monitoring methods
Include evidence that interventions were scientifically based and implemented with integrity
Plan Development / Progress and Needs (pages 12–14):
Summarize student needs in curriculum, instruction, and environment; detail accommodations/modifications; include information necessary for decision-making
Include evidence that supports decisions about eligibility and intervention planning
Include additional information necessary for decision-making if criteria have been addressed
Additional Evidence (page 15):
Examples include evidence of lack of educational opportunities, screening results, norm-referenced intelligence tests, adaptive behavior assessments
Present Levels of Academic Achievement and Functional Performance
Complete for all initial IEPs and annual reviews; must cover all areas impacted by the disability(s)
There must be a direct correlation between:
Academic achievement and functional performance
Goals/objectives/benchmarks development
Provision of specific special education and related services
Sections:
Student Strengths
Parental Educational Concerns
Student’s Present Level of Academic Achievement (present levels in the general education curriculum; provide specific examples; preschool may include pre-academic readiness skills)
Student’s Present Level of Functional Performance (daily living activities; not a restatement of eligibility results)
Involvement and Progress in General Curriculum (how disability affects progress in the general curriculum)
For students 14 1/2 years and older, describe strengths/weaknesses in the context of post-school goals
Secondary Transition
IEP team must address transition services for students with IEPs beginning at age 14 1/2
Transition assessments should inform post-secondary goals
Sections to address may include:
Assessments: type, responsible person, date, whether attached
Post-secondary Outcomes/Goals: employment, education/training, and adult living where appropriate
Course of Study: long-range plan linking to post-school goals; must consider required/elective courses, AP, and community experiences
Transition Services: supports needed in instruction, related services, community experiences, employment development, daily living Skills; indicate agency/position responsible and link to annual IEP goals; indicate if none
Examples of services: counseling, vocational training, transportation, services to family, assistive technology, etc. (FACTS references)
Home-Based Support Services
For students who may become eligible for Home-Based Support Services after turning 18
Program allows purchase of goods/services related to disability; up to 300% of SSI payment level
Participants are linked to a local agency via the PAS process; requires completion of the PUNS survey and admission packet to Division of Developmental Disabilities for review
Resources and access: local PAS agency contact, DHS hotlines, and DD Illinois information
Functional Behavioral Assessment (FBA) (AS APPROPRIATE)
Complete when a Behavioral Intervention Plan is needed
Must include data collected through direct observation of the target behavior
Sections include:
Participant/Title: individuals involved in gathering documentation
Student Strengths
Operational Definition of Target Behavior: observable and measurable; include frequency, duration, intensity
Setting: description of where behavior occurs
Antecedents: events preceding behavior
Consequences: results of behavior
Environmental Variables: factors that may influence behavior (medication, diet, sleep, etc.)
Indirect methods: review of records; direct methods: structured interviews
Hypothesis of Behavioral Function: common functions include gaining attention or avoiding/escaping a task
Behavioral Intervention Plan (BIP) (AS APPROPRIATE)
Complete when a BIP is needed; use FBA to inform the plan
Goals of the BIP: teach acceptable replacement behaviors, decrease target behavior, address episodes
Typically includes multiple interventions rather than a single strategy
Sections include:
Student’s Strengths
Target Behavior: clearly defined, whether a skill or performance deficit
Hypothesis of Behavioral Function
Summary of Previous Interventions and their success
Replacement Behaviors: what will be taught to replace targeted behavior; how taught (modeling, practice, reinforcement)
Replacement Behavior Reinforcement: ensure replacement is reinforced more often than problem behavior
Strategies for Teaching Replacement Behaviors: environment, instruction/curriculum, positive supports, motivators and rewards
Restrictive Disciplinary Measures: criteria for use, with emphasis on positive interventions first; avoid aversive techniques and corporal punishment
Crisis Plan: how to handle emergencies; minimize time needed to manage behavior; review for compliance with district policies; monitor and replace with less intrusive options as soon as possible
Data collection and progress monitoring in the context of a BIP:
Describe expected outcomes, data collection methods, timelines, and success criteria
Plan to monitor implementation and measure changes in target behavior
Include caregiver coordination and training plans
Outline potential obstacles to implementing BIP and how to address them
Goals and Objectives/Benchmarks
Complete on initial IEPs, annual reviews, or when changes are made to goals/benchmarks
Reporting on goals: indicate how progress will be measured and how parents will be informed of progress, at least as often as nondisabled students’ progress reports
Present Levels link to goals/benchmarks and to instructional strategies
Components of goals/benchmarks:
Goal Statement: measurable, objective, to be achieved in next 12 months
Goal Area: academic, functional, and/or transition-related; identify the Illinois Learning Standards addressed
Title(s) of Implementors: job titles of staff responsible for implementing goals
Short Term Objectives/Benchmarks: intermediate steps between present levels and annual goals; enough to guide instruction
Evaluation of Objective/Benchmark: evaluation criteria, procedures, and schedule
Dates Reviewed/Extent of Progress (optional): progress review dates and extent of progress
Educational Accommodations and Supports
Complete for initial IEPs and annual reviews
Transition considerations: check boxes to indicate whether transition services are needed and complete relevant transition sections if yes
Consideration of Special Factors: identify any factors that apply and address in Supplementary Aids, Accommodations, Modifications
Linguistic and Cultural Accommodations: indicate if supports are needed due to linguistic/cultural needs or if instruction in a language/mode other than English is required
Supplementary Aids, Accommodations, and Modifications: specify aids, accommodations, and modifications in general education and other settings to enable nondisabled peer participation; tailor to individual needs; cover non-academic and extracurricular activities
Supports for School Personnel: specify modifications/supports needed for staff to deliver services in alignment with goals
Assessment
Classroom-Based Assessments: indicate accommodations or alternate assessments needed for classroom assessments
District-Wide Assessments: indicate whether district-level assessments require accommodations; reflect accommodations in Assessment Accommodations section
State Academic Assessments: indicate if State tests are appropriate for the student and describe level of participation; accommodations should not compromise the test’s purpose or security; if not participating, indicate the alternate assessment used; ISBE provides alternatives when needed
Language Proficiency / ELL: identify if student is an English Language Learner and participating in ACCESS; document accommodations as needed
Assessment Accommodations: provide accommodations for assessments consistent with those in previous sections
Educational Services and Placement (Placement Details)
Complete for initial IEPs and annual reviews or when services/placement change
Initiation and Duration Dates: six-digit dates for service start and end; begin as soon as possible after the meeting; duration should not exceed one year from initiation date
Participation in General Education: categorize as General Education without supplementary aids, General Education with supplementary aids, or Special Education and related services within General Education
For each category, specify minutes per week for services and identify the specific services and who provides them
Bell-to-Bell minutes: total daily time from first to last bell, including lunch and passing periods; example: 430 minutes per day; 2150 minutes per week (for a typical 5-day week)
Special Education and Related Services Outside General Education: specify services outside general education, with minutes per week
Related Services Outside General Education: specify related services outside general education, with minutes per week
Educational Environment (EE) Calculation: report time spent outside general education; for ages 3-5, distinguish regular early childhood program vs. special education time; for ages 6-21, report bell-to-bell minutes per day and minutes per week outside general education
Placement Considerations: document least restrictive environment; provide explanations when removing from general education; document at least three options considered; ensure education with nondisabled peers to the maximum extent appropriate
Transportation: indicate if special transportation is required and how it will be provided
Extended School Year (ESY) Services: indicate eligibility and basis for determination; specify type and amount of ESY services if Yes; include any associated goals/benchmarks if needed
Manifestation Determination (AS APPROPRIATE)
Complete when determining whether behavior that led to disciplinary action is a manifestation of the student’s disability
Timeline: required within ten (10) school days of decisions to change placement due to conduct that violates code of student conduct
Sections include:
Disability: identify the student’s disability
Incidents Resulting in Disciplinary Action: describe behaviors that led to the decision
IEP and Placement Documentation: review all relevant information including whether IEP was implemented and any impact on behavior
Observations of the Student: review staff observations across settings/times
Information Provided by Parents: consider information provided by parents
Determination of Manifestation: decide whether the conduct was caused by or directly related to the disability or was the direct result of LEA failure to implement the IEP
If not a manifestation: disciplinary procedures may proceed as for nondisabled students, while preserving FAPE rights
If a manifestation: ensure services in IEP are provided and implement actions: conduct a FBA (if not already done), implement or modify BIP, and return the student to the prior placement unless the LEA/parents agree to a different placement
Additional Notes/Information
Use this page to document any additional notes or information from the IEP meeting not covered elsewhere
Report of Progress on Annual Goals (Option 1 and Option 2)
Option 1: simple progress report from teacher: direct measurement of progress toward each annual goal; indicates progress by quarter
Option 2: chart-based progress report: displays progress toward each annual goal relative to standards and to peers; visual representation of progress toward goals
Summary of Performance (SOP)
Required by IDEA 2004 in the final year prior to exiting high school or aging out, to summarize academic and functional performance
Provides to student and/or parent; not necessarily required for all exit types (modified diploma/certificate) but ISBE recommends
Contents include:
Student Information: name, date of birth, current address, etc.; year of high school graduation or exit
School Information: current school address and district; date of most recent IEP
Summary of Performance: student’s academic achievement in reading and math; functional performance; independent living status; communication status; vocational and career assessments; independent living and community participation
Post-School Goals: post-secondary education/training, employment, independent living outcomes as applicable; alignment with post-school goals in the IEP
Recommendations for Post-School Modifications: accommodations and supports for post-secondary settings, employment, independent living, community participation; agency contacts
Student Perspective: questions to capture student input on needs and effective accommodations
Completed By: person completing SOP and whether student completed independently or with assistance
Post-School Data Collection Survey
Used to collect data after graduation/exit to gather information on employment, education/training, etc., for federal reporting
Data includes:
Student Demographic Profile: name, gender, date of birth, demographic details
Contact Information: student and parent contact information
School Information: school graduated from, district, SIS number
Date Student Graduated or Exited
Student’s Primary and Secondary Disability (optional)
Student Exited School: how exited
Ethnicity and Post-School Goals: linked to IEP goals
Student Permission and Date of Signature
IEP Forms Content and Use (Overview)
The IEP forms provide an outline of required information; districts can use ISBE forms, their own forms, or a mix
If ISBE forms are used and have a form number, content on the form cannot be altered
These forms incorporate IDEA requirements and 23 Illinois Administrative Code 226
The forms cover:
Notice and Consent for evaluation
Conference Summary Report (pages 1–4, with specific sections listed above)
Documentation of Evaluation Results (SLD and non-SLD pathways)
Eligibility Determination (SLD and non-SLD timelines)
Data Chart (optional)
Present Levels of Academic Achievement and Functional Performance (PLAAFP)
Secondary Transition
Functional Behavioral Assessment (FBA) and Behavioral Intervention Plan (BIP)
Goals and Objectives/Benchmarks
Educational Accommodations and Supports
Assessment
Educational Services and Placement (including environment considerations and transportation)
Manifestation Determination
Additional Notes/Information
Report of Progress on Annual Goals (Option 1 or 2)
Summary of Performance (SOP)
Post-School Data Collection Survey
Key timeline notes (examples):
If the district holds two separate meetings (eligibility and IEP), the IEP must be held within 30 days of eligibility determination; both meetings must occur within 60 days of parental consent
For initial eligibility determinations, some sections (e.g., ESY considerations, certain transition elements) may be reviewed or added at later steps as needed
The transition section is required to begin at age 14 1/2, with assessments and goals aligned to post-secondary outcomes
Data handling and consent reminders:
When parents do not attend, districts should mail required documents
Documentation must reflect whether procedural safeguards were provided/reviewed and rights transferred at the age of majority
Any disagreements by team members must be documented via separate written statements attached to the Conference Summary Report
Form usage notes:
The forms ensure consistency in notifying parents and explaining proposed actions, including parent rights
Some sections are required as of specific school years (e.g., SLD-specific determinations became required by 2007-2008; other parts were added in 2010-2011 and thereafter), reflecting updates in state and federal policy
Important numerical references and formulas:
Six-digit dates: format used for evaluation dates and reevaluation dates, e.g., 02/07/06
Bell-to-Bell Minutes calculation: used to represent total instructional time in a school day
Example: If a school day includes 8 periods of 45 minutes, 8 passing periods of 5 minutes, and a 30-minute lunch, Bell-to-Bell Minutes per Day = 8\times 45 + 8\times 5 + 30 = 430 minutes
Weekly calculation (for a 5-day week): Bell-to-Bell Minutes per Week = 430 \times 5 = 2150 minutes
Ethical, philosophical, and practical implications discussed in the framework:
Emphasis on least restrictive environment and inclusion with nondisabled peers to the maximum extent appropriate
Requirement to use scientifically-based interventions where possible and to ensure progress monitoring and data-driven decisions
Important balance between implementing evidence-based practices and respecting family input and cultural/linguistic diversity
Need for clear, observable definitions of behaviors (especially in FBA/BIP) to ensure reliable assessment and valid measurement of progress
Consideration of potential disparities in access to assessments or services and steps to mitigate bias
Real-world relevance and connections to foundational principles:
Aligns with IDEA requirements for child-centered planning, parental participation, and individualized supports
Connects to accountability through progress monitoring, data-driven decision making, and regular reporting to families
Bridges educational planning with transition planning to support post-school outcomes
Some practical reference points and examples from the content:
Examples of evidence for reading and math instructional issues under determinant factors
Examples of evidence for SLD inclusionary criteria, such as educational progress over time, discrepancy, and instructional needs
Transition service examples including counseling, vocational services, transportation, assistive technology, and family supports
Possible ESY determinations and the need to specify services and goals if ESY is chosen
Guidance on when to use “Not Eligible for Special Education Services” and the option to pursue a 504 plan instead
Form-specific notes to aid exam preparation:
Know the two main eligibility pathways (Non-SLD and SLD) and the basic criteria used in each
Be able to explain the role of the IEP team and how it interacts with eligibility determination, planning, and placement decisions
Understand the structure and purpose of each major form section (e.g., Annual Goals, Present Levels, Transition, FBA/BIP, Accommodations, Assessments, ESY, SOP)
Recognize the importance of data sources, evidence, and the need for consistent documentation across pages
Recall the key numerical elements (dates format, bell-to-bell minutes, discrepancy calculations) and how they influence planning and reporting
Quick recap of essential formulas and concepts in LaTeX format for study cards:
Discrepancy calculation: ext{Discrepancy} = ext{Expected level of performance} - ext{Current level of performance}
Bell-to-Bell minutes per day: ext{Bell-to-bell minutes per day} = 8 \times 45 + 8 \times 5 + 30 = 430
Bell-to-Bell minutes per week (5 days): ext{Bell-to-bell minutes per week} = 430 \times 5 = 2150
IQ-achievement discrepancy model (optional step in SLD): a formal discrepancy between intelligence/IQ and achievement may be considered as part of the inclusionary criteria
Final note: The Illinois ISBE IEP forms set the framework for consistent documentation, parent notification, and required explanations of proposed actions, ensuring that services, decisions, and transitions are transparent and standardized across districts. This compilation reflects the July 2007 edition and includes follow-on updates referenced in later years (e.g., 2010–2011 for SLD documentation) to align with federal and state requirements.