Required IEP Sections in Illinois
What sections are required in an IEP in Illinois?
Illinois IEPs must satisfy both federal requirements under 34 CFR 300.320 and additional state mandates set forth in 105 ILCS 5/14-8.02 and 23 IAC §226.230. The Illinois State Board of Education (ISBE) prescribes IEP form 34-54 as the official document template for all school districts. Each IEP must include: (1) a statement of the child's present levels of academic achievement and functional performance, including how the disability affects involvement in the general education curriculum (34 CFR 300.320(a)(1)); (2) measurable annual goals reflecting consideration of the State Goals for Learning and the Illinois Learning Standards, with benchmarks or short-term objectives (23 IAC §226.230(a)); (3) a description of how progress toward goals will be measured and when periodic progress reports will be provided to parents (34 CFR 300.320(a)(3)); (4) a statement of special education and related services, supplementary aids and services, and program modifications or supports for school personnel (34 CFR 300.320(a)(4)); (5) the projected start dates and anticipated frequency, location, and duration of services (34 CFR 300.320(a)(7)); (6) an explanation of the extent to which the child will not participate with nondisabled children in general education classes (34 CFR 300.320(a)(5)); (7) a statement of needed accommodations for state and districtwide assessments, including the Illinois Assessment of Readiness (IAR), or a justification for participation in the Dynamic Learning Maps Alternate Assessment (DLM-AA) (23 IAC §226.230(a)); (8) specification of languages or modes of communication for service delivery when other than English (23 IAC §226.230(a)); (9) a determination of whether the child requires extended school year (ESY) services and, if so, their amount, frequency, duration, and location (23 IAC §226.230(a)); (10) transition services beginning no later than the first IEP in effect when the child turns 14 1/2 (23 IAC §226.230(b)); and (11) transfer of rights notification at age 17 (34 CFR 300.320(c); 23 IAC 226.690). Illinois adds several state-specific mandates beyond federal law: the IEP team must provide written notification at each meeting that it is required to consider whether the child needs assistive technology to receive FAPE (105 ILCS 5/14-8.02(b)). For students on the autism spectrum, the team must consider six specific factors including communication needs, social interaction, sensory responses, resistance to change, repetitive behaviors, and positive behavioral interventions (105 ILCS 5/14-8.02). Additionally, if a student needs extra accommodations during emergencies, natural disasters, or active shooter situations, those must be incorporated into the IEP (105 ILCS 5/14-8.02). When a behavioral intervention plan is needed, the IEP must include functional behavioral assessment findings, prior interventions, planned strategies, measurable behavioral targets, review schedules, and parent communication protocols (23 IAC §226.230(b)).
What Illinois Requires
IEP must conform to all components listed in 34 CFR 300.320 plus additional Illinois requirements under 23 IAC §226.230
Measurable annual goals must reflect consideration of Illinois State Goals for Learning and Illinois Learning Standards (23 IAC §226.230(a))
Illinois retains the requirement for benchmarks or short-term objectives for all students, not just those on alternate assessments (23 IAC §226.230(a))
IEP team must provide written notification at each meeting about the obligation to consider assistive technology for FAPE (105 ILCS 5/14-8.02(b))
For students with autism spectrum disorders, the IEP team must consider six enumerated factors: communication, social interaction, sensory responses, resistance to change, repetitive behaviors, and behavioral interventions (105 ILCS 5/14-8.02)
Emergency accommodations for natural disasters or active shooter situations must be addressed in the IEP when a student requires them (105 ILCS 5/14-8.02)
IEP must specify languages or modes of communication for service delivery when other than English (23 IAC §226.230(a))
Extended school year (ESY) determination must be documented with amount, frequency, duration, and location if services are needed (23 IAC §226.230(a))
Key Timelines
Eligibility determination and IEP completion must occur within 60 school days from the date of written parental consent (105 ILCS 5/14-8.02(b))
Special education services must begin no later than 10 school attendance days after notice is provided to parents under 34 CFR 300.503 (105 ILCS 5/14-8.02(b))
IEP must be reviewed at least annually (34 CFR 300.324(b))
Reevaluation must be conducted at least every three years (34 CFR 300.303)