Parts of the IEP Explained
Individualized Education Plans (IEPs) are used to design educational programming for students with disabilities. They are updated annually and should be developed through a collaborative effort between the student, their family and staff who service the student.
Conference Summary, Present Levels of Performance, Indicator 13, Educational Accommodations and Assessments
Conference Summary Report
The cover page that explains the purpose of the conference, student identification information, and meeting attendees.
Present Levels of Educational Performance
This section summarizes the student’s current levels of performance by looking at assessments, collected data, and observations. Students’ strengths and areas of need should be reported in the PLEP, which is then used to develop annual goals.

Indicator 13 Checklist
This section ensures that educational programming and outcomes are accounted for in the 3 transition areas of education/training, employment and independent living. At least 1 assessment and 1 measurable, annual goal must be included for all 3 areas.

Educational Accommodations
Accommodations are changes or exceptions to the students’ educational programming that may maximize a student’s access to an activity. Some examples of accommodations may include: additional time on tests, small group instruction, using visuals to accompany written information, or having an individual or shared paraprofessional.

Academic accommodations (i.e. based around classroom instruction/assignments) may or may not be honored at the college level. Accommodations are only granted upon request, and student services will determine eligibility on an individual basis.

Assessments
The assessment page explains any accommodations or exemptions the student receives on classroom, district and statewide assessments.


Transition Plan, Educational Services, Goals, Notes, and FBA/BIP
Transition Services/Plan
The transition plan is used to guide instruction for the student with disabilities by identifying clear post-school outcomes in the areas of employment, education or training, and independent living. These outcomes are decided upon through team discussions with the family and school staff as well as assessments conducted by the case manager. You’ll also find information regarding adult service agencies that would be able to support your family and young adult after exiting the district.

Educational Services & Placement
The educational services and placement page identifies your young adult’s educational programming by breaking it down into minutes. Currently, a school week at the Hinsdale Transition Center is 1800 minutes. Related service providers then identify how and how often they will see students based on need. For example, a student may receive 25 minutes of speech therapy in a one-on-one setting and 50 minutes of group social work therapy weekly. “Pull-out” refers to services provided outside of the classroom and “consult” means that the related service provider consults with the teachers and case managers around strategies to maximize student success.

Goals & Objectives/Benchmarks
Young adults at the transition level should have a goal that is to be met annually in each of the 3 transition areas: employment, education/training and independent living. Each goal is broken down into 3 benchmarks that lead to the annual goal. Goal updates are sent home quarterly.

Additional Notes
The additional notes page is used to document notes from the IEP meeting, including members in attendance, topics discussed and follow-up plans. If IEPs are revised throughout their one-year life, the reason for revision is documented in the additional notes page.

FBA/BIP
Functional Behavior Plans (FBAs) and Behavior Intervention Plans are developed for students whose behaviors may impact learning. FBAs identify the function or reason for the behavior (i.e. to gain attention, to avoid something they don’t like). The BIP is then created by the IEP team to make a plan for replacing the undesired behavior with a more desirable behavior that achieves the same outcome for the student.

Additional Questions?
If you still have questions or want more information, simply reply to this email or reach out to Taryn Chrapkowski at 630- 468-4406 or tchrapko@hinsdale86.org.
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This information was compiled by the Tuesday Transition Tidbits Committee- Taryn Chrapkowski, Ashley Principe, and Heather Riggs.
The Transition Center
7302 Clarendon Hills Road
Darien, IL 60561
Phone: (630) 468-4318 • Fax: (630) 468-4591