Instructional Learning Program

The Instructional Learning Program (ILP) in BPS is designed to provide special education instruction and support for students in kindergarten through 12th grade whose developmental and/or cognitive delays require a highly individualized approach to their education.  ILP utilizes every child’s Individualized Education Program (IEP) to provide instruction that accounts for student specific strengths and challenges. Students in ILP require various levels of intensive special education instruction and related services throughout the school day.  Alternative curriculum, adaptive behavior supports, and daily living skills are embedded into classroom instruction.

Program Description

The Individualized Learning Program (ILP) provides a highly supportive, self-contained special education setting for students with intellectual or developmental disabilities that significantly impact communication, cognition, adaptive functioning, and daily living skills. Designed for students who have demonstrated limited growth despite intensive interventions and modifications, the ILP offers an alternative curriculum aligned with the Illinois Essential Elements and focused on fostering independence across academic, social, communication, and life skill domains.

Academic instruction is individualized and often delivered through specialized methodologies such as discrete trial instruction and errorless learning, with a strong emphasis on repetition, structure, and real-world application. Reading and math instruction uses district-approved resources that are modified to meet students’ unique needs and aligned with the Essential Elements. Functional academics are embedded into daily routines, and life skills are intentionally taught to support independence in school, home, and community settings. Students typically participate in alternate assessment pathways and meet graduation requirements through alternative curricular standards.

Program Goals and Approach to Student Support

The ILP program design places a strong emphasis on communication, independence, and functional life skills, recognizing that many students in the program experience significant language delays that impact behavior, social interaction, and academic progress. Communication devices and visuals are embedded into all areas of learning, ensuring students can access instruction and express themselves effectively. Students engage in all core academic content areas—including reading, math, science, and social studies—using district-approved resources aligned to the Illinois Essential Elements. Instruction is highly individualized, and dedicated time is built into the school day to address each student’s IEP goals, with a strong emphasis on functional academics, adaptive behavior, and daily living skills. Small class sizes allow for intensive support, repeated practice, and increased opportunities to generalize newly learned skills across settings. Teams provide direct instruction in social-emotional and behavioral skills in a structured, supportive environment, using Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) that often include communication and sensory regulation strategies to teach replacement behaviors. Students also receive related services such as speech-language therapy, occupational therapy, and physical therapy embedded into their daily schedule. While core instruction is delivered within the ILP classroom, students are provided with carefully planned opportunities to interact with general education peers, typically in social or inclusive settings, to further generalize communication, social, and functional skills. As students enter high school, IEP teams collaborate to determine the most appropriate pathway, whether working toward a high school diploma, a certificate of completion, or transition services that support post-school goals such as community involvement and supported employment.

Students

ILP supports students with developmental and/or cognitive delays whose academic needs are significantly impacted by delays in communication, thinking skills (cognition), and everyday adaptive behaviors. Many students experience language deficits as a primary challenge, often requiring the use of communication devices or visuals to express themselves and understand others.  Students may demonstrate behaviors resulting from sensory needs, cognitive differences, or communication difficulties.  These are addressed through coordinated support and targeted teaching. Most students in the ILP participate in an alternative assessment, which is tailored to their unique learning styles and progress. While their core learning environment is specialized, students are also given opportunities to interact with their general education peers, typically in social settings, to help them apply and generalize the skills they are learning.

Partnering with Parents

Parents are key partners in a child’s educational journey. Given that students in ILP often have significant delays in communication, cognition, and adaptive behaviors, and may rely on communication devices or visuals, your insights and collaboration are invaluable.  Collaboration between home and school helps to ensure that the school based instruction is in alignment with your child’s needs and your family’s goals. We encourage open communication and active participation to ensure your child receives the most effective and supportive learning experience.