Bill Amendment: IL HB4581 | 2025-2026 | 104th General Assembly

NOTE: For additional amemendments please see the Bill Drafting List

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Bill Title: SCH CD-SPEC ED TRANSITION PLAN

Status: 2026-06-18 - Sent to the Governor [HB4581 Detail]

Download: Illinois-2025-HB4581-House_Amendment_001.html

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Rep. Michelle Mussman

Filed: 4/13/2026

 

 

 

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AMENDMENT TO HOUSE BILL 4581
AMENDMENT NO. ______. Amend House Bill 4581 by replacing
everything after the enacting clause with the following:
"Section 5. The School Code is amended by changing Section
14-8.03 as follows:
(105 ILCS 5/14-8.03) (from Ch. 122, par. 14-8.03)
Sec. 14-8.03. Transition services.
(a) For purposes of this Section:
"Independent living skills" may include, without
limitation, personal hygiene, health care, fitness, food
preparation and nutrition, home management and safety,
dressing and clothing care, financial management and wellness,
self-esteem, self-advocacy, self-determination, community
living, housing options, public safety, leisure and
recreation, and transportation.
"Transition services" means a coordinated set of

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activities for a child with a disability that (i) is designed
to be within a results-oriented process that is focused on
improving the academic and functional achievement of the child
with a disability to facilitate the child's movement from
school to post-school activities, including post-secondary
education, which may include for-credit courses, career and
technical education, and non-credit courses and instruction,
vocational education, integrated employment (including
supported employment), continuing and adult education, adult
services, independent living, or community participation; (ii)
is based on the individual child's needs, taking into account
the child's strengths, preferences, and interests; and (iii)
includes instruction, related services, community experiences,
the development of employment and other post-school adult
living objectives, and, if appropriate, acquisition of daily
living skills, benefits counseling and planning, work
incentives education, and the provision of a functional
vocational evaluation. Transition services for a child with a
disability may be special education, if provided as specially
designed instruction, or a related service if required to
assist a child with a disability to benefit from special
education.
(a-5) Beginning no later than the first individualized
education program (IEP) in effect when the student turns age
14 1/2 (or younger if determined appropriate by the IEP Team)
and updated annually thereafter, the IEP must include (i)

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measurable post-secondary goals based upon age-appropriate
transition assessments and other information available
regarding the student that are related to training, education,
employment, and independent living skills and (ii) the
transition services needed to assist the student in reaching
those goals, including courses of study.
As a component of transition planning, the school district
shall provide the student and the parent or guardian of the
student with information about the school district's career
and technical education (CTE) opportunities and postsecondary
CTE opportunities. The CTE information shall include a list of
programming options, the scope and sequence of study for
pursuing those options, and the locations of those options. A
student in high school with an IEP may enroll in the school
district's CTE program at any time if participation in a CTE
program is consistent with the student's transition goals.
The student and the parent or guardian of the student
shall be provided with information about dual credit courses
offered by the school district. The information shall include
courses offered by the school district for dual credit under
Section 16 of the Dual Credit Quality Act and courses in which
the student may enroll for high school credit only under
Section 16.5 of the Dual Credit Quality Act. The information
shall include the criteria for entry into any dual credit
course in which the student or the parent or guardian of the
student indicates interest. If the student is enrolled in a

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dual credit course for dual credit or for high school credit
only, the student's participation in the course shall be
included as part of the student's transition IEP activities.
The student's transition plan shall include consideration
of the student's assistive technology needs, such as assistive
technology evaluations, devices, and services, related to the
student's transition goals for employment, education or
training, and independent living, both while the student is
participating in transition-related activities and in
post-school activities. The student's transition plan shall
also include consideration of the availability and
accessibility of appropriate assistive technology devices and
services for the student once in the post-school environment.
By the school year in which the student turns 16, the
transition planning process must include discussions with the
student's IEP team, including the student, the student's
parent or guardian, and other appropriate team members,
regarding the student's graduation status and the implications
of high school graduation.
The transition planning process must include informing the
student, the student's parent or guardian, and the student's
designated representative under Section 14-6.10 that (i)
graduation with a regular high school diploma terminates the
student's eligibility for a free appropriate public education
(FAPE) under the federal Individuals with Disabilities
Education Act and State law and (ii) under Section 14-1.02,

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the student can continue to receive IEP services until the end
of the school year in which the student turns 22 when
appropriate to meet the student's IEP goals.
(b) Transition planning must be conducted as part of the
IEP process and must be governed by the procedures applicable
to the development, review, and revision of the IEP, including
notices to the parents and student, parent and student
participation, and annual review. To appropriately assess and
develop IEP transition goals and transition services for a
child with a disability, additional participants may be
necessary and may be invited by the school district, parent,
or student to participate in the transition planning process.
Additional participants may include without limitation a
representative from the Department of Human Services or
another State agency, a case coordinator, or persons
representing other public or community agencies or services,
such as adult service providers, disability services
coordinators of public community colleges, and a CTE
coordinator. The IEP shall identify each person responsible
for coordinating and delivering transition services. If the
IEP team determines that the student requires transition
services from a public or private entity outside of the school
district, the IEP team shall identify potential outside
resources, assign one or more IEP team members to contact the
appropriate outside entities, make the necessary referrals,
provide any information and documents necessary to complete

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the referral, follow up with the entity to ensure that the
student has been successfully linked to the entity, and
monitor the student's progress to determine if the student's
IEP transition goals and benchmarks are being met. The
student's IEP shall indicate one or more specific time periods
during the school year when the IEP team shall review the
services provided by the outside entity and the student's
progress in such activities. The public school's
responsibility for delivering educational services does not
extend beyond the time the student leaves school or when the
student's eligibility ends due to age under this Article.
(c) A school district shall submit annually a summary of
each eligible student's IEP transition goals and transition
services resulting from the IEP Team meeting to the
appropriate local Transition Planning Committee. If students
with disabilities who are ineligible for special education
services request transition services, local public school
districts shall assist those students by identifying
post-secondary school goals, delivering appropriate education
services, and coordinating with other agencies and services
for assistance.
(d) The General Assembly makes all of the following
findings:
(1) The Work Incentives Planning and Assistance
program is federally funded through the U.S. Social
Security Administration and is designed to assist people

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with disabilities transition to financial independence.
(2) The Work Incentives Planning and Assistance
program serves people who are at least 14 years of age,
receive federal Supplemental Security Income or Social
Security Disability Income benefits based on a disability,
and are either working, have an offer of employment, or
are seeking employment.
(3) The Work Incentives Planning and Assistance
program's services are provided by trained Community Work
Incentives Coordinators and include public benefits
analysis and counseling, technical assistance for
navigating various work incentives rules, problem-solving
interventions with the U.S. Social Security
Administration, and referral services to vocational
rehabilitation agencies and employment networks.
The purpose of this subsection is to ensure that students
with disabilities, their parents and guardians, and school
personnel responsible for coordinating transition plans and
services for school districts, special education joint
agreements, and other relevant educational agencies are made
aware of the services available in this State under the Work
Incentives Planning and Assistance program.
By January 1, 2027, informational materials on the Work
Incentives Planning and Assistance program shall be provided
to a student and the student's parent or guardian at the
initial transition planning meeting convened for the student

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by the school district and during the student's final year in
high school. The process of obtaining and disseminating the
informational materials shall be determined by the school
district in collaboration with the Work Incentives Planning
and Assistance program serving the area.
(Source: P.A. 103-181, eff. 6-30-23; 103-854, eff. 8-9-24;
104-232, eff. 8-15-25.)
Section 99. Effective date. This Act takes effect upon
becoming law.".