Bill Amendment: IL HB5276 | 2023-2024 | 103rd General Assembly
NOTE: For additional amemendments please see the Bill Drafting List
Bill Title: SCH CD-SPECIAL ED-TRANSITION
Status: 2024-08-09 - Public Act . . . . . . . . . 103-0854 [HB5276 Detail]
Download: Illinois-2023-HB5276-House_Amendment_001.html
Bill Title: SCH CD-SPECIAL ED-TRANSITION
Status: 2024-08-09 - Public Act . . . . . . . . . 103-0854 [HB5276 Detail]
Download: Illinois-2023-HB5276-House_Amendment_001.html
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1 | AMENDMENT TO HOUSE BILL 5276 | ||||||
2 | AMENDMENT NO. ______. Amend House Bill 5276 by replacing | ||||||
3 | everything after the enacting clause with the following:
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4 | "Section 5. The School Code is amended by changing Section | ||||||
5 | 14-8.03 as follows:
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6 | (105 ILCS 5/14-8.03) (from Ch. 122, par. 14-8.03) | ||||||
7 | Sec. 14-8.03. Transition services. | ||||||
8 | (a) For purposes of this Section: | ||||||
9 | "Independent living skills" may include, without | ||||||
10 | limitation, personal hygiene, health care, fitness, food | ||||||
11 | preparation and nutrition, home management and safety, | ||||||
12 | dressing and clothing care, financial management and wellness, | ||||||
13 | self-esteem, self-advocacy, self-determination, community | ||||||
14 | living, housing options, public safety, leisure and | ||||||
15 | recreation, and transportation. | ||||||
16 | "Transition services" means a coordinated set of |
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1 | activities for a child with a disability that (i) is designed | ||||||
2 | to be within a results-oriented process that is focused on | ||||||
3 | improving the academic and functional achievement of the child | ||||||
4 | with a disability to facilitate the child's movement from | ||||||
5 | school to post-school activities, including post-secondary | ||||||
6 | education, which may include for-credit courses, career and | ||||||
7 | technical education, and non-credit courses and instruction, | ||||||
8 | vocational education, integrated employment (including | ||||||
9 | supported employment), continuing and adult education, adult | ||||||
10 | services, independent living, or community participation; (ii) | ||||||
11 | is based on the individual child's needs, taking into account | ||||||
12 | the child's strengths, preferences, and interests; and (iii) | ||||||
13 | includes instruction, related services, community experiences, | ||||||
14 | the development of employment and other post-school adult | ||||||
15 | living objectives, and, if appropriate, acquisition of daily | ||||||
16 | living skills, benefits counseling and planning, work | ||||||
17 | incentives education, and the provision of a functional | ||||||
18 | vocational evaluation. Transition services for a child with a | ||||||
19 | disability may be special education, if provided as specially | ||||||
20 | designed instruction, or a related service if required to | ||||||
21 | assist a child with a disability to benefit from special | ||||||
22 | education. | ||||||
23 | (a-5) Beginning no later than the first individualized | ||||||
24 | education plan (IEP) in effect when the student turns age 14 | ||||||
25 | 1/2 (or younger if determined appropriate by the IEP Team) and | ||||||
26 | updated annually thereafter, the IEP must include (i) |
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1 | measurable post-secondary goals based upon age-appropriate | ||||||
2 | transition assessments and other information available | ||||||
3 | regarding the student that are related to training, education, | ||||||
4 | employment, and independent living skills and (ii) the | ||||||
5 | transition services needed to assist the student in reaching | ||||||
6 | those goals, including courses of study. | ||||||
7 | As a component of transition planning, the school district | ||||||
8 | shall provide the student and the parent or guardian of the | ||||||
9 | student with information about the school district's career | ||||||
10 | and technical education (CTE) opportunities and postsecondary | ||||||
11 | CTE opportunities. The CTE information shall include a list of | ||||||
12 | programming options, the scope and sequence of study for | ||||||
13 | pursuing those options, and the locations of those options. A | ||||||
14 | student in high school with an IEP may enroll in the school | ||||||
15 | district's CTE program at any time if participation in a CTE | ||||||
16 | program is consistent with the student's transition goals. | ||||||
17 | The student and the parent or guardian of the student | ||||||
18 | shall be provided with information about dual credit courses | ||||||
19 | offered by the school district. The information shall include | ||||||
20 | courses offered by the school district for dual credit under | ||||||
21 | Section 16 of the Dual Credit Quality Act and courses in which | ||||||
22 | the student may enroll for high school credit only under | ||||||
23 | Section 16.5 of the Dual Credit Quality Act. The information | ||||||
24 | shall include the criteria for entry into any dual credit | ||||||
25 | course in which the student or the parent or guardian of the | ||||||
26 | student indicates interest. If the student is enrolled in a |
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1 | dual credit course for dual credit or for high school credit | ||||||
2 | only, the student's participation in the course shall be | ||||||
3 | included as part of the student's transition IEP activities. | ||||||
4 | The student's transition plan shall include consideration | ||||||
5 | of the student's assistive technology needs, such as assistive | ||||||
6 | technology evaluations, devices, and services, related to the | ||||||
7 | student's transition goals for employment, education or | ||||||
8 | training, and independent living, both while the student is | ||||||
9 | participating in transition-related activities and in | ||||||
10 | post-school activities. The student's transition plan shall | ||||||
11 | also include consideration of the availability and | ||||||
12 | accessibility of appropriate assistive technology devices and | ||||||
13 | services for the student once in the post-school environment. | ||||||
14 | (b) Transition planning must be conducted as part of the | ||||||
15 | IEP process and must be governed by the procedures applicable | ||||||
16 | to the development, review, and revision of the IEP, including | ||||||
17 | notices to the parents and student, parent and student | ||||||
18 | participation, and annual review. To appropriately assess and | ||||||
19 | develop IEP transition goals and transition services for a | ||||||
20 | child with a disability, additional participants may be | ||||||
21 | necessary and may be invited by the school district, parent, | ||||||
22 | or student to participate in the transition planning process. | ||||||
23 | Additional participants may include without limitation a | ||||||
24 | representative from the Department of Human Services or | ||||||
25 | another State agency, a case coordinator, or persons | ||||||
26 | representing other public or community agencies or services, |
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1 | such as adult service providers, disability services | ||||||
2 | coordinators of public community colleges, and a CTE | ||||||
3 | coordinator. The IEP shall identify each person responsible | ||||||
4 | for coordinating and delivering transition services. If the | ||||||
5 | IEP team determines that the student requires transition | ||||||
6 | services from a public or private entity outside of the school | ||||||
7 | district, the IEP team shall identify potential outside | ||||||
8 | resources, assign one or more IEP team members to contact the | ||||||
9 | appropriate outside entities, make the necessary referrals, | ||||||
10 | provide any information and documents necessary to complete | ||||||
11 | the referral, follow up with the entity to ensure that the | ||||||
12 | student has been successfully linked to the entity, and | ||||||
13 | monitor the student's progress to determine if the student's | ||||||
14 | IEP transition goals and benchmarks are being met. The | ||||||
15 | student's IEP shall indicate one or more specific time periods | ||||||
16 | during the school year when the IEP team shall review the | ||||||
17 | services provided by the outside entity and the student's | ||||||
18 | progress in such activities. The public school's | ||||||
19 | responsibility for delivering educational services does not | ||||||
20 | extend beyond the time the student leaves school or when the | ||||||
21 | student's eligibility ends due to age under this Article. | ||||||
22 | (c) A school district shall submit annually a summary of | ||||||
23 | each eligible student's IEP transition goals and transition | ||||||
24 | services resulting from the IEP Team meeting to the | ||||||
25 | appropriate local Transition Planning Committee. If students | ||||||
26 | with disabilities who are ineligible for special education |
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1 | services request transition services, local public school | ||||||
2 | districts shall assist those students by identifying | ||||||
3 | post-secondary school goals, delivering appropriate education | ||||||
4 | services, and coordinating with other agencies and services | ||||||
5 | for assistance. | ||||||
6 | (Source: P.A. 102-516, eff. 8-20-21; 103-181, eff. 6-30-23.)
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