Rep. Suzanne M. Ness
Filed: 4/1/2024
 
 
 




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1
AMENDMENT TO HOUSE BILL 5276 


2 AMENDMENT NO. ______. Amend House Bill 5276 by replacing 
3everything after the enacting clause with the following:

4 "Section 5. The School Code is amended by changing Section 
514-8.03 as follows:

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 
10limitation, personal hygiene, health care, fitness, food 
11preparation and nutrition, home management and safety, 
12dressing and clothing care, financial management and wellness, 
13self-esteem, self-advocacy, self-determination, community 
14living, housing options, public safety, leisure and 
15recreation, and transportation.
16 "Transition services" means a coordinated set of 
 
 
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1activities for a child with a disability that (i) is designed 
2to be within a results-oriented process that is focused on 
3improving the academic and functional achievement of the child 
4with a disability to facilitate the child's movement from 
5school to post-school activities, including post-secondary 
6education, which may include for-credit courses, career and 
7technical education, and non-credit courses and instruction, 
8vocational education, integrated employment (including 
9supported employment), continuing and adult education, adult 
10services, independent living, or community participation; (ii) 
11is based on the individual child's needs, taking into account 
12the child's strengths, preferences, and interests; and (iii) 
13includes instruction, related services, community experiences, 
14the development of employment and other post-school adult 
15living objectives, and, if appropriate, acquisition of daily 
16living skills, benefits counseling and planning, work 
17incentives education, and the provision of a functional 
18vocational evaluation. Transition services for a child with a 
19disability may be special education, if provided as specially 
20designed instruction, or a related service if required to 
21assist a child with a disability to benefit from special 
22education. 
23 (a-5) Beginning no later than the first individualized 
24education plan (IEP) in effect when the student turns age 14 
251/2 (or younger if determined appropriate by the IEP Team) and 
26updated annually thereafter, the IEP must include (i) 
 
 
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1measurable post-secondary goals based upon age-appropriate 
2transition assessments and other information available 
3regarding the student that are related to training, education, 
4employment, and independent living skills and (ii) the 
5transition services needed to assist the student in reaching 
6those goals, including courses of study.
7 As a component of transition planning, the school district 
8shall provide the student and the parent or guardian of the 
9student with information about the school district's career 
10and technical education (CTE) opportunities and postsecondary 
11CTE opportunities. The CTE information shall include a list of 
12programming options, the scope and sequence of study for 
13pursuing those options, and the locations of those options. A 
14student in high school with an IEP may enroll in the school 
15district's CTE program at any time if participation in a CTE 
16program is consistent with the student's transition goals. 
17 The student and the parent or guardian of the student 
18shall be provided with information about dual credit courses 
19offered by the school district. The information shall include 
20courses offered by the school district for dual credit under 
21Section 16 of the Dual Credit Quality Act and courses in which 
22the student may enroll for high school credit only under 
23Section 16.5 of the Dual Credit Quality Act. The information 
24shall include the criteria for entry into any dual credit 
25course in which the student or the parent or guardian of the 
26student indicates interest. If the student is enrolled in a 
 
 
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1dual credit course for dual credit or for high school credit 
2only, the student's participation in the course shall be 
3included as part of the student's transition IEP activities. 
4 The student's transition plan shall include consideration 
5of the student's assistive technology needs, such as assistive 
6technology evaluations, devices, and services, related to the 
7student's transition goals for employment, education or 
8training, and independent living, both while the student is 
9participating in transition-related activities and in 
10post-school activities. The student's transition plan shall 
11also include consideration of the availability and 
12accessibility of appropriate assistive technology devices and 
13services for the student once in the post-school environment. 
14 (b) Transition planning must be conducted as part of the 
15IEP process and must be governed by the procedures applicable 
16to the development, review, and revision of the IEP, including 
17notices to the parents and student, parent and student 
18participation, and annual review. To appropriately assess and 
19develop IEP transition goals and transition services for a 
20child with a disability, additional participants may be 
21necessary and may be invited by the school district, parent, 
22or student to participate in the transition planning process. 
23Additional participants may include without limitation a 
24representative from the Department of Human Services or 
25another State agency, a case coordinator, or persons 
26representing other public or community agencies or services, 
 
 
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1such as adult service providers, disability services 
2coordinators of public community colleges, and a CTE 
3coordinator. The IEP shall identify each person responsible 
4for coordinating and delivering transition services. If the 
5IEP team determines that the student requires transition 
6services from a public or private entity outside of the school 
7district, the IEP team shall identify potential outside 
8resources, assign one or more IEP team members to contact the 
9appropriate outside entities, make the necessary referrals, 
10provide any information and documents necessary to complete 
11the referral, follow up with the entity to ensure that the 
12student has been successfully linked to the entity, and 
13monitor the student's progress to determine if the student's 
14IEP transition goals and benchmarks are being met. The 
15student's IEP shall indicate one or more specific time periods 
16during the school year when the IEP team shall review the 
17services provided by the outside entity and the student's 
18progress in such activities. The public school's 
19responsibility for delivering educational services does not 
20extend beyond the time the student leaves school or when the 
21student's eligibility ends due to age under this Article.
22 (c) A school district shall submit annually a summary of 
23each eligible student's IEP transition goals and transition 
24services resulting from the IEP Team meeting to the 
25appropriate local Transition Planning Committee. If students 
26with disabilities who are ineligible for special education 
 
 
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1services request transition services, local public school 
2districts shall assist those students by identifying 
3post-secondary school goals, delivering appropriate education 
4services, and coordinating with other agencies and services 
5for assistance.
6(Source: P.A. 102-516, eff. 8-20-21; 103-181, eff. 6-30-23.)