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| Public Act 103-0181
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| HB3224 Enrolled | LRB103 26755 RJT 53118 b |
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AN ACT concerning education.
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Be it enacted by the People of the State of Illinois,
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represented in the General Assembly:
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Section 5. The School Code is amended by changing Section |
14-8.03 as follows:
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(105 ILCS 5/14-8.03) (from Ch. 122, par. 14-8.03)
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Sec. 14-8.03. Transition services.
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(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 |
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, |
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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 plan (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) |
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.
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As a component of transition planning, the school district |
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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 |
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. |
(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 |
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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
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necessary
and may be invited by the school district, parent, |
or student to participate in the transition planning process.
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Additional participants
may include without limitation a
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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 |
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 |
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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.
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(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.
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(Source: P.A. 102-516, eff. 8-20-21.)
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Section 99. Effective date. This Act takes effect upon |
becoming law.
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