Bill Text: IL SB1169 | 2021-2022 | 102nd General Assembly | Engrossed
NOTE: There are more recent revisions of this legislation. Read Latest Draft
Bill Title: Amends the Health Care Right of Conscience Act. Provides that it is not a violation of the Act for any person or public official, or for any public or private association, agency, corporation, entity, institution, or employer to take any measures or impose any requirements intended to prevent contraction or transmission of COVID-19 or any pathogens that result in COVID-19 or any of its subsequent iterations. Provides that it is not a violation of the Act to enforce such measures or requirements. Provides that the Section applies to all actions commenced or pending on or after the effective date of the amendatory Act.
Spectrum: Partisan Bill (Democrat 4-0)
Status: (Passed) 2021-11-08 - Public Act . . . . . . . . . 102-0667 [SB1169 Detail]
Download: Illinois-2021-SB1169-Engrossed.html
Bill Title: Amends the Health Care Right of Conscience Act. Provides that it is not a violation of the Act for any person or public official, or for any public or private association, agency, corporation, entity, institution, or employer to take any measures or impose any requirements intended to prevent contraction or transmission of COVID-19 or any pathogens that result in COVID-19 or any of its subsequent iterations. Provides that it is not a violation of the Act to enforce such measures or requirements. Provides that the Section applies to all actions commenced or pending on or after the effective date of the amendatory Act.
Spectrum: Partisan Bill (Democrat 4-0)
Status: (Passed) 2021-11-08 - Public Act . . . . . . . . . 102-0667 [SB1169 Detail]
Download: Illinois-2021-SB1169-Engrossed.html
| |||||||
| |||||||
| |||||||
1 | AN ACT concerning safety.
| ||||||
2 | Be it enacted by the People of the State of Illinois,
| ||||||
3 | represented in the General Assembly:
| ||||||
4 | Section 5. The School Code is amended by changing Section | ||||||
5 | 14-8.03 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 | ||||||
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 "transition services" means a coordinated set | ||||||
17 | of activities for a child with a disability that (i) is | ||||||
18 | designed to be within a results-oriented process that is | ||||||
19 | focused on improving the academic and functional achievement | ||||||
20 | of the child with a disability to facilitate the child's | ||||||
21 | movement from school to post-school activities, including | ||||||
22 | post-secondary education , which may include for-credit | ||||||
23 | courses, career and technical education, and non-credit |
| |||||||
| |||||||
1 | courses and instruction , vocational education, integrated | ||||||
2 | employment (including supported employment), continuing and | ||||||
3 | adult education, adult services, independent living, or | ||||||
4 | community participation; (ii) is based on the individual | ||||||
5 | child's needs, taking into account the child's strengths, | ||||||
6 | preferences, and interests; and (iii) includes instruction, | ||||||
7 | related services, community experiences, the development of | ||||||
8 | employment and other post-school adult living objectives, and, | ||||||
9 | if appropriate, acquisition of daily living skills, benefits | ||||||
10 | counseling and planning, work incentives education, and the | ||||||
11 | provision of a functional vocational evaluation. Transition | ||||||
12 | services for a child with a disability may be special | ||||||
13 | education, if provided as specially designed instruction, or a | ||||||
14 | related service if required to assist a child with a | ||||||
15 | disability to benefit from special education. | ||||||
16 | (a-5) Beginning no later than the first individualized | ||||||
17 | education plan (IEP) in effect when the student turns age 14 | ||||||
18 | 1/2 (or younger if determined appropriate by the IEP Team) and | ||||||
19 | updated annually thereafter, the IEP must include (i) | ||||||
20 | measurable post-secondary goals based upon age-appropriate | ||||||
21 | transition assessments and other information available | ||||||
22 | regarding the student that are related to training, education, | ||||||
23 | employment, and independent living skills and (ii) the | ||||||
24 | transition services needed to assist the student in reaching | ||||||
25 | those goals, including courses of study. | ||||||
26 | As a component of transition planning, the school district |
| |||||||
| |||||||
1 | shall provide the student with information about the school | ||||||
2 | district's career and technical education (CTE) opportunities. | ||||||
3 | The CTE information shall include a list of programming | ||||||
4 | options, the scope and sequence of study for pursuing those | ||||||
5 | options, and the locations of those options. A student in high | ||||||
6 | school with an IEP may enroll in the school district's CTE | ||||||
7 | program at any time if participation in a CTE program is | ||||||
8 | consistent with the student's transition goals.
| ||||||
9 | (b) Transition planning must be conducted as part of the | ||||||
10 | IEP process and must be governed by the procedures applicable | ||||||
11 | to the development, review, and revision of the IEP, including | ||||||
12 | notices to the parents and student, parent and student | ||||||
13 | participation, and annual review. To appropriately assess and | ||||||
14 | develop IEP transition goals and transition services for a | ||||||
15 | child with a disability,
additional participants may be
| ||||||
16 | necessary
and may be invited by the school district, parent, | ||||||
17 | or student to participate in the transition planning process.
| ||||||
18 | Additional participants
may include without limitation a
| ||||||
19 | representative from the Department of Human Services or | ||||||
20 | another State agency,
a case coordinator, or persons | ||||||
21 | representing other public or community agencies or
services, | ||||||
22 | such as adult service providers , disability services | ||||||
23 | coordinators of or public community colleges , and a CTE | ||||||
24 | coordinator . The IEP shall identify
each person
responsible | ||||||
25 | for coordinating and
delivering transition services. If the | ||||||
26 | IEP team determines that the student requires transition |
| |||||||
| |||||||
1 | services from a public or private entity outside of the school | ||||||
2 | district, the IEP team shall identify potential outside | ||||||
3 | resources, assign one or more IEP team members to contact the | ||||||
4 | appropriate outside entities, make the necessary referrals, | ||||||
5 | provide any information and documents necessary to complete | ||||||
6 | the referral, follow up with the entity to ensure that the | ||||||
7 | student has been successfully linked to the entity, and | ||||||
8 | monitor the student's progress to determine if the student's | ||||||
9 | IEP transition goals and benchmarks are being met. The | ||||||
10 | student's IEP shall indicate one or more specific time periods | ||||||
11 | during the school year when the IEP team shall review the | ||||||
12 | services provided by the outside entity and the student's | ||||||
13 | progress in such activities. The public school's | ||||||
14 | responsibility for
delivering educational services does not | ||||||
15 | extend beyond the time the student
leaves school or when the | ||||||
16 | student's eligibility ends due to age under this Article.
| ||||||
17 | (c) A school district shall submit annually a summary of | ||||||
18 | each eligible
student's IEP transition goals and transition | ||||||
19 | services resulting from the IEP Team
meeting to the | ||||||
20 | appropriate local Transition Planning Committee. If
students | ||||||
21 | with disabilities who are ineligible for special education | ||||||
22 | services
request transition services, local public school | ||||||
23 | districts shall assist those
students by identifying | ||||||
24 | post-secondary school goals, delivering appropriate
education | ||||||
25 | services, and coordinating with other agencies and services | ||||||
26 | for
assistance.
|
| |||||||
| |||||||
1 | (Source: P.A. 98-517, eff. 8-22-13.)
| ||||||
2 | Section 99. Effective date. This Act takes effect upon | ||||||
3 | becoming law.
|