Bill Text: IL SB1550 | 2013-2014 | 98th General Assembly | Chaptered
Bill Title: Amends the Children with Disabilities Article of the School Code with respect to transition services. Provides that the first individualized education plan for when a student turns age 14 1/2 must include measurable post-secondary goals based upon age-appropriate transition assessments and other information available regarding the student that are related to independent living skills (instead of independent living skills where appropriate). Effective immediately.
Spectrum: Slight Partisan Bill (Democrat 9-3)
Status: (Passed) 2013-08-22 - Public Act . . . . . . . . . 98-0517 [SB1550 Detail]
Download: Illinois-2013-SB1550-Chaptered.html
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| Public Act 098-0517 | ||||
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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, "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, 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 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, where appropriate, 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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(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
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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 or public community colleges. The IEP shall identify
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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 | ||
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
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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. 95-793, eff. 1-1-09; 96-187, eff. 8-10-09.)
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Section 99. Effective date. This Act takes effect upon | ||
becoming law.
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