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1    AN ACT concerning safety.
2    Be it enacted by the People of the State of Illinois,
3represented in the General Assembly:
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 "transition services" means a coordinated set
17of activities for a child with a disability that (i) is
18designed to be within a results-oriented process that is
19focused on improving the academic and functional achievement
20of the child with a disability to facilitate the child's
21movement from school to post-school activities, including
22post-secondary education, which may include for-credit
23courses, career and technical education, and non-credit



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1courses and instruction, vocational education, integrated
2employment (including supported employment), continuing and
3adult education, adult services, independent living, or
4community participation; (ii) is based on the individual
5child's needs, taking into account the child's strengths,
6preferences, and interests; and (iii) includes instruction,
7related services, community experiences, the development of
8employment and other post-school adult living objectives, and,
9if appropriate, acquisition of daily living skills, benefits
10counseling and planning, work incentives education, and the
11provision of a functional vocational evaluation. Transition
12services for a child with a disability may be special
13education, if provided as specially designed instruction, or a
14related service if required to assist a child with a
15disability to benefit from special education.
16    (a-5) Beginning no later than the first individualized
17education plan (IEP) in effect when the student turns age 14
181/2 (or younger if determined appropriate by the IEP Team) and
19updated annually thereafter, the IEP must include (i)
20measurable post-secondary goals based upon age-appropriate
21transition assessments and other information available
22regarding the student that are related to training, education,
23employment, and independent living skills and (ii) the
24transition services needed to assist the student in reaching
25those goals, including courses of study.
26    As a component of transition planning, the school district



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1shall provide the student with information about the school
2district's career and technical education (CTE) opportunities.
3The CTE information shall include a list of programming
4options, the scope and sequence of study for pursuing those
5options, and the locations of those options. A student in high
6school with an IEP may enroll in the school district's CTE
7program at any time if participation in a CTE program is
8consistent with the student's transition goals.
9    (b) Transition planning must be conducted as part of the
10IEP process and must be governed by the procedures applicable
11to the development, review, and revision of the IEP, including
12notices to the parents and student, parent and student
13participation, and annual review. To appropriately assess and
14develop IEP transition goals and transition services for a
15child with a disability, additional participants may be
16necessary and may be invited by the school district, parent,
17or student to participate in the transition planning process.
18Additional participants may include without limitation a
19representative from the Department of Human Services or
20another State agency, a case coordinator, or persons
21representing other public or community agencies or services,
22such as adult service providers, disability services
23coordinators of or public community colleges, and a CTE
24coordinator. The IEP shall identify each person responsible
25for coordinating and delivering transition services. If the
26IEP team determines that the student requires transition



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1services from a public or private entity outside of the school
2district, the IEP team shall identify potential outside
3resources, assign one or more IEP team members to contact the
4appropriate outside entities, make the necessary referrals,
5provide any information and documents necessary to complete
6the referral, follow up with the entity to ensure that the
7student has been successfully linked to the entity, and
8monitor the student's progress to determine if the student's
9IEP transition goals and benchmarks are being met. The
10student's IEP shall indicate one or more specific time periods
11during the school year when the IEP team shall review the
12services provided by the outside entity and the student's
13progress in such activities. The public school's
14responsibility for delivering educational services does not
15extend beyond the time the student leaves school or when the
16student's eligibility ends due to age under this Article.
17    (c) A school district shall submit annually a summary of
18each eligible student's IEP transition goals and transition
19services resulting from the IEP Team meeting to the
20appropriate local Transition Planning Committee. If students
21with disabilities who are ineligible for special education
22services request transition services, local public school
23districts shall assist those students by identifying
24post-secondary school goals, delivering appropriate education
25services, and coordinating with other agencies and services
26for assistance.



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1(Source: P.A. 98-517, eff. 8-22-13.)
2    Section 99. Effective date. This Act takes effect upon
3becoming law.