Rep. Michelle Mussman

Filed: 10/18/2021





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2    AMENDMENT NO. ______. Amend Senate Bill 1169 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 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
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 with information about the school
9district's career and technical education (CTE) opportunities
10and postsecondary CTE opportunities. The CTE information shall
11include a list of programming options, the scope and sequence
12of study for pursuing those options, and the locations of
13those options. A student in high school with an IEP may enroll
14in the school district's CTE program at any time if
15participation in a CTE program is consistent with the
16student's transition goals.
17    (b) Transition planning must be conducted as part of the
18IEP process and must be governed by the procedures applicable
19to the development, review, and revision of the IEP, including
20notices to the parents and student, parent and student
21participation, and annual review. To appropriately assess and
22develop IEP transition goals and transition services for a
23child with a disability, additional participants may be
24necessary and may be invited by the school district, parent,
25or student to participate in the transition planning process.
26Additional participants may include without limitation a



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1representative from the Department of Human Services or
2another State agency, a case coordinator, or persons
3representing other public or community agencies or services,
4such as adult service providers, disability services
5coordinators of public community colleges, and a CTE
6coordinator. The IEP shall identify each person responsible
7for coordinating and delivering transition services. If the
8IEP team determines that the student requires transition
9services from a public or private entity outside of the school
10district, the IEP team shall identify potential outside
11resources, assign one or more IEP team members to contact the
12appropriate outside entities, make the necessary referrals,
13provide any information and documents necessary to complete
14the referral, follow up with the entity to ensure that the
15student has been successfully linked to the entity, and
16monitor the student's progress to determine if the student's
17IEP transition goals and benchmarks are being met. The
18student's IEP shall indicate one or more specific time periods
19during the school year when the IEP team shall review the
20services provided by the outside entity and the student's
21progress in such activities. The public school's
22responsibility for delivering educational services does not
23extend beyond the time the student leaves school or when the
24student's eligibility ends due to age under this Article.
25    (c) A school district shall submit annually a summary of
26each eligible student's IEP transition goals and transition



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1services resulting from the IEP Team meeting to the
2appropriate local Transition Planning Committee. If students
3with disabilities who are ineligible for special education
4services request transition services, local public school
5districts shall assist those students by identifying
6post-secondary school goals, delivering appropriate education
7services, and coordinating with other agencies and services
8for assistance.
9(Source: P.A. 102-516, eff. 8-20-21.)".