Sen. Laura Fine

Filed: 4/15/2021





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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 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



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1of activities for a child with a disability that (i) is
2designed to be within a results-oriented process that is
3focused on improving the academic and functional achievement
4of the child with a disability to facilitate the child's
5movement from school to post-school activities, including
6post-secondary education, which may include for-credit
7courses, career and technical education, and non-credit
8courses and instruction, vocational education, integrated
9employment (including supported employment), continuing and
10adult education, adult services, independent living, or
11community participation; (ii) is based on the individual
12child's needs, taking into account the child's strengths,
13preferences, and interests; and (iii) includes instruction,
14related services, community experiences, the development of
15employment and other post-school adult living objectives, and,
16if appropriate, acquisition of daily living skills, benefits
17counseling and planning, work incentives education, and the
18provision of a functional vocational evaluation. Transition
19services for a child with a disability may be special
20education, if provided as specially designed instruction, or a
21related service if required to assist a child with a
22disability to benefit from special education.
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.
10The CTE information shall include a list of programming
11options, the scope and sequence of study for pursuing those
12options, and the locations of those options. A student in high
13school with an IEP may enroll in the school district's CTE
14program at any time if participation in a CTE program is
15consistent with the student's transition goals.
16    (b) Transition planning must be conducted as part of the
17IEP process and must be governed by the procedures applicable
18to the development, review, and revision of the IEP, including
19notices to the parents and student, parent and student
20participation, and annual review. To appropriately assess and
21develop IEP transition goals and transition services for a
22child with a disability, additional participants may be
23necessary and may be invited by the school district, parent,
24or student to participate in the transition planning process.
25Additional participants may include without limitation a
26representative from the Department of Human Services or



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



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1appropriate local Transition Planning Committee. If students
2with disabilities who are ineligible for special education
3services request transition services, local public school
4districts shall assist those students by identifying
5post-secondary school goals, delivering appropriate education
6services, and coordinating with other agencies and services
7for assistance.
8(Source: P.A. 98-517, eff. 8-22-13.)
9    Section 99. Effective date. This Act takes effect upon
10becoming law.".