95TH GENERAL ASSEMBLY
State of Illinois
2007 and 2008
HB4822

 

Introduced , by Rep. Elizabeth Coulson

 

SYNOPSIS AS INTRODUCED:
 
105 ILCS 5/14-8.03   from Ch. 122, par. 14-8.03

    Amends the Children with Disabilities Article of the School Code. Makes changes to a Section concerning transition goals, supports, and services. Removes certain provisions concerning transition goals and supports. Provides instead that 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 postsecondary 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. Makes changes concerning additional IEP Team members, the IEP identifying each person responsible for transition services, the involvement of a public or private entity outside of the school district in transition services, the limit on a public school's responsibility for delivering educational services, and submitting a summary to the local Transition Planning Committee. Effective immediately.


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FISCAL NOTE ACT MAY APPLY
STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT

 

 

A BILL FOR

 

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1     AN ACT concerning education.
 
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 goals, supports, and services.
8     (a) For purposes of this Section, "transition services"
9 means a coordinated set of activities for a child with a
10 disability that (i) is designed to be within a results-oriented
11 process that is focused on improving the academic and
12 functional achievement of the child with a disability to
13 facilitate the child's movement from school to post-school
14 activities, including post-secondary education, vocational
15 education, integrated employment (including supported
16 employment), continuing and adult education, adult services,
17 independent living, or community participation; (ii) is based
18 on the individual child's needs, taking into account the
19 child's strengths, preferences, and interests; and (iii)
20 includes instruction, related services, community experiences,
21 the development of employment and other post-school adult
22 living objectives, and, if appropriate, acquisition of daily
23 living skills and the provision of a functional vocational

 

 

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1 evaluation. Transition services for a student with a disability
2 may be special education, if provided as specially designed
3 instruction, or a related service if required to assist a
4 student with a disability to benefit from special education.
5     (a-5) Beginning no later than the first individualized
6 education plan (IEP) in effect when the student turns age 14
7 1/2 (or younger if determined appropriate by the IEP Team) and
8 updated annually thereafter, the IEP must include (i)
9 measurable postsecondary goals based upon age-appropriate
10 transition assessments and other information available
11 regarding the student that are related to training, education,
12 employment, and, where appropriate, independent living skills
13 and (ii) the transition services needed to assist the student
14 in reaching those goals, including courses of study. A school
15 district shall consider, and develop when needed, the
16 transition goals and supports for eligible students with
17 disabilities not later than the school year in which the
18 student reaches age 14 1/2 at the individualized education plan
19 meeting and provide services as identified on the student's
20 individualized education plan. Transition goals shall be based
21 on appropriate evaluation procedures and information, take
22 into consideration the preferences of the student and his or
23 her parents or guardian, be outcome-oriented, and include
24 employment, post-secondary education, and community living
25 alternatives. Consideration of these goals shall result in the
26 clarification of a school district's responsibility to deliver

 

 

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1 specific educational services such as vocational training and
2 community living skills instruction.
3     (b) To appropriately assess and develop IEP transition
4 goals and transition services for a student with a disability
5 plan for the student's transition needs, additional IEP Team
6 individualized education plan team members may be necessary and
7 may be asked by the school district to participate assist in
8 the transition planning process. Additional individualized
9 education plan team members may include a representative from
10 the Department of Human Services or another State agency, a
11 case coordinator, or persons representing other public or
12 community agencies or services, such as adult service providers
13 or public community colleges. The IEP individualized education
14 plan shall identify specify each person responsible for
15 coordinating and delivering transition services. If a
16 student's transition services include the involvement of a
17 public or private entity outside of the school district, the
18 school district shall confirm to the IEP Team whether the
19 linkage to the outside entity has been achieved. The public
20 school's responsibility for delivering educational services
21 does not extend beyond the time the student leaves school or
22 when the student reaches age 21.
23     (c) A school district shall submit annually a summary of
24 each eligible student's IEP transition goals and transition
25 services needed supports resulting from the IEP Team
26 individualized education plan team meeting to the appropriate

 

 

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1 local Transition Planning Committee. If students with
2 disabilities who are ineligible for special education services
3 request transition services, local public school districts
4 shall assist those students by identifying post-secondary
5 school goals, delivering appropriate education services, and
6 coordinating with other agencies and services for assistance.
7 (Source: P.A. 92-452, eff. 8-21-01.)
 
8     Section 99. Effective date. This Act takes effect upon
9 becoming law.