Synopsis As Introduced 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.
House Committee Amendment No. 1 Provides that there is no rulemaking authority under the amendatory Act, but that the Governor may suggest rules by filing them with the General Assembly and requesting that the General Assembly authorize such rulemaking by law, enact the suggested rules into law, or take other appropriate action in the General Assembly's discretion.
House Floor Amendment No. 2 Deletes everything after the enacting clause. Reinserts the contents of the bill as amended by House Amendment No. 1, with the following changes. Provides that "transition services" also includes benefits planning and work incentives education if appropriate. Changes certain references from "a student with a disability" to "a child with a disability". Requires that transition planning be conducted as part of the IEP process and be governed by the procedures applicable to the development, review, and revision of the IEP. Makes changes concerning participants in the transition planning process. Makes changes concerning the process for when a student requires transition services from a public or private entity outside of the school district. Restores current law, with changes, to provide that 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 the Children with Disabilities Article of the School Code. Effective immediately.