Illinois General Assembly - Full Text of HB3950
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Full Text of HB3950  102nd General Assembly

HB3950enr 102ND GENERAL ASSEMBLY

  
  
  

 


 
HB3950 EnrolledLRB102 12547 CMG 17885 b

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

 

 

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

 

 

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1for assistance.
2(Source: P.A. 98-517, eff. 8-22-13.)
 
3    Section 10. The Dual Credit Quality Act is amended by
4changing Section 16 and by adding Section 40 as follows:
 
5    (110 ILCS 27/16)
6    Sec. 16. High school and community college partnership
7agreements; dual credit. A community college district shall,
8upon the request of a school district within the jurisdiction
9of the community college district, enter into a partnership
10agreement with the school district to offer dual credit
11coursework.
12    A school district may offer any course identified in the
13Illinois Articulation Initiative General Education Core
14Curriculum package under the Illinois Articulation Initiative
15Act as a dual credit course on the campus of a high school of
16the school district and may use a high school instructor who
17has met the academic credential requirements under this Act to
18teach the dual credit course.
19    The partnership agreement shall include all of the
20following:
21        (1) The establishment of the school district's and the
22    community college district's respective roles and
23    responsibilities in providing the program and ensuring the
24    quality and instructional rigor of the program. This must

 

 

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1    include an assurance that the community college district
2    has appropriate academic control of the curriculum,
3    consistent with any State or federal law and as required
4    or negotiated with the Higher Learning Commission or other
5    applicable accrediting agency.
6        (2) The dual credit courses that the school district
7    will offer its students and whether those courses will be
8    offered on the high school or community college campus or
9    through an online platform established by the Illinois
10    Community College Board.
11        (3) The establishment of academic criteria for
12    granting eligibility for high school students to enroll in
13    dual credit coursework. The academic criteria shall be
14    evidence-based and shall include multiple appropriate
15    measures to determine whether a student is prepared for
16    any dual credit coursework in which the student enrolls.
17        (4) The establishment of any limitations that the
18    school district or community college district may put on
19    course offerings due to availability of instructors, the
20    availability of students for specific course offerings, or
21    local board policy.
22        (5) The requirement that the dual credit instructor
23    meet the academic credential requirements to teach a dual
24    credit course, consistent with paragraphs (1), (2), and
25    (3) of Section 20 of this Act, but shall not be required to
26    exceed those credentials.

 

 

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1        (6) The collaborative process and criteria by which
2    the school district shall identify and recommend and the
3    community college district shall review and approve high
4    school instructors of dual credit courses taught on the
5    campus of a high school. This provision shall require that
6    the school district be responsible for hiring and
7    compensating the instructor.
8        (7) The requirement that a community college district
9    take the appropriate steps to ensure that dual credit
10    courses are equivalent to those courses offered at the
11    community college in quality and rigor to qualify for
12    college credit. The dual credit programs shall encompass
13    the following characteristics:
14            (A) Student learning outcomes expected for dual
15        credit courses in General Education Core Curriculum
16        courses and the professional and career and technical
17        disciplines shall be the same as the student learning
18        outcomes expected for the same courses taught on the
19        postsecondary campus.
20            (B) Course content, course delivery, and course
21        rigor shall be evaluated by the community college
22        chief academic officer or his or her designee, in
23        consultation with the school district's superintendent
24        or his or her designee. The evaluation shall be
25        conducted in a manner that is consistent with the
26        community college district's review and evaluation

 

 

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1        policy and procedures for on-campus adjunct faculty,
2        including visits to the secondary class. This
3        evaluation shall be limited to the course and the
4        ability of the instructor to deliver quality, rigorous
5        college credit coursework. This evaluation shall not
6        impact the instructor's performance evaluation under
7        Article 24A of the School Code.
8            (C) The academic supports and, if applicable,
9        guidance that will be provided to students
10        participating in the program by the high school and
11        the community college district.
12        (8) Identify all fees and costs to be assessed by the
13    community college district for dual credit courses. This
14    provision shall require that any fees and costs assessed
15    for dual credit courses shall be reasonable and promote
16    student access to those courses, and may take into account
17    regional considerations and differences.
18        (8.5) The collaborative process and criteria by which
19    a school district and a community college district shall
20    work to ensure that individual students with disabilities
21    have access to dual credit courses, provided that those
22    students are able to meet the criteria for entry into a
23    dual credit course. Through this process and criteria, the
24    student shall have access to the supplementary aids and
25    accommodations included in the student's individualized
26    education program under Article 14 of the School Code or

 

 

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1    Section 504 plan under the federal Rehabilitation Act of
2    1973 while the student is accessing a dual credit course
3    on a high school campus, in accordance with established
4    practices at the high school for providing these services.
5    A student who accesses a dual credit course on a community
6    college campus shall have access to supplementary aids and
7    accommodations provided in the partnership agreement,
8    including access to the community college's disability
9    services. A school district and community college district
10    shall work together to provide seamless communication
11    about the student's progress.
12        (9) The community college district shall establish a
13    mechanism for evaluating and documenting on a regular
14    basis the performance of students who complete dual credit
15    courses, consistent with paragraph (9) of Section 20 and
16    Section 30 of this Act, and for sharing that data in a
17    meaningful and timely manner with the school district.
18    This evaluation shall be limited to the course and the
19    coursework. This evaluation shall not impact the
20    instructor's performance evaluation under Article 24A of
21    the School Code.
22    If, within 180 calendar days of the school district's
23initial request to enter into a partnership agreement with the
24community college district, the school district and the
25community college district do not reach agreement on the
26partnership agreement, then the school district and community

 

 

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1college district shall jointly implement the provisions of the
2Model Partnership Agreement established under Section 19 of
3this Act for which local agreement could not be reached. A
4community college district may combine its negotiations with
5multiple school districts to establish one multi-district
6partnership agreement or may negotiate individual partnership
7agreements at its discretion.
8(Source: P.A. 100-1049, eff. 1-1-19.)
 
9    (110 ILCS 27/40 new)
10    Sec. 40. Students with disabilities. Within one year after
11the effective date of this amendatory Act of the 102nd General
12Assembly, each community college district in this State, in
13partnership with the appropriate high schools, shall modify
14its dual credit plan to ensure access to dual credit courses by
15students with disabilities consistent with Section 16 of this
16Act. The partnership agreement shall address how a high school
17and community college district will ensure the incorporation
18of an individualized education program or supplementary aids
19and accommodations pursuant to a Section 504 plan under the
20federal Rehabilitation Act of 1973 for students with
21disabilities who enroll in dual credit courses.
 
22    Section 15. The Public Community College Act is amended by
23adding Section 3-29.14 as follows:
 

 

 

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1    (110 ILCS 805/3-29.14 new)
2    Sec. 3-29.14. Students with disabilities.
3    (a) Each community college district shall provide access
4to higher education for students with disabilities, including,
5but not limited to, students with intellectual or
6developmental disabilities. Each community college is
7encouraged to offer for-credit and non-credit courses as
8deemed appropriate for the individual student based on the
9student's abilities, interests, and postsecondary transition
10goals, with the appropriate individualized supplementary aids
11and accommodations, including general education courses,
12career and technical education, vocational training,
13continuing education certificates, individualized learning
14paths, and life skills courses for students with disabilities.
15    (b) Each community college is strongly encouraged to have
16its disability services coordinator or the coordinator's
17representative participate either in person or remotely in
18meetings held by high schools within the community college
19district to provide information to the student's
20individualized education program team, including the student
21and the student's parent or guardian, about the community
22college and the availability of courses and programs at the
23community college.
 
24    Section 99. Effective date. This Act takes effect upon
25becoming law.