Illinois General Assembly - Full Text of SB1550
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Full Text of SB1550  98th General Assembly




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



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1and the provision of a functional vocational evaluation.
2Transition services for a child with a disability may be
3special education, if provided as specially designed
4instruction, or a related service if required to assist a child
5with a disability to benefit from special education.
6    (a-5) Beginning no later than the first individualized
7education plan (IEP) in effect when the student turns age 14
81/2 (or younger if determined appropriate by the IEP Team) and
9updated annually thereafter, the IEP must include (i)
10measurable post-secondary goals based upon age-appropriate
11transition assessments and other information available
12regarding the student that are related to training, education,
13employment, and, where appropriate, independent living skills
14and (ii) the transition services needed to assist the student
15in reaching those goals, including courses of study.
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, or
24student to participate in the transition planning process.
25Additional participants may include without limitation a
26representative from the Department of Human Services or another



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



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1request transition services, local public school districts
2shall assist those students by identifying post-secondary
3school goals, delivering appropriate education services, and
4coordinating with other agencies and services for assistance.
5(Source: P.A. 95-793, eff. 1-1-09; 96-187, eff. 8-10-09.)
6    Section 99. Effective date. This Act takes effect upon
7becoming law.