Full Text of HB3950 102nd General Assembly
HB3950ham002 102ND GENERAL ASSEMBLY | Rep. Lindsey LaPointe Filed: 4/20/2021
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| 1 | | AMENDMENT TO HOUSE BILL 3950
| 2 | | AMENDMENT NO. ______. Amend House Bill 3950, AS AMENDED, | 3 | | by replacing everything after the enacting clause with the | 4 | | following:
| 5 | | "Section 5. The School Code is amended by changing Section | 6 | | 14-8.03 as follows:
| 7 | | (105 ILCS 5/14-8.03) (from Ch. 122, par. 14-8.03)
| 8 | | Sec. 14-8.03. Transition services.
| 9 | | (a) For purposes of this Section : , | 10 | | "Independent living skills" may include, without | 11 | | limitation, personal hygiene, health care, fitness, food | 12 | | preparation and nutrition, home management and safety, | 13 | | dressing and clothing care, financial management and wellness, | 14 | | self-esteem, self-advocacy, self-determination, community | 15 | | living, housing options, public safety, leisure and | 16 | | recreation, and transportation. |
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| 1 | | " Transition transition services" means a coordinated set | 2 | | of activities for a child with a disability that (i) is | 3 | | designed to be within a results-oriented process that is | 4 | | focused on improving the academic and functional achievement | 5 | | of the child with a disability to facilitate the child's | 6 | | movement from school to post-school activities, including | 7 | | post-secondary education , which may include for-credit | 8 | | courses, career and technical education, and non-credit | 9 | | courses and instruction , vocational education, integrated | 10 | | employment (including supported employment), continuing and | 11 | | adult education, adult services, independent living, or | 12 | | community participation; (ii) is based on the individual | 13 | | child's needs, taking into account the child's strengths, | 14 | | preferences, and interests; and (iii) includes instruction, | 15 | | related services, community experiences, the development of | 16 | | employment and other post-school adult living objectives, and, | 17 | | if appropriate, acquisition of daily living skills, benefits | 18 | | counseling and planning, work incentives education, and the | 19 | | provision of a functional vocational evaluation. Transition | 20 | | services for a child with a disability may be special | 21 | | education, if provided as specially designed instruction, or a | 22 | | related service if required to assist a child with a | 23 | | disability to benefit from special education. | 24 | | (a-5) Beginning no later than the first individualized | 25 | | education plan (IEP) in effect when the student turns age 14 | 26 | | 1/2 (or younger if determined appropriate by the IEP Team) and |
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| 1 | | updated annually thereafter, the IEP must include (i) | 2 | | measurable post-secondary goals based upon age-appropriate | 3 | | transition assessments and other information available | 4 | | regarding the student that are related to training, education, | 5 | | employment, and independent living skills and (ii) the | 6 | | transition services needed to assist the student in reaching | 7 | | those goals, including courses of study.
| 8 | | As a component of transition planning, the school district | 9 | | shall provide the student with information about the school | 10 | | district's career and technical education (CTE) opportunities | 11 | | and postsecondary CTE opportunities. The CTE information shall | 12 | | include a list of programming options, the scope and sequence | 13 | | of study for pursuing those options, and the locations of | 14 | | those options. A student in high school with an IEP may enroll | 15 | | in the school district's CTE program at any time if | 16 | | participation in a CTE program is consistent with the | 17 | | student's transition goals. | 18 | | (b) Transition planning must be conducted as part of the | 19 | | IEP process and must be governed by the procedures applicable | 20 | | to the development, review, and revision of the IEP, including | 21 | | notices to the parents and student, parent and student | 22 | | participation, and annual review. To appropriately assess and | 23 | | develop IEP transition goals and transition services for a | 24 | | child with a disability,
additional participants may be
| 25 | | necessary
and may be invited by the school district, parent, | 26 | | or student to participate in the transition planning process.
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| 1 | | Additional participants
may include without limitation a
| 2 | | representative from the Department of Human Services or | 3 | | another State agency,
a case coordinator, or persons | 4 | | representing other public or community agencies or
services, | 5 | | such as adult service providers , disability services | 6 | | coordinators of or public community colleges , and a CTE | 7 | | coordinator . The IEP shall identify
each person
responsible | 8 | | for coordinating and
delivering transition services. If the | 9 | | IEP team determines that the student requires transition | 10 | | services from a public or private entity outside of the school | 11 | | district, the IEP team shall identify potential outside | 12 | | resources, assign one or more IEP team members to contact the | 13 | | appropriate outside entities, make the necessary referrals, | 14 | | provide any information and documents necessary to complete | 15 | | the referral, follow up with the entity to ensure that the | 16 | | student has been successfully linked to the entity, and | 17 | | monitor the student's progress to determine if the student's | 18 | | IEP transition goals and benchmarks are being met. The | 19 | | student's IEP shall indicate one or more specific time periods | 20 | | during the school year when the IEP team shall review the | 21 | | services provided by the outside entity and the student's | 22 | | progress in such activities. The public school's | 23 | | responsibility for
delivering educational services does not | 24 | | extend beyond the time the student
leaves school or when the | 25 | | student's eligibility ends due to age under this Article.
| 26 | | (c) A school district shall submit annually a summary of |
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| 1 | | each eligible
student's IEP transition goals and transition | 2 | | services resulting from the IEP Team
meeting to the | 3 | | appropriate local Transition Planning Committee. If
students | 4 | | with disabilities who are ineligible for special education | 5 | | services
request transition services, local public school | 6 | | districts shall assist those
students by identifying | 7 | | post-secondary school goals, delivering appropriate
education | 8 | | services, and coordinating with other agencies and services | 9 | | for
assistance.
| 10 | | (Source: P.A. 98-517, eff. 8-22-13.)
| 11 | | Section 10. The Dual Credit Quality Act is amended by | 12 | | changing Section 16 and by adding Section 40 as follows: | 13 | | (110 ILCS 27/16) | 14 | | Sec. 16. High school and community college partnership | 15 | | agreements; dual credit. A community college district shall, | 16 | | upon the request of a school district within the jurisdiction | 17 | | of the community college district, enter into a partnership | 18 | | agreement with the school district to offer dual credit | 19 | | coursework. | 20 | | A school district may offer any course identified in the | 21 | | Illinois Articulation Initiative General Education Core | 22 | | Curriculum package under the Illinois Articulation Initiative | 23 | | Act as a dual credit course on the campus of a high school of | 24 | | the school district and may use a high school instructor who |
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| 1 | | has met the academic credential requirements under this Act to | 2 | | teach the dual credit course. | 3 | | The partnership agreement shall include all of the | 4 | | following: | 5 | | (1) The establishment of the school district's and the | 6 | | community college district's respective roles and | 7 | | responsibilities in providing the program and ensuring the | 8 | | quality and instructional rigor of the program. This must | 9 | | include an assurance that the community college district | 10 | | has appropriate academic control of the curriculum, | 11 | | consistent with any State or federal law and as required | 12 | | or negotiated with the Higher Learning Commission or other | 13 | | applicable accrediting agency. | 14 | | (2) The dual credit courses that the school district | 15 | | will offer its students and whether those courses will be | 16 | | offered on the high school or community college campus or | 17 | | through an online platform established by the Illinois | 18 | | Community College Board. | 19 | | (3) The establishment of academic criteria for | 20 | | granting eligibility for high school students to enroll in | 21 | | dual credit coursework. The academic criteria shall be | 22 | | evidence-based and shall include multiple appropriate | 23 | | measures to determine whether a student is prepared for | 24 | | any dual credit coursework in which the student enrolls. | 25 | | (4) The establishment of any limitations that the | 26 | | school district or community college district may put on |
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| 1 | | course offerings due to availability of instructors, the | 2 | | availability of students for specific course offerings, or | 3 | | local board policy. | 4 | | (5) The requirement that the dual credit instructor | 5 | | meet the academic credential requirements to teach a dual | 6 | | credit course, consistent with paragraphs (1), (2), and | 7 | | (3) of Section 20 of this Act, but shall not be required to | 8 | | exceed those credentials. | 9 | | (6) The collaborative process and criteria by which | 10 | | the school district shall identify and recommend and the | 11 | | community college district shall review and approve high | 12 | | school instructors of dual credit courses taught on the | 13 | | campus of a high school. This provision shall require that | 14 | | the school district be responsible for hiring and | 15 | | compensating the instructor. | 16 | | (7) The requirement that a community college district | 17 | | take the appropriate steps to ensure that dual credit | 18 | | courses are equivalent to those courses offered at the | 19 | | community college in quality and rigor to qualify for | 20 | | college credit. The dual credit programs shall encompass | 21 | | the following characteristics: | 22 | | (A) Student learning outcomes expected for dual | 23 | | credit courses in General Education Core Curriculum | 24 | | courses and the professional and career and technical | 25 | | disciplines shall be the same as the student learning | 26 | | outcomes expected for the same courses taught on the |
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| 1 | | postsecondary campus. | 2 | | (B) Course content, course delivery, and course | 3 | | rigor shall be evaluated by the community college | 4 | | chief academic officer or his or her designee, in | 5 | | consultation with the school district's superintendent | 6 | | or his or her designee. The evaluation shall be | 7 | | conducted in a manner that is consistent with the | 8 | | community college district's review and evaluation | 9 | | policy and procedures for on-campus adjunct faculty, | 10 | | including visits to the secondary class. This | 11 | | evaluation shall be limited to the course and the | 12 | | ability of the instructor to deliver quality, rigorous | 13 | | college credit coursework. This evaluation shall not | 14 | | impact the instructor's performance evaluation under | 15 | | Article 24A of the School Code. | 16 | | (C) The academic supports and, if applicable, | 17 | | guidance that will be provided to students | 18 | | participating in the program by the high school and | 19 | | the community college district. | 20 | | (8) Identify all fees and costs to be assessed by the | 21 | | community college district for dual credit courses. This | 22 | | provision shall require that any fees and costs assessed | 23 | | for dual credit courses shall be reasonable and promote | 24 | | student access to those courses, and may take into account | 25 | | regional considerations and differences. | 26 | | (8.5) The collaborative process and criteria by which |
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| 1 | | a school district and a community college district shall | 2 | | work to ensure that individual students with disabilities | 3 | | have access to dual credit courses, provided that those | 4 | | students are able to meet the criteria for entry into a | 5 | | dual credit course. Through this process and criteria, the | 6 | | student shall have access to the supplementary aids and | 7 | | accommodations included in the student's individualized | 8 | | education program under Article 14 of the School Code or | 9 | | Section 504 plan under the federal Rehabilitation Act of | 10 | | 1973 while the student is accessing a dual credit course | 11 | | on a high school campus, in accordance with established | 12 | | practices at the high school for providing these services. | 13 | | A student who accesses a dual credit course on a community | 14 | | college campus shall have access to supplementary aids and | 15 | | accommodations provided in the partnership agreement, | 16 | | including access to the community college's disability | 17 | | services. A school district and community college district | 18 | | shall work together to provide seamless communication | 19 | | about the student's progress. | 20 | | (9) The community college district shall establish a | 21 | | mechanism for evaluating and documenting on a regular | 22 | | basis the performance of students who complete dual credit | 23 | | courses, consistent with paragraph (9) of Section 20 and | 24 | | Section 30 of this Act, and for sharing that data in a | 25 | | meaningful and timely manner with the school district. | 26 | | This evaluation shall be limited to the course and the |
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| 1 | | coursework. This evaluation shall not impact the | 2 | | instructor's performance evaluation under Article 24A of | 3 | | the School Code. | 4 | | If, within 180 calendar days of the school district's | 5 | | initial request to enter into a partnership agreement with the | 6 | | community college district, the school district and the | 7 | | community college district do not reach agreement on the | 8 | | partnership agreement, then the school district and community | 9 | | college district shall jointly implement the provisions of the | 10 | | Model Partnership Agreement established under Section 19 of | 11 | | this Act for which local agreement could not be reached. A | 12 | | community college district may combine its negotiations with | 13 | | multiple school districts to establish one multi-district | 14 | | partnership agreement or may negotiate individual partnership | 15 | | agreements at its discretion.
| 16 | | (Source: P.A. 100-1049, eff. 1-1-19 .) | 17 | | (110 ILCS 27/40 new) | 18 | | Sec. 40. Students with disabilities. Within one year after | 19 | | the effective date of this amendatory Act of the 102nd General | 20 | | Assembly, each community college district in this State, in | 21 | | partnership with the appropriate high schools, shall modify | 22 | | its dual credit plan to ensure access to dual credit courses by | 23 | | students with disabilities consistent with Section 16 of this | 24 | | Act. The partnership agreement shall address how a high school | 25 | | and community college district will ensure the incorporation |
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| 1 | | of an individualized education program or supplementary aids | 2 | | and accommodations pursuant to a Section 504 plan under the | 3 | | federal Rehabilitation Act of 1973 for students with | 4 | | disabilities who enroll in dual credit courses. | 5 | | Section 15. The Public Community College Act is amended by | 6 | | adding Section 3-29.14 as follows: | 7 | | (110 ILCS 805/3-29.14 new) | 8 | | Sec. 3-29.14. Students with disabilities. | 9 | | (a) Each community college district shall provide access | 10 | | to higher education for students with disabilities, including, | 11 | | but not limited to, students with intellectual or | 12 | | developmental disabilities. Each community college is | 13 | | encouraged to offer for-credit and non-credit courses as | 14 | | deemed appropriate for the individual student based on the | 15 | | student's abilities, interests, and postsecondary transition | 16 | | goals, with the appropriate individualized supplementary aids | 17 | | and accommodations, including general education courses, | 18 | | career and technical education, vocational training, | 19 | | continuing education certificates, individualized learning | 20 | | paths, and life skills courses for students with disabilities. | 21 | | (b) Each community college is strongly encouraged to have | 22 | | its disability services coordinator or the coordinator's | 23 | | representative participate either in person or remotely in | 24 | | meetings held by high schools within the community college |
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| 1 | | district to provide information to the student's | 2 | | individualized education program team, including the student | 3 | | and the student's parent or guardian, about the community | 4 | | college and the availability of courses and programs at the | 5 | | community college.
| 6 | | Section 99. Effective date. This Act takes effect upon | 7 | | becoming law.".
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