Illinois General Assembly - Full Text of HB3950
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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,
3by replacing everything after the enacting clause with the
4following:
 
5    "Section 5. The School Code is amended by changing Section
614-8.03 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
11limitation, personal hygiene, health care, fitness, food
12preparation and nutrition, home management and safety,
13dressing and clothing care, financial management and wellness,
14self-esteem, self-advocacy, self-determination, community
15living, housing options, public safety, leisure and
16recreation, and transportation.

 

 

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1    "Transition transition services" means a coordinated set
2of activities for a child with a disability that (i) is
3designed to be within a results-oriented process that is
4focused on improving the academic and functional achievement
5of the child with a disability to facilitate the child's
6movement from school to post-school activities, including
7post-secondary education, which may include for-credit
8courses, career and technical education, and non-credit
9courses and instruction, vocational education, integrated
10employment (including supported employment), continuing and
11adult education, adult services, independent living, or
12community participation; (ii) is based on the individual
13child's needs, taking into account the child's strengths,
14preferences, and interests; and (iii) includes instruction,
15related services, community experiences, the development of
16employment and other post-school adult living objectives, and,
17if appropriate, acquisition of daily living skills, benefits
18counseling and planning, work incentives education, and the
19provision of a functional vocational evaluation. Transition
20services for a child with a disability may be special
21education, if provided as specially designed instruction, or a
22related service if required to assist a child with a
23disability to benefit from special education.
24    (a-5) Beginning no later than the first individualized
25education plan (IEP) in effect when the student turns age 14
261/2 (or younger if determined appropriate by the IEP Team) and

 

 

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1updated annually thereafter, the IEP must include (i)
2measurable post-secondary goals based upon age-appropriate
3transition assessments and other information available
4regarding the student that are related to training, education,
5employment, and independent living skills and (ii) the
6transition services needed to assist the student in reaching
7those goals, including courses of study.
8    As a component of transition planning, the school district
9shall provide the student with information about the school
10district's career and technical education (CTE) opportunities
11and postsecondary CTE opportunities. The CTE information shall
12include a list of programming options, the scope and sequence
13of study for pursuing those options, and the locations of
14those options. A student in high school with an IEP may enroll
15in the school district's CTE program at any time if
16participation in a CTE program is consistent with the
17student's transition goals.
18    (b) Transition planning must be conducted as part of the
19IEP process and must be governed by the procedures applicable
20to the development, review, and revision of the IEP, including
21notices to the parents and student, parent and student
22participation, and annual review. To appropriately assess and
23develop IEP transition goals and transition services for a
24child with a disability, additional participants may be
25necessary and may be invited by the school district, parent,
26or student to participate in the transition planning process.

 

 

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1Additional participants may include without limitation a
2representative from the Department of Human Services or
3another State agency, a case coordinator, or persons
4representing other public or community agencies or services,
5such as adult service providers, disability services
6coordinators of or public community colleges, and a CTE
7coordinator. The IEP shall identify each person responsible
8for coordinating and delivering transition services. If the
9IEP team determines that the student requires transition
10services from a public or private entity outside of the school
11district, the IEP team shall identify potential outside
12resources, assign one or more IEP team members to contact the
13appropriate outside entities, make the necessary referrals,
14provide any information and documents necessary to complete
15the referral, follow up with the entity to ensure that the
16student has been successfully linked to the entity, and
17monitor the student's progress to determine if the student's
18IEP transition goals and benchmarks are being met. The
19student's IEP shall indicate one or more specific time periods
20during the school year when the IEP team shall review the
21services provided by the outside entity and the student's
22progress in such activities. The public school's
23responsibility for delivering educational services does not
24extend beyond the time the student leaves school or when the
25student's eligibility ends due to age under this Article.
26    (c) A school district shall submit annually a summary of

 

 

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1each eligible student's IEP transition goals and transition
2services resulting from the IEP Team meeting to the
3appropriate local Transition Planning Committee. If students
4with disabilities who are ineligible for special education
5services request transition services, local public school
6districts shall assist those students by identifying
7post-secondary school goals, delivering appropriate education
8services, and coordinating with other agencies and services
9for assistance.
10(Source: P.A. 98-517, eff. 8-22-13.)
 
11    Section 10. The Dual Credit Quality Act is amended by
12changing Section 16 and by adding Section 40 as follows:
 
13    (110 ILCS 27/16)
14    Sec. 16. High school and community college partnership
15agreements; dual credit. A community college district shall,
16upon the request of a school district within the jurisdiction
17of the community college district, enter into a partnership
18agreement with the school district to offer dual credit
19coursework.
20    A school district may offer any course identified in the
21Illinois Articulation Initiative General Education Core
22Curriculum package under the Illinois Articulation Initiative
23Act as a dual credit course on the campus of a high school of
24the school district and may use a high school instructor who

 

 

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1has met the academic credential requirements under this Act to
2teach the dual credit course.
3    The partnership agreement shall include all of the
4following:
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
5initial request to enter into a partnership agreement with the
6community college district, the school district and the
7community college district do not reach agreement on the
8partnership agreement, then the school district and community
9college district shall jointly implement the provisions of the
10Model Partnership Agreement established under Section 19 of
11this Act for which local agreement could not be reached. A
12community college district may combine its negotiations with
13multiple school districts to establish one multi-district
14partnership agreement or may negotiate individual partnership
15agreements 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
19the effective date of this amendatory Act of the 102nd General
20Assembly, each community college district in this State, in
21partnership with the appropriate high schools, shall modify
22its dual credit plan to ensure access to dual credit courses by
23students with disabilities consistent with Section 16 of this
24Act. The partnership agreement shall address how a high school
25and community college district will ensure the incorporation

 

 

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1of an individualized education program or supplementary aids
2and accommodations pursuant to a Section 504 plan under the
3federal Rehabilitation Act of 1973 for students with
4disabilities who enroll in dual credit courses.
 
5    Section 15. The Public Community College Act is amended by
6adding 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
10to higher education for students with disabilities, including,
11but not limited to, students with intellectual or
12developmental disabilities. Each community college is
13encouraged to offer for-credit and non-credit courses as
14deemed appropriate for the individual student based on the
15student's abilities, interests, and postsecondary transition
16goals, with the appropriate individualized supplementary aids
17and accommodations, including general education courses,
18career and technical education, vocational training,
19continuing education certificates, individualized learning
20paths, and life skills courses for students with disabilities.
21    (b) Each community college is strongly encouraged to have
22its disability services coordinator or the coordinator's
23representative participate either in person or remotely in
24meetings held by high schools within the community college

 

 

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1district to provide information to the student's
2individualized education program team, including the student
3and the student's parent or guardian, about the community
4college and the availability of courses and programs at the
5community college.
 
6    Section 99. Effective date. This Act takes effect upon
7becoming law.".