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| Public Act 103-0181 | ||||
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AN ACT concerning education.
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Be it enacted by the People of the State of Illinois,
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represented in the General Assembly:
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Section 5. The School Code is amended by changing Section | ||||
14-8.03 as follows:
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(105 ILCS 5/14-8.03) (from Ch. 122, par. 14-8.03)
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Sec. 14-8.03. Transition services.
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(a) For purposes of this Section: | ||||
"Independent living skills" may include, without | ||||
limitation, personal hygiene, health care, fitness, food | ||||
preparation and nutrition, home management and safety, | ||||
dressing and clothing care, financial management and wellness, | ||||
self-esteem, self-advocacy, self-determination, community | ||||
living, housing options, public safety, leisure and | ||||
recreation, and transportation. | ||||
"Transition services" means a coordinated set of | ||||
activities for a child with a disability that (i) is designed | ||||
to be within a results-oriented process that is focused on | ||||
improving the academic and functional achievement of the child | ||||
with a disability to facilitate the child's movement from | ||||
school to post-school activities, including post-secondary | ||||
education, which may include for-credit courses, career and | ||||
technical education, and non-credit courses and instruction, | ||||
vocational education, integrated employment (including | ||
supported employment), continuing and adult education, adult | ||
services, independent living, or community participation; (ii) | ||
is based on the individual child's needs, taking into account | ||
the child's strengths, preferences, and interests; and (iii) | ||
includes instruction, related services, community experiences, | ||
the development of employment and other post-school adult | ||
living objectives, and, if appropriate, acquisition of daily | ||
living skills, benefits counseling and planning, work | ||
incentives education, and the provision of a functional | ||
vocational evaluation. Transition services for a child with a | ||
disability may be special education, if provided as specially | ||
designed instruction, or a related service if required to | ||
assist a child with a disability to benefit from special | ||
education. | ||
(a-5) 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 post-secondary goals based upon age-appropriate | ||
transition assessments and other information available | ||
regarding the student that are related to training, education, | ||
employment, and independent living skills and (ii) the | ||
transition services needed to assist the student in reaching | ||
those goals, including courses of study.
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As a component of transition planning, the school district | ||
shall provide the student and the parent or guardian of the | ||
student with information about the school district's career | ||
and technical education (CTE) opportunities and postsecondary | ||
CTE opportunities. The CTE information shall include a list of | ||
programming options, the scope and sequence of study for | ||
pursuing those options, and the locations of those options. A | ||
student in high school with an IEP may enroll in the school | ||
district's CTE program at any time if participation in a CTE | ||
program is consistent with the student's transition goals. | ||
The student and the parent or guardian of the student | ||
shall be provided with information about dual credit courses | ||
offered by the school district. The information shall include | ||
courses offered by the school district for dual credit under | ||
Section 16 of the Dual Credit Quality Act and courses in which | ||
the student may enroll for high school credit only under | ||
Section 16.5 of the Dual Credit Quality Act. The information | ||
shall include the criteria for entry into any dual credit | ||
course in which the student or the parent or guardian of the | ||
student indicates interest. If the student is enrolled in a | ||
dual credit course for dual credit or for high school credit | ||
only, the student's participation in the course shall be | ||
included as part of the student's transition IEP activities. | ||
(b) Transition planning must be conducted as part of the | ||
IEP process and must be governed by the procedures applicable | ||
to the development, review, and revision of the IEP, including | ||
notices to the parents and student, parent and student | ||
participation, and annual review. To appropriately assess and | ||
develop IEP transition goals and transition services for a | ||
child with a disability,
additional participants may be
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necessary
and may be invited by the school district, parent, | ||
or student to participate in the transition planning process.
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Additional participants
may include without limitation a
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representative from the Department of Human Services or | ||
another State agency,
a case coordinator, or persons | ||
representing other public or community agencies or
services, | ||
such as adult service providers, disability services | ||
coordinators of public community colleges, and a CTE | ||
coordinator. The IEP shall identify
each person
responsible | ||
for coordinating and
delivering transition services. If the | ||
IEP team determines that the student requires transition | ||
services from a public or private entity outside of the school | ||
district, the IEP team shall identify potential outside | ||
resources, assign one or more IEP team members to contact the | ||
appropriate outside entities, make the necessary referrals, | ||
provide any information and documents necessary to complete | ||
the referral, follow up with the entity to ensure that the | ||
student has been successfully linked to the entity, and | ||
monitor the student's progress to determine if the student's | ||
IEP transition goals and benchmarks are being met. The | ||
student's IEP shall indicate one or more specific time periods | ||
during the school year when the IEP team shall review the | ||
services provided by the outside entity and the student's | ||
progress in such activities. 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 this Article.
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(c) A school district shall submit annually a summary of | ||
each eligible
student's IEP transition goals and transition | ||
services resulting from the IEP Team
meeting to the | ||
appropriate local Transition Planning Committee. If
students | ||
with disabilities who are ineligible for special education | ||
services
request transition services, local public school | ||
districts shall assist those
students by identifying | ||
post-secondary school goals, delivering appropriate
education | ||
services, and coordinating with other agencies and services | ||
for
assistance.
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(Source: P.A. 102-516, eff. 8-20-21.)
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Section 99. Effective date. This Act takes effect upon | ||
becoming law.
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