Public Act 103-0181
 
HB3224 EnrolledLRB103 26755 RJT 53118 b


  
    AN ACT concerning education.
  
 
    Be it enacted by the People of the State of Illinois,
 
represented in the General Assembly:
  
 
 
    Section 5. The School Code is amended  by changing Section 
14-8.03 as follows:
 



    (105 ILCS 5/14-8.03)  (from Ch. 122, par. 14-8.03)



    Sec. 14-8.03. Transition services. 

    (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.

    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

necessary
and may be invited by the school district, parent, 
or student to participate in the transition planning process.

Additional participants
may include without limitation a

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.

    (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.

(Source: P.A. 102-516, eff. 8-20-21.)

 
 
    Section 99. Effective date. This Act takes effect upon 
becoming law. 
  


Effective Date:  6/30/2023