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Public Act 103-0854 Public Act 0854 103RD GENERAL ASSEMBLY | Public Act 103-0854 | HB5276 Enrolled | LRB103 36939 RJT 67053 b |
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| 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. | The student's transition plan shall include consideration | of the student's assistive technology needs, such as assistive | technology evaluations, devices, and services, related to the | student's transition goals for employment, education or |
| training, and independent living, both while the student is | participating in transition-related activities and in | post-school activities. The student's transition plan shall | also include consideration of the availability and | accessibility of appropriate assistive technology devices and | services for the student once in the post-school environment. | (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; 103-181, eff. 6-30-23.) | Section 99. Effective date. This Act takes effect upon |
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