Rep. Suzanne M. Ness

Filed: 4/1/2024

 

 


 

 


 
10300HB5276ham001LRB103 36939 RJT 71415 a

1
AMENDMENT TO HOUSE BILL 5276

2    AMENDMENT NO. ______. Amend House Bill 5276 by replacing
3everything after the enacting clause with the following:
 
4    "Section 5. The School Code is amended by changing Section
514-8.03 as follows:
 
6    (105 ILCS 5/14-8.03)  (from Ch. 122, par. 14-8.03)
7    Sec. 14-8.03. Transition services.
8    (a) For purposes of this Section:
9    "Independent living skills" may include, without
10limitation, personal hygiene, health care, fitness, food
11preparation and nutrition, home management and safety,
12dressing and clothing care, financial management and wellness,
13self-esteem, self-advocacy, self-determination, community
14living, housing options, public safety, leisure and
15recreation, and transportation.
16    "Transition services" means a coordinated set of

 

 

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1activities for a child with a disability that (i) is designed
2to be within a results-oriented process that is focused on
3improving the academic and functional achievement of the child
4with a disability to facilitate the child's movement from
5school to post-school activities, including post-secondary
6education, which may include for-credit courses, career and
7technical education, and non-credit courses and instruction,
8vocational education, integrated employment (including
9supported employment), continuing and adult education, adult
10services, independent living, or community participation; (ii)
11is based on the individual child's needs, taking into account
12the child's strengths, preferences, and interests; and (iii)
13includes instruction, related services, community experiences,
14the development of employment and other post-school adult
15living objectives, and, if appropriate, acquisition of daily
16living skills, benefits counseling and planning, work
17incentives education, and the provision of a functional
18vocational evaluation. Transition services for a child with a
19disability may be special education, if provided as specially
20designed instruction, or a related service if required to
21assist a child with a disability to benefit from special
22education.
23    (a-5) Beginning no later than the first individualized
24education plan (IEP) in effect when the student turns age 14
251/2 (or younger if determined appropriate by the IEP Team) and
26updated annually thereafter, the IEP must include (i)

 

 

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1measurable post-secondary goals based upon age-appropriate
2transition assessments and other information available
3regarding the student that are related to training, education,
4employment, and independent living skills and (ii) the
5transition services needed to assist the student in reaching
6those goals, including courses of study.
7    As a component of transition planning, the school district
8shall provide the student and the parent or guardian of the
9student with information about the school district's career
10and technical education (CTE) opportunities and postsecondary
11CTE opportunities. The CTE information shall include a list of
12programming options, the scope and sequence of study for
13pursuing those options, and the locations of those options. A
14student in high school with an IEP may enroll in the school
15district's CTE program at any time if participation in a CTE
16program is consistent with the student's transition goals.
17    The student and the parent or guardian of the student
18shall be provided with information about dual credit courses
19offered by the school district. The information shall include
20courses offered by the school district for dual credit under
21Section 16 of the Dual Credit Quality Act and courses in which
22the student may enroll for high school credit only under
23Section 16.5 of the Dual Credit Quality Act. The information
24shall include the criteria for entry into any dual credit
25course in which the student or the parent or guardian of the
26student indicates interest. If the student is enrolled in a

 

 

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1dual credit course for dual credit or for high school credit
2only, the student's participation in the course shall be
3included as part of the student's transition IEP activities.
4    The student's transition plan shall include consideration
5of the student's assistive technology needs, such as assistive
6technology evaluations, devices, and services, related to the
7student's transition goals for employment, education or
8training, and independent living, both while the student is
9participating in transition-related activities and in
10post-school activities. The student's transition plan shall
11also include consideration of the availability and
12accessibility of appropriate assistive technology devices and
13services for the student once in the post-school environment.
14    (b) Transition planning must be conducted as part of the
15IEP process and must be governed by the procedures applicable
16to the development, review, and revision of the IEP, including
17notices to the parents and student, parent and student
18participation, and annual review. To appropriately assess and
19develop IEP transition goals and transition services for a
20child with a disability, additional participants may be
21necessary and may be invited by the school district, parent,
22or student to participate in the transition planning process.
23Additional participants may include without limitation a
24representative from the Department of Human Services or
25another State agency, a case coordinator, or persons
26representing other public or community agencies or services,

 

 

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1such as adult service providers, disability services
2coordinators of public community colleges, and a CTE
3coordinator. The IEP shall identify each person responsible
4for coordinating and delivering transition services. If the
5IEP team determines that the student requires transition
6services from a public or private entity outside of the school
7district, the IEP team shall identify potential outside
8resources, assign one or more IEP team members to contact the
9appropriate outside entities, make the necessary referrals,
10provide any information and documents necessary to complete
11the referral, follow up with the entity to ensure that the
12student has been successfully linked to the entity, and
13monitor the student's progress to determine if the student's
14IEP transition goals and benchmarks are being met. The
15student's IEP shall indicate one or more specific time periods
16during the school year when the IEP team shall review the
17services provided by the outside entity and the student's
18progress in such activities. The public school's
19responsibility for delivering educational services does not
20extend beyond the time the student leaves school or when the
21student's eligibility ends due to age under this Article.
22    (c) A school district shall submit annually a summary of
23each eligible student's IEP transition goals and transition
24services resulting from the IEP Team meeting to the
25appropriate local Transition Planning Committee. If students
26with disabilities who are ineligible for special education

 

 

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1services request transition services, local public school
2districts shall assist those students by identifying
3post-secondary school goals, delivering appropriate education
4services, and coordinating with other agencies and services
5for assistance.
6(Source: P.A. 102-516, eff. 8-20-21; 103-181, eff. 6-30-23.)
 
7    Section 99. Effective date. This Act takes effect upon
8becoming law.".