Full Text of SB2388 102nd General Assembly
SB2388 102ND GENERAL ASSEMBLY |
| | 102ND GENERAL ASSEMBLY
State of Illinois
2021 and 2022 SB2388 Introduced 2/26/2021, by Sen. Laura Fine SYNOPSIS AS INTRODUCED: |
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105 ILCS 5/14-8.03 | from Ch. 122, par. 14-8.03 |
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Amends the Children with Disabilities Article of the School Code. Makes a technical change in a Section concerning
transition services.
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| | A BILL FOR |
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| 1 | | AN ACT concerning education.
| 2 | | Be it enacted by the People of the State of Illinois,
| 3 | | represented in the General Assembly:
| 4 | | Section 5. The School Code is amended by changing Section | 5 | | 14-8.03 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 For purposes of this Section, "transition | 9 | | services" means a coordinated set of activities for a child | 10 | | with a disability that (i) is designed to be within a | 11 | | results-oriented process that is focused on improving the | 12 | | academic and functional achievement of the child with a | 13 | | disability to facilitate the child's movement from school to | 14 | | post-school activities, including post-secondary education, | 15 | | vocational education, integrated employment (including | 16 | | supported employment), continuing and adult education, adult | 17 | | services, independent living, or community participation; (ii) | 18 | | is based on the individual child's needs, taking into account | 19 | | the child's strengths, preferences, and interests; and (iii) | 20 | | includes instruction, related services, community experiences, | 21 | | the development of employment and other post-school adult | 22 | | living objectives, and, if appropriate, acquisition of daily | 23 | | living skills, benefits planning, work incentives education, |
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| 1 | | and the provision of a functional vocational evaluation. | 2 | | Transition services for a child with a disability may be | 3 | | special education, if provided as specially designed | 4 | | instruction, or a related service if required to assist a | 5 | | child with a disability to benefit from special education. | 6 | | (a-5) Beginning no later than the first individualized | 7 | | education plan (IEP) in effect when the student turns age 14 | 8 | | 1/2 (or younger if determined appropriate by the IEP Team) and | 9 | | updated annually thereafter, the IEP must include (i) | 10 | | measurable post-secondary goals based upon age-appropriate | 11 | | transition assessments and other information available | 12 | | regarding the student that are related to training, education, | 13 | | employment, and independent living skills and (ii) the | 14 | | transition services needed to assist the student in reaching | 15 | | those goals, including courses of study.
| 16 | | (b) Transition planning must be conducted as part of the | 17 | | IEP process and must be governed by the procedures applicable | 18 | | to the development, review, and revision of the IEP, including | 19 | | notices to the parents and student, parent and student | 20 | | participation, and annual review. To appropriately assess and | 21 | | develop IEP transition goals and transition services for a | 22 | | child with a disability,
additional participants may be
| 23 | | necessary
and may be invited by the school district, parent, | 24 | | or student to participate in the transition planning process.
| 25 | | Additional participants
may include without limitation a
| 26 | | representative from the Department of Human Services or |
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| 1 | | another State agency,
a case coordinator, or persons | 2 | | representing other public or community agencies or
services, | 3 | | such as adult service providers or public community colleges. | 4 | | The IEP shall identify
each person
responsible for | 5 | | coordinating and
delivering transition services. If the IEP | 6 | | team determines that the student requires transition services | 7 | | from a public or private entity outside of the school | 8 | | district, the IEP team shall identify potential outside | 9 | | resources, assign one or more IEP team members to contact the | 10 | | appropriate outside entities, make the necessary referrals, | 11 | | provide any information and documents necessary to complete | 12 | | the referral, follow up with the entity to ensure that the | 13 | | student has been successfully linked to the entity, and | 14 | | monitor the student's progress to determine if the student's | 15 | | IEP transition goals and benchmarks are being met. The | 16 | | student's IEP shall indicate one or more specific time periods | 17 | | during the school year when the IEP team shall review the | 18 | | services provided by the outside entity and the student's | 19 | | progress in such activities. The public school's | 20 | | responsibility for
delivering educational services does not | 21 | | extend beyond the time the student
leaves school or when the | 22 | | student's eligibility ends due to age under this Article.
| 23 | | (c) A school district shall submit annually a summary of | 24 | | each eligible
student's IEP transition goals and transition | 25 | | services resulting from the IEP Team
meeting to the | 26 | | appropriate local Transition Planning Committee. If
students |
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| 1 | | with disabilities who are ineligible for special education | 2 | | services
request transition services, local public school | 3 | | districts shall assist those
students by identifying | 4 | | post-secondary school goals, delivering appropriate
education | 5 | | services, and coordinating with other agencies and services | 6 | | for
assistance.
| 7 | | (Source: P.A. 98-517, eff. 8-22-13.)
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