93RD GENERAL ASSEMBLY
State of Illinois
2003 and 2004
HB6642

 

Introduced 02/09/04, by Ruth Munson

 

SYNOPSIS AS INTRODUCED:
 
5 ILCS 100/5-170 new

    Amends the Illinois Administrative Procedure Act. Provides that certain rules of the Illinois State Board of Education (ISBE) concerning special education are changed by operation of law. Provides that ISBE may amend the rules only by general rulemaking under the Act. Effective January 1, 2005.


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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 Illinois Administrative Procedure Act is
5 amended by adding Section 5-170 as follows:
 
6     (5 ILCS 100/5-170 new)
7     Sec. 5-170. Illinois State Board of Education special
8 education rules. Notwithstanding any other provision of this
9 Act or any other law to the contrary, the following special
10 education rules of the Illinois State Board of Education (ISBE)
11 in Part 226 of Title 23 of the Illinois Administrative Code are
12 amended to read as follows by operation of law. These rules, as
13 set forth in this Section, take effect on the effective date of
14 this amendatory Act of the 93rd General Assembly and may be
15 amended by ISBE only by general rulemaking as provided in
16 Section 5-40 of this Act.
 
17     Section 226.50. Requirements for a Free Appropriate Public
18 Education (FAPE). Each local school district shall ensure that
19 a free appropriate public education (FAPE) is available to each
20 child with a disability who is between the ages of 3 and 21,
21 resides in the State and is enrolled in the district, and
22 requires special education and related services to address the
23 adverse effect of the disability on his or her education. The
24 special education and related services must be provided
25 according to the child's individualized education program
26 (IEP) at no cost to the parent and in accordance with this
27 Part. As public schools, charter schools are also bound by
28 these requirements, and children with disabilities who attend
29 public charter schools and their parents retain all rights
30 under this Part.
31     (a) As part of this obligation, each local district shall

 

 

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1 develop and implement procedures for creating public awareness
2 of special education and related services and for advising the
3 public of the rights of children with disabilities.
4         (1) All such procedures shall ensure that information
5     is made available in each of the major languages
6     represented in the local school district and in language
7     that will be understandable to parents, regardless of
8     ethnic or cultural background or hearing or visual
9     abilities.
10         (2) Procedures developed by a district pursuant to this
11     Section shall include, but need not be limited to:
12             (A) Annual notification to all parents in the
13         district regarding the special education services
14         available in or through that district and of their
15         right to receive a copy of this Part upon request; and
16             (B) An annual dissemination of information to the
17         community served by the school district regarding the
18         special education services available in or through the
19         district and the rights of children with disabilities.
20         (3) Documentation, including examples as appropriate,
21     of the school district's efforts pursuant to this Section
22     shall be maintained in the district's files.
23     (b) As part of this obligation, each local school district
24     shall comply with the requirements for identifying, locating,
25     and evaluating all children with disabilities set forth in
26     Section 226.100 of this Part.
27     (c) A local school district is obligated to make FAPE
28     available to each eligible child no later than the child's
29     third birthday. (See Sections 226.110(d) and 226.260 of this
30     Part.)
31     (d) The special education services and placement that
32     constitute FAPE for a particular child shall be identified
33     based on the child's unique needs and not on the child's
34     disability. These services shall address all of the child's
35     identified needs for special education and related services.
36     (e) The district shall provide nonacademic and

 

 

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1     extracurricular services and activities in a manner necessary
2     to afford children with disabilities an equal opportunity to
3     participate in those services and activities.
4     (f) The local school district shall ensure that no delay
5     occurs in implementing a child's IEP, including any case in
6     which the source of payment or provision of services to the
7     child is being determined.
8     (g) No eligible child from three through 21 years of age
9     may be permanently excluded from the public schools, either by
10     direct action by the board of education, by indication of the
11     district's inability to provide an educational program, or by
12     informal agreement between the parents and the school district
13     to allow the child to remain without an educational program.
14         (1) A public agency need not provide services during
15     periods of removal to a child with a disability who has
16     been removed from his or her current placement for ten
17     school days or fewer in that school year, if services are
18     not provided to a child without disabilities who has been
19     similarly removed. An eligible child who has been suspended
20     or expelled from school for more than ten school days
21     during the school year must continue to receive services
22     necessary to enable the child to appropriately progress in
23     the general curriculum and appropriately advance toward
24     achieving the goals set out in the child's IEP.
25         (2) In providing FAPE to children with disabilities who
26     have been suspended or expelled from school, a school
27     district shall meet the requirements set forth in Subpart E
28     of this Part.
29     (h) Transfer Students
30         (1) If a child who is receiving special education from
31     a local school district transfers to another district, the
32     new district is responsible for ensuring FAPE by providing
33     special education and related services in conformity with
34     an IEP. When a transfer student is presented for
35     enrollment, the district shall enroll and initiate
36     educational services to the student immediately. The new

 

 

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1     school district shall ensure that the child has an IEP in
2     effect.
3             (A) The district may adopt the IEP that the former
4         local school district developed for the child. Such
5         adoption does not require an IEP meeting if:
6                 (i) a copy of the child's current IEP is
7             available;
8                 (ii) the parents indicate satisfaction with
9             the current IEP; and
10                 (iii) the new district determines that the
11             current IEP is appropriate and can be implemented
12             as written.
13             (B) A district that cannot fully implement an IEP
14         from a student's former district shall note in the IEP
15         the services to be provided and shall explain what is
16         being done to secure the remaining services,
17         resources, or other unfulfilled portions of the IEP and
18         how long those actions are expected to take.
19             (C) The district may develop a new IEP for the
20         child if the school district or the parents do not
21         believe the current IEP is appropriate. In such a case,
22         the district shall, within ten days after the date of
23         the child's enrollment, initiate an IEP meeting for the
24         purpose of developing the new IEP. While the new IEP is
25         under development, the district shall implement the
26         IEP from the former district.
27         (2) If the new school district does not receive a copy
28     of the child's current IEP or a verbal confirmation of the
29     requirements of that IEP from the previous school district
30     when the child is presented for enrollment, the child shall
31     be enrolled and served in the setting that the receiving
32     district believes will meet the child's needs until a copy
33     of the current IEP is obtained or a new IEP is developed by
34     the new school district.
35             (A) In no case shall a child be allowed to remain
36         without services during this interim.

 

 

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1             (B) The new district shall request the student's
2         records from the sending district or school by the end
3         of the next business day after the date of enrollment.
4             (C) No later than ten days after expiration of the
5         time allotted under Section 2-3.13a of the School Code
6         (105 ILCS 5/2-3.13a) for the sending district or school
7         to forward the child's records, the new district shall
8         initiate an IEP meeting for the purpose of developing a
9         new IEP, unless the sending district's or school's IEP
10         arrives before this time elapses and the conditions set
11         forth in subsection (h)(1)(A) of this Section apply.
12     (i) Jurisdictional Disputes
13     Each school district is responsible for ensuring that no
14     eligible child for whom services are sought is denied FAPE due
15     to jurisdictional disputes among Illinois agencies. Provision
16     of FAPE to such a student shall not preclude a district from
17     seeking repayment for costs incurred from any other school
18     district or entity that is determined responsible for such
19     costs.
20     (j) Nothing in this Part relieves any participating agency
21     of the responsibility for providing or paying for any services
22     the agency would otherwise provide to students with
23     disabilities who meet the eligibility criteria of that agency.
24     (k) Eligibility; Graduation or Completion of Program
25         (1) An eligible student who requires continued public
26     school educational experience to facilitate his or her
27     integration into society shall be eligible for such
28     services through age 21.
29         (2) Students who reach age 21 during a school year
30     shall be allowed to complete that year.
31         (3) The provision of FAPE is not required with respect
32     to a student with a disability who has graduated with a
33     regular high school diploma or its equivalent.
34         (4) A student with a disability who has satisfactorily
35     completed a secondary program shall be granted a regular
36     high school diploma. Prior to a student's anticipated

 

 

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1     graduation, both the parent and the student shall receive
2     written notification in conformance with the requirements
3     of Section 226.520(b) of this Part that eligibility for
4     public school special education services ends following
5     the granting of a diploma and that the parent (or the
6     student, if Section 226.690 of this Part applies) may
7     request a review of the recommendation for graduation.
8         (5) Students who have graduated but have not been
9     awarded regular high school diplomas continue to be
10     eligible to receive FAPE through age 21.
11     (l) Exception for Certain Students Incarcerated as Adults
12     Pursuant to 34 CFR 300.311, the right to receive FAPE does not
13     extend to students from 18 through 21 years of age who are
14     incarcerated and who were not identified as eligible and did
15     not have IEPs in their educational placements immediately prior
16     to incarceration.
 
17     Section 226.75. Definitions.
18     Assistive Technology Device: Any item, piece of equipment,
19 or product system, whether acquired commercially off the shelf,
20 modified, or customized, that is used to increase, maintain, or
21 improve the functional capabilities of a child with a
22 disability.
23     Behavioral Intervention: An intervention based on the
24 methods and empirical findings of behavioral science and
25 designed to influence a child's actions or behaviors
26 positively.
27     Case Study Evaluation: See "Evaluation"
28     Cultural Identification: Identifying the family's general
29 cultural factors, such as ethnicity and language spoken, that
30 may have an impact on the design of the case study evaluation
31 procedures used.
32     Date of Referral: The date on which written parental
33 consent to complete an evaluation is obtained or provided.
34     Day: A calendar day, unless otherwise indicated as
35 "business day" or "school day".

 

 

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1         Business Day: Monday through Friday, except for
2     federal and State holidays (unless holidays are
3     specifically included in the designation of business days,
4     as at 34 CFR 300.403(d)(1)(ii)).
5         School Day: Any day including a partial day, during the
6     regular school year that students are in attendance at
7     school for instructional purposes.
8     Developmental Delay: Delay in physical development,
9     cognitive development, communication development, social or
10     emotional development, or adaptive development (may include
11     children from three through nine years of age).
12     Disability: Any of the following specific conditions.
13         Autism: A developmental disability significantly
14     affecting verbal and nonverbal communication and social
15     interaction, generally evident before age three that
16     adversely affects a child's educational performance. (A
17     child who manifests the characteristics of autism after age
18     3 could be diagnosed as having autism if the other criteria
19     of this Section are satisfied.) Other characteristics
20     often associated with autism are engagement in repetitive
21     activities and stereotyped movements, resistance to
22     environmental change or change in daily routines, and
23     unusual responses to sensory experiences. The term does not
24     apply if a child's educational performance is adversely
25     affected primarily because the child has an emotional
26     disturbance.
27         Deaf-Blindness: Concomitant hearing and visual
28     impairments, the combination of which causes such severe
29     communication and other developmental and educational
30     needs that they cannot be accommodated in special education
31     programs solely for children with deafness or children with
32     blindness.
33         Deafness: A hearing impairment that is so severe that
34     the child is impaired in processing linguistic information
35     through hearing, with or without amplification, that
36     adversely affects a child's educational performance.

 

 

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1         Emotional Disturbance (includes schizophrenia, but
2     does not apply to children who are socially maladjusted,
3     unless it is determined that they have an emotional
4     disturbance): A condition exhibiting one or more of the
5     following characteristics over an extended period of time
6     and to a marked degree that adversely affects a child's
7     educational performance:
8             An inability to learn that cannot be explained by
9         intellectual, sensory, or health factors;
10             An inability to build or maintain satisfactory
11         interpersonal relationships with peers and teachers;
12             Inappropriate types of behavior or feelings under
13         normal circumstances;
14             A general pervasive mood of anxiety or unhappiness
15         or depression; or
16             A tendency to develop physical symptoms or fears
17         associated with personal or school problems.
18         Hearing Impairment: An impairment in hearing, whether
19     permanent or fluctuating, that adversely affects a child's
20     educational performance but that is not included under the
21     definition of deafness.
22         Mental Retardation: Significantly subaverage general
23     intellectual functioning, existing concurrently with
24     deficits in adaptive behavior and manifested during the
25     developmental period, that adversely affects a child's
26     educational performance.
27         Multiple Disabilities: Concomitant impairments (such
28     as mental retardation-blindness, mental
29     retardation-orthopedic impairment, etc.), the combination
30     of which causes such severe educational needs that they
31     cannot be accommodated in special education programs
32     solely for one of the impairments (does not include
33     deaf-blindness).
34         Orthopedic Impairment: A severe orthopedic impairment
35     that adversely affects a child's educational performance;
36     includes impairments caused by congenital anomaly (e.g.,

 

 

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1     clubfoot, absence of some member, etc.), impairments
2     caused by disease (e.g., poliomyelitis, bone tuberculosis,
3     etc.), and impairments from other causes (e.g., cerebral
4     palsy, amputations, and fractures or burns that cause
5     contractures).
6         Other Health Impairment: Limited strength, vitality or
7     alertness, including a heightened sensitivity to
8     environmental stimuli, that results in limited alertness
9     with respect to the educational environment, that:
10             is due to chronic or acute health problems, such as
11         asthma, attention deficit disorder or attention
12         deficit hyperactivity disorder, diabetes, epilepsy, a
13         heart condition, hemophilia, lead poisoning, leukemia,
14         nephritis, rheumatic fever, and sickle cell anemia;
15         and
16             adversely affects a child's educational
17         performance.
18         Specific Learning Disability: A disorder in one or more
19     of the basic psychological processes involved in
20     understanding or in using language, spoken or written, that
21     may manifest itself in an imperfect ability to listen,
22     think, speak, read, write, spell, or do mathematical
23     calculations, including such conditions as perceptual
24     disabilities, brain injury, minimal brain dysfunction,
25     dyslexia, and developmental aphasia. (The term does not
26     include learning problems that are primarily the result of
27     visual, hearing, or motor disabilities, of mental
28     retardation, of emotional disturbance, or of
29     environmental, cultural, or economic disadvantage.) [105
30     ILCS 5/14-1.03(a)]
31         Speech or Language Impairment: A communication
32     disorder, such as stuttering, impaired articulation, a
33     language impairment, or a voice impairment, that adversely
34     affects a child's educational performance.
35         Traumatic Brain Injury: An acquired injury to the brain
36     caused by an external physical force, resulting in total or

 

 

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1     partial functional disability or psychosocial impairment,
2     or both, that adversely affects a child's educational
3     performance. The term applies to open or closed head
4     injuries resulting in impairments in one or more areas,
5     such as cognition; language; memory; attention; reasoning;
6     abstract thinking; judgment; problem-solving; sensory,
7     perceptual, and motor abilities; psychosocial behavior;
8     physical functions; information processing; and speech.
9     The term does not apply to brain injuries that are
10     congenital or degenerative or to brain injuries induced by
11     birth trauma.
12         Visual Impairment: An impairment in vision that, even
13     with correction, adversely affects a child's educational
14     performance (includes both partial sight and blindness).
15     Domain: All areas of suspected disability that must be
16     considered in the course of designing an evaluation. The
17     domains are health, vision, hearing, social and emotional
18     status, general intelligence, academic performance,
19     communication status, and motor abilities.
20     Eligible: Identified in accordance with this Part as having
21     any of the disabilities defined in this Section and needing
22     special education and related services.
23     Equipment (a programmatic definition, not intended to
24     coincide with the definition of "equipment" given in the
25     Program Accounting Manual at 23 Ill. Adm. Code 110.120):
26         Machinery, utilities, and built-in equipment and any
27     necessary enclosures or structures to house the machinery,
28     utilities, or equipment; and
29         All other items necessary for the functioning of a
30     particular facility as a facility for the provision of
31     educational services, including items such as
32     instructional equipment and necessary furniture; printed,
33     published and audio-visual instructional materials;
34     telecommunications, sensory, and other technological aids
35     and devices; and books, periodicals, documents, and other
36     related materials.

 

 

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1     Evaluation: A series of procedures designed to provide
2     information about a child's suspected disability; the nature
3     and extent of the problems that are or will be adversely
4     affecting his/her educational development; and the type of
5     intervention and assistance needed to alleviate these
6     problems.
7     Extended School Year Services: Special education and
8     related services that are provided to a child with a disability
9     beyond the normal school year of the public agency in
10     accordance with the child's IEP and at no cost to the parents
11     of the child and meet the requirements of Section 226.750(c) of
12     this Part.
13     Functional Behavioral Assessment: An assessment process
14     for gathering information regarding the target behavior, its
15     antecedents and consequences, the student's strengths, and the
16     communicative and functional intent of the behavior, for use in
17     developing behavioral interventions.
18     General Curriculum: The curriculum adopted and/or used by a
19     local school district or by the schools within a district for
20     nondisabled students; the content of the program, as opposed to
21     the setting in which it is offered.
22     IEP Team: The group of individuals enumerated in Section
23     226.210 of this Part, except that in three instances the team
24     shall be expanded to include any other qualified professionals
25     whose expertise is necessary to administer and interpret
26     evaluation data and make an informed determination as to
27     whether the child needs special education and related services
28     (i.e., when identifying the specific assessments required in
29     order to evaluate a child's individual needs; when determining
30     whether the child is eligible pursuant to this Part; and when
31     conducting a Manifestation Determination Review).
32     Independent Educational Evaluation: An evaluation
33     conducted by a qualified examiner who is not employed by the
34     school district responsible for the education of the child in
35     question. (See Section 226.180 of this Part.)
36     Individualized Education Program (IEP): A written

 

 

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1     statement for a child with a disability that is developed,
2     reviewed, and revised in a meeting in accordance with Subpart C
3     of this Part.
4     Individualized Family Service Plan (IFSP): A written plan
5     for providing the early intervention services to a child
6     eligible under 34 CFR 303 and the child's family.
7     Interim Plan: A portion of an IEP that identifies the
8     services that will be provided as a temporary measure, either
9     when the child's complete IEP cannot be implemented or when the
10     parents and the district have only agreed to a portion of the
11     services that will be needed, and that sets out the specific
12     conditions and timelines to which both the parents and the
13     district have agreed.
14     Least Restrictive Environment (LRE): The setting that
15     permits a child to be educated with nondisabled children to the
16     maximum extent appropriate. (See Section 226.240(c) of this
17     Part.)
18     Parent: A natural or adoptive parent of a child; a guardian
19     but not the State if the child is a ward of the State; a person
20     acting in the place of a parent of a child (such as a
21     grandparent or stepparent with whom a child lives); a person
22     who is legally responsible for a child's welfare, or a
23     surrogate parent who has been appointed in accordance with
24     Section 226.550 of this Part. A foster parent is a "parent"
25     when the natural parent's authority to make educational
26     decisions on the child's behalf has been extinguished under
27     State law and the foster parent has an ongoing, long-term
28     parental relationship with the child, is willing to make the
29     educational decisions required of parents under IDEA, and has
30     no interest that would conflict with the interests of the
31     child.
32     Participating Agency: A State or local agency, other than
33     the local school district, that is or may be legally
34     responsible for providing or funding services to a student who
35     is eligible under this Part.
36     Personally Identifiable (with reference to information):

 

 

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1     Including the name of the child, the child's parent, or other
2     family member; the address of the child; a personal identifier,
3     such as the child's Social Security number or student number;
4     or a list of personal characteristics or other information that
5     would make it possible to identify the child with reasonable
6     certainty.
7     Qualified Personnel: Staff members or other individuals
8     who hold the certificate, license, registration, or credential
9     that is required for the performance of a particular task.
10     Qualified Bilingual Specialist: An individual who holds
11     the qualifications described in Section 226.800(f) of this
12     Part.
13     Qualified Specialist: An individual who holds the
14     applicable qualifications described in Subpart I of this Part.
15     Referral: A formal procedure established by a school
16     district which involves a request for a case study evaluation.
17     Related Services: Transportation and such developmental,
18     corrective, and other supportive services as are required to
19     assist a child with a disability to benefit from special
20     education, including speech-language pathology and audiology
21     services, psychological services, physical and occupational
22     therapy, recreation (including therapeutic recreation), early
23     identification and assessment of disabilities in children,
24     counseling services (including rehabilitation counseling),
25     orientation and mobility services, and medical services for
26     diagnostic or evaluation purposes; also including school
27     health services, social work services in schools, and parent
28     counseling and training. (See Section 226.310 of this Part.)
29     Related services do not include those performed by licensed
30     physicians or dentists (except for diagnostic or evaluative
31     services or consultation to staff), registered or licensed
32     practical nurses (except when functioning as school nurses), or
33     other medical personnel involved in the provision of ongoing
34     medical care.
35     Special Education: Specially designed instruction, at no
36     cost to the parents, to meet the unique needs of a child with a

 

 

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1     disability, including instruction conducted in the classroom,
2     in the home, in hospitals, in institutions, and in other
3     settings, and including instruction in physical education.
4     Special School: An educational setting which is
5     established by the local school district exclusively to meet
6     the needs of eligible children.
7     Student Record: See Section 2 of the Illinois School
8     Student Records Act [105 ILCS 10/2].
9     Supplementary Aids and Services: Aids, services, and other
10     supports that are provided in regular education classes or
11     other education-related settings to enable children with
12     disabilities to be educated with nondisabled children to the
13     maximum extent appropriate.
14     Transition Services: A coordinated set of activities for a
15     student with a disability that:
16         Is designed within an outcome-oriented process, that
17     promotes movement from school to post-school activities,
18     including postsecondary education, vocational training,
19     integrated employment (including supported employment),
20     continuing and adult education, adult services,
21     independent living, or community participation;
22         Is based on the individual student's needs, taking into
23     account the student's preferences and interests; and
24         Includes instruction, related services, community
25     experiences, the development of employment and other
26     post-school adult living objectives, and, if appropriate,
27     acquisition of daily living skills and functional
28     vocational evaluation.
 
29     Section 226.110. Referral. When there is reason to believe
30 that a child may have a disability requiring special education
31 and related services, the child shall be referred for a special
32 education case study evaluation.
33     (a) Referral Procedures
34     Each school district shall develop and make known to all
35 concerned persons procedures by which a case study evaluation

 

 

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1 may be requested. These procedures shall:
2         (1) Designate the steps to be taken in making a
3     referral;
4         (2) Designate the person(s) to whom a referral may be
5     made;
6         (3) Identify the information which must be provided;
7         (4) Provide any assistance that may be necessary to
8     enable persons making referrals to meet any related
9     requirements established by the district;
10         (5) Identify the process for providing the parents with
11     notice of their rights with respect to procedural
12     safeguards.
13     (b) A referral may be made by any concerned person,
14     including but not limited to school district personnel, the
15     parent(s) of a child, an employee of a community service
16     agency, another professional having knowledge of a child's
17     problems, a child, or an employee of the State Board of
18     Education.
19     (c) District Response to Referral
20         (1) The school district shall be responsible for
21     processing the referral, deciding what action should be
22     taken, and initiating the necessary procedures.
23         (2) To determine whether the referred child requires a
24     case study evaluation, the district may utilize screening
25     data and conduct preliminary procedures such as
26     observation of the child, assessment for instructional
27     purposes, consultation with the teacher or other referring
28     agent, and a conference with the child.
29         (3) The district shall determine whether or not to
30     conduct a case study evaluation and notify the parent of
31     the decision and the basis on which it was reached.
32     (d) If the district decides to conduct an evaluation,
33     parental consent must be obtained.
34         (1) Pursuant to Section 14-8.02 of the School Code [105
35     ILCS 5/14-8.02], the case study evaluation and IEP meeting
36     shall be completed within 60 school days after the date of

 

 

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1     referral or the date of the parent's application for
2     admittance of the child to the public school.
3         (2) The IEP meeting shall be conducted within 30 days
4     after the child is determined eligible. The overall limit
5     specified in subsection (d)(1) of this Section still
6     applies.
7         (3) When a child is referred for evaluation with fewer
8     than 60 days of pupil attendance left in the school year,
9     the eligibility determination shall be made and, if the
10     child is eligible, an IEP shall be in effect prior to the
11     first day of the next school year.
12     (e) If the parent refuses consent for initial evaluation,
13     the district may continue to pursue the evaluation by using the
14     mediation or due process procedures described in Section
15     226.560 and Subpart G of this Part.
16     (f) If the district decides not to conduct an evaluation:
17         (1) The referring party shall be provided written
18     notice of the district's decision not to conduct an
19     evaluation and, subject to the requirements of the Illinois
20     School Student Records Act [105 ILCS 10] and 23 Ill. Adm.
21     Code 375 (Student Records), the reasons for that decision;
22     and
23         (2) The parent shall be provided written notice of:
24             (A) The date of the referral and the reasons for
25         which the case study evaluation was requested; and
26             (B) The reasons for which the district decided not
27         to conduct a case study evaluation.
28     (g) If a district refuses or fails to conduct an
29     evaluation, the parent of the child in question (or the
30     student, if Section 226.690 of this Part applies) may appeal
31     such refusal or failure in an impartial due process hearing.
32
33     Section 226.180. Independent Educational Evaluation.
34 Parents have the right to obtain an independent educational
35 evaluation of their child, subject to the provisions of this
36 Section.

 

 

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1         (a) (Blank).
2         (b) If the parents disagree with the district's
3     evaluation and wish to obtain an independent educational
4     evaluation at public expense, they shall submit to the
5     local school district superintendent a written request to
6     that effect.
7         (c) If the district disagrees with the need for an
8     independent educational evaluation, it shall initiate a
9     due process hearing to demonstrate that its evaluation is
10     appropriate. Such a hearing must be initiated by the local
11     school district within five days following receipt of a
12     written parental request for an independent educational
13     evaluation.
14         (d) An independent educational evaluation at public
15     expense must be completed within 30 days after receipt of a
16     parent's written request, unless the school district
17     initiates a due process hearing or the parties agree that
18     the 30-day period should be extended. If either party
19     wishes such an extension and is unable to obtain the other
20     party's agreement, the district shall initiate a due
21     process hearing within ten school days after the date on
22     which the extension was proposed.
23         (e) If the final decision of the hearing and review
24     process is that the school district's evaluation is
25     appropriate, the parents shall have the right to an
26     independent educational evaluation, but not at public
27     expense.
28         (f) If the school district's evaluation is shown to be
29     inappropriate, the district shall pay for the independent
30     educational evaluation or reimburse the parents for the
31     cost of the evaluation.
32         (g) If the parent is entitled to an independent
33     educational evaluation at public expense, it shall be
34     completed within 30 days after the decision is rendered,
35     unless the parties agree that the 30-day period should be
36     extended. If either party wishes such an extension and is

 

 

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1     unable to obtain the other party's agreement, the school
2     district shall initiate a due process hearing within ten
3     school days after the date on which the extension was
4     proposed.
5         (h) When an independent evaluation is obtained at
6     public expense, the party chosen to perform the evaluation
7     shall be either:
8             (1) an individual whose name is included on the
9         list provided by the State Board of Education with
10         regard to the relevant type(s) of evaluation; or
11             (2) another individual possessing the credentials
12         required by Section 226.840 of this Part.
13         (i) If the parent wishes an evaluator to have specific
14     credentials in addition to those required by Section
15     226.840 of this Part, the parent(s) and the school district
16     shall agree on the qualifications of the examiner and the
17     specific evaluation(s) to be completed prior to the
18     initiation of an independent educational evaluation at
19     public expense. If agreement cannot be reached, the school
20     district shall initiate a due process hearing subject to
21     the time constraints set forth in this Section, as
22     applicable.
23         (j) The conditions under which an independent
24     evaluation is obtained at public expense, including the
25     location of the evaluation and the qualifications of the
26     examiner, shall meet the criteria that the public agency
27     uses when it initiates an evaluation, to the extent that
28     those criteria are consistent with the parent's right to an
29     independent evaluation. Although the district may ask the
30     parent to specify the areas of disagreement with the local
31     school district's evaluation, the district may not impose
32     any additional conditions or timelines related to
33     obtaining an independent educational evaluation at public
34     expense (such as requiring the parent to specify the areas
35     of disagreement).
36         (k) If the parent obtains an independent educational

 

 

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1     evaluation, the written result of that evaluation shall be
2     considered by the IEP Team. The district shall send the
3     notice convening the IEP Team's meeting within ten days
4     after receiving the evaluation report or after the parent
5     requests a meeting to consider the results of an
6     independent evaluation.
7             (1) The district shall consider the results in any
8         decision made with respect to the provision of a free
9         appropriate public education to the child.
10             (2) The independent evaluation results may be
11         presented as evidence at a hearing or review regarding
12         the child pursuant to this Part.
13
14     Section 226.200 General Requirements.
15     (a) An IEP shall be in effect before special education and
16 related services are provided to an eligible child.
17     (b) Any activity undertaken with respect to a child's IEP
18 (such as developing or revising the goals, benchmarks,
19 short-term objectives, services, or placement) shall be
20 conducted by an IEP Team that conforms to the requirements of
21 Section 226.210 of this Part.
22     (c) Each school district shall have an IEP in effect for
23 each eligible child within its jurisdiction at the beginning of
24 each school year.
25         (1) When an IEP is developed or revised, notice to the
26     parents shall be provided immediately in accordance with
27     Section 226.520 of this Part, and implementation of the IEP
28     shall occur as soon as possible following the IEP meeting.
29         (2) A school district shall provide special education
30     and related services to eligible children in accordance
31     with their IEPs. The district and teachers shall make
32     efforts in good faith to assist children in achieving the
33     goals and objectives or benchmarks listed in their IEPs.
34     However, an IEP does not constitute a guarantee by a school
35     district or teachers that a child will progress at a
36     specified rate.

 

 

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1         (3) If a participating agency other than the local
2     school district fails to provide transition services
3     required by an IEP, the school district shall convene an
4     IEP meeting to identify alternative strategies for meeting
5     the applicable transition objectives established in the
6     child's IEP.
7     (d) A child's IEP shall be reviewed at least annually to
8     determine whether the goals for the child are being achieved.
9     (e) (Blank).
10     (f) A child's IEP shall be revised if necessary to address:
11         (1) any lack of expected progress related to the annual
12     goals or the general curriculum, if appropriate;
13         (2) the child's anticipated needs;
14         (3) information about the child provided to or by the
15     parents; or
16         (4) any other relevant matters.
17     (g) Each district shall have procedures in place for
18     providing to involved staff members the information they need
19     about the results of a child's IEP meeting, including any
20     responsibilities they will have for implementation of the IEP.
 
21     Section 226.210. IEP Team. The composition of the IEP Team
22 for a particular child, and the participation of the team
23 members and other individuals in the IEP meeting, shall conform
24 to the requirements of this Section. Nothing in this Section
25 shall be construed as requiring the attendance of any member of
26 an IEP Team for the entire duration of a meeting.
27     (a) The child's parents shall be members of the IEP Team.
28     (b) The IEP Team shall include at least one regular
29 education teacher if the child is participating or may
30 participate in the regular education environment.
31         (1) This should be the teacher who is or may be
32     responsible for implementing a portion of the IEP, so that
33     the teacher can participate in discussions about how best
34     to teach the child. The responsibilities of this teacher
35     shall include assisting in:

 

 

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1             (A) the determination of appropriate positive
2         behavioral interventions and strategies for the child;
3         and
4             (B) the identification of supplementary aids and
5         services, program modifications, and supports for
6         school personnel, consistent with 34 CFR
7         300.347(a)(3).
8         (2) If the child does not have a regular teacher but is
9     anticipated to receive at least some instruction in the
10     regular education setting, the team shall include a regular
11     classroom teacher qualified to teach children of that age.
12         (3) For a child of less than school age, the team shall
13     include an individual qualified to teach preschool
14     children.
15     (c) The team shall include at least one special education
16     teacher or, if appropriate, at least one special education
17     provider of the child.
18     (d) If the child has more than one regular or special
19     education teacher, the local school district may designate
20     which teacher(s) will participate.
21     (e) The IEP Team shall include a representative of the
22     local school district who:
23         (1) Is qualified to provide, or supervise the provision
24     of, specially designed instruction to meet the unique needs
25     of children with disabilities;
26         (2) Is knowledgeable about the general curriculum;
27         (3) Is knowledgeable about the district's resources;
28     and
29         (4) Has the authority to make commitments for the
30     provision of services.
31     (f) The IEP Team may include a qualified bilingual
32     specialist or bilingual teacher, if the presence of such a
33     person is needed to assist the other participants in
34     understanding the child's language and cultural factors as they
35     relate to the child's instructional needs.
36     (g) In the case of a child whose behavior impedes his or

 

 

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1     her learning or the learning of others, the team may include a
2     person knowledgeable about positive behavior strategies, who
3     may be one of the individuals enumerated in subsections (b)
4     through (f) and (h) of this Section.
5     (h) The IEP Team shall include an individual who is
6     qualified to interpret the instructional implications of the
7     evaluation results, who may be one of the individuals
8     enumerated in subsections (b) through (g) of this Section.
9     (i) In the case of a student for whom transition services
10     must be planned, the district shall invite a representative of
11     any other agency that is likely to be responsible for providing
12     or paying for transition services. If a public agency invited
13     to send a representative to a meeting does not do so, the
14     district shall document other steps taken to obtain
15     participation of that agency in the planning of any transition
16     services.
17     (j) Participation of Student
18         (1) Either the district or the parent may invite the
19     student who is the subject of the IEP meeting to attend.
20         (2) The district shall invite the student when a
21     purpose of the meeting is to plan for transition services
22     needed by the student. The notice to the student shall
23     conform to the requirements of Section 226.520(b)(8) of
24     this Part. If the student does not attend, the district
25     shall take other steps to ensure that the student's
26     preferences and interests are considered.
27         (3) The district shall invite the student and the
28     parent when Section 226.690 of this Part applies. The
29     student's absence from the IEP meeting shall be subject to
30     the provisions for parental participation set forth in
31     Section 226.530 of this Part.
32     (k) At the discretion of the parent (or the student, if
33     applicable) or the district, the IEP Team shall include other
34     individuals with knowledge or special expertise regarding the
35     child, including providers of related services.
 

 

 

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1     Section 226.230. Content of the IEP. Nothing in this
2 Section shall be construed to require the inclusion of
3 information in one section of a child's IEP that is already
4 contained in another section.
5     (a) Each IEP shall include all the components enumerated in
6 this subsection (a).
7         (1) A statement of the child's present levels of
8     educational performance, including:
9             (A) How the child's disability affects the child's
10         involvement and progress in the general curriculum; or
11             (B) For a preschool child, how the disability
12         affects the child's participation in appropriate
13         activities.
14         (2) A statement of measurable annual goals that reflect
15     consideration of benchmarks or short-term objectives,
16     related to:
17             (A) Meeting the child's needs that result from the
18         child's disability, to enable the child to be involved
19         in and progress in the general curriculum or, for
20         preschool children, to participate in activities
21         appropriate to the child's age; and
22             (B) Meeting each of the child's other educational
23         needs that result from the child's disability.
24         (3) A description of how the child's progress toward
25     his or her annual goals will be measured and of how the
26     parent(s) will be informed of the child's progress. This
27     description shall include a statement of the child's
28     ability to participate in classroom-based assessments and
29     what accommodations are necessary, if any. If the child is
30     unable to participate even with accommodations, a
31     description of the alternative assessment(s) and/or
32     method(s) to be used shall also be provided.
33             (A) Parents of children with disabilities shall be
34         informed of their children's progress at least as often
35         as parents of children without disabilities are
36         informed of their children's progress.

 

 

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1             (B) The information provided to the parents of a
2         child served pursuant to this Part shall include a
3         description of the child's progress toward his or her
4         annual goals and an indication of the extent to which
5         that progress is sufficient to enable the child to
6         achieve those goals by the time the current IEP will
7         require annual review.
8         (4) A statement of the child's ability to participate
9     in State and district-wide assessments.
10             (A) This statement must describe any individual
11         accommodations that are needed in order for the child
12         to participate in a given assessment.
13             (B) If the IEP Team determines that the child will
14         not participate in a particular assessment of student
15         achievement (or part of an assessment), a statement as
16         to:
17                 (i) Why that assessment is not appropriate for
18             the child; and
19                 (ii) How the child's performance will be
20             assessed, including a description of the alternate
21             assessments to be used.
22         (5) A statement as to the language(s) or mode(s) of
23     communication in which special education and related
24     services will be provided, if other than or in addition to
25     English.
26         (6) An explanation of the extent, if any, to which the
27     child will not participate with nondisabled children in the
28     regular education class and in extracurricular and other
29     nonacademic activities.
30         (7) A statement of the special education and related
31     services and supplementary aids and services to be provided
32     to the child, or on behalf of the child, and a statement of
33     the program modifications or supports for school personnel
34     that will be provided in order for the child:
35             (A) To advance appropriately toward attaining the
36         annual goals;

 

 

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1             (B) To be involved and progress in the general
2         curriculum and to participate in extracurricular and
3         other nonacademic activities.
4         (8) The projected beginning date for the services and
5     modifications described in subsection (a)(7) of this
6     Section; the amount, frequency, location, and duration of
7     each of the services and modifications.
8         (9) A statement as to whether the child requires the
9     provision of services beyond the district's normal school
10     year in order to receive FAPE ("extended school year
11     services").
12         (10) The placement that the team has determined to be
13     appropriate for the child.
14     (b) (Blank).
15     (c) The IEP for a student who has reached the age of 14
16     shall also include a description of the student's transition
17     service needs under the applicable components of the IEP, with
18     specific reference to the student's courses of study.
19     (d) The IEP for a student who has reached the age of 14 1/2
20     shall include goals for employment, postsecondary education,
21     or community living alternatives and a description of
22     transition supports or services, based on the student's needs,
23     including identification of the agency responsible for
24     delivering any needed support or service and, as applicable,
25     any interagency responsibilities or needed linkages.
26     (e) The IEP for a student who has reached the age of 17
27     shall include documentation indicating that the student has
28     been informed of the rights under the Individuals with
29     Disabilities Education Act that will transfer to the student
30     when he or she reaches the age of 18.
31     (f) The IEP of a student who may, after reaching age 18,
32     become eligible to participate in the home-based support
33     services program for mentally disabled adults authorized by the
34     Developmental Disability and Mental Disability Services Act
35     [405 ILCS 80] shall set forth specific plans related to that
36     program that conform to the requirements of Section 14-8.02 of

 

 

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1     the School Code.
2     (g) Students Incarcerated as Adults.
3         (1) The IEP of a student incarcerated as an adult is
4     not required to comply with:
5             (A) The requirements of subsection (a)(4) of this
6         Section regarding assessment; and
7             (B) The requirements of subsections (c) and (d) of
8         this Section regarding planning for the transition to
9         adult life and services to assist with that transition,
10         if the student's eligibility for special education
11         will end before he or she will be eligible to be
12         released from prison.
13         (2) The IEP Team may modify a student's IEP or
14     placement if the State has demonstrated a bona fide
15     security or compelling penological interest that cannot
16     otherwise be accommodated. The requirements of Section
17     226.240(c) of this Part regarding placement in the least
18     restrictive environment shall not apply in these
19     circumstances.
 
20     Section 226.400. Disciplinary Actions.
21     (a) School personnel may order the removal of an eligible
22 child from his or her current placement for periods of no more
23 than ten consecutive school days each in response to separate
24 incidents of misconduct, as long as such repeated removals do
25 not constitute a pattern based on consideration of factors such
26 as the length of each removal, the total amount of time the
27 child is removed, and the proximity of the removals to one
28 another. In such a case, these removals shall not be considered
29 to constitute a change in placement.
30         (1) After an eligible child has been removed from his
31     or her placement for ten school days in the same school
32     year, the district shall provide services to the child on
33     any subsequent day(s) of removal.
34         (2) School personnel, in consultation with the child's
35     special education teacher, shall determine the extent of

 

 

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1     the services to be provided, which shall be adequate to
2     enable the child to progress appropriately in the general
3     curriculum and advance toward achieving the goals set forth
4     in his or her IEP.
5     (b) Any removal of a student (i.e., any "suspension") shall
6     be reported immediately to the student's parents, along with a
7     full statement of the reasons for the suspension, a copy of
8     which shall also be given to the school board. The district
9     shall provide the parents notice of their right to request that
10     the district review the suspension decision, as required by
11     Section 10-22.6 of the School Code [105 ILCS 5/10-22.6].
12     (c) When a district first removes a child for more than ten
13     school days in a school year or initiates a removal that will
14     constitute a change in placement, the district shall, no later
15     than ten business days after the date of such removal, either:
16         (1) convene an IEP meeting to review and, if necessary,
17     revise the child's existing behavioral intervention plan
18     as appropriate to address the child's behavior; or
19         (2) if the district has not conducted a functional
20     behavioral assessment and if the child does not have a
21     behavior intervention plan, convene an IEP meeting to
22     develop an assessment plan.
23     (d) Upon any subsequent removal of a child that does not
24     constitute a change in placement, the members of the IEP Team
25     shall review the child's behavioral intervention plan and its
26     implementation. If any one member of the team believes that the
27     plan needs to be modified, the district shall convene an IEP
28     meeting to review the plan and revise it as the team deems
29     appropriate.
30     (e) A student may be suspended from using the
31     transportation provided by the school district if his or her
32     behavior warrants such a measure. When suspending
33     transportation privileges results in the student's absence
34     from school on a given day, that day shall be considered a day
35     of suspension or removal, and the requirements of Section
36     10-22.6 of the School Code shall apply.

 

 

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1     (f) School personnel may order a change in placement for an
2     eligible child to an interim alternative educational setting
3     for the same amount of time that a child without a disability
4     would be subject to discipline, up to a maximum of 45 days, if:
5         (1) the child carries a weapon, as defined at 34 CFR
6     300.520, to school or to a school function under the
7     jurisdiction of a state or a local school district; or
8         (2) the child knowingly possesses or uses illegal drugs
9     or sells or solicits the sale of a controlled substance,
10     both as defined at 34 CFR 300.520, while at school or a
11     school function under the jurisdiction of a state or a
12     local school district.
13     (g) No later than ten business days after making the
14     decision to place the child in an alternative setting, the
15     district shall convene an IEP meeting as delineated in
16     subsection (c) of this Section.
17     (h) The interim alternative educational setting in which a
18     child is placed pursuant to subsection (f) of this Section
19     shall be identified by the child's IEP Team.
20         (1) The setting shall be selected so as to enable the
21     child to continue to progress in the general curriculum.
22         (2) While the child is served in the interim
23     alternative educational setting, he or she shall continue
24     to receive the services and modifications set forth in the
25     IEP.
26         (3) The placement shall include services and
27     modifications designed to address the behavior that
28     resulted in the child's being removed from his or her
29     current educational placement and to prevent that behavior
30     from recurring.
31     (i) Interim alternative educational settings for students
32     who exhibit behavior that is likely to result in injury to
33     themselves or others are subject to the provisions of Section
34     226.655 of this Part.
35     (j) No eligible child shall be expelled for behavior that
36     is a manifestation of the child's disability. If a district is

 

 

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1     considering expelling an eligible student, the district shall:
2         (1) Conduct a manifestation determination review as
3     described in Section 226.410 of this Part; and
4         (2) Adhere to the requirement of Section 10-22.6(a) of
5     the School Code regarding meeting with the parent(s).
6     (k) An expulsion constitutes a change in placement and
7     requires revision of the child's IEP in a manner that conforms
8     to the applicable requirements of Subpart C of this Part.
9     Cessation of services to an eligible child is prohibited during
10     a period of expulsion.
 
11     Section 226.410. Manifestation Determination Review. The
12 requirements of this Section shall apply whenever a
13 disciplinary action is contemplated with respect to an eligible
14 child that will constitute a change in placement and that
15 action is being considered because of behavior that violates
16 any rule or code of conduct of the school district that applies
17 to all students.
18     (a) On the date when the district determines that
19 disciplinary action will be taken, the district shall notify
20 the parents in writing to that effect and shall notify them of
21 the procedural safeguards that apply.
22     (b) As soon as possible, but in no event more than ten
23 school days after the date on which the district determines
24 that disciplinary action will be taken, the district shall
25 conduct a review of the relationship between the child's
26 disability and the behavior that is subject to the disciplinary
27 action (a "manifestation determination review").
28     (c) The manifestation determination review shall be
29 conducted by the IEP Team and other qualified personnel in a
30 meeting.
31     (d) In carrying out a manifestation determination review,
32 the IEP Team and other qualified personnel shall determine
33 whether the child's behavior was a manifestation of his or her
34 disability. In making its determination, the IEP Team shall
35 consider all available relevant information, including:

 

 

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1         (1) evaluation and diagnostic results, including
2     information supplied by the child's parent(s);
3         (2) observations of the child; and
4         (3) the child's current IEP and placement.
5     (e) The team may determine that the subject behavior was
6     not a manifestation of the child's disability only if it is
7     determined that:
8         (1) The child's IEP and placement were appropriate, and
9     special education services, supplementary aids and
10     services, and behavioral intervention strategies were
11     provided consistent with that IEP and that placement.
12         (2) The child's disability did not impair his or her
13     ability to understand the impact and consequences of the
14     behavior.
15         (3) The child's disability did not impair his or her
16     ability to control the behavior.
17     (f) If the child's behavior is determined to have been a
18     manifestation of his or her disability, the district shall
19     immediately initiate steps to remedy any deficiencies
20     identified in the IEP or its implementation, so that such
21     deficiencies may be removed as soon as possible.
22     (g) If the child's behavior is determined not to have been
23     a manifestation of the disability, the district may apply
24     relevant disciplinary procedures in the same manner as it would
25     with respect to children without disabilities. In such a case,
26     the district shall ensure that the student's special education
27     and disciplinary records are provided for consideration by the
28     person(s) making the final determination regarding the
29     disciplinary action to be taken.
30     (h) When the application of a disciplinary measure results
31     in a change in placement, services shall be provided to the
32     extent determined necessary by the IEP Team to enable the
33     student to progress in the general curriculum and advance
34     appropriately toward achieving the goals set forth in his or
35     her IEP.
 

 

 

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1     Section 226.430. Protection for Children Not Yet Eligible
2 for Special Education.
3     (a) A child who has not been determined eligible under this
4 Part and who has engaged in behavior that violated any rule or
5 code of conduct of the local school district may assert any of
6 the protections provided for in this Part if the school
7 district had knowledge that the child might be an eligible
8 child before the occurrence of the behavior that precipitated
9 disciplinary action.
10     (b) A district shall be deemed to have knowledge that a
11 child may be an eligible child if, prior to the incident:
12         (1) The parent of the child has expressed concern in
13     writing (or orally, if the parent is illiterate in English
14     or has a disability that prevents a written statement) to
15     personnel of the school district that the child is in need
16     of special education and related services;
17         (2) The behavior or performance of the child
18     demonstrates the need, or a potential need, for such
19     services;
20         (3) The parent of the child has requested an evaluation
21     of the child pursuant to Sections 300.530 through 300.536;
22     or
23         (4) The child's teacher or another school employee has
24     expressed concern in writing about the behavior or
25     performance of the child to the director of special
26     education or to other district personnel, in accordance
27     with the district's child find or referral procedures.
28     (c) A district shall not be deemed to have knowledge that a
29     child may be an eligible child if:
30         (1) the district determined that no evaluation was
31     necessary or conducted an evaluation and determined that
32     the child was not eligible; and
33         (2) provided written notice to the child's parents of
34     its determination.
35     (d) If a district does not have knowledge that a child is
36     or may be an eligible child prior to taking disciplinary

 

 

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1     measures against the child, the child may be subjected to the
2     same disciplinary measures as those applied to children without
3     disabilities engaging in comparable behavior.
4         (1) When a request is made for an evaluation of a child
5     during the time period when the child is subjected to
6     disciplinary measures, the district shall conduct an
7     evaluation in an expedited manner.
8         (2) The child shall remain in the educational placement
9     determined by school authorities, which may include
10     suspension or expulsion without educational services,
11     until the evaluation is completed.
12         (3) The district shall provide special education and
13     related services after developing an IEP if the child is
14     determined to be eligible for special education and related
15     services.
16     (e) A district shall further be deemed not to have
17     knowledge that a child may be an eligible if:
18         (1) The parent refused or revoked consent for
19     evaluation; or
20         (2) The parent refused or revoked consent for
21     placement.
 
22     Section 226.500. Language of Notifications.
23     (a) The notices to individual parents required in this
24 Subpart F shall be:
25         (1) Written in language understandable to the general
26     public; and
27         (2) Provided in the native language of the parent or
28     other mode of communication used by the parent, unless it
29     is clearly not feasible to do so.
30     (b) If the primary language or other mode of communication
31     of the parent is not a written language, the local school
32     district shall ensure that:
33         (1) The notice is translated orally or by other means
34     to the parent in his or her native language or other mode
35     of communication;

 

 

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1         (2) The parent understands the content of the notice;
2     and
3         (3) There is written evidence in the child's record
4     that the requirements of this subsection (b) have been met.
 
5     Section 226.540. Consent.
6     (a) A parent shall be considered to have given consent only
7 when:
8         (1) The parent has been fully informed of all
9     information relevant to the activity for which consent is
10     sought, in his or her native language or other mode of
11     communication;
12         (2) The parent understands and agrees in writing to the
13     carrying out of the activity for which his or her consent
14     is sought, and the consent describes that activity and
15     lists the records (if any) that will be released and to
16     whom; and
17         (3) The parent understands that his or her granting of
18     consent is voluntary and may be revoked at any time.
19     (b) A school district may not require parental consent as a
20     condition of any benefit to the parent or the child except for
21     the service or activity for which consent is required.
22     (c) Parental consent shall be obtained before conducting an
23     initial evaluation of a child. Consent for initial evaluation
24     shall not be construed as consent for initial placement.
25     (d) If the parents of a child with a disability refuse
26     consent for initial evaluation or a reevaluation, the district
27     may continue to pursue those evaluations by using the due
28     process procedures or the mediation procedures. Informed
29     parental consent need not be obtained for reevaluation if the
30     district can demonstrate that it has taken reasonable measures
31     to obtain that consent, and the child's parent has failed to
32     respond.
33     (e) Parental consent shall be obtained prior to the initial
34     provision of special education and related services.
35     (f) Parental consent shall be obtained prior to the use of

 

 

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1     the parent's private insurance to pay for services required by
2     a child's IEP.
3     (g) Parental consent shall be obtained for the disclosure
4     of personally identifiable information about a child,
5     consistent with the requirements of the Student Records Act.
6     (h) Parental consent shall be obtained for the use of an
7     IFSP instead of an IEP.
8     (i) A parent may revoke consent for any action by the
9     district or cooperative entity serving his or her child that
10     requires parental consent. If a parent desires to revoke
11     consent, he or she may do so either in writing or orally. If
12     the revocation of consent is communicated orally, the district
13     or cooperative entity shall commit the parent's request to
14     writing and provide a copy of this written summary to the
15     parent within five days.
16     (j) Any revocation of consent is effective immediately,
17     subject to the provisions of subsection (k) of this Section,
18     but is not retroactive, i.e., it does not negate an action that
19     occurred after the consent was given and before it was revoked.
20     For purposes of this subsection (j), a district shall be
21     considered to have given immediate effect to a parent's
22     revocation of consent when it either discontinues the action
23     that is the subject of the revocation prior to its next
24     scheduled occurrence or provides to the parent a written
25     explanation of the timeline for the district's action and the
26     reasons for that timeline. The district or cooperative entity
27     shall ensure that each staff member whose activities are
28     affected by the revocation of consent is promptly informed of
29     the revocation.
30     (k) If a district disagrees with a parent's revocation of
31     consent, the district may request a due process hearing
32     pursuant to Section 226.605 of this Part.
33         (1) If the parent's revocation of consent pertains to
34     an evaluation or re-evaluation of the student, the district
35     shall not proceed with the evaluation or re-evaluation
36     during the pendency of due process.

 

 

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1         (2) If the parent's revocation of consent pertains to a
2     special education placement for the student that is already
3     in effect, the district's request for a due process hearing
4     shall have the effect of staying that placement, provided
5     that the district submits the request in writing to the
6     State Board of Education in keeping with the provisions of
7     Section 226.615 of this Part and within three business days
8     after the parent's revocation occurred.
 
9     Section 226.625. Rights of the Parties Related to Hearing.
10     (a) The parties have the right to be represented at their
11 own expense by counsel, or to be represented and assisted by
12 other persons having special knowledge of this Part.
13     (b) The parents may inspect and review all school records
14 pertaining to their child and, subject to the provisions of 23
15 Ill. Adm. Code 375.50 (Student Records), may obtain copies of
16 any such records at their own expense.
17     (c) The parents shall have access to the district's list of
18 independent evaluators, and may obtain an independent
19 evaluation of their child at their own expense.
20         (1) If the parents believe that acquisition of a
21     completed independent evaluation will require a delay in
22     convening the hearing, the parents shall request such a
23     delay as provided in Section 226.640(c) of this Part.
24         (2) The parents may ask the hearing officer to
25     determine whether an independent evaluation is needed. If
26     the hearing officer concludes, after reviewing the
27     available information, that an independent evaluation is
28     necessary to inform the hearing officer concerning the
29     services to which the student may be entitled, it shall be
30     so ordered and provided at the school district's expense.
31     The hearing officer shall delay the hearing as provided for
32     in Section 226.640(c) of this Part.
33         (3) This subsection (c) shall not apply to expedited
34     hearings conducted pursuant to Section 226.655 of this
35     Part.

 

 

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1     (d) Either party to a hearing, other than an expedited
2     hearing conducted pursuant to Section 226.655 of this Part, has
3     the right to the disclosure, at least five days prior to the
4     hearing, of any evidence to be introduced. At least five days
5     prior to the hearing, each party shall disclose to all other
6     parties all evaluations completed by that date and
7     recommendations based on the offering party's evaluations that
8     the party intends to use at the hearing. Either party may
9     prohibit the introduction of evidence which was not disclosed
10     to that party at least five days prior to the hearing.
11     Disclosure of evidence with respect to an expedited hearing
12     shall conform to the requirements of Section 14-8.02b of the
13     School Code [105 ILCS 5/14-8.02b].
14     (e) Either party may compel the attendance of any school
15     district employee at the hearing, or any other person who may
16     have information relevant to the needs, the abilities, the
17     proposed program, or the status of the student. At the request
18     of either party, the hearing officer shall authorize the
19     issuance of subpoenas to compel the testimony of witnesses or
20     the production of documents relevant to the case at issue. If
21     any person refuses to comply with a subpoena issued under this
22     Section, court action may be sought as provided in Section
23     14-8.02a(g) of the School Code [105 ILCS 5/14-8.02a(g)].
24     (f) Pursuant to 34 CFR 300.509(c)(1)(i), the parent has the
25     right to have the child who is the subject of the hearing
26     present at the hearing.
27     (g) Either party, or any other person participating in the
28     hearing, may request that an interpreter be available during
29     the hearing because one of the participants is hearing impaired
30     and/or uses a primary language other than English. Interpreters
31     shall be provided at the school district's expense.
32     (h) The student's educational placement shall not be
33     changed pending completion of the hearing except as provided in
34     Section 14-8.02a(j) of the School Code.
35     (i) The hearing officer shall conduct the hearing in a
36     fair, impartial, and orderly manner. The hearing officer shall

 

 

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1     afford each party an opportunity to present the evidence,
2     testimony, and arguments each party believes necessary to
3     support and/or clarify the issues in dispute and the relief the
4     party is requesting. The hearing officer shall regulate the
5     course of the hearing and the conduct of the parties and their
6     counsel.
7     (j) The hearing shall be closed to the public unless the
8     parents of the child specifically request that it be open. The
9     hearing officer shall advise the parents of their right to have
10     the hearing open to the public. If the parents make such a
11     request, the hearing shall be open. (References to parents in
12     this subsection (j) apply to the student if Section 226.690 of
13     this Part applies.)
14     (k) The parties shall have the right to confront and
15     cross-examine witnesses.
 
16     Section 226.800. Personnel Required to be Qualified.
17     (a) General.
18         (1) Each school district, or the cooperative entity of
19     which it is a member, shall employ sufficient professional
20     and noncertified personnel to deliver and supervise the
21     full continuum of special education and related services
22     needed by the eligible students who reside in the district.
23     The number and types of personnel employed shall be based
24     on students' need rather than administrative convenience.
25         (2) Each district or cooperative entity shall
26     periodically submit to the State Board of Education, on
27     forms supplied by the State Board, the roster of the
28     individuals who will be or are providing special education
29     or related services. The State Board may request any
30     additional documentation needed in order to verify that
31     each individual holds the qualifications that are required
32     for his or her assignments.
33         (3) Reimbursement for personnel expenditures shall be
34     made by the State Board only with respect to individuals
35     who are qualified pursuant to this Section or pursuant to

 

 

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1     Section 226.810 or 226.820 of this Part.
2         (4) Each district or cooperative entity shall develop
3     and implement a comprehensive personnel development
4     program for all personnel involved with the education of
5     children with disabilities.
6     (b) Professional Instructional Personnel
7     Each individual employed in a professional instructional
8 capacity shall hold either:
9         (1) a valid special certificate and the qualifications
10     required for the teaching area pursuant to 23 Ill. Adm.
11     Code 25.40 and 25.43; or
12         (2) another valid teaching certificate and approval
13     issued by the State Board of Education specific to the area
14     of responsibility (see Section 226.810 of this Part).
15     (c) An individual assigned as a vocational coordinator
16     shall be required to hold approval for this position, which
17     shall be granted provided that the individual submits an
18     application demonstrating that he or she:
19         (1) has two years' teaching experience;
20         (2) holds either a special preschool - age 21
21     certificate or a high school certificate; and
22         (3) has completed at least 16 semester hours of college
23     coursework, which shall at least include each of the areas
24     identified in subsections (c)(3)(A) through (D) and may
25     include one or more of the areas identified in subsections
26     (c)(3)(E) through (I) of this Section:
27             (A) Survey of the exceptional child;
28             (B) Characteristics of the mentally retarded
29         student;
30             (C) Characteristics of the socially and/or
31         emotionally maladjusted student;
32             (D) Vocational programming for students with
33         disabilities;
34             (E) Characteristics of other exceptionalities;
35             (F) Methods course in special education;
36             (G) Guidance and counseling;

 

 

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1             (H) Educational and psychological diagnosis;
2             (I) Vocational and technical education.
3     (d) An individual assigned as a teacher coordinator shall
4     be required to hold approval for this position, which shall be
5     granted provided that the individual submits an application
6     demonstrating that he or she:
7         (1) holds either a special preschool - age 21
8     certificate endorsed for the disability area of assignment
9     or a high school certificate with special education
10     approval in the applicable disability area issued pursuant
11     to Section 226.810 of this Part;
12         (2) has completed a course in vocational programming
13     for students with disabilities; and
14         (3) has at least one year's work experience outside the
15     field of education or has completed at least one course in
16     either guidance and counseling or vocational and technical
17     education.
18     (e) An individual assigned as a business manager's
19     assistant shall hold an administrative certificate endorsed
20     for chief school business official pursuant to 23 Ill. Adm.
21     Code 25.344.
22     (f) Qualified Bilingual Specialists
23     Professional staff otherwise qualified pursuant to this
24     Section shall be considered "qualified bilingual specialists"
25     if they meet the applicable requirements set forth in this
26     subsection (f).
27         (1) A holder of a special certificate endorsed in the
28     area of responsibility pursuant to 23 Ill. Adm. Code 25.40
29     or 25.43 shall successfully complete a language
30     examination in the non-English language of instruction and
31     shall have completed coursework covering:
32             (A) Psychological/educational assessment of
33         students with disabilities who have limited English
34         proficiency;
35             (B) Theoretical foundations of bilingual education
36         and English as a second language, including the study

 

 

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1         of first and second language acquisition; and
2             (C) Methods and materials for teaching students of
3         limited English proficiency or students with
4         disabilities who have limited English proficiency.
5         (2) A holder of an early childhood, elementary, or high
6     school certificate who also holds special education
7     approval in the area of responsibility (see Section 226.810
8     of this Part) shall successfully complete a language
9     examination in the non-English language of instruction and
10     shall have completed the coursework listed in subsections
11     (f)(1)(A), (B), and (C) of this Section.
12         (3) A holder of an early childhood, elementary, or high
13     school certificate who also holds approval to teach
14     bilingual education or English as a second language shall
15     have completed coursework covering:
16             (A) Methods for teaching in the special education
17         area of assignment;
18             (B) Psychological/educational assessment of
19         students with disabilities who have limited English
20         proficiency, or psychological diagnosis for children
21         with all types of disabilities; and
22             (C) Characteristics of students, or
23         characteristics of students with limited English
24         proficiency specifically, in the special education
25         area of assignment.
26         (4) A holder of a transitional bilingual certificate
27     issued pursuant to 23 Ill. Adm. Code 25.90 and endorsed for
28     the language of assignment shall have completed two years
29     of successful teaching experience and have completed
30     coursework covering:
31             (A) Survey of children with all types of
32         disabilities;
33             (B) Assessment of the bilingual student, or
34         psychological/educational assessment of the student
35         with disabilities who has limited English proficiency;
36             (C) Theoretical foundations of bilingual education

 

 

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1         and English as a second language, including the study
2         of first and second language acquisition;
3             (D) Methods for teaching in the special education
4         area of assignment; and
5             (E) Characteristics of students, or
6         characteristics of students with limited English
7         proficiency specifically, in the special education
8         area of assignment.
9         (5) A holder of a school service personnel certificate
10     endorsed for guidance, school social work, or school
11     psychology shall successfully complete an examination in
12     the non-English language and shall have completed
13     coursework in assessment of the bilingual student or
14     psychological/educational assessment of the student with
15     disabilities who has limited English proficiency.
16     (g) Directors and Assistant Directors of Special Education
17     Each school district, or the cooperative entity of which it
18     is a member, shall employ a director of special education, who
19     shall be the chief administrative officer of the special
20     education programs and services of the district or cooperative
21     entity. The provisions of subsections (g)(1) and (2) of this
22     Section shall apply through June 30, 2005. Beginning July 1,
23     2005, directors and assistant directors of special education
24     shall be subject to the requirements of 23 Ill. Adm. Code
25     29.140 and 29.150.
26         (1) Each director or assistant director of special
27     education shall hold a valid administrative certificate
28     issued pursuant to 23 Ill. Adm. Code 25.315 and a master's
29     degree, including 30 semester hours of coursework
30     distributed among all the following areas:
31             (A) Survey of exceptional children;
32             (B) Special methods courses (3 areas of
33         exceptionality);
34             (C) Educational and psychological diagnosis and
35         remedial techniques;
36             (D) Guidance and counseling; and

 

 

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1             (E) Supervision of programs for exceptional
2         children.
3         (2) Each individual who will function as a director or
4     assistant director of special education shall submit an
5     application for special education administrative approval
6     on a form supplied by the State Board of Education.
7         (3) Each school district, or the cooperative entity of
8     which it is a member, shall submit to the State Board of
9     Education a letter identifying the individual employed as
10     the director of special education. If the individual is
11     qualified as required, the State Board shall confirm that
12     the individual is the State-approved director of special
13     education for the district or cooperative entity.
14     (h) Supervisors.
15         (1) Each district or cooperative entity shall employ
16     sufficient supervisory personnel to provide consultation
17     to and coordination of special education services.
18         (2) Each individual performing a supervisory function
19     shall hold a master's degree, including at least 15
20     semester hours of coursework distributed among all the
21     following areas:
22             (A) Survey of exceptional children;
23             (B) Characteristics courses in the areas to be
24         supervised;
25             (C) Methods courses in the areas to be supervised;
26             (D) Educational and psychological diagnosis and
27         remedial techniques; and
28             (E) Supervision of programs for exceptional
29         children.
30         (3) Each individual performing a supervisory function
31     shall also hold either:
32             (A) a valid special certificate in the area to be
33         supervised, endorsed for supervision pursuant to 23
34         Ill. Adm. Code 25.322, with two years' teaching
35         experience in that area; or
36             (B) a valid school service personnel certificate

 

 

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1         endorsed for supervision and two years' experience in
2         the area to be supervised; or
3             (C) a valid administrative certificate and either
4         a valid special certificate endorsed for the area to be
5         supervised or special education approval in that area.
6     (i) Chief Administrator of Special School
7     The chief administrator of a special school shall hold an
8     administrative certificate with a general administrative
9     endorsement issued pursuant to 23 Ill. Adm. Code 25.344 and
10     either:
11         (1) the qualifications required under 23 Ill. Adm. Code
12     25.43 in at least one disability area served by the school;
13     or
14         (2) approval issued by the State Board of Education
15     pursuant to Section 226.810 of this Part for at least one
16     disability area served by the school.
17     (j) Other Professional Personnel
18     Each individual employed in a professional capacity not
19     specified in subsections (a) through (i) of this Section shall,
20     as appropriate to his or her assignment, hold:
21         (1) the school service personnel certificate endorsed
22     as appropriate to the area of responsibility (see 23 Ill.
23     Adm. Code 25, Subpart D); or
24         (2) a valid license or permission to practice, if the
25     individual's profession is governed by such a requirement
26     and either no educational credential in the same or a
27     related field is issued by the State Board of Education
28     (e.g., for a physical therapist) or the School Code permits
29     the individual to perform the functions assigned; or
30         (3) a credential, regardless of title, issued by a
31     professional association or organization in the relevant
32     field, when no educational credential in the same or a
33     related field is issued by the State Board of Education and
34     no license or permission to practice is required by the
35     State (e.g., for a music therapist or a daily living skills
36     specialist).

 

 

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1     (k) Noncertified Personnel.
2         (1) Each noncertified professional individual employed
3     in a special education class, program, or service, and each
4     individual providing assistance at a work site, shall
5     function under the general direction of a professional
6     staff member.
7         (2) Each program assistant/aide, as well as each
8     nonemployee providing any service in the context of special
9     education, shall function under the direct supervision of a
10     professional staff member.
11         (3) Each district shall provide training experiences
12     appropriate to the nature of their responsibilities to the
13     individuals discussed in subsections (k)(1) and (2) of this
14     Section. Training shall be in lieu of the requirements for
15     noncertified personnel set forth in 23 Ill. Adm. Code 1,
16     Subpart G.
 
17     Section 99. Effective date. This Act takes effect January
18 1, 2005.