Illinois General Assembly - Full Text of HB5276
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Full Text of HB5276  103rd General Assembly

HB5276enr 103RD GENERAL ASSEMBLY

 


 
HB5276 EnrolledLRB103 36939 RJT 67053 b

1    AN ACT concerning education.
 
2    Be it enacted by the People of the State of Illinois,
3represented in the General Assembly:
 
4    Section 5. The School Code is amended by changing Section
514-8.03 as follows:
 
6    (105 ILCS 5/14-8.03)  (from Ch. 122, par. 14-8.03)
7    Sec. 14-8.03. Transition services.
8    (a) For purposes of this Section:
9    "Independent living skills" may include, without
10limitation, personal hygiene, health care, fitness, food
11preparation and nutrition, home management and safety,
12dressing and clothing care, financial management and wellness,
13self-esteem, self-advocacy, self-determination, community
14living, housing options, public safety, leisure and
15recreation, and transportation.
16    "Transition services" means a coordinated set of
17activities for a child with a disability that (i) is designed
18to be within a results-oriented process that is focused on
19improving the academic and functional achievement of the child
20with a disability to facilitate the child's movement from
21school to post-school activities, including post-secondary
22education, which may include for-credit courses, career and
23technical education, and non-credit courses and instruction,

 

 

HB5276 Enrolled- 2 -LRB103 36939 RJT 67053 b

1vocational education, integrated employment (including
2supported employment), continuing and adult education, adult
3services, independent living, or community participation; (ii)
4is based on the individual child's needs, taking into account
5the child's strengths, preferences, and interests; and (iii)
6includes instruction, related services, community experiences,
7the development of employment and other post-school adult
8living objectives, and, if appropriate, acquisition of daily
9living skills, benefits counseling and planning, work
10incentives education, and the provision of a functional
11vocational evaluation. Transition services for a child with a
12disability may be special education, if provided as specially
13designed instruction, or a related service if required to
14assist a child with a disability to benefit from special
15education.
16    (a-5) Beginning no later than the first individualized
17education plan (IEP) in effect when the student turns age 14
181/2 (or younger if determined appropriate by the IEP Team) and
19updated annually thereafter, the IEP must include (i)
20measurable post-secondary goals based upon age-appropriate
21transition assessments and other information available
22regarding the student that are related to training, education,
23employment, and independent living skills and (ii) the
24transition services needed to assist the student in reaching
25those goals, including courses of study.
26    As a component of transition planning, the school district

 

 

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1shall provide the student and the parent or guardian of the
2student with information about the school district's career
3and technical education (CTE) opportunities and postsecondary
4CTE opportunities. The CTE information shall include a list of
5programming options, the scope and sequence of study for
6pursuing those options, and the locations of those options. A
7student in high school with an IEP may enroll in the school
8district's CTE program at any time if participation in a CTE
9program is consistent with the student's transition goals.
10    The student and the parent or guardian of the student
11shall be provided with information about dual credit courses
12offered by the school district. The information shall include
13courses offered by the school district for dual credit under
14Section 16 of the Dual Credit Quality Act and courses in which
15the student may enroll for high school credit only under
16Section 16.5 of the Dual Credit Quality Act. The information
17shall include the criteria for entry into any dual credit
18course in which the student or the parent or guardian of the
19student indicates interest. If the student is enrolled in a
20dual credit course for dual credit or for high school credit
21only, the student's participation in the course shall be
22included as part of the student's transition IEP activities.
23    The student's transition plan shall include consideration
24of the student's assistive technology needs, such as assistive
25technology evaluations, devices, and services, related to the
26student's transition goals for employment, education or

 

 

HB5276 Enrolled- 4 -LRB103 36939 RJT 67053 b

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

 

 

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1resources, assign one or more IEP team members to contact the
2appropriate outside entities, make the necessary referrals,
3provide any information and documents necessary to complete
4the referral, follow up with the entity to ensure that the
5student has been successfully linked to the entity, and
6monitor the student's progress to determine if the student's
7IEP transition goals and benchmarks are being met. The
8student's IEP shall indicate one or more specific time periods
9during the school year when the IEP team shall review the
10services provided by the outside entity and the student's
11progress in such activities. The public school's
12responsibility for delivering educational services does not
13extend beyond the time the student leaves school or when the
14student's eligibility ends due to age under this Article.
15    (c) A school district shall submit annually a summary of
16each eligible student's IEP transition goals and transition
17services resulting from the IEP Team meeting to the
18appropriate local Transition Planning Committee. If students
19with disabilities who are ineligible for special education
20services request transition services, local public school
21districts shall assist those students by identifying
22post-secondary school goals, delivering appropriate education
23services, and coordinating with other agencies and services
24for assistance.
25(Source: P.A. 102-516, eff. 8-20-21; 103-181, eff. 6-30-23.)
 
26    Section 99. Effective date. This Act takes effect upon

 

 

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1becoming law.