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