State of Illinois
2015 and 2016


Introduced 5/21/2015, by Sen. Julie A. Morrison


105 ILCS 5/14-8.03  from Ch. 122, par. 14-8.03

    Amends the Children with Disabilities Article of the School Code. In provisions concerning transition services, provides that if a child uses a service animal individually trained to perform tasks for the benefit of a child with a disability, an individualized education program review must be held within 15 days from written notice that the service animal will be present at school functions.

LRB099 12528 NHT 35975 b






SB2137LRB099 12528 NHT 35975 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, "transition services"
9means a coordinated set of activities for a child with a
10disability that (i) is designed to be within a results-oriented
11process that is focused on improving the academic and
12functional achievement of the child with a disability to
13facilitate the child's movement from school to post-school
14activities, including post-secondary education, vocational
15education, integrated employment (including supported
16employment), continuing and adult education, adult services,
17independent living, or community participation; (ii) is based
18on the individual child's needs, taking into account the
19child's strengths, preferences, and interests; and (iii)
20includes instruction, related services, community experiences,
21the development of employment and other post-school adult
22living objectives, and, if appropriate, acquisition of daily
23living skills, benefits planning, work incentives education,



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1and the provision of a functional vocational evaluation.
2Transition services for a child with a disability may be
3special education, if provided as specially designed
4instruction, or a related service if required to assist a child
5with a disability to benefit from special education.
6    (a-5) Beginning no later than the first individualized
7education plan (IEP) in effect when the student turns age 14
81/2 (or younger if determined appropriate by the IEP Team) and
9updated annually thereafter, the IEP must include (i)
10measurable post-secondary goals based upon age-appropriate
11transition assessments and other information available
12regarding the student that are related to training, education,
13employment, and independent living skills and (ii) the
14transition services needed to assist the student in reaching
15those goals, including courses of study.
16    (b) Transition planning must be conducted as part of the
17IEP process and must be governed by the procedures applicable
18to the development, review, and revision of the IEP, including
19notices to the parents and student, parent and student
20participation, and annual review. If a child uses a service
21animal, as defined in Section 48-8 of the Criminal Code of
222012, individually trained to perform tasks for the benefit of
23a child with a disability, an IEP review must be held within 15
24days from written notice that the service animal will be
25present at school functions. To appropriately assess and
26develop IEP transition goals and transition services for a



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1child with a disability, additional participants may be
2necessary and may be invited by the school district, parent, or
3student to participate in the transition planning process.
4Additional participants may include without limitation a
5representative from the Department of Human Services or another
6State agency, a case coordinator, or persons representing other
7public or community agencies or services, such as adult service
8providers or public community colleges. The IEP shall identify
9each person responsible for coordinating and delivering
10transition services. If the IEP team determines that the
11student requires transition services from a public or private
12entity outside of the school district, the IEP team shall
13identify potential outside resources, assign one or more IEP
14team members to contact the appropriate outside entities, make
15the necessary referrals, provide any information and documents
16necessary to complete the referral, follow up with the entity
17to ensure that the student has been successfully linked to the
18entity, and monitor the student's progress to determine if the
19student's IEP transition goals and benchmarks are being met.
20The student's IEP shall indicate one or more specific time
21periods during the school year when the IEP team shall review
22the services provided by the outside entity and the student's
23progress in such activities. The public school's
24responsibility for delivering educational services does not
25extend beyond the time the student leaves school or when the
26student's eligibility ends due to age under this Article.



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1    (c) A school district shall submit annually a summary of
2each eligible student's IEP transition goals and transition
3services resulting from the IEP Team meeting to the appropriate
4local Transition Planning Committee. If students with
5disabilities who are ineligible for special education services
6request transition services, local public school districts
7shall assist those students by identifying post-secondary
8school goals, delivering appropriate education services, and
9coordinating with other agencies and services for assistance.
10(Source: P.A. 98-517, eff. 8-22-13.)