Illinois General Assembly - Full Text of HB3224
Illinois General Assembly

  Bills & Resolutions  
  Compiled Statutes  
  Public Acts  
  Legislative Reports  
  IL Constitution  
  Legislative Guide  
  Legislative Glossary  

 Search By Number
 (example: HB0001)
Search Tips

Search By Keyword

Full Text of HB3224  103rd General Assembly




HB3224 EnrolledLRB103 26755 RJT 53118 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,



HB3224 Enrolled- 2 -LRB103 26755 RJT 53118 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
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



HB3224 Enrolled- 3 -LRB103 26755 RJT 53118 b

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    (b) Transition planning must be conducted as part of the
24IEP process and must be governed by the procedures applicable
25to the development, review, and revision of the IEP, including
26notices to the parents and student, parent and student



HB3224 Enrolled- 4 -LRB103 26755 RJT 53118 b

1participation, and annual review. To appropriately assess and
2develop IEP transition goals and transition services for a
3child with a disability, additional participants may be
4necessary and may be invited by the school district, parent,
5or student to participate in the transition planning process.
6Additional participants may include without limitation a
7representative from the Department of Human Services or
8another State agency, a case coordinator, or persons
9representing other public or community agencies or services,
10such as adult service providers, disability services
11coordinators of public community colleges, and a CTE
12coordinator. The IEP shall identify each person responsible
13for coordinating and delivering transition services. If the
14IEP team determines that the student requires transition
15services from a public or private entity outside of the school
16district, the IEP team shall identify potential outside
17resources, assign one or more IEP team members to contact the
18appropriate outside entities, make the necessary referrals,
19provide any information and documents necessary to complete
20the referral, follow up with the entity to ensure that the
21student has been successfully linked to the entity, and
22monitor the student's progress to determine if the student's
23IEP transition goals and benchmarks are being met. The
24student's IEP shall indicate one or more specific time periods
25during the school year when the IEP team shall review the
26services provided by the outside entity and the student's



HB3224 Enrolled- 5 -LRB103 26755 RJT 53118 b

1progress in such activities. The public school's
2responsibility for delivering educational services does not
3extend beyond the time the student leaves school or when the
4student's eligibility ends due to age under this Article.
5    (c) A school district shall submit annually a summary of
6each eligible student's IEP transition goals and transition
7services resulting from the IEP Team meeting to the
8appropriate local Transition Planning Committee. If students
9with disabilities who are ineligible for special education
10services request transition services, local public school
11districts shall assist those students by identifying
12post-secondary school goals, delivering appropriate education
13services, and coordinating with other agencies and services
14for assistance.
15(Source: P.A. 102-516, eff. 8-20-21.)
16    Section 99. Effective date. This Act takes effect upon
17becoming law.