Illinois 2023-2024 Regular Session

Illinois House Bill HB3224 Compare Versions

Version 1 (Old)

Version 2 (New)

Old	New		Differences
1		-	Public Act 103-0181
2	1		HB3224 EnrolledLRB103 26755 RJT 53118 b HB3224 Enrolled LRB103 26755 RJT 53118 b
3	2		HB3224 Enrolled LRB103 26755 RJT 53118 b
4		-	AN ACT concerning education.
5		-	Be it enacted by the People of the State of Illinois,
6		-	represented in the General Assembly:
7		-	Section 5. The School Code is amended by changing Section
8		-	14-8.03 as follows:
9		-	(105 ILCS 5/14-8.03) (from Ch. 122, par. 14-8.03)
10		-	Sec. 14-8.03. Transition services.
11		-	(a) For purposes of this Section:
12		-	"Independent living skills" may include, without
13		-	limitation, personal hygiene, health care, fitness, food
14		-	preparation and nutrition, home management and safety,
15		-	dressing and clothing care, financial management and wellness,
16		-	self-esteem, self-advocacy, self-determination, community
17		-	living, housing options, public safety, leisure and
18		-	recreation, and transportation.
19		-	"Transition services" means a coordinated set of
20		-	activities for a child with a disability that (i) is designed
21		-	to be within a results-oriented process that is focused on
22		-	improving the academic and functional achievement of the child
23		-	with a disability to facilitate the child's movement from
24		-	school to post-school activities, including post-secondary
25		-	education, which may include for-credit courses, career and
26		-	technical education, and non-credit courses and instruction,
	3	+	1 AN ACT concerning education.
	4	+	2 Be it enacted by the People of the State of Illinois,
	5	+	3 represented in the General Assembly:
	6	+	4 Section 5. The School Code is amended by changing Section
	7	+	5 14-8.03 as follows:
	8	+	6 (105 ILCS 5/14-8.03) (from Ch. 122, par. 14-8.03)
	9	+	7 Sec. 14-8.03. Transition services.
	10	+	8 (a) For purposes of this Section:
	11	+	9 "Independent living skills" may include, without
	12	+	10 limitation, personal hygiene, health care, fitness, food
	13	+	11 preparation and nutrition, home management and safety,
	14	+	12 dressing and clothing care, financial management and wellness,
	15	+	13 self-esteem, self-advocacy, self-determination, community
	16	+	14 living, housing options, public safety, leisure and
	17	+	15 recreation, and transportation.
	18	+	16 "Transition services" means a coordinated set of
	19	+	17 activities for a child with a disability that (i) is designed
	20	+	18 to be within a results-oriented process that is focused on
	21	+	19 improving the academic and functional achievement of the child
	22	+	20 with a disability to facilitate the child's movement from
	23	+	21 school to post-school activities, including post-secondary
	24	+	22 education, which may include for-credit courses, career and
	25	+	23 technical education, and non-credit courses and instruction,
27	26
28	27
29	28
30	29		HB3224 Enrolled LRB103 26755 RJT 53118 b
31	30
32	31
33		-	vocational education, integrated employment (including
34		-	supported employment), continuing and adult education, adult
35		-	services, independent living, or community participation; (ii)
36		-	is based on the individual child's needs, taking into account
37		-	the child's strengths, preferences, and interests; and (iii)
38		-	includes instruction, related services, community experiences,
39		-	the development of employment and other post-school adult
40		-	living objectives, and, if appropriate, acquisition of daily
41		-	living skills, benefits counseling and planning, work
42		-	incentives education, and the provision of a functional
43		-	vocational evaluation. Transition services for a child with a
44		-	disability may be special education, if provided as specially
45		-	designed instruction, or a related service if required to
46		-	assist a child with a disability to benefit from special
47		-	education.
48		-	(a-5) Beginning no later than the first individualized
49		-	education plan (IEP) in effect when the student turns age 14
50		-	1/2 (or younger if determined appropriate by the IEP Team) and
51		-	updated annually thereafter, the IEP must include (i)
52		-	measurable post-secondary goals based upon age-appropriate
53		-	transition assessments and other information available
54		-	regarding the student that are related to training, education,
55		-	employment, and independent living skills and (ii) the
56		-	transition services needed to assist the student in reaching
57		-	those goals, including courses of study.
58		-	As a component of transition planning, the school district
	32	+	HB3224 Enrolled- 2 -LRB103 26755 RJT 53118 b HB3224 Enrolled - 2 - LRB103 26755 RJT 53118 b
	33	+	HB3224 Enrolled - 2 - LRB103 26755 RJT 53118 b
	34	+	1 vocational education, integrated employment (including
	35	+	2 supported employment), continuing and adult education, adult
	36	+	3 services, independent living, or community participation; (ii)
	37	+	4 is based on the individual child's needs, taking into account
	38	+	5 the child's strengths, preferences, and interests; and (iii)
	39	+	6 includes instruction, related services, community experiences,
	40	+	7 the development of employment and other post-school adult
	41	+	8 living objectives, and, if appropriate, acquisition of daily
	42	+	9 living skills, benefits counseling and planning, work
	43	+	10 incentives education, and the provision of a functional
	44	+	11 vocational evaluation. Transition services for a child with a
	45	+	12 disability may be special education, if provided as specially
	46	+	13 designed instruction, or a related service if required to
	47	+	14 assist a child with a disability to benefit from special
	48	+	15 education.
	49	+	16 (a-5) Beginning no later than the first individualized
	50	+	17 education plan (IEP) in effect when the student turns age 14
	51	+	18 1/2 (or younger if determined appropriate by the IEP Team) and
	52	+	19 updated annually thereafter, the IEP must include (i)
	53	+	20 measurable post-secondary goals based upon age-appropriate
	54	+	21 transition assessments and other information available
	55	+	22 regarding the student that are related to training, education,
	56	+	23 employment, and independent living skills and (ii) the
	57	+	24 transition services needed to assist the student in reaching
	58	+	25 those goals, including courses of study.
	59	+	26 As a component of transition planning, the school district
59	60
60	61
61		-	shall provide the student and the parent or guardian of the
62		-	student with information about the school district's career
63		-	and technical education (CTE) opportunities and postsecondary
64		-	CTE opportunities. The CTE information shall include a list of
65		-	programming options, the scope and sequence of study for
66		-	pursuing those options, and the locations of those options. A
67		-	student in high school with an IEP may enroll in the school
68		-	district's CTE program at any time if participation in a CTE
69		-	program is consistent with the student's transition goals.
70		-	The student and the parent or guardian of the student
71		-	shall be provided with information about dual credit courses
72		-	offered by the school district. The information shall include
73		-	courses offered by the school district for dual credit under
74		-	Section 16 of the Dual Credit Quality Act and courses in which
75		-	the student may enroll for high school credit only under
76		-	Section 16.5 of the Dual Credit Quality Act. The information
77		-	shall include the criteria for entry into any dual credit
78		-	course in which the student or the parent or guardian of the
79		-	student indicates interest. If the student is enrolled in a
80		-	dual credit course for dual credit or for high school credit
81		-	only, the student's participation in the course shall be
82		-	included as part of the student's transition IEP activities.
83		-	(b) Transition planning must be conducted as part of the
84		-	IEP process and must be governed by the procedures applicable
85		-	to the development, review, and revision of the IEP, including
86		-	notices to the parents and student, parent and student
87	62
88	63
89		-	participation, and annual review. To appropriately assess and
90		-	develop IEP transition goals and transition services for a
91		-	child with a disability, additional participants may be
92		-	necessary and may be invited by the school district, parent,
93		-	or student to participate in the transition planning process.
94		-	Additional participants may include without limitation a
95		-	representative from the Department of Human Services or
96		-	another State agency, a case coordinator, or persons
97		-	representing other public or community agencies or services,
98		-	such as adult service providers, disability services
99		-	coordinators of public community colleges, and a CTE
100		-	coordinator. The IEP shall identify each person responsible
101		-	for coordinating and delivering transition services. If the
102		-	IEP team determines that the student requires transition
103		-	services from a public or private entity outside of the school
104		-	district, the IEP team shall identify potential outside
105		-	resources, assign one or more IEP team members to contact the
106		-	appropriate outside entities, make the necessary referrals,
107		-	provide any information and documents necessary to complete
108		-	the referral, follow up with the entity to ensure that the
109		-	student has been successfully linked to the entity, and
110		-	monitor the student's progress to determine if the student's
111		-	IEP transition goals and benchmarks are being met. The
112		-	student's IEP shall indicate one or more specific time periods
113		-	during the school year when the IEP team shall review the
114		-	services provided by the outside entity and the student's
	64	+
	65	+	HB3224 Enrolled - 2 - LRB103 26755 RJT 53118 b
115	66
116	67
117		-	progress in such activities. The public school's
118		-	responsibility for delivering educational services does not
119		-	extend beyond the time the student leaves school or when the
120		-	student's eligibility ends due to age under this Article.
121		-	(c) A school district shall submit annually a summary of
122		-	each eligible student's IEP transition goals and transition
123		-	services resulting from the IEP Team meeting to the
124		-	appropriate local Transition Planning Committee. If students
125		-	with disabilities who are ineligible for special education
126		-	services request transition services, local public school
127		-	districts shall assist those students by identifying
128		-	post-secondary school goals, delivering appropriate education
129		-	services, and coordinating with other agencies and services
130		-	for assistance.
131		-	(Source: P.A. 102-516, eff. 8-20-21.)
132		-	Section 99. Effective date. This Act takes effect upon
133		-	becoming law.
	68	+	HB3224 Enrolled- 3 -LRB103 26755 RJT 53118 b HB3224 Enrolled - 3 - LRB103 26755 RJT 53118 b
	69	+	HB3224 Enrolled - 3 - LRB103 26755 RJT 53118 b
	70	+	1 shall provide the student and the parent or guardian of the
	71	+	2 student with information about the school district's career
	72	+	3 and technical education (CTE) opportunities and postsecondary
	73	+	4 CTE opportunities. The CTE information shall include a list of
	74	+	5 programming options, the scope and sequence of study for
	75	+	6 pursuing those options, and the locations of those options. A
	76	+	7 student in high school with an IEP may enroll in the school
	77	+	8 district's CTE program at any time if participation in a CTE
	78	+	9 program is consistent with the student's transition goals.
	79	+	10 The student and the parent or guardian of the student
	80	+	11 shall be provided with information about dual credit courses
	81	+	12 offered by the school district. The information shall include
	82	+	13 courses offered by the school district for dual credit under
	83	+	14 Section 16 of the Dual Credit Quality Act and courses in which
	84	+	15 the student may enroll for high school credit only under
	85	+	16 Section 16.5 of the Dual Credit Quality Act. The information
	86	+	17 shall include the criteria for entry into any dual credit
	87	+	18 course in which the student or the parent or guardian of the
	88	+	19 student indicates interest. If the student is enrolled in a
	89	+	20 dual credit course for dual credit or for high school credit
	90	+	21 only, the student's participation in the course shall be
	91	+	22 included as part of the student's transition IEP activities.
	92	+	23 (b) Transition planning must be conducted as part of the
	93	+	24 IEP process and must be governed by the procedures applicable
	94	+	25 to the development, review, and revision of the IEP, including
	95	+	26 notices to the parents and student, parent and student
	96	+
	97	+
	98	+
	99	+
	100	+
	101	+	HB3224 Enrolled - 3 - LRB103 26755 RJT 53118 b
	102	+
	103	+
	104	+	HB3224 Enrolled- 4 -LRB103 26755 RJT 53118 b HB3224 Enrolled - 4 - LRB103 26755 RJT 53118 b
	105	+	HB3224 Enrolled - 4 - LRB103 26755 RJT 53118 b
	106	+	1 participation, and annual review. To appropriately assess and
	107	+	2 develop IEP transition goals and transition services for a
	108	+	3 child with a disability, additional participants may be
	109	+	4 necessary and may be invited by the school district, parent,
	110	+	5 or student to participate in the transition planning process.
	111	+	6 Additional participants may include without limitation a
	112	+	7 representative from the Department of Human Services or
	113	+	8 another State agency, a case coordinator, or persons
	114	+	9 representing other public or community agencies or services,
	115	+	10 such as adult service providers, disability services
	116	+	11 coordinators of public community colleges, and a CTE
	117	+	12 coordinator. The IEP shall identify each person responsible
	118	+	13 for coordinating and delivering transition services. If the
	119	+	14 IEP team determines that the student requires transition
	120	+	15 services from a public or private entity outside of the school
	121	+	16 district, the IEP team shall identify potential outside
	122	+	17 resources, assign one or more IEP team members to contact the
	123	+	18 appropriate outside entities, make the necessary referrals,
	124	+	19 provide any information and documents necessary to complete
	125	+	20 the referral, follow up with the entity to ensure that the
	126	+	21 student has been successfully linked to the entity, and
	127	+	22 monitor the student's progress to determine if the student's
	128	+	23 IEP transition goals and benchmarks are being met. The
	129	+	24 student's IEP shall indicate one or more specific time periods
	130	+	25 during the school year when the IEP team shall review the
	131	+	26 services provided by the outside entity and the student's
	132	+
	133	+
	134	+
	135	+
	136	+
	137	+	HB3224 Enrolled - 4 - LRB103 26755 RJT 53118 b
	138	+
	139	+
	140	+	HB3224 Enrolled- 5 -LRB103 26755 RJT 53118 b HB3224 Enrolled - 5 - LRB103 26755 RJT 53118 b
	141	+	HB3224 Enrolled - 5 - LRB103 26755 RJT 53118 b
	142	+	1 progress in such activities. The public school's
	143	+	2 responsibility for delivering educational services does not
	144	+	3 extend beyond the time the student leaves school or when the
	145	+	4 student's eligibility ends due to age under this Article.
	146	+	5 (c) A school district shall submit annually a summary of
	147	+	6 each eligible student's IEP transition goals and transition
	148	+	7 services resulting from the IEP Team meeting to the
	149	+	8 appropriate local Transition Planning Committee. If students
	150	+	9 with disabilities who are ineligible for special education
	151	+	10 services request transition services, local public school
	152	+	11 districts shall assist those students by identifying
	153	+	12 post-secondary school goals, delivering appropriate education
	154	+	13 services, and coordinating with other agencies and services
	155	+	14 for assistance.
	156	+	15 (Source: P.A. 102-516, eff. 8-20-21.)
	157	+	16 Section 99. Effective date. This Act takes effect upon
	158	+	17 becoming law.
	159	+
	160	+
	161	+
	162	+
	163	+
	164	+	HB3224 Enrolled - 5 - LRB103 26755 RJT 53118 b