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| Public Act 102-0516
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| HB3950 Enrolled | LRB102 12547 CMG 17885 b |
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AN ACT concerning education.
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Be it enacted by the People of the State of Illinois,
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represented in the General Assembly:
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Section 5. The School Code is amended by changing Section |
14-8.03 as follows:
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(105 ILCS 5/14-8.03) (from Ch. 122, par. 14-8.03)
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Sec. 14-8.03. Transition services.
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(a) For purposes of this Section: , |
"Independent living skills" may include, without |
limitation, personal hygiene, health care, fitness, food |
preparation and nutrition, home management and safety, |
dressing and clothing care, financial management and wellness, |
self-esteem, self-advocacy, self-determination, community |
living, housing options, public safety, leisure and |
recreation, and transportation. |
"Transition 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, which may include for-credit |
courses, career and technical education, and non-credit |
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courses and instruction, 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 |
counseling and 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.
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As a component of transition planning, the school district |
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shall provide the student with information about the school |
district's career and technical education (CTE) opportunities |
and postsecondary CTE opportunities. The CTE information shall |
include a list of programming options, the scope and sequence |
of study for pursuing those options, and the locations of |
those options. A student in high school with an IEP may enroll |
in the school district's CTE program at any time if |
participation in a CTE program is consistent with the |
student's transition goals. |
(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
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necessary
and may be invited by the school district, parent, |
or student to participate in the transition planning process.
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Additional participants
may include without limitation a
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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, disability services |
coordinators of or public community colleges, and a CTE |
coordinator. The IEP shall identify
each person
responsible |
for coordinating and
delivering transition services. If the |
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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.
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(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 |
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for
assistance.
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(Source: P.A. 98-517, eff. 8-22-13.)
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Section 10. The Dual Credit Quality Act is amended by |
changing Section 16 and by adding Section 40 as follows:
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(110 ILCS 27/16) |
Sec. 16. High school and community college partnership |
agreements; dual credit. A community college district shall, |
upon the request of a school district within the jurisdiction |
of the community college district, enter into a partnership |
agreement with the school district to offer dual credit |
coursework. |
A school district may offer any course identified in the |
Illinois Articulation Initiative General Education Core |
Curriculum package under the Illinois Articulation Initiative |
Act as a dual credit course on the campus of a high school of |
the school district and may use a high school instructor who |
has met the academic credential requirements under this Act to |
teach the dual credit course. |
The partnership agreement shall include all of the |
following: |
(1) The establishment of the school district's and the |
community college district's respective roles and |
responsibilities in providing the program and ensuring the |
quality and instructional rigor of the program. This must |
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include an assurance that the community college district |
has appropriate academic control of the curriculum, |
consistent with any State or federal law and as required |
or negotiated with the Higher Learning Commission or other |
applicable accrediting agency. |
(2) The dual credit courses that the school district |
will offer its students and whether those courses will be |
offered on the high school or community college campus or |
through an online platform established by the Illinois |
Community College Board. |
(3) The establishment of academic criteria for |
granting eligibility for high school students to enroll in |
dual credit coursework. The academic criteria shall be |
evidence-based and shall include multiple appropriate |
measures to determine whether a student is prepared for |
any dual credit coursework in which the student enrolls. |
(4) The establishment of any limitations that the |
school district or community college district may put on |
course offerings due to availability of instructors, the |
availability of students for specific course offerings, or |
local board policy. |
(5) The requirement that the dual credit instructor |
meet the academic credential requirements to teach a dual |
credit course, consistent with paragraphs (1), (2), and |
(3) of Section 20 of this Act, but shall not be required to |
exceed those credentials. |
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(6) The collaborative process and criteria by which |
the school district shall identify and recommend and the |
community college district shall review and approve high |
school instructors of dual credit courses taught on the |
campus of a high school. This provision shall require that |
the school district be responsible for hiring and |
compensating the instructor. |
(7) The requirement that a community college district |
take the appropriate steps to ensure that dual credit |
courses are equivalent to those courses offered at the |
community college in quality and rigor to qualify for |
college credit. The dual credit programs shall encompass |
the following characteristics: |
(A) Student learning outcomes expected for dual |
credit courses in General Education Core Curriculum |
courses and the professional and career and technical |
disciplines shall be the same as the student learning |
outcomes expected for the same courses taught on the |
postsecondary campus. |
(B) Course content, course delivery, and course |
rigor shall be evaluated by the community college |
chief academic officer or his or her designee, in |
consultation with the school district's superintendent |
or his or her designee. The evaluation shall be |
conducted in a manner that is consistent with the |
community college district's review and evaluation |
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policy and procedures for on-campus adjunct faculty, |
including visits to the secondary class. This |
evaluation shall be limited to the course and the |
ability of the instructor to deliver quality, rigorous |
college credit coursework. This evaluation shall not |
impact the instructor's performance evaluation under |
Article 24A of the School Code. |
(C) The academic supports and, if applicable, |
guidance that will be provided to students |
participating in the program by the high school and |
the community college district. |
(8) Identify all fees and costs to be assessed by the |
community college district for dual credit courses. This |
provision shall require that any fees and costs assessed |
for dual credit courses shall be reasonable and promote |
student access to those courses, and may take into account |
regional considerations and differences. |
(8.5) The collaborative process and criteria by which |
a school district and a community college district shall |
work to ensure that individual students with disabilities |
have access to dual credit courses, provided that those |
students are able to meet the criteria for entry into a |
dual credit course. Through this process and criteria, the |
student shall have access to the supplementary aids and |
accommodations included in the student's individualized |
education program under Article 14 of the School Code or |
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Section 504 plan under the federal Rehabilitation Act of |
1973 while the student is accessing a dual credit course |
on a high school campus, in accordance with established |
practices at the high school for providing these services. |
A student who accesses a dual credit course on a community |
college campus shall have access to supplementary aids and |
accommodations provided in the partnership agreement, |
including access to the community college's disability |
services. A school district and community college district |
shall work together to provide seamless communication |
about the student's progress. |
(9) The community college district shall establish a |
mechanism for evaluating and documenting on a regular |
basis the performance of students who complete dual credit |
courses, consistent with paragraph (9) of Section 20 and |
Section 30 of this Act, and for sharing that data in a |
meaningful and timely manner with the school district. |
This evaluation shall be limited to the course and the |
coursework. This evaluation shall not impact the |
instructor's performance evaluation under Article 24A of |
the School Code. |
If, within 180 calendar days of the school district's |
initial request to enter into a partnership agreement with the |
community college district, the school district and the |
community college district do not reach agreement on the |
partnership agreement, then the school district and community |
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college district shall jointly implement the provisions of the |
Model Partnership Agreement established under Section 19 of |
this Act for which local agreement could not be reached. A |
community college district may combine its negotiations with |
multiple school districts to establish one multi-district |
partnership agreement or may negotiate individual partnership |
agreements at its discretion.
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(Source: P.A. 100-1049, eff. 1-1-19.)
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(110 ILCS 27/40 new) |
Sec. 40. Students with disabilities. Within one year after |
the effective date of this amendatory Act of the 102nd General |
Assembly, each community college district in this State, in |
partnership with the appropriate high schools, shall modify |
its dual credit plan to ensure access to dual credit courses by |
students with disabilities consistent with Section 16 of this |
Act. The partnership agreement shall address how a high school |
and community college district will ensure the incorporation |
of an individualized education program or supplementary aids |
and accommodations pursuant to a Section 504 plan under the |
federal Rehabilitation Act of 1973 for students with |
disabilities who enroll in dual credit courses.
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Section 15. The Public Community College Act is amended by |
adding Section 3-29.14 as follows:
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(110 ILCS 805/3-29.14 new) |
Sec. 3-29.14. Students with disabilities. |
(a) Each community college district shall provide access |
to higher education for students with disabilities, including, |
but not limited to, students with intellectual or |
developmental disabilities. Each community college is |
encouraged to offer for-credit and non-credit courses as |
deemed appropriate for the individual student based on the |
student's abilities, interests, and postsecondary transition |
goals, with the appropriate individualized supplementary aids |
and accommodations, including general education courses, |
career and technical education, vocational training, |
continuing education certificates, individualized learning |
paths, and life skills courses for students with disabilities. |
(b) Each community college is strongly encouraged to have |
its disability services coordinator or the coordinator's |
representative participate either in person or remotely in |
meetings held by high schools within the community college |
district to provide information to the student's |
individualized education program team, including the student |
and the student's parent or guardian, about the community |
college and the availability of courses and programs at the |
community college.
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Section 99. Effective date. This Act takes effect upon |
becoming law.
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