Bill Text: IL SB2388 | 2021-2022 | 102nd General Assembly | Introduced

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Bill Title: Amends the Children with Disabilities Article of the School Code. Makes a technical change in a Section concerning transition services.

Spectrum: Partisan Bill (Democrat 1-0)

Status: (Introduced - Dead) 2021-02-26 - Referred to Assignments [SB2388 Detail]

Download: Illinois-2021-SB2388-Introduced.html

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102ND GENERAL ASSEMBLY State of Illinois 2021 and 2022 SB2388 Introduced 2/26/2021, by Sen. Laura Fine SYNOPSIS AS INTRODUCED:
105 ILCS 5/14-8.03 from Ch. 122, par. 14-8.03
Amends the Children with Disabilities Article of the School Code. Makes a technical change in a Section concerning transition services.
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A BILL FOR
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AN ACT concerning education.
Be it enacted by the People of the State of Illinois,
represented in the General Assembly:
Section 5. The School Code is amended by changing Section
14-8.03 as follows:
(105 ILCS 5/14-8.03) (from Ch. 122, par. 14-8.03)
Sec. 14-8.03. Transition services.
(a) For 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,

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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
necessary and may be invited by the school district, parent,
or student to participate in the transition planning process.
Additional participants may include without limitation a
representative from the Department of Human Services or

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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 each person 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

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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 assistance.
(Source: P.A. 98-517, eff. 8-22-13.)