SCH CD-SPEC ED TRANSITION PLAN

Illinois General Assembly - Full Text of HB4581

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Full Text of HB4581

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HB4581 - 104th General Assembly

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HB4581 Enrolled
LRB104 17923 LNS 31360 b
1

AN ACT concerning education.

2

Be it enacted by the People of the State of Illinois,
3
represented in the General Assembly:

4

Section 5.
The School Code is amended by changing Section
5
14-8.03 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
10
limitation, personal hygiene, health care, fitness, food
11
preparation and nutrition, home management and safety,
12
dressing and clothing care, financial management and wellness,
13
self-esteem, self-advocacy, self-determination, community
14
living, housing options, public safety, leisure and
15
recreation, and transportation.
16

"Transition services" means a coordinated set of
17
activities for a child with a disability that (i) is designed
18
to be within a results-oriented process that is focused on
19
improving the academic and functional achievement of the child
20
with a disability to facilitate the child's movement from
21
school to post-school activities, including post-secondary
22
education, which may include for-credit courses, career and
23
technical education, and non-credit courses and instruction,

HB4581 Enrolled
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LRB104 17923 LNS 31360 b
1
vocational education, integrated employment (including
2
supported employment), continuing and adult education, adult
3
services, independent living, or community participation; (ii)
4
is based on the individual child's needs, taking into account
5
the child's strengths, preferences, and interests; and (iii)
6
includes instruction, related services, community experiences,
7
the development of employment and other post-school adult
8
living objectives, and, if appropriate, acquisition of daily
9
living skills, benefits counseling and planning, work
10
incentives education, and the provision of a functional
11
vocational evaluation. Transition services for a child with a
12
disability may be special education, if provided as specially
13
designed instruction, or a related service if required to
14
assist a child with a disability to benefit from special
15
education.
16

(a-5) Beginning no later than the first individualized
17
education program (IEP) in effect when the student turns age
18
14 1/2 (or younger if determined appropriate by the IEP Team)
19
and updated annually thereafter, the IEP must include (i)
20
measurable post-secondary goals based upon age-appropriate
21
transition assessments and other information available
22
regarding the student that are related to training, education,
23
employment, and independent living skills and (ii) the
24
transition services needed to assist the student in reaching
25
those goals, including courses of study.
26

As a component of transition planning, the school district

HB4581 Enrolled
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LRB104 17923 LNS 31360 b
1
shall provide the student and the parent or guardian of the
2
student with information about the school district's career
3
and technical education (CTE) opportunities and postsecondary
4
CTE opportunities. The CTE information shall include a list of
5
programming options, the scope and sequence of study for
6
pursuing those options, and the locations of those options. A
7
student in high school with an IEP may enroll in the school
8
district's CTE program at any time if participation in a CTE
9
program is consistent with the student's transition goals.
10

The student and the parent or guardian of the student
11
shall be provided with information about dual credit courses
12
offered by the school district. The information shall include
13
courses offered by the school district for dual credit under
14
Section 16 of the Dual Credit Quality Act and courses in which
15
the student may enroll for high school credit only under
16
Section 16.5 of the Dual Credit Quality Act. The information
17
shall include the criteria for entry into any dual credit
18
course in which the student or the parent or guardian of the
19
student indicates interest. If the student is enrolled in a
20
dual credit course for dual credit or for high school credit
21
only, the student's participation in the course shall be
22
included as part of the student's transition IEP activities.
23

The student's transition plan shall include consideration
24
of the student's assistive technology needs, such as assistive
25
technology evaluations, devices, and services, related to the
26
student's transition goals for employment, education or

HB4581 Enrolled
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LRB104 17923 LNS 31360 b
1
training, and independent living, both while the student is
2
participating in transition-related activities and in
3
post-school activities. The student's transition plan shall
4
also include consideration of the availability and
5
accessibility of appropriate assistive technology devices and
6
services for the student once in the post-school environment.
7

By the school year in which the student turns 16, the
8
transition planning process must include discussions with the
9
student's IEP team, including the student, the student's
10
parent or guardian, and other appropriate team members,
11
regarding the student's graduation status and the implications
12
of high school graduation.
13

The transition planning process must include informing the
14
student, the student's parent or guardian, and the student's
15
designated representative under Section 14-6.10 that (i)
16
graduation with a regular high school diploma terminates the
17
student's eligibility for a free appropriate public education
18
(FAPE) under the federal Individuals with Disabilities
19
Education Act and State law and (ii) under Section 14-1.02,
20
the student can continue to receive IEP services until the end
21
of the school year in which the student turns 22 when
22
appropriate to meet the student's IEP goals.
23

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

HB4581 Enrolled
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LRB104 17923 LNS 31360 b
1
participation, and annual review. To appropriately assess and
2
develop IEP transition goals and transition services for a
3
child with a disability, additional participants may be
4
necessary and may be invited by the school district, parent,
5
or student to participate in the transition planning process.
6
Additional participants may include without limitation a
7
representative from the Department of Human Services or
8
another State agency, a case coordinator, or persons
9
representing other public or community agencies or services,
10
such as adult service providers, disability services
11
coordinators of public community colleges, and a CTE
12
coordinator. The IEP shall identify each person responsible
13
for coordinating and delivering transition services. If the
14
IEP team determines that the student requires transition
15
services from a public or private entity outside of the school
16
district, the IEP team shall identify potential outside
17
resources, assign one or more IEP team members to contact the
18
appropriate outside entities, make the necessary referrals,
19
provide any information and documents necessary to complete
20
the referral, follow up with the entity to ensure that the
21
student has been successfully linked to the entity, and
22
monitor the student's progress to determine if the student's
23
IEP transition goals and benchmarks are being met. The
24
student's IEP shall indicate one or more specific time periods
25
during the school year when the IEP team shall review the
26
services provided by the outside entity and the student's

HB4581 Enrolled
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LRB104 17923 LNS 31360 b
1
progress in such activities. The public school's
2
responsibility for delivering educational services does not
3
extend beyond the time the student leaves school or when the
4
student's eligibility ends due to age under this Article.
5

(c) A school district shall submit annually a summary of
6
each eligible student's IEP transition goals and transition
7
services resulting from the IEP Team meeting to the
8
appropriate local Transition Planning Committee. If students
9
with disabilities who are ineligible for special education
10
services request transition services, local public school
11
districts shall assist those students by identifying
12
post-secondary school goals, delivering appropriate education
13
services, and coordinating with other agencies and services
14
for assistance.
15

(d) The General Assembly makes all of the following
16
findings:
17

(1) The Work Incentives Planning and Assistance
18

program is federally funded through the U.S. Social
19

Security Administration and is designed to assist people
20

with disabilities transition to financial independence.
21

(2) The Work Incentives Planning and Assistance
22

program serves people who are at least 14 years of age,
23

receive federal Supplemental Security Income or Social
24

Security Disability Income benefits based on a disability,
25

and are either working, have an offer of employment, or
26

are seeking employment.

HB4581 Enrolled
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LRB104 17923 LNS 31360 b
1

(3) The Work Incentives Planning and Assistance
2

program's services are provided by trained Community Work
3

Incentives Coordinators and include public benefits
4

analysis and counseling, technical assistance for
5

navigating various work incentives rules, problem-solving
6

interventions with the U.S. Social Security
7

Administration, and referral services to vocational
8

rehabilitation agencies and employment networks.
9

The purpose of this subsection is to ensure that students
10
with disabilities, their parents and guardians, and school
11
personnel responsible for coordinating transition plans and
12
services for school districts, special education joint
13
agreements, and other relevant educational agencies are made
14
aware of the services available in this State under the Work
15
Incentives Planning and Assistance program.
16

By January 1, 2027, informational materials on the Work
17
Incentives Planning and Assistance program shall be provided
18
to a student and the student's parent or guardian at the
19
initial transition planning meeting convened for the student
20
by the school district and during the student's final year in
21
high school. The process of obtaining and disseminating the
22
informational materials shall be determined by the school
23
district in collaboration with the Work Incentives Planning
24
and Assistance program serving the area.

25
(Source: P.A. 103-181, eff. 6-30-23; 103-854, eff. 8-9-24;
26
104-232, eff. 8-15-25.)

HB4581 Enrolled
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LRB104 17923 LNS 31360 b
1

Section 99.
Effective date.
This Act takes effect upon
2
becoming law.

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