Public Act 102-0516 Public Act 0516 102ND GENERAL ASSEMBLY |
Public Act 102-0516 | HB3950 Enrolled | LRB102 12547 CMG 17885 b |
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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 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 |
| 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.
| As a component of transition planning, the school district |
| 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
| 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 | 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 |
| 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 | 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.)
| Section 10. The Dual Credit Quality Act is amended by | changing Section 16 and by adding Section 40 as follows: | (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 |
| 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. |
| (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 |
| 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 |
| 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 |
| 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.
| (Source: P.A. 100-1049, eff. 1-1-19 .) | (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. | Section 15. The Public Community College Act is amended by | adding Section 3-29.14 as follows: |
| (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.
| Section 99. Effective date. This Act takes effect upon | becoming law.
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Effective Date: 8/20/2021
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