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HB 8462

AN ACT RELATING TO EDUCATION -- CHILDREN WITH DISABILITIES

2026 Regular Session Introduced by Terri Cortvriend and 3 co-sponsors

Creates a formal interagency framework and council to coordinate and oversee transition planning for students with disabilities from high school to independent adulthood, starting

05/07/2026 Committee recommended measure be held for further study
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Bill Summary · HB 8462

Summary of HB 8462 (Rhode Island, 2026)

Filename: HB 8462 | Session: 2026 | Jurisdiction: Rhode Island | Title: AN ACT RELATING TO EDUCATION -- CHILDREN WITH DISABILITIES

Introduced: April 17, 2026
Prime sponsors: Representatives Cortvriend, McNamara, Knight, Handy
Committee: House Education
Status: Scheduled for hearing/consideration (as of May 1, 2026)

Purpose and Intent

  • The bill expands and formalizes transition planning for students with disabilities as they move from high school to self-sufficient adulthood.
  • It adds a framework to coordinate interagency transition services across state departments and agencies, ensuring a clearer path to community living, employment, and adult independence for young people with disabilities, including those with 504 plans.

Key Provisions

Establishment and composition of the Transition Council (16-24-18(a))

  • Creates an interagency Transition Council within the Department of Elementary and Secondary Education (DESE).
  • Members include administrators or designees from:
    • Department of Human Services — Office of Rehabilitation Services
    • Department of Behavioral Healthcare, Developmental Disabilities and Hospitals — Division of Developmental Disabilities
    • Department of Behavioral Healthcare, Developmental Disabilities and Hospitals — Division of Behavioral Healthcare
    • Department of Children, Youth, and Families
    • DESE — Office of Student, Community and Academic Supports
    • DESE — Office of Adult and Career and Technical Education
    • Department of Labor and Training — Governor’s Workforce Board (Human Resource Investment Council)
    • Department of Health — Division of Community, Family Health, and Equity
  • Postsecondary education representation: Commissioner/Designee of the Higher Education system.
  • Additional participants:
    • Two young persons with disabilities
    • Two parents of young persons with disabilities
    • Two representatives of local school districts
    • One transition coordinator from a regional educational collaborative
    • One representative from community-based providers of services to adults with developmental disabilities
    • One representative from community-based providers of adult behavioral healthcare services
  • Appointments to be made by the Commissioner of DESE.

Purpose of the Transition Council (16-24-18(b)-(c))

  • Goal: Ensure youth with disabilities are prepared to live and work in the community after leaving school.
  • The Council drafts and revises a cooperative agreement among state departments/offices for transition services.
  • All department heads sign the cooperative agreement and any revisions before implementation.
  • The Council oversees implementation, issues guidelines, and recommends directives to effectuate the agreement.
  • Development of joint state/local transition plans for providing services.
  • Annual public report (to the Governor, Children's Cabinet, and General Assembly) describing the status of transition services and offering recommendations to improve transitions to adulthood.

Individualized transition planning (16-24-18(d)-(e)(1)-(2))

  • Schools must initiate individualized transition planning for eligible students starting at age 14 (or younger if appropriate per IEP) and review/update annually.
  • Planning involves:
    • The student, guardian, general and special education personnel as appropriate
    • Career and technical education representation
    • Any party involved in delivering/implementing the transition plan
  • Transition services are designed as an outcome-oriented, coordinated set of activities to support movement from school to post-school activities (postsecondary education, vocational training, integrated employment (including supported employment), adult education, independent living, community participation).
  • Services must be based on individual needs, preferences, and interests and include components in instruction, community experiences, development of employment and life objectives, and, if appropriate, daily living skills and vocational evaluation.

Definitions (16-24-18(e))

  • Transition services: Coordinated activities targeting a smooth move from school to post-school activities; includes instruction, community experiences, employment objectives, and daily living skills if appropriate.
  • Young person(s) with a disability: Broadly defined to include students who are:
    • Evaluated under IDEA (P.L. 101-476) as having various disabilities or needing special education/related services as a result
    • Eligible under Section 504 of the Rehabilitation Act
    • Age 14 or younger if appropriate per the IEP

Effective date

  • This act takes effect upon passage.

Potential Impact

  • For Students and Families:

    • Earlier, more coordinated planning for post-school outcomes beginning at age 14 (or younger if appropriate).
    • Formal inclusion of 504-plan students in transition planning, closing gaps between 504 and IDEA populations in terms of transition services.
    • Emphasis on concrete post-school outcomes such as employment, postsecondary education, and independent living.

  • For Agencies and Providers:

    • Establishment of a formal interagency framework to align services across multiple state departments.
    • Requirement to draft, revise, and implement a cooperative agreement governing transition services.
    • Regular joint planning and annual public reporting on progress and recommendations.

  • For Schools:

    • Transition planning requirements parallel to IEP-based planning, potentially increasing collaboration with regional collaboratives, vocational-technical education, and community providers.

Timeline and Process Considerations

  • Transition planning begins by age 14 (or younger if appropriate under IEP) and must be reviewed annually.
  • The Transition Council is responsible for ongoing oversight, guidelines, and annual reporting.
  • The cooperative agreement and any revisions require sign-off by all participating state department/agency directors before implementation.
  • Annual status reports to state leadership and the General Assembly.

Overall, HB 8462 aims to create a formal, cross-agency framework to improve the transition from school to self-sufficient adulthood for Rhode Island students with disabilities, with particular attention to those with 504 plans, ensuring coordinated services and measurable post-school outcomes.

Compiled from official sources — confirm details with the bill’s official record.

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