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HB 2537

SCH CD-SPEC ED-TRANSITION SERV

104th Regular Session Introduced by Diane Blair-Sherlock and 20 co-sponsors

Mandates early, documented discussion of graduation candidacy for students with IEPs by year 3 of high school or age 16, including implications for continuing FAPE and services.

Public Act . . . . . . . . . 104-0232
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Bill Summary · HB 2537

Summary — HB 2537 (Public Act 104‑0232) — School Code: Transition Services for Students with Disabilities

Status: Enacted as Public Act 104‑0232
Introduced: February 6, 2025 — Effective date: August 15, 2025
Statute amended: 105 ILCS 5/14‑8.03 (School Code, Transition services)
Companion bill: SB 1591
Primary sponsors (House/Senate): Rep. Nicole La Ha; Sen. Adriane Johnson (and multiple cosponsors)

Purpose / Intent

The act clarifies and strengthens transition planning requirements in the School Code for students with disabilities who have Individualized Education Programs (IEPs). Its core aim is to ensure that consideration of graduation candidacy (and the consequences of graduating) occurs no later than the start of the student’s third year of high school or by the student’s 16th birthday, whichever comes first, and that this consideration is discussed with the student’s IEP team (including the student and parent).

Key provisions and changes

  • Retains existing statutory definitions and baseline transition requirements (transition services beginning no later than the first IEP in effect when the student turns 14½, updated annually; IEP must include measurable post‑secondary goals based on age‑appropriate transition assessments; transition services and courses of study; CTE and dual‑credit information; assistive technology planning; coordination with outside entities; etc.).
  • New/clarified requirement: By the beginning of the student’s third year of high school or by the student’s 16th birthday (whichever occurs first), the transition planning process must include:
    • A specific consideration of whether the student is a candidate for (regular) high‑school graduation.
    • Discussions with the student’s IEP team — explicitly including the student and the parent/guardian — about graduation candidacy.
    • Explicit discussion of the implications of graduating with a regular high‑school diploma, especially that graduation with a regular diploma ends the student’s right to a Free Appropriate Public Education (FAPE) under federal and state law.
  • Confirms other transition obligations remain in place (e.g., informing families that, in appropriate cases, a student may continue to receive IEP services until the end of the school year in which the student turns 22).
  • No direct funding or dollar amounts are specified in the text.

Who is affected

  • Primary: students with disabilities served under the School Code who have IEPs (and their parents/guardians).
  • Secondary: school districts, IEP teams (special education staff, general educators, counselors), local Transition Planning Committees, post‑secondary and community service providers that participate in transition planning.
  • The statute imposes procedural duties on school districts and IEP teams to document, discuss, and monitor transition and graduation decisions.

Practical impact

  • Ensures earlier, documented discussion of graduation candidacy so families and teams understand how graduation affects special‑education eligibility and services.
  • May reduce instances where students unintentionally lose access to IEP services after graduation because implications are discussed earlier.
  • Adds or reinforces administrative responsibilities for districts and IEP teams (scheduling conversations, documenting deliberations, coordinating with outside providers). The law does not provide additional funding; districts may need to allocate staff time or training resources.

Effective date and legislative history

  • Passed both chambers (House and Senate) and was sent to the Governor (June 20, 2025).
  • Governor approved: August 15, 2025. Effective date: August 15, 2025.
  • Enacted as Public Act 104‑0232.

For full statutory language, see 105 ILCS 5/14‑8.03 (amended) in the Illinois Compiled Statutes.

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

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