103RD GENERAL ASSEMBLY
State of Illinois
2023 and 2024
SB3156

 

Introduced 2/6/2024, by Sen. Adriane Johnson

 

SYNOPSIS AS INTRODUCED:
 
See Index

    Amends the School Code. In provisions concerning a comprehensive strategic plan, provides that the State Board of Education shall annually review the strategic plan, update the contents of the plan if necessary, and provide updates to the Governor and General Assembly (instead of requiring the plan to be updated and issued to the Governor and General Assembly). Makes changes concerning property tax relief pool grants and tuition for non-resident pupils. In provisions concerning hazardous materials training, provides that the State Board may identify in-service training programs to be used by school boards (instead of shall approve in-service training programs). In provisions concerning e-learning days, provides that a research-based program for e-learning days shall be verified annually before the implementation of any e-learning days in a school year (instead of requiring verification on or before September 1st annually); makes other changes. In provisions concerning school counseling services, provides that school counseling services shall (instead of may) be provided by school counselors and may be delivered through a comprehensive school counseling program; makes other changes. Makes changes concerning the reporting of firearms and drug-related incidents in schools, educator licensure, reenrolled students, and career and technical education. Amends the School Safety Drill Act. Makes changes concerning threat assessment team members, and fixes a typographical error. Amends the Vocational Education Act. Makes changes regarding the Gender Equity Advisory Committee.


LRB103 36143 RJT 66235 b

STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT
MAY APPLY

 

 

A BILL FOR

 

SB3156LRB103 36143 RJT 66235 b

1    AN ACT concerning education.
 
2    Be it enacted by the People of the State of Illinois,
3represented in the General Assembly:
 
4    Section 5. The School Code is amended by changing Sections
52-3.47a, 2-3.170, 10-20.12a, 10-20.17a, 10-20.56, 10-22.24b,
610-27.1A, 10-27.1B, 21B-45, 21B-50, 26-2, 27-22.2, and 34-8.05
7as follows:
 
8    (105 ILCS 5/2-3.47a)
9    Sec. 2-3.47a. Strategic plan.
10    (a) The State Board of Education shall develop and
11maintain a continuing comprehensive strategic plan for
12elementary and secondary education. The strategic plan shall
13address how the State Board of Education will focus its
14efforts to increase equity in all Illinois schools and shall
15include, without limitation, all of the following topic areas:
16        (1) Service and support to school districts to improve
17    student performance.
18        (2) Programs to improve equitable and strategic
19    resource allocation in all schools.
20        (3) Efforts to enhance the social-emotional well-being
21    of Illinois students.
22        (4) (Blank).
23        (5) (Blank).

 

 

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1        (6) (Blank).
2        (7) (Blank).
3        (8) (Blank).
4        (9) (Blank).
5        (10) (Blank).
6        (11) (Blank).
7        (12) (Blank).
8        (13) (Blank).
9        (14) Attraction and retention of diverse and qualified
10    teachers and leaders.
11        (15) (Blank).
12The State Board of Education shall consult with the
13educational community, hold public hearings, and receive input
14from all interested groups in drafting the strategic plan.
15    (b) To meet the requirements of this Section, the State
16Board of Education shall issue to the Governor and General
17Assembly a preliminary report within 6 months after the
18effective date of this amendatory Act of the 93rd General
19Assembly and a final 5-year strategic plan within one year
20after the effective date of this amendatory Act of the 93rd
21General Assembly. Thereafter, the State Board shall annually
22review the strategic plan and, if necessary, update its
23contents. The State Board shall provide updates regarding the
24topic areas contained in the strategic plan and any updates to
25its contents, if applicable, shall be updated and issued to
26the Governor and General Assembly on or before July 1 of each

 

 

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1year.
2(Source: P.A. 102-539, eff. 8-20-21.)
 
3    (105 ILCS 5/2-3.170)
4    Sec. 2-3.170. Property tax relief pool grants.
5    (a) As used in this Section,
6    "EAV" means equalized assessed valuation as defined under
7Section 18-8.15 of this Code.
8    "Property tax multiplier" equals one minus the square of
9the school district's Local Capacity Percentage, as defined in
10Section 18-8.15 of this Code.
11    "Local capacity percentage multiplier" means one minus the
12school district's Local Capacity Percentage, as defined in
13Section 18-8.15.
14    "State Board" means the State Board of Education.
15    (b) Subject to appropriation, the State Board shall
16provide grants to eligible school districts that provide tax
17relief to the school district's residents, which may be no
18greater than 1% of EAV for a unit district, 0.69% of EAV for an
19elementary school district, or 0.31% of EAV for a high school
20district, as provided in this Section.
21    (b-5) School districts may apply for property tax relief
22under this Section concurrently to setting their levy for the
23fiscal year. The intended relief may not be greater than 1% of
24the EAV for a unit district, 0.69% of the EAV for an elementary
25school district, or 0.31% of the EAV for a high school

 

 

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1district, multiplied by the school district's local capacity
2percentage multiplier. The State Board shall process
3applications for relief, providing a grant to those districts
4with the highest adjusted operating tax rate, as determined by
5those districts with the highest percentage of the simple
6average adjusted operating tax rate of districts of the same
7type, either elementary, high school, or unit, first, in an
8amount equal to the intended relief multiplied by the property
9tax multiplier. The State Board shall provide grants to school
10districts in order of priority until the property tax relief
11pool is exhausted. If more school districts apply for relief
12under this subsection than there are funds available, the
13State Board must distribute the grants and prorate any
14remaining funds to the final school district that qualifies
15for grant relief. The abatement amount for that district must
16be equal to the grant amount divided by the property tax
17multiplier.
18    If a school district receives the State Board's approval
19of a grant under this Section by March 1 of the fiscal year,
20the school district shall present a duly authorized and
21approved abatement resolution by March 30 of the fiscal year
22to the county clerk of each county in which the school files
23its levy, authorizing the county clerk to lower the school
24district's levy by the amount designated in its application to
25the State Board. When the preceding requisites are satisfied,
26the county clerk shall reduce the amount collected for the

 

 

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1school district by the amount indicated in the school
2district's abatement resolution for that fiscal year.
3    (c) (Blank).
4    (d) School districts seeking grants under this Section
5shall apply to the State Board each year. All applications to
6the State Board for grants shall include the amount of the tax
7relief intended by the school district.
8    (e) Each year, based on the most recent available data
9provided by school districts pursuant to Section 18-8.15 of
10this Code, the State Board shall calculate the order of
11priority for grant eligibility under subsection (b-5) and
12publish a list of the school districts eligible for relief.
13The State Board shall provide grants in the manner provided
14under subsection (b-5).
15    (f) The State Board shall publish a final list of eligible
16grant recipients and provide payment of the grants by March 1
17of each year.
18    (g) If notice of eligibility from the State Board is
19received by a school district by March 1, then by March 30, the
20school district shall file an abatement of its property tax
21levy in an amount equal to the grant received under this
22Section divided by the property tax multiplier. Payment of all
23grant amounts shall be made by June 1 each fiscal year. The
24State Superintendent of Education shall establish the timeline
25in such cases in which notice cannot be made by March 1.
26    (h) The total property tax relief allowable to a school

 

 

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1district under this Section shall be calculated based on the
2total amount of reduction in the school district's aggregate
3extension. The total grant shall be equal to the reduction,
4multiplied by the property tax multiplier. The reduction shall
5be equal to 1% of a district's EAV for a unit school district,
60.69% for an elementary school district, or 0.31% for a high
7school district, multiplied by the school district's local
8capacity percentage multiplier.
9    (i) If the State Board does not expend all appropriations
10allocated pursuant to this Section, then any remaining funds
11shall be allocated pursuant to Section 18-8.15 of this Code.
12    (j) The State Board shall prioritize payments under
13Section 18-8.15 of this Code over payments under this Section,
14if necessary.
15    (k) Any grants received by a school district shall be
16included in future calculations of that school district's Base
17Funding Minimum under Section 18-8.15 of this Code. Beginning
18with Fiscal Year 2020, if a school district receives a grant
19under this Section, the school district must present to the
20county clerk a duly authorized and approved abatement
21resolution by March 30 for the year in which the school
22district receives the grant and the successive fiscal year
23following the receipt of the grant, authorizing the county
24clerk to lower the school district's levy by the amount
25designated in its original application to the State Board.
26After receiving a resolution, the county clerk must reduce the

 

 

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1amount collected for the school district by the amount
2indicated in the school district's abatement resolution for
3that fiscal year. If a school district does not abate in this
4amount for the successive fiscal year, the grant amount may
5not be included in the school district's Base Funding Minimum
6under Section 18-8.15 in the fiscal year following the tax
7year in which the abatement is not authorized and in any future
8fiscal year thereafter, and the county clerk must notify the
9State Board of the increase no later 30 days after it occurs.
10    (l) In the immediate 2 consecutive tax years following
11receipt of a Property Tax Pool Relief Grant, the aggregate
12extension base of any school district receiving a grant under
13this Section, for purposes of the Property Tax Extension
14Limitation Law, shall include the tax relief the school
15district provided in the previous taxable year under this
16Section.
17(Source: P.A. 100-465, eff. 8-31-17; 100-582, eff. 3-23-18;
18100-863, eff. 8-14-18; 101-17, eff. 6-14-19; 101-643, eff.
196-18-20.)
 
20    (105 ILCS 5/10-20.12a)  (from Ch. 122, par. 10-20.12a)
21    Sec. 10-20.12a. Tuition for non-resident pupils.
22    (a) To charge non-resident pupils who attend the schools
23of the district tuition in an amount not exceeding 110% of the
24per capita cost of maintaining the schools of the district for
25the preceding school year.

 

 

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1    Such per capita cost shall be computed by dividing the
2total cost of conducting and maintaining the schools of the
3district by the average daily attendance, including tuition
4pupils. Depreciation on the buildings and equipment of the
5schools of the district, and the amount of annual depreciation
6on such buildings and equipment shall be dependent upon the
7useful life of such property.
8    The tuition charged shall in no case exceed 110% of the per
9capita cost of conducting and maintaining the schools of the
10district attended, as determined with reference to the most
11recent audit prepared under Section 3-7 which is available at
12the commencement of the current school year. Non-resident
13pupils attending the schools of the district for less than the
14school term shall have their tuition apportioned, however
15pupils who become non-resident during a school term shall not
16be charged tuition for the remainder of the school term in
17which they became non-resident pupils.
18    Notwithstanding the provisions of this Section, a school
19district may adopt a policy to waive tuition costs for a
20non-resident pupil who if the pupil is the a child of a
21district employee if the district adopts a policy approving
22such waiver. For purposes of this paragraph, "child" means a
23district employee's child who is a biological child, adopted
24child, foster child, stepchild, or a child for which the
25employee serves as a legal guardian.
26    (b) Unless otherwise agreed to by the parties involved and

 

 

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1where the educational services are not otherwise provided for,
2educational services for an Illinois student under the age of
321 (and not eligible for services pursuant to Article 14 of
4this Code) in any residential program shall be provided by the
5district in which the facility is located and financed as
6follows. The cost of educational services shall be paid by the
7district in which the student resides in an amount equal to the
8cost of providing educational services in the residential
9facility. Payments shall be made by the district of the
10student's residence and shall be made to the district wherein
11the facility is located no less than once per month unless
12otherwise agreed to by the parties.
13    The funding provision of this subsection (b) applies to
14all Illinois students under the age of 21 (and not eligible for
15services pursuant to Article 14 of this Code) receiving
16educational services in residential facilities, irrespective
17of whether the student was placed therein pursuant to this
18Code or the Juvenile Court Act of 1987 or by an Illinois public
19agency or a court. The changes to this subsection (b) made by
20this amendatory Act of the 95th General Assembly apply to all
21placements in effect on July 1, 2007 and all placements
22thereafter. For purposes of this subsection (b), a student's
23district of residence shall be determined in accordance with
24subsection (a) of Section 10-20.12b of this Code. The
25placement of a student in a residential facility shall not
26affect the residency of the student. When a dispute arises

 

 

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1over the determination of the district of residence under this
2subsection (b), any person or entity, including without
3limitation a school district or residential facility, may make
4a written request for a residency decision to the State
5Superintendent of Education, who, upon review of materials
6submitted and any other items or information he or she may
7request for submission, shall issue his or her decision in
8writing. The decision of the State Superintendent of Education
9is final.
10(Source: P.A. 103-111, eff. 6-29-23.)
 
11    (105 ILCS 5/10-20.17a)  (from Ch. 122, par. 10-20.17a)
12    Sec. 10-20.17a. Hazardous materials training. To enhance
13the safety of pupils and staff by providing in-service
14training programs on the safe handling and use of hazardous or
15toxic materials for personnel in the district who work with
16such materials on a regular basis. Such programs may shall be
17identified approved by the State Board of Education, in
18consultation with the Illinois Department of Public Health,
19for use by school boards in implementing this Section.
20(Source: P.A. 84-1294.)
 
21    (105 ILCS 5/10-20.56)
22    Sec. 10-20.56. E-learning days.
23    (a) The State Board of Education shall establish and
24maintain, for implementation in school districts, a program

 

 

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1for use of electronic-learning (e-learning) days, as described
2in this Section. School districts may utilize a program
3approved under this Section for use during remote learning
4days and blended remote learning days under Section 10-30 or
534-18.66.
6    (b) The school board of a school district may, by
7resolution, adopt a research-based program or research-based
8programs for e-learning days district-wide that shall permit
9student instruction to be received electronically while
10students are not physically present in lieu of the district's
11scheduled emergency days as required by Section 10-19 of this
12Code or because a school was selected to be a polling place
13under Section 11-4.1 of the Election Code. The research-based
14program or programs may not exceed the minimum number of
15emergency days in the approved school calendar and must be
16verified annually by the regional office of education or
17intermediate service center for the school district before the
18implementation of any e-learning days in that school year on
19or before September 1st annually to ensure access for all
20students. The regional office of education or intermediate
21service center shall ensure that the specific needs of all
22students are met, including special education students and
23English learners, and that all mandates are still met using
24the proposed research-based program. The e-learning program
25may utilize the Internet, telephones, texts, chat rooms, or
26other similar means of electronic communication for

 

 

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1instruction and interaction between teachers and students that
2meet the needs of all learners. The e-learning program shall
3address the school district's responsibility to ensure that
4all teachers and staff who may be involved in the provision of
5e-learning have access to any and all hardware and software
6that may be required for the program. If a proposed program
7does not address this responsibility, the school district must
8propose an alternate program.
9    (c) Before its adoption by a school board, the school
10board must hold a public hearing on a school district's
11initial proposal for an e-learning program or for renewal of
12such a program, at a regular or special meeting of the school
13board, in which the terms of the proposal must be
14substantially presented and an opportunity for allowing public
15comments must be provided. Notice of such public hearing must
16be provided at least 10 days prior to the hearing by:
17        (1) publication in a newspaper of general circulation
18    in the school district;
19        (2) written or electronic notice designed to reach the
20    parents or guardians of all students enrolled in the
21    school district; and
22        (3) written or electronic notice designed to reach any
23    exclusive collective bargaining representatives of school
24    district employees and all those employees not in a
25    collective bargaining unit.
26    (d) The regional office of education or intermediate

 

 

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1service center for the school district must timely verify that
2a proposal for an e-learning program has met the requirements
3specified in this Section and that the proposal contains
4provisions designed to reasonably and practicably accomplish
5the following:
6        (1) to ensure and verify at least 5 clock hours of
7    instruction or school work, as required under Section
8    10-19.05, for each student participating in an e-learning
9    day;
10        (2) to ensure access from home or other appropriate
11    remote facility for all students participating, including
12    computers, the Internet, and other forms of electronic
13    communication that must be utilized in the proposed
14    program;
15        (2.5) to ensure that non-electronic materials are made
16    available to students participating in the program who do
17    not have access to the required technology or to
18    participating teachers or students who are prevented from
19    accessing the required technology;
20        (3) to ensure appropriate learning opportunities for
21    students with special needs;
22        (4) to monitor and verify each student's electronic
23    participation;
24        (5) to address the extent to which student
25    participation is within the student's control as to the
26    time, pace, and means of learning;

 

 

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1        (6) to provide effective notice to students and their
2    parents or guardians of the use of particular days for
3    e-learning;
4        (7) to provide staff and students with adequate
5    training for e-learning days' participation;
6        (8) to ensure an opportunity for any collective
7    bargaining negotiations with representatives of the school
8    district's employees that would be legally required,
9    including all classifications of school district employees
10    who are represented by collective bargaining agreements
11    and who would be affected in the event of an e-learning
12    day;
13        (9) to review and revise the program as implemented to
14    address difficulties confronted; and
15        (10) to ensure that the protocol regarding general
16    expectations and responsibilities of the program is
17    communicated to teachers, staff, and students at least 30
18    days prior to utilizing an e-learning day in a school
19    year.
20    The school board's approval of a school district's initial
21e-learning program and renewal of the e-learning program shall
22be for a term of 3 school years, beginning with the first
23school year in which the program was approved and verified by
24the regional office of education or intermediate service
25center for the school district.
26    (d-5) A school district shall pay to its contractors who

 

 

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1provide educational support services to the district,
2including, but not limited to, custodial, transportation, or
3food service providers, their daily, regular rate of pay or
4billings rendered for any e-learning day that is used because
5a school was selected to be a polling place under Section
611-4.1 of the Election Code, except that this requirement does
7not apply to contractors who are paid under contracts that are
8entered into, amended, or renewed on or after March 15, 2022 or
9to contracts that otherwise address compensation for such
10e-learning days.
11    (d-10) A school district shall pay to its employees who
12provide educational support services to the district,
13including, but not limited to, custodial employees, building
14maintenance employees, transportation employees, food service
15providers, classroom assistants, or administrative staff,
16their daily, regular rate of pay and benefits rendered for any
17school closure or e-learning day if the closure precludes them
18from performing their regularly scheduled duties and the
19employee would have reported for work but for the closure,
20except this requirement does not apply if the day is
21rescheduled and the employee will be paid their daily, regular
22rate of pay and benefits for the rescheduled day when services
23are rendered.
24    (d-15) A school district shall make full payment that
25would have otherwise been paid to its contractors who provide
26educational support services to the district, including, but

 

 

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1not limited to, custodial, building maintenance,
2transportation, food service providers, classroom assistants,
3or administrative staff, their daily, regular rate of pay and
4benefits rendered for any school closure or e-learning day if
5any closure precludes them from performing their regularly
6scheduled duties and employees would have reported for work
7but for the closure. The employees who provide the support
8services covered by such contracts shall be paid their daily
9bid package rates and benefits as defined by their local
10operating agreements or collective bargaining agreements,
11except this requirement does not apply if the day is
12rescheduled and the employee will be paid their daily, regular
13rate of pay and benefits for the rescheduled day when services
14are rendered.
15    (d-20) A school district shall make full payment or
16reimbursement to an employee or contractor as specified in
17subsection (d-10) or (d-15) of this Section for any school
18closure or e-learning day in the 2021-2022 school year that
19occurred prior to the effective date of this amendatory Act of
20the 102nd General Assembly if the employee or contractor did
21not receive pay or was required to use earned paid time off,
22except this requirement does not apply if the day is
23rescheduled and the employee will be paid their daily, regular
24rate of pay and benefits for the rescheduled day when services
25are rendered.
26    (e) The State Board of Education may adopt rules

 

 

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1consistent with the provision of this Section.
2    (f) For purposes of subsections (d-10), (d-15), and (d-20)
3of this Section:
4    "Employee" means anyone employed by a school district on
5or after the effective date of this amendatory Act of the 102nd
6General Assembly.
7    "School district" includes charter schools established
8under Article 27A of this Code, but does not include the
9Department of Juvenile Justice School District.
10(Source: P.A. 101-12, eff. 7-1-19; 101-643, eff. 6-18-20;
11102-584, eff. 6-1-22; 102-697, eff. 4-5-22.)
 
12    (105 ILCS 5/10-22.24b)
13    (Text of Section before amendment by P.A. 103-542)
14    Sec. 10-22.24b. School counseling services. School
15counseling services in public schools shall may be provided by
16school counselors, as defined in Section 10-22.24a of this
17Code, or by individuals who hold a Professional Educator
18License with a school support personnel endorsement in the
19area of school counseling under Section 21B-25 of this Code.
20    School counseling services may be delivered through a
21comprehensive school counseling program, which is a
22standards-based, data-informed program designed to meet the
23needs of all students in an educational setting through
24instruction, small group support, and individualized
25consultation. These needs may be met through all of the

 

 

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1following include, but are not limited to:
2        (1) Providing services to all students and addressing
3    the knowledge and skills appropriate to their
4    developmental level through a collaborative model of
5    delivery involving the school counselor, classroom
6    teachers, and other appropriate education professionals
7    and including prevention and pre-referral activities.
8        (2) Presenting an annual agreement to the
9    administration, including a formal discussion of the
10    alignment of school and school counseling program missions
11    and goals and detailing specific school counselor
12    responsibilities.
13        (3) Abiding by all federal, State, and local student
14    privacy and parental notification laws, rules, and
15    policies.
16        (4) Identifying and implementing culturally sensitive
17    measures of success for student competencies in each of
18    the 3 domains of academic, social-emotional, and college
19    and career learning based on the planned and periodic
20    assessment of the school counseling program.
21        (5) Analyzing data and results of school counseling
22    program assessments, including curriculum, small-group,
23    and closing-the-gap results reports, and designing
24    strategies to continue to improve program effectiveness.
25        (6) Analyzing data and results of school counselor
26    competency assessments.

 

 

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1        (7) Following the American School Counselor
2    Association Ethical Standards for School Counselors to
3    demonstrate high standards of integrity, leadership, and
4    professionalism.
5        (8) Providing services only in areas in which the
6    school counselor has appropriate training or expertise, as
7    well as only providing counseling or consulting services
8    within the school counselor's employment to any student in
9    the school district or districts that employ the school
10    counselor, in accordance with professional ethics.
11        (9) Being involved with State and national
12    professional associations.
13        (10) Participating in the State-mandated training and
14    professional development needed to fulfill the
15    responsibilities of the job assignment.
16        (11) Using student competencies to assess student
17    growth and development and inform decisions regarding
18    strategies, activities, and services that help students
19    achieve at the highest academic level possible.
20        (12) Delivering information to students and teachers
21    within the school counseling curriculum on best practices
22    in mindsets and behaviors, such as learning strategies,
23    self-management skills, and social skills, and
24    metacognition skills that are critical to academic
25    success.
26        (13) Working to remove barriers to access and

 

 

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1    providing students with the opportunity for academic
2    challenge in the most rigorous coursework possible.
3        (14) Working with administrative staff, teachers, and
4    other school personnel to create a school environment that
5    encourages academic success and striving to one's
6    potential.
7        (15) Collaborating as a team member in multi-tiered
8    systems of support and other school initiatives.
9        (16) Assisting in the development of a personal
10    educational plan with each student.
11        (17) Assisting students with goal setting and
12    successful skills for classroom behavior, studying, test
13    preparation, internal motivation, and intrinsic rewards.
14        (18) Assisting stakeholders in interpreting
15    achievement test results and guiding students in
16    appropriate directions.
17        (19) Advocating for and providing input for students
18    during the federal Section 504 plan and individualized
19    education program process, but not as a coordinator of
20    these plans.
21        (20) Conducting observations and participating in
22    recommendations or interventions regarding the placement
23    of children in educational programs.
24        (21) Infusing the social-emotional learning standards,
25    as presented in the State Board of Education's learning
26    standards, across the curriculum and in the counselor's

 

 

SB3156- 21 -LRB103 36143 RJT 66235 b

1    role in ways that empower and enable students to achieve
2    academic success across all grade levels.
3        (22) Providing college and career development
4    activities and counseling.
5        (23) Developing individual career plans with students
6    that include planning for post-secondary education, as
7    appropriate, and engaging in related and relevant career
8    and technical education coursework in high school.
9        (24) Assisting all students with a college or
10    post-secondary education plan, which must include a
11    discussion on all post-secondary education options,
12    including 4-year colleges or universities, community
13    colleges, and vocational schools, planning for
14    post-secondary education, as appropriate, and engaging in
15    related and relevant career and technical education
16    coursework in high school.
17        (25) Educating all students on scholarships, financial
18    aid, and preparation of the Free Application for Federal
19    Student Aid.
20        (26) Collaborating with institutions of higher
21    education and local community colleges so that students
22    understand post-secondary education options and are ready
23    to transition successfully.
24        (27) Providing information for all students in the
25    selection of courses that will lead to post-secondary
26    education opportunities toward a successful career.

 

 

SB3156- 22 -LRB103 36143 RJT 66235 b

1        (28) Working as a culturally skilled professional who
2    acts sensitively to promote social justice and equity in a
3    pluralistic society.
4        (29) Providing individual and group counseling.
5        (30) Assisting with the referral process, if
6    necessary, to appropriate offices or outside agencies.
7        (31) Providing crisis intervention and contributing to
8    the development of a specific crisis plan within the
9    school setting, in collaboration with multiple
10    stakeholders.
11        (32) Providing counseling and other resources to
12    students who are in crisis.
13        (33) Addressing bullying and conflict resolution with
14    all students.
15        (34) Teaching communication skills and helping
16    students develop positive relationships.
17        (35) Using culturally sensitive skills in working with
18    all students to promote wellness.
19        (36) Providing families with opportunities for
20    education and counseling, as appropriate, in relation to
21    the student's educational assessment.
22        (37) Consulting and collaborating with teachers and
23    other school personnel regarding behavior management and
24    intervention plans and inclusion in support of students.
25        (38) Teaming and partnering with staff, parents,
26    businesses, and community organizations to support student

 

 

SB3156- 23 -LRB103 36143 RJT 66235 b

1    achievement and social-emotional learning standards for
2    all students.
3        (39) Developing and implementing school-based
4    prevention programs, including, but not limited to,
5    mediation and violence prevention, implementing social and
6    emotional education programs and services, and
7    establishing and implementing bullying prevention and
8    intervention programs.
9        (40) Developing culturally sensitive assessment
10    instruments for measuring school counseling prevention and
11    intervention effectiveness and collecting, analyzing, and
12    interpreting data.
13        (41) Participating on school and district committees
14    to advocate for student programs and resources, as well as
15    establishing a school counseling advisory council that
16    includes representatives of key stakeholders selected to
17    review and advise on the implementation of the school
18    counseling program.
19        (42) Acting as a liaison between the public schools
20    and community resources and building relationships with
21    important stakeholders, such as families, administrators,
22    teachers, and school board members.
23        (1) designing and delivering a comprehensive school
24    counseling program that promotes student achievement and
25    wellness;
26        (2) incorporating the common core language into the

 

 

SB3156- 24 -LRB103 36143 RJT 66235 b

1    school counselor's work and role;
2        (3) school counselors working as culturally skilled
3    professionals who act sensitively to promote social
4    justice and equity in a pluralistic society;
5        (4) providing individual and group counseling;
6        (5) providing a core counseling curriculum that serves
7    all students and addresses the knowledge and skills
8    appropriate to their developmental level through a
9    collaborative model of delivery involving the school
10    counselor, classroom teachers, and other appropriate
11    education professionals, and including prevention and
12    pre-referral activities;
13        (6) making referrals when necessary to appropriate
14    offices or outside agencies;
15        (7) providing college and career development
16    activities and counseling;
17        (8) developing individual career plans with students,
18    which includes planning for post-secondary education, as
19    appropriate, and engaging in related and relevant career
20    and technical education coursework in high school as
21    described in paragraph (55);
22        (9) assisting all students with a college or
23    post-secondary education plan, which must include a
24    discussion on all post-secondary education options,
25    including 4-year colleges or universities, community
26    colleges, and vocational schools, and includes planning

 

 

SB3156- 25 -LRB103 36143 RJT 66235 b

1    for post-secondary education, as appropriate, and engaging
2    in related and relevant career and technical education
3    coursework in high school as described in paragraph (55);
4        (10) intentionally addressing the career and college
5    needs of first generation students;
6        (11) educating all students on scholarships, financial
7    aid, and preparation of the Federal Application for
8    Federal Student Aid;
9        (12) collaborating with institutions of higher
10    education and local community colleges so that students
11    understand post-secondary education options and are ready
12    to transition successfully;
13        (13) providing crisis intervention and contributing to
14    the development of a specific crisis plan within the
15    school setting in collaboration with multiple
16    stakeholders;
17        (14) educating students, teachers, and parents on
18    anxiety, depression, cutting, and suicide issues and
19    intervening with students who present with these issues;
20        (15) providing counseling and other resources to
21    students who are in crisis;
22        (16) providing resources for those students who do not
23    have access to mental health services;
24        (17) addressing bullying and conflict resolution with
25    all students;
26        (18) teaching communication skills and helping

 

 

SB3156- 26 -LRB103 36143 RJT 66235 b

1    students develop positive relationships;
2        (19) using culturally sensitive skills in working with
3    all students to promote wellness;
4        (20) addressing the needs of undocumented students in
5    the school, as well as students who are legally in the
6    United States, but whose parents are undocumented;
7        (21) contributing to a student's functional behavioral
8    assessment, as well as assisting in the development of
9    non-aversive behavioral intervention strategies;
10        (22) (i) assisting students in need of special
11    education services by implementing the academic supports
12    and social-emotional and college or career development
13    counseling services or interventions per a student's
14    individualized education program (IEP); (ii) participating
15    in or contributing to a student's IEP and completing a
16    social-developmental history; or (iii) providing services
17    to a student with a disability under the student's IEP or
18    federal Section 504 plan, as recommended by the student's
19    IEP team or Section 504 plan team and in compliance with
20    federal and State laws and rules governing the provision
21    of educational and related services and school-based
22    accommodations to students with disabilities and the
23    qualifications of school personnel to provide such
24    services and accommodations;
25        (23) assisting in the development of a personal
26    educational plan with each student;

 

 

SB3156- 27 -LRB103 36143 RJT 66235 b

1        (24) educating students on dual credit and learning
2    opportunities on the Internet;
3        (25) providing information for all students in the
4    selection of courses that will lead to post-secondary
5    education opportunities toward a successful career;
6        (26) interpreting achievement test results and guiding
7    students in appropriate directions;
8        (27) counseling with students, families, and teachers,
9    in compliance with federal and State laws;
10        (28) providing families with opportunities for
11    education and counseling as appropriate in relation to the
12    student's educational assessment;
13        (29) consulting and collaborating with teachers and
14    other school personnel regarding behavior management and
15    intervention plans and inclusion in support of students;
16        (30) teaming and partnering with staff, parents,
17    businesses, and community organizations to support student
18    achievement and social-emotional learning standards for
19    all students;
20        (31) developing and implementing school-based
21    prevention programs, including, but not limited to,
22    mediation and violence prevention, implementing social and
23    emotional education programs and services, and
24    establishing and implementing bullying prevention and
25    intervention programs;
26        (32) developing culturally sensitive assessment

 

 

SB3156- 28 -LRB103 36143 RJT 66235 b

1    instruments for measuring school counseling prevention and
2    intervention effectiveness and collecting, analyzing, and
3    interpreting data;
4        (33) participating on school and district committees
5    to advocate for student programs and resources, as well as
6    establishing a school counseling advisory council that
7    includes representatives of key stakeholders selected to
8    review and advise on the implementation of the school
9    counseling program;
10        (34) acting as a liaison between the public schools
11    and community resources and building relationships with
12    important stakeholders, such as families, administrators,
13    teachers, and board members;
14        (35) maintaining organized, clear, and useful records
15    in a confidential manner consistent with Section 5 of the
16    Illinois School Student Records Act, the Family
17    Educational Rights and Privacy Act, and the Health
18    Insurance Portability and Accountability Act;
19        (36) presenting an annual agreement to the
20    administration, including a formal discussion of the
21    alignment of school and school counseling program missions
22    and goals and detailing specific school counselor
23    responsibilities;
24        (37) identifying and implementing culturally sensitive
25    measures of success for student competencies in each of
26    the 3 domains of academic, social and emotional, and

 

 

SB3156- 29 -LRB103 36143 RJT 66235 b

1    college and career learning based on planned and periodic
2    assessment of the comprehensive developmental school
3    counseling program;
4        (38) collaborating as a team member in Response to
5    Intervention (RtI) and other school initiatives;
6        (39) conducting observations and participating in
7    recommendations or interventions regarding the placement
8    of children in educational programs or special education
9    classes;
10        (40) analyzing data and results of school counseling
11    program assessments, including curriculum, small-group,
12    and closing-the-gap results reports, and designing
13    strategies to continue to improve program effectiveness;
14        (41) analyzing data and results of school counselor
15    competency assessments;
16        (42) following American School Counselor Association
17    Ethical Standards for School Counselors to demonstrate
18    high standards of integrity, leadership, and
19    professionalism;
20        (43) knowing and embracing common core standards by
21    using common core language;
22        (44) practicing as a culturally skilled school
23    counselor by infusing the multicultural competencies
24    within the role of the school counselor, including the
25    practice of culturally sensitive attitudes and beliefs,
26    knowledge, and skills;

 

 

SB3156- 30 -LRB103 36143 RJT 66235 b

1        (45) infusing the Social-Emotional Standards, as
2    presented in the State Board of Education standards,
3    across the curriculum and in the counselor's role in ways
4    that empower and enable students to achieve academic
5    success across all grade levels;
6        (46) providing services only in areas in which the
7    school counselor has appropriate training or expertise, as
8    well as only providing counseling or consulting services
9    within his or her employment to any student in the
10    district or districts which employ such school counselor,
11    in accordance with professional ethics;
12        (47) having adequate training in supervision knowledge
13    and skills in order to supervise school counseling interns
14    enrolled in graduate school counselor preparation programs
15    that meet the standards established by the State Board of
16    Education;
17        (48) being involved with State and national
18    professional associations;
19        (49) participating, at least once every 2 years, in an
20    in-service training program for school counselors
21    conducted by persons with expertise in domestic and sexual
22    violence and the needs of expectant and parenting youth,
23    which shall include training concerning (i) communicating
24    with and listening to youth victims of domestic or sexual
25    violence and expectant and parenting youth, (ii)
26    connecting youth victims of domestic or sexual violence

 

 

SB3156- 31 -LRB103 36143 RJT 66235 b

1    and expectant and parenting youth to appropriate in-school
2    services and other agencies, programs, and services as
3    needed, and (iii) implementing the school district's
4    policies, procedures, and protocols with regard to such
5    youth, including confidentiality; at a minimum, school
6    personnel must be trained to understand, provide
7    information and referrals, and address issues pertaining
8    to youth who are parents, expectant parents, or victims of
9    domestic or sexual violence;
10        (50) participating, at least every 2 years, in an
11    in-service training program for school counselors
12    conducted by persons with expertise in anaphylactic
13    reactions and management;
14        (51) participating, at least once every 2 years, in an
15    in-service training on educator ethics, teacher-student
16    conduct, and school employee-student conduct for all
17    personnel;
18        (52) participating, in addition to other topics at
19    in-service training programs, in training to identify the
20    warning signs of mental illness and suicidal behavior in
21    adolescents and teenagers and learning appropriate
22    intervention and referral techniques;
23        (53) obtaining training to have a basic knowledge of
24    matters relating to acquired immunodeficiency syndrome
25    (AIDS), including the nature of the disease, its causes
26    and effects, the means of detecting it and preventing its

 

 

SB3156- 32 -LRB103 36143 RJT 66235 b

1    transmission, and the availability of appropriate sources
2    of counseling and referral and any other information that
3    may be appropriate considering the age and grade level of
4    the pupils; the school board shall supervise such training
5    and the State Board of Education and the Department of
6    Public Health shall jointly develop standards for such
7    training;
8        (54) participating in mandates from the State Board of
9    Education for bullying education and social-emotional
10    literacy; and
11        (55) promoting career and technical education by
12    assisting each student to determine an appropriate
13    postsecondary plan based upon the student's skills,
14    strengths, and goals and assisting the student to
15    implement the best practices that improve career or
16    workforce readiness after high school.
17    School districts may employ a sufficient number of school
18counselors to maintain the national and State recommended
19student-counselor ratio of 250 to 1. School districts may have
20school counselors spend at least 80% of his or her work time in
21direct contact with students.
22    Nothing in this Section prohibits other qualified
23professionals, including other endorsed school support
24personnel, from providing the services listed in this Section.
25(Source: P.A. 102-876, eff. 1-1-23; 103-154, eff. 6-30-23.)
 

 

 

SB3156- 33 -LRB103 36143 RJT 66235 b

1    (Text of Section after amendment by P.A. 103-542)
2    Sec. 10-22.24b. School counseling services. School
3counseling services in public schools shall may be provided by
4school counselors, as defined in Section 10-22.24a of this
5Code, or by individuals who hold a Professional Educator
6License with a school support personnel endorsement in the
7area of school counseling under Section 21B-25 of this Code.
8    School counseling services may be delivered through a
9comprehensive school counseling program, which is a
10standards-based, data-informed program designed to meet the
11needs of all students in an educational setting through
12instruction, small group support, and individualized
13consultation. These needs may be met through all of the
14following include, but are not limited to:
15        (1) Providing services to all students and addressing
16    the knowledge and skills appropriate to their
17    developmental level through a collaborative model of
18    delivery involving the school counselor, classroom
19    teachers, and other appropriate education professionals
20    and including prevention and pre-referral activities.
21        (2) Presenting an annual agreement to the
22    administration, including a formal discussion of the
23    alignment of school and school counseling program missions
24    and goals and detailing specific school counselor
25    responsibilities.
26        (3) Abiding by all federal, State, and local student

 

 

SB3156- 34 -LRB103 36143 RJT 66235 b

1    privacy and parental notification laws, rules, and
2    policies.
3        (4) Identifying and implementing culturally sensitive
4    measures of success for student competencies in each of
5    the 3 domains of academic, social-emotional, and college
6    and career learning based on the planned and periodic
7    assessment of the school counseling program.
8        (5) Analyzing data and results of school counseling
9    program assessments, including curriculum, small-group,
10    and closing-the-gap results reports, and designing
11    strategies to continue to improve program effectiveness.
12        (6) Analyzing data and results of school counselor
13    competency assessments.
14        (7) Following the American School Counselor
15    Association Ethical Standards for School Counselors to
16    demonstrate high standards of integrity, leadership, and
17    professionalism.
18        (8) Providing services only in areas in which the
19    school counselor has appropriate training or expertise, as
20    well as only providing counseling or consulting services
21    within the school counselor's employment to any student in
22    the school district or districts that employ the school
23    counselor, in accordance with professional ethics.
24        (9) Being involved with State and national
25    professional associations.
26        (10) Participating in the State-mandated training and

 

 

SB3156- 35 -LRB103 36143 RJT 66235 b

1    professional development needed to fulfill the
2    responsibilities of the job assignment.
3        (11) Using student competencies to assess student
4    growth and development and inform decisions regarding
5    strategies, activities, and services that help students
6    achieve at the highest academic level possible.
7        (12) Delivering information to students and teachers
8    within the school counseling curriculum on best practices
9    in mindsets and behaviors, such as learning strategies,
10    self-management skills, and social skills, and
11    metacognition skills that are critical to academic
12    success.
13        (13) Working to remove barriers to access and
14    providing students with the opportunity for academic
15    challenge in the most rigorous coursework possible.
16        (14) Working with administrative staff, teachers, and
17    other school personnel to create a school environment that
18    encourages academic success and striving to one's
19    potential.
20        (15) Collaborating as a team member in multi-tiered
21    systems of support and other school initiatives.
22        (16) Assisting in the development of a personal
23    educational plan with each student.
24        (17) Assisting students with goal setting and
25    successful skills for classroom behavior, studying, test
26    preparation, internal motivation, and intrinsic rewards.

 

 

SB3156- 36 -LRB103 36143 RJT 66235 b

1        (18) Assisting stakeholders in interpreting
2    achievement test results and guiding students in
3    appropriate directions.
4        (19) Advocating for and providing input for students
5    during the federal Section 504 plan and individualized
6    education program process, but not as a coordinator of
7    these plans.
8        (20) Conducting observations and participating in
9    recommendations or interventions regarding the placement
10    of children in educational programs.
11        (21) Infusing the social-emotional learning standards,
12    as presented in the State Board of Education's learning
13    standards, across the curriculum and in the counselor's
14    role in ways that empower and enable students to achieve
15    academic success across all grade levels.
16        (22) Providing college and career development
17    activities and counseling.
18        (23) Developing individual career plans with students
19    that include planning for post-secondary education, as
20    appropriate, and engaging in related and relevant career
21    and technical education coursework in high school.
22        (24) Assisting all students with a college or
23    post-secondary education plan, which must include a
24    discussion on all post-secondary education options,
25    including 4-year colleges or universities, community
26    colleges, and vocational schools, planning for

 

 

SB3156- 37 -LRB103 36143 RJT 66235 b

1    post-secondary education, as appropriate, and engaging in
2    related and relevant career and technical education
3    coursework in high school.
4        (25) Educating all students on scholarships, financial
5    aid, and preparation of the Free Application for Federal
6    Student Aid.
7        (26) Collaborating with institutions of higher
8    education and local community colleges so that students
9    understand post-secondary education options and are ready
10    to transition successfully.
11        (27) Providing information for all students in the
12    selection of courses that will lead to post-secondary
13    education opportunities toward a successful career.
14        (28) Working as a culturally skilled professional who
15    acts sensitively to promote social justice and equity in a
16    pluralistic society.
17        (29) Providing individual and group counseling.
18        (30) Assisting with the referral process, if
19    necessary, to appropriate offices or outside agencies.
20        (31) Providing crisis intervention and contributing to
21    the development of a specific crisis plan within the
22    school setting, in collaboration with multiple
23    stakeholders.
24        (32) Providing counseling and other resources to
25    students who are in crisis.
26        (33) Addressing bullying and conflict resolution with

 

 

SB3156- 38 -LRB103 36143 RJT 66235 b

1    all students.
2        (34) Teaching communication skills and helping
3    students develop positive relationships.
4        (35) Using culturally sensitive skills in working with
5    all students to promote wellness.
6        (36) Providing families with opportunities for
7    education and counseling, as appropriate, in relation to
8    the student's educational assessment.
9        (37) Consulting and collaborating with teachers and
10    other school personnel regarding behavior management and
11    intervention plans and inclusion in support of students.
12        (38) Teaming and partnering with staff, parents,
13    businesses, and community organizations to support student
14    achievement and social-emotional learning standards for
15    all students.
16        (39) Developing and implementing school-based
17    prevention programs, including, but not limited to,
18    mediation and violence prevention, implementing social and
19    emotional education programs and services, and
20    establishing and implementing bullying prevention and
21    intervention programs.
22        (40) Developing culturally sensitive assessment
23    instruments for measuring school counseling prevention and
24    intervention effectiveness and collecting, analyzing, and
25    interpreting data.
26        (41) Participating on school and district committees

 

 

SB3156- 39 -LRB103 36143 RJT 66235 b

1    to advocate for student programs and resources, as well as
2    establishing a school counseling advisory council that
3    includes representatives of key stakeholders selected to
4    review and advise on the implementation of the school
5    counseling program.
6        (42) Acting as a liaison between the public schools
7    and community resources and building relationships with
8    important stakeholders, such as families, administrators,
9    teachers, and school board members.
10        (1) designing and delivering a comprehensive school
11    counseling program that promotes student achievement and
12    wellness;
13        (2) incorporating the common core language into the
14    school counselor's work and role;
15        (3) school counselors working as culturally skilled
16    professionals who act sensitively to promote social
17    justice and equity in a pluralistic society;
18        (4) providing individual and group counseling;
19        (5) providing a core counseling curriculum that serves
20    all students and addresses the knowledge and skills
21    appropriate to their developmental level through a
22    collaborative model of delivery involving the school
23    counselor, classroom teachers, and other appropriate
24    education professionals, and including prevention and
25    pre-referral activities;
26        (6) making referrals when necessary to appropriate

 

 

SB3156- 40 -LRB103 36143 RJT 66235 b

1    offices or outside agencies;
2        (7) providing college and career development
3    activities and counseling;
4        (8) developing individual career plans with students,
5    which includes planning for post-secondary education, as
6    appropriate, and engaging in related and relevant career
7    and technical education coursework in high school as
8    described in paragraph (55);
9        (9) assisting all students with a college or
10    post-secondary education plan, which must include a
11    discussion on all post-secondary education options,
12    including 4-year colleges or universities, community
13    colleges, and vocational schools, and includes planning
14    for post-secondary education, as appropriate, and engaging
15    in related and relevant career and technical education
16    coursework in high school as described in paragraph (55);
17        (10) intentionally addressing the career and college
18    needs of first generation students;
19        (11) educating all students on scholarships, financial
20    aid, and preparation of the Federal Application for
21    Federal Student Aid;
22        (12) collaborating with institutions of higher
23    education and local community colleges so that students
24    understand post-secondary education options and are ready
25    to transition successfully;
26        (13) providing crisis intervention and contributing to

 

 

SB3156- 41 -LRB103 36143 RJT 66235 b

1    the development of a specific crisis plan within the
2    school setting in collaboration with multiple
3    stakeholders;
4        (14) educating students, teachers, and parents on
5    anxiety, depression, cutting, and suicide issues and
6    intervening with students who present with these issues;
7        (15) providing counseling and other resources to
8    students who are in crisis;
9        (16) providing resources for those students who do not
10    have access to mental health services;
11        (17) addressing bullying and conflict resolution with
12    all students;
13        (18) teaching communication skills and helping
14    students develop positive relationships;
15        (19) using culturally sensitive skills in working with
16    all students to promote wellness;
17        (20) addressing the needs of undocumented students in
18    the school, as well as students who are legally in the
19    United States, but whose parents are undocumented;
20        (21) contributing to a student's functional behavioral
21    assessment, as well as assisting in the development of
22    non-aversive behavioral intervention strategies;
23        (22) (i) assisting students in need of special
24    education services by implementing the academic supports
25    and social-emotional and college or career development
26    counseling services or interventions per a student's

 

 

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1    individualized education program (IEP); (ii) participating
2    in or contributing to a student's IEP and completing a
3    social-developmental history; or (iii) providing services
4    to a student with a disability under the student's IEP or
5    federal Section 504 plan, as recommended by the student's
6    IEP team or Section 504 plan team and in compliance with
7    federal and State laws and rules governing the provision
8    of educational and related services and school-based
9    accommodations to students with disabilities and the
10    qualifications of school personnel to provide such
11    services and accommodations;
12        (23) assisting in the development of a personal
13    educational plan with each student;
14        (24) educating students on dual credit and learning
15    opportunities on the Internet;
16        (25) providing information for all students in the
17    selection of courses that will lead to post-secondary
18    education opportunities toward a successful career;
19        (26) interpreting achievement test results and guiding
20    students in appropriate directions;
21        (27) counseling with students, families, and teachers,
22    in compliance with federal and State laws;
23        (28) providing families with opportunities for
24    education and counseling as appropriate in relation to the
25    student's educational assessment;
26        (29) consulting and collaborating with teachers and

 

 

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1    other school personnel regarding behavior management and
2    intervention plans and inclusion in support of students;
3        (30) teaming and partnering with staff, parents,
4    businesses, and community organizations to support student
5    achievement and social-emotional learning standards for
6    all students;
7        (31) developing and implementing school-based
8    prevention programs, including, but not limited to,
9    mediation and violence prevention, implementing social and
10    emotional education programs and services, and
11    establishing and implementing bullying prevention and
12    intervention programs;
13        (32) developing culturally sensitive assessment
14    instruments for measuring school counseling prevention and
15    intervention effectiveness and collecting, analyzing, and
16    interpreting data;
17        (33) participating on school and district committees
18    to advocate for student programs and resources, as well as
19    establishing a school counseling advisory council that
20    includes representatives of key stakeholders selected to
21    review and advise on the implementation of the school
22    counseling program;
23        (34) acting as a liaison between the public schools
24    and community resources and building relationships with
25    important stakeholders, such as families, administrators,
26    teachers, and board members;

 

 

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1        (35) maintaining organized, clear, and useful records
2    in a confidential manner consistent with Section 5 of the
3    Illinois School Student Records Act, the Family
4    Educational Rights and Privacy Act, and the Health
5    Insurance Portability and Accountability Act;
6        (36) presenting an annual agreement to the
7    administration, including a formal discussion of the
8    alignment of school and school counseling program missions
9    and goals and detailing specific school counselor
10    responsibilities;
11        (37) identifying and implementing culturally sensitive
12    measures of success for student competencies in each of
13    the 3 domains of academic, social and emotional, and
14    college and career learning based on planned and periodic
15    assessment of the comprehensive developmental school
16    counseling program;
17        (38) collaborating as a team member in Response to
18    Intervention (RtI) and other school initiatives;
19        (39) conducting observations and participating in
20    recommendations or interventions regarding the placement
21    of children in educational programs or special education
22    classes;
23        (40) analyzing data and results of school counseling
24    program assessments, including curriculum, small-group,
25    and closing-the-gap results reports, and designing
26    strategies to continue to improve program effectiveness;

 

 

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1        (41) analyzing data and results of school counselor
2    competency assessments;
3        (42) following American School Counselor Association
4    Ethical Standards for School Counselors to demonstrate
5    high standards of integrity, leadership, and
6    professionalism;
7        (43) knowing and embracing common core standards by
8    using common core language;
9        (44) practicing as a culturally skilled school
10    counselor by infusing the multicultural competencies
11    within the role of the school counselor, including the
12    practice of culturally sensitive attitudes and beliefs,
13    knowledge, and skills;
14        (45) infusing the Social-Emotional Standards, as
15    presented in the State Board of Education standards,
16    across the curriculum and in the counselor's role in ways
17    that empower and enable students to achieve academic
18    success across all grade levels;
19        (46) providing services only in areas in which the
20    school counselor has appropriate training or expertise, as
21    well as only providing counseling or consulting services
22    within his or her employment to any student in the
23    district or districts which employ such school counselor,
24    in accordance with professional ethics;
25        (47) having adequate training in supervision knowledge
26    and skills in order to supervise school counseling interns

 

 

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1    enrolled in graduate school counselor preparation programs
2    that meet the standards established by the State Board of
3    Education;
4        (48) being involved with State and national
5    professional associations;
6        (49) complete the required training as outlined in
7    Section 10-22.39;
8        (50) (blank);
9        (51) (blank);
10        (52) (blank);
11        (53) (blank);
12        (54) participating in mandates from the State Board of
13    Education for bullying education and social-emotional
14    literacy; and
15        (55) promoting career and technical education by
16    assisting each student to determine an appropriate
17    postsecondary plan based upon the student's skills,
18    strengths, and goals and assisting the student to
19    implement the best practices that improve career or
20    workforce readiness after high school.
21    School districts may employ a sufficient number of school
22counselors to maintain the national and State recommended
23student-counselor ratio of 250 to 1. School districts may have
24school counselors spend at least 80% of his or her work time in
25direct contact with students.
26    Nothing in this Section prohibits other qualified

 

 

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1professionals, including other endorsed school support
2personnel, from providing the services listed in this Section.
3(Source: P.A. 102-876, eff. 1-1-23; 103-154, eff. 6-30-23;
4103-542, eff. 7-1-24 (see Section 905 of P.A. 103-563 for
5effective date of P.A. 103-542.)
 
6    (105 ILCS 5/10-27.1A)
7    Sec. 10-27.1A. Firearms in schools.
8    (a) All school officials, including teachers, school
9counselors, and support staff, shall immediately notify the
10office of the principal in the event that they observe any
11person in possession of a firearm on school grounds; provided
12that taking such immediate action to notify the office of the
13principal would not immediately endanger the health, safety,
14or welfare of students who are under the direct supervision of
15the school official or the school official. If the health,
16safety, or welfare of students under the direct supervision of
17the school official or of the school official is immediately
18endangered, the school official shall notify the office of the
19principal as soon as the students under his or her supervision
20and he or she are no longer under immediate danger. A report is
21not required by this Section when the school official knows
22that the person in possession of the firearm is a law
23enforcement official engaged in the conduct of his or her
24official duties. Any school official acting in good faith who
25makes such a report under this Section shall have immunity

 

 

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1from any civil or criminal liability that might otherwise be
2incurred as a result of making the report. The identity of the
3school official making such report shall not be disclosed
4except as expressly and specifically authorized by law.
5Knowingly and willfully failing to comply with this Section is
6a petty offense. A second or subsequent offense is a Class C
7misdemeanor.
8    (b) Upon receiving a report from any school official
9pursuant to this Section, or from any other person, the
10principal or his or her designee shall immediately notify a
11local law enforcement agency. If the person found to be in
12possession of a firearm on school grounds is a student, the
13principal or his or her designee shall also immediately notify
14that student's parent or guardian. Any principal or his or her
15designee acting in good faith who makes such reports under
16this Section shall have immunity from any civil or criminal
17liability that might otherwise be incurred or imposed as a
18result of making the reports. Knowingly and willfully failing
19to comply with this Section is a petty offense. A second or
20subsequent offense is a Class C misdemeanor. If the person
21found to be in possession of the firearm on school grounds is a
22minor, the law enforcement agency shall detain that minor
23until such time as the agency makes a determination pursuant
24to clause (a) of subsection (1) of Section 5-401 of the
25Juvenile Court Act of 1987, as to whether the agency
26reasonably believes that the minor is delinquent. If the law

 

 

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1enforcement agency determines that probable cause exists to
2believe that the minor committed a violation of item (4) of
3subsection (a) of Section 24-1 of the Criminal Code of 2012
4while on school grounds, the agency shall detain the minor for
5processing pursuant to Section 5-407 of the Juvenile Court Act
6of 1987.
7    (c) Upon receipt of any written, electronic, or verbal
8report from any school personnel regarding a verified incident
9involving a firearm in a school or on school owned or leased
10property, including any conveyance owned, leased, or used by
11the school for the transport of students or school personnel,
12the superintendent or his or her designee shall report all
13such firearm-related incidents occurring in a school or on
14school property to (i) the local law enforcement authorities
15immediately, who shall report to the Illinois State Police in
16a form, manner, and frequency as prescribed by the Illinois
17State Police, and (ii) the State Board of Education through
18existing school incident data reporting systems by no later
19than August 1 for the preceding school year.
20    The State Board of Education shall receive an annual
21statistical compilation and related data associated with
22incidents involving firearms in schools from the Illinois
23State Police. The State Board of Education shall compile the
24this information it receives under this subsection (c) and
25Section 34-8.05 by school district and make it available to
26the public.

 

 

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1     by school district and make it available to the public.
2    (d) As used in this Section, the term "firearm" shall have
3the meaning ascribed to it in Section 1.1 of the Firearm Owners
4Identification Card Act.
5    As used in this Section, the term "school" means any
6public or private elementary or secondary school.
7    As used in this Section, the term "school grounds"
8includes the real property comprising any school, any
9conveyance owned, leased, or contracted by a school to
10transport students to or from school or a school-related
11activity, or any public way within 1,000 feet of the real
12property comprising any school.
13(Source: P.A. 102-197, eff. 7-30-21; 102-538, eff. 8-20-21;
14102-813, eff. 5-13-22; 103-34, eff. 6-9-23.)
 
15    (105 ILCS 5/10-27.1B)
16    Sec. 10-27.1B. Reporting drug-related incidents in
17schools.
18    (a) In this Section:
19    "Drug" means "cannabis" as defined under subsection (a) of
20Section 3 of the Cannabis Control Act, "narcotic drug" as
21defined under subsection (aa) of Section 102 of the Illinois
22Controlled Substances Act, or "methamphetamine" as defined
23under Section 10 of the Methamphetamine Control and Community
24Protection Act.
25    "School" means any public or private elementary or

 

 

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1secondary school.
2    (b) Upon receipt of any written, electronic, or verbal
3report from any school personnel regarding a verified incident
4involving drugs in a school or on school owned or leased
5property, including any conveyance owned, leased, or used by
6the school for the transport of students or school personnel,
7the superintendent or his or her designee, or other
8appropriate administrative officer for a private school, shall
9report all such drug-related incidents occurring in a school
10or on school property to (i) the local law enforcement
11authorities immediately, (ii) and to the Illinois State Police
12in a form, manner, and frequency as prescribed by the Illinois
13State Police, and (iii) the State Board of Education through
14existing school incident data reporting systems by no later
15than August 1 for the preceding school year.
16    (c) The State Board of Education shall receive an annual
17statistical compilation and related data associated with
18drug-related incidents in schools from the Illinois State
19Police. The State Board of Education shall compile the this
20information it receives under subsection (b) by school
21district and make it available to the public.
22(Source: P.A. 102-538, eff. 8-20-21.)
 
23    (105 ILCS 5/21B-45)
24    Sec. 21B-45. Professional Educator License renewal.
25    (a) Individuals holding a Professional Educator License

 

 

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1are required to complete the licensure renewal requirements as
2specified in this Section, unless otherwise provided in this
3Code.
4    Individuals holding a Professional Educator License shall
5meet the renewal requirements set forth in this Section,
6unless otherwise provided in this Code. If an individual holds
7a license endorsed in more than one area that has different
8renewal requirements, that individual shall follow the renewal
9requirements for the position for which he or she spends the
10majority of his or her time working.
11    (b) All Professional Educator Licenses not renewed as
12provided in this Section shall lapse on September 1 of that
13year. Notwithstanding any other provisions of this Section, if
14a license holder's electronic mail address is available, the
15State Board of Education shall send him or her notification
16electronically that his or her license will lapse if not
17renewed, to be sent no more than 6 months prior to the license
18lapsing. Lapsed licenses may be immediately reinstated upon
19(i) payment to the State Board of Education by the applicant of
20a $50 penalty or (ii) the demonstration of proficiency by
21completing 9 semester hours of coursework from a regionally
22accredited institution of higher education in the content area
23that most aligns with one or more of the educator's
24endorsement areas. Any and all back fees, including without
25limitation registration fees owed from the time of expiration
26of the license until the date of reinstatement, shall be paid

 

 

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1and kept in accordance with the provisions in Article 3 of this
2Code concerning an institute fund and the provisions in
3Article 21B of this Code concerning fees and requirements for
4registration. Licenses not registered in accordance with
5Section 21B-40 of this Code shall lapse after a period of 6
6months from the expiration of the last year of registration or
7on January 1 of the fiscal year following initial issuance of
8the license. An unregistered license is invalid after
9September 1 for employment and performance of services in an
10Illinois public or State-operated school or cooperative and in
11a charter school. Any license or endorsement may be
12voluntarily surrendered by the license holder. A voluntarily
13surrendered license shall be treated as a revoked license. An
14Educator License with Stipulations with only a
15paraprofessional endorsement does not lapse.
16    (c) From July 1, 2013 through June 30, 2014, in order to
17satisfy the requirements for licensure renewal provided for in
18this Section, each professional educator licensee with an
19administrative endorsement who is working in a position
20requiring such endorsement shall complete one Illinois
21Administrators' Academy course, as described in Article 2 of
22this Code, per fiscal year.
23    (c-5) All licenses issued by the State Board of Education
24under this Article that expire on June 30, 2020 and have not
25been renewed by the end of the 2020 renewal period shall be
26extended for one year and shall expire on June 30, 2021.

 

 

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1    (d) Beginning July 1, 2014, in order to satisfy the
2requirements for licensure renewal provided for in this
3Section, each professional educator licensee may create a
4professional development plan each year. The plan shall
5address one or more of the endorsements that are required of
6his or her educator position if the licensee is employed and
7performing services in an Illinois public or State-operated
8school or cooperative. If the licensee is employed in a
9charter school, the plan shall address that endorsement or
10those endorsements most closely related to his or her educator
11position. Licensees employed and performing services in any
12other Illinois schools may participate in the renewal
13requirements by adhering to the same process.
14    Except as otherwise provided in this Section, the
15licensee's professional development activities shall align
16with one or more of the following criteria:
17        (1) activities are of a type that engages participants
18    over a sustained period of time allowing for analysis,
19    discovery, and application as they relate to student
20    learning, social or emotional achievement, or well-being;
21        (2) professional development aligns to the licensee's
22    performance;
23        (3) outcomes for the activities must relate to student
24    growth or district improvement;
25        (4) activities align to State-approved standards; and
26        (5) higher education coursework.

 

 

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1    (e) For each renewal cycle, each professional educator
2licensee shall engage in professional development activities.
3Prior to renewal, the licensee shall enter electronically into
4the Educator Licensure Information System (ELIS) the name,
5date, and location of the activity, the number of professional
6development hours, and the provider's name. The following
7provisions shall apply concerning professional development
8activities:
9        (1) Each licensee shall complete a total of 120 hours
10    of professional development per 5-year renewal cycle in
11    order to renew the license, except as otherwise provided
12    in this Section.
13        (2) Beginning with his or her first full 5-year cycle,
14    any licensee with an administrative endorsement who is not
15    working in a position requiring such endorsement is not
16    required to complete Illinois Administrators' Academy
17    courses, as described in Article 2 of this Code. Such
18    licensees must complete one Illinois Administrators'
19    Academy course within one year after returning to a
20    position that requires the administrative endorsement.
21        (3) Any licensee with an administrative endorsement
22    who is working in a position requiring such endorsement or
23    an individual with a Teacher Leader endorsement serving in
24    an administrative capacity at least 50% of the day shall
25    complete one Illinois Administrators' Academy course, as
26    described in Article 2 of this Code, each fiscal year in

 

 

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1    addition to 100 hours of professional development per
2    5-year renewal cycle in accordance with this Code.
3    However, for the 2021-2022 school year only, a licensee
4    under this paragraph (3) is not required to complete an
5    Illinois Administrators' Academy course.
6        (4) Any licensee holding a current National Board for
7    Professional Teaching Standards (NBPTS) master teacher
8    designation shall complete a total of 60 hours of
9    professional development per 5-year renewal cycle in order
10    to renew the license.
11        (5) Licensees working in a position that does not
12    require educator licensure or working in a position for
13    less than 50% for any particular year are considered to be
14    exempt and shall be required to pay only the registration
15    fee in order to renew and maintain the validity of the
16    license.
17        (6) Licensees who are retired and qualify for benefits
18    from a State of Illinois retirement system shall be listed
19    as retired, and the license shall be maintained in retired
20    status. For any renewal cycle in which a licensee retires
21    during the renewal cycle, the licensee must complete
22    professional development activities on a prorated basis
23    depending on the number of years during the renewal cycle
24    the educator held an active license. If a licensee retires
25    during a renewal cycle, the license status must be updated
26    using ELIS indicating that the licensee wishes to maintain

 

 

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1    the license in retired status and the licensee must show
2    proof of completion of professional development activities
3    on a prorated basis for all years of that renewal cycle for
4    which the license was active. An individual with a license
5    in retired status shall not be required to complete
6    professional development activities until returning to a
7    position that requires educator licensure. Upon returning
8    to work in a position that requires the Professional
9    Educator License, the license status shall immediately be
10    updated using ELIS and the licensee shall complete renewal
11    requirements for that year. A retired teacher, even if
12    returning to a position that requires educator licensure,
13    shall not be required to pay registration fees. A license
14    in retired status cannot lapse. Beginning on January 6,
15    2017 (the effective date of Public Act 99-920) through
16    December 31, 2017, any licensee who has retired and whose
17    license has lapsed for failure to renew as provided in
18    this Section may reinstate that license and maintain it in
19    retired status upon providing proof to the State Board of
20    Education using ELIS that the licensee is retired and is
21    not working in a position that requires a Professional
22    Educator License.
23        (7) For any renewal cycle in which professional
24    development hours were required, but not fulfilled, the
25    licensee shall complete any missed hours to total the
26    minimum professional development hours required in this

 

 

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1    Section prior to September 1 of that year. Professional
2    development hours used to fulfill the minimum required
3    hours for a renewal cycle may be used for only one renewal
4    cycle. For any fiscal year or renewal cycle in which an
5    Illinois Administrators' Academy course was required but
6    not completed, the licensee shall complete any missed
7    Illinois Administrators' Academy courses prior to
8    September 1 of that year. The licensee may complete all
9    deficient hours and Illinois Administrators' Academy
10    courses while continuing to work in a position that
11    requires that license until September 1 of that year.
12        (8) Any licensee who has not fulfilled the
13    professional development renewal requirements set forth in
14    this Section at the end of any 5-year renewal cycle is
15    ineligible to register his or her license and may submit
16    an appeal to the State Superintendent of Education for
17    reinstatement of the license.
18        (9) If professional development opportunities were
19    unavailable to a licensee, proof that opportunities were
20    unavailable and request for an extension of time beyond
21    August 31 to complete the renewal requirements may be
22    submitted from April 1 through June 30 of that year to the
23    State Educator Preparation and Licensure Board. If an
24    extension is approved, the license shall remain valid
25    during the extension period.
26        (10) Individuals who hold exempt licenses prior to

 

 

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1    December 27, 2013 (the effective date of Public Act
2    98-610) shall commence the annual renewal process with the
3    first scheduled registration due after December 27, 2013
4    (the effective date of Public Act 98-610).
5        (11) Notwithstanding any other provision of this
6    subsection (e), if a licensee earns more than the required
7    number of professional development hours during a renewal
8    cycle, then the licensee may carry over any hours earned
9    from April 1 through June 30 of the last year of the
10    renewal cycle. Any hours carried over in this manner must
11    be applied to the next renewal cycle. Illinois
12    Administrators' Academy courses or hours earned in those
13    courses may not be carried over.
14    (e-5) The number of professional development hours
15required under subsection (e) is reduced by 20% for any
16renewal cycle that includes the 2021-2022 school year.
17    (f) At the time of renewal, each licensee shall respond to
18the required questions under penalty of perjury.
19    (f-5) The State Board of Education shall conduct random
20audits of licensees to verify a licensee's fulfillment of the
21professional development hours required under this Section.
22Upon completion of a random audit, if it is determined by the
23State Board of Education that the licensee did not complete
24the required number of professional development hours or did
25not provide sufficient proof of completion, the licensee shall
26be notified that his or her license has lapsed. A license that

 

 

SB3156- 60 -LRB103 36143 RJT 66235 b

1has lapsed under this subsection may be reinstated as provided
2in subsection (b).
3    (g) The following entities shall be designated as approved
4to provide professional development activities for the renewal
5of Professional Educator Licenses:
6        (1) The State Board of Education.
7        (2) Regional offices of education and intermediate
8    service centers.
9        (3) Illinois professional associations representing
10    the following groups that are approved by the State
11    Superintendent of Education:
12            (A) school administrators;
13            (B) principals;
14            (C) school business officials;
15            (D) teachers, including special education
16        teachers;
17            (E) school boards;
18            (F) school districts;
19            (G) parents; and
20            (H) school service personnel.
21        (4) Regionally accredited institutions of higher
22    education that offer Illinois-approved educator
23    preparation programs and public community colleges subject
24    to the Public Community College Act.
25        (5) Illinois public school districts, charter schools
26    authorized under Article 27A of this Code, and joint

 

 

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1    educational programs authorized under Article 10 of this
2    Code for the purposes of providing career and technical
3    education or special education services.
4        (6) A not-for-profit organization that, as of December
5    31, 2014 (the effective date of Public Act 98-1147), has
6    had or has a grant from or a contract with the State Board
7    of Education to provide professional development services
8    in the area of English Learning to Illinois school
9    districts, teachers, or administrators.
10        (7) State agencies, State boards, and State
11    commissions.
12        (8) Museums as defined in Section 10 of the Museum
13    Disposition of Property Act.
14    (h) Approved providers under subsection (g) of this
15Section shall make available professional development
16opportunities that satisfy at least one of the following:
17        (1) increase the knowledge and skills of school and
18    district leaders who guide continuous professional
19    development;
20        (2) improve the learning of students;
21        (3) organize adults into learning communities whose
22    goals are aligned with those of the school and district;
23        (4) deepen educator's content knowledge;
24        (5) provide educators with research-based
25    instructional strategies to assist students in meeting
26    rigorous academic standards;

 

 

SB3156- 62 -LRB103 36143 RJT 66235 b

1        (6) prepare educators to appropriately use various
2    types of classroom assessments;
3        (7) use learning strategies appropriate to the
4    intended goals;
5        (8) provide educators with the knowledge and skills to
6    collaborate;
7        (9) prepare educators to apply research to decision
8    making;
9        (10) provide educators with training on inclusive
10    practices in the classroom that examines instructional and
11    behavioral strategies that improve academic and
12    social-emotional outcomes for all students, with or
13    without disabilities, in a general education setting; or
14        (11) beginning on July 1, 2022, provide educators with
15    training on the physical and mental health needs of
16    students, student safety, educator ethics, professional
17    conduct, and other topics that address the well-being of
18    students and improve the academic and social-emotional
19    outcomes of students.
20    (i) Approved providers under subsection (g) of this
21Section shall do the following:
22        (1) align professional development activities to the
23    State-approved national standards for professional
24    learning;
25        (2) meet the professional development criteria for
26    Illinois licensure renewal;

 

 

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1        (3) produce a rationale for the activity that explains
2    how it aligns to State standards and identify the
3    assessment for determining the expected impact on student
4    learning or school improvement;
5        (4) maintain original documentation for completion of
6    activities;
7        (5) provide license holders with evidence of
8    completion of activities;
9        (6) request an Illinois Educator Identification Number
10    (IEIN) for each educator during each professional
11    development activity; and
12        (7) beginning on July 1, 2019, register annually with
13    the State Board of Education prior to offering any
14    professional development opportunities in the current
15    fiscal year.
16    (j) The State Board of Education shall conduct annual
17audits of a subset of approved providers, except for school
18districts, which shall be audited by regional offices of
19education and intermediate service centers. The State Board of
20Education shall ensure that each approved provider, except for
21a school district, is audited at least once every 5 years. The
22State Board of Education may conduct more frequent audits of
23providers if evidence suggests the requirements of this
24Section or administrative rules are not being met.
25        (1) (Blank).
26        (2) Approved providers shall comply with the

 

 

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1    requirements in subsections (h) and (i) of this Section by
2    annually submitting data to the State Board of Education
3    demonstrating how the professional development activities
4    impacted one or more of the following:
5            (A) educator and student growth in regards to
6        content knowledge or skills, or both;
7            (B) educator and student social and emotional
8        growth; or
9            (C) alignment to district or school improvement
10        plans.
11        (3) The State Superintendent of Education shall review
12    the annual data collected by the State Board of Education,
13    regional offices of education, and intermediate service
14    centers in audits conducted under this subsection (j) to
15    determine if the approved provider has met the criteria
16    and should continue to be an approved provider or if
17    further action should be taken as provided in rules.
18    (k) Registration fees shall be paid for the next renewal
19cycle between April 1 and June 30 in the last year of each
205-year renewal cycle using ELIS. If all required professional
21development hours for the renewal cycle have been completed
22and entered by the licensee, the licensee shall pay the
23registration fees for the next cycle using a form of credit or
24debit card.
25    (l) Any professional educator licensee endorsed for school
26support personnel who is employed and performing services in

 

 

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1Illinois public schools and who holds an active and current
2professional license issued by the Department of Financial and
3Professional Regulation or a national certification board, as
4approved by the State Board of Education, related to the
5endorsement areas on the Professional Educator License shall
6be deemed to have satisfied the continuing professional
7development requirements provided for in this Section. Such
8individuals shall be required to pay only registration fees to
9renew the Professional Educator License. An individual who
10does not hold a license issued by the Department of Financial
11and Professional Regulation shall complete professional
12development requirements for the renewal of a Professional
13Educator License provided for in this Section.
14    (m) Appeals to the State Educator Preparation and
15Licensure Board must be made within 30 days after receipt of
16notice from the State Superintendent of Education that a
17license will not be renewed based upon failure to complete the
18requirements of this Section. A licensee may appeal that
19decision to the State Educator Preparation and Licensure Board
20in a manner prescribed by rule.
21        (1) Each appeal shall state the reasons why the State
22    Superintendent's decision should be reversed and shall be
23    sent by certified mail, return receipt requested, to the
24    State Board of Education.
25        (2) The State Educator Preparation and Licensure Board
26    shall review each appeal regarding renewal of a license

 

 

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1    within 90 days after receiving the appeal in order to
2    determine whether the licensee has met the requirements of
3    this Section. The State Educator Preparation and Licensure
4    Board may hold an appeal hearing or may make its
5    determination based upon the record of review, which shall
6    consist of the following:
7            (A) the regional superintendent of education's
8        rationale for recommending nonrenewal of the license,
9        if applicable;
10            (B) any evidence submitted to the State
11        Superintendent along with the individual's electronic
12        statement of assurance for renewal; and
13            (C) the State Superintendent's rationale for
14        nonrenewal of the license.
15        (3) The State Educator Preparation and Licensure Board
16    shall notify the licensee of its decision regarding
17    license renewal by certified mail, return receipt
18    requested, no later than 30 days after reaching a
19    decision. Upon receipt of notification of renewal, the
20    licensee, using ELIS, shall pay the applicable
21    registration fee for the next cycle using a form of credit
22    or debit card.
23    (n) The State Board of Education may adopt rules as may be
24necessary to implement this Section.
25(Source: P.A. 102-676, eff. 12-3-21; 102-710, eff. 4-27-22;
26102-730, eff. 5-6-22; 102-852, eff. 5-13-22; 103-154, eff.

 

 

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16-30-23.)
 
2    (105 ILCS 5/21B-50)
3    Sec. 21B-50. Alternative Educator Licensure Program for
4Teachers.
5    (a) There is established an alternative educator licensure
6program, to be known as the Alternative Educator Licensure
7Program for Teachers.
8    (b) The Alternative Educator Licensure Program for
9Teachers may be offered by a recognized institution approved
10to offer educator preparation programs by the State Board of
11Education, in consultation with the State Educator Preparation
12and Licensure Board.
13    The program shall be comprised of up to 3 phases:
14        (1) A course of study that at a minimum includes
15    instructional planning; instructional strategies,
16    including special education, reading, and English language
17    learning; classroom management; and the assessment of
18    students and use of data to drive instruction.
19        (2) A year of residency, which is a candidate's
20    assignment to a full-time teaching position or as a
21    co-teacher for one full school year. An individual must
22    hold an Educator License with Stipulations with an
23    alternative provisional educator endorsement in order to
24    enter the residency. In residency, the candidate must: be
25    assigned an effective, fully licensed teacher by the

 

 

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1    principal or principal equivalent to act as a mentor and
2    coach the candidate through residency, complete additional
3    program requirements that address required State and
4    national standards, pass the State Board's teacher
5    performance assessment, if required under Section 21B-30,
6    and be recommended by the principal or qualified
7    equivalent of a principal, as required under subsection
8    (d) of this Section, and the program coordinator to be
9    recommended for full licensure or to continue with a
10    second year of the residency.
11        (3) (Blank).
12        (4) A comprehensive assessment of the candidate's
13    teaching effectiveness, as evaluated by the principal or
14    qualified equivalent of a principal, as required under
15    subsection (d) of this Section, and the program
16    coordinator, at the end of either the first or the second
17    year of residency. If there is disagreement between the 2
18    evaluators about the candidate's teaching effectiveness at
19    the end of the first year of residency, a second year of
20    residency shall be required. If there is disagreement
21    between the 2 evaluators at the end of the second year of
22    residency, the candidate may complete one additional year
23    of residency teaching under a professional development
24    plan developed by the principal or qualified equivalent
25    and the preparation program. At the completion of the
26    third year, a candidate must have positive evaluations and

 

 

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1    a recommendation for full licensure from both the
2    principal or qualified equivalent and the program
3    coordinator or no Professional Educator License shall be
4    issued.
5    Successful completion of the program shall be deemed to
6satisfy any other practice or student teaching and content
7matter requirements established by law.
8    (c) An alternative provisional educator endorsement on an
9Educator License with Stipulations is valid for up to 2 years
10of teaching in the public schools, including without
11limitation a preschool educational program under Section
122-3.71 of this Code or charter school, or in a
13State-recognized nonpublic school in which the chief
14administrator is required to have the licensure necessary to
15be a principal in a public school in this State and in which a
16majority of the teachers are required to have the licensure
17necessary to be instructors in a public school in this State,
18but may be renewed for a third year if needed to complete the
19Alternative Educator Licensure Program for Teachers. The
20endorsement shall be issued only once to an individual who
21meets all of the following requirements:
22        (1) Has graduated from a regionally accredited college
23    or university with a bachelor's degree or higher.
24        (2) (Blank).
25        (3) Has completed a major in the content area if
26    seeking a middle or secondary level endorsement or, if

 

 

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1    seeking an early childhood, elementary, or special
2    education endorsement, has completed a major in the
3    content area of early childhood reading, English/language
4    arts, mathematics, or one of the sciences. If the
5    individual does not have a major in a content area for any
6    level of teaching, he or she must submit transcripts to
7    the State Board of Education to be reviewed for
8    equivalency.
9        (4) Has successfully completed phase (1) of subsection
10    (b) of this Section.
11        (5) Has passed a content area test required for the
12    specific endorsement for admission into the program, as
13    required under Section 21B-30 of this Code.
14    A candidate possessing the alternative provisional
15educator endorsement may receive a salary, benefits, and any
16other terms of employment offered to teachers in the school
17who are members of an exclusive bargaining representative, if
18any, but a school is not required to provide these benefits
19during the years of residency if the candidate is serving only
20as a co-teacher. If the candidate is serving as the teacher of
21record, the candidate must receive a salary, benefits, and any
22other terms of employment. Residency experiences must not be
23counted towards tenure.
24    (d) The recognized institution offering the Alternative
25Educator Licensure Program for Teachers must partner with a
26school district, including without limitation a preschool

 

 

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1educational program under Section 2-3.71 of this Code or
2charter school, or a State-recognized, nonpublic school in
3this State in which the chief administrator is required to
4have the licensure necessary to be a principal in a public
5school in this State and in which a majority of the teachers
6are required to have the licensure necessary to be instructors
7in a public school in this State. A recognized institution
8that partners with a public school district administering a
9preschool educational program under Section 2-3.71 of this
10Code must require a principal to recommend or evaluate
11candidates in the program. A recognized institution that
12partners with an eligible entity administering a preschool
13educational program under Section 2-3.71 of this Code and that
14is not a public school district must require a principal or
15qualified equivalent of a principal to recommend or evaluate
16candidates in the program. The program presented for approval
17by the State Board of Education must demonstrate the supports
18that are to be provided to assist the provisional teacher
19during the one-year 1-year or 2-year residency period and if
20the residency period is to be less than 2 years in length,
21assurances from the partner school districts to provide
22intensive mentoring and supports through at least the end of
23the second full year of teaching for educators who completed
24the Alternative Educator Educators Licensure Program for
25Teachers in less than 2 years. These supports must, at a
26minimum, provide additional contact hours with mentors during

 

 

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1the first year of residency.
2    (e) Upon completion of phases under paragraphs (1), (2),
3(4), and, if needed, (3) in subsection (b) of this Section and
4all assessments required under Section 21B-30 of this Code, an
5individual shall receive a Professional Educator License.
6    (f) The State Board of Education, in consultation with the
7State Educator Preparation and Licensure Board, may adopt such
8rules as may be necessary to establish and implement the
9Alternative Educator Licensure Program for Teachers.
10(Source: P.A. 103-111, eff. 6-29-23; 103-488, eff. 8-4-23;
11revised 9-1-23.)
 
12    (105 ILCS 5/26-2)  (from Ch. 122, par. 26-2)
13    Sec. 26-2. Enrolled pupils not of compulsory school age.
14    (a) Any person having custody or control of a child who is
15below the age of 6 years or is 17 years of age or above and who
16is enrolled in any of grades kindergarten through 12 in the
17public school shall cause the child to attend the public
18school in the district wherein he or she resides when it is in
19session during the regular school term, unless the child is
20excused under Section 26-1 of this Code.
21    (b) A school district shall deny reenrollment in its
22secondary schools to any child 19 years of age or above who has
23dropped out of school and who could not, because of age and
24lack of credits, attend classes during the normal school year
25and graduate before his or her twenty-first birthday. A

 

 

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1district may, however, enroll the child in a graduation
2incentives program under Section 26-16 of this Code or an
3alternative learning opportunities program established under
4Article 13B. No child shall be denied reenrollment for the
5above reasons unless the school district first offers the
6child due process as required in cases of expulsion under
7Section 10-22.6. If a child is denied reenrollment after being
8provided with due process, the school district must provide
9counseling to that child and must direct that child to
10alternative educational programs, including adult education
11programs, that lead to graduation or receipt of a State of
12Illinois High School Diploma.
13    (c) A school or school district may deny enrollment to a
14student 17 years of age or older for one semester for failure
15to meet minimum attendance standards if all of the following
16conditions are met:
17        (1) The student was absent without valid cause for 20%
18    or more of the attendance days in the semester immediately
19    prior to the current semester.
20        (2) The student and the student's parent or guardian
21    are given written notice warning that the student is
22    subject to denial from enrollment for one semester unless
23    the student is absent without valid cause less than 20% of
24    the attendance days in the current semester.
25        (3) The student's parent or guardian is provided with
26    the right to appeal the notice, as determined by the State

 

 

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1    Board of Education in accordance with due process.
2        (4) The student is provided with attendance
3    remediation services, including without limitation
4    assessment, counseling, and support services.
5        (5) The student is absent without valid cause for 20%
6    or more of the attendance days in the current semester.
7    A school or school district may not deny enrollment to a
8student (or reenrollment to a dropout) who is at least 17 years
9of age or older but below 19 years for more than one
10consecutive semester for failure to meet attendance standards.
11    (d) No child may be denied reenrollment under this Section
12in violation of the federal Individuals with Disabilities
13Education Act or the Americans with Disabilities Act.
14    (e) In this subsection (e), "reenrolled student" means a
15dropout who has reenrolled full-time in a public school. Each
16school district shall identify, track, and report on the
17educational progress and outcomes of reenrolled students as a
18subset of the district's required reporting on all
19enrollments. A reenrolled student who again drops out must not
20be counted again against a district's dropout rate performance
21measure. The State Board of Education shall set performance
22standards for programs serving reenrolled students.
23    (f) The State Board of Education shall adopt any rules
24necessary to implement the changes to this Section made by
25Public Act 93-803.
26(Source: P.A. 102-981, eff. 1-1-23; 102-1100, eff. 1-1-23;

 

 

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1103-154, eff. 6-30-23.)
 
2    (105 ILCS 5/27-22.2)  (from Ch. 122, par. 27-22.2)
3    Sec. 27-22.2. Career and technical Vocational education
4elective. Whenever the school board of any school district
5which maintains grades 9 through 12 establishes a list of
6courses from which secondary school students each must elect
7at least one course, to be completed along with other course
8requirements as a pre-requisite to receiving a high school
9diploma, that school board must include on the list of such
10elective courses at least one course in career and technical
11vocational education.
12(Source: P.A. 84-1334; 84-1438.)
 
13    (105 ILCS 5/34-8.05)
14    Sec. 34-8.05. Reporting firearms in schools. On or after
15January 1, 1997, upon receipt of any written, electronic, or
16verbal report from any school personnel regarding a verified
17incident involving a firearm in a school or on school owned or
18leased property, including any conveyance owned, leased, or
19used by the school for the transport of students or school
20personnel, the general superintendent or his or her designee
21shall report all such firearm-related incidents occurring in a
22school or on school property to (i) the local law enforcement
23authorities no later than 24 hours after the occurrence of the
24incident, (ii) and to the Illinois State Police in a form,

 

 

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1manner, and frequency as prescribed by the Illinois State
2Police, and (iii) the State Board of Education through
3existing school incident data reporting systems by no later
4than August 1 for the preceding school year.
5    The State Board of Education shall receive an annual
6statistical compilation and related data associated with
7incidents involving firearms in schools from the Illinois
8State Police. As used in this Section, the term "firearm"
9shall have the meaning ascribed to it in Section 1.1 of the
10Firearm Owners Identification Card Act.
11(Source: P.A. 102-538, eff. 8-20-21.)
 
12    Section 10. The School Safety Drill Act is amended by
13changing Sections 45 and 50 as follows:
 
14    (105 ILCS 128/45)
15    Sec. 45. Threat assessment procedure.
16    (a) Each school district must implement a threat
17assessment procedure that may be part of a school board policy
18on targeted school violence prevention. The procedure must
19include the creation of a threat assessment team. The team
20must include at least one law enforcement official and
21cross-disciplinary representatives of the district who are
22most directly familiar with the mental and behavioral health
23needs of students and staff. Such cross-disciplinary
24representatives may include all of the following members:

 

 

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1        (1) An administrator employed by the school district
2    or a special education cooperative that serves the school
3    district and is available to serve.
4        (2) A teacher employed by the school district or a
5    special education cooperative that serves the school
6    district and is available to serve.
7        (3) A school counselor employed by the school district
8    or a special education cooperative that serves the school
9    district and is available to serve.
10        (4) A school psychologist employed by the school
11    district or a special education cooperative that serves
12    the school district and is available to serve.
13        (5) A school social worker employed by the school
14    district or a special education cooperative that serves
15    the school district and is available to serve.
16        (6) (Blank). At least one law enforcement official.
17    If a school district is unable to establish a threat
18assessment team with school district staff and resources, it
19may utilize a regional behavioral threat assessment and
20intervention team that includes mental health professionals
21and representatives from the State, county, and local law
22enforcement agencies.
23    (b) A school district shall establish the threat
24assessment team under this Section no later than 180 days
25after August 23, 2019 (the effective date of Public Act
26101-455) and must implement an initial threat assessment

 

 

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1procedure no later than 120 days after August 23, 2019 (the
2effective date of Public Act 101-455). Each year prior to the
3start of the school year, the school board shall file the
4threat assessment procedure and a list identifying the members
5of the school district's threat assessment team or regional
6behavior threat assessment and intervention team with (i) a
7local law enforcement agency and (ii) the regional office of
8education or, with respect to a school district organized
9under Article 34 of the School Code, the State Board of
10Education.
11    (b-5) A charter school operating under a charter issued by
12a local board of education may adhere to the local board's
13threat assessment procedure or may implement its own threat
14assessment procedure in full compliance with the requirements
15of this Section. The charter agreement shall specify in detail
16how threat assessment procedures will be determined for the
17charter school.
18    (b-10) A special education cooperative operating under a
19joint agreement must implement its own threat assessment
20procedure in full compliance with the requirements of this
21Section, including the creation of a threat assessment team,
22which may consist of individuals employed by the member
23districts. The procedure must include actions the special
24education cooperative will take in partnership with its member
25districts to address a threat.
26    (c) Any sharing of student information under this Section

 

 

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1must comply with the federal Family Educational Rights and
2Privacy Act of 1974 and the Illinois School Student Records
3Act.
4    (d) (Blank).
5(Source: P.A. 102-791, eff. 5-13-22; 102-894, eff. 5-20-22;
6103-154, eff. 6-30-23; 103-175, eff. 6-30-23.)
 
7    (105 ILCS 128/50)
8    Sec. 50. Crisis response mapping data grants.
9    (a) Subject to appropriation, a public school district, a
10charter school, a special education cooperative or district,
11an education for employment system, a State-approved area
12career center, a public university laboratory school, the
13Illinois Mathematics and Science Academy, the Department of
14Juvenile Justice School District, a regional office of
15education, the Illinois School for the Deaf, the Illinois
16School for the Visually Impaired, the Philip J. Rock Center
17and School, an early childhood or preschool program supported
18by the Early Childhood Block Grant, or any other public school
19entity designated by the State Board of Education by rule, may
20apply to the State Board of Education or the State Board of
21Education or the State Board's designee for a grant to obtain
22crisis response mapping data and to provide copies of the
23crisis response mapping data to appropriate local, county,
24State, and federal first responders for use in response to
25emergencies. The crisis response mapping data shall be stored

 

 

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1and provided in an electronic or digital format to assist
2first responders in responding to emergencies at the school.
3    (b) Subject to appropriation, including funding for any
4administrative costs reasonably incurred by the State Board of
5Education or the State Board's designee in the administration
6of the grant program described by this Section, the State
7Board shall provide grants to any entity in subsection (a)
8upon approval of an application submitted by the entity to
9cover the costs incurred in obtaining crisis response mapping
10data under this Section. The grant application must include
11crisis response mapping data for all schools under the
12jurisdiction of the entity submitting the application,
13including, in the case of a public school district, any
14charter schools authorized by the school board for the school
15district.
16    (c) To be eligible for a grant under this Section, the
17crisis response mapping data must, at a minimum:
18        (1) be compatible and integrate into security software
19    platforms in use by the specific school for which the data
20    is provided without requiring local law enforcement
21    agencies or the school district to purchase additional
22    software or requiring the integration of third-party
23    software to view the data;
24        (2) be compatible with security software platforms in
25    use by the specific school for which the data is provided
26    without requiring local public safety agencies or the

 

 

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1    school district to purchase additional software or
2    requiring the integration of third-party software to view
3    the data;
4        (3) be capable of being provided in a printable
5    format;
6        (4) be verified for accuracy by an on-site
7    walk-through of the school building and grounds;
8        (5) be oriented to true north;
9        (6) be overlaid on current aerial imagery or plans of
10    the school building;
11        (7) contain site-specific labeling that matches the
12    structure of the school building, including room labels,
13    hallway names, and external door or stairwell numbers and
14    the location of hazards, critical utilities, key boxes,
15    automated external defibrillators, and trauma kits, and
16    that matches the school grounds, including parking areas,
17    athletic fields, surrounding roads, and neighboring
18    properties; and
19        (8) be overlaid with gridded x/y coordinates.
20    (d) Subject to appropriation, the crisis response mapping
21data may be reviewed annually to update the data as necessary.
22    (e) Crisis response mapping data obtained pursuant to this
23Section are confidential and exempt from disclosure under the
24Freedom of Information Act.
25    (f) The State Board may adopt rules to implement the
26provisions of this Section.

 

 

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1(Source: P.A. 103-8, eff. 6-7-23.)
 
2    Section 15. The Vocational Education Act is amended by
3changing Section 2.1 as follows:
 
4    (105 ILCS 435/2.1)  (from Ch. 122, par. 697.1)
5    Sec. 2.1. Gender Equity Advisory Committee.
6    (a) The Superintendent of the State Board of Education
7shall appoint a Gender Equity Advisory Committee consisting of
8at least 9 members to advise and consult with the State Board
9of Education and the State Board of Education's gender equity
10liaison coordinator in all aspects relating to ensuring that
11all students have equal educational opportunities to pursue
12high wage, high skill, and in-demand occupations leading to
13economic self-sufficiency.
14    (b) Membership shall include, without limitation, one
15regional career and technical education system director with
16experience in gender equity coordinator, 2 State Board of
17Education employees, an appointee of the Director of Labor,
18and 5 citizen appointees who have expertise in one or more of
19the following areas: nontraditional training and placement,
20service delivery to single parents, service delivery to
21displaced homemakers, service delivery to female, male, and
22nonbinary teens, service delivery to students of color,
23service delivery to members of special populations, including,
24but not limited to, individuals from economically

 

 

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1disadvantaged families, English learners, individuals with
2disabilities, individuals who are out of the workforce,
3individuals experiencing homelessness, migrants, individuals
4in foster care, and military students, business and industry
5experience, and career and technical education
6Education-to-Careers experience. Membership also may include
7employees from the Department of Commerce and Economic
8Opportunity, the Department of Human Services, and the
9Illinois Community College Board who have expertise in one or
10more of the areas listed in this subsection (b) for the citizen
11appointees. Appointments shall be made taking into
12consideration expertise of services provided in secondary,
13postsecondary, and community-based community based programs.
14    (c) Members shall initially be appointed to one-year one
15year terms commencing in January 1, 1990, and thereafter
,
16until January 1, 2025,
to 2-year two year terms commencing on
17January 1 of each odd numbered year. On January 1, 2025, the
18term of each member who is in office on that date shall
19terminate and members shall be appointed to new terms as
20follows. The career and technical education system director
21appointee, one State Board of Education appointee, the
22appointee of the Director of Labor, and 2 citizen appointees,
23as determined by the State Superintendent of Education, shall
24initially be appointed to 3-year terms and thereafter to
252-year terms; the remaining members of the committee shall
26initially and thereafter be appointed to 2-year terms; and all

 

 

SB3156- 84 -LRB103 36143 RJT 66235 b

1terms shall commence on January 1.
2    
Vacancies shall be filled as prescribed in subsection (b)
3for the remainder of the unexpired term.
4    (d) At the first meeting following the start of each
5calendar year, the Each newly appointed committee shall elect
6a Chair and Secretary from its members to serve until the first
7meeting of the subsequent calendar year. Members shall serve
8without compensation, but shall be reimbursed for expenses
9incurred in the performance of their duties. The Committee
10shall meet at least bi-annually and at other times at the call
11of the Chair or at the request of the State Board of
12Education's
gender equity liaison coordinator.
13    (e) On or before December 15, 2023, the Committee shall
14submit recommendations to the Governor, General Assembly, and
15State Board of Education regarding how school districts and
16the State Board of Education can better support historically
17disadvantaged males, including African American students and
18other students of color, to ensure educational equity.
19    (f) On and after December 31, 2023, subsection (e) is
20inoperative.
21(Source: P.A. 102-863, eff. 1-1-23.)
 
22    Section 95. No acceleration or delay. Where this Act makes
23changes in a statute that is represented in this Act by text
24that is not yet or no longer in effect (for example, a Section
25represented by multiple versions), the use of that text does

 

 

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1not accelerate or delay the taking effect of (i) the changes
2made by this Act or (ii) provisions derived from any other
3Public Act.

 

 

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1 INDEX
2 Statutes amended in order of appearance
3    105 ILCS 5/2-3.47a
4    105 ILCS 5/2-3.170
5    105 ILCS 5/10-20.12afrom Ch. 122, par. 10-20.12a
6    105 ILCS 5/10-20.17afrom Ch. 122, par. 10-20.17a
7    105 ILCS 5/10-20.56
8    105 ILCS 5/10-22.24b
9    105 ILCS 5/10-27.1A
10    105 ILCS 5/10-27.1B
11    105 ILCS 5/21B-45
12    105 ILCS 5/21B-50
13    105 ILCS 5/26-2from Ch. 122, par. 26-2
14    105 ILCS 5/27-22.2from Ch. 122, par. 27-22.2
15    105 ILCS 5/34-8.05
16    105 ILCS 128/45
17    105 ILCS 128/50
18    105 ILCS 435/2.1from Ch. 122, par. 697.1