Full Text of HB3123 99th General Assembly
HB3123ham001 99TH GENERAL ASSEMBLY | Rep. Robert W. Pritchard Filed: 4/20/2015
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| 1 | | AMENDMENT TO HOUSE BILL 3123
| 2 | | AMENDMENT NO. ______. Amend House Bill 3123 by replacing | 3 | | everything after the enacting clause with the following:
| 4 | | "Section 5. The School Code is amended by changing Section | 5 | | 10-22.24b as follows:
| 6 | | (105 ILCS 5/10-22.24b)
| 7 | | Sec. 10-22.24b. School counseling services. School | 8 | | counseling services in public schools may be provided by school | 9 | | counselors as defined in Section 10-22.24a of this Code or by | 10 | | individuals who hold a Professional Educator License with a | 11 | | school support personnel endorsement in the area of school | 12 | | counseling under Section 21B-25 of this Code. | 13 | | School counseling services may include, but are not limited | 14 | | to: | 15 | | (1) designing and delivering a comprehensive school | 16 | | counseling program that promotes student achievement and |
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| 1 | | wellness; | 2 | | (2) incorporating the common core language into the | 3 | | school counselor's work and role; | 4 | | (3) school counselors working as culturally skilled | 5 | | professionals who act sensitively to promote social | 6 | | justice and equity in a pluralistic society; | 7 | | (4) providing individual and group counseling; | 8 | | (5) providing a core counseling curriculum that serves | 9 | | all students and addresses the knowledge and skills | 10 | | appropriate to their developmental level through a | 11 | | collaborative model of delivery involving the school | 12 | | counselor, classroom teachers, and other appropriate | 13 | | education professionals, and including prevention and | 14 | | pre-referral activities; | 15 | | (6) making referrals when necessary to appropriate | 16 | | offices or outside agencies; | 17 | | (7) providing college and career development | 18 | | activities and counseling; | 19 | | (8) developing individual career plans with students; | 20 | | (9) assisting all students with a college or | 21 | | post-secondary education plan; | 22 | | (10) intentionally addressing the career and college | 23 | | needs of first generation students; | 24 | | (11) educating all students on scholarships, financial | 25 | | aid, and preparation of the Federal Application for Federal | 26 | | Student Aid; |
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| 1 | | (12) collaborating with institutions of higher | 2 | | education and local community colleges so that students | 3 | | understand post-secondary education options and are ready | 4 | | to transition successfully; | 5 | | (13) providing crisis intervention and contributing to | 6 | | the development of a specific crisis plan within the school | 7 | | setting in collaboration with multiple stakeholders; | 8 | | (14) educating students, teachers, and parents on | 9 | | anxiety, depression, cutting, and suicide issues and | 10 | | intervening with students who present with these issues; | 11 | | (15) providing counseling and other resources to | 12 | | students who are in crisis; | 13 | | (16) providing resources for those students who do not | 14 | | have access to mental health services; | 15 | | (17) addressing bullying and conflict resolution with | 16 | | all students; | 17 | | (18) teaching communication skills and helping | 18 | | students develop positive relationships; | 19 | | (19) using culturally-sensitive skills in working with | 20 | | all students to promote wellness; | 21 | | (20) addressing the needs of undocumented students in | 22 | | the school, as well as students who are legally in the | 23 | | United States, but whose parents are undocumented; | 24 | | (21) contributing to a student's functional behavioral | 25 | | assessment, as well as assisting in the development of | 26 | | non-aversive behavioral intervention strategies; |
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| 1 | | (22) (i) assisting actively supporting students in | 2 | | need of special education services by implementing the | 3 | | academic supports and social-emotional and college or | 4 | | career development counseling services or interventions | 5 | | per a student's individualized education program (IEP); | 6 | | (ii) facilitating, participating in , or contributing to a | 7 | | student's individualized education plan ( IEP ) and | 8 | | completing a social-developmental history ; or (iii) | 9 | | providing services to a student with a disability under the | 10 | | student's IEP or federal Section 504 plan, as recommended | 11 | | by the student's IEP team or Section 504 plan team and in | 12 | | compliance with federal and State laws and rules governing | 13 | | the provision of educational and related services and | 14 | | school-based accommodations to students with
disabilities | 15 | | and the qualifications of school personnel to provide such | 16 | | services and accommodations ; | 17 | | (23) assisting in the development of a personal | 18 | | educational plan with each student; | 19 | | (24) educating students on dual credit and learning | 20 | | opportunities on the Internet; | 21 | | (25) providing information for all students in the | 22 | | selection of courses that will lead to post-secondary | 23 | | education opportunities toward a successful career; | 24 | | (26) interpreting achievement test results and guiding | 25 | | students in appropriate directions; | 26 | | (27) counseling with students, families, and teachers , |
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| 1 | | in compliance with federal and State laws accordance with | 2 | | the rules and regulations governing the provision of | 3 | | related services ; | 4 | | (28) providing families with opportunities for | 5 | | education and counseling as appropriate in relation to the | 6 | | student's educational assessment; | 7 | | (29) consulting and collaborating with teachers and | 8 | | other school personnel regarding behavior management and | 9 | | intervention plans and inclusion in support of students; | 10 | | (30) teaming and partnering with staff, parents, | 11 | | businesses, and community organizations to support student | 12 | | achievement and social-emotional learning standards for | 13 | | all students; | 14 | | (31) developing and implementing school-based | 15 | | prevention programs, including, but not limited to, | 16 | | mediation and violence prevention, implementing social and | 17 | | emotional education programs and services, and | 18 | | establishing and implementing bullying prevention and | 19 | | intervention programs; | 20 | | (32) developing culturally-sensitive assessment | 21 | | instruments for measuring school counseling prevention and | 22 | | intervention effectiveness and collecting, analyzing, and | 23 | | interpreting data; | 24 | | (33) participating on school and district committees | 25 | | to advocate for student programs and resources, as well as | 26 | | establishing a school counseling advisory council that |
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| 1 | | includes representatives of key stakeholders selected to | 2 | | review and advise on the implementation of the school | 3 | | counseling program; | 4 | | (34) acting as a liaison between the public schools and | 5 | | community resources and building relationships with | 6 | | important stakeholders, such as families, administrators, | 7 | | teachers, and board members; | 8 | | (35) maintaining organized, clear, and useful records | 9 | | in a confidential manner consistent with Section 5 of the | 10 | | Illinois School Student Records Act, the Family | 11 | | Educational Rights and Privacy Act, and the Health | 12 | | Insurance Portability and Accountability Act; | 13 | | (36) presenting an annual agreement to the | 14 | | administration, including a formal discussion of the | 15 | | alignment of school and school counseling program missions | 16 | | and goals and detailing specific school counselor | 17 | | responsibilities; | 18 | | (37) identifying and implementing culturally-sensitive | 19 | | measures of success for student competencies in each of the | 20 | | 3 domains of academic, social and emotional, and college | 21 | | and career learning based on planned and periodic | 22 | | assessment of the comprehensive developmental school | 23 | | counseling program; | 24 | | (38) collaborating as a team member in Response to | 25 | | Intervention (RtI) and other school initiatives; | 26 | | (39) conducting observations and participating in |
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| 1 | | recommendations or interventions regarding the placement | 2 | | of children in educational programs or special education | 3 | | classes; | 4 | | (40) analyzing data and results of school counseling | 5 | | program assessments, including curriculum, small-group, | 6 | | and closing-the-gap results reports, and designing | 7 | | strategies to continue to improve program effectiveness; | 8 | | (41) analyzing data and results of school counselor | 9 | | competency assessments; | 10 | | (42) following American School Counselor Association | 11 | | Ethical Standards for School Counselors to demonstrate | 12 | | high standards of integrity, leadership, and | 13 | | professionalism; | 14 | | (43) knowing and embracing common core standards by | 15 | | using common core language; | 16 | | (44) practicing as a culturally-skilled school | 17 | | counselor by infusing the multicultural competencies | 18 | | within the role of the school counselor, including the | 19 | | practice of culturally-sensitive attitudes and beliefs, | 20 | | knowledge, and skills; | 21 | | (45) infusing the Social-Emotional Standards, as | 22 | | presented in the State Board of Education standards, across | 23 | | the curriculum and in the counselor's role in ways that | 24 | | empower and enable students to achieve academic success | 25 | | across all grade levels; | 26 | | (46) providing services only in areas in which the |
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| 1 | | school counselor has appropriate training or expertise, as | 2 | | well as only providing counseling or consulting services | 3 | | within his or her employment to any student in the district | 4 | | or districts which employ such school counselor, in | 5 | | accordance with professional ethics; | 6 | | (47) having adequate training in supervision knowledge | 7 | | and skills in order to supervise school counseling interns | 8 | | enrolled in graduate school counselor preparation programs | 9 | | that meet the standards established by the State Board of | 10 | | Education; | 11 | | (48) being involved with State and national | 12 | | professional associations; | 13 | | (49) participating, at least once every 2 years, in an | 14 | | in-service training program for school counselors | 15 | | conducted by persons with expertise in domestic and sexual | 16 | | violence and the needs of expectant and parenting youth, | 17 | | which shall include training concerning (i) communicating | 18 | | with and listening to youth victims of domestic or sexual | 19 | | violence and expectant and parenting youth, (ii) | 20 | | connecting youth victims of domestic or sexual violence and | 21 | | expectant and parenting youth to appropriate in-school | 22 | | services and other agencies, programs, and services as | 23 | | needed, and (iii) implementing the school district's | 24 | | policies, procedures, and protocols with regard to such | 25 | | youth, including confidentiality; at a minimum, school | 26 | | personnel must be trained to understand, provide |
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| 1 | | information and referrals, and address issues pertaining | 2 | | to youth who are parents, expectant parents, or victims of | 3 | | domestic or sexual violence; | 4 | | (50) participating, at least every 2 years, in an | 5 | | in-service training program for school counselors | 6 | | conducted by persons with expertise in anaphylactic | 7 | | reactions and management; | 8 | | (51) participating, at least once every 2 years, in an | 9 | | in-service training on educator ethics, teacher-student | 10 | | conduct, and school employee-student conduct for all | 11 | | personnel; | 12 | | (52) participating, in addition to other topics at | 13 | | in-service training programs, in training to identify the | 14 | | warning signs of mental illness and suicidal behavior in | 15 | | adolescents and teenagers and learning appropriate | 16 | | intervention and referral techniques; | 17 | | (53) obtaining training to have a basic knowledge of | 18 | | matters relating to acquired immunodeficiency syndrome | 19 | | (AIDS), including the nature of the disease, its causes and | 20 | | effects, the means of detecting it and preventing its | 21 | | transmission, and the availability of appropriate sources | 22 | | of counseling and referral and any other information that | 23 | | may be appropriate considering the age and grade level of | 24 | | the pupils; the school board shall supervise such training | 25 | | and the State Board of Education and the Department of | 26 | | Public Health shall jointly develop standards for such |
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| 1 | | training; and | 2 | | (54) participating in mandates from the State Board of | 3 | | Education for bullying education and social-emotional | 4 | | literary. | 5 | | School districts may employ a sufficient number of school | 6 | | counselors to maintain the national and State recommended | 7 | | student-counselor ratio of 250 to 1. School districts may have | 8 | | school counselors spend at least 80% of his or her work time in | 9 | | direct contact with students. | 10 | | Nothing in this Section prohibits other qualified | 11 | | professionals, including other endorsed school support | 12 | | personnel, from providing the services listed in this Section.
| 13 | | (Source: P.A. 98-918, eff. 8-15-14.)
| 14 | | Section 99. Effective date. This Act takes effect upon | 15 | | becoming law.".
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