(105 ILCS 5/10-22.24b)
    Sec. 10-22.24b. School counseling services. School counseling services in public schools may be provided by school counselors as defined in Section 10-22.24a of this Code or by individuals who hold a Professional Educator License with a school support personnel endorsement in the area of school counseling under Section 21B-25 of this Code.
    School counseling services may include, but are not limited to:
        (1) designing and delivering a comprehensive school
    
counseling program that promotes student achievement and wellness;
        (2) incorporating the common core language into the
    
school counselor's work and role;
        (3) school counselors working as culturally skilled
    
professionals who act sensitively to promote social justice and equity in a pluralistic society;
        (4) providing individual and group counseling;
        (5) providing a core counseling curriculum that
    
serves all students and addresses the knowledge and skills appropriate to their developmental level through a collaborative model of delivery involving the school counselor, classroom teachers, and other appropriate education professionals, and including prevention and pre-referral activities;
        (6) making referrals when necessary to appropriate
    
offices or outside agencies;
        (7) providing college and career development
    
activities and counseling;
        (8) developing individual career plans with students;
        (9) assisting all students with a college or
    
post-secondary education plan;
        (10) intentionally addressing the career and college
    
needs of first generation students;
        (11) educating all students on scholarships,
    
financial aid, and preparation of the Federal Application for Federal Student Aid;
        (12) collaborating with institutions of higher
    
education and local community colleges so that students understand post-secondary education options and are ready to transition successfully;
        (13) providing crisis intervention and contributing
    
to the development of a specific crisis plan within the school setting in collaboration with multiple stakeholders;
        (14) educating students, teachers, and parents on
    
anxiety, depression, cutting, and suicide issues and intervening with students who present with these issues;
        (15) providing counseling and other resources to
    
students who are in crisis;
        (16) providing resources for those students who do
    
not have access to mental health services;
        (17) addressing bullying and conflict resolution with
    
all students;
        (18) teaching communication skills and helping
    
students develop positive relationships;
        (19) using culturally-sensitive skills in working
    
with all students to promote wellness;
        (20) addressing the needs of undocumented students in
    
the school, as well as students who are legally in the United States, but whose parents are undocumented;
        (21) contributing to a student's functional
    
behavioral assessment, as well as assisting in the development of non-aversive behavioral intervention strategies;
        (22) (i) assisting students in need of special
    
education services by implementing the academic supports and social-emotional and college or career development counseling services or interventions per a student's individualized education program (IEP); (ii) participating in or contributing to a student's IEP and completing a social-developmental history; or (iii) providing services to a student with a disability under the student's IEP or federal Section 504 plan, as recommended by the student's IEP team or Section 504 plan team and in compliance with federal and State laws and rules governing the provision of educational and related services and school-based accommodations to students with disabilities and the qualifications of school personnel to provide such services and accommodations;
        (23) assisting in the development of a personal
    
educational plan with each student;
        (24) educating students on dual credit and learning
    
opportunities on the Internet;
        (25) providing information for all students in the
    
selection of courses that will lead to post-secondary education opportunities toward a successful career;
        (26) interpreting achievement test results and
    
guiding students in appropriate directions;
        (27) counseling with students, families, and
    
teachers, in compliance with federal and State laws;
        (28) providing families with opportunities for
    
education and counseling as appropriate in relation to the student's educational assessment;
        (29) consulting and collaborating with teachers and
    
other school personnel regarding behavior management and intervention plans and inclusion in support of students;
        (30) teaming and partnering with staff, parents,
    
businesses, and community organizations to support student achievement and social-emotional learning standards for all students;
        (31) developing and implementing school-based
    
prevention programs, including, but not limited to, mediation and violence prevention, implementing social and emotional education programs and services, and establishing and implementing bullying prevention and intervention programs;
        (32) developing culturally-sensitive assessment
    
instruments for measuring school counseling prevention and intervention effectiveness and collecting, analyzing, and interpreting data;
        (33) participating on school and district committees
    
to advocate for student programs and resources, as well as establishing a school counseling advisory council that includes representatives of key stakeholders selected to review and advise on the implementation of the school counseling program;
        (34) acting as a liaison between the public schools
    
and community resources and building relationships with important stakeholders, such as families, administrators, teachers, and board members;
        (35) maintaining organized, clear, and useful records
    
in a confidential manner consistent with Section 5 of the Illinois School Student Records Act, the Family Educational Rights and Privacy Act, and the Health Insurance Portability and Accountability Act;
        (36) presenting an annual agreement to the
    
administration, including a formal discussion of the alignment of school and school counseling program missions and goals and detailing specific school counselor responsibilities;
        (37) identifying and implementing
    
culturally-sensitive measures of success for student competencies in each of the 3 domains of academic, social and emotional, and college and career learning based on planned and periodic assessment of the comprehensive developmental school counseling program;
        (38) collaborating as a team member in Response to
    
Intervention (RtI) and other school initiatives;
        (39) conducting observations and participating in
    
recommendations or interventions regarding the placement of children in educational programs or special education classes;
        (40) analyzing data and results of school counseling
    
program assessments, including curriculum, small-group, and closing-the-gap results reports, and designing strategies to continue to improve program effectiveness;
        (41) analyzing data and results of school counselor
    
competency assessments;
        (42) following American School Counselor Association
    
Ethical Standards for School Counselors to demonstrate high standards of integrity, leadership, and professionalism;
        (43) knowing and embracing common core standards by
    
using common core language;
        (44) practicing as a culturally-skilled school
    
counselor by infusing the multicultural competencies within the role of the school counselor, including the practice of culturally-sensitive attitudes and beliefs, knowledge, and skills;
        (45) infusing the Social-Emotional Standards, as
    
presented in the State Board of Education standards, across the curriculum and in the counselor's role in ways that empower and enable students to achieve academic success across all grade levels;
        (46) providing services only in areas in which the
    
school counselor has appropriate training or expertise, as well as only providing counseling or consulting services within his or her employment to any student in the district or districts which employ such school counselor, in accordance with professional ethics;
        (47) having adequate training in supervision
    
knowledge and skills in order to supervise school counseling interns enrolled in graduate school counselor preparation programs that meet the standards established by the State Board of Education;
        (48) being involved with State and national
    
professional associations;
        (49) participating, at least once every 2 years, in
    
an in-service training program for school counselors conducted by persons with expertise in domestic and sexual violence and the needs of expectant and parenting youth, which shall include training concerning (i) communicating with and listening to youth victims of domestic or sexual violence and expectant and parenting youth, (ii) connecting youth victims of domestic or sexual violence and expectant and parenting youth to appropriate in-school services and other agencies, programs, and services as needed, and (iii) implementing the school district's policies, procedures, and protocols with regard to such youth, including confidentiality; at a minimum, school personnel must be trained to understand, provide information and referrals, and address issues pertaining to youth who are parents, expectant parents, or victims of domestic or sexual violence;
        (50) participating, at least every 2 years, in an
    
in-service training program for school counselors conducted by persons with expertise in anaphylactic reactions and management;
        (51) participating, at least once every 2 years, in
    
an in-service training on educator ethics, teacher-student conduct, and school employee-student conduct for all personnel;
        (52) participating, in addition to other topics at
    
in-service training programs, in training to identify the warning signs of mental illness and suicidal behavior in adolescents and teenagers and learning appropriate intervention and referral techniques;
        (53) obtaining training to have a basic knowledge of
    
matters relating to acquired immunodeficiency syndrome (AIDS), including the nature of the disease, its causes and effects, the means of detecting it and preventing its transmission, and the availability of appropriate sources of counseling and referral and any other information that may be appropriate considering the age and grade level of the pupils; the school board shall supervise such training and the State Board of Education and the Department of Public Health shall jointly develop standards for such training; and
        (54) participating in mandates from the State Board
    
of Education for bullying education and social-emotional literary.
    School districts may employ a sufficient number of school counselors to maintain the national and State recommended student-counselor ratio of 250 to 1. School districts may have school counselors spend at least 80% of his or her work time in direct contact with students.
    Nothing in this Section prohibits other qualified professionals, including other endorsed school support personnel, from providing the services listed in this Section.
(Source: P.A. 98-918, eff. 8-15-14; 99-276, eff. 8-5-15.)