(105 ILCS 5/10-22.22c) (from Ch. 122, par. 10-22.22c)
Sec. 10-22.22c.
(a) Subject to the following provisions of this
Section two or more contiguous school districts each of which
has an enrollment in grades 9 through 12 of less than 600 students may,
when in their judgment the interest of the districts and of the students
therein will be best served, jointly operate one or more cooperative high
schools. Such action shall be taken for a minimum period of 20 school years,
and may be taken only with the approval of the voters of each district. A
district with 600 or more students enrolled in grades 9 through 12
may qualify for inclusion with one or more districts having less than 600
such students by receiving a size waiver from the State Board of Education
based on a finding that such inclusion would significantly increase the
educational opportunities of the district's students, and by meeting the
other prerequisites of this Section. The board of each district contemplating
such joint operation shall, by proper resolution, cause the proposition to
enter into such joint operation to be submitted to the voters of the
district at a regularly scheduled election. Notice shall be published at
least 10 days prior to the date of the election at least once in one or
more newspapers published in the district or, if no newspaper is published
in the district, in one or more newspapers with a general circulation
within the district. The notice shall be substantially in the following form:
NOTICE OF REFERENDUM FOR SCHOOL DISTRICT
NO. ....... AND SCHOOL DISTRICT NO. .......
TO JOINTLY OPERATE (A) COOPERATIVE HIGH
SCHOOL (SCHOOLS)
Notice is hereby given that on (insert date), a referendum will be held in ....... County (Counties) for
the purpose of voting for or against the proposition for School District No.
....... and School District No. ....... to jointly operate (a) cooperative high
school (schools).
The polls will be open at ....... o'clock ... m., and close at
....... o'clock ... m., of the same day.
A ........ B ........
Dated (insert date). Regional Superintendent of Schools
The proposition shall be in substantially the following form:
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Shall the Board of Education of School District No. ...., ..... YES County (Counties), Illinois be authorized to enter with into an agreement with School - - - - - - - - - - - - - - - - - - - - - - -
District No. ...., .... County (Counties), Illinois to jointly operate (a) cooperative high NO school (schools)? - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
If the majority of those voting on the proposition in each district vote
in favor of the proposition, the school boards of the participating
districts may, if they agree on terms, execute a contract for such joint
operation subject to the following provisions of this Section.
(b) The agreement for joint operation of any such cooperative high school shall include, but not be limited to, provisions for administration, staff, programs,
financing,
facilities, and
transportation. Such agreements
may
be modified, extended, or terminated by approval of each of the participating
districts,
provided that a district may withdraw from the agreement during its initial
20-year term only if the district is reorganizing with one or more districts
under other provisions of this Code. Even if 2 or more of the participating
district boards approve an
extension of the agreement, any other participating district shall, upon
failure of its board to approve such extension, disengage from such
participation at the end of the then current agreement term.
(c) A governing board, which shall govern the operation
of any such
cooperative high school, shall be composed of an equal
number of board members from each of the participating districts,
except that where all participating district boards concur, membership
on the governing board may be apportioned to reflect the
number of students
in each respective district who attend the cooperative high school. The
membership of the governing board shall be not
less than 6 nor more than 10 and shall be set by the agreement entered into
by
the participating districts.
The school board of each participating district
shall select, from its membership, its representatives on the governing board.
The governing board shall prepare
and adopt a budget for the cooperative high school. The
governing board
shall
administer the cooperative high school in
accordance with the agreement of the districts and shall have the power to
hire, supervise, and terminate staff; to enter into contracts; to adopt
policies for the school; and to take all other actions necessary and proper
for the operation of the school. However, the governing board may not levy
taxes or incur any indebtedness except within the annual budget approved by the
participating districts.
(d) (Blank).
(e) Each participating district shall pay its per capita cost of
educating the students residing in its district and attending any such
cooperative high school into the budget for the
maintenance
and operation of the cooperative high school.
The manner of determining per capita cost shall be
set forth in the agreement. Each district shall pay the amount owed the
governing board under the terms of the agreement from the fund that the
district would have used if the district had incurred the costs directly and
may levy taxes and issue bonds as otherwise authorized for these purposes in
order to make payments to the governing board.
(f) Additional school districts having an enrollment in grades 9 through
12 of less than 600 students
may be added to the agreement in accordance with the process described
in subsection (a) of this Section. In the event additional districts are
added, a new contract shall be executed in accordance with the provisions
of this Section.
(g) Upon formation of the cooperative high school, the school board of
each
participating district shall:
(1) confer and coordinate with each other and the |
| governing board, if the governing board is then in existence, as to staffing needs for the cooperative high school;
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(2) in consultation with any exclusive employee
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| representatives and the governing board, if the governing board is then in existence, establish a combined list of teachers in all participating districts, categorized by positions, showing the length of service and the contractual continued service status, if any, of each teacher in each participating district who is qualified to hold any such positions at the cooperative high school, and then distribute this list to the exclusive employee representatives on or before February 1 of the school year prior to the commencement of the operation of the cooperative high school or within 30 days after the date of the referendum election if the proposition receives a majority of those voting in each district, whichever occurs first. This list is in addition to and not a substitute for any list mandated by Section 24-12 of this Code; and
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(3) transfer to the governing board of the
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| cooperative high school the employment and the position of so many of the full-time or part-time high school teachers employed by a participating district as are jointly determined by the school boards of the participating districts and the governing board, if the governing board is then in existence, to be needed at the cooperative high school, provided that these teacher transfers shall be done:
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(A) by categories listed on the seniority list
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| mentioned in subdivision (2) of this subsection (g);
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(B) in each category, by having teachers in
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| contractual continued service being transferred before any teachers who are not in contractual continued service; and
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(C) in order from greatest seniority first
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| through lesser amounts of seniority.
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A teacher who is not in contractual
continued service shall not be transferred if there is a teacher in contractual
continued service in the same category who is qualified to hold the
position
that is to be filled.
If there are more teachers who have
entered upon contractual continued service
than there are available positions at the
cooperative high school or within other assignments in the
district, a school board shall first remove or dismiss all teachers who
have not entered upon contractual continued service before
removing or dismissing any teacher who has entered upon
contractual continued service and who is legally qualified (i) to
hold a position at the cooperative high school planned to be
held by a teacher who has not entered upon contractual continued
service or (ii) to hold another position in the participating
district. As between teachers who have entered upon contractual
continued service, the teacher or teachers with the shorter
length of continuing service in any of the participating
districts shall be dismissed first. Any teacher
dismissed as a result of such a decrease shall be paid all
earned compensation on or before the third business day
following the last day of pupil attendance in the regular school
term. If the school board that has dismissed a teacher or the
governing board has any vacancies for the following school term
or within one calendar year from the beginning of the following
school term, the positions thereby becoming available shall be
tendered to the teachers so removed or dismissed so far as they
are legally qualified to hold such positions. However,
if the number of honorable dismissal notices in all
participating districts exceeds 15% of full-time equivalent
positions filled by certified employees (excluding principals
and administrative personnel) during the preceding school year
in all participating districts and if the school board that has
dismissed a teacher or the governing board has any vacancies for
the following school term or within 2 calendar years from the
beginning of the following school term, the positions so
becoming available shall be tendered to the teachers who were so notified,
removed,
or dismissed whenever these teachers are legally qualified to hold such
positions.
The provisions of subsection (h) of Section 24-11 of this Code concerning teachers
whose positions are transferred from one board to
the control of a different board shall apply to the teachers who are
transferred. The contractual continued service of any transferred teacher is
not lost and the governing board is subject to this Code with respect to the
teacher in the same manner as if the teacher had been the governing board's
employee during the time the teacher was actually employed by the board of the
district from which the position and the teacher's employment were transferred.
The time spent in
employment
with a participating district by any teacher who has not yet entered upon
contractual
continued service and who is transferred to the governing board is not lost
when
computing the time necessary
for the teacher to enter upon contractual continued service, and the
governing board is
subject to this Code with respect to the teacher in the same manner as if
the teacher
had been the governing board's employee during the time the teacher was
actually employed
by the school board from which the position and the teacher's employment were
transferred.
If the cooperative high school is dissolved, any teacher who was transferred
from a participating district shall be transferred back to the district and subsection (h) of Section 24-11
of this Code shall apply. In that
case, a district is subject to this Code in the same manner as if the teacher
transferred
back had been continuously in the service of the receiving district.
(h) Upon formation of the cooperative high school, the school board of
each
participating
district shall:
(1) confer and coordinate with each other and the
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| governing board, if the governing board is then in existence, as to needs for educational support personnel for the cooperative high school;
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(2) in consultation with any exclusive employee
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| representative or bargaining agent and the governing board, if the governing board is then in existence, establish a combined list of educational support personnel in participating districts, categorized by positions, showing the length of continuing service of each full-time educational support personnel employee who is qualified to hold any such position at the cooperative high school, and then distribute this list to the exclusive employee representative or bargaining agent on or before February 1 of the school year prior to the commencement of the operation of the cooperative high school or within 30 days after the date of the referendum election if the proposition receives a majority of those voting in each district, whichever occurs first; and
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(3) transfer to the governing board of the
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| cooperative high school the employment and the positions of so many of the full-time educational support personnel employees employed by a participating district as are jointly determined by the school boards of the participating districts and the governing board, if the governing board is then in existence, to be needed at the cooperative high school, provided that the full-time educational personnel employee transfers shall be done by categories on the seniority list mentioned in subdivision (2) of this subsection (h) and done in order from greatest seniority first through lesser amounts of seniority.
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If there are more full-time
educational support personnel employees than there are available
positions at the cooperative high school or
in the participating district, a school board shall first
remove or dismiss those educational support personnel employees
with the shorter length of continuing service in any of the
participating districts, within the respective category of
position. The governing board is subject to this Code with respect to the
educational support personnel employee as if the educational support personnel
employee had been the governing board's employee during the time the
educational support personnel employee was actually employed by the school
board of the district from which the employment and position were transferred.
Any educational support personnel employee dismissed as a result of such a
decrease shall be paid all earned compensation on or before the third business
day following his or her last day of employment. If the school board that has
dismissed the educational support personnel employee or the governing board has
any vacancies for the following school term or within one calendar year from
the beginning of the following school term, the positions thereby becoming
available within a specific category of position shall be tendered to the
employees so removed or dismissed from that category of position so far as they
are legally qualified to hold such positions. If the cooperative high school is
dissolved, any educational support personnel employee who was transferred from
a participating district shall be transferred back to the district and Section
10-23.5 of this Code shall apply. In that case, a district is subject to this
Code in the same manner as if the educational support personnel employee
transferred back had been continuously in the service of the receiving
district.
(i) Two or more school districts not contiguous to each other, each of which has an enrollment in grades 9 through 12 of less than 600 students, may jointly operate one or more cooperative high schools if the following requirements are met and documented within 2 calendar years prior to the proposition filing date, pursuant to subsection (a) of this Section:
(1) the distance between each district administrative
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| office is documented as no more than 30 miles;
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(2) every district contiguous to the district wishing
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| to operate one or more cooperative high schools under the provisions of this Section determines that it is not interested in participating in such joint operation, through a vote of its school board, and documents that non-interest in a letter to the districts wishing to form the cooperative high school containing approved minutes that record the school board vote;
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(3) documentation of meeting these requirements is
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| attached to the board resolution required under subsection (a) of this Section; and
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(4) all other provisions of this Section are
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(Source: P.A. 98-125, eff. 8-2-13; 99-657, eff. 7-28-16.)
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(105 ILCS 5/10-22.22d) Sec. 10-22.22d. Pilot cooperative elementary school and pilot cooperative high school. (a) Subject to the provisions of this Section, 2 contiguous school districts that are
(i) located all or in part in Vermilion County;
(ii) have an enrollment in grades 6-8 of less than 150 during the 2008-2009 school year and in grades 9-12 of less than 400 during the 2008-2009 school year; and
(iii) have a Junior High School serving grades 6, 7, and 8 in one of the districts
may, when in their judgment the interest of the districts and of the students will be best served, jointly pilot a cooperative elementary school or cooperative high school, or both. The board of each district contemplating a joint operation shall, by proper resolution, cause the proposition to enter into such joint operation for a period not to exceed 3 years. The school boards of the participating districts may, if they agree on terms, execute a contract for such joint operation subject to the provisions of this Section. (b) The agreement for joint operation of any such cooperative elementary school or cooperative high school, or both, shall include, but not be limited to, provisions for administration, staff, programs, financing, facilities, and transportation. Agreements may be modified, by approval of each of the participating districts, provided that a district may withdraw from the agreement only if the district is reorganizing with one or more districts under other provisions of this Code. (c) A governing board, which shall govern the operation of any such cooperative elementary school or cooperative high school, or both, shall be apportioned to reflect the number of students in each respective district who attend the cooperative elementary school or cooperative high school, or both. The membership of the governing board shall be 5 members. The school board of each participating district shall select, from its membership, its representatives on the governing board. The governing board shall prepare and adopt a budget for the cooperative elementary school or cooperative high school, or both. The governing board shall administer the cooperative elementary school or cooperative high school, or both, in accordance with the agreement of the districts and shall have the power to hire, supervise, and terminate staff; to enter into contracts; to adopt policies for the school or schools; and to take all other actions necessary and proper for the operation of the school or schools. The governing board may not levy taxes or incur any indebtedness except within the annual budget approved by the participating districts. (d) Each participating district shall pay its per capita cost of educating the students residing in its district and attending any cooperative elementary school or cooperative high school into the budget for the maintenance and operation of the cooperative elementary school or cooperative high school, or both. The manner of determining per capita cost shall be set forth in the agreement. Each district shall pay the amount owed the governing board under the terms of the agreement from the fund that the district would have used if the district had incurred the costs directly and may levy taxes and issue bonds as otherwise authorized for these purposes in order to make payments to the governing board. (e) Upon formation of the cooperative elementary school or cooperative high school, or both, the school board of each participating district shall: (1) confer and coordinate with each other and the |
| governing board, if the governing board is then in existence, as to staffing needs for the cooperative elementary school or cooperative high school, or both;
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(2) in consultation with any exclusive employee
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| representatives and the governing board, if the governing board is then in existence, establish a combined list of teachers in all participating districts, categorized by positions, showing the length of service and the contractual continued service status, if any, of each teacher in each participating district who is qualified to hold any positions at the cooperative elementary school or cooperative high school, or both, and then distribute this list to the exclusive employee representatives on or before February 1 of the school year prior to the commencement of the operation of the cooperative elementary school or cooperative high school, or both, or within 30 days after the date of the board resolutions, whichever occurs first; this list is in addition to and not a substitute for the list mandated by Section 24-12 of this Code; and
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(3) transfer to the governing board of the
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| cooperative elementary school or cooperative high school, or both, the employment and the position of so many of the full-time or part-time school teachers employed by a participating district as are jointly determined by the school boards of the participating districts and the governing board, if the governing board is then in existence, to be needed at the cooperative school or schools, provided that these teacher transfers shall be done:
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(A) by categories listed on the seniority list
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| mentioned in item (2) of this subsection (e);
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(B) in each category, by having teachers in
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| contractual continued service being transferred before any teachers who are not in contractual continued service; and
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(C) in order from greatest seniority first
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| through lesser amounts of seniority.
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A teacher who is not in contractual continued service shall not be transferred if there is a teacher in contractual continued service in the same category who is qualified to hold the position that is to be filled.
If there are more teachers who have entered upon contractual continued service than there are available positions at the cooperative elementary school or cooperative high school, or both or within other assignments in the district, a school board shall first remove or dismiss all teachers who have not entered upon contractual continued service before removing or dismissing any teacher who has entered upon contractual continued service and who is legally qualified (i) to hold a position at the cooperative elementary school or cooperative high school, or both planned to be held by a teacher who has not entered upon contractual continued service or (ii) to hold another position in the participating district. As between teachers who have entered upon contractual continued service, the teacher or teachers with the shorter length of continuing service in any of the participating districts shall be dismissed first. Any teacher dismissed as a result of such a decrease shall be paid all earned compensation on or before the third business day following the last day of pupil attendance in the regular school term. If the school board that has dismissed a teacher or the governing board has any vacancies for the following school term or within one calendar year from the beginning of the following school term, then the positions thereby becoming available shall be tendered to the teachers so removed or dismissed so far as they are legally qualified to hold such positions. If the number of honorable dismissal notices in all participating districts exceeds 15% of full-time equivalent positions filled by certified employees (excluding principals and administrative personnel) during the preceding school year in all participating districts and if the school board that has dismissed a teacher or the governing board has any vacancies for the following school term or within 2 calendar years from the beginning of the following school term, the positions so becoming available shall be tendered to the teachers who were so notified, removed, or dismissed whenever these teachers are legally qualified to hold those positions.
The provisions of subsection (h) of Section 24-11 of this Code concerning teachers whose positions are transferred from one board to the control of a different board shall apply to the teachers who are transferred. The contractual continued service of any transferred teacher is not lost and the governing board is subject to this Code with respect to the teacher in the same manner as if the teacher had been the governing board's employee during the time the teacher was actually employed by the board of the district from which the position and the teacher's employment were transferred. The time spent in employment with a participating district by any teacher who has not yet entered upon contractual continued service and who is transferred to the governing board is not lost when computing the time necessary for the teacher to enter upon contractual continued service, and the governing board is subject to this Code with respect to the teacher in the same manner as if the teacher had been the governing board's employee during the time the teacher was actually employed by the school board from which the position and the teacher's employment were transferred.
At the conclusion of the pilot program, any teacher who was transferred from a participating district shall be transferred back to the district and subsection (h) of Section 24-11 of this Code shall apply. In that case, a district is subject to this Code in the same manner as if the teacher transferred back had been continuously in the service of the receiving district.
(f) Upon formation of the cooperative elementary school or cooperative high school, or both, the school board of each participating district shall:
(1) confer and coordinate with each other and the
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| governing board, if the governing board is then in existence, as to needs for educational support personnel for the cooperative elementary school or cooperative high school, or both;
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(2) in consultation with any exclusive employee
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| representative or bargaining agent and the governing board, if the governing board is then in existence, establish a combined list of educational support personnel in participating districts, categorized by positions, showing the length of continuing service of each full-time educational support personnel employee who is qualified to hold any such position at the cooperative elementary school or cooperative high school, or both, and then distribute this list to the exclusive employee representative or bargaining agent on or before February 1 of the school year prior to the commencement of the operation of the cooperative elementary school or cooperative high school, or both or within 30 days after the date of the board resolutions, whichever occurs first; and
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(3) transfer to the governing board of the
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| cooperative elementary school or cooperative high school, or both the employment and the positions of so many of the full-time educational support personnel employees employed by a participating district as are jointly determined by the school boards of the participating districts and the governing board, if the governing board is then in existence, to be needed at the cooperative elementary school or cooperative high school, or both, provided that the full-time educational personnel employee transfers shall be done by categories on the seniority list mentioned in item (2) of this subsection (f) and done in order from greatest seniority first through lesser amounts of seniority.
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If there are more full-time educational support personnel employees than there are available positions at the cooperative elementary school or cooperative high school, or both or in the participating district, then a school board shall first remove or dismiss those educational support personnel employees with the shorter length of continuing service in any of the participating districts, within the respective category of position. The governing board is subject to this Code with respect to the educational support personnel employee as if the educational support personnel employee had been the governing board's employee during the time the educational support personnel employee was actually employed by the school board of the district from which the employment and position were transferred. Any educational support personnel employee dismissed as a result of such a decrease shall be paid all earned compensation on or before the third business day following his or her last day of employment. If the school board that has dismissed the educational support personnel employee or the governing board has any vacancies for the following school term or within one calendar year from the beginning of the following school term, then the positions thereby becoming available within a specific category of position shall be tendered to the employees so removed or dismissed from that category of position so far as they are legally qualified to hold such positions. At the conclusion of the pilot, any educational support personnel employee who was transferred from a participating district shall be transferred back to the district and Section 10-23.5 of this Code shall apply. In that case, a district is subject to this Code in the same manner as if the educational support personnel employee transferred back had been continuously in the service of the receiving district.
(g) This Section repeals 3 years after the beginning date of operation of a pilot cooperative elementary school or a pilot cooperative high school.
(Source: P.A. 99-657, eff. 7-28-16.)
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(105 ILCS 5/10-22.24b) (Text of Section before amendment by P.A. 103-542 ) 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;
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(2) incorporating the common core language into the
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| school counselor's work and role;
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(3) school counselors working as culturally skilled
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| professionals who act sensitively to promote social justice and equity in a pluralistic society;
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(4) providing individual and group counseling;
(5) providing a core counseling curriculum that
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| 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;
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(6) making referrals when necessary to appropriate
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| offices or outside agencies;
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(7) providing college and career development
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| activities and counseling;
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(8) developing individual career plans with students,
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| which includes planning for post-secondary education, as appropriate, and engaging in related and relevant career and technical education coursework in high school as described in paragraph (55);
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(9) assisting all students with a college or
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| post-secondary education plan, which must include a discussion on all post-secondary education options, including 4-year colleges or universities, community colleges, and vocational schools, and includes planning for post-secondary education, as appropriate, and engaging in related and relevant career and technical education coursework in high school as described in paragraph (55);
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(10) intentionally addressing the career and college
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| needs of first generation students;
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(11) educating all students on scholarships,
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| financial aid, and preparation of the Federal Application for Federal Student Aid;
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(12) collaborating with institutions of higher
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| education and local community colleges so that students understand post-secondary education options and are ready to transition successfully;
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(13) providing crisis intervention and contributing
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| to the development of a specific crisis plan within the school setting in collaboration with multiple stakeholders;
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(14) educating students, teachers, and parents on
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| anxiety, depression, cutting, and suicide issues and intervening with students who present with these issues;
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(15) providing counseling and other resources to
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| students who are in crisis;
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(16) providing resources for those students who do
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| not have access to mental health services;
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(17) addressing bullying and conflict resolution with
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(18) teaching communication skills and helping
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| students develop positive relationships;
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(19) using culturally sensitive skills in working
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| with all students to promote wellness;
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(20) addressing the needs of undocumented students in
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| the school, as well as students who are legally in the United States, but whose parents are undocumented;
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(21) contributing to a student's functional
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| behavioral assessment, as well as assisting in the development of non-aversive behavioral intervention strategies;
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(22) (i) assisting students in need of special
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| 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;
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(23) assisting in the development of a personal
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| educational plan with each student;
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(24) educating students on dual credit and learning
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| opportunities on the Internet;
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(25) providing information for all students in the
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| selection of courses that will lead to post-secondary education opportunities toward a successful career;
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(26) interpreting achievement test results and
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| guiding students in appropriate directions;
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(27) counseling with students, families, and
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| teachers, in compliance with federal and State laws;
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(28) providing families with opportunities for
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| education and counseling as appropriate in relation to the student's educational assessment;
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(29) consulting and collaborating with teachers and
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| other school personnel regarding behavior management and intervention plans and inclusion in support of students;
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(30) teaming and partnering with staff, parents,
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| businesses, and community organizations to support student achievement and social-emotional learning standards for all students;
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(31) developing and implementing school-based
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| 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;
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(32) developing culturally sensitive assessment
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| instruments for measuring school counseling prevention and intervention effectiveness and collecting, analyzing, and interpreting data;
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(33) participating on school and district committees
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| 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;
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(34) acting as a liaison between the public schools
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| and community resources and building relationships with important stakeholders, such as families, administrators, teachers, and board members;
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(35) maintaining organized, clear, and useful records
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| 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;
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(36) presenting an annual agreement to the
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| administration, including a formal discussion of the alignment of school and school counseling program missions and goals and detailing specific school counselor responsibilities;
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(37) identifying and implementing culturally
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| 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;
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(38) collaborating as a team member in Response to
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| Intervention (RtI) and other school initiatives;
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(39) conducting observations and participating in
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| recommendations or interventions regarding the placement of children in educational programs or special education classes;
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(40) analyzing data and results of school counseling
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| 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
|
|
(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;
|
|
(54) participating in mandates from the State Board
|
| of Education for bullying education and social-emotional literacy; and
|
|
(55) promoting career and technical education by
|
| assisting each student to determine an appropriate postsecondary plan based upon the student's skills, strengths, and goals and assisting the student to implement the best practices that improve career or workforce readiness after high school.
|
|
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. 102-876, eff. 1-1-23; 103-154, eff. 6-30-23.)
(Text of Section after amendment by P.A. 103-542 )
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,
|
| which includes planning for post-secondary education, as appropriate, and engaging in related and relevant career and technical education coursework in high school as described in paragraph (55);
|
|
(9) assisting all students with a college or
|
| post-secondary education plan, which must include a discussion on all post-secondary education options, including 4-year colleges or universities, community colleges, and vocational schools, and includes planning for post-secondary education, as appropriate, and engaging in related and relevant career and technical education coursework in high school as described in paragraph (55);
|
|
(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
|
|
(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
|
|
(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) complete the required training as outlined in
|
|
(50) (blank);
(51) (blank);
(52) (blank);
(53) (blank);
(54) participating in mandates from the State Board
|
| of Education for bullying education and social-emotional literacy; and
|
|
(55) promoting career and technical education by
|
| assisting each student to determine an appropriate postsecondary plan based upon the student's skills, strengths, and goals and assisting the student to implement the best practices that improve career or workforce readiness after high school.
|
|
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. 102-876, eff. 1-1-23; 103-154, eff. 6-30-23; 103-542, eff. 7-1-24 (see Section 905 of P.A. 103-563 for effective date of P.A. 103-542.)
|