Sen. David Koehler

Filed: 4/2/2019

 

 


 

 


 
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1
AMENDMENT TO SENATE BILL 2025

2    AMENDMENT NO. ______. Amend Senate Bill 2025, AS AMENDED,
3by replacing everything after the enacting clause with the
4following:
 
5    "Section 5. The School Code is amended by adding Sections
610-20.69 and 34-18.61 as follows:
 
7    (105 ILCS 5/10-20.69 new)
8    Sec. 10-20.69. Multi-tiered systems of support.
9    (a) In this Section, "Multi-tiered systems of support",
10"MTSS", "Response to Intervention", or "RtI" means a tiered
11model of school support, not including special education
12services, that (i) utilizes differentiated instructional
13strategies for students, (ii) provides students with
14scientifically research-based interventions and continuous
15monitoring of their performance using scientifically
16research-based progress monitoring instruments, and (iii)

 

 

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1makes educational decisions based on a student's response to
2those interventions. Multi-tiered systems of support and
3Response to Intervention use a problem-solving method to define
4the problem, analyze the problem using data to determine why
5there is a discrepancy between what is expected of the student
6and what is occurring, establish one or more student
7performance goals, develop an intervention plan to address the
8performance goals, and delineate how the student's progress
9will be monitored and how implementation integrity will be
10ensured. MTSS or RtI may be utilized as a component of an
11evaluation to determine if a student is eligible for special
12education services due to a disability. Data collection using
13scientifically based data systems is an essential component of
14MTSS and RtI. Progressively more intensive interventions and
15support for a student requires more frequent monitoring of
16progress to ensure timely decision-making.
17    (b) Because communication with a student's parent or
18guardian on the instructional strategies used for the student
19is important at all levels of intervention, a school district
20must inform a student's parent or guardian if the student
21begins to receive MTSS or RtI support at the highest level of
22intervention short of eligibility for special education
23services. The information provided to the parent or guardian
24must include the area or areas in which the student requires
25more intensive intervention, the student's performance goal or
26goals, and how the parent or guardian may obtain a copy of any

 

 

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1progress reports and data being collected for the student. The
2information may be provided to the parent or guardian using any
3reasonable and understandable means of communication likely to
4reach the parent or guardian, including a text or email
5message, phone call, or note, and a school district is not
6required to provide notice via a formal written notification or
7a special form. A school district must note in the student's
8school student record that the information has been provided to
9the parent or guardian.
10    (c) Nothing in this Section affects the responsibility of a
11school district to identify, locate, and evaluate children with
12disabilities who are in need of special education services in
13accordance with the federal Individuals with Disabilities
14Education Improvement Act of 2004, this Code, and any
15applicable federal or State rules.
 
16    (105 ILCS 5/34-18.61 new)
17    Sec. 34-18.61. Multi-tiered systems of support.
18    (a) In this Section, "Multi-tiered systems of support",
19"MTSS", "Response to Intervention", or "RtI" means a tiered
20model of school support, not including special education
21services, that (i) utilizes differentiated instructional
22strategies for students, (ii) provides students with
23scientifically research-based interventions and continuous
24monitoring of their performance using scientifically
25research-based progress monitoring instruments, and (iii)

 

 

10100SB2025sam002- 4 -LRB101 08149 AXK 58903 a

1makes educational decisions based on a student's response to
2those interventions. Multi-tiered systems of support and
3Response to Intervention use a problem-solving method to define
4the problem, analyze the problem using data to determine why
5there is a discrepancy between what is expected of the student
6and what is occurring, establish one or more student
7performance goals, develop an intervention plan to address the
8performance goals, and delineate how the student's progress
9will be monitored and how implementation integrity will be
10ensured. MTSS or RtI may be utilized as a component of an
11evaluation to determine if a student is eligible for special
12education services due to a disability. Data collection using
13scientifically based data systems is an essential component of
14MTSS and RtI. Progressively more intensive interventions and
15support for a student requires more frequent monitoring of
16progress to ensure timely decision-making.
17    (b) Because communication with a student's parent or
18guardian on the instructional strategies used for the student
19is important at all levels of intervention, the school district
20must inform a student's parent or guardian if the student
21begins to receive MTSS or RtI support at the highest level of
22intervention short of eligibility for special education
23services. The information provided to the parent or guardian
24must include the area or areas in which the student requires
25more intensive intervention, the student's performance goal or
26goals, and how the parent or guardian may obtain a copy of any

 

 

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1progress reports and data being collected for the student. The
2information may be provided to the parent or guardian using any
3reasonable and understandable means of communication likely to
4reach the parent or guardian, including a text or e-mail
5message, phone call, or note, and the school district if not
6required to provide notice via a formal written notification or
7a special form. The school district must note in the student's
8school student record that the information has been provided to
9the parent or guardian.
10    (c) Nothing in this Section affects the responsibility of
11the school district to identify, locate, and evaluate children
12with disabilities who are in need of special education services
13in accordance with the federal Individuals with Disabilities
14Education Improvement Act of 2004, this Code, and any
15applicable federal or State rules.
 
16    Section 99. Effective date. This Act takes effect upon
17becoming law.".