101ST GENERAL ASSEMBLY
State of Illinois
2019 and 2020
SB2323

 

Introduced 1/8/2020, by Sen. David Koehler

 

SYNOPSIS AS INTRODUCED:
 
105 ILCS 5/14-8.05  from Ch. 122, par. 14-8.05

    Amends the Children with Disabilities Article of the School Code. Removes obsolete language in provisions concerning behavioral interventions for students with disabilities who require behavioral intervention. Makes changes concerning a school board's policies and procedures on the use of behavioral interventions, including requirements related to the use of time outs and physical restraint. Allows for complaints to be filed with the State Superintendent of Education. Effective immediately.


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FISCAL NOTE ACT MAY APPLY
STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT

 

 

A BILL FOR

 

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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 Section
514-8.05 as follows:
 
6    (105 ILCS 5/14-8.05)  (from Ch. 122, par. 14-8.05)
7    Sec. 14-8.05. Behavioral intervention.
8    (a) The General Assembly finds and declares that principals
9and teachers of students with disabilities require training and
10guidance that provide ways for working successfully with
11children who have difficulties conforming to acceptable
12behavioral patterns in order to provide an environment in which
13learning can occur. It is the intent of the General Assembly:
14        (1) That when behavioral interventions are used, they
15    be used in consideration of the pupil's physical freedom
16    and social interaction, and be administered in a manner
17    that respects human dignity and personal privacy and that
18    ensures a pupil's right to placement in the least
19    restrictive educational environment.
20        (2) That behavioral management plans be developed and
21    used, to the extent possible, in a consistent manner when a
22    local educational agency has placed the pupil in a day or
23    residential setting for education purposes.

 

 

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1        (3) (Blank). That a statewide study be conducted of the
2    use of behavioral interventions with students with
3    disabilities receiving special education and related
4    services.
5        (4) That training programs be developed and
6    implemented in institutions of higher education that train
7    teachers, and that in-service training programs be made
8    available as necessary in school districts, in educational
9    service centers, and by regional superintendents of
10    schools to ensure assure that adequately trained staff are
11    available to work effectively with the behavioral
12    intervention needs of students with disabilities.
13    (b) On or before September 30, 1993, the State
14Superintendent of Education shall conduct a statewide study of
15the use of behavioral interventions with students with
16disabilities receiving special education and related services.
17The study shall include, but not necessarily be limited to
18identification of the frequency in the use of behavioral
19interventions; the number of districts with policies in place
20for working with children exhibiting continuous serious
21behavioral problems; how policies, rules, or regulations
22within districts differ between emergency and routine
23behavioral interventions commonly practiced; the nature and
24extent of costs for training provided to personnel for
25implementing a program of nonaversive behavioral
26interventions; and the nature and extent of costs for training

 

 

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1provided to parents of students with disabilities who would be
2receiving behavioral interventions. The scope of the study
3shall be developed by the State Board of Education, in
4consultation with individuals and groups representing parents,
5teachers, administrators, and advocates. On or before June 30,
61994, the State Board of Education shall issue guidelines based
7on the use of behavioral interventions with students with
8disabilities receiving special education and related services
9study's findings. The guidelines shall address, but not be
10limited to, the following: (i) appropriate behavioral
11interventions, and (ii) how to properly document the need for
12and use of behavioral interventions in the process of
13developing individualized education programs plans for
14students with disabilities. The guidelines shall be used as a
15reference to assist school boards in developing local policies
16and procedures in accordance with this Section. The State Board
17of Education, with the advice of parents of students with
18disabilities and other parents, teachers, administrators,
19advocates for persons with disabilities, and individuals with
20knowledge or expertise in the development and implementation of
21behavioral interventions for persons with disabilities, shall
22review its behavioral intervention guidelines at least once
23every 3 years to determine their continuing appropriateness and
24effectiveness and shall make such modifications in the
25guidelines as it deems necessary.
26    (c) Each school board must establish and maintain a

 

 

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1committee to develop policies and procedures on the use of
2behavioral interventions for students with disabilities who
3require behavioral intervention. The policies and procedures
4shall require that a student's individualized education
5program be followed with respect to any behavioral intervention
6be adopted and implemented by school boards by January 1, 1996,
7shall be consistent with and amended as necessary to comply
8with the rules established by the State Board of Education
9under Section 2-3.130 of this Code not later than one month
10after commencement of the school year after the State Board of
11Education's rules are adopted, and shall: (i) be developed with
12the advice of parents with students with disabilities and other
13parents, teachers, administrators, advocates for persons with
14disabilities, and individuals with knowledge or expertise in
15the development and implementation of behavioral interventions
16for persons with disabilities; (ii) emphasize positive
17interventions that are designed to develop and strengthen
18desirable behaviors; (iii) incorporate procedures and methods
19consistent with generally accepted practice in the field of
20behavioral intervention; (iv) include criteria for determining
21when a student with disabilities may require a behavioral
22intervention plan, including the performance a functional
23behavioral analysis; (v) reflect that the guidelines of the
24State Board of Education have been reviewed and considered and
25provide the address of the State Board of Education so that
26copies of the State Board of Education behavioral guidelines

 

 

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1may be requested; and (vi) include procedures for monitoring
2the use of restrictive behavioral interventions.
3    The policies and procedures shall comply with all of the
4following:
5        (1) Time outs and physical restraint may be used only
6    as a behavioral intervention technique, not as a
7    punishment, and may be used only in accordance with this
8    Code and rules adopted by the State Board of Education.
9        (2) If an enclosure with a door is used for a time out,
10    the door must be unlocked for the duration of the time out.
11        (3) For the duration of any time out, the student must
12    be supervised by an adult trained in the use of time out as
13    a behavioral intervention technique.
14        (4) Any use of a time out or physical restraint on a
15    student must be reported to the State Board of Education
16    within 48 hours after its use, along with student
17    demographic information, including the student's gender
18    and race or ethnicity, and any other information required
19    by rule.
20    (c-5) Each school board shall (i) furnish a copy of its
21local policies and procedures under subsection (c) to parents
22and guardians of all students with individualized education
23programs plans within 15 days after the policies and procedures
24have been adopted by the school board, or within 15 days after
25the school board has amended its policies and procedures, or at
26the time an individualized education program plan is first

 

 

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1implemented for the student, and (ii) require that each school
2inform its students of the existence of the policies and
3procedures annually. However Provided, at the annual
4individualized education program plan review, the school board
5shall (1) explain the local policies and procedures, (2)
6furnish a copy of the local policies to parents and guardians,
7and (3) make available, upon request of any parents and
8guardians, a copy of local procedures.
9    (c-10) Information collected under paragraph (4) of
10subsection (c) and compiled by the State Board of Education
11must be disaggregated by gender and by race or ethnicity.
12    (c-15) If an entity serving a student with disabilities
13violates this Section or applicable rules of the State Board of
14Education, a person may file a complaint with the State
15Superintendent of Education.
16    (d) The State Superintendent of Education shall consult
17with representatives of institutions of higher education and
18the State Educator Preparation and Licensure Teacher
19Certification Board in regard to the current training
20requirements for teachers to ensure that sufficient training is
21available in appropriate behavioral interventions consistent
22with professionally accepted practices and standards for
23people entering the field of education.
24(Source: P.A. 91-600, eff. 8-14-99; 92-16, eff. 6-28-01.)
 
25    Section 99. Effective date. This Act takes effect upon
26becoming law.