103RD GENERAL ASSEMBLY
State of Illinois
2023 and 2024
HB4653

 

Introduced 2/6/2024, by Rep. Michelle Mussman

 

SYNOPSIS AS INTRODUCED:
 
105 ILCS 5/3-11
105 ILCS 5/10-22.39
105 ILCS 5/34-18.82

    Amends the School Code. Makes stylistic changes in provisions concerning institutes or inservice training workshops. In provisions concerning inservice training programs, removes the requirement that the training regarding health conditions of students include the chronic health conditions of students and provides that school district employees who are trained to respond to trauma under the provisions shall be immune from civil liability in the use of a trauma kit unless the action constitutes willful or wanton misconduct. Provides that training regarding the implementation of trauma-informed practices under the provisions concerning institutes or inservice training workshops satisfies the requirements under the provisions concerning inservice training programs. Removes certain provisions that require a school board to conduct inservice training for all school district employees on the methods to respond to trauma. Makes technical changes having a revisory function. Effective January 1, 2025.


LRB103 36674 RJT 66783 b

STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT
MAY APPLY

 

 

A BILL FOR

 

HB4653LRB103 36674 RJT 66783 b

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 Sections
53-11, 10-22.39, and 34-18.82 as follows:
 
6    (105 ILCS 5/3-11)
7    (Text of Section before amendment by P.A. 103-542)
8    Sec. 3-11. Institutes or inservice training workshops.
9    (a) In counties of less than 2,000,000 inhabitants, the
10regional superintendent may arrange for or conduct district,
11regional, or county institutes, or equivalent professional
12educational experiences, not more than 4 days annually. Of
13those 4 days, 2 days may be used as a teacher's and educational
14support personnel workshop, when approved by the regional
15superintendent, up to 2 days may be used for conducting
16parent-teacher conferences, or up to 2 days may be utilized as
17parental institute days as provided in Section 10-22.18d.
18Educational support personnel may be exempt from a workshop if
19the workshop is not relevant to the work they do. A school
20district may use one of its 4 institute days on the last day of
21the school term. "Institute" or "Professional educational
22experiences" means any educational gathering, demonstration of
23methods of instruction, visitation of schools or other

 

 

HB4653- 2 -LRB103 36674 RJT 66783 b

1institutions or facilities, sexual abuse and sexual assault
2awareness seminar, or training in First Aid (which may include
3cardiopulmonary resuscitation or defibrillator training) held
4or approved by the regional superintendent and declared by the
5regional superintendent him to be an institute day, or
6parent-teacher conferences. With the concurrence of the State
7Superintendent of Education, he or she may employ such
8assistance as is necessary to conduct the institute. Two or
9more adjoining counties may jointly hold an institute.
10Institute instruction shall be free to holders of licenses
11good in the county or counties holding the institute and to
12those who have paid an examination fee and failed to receive a
13license.
14    In counties of 2,000,000 or more inhabitants, the regional
15superintendent may arrange for or conduct district, regional,
16or county inservice training workshops, or equivalent
17professional educational experiences, not more than 4 days
18annually. Of those 4 days, 2 days may be used as a teacher's
19and educational support personnel workshop, when approved by
20the regional superintendent, up to 2 days may be used for
21conducting parent-teacher conferences, or up to 2 days may be
22utilized as parental institute days as provided in Section
2310-22.18d. Educational support personnel may be exempt from a
24workshop if the workshop is not relevant to the work they do. A
25school district may use one of those 4 days on the last day of
26the school term. "Inservice Training Workshops" or

 

 

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1"Professional educational experiences" means any educational
2gathering, demonstration of methods of instruction, visitation
3of schools or other institutions or facilities, sexual abuse
4and sexual assault awareness seminar, or training in First Aid
5(which may include cardiopulmonary resuscitation or
6defibrillator training) held or approved by the regional
7superintendent and declared by him to be an inservice training
8workshop, or parent-teacher conferences. With the concurrence
9of the State Superintendent of Education, he may employ such
10assistance as is necessary to conduct the inservice training
11workshop. With the approval of the regional superintendent, 2
12or more adjoining districts may jointly hold an inservice
13training workshop. In addition, with the approval of the
14regional superintendent, one district may conduct its own
15inservice training workshop with subject matter consultants
16requested from the county, State or any State institution of
17higher learning.
18    Such teachers institutes as referred to in this Section
19may be held on consecutive or separate days at the option of
20the regional superintendent having jurisdiction thereof.
21    Whenever reference is made in this Act to "teachers
22institute", it shall be construed to include the inservice
23training workshops or equivalent professional educational
24experiences provided for in this Section.
25    Any institute advisory committee existing on April 1,
261995, is dissolved and the duties and responsibilities of the

 

 

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1institute advisory committee are assumed by the regional
2office of education advisory board.
3    Districts providing inservice training programs shall
4constitute inservice committees, 1/2 of which shall be
5teachers, 1/4 school service personnel and 1/4 administrators
6to establish program content and schedules.
7    The teachers institutes shall include teacher training
8committed to (i) peer counseling programs and other
9anti-violence and conflict resolution programs, including
10without limitation programs for preventing at risk students
11from committing violent acts, and (ii) educator ethics and
12teacher-student conduct. Beginning with the 2009-2010 school
13year, the teachers institutes shall include instruction on
14prevalent student chronic health conditions. Beginning with
15the 2016-2017 school year, the teachers institutes shall
16include, at least once every 2 years, instruction on the
17federal Americans with Disabilities Act as it pertains to the
18school environment.
19    (b) In this subsection (b):
20    "Trauma" is defined according to an event, an experience,
21and effects. Individual trauma results from an event, series
22of events, or set of circumstances that is experienced by an
23individual as physically or emotionally harmful or life
24threatening and that has lasting adverse effects on the
25individual's functioning and mental, physical, social, or
26emotional well-being. Collective trauma is a psychological

 

 

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1reaction to a traumatic event shared by any group of people.
2This may include, but is not limited to, community violence,
3experiencing racism and discrimination, and the lack of the
4essential supports for well-being, such as educational or
5economic opportunities, food, health care, housing, and
6community cohesion. Trauma can be experienced by anyone,
7though it is disproportionately experienced by members of
8marginalized groups. Systemic and historical oppression, such
9as racism, is often at the root of this inequity. Symptoms may
10vary at different developmental stages and across different
11cultural groups and different communities.
12    "Trauma-responsive learning environments" means learning
13environments developed during an ongoing, multiyear-long
14process that typically progresses across the following 3
15stages:
16        (1) A school or district is "trauma aware" when it:
17            (A) has personnel that demonstrate a foundational
18        understanding of a broad definition of trauma that is
19        developmentally and culturally based; includes
20        students, personnel, and communities; and recognizes
21        the potential effect on biological, cognitive,
22        academic, and social-emotional functioning; and
23            (B) recognizes that traumatic exposure can impact
24        behavior and learning and should be acknowledged in
25        policies, strategies, and systems of support for
26        students, families, and personnel.

 

 

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1        (2) A school or district is "trauma responsive" when
2    it progresses from awareness to action in the areas of
3    policy, practice, and structural changes within a
4    multi-tiered system of support to promote safety, positive
5    relationships, and self-regulation while underscoring the
6    importance of personal well-being and cultural
7    responsiveness. Such progress may:
8            (A) be aligned with the Illinois Quality Framework
9        and integrated into a school or district's continuous
10        improvement process as evidence to support allocation
11        of financial resources;
12            (B) be assessed and monitored by a
13        multidisciplinary leadership team on an ongoing basis;
14        and
15            (C) involve the engagement and capacity building
16        of personnel at all levels to ensure that adults in the
17        learning environment are prepared to recognize and
18        respond to those impacted by trauma.
19        (3) A school or district is healing centered when it
20    acknowledges its role and responsibility to the community,
21    fully responds to trauma, and promotes resilience and
22    healing through genuine, trusting, and creative
23    relationships. Such school schools or district districts
24    may:
25            (A) promote holistic and collaborative approaches
26        that are grounded in culture, spirituality, civic

 

 

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1        engagement, and equity; and
2            (B) support agency within individuals, families,
3        and communities while engaging people in collective
4        action that moves from transactional to
5        transformational.
6    "Whole child" means using a child-centered, holistic,
7equitable lens across all systems that prioritizes physical,
8mental, and social-emotional health to ensure that every child
9is healthy, safe, supported, challenged, engaged, and
10protected.
11    Starting with the 2024-2025 school year, the teachers
12institutes shall provide instruction on trauma-informed
13practices and include the definitions of trauma,
14trauma-responsive learning environments, and whole child set
15forth in this subsection (b) before the first student
16attendance day of each school year.
17(Source: P.A. 103-413, eff. 1-1-24; revised 11-27-23.)
 
18    (Text of Section after amendment by P.A. 103-542)
19    Sec. 3-11. Institutes or inservice training workshops.
20    (a) In counties of less than 2,000,000 inhabitants, the
21regional superintendent may arrange for or conduct district,
22regional, or county institutes, or equivalent professional
23educational experiences, not more than 4 days annually. Of
24those 4 days, 2 days may be used as a teachers, administrators,
25and school support personnel workshop, when approved by the

 

 

HB4653- 8 -LRB103 36674 RJT 66783 b

1regional superintendent, up to 2 days may be used for
2conducting parent-teacher conferences, or up to 2 days may be
3utilized as parental institute days as provided in Section
410-22.18d. School support personnel may be exempt from a
5workshop if the workshop is not relevant to the work they do. A
6school district may use one of its 4 institute days on the last
7day of the school term. "Institute" or "Professional
8educational experiences" means any educational gathering,
9demonstration of methods of instruction, visitation of schools
10or other institutions or facilities, sexual abuse and sexual
11assault awareness seminar, or training in First Aid (which may
12include cardiopulmonary resuscitation or defibrillator
13training) held or approved by the regional superintendent and
14declared by the regional superintendent him to be an institute
15day, or parent-teacher conferences. With the concurrence of
16the State Superintendent of Education, the regional
17superintendent may employ such assistance as is necessary to
18conduct the institute. Two or more adjoining counties may
19jointly hold an institute. Institute instruction shall be free
20to holders of licenses good in the county or counties holding
21the institute and to those who have paid an examination fee and
22failed to receive a license.
23    In counties of 2,000,000 or more inhabitants, the regional
24superintendent may arrange for or conduct district, regional,
25or county inservice training workshops, or equivalent
26professional educational experiences, not more than 4 days

 

 

HB4653- 9 -LRB103 36674 RJT 66783 b

1annually. Of those 4 days, 2 days may be used as a teachers,
2administrators, and school support personnel workshop, when
3approved by the regional superintendent, up to 2 days may be
4used for conducting parent-teacher conferences, or up to 2
5days may be utilized as parental institute days as provided in
6Section 10-22.18d. School support personnel may be exempt from
7a workshop if the workshop is not relevant to the work they do.
8A school district may use one of those 4 days on the last day
9of the school term. "Inservice Training Workshops" or
10"Professional educational experiences" means any educational
11gathering, demonstration of methods of instruction, visitation
12of schools or other institutions or facilities, sexual abuse
13and sexual assault awareness seminar, or training in First Aid
14(which may include cardiopulmonary resuscitation or
15defibrillator training) held or approved by the regional
16superintendent and declared by the regional superintendent to
17be an inservice training workshop, or parent-teacher
18conferences. With the concurrence of the State Superintendent
19of Education, the regional superintendent may employ such
20assistance as is necessary to conduct the inservice training
21workshop. With the approval of the regional superintendent, 2
22or more adjoining districts may jointly hold an inservice
23training workshop. In addition, with the approval of the
24regional superintendent, one district may conduct its own
25inservice training workshop with subject matter consultants
26requested from the county, State or any State institution of

 

 

HB4653- 10 -LRB103 36674 RJT 66783 b

1higher learning.
2    Such institutes as referred to in this Section may be held
3on consecutive or separate days at the option of the regional
4superintendent having jurisdiction thereof.
5    Whenever reference is made in this Act to "institute", it
6shall be construed to include the inservice training workshops
7or equivalent professional educational experiences provided
8for in this Section.
9    Any institute advisory committee existing on April 1,
101995, is dissolved and the duties and responsibilities of the
11institute advisory committee are assumed by the regional
12office of education advisory board.
13    Districts providing inservice training programs shall
14constitute inservice committees, 1/2 of which shall be
15teachers, 1/4 school service personnel and 1/4 administrators
16to establish program content and schedules.
17    In addition to other topics not listed in this Section,
18the teachers institutes may include training committed to
19health conditions of students; social-emotional learning;
20developing cultural competency; identifying warning signs of
21mental illness and suicidal behavior in youth; domestic and
22sexual violence and the needs of expectant and parenting
23youth; protections and accommodations for students; educator
24ethics; responding to child sexual abuse and grooming
25behavior; and effective instruction in violence prevention and
26conflict resolution. Institute programs in these topics shall

 

 

HB4653- 11 -LRB103 36674 RJT 66783 b

1be credited toward hours of professional development required
2for license renewal as outlined in subsection (e) of Section
321B-45.
4    (b) In this subsection (b):
5    "Trauma" is defined according to an event, an experience,
6and effects. Individual trauma results from an event, series
7of events, or set of circumstances that is experienced by an
8individual as physically or emotionally harmful or life
9threatening and that has lasting adverse effects on the
10individual's functioning and mental, physical, social, or
11emotional well-being. Collective trauma is a psychological
12reaction to a traumatic event shared by any group of people.
13This may include, but is not limited to, community violence,
14experiencing racism and discrimination, and the lack of the
15essential supports for well-being, such as educational or
16economic opportunities, food, health care, housing, and
17community cohesion. Trauma can be experienced by anyone,
18though it is disproportionately experienced by members of
19marginalized groups. Systemic and historical oppression, such
20as racism, is often at the root of this inequity. Symptoms may
21vary at different developmental stages and across different
22cultural groups and different communities.
23    "Trauma-responsive learning environments" means learning
24environments developed during an ongoing, multiyear-long
25process that typically progresses across the following 3
26stages:

 

 

HB4653- 12 -LRB103 36674 RJT 66783 b

1        (1) A school or district is "trauma aware" when it:
2            (A) has personnel that demonstrate a foundational
3        understanding of a broad definition of trauma that is
4        developmentally and culturally based; includes
5        students, personnel, and communities; and recognizes
6        the potential effect on biological, cognitive,
7        academic, and social-emotional functioning; and
8            (B) recognizes that traumatic exposure can impact
9        behavior and learning and should be acknowledged in
10        policies, strategies, and systems of support for
11        students, families, and personnel.
12        (2) A school or district is "trauma responsive" when
13    it progresses from awareness to action in the areas of
14    policy, practice, and structural changes within a
15    multi-tiered system of support to promote safety, positive
16    relationships, and self-regulation while underscoring the
17    importance of personal well-being and cultural
18    responsiveness. Such progress may:
19            (A) be aligned with the Illinois Quality Framework
20        and integrated into a school or district's continuous
21        improvement process as evidence to support allocation
22        of financial resources;
23            (B) be assessed and monitored by a
24        multidisciplinary leadership team on an ongoing basis;
25        and
26            (C) involve the engagement and capacity building

 

 

HB4653- 13 -LRB103 36674 RJT 66783 b

1        of personnel at all levels to ensure that adults in the
2        learning environment are prepared to recognize and
3        respond to those impacted by trauma.
4        (3) A school or district is healing centered when it
5    acknowledges its role and responsibility to the community,
6    fully responds to trauma, and promotes resilience and
7    healing through genuine, trusting, and creative
8    relationships. Such school schools or district districts
9    may:
10            (A) promote holistic and collaborative approaches
11        that are grounded in culture, spirituality, civic
12        engagement, and equity; and
13            (B) support agency within individuals, families,
14        and communities while engaging people in collective
15        action that moves from transactional to
16        transformational.
17    "Whole child" means using a child-centered, holistic,
18equitable lens across all systems that prioritizes physical,
19mental, and social-emotional health to ensure that every child
20is healthy, safe, supported, challenged, engaged, and
21protected.
22    Starting with the 2024-2025 school year, the teachers
23institutes shall provide instruction on trauma-informed
24practices and include the definitions of trauma,
25trauma-responsive learning environments, and whole child set
26forth in this subsection (b) before the first student

 

 

HB4653- 14 -LRB103 36674 RJT 66783 b

1attendance day of each school year.
2(Source: P.A. 103-413, eff. 1-1-24; 103-542, eff. 7-1-24 (see
3Section 905 of P.A. 103-563 for effective date of P.A.
4103-542); revised 11-27-23.)
 
5    (105 ILCS 5/10-22.39)
6    (Text of Section before amendment by P.A. 103-41 and P.A.
7103-542)
8    Sec. 10-22.39. In-service training programs.
9    (a) To conduct in-service training programs for teachers.
10    (b) In addition to other topics at in-service training
11programs, at least once every 2 years, licensed school
12personnel and administrators who work with pupils in
13kindergarten through grade 12 shall be trained to identify the
14warning signs of mental illness, trauma, and suicidal behavior
15in youth and shall be taught appropriate intervention and
16referral techniques. A school district may utilize the
17Illinois Mental Health First Aid training program, established
18under the Illinois Mental Health First Aid Training Act and
19administered by certified instructors trained by a national
20association recognized as an authority in behavioral health,
21to provide the training and meet the requirements under this
22subsection. If licensed school personnel or an administrator
23obtains mental health first aid training outside of an
24in-service training program, he or she may present a
25certificate of successful completion of the training to the

 

 

HB4653- 15 -LRB103 36674 RJT 66783 b

1school district to satisfy the requirements of this
2subsection.
3    Training regarding the implementation of trauma-informed
4practices satisfies the requirements of this subsection (b).
5    A course of instruction as described in this subsection
6(b) must include the definitions of trauma, trauma-responsive
7learning environments, and whole child set forth in subsection
8(b) of Section 3-11 of this Code and may provide information
9that is relevant to and within the scope of the duties of
10licensed school personnel or school administrators. Such
11information may include, but is not limited to:
12        (1) the recognition of and care for trauma in students
13    and staff;
14        (2) the relationship between educator wellness and
15    student learning;
16        (3) the effect of trauma on student behavior and
17    learning;
18        (4) the prevalence of trauma among students, including
19    the prevalence of trauma among student populations at
20    higher risk of experiencing trauma;
21        (5) the effects of implicit or explicit bias on
22    recognizing trauma among various student groups in
23    connection with race, ethnicity, gender identity, sexual
24    orientation, socio-economic status, and other relevant
25    factors; and
26        (6) effective district practices that are shown to:

 

 

HB4653- 16 -LRB103 36674 RJT 66783 b

1            (A) prevent and mitigate the negative effect of
2        trauma on student behavior and learning; and
3            (B) support the emotional wellness of staff.
4    (c) School counselors, nurses, teachers and other school
5personnel who work with pupils may be trained to have a basic
6knowledge of matters relating to acquired immunodeficiency
7syndrome (AIDS), including the nature of the disease, its
8causes and effects, the means of detecting it and preventing
9its transmission, and the availability of appropriate sources
10of counseling and referral, and any other information that may
11be appropriate considering the age and grade level of such
12pupils. The School Board shall supervise such training. The
13State Board of Education and the Department of Public Health
14shall jointly develop standards for such training.
15    (d) In this subsection (d):
16    "Domestic violence" means abuse by a family or household
17member, as "abuse" and "family or household members" are
18defined in Section 103 of the Illinois Domestic Violence Act
19of 1986.
20    "Sexual violence" means sexual assault, abuse, or stalking
21of an adult or minor child proscribed in the Criminal Code of
221961 or the Criminal Code of 2012 in Sections 11-1.20,
2311-1.30, 11-1.40, 11-1.50, 11-1.60, 12-7.3, 12-7.4, 12-7.5,
2412-12, 12-13, 12-14, 12-14.1, 12-15, and 12-16, including
25sexual violence committed by perpetrators who are strangers to
26the victim and sexual violence committed by perpetrators who

 

 

HB4653- 17 -LRB103 36674 RJT 66783 b

1are known or related by blood or marriage to the victim.
2    At least once every 2 years, an in-service training
3program for school personnel who work with pupils, including,
4but not limited to, school and school district administrators,
5teachers, school social workers, school counselors, school
6psychologists, and school nurses, must be conducted by persons
7with expertise in domestic and sexual violence and the needs
8of expectant and parenting youth and shall include training
9concerning (i) communicating with and listening to youth
10victims of domestic or sexual violence and expectant and
11parenting youth, (ii) connecting youth victims of domestic or
12sexual violence and expectant and parenting youth to
13appropriate in-school services and other agencies, programs,
14and services as needed, and (iii) implementing the school
15district's policies, procedures, and protocols with regard to
16such youth, including confidentiality. At a minimum, school
17personnel must be trained to understand, provide information
18and referrals, and address issues pertaining to youth who are
19parents, expectant parents, or victims of domestic or sexual
20violence.
21    (e) At least every 2 years, an in-service training program
22for school personnel who work with pupils must be conducted by
23persons with expertise in anaphylactic reactions and
24management.
25    (f) At least once every 2 years, a school board shall
26conduct in-service training on educator ethics,

 

 

HB4653- 18 -LRB103 36674 RJT 66783 b

1teacher-student conduct, and school employee-student conduct
2for all personnel.
3    (g) (Blank). At least once every 2 years, a school board
4shall conduct in-service training for all school district
5employees on the methods to respond to trauma. The training
6must include instruction on how to respond to an incident
7involving life-threatening bleeding and, if applicable, how to
8use a school's trauma kit. A school board may satisfy the
9training requirements under this subsection by using the
10training, including online training, available from the
11American College of Surgeons or any other similar
12organization.
13    School district employees who are trained to respond to
14trauma pursuant to this subsection (g) shall be immune from
15civil liability in the use of a trauma kit unless the action
16constitutes willful or wanton misconduct.
17(Source: P.A. 102-197, eff. 7-30-21; 102-638, eff. 1-1-23;
18102-813, eff. 5-13-22; 103-128, eff. 6-30-23; 103-413, eff.
191-1-24; revised 11-27-23.)
 
20    (Text of Section after amendment by P.A. 103-542 but
21before amendment by P.A. 103-41)
22    Sec. 10-22.39. In-service training programs.
23    (a) To conduct in-service training programs for teachers,
24administrators, and school support personnel.
25    (b) In addition to other topics at in-service training

 

 

HB4653- 19 -LRB103 36674 RJT 66783 b

1programs listed in this Section, teachers, administrators, and
2school support personnel who work with pupils must be trained
3in the following topics: health conditions of students;
4social-emotional learning; developing cultural competency;
5identifying warning signs of mental illness and suicidal
6behavior in youth; domestic and sexual violence and the needs
7of expectant and parenting youth; protections and
8accommodations for students; educator ethics; responding to
9child sexual abuse and grooming behavior; and effective
10instruction in violence prevention and conflict resolution.
11In-service training programs in these topics shall be credited
12toward hours of professional development required for license
13renewal as outlined in subsection (e) of Section 21B-45.
14    School support personnel may be exempt from in-service
15training if the training is not relevant to the work they do.
16    Nurses and school nurses, as defined by Section 10-22.23,
17are exempt from training required in subsection (b-5).
18    Beginning July 1, 2024, all teachers, administrators, and
19school support personnel shall complete training as outlined
20in Section 10-22.39 during an in-service training program
21conducted by their school board or through other training
22opportunities, including, but not limited to, institutes under
23Section 3-11. Such training must be completed within 6 months
24of employment by a school board and renewed at least once every
255 years, unless required more frequently by other State or
26federal law or in accordance with this Section. If teachers,

 

 

HB4653- 20 -LRB103 36674 RJT 66783 b

1administrators, or school support personnel obtain training
2outside of an in-service training program or from a previous
3public school district or nonpublic school employer, they may
4present documentation showing current compliance with this
5subsection to satisfy the requirement of receiving training
6within 6 months of first being employed. Training may be
7delivered through online, asynchronous means.
8    (b-5) Training regarding health conditions of students for
9staff required by this Section shall include, but is not
10limited to:
11        (1) (Blank). Chronic health conditions of students.
12        (2) Anaphylactic reactions and management. Such
13    training shall be conducted by persons with expertise in
14    anaphylactic reactions and management.
15        (3) The management of asthma, the prevention of asthma
16    symptoms, and emergency response in the school setting.
17        (4) The basics of seizure recognition and first aid
18    and appropriate emergency protocols. Such training must be
19    fully consistent with the best practice guidelines issued
20    by the Centers for Disease Control and Prevention.
21        (5) The basics of diabetes care, how to identify when
22    a student with diabetes needs immediate or emergency
23    medical attention, and whom to contact in the case of an
24    emergency.
25        (6) Current best practices regarding the
26    identification and treatment of attention deficit

 

 

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1    hyperactivity disorder.
2        (7) Instruction on how to respond to an incident
3    involving life-threatening bleeding and, if applicable,
4    how to use a school's trauma kit. Beginning with the
5    2024-2025 school year, training on life-threatening
6    bleeding must be completed within 6 months of the employee
7    first being employed by a school board and renewed within
8    2 years. Beginning with the 2027-2028 school year, the
9    training must be completed within 6 months of the employee
10    first being employed by a school board and renewed at
11    least once every 5 years thereafter. School district
12    employees who are trained to respond to trauma pursuant to
13    this subsection (b-5) shall be immune from civil liability
14    in the use of a trauma kit unless the action constitutes
15    willful or wanton misconduct.
16    In consultation with professional organizations with
17expertise in student health issues, including, but not limited
18to, asthma management, anaphylactic reactions, seizure
19recognition, and diabetes care, the State Board of Education
20shall make available resource materials for educating school
21personnel about student health conditions and emergency
22response in the school setting.
23    A school board may satisfy the life-threatening bleeding
24training under this subsection by using the training,
25including online training, available from the American College
26of Surgeons or any other similar organization.

 

 

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1    (b-10) The training regarding social-emotional learning,
2for staff required by this Section may include, at a minimum,
3providing education to all school personnel about the content
4of the Illinois Social and Emotional Learning Standards, how
5those standards apply to everyday school interactions, and
6examples of how social emotional learning can be integrated
7into instructional practices across all grades and subjects.
8    (b-15) The training regarding developing cultural
9competency for staff required by this Section shall include,
10but is not limited to, understanding and reducing implicit
11bias, including implicit racial bias. As used in this
12subsection, "implicit racial bias" has the meaning set forth
13in Section 10-20.61.
14    (b-20) The training regarding identifying warning signs of
15mental illness, trauma, and suicidal behavior in youth for
16staff required by this Section shall include, but is not
17limited to, appropriate intervention and referral techniques,
18including resources and guidelines as outlined in Section
192-3.166, and must include the definitions of trauma,
20trauma-responsive learning environments, and whole child set
21forth in subsection (b) of Section 3-11 of this Code.
22    Illinois Mental Health First Aid training, established
23under the Illinois Mental Health First Aid Training Act, may
24satisfy the requirements of this subsection.
25    If teachers, administrators, or school support personnel
26obtain mental health first aid training outside of an

 

 

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1in-service training program, they may present a certificate of
2successful completion of the training to the school district
3to satisfy the requirements of this subsection. Training
4regarding the implementation of trauma-informed practices
5under subsection (b) of Section 3-11 satisfies the
6requirements of this subsection.
7    (b-25) As used in this subsection:
8    "Domestic violence" means abuse by a family or household
9member, as "abuse" and "family or household members" are
10defined in Section 103 of the Illinois Domestic Violence Act
11of 1986.
12    "Sexual violence" means sexual assault, abuse, or stalking
13of an adult or minor child proscribed in the Criminal Code of
141961 or in Sections 11-1.20, 11-1.30, 11-1.40, 11-1.50,
1511-1.60, 12-7.3, 12-7.4, 12-7.5, 12-12, 12-13, 12-14, 12-14.1,
1612-15, and 12-16 of the Criminal Code of 2012, including
17sexual violence committed by perpetrators who are strangers to
18the victim and sexual violence committed by perpetrators who
19are known or related by blood or marriage to the victim.
20    The training regarding domestic and sexual violence and
21the needs of expectant and parenting youth for staff required
22by this Section must be conducted by persons with expertise in
23domestic and sexual violence and the needs of expectant and
24parenting youth, and shall include, but is not limited to:
25        (1) communicating with and listening to youth victims
26    of domestic or sexual violence and expectant and parenting

 

 

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1    youth;
2        (2) connecting youth victims of domestic or sexual
3    violence and expectant and parenting youth to appropriate
4    in-school services and other agencies, programs, and
5    services as needed;
6        (3) implementing the school district's policies,
7    procedures, and protocols with regard to such youth,
8    including confidentiality; at . At a minimum, school
9    personnel must be trained to understand, provide
10    information and referrals, and address issues pertaining
11    to youth who are parents, expectant parents, or victims of
12    domestic or sexual violence; and
13        (4) procedures for responding to incidents of teen
14    dating violence that take place at the school, on school
15    grounds, at school-sponsored activities, or in vehicles
16    used for school-provided transportation as outlined in
17    Section 3.10 of the Critical Health Problems and
18    Comprehensive Health Education Act.
19    (b-30) The training regarding protections and
20accommodations for students shall include, but is not limited
21to, instruction on the federal Americans with Disabilities
22Act, as it pertains to the school environment, and
23homelessness. Beginning with the 2024-2025 school year,
24training on homelessness must be completed within 6 months of
25an employee first being employed by a school board and renewed
26within 2 years. Beginning with the 2027-2028 school year, the

 

 

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1training must be completed within 6 months of the employee
2first being employed by a school board and renewed at least
3once every 5 years thereafter. Training on homelessness shall
4include the following:
5        (1) the definition of homeless children and youths
6    under 42 U.S.C. 11434a;
7        (2) the signs of homelessness and housing insecurity;
8        (3) the rights of students experiencing homelessness
9    under State and federal law;
10        (4) the steps to take when a homeless or
11    housing-insecure student is identified; and
12        (5) the appropriate referral techniques, including the
13    name and contact number of the school or school district
14    homeless liaison.
15    School boards may work with a community-based organization
16that specializes in working with homeless children and youth
17to develop and provide the training.
18    (b-35) The training regarding educator ethics and
19responding to child sexual abuse and grooming behavior shall
20include, but is not limited to, teacher-student conduct,
21school employee-student conduct, and evidence-informed
22training on preventing, recognizing, reporting, and responding
23to child sexual abuse and grooming as outlined in Section
2410-23.13.
25    (b-40) The training regarding effective instruction in
26violence prevention and conflict resolution required by this

 

 

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1Section shall be conducted in accordance with the requirements
2of Section 27-23.4.
3    (b-45) (c) Beginning July 1, 2024, all nonpublic
4elementary and secondary school teachers, administrators, and
5school support personnel shall complete the training set forth
6in subsection (b-5). Training must be completed within 6
7months of first being employed by a nonpublic school and
8renewed at least once every 5 years, unless required more
9frequently by other State or federal law. If nonpublic
10teachers, administrators, or school support personnel obtain
11training from a public school district or nonpublic school
12employer, the teacher, administrator, or school support
13personnel may present documentation to the nonpublic school
14showing current compliance with this subsection to satisfy the
15requirement of receiving training within 6 months of first
16being employed. must include the definitions of trauma,
17trauma-responsive learning environments, and whole child set
18forth in subsection (b) of Section 3-11 of this Code and
19    (c) (Blank).
20    (d) (Blank).
21    (e) (Blank).
22    (f) (Blank).
23    (g) (Blank). At least once every 2 years, a school board
24shall conduct in-service training for all school district
25employees on the methods to respond to trauma. The training
26must include instruction on how to respond to an incident

 

 

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1involving life-threatening bleeding and, if applicable, how to
2use a school's trauma kit. A school board may satisfy the
3training requirements under this subsection by using the
4training, including online training, available from the
5American College of Surgeons or any other similar
6organization.
7    School district employees who are trained to respond to
8trauma pursuant to this subsection (g) shall be immune from
9civil liability in the use of a trauma kit unless the action
10constitutes willful or wanton misconduct.
11(Source: P.A. 102-197, eff. 7-30-21; 102-638, eff. 1-1-23;
12102-813, eff. 5-13-22; 103-128, eff. 6-30-23; 103-413, eff.
131-1-24; 103-542, eff. 7-1-24 (see Section 905 of P.A. 103-563
14for effective date of P.A. 103-542); revised 11-27-23.)
 
15    (Text of Section after amendment by P.A. 103-41)
16    Sec. 10-22.39. In-service training programs.
17    (a) To conduct in-service training programs for teachers,
18administrators, and school support personnel.
19    (b) In addition to other topics at in-service training
20programs listed in this Section, teachers, administrators, and
21school support personnel who work with pupils must be trained
22in the following topics: health conditions of students;
23social-emotional learning; developing cultural competency;
24identifying warning signs of mental illness and suicidal
25behavior in youth; domestic and sexual violence and the needs

 

 

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1of expectant and parenting youth; protections and
2accommodations for students; educator ethics; responding to
3child sexual abuse and grooming behavior; and effective
4instruction in violence prevention and conflict resolution.
5In-service training programs in these topics shall be credited
6toward hours of professional development required for license
7renewal as outlined in subsection (e) of Section 21B-45.
8    School support personnel may be exempt from in-service
9training if the training is not relevant to the work they do.
10    Nurses and school nurses, as defined by Section 10-22.23,
11are exempt from training required in subsection (b-5).
12    Beginning July 1, 2024, all teachers, administrators, and
13school support personnel shall complete training as outlined
14in Section 10-22.39 during an in-service training program
15conducted by their school board or through other training
16opportunities, including, but not limited to, institutes under
17Section 3-11. Such training must be completed within 6 months
18of employment by a school board and renewed at least once every
195 years, unless required more frequently by other State or
20federal law or in accordance with this Section. If teachers,
21administrators, or school support personnel obtain training
22outside of an in-service training program or from a previous
23public school district or nonpublic school employer, they may
24present documentation showing current compliance with this
25subsection to satisfy the requirement of receiving training
26within 6 months of first being employed. Training may be

 

 

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1delivered through online, asynchronous means.
2    (b-5) Training regarding health conditions of students for
3staff required by this Section shall include, but is not
4limited to:
5        (1) (Blank). Chronic health conditions of students.
6        (2) Anaphylactic reactions and management. Such
7    training shall be conducted by persons with expertise in
8    anaphylactic reactions and management.
9        (3) The management of asthma, the prevention of asthma
10    symptoms, and emergency response in the school setting.
11        (4) The basics of seizure recognition and first aid
12    and appropriate emergency protocols. Such training must be
13    fully consistent with the best practice guidelines issued
14    by the Centers for Disease Control and Prevention.
15        (5) The basics of diabetes care, how to identify when
16    a student with diabetes needs immediate or emergency
17    medical attention, and whom to contact in the case of an
18    emergency.
19        (6) Current best practices regarding the
20    identification and treatment of attention deficit
21    hyperactivity disorder.
22        (7) Instruction on how to respond to an incident
23    involving life-threatening bleeding and, if applicable,
24    how to use a school's trauma kit. Beginning with the
25    2024-2025 school year, training on life-threatening
26    bleeding must be completed within 6 months of the employee

 

 

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1    first being employed by a school board and renewed within
2    2 years. Beginning with the 2027-2028 school year, the
3    training must be completed within 6 months of the employee
4    first being employed by a school board and renewed at
5    least once every 5 years thereafter. School district
6    employees who are trained to respond to trauma pursuant to
7    this subsection (b-5) shall be immune from civil liability
8    in the use of a trauma kit unless the action constitutes
9    willful or wanton misconduct.
10    In consultation with professional organizations with
11expertise in student health issues, including, but not limited
12to, asthma management, anaphylactic reactions, seizure
13recognition, and diabetes care, the State Board of Education
14shall make available resource materials for educating school
15personnel about student health conditions and emergency
16response in the school setting.
17    A school board may satisfy the life-threatening bleeding
18training under this subsection by using the training,
19including online training, available from the American College
20of Surgeons or any other similar organization.
21    (b-10) The training regarding social-emotional learning,
22for staff required by this Section may include, at a minimum,
23providing education to all school personnel about the content
24of the Illinois Social and Emotional Learning Standards, how
25those standards apply to everyday school interactions, and
26examples of how social emotional learning can be integrated

 

 

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1into instructional practices across all grades and subjects.
2    (b-15) The training regarding developing cultural
3competency for staff required by this Section shall include,
4but is not limited to, understanding and reducing implicit
5bias, including implicit racial bias. As used in this
6subsection, "implicit racial bias" has the meaning set forth
7in Section 10-20.61.
8    (b-20) The training regarding identifying warning signs of
9mental illness, trauma, and suicidal behavior in youth for
10staff required by this Section shall include, but is not
11limited to, appropriate intervention and referral techniques,
12including resources and guidelines as outlined in Section
132-3.166, and must include the definitions of trauma,
14trauma-responsive learning environments, and whole child set
15forth in subsection (b) of Section 3-11 of this Code.
16    Illinois Mental Health First Aid training, established
17under the Illinois Mental Health First Aid Training Act, may
18satisfy the requirements of this subsection.
19    If teachers, administrators, or school support personnel
20obtain mental health first aid training outside of an
21in-service training program, they may present a certificate of
22successful completion of the training to the school district
23to satisfy the requirements of this subsection. Training
24regarding the implementation of trauma-informed practices
25under subsection (b) of Section 3-11 satisfies the
26requirements of this subsection.

 

 

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1    (b-25) As used in this subsection:
2    "Domestic violence" means abuse by a family or household
3member, as "abuse" and "family or household members" are
4defined in Section 103 of the Illinois Domestic Violence Act
5of 1986.
6    "Sexual violence" means sexual assault, abuse, or stalking
7of an adult or minor child proscribed in the Criminal Code of
81961 or in Sections 11-1.20, 11-1.30, 11-1.40, 11-1.50,
911-1.60, 12-7.3, 12-7.4, 12-7.5, 12-12, 12-13, 12-14, 12-14.1,
1012-15, and 12-16 of the Criminal Code of 2012, including
11sexual violence committed by perpetrators who are strangers to
12the victim and sexual violence committed by perpetrators who
13are known or related by blood or marriage to the victim.
14    The training regarding domestic and sexual violence and
15the needs of expectant and parenting youth for staff required
16by this Section must be conducted by persons with expertise in
17domestic and sexual violence and the needs of expectant and
18parenting youth, and shall include, but is not limited to:
19        (1) communicating with and listening to youth victims
20    of domestic or sexual violence and expectant and parenting
21    youth;
22        (2) connecting youth victims of domestic or sexual
23    violence and expectant and parenting youth to appropriate
24    in-school services and other agencies, programs, and
25    services as needed;
26        (3) implementing the school district's policies,

 

 

HB4653- 33 -LRB103 36674 RJT 66783 b

1    procedures, and protocols with regard to such youth,
2    including confidentiality; at . At a minimum, school
3    personnel must be trained to understand, provide
4    information and referrals, and address issues pertaining
5    to youth who are parents, expectant parents, or victims of
6    domestic or sexual violence; and
7        (4) procedures for responding to incidents of teen
8    dating violence that take place at the school, on school
9    grounds, at school-sponsored activities, or in vehicles
10    used for school-provided transportation as outlined in
11    Section 3.10 of the Critical Health Problems and
12    Comprehensive Health Education Act.
13    (b-30) The training regarding protections and
14accommodations for students shall include, but is not limited
15to, instruction on the federal Americans with Disabilities
16Act, as it pertains to the school environment, and
17homelessness. Beginning with the 2024-2025 school year,
18training on homelessness must be completed within 6 months of
19an employee first being employed by a school board and renewed
20within 2 years. Beginning with the 2027-2028 school year, the
21training must be completed within 6 months of the employee
22first being employed by a school board and renewed at least
23once every 5 years thereafter. Training on homelessness shall
24include the following:
25        (1) the definition of homeless children and youths
26    under 42 U.S.C. 11434a;

 

 

HB4653- 34 -LRB103 36674 RJT 66783 b

1        (2) the signs of homelessness and housing insecurity;
2        (3) the rights of students experiencing homelessness
3    under State and federal law;
4        (4) the steps to take when a homeless or
5    housing-insecure student is identified; and
6        (5) the appropriate referral techniques, including the
7    name and contact number of the school or school district
8    homeless liaison.
9    School boards may work with a community-based organization
10that specializes in working with homeless children and youth
11to develop and provide the training.
12    (b-35) The training regarding educator ethics and
13responding to child sexual abuse and grooming behavior shall
14include, but is not limited to, teacher-student conduct,
15school employee-student conduct, and evidence-informed
16training on preventing, recognizing, reporting, and responding
17to child sexual abuse and grooming as outlined in Section
1810-23.13.
19    (b-40) The training regarding effective instruction in
20violence prevention and conflict resolution required by this
21Section shall be conducted in accordance with the requirements
22of Section 27-23.4.
23    (b-45) (c) Beginning July 1, 2024, all nonpublic
24elementary and secondary school teachers, administrators, and
25school support personnel shall complete the training set forth
26in subsection (b-5). Training must be completed within 6

 

 

HB4653- 35 -LRB103 36674 RJT 66783 b

1months of first being employed by a nonpublic school and
2renewed at least once every 5 years, unless required more
3frequently by other State or federal law. If nonpublic
4teachers, administrators, or school support personnel obtain
5training from a public school district or nonpublic school
6employer, the teacher, administrator, or school support
7personnel may present documentation to the nonpublic school
8showing current compliance with this subsection to satisfy the
9requirement of receiving training within 6 months of first
10being employed. must include the definitions of trauma,
11trauma-responsive learning environments, and whole child set
12forth in subsection (b) of Section 3-11 of this Code and
13    (c) (Blank).
14    (d) (Blank).
15    (e) (Blank).
16    (f) (Blank).
17    (g) (Blank). At least once every 2 years, a school board
18shall conduct in-service training for all school district
19employees on the methods to respond to trauma. The training
20must include instruction on how to respond to an incident
21involving life-threatening bleeding and, if applicable, how to
22use a school's trauma kit. A school board may satisfy the
23training requirements under this subsection by using the
24training, including online training, available from the
25American College of Surgeons or any other similar
26organization.

 

 

HB4653- 36 -LRB103 36674 RJT 66783 b

1    School district employees who are trained to respond to
2trauma pursuant to this subsection (g) shall be immune from
3civil liability in the use of a trauma kit unless the action
4constitutes willful or wanton misconduct.
5    (h) (g) At least once every 2 years, a school board shall
6conduct in-service training on homelessness for all school
7personnel. The training shall include:
8        (1) the definition of homeless children and youth
9    under Section 11434a of Title 42 of the United States
10    Code;
11        (2) the signs of homelessness and housing insecurity;
12        (3) the rights of students experiencing homelessness
13    under State and federal law;
14        (4) the steps to take when a homeless or
15    housing-insecure student is identified; and
16        (5) the appropriate referral techniques, including the
17    name and contact number of the school or school district
18    homeless liaison.
19    A school board may work with a community-based
20organization that specializes in working with homeless
21children and youth to develop and provide the training.
22(Source: P.A. 102-197, eff. 7-30-21; 102-638, eff. 1-1-23;
23102-813, eff. 5-13-22; 103-41, eff. 8-20-24; 103-128, eff.
246-30-23; 103-413, eff. 1-1-24; 103-542, eff. 7-1-24 (see
25Section 905 of P.A. 103-563 for effective date of P.A.
26103-542); revised 11-27-23.)
 

 

 

HB4653- 37 -LRB103 36674 RJT 66783 b

1    (105 ILCS 5/34-18.82)
2    Sec. 34-18.82. Trauma kit; trauma response training.
3    (a) In this Section, "trauma kit" means a first aid
4response kit that contains, at a minimum, all of the
5following:
6        (1) One tourniquet endorsed by the Committee on
7    Tactical Combat Casualty Care.
8        (2) One compression bandage.
9        (3) One hemostatic bleeding control dressing endorsed
10    by the Committee on Tactical Combat Casualty Care.
11        (4) Protective gloves and a marker.
12        (5) Scissors.
13        (6) Instructional documents developed by the Stop the
14    Bleed national awareness campaign of the United States
15    Department of Homeland Security or the American College of
16    Surgeons' Committee on Trauma, or both.
17        (7) Any other medical materials or equipment similar
18    to those described in paragraphs (1) through (3) or any
19    other items that (i) are approved by a local law
20    enforcement agency or first responders, (ii) can
21    adequately treat a traumatic injury, and (iii) can be
22    stored in a readily available kit.
23    (b) The school district may maintain an on-site trauma kit
24at each school for bleeding emergencies.
25    (c) Products purchased for the trauma kit, including those

 

 

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1products endorsed by the Committee on Tactical Combat Casualty
2Care, shall, whenever possible, be manufactured in the United
3States.
4    (d) (Blank). At least once every 2 years, the board shall
5conduct in-service training for all school district employees
6on the methods to respond to trauma. The training must include
7instruction on how to respond to an incident involving
8life-threatening bleeding and, if applicable, how to use a
9school's trauma kit. The board may satisfy the training
10requirements under this subsection by using the training,
11including online training, available from the American College
12of Surgeons or any other similar organization.
13    School district employees who are trained to respond to
14trauma pursuant to this subsection (d) shall be immune from
15civil liability in the use of a trauma kit unless the action
16constitutes willful or wanton misconduct.
17(Source: P.A. 103-128, eff. 6-30-23.)
 
18    Section 95. No acceleration or delay. Where this Act makes
19changes in a statute that is represented in this Act by text
20that is not yet or no longer in effect (for example, a Section
21represented by multiple versions), the use of that text does
22not accelerate or delay the taking effect of (i) the changes
23made by this Act or (ii) provisions derived from any other
24Public Act.
 
25    Section 99. Effective date. This Act takes effect January

 

 

HB4653- 39 -LRB103 36674 RJT 66783 b

11, 2025.