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