Full Text of HB3586 101st General Assembly
HB3586sam001 101ST GENERAL ASSEMBLY | Sen. David Koehler Filed: 5/16/2019
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| 1 | | AMENDMENT TO HOUSE BILL 3586
| 2 | | AMENDMENT NO. ______. Amend House Bill 3586 as follows:
| 3 | | on page 1, line 5, after "14-8.02f", by inserting the | 4 | | following:
| 5 | | "and by adding Section 14-8.02g"; and
| 6 | | on page 8, line 8, by replacing "5" with " 3 5 "; and | 7 | | on page 8, by replacing lines 10 through 24 with the following:
| 8 | | " meeting to review a child's individualized education program, | 9 | | or as soon as possible if an individualized education program | 10 | | meeting is scheduled within 3 school days with the written | 11 | | consent of the child's parent or guardian, the local education | 12 | | agency must provide the child's parent or guardian with copies | 13 | | of all written material that will be considered by the | 14 | | individualized education program team at the meeting so that | 15 | | the parent or guardian may participate in the meeting as a |
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| 1 | | fully-informed team member. The written material must include, | 2 | | but is not limited to, all evaluations and collected data that | 3 | | will be considered at the meeting and, for a child who already | 4 | | has an individualized education program, a copy of all | 5 | | individualized education program components that will be | 6 | | discussed by the individualized education program team, other | 7 | | than the components related to the educational and related | 8 | | service minutes proposed for the child and the child's | 9 | | educational placement. as soon as "; and
| 10 | | on page 11, immediately below line 6, by inserting the | 11 | | following: | 12 | | "(105 ILCS 5/14-8.02g new) | 13 | | Sec. 14-8.02g. Response to scientific, research-based | 14 | | intervention. | 15 | | (a) In this Section, "response to scientific, | 16 | | research-based intervention" or "multi-tiered systems of | 17 | | support" means a tiered process of school support that utilizes | 18 | | differentiated instructional strategies for students, provides | 19 | | students with scientific, research-based interventions, | 20 | | continuously monitors student performance using | 21 | | scientifically, research-based progress monitoring | 22 | | instruments, and makes educational decisions based on a | 23 | | student's response to the interventions. Response to | 24 | | scientific, research-based intervention or multi-tiered |
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| 1 | | systems of support use a problem-solving method to define the | 2 | | problem, analyze the problem using data to determine why there | 3 | | is a discrepancy between what is expected and what is | 4 | | occurring, establish one or more student performance goals, | 5 | | develop an intervention plan to address the performance goals, | 6 | | and delineate how the student's progress will be monitored and | 7 | | how implementation integrity will be ensured. | 8 | | (b) A school district must utilize response to scientific, | 9 | | research-based intervention or multi-tiered systems of support | 10 | | as part of an evaluation procedure to determine if a child is | 11 | | eligible for special education services due to a specific | 12 | | learning disability. A school district may utilize the data | 13 | | generated during the response to scientific, research-based | 14 | | intervention or multi-tiered systems of support process in an | 15 | | evaluation to determine if a child is eligible for special | 16 | | education services due to any category of disability. | 17 | | (c) The response to scientific, research-based | 18 | | intervention or multi-tiered systems of support process must | 19 | | involve a collaborative team approach, with the parent or | 20 | | guardian of a student being part of the collaborative team. The | 21 | | parent or guardian of a student must be involved in the data | 22 | | sharing and decision-making processes of support under this | 23 | | Section. The State Board of Education may provide guidance to a | 24 | | school district and identify available resources related to | 25 | | facilitating parental or guardian participation in the | 26 | | response to scientific, research-based intervention or |
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| 1 | | multi-tiered systems of support process. | 2 | | (d) Nothing in this Section affects the responsibility of a | 3 | | school district to identify, locate, and evaluate children with | 4 | | disabilities who are in need of special education services in | 5 | | accordance with the federal Individuals with Disabilities | 6 | | Education Improvement Act of 2004, this Code, or any applicable | 7 | | federal or State rules. "; and | 8 | | on page 13, by replacing lines 24 and 25 with the following: | 9 | | "Section 99. Effective date. This Act takes effect upon | 10 | | becoming law.".
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