Full Text of SB2025 101st General Assembly
SB2025sam002 101ST GENERAL ASSEMBLY | 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, | 3 | | by replacing everything after the enacting clause with the | 4 | | following:
| 5 | | "Section 5. The School Code is amended by adding Sections | 6 | | 10-20.69 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 | 11 | | model of school support, not including special education | 12 | | services, that (i) utilizes differentiated instructional | 13 | | strategies for students, (ii) provides students with | 14 | | scientifically research-based interventions and continuous | 15 | | monitoring of their performance using scientifically | 16 | | research-based progress monitoring instruments, and (iii) |
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| 1 | | makes educational decisions based on a student's response to | 2 | | those interventions. Multi-tiered systems of support and | 3 | | Response to Intervention use a problem-solving method to define | 4 | | the problem, analyze the problem using data to determine why | 5 | | there is a discrepancy between what is expected of the student | 6 | | and what is occurring, establish one or more student | 7 | | performance goals, develop an intervention plan to address the | 8 | | performance goals, and delineate how the student's progress | 9 | | will be monitored and how implementation integrity will be | 10 | | ensured. MTSS or RtI may be utilized as a component of an | 11 | | evaluation to determine if a student is eligible for special | 12 | | education services due to a disability. Data collection using | 13 | | scientifically based data systems is an essential component of | 14 | | MTSS and RtI. Progressively more intensive interventions and | 15 | | support for a student requires more frequent monitoring of | 16 | | progress to ensure timely decision-making. | 17 | | (b) Because communication with a student's parent or | 18 | | guardian on the instructional strategies used for the student | 19 | | is important at all levels of intervention, a school district | 20 | | must inform a student's parent or guardian if the student | 21 | | begins to receive MTSS or RtI support at the highest level of | 22 | | intervention short of eligibility for special education | 23 | | services. The information provided to the parent or guardian | 24 | | must include the area or areas in which the student requires | 25 | | more intensive intervention, the student's performance goal or | 26 | | goals, and how the parent or guardian may obtain a copy of any |
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| 1 | | progress reports and data being collected for the student. The | 2 | | information may be provided to the parent or guardian using any | 3 | | reasonable and understandable means of communication likely to | 4 | | reach the parent or guardian, including a text or email | 5 | | message, phone call, or note, and a school district is not | 6 | | required to provide notice via a formal written notification or | 7 | | a special form. A school district must note in the student's | 8 | | school student record that the information has been provided to | 9 | | the parent or guardian. | 10 | | (c) Nothing in this Section affects the responsibility of a | 11 | | school district to identify, locate, and evaluate children with | 12 | | disabilities who are in need of special education services in | 13 | | accordance with the federal Individuals with Disabilities | 14 | | Education Improvement Act of 2004, this Code, and any | 15 | | applicable 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 | 20 | | model of school support, not including special education | 21 | | services, that (i) utilizes differentiated instructional | 22 | | strategies for students, (ii) provides students with | 23 | | scientifically research-based interventions and continuous | 24 | | monitoring of their performance using scientifically | 25 | | research-based progress monitoring instruments, and (iii) |
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| 1 | | makes educational decisions based on a student's response to | 2 | | those interventions. Multi-tiered systems of support and | 3 | | Response to Intervention use a problem-solving method to define | 4 | | the problem, analyze the problem using data to determine why | 5 | | there is a discrepancy between what is expected of the student | 6 | | and what is occurring, establish one or more student | 7 | | performance goals, develop an intervention plan to address the | 8 | | performance goals, and delineate how the student's progress | 9 | | will be monitored and how implementation integrity will be | 10 | | ensured. MTSS or RtI may be utilized as a component of an | 11 | | evaluation to determine if a student is eligible for special | 12 | | education services due to a disability. Data collection using | 13 | | scientifically based data systems is an essential component of | 14 | | MTSS and RtI. Progressively more intensive interventions and | 15 | | support for a student requires more frequent monitoring of | 16 | | progress to ensure timely decision-making. | 17 | | (b) Because communication with a student's parent or | 18 | | guardian on the instructional strategies used for the student | 19 | | is important at all levels of intervention, the school district | 20 | | must inform a student's parent or guardian if the student | 21 | | begins to receive MTSS or RtI support at the highest level of | 22 | | intervention short of eligibility for special education | 23 | | services. The information provided to the parent or guardian | 24 | | must include the area or areas in which the student requires | 25 | | more intensive intervention, the student's performance goal or | 26 | | goals, and how the parent or guardian may obtain a copy of any |
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| 1 | | progress reports and data being collected for the student. The | 2 | | information may be provided to the parent or guardian using any | 3 | | reasonable and understandable means of communication likely to | 4 | | reach the parent or guardian, including a text or e-mail | 5 | | message, phone call, or note, and the school district if not | 6 | | required to provide notice via a formal written notification or | 7 | | a special form. The school district must note in the student's | 8 | | school student record that the information has been provided to | 9 | | the parent or guardian. | 10 | | (c) Nothing in this Section affects the responsibility of | 11 | | the school district to identify, locate, and evaluate children | 12 | | with disabilities who are in need of special education services | 13 | | in accordance with the federal Individuals with Disabilities | 14 | | Education Improvement Act of 2004, this Code, and any | 15 | | applicable federal or State rules.
| 16 | | Section 99. Effective date. This Act takes effect upon | 17 | | becoming law.".
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