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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 Sections
53-11, 10-16a, 10-17a, and 10-22.39 and by adding Sections
62-3.196, 21B-12 and 22-95 as follows:
7    (105 ILCS 5/2-3.196 new)
8    Sec. 2-3.196. Children's Adversity Index. The Illinois
9State Board of Education shall develop a community or
10district-level Children's Adversity Index ("index") to measure
11community childhood trauma exposure across the population of
12children 3 through 18 years of age by May 31, 2025. This
13cross-agency effort shall be led by the State Board of
14Education and must include agencies that both collect the data
15and will have an ultimate use for the index information,
16including, but not limited to, the Governor's Office of Early
17Childhood Development, the Department of Human Services, the
18Department of Public Health, the Department of Innovation and
19Technology, the Illinois Criminal Justice Information
20Authority, the Department of Children and Family Services, and
21the Department of Juvenile Justice. The State Board of
22Education may also involve non-agency personnel with relevant
23expertise. The index shall be informed by research and include



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1both adverse incident data, such as the number or rates of
2students and families experiencing homelessness and the number
3or percentages of children who have had contact with the child
4welfare system, and indicators of aspects of a child's
5environment that can undermine the child's sense of safety,
6stability, and bonding, including growing up in a household
7with caregivers struggling with substance disorders or
8instability due to parent or guardian separation or
9incarceration of a parent or guardian, sibling, or other
10member of the household, or exposure to community violence.
11The index shall provide information that allows for measuring
12progress, comparing school districts to the State average, and
13that enables the index to be updated at least every 2 years.
14The data shall be made publicly available. The initial
15development of the index should leverage available data.
16Personally identifiable information of any individual shall
17not be revealed within this index.
18    (105 ILCS 5/3-11)  (from Ch. 122, par. 3-11)
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 teacher's and educational
25support personnel workshop, when approved by the regional



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



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1and educational support personnel workshop, when approved by
2the regional superintendent, up to 2 days may be used for
3conducting parent-teacher conferences, or up to 2 days may be
4utilized as parental institute days as provided in Section
510-22.18d. Educational support personnel may be exempt from a
6workshop if the workshop is not relevant to the work they do. A
7school district may use one of those 4 days on the last day of
8the school term. "Inservice Training Workshops" or
9"Professional educational experiences" means any educational
10gathering, demonstration of methods of instruction, visitation
11of schools or other institutions or facilities, sexual abuse
12and sexual assault awareness seminar, or training in First Aid
13(which may include cardiopulmonary resuscitation or
14defibrillator training) held or approved by the regional
15superintendent and declared by him to be an inservice training
16workshop, or parent-teacher conferences. With the concurrence
17of the State Superintendent of Education, he may employ such
18assistance as is necessary to conduct the inservice training
19workshop. With the approval of the regional superintendent, 2
20or more adjoining districts may jointly hold an inservice
21training workshop. In addition, with the approval of the
22regional superintendent, one district may conduct its own
23inservice training workshop with subject matter consultants
24requested from the county, State or any State institution of
25higher learning.
26    Such teachers institutes as referred to in this Section



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1may be held on consecutive or separate days at the option of
2the regional superintendent having jurisdiction thereof.
3    Whenever reference is made in this Act to "teachers
4institute", it shall be construed to include the inservice
5training workshops or equivalent professional educational
6experiences provided for in this Section.
7    Any institute advisory committee existing on April 1,
81995, is dissolved and the duties and responsibilities of the
9institute advisory committee are assumed by the regional
10office of education advisory board.
11    Districts providing inservice training programs shall
12constitute inservice committees, 1/2 of which shall be
13teachers, 1/4 school service personnel and 1/4 administrators
14to establish program content and schedules.
15    The teachers institutes shall include teacher training
16committed to (i) peer counseling programs and other
17anti-violence and conflict resolution programs, including
18without limitation programs for preventing at risk students
19from committing violent acts, and (ii) educator ethics and
20teacher-student conduct. Beginning with the 2009-2010 school
21year, the teachers institutes shall include instruction on
22prevalent student chronic health conditions. Beginning with
23the 2016-2017 school year, the teachers institutes shall
24include, at least once every 2 years, instruction on the
25federal Americans with Disabilities Act as it pertains to the
26school environment.



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



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



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1        (3) A school or district is healing centered when it
2    acknowledges its role and responsibility to the community,
3    fully responds to trauma, and promotes resilience and
4    healing through genuine, trusting, and creative
5    relationships. Such schools or districts may:
6            (A) promote holistic and collaborative approaches
7        that are grounded in culture, spirituality, civic
8        engagement, and equity; and
9            (B) support agency within individuals, families,
10        and communities while engaging people in collective
11        action that moves from transactional to
12        transformational.
13    "Whole child" means using a child-centered, holistic,
14equitable lens across all systems that prioritizes physical,
15mental, and social-emotional health to ensure that every child
16is healthy, safe, supported, challenged, engaged, and
18    Starting with the 2024-2025 school year, the teachers
19institutes shall provide instruction on trauma-informed
20practices and include the definitions of trauma,
21trauma-responsive learning environments, and whole child set
22forth in this subsection (b) before the first student
23attendance day of each school year.
24(Source: P.A. 99-30, eff. 7-10-15; 99-616, eff. 7-22-16.)
25    (105 ILCS 5/10-16a)



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1    Sec. 10-16a. School board member's leadership training.
2    (a) This Section applies to all school board members
3serving pursuant to Section 10-10 of this Code who have been
4elected after the effective date of this amendatory Act of the
597th General Assembly or appointed to fill a vacancy of at
6least one year's duration after the effective date of this
7amendatory Act of the 97th General Assembly.
8    (a-5) In this Section, "trauma" has the meaning ascribed
9to that term in subsection (b) of Section 3-11 of this Code.
10    (b) Every voting member of a school board of a school
11district elected or appointed for a term beginning after the
12effective date of this amendatory Act of the 97th General
13Assembly, within a year after the effective date of this
14amendatory Act of the 97th General Assembly or the first year
15of his or her first term, shall complete a minimum of 4 hours
16of professional development leadership training covering
17topics in education and labor law, financial oversight and
18accountability, fiduciary responsibilities of a school board
19member, and, beginning with the 2023-2024 school year,
20trauma-informed practices for students and staff. The school
21district shall maintain on its Internet website, if any, the
22names of all voting members of the school board who have
23successfully completed the training.
24    (b-5) The training regarding trauma-informed practices for
25students and staff required by this Section must include
26information that is relevant to and within the scope of the



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1duties of a school board member. Such information may include,
2but is not limited to:
3        (1) the recognition of and care for trauma in students
4    and staff;
5        (2) the relationship between staff wellness and
6    student learning;
7        (3) the effect of trauma on student behavior and
8    learning;
9        (4) the prevalence of trauma among students, including
10    the prevalence of trauma among student populations at
11    higher risk of experiencing trauma;
12        (5) the effects of implicit or explicit bias on
13    recognizing trauma among various student groups in
14    connection with race, ethnicity, gender identity, sexual
15    orientation, socio-economic status, and other relevant
16    factors; and
17        (6) effective district and school practices that are
18    shown to:
19            (A) prevent and mitigate the negative effect of
20        trauma on student behavior and learning; and
21            (B) support the emotional wellness of staff.
22    (c) The training on financial oversight, accountability,
23fiduciary responsibilities, and, beginning with the 2023-24
24school year, trauma-informed practices for students and staff
25may be provided by an association established under this Code
26for the purpose of training school board members or by other



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1qualified providers approved by the State Board of Education,
2in consultation with an association so established.
3    (d) The State Board of Education may adopt rules that are
4necessary for the administration of the provisions of this
6(Source: P.A. 102-638, eff. 1-1-23.)
7    (105 ILCS 5/10-17a)  (from Ch. 122, par. 10-17a)
8    Sec. 10-17a. State, school district, and school report
10    (1) By October 31, 2013 and October 31 of each subsequent
11school year, the State Board of Education, through the State
12Superintendent of Education, shall prepare a State report
13card, school district report cards, and school report cards,
14and shall by the most economical means provide to each school
15district in this State, including special charter districts
16and districts subject to the provisions of Article 34, the
17report cards for the school district and each of its schools.
18Because of the impacts of the COVID-19 public health emergency
19during school year 2020-2021, the State Board of Education
20shall have until December 31, 2021 to prepare and provide the
21report cards that would otherwise be due by October 31, 2021.
22During a school year in which the Governor has declared a
23disaster due to a public health emergency pursuant to Section
247 of the Illinois Emergency Management Agency Act, the report
25cards for the school districts and each of its schools shall be



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1prepared by December 31.
2    (2) In addition to any information required by federal
3law, the State Superintendent shall determine the indicators
4and presentation of the school report card, which must
5include, at a minimum, the most current data collected and
6maintained by the State Board of Education related to the
8        (A) school characteristics and student demographics,
9    including average class size, average teaching experience,
10    student racial/ethnic breakdown, and the percentage of
11    students classified as low-income; the percentage of
12    students classified as English learners, the number of
13    students who graduate from a bilingual or English learner
14    program, and the number of students who graduate from,
15    transfer from, or otherwise leave bilingual programs; the
16    percentage of students who have individualized education
17    plans or 504 plans that provide for special education
18    services; the number and percentage of all students who
19    have been assessed for placement in a gifted education or
20    advanced academic program and, of those students: (i) the
21    racial and ethnic breakdown, (ii) the percentage who are
22    classified as low-income, and (iii) the number and
23    percentage of students who received direct instruction
24    from a teacher who holds a gifted education endorsement
25    and, of those students, the percentage who are classified
26    as low-income; the percentage of students scoring at the



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1    "exceeds expectations" level on the assessments required
2    under Section 2-3.64a-5 of this Code; the percentage of
3    students who annually transferred in or out of the school
4    district; average daily attendance; the per-pupil
5    operating expenditure of the school district; and the
6    per-pupil State average operating expenditure for the
7    district type (elementary, high school, or unit);
8        (B) curriculum information, including, where
9    applicable, Advanced Placement, International
10    Baccalaureate or equivalent courses, dual enrollment
11    courses, foreign language classes, computer science
12    courses, school personnel resources (including Career
13    Technical Education teachers), before and after school
14    programs, extracurricular activities, subjects in which
15    elective classes are offered, health and wellness
16    initiatives (including the average number of days of
17    Physical Education per week per student), approved
18    programs of study, awards received, community
19    partnerships, and special programs such as programming for
20    the gifted and talented, students with disabilities, and
21    work-study students;
22        (C) student outcomes, including, where applicable, the
23    percentage of students deemed proficient on assessments of
24    State standards, the percentage of students in the eighth
25    grade who pass Algebra, the percentage of students who
26    participated in workplace learning experiences, the



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1    percentage of students enrolled in post-secondary
2    institutions (including colleges, universities, community
3    colleges, trade/vocational schools, and training programs
4    leading to career certification within 2 semesters of high
5    school graduation), the percentage of students graduating
6    from high school who are college and career ready, and the
7    percentage of graduates enrolled in community colleges,
8    colleges, and universities who are in one or more courses
9    that the community college, college, or university
10    identifies as a developmental course;
11        (D) student progress, including, where applicable, the
12    percentage of students in the ninth grade who have earned
13    5 credits or more without failing more than one core
14    class, a measure of students entering kindergarten ready
15    to learn, a measure of growth, and the percentage of
16    students who enter high school on track for college and
17    career readiness;
18        (E) the school environment, including, where
19    applicable, high school dropout rate by grade level, the
20    percentage of students with less than 10 absences in a
21    school year, the percentage of teachers with less than 10
22    absences in a school year for reasons other than
23    professional development, leaves taken pursuant to the
24    federal Family Medical Leave Act of 1993, long-term
25    disability, or parental leaves, the 3-year average of the
26    percentage of teachers returning to the school from the



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1    previous year, the number of different principals at the
2    school in the last 6 years, the number of teachers who hold
3    a gifted education endorsement, the process and criteria
4    used by the district to determine whether a student is
5    eligible for participation in a gifted education program
6    or advanced academic program and the manner in which
7    parents and guardians are made aware of the process and
8    criteria, the number of teachers who are National Board
9    Certified Teachers, disaggregated by race and ethnicity, 2
10    or more indicators from any school climate survey selected
11    or approved by the State and administered pursuant to
12    Section 2-3.153 of this Code, with the same or similar
13    indicators included on school report cards for all surveys
14    selected or approved by the State pursuant to Section
15    2-3.153 of this Code, the combined percentage of teachers
16    rated as proficient or excellent in their most recent
17    evaluation, and, beginning with the 2022-2023 school year,
18    data on the number of incidents of violence that occurred
19    on school grounds or during school-related activities and
20    that resulted in an out-of-school suspension, expulsion,
21    or removal to an alternative setting, as reported pursuant
22    to Section 2-3.162;
23        (F) a school district's and its individual schools'
24    balanced accountability measure, in accordance with
25    Section 2-3.25a of this Code;
26        (G) the total and per pupil normal cost amount the



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1    State contributed to the Teachers' Retirement System of
2    the State of Illinois in the prior fiscal year for the
3    school's employees, which shall be reported to the State
4    Board of Education by the Teachers' Retirement System of
5    the State of Illinois;
6        (H) for a school district organized under Article 34
7    of this Code only, State contributions to the Public
8    School Teachers' Pension and Retirement Fund of Chicago
9    and State contributions for health care for employees of
10    that school district;
11        (I) a school district's Final Percent of Adequacy, as
12    defined in paragraph (4) of subsection (f) of Section
13    18-8.15 of this Code;
14        (J) a school district's Local Capacity Target, as
15    defined in paragraph (2) of subsection (c) of Section
16    18-8.15 of this Code, displayed as a percentage amount;
17        (K) a school district's Real Receipts, as defined in
18    paragraph (1) of subsection (d) of Section 18-8.15 of this
19    Code, divided by a school district's Adequacy Target, as
20    defined in paragraph (1) of subsection (b) of Section
21    18-8.15 of this Code, displayed as a percentage amount;
22        (L) a school district's administrative costs;
23        (M) whether or not the school has participated in the
24    Illinois Youth Survey. In this paragraph (M), "Illinois
25    Youth Survey" means a self-report survey, administered in
26    school settings every 2 years, designed to gather



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1    information about health and social indicators, including
2    substance abuse patterns and the attitudes of students in
3    grades 8, 10, and 12; and
4        (N) whether the school offered its students career and
5    technical education opportunities; and .
6        (O) Beginning with the October 2024 report card, the
7    total number of school counselors, school social workers,
8    school nurses, and school psychologists by school,
9    district, and State, the average number of students per
10    school counselor in the school, district, and State, the
11    average number of students per school social worker in the
12    school, district, and State, the average number of
13    students per school nurse in the school, district, and
14    State, and the average number of students per school
15    psychologist in the school, district, and State.
16    The school report card shall also provide information that
17allows for comparing the current outcome, progress, and
18environment data to the State average, to the school data from
19the past 5 years, and to the outcomes, progress, and
20environment of similar schools based on the type of school and
21enrollment of low-income students, special education students,
22and English learners.
23    As used in this subsection (2):
24    "Administrative costs" means costs associated with
25executive, administrative, or managerial functions within the
26school district that involve planning, organizing, managing,



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1or directing the school district.
2    "Advanced academic program" means a course of study to
3which students are assigned based on advanced cognitive
4ability or advanced academic achievement compared to local age
5peers and in which the curriculum is substantially
6differentiated from the general curriculum to provide
7appropriate challenge and pace.
8    "Computer science" means the study of computers and
9algorithms, including their principles, their hardware and
10software designs, their implementation, and their impact on
11society. "Computer science" does not include the study of
12everyday uses of computers and computer applications, such as
13keyboarding or accessing the Internet.
14    "Gifted education" means educational services, including
15differentiated curricula and instructional methods, designed
16to meet the needs of gifted children as defined in Article 14A
17of this Code.
18    For the purposes of paragraph (A) of this subsection (2),
19"average daily attendance" means the average of the actual
20number of attendance days during the previous school year for
21any enrolled student who is subject to compulsory attendance
22by Section 26-1 of this Code at each school and charter school.
23    (3) At the discretion of the State Superintendent, the
24school district report card shall include a subset of the
25information identified in paragraphs (A) through (E) of
26subsection (2) of this Section, as well as information



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1relating to the operating expense per pupil and other finances
2of the school district, and the State report card shall
3include a subset of the information identified in paragraphs
4(A) through (E) and paragraph (N) of subsection (2) of this
5Section. The school district report card shall include the
6average daily attendance, as that term is defined in
7subsection (2) of this Section, of students who have
8individualized education programs and students who have 504
9plans that provide for special education services within the
10school district.
11    (4) Notwithstanding anything to the contrary in this
12Section, in consultation with key education stakeholders, the
13State Superintendent shall at any time have the discretion to
14amend or update any and all metrics on the school, district, or
15State report card.
16    (5) Annually, no more than 30 calendar days after receipt
17of the school district and school report cards from the State
18Superintendent of Education, each school district, including
19special charter districts and districts subject to the
20provisions of Article 34, shall present such report cards at a
21regular school board meeting subject to applicable notice
22requirements, post the report cards on the school district's
23Internet web site, if the district maintains an Internet web
24site, make the report cards available to a newspaper of
25general circulation serving the district, and, upon request,
26send the report cards home to a parent (unless the district



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1does not maintain an Internet web site, in which case the
2report card shall be sent home to parents without request). If
3the district posts the report card on its Internet web site,
4the district shall send a written notice home to parents
5stating (i) that the report card is available on the web site,
6(ii) the address of the web site, (iii) that a printed copy of
7the report card will be sent to parents upon request, and (iv)
8the telephone number that parents may call to request a
9printed copy of the report card.
10    (6) Nothing contained in Public Act 98-648 repeals,
11supersedes, invalidates, or nullifies final decisions in
12lawsuits pending on July 1, 2014 (the effective date of Public
13Act 98-648) in Illinois courts involving the interpretation of
14Public Act 97-8.
15(Source: P.A. 101-68, eff. 1-1-20; 101-81, eff. 7-12-19;
16101-654, eff. 3-8-21; 102-16, eff. 6-17-21; 102-294, eff.
171-1-22; 102-539, eff. 8-20-21; 102-558, eff. 8-20-21; 102-594,
18eff. 7-1-22; 102-813, eff. 5-13-22.)
19    (105 ILCS 5/10-22.39)
20    Sec. 10-22.39. In-service training programs.
21    (a) To conduct in-service training programs for teachers.
22    (b) In addition to other topics at in-service training
23programs, at least once every 2 years, licensed school
24personnel and administrators who work with pupils in
25kindergarten through grade 12 shall be trained to identify the



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1warning signs of mental illness, trauma, and suicidal behavior
2in youth and shall be taught appropriate intervention and
3referral techniques. A school district may utilize the
4Illinois Mental Health First Aid training program, established
5under the Illinois Mental Health First Aid Training Act and
6administered by certified instructors trained by a national
7association recognized as an authority in behavioral health,
8to provide the training and meet the requirements under this
9subsection. If licensed school personnel or an administrator
10obtains mental health first aid training outside of an
11in-service training program, he or she may present a
12certificate of successful completion of the training to the
13school district to satisfy the requirements of this
15    Training regarding the implementation of trauma-informed
16practices satisfies the requirements of this subsection (b).
17    A course of instruction as described in this subsection
18(b) must include the definitions of trauma, trauma-responsive
19learning environments, and whole child set forth in subsection
20(b) of Section 3-11 of this Code and may provide information
21that is relevant to and within the scope of the duties of
22licensed school personnel or school administrators. Such
23information may include, but is not limited to:
24        (1) the recognition of and care for trauma in students
25    and staff;
26        (2) the relationship between educator wellness and



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1    student learning;
2        (3) the effect of trauma on student behavior and
3    learning;
4        (4) the prevalence of trauma among students, including
5    the prevalence of trauma among student populations at
6    higher risk of experiencing trauma;
7        (5) the effects of implicit or explicit bias on
8    recognizing trauma among various student groups in
9    connection with race, ethnicity, gender identity, sexual
10    orientation, socio-economic status, and other relevant
11    factors; and
12        (6) effective district practices that are shown to:
13            (A) prevent and mitigate the negative effect of
14        trauma on student behavior and learning; and
15            (B) support the emotional wellness of staff.
16    (c) School counselors, nurses, teachers and other school
17personnel who work with pupils may be trained to have a basic
18knowledge of matters relating to acquired immunodeficiency
19syndrome (AIDS), including the nature of the disease, its
20causes and effects, the means of detecting it and preventing
21its transmission, and the availability of appropriate sources
22of counseling and referral, and any other information that may
23be appropriate considering the age and grade level of such
24pupils. The School Board shall supervise such training. The
25State Board of Education and the Department of Public Health
26shall jointly develop standards for such training.



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1    (d) In this subsection (d):
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 the Criminal Code of 2012 in Sections 11-1.20,
911-1.30, 11-1.40, 11-1.50, 11-1.60, 12-7.3, 12-7.4, 12-7.5,
1012-12, 12-13, 12-14, 12-14.1, 12-15, and 12-16, 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    At least once every 2 years, an in-service training
15program for school personnel who work with pupils, including,
16but not limited to, school and school district administrators,
17teachers, school social workers, school counselors, school
18psychologists, and school nurses, must be conducted by persons
19with expertise in domestic and sexual violence and the needs
20of expectant and parenting youth and shall include training
21concerning (i) communicating with and listening to youth
22victims of domestic or sexual violence and expectant and
23parenting youth, (ii) connecting youth victims of domestic or
24sexual violence and expectant and parenting youth to
25appropriate in-school services and other agencies, programs,
26and services as needed, and (iii) implementing the school



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1district's policies, procedures, and protocols with regard to
2such youth, including confidentiality. At a minimum, school
3personnel must be trained to understand, provide information
4and referrals, and address issues pertaining to youth who are
5parents, expectant parents, or victims of domestic or sexual
7    (e) At least every 2 years, an in-service training program
8for school personnel who work with pupils must be conducted by
9persons with expertise in anaphylactic reactions and
11    (f) At least once every 2 years, a school board shall
12conduct in-service training on educator ethics,
13teacher-student conduct, and school employee-student conduct
14for all personnel.
15(Source: P.A. 101-350, eff. 1-1-20; 102-197, eff. 7-30-21;
16102-638, eff. 1-1-23; 102-813, eff. 5-13-22.)
17    (105 ILCS 5/21B-12 new)
18    Sec. 21B-12. Professional educator licensure review
20    (a) The State Superintendent of Education shall establish
21a committee of no more than 21 members to make recommendations
22to the State Board of Education to change the professional
23educator licensure requirements and Professional Educator
24License renewal requirements for kindergarten through grade 12
25teachers to include demonstrated proficiency in adverse



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1childhood experiences, trauma, secondary traumatic stress,
2creating trauma-responsive learning environments or
3communities, as defined in subsection (b) of Section 3-11 of
4this Code, restorative justice, and restorative practices on
5or before October 1, 2024. The members of the committee shall
6be appointed by the State Superintendent of Education, unless
7stated otherwise, and shall include the following members:
8        (1) the State Superintendent of Education or a
9    designee;
10        (2) one member of a statewide professional teachers'
11    organization;
12        (3) one member of another statewide professional
13    teachers' organization;
14        (4) one member who represents a school district
15    serving a community with a population of 500,000 or more;
16        (5) one member of a statewide organization
17    representing school social workers;
18        (6) one member of a statewide organization
19    representing school counselors;
20        (7) one member of an organization that has specific
21    expertise in trauma-responsive school practices and
22    experience in supporting schools in developing
23    trauma-responsive and restorative practices;
24        (8) one member of another organization that has
25    specific expertise in trauma-responsive school practices
26    and experience in supporting schools in developing



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1    trauma-responsive and restorative practices;
2        (9) one member of a statewide organization that
3    represents school principals and assistant principals;
4        (10) 3 members representing a State-approved educator
5    preparation program at an Illinois institution of higher
6    education recommended by the institution of higher
7    education;
8        (11) one member representing regional superintendents
9    of schools recommended by a statewide association that
10    represents regional superintendents of schools;
11        (12) one educator from a school district that has
12    actively worked to develop a system of student support
13    that uses a trauma-informed lens;
14        (13) one member representing district superintendents
15    recommended by a statewide organization that represents
16    district superintendents;
17        (14) the Secretary of Human Services, the Director of
18    Children and Family Services, the Director of Public
19    Health, and the Director of Juvenile Justice, or their
20    designees; and
21        (15) a child advocate.
22    (b) This Section is repealed on October 1, 2025.
23    (105 ILCS 5/22-95 new)
24    Sec. 22-95. Whole Child Task Force.
25    (a) The General Assembly makes all of the following



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2        (1) The COVID-19 pandemic has exposed systemic
3    inequities in American society. Students, educators, and
4    families throughout this State have been deeply affected
5    by the pandemic, and the impact of the pandemic will be
6    felt for years to come. The negative consequences of the
7    pandemic have impacted students and communities
8    differently along the lines of race, income, language, and
9    special needs. However, students in this State faced
10    significant unmet physical health, mental health, and
11    social and emotional needs even prior to the pandemic.
12        (2) The path to recovery requires a commitment from
13    adults in this State to address our students cultural,
14    physical, emotional, and mental health needs and to
15    provide them with stronger and increased systemic support
16    and intervention.
17        (3) It is well documented that trauma and toxic stress
18    diminish a child's ability to thrive. Forms of childhood
19    trauma and toxic stress include adverse childhood
20    experiences, systemic racism, poverty, food and housing
21    insecurity, and gender-based violence. The COVID-19
22    pandemic has exacerbated these issues and brought them
23    into focus.
24        (4) It is estimated that, overall, approximately 40%
25    of children in this State have experienced at least one
26    adverse childhood experience and approximately 10% have



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1    experienced 3 or more adverse childhood experiences.
2    However, the number of adverse childhood experiences is
3    higher for Black and Hispanic children who are growing up
4    in poverty. The COVID-19 pandemic has amplified the number
5    of students who have experienced childhood trauma. Also,
6    the COVID-19 pandemic has highlighted preexisting
7    inequities in school disciplinary practices that
8    disproportionately impact Black and Brown students.
9    Research shows, for example, that girls of color are
10    disproportionately impacted by trauma, adversity, and
11    abuse, and instead of receiving the care and
12    trauma-informed support they may need, many Black girls in
13    particular face disproportionately harsh disciplinary
14    measures.
15        (5) The cumulative effects of trauma and toxic stress
16    adversely impact the physical health of students, as well
17    as the students' ability to learn, form relationships, and
18    self-regulate. If left unaddressed, these effects increase
19    a student's risk for depression, alcoholism, anxiety,
20    asthma, smoking, and suicide, all of which are risks that
21    disproportionately affect Black youth and may lead to a
22    host of medical diseases as an adult. Access to infant and
23    early childhood mental health services is critical to
24    ensure the social and emotional well-being of this State's
25    youngest children, particularly those children who have
26    experienced trauma.



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1        (6) Although this State enacted measures through
2    Public Act 100-105 to address the high rate of early care
3    and preschool expulsions of infants, toddlers, and
4    preschoolers and the disproportionately higher rate of
5    expulsion for Black and Hispanic children, a recent study
6    found a wide variation in the awareness, understanding,
7    and compliance with the law by providers of early
8    childhood care. Further work is needed to implement the
9    law, which includes providing training to early childhood
10    care providers to increase the providers' understanding of
11    the law, increasing the availability and access to infant
12    and early childhood mental health services, and building
13    aligned data collection systems to better understand
14    expulsion rates and to allow for accurate reporting as
15    required by the law.
16        (7) Many educators and schools in this State have
17    embraced and implemented evidence-based restorative
18    justice and trauma-responsive and culturally relevant
19    practices and interventions. However, the use of these
20    interventions on students is often isolated or is
21    implemented occasionally and only if the school has the
22    appropriate leadership, resources, and partners available
23    to engage seriously in this work. It would be malpractice
24    to deny our students access to these practices and
25    interventions, especially in the aftermath of a
26    once-in-a-century pandemic.



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1    (b) The Whole Child Task Force created by Public Act
2101-654 is reestablished for the purpose of establishing an
3equitable, inclusive, safe, and supportive environment in all
4schools for every student in this State. The task force shall
5have all of the following goals, which means key steps have to
6be taken to ensure that every child in every school in this
7State has access to teachers, social workers, school leaders,
8support personnel, and others who have been trained in
9evidence-based interventions and restorative practices:
10        (1) To create a common definition of a
11    trauma-responsive school, a trauma-responsive district,
12    and a trauma-responsive community.
13        (2) To outline the training and resources required to
14    create and sustain a system of support for
15    trauma-responsive schools, districts, and communities and
16    to identify this State's role in that work, including
17    recommendations concerning options for redirecting
18    resources from school resource officers to classroom-based
19    support.
20        (3) To identify or develop a process to conduct an
21    analysis of the organizations that provide training in
22    restorative practices, implicit bias, anti-racism, and
23    trauma-responsive systems, mental health services, and
24    social and emotional services to schools.
25        (4) To provide recommendations concerning the key data
26    to be collected and reported to ensure that this State has



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1    a full and accurate understanding of the progress toward
2    ensuring that all schools, including programs and
3    providers of care to pre-kindergarten children, employ
4    restorative, anti-racist, and trauma-responsive
5    strategies and practices. The data collected must include
6    information relating to the availability of trauma
7    responsive support structures in schools, as well as
8    disciplinary practices employed on students in person or
9    through other means, including during remote or blended
10    learning. It should also include information on the use of
11    and funding for school resource officers and other similar
12    police personnel in school programs.
13        (5) To recommend an implementation timeline, including
14    the key roles, responsibilities, and resources to advance
15    this State toward a system in which every school,
16    district, and community is progressing toward becoming
17    trauma-responsive.
18        (6) To seek input and feedback from stakeholders,
19    including parents, students, and educators, who reflect
20    the diversity of this State.
21        (7) To recommend legislation, policies, and practices
22    to prevent learning loss in students during periods of
23    suspension and expulsion, including, but not limited to,
24    remote instruction.
25    (c) Members of the Whole Child Task Force shall be
26appointed by the State Superintendent of Education. Members of



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1this task force must represent the diversity of this State and
2possess the expertise needed to perform the work required to
3meet the goals of the task force set forth under subsection
4(a). Members of the task force shall include all of the
6        (1) One member of a statewide professional teachers'
7    organization.
8        (2) One member of another statewide professional
9    teachers' organization.
10        (3) One member who represents a school district
11    serving a community with a population of 500,000 or more.
12        (4) One member of a statewide organization
13    representing social workers.
14        (5) One member of an organization that has specific
15    expertise in trauma-responsive school practices and
16    experience in supporting schools in developing
17    trauma-responsive and restorative practices.
18        (6) One member of another organization that has
19    specific expertise in trauma-responsive school practices
20    and experience in supporting schools in developing
21    trauma-responsive and restorative practices.
22        (7) One member of a statewide organization that
23    represents school administrators.
24        (8) One member of a statewide policy organization that
25    works to build a healthy public education system that
26    prepares all students for a successful college, career,



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1    and civic life.
2        (9) One member of a statewide organization that brings
3    teachers together to identify and address issues critical
4    to student success.
5        (10) One member of the General Assembly recommended by
6    the President of the Senate.
7        (11) One member of the General Assembly recommended by
8    the Speaker of the House of Representatives.
9        (12) One member of the General Assembly recommended by
10    the Minority Leader of the Senate.
11        (13) One member of the General Assembly recommended by
12    the Minority Leader of the House of Representatives.
13        (14) One member of a civil rights organization that
14    works actively on issues regarding student support.
15        (15) One administrator from a school district that has
16    actively worked to develop a system of student support
17    that uses a trauma-informed lens.
18        (16) One educator from a school district that has
19    actively worked to develop a system of student support
20    that uses a trauma-informed lens.
21        (17) One member of a youth-led organization.
22        (18) One member of an organization that has
23    demonstrated expertise in restorative practices.
24        (19) One member of a coalition of mental health and
25    school practitioners who assist schools in developing and
26    implementing trauma-informed and restorative strategies



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1    and systems.
2        (20) One member of an organization whose mission is to
3    promote the safety, health, and economic success of
4    children, youth, and families in this State.
5        (21) One member who works or has worked as a
6    restorative justice coach or disciplinarian.
7        (22) One member who works or has worked as a social
8    worker.
9        (23) One member of the State Board of Education.
10        (24) One member who represents a statewide principals'
11    organization.
12        (25) One member who represents a statewide
13    organization of school boards.
14        (26) One member who has expertise in pre-kindergarten
15    education.
16        (27) One member who represents a school social worker
17    association.
18        (28) One member who represents an organization that
19    represents school districts in the south suburbs of the
20    City of Chicago.
21        (29) One member who is a licensed clinical
22    psychologist who (i) has a doctor of philosophy in the
23    field of clinical psychology and has an appointment at an
24    independent free-standing children's hospital located in
25    the City of Chicago, (ii) serves as an associate professor
26    at a medical school located in the City of Chicago, and



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1    (iii) serves as the clinical director of a coalition of
2    voluntary collaboration of organizations that are
3    committed to applying a trauma lens to the member's
4    efforts on behalf of families and children in the State.
5        (30) One member who represents a school district in
6    the west suburbs of the City of Chicago.
7        (31) One member from a governmental agency who has
8    expertise in child development and who is responsible for
9    coordinating early childhood mental health programs and
10    services.
11        (32) One member who has significant expertise in early
12    childhood mental health and childhood trauma.
13        (33) One member who represents an organization that
14    represents school districts in the collar counties around
15    the City of Chicago.
16        (34) One member who represents an organization
17    representing regional offices of education.
18    (d) The Whole Child Task Force shall meet at the call of
19the State Superintendent of Education or his or her designee,
20who shall serve as the chairperson. The State Board of
21Education shall provide administrative and other support to
22the task force. Members of the task force shall serve without
24    (e) The Whole Child Task Force shall reconvene by March
252027 to review progress on the recommendations in the March
262022 report submitted pursuant to Public Act 101-654 and shall



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1submit a new report on its assessment of the State's progress
2and any additional recommendations to the General Assembly,
3the Illinois Legislative Black Caucus, the State Board of
4Education, and the Governor on or before December 31, 2027.
5    (f) This Section is repealed on February 1, 2029.