Sen. Kimberly A. Lightford

Filed: 3/17/2023





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2    AMENDMENT NO. ______. Amend Senate Bill 16 by replacing
3everything after the enacting clause with the following:
4    "Section 5. The School Code is amended by changing
5Sections 3-11, 10-16a, 10-17a, and 10-22.39 and by adding
6Sections 2-3.196, 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



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1Childhood Development, the Department of Human Services, the
2Department of Public Health, the Department of Innovation and
3Technology, the Illinois Criminal Justice Information
4Authority, the Department of Children and Family Services, and
5the Department of Juvenile Justice. The State Board of
6Education may also involve non-agency personnel with relevant
7expertise. The index shall be informed by research and include
8both adverse incident data, such as the number or rates of
9students and families experiencing homelessness and the number
10or percentages of children who have had contact with the child
11welfare system, and indicators of aspects of a child's
12environment that can undermine the child's sense of safety,
13stability, and bonding, including growing up in a household
14with caregivers struggling with substance disorders or
15instability due to parent or guardian separation or
16incarceration of a parent or guardian, sibling, or other
17member of the household, or exposure to community violence.
18The index shall provide information that allows for measuring
19progress, comparing school districts to the State average, and
20that enables the index to be updated at least every 2 years.
21The data shall be made publicly available. The initial
22development of the index should leverage available data.
23Personally identifiable information of any individual shall
24not be revealed within this index.
25    (105 ILCS 5/3-11)  (from Ch. 122, par. 3-11)



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



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1institute and to those who have paid an examination fee and
2failed to receive a license.
3    In counties of 2,000,000 or more inhabitants, the regional
4superintendent may arrange for or conduct district, regional,
5or county inservice training workshops, or equivalent
6professional educational experiences, not more than 4 days
7annually. Of those 4 days, 2 days may be used as a teacher's
8and educational support personnel workshop, when approved by
9the regional superintendent, up to 2 days may be used for
10conducting parent-teacher conferences, or up to 2 days may be
11utilized as parental institute days as provided in Section
1210-22.18d. Educational support personnel may be exempt from a
13workshop if the workshop is not relevant to the work they do. A
14school district may use one of those 4 days on the last day of
15the school term. "Inservice Training Workshops" or
16"Professional educational experiences" means any educational
17gathering, demonstration of methods of instruction, visitation
18of schools or other institutions or facilities, sexual abuse
19and sexual assault awareness seminar, or training in First Aid
20(which may include cardiopulmonary resuscitation or
21defibrillator training) held or approved by the regional
22superintendent and declared by him to be an inservice training
23workshop, or parent-teacher conferences. With the concurrence
24of the State Superintendent of Education, he may employ such
25assistance as is necessary to conduct the inservice training
26workshop. With the approval of the regional superintendent, 2



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1or more adjoining districts may jointly hold an inservice
2training workshop. In addition, with the approval of the
3regional superintendent, one district may conduct its own
4inservice training workshop with subject matter consultants
5requested from the county, State or any State institution of
6higher learning.
7    Such teachers institutes as referred to in this Section
8may be held on consecutive or separate days at the option of
9the regional superintendent having jurisdiction thereof.
10    Whenever reference is made in this Act to "teachers
11institute", it shall be construed to include the inservice
12training workshops or equivalent professional educational
13experiences provided for in this Section.
14    Any institute advisory committee existing on April 1,
151995, is dissolved and the duties and responsibilities of the
16institute advisory committee are assumed by the regional
17office of education advisory board.
18    Districts providing inservice training programs shall
19constitute inservice committees, 1/2 of which shall be
20teachers, 1/4 school service personnel and 1/4 administrators
21to establish program content and schedules.
22    The teachers institutes shall include teacher training
23committed to (i) peer counseling programs and other
24anti-violence and conflict resolution programs, including
25without limitation programs for preventing at risk students
26from committing violent acts, and (ii) educator ethics and



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1teacher-student conduct. Beginning with the 2009-2010 school
2year, the teachers institutes shall include instruction on
3prevalent student chronic health conditions. Beginning with
4the 2016-2017 school year, the teachers institutes shall
5include, at least once every 2 years, instruction on the
6federal Americans with Disabilities Act as it pertains to the
7school environment.
8    (b) In this subsection (b):
9    "Trauma" is defined according to an event, an experience,
10and effects. Individual trauma results from an event, series
11of events, or set of circumstances that is experienced by an
12individual as physically or emotionally harmful or life
13threatening and that has lasting adverse effects on the
14individual's functioning and mental, physical, social, or
15emotional well-being. Collective trauma is a psychological
16reaction to a traumatic event shared by any group of people.
17This may include, but is not limited to, community violence,
18experiencing racism and discrimination, and the lack of the
19essential supports for well-being, such as educational or
20economic opportunities, food, health care, housing, and
21community cohesion. Trauma can be experienced by anyone,
22though it is disproportionately experienced by members of
23marginalized groups. Systemic and historical oppression, such
24as racism, is often at the root of this inequity. Symptoms may
25vary at different developmental stages and across different
26cultural groups and different communities.



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



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



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1practices and include the definitions of trauma,
2trauma-responsive learning environments, and whole child set
3forth in this subsection (b) before the first student
4attendance day of each school year.
5(Source: P.A. 99-30, eff. 7-10-15; 99-616, eff. 7-22-16.)
6    (105 ILCS 5/10-16a)
7    Sec. 10-16a. School board member's leadership training.
8    (a) This Section applies to all school board members
9serving pursuant to Section 10-10 of this Code who have been
10elected after the effective date of this amendatory Act of the
1197th General Assembly or appointed to fill a vacancy of at
12least one year's duration after the effective date of this
13amendatory Act of the 97th General Assembly.
14    (a-5) In this Section, "trauma" has the meaning ascribed
15to that term in subsection (b) of Section 3-11 of this Code.
16    (b) Every voting member of a school board of a school
17district elected or appointed for a term beginning after the
18effective date of this amendatory Act of the 97th General
19Assembly, within a year after the effective date of this
20amendatory Act of the 97th General Assembly or the first year
21of his or her first term, shall complete a minimum of 4 hours
22of professional development leadership training covering
23topics in education and labor law, financial oversight and
24accountability, fiduciary responsibilities of a school board
25member, and, beginning with the 2023-2024 school year,



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1trauma-informed practices for students and staff. The school
2district shall maintain on its Internet website, if any, the
3names of all voting members of the school board who have
4successfully completed the training.
5    (b-5) The training regarding trauma-informed practices for
6students and staff required by this Section must include
7information that is relevant to and within the scope of the
8duties of a school board member. Such information may include,
9but is not limited to:
10        (1) the recognition of and care for trauma in students
11    and staff;
12        (2) the relationship between staff wellness and
13    student learning;
14        (3) the effect of trauma on student behavior and
15    learning;
16        (4) the prevalence of trauma among students, including
17    the prevalence of trauma among student populations at
18    higher risk of experiencing trauma;
19        (5) the effects of implicit or explicit bias on
20    recognizing trauma among various student groups in
21    connection with race, ethnicity, gender identity, sexual
22    orientation, socio-economic status, and other relevant
23    factors; and
24        (6) effective district and school practices that are
25    shown to:
26            (A) prevent and mitigate the negative effect of



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1        trauma on student behavior and learning; and
2            (B) support the emotional wellness of staff.
3    (c) The training on financial oversight, accountability,
4fiduciary responsibilities, and, beginning with the 2023-24
5school year, trauma-informed practices for students and staff
6may be provided by an association established under this Code
7for the purpose of training school board members or by other
8qualified providers approved by the State Board of Education,
9in consultation with an association so established.
10    (d) The State Board of Education may adopt rules that are
11necessary for the administration of the provisions of this
13(Source: P.A. 102-638, eff. 1-1-23.)
14    (105 ILCS 5/10-17a)  (from Ch. 122, par. 10-17a)
15    Sec. 10-17a. State, school district, and school report
17    (1) By October 31, 2013 and October 31 of each subsequent
18school year, the State Board of Education, through the State
19Superintendent of Education, shall prepare a State report
20card, school district report cards, and school report cards,
21and shall by the most economical means provide to each school
22district in this State, including special charter districts
23and districts subject to the provisions of Article 34, the
24report cards for the school district and each of its schools.
25Because of the impacts of the COVID-19 public health emergency



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1during school year 2020-2021, the State Board of Education
2shall have until December 31, 2021 to prepare and provide the
3report cards that would otherwise be due by October 31, 2021.
4During a school year in which the Governor has declared a
5disaster due to a public health emergency pursuant to Section
67 of the Illinois Emergency Management Agency Act, the report
7cards for the school districts and each of its schools shall be
8prepared by December 31.
9    (2) In addition to any information required by federal
10law, the State Superintendent shall determine the indicators
11and presentation of the school report card, which must
12include, at a minimum, the most current data collected and
13maintained by the State Board of Education related to the
15        (A) school characteristics and student demographics,
16    including average class size, average teaching experience,
17    student racial/ethnic breakdown, and the percentage of
18    students classified as low-income; the percentage of
19    students classified as English learners, the number of
20    students who graduate from a bilingual or English learner
21    program, and the number of students who graduate from,
22    transfer from, or otherwise leave bilingual programs; the
23    percentage of students who have individualized education
24    plans or 504 plans that provide for special education
25    services; the number and percentage of all students who
26    have been assessed for placement in a gifted education or



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1    advanced academic program and, of those students: (i) the
2    racial and ethnic breakdown, (ii) the percentage who are
3    classified as low-income, and (iii) the number and
4    percentage of students who received direct instruction
5    from a teacher who holds a gifted education endorsement
6    and, of those students, the percentage who are classified
7    as low-income; the percentage of students scoring at the
8    "exceeds expectations" level on the assessments required
9    under Section 2-3.64a-5 of this Code; the percentage of
10    students who annually transferred in or out of the school
11    district; average daily attendance; the per-pupil
12    operating expenditure of the school district; and the
13    per-pupil State average operating expenditure for the
14    district type (elementary, high school, or unit);
15        (B) curriculum information, including, where
16    applicable, Advanced Placement, International
17    Baccalaureate or equivalent courses, dual enrollment
18    courses, foreign language classes, computer science
19    courses, school personnel resources (including Career
20    Technical Education teachers), before and after school
21    programs, extracurricular activities, subjects in which
22    elective classes are offered, health and wellness
23    initiatives (including the average number of days of
24    Physical Education per week per student), approved
25    programs of study, awards received, community
26    partnerships, and special programs such as programming for



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1    the gifted and talented, students with disabilities, and
2    work-study students;
3        (C) student outcomes, including, where applicable, the
4    percentage of students deemed proficient on assessments of
5    State standards, the percentage of students in the eighth
6    grade who pass Algebra, the percentage of students who
7    participated in workplace learning experiences, the
8    percentage of students enrolled in post-secondary
9    institutions (including colleges, universities, community
10    colleges, trade/vocational schools, and training programs
11    leading to career certification within 2 semesters of high
12    school graduation), the percentage of students graduating
13    from high school who are college and career ready, and the
14    percentage of graduates enrolled in community colleges,
15    colleges, and universities who are in one or more courses
16    that the community college, college, or university
17    identifies as a developmental course;
18        (D) student progress, including, where applicable, the
19    percentage of students in the ninth grade who have earned
20    5 credits or more without failing more than one core
21    class, a measure of students entering kindergarten ready
22    to learn, a measure of growth, and the percentage of
23    students who enter high school on track for college and
24    career readiness;
25        (E) the school environment, including, where
26    applicable, high school dropout rate by grade level, the



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1    percentage of students with less than 10 absences in a
2    school year, the percentage of teachers with less than 10
3    absences in a school year for reasons other than
4    professional development, leaves taken pursuant to the
5    federal Family Medical Leave Act of 1993, long-term
6    disability, or parental leaves, the 3-year average of the
7    percentage of teachers returning to the school from the
8    previous year, the number of different principals at the
9    school in the last 6 years, the number of teachers who hold
10    a gifted education endorsement, the process and criteria
11    used by the district to determine whether a student is
12    eligible for participation in a gifted education program
13    or advanced academic program and the manner in which
14    parents and guardians are made aware of the process and
15    criteria, the number of teachers who are National Board
16    Certified Teachers, disaggregated by race and ethnicity, 2
17    or more indicators from any school climate survey selected
18    or approved by the State and administered pursuant to
19    Section 2-3.153 of this Code, with the same or similar
20    indicators included on school report cards for all surveys
21    selected or approved by the State pursuant to Section
22    2-3.153 of this Code, the combined percentage of teachers
23    rated as proficient or excellent in their most recent
24    evaluation, and, beginning with the 2022-2023 school year,
25    data on the number of incidents of violence that occurred
26    on school grounds or during school-related activities and



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1    that resulted in an out-of-school suspension, expulsion,
2    or removal to an alternative setting, as reported pursuant
3    to Section 2-3.162;
4        (F) a school district's and its individual schools'
5    balanced accountability measure, in accordance with
6    Section 2-3.25a of this Code;
7        (G) the total and per pupil normal cost amount the
8    State contributed to the Teachers' Retirement System of
9    the State of Illinois in the prior fiscal year for the
10    school's employees, which shall be reported to the State
11    Board of Education by the Teachers' Retirement System of
12    the State of Illinois;
13        (H) for a school district organized under Article 34
14    of this Code only, State contributions to the Public
15    School Teachers' Pension and Retirement Fund of Chicago
16    and State contributions for health care for employees of
17    that school district;
18        (I) a school district's Final Percent of Adequacy, as
19    defined in paragraph (4) of subsection (f) of Section
20    18-8.15 of this Code;
21        (J) a school district's Local Capacity Target, as
22    defined in paragraph (2) of subsection (c) of Section
23    18-8.15 of this Code, displayed as a percentage amount;
24        (K) a school district's Real Receipts, as defined in
25    paragraph (1) of subsection (d) of Section 18-8.15 of this
26    Code, divided by a school district's Adequacy Target, as



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1    defined in paragraph (1) of subsection (b) of Section
2    18-8.15 of this Code, displayed as a percentage amount;
3        (L) a school district's administrative costs;
4        (M) whether or not the school has participated in the
5    Illinois Youth Survey. In this paragraph (M), "Illinois
6    Youth Survey" means a self-report survey, administered in
7    school settings every 2 years, designed to gather
8    information about health and social indicators, including
9    substance abuse patterns and the attitudes of students in
10    grades 8, 10, and 12; and
11        (N) whether the school offered its students career and
12    technical education opportunities; and .
13        (O) Beginning with the October 2024 report card, the
14    total number of school counselors, school social workers,
15    school nurses, and school psychologists by school,
16    district, and State, the average number of students per
17    school counselor in the school, district, and State, the
18    average number of students per school social worker in the
19    school, district, and State, the average number of
20    students per school nurse in the school, district, and
21    State, and the average number of students per school
22    psychologist in the school, district, and State.
23    The school report card shall also provide information that
24allows for comparing the current outcome, progress, and
25environment data to the State average, to the school data from
26the past 5 years, and to the outcomes, progress, and



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1environment of similar schools based on the type of school and
2enrollment of low-income students, special education students,
3and English learners.
4    As used in this subsection (2):
5    "Administrative costs" means costs associated with
6executive, administrative, or managerial functions within the
7school district that involve planning, organizing, managing,
8or directing the school district.
9    "Advanced academic program" means a course of study to
10which students are assigned based on advanced cognitive
11ability or advanced academic achievement compared to local age
12peers and in which the curriculum is substantially
13differentiated from the general curriculum to provide
14appropriate challenge and pace.
15    "Computer science" means the study of computers and
16algorithms, including their principles, their hardware and
17software designs, their implementation, and their impact on
18society. "Computer science" does not include the study of
19everyday uses of computers and computer applications, such as
20keyboarding or accessing the Internet.
21    "Gifted education" means educational services, including
22differentiated curricula and instructional methods, designed
23to meet the needs of gifted children as defined in Article 14A
24of this Code.
25    For the purposes of paragraph (A) of this subsection (2),
26"average daily attendance" means the average of the actual



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1number of attendance days during the previous school year for
2any enrolled student who is subject to compulsory attendance
3by Section 26-1 of this Code at each school and charter school.
4    (3) At the discretion of the State Superintendent, the
5school district report card shall include a subset of the
6information identified in paragraphs (A) through (E) of
7subsection (2) of this Section, as well as information
8relating to the operating expense per pupil and other finances
9of the school district, and the State report card shall
10include a subset of the information identified in paragraphs
11(A) through (E) and paragraph (N) of subsection (2) of this
12Section. The school district report card shall include the
13average daily attendance, as that term is defined in
14subsection (2) of this Section, of students who have
15individualized education programs and students who have 504
16plans that provide for special education services within the
17school district.
18    (4) Notwithstanding anything to the contrary in this
19Section, in consultation with key education stakeholders, the
20State Superintendent shall at any time have the discretion to
21amend or update any and all metrics on the school, district, or
22State report card.
23    (5) Annually, no more than 30 calendar days after receipt
24of the school district and school report cards from the State
25Superintendent of Education, each school district, including
26special charter districts and districts subject to the



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1provisions of Article 34, shall present such report cards at a
2regular school board meeting subject to applicable notice
3requirements, post the report cards on the school district's
4Internet web site, if the district maintains an Internet web
5site, make the report cards available to a newspaper of
6general circulation serving the district, and, upon request,
7send the report cards home to a parent (unless the district
8does not maintain an Internet web site, in which case the
9report card shall be sent home to parents without request). If
10the district posts the report card on its Internet web site,
11the district shall send a written notice home to parents
12stating (i) that the report card is available on the web site,
13(ii) the address of the web site, (iii) that a printed copy of
14the report card will be sent to parents upon request, and (iv)
15the telephone number that parents may call to request a
16printed copy of the report card.
17    (6) Nothing contained in Public Act 98-648 repeals,
18supersedes, invalidates, or nullifies final decisions in
19lawsuits pending on July 1, 2014 (the effective date of Public
20Act 98-648) in Illinois courts involving the interpretation of
21Public Act 97-8.
22(Source: P.A. 101-68, eff. 1-1-20; 101-81, eff. 7-12-19;
23101-654, eff. 3-8-21; 102-16, eff. 6-17-21; 102-294, eff.
241-1-22; 102-539, eff. 8-20-21; 102-558, eff. 8-20-21; 102-594,
25eff. 7-1-22; 102-813, eff. 5-13-22.)



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1    (105 ILCS 5/10-22.39)
2    Sec. 10-22.39. In-service training programs.
3    (a) To conduct in-service training programs for teachers.
4    (b) In addition to other topics at in-service training
5programs, at least once every 2 years, licensed school
6personnel and administrators who work with pupils in
7kindergarten through grade 12 shall be trained to identify the
8warning signs of mental illness, trauma, and suicidal behavior
9in youth and shall be taught appropriate intervention and
10referral techniques. A school district may utilize the
11Illinois Mental Health First Aid training program, established
12under the Illinois Mental Health First Aid Training Act and
13administered by certified instructors trained by a national
14association recognized as an authority in behavioral health,
15to provide the training and meet the requirements under this
16subsection. If licensed school personnel or an administrator
17obtains mental health first aid training outside of an
18in-service training program, he or she may present a
19certificate of successful completion of the training to the
20school district to satisfy the requirements of this
22    Training regarding the implementation of trauma-informed
23practices satisfies the requirements of this subsection (b).
24    A course of instruction as described in this subsection
25(b) must include the definitions of trauma, trauma-responsive
26learning environments, and whole child set forth in subsection



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1(b) of Section 3-11 of this Code and may provide information
2that is relevant to and within the scope of the duties of
3licensed school personnel or school administrators. Such
4information may include, but is not limited to:
5        (1) the recognition of and care for trauma in students
6    and staff;
7        (2) the relationship between educator wellness and
8    student learning;
9        (3) the effect of trauma on student behavior and
10    learning;
11        (4) the prevalence of trauma among students, including
12    the prevalence of trauma among student populations at
13    higher risk of experiencing trauma;
14        (5) the effects of implicit or explicit bias on
15    recognizing trauma among various student groups in
16    connection with race, ethnicity, gender identity, sexual
17    orientation, socio-economic status, and other relevant
18    factors; and
19        (6) effective district practices that are shown to:
20            (A) prevent and mitigate the negative effect of
21        trauma on student behavior and learning; and
22            (B) support the emotional wellness of staff.
23    (c) School counselors, nurses, teachers and other school
24personnel who work with pupils may be trained to have a basic
25knowledge of matters relating to acquired immunodeficiency
26syndrome (AIDS), including the nature of the disease, its



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1causes and effects, the means of detecting it and preventing
2its transmission, and the availability of appropriate sources
3of counseling and referral, and any other information that may
4be appropriate considering the age and grade level of such
5pupils. The School Board shall supervise such training. The
6State Board of Education and the Department of Public Health
7shall jointly develop standards for such training.
8    (d) In this subsection (d):
9    "Domestic violence" means abuse by a family or household
10member, as "abuse" and "family or household members" are
11defined in Section 103 of the Illinois Domestic Violence Act
12of 1986.
13    "Sexual violence" means sexual assault, abuse, or stalking
14of an adult or minor child proscribed in the Criminal Code of
151961 or the Criminal Code of 2012 in Sections 11-1.20,
1611-1.30, 11-1.40, 11-1.50, 11-1.60, 12-7.3, 12-7.4, 12-7.5,
1712-12, 12-13, 12-14, 12-14.1, 12-15, and 12-16, including
18sexual violence committed by perpetrators who are strangers to
19the victim and sexual violence committed by perpetrators who
20are known or related by blood or marriage to the victim.
21    At least once every 2 years, an in-service training
22program for school personnel who work with pupils, including,
23but not limited to, school and school district administrators,
24teachers, school social workers, school counselors, school
25psychologists, and school nurses, must be conducted by persons
26with expertise in domestic and sexual violence and the needs



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1of expectant and parenting youth and shall include training
2concerning (i) communicating with and listening to youth
3victims of domestic or sexual violence and expectant and
4parenting youth, (ii) connecting youth victims of domestic or
5sexual violence and expectant and parenting youth to
6appropriate in-school services and other agencies, programs,
7and services as needed, and (iii) implementing the school
8district's policies, procedures, and protocols with regard to
9such youth, including confidentiality. At a minimum, school
10personnel must be trained to understand, provide information
11and referrals, and address issues pertaining to youth who are
12parents, expectant parents, or victims of domestic or sexual
14    (e) At least every 2 years, an in-service training program
15for school personnel who work with pupils must be conducted by
16persons with expertise in anaphylactic reactions and
18    (f) At least once every 2 years, a school board shall
19conduct in-service training on educator ethics,
20teacher-student conduct, and school employee-student conduct
21for all personnel.
22(Source: P.A. 101-350, eff. 1-1-20; 102-197, eff. 7-30-21;
23102-638, eff. 1-1-23; 102-813, eff. 5-13-22.)
24    (105 ILCS 5/21B-12 new)
25    Sec. 21B-12. Professional educator licensure review



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2    (a) The State Superintendent of Education shall establish
3a committee of no more than 21 members to make recommendations
4to the State Board of Education to change the professional
5educator licensure requirements and Professional Educator
6License renewal requirements for kindergarten through grade 12
7teachers to include demonstrated proficiency in adverse
8childhood experiences, trauma, secondary traumatic stress,
9creating trauma-responsive learning environments or
10communities, as defined in subsection (b) of Section 3-11 of
11this Code, restorative justice, and restorative practices on
12or before October 1, 2024. The members of the committee shall
13be appointed by the State Superintendent of Education, unless
14stated otherwise, and shall include the following members:
15        (1) the State Superintendent of Education or a
16    designee;
17        (2) one member of a statewide professional teachers'
18    organization;
19        (3) one member of another statewide professional
20    teachers' organization;
21        (4) one member who represents a school district
22    serving a community with a population of 500,000 or more;
23        (5) one member of a statewide organization
24    representing school social workers;
25        (6) one member of a statewide organization
26    representing school counselors;



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1        (7) one member of an organization that has specific
2    expertise in trauma-responsive school practices and
3    experience in supporting schools in developing
4    trauma-responsive and restorative practices;
5        (8) one member of another organization that has
6    specific expertise in trauma-responsive school practices
7    and experience in supporting schools in developing
8    trauma-responsive and restorative practices;
9        (9) one member of a statewide organization that
10    represents school principals and assistant principals;
11        (10) 3 members representing a State-approved educator
12    preparation program at an Illinois institution of higher
13    education recommended by the institution of higher
14    education;
15        (11) one member representing regional superintendents
16    of schools recommended by a statewide association that
17    represents regional superintendents of schools;
18        (12) 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        (13) one member representing district superintendents
22    recommended by a statewide organization that represents
23    district superintendents;
24        (14) the Secretary of Human Services, the Director of
25    Children and Family Services, the Director of Public
26    Health, and the Director of Juvenile Justice, or their



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1    designees; and
2        (15) a child advocate.
3    (b) This Section is repealed on October 1, 2025.
4    (105 ILCS 5/22-95 new)
5    Sec. 22-95. Whole Child Task Force.
6    (a) The General Assembly makes all of the following
8        (1) The COVID-19 pandemic has exposed systemic
9    inequities in American society. Students, educators, and
10    families throughout this State have been deeply affected
11    by the pandemic, and the impact of the pandemic will be
12    felt for years to come. The negative consequences of the
13    pandemic have impacted students and communities
14    differently along the lines of race, income, language, and
15    special needs. However, students in this State faced
16    significant unmet physical health, mental health, and
17    social and emotional needs even prior to the pandemic.
18        (2) The path to recovery requires a commitment from
19    adults in this State to address our students cultural,
20    physical, emotional, and mental health needs and to
21    provide them with stronger and increased systemic support
22    and intervention.
23        (3) It is well documented that trauma and toxic stress
24    diminish a child's ability to thrive. Forms of childhood
25    trauma and toxic stress include adverse childhood



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1    experiences, systemic racism, poverty, food and housing
2    insecurity, and gender-based violence. The COVID-19
3    pandemic has exacerbated these issues and brought them
4    into focus.
5        (4) It is estimated that, overall, approximately 40%
6    of children in this State have experienced at least one
7    adverse childhood experience and approximately 10% have
8    experienced 3 or more adverse childhood experiences.
9    However, the number of adverse childhood experiences is
10    higher for Black and Hispanic children who are growing up
11    in poverty. The COVID-19 pandemic has amplified the number
12    of students who have experienced childhood trauma. Also,
13    the COVID-19 pandemic has highlighted preexisting
14    inequities in school disciplinary practices that
15    disproportionately impact Black and Brown students.
16    Research shows, for example, that girls of color are
17    disproportionately impacted by trauma, adversity, and
18    abuse, and instead of receiving the care and
19    trauma-informed support they may need, many Black girls in
20    particular face disproportionately harsh disciplinary
21    measures.
22        (5) The cumulative effects of trauma and toxic stress
23    adversely impact the physical health of students, as well
24    as the students' ability to learn, form relationships, and
25    self-regulate. If left unaddressed, these effects increase
26    a student's risk for depression, alcoholism, anxiety,



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1    asthma, smoking, and suicide, all of which are risks that
2    disproportionately affect Black youth and may lead to a
3    host of medical diseases as an adult. Access to infant and
4    early childhood mental health services is critical to
5    ensure the social and emotional well-being of this State's
6    youngest children, particularly those children who have
7    experienced trauma.
8        (6) Although this State enacted measures through
9    Public Act 100-105 to address the high rate of early care
10    and preschool expulsions of infants, toddlers, and
11    preschoolers and the disproportionately higher rate of
12    expulsion for Black and Hispanic children, a recent study
13    found a wide variation in the awareness, understanding,
14    and compliance with the law by providers of early
15    childhood care. Further work is needed to implement the
16    law, which includes providing training to early childhood
17    care providers to increase the providers' understanding of
18    the law, increasing the availability and access to infant
19    and early childhood mental health services, and building
20    aligned data collection systems to better understand
21    expulsion rates and to allow for accurate reporting as
22    required by the law.
23        (7) Many educators and schools in this State have
24    embraced and implemented evidence-based restorative
25    justice and trauma-responsive and culturally relevant
26    practices and interventions. However, the use of these



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1    interventions on students is often isolated or is
2    implemented occasionally and only if the school has the
3    appropriate leadership, resources, and partners available
4    to engage seriously in this work. It would be malpractice
5    to deny our students access to these practices and
6    interventions, especially in the aftermath of a
7    once-in-a-century pandemic.
8    (b) The Whole Child Task Force created by Public Act
9101-654 is reestablished for the purpose of establishing an
10equitable, inclusive, safe, and supportive environment in all
11schools for every student in this State. The task force shall
12have all of the following goals, which means key steps have to
13be taken to ensure that every child in every school in this
14State has access to teachers, social workers, school leaders,
15support personnel, and others who have been trained in
16evidence-based interventions and restorative practices:
17        (1) To create a common definition of a
18    trauma-responsive school, a trauma-responsive district,
19    and a trauma-responsive community.
20        (2) To outline the training and resources required to
21    create and sustain a system of support for
22    trauma-responsive schools, districts, and communities and
23    to identify this State's role in that work, including
24    recommendations concerning options for redirecting
25    resources from school resource officers to classroom-based
26    support.



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1        (3) To identify or develop a process to conduct an
2    analysis of the organizations that provide training in
3    restorative practices, implicit bias, anti-racism, and
4    trauma-responsive systems, mental health services, and
5    social and emotional services to schools.
6        (4) To provide recommendations concerning the key data
7    to be collected and reported to ensure that this State has
8    a full and accurate understanding of the progress toward
9    ensuring that all schools, including programs and
10    providers of care to pre-kindergarten children, employ
11    restorative, anti-racist, and trauma-responsive
12    strategies and practices. The data collected must include
13    information relating to the availability of trauma
14    responsive support structures in schools, as well as
15    disciplinary practices employed on students in person or
16    through other means, including during remote or blended
17    learning. It should also include information on the use of
18    and funding for school resource officers and other similar
19    police personnel in school programs.
20        (5) To recommend an implementation timeline, including
21    the key roles, responsibilities, and resources to advance
22    this State toward a system in which every school,
23    district, and community is progressing toward becoming
24    trauma-responsive.
25        (6) To seek input and feedback from stakeholders,
26    including parents, students, and educators, who reflect



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1    the diversity of this State.
2        (7) To recommend legislation, policies, and practices
3    to prevent learning loss in students during periods of
4    suspension and expulsion, including, but not limited to,
5    remote instruction.
6    (c) Members of the Whole Child Task Force shall be
7appointed by the State Superintendent of Education. Members of
8this task force must represent the diversity of this State and
9possess the expertise needed to perform the work required to
10meet the goals of the task force set forth under subsection
11(a). Members of the task force shall include all of the
13        (1) One member of a statewide professional teachers'
14    organization.
15        (2) One member of another statewide professional
16    teachers' organization.
17        (3) One member who represents a school district
18    serving a community with a population of 500,000 or more.
19        (4) One member of a statewide organization
20    representing social workers.
21        (5) One member of an organization that has specific
22    expertise in trauma-responsive school practices and
23    experience in supporting schools in developing
24    trauma-responsive and restorative practices.
25        (6) One member of another organization that has
26    specific expertise in trauma-responsive school practices



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1    and experience in supporting schools in developing
2    trauma-responsive and restorative practices.
3        (7) One member of a statewide organization that
4    represents school administrators.
5        (8) One member of a statewide policy organization that
6    works to build a healthy public education system that
7    prepares all students for a successful college, career,
8    and civic life.
9        (9) One member of a statewide organization that brings
10    teachers together to identify and address issues critical
11    to student success.
12        (10) One member of the General Assembly recommended by
13    the President of the Senate.
14        (11) One member of the General Assembly recommended by
15    the Speaker of the House of Representatives.
16        (12) One member of the General Assembly recommended by
17    the Minority Leader of the Senate.
18        (13) One member of the General Assembly recommended by
19    the Minority Leader of the House of Representatives.
20        (14) One member of a civil rights organization that
21    works actively on issues regarding student support.
22        (15) One administrator from a school district that has
23    actively worked to develop a system of student support
24    that uses a trauma-informed lens.
25        (16) One educator from a school district that has
26    actively worked to develop a system of student support



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1    that uses a trauma-informed lens.
2        (17) One member of a youth-led organization.
3        (18) One member of an organization that has
4    demonstrated expertise in restorative practices.
5        (19) One member of a coalition of mental health and
6    school practitioners who assist schools in developing and
7    implementing trauma-informed and restorative strategies
8    and systems.
9        (20) One member of an organization whose mission is to
10    promote the safety, health, and economic success of
11    children, youth, and families in this State.
12        (21) One member who works or has worked as a
13    restorative justice coach or disciplinarian.
14        (22) One member who works or has worked as a social
15    worker.
16        (23) One member of the State Board of Education.
17        (24) One member who represents a statewide principals'
18    organization.
19        (25) One member who represents a statewide
20    organization of school boards.
21        (26) One member who has expertise in pre-kindergarten
22    education.
23        (27) One member who represents a school social worker
24    association.
25        (28) One member who represents an organization that
26    represents school districts in the south suburbs of the



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1    City of Chicago.
2        (29) One member who is a licensed clinical
3    psychologist who (i) has a doctor of philosophy in the
4    field of clinical psychology and has an appointment at an
5    independent free-standing children's hospital located in
6    the City of Chicago, (ii) serves as an associate professor
7    at a medical school located in the City of Chicago, and
8    (iii) serves as the clinical director of a coalition of
9    voluntary collaboration of organizations that are
10    committed to applying a trauma lens to the member's
11    efforts on behalf of families and children in the State.
12        (30) One member who represents a school district in
13    the west suburbs of the City of Chicago.
14        (31) One member from a governmental agency who has
15    expertise in child development and who is responsible for
16    coordinating early childhood mental health programs and
17    services.
18        (32) One member who has significant expertise in early
19    childhood mental health and childhood trauma.
20        (33) One member who represents an organization that
21    represents school districts in the collar counties around
22    the City of Chicago.
23        (34) One member who represents an organization
24    representing regional offices of education.
25    (d) The Whole Child Task Force shall meet at the call of
26the State Superintendent of Education or his or her designee,



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1who shall serve as the chairperson. The State Board of
2Education shall provide administrative and other support to
3the task force. Members of the task force shall serve without
5    (e) The Whole Child Task Force shall reconvene by March
62027 to review progress on the recommendations in the March
72022 report submitted pursuant to Public Act 101-654 and shall
8submit a new report on its assessment of the State's progress
9and any additional recommendations to the General Assembly,
10the Illinois Legislative Black Caucus, the State Board of
11Education, and the Governor on or before December 31, 2027.
12    (f) This Section is repealed on February 1, 2029.".