(105 ILCS 5/13B-65.10)
Sec. 13B-65.10. Continuing professional development for teachers. Teachers may receive
continuing professional development units,
subject to the provisions of Section 13B-65.5 of
this Code, for professional development related to alternative learning.
(Source: P.A. 95-793, eff. 1-1-09.)
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(105 ILCS 5/13B-70)
Sec. 13B-70.
Truancy and attendance problems.
If
a student is a chronic or habitual truant
as defined in Section 26-2a of this Code or if a
child has been ordered to
attend school, the school district may consider the student for placement in an
alternative learning
opportunities program specifically designed to prevent truancy, supplement
instruction for students
with attendance problems, intervene to decrease chronic truancy, and provide
alternatives to high
school completion. A program operating pursuant to the truants' alternative
and optional education
program may contract with a school district or consortium to provide these
services.
(Source: P.A. 92-42, eff. 1-1-02.)
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(105 ILCS 5/13B-75)
Sec. 13B-75.
Subcontracting.
A school district, regional office of
education, or public
community college may contract with a non-profit or for-profit educational
entity for the delivery of
services under this Article. All educational entities providing instructional
services for eligible
students must be recognized by the State Board.
(Source: P.A. 92-42, eff. 1-1-02.)
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(105 ILCS 5/13B-80)
Sec. 13B-80.
Student credit.
A school district must grant academic credit
to a student in an
alternative learning opportunities program for work completed at an education
provider that is
accredited by a regional accrediting body or recognized by the State Board
if the student's
performance meets district standards.
(Source: P.A. 92-42, eff. 1-1-02.)
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(105 ILCS 5/13B-85)
Sec. 13B-85. High school equivalency testing. A student 16 years
of age or over
who satisfactorily completes an alternative learning opportunities program in
accordance with school
district guidelines and the Student Success Plan may take a high school equivalency test.
(Source: P.A. 98-718, eff. 1-1-15 .)
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(105 ILCS 5/Art. 14 heading) ARTICLE 14.
CHILDREN WITH DISABILITIES
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(105 ILCS 5/14-1.01) (from Ch. 122, par. 14-1.01)
Sec. 14-1.01.
Meaning of terms.
Unless the context indicates otherwise, the terms used in this Article
have the meanings ascribed to them in Sections 14-1.02 to 14-1.10, each
inclusive.
(Source: Laws 1965, p. 1948 .)
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(105 ILCS 5/14-1.02) (from Ch. 122, par. 14-1.02)
Sec. 14-1.02. Children with disabilities.
"Children with disabilities" means children
between the ages of 3 and 21 for whom it is determined, through definitions
and procedures
described in the Illinois Rules and Regulations to Govern the Organization
and Administration of Special Education, that special education services
are needed. An eligible student who requires continued public school educational experience to facilitate his or her successful transition and integration into adult life is eligible for such services through age 21, inclusive, which, for purposes of this Article, means the day before the student's 22nd birthday, unless his or her 22nd birthday occurs during the school year, in which case he or she is eligible for such services through the end of the school year. An individualized education program must be written and agreed
upon by appropriate school personnel and parents or their representatives
for any child receiving special education.
(Source: P.A. 102-172, eff. 7-28-21.)
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(105 ILCS 5/14-1.03a) (from Ch. 122, par. 14-1.03a)
Sec. 14-1.03a. Children with Specific Learning Disabilities.
"Children with Specific Learning Disabilities" means children between
the ages of 3 and 21 years who have a disorder in one or more of the basic
psychological processes involved in understanding or in using language,
spoken or written, which disorder may manifest itself in imperfect ability
to listen, think, speak, read, write, spell or do mathematical
calculations. Such disorders include such conditions as perceptual
disabilities, brain injury, minimal brain dysfunction,
dyslexia, and
developmental aphasia. Such term does not include children who have
learning problems which are primarily the result of visual, hearing or
motor disabilities, of an intellectual disability, emotional
disturbance or
environmental disadvantage.
(Source: P.A. 97-227, eff. 1-1-12.)
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(105 ILCS 5/14-1.08) (from Ch. 122, par. 14-1.08) Sec. 14-1.08. Special educational facilities and services. "Special educational facilities and services" includes private special schools, separate public special education day schools, special classes, special housing, including residential facilities, special instruction, special reader service, braillists and typists for children with visual disabilities, sign language interpreters, transportation, maintenance, instructional material, therapy, professional consultant services, medical services only for diagnostic and evaluation purposes provided by a physician licensed to practice medicine in all its branches to determine a child's need for special education and related services, psychological services, school social worker services, special administrative services, salaries of all required special personnel, and other special educational services, including special equipment for use in the classroom, required by the child because of his disability if such services or special equipment are approved by the State Superintendent of Education and the child is eligible therefor under this Article and the regulations of the State Board of Education. (Source: P.A. 103-644, eff. 7-1-24.) |
(105 ILCS 5/14-1.08a) Sec. 14-1.08a. Separate public special education day school. "Separate public special education day school" means a separate special education program or facility that is established by a school district, public school, regional office of education, or special education cooperative exclusively to meet the needs of special education students who cannot be educated in the general school environment and that provides services comparable to a private special education school.
(Source: P.A. 103-644, eff. 7-1-24.) |
(105 ILCS 5/14-1.09) (from Ch. 122, par. 14-1.09)
Sec. 14-1.09. School psychologist. "School psychologist" means a
psychologist who meets the following qualifications: (1) The psychologist: (A) has graduated with a master's or higher | ||
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(B) holds a valid Nationally Certified School | ||
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(2) The psychologist holds a Professional Educator | ||
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School psychologists may make evaluations, recommendations or interventions
regarding the placement of children in educational programs or special
education classes. However, a school psychologist shall not provide such
services outside his or her employment to any student in the district or
districts which employ such school psychologist.
(Source: P.A. 100-750, eff. 8-10-18.)
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(105 ILCS 5/14-1.09a) (from Ch. 122, par. 14-1.09a)
Sec. 14-1.09a. School social worker. "School social worker" means a
social worker who has graduated with a master's or higher degree in social
work from an accredited graduate school of social work and has such
additional qualifications as may be required by the State Board of
Education and who holds a Professional Educator License with a school support personnel endorsement for school social work pursuant to Section 21B-25 of this Code. Only persons
so licensed and endorsed may use the title "school social worker". A social worker may
offer school social work services as provided in this Code and other applicable laws and as set
forth in 23 Ill. Adm. Code 226, Special Education, promulgated by the State Board of Education, governing the provision of special education and related services to children with disabilities and requirements for the treatment of children with disabilities between the ages of 3 and 21.
School social workers may make evaluations, recommendations or
interventions regarding the placement of children in educational programs
or special education classes. However, a school social worker shall not
provide such services outside his or her employment to any student in the
district or districts which employ such school social worker.
(Source: P.A. 100-356, eff. 8-25-17.)
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(105 ILCS 5/14-1.09b)
Sec. 14-1.09b. Speech-language pathologist.
(a) For purposes of supervision of a speech-language pathology assistant,
"speech-language pathologist" means a person who has received a license
pursuant to the Illinois Speech-Language Pathology and Audiology Practice Act
to engage in the practice of speech-language pathology.
(b) A Professional Educator License with a school support personnel endorsement for speech-language pathologist
shall be issued under Section 21B-25 of this Code to a
speech-language pathologist who meets all of the following requirements:
(1) (A) Holds a regular license as a speech-language | ||
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(2) Holds a master's or doctoral degree with a major | ||
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(3) Either (i) has completed a program of study that | ||
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(4) Has successfully completed the required Illinois | ||
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(5) Has paid the application fee required for | ||
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The provisions of this subsection (b) do not preclude the issuance of an educator license to a speech-language pathologist who qualifies for such a license. (c) Notwithstanding subsection (b), a Professional Educator License with a school support personnel endorsement for non-teaching speech-language pathologist shall be issued under Section 21B-25 to a speech-language pathologist who (i) holds a regular license as a speech-language pathologist pursuant to the Illinois Speech-Language Pathology and Audiology Practice Act and (ii) holds a current Certificate of Clinical Competence in
speech-language pathology from the American Speech-Language-Hearing Association.
(Source: P.A. 101-94, eff. 1-1-20; 102-894, eff. 5-20-22.)
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(105 ILCS 5/14-1.09c)
Sec. 14-1.09c.
Speech-language pathology assistant.
"Speech-language
pathology assistant" means a person who has received a license to assist
a speech-language pathologist pursuant to the Illinois Speech-Language
Pathology and Audiology Practice Act.
(Source: P.A. 92-510, eff. 6-1-02.)
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(105 ILCS 5/14-1.09.1)
Sec. 14-1.09.1. School psychological services. In the public schools,
school psychological
services provided by qualified specialists who hold a Professional Educator License endorsed for school psychology issued by the
State Board of Education may
include, but are not limited to: (i) administration and interpretation of
psychological and
educational evaluations; (ii) developing school-based prevention programs,
including violence prevention programs; (iii) counseling
with students, parents, and teachers
on educational and mental health issues; (iv) acting as liaisons between public
schools and community agencies; (v) evaluating
program effectiveness; (vi) providing crisis intervention within the
school setting; (vii) helping teachers, parents, and others involved in the
educational process to provide optimum teaching and learning conditions for all
students; (viii) supervising school psychologist interns enrolled in school
psychology programs that meet the standards established by the State Board of
Education; and (ix) screening of school enrollments to identify children who
should be referred for individual study. Nothing in this Section prohibits
other qualified professionals from providing those services
listed for which
they are appropriately trained.
(Source: P.A. 102-894, eff. 5-20-22.)
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(105 ILCS 5/14-1.09.2)
Sec. 14-1.09.2. School Social Work Services. In the
public schools, social work services may be provided by qualified specialists
who hold a Professional Educator License with a school support personnel endorsement in the area of school social worker under Section 21B-25 of this Code.
School social work services may include, but are not limited to:
(1) Identifying students in need of special education | ||
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(2) Developing and implementing comprehensive | ||
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(3) Consulting and collaborating with teachers and | ||
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(4) Counseling with students, parents, and teachers | ||
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(5) Acting as a liaison between the public schools | ||
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(6) Developing and implementing school-based | ||
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(7) Providing crisis intervention within the school | ||
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(8) Supervising school social work interns enrolled | ||
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(9) Providing parent education and counseling as | ||
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(10) Assisting in completing a functional behavioral | ||
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(11) Evaluating program effectiveness. Nothing in this Section prohibits other licensed professionals from
providing any of the services listed in this Section for which
they are appropriately trained.
(Source: P.A. 102-894, eff. 5-20-22.)
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(105 ILCS 5/14-1.09d)
Sec. 14-1.09d. Behavior analyst. "Behavior analyst" means a person who is certified by the Behavior Analyst Certification Board.
(Source: P.A. 94-948, eff. 1-1-07.) |
(105 ILCS 5/14-1.10) (from Ch. 122, par. 14-1.10)
Sec. 14-1.10. Qualified worker. "Qualified worker" means a trained specialist and includes a behavior analyst, certificated school nurse, professional consultant, registered therapist, school nurse intern, school counselor, school counselor intern, school psychologist, school psychologist intern, school social worker, school social worker intern, special administrator or supervisor giving full time to special education, speech language pathologist, speech language pathologist intern, and teacher of students with IEPs who meets the requirements of this Article, who has the required special training in the understandings, techniques, and special instructional strategies for children with disabilities and who delivers services to students with IEPs, and any other trained specialist set forth by the State Board of Education in rules.
(Source: P.A. 95-363, eff. 8-23-07; 96-257, eff. 8-11-09.)
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(105 ILCS 5/14-1.11) (from Ch. 122, par. 14-1.11)
Sec. 14-1.11. Resident district; parent; legal guardian. The resident
district is the school district in which the parent or guardian, or both
parent and guardian, of the
student reside when:
(1) the parent has legal guardianship of the student | ||
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(2) an individual guardian has been appointed by the | ||
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(3) an Illinois public agency has legal guardianship | ||
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(4) an Illinois court orders a residential placement | ||
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In cases of divorced or separated parents, when only one parent has legal
guardianship or custody, the district in which the parent having legal
guardianship or custody resides
is the resident district. When both parents retain legal guardianship or
custody, the resident district is the district in which either parent who
provides the student's primary regular fixed night-time abode resides;
provided, that the election of resident district may be made only one time per
school year.
When the parent has legal guardianship and lives outside of the State of
Illinois, or when the individual legal guardian other than the natural
parent lives outside the State of Illinois, the parent, legal guardian, or
other placing agent is responsible for making arrangements to pay the
Illinois school district serving the child for the educational services
provided. Those service costs shall be determined in accordance with Section
14-7.01.
(Source: P.A. 95-844, eff. 8-15-08.)
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(105 ILCS 5/14-1.11a) (from Ch. 122, par. 14-1.11a) Sec. 14-1.11a. Resident district; student. (a) Except as otherwise provided in this Section, the resident district is the school district in which the student resides when: (1) the parent has legal guardianship but the | ||
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(2) an individual guardian has been appointed but the | ||
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(3) the student is 18 years of age or older and no | ||
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(4) the student is legally an emancipated minor; or (5) an Illinois public agency has legal guardianship | ||
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(b) In cases where an Illinois public agency has legal guardianship and has placed the student residentially outside of Illinois, the last school district that provided at least 45 days of educational service to the student shall continue to be the district of residence until the student is no longer under guardianship of an Illinois public agency or until the student is returned to Illinois. If a student who is 18 years of age or older with no legal guardian is placed residentially outside of the school district in which the student's parent lives and the placement is funded by a State agency or through private insurance, then the resident district is the school district in which the parent lives. The resident district of a homeless student is the Illinois district in which the student enrolls for educational services. Homeless students include individuals as defined in the Stewart B. McKinney Homeless Assistance Act. (c) The State Superintendent of Education may determine that the location of the parent or guardian of a student is unknown after considering information submitted from the school district that last enrolled the student or from the school or special education facility providing special education and related services to meet the needs of the student. The information submitted to the State Superintendent of Education must include an affidavit from that school district's superintendent or the facility's director attesting that the location of the parent or guardian is unknown and 4 items of documentary evidence that a minimum of 4 separate attempts were made to locate the parent or guardian. Any determination by the State Superintendent of Education that the location of a parent or guardian is unknown is final. However, any determination made by the State Superintendent of Education is subject to review and reconsideration any time a parent's or guardian's location becomes known. (Source: P.A. 102-514, eff. 8-20-21; 103-676, eff. 7-19-24.) |
(105 ILCS 5/14-1.11b) (from Ch. 122, par. 14-1.11b)
Sec. 14-1.11b.
Resident district; applicability.
The provisions of
Sections 14-1.11 and 14-1.11a shall be used to determine the resident
district in all cases where special education services and facilities are
provided pursuant to Article 14.
(Source: P.A. 87-1117.)
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