Public Act 102-0876
 
SB3990 EnrolledLRB102 24438 CMG 33672 b


  
    AN ACT concerning education.
  
 
    Be it enacted by the People of the State of Illinois,
 
represented in the General Assembly:
  
 
 
    Section 5. The School Code is amended  by changing Section 
10-22.24b as follows:
 



    (105 ILCS 5/10-22.24b)



    Sec. 10-22.24b. School counseling services. School 
counseling services in public schools may be provided by 
school counselors as defined in Section 10-22.24a  of this Code 
or by individuals who hold a Professional Educator License 
with a school support personnel endorsement in the area of 
school counseling under Section 21B-25 of this Code.
    School counseling services may include, but are not 
limited to:
        (1) designing and delivering a comprehensive school 
    counseling program that promotes student achievement and 
    wellness;
        (2) incorporating the common core language into the 
    school counselor's work and role;
        (3) school counselors working as culturally skilled 
    professionals who act sensitively to promote social 
    justice and equity in a pluralistic society;
        (4) providing individual and group counseling;
        (5) providing a core counseling curriculum that serves 
    all students and addresses the knowledge and skills 
    appropriate to their developmental level through a 
    collaborative model of delivery involving the school 
    counselor, classroom teachers, and other appropriate 
    education professionals, and including prevention and 
    pre-referral activities;
        (6) making referrals when necessary to appropriate 
    offices or outside agencies;
        (7) providing college and career development  
    activities and counseling;
        (8) developing individual career plans with students, 
    which includes planning for post-secondary education, as 
    appropriate, and engaging in related and relevant career 
    and technical education coursework in high school as 
    described in paragraph (55);
        (9) assisting all students with a college or 
    post-secondary education plan, which must include a 
    discussion on all post-secondary education options, 
    including 4-year colleges or universities, community 
    colleges, and vocational schools, and includes planning 
    for post-secondary education, as appropriate, and engaging 
    in related and relevant career and technical education 
    coursework in high school as described in paragraph (55);
        (10) intentionally addressing the career and college 
    needs of first generation students;
        (11) educating all students on scholarships, financial 
    aid, and preparation of the Federal Application for 
    Federal Student Aid;
        (12) collaborating with institutions of  higher 
    education and local community colleges so that students 
    understand post-secondary education options and are ready 
    to transition successfully;
        (13) providing crisis intervention and contributing to 
    the development of a specific crisis plan within the 
    school setting in collaboration with multiple 
    stakeholders;
        (14) educating students, teachers, and parents on 
    anxiety, depression, cutting, and suicide issues and 
    intervening with students who present with these issues;
        (15) providing counseling and other resources to 
    students who are in crisis;
        (16) providing resources for those students who do not 
    have access to mental health services;
        (17) addressing bullying and conflict resolution with 
    all students;
        (18) teaching communication skills and helping 
    students develop positive relationships;
        (19) using culturally-sensitive skills in working with 
    all students to promote wellness;
        (20) addressing the needs of undocumented students in 
    the school, as well as students who are legally in the 
    United States, but whose parents are undocumented;
        (21) contributing to a student's functional behavioral 
    assessment, as well as assisting in the development of 
    non-aversive behavioral intervention strategies;
        (22) (i) assisting students in need of special 
    education services by implementing the academic supports 
    and social-emotional and college or career development 
    counseling services or interventions per a student's 
    individualized education program (IEP); (ii) participating 
    in or contributing to a student's IEP and completing a 
    social-developmental history; or (iii) providing services 
    to a student with a disability under the student's IEP or 
    federal Section 504 plan, as recommended by the student's 
    IEP team or Section 504 plan team and in compliance with 
    federal and State laws and rules governing the provision 
    of educational and related services and school-based 
    accommodations to students with
disabilities and the 
    qualifications of school personnel to provide such 
    services and accommodations;
        (23) assisting in the development of a personal 
    educational plan with each student;
        (24) educating students on dual credit and learning 
    opportunities on the Internet;
        (25) providing information for all students in the 
    selection of courses that will lead to post-secondary 
    education opportunities toward a successful career;
        (26) interpreting achievement test results and guiding 
    students in appropriate directions;
        (27) counseling with students, families, and teachers, 
    in compliance with federal and State laws;
        (28) providing families with opportunities for 
    education and counseling as appropriate in relation to the 
    student's educational assessment;
        (29) consulting and collaborating with teachers and 
    other school personnel regarding behavior management and 
    intervention plans and inclusion in support of students;
        (30) teaming and partnering with staff, parents, 
    businesses, and community organizations to support student 
    achievement and social-emotional learning standards for 
    all students;
        (31) developing and implementing school-based 
    prevention programs, including, but not limited to, 
    mediation and violence prevention, implementing social and 
    emotional education programs and services, and 
    establishing and implementing bullying prevention and 
    intervention programs;
        (32) developing culturally-sensitive assessment 
    instruments for measuring school counseling prevention and  
    intervention effectiveness and collecting, analyzing, and 
    interpreting data;
        (33) participating on school and district committees 
    to advocate for student programs and resources, as well as 
    establishing a school counseling advisory council that 
    includes representatives of key stakeholders selected to 
    review and advise on the implementation of the school 
    counseling program;
        (34) acting as a liaison between the public schools 
    and community resources and  building relationships with 
    important stakeholders, such as families, administrators, 
    teachers, and board members;
        (35) maintaining organized, clear, and useful records 
    in a confidential manner consistent with Section 5 of the 
    Illinois School Student Records Act, the Family 
    Educational Rights and Privacy Act, and the Health 
    Insurance Portability and Accountability Act;
        (36)  presenting an annual agreement to the 
    administration, including a formal discussion of the 
    alignment of school and school counseling program missions 
    and goals and detailing specific school counselor 
    responsibilities;
        (37) identifying and implementing 
    culturally-sensitive measures of success for student 
    competencies in each of the 3 domains of academic, social 
    and emotional, and college and career learning based on 
    planned and periodic assessment of the comprehensive 
    developmental school counseling program;
        (38) collaborating as a team member in Response to 
    Intervention (RtI) and other school initiatives;
        (39) conducting observations and participating in 
    recommendations or interventions regarding the placement 
    of children in educational programs or special education 
    classes;
        (40) analyzing data and results of school counseling 
    program assessments, including curriculum, small-group, 
    and closing-the-gap results reports, and designing 
    strategies to continue to improve program effectiveness;
        (41) analyzing data and results of school counselor 
    competency assessments;
        (42) following American School Counselor Association 
    Ethical Standards for School Counselors to demonstrate 
    high standards of integrity, leadership, and 
    professionalism;
        (43) knowing and embracing common core standards by 
    using common core language;
        (44) practicing as a culturally-skilled school 
    counselor by infusing the multicultural competencies 
    within the role of the school counselor, including the 
    practice of culturally-sensitive attitudes and beliefs, 
    knowledge, and skills;
        (45) infusing the Social-Emotional Standards, as 
    presented in the State Board of Education standards, 
    across the curriculum and in the counselor's role in ways 
    that empower and enable students to achieve academic 
    success across all grade levels;
        (46) providing services only in areas in which the 
    school counselor has appropriate training or expertise, as 
    well as only providing counseling or consulting services 
    within his or her employment to any student in the 
    district or districts which employ such school counselor, 
    in accordance with professional ethics;
        (47) having adequate training in supervision knowledge 
    and skills in order to supervise school counseling interns 
    enrolled in graduate school counselor preparation programs 
    that meet the standards established by the State Board of 
    Education;
        (48) being involved with State and national 
    professional associations;
        (49) participating, at least once every 2 years, in an 
    in-service training program for school counselors 
    conducted by persons with expertise in domestic and sexual 
    violence and the needs of expectant and parenting youth, 
    which shall include training concerning (i) communicating 
    with and listening to youth victims of domestic or sexual 
    violence and expectant and parenting youth, (ii) 
    connecting youth victims of domestic or sexual violence 
    and expectant and parenting youth to appropriate in-school 
    services and other agencies, programs, and services as 
    needed, and (iii) implementing the school district's 
    policies, procedures, and protocols with regard to such 
    youth, including confidentiality;  at a minimum, school 
    personnel must be trained to understand, provide 
    information and referrals, and address issues pertaining 
    to youth who are parents, expectant parents, or victims of 
    domestic or sexual violence;
        (50) participating, at least every 2 years, in an 
    in-service training program for school counselors 
    conducted by persons with expertise in anaphylactic 
    reactions and management;
        (51) participating, at least once every 2 years, in an 
    in-service training on educator ethics, teacher-student 
    conduct, and school employee-student conduct for all 
    personnel;
        (52) participating, in addition to other topics at 
    in-service training programs, in training to identify the 
    warning signs of mental illness and suicidal behavior in 
    adolescents and teenagers and learning appropriate 
    intervention and referral techniques;
        (53) obtaining training to have a basic knowledge of 
    matters relating to acquired immunodeficiency syndrome 
    (AIDS), including the nature of the disease, its causes 
    and effects, the means of detecting it and preventing its 
    transmission, and the availability of appropriate sources 
    of counseling and referral and any other information that 
    may be appropriate considering the age and grade level of 
    the pupils; the school board shall supervise such training 
    and the State Board of Education and the Department of 
    Public Health shall jointly develop standards for such 
    training; and
        (54) participating in mandates from the State Board of 
    Education for bullying education and social-emotional 
    literary; and .
        (55) promoting career and technical education by 
    assisting each student to determine an appropriate 
    postsecondary plan based upon the student's skills, 
    strengths, and goals and assisting the student to 
    implement the best practices that improve career or 
    workforce readiness after high school. 
    School districts may employ a sufficient number of school 
counselors to maintain the national and State recommended 
student-counselor ratio of 250 to 1. School districts may have 
school counselors spend at least 80% of his or her work time in 
direct contact with students.
    Nothing in this Section prohibits other qualified 
professionals, including other endorsed school support 
personnel, from providing the services listed in this Section.

(Source: P.A. 101-290, eff. 8-9-19.)