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1 | AN ACT concerning education.
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2 | Be it enacted by the People of the State of Illinois,
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3 | represented in the General Assembly:
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4 | Section 5. The School Code is amended by changing Section | ||||||||||||||||||||||||
5 | 10-22.24b as follows:
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6 | (105 ILCS 5/10-22.24b)
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7 | Sec. 10-22.24b. School counseling services. School | ||||||||||||||||||||||||
8 | counseling services in public schools may be provided by school | ||||||||||||||||||||||||
9 | counselors as defined in Section 10-22.24a of this Code or by | ||||||||||||||||||||||||
10 | individuals who hold a Professional Educator License with a | ||||||||||||||||||||||||
11 | school support personnel endorsement in the area of school | ||||||||||||||||||||||||
12 | counseling under Section 21B-25 of this Code. | ||||||||||||||||||||||||
13 | School counseling services may include, but are not limited | ||||||||||||||||||||||||
14 | to: | ||||||||||||||||||||||||
15 | (1) designing and delivering a comprehensive school | ||||||||||||||||||||||||
16 | counseling program that promotes student achievement and | ||||||||||||||||||||||||
17 | wellness; | ||||||||||||||||||||||||
18 | (2) incorporating the common core language into the | ||||||||||||||||||||||||
19 | school counselor's work and role; | ||||||||||||||||||||||||
20 | (3) school counselors working as culturally skilled | ||||||||||||||||||||||||
21 | professionals who act sensitively to promote social | ||||||||||||||||||||||||
22 | justice and equity in a pluralistic society; | ||||||||||||||||||||||||
23 | (4) providing individual and group counseling; |
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1 | (5) providing a core counseling curriculum that serves | ||||||
2 | all students and addresses the knowledge and skills | ||||||
3 | appropriate to their developmental level through a | ||||||
4 | collaborative model of delivery involving the school | ||||||
5 | counselor, classroom teachers, and other appropriate | ||||||
6 | education professionals, and including prevention and | ||||||
7 | pre-referral activities; | ||||||
8 | (6) making referrals when necessary to appropriate | ||||||
9 | offices or outside agencies; | ||||||
10 | (7) providing college and career development | ||||||
11 | activities and counseling; | ||||||
12 | (8) developing individual career plans with students; | ||||||
13 | (9) assisting all students with a college or | ||||||
14 | post-secondary education plan; | ||||||
15 | (10) intentionally addressing the career and college | ||||||
16 | needs of first generation students; | ||||||
17 | (11) educating all students on scholarships, financial | ||||||
18 | aid, and preparation of the Federal Application for Federal | ||||||
19 | Student Aid; | ||||||
20 | (12) collaborating with institutions of higher | ||||||
21 | education and local community colleges so that students | ||||||
22 | understand post-secondary education options and are ready | ||||||
23 | to transition successfully; | ||||||
24 | (13) providing crisis intervention and contributing to | ||||||
25 | the development of a specific crisis plan within the school | ||||||
26 | setting in collaboration with multiple stakeholders; |
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1 | (14) educating students, teachers, and parents on | ||||||
2 | anxiety, depression, cutting, and suicide issues and | ||||||
3 | intervening with students who present with these issues; | ||||||
4 | (15) providing counseling and other resources to | ||||||
5 | students who are in crisis; | ||||||
6 | (16) providing resources for those students who do not | ||||||
7 | have access to mental health services; | ||||||
8 | (17) addressing bullying and conflict resolution with | ||||||
9 | all students; | ||||||
10 | (18) teaching communication skills and helping | ||||||
11 | students develop positive relationships; | ||||||
12 | (19) using culturally-sensitive skills in working with | ||||||
13 | all students to promote wellness; | ||||||
14 | (20) addressing the needs of undocumented students in | ||||||
15 | the school, as well as students who are legally in the | ||||||
16 | United States, but whose parents are undocumented; | ||||||
17 | (21) contributing to a student's functional behavioral | ||||||
18 | assessment, as well as assisting in the development of | ||||||
19 | non-aversive behavioral intervention strategies; | ||||||
20 | (22) actively supporting students in need of special | ||||||
21 | education services by facilitating, participating in, or | ||||||
22 | contributing to a student's individualized education plan | ||||||
23 | (IEP) and completing a social-developmental history; | ||||||
24 | (23) assisting in the development of a personal | ||||||
25 | educational plan with each student; | ||||||
26 | (24) educating students on dual credit and learning |
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1 | opportunities on the Internet; | ||||||
2 | (25) providing information for all students in the | ||||||
3 | selection of courses that will lead to post-secondary | ||||||
4 | education opportunities toward a successful career; | ||||||
5 | (26) interpreting achievement test results and guiding | ||||||
6 | students in appropriate directions; | ||||||
7 | (27) counseling with students, families, and teachers | ||||||
8 | in accordance with the rules and regulations governing the | ||||||
9 | provision of related services; | ||||||
10 | (28) providing families with opportunities for | ||||||
11 | education and counseling as appropriate in relation to the | ||||||
12 | student's educational assessment; | ||||||
13 | (29) consulting and collaborating with teachers and | ||||||
14 | other school personnel regarding behavior management and | ||||||
15 | intervention plans and inclusion in support of students; | ||||||
16 | (30) teaming and partnering with staff, parents, | ||||||
17 | businesses, and community organizations to support student | ||||||
18 | achievement and social-emotional learning standards for | ||||||
19 | all students; | ||||||
20 | (31) developing and implementing school-based | ||||||
21 | prevention programs, including, but not limited to, | ||||||
22 | mediation and violence prevention, implementing social and | ||||||
23 | emotional education programs and services, and | ||||||
24 | establishing and implementing bullying prevention and | ||||||
25 | intervention programs; | ||||||
26 | (32) developing culturally-sensitive assessment |
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1 | instruments for measuring school counseling prevention and | ||||||
2 | intervention effectiveness and collecting, analyzing, and | ||||||
3 | interpreting data; | ||||||
4 | (33) participating on school and district committees | ||||||
5 | to advocate for student programs and resources, as well as | ||||||
6 | establishing a school counseling advisory council that | ||||||
7 | includes representatives of key stakeholders selected to | ||||||
8 | review and advise on the implementation of the school | ||||||
9 | counseling program; | ||||||
10 | (34) acting as a liaison between the public schools and | ||||||
11 | community resources and building relationships with | ||||||
12 | important stakeholders, such as families, administrators, | ||||||
13 | teachers, and board members; | ||||||
14 | (35) maintaining organized, clear, and useful records | ||||||
15 | in a confidential manner consistent with Section 5 of the | ||||||
16 | Illinois School Student Records Act, the Family | ||||||
17 | Educational Rights and Privacy Act, and the Health | ||||||
18 | Insurance Portability and Accountability Act; | ||||||
19 | (36) presenting an annual agreement to the | ||||||
20 | administration, including a formal discussion of the | ||||||
21 | alignment of school and school counseling program missions | ||||||
22 | and goals and detailing specific school counselor | ||||||
23 | responsibilities; | ||||||
24 | (37) identifying and implementing culturally-sensitive | ||||||
25 | measures of success for student competencies in each of the | ||||||
26 | 3 domains of academic, social and emotional, and college |
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1 | and career learning based on planned and periodic | ||||||
2 | assessment of the comprehensive developmental school | ||||||
3 | counseling program; | ||||||
4 | (38) collaborating as a team member in Response to | ||||||
5 | Intervention (RtI) and other school initiatives; | ||||||
6 | (39) conducting observations and participating in | ||||||
7 | recommendations or interventions regarding the placement | ||||||
8 | of children in educational programs or special education | ||||||
9 | classes; | ||||||
10 | (40) analyzing data and results of school counseling | ||||||
11 | program assessments, including curriculum, small-group, | ||||||
12 | and closing-the-gap results reports, and designing | ||||||
13 | strategies to continue to improve program effectiveness; | ||||||
14 | (41) analyzing data and results of school counselor | ||||||
15 | competency assessments; | ||||||
16 | (42) following American School Counselor Association | ||||||
17 | Ethical Standards for School Counselors to demonstrate | ||||||
18 | high standards of integrity, leadership, and | ||||||
19 | professionalism; | ||||||
20 | (43) knowing and embracing common core standards by | ||||||
21 | using common core language; | ||||||
22 | (44) practicing as a culturally-skilled school | ||||||
23 | counselor by infusing the multicultural competencies | ||||||
24 | within the role of the school counselor, including the | ||||||
25 | practice of culturally-sensitive attitudes and beliefs, | ||||||
26 | knowledge, and skills; |
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1 | (45) infusing the Social-Emotional Standards, as | ||||||
2 | presented in the State Board of Education standards, across | ||||||
3 | the curriculum and in the counselor's role in ways that | ||||||
4 | empower and enable students to achieve academic success | ||||||
5 | across all grade levels; | ||||||
6 | (46) providing services only in areas in which the | ||||||
7 | school counselor has appropriate training or expertise, as | ||||||
8 | well as only providing counseling or consulting services | ||||||
9 | within his or her employment to any student in the district | ||||||
10 | or districts which employ such school counselor, in | ||||||
11 | accordance with professional ethics; | ||||||
12 | (47) having adequate training in supervision knowledge | ||||||
13 | and skills in order to supervise school counseling interns | ||||||
14 | enrolled in graduate school counselor preparation programs | ||||||
15 | that meet the standards established by the State Board of | ||||||
16 | Education; | ||||||
17 | (48) being involved with State and national | ||||||
18 | professional associations; | ||||||
19 | (49) participating, at least once every 2 years, in an | ||||||
20 | in-service training program for school counselors | ||||||
21 | conducted by persons with expertise in domestic and sexual | ||||||
22 | violence and the needs of expectant and parenting youth, | ||||||
23 | which shall include training concerning (i) communicating | ||||||
24 | with and listening to youth victims of domestic or sexual | ||||||
25 | violence and expectant and parenting youth, (ii) | ||||||
26 | connecting youth victims of domestic or sexual violence and |
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1 | expectant and parenting youth to appropriate in-school | ||||||
2 | services and other agencies, programs, and services as | ||||||
3 | needed, and (iii) implementing the school district's | ||||||
4 | policies, procedures, and protocols with regard to such | ||||||
5 | youth, including confidentiality; at a minimum, school | ||||||
6 | personnel must be trained to understand, provide | ||||||
7 | information and referrals, and address issues pertaining | ||||||
8 | to youth who are parents, expectant parents, or victims of | ||||||
9 | domestic or sexual violence; | ||||||
10 | (50) participating, at least every 2 years, in an | ||||||
11 | in-service training program for school counselors | ||||||
12 | conducted by persons with expertise in anaphylactic | ||||||
13 | reactions and management; | ||||||
14 | (51) participating, at least once every 2 years, in an | ||||||
15 | in-service training on educator ethics, teacher-student | ||||||
16 | conduct, and school employee-student conduct for all | ||||||
17 | personnel; | ||||||
18 | (52) participating, in addition to other topics at | ||||||
19 | in-service training programs, in training to identify the | ||||||
20 | warning signs of mental illness and suicidal behavior in | ||||||
21 | adolescents and teenagers and learning appropriate | ||||||
22 | intervention and referral techniques; | ||||||
23 | (53) obtaining training to have a basic knowledge of | ||||||
24 | matters relating to acquired immunodeficiency syndrome | ||||||
25 | (AIDS), including the nature of the disease, its causes and | ||||||
26 | effects, the means of detecting it and preventing its |
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1 | transmission, and the availability of appropriate sources | ||||||
2 | of counseling and referral and any other information that | ||||||
3 | may be appropriate considering the age and grade level of | ||||||
4 | the pupils; the school board shall supervise such training | ||||||
5 | and the State Board of Education and the Department of | ||||||
6 | Public Health shall jointly develop standards for such | ||||||
7 | training; and | ||||||
8 | (54) participating in mandates from the State Board of | ||||||
9 | Education for bullying education and social-emotional | ||||||
10 | literary. | ||||||
11 | School districts may employ a sufficient number of school | ||||||
12 | counselors to maintain the national and State recommended | ||||||
13 | student-counselor ratio of 250 to 1. School districts may have | ||||||
14 | school counselors spend at least 80% of his or her work time in | ||||||
15 | direct contact with students. | ||||||
16 | Nothing in this Section prohibits other qualified | ||||||
17 | professionals, including other endorsed school support | ||||||
18 | personnel, from providing the services listed in this Section. | ||||||
19 | School counseling services
in the public schools may be | ||||||
20 | provided by school counselors as defined in
Section 10-22.24a. | ||||||
21 | School counseling
services include but are not
limited to: (1) | ||||||
22 | educational planning; (2) career development and counseling;
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23 | (3) college counseling; (4) developing and facilitating | ||||||
24 | anti-violence education
or conflict resolution programs, or | ||||||
25 | both; (5) providing crisis intervention
programs within the | ||||||
26 | school setting; (6) making appropriate referrals to outside
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1 | agencies; (7) interpreting achievement, career, and vocational | ||||||
2 | test
information; (8) developing individual career plans for | ||||||
3 | all students; (9)
providing individual and small group | ||||||
4 | counseling; (10) addressing the
developmental needs of | ||||||
5 | students by designing curricula for classroom
counseling and | ||||||
6 | guidance; (11) consulting and counseling with parents for the
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7 | academic, career, and personal success of their children; (12) | ||||||
8 | facilitating
school to work transition programs; and (13) | ||||||
9 | supervising school counseling
interns enrolled in school | ||||||
10 | counseling programs that meet the standards of the
State Board | ||||||
11 | of Education. Nothing in this Section prohibits other
qualified | ||||||
12 | professionals, including other certificated school personnel, | ||||||
13 | from
providing those services listed in this
Section.
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14 | (Source: P.A. 91-70, eff. 7-9-99.)
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15 | Section 99. Effective date. This Act takes effect upon | ||||||
16 | becoming law.
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