Illinois General Assembly - Full Text of SB3990
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Full Text of SB3990  102nd General Assembly

SB3990enr 102ND GENERAL ASSEMBLY

  
  
  

 


 
SB3990 EnrolledLRB102 24438 CMG 33672 b

1    AN ACT concerning education.
 
2    Be it enacted by the People of the State of Illinois,
3represented in the General Assembly:
 
4    Section 5. The School Code is amended by changing Section
510-22.24b as follows:
 
6    (105 ILCS 5/10-22.24b)
7    Sec. 10-22.24b. School counseling services. School
8counseling services in public schools may be provided by
9school counselors as defined in Section 10-22.24a of this Code
10or by individuals who hold a Professional Educator License
11with a school support personnel endorsement in the area of
12school counseling under Section 21B-25 of this Code.
13    School counseling services may include, but are not
14limited 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    which includes planning for post-secondary education, as
14    appropriate, and engaging in related and relevant career
15    and technical education coursework in high school as
16    described in paragraph (55);
17        (9) assisting all students with a college or
18    post-secondary education plan, which must include a
19    discussion on all post-secondary education options,
20    including 4-year colleges or universities, community
21    colleges, and vocational schools, and includes planning
22    for post-secondary education, as appropriate, and engaging
23    in related and relevant career and technical education
24    coursework in high school as described in paragraph (55);
25        (10) intentionally addressing the career and college
26    needs of first generation students;

 

 

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1        (11) educating all students on scholarships, financial
2    aid, and preparation of the Federal Application for
3    Federal Student Aid;
4        (12) collaborating with institutions of higher
5    education and local community colleges so that students
6    understand post-secondary education options and are ready
7    to transition successfully;
8        (13) providing crisis intervention and contributing to
9    the development of a specific crisis plan within the
10    school setting in collaboration with multiple
11    stakeholders;
12        (14) educating students, teachers, and parents on
13    anxiety, depression, cutting, and suicide issues and
14    intervening with students who present with these issues;
15        (15) providing counseling and other resources to
16    students who are in crisis;
17        (16) providing resources for those students who do not
18    have access to mental health services;
19        (17) addressing bullying and conflict resolution with
20    all students;
21        (18) teaching communication skills and helping
22    students develop positive relationships;
23        (19) using culturally-sensitive skills in working with
24    all students to promote wellness;
25        (20) addressing the needs of undocumented students in
26    the school, as well as students who are legally in the

 

 

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1    United States, but whose parents are undocumented;
2        (21) contributing to a student's functional behavioral
3    assessment, as well as assisting in the development of
4    non-aversive behavioral intervention strategies;
5        (22) (i) assisting students in need of special
6    education services by implementing the academic supports
7    and social-emotional and college or career development
8    counseling services or interventions per a student's
9    individualized education program (IEP); (ii) participating
10    in or contributing to a student's IEP and completing a
11    social-developmental history; or (iii) providing services
12    to a student with a disability under the student's IEP or
13    federal Section 504 plan, as recommended by the student's
14    IEP team or Section 504 plan team and in compliance with
15    federal and State laws and rules governing the provision
16    of educational and related services and school-based
17    accommodations to students with disabilities and the
18    qualifications of school personnel to provide such
19    services and accommodations;
20        (23) assisting in the development of a personal
21    educational plan with each student;
22        (24) educating students on dual credit and learning
23    opportunities on the Internet;
24        (25) providing information for all students in the
25    selection of courses that will lead to post-secondary
26    education opportunities toward a successful career;

 

 

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1        (26) interpreting achievement test results and guiding
2    students in appropriate directions;
3        (27) counseling with students, families, and teachers,
4    in compliance with federal and State laws;
5        (28) providing families with opportunities for
6    education and counseling as appropriate in relation to the
7    student's educational assessment;
8        (29) consulting and collaborating with teachers and
9    other school personnel regarding behavior management and
10    intervention plans and inclusion in support of students;
11        (30) teaming and partnering with staff, parents,
12    businesses, and community organizations to support student
13    achievement and social-emotional learning standards for
14    all students;
15        (31) developing and implementing school-based
16    prevention programs, including, but not limited to,
17    mediation and violence prevention, implementing social and
18    emotional education programs and services, and
19    establishing and implementing bullying prevention and
20    intervention programs;
21        (32) developing culturally-sensitive assessment
22    instruments for measuring school counseling prevention and
23    intervention effectiveness and collecting, analyzing, and
24    interpreting data;
25        (33) participating on school and district committees
26    to advocate for student programs and resources, as well as

 

 

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1    establishing a school counseling advisory council that
2    includes representatives of key stakeholders selected to
3    review and advise on the implementation of the school
4    counseling program;
5        (34) acting as a liaison between the public schools
6    and community resources and building relationships with
7    important stakeholders, such as families, administrators,
8    teachers, and board members;
9        (35) maintaining organized, clear, and useful records
10    in a confidential manner consistent with Section 5 of the
11    Illinois School Student Records Act, the Family
12    Educational Rights and Privacy Act, and the Health
13    Insurance Portability and Accountability Act;
14        (36) presenting an annual agreement to the
15    administration, including a formal discussion of the
16    alignment of school and school counseling program missions
17    and goals and detailing specific school counselor
18    responsibilities;
19        (37) identifying and implementing
20    culturally-sensitive measures of success for student
21    competencies in each of the 3 domains of academic, social
22    and emotional, and college and career learning based on
23    planned and periodic assessment of the comprehensive
24    developmental school counseling program;
25        (38) collaborating as a team member in Response to
26    Intervention (RtI) and other school initiatives;

 

 

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1        (39) conducting observations and participating in
2    recommendations or interventions regarding the placement
3    of children in educational programs or special education
4    classes;
5        (40) analyzing data and results of school counseling
6    program assessments, including curriculum, small-group,
7    and closing-the-gap results reports, and designing
8    strategies to continue to improve program effectiveness;
9        (41) analyzing data and results of school counselor
10    competency assessments;
11        (42) following American School Counselor Association
12    Ethical Standards for School Counselors to demonstrate
13    high standards of integrity, leadership, and
14    professionalism;
15        (43) knowing and embracing common core standards by
16    using common core language;
17        (44) practicing as a culturally-skilled school
18    counselor by infusing the multicultural competencies
19    within the role of the school counselor, including the
20    practice of culturally-sensitive attitudes and beliefs,
21    knowledge, and skills;
22        (45) infusing the Social-Emotional Standards, as
23    presented in the State Board of Education standards,
24    across the curriculum and in the counselor's role in ways
25    that empower and enable students to achieve academic
26    success across all grade levels;

 

 

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1        (46) providing services only in areas in which the
2    school counselor has appropriate training or expertise, as
3    well as only providing counseling or consulting services
4    within his or her employment to any student in the
5    district or districts which employ such school counselor,
6    in accordance with professional ethics;
7        (47) having adequate training in supervision knowledge
8    and skills in order to supervise school counseling interns
9    enrolled in graduate school counselor preparation programs
10    that meet the standards established by the State Board of
11    Education;
12        (48) being involved with State and national
13    professional associations;
14        (49) participating, at least once every 2 years, in an
15    in-service training program for school counselors
16    conducted by persons with expertise in domestic and sexual
17    violence and the needs of expectant and parenting youth,
18    which shall include training concerning (i) communicating
19    with and listening to youth victims of domestic or sexual
20    violence and expectant and parenting youth, (ii)
21    connecting youth victims of domestic or sexual violence
22    and expectant and parenting youth to appropriate in-school
23    services and other agencies, programs, and services as
24    needed, and (iii) implementing the school district's
25    policies, procedures, and protocols with regard to such
26    youth, including confidentiality; at a minimum, school

 

 

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1    personnel must be trained to understand, provide
2    information and referrals, and address issues pertaining
3    to youth who are parents, expectant parents, or victims of
4    domestic or sexual violence;
5        (50) participating, at least every 2 years, in an
6    in-service training program for school counselors
7    conducted by persons with expertise in anaphylactic
8    reactions and management;
9        (51) participating, at least once every 2 years, in an
10    in-service training on educator ethics, teacher-student
11    conduct, and school employee-student conduct for all
12    personnel;
13        (52) participating, in addition to other topics at
14    in-service training programs, in training to identify the
15    warning signs of mental illness and suicidal behavior in
16    adolescents and teenagers and learning appropriate
17    intervention and referral techniques;
18        (53) obtaining training to have a basic knowledge of
19    matters relating to acquired immunodeficiency syndrome
20    (AIDS), including the nature of the disease, its causes
21    and effects, the means of detecting it and preventing its
22    transmission, and the availability of appropriate sources
23    of counseling and referral and any other information that
24    may be appropriate considering the age and grade level of
25    the pupils; the school board shall supervise such training
26    and the State Board of Education and the Department of

 

 

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1    Public Health shall jointly develop standards for such
2    training; and
3        (54) participating in mandates from the State Board of
4    Education for bullying education and social-emotional
5    literary; and .
6        (55) promoting career and technical education by
7    assisting each student to determine an appropriate
8    postsecondary plan based upon the student's skills,
9    strengths, and goals and assisting the student to
10    implement the best practices that improve career or
11    workforce readiness after high school.
12    School districts may employ a sufficient number of school
13counselors to maintain the national and State recommended
14student-counselor ratio of 250 to 1. School districts may have
15school counselors spend at least 80% of his or her work time in
16direct contact with students.
17    Nothing in this Section prohibits other qualified
18professionals, including other endorsed school support
19personnel, from providing the services listed in this Section.
20(Source: P.A. 101-290, eff. 8-9-19.)