Full Text of SB3111 96th General Assembly
SB3111sam002 96TH GENERAL ASSEMBLY
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Sen. James A. DeLeo
Filed: 3/10/2010
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| AMENDMENT TO SENATE BILL 3111
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| AMENDMENT NO. ______. Amend Senate Bill 3111 by replacing | 3 |
| everything after the enacting clause with the following:
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| "Section 5. If and only if Senate Bill 3000 of the 96th | 5 |
| General Assembly becomes law, the School Code is amended by | 6 |
| changing Section 14-9.01 as follows:
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| (105 ILCS 5/14-9.01) (from Ch. 122, par. 14-9.01)
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| Sec. 14-9.01.
Qualifications of teachers, other | 9 |
| professional personnel
and necessary workers. No person shall | 10 |
| be employed to teach any class or
program authorized by this | 11 |
| Article who does not hold a valid teacher's
certificate as | 12 |
| provided by law and unless he has had such special training
as | 13 |
| the State Board of Education may require. No special | 14 |
| certificate or
endorsement to a special certificate issued | 15 |
| under Section 21-4 on
or after July 1, 1994, shall be valid for | 16 |
| teaching students with visual
disabilities unless the person to |
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| whom the certificate or endorsement is issued
has attained | 2 |
| satisfactory performance on an examination that is designed to
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| assess competency in Braille reading and writing skills | 4 |
| according to standards
that the State Board of Education may | 5 |
| adopt. Evidence of successfully
completing the examination of | 6 |
| Braille reading and writing skills must be
submitted to the | 7 |
| State Board of Education prior to an applicant's examination
of | 8 |
| the subject matter knowledge test required under Section 21-1a. | 9 |
| Beginning
July 1, 1995, in addition to other requirements, a | 10 |
| candidate for a teaching
certification in the area of the deaf | 11 |
| and hard of hearing granted by the
Illinois State Board of | 12 |
| Education for teaching deaf and hard of hearing
students in | 13 |
| grades pre-school through grade 12 must demonstrate a minimum
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| proficiency in sign language as determined by the Illinois | 15 |
| State Board of
Education. All other professional personnel | 16 |
| employed in any class, service,
or program authorized by this | 17 |
| Article shall hold such certificates and shall
have had such | 18 |
| special training as the State Board of Education may require;
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| provided that in a school district organized under Article 34, | 20 |
| the school
district may employ speech and language pathologists | 21 |
| who are licensed under the
Illinois Speech-Language Pathology | 22 |
| and Audiology Practice Act but who do not
hold a certificate | 23 |
| issued under the School Code if the district certifies that
a | 24 |
| chronic shortage of certified personnel exists. Nothing | 25 |
| contained in this
Act prohibits the school board from employing | 26 |
| necessary workers to assist the
teacher with the special |
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| educational facilities, except that all such necessary
workers | 2 |
| must have had such training as the State Board of Education may
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| require. The Instructional Mandates Task Force shall give | 4 |
| special consideration to the training requirements for special | 5 |
| education teacher assistants. The Task Force's final report | 6 |
| shall include an analysis on the merits of requiring more | 7 |
| comprehensive training, which may include the following: | 8 |
| (1) Training on the legal requirements of the | 9 |
| individualized education program (IEP), including access | 10 |
| to general education curriculum and access to general | 11 |
| education classrooms for students who receive special | 12 |
| education services. This should include (i) the importance | 13 |
| of confidentiality, (ii) the legal requirements for | 14 |
| individuals who are working within a school system, (iii) | 15 |
| the appropriate and least restrictive settings for | 16 |
| children with disabilities, (iv) the parents' rights under | 17 |
| the federal Individuals with Disabilities Education Act in | 18 |
| defining the IEP agreement in collaboration with the school | 19 |
| system, and (v) understanding that developmentally | 20 |
| informed goals, objectives, and methods are the standard | 21 |
| for an appropriate education. | 22 |
| (2) Training on specific disabilities and the | 23 |
| potential impact these disabilities may have on a student's | 24 |
| ability to access the various components of their | 25 |
| education. This should include understanding children's | 26 |
| individual
differences, beyond their diagnoses, regarding |
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| their
physical needs, academic needs, communication needs, | 2 |
| functional needs, health needs, developmentally | 3 |
| appropriate needs, social and emotional needs, and | 4 |
| cognitive needs and those specific disabilities. This | 5 |
| training should be individualized for the teacher | 6 |
| assistant, according to their duties and students. It | 7 |
| should also include specific elements of instruction | 8 |
| related to the individual students to which that assistant | 9 |
| is assigned, and those students' needs, including the level | 10 |
| of family support with homework and other school chores. | 11 |
| (3) Training on specific curriculum needs and how that | 12 |
| curriculum might be modified for individual students. The | 13 |
| training should include an understanding of the difference | 14 |
| between accommodations that are specific to the needs of | 15 |
| students and modifications of the curriculum should be part | 16 |
| of that training. The training should provide assistants | 17 |
| with information and strategies on how to make those | 18 |
| modifications so that they are appropriate for the student | 19 |
| and meet the requirements of the teacher. Having a general | 20 |
| knowledge about the various types and formats of making | 21 |
| modifications is important to the success of that | 22 |
| assistant, and ultimately their students. | 23 |
| (4) Training on specific specialized competencies and | 24 |
| strategies that might be used with an individual student, | 25 |
| according to that student's needs. This training on | 26 |
| competencies and strategies should be specific to the |
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| students with whom that assistant is assigned, and their | 2 |
| specialized needs. These strategies might be | 3 |
| implementation of academic materials and programs, social | 4 |
| and emotional strategies, behavior and developmentally | 5 |
| appropriate strategies, or physical strategies. This | 6 |
| training should provide an emphasis on the need for | 7 |
| students to learn to solve academic, social, and emotional | 8 |
| problems, to learn to focus and be calm and attentive, to | 9 |
| communicate, and to do independent work and routines and | 10 |
| the importance of teaching students with disabilities | 11 |
| independence. | 12 |
| (5) Training on the medical needs of students as | 13 |
| needed. This might include training on the feeding, | 14 |
| positioning, lifting, and care of body needs for specific | 15 |
| students. | 16 |
| (6) Training on the elements of data collection and how | 17 |
| it is used within the individualized education program | 18 |
| process to document progress. Teacher assistants are often | 19 |
| a part of the daily contact with students and are asked to | 20 |
| provide feedback and information on progress that might be | 21 |
| connected to individualized education program goals. The | 22 |
| training on effective data collection is important for | 23 |
| teacher assistants to understand. This training should | 24 |
| include specific information related to the needs of the | 25 |
| students to which that assistant is assigned to teach. | 26 |
| (7) Training on collaboration and how the teaming |
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| process and how working within a team including parents and | 2 |
| other professionals create success for the student. This | 3 |
| training should include specific information on how the | 4 |
| team functions and the expectations and roles that are | 5 |
| defined for each individual assistant. This training | 6 |
| should include discussion on family communication goals
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| and the roles each team member has in fostering positive | 8 |
| communication. | 9 |
| (8) Training regarding collaborative practices with | 10 |
| parents that involve parents directly in making choices | 11 |
| that affect
their child within the school or educational | 12 |
| environment. | 13 |
| (9) Training on developmentally appropriate | 14 |
| competencies and strategies that recognize and understand | 15 |
| the functions of behavior. Teacher assistants should | 16 |
| become familiar with basic concepts related to emotion and | 17 |
| behavior, in regards to the child they will assist and in | 18 |
| regards to their own emotions and behaviors that can assist | 19 |
| the specific child better. This training should include | 20 |
| specific information on the functional analysis of | 21 |
| emotions and behaviors and the specific strategies used for | 22 |
| the students with whom they work. Some commonly used | 23 |
| classroom management strategies and how to anticipate, | 24 |
| prevent, address, and redirect student non-compliance | 25 |
| should be
part of this training.
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| No later than January 1, 1993, the State Board of Education |
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| shall develop,
in consultation with the Advisory Council on the | 2 |
| Education of Children with
Disabilities and the Advisory | 3 |
| Council on Bilingual Education, rules governing
the | 4 |
| qualifications for certification of teachers and school | 5 |
| service personnel
providing services to limited English | 6 |
| proficient students receiving special
education and related | 7 |
| services.
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| The employment of any teacher in a special education | 9 |
| program provided
for in Sections 14-1.01 to 14-14.01, | 10 |
| inclusive, shall be subject to
the provisions of Sections 24-11 | 11 |
| to 24-16, inclusive. Any teacher
employed in a special | 12 |
| education program, prior to the effective date of
this | 13 |
| amendatory Act of 1987, in which 2 or more districts
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| participate shall enter upon contractual continued service in | 15 |
| each of
the participating districts subject to the provisions | 16 |
| of Sections 24-11
to 24-16, inclusive.
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| (Source: P.A. 92-651, eff. 7-11-02.)
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| Section 99. Effective date. This Act takes effect upon | 19 |
| becoming law.".
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