Full Text of SB0820 102nd General Assembly
SB0820enr 102ND GENERAL ASSEMBLY |
| | SB0820 Enrolled | | LRB102 04608 CMG 14627 b |
|
| 1 | | AN ACT concerning education.
| 2 | | Be it enacted by the People of the State of Illinois,
| 3 | | represented in the General Assembly:
| 4 | | Section 5. The School Code is amended by changing Sections | 5 | | 2-3.186, 2-3.187, 14A-32, and 22-90 as follows: | 6 | | (105 ILCS 5/2-3.186) | 7 | | Sec. 2-3.186. Freedom Schools; grant program. | 8 | | (a) The General Assembly recognizes and values the | 9 | | contributions that Freedom Schools make to enhance the lives | 10 | | of Black students. The General Assembly makes all of the | 11 | | following findings: | 12 | | (1) The fundamental goal of the Freedom Schools of the | 13 | | 1960s was to provide quality education for all students, | 14 | | to motivate active civic engagement, and to empower | 15 | | disenfranchised communities. The renowned and progressive | 16 | | curriculum of Freedom Schools allowed students of all ages | 17 | | to experience a new and liberating form of education that | 18 | | directly related to the imperatives of their lives, their | 19 | | communities, and the Freedom Movement. | 20 | | (2) Freedom Schools continue to demonstrate the proven | 21 | | benefits of critical civic engagement and | 22 | | intergenerational effects by providing historically | 23 | | disadvantaged students, including African American |
| | | SB0820 Enrolled | - 2 - | LRB102 04608 CMG 14627 b |
|
| 1 | | students and other students of color, with quality | 2 | | instruction that fosters student confidence, critical | 3 | | thinking, and social and emotional development. | 4 | | (3) Freedom Schools offer culturally relevant learning | 5 | | opportunities with the academic and social supports that | 6 | | Black children need by utilizing quality teaching, | 7 | | challenging and engaging curricula, wrap-around supports, | 8 | | a positive school climate, and strong ties to family and | 9 | | community. Freedom Schools have a clear focus on results. | 10 | | (4) Public schools serve a foundational role in the | 11 | | education of over 2,000,000 students in this State. | 12 | | (b) The State Board of Education shall establish a Freedom | 13 | | School network to supplement the learning taking place in | 14 | | public schools by creating a 6-week summer program with an | 15 | | organization with a mission to improve the odds for children | 16 | | in poverty that operates Freedom Schools in multiple states | 17 | | using a research-based and multicultural curriculum for | 18 | | disenfranchised communities most affected by the opportunity | 19 | | gap and learning loss caused by the pandemic, and by expanding | 20 | | the teaching of African American history, developing | 21 | | leadership skills, and providing an understanding of the | 22 | | tenets of the civil rights movement. The teachers in Freedom | 23 | | Schools must be from the local community, with an emphasis on | 24 | | historically disadvantaged youth, including African American | 25 | | students and other students of color, so that (i) these | 26 | | individuals have access to summer jobs and teaching |
| | | SB0820 Enrolled | - 3 - | LRB102 04608 CMG 14627 b |
|
| 1 | | experiences that serve as a long-term pipeline to educational | 2 | | careers and the hiring of minority educators in public | 3 | | schools, (ii) these individuals are elevated as content | 4 | | experts and community leaders, and (iii) Freedom School | 5 | | students have access to both mentorship and equitable | 6 | | educational resources. | 7 | | (c) A Freedom School shall intentionally and imaginatively | 8 | | implement strategies that focus on all of the following: | 9 | | (1) Racial justice and equity. | 10 | | (2) Transparency and building trusting relationships. | 11 | | (3) Self-determination and governance. | 12 | | (4) Building on community strengths and community | 13 | | wisdom. | 14 | | (5) Utilizing current data, best practices, and | 15 | | evidence. | 16 | | (6) Shared leadership and collaboration. | 17 | | (7) A reflective learning culture. | 18 | | (8) A whole-child approach to education. | 19 | | (9) Literacy. | 20 | | (d) The State Board of Education, in the establishment of | 21 | | Freedom Schools, shall strive for authentic parent and | 22 | | community engagement during the development of Freedom Schools | 23 | | and their curriculum. Authentic parent and community | 24 | | engagement includes all of the following: | 25 | | (1) A shared responsibility that values equal | 26 | | partnerships between families and professionals. |
| | | SB0820 Enrolled | - 4 - | LRB102 04608 CMG 14627 b |
|
| 1 | | (2) Ensuring that students and families who are | 2 | | directly impacted by Freedom School policies and practices | 3 | | are the decision-makers in the creation, design, | 4 | | implementation, and assessment of those policies and | 5 | | practices. | 6 | | (3) Genuine respect for the culture and diversity of | 7 | | families. | 8 | | (4) Relationships that center around the goal of | 9 | | supporting family well-being and children's development | 10 | | and learning. | 11 | | (e) Subject to appropriation, the State Board of Education | 12 | | shall establish and implement a grant program to provide | 13 | | grants to public schools, public community colleges, and | 14 | | not-for-profit, community-based organizations to facilitate | 15 | | improved educational outcomes for historically disadvantaged | 16 | | students, including African American students and other | 17 | | students of color Black students in grades pre-kindergarten | 18 | | through 12 in alignment with the integrity and practices of | 19 | | the Freedom School model established during the civil rights | 20 | | movement. Grant recipients under the program may include, but | 21 | | are not limited to, entities that work with the Children's | 22 | | Defense Fund or offer established programs with proven results | 23 | | and outcomes. The State Board of Education shall award grants | 24 | | to eligible entities that demonstrate a likelihood of | 25 | | reasonable success in achieving the goals identified in the | 26 | | grant application, including, but not limited to, all of the |
| | | SB0820 Enrolled | - 5 - | LRB102 04608 CMG 14627 b |
|
| 1 | | following: | 2 | | (1) Engaging, culturally relevant, and challenging | 3 | | curricula. | 4 | | (2) High-quality teaching. | 5 | | (3) Wrap-around supports and opportunities. | 6 | | (4) Positive discipline practices, such as restorative | 7 | | justice. | 8 | | (5) Inclusive leadership. | 9 | | (f) The Freedom Schools Fund is created as a special fund | 10 | | in the State treasury. the Fund shall consist of | 11 | | appropriations from the General Revenue Fund, grant funds from | 12 | | the
federal government, and donations from educational and | 13 | | private foundations. All money in the Fund shall be used, | 14 | | subject to appropriation, by the State Board of Education for | 15 | | the purposes of this Section and to support related | 16 | | activities. | 17 | | (g) The State Board of Education may adopt any rules | 18 | | necessary to implement this Section.
| 19 | | (Source: P.A. 101-654, eff. 3-8-21.) | 20 | | (105 ILCS 5/2-3.187) | 21 | | (Section scheduled to be repealed on January 1, 2023) | 22 | | Sec. 2-3.187. Inclusive American History Commission. | 23 | | (a) The Inclusive American History Commission is created | 24 | | to provide assistance to the State Board of Education in | 25 | | revising its social science learning standards under |
| | | SB0820 Enrolled | - 6 - | LRB102 04608 CMG 14627 b |
|
| 1 | | subsection (a-5) of Section 2-3.25. | 2 | | (b) The State Board of Education shall convene the | 3 | | Inclusive American History Commission to do all of the | 4 | | following: | 5 | | (1) Review available resources for use in school | 6 | | districts that reflect the racial and ethnic diversity of | 7 | | this State and country. The resources identified by the | 8 | | Commission may be posted on the State Board of Education's | 9 | | Internet website. | 10 | | (2) Provide guidance for each learning standard | 11 | | developed for educators on how to ensure that instruction | 12 | | and content are not biased to value specific cultures, | 13 | | time periods, and experiences over other cultures, time | 14 | | periods, and experiences. | 15 | | (3) Develop guidance, tools, and support for | 16 | | professional learning on how to locate and utilize | 17 | | resources for non-dominant cultural narratives and sources | 18 | | of historical information. | 19 | | (c) The Commission shall consist of all of the following | 20 | | members: | 21 | | (1) One Representative appointed by the Speaker of the | 22 | | House of Representatives. | 23 | | (2) One Representative appointed by the Minority | 24 | | Leader of the House of Representatives. | 25 | | (3) One Senator appointed by the President of the | 26 | | Senate. |
| | | SB0820 Enrolled | - 7 - | LRB102 04608 CMG 14627 b |
|
| 1 | | (4) One Senator appointed by the Minority Leader of | 2 | | the Senate. | 3 | | (5) Two members who are history scholars appointed by | 4 | | the State Superintendent of Education. | 5 | | (6) Eight members who are teachers at schools in this | 6 | | State recommended by professional teachers' organizations | 7 | | and appointed by the State Superintendent of Education. | 8 | | (7) One representative of the State Board of Education | 9 | | appointed by the State Superintendent of Education who | 10 | | shall serve as chairperson. | 11 | | (8) One member who represents an a statewide | 12 | | organization that represents south suburban school | 13 | | districts appointed by the State Superintendent of | 14 | | Education. | 15 | | (9) One member who represents a west suburban school | 16 | | district appointed by the State Superintendent of | 17 | | Education. | 18 | | (10) One member who represents a school district | 19 | | organized under Article 34 appointed by the State | 20 | | Superintendent of Education. | 21 | | (11) One member who represents a statewide | 22 | | organization that represents school librarians appointed | 23 | | by the State Superintendent of Education. | 24 | | (12) One member who represents a statewide | 25 | | organization that represents principals appointed by the | 26 | | State Superintendent of Education. |
| | | SB0820 Enrolled | - 8 - | LRB102 04608 CMG 14627 b |
|
| 1 | | (13) One member who represents a statewide | 2 | | organization that represents superintendents appointed by | 3 | | the State Superintendent of Education. | 4 | | (14) One member who represents a statewide | 5 | | organization that represents school boards appointed by | 6 | | the State Superintendent of Education. | 7 | | Members appointed to the Commission must reflect the | 8 | | racial, ethnic, and geographic diversity of this State. | 9 | | (d) Members of the Commission shall serve without | 10 | | compensation but may be reimbursed for reasonable expenses | 11 | | from funds appropriated to the State Board of Education for | 12 | | that purpose, including travel, subject to the rules of the | 13 | | appropriate travel control board. | 14 | | (e) The State Board of Education shall provide | 15 | | administrative and other support to the Commission. | 16 | | (f) The Commission must submit a report about its work to | 17 | | the State Board of Education, the Governor, and the General | 18 | | Assembly on or before December 31, 2021. The Commission is | 19 | | dissolved upon the submission of its report. | 20 | | (g) This Section is repealed on January 1, 2023.
| 21 | | (Source: P.A. 101-654, eff. 3-8-21.) | 22 | | (105 ILCS 5/14A-32) | 23 | | Sec. 14A-32. Accelerated placement; school district | 24 | | responsibilities. | 25 | | (a) Each school district shall have a policy that allows |
| | | SB0820 Enrolled | - 9 - | LRB102 04608 CMG 14627 b |
|
| 1 | | for accelerated placement that includes or incorporates by | 2 | | reference the following components: | 3 | | (1) a provision that provides that participation in | 4 | | accelerated placement is not limited to those children who | 5 | | have been identified as gifted and talented, but rather is | 6 | | open to all children who demonstrate high ability and who | 7 | | may benefit from accelerated placement; | 8 | | (2) a fair and equitable decision-making process that | 9 | | involves multiple persons and includes a student's parents | 10 | | or guardians; | 11 | | (3) procedures for notifying parents or guardians of a | 12 | | child of a decision affecting that child's participation | 13 | | in an accelerated placement program; and | 14 | | (4) an assessment process that includes multiple | 15 | | valid, reliable indicators. | 16 | | (a-5) By no later than the beginning of the 2023-2024 | 17 | | school year, a school district's accelerated placement policy | 18 | | shall allow for the automatic enrollment, in the following | 19 | | school term, of a student into the next most rigorous level of | 20 | | advanced coursework offered by the high school if the student | 21 | | meets or exceeds State standards in English language arts, | 22 | | mathematics, or science on a State assessment administered | 23 | | under Section 2-3.64a-5 as follows: | 24 | | (1) A student who meets or exceeds State standards in | 25 | | English language arts shall be automatically enrolled into | 26 | | the next most rigorous level of advanced coursework in |
| | | SB0820 Enrolled | - 10 - | LRB102 04608 CMG 14627 b |
|
| 1 | | English, social studies, humanities, or related subjects. | 2 | | (2) A student who meets or exceeds State standards in | 3 | | mathematics shall be automatically enrolled into the next | 4 | | most rigorous level of advanced coursework in mathematics. | 5 | | (3) A student who meets or exceeds State standards in | 6 | | science shall be automatically enrolled into the next most | 7 | | rigorous level of advanced coursework in science. | 8 | | For a student entering grade 12, the next most rigorous | 9 | | level of advanced coursework in English language arts or | 10 | | mathematics shall be a dual credit course, as defined in the | 11 | | Dual Credit Quality Act, an Advanced Placement course, as | 12 | | defined in Section 10 of the College and Career Success for All | 13 | | Students Act, or an International Baccalaureate course; | 14 | | otherwise, the The next most rigorous level of advanced | 15 | | coursework under this subsection (a-5) may include a dual | 16 | | credit course, as defined in the Dual Credit Quality Act, an | 17 | | Advanced Placement course , as defined in Section 10 of the | 18 | | College and Career Success for All Students Act, an | 19 | | International Baccalaureate course, an honors class, an | 20 | | enrichment opportunity, a gifted program, or another program | 21 | | offered by the district. | 22 | | A school district may use the student's most recent State | 23 | | assessment results to determine whether a student meets or | 24 | | exceeds State standards. For a student entering grade 9, | 25 | | results from the State assessment taken in grades 6 through 8 | 26 | | may be used. For other high school grades, the results from a |
| | | SB0820 Enrolled | - 11 - | LRB102 04608 CMG 14627 b |
|
| 1 | | locally selected, nationally normed assessment may be used | 2 | | instead of the State assessment if those results are the most | 3 | | recent. | 4 | | A school district must provide the parent or guardian of a | 5 | | student eligible for automatic enrollment under this | 6 | | subsection (a-5) with the option to instead have the student | 7 | | enroll in alternative coursework that better aligns with the | 8 | | student's postsecondary education or career goals. | 9 | | Nothing in this subsection (a-5) may be interpreted to | 10 | | preclude other students from enrolling in advanced coursework | 11 | | per the policy of a school district. | 12 | | (b) Further, a school district's accelerated placement | 13 | | policy may include or incorporate by reference, but need not | 14 | | be limited to, the following components: | 15 | | (1) procedures for annually informing the community | 16 | | at-large, including parents or guardians, community-based | 17 | | organizations, and providers of out-of-school programs, | 18 | | about the accelerated placement program and the methods | 19 | | used for the identification of children eligible for | 20 | | accelerated placement, including strategies to reach | 21 | | groups of students and families who have been historically | 22 | | underrepresented in accelerated placement programs and | 23 | | advanced coursework; | 24 | | (2) a process for referral that allows for multiple | 25 | | referrers, including a child's parents or guardians; other | 26 | | referrers may include licensed education professionals, |
| | | SB0820 Enrolled | - 12 - | LRB102 04608 CMG 14627 b |
|
| 1 | | the child, with the written consent of a parent or | 2 | | guardian, a peer, through a licensed education | 3 | | professional who has knowledge of the referred child's | 4 | | abilities, or, in case of possible early entrance, a | 5 | | preschool educator, pediatrician, or psychologist who | 6 | | knows the child; | 7 | | (3) a provision that provides that children | 8 | | participating in an accelerated placement program and | 9 | | their parents or guardians will be provided a written plan | 10 | | detailing the type of acceleration the child will receive | 11 | | and strategies to support the child; | 12 | | (4) procedures to provide support and promote success | 13 | | for students who are newly enrolled in an accelerated | 14 | | placement program; and | 15 | | (5) a process for the school district to review and | 16 | | utilize disaggregated data on participation in an | 17 | | accelerated placement program to address gaps among | 18 | | demographic groups in accelerated placement opportunities. | 19 | | (c) The State Board of Education shall adopt rules to | 20 | | determine data to be collected and disaggregated by | 21 | | demographic group regarding accelerated placement, including | 22 | | the rates of students who participate in and successfully | 23 | | complete advanced coursework, and a method of making the | 24 | | information available to the public.
| 25 | | (d) On or before November 1, 2022, following a review of | 26 | | disaggregated data on the participation and successful |
| | | SB0820 Enrolled | - 13 - | LRB102 04608 CMG 14627 b |
|
| 1 | | completion rates of students enrolled in an accelerated | 2 | | placement program, each school district shall develop a plan | 3 | | to expand access to its accelerated placement program and to | 4 | | ensure the teaching capacity necessary to meet the increased | 5 | | demand. | 6 | | (Source: P.A. 100-421, eff. 7-1-18; 101-654, eff. 3-8-21.) | 7 | | (105 ILCS 5/22-90) | 8 | | (Section scheduled to be repealed on February 1, 2023) | 9 | | Sec. 22-90. Whole Child Task Force. | 10 | | (a) The General Assembly makes all of the following | 11 | | findings: | 12 | | (1) The COVID-19 pandemic has exposed systemic | 13 | | inequities in American society. Students, educators, and | 14 | | families throughout this State have been deeply affected | 15 | | by the pandemic, and the impact of the pandemic will be | 16 | | felt for years to come. The negative consequences of the | 17 | | pandemic have impacted students and communities | 18 | | differently along the lines of race, income, language, and | 19 | | special needs. However, students in this State faced | 20 | | significant unmet physical health, mental health, and | 21 | | social and emotional needs even prior to the pandemic. | 22 | | (2) The path to recovery requires a commitment from | 23 | | adults in this State to address our students cultural, | 24 | | physical, emotional, and mental health needs and to | 25 | | provide them with stronger and increased systemic support |
| | | SB0820 Enrolled | - 14 - | LRB102 04608 CMG 14627 b |
|
| 1 | | and intervention. | 2 | | (3) It is well documented that trauma and toxic stress | 3 | | diminish a child's ability to thrive. Forms of childhood | 4 | | trauma and toxic stress include adverse childhood | 5 | | experiences, systemic racism, poverty, food and housing | 6 | | insecurity, and gender-based violence. The COVID-19 | 7 | | pandemic has exacerbated these issues and brought them | 8 | | into focus. | 9 | | (4) It is estimated that, overall, approximately 40% | 10 | | of children in this State have experienced at least one | 11 | | adverse childhood experience and approximately 10% have | 12 | | experienced 3 or more adverse childhood experiences. | 13 | | However, the number of adverse childhood experiences is | 14 | | higher for Black and Hispanic children who are growing up | 15 | | in poverty. The COVID-19 pandemic has amplified the number | 16 | | of students who have experienced childhood trauma. Also, | 17 | | the COVID-19 pandemic has highlighted preexisting | 18 | | inequities in school disciplinary practices that | 19 | | disproportionately impact Black and Brown students. | 20 | | Research shows, for example, that girls of color are | 21 | | disproportionately impacted by trauma, adversity, and | 22 | | abuse, and instead of receiving the care and | 23 | | trauma-informed support they may need, many Black girls in | 24 | | particular face disproportionately harsh disciplinary | 25 | | measures. | 26 | | (5) The cumulative effects of trauma and toxic stress |
| | | SB0820 Enrolled | - 15 - | LRB102 04608 CMG 14627 b |
|
| 1 | | adversely impact the physical health of students, as well | 2 | | as their ability to learn, form relationships, and | 3 | | self-regulate. If left unaddressed, these effects increase | 4 | | a student's risk for depression, alcoholism, anxiety, | 5 | | asthma, smoking, and suicide, all of which are risks that | 6 | | disproportionately affect Black youth and may lead to a | 7 | | host of medical diseases as an adult. Access to infant and | 8 | | early childhood mental health services is critical to | 9 | | ensure the social and emotional well-being of this State's | 10 | | youngest children, particularly those children who have | 11 | | experienced trauma. | 12 | | (6) Although this State enacted measures through | 13 | | Public Act 100-105 to address the high rate of early care | 14 | | and preschool expulsions of infants, toddlers, and | 15 | | preschoolers and the disproportionately higher rate of | 16 | | expulsion for Black and Hispanic children, a recent study | 17 | | found a wide variation in the awareness, understanding, | 18 | | and compliance with the law by providers of early | 19 | | childhood care. Further work is needed to implement the | 20 | | law, which includes providing training to early childhood | 21 | | care providers to increase their understanding of the law, | 22 | | increasing the availability and access to infant and early | 23 | | childhood mental health services, and building aligned | 24 | | data collection systems to better understand expulsion | 25 | | rates and to allow for accurate reporting as required by | 26 | | the law. |
| | | SB0820 Enrolled | - 16 - | LRB102 04608 CMG 14627 b |
|
| 1 | | (7) Many educators and schools in this State have | 2 | | embraced and implemented evidenced-based restorative | 3 | | justice and trauma-responsive and culturally relevant | 4 | | practices and interventions. However, the use of these | 5 | | interventions on students is often isolated or is | 6 | | implemented occasionally and only if the school has the | 7 | | appropriate leadership, resources, and partners available | 8 | | to engage seriously in this work. It would be malpractice | 9 | | to deny our students access to these practices and | 10 | | interventions, especially in the aftermath of a | 11 | | once-in-a-century pandemic. | 12 | | (b) The Whole Child Task Force is created for the purpose | 13 | | of establishing an equitable, inclusive, safe, and supportive | 14 | | environment in all schools for every student in this State. | 15 | | The task force shall have all of the following goals, which | 16 | | means key steps have to be taken to ensure that every child in | 17 | | every school in this State has access to teachers, social | 18 | | workers, school leaders, support personnel, and others who | 19 | | have been trained in evidenced-based interventions and | 20 | | restorative practices: | 21 | | (1) To create a common definition of a | 22 | | trauma-responsive school, a trauma-responsive district, | 23 | | and a trauma-responsive community. | 24 | | (2) To outline the training and resources required to | 25 | | create and sustain a system of support for | 26 | | trauma-responsive schools, districts, and communities and |
| | | SB0820 Enrolled | - 17 - | LRB102 04608 CMG 14627 b |
|
| 1 | | to identify this State's role in that work, including | 2 | | recommendations concerning options for redirecting | 3 | | resources from school resource officers to classroom-based | 4 | | support. | 5 | | (3) To identify or develop a process to conduct an | 6 | | analysis of the organizations that provide training in | 7 | | restorative practices, implicit bias, anti-racism, and | 8 | | trauma-responsive systems, mental health services, and | 9 | | social and emotional services to schools. | 10 | | (4) To provide recommendations concerning the key data | 11 | | to be collected and reported to ensure that this State has | 12 | | a full and accurate understanding of the progress toward | 13 | | ensuring that all schools, including programs and | 14 | | providers of care to pre-kindergarten children, employ | 15 | | restorative, anti-racist, and trauma-responsive | 16 | | strategies and practices. The data collected must include | 17 | | information relating to the availability of trauma | 18 | | responsive support structures in schools as well as | 19 | | disciplinary practices employed on students in person or | 20 | | through other means, including during remote or blended | 21 | | learning. It should also include information on the use | 22 | | of, and funding for, school resource officers and other | 23 | | similar police personnel in school programs. | 24 | | (5) To recommend an implementation timeline, including | 25 | | the key roles, responsibilities, and resources to advance | 26 | | this State toward a system in which every school, |
| | | SB0820 Enrolled | - 18 - | LRB102 04608 CMG 14627 b |
|
| 1 | | district, and community is progressing toward becoming | 2 | | trauma-responsive. | 3 | | (6) To seek input and feedback from stakeholders, | 4 | | including parents, students, and educators, who reflect | 5 | | the diversity of this State. | 6 | | (c) Members of the Whole Child Task Force shall be | 7 | | appointed by the State Superintendent of Education. Members of | 8 | | this task force must represent the diversity of this State and | 9 | | possess the expertise needed to perform the work required to | 10 | | meet the goals of the task force set forth under subsection | 11 | | (a). Members of the task force shall include all of the | 12 | | following: | 13 | | (1) One member of a statewide professional teachers' | 14 | | organization. | 15 | | (2) One member of another statewide professional | 16 | | teachers' organization. | 17 | | (3) One member who represents a school district | 18 | | serving a community with a population of 500,000 or more. | 19 | | (4) One member of a statewide organization | 20 | | representing social workers. | 21 | | (5) One member of an organization that has specific | 22 | | expertise in trauma-responsive school practices and | 23 | | experience in supporting schools in developing | 24 | | trauma-responsive and restorative practices. | 25 | | (6) One member of another organization that has | 26 | | specific expertise in trauma-responsive school practices |
| | | SB0820 Enrolled | - 19 - | LRB102 04608 CMG 14627 b |
|
| 1 | | and experience in supporting schools in developing | 2 | | trauma-responsive and restorative practices. | 3 | | (7) One member of a statewide organization that | 4 | | represents school administrators. | 5 | | (8) One member of a statewide policy organization that | 6 | | works to build a healthy public education system that | 7 | | prepares all students for a successful college, career, | 8 | | and civic life. | 9 | | (9) One member of a statewide organization that brings
| 10 | | teachers together to identify and address issues
critical | 11 | | to student success. | 12 | | (10) One member of the General Assembly recommended by | 13 | | the President of the Senate. | 14 | | (11) One member of the General Assembly recommended by | 15 | | the Speaker of the House of
Representatives. | 16 | | (12) One member of the General Assembly recommended by | 17 | | the Minority Leader of the Senate. | 18 | | (13) One member of the General Assembly recommended by | 19 | | the Minority Leader of the House of Representatives. | 20 | | (14) One member of a civil rights organization that | 21 | | works actively on issues regarding student support. | 22 | | (15) One administrator from a school district that has | 23 | | actively worked to develop a system of student support | 24 | | that uses a trauma-informed lens. | 25 | | (16) One educator from a school district that has | 26 | | actively worked to develop a system of student support |
| | | SB0820 Enrolled | - 20 - | LRB102 04608 CMG 14627 b |
|
| 1 | | that uses a trauma-informed lens. | 2 | | (17) One member of a youth-led organization. | 3 | | (18) One member of an organization that has | 4 | | demonstrated expertise in restorative practices. | 5 | | (19) One member of a coalition of mental health and | 6 | | school practitioners who assist schools in developing and | 7 | | implementing trauma-informed and restorative strategies | 8 | | and systems. | 9 | | (20) One member of an organization whose mission is to | 10 | | promote the safety, health, and economic success of | 11 | | children, youth, and families in this State. | 12 | | (21) One member who works or has worked as a | 13 | | restorative justice coach or disciplinarian. | 14 | | (22) One member who works or has worked as a social | 15 | | worker. | 16 | | (23) One member of the State Board of Education. | 17 | | (24) One member who represents a statewide principals' | 18 | | organization. | 19 | | (25) One member who represents a statewide | 20 | | organization of school boards. | 21 | | (26) One member who has expertise in pre-kindergarten | 22 | | education. | 23 | | (27) One member who represents a school social worker | 24 | | association. | 25 | | (28) One member who represents an organization that | 26 | | represents school districts in both the south suburbs and |
| | | SB0820 Enrolled | - 21 - | LRB102 04608 CMG 14627 b |
|
| 1 | | collar counties . | 2 | | (29) One member who is a licensed clinical | 3 | | psychologist who (A) has a doctor of philosophy in the | 4 | | field of clinical psychology and has an appointment at an | 5 | | independent free-standing children's hospital located in | 6 | | Chicago, (B) serves as associate professor at a medical | 7 | | school located in Chicago, and (C) serves as the clinical | 8 | | director of a coalition of voluntary collaboration of | 9 | | organizations that are committed to applying a trauma lens | 10 | | to their efforts on behalf of families and children in the | 11 | | State. | 12 | | (30) One member who represents a west suburban school | 13 | | district. | 14 | | (31) One member from a governmental agency who has | 15 | | expertise in child development and who is responsible for | 16 | | coordinating early childhood mental health programs and | 17 | | services. | 18 | | (32) One member who has significant expertise in early | 19 | | childhood mental health and childhood trauma. | 20 | | (33) One member who represents an organization that | 21 | | represents school districts in the collar counties. | 22 | | (d) The Whole Child Task Force shall meet at the call of | 23 | | the State Superintendent of Education or his or her designee, | 24 | | who shall serve as as the chairperson. The State Board of | 25 | | Education shall provide administrative and other support to | 26 | | the task force. Members of the task force shall serve without |
| | | SB0820 Enrolled | - 22 - | LRB102 04608 CMG 14627 b |
|
| 1 | | compensation. | 2 | | (e) The Whole Child Task Force shall submit a report of its | 3 | | findings and recommendations to the General Assembly, the | 4 | | Illinois Legislative Black Caucus, the State Board of | 5 | | Education, and the Governor on or before February 1, 2022. | 6 | | Upon submitting its report, the task force is dissolved. | 7 | | (f) This Section is repealed on February 1, 2023.
| 8 | | (Source: P.A. 101-654, eff. 3-8-21.) | 9 | | Section 10. The Early Intervention Services System Act is | 10 | | amended by changing Section 11 as follows:
| 11 | | (325 ILCS 20/11) (from Ch. 23, par. 4161)
| 12 | | Sec. 11. Individualized Family Service Plans.
| 13 | | (a) Each eligible infant or toddler and that infant's or | 14 | | toddler's family
shall receive:
| 15 | | (1) timely, comprehensive, multidisciplinary | 16 | | assessment of the unique
strengths and needs of each | 17 | | eligible infant and toddler, and assessment of the | 18 | | concerns
and priorities of the families to appropriately | 19 | | assist them in meeting
their needs and identify supports | 20 | | and services to meet those needs; and
| 21 | | (2) a written Individualized Family Service Plan | 22 | | developed by a
multidisciplinary team which includes the | 23 | | parent or guardian. The
individualized family service plan | 24 | | shall be based on the
multidisciplinary team's assessment |
| | | SB0820 Enrolled | - 23 - | LRB102 04608 CMG 14627 b |
|
| 1 | | of the resources, priorities,
and concerns of the family | 2 | | and its identification of the supports
and services | 3 | | necessary to enhance the family's capacity to meet the
| 4 | | developmental needs of the infant or toddler, and shall | 5 | | include the
identification of services appropriate to meet | 6 | | those needs, including the
frequency, intensity, and | 7 | | method of delivering services. During and as part of
the | 8 | | initial development of the individualized family services | 9 | | plan, and any
periodic reviews of the plan, the | 10 | | multidisciplinary team may seek consultation from the lead
| 11 | | agency's designated experts, if any, to help
determine | 12 | | appropriate services and the frequency and intensity of | 13 | | those
services. All services in the individualized family | 14 | | services plan must be
justified by the multidisciplinary | 15 | | assessment of the unique strengths and
needs of the infant | 16 | | or toddler and must be appropriate to meet those needs.
At | 17 | | the periodic reviews, the team shall determine whether | 18 | | modification or
revision of the outcomes or services is | 19 | | necessary.
| 20 | | (b) The Individualized Family Service Plan shall be | 21 | | evaluated once a year
and the family shall be provided a review | 22 | | of the Plan at 6 month intervals or
more often where | 23 | | appropriate based on infant or toddler and family needs.
The | 24 | | lead agency shall create a quality review process regarding | 25 | | Individualized
Family Service Plan development and changes | 26 | | thereto, to monitor
and help assure that resources are being |
| | | SB0820 Enrolled | - 24 - | LRB102 04608 CMG 14627 b |
|
| 1 | | used to provide appropriate early
intervention services.
| 2 | | (c) The initial evaluation and initial assessment and | 3 | | initial
Plan meeting must be held within 45 days after the | 4 | | initial
contact with the early intervention services system. | 5 | | The 45-day timeline does not apply for any period when the | 6 | | child or parent is unavailable to complete the initial | 7 | | evaluation, the initial assessments of the child and family, | 8 | | or the initial Plan meeting, due to exceptional family | 9 | | circumstances that are documented in the child's early | 10 | | intervention records, or when the parent has not provided | 11 | | consent for the initial evaluation or the initial assessment | 12 | | of the child despite documented, repeated attempts to obtain | 13 | | parental consent. As soon as exceptional family circumstances | 14 | | no longer exist or parental consent has been obtained, the | 15 | | initial evaluation, the initial assessment, and the initial | 16 | | Plan meeting must be completed as soon as possible. With | 17 | | parental consent,
early intervention services may commence | 18 | | before the completion of the
comprehensive assessment and | 19 | | development of the Plan.
| 20 | | (d) Parents must be informed that early
intervention
| 21 | | services shall be provided to each eligible infant and | 22 | | toddler, to the maximum extent appropriate, in the natural
| 23 | | environment, which may include the home or other community | 24 | | settings. Parents
shall make
the final decision to accept or | 25 | | decline
early intervention services. A decision to decline | 26 | | such services shall
not be a basis for administrative |
| | | SB0820 Enrolled | - 25 - | LRB102 04608 CMG 14627 b |
|
| 1 | | determination of parental fitness, or
other findings or | 2 | | sanctions against the parents. Parameters of the Plan
shall be | 3 | | set forth in rules.
| 4 | | (e) The regional intake offices shall explain to each | 5 | | family, orally and
in
writing, all of the following:
| 6 | | (1) That the early intervention program will pay for | 7 | | all early
intervention services set forth in the | 8 | | individualized family service plan that
are not
covered or | 9 | | paid under the family's public or private insurance plan | 10 | | or policy
and not
eligible for payment through any other | 11 | | third party payor.
| 12 | | (2) That services will not be delayed due to any rules | 13 | | or restrictions
under the family's insurance plan or | 14 | | policy.
| 15 | | (3) That the family may request, with appropriate | 16 | | documentation
supporting the request, a
determination of | 17 | | an exemption from private insurance use under
Section | 18 | | 13.25.
| 19 | | (4) That responsibility for co-payments or
| 20 | | co-insurance under a family's private insurance
plan or | 21 | | policy will be transferred to the lead
agency's central | 22 | | billing office.
| 23 | | (5) That families will be responsible
for payments of | 24 | | family fees,
which will be based on a sliding scale
| 25 | | according to the State's definition of ability to pay | 26 | | which is comparing household size and income to the |
| | | SB0820 Enrolled | - 26 - | LRB102 04608 CMG 14627 b |
|
| 1 | | sliding scale and considering out-of-pocket medical or | 2 | | disaster expenses, and that these fees
are payable to the | 3 | | central billing office. Families who fail to provide | 4 | | income information shall be charged the maximum amount on | 5 | | the sliding scale.
| 6 | | (f) The individualized family service plan must state | 7 | | whether the family
has private insurance coverage and, if the | 8 | | family has such coverage, must
have attached to it a copy of | 9 | | the family's insurance identification card or
otherwise
| 10 | | include all of the following information:
| 11 | | (1) The name, address, and telephone number of the | 12 | | insurance
carrier.
| 13 | | (2) The contract number and policy number of the | 14 | | insurance plan.
| 15 | | (3) The name, address, and social security number of | 16 | | the primary
insured.
| 17 | | (4) The beginning date of the insurance benefit year.
| 18 | | (g) A copy of the individualized family service plan must | 19 | | be provided to
each enrolled provider who is providing early | 20 | | intervention services to the
child
who is the subject of that | 21 | | plan.
| 22 | | (h) Children receiving services under this Act shall | 23 | | receive a smooth and effective transition by their third | 24 | | birthday consistent with federal regulations adopted pursuant | 25 | | to Sections 1431 through 1444 of Title 20 of the United States | 26 | | Code. Beginning January 1, 2022 July 1, 2022 , children who |
| | | SB0820 Enrolled | - 27 - | LRB102 04608 CMG 14627 b |
|
| 1 | | receive early intervention services prior to their third | 2 | | birthday and are found eligible for an individualized | 3 | | education program under the Individuals with Disabilities | 4 | | Education Act, 20 U.S.C. 1414(d)(1)(A), and under Section | 5 | | 14-8.02 of the School Code and whose birthday falls between | 6 | | May 1 and August 31 may continue to receive early intervention | 7 | | services until the beginning of the school year following | 8 | | their third birthday in order to minimize gaps in services, | 9 | | ensure better continuity of care, and align practices for the | 10 | | enrollment of preschool children with special needs to the | 11 | | enrollment practices of typically developing preschool | 12 | | children. | 13 | | (Source: P.A. 101-654, eff. 3-8-21.)
|
|