Full Text of SB2088 102nd General Assembly
SB2088sam004 102ND GENERAL ASSEMBLY | Sen. Christopher Belt Filed: 5/12/2021
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| 1 | | AMENDMENT TO SENATE BILL 2088
| 2 | | AMENDMENT NO. ______. Amend Senate Bill 2088, AS AMENDED, | 3 | | by replacing everything after the enacting clause with the | 4 | | following:
| 5 | | "Section 5. The School Code is amended by changing | 6 | | Sections 22-90 and 2-3.64a-10 as follows: | 7 | | (105 ILCS 5/2-3.64a-10) | 8 | | Sec. 2-3.64a-10. Kindergarten assessment. | 9 | | (a) For the purposes of this Section, "kindergarten" | 10 | | includes both full-day and
half-day kindergarten programs. | 11 | | (b) Beginning no later than the 2021-2022 school year, the | 12 | | State Board
of Education shall annually assess all public | 13 | | school students entering kindergarten using a common | 14 | | assessment tool, unless the State Board determines that a | 15 | | student is otherwise exempt. The common assessment tool must | 16 | | assess multiple developmental domains, including literacy, |
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| 1 | | language, mathematics, and social and emotional development. | 2 | | The assessment must be valid, reliable, and developmentally | 3 | | appropriate to formatively assess a child's development and | 4 | | readiness for kindergarten. | 5 | | (c) Results from the assessment may be used by the school | 6 | | to understand the child's development and readiness for | 7 | | kindergarten, to tailor instruction, and to measure the | 8 | | child's progress over time. Assessment results may also be | 9 | | used to identify a need for the professional development of | 10 | | teachers and early childhood educators and to inform | 11 | | State-level and district-level policies and resource | 12 | | allocation. | 13 | | The school shall make the assessment results available to | 14 | | the child's parent or guardian. | 15 | | The assessment results may not be used (i) to prevent a | 16 | | child from enrolling in kindergarten or (ii) as the sole | 17 | | measure used in determining the grade promotion or retention | 18 | | of a student. | 19 | | (d) On an annual basis, the State Board shall report | 20 | | publicly, at a minimum, data from the assessment for the State | 21 | | overall and for each school district. The State Board's report | 22 | | must disaggregate data by race and ethnicity, household | 23 | | income, students who are English learners, and students who | 24 | | have an individualized education program. | 25 | | (e) The State Superintendent of Education shall appoint a | 26 | | committee of no more than 21 members, including consisting of |
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| 1 | | parents, teachers, school administrators, assessment experts, | 2 | | and regional superintendents of schools, state policy | 3 | | advocates, early childhood administrators, and other | 4 | | stakeholders, to review, on an ongoing basis, the content and | 5 | | design of the assessment, the collective results of the | 6 | | assessment as measured against kindergarten-readiness | 7 | | standards, and other issues involving the assessment as | 8 | | identified by the committee. | 9 | | The committee shall make periodic recommendations to the | 10 | | State Superintendent of Education and the General Assembly | 11 | | concerning the assessments. | 12 | | (f) The State Board may adopt rules to implement and | 13 | | administer this Section.
| 14 | | (Source: P.A. 101-654, eff. 3-8-21.) | 15 | | (105 ILCS 5/22-90) | 16 | | (Section scheduled to be repealed on February 1, 2023) | 17 | | Sec. 22-90. Whole Child Task Force. | 18 | | (a) The General Assembly makes all of the following | 19 | | findings: | 20 | | (1) The COVID-19 pandemic has exposed systemic | 21 | | inequities in American society. Students, educators, and | 22 | | families throughout this State have been deeply affected | 23 | | by the pandemic, and the impact of the pandemic will be | 24 | | felt for years to come. The negative consequences of the | 25 | | pandemic have impacted students and communities |
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| 1 | | differently along the lines of race, income, language, and | 2 | | special needs. However, students in this State faced | 3 | | significant unmet physical health, mental health, and | 4 | | social and emotional needs even prior to the pandemic. | 5 | | (2) The path to recovery requires a commitment from | 6 | | adults in this State to address our students cultural, | 7 | | physical, emotional, and mental health needs and to | 8 | | provide them with stronger and increased systemic support | 9 | | and intervention. | 10 | | (3) It is well documented that trauma and toxic stress | 11 | | diminish a child's ability to thrive. Forms of childhood | 12 | | trauma and toxic stress include adverse childhood | 13 | | experiences, systemic racism, poverty, food and housing | 14 | | insecurity, and gender-based violence. The COVID-19 | 15 | | pandemic has exacerbated these issues and brought them | 16 | | into focus. | 17 | | (4) It is estimated that, overall, approximately 40% | 18 | | of children in this State have experienced at least one | 19 | | adverse childhood experience and approximately 10% have | 20 | | experienced 3 or more adverse childhood experiences. | 21 | | However, the number of adverse childhood experiences is | 22 | | higher for Black and Hispanic children who are growing up | 23 | | in poverty. The COVID-19 pandemic has amplified the number | 24 | | of students who have experienced childhood trauma. Also, | 25 | | the COVID-19 pandemic has highlighted preexisting | 26 | | inequities in school disciplinary practices that |
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| 1 | | disproportionately impact Black and Brown students. | 2 | | Research shows, for example, that girls of color are | 3 | | disproportionately impacted by trauma, adversity, and | 4 | | abuse, and instead of receiving the care and | 5 | | trauma-informed support they may need, many Black girls in | 6 | | particular face disproportionately harsh disciplinary | 7 | | measures. | 8 | | (5) The cumulative effects of trauma and toxic stress | 9 | | adversely impact the physical health of students, as well | 10 | | as their ability to learn, form relationships, and | 11 | | self-regulate. If left unaddressed, these effects increase | 12 | | a student's risk for depression, alcoholism, anxiety, | 13 | | asthma, smoking, and suicide, all of which are risks that | 14 | | disproportionately affect Black youth and may lead to a | 15 | | host of medical diseases as an adult. Access to infant and | 16 | | early childhood mental health services is critical to | 17 | | ensure the social and emotional well-being of this State's | 18 | | youngest children, particularly those children who have | 19 | | experienced trauma. | 20 | | (6) Although this State enacted measures through | 21 | | Public Act 100-105 to address the high rate of early care | 22 | | and preschool expulsions of infants, toddlers, and | 23 | | preschoolers and the disproportionately higher rate of | 24 | | expulsion for Black and Hispanic children, a recent study | 25 | | found a wide variation in the awareness, understanding, | 26 | | and compliance with the law by providers of early |
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| 1 | | childhood care. Further work is needed to implement the | 2 | | law, which includes providing training to early childhood | 3 | | care providers to increase their understanding of the law, | 4 | | increasing the availability and access to infant and early | 5 | | childhood mental health services, and building aligned | 6 | | data collection systems to better understand expulsion | 7 | | rates and to allow for accurate reporting as required by | 8 | | the law. | 9 | | (7) Many educators and schools in this State have | 10 | | embraced and implemented evidenced-based restorative | 11 | | justice and trauma-responsive and culturally relevant | 12 | | practices and interventions. However, the use of these | 13 | | interventions on students is often isolated or is | 14 | | implemented occasionally and only if the school has the | 15 | | appropriate leadership, resources, and partners available | 16 | | to engage seriously in this work. It would be malpractice | 17 | | to deny our students access to these practices and | 18 | | interventions, especially in the aftermath of a | 19 | | once-in-a-century pandemic. | 20 | | (b) The Whole Child Task Force is created for the purpose | 21 | | of establishing an equitable, inclusive, safe, and supportive | 22 | | environment in all schools for every student in this State. | 23 | | The task force shall have all of the following goals, which | 24 | | means key steps have to be taken to ensure that every child in | 25 | | every school in this State has access to teachers, social | 26 | | workers, school leaders, support personnel, and others who |
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| 1 | | have been trained in evidenced-based interventions and | 2 | | restorative practices: | 3 | | (1) To create a common definition of a | 4 | | trauma-responsive school, a trauma-responsive district, | 5 | | and a trauma-responsive community. | 6 | | (2) To outline the training and resources required to | 7 | | create and sustain a system of support for | 8 | | trauma-responsive schools, districts, and communities and | 9 | | to identify this State's role in that work, including | 10 | | recommendations concerning options for redirecting | 11 | | resources from school resource officers to classroom-based | 12 | | support. | 13 | | (3) To identify or develop a process to conduct an | 14 | | analysis of the organizations that provide training in | 15 | | restorative practices, implicit bias, anti-racism, and | 16 | | trauma-responsive systems, mental health services, and | 17 | | social and emotional services to schools. | 18 | | (4) To provide recommendations concerning the key data | 19 | | to be collected and reported to ensure that this State has | 20 | | a full and accurate understanding of the progress toward | 21 | | ensuring that all schools, including programs and | 22 | | providers of care to pre-kindergarten children, employ | 23 | | restorative, anti-racist, and trauma-responsive | 24 | | strategies and practices. The data collected must include | 25 | | information relating to the availability of trauma | 26 | | responsive support structures in schools as well as |
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| 1 | | disciplinary practices employed on students in person or | 2 | | through other means, including during remote or blended | 3 | | learning. It should also include information on the use | 4 | | of, and funding for, school resource officers and other | 5 | | similar police personnel in school programs. | 6 | | (5) To recommend an implementation timeline, including | 7 | | the key roles, responsibilities, and resources to advance | 8 | | this State toward a system in which every school, | 9 | | district, and community is progressing toward becoming | 10 | | trauma-responsive. | 11 | | (6) To seek input and feedback from stakeholders, | 12 | | including parents, students, and educators, who reflect | 13 | | the diversity of this State. | 14 | | (7) To recommend legislation, policies, and practices | 15 | | to prevent learning loss in students during periods of | 16 | | suspension and expulsion, including, but not limited to, | 17 | | remote instruction. | 18 | | (c) Members of the Whole Child Task Force shall be | 19 | | appointed by the State Superintendent of Education. Members of | 20 | | this task force must represent the diversity of this State and | 21 | | possess the expertise needed to perform the work required to | 22 | | meet the goals of the task force set forth under subsection | 23 | | (a). Members of the task force shall include all of the | 24 | | following: | 25 | | (1) One member of a statewide professional teachers' | 26 | | organization. |
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| 1 | | (2) One member of another statewide professional | 2 | | teachers' organization. | 3 | | (3) One member who represents a school district | 4 | | serving a community with a population of 500,000 or more. | 5 | | (4) One member of a statewide organization | 6 | | representing social workers. | 7 | | (5) One member of an organization that has specific | 8 | | expertise in trauma-responsive school practices and | 9 | | experience in supporting schools in developing | 10 | | trauma-responsive and restorative practices. | 11 | | (6) One member of another organization that has | 12 | | specific expertise in trauma-responsive school practices | 13 | | and experience in supporting schools in developing | 14 | | trauma-responsive and restorative practices. | 15 | | (7) One member of a statewide organization that | 16 | | represents school administrators. | 17 | | (8) One member of a statewide policy organization that | 18 | | works to build a healthy public education system that | 19 | | prepares all students for a successful college, career, | 20 | | and civic life. | 21 | | (9) One member of a statewide organization that brings
| 22 | | teachers together to identify and address issues
critical | 23 | | to student success. | 24 | | (10) One member of the General Assembly recommended by | 25 | | the President of the Senate. | 26 | | (11) One member of the General Assembly recommended by |
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| 1 | | the Speaker of the House of
Representatives. | 2 | | (12) One member of the General Assembly recommended by | 3 | | the Minority Leader of the Senate. | 4 | | (13) One member of the General Assembly recommended by | 5 | | the Minority Leader of the House of Representatives. | 6 | | (14) One member of a civil rights organization that | 7 | | works actively on issues regarding student support. | 8 | | (15) One administrator from a school district that has | 9 | | actively worked to develop a system of student support | 10 | | that uses a trauma-informed lens. | 11 | | (16) One educator from a school district that has | 12 | | actively worked to develop a system of student support | 13 | | that uses a trauma-informed lens. | 14 | | (17) One member of a youth-led organization. | 15 | | (18) One member of an organization that has | 16 | | demonstrated expertise in restorative practices. | 17 | | (19) One member of a coalition of mental health and | 18 | | school practitioners who assist schools in developing and | 19 | | implementing trauma-informed and restorative strategies | 20 | | and systems. | 21 | | (20) One member of an organization whose mission is to | 22 | | promote the safety, health, and economic success of | 23 | | children, youth, and families in this State. | 24 | | (21) One member who works or has worked as a | 25 | | restorative justice coach or disciplinarian. | 26 | | (22) One member who works or has worked as a social |
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| 1 | | worker. | 2 | | (23) One member of the State Board of Education. | 3 | | (24) One member who represents a statewide principals' | 4 | | organization. | 5 | | (25) One member who represents a statewide | 6 | | organization of school boards. | 7 | | (26) One member who has expertise in pre-kindergarten | 8 | | education. | 9 | | (27) One member who represents a school social worker | 10 | | association. | 11 | | (28) One member who represents an organization that | 12 | | represents school districts in both the south suburbs and | 13 | | collar counties. | 14 | | (29) One member who is a licensed clinical | 15 | | psychologist who (A) has a doctor of philosophy in the | 16 | | field of clinical psychology and has an appointment at an | 17 | | independent free-standing children's hospital located in | 18 | | Chicago, (B) serves as associate professor at a medical | 19 | | school located in Chicago, and (C) serves as the clinical | 20 | | director of a coalition of voluntary collaboration of | 21 | | organizations that are committed to applying a trauma lens | 22 | | to their efforts on behalf of families and children in the | 23 | | State. | 24 | | (30) One member who represents a west suburban school | 25 | | district. | 26 | | (d) The Whole Child Task Force shall meet at the call of |
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| 1 | | the State Superintendent of Education or his or her designee, | 2 | | who shall serve as as the chairperson. The State Board of | 3 | | Education shall provide administrative and other support to | 4 | | the task force. Members of the task force shall serve without | 5 | | compensation. | 6 | | (e) The Whole Child Task Force shall submit a report of its | 7 | | findings and recommendations to the General Assembly, the | 8 | | Illinois Legislative Black Caucus, the State Board of | 9 | | Education, and the Governor on or before February 1, 2022. | 10 | | Upon submitting its report, the task force is dissolved. | 11 | | (f) This Section is repealed on February 1, 2023.
| 12 | | (Source: P.A. 101-654, eff. 3-8-21.)".
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