Full Text of HB0342 103rd General Assembly
HB0342ham001 103RD GENERAL ASSEMBLY | Rep. Carol Ammons Filed: 3/21/2023
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| 1 | | AMENDMENT TO HOUSE BILL 342
| 2 | | AMENDMENT NO. ______. Amend House Bill 342 by replacing | 3 | | everything after the enacting clause with the following:
| 4 | | "Section 5. The Department of Human Services Act is | 5 | | amended by adding Section 10-75 as follows: | 6 | | (20 ILCS 1305/10-75 new) | 7 | | Sec. 10-75. Children's Adversity Index. The Department of | 8 | | Human Services shall develop a school district-level | 9 | | Children's Adversity Index ("index") to measure community | 10 | | childhood trauma exposure for children 3 through 18 years of | 11 | | age by December 30, 2024. This cross-agency effort shall be | 12 | | led by the Department of Human Services and must include | 13 | | agencies that both collect the data and will have an ultimate | 14 | | use for the index information, including, but not limited to, | 15 | | the Governor's Office of Early Childhood Development, the | 16 | | State Board of Education, the Department of Public Health, the |
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| 1 | | Department of Innovation and Technology, the Illinois Criminal | 2 | | Justice Information Authority, and the Department of Juvenile | 3 | | Justice. The Department of Human Services may also involve | 4 | | non-agency personnel with relevant expertise. The index shall | 5 | | be informed by research and include both adverse incidents | 6 | | data, including students who have experienced homelessness, | 7 | | and indicators of aspects of a child's environment that can | 8 | | undermine the child's sense of safety, stability, and bonding, | 9 | | including growing up in a household with substance abuse | 10 | | problems or instability due to parental separation or | 11 | | incarceration of a parent, sibling, or other member of the | 12 | | household, or community violence. The index shall provide | 13 | | information that allows for measuring progress, comparing | 14 | | school districts to the State average, and that enables the | 15 | | index to be updated at least every 2 years. The data shall be | 16 | | made publicly available. | 17 | | Section 10. The School Code is amended by changing | 18 | | Sections 3-11, 10-16a, 10-17a, and 10-22.39 and by adding | 19 | | Sections 21B-12 and 22-95 as follows:
| 20 | | (105 ILCS 5/3-11) (from Ch. 122, par. 3-11)
| 21 | | Sec. 3-11. Institutes or inservice training workshops. | 22 | | (a) In counties
of less than 2,000,000 inhabitants, the | 23 | | regional superintendent may
arrange for or conduct district, | 24 | | regional, or county institutes, or
equivalent professional |
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| 1 | | educational experiences, not more than 4 days
annually. Of | 2 | | those 4 days, 2 days may be used as a teacher's and educational | 3 | | support personnel workshop,
when approved by the regional | 4 | | superintendent, up to 2 days may be used
for conducting | 5 | | parent-teacher conferences, or up to 2 days may be utilized
as | 6 | | parental institute days as provided in Section 10-22.18d. | 7 | | Educational support personnel may be exempt from a workshop if | 8 | | the workshop is not relevant to the work they do. A school
| 9 | | district may use one of its 4 institute days on the last day of | 10 | | the school
term. "Institute" or "Professional educational | 11 | | experiences" means any
educational gathering, demonstration of | 12 | | methods of instruction,
visitation of schools or other | 13 | | institutions or facilities, sexual
abuse and sexual assault | 14 | | awareness seminar, or training in First Aid (which may include | 15 | | cardiopulmonary resuscitation or defibrillator training) held | 16 | | or approved
by the regional superintendent and declared by him | 17 | | to be an institute day,
or parent-teacher conferences. With | 18 | | the concurrence of the State
Superintendent of Education, he | 19 | | or she may employ such assistance as is
necessary
to conduct | 20 | | the institute. Two or more adjoining counties may jointly hold
| 21 | | an institute. Institute instruction shall be free to holders | 22 | | of
licenses good in the county or counties holding the | 23 | | institute and to
those who have paid an examination fee and | 24 | | failed to receive a license.
| 25 | | In counties of 2,000,000 or more inhabitants, the regional
| 26 | | superintendent may arrange for or conduct district, regional, |
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| 1 | | or county
inservice training workshops, or equivalent | 2 | | professional educational
experiences, not more than 4 days | 3 | | annually. Of those 4 days, 2
days may be used as a teacher's | 4 | | and educational support
personnel workshop, when approved by | 5 | | the regional
superintendent, up to 2 days may
be used for | 6 | | conducting parent-teacher conferences, or up to 2 days may be
| 7 | | utilized as parental institute days as provided in Section | 8 | | 10-22.18d. Educational support personnel may be exempt from a | 9 | | workshop if
the workshop is not relevant to the work they do. A
| 10 | | school district may use one of those 4 days on the last day of | 11 | | the school
term. "Inservice Training Workshops" or | 12 | | "Professional educational
experiences" means any educational | 13 | | gathering, demonstration of methods of
instruction, visitation | 14 | | of schools or other institutions or
facilities, sexual abuse | 15 | | and sexual assault awareness seminar, or training in First Aid | 16 | | (which may include cardiopulmonary resuscitation or | 17 | | defibrillator training) held
or approved by the regional | 18 | | superintendent and declared by him to be
an inservice training | 19 | | workshop, or parent-teacher conferences. With the
concurrence | 20 | | of the State Superintendent of Education, he may employ such
| 21 | | assistance as is necessary to conduct the inservice training | 22 | | workshop.
With the approval of the regional superintendent, 2 | 23 | | or more adjoining
districts may jointly hold an inservice | 24 | | training workshop. In addition,
with the approval of the | 25 | | regional superintendent, one district may conduct
its own | 26 | | inservice training workshop with subject matter consultants
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| 1 | | requested from the county, State or any State institution of | 2 | | higher learning.
| 3 | | Such teachers institutes as referred to in this Section | 4 | | may be held
on consecutive or separate days at the option of | 5 | | the regional
superintendent having jurisdiction thereof.
| 6 | | Whenever reference is made in this Act to "teachers | 7 | | institute", it
shall be construed to include the inservice | 8 | | training workshops or
equivalent professional educational | 9 | | experiences provided for in this Section.
| 10 | | Any institute advisory committee existing on April 1, | 11 | | 1995, is dissolved
and the duties and responsibilities of the | 12 | | institute advisory committee are
assumed by the regional | 13 | | office of education advisory board.
| 14 | | Districts providing inservice training programs shall | 15 | | constitute inservice
committees, 1/2 of which shall be | 16 | | teachers, 1/4 school service personnel
and 1/4 administrators | 17 | | to establish program content and schedules.
| 18 | | The teachers institutes shall include teacher training | 19 | | committed to (i)
peer counseling programs and other | 20 | | anti-violence and conflict
resolution programs, including | 21 | | without limitation programs for preventing at
risk students | 22 | | from committing violent acts, and (ii) educator ethics and | 23 | | teacher-student conduct. Beginning with the 2009-2010 school | 24 | | year, the teachers institutes shall include instruction on | 25 | | prevalent student chronic health conditions. Beginning with | 26 | | the 2016-2017 school year, the teachers institutes shall |
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| 1 | | include, at least once every 2 years, instruction on the | 2 | | federal Americans with Disabilities Act as it pertains to the | 3 | | school environment.
| 4 | | (b) In this subsection (b): | 5 | | "Trauma" is defined according to an event, an experience, | 6 | | and effects. Individual trauma results from an event, series | 7 | | of events, or set of circumstances that is experienced by an | 8 | | individual as physically or emotionally harmful or life | 9 | | threatening and that has lasting adverse effects on the | 10 | | individual's functioning and mental, physical, social, or | 11 | | emotional well-being. Collective trauma is a psychological | 12 | | reaction to a traumatic event shared by any group of people. | 13 | | This may include, but is not limited to, community violence, | 14 | | experiencing racism and discrimination, and the lack of the | 15 | | essential supports for well-being, such as educational or | 16 | | economic opportunities, food, health care, housing, and | 17 | | community cohesion. Trauma can be experienced by anyone, | 18 | | though it is disproportionately experienced by members of | 19 | | marginalized groups. Systemic and historical oppression, such | 20 | | as racism, is often at the root of this inequity. Symptoms may | 21 | | vary at different developmental stages and across different | 22 | | cultural groups and different communities. | 23 | | "Trauma-responsive learning environments" means learning | 24 | | environments developed during an ongoing, multiyear-long | 25 | | process that typically progresses across the following 3 | 26 | | stages: |
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| 1 | | (1) A school or district is "trauma aware" when it: | 2 | | (A) has personnel that demonstrate a foundational | 3 | | understanding of a broad definition of trauma that is | 4 | | developmentally and culturally based; includes | 5 | | students, personnel, and communities; and recognizes | 6 | | the potential effect on biological, cognitive, | 7 | | academic, and social-emotional functioning; and | 8 | | (B) recognizes that traumatic exposure can impact | 9 | | behavior and learning and should be acknowledged in | 10 | | policies, strategies, and systems of support for | 11 | | students, families, and personnel. | 12 | | (2) A school or district is "trauma responsive" when | 13 | | it progresses from awareness to action in the areas of | 14 | | policy, practice, and structural changes within a | 15 | | multi-tiered system of support to promote safety, positive | 16 | | relationships, and self-regulation while underscoring the | 17 | | importance of personal well-being and cultural | 18 | | responsiveness. Such progress may: | 19 | | (A) be aligned with the Illinois Quality Framework | 20 | | and integrated into a school or district's continuous | 21 | | improvement process as evidence to support allocation | 22 | | of financial resources; | 23 | | (B) be assessed and monitored by a | 24 | | multidisciplinary leadership team on an ongoing basis; | 25 | | and | 26 | | (C) involve the engagement and capacity building |
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| 1 | | of personnel at all levels to ensure that adults in the | 2 | | learning environment are prepared to recognize and | 3 | | respond to those impacted by trauma. | 4 | | (3) A school or district is healing centered when it | 5 | | acknowledges its role and responsibility to the community, | 6 | | fully responds to trauma, and promotes resilience and | 7 | | healing through genuine, trusting, and creative | 8 | | relationships. Such schools or districts may: | 9 | | (A) promote holistic and collaborative approaches | 10 | | that are grounded in culture, spirituality, civic | 11 | | engagement, and equity; and | 12 | | (B) support agency within individuals, families, | 13 | | and communities while engaging people in collective | 14 | | action that moves from transactional to | 15 | | transformational. | 16 | | "Whole child" means using a child-centered, holistic, | 17 | | equitable lens across all systems that prioritizes physical, | 18 | | mental, and social-emotional health to ensure that every child | 19 | | is healthy, safe, supported, challenged, engaged, and | 20 | | protected. | 21 | | Starting with the 2024-2025 school year, the teachers | 22 | | institutes shall provide instruction on trauma-informed | 23 | | practices and include the definitions of trauma, | 24 | | trauma-responsive learning environments, and whole child set | 25 | | forth in this subsection (b) before the first student | 26 | | attendance day of each school year. |
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| 1 | | (Source: P.A. 99-30, eff. 7-10-15; 99-616, eff. 7-22-16.)
| 2 | | (105 ILCS 5/10-16a) | 3 | | Sec. 10-16a. School board member's leadership training. | 4 | | (a) This Section applies to all school board members | 5 | | serving pursuant to Section 10-10 of this Code who have been | 6 | | elected after the effective date of this amendatory Act of the | 7 | | 97th General Assembly or appointed to fill a vacancy of at | 8 | | least one year's duration after the effective date of this | 9 | | amendatory Act of the 97th General Assembly. | 10 | | (a-5) In this Section, "trauma" has the meaning ascribed | 11 | | to that term in subsection (b) of Section 3-11 of this Code. | 12 | | (b) Every voting member of a school board of a school | 13 | | district elected or appointed for a term beginning after the | 14 | | effective date of this amendatory Act of the 97th General | 15 | | Assembly, within a year after the effective date of this | 16 | | amendatory Act of the 97th General Assembly or the first year | 17 | | of his or her first term, shall complete a minimum of 4 hours | 18 | | of professional development leadership training covering | 19 | | topics in education and labor law, financial oversight and | 20 | | accountability, fiduciary responsibilities of a school board | 21 | | member, and, beginning with the 2023-2024
school year, | 22 | | trauma-informed practices for students and staff. The school | 23 | | district shall maintain on its Internet website, if any, the | 24 | | names of all voting members of the school board who have | 25 | | successfully completed the training. |
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| 1 | | (b-5) The training regarding trauma-informed practices for | 2 | | students and staff required by this
Section must include | 3 | | information that is relevant to and within the scope of the | 4 | | duties of a school board
member. Such information may include, | 5 | | but is not limited to: | 6 | | (1) the recognition of and care for
trauma in students | 7 | | and staff; | 8 | | (2) the relationship between staff wellness and | 9 | | student learning; | 10 | | (3) the
effect of trauma on student behavior and | 11 | | learning; | 12 | | (4) the prevalence of trauma among students,
including | 13 | | the prevalence of trauma among student populations at | 14 | | higher risk of experiencing
trauma; | 15 | | (5) the effects of implicit or explicit bias on | 16 | | recognizing trauma among various student groups in | 17 | | connection with race, ethnicity, gender identity, sexual | 18 | | orientation, socio-economic status, and other relevant | 19 | | factors; and | 20 | | (6)
effective district and school practices that are | 21 | | shown to: | 22 | | (A) prevent and mitigate the negative effect of | 23 | | trauma on
student behavior and learning; and | 24 | | (B) support the emotional wellness of staff. | 25 | | (c) The training on financial oversight, accountability, | 26 | | fiduciary responsibilities, and, beginning with the 2023-24 |
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| 1 | | school year, trauma-informed
practices for students and staff | 2 | | may be provided by an association established under this Code | 3 | | for the purpose of training school board members or by other | 4 | | qualified providers approved by the State Board of Education, | 5 | | in consultation with an association so established.
| 6 | | (d) The State Board of Education may adopt rules that are | 7 | | necessary for the administration
of the provisions of this | 8 | | Section. | 9 | | (Source: P.A. 102-638, eff. 1-1-23 .)
| 10 | | (105 ILCS 5/10-17a) (from Ch. 122, par. 10-17a)
| 11 | | Sec. 10-17a. State, school district, and school report | 12 | | cards.
| 13 | | (1) By October 31, 2013 and October 31 of each subsequent | 14 | | school year, the State Board of Education, through the State | 15 | | Superintendent of Education, shall prepare a State report | 16 | | card, school district report cards, and school report cards, | 17 | | and shall by the most economical means provide to each school
| 18 | | district in this State, including special charter districts | 19 | | and districts
subject to the provisions of Article 34, the | 20 | | report cards for the school district and each of its schools. | 21 | | Because of the impacts of the COVID-19 public health emergency | 22 | | during school year 2020-2021, the State Board of Education | 23 | | shall have until December 31, 2021 to prepare and provide the | 24 | | report cards that would otherwise be due by October 31, 2021. | 25 | | During a school year in which the Governor has declared a |
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| 1 | | disaster due to a public health emergency pursuant to Section | 2 | | 7 of the Illinois Emergency Management Agency Act, the report | 3 | | cards for the school districts and each of its schools shall be | 4 | | prepared by December 31. | 5 | | (2) In addition to any information required by federal | 6 | | law, the State Superintendent shall determine the indicators | 7 | | and presentation of the school report card, which must | 8 | | include, at a minimum, the most current data collected and | 9 | | maintained by the State Board of Education related to the | 10 | | following: | 11 | | (A) school characteristics and student demographics, | 12 | | including average class size, average teaching experience, | 13 | | student racial/ethnic breakdown, and the percentage of | 14 | | students classified as low-income; the percentage of | 15 | | students classified as English learners, the number of | 16 | | students who graduate from a bilingual or English learner | 17 | | program, and the number of students who graduate from, | 18 | | transfer from, or otherwise leave bilingual programs; the | 19 | | percentage of students who have individualized education | 20 | | plans or 504 plans that provide for special education | 21 | | services; the number and percentage of all students who | 22 | | have been assessed for placement in a gifted education or | 23 | | advanced academic program and, of those students: (i) the | 24 | | racial and ethnic breakdown, (ii) the percentage who are | 25 | | classified as low-income, and (iii) the number and | 26 | | percentage of students who received direct instruction |
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| 1 | | from a teacher who holds a gifted education endorsement | 2 | | and, of those students, the percentage who are classified | 3 | | as low-income; the percentage of students scoring at the | 4 | | "exceeds expectations" level on the assessments required | 5 | | under Section 2-3.64a-5 of this Code; the percentage of | 6 | | students who annually transferred in or out of the school | 7 | | district; average daily attendance; the per-pupil | 8 | | operating expenditure of the school district; and the | 9 | | per-pupil State average operating expenditure for the | 10 | | district type (elementary, high school, or unit); | 11 | | (B) curriculum information, including, where | 12 | | applicable, Advanced Placement, International | 13 | | Baccalaureate or equivalent courses, dual enrollment | 14 | | courses, foreign language classes, computer science | 15 | | courses, school personnel resources (including Career | 16 | | Technical Education teachers), before and after school | 17 | | programs, extracurricular activities, subjects in which | 18 | | elective classes are offered, health and wellness | 19 | | initiatives (including the average number of days of | 20 | | Physical Education per week per student), approved | 21 | | programs of study, awards received, community | 22 | | partnerships, and special programs such as programming for | 23 | | the gifted and talented, students with disabilities, and | 24 | | work-study students; | 25 | | (C) student outcomes, including, where applicable, the | 26 | | percentage of students deemed proficient on assessments of |
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| 1 | | State standards, the percentage of students in the eighth | 2 | | grade who pass Algebra, the percentage of students who | 3 | | participated in workplace learning experiences, the | 4 | | percentage of students enrolled in post-secondary | 5 | | institutions (including colleges, universities, community | 6 | | colleges, trade/vocational schools, and training programs | 7 | | leading to career certification within 2 semesters of high | 8 | | school graduation), the percentage of students graduating | 9 | | from high school who are college and career ready, and the | 10 | | percentage of graduates enrolled in community colleges, | 11 | | colleges, and universities who are in one or more courses | 12 | | that the community college, college, or university | 13 | | identifies as a developmental course; | 14 | | (D) student progress, including, where applicable, the | 15 | | percentage of students in the ninth grade who have earned | 16 | | 5 credits or more without failing more than one core | 17 | | class, a measure of students entering kindergarten ready | 18 | | to learn, a measure of growth, and the percentage of | 19 | | students who enter high school on track for college and | 20 | | career readiness; | 21 | | (E) the school environment, including, where | 22 | | applicable, high school dropout rate by grade level, the | 23 | | percentage of students with less than 10 absences in a | 24 | | school year, the percentage of teachers with less than 10 | 25 | | absences in a school year for reasons other than | 26 | | professional development, leaves taken pursuant to the |
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| 1 | | federal Family Medical Leave Act of 1993, long-term | 2 | | disability, or parental leaves, the 3-year average of the | 3 | | percentage of teachers returning to the school from the | 4 | | previous year, the number of different principals at the | 5 | | school in the last 6 years, the number of teachers who hold | 6 | | a gifted education endorsement, the process and criteria | 7 | | used by the district to determine whether a student is | 8 | | eligible for participation in a gifted education program | 9 | | or advanced academic program and the manner in which | 10 | | parents and guardians are made aware of the process and | 11 | | criteria, the number of teachers who are National Board | 12 | | Certified Teachers, disaggregated by race and ethnicity, 2 | 13 | | or more indicators from any school climate survey selected | 14 | | or approved by the State and administered pursuant to | 15 | | Section 2-3.153 of this Code, with the same or similar | 16 | | indicators included on school report cards for all surveys | 17 | | selected or approved by the State pursuant to Section | 18 | | 2-3.153 of this Code, the combined percentage of teachers | 19 | | rated as proficient or excellent in their most recent | 20 | | evaluation, and, beginning with the 2022-2023 school year, | 21 | | data on the number of incidents of violence that occurred | 22 | | on school grounds or during school-related activities and | 23 | | that resulted in an out-of-school suspension, expulsion, | 24 | | or removal to an alternative setting, as reported pursuant | 25 | | to Section 2-3.162; | 26 | | (F) a school district's and its individual schools' |
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| 1 | | balanced accountability measure, in accordance with | 2 | | Section 2-3.25a of this Code; | 3 | | (G) the total and per pupil normal cost amount the | 4 | | State contributed to the Teachers' Retirement System of | 5 | | the State of Illinois in the prior fiscal year for the | 6 | | school's employees, which shall be reported to the State | 7 | | Board of Education by the Teachers' Retirement System of | 8 | | the State of Illinois; | 9 | | (H) for a school district organized under Article 34 | 10 | | of this Code only, State contributions to the Public | 11 | | School Teachers' Pension and Retirement Fund of Chicago | 12 | | and State contributions for health care for employees of | 13 | | that school district; | 14 | | (I) a school district's Final Percent of Adequacy, as | 15 | | defined in paragraph (4) of subsection (f) of Section | 16 | | 18-8.15 of this Code; | 17 | | (J) a school district's Local Capacity Target, as | 18 | | defined in paragraph (2) of subsection (c) of Section | 19 | | 18-8.15 of this Code, displayed as a percentage amount; | 20 | | (K) a school district's Real Receipts, as defined in | 21 | | paragraph (1) of subsection (d) of Section 18-8.15 of this | 22 | | Code, divided by a school district's Adequacy Target, as | 23 | | defined in paragraph (1) of subsection (b) of Section | 24 | | 18-8.15 of this Code, displayed as a percentage amount; | 25 | | (L) a school district's administrative costs; | 26 | | (M) whether or not the school has participated in the |
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| 1 | | Illinois Youth Survey. In this paragraph (M), "Illinois | 2 | | Youth Survey" means a self-report survey, administered in | 3 | | school settings every 2 years, designed to gather | 4 | | information about health and social indicators, including | 5 | | substance abuse patterns and the attitudes of students in | 6 | | grades 8, 10, and 12; and | 7 | | (N) whether the school offered its students career and | 8 | | technical education opportunities ; and . | 9 | | (O) the total number of school counselors, school | 10 | | social workers, school nurses, and school psychologists by | 11 | | school, district, and State, the average number of | 12 | | students per school counselor in the school, district, and | 13 | | State, the average number of students per school social | 14 | | worker in the school, district, and State, the average | 15 | | number of students per school nurse in the school, | 16 | | district, and State, and the average number of students | 17 | | per school psychologist in the school, district, and | 18 | | State. | 19 | | The school report card shall also provide
information that | 20 | | allows for comparing the current outcome, progress, and | 21 | | environment data to the State average, to the school data from | 22 | | the past 5 years, and to the outcomes, progress, and | 23 | | environment of similar schools based on the type of school and | 24 | | enrollment of low-income students, special education students, | 25 | | and English learners.
| 26 | | As used in this subsection (2): |
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| 1 | | "Administrative costs" means costs associated with | 2 | | executive, administrative, or managerial functions within the | 3 | | school district that involve planning, organizing, managing, | 4 | | or directing the school district. | 5 | | "Advanced academic program" means a course of study to | 6 | | which students are assigned based on advanced cognitive | 7 | | ability or advanced academic achievement compared to local age | 8 | | peers and in which the curriculum is substantially | 9 | | differentiated from the general curriculum to provide | 10 | | appropriate challenge and pace. | 11 | | "Computer science" means the study of computers and | 12 | | algorithms, including their principles, their hardware and | 13 | | software designs, their implementation, and their impact on | 14 | | society. "Computer science" does not include the study of | 15 | | everyday uses of computers and computer applications, such as | 16 | | keyboarding or accessing the Internet. | 17 | | "Gifted education" means educational services, including | 18 | | differentiated curricula and instructional methods, designed | 19 | | to meet the needs of gifted children as defined in Article 14A | 20 | | of this Code. | 21 | | For the purposes of paragraph (A) of this subsection (2), | 22 | | "average daily attendance" means the average of the actual | 23 | | number of attendance days during the previous school year for | 24 | | any enrolled student who is subject to compulsory attendance | 25 | | by Section 26-1 of this Code at each school and charter school. | 26 | | (3) At the discretion of the State Superintendent, the |
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| 1 | | school district report card shall include a subset of the | 2 | | information identified in paragraphs (A) through (E) of | 3 | | subsection (2) of this Section, as well as information | 4 | | relating to the operating expense per pupil and other finances | 5 | | of the school district, and the State report card shall | 6 | | include a subset of the information identified in paragraphs | 7 | | (A) through (E) and paragraph (N) of subsection (2) of this | 8 | | Section. The school district report card shall include the | 9 | | average daily attendance, as that term is defined in | 10 | | subsection (2) of this Section, of students who have | 11 | | individualized education programs and students who have 504 | 12 | | plans that provide for special education services within the | 13 | | school district. | 14 | | (4) Notwithstanding anything to the contrary in this | 15 | | Section, in consultation with key education stakeholders, the | 16 | | State Superintendent shall at any time have the discretion to | 17 | | amend or update any and all metrics on the school, district, or | 18 | | State report card. | 19 | | (5) Annually, no more than 30 calendar days after receipt | 20 | | of the school district and school report cards from the State | 21 | | Superintendent of Education, each school district, including | 22 | | special charter districts and districts subject to the | 23 | | provisions of Article 34, shall present such report
cards at a | 24 | | regular school board meeting subject to
applicable notice | 25 | | requirements, post the report cards
on the
school district's | 26 | | Internet web site, if the district maintains an Internet web
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| 1 | | site, make the report cards
available
to a newspaper of | 2 | | general circulation serving the district, and, upon
request, | 3 | | send the report cards
home to a parent (unless the district | 4 | | does not maintain an Internet web site,
in which case
the | 5 | | report card shall be sent home to parents without request). If | 6 | | the
district posts the report card on its Internet web
site, | 7 | | the district
shall send a
written notice home to parents | 8 | | stating (i) that the report card is available on
the web site,
| 9 | | (ii) the address of the web site, (iii) that a printed copy of | 10 | | the report card
will be sent to
parents upon request, and (iv) | 11 | | the telephone number that parents may
call to
request a | 12 | | printed copy of the report card.
| 13 | | (6) Nothing contained in Public Act 98-648 repeals, | 14 | | supersedes, invalidates, or nullifies final decisions in | 15 | | lawsuits pending on July 1, 2014 (the effective date of Public | 16 | | Act 98-648) in Illinois courts involving the interpretation of | 17 | | Public Act 97-8. | 18 | | (Source: P.A. 101-68, eff. 1-1-20; 101-81, eff. 7-12-19; | 19 | | 101-654, eff. 3-8-21; 102-16, eff. 6-17-21; 102-294, eff. | 20 | | 1-1-22; 102-539, eff. 8-20-21; 102-558, eff. 8-20-21; 102-594, | 21 | | eff. 7-1-22; 102-813, eff. 5-13-22 .)
| 22 | | (105 ILCS 5/10-22.39)
| 23 | | Sec. 10-22.39. In-service training programs. | 24 | | (a) To conduct in-service training programs for teachers. | 25 | | (b) In addition to
other topics at in-service training
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| 1 | | programs, at least once every 2 years, licensed school | 2 | | personnel and administrators who work with pupils in | 3 | | kindergarten through grade 12 shall be
trained to identify the | 4 | | warning signs of mental illness, trauma, and suicidal behavior | 5 | | in youth and shall be taught appropriate intervention and | 6 | | referral techniques. A school district may utilize the | 7 | | Illinois Mental Health First Aid training program, established | 8 | | under the Illinois Mental Health First Aid Training Act and | 9 | | administered by certified instructors trained by a national | 10 | | association recognized as an authority in behavioral health, | 11 | | to provide the training and meet the requirements under this | 12 | | subsection. If licensed school personnel or an administrator | 13 | | obtains mental health first aid training outside of an | 14 | | in-service training program, he or she may present a | 15 | | certificate of successful completion of the training to the | 16 | | school district to satisfy the requirements of this | 17 | | subsection.
| 18 | | Training regarding the implementation of trauma-informed | 19 | | practices satisfies the requirements
of this subsection (b). | 20 | | A course of instruction as described in this subsection | 21 | | (b) must include the definitions of trauma, trauma-responsive | 22 | | learning environments, and whole child set forth in subsection | 23 | | (b) of Section 3-11 of this Code and may provide information | 24 | | that is relevant to
and within the scope of the duties of | 25 | | licensed school personnel or school administrators. Such | 26 | | information may include,
but is not limited to: |
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| 1 | | (1) the recognition of and care for trauma in students | 2 | | and staff; | 3 | | (2) the relationship between educator wellness and | 4 | | student learning; | 5 | | (3) the effect of trauma on student behavior and | 6 | | learning; | 7 | | (4) the prevalence of trauma among students, including | 8 | | the prevalence of trauma among student
populations at | 9 | | higher risk of experiencing trauma; | 10 | | (5) the effects of implicit or explicit bias on | 11 | | recognizing trauma among various student groups in | 12 | | connection with race, ethnicity, gender identity, sexual | 13 | | orientation, socio-economic status, and other relevant | 14 | | factors; and | 15 | | (6) effective district practices that are shown to: | 16 | | (A) prevent and mitigate the negative effect of | 17 | | trauma on student behavior and learning; and | 18 | | (B) support the emotional wellness of staff. | 19 | | (c) School counselors, nurses, teachers and other school | 20 | | personnel
who work with pupils may be trained to have a basic | 21 | | knowledge of matters
relating to acquired immunodeficiency | 22 | | syndrome (AIDS), including the nature
of the disease, its | 23 | | causes and effects, the means of detecting it and
preventing | 24 | | its transmission, and the availability of appropriate sources | 25 | | of
counseling and referral, and any other information that may | 26 | | be appropriate
considering the age and grade level of such |
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| 1 | | pupils. The School Board shall
supervise such training. The | 2 | | State Board of Education and the Department
of Public Health | 3 | | shall jointly develop standards for such training.
| 4 | | (d) In this subsection (d): | 5 | | "Domestic violence" means abuse by a family or household | 6 | | member, as "abuse" and "family or household members" are | 7 | | defined in Section 103 of the Illinois Domestic Violence Act | 8 | | of 1986. | 9 | | "Sexual violence" means sexual assault, abuse, or stalking | 10 | | of an adult or minor child proscribed in the Criminal Code of | 11 | | 1961 or the Criminal Code of 2012 in Sections 11-1.20, | 12 | | 11-1.30, 11-1.40, 11-1.50, 11-1.60, 12-7.3, 12-7.4, 12-7.5, | 13 | | 12-12, 12-13, 12-14, 12-14.1, 12-15, and 12-16, including | 14 | | sexual violence committed by perpetrators who are strangers to | 15 | | the victim and sexual violence committed by perpetrators who | 16 | | are known or related by blood or marriage to the victim. | 17 | | At least once every 2 years, an in-service training | 18 | | program for school personnel who work with pupils, including, | 19 | | but not limited to, school and school district administrators, | 20 | | teachers, school social workers, school counselors, school | 21 | | psychologists, and school nurses, must be conducted by persons | 22 | | with expertise in domestic and sexual violence and the needs | 23 | | of expectant and parenting youth and shall include training | 24 | | concerning (i) communicating with and listening to youth | 25 | | victims of domestic or sexual violence and expectant and | 26 | | parenting youth, (ii) connecting youth victims of domestic or |
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| 1 | | sexual violence and expectant and parenting youth to | 2 | | appropriate in-school services and other agencies, programs, | 3 | | and services as needed, and (iii) implementing the school | 4 | | district's policies, procedures, and protocols with regard to | 5 | | such youth, including confidentiality. At a minimum, school | 6 | | personnel must be trained to understand, provide information | 7 | | and referrals, and address issues pertaining to youth who are | 8 | | parents, expectant parents, or victims of domestic or sexual | 9 | | violence.
| 10 | | (e) At least every 2 years, an in-service training program | 11 | | for school personnel who work with pupils must be conducted by | 12 | | persons with expertise in anaphylactic reactions and | 13 | | management.
| 14 | | (f) At least once every 2 years, a school board shall | 15 | | conduct in-service training on educator ethics, | 16 | | teacher-student conduct, and school employee-student conduct | 17 | | for all personnel. | 18 | | (Source: P.A. 101-350, eff. 1-1-20; 102-197, eff. 7-30-21; | 19 | | 102-638, eff. 1-1-23; 102-813, eff. 5-13-22 .) | 20 | | (105 ILCS 5/21B-12 new) | 21 | | Sec. 21B-12. Professional educator licensure review | 22 | | committee. | 23 | | (a) The State Superintendent of Education shall establish | 24 | | a committee of no more than 21 members to make recommendations | 25 | | to the State Board of Education to change the professional |
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| 1 | | educator licensure requirements and Professional Educator | 2 | | License renewal requirements for kindergarten through grade 12 | 3 | | teachers to include demonstrated proficiency in adverse | 4 | | childhood experiences, trauma, secondary traumatic stress, | 5 | | creating trauma-responsive learning environments or | 6 | | communities, as defined in subsection (b) of Section 3-11 of | 7 | | this Code, restorative justice, and restorative practices on | 8 | | or before October 1, 2024. The members of the committee shall | 9 | | be appointed by the State Superintendent of Education, unless | 10 | | stated otherwise, and shall include the following members: | 11 | | (1) the State Superintendent of Education or a | 12 | | designee; | 13 | | (2) one member of a statewide professional teachers' | 14 | | organization; | 15 | | (3) one member of another statewide professional | 16 | | teachers' organization; | 17 | | (4) one member who represents a school district | 18 | | serving a community with a population of 500,000 or more; | 19 | | (5) one member of a statewide organization | 20 | | representing social workers; | 21 | | (6) 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 | | (7) one member of another organization that has | 26 | | specific expertise in trauma-responsive school practices |
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| 1 | | and experience in supporting schools in developing | 2 | | trauma-responsive and restorative practices; | 3 | | (8) one member of a statewide organization that | 4 | | represents school principals and assistant principals; | 5 | | (9) 3 members representing a State-approved educator | 6 | | preparation program at an Illinois institution of higher | 7 | | education recommended by the institution of higher | 8 | | education; | 9 | | (10) one member representing regional superintendents | 10 | | of schools recommended by a statewide association that | 11 | | represents regional superintendents of schools; | 12 | | (11) one educator from a school district that has | 13 | | actively worked to develop a system of student support | 14 | | that uses a trauma-informed lens; | 15 | | (12) one member representing district superintendents | 16 | | recommended by a statewide organization that represents | 17 | | district superintendents; | 18 | | (13) the Secretary of Human Services, the Director of | 19 | | Children and Family Services, the Director of Public | 20 | | Health, and the Director of Juvenile Justice, or their | 21 | | designees; and | 22 | | (14) a child advocate. | 23 | | (b) This Section is repealed on October 1, 2025. | 24 | | (105 ILCS 5/22-95 new) | 25 | | Sec. 22-95. Whole Child Task Force. |
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| 1 | | (a) The General Assembly makes all of the following | 2 | | findings: | 3 | | (1) The COVID-19 pandemic has exposed systemic
| 4 | | inequities in American society. Students, educators, and | 5 | | families throughout this State have been deeply affected | 6 | | by the pandemic, and the impact of the pandemic will be | 7 | | felt for years to come. The negative consequences of the | 8 | | pandemic have impacted students and communities | 9 | | differently along the lines of race, income, language, and | 10 | | special needs. However, students in this State faced | 11 | | significant unmet physical health, mental health, and | 12 | | social and emotional needs even prior to the pandemic. | 13 | | (2) The path to recovery requires a commitment from
| 14 | | adults in this State to address our students cultural, | 15 | | physical, emotional, and mental health needs and to | 16 | | provide them with stronger and increased systemic support | 17 | | and intervention. | 18 | | (3) It is well documented that trauma and toxic
stress | 19 | | diminish a child's ability to thrive. Forms of childhood | 20 | | trauma and toxic stress include adverse childhood | 21 | | experiences, systemic racism, poverty, food and housing | 22 | | insecurity, and gender-based violence. The COVID-19 | 23 | | pandemic has exacerbated these issues and brought them | 24 | | into focus. | 25 | | (4) It is estimated that, overall, approximately 40%
| 26 | | of children in this State have experienced at least one |
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| 1 | | adverse childhood experience and approximately 10% have | 2 | | experienced 3 or more adverse childhood experiences. | 3 | | However, the number of adverse childhood experiences is | 4 | | higher for Black and Hispanic children who are growing up | 5 | | in poverty. The COVID-19 pandemic has amplified the number | 6 | | of students who have experienced childhood trauma. Also, | 7 | | the COVID-19 pandemic has highlighted preexisting | 8 | | inequities in school disciplinary practices that | 9 | | disproportionately impact Black and Brown students. | 10 | | Research shows, for example, that girls of color are | 11 | | disproportionately impacted by trauma, adversity, and | 12 | | abuse, and instead of receiving the care and | 13 | | trauma-informed support they may need, many Black girls in | 14 | | particular face disproportionately harsh disciplinary | 15 | | measures. | 16 | | (5) The cumulative effects of trauma and toxic stress
| 17 | | adversely impact the physical health of students, as well | 18 | | as the students' ability to learn, form relationships, and | 19 | | self-regulate. If left unaddressed, these effects increase | 20 | | a student's risk for depression, alcoholism, anxiety, | 21 | | asthma, smoking, and suicide, all of which are risks that | 22 | | disproportionately affect Black youth and may lead to a | 23 | | host of medical diseases as an adult. Access to infant and | 24 | | early childhood mental health services is critical to | 25 | | ensure the social and emotional well-being of this State's | 26 | | youngest children, particularly those children who have |
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| 1 | | experienced trauma. | 2 | | (6) Although this State enacted measures through
| 3 | | Public Act 100-105 to address the high rate of early care | 4 | | and preschool expulsions of infants, toddlers, and | 5 | | preschoolers and the disproportionately higher rate of | 6 | | expulsion for Black and Hispanic children, a recent study | 7 | | found a wide variation in the awareness, understanding, | 8 | | and compliance with the law by providers of early | 9 | | childhood care. Further work is needed to implement the | 10 | | law, which includes providing training to early childhood | 11 | | care providers to increase the providers' understanding of | 12 | | the law, increasing the availability and access to infant | 13 | | and early childhood mental health services, and building | 14 | | aligned data collection systems to better understand | 15 | | expulsion rates and to allow for accurate reporting as | 16 | | required by the law. | 17 | | (7) Many educators and schools in this State have
| 18 | | embraced and implemented evidenced-based restorative | 19 | | justice and trauma-responsive and culturally relevant | 20 | | practices and interventions. However, the use of these | 21 | | interventions on students is often isolated or is | 22 | | implemented occasionally and only if the school has the | 23 | | appropriate leadership, resources, and partners available | 24 | | to engage seriously in this work. It would be malpractice | 25 | | to deny our students access to these practices and | 26 | | interventions, especially in the aftermath of a |
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| 1 | | once-in-a-century pandemic. | 2 | | (b) The Whole Child Task Force created by Public Act | 3 | | 101-654 is reestablished for the purpose of establishing an | 4 | | equitable, inclusive, safe, and supportive environment in all | 5 | | schools for every student in this State. The task force shall | 6 | | have all of the following goals, which means key steps have to | 7 | | be taken to ensure that every child in every school in this | 8 | | State has access to teachers, social workers, school leaders, | 9 | | support personnel, and others who have been trained in | 10 | | evidenced-based interventions and restorative practices: | 11 | | (1) To create a common definition of a
| 12 | | trauma-responsive school, a trauma-responsive district, | 13 | | and a trauma-responsive community. | 14 | | (2) To outline the training and resources required to
| 15 | | create and sustain a system of support for | 16 | | trauma-responsive schools, districts, and communities and | 17 | | to identify this State's role in that work, including | 18 | | recommendations concerning options for redirecting | 19 | | resources from school resource officers to classroom-based | 20 | | support. | 21 | | (3) To identify or develop a process to conduct an
| 22 | | analysis of the organizations that provide training in | 23 | | restorative practices, implicit bias, anti-racism, and | 24 | | trauma-responsive systems, mental health services, and | 25 | | social and emotional services to schools. | 26 | | (4) To provide recommendations concerning the key
data |
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| 1 | | to be collected and reported to ensure that this State has | 2 | | a full and accurate understanding of the progress toward | 3 | | ensuring that all schools, including programs and | 4 | | providers of care to pre-kindergarten children, employ | 5 | | restorative, anti-racist, and trauma-responsive | 6 | | strategies and practices. The data collected must include | 7 | | information relating to the availability of trauma | 8 | | responsive support structures in schools, as well as | 9 | | disciplinary practices employed on students in person or | 10 | | through other means, including during remote or blended | 11 | | learning. It should also include information on the use of | 12 | | and funding for school resource officers and other similar | 13 | | police personnel in school programs. | 14 | | (5) To recommend an implementation timeline,
including | 15 | | the key roles, responsibilities, and resources to advance | 16 | | this State toward a system in which every school, | 17 | | district, and community is progressing toward becoming | 18 | | trauma-responsive. | 19 | | (6) To seek input and feedback from stakeholders,
| 20 | | including parents, students, and educators, who reflect | 21 | | the diversity of this State. | 22 | | (7) To recommend legislation, policies, and practices
| 23 | | to prevent learning loss in students during periods of | 24 | | suspension and expulsion, including, but not limited to, | 25 | | remote instruction. | 26 | | (c) Members of the Whole Child Task Force shall be |
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| 1 | | appointed by the State Superintendent of Education. Members of | 2 | | this task force must represent the diversity of this State and | 3 | | possess the expertise needed to perform the work required to | 4 | | meet the goals of the task force set forth under subsection | 5 | | (a). Members of the task force shall include all of the | 6 | | following: | 7 | | (1) One member of a statewide professional teachers'
| 8 | | organization. | 9 | | (2) One member of another statewide professional
| 10 | | teachers' organization. | 11 | | (3) One member who represents a school district
| 12 | | serving a community with a population of 500,000 or more. | 13 | | (4) One member of a statewide organization
| 14 | | representing social workers. | 15 | | (5) One member of an organization that has specific
| 16 | | expertise in trauma-responsive school practices and | 17 | | experience in supporting schools in developing | 18 | | trauma-responsive and restorative practices. | 19 | | (6) One member of another organization that has
| 20 | | specific expertise in trauma-responsive school practices | 21 | | and experience in supporting schools in developing | 22 | | trauma-responsive and restorative practices. | 23 | | (7) One member of a statewide organization that
| 24 | | represents school administrators. | 25 | | (8) One member of a statewide policy organization
that | 26 | | works to build a healthy public education system that |
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| 1 | | prepares all students for a successful college, career, | 2 | | and civic life. | 3 | | (9) One member of a statewide organization that
brings | 4 | | teachers together to identify and address issues critical | 5 | | to student success. | 6 | | (10) One member of the General Assembly recommended
by | 7 | | the President of the Senate. | 8 | | (11) One member of the General Assembly recommended
by | 9 | | the Speaker of the House of Representatives. | 10 | | (12) One member of the General Assembly recommended
by | 11 | | the Minority Leader of the Senate. | 12 | | (13) One member of the General Assembly recommended
by | 13 | | the Minority Leader of the House of Representatives. | 14 | | (14) One member of a civil rights organization that
| 15 | | works actively on issues regarding student support. | 16 | | (15) One administrator from a school district that
has | 17 | | actively worked to develop a system of student support | 18 | | that uses a trauma-informed lens. | 19 | | (16) One educator from a school district that has
| 20 | | actively worked to develop a system of student support | 21 | | that uses a trauma-informed lens. | 22 | | (17) One member of a youth-led organization. | 23 | | (18) One member of an organization that has
| 24 | | demonstrated expertise in restorative practices. | 25 | | (19) One member of a coalition of mental health and
| 26 | | school practitioners who assist schools in developing and |
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| 1 | | implementing trauma-informed and restorative strategies | 2 | | and systems. | 3 | | (20) One member of an organization whose mission is
to | 4 | | promote the safety, health, and economic success of | 5 | | children, youth, and families in this State. | 6 | | (21) One member who works or has worked as a
| 7 | | restorative justice coach or disciplinarian. | 8 | | (22) One member who works or has worked as a social
| 9 | | worker. | 10 | | (23) One member of the State Board of Education. | 11 | | (24) One member who represents a statewide
principals' | 12 | | organization. | 13 | | (25) One member who represents a statewide
| 14 | | organization of school boards. | 15 | | (26) One member who has expertise in
pre-kindergarten | 16 | | education. | 17 | | (27) One member who represents a school social
worker | 18 | | association. | 19 | | (28) One member who represents an organization that
| 20 | | represents school districts in the south suburbs of the | 21 | | City of Chicago. | 22 | | (29) One member who is a licensed clinical
| 23 | | psychologist who (i) has a doctor of philosophy in the | 24 | | field of clinical psychology and has an appointment at an | 25 | | independent free-standing children's hospital located in | 26 | | the City of Chicago, (ii) serves as an associate professor |
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| 1 | | at a medical school located in the City of Chicago, and | 2 | | (iii) serves as the clinical director of a coalition of | 3 | | voluntary collaboration of organizations that are | 4 | | committed to applying a trauma lens to the member's | 5 | | efforts on behalf of families and children in the State. | 6 | | (30) One member who represents a school
district in | 7 | | the west suburbs of the City of Chicago. | 8 | | (31) One member from a governmental agency who has
| 9 | | expertise in child development and who is responsible for | 10 | | coordinating early childhood mental health programs and | 11 | | services. | 12 | | (32) One member who has significant expertise in
early | 13 | | childhood mental health and childhood trauma. | 14 | | (33) One member who represents an organization that
| 15 | | represents school districts in the collar counties around | 16 | | the City of Chicago. | 17 | | (34) One member who represents an organization
| 18 | | representing regional offices of education. | 19 | | (d) The Whole Child Task Force shall meet at the call of | 20 | | the State Superintendent of Education or his or her designee, | 21 | | who shall serve as the chairperson. The State Board of | 22 | | Education shall provide administrative and other support to | 23 | | the task force. Members of the task force shall serve without | 24 | | compensation. | 25 | | (e) The Whole Child Task Force shall submit a report of its | 26 | | findings and recommendations to the General Assembly, the |
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| 1 | | Illinois Legislative Black Caucus, the State Board of | 2 | | Education, and the Governor on or before March 15, 2022. Upon | 3 | | submitting its report, the task force shall recess for 5 | 4 | | years. | 5 | | (f) The Whole Child Task Force shall reconvene in 5 years, | 6 | | by March 2027, to review progress on the March 2022 report's | 7 | | recommendations and submit a new report on its assessment of | 8 | | the State's progress and any additional recommendations to the | 9 | | General Assembly, the Illinois Legislative Black Caucus, the | 10 | | State Board of Education, and the Governor on or before | 11 | | December 31, 2027. | 12 | | (g) This Section is repealed on February 1, 2029. ".
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