Full Text of SB3111 96th General Assembly
SB3111 96TH GENERAL ASSEMBLY
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96TH GENERAL ASSEMBLY
State of Illinois
2009 and 2010 SB3111
Introduced 2/8/2010, by Sen. James A. DeLeo SYNOPSIS AS INTRODUCED: |
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105 ILCS 5/14-9.01 |
from Ch. 122, par. 14-9.01 |
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Amends the Special Education Article of the School Code. Sets forth specific areas in which special education teacher assistants must be trained. Effective immediately.
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| FISCAL NOTE ACT MAY APPLY | |
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A BILL FOR
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SB3111 |
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LRB096 20341 NHT 35973 b |
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| AN ACT concerning education.
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| Be it enacted by the People of the State of Illinois,
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| represented in the General Assembly:
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| Section 5. The School Code is amended by changing Section | 5 |
| 14-9.01 as follows:
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| (105 ILCS 5/14-9.01) (from Ch. 122, par. 14-9.01)
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| Sec. 14-9.01.
Qualifications of teachers, other | 8 |
| professional personnel
and necessary workers. No person shall | 9 |
| be employed to teach any class or
program authorized by this | 10 |
| Article who does not hold a valid teacher's
certificate as | 11 |
| provided by law and unless he has had such special training
as | 12 |
| the State Board of Education may require. No special | 13 |
| certificate or
endorsement to a special certificate issued | 14 |
| under Section 21-4 on
or after July 1, 1994, shall be valid for | 15 |
| teaching students with visual
disabilities unless the person to | 16 |
| whom the certificate or endorsement is issued
has attained | 17 |
| satisfactory performance on an examination that is designed to
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| assess competency in Braille reading and writing skills | 19 |
| according to standards
that the State Board of Education may | 20 |
| adopt. Evidence of successfully
completing the examination of | 21 |
| Braille reading and writing skills must be
submitted to the | 22 |
| State Board of Education prior to an applicant's examination
of | 23 |
| the subject matter knowledge test required under Section 21-1a. |
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LRB096 20341 NHT 35973 b |
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| Beginning
July 1, 1995, in addition to other requirements, a | 2 |
| candidate for a teaching
certification in the area of the deaf | 3 |
| and hard of hearing granted by the
Illinois State Board of | 4 |
| Education for teaching deaf and hard of hearing
students in | 5 |
| grades pre-school through grade 12 must demonstrate a minimum
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| proficiency in sign language as determined by the Illinois | 7 |
| State Board of
Education. All other professional personnel | 8 |
| employed in any class, service,
or program authorized by this | 9 |
| Article shall hold such certificates and shall
have had such | 10 |
| special training as the State Board of Education may require;
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| provided that in a school district organized under Article 34, | 12 |
| the school
district may employ speech and language pathologists | 13 |
| who are licensed under the
Illinois Speech-Language Pathology | 14 |
| and Audiology Practice Act but who do not
hold a certificate | 15 |
| issued under the School Code if the district certifies that
a | 16 |
| chronic shortage of certified personnel exists. Nothing | 17 |
| contained in this
Act prohibits the school board from employing | 18 |
| necessary workers to assist the
teacher with the special | 19 |
| educational facilities, except that all such necessary
workers | 20 |
| must have had such training as the State Board of Education may
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| require. The training for special education teacher assistants | 22 |
| must include, without limitation, the following: | 23 |
| (1) Training on the legal requirements of the | 24 |
| individualized education program (IEP), including access | 25 |
| to general education curriculum and access to general | 26 |
| education classrooms for students who receive special |
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| education services. This should include the importance of | 2 |
| confidentiality and the legal requirements for individuals | 3 |
| who are working within a school system. | 4 |
| (2) Training on specific disabilities and the | 5 |
| potential impact these disabilities may have on a student's | 6 |
| ability to access the various components of their | 7 |
| education. This should include the physical needs, | 8 |
| academic needs, communication needs, functional needs, | 9 |
| health needs, social or emotional needs, and cognitive | 10 |
| needs of those specific disabilities. This training should | 11 |
| be individualized for the teacher assistant, according to | 12 |
| their duties and students. It should also include specific | 13 |
| elements of instruction related to the individual students | 14 |
| to which that assistant is assigned, and those students' | 15 |
| needs. | 16 |
| (3) Training on specific curriculum needs and how that | 17 |
| curriculum might be modified for individual students. The | 18 |
| training should include an understanding of the difference | 19 |
| between accommodations that are specific to the needs of | 20 |
| students and modifications of the curriculum should be part | 21 |
| of that training. The training should provide assistants | 22 |
| with information and strategies on how to make those | 23 |
| modifications so that they are appropriate for the student | 24 |
| and meet the requirements of the teacher. Having a general | 25 |
| knowledge about the various types and formats of making | 26 |
| modifications is important to the success of that |
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| assistant, and ultimately their students. | 2 |
| (4) Training on specific specialized strategies that | 3 |
| might be used with an individual student, according to that | 4 |
| student's needs. This training on strategies should be | 5 |
| specific to the students with whom that assistant is | 6 |
| assigned, and their specialized needs. These strategies | 7 |
| might be implementation of academic materials and | 8 |
| programs, social strategies, behavior strategies, or | 9 |
| physical strategies. | 10 |
| (5) Training on the medical needs of students as | 11 |
| needed. This might include training on the feeding, | 12 |
| positioning, lifting, and care of body needs for specific | 13 |
| students. | 14 |
| (6) Training on the elements of data collection and how | 15 |
| it is used within the individualized education program | 16 |
| process to document progress. Teacher assistants are often | 17 |
| a part of the daily contact with students and are asked to | 18 |
| provide feedback and information on progress that might be | 19 |
| connected to individualized education program goals. The | 20 |
| training on effective data collection is important for | 21 |
| teacher assistants to understand. This training should | 22 |
| include specific information related to the needs of the | 23 |
| students to which that assistant is assigned to teach. | 24 |
| (7) Training on the teaming process and how working | 25 |
| within a team to be an effective and valued member is | 26 |
| important to the success of the student. This training |
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| should include specific information on how the team | 2 |
| functions and the expectations and roles that are defined | 3 |
| for each individual assistant.
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| No later than January 1, 1993, the State Board of Education | 5 |
| shall develop,
in consultation with the Advisory Council on the | 6 |
| Education of Children with
Disabilities and the Advisory | 7 |
| Council on Bilingual Education, rules governing
the | 8 |
| qualifications for certification of teachers and school | 9 |
| service personnel
providing services to limited English | 10 |
| proficient students receiving special
education and related | 11 |
| services.
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| The employment of any teacher in a special education | 13 |
| program provided
for in Sections 14-1.01 to 14-14.01, | 14 |
| inclusive, shall be subject to
the provisions of Sections 24-11 | 15 |
| to 24-16, inclusive. Any teacher
employed in a special | 16 |
| education program, prior to the effective date of
this | 17 |
| amendatory Act of 1987, in which 2 or more districts
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| participate shall enter upon contractual continued service in | 19 |
| each of
the participating districts subject to the provisions | 20 |
| of Sections 24-11
to 24-16, inclusive.
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| (Source: P.A. 92-651, eff. 7-11-02.)
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| Section 99. Effective date. This Act takes effect upon | 23 |
| becoming law.
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