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Public Act 098-0918 | ||||
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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 | ||||
10-22.24b as follows:
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(105 ILCS 5/10-22.24b)
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Sec. 10-22.24b. School counseling services. School | ||||
counseling services in public schools may be provided by school | ||||
counselors as defined in Section 10-22.24a of this Code or by | ||||
individuals who hold a Professional Educator License with a | ||||
school support personnel endorsement in the area of school | ||||
counseling under Section 21B-25 of this Code. | ||||
School counseling services may include, but are not limited | ||||
to: | ||||
(1) designing and delivering a comprehensive school | ||||
counseling program that promotes student achievement and | ||||
wellness; | ||||
(2) incorporating the common core language into the | ||||
school counselor's work and role; | ||||
(3) school counselors working as culturally skilled | ||||
professionals who act sensitively to promote social | ||||
justice and equity in a pluralistic society; | ||||
(4) providing individual and group counseling; |
(5) providing a core counseling curriculum that serves | ||
all students and addresses the knowledge and skills | ||
appropriate to their developmental level through a | ||
collaborative model of delivery involving the school | ||
counselor, classroom teachers, and other appropriate | ||
education professionals, and including prevention and | ||
pre-referral activities; | ||
(6) making referrals when necessary to appropriate | ||
offices or outside agencies; | ||
(7) providing college and career development | ||
activities and counseling; | ||
(8) developing individual career plans with students; | ||
(9) assisting all students with a college or | ||
post-secondary education plan; | ||
(10) intentionally addressing the career and college | ||
needs of first generation students; | ||
(11) educating all students on scholarships, financial | ||
aid, and preparation of the Federal Application for Federal | ||
Student Aid; | ||
(12) collaborating with institutions of higher | ||
education and local community colleges so that students | ||
understand post-secondary education options and are ready | ||
to transition successfully; | ||
(13) providing crisis intervention and contributing to | ||
the development of a specific crisis plan within the school | ||
setting in collaboration with multiple stakeholders; |
(14) educating students, teachers, and parents on | ||
anxiety, depression, cutting, and suicide issues and | ||
intervening with students who present with these issues; | ||
(15) providing counseling and other resources to | ||
students who are in crisis; | ||
(16) providing resources for those students who do not | ||
have access to mental health services; | ||
(17) addressing bullying and conflict resolution with | ||
all students; | ||
(18) teaching communication skills and helping | ||
students develop positive relationships; | ||
(19) using culturally-sensitive skills in working with | ||
all students to promote wellness; | ||
(20) addressing the needs of undocumented students in | ||
the school, as well as students who are legally in the | ||
United States, but whose parents are undocumented; | ||
(21) contributing to a student's functional behavioral | ||
assessment, as well as assisting in the development of | ||
non-aversive behavioral intervention strategies; | ||
(22) actively supporting students in need of special | ||
education services by facilitating, participating in, or | ||
contributing to a student's individualized education plan | ||
(IEP) and completing a social-developmental history; | ||
(23) assisting in the development of a personal | ||
educational plan with each student; | ||
(24) educating students on dual credit and learning |
opportunities on the Internet; | ||
(25) providing information for all students in the | ||
selection of courses that will lead to post-secondary | ||
education opportunities toward a successful career; | ||
(26) interpreting achievement test results and guiding | ||
students in appropriate directions; | ||
(27) counseling with students, families, and teachers | ||
in accordance with the rules and regulations governing the | ||
provision of related services; | ||
(28) providing families with opportunities for | ||
education and counseling as appropriate in relation to the | ||
student's educational assessment; | ||
(29) consulting and collaborating with teachers and | ||
other school personnel regarding behavior management and | ||
intervention plans and inclusion in support of students; | ||
(30) teaming and partnering with staff, parents, | ||
businesses, and community organizations to support student | ||
achievement and social-emotional learning standards for | ||
all students; | ||
(31) developing and implementing school-based | ||
prevention programs, including, but not limited to, | ||
mediation and violence prevention, implementing social and | ||
emotional education programs and services, and | ||
establishing and implementing bullying prevention and | ||
intervention programs; | ||
(32) developing culturally-sensitive assessment |
instruments for measuring school counseling prevention and | ||
intervention effectiveness and collecting, analyzing, and | ||
interpreting data; | ||
(33) participating on school and district committees | ||
to advocate for student programs and resources, as well as | ||
establishing a school counseling advisory council that | ||
includes representatives of key stakeholders selected to | ||
review and advise on the implementation of the school | ||
counseling program; | ||
(34) acting as a liaison between the public schools and | ||
community resources and building relationships with | ||
important stakeholders, such as families, administrators, | ||
teachers, and board members; | ||
(35) maintaining organized, clear, and useful records | ||
in a confidential manner consistent with Section 5 of the | ||
Illinois School Student Records Act, the Family | ||
Educational Rights and Privacy Act, and the Health | ||
Insurance Portability and Accountability Act; | ||
(36) presenting an annual agreement to the | ||
administration, including a formal discussion of the | ||
alignment of school and school counseling program missions | ||
and goals and detailing specific school counselor | ||
responsibilities; | ||
(37) identifying and implementing culturally-sensitive | ||
measures of success for student competencies in each of the | ||
3 domains of academic, social and emotional, and college |
and career learning based on planned and periodic | ||
assessment of the comprehensive developmental school | ||
counseling program; | ||
(38) collaborating as a team member in Response to | ||
Intervention (RtI) and other school initiatives; | ||
(39) conducting observations and participating in | ||
recommendations or interventions regarding the placement | ||
of children in educational programs or special education | ||
classes; | ||
(40) analyzing data and results of school counseling | ||
program assessments, including curriculum, small-group, | ||
and closing-the-gap results reports, and designing | ||
strategies to continue to improve program effectiveness; | ||
(41) analyzing data and results of school counselor | ||
competency assessments; | ||
(42) following American School Counselor Association | ||
Ethical Standards for School Counselors to demonstrate | ||
high standards of integrity, leadership, and | ||
professionalism; | ||
(43) knowing and embracing common core standards by | ||
using common core language; | ||
(44) practicing as a culturally-skilled school | ||
counselor by infusing the multicultural competencies | ||
within the role of the school counselor, including the | ||
practice of culturally-sensitive attitudes and beliefs, | ||
knowledge, and skills; |
(45) infusing the Social-Emotional Standards, as | ||
presented in the State Board of Education standards, across | ||
the curriculum and in the counselor's role in ways that | ||
empower and enable students to achieve academic success | ||
across all grade levels; | ||
(46) providing services only in areas in which the | ||
school counselor has appropriate training or expertise, as | ||
well as only providing counseling or consulting services | ||
within his or her employment to any student in the district | ||
or districts which employ such school counselor, in | ||
accordance with professional ethics; | ||
(47) having adequate training in supervision knowledge | ||
and skills in order to supervise school counseling interns | ||
enrolled in graduate school counselor preparation programs | ||
that meet the standards established by the State Board of | ||
Education; | ||
(48) being involved with State and national | ||
professional associations; | ||
(49) participating, at least once every 2 years, in an | ||
in-service training program for school counselors | ||
conducted by persons with expertise in domestic and sexual | ||
violence and the needs of expectant and parenting youth, | ||
which shall include training concerning (i) communicating | ||
with and listening to youth victims of domestic or sexual | ||
violence and expectant and parenting youth, (ii) | ||
connecting youth victims of domestic or sexual violence and |
expectant and parenting youth to appropriate in-school | ||
services and other agencies, programs, and services as | ||
needed, and (iii) implementing the school district's | ||
policies, procedures, and protocols with regard to such | ||
youth, including confidentiality; at a minimum, school | ||
personnel must be trained to understand, provide | ||
information and referrals, and address issues pertaining | ||
to youth who are parents, expectant parents, or victims of | ||
domestic or sexual violence; | ||
(50) participating, at least every 2 years, in an | ||
in-service training program for school counselors | ||
conducted by persons with expertise in anaphylactic | ||
reactions and management; | ||
(51) participating, at least once every 2 years, in an | ||
in-service training on educator ethics, teacher-student | ||
conduct, and school employee-student conduct for all | ||
personnel; | ||
(52) participating, in addition to other topics at | ||
in-service training programs, in training to identify the | ||
warning signs of mental illness and suicidal behavior in | ||
adolescents and teenagers and learning appropriate | ||
intervention and referral techniques; | ||
(53) obtaining training to have a basic knowledge of | ||
matters relating to acquired immunodeficiency syndrome | ||
(AIDS), including the nature of the disease, its causes and | ||
effects, the means of detecting it and preventing its |
transmission, and the availability of appropriate sources | ||
of counseling and referral and any other information that | ||
may be appropriate considering the age and grade level of | ||
the pupils; the school board shall supervise such training | ||
and the State Board of Education and the Department of | ||
Public Health shall jointly develop standards for such | ||
training; and | ||
(54) participating in mandates from the State Board of | ||
Education for bullying education and social-emotional | ||
literary. | ||
School districts may employ a sufficient number of school | ||
counselors to maintain the national and State recommended | ||
student-counselor ratio of 250 to 1. School districts may have | ||
school counselors spend at least 80% of his or her work time in | ||
direct contact with students. | ||
Nothing in this Section prohibits other qualified | ||
professionals, including other endorsed school support | ||
personnel, from providing the services listed in this Section. | ||
School counseling services
in the public schools may be | ||
provided by school counselors as defined in
Section 10-22.24a. | ||
School counseling
services include but are not
limited to: (1) | ||
educational planning; (2) career development and counseling;
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(3) college counseling; (4) developing and facilitating | ||
anti-violence education
or conflict resolution programs, or | ||
both; (5) providing crisis intervention
programs within the | ||
school setting; (6) making appropriate referrals to outside
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agencies; (7) interpreting achievement, career, and vocational | ||
test
information; (8) developing individual career plans for | ||
all students; (9)
providing individual and small group | ||
counseling; (10) addressing the
developmental needs of | ||
students by designing curricula for classroom
counseling and | ||
guidance; (11) consulting and counseling with parents for the
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academic, career, and personal success of their children; (12) | ||
facilitating
school to work transition programs; and (13) | ||
supervising school counseling
interns enrolled in school | ||
counseling programs that meet the standards of the
State Board | ||
of Education. Nothing in this Section prohibits other
qualified | ||
professionals, including other certificated school personnel, | ||
from
providing those services listed in this
Section.
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(Source: P.A. 91-70, eff. 7-9-99.)
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Section 99. Effective date. This Act takes effect upon | ||
becoming law.
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