101ST GENERAL ASSEMBLY
State of Illinois
2019 and 2020
SB2283

 

Introduced 10/28/2019, by Sen. Jennifer Bertino-Tarrant - Dale Fowler

 

SYNOPSIS AS INTRODUCED:
 
105 ILCS 5/14-8.02f
105 ILCS 5/14-8.02h

    Amends the Children with Disabilities Article of the School Code. Provides that the State Board of Education may create a telephone hotline to address complaints regarding the special education services or lack of special education services of the Chicago school district (rather than any school district). Provides that the Chicago school district (rather than any school district) may not use a measure that would prevent or delay an individualized education program team from adding a service to the program or create a time restriction in which a service is prohibited from being added to the program, build functions into its computer software that would remove any services from a student's individualized education program without the approval of the program team, or prohibit the program team from adding a service to the program. Makes changes concerning the provision to a parent or guardian of copies of all written material that will be considered by an individualized education program team at a meeting. Makes changes concerning the administration of related services and logs of those services. Specifies that nothing in provisions concerning the response to scientific, research-based intervention process shall be construed as an additional instructional mandate above and beyond what is required by the Code and applicable federal laws. Effective immediately.


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FISCAL NOTE ACT MAY APPLY
STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT

 

 

A BILL FOR

 

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1    AN ACT concerning education.
 
2    Be it enacted by the People of the State of Illinois,
3represented in the General Assembly:
 
4    Section 5. The School Code is amended by changing Section
514-8.02f and by renumbering and changing Section 14-8.02g, as
6added by Public Act 101-515, as follows:
 
7    (105 ILCS 5/14-8.02f)
8    Sec. 14-8.02f. Individualized education program meeting
9protections.
10    (a) (Blank).
11    (b) This subsection (b) applies only to a school district
12organized under Article 34. No later than 10 calendar days
13prior to a child's individualized education program meeting or
14as soon as possible if a meeting is scheduled within 10
15calendar days with written parental consent, the school board
16or school personnel must provide the child's parent or guardian
17with a written notification of the services that require a
18specific data collection procedure from the school district for
19services related to the child's individualized education
20program. The notification must indicate, with a checkbox,
21whether specific data has been collected for the child's
22individualized education program services. For purposes of
23this subsection (b), individualized education program services

 

 

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1must include, but are not limited to, paraprofessional support,
2an extended school year, transportation, therapeutic day
3school, and services for specific learning disabilities.
4    (b-5) The State Board of Education may create a telephone
5hotline to address complaints regarding the special education
6services or lack of special education services of a school
7district organized under Article 34. If a hotline is created,
8it must be available to all students enrolled in the school
9district, parents or guardians of those students, and school
10personnel. If a hotline is created, any complaints received
11through the hotline must be registered and recorded with the
12State Board's monitor of special education policies. No
13student, parent or guardian, or member of school personnel may
14be retaliated against for submitting a complaint through a
15telephone hotline created by the State Board under this
16subsection (b-5).
17    (b-10) A school district organized under Article 34 may not
18use any measure that would prevent or delay an individualized
19education program team from adding a service to the program or
20create a time restriction in which a service is prohibited from
21being added to the program. The school district may not build
22functions into its computer software that would remove any
23services from a student's individualized education program
24without the approval of the program team and may not prohibit
25the program team from adding a service to the program.
26    (c) If requested in writing at least 7 school days prior to

 

 

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1a child's individualized education program eligibility meeting
2or meeting to review a child's individualized education
3program, the school shall provide No later than 3 school days
4prior to a child's individualized education program
5eligibility meeting or meeting to review a child's
6individualized education program, or as soon as possible if an
7individualized education program meeting is scheduled within 3
8school days with the written consent of the child's parent or
9guardian, the local education agency must provide the child's
10parent or guardian with draft copies of all written material
11that will be considered by the individualized education program
12team at the meeting so that the parent or guardian may
13participate in the meeting as a fully-informed team member. The
14written material must include, but is not limited to, all
15evaluation reports, all eligibility reports, evaluations and
16collected data that will be considered at the meeting and, for
17a child who already has an individualized education program, a
18copy of all individualized education program components that
19will be discussed by the individualized education program team,
20other than the components related to the educational and
21related service minutes proposed for the child and the child's
22educational placement. Written material referenced in this
23subsection (c) must be provided to the parent or guardian no
24later than 3 school days prior to the meeting or as soon as
25possible if the meeting is in less than 3 school days.
26    (d) Local education agencies must maintain logs of services

 

 

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1that have been provided to children with disabilities for the
2related services of occupational therapy, physical therapy,
3school nursing, speech and language pathology, social work, and
4school counseling. The logs must make related service logs that
5record the type of related services administered under the
6child's individualized education program and the amount
7minutes of each type of related service that has been
8administered. If requested, the logs shall be made available to
9the child's parent or guardian consistent with the Illinois
10School Student Records Act. available to the child's parent or
11guardian at the annual review of the child's individualized
12education program and must also provide a copy of the related
13service logs at any time upon request of the child's parent or
14guardian. The local education agency must inform the child's
15parent or guardian within 20 school days from the beginning of
16the school year or upon establishment of an individualized
17education program of his or her ability to request those
18related service logs.
19    If a child's individualized education program team
20determines that certain services referenced in this subsection
21(d) are required in order for the child to receive a free,
22appropriate public education and those services are not
23administered within 10 school days after a date or frequency
24set forth by the child's individualized education program, then
25the local education agency shall provide the child's parent or
26guardian with written notification that those services have not

 

 

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1yet been administered to the child, along with a plan for
2providing those services. The notification must include the
3State Board of Education's Notice of Procedural Safeguards for
4Parents/Guardians of Students with Disabilities, in the
5student's native language if available. The notification must
6be provided to the child's parent or guardian within 3 school
7days of the local education agency's non-compliance with the
8child's individualized education program and must include
9information on the parent's or guardian's ability to request
10compensatory services.
11    In this subsection (d), "school days" does not include days
12where a child is absent from school for reasons unrelated to a
13lack of individualized education program services.
14    (e) (Blank). The State Board of Education may create a
15telephone hotline to address complaints regarding the special
16education services or lack of special education services of a
17school district subject to this Section. If a hotline is
18created, it must be available to all students enrolled in the
19school district, parents or guardians of those students, and
20school personnel. If a hotline is created, any complaints
21received through the hotline must be registered and recorded
22with the State Board's monitor of special education policies.
23No student, parent or guardian, or member of school personnel
24may be retaliated against for submitting a complaint through a
25telephone hotline created by the State Board under this
26subsection (e).

 

 

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1    (f) (Blank). A school district subject to this Section may
2not use any measure that would prevent or delay an
3individualized education program team from adding a service to
4the program or create a time restriction in which a service is
5prohibited from being added to the program. The school district
6may not build functions into its computer software that would
7remove any services from a student's individualized education
8program without the approval of the program team and may not
9prohibit the program team from adding a service to the program.
10(Source: P.A. 100-993, eff. 8-20-18; 101-515, eff. 8-23-19.)
 
11    (105 ILCS 5/14-8.02h)
12    Sec. 14-8.02h 14-8.02g. Response to scientific,
13research-based intervention.
14    (a) In this Section, "response to scientific,
15research-based intervention" or "multi-tiered systems of
16support" means a tiered process of school support that utilizes
17differentiated instructional strategies for students, provides
18students with scientific, research-based interventions,
19continuously monitors student performance using
20scientifically, research-based progress monitoring
21instruments, and makes educational decisions based on a
22student's response to the interventions. Response to
23scientific, research-based intervention or multi-tiered
24systems of support use a problem-solving method to define the
25problem, analyze the problem using data to determine why there

 

 

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1is a discrepancy between what is expected and what is
2occurring, establish one or more student performance goals,
3develop an intervention plan to address the performance goals,
4and delineate how the student's progress will be monitored and
5how implementation integrity will be ensured.
6    (a-5) Nothing in this Section shall be construed as an
7additional instructional mandate above and beyond what is
8required by this Code and applicable federal laws, including
9the Every Student Succeeds Act and the Individuals with
10Disabilities Education Improvement Act of 2004 and their
11implementing rules.
12    (b) A school district must utilize response to scientific,
13research-based intervention or multi-tiered systems of support
14as part of an evaluation procedure to determine if a child is
15eligible for special education services due to a specific
16learning disability. A school district may utilize the data
17generated during the response to scientific, research-based
18intervention or multi-tiered systems of support process in an
19evaluation to determine if a child is eligible for special
20education services due to any category of disability.
21    (c) The response to scientific, research-based
22intervention or multi-tiered systems of support process must
23involve a collaborative team approach, with the parent or
24guardian of a student being part of the collaborative team. The
25parent or guardian of a student must be involved in the data
26sharing and decision-making processes of support under this

 

 

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1Section. The State Board of Education may provide guidance to a
2school district and identify available resources related to
3facilitating parental or guardian participation in the
4response to scientific, research-based intervention or
5multi-tiered systems of support process.
6    (d) Nothing in this Section affects the responsibility of a
7school district to identify, locate, and evaluate children with
8disabilities who are in need of special education services in
9accordance with the federal Individuals with Disabilities
10Education Improvement Act of 2004, this Code, or any applicable
11federal or State rules.
12(Source: P.A. 101-515, eff. 8-23-19; revised 10-7-19.)
 
13    Section 99. Effective date. This Act takes effect upon
14becoming law.