Section 23.110 Standards for
the School Counselor
a) Academic Development Domain
The competent
school counselor understands the learning process and the academic environment
and develops programs and interventions that promote the achievement of all
students.
1) Knowledge
Indicators – The competent school counselor:
A) understands the national standards related to the academic
development of students across all grade levels. (See "The ASCA Student
Standards: Mindsets & Behaviors for Student Success" (2021), published
by the American School Counselor Association, 1101 King Street, Suite 310,
Alexandria, Virginia 22314, and posted at https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf.
No later amendments to or editions of these standards are incorporated by this
Section.)
B) understands the concepts, principles, and strategies that
enable students to achieve and be academically successful.
C) understands the relationship of academic performance to the
world of work, family life, and community service.
D) provides positive direction for academic program planning and
for implementing academic support systems.
2) Performance
Indicators – The competent school counselor:
A) implements strategies and activities that enhance students'
academic development.
B) provides students across grade levels with academic assistance
to overcome barriers to academic growth and achievement.
C) works collaboratively with all school personnel and parents to
insure student academic achievement.
D) initiates interventions that maximize learning, identifies
learning styles, teaches study skills, enhances test-taking skills, and
motivates students to learn and achieve.
b) Career Development Domain
The competent
school counselor is knowledgeable about the world of work, career theories, and
related life processes and develops programs and interventions to promote the
career development of all students.
1) Knowledge
Indicators – The competent school counselor:
A) understands the standards referred to in subsection (a)(1)(A)
related to the career and vocational development of students across all grade
levels.
B) understands career development theories and decision-making
models applicable for grade levels.
C) applies education-to-career principles and student outcomes to
the career program.
D) understands career development program planning, organization,
implementation, administration, and evaluation.
E) understands the world of work, labor market information, and
job trends.
F) understands the phases of career development (awareness,
exploration, orientation, and preparation) and how they are applied across
grade levels.
G) understands career and educational planning, placement, and
follow-up.
H) understands the use of technology in career planning.
I) understands career counseling processes, techniques,
resources, and tools, including those applicable to specific populations.
2) Performance
Indicators – The competent school counselor:
A) integrates career and counseling theories into a comprehensive
approach to career counseling.
B) enhances students' self-awareness through individual appraisal,
appropriate career information, course selection alternatives, and career
exploration activities.
C) assists students to identify and understand their abilities,
interests, problem-solving abilities, aptitudes, and goal-setting strategies.
D) develops programs and involves parents with respect to their
child's career development.
E) provides career development consultation and resources to
teachers for infusing career development activities into the curriculum.
F) collaborates with community business and industry
representatives to promote work-based learning opportunities and support.
G) helps students develop skills in locating, evaluating, and
interpreting career information.
H) guides students in the use of career resources such as
occupational and labor market information, visual and printed media,
computer-based career systems, electronic systems, and the use of the internet.
I) administers and interprets assessment tools such as interest
inventories, aptitude batteries, personality inventories and self-assessment
tools to help students with educational and career decisions.
J) assists students with work-based opportunities such as
job-shadowing and internships.
c) Personal/Social Development Domain
The competent
school counselor understands the developmental needs of the school-aged
population and develops programs and interventions that promote optimum
personal and social development.
1) Knowledge
Indicators – The competent school counselor:
A) understands the standards referred to in subsection (a)(1)(A)
related to the personal/social development of students across all grade levels.
B) understands the concepts and strategies that lead to attitudes,
knowledge, and interpersonal skills that help students understand and respect
themselves and others.
C) understands programs that promote school safety and violence
prevention.
D) understands strategies for helping students make decisions, set
goals, and develop resiliency.
E) understands the skills necessary for developing effective
communication skills that promote cooperation, understanding, and interest in
others.
F) understands the processes of conflict resolution and anger
management.
G) understands methods that help students appreciate differences
between people and promotes tolerance.
2) Performance
Indicators – The competent school counselor:
A) enables students to acquire knowledge of their personal
strengths, assets, personal values, beliefs, and attitudes.
B) fosters students' sense of self-esteem, efficacy, and personal
dignity so they develop positive attitudes toward themselves as unique and
worthy individuals.
C) helps students identify and express feelings.
D) assists students to set healthy personal boundaries and to
understand and assert their rights of privacy.
E) helps students understand and apply the need for self-control
and management of anger.
F) teaches ways for students to get along with peers, parents,
and authority figures.
G) assists students with maintaining healthy family relationships,
including teaching the dynamics of family interaction.
H) helps students understand the consequences of decisions and
choices.
I) helps students understand the relationship among rules, laws,
safety, and the protection of individual rights.
J) assists students in understanding the emotional and physical
dangers of abuses, e.g., substance, sexual, physical.
K) addresses issues of stress and anxiety and teaches students
appropriate strategies for coping with peer pressure and managing life's
events.
L) provides resources to students who are in need of additional
professional help.
d) Classroom Instruction and Counseling Curriculum
The competent
school counselor understands instructional planning and designs developmental
counseling curriculum based upon knowledge of the student, the community and
the overall educational program.
1) Knowledge
Indicators – The competent school counselor:
A) understands basic classroom management.
B) understands the counseling curriculum as a component of the
developmental approach.
C) understands and encourages a team approach with classroom
teachers.
D) understands multiple definitions of intelligence in order to
adapt, adjust, and diversify instructional methodologies.
E) understands the concept and process of program evaluation.
2) Performance
Indicators – The competent school counselor:
A) utilizes classroom management skills to focus students'
attention and engagement.
B) develops, organizes, and implements the curriculum around the
personal/social, career/vocational, and academic/educational domains and their
goals.
C) coordinates, plans, and delivers the program in a team format
with teachers.
D) presents lessons, programs, etc., using varied strategies to
meet the needs of a diverse student body.
E) uses knowledge of normal growth and development to promote
positive mental health and assist students in acquiring and using life skills.
F) designs, interprets, and applies program evaluations and
feedback to improve service delivery systems.
e) Responsive Service: Crisis Intervention
The competent
school counselor understands and implements appropriate responses to crises and
utilizes a variety of intervention strategies for students, families, and
communities facing emergency situations.
1) Knowledge
Indicators: The competent school counselor:
A) understands what defines a crisis, the appropriate process
responses, and a variety of intervention strategies to meet the needs of the
individual, group, or school community.
B) understands the theory and techniques needed to implement a
school-wide crisis plan.
2) Performance
Indicators: The competent school counselor:
A) implements appropriate techniques for and interventions to
assist students and their families facing crisis situations.
B) provides leadership to the school and community in a crisis.
C) involves appropriate school and community professionals as well
as the family in a crisis situation.
D) intervenes appropriately and ethically with students who may be
suicidal or homicidal.
f) Responsive Service: Individual Counseling
The competent
school counselor understands and utilizes a variety of individual counseling
strategies and provides appropriate referral services.
1) Knowledge
Indicators – The competent school counselor:
A) understands the theory and process of various individual
counseling approaches for crisis or short-term situations (brief counseling
strategies).
B) understands the responsive services as a component of a
developmental approach.
C) understands the specialized needs and resources available for
students who are disabled, gifted, or at risk or who have dropped out.
D) understands appropriate strategies for students expressing
difficulties dealing with relationships, personal, educational, or career
planning concerns, and/or normal developmental tasks.
2) Performance
Indicators – The competent school counselor:
A) chooses and utilizes appropriate counseling techniques for
individual students.
B) assists students in clarifying problems, considering causes,
and identifying alternative solutions and possible consequences so that
appropriate action can be taken.
C) counsels students on personal and social issues and facilitates
development of long-and short-term goals.
D) addresses a variety of students' developmental problems.
E) makes referrals to appropriate professionals when necessary.
F) provides activities to meet the immediate needs of students
that may be identified by students, parents, teachers, or other referrals.
g) Responsive Service: Group Counseling
The competent
school counselor understands and implements principles of group work in the
school setting.
1) Knowledge
Indicators – The competent school counselor:
A) understands principles of group dynamics, including group
process components, developmental stage theories, group members' roles and
behaviors, and therapeutic factors of group work.
B) understands group leadership styles and approaches.
C) understands theories of group counseling, including
commonalties, distinguishing characteristics and pertinent research literature.
2) Performance Indicators – The competent school counselor:
A) utilizes group counseling methods, including group counselor
orientations and behaviors, appropriate selection criteria, and methods of
evaluation of effectiveness.
B) implements various approaches used for other types of group
work, including task groups, focus groups, prevention groups, support groups,
psycho-educational groups, therapy groups, and developmental groups, which will
infuse the counseling curriculum.
C) practices professional standards for group work as advocated by
the national and State professional counseling organizations.
h) Individual Student Planning
The competent
school counselor understands and uses a variety of strategies to encourage
students' development of academic, personal/social, and career competencies.
1) Knowledge Indicators – The competent school counselor:
A) understands methods for helping students monitor and direct
their own learning and personal/social and career development.
B) understands individual student planning as a component of the
developmental model.
C) understands how to apply knowledge about individual appraisal
by using tests and non-test information to assist students with academic and
career planning.
D) understands applications of technology in student planning,
e.g., electronic portfolio, use of internet.
2) Performance Indicators – The competent school counselor:
A) helps students develop and evaluate personal goals and
educational and career plans.
B) provides individual advisement to students to enhance their
personal/social development and to help them acquire skill in setting and
achieving academic and career goals.
C) applies knowledge about individual appraisal by using tests and
non-test information to help students assess their abilities, interests,
skills, and achievements to develop short- and long-range plans.
D) provides placement activities to assist all students with
transitions from one educational program to another, from one school to
another, and from school to work.
E) incorporates technology when working with students in
individual planning.
i) Consultation
The competent
school counselor understands various consultation models and maintains
collaborative relationships within and outside the school community.
1) Knowledge Indicators – The competent school counselor:
A) understands the role of the school counselor as consultant and
is knowledgeable of various consulting models.
B) understands the necessity for empowering families to act on
behalf of their children.
C) understands the necessity for programs designed to address
academic/educational, personal/social, career/vocational, and other
developmental needs of the students.
D) understands the counselor's role, function, and relationship to
other student service providers.
2) Performance Indicators – The competent school counselor:
A) utilizes various consulting models.
B) guides and/or facilitates families' assumption of
responsibility for problem solving.
C) provides a multi-dimensional approach to consultation in
academic/educational, personal/social, career/ vocational, and other
developmental areas.
D) participates in multi-disciplinary team meetings and
demonstrates the ability to make appropriate referrals to outside agencies and
other student service providers within the school system.
E) consults with parents, teachers, student services staff, other
educators, and community agencies regarding strategies for helping students.
j) Systems Support
The competent
school counselor understands the overall educational system, acts as a
facilitator of change, and engages in planning and management tasks needed to
support the comprehensive developmental school counseling program.
1) Knowledge Indicators – The competent school counselor:
A) understands systems support as a component in the developmental
approach.
B) understands program development that is comprehensive and
educational.
C) understands the commitment to life-long learning.
2) Performance Indicators – The competent school counselor:
A) provides activities that establish, maintain, and enhance the
developmental school counseling program as well as other educational programs.
B) demonstrates a commitment to life-long learning.
C) develops and implements activities to orient staff and
community to the counseling program through regular efforts to enhance and
maintain staff and community relations.
D) serves on departmental curriculum committees, school
improvement committees, or advisory boards and assists in developing curricula that
meet students' developmental needs.
E) engages in planning and management tasks needed to support
activities of the comprehensive school counseling program.
F) participates in continuous professional development.
k) Program Development
The competent
school counselor understands and utilizes organizational and management tools
needed to implement an effective developmental program.
1) Knowledge Indicators – The competent school counselor:
A) understands data gathered from groups and individuals as they
relate to student outcomes and learning standards.
B) understands the need for and the process of planning,
developing, and implementing a comprehensive school counseling program.
C) understands the need for developing school counseling programs
based on the needs of students and the school to become an effective learning
community.
D) understands the comprehensive developmental school counseling
concept.
E) understands the necessity for goals and objectives in a school
counseling program.
F) understands competency levels as related to student
achievement.
G) understands the importance of planning and time management
within a comprehensive developmental school counseling program.
2) Performance Indicators – The competent school counselor:
A) uses available resources in implementing a comprehensive
counseling program, including funding and staff resources.
B) uses data compiled from needs assessments in planning the
counseling program.
C) uses data from multiple sources, including surveys, interviews,
focus groups, and needs assessments, to enhance students' outcomes.
D) designs, implements, monitors, and evaluates a comprehensive
developmental school counseling program with an awareness of the various
systems affecting students, parents, and school faculty and staff.
E) implements and evaluates specific strategies designed to meet
program goals and objectives for enhancing students' competencies.
F) identifies student achievement competencies and implements
activities and processes to assist students in achieving these competencies.
G) prepares a counseling calendar reflecting appropriate time
commitments and priorities within a comprehensive developmental school
counseling program.
l) Prevention Education and Training
The competent
school counselor is aware of and implements prevention education programs.
1) Knowledge Indicators – The competent school counselor:
A) is aware of student and school problems that could limit or
diminish the capacity of students to learn and achieve at their highest levels.
B) is knowledgeable of prevention measures to overcome or resolve
problems or barriers to learning.
2) Performance Indicators – The competent school counselor:
A) identifies early signs and predictors of learning problems.
B) is able to organize and present prevention programs for
students, staff, parents, and community members, as appropriate.
m) Assessment
The competent
school counselor understands basic concepts of, technology for, and
implications of various assessment and evaluative instruments.
1) Knowledge Indicators – The competent school counselor:
A) understands the purposes and meaning of assessment from
multiple perspectives: historical, sociological, and educational.
B) understands the basic concepts of standardized and
non-standardized testing and other assessment techniques.
C) understands the use of technology in assessment.
D) understands the statistical concepts, including scales of
measurement, measures of central tendency, indices or variability, shapes and
types of distributions, and correlation.
E) understands reliability (theory of measurement error, models of
reliability, and the use of reliability information) and validity (evidence of
validity, types of validity), and the relationship between reliability and
validity.
F) understands the implications of age, gender, sexual
orientation, ethnicity, language, disability, culture, spirituality, and other
factors related to assessment and evaluation.
2) Performance Indicators – The competent school counselor:
A) analyzes testing information needed and selects appropriate
tests, methods and/or materials to gather information and/or perform
assessments.
B) uses various strategies for selecting, administering, and
interpreting assessment and evaluation instruments and techniques in counseling.
C) interprets and accurately uses the statistical concepts,
including scales of measurement, measures of central tendency, indices of
variability, shapes and types of distributions, and correlation.
D) accurately selects and interprets assessment tools based on
reliability and validity when appropriate.
E) interprets assessments accurately with understanding of
diversity and its implications.
F) uses and applies appropriate technology in assessment.
n) Research and Program Evaluation
The competent
school counselor understands the importance of, and engages in, research and
program evaluation.
1) Knowledge Indicators – The competent school counselor:
A) understands various types of research methods such as
qualitative, quantitative, single-case designs, action research, and
outcome-based research.
B) understands statistical methods used in conducting research.
C) understands the use of technology in conducting research and in
program evaluation.
D) understands the principles and applications of needs assessment
and program evaluation.
E) understands the importance of research in the practice of
school counseling.
2) Performance Indicators – The competent school counselor:
A) identifies and applies research designs appropriate to various
counseling situations and problems.
B) analyzes data with appropriate statistical methods and computer
statistical packages.
C) uses formal and informal methods of needs assessment and
program evaluation to design and modify developmental counseling programs.
D) conducts research and program evaluations within ethical and
legal parameters.
E) uses appropriate research to demonstrate accountability.
F) uses technology in conducting research and program evaluation.
o) Professional Orientation and Identity
The competent
school counselor understands and actively participates within the profession.
1) Knowledge Indicators – The competent school counselor:
A) understands the importance of active participation and
leadership in the appropriate school counseling professional organizations.
B) understands community, environmental, and institutional
barriers that impede and/or enhance students' academic success and overall
development.
C) understands the unique characteristics of the school
environment and K-12 curriculum.
2) Performance Indicators – The competent school counselor:
A) joins and takes an active part in appropriate local, State, and
national school counseling professional organizations.
B) uses community resources to enhance academic and
social/emotional growth, plans appropriate interventions within the context of
the community, and advocates for programmatic efforts to eliminate barriers to
students' success.
C) designs and implements a developmental counseling curriculum
that provides all students at all grade levels with knowledge and assistance in
acquiring and using life skills.
D) participates in continuing professional development activities.
p) History of School Counseling and Current Trends
The competent
school counselor understands the history and current trends and issues of the
profession and includes this knowledge when establishing comprehensive
developmental counseling programs.
1) Knowledge Indicators – The competent school counselor:
A) understands history, philosophy, and current trends and issues
in school counseling.
B) understands the counselor's roles, functions and relationships
with other school and student service providers.
C) understands technology and computer applications in counseling.
2) Performance Indicators – The competent school counselor:
A) addresses current trends and issues daily in the school.
B) incorporates current trends into the developmental curriculum.
C) works collaboratively with other school and student service
providers.
D) uses technology and computer applications directly with
students.
q) Human Growth and Development
The competent
school counselor understands the individual diversity of human growth,
development, and learning and provides experiences that promote the physical,
intellectual, social, and emotional development of the student.
1) Knowledge Indicators – The competent school counselor:
A) understands theories of individual and family development and
transitions across the life span.
B) understands that students' physical, social, emotional,
ethical, and cognitive development influences learning.
C) understands theories of learning, personality development,
child and adolescent development, and the range of individual variation.
D) understands how students construct knowledge, acquire skills,
and develop habits of mind.
E) understands that differences in approaches to learning and
performance interact with development.
F) understands the developmental stages of children and adolescents
as they relate to counseling approaches and appropriate interventions.
G) understands human behaviors, including developmental crises,
disability, addictive behavior, and psychopathology, and situational and
environmental factors as they affect both normal and abnormal behavior.
H) understands the characteristics and effects of the cultural and
environmental milieu of the child and the family, including cultural and
linguistic diversity, socioeconomic level, abuse/neglect, and substance abuse.
I) understands the role of drug therapy as it affects students'
behavior.
J) understands the characteristics of normal, delayed, and
disordered patterns of communication and interaction and their impact on
learning.
2) Performance Indicators – The competent school counselor:
A) uses theories of learning, personality, and human development
to plan activities and experiences that respond to students' individual and
group needs at the appropriate level of development.
B) analyzes individual and group performance in order to design
interventions that meet learners' current needs in the cognitive, social,
emotional, ethical, and physical domains at the appropriate grade level.
C) plans interventions appropriate to students' developmental
levels.
D) utilizes strategies for facilitating optimum student
development over the life-span.
E) recognizes the characteristics of individuals with various
disabilities and the effects these may have on individuals.
F) implements interventions relevant to students' developmental
levels.
G) recognizes the effect that addictive behavior, psychopathology,
and situational and environmental factors have on both normal and abnormal
behavior.
H) recognizes the effects of cultural and environmental factors on
students' performance.
I) recognizes that medications can have effects on the
educational, cognitive, physical, social, and emotional behaviors of
individuals.
r) Standards and Best Practices in School Counseling
The competent
school counselor knows and applies the standards referred to in subsection
(a)(1)(A) in developing the counselor's role and function in establishing
school counseling programs.
1) Knowledge
Indicators – The competent school counselor:
A) understands the requirements of professional credentialing,
certification, and licensure.
B) understands the unique characteristics of school counseling as
a profession as defined in Sections 10-22.24a and 10-22.24b of the School Code
[105 ILCS 5/10-22.24a and 10-22.24b].
C) understands the standards referred to in subsection (a)(1)(A)
of this Section.
2) Performance Indicators: The competent school counselor:
A) designs school counseling services to include the functions
listed in Section 10-22.24b of the School Code as appropriate to the setting
and student grade levels.
B) manages time to include individual student planning, responsive
services, system support, and developmental counseling curriculum activities.
C) participates in professional development and keeps current on
State and national initiatives.
s) The Helping Relationship
The competent
school counselor possesses knowledge and skills necessary to establish helping
relationships appropriate to the school setting.
1) Knowledge Indicators – The competent school counselor:
A) understands various counseling theories, including traditional
models, multicultural models, brief counseling interventions, and systems and
family theories, as appropriate to school counseling.
B) understands how individual student characteristics, including
age, gender, ethnic differences, race, culture, learning abilities and styles,
and value dimensions, relate to the helping process.
C) understands the limitations of the counselor's ability and
training and is aware of referral resources.
D) understands the counseling process and is aware of various
skills, methods, and behaviors used in both prevention and intervention.
E) understands the skills necessary to build a therapeutic and
trusting relationship with a client.
F) understands how to develop long- and short-term intervention
plans consistent with curriculum, learner diversity, and learning theory.
2) Performance Indicators – The competent school counselor:
A) uses established counseling theory in the counseling process
and applies it to the developmental needs of the client.
B) exhibits flexibility in adapting counseling technique to client
diversity.
C) makes necessary and appropriate referrals.
D) demonstrates skills in developing therapeutic relationships,
goal setting, intervention strategies, and evaluation of counseling outcomes
with clients.
E) demonstrates appropriate skills in working with parents.
F) uses developmental and counseling theories to design and
implement comprehensive and developmental programs.
G) creates long-term and short-term intervention plans.
H) applies appropriate diagnoses and case conceptualization skills
to clients.
t) Social and Cultural Diversity
The competent
school counselor possesses the knowledge and skills to appropriately address
issues of diversity, cultural difference, and change.
1) Knowledge Indicators – The competent school counselor:
A) is aware of and sensitive to the implications of the
counselor's own social and cultural background.
B) is aware of how the counselor's own cultural background and
experiences influence the counselor's attitudes, values, and biases about
psychological processes.
C) is knowledgeable about diverse groups with which the counselor
may work.
D) understands how race, culture, ethnicity, sexual orientation,
physical and mental characteristics, and other areas of diversity affect
personality formation, vocational choice, and manifestation of difficulties and
strengths in academic, career, and personal/social development.
E) understands how gender affects personality formation, academic
choice, vocational choice, and manifestations of difficulties and strengths in
academic, career, and personal and social development.
F) understands the impact of sexual harassment on students'
personal, social, emotional, and academic development.
2) Performance Indicators – The competent school counselor:
A) incorporates an approach to social and cultural diversity that
is equitable for all students.
B) adopts intervention skills appropriate to the specific diverse
needs of the student.
C) develops programs for students that acknowledge their diversity
and meet special needs as appropriate.
D) incorporates a gender-equitable and culturally sensitive
approach in dealing with students, families, staff, and the community.
E) utilizes appropriate non-traditional strategies in career and
academic counseling.
F) adopts appropriate methods to intervene when students use
inappropriate language or behaviors relating to issues of social and cultural
diversity.
G) teaches how oppression, racism, discrimination, intolerance,
homophobia, heterosexism, and stereotyping may affect students personally and
their work.
u) Ethical Concerns and Legal Matters
The competent
school counselor is aware of current legal issues and ethical guidelines of the
profession and acts accordingly.
1) Knowledge Indicators – The competent school counselor:
A) understands the standards referred to in subsection (a)(1)(A)
of this Section with regard to professional ethics.
B) understands legal standards, including Illinois' School Code [105
ILCS 5] and Mental Health and Developmental Disabilities Code [405 ILCS 5],
that apply to the counseling process.
C) understands the school counselor's responsibility for knowing
and complying with federal, State, and local legislation, regulations, and
policies.
D) understands that, in the event conflict arises among competing
expectations, the school counselor shall be guided by the ACA Code of Ethics (2014),
published by the American Counseling Association, 6101 Stevenson Avenue,
Alexandria VA 22304, and available at https://www.counseling.org/resources/aca-code-of-ethics.pdf
and the "Ethical Standards for School Counselors" (2016), published
by the American School Counselor Association, 1101 King Street, Suite 310,
Alexandria VA 22314, and available at https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf.
No later amendments to or editions of these standards are incorporated by this
Section.
2) Performance
Indicators – The competent school counselor:
A) demonstrates commitment to the values and ethics of the school
counseling profession.
B) adheres to ACA and ASCA professional standards and codes of
ethics as a guide to ethical decision-making.
C) maintains adequate safeguards for the privacy and
confidentiality of information.
D) informs students of their ethical rights and the limitations of
the counseling relationship and of confidentiality.
E) follows State and federal laws, including the School Code, the
Mental Health and Developmental Disabilities Code, the Illinois School Student
Records Act [105 ILCS 10] and the Family Educational Rights and Privacy Act
(FERPA; 20 U.S.C. 1232g).
v) Practicum
The competent
school counselor develops basic counseling skills, under qualified supervision,
with a school-based population.
1) Knowledge Indicator – The competent school counselor
understands counseling practice through interaction with individuals and
groups.
2) Performance Indicators – The competent school counselor:
A) demonstrates the ability to develop individual and group
counseling relationships with a school-aged population.
B) meets the standards regarding the helping relationship, individual
counseling, and group counseling set forth in subsections (f), (g), and (s).
w) Internship
The competent
school counselor completes an internship that provides the opportunity to
perform, with a school-based population, under qualified supervision, a variety
of counseling activities that a professional school counselor is expected to
perform.
1) Knowledge Indicators – The competent school counselor:
A) understands the requirements of a supervised, clinical,
field-based internship in a school setting focusing on the duties of a school
counselor.
B) understands the comprehensive developmental school counseling
model.
2) Performance Indicators – The competent school counselor:
A) participates in an internship, under qualified supervision,
that must involve direct services (individual and group counseling required,
family counseling recommended) to students, parents, teachers, and other
parties interested in the welfare of students.
B) demonstrates completely the variety of activities a regularly
employed school counselor would be expected to perform.
C) participates in a comprehensive developmental school counseling
approach that integrates the basic components of: counseling curriculum;
individual planning; responsive services; system support; consultation; and
program planning, assessment, and evaluation (see subsections (d) through (n)).
(Source: Amended at 46 Ill.
Reg. 8083, effective May 2, 2022)
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TITLE 23: EDUCATION AND CULTURAL RESOURCES
SUBTITLE A: EDUCATION
CHAPTER I: STATE BOARD OF EDUCATION
SUBCHAPTER b: PERSONNEL
PART 23
STANDARDS FOR SCHOOL SUPPORT
PERSONNEL ENDORSEMENTS
SECTION 23.120 STANDARDS FOR THE SCHOOL NURSE
Section 23.120 Standards for
the School Nurse
a) Content Knowledge
The school nurse with a
professional educator license endorsed in school support services for school
nurse (i.e., educator licensed school nurse) understands and practices within a
framework of professional nursing and education to provide a coordinated school
health program that encourages all students to achieve their optimal potential.
1) Knowledge Indicators – The competent school nurse:
A) understands that professional nursing is the foundation for
clinical decision-making through assessment, diagnosis, outcome identification,
planning, implementation, and evaluation, as it applies to all students in a
holistic and ethical manner.
B) understands the concepts of health promotion and disease
prevention when addressing the health care needs of all students and others in
the school community.
C) understands the intent of local, State, and federal rules and
regulations, their application to learners with disabilities, and their
potential impact on the school community.
D) understands the significance of practicing within the legal
boundaries of professional school nursing.
E) understands various technology-based productivity tools and
their application to school nursing practice.
F) understands the concepts of the Illinois Learning Standards
(see 23 Ill. Adm. Code 1, Appendix D) when providing coordinated school health
services that integrate principles of health and education.
G) understands the principles of public health as they apply to
the school population.
2) Performance Indicators – The competent school nurse:
A) acquires and continues to maintain current knowledge and
competency in school nursing practice in a holistic and ethical manner.
B) collects accurate data in a systematic, organized, and ongoing
manner.
C) analyzes and prioritizes data, utilizes scientific principles,
and applies professional judgment in determining an appropriate nursing
diagnosis.
D) identifies expected outcomes derived from nursing diagnoses and
develops an individualized plan of care that specifies interventions to attain
expected outcomes.
E) implements interventions identified in the plan of care and
evaluates progress toward attainment of outcomes in a systematic, continuous,
and criterion-based manner.
F) demonstrates skills in assessment and appropriate nursing
interventions and seeks available resources when addressing acute and chronic
health care needs of individuals in the school community.
G) acts as liaison between the home, school, and community to
enhance the health and wellness of all individuals.
H) acts as a resource integrating principles of health teaching,
health promotion, and disease prevention in the school community.
I) participates in the development and evaluation of health
curricula, health instructional materials, and other health education
activities.
J) implements public health mandates and participates in
environmental safety and health activities that promote self-care and safety.
K) participates as a member of the multidisciplinary team in the
identification, evaluation, and placement of students into special education
programs and incorporates components of the individual health care plan into the
Individualized Educational Program or Section 504 Plan when indicated.
L) recommends modifications of the school program for students who
require accommodations due to health needs.
M) practices within the legal boundaries inherent in the nursing
license and evaluates school nursing practice in relation to professional
practices, standards, regulations, and policies.
N) assigns and/or delegates tasks as defined in the Nurse Practice
Act [225 ILCS 65] and its implementing rules at 68 Ill. Adm. Code 1300.
O) maintains confidentiality within legal, regulatory, and ethical
parameters of health and education.
P) utilizes available technology, as appropriate to the work
setting, assuring that the information stored in the system is maintained in a
confidential manner.
Q) applies the components of the Illinois Learning Standards when
implementing a coordinated school health program.
b) Human Development and Learning
The educator
licensed school nurse understands human growth and development and provides a
continuum of care and learning experiences for the general and special education
populations that support the cognitive, social, emotional, and physical
well-being of all students.
1) Knowledge Indicators – The competent school nurse:
A) understands the characteristics of normal, delayed, and
disordered patterns of human development and their impact on learning.
B) understands the principles of brain development and the
interrelationship with physical, emotional, social, and intellectual growth
across the life span.
C) understands the effects of biological, psychosocial, economic,
environmental, and technological conditions that influence human growth and
development and their impact on learning.
D) understands the complex interactions of medications on the
educational, cognitive, physical, social, and emotional behaviors of all
students.
E) recognizes how environment, culture, linguistic background,
socioeconomic level, abuse/neglect, violence, and substance use affect growth
and development.
2) Performance Indicators – The competent school nurse:
A) applies knowledge of human growth and development and
developmental differences when providing health assessment, direct physical
care, health teaching, and guidance to all students.
B) provides formal and informal instruction based on the Illinois
Learning Standards.
C) recommends appropriate accommodations for individual students
with learning differences or needs, based on their level of development.
D) assists all students to develop appropriate skills based on age
and developmental level that will help them advocate for themselves and become
knowledgeable health care consumers.
E) demonstrates awareness of health issues and their impact in
different school-aged populations: preschool, primary, middle grade, and young
and older teens.
c) Diversity
The educator
licensed school nurse understands how students, families, and communities
differ in their perspectives and approaches to health care and learning and
creates opportunities that are adapted to diverse learners.
1) Knowledge Indicators – The competent school nurse:
A) understands how health practices and learning are influenced by
developmental/cognitive ability, individual strengths and needs, prior
learning, life experiences, gender, culture, family, community values, racial
and ethnic diversity, literacy, language, and socio-economic status.
B) understands and is sensitive to cultural, racial, gender, and
ethnic diversity.
C) understands ways in which similar behaviors may have different
meanings in different cultures and that some similar behaviors exist among
cultures.
D) understands the impact of gender bias and sex-role
stereotyping.
E) recognizes that a student's basic human needs must be met for
effective learning.
F) understands the areas of exceptionality in learning as defined
in the federal and State statutes.
2) Performance Indicators – The competent school nurse:
A) demonstrates sensitivity to differences in students from
diverse ethnic, social, cultural, family compositions, and religious
backgrounds.
B) delivers care in a nonjudgmental and nondiscriminatory manner
that is sensitive to and respectful of student and family diversity.
C) facilitates learning in which individual differences and
cultural diversity are respected.
D) designs assessments and intervention strategies appropriate to
students' gender, culture, stage of development, learning styles, strengths,
and needs.
E) makes referrals for additional services or resources to assist
students with diverse needs that have an impact on learning.
F) develops an individualized plan of care appropriate to
developmental/cognitive ability, individual strengths and needs, prior
learning, life experiences, gender, culture, family, community values, racial
and ethnic diversity, literacy, and language.
d) Assessment and Evaluation
The educator
licensed school nurse understands various formal and informal assessment and
evaluation components of the nursing process to support the continual
development, optimal health, and learning potential of all students.
1) Knowledge Indicators – The competent school nurse:
A) understands the significance of the critical relationship
between health and learning.
B) understands the role of assessment in evaluating how students
learn, what they know and are able to do, and experiences that support their
optimal growth and development.
C) understands the multidisciplinary components of a student case
study evaluation in determining special education eligibility and
implementation of health related services.
D) understands the application of assessment and evaluation
results in the development of individual student program modifications.
E) understands the role of assessment, planning, implementation,
and evaluation in a coordinated health program.
F) recognizes and supports the rights of
students/parents/guardians in regard to assessment and evaluation.
2) Performance Indicators – The competent school nurse:
A) collects, prioritizes, and documents health data from students,
families, staff, and service agencies in a systematic, organized, and ongoing
manner.
B) uses health assessment and evaluation results to support
appropriate provision of educational and school health services.
C) recommends modifications of the school program for students who
require accommodations due to health needs.
D) utilizes appropriate assessment and evaluation strategies to
enhance health promotion, disease prevention, and safety.
E) apprises the student/parent/guardian of their rights in regard
to assessment and evaluation.
e) Planning and Intervention
The educator
licensed school nurse uses the planning and intervention components of the
nursing process to develop and plan for a coordinated school health program
that meets the needs of students, families, staff, and community.
1) Knowledge Indicators – The competent school nurse:
A) understands the principles of planning and intervention when
implementing a coordinated school health program.
B) recognizes that a plan includes measurable goals and objectives
as applicable to individual student health and learning needs.
C) understands that plans and interventions are educationally
relevant, developmentally appropriate, and sensitive to the social, cultural
and linguistic background of the child, family and staff.
D) understands the development of plans and interventions that
comply with local, State, and federal laws and regulations.
E) understands the need for collaboration with students, family,
staff, and community in the development of a plan.
F) understands the application of current standards of school
nursing practice to planning and intervention.
G) understands how to access and utilize information relative to
student health and learning issues.
H) understands how to prioritize when developing a plan and
implementing interventions that provide for continuity of care and optimal
learning.
I) understands the legal implications of timely documentation
pertaining to planned interventions and evaluations.
J) understands how to develop and implement disease prevention,
health promotion, and screening programs.
K) understands the development and implementation of health
related curricula.
L) understands the importance of integrating technology in
appropriate aspects of health services.
2) Performance Indicators – The competent school nurse:
A) collaborates and establishes a plan and interventions that
correlate with the expectations of student goals based on health and learning
needs.
B) develops student-focused plans with measurable goals and
objectives.
C) develops educationally relevant and developmentally appropriate
plans and interventions that are sensitive to the social, cultural, and
linguistic background of the child, family, and staff.
D) collaborates in the development of plans and interventions that
comply with local, State, and federal law and regulations.
E) applies current standards of school nursing practice when
developing plans and interventions that integrate technology into school health
services.
F) utilizes multiple sources of information when prioritizing and
developing plans and interventions that provide for continuity of care and
optimal learning.
G) develops and implements disease prevention, health promotion,
and screening programs based on individual, school, and community needs.
H) documents
plans and interventions in a retrievable format.
I) collaborates in the development and implementation of
health-related curricula that address the issues and needs of students, family,
staff, and community.
f) Service Delivery
The educator
licensed school nurse understands and uses various intervention strategies in
the development of a coordinated school health program that assists students,
families, staff, and community to achieve optimal levels of wellness and
learning.
1) Knowledge Indicators – The competent school nurse:
A) understands the assessment process in the delivery of school
health services in a coordinated school health program.
B) understands classroom methods of instruction based on current
learning standards and theory appropriate to students' developmental levels and
diversity.
C) understands the principles of individual and group health
counseling and teaching.
D) understands the design, development, and evaluation of health
education curricula and other instructional materials.
E) understands the role and responsibility of a health resource
professional with respect to students, staff, families, and community.
F) understands
the application of holistic health principles.
G) understands
developmentally appropriate self-care.
H) understands the implications of independent professional
nursing judgment in the delivery of school health services.
I) understands the legal and ethical basis for policies and
guidelines that address management of medications, specialized care, and
confidentiality.
J) understands the importance of seeking and maintaining current
knowledge and understanding of mandated health examinations, immunizations, and
screening.
2) Performance Indicators – The competent school nurse:
A) evaluates the delivery of school health services in a
coordinated school health program.
B) provides classroom health instruction based on current learning
standards and theory, appropriate to students' developmental levels and
diversity.
C) provides individual and group health counseling and teaching
that incorporate individual strengths, offer maximum opportunity to make
informed health choices, and promote students' participation in health care
decisions and learning.
D) participates in the design and development of health education
curricula, instructional materials, and other health education activities.
E) promotes self-care through education of students, families, and
staff by providing health information and resource materials.
F) applies
holistic health principles.
G) applies current professional standards of nursing practice (see
"School Nursing, Scope and Standards of Practice, 2nd Edition"
(2011), published by the National Association of School Nurses, Inc., 1100
Wayne Avenue #925, Silver Spring, Maryland 20910 and available at www.nasn.org;
no later amendments to or editions of these standards are incorporated by this
Section) and uses independent nursing judgment when delivering school health
services.
H) contributes to the development and implementation of
health-related policies and procedures that comply with the Nurse Practice Act
and the School Code.
I) implements
health-related policies and procedures.
J) administers medications and performs specialized procedures in
compliance with State and district policy guidelines.
g) Learning Environment
The educator
licensed school nurse understands and uses principles of health promotion and
disease prevention to promote a safe and healthy learning environment.
1) Knowledge Indicators – The competent school nurse:
A) understands principles of health promotion and disease and
injury prevention.
B) understands how to conduct school health assessments to
identify current health issues and the need for programs.
C) understands how to develop and implement health programs that
support a safe and healthy learning environment.
D) understands how to collaborate with school community, board of
education, health authorities, and community health agencies to develop and
implement health policies and procedures based on current standards of practice
that support a safe and healthy learning environment.
E) understands how to evaluate interventions and appropriately
communicate findings.
F) understands the responsibilities of orienting, training,
documenting competency, supervising, and evaluating tasks delegated to health
assistants, aides, and unlicensed assistive personnel as appropriate to the
school setting.
G) understands
how to adapt technology for school health services.
H) understands how environmental health concepts affect school
health and safety.
I) understands
how individual actions affect the environment.
2) Performance Indicators – The competent school nurse:
A) incorporates principles of health promotion and disease
prevention.
B) conducts school health assessments to identify current health
issues and the need for programs.
C) develops and implements health programs based on current
professional standards of practice in nursing and health care, current trends,
sources of funding, school policies, and local, State, and federal
laws/regulations.
D) develops and implements health policies and procedures in
collaboration with the school community, board of education, and health
authorities, and community health agencies.
E) evaluates ongoing health and safety issues for outcomes of
quality care and appropriately communicates findings.
F) orients, trains, and supervises the performance of tasks
delegated to health assistants and unlicensed assistive personnel as
appropriate to the school setting.
G) incorporates and utilizes technology for school health services.
H) incorporates principles of environmental health into the
provision of school health services.
I) teaches the consequences of individual actions as they relate
to the environment.
h) Communication
The educator
licensed school nurse understands and uses effective communication and
technology to foster active inquiry, collaboration, and partnerships that
address the health, safety, and learning needs of all students.
1) Knowledge Indicators – The competent school nurse:
A) understands language development, communication techniques, and
the role of communication in learning.
B) understands
the value, ethics, and dynamics of communication.
C) understands written, verbal, nonverbal, and visual
communication processes.
D) understands technology-based productivity tools and their
application to school nursing practice.
E) understands
the impact of diversity on effective communication.
F) understands the professional and legal implications of
confidentiality and personal privacy, including the Illinois School Student
Records Act and Family Educational Rights and Privacy Act.
G) understands how the development of professional networking
enhances the health and learning of school-age populations.
2) Performance Indicators – The competent school nurse:
A) promotes
and models positive, effective communication.
B) uses various communication methods and tools to enrich learning
opportunities.
C) utilizes various strategies to communicate effectively in a
diverse school community.
D) utilizes
available technology to enhance communication.
E) promotes and models ethical practices for confidential and
private communication.
F) interprets and articulates health-related information and its
potential impact on students' learning within the school and the community.
G) promotes informational linkages within the health care
community.
i) Collaborative Relationships
The educator
licensed school nurse understands and develops collaborative relationships with
colleagues, families, and the community to support students' learning and
well-being.
1) Knowledge Indicators – The competent school nurse:
A) understands schools as organizations within the context of the
larger community.
B) understands the dynamics of interdisciplinary collaboration
that enhances health and learning.
C) understands how diversity influences collaboration with
families and the school community.
D) recognizes the need for cooperative action in order to
implement an effective, coordinated school health program.
E) understands how partnerships among schools and families,
businesses, community groups, government agencies, and higher education
maximize the use of resources and promote health and learning.
2) Performance Indicators – The competent school nurse:
A) initiates contact with and acts as a liaison among the home,
school, community health agencies, community organizations, and private medical
sector to enhance the health and wellness of the school community.
B) collaborates with the student, family, staff, and community in
the development of goals, time-lines, and decisions related to health care,
service delivery, and healthy lifestyles.
C) considers cultural factors when cooperating with families and
the school community to facilitate student health and learning.
D) participates in collaborative decision-making and
problem-solving with other professionals to promote students' success.
j) Professional Conduct and Ethics
The educator
licensed school nurse understands school nursing as a professional specialty
and maintains standards of professional conduct and ethics.
1) Knowledge Indicators – The competent school nurse:
A) understands that the school nurse is the only health
professional in the school setting who is prepared in both education and
nursing.
B) understands how federal/State/local laws and regulations govern
school health practice.
C) understands the school nurse's position within the school
organization.
D) understands current health and educational policies and
guidelines.
E) understands the professional code of conduct and ethical
practice guidelines embodied in the standards referred to in subsection
(f)(2)(G) of this Section and the Nurse Practice Act.
2) Performance Indicators – The competent school nurse:
A) maintains professional credentials and participates in regular
relevant continuing education.
B) practices within the regulatory parameters of health and
practices within the organizational structure of the school system.
C) practices within current health and educational policies and
guidelines.
D) practices within the code of professional conduct delineated in
the standards referred to in subsection (f)(2)(G) of this Section and follows
current health and education directives.
E) delivers care that promotes and preserves students' and
families' autonomy, dignity, cultural differences, and rights.
k) Reflection and Professional Growth
The educator
licensed school nurse is a reflective practitioner who actively seeks
opportunities to grow professionally.
1) Knowledge Indicators – The competent school nurse:
A) understands that lifelong learning is an integral part of
professional growth.
B) understands that the process of continuous improvement is
necessary to advance school health services.
C) understands current areas of research and resources that are
available for professional development.
D) understands and participates in self-assessment, critical
thinking, and problem-solving.
E) understands the importance of acquiring and maintaining the
skills to practice in the specialty area of school nursing.
F) understands that professional growth is evaluated in relation
to the standards referred to in subsection (f)(2)(G) of this Section, relevant
statutes, guidelines, policies, and research.
2) Performance Indicators – The competent school nurse:
A) participates in regular professional dialogue and continuous
learning to support personal development as a lifelong learner and health
educator.
B) uses observation, data collection, pedagogical knowledge, and
research as sources for active reflection, evaluation, and revision of
practice.
C) consults with and utilizes the expertise of others as resources
for problem-solving, for generating new ideas, and for seeking and giving
feedback.
D) assesses his or her own practice and needs and plans for
continuing professional development.
E) analyzes, evaluates, and reflects on the effectiveness of
interventions in relation to outcomes.
F) participates as a member of professional nursing and
educational organizations.
l) Leadership and Advocacy
The educator
licensed school nurse is a member of the educational team, a leader and
facilitator of change, and an advocate for students, the school, and the
community.
1) Knowledge Indicators – The competent school nurse:
A) understands the importance of the school nurse's leadership and
advocacy roles.
B) understands the changing parameters of the professional school
nurse's scope of practice.
C) recognizes the impact of social, economic, and political issues
and the legislative process on the nature and provision of health services to
students and the community.
D) understands effective models, programs, and services available
in the school/community environment.
E) understands the components of resource management relative to
school health services.
F) understands the process of referral and follow-up in the
provision of health and educational services.
G) understands the impact of cultural diversity and family
dynamics on students' learning.
H) understands
the need to support students' self-advocacy.
2) Performance Indicators – The competent school nurse:
A) empowers the school community to effectively use health and
wellness resources to make informed decisions.
B) serves as mentor and role model for students, families, and
peers.
C) increases public awareness of school nurses' role and positive
impact on student success.
D) develops and implements a plan for professional leadership.
E) promotes school nursing as a professional nursing specialty.
F) uses research and best practice guidelines to develop
appropriate problem-solving strategies.
G) participates in policy making on local, State, and federal
levels that have an impact on the school community.
H) identifies areas of health needs and utilizes appropriate
consultation, resources, and services.
I) participates in resource management of the school health
services.
J) advocates for the school health community.
K) makes appropriate and timely referrals, including provisions
for continuity of care and follow-up.
L) provides services that acknowledge cultural diversity and
family dynamics.
M) extends services to students that build on individual
strengths, provide opportunities for positive lifestyle choices, and encourage
planning and direction for their own health care.
(Source: Amended at 38 Ill.
Reg. 6230, effective February 27, 2014)
| TITLE 23: EDUCATION AND CULTURAL RESOURCES
SUBTITLE A: EDUCATION
CHAPTER I: STATE BOARD OF EDUCATION
SUBCHAPTER b: PERSONNEL
PART 23
STANDARDS FOR SCHOOL SUPPORT
PERSONNEL ENDORSEMENTS
SECTION 23.130 STANDARDS FOR THE SCHOOL PSYCHOLOGIST
Section 23.130 Standards for
the School Psychologist
a) Data-Based Decision-Making and Accountability
The competent
school psychologist has knowledge of varied models and methods of assessment
that yield information useful in identifying strengths and needs, in
understanding problems, and in measuring progress to collect data and other
information, translate assessment results into empirically-based decisions
about service delivery, and evaluate the outcomes of services. Data-based
decision-making permeates every aspect of professional practice.
1) Knowledge Indicators – The competent school psychologist:
A) understands effective, data-based decision-making and
problem-solving processes.
B) understands the purposes, characteristics, strengths, and
limitations of formal and informal models and methods of assessment (e.g.,
interviewing techniques, norm-referenced cognitive and achievement tests,
curriculum-based assessment, authentic assessment, portfolio assessment,
criterion-referenced assessment, functional assessment, behavioral assessment,
behavioral observation, social developmental history, and adaptive behavior
assessment) for the purposes of data collection.
C) understands child development, learning theory, and diversity
as well as their relationship to data-based decision-making.
D) understands psychometric theory, test development, and research
as applied to data-based decision-making.
E) understands nondiscriminatory evaluation procedures.
F) understands the process of linking assessment results with the
development of interventions.
G) understands the importance of linking system-wide assessment
data with districts' curricular decisions.
H) understands the importance of considering cultural, linguistic,
and other experiential factors when interpreting and using data.
I) understands the importance of collecting data across
environments.
J) understands how to modify intervention plans based on data.
K) understands the use of technology in data-based
decision-making.
L) understands the use of data in evaluating the integrity of
interventions.
M) understands the use of data in determining whether students have
disabilities.
N) understands parents'/guardians' and students' rights regarding
assessment and evaluation.
O) understands the principles and importance of professional
accountability for confidentiality and record keeping.
2) Performance Indicators – The competent school psychologist:
A) applies child development, learning theory, diversity, and the
relationship of curriculum to data-based decision-making.
B) collects assessment results and other data to identify student
learning needs, establish goals, align and modify curriculum and instruction,
and design intervention strategies.
C) uses data to evaluate outcomes of services and to facilitate
accountability.
D) uses environmental data (e.g., data from home, school,
community) to plan interventions.
E) applies psychometric theory to the evaluation of assessment
materials and techniques.
F) applies knowledge of research findings and methodology to the
evaluation of curricula and other instructional materials.
G) uses
nondiscriminatory evaluation procedures.
H) analyzes group performance to design interventions that meet
learners' needs.
I) uses technology to monitor programs and to assist in the
assessment of individual, group, and system-wide interventions.
J) uses technology to administer, score, and interpret
psychological assessment techniques in a professionally appropriate and ethical
manner.
K) prepares clearly written reports that address referral
questions appropriately, report data accurately, and provide guidance for
interventions.
L) articulates assessment findings in a manner that is
understandable for the intended audience.
M) uses data to identify factors that influence learning and
behavior at the classroom or building level.
N) assists school personnel and other agency administrators with
the interpretation of data to evaluate classroom- and/or building-level
programs.
O) follows legal, regulatory, and ethical parameters in data-based
decision-making and record keeping.
b) Consultation and Collaboration
The competent
school psychologist has knowledge of behavioral, mental health, collaborative,
and/or other consultation models and methods and of their applications to
particular situations. The competent school psychologist collaborates
effectively with others in planning and decision-making processes at the
individual, group, and system level.
1) Knowledge Indicators – The competent school psychologist:
A) understands behavioral, mental health, collaborative, and other
consultative approaches and their application to particular situations.
B) understands the dynamics of communication applicable to
collaboration and consultation in professional practice.
C) understands the importance of interpersonal skills in the consultative
process.
D) understands schools as organizations within the larger
community context.
E) understands skills necessary to facilitate communication with
students.
F) understands skills necessary to facilitate communication among
teams of school personnel, families, community professionals, and others.
G) understands the important features of collaboration with
individuals of diverse cultures, values, and experiences.
H) understands technological tools for accessing, managing, and
disseminating information to enhance the consultative process.
2) Performance Indicators – The competent school psychologist:
A) applies knowledge of consultation and collaboration skills.
B) uses knowledge and skills in consultation and collaboration to
promote change at the individual, classroom, building, district, and/or other
agency levels.
C) initiates collaboration to enhance student learning.
D) participates in collaborative decision-making and
problem-solving with other professionals to achieve student success.
E) demonstrates positive interpersonal skills and shows patience
in difficult situations through use of active listening, conflict resolution
and group facilitation skills.
F) uses effective collaboration skills with individuals of
diverse cultural, racial, and ethnic backgrounds.
G) communicates clearly with diverse audiences (e.g., parents,
teachers, school boards, policy makers, community leaders, colleagues).
H) promotes and models ethical practices of confidential
communication with others.
I) uses a variety of communication modes (e.g., written, verbal,
nonverbal, visual, technological) to communicate effectively with a diverse
constituency.
J) uses technological resources to access, manage, and
disseminate information to enhance the consultation process.
c) Learning and Instruction
The competent
school psychologist has knowledge of human learning processes, of techniques
for assessing these processes, and of direct and indirect services, including
instructional interventions and consultation, applicable to the development of
cognitive and academic skills. The competent school psychologist, in
collaboration with others, develops appropriate cognitive and academic goals
for students with different abilities, disabilities, strengths, and needs;
implements interventions to achieve those goals; and evaluates the
effectiveness of the implemented interventions.
1) Knowledge Indicators – The competent school psychologist:
A) understands theories of cognitive development, learning, and
teaching and their application to the development of instructional strategies.
B) understands how students' conceptual frameworks can influence
learning.
C) understands
how students acquire knowledge and skills.
D) understands that students' cognitive, physical, social,
emotional, and moral development influences learning.
E) understands individual differences in approaches to learning
and performance.
F) understands language development, communication styles, and
the role of communication in learning.
G) understands the process of second language acquisition and
strategies for supporting students' learning.
H) understands the unique instructional needs of students with
diverse abilities.
I) understands the impact of gender, race, culture, disability,
and environment on learning.
J) understands formal and informal assessment techniques for
evaluating students' learning.
K) understands intervention strategies that promote students'
critical thinking, problem-solving, and performance skills.
L) understands the importance of continuing education in the areas
of learning and instruction.
M) understands the importance of aligning instruction with the
Illinois Learning Standards and related objectives.
N) understands factors that influence motivation and engagement in
students' learning.
2) Performance Indicators – The competent school psychologist:
A) works effectively with school personnel to promote supportive
learning environments.
B) assists school personnel in developing cognitive and academic
goals for all students.
C) supports schools' efforts to use evaluation techniques that
measure cognitive and academic progress of all students.
D) uses formal and informal assessment techniques to evaluate the
performance and progress of students.
E) uses assessment results to identify students' learning needs,
develop instructional strategies, and contribute to recommendations regarding
students' eligibility for and placement in special education.
F) participates in the development and implementation of
instructional strategies and interventions to promote learning in students at
different stages of development and from diverse backgrounds.
G) develops intervention plans consistent with curriculum,
learners' diversity, and learning theory.
H) considers instructional methods and materials, students'
interests, and career needs when planning interventions.
I) uses intervention strategies and resources that encourage
students' development of critical thinking, problem-solving, and performance
skills.
J) monitors
and adjusts interventions in response to feedback.
K) identifies and uses community resources to enhance students'
learning and to provide opportunities for students to explore career
alternatives.
L) accesses current information and research regarding advances in
curriculum and instruction and shares this information and research with
others.
M) collaborates with school personnel to develop appropriate
academic goals and interventions for all students who do not meet the Illinois
Learning Standards or locally developed objectives.
d) Socialization and Development of Life Skills
The competent
school psychologist has knowledge of human developmental processes and
techniques for assessing these processes and of direct and indirect services,
including consultation, behavioral assessment/intervention, and counseling,
applicable to the development of academic, behavioral, affective, adaptive,
social, and career goals. The competent school psychologist, in collaboration
with others, develops appropriate behavioral, affective, adaptive, social, and
career goals for students of varying abilities, disabilities, strengths, and
needs; implements interventions to achieve those goals; and evaluates the
effectiveness of interventions. Interventions include, but are not limited to,
consultation, behavioral assessment/ intervention, and counseling.
1) Knowledge Indicators – The competent school psychologist:
A) understands the developmental processes involved in the
behavioral, social, affective, and adaptive domains.
B) understands career goals and planning as part of the
developmental process.
C) understands the principles of behavioral change within the
behavioral, social, affective and adaptive domains.
D) understands direct/indirect intervention strategies appropriate
for students from diverse backgrounds and experiences.
E) understands consultation, behavior management, and counseling
strategies as they apply to the enhancement of students' behavior.
F) understands
multiple approaches to classroom management.
G) understands how to use assessment information to address
students' behavioral, affective, adaptive, social, academic, and career needs.
H) understands that medications may affect the academic,
cognitive, physical, social, and emotional behavior of students.
I) understands how language, communication, and behavior affect
socialization.
J) understands the characteristics and effects of culture and
environment on students and families.
2) Performance Indicators – The competent school psychologist:
A) applies the principles of behavior change through the provision
of consultation, behavioral assessment and intervention, and counseling services
to enhance student behavior.
B) develops methods to assist teachers and families in teaching
pro-social behavior to students.
C) applies the principles of generalization and transfer of
training to the development of interventions.
D) assists parents and other caregivers with the development and
implementation of behavior change programs in the home in order to facilitate
the learning and development of their children.
E) identifies
factors that lead to successful interventions.
F) facilitates the implementation of strategies to improve
instructional environments, and maximizes students' academic learning time.
G) develops
classroom management interventions.
H) develops intervention programs to facilitate successful
transitions of students from one environment to another (e.g., program to
program, early childhood to school, school to work).
I) links assessment information to the development of strategies
that address individual students' goals.
e) Diversity
The competent
school psychologist understands individual differences, abilities, and
disabilities and the potential influence of biological, social, cultural,
ethnic, experiential, socioeconomic, gender-related and linguistic factors in
development, learning, and communication skills. The competent school
psychologist demonstrates sensitivity and other skills needed to work with
individuals of diverse characteristics and to implement strategies selected and/or
adapted based on individual characteristics, strengths, and needs.
1) Knowledge Indicators – The competent school psychologist:
A) understands his/her own cultural perspectives and biases and
the impact of these biases on interactions with others.
B) understands cultural, racial, ethnic, gender, and linguistic
diversity.
C) understands the impact of familial, socio-cultural, and
political contexts on interpersonal relationships.
D) understands diverse family systems and how they affect students'
development, learning and communication skills.
E) understands how individual experiences, talents, disabilities,
gender, prior learning, language, culture, family, religion, and community
values influence students' learning.
F) understands that similar behaviors may have different meanings
in different cultures.
G) understands cultural differences in approaches to learning and
performance.
H) understands the process of second language acquisition and its
impact on student learning.
I) understands the impact of bias and stereotyping in the
educational environment.
J) understands the implications of State and federal legislation;
rules and regulations; and case law on educational programming for all
students.
K) understands the importance of professional practices that are
consistent with ethical standards when dealing with students from diverse
cultures and backgrounds.
L) understands the characteristics and educational needs of
students with disabilities.
M) understands the characteristics and educational needs of gifted,
creative, and talented students.
2) Performance Indicators – The competent school psychologist:
A) recognizes the subtle racial, class, gender, cultural, and
other biases and the ways in which these biases influence decision-making,
instruction, behavior, and long-term outcomes for students.
B) demonstrates sensitivity and other skills needed to work with
families, students, and staff with diverse characteristics.
C) demonstrates
respect for cultural diversity.
D) promotes practices that help students and families of all
backgrounds feel welcome and appreciated in the school and community.
E) assists with acknowledging, supporting, and integrating the
activities and talents of all students into instructional programs and other
settings.
F) facilitates learning communities in which individual
differences are respected.
G) practices
gender equity and avoids sex-role stereotyping.
H) develops strategies for promoting an understanding of the role
of cultural barriers in educational outcomes.
I) uses strategies to mediate cross-cultural conflicts and to
teach interpersonal skills.
J) integrates students' cultural, racial, and ethnic diversity to
enrich educational experiences.
K) recognizes that experiential and linguistic differences can
result in learning difficulties and apparent disabilities for students.
L) incorporates information about students, families, cultures,
and communities in assessments, interventions, and evaluations of progress.
M) designs assessments and intervention strategies appropriate to
each student's gender, culture, stage of development, learning style,
exceptionality, strengths and needs.
N) considers students' abilities in their primary and secondary
languages and the effects of second language learning when designing
assessments and planning interventions.
O) develops academic and social/behavioral interventions that
reflect knowledge and understanding of students' and families' culture,
background, and individual learning characteristics.
P) identifies when and how to access and/or make referrals for
additional services or resources to assist students with diverse learning
needs.
Q) participates in professional continuing education to minimize
biases and to enhance training and expertise.
f) School and Systems Organization, Policy Development, and
Climate
The competent
school psychologist has knowledge of general education, special education, and
other educational and related services. The competent school psychologist
understands schools and other settings as systems. The competent school
psychologist works with individuals and groups to facilitate policies and
practices that create and maintain safe, caring, supportive, and effective
learning environments for children and others.
1) Knowledge Indicators – The competent school psychologist:
A) understands
the organization and operation of school systems.
B) understands effective principles of systems theory (e.g.,
organization development).
C) understands the importance of and the need for involvement in
policy development.
D) understands the importance of policies and policy development
processes in school systems and agencies.
E) understands the impact of school and public policy on schools,
communities, and ecosystems.
F) understands the factors that contribute to safe, caring, and
supportive learning environments.
2) Performance Indicators – The competent school psychologist:
A) contributes to the development of practices that provide
beneficial programs and services for students and their families.
B) promotes learning, prevention, and intervention by helping to
create climates that foster mutual respect and caring for all students and
their families/guardians.
C) participates in decision-making that promotes effective
services for students and their families/guardians.
g) Prevention, Crisis Intervention, and Mental Health
The competent
school psychologist has knowledge of human development and psychopathology and
of associated biological, cultural, and social influences on human behavior.
The competent school psychologist provides or contributes to prevention and
intervention programs that promote the mental health and physical well-being of
students.
1) Knowledge Indicators – The competent school psychologist:
A) understands the influence of child and adolescent development
on behavior.
B) understands
the influence of child psychopathology on behavior.
C) understands
biological influences on behavior.
D) understands human diversity and cultural and social influences
on behavior.
E) understands
the influences of societal stressors on behavior.
F) understands crises in schools and communities and how they
affect students' behavior.
G) understands
effective prevention strategies.
H) understands
crisis intervention strategies.
I) understands health issues influencing children and adolescents
(e.g., diet, eating disorders, teenage pregnancy, AIDS prevention, and stress
management).
J) understands resources for addressing a wide variety of
behavioral, learning, and mental and physical health problems.
K) understands how to access and make appropriate referrals for
services provided by the district, community, and State resources.
L) understands the role of diversity in the development and
implementation of prevention, crisis intervention, and mental health programs.
M) understands how individuals and groups influence one another and
how they function in society.
N) understands how to help students to work cooperatively and
productively.
O) understands factors that influence motivation and engagement
and how to help students become self-motivated.
P) understands that medications can affect the educational,
cognitive, physical, social, and emotional behavior of individuals.
Q) understands the appropriate use of confidentiality in
prevention, crisis intervention, and mental health services.
2) Performance Indicators – The competent school psychologist:
A) identifies and recognizes behaviors that are precursors to
academic, behavioral, and personal difficulties (e.g., conduct disorders,
internalizing disorders, drug and alcohol abuse).
B) reviews
crisis intervention plans used in the schools.
C) promotes
mental health in the schools and other agencies.
D) addresses, through prevention programs, diverse health issues
(e.g., diet, eating disorders, teenage pregnancy, AIDS prevention, and stress
management).
E) collaborates with other health care professionals to promote
behaviors that lead to good health.
F) uses resources to address a wide variety of cognitive,
social-emotional, and physical problems.
G) empowers students, their families/guardians, educators, and
others to gain access to and effectively use school and community resources.
H) analyzes educational environments to develop strategies that
encourage motivation and engagement in productive work through mutual respect
and cooperation.
I) works effectively within the school and community to
create/enhance supportive learning environments.
J) analyzes individual and group performance in order to design
interventions that are consistent with the learner's cognitive, social,
emotional, and physical developmental levels and with relevant ethical
principles/practices.
h) Home/School/Community Collaborations
The competent
school psychologist has knowledge of diverse family systems (e.g., single parent,
foster parents, bi-racial parents, sexual orientation of parents) and
understands influences on students' development, learning, and behavior.
Further, the competent school psychologist has knowledge of methods for
involving families in education and service delivery. The competent school
psychologist works effectively with families, educators, and others in the
community to promote and provide comprehensive services to children and
families.
1) Knowledge Indicators – The competent school psychologist:
A) understands
how diverse family systems affect students.
B) understands
the importance of family involvement in education.
C) understands methods of promoting collaboration and partnerships
between families/guardians and educators that improve outcomes for students.
D) understands the implications of cultural diversity on family,
home, school, and community collaborations.
E) has knowledge of school and community resources and agencies
available to students and families/guardians.
2) Performance Indicators – The competent school psychologist:
A) designs, implements, monitors, and evaluates programs that
promote school, family, and/or community partnerships and enhance academic and
behavioral outcomes for students.
B) facilitates collaboration between schools and parents/guardians
by designing educational interventions.
C) identifies resources and facilitates communication between
schools, families/guardians, and community agencies.
i) Research and Program Evaluation
The competent
school psychologist has knowledge of research, statistics, and evaluation
methods; evaluates research; translates research into practice; and understands
research design and statistics in sufficient depth to plan and conduct
investigations and program evaluations leading to the improvement of services.
1) Knowledge Indicators – The competent school psychologist:
A) understands
research design.
B) understands research and statistics in order to evaluate
published research.
C) understands statistical procedures and data analysis methods to
answer research questions.
D) understands measurement principles and psychometric standards
and methods when selecting and using assessment techniques and published tests
in program or systems-level evaluation.
E) understands findings from intervention research when designing
educational, mental health, or treatment programs for children.
F) understands technological methods and applications for
research and evaluation (e.g., statistical and behavior monitoring software
programs).
2) Performance Indicators – The competent school psychologist:
A) applies research design and data analysis techniques when
conducting and evaluating research.
B) evaluates psychometric properties when selecting assessment
methods.
C) applies knowledge of professional literature and research
findings to all aspects of professional practice, including service delivery
improvements.
D) applies knowledge of intervention research in designing
psycho-educational and mental health programs for children.
E) provides information about relevant research findings to school
personnel, parents, and the public.
j) School Psychology Practice and Development
The competent
school psychologist has knowledge of the history and foundations of the
profession; of various service models and methods; of public policy development
applicable to services to children and families; and of ethical, professional,
and legal standards. The competent school psychologist practices in ways that
are consistent with applicable standards, is involved in the profession, and
has the knowledge and skills needed to acquire career-long professional
development.
1) Knowledge Indicators – The competent school psychologist:
A) understands professional, ethical, and legal standards in order
to enhance the quality of services and to protect the rights of all parties.
B) understands the standards, models, methods, and practices of
the profession.
C) understands
the history and foundations of school psychology.
D) understands relevant aspects of related areas in psychology and
education (e.g., developmental psychology, cross-cultural psychology, mental
health/health, bilingual education, and special education).
E) understands how the practice of school psychology affects
students and families from diverse backgrounds.
F) understands the importance of collaborating with other
professionals in the school community.
G) understands the importance of continued professional
development.
H) understands the obligations, procedures, and applications of
being a mandated reporter of suspected child abuse and neglect.
I) understands the importance of active involvement and
participation in professional organizations (e.g., Illinois School
Psychologists Association, National Association of School Psychologists,
Council for Exceptional Children).
J) understands
the full range of school psychological services.
2) Performance Indicators – The competent school psychologist:
A) practices in full accordance with the "Principles for
Professional Ethics" expressed in the "Model for Comprehensive and
Integrated School Psychological Services" (2010), published by the National
Association of School Psychologists, 4340 East West Highway, Suite 402,
Bethesda MD 20814 and posted at http://www.nasponline.org/standards/2010standards/
2_PracticeModel.pdf.
No later amendments to or editions of these standards are incorporated by this
Section.
B) provides school psychological services consistent with the
legal, ethical, and professional guidelines referred to in subsection (j)(2)(A)
of this Section.
C) maintains accepted standards in assessment, consultation,
intervention, and general professional practice.
D) complies
with legal requirements for professional practice.
E) participates
in personal continuing professional development.
F) shares professional resources with teachers, parents, and
others to enhance services to students.
G) maintains useful and accurate records and communicates
information responsibly to families/guardians, students, colleagues, and
community members as appropriate.
k) Technology Standards
The competent
school psychologist has knowledge of relevant informational sources and
technology; and accesses, evaluates, and uses informational sources and
technology in ways that safeguard or enhance the quality of services.
1) Knowledge Indicators – The competent school psychologist:
A) understands how to review, evaluate, and use technology for
educational purposes.
B) has knowledge about assistive technology and other
technological resources for children.
C) understands methods and standards for using informational
technology.
D) understands
methods of access to informational sources.
E) understands the ethical issues and social implications of using
technology.
F) understands the strengths and limitations of professional
computer software (e.g., test scoring, interpretive and psychological report
writing programs, behavior analysis programs).
2) Performance Indicators – The competent school psychologist:
A) practices ethical, legal, and socially responsible behavior
when using technology and computer software.
B) adheres to copyright laws and guidelines in the access and use
of information from various technologies.
C) uses technology (e.g., CD/DVD ROM, the World Wide Web, e-mail,
interactive video, distance learning) to acquire information, current research
findings, and continuing professional development.
D) uses current technology resources when designing, implementing,
and evaluating instructional programs or interventions for children.
E) uses technology-based productivity tools (e.g., word
processing, data base, spread sheets, test scoring programs) to function more
effectively and efficiently.
F) uses multimedia resources to support and deliver oral
presentations.
G) demonstrates awareness of resources for adaptive/assistive
devices for students with special needs.
H) uses technology in communicating, collaborating, and conducting
research.
I) maintains useful and accurate records and communicates
information responsibly to families/guardians, students, colleagues, and
community as appropriate.
(Source: Amended at 38 Ill.
Reg. 6230, effective February 27, 2014)
| TITLE 23: EDUCATION AND CULTURAL RESOURCES
SUBTITLE A: EDUCATION
CHAPTER I: STATE BOARD OF EDUCATION
SUBCHAPTER b: PERSONNEL
PART 23
STANDARDS FOR SCHOOL SUPPORT
PERSONNEL ENDORSEMENTS
SECTION 23.140 STANDARDS FOR THE SCHOOL SOCIAL WORKER
Section 23.140 Standards for
the School Social Worker
a) Content
The competent
school social worker understands the theories and skills needed to provide
individual, group, and family counseling; crisis intervention; case management;
advocacy; consultation; in-service and parent education; prevention programs;
conflict resolution services; and community organization and development. The
school social worker utilizes these theories and skills to enhance the
environment of the local educational agency (LEA).
1) Knowledge Indicators – The competent school social worker:
A) has attained a master's degree in social work with a
specialization in school social work from a program accredited by the Council
on Social Work Education (CSWE).
B) understands methods of practice, including counseling, crisis
intervention, case work, and individual, group, and family therapies.
C) understands and develops skills in advocacy, case management,
consultation, classroom groups, and community organization.
D) understands theories of normal and exceptional development in
early childhood, middle childhood, adolescence, and early adulthood and their
application to all students.
E) understands the effects of mental illness on students' ability
to participate in learning.
F) understands
the person-in-environment context of social work.
G) understands the effects of biological, family, social, health,
and cultural factors on human development and social functioning.
H) understands characteristics and implications for education of
children with academic and/or behavioral challenges.
I) understands systems theories as they relate to classrooms,
schools, families, and community.
J) understands methods of advocacy on behalf of individuals,
families, and school systems.
K) understands the application of social learning theories to
identify and develop broad-based prevention and intervention programs.
2) Performance Indicators – The competent school social worker:
A) uses
empathy in interpersonal relationships.
B) uses diverse interview techniques and written communication
with all persons within the student's system.
C) gathers and interprets appropriate information to document and
assess environmental, emotional, cultural, socioeconomic, educational,
biological, medical, psychosocial, and legal factors that affect children's
learning.
D) makes accurate mental health diagnoses based on the Diagnostic
and Statistical Manual of Mental Disorders, Fifth Edition (2013), published by
the American Psychiatric Association, 800 Maine Avenue, S.W., Suite 500,
Washington, DC 20024. No later amendments to or editions of these standards
are incorporated by this Section.
E) selects and applies the most appropriate methods of
intervention to enhance students' educational experience.
F) demonstrates effective leadership of and participation in
interdisciplinary teams.
b) Service Delivery
The competent
school social worker utilizes a variety of intervention strategies that support
and enhance students' educational and emotional development.
1) Knowledge Indicators – The competent school social worker:
A) understands methods of individual, group, family, and crisis
counseling.
B) understands
methods of social work service delivery.
C) understands and develops skills in advocacy, case management,
community organization, consultation and in-service training.
D) understands the application of social learning theories to
identify and develop broad-based prevention and interventions.
E) understands the interdisciplinary approach to service delivery
within the educational environment.
F) understands how to integrate content knowledge for service
delivery.
G) understands the role of mandated reporters of suspected child
abuse and neglect and the function of the State's child welfare agency.
2) Performance Indicators – The competent school social worker:
A) develops and implements prevention and intervention plans that
enable children to benefit from their educational experiences.
B) provides individual, group, and/or family counseling and other
services to enhance success in the educational process.
C) provides crisis intervention counseling and other services to
the school community.
D) provides consultation to teachers, administrators, parents, and
community agencies.
E) develops and provides training and educational programs in the
school and community.
F) conducts diagnostic assessments and participates in
eligibility conferences for special education and other programmatic options,
students' educational planning conferences, and conferences with parents.
G) initiates referrals and linkages to community agencies and
maintains follow-up services on behalf of identified students.
H) mobilizes the resources of the school and community to meet the
needs of children and their families.
I) initiates reports of suspected child abuse and neglect to the
State's child welfare agency.
c) Planning
The competent
school social worker designs services based upon knowledge of the educational
setting, as well as information about the students, families, and community.
1) Knowledge Indicators – The competent school social worker:
A) understands learning theory and human development as it applies
to the content and curriculum of educational planning and intervention.
B) understands the process of needs assessment, referral, and
resource development.
C) understands how to develop long- and short-term intervention
plans consistent with curriculum and students' diversity and strengths, life
experiences, and social/emotional factors.
D) understands environmental factors when planning interventions
to create an effective bridge between students' experiences and goals.
E) understands how to integrate and use technology for
assessments, interventions, and information management.
2) Performance Indicators – The competent school social worker:
A) assists in establishing expectations for student learning
consistent with students' strengths and educational systems' goals.
B) conducts
needs assessments to plan for service delivery.
C) assists students in creating long- and short-term plans to meet
expectations for learning.
D) creates and adapts learning opportunities and materials to
provide effective interventions.
E) plans interventions that integrate students' life experiences
and future career goals.
F) maintains relevant data to assist in planning, management and
evaluation of school social work.
G) collects, analyzes and interprets data to evaluate and modify
interventions when necessary.
H) supports approaches to learning that address individual student
needs.
I) integrates and uses technology for assessments, interventions,
and information management.
d) Assessment and Evaluation
The competent
school social worker understands various formal and informal assessment and evaluation
strategies and uses them to support the development of all students.
1) Knowledge Indicators – The competent school social worker:
A) understands strength-based assessments and practices that
support growth and development.
B) understands various types of research, measurement theory, and
concepts of validity, reliability, bias, scoring, and interpretation of
results.
C) understands multiple assessment techniques, such as
observation, structured/clinical interviews, and standardized assessments, and
their purposes, characteristics, and limitations.
D) understands how to conduct formal and informal assessment of
adaptive behavior, self-esteem, social skills, attitudes, behavior, interests,
and emotional/mental health.
E) understands the use of assessment as a means to evaluate the
student's emotional/mental health and social functioning, including:
i) the child's physical, cognitive, and emotional development;
ii) family history and factors that influence the child's overall
functioning;
iii) the child's behavior and attitude in different settings;
iv) patterns of interpersonal relationships in all spheres of the
child's environment;
v) patterns of achievement and adjustment at critical points in
the child's growth and development;
vi) adaptive behavior and cultural factors that may influence
learning.
F) understands the social-developmental study with its focus on
the student's functioning within the educational environment.
G) is
familiar with the components of the case study evaluation.
H) understands the relationship between assessment, eligibility,
and placement decisions, including the development of Individualized Education
Programs.
I) understands parent/guardian and student rights regarding
assessment and evaluation.
J) is familiar with the diagnostic tools used by other
professionals in the school.
K) understands the use of assessment and evaluation results to
develop student interventions.
2) Performance Indicators – The competent school social worker:
A) appropriately uses a variety of non-discriminatory formal and
informal tools and techniques, including observation, interview and
standardized instruments, to evaluate the understanding, progress, and
performance of students in the school environment.
B) uses assessment results to identify student learning needs and
to assist in aligning and modifying instruction and designing intervention
strategies.
C) uses assessment and evaluation results to make appropriate
interventions, including recommendations for eligibility and placement.
D) involves students in self-assessment activities to help them
become aware of their strengths and needs and to establish goals.
E) presents assessment results in an easily understandable
manner.
F) documents
assessment and evaluation results.
G) collaborates with parents/guardians and other professionals
regarding the assessment process.
H) informs parents/guardians of their rights and the rights of
students regarding assessment.
I) uses a variety of non-discriminatory formal and informal tools
and techniques to help determine the efficacy of intervention and programs.
e) Consultation and Collaborative Relationships
The competent
school social worker develops consultative and collaborative relationships with
colleagues, parents, and the community to support students' learning and well
being.
1) Knowledge Indicators – The competent school social worker:
A) understands the principles, practices, and processes of
individual and organizational consultation.
B) understands the collaborative process with parents, school
personnel, community-based organizations, and agencies to enhance the student's
educational functioning.
C) understands the school's role within the context of the larger
community.
D) understands the variations in beliefs, traditions, and values
across cultures and their effect on interactions among group members.
E) understands the importance of audience and purpose when
selecting ways to communicate ideas.
F) understands how formal and informal political implications
affect communication.
G) understands language development, communication techniques, and
the role of communication in the learning environment.
H) understands the role of school personnel as mandated reporters
of child abuse and neglect.
2) Performance Indicators – The competent school social worker:
A) initiates,
develops, and implements consultative relationships.
B) models and promotes ethical practices for confidential
communication.
C) collaborates with colleagues, parents/guardians, and community
personnel about students' needs.
D) encourages relationships among colleagues to promote a positive
learning environment.
E) participates in collaborative decision-making and
problem-solving to promote students' success.
F) facilitates a collaborative relationship between general and
special education systems to promote a unified system of education.
G) models and promotes effective communication among group members
or between groups.
H) uses a variety of effective communication modes with diverse
target groups.
I) assists mandated reporters of child abuse and neglect in
relaying and documenting information to the State's child welfare agency.
f) Advocacy and Facilitation
The competent
school social worker advocates and facilitates change that effectively responds
to the needs of students, families, and school systems.
1) Knowledge Indicators – The competent school social worker:
A) understands the role of advocacy and facilitation at all levels
of the systems that affect students and their families.
B) is familiar with available resources for students and families
within the school and community.
C) understands when and how to make referrals for programs and
services at the district, community, and State levels.
D) understands the need to improve access to services and
resources.
2) Performance Indicators – The competent school social worker:
A) works to empower children, their families, educators, and
others to gain access to and effectively use school and community resources.
B) identifies areas of need and accesses or creates resources and
services.
C) makes
referrals to community and school resources.
D) advocates for students with other members of the educational
community to enhance students' functioning in the learning environment.
E) supports
students' transitions across environments.
F) uses research and technologies to help students, families,
school, and community to access resources.
g) Learning Community
The competent
school social worker encourages effective social interaction, active engagement
in learning, and self-motivation to create a positive learning community.
1) Knowledge Indicators – The competent school social worker:
A) understands principles of and strategies for effective behavior
and social management within the school environment.
B) understands
small- and large-group dynamics.
C) understands how people's attitudes within the educational
environment influence behavior of individuals.
D) understands how to help students work cooperatively and
productively.
E) understands the importance of parents' participation in
fostering students' positive development.
F) understands
mediation and conflict-resolution strategies.
G) understands
effective interventions within a group or classroom.
H) understands principles of and strategies for organizational
functioning.
I) understands how to work with administrators and other school
personnel to make changes within the school environment.
J) understands how service learning and volunteerism promote the
development of personal and social responsibility.
2) Performance Indicators – The competent school social worker:
A) encourages the development of a learning community where
students assume responsibility, participate in decision-making, and work
independently as well as collaboratively in learning activities.
B) analyzes educational environments and works effectively to
create/enhance a supportive learning climate.
C) develops strategies to encourage motivation and engagement
through mutual respect and cooperation.
D) develops conflict resolution programs within the school
environment.
E) develops needs assessments and works as a change agent to
create identified services.
F) collaborates with community agencies in school-linked service
learning projects or other programs.
G) promotes
the effective utilization of school social work services.
H) promotes understanding of factors that affect the educational
environment and facilitates systems improvement.
I) designs, implements, and evaluates programs that enhance a
student's social participation in school, family, and community.
J) promotes active parental participation within the educational
environment.
K) collaborates with community agencies to increase access to
services and resources.
h) Diversity
The competent
school social worker understands the broad range of backgrounds and experiences
that shape students' approaches to learning and helps create opportunities
adapted to diverse populations of learners.
1) Knowledge Indicators – The competent school social worker:
A) understands how students' learning is influenced by culture,
family, community values, individual experiences, talents, gender, sexual
orientation, language, and prior learning.
B) understands and identifies differences in approaches to
learning and performance, including different learning styles, performance
modes, and variations of perception.
C) understands and respects the impact of cultural, racial,
ethnic, socioeconomic, and gender diversity and sexual orientation in the
educational environment.
D) understands the issues of second language acquisition, the
immigrant experience, and the need to develop strategies to support students
and families.
E) understands ways in which similar behaviors may have different
meanings to people in different cultures.
F) understands
various disabilities.
2) Performance Indicators – The competent school social worker:
A) facilitates a learning community in which individual
differences are respected.
B) practices
gender equity and avoids sex-role stereotyping.
C) provides
services that promote multi-cultural sensitivity.
D) develops strategies to decrease negative effects of cultural
barriers on education.
E) utilizes students' diversity to enrich the educational
experiences of all students.
F) interprets information about students' families, cultures, and
communities in assessments, interventions, and evaluations of student progress.
G) utilizes appropriate assessment tools and intervention
strategies that reflect diverse student needs.
H) designs intervention strategies appropriate to student's
culture, gender, sexual orientation, developmental stage, learning styles,
strengths and needs.
I) makes referrals for additional services or resources to assist
students with diverse learning needs.
i) Professional Conduct and Ethics
The competent
school social worker understands education and social work as professions,
maintains standards of professional conduct and ethics, and provides leadership
to improve students' learning and well-being.
1) Knowledge Indicators – The competent school social worker:
A) understands the professional code of conduct and ethical
practice guidelines stated in "NASW Standards for School Social Work
Services" (2012), published by the National Association of Social Workers,
750 First Street NE, Suite 800, Washington, D.C. 20002-4241, and posted at https://www.socialworkers.org/Practice/Practice-Standards-Guidelines.
No later amendments to or editions of these standards are incorporated by this
Section.
B) understands federal and State laws and regulations as they
pertain to ethical practice.
C) understands the legal and ethical principles of confidentiality
as they relate to the practice of school social work.
D) understands
the organization and operation of school systems.
E) understands
school policies and procedures.
F) understands legal issues in education, with special emphasis
on persons with disabilities; child welfare; mental health; confidentiality;
children's and adolescents' rights; and current trends.
G) understands the importance of active participation and
leadership in professional education and social work organizations.
2) Performance Indicators – The competent school social worker:
A) follows the professional code of conduct and ethical practice
guidelines referred to in subsection (i)(1)(A).
B) maintains current knowledge of and abides by federal and State
laws and regulations, with emphasis on persons with disabilities, child
welfare, mental health, confidentiality, and children's and adolescents'
rights.
C) participates in district activities such as policy design,
curriculum implementation, staff development, and organizations involving
parents/guardians and students.
D) abides by current legal directives, school policies, and
procedures.
E) promotes the rights of students.
F) models and promotes ethical practices for confidential
communication.
j) Professional Development
The competent
school social worker actively seeks opportunities to grow professionally.
1) Knowledge Indicators – The competent school social worker:
A) understands the importance of taking responsibility for
self-evaluation as a competent and ethical practitioner.
B) understands the impact of personal strengths and needs on
service delivery.
C) understands methods of inquiry and frameworks for self-assessment
and self-improvement.
D) understands how to use supervision, consultation,
collaboration, and continuing education to identify areas for ongoing
professional development.
E) understands how to interpret and utilize research to evaluate
and guide professional interventions.
F) understands the use of empirically based practice resources
available for intervention and program development.
2) Performance Indicators – The competent school social worker:
A) uses continuing education, research, professional literature,
observations and experiences to enhance professional growth and to guide
evaluation of professional practice.
B) maintains an awareness of personal attitudes, perspectives,
strengths, and needs as they relate to professional practice.
C) uses self-assessment and performance evaluations to identify
areas for professional growth.
D) actively seeks consultation to improve professional practice.
E) recognizes the limits and boundaries of the professional role.
F) demonstrates a capacity and willingness to assume the roles of
learner and facilitator/educator in maintaining a broad knowledge base for
professional development.
G) participates in professional activities and organizations that
promote and enhance school social work practice.
H) assumes responsibilities for enhancing practice through various
professional development activities.
(Source: Amended at 46 Ill.
Reg. 8083, effective May 2, 2022)
| TITLE 23: EDUCATION AND CULTURAL RESOURCES
SUBTITLE A: EDUCATION
CHAPTER I: STATE BOARD OF EDUCATION
SUBCHAPTER b: PERSONNEL
PART 23
STANDARDS FOR SCHOOL SUPPORT
PERSONNEL ENDORSEMENTS
SECTION 23.150 STANDARDS FOR SCHOOL MARRIAGE AND FAMILY THERAPISTS
Section
23.150 Standards for School Marriage and Family Therapists
a) Child and Adolescent
Development
The
competent school marriage and family therapist understands the individual
diversity of human growth, development and learning and provides experiences
that promote the physical, intellectual, social and emotional development of
the student.
1) Knowledge Indicators –
The competent school marriage and family therapist understands:
A) theories of individual
and family development and transitions across life;
B) that students' physical,
social, emotional, cognitive, ethical and moral development influences
learning;
C) theories of learning,
personality development, attachment, child and adolescent development, and the
range of individual variation;
D) how students construct
knowledge, acquire skills and develop habits of mind;
E) that differences in approaches
to learning and performance interact with development;
F) how systemic approaches
and appropriate interventions apply to the developmental stages of children and
adolescents;
G) human behaviors,
including developmental crises, disability, addictive behavior and
psychopathology, and situational and environmental factors as they affect
children and adolescents in the peer, family and school settings;
H) the characteristics and
effects of the cultural and environmental milieu of the child and the family,
including cultural and linguistic diversity, socioeconomic level, abuse/neglect
and substance abuse;
I) the role of medications
as they affect students' behavior; and
J) the characteristics of
normal, delayed, and disordered patterns of communication and interaction in
peer, family and school settings and their impact on learning.
2) Performance Indicators –
The competent school marriage and family therapist:
A) uses theories of
learning, personality and human development to plan activities and experiences
that respond to students' individual, group, family and school needs at the
appropriate level of development;
B) analyzes individual and
group performance in order to design interventions that meet learners' current
needs in the cognitive, social, emotional, ethical and moral, and physical
domains at the appropriate grade level;
C) plans interventions
appropriate to students' developmental levels;
D) utilizes strategies for
facilitating optimum student development over the life-span;
E) recognizes the
characteristics of individuals with various disabilities and the effects these
may have on individuals;
F) implements interventions
relevant to students' developmental levels;
G) recognizes the effects of
addictive behavior, psychopathology and situational and environmental factors
as they affect children and adolescents in the peer, family and school
settings;
H) recognizes the effects of
cultural and environmental factors on students' performance; and
I) recognizes that
medications can have effects on the educational, cognitive, physical, social
and emotional behaviors of individuals.
b) Assessment
and Evaluation
The
competent school marriage and family therapist understands basic concepts of,
technology for, and implications of various assessment and evaluative
instruments used within academic settings.
1) Knowledge Indicators –
The competent school marriage and family therapist understands:
A) the purposes and meaning
of assessment from multiple perspectives (historical, sociological, educational
and emotional) and utilizes both standardized tests and observational methods
of assessment;
B) the basic concepts of
standardized and non-standardized testing and other assessment techniques in
the assessment of behavior in individuals, families and other dyadic
interactions;
C) the
use of technology in assessment;
D) the statistical concepts,
including scales of measurement; measures of central tendency; indices of
variability; shapes and types of distributions and correlation;
E) reliability (theory of
measurement error, models of reliability, and the use of reliability
information) and validity (evidence of validity, types of validity), and the
relationship between reliability and validity; and
F) the implications of age,
gender, sexual orientation, ethnicity, language, disability, culture,
spirituality and other factors related to assessment and evaluation.
2) Performance Indicators –
The competent school marriage and family therapist:
A) analyzes testing
information needed and selects appropriate tests, methods and/or materials to
gather information and/or perform assessments;
B) uses various strategies
for selecting, administering and interpreting assessment and evaluation
instruments and techniques in therapy;
C) interprets and accurately
uses the statistical concepts, including scales of measurement; measures of
central tendency; indices of variability; shapes and types of distributions and
correlation;
D) accurately selects and
interprets assessment tools based on reliability and validity when appropriate;
E) interprets assessments
accurately with understanding of diversity and its implications;
F) uses
and applies appropriate technology in assessment; and
G) interprets results
accurately and at the level that clients and families can best understand the
assessment outcomes.
c) School-based Systems
Theory
The
competent school marriage and family therapist has knowledge of diverse family
systems (e.g., single parent, foster parents, bi-racial parents, sexual
orientation of parents) and understands influences on students' development,
learning and behavior. Further, the competent school marriage and family
therapist has knowledge of systemic methods for involving families in education
and service delivery. The competent school marriage and family therapist works
effectively with families, educators and others in the community to promote and
provide comprehensive services to children and families.
1) Knowledge Indicators –
The competent school marriage and family therapist:
A) understands:
i) how diverse family
systems affect students;
ii) the importance of
family involvement in education;
iii) the school-based
systems theory and model;
iv) methods of promoting
collaboration and partnerships between families/guardians and educators that
improve outcomes for students; and
v) the implications of
cultural diversity on family, home, school and community collaborations; and
B) has knowledge of school
and community resources and agencies available to students and
families/guardians.
2) Performance Indicators –
The competent school marriage and family therapist:
A) designs, implements,
monitors and evaluates programs that promote school, family and/or community
partnerships and enhance academic and behavioral outcomes for students;
B) facilitates collaboration
between schools and parents/guardians by designing educational and therapeutic
interventions; and
C) identifies resources and
facilitates communication between schools, families/guardians and community
agencies.
d) Intervention
in Schools and Crisis Intervention
The
competent school marriage and family therapist utilizes a variety of systemic
intervention strategies that support and enhance students' educational and
emotional development. Furthermore, the competent school marriage and family
therapist has training and experience in working with various crises and trauma
that might occur in the school or family environments.
1) Knowledge Indicators –
The competent school marriage and family therapist understands:
A) the theory, process,
techniques and methods of individual, group and family crisis intervention and
counseling;
B) and develops skills in
advocacy, case management, community organization, consultation and in-service
training;
C) the application of
systemic concepts, theories and techniques to identify and develop broad-based
prevention and interventions;
D) the interdisciplinary
approach to collaborative service delivery within the educational environment;
E) how to integrate content
and process knowledge for appropriate intervention; and
F) the role of mandated
reporters of suspected child abuse and neglect and the function of the
Department of Children and Family Services (DCFS).
2) Performance Indicators –
The competent school marriage and family therapist:
A) develops and implements
prevention and intervention plans that enable children to benefit from their
educational, emotional and relational experiences;
B) provides individual,
group and/or family counseling and other services to enhance relational
functioning while increasing success in the educational process;
C) provides crisis
intervention therapy and other services to the school community;
D) provides consultation to
teachers, administrators, parents and community agencies;
E) develops and provides
training and educational programs in the school and community;
F) conducts diagnostic
assessments and participates in eligibility conferences for special education
and other programmatic options, students' educational planning conferences, and
conferences with parents;
G) initiates referrals and
linkages to community agencies and maintains follow-up services on behalf of
identified students;
H) mobilizes the resources
of the school and community to meet the needs of children and their families;
and
I) initiates the appropriate
reporting of suspected child abuse and neglect to DCFS.
e) Consultation and
Collaborative Relationships
The
competent school marriage and family therapist develops consultative and
collaborative relationships with colleagues, parents, teachers and the
community to support students' learning and well-being.
1) Knowledge Indicators –
The competent marriage and family therapist understands:
A) the principles, practices
and processes of individual, family and organizational consultation;
B) the collaborative process
with parents, school personnel, community-based organizations and agencies to
enhance the student's educational functioning;
C) the school's role within
the context of the larger community;
D) the variations in
beliefs, traditions and values across cultures and their effect on interactions
among group members;
E) the importance of
audience and purpose when selecting ways to communicate ideas;
F) how formal and informal
political implications affect communication;
G) language development,
communication techniques, and the role of communication in the learning
environment; and
H) the role of school
personnel as mandated reporters of child abuse and neglect.
2) Performance Indicators –
The competent school marriage and family therapist:
A) initiates, develops and
implements consultative relationships;
B) models and promotes
ethical practices for confidential communication;
C) collaborates with
colleagues, parents/guardians and community personnel about students' needs;
D) encourages relationships
among colleagues to promote a positive learning environment;
E) participates in
collaborative decision-making and problem-solving to promote students' success;
F) facilitates a
collaborative relationship between general and special education systems to
promote a unified system of education;
G) models and promotes
effective communication among group members or between groups;
H) uses a variety of
effective communication modes with diverse target groups; and
I) assists mandated
reporters of child abuse and neglect in relaying and documenting information to
the State's child welfare agency.
f) Diversity
The
competent school marriage and family therapist possesses the knowledge and
skills to appropriately address issues of diversity, cultural difference and
change with different types of learners.
1) Knowledge Indicators –
The competent school marriage and family therapist understands:
A) the implications of the
therapist's own social and cultural background;
B) how the therapist's own
cultural background and experiences influence the therapist's attitudes, values
and biases about psychological processes;
C) the diverse groups with
which the therapist may work;
D) how race, culture,
ethnicity, sexual orientation, physical and mental characteristics, and other
areas of diversity affect personality formation, vocational choice and
manifestation of difficulties and strengths in academic, career and
personal/social development;
E) how gender affects
personality formation, academic choice, vocational choice, and manifestations
of difficulties and strengths in academic, career, and personal and social
development;
F) the impact of sexual
harassment on students' personal, social, emotional and academic development;
G) the impact of students'
learning abilities, styles and capabilities on academic, career, and personal
and social development; and
H) the specialized needs and
resources available for students who are disabled, gifted or at risk, or who
have dropped out.
2) Performance Indicators –
The competent school marriage and family therapist:
A) incorporates an approach
to social and cultural diversity that is equitable for all students;
B) adopts intervention
skills appropriate to the specific diverse needs of the student;
C) develops programs for
students that acknowledge their diversity and meet special needs as
appropriate;
D) incorporates a
gender-equitable and culturally sensitive approach in dealing with students,
families, staff and the community;
E) adopts appropriate
methods to intervene when students use inappropriate language or behaviors
relating to issues of social and cultural diversity; and
F) teaches how oppression,
racism, discrimination, intolerance, homophobia, heterosexism and stereotyping
may affect students personally and their work.
g) Professional
Conduct and Ethics
The
competent school marriage and family therapist is aware of current legal issues
and ethical guidelines of the profession and acts accordingly.
1) Indicators – The
competent school marriage and family therapist understands:
A) legal standards,
including the Illinois School Code [105 ILCS 5] and the Mental Health and
Developmental Disabilities Code [405 ILCS 5], that apply to the therapy and
educational process;
B) the school marriage and
family therapist's responsibility for knowing and complying with federal, State
and local legislation, regulations and policies; and
C) that, in the event a
conflict arises among competing expectations, the school marriage and family
therapist shall be guided by the AAMFT Code of Ethics, published by the
American Association for Marriage and Family Therapy, 112 South Alfred Street, Alexandria
VA 22314-3061, https://www.aamft.org/Legal_Ethics/Code_of_Ethics.aspx
(January 1, 2015). No later amendments to or editions of these standards are
incorporated.
2) Performance Indicators –
The competent school marriage and family therapist:
A) demonstrates commitment
to the values and ethics of the marriage and family therapist profession;
B) adheres to the AAMFT
professional standards and Code of Ethics (see
subsection (g)(1)(C)) as
a guide to ethical decision-making;
C) maintains adequate
safeguards for the privacy and confidentiality of information;
D) informs students of their
ethical rights, the limitations of the counseling relationship, and the
confidentiality of the counseling relationship; and
E) follows State and federal
laws, including the School Code, the Mental Health and Developmental
Disabilities Code, the Illinois School Student Records Act [105 ILCS 10] and
the Family Educational Rights and Privacy Act (20 U.S.C. 1232g).
(Source:
Amended at 46 Ill. Reg. 8083, effective May 2, 2022)
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