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1 | | AN ACT concerning education.
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2 | | Be it enacted by the People of the State of Illinois,
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3 | | represented in the General Assembly:
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4 | | Section 5. The School Code is amended by changing Sections |
5 | | 22-90 and 2-3.64a-10 as follows: |
6 | | (105 ILCS 5/2-3.64a-10) |
7 | | Sec. 2-3.64a-10. Kindergarten assessment. |
8 | | (a) For the purposes of this Section, "kindergarten" |
9 | | includes both full-day and
half-day kindergarten programs. |
10 | | (b) Beginning no later than the 2021-2022 school year, the |
11 | | State Board
of Education shall annually assess all public |
12 | | school students entering kindergarten using a common |
13 | | assessment tool, unless the State Board determines that a |
14 | | student is otherwise exempt. The common assessment tool must |
15 | | assess multiple developmental domains, including literacy, |
16 | | language, mathematics, and social and emotional development. |
17 | | The assessment must be valid, reliable, and developmentally |
18 | | appropriate to formatively assess a child's development and |
19 | | readiness for kindergarten. |
20 | | (c) Results from the assessment may be used by the school |
21 | | to understand the child's development and readiness for |
22 | | kindergarten, to tailor instruction, and to measure the |
23 | | child's progress over time. Assessment results may also be |
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1 | | used to identify a need for the professional development of |
2 | | teachers and early childhood educators and to inform |
3 | | State-level and district-level policies and resource |
4 | | allocation. |
5 | | The school shall make the assessment results available to |
6 | | the child's parent or guardian. |
7 | | The assessment results may not be used (i) to prevent a |
8 | | child from enrolling in kindergarten or (ii) as the sole |
9 | | measure used in determining the grade promotion or retention |
10 | | of a student. |
11 | | (d) On an annual basis, the State Board shall report |
12 | | publicly, at a minimum, data from the assessment for the State |
13 | | overall and for each school district. The State Board's report |
14 | | must disaggregate data by race and ethnicity, household |
15 | | income, students who are English learners, and students who |
16 | | have an individualized education program. |
17 | | (e) The State Superintendent of Education shall appoint a |
18 | | committee of no more than 21 members, including consisting of |
19 | | parents, teachers, school administrators, assessment experts, |
20 | | and regional superintendents of schools, state policy |
21 | | advocates, early childhood administrators, and other |
22 | | stakeholders, to review, on an ongoing basis, the content and |
23 | | design of the assessment, the collective results of the |
24 | | assessment as measured against kindergarten-readiness |
25 | | standards, and other issues involving the assessment as |
26 | | identified by the committee. |
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1 | | The committee shall make periodic recommendations to the |
2 | | State Superintendent of Education and the General Assembly |
3 | | concerning the assessments. |
4 | | (f) The State Board may adopt rules to implement and |
5 | | administer this Section.
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6 | | (Source: P.A. 101-654, eff. 3-8-21.) |
7 | | (105 ILCS 5/22-90) |
8 | | (Section scheduled to be repealed on February 1, 2023) |
9 | | Sec. 22-90. Whole Child Task Force. |
10 | | (a) The General Assembly makes all of the following |
11 | | findings: |
12 | | (1) The COVID-19 pandemic has exposed systemic |
13 | | inequities in American society. Students, educators, and |
14 | | families throughout this State have been deeply affected |
15 | | by the pandemic, and the impact of the pandemic will be |
16 | | felt for years to come. The negative consequences of the |
17 | | pandemic have impacted students and communities |
18 | | differently along the lines of race, income, language, and |
19 | | special needs. However, students in this State faced |
20 | | significant unmet physical health, mental health, and |
21 | | social and emotional needs even prior to the pandemic. |
22 | | (2) The path to recovery requires a commitment from |
23 | | adults in this State to address our students cultural, |
24 | | physical, emotional, and mental health needs and to |
25 | | provide them with stronger and increased systemic support |
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1 | | and intervention. |
2 | | (3) It is well documented that trauma and toxic stress |
3 | | diminish a child's ability to thrive. Forms of childhood |
4 | | trauma and toxic stress include adverse childhood |
5 | | experiences, systemic racism, poverty, food and housing |
6 | | insecurity, and gender-based violence. The COVID-19 |
7 | | pandemic has exacerbated these issues and brought them |
8 | | into focus. |
9 | | (4) It is estimated that, overall, approximately 40% |
10 | | of children in this State have experienced at least one |
11 | | adverse childhood experience and approximately 10% have |
12 | | experienced 3 or more adverse childhood experiences. |
13 | | However, the number of adverse childhood experiences is |
14 | | higher for Black and Hispanic children who are growing up |
15 | | in poverty. The COVID-19 pandemic has amplified the number |
16 | | of students who have experienced childhood trauma. Also, |
17 | | the COVID-19 pandemic has highlighted preexisting |
18 | | inequities in school disciplinary practices that |
19 | | disproportionately impact Black and Brown students. |
20 | | Research shows, for example, that girls of color are |
21 | | disproportionately impacted by trauma, adversity, and |
22 | | abuse, and instead of receiving the care and |
23 | | trauma-informed support they may need, many Black girls in |
24 | | particular face disproportionately harsh disciplinary |
25 | | measures. |
26 | | (5) The cumulative effects of trauma and toxic stress |
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1 | | adversely impact the physical health of students, as well |
2 | | as their ability to learn, form relationships, and |
3 | | self-regulate. If left unaddressed, these effects increase |
4 | | a student's risk for depression, alcoholism, anxiety, |
5 | | asthma, smoking, and suicide, all of which are risks that |
6 | | disproportionately affect Black youth and may lead to a |
7 | | host of medical diseases as an adult. Access to infant and |
8 | | early childhood mental health services is critical to |
9 | | ensure the social and emotional well-being of this State's |
10 | | youngest children, particularly those children who have |
11 | | experienced trauma. |
12 | | (6) Although this State enacted measures through |
13 | | Public Act 100-105 to address the high rate of early care |
14 | | and preschool expulsions of infants, toddlers, and |
15 | | preschoolers and the disproportionately higher rate of |
16 | | expulsion for Black and Hispanic children, a recent study |
17 | | found a wide variation in the awareness, understanding, |
18 | | and compliance with the law by providers of early |
19 | | childhood care. Further work is needed to implement the |
20 | | law, which includes providing training to early childhood |
21 | | care providers to increase their understanding of the law, |
22 | | increasing the availability and access to infant and early |
23 | | childhood mental health services, and building aligned |
24 | | data collection systems to better understand expulsion |
25 | | rates and to allow for accurate reporting as required by |
26 | | the law. |
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1 | | (7) Many educators and schools in this State have |
2 | | embraced and implemented evidenced-based restorative |
3 | | justice and trauma-responsive and culturally relevant |
4 | | practices and interventions. However, the use of these |
5 | | interventions on students is often isolated or is |
6 | | implemented occasionally and only if the school has the |
7 | | appropriate leadership, resources, and partners available |
8 | | to engage seriously in this work. It would be malpractice |
9 | | to deny our students access to these practices and |
10 | | interventions, especially in the aftermath of a |
11 | | once-in-a-century pandemic. |
12 | | (b) The Whole Child Task Force is created for the purpose |
13 | | of establishing an equitable, inclusive, safe, and supportive |
14 | | environment in all schools for every student in this State. |
15 | | The task force shall have all of the following goals, which |
16 | | means key steps have to be taken to ensure that every child in |
17 | | every school in this State has access to teachers, social |
18 | | workers, school leaders, support personnel, and others who |
19 | | have been trained in evidenced-based interventions and |
20 | | restorative practices: |
21 | | (1) To create a common definition of a |
22 | | trauma-responsive school, a trauma-responsive district, |
23 | | and a trauma-responsive community. |
24 | | (2) To outline the training and resources required to |
25 | | create and sustain a system of support for |
26 | | trauma-responsive schools, districts, and communities and |
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1 | | to identify this State's role in that work, including |
2 | | recommendations concerning options for redirecting |
3 | | resources from school resource officers to classroom-based |
4 | | support. |
5 | | (3) To identify or develop a process to conduct an |
6 | | analysis of the organizations that provide training in |
7 | | restorative practices, implicit bias, anti-racism, and |
8 | | trauma-responsive systems, mental health services, and |
9 | | social and emotional services to schools. |
10 | | (4) To provide recommendations concerning the key data |
11 | | to be collected and reported to ensure that this State has |
12 | | a full and accurate understanding of the progress toward |
13 | | ensuring that all schools, including programs and |
14 | | providers of care to pre-kindergarten children, employ |
15 | | restorative, anti-racist, and trauma-responsive |
16 | | strategies and practices. The data collected must include |
17 | | information relating to the availability of trauma |
18 | | responsive support structures in schools as well as |
19 | | disciplinary practices employed on students in person or |
20 | | through other means, including during remote or blended |
21 | | learning. It should also include information on the use |
22 | | of, and funding for, school resource officers and other |
23 | | similar police personnel in school programs. |
24 | | (5) To recommend an implementation timeline, including |
25 | | the key roles, responsibilities, and resources to advance |
26 | | this State toward a system in which every school, |
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1 | | district, and community is progressing toward becoming |
2 | | trauma-responsive. |
3 | | (6) To seek input and feedback from stakeholders, |
4 | | including parents, students, and educators, who reflect |
5 | | the diversity of this State. |
6 | | (7) To recommend legislation, policies, and practices |
7 | | to prevent learning loss in students during periods of |
8 | | suspension and expulsion, including, but not limited to, |
9 | | remote instruction. |
10 | | (c) Members of the Whole Child Task Force shall be |
11 | | appointed by the State Superintendent of Education. Members of |
12 | | this task force must represent the diversity of this State and |
13 | | possess the expertise needed to perform the work required to |
14 | | meet the goals of the task force set forth under subsection |
15 | | (a). Members of the task force shall include all of the |
16 | | following: |
17 | | (1) One member of a statewide professional teachers' |
18 | | organization. |
19 | | (2) One member of another statewide professional |
20 | | teachers' organization. |
21 | | (3) One member who represents a school district |
22 | | serving a community with a population of 500,000 or more. |
23 | | (4) One member of a statewide organization |
24 | | representing social workers. |
25 | | (5) One member of an organization that has specific |
26 | | expertise in trauma-responsive school practices and |
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1 | | experience in supporting schools in developing |
2 | | trauma-responsive and restorative practices. |
3 | | (6) One member of another organization that has |
4 | | specific expertise in trauma-responsive school practices |
5 | | and experience in supporting schools in developing |
6 | | trauma-responsive and restorative practices. |
7 | | (7) One member of a statewide organization that |
8 | | represents school administrators. |
9 | | (8) One member of a statewide policy organization that |
10 | | works to build a healthy public education system that |
11 | | prepares all students for a successful college, career, |
12 | | and civic life. |
13 | | (9) One member of a statewide organization that brings
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14 | | teachers together to identify and address issues
critical |
15 | | to student success. |
16 | | (10) One member of the General Assembly recommended by |
17 | | the President of the Senate. |
18 | | (11) One member of the General Assembly recommended by |
19 | | the Speaker of the House of
Representatives. |
20 | | (12) One member of the General Assembly recommended by |
21 | | the Minority Leader of the Senate. |
22 | | (13) One member of the General Assembly recommended by |
23 | | the Minority Leader of the House of Representatives. |
24 | | (14) One member of a civil rights organization that |
25 | | works actively on issues regarding student support. |
26 | | (15) One administrator from a school district that has |
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1 | | actively worked to develop a system of student support |
2 | | that uses a trauma-informed lens. |
3 | | (16) One educator from a school district that has |
4 | | actively worked to develop a system of student support |
5 | | that uses a trauma-informed lens. |
6 | | (17) One member of a youth-led organization. |
7 | | (18) One member of an organization that has |
8 | | demonstrated expertise in restorative practices. |
9 | | (19) One member of a coalition of mental health and |
10 | | school practitioners who assist schools in developing and |
11 | | implementing trauma-informed and restorative strategies |
12 | | and systems. |
13 | | (20) One member of an organization whose mission is to |
14 | | promote the safety, health, and economic success of |
15 | | children, youth, and families in this State. |
16 | | (21) One member who works or has worked as a |
17 | | restorative justice coach or disciplinarian. |
18 | | (22) One member who works or has worked as a social |
19 | | worker. |
20 | | (23) One member of the State Board of Education. |
21 | | (24) One member who represents a statewide principals' |
22 | | organization. |
23 | | (25) One member who represents a statewide |
24 | | organization of school boards. |
25 | | (26) One member who has expertise in pre-kindergarten |
26 | | education. |
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1 | | (27) One member who represents a school social worker |
2 | | association. |
3 | | (28) One member who represents an organization that |
4 | | represents school districts in both the south suburbs and |
5 | | collar counties. |
6 | | (29) One member who is a licensed clinical |
7 | | psychologist who (A) has a doctor of philosophy in the |
8 | | field of clinical psychology and has an appointment at an |
9 | | independent free-standing children's hospital located in |
10 | | Chicago, (B) serves as associate professor at a medical |
11 | | school located in Chicago, and (C) serves as the clinical |
12 | | director of a coalition of voluntary collaboration of |
13 | | organizations that are committed to applying a trauma lens |
14 | | to their efforts on behalf of families and children in the |
15 | | State. |
16 | | (30) One member who represents a west suburban school |
17 | | district. |
18 | | (d) The Whole Child Task Force shall meet at the call of |
19 | | the State Superintendent of Education or his or her designee, |
20 | | who shall serve as as the chairperson. The State Board of |
21 | | Education shall provide administrative and other support to |
22 | | the task force. Members of the task force shall serve without |
23 | | compensation. |
24 | | (e) The Whole Child Task Force shall submit a report of its |
25 | | findings and recommendations to the General Assembly, the |
26 | | Illinois Legislative Black Caucus, the State Board of |