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