State of Illinois
2021 and 2022


Introduced 1/21/2022, by Sen. Cristina H. Pacione-Zayas


105 ILCS 5/10-22.24b

    Amends the School Code. Provides that school counseling services may include the promotion of career and technical education by assisting each student to determine an appropriate postsecondary plan based upon the student's skills, strengths, and goals and assisting the student to implement the best practices that improve career or workforce readiness after high school.

LRB102 24438 CMG 33672 b





SB3990LRB102 24438 CMG 33672 b

1    AN ACT concerning education.
2    Be it enacted by the People of the State of Illinois,
3represented in the General Assembly:
4    Section 5. The School Code is amended by changing Section
510-22.24b as follows:
6    (105 ILCS 5/10-22.24b)
7    Sec. 10-22.24b. School counseling services. School
8counseling services in public schools may be provided by
9school counselors as defined in Section 10-22.24a of this Code
10or by individuals who hold a Professional Educator License
11with a school support personnel endorsement in the area of
12school counseling under Section 21B-25 of this Code.
13    School counseling services may include, but are not
14limited to:
15        (1) designing and delivering a comprehensive school
16    counseling program that promotes student achievement and
17    wellness;
18        (2) incorporating the common core language into the
19    school counselor's work and role;
20        (3) school counselors working as culturally skilled
21    professionals who act sensitively to promote social
22    justice and equity in a pluralistic society;
23        (4) providing individual and group counseling;



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1        (5) providing a core counseling curriculum that serves
2    all students and addresses the knowledge and skills
3    appropriate to their developmental level through a
4    collaborative model of delivery involving the school
5    counselor, classroom teachers, and other appropriate
6    education professionals, and including prevention and
7    pre-referral activities;
8        (6) making referrals when necessary to appropriate
9    offices or outside agencies;
10        (7) providing college and career development
11    activities and counseling;
12        (8) developing individual career plans with students;
13        (9) assisting all students with a college or
14    post-secondary education plan, which must include a
15    discussion on all post-secondary education options,
16    including 4-year colleges or universities, community
17    colleges, and vocational schools;
18        (10) intentionally addressing the career and college
19    needs of first generation students;
20        (11) educating all students on scholarships, financial
21    aid, and preparation of the Federal Application for
22    Federal Student Aid;
23        (12) collaborating with institutions of higher
24    education and local community colleges so that students
25    understand post-secondary education options and are ready
26    to transition successfully;



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1        (13) providing crisis intervention and contributing to
2    the development of a specific crisis plan within the
3    school setting in collaboration with multiple
4    stakeholders;
5        (14) educating students, teachers, and parents on
6    anxiety, depression, cutting, and suicide issues and
7    intervening with students who present with these issues;
8        (15) providing counseling and other resources to
9    students who are in crisis;
10        (16) providing resources for those students who do not
11    have access to mental health services;
12        (17) addressing bullying and conflict resolution with
13    all students;
14        (18) teaching communication skills and helping
15    students develop positive relationships;
16        (19) using culturally-sensitive skills in working with
17    all students to promote wellness;
18        (20) addressing the needs of undocumented students in
19    the school, as well as students who are legally in the
20    United States, but whose parents are undocumented;
21        (21) contributing to a student's functional behavioral
22    assessment, as well as assisting in the development of
23    non-aversive behavioral intervention strategies;
24        (22) (i) assisting students in need of special
25    education services by implementing the academic supports
26    and social-emotional and college or career development



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1    counseling services or interventions per a student's
2    individualized education program (IEP); (ii) participating
3    in or contributing to a student's IEP and completing a
4    social-developmental history; or (iii) providing services
5    to a student with a disability under the student's IEP or
6    federal Section 504 plan, as recommended by the student's
7    IEP team or Section 504 plan team and in compliance with
8    federal and State laws and rules governing the provision
9    of educational and related services and school-based
10    accommodations to students with disabilities and the
11    qualifications of school personnel to provide such
12    services and accommodations;
13        (23) assisting in the development of a personal
14    educational plan with each student;
15        (24) educating students on dual credit and learning
16    opportunities on the Internet;
17        (25) providing information for all students in the
18    selection of courses that will lead to post-secondary
19    education opportunities toward a successful career;
20        (26) interpreting achievement test results and guiding
21    students in appropriate directions;
22        (27) counseling with students, families, and teachers,
23    in compliance with federal and State laws;
24        (28) providing families with opportunities for
25    education and counseling as appropriate in relation to the
26    student's educational assessment;



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1        (29) consulting and collaborating with teachers and
2    other school personnel regarding behavior management and
3    intervention plans and inclusion in support of students;
4        (30) teaming and partnering with staff, parents,
5    businesses, and community organizations to support student
6    achievement and social-emotional learning standards for
7    all students;
8        (31) developing and implementing school-based
9    prevention programs, including, but not limited to,
10    mediation and violence prevention, implementing social and
11    emotional education programs and services, and
12    establishing and implementing bullying prevention and
13    intervention programs;
14        (32) developing culturally-sensitive assessment
15    instruments for measuring school counseling prevention and
16    intervention effectiveness and collecting, analyzing, and
17    interpreting data;
18        (33) participating on school and district committees
19    to advocate for student programs and resources, as well as
20    establishing a school counseling advisory council that
21    includes representatives of key stakeholders selected to
22    review and advise on the implementation of the school
23    counseling program;
24        (34) acting as a liaison between the public schools
25    and community resources and building relationships with
26    important stakeholders, such as families, administrators,



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1    teachers, and board members;
2        (35) maintaining organized, clear, and useful records
3    in a confidential manner consistent with Section 5 of the
4    Illinois School Student Records Act, the Family
5    Educational Rights and Privacy Act, and the Health
6    Insurance Portability and Accountability Act;
7        (36) presenting an annual agreement to the
8    administration, including a formal discussion of the
9    alignment of school and school counseling program missions
10    and goals and detailing specific school counselor
11    responsibilities;
12        (37) identifying and implementing
13    culturally-sensitive measures of success for student
14    competencies in each of the 3 domains of academic, social
15    and emotional, and college and career learning based on
16    planned and periodic assessment of the comprehensive
17    developmental school counseling program;
18        (38) collaborating as a team member in Response to
19    Intervention (RtI) and other school initiatives;
20        (39) conducting observations and participating in
21    recommendations or interventions regarding the placement
22    of children in educational programs or special education
23    classes;
24        (40) analyzing data and results of school counseling
25    program assessments, including curriculum, small-group,
26    and closing-the-gap results reports, and designing



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1    strategies to continue to improve program effectiveness;
2        (41) analyzing data and results of school counselor
3    competency assessments;
4        (42) following American School Counselor Association
5    Ethical Standards for School Counselors to demonstrate
6    high standards of integrity, leadership, and
7    professionalism;
8        (43) knowing and embracing common core standards by
9    using common core language;
10        (44) practicing as a culturally-skilled school
11    counselor by infusing the multicultural competencies
12    within the role of the school counselor, including the
13    practice of culturally-sensitive attitudes and beliefs,
14    knowledge, and skills;
15        (45) infusing the Social-Emotional Standards, as
16    presented in the State Board of Education standards,
17    across the curriculum and in the counselor's role in ways
18    that empower and enable students to achieve academic
19    success across all grade levels;
20        (46) providing services only in areas in which the
21    school counselor has appropriate training or expertise, as
22    well as only providing counseling or consulting services
23    within his or her employment to any student in the
24    district or districts which employ such school counselor,
25    in accordance with professional ethics;
26        (47) having adequate training in supervision knowledge



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1    and skills in order to supervise school counseling interns
2    enrolled in graduate school counselor preparation programs
3    that meet the standards established by the State Board of
4    Education;
5        (48) being involved with State and national
6    professional associations;
7        (49) participating, at least once every 2 years, in an
8    in-service training program for school counselors
9    conducted by persons with expertise in domestic and sexual
10    violence and the needs of expectant and parenting youth,
11    which shall include training concerning (i) communicating
12    with and listening to youth victims of domestic or sexual
13    violence and expectant and parenting youth, (ii)
14    connecting youth victims of domestic or sexual violence
15    and expectant and parenting youth to appropriate in-school
16    services and other agencies, programs, and services as
17    needed, and (iii) implementing the school district's
18    policies, procedures, and protocols with regard to such
19    youth, including confidentiality; at a minimum, school
20    personnel must be trained to understand, provide
21    information and referrals, and address issues pertaining
22    to youth who are parents, expectant parents, or victims of
23    domestic or sexual violence;
24        (50) participating, at least every 2 years, in an
25    in-service training program for school counselors
26    conducted by persons with expertise in anaphylactic



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1    reactions and management;
2        (51) participating, at least once every 2 years, in an
3    in-service training on educator ethics, teacher-student
4    conduct, and school employee-student conduct for all
5    personnel;
6        (52) participating, in addition to other topics at
7    in-service training programs, in training to identify the
8    warning signs of mental illness and suicidal behavior in
9    adolescents and teenagers and learning appropriate
10    intervention and referral techniques;
11        (53) obtaining training to have a basic knowledge of
12    matters relating to acquired immunodeficiency syndrome
13    (AIDS), including the nature of the disease, its causes
14    and effects, the means of detecting it and preventing its
15    transmission, and the availability of appropriate sources
16    of counseling and referral and any other information that
17    may be appropriate considering the age and grade level of
18    the pupils; the school board shall supervise such training
19    and the State Board of Education and the Department of
20    Public Health shall jointly develop standards for such
21    training; and
22        (54) participating in mandates from the State Board of
23    Education for bullying education and social-emotional
24    literary; and .
25        (55) promoting career and technical education by
26    assisting each student to determine an appropriate



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1    postsecondary plan based upon the student's skills,
2    strengths, and goals and assisting the student to
3    implement the best practices that improve career or
4    workforce readiness after high school.
5    School districts may employ a sufficient number of school
6counselors to maintain the national and State recommended
7student-counselor ratio of 250 to 1. School districts may have
8school counselors spend at least 80% of his or her work time in
9direct contact with students.
10    Nothing in this Section prohibits other qualified
11professionals, including other endorsed school support
12personnel, from providing the services listed in this Section.
13(Source: P.A. 101-290, eff. 8-9-19.)