Full Text of HB4653 103rd General Assembly
HB4653eng 103RD GENERAL ASSEMBLY | | | HB4653 Engrossed | | LRB103 36674 RJT 66783 b |
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| 1 | | AN ACT concerning education. | 2 | | Be it enacted by the People of the State of Illinois, | 3 | | represented in the General Assembly: | 4 | | Section 5. The School Code is amended by changing Sections | 5 | | 3-11, 10-22.39, and 34-18.82 as follows: | 6 | | (105 ILCS 5/3-11) | 7 | | (Text of Section before amendment by P.A. 103-542 ) | 8 | | Sec. 3-11. Institutes or inservice training workshops. | 9 | | (a) In counties of less than 2,000,000 inhabitants, the | 10 | | regional superintendent may arrange for or conduct district, | 11 | | regional, or county institutes, or equivalent professional | 12 | | educational experiences, not more than 4 days annually. Of | 13 | | those 4 days, 2 days may be used as a teacher's and educational | 14 | | support personnel workshop, when approved by the regional | 15 | | superintendent, up to 2 days may be used for conducting | 16 | | parent-teacher conferences, or up to 2 days may be utilized as | 17 | | parental institute days as provided in Section 10-22.18d. | 18 | | Educational support personnel may be exempt from a workshop if | 19 | | the workshop is not relevant to the work they do. A school | 20 | | district may use one of its 4 institute days on the last day of | 21 | | the school term. "Institute" or "Professional educational | 22 | | experiences" means any educational gathering, demonstration of | 23 | | methods of instruction, visitation of schools or other |
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| 1 | | institutions or facilities, sexual abuse and sexual assault | 2 | | awareness seminar, or training in First Aid (which may include | 3 | | cardiopulmonary resuscitation or defibrillator training) held | 4 | | or approved by the regional superintendent and declared by the | 5 | | regional superintendent him to be an institute day, or | 6 | | parent-teacher conferences. With the concurrence of the State | 7 | | Superintendent of Education, he or she may employ such | 8 | | assistance as is necessary to conduct the institute. Two or | 9 | | more adjoining counties may jointly hold an institute. | 10 | | Institute instruction shall be free to holders of licenses | 11 | | good in the county or counties holding the institute and to | 12 | | those who have paid an examination fee and failed to receive a | 13 | | license. | 14 | | In counties of 2,000,000 or more inhabitants, the regional | 15 | | superintendent may arrange for or conduct district, regional, | 16 | | or county inservice training workshops, or equivalent | 17 | | professional educational experiences, not more than 4 days | 18 | | annually. Of those 4 days, 2 days may be used as a teacher's | 19 | | and educational support personnel workshop, when approved by | 20 | | the regional superintendent, up to 2 days may be used for | 21 | | conducting parent-teacher conferences, or up to 2 days may be | 22 | | utilized as parental institute days as provided in Section | 23 | | 10-22.18d. Educational support personnel may be exempt from a | 24 | | workshop if the workshop is not relevant to the work they do. A | 25 | | school district may use one of those 4 days on the last day of | 26 | | the school term. "Inservice Training Workshops" or |
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| 1 | | "Professional educational experiences" means any educational | 2 | | gathering, demonstration of methods of instruction, visitation | 3 | | of schools or other institutions or facilities, sexual abuse | 4 | | and sexual assault awareness seminar, or training in First Aid | 5 | | (which may include cardiopulmonary resuscitation or | 6 | | defibrillator training) held or approved by the regional | 7 | | superintendent and declared by him to be an inservice training | 8 | | workshop, or parent-teacher conferences. With the concurrence | 9 | | of the State Superintendent of Education, he may employ such | 10 | | assistance as is necessary to conduct the inservice training | 11 | | workshop. With the approval of the regional superintendent, 2 | 12 | | or more adjoining districts may jointly hold an inservice | 13 | | training workshop. In addition, with the approval of the | 14 | | regional superintendent, one district may conduct its own | 15 | | inservice training workshop with subject matter consultants | 16 | | requested from the county, State or any State institution of | 17 | | higher learning. | 18 | | Such teachers institutes as referred to in this Section | 19 | | may be held on consecutive or separate days at the option of | 20 | | the regional superintendent having jurisdiction thereof. | 21 | | Whenever reference is made in this Act to "teachers | 22 | | institute", it shall be construed to include the inservice | 23 | | training workshops or equivalent professional educational | 24 | | experiences provided for in this Section. | 25 | | Any institute advisory committee existing on April 1, | 26 | | 1995, is dissolved and the duties and responsibilities of the |
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| 1 | | institute advisory committee are assumed by the regional | 2 | | office of education advisory board. | 3 | | Districts providing inservice training programs shall | 4 | | constitute inservice committees, 1/2 of which shall be | 5 | | teachers, 1/4 school service personnel and 1/4 administrators | 6 | | to establish program content and schedules. | 7 | | The teachers institutes shall include teacher training | 8 | | committed to (i) peer counseling programs and other | 9 | | anti-violence and conflict resolution programs, including | 10 | | without limitation programs for preventing at risk students | 11 | | from committing violent acts, and (ii) educator ethics and | 12 | | teacher-student conduct. Beginning with the 2009-2010 school | 13 | | year, the teachers institutes shall include instruction on | 14 | | prevalent student chronic health conditions. Beginning with | 15 | | the 2016-2017 school year, the teachers institutes shall | 16 | | include, at least once every 2 years, instruction on the | 17 | | federal Americans with Disabilities Act as it pertains to the | 18 | | school environment. | 19 | | (b) In this subsection (b): | 20 | | "Trauma" is defined according to an event, an experience, | 21 | | and effects. Individual trauma results from an event, series | 22 | | of events, or set of circumstances that is experienced by an | 23 | | individual as physically or emotionally harmful or life | 24 | | threatening and that has lasting adverse effects on the | 25 | | individual's functioning and mental, physical, social, or | 26 | | emotional well-being. Collective trauma is a psychological |
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| 1 | | reaction to a traumatic event shared by any group of people. | 2 | | This may include, but is not limited to, community violence, | 3 | | experiencing racism and discrimination, and the lack of the | 4 | | essential supports for well-being, such as educational or | 5 | | economic opportunities, food, health care, housing, and | 6 | | community cohesion. Trauma can be experienced by anyone, | 7 | | though it is disproportionately experienced by members of | 8 | | marginalized groups. Systemic and historical oppression, such | 9 | | as racism, is often at the root of this inequity. Symptoms may | 10 | | vary at different developmental stages and across different | 11 | | cultural groups and different communities. | 12 | | "Trauma-responsive learning environments" means learning | 13 | | environments developed during an ongoing, multiyear-long | 14 | | process that typically progresses across the following 3 | 15 | | stages: | 16 | | (1) A school or district is "trauma aware" when it: | 17 | | (A) has personnel that demonstrate a foundational | 18 | | understanding of a broad definition of trauma that is | 19 | | developmentally and culturally based; includes | 20 | | students, personnel, and communities; and recognizes | 21 | | the potential effect on biological, cognitive, | 22 | | academic, and social-emotional functioning; and | 23 | | (B) recognizes that traumatic exposure can impact | 24 | | behavior and learning and should be acknowledged in | 25 | | policies, strategies, and systems of support for | 26 | | students, families, and personnel. |
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| 1 | | (2) A school or district is "trauma responsive" when | 2 | | it progresses from awareness to action in the areas of | 3 | | policy, practice, and structural changes within a | 4 | | multi-tiered system of support to promote safety, positive | 5 | | relationships, and self-regulation while underscoring the | 6 | | importance of personal well-being and cultural | 7 | | responsiveness. Such progress may: | 8 | | (A) be aligned with the Illinois Quality Framework | 9 | | and integrated into a school or district's continuous | 10 | | improvement process as evidence to support allocation | 11 | | of financial resources; | 12 | | (B) be assessed and monitored by a | 13 | | multidisciplinary leadership team on an ongoing basis; | 14 | | and | 15 | | (C) involve the engagement and capacity building | 16 | | of personnel at all levels to ensure that adults in the | 17 | | learning environment are prepared to recognize and | 18 | | respond to those impacted by trauma. | 19 | | (3) A school or district is healing centered when it | 20 | | acknowledges its role and responsibility to the community, | 21 | | fully responds to trauma, and promotes resilience and | 22 | | healing through genuine, trusting, and creative | 23 | | relationships. Such school schools or district districts | 24 | | may: | 25 | | (A) promote holistic and collaborative approaches | 26 | | that are grounded in culture, spirituality, civic |
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| 1 | | engagement, and equity; and | 2 | | (B) support agency within individuals, families, | 3 | | and communities while engaging people in collective | 4 | | action that moves from transactional to | 5 | | transformational. | 6 | | "Whole child" means using a child-centered, holistic, | 7 | | equitable lens across all systems that prioritizes physical, | 8 | | mental, and social-emotional health to ensure that every child | 9 | | is healthy, safe, supported, challenged, engaged, and | 10 | | protected. | 11 | | Starting with the 2024-2025 school year, the teachers | 12 | | institutes shall provide instruction on trauma-informed | 13 | | practices and include the definitions of trauma, | 14 | | trauma-responsive learning environments, and whole child set | 15 | | forth in this subsection (b) before the first student | 16 | | attendance day of each school year. | 17 | | (Source: P.A. 103-413, eff. 1-1-24; revised 11-27-23.) | 18 | | (Text of Section after amendment by P.A. 103-542 ) | 19 | | Sec. 3-11. Institutes or inservice training workshops. | 20 | | (a) In counties of less than 2,000,000 inhabitants, the | 21 | | regional superintendent may arrange for or conduct district, | 22 | | regional, or county institutes, or equivalent professional | 23 | | educational experiences, not more than 4 days annually. Of | 24 | | those 4 days, 2 days may be used as a teachers, administrators, | 25 | | and school support personnel workshop, when approved by the |
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| 1 | | regional superintendent, up to 2 days may be used for | 2 | | conducting parent-teacher conferences, or up to 2 days may be | 3 | | utilized as parental institute days as provided in Section | 4 | | 10-22.18d. School support personnel may be exempt from a | 5 | | workshop if the workshop is not relevant to the work they do. A | 6 | | school district may use one of its 4 institute days on the last | 7 | | day of the school term. "Institute" or "Professional | 8 | | educational experiences" means any educational gathering, | 9 | | demonstration of methods of instruction, visitation of schools | 10 | | or other institutions or facilities, sexual abuse and sexual | 11 | | assault awareness seminar, or training in First Aid (which may | 12 | | include cardiopulmonary resuscitation or defibrillator | 13 | | training) held or approved by the regional superintendent and | 14 | | declared by the regional superintendent him to be an institute | 15 | | day, or parent-teacher conferences. With the concurrence of | 16 | | the State Superintendent of Education, the regional | 17 | | superintendent may employ such assistance as is necessary to | 18 | | conduct the institute. Two or more adjoining counties may | 19 | | jointly hold an institute. Institute instruction shall be free | 20 | | to holders of licenses good in the county or counties holding | 21 | | the institute and to those who have paid an examination fee and | 22 | | failed to receive a license. | 23 | | In counties of 2,000,000 or more inhabitants, the regional | 24 | | superintendent may arrange for or conduct district, regional, | 25 | | or county inservice training workshops, or equivalent | 26 | | professional educational experiences, not more than 4 days |
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| 1 | | annually. Of those 4 days, 2 days may be used as a teachers, | 2 | | administrators, and school support personnel workshop, when | 3 | | approved by the regional superintendent, up to 2 days may be | 4 | | used for conducting parent-teacher conferences, or up to 2 | 5 | | days may be utilized as parental institute days as provided in | 6 | | Section 10-22.18d. School support personnel may be exempt from | 7 | | a workshop if the workshop is not relevant to the work they do. | 8 | | A school district may use one of those 4 days on the last day | 9 | | of the school term. "Inservice Training Workshops" or | 10 | | "Professional educational experiences" means any educational | 11 | | gathering, demonstration of methods of instruction, visitation | 12 | | of schools or other institutions or facilities, sexual abuse | 13 | | and sexual assault awareness seminar, or training in First Aid | 14 | | (which may include cardiopulmonary resuscitation or | 15 | | defibrillator training) held or approved by the regional | 16 | | superintendent and declared by the regional superintendent to | 17 | | be an inservice training workshop, or parent-teacher | 18 | | conferences. With the concurrence of the State Superintendent | 19 | | of Education, the regional superintendent may employ such | 20 | | assistance as is necessary to conduct the inservice training | 21 | | workshop. With the approval of the regional superintendent, 2 | 22 | | or more adjoining districts may jointly hold an inservice | 23 | | training workshop. In addition, with the approval of the | 24 | | regional superintendent, one district may conduct its own | 25 | | inservice training workshop with subject matter consultants | 26 | | requested from the county, State or any State institution of |
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| 1 | | higher learning. | 2 | | Such institutes as referred to in this Section may be held | 3 | | on consecutive or separate days at the option of the regional | 4 | | superintendent having jurisdiction thereof. | 5 | | Whenever reference is made in this Act to "institute", it | 6 | | shall be construed to include the inservice training workshops | 7 | | or equivalent professional educational experiences provided | 8 | | for in this Section. | 9 | | Any institute advisory committee existing on April 1, | 10 | | 1995, is dissolved and the duties and responsibilities of the | 11 | | institute advisory committee are assumed by the regional | 12 | | office of education advisory board. | 13 | | Districts providing inservice training programs shall | 14 | | constitute inservice committees, 1/2 of which shall be | 15 | | teachers, 1/4 school service personnel and 1/4 administrators | 16 | | to establish program content and schedules. | 17 | | In addition to other topics not listed in this Section, | 18 | | the teachers institutes may include training committed to | 19 | | health conditions of students; social-emotional learning; | 20 | | developing cultural competency; identifying warning signs of | 21 | | mental illness and suicidal behavior in youth; domestic and | 22 | | sexual violence and the needs of expectant and parenting | 23 | | youth; protections and accommodations for students; educator | 24 | | ethics; responding to child sexual abuse and grooming | 25 | | behavior; and effective instruction in violence prevention and | 26 | | conflict resolution. Institute programs in these topics shall |
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| 1 | | be credited toward hours of professional development required | 2 | | for license renewal as outlined in subsection (e) of Section | 3 | | 21B-45. | 4 | | (b) In this subsection (b): | 5 | | "Trauma" is defined according to an event, an experience, | 6 | | and effects. Individual trauma results from an event, series | 7 | | of events, or set of circumstances that is experienced by an | 8 | | individual as physically or emotionally harmful or life | 9 | | threatening and that has lasting adverse effects on the | 10 | | individual's functioning and mental, physical, social, or | 11 | | emotional well-being. Collective trauma is a psychological | 12 | | reaction to a traumatic event shared by any group of people. | 13 | | This may include, but is not limited to, community violence, | 14 | | experiencing racism and discrimination, and the lack of the | 15 | | essential supports for well-being, such as educational or | 16 | | economic opportunities, food, health care, housing, and | 17 | | community cohesion. Trauma can be experienced by anyone, | 18 | | though it is disproportionately experienced by members of | 19 | | marginalized groups. Systemic and historical oppression, such | 20 | | as racism, is often at the root of this inequity. Symptoms may | 21 | | vary at different developmental stages and across different | 22 | | cultural groups and different communities. | 23 | | "Trauma-responsive learning environments" means learning | 24 | | environments developed during an ongoing, multiyear-long | 25 | | process that typically progresses across the following 3 | 26 | | stages: |
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| 1 | | (1) A school or district is "trauma aware" when it: | 2 | | (A) has personnel that demonstrate a foundational | 3 | | understanding of a broad definition of trauma that is | 4 | | developmentally and culturally based; includes | 5 | | students, personnel, and communities; and recognizes | 6 | | the potential effect on biological, cognitive, | 7 | | academic, and social-emotional functioning; and | 8 | | (B) recognizes that traumatic exposure can impact | 9 | | behavior and learning and should be acknowledged in | 10 | | policies, strategies, and systems of support for | 11 | | students, families, and personnel. | 12 | | (2) A school or district is "trauma responsive" when | 13 | | it progresses from awareness to action in the areas of | 14 | | policy, practice, and structural changes within a | 15 | | multi-tiered system of support to promote safety, positive | 16 | | relationships, and self-regulation while underscoring the | 17 | | importance of personal well-being and cultural | 18 | | responsiveness. Such progress may: | 19 | | (A) be aligned with the Illinois Quality Framework | 20 | | and integrated into a school or district's continuous | 21 | | improvement process as evidence to support allocation | 22 | | of financial resources; | 23 | | (B) be assessed and monitored by a | 24 | | multidisciplinary leadership team on an ongoing basis; | 25 | | and | 26 | | (C) involve the engagement and capacity building |
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| 1 | | of personnel at all levels to ensure that adults in the | 2 | | learning environment are prepared to recognize and | 3 | | respond to those impacted by trauma. | 4 | | (3) A school or district is healing centered when it | 5 | | acknowledges its role and responsibility to the community, | 6 | | fully responds to trauma, and promotes resilience and | 7 | | healing through genuine, trusting, and creative | 8 | | relationships. Such school schools or district districts | 9 | | may: | 10 | | (A) promote holistic and collaborative approaches | 11 | | that are grounded in culture, spirituality, civic | 12 | | engagement, and equity; and | 13 | | (B) support agency within individuals, families, | 14 | | and communities while engaging people in collective | 15 | | action that moves from transactional to | 16 | | transformational. | 17 | | "Whole child" means using a child-centered, holistic, | 18 | | equitable lens across all systems that prioritizes physical, | 19 | | mental, and social-emotional health to ensure that every child | 20 | | is healthy, safe, supported, challenged, engaged, and | 21 | | protected. | 22 | | Starting with the 2024-2025 school year, the teachers | 23 | | institutes shall provide instruction on trauma-informed | 24 | | practices and include the definitions of trauma, | 25 | | trauma-responsive learning environments, and whole child set | 26 | | forth in this subsection (b) before the first student |
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| 1 | | attendance day of each school year. | 2 | | (Source: P.A. 103-413, eff. 1-1-24; 103-542, eff. 7-1-24 (see | 3 | | Section 905 of P.A. 103-563 for effective date of P.A. | 4 | | 103-542); revised 11-27-23.) | 5 | | (105 ILCS 5/10-22.39) | 6 | | (Text of Section before amendment by P.A. 103-41 and P.A. | 7 | | 103-542 ) | 8 | | Sec. 10-22.39. In-service training programs. | 9 | | (a) To conduct in-service training programs for teachers. | 10 | | (b) In addition to other topics at in-service training | 11 | | programs, at least once every 2 years, licensed school | 12 | | personnel and administrators who work with pupils in | 13 | | kindergarten through grade 12 shall be trained to identify the | 14 | | warning signs of mental illness, trauma, and suicidal behavior | 15 | | in youth and shall be taught appropriate intervention and | 16 | | referral techniques. A school district may utilize the | 17 | | Illinois Mental Health First Aid training program, established | 18 | | under the Illinois Mental Health First Aid Training Act and | 19 | | administered by certified instructors trained by a national | 20 | | association recognized as an authority in behavioral health, | 21 | | to provide the training and meet the requirements under this | 22 | | subsection. If licensed school personnel or an administrator | 23 | | obtains mental health first aid training outside of an | 24 | | in-service training program, he or she may present a | 25 | | certificate of successful completion of the training to the |
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| 1 | | school district to satisfy the requirements of this | 2 | | subsection. | 3 | | Training regarding the implementation of trauma-informed | 4 | | practices satisfies the requirements of this subsection (b). | 5 | | A course of instruction as described in this subsection | 6 | | (b) must include the definitions of trauma, trauma-responsive | 7 | | learning environments, and whole child set forth in subsection | 8 | | (b) of Section 3-11 of this Code and may provide information | 9 | | that is relevant to and within the scope of the duties of | 10 | | licensed school personnel or school administrators. Such | 11 | | information may include, but is not limited to: | 12 | | (1) the recognition of and care for trauma in students | 13 | | and staff; | 14 | | (2) the relationship between educator wellness and | 15 | | student learning; | 16 | | (3) the effect of trauma on student behavior and | 17 | | learning; | 18 | | (4) the prevalence of trauma among students, including | 19 | | the prevalence of trauma among student populations at | 20 | | higher risk of experiencing trauma; | 21 | | (5) the effects of implicit or explicit bias on | 22 | | recognizing trauma among various student groups in | 23 | | connection with race, ethnicity, gender identity, sexual | 24 | | orientation, socio-economic status, and other relevant | 25 | | factors; and | 26 | | (6) effective district practices that are shown to: |
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| 1 | | (A) prevent and mitigate the negative effect of | 2 | | trauma on student behavior and learning; and | 3 | | (B) support the emotional wellness of staff. | 4 | | (c) School counselors, nurses, teachers and other school | 5 | | personnel who work with pupils may be trained to have a basic | 6 | | knowledge of matters relating to acquired immunodeficiency | 7 | | syndrome (AIDS), including the nature of the disease, its | 8 | | causes and effects, the means of detecting it and preventing | 9 | | its transmission, and the availability of appropriate sources | 10 | | of counseling and referral, and any other information that may | 11 | | be appropriate considering the age and grade level of such | 12 | | pupils. The School Board shall supervise such training. The | 13 | | State Board of Education and the Department of Public Health | 14 | | shall jointly develop standards for such training. | 15 | | (d) In this subsection (d): | 16 | | "Domestic violence" means abuse by a family or household | 17 | | member, as "abuse" and "family or household members" are | 18 | | defined in Section 103 of the Illinois Domestic Violence Act | 19 | | of 1986. | 20 | | "Sexual violence" means sexual assault, abuse, or stalking | 21 | | of an adult or minor child proscribed in the Criminal Code of | 22 | | 1961 or the Criminal Code of 2012 in Sections 11-1.20, | 23 | | 11-1.30, 11-1.40, 11-1.50, 11-1.60, 12-7.3, 12-7.4, 12-7.5, | 24 | | 12-12, 12-13, 12-14, 12-14.1, 12-15, and 12-16, including | 25 | | sexual violence committed by perpetrators who are strangers to | 26 | | the victim and sexual violence committed by perpetrators who |
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| 1 | | are known or related by blood or marriage to the victim. | 2 | | At least once every 2 years, an in-service training | 3 | | program for school personnel who work with pupils, including, | 4 | | but not limited to, school and school district administrators, | 5 | | teachers, school social workers, school counselors, school | 6 | | psychologists, and school nurses, must be conducted by persons | 7 | | with expertise in domestic and sexual violence and the needs | 8 | | of expectant and parenting youth and shall include training | 9 | | concerning (i) communicating with and listening to youth | 10 | | victims of domestic or sexual violence and expectant and | 11 | | parenting youth, (ii) connecting youth victims of domestic or | 12 | | sexual violence and expectant and parenting youth to | 13 | | appropriate in-school services and other agencies, programs, | 14 | | and services as needed, and (iii) implementing the school | 15 | | district's policies, procedures, and protocols with regard to | 16 | | such youth, including confidentiality. At a minimum, school | 17 | | personnel must be trained to understand, provide information | 18 | | and referrals, and address issues pertaining to youth who are | 19 | | parents, expectant parents, or victims of domestic or sexual | 20 | | violence. | 21 | | (e) At least every 2 years, an in-service training program | 22 | | for school personnel who work with pupils must be conducted by | 23 | | persons with expertise in anaphylactic reactions and | 24 | | management. | 25 | | (f) At least once every 2 years, a school board shall | 26 | | conduct in-service training on educator ethics, |
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| 1 | | teacher-student conduct, and school employee-student conduct | 2 | | for all personnel. | 3 | | (g) (Blank). At least once every 2 years, a school board | 4 | | shall conduct in-service training for all school district | 5 | | employees on the methods to respond to trauma. The training | 6 | | must include instruction on how to respond to an incident | 7 | | involving life-threatening bleeding and, if applicable, how to | 8 | | use a school's trauma kit. A school board may satisfy the | 9 | | training requirements under this subsection by using the | 10 | | training, including online training, available from the | 11 | | American College of Surgeons or any other similar | 12 | | organization. | 13 | | School district employees who are trained to respond to | 14 | | trauma pursuant to this subsection (g) shall be immune from | 15 | | civil liability in the use of a trauma kit unless the action | 16 | | constitutes willful or wanton misconduct. | 17 | | (Source: P.A. 102-197, eff. 7-30-21; 102-638, eff. 1-1-23; | 18 | | 102-813, eff. 5-13-22; 103-128, eff. 6-30-23; 103-413, eff. | 19 | | 1-1-24; revised 11-27-23.) | 20 | | (Text of Section after amendment by P.A. 103-542 but | 21 | | before amendment by P.A. 103-41 ) | 22 | | Sec. 10-22.39. In-service training programs. | 23 | | (a) To conduct in-service training programs for teachers, | 24 | | administrators, and school support personnel. | 25 | | (b) In addition to other topics at in-service training |
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| 1 | | programs listed in this Section, teachers, administrators, and | 2 | | school support personnel who work with pupils must be trained | 3 | | in the following topics: health conditions of students; | 4 | | social-emotional learning; developing cultural competency; | 5 | | identifying warning signs of mental illness and suicidal | 6 | | behavior in youth; domestic and sexual violence and the needs | 7 | | of expectant and parenting youth; protections and | 8 | | accommodations for students; educator ethics; responding to | 9 | | child sexual abuse and grooming behavior; and effective | 10 | | instruction in violence prevention and conflict resolution. | 11 | | In-service training programs in these topics shall be credited | 12 | | toward hours of professional development required for license | 13 | | renewal as outlined in subsection (e) of Section 21B-45. | 14 | | School support personnel may be exempt from in-service | 15 | | training if the training is not relevant to the work they do. | 16 | | Nurses and school nurses, as defined by Section 10-22.23, | 17 | | are exempt from training required in subsection (b-5). | 18 | | Beginning July 1, 2024, all teachers, administrators, and | 19 | | school support personnel shall complete training as outlined | 20 | | in Section 10-22.39 during an in-service training program | 21 | | conducted by their school board or through other training | 22 | | opportunities, including, but not limited to, institutes under | 23 | | Section 3-11. Such training must be completed within 6 months | 24 | | of employment by a school board and renewed at least once every | 25 | | 5 years, unless required more frequently by other State or | 26 | | federal law or in accordance with this Section. If teachers, |
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| 1 | | administrators, or school support personnel obtain training | 2 | | outside of an in-service training program or from a previous | 3 | | public school district or nonpublic school employer, they may | 4 | | present documentation showing current compliance with this | 5 | | subsection to satisfy the requirement of receiving training | 6 | | within 6 months of first being employed. Training may be | 7 | | delivered through online, asynchronous means. | 8 | | (b-5) Training regarding health conditions of students for | 9 | | staff required by this Section shall include, but is not | 10 | | limited to: | 11 | | (1) (Blank). Chronic health conditions of students. | 12 | | (2) Anaphylactic reactions and management. Such | 13 | | training shall be conducted by persons with expertise in | 14 | | anaphylactic reactions and management. | 15 | | (3) The management of asthma, the prevention of asthma | 16 | | symptoms, and emergency response in the school setting. | 17 | | (4) The basics of seizure recognition and first aid | 18 | | and appropriate emergency protocols. Such training must be | 19 | | fully consistent with the best practice guidelines issued | 20 | | by the Centers for Disease Control and Prevention. | 21 | | (5) The basics of diabetes care, how to identify when | 22 | | a student with diabetes needs immediate or emergency | 23 | | medical attention, and whom to contact in the case of an | 24 | | emergency. | 25 | | (6) Current best practices regarding the | 26 | | identification and treatment of attention deficit |
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| 1 | | hyperactivity disorder. | 2 | | (7) Instruction on how to respond to an incident | 3 | | involving life-threatening bleeding and, if applicable, | 4 | | how to use a school's trauma kit. Beginning with the | 5 | | 2024-2025 school year, training on life-threatening | 6 | | bleeding must be completed within 6 months of the employee | 7 | | first being employed by a school board and renewed within | 8 | | 2 years. Beginning with the 2027-2028 school year, the | 9 | | training must be completed within 6 months of the employee | 10 | | first being employed by a school board and renewed at | 11 | | least once every 5 years thereafter. School district | 12 | | employees who are trained to respond to trauma pursuant to | 13 | | this subsection (b-5) shall be immune from civil liability | 14 | | in the use of a trauma kit unless the action constitutes | 15 | | willful or wanton misconduct. | 16 | | In consultation with professional organizations with | 17 | | expertise in student health issues, including, but not limited | 18 | | to, asthma management, anaphylactic reactions, seizure | 19 | | recognition, and diabetes care, the State Board of Education | 20 | | shall make available resource materials for educating school | 21 | | personnel about student health conditions and emergency | 22 | | response in the school setting. | 23 | | A school board may satisfy the life-threatening bleeding | 24 | | training under this subsection by using the training, | 25 | | including online training, available from the American College | 26 | | of Surgeons or any other similar organization. |
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| 1 | | (b-10) The training regarding social-emotional learning , | 2 | | for staff required by this Section may include, at a minimum, | 3 | | providing education to all school personnel about the content | 4 | | of the Illinois Social and Emotional Learning Standards, how | 5 | | those standards apply to everyday school interactions, and | 6 | | examples of how social emotional learning can be integrated | 7 | | into instructional practices across all grades and subjects. | 8 | | (b-15) The training regarding developing cultural | 9 | | competency for staff required by this Section shall include, | 10 | | but is not limited to, understanding and reducing implicit | 11 | | bias, including implicit racial bias. As used in this | 12 | | subsection, "implicit racial bias" has the meaning set forth | 13 | | in Section 10-20.61. | 14 | | (b-20) The training regarding identifying warning signs of | 15 | | mental illness, trauma, and suicidal behavior in youth for | 16 | | staff required by this Section shall include, but is not | 17 | | limited to, appropriate intervention and referral techniques, | 18 | | including resources and guidelines as outlined in Section | 19 | | 2-3.166 , and must include the definitions of trauma, | 20 | | trauma-responsive learning environments, and whole child set | 21 | | forth in subsection (b) of Section 3-11 of this Code . | 22 | | Illinois Mental Health First Aid training, established | 23 | | under the Illinois Mental Health First Aid Training Act, may | 24 | | satisfy the requirements of this subsection. | 25 | | If teachers, administrators, or school support personnel | 26 | | obtain mental health first aid training outside of an |
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| 1 | | in-service training program, they may present a certificate of | 2 | | successful completion of the training to the school district | 3 | | to satisfy the requirements of this subsection. Training | 4 | | regarding the implementation of trauma-informed practices | 5 | | under subsection (b) of Section 3-11 satisfies the | 6 | | requirements of this subsection. | 7 | | (b-25) As used in this subsection: | 8 | | "Domestic violence" means abuse by a family or household | 9 | | member, as "abuse" and "family or household members" are | 10 | | defined in Section 103 of the Illinois Domestic Violence Act | 11 | | of 1986. | 12 | | "Sexual violence" means sexual assault, abuse, or stalking | 13 | | of an adult or minor child proscribed in the Criminal Code of | 14 | | 1961 or in Sections 11-1.20, 11-1.30, 11-1.40, 11-1.50, | 15 | | 11-1.60, 12-7.3, 12-7.4, 12-7.5, 12-12, 12-13, 12-14, 12-14.1, | 16 | | 12-15, and 12-16 of the Criminal Code of 2012, including | 17 | | sexual violence committed by perpetrators who are strangers to | 18 | | the victim and sexual violence committed by perpetrators who | 19 | | are known or related by blood or marriage to the victim. | 20 | | The training regarding domestic and sexual violence and | 21 | | the needs of expectant and parenting youth for staff required | 22 | | by this Section must be conducted by persons with expertise in | 23 | | domestic and sexual violence and the needs of expectant and | 24 | | parenting youth, and shall include, but is not limited to: | 25 | | (1) communicating with and listening to youth victims | 26 | | of domestic or sexual violence and expectant and parenting |
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| 1 | | youth; | 2 | | (2) connecting youth victims of domestic or sexual | 3 | | violence and expectant and parenting youth to appropriate | 4 | | in-school services and other agencies, programs, and | 5 | | services as needed; | 6 | | (3) implementing the school district's policies, | 7 | | procedures, and protocols with regard to such youth, | 8 | | including confidentiality ; at . At a minimum, school | 9 | | personnel must be trained to understand, provide | 10 | | information and referrals, and address issues pertaining | 11 | | to youth who are parents, expectant parents, or victims of | 12 | | domestic or sexual violence; and | 13 | | (4) procedures for responding to incidents of teen | 14 | | dating violence that take place at the school, on school | 15 | | grounds, at school-sponsored activities, or in vehicles | 16 | | used for school-provided transportation as outlined in | 17 | | Section 3.10 of the Critical Health Problems and | 18 | | Comprehensive Health Education Act. | 19 | | (b-30) The training regarding protections and | 20 | | accommodations for students shall include, but is not limited | 21 | | to, instruction on the federal Americans with Disabilities | 22 | | Act, as it pertains to the school environment, and | 23 | | homelessness. Beginning with the 2024-2025 school year, | 24 | | training on homelessness must be completed within 6 months of | 25 | | an employee first being employed by a school board and renewed | 26 | | within 2 years. Beginning with the 2027-2028 school year, the |
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| 1 | | training must be completed within 6 months of the employee | 2 | | first being employed by a school board and renewed at least | 3 | | once every 5 years thereafter. Training on homelessness shall | 4 | | include the following: | 5 | | (1) the definition of homeless children and youths | 6 | | under 42 U.S.C. 11434a; | 7 | | (2) the signs of homelessness and housing insecurity; | 8 | | (3) the rights of students experiencing homelessness | 9 | | under State and federal law; | 10 | | (4) the steps to take when a homeless or | 11 | | housing-insecure student is identified; and | 12 | | (5) the appropriate referral techniques, including the | 13 | | name and contact number of the school or school district | 14 | | homeless liaison. | 15 | | School boards may work with a community-based organization | 16 | | that specializes in working with homeless children and youth | 17 | | to develop and provide the training. | 18 | | (b-35) The training regarding educator ethics and | 19 | | responding to child sexual abuse and grooming behavior shall | 20 | | include, but is not limited to, teacher-student conduct, | 21 | | school employee-student conduct, and evidence-informed | 22 | | training on preventing, recognizing, reporting, and responding | 23 | | to child sexual abuse and grooming as outlined in Section | 24 | | 10-23.13. | 25 | | (b-40) The training regarding effective instruction in | 26 | | violence prevention and conflict resolution required by this |
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| 1 | | Section shall be conducted in accordance with the requirements | 2 | | of Section 27-23.4. | 3 | | (b-45) (c) Beginning July 1, 2024, all nonpublic | 4 | | elementary and secondary school teachers, administrators, and | 5 | | school support personnel shall complete the training set forth | 6 | | in subsection (b-5). Training must be completed within 6 | 7 | | months of first being employed by a nonpublic school and | 8 | | renewed at least once every 5 years, unless required more | 9 | | frequently by other State or federal law. If nonpublic | 10 | | teachers, administrators, or school support personnel obtain | 11 | | training from a public school district or nonpublic school | 12 | | employer, the teacher, administrator, or school support | 13 | | personnel may present documentation to the nonpublic school | 14 | | showing current compliance with this subsection to satisfy the | 15 | | requirement of receiving training within 6 months of first | 16 | | being employed. must include the definitions of trauma, | 17 | | trauma-responsive learning environments, and whole child set | 18 | | forth in subsection (b) of Section 3-11 of this Code and | 19 | | (c) (Blank). | 20 | | (d) (Blank). | 21 | | (e) (Blank). | 22 | | (f) (Blank). | 23 | | (g) (Blank). At least once every 2 years, a school board | 24 | | shall conduct in-service training for all school district | 25 | | employees on the methods to respond to trauma. The training | 26 | | must include instruction on how to respond to an incident |
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| 1 | | involving life-threatening bleeding and, if applicable, how to | 2 | | use a school's trauma kit. A school board may satisfy the | 3 | | training requirements under this subsection by using the | 4 | | training, including online training, available from the | 5 | | American College of Surgeons or any other similar | 6 | | organization. | 7 | | School district employees who are trained to respond to | 8 | | trauma pursuant to this subsection (g) shall be immune from | 9 | | civil liability in the use of a trauma kit unless the action | 10 | | constitutes willful or wanton misconduct. | 11 | | (Source: P.A. 102-197, eff. 7-30-21; 102-638, eff. 1-1-23; | 12 | | 102-813, eff. 5-13-22; 103-128, eff. 6-30-23; 103-413, eff. | 13 | | 1-1-24; 103-542, eff. 7-1-24 (see Section 905 of P.A. 103-563 | 14 | | for effective date of P.A. 103-542); revised 11-27-23.) | 15 | | (Text of Section after amendment by P.A. 103-41 ) | 16 | | Sec. 10-22.39. In-service training programs. | 17 | | (a) To conduct in-service training programs for teachers, | 18 | | administrators, and school support personnel. | 19 | | (b) In addition to other topics at in-service training | 20 | | programs listed in this Section, teachers, administrators, and | 21 | | school support personnel who work with pupils must be trained | 22 | | in the following topics: health conditions of students; | 23 | | social-emotional learning; developing cultural competency; | 24 | | identifying warning signs of mental illness and suicidal | 25 | | behavior in youth; domestic and sexual violence and the needs |
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| 1 | | of expectant and parenting youth; protections and | 2 | | accommodations for students; educator ethics; responding to | 3 | | child sexual abuse and grooming behavior; and effective | 4 | | instruction in violence prevention and conflict resolution. | 5 | | In-service training programs in these topics shall be credited | 6 | | toward hours of professional development required for license | 7 | | renewal as outlined in subsection (e) of Section 21B-45. | 8 | | School support personnel may be exempt from in-service | 9 | | training if the training is not relevant to the work they do. | 10 | | Nurses and school nurses, as defined by Section 10-22.23, | 11 | | are exempt from training required in subsection (b-5). | 12 | | Beginning July 1, 2024, all teachers, administrators, and | 13 | | school support personnel shall complete training as outlined | 14 | | in Section 10-22.39 during an in-service training program | 15 | | conducted by their school board or through other training | 16 | | opportunities, including, but not limited to, institutes under | 17 | | Section 3-11. Such training must be completed within 6 months | 18 | | of employment by a school board and renewed at least once every | 19 | | 5 years, unless required more frequently by other State or | 20 | | federal law or in accordance with this Section. If teachers, | 21 | | administrators, or school support personnel obtain training | 22 | | outside of an in-service training program or from a previous | 23 | | public school district or nonpublic school employer, they may | 24 | | present documentation showing current compliance with this | 25 | | subsection to satisfy the requirement of receiving training | 26 | | within 6 months of first being employed. Training may be |
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| 1 | | delivered through online, asynchronous means. | 2 | | (b-5) Training regarding health conditions of students for | 3 | | staff required by this Section shall include, but is not | 4 | | limited to: | 5 | | (1) (Blank). Chronic health conditions of students. | 6 | | (2) Anaphylactic reactions and management. Such | 7 | | training shall be conducted by persons with expertise in | 8 | | anaphylactic reactions and management. | 9 | | (3) The management of asthma, the prevention of asthma | 10 | | symptoms, and emergency response in the school setting. | 11 | | (4) The basics of seizure recognition and first aid | 12 | | and appropriate emergency protocols. Such training must be | 13 | | fully consistent with the best practice guidelines issued | 14 | | by the Centers for Disease Control and Prevention. | 15 | | (5) The basics of diabetes care, how to identify when | 16 | | a student with diabetes needs immediate or emergency | 17 | | medical attention, and whom to contact in the case of an | 18 | | emergency. | 19 | | (6) Current best practices regarding the | 20 | | identification and treatment of attention deficit | 21 | | hyperactivity disorder. | 22 | | (7) Instruction on how to respond to an incident | 23 | | involving life-threatening bleeding and, if applicable, | 24 | | how to use a school's trauma kit. Beginning with the | 25 | | 2024-2025 school year, training on life-threatening | 26 | | bleeding must be completed within 6 months of the employee |
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| 1 | | first being employed by a school board and renewed within | 2 | | 2 years. Beginning with the 2027-2028 school year, the | 3 | | training must be completed within 6 months of the employee | 4 | | first being employed by a school board and renewed at | 5 | | least once every 5 years thereafter. School district | 6 | | employees who are trained to respond to trauma pursuant to | 7 | | this subsection (b-5) shall be immune from civil liability | 8 | | in the use of a trauma kit unless the action constitutes | 9 | | willful or wanton misconduct. | 10 | | In consultation with professional organizations with | 11 | | expertise in student health issues, including, but not limited | 12 | | to, asthma management, anaphylactic reactions, seizure | 13 | | recognition, and diabetes care, the State Board of Education | 14 | | shall make available resource materials for educating school | 15 | | personnel about student health conditions and emergency | 16 | | response in the school setting. | 17 | | A school board may satisfy the life-threatening bleeding | 18 | | training under this subsection by using the training, | 19 | | including online training, available from the American College | 20 | | of Surgeons or any other similar organization. | 21 | | (b-10) The training regarding social-emotional learning , | 22 | | for staff required by this Section may include, at a minimum, | 23 | | providing education to all school personnel about the content | 24 | | of the Illinois Social and Emotional Learning Standards, how | 25 | | those standards apply to everyday school interactions, and | 26 | | examples of how social emotional learning can be integrated |
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| 1 | | into instructional practices across all grades and subjects. | 2 | | (b-15) The training regarding developing cultural | 3 | | competency for staff required by this Section shall include, | 4 | | but is not limited to, understanding and reducing implicit | 5 | | bias, including implicit racial bias. As used in this | 6 | | subsection, "implicit racial bias" has the meaning set forth | 7 | | in Section 10-20.61. | 8 | | (b-20) The training regarding identifying warning signs of | 9 | | mental illness, trauma, and suicidal behavior in youth for | 10 | | staff required by this Section shall include, but is not | 11 | | limited to, appropriate intervention and referral techniques, | 12 | | including resources and guidelines as outlined in Section | 13 | | 2-3.166 , and must include the definitions of trauma, | 14 | | trauma-responsive learning environments, and whole child set | 15 | | forth in subsection (b) of Section 3-11 of this Code . | 16 | | Illinois Mental Health First Aid training, established | 17 | | under the Illinois Mental Health First Aid Training Act, may | 18 | | satisfy the requirements of this subsection. | 19 | | If teachers, administrators, or school support personnel | 20 | | obtain mental health first aid training outside of an | 21 | | in-service training program, they may present a certificate of | 22 | | successful completion of the training to the school district | 23 | | to satisfy the requirements of this subsection. Training | 24 | | regarding the implementation of trauma-informed practices | 25 | | under subsection (b) of Section 3-11 satisfies the | 26 | | requirements of this subsection. |
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| 1 | | (b-25) As used in this subsection: | 2 | | "Domestic violence" means abuse by a family or household | 3 | | member, as "abuse" and "family or household members" are | 4 | | defined in Section 103 of the Illinois Domestic Violence Act | 5 | | of 1986. | 6 | | "Sexual violence" means sexual assault, abuse, or stalking | 7 | | of an adult or minor child proscribed in the Criminal Code of | 8 | | 1961 or in Sections 11-1.20, 11-1.30, 11-1.40, 11-1.50, | 9 | | 11-1.60, 12-7.3, 12-7.4, 12-7.5, 12-12, 12-13, 12-14, 12-14.1, | 10 | | 12-15, and 12-16 of the Criminal Code of 2012, including | 11 | | sexual violence committed by perpetrators who are strangers to | 12 | | the victim and sexual violence committed by perpetrators who | 13 | | are known or related by blood or marriage to the victim. | 14 | | The training regarding domestic and sexual violence and | 15 | | the needs of expectant and parenting youth for staff required | 16 | | by this Section must be conducted by persons with expertise in | 17 | | domestic and sexual violence and the needs of expectant and | 18 | | parenting youth, and shall include, but is not limited to: | 19 | | (1) communicating with and listening to youth victims | 20 | | of domestic or sexual violence and expectant and parenting | 21 | | youth; | 22 | | (2) connecting youth victims of domestic or sexual | 23 | | violence and expectant and parenting youth to appropriate | 24 | | in-school services and other agencies, programs, and | 25 | | services as needed; | 26 | | (3) implementing the school district's policies, |
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| 1 | | procedures, and protocols with regard to such youth, | 2 | | including confidentiality ; at . At a minimum, school | 3 | | personnel must be trained to understand, provide | 4 | | information and referrals, and address issues pertaining | 5 | | to youth who are parents, expectant parents, or victims of | 6 | | domestic or sexual violence; and | 7 | | (4) procedures for responding to incidents of teen | 8 | | dating violence that take place at the school, on school | 9 | | grounds, at school-sponsored activities, or in vehicles | 10 | | used for school-provided transportation as outlined in | 11 | | Section 3.10 of the Critical Health Problems and | 12 | | Comprehensive Health Education Act. | 13 | | (b-30) The training regarding protections and | 14 | | accommodations for students shall include, but is not limited | 15 | | to, instruction on the federal Americans with Disabilities | 16 | | Act, as it pertains to the school environment, and | 17 | | homelessness. Beginning with the 2024-2025 school year, | 18 | | training on homelessness must be completed within 6 months of | 19 | | an employee first being employed by a school board and renewed | 20 | | within 2 years. Beginning with the 2027-2028 school year, the | 21 | | training must be completed within 6 months of the employee | 22 | | first being employed by a school board and renewed at least | 23 | | once every 5 years thereafter. Training on homelessness shall | 24 | | include the following: | 25 | | (1) the definition of homeless children and youths | 26 | | under 42 U.S.C. 11434a; |
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| 1 | | (2) the signs of homelessness and housing insecurity; | 2 | | (3) the rights of students experiencing homelessness | 3 | | under State and federal law; | 4 | | (4) the steps to take when a homeless or | 5 | | housing-insecure student is identified; and | 6 | | (5) the appropriate referral techniques, including the | 7 | | name and contact number of the school or school district | 8 | | homeless liaison. | 9 | | School boards may work with a community-based organization | 10 | | that specializes in working with homeless children and youth | 11 | | to develop and provide the training. | 12 | | (b-35) The training regarding educator ethics and | 13 | | responding to child sexual abuse and grooming behavior shall | 14 | | include, but is not limited to, teacher-student conduct, | 15 | | school employee-student conduct, and evidence-informed | 16 | | training on preventing, recognizing, reporting, and responding | 17 | | to child sexual abuse and grooming as outlined in Section | 18 | | 10-23.13. | 19 | | (b-40) The training regarding effective instruction in | 20 | | violence prevention and conflict resolution required by this | 21 | | Section shall be conducted in accordance with the requirements | 22 | | of Section 27-23.4. | 23 | | (b-45) (c) Beginning July 1, 2024, all nonpublic | 24 | | elementary and secondary school teachers, administrators, and | 25 | | school support personnel shall complete the training set forth | 26 | | in subsection (b-5). Training must be completed within 6 |
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| 1 | | months of first being employed by a nonpublic school and | 2 | | renewed at least once every 5 years, unless required more | 3 | | frequently by other State or federal law. If nonpublic | 4 | | teachers, administrators, or school support personnel obtain | 5 | | training from a public school district or nonpublic school | 6 | | employer, the teacher, administrator, or school support | 7 | | personnel may present documentation to the nonpublic school | 8 | | showing current compliance with this subsection to satisfy the | 9 | | requirement of receiving training within 6 months of first | 10 | | being employed. must include the definitions of trauma, | 11 | | trauma-responsive learning environments, and whole child set | 12 | | forth in subsection (b) of Section 3-11 of this Code and | 13 | | (c) (Blank). | 14 | | (d) (Blank). | 15 | | (e) (Blank). | 16 | | (f) (Blank). | 17 | | (g) (Blank). At least once every 2 years, a school board | 18 | | shall conduct in-service training for all school district | 19 | | employees on the methods to respond to trauma. The training | 20 | | must include instruction on how to respond to an incident | 21 | | involving life-threatening bleeding and, if applicable, how to | 22 | | use a school's trauma kit. A school board may satisfy the | 23 | | training requirements under this subsection by using the | 24 | | training, including online training, available from the | 25 | | American College of Surgeons or any other similar | 26 | | organization. |
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| 1 | | School district employees who are trained to respond to | 2 | | trauma pursuant to this subsection (g) shall be immune from | 3 | | civil liability in the use of a trauma kit unless the action | 4 | | constitutes willful or wanton misconduct. | 5 | | (h) (g) At least once every 2 years, a school board shall | 6 | | conduct in-service training on homelessness for all school | 7 | | personnel. The training shall include: | 8 | | (1) the definition of homeless children and youth | 9 | | under Section 11434a of Title 42 of the United States | 10 | | Code; | 11 | | (2) the signs of homelessness and housing insecurity; | 12 | | (3) the rights of students experiencing homelessness | 13 | | under State and federal law; | 14 | | (4) the steps to take when a homeless or | 15 | | housing-insecure student is identified; and | 16 | | (5) the appropriate referral techniques, including the | 17 | | name and contact number of the school or school district | 18 | | homeless liaison. | 19 | | A school board may work with a community-based | 20 | | organization that specializes in working with homeless | 21 | | children and youth to develop and provide the training. | 22 | | (Source: P.A. 102-197, eff. 7-30-21; 102-638, eff. 1-1-23; | 23 | | 102-813, eff. 5-13-22; 103-41, eff. 8-20-24; 103-128, eff. | 24 | | 6-30-23; 103-413, eff. 1-1-24; 103-542, eff. 7-1-24 (see | 25 | | Section 905 of P.A. 103-563 for effective date of P.A. | 26 | | 103-542); revised 11-27-23.) |
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| 1 | | (105 ILCS 5/34-18.82) | 2 | | Sec. 34-18.82. Trauma kit ; trauma response training . | 3 | | (a) In this Section, "trauma kit" means a first aid | 4 | | response kit that contains, at a minimum, all of the | 5 | | following: | 6 | | (1) One tourniquet endorsed by the Committee on | 7 | | Tactical Combat Casualty Care. | 8 | | (2) One compression bandage. | 9 | | (3) One hemostatic bleeding control dressing endorsed | 10 | | by the Committee on Tactical Combat Casualty Care. | 11 | | (4) Protective gloves and a marker. | 12 | | (5) Scissors. | 13 | | (6) Instructional documents developed by the Stop the | 14 | | Bleed national awareness campaign of the United States | 15 | | Department of Homeland Security or the American College of | 16 | | Surgeons' Committee on Trauma, or both. | 17 | | (7) Any other medical materials or equipment similar | 18 | | to those described in paragraphs (1) through (3) or any | 19 | | other items that (i) are approved by a local law | 20 | | enforcement agency or first responders, (ii) can | 21 | | adequately treat a traumatic injury, and (iii) can be | 22 | | stored in a readily available kit. | 23 | | (b) The school district may maintain an on-site trauma kit | 24 | | at each school for bleeding emergencies. | 25 | | (c) Products purchased for the trauma kit, including those |
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| 1 | | products endorsed by the Committee on Tactical Combat Casualty | 2 | | Care, shall, whenever possible, be manufactured in the United | 3 | | States. | 4 | | (d) (Blank). At least once every 2 years, the board shall | 5 | | conduct in-service training for all school district employees | 6 | | on the methods to respond to trauma. The training must include | 7 | | instruction on how to respond to an incident involving | 8 | | life-threatening bleeding and, if applicable, how to use a | 9 | | school's trauma kit. The board may satisfy the training | 10 | | requirements under this subsection by using the training, | 11 | | including online training, available from the American College | 12 | | of Surgeons or any other similar organization. | 13 | | School district employees who are trained to respond to | 14 | | trauma pursuant to this subsection (d) shall be immune from | 15 | | civil liability in the use of a trauma kit unless the action | 16 | | constitutes willful or wanton misconduct. | 17 | | (Source: P.A. 103-128, eff. 6-30-23.) | 18 | | Section 95. No acceleration or delay. Where this Act makes | 19 | | changes in a statute that is represented in this Act by text | 20 | | that is not yet or no longer in effect (for example, a Section | 21 | | represented by multiple versions), the use of that text does | 22 | | not accelerate or delay the taking effect of (i) the changes | 23 | | made by this Act or (ii) provisions derived from any other | 24 | | Public Act. | 25 | | Section 99. Effective date. This Act takes effect January |
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| 1 | | 1, 2025. |
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