Public Act 103-0603
HB4653 EnrolledLRB103 36674 RJT 66783 b HB4653 Enrolled LRB103 36674 RJT 66783 b
HB4653 Enrolled LRB103 36674 RJT 66783 b
AN ACT concerning education.
Be it enacted by the People of the State of Illinois,
represented in the General Assembly:
Section 5. The School Code is amended by changing Sections
3-11, 10-22.39, and 34-18.82 as follows:
(105 ILCS 5/3-11)
(Text of Section before amendment by P.A. 103-542)
Sec. 3-11. Institutes or inservice training workshops.
(a) In counties of less than 2,000,000 inhabitants, the
regional superintendent may arrange for or conduct district,
regional, or county institutes, or equivalent professional
educational experiences, not more than 4 days annually. Of
those 4 days, 2 days may be used as a teacher's and educational
support personnel workshop, when approved by the regional
superintendent, up to 2 days may be used for conducting
parent-teacher conferences, or up to 2 days may be utilized as
parental institute days as provided in Section 10-22.18d.
Educational support personnel may be exempt from a workshop if
the workshop is not relevant to the work they do. A school
district may use one of its 4 institute days on the last day of
the school term. "Institute" or "Professional educational
experiences" means any educational gathering, demonstration of
methods of instruction, visitation of schools or other
HB4653 Enrolled LRB103 36674 RJT 66783 b
institutions or facilities, sexual abuse and sexual assault
awareness seminar, or training in First Aid (which may include
cardiopulmonary resuscitation or defibrillator training) held
or approved by the regional superintendent and declared by the
regional superintendent him to be an institute day, or
parent-teacher conferences. With the concurrence of the State
Superintendent of Education, he or she may employ such
assistance as is necessary to conduct the institute. Two or
more adjoining counties may jointly hold an institute.
Institute instruction shall be free to holders of licenses
good in the county or counties holding the institute and to
those who have paid an examination fee and failed to receive a
license.
In counties of 2,000,000 or more inhabitants, the regional
superintendent may arrange for or conduct district, regional,
or county inservice training workshops, or equivalent
professional educational experiences, not more than 4 days
annually. Of those 4 days, 2 days may be used as a teacher's
and educational support personnel workshop, when approved by
the regional superintendent, up to 2 days may be used for
conducting parent-teacher conferences, or up to 2 days may be
utilized as parental institute days as provided in Section
10-22.18d. Educational support personnel may be exempt from a
workshop if the workshop is not relevant to the work they do. A
school district may use one of those 4 days on the last day of
the school term. "Inservice Training Workshops" or
"Professional educational experiences" means any educational
gathering, demonstration of methods of instruction, visitation
of schools or other institutions or facilities, sexual abuse
and sexual assault awareness seminar, or training in First Aid
(which may include cardiopulmonary resuscitation or
defibrillator training) held or approved by the regional
superintendent and declared by him to be an inservice training
workshop, or parent-teacher conferences. With the concurrence
of the State Superintendent of Education, he may employ such
assistance as is necessary to conduct the inservice training
workshop. With the approval of the regional superintendent, 2
or more adjoining districts may jointly hold an inservice
training workshop. In addition, with the approval of the
regional superintendent, one district may conduct its own
inservice training workshop with subject matter consultants
requested from the county, State or any State institution of
higher learning.
Such teachers institutes as referred to in this Section
may be held on consecutive or separate days at the option of
the regional superintendent having jurisdiction thereof.
Whenever reference is made in this Act to "teachers
institute", it shall be construed to include the inservice
training workshops or equivalent professional educational
experiences provided for in this Section.
Any institute advisory committee existing on April 1,
1995, is dissolved and the duties and responsibilities of the
institute advisory committee are assumed by the regional
office of education advisory board.
Districts providing inservice training programs shall
constitute inservice committees, 1/2 of which shall be
teachers, 1/4 school service personnel and 1/4 administrators
to establish program content and schedules.
The teachers institutes shall include teacher training
committed to (i) peer counseling programs and other
anti-violence and conflict resolution programs, including
without limitation programs for preventing at risk students
from committing violent acts, and (ii) educator ethics and
teacher-student conduct. Beginning with the 2009-2010 school
year, the teachers institutes shall include instruction on
prevalent student chronic health conditions. Beginning with
the 2016-2017 school year, the teachers institutes shall
include, at least once every 2 years, instruction on the
federal Americans with Disabilities Act as it pertains to the
school environment.
(b) In this subsection (b):
"Trauma" is defined according to an event, an experience,
and effects. Individual trauma results from an event, series
of events, or set of circumstances that is experienced by an
individual as physically or emotionally harmful or life
threatening and that has lasting adverse effects on the
individual's functioning and mental, physical, social, or
emotional well-being. Collective trauma is a psychological
reaction to a traumatic event shared by any group of people.
This may include, but is not limited to, community violence,
experiencing racism and discrimination, and the lack of the
essential supports for well-being, such as educational or
economic opportunities, food, health care, housing, and
community cohesion. Trauma can be experienced by anyone,
though it is disproportionately experienced by members of
marginalized groups. Systemic and historical oppression, such
as racism, is often at the root of this inequity. Symptoms may
vary at different developmental stages and across different
cultural groups and different communities.
"Trauma-responsive learning environments" means learning
environments developed during an ongoing, multiyear-long
process that typically progresses across the following 3
stages:
(1) A school or district is "trauma aware" when it:
(A) has personnel that demonstrate a foundational
understanding of a broad definition of trauma that is
developmentally and culturally based; includes
students, personnel, and communities; and recognizes
the potential effect on biological, cognitive,
academic, and social-emotional functioning; and
(B) recognizes that traumatic exposure can impact
behavior and learning and should be acknowledged in
policies, strategies, and systems of support for
students, families, and personnel.
(2) A school or district is "trauma responsive" when
it progresses from awareness to action in the areas of
policy, practice, and structural changes within a
multi-tiered system of support to promote safety, positive
relationships, and self-regulation while underscoring the
importance of personal well-being and cultural
responsiveness. Such progress may:
(A) be aligned with the Illinois Quality Framework
and integrated into a school or district's continuous
improvement process as evidence to support allocation
of financial resources;
(B) be assessed and monitored by a
multidisciplinary leadership team on an ongoing basis;
and
(C) involve the engagement and capacity building
of personnel at all levels to ensure that adults in the
learning environment are prepared to recognize and
respond to those impacted by trauma.
(3) A school or district is healing centered when it
acknowledges its role and responsibility to the community,
fully responds to trauma, and promotes resilience and
healing through genuine, trusting, and creative
relationships. Such school schools or district districts
may:
(A) promote holistic and collaborative approaches
that are grounded in culture, spirituality, civic
engagement, and equity; and
(B) support agency within individuals, families,
and communities while engaging people in collective
action that moves from transactional to
transformational.
"Whole child" means using a child-centered, holistic,
equitable lens across all systems that prioritizes physical,
mental, and social-emotional health to ensure that every child
is healthy, safe, supported, challenged, engaged, and
protected.
Starting with the 2024-2025 school year, the teachers
institutes shall provide instruction on trauma-informed
practices and include the definitions of trauma,
trauma-responsive learning environments, and whole child set
forth in this subsection (b) before the first student
attendance day of each school year.
(Source: P.A. 103-413, eff. 1-1-24; revised 11-27-23.)
(Text of Section after amendment by P.A. 103-542)
Sec. 3-11. Institutes or inservice training workshops.
(a) In counties of less than 2,000,000 inhabitants, the
regional superintendent may arrange for or conduct district,
regional, or county institutes, or equivalent professional
educational experiences, not more than 4 days annually. Of
those 4 days, 2 days may be used as a teachers, administrators,
and school support personnel workshop, when approved by the
regional superintendent, up to 2 days may be used for
conducting parent-teacher conferences, or up to 2 days may be
utilized as parental institute days as provided in Section
10-22.18d. School support personnel may be exempt from a
workshop if the workshop is not relevant to the work they do. A
school district may use one of its 4 institute days on the last
day of the school term. "Institute" or "Professional
educational experiences" means any educational gathering,
demonstration of methods of instruction, visitation of schools
or other institutions or facilities, sexual abuse and sexual
assault awareness seminar, or training in First Aid (which may
include cardiopulmonary resuscitation or defibrillator
training) held or approved by the regional superintendent and
declared by the regional superintendent him to be an institute
day, or parent-teacher conferences. With the concurrence of
the State Superintendent of Education, the regional
superintendent may employ such assistance as is necessary to
conduct the institute. Two or more adjoining counties may
jointly hold an institute. Institute instruction shall be free
to holders of licenses good in the county or counties holding
the institute and to those who have paid an examination fee and
failed to receive a license.
In counties of 2,000,000 or more inhabitants, the regional
superintendent may arrange for or conduct district, regional,
or county inservice training workshops, or equivalent
professional educational experiences, not more than 4 days
annually. Of those 4 days, 2 days may be used as a teachers,
administrators, and school support personnel workshop, when
approved by the regional superintendent, up to 2 days may be
used for conducting parent-teacher conferences, or up to 2
days may be utilized as parental institute days as provided in
Section 10-22.18d. School support personnel may be exempt from
a workshop if the workshop is not relevant to the work they do.
A school district may use one of those 4 days on the last day
of the school term. "Inservice Training Workshops" or
"Professional educational experiences" means any educational
gathering, demonstration of methods of instruction, visitation
of schools or other institutions or facilities, sexual abuse
and sexual assault awareness seminar, or training in First Aid
(which may include cardiopulmonary resuscitation or
defibrillator training) held or approved by the regional
superintendent and declared by the regional superintendent to
be an inservice training workshop, or parent-teacher
conferences. With the concurrence of the State Superintendent
of Education, the regional superintendent may employ such
assistance as is necessary to conduct the inservice training
workshop. With the approval of the regional superintendent, 2
or more adjoining districts may jointly hold an inservice
training workshop. In addition, with the approval of the
regional superintendent, one district may conduct its own
inservice training workshop with subject matter consultants
requested from the county, State or any State institution of
higher learning.
Such institutes as referred to in this Section may be held
on consecutive or separate days at the option of the regional
superintendent having jurisdiction thereof.
Whenever reference is made in this Act to "institute", it
shall be construed to include the inservice training workshops
or equivalent professional educational experiences provided
for in this Section.
Any institute advisory committee existing on April 1,
1995, is dissolved and the duties and responsibilities of the
institute advisory committee are assumed by the regional
office of education advisory board.
Districts providing inservice training programs shall
constitute inservice committees, 1/2 of which shall be
teachers, 1/4 school service personnel and 1/4 administrators
to establish program content and schedules.
In addition to other topics not listed in this Section,
the teachers institutes may include training committed to
health conditions of students; social-emotional learning;
developing cultural competency; identifying warning signs of
mental illness and suicidal behavior in youth; domestic and
sexual violence and the needs of expectant and parenting
youth; protections and accommodations for students; educator
ethics; responding to child sexual abuse and grooming
behavior; and effective instruction in violence prevention and
conflict resolution. Institute programs in these topics shall
be credited toward hours of professional development required
for license renewal as outlined in subsection (e) of Section
21B-45.
(b) In this subsection (b):
"Trauma" is defined according to an event, an experience,
and effects. Individual trauma results from an event, series
of events, or set of circumstances that is experienced by an
individual as physically or emotionally harmful or life
threatening and that has lasting adverse effects on the
individual's functioning and mental, physical, social, or
emotional well-being. Collective trauma is a psychological
reaction to a traumatic event shared by any group of people.
This may include, but is not limited to, community violence,
experiencing racism and discrimination, and the lack of the
essential supports for well-being, such as educational or
economic opportunities, food, health care, housing, and
community cohesion. Trauma can be experienced by anyone,
though it is disproportionately experienced by members of
marginalized groups. Systemic and historical oppression, such
as racism, is often at the root of this inequity. Symptoms may
vary at different developmental stages and across different
cultural groups and different communities.
"Trauma-responsive learning environments" means learning
environments developed during an ongoing, multiyear-long
process that typically progresses across the following 3
stages:
(1) A school or district is "trauma aware" when it:
(A) has personnel that demonstrate a foundational
understanding of a broad definition of trauma that is
developmentally and culturally based; includes
students, personnel, and communities; and recognizes
the potential effect on biological, cognitive,
academic, and social-emotional functioning; and
(B) recognizes that traumatic exposure can impact
behavior and learning and should be acknowledged in
policies, strategies, and systems of support for
students, families, and personnel.
(2) A school or district is "trauma responsive" when
it progresses from awareness to action in the areas of
policy, practice, and structural changes within a
multi-tiered system of support to promote safety, positive
relationships, and self-regulation while underscoring the
importance of personal well-being and cultural
responsiveness. Such progress may:
(A) be aligned with the Illinois Quality Framework
and integrated into a school or district's continuous
improvement process as evidence to support allocation
of financial resources;
(B) be assessed and monitored by a
multidisciplinary leadership team on an ongoing basis;
and
(C) involve the engagement and capacity building
of personnel at all levels to ensure that adults in the
learning environment are prepared to recognize and
respond to those impacted by trauma.
(3) A school or district is healing centered when it
acknowledges its role and responsibility to the community,
fully responds to trauma, and promotes resilience and
healing through genuine, trusting, and creative
relationships. Such school schools or district districts
may:
(A) promote holistic and collaborative approaches
that are grounded in culture, spirituality, civic
engagement, and equity; and
(B) support agency within individuals, families,
and communities while engaging people in collective
action that moves from transactional to
transformational.
"Whole child" means using a child-centered, holistic,
equitable lens across all systems that prioritizes physical,
mental, and social-emotional health to ensure that every child
is healthy, safe, supported, challenged, engaged, and
protected.
Starting with the 2024-2025 school year, the teachers
institutes shall provide instruction on trauma-informed
practices and include the definitions of trauma,
trauma-responsive learning environments, and whole child set
forth in this subsection (b) before the first student
attendance day of each school year.
(Source: P.A. 103-413, eff. 1-1-24; 103-542, eff. 7-1-24 (see
Section 905 of P.A. 103-563 for effective date of P.A.
103-542); revised 11-27-23.)
(105 ILCS 5/10-22.39)
(Text of Section before amendment by P.A. 103-41 and P.A.
103-542)
Sec. 10-22.39. In-service training programs.
(a) To conduct in-service training programs for teachers.
(b) In addition to other topics at in-service training
programs, at least once every 2 years, licensed school
personnel and administrators who work with pupils in
kindergarten through grade 12 shall be trained to identify the
warning signs of mental illness, trauma, and suicidal behavior
in youth and shall be taught appropriate intervention and
referral techniques. A school district may utilize the
Illinois Mental Health First Aid training program, established
under the Illinois Mental Health First Aid Training Act and
administered by certified instructors trained by a national
association recognized as an authority in behavioral health,
to provide the training and meet the requirements under this
subsection. If licensed school personnel or an administrator
obtains mental health first aid training outside of an
in-service training program, he or she may present a
certificate of successful completion of the training to the
school district to satisfy the requirements of this
subsection.
Training regarding the implementation of trauma-informed
practices satisfies the requirements of this subsection (b).
A course of instruction as described in this subsection
(b) must include the definitions of trauma, trauma-responsive
learning environments, and whole child set forth in subsection
(b) of Section 3-11 of this Code and may provide information
that is relevant to and within the scope of the duties of
licensed school personnel or school administrators. Such
information may include, but is not limited to:
(1) the recognition of and care for trauma in students
and staff;
(2) the relationship between educator wellness and
student learning;
(3) the effect of trauma on student behavior and
learning;
(4) the prevalence of trauma among students, including
the prevalence of trauma among student populations at
higher risk of experiencing trauma;
(5) the effects of implicit or explicit bias on
recognizing trauma among various student groups in
connection with race, ethnicity, gender identity, sexual
orientation, socio-economic status, and other relevant
factors; and
(6) effective district practices that are shown to:
(A) prevent and mitigate the negative effect of
trauma on student behavior and learning; and
(B) support the emotional wellness of staff.
(c) School counselors, nurses, teachers and other school
personnel who work with pupils may be trained to have a basic
knowledge of matters relating to acquired immunodeficiency
syndrome (AIDS), including the nature of the disease, its
causes and effects, the means of detecting it and preventing
its transmission, and the availability of appropriate sources
of counseling and referral, and any other information that may
be appropriate considering the age and grade level of such
pupils. The School Board shall supervise such training. The
State Board of Education and the Department of Public Health
shall jointly develop standards for such training.
(d) In this subsection (d):
"Domestic violence" means abuse by a family or household
member, as "abuse" and "family or household members" are
defined in Section 103 of the Illinois Domestic Violence Act
of 1986.
"Sexual violence" means sexual assault, abuse, or stalking
of an adult or minor child proscribed in the Criminal Code of
1961 or the Criminal Code of 2012 in Sections 11-1.20,
11-1.30, 11-1.40, 11-1.50, 11-1.60, 12-7.3, 12-7.4, 12-7.5,
12-12, 12-13, 12-14, 12-14.1, 12-15, and 12-16, including
sexual violence committed by perpetrators who are strangers to
the victim and sexual violence committed by perpetrators who
are known or related by blood or marriage to the victim.
At least once every 2 years, an in-service training
program for school personnel who work with pupils, including,
but not limited to, school and school district administrators,
teachers, school social workers, school counselors, school
psychologists, and school nurses, must be conducted by persons
with expertise in domestic and sexual violence and the needs
of expectant and parenting youth and shall include training
concerning (i) communicating with and listening to youth
victims of domestic or sexual violence and expectant and
parenting youth, (ii) connecting youth victims of domestic or
sexual violence and expectant and parenting youth to
appropriate in-school services and other agencies, programs,
and services as needed, and (iii) implementing the school
district's policies, procedures, and protocols with regard to
such youth, including confidentiality. At a minimum, school
personnel must be trained to understand, provide information
and referrals, and address issues pertaining to youth who are
parents, expectant parents, or victims of domestic or sexual
violence.
(e) At least every 2 years, an in-service training program
for school personnel who work with pupils must be conducted by
persons with expertise in anaphylactic reactions and
management.
(f) At least once every 2 years, a school board shall
conduct in-service training on educator ethics,
teacher-student conduct, and school employee-student conduct
for all personnel.
(g) (Blank). At least once every 2 years, a school board
shall conduct in-service training for all school district
employees on the methods to respond to trauma. The training
must include instruction on how to respond to an incident
involving life-threatening bleeding and, if applicable, how to
use a school's trauma kit. A school board may satisfy the
training requirements under this subsection by using the
training, including online training, available from the
American College of Surgeons or any other similar
organization.
School district employees who are trained to respond to
trauma pursuant to this subsection (g) shall be immune from
civil liability in the use of a trauma kit unless the action
constitutes willful or wanton misconduct.
(Source: P.A. 102-197, eff. 7-30-21; 102-638, eff. 1-1-23;
102-813, eff. 5-13-22; 103-128, eff. 6-30-23; 103-413, eff.
1-1-24; revised 11-27-23.)
(Text of Section after amendment by P.A. 103-542 but
before amendment by P.A. 103-41)
Sec. 10-22.39. In-service training programs.
(a) To conduct in-service training programs for teachers,
administrators, and school support personnel.
(b) In addition to other topics at in-service training
programs listed in this Section, teachers, administrators, and
school support personnel who work with pupils must be trained
in the following topics: health conditions of students;
social-emotional learning; developing cultural competency;
identifying warning signs of mental illness and suicidal
behavior in youth; domestic and sexual violence and the needs
of expectant and parenting youth; protections and
accommodations for students; educator ethics; responding to
child sexual abuse and grooming behavior; and effective
instruction in violence prevention and conflict resolution.
In-service training programs in these topics shall be credited
toward hours of professional development required for license
renewal as outlined in subsection (e) of Section 21B-45.
School support personnel may be exempt from in-service
training if the training is not relevant to the work they do.
Nurses and school nurses, as defined by Section 10-22.23,
are exempt from training required in subsection (b-5).
Beginning July 1, 2024, all teachers, administrators, and
school support personnel shall complete training as outlined
in Section 10-22.39 during an in-service training program
conducted by their school board or through other training
opportunities, including, but not limited to, institutes under
Section 3-11. Such training must be completed within 6 months
of employment by a school board and renewed at least once every
5 years, unless required more frequently by other State or
federal law or in accordance with this Section. If teachers,
administrators, or school support personnel obtain training
outside of an in-service training program or from a previous
public school district or nonpublic school employer, they may
present documentation showing current compliance with this
subsection to satisfy the requirement of receiving training
within 6 months of first being employed. Training may be
delivered through online, asynchronous means.
(b-5) Training regarding health conditions of students for
staff required by this Section shall include, but is not
limited to:
(1) (Blank). Chronic health conditions of students.
(2) Anaphylactic reactions and management. Such
training shall be conducted by persons with expertise in
anaphylactic reactions and management.
(3) The management of asthma, the prevention of asthma
symptoms, and emergency response in the school setting.
(4) The basics of seizure recognition and first aid
and appropriate emergency protocols. Such training must be
fully consistent with the best practice guidelines issued
by the Centers for Disease Control and Prevention.
(5) The basics of diabetes care, how to identify when
a student with diabetes needs immediate or emergency
medical attention, and whom to contact in the case of an
emergency.
(6) Current best practices regarding the
identification and treatment of attention deficit
hyperactivity disorder.
(7) Instruction on how to respond to an incident
involving life-threatening bleeding and, if applicable,
how to use a school's trauma kit. Beginning with the
2024-2025 school year, training on life-threatening
bleeding must be completed within 6 months of the employee
first being employed by a school board and renewed within
2 years. Beginning with the 2027-2028 school year, the
training must be completed within 6 months of the employee
first being employed by a school board and renewed at
least once every 5 years thereafter. School district
employees who are trained to respond to trauma pursuant to
this subsection (b-5) shall be immune from civil liability
in the use of a trauma kit unless the action constitutes
willful or wanton misconduct.
In consultation with professional organizations with
expertise in student health issues, including, but not limited
to, asthma management, anaphylactic reactions, seizure
recognition, and diabetes care, the State Board of Education
shall make available resource materials for educating school
personnel about student health conditions and emergency
response in the school setting.
A school board may satisfy the life-threatening bleeding
training under this subsection by using the training,
including online training, available from the American College
of Surgeons or any other similar organization.
(b-10) The training regarding social-emotional learning,
for staff required by this Section may include, at a minimum,
providing education to all school personnel about the content
of the Illinois Social and Emotional Learning Standards, how
those standards apply to everyday school interactions, and
examples of how social emotional learning can be integrated
into instructional practices across all grades and subjects.
(b-15) The training regarding developing cultural
competency for staff required by this Section shall include,
but is not limited to, understanding and reducing implicit
bias, including implicit racial bias. As used in this
subsection, "implicit racial bias" has the meaning set forth
in Section 10-20.61.
(b-20) The training regarding identifying warning signs of
mental illness, trauma, and suicidal behavior in youth for
staff required by this Section shall include, but is not
limited to, appropriate intervention and referral techniques,
including resources and guidelines as outlined in Section
2-3.166, and must include the definitions of trauma,
trauma-responsive learning environments, and whole child set
forth in subsection (b) of Section 3-11 of this Code.
Illinois Mental Health First Aid training, established
under the Illinois Mental Health First Aid Training Act, may
satisfy the requirements of this subsection.
If teachers, administrators, or school support personnel
obtain mental health first aid training outside of an
in-service training program, they may present a certificate of
successful completion of the training to the school district
to satisfy the requirements of this subsection. Training
regarding the implementation of trauma-informed practices
under subsection (b) of Section 3-11 satisfies the
requirements of this subsection.
(b-25) As used in this subsection:
"Domestic violence" means abuse by a family or household
member, as "abuse" and "family or household members" are
defined in Section 103 of the Illinois Domestic Violence Act
of 1986.
"Sexual violence" means sexual assault, abuse, or stalking
of an adult or minor child proscribed in the Criminal Code of
1961 or in Sections 11-1.20, 11-1.30, 11-1.40, 11-1.50,
11-1.60, 12-7.3, 12-7.4, 12-7.5, 12-12, 12-13, 12-14, 12-14.1,
12-15, and 12-16 of the Criminal Code of 2012, including
sexual violence committed by perpetrators who are strangers to
the victim and sexual violence committed by perpetrators who
are known or related by blood or marriage to the victim.
The training regarding domestic and sexual violence and
the needs of expectant and parenting youth for staff required
by this Section must be conducted by persons with expertise in
domestic and sexual violence and the needs of expectant and
parenting youth, and shall include, but is not limited to:
(1) communicating with and listening to youth victims
of domestic or sexual violence and expectant and parenting
youth;
(2) connecting youth victims of domestic or sexual
violence and expectant and parenting youth to appropriate
in-school services and other agencies, programs, and
services as needed;
(3) implementing the school district's policies,
procedures, and protocols with regard to such youth,
including confidentiality; at . At a minimum, school
personnel must be trained to understand, provide
information and referrals, and address issues pertaining
to youth who are parents, expectant parents, or victims of
domestic or sexual violence; and
(4) procedures for responding to incidents of teen
dating violence that take place at the school, on school
grounds, at school-sponsored activities, or in vehicles
used for school-provided transportation as outlined in
Section 3.10 of the Critical Health Problems and
Comprehensive Health Education Act.
(b-30) The training regarding protections and
accommodations for students shall include, but is not limited
to, instruction on the federal Americans with Disabilities
Act, as it pertains to the school environment, and
homelessness. Beginning with the 2024-2025 school year,
training on homelessness must be completed within 6 months of
an employee first being employed by a school board and renewed
within 2 years. Beginning with the 2027-2028 school year, the
training must be completed within 6 months of the employee
first being employed by a school board and renewed at least
once every 5 years thereafter. Training on homelessness shall
include the following:
(1) the definition of homeless children and youths
under 42 U.S.C. 11434a;
(2) the signs of homelessness and housing insecurity;
(3) the rights of students experiencing homelessness
under State and federal law;
(4) the steps to take when a homeless or
housing-insecure student is identified; and
(5) the appropriate referral techniques, including the
name and contact number of the school or school district
homeless liaison.
School boards may work with a community-based organization
that specializes in working with homeless children and youth
to develop and provide the training.
(b-35) The training regarding educator ethics and
responding to child sexual abuse and grooming behavior shall
include, but is not limited to, teacher-student conduct,
school employee-student conduct, and evidence-informed
training on preventing, recognizing, reporting, and responding
to child sexual abuse and grooming as outlined in Section
10-23.13.
(b-40) The training regarding effective instruction in
violence prevention and conflict resolution required by this
Section shall be conducted in accordance with the requirements
of Section 27-23.4.
(b-45) (c) Beginning July 1, 2024, all nonpublic
elementary and secondary school teachers, administrators, and
school support personnel shall complete the training set forth
in subsection (b-5). Training must be completed within 6
months of first being employed by a nonpublic school and
renewed at least once every 5 years, unless required more
frequently by other State or federal law. If nonpublic
teachers, administrators, or school support personnel obtain
training from a public school district or nonpublic school
employer, the teacher, administrator, or school support
personnel may present documentation to the nonpublic school
showing current compliance with this subsection to satisfy the
requirement of receiving training within 6 months of first
being employed. must include the definitions of trauma,
trauma-responsive learning environments, and whole child set
forth in subsection (b) of Section 3-11 of this Code and
(c) (Blank).
(d) (Blank).
(e) (Blank).
(f) (Blank).
(g) (Blank). At least once every 2 years, a school board
shall conduct in-service training for all school district
employees on the methods to respond to trauma. The training
must include instruction on how to respond to an incident
involving life-threatening bleeding and, if applicable, how to
use a school's trauma kit. A school board may satisfy the
training requirements under this subsection by using the
training, including online training, available from the
American College of Surgeons or any other similar
organization.
School district employees who are trained to respond to
trauma pursuant to this subsection (g) shall be immune from
civil liability in the use of a trauma kit unless the action
constitutes willful or wanton misconduct.
(Source: P.A. 102-197, eff. 7-30-21; 102-638, eff. 1-1-23;
102-813, eff. 5-13-22; 103-128, eff. 6-30-23; 103-413, eff.
1-1-24; 103-542, eff. 7-1-24 (see Section 905 of P.A. 103-563
for effective date of P.A. 103-542); revised 11-27-23.)
(Text of Section after amendment by P.A. 103-41)
Sec. 10-22.39. In-service training programs.
(a) To conduct in-service training programs for teachers,
administrators, and school support personnel.
(b) In addition to other topics at in-service training
programs listed in this Section, teachers, administrators, and
school support personnel who work with pupils must be trained
in the following topics: health conditions of students;
social-emotional learning; developing cultural competency;
identifying warning signs of mental illness and suicidal
behavior in youth; domestic and sexual violence and the needs
of expectant and parenting youth; protections and
accommodations for students; educator ethics; responding to
child sexual abuse and grooming behavior; and effective
instruction in violence prevention and conflict resolution.
In-service training programs in these topics shall be credited
toward hours of professional development required for license
renewal as outlined in subsection (e) of Section 21B-45.
School support personnel may be exempt from in-service
training if the training is not relevant to the work they do.
Nurses and school nurses, as defined by Section 10-22.23,
are exempt from training required in subsection (b-5).
Beginning July 1, 2024, all teachers, administrators, and
school support personnel shall complete training as outlined
in Section 10-22.39 during an in-service training program
conducted by their school board or through other training
opportunities, including, but not limited to, institutes under
Section 3-11. Such training must be completed within 6 months
of employment by a school board and renewed at least once every
5 years, unless required more frequently by other State or
federal law or in accordance with this Section. If teachers,
administrators, or school support personnel obtain training
outside of an in-service training program or from a previous
public school district or nonpublic school employer, they may
present documentation showing current compliance with this
subsection to satisfy the requirement of receiving training
within 6 months of first being employed. Training may be
delivered through online, asynchronous means.
(b-5) Training regarding health conditions of students for
staff required by this Section shall include, but is not
limited to:
(1) (Blank). Chronic health conditions of students.
(2) Anaphylactic reactions and management. Such
training shall be conducted by persons with expertise in
anaphylactic reactions and management.
(3) The management of asthma, the prevention of asthma
symptoms, and emergency response in the school setting.
(4) The basics of seizure recognition and first aid
and appropriate emergency protocols. Such training must be
fully consistent with the best practice guidelines issued
by the Centers for Disease Control and Prevention.
(5) The basics of diabetes care, how to identify when
a student with diabetes needs immediate or emergency
medical attention, and whom to contact in the case of an
emergency.
(6) Current best practices regarding the
identification and treatment of attention deficit
hyperactivity disorder.
(7) Instruction on how to respond to an incident
involving life-threatening bleeding and, if applicable,
how to use a school's trauma kit. Beginning with the
2024-2025 school year, training on life-threatening
bleeding must be completed within 6 months of the employee
first being employed by a school board and renewed within
2 years. Beginning with the 2027-2028 school year, the
training must be completed within 6 months of the employee
first being employed by a school board and renewed at
least once every 5 years thereafter. School district
employees who are trained to respond to trauma pursuant to
this subsection (b-5) shall be immune from civil liability
in the use of a trauma kit unless the action constitutes
willful or wanton misconduct.
In consultation with professional organizations with
expertise in student health issues, including, but not limited
to, asthma management, anaphylactic reactions, seizure
recognition, and diabetes care, the State Board of Education
shall make available resource materials for educating school
personnel about student health conditions and emergency
response in the school setting.
A school board may satisfy the life-threatening bleeding
training under this subsection by using the training,
including online training, available from the American College
of Surgeons or any other similar organization.
(b-10) The training regarding social-emotional learning,
for staff required by this Section may include, at a minimum,
providing education to all school personnel about the content
of the Illinois Social and Emotional Learning Standards, how
those standards apply to everyday school interactions, and
examples of how social emotional learning can be integrated
into instructional practices across all grades and subjects.
(b-15) The training regarding developing cultural
competency for staff required by this Section shall include,
but is not limited to, understanding and reducing implicit
bias, including implicit racial bias. As used in this
subsection, "implicit racial bias" has the meaning set forth
in Section 10-20.61.
(b-20) The training regarding identifying warning signs of
mental illness, trauma, and suicidal behavior in youth for
staff required by this Section shall include, but is not
limited to, appropriate intervention and referral techniques,
including resources and guidelines as outlined in Section
2-3.166, and must include the definitions of trauma,
trauma-responsive learning environments, and whole child set
forth in subsection (b) of Section 3-11 of this Code.
Illinois Mental Health First Aid training, established
under the Illinois Mental Health First Aid Training Act, may
satisfy the requirements of this subsection.
If teachers, administrators, or school support personnel
obtain mental health first aid training outside of an
in-service training program, they may present a certificate of
successful completion of the training to the school district
to satisfy the requirements of this subsection. Training
regarding the implementation of trauma-informed practices
under subsection (b) of Section 3-11 satisfies the
requirements of this subsection.
(b-25) As used in this subsection:
"Domestic violence" means abuse by a family or household
member, as "abuse" and "family or household members" are
defined in Section 103 of the Illinois Domestic Violence Act
of 1986.
"Sexual violence" means sexual assault, abuse, or stalking
of an adult or minor child proscribed in the Criminal Code of
1961 or in Sections 11-1.20, 11-1.30, 11-1.40, 11-1.50,
11-1.60, 12-7.3, 12-7.4, 12-7.5, 12-12, 12-13, 12-14, 12-14.1,
12-15, and 12-16 of the Criminal Code of 2012, including
sexual violence committed by perpetrators who are strangers to
the victim and sexual violence committed by perpetrators who
are known or related by blood or marriage to the victim.
The training regarding domestic and sexual violence and
the needs of expectant and parenting youth for staff required
by this Section must be conducted by persons with expertise in
domestic and sexual violence and the needs of expectant and
parenting youth, and shall include, but is not limited to:
(1) communicating with and listening to youth victims
of domestic or sexual violence and expectant and parenting
youth;
(2) connecting youth victims of domestic or sexual
violence and expectant and parenting youth to appropriate
in-school services and other agencies, programs, and
services as needed;
(3) implementing the school district's policies,
procedures, and protocols with regard to such youth,
including confidentiality; at . At a minimum, school
personnel must be trained to understand, provide
information and referrals, and address issues pertaining
to youth who are parents, expectant parents, or victims of
domestic or sexual violence; and
(4) procedures for responding to incidents of teen
dating violence that take place at the school, on school
grounds, at school-sponsored activities, or in vehicles
used for school-provided transportation as outlined in
Section 3.10 of the Critical Health Problems and
Comprehensive Health Education Act.
(b-30) The training regarding protections and
accommodations for students shall include, but is not limited
to, instruction on the federal Americans with Disabilities
Act, as it pertains to the school environment, and
homelessness. Beginning with the 2024-2025 school year,
training on homelessness must be completed within 6 months of
an employee first being employed by a school board and renewed
within 2 years. Beginning with the 2027-2028 school year, the
training must be completed within 6 months of the employee
first being employed by a school board and renewed at least
once every 5 years thereafter. Training on homelessness shall
include the following:
(1) the definition of homeless children and youths
under 42 U.S.C. 11434a;
(2) the signs of homelessness and housing insecurity;
(3) the rights of students experiencing homelessness
under State and federal law;
(4) the steps to take when a homeless or
housing-insecure student is identified; and
(5) the appropriate referral techniques, including the
name and contact number of the school or school district
homeless liaison.
School boards may work with a community-based organization
that specializes in working with homeless children and youth
to develop and provide the training.
(b-35) The training regarding educator ethics and
responding to child sexual abuse and grooming behavior shall
include, but is not limited to, teacher-student conduct,
school employee-student conduct, and evidence-informed
training on preventing, recognizing, reporting, and responding
to child sexual abuse and grooming as outlined in Section
10-23.13.
(b-40) The training regarding effective instruction in
violence prevention and conflict resolution required by this
Section shall be conducted in accordance with the requirements
of Section 27-23.4.
(b-45) (c) Beginning July 1, 2024, all nonpublic
elementary and secondary school teachers, administrators, and
school support personnel shall complete the training set forth
in subsection (b-5). Training must be completed within 6
months of first being employed by a nonpublic school and
renewed at least once every 5 years, unless required more
frequently by other State or federal law. If nonpublic
teachers, administrators, or school support personnel obtain
training from a public school district or nonpublic school
employer, the teacher, administrator, or school support
personnel may present documentation to the nonpublic school
showing current compliance with this subsection to satisfy the
requirement of receiving training within 6 months of first
being employed. must include the definitions of trauma,
trauma-responsive learning environments, and whole child set
forth in subsection (b) of Section 3-11 of this Code and
(c) (Blank).
(d) (Blank).
(e) (Blank).
(f) (Blank).
(g) (Blank). At least once every 2 years, a school board
shall conduct in-service training for all school district
employees on the methods to respond to trauma. The training
must include instruction on how to respond to an incident
involving life-threatening bleeding and, if applicable, how to
use a school's trauma kit. A school board may satisfy the
training requirements under this subsection by using the
training, including online training, available from the
American College of Surgeons or any other similar
organization.
School district employees who are trained to respond to
trauma pursuant to this subsection (g) shall be immune from
civil liability in the use of a trauma kit unless the action
constitutes willful or wanton misconduct.
(h) (g) At least once every 2 years, a school board shall
conduct in-service training on homelessness for all school
personnel. The training shall include:
(1) the definition of homeless children and youth
under Section 11434a of Title 42 of the United States
Code;
(2) the signs of homelessness and housing insecurity;
(3) the rights of students experiencing homelessness
under State and federal law;
(4) the steps to take when a homeless or
housing-insecure student is identified; and
(5) the appropriate referral techniques, including the
name and contact number of the school or school district
homeless liaison.
A school board may work with a community-based
organization that specializes in working with homeless
children and youth to develop and provide the training.
(Source: P.A. 102-197, eff. 7-30-21; 102-638, eff. 1-1-23;
102-813, eff. 5-13-22; 103-41, eff. 8-20-24; 103-128, eff.
6-30-23; 103-413, eff. 1-1-24; 103-542, eff. 7-1-24 (see
Section 905 of P.A. 103-563 for effective date of P.A.
103-542); revised 11-27-23.)
(105 ILCS 5/34-18.82)
Sec. 34-18.82. Trauma kit; trauma response training.
(a) In this Section, "trauma kit" means a first aid
response kit that contains, at a minimum, all of the
following:
(1) One tourniquet endorsed by the Committee on
Tactical Combat Casualty Care.
(2) One compression bandage.
(3) One hemostatic bleeding control dressing endorsed
by the Committee on Tactical Combat Casualty Care.
(4) Protective gloves and a marker.
(5) Scissors.
(6) Instructional documents developed by the Stop the
Bleed national awareness campaign of the United States
Department of Homeland Security or the American College of
Surgeons' Committee on Trauma, or both.
(7) Any other medical materials or equipment similar
to those described in paragraphs (1) through (3) or any
other items that (i) are approved by a local law
enforcement agency or first responders, (ii) can
adequately treat a traumatic injury, and (iii) can be
stored in a readily available kit.
(b) The school district may maintain an on-site trauma kit
at each school for bleeding emergencies.
(c) Products purchased for the trauma kit, including those
products endorsed by the Committee on Tactical Combat Casualty
Care, shall, whenever possible, be manufactured in the United
States.
(d) (Blank). At least once every 2 years, the board shall
conduct in-service training for all school district employees
on the methods to respond to trauma. The training must include
instruction on how to respond to an incident involving
life-threatening bleeding and, if applicable, how to use a
school's trauma kit. The board may satisfy the training
requirements under this subsection by using the training,
including online training, available from the American College
of Surgeons or any other similar organization.
School district employees who are trained to respond to
trauma pursuant to this subsection (d) shall be immune from
civil liability in the use of a trauma kit unless the action
constitutes willful or wanton misconduct.
(Source: P.A. 103-128, eff. 6-30-23.)
Section 95. No acceleration or delay. Where this Act makes
changes in a statute that is represented in this Act by text
that is not yet or no longer in effect (for example, a Section
represented by multiple versions), the use of that text does
not accelerate or delay the taking effect of (i) the changes
made by this Act or (ii) provisions derived from any other
Public Act.