Illinois 2023-2024 Regular Session

Illinois Senate Bill SB0016 Compare Versions

Version 1 (Old)

Version 2 (New)

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	1	+	103RD GENERAL ASSEMBLY State of Illinois 2023 and 2024 SB0016 Introduced 1/20/2023, by Sen. Don Harmon SYNOPSIS AS INTRODUCED: 105 ILCS 5/1-2 from Ch. 122, par. 1-2 Amends the School Code. Makes a technical change in a Section concerning the School Code's construction. LRB103 25165 RJT 51504 b A BILL FOR 103RD GENERAL ASSEMBLY State of Illinois 2023 and 2024 SB0016 Introduced 1/20/2023, by Sen. Don Harmon SYNOPSIS AS INTRODUCED: 105 ILCS 5/1-2 from Ch. 122, par. 1-2 105 ILCS 5/1-2 from Ch. 122, par. 1-2 Amends the School Code. Makes a technical change in a Section concerning the School Code's construction. LRB103 25165 RJT 51504 b LRB103 25165 RJT 51504 b A BILL FOR
	2	+	103RD GENERAL ASSEMBLY State of Illinois 2023 and 2024 SB0016 Introduced 1/20/2023, by Sen. Don Harmon SYNOPSIS AS INTRODUCED:
	3	+	105 ILCS 5/1-2 from Ch. 122, par. 1-2 105 ILCS 5/1-2 from Ch. 122, par. 1-2
	4	+	105 ILCS 5/1-2 from Ch. 122, par. 1-2
	5	+	Amends the School Code. Makes a technical change in a Section concerning the School Code's construction.
	6	+	LRB103 25165 RJT 51504 b LRB103 25165 RJT 51504 b
	7	+	LRB103 25165 RJT 51504 b
	8	+	A BILL FOR
	9	+	SB0016LRB103 25165 RJT 51504 b SB0016 LRB103 25165 RJT 51504 b
	10	+	SB0016 LRB103 25165 RJT 51504 b
3	11		1 AN ACT concerning education.
4	12		2 Be it enacted by the People of the State of Illinois,
5	13		3 represented in the General Assembly:
6		-	4 Section 5. The School Code is amended by changing Sections
7		-	5 3-11, 10-16a, 10-17a, and 10-22.39 and by adding Sections
8		-	6 2-3.196, 21B-12 and 22-95 as follows:
9		-	7 (105 ILCS 5/2-3.196 new)
10		-	8 Sec. 2-3.196. Children's Adversity Index. The Illinois
11		-	9 State Board of Education shall develop a community or
12		-	10 district-level Children's Adversity Index ("index") to measure
13		-	11 community childhood trauma exposure across the population of
14		-	12 children 3 through 18 years of age by May 31, 2025. This
15		-	13 cross-agency effort shall be led by the State Board of
16		-	14 Education and must include agencies that both collect the data
17		-	15 and will have an ultimate use for the index information,
18		-	16 including, but not limited to, the Governor's Office of Early
19		-	17 Childhood Development, the Department of Human Services, the
20		-	18 Department of Public Health, the Department of Innovation and
21		-	19 Technology, the Illinois Criminal Justice Information
22		-	20 Authority, the Department of Children and Family Services, and
23		-	21 the Department of Juvenile Justice. The State Board of
24		-	22 Education may also involve non-agency personnel with relevant
25		-	23 expertise. The index shall be informed by research and include
	14	+	4 Section 5. The School Code is amended by changing Section
	15	+	5 1-2 as follows:
	16	+	6 (105 ILCS 5/1-2) (from Ch. 122, par. 1-2)
	17	+	7 Sec. 1-2. Construction. The The provisions of this Act, so
	18	+	8 far as they are the same as those of any prior statute, shall
	19	+	9 be construed as a continuation of such prior provisions, and
	20	+	10 not as a new enactment.
	21	+	11 If in any other statute reference is made to an Act of the
	22	+	12 General Assembly, or a section of such an Act, which is
	23	+	13 continued in this School Code, such reference shall be held to
	24	+	14 refer to the Act or section thereof so continued in this Code.
	25	+	15 (Source: Laws 1961, p. 31.)
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34		-	1 both adverse incident data, such as the number or rates of
35		-	2 students and families experiencing homelessness and the number
36		-	3 or percentages of children who have had contact with the child
37		-	4 welfare system, and indicators of aspects of a child's
38		-	5 environment that can undermine the child's sense of safety,
39		-	6 stability, and bonding, including growing up in a household
40		-	7 with caregivers struggling with substance disorders or
41		-	8 instability due to parent or guardian separation or
42		-	9 incarceration of a parent or guardian, sibling, or other
43		-	10 member of the household, or exposure to community violence.
44		-	11 The index shall provide information that allows for measuring
45		-	12 progress, comparing school districts to the State average, and
46		-	13 that enables the index to be updated at least every 2 years.
47		-	14 The data shall be made publicly available. The initial
48		-	15 development of the index should leverage available data.
49		-	16 Personally identifiable information of any individual shall
50		-	17 not be revealed within this index.
51		-	18 (105 ILCS 5/3-11) (from Ch. 122, par. 3-11)
52		-	19 Sec. 3-11. Institutes or inservice training workshops.
53		-	20 (a) In counties of less than 2,000,000 inhabitants, the
54		-	21 regional superintendent may arrange for or conduct district,
55		-	22 regional, or county institutes, or equivalent professional
56		-	23 educational experiences, not more than 4 days annually. Of
57		-	24 those 4 days, 2 days may be used as a teacher's and educational
58		-	25 support personnel workshop, when approved by the regional
	29	+	103RD GENERAL ASSEMBLY State of Illinois 2023 and 2024 SB0016 Introduced 1/20/2023, by Sen. Don Harmon SYNOPSIS AS INTRODUCED:
	30	+	105 ILCS 5/1-2 from Ch. 122, par. 1-2 105 ILCS 5/1-2 from Ch. 122, par. 1-2
	31	+	105 ILCS 5/1-2 from Ch. 122, par. 1-2
	32	+	Amends the School Code. Makes a technical change in a Section concerning the School Code's construction.
	33	+	LRB103 25165 RJT 51504 b LRB103 25165 RJT 51504 b
	34	+	LRB103 25165 RJT 51504 b
	35	+	A BILL FOR
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	41	+	105 ILCS 5/1-2 from Ch. 122, par. 1-2
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69		-	1 superintendent, up to 2 days may be used for conducting
70		-	2 parent-teacher conferences, or up to 2 days may be utilized as
71		-	3 parental institute days as provided in Section 10-22.18d.
72		-	4 Educational support personnel may be exempt from a workshop if
73		-	5 the workshop is not relevant to the work they do. A school
74		-	6 district may use one of its 4 institute days on the last day of
75		-	7 the school term. "Institute" or "Professional educational
76		-	8 experiences" means any educational gathering, demonstration of
77		-	9 methods of instruction, visitation of schools or other
78		-	10 institutions or facilities, sexual abuse and sexual assault
79		-	11 awareness seminar, or training in First Aid (which may include
80		-	12 cardiopulmonary resuscitation or defibrillator training) held
81		-	13 or approved by the regional superintendent and declared by him
82		-	14 to be an institute day, or parent-teacher conferences. With
83		-	15 the concurrence of the State Superintendent of Education, he
84		-	16 or she may employ such assistance as is necessary to conduct
85		-	17 the institute. Two or more adjoining counties may jointly hold
86		-	18 an institute. Institute instruction shall be free to holders
87		-	19 of licenses good in the county or counties holding the
88		-	20 institute and to those who have paid an examination fee and
89		-	21 failed to receive a license.
90		-	22 In counties of 2,000,000 or more inhabitants, the regional
91		-	23 superintendent may arrange for or conduct district, regional,
92		-	24 or county inservice training workshops, or equivalent
93		-	25 professional educational experiences, not more than 4 days
94		-	26 annually. Of those 4 days, 2 days may be used as a teacher's
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105		-	1 and educational support personnel workshop, when approved by
106		-	2 the regional superintendent, up to 2 days may be used for
107		-	3 conducting parent-teacher conferences, or up to 2 days may be
108		-	4 utilized as parental institute days as provided in Section
109		-	5 10-22.18d. Educational support personnel may be exempt from a
110		-	6 workshop if the workshop is not relevant to the work they do. A
111		-	7 school district may use one of those 4 days on the last day of
112		-	8 the school term. "Inservice Training Workshops" or
113		-	9 "Professional educational experiences" means any educational
114		-	10 gathering, demonstration of methods of instruction, visitation
115		-	11 of schools or other institutions or facilities, sexual abuse
116		-	12 and sexual assault awareness seminar, or training in First Aid
117		-	13 (which may include cardiopulmonary resuscitation or
118		-	14 defibrillator training) held or approved by the regional
119		-	15 superintendent and declared by him to be an inservice training
120		-	16 workshop, or parent-teacher conferences. With the concurrence
121		-	17 of the State Superintendent of Education, he may employ such
122		-	18 assistance as is necessary to conduct the inservice training
123		-	19 workshop. With the approval of the regional superintendent, 2
124		-	20 or more adjoining districts may jointly hold an inservice
125		-	21 training workshop. In addition, with the approval of the
126		-	22 regional superintendent, one district may conduct its own
127		-	23 inservice training workshop with subject matter consultants
128		-	24 requested from the county, State or any State institution of
129		-	25 higher learning.
130		-	26 Such teachers institutes as referred to in this Section
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141		-	1 may be held on consecutive or separate days at the option of
142		-	2 the regional superintendent having jurisdiction thereof.
143		-	3 Whenever reference is made in this Act to "teachers
144		-	4 institute", it shall be construed to include the inservice
145		-	5 training workshops or equivalent professional educational
146		-	6 experiences provided for in this Section.
147		-	7 Any institute advisory committee existing on April 1,
148		-	8 1995, is dissolved and the duties and responsibilities of the
149		-	9 institute advisory committee are assumed by the regional
150		-	10 office of education advisory board.
151		-	11 Districts providing inservice training programs shall
152		-	12 constitute inservice committees, 1/2 of which shall be
153		-	13 teachers, 1/4 school service personnel and 1/4 administrators
154		-	14 to establish program content and schedules.
155		-	15 The teachers institutes shall include teacher training
156		-	16 committed to (i) peer counseling programs and other
157		-	17 anti-violence and conflict resolution programs, including
158		-	18 without limitation programs for preventing at risk students
159		-	19 from committing violent acts, and (ii) educator ethics and
160		-	20 teacher-student conduct. Beginning with the 2009-2010 school
161		-	21 year, the teachers institutes shall include instruction on
162		-	22 prevalent student chronic health conditions. Beginning with
163		-	23 the 2016-2017 school year, the teachers institutes shall
164		-	24 include, at least once every 2 years, instruction on the
165		-	25 federal Americans with Disabilities Act as it pertains to the
166		-	26 school environment.
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177		-	1 (b) In this subsection (b):
178		-	2 "Trauma" is defined according to an event, an experience,
179		-	3 and effects. Individual trauma results from an event, series
180		-	4 of events, or set of circumstances that is experienced by an
181		-	5 individual as physically or emotionally harmful or life
182		-	6 threatening and that has lasting adverse effects on the
183		-	7 individual's functioning and mental, physical, social, or
184		-	8 emotional well-being. Collective trauma is a psychological
185		-	9 reaction to a traumatic event shared by any group of people.
186		-	10 This may include, but is not limited to, community violence,
187		-	11 experiencing racism and discrimination, and the lack of the
188		-	12 essential supports for well-being, such as educational or
189		-	13 economic opportunities, food, health care, housing, and
190		-	14 community cohesion. Trauma can be experienced by anyone,
191		-	15 though it is disproportionately experienced by members of
192		-	16 marginalized groups. Systemic and historical oppression, such
193		-	17 as racism, is often at the root of this inequity. Symptoms may
194		-	18 vary at different developmental stages and across different
195		-	19 cultural groups and different communities.
196		-	20 "Trauma-responsive learning environments" means learning
197		-	21 environments developed during an ongoing, multiyear-long
198		-	22 process that typically progresses across the following 3
199		-	23 stages:
200		-	24 (1) A school or district is "trauma aware" when it:
201		-	25 (A) has personnel that demonstrate a foundational
202		-	26 understanding of a broad definition of trauma that is
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213		-	1 developmentally and culturally based; includes
214		-	2 students, personnel, and communities; and recognizes
215		-	3 the potential effect on biological, cognitive,
216		-	4 academic, and social-emotional functioning; and
217		-	5 (B) recognizes that traumatic exposure can impact
218		-	6 behavior and learning and should be acknowledged in
219		-	7 policies, strategies, and systems of support for
220		-	8 students, families, and personnel.
221		-	9 (2) A school or district is "trauma responsive" when
222		-	10 it progresses from awareness to action in the areas of
223		-	11 policy, practice, and structural changes within a
224		-	12 multi-tiered system of support to promote safety, positive
225		-	13 relationships, and self-regulation while underscoring the
226		-	14 importance of personal well-being and cultural
227		-	15 responsiveness. Such progress may:
228		-	16 (A) be aligned with the Illinois Quality Framework
229		-	17 and integrated into a school or district's continuous
230		-	18 improvement process as evidence to support allocation
231		-	19 of financial resources;
232		-	20 (B) be assessed and monitored by a
233		-	21 multidisciplinary leadership team on an ongoing basis;
234		-	22 and
235		-	23 (C) involve the engagement and capacity building
236		-	24 of personnel at all levels to ensure that adults in the
237		-	25 learning environment are prepared to recognize and
238		-	26 respond to those impacted by trauma.
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249		-	1 (3) A school or district is healing centered when it
250		-	2 acknowledges its role and responsibility to the community,
251		-	3 fully responds to trauma, and promotes resilience and
252		-	4 healing through genuine, trusting, and creative
253		-	5 relationships. Such schools or districts may:
254		-	6 (A) promote holistic and collaborative approaches
255		-	7 that are grounded in culture, spirituality, civic
256		-	8 engagement, and equity; and
257		-	9 (B) support agency within individuals, families,
258		-	10 and communities while engaging people in collective
259		-	11 action that moves from transactional to
260		-	12 transformational.
261		-	13 "Whole child" means using a child-centered, holistic,
262		-	14 equitable lens across all systems that prioritizes physical,
263		-	15 mental, and social-emotional health to ensure that every child
264		-	16 is healthy, safe, supported, challenged, engaged, and
265		-	17 protected.
266		-	18 Starting with the 2024-2025 school year, the teachers
267		-	19 institutes shall provide instruction on trauma-informed
268		-	20 practices and include the definitions of trauma,
269		-	21 trauma-responsive learning environments, and whole child set
270		-	22 forth in this subsection (b) before the first student
271		-	23 attendance day of each school year.
272		-	24 (Source: P.A. 99-30, eff. 7-10-15; 99-616, eff. 7-22-16.)
273		-	25 (105 ILCS 5/10-16a)
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284		-	1 Sec. 10-16a. School board member's leadership training.
285		-	2 (a) This Section applies to all school board members
286		-	3 serving pursuant to Section 10-10 of this Code who have been
287		-	4 elected after the effective date of this amendatory Act of the
288		-	5 97th General Assembly or appointed to fill a vacancy of at
289		-	6 least one year's duration after the effective date of this
290		-	7 amendatory Act of the 97th General Assembly.
291		-	8 (a-5) In this Section, "trauma" has the meaning ascribed
292		-	9 to that term in subsection (b) of Section 3-11 of this Code.
293		-	10 (b) Every voting member of a school board of a school
294		-	11 district elected or appointed for a term beginning after the
295		-	12 effective date of this amendatory Act of the 97th General
296		-	13 Assembly, within a year after the effective date of this
297		-	14 amendatory Act of the 97th General Assembly or the first year
298		-	15 of his or her first term, shall complete a minimum of 4 hours
299		-	16 of professional development leadership training covering
300		-	17 topics in education and labor law, financial oversight and
301		-	18 accountability, fiduciary responsibilities of a school board
302		-	19 member, and, beginning with the 2023-2024 school year,
303		-	20 trauma-informed practices for students and staff. The school
304		-	21 district shall maintain on its Internet website, if any, the
305		-	22 names of all voting members of the school board who have
306		-	23 successfully completed the training.
307		-	24 (b-5) The training regarding trauma-informed practices for
308		-	25 students and staff required by this Section must include
309		-	26 information that is relevant to and within the scope of the
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320		-	1 duties of a school board member. Such information may include,
321		-	2 but is not limited to:
322		-	3 (1) the recognition of and care for trauma in students
323		-	4 and staff;
324		-	5 (2) the relationship between staff wellness and
325		-	6 student learning;
326		-	7 (3) the effect of trauma on student behavior and
327		-	8 learning;
328		-	9 (4) the prevalence of trauma among students, including
329		-	10 the prevalence of trauma among student populations at
330		-	11 higher risk of experiencing trauma;
331		-	12 (5) the effects of implicit or explicit bias on
332		-	13 recognizing trauma among various student groups in
333		-	14 connection with race, ethnicity, gender identity, sexual
334		-	15 orientation, socio-economic status, and other relevant
335		-	16 factors; and
336		-	17 (6) effective district and school practices that are
337		-	18 shown to:
338		-	19 (A) prevent and mitigate the negative effect of
339		-	20 trauma on student behavior and learning; and
340		-	21 (B) support the emotional wellness of staff.
341		-	22 (c) The training on financial oversight, accountability,
342		-	23 fiduciary responsibilities, and, beginning with the 2023-24
343		-	24 school year, trauma-informed practices for students and staff
344		-	25 may be provided by an association established under this Code
345		-	26 for the purpose of training school board members or by other
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356		-	1 qualified providers approved by the State Board of Education,
357		-	2 in consultation with an association so established.
358		-	3 (d) The State Board of Education may adopt rules that are
359		-	4 necessary for the administration of the provisions of this
360		-	5 Section.
361		-	6 (Source: P.A. 102-638, eff. 1-1-23.)
362		-	7 (105 ILCS 5/10-17a) (from Ch. 122, par. 10-17a)
363		-	8 Sec. 10-17a. State, school district, and school report
364		-	9 cards.
365		-	10 (1) By October 31, 2013 and October 31 of each subsequent
366		-	11 school year, the State Board of Education, through the State
367		-	12 Superintendent of Education, shall prepare a State report
368		-	13 card, school district report cards, and school report cards,
369		-	14 and shall by the most economical means provide to each school
370		-	15 district in this State, including special charter districts
371		-	16 and districts subject to the provisions of Article 34, the
372		-	17 report cards for the school district and each of its schools.
373		-	18 Because of the impacts of the COVID-19 public health emergency
374		-	19 during school year 2020-2021, the State Board of Education
375		-	20 shall have until December 31, 2021 to prepare and provide the
376		-	21 report cards that would otherwise be due by October 31, 2021.
377		-	22 During a school year in which the Governor has declared a
378		-	23 disaster due to a public health emergency pursuant to Section
379		-	24 7 of the Illinois Emergency Management Agency Act, the report
380		-	25 cards for the school districts and each of its schools shall be
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391		-	1 prepared by December 31.
392		-	2 (2) In addition to any information required by federal
393		-	3 law, the State Superintendent shall determine the indicators
394		-	4 and presentation of the school report card, which must
395		-	5 include, at a minimum, the most current data collected and
396		-	6 maintained by the State Board of Education related to the
397		-	7 following:
398		-	8 (A) school characteristics and student demographics,
399		-	9 including average class size, average teaching experience,
400		-	10 student racial/ethnic breakdown, and the percentage of
401		-	11 students classified as low-income; the percentage of
402		-	12 students classified as English learners, the number of
403		-	13 students who graduate from a bilingual or English learner
404		-	14 program, and the number of students who graduate from,
405		-	15 transfer from, or otherwise leave bilingual programs; the
406		-	16 percentage of students who have individualized education
407		-	17 plans or 504 plans that provide for special education
408		-	18 services; the number and percentage of all students who
409		-	19 have been assessed for placement in a gifted education or
410		-	20 advanced academic program and, of those students: (i) the
411		-	21 racial and ethnic breakdown, (ii) the percentage who are
412		-	22 classified as low-income, and (iii) the number and
413		-	23 percentage of students who received direct instruction
414		-	24 from a teacher who holds a gifted education endorsement
415		-	25 and, of those students, the percentage who are classified
416		-	26 as low-income; the percentage of students scoring at the
417		-
418		-
419		-
420		-
421		-
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426		-	SB0016 Engrossed - 13 - LRB103 25165 RJT 51504 b
427		-	1 "exceeds expectations" level on the assessments required
428		-	2 under Section 2-3.64a-5 of this Code; the percentage of
429		-	3 students who annually transferred in or out of the school
430		-	4 district; average daily attendance; the per-pupil
431		-	5 operating expenditure of the school district; and the
432		-	6 per-pupil State average operating expenditure for the
433		-	7 district type (elementary, high school, or unit);
434		-	8 (B) curriculum information, including, where
435		-	9 applicable, Advanced Placement, International
436		-	10 Baccalaureate or equivalent courses, dual enrollment
437		-	11 courses, foreign language classes, computer science
438		-	12 courses, school personnel resources (including Career
439		-	13 Technical Education teachers), before and after school
440		-	14 programs, extracurricular activities, subjects in which
441		-	15 elective classes are offered, health and wellness
442		-	16 initiatives (including the average number of days of
443		-	17 Physical Education per week per student), approved
444		-	18 programs of study, awards received, community
445		-	19 partnerships, and special programs such as programming for
446		-	20 the gifted and talented, students with disabilities, and
447		-	21 work-study students;
448		-	22 (C) student outcomes, including, where applicable, the
449		-	23 percentage of students deemed proficient on assessments of
450		-	24 State standards, the percentage of students in the eighth
451		-	25 grade who pass Algebra, the percentage of students who
452		-	26 participated in workplace learning experiences, the
453		-
454		-
455		-
456		-
457		-
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463		-	1 percentage of students enrolled in post-secondary
464		-	2 institutions (including colleges, universities, community
465		-	3 colleges, trade/vocational schools, and training programs
466		-	4 leading to career certification within 2 semesters of high
467		-	5 school graduation), the percentage of students graduating
468		-	6 from high school who are college and career ready, and the
469		-	7 percentage of graduates enrolled in community colleges,
470		-	8 colleges, and universities who are in one or more courses
471		-	9 that the community college, college, or university
472		-	10 identifies as a developmental course;
473		-	11 (D) student progress, including, where applicable, the
474		-	12 percentage of students in the ninth grade who have earned
475		-	13 5 credits or more without failing more than one core
476		-	14 class, a measure of students entering kindergarten ready
477		-	15 to learn, a measure of growth, and the percentage of
478		-	16 students who enter high school on track for college and
479		-	17 career readiness;
480		-	18 (E) the school environment, including, where
481		-	19 applicable, high school dropout rate by grade level, the
482		-	20 percentage of students with less than 10 absences in a
483		-	21 school year, the percentage of teachers with less than 10
484		-	22 absences in a school year for reasons other than
485		-	23 professional development, leaves taken pursuant to the
486		-	24 federal Family Medical Leave Act of 1993, long-term
487		-	25 disability, or parental leaves, the 3-year average of the
488		-	26 percentage of teachers returning to the school from the
489		-
490		-
491		-
492		-
493		-
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499		-	1 previous year, the number of different principals at the
500		-	2 school in the last 6 years, the number of teachers who hold
501		-	3 a gifted education endorsement, the process and criteria
502		-	4 used by the district to determine whether a student is
503		-	5 eligible for participation in a gifted education program
504		-	6 or advanced academic program and the manner in which
505		-	7 parents and guardians are made aware of the process and
506		-	8 criteria, the number of teachers who are National Board
507		-	9 Certified Teachers, disaggregated by race and ethnicity, 2
508		-	10 or more indicators from any school climate survey selected
509		-	11 or approved by the State and administered pursuant to
510		-	12 Section 2-3.153 of this Code, with the same or similar
511		-	13 indicators included on school report cards for all surveys
512		-	14 selected or approved by the State pursuant to Section
513		-	15 2-3.153 of this Code, the combined percentage of teachers
514		-	16 rated as proficient or excellent in their most recent
515		-	17 evaluation, and, beginning with the 2022-2023 school year,
516		-	18 data on the number of incidents of violence that occurred
517		-	19 on school grounds or during school-related activities and
518		-	20 that resulted in an out-of-school suspension, expulsion,
519		-	21 or removal to an alternative setting, as reported pursuant
520		-	22 to Section 2-3.162;
521		-	23 (F) a school district's and its individual schools'
522		-	24 balanced accountability measure, in accordance with
523		-	25 Section 2-3.25a of this Code;
524		-	26 (G) the total and per pupil normal cost amount the
525		-
526		-
527		-
528		-
529		-
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531		-
532		-
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535		-	1 State contributed to the Teachers' Retirement System of
536		-	2 the State of Illinois in the prior fiscal year for the
537		-	3 school's employees, which shall be reported to the State
538		-	4 Board of Education by the Teachers' Retirement System of
539		-	5 the State of Illinois;
540		-	6 (H) for a school district organized under Article 34
541		-	7 of this Code only, State contributions to the Public
542		-	8 School Teachers' Pension and Retirement Fund of Chicago
543		-	9 and State contributions for health care for employees of
544		-	10 that school district;
545		-	11 (I) a school district's Final Percent of Adequacy, as
546		-	12 defined in paragraph (4) of subsection (f) of Section
547		-	13 18-8.15 of this Code;
548		-	14 (J) a school district's Local Capacity Target, as
549		-	15 defined in paragraph (2) of subsection (c) of Section
550		-	16 18-8.15 of this Code, displayed as a percentage amount;
551		-	17 (K) a school district's Real Receipts, as defined in
552		-	18 paragraph (1) of subsection (d) of Section 18-8.15 of this
553		-	19 Code, divided by a school district's Adequacy Target, as
554		-	20 defined in paragraph (1) of subsection (b) of Section
555		-	21 18-8.15 of this Code, displayed as a percentage amount;
556		-	22 (L) a school district's administrative costs;
557		-	23 (M) whether or not the school has participated in the
558		-	24 Illinois Youth Survey. In this paragraph (M), "Illinois
559		-	25 Youth Survey" means a self-report survey, administered in
560		-	26 school settings every 2 years, designed to gather
561		-
562		-
563		-
564		-
565		-
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571		-	1 information about health and social indicators, including
572		-	2 substance abuse patterns and the attitudes of students in
573		-	3 grades 8, 10, and 12; and
574		-	4 (N) whether the school offered its students career and
575		-	5 technical education opportunities; and .
576		-	6 (O) Beginning with the October 2024 report card, the
577		-	7 total number of school counselors, school social workers,
578		-	8 school nurses, and school psychologists by school,
579		-	9 district, and State, the average number of students per
580		-	10 school counselor in the school, district, and State, the
581		-	11 average number of students per school social worker in the
582		-	12 school, district, and State, the average number of
583		-	13 students per school nurse in the school, district, and
584		-	14 State, and the average number of students per school
585		-	15 psychologist in the school, district, and State.
586		-	16 The school report card shall also provide information that
587		-	17 allows for comparing the current outcome, progress, and
588		-	18 environment data to the State average, to the school data from
589		-	19 the past 5 years, and to the outcomes, progress, and
590		-	20 environment of similar schools based on the type of school and
591		-	21 enrollment of low-income students, special education students,
592		-	22 and English learners.
593		-	23 As used in this subsection (2):
594		-	24 "Administrative costs" means costs associated with
595		-	25 executive, administrative, or managerial functions within the
596		-	26 school district that involve planning, organizing, managing,
597		-
598		-
599		-
600		-
601		-
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603		-
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607		-	1 or directing the school district.
608		-	2 "Advanced academic program" means a course of study to
609		-	3 which students are assigned based on advanced cognitive
610		-	4 ability or advanced academic achievement compared to local age
611		-	5 peers and in which the curriculum is substantially
612		-	6 differentiated from the general curriculum to provide
613		-	7 appropriate challenge and pace.
614		-	8 "Computer science" means the study of computers and
615		-	9 algorithms, including their principles, their hardware and
616		-	10 software designs, their implementation, and their impact on
617		-	11 society. "Computer science" does not include the study of
618		-	12 everyday uses of computers and computer applications, such as
619		-	13 keyboarding or accessing the Internet.
620		-	14 "Gifted education" means educational services, including
621		-	15 differentiated curricula and instructional methods, designed
622		-	16 to meet the needs of gifted children as defined in Article 14A
623		-	17 of this Code.
624		-	18 For the purposes of paragraph (A) of this subsection (2),
625		-	19 "average daily attendance" means the average of the actual
626		-	20 number of attendance days during the previous school year for
627		-	21 any enrolled student who is subject to compulsory attendance
628		-	22 by Section 26-1 of this Code at each school and charter school.
629		-	23 (3) At the discretion of the State Superintendent, the
630		-	24 school district report card shall include a subset of the
631		-	25 information identified in paragraphs (A) through (E) of
632		-	26 subsection (2) of this Section, as well as information
633		-
634		-
635		-
636		-
637		-
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639		-
640		-
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642		-	SB0016 Engrossed - 19 - LRB103 25165 RJT 51504 b
643		-	1 relating to the operating expense per pupil and other finances
644		-	2 of the school district, and the State report card shall
645		-	3 include a subset of the information identified in paragraphs
646		-	4 (A) through (E) and paragraph (N) of subsection (2) of this
647		-	5 Section. The school district report card shall include the
648		-	6 average daily attendance, as that term is defined in
649		-	7 subsection (2) of this Section, of students who have
650		-	8 individualized education programs and students who have 504
651		-	9 plans that provide for special education services within the
652		-	10 school district.
653		-	11 (4) Notwithstanding anything to the contrary in this
654		-	12 Section, in consultation with key education stakeholders, the
655		-	13 State Superintendent shall at any time have the discretion to
656		-	14 amend or update any and all metrics on the school, district, or
657		-	15 State report card.
658		-	16 (5) Annually, no more than 30 calendar days after receipt
659		-	17 of the school district and school report cards from the State
660		-	18 Superintendent of Education, each school district, including
661		-	19 special charter districts and districts subject to the
662		-	20 provisions of Article 34, shall present such report cards at a
663		-	21 regular school board meeting subject to applicable notice
664		-	22 requirements, post the report cards on the school district's
665		-	23 Internet web site, if the district maintains an Internet web
666		-	24 site, make the report cards available to a newspaper of
667		-	25 general circulation serving the district, and, upon request,
668		-	26 send the report cards home to a parent (unless the district
669		-
670		-
671		-
672		-
673		-
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675		-
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679		-	1 does not maintain an Internet web site, in which case the
680		-	2 report card shall be sent home to parents without request). If
681		-	3 the district posts the report card on its Internet web site,
682		-	4 the district shall send a written notice home to parents
683		-	5 stating (i) that the report card is available on the web site,
684		-	6 (ii) the address of the web site, (iii) that a printed copy of
685		-	7 the report card will be sent to parents upon request, and (iv)
686		-	8 the telephone number that parents may call to request a
687		-	9 printed copy of the report card.
688		-	10 (6) Nothing contained in Public Act 98-648 repeals,
689		-	11 supersedes, invalidates, or nullifies final decisions in
690		-	12 lawsuits pending on July 1, 2014 (the effective date of Public
691		-	13 Act 98-648) in Illinois courts involving the interpretation of
692		-	14 Public Act 97-8.
693		-	15 (Source: P.A. 101-68, eff. 1-1-20; 101-81, eff. 7-12-19;
694		-	16 101-654, eff. 3-8-21; 102-16, eff. 6-17-21; 102-294, eff.
695		-	17 1-1-22; 102-539, eff. 8-20-21; 102-558, eff. 8-20-21; 102-594,
696		-	18 eff. 7-1-22; 102-813, eff. 5-13-22.)
697		-	19 (105 ILCS 5/10-22.39)
698		-	20 Sec. 10-22.39. In-service training programs.
699		-	21 (a) To conduct in-service training programs for teachers.
700		-	22 (b) In addition to other topics at in-service training
701		-	23 programs, at least once every 2 years, licensed school
702		-	24 personnel and administrators who work with pupils in
703		-	25 kindergarten through grade 12 shall be trained to identify the
704		-
705		-
706		-
707		-
708		-
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710		-
711		-
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714		-	1 warning signs of mental illness, trauma, and suicidal behavior
715		-	2 in youth and shall be taught appropriate intervention and
716		-	3 referral techniques. A school district may utilize the
717		-	4 Illinois Mental Health First Aid training program, established
718		-	5 under the Illinois Mental Health First Aid Training Act and
719		-	6 administered by certified instructors trained by a national
720		-	7 association recognized as an authority in behavioral health,
721		-	8 to provide the training and meet the requirements under this
722		-	9 subsection. If licensed school personnel or an administrator
723		-	10 obtains mental health first aid training outside of an
724		-	11 in-service training program, he or she may present a
725		-	12 certificate of successful completion of the training to the
726		-	13 school district to satisfy the requirements of this
727		-	14 subsection.
728		-	15 Training regarding the implementation of trauma-informed
729		-	16 practices satisfies the requirements of this subsection (b).
730		-	17 A course of instruction as described in this subsection
731		-	18 (b) must include the definitions of trauma, trauma-responsive
732		-	19 learning environments, and whole child set forth in subsection
733		-	20 (b) of Section 3-11 of this Code and may provide information
734		-	21 that is relevant to and within the scope of the duties of
735		-	22 licensed school personnel or school administrators. Such
736		-	23 information may include, but is not limited to:
737		-	24 (1) the recognition of and care for trauma in students
738		-	25 and staff;
739		-	26 (2) the relationship between educator wellness and
740		-
741		-
742		-
743		-
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746		-
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750		-	1 student learning;
751		-	2 (3) the effect of trauma on student behavior and
752		-	3 learning;
753		-	4 (4) the prevalence of trauma among students, including
754		-	5 the prevalence of trauma among student populations at
755		-	6 higher risk of experiencing trauma;
756		-	7 (5) the effects of implicit or explicit bias on
757		-	8 recognizing trauma among various student groups in
758		-	9 connection with race, ethnicity, gender identity, sexual
759		-	10 orientation, socio-economic status, and other relevant
760		-	11 factors; and
761		-	12 (6) effective district practices that are shown to:
762		-	13 (A) prevent and mitigate the negative effect of
763		-	14 trauma on student behavior and learning; and
764		-	15 (B) support the emotional wellness of staff.
765		-	16 (c) School counselors, nurses, teachers and other school
766		-	17 personnel who work with pupils may be trained to have a basic
767		-	18 knowledge of matters relating to acquired immunodeficiency
768		-	19 syndrome (AIDS), including the nature of the disease, its
769		-	20 causes and effects, the means of detecting it and preventing
770		-	21 its transmission, and the availability of appropriate sources
771		-	22 of counseling and referral, and any other information that may
772		-	23 be appropriate considering the age and grade level of such
773		-	24 pupils. The School Board shall supervise such training. The
774		-	25 State Board of Education and the Department of Public Health
775		-	26 shall jointly develop standards for such training.
776		-
777		-
778		-
779		-
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786		-	1 (d) In this subsection (d):
787		-	2 "Domestic violence" means abuse by a family or household
788		-	3 member, as "abuse" and "family or household members" are
789		-	4 defined in Section 103 of the Illinois Domestic Violence Act
790		-	5 of 1986.
791		-	6 "Sexual violence" means sexual assault, abuse, or stalking
792		-	7 of an adult or minor child proscribed in the Criminal Code of
793		-	8 1961 or the Criminal Code of 2012 in Sections 11-1.20,
794		-	9 11-1.30, 11-1.40, 11-1.50, 11-1.60, 12-7.3, 12-7.4, 12-7.5,
795		-	10 12-12, 12-13, 12-14, 12-14.1, 12-15, and 12-16, including
796		-	11 sexual violence committed by perpetrators who are strangers to
797		-	12 the victim and sexual violence committed by perpetrators who
798		-	13 are known or related by blood or marriage to the victim.
799		-	14 At least once every 2 years, an in-service training
800		-	15 program for school personnel who work with pupils, including,
801		-	16 but not limited to, school and school district administrators,
802		-	17 teachers, school social workers, school counselors, school
803		-	18 psychologists, and school nurses, must be conducted by persons
804		-	19 with expertise in domestic and sexual violence and the needs
805		-	20 of expectant and parenting youth and shall include training
806		-	21 concerning (i) communicating with and listening to youth
807		-	22 victims of domestic or sexual violence and expectant and
808		-	23 parenting youth, (ii) connecting youth victims of domestic or
809		-	24 sexual violence and expectant and parenting youth to
810		-	25 appropriate in-school services and other agencies, programs,
811		-	26 and services as needed, and (iii) implementing the school
812		-
813		-
814		-
815		-
816		-
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818		-
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822		-	1 district's policies, procedures, and protocols with regard to
823		-	2 such youth, including confidentiality. At a minimum, school
824		-	3 personnel must be trained to understand, provide information
825		-	4 and referrals, and address issues pertaining to youth who are
826		-	5 parents, expectant parents, or victims of domestic or sexual
827		-	6 violence.
828		-	7 (e) At least every 2 years, an in-service training program
829		-	8 for school personnel who work with pupils must be conducted by
830		-	9 persons with expertise in anaphylactic reactions and
831		-	10 management.
832		-	11 (f) At least once every 2 years, a school board shall
833		-	12 conduct in-service training on educator ethics,
834		-	13 teacher-student conduct, and school employee-student conduct
835		-	14 for all personnel.
836		-	15 (Source: P.A. 101-350, eff. 1-1-20; 102-197, eff. 7-30-21;
837		-	16 102-638, eff. 1-1-23; 102-813, eff. 5-13-22.)
838		-	17 (105 ILCS 5/21B-12 new)
839		-	18 Sec. 21B-12. Professional educator licensure review
840		-	19 committee.
841		-	20 (a) The State Superintendent of Education shall establish
842		-	21 a committee of no more than 21 members to make recommendations
843		-	22 to the State Board of Education to change the professional
844		-	23 educator licensure requirements and Professional Educator
845		-	24 License renewal requirements for kindergarten through grade 12
846		-	25 teachers to include demonstrated proficiency in adverse
847		-
848		-
849		-
850		-
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857		-	1 childhood experiences, trauma, secondary traumatic stress,
858		-	2 creating trauma-responsive learning environments or
859		-	3 communities, as defined in subsection (b) of Section 3-11 of
860		-	4 this Code, restorative justice, and restorative practices on
861		-	5 or before October 1, 2024. The members of the committee shall
862		-	6 be appointed by the State Superintendent of Education, unless
863		-	7 stated otherwise, and shall include the following members:
864		-	8 (1) the State Superintendent of Education or a
865		-	9 designee;
866		-	10 (2) one member of a statewide professional teachers'
867		-	11 organization;
868		-	12 (3) one member of another statewide professional
869		-	13 teachers' organization;
870		-	14 (4) one member who represents a school district
871		-	15 serving a community with a population of 500,000 or more;
872		-	16 (5) one member of a statewide organization
873		-	17 representing school social workers;
874		-	18 (6) one member of a statewide organization
875		-	19 representing school counselors;
876		-	20 (7) one member of an organization that has specific
877		-	21 expertise in trauma-responsive school practices and
878		-	22 experience in supporting schools in developing
879		-	23 trauma-responsive and restorative practices;
880		-	24 (8) one member of another organization that has
881		-	25 specific expertise in trauma-responsive school practices
882		-	26 and experience in supporting schools in developing
883		-
884		-
885		-
886		-
887		-
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893		-	1 trauma-responsive and restorative practices;
894		-	2 (9) one member of a statewide organization that
895		-	3 represents school principals and assistant principals;
896		-	4 (10) 3 members representing a State-approved educator
897		-	5 preparation program at an Illinois institution of higher
898		-	6 education recommended by the institution of higher
899		-	7 education;
900		-	8 (11) one member representing regional superintendents
901		-	9 of schools recommended by a statewide association that
902		-	10 represents regional superintendents of schools;
903		-	11 (12) one educator from a school district that has
904		-	12 actively worked to develop a system of student support
905		-	13 that uses a trauma-informed lens;
906		-	14 (13) one member representing district superintendents
907		-	15 recommended by a statewide organization that represents
908		-	16 district superintendents;
909		-	17 (14) the Secretary of Human Services, the Director of
910		-	18 Children and Family Services, the Director of Public
911		-	19 Health, and the Director of Juvenile Justice, or their
912		-	20 designees; and
913		-	21 (15) a child advocate.
914		-	22 (b) This Section is repealed on October 1, 2025.
915		-	23 (105 ILCS 5/22-95 new)
916		-	24 Sec. 22-95. Whole Child Task Force.
917		-	25 (a) The General Assembly makes all of the following
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928		-	1 findings:
929		-	2 (1) The COVID-19 pandemic has exposed systemic
930		-	3 inequities in American society. Students, educators, and
931		-	4 families throughout this State have been deeply affected
932		-	5 by the pandemic, and the impact of the pandemic will be
933		-	6 felt for years to come. The negative consequences of the
934		-	7 pandemic have impacted students and communities
935		-	8 differently along the lines of race, income, language, and
936		-	9 special needs. However, students in this State faced
937		-	10 significant unmet physical health, mental health, and
938		-	11 social and emotional needs even prior to the pandemic.
939		-	12 (2) The path to recovery requires a commitment from
940		-	13 adults in this State to address our students cultural,
941		-	14 physical, emotional, and mental health needs and to
942		-	15 provide them with stronger and increased systemic support
943		-	16 and intervention.
944		-	17 (3) It is well documented that trauma and toxic stress
945		-	18 diminish a child's ability to thrive. Forms of childhood
946		-	19 trauma and toxic stress include adverse childhood
947		-	20 experiences, systemic racism, poverty, food and housing
948		-	21 insecurity, and gender-based violence. The COVID-19
949		-	22 pandemic has exacerbated these issues and brought them
950		-	23 into focus.
951		-	24 (4) It is estimated that, overall, approximately 40%
952		-	25 of children in this State have experienced at least one
953		-	26 adverse childhood experience and approximately 10% have
954		-
955		-
956		-
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964		-	1 experienced 3 or more adverse childhood experiences.
965		-	2 However, the number of adverse childhood experiences is
966		-	3 higher for Black and Hispanic children who are growing up
967		-	4 in poverty. The COVID-19 pandemic has amplified the number
968		-	5 of students who have experienced childhood trauma. Also,
969		-	6 the COVID-19 pandemic has highlighted preexisting
970		-	7 inequities in school disciplinary practices that
971		-	8 disproportionately impact Black and Brown students.
972		-	9 Research shows, for example, that girls of color are
973		-	10 disproportionately impacted by trauma, adversity, and
974		-	11 abuse, and instead of receiving the care and
975		-	12 trauma-informed support they may need, many Black girls in
976		-	13 particular face disproportionately harsh disciplinary
977		-	14 measures.
978		-	15 (5) The cumulative effects of trauma and toxic stress
979		-	16 adversely impact the physical health of students, as well
980		-	17 as the students' ability to learn, form relationships, and
981		-	18 self-regulate. If left unaddressed, these effects increase
982		-	19 a student's risk for depression, alcoholism, anxiety,
983		-	20 asthma, smoking, and suicide, all of which are risks that
984		-	21 disproportionately affect Black youth and may lead to a
985		-	22 host of medical diseases as an adult. Access to infant and
986		-	23 early childhood mental health services is critical to
987		-	24 ensure the social and emotional well-being of this State's
988		-	25 youngest children, particularly those children who have
989		-	26 experienced trauma.
990		-
991		-
992		-
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1000		-	1 (6) Although this State enacted measures through
1001		-	2 Public Act 100-105 to address the high rate of early care
1002		-	3 and preschool expulsions of infants, toddlers, and
1003		-	4 preschoolers and the disproportionately higher rate of
1004		-	5 expulsion for Black and Hispanic children, a recent study
1005		-	6 found a wide variation in the awareness, understanding,
1006		-	7 and compliance with the law by providers of early
1007		-	8 childhood care. Further work is needed to implement the
1008		-	9 law, which includes providing training to early childhood
1009		-	10 care providers to increase the providers' understanding of
1010		-	11 the law, increasing the availability and access to infant
1011		-	12 and early childhood mental health services, and building
1012		-	13 aligned data collection systems to better understand
1013		-	14 expulsion rates and to allow for accurate reporting as
1014		-	15 required by the law.
1015		-	16 (7) Many educators and schools in this State have
1016		-	17 embraced and implemented evidence-based restorative
1017		-	18 justice and trauma-responsive and culturally relevant
1018		-	19 practices and interventions. However, the use of these
1019		-	20 interventions on students is often isolated or is
1020		-	21 implemented occasionally and only if the school has the
1021		-	22 appropriate leadership, resources, and partners available
1022		-	23 to engage seriously in this work. It would be malpractice
1023		-	24 to deny our students access to these practices and
1024		-	25 interventions, especially in the aftermath of a
1025		-	26 once-in-a-century pandemic.
1026		-
1027		-
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1036		-	1 (b) The Whole Child Task Force created by Public Act
1037		-	2 101-654 is reestablished for the purpose of establishing an
1038		-	3 equitable, inclusive, safe, and supportive environment in all
1039		-	4 schools for every student in this State. The task force shall
1040		-	5 have all of the following goals, which means key steps have to
1041		-	6 be taken to ensure that every child in every school in this
1042		-	7 State has access to teachers, social workers, school leaders,
1043		-	8 support personnel, and others who have been trained in
1044		-	9 evidence-based interventions and restorative practices:
1045		-	10 (1) To create a common definition of a
1046		-	11 trauma-responsive school, a trauma-responsive district,
1047		-	12 and a trauma-responsive community.
1048		-	13 (2) To outline the training and resources required to
1049		-	14 create and sustain a system of support for
1050		-	15 trauma-responsive schools, districts, and communities and
1051		-	16 to identify this State's role in that work, including
1052		-	17 recommendations concerning options for redirecting
1053		-	18 resources from school resource officers to classroom-based
1054		-	19 support.
1055		-	20 (3) To identify or develop a process to conduct an
1056		-	21 analysis of the organizations that provide training in
1057		-	22 restorative practices, implicit bias, anti-racism, and
1058		-	23 trauma-responsive systems, mental health services, and
1059		-	24 social and emotional services to schools.
1060		-	25 (4) To provide recommendations concerning the key data
1061		-	26 to be collected and reported to ensure that this State has
1062		-
1063		-
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1072		-	1 a full and accurate understanding of the progress toward
1073		-	2 ensuring that all schools, including programs and
1074		-	3 providers of care to pre-kindergarten children, employ
1075		-	4 restorative, anti-racist, and trauma-responsive
1076		-	5 strategies and practices. The data collected must include
1077		-	6 information relating to the availability of trauma
1078		-	7 responsive support structures in schools, as well as
1079		-	8 disciplinary practices employed on students in person or
1080		-	9 through other means, including during remote or blended
1081		-	10 learning. It should also include information on the use of
1082		-	11 and funding for school resource officers and other similar
1083		-	12 police personnel in school programs.
1084		-	13 (5) To recommend an implementation timeline, including
1085		-	14 the key roles, responsibilities, and resources to advance
1086		-	15 this State toward a system in which every school,
1087		-	16 district, and community is progressing toward becoming
1088		-	17 trauma-responsive.
1089		-	18 (6) To seek input and feedback from stakeholders,
1090		-	19 including parents, students, and educators, who reflect
1091		-	20 the diversity of this State.
1092		-	21 (7) To recommend legislation, policies, and practices
1093		-	22 to prevent learning loss in students during periods of
1094		-	23 suspension and expulsion, including, but not limited to,
1095		-	24 remote instruction.
1096		-	25 (c) Members of the Whole Child Task Force shall be
1097		-	26 appointed by the State Superintendent of Education. Members of
1098		-
1099		-
1100		-
1101		-
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1108		-	1 this task force must represent the diversity of this State and
1109		-	2 possess the expertise needed to perform the work required to
1110		-	3 meet the goals of the task force set forth under subsection
1111		-	4 (a). Members of the task force shall include all of the
1112		-	5 following:
1113		-	6 (1) One member of a statewide professional teachers'
1114		-	7 organization.
1115		-	8 (2) One member of another statewide professional
1116		-	9 teachers' organization.
1117		-	10 (3) One member who represents a school district
1118		-	11 serving a community with a population of 500,000 or more.
1119		-	12 (4) One member of a statewide organization
1120		-	13 representing social workers.
1121		-	14 (5) One member of an organization that has specific
1122		-	15 expertise in trauma-responsive school practices and
1123		-	16 experience in supporting schools in developing
1124		-	17 trauma-responsive and restorative practices.
1125		-	18 (6) One member of another organization that has
1126		-	19 specific expertise in trauma-responsive school practices
1127		-	20 and experience in supporting schools in developing
1128		-	21 trauma-responsive and restorative practices.
1129		-	22 (7) One member of a statewide organization that
1130		-	23 represents school administrators.
1131		-	24 (8) One member of a statewide policy organization that
1132		-	25 works to build a healthy public education system that
1133		-	26 prepares all students for a successful college, career,
1134		-
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1144		-	1 and civic life.
1145		-	2 (9) One member of a statewide organization that brings
1146		-	3 teachers together to identify and address issues critical
1147		-	4 to student success.
1148		-	5 (10) One member of the General Assembly recommended by
1149		-	6 the President of the Senate.
1150		-	7 (11) One member of the General Assembly recommended by
1151		-	8 the Speaker of the House of Representatives.
1152		-	9 (12) One member of the General Assembly recommended by
1153		-	10 the Minority Leader of the Senate.
1154		-	11 (13) One member of the General Assembly recommended by
1155		-	12 the Minority Leader of the House of Representatives.
1156		-	13 (14) One member of a civil rights organization that
1157		-	14 works actively on issues regarding student support.
1158		-	15 (15) One administrator from a school district that has
1159		-	16 actively worked to develop a system of student support
1160		-	17 that uses a trauma-informed lens.
1161		-	18 (16) One educator from a school district that has
1162		-	19 actively worked to develop a system of student support
1163		-	20 that uses a trauma-informed lens.
1164		-	21 (17) One member of a youth-led organization.
1165		-	22 (18) One member of an organization that has
1166		-	23 demonstrated expertise in restorative practices.
1167		-	24 (19) One member of a coalition of mental health and
1168		-	25 school practitioners who assist schools in developing and
1169		-	26 implementing trauma-informed and restorative strategies
1170		-
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1180		-	1 and systems.
1181		-	2 (20) One member of an organization whose mission is to
1182		-	3 promote the safety, health, and economic success of
1183		-	4 children, youth, and families in this State.
1184		-	5 (21) One member who works or has worked as a
1185		-	6 restorative justice coach or disciplinarian.
1186		-	7 (22) One member who works or has worked as a social
1187		-	8 worker.
1188		-	9 (23) One member of the State Board of Education.
1189		-	10 (24) One member who represents a statewide principals'
1190		-	11 organization.
1191		-	12 (25) One member who represents a statewide
1192		-	13 organization of school boards.
1193		-	14 (26) One member who has expertise in pre-kindergarten
1194		-	15 education.
1195		-	16 (27) One member who represents a school social worker
1196		-	17 association.
1197		-	18 (28) One member who represents an organization that
1198		-	19 represents school districts in the south suburbs of the
1199		-	20 City of Chicago.
1200		-	21 (29) One member who is a licensed clinical
1201		-	22 psychologist who (i) has a doctor of philosophy in the
1202		-	23 field of clinical psychology and has an appointment at an
1203		-	24 independent free-standing children's hospital located in
1204		-	25 the City of Chicago, (ii) serves as an associate professor
1205		-	26 at a medical school located in the City of Chicago, and
1206		-
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1216		-	1 (iii) serves as the clinical director of a coalition of
1217		-	2 voluntary collaboration of organizations that are
1218		-	3 committed to applying a trauma lens to the member's
1219		-	4 efforts on behalf of families and children in the State.
1220		-	5 (30) One member who represents a school district in
1221		-	6 the west suburbs of the City of Chicago.
1222		-	7 (31) One member from a governmental agency who has
1223		-	8 expertise in child development and who is responsible for
1224		-	9 coordinating early childhood mental health programs and
1225		-	10 services.
1226		-	11 (32) One member who has significant expertise in early
1227		-	12 childhood mental health and childhood trauma.
1228		-	13 (33) One member who represents an organization that
1229		-	14 represents school districts in the collar counties around
1230		-	15 the City of Chicago.
1231		-	16 (34) One member who represents an organization
1232		-	17 representing regional offices of education.
1233		-	18 (d) The Whole Child Task Force shall meet at the call of
1234		-	19 the State Superintendent of Education or his or her designee,
1235		-	20 who shall serve as the chairperson. The State Board of
1236		-	21 Education shall provide administrative and other support to
1237		-	22 the task force. Members of the task force shall serve without
1238		-	23 compensation.
1239		-	24 (e) The Whole Child Task Force shall reconvene by March
1240		-	25 2027 to review progress on the recommendations in the March
1241		-	26 2022 report submitted pursuant to Public Act 101-654 and shall
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1252		-	1 submit a new report on its assessment of the State's progress
1253		-	2 and any additional recommendations to the General Assembly,
1254		-	3 the Illinois Legislative Black Caucus, the State Board of
1255		-	4 Education, and the Governor on or before December 31, 2027.
1256		-	5 (f) This Section is repealed on February 1, 2029.
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