Illinois 2023-2024 Regular Session

Illinois Senate Bill SB1401 Compare Versions

Only one version of the bill is available at this time.

Old	New	Differences
1	1	103RD GENERAL ASSEMBLY State of Illinois 2023 and 2024 SB1401 Introduced 2/6/2023, by Sen. Kimberly A. Lightford SYNOPSIS AS INTRODUCED: 105 ILCS 5/10-17a from Ch. 122, par. 10-17a 105 ILCS 5/10-20.65 105 ILCS 5/10-22.23 from Ch. 122, par. 10-22.23 105 ILCS 5/10-22.24a from Ch. 122, par. 10-22.24a 105 ILCS 5/14-1.09 from Ch. 122, par. 14-1.09 105 ILCS 5/14-6.03 Amends the School Code. Adds certain data that must be included in school report cards prepared by the State Superintendent of Education. In provisions concerning school social workers, school nurses, school counselors, school psychologists, and speech-language pathologists, sets limits on caseloads. Makes related changes. Effective immediately. LRB103 25978 RJT 52332 b STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY A BILL FOR 103RD GENERAL ASSEMBLY State of Illinois 2023 and 2024 SB1401 Introduced 2/6/2023, by Sen. Kimberly A. Lightford SYNOPSIS AS INTRODUCED: 105 ILCS 5/10-17a from Ch. 122, par. 10-17a 105 ILCS 5/10-20.65 105 ILCS 5/10-22.23 from Ch. 122, par. 10-22.23 105 ILCS 5/10-22.24a from Ch. 122, par. 10-22.24a 105 ILCS 5/14-1.09 from Ch. 122, par. 14-1.09 105 ILCS 5/14-6.03 105 ILCS 5/10-17a from Ch. 122, par. 10-17a 105 ILCS 5/10-20.65 105 ILCS 5/10-22.23 from Ch. 122, par. 10-22.23 105 ILCS 5/10-22.24a from Ch. 122, par. 10-22.24a 105 ILCS 5/14-1.09 from Ch. 122, par. 14-1.09 105 ILCS 5/14-6.03 Amends the School Code. Adds certain data that must be included in school report cards prepared by the State Superintendent of Education. In provisions concerning school social workers, school nurses, school counselors, school psychologists, and speech-language pathologists, sets limits on caseloads. Makes related changes. Effective immediately. LRB103 25978 RJT 52332 b LRB103 25978 RJT 52332 b STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY A BILL FOR
2	2	103RD GENERAL ASSEMBLY State of Illinois 2023 and 2024 SB1401 Introduced 2/6/2023, by Sen. Kimberly A. Lightford SYNOPSIS AS INTRODUCED:
3	3	105 ILCS 5/10-17a from Ch. 122, par. 10-17a 105 ILCS 5/10-20.65 105 ILCS 5/10-22.23 from Ch. 122, par. 10-22.23 105 ILCS 5/10-22.24a from Ch. 122, par. 10-22.24a 105 ILCS 5/14-1.09 from Ch. 122, par. 14-1.09 105 ILCS 5/14-6.03 105 ILCS 5/10-17a from Ch. 122, par. 10-17a 105 ILCS 5/10-20.65 105 ILCS 5/10-22.23 from Ch. 122, par. 10-22.23 105 ILCS 5/10-22.24a from Ch. 122, par. 10-22.24a 105 ILCS 5/14-1.09 from Ch. 122, par. 14-1.09 105 ILCS 5/14-6.03
4	4	105 ILCS 5/10-17a from Ch. 122, par. 10-17a
5	5	105 ILCS 5/10-20.65
6	6	105 ILCS 5/10-22.23 from Ch. 122, par. 10-22.23
7	7	105 ILCS 5/10-22.24a from Ch. 122, par. 10-22.24a
8	8	105 ILCS 5/14-1.09 from Ch. 122, par. 14-1.09
9	9	105 ILCS 5/14-6.03
10	10	Amends the School Code. Adds certain data that must be included in school report cards prepared by the State Superintendent of Education. In provisions concerning school social workers, school nurses, school counselors, school psychologists, and speech-language pathologists, sets limits on caseloads. Makes related changes. Effective immediately.
11	11	LRB103 25978 RJT 52332 b LRB103 25978 RJT 52332 b
12	12	LRB103 25978 RJT 52332 b
13	13	STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY
14	14	STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY
15	15	A BILL FOR
16	16	SB1401LRB103 25978 RJT 52332 b SB1401 LRB103 25978 RJT 52332 b
17	17	SB1401 LRB103 25978 RJT 52332 b
18	18	1 AN ACT concerning education.
19	19	2 Be it enacted by the People of the State of Illinois,
20	20	3 represented in the General Assembly:
21	21	4 Section 5. The School Code is amended by changing Sections
22	22	5 10-17a, 10-20.65, 10-22.23, 10-22.24a, 14-1.09, and 14-6.03 as
23	23	6 follows:
24	24	7 (105 ILCS 5/10-17a) (from Ch. 122, par. 10-17a)
25	25	8 Sec. 10-17a. State, school district, and school report
26	26	9 cards.
27	27	10 (1) By October 31, 2013 and October 31 of each subsequent
28	28	11 school year, the State Board of Education, through the State
29	29	12 Superintendent of Education, shall prepare a State report
30	30	13 card, school district report cards, and school report cards,
31	31	14 and shall by the most economical means provide to each school
32	32	15 district in this State, including special charter districts
33	33	16 and districts subject to the provisions of Article 34, the
34	34	17 report cards for the school district and each of its schools.
35	35	18 Because of the impacts of the COVID-19 public health emergency
36	36	19 during school year 2020-2021, the State Board of Education
37	37	20 shall have until December 31, 2021 to prepare and provide the
38	38	21 report cards that would otherwise be due by October 31, 2021.
39	39	22 During a school year in which the Governor has declared a
40	40	23 disaster due to a public health emergency pursuant to Section
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44	44	103RD GENERAL ASSEMBLY State of Illinois 2023 and 2024 SB1401 Introduced 2/6/2023, by Sen. Kimberly A. Lightford SYNOPSIS AS INTRODUCED:
45	45	105 ILCS 5/10-17a from Ch. 122, par. 10-17a 105 ILCS 5/10-20.65 105 ILCS 5/10-22.23 from Ch. 122, par. 10-22.23 105 ILCS 5/10-22.24a from Ch. 122, par. 10-22.24a 105 ILCS 5/14-1.09 from Ch. 122, par. 14-1.09 105 ILCS 5/14-6.03 105 ILCS 5/10-17a from Ch. 122, par. 10-17a 105 ILCS 5/10-20.65 105 ILCS 5/10-22.23 from Ch. 122, par. 10-22.23 105 ILCS 5/10-22.24a from Ch. 122, par. 10-22.24a 105 ILCS 5/14-1.09 from Ch. 122, par. 14-1.09 105 ILCS 5/14-6.03
46	46	105 ILCS 5/10-17a from Ch. 122, par. 10-17a
47	47	105 ILCS 5/10-20.65
48	48	105 ILCS 5/10-22.23 from Ch. 122, par. 10-22.23
49	49	105 ILCS 5/10-22.24a from Ch. 122, par. 10-22.24a
50	50	105 ILCS 5/14-1.09 from Ch. 122, par. 14-1.09
51	51	105 ILCS 5/14-6.03
52	52	Amends the School Code. Adds certain data that must be included in school report cards prepared by the State Superintendent of Education. In provisions concerning school social workers, school nurses, school counselors, school psychologists, and speech-language pathologists, sets limits on caseloads. Makes related changes. Effective immediately.
53	53	LRB103 25978 RJT 52332 b LRB103 25978 RJT 52332 b
54	54	LRB103 25978 RJT 52332 b
55	55	STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY
56	56	STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY
57	57	A BILL FOR
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63	63	105 ILCS 5/10-17a from Ch. 122, par. 10-17a
64	64	105 ILCS 5/10-20.65
65	65	105 ILCS 5/10-22.23 from Ch. 122, par. 10-22.23
66	66	105 ILCS 5/10-22.24a from Ch. 122, par. 10-22.24a
67	67	105 ILCS 5/14-1.09 from Ch. 122, par. 14-1.09
68	68	105 ILCS 5/14-6.03
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74	74	STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY
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91	91	1 7 of the Illinois Emergency Management Agency Act, the report
92	92	2 cards for the school districts and each of its schools shall be
93	93	3 prepared by December 31.
94	94	4 (2) In addition to any information required by federal
95	95	5 law, the State Superintendent shall determine the indicators
96	96	6 and presentation of the school report card, which must
97	97	7 include, at a minimum, the most current data collected and
98	98	8 maintained by the State Board of Education related to the
99	99	9 following:
100	100	10 (A) school characteristics and student demographics,
101	101	11 including average class size, average teaching experience,
102	102	12 student racial/ethnic breakdown, and the percentage of
103	103	13 students classified as low-income; the percentage of
104	104	14 students classified as English learners, the number of
105	105	15 students who graduate from a bilingual or English learner
106	106	16 program, and the number of students who graduate from,
107	107	17 transfer from, or otherwise leave bilingual programs; the
108	108	18 percentage of students who have individualized education
109	109	19 plans or 504 plans that provide for special education
110	110	20 services; the average number of students who have
111	111	21 individualized education plans or 504 plans that provide
112	112	22 for special education services per licensed special
113	113	23 educator; the number and percentage of all students who
114	114	24 have been assessed for placement in a gifted education or
115	115	25 advanced academic program and, of those students: (i) the
116	116	26 racial and ethnic breakdown, (ii) the percentage who are
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127	127	1 classified as low-income, and (iii) the number and
128	128	2 percentage of students who received direct instruction
129	129	3 from a teacher who holds a gifted education endorsement
130	130	4 and, of those students, the percentage who are classified
131	131	5 as low-income; the percentage of students scoring at the
132	132	6 "exceeds expectations" level on the assessments required
133	133	7 under Section 2-3.64a-5 of this Code; the percentage of
134	134	8 students who annually transferred in or out of the school
135	135	9 district; average daily attendance; the per-pupil
136	136	10 operating expenditure of the school district; and the
137	137	11 per-pupil State average operating expenditure for the
138	138	12 district type (elementary, high school, or unit);
139	139	13 (B) curriculum information, including, where
140	140	14 applicable, Advanced Placement, International
141	141	15 Baccalaureate or equivalent courses, dual enrollment
142	142	16 courses, foreign language classes, computer science
143	143	17 courses, school personnel resources (including Career
144	144	18 Technical Education teachers), before and after school
145	145	19 programs, extracurricular activities, subjects in which
146	146	20 elective classes are offered, health and wellness
147	147	21 initiatives (including the average number of days of
148	148	22 Physical Education per week per student), approved
149	149	23 programs of study, awards received, community
150	150	24 partnerships, and special programs such as programming for
151	151	25 the gifted and talented, students with disabilities, and
152	152	26 work-study students;
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163	163	1 (C) student outcomes, including, where applicable, the
164	164	2 percentage of students deemed proficient on assessments of
165	165	3 State standards, the percentage of students in the eighth
166	166	4 grade who pass Algebra, the percentage of students who
167	167	5 participated in workplace learning experiences, the
168	168	6 percentage of students enrolled in post-secondary
169	169	7 institutions (including colleges, universities, community
170	170	8 colleges, trade/vocational schools, and training programs
171	171	9 leading to career certification within 2 semesters of high
172	172	10 school graduation), the percentage of students graduating
173	173	11 from high school who are college and career ready, and the
174	174	12 percentage of graduates enrolled in community colleges,
175	175	13 colleges, and universities who are in one or more courses
176	176	14 that the community college, college, or university
177	177	15 identifies as a developmental course;
178	178	16 (D) student progress, including, where applicable, the
179	179	17 percentage of students in the ninth grade who have earned
180	180	18 5 credits or more without failing more than one core
181	181	19 class, a measure of students entering kindergarten ready
182	182	20 to learn, a measure of growth, and the percentage of
183	183	21 students who enter high school on track for college and
184	184	22 career readiness;
185	185	23 (E) the school environment, including, where
186	186	24 applicable, high school dropout rate by grade level, the
187	187	25 percentage of students with less than 10 absences in a
188	188	26 school year, the percentage of teachers with less than 10
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199	199	1 absences in a school year for reasons other than
200	200	2 professional development, leaves taken pursuant to the
201	201	3 federal Family Medical Leave Act of 1993, long-term
202	202	4 disability, or parental leaves, the 3-year average of the
203	203	5 percentage of teachers returning to the school from the
204	204	6 previous year, the number of different principals at the
205	205	7 school in the last 6 years, the number of teachers who hold
206	206	8 a gifted education endorsement, the process and criteria
207	207	9 used by the district to determine whether a student is
208	208	10 eligible for participation in a gifted education program
209	209	11 or advanced academic program and the manner in which
210	210	12 parents and guardians are made aware of the process and
211	211	13 criteria, the number of teachers who are National Board
212	212	14 Certified Teachers, disaggregated by race and ethnicity,
213	213	15 the average number of students per licensed school social
214	214	16 worker, school nurse, school counselor, and school
215	215	17 psychologist, 2 or more indicators from any school climate
216	216	18 survey selected or approved by the State and administered
217	217	19 pursuant to Section 2-3.153 of this Code, with the same or
218	218	20 similar indicators included on school report cards for all
219	219	21 surveys selected or approved by the State pursuant to
220	220	22 Section 2-3.153 of this Code, the combined percentage of
221	221	23 teachers rated as proficient or excellent in their most
222	222	24 recent evaluation, and, beginning with the 2022-2023
223	223	25 school year, data on the number of incidents of violence
224	224	26 that occurred on school grounds or during school-related
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235	235	1 activities and that resulted in an out-of-school
236	236	2 suspension, expulsion, or removal to an alternative
237	237	3 setting, as reported pursuant to Section 2-3.162;
238	238	4 (F) a school district's and its individual schools'
239	239	5 balanced accountability measure, in accordance with
240	240	6 Section 2-3.25a of this Code;
241	241	7 (G) the total and per pupil normal cost amount the
242	242	8 State contributed to the Teachers' Retirement System of
243	243	9 the State of Illinois in the prior fiscal year for the
244	244	10 school's employees, which shall be reported to the State
245	245	11 Board of Education by the Teachers' Retirement System of
246	246	12 the State of Illinois;
247	247	13 (H) for a school district organized under Article 34
248	248	14 of this Code only, State contributions to the Public
249	249	15 School Teachers' Pension and Retirement Fund of Chicago
250	250	16 and State contributions for health care for employees of
251	251	17 that school district;
252	252	18 (I) a school district's Final Percent of Adequacy, as
253	253	19 defined in paragraph (4) of subsection (f) of Section
254	254	20 18-8.15 of this Code;
255	255	21 (J) a school district's Local Capacity Target, as
256	256	22 defined in paragraph (2) of subsection (c) of Section
257	257	23 18-8.15 of this Code, displayed as a percentage amount;
258	258	24 (K) a school district's Real Receipts, as defined in
259	259	25 paragraph (1) of subsection (d) of Section 18-8.15 of this
260	260	26 Code, divided by a school district's Adequacy Target, as
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271	271	1 defined in paragraph (1) of subsection (b) of Section
272	272	2 18-8.15 of this Code, displayed as a percentage amount;
273	273	3 (L) a school district's administrative costs;
274	274	4 (M) whether or not the school has participated in the
275	275	5 Illinois Youth Survey. In this paragraph (M), "Illinois
276	276	6 Youth Survey" means a self-report survey, administered in
277	277	7 school settings every 2 years, designed to gather
278	278	8 information about health and social indicators, including
279	279	9 substance abuse patterns and the attitudes of students in
280	280	10 grades 8, 10, and 12; and
281	281	11 (N) whether the school offered its students career and
282	282	12 technical education opportunities.
283	283	13 The school report card shall also provide information that
284	284	14 allows for comparing the current outcome, progress, and
285	285	15 environment data to the State average, to the school data from
286	286	16 the past 5 years, and to the outcomes, progress, and
287	287	17 environment of similar schools based on the type of school and
288	288	18 enrollment of low-income students, special education students,
289	289	19 and English learners.
290	290	20 As used in this subsection (2):
291	291	21 "Administrative costs" means costs associated with
292	292	22 executive, administrative, or managerial functions within the
293	293	23 school district that involve planning, organizing, managing,
294	294	24 or directing the school district.
295	295	25 "Advanced academic program" means a course of study to
296	296	26 which students are assigned based on advanced cognitive
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307	307	1 ability or advanced academic achievement compared to local age
308	308	2 peers and in which the curriculum is substantially
309	309	3 differentiated from the general curriculum to provide
310	310	4 appropriate challenge and pace.
311	311	5 "Computer science" means the study of computers and
312	312	6 algorithms, including their principles, their hardware and
313	313	7 software designs, their implementation, and their impact on
314	314	8 society. "Computer science" does not include the study of
315	315	9 everyday uses of computers and computer applications, such as
316	316	10 keyboarding or accessing the Internet.
317	317	11 "Gifted education" means educational services, including
318	318	12 differentiated curricula and instructional methods, designed
319	319	13 to meet the needs of gifted children as defined in Article 14A
320	320	14 of this Code.
321	321	15 For the purposes of paragraph (A) of this subsection (2),
322	322	16 "average daily attendance" means the average of the actual
323	323	17 number of attendance days during the previous school year for
324	324	18 any enrolled student who is subject to compulsory attendance
325	325	19 by Section 26-1 of this Code at each school and charter school.
326	326	20 (3) At the discretion of the State Superintendent, the
327	327	21 school district report card shall include a subset of the
328	328	22 information identified in paragraphs (A) through (E) of
329	329	23 subsection (2) of this Section, as well as information
330	330	24 relating to the operating expense per pupil and other finances
331	331	25 of the school district, and the State report card shall
332	332	26 include a subset of the information identified in paragraphs
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343	343	1 (A) through (E) and paragraph (N) of subsection (2) of this
344	344	2 Section. The school district report card shall include the
345	345	3 average daily attendance, as that term is defined in
346	346	4 subsection (2) of this Section, of students who have
347	347	5 individualized education programs and students who have 504
348	348	6 plans that provide for special education services within the
349	349	7 school district.
350	350	8 (4) Notwithstanding anything to the contrary in this
351	351	9 Section, in consultation with key education stakeholders, the
352	352	10 State Superintendent shall at any time have the discretion to
353	353	11 amend or update any and all metrics on the school, district, or
354	354	12 State report card.
355	355	13 (5) Annually, no more than 30 calendar days after receipt
356	356	14 of the school district and school report cards from the State
357	357	15 Superintendent of Education, each school district, including
358	358	16 special charter districts and districts subject to the
359	359	17 provisions of Article 34, shall present such report cards at a
360	360	18 regular school board meeting subject to applicable notice
361	361	19 requirements, post the report cards on the school district's
362	362	20 Internet web site, if the district maintains an Internet web
363	363	21 site, make the report cards available to a newspaper of
364	364	22 general circulation serving the district, and, upon request,
365	365	23 send the report cards home to a parent (unless the district
366	366	24 does not maintain an Internet web site, in which case the
367	367	25 report card shall be sent home to parents without request). If
368	368	26 the district posts the report card on its Internet web site,
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379	379	1 the district shall send a written notice home to parents
380	380	2 stating (i) that the report card is available on the web site,
381	381	3 (ii) the address of the web site, (iii) that a printed copy of
382	382	4 the report card will be sent to parents upon request, and (iv)
383	383	5 the telephone number that parents may call to request a
384	384	6 printed copy of the report card.
385	385	7 (6) Nothing contained in Public Act 98-648 repeals,
386	386	8 supersedes, invalidates, or nullifies final decisions in
387	387	9 lawsuits pending on July 1, 2014 (the effective date of Public
388	388	10 Act 98-648) in Illinois courts involving the interpretation of
389	389	11 Public Act 97-8.
390	390	12 (Source: P.A. 101-68, eff. 1-1-20; 101-81, eff. 7-12-19;
391	391	13 101-654, eff. 3-8-21; 102-16, eff. 6-17-21; 102-294, eff.
392	392	14 1-1-22; 102-539, eff. 8-20-21; 102-558, eff. 8-20-21; 102-594,
393	393	15 eff. 7-1-22; 102-813, eff. 5-13-22.)
394	394	16 (105 ILCS 5/10-20.65)
395	395	17 Sec. 10-20.65. School social worker. As used in this
396	396	18 Section, "caseload" means the number of students assigned to
397	397	19 an individual school social worker.
398	398	20 A school board may employ school social workers who have
399	399	21 graduated with a master's or higher degree in social work from
400	400	22 an accredited graduate school of social work and have such
401	401	23 additional qualifications as may be required by the State
402	402	24 Board of Education and who hold a Professional Educator
403	403	25 License with a school support personnel endorsement for school
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414	414	1 social work pursuant to Section 21B-25 of this Code. Only
415	415	2 persons so licensed and endorsed may use the title "school
416	416	3 social worker". A school social worker may provide individual
417	417	4 and group services to the general student population and to
418	418	5 students with disabilities pursuant to Article 14 of this Code
419	419	6 and rules set forth in 23 Ill. Adm. Code 226, Special
420	420	7 Education, adopted by the State Board of Education and may
421	421	8 provide support and consultation to administrators, teachers,
422	422	9 and other school personnel consistent with their professional
423	423	10 qualifications and the provisions of this Code and other
424	424	11 applicable laws. Individual caseloads of school social workers
425	425	12 may not exceed 250 students. Nothing in this Section prohibits
426	426	13 an employer and an exclusive bargaining representative from
427	427	14 negotiating a lower caseload or a process for lowering the
428	428	15 caseload for school social workers. School districts may
429	429	16 employ a sufficient number of school social workers to address
430	430	17 the needs of their students and schools and may maintain the
431	431	18 nationally recommended student-to-school social worker ratio
432	432	19 of 250 to 1. A school social worker may not provide such
433	433	20 services outside of the school social worker's his or her
434	434	21 employment to any student in the district or districts that
435	435	22 employ the school social worker.
436	436	23 (Source: P.A. 100-356, eff. 8-25-17; 100-863, eff. 8-14-18.)
437	437	24 (105 ILCS 5/10-22.23) (from Ch. 122, par. 10-22.23)
438	438	25 Sec. 10-22.23. School Nurse. As used in this Section,
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449	449	1 "caseload" means the number of students assigned to an
450	450	2 individual school nurse.
451	451	3 To employ a registered professional nurse and define the
452	452	4 duties of the school nurse within the guidelines of rules and
453	453	5 regulations promulgated by the State Board of Education. Any
454	454	6 school nurse first employed on or after July 1, 1976, whose
455	455	7 duties require teaching or the exercise of instructional
456	456	8 judgment or educational evaluation of pupils, must be licensed
457	457	9 under Section 21B-25 of this Code. School districts may employ
458	458	10 nonlicensed registered professional nurses to perform
459	459	11 professional nursing services. Individual caseloads of school
460	460	12 nurses may not exceed 750 students. Nothing in this Section
461	461	13 prohibits an employer and an exclusive bargaining
462	462	14 representative from negotiating a lower caseload or a process
463	463	15 for lowering the caseload for school nurses.
464	464	16 (Source: P.A. 102-894, eff. 5-20-22.)
465	465	17 (105 ILCS 5/10-22.24a) (from Ch. 122, par. 10-22.24a)
466	466	18 Sec. 10-22.24a. School counselor. As used in this Section,
467	467	19 "caseload" means the number of students assigned to an
468	468	20 individual school counselor.
469	469	21 To employ school counselors. A school counselor is a
470	470	22 qualified specialist who holds a Professional Educator License
471	471	23 with a school support personnel endorsement in the area of
472	472	24 school counseling issued pursuant to Section 21B-25 of this
473	473	25 Code and who either (i) holds or is qualified for an
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484	484	1 elementary, secondary, special K-12, or special preschool-age
485	485	2 22 endorsement on a Professional Educator License issued
486	486	3 pursuant to Section 21B-20 or 21B-25 of this Code or (ii) in
487	487	4 lieu of holding or qualifying for a teaching endorsement on a
488	488	5 Professional Educator License, has fulfilled such other
489	489	6 requirements as the State Board of Education may by rule
490	490	7 establish. An individual who has completed an approved program
491	491	8 in another state may apply for a Professional Educator License
492	492	9 endorsed in school counseling and shall receive such a license
493	493	10 if a review of the individual's his or her credentials
494	494	11 indicates that the individual he or she meets the additional
495	495	12 requirements of this Section. Only persons so licensed and
496	496	13 endorsed may use the title "school counselor". Individual
497	497	14 caseloads of school counselors may not exceed 250 students.
498	498	15 Nothing in this Section prohibits an employer and an exclusive
499	499	16 bargaining representative from negotiating a lower caseload or
500	500	17 a process for lowering the caseload for school counselors.
501	501	18 (Source: P.A. 102-894, eff. 5-20-22.)
502	502	19 (105 ILCS 5/14-1.09) (from Ch. 122, par. 14-1.09)
503	503	20 Sec. 14-1.09. School psychologist. In this Section:
504	504	21 "Caseload" means the number of students assigned to an
505	505	22 individual school psychologist.
506	506	23 "School psychologist" means a psychologist who meets the
507	507	24 following qualifications:
508	508	25 (1) The psychologist:
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519	519	1 (A) has graduated with a master's or higher degree
520	520	2 in psychology or educational psychology from an
521	521	3 institution of higher learning that maintains
522	522	4 equipment, courses of study, and standards of
523	523	5 scholarship approved by the State Board of Education,
524	524	6 has had at least one school year of full-time
525	525	7 supervised experience in the delivery of school
526	526	8 psychological services of a character approved by the
527	527	9 State Superintendent of Education, and has such
528	528	10 additional qualifications as may be required by the
529	529	11 State Board of Education; or
530	530	12 (B) holds a valid Nationally Certified School
531	531	13 Psychologist (NCSP) credential.
532	532	14 (2) The psychologist holds a Professional Educator
533	533	15 License with a school psychologist endorsement issued
534	534	16 pursuant to Section 21B-25 of this Code. Persons so
535	535	17 licensed may use the title "school psychologist" and may
536	536	18 offer school psychological services which are limited to
537	537	19 those services set forth in 23 Ill. Adm. Code 226, Special
538	538	20 Education, pertaining to children between the ages of 3 to
539	539	21 21, promulgated by the State Board of Education.
540	540	22 School psychologists may make evaluations, recommendations
541	541	23 or interventions regarding the placement of children in
542	542	24 educational programs or special education classes. Individual
543	543	25 caseloads of school psychologists may not exceed 500 students.
544	544	26 Nothing in this Section prohibits an employer and an exclusive
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555	555	1 bargaining representative from negotiating a lower caseload or
556	556	2 a process for lowering the caseload for school psychologists.
557	557	3 A However, a school psychologist shall not provide such
558	558	4 services outside of the school psychologist's his or her
559	559	5 employment to any student in the district or districts which
560	560	6 employ such school psychologist.
561	561	7 (Source: P.A. 100-750, eff. 8-10-18.)
562	562	8 (105 ILCS 5/14-6.03)
563	563	9 Sec. 14-6.03. Speech-language pathology assistants.
564	564	10 (a) Except as otherwise provided in this subsection, on or
565	565	11 after January 1, 2002, no person shall perform the duties of a
566	566	12 speech-language pathology assistant without first applying for
567	567	13 and receiving a license for that purpose from the Department
568	568	14 of Professional Regulation. A person employed as a
569	569	15 speech-language pathology assistant in any class, service, or
570	570	16 program authorized by this Article may perform only those
571	571	17 duties authorized by this Section under the supervision of a
572	572	18 speech-language pathologist as provided in this Section. This
573	573	19 Section does not apply to speech-language pathology
574	574	20 paraprofessionals approved by the State Board of Education.
575	575	21 (b) As used in this subsection (b), "caseload" means the
576	576	22 number of students assigned to an individual.
577	577	23 A speech-language pathology assistant may not be assigned
578	578	24 his or her own student caseload. The student caseload limit of
579	579	25 a speech-language pathologist who supervises any
580	580
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590	590	1 speech-language pathology assistants shall be determined by
591	591	2 the severity of the needs of the students served by the
592	592	3 speech-language pathologist. Individual caseloads of
593	593	4 speech-language pathologists may not exceed 60 students.
594	594	5 Nothing in this Section prohibits an employer and an exclusive
595	595	6 bargaining representative from negotiating a lower caseload or
596	596	7 a process for lowering the caseload for speech-language
597	597	8 pathologists. A full-time speech-language pathologist's
598	598	9 caseload limit may not exceed 80 students (60 students on or
599	599	10 after September 1, 2003) at any time. The caseload limit of a
600	600	11 part-time speech-language pathologist shall be determined by
601	601	12 multiplying the caseload limit of a full-time speech-language
602	602	13 pathologist by a percentage that equals the number of hours
603	603	14 worked by the part-time speech-language pathologist divided by
604	604	15 the number of hours worked by a full-time speech-language
605	605	16 pathologist in that school district. Employment of a
606	606	17 speech-language pathology assistant may not increase or
607	607	18 decrease the caseload of the supervising speech-language
608	608	19 pathologist.
609	609	20 (c) A school district that intends to utilize the services
610	610	21 of a speech-language pathology assistant must provide written
611	611	22 notification to the parent or guardian of each student who
612	612	23 will be served by a speech-language pathology assistant.
613	613	24 (d) The scope of responsibility of a speech-language
614	614	25 pathology assistant shall be limited to supplementing the role
615	615	26 of the speech-language pathologist in implementing the
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626	626	1 treatment program established by a speech-language
627	627	2 pathologist. The functions and duties of a speech-language
628	628	3 pathology assistant shall be limited to the following:
629	629	4 (1) Conducting speech-language screening, without
630	630	5 interpretation, and using screening protocols selected by
631	631	6 the supervising speech-language pathologist.
632	632	7 (2) Providing direct treatment assistance to students
633	633	8 under the supervision of a speech-language pathologist.
634	634	9 (3) Following and implementing documented treatment
635	635	10 plans or protocols developed by a supervising
636	636	11 speech-language pathologist.
637	637	12 (4) Documenting student progress toward meeting
638	638	13 established objectives, and reporting the information to a
639	639	14 supervising speech-language pathologist.
640	640	15 (5) Assisting a speech-language pathologist during
641	641	16 assessments, including, but not limited to, assisting with
642	642	17 formal documentation, preparing materials, and performing
643	643	18 clerical duties for a supervising speech-language
644	644	19 pathologist.
645	645	20 (6) Acting as an interpreter for non-English speaking
646	646	21 students and their family members when competent to do so.
647	647	22 (7) Scheduling activities and preparing charts,
648	648	23 records, graphs, and data.
649	649	24 (8) Performing checks and maintenance of equipment,
650	650	25 including, but not limited to, augmentative communication
651	651	26 devices.
652	652
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662	662	1 (9) Assisting with speech-language pathology research
663	663	2 projects, in-service training, and family or community
664	664	3 education.
665	665	4 (e) A speech-language pathology assistant may not:
666	666	5 (1) perform standardized or nonstandardized diagnostic
667	667	6 tests or formal or informal evaluations or interpret test
668	668	7 results;
669	669	8 (2) screen or diagnose students for feeding or
670	670	9 swallowing disorders;
671	671	10 (3) participate in parent conferences, case
672	672	11 conferences, or any interdisciplinary team without the
673	673	12 presence of the supervising speech-language pathologist;
674	674	13 (4) provide student or family counseling;
675	675	14 (5) write, develop, or modify a student's
676	676	15 individualized treatment plan;
677	677	16 (6) assist with students without following the
678	678	17 individualized treatment plan prepared by the supervising
679	679	18 speech-language pathologist;
680	680	19 (7) sign any formal documents, such as treatment
681	681	20 plans, reimbursement forms, or reports;
682	682	21 (8) select students for services;
683	683	22 (9) discharge a student from services;
684	684	23 (10) disclose clinical or confidential information,
685	685	24 either orally or in writing, to anyone other than the
686	686	25 supervising speech-language pathologist;
687	687	26 (11) make referrals for additional services;
688	688
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698	698	1 (12) counsel or consult with the student, family, or
699	699	2 others regarding the student's status or service;
700	700	3 (13) represent himself or herself to be a
701	701	4 speech-language pathologist or a speech therapist;
702	702	5 (14) use a checklist or tabulate results of feeding or
703	703	6 swallowing evaluations; or
704	704	7 (15) demonstrate swallowing strategies or precautions
705	705	8 to students, family, or staff.
706	706	9 (f) A speech-language pathology assistant shall practice
707	707	10 only under the supervision of a speech-language pathologist
708	708	11 who has at least 2 years experience in addition to the
709	709	12 supervised professional experience required under subsection
710	710	13 (f) of Section 8 of the Illinois Speech-Language Pathology and
711	711	14 Audiology Practice Act. A speech-language pathologist who
712	712	15 supervises a speech-language pathology assistant must have
713	713	16 completed at least 10 clock hours of training in the
714	714	17 supervision of speech-language pathology assistants. The State
715	715	18 Board of Education shall promulgate rules describing the
716	716	19 supervision training requirements. The rules may allow a
717	717	20 speech-language pathologist to apply to the State Board of
718	718	21 Education for an exemption from this training requirement
719	719	22 based upon prior supervisory experience.
720	720	23 (g) A speech-language pathology assistant must be under
721	721	24 the direct supervision of a speech-language pathologist at
722	722	25 least 30% of the speech-language pathology assistant's actual
723	723	26 student contact time per student for the first 90 days of
724	724
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734	734	1 initial employment as a speech-language pathology assistant.
735	735	2 Thereafter, the speech-language pathology assistant must be
736	736	3 under the direct supervision of a speech-language pathologist
737	737	4 at least 20% of the speech-language pathology assistant's
738	738	5 actual student contact time per student. Supervision of a
739	739	6 speech-language pathology assistant beyond the minimum
740	740	7 requirements of this subsection may be imposed at the
741	741	8 discretion of the supervising speech-language pathologist. A
742	742	9 supervising speech-language pathologist must be available to
743	743	10 communicate with a speech-language pathology assistant
744	744	11 whenever the assistant is in contact with a student.
745	745	12 (h) A speech-language pathologist that supervises a
746	746	13 speech-language pathology assistant must document direct
747	747	14 supervision activities. At a minimum, supervision
748	748	15 documentation must provide (i) information regarding the
749	749	16 quality of the speech-language pathology assistant's
750	750	17 performance of assigned duties and (ii) verification that
751	751	18 clinical activity is limited to duties specified in this
752	752	19 Section.
753	753	20 (i) A full-time speech-language pathologist may supervise
754	754	21 no more than 2 speech-language pathology assistants. A
755	755	22 speech-language pathologist that does not work full-time may
756	756	23 supervise no more than one speech-language pathology
757	757	24 assistant.
758	758	25 (Source: P.A. 92-510, eff. 6-1-02.)
759	759	26 Section 99. Effective date. This Act takes effect upon
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770	770	1 becoming law.
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