Bill Amendment: IL HB3586 | 2019-2020 | 101st General Assembly

NOTE: For additional amemendments please see the Bill Drafting List

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Bill Title: SCH CD-SPECIAL ED SERVICES

Status: 2019-08-23 - Public Act . . . . . . . . . 101-0515 [HB3586 Detail]

Download: Illinois-2019-HB3586-Senate_Amendment_001.html

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Sen. David Koehler

Filed: 5/16/2019

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AMENDMENT TO HOUSE BILL 3586
AMENDMENT NO. ______. Amend House Bill 3586 as follows:
on page 1, line 5, after "14-8.02f", by inserting the
following:
"and by adding Section 14-8.02g"; and
on page 8, line 8, by replacing "5" with "3 5"; and
on page 8, by replacing lines 10 through 24 with the following:
"meeting to review a child's individualized education program,
or as soon as possible if an individualized education program
meeting is scheduled within 3 school days with the written
consent of the child's parent or guardian, the local education
agency must provide the child's parent or guardian with copies
of all written material that will be considered by the
individualized education program team at the meeting so that
the parent or guardian may participate in the meeting as a

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fully-informed team member. The written material must include,
but is not limited to, all evaluations and collected data that
will be considered at the meeting and, for a child who already
has an individualized education program, a copy of all
individualized education program components that will be
discussed by the individualized education program team, other
than the components related to the educational and related
service minutes proposed for the child and the child's
educational placement. as soon as"; and
on page 11, immediately below line 6, by inserting the
following:
"(105 ILCS 5/14-8.02g new)
Sec. 14-8.02g. Response to scientific, research-based
intervention.
(a) In this Section, "response to scientific,
research-based intervention" or "multi-tiered systems of
support" means a tiered process of school support that utilizes
differentiated instructional strategies for students, provides
students with scientific, research-based interventions,
continuously monitors student performance using
scientifically, research-based progress monitoring
instruments, and makes educational decisions based on a
student's response to the interventions. Response to
scientific, research-based intervention or multi-tiered

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systems of support use a problem-solving method to define the
problem, analyze the problem using data to determine why there
is a discrepancy between what is expected and what is
occurring, establish one or more student performance goals,
develop an intervention plan to address the performance goals,
and delineate how the student's progress will be monitored and
how implementation integrity will be ensured.
(b) A school district must utilize response to scientific,
research-based intervention or multi-tiered systems of support
as part of an evaluation procedure to determine if a child is
eligible for special education services due to a specific
learning disability. A school district may utilize the data
generated during the response to scientific, research-based
intervention or multi-tiered systems of support process in an
evaluation to determine if a child is eligible for special
education services due to any category of disability.
(c) The response to scientific, research-based
intervention or multi-tiered systems of support process must
involve a collaborative team approach, with the parent or
guardian of a student being part of the collaborative team. The
parent or guardian of a student must be involved in the data
sharing and decision-making processes of support under this
Section. The State Board of Education may provide guidance to a
school district and identify available resources related to
facilitating parental or guardian participation in the
response to scientific, research-based intervention or

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multi-tiered systems of support process.
(d) Nothing in this Section affects the responsibility of a
school district to identify, locate, and evaluate children with
disabilities who are in need of special education services in
accordance with the federal Individuals with Disabilities
Education Improvement Act of 2004, this Code, or any applicable
federal or State rules."; and
on page 13, by replacing lines 24 and 25 with the following:
"Section 99. Effective date. This Act takes effect upon
becoming law.".