Bill Amendment: IL SB0469 | 2023-2024 | 103rd General Assembly

NOTE: For additional amemendments please see the Bill Drafting List

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Bill Title: EDUCATION-TECH

Status: 2025-01-07 - Session Sine Die [SB0469 Detail]

Download: Illinois-2023-SB0469-Senate_Amendment_002.html

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Sen. Adriane Johnson

Filed: 11/19/2024

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AMENDMENT TO SENATE BILL 469
AMENDMENT NO. ______. Amend Senate Bill 469 by replacing
everything after the enacting clause with the following:
"Section 5. The School Code is amended by changing
Sections 5-2 and 10-22.24b as follows:
(105 ILCS 5/5-2) (from Ch. 122, par. 5-2)
Sec. 5-2. Governing board.
(a) Except as otherwise provided in subsection (b), the
school business of all school townships having school trustees
shall be transacted by three trustees, as provided in this
Article 5.
(b) (Blank). This subsection (b) applies only to the
trustees of schools of Township 38 North, Range 12 East. The
school business of the township shall be transacted by 4
trustees elected by the qualified voters of the township, as
provided in this Article 5, and 3 trustees appointed by the

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school districts within the township, as provided in this
subsection (b). An elected trustee and an appointed trustee
may represent the same school district. Any trustee, whether
elected or appointed, may serve as an officer of the trustees
of schools.
The 3 trustees to be appointed shall each be appointed for
a term of one year as follows:
(1) The school boards of Argo Community High School
District 217, Summit School District 104, Willow Springs
School District 108, and Indian Springs School District
109 shall collectively appoint one school board member as
a trustee through a nomination process and by a majority
vote or by consensus among the school boards. A trustee
appointed under this paragraph (1) may be reappointed for
a second term as provided under this paragraph (1). After
the appointed term or reappointed term of the trustee
expires, the school boards shall appoint a successor
trustee pursuant to this paragraph (1).
(2) The school boards of Western Springs School
District 101, La Grange School District 102, Lyons School
District 103, La Grange School District 105 South,
LaGrange Highlands School District 106, and Pleasantdale
School District 107 shall collectively appoint one school
board member as a trustee through a nomination process and
by a majority vote or by consensus among the school
boards. A trustee appointed under this paragraph (2) may

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be reappointed for a second term as provided under this
paragraph (2). After the appointed term or reappointed
term of the trustee expires, the school boards shall
appoint a successor trustee pursuant to this paragraph
(2).
(3) Each year, among the school board presidents of
the school districts within the township, one school board
president shall be selected through a nomination process
and by a majority vote to appoint a trustee. If no
president of a school board is nominated, another officer
of one of the school boards may be nominated. For the
even-numbered year term, a trustee appointed under this
paragraph (3) must be from a feeder elementary school
district for Argo Community High School District 217, and,
for the odd-numbered year term, a trustee appointed under
this paragraph (3) must be from a feeder elementary school
district for Lyons Township High School District 204.
(c) The trustees shall be a body politic and corporate, by
the name of "trustees of schools of township No. ...., range
No. ....," according to the number, or in case of school
townships created from two or more congressional townships,
such name shall be "trustees of .... township .... county,
Illinois." Such corporation shall have perpetual existence,
with power to sue and be sued, and to plead and be impleaded,
in all courts and places where judicial proceedings are had.
(Source: P.A. 102-924, eff. 5-27-22; 103-790, eff. 8-9-24.)

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(105 ILCS 5/10-22.24b)
Sec. 10-22.24b. School counseling services. School
counseling services in public schools may be provided by
school counselors as defined in Section 10-22.24a of this Code
or by individuals who hold a Professional Educator License
with a school support personnel endorsement in the area of
school counseling under Section 21B-25 of this Code.
School counseling services may include, but are not
limited to:
(1) designing and delivering a comprehensive school
counseling program through a standards-based,
data-informed program that promotes student achievement
and wellness;
(2) (blank);
(3) school counselors working as culturally skilled
professionals who act sensitively to promote social
justice and equity in a pluralistic society;
(4) providing individual and group counseling;
(5) providing a core counseling curriculum that serves
all students and addresses the knowledge and skills
appropriate to their developmental level through a
collaborative model of delivery involving the school
counselor, classroom teachers, and other appropriate
education professionals, and including prevention and
pre-referral activities;

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(6) making referrals when necessary to appropriate
offices or outside agencies;
(7) providing college and career development
activities and counseling;
(8) developing individual career plans with students,
which includes planning for post-secondary education, as
appropriate, and engaging in related and relevant career
and technical education coursework in high school;
(9) assisting all students with a college or
post-secondary education plan, which must include a
discussion on all post-secondary education options,
including 4-year colleges or universities, community
colleges, and vocational schools, and includes planning
for post-secondary education, as appropriate, and engaging
in related and relevant career and technical education
coursework in high school;
(10) (blank);
(11) educating all students on scholarships, financial
aid, and preparation of the Federal Application for
Federal Student Aid;
(12) collaborating with institutions of higher
education and local community colleges so that students
understand post-secondary education options and are ready
to transition successfully;
(13) providing crisis intervention and contributing to
the development of a specific crisis plan within the

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school setting in collaboration with multiple
stakeholders;
(14) providing educational opportunities for students,
teachers, and parents on mental health issues;
(15) providing counseling and other resources to
students who are in crisis;
(16) working to address barriers that prohibit or
limit access to mental health services;
(17) addressing bullying and conflict resolution with
all students;
(18) teaching communication skills and helping
students develop positive relationships;
(19) using culturally sensitive skills in working with
all students to promote wellness;
(20) working to address the needs of all students
without with regard to citizenship status;
(21) (blank);;
(22) providing academic, social-emotional, and college
and career supports to all students irrespective of
special education or Section 504 status;
(23) assisting students in goal setting and success
skills for classroom behavior, study skills, test
preparation, internal motivation, and intrinsic rewards;
(24) (blank);;
(25) providing information for all students in the
selection of courses that will lead to post-secondary

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education opportunities toward a successful career;
(26) interpreting achievement test results and guiding
students in appropriate directions;
(27) (blank);
(28) providing families with opportunities for
education and counseling as appropriate in relation to the
student's educational assessment;
(29) consulting and collaborating with teachers and
other school personnel regarding behavior management and
intervention plans and inclusion in support of students;
(30) teaming and partnering with staff, parents,
businesses, and community organizations to support student
achievement and social-emotional learning standards for
all students;
(31) developing and implementing school-based
prevention programs, including, but not limited to,
mediation and violence prevention, implementing social and
emotional education programs and services, and
establishing and implementing bullying prevention and
intervention programs;
(32) developing culturally sensitive assessment
instruments for measuring school counseling prevention and
intervention effectiveness and collecting, analyzing, and
interpreting data;
(33) participating on school and district committees
to advocate for student programs and resources, as well as

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establishing a school counseling advisory council that
includes representatives of key stakeholders selected to
review and advise on the implementation of the school
counseling program;
(34) acting as a liaison between the public schools
and community resources and building relationships with
important stakeholders, such as families, administrators,
teachers, and board members;
(35) maintaining organized, clear, and useful records
in a confidential manner consistent with Section 5 of the
Illinois School Student Records Act, the Family
Educational Rights and Privacy Act, and the Health
Insurance Portability and Accountability Act;
(36) presenting an annual agreement to the
administration, including a formal discussion of the
alignment of school and school counseling program missions
and goals and detailing specific school counselor
responsibilities;
(37) identifying and implementing culturally sensitive
measures of success for student competencies in each of
the 3 domains of academic, social and emotional, and
college and career learning based on planned and periodic
assessment of the comprehensive developmental school
counseling program;
(38) collaborating as a team member in Multi-Tiered
Systems of Support and other school initiatives;

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(39) conducting observations and participating in
recommendations or interventions regarding the placement
of children in educational programs or special education
classes;
(40) analyzing data and results of school counseling
program assessments, including curriculum, small-group,
and closing-the-gap results reports, and designing
strategies to continue to improve program effectiveness;
(41) analyzing data and results of school counselor
competency assessments;
(42) following American School Counselor Association
Ethical Standards for School Counselors to demonstrate
high standards of integrity, leadership, and
professionalism;
(43) using student competencies to assess student
growth and development to inform decisions regarding
strategies, activities, and services that help students
achieve the highest academic level possible;
(44) practicing as a culturally skilled school
counselor by infusing the multicultural competencies
within the role of the school counselor, including the
practice of culturally sensitive attitudes and beliefs,
knowledge, and skills;
(45) infusing the Social-Emotional Standards, as
presented in the State Board of Education standards,
across the curriculum and in the counselor's role in ways

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that empower and enable students to achieve academic
success across all grade levels;
(46) providing services only in areas in which the
school counselor has appropriate training or expertise, as
well as only providing counseling or consulting services
within his or her employment to any student in the
district or districts which employ such school counselor,
in accordance with professional ethics;
(47) having adequate training in supervision knowledge
and skills in order to supervise school counseling interns
enrolled in graduate school counselor preparation programs
that meet the standards established by the State Board of
Education;
(48) being involved with State and national
professional associations;
(49) complete the required training as outlined in
Section 10-22.39;
(50) (blank);
(51) (blank);
(52) (blank);
(53) (blank);
(54) (blank); and
(55) promoting career and technical education by
assisting each student to determine an appropriate
postsecondary plan based upon the student's skills,
strengths, and goals and assisting the student to

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