Bill Text: IL HB3690 | 2023-2024 | 103rd General Assembly | Enrolled

NOTE: There are more recent revisions of this legislation. Read Latest Draft
Bill Title: In provisions concerning in-service training, provides that the training program shall cover teachers, administrators, and school support personnel (instead of teachers). Provides that teachers, administrators, and school support personnel must be trained in the following topics: health conditions of students; social-emotional learning; developing cultural competency; identifying warning signs of mental illness and suicidal behavior in youth; domestic and sexual violence and the needs of expectant and parenting youth; protections and accommodations for students; educator ethics; responding to child sexual abuse and grooming behavior; and effective instruction in violence prevention and conflict resolution. Sets forth further requirements for the training and exemptions. Removes other specified training in the training program. Amends various other Articles of the School Code, the Critical Health Problems and Comprehensive Health Education Act, the Care of Students with Diabetes Act, and the Seizure Smart School Act to make conforming changes. In provisions concerning the administration of opioid antagonists, removes provisions concerning annual training and requiring proof of cardiopulmonary resuscitation and automated external defibrillator certification to administer opioid antagonists. Makes other changes.

Spectrum: Partisan Bill (Democrat 11-0)

Status: (Passed) 2023-08-11 - Public Act . . . . . . . . . 103-0542 [HB3690 Detail]

Download: Illinois-2023-HB3690-Enrolled.html



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1 AN ACT concerning education.
2 Be it enacted by the People of the State of Illinois,
3represented in the General Assembly:
4 Section 5. The School Code is amended by changing Sections
53-11, 10-20.36, 10-20.61, 10-22.24b, 10-22.39, 10-23.12,
622-30, 27-23.6, 27-23.10, 34-18.25, and 34-18.54 as follows:
7 (105 ILCS 5/3-11) (from Ch. 122, par. 3-11)
8 Sec. 3-11. Institutes or inservice training workshops. In
9counties of less than 2,000,000 inhabitants, the regional
10superintendent may arrange for or conduct district, regional,
11or county institutes, or equivalent professional educational
12experiences, not more than 4 days annually. Of those 4 days, 2
13days may be used as a teachers, administrators, and school
14support personnel teacher's and educational support personnel
15workshop, when approved by the regional superintendent, up to
162 days may be used for conducting parent-teacher conferences,
17or up to 2 days may be utilized as parental institute days as
18provided in Section 10-22.18d. School Educational support
19personnel may be exempt from a workshop if the workshop is not
20relevant to the work they do. A school district may use one of
21its 4 institute days on the last day of the school term.
22"Institute" or "Professional educational experiences" means
23any educational gathering, demonstration of methods of

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1instruction, visitation of schools or other institutions or
2facilities, sexual abuse and sexual assault awareness seminar,
3or training in First Aid (which may include cardiopulmonary
4resuscitation or defibrillator training) held or approved by
5the regional superintendent and declared by him to be an
6institute day, or parent-teacher conferences. With the
7concurrence of the State Superintendent of Education, the
8regional superintendent he or she may employ such assistance
9as is necessary to conduct the institute. Two or more
10adjoining counties may jointly hold an institute. Institute
11instruction shall be free to holders of licenses good in the
12county or counties holding the institute and to those who have
13paid an examination fee and failed to receive a license.
14 In counties of 2,000,000 or more inhabitants, the regional
15superintendent may arrange for or conduct district, regional,
16or county inservice training workshops, or equivalent
17professional educational experiences, not more than 4 days
18annually. Of those 4 days, 2 days may be used as a teachers,
19administrators, and school support personnel teacher's and
20educational support personnel workshop, when approved by the
21regional superintendent, up to 2 days may be used for
22conducting parent-teacher conferences, or up to 2 days may be
23utilized as parental institute days as provided in Section
2410-22.18d. School Educational support personnel may be exempt
25from a workshop if the workshop is not relevant to the work
26they do. A school district may use one of those 4 days on the

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1last day of the school term. "Inservice Training Workshops" or
2"Professional educational experiences" means any educational
3gathering, demonstration of methods of instruction, visitation
4of schools or other institutions or facilities, sexual abuse
5and sexual assault awareness seminar, or training in First Aid
6(which may include cardiopulmonary resuscitation or
7defibrillator training) held or approved by the regional
8superintendent and declared by the regional superintendent him
9to be an inservice training workshop, or parent-teacher
10conferences. With the concurrence of the State Superintendent
11of Education, the regional superintendent he may employ such
12assistance as is necessary to conduct the inservice training
13workshop. With the approval of the regional superintendent, 2
14or more adjoining districts may jointly hold an inservice
15training workshop. In addition, with the approval of the
16regional superintendent, one district may conduct its own
17inservice training workshop with subject matter consultants
18requested from the county, State or any State institution of
19higher learning.
20 Such teachers institutes as referred to in this Section
21may be held on consecutive or separate days at the option of
22the regional superintendent having jurisdiction thereof.
23 Whenever reference is made in this Act to "teachers
24institute", it shall be construed to include the inservice
25training workshops or equivalent professional educational
26experiences provided for in this Section.

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1 Any institute advisory committee existing on April 1,
21995, is dissolved and the duties and responsibilities of the
3institute advisory committee are assumed by the regional
4office of education advisory board.
5 Districts providing inservice training programs shall
6constitute inservice committees, 1/2 of which shall be
7teachers, 1/4 school service personnel and 1/4 administrators
8to establish program content and schedules.
9 In addition to other topics not listed in this Section,
10the The teachers institutes may shall include teacher training
11committed to health conditions of students; social-emotional
12learning; developing cultural competency; identifying warning
13signs of mental illness and suicidal behavior in youth;
14domestic and sexual violence and the needs of expectant and
15parenting youth; protections and accommodations for students;
16educator ethics; responding to child sexual abuse and grooming
17behavior; and effective instruction in violence prevention and
18conflict resolution. Institute programs in these topics shall
19be credited toward hours of professional development required
20for license renewal as outlined in subsection (e) of Section
2121B-45 (i) peer counseling programs and other anti-violence
22and conflict resolution programs, including without limitation
23programs for preventing at risk students from committing
24violent acts, and (ii) educator ethics and teacher-student
25conduct. Beginning with the 2009-2010 school year, the
26teachers institutes shall include instruction on prevalent

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1student chronic health conditions. Beginning with the
22016-2017 school year, the teachers institutes shall include,
3at least once every 2 years, instruction on the federal
4Americans with Disabilities Act as it pertains to the school
5environment.
6(Source: P.A. 99-30, eff. 7-10-15; 99-616, eff. 7-22-16.)
7 (105 ILCS 5/10-20.36)
8 Sec. 10-20.36. Psychotropic or psychostimulant medication;
9disciplinary action.
10 (a) In this Section:
11 "Psychostimulant medication" means medication that
12produces increased levels of mental and physical energy and
13alertness and an elevated mood by stimulating the central
14nervous system.
15 "Psychotropic medication" means psychotropic medication as
16defined in Section 1-121.1 of the Mental Health and
17Developmental Disabilities Code.
18 (b) Each school board must adopt and implement a policy
19that prohibits any disciplinary action that is based totally
20or in part on the refusal of a student's parent or guardian to
21administer or consent to the administration of psychotropic or
22psychostimulant medication to the student.
23 The policy must require that, at least once every 2 years,
24the in-service training of certified school personnel and
25administrators include training on current best practices

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1regarding the identification and treatment of attention
2deficit disorder and attention deficit hyperactivity disorder,
3the application of non-aversive behavioral interventions in
4the school environment, and the use of psychotropic or
5psychostimulant medication for school-age children.
6 (c) This Section does not prohibit school medical staff,
7an individualized educational program team, or a qualified
8professional worker (as defined in Section 14-1.10 of this
9Code) from recommending that a student be evaluated by an
10appropriate medical practitioner or prohibit school personnel
11from consulting with the practitioner with the consent of the
12student's parents or guardian.
13(Source: P.A. 95-331, eff. 8-21-07.)
14 (105 ILCS 5/10-20.61)
15 Sec. 10-20.61. Implicit bias training.
16 (a) The General Assembly makes the following findings:
17 (1) implicit racial bias influences evaluations of and
18 behavior toward those who are the subject of the bias;
19 (2) understanding implicit racial bias is needed in
20 order to reduce that bias;
21 (3) marginalized students would benefit from having
22 access to educators who have worked to reduce their
23 biases; and
24 (4) training that helps educators overcome implicit
25 racial bias has implication for classroom interactions,

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1 student evaluation, and classroom engagement; it also
2 affects student academic self-concept.
3 (b) Teachers, administrators, and school support personnel
4shall complete training Each school board shall require
5in-service training for school personnel to include training
6to develop cultural competency, including understanding and
7reducing implicit racial bias, as outlined in Sections
810-22.39 and 3-11.
9 (c) As used in this Section, "implicit racial bias" means
10a preference, positive or negative, for a racial or ethnic
11group that operates outside of awareness. This bias has 3
12different components: affective, behavioral, and cognitive.
13(Source: P.A. 100-14, eff. 7-1-17; 100-863, eff. 8-14-18.)
14 (105 ILCS 5/10-22.24b)
15 Sec. 10-22.24b. School counseling services. School
16counseling services in public schools may be provided by
17school counselors as defined in Section 10-22.24a of this Code
18or by individuals who hold a Professional Educator License
19with a school support personnel endorsement in the area of
20school counseling under Section 21B-25 of this Code.
21 School counseling services may include, but are not
22limited to:
23 (1) designing and delivering a comprehensive school
24 counseling program that promotes student achievement and
25 wellness;

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1 (2) incorporating the common core language into the
2 school counselor's work and role;
3 (3) school counselors working as culturally skilled
4 professionals who act sensitively to promote social
5 justice and equity in a pluralistic society;
6 (4) providing individual and group counseling;
7 (5) providing a core counseling curriculum that serves
8 all students and addresses the knowledge and skills
9 appropriate to their developmental level through a
10 collaborative model of delivery involving the school
11 counselor, classroom teachers, and other appropriate
12 education professionals, and including prevention and
13 pre-referral activities;
14 (6) making referrals when necessary to appropriate
15 offices or outside agencies;
16 (7) providing college and career development
17 activities and counseling;
18 (8) developing individual career plans with students,
19 which includes planning for post-secondary education, as
20 appropriate, and engaging in related and relevant career
21 and technical education coursework in high school as
22 described in paragraph (55);
23 (9) assisting all students with a college or
24 post-secondary education plan, which must include a
25 discussion on all post-secondary education options,
26 including 4-year colleges or universities, community

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1 colleges, and vocational schools, and includes planning
2 for post-secondary education, as appropriate, and engaging
3 in related and relevant career and technical education
4 coursework in high school as described in paragraph (55);
5 (10) intentionally addressing the career and college
6 needs of first generation students;
7 (11) educating all students on scholarships, financial
8 aid, and preparation of the Federal Application for
9 Federal Student Aid;
10 (12) collaborating with institutions of higher
11 education and local community colleges so that students
12 understand post-secondary education options and are ready
13 to transition successfully;
14 (13) providing crisis intervention and contributing to
15 the development of a specific crisis plan within the
16 school setting in collaboration with multiple
17 stakeholders;
18 (14) educating students, teachers, and parents on
19 anxiety, depression, cutting, and suicide issues and
20 intervening with students who present with these issues;
21 (15) providing counseling and other resources to
22 students who are in crisis;
23 (16) providing resources for those students who do not
24 have access to mental health services;
25 (17) addressing bullying and conflict resolution with
26 all students;

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1 (18) teaching communication skills and helping
2 students develop positive relationships;
3 (19) using culturally sensitive culturally-sensitive
4 skills in working with all students to promote wellness;
5 (20) addressing the needs of undocumented students in
6 the school, as well as students who are legally in the
7 United States, but whose parents are undocumented;
8 (21) contributing to a student's functional behavioral
9 assessment, as well as assisting in the development of
10 non-aversive behavioral intervention strategies;
11 (22) (i) assisting students in need of special
12 education services by implementing the academic supports
13 and social-emotional and college or career development
14 counseling services or interventions per a student's
15 individualized education program (IEP); (ii) participating
16 in or contributing to a student's IEP and completing a
17 social-developmental history; or (iii) providing services
18 to a student with a disability under the student's IEP or
19 federal Section 504 plan, as recommended by the student's
20 IEP team or Section 504 plan team and in compliance with
21 federal and State laws and rules governing the provision
22 of educational and related services and school-based
23 accommodations to students with disabilities and the
24 qualifications of school personnel to provide such
25 services and accommodations;
26 (23) assisting in the development of a personal

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1 educational plan with each student;
2 (24) educating students on dual credit and learning
3 opportunities on the Internet;
4 (25) providing information for all students in the
5 selection of courses that will lead to post-secondary
6 education opportunities toward a successful career;
7 (26) interpreting achievement test results and guiding
8 students in appropriate directions;
9 (27) counseling with students, families, and teachers,
10 in compliance with federal and State laws;
11 (28) providing families with opportunities for
12 education and counseling as appropriate in relation to the
13 student's educational assessment;
14 (29) consulting and collaborating with teachers and
15 other school personnel regarding behavior management and
16 intervention plans and inclusion in support of students;
17 (30) teaming and partnering with staff, parents,
18 businesses, and community organizations to support student
19 achievement and social-emotional learning standards for
20 all students;
21 (31) developing and implementing school-based
22 prevention programs, including, but not limited to,
23 mediation and violence prevention, implementing social and
24 emotional education programs and services, and
25 establishing and implementing bullying prevention and
26 intervention programs;

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1 (32) developing culturally sensitive
2 culturally-sensitive assessment instruments for measuring
3 school counseling prevention and intervention
4 effectiveness and collecting, analyzing, and interpreting
5 data;
6 (33) participating on school and district committees
7 to advocate for student programs and resources, as well as
8 establishing a school counseling advisory council that
9 includes representatives of key stakeholders selected to
10 review and advise on the implementation of the school
11 counseling program;
12 (34) acting as a liaison between the public schools
13 and community resources and building relationships with
14 important stakeholders, such as families, administrators,
15 teachers, and board members;
16 (35) maintaining organized, clear, and useful records
17 in a confidential manner consistent with Section 5 of the
18 Illinois School Student Records Act, the Family
19 Educational Rights and Privacy Act, and the Health
20 Insurance Portability and Accountability Act;
21 (36) presenting an annual agreement to the
22 administration, including a formal discussion of the
23 alignment of school and school counseling program missions
24 and goals and detailing specific school counselor
25 responsibilities;
26 (37) identifying and implementing culturally sensitive

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1 culturally-sensitive measures of success for student
2 competencies in each of the 3 domains of academic, social
3 and emotional, and college and career learning based on
4 planned and periodic assessment of the comprehensive
5 developmental school counseling program;
6 (38) collaborating as a team member in Response to
7 Intervention (RtI) and other school initiatives;
8 (39) conducting observations and participating in
9 recommendations or interventions regarding the placement
10 of children in educational programs or special education
11 classes;
12 (40) analyzing data and results of school counseling
13 program assessments, including curriculum, small-group,
14 and closing-the-gap results reports, and designing
15 strategies to continue to improve program effectiveness;
16 (41) analyzing data and results of school counselor
17 competency assessments;
18 (42) following American School Counselor Association
19 Ethical Standards for School Counselors to demonstrate
20 high standards of integrity, leadership, and
21 professionalism;
22 (43) knowing and embracing common core standards by
23 using common core language;
24 (44) practicing as a culturally skilled
25 culturally-skilled school counselor by infusing the
26 multicultural competencies within the role of the school

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1 counselor, including the practice of culturally sensitive
2 culturally-sensitive attitudes and beliefs, knowledge, and
3 skills;
4 (45) infusing the Social-Emotional Standards, as
5 presented in the State Board of Education standards,
6 across the curriculum and in the counselor's role in ways
7 that empower and enable students to achieve academic
8 success across all grade levels;
9 (46) providing services only in areas in which the
10 school counselor has appropriate training or expertise, as
11 well as only providing counseling or consulting services
12 within his or her employment to any student in the
13 district or districts which employ such school counselor,
14 in accordance with professional ethics;
15 (47) having adequate training in supervision knowledge
16 and skills in order to supervise school counseling interns
17 enrolled in graduate school counselor preparation programs
18 that meet the standards established by the State Board of
19 Education;
20 (48) being involved with State and national
21 professional associations;
22 (49) complete the required training as outlined in
23 Section 10-22.39 participating, at least once every 2
24 years, in an in-service training program for school
25 counselors conducted by persons with expertise in domestic
26 and sexual violence and the needs of expectant and

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1 parenting youth, which shall include training concerning
2 (i) communicating with and listening to youth victims of
3 domestic or sexual violence and expectant and parenting
4 youth, (ii) connecting youth victims of domestic or sexual
5 violence and expectant and parenting youth to appropriate
6 in-school services and other agencies, programs, and
7 services as needed, and (iii) implementing the school
8 district's policies, procedures, and protocols with regard
9 to such youth, including confidentiality; at a minimum,
10 school personnel must be trained to understand, provide
11 information and referrals, and address issues pertaining
12 to youth who are parents, expectant parents, or victims of
13 domestic or sexual violence;
14 (50) (blank); participating, at least every 2 years,
15 in an in-service training program for school counselors
16 conducted by persons with expertise in anaphylactic
17 reactions and management;
18 (51) (blank); participating, at least once every 2
19 years, in an in-service training on educator ethics,
20 teacher-student conduct, and school employee-student
21 conduct for all personnel;
22 (52) (blank); participating, in addition to other
23 topics at in-service training programs, in training to
24 identify the warning signs of mental illness and suicidal
25 behavior in adolescents and teenagers and learning
26 appropriate intervention and referral techniques;

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1 (53) (blank); obtaining training to have a basic
2 knowledge of matters relating to acquired immunodeficiency
3 syndrome (AIDS), including the nature of the disease, its
4 causes and effects, the means of detecting it and
5 preventing its transmission, and the availability of
6 appropriate sources of counseling and referral and any
7 other information that may be appropriate considering the
8 age and grade level of the pupils; the school board shall
9 supervise such training and the State Board of Education
10 and the Department of Public Health shall jointly develop
11 standards for such training;
12 (54) participating in mandates from the State Board of
13 Education for bullying education and social-emotional
14 literacy literary; and
15 (55) promoting career and technical education by
16 assisting each student to determine an appropriate
17 postsecondary plan based upon the student's skills,
18 strengths, and goals and assisting the student to
19 implement the best practices that improve career or
20 workforce readiness after high school.
21 School districts may employ a sufficient number of school
22counselors to maintain the national and State recommended
23student-counselor ratio of 250 to 1. School districts may have
24school counselors spend at least 80% of his or her work time in
25direct contact with students.
26 Nothing in this Section prohibits other qualified

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1professionals, including other endorsed school support
2personnel, from providing the services listed in this Section.
3(Source: P.A. 101-290, eff. 8-9-19; 102-876, eff. 1-1-23;
4revised 12-9-22.)
5 (105 ILCS 5/10-22.39)
6 Sec. 10-22.39. In-service training programs.
7 (a) To conduct in-service training programs for teachers,
8administrators, and school support personnel.
9 (b) In addition to other topics at in-service training
10programs listed in this Section, teachers, administrators, and
11school support personnel who work with pupils must be trained
12in the following topics: health conditions of students;
13social-emotional learning; developing cultural competency;
14identifying warning signs of mental illness and suicidal
15behavior in youth; domestic and sexual violence and the needs
16of expectant and parenting youth; protections and
17accommodations for students; educator ethics; responding to
18child sexual abuse and grooming behavior; and effective
19instruction in violence prevention and conflict resolution.
20In-service training programs in these topics shall be credited
21toward hours of professional development required for license
22renewal as outlined in subsection (e) of Section 21B-45.
23 School support personnel may be exempt from in-service
24training if the training is not relevant to the work they do.
25 Nurses and school nurses, as defined by Section 10-22.23,

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1are exempt from training required in subsection (b-5).
2 Beginning July 1, 2024, all teachers, administrators, and
3school support personnel shall complete training as outlined
4in Section 10-22.39 during an in-service training program
5conducted by their school board or through other training
6opportunities, including, but not limited to, institutes under
7Section 3-11. Such training must be completed within 6 months
8of employment by a school board and renewed at least once every
95 years, unless required more frequently by other State or
10federal law or in accordance with this Section. If teachers,
11administrators, or school support personnel obtain training
12outside of an in-service training program or from a previous
13public school district or nonpublic school employer, they may
14present documentation showing current compliance with this
15subsection to satisfy the requirement of receiving training
16within 6 months of first being employed. Training may be
17delivered through online, asynchronous means.
18 (b-5) Training regarding health conditions of students for
19staff required by this Section shall include, but is not
20limited to:
21 (1) Chronic health conditions of students.
22 (2) Anaphylactic reactions and management. Such
23 training shall be conducted by persons with expertise in
24 anaphylactic reactions and management.
25 (3) The management of asthma, the prevention of asthma
26 symptoms, and emergency response in the school setting.

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1 (4) The basics of seizure recognition and first aid
2 and appropriate emergency protocols. Such training must be
3 fully consistent with the best practice guidelines issued
4 by the Centers for Disease Control and Prevention.
5 (5) The basics of diabetes care, how to identify when
6 a student with diabetes needs immediate or emergency
7 medical attention, and whom to contact in the case of an
8 emergency.
9 (6) Current best practices regarding the
10 identification and treatment of attention deficit
11 hyperactivity disorder.
12 (7) Instruction on how to respond to an incident
13 involving life-threatening bleeding and, if applicable,
14 how to use a school's trauma kit. Beginning with the
15 2024-2025 school year, training on life-threatening
16 bleeding must be completed within 6 months of the employee
17 first being employed by a school board and renewed within
18 2 years. Beginning with the 2027-2028 school year, the
19 training must be completed within 6 months of the employee
20 first being employed by a school board and renewed at
21 least once every 5 years thereafter.
22 In consultation with professional organizations with
23expertise in student health issues, including, but not limited
24to, asthma management, anaphylactic reactions, seizure
25recognition, and diabetes care, the State Board of Education
26shall make available resource materials for educating school

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1personnel about student health conditions and emergency
2response in the school setting.
3 A school board may satisfy the life-threatening bleeding
4training under this subsection by using the training,
5including online training, available from the American College
6of Surgeons or any other similar organization.
7 (b-10) The training regarding social-emotional learning,
8for staff required by this Section may include, at a minimum,
9providing education to all school personnel about the content
10of the Illinois Social and Emotional Learning Standards, how
11those standards apply to everyday school interactions, and
12examples of how social emotional learning can be integrated
13into instructional practices across all grades and subjects.
14 (b-15) The training regarding developing cultural
15competency for staff required by this Section shall include,
16but is not limited to, understanding and reducing implicit
17bias, including implicit racial bias. As used in this
18subsection, "implicit racial bias" has the meaning set forth
19in Section 10-20.61.
20 (b-20) The training regarding identifying warning signs of
21mental illness, trauma, and suicidal behavior in youth for
22staff required by this Section shall include, but is not
23limited to, appropriate intervention and referral techniques,
24including resources and guidelines as outlined in Section
252-3.166.
26 Illinois Mental Health First Aid training, established

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1under the Illinois Mental Health First Aid Training Act, may
2satisfy the requirements of this subsection.
3 If teachers, administrators, or school support personnel
4obtain mental health first aid training outside of an
5in-service training program, they may present a certificate of
6successful completion of the training to the school district
7to satisfy the requirements of this subsection. Training
8regarding the implementation of trauma-informed practices
9satisfies the requirements of this subsection.
10 (b-25) As used in this subsection:
11 "Domestic violence" means abuse by a family or household
12member, as "abuse" and "family or household members" are
13defined in Section 103 of the Illinois Domestic Violence Act
14of 1986.
15 "Sexual violence" means sexual assault, abuse, or stalking
16of an adult or minor child proscribed in the Criminal Code of
171961 or in Sections 11-1.20, 11-1.30, 11-1.40, 11-1.50,
1811-1.60, 12-7.3, 12-7.4, 12-7.5, 12-12, 12-13, 12-14, 12-14.1,
1912-15, and 12-16 of the Criminal Code of 2012, including
20sexual violence committed by perpetrators who are strangers to
21the victim and sexual violence committed by perpetrators who
22are known or related by blood or marriage to the victim.
23 The training regarding domestic and sexual violence and
24the needs of expectant and parenting youth for staff required
25by this Section must be conducted by persons with expertise in
26domestic and sexual violence and the needs of expectant and

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1parenting youth, and shall include, but is not limited to:
2 (1) communicating with and listening to youth victims
3 of domestic or sexual violence and expectant and parenting
4 youth;
5 (2) connecting youth victims of domestic or sexual
6 violence and expectant and parenting youth to appropriate
7 in-school services and other agencies, programs, and
8 services as needed;
9 (3) implementing the school district's policies,
10 procedures, and protocols with regard to such youth,
11 including confidentiality. At a minimum, school personnel
12 must be trained to understand, provide information and
13 referrals, and address issues pertaining to youth who are
14 parents, expectant parents, or victims of domestic or
15 sexual violence; and
16 (4) procedures for responding to incidents of teen
17 dating violence that take place at the school, on school
18 grounds, at school-sponsored activities, or in vehicles
19 used for school-provided transportation as outlined in
20 Section 3.10 of the Critical Health Problems and
21 Comprehensive Health Education Act.
22 (b-30) The training regarding protections and
23accommodations for students shall include, but is not limited
24to, instruction on the federal Americans with Disabilities
25Act, as it pertains to the school environment, and
26homelessness. Beginning with the 2024-2025 school year,

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1training on homelessness must be completed within 6 months of
2an employee first being employed by a school board and renewed
3within 2 years. Beginning with the 2027-2028 school year, the
4training must be completed within 6 months of the employee
5first being employed by a school board and renewed at least
6once every 5 years thereafter. Training on homelessness shall
7include the following:
8 (1) the definition of homeless children and youths
9 under 42 U.S.C. 11434a;
10 (2) the signs of homelessness and housing insecurity;
11 (3) the rights of students experiencing homelessness
12 under State and federal law;
13 (4) the steps to take when a homeless or
14 housing-insecure student is identified; and
15 (5) the appropriate referral techniques, including the
16 name and contact number of the school or school district
17 homeless liaison.
18 School boards may work with a community-based organization
19that specializes in working with homeless children and youth
20to develop and provide the training.
21 (b-35) The training regarding educator ethics and
22responding to child sexual abuse and grooming behavior shall
23include, but is not limited to, teacher-student conduct,
24school employee-student conduct, and evidence-informed
25training on preventing, recognizing, reporting, and responding
26to child sexual abuse and grooming as outlined in Section

HB3690 Enrolled- 24 -LRB103 29661 RJT 56063 b
110-23.13.
2 (b-40) The training regarding effective instruction in
3violence prevention and conflict resolution required by this
4Section shall be conducted in accordance with the requirements
5of Section 27-23.4.
6 (c) Beginning July 1, 2024, all nonpublic elementary and
7secondary school teachers, administrators, and school support
8personnel shall complete the training set forth in subsection
9(b-5). Training must be completed within 6 months of first
10being employed by a nonpublic school and renewed at least once
11every 5 years, unless required more frequently by other State
12or federal law. If nonpublic teachers, administrators, or
13school support personnel obtain training from a public school
14district or nonpublic school employer, the teacher,
15administrator, or school support personnel may present
16documentation to the nonpublic school showing current
17compliance with this subsection to satisfy the requirement of
18receiving training within 6 months of first being employed. at
19least once every 2 years, licensed school personnel and
20administrators who work with pupils in kindergarten through
21grade 12 shall be trained to identify the warning signs of
22mental illness, trauma, and suicidal behavior in youth and
23shall be taught appropriate intervention and referral
24techniques. A school district may utilize the Illinois Mental
25Health First Aid training program, established under the
26Illinois Mental Health First Aid Training Act and administered

HB3690 Enrolled- 25 -LRB103 29661 RJT 56063 b
1by certified instructors trained by a national association
2recognized as an authority in behavioral health, to provide
3the training and meet the requirements under this subsection.
4If licensed school personnel or an administrator obtains
5mental health first aid training outside of an in-service
6training program, he or she may present a certificate of
7successful completion of the training to the school district
8to satisfy the requirements of this subsection.
9 Training regarding the implementation of trauma-informed
10practices satisfies the requirements of this subsection (b).
11 A course of instruction as described in this subsection
12(b) may provide information that is relevant to and within the
13scope of the duties of licensed school personnel or school
14administrators. Such information may include, but is not
15limited to:
16 (1) the recognition of and care for trauma in students
17 and staff;
18 (2) the relationship between educator wellness and
19 student learning;
20 (3) the effect of trauma on student behavior and
21 learning;
22 (4) the prevalence of trauma among students, including
23 the prevalence of trauma among student populations at
24 higher risk of experiencing trauma;
25 (5) the effects of implicit or explicit bias on
26 recognizing trauma among various student groups in

HB3690 Enrolled- 26 -LRB103 29661 RJT 56063 b
1 connection with race, ethnicity, gender identity, sexual
2 orientation, socio-economic status, and other relevant
3 factors; and
4 (6) effective district practices that are shown to:
5 (A) prevent and mitigate the negative effect of
6 trauma on student behavior and learning; and
7 (B) support the emotional wellness of staff.
8 (c) (Blank). School counselors, nurses, teachers and other
9school personnel who work with pupils may be trained to have a
10basic knowledge of matters relating to acquired
11immunodeficiency syndrome (AIDS), including the nature of the
12disease, its causes and effects, the means of detecting it and
13preventing its transmission, and the availability of
14appropriate sources of counseling and referral, and any other
15information that may be appropriate considering the age and
16grade level of such pupils. The School Board shall supervise
17such training. The State Board of Education and the Department
18of Public Health shall jointly develop standards for such
19training.
20 (d) (Blank). In this subsection (d):
21 "Domestic violence" means abuse by a family or household
22member, as "abuse" and "family or household members" are
23defined in Section 103 of the Illinois Domestic Violence Act
24of 1986.
25 "Sexual violence" means sexual assault, abuse, or stalking
26of an adult or minor child proscribed in the Criminal Code of

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11961 or the Criminal Code of 2012 in Sections 11-1.20,
211-1.30, 11-1.40, 11-1.50, 11-1.60, 12-7.3, 12-7.4, 12-7.5,
312-12, 12-13, 12-14, 12-14.1, 12-15, and 12-16, including
4sexual violence committed by perpetrators who are strangers to
5the victim and sexual violence committed by perpetrators who
6are known or related by blood or marriage to the victim.
7 At least once every 2 years, an in-service training
8program for school personnel who work with pupils, including,
9but not limited to, school and school district administrators,
10teachers, school social workers, school counselors, school
11psychologists, and school nurses, must be conducted by persons
12with expertise in domestic and sexual violence and the needs
13of expectant and parenting youth and shall include training
14concerning (i) communicating with and listening to youth
15victims of domestic or sexual violence and expectant and
16parenting youth, (ii) connecting youth victims of domestic or
17sexual violence and expectant and parenting youth to
18appropriate in-school services and other agencies, programs,
19and services as needed, and (iii) implementing the school
20district's policies, procedures, and protocols with regard to
21such youth, including confidentiality. At a minimum, school
22personnel must be trained to understand, provide information
23and referrals, and address issues pertaining to youth who are
24parents, expectant parents, or victims of domestic or sexual
25violence.
26 (e) (Blank). At least every 2 years, an in-service

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1training program for school personnel who work with pupils
2must be conducted by persons with expertise in anaphylactic
3reactions and management.
4 (f) (Blank). At least once every 2 years, a school board
5shall conduct in-service training on educator ethics,
6teacher-student conduct, and school employee-student conduct
7for all personnel.
8(Source: P.A. 101-350, eff. 1-1-20; 102-197, eff. 7-30-21;
9102-638, eff. 1-1-23; 102-813, eff. 5-13-22.)
10 (105 ILCS 5/10-23.12) (from Ch. 122, par. 10-23.12)
11 Sec. 10-23.12. Child abuse and neglect; detection,
12reporting, and prevention; willful or negligent failure to
13report.
14 (a) (Blank). To provide staff development for local school
15site personnel who work with pupils in grades kindergarten
16through 8 in the detection, reporting, and prevention of child
17abuse and neglect.
18 (b) (Blank). The Department of Children and Family
19Services may, in cooperation with school officials, distribute
20appropriate materials in school buildings listing the
21toll-free telephone number established in Section 7.6 of the
22Abused and Neglected Child Reporting Act, including methods of
23making a report under Section 7 of the Abused and Neglected
24Child Reporting Act, to be displayed in a clearly visible
25location in each school building.

HB3690 Enrolled- 29 -LRB103 29661 RJT 56063 b
1 (c) Except for an employee licensed under Article 21B of
2this Code, if a school board determines that any school
3district employee has willfully or negligently failed to
4report an instance of suspected child abuse or neglect, as
5required by the Abused and Neglected Child Reporting Act, then
6the school board may dismiss that employee immediately upon
7that determination. For purposes of this subsection (c),
8negligent failure to report an instance of suspected child
9abuse or neglect occurs when a school district employee
10personally observes an instance of suspected child abuse or
11neglect and reasonably believes, in his or her professional or
12official capacity, that the instance constitutes an act of
13child abuse or neglect under the Abused and Neglected Child
14Reporting Act, and he or she, without willful intent, fails to
15immediately report or cause a report to be made of the
16suspected abuse or neglect to the Department of Children and
17Family Services, as required by the Abused and Neglected Child
18Reporting Act.
19(Source: P.A. 100-413, eff. 1-1-18; 100-468, eff. 6-1-18;
20101-531, eff. 8-23-19.)
21 (105 ILCS 5/22-30)
22 Sec. 22-30. Self-administration and self-carry of asthma
23medication and epinephrine injectors; administration of
24undesignated epinephrine injectors; administration of an
25opioid antagonist; administration of undesignated asthma

HB3690 Enrolled- 30 -LRB103 29661 RJT 56063 b
1medication; asthma episode emergency response protocol.
2 (a) For the purpose of this Section only, the following
3terms shall have the meanings set forth below:
4 "Asthma action plan" means a written plan developed with a
5pupil's medical provider to help control the pupil's asthma.
6The goal of an asthma action plan is to reduce or prevent
7flare-ups and emergency department visits through day-to-day
8management and to serve as a student-specific document to be
9referenced in the event of an asthma episode.
10 "Asthma episode emergency response protocol" means a
11procedure to provide assistance to a pupil experiencing
12symptoms of wheezing, coughing, shortness of breath, chest
13tightness, or breathing difficulty.
14 "Epinephrine injector" includes an auto-injector approved
15by the United States Food and Drug Administration for the
16administration of epinephrine and a pre-filled syringe
17approved by the United States Food and Drug Administration and
18used for the administration of epinephrine that contains a
19pre-measured dose of epinephrine that is equivalent to the
20dosages used in an auto-injector.
21 "Asthma medication" means quick-relief asthma medication,
22including albuterol or other short-acting bronchodilators,
23that is approved by the United States Food and Drug
24Administration for the treatment of respiratory distress.
25"Asthma medication" includes medication delivered through a
26device, including a metered dose inhaler with a reusable or

HB3690 Enrolled- 31 -LRB103 29661 RJT 56063 b
1disposable spacer or a nebulizer with a mouthpiece or mask.
2 "Opioid antagonist" means a drug that binds to opioid
3receptors and blocks or inhibits the effect of opioids acting
4on those receptors, including, but not limited to, naloxone
5hydrochloride or any other similarly acting drug approved by
6the U.S. Food and Drug Administration.
7 "Respiratory distress" means the perceived or actual
8presence of wheezing, coughing, shortness of breath, chest
9tightness, breathing difficulty, or any other symptoms
10consistent with asthma. Respiratory distress may be
11categorized as "mild-to-moderate" or "severe".
12 "School nurse" means a registered nurse working in a
13school with or without licensure endorsed in school nursing.
14 "Self-administration" means a pupil's discretionary use of
15his or her prescribed asthma medication or epinephrine
16injector.
17 "Self-carry" means a pupil's ability to carry his or her
18prescribed asthma medication or epinephrine injector.
19 "Standing protocol" may be issued by (i) a physician
20licensed to practice medicine in all its branches, (ii) a
21licensed physician assistant with prescriptive authority, or
22(iii) a licensed advanced practice registered nurse with
23prescriptive authority.
24 "Trained personnel" means any school employee or volunteer
25personnel authorized in Sections 10-22.34, 10-22.34a, and
2610-22.34b of this Code who has completed training under

HB3690 Enrolled- 32 -LRB103 29661 RJT 56063 b
1subsection (g) of this Section to recognize and respond to
2anaphylaxis, an opioid overdose, or respiratory distress.
3 "Undesignated asthma medication" means asthma medication
4prescribed in the name of a school district, public school,
5charter school, or nonpublic school.
6 "Undesignated epinephrine injector" means an epinephrine
7injector prescribed in the name of a school district, public
8school, charter school, or nonpublic school.
9 (b) A school, whether public, charter, or nonpublic, must
10permit the self-administration and self-carry of asthma
11medication by a pupil with asthma or the self-administration
12and self-carry of an epinephrine injector by a pupil, provided
13that:
14 (1) the parents or guardians of the pupil provide to
15 the school (i) written authorization from the parents or
16 guardians for (A) the self-administration and self-carry
17 of asthma medication or (B) the self-carry of asthma
18 medication or (ii) for (A) the self-administration and
19 self-carry of an epinephrine injector or (B) the
20 self-carry of an epinephrine injector, written
21 authorization from the pupil's physician, physician
22 assistant, or advanced practice registered nurse; and
23 (2) the parents or guardians of the pupil provide to
24 the school (i) the prescription label, which must contain
25 the name of the asthma medication, the prescribed dosage,
26 and the time at which or circumstances under which the

HB3690 Enrolled- 33 -LRB103 29661 RJT 56063 b
1 asthma medication is to be administered, or (ii) for the
2 self-administration or self-carry of an epinephrine
3 injector, a written statement from the pupil's physician,
4 physician assistant, or advanced practice registered nurse
5 containing the following information:
6 (A) the name and purpose of the epinephrine
7 injector;
8 (B) the prescribed dosage; and
9 (C) the time or times at which or the special
10 circumstances under which the epinephrine injector is
11 to be administered.
12The information provided shall be kept on file in the office of
13the school nurse or, in the absence of a school nurse, the
14school's administrator.
15 (b-5) A school district, public school, charter school, or
16nonpublic school may authorize the provision of a
17student-specific or undesignated epinephrine injector to a
18student or any personnel authorized under a student's
19Individual Health Care Action Plan, Illinois Food Allergy
20Emergency Action Plan and Treatment Authorization Form, or
21plan pursuant to Section 504 of the federal Rehabilitation Act
22of 1973 to administer an epinephrine injector to the student,
23that meets the student's prescription on file.
24 (b-10) The school district, public school, charter school,
25or nonpublic school may authorize a school nurse or trained
26personnel to do the following: (i) provide an undesignated

HB3690 Enrolled- 34 -LRB103 29661 RJT 56063 b
1epinephrine injector to a student for self-administration only
2or any personnel authorized under a student's Individual
3Health Care Action Plan, Illinois Food Allergy Emergency
4Action Plan and Treatment Authorization Form, plan pursuant to
5Section 504 of the federal Rehabilitation Act of 1973, or
6individualized education program plan to administer to the
7student that meets the student's prescription on file; (ii)
8administer an undesignated epinephrine injector that meets the
9prescription on file to any student who has an Individual
10Health Care Action Plan, Illinois Food Allergy Emergency
11Action Plan and Treatment Authorization Form, plan pursuant to
12Section 504 of the federal Rehabilitation Act of 1973, or
13individualized education program plan that authorizes the use
14of an epinephrine injector; (iii) administer an undesignated
15epinephrine injector to any person that the school nurse or
16trained personnel in good faith believes is having an
17anaphylactic reaction; (iv) administer an opioid antagonist to
18any person that the school nurse or trained personnel in good
19faith believes is having an opioid overdose; (v) provide
20undesignated asthma medication to a student for
21self-administration only or to any personnel authorized under
22a student's Individual Health Care Action Plan or asthma
23action plan, plan pursuant to Section 504 of the federal
24Rehabilitation Act of 1973, or individualized education
25program plan to administer to the student that meets the
26student's prescription on file; (vi) administer undesignated

HB3690 Enrolled- 35 -LRB103 29661 RJT 56063 b
1asthma medication that meets the prescription on file to any
2student who has an Individual Health Care Action Plan or
3asthma action plan, plan pursuant to Section 504 of the
4federal Rehabilitation Act of 1973, or individualized
5education program plan that authorizes the use of asthma
6medication; and (vii) administer undesignated asthma
7medication to any person that the school nurse or trained
8personnel believes in good faith is having respiratory
9distress.
10 (c) The school district, public school, charter school, or
11nonpublic school must inform the parents or guardians of the
12pupil, in writing, that the school district, public school,
13charter school, or nonpublic school and its employees and
14agents, including a physician, physician assistant, or
15advanced practice registered nurse providing standing protocol
16and a prescription for school epinephrine injectors, an opioid
17antagonist, or undesignated asthma medication, are to incur no
18liability or professional discipline, except for willful and
19wanton conduct, as a result of any injury arising from the
20administration of asthma medication, an epinephrine injector,
21or an opioid antagonist regardless of whether authorization
22was given by the pupil's parents or guardians or by the pupil's
23physician, physician assistant, or advanced practice
24registered nurse. The parents or guardians of the pupil must
25sign a statement acknowledging that the school district,
26public school, charter school, or nonpublic school and its

HB3690 Enrolled- 36 -LRB103 29661 RJT 56063 b
1employees and agents are to incur no liability, except for
2willful and wanton conduct, as a result of any injury arising
3from the administration of asthma medication, an epinephrine
4injector, or an opioid antagonist regardless of whether
5authorization was given by the pupil's parents or guardians or
6by the pupil's physician, physician assistant, or advanced
7practice registered nurse and that the parents or guardians
8must indemnify and hold harmless the school district, public
9school, charter school, or nonpublic school and its employees
10and agents against any claims, except a claim based on willful
11and wanton conduct, arising out of the administration of
12asthma medication, an epinephrine injector, or an opioid
13antagonist regardless of whether authorization was given by
14the pupil's parents or guardians or by the pupil's physician,
15physician assistant, or advanced practice registered nurse.
16 (c-5) When a school nurse or trained personnel administers
17an undesignated epinephrine injector to a person whom the
18school nurse or trained personnel in good faith believes is
19having an anaphylactic reaction, administers an opioid
20antagonist to a person whom the school nurse or trained
21personnel in good faith believes is having an opioid overdose,
22or administers undesignated asthma medication to a person whom
23the school nurse or trained personnel in good faith believes
24is having respiratory distress, notwithstanding the lack of
25notice to the parents or guardians of the pupil or the absence
26of the parents or guardians signed statement acknowledging no

HB3690 Enrolled- 37 -LRB103 29661 RJT 56063 b
1liability, except for willful and wanton conduct, the school
2district, public school, charter school, or nonpublic school
3and its employees and agents, and a physician, a physician
4assistant, or an advanced practice registered nurse providing
5standing protocol and a prescription for undesignated
6epinephrine injectors, an opioid antagonist, or undesignated
7asthma medication, are to incur no liability or professional
8discipline, except for willful and wanton conduct, as a result
9of any injury arising from the use of an undesignated
10epinephrine injector, the use of an opioid antagonist, or the
11use of undesignated asthma medication, regardless of whether
12authorization was given by the pupil's parents or guardians or
13by the pupil's physician, physician assistant, or advanced
14practice registered nurse.
15 (d) The permission for self-administration and self-carry
16of asthma medication or the self-administration and self-carry
17of an epinephrine injector is effective for the school year
18for which it is granted and shall be renewed each subsequent
19school year upon fulfillment of the requirements of this
20Section.
21 (e) Provided that the requirements of this Section are
22fulfilled, a pupil with asthma may self-administer and
23self-carry his or her asthma medication or a pupil may
24self-administer and self-carry an epinephrine injector (i)
25while in school, (ii) while at a school-sponsored activity,
26(iii) while under the supervision of school personnel, or (iv)

HB3690 Enrolled- 38 -LRB103 29661 RJT 56063 b
1before or after normal school activities, such as while in
2before-school or after-school care on school-operated property
3or while being transported on a school bus.
4 (e-5) Provided that the requirements of this Section are
5fulfilled, a school nurse or trained personnel may administer
6an undesignated epinephrine injector to any person whom the
7school nurse or trained personnel in good faith believes to be
8having an anaphylactic reaction (i) while in school, (ii)
9while at a school-sponsored activity, (iii) while under the
10supervision of school personnel, or (iv) before or after
11normal school activities, such as while in before-school or
12after-school care on school-operated property or while being
13transported on a school bus. A school nurse or trained
14personnel may carry undesignated epinephrine injectors on his
15or her person while in school or at a school-sponsored
16activity.
17 (e-10) Provided that the requirements of this Section are
18fulfilled, a school nurse or trained personnel may administer
19an opioid antagonist to any person whom the school nurse or
20trained personnel in good faith believes to be having an
21opioid overdose (i) while in school, (ii) while at a
22school-sponsored activity, (iii) while under the supervision
23of school personnel, or (iv) before or after normal school
24activities, such as while in before-school or after-school
25care on school-operated property. A school nurse or trained
26personnel may carry an opioid antagonist on his or her person

HB3690 Enrolled- 39 -LRB103 29661 RJT 56063 b
1while in school or at a school-sponsored activity.
2 (e-15) If the requirements of this Section are met, a
3school nurse or trained personnel may administer undesignated
4asthma medication to any person whom the school nurse or
5trained personnel in good faith believes to be experiencing
6respiratory distress (i) while in school, (ii) while at a
7school-sponsored activity, (iii) while under the supervision
8of school personnel, or (iv) before or after normal school
9activities, including before-school or after-school care on
10school-operated property. A school nurse or trained personnel
11may carry undesignated asthma medication on his or her person
12while in school or at a school-sponsored activity.
13 (f) The school district, public school, charter school, or
14nonpublic school may maintain a supply of undesignated
15epinephrine injectors in any secure location that is
16accessible before, during, and after school where an allergic
17person is most at risk, including, but not limited to,
18classrooms and lunchrooms. A physician, a physician assistant
19who has prescriptive authority in accordance with Section 7.5
20of the Physician Assistant Practice Act of 1987, or an
21advanced practice registered nurse who has prescriptive
22authority in accordance with Section 65-40 of the Nurse
23Practice Act may prescribe undesignated epinephrine injectors
24in the name of the school district, public school, charter
25school, or nonpublic school to be maintained for use when
26necessary. Any supply of epinephrine injectors shall be

HB3690 Enrolled- 40 -LRB103 29661 RJT 56063 b
1maintained in accordance with the manufacturer's instructions.
2 The school district, public school, charter school, or
3nonpublic school may maintain a supply of an opioid antagonist
4in any secure location where an individual may have an opioid
5overdose. A health care professional who has been delegated
6prescriptive authority for opioid antagonists in accordance
7with Section 5-23 of the Substance Use Disorder Act may
8prescribe opioid antagonists in the name of the school
9district, public school, charter school, or nonpublic school,
10to be maintained for use when necessary. Any supply of opioid
11antagonists shall be maintained in accordance with the
12manufacturer's instructions.
13 The school district, public school, charter school, or
14nonpublic school may maintain a supply of asthma medication in
15any secure location that is accessible before, during, or
16after school where a person is most at risk, including, but not
17limited to, a classroom or the nurse's office. A physician, a
18physician assistant who has prescriptive authority under
19Section 7.5 of the Physician Assistant Practice Act of 1987,
20or an advanced practice registered nurse who has prescriptive
21authority under Section 65-40 of the Nurse Practice Act may
22prescribe undesignated asthma medication in the name of the
23school district, public school, charter school, or nonpublic
24school to be maintained for use when necessary. Any supply of
25undesignated asthma medication must be maintained in
26accordance with the manufacturer's instructions.

HB3690 Enrolled- 41 -LRB103 29661 RJT 56063 b
1 (f-3) Whichever entity initiates the process of obtaining
2undesignated epinephrine injectors and providing training to
3personnel for carrying and administering undesignated
4epinephrine injectors shall pay for the costs of the
5undesignated epinephrine injectors.
6 (f-5) Upon any administration of an epinephrine injector,
7a school district, public school, charter school, or nonpublic
8school must immediately activate the EMS system and notify the
9student's parent, guardian, or emergency contact, if known.
10 Upon any administration of an opioid antagonist, a school
11district, public school, charter school, or nonpublic school
12must immediately activate the EMS system and notify the
13student's parent, guardian, or emergency contact, if known.
14 (f-10) Within 24 hours of the administration of an
15undesignated epinephrine injector, a school district, public
16school, charter school, or nonpublic school must notify the
17physician, physician assistant, or advanced practice
18registered nurse who provided the standing protocol and a
19prescription for the undesignated epinephrine injector of its
20use.
21 Within 24 hours after the administration of an opioid
22antagonist, a school district, public school, charter school,
23or nonpublic school must notify the health care professional
24who provided the prescription for the opioid antagonist of its
25use.
26 Within 24 hours after the administration of undesignated

HB3690 Enrolled- 42 -LRB103 29661 RJT 56063 b
1asthma medication, a school district, public school, charter
2school, or nonpublic school must notify the student's parent
3or guardian or emergency contact, if known, and the physician,
4physician assistant, or advanced practice registered nurse who
5provided the standing protocol and a prescription for the
6undesignated asthma medication of its use. The district or
7school must follow up with the school nurse, if available, and
8may, with the consent of the child's parent or guardian,
9notify the child's health care provider of record, as
10determined under this Section, of its use.
11 (g) Prior to the administration of an undesignated
12epinephrine injector, trained personnel must submit to the
13school's administration proof of completion of a training
14curriculum to recognize and respond to anaphylaxis that meets
15the requirements of subsection (h) of this Section. Training
16must be completed annually. The school district, public
17school, charter school, or nonpublic school must maintain
18records related to the training curriculum and trained
19personnel.
20 Prior to the administration of an opioid antagonist,
21trained personnel must submit to the school's administration
22proof of completion of a training curriculum to recognize and
23respond to an opioid overdose, which curriculum must meet the
24requirements of subsection (h-5) of this Section. Training
25must be completed annually. Trained personnel must also submit
26to the school's administration proof of cardiopulmonary

HB3690 Enrolled- 43 -LRB103 29661 RJT 56063 b
1resuscitation and automated external defibrillator
2certification. The school district, public school, charter
3school, or nonpublic school must maintain records relating to
4the training curriculum and the trained personnel.
5 Prior to the administration of undesignated asthma
6medication, trained personnel must submit to the school's
7administration proof of completion of a training curriculum to
8recognize and respond to respiratory distress, which must meet
9the requirements of subsection (h-10) of this Section.
10Training must be completed annually, and the school district,
11public school, charter school, or nonpublic school must
12maintain records relating to the training curriculum and the
13trained personnel.
14 (h) A training curriculum to recognize and respond to
15anaphylaxis, including the administration of an undesignated
16epinephrine injector, may be conducted online or in person.
17 Training shall include, but is not limited to:
18 (1) how to recognize signs and symptoms of an allergic
19 reaction, including anaphylaxis;
20 (2) how to administer an epinephrine injector; and
21 (3) a test demonstrating competency of the knowledge
22 required to recognize anaphylaxis and administer an
23 epinephrine injector.
24 Training may also include, but is not limited to:
25 (A) a review of high-risk areas within a school and
26 its related facilities;

HB3690 Enrolled- 44 -LRB103 29661 RJT 56063 b
1 (B) steps to take to prevent exposure to allergens;
2 (C) emergency follow-up procedures, including the
3 importance of calling 9-1-1 or, if 9-1-1 is not available,
4 other local emergency medical services;
5 (D) how to respond to a student with a known allergy,
6 as well as a student with a previously unknown allergy;
7 (E) other criteria as determined in rules adopted
8 pursuant to this Section; and
9 (F) any policy developed by the State Board of
10 Education under Section 2-3.190.
11 In consultation with statewide professional organizations
12representing physicians licensed to practice medicine in all
13of its branches, registered nurses, and school nurses, the
14State Board of Education shall make available resource
15materials consistent with criteria in this subsection (h) for
16educating trained personnel to recognize and respond to
17anaphylaxis. The State Board may take into consideration the
18curriculum on this subject developed by other states, as well
19as any other curricular materials suggested by medical experts
20and other groups that work on life-threatening allergy issues.
21The State Board is not required to create new resource
22materials. The State Board shall make these resource materials
23available on its Internet website.
24 (h-5) A training curriculum to recognize and respond to an
25opioid overdose, including the administration of an opioid
26antagonist, may be conducted online or in person. The training

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1must comply with any training requirements under Section 5-23
2of the Substance Use Disorder Act and the corresponding rules.
3It must include, but is not limited to:
4 (1) how to recognize symptoms of an opioid overdose;
5 (2) information on drug overdose prevention and
6 recognition;
7 (3) how to perform rescue breathing and resuscitation;
8 (4) how to respond to an emergency involving an opioid
9 overdose;
10 (5) opioid antagonist dosage and administration;
11 (6) the importance of calling 9-1-1 or, if 9-1-1 is
12 not available, other local emergency medical services;
13 (7) care for the overdose victim after administration
14 of the overdose antagonist;
15 (8) a test demonstrating competency of the knowledge
16 required to recognize an opioid overdose and administer a
17 dose of an opioid antagonist; and
18 (9) other criteria as determined in rules adopted
19 pursuant to this Section.
20 (h-10) A training curriculum to recognize and respond to
21respiratory distress, including the administration of
22undesignated asthma medication, may be conducted online or in
23person. The training must include, but is not limited to:
24 (1) how to recognize symptoms of respiratory distress
25 and how to distinguish respiratory distress from
26 anaphylaxis;

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1 (2) how to respond to an emergency involving
2 respiratory distress;
3 (3) asthma medication dosage and administration;
4 (4) the importance of calling 9-1-1 or, if 9-1-1 is
5 not available, other local emergency medical services;
6 (5) a test demonstrating competency of the knowledge
7 required to recognize respiratory distress and administer
8 asthma medication; and
9 (6) other criteria as determined in rules adopted
10 under this Section.
11 (i) Within 3 days after the administration of an
12undesignated epinephrine injector by a school nurse, trained
13personnel, or a student at a school or school-sponsored
14activity, the school must report to the State Board of
15Education in a form and manner prescribed by the State Board
16the following information:
17 (1) age and type of person receiving epinephrine
18 (student, staff, visitor);
19 (2) any previously known diagnosis of a severe
20 allergy;
21 (3) trigger that precipitated allergic episode;
22 (4) location where symptoms developed;
23 (5) number of doses administered;
24 (6) type of person administering epinephrine (school
25 nurse, trained personnel, student); and
26 (7) any other information required by the State Board.

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1 If a school district, public school, charter school, or
2nonpublic school maintains or has an independent contractor
3providing transportation to students who maintains a supply of
4undesignated epinephrine injectors, then the school district,
5public school, charter school, or nonpublic school must report
6that information to the State Board of Education upon adoption
7or change of the policy of the school district, public school,
8charter school, nonpublic school, or independent contractor,
9in a manner as prescribed by the State Board. The report must
10include the number of undesignated epinephrine injectors in
11supply.
12 (i-5) Within 3 days after the administration of an opioid
13antagonist by a school nurse or trained personnel, the school
14must report to the State Board of Education, in a form and
15manner prescribed by the State Board, the following
16information:
17 (1) the age and type of person receiving the opioid
18 antagonist (student, staff, or visitor);
19 (2) the location where symptoms developed;
20 (3) the type of person administering the opioid
21 antagonist (school nurse or trained personnel); and
22 (4) any other information required by the State Board.
23 (i-10) Within 3 days after the administration of
24undesignated asthma medication by a school nurse, trained
25personnel, or a student at a school or school-sponsored
26activity, the school must report to the State Board of

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1Education, on a form and in a manner prescribed by the State
2Board of Education, the following information:
3 (1) the age and type of person receiving the asthma
4 medication (student, staff, or visitor);
5 (2) any previously known diagnosis of asthma for the
6 person;
7 (3) the trigger that precipitated respiratory
8 distress, if identifiable;
9 (4) the location of where the symptoms developed;
10 (5) the number of doses administered;
11 (6) the type of person administering the asthma
12 medication (school nurse, trained personnel, or student);
13 (7) the outcome of the asthma medication
14 administration; and
15 (8) any other information required by the State Board.
16 (j) By October 1, 2015 and every year thereafter, the
17State Board of Education shall submit a report to the General
18Assembly identifying the frequency and circumstances of
19undesignated epinephrine and undesignated asthma medication
20administration during the preceding academic year. Beginning
21with the 2017 report, the report shall also contain
22information on which school districts, public schools, charter
23schools, and nonpublic schools maintain or have independent
24contractors providing transportation to students who maintain
25a supply of undesignated epinephrine injectors. This report
26shall be published on the State Board's Internet website on

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1the date the report is delivered to the General Assembly.
2 (j-5) Annually, each school district, public school,
3charter school, or nonpublic school shall request an asthma
4action plan from the parents or guardians of a pupil with
5asthma. If provided, the asthma action plan must be kept on
6file in the office of the school nurse or, in the absence of a
7school nurse, the school administrator. Copies of the asthma
8action plan may be distributed to appropriate school staff who
9interact with the pupil on a regular basis, and, if
10applicable, may be attached to the pupil's federal Section 504
11plan or individualized education program plan.
12 (j-10) To assist schools with emergency response
13procedures for asthma, the State Board of Education, in
14consultation with statewide professional organizations with
15expertise in asthma management and a statewide organization
16representing school administrators, shall develop a model
17asthma episode emergency response protocol before September 1,
182016. Each school district, charter school, and nonpublic
19school shall adopt an asthma episode emergency response
20protocol before January 1, 2017 that includes all of the
21components of the State Board's model protocol.
22 (j-15) (Blank). Every 2 years, school personnel who work
23with pupils shall complete an in-person or online training
24program on the management of asthma, the prevention of asthma
25symptoms, and emergency response in the school setting. In
26consultation with statewide professional organizations with

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1expertise in asthma management, the State Board of Education
2shall make available resource materials for educating school
3personnel about asthma and emergency response in the school
4setting.
5 (j-20) On or before October 1, 2016 and every year
6thereafter, the State Board of Education shall submit a report
7to the General Assembly and the Department of Public Health
8identifying the frequency and circumstances of opioid
9antagonist administration during the preceding academic year.
10This report shall be published on the State Board's Internet
11website on the date the report is delivered to the General
12Assembly.
13 (k) The State Board of Education may adopt rules necessary
14to implement this Section.
15 (l) Nothing in this Section shall limit the amount of
16epinephrine injectors that any type of school or student may
17carry or maintain a supply of.
18(Source: P.A. 101-81, eff. 7-12-19; 102-413, eff. 8-20-21;
19102-813, eff. 5-13-22.)
20 (105 ILCS 5/27-23.6)
21 Sec. 27-23.6. Anti-bias education.
22 (a) The General Assembly finds that there is a significant
23increase in violence in the schools and that much of that
24violence is the result of intergroup tensions. The General
25Assembly further finds that anti-bias education and intergroup

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1conflict resolution are effective methods for preventing
2violence and lessening tensions in the schools and that these
3methods are most effective when they are respectful of
4individuals and their divergent viewpoints and religious
5beliefs, which are protected by the First Amendment to the
6Constitution of the United States.
7 (b) Beginning with the 2002-2003 school year, public
8elementary and secondary schools may incorporate activities to
9address intergroup conflict, with the objectives of improving
10intergroup relations on and beyond the school campus, defusing
11intergroup tensions, and promoting peaceful resolution of
12conflict. The activities must be respectful of individuals and
13their divergent viewpoints and religious beliefs, which are
14protected by the First Amendment to the Constitution of the
15United States. Such activities may include, but not be limited
16to, instruction and teacher training programs.
17 (c) A school board that adopts a policy to incorporate
18activities to address intergroup conflict as authorized under
19subsection (b) of this Section shall make information
20available to the public that describes the manner in which the
21board has implemented the authority granted to it in this
22Section. The means for disseminating this information (i)
23shall include posting the information on the school district's
24Internet web site, if any, and making the information
25available, upon request, in district offices, and (ii) may
26include without limitation incorporating the information in a

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1student handbook and including the information in a district
2newsletter.
3(Source: P.A. 92-763, eff. 8-6-02.)
4 (105 ILCS 5/27-23.10)
5 Sec. 27-23.10. Gang resistance education and training.
6 (a) The General Assembly finds that the instance of youth
7delinquent gangs continues to rise on a statewide basis. Given
8the higher rates of criminal offending among gang members, as
9well as the availability of increasingly lethal weapons, the
10level of criminal activity by gang members has taken on new
11importance for law enforcement agencies, schools, the
12community, and prevention efforts.
13 (b) As used in this Section:
14 "Gang resistance education and training" means and
15includes instruction in, without limitation, each of the
16following subject matters when accompanied by a stated
17objective of reducing gang activity and educating children in
18grades K through 12 about the consequences of gang
19involvement:
20 (1) conflict resolution;
21 (2) cultural sensitivity;
22 (3) personal goal setting; and
23 (4) resisting peer pressure.
24 (c) Each school district and non-public, non-sectarian
25elementary or secondary school in this State may make suitable

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1provisions for instruction in gang resistance education and
2training in all grades and include that instruction in the
3courses of study regularly taught in those grades. For the
4purposes of gang resistance education and training, a school
5board or the governing body of a non-public, non-sectarian
6elementary or secondary school must collaborate with State and
7local law enforcement agencies. The State Board of Education
8may assist in the development of instructional materials and
9teacher training in relation to gang resistance education and
10training.
11(Source: P.A. 96-952, eff. 6-28-10.)
12 (105 ILCS 5/34-18.25)
13 Sec. 34-18.25. Psychotropic or psychostimulant medication;
14disciplinary action.
15 (a) In this Section:
16 "Psychostimulant medication" means medication that
17produces increased levels of mental and physical energy and
18alertness and an elevated mood by stimulating the central
19nervous system.
20 "Psychotropic medication" means psychotropic medication as
21defined in Section 1-121.1 of the Mental Health and
22Developmental Disabilities Code.
23 (b) The board must adopt and implement a policy that
24prohibits any disciplinary action that is based totally or in
25part on the refusal of a student's parent or guardian to

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1administer or consent to the administration of psychotropic or
2psychostimulant medication to the student.
3 The policy must require that, at least once every 2 years,
4the in-service training of certified school personnel and
5administrators include training on current best practices
6regarding the identification and treatment of attention
7deficit disorder and attention deficit hyperactivity disorder,
8the application of non-aversive behavioral interventions in
9the school environment, and the use of psychotropic or
10psychostimulant medication for school-age children.
11 (c) This Section does not prohibit school medical staff,
12an individualized educational program team, or a qualified
13professional worker (as defined in Section 14-1.10 of this
14Code) from recommending that a student be evaluated by an
15appropriate medical practitioner or prohibit school personnel
16from consulting with the practitioner with the consent of the
17student's parents or guardian.
18(Source: P.A. 95-331, eff. 8-21-07.)
19 (105 ILCS 5/34-18.54)
20 Sec. 34-18.54. Implicit bias training.
21 (a) The General Assembly makes the following findings:
22 (1) implicit racial bias influences evaluations of and
23 behavior toward those who are the subject of the bias;
24 (2) understanding implicit racial bias is needed in
25 order to reduce that bias;

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1 (3) marginalized students would benefit from having
2 access to educators who have worked to reduce their
3 biases; and
4 (4) training that helps educators overcome implicit
5 racial bias has implication for classroom interactions,
6 student evaluation, and classroom engagement; it also
7 affects student academic self-concept.
8 (b) The board shall require in-service training for
9teachers, administrators, and school support personnel to
10include training to develop cultural competency, including
11understanding and reducing implicit racial bias as outlined in
12Sections 10-22.39 and 3-11.
13 (c) As used in this Section, "implicit racial bias" means
14a preference, positive or negative, for a racial or ethnic
15group that operates outside of awareness. This bias has 3
16different components: affective, behavioral, and cognitive.
17(Source: P.A. 100-14, eff. 7-1-17; 100-863, eff. 8-14-18.)
18 (105 ILCS 5/34-18.7 rep.)
19 (105 ILCS 5/34-18.8 rep.)
20 Section 10. The School Code is amended by repealing
21Sections 34-18.7 and 34-18.8.
22 Section 15. The Critical Health Problems and Comprehensive
23Health Education Act is amended by changing Section 3.10 as
24follows:

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1 (105 ILCS 110/3.10)
2 Sec. 3.10. Policy on teen dating violence.
3 (a) As used in this Section:
4 "Dating" or "dating relationship" means an ongoing social
5relationship of a romantic or intimate nature between 2
6persons. "Dating" or "dating relationship" does not include a
7casual relationship or ordinary fraternization between 2
8persons in a business or social context.
9 "Teen dating violence" means either of the following:
10 (1) A pattern of behavior in which a person uses or
11 threatens to use physical, mental, or emotional abuse to
12 control another person who is in a dating relationship
13 with the person, where one or both persons are 13 to 19
14 years of age.
15 (2) Behavior by which a person uses or threatens to
16 use sexual violence against another person who is in a
17 dating relationship with the person, where one or both
18 persons are 13 to 19 years of age.
19 (b) The school board of each public school district in
20this State shall adopt a policy that does all of the following:
21 (1) States that teen dating violence is unacceptable
22 and is prohibited and that each student has the right to a
23 safe learning environment.
24 (2) Incorporates age-appropriate education about teen
25 dating violence into new or existing training programs for

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1 students in grades 7 through 12 and school employees as
2 outlined in Sections 10-22.39 and 3-11 of the School Code ,
3 as recommended by the school officials identified under
4 subdivision (4) of this subsection (b).
5 (3) Establishes procedures for the manner in which
6 employees of a school are to respond to incidents of teen
7 dating violence that take place at the school, on school
8 grounds, at school-sponsored activities, or in vehicles
9 used for school-provided transportation.
10 (4) Identifies by job title the school officials who
11 are responsible for receiving reports related to teen
12 dating violence.
13 (5) Notifies students and parents of the teen dating
14 violence policy adopted by the board.
15(Source: P.A. 98-190, eff. 8-6-13.)
16 Section 20. The Care of Students with Diabetes Act is
17amended by changing Section 25 as follows:
18 (105 ILCS 145/25)
19 Sec. 25. Training for school employees and delegated care
20aides.
21 (a) Teachers, administrators, and school support personnel
22In schools that have a student with diabetes, all school
23employees shall receive training in the basics of diabetes
24care, how to identify when a student with diabetes needs

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1immediate or emergency medical attention, and whom to contact
2in the case of an emergency as outlined in Sections 10-22.39
3and 3-11 during regular inservice training under Section 3-11
4of the School Code.
5 (b) Delegated care aides shall be trained to perform the
6tasks necessary to assist a student with diabetes in
7accordance with his or her diabetes care plan, including
8training to do the following:
9 (1) check blood glucose and record results;
10 (2) recognize and respond to the symptoms of
11 hypoglycemia according to the diabetes care plan;
12 (3) recognize and respond to the symptoms of
13 hyperglycemia according to the diabetes care plan;
14 (4) estimate the number of carbohydrates in a snack or
15 lunch;
16 (5) administer insulin according to the student's
17 diabetes care plan and keep a record of the amount
18 administered; and
19 (6) respond in an emergency, including administering
20 glucagon and calling 911.
21 (c) The school district shall coordinate staff training
22for delegated care aides, teachers, administrators, and school
23support personnel.
24 (d) Initial training of a delegated care aide shall be
25provided by a licensed healthcare provider with expertise in
26diabetes or a certified diabetic educator and individualized

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1by a student's parent or guardian. Training must be consistent
2with the guidelines provided by the U.S. Department of Health
3and Human Services in the guide for school personnel entitled
4"Helping the Student with Diabetes Succeed". The training
5shall be updated when the diabetes care plan is changed and at
6least annually.
7 (e) School nurses, where available, or health care
8providers may provide technical assistance or consultation or
9both to delegated care aides.
10 (f) An information sheet shall be provided to any school
11employee who transports a student for school-sponsored
12activities. It shall identify the student with diabetes,
13identify potential emergencies that may occur as a result of
14the student's diabetes and the appropriate responses to such
15emergencies, and provide emergency contact information.
16(Source: P.A. 101-428, eff. 8-19-19.)
17 Section 25. The Seizure Smart School Act is amended by
18changing Section 25 as follows:
19 (105 ILCS 150/25)
20 Sec. 25. Training for school employees and delegated care
21aides.
22 (a) Teachers, administrators, and school support personnel
23During an inservice training workshop under Section 3-11 of
24the School Code, all school employees shall receive training

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1in the basics of seizure recognition and first aid and
2appropriate emergency protocols as outlined in Sections
310-22.39 and 3-11 in the School Code. The training must be
4fully consistent with the best practice guidelines issued by
5the Centers for Disease Control and Prevention.
6 (b) In a school in which at least one student with epilepsy
7is enrolled, a delegated care aide must be trained to perform
8the tasks necessary to assist the student in accordance with
9his or her seizure action plan.
10 (c) The training of a delegated care aide must be provided
11by a licensed health care provider with an expertise in
12epilepsy or an epilepsy educator who has successfully
13completed the relevant curricula offered by the Centers for
14Disease Control and Prevention.
15 (d) If applicable, a seizure action plan must be provided
16to any school employee who transports a student with epilepsy
17to a school-sponsored activity.
18(Source: P.A. 101-50, eff. 7-1-20.)
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