Bill Text: IL HB4653 | 2023-2024 | 103rd General Assembly | Engrossed
NOTE: There are more recent revisions of this legislation. Read Latest Draft
Bill Title: Amends the School Code. Makes stylistic changes in provisions concerning institutes or inservice training workshops. In provisions concerning inservice training programs, removes the requirement that the training regarding health conditions of students include the chronic health conditions of students and provides that school district employees who are trained to respond to trauma under the provisions shall be immune from civil liability in the use of a trauma kit unless the action constitutes willful or wanton misconduct. Provides that training regarding the implementation of trauma-informed practices under the provisions concerning institutes or inservice training workshops satisfies the requirements under the provisions concerning inservice training programs. Removes certain provisions that require a school board to conduct inservice training for all school district employees on the methods to respond to trauma. Makes technical changes having a revisory function. Effective January 1, 2025.
Spectrum: Partisan Bill (Democrat 8-0)
Status: (Passed) 2024-07-01 - Effective Date January 1, 2025 [HB4653 Detail]
Download: Illinois-2023-HB4653-Engrossed.html
Bill Title: Amends the School Code. Makes stylistic changes in provisions concerning institutes or inservice training workshops. In provisions concerning inservice training programs, removes the requirement that the training regarding health conditions of students include the chronic health conditions of students and provides that school district employees who are trained to respond to trauma under the provisions shall be immune from civil liability in the use of a trauma kit unless the action constitutes willful or wanton misconduct. Provides that training regarding the implementation of trauma-informed practices under the provisions concerning institutes or inservice training workshops satisfies the requirements under the provisions concerning inservice training programs. Removes certain provisions that require a school board to conduct inservice training for all school district employees on the methods to respond to trauma. Makes technical changes having a revisory function. Effective January 1, 2025.
Spectrum: Partisan Bill (Democrat 8-0)
Status: (Passed) 2024-07-01 - Effective Date January 1, 2025 [HB4653 Detail]
Download: Illinois-2023-HB4653-Engrossed.html
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1 | AN ACT concerning education.
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2 | Be it enacted by the People of the State of Illinois, | ||||||
3 | represented in the General Assembly:
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4 | Section 5. The School Code is amended by changing Sections | ||||||
5 | 3-11, 10-22.39, and 34-18.82 as follows:
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6 | (105 ILCS 5/3-11) | ||||||
7 | (Text of Section before amendment by P.A. 103-542 ) | ||||||
8 | Sec. 3-11. Institutes or inservice training workshops. | ||||||
9 | (a) In counties of less than 2,000,000 inhabitants, the | ||||||
10 | regional superintendent may arrange for or conduct district, | ||||||
11 | regional, or county institutes, or equivalent professional | ||||||
12 | educational experiences, not more than 4 days annually. Of | ||||||
13 | those 4 days, 2 days may be used as a teacher's and educational | ||||||
14 | support personnel workshop, when approved by the regional | ||||||
15 | superintendent, up to 2 days may be used for conducting | ||||||
16 | parent-teacher conferences, or up to 2 days may be utilized as | ||||||
17 | parental institute days as provided in Section 10-22.18d. | ||||||
18 | Educational support personnel may be exempt from a workshop if | ||||||
19 | the workshop is not relevant to the work they do. A school | ||||||
20 | district may use one of its 4 institute days on the last day of | ||||||
21 | the school term. "Institute" or "Professional educational | ||||||
22 | experiences" means any educational gathering, demonstration of | ||||||
23 | methods of instruction, visitation of schools or other |
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1 | institutions or facilities, sexual abuse and sexual assault | ||||||
2 | awareness seminar, or training in First Aid (which may include | ||||||
3 | cardiopulmonary resuscitation or defibrillator training) held | ||||||
4 | or approved by the regional superintendent and declared by the | ||||||
5 | regional superintendent him to be an institute day, or | ||||||
6 | parent-teacher conferences. With the concurrence of the State | ||||||
7 | Superintendent of Education, he or she may employ such | ||||||
8 | assistance as is necessary to conduct the institute. Two or | ||||||
9 | more adjoining counties may jointly hold an institute. | ||||||
10 | Institute instruction shall be free to holders of licenses | ||||||
11 | good in the county or counties holding the institute and to | ||||||
12 | those who have paid an examination fee and failed to receive a | ||||||
13 | license. | ||||||
14 | In counties of 2,000,000 or more inhabitants, the regional | ||||||
15 | superintendent may arrange for or conduct district, regional, | ||||||
16 | or county inservice training workshops, or equivalent | ||||||
17 | professional educational experiences, not more than 4 days | ||||||
18 | annually. Of those 4 days, 2 days may be used as a teacher's | ||||||
19 | and educational support personnel workshop, when approved by | ||||||
20 | the regional superintendent, up to 2 days may be used for | ||||||
21 | conducting parent-teacher conferences, or up to 2 days may be | ||||||
22 | utilized as parental institute days as provided in Section | ||||||
23 | 10-22.18d. Educational support personnel may be exempt from a | ||||||
24 | workshop if the workshop is not relevant to the work they do. A | ||||||
25 | school district may use one of those 4 days on the last day of | ||||||
26 | the school term. "Inservice Training Workshops" or |
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1 | "Professional educational experiences" means any educational | ||||||
2 | gathering, demonstration of methods of instruction, visitation | ||||||
3 | of schools or other institutions or facilities, sexual abuse | ||||||
4 | and sexual assault awareness seminar, or training in First Aid | ||||||
5 | (which may include cardiopulmonary resuscitation or | ||||||
6 | defibrillator training) held or approved by the regional | ||||||
7 | superintendent and declared by him to be an inservice training | ||||||
8 | workshop, or parent-teacher conferences. With the concurrence | ||||||
9 | of the State Superintendent of Education, he may employ such | ||||||
10 | assistance as is necessary to conduct the inservice training | ||||||
11 | workshop. With the approval of the regional superintendent, 2 | ||||||
12 | or more adjoining districts may jointly hold an inservice | ||||||
13 | training workshop. In addition, with the approval of the | ||||||
14 | regional superintendent, one district may conduct its own | ||||||
15 | inservice training workshop with subject matter consultants | ||||||
16 | requested from the county, State or any State institution of | ||||||
17 | higher learning. | ||||||
18 | Such teachers institutes as referred to in this Section | ||||||
19 | may be held on consecutive or separate days at the option of | ||||||
20 | the regional superintendent having jurisdiction thereof. | ||||||
21 | Whenever reference is made in this Act to "teachers | ||||||
22 | institute", it shall be construed to include the inservice | ||||||
23 | training workshops or equivalent professional educational | ||||||
24 | experiences provided for in this Section. | ||||||
25 | Any institute advisory committee existing on April 1, | ||||||
26 | 1995, is dissolved and the duties and responsibilities of the |
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1 | institute advisory committee are assumed by the regional | ||||||
2 | office of education advisory board. | ||||||
3 | Districts providing inservice training programs shall | ||||||
4 | constitute inservice committees, 1/2 of which shall be | ||||||
5 | teachers, 1/4 school service personnel and 1/4 administrators | ||||||
6 | to establish program content and schedules. | ||||||
7 | The teachers institutes shall include teacher training | ||||||
8 | committed to (i) peer counseling programs and other | ||||||
9 | anti-violence and conflict resolution programs, including | ||||||
10 | without limitation programs for preventing at risk students | ||||||
11 | from committing violent acts, and (ii) educator ethics and | ||||||
12 | teacher-student conduct. Beginning with the 2009-2010 school | ||||||
13 | year, the teachers institutes shall include instruction on | ||||||
14 | prevalent student chronic health conditions. Beginning with | ||||||
15 | the 2016-2017 school year, the teachers institutes shall | ||||||
16 | include, at least once every 2 years, instruction on the | ||||||
17 | federal Americans with Disabilities Act as it pertains to the | ||||||
18 | school environment. | ||||||
19 | (b) In this subsection (b): | ||||||
20 | "Trauma" is defined according to an event, an experience, | ||||||
21 | and effects. Individual trauma results from an event, series | ||||||
22 | of events, or set of circumstances that is experienced by an | ||||||
23 | individual as physically or emotionally harmful or life | ||||||
24 | threatening and that has lasting adverse effects on the | ||||||
25 | individual's functioning and mental, physical, social, or | ||||||
26 | emotional well-being. Collective trauma is a psychological |
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1 | reaction to a traumatic event shared by any group of people. | ||||||
2 | This may include, but is not limited to, community violence, | ||||||
3 | experiencing racism and discrimination, and the lack of the | ||||||
4 | essential supports for well-being, such as educational or | ||||||
5 | economic opportunities, food, health care, housing, and | ||||||
6 | community cohesion. Trauma can be experienced by anyone, | ||||||
7 | though it is disproportionately experienced by members of | ||||||
8 | marginalized groups. Systemic and historical oppression, such | ||||||
9 | as racism, is often at the root of this inequity. Symptoms may | ||||||
10 | vary at different developmental stages and across different | ||||||
11 | cultural groups and different communities. | ||||||
12 | "Trauma-responsive learning environments" means learning | ||||||
13 | environments developed during an ongoing, multiyear-long | ||||||
14 | process that typically progresses across the following 3 | ||||||
15 | stages: | ||||||
16 | (1) A school or district is "trauma aware" when it: | ||||||
17 | (A) has personnel that demonstrate a foundational | ||||||
18 | understanding of a broad definition of trauma that is | ||||||
19 | developmentally and culturally based; includes | ||||||
20 | students, personnel, and communities; and recognizes | ||||||
21 | the potential effect on biological, cognitive, | ||||||
22 | academic, and social-emotional functioning; and | ||||||
23 | (B) recognizes that traumatic exposure can impact | ||||||
24 | behavior and learning and should be acknowledged in | ||||||
25 | policies, strategies, and systems of support for | ||||||
26 | students, families, and personnel. |
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1 | (2) A school or district is "trauma responsive" when | ||||||
2 | it progresses from awareness to action in the areas of | ||||||
3 | policy, practice, and structural changes within a | ||||||
4 | multi-tiered system of support to promote safety, positive | ||||||
5 | relationships, and self-regulation while underscoring the | ||||||
6 | importance of personal well-being and cultural | ||||||
7 | responsiveness. Such progress may: | ||||||
8 | (A) be aligned with the Illinois Quality Framework | ||||||
9 | and integrated into a school or district's continuous | ||||||
10 | improvement process as evidence to support allocation | ||||||
11 | of financial resources; | ||||||
12 | (B) be assessed and monitored by a | ||||||
13 | multidisciplinary leadership team on an ongoing basis; | ||||||
14 | and | ||||||
15 | (C) involve the engagement and capacity building | ||||||
16 | of personnel at all levels to ensure that adults in the | ||||||
17 | learning environment are prepared to recognize and | ||||||
18 | respond to those impacted by trauma. | ||||||
19 | (3) A school or district is healing centered when it | ||||||
20 | acknowledges its role and responsibility to the community, | ||||||
21 | fully responds to trauma, and promotes resilience and | ||||||
22 | healing through genuine, trusting, and creative | ||||||
23 | relationships. Such school schools or district districts | ||||||
24 | may: | ||||||
25 | (A) promote holistic and collaborative approaches | ||||||
26 | that are grounded in culture, spirituality, civic |
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1 | engagement, and equity; and | ||||||
2 | (B) support agency within individuals, families, | ||||||
3 | and communities while engaging people in collective | ||||||
4 | action that moves from transactional to | ||||||
5 | transformational. | ||||||
6 | "Whole child" means using a child-centered, holistic, | ||||||
7 | equitable lens across all systems that prioritizes physical, | ||||||
8 | mental, and social-emotional health to ensure that every child | ||||||
9 | is healthy, safe, supported, challenged, engaged, and | ||||||
10 | protected. | ||||||
11 | Starting with the 2024-2025 school year, the teachers | ||||||
12 | institutes shall provide instruction on trauma-informed | ||||||
13 | practices and include the definitions of trauma, | ||||||
14 | trauma-responsive learning environments, and whole child set | ||||||
15 | forth in this subsection (b) before the first student | ||||||
16 | attendance day of each school year. | ||||||
17 | (Source: P.A. 103-413, eff. 1-1-24; revised 11-27-23.)
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18 | (Text of Section after amendment by P.A. 103-542 ) | ||||||
19 | Sec. 3-11. Institutes or inservice training workshops. | ||||||
20 | (a) In counties of less than 2,000,000 inhabitants, the | ||||||
21 | regional superintendent may arrange for or conduct district, | ||||||
22 | regional, or county institutes, or equivalent professional | ||||||
23 | educational experiences, not more than 4 days annually. Of | ||||||
24 | those 4 days, 2 days may be used as a teachers, administrators, | ||||||
25 | and school support personnel workshop, when approved by the |
| |||||||
| |||||||
1 | regional superintendent, up to 2 days may be used for | ||||||
2 | conducting parent-teacher conferences, or up to 2 days may be | ||||||
3 | utilized as parental institute days as provided in Section | ||||||
4 | 10-22.18d. School support personnel may be exempt from a | ||||||
5 | workshop if the workshop is not relevant to the work they do. A | ||||||
6 | school district may use one of its 4 institute days on the last | ||||||
7 | day of the school term. "Institute" or "Professional | ||||||
8 | educational experiences" means any educational gathering, | ||||||
9 | demonstration of methods of instruction, visitation of schools | ||||||
10 | or other institutions or facilities, sexual abuse and sexual | ||||||
11 | assault awareness seminar, or training in First Aid (which may | ||||||
12 | include cardiopulmonary resuscitation or defibrillator | ||||||
13 | training) held or approved by the regional superintendent and | ||||||
14 | declared by the regional superintendent him to be an institute | ||||||
15 | day, or parent-teacher conferences. With the concurrence of | ||||||
16 | the State Superintendent of Education, the regional | ||||||
17 | superintendent may employ such assistance as is necessary to | ||||||
18 | conduct the institute. Two or more adjoining counties may | ||||||
19 | jointly hold an institute. Institute instruction shall be free | ||||||
20 | to holders of licenses good in the county or counties holding | ||||||
21 | the institute and to those who have paid an examination fee and | ||||||
22 | failed to receive a license. | ||||||
23 | In counties of 2,000,000 or more inhabitants, the regional | ||||||
24 | superintendent may arrange for or conduct district, regional, | ||||||
25 | or county inservice training workshops, or equivalent | ||||||
26 | professional educational experiences, not more than 4 days |
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| |||||||
1 | annually. Of those 4 days, 2 days may be used as a teachers, | ||||||
2 | administrators, and school support personnel workshop, when | ||||||
3 | approved by the regional superintendent, up to 2 days may be | ||||||
4 | used for conducting parent-teacher conferences, or up to 2 | ||||||
5 | days may be utilized as parental institute days as provided in | ||||||
6 | Section 10-22.18d. School support personnel may be exempt from | ||||||
7 | a workshop if the workshop is not relevant to the work they do. | ||||||
8 | A school district may use one of those 4 days on the last day | ||||||
9 | of the school term. "Inservice Training Workshops" or | ||||||
10 | "Professional educational experiences" means any educational | ||||||
11 | gathering, demonstration of methods of instruction, visitation | ||||||
12 | of schools or other institutions or facilities, sexual abuse | ||||||
13 | and sexual assault awareness seminar, or training in First Aid | ||||||
14 | (which may include cardiopulmonary resuscitation or | ||||||
15 | defibrillator training) held or approved by the regional | ||||||
16 | superintendent and declared by the regional superintendent to | ||||||
17 | be an inservice training workshop, or parent-teacher | ||||||
18 | conferences. With the concurrence of the State Superintendent | ||||||
19 | of Education, the regional superintendent may employ such | ||||||
20 | assistance as is necessary to conduct the inservice training | ||||||
21 | workshop. With the approval of the regional superintendent, 2 | ||||||
22 | or more adjoining districts may jointly hold an inservice | ||||||
23 | training workshop. In addition, with the approval of the | ||||||
24 | regional superintendent, one district may conduct its own | ||||||
25 | inservice training workshop with subject matter consultants | ||||||
26 | requested from the county, State or any State institution of |
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| |||||||
1 | higher learning. | ||||||
2 | Such institutes as referred to in this Section may be held | ||||||
3 | on consecutive or separate days at the option of the regional | ||||||
4 | superintendent having jurisdiction thereof. | ||||||
5 | Whenever reference is made in this Act to "institute", it | ||||||
6 | shall be construed to include the inservice training workshops | ||||||
7 | or equivalent professional educational experiences provided | ||||||
8 | for in this Section. | ||||||
9 | Any institute advisory committee existing on April 1, | ||||||
10 | 1995, is dissolved and the duties and responsibilities of the | ||||||
11 | institute advisory committee are assumed by the regional | ||||||
12 | office of education advisory board. | ||||||
13 | Districts providing inservice training programs shall | ||||||
14 | constitute inservice committees, 1/2 of which shall be | ||||||
15 | teachers, 1/4 school service personnel and 1/4 administrators | ||||||
16 | to establish program content and schedules. | ||||||
17 | In addition to other topics not listed in this Section, | ||||||
18 | the teachers institutes may include training committed to | ||||||
19 | health conditions of students; social-emotional learning; | ||||||
20 | developing cultural competency; identifying warning signs of | ||||||
21 | mental illness and suicidal behavior in youth; domestic and | ||||||
22 | sexual violence and the needs of expectant and parenting | ||||||
23 | youth; protections and accommodations for students; educator | ||||||
24 | ethics; responding to child sexual abuse and grooming | ||||||
25 | behavior; and effective instruction in violence prevention and | ||||||
26 | conflict resolution. Institute programs in these topics shall |
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1 | be credited toward hours of professional development required | ||||||
2 | for license renewal as outlined in subsection (e) of Section | ||||||
3 | 21B-45. | ||||||
4 | (b) In this subsection (b): | ||||||
5 | "Trauma" is defined according to an event, an experience, | ||||||
6 | and effects. Individual trauma results from an event, series | ||||||
7 | of events, or set of circumstances that is experienced by an | ||||||
8 | individual as physically or emotionally harmful or life | ||||||
9 | threatening and that has lasting adverse effects on the | ||||||
10 | individual's functioning and mental, physical, social, or | ||||||
11 | emotional well-being. Collective trauma is a psychological | ||||||
12 | reaction to a traumatic event shared by any group of people. | ||||||
13 | This may include, but is not limited to, community violence, | ||||||
14 | experiencing racism and discrimination, and the lack of the | ||||||
15 | essential supports for well-being, such as educational or | ||||||
16 | economic opportunities, food, health care, housing, and | ||||||
17 | community cohesion. Trauma can be experienced by anyone, | ||||||
18 | though it is disproportionately experienced by members of | ||||||
19 | marginalized groups. Systemic and historical oppression, such | ||||||
20 | as racism, is often at the root of this inequity. Symptoms may | ||||||
21 | vary at different developmental stages and across different | ||||||
22 | cultural groups and different communities. | ||||||
23 | "Trauma-responsive learning environments" means learning | ||||||
24 | environments developed during an ongoing, multiyear-long | ||||||
25 | process that typically progresses across the following 3 | ||||||
26 | stages: |
| |||||||
| |||||||
1 | (1) A school or district is "trauma aware" when it: | ||||||
2 | (A) has personnel that demonstrate a foundational | ||||||
3 | understanding of a broad definition of trauma that is | ||||||
4 | developmentally and culturally based; includes | ||||||
5 | students, personnel, and communities; and recognizes | ||||||
6 | the potential effect on biological, cognitive, | ||||||
7 | academic, and social-emotional functioning; and | ||||||
8 | (B) recognizes that traumatic exposure can impact | ||||||
9 | behavior and learning and should be acknowledged in | ||||||
10 | policies, strategies, and systems of support for | ||||||
11 | students, families, and personnel. | ||||||
12 | (2) A school or district is "trauma responsive" when | ||||||
13 | it progresses from awareness to action in the areas of | ||||||
14 | policy, practice, and structural changes within a | ||||||
15 | multi-tiered system of support to promote safety, positive | ||||||
16 | relationships, and self-regulation while underscoring the | ||||||
17 | importance of personal well-being and cultural | ||||||
18 | responsiveness. Such progress may: | ||||||
19 | (A) be aligned with the Illinois Quality Framework | ||||||
20 | and integrated into a school or district's continuous | ||||||
21 | improvement process as evidence to support allocation | ||||||
22 | of financial resources; | ||||||
23 | (B) be assessed and monitored by a | ||||||
24 | multidisciplinary leadership team on an ongoing basis; | ||||||
25 | and | ||||||
26 | (C) involve the engagement and capacity building |
| |||||||
| |||||||
1 | of personnel at all levels to ensure that adults in the | ||||||
2 | learning environment are prepared to recognize and | ||||||
3 | respond to those impacted by trauma. | ||||||
4 | (3) A school or district is healing centered when it | ||||||
5 | acknowledges its role and responsibility to the community, | ||||||
6 | fully responds to trauma, and promotes resilience and | ||||||
7 | healing through genuine, trusting, and creative | ||||||
8 | relationships. Such school schools or district districts | ||||||
9 | may: | ||||||
10 | (A) promote holistic and collaborative approaches | ||||||
11 | that are grounded in culture, spirituality, civic | ||||||
12 | engagement, and equity; and | ||||||
13 | (B) support agency within individuals, families, | ||||||
14 | and communities while engaging people in collective | ||||||
15 | action that moves from transactional to | ||||||
16 | transformational. | ||||||
17 | "Whole child" means using a child-centered, holistic, | ||||||
18 | equitable lens across all systems that prioritizes physical, | ||||||
19 | mental, and social-emotional health to ensure that every child | ||||||
20 | is healthy, safe, supported, challenged, engaged, and | ||||||
21 | protected. | ||||||
22 | Starting with the 2024-2025 school year, the teachers | ||||||
23 | institutes shall provide instruction on trauma-informed | ||||||
24 | practices and include the definitions of trauma, | ||||||
25 | trauma-responsive learning environments, and whole child set | ||||||
26 | forth in this subsection (b) before the first student |
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1 | attendance day of each school year. | ||||||
2 | (Source: P.A. 103-413, eff. 1-1-24; 103-542, eff. 7-1-24 (see | ||||||
3 | Section 905 of P.A. 103-563 for effective date of P.A. | ||||||
4 | 103-542); revised 11-27-23.)
| ||||||
5 | (105 ILCS 5/10-22.39) | ||||||
6 | (Text of Section before amendment by P.A. 103-41 and P.A. | ||||||
7 | 103-542 ) | ||||||
8 | Sec. 10-22.39. In-service training programs. | ||||||
9 | (a) To conduct in-service training programs for teachers. | ||||||
10 | (b) In addition to other topics at in-service training | ||||||
11 | programs, at least once every 2 years, licensed school | ||||||
12 | personnel and administrators who work with pupils in | ||||||
13 | kindergarten through grade 12 shall be trained to identify the | ||||||
14 | warning signs of mental illness, trauma, and suicidal behavior | ||||||
15 | in youth and shall be taught appropriate intervention and | ||||||
16 | referral techniques. A school district may utilize the | ||||||
17 | Illinois Mental Health First Aid training program, established | ||||||
18 | under the Illinois Mental Health First Aid Training Act and | ||||||
19 | administered by certified instructors trained by a national | ||||||
20 | association recognized as an authority in behavioral health, | ||||||
21 | to provide the training and meet the requirements under this | ||||||
22 | subsection. If licensed school personnel or an administrator | ||||||
23 | obtains mental health first aid training outside of an | ||||||
24 | in-service training program, he or she may present a | ||||||
25 | certificate of successful completion of the training to the |
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1 | school district to satisfy the requirements of this | ||||||
2 | subsection. | ||||||
3 | Training regarding the implementation of trauma-informed | ||||||
4 | practices satisfies the requirements of this subsection (b). | ||||||
5 | A course of instruction as described in this subsection | ||||||
6 | (b) must include the definitions of trauma, trauma-responsive | ||||||
7 | learning environments, and whole child set forth in subsection | ||||||
8 | (b) of Section 3-11 of this Code and may provide information | ||||||
9 | that is relevant to and within the scope of the duties of | ||||||
10 | licensed school personnel or school administrators. Such | ||||||
11 | information may include, but is not limited to: | ||||||
12 | (1) the recognition of and care for trauma in students | ||||||
13 | and staff; | ||||||
14 | (2) the relationship between educator wellness and | ||||||
15 | student learning; | ||||||
16 | (3) the effect of trauma on student behavior and | ||||||
17 | learning; | ||||||
18 | (4) the prevalence of trauma among students, including | ||||||
19 | the prevalence of trauma among student populations at | ||||||
20 | higher risk of experiencing trauma; | ||||||
21 | (5) the effects of implicit or explicit bias on | ||||||
22 | recognizing trauma among various student groups in | ||||||
23 | connection with race, ethnicity, gender identity, sexual | ||||||
24 | orientation, socio-economic status, and other relevant | ||||||
25 | factors; and | ||||||
26 | (6) effective district practices that are shown to: |
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| |||||||
1 | (A) prevent and mitigate the negative effect of | ||||||
2 | trauma on student behavior and learning; and | ||||||
3 | (B) support the emotional wellness of staff. | ||||||
4 | (c) School counselors, nurses, teachers and other school | ||||||
5 | personnel who work with pupils may be trained to have a basic | ||||||
6 | knowledge of matters relating to acquired immunodeficiency | ||||||
7 | syndrome (AIDS), including the nature of the disease, its | ||||||
8 | causes and effects, the means of detecting it and preventing | ||||||
9 | its transmission, and the availability of appropriate sources | ||||||
10 | of counseling and referral, and any other information that may | ||||||
11 | be appropriate considering the age and grade level of such | ||||||
12 | pupils. The School Board shall supervise such training. The | ||||||
13 | State Board of Education and the Department of Public Health | ||||||
14 | shall jointly develop standards for such training. | ||||||
15 | (d) In this subsection (d): | ||||||
16 | "Domestic violence" means abuse by a family or household | ||||||
17 | member, as "abuse" and "family or household members" are | ||||||
18 | defined in Section 103 of the Illinois Domestic Violence Act | ||||||
19 | of 1986. | ||||||
20 | "Sexual violence" means sexual assault, abuse, or stalking | ||||||
21 | of an adult or minor child proscribed in the Criminal Code of | ||||||
22 | 1961 or the Criminal Code of 2012 in Sections 11-1.20, | ||||||
23 | 11-1.30, 11-1.40, 11-1.50, 11-1.60, 12-7.3, 12-7.4, 12-7.5, | ||||||
24 | 12-12, 12-13, 12-14, 12-14.1, 12-15, and 12-16, including | ||||||
25 | sexual violence committed by perpetrators who are strangers to | ||||||
26 | the victim and sexual violence committed by perpetrators who |
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1 | are known or related by blood or marriage to the victim. | ||||||
2 | At least once every 2 years, an in-service training | ||||||
3 | program for school personnel who work with pupils, including, | ||||||
4 | but not limited to, school and school district administrators, | ||||||
5 | teachers, school social workers, school counselors, school | ||||||
6 | psychologists, and school nurses, must be conducted by persons | ||||||
7 | with expertise in domestic and sexual violence and the needs | ||||||
8 | of expectant and parenting youth and shall include training | ||||||
9 | concerning (i) communicating with and listening to youth | ||||||
10 | victims of domestic or sexual violence and expectant and | ||||||
11 | parenting youth, (ii) connecting youth victims of domestic or | ||||||
12 | sexual violence and expectant and parenting youth to | ||||||
13 | appropriate in-school services and other agencies, programs, | ||||||
14 | and services as needed, and (iii) implementing the school | ||||||
15 | district's policies, procedures, and protocols with regard to | ||||||
16 | such youth, including confidentiality. At a minimum, school | ||||||
17 | personnel must be trained to understand, provide information | ||||||
18 | and referrals, and address issues pertaining to youth who are | ||||||
19 | parents, expectant parents, or victims of domestic or sexual | ||||||
20 | violence. | ||||||
21 | (e) At least every 2 years, an in-service training program | ||||||
22 | for school personnel who work with pupils must be conducted by | ||||||
23 | persons with expertise in anaphylactic reactions and | ||||||
24 | management. | ||||||
25 | (f) At least once every 2 years, a school board shall | ||||||
26 | conduct in-service training on educator ethics, |
| |||||||
| |||||||
1 | teacher-student conduct, and school employee-student conduct | ||||||
2 | for all personnel. | ||||||
3 | (g) (Blank). At least once every 2 years, a school board | ||||||
4 | shall conduct in-service training for all school district | ||||||
5 | employees on the methods to respond to trauma. The training | ||||||
6 | must include instruction on how to respond to an incident | ||||||
7 | involving life-threatening bleeding and, if applicable, how to | ||||||
8 | use a school's trauma kit. A school board may satisfy the | ||||||
9 | training requirements under this subsection by using the | ||||||
10 | training, including online training, available from the | ||||||
11 | American College of Surgeons or any other similar | ||||||
12 | organization. | ||||||
13 | School district employees who are trained to respond to | ||||||
14 | trauma pursuant to this subsection (g) shall be immune from | ||||||
15 | civil liability in the use of a trauma kit unless the action | ||||||
16 | constitutes willful or wanton misconduct. | ||||||
17 | (Source: P.A. 102-197, eff. 7-30-21; 102-638, eff. 1-1-23; | ||||||
18 | 102-813, eff. 5-13-22; 103-128, eff. 6-30-23; 103-413, eff. | ||||||
19 | 1-1-24; revised 11-27-23.)
| ||||||
20 | (Text of Section after amendment by P.A. 103-542 but | ||||||
21 | before amendment by P.A. 103-41 ) | ||||||
22 | Sec. 10-22.39. In-service training programs. | ||||||
23 | (a) To conduct in-service training programs for teachers, | ||||||
24 | administrators, and school support personnel. | ||||||
25 | (b) In addition to other topics at in-service training |
| |||||||
| |||||||
1 | programs listed in this Section, teachers, administrators, and | ||||||
2 | school support personnel who work with pupils must be trained | ||||||
3 | in the following topics: health conditions of students; | ||||||
4 | social-emotional learning; developing cultural competency; | ||||||
5 | identifying warning signs of mental illness and suicidal | ||||||
6 | behavior in youth; domestic and sexual violence and the needs | ||||||
7 | of expectant and parenting youth; protections and | ||||||
8 | accommodations for students; educator ethics; responding to | ||||||
9 | child sexual abuse and grooming behavior; and effective | ||||||
10 | instruction in violence prevention and conflict resolution. | ||||||
11 | In-service training programs in these topics shall be credited | ||||||
12 | toward hours of professional development required for license | ||||||
13 | renewal as outlined in subsection (e) of Section 21B-45. | ||||||
14 | School support personnel may be exempt from in-service | ||||||
15 | training if the training is not relevant to the work they do. | ||||||
16 | Nurses and school nurses, as defined by Section 10-22.23, | ||||||
17 | are exempt from training required in subsection (b-5). | ||||||
18 | Beginning July 1, 2024, all teachers, administrators, and | ||||||
19 | school support personnel shall complete training as outlined | ||||||
20 | in Section 10-22.39 during an in-service training program | ||||||
21 | conducted by their school board or through other training | ||||||
22 | opportunities, including, but not limited to, institutes under | ||||||
23 | Section 3-11. Such training must be completed within 6 months | ||||||
24 | of employment by a school board and renewed at least once every | ||||||
25 | 5 years, unless required more frequently by other State or | ||||||
26 | federal law or in accordance with this Section. If teachers, |
| |||||||
| |||||||
1 | administrators, or school support personnel obtain training | ||||||
2 | outside of an in-service training program or from a previous | ||||||
3 | public school district or nonpublic school employer, they may | ||||||
4 | present documentation showing current compliance with this | ||||||
5 | subsection to satisfy the requirement of receiving training | ||||||
6 | within 6 months of first being employed. Training may be | ||||||
7 | delivered through online, asynchronous means. | ||||||
8 | (b-5) Training regarding health conditions of students for | ||||||
9 | staff required by this Section shall include, but is not | ||||||
10 | limited to: | ||||||
11 | (1) (Blank). Chronic health conditions of students. | ||||||
12 | (2) Anaphylactic reactions and management. Such | ||||||
13 | training shall be conducted by persons with expertise in | ||||||
14 | anaphylactic reactions and management. | ||||||
15 | (3) The management of asthma, the prevention of asthma | ||||||
16 | symptoms, and emergency response in the school setting. | ||||||
17 | (4) The basics of seizure recognition and first aid | ||||||
18 | and appropriate emergency protocols. Such training must be | ||||||
19 | fully consistent with the best practice guidelines issued | ||||||
20 | by the Centers for Disease Control and Prevention. | ||||||
21 | (5) The basics of diabetes care, how to identify when | ||||||
22 | a student with diabetes needs immediate or emergency | ||||||
23 | medical attention, and whom to contact in the case of an | ||||||
24 | emergency. | ||||||
25 | (6) Current best practices regarding the | ||||||
26 | identification and treatment of attention deficit |
| |||||||
| |||||||
1 | hyperactivity disorder. | ||||||
2 | (7) Instruction on how to respond to an incident | ||||||
3 | involving life-threatening bleeding and, if applicable, | ||||||
4 | how to use a school's trauma kit. Beginning with the | ||||||
5 | 2024-2025 school year, training on life-threatening | ||||||
6 | bleeding must be completed within 6 months of the employee | ||||||
7 | first being employed by a school board and renewed within | ||||||
8 | 2 years. Beginning with the 2027-2028 school year, the | ||||||
9 | training must be completed within 6 months of the employee | ||||||
10 | first being employed by a school board and renewed at | ||||||
11 | least once every 5 years thereafter. School district | ||||||
12 | employees who are trained to respond to trauma pursuant to | ||||||
13 | this subsection (b-5) shall be immune from civil liability | ||||||
14 | in the use of a trauma kit unless the action constitutes | ||||||
15 | willful or wanton misconduct. | ||||||
16 | In consultation with professional organizations with | ||||||
17 | expertise in student health issues, including, but not limited | ||||||
18 | to, asthma management, anaphylactic reactions, seizure | ||||||
19 | recognition, and diabetes care, the State Board of Education | ||||||
20 | shall make available resource materials for educating school | ||||||
21 | personnel about student health conditions and emergency | ||||||
22 | response in the school setting. | ||||||
23 | A school board may satisfy the life-threatening bleeding | ||||||
24 | training under this subsection by using the training, | ||||||
25 | including online training, available from the American College | ||||||
26 | of Surgeons or any other similar organization. |
| |||||||
| |||||||
1 | (b-10) The training regarding social-emotional learning , | ||||||
2 | for staff required by this Section may include, at a minimum, | ||||||
3 | providing education to all school personnel about the content | ||||||
4 | of the Illinois Social and Emotional Learning Standards, how | ||||||
5 | those standards apply to everyday school interactions, and | ||||||
6 | examples of how social emotional learning can be integrated | ||||||
7 | into instructional practices across all grades and subjects. | ||||||
8 | (b-15) The training regarding developing cultural | ||||||
9 | competency for staff required by this Section shall include, | ||||||
10 | but is not limited to, understanding and reducing implicit | ||||||
11 | bias, including implicit racial bias. As used in this | ||||||
12 | subsection, "implicit racial bias" has the meaning set forth | ||||||
13 | in Section 10-20.61. | ||||||
14 | (b-20) The training regarding identifying warning signs of | ||||||
15 | mental illness, trauma, and suicidal behavior in youth for | ||||||
16 | staff required by this Section shall include, but is not | ||||||
17 | limited to, appropriate intervention and referral techniques, | ||||||
18 | including resources and guidelines as outlined in Section | ||||||
19 | 2-3.166 , and must include the definitions of trauma, | ||||||
20 | trauma-responsive learning environments, and whole child set | ||||||
21 | forth in subsection (b) of Section 3-11 of this Code . | ||||||
22 | Illinois Mental Health First Aid training, established | ||||||
23 | under the Illinois Mental Health First Aid Training Act, may | ||||||
24 | satisfy the requirements of this subsection. | ||||||
25 | If teachers, administrators, or school support personnel | ||||||
26 | obtain mental health first aid training outside of an |
| |||||||
| |||||||
1 | in-service training program, they may present a certificate of | ||||||
2 | successful completion of the training to the school district | ||||||
3 | to satisfy the requirements of this subsection. Training | ||||||
4 | regarding the implementation of trauma-informed practices | ||||||
5 | under subsection (b) of Section 3-11 satisfies the | ||||||
6 | requirements of this subsection. | ||||||
7 | (b-25) As used in this subsection: | ||||||
8 | "Domestic violence" means abuse by a family or household | ||||||
9 | member, as "abuse" and "family or household members" are | ||||||
10 | defined in Section 103 of the Illinois Domestic Violence Act | ||||||
11 | of 1986. | ||||||
12 | "Sexual violence" means sexual assault, abuse, or stalking | ||||||
13 | of an adult or minor child proscribed in the Criminal Code of | ||||||
14 | 1961 or in Sections 11-1.20, 11-1.30, 11-1.40, 11-1.50, | ||||||
15 | 11-1.60, 12-7.3, 12-7.4, 12-7.5, 12-12, 12-13, 12-14, 12-14.1, | ||||||
16 | 12-15, and 12-16 of the Criminal Code of 2012, including | ||||||
17 | sexual violence committed by perpetrators who are strangers to | ||||||
18 | the victim and sexual violence committed by perpetrators who | ||||||
19 | are known or related by blood or marriage to the victim. | ||||||
20 | The training regarding domestic and sexual violence and | ||||||
21 | the needs of expectant and parenting youth for staff required | ||||||
22 | by this Section must be conducted by persons with expertise in | ||||||
23 | domestic and sexual violence and the needs of expectant and | ||||||
24 | parenting youth, and shall include, but is not limited to: | ||||||
25 | (1) communicating with and listening to youth victims | ||||||
26 | of domestic or sexual violence and expectant and parenting |
| |||||||
| |||||||
1 | youth; | ||||||
2 | (2) connecting youth victims of domestic or sexual | ||||||
3 | violence and expectant and parenting youth to appropriate | ||||||
4 | in-school services and other agencies, programs, and | ||||||
5 | services as needed; | ||||||
6 | (3) implementing the school district's policies, | ||||||
7 | procedures, and protocols with regard to such youth, | ||||||
8 | including confidentiality ; at . At a minimum, school | ||||||
9 | personnel must be trained to understand, provide | ||||||
10 | information and referrals, and address issues pertaining | ||||||
11 | to youth who are parents, expectant parents, or victims of | ||||||
12 | domestic or sexual violence; and | ||||||
13 | (4) procedures for responding to incidents of teen | ||||||
14 | dating violence that take place at the school, on school | ||||||
15 | grounds, at school-sponsored activities, or in vehicles | ||||||
16 | used for school-provided transportation as outlined in | ||||||
17 | Section 3.10 of the Critical Health Problems and | ||||||
18 | Comprehensive Health Education Act. | ||||||
19 | (b-30) The training regarding protections and | ||||||
20 | accommodations for students shall include, but is not limited | ||||||
21 | to, instruction on the federal Americans with Disabilities | ||||||
22 | Act, as it pertains to the school environment, and | ||||||
23 | homelessness. Beginning with the 2024-2025 school year, | ||||||
24 | training on homelessness must be completed within 6 months of | ||||||
25 | an employee first being employed by a school board and renewed | ||||||
26 | within 2 years. Beginning with the 2027-2028 school year, the |
| |||||||
| |||||||
1 | training must be completed within 6 months of the employee | ||||||
2 | first being employed by a school board and renewed at least | ||||||
3 | once every 5 years thereafter. Training on homelessness shall | ||||||
4 | include the following: | ||||||
5 | (1) the definition of homeless children and youths | ||||||
6 | under 42 U.S.C. 11434a; | ||||||
7 | (2) the signs of homelessness and housing insecurity; | ||||||
8 | (3) the rights of students experiencing homelessness | ||||||
9 | under State and federal law; | ||||||
10 | (4) the steps to take when a homeless or | ||||||
11 | housing-insecure student is identified; and | ||||||
12 | (5) the appropriate referral techniques, including the | ||||||
13 | name and contact number of the school or school district | ||||||
14 | homeless liaison. | ||||||
15 | School boards may work with a community-based organization | ||||||
16 | that specializes in working with homeless children and youth | ||||||
17 | to develop and provide the training. | ||||||
18 | (b-35) The training regarding educator ethics and | ||||||
19 | responding to child sexual abuse and grooming behavior shall | ||||||
20 | include, but is not limited to, teacher-student conduct, | ||||||
21 | school employee-student conduct, and evidence-informed | ||||||
22 | training on preventing, recognizing, reporting, and responding | ||||||
23 | to child sexual abuse and grooming as outlined in Section | ||||||
24 | 10-23.13. | ||||||
25 | (b-40) The training regarding effective instruction in | ||||||
26 | violence prevention and conflict resolution required by this |
| |||||||
| |||||||
1 | Section shall be conducted in accordance with the requirements | ||||||
2 | of Section 27-23.4. | ||||||
3 | (b-45) (c) Beginning July 1, 2024, all nonpublic | ||||||
4 | elementary and secondary school teachers, administrators, and | ||||||
5 | school support personnel shall complete the training set forth | ||||||
6 | in subsection (b-5). Training must be completed within 6 | ||||||
7 | months of first being employed by a nonpublic school and | ||||||
8 | renewed at least once every 5 years, unless required more | ||||||
9 | frequently by other State or federal law. If nonpublic | ||||||
10 | teachers, administrators, or school support personnel obtain | ||||||
11 | training from a public school district or nonpublic school | ||||||
12 | employer, the teacher, administrator, or school support | ||||||
13 | personnel may present documentation to the nonpublic school | ||||||
14 | showing current compliance with this subsection to satisfy the | ||||||
15 | requirement of receiving training within 6 months of first | ||||||
16 | being employed. must include the definitions of trauma, | ||||||
17 | trauma-responsive learning environments, and whole child set | ||||||
18 | forth in subsection (b) of Section 3-11 of this Code and | ||||||
19 | (c) (Blank). | ||||||
20 | (d) (Blank). | ||||||
21 | (e) (Blank). | ||||||
22 | (f) (Blank). | ||||||
23 | (g) (Blank). At least once every 2 years, a school board | ||||||
24 | shall conduct in-service training for all school district | ||||||
25 | employees on the methods to respond to trauma. The training | ||||||
26 | must include instruction on how to respond to an incident |
| |||||||
| |||||||
1 | involving life-threatening bleeding and, if applicable, how to | ||||||
2 | use a school's trauma kit. A school board may satisfy the | ||||||
3 | training requirements under this subsection by using the | ||||||
4 | training, including online training, available from the | ||||||
5 | American College of Surgeons or any other similar | ||||||
6 | organization. | ||||||
7 | School district employees who are trained to respond to | ||||||
8 | trauma pursuant to this subsection (g) shall be immune from | ||||||
9 | civil liability in the use of a trauma kit unless the action | ||||||
10 | constitutes willful or wanton misconduct. | ||||||
11 | (Source: P.A. 102-197, eff. 7-30-21; 102-638, eff. 1-1-23; | ||||||
12 | 102-813, eff. 5-13-22; 103-128, eff. 6-30-23; 103-413, eff. | ||||||
13 | 1-1-24; 103-542, eff. 7-1-24 (see Section 905 of P.A. 103-563 | ||||||
14 | for effective date of P.A. 103-542); revised 11-27-23.)
| ||||||
15 | (Text of Section after amendment by P.A. 103-41 ) | ||||||
16 | Sec. 10-22.39. In-service training programs. | ||||||
17 | (a) To conduct in-service training programs for teachers, | ||||||
18 | administrators, and school support personnel. | ||||||
19 | (b) In addition to other topics at in-service training | ||||||
20 | programs listed in this Section, teachers, administrators, and | ||||||
21 | school support personnel who work with pupils must be trained | ||||||
22 | in the following topics: health conditions of students; | ||||||
23 | social-emotional learning; developing cultural competency; | ||||||
24 | identifying warning signs of mental illness and suicidal | ||||||
25 | behavior in youth; domestic and sexual violence and the needs |
| |||||||
| |||||||
1 | of expectant and parenting youth; protections and | ||||||
2 | accommodations for students; educator ethics; responding to | ||||||
3 | child sexual abuse and grooming behavior; and effective | ||||||
4 | instruction in violence prevention and conflict resolution. | ||||||
5 | In-service training programs in these topics shall be credited | ||||||
6 | toward hours of professional development required for license | ||||||
7 | renewal as outlined in subsection (e) of Section 21B-45. | ||||||
8 | School support personnel may be exempt from in-service | ||||||
9 | training if the training is not relevant to the work they do. | ||||||
10 | Nurses and school nurses, as defined by Section 10-22.23, | ||||||
11 | are exempt from training required in subsection (b-5). | ||||||
12 | Beginning July 1, 2024, all teachers, administrators, and | ||||||
13 | school support personnel shall complete training as outlined | ||||||
14 | in Section 10-22.39 during an in-service training program | ||||||
15 | conducted by their school board or through other training | ||||||
16 | opportunities, including, but not limited to, institutes under | ||||||
17 | Section 3-11. Such training must be completed within 6 months | ||||||
18 | of employment by a school board and renewed at least once every | ||||||
19 | 5 years, unless required more frequently by other State or | ||||||
20 | federal law or in accordance with this Section. If teachers, | ||||||
21 | administrators, or school support personnel obtain training | ||||||
22 | outside of an in-service training program or from a previous | ||||||
23 | public school district or nonpublic school employer, they may | ||||||
24 | present documentation showing current compliance with this | ||||||
25 | subsection to satisfy the requirement of receiving training | ||||||
26 | within 6 months of first being employed. Training may be |
| |||||||
| |||||||
1 | delivered through online, asynchronous means. | ||||||
2 | (b-5) Training regarding health conditions of students for | ||||||
3 | staff required by this Section shall include, but is not | ||||||
4 | limited to: | ||||||
5 | (1) (Blank). Chronic health conditions of students. | ||||||
6 | (2) Anaphylactic reactions and management. Such | ||||||
7 | training shall be conducted by persons with expertise in | ||||||
8 | anaphylactic reactions and management. | ||||||
9 | (3) The management of asthma, the prevention of asthma | ||||||
10 | symptoms, and emergency response in the school setting. | ||||||
11 | (4) The basics of seizure recognition and first aid | ||||||
12 | and appropriate emergency protocols. Such training must be | ||||||
13 | fully consistent with the best practice guidelines issued | ||||||
14 | by the Centers for Disease Control and Prevention. | ||||||
15 | (5) The basics of diabetes care, how to identify when | ||||||
16 | a student with diabetes needs immediate or emergency | ||||||
17 | medical attention, and whom to contact in the case of an | ||||||
18 | emergency. | ||||||
19 | (6) Current best practices regarding the | ||||||
20 | identification and treatment of attention deficit | ||||||
21 | hyperactivity disorder. | ||||||
22 | (7) Instruction on how to respond to an incident | ||||||
23 | involving life-threatening bleeding and, if applicable, | ||||||
24 | how to use a school's trauma kit. Beginning with the | ||||||
25 | 2024-2025 school year, training on life-threatening | ||||||
26 | bleeding must be completed within 6 months of the employee |
| |||||||
| |||||||
1 | first being employed by a school board and renewed within | ||||||
2 | 2 years. Beginning with the 2027-2028 school year, the | ||||||
3 | training must be completed within 6 months of the employee | ||||||
4 | first being employed by a school board and renewed at | ||||||
5 | least once every 5 years thereafter. School district | ||||||
6 | employees who are trained to respond to trauma pursuant to | ||||||
7 | this subsection (b-5) shall be immune from civil liability | ||||||
8 | in the use of a trauma kit unless the action constitutes | ||||||
9 | willful or wanton misconduct. | ||||||
10 | In consultation with professional organizations with | ||||||
11 | expertise in student health issues, including, but not limited | ||||||
12 | to, asthma management, anaphylactic reactions, seizure | ||||||
13 | recognition, and diabetes care, the State Board of Education | ||||||
14 | shall make available resource materials for educating school | ||||||
15 | personnel about student health conditions and emergency | ||||||
16 | response in the school setting. | ||||||
17 | A school board may satisfy the life-threatening bleeding | ||||||
18 | training under this subsection by using the training, | ||||||
19 | including online training, available from the American College | ||||||
20 | of Surgeons or any other similar organization. | ||||||
21 | (b-10) The training regarding social-emotional learning , | ||||||
22 | for staff required by this Section may include, at a minimum, | ||||||
23 | providing education to all school personnel about the content | ||||||
24 | of the Illinois Social and Emotional Learning Standards, how | ||||||
25 | those standards apply to everyday school interactions, and | ||||||
26 | examples of how social emotional learning can be integrated |
| |||||||
| |||||||
1 | into instructional practices across all grades and subjects. | ||||||
2 | (b-15) The training regarding developing cultural | ||||||
3 | competency for staff required by this Section shall include, | ||||||
4 | but is not limited to, understanding and reducing implicit | ||||||
5 | bias, including implicit racial bias. As used in this | ||||||
6 | subsection, "implicit racial bias" has the meaning set forth | ||||||
7 | in Section 10-20.61. | ||||||
8 | (b-20) The training regarding identifying warning signs of | ||||||
9 | mental illness, trauma, and suicidal behavior in youth for | ||||||
10 | staff required by this Section shall include, but is not | ||||||
11 | limited to, appropriate intervention and referral techniques, | ||||||
12 | including resources and guidelines as outlined in Section | ||||||
13 | 2-3.166 , and must include the definitions of trauma, | ||||||
14 | trauma-responsive learning environments, and whole child set | ||||||
15 | forth in subsection (b) of Section 3-11 of this Code . | ||||||
16 | Illinois Mental Health First Aid training, established | ||||||
17 | under the Illinois Mental Health First Aid Training Act, may | ||||||
18 | satisfy the requirements of this subsection. | ||||||
19 | If teachers, administrators, or school support personnel | ||||||
20 | obtain mental health first aid training outside of an | ||||||
21 | in-service training program, they may present a certificate of | ||||||
22 | successful completion of the training to the school district | ||||||
23 | to satisfy the requirements of this subsection. Training | ||||||
24 | regarding the implementation of trauma-informed practices | ||||||
25 | under subsection (b) of Section 3-11 satisfies the | ||||||
26 | requirements of this subsection. |
| |||||||
| |||||||
1 | (b-25) As used in this subsection: | ||||||
2 | "Domestic violence" means abuse by a family or household | ||||||
3 | member, as "abuse" and "family or household members" are | ||||||
4 | defined in Section 103 of the Illinois Domestic Violence Act | ||||||
5 | of 1986. | ||||||
6 | "Sexual violence" means sexual assault, abuse, or stalking | ||||||
7 | of an adult or minor child proscribed in the Criminal Code of | ||||||
8 | 1961 or in Sections 11-1.20, 11-1.30, 11-1.40, 11-1.50, | ||||||
9 | 11-1.60, 12-7.3, 12-7.4, 12-7.5, 12-12, 12-13, 12-14, 12-14.1, | ||||||
10 | 12-15, and 12-16 of the Criminal Code of 2012, including | ||||||
11 | sexual violence committed by perpetrators who are strangers to | ||||||
12 | the victim and sexual violence committed by perpetrators who | ||||||
13 | are known or related by blood or marriage to the victim. | ||||||
14 | The training regarding domestic and sexual violence and | ||||||
15 | the needs of expectant and parenting youth for staff required | ||||||
16 | by this Section must be conducted by persons with expertise in | ||||||
17 | domestic and sexual violence and the needs of expectant and | ||||||
18 | parenting youth, and shall include, but is not limited to: | ||||||
19 | (1) communicating with and listening to youth victims | ||||||
20 | of domestic or sexual violence and expectant and parenting | ||||||
21 | youth; | ||||||
22 | (2) connecting youth victims of domestic or sexual | ||||||
23 | violence and expectant and parenting youth to appropriate | ||||||
24 | in-school services and other agencies, programs, and | ||||||
25 | services as needed; | ||||||
26 | (3) implementing the school district's policies, |
| |||||||
| |||||||
1 | procedures, and protocols with regard to such youth, | ||||||
2 | including confidentiality ; at . At a minimum, school | ||||||
3 | personnel must be trained to understand, provide | ||||||
4 | information and referrals, and address issues pertaining | ||||||
5 | to youth who are parents, expectant parents, or victims of | ||||||
6 | domestic or sexual violence; and | ||||||
7 | (4) procedures for responding to incidents of teen | ||||||
8 | dating violence that take place at the school, on school | ||||||
9 | grounds, at school-sponsored activities, or in vehicles | ||||||
10 | used for school-provided transportation as outlined in | ||||||
11 | Section 3.10 of the Critical Health Problems and | ||||||
12 | Comprehensive Health Education Act. | ||||||
13 | (b-30) The training regarding protections and | ||||||
14 | accommodations for students shall include, but is not limited | ||||||
15 | to, instruction on the federal Americans with Disabilities | ||||||
16 | Act, as it pertains to the school environment, and | ||||||
17 | homelessness. Beginning with the 2024-2025 school year, | ||||||
18 | training on homelessness must be completed within 6 months of | ||||||
19 | an employee first being employed by a school board and renewed | ||||||
20 | within 2 years. Beginning with the 2027-2028 school year, the | ||||||
21 | training must be completed within 6 months of the employee | ||||||
22 | first being employed by a school board and renewed at least | ||||||
23 | once every 5 years thereafter. Training on homelessness shall | ||||||
24 | include the following: | ||||||
25 | (1) the definition of homeless children and youths | ||||||
26 | under 42 U.S.C. 11434a; |
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1 | (2) the signs of homelessness and housing insecurity; | ||||||
2 | (3) the rights of students experiencing homelessness | ||||||
3 | under State and federal law; | ||||||
4 | (4) the steps to take when a homeless or | ||||||
5 | housing-insecure student is identified; and | ||||||
6 | (5) the appropriate referral techniques, including the | ||||||
7 | name and contact number of the school or school district | ||||||
8 | homeless liaison. | ||||||
9 | School boards may work with a community-based organization | ||||||
10 | that specializes in working with homeless children and youth | ||||||
11 | to develop and provide the training. | ||||||
12 | (b-35) The training regarding educator ethics and | ||||||
13 | responding to child sexual abuse and grooming behavior shall | ||||||
14 | include, but is not limited to, teacher-student conduct, | ||||||
15 | school employee-student conduct, and evidence-informed | ||||||
16 | training on preventing, recognizing, reporting, and responding | ||||||
17 | to child sexual abuse and grooming as outlined in Section | ||||||
18 | 10-23.13. | ||||||
19 | (b-40) The training regarding effective instruction in | ||||||
20 | violence prevention and conflict resolution required by this | ||||||
21 | Section shall be conducted in accordance with the requirements | ||||||
22 | of Section 27-23.4. | ||||||
23 | (b-45) (c) Beginning July 1, 2024, all nonpublic | ||||||
24 | elementary and secondary school teachers, administrators, and | ||||||
25 | school support personnel shall complete the training set forth | ||||||
26 | in subsection (b-5). Training must be completed within 6 |
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1 | months of first being employed by a nonpublic school and | ||||||
2 | renewed at least once every 5 years, unless required more | ||||||
3 | frequently by other State or federal law. If nonpublic | ||||||
4 | teachers, administrators, or school support personnel obtain | ||||||
5 | training from a public school district or nonpublic school | ||||||
6 | employer, the teacher, administrator, or school support | ||||||
7 | personnel may present documentation to the nonpublic school | ||||||
8 | showing current compliance with this subsection to satisfy the | ||||||
9 | requirement of receiving training within 6 months of first | ||||||
10 | being employed. must include the definitions of trauma, | ||||||
11 | trauma-responsive learning environments, and whole child set | ||||||
12 | forth in subsection (b) of Section 3-11 of this Code and | ||||||
13 | (c) (Blank). | ||||||
14 | (d) (Blank). | ||||||
15 | (e) (Blank). | ||||||
16 | (f) (Blank). | ||||||
17 | (g) (Blank). At least once every 2 years, a school board | ||||||
18 | shall conduct in-service training for all school district | ||||||
19 | employees on the methods to respond to trauma. The training | ||||||
20 | must include instruction on how to respond to an incident | ||||||
21 | involving life-threatening bleeding and, if applicable, how to | ||||||
22 | use a school's trauma kit. A school board may satisfy the | ||||||
23 | training requirements under this subsection by using the | ||||||
24 | training, including online training, available from the | ||||||
25 | American College of Surgeons or any other similar | ||||||
26 | organization. |
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1 | School district employees who are trained to respond to | ||||||
2 | trauma pursuant to this subsection (g) shall be immune from | ||||||
3 | civil liability in the use of a trauma kit unless the action | ||||||
4 | constitutes willful or wanton misconduct. | ||||||
5 | (h) (g) At least once every 2 years, a school board shall | ||||||
6 | conduct in-service training on homelessness for all school | ||||||
7 | personnel. The training shall include: | ||||||
8 | (1) the definition of homeless children and youth | ||||||
9 | under Section 11434a of Title 42 of the United States | ||||||
10 | Code; | ||||||
11 | (2) the signs of homelessness and housing insecurity; | ||||||
12 | (3) the rights of students experiencing homelessness | ||||||
13 | under State and federal law; | ||||||
14 | (4) the steps to take when a homeless or | ||||||
15 | housing-insecure student is identified; and | ||||||
16 | (5) the appropriate referral techniques, including the | ||||||
17 | name and contact number of the school or school district | ||||||
18 | homeless liaison. | ||||||
19 | A school board may work with a community-based | ||||||
20 | organization that specializes in working with homeless | ||||||
21 | children and youth to develop and provide the training. | ||||||
22 | (Source: P.A. 102-197, eff. 7-30-21; 102-638, eff. 1-1-23; | ||||||
23 | 102-813, eff. 5-13-22; 103-41, eff. 8-20-24; 103-128, eff. | ||||||
24 | 6-30-23; 103-413, eff. 1-1-24; 103-542, eff. 7-1-24 (see | ||||||
25 | Section 905 of P.A. 103-563 for effective date of P.A. | ||||||
26 | 103-542); revised 11-27-23.)
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1 | (105 ILCS 5/34-18.82) | ||||||
2 | Sec. 34-18.82. Trauma kit ; trauma response training . | ||||||
3 | (a) In this Section, "trauma kit" means a first aid | ||||||
4 | response kit that contains, at a minimum, all of the | ||||||
5 | following: | ||||||
6 | (1) One tourniquet endorsed by the Committee on | ||||||
7 | Tactical Combat Casualty Care. | ||||||
8 | (2) One compression bandage. | ||||||
9 | (3) One hemostatic bleeding control dressing endorsed | ||||||
10 | by the Committee on Tactical Combat Casualty Care. | ||||||
11 | (4) Protective gloves and a marker. | ||||||
12 | (5) Scissors. | ||||||
13 | (6) Instructional documents developed by the Stop the | ||||||
14 | Bleed national awareness campaign of the United States | ||||||
15 | Department of Homeland Security or the American College of | ||||||
16 | Surgeons' Committee on Trauma, or both. | ||||||
17 | (7) Any other medical materials or equipment similar | ||||||
18 | to those described in paragraphs (1) through (3) or any | ||||||
19 | other items that (i) are approved by a local law | ||||||
20 | enforcement agency or first responders, (ii) can | ||||||
21 | adequately treat a traumatic injury, and (iii) can be | ||||||
22 | stored in a readily available kit. | ||||||
23 | (b) The school district may maintain an on-site trauma kit | ||||||
24 | at each school for bleeding emergencies. | ||||||
25 | (c) Products purchased for the trauma kit, including those |
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1 | products endorsed by the Committee on Tactical Combat Casualty | ||||||
2 | Care, shall, whenever possible, be manufactured in the United | ||||||
3 | States. | ||||||
4 | (d) (Blank). At least once every 2 years, the board shall | ||||||
5 | conduct in-service training for all school district employees | ||||||
6 | on the methods to respond to trauma. The training must include | ||||||
7 | instruction on how to respond to an incident involving | ||||||
8 | life-threatening bleeding and, if applicable, how to use a | ||||||
9 | school's trauma kit. The board may satisfy the training | ||||||
10 | requirements under this subsection by using the training, | ||||||
11 | including online training, available from the American College | ||||||
12 | of Surgeons or any other similar organization. | ||||||
13 | School district employees who are trained to respond to | ||||||
14 | trauma pursuant to this subsection (d) shall be immune from | ||||||
15 | civil liability in the use of a trauma kit unless the action | ||||||
16 | constitutes willful or wanton misconduct. | ||||||
17 | (Source: P.A. 103-128, eff. 6-30-23.)
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18 | Section 95. No acceleration or delay. Where this Act makes | ||||||
19 | changes in a statute that is represented in this Act by text | ||||||
20 | that is not yet or no longer in effect (for example, a Section | ||||||
21 | represented by multiple versions), the use of that text does | ||||||
22 | not accelerate or delay the taking effect of (i) the changes | ||||||
23 | made by this Act or (ii) provisions derived from any other | ||||||
24 | Public Act.
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25 | Section 99. Effective date. This Act takes effect January |
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