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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 
55-2 and 10-22.24b as follows:

6 (105 ILCS 5/5-2) (from Ch. 122, par. 5-2)
7 Sec. 5-2. Governing board. 
8 (a) Except as otherwise provided in subsection (b), the 
9school business of all school townships having school trustees 
10shall be transacted by three trustees, as provided in this 
11Article 5. 
12 (b) (Blank). This subsection (b) applies only to the 
13trustees of schools of Township 38 North, Range 12 East. The 
14school business of the township shall be transacted by 4 
15trustees elected by the qualified voters of the township, as 
16provided in this Article 5, and 3 trustees appointed by the 
17school districts within the township, as provided in this 
18subsection (b). An elected trustee and an appointed trustee 
19may represent the same school district. Any trustee, whether 
20elected or appointed, may serve as an officer of the trustees 
21of schools.
22 The 3 trustees to be appointed shall each be appointed for 
23a term of one year as follows:
 
 
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1  (1) The school boards of Argo Community High School 
2 District 217, Summit School District 104, Willow Springs 
3 School District 108, and Indian Springs School District 
4 109 shall collectively appoint one school board member as 
5 a trustee through a nomination process and by a majority 
6 vote or by consensus among the school boards. A trustee 
7 appointed under this paragraph (1) may be reappointed for 
8 a second term as provided under this paragraph (1). After 
9 the appointed term or reappointed term of the trustee 
10 expires, the school boards shall appoint a successor 
11 trustee pursuant to this paragraph (1).
12  (2) The school boards of Western Springs School 
13 District 101, La Grange School District 102, Lyons School 
14 District 103, La Grange School District 105 South, 
15 LaGrange Highlands School District 106, and Pleasantdale 
16 School District 107 shall collectively appoint one school 
17 board member as a trustee through a nomination process and 
18 by a majority vote or by consensus among the school 
19 boards. A trustee appointed under this paragraph (2) may 
20 be reappointed for a second term as provided under this 
21 paragraph (2). After the appointed term or reappointed 
22 term of the trustee expires, the school boards shall 
23 appoint a successor trustee pursuant to this paragraph 
24 (2).
25  (3) Each year, among the school board presidents of 
26 the school districts within the township, one school board 
 
 
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1 president shall be selected through a nomination process 
2 and by a majority vote to appoint a trustee. If no 
3 president of a school board is nominated, another officer 
4 of one of the school boards may be nominated. For the 
5 even-numbered year term, a trustee appointed under this 
6 paragraph (3) must be from a feeder elementary school 
7 district for Argo Community High School District 217, and, 
8 for the odd-numbered year term, a trustee appointed under 
9 this paragraph (3) must be from a feeder elementary school 
10 district for Lyons Township High School District 204.
11 (c) The trustees shall be a body politic and corporate, by 
12the name of "trustees of schools of township No. ...., range 
13No. ....," according to the number, or in case of school 
14townships created from two or more congressional townships, 
15such name shall be "trustees of .... township .... county, 
16Illinois." Such corporation shall have perpetual existence, 
17with power to sue and be sued, and to plead and be impleaded, 
18in all courts and places where judicial proceedings are had.
19(Source: P.A. 102-924, eff. 5-27-22; 103-790, eff. 8-9-24.)

20 (105 ILCS 5/10-22.24b)
21 Sec. 10-22.24b. School counseling services. School 
22counseling services in public schools may be provided by 
23school counselors as defined in Section 10-22.24a of this Code 
24or by individuals who hold a Professional Educator License 
25with a school support personnel endorsement in the area of 
 
 
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1school counseling under Section 21B-25 of this Code.
2 School counseling services may include, but are not 
3limited to:
4  (1) designing and delivering a comprehensive school 
5 counseling program through a standards-based, 
6 data-informed program that promotes student achievement 
7 and wellness;
8  (2) (blank);
9  (3) school counselors working as culturally skilled 
10 professionals who act sensitively to promote social 
11 justice and equity in a pluralistic society;
12  (4) providing individual and group counseling;
13  (5) providing a core counseling curriculum that serves 
14 all students and addresses the knowledge and skills 
15 appropriate to their developmental level through a 
16 collaborative model of delivery involving the school 
17 counselor, classroom teachers, and other appropriate 
18 education professionals, and including prevention and 
19 pre-referral activities;
20  (6) making referrals when necessary to appropriate 
21 offices or outside agencies;
22  (7) providing college and career development 
23 activities and counseling;
24  (8) developing individual career plans with students, 
25 which includes planning for post-secondary education, as 
26 appropriate, and engaging in related and relevant career 
 
 
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1 and technical education coursework in high school;
2  (9) assisting all students with a college or 
3 post-secondary education plan, which must include a 
4 discussion on all post-secondary education options, 
5 including 4-year colleges or universities, community 
6 colleges, and vocational schools, and includes planning 
7 for post-secondary education, as appropriate, and engaging 
8 in related and relevant career and technical education 
9 coursework in high school;
10  (10) (blank);
11  (11) educating all students on scholarships, financial 
12 aid, and preparation of the Federal Application for 
13 Federal Student Aid;
14  (12) collaborating with institutions of higher 
15 education and local community colleges so that students 
16 understand post-secondary education options and are ready 
17 to transition successfully;
18  (13) providing crisis intervention and contributing to 
19 the development of a specific crisis plan within the 
20 school setting in collaboration with multiple 
21 stakeholders;
22  (14) providing educational opportunities for students, 
23 teachers, and parents on mental health issues;
24  (15) providing counseling and other resources to 
25 students who are in crisis;
26  (16) working to address barriers that prohibit or 
 
 
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1 limit access to mental health services;
2  (17) addressing bullying and conflict resolution with 
3 all students;
4  (18) teaching communication skills and helping 
5 students develop positive relationships;
6  (19) using culturally sensitive skills in working with 
7 all students to promote wellness;
8  (20) working to address the needs of all students 
9 without with regard to citizenship status;
10  (21) (blank);;
11  (22) providing academic, social-emotional, and college 
12 and career supports to all students irrespective of 
13 special education or Section 504 status;
14  (23) assisting students in goal setting and success 
15 skills for classroom behavior, study skills, test 
16 preparation, internal motivation, and intrinsic rewards;
17  (24) (blank);;
18  (25) providing information for all students in the 
19 selection of courses that will lead to post-secondary 
20 education opportunities toward a successful career;
21  (26) interpreting achievement test results and guiding 
22 students in appropriate directions;
23  (27) (blank);
24  (28) providing families with opportunities for 
25 education and counseling as appropriate in relation to the 
26 student's educational assessment;
 
 
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1  (29) consulting and collaborating with teachers and 
2 other school personnel regarding behavior management and 
3 intervention plans and inclusion in support of students;
4  (30) teaming and partnering with staff, parents, 
5 businesses, and community organizations to support student 
6 achievement and social-emotional learning standards for 
7 all students;
8  (31) developing and implementing school-based 
9 prevention programs, including, but not limited to, 
10 mediation and violence prevention, implementing social and 
11 emotional education programs and services, and 
12 establishing and implementing bullying prevention and 
13 intervention programs;
14  (32) developing culturally sensitive assessment 
15 instruments for measuring school counseling prevention and 
16 intervention effectiveness and collecting, analyzing, and 
17 interpreting data;
18  (33) participating on school and district committees 
19 to advocate for student programs and resources, as well as 
20 establishing a school counseling advisory council that 
21 includes representatives of key stakeholders selected to 
22 review and advise on the implementation of the school 
23 counseling program;
24  (34) acting as a liaison between the public schools 
25 and community resources and building relationships with 
26 important stakeholders, such as families, administrators, 
 
 
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1 teachers, and board members;
2  (35) maintaining organized, clear, and useful records 
3 in a confidential manner consistent with Section 5 of the 
4 Illinois School Student Records Act, the Family 
5 Educational Rights and Privacy Act, and the Health 
6 Insurance Portability and Accountability Act;
7  (36) presenting an annual agreement to the 
8 administration, including a formal discussion of the 
9 alignment of school and school counseling program missions 
10 and goals and detailing specific school counselor 
11 responsibilities;
12  (37) identifying and implementing culturally sensitive 
13 measures of success for student competencies in each of 
14 the 3 domains of academic, social and emotional, and 
15 college and career learning based on planned and periodic 
16 assessment of the comprehensive developmental school 
17 counseling program;
18  (38) collaborating as a team member in Multi-Tiered 
19 Systems of Support and other school initiatives;
20  (39) conducting observations and participating in 
21 recommendations or interventions regarding the placement 
22 of children in educational programs or special education 
23 classes;
24  (40) analyzing data and results of school counseling 
25 program assessments, including curriculum, small-group, 
26 and closing-the-gap results reports, and designing 
 
 
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1 strategies to continue to improve program effectiveness;
2  (41) analyzing data and results of school counselor 
3 competency assessments;
4  (42) following American School Counselor Association 
5 Ethical Standards for School Counselors to demonstrate 
6 high standards of integrity, leadership, and 
7 professionalism;
8  (43) using student competencies to assess student 
9 growth and development to inform decisions regarding 
10 strategies, activities, and services that help students 
11 achieve the highest academic level possible;
12  (44) practicing as a culturally skilled school 
13 counselor by infusing the multicultural competencies 
14 within the role of the school counselor, including the 
15 practice of culturally sensitive attitudes and beliefs, 
16 knowledge, and skills;
17  (45) infusing the Social-Emotional Standards, as 
18 presented in the State Board of Education standards, 
19 across the curriculum and in the counselor's role in ways 
20 that empower and enable students to achieve academic 
21 success across all grade levels;
22  (46) providing services only in areas in which the 
23 school counselor has appropriate training or expertise, as 
24 well as only providing counseling or consulting services 
25 within his or her employment to any student in the 
26 district or districts which employ such school counselor, 
 
 
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1 in accordance with professional ethics;
2  (47) having adequate training in supervision knowledge 
3 and skills in order to supervise school counseling interns 
4 enrolled in graduate school counselor preparation programs 
5 that meet the standards established by the State Board of 
6 Education;
7  (48) being involved with State and national 
8 professional associations;
9  (49) complete the required training as outlined in 
10 Section 10-22.39;
11  (50) (blank);
12  (51) (blank);
13  (52) (blank);
14  (53) (blank); 
15  (54) (blank); and
16  (55) promoting career and technical education by 
17 assisting each student to determine an appropriate 
18 postsecondary plan based upon the student's skills, 
19 strengths, and goals and assisting the student to 
20 implement the best practices that improve career or 
21 workforce readiness after high school. 
22 School districts may employ a sufficient number of school 
23counselors to maintain the national and State recommended 
24student-counselor ratio of 250 to 1. School districts may have 
25school counselors spend at least 80% of his or her work time in 
26direct contact with students.
 
 
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