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

NOTE: For additional amemendments please see the Bill Drafting List
Bill Title: SCH CD-SPECIAL ED SERVICES

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

Download: Illinois-2019-HB3586-Senate_Amendment_001.html

Sen. David Koehler

Filed: 5/16/2019

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1
AMENDMENT TO HOUSE BILL 3586
2 AMENDMENT NO. ______. Amend House Bill 3586 as follows:
3on page 1, line 5, after "14-8.02f", by inserting the
4following:
5"and by adding Section 14-8.02g"; and
6on page 8, line 8, by replacing "5" with "3 5"; and
7on page 8, by replacing lines 10 through 24 with the following:
8"meeting to review a child's individualized education program,
9or as soon as possible if an individualized education program
10meeting is scheduled within 3 school days with the written
11consent of the child's parent or guardian, the local education
12agency must provide the child's parent or guardian with copies
13of all written material that will be considered by the
14individualized education program team at the meeting so that
15the parent or guardian may participate in the meeting as a

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1fully-informed team member. The written material must include,
2but is not limited to, all evaluations and collected data that
3will be considered at the meeting and, for a child who already
4has an individualized education program, a copy of all
5individualized education program components that will be
6discussed by the individualized education program team, other
7than the components related to the educational and related
8service minutes proposed for the child and the child's
9educational placement. as soon as"; and
10on page 11, immediately below line 6, by inserting the
11following:
12 "(105 ILCS 5/14-8.02g new)
13 Sec. 14-8.02g. Response to scientific, research-based
14intervention.
15 (a) In this Section, "response to scientific,
16research-based intervention" or "multi-tiered systems of
17support" means a tiered process of school support that utilizes
18differentiated instructional strategies for students, provides
19students with scientific, research-based interventions,
20continuously monitors student performance using
21scientifically, research-based progress monitoring
22instruments, and makes educational decisions based on a
23student's response to the interventions. Response to
24scientific, research-based intervention or multi-tiered

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1systems of support use a problem-solving method to define the
2problem, analyze the problem using data to determine why there
3is a discrepancy between what is expected and what is
4occurring, establish one or more student performance goals,
5develop an intervention plan to address the performance goals,
6and delineate how the student's progress will be monitored and
7how implementation integrity will be ensured.
8 (b) A school district must utilize response to scientific,
9research-based intervention or multi-tiered systems of support
10as part of an evaluation procedure to determine if a child is
11eligible for special education services due to a specific
12learning disability. A school district may utilize the data
13generated during the response to scientific, research-based
14intervention or multi-tiered systems of support process in an
15evaluation to determine if a child is eligible for special
16education services due to any category of disability.
17 (c) The response to scientific, research-based
18intervention or multi-tiered systems of support process must
19involve a collaborative team approach, with the parent or
20guardian of a student being part of the collaborative team. The
21parent or guardian of a student must be involved in the data
22sharing and decision-making processes of support under this
23Section. The State Board of Education may provide guidance to a
24school district and identify available resources related to
25facilitating parental or guardian participation in the
26response to scientific, research-based intervention or

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1multi-tiered systems of support process.
2 (d) Nothing in this Section affects the responsibility of a
3school district to identify, locate, and evaluate children with
4disabilities who are in need of special education services in
5accordance with the federal Individuals with Disabilities
6Education Improvement Act of 2004, this Code, or any applicable
7federal or State rules."; and
8on page 13, by replacing lines 24 and 25 with the following:
9 "Section 99. Effective date. This Act takes effect upon
10becoming law.".
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