Bill Text: IL HB3652 | 2019-2020 | 101st General Assembly | Enrolled

Bill Title: Amends the School Code. Provides that, in assisting all students with a college or post-secondary education plan, a school counselor must include a discussion on all post-secondary education options, including 4-year colleges or universities, community colleges, and vocational schools. Effective immediately.

Spectrum: Moderate Partisan Bill (Democrat 12-3)

Status: (Enrolled) 2019-06-20 - Sent to the Governor [HB3652 Detail]

Download: Illinois-2019-HB3652-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 Section
510-22.24b as follows:
6 (105 ILCS 5/10-22.24b)
7 Sec. 10-22.24b. School counseling services. School
8counseling services in public schools may be provided by school
9counselors as defined in Section 10-22.24a of this Code or by
10individuals who hold a Professional Educator License with a
11school support personnel endorsement in the area of school
12counseling under Section 21B-25 of this Code.
13 School counseling services may include, but are not limited
15 (1) designing and delivering a comprehensive school
16 counseling program that promotes student achievement and
17 wellness;
18 (2) incorporating the common core language into the
19 school counselor's work and role;
20 (3) school counselors working as culturally skilled
21 professionals who act sensitively to promote social
22 justice and equity in a pluralistic society;
23 (4) providing individual and group counseling;

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1 (5) providing a core counseling curriculum that serves
2 all students and addresses the knowledge and skills
3 appropriate to their developmental level through a
4 collaborative model of delivery involving the school
5 counselor, classroom teachers, and other appropriate
6 education professionals, and including prevention and
7 pre-referral activities;
8 (6) making referrals when necessary to appropriate
9 offices or outside agencies;
10 (7) providing college and career development
11 activities and counseling;
12 (8) developing individual career plans with students;
13 (9) assisting all students with a college or
14 post-secondary education plan, which must include a
15 discussion on all post-secondary education options,
16 including 4-year colleges or universities, community
17 colleges, and vocational schools;
18 (10) intentionally addressing the career and college
19 needs of first generation students;
20 (11) educating all students on scholarships, financial
21 aid, and preparation of the Federal Application for Federal
22 Student Aid;
23 (12) collaborating with institutions of higher
24 education and local community colleges so that students
25 understand post-secondary education options and are ready
26 to transition successfully;

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1 (13) providing crisis intervention and contributing to
2 the development of a specific crisis plan within the school
3 setting in collaboration with multiple stakeholders;
4 (14) educating students, teachers, and parents on
5 anxiety, depression, cutting, and suicide issues and
6 intervening with students who present with these issues;
7 (15) providing counseling and other resources to
8 students who are in crisis;
9 (16) providing resources for those students who do not
10 have access to mental health services;
11 (17) addressing bullying and conflict resolution with
12 all students;
13 (18) teaching communication skills and helping
14 students develop positive relationships;
15 (19) using culturally-sensitive skills in working with
16 all students to promote wellness;
17 (20) addressing the needs of undocumented students in
18 the school, as well as students who are legally in the
19 United States, but whose parents are undocumented;
20 (21) contributing to a student's functional behavioral
21 assessment, as well as assisting in the development of
22 non-aversive behavioral intervention strategies;
23 (22) (i) assisting students in need of special
24 education services by implementing the academic supports
25 and social-emotional and college or career development
26 counseling services or interventions per a student's

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1 individualized education program (IEP); (ii) participating
2 in or contributing to a student's IEP and completing a
3 social-developmental history; or (iii) providing services
4 to a student with a disability under the student's IEP or
5 federal Section 504 plan, as recommended by the student's
6 IEP team or Section 504 plan team and in compliance with
7 federal and State laws and rules governing the provision of
8 educational and related services and school-based
9 accommodations to students with disabilities and the
10 qualifications of school personnel to provide such
11 services and accommodations;
12 (23) assisting in the development of a personal
13 educational plan with each student;
14 (24) educating students on dual credit and learning
15 opportunities on the Internet;
16 (25) providing information for all students in the
17 selection of courses that will lead to post-secondary
18 education opportunities toward a successful career;
19 (26) interpreting achievement test results and guiding
20 students in appropriate directions;
21 (27) counseling with students, families, and teachers,
22 in compliance with federal and State laws;
23 (28) providing families with opportunities for
24 education and counseling as appropriate in relation to the
25 student's educational assessment;
26 (29) consulting and collaborating with teachers and

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1 other school personnel regarding behavior management and
2 intervention plans and inclusion in support of students;
3 (30) teaming and partnering with staff, parents,
4 businesses, and community organizations to support student
5 achievement and social-emotional learning standards for
6 all students;
7 (31) developing and implementing school-based
8 prevention programs, including, but not limited to,
9 mediation and violence prevention, implementing social and
10 emotional education programs and services, and
11 establishing and implementing bullying prevention and
12 intervention programs;
13 (32) developing culturally-sensitive assessment
14 instruments for measuring school counseling prevention and
15 intervention effectiveness and collecting, analyzing, and
16 interpreting data;
17 (33) participating on school and district committees
18 to advocate for student programs and resources, as well as
19 establishing a school counseling advisory council that
20 includes representatives of key stakeholders selected to
21 review and advise on the implementation of the school
22 counseling program;
23 (34) acting as a liaison between the public schools and
24 community resources and building relationships with
25 important stakeholders, such as families, administrators,
26 teachers, and board members;

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1 (35) maintaining organized, clear, and useful records
2 in a confidential manner consistent with Section 5 of the
3 Illinois School Student Records Act, the Family
4 Educational Rights and Privacy Act, and the Health
5 Insurance Portability and Accountability Act;
6 (36) presenting an annual agreement to the
7 administration, including a formal discussion of the
8 alignment of school and school counseling program missions
9 and goals and detailing specific school counselor
10 responsibilities;
11 (37) identifying and implementing culturally-sensitive
12 measures of success for student competencies in each of the
13 3 domains of academic, social and emotional, and college
14 and career learning based on planned and periodic
15 assessment of the comprehensive developmental school
16 counseling program;
17 (38) collaborating as a team member in Response to
18 Intervention (RtI) and other school initiatives;
19 (39) conducting observations and participating in
20 recommendations or interventions regarding the placement
21 of children in educational programs or special education
22 classes;
23 (40) analyzing data and results of school counseling
24 program assessments, including curriculum, small-group,
25 and closing-the-gap results reports, and designing
26 strategies to continue to improve program effectiveness;

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1 (41) analyzing data and results of school counselor
2 competency assessments;
3 (42) following American School Counselor Association
4 Ethical Standards for School Counselors to demonstrate
5 high standards of integrity, leadership, and
6 professionalism;
7 (43) knowing and embracing common core standards by
8 using common core language;
9 (44) practicing as a culturally-skilled school
10 counselor by infusing the multicultural competencies
11 within the role of the school counselor, including the
12 practice of culturally-sensitive attitudes and beliefs,
13 knowledge, and skills;
14 (45) infusing the Social-Emotional Standards, as
15 presented in the State Board of Education standards, across
16 the curriculum and in the counselor's role in ways that
17 empower and enable students to achieve academic success
18 across all grade levels;
19 (46) providing services only in areas in which the
20 school counselor has appropriate training or expertise, as
21 well as only providing counseling or consulting services
22 within his or her employment to any student in the district
23 or districts which employ such school counselor, in
24 accordance with professional ethics;
25 (47) having adequate training in supervision knowledge
26 and skills in order to supervise school counseling interns

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1 enrolled in graduate school counselor preparation programs
2 that meet the standards established by the State Board of
3 Education;
4 (48) being involved with State and national
5 professional associations;
6 (49) participating, at least once every 2 years, in an
7 in-service training program for school counselors
8 conducted by persons with expertise in domestic and sexual
9 violence and the needs of expectant and parenting youth,
10 which shall include training concerning (i) communicating
11 with and listening to youth victims of domestic or sexual
12 violence and expectant and parenting youth, (ii)
13 connecting youth victims of domestic or sexual violence and
14 expectant and parenting youth to appropriate in-school
15 services and other agencies, programs, and services as
16 needed, and (iii) implementing the school district's
17 policies, procedures, and protocols with regard to such
18 youth, including confidentiality; at a minimum, school
19 personnel must be trained to understand, provide
20 information and referrals, and address issues pertaining
21 to youth who are parents, expectant parents, or victims of
22 domestic or sexual violence;
23 (50) participating, at least every 2 years, in an
24 in-service training program for school counselors
25 conducted by persons with expertise in anaphylactic
26 reactions and management;

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1 (51) participating, at least once every 2 years, in an
2 in-service training on educator ethics, teacher-student
3 conduct, and school employee-student conduct for all
4 personnel;
5 (52) participating, in addition to other topics at
6 in-service training programs, in training to identify the
7 warning signs of mental illness and suicidal behavior in
8 adolescents and teenagers and learning appropriate
9 intervention and referral techniques;
10 (53) obtaining training to have a basic knowledge of
11 matters relating to acquired immunodeficiency syndrome
12 (AIDS), including the nature of the disease, its causes and
13 effects, the means of detecting it and preventing its
14 transmission, and the availability of appropriate sources
15 of counseling and referral and any other information that
16 may be appropriate considering the age and grade level of
17 the pupils; the school board shall supervise such training
18 and the State Board of Education and the Department of
19 Public Health shall jointly develop standards for such
20 training; and
21 (54) participating in mandates from the State Board of
22 Education for bullying education and social-emotional
23 literary.
24 School districts may employ a sufficient number of school
25counselors to maintain the national and State recommended
26student-counselor ratio of 250 to 1. School districts may have

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1school counselors spend at least 80% of his or her work time in
2direct contact with students.
3 Nothing in this Section prohibits other qualified
4professionals, including other endorsed school support
5personnel, from providing the services listed in this Section.
6(Source: P.A. 98-918, eff. 8-15-14; 99-276, eff. 8-5-15.)
7 Section 99. Effective date. This Act takes effect upon
8becoming law.