Bill Text: IL HR0077 | 2021-2022 | 102nd General Assembly | Introduced
Bill Title: States that education support professionals in public schools should be treated with the same respect, recognition, value, and standards as teachers. Urges the General Assembly to seek solutions via study and legislation that include, but are not limited to, legislated salary parity, quality professional development and training, and mandated access to health benefits for all education support professionals.
Spectrum: Partisan Bill (Democrat 3-0)
Status: (Passed) 2021-04-23 - Resolution Adopted 099-000-000 [HR0077 Detail]
Download: Illinois-2021-HR0077-Introduced.html
| |||||||
| |||||||
| |||||||
1 | HOUSE RESOLUTION
| ||||||
2 | WHEREAS, Education Support Professionals (ESPs) are the | ||||||
3 | backbone of Pre-K through 12 public education and also work in | ||||||
4 | higher education institutions; more than half a million | ||||||
5 | Education Support Professional members across the country take | ||||||
6 | care of our children every day; they ensure all students have | ||||||
7 | the tools they need to succeed in our schools, classrooms, and | ||||||
8 | higher education institutions; ESPs are comprised of nine | ||||||
9 | career families working in clerical services, custodial and | ||||||
10 | maintenance services, food services, health and student | ||||||
11 | services, security services, skilled trades, technical | ||||||
12 | services, and transportation services and as paraeducators; | ||||||
13 | ESPs are not treated, respected, nor valued the same as | ||||||
14 | teachers; and
| ||||||
15 | WHEREAS, ESPs interact daily with students, parents, and | ||||||
16 | staff; responsibilities include, but are not limited to, | ||||||
17 | processing and maintaining vital, confidential data and | ||||||
18 | student records; and
| ||||||
19 | WHEREAS, ESPs keep schools open, operational, safe, | ||||||
20 | accessible, and clean for students, staff, and the community | ||||||
21 | at all times; they are responsible for ensuring proper indoor | ||||||
22 | air quality and for complying with ROE state regulations and | ||||||
23 | federal OSHA standards for safety operations in the school |
| |||||||
| |||||||
1 | buildings; and
| ||||||
2 | WHEREAS, ESPs ensure that students have access to safe and | ||||||
3 | nutritious meals and ensure that school districts are | ||||||
4 | complying with the federal free and reduced meal guidelines; | ||||||
5 | and
| ||||||
6 | WHEREAS, ESPs perform a wide variety of health assistance | ||||||
7 | that improves and protects student health and welfare; their | ||||||
8 | responsibilities include, but are not limited to, traditional | ||||||
9 | tasks of providing first aid, monitoring immunizations, | ||||||
10 | conducting health screenings, and assisting sick and injured | ||||||
11 | children; ESPs also provide education that encourages students | ||||||
12 | to maintain good health independently; and
| ||||||
13 | WHEREAS, ESPs perform professional responsibilities that | ||||||
14 | contribute directly to student achievement by providing direct | ||||||
15 | services to students and their families, including academic, | ||||||
16 | social emotional, behavioral, English as a second language, | ||||||
17 | special education, and medical and life skills support for | ||||||
18 | general education to ensure all students receive fair and | ||||||
19 | equitable educational opportunities; and
| ||||||
20 | WHEREAS, ESPs have a clear understanding of not only | ||||||
21 | security techniques but also the unique nature of the school | ||||||
22 | population with whom they work; on a broader level, they are |
| |||||||
| |||||||
1 | active in designing and implementing security policies and | ||||||
2 | crisis response plans; and
| ||||||
3 | WHEREAS, ESPs maintain and improve the physical quality of | ||||||
4 | school buildings, offices, and facilities; they work behind | ||||||
5 | the scenes to repair, maintain, and operate machinery that is | ||||||
6 | essential to the smooth functioning of the school; and
| ||||||
7 | WHEREAS, ESPs lead the effort to maintain high standards | ||||||
8 | of technology and communication in our schools; they install, | ||||||
9 | repair, and upgrade computers and networks that enable the | ||||||
10 | timely communication of essential information between parents, | ||||||
11 | school district employees, and students; and
| ||||||
12 | WHEREAS, ESPs transport students to and from school | ||||||
13 | safely, and an ESP is the first people to greet each student in | ||||||
14 | the morning and last to say goodbye as they return home; ESPs | ||||||
15 | operate and maintain all of a school system's vehicles; in | ||||||
16 | addition to driving, often in bad weather or heavy traffic, | ||||||
17 | they are responsible for first aid and emergency evacuation | ||||||
18 | procedures, student conduct and discipline, and the safe | ||||||
19 | transportation of students with special needs; all employees | ||||||
20 | in a district's transportation department stay up-to-date on | ||||||
21 | new safety requirements, regulations, and policies; and
| ||||||
22 | WHEREAS, The starting salaries of ESPs begin at $10.00 per |
| |||||||
| |||||||
1 | hour for the 2020-2021 school year in the state of Illinois | ||||||
2 | according to the ISBE Non-certified Salary Study; ESPs also | ||||||
3 | often do not qualify for health benefits or use most or all of | ||||||
4 | their wages to pay for health benefits; some ESPs earn at or | ||||||
5 | near poverty level and qualify for government assistance; many | ||||||
6 | ESPs must work more than one job to provide for their families; | ||||||
7 | therefore, be it
| ||||||
8 | RESOLVED, BY THE HOUSE OF REPRESENTATIVES OF THE ONE | ||||||
9 | HUNDRED SECOND GENERAL ASSEMBLY OF THE STATE OF ILLINOIS, that | ||||||
10 | Education Support Professionals in public schools should be | ||||||
11 | treated with the same respect, recognition, value, and | ||||||
12 | standards as teachers and should no longer be second class | ||||||
13 | citizens within the ranks of public education; these | ||||||
14 | professionals provide invaluable services to school | ||||||
15 | communities; and be it further
| ||||||
16 | RESOLVED, That we urge the General Assembly to seek | ||||||
17 | solutions via study and legislation that include, but are not | ||||||
18 | limited to, legislated salary parity, quality professional | ||||||
19 | development and training, and mandated access to health | ||||||
20 | benefits for all education support professionals.
|