Bill Text: IL HB3690 | 2023-2024 | 103rd General Assembly | Introduced

NOTE: There are more recent revisions of this legislation. Read Latest Draft

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Bill Title: In provisions concerning in-service training, provides that the training program shall cover teachers, administrators, and school support personnel (instead of teachers). Provides that teachers, administrators, and school support personnel must be trained in the following topics: health conditions of students; social-emotional learning; developing cultural competency; identifying warning signs of mental illness and suicidal behavior in youth; domestic and sexual violence and the needs of expectant and parenting youth; protections and accommodations for students; educator ethics; responding to child sexual abuse and grooming behavior; and effective instruction in violence prevention and conflict resolution. Sets forth further requirements for the training and exemptions. Removes other specified training in the training program. Amends various other Articles of the School Code, the Critical Health Problems and Comprehensive Health Education Act, the Care of Students with Diabetes Act, and the Seizure Smart School Act to make conforming changes. In provisions concerning the administration of opioid antagonists, removes provisions concerning annual training and requiring proof of cardiopulmonary resuscitation and automated external defibrillator certification to administer opioid antagonists. Makes other changes.

Spectrum: Partisan Bill (Democrat 11-0)

Status: (Passed) 2023-08-11 - Public Act . . . . . . . . . 103-0542 [HB3690 Detail]

Download: Illinois-2023-HB3690-Introduced.html

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103RD GENERAL ASSEMBLY State of Illinois 2023 and 2024 HB3690 Introduced , by Rep. Michelle Mussman SYNOPSIS AS INTRODUCED:
See Index
Amends the School Boards Article of the School Code. In provisions concerning in-service training, provides that the training program shall cover professional educator licensees, educational support personnel, and non-licensed school personnel (instead of teachers) Provides that professional educator licensees, educational support personnel, and non-licensed school personnel who work with pupils must be trained in the following topics at least once every 5 years: prevalent health conditions of students, social-emotional learning practices and standards, developing cultural competency, identifying warning signs of mental illness, trauma, and suicidal behavior in youth, domestic and sexual violence and the needs of expectant and parenting youth, working with exceptional students, educator ethics, and child sexual abuse and grooming behavior. Sets forth requirements regarding the contents of the training, and resources available. Amends the Educator Licensure Article of the School Code. Provides that beginning July 1, 2024, all educators shall be required to complete the previously specified training at least once each 5-year renewal cycle. Amends various other Article of the School Code, the Critical Health Problems and Comprehensive Health Education Act, the Care of Students with Diabetes Act, and the Seizure Smart School Act to make conforming changes. Makes other changes.
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A BILL FOR
HB3690 LRB103 29661 RJT 56063 b
AN ACT concerning education.
Be it enacted by the People of the State of Illinois,
represented in the General Assembly:
Section 5. The School Code is amended by changing Sections
3-11, 10-20.36, 10-20.61, 10-22.24b, 10-22.34, 10-22.39,
10-23.12, 21B-25, 21B-45, 22-30, 27-23.4, 27-23.6, 27-23.10,
and 34-18.25 as follows:
(105 ILCS 5/3-11) (from Ch. 122, par. 3-11)
Sec. 3-11. Institutes or inservice training workshops. In
counties of less than 2,000,000 inhabitants, the regional
superintendent may arrange for or conduct district, regional,
or county institutes, or equivalent professional educational
experiences, not more than 4 days annually. Of those 4 days, 2
days may be used as a professional educator licensee,
educational support personnel, and non-licensed school
personnel teacher's and educational support personnel
workshop, when approved by the regional superintendent, up to
2 days may be used for conducting parent-teacher conferences,
or up to 2 days may be utilized as parental institute days as
provided in Section 10-22.18d. Educational support personnel
and non-licensed school personnel may be exempt from a
workshop if the workshop is not relevant to the work they do. A
school district may use one of its 4 institute days on the last

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day of the school term. "Institute" or "Professional
educational experiences" means any educational gathering,
demonstration of methods of instruction, visitation of schools
or other institutions or facilities, sexual abuse and sexual
assault awareness seminar, or training in First Aid (which may
include cardiopulmonary resuscitation or defibrillator
training) held or approved by the regional superintendent and
declared by him to be an institute day, or parent-teacher
conferences. With the concurrence of the State Superintendent
of Education, they he or she may employ such assistance as is
necessary to conduct the institute. Two or more adjoining
counties may jointly hold an institute. Institute instruction
shall be free to holders of licenses good in the county or
counties holding the institute and to those who have paid an
examination fee and failed to receive a license.
In counties of 2,000,000 or more inhabitants, the regional
superintendent may arrange for or conduct district, regional,
or county inservice training workshops, or equivalent
professional educational experiences, not more than 4 days
annually. Of those 4 days, 2 days may be used as a professional
educator licensee, educational support personnel, and
non-licensed school personnel teacher's and educational
support personnel workshop, when approved by the regional
superintendent, up to 2 days may be used for conducting
parent-teacher conferences, or up to 2 days may be utilized as
parental institute days as provided in Section 10-22.18d.

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Educational support personnel and non-licensed school
personnel may be exempt from a workshop if the workshop is not
relevant to the work they do. A school district may use one of
those 4 days on the last day of the school term. "Inservice
Training Workshops" or "Professional educational experiences"
means any educational gathering, demonstration of methods of
instruction, visitation of schools or other institutions or
facilities, sexual abuse and sexual assault awareness seminar,
or training in First Aid (which may include cardiopulmonary
resuscitation or defibrillator training) held or approved by
the regional superintendent and declared by them him to be an
inservice training workshop, or parent-teacher conferences.
With the concurrence of the State Superintendent of Education,
he may employ such assistance as is necessary to conduct the
inservice training workshop. With the approval of the regional
superintendent, 2 or more adjoining districts may jointly hold
an inservice training workshop. In addition, with the approval
of the regional superintendent, one district may conduct its
own inservice training workshop with subject matter
consultants requested from the county, State or any State
institution of higher learning.
Such teachers institutes as referred to in this Section
may be held on consecutive or separate days at the option of
the regional superintendent having jurisdiction thereof.
Whenever reference is made in this Act to "teachers
institute", it shall be construed to include the inservice

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training workshops or equivalent professional educational
experiences provided for in this Section.
Any institute advisory committee existing on April 1,
1995, is dissolved and the duties and responsibilities of the
institute advisory committee are assumed by the regional
office of education advisory board.
Districts providing inservice training programs shall
constitute inservice committees, 1/2 of which shall be
teachers, 1/4 school service personnel and 1/4 administrators
to establish program content and schedules.
In addition to other topics, the The teachers institutes
may shall include teacher training committed to prevalent
health conditions of students; social-emotional learning
practices and standards; developing cultural competency;
identifying warning signs of mental illness, trauma, and
suicidal behavior in youth; domestic and sexual violence, and
the needs of expectant and parenting youth; instruction on the
federal Americans with Disabilities Act as it pertains to the
school environment; educator ethics; and recognizing,
reporting, and responding to child sexual abuse and grooming
behavior, as outlined in Section 10-22.39 and 10-23.13.
Institute training workshops may satisfy Professional Educator
License renewal requirements as outlined in Section 21B-45 (i)
peer counseling programs and other anti-violence and conflict
resolution programs, including without limitation programs for
preventing at risk students from committing violent acts, and

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(ii) educator ethics and teacher-student conduct. Beginning
with the 2009-2010 school year, the teachers institutes shall
include instruction on prevalent student chronic health
conditions. Beginning with the 2016-2017 school year, the
teachers institutes shall include, at least once every 2
years, instruction on the federal Americans with Disabilities
Act as it pertains to the school environment.
(Source: P.A. 99-30, eff. 7-10-15; 99-616, eff. 7-22-16.)
(105 ILCS 5/10-20.36)
Sec. 10-20.36. Psychotropic or psychostimulant medication;
disciplinary action.
(a) In this Section:
"Psychostimulant medication" means medication that
produces increased levels of mental and physical energy and
alertness and an elevated mood by stimulating the central
nervous system.
"Psychotropic medication" means psychotropic medication as
defined in Section 1-121.1 of the Mental Health and
Developmental Disabilities Code.
(b) Each school board must adopt and implement a policy
that prohibits any disciplinary action that is based totally
or in part on the refusal of a student's parent or guardian to
administer or consent to the administration of psychotropic or
psychostimulant medication to the student.
The policy must require that, at least once every 2 years,

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the in-service training of certified school personnel and
administrators include training on current best practices
regarding the identification and treatment of attention
deficit disorder and attention deficit hyperactivity disorder,
the application of non-aversive behavioral interventions in
the school environment, and the use of psychotropic or
psychostimulant medication for school-age children.
(c) This Section does not prohibit school medical staff,
an individualized educational program team, or a qualified
professional worker (as defined in Section 14-1.10 of this
Code) from recommending that a student be evaluated by an
appropriate medical practitioner or prohibit school personnel
from consulting with the practitioner with the consent of the
student's parents or guardian.
(Source: P.A. 95-331, eff. 8-21-07.)
(105 ILCS 5/10-20.61)
Sec. 10-20.61. Implicit bias training.
(a) The General Assembly makes the following findings:
(1) implicit racial bias influences evaluations of and
behavior toward those who are the subject of the bias;
(2) understanding implicit racial bias is needed in
order to reduce that bias;
(3) marginalized students would benefit from having
access to educators who have worked to reduce their
biases; and

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(4) training that helps educators overcome implicit
racial bias has implication for classroom interactions,
student evaluation, and classroom engagement; it also
affects student academic self-concept.
(b) Professional educator licensees, educational support
personnel, and non-licensed school personnel shall complete
training Each school board shall require in-service training
for school personnel to include training to develop cultural
competency, including understanding and reducing implicit
racial bias as outlined in Section 10-22.39, 3-11, and 21B-45
in the School Code.
(c) As used in this Section, "implicit racial bias" means
a preference, positive or negative, for a racial or ethnic
group that operates outside of awareness. This bias has 3
different components: affective, behavioral, and cognitive.
(Source: P.A. 100-14, eff. 7-1-17; 100-863, eff. 8-14-18.)
(105 ILCS 5/10-22.24b)
Sec. 10-22.24b. School counseling services. School
counseling services in public schools may be provided by
school counselors as defined in Section 10-22.24a of this Code
or by individuals who hold a Professional Educator License
with a school support personnel endorsement in the area of
school counseling under Section 21B-25 of this Code.
School counseling services may include, but are not
limited to:

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(1) designing and delivering a comprehensive school
counseling program that promotes student achievement and
wellness;
(2) incorporating the common core language into the
school counselor's work and role;
(3) school counselors working as culturally skilled
professionals who act sensitively to promote social
justice and equity in a pluralistic society;
(4) providing individual and group counseling;
(5) providing a core counseling curriculum that serves
all students and addresses the knowledge and skills
appropriate to their developmental level through a
collaborative model of delivery involving the school
counselor, classroom teachers, and other appropriate
education professionals, and including prevention and
pre-referral activities;
(6) making referrals when necessary to appropriate
offices or outside agencies;
(7) providing college and career development
activities and counseling;
(8) developing individual career plans with students,
which includes planning for post-secondary education, as
appropriate, and engaging in related and relevant career
and technical education coursework in high school as
described in paragraph (55);
(9) assisting all students with a college or

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post-secondary education plan, which must include a
discussion on all post-secondary education options,
including 4-year colleges or universities, community
colleges, and vocational schools, and includes planning
for post-secondary education, as appropriate, and engaging
in related and relevant career and technical education
coursework in high school as described in paragraph (55);
(10) intentionally addressing the career and college
needs of first generation students;
(11) educating all students on scholarships, financial
aid, and preparation of the Federal Application for
Federal Student Aid;
(12) collaborating with institutions of higher
education and local community colleges so that students
understand post-secondary education options and are ready
to transition successfully;
(13) providing crisis intervention and contributing to
the development of a specific crisis plan within the
school setting in collaboration with multiple
stakeholders;
(14) educating students, teachers, and parents on
anxiety, depression, cutting, and suicide issues and
intervening with students who present with these issues;
(15) providing counseling and other resources to
students who are in crisis;
(16) providing resources for those students who do not

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have access to mental health services;
(17) addressing bullying and conflict resolution with
all students;
(18) teaching communication skills and helping
students develop positive relationships;
(19) using culturally sensitive culturally-sensitive
skills in working with all students to promote wellness;
(20) addressing the needs of undocumented students in
the school, as well as students who are legally in the
United States, but whose parents are undocumented;
(21) contributing to a student's functional behavioral
assessment, as well as assisting in the development of
non-aversive behavioral intervention strategies;
(22) (i) assisting students in need of special
education services by implementing the academic supports
and social-emotional and college or career development
counseling services or interventions per a student's
individualized education program (IEP); (ii) participating
in or contributing to a student's IEP and completing a
social-developmental history; or (iii) providing services
to a student with a disability under the student's IEP or
federal Section 504 plan, as recommended by the student's
IEP team or Section 504 plan team and in compliance with
federal and State laws and rules governing the provision
of educational and related services and school-based
accommodations to students with disabilities and the

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qualifications of school personnel to provide such
services and accommodations;
(23) assisting in the development of a personal
educational plan with each student;
(24) educating students on dual credit and learning
opportunities on the Internet;
(25) providing information for all students in the
selection of courses that will lead to post-secondary
education opportunities toward a successful career;
(26) interpreting achievement test results and guiding
students in appropriate directions;
(27) counseling with students, families, and teachers,
in compliance with federal and State laws;
(28) providing families with opportunities for
education and counseling as appropriate in relation to the
student's educational assessment;
(29) consulting and collaborating with teachers and
other school personnel regarding behavior management and
intervention plans and inclusion in support of students;
(30) teaming and partnering with staff, parents,
businesses, and community organizations to support student
achievement and social-emotional learning standards for
all students;
(31) developing and implementing school-based
prevention programs, including, but not limited to,
mediation and violence prevention, implementing social and

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emotional education programs and services, and
establishing and implementing bullying prevention and
intervention programs;
(32) developing culturally sensitive
culturally-sensitive assessment instruments for measuring
school counseling prevention and intervention
effectiveness and collecting, analyzing, and interpreting
data;
(33) participating on school and district committees
to advocate for student programs and resources, as well as
establishing a school counseling advisory council that
includes representatives of key stakeholders selected to
review and advise on the implementation of the school
counseling program;
(34) acting as a liaison between the public schools
and community resources and building relationships with
important stakeholders, such as families, administrators,
teachers, and board members;
(35) maintaining organized, clear, and useful records
in a confidential manner consistent with Section 5 of the
Illinois School Student Records Act, the Family
Educational Rights and Privacy Act, and the Health
Insurance Portability and Accountability Act;
(36) presenting an annual agreement to the
administration, including a formal discussion of the
alignment of school and school counseling program missions

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and goals and detailing specific school counselor
responsibilities;
(37) identifying and implementing culturally sensitive
culturally-sensitive measures of success for student
competencies in each of the 3 domains of academic, social
and emotional, and college and career learning based on
planned and periodic assessment of the comprehensive
developmental school counseling program;
(38) collaborating as a team member in Response to
Intervention (RtI) and other school initiatives;
(39) conducting observations and participating in
recommendations or interventions regarding the placement
of children in educational programs or special education
classes;
(40) analyzing data and results of school counseling
program assessments, including curriculum, small-group,
and closing-the-gap results reports, and designing
strategies to continue to improve program effectiveness;
(41) analyzing data and results of school counselor
competency assessments;
(42) following American School Counselor Association
Ethical Standards for School Counselors to demonstrate
high standards of integrity, leadership, and
professionalism;
(43) knowing and embracing common core standards by
using common core language;

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(44) practicing as a culturally skilled
culturally-skilled school counselor by infusing the
multicultural competencies within the role of the school
counselor, including the practice of culturally sensitive
culturally-sensitive attitudes and beliefs, knowledge, and
skills;
(45) infusing the Social-Emotional Standards, as
presented in the State Board of Education standards,
across the curriculum and in the counselor's role in ways
that empower and enable students to achieve academic
success across all grade levels;
(46) providing services only in areas in which the
school counselor has appropriate training or expertise, as
well as only providing counseling or consulting services
within his or her employment to any student in the
district or districts which employ such school counselor,
in accordance with professional ethics;
(47) having adequate training in supervision knowledge
and skills in order to supervise school counseling interns
enrolled in graduate school counselor preparation programs
that meet the standards established by the State Board of
Education;
(48) being involved with State and national
professional associations;
(49) participate in required training for licensure
renewal as outlined in Section 21B-45 participating, at

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least once every 2 years, in an in-service training
program for school counselors conducted by persons with
expertise in domestic and sexual violence and the needs of
expectant and parenting youth, which shall include
training concerning (i) communicating with and listening
to youth victims of domestic or sexual violence and
expectant and parenting youth, (ii) connecting youth
victims of domestic or sexual violence and expectant and
parenting youth to appropriate in-school services and
other agencies, programs, and services as needed, and
(iii) implementing the school district's policies,
procedures, and protocols with regard to such youth,
including confidentiality; at a minimum, school personnel
must be trained to understand, provide information and
referrals, and address issues pertaining to youth who are
parents, expectant parents, or victims of domestic or
sexual violence;
(50) participating, at least every 2 years, in an
in-service training program for school counselors
conducted by persons with expertise in anaphylactic
reactions and management;
(51) participating, at least once every 2 years, in an
in-service training on educator ethics, teacher-student
conduct, and school employee-student conduct for all
personnel;
(52) participating, in addition to other topics at

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in-service training programs, in training to identify the
warning signs of mental illness and suicidal behavior in
adolescents and teenagers and learning appropriate
intervention and referral techniques;
(53) obtaining training to have a basic knowledge of
matters relating to acquired immunodeficiency syndrome
(AIDS), including the nature of the disease, its causes
and effects, the means of detecting it and preventing its
transmission, and the availability of appropriate sources
of counseling and referral and any other information that
may be appropriate considering the age and grade level of
the pupils; the school board shall supervise such training
and the State Board of Education and the Department of
Public Health shall jointly develop standards for such
training;
(54) participating in mandates from the State Board of
Education for bullying education and social-emotional
literacy literary; and
(55) promoting career and technical education by
assisting each student to determine an appropriate
postsecondary plan based upon the student's skills,
strengths, and goals and assisting the student to
implement the best practices that improve career or
workforce readiness after high school.
School districts may employ a sufficient number of school
counselors to maintain the national and State recommended

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student-counselor ratio of 250 to 1. School districts may have
school counselors spend at least 80% of his or her work time in
direct contact with students.
Nothing in this Section prohibits other qualified
professionals, including other endorsed school support
personnel, from providing the services listed in this Section.
(Source: P.A. 101-290, eff. 8-9-19; 102-876, eff. 1-1-23;
revised 12-9-22.)
(105 ILCS 5/10-22.34) (from Ch. 122, par. 10-22.34)
Sec. 10-22.34. Nonlicensed personnel.
(a) School Boards may employ non-teaching personnel or
utilize volunteer personnel for: (1) non-teaching duties not
requiring instructional judgment or evaluation of pupils; and
(2) supervising study halls, long distance teaching reception
areas used incident to instructional programs transmitted by
electronic media such as computers, video, and audio, and
detention and discipline areas, and school-sponsored
extracurricular activities.
(b) School boards may further utilize volunteer
nonlicensed personnel or employ nonlicensed personnel to
assist in the instruction of pupils under the immediate
supervision of a teacher, holding a valid license, directly
engaged in teaching subject matter or conducting activities.
The teacher shall be continuously aware of the nonlicensed
persons' activities and shall be able to control or modify

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them. The State Board of Education, in consultation with the
State Educator Preparation and Licensure Board, shall
determine qualifications of such personnel and shall prescribe
rules for determining the duties and activities to be assigned
to such personnel. In the determination of qualifications of
such personnel, the State Board of Education shall accept
coursework earned in a recognized institution or from an
institution of higher learning accredited by the North Central
Association or other comparable regional accrediting
association and shall accept qualifications based on relevant
life experiences as determined by the State Board of Education
by rule.
(b-5) A school board may utilize volunteer personnel from
a regional School Crisis Assistance Team (S.C.A.T.), created
as part of the Safe to Learn Program established pursuant to
Section 25 of the Illinois Violence Prevention Act of 1995, to
provide assistance to schools in times of violence or other
traumatic incidents within a school community by providing
crisis intervention services to lessen the effects of
emotional trauma on individuals and the community. The School
Crisis Assistance Team Steering Committee shall determine the
qualifications for volunteers.
(c) School boards may also employ students holding a
bachelor's degree from a recognized institution of higher
learning as teaching interns when such students are enrolled
in a college or university internship program, which has prior

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approval by the State Board of Education, in consultation with
the State Educator Preparation and Licensure Board, leading to
a masters degree.
Regional offices of education have the authority to
initiate and collaborate with institutions of higher learning
to establish internship programs referenced in this subsection
(c). The State Board of Education has 90 days from receiving a
written proposal to establish the internship program to seek
the State Educator Preparation and Licensure Board's
consultation on the internship program. If the State Board of
Education does not consult the State Educator Preparation and
Licensure Board within 90 days, the regional office of
education may seek the State Educator Preparation and
Licensure Board's consultation without the State Board of
Education's approval.
(d) Nothing in this Section shall require constant
supervision of a student teacher enrolled in a student
teaching course at a college or university, provided such
activity has the prior approval of the representative of the
higher education institution and teaching plans have
previously been discussed with and approved by the supervising
teacher and further provided that such teaching is within
guidelines established by the State Board of Education in
consultation with the State Educator Preparation and Licensure
Board.
(e) Beginning July 1, 2024, all non-licensed personnel

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shall complete training as outlined in Section 10-22.39 within
6 months of employment for a school board. Training shall be
renewed at least once every 5 years. If non-licensed personnel
obtain training outside of an in-service training program or
from a previous employer, they may present documentation of
successful completion of the training to the school district
to satisfy the requirements of this subsection.
(Source: P.A. 102-894, eff. 5-20-22.)
(105 ILCS 5/10-22.39)
Sec. 10-22.39. In-service training programs.
(a) To conduct in-service training programs for teachers.
(b) In addition to other topics at in-service training
programs, professional educator licensees, educational support
personnel, and non-licensed school personnel who work with
pupils must be trained in the following topics at least once
every 5 years: prevalent health conditions of students,
social-emotional learning practices and standards, developing
cultural competency, identifying warning signs of mental
illness, trauma, and suicidal behavior in youth, domestic and
sexual violence and the needs of expectant and parenting
youth, working with exceptional students, educator ethics, and
child sexual abuse and grooming behavior. In-service training
programs may satisfy Professional Educator License renewal
requirements as outlined in Section 21B-45. at least once
every 2 years, licensed school personnel and administrators

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who work with pupils in kindergarten through grade 12 shall be
trained to identify the warning signs of mental illness,
trauma, and suicidal behavior in youth and shall be taught
appropriate intervention and referral techniques. A school
district may utilize the Illinois Mental Health First Aid
training program, established under the Illinois Mental Health
First Aid Training Act and administered by certified
instructors trained by a national association recognized as an
authority in behavioral health, to provide the training and
meet the requirements under this subsection. If licensed
school personnel or an administrator obtains mental health
first aid training outside of an in-service training program,
he or she may present a certificate of successful completion
of the training to the school district to satisfy the
requirements of this subsection.
Training regarding the implementation of trauma-informed
practices satisfies the requirements of this subsection (b).
A course of instruction as described in this subsection
(b) may provide information that is relevant to and within the
scope of the duties of licensed school personnel or school
administrators. Such information may include, but is not
limited to:
(1) the recognition of and care for trauma in students
and staff;
(2) the relationship between educator wellness and
student learning;

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(3) the effect of trauma on student behavior and
learning;
(4) the prevalence of trauma among students, including
the prevalence of trauma among student populations at
higher risk of experiencing trauma;
(5) the effects of implicit or explicit bias on
recognizing trauma among various student groups in
connection with race, ethnicity, gender identity, sexual
orientation, socio-economic status, and other relevant
factors; and
(6) effective district practices that are shown to:
(A) prevent and mitigate the negative effect of
trauma on student behavior and learning; and
(B) support the emotional wellness of staff.
Educational support personnel and non-licensed school
personnel may be exempt from in-service training if the
training is not relevant to the work they do.
School nurses, as defined by Section 10-22.33 of this
Code, are exempt from training required in subsection (b-5).
(b-5) The training regarding prevalent health conditions
of students for staff required by this Section shall include,
but is not limited to:
(1) Chronic health conditions of students.
(2) Anaphylactic reactions and management. Such
training shall be conducted by persons with expertise in
anaphylactic reactions and management.

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(3) The management of asthma, the prevention of asthma
symptoms, and emergency response in the school setting.
(4) The basics of seizure recognition and first aid
and appropriate emergency protocols. Such training must be
fully consistent with the best practice guidelines issued
by the Centers for Disease Control and Prevention.
(5) The basics of diabetes care, how to identify when
a student with diabetes needs immediate or emergency
medical attention, and whom to contact in the case of an
emergency.
In consultation with professional organizations with
expertise in student health issues, including but not limited
to, asthma management, anaphylactic reactions, seizure
recognition, and diabetes care, the State Board of Education
shall make available resource materials for educating school
personnel about student health conditions and emergency
response in the school setting.
(b-10) The training regarding social-emotional learning
practices and standards for staff required by this Section may
include, but is not limited to:
(1) helping students recognize and manage their
emotions;
(2) demonstrating caring and concern for others;
(3) establishing positive relationships;
(4) making responsible decisions;
(5) handling challenging situations constructively;

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(6) developing cultural sensitivity;
(7) setting goals; and,
(8) resisting peer pressure.
(b-15) In this subsection (b-15):
"Implicit racial bias" means a preference, positive or
negative, for a racial or ethnic group that operates outside
of awareness. This bias has 3 different components: affective,
behavioral, and cognitive.
The training regarding developing cultural competency for
staff required by this Section shall include, but is not
limited to understanding and reducing implicit bias.
(b-20) The training regarding identifying warning signs of
mental illness, trauma, and suicidal behavior in youth for
staff required by this Section shall include, but is not
limited to: appropriate intervention and referral techniques,
including resources and guidelines as outlined in Section
2-3.166.
Illinois Mental Health First Aid, established under the
Illinois Mental Health First Aid Training Act, may satisfy the
requirements of this subsection.
If professional educator licensees, educational support
personnel, or non-certified school personnel obtain mental
health first aid training outside of an in-service training
program, they may present a certificate of successful
completion of the training to the school district to satisfy
the requirements of this subsection. Training regarding the

HB3690 - 25 - LRB103 29661 RJT 56063 b
implementation of trauma-informed practices satisfies the
requirements of this subsection (b-20).
(b-25) The training regarding trauma-informed practices
for staff required by this Section may include, but is not
limited to:
(1) the recognition of and care for trauma in students
and staff;
(2) the relationship between staff wellness and
student learning;
(3) the effect of trauma on student behavior and
learning;
(4) the prevalence of trauma among students, including
the prevalence of trauma among student populations at
higher risk of experiencing trauma;
(5) the effects of implicit or explicit bias on
recognizing trauma among various student groups in
connection with race, ethnicity, gender identity, sexual
orientation, socio-economic status, and other relevant
factors; and
(6) effective district and school practices that are
shown to:
(A) prevent and mitigate the negative effect of
trauma on student behavior and learning; and
(B) support the emotional wellness of staff.
"Domestic violence" means abuse by a family or household
member, as "abuse" and "family or household members" are

HB3690 - 26 - LRB103 29661 RJT 56063 b
defined in Section 103 of the Illinois Domestic Violence Act
of 1986.
"Sexual violence" means sexual assault, abuse, or stalking
of an adult or minor child proscribed in the Criminal Code of
1961 or the Criminal Code of 2012 in Section 11-1.20, 11-1.30,
11-1.40, 11-1.50, 11-1.60, 12-7.3, 12-7.4, 12-7.5, 12-12,
12-13, 12-14, 12-14.1, 12-15, and 12-16, including sexual
violence committed by perpetrators who are strangers to the
victim and sexual violence committed by perpetrators who are
known or related by blood or marriage to the victim.
The training regarding domestic and sexual violence and
the needs of expectant and parenting youth for staff required
by this Section must be conducted by persons with expertise in
domestic and sexual violence and the needs of expectant and
parenting youth, and shall include, but is not limited to:
(1) communicating with and listening to youth victims
of domestic or sexual violence and expectant and parenting
youth;
(2) connecting youth victims of domestic or sexual
violence and expectant and parenting youth to appropriate
in-school services and other agencies, programs, and
services as needed, and
(3) implementing the school district's policies,
procedures, and protocols with regard to such youth,
including confidentiality. At a minimum, school personnel
must be trained to understand, provide information and

HB3690 - 27 - LRB103 29661 RJT 56063 b
referrals, and address issues pertaining to youth who are
parents, expectant parents, or victims of domestic or
sexual violence.
(b-35) The training regarding working with exceptional
students shall include, but is not limited to, instruction on
the federal Americans with Disabilities Act as it pertains to
the school environment, and current best practices regarding
the identification and treatment of attention deficit
hyperactivity disorder.
(b-40) The training regarding educator ethics shall
include, but is not limited to teacher-student conduct and
school employee-student conduct, and evidence-informed
training on preventing, recognizing, reporting, and responding
to child sexual abuse and grooming as outlined in Section
10-23.13.
(c) (Blank). School counselors, nurses, teachers and other
school personnel who work with pupils may be trained to have a
basic knowledge of matters relating to acquired
immunodeficiency syndrome (AIDS), including the nature of the
disease, its causes and effects, the means of detecting it and
preventing its transmission, and the availability of
appropriate sources of counseling and referral, and any other
information that may be appropriate considering the age and
grade level of such pupils. The School Board shall supervise
such training. The State Board of Education and the Department
of Public Health shall jointly develop standards for such

HB3690 - 28 - LRB103 29661 RJT 56063 b
training.
(d) (Blank). In this subsection (d):
"Domestic violence" means abuse by a family or household
member, as "abuse" and "family or household members" are
defined in Section 103 of the Illinois Domestic Violence Act
of 1986.
"Sexual violence" means sexual assault, abuse, or stalking
of an adult or minor child proscribed in the Criminal Code of
1961 or the Criminal Code of 2012 in Sections 11-1.20,
11-1.30, 11-1.40, 11-1.50, 11-1.60, 12-7.3, 12-7.4, 12-7.5,
12-12, 12-13, 12-14, 12-14.1, 12-15, and 12-16, including
sexual violence committed by perpetrators who are strangers to
the victim and sexual violence committed by perpetrators who
are known or related by blood or marriage to the victim.
At least once every 2 years, an in-service training
program for school personnel who work with pupils, including,
but not limited to, school and school district administrators,
teachers, school social workers, school counselors, school
psychologists, and school nurses, must be conducted by persons
with expertise in domestic and sexual violence and the needs
of expectant and parenting youth and shall include training
concerning (i) communicating with and listening to youth
victims of domestic or sexual violence and expectant and
parenting youth, (ii) connecting youth victims of domestic or
sexual violence and expectant and parenting youth to
appropriate in-school services and other agencies, programs,

HB3690 - 29 - LRB103 29661 RJT 56063 b
and services as needed, and (iii) implementing the school
district's policies, procedures, and protocols with regard to
such youth, including confidentiality. At a minimum, school
personnel must be trained to understand, provide information
and referrals, and address issues pertaining to youth who are
parents, expectant parents, or victims of domestic or sexual
violence.
(e) (Blank). At least every 2 years, an in-service
training program for school personnel who work with pupils
must be conducted by persons with expertise in anaphylactic
reactions and management.
(f) (Blank). At least once every 2 years, a school board
shall conduct in-service training on educator ethics,
teacher-student conduct, and school employee-student conduct
for all personnel.
(Source: P.A. 101-350, eff. 1-1-20; 102-197, eff. 7-30-21;
102-638, eff. 1-1-23; 102-813, eff. 5-13-22.)
(105 ILCS 5/10-23.12) (from Ch. 122, par. 10-23.12)
Sec. 10-23.12. Child abuse and neglect; detection,
reporting, and prevention; willful or negligent failure to
report.
(a) (Blank). To provide staff development for local school
site personnel who work with pupils in grades kindergarten
through 8 in the detection, reporting, and prevention of child
abuse and neglect.

HB3690 - 30 - LRB103 29661 RJT 56063 b
(b) (Blank). The Department of Children and Family
Services may, in cooperation with school officials, distribute
appropriate materials in school buildings listing the
toll-free telephone number established in Section 7.6 of the
Abused and Neglected Child Reporting Act, including methods of
making a report under Section 7 of the Abused and Neglected
Child Reporting Act, to be displayed in a clearly visible
location in each school building.
(c) Except for an employee licensed under Article 21B of
this Code, if a school board determines that any school
district employee has willfully or negligently failed to
report an instance of suspected child abuse or neglect, as
required by the Abused and Neglected Child Reporting Act, then
the school board may dismiss that employee immediately upon
that determination. For purposes of this subsection (c),
negligent failure to report an instance of suspected child
abuse or neglect occurs when a school district employee
personally observes an instance of suspected child abuse or
neglect and reasonably believes, in his or her professional or
official capacity, that the instance constitutes an act of
child abuse or neglect under the Abused and Neglected Child
Reporting Act, and he or she, without willful intent, fails to
immediately report or cause a report to be made of the
suspected abuse or neglect to the Department of Children and
Family Services, as required by the Abused and Neglected Child
Reporting Act.

HB3690 - 31 - LRB103 29661 RJT 56063 b
(Source: P.A. 100-413, eff. 1-1-18; 100-468, eff. 6-1-18;
101-531, eff. 8-23-19.)
(105 ILCS 5/21B-25)
Sec. 21B-25. Endorsement on licenses. All licenses issued
under paragraph (1) of Section 21B-20 of this Code shall be
specifically endorsed by the State Board of Education for each
content area, school support area, and administrative area for
which the holder of the license is qualified. Recognized
institutions approved to offer educator preparation programs
shall be trained to add endorsements to licenses issued to
applicants who meet all of the requirements for the
endorsement or endorsements, including passing any required
tests. The State Superintendent of Education shall randomly
audit institutions to ensure that all rules and standards are
being followed for entitlement or when endorsements are being
recommended.
(1) The State Board of Education, in consultation with
the State Educator Preparation and Licensure Board, shall
establish, by rule, the grade level and subject area
endorsements to be added to the Professional Educator
License. These rules shall outline the requirements for
obtaining each endorsement.
(2) In addition to any and all grade level and content
area endorsements developed by rule, the State Board of
Education, in consultation with the State Educator

HB3690 - 32 - LRB103 29661 RJT 56063 b
Preparation and Licensure Board, shall develop the
requirements for the following endorsements:
(A) (Blank).
(B) Principal endorsement. A principal endorsement
shall be affixed to a Professional Educator License of
any holder who qualifies by having all of the
following:
(i) Successful completion of a principal
preparation program approved in accordance with
Section 21B-60 of this Code and any applicable
rules.
(ii) At least 4 total years of teaching or 4
total years of working in the capacity of school
support personnel in an Illinois public school or
nonpublic school recognized by the State Board of
Education, in a school under the supervision of
the Department of Corrections, or in an
out-of-state public school or out-of-state
nonpublic school meeting out-of-state recognition
standards comparable to those approved by the
State Superintendent of Education; however, the
State Board of Education, in consultation with the
State Educator Preparation and Licensure Board,
shall allow, by rules, for fewer than 4 years of
experience based on meeting standards set forth in
such rules, including without limitation a review

HB3690 - 33 - LRB103 29661 RJT 56063 b
of performance evaluations or other evidence of
demonstrated qualifications.
(iii) A master's degree or higher from a
regionally accredited college or university.
(C) Chief school business official endorsement. A
chief school business official endorsement shall be
affixed to the Professional Educator License of any
holder who qualifies by having a master's degree or
higher, 2 years of full-time administrative experience
in school business management or 2 years of
university-approved practical experience, and a
minimum of 24 semester hours of graduate credit in a
program approved by the State Board of Education for
the preparation of school business administrators and
by passage of the applicable State tests. The chief
school business official endorsement may also be
affixed to the Professional Educator License of any
holder who qualifies by having a master's degree in
business administration, finance, accounting, or
public administration and who completes an additional
6 semester hours of internship in school business
management from a regionally accredited institution of
higher education and passes the applicable State
tests. This endorsement shall be required for any
individual employed as a chief school business
official.

HB3690 - 34 - LRB103 29661 RJT 56063 b
(D) Superintendent endorsement. A superintendent
endorsement shall be affixed to the Professional
Educator License of any holder who has completed a
program approved by the State Board of Education for
the preparation of superintendents of schools, has had
at least 2 years of experience employed full-time in a
general administrative position or as a full-time
principal, director of special education, or chief
school business official in the public schools or in a
State-recognized nonpublic school in which the chief
administrator is required to have the licensure
necessary to be a principal in a public school in this
State and where a majority of the teachers are
required to have the licensure necessary to be
instructors in a public school in this State, and has
passed the required State tests; or of any holder who
has completed a program that is not an
Illinois-approved educator preparation program at an
Illinois institution of higher education and that has
recognition standards comparable to those approved by
the State Superintendent of Education and holds the
general administrative, principal, or chief school
business official endorsement and who has had 2 years
of experience as a principal, director of special
education, or chief school business official while
holding a valid educator license or certificate

HB3690 - 35 - LRB103 29661 RJT 56063 b
comparable in validity and educational and experience
requirements and has passed the appropriate State
tests, as provided in Section 21B-30 of this Code. The
superintendent endorsement shall allow individuals to
serve only as a superintendent or assistant
superintendent.
(E) Teacher leader endorsement. It shall be the
policy of this State to improve the quality of
instructional leaders by providing a career pathway
for teachers interested in serving in leadership
roles, but not as principals. The State Board of
Education, in consultation with the State Educator
Preparation and Licensure Board, may issue a teacher
leader endorsement under this subdivision (E). Persons
who meet and successfully complete the requirements of
the endorsement shall be issued a teacher leader
endorsement on the Professional Educator License for
serving in schools in this State. Teacher leaders may
qualify to serve in such positions as department
chairs, coaches, mentors, curriculum and instruction
leaders, or other leadership positions as defined by
the district. The endorsement shall be available to
those teachers who (i) hold a Professional Educator
License, (ii) hold a master's degree or higher from a
regionally accredited institution, (iii) have
completed a program of study that has been approved by

HB3690 - 36 - LRB103 29661 RJT 56063 b
the State Board of Education, in consultation with the
State Educator Preparation and Licensure Board, and
(iv) have successfully demonstrated competencies as
defined by rule.
A teacher who meets the requirements set forth in
this Section and holds a teacher leader endorsement
may evaluate teachers pursuant to Section 24A-5 of
this Code, provided that the individual has completed
the evaluation component required by Section 24A-3 of
this Code and a teacher leader is allowed to evaluate
personnel under the respective school district's
collective bargaining agreement.
The State Board of Education, in consultation with
the State Educator Preparation and Licensure Board,
may adopt such rules as may be necessary to establish
and implement the teacher leader endorsement program
and to specify the positions for which this
endorsement shall be required.
(F) Special education endorsement. A special
education endorsement in one or more areas shall be
affixed to a Professional Educator License for any
individual that meets those requirements established
by the State Board of Education in rules. Special
education endorsement areas shall include without
limitation the following:
(i) Learning Behavior Specialist I;

HB3690 - 37 - LRB103 29661 RJT 56063 b
(ii) Learning Behavior Specialist II;
(iii) Speech Language Pathologist;
(iv) Blind or Visually Impaired;
(v) Deaf-Hard of Hearing;
(vi) Early Childhood Special Education; and
(vii) Director of Special Education.
Notwithstanding anything in this Code to the contrary,
the State Board of Education, in consultation with the
State Educator Preparation and Licensure Board, may
add additional areas of special education by rule.
(G) School support personnel endorsement. School
support personnel endorsement areas shall include, but
are not limited to, school counselor, marriage and
family therapist, school psychologist, school speech
and language pathologist, school nurse, and school
social worker. This endorsement is for individuals who
are not teachers or administrators, but still require
licensure to work in an instructional support position
in a public or State-operated elementary school,
secondary school, or cooperative or joint agreement
with a governing body or board of control or a charter
school operating in compliance with the Charter
Schools Law. The school support personnel endorsement
shall be affixed to the Professional Educator License
and shall meet all of the requirements established in
any rules adopted to implement this subdivision (G).

HB3690 - 38 - LRB103 29661 RJT 56063 b
The holder of such an endorsement is entitled to all of
the rights and privileges granted holders of any other
Professional Educator License, including teacher
benefits, compensation, and working conditions.
Beginning July 1, 2024, individuals holding a school
support personnel endorsement shall complete training
as outlined in subsection (d-5) of Section 21B-45
(Source: P.A. 100-13, eff. 7-1-17; 100-267, eff. 8-22-17;
100-288, eff. 8-24-17; 100-596, eff. 7-1-18; 100-780, eff.
1-1-19; 100-863, eff. 8-14-18; 101-81, eff. 7-12-19; 101-220,
eff. 8-7-19.)
(105 ILCS 5/21B-45)
Sec. 21B-45. Professional Educator License renewal.
(a) Individuals holding a Professional Educator License
are required to complete the licensure renewal requirements as
specified in this Section, unless otherwise provided in this
Code.
Individuals holding a Professional Educator License shall
meet the renewal requirements set forth in this Section,
unless otherwise provided in this Code. If an individual holds
a license endorsed in more than one area that has different
renewal requirements, that individual shall follow the renewal
requirements for the position for which he or she spends the
majority of his or her time working.
(b) All Professional Educator Licenses not renewed as

HB3690 - 39 - LRB103 29661 RJT 56063 b
provided in this Section shall lapse on September 1 of that
year. Notwithstanding any other provisions of this Section, if
a license holder's electronic mail address is available, the
State Board of Education shall send him or her notification
electronically that his or her license will lapse if not
renewed, to be sent no more than 6 months prior to the license
lapsing. Lapsed licenses may be immediately reinstated upon
(i) payment to the State Board of Education by the applicant of
a $50 penalty or (ii) the demonstration of proficiency by
completing 9 semester hours of coursework from a regionally
accredited institution of higher education in the content area
that most aligns with one or more of the educator's
endorsement areas. Any and all back fees, including without
limitation registration fees owed from the time of expiration
of the license until the date of reinstatement, shall be paid
and kept in accordance with the provisions in Article 3 of this
Code concerning an institute fund and the provisions in
Article 21B of this Code concerning fees and requirements for
registration. Licenses not registered in accordance with
Section 21B-40 of this Code shall lapse after a period of 6
months from the expiration of the last year of registration or
on January 1 of the fiscal year following initial issuance of
the license. An unregistered license is invalid after
September 1 for employment and performance of services in an
Illinois public or State-operated school or cooperative and in
a charter school. Any license or endorsement may be

HB3690 - 40 - LRB103 29661 RJT 56063 b
voluntarily surrendered by the license holder. A voluntarily
surrendered license shall be treated as a revoked license. An
Educator License with Stipulations with only a
paraprofessional endorsement does not lapse.
(c) From July 1, 2013 through June 30, 2014, in order to
satisfy the requirements for licensure renewal provided for in
this Section, each professional educator licensee with an
administrative endorsement who is working in a position
requiring such endorsement shall complete one Illinois
Administrators' Academy course, as described in Article 2 of
this Code, per fiscal year.
(c-5) All licenses issued by the State Board of Education
under this Article that expire on June 30, 2020 and have not
been renewed by the end of the 2020 renewal period shall be
extended for one year and shall expire on June 30, 2021.
(d) Beginning July 1, 2014, in order to satisfy the
requirements for licensure renewal provided for in this
Section, each professional educator licensee may create a
professional development plan each year. The plan shall
address one or more of the endorsements that are required of
his or her educator position if the licensee is employed and
performing services in an Illinois public or State-operated
school or cooperative. If the licensee is employed in a
charter school, the plan shall address that endorsement or
those endorsements most closely related to his or her educator
position. Licensees employed and performing services in any

HB3690 - 41 - LRB103 29661 RJT 56063 b
other Illinois schools may participate in the renewal
requirements by adhering to the same process.
Except as otherwise provided in this Section, the
licensee's professional development activities shall align
with one or more of the following criteria:
(1) activities are of a type that engages engage
participants over a sustained period of time allowing for
analysis, discovery, and application as they relate to
student learning, social or emotional achievement, or
well-being;
(2) professional development aligns to the licensee's
performance;
(3) outcomes for the activities must relate to student
growth or district improvement;
(4) activities align to State-approved standards; and
(5) higher education coursework.
(d-5) Beginning July 1, 2024, in order to satisfy the
requirements for licensure renewal provided for in this
Section, each professional educator licensee must complete the
following training as outlined in Section 10-22.39, at least
once per 5-year renewal cycle:
(1) prevalent health conditions of students;
(2) social-emotional learning practices and standards;
(3) developing cultural competency;
(4) identifying warning signs of mental illness and
suicidal behavior in youth, and appropriate intervention

HB3690 - 42 - LRB103 29661 RJT 56063 b
and referral techniques;
(5) implementation of trauma-informed practices;
(6) domestic and sexual violence, and the needs of
expectant and parenting youth;
(7) working with exceptional students; and
(8) educator ethics and evidence-informed training on
preventing, recognizing, reporting, and responding to
child sexual abuse and grooming behavior.
For a licensees first full 5-year renewal cycle, the
licensee shall complete the required training in prevalent
health conditions, domestic and sexual violence, and warning
signs of mental illness and suicidal behavior within 3 months
of working in a position that requires the professional
educator license
(e) For each renewal cycle, each professional educator
licensee shall engage in professional development activities.
Prior to renewal, the licensee shall enter electronically into
the Educator Licensure Information System (ELIS) the name,
date, and location of the activity, the number of professional
development hours, and the provider's name. The following
provisions shall apply concerning professional development
activities:
(1) Each licensee shall complete a total of 120 hours
of professional development per 5-year renewal cycle in
order to renew the license, except as otherwise provided
in this Section. Required training outlined in subsection

HB3690 - 43 - LRB103 29661 RJT 56063 b
(d-5) shall be credited toward the total hours required to
renew the license.
(2) Beginning with his or her first full 5-year cycle,
any licensee with an administrative endorsement who is not
working in a position requiring such endorsement is not
required to complete Illinois Administrators' Academy
courses, as described in Article 2 of this Code. Such
licensees must complete one Illinois Administrators'
Academy course within one year after returning to a
position that requires the administrative endorsement.
(3) Any licensee with an administrative endorsement
who is working in a position requiring such endorsement or
an individual with a Teacher Leader endorsement serving in
an administrative capacity at least 50% of the day shall
complete one Illinois Administrators' Academy course, as
described in Article 2 of this Code, each fiscal year in
addition to 100 hours of professional development per
5-year renewal cycle in accordance with this Code.
Required training outlined in subsection (d-5) shall be
credited toward the total hours required to renew the
license. However, for the 2021-2022 school year only, a
licensee under this paragraph (3) is not required to
complete an Illinois Administrators' Academy course.
(4) Any licensee holding a current National Board for
Professional Teaching Standards (NBPTS) master teacher
designation shall complete a total of 60 hours of

HB3690 - 44 - LRB103 29661 RJT 56063 b
professional development per 5-year renewal cycle in order
to renew the license. Required training outlined in
subsection (d-5) shall be credited toward the total hours
required to renew the license.
(5) Licensees working in a position that does not
require educator licensure or working in a position for
less than 50% for any particular year are considered to be
exempt and shall be required to pay only the registration
fee in order to renew and maintain the validity of the
license.
(6) Licensees who are retired and qualify for benefits
from a State of Illinois retirement system shall be listed
as retired, and the license shall be maintained in retired
status. For any renewal cycle in which a licensee retires
during the renewal cycle, the licensee must complete
professional development activities on a prorated basis
depending on the number of years during the renewal cycle
the educator held an active license. Required training
outlined in subsection (d-5) shall be credited toward the
total hours required to renew the license. If a licensee
retires during a renewal cycle, the license status must be
updated using ELIS indicating that the licensee wishes to
maintain the license in retired status and the licensee
must show proof of completion of professional development
activities, complete required training outlined in
subsection (d-5), on a prorated basis for all years of

HB3690 - 45 - LRB103 29661 RJT 56063 b
that renewal cycle for which the license was active. An
individual with a license in retired status shall not be
required to complete professional development activities
until returning to a position that requires educator
licensure. Upon returning to work in a position that
requires the Professional Educator License, the license
status shall immediately be updated using ELIS and the
licensee shall complete renewal requirements for that
year. A retired teacher, even if returning to a position
that requires educator licensure, shall not be required to
pay registration fees. A license in retired status cannot
lapse. Beginning on January 6, 2017 (the effective date of
Public Act 99-920) through December 31, 2017, any licensee
who has retired and whose license has lapsed for failure
to renew as provided in this Section may reinstate that
license and maintain it in retired status upon providing
proof to the State Board of Education using ELIS that the
licensee is retired and is not working in a position that
requires a Professional Educator License.
(7) For any renewal cycle in which professional
development hours were required or training outlined in
subsection (d-5) was required, but not fulfilled, the
licensee shall complete any missed hours or training to
total the minimum professional development hours and
training required in this Section prior to September 1 of
that year. Professional development hours and training

HB3690 - 46 - LRB103 29661 RJT 56063 b
required in this Section used to fulfill the minimum
required hours for a renewal cycle may be used for only one
renewal cycle. For any fiscal year or renewal cycle in
which an Illinois Administrators' Academy course was
required but not completed, the licensee shall complete
any missed Illinois Administrators' Academy courses prior
to September 1 of that year. The licensee may complete all
deficient hours and Illinois Administrators' Academy
courses while continuing to work in a position that
requires that license until September 1 of that year.
(8) Any licensee who has not fulfilled the
professional development renewal requirements set forth in
this Section at the end of any 5-year renewal cycle is
ineligible to register his or her license and may submit
an appeal to the State Superintendent of Education for
reinstatement of the license.
(9) If professional development opportunities were
unavailable to a licensee, proof that opportunities were
unavailable and request for an extension of time beyond
August 31 to complete the renewal requirements may be
submitted from April 1 through June 30 of that year to the
State Educator Preparation and Licensure Board. If an
extension is approved, the license shall remain valid
during the extension period.
(10) Individuals who hold exempt licenses prior to
December 27, 2013 (the effective date of Public Act

HB3690 - 47 - LRB103 29661 RJT 56063 b
98-610) shall commence the annual renewal process with the
first scheduled registration due after December 27, 2013
(the effective date of Public Act 98-610).
(11) Notwithstanding any other provision of this
subsection (e), if a licensee earns more than the required
number of professional development hours during a renewal
cycle, then the licensee may carry over any hours earned
from April 1 through June 30 of the last year of the
renewal cycle. Any hours carried over in this manner must
be applied to the next renewal cycle. Training required in
subsection (d-5) may not be carried over to the next
renewal cycle. Illinois Administrators' Academy courses or
hours earned in those courses may not be carried over.
(12) Beginning with their first full 5-year cycle, any
licensee is required to complete required training
outlined in items (1), (3) and (6) in subsection (d-5) of
this Section within 3 months of working in a position that
requires the professional educator license.
(e-5) The number of professional development hours
required under subsection (e) is reduced by 20% for any
renewal cycle that includes the 2021-2022 school year.
(f) At the time of renewal, each licensee shall respond to
the required questions under penalty of perjury.
(f-5) The State Board of Education shall conduct random
audits of licensees to verify a licensee's fulfillment of the
professional development hours and training required under

HB3690 - 48 - LRB103 29661 RJT 56063 b
this Section. Upon completion of a random audit, if it is
determined by the State Board of Education that the licensee
did not complete the required number of professional
development hours, required training, or did not provide
sufficient proof of completion, the licensee shall be notified
that his or her license has lapsed. A license that has lapsed
under this subsection may be reinstated as provided in
subsection (b).
(g) The following entities shall be designated as approved
to provide professional development activities delivered
through in-service training, teacher and educational support
personnel workshops, or through online, asynchronous means for
the renewal of Professional Educator Licenses:
(1) The State Board of Education.
(2) Regional offices of education and intermediate
service centers.
(3) Illinois professional associations representing
the following groups that are approved by the State
Superintendent of Education:
(A) school administrators;
(B) principals;
(C) school business officials;
(D) teachers, including special education
teachers;
(E) school boards;
(F) school districts;

HB3690 - 49 - LRB103 29661 RJT 56063 b
(G) parents; and
(H) school service personnel.
(4) Regionally accredited institutions of higher
education that offer Illinois-approved educator
preparation programs and public community colleges subject
to the Public Community College Act.
(5) Illinois public school districts, charter schools
authorized under Article 27A of this Code, and joint
educational programs authorized under Article 10 of this
Code for the purposes of providing career and technical
education or special education services.
(6) A not-for-profit organization that, as of December
31, 2014 (the effective date of Public Act 98-1147), has
had or has a grant from or a contract with the State Board
of Education to provide professional development services
in the area of English Learning to Illinois school
districts, teachers, or administrators.
(7) State agencies, State boards, and State
commissions.
(8) Museums as defined in Section 10 of the Museum
Disposition of Property Act.
(h) Approved providers under subsection (g) of this
Section shall make available professional development
opportunities that satisfy at least one of the following:
(1) increase the knowledge and skills of school and
district leaders who guide continuous professional

HB3690 - 50 - LRB103 29661 RJT 56063 b
development;
(2) improve the learning of students;
(3) organize adults into learning communities whose
goals are aligned with those of the school and district;
(4) deepen educator's content knowledge;
(5) provide educators with research-based
instructional strategies to assist students in meeting
rigorous academic standards;
(6) prepare educators to appropriately use various
types of classroom assessments;
(7) use learning strategies appropriate to the
intended goals;
(8) provide educators with the knowledge and skills to
collaborate;
(9) prepare educators to apply research to decision
making;
(10) provide educators with training on inclusive
practices in the classroom that examines instructional and
behavioral strategies that improve academic and
social-emotional outcomes for all students, with or
without disabilities, in a general education setting; or
(11) beginning on July 1, 2022, provide educators with
training on the physical and mental health needs of
students, student safety, educator ethics, professional
conduct, and other topics that address the well-being of
students and improve the academic and social-emotional

HB3690 - 51 - LRB103 29661 RJT 56063 b
outcomes of students.
(i) Approved providers under subsection (g) of this
Section shall do the following:
(1) align professional development activities to the
State-approved national standards for professional
learning;
(2) meet the professional development criteria for
Illinois licensure renewal;
(3) produce a rationale for the activity that explains
how it aligns to State standards and identify the
assessment for determining the expected impact on student
learning or school improvement;
(4) maintain original documentation for completion of
activities;
(5) provide license holders with evidence of
completion of activities;
(6) request an Illinois Educator Identification Number
(IEIN) for each educator during each professional
development activity; and
(7) beginning on July 1, 2019, register annually with
the State Board of Education prior to offering any
professional development opportunities in the current
fiscal year.
(j) The State Board of Education shall conduct annual
audits of a subset of approved providers, except for school
districts, which shall be audited by regional offices of

HB3690 - 52 - LRB103 29661 RJT 56063 b
education and intermediate service centers. The State Board of
Education shall ensure that each approved provider, except for
a school district, is audited at least once every 5 years. The
State Board of Education may conduct more frequent audits of
providers if evidence suggests the requirements of this
Section or administrative rules are not being met.
(1) (Blank).
(2) Approved providers shall comply with the
requirements in subsections (h) and (i) of this Section by
annually submitting data to the State Board of Education
demonstrating how the professional development activities
impacted one or more of the following:
(A) educator and student growth in regards to
content knowledge or skills, or both;
(B) educator and student social and emotional
growth; or
(C) alignment to district or school improvement
plans.
(3) The State Superintendent of Education shall review
the annual data collected by the State Board of Education,
regional offices of education, and intermediate service
centers in audits to determine if the approved provider
has met the criteria and should continue to be an approved
provider or if further action should be taken as provided
in rules.
(k) Registration fees shall be paid for the next renewal

HB3690 - 53 - LRB103 29661 RJT 56063 b
cycle between April 1 and June 30 in the last year of each
5-year renewal cycle using ELIS. If all required professional
development hours for the renewal cycle have been completed
and entered by the licensee, the licensee shall pay the
registration fees for the next cycle using a form of credit or
debit card.
(l) Any professional educator licensee endorsed for school
support personnel who is employed and performing services in
Illinois public schools and who holds an active and current
professional license issued by the Department of Financial and
Professional Regulation or a national certification board, as
approved by the State Board of Education, related to the
endorsement areas on the Professional Educator License shall
be deemed to have satisfied the continuing professional
development requirements provided for in this Section. Such
individuals shall be required to pay only registration fees to
renew the Professional Educator License. An individual who
does not hold a license issued by the Department of Financial
and Professional Regulation shall complete professional
development requirements for the renewal of a Professional
Educator License provided for in this Section.
(m) Appeals to the State Educator Preparation and
Licensure Board must be made within 30 days after receipt of
notice from the State Superintendent of Education that a
license will not be renewed based upon failure to complete the
requirements of this Section. A licensee may appeal that

HB3690 - 54 - LRB103 29661 RJT 56063 b
decision to the State Educator Preparation and Licensure Board
in a manner prescribed by rule.
(1) Each appeal shall state the reasons why the State
Superintendent's decision should be reversed and shall be
sent by certified mail, return receipt requested, to the
State Board of Education.
(2) The State Educator Preparation and Licensure Board
shall review each appeal regarding renewal of a license
within 90 days after receiving the appeal in order to
determine whether the licensee has met the requirements of
this Section. The State Educator Preparation and Licensure
Board may hold an appeal hearing or may make its
determination based upon the record of review, which shall
consist of the following:
(A) the regional superintendent of education's
rationale for recommending nonrenewal of the license,
if applicable;
(B) any evidence submitted to the State
Superintendent along with the individual's electronic
statement of assurance for renewal; and
(C) the State Superintendent's rationale for
nonrenewal of the license.
(3) The State Educator Preparation and Licensure Board
shall notify the licensee of its decision regarding
license renewal by certified mail, return receipt
requested, no later than 30 days after reaching a

HB3690 - 55 - LRB103 29661 RJT 56063 b
decision. Upon receipt of notification of renewal, the
licensee, using ELIS, shall pay the applicable
registration fee for the next cycle using a form of credit
or debit card.
(n) The State Board of Education may adopt rules as may be
necessary to implement this Section.
(Source: P.A. 101-85, eff. 1-1-20; 101-531, eff. 8-23-19;
101-643, eff. 6-18-20; 102-676, eff. 12-3-21; 102-710, eff.
4-27-22; 102-730, eff. 5-6-22; 102-852, eff. 5-13-22; revised
8-25-22.)
(105 ILCS 5/22-30)
Sec. 22-30. Self-administration and self-carry of asthma
medication and epinephrine injectors; administration of
undesignated epinephrine injectors; administration of an
opioid antagonist; administration of undesignated asthma
medication; asthma episode emergency response protocol.
(a) For the purpose of this Section only, the following
terms shall have the meanings set forth below:
"Asthma action plan" means a written plan developed with a
pupil's medical provider to help control the pupil's asthma.
The goal of an asthma action plan is to reduce or prevent
flare-ups and emergency department visits through day-to-day
management and to serve as a student-specific document to be
referenced in the event of an asthma episode.
"Asthma episode emergency response protocol" means a

HB3690 - 56 - LRB103 29661 RJT 56063 b
procedure to provide assistance to a pupil experiencing
symptoms of wheezing, coughing, shortness of breath, chest
tightness, or breathing difficulty.
"Epinephrine injector" includes an auto-injector approved
by the United States Food and Drug Administration for the
administration of epinephrine and a pre-filled syringe
approved by the United States Food and Drug Administration and
used for the administration of epinephrine that contains a
pre-measured dose of epinephrine that is equivalent to the
dosages used in an auto-injector.
"Asthma medication" means quick-relief asthma medication,
including albuterol or other short-acting bronchodilators,
that is approved by the United States Food and Drug
Administration for the treatment of respiratory distress.
"Asthma medication" includes medication delivered through a
device, including a metered dose inhaler with a reusable or
disposable spacer or a nebulizer with a mouthpiece or mask.
"Opioid antagonist" means a drug that binds to opioid
receptors and blocks or inhibits the effect of opioids acting
on those receptors, including, but not limited to, naloxone
hydrochloride or any other similarly acting drug approved by
the U.S. Food and Drug Administration.
"Respiratory distress" means the perceived or actual
presence of wheezing, coughing, shortness of breath, chest
tightness, breathing difficulty, or any other symptoms
consistent with asthma. Respiratory distress may be

HB3690 - 57 - LRB103 29661 RJT 56063 b
categorized as "mild-to-moderate" or "severe".
"School nurse" means a registered nurse working in a
school with or without licensure endorsed in school nursing.
"Self-administration" means a pupil's discretionary use of
his or her prescribed asthma medication or epinephrine
injector.
"Self-carry" means a pupil's ability to carry his or her
prescribed asthma medication or epinephrine injector.
"Standing protocol" may be issued by (i) a physician
licensed to practice medicine in all its branches, (ii) a
licensed physician assistant with prescriptive authority, or
(iii) a licensed advanced practice registered nurse with
prescriptive authority.
"Trained personnel" means any school employee or volunteer
personnel authorized in Sections 10-22.34, 10-22.34a, and
10-22.34b of this Code who has completed training under
subsection (g) of this Section to recognize and respond to
anaphylaxis, an opioid overdose, or respiratory distress.
"Undesignated asthma medication" means asthma medication
prescribed in the name of a school district, public school,
charter school, or nonpublic school.
"Undesignated epinephrine injector" means an epinephrine
injector prescribed in the name of a school district, public
school, charter school, or nonpublic school.
(b) A school, whether public, charter, or nonpublic, must
permit the self-administration and self-carry of asthma

HB3690 - 58 - LRB103 29661 RJT 56063 b
medication by a pupil with asthma or the self-administration
and self-carry of an epinephrine injector by a pupil, provided
that:
(1) the parents or guardians of the pupil provide to
the school (i) written authorization from the parents or
guardians for (A) the self-administration and self-carry
of asthma medication or (B) the self-carry of asthma
medication or (ii) for (A) the self-administration and
self-carry of an epinephrine injector or (B) the
self-carry of an epinephrine injector, written
authorization from the pupil's physician, physician
assistant, or advanced practice registered nurse; and
(2) the parents or guardians of the pupil provide to
the school (i) the prescription label, which must contain
the name of the asthma medication, the prescribed dosage,
and the time at which or circumstances under which the
asthma medication is to be administered, or (ii) for the
self-administration or self-carry of an epinephrine
injector, a written statement from the pupil's physician,
physician assistant, or advanced practice registered nurse
containing the following information:
(A) the name and purpose of the epinephrine
injector;
(B) the prescribed dosage; and
(C) the time or times at which or the special
circumstances under which the epinephrine injector is

HB3690 - 59 - LRB103 29661 RJT 56063 b
to be administered.
The information provided shall be kept on file in the office of
the school nurse or, in the absence of a school nurse, the
school's administrator.
(b-5) A school district, public school, charter school, or
nonpublic school may authorize the provision of a
student-specific or undesignated epinephrine injector to a
student or any personnel authorized under a student's
Individual Health Care Action Plan, Illinois Food Allergy
Emergency Action Plan and Treatment Authorization Form, or
plan pursuant to Section 504 of the federal Rehabilitation Act
of 1973 to administer an epinephrine injector to the student,
that meets the student's prescription on file.
(b-10) The school district, public school, charter school,
or nonpublic school may authorize a school nurse or trained
personnel to do the following: (i) provide an undesignated
epinephrine injector to a student for self-administration only
or any personnel authorized under a student's Individual
Health Care Action Plan, Illinois Food Allergy Emergency
Action Plan and Treatment Authorization Form, plan pursuant to
Section 504 of the federal Rehabilitation Act of 1973, or
individualized education program plan to administer to the
student that meets the student's prescription on file; (ii)
administer an undesignated epinephrine injector that meets the
prescription on file to any student who has an Individual
Health Care Action Plan, Illinois Food Allergy Emergency

HB3690 - 60 - LRB103 29661 RJT 56063 b
Action Plan and Treatment Authorization Form, plan pursuant to
Section 504 of the federal Rehabilitation Act of 1973, or
individualized education program plan that authorizes the use
of an epinephrine injector; (iii) administer an undesignated
epinephrine injector to any person that the school nurse or
trained personnel in good faith believes is having an
anaphylactic reaction; (iv) administer an opioid antagonist to
any person that the school nurse or trained personnel in good
faith believes is having an opioid overdose; (v) provide
undesignated asthma medication to a student for
self-administration only or to any personnel authorized under
a student's Individual Health Care Action Plan or asthma
action plan, plan pursuant to Section 504 of the federal
Rehabilitation Act of 1973, or individualized education
program plan to administer to the student that meets the
student's prescription on file; (vi) administer undesignated
asthma medication that meets the prescription on file to any
student who has an Individual Health Care Action Plan or
asthma action plan, plan pursuant to Section 504 of the
federal Rehabilitation Act of 1973, or individualized
education program plan that authorizes the use of asthma
medication; and (vii) administer undesignated asthma
medication to any person that the school nurse or trained
personnel believes in good faith is having respiratory
distress.
(c) The school district, public school, charter school, or

HB3690 - 61 - LRB103 29661 RJT 56063 b
nonpublic school must inform the parents or guardians of the
pupil, in writing, that the school district, public school,
charter school, or nonpublic school and its employees and
agents, including a physician, physician assistant, or
advanced practice registered nurse providing standing protocol
and a prescription for school epinephrine injectors, an opioid
antagonist, or undesignated asthma medication, are to incur no
liability or professional discipline, except for willful and
wanton conduct, as a result of any injury arising from the
administration of asthma medication, an epinephrine injector,
or an opioid antagonist regardless of whether authorization
was given by the pupil's parents or guardians or by the pupil's
physician, physician assistant, or advanced practice
registered nurse. The parents or guardians of the pupil must
sign a statement acknowledging that the school district,
public school, charter school, or nonpublic school and its
employees and agents are to incur no liability, except for
willful and wanton conduct, as a result of any injury arising
from the administration of asthma medication, an epinephrine
injector, or an opioid antagonist regardless of whether
authorization was given by the pupil's parents or guardians or
by the pupil's physician, physician assistant, or advanced
practice registered nurse and that the parents or guardians
must indemnify and hold harmless the school district, public
school, charter school, or nonpublic school and its employees
and agents against any claims, except a claim based on willful

HB3690 - 62 - LRB103 29661 RJT 56063 b
and wanton conduct, arising out of the administration of
asthma medication, an epinephrine injector, or an opioid
antagonist regardless of whether authorization was given by
the pupil's parents or guardians or by the pupil's physician,
physician assistant, or advanced practice registered nurse.
(c-5) When a school nurse or trained personnel administers
an undesignated epinephrine injector to a person whom the
school nurse or trained personnel in good faith believes is
having an anaphylactic reaction, administers an opioid
antagonist to a person whom the school nurse or trained
personnel in good faith believes is having an opioid overdose,
or administers undesignated asthma medication to a person whom
the school nurse or trained personnel in good faith believes
is having respiratory distress, notwithstanding the lack of
notice to the parents or guardians of the pupil or the absence
of the parents or guardians signed statement acknowledging no
liability, except for willful and wanton conduct, the school
district, public school, charter school, or nonpublic school
and its employees and agents, and a physician, a physician
assistant, or an advanced practice registered nurse providing
standing protocol and a prescription for undesignated
epinephrine injectors, an opioid antagonist, or undesignated
asthma medication, are to incur no liability or professional
discipline, except for willful and wanton conduct, as a result
of any injury arising from the use of an undesignated
epinephrine injector, the use of an opioid antagonist, or the

HB3690 - 63 - LRB103 29661 RJT 56063 b
use of undesignated asthma medication, regardless of whether
authorization was given by the pupil's parents or guardians or
by the pupil's physician, physician assistant, or advanced
practice registered nurse.
(d) The permission for self-administration and self-carry
of asthma medication or the self-administration and self-carry
of an epinephrine injector is effective for the school year
for which it is granted and shall be renewed each subsequent
school year upon fulfillment of the requirements of this
Section.
(e) Provided that the requirements of this Section are
fulfilled, a pupil with asthma may self-administer and
self-carry his or her asthma medication or a pupil may
self-administer and self-carry an epinephrine injector (i)
while in school, (ii) while at a school-sponsored activity,
(iii) while under the supervision of school personnel, or (iv)
before or after normal school activities, such as while in
before-school or after-school care on school-operated property
or while being transported on a school bus.
(e-5) Provided that the requirements of this Section are
fulfilled, a school nurse or trained personnel may administer
an undesignated epinephrine injector to any person whom the
school nurse or trained personnel in good faith believes to be
having an anaphylactic reaction (i) while in school, (ii)
while at a school-sponsored activity, (iii) while under the
supervision of school personnel, or (iv) before or after

HB3690 - 64 - LRB103 29661 RJT 56063 b
normal school activities, such as while in before-school or
after-school care on school-operated property or while being
transported on a school bus. A school nurse or trained
personnel may carry undesignated epinephrine injectors on his
or her person while in school or at a school-sponsored
activity.
(e-10) Provided that the requirements of this Section are
fulfilled, a school nurse or trained personnel may administer
an opioid antagonist to any person whom the school nurse or
trained personnel in good faith believes to be having an
opioid overdose (i) while in school, (ii) while at a
school-sponsored activity, (iii) while under the supervision
of school personnel, or (iv) before or after normal school
activities, such as while in before-school or after-school
care on school-operated property. A school nurse or trained
personnel may carry an opioid antagonist on his or her person
while in school or at a school-sponsored activity.
(e-15) If the requirements of this Section are met, a
school nurse or trained personnel may administer undesignated
asthma medication to any person whom the school nurse or
trained personnel in good faith believes to be experiencing
respiratory distress (i) while in school, (ii) while at a
school-sponsored activity, (iii) while under the supervision
of school personnel, or (iv) before or after normal school
activities, including before-school or after-school care on
school-operated property. A school nurse or trained personnel

HB3690 - 65 - LRB103 29661 RJT 56063 b
may carry undesignated asthma medication on his or her person
while in school or at a school-sponsored activity.
(f) The school district, public school, charter school, or
nonpublic school may maintain a supply of undesignated
epinephrine injectors in any secure location that is
accessible before, during, and after school where an allergic
person is most at risk, including, but not limited to,
classrooms and lunchrooms. A physician, a physician assistant
who has prescriptive authority in accordance with Section 7.5
of the Physician Assistant Practice Act of 1987, or an
advanced practice registered nurse who has prescriptive
authority in accordance with Section 65-40 of the Nurse
Practice Act may prescribe undesignated epinephrine injectors
in the name of the school district, public school, charter
school, or nonpublic school to be maintained for use when
necessary. Any supply of epinephrine injectors shall be
maintained in accordance with the manufacturer's instructions.
The school district, public school, charter school, or
nonpublic school may maintain a supply of an opioid antagonist
in any secure location where an individual may have an opioid
overdose. A health care professional who has been delegated
prescriptive authority for opioid antagonists in accordance
with Section 5-23 of the Substance Use Disorder Act may
prescribe opioid antagonists in the name of the school
district, public school, charter school, or nonpublic school,
to be maintained for use when necessary. Any supply of opioid

HB3690 - 66 - LRB103 29661 RJT 56063 b
antagonists shall be maintained in accordance with the
manufacturer's instructions.
The school district, public school, charter school, or
nonpublic school may maintain a supply of asthma medication in
any secure location that is accessible before, during, or
after school where a person is most at risk, including, but not
limited to, a classroom or the nurse's office. A physician, a
physician assistant who has prescriptive authority under
Section 7.5 of the Physician Assistant Practice Act of 1987,
or an advanced practice registered nurse who has prescriptive
authority under Section 65-40 of the Nurse Practice Act may
prescribe undesignated asthma medication in the name of the
school district, public school, charter school, or nonpublic
school to be maintained for use when necessary. Any supply of
undesignated asthma medication must be maintained in
accordance with the manufacturer's instructions.
(f-3) Whichever entity initiates the process of obtaining
undesignated epinephrine injectors and providing training to
personnel for carrying and administering undesignated
epinephrine injectors shall pay for the costs of the
undesignated epinephrine injectors.
(f-5) Upon any administration of an epinephrine injector,
a school district, public school, charter school, or nonpublic
school must immediately activate the EMS system and notify the
student's parent, guardian, or emergency contact, if known.
Upon any administration of an opioid antagonist, a school

HB3690 - 67 - LRB103 29661 RJT 56063 b
district, public school, charter school, or nonpublic school
must immediately activate the EMS system and notify the
student's parent, guardian, or emergency contact, if known.
(f-10) Within 24 hours of the administration of an
undesignated epinephrine injector, a school district, public
school, charter school, or nonpublic school must notify the
physician, physician assistant, or advanced practice
registered nurse who provided the standing protocol and a
prescription for the undesignated epinephrine injector of its
use.
Within 24 hours after the administration of an opioid
antagonist, a school district, public school, charter school,
or nonpublic school must notify the health care professional
who provided the prescription for the opioid antagonist of its
use.
Within 24 hours after the administration of undesignated
asthma medication, a school district, public school, charter
school, or nonpublic school must notify the student's parent
or guardian or emergency contact, if known, and the physician,
physician assistant, or advanced practice registered nurse who
provided the standing protocol and a prescription for the
undesignated asthma medication of its use. The district or
school must follow up with the school nurse, if available, and
may, with the consent of the child's parent or guardian,
notify the child's health care provider of record, as
determined under this Section, of its use.

HB3690 - 68 - LRB103 29661 RJT 56063 b
(g) Prior to the administration of an undesignated
epinephrine injector, trained personnel must submit to the
school's administration proof of completion of a training
curriculum to recognize and respond to anaphylaxis that meets
the requirements of subsection (h) of this Section. Training
must be completed annually. The school district, public
school, charter school, or nonpublic school must maintain
records related to the training curriculum and trained
personnel.
Prior to the administration of an opioid antagonist,
trained personnel must submit to the school's administration
proof of completion of a training curriculum to recognize and
respond to an opioid overdose, which curriculum must meet the
requirements of subsection (h-5) of this Section. Training
must be completed annually. Trained personnel must also submit
to the school's administration proof of cardiopulmonary
resuscitation and automated external defibrillator
certification. The school district, public school, charter
school, or nonpublic school must maintain records relating to
the training curriculum and the trained personnel.
Prior to the administration of undesignated asthma
medication, trained personnel must submit to the school's
administration proof of completion of a training curriculum to
recognize and respond to respiratory distress, which must meet
the requirements of subsection (h-10) of this Section.
Training must be completed annually, and the school district,

HB3690 - 69 - LRB103 29661 RJT 56063 b
public school, charter school, or nonpublic school must
maintain records relating to the training curriculum and the
trained personnel.
(h) A training curriculum to recognize and respond to
anaphylaxis, including the administration of an undesignated
epinephrine injector, may be conducted online or in person.
Training shall include, but is not limited to:
(1) how to recognize signs and symptoms of an allergic
reaction, including anaphylaxis;
(2) how to administer an epinephrine injector; and
(3) a test demonstrating competency of the knowledge
required to recognize anaphylaxis and administer an
epinephrine injector.
Training may also include, but is not limited to:
(A) a review of high-risk areas within a school and
its related facilities;
(B) steps to take to prevent exposure to allergens;
(C) emergency follow-up procedures, including the
importance of calling 9-1-1 or, if 9-1-1 is not available,
other local emergency medical services;
(D) how to respond to a student with a known allergy,
as well as a student with a previously unknown allergy;
(E) other criteria as determined in rules adopted
pursuant to this Section; and
(F) any policy developed by the State Board of
Education under Section 2-3.190.

HB3690 - 70 - LRB103 29661 RJT 56063 b
In consultation with statewide professional organizations
representing physicians licensed to practice medicine in all
of its branches, registered nurses, and school nurses, the
State Board of Education shall make available resource
materials consistent with criteria in this subsection (h) for
educating trained personnel to recognize and respond to
anaphylaxis. The State Board may take into consideration the
curriculum on this subject developed by other states, as well
as any other curricular materials suggested by medical experts
and other groups that work on life-threatening allergy issues.
The State Board is not required to create new resource
materials. The State Board shall make these resource materials
available on its Internet website.
(h-5) A training curriculum to recognize and respond to an
opioid overdose, including the administration of an opioid
antagonist, may be conducted online or in person. The training
must comply with any training requirements under Section 5-23
of the Substance Use Disorder Act and the corresponding rules.
It must include, but is not limited to:
(1) how to recognize symptoms of an opioid overdose;
(2) information on drug overdose prevention and
recognition;
(3) how to perform rescue breathing and resuscitation;
(4) how to respond to an emergency involving an opioid
overdose;
(5) opioid antagonist dosage and administration;

HB3690 - 71 - LRB103 29661 RJT 56063 b
(6) the importance of calling 9-1-1 or, if 9-1-1 is
not available, other local emergency medical services;
(7) care for the overdose victim after administration
of the overdose antagonist;
(8) a test demonstrating competency of the knowledge
required to recognize an opioid overdose and administer a
dose of an opioid antagonist; and
(9) other criteria as determined in rules adopted
pursuant to this Section.
(h-10) A training curriculum to recognize and respond to
respiratory distress, including the administration of
undesignated asthma medication, may be conducted online or in
person. The training must include, but is not limited to:
(1) how to recognize symptoms of respiratory distress
and how to distinguish respiratory distress from
anaphylaxis;
(2) how to respond to an emergency involving
respiratory distress;
(3) asthma medication dosage and administration;
(4) the importance of calling 9-1-1 or, if 9-1-1 is
not available, other local emergency medical services;
(5) a test demonstrating competency of the knowledge
required to recognize respiratory distress and administer
asthma medication; and
(6) other criteria as determined in rules adopted
under this Section.

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(i) Within 3 days after the administration of an
undesignated epinephrine injector by a school nurse, trained
personnel, or a student at a school or school-sponsored
activity, the school must report to the State Board of
Education in a form and manner prescribed by the State Board
the following information:
(1) age and type of person receiving epinephrine
(student, staff, visitor);
(2) any previously known diagnosis of a severe
allergy;
(3) trigger that precipitated allergic episode;
(4) location where symptoms developed;
(5) number of doses administered;
(6) type of person administering epinephrine (school
nurse, trained personnel, student); and
(7) any other information required by the State Board.
If a school district, public school, charter school, or
nonpublic school maintains or has an independent contractor
providing transportation to students who maintains a supply of
undesignated epinephrine injectors, then the school district,
public school, charter school, or nonpublic school must report
that information to the State Board of Education upon adoption
or change of the policy of the school district, public school,
charter school, nonpublic school, or independent contractor,
in a manner as prescribed by the State Board. The report must
include the number of undesignated epinephrine injectors in

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supply.
(i-5) Within 3 days after the administration of an opioid
antagonist by a school nurse or trained personnel, the school
must report to the State Board of Education, in a form and
manner prescribed by the State Board, the following
information:
(1) the age and type of person receiving the opioid
antagonist (student, staff, or visitor);
(2) the location where symptoms developed;
(3) the type of person administering the opioid
antagonist (school nurse or trained personnel); and
(4) any other information required by the State Board.
(i-10) Within 3 days after the administration of
undesignated asthma medication by a school nurse, trained
personnel, or a student at a school or school-sponsored
activity, the school must report to the State Board of
Education, on a form and in a manner prescribed by the State
Board of Education, the following information:
(1) the age and type of person receiving the asthma
medication (student, staff, or visitor);
(2) any previously known diagnosis of asthma for the
person;
(3) the trigger that precipitated respiratory
distress, if identifiable;
(4) the location of where the symptoms developed;
(5) the number of doses administered;

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(6) the type of person administering the asthma
medication (school nurse, trained personnel, or student);
(7) the outcome of the asthma medication
administration; and
(8) any other information required by the State Board.
(j) By October 1, 2015 and every year thereafter, the
State Board of Education shall submit a report to the General
Assembly identifying the frequency and circumstances of
undesignated epinephrine and undesignated asthma medication
administration during the preceding academic year. Beginning
with the 2017 report, the report shall also contain
information on which school districts, public schools, charter
schools, and nonpublic schools maintain or have independent
contractors providing transportation to students who maintain
a supply of undesignated epinephrine injectors. This report
shall be published on the State Board's Internet website on
the date the report is delivered to the General Assembly.
(j-5) Annually, each school district, public school,
charter school, or nonpublic school shall request an asthma
action plan from the parents or guardians of a pupil with
asthma. If provided, the asthma action plan must be kept on
file in the office of the school nurse or, in the absence of a
school nurse, the school administrator. Copies of the asthma
action plan may be distributed to appropriate school staff who
interact with the pupil on a regular basis, and, if
applicable, may be attached to the pupil's federal Section 504

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plan or individualized education program plan.
(j-10) To assist schools with emergency response
procedures for asthma, the State Board of Education, in
consultation with statewide professional organizations with
expertise in asthma management and a statewide organization
representing school administrators, shall develop a model
asthma episode emergency response protocol before September 1,
2016. Each school district, charter school, and nonpublic
school shall adopt an asthma episode emergency response
protocol before January 1, 2017 that includes all of the
components of the State Board's model protocol.
(j-15) (Blank). Every 2 years, school personnel who work
with pupils shall complete an in-person or online training
program on the management of asthma, the prevention of asthma
symptoms, and emergency response in the school setting. In
consultation with statewide professional organizations with
expertise in asthma management, the State Board of Education
shall make available resource materials for educating school
personnel about asthma and emergency response in the school
setting.
(j-20) On or before October 1, 2016 and every year
thereafter, the State Board of Education shall submit a report
to the General Assembly and the Department of Public Health
identifying the frequency and circumstances of opioid
antagonist administration during the preceding academic year.
This report shall be published on the State Board's Internet

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website on the date the report is delivered to the General
Assembly.
(k) The State Board of Education may adopt rules necessary
to implement this Section.
(l) Nothing in this Section shall limit the amount of
epinephrine injectors that any type of school or student may
carry or maintain a supply of.
(Source: P.A. 101-81, eff. 7-12-19; 102-413, eff. 8-20-21;
102-813, eff. 5-13-22.)
(105 ILCS 5/27-23.4)
Sec. 27-23.4. Violence prevention and conflict resolution
education. School districts shall provide instruction in
violence prevention and conflict resolution education for
grades kindergarten through 12 and may include such
instruction in the courses of study regularly taught therein.
School districts may give regular school credit for
satisfactory completion by the student of such courses.
As used in this Section, "violence prevention and conflict
resolution education" means and includes instruction in the
following:
(1) The consequences of violent behavior.
(2) The causes of violent reactions to conflict.
(3) Nonviolent conflict resolution techniques.
(4) The relationship between drugs, alcohol and
violence.

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The State Board of Education shall prepare and make
available to all school boards instructional materials that
may be used as guidelines for development of a violence
prevention program under this Section, provided that each
school board shall determine the appropriate curriculum for
satisfying the requirements of this Section. The State Board
of Education shall assist in training teachers to provide
effective instruction in the violence prevention curriculum.
The State Board of Education and local school boards shall
not be required to implement the provisions of this Section
unless grants of funds are made available and are received
after July 1, 1993 from private sources or from the federal
government in amounts sufficient to enable the State Board and
local school boards to meet the requirements of this Section.
Any funds received by the State or a local educational agency
pursuant to the federal Safe and Drug-Free Schools and
Communities Act of 1994 shall first be applied or appropriated
to meet the requirements and implement the provisions of this
Section.
(Source: P.A. 97-87, eff. 7-8-11.)
(105 ILCS 5/27-23.6)
Sec. 27-23.6. Anti-bias education.
(a) The General Assembly finds that there is a significant
increase in violence in the schools and that much of that
violence is the result of intergroup tensions. The General

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Assembly further finds that anti-bias education and intergroup
conflict resolution are effective methods for preventing
violence and lessening tensions in the schools and that these
methods are most effective when they are respectful of
individuals and their divergent viewpoints and religious
beliefs, which are protected by the First Amendment to the
Constitution of the United States.
(b) Beginning with the 2002-2003 school year, public
elementary and secondary schools may incorporate activities to
address intergroup conflict, with the objectives of improving
intergroup relations on and beyond the school campus, defusing
intergroup tensions, and promoting peaceful resolution of
conflict. The activities must be respectful of individuals and
their divergent viewpoints and religious beliefs, which are
protected by the First Amendment to the Constitution of the
United States. Such activities may include, but not be limited
to, instruction and teacher training programs.
(c) A school board that adopts a policy to incorporate
activities to address intergroup conflict as authorized under
subsection (b) of this Section shall make information
available to the public that describes the manner in which the
board has implemented the authority granted to it in this
Section. The means for disseminating this information (i)
shall include posting the information on the school district's
Internet web site, if any, and making the information
available, upon request, in district offices, and (ii) may

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include without limitation incorporating the information in a
student handbook and including the information in a district
newsletter.
(Source: P.A. 92-763, eff. 8-6-02.)
(105 ILCS 5/27-23.10)
Sec. 27-23.10. Gang resistance education and training.
(a) (Blank). The General Assembly finds that the instance
of youth delinquent gangs continues to rise on a statewide
basis. Given the higher rates of criminal offending among gang
members, as well as the availability of increasingly lethal
weapons, the level of criminal activity by gang members has
taken on new importance for law enforcement agencies, schools,
the community, and prevention efforts.
(b) As used in this Section:
"Gang resistance education and training" means and
includes instruction in, without limitation, each of the
following subject matters when accompanied by a stated
objective of reducing gang activity and educating children in
grades K through 12 about the consequences of gang
involvement:
(1) conflict resolution;
(2) cultural sensitivity;
(3) personal goal setting; and
(4) resisting peer pressure.
(c) Each school district and non-public, non-sectarian

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elementary or secondary school in this State may make suitable
provisions for instruction in gang resistance education and
training in all grades and include that instruction in the
courses of study regularly taught in those grades. For the
purposes of gang resistance education and training, a school
board or the governing body of a non-public, non-sectarian
elementary or secondary school must collaborate with State and
local law enforcement agencies. The State Board of Education
may assist in the development of instructional materials and
teacher training in relation to gang resistance education and
training.
(Source: P.A. 96-952, eff. 6-28-10.)
(105 ILCS 5/34-18.25)
Sec. 34-18.25. Psychotropic or psychostimulant medication;
disciplinary action.
(a) In this Section:
"Psychostimulant medication" means medication that
produces increased levels of mental and physical energy and
alertness and an elevated mood by stimulating the central
nervous system.
"Psychotropic medication" means psychotropic medication as
defined in Section 1-121.1 of the Mental Health and
Developmental Disabilities Code.
(b) The board must adopt and implement a policy that
prohibits any disciplinary action that is based totally or in

HB3690 - 81 - LRB103 29661 RJT 56063 b
part on the refusal of a student's parent or guardian to
administer or consent to the administration of psychotropic or
psychostimulant medication to the student.
The policy must require that, at least once every 2 years,
the in-service training of certified school personnel and
administrators include training on current best practices
regarding the identification and treatment of attention
deficit disorder and attention deficit hyperactivity disorder,
the application of non-aversive behavioral interventions in
the school environment, and the use of psychotropic or
psychostimulant medication for school-age children.
(c) This Section does not prohibit school medical staff,
an individualized educational program team, or a qualified
professional worker (as defined in Section 14-1.10 of this
Code) from recommending that a student be evaluated by an
appropriate medical practitioner or prohibit school personnel
from consulting with the practitioner with the consent of the
student's parents or guardian.
(Source: P.A. 95-331, eff. 8-21-07.)
(105 ILCS 5/34-18.7 rep.)
(105 ILCS 5/34-18.8 rep.)
Section 10. The School Code is amended by repealing
Sections 34-18.7 and 34-18.8.
Section 15. The Critical Health Problems and Comprehensive

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Health Education Act is amended by changing Section 3.10 as
follows:
(105 ILCS 110/3.10)
Sec. 3.10. Policy on teen dating violence.
(a) As used in this Section:
"Dating" or "dating relationship" means an ongoing social
relationship of a romantic or intimate nature between 2
persons. "Dating" or "dating relationship" does not include a
casual relationship or ordinary fraternization between 2
persons in a business or social context.
"Teen dating violence" means either of the following:
(1) A pattern of behavior in which a person uses or
threatens to use physical, mental, or emotional abuse to
control another person who is in a dating relationship
with the person, where one or both persons are 13 to 19
years of age.
(2) Behavior by which a person uses or threatens to
use sexual violence against another person who is in a
dating relationship with the person, where one or both
persons are 13 to 19 years of age.
(b) The school board of each public school district in
this State shall adopt a policy that does all of the following:
(1) States that teen dating violence is unacceptable
and is prohibited and that each student has the right to a
safe learning environment.

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(2) Incorporates age-appropriate education about teen
dating violence into new or existing training programs for
students in grades 7 through 12 and school employees, as
recommended by the school officials identified under
subdivision (4) of this subsection (b).
(3) Establishes procedures for the manner in which
employees of a school are to respond to incidents of teen
dating violence that take place at the school, on school
grounds, at school-sponsored activities, or in vehicles
used for school-provided transportation.
(4) Identifies by job title the school officials who
are responsible for receiving reports related to teen
dating violence.
(5) Notifies students and parents of the teen dating
violence policy adopted by the board.
(Source: P.A. 98-190, eff. 8-6-13.)
Section 20. The Care of Students with Diabetes Act is
amended by changing Section 25 as follows:
(105 ILCS 145/25)
Sec. 25. Training for school employees and delegated care
aides.
(a) Professional educator licensees, educational support
personnel, and non-licensed school personnel In schools that
have a student with diabetes, all school employees shall

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receive training in the basics of diabetes care, how to
identify when a student with diabetes needs immediate or
emergency medical attention, and whom to contact in the case
of an emergency as outlined in Section 10-22.39, 3-11, and
21B-45 during regular inservice training under Section 3-11 of
the School Code.
(b) Delegated care aides shall be trained to perform the
tasks necessary to assist a student with diabetes in
accordance with his or her diabetes care plan, including
training to do the following:
(1) check blood glucose and record results;
(2) recognize and respond to the symptoms of
hypoglycemia according to the diabetes care plan;
(3) recognize and respond to the symptoms of
hyperglycemia according to the diabetes care plan;
(4) estimate the number of carbohydrates in a snack or
lunch;
(5) administer insulin according to the student's
diabetes care plan and keep a record of the amount
administered; and
(6) respond in an emergency, including administering
glucagon and calling 911.
(c) The school district shall coordinate delegated care
aid staff training.
(d) Initial training of a delegated care aide shall be
provided by a licensed healthcare provider with expertise in

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diabetes or a certified diabetic educator and individualized
by a student's parent or guardian. Training must be consistent
with the guidelines provided by the U.S. Department of Health
and Human Services in the guide for school personnel entitled
"Helping the Student with Diabetes Succeed". The training
shall be updated when the diabetes care plan is changed and at
least annually.
(e) School nurses, where available, or health care
providers may provide technical assistance or consultation or
both to delegated care aides.
(f) An information sheet shall be provided to any school
employee who transports a student for school-sponsored
activities. It shall identify the student with diabetes,
identify potential emergencies that may occur as a result of
the student's diabetes and the appropriate responses to such
emergencies, and provide emergency contact information.
(Source: P.A. 101-428, eff. 8-19-19.)
Section 25. The Seizure Smart School Act is amended by
changing Section 25 as follows:
(105 ILCS 150/25)
Sec. 25. Training for school employees and delegated care
aides.
(a) Professional educator licensees, educational support
personnel, and non-licensed school personnel During an

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inservice training workshop under Section 3-11 of the School
Code, all school employees shall receive training in the
basics of seizure recognition and first aid and appropriate
emergency protocols as outlined in Section 10-22.39, 3-11, and
21B-45 of the School Code. The training must be fully
consistent with the best practice guidelines issued by the
Centers for Disease Control and Prevention.
(b) In a school in which at least one student with epilepsy
is enrolled, a delegated care aide must be trained to perform
the tasks necessary to assist the student in accordance with
his or her seizure action plan.
(c) The training of a delegated care aide must be provided
by a licensed health care provider with an expertise in
epilepsy or an epilepsy educator who has successfully
completed the relevant curricula offered by the Centers for
Disease Control and Prevention.
(d) If applicable, a seizure action plan must be provided
to any school employee who transports a student with epilepsy
to a school-sponsored activity.
(Source: P.A. 101-50, eff. 7-1-20.)
HB3690 - 87 - LRB103 29661 RJT 56063 b
INDEX
Statutes amended in order of appearance