SB2088 Engrossed LRB102 13566 CMG 18914 b
1		AN ACT concerning education.
2		Be it enacted by the People of the State of Illinois,
3		represented in the General Assembly:
4		Section 5. The School Code is amended by changing Sections
5		22-90 and 2-3.64a-10 as follows:
6		(105 ILCS 5/2-3.64a-10)
7		Sec. 2-3.64a-10. Kindergarten assessment.
8		(a) For the purposes of this Section, "kindergarten"
9		includes both full-day and half-day kindergarten programs.
10		(b) Beginning no later than the 2021-2022 school year, the
11		State Board of Education shall annually assess all public
12		school students entering kindergarten using a common
13		assessment tool, unless the State Board determines that a
14		student is otherwise exempt. The common assessment tool must
15		assess multiple developmental domains, including literacy,
16		language, mathematics, and social and emotional development.
17		The assessment must be valid, reliable, and developmentally
18		appropriate to formatively assess a child's development and
19		readiness for kindergarten.
20		(c) Results from the assessment may be used by the school
21		to understand the child's development and readiness for
22		kindergarten, to tailor instruction, and to measure the
23		child's progress over time. Assessment results may also be

SB2088 Engrossed - 2 - LRB102 13566 CMG 18914 b
1		used to identify a need for the professional development of
2		teachers and early childhood educators and to inform
3		State-level and district-level policies and resource
4		allocation.
5		The school shall make the assessment results available to
6		the child's parent or guardian.
7		The assessment results may not be used (i) to prevent a
8		child from enrolling in kindergarten or (ii) as the sole
9		measure used in determining the grade promotion or retention
10		of a student.
11		(d) On an annual basis, the State Board shall report
12		publicly, at a minimum, data from the assessment for the State
13		overall and for each school district. The State Board's report
14		must disaggregate data by race and ethnicity, household
15		income, students who are English learners, and students who
16		have an individualized education program.
17		(e) The State Superintendent of Education shall appoint a
18		committee of no more than 21 members, including consisting of
19		parents, teachers, school administrators, assessment experts,
20		and regional superintendents of schools, state policy
21		advocates, early childhood administrators, and other
22		stakeholders, to review, on an ongoing basis, the content and
23		design of the assessment, the collective results of the
24		assessment as measured against kindergarten-readiness
25		standards, and other issues involving the assessment as
26		identified by the committee.

SB2088 Engrossed - 3 - LRB102 13566 CMG 18914 b
1		The committee shall make periodic recommendations to the
2		State Superintendent of Education and the General Assembly
3		concerning the assessments.
4		(f) The State Board may adopt rules to implement and
5		administer this Section.
6		(Source: P.A. 101-654, eff. 3-8-21.)
7		(105 ILCS 5/22-90)
8		(Section scheduled to be repealed on February 1, 2023)
9		Sec. 22-90. Whole Child Task Force.
10		(a) The General Assembly makes all of the following
11		findings:
12		(1) The COVID-19 pandemic has exposed systemic
13		inequities in American society. Students, educators, and
14		families throughout this State have been deeply affected
15		by the pandemic, and the impact of the pandemic will be
16		felt for years to come. The negative consequences of the
17		pandemic have impacted students and communities
18		differently along the lines of race, income, language, and
19		special needs. However, students in this State faced
20		significant unmet physical health, mental health, and
21		social and emotional needs even prior to the pandemic.
22		(2) The path to recovery requires a commitment from
23		adults in this State to address our students cultural,
24		physical, emotional, and mental health needs and to
25		provide them with stronger and increased systemic support

SB2088 Engrossed - 4 - LRB102 13566 CMG 18914 b
1		and intervention.
2		(3) It is well documented that trauma and toxic stress
3		diminish a child's ability to thrive. Forms of childhood
4		trauma and toxic stress include adverse childhood
5		experiences, systemic racism, poverty, food and housing
6		insecurity, and gender-based violence. The COVID-19
7		pandemic has exacerbated these issues and brought them
8		into focus.
9		(4) It is estimated that, overall, approximately 40%
10		of children in this State have experienced at least one
11		adverse childhood experience and approximately 10% have
12		experienced 3 or more adverse childhood experiences.
13		However, the number of adverse childhood experiences is
14		higher for Black and Hispanic children who are growing up
15		in poverty. The COVID-19 pandemic has amplified the number
16		of students who have experienced childhood trauma. Also,
17		the COVID-19 pandemic has highlighted preexisting
18		inequities in school disciplinary practices that
19		disproportionately impact Black and Brown students.
20		Research shows, for example, that girls of color are
21		disproportionately impacted by trauma, adversity, and
22		abuse, and instead of receiving the care and
23		trauma-informed support they may need, many Black girls in
24		particular face disproportionately harsh disciplinary
25		measures.
26		(5) The cumulative effects of trauma and toxic stress

SB2088 Engrossed - 5 - LRB102 13566 CMG 18914 b
1		adversely impact the physical health of students, as well
2		as their ability to learn, form relationships, and
3		self-regulate. If left unaddressed, these effects increase
4		a student's risk for depression, alcoholism, anxiety,
5		asthma, smoking, and suicide, all of which are risks that
6		disproportionately affect Black youth and may lead to a
7		host of medical diseases as an adult. Access to infant and
8		early childhood mental health services is critical to
9		ensure the social and emotional well-being of this State's
10		youngest children, particularly those children who have
11		experienced trauma.
12		(6) Although this State enacted measures through
13		Public Act 100-105 to address the high rate of early care
14		and preschool expulsions of infants, toddlers, and
15		preschoolers and the disproportionately higher rate of
16		expulsion for Black and Hispanic children, a recent study
17		found a wide variation in the awareness, understanding,
18		and compliance with the law by providers of early
19		childhood care. Further work is needed to implement the
20		law, which includes providing training to early childhood
21		care providers to increase their understanding of the law,
22		increasing the availability and access to infant and early
23		childhood mental health services, and building aligned
24		data collection systems to better understand expulsion
25		rates and to allow for accurate reporting as required by
26		the law.

SB2088 Engrossed - 6 - LRB102 13566 CMG 18914 b
1		(7) Many educators and schools in this State have
2		embraced and implemented evidenced-based restorative
3		justice and trauma-responsive and culturally relevant
4		practices and interventions. However, the use of these
5		interventions on students is often isolated or is
6		implemented occasionally and only if the school has the
7		appropriate leadership, resources, and partners available
8		to engage seriously in this work. It would be malpractice
9		to deny our students access to these practices and
10		interventions, especially in the aftermath of a
11		once-in-a-century pandemic.
12		(b) The Whole Child Task Force is created for the purpose
13		of establishing an equitable, inclusive, safe, and supportive
14		environment in all schools for every student in this State.
15		The task force shall have all of the following goals, which
16		means key steps have to be taken to ensure that every child in
17		every school in this State has access to teachers, social
18		workers, school leaders, support personnel, and others who
19		have been trained in evidenced-based interventions and
20		restorative practices:
21		(1) To create a common definition of a
22		trauma-responsive school, a trauma-responsive district,
23		and a trauma-responsive community.
24		(2) To outline the training and resources required to
25		create and sustain a system of support for
26		trauma-responsive schools, districts, and communities and

SB2088 Engrossed - 7 - LRB102 13566 CMG 18914 b
1		to identify this State's role in that work, including
2		recommendations concerning options for redirecting
3		resources from school resource officers to classroom-based
4		support.
5		(3) To identify or develop a process to conduct an
6		analysis of the organizations that provide training in
7		restorative practices, implicit bias, anti-racism, and
8		trauma-responsive systems, mental health services, and
9		social and emotional services to schools.
10		(4) To provide recommendations concerning the key data
11		to be collected and reported to ensure that this State has
12		a full and accurate understanding of the progress toward
13		ensuring that all schools, including programs and
14		providers of care to pre-kindergarten children, employ
15		restorative, anti-racist, and trauma-responsive
16		strategies and practices. The data collected must include
17		information relating to the availability of trauma
18		responsive support structures in schools as well as
19		disciplinary practices employed on students in person or
20		through other means, including during remote or blended
21		learning. It should also include information on the use
22		of, and funding for, school resource officers and other
23		similar police personnel in school programs.
24		(5) To recommend an implementation timeline, including
25		the key roles, responsibilities, and resources to advance
26		this State toward a system in which every school,

SB2088 Engrossed - 8 - LRB102 13566 CMG 18914 b
1		district, and community is progressing toward becoming
2		trauma-responsive.
3		(6) To seek input and feedback from stakeholders,
4		including parents, students, and educators, who reflect
5		the diversity of this State.
6		(7) To recommend legislation, policies, and practices
7		to prevent learning loss in students during periods of
8		suspension and expulsion, including, but not limited to,
9		remote instruction.
10		(c) Members of the Whole Child Task Force shall be
11		appointed by the State Superintendent of Education. Members of
12		this task force must represent the diversity of this State and
13		possess the expertise needed to perform the work required to
14		meet the goals of the task force set forth under subsection
15		(a). Members of the task force shall include all of the
16		following:
17		(1) One member of a statewide professional teachers'
18		organization.
19		(2) One member of another statewide professional
20		teachers' organization.
21		(3) One member who represents a school district
22		serving a community with a population of 500,000 or more.
23		(4) One member of a statewide organization
24		representing social workers.
25		(5) One member of an organization that has specific
26		expertise in trauma-responsive school practices and

SB2088 Engrossed - 9 - LRB102 13566 CMG 18914 b
1		experience in supporting schools in developing
2		trauma-responsive and restorative practices.
3		(6) One member of another organization that has
4		specific expertise in trauma-responsive school practices
5		and experience in supporting schools in developing
6		trauma-responsive and restorative practices.
7		(7) One member of a statewide organization that
8		represents school administrators.
9		(8) One member of a statewide policy organization that
10		works to build a healthy public education system that
11		prepares all students for a successful college, career,
12		and civic life.
13		(9) One member of a statewide organization that brings
14		teachers together to identify and address issues critical
15		to student success.
16		(10) One member of the General Assembly recommended by
17		the President of the Senate.
18		(11) One member of the General Assembly recommended by
19		the Speaker of the House of Representatives.
20		(12) One member of the General Assembly recommended by
21		the Minority Leader of the Senate.
22		(13) One member of the General Assembly recommended by
23		the Minority Leader of the House of Representatives.
24		(14) One member of a civil rights organization that
25		works actively on issues regarding student support.
26		(15) One administrator from a school district that has

SB2088 Engrossed - 10 - LRB102 13566 CMG 18914 b
1		actively worked to develop a system of student support
2		that uses a trauma-informed lens.
3		(16) One educator from a school district that has
4		actively worked to develop a system of student support
5		that uses a trauma-informed lens.
6		(17) One member of a youth-led organization.
7		(18) One member of an organization that has
8		demonstrated expertise in restorative practices.
9		(19) One member of a coalition of mental health and
10		school practitioners who assist schools in developing and
11		implementing trauma-informed and restorative strategies
12		and systems.
13		(20) One member of an organization whose mission is to
14		promote the safety, health, and economic success of
15		children, youth, and families in this State.
16		(21) One member who works or has worked as a
17		restorative justice coach or disciplinarian.
18		(22) One member who works or has worked as a social
19		worker.
20		(23) One member of the State Board of Education.
21		(24) One member who represents a statewide principals'
22		organization.
23		(25) One member who represents a statewide
24		organization of school boards.
25		(26) One member who has expertise in pre-kindergarten
26		education.

SB2088 Engrossed - 11 - LRB102 13566 CMG 18914 b
1		(27) One member who represents a school social worker
2		association.
3		(28) One member who represents an organization that
4		represents school districts in both the south suburbs and
5		collar counties.
6		(29) One member who is a licensed clinical
7		psychologist who (A) has a doctor of philosophy in the
8		field of clinical psychology and has an appointment at an
9		independent free-standing children's hospital located in
10		Chicago, (B) serves as associate professor at a medical
11		school located in Chicago, and (C) serves as the clinical
12		director of a coalition of voluntary collaboration of
13		organizations that are committed to applying a trauma lens
14		to their efforts on behalf of families and children in the
15		State.
16		(30) One member who represents a west suburban school
17		district.
18		(d) The Whole Child Task Force shall meet at the call of
19		the State Superintendent of Education or his or her designee,
20		who shall serve as as the chairperson. The State Board of
21		Education shall provide administrative and other support to
22		the task force. Members of the task force shall serve without
23		compensation.
24		(e) The Whole Child Task Force shall submit a report of its
25		findings and recommendations to the General Assembly, the
26		Illinois Legislative Black Caucus, the State Board of

SB2088 Engrossed - 12 - LRB102 13566 CMG 18914 b
1		Education, and the Governor on or before February 1, 2022.
2		Upon submitting its report, the task force is dissolved.
3		(f) This Section is repealed on February 1, 2023.
4		(Source: P.A. 101-654, eff. 3-8-21.)