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| Public Act 102-0635
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| SB2088 Enrolled | LRB102 13566 CMG 18914 b |
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AN ACT concerning education.
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Be it enacted by the People of the State of Illinois,
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represented in the General Assembly:
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Section 5. The School Code is amended by changing Sections |
22-90 and 2-3.64a-10 as follows:
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(105 ILCS 5/2-3.64a-10) |
Sec. 2-3.64a-10. Kindergarten assessment. |
(a) For the purposes of this Section, "kindergarten" |
includes both full-day and
half-day kindergarten programs. |
(b) Beginning no later than the 2021-2022 school year, the |
State Board
of Education shall annually assess all public |
school students entering kindergarten using a common |
assessment tool, unless the State Board determines that a |
student is otherwise exempt. The common assessment tool must |
assess multiple developmental domains, including literacy, |
language, mathematics, and social and emotional development. |
The assessment must be valid, reliable, and developmentally |
appropriate to formatively assess a child's development and |
readiness for kindergarten. |
(c) Results from the assessment may be used by the school |
to understand the child's development and readiness for |
kindergarten, to tailor instruction, and to measure the |
child's progress over time. Assessment results may also be |
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used to identify a need for the professional development of |
teachers and early childhood educators and to inform |
State-level and district-level policies and resource |
allocation. |
The school shall make the assessment results available to |
the child's parent or guardian. |
The assessment results may not be used (i) to prevent a |
child from enrolling in kindergarten or (ii) as the sole |
measure used in determining the grade promotion or retention |
of a student. |
(d) On an annual basis, the State Board shall report |
publicly, at a minimum, data from the assessment for the State |
overall and for each school district. The State Board's report |
must disaggregate data by race and ethnicity, household |
income, students who are English learners, and students who |
have an individualized education program. |
(e) The State Superintendent of Education shall appoint a |
committee of no more than 21 members, including consisting of |
parents, teachers, school administrators, assessment experts, |
and regional superintendents of schools, state policy |
advocates, early childhood administrators, and other |
stakeholders, to review, on an ongoing basis, the content and |
design of the assessment, the collective results of the |
assessment as measured against kindergarten-readiness |
standards, and other issues involving the assessment as |
identified by the committee. |
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The committee shall make periodic recommendations to the |
State Superintendent of Education and the General Assembly |
concerning the assessments. |
(f) The State Board may adopt rules to implement and |
administer this Section.
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(Source: P.A. 101-654, eff. 3-8-21.)
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(105 ILCS 5/22-90) |
(Section scheduled to be repealed on February 1, 2023) |
Sec. 22-90. Whole Child Task Force. |
(a) The General Assembly makes all of the following |
findings: |
(1) The COVID-19 pandemic has exposed systemic |
inequities in American society. Students, educators, and |
families throughout this State have been deeply affected |
by the pandemic, and the impact of the pandemic will be |
felt for years to come. The negative consequences of the |
pandemic have impacted students and communities |
differently along the lines of race, income, language, and |
special needs. However, students in this State faced |
significant unmet physical health, mental health, and |
social and emotional needs even prior to the pandemic. |
(2) The path to recovery requires a commitment from |
adults in this State to address our students cultural, |
physical, emotional, and mental health needs and to |
provide them with stronger and increased systemic support |
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and intervention. |
(3) It is well documented that trauma and toxic stress |
diminish a child's ability to thrive. Forms of childhood |
trauma and toxic stress include adverse childhood |
experiences, systemic racism, poverty, food and housing |
insecurity, and gender-based violence. The COVID-19 |
pandemic has exacerbated these issues and brought them |
into focus. |
(4) It is estimated that, overall, approximately 40% |
of children in this State have experienced at least one |
adverse childhood experience and approximately 10% have |
experienced 3 or more adverse childhood experiences. |
However, the number of adverse childhood experiences is |
higher for Black and Hispanic children who are growing up |
in poverty. The COVID-19 pandemic has amplified the number |
of students who have experienced childhood trauma. Also, |
the COVID-19 pandemic has highlighted preexisting |
inequities in school disciplinary practices that |
disproportionately impact Black and Brown students. |
Research shows, for example, that girls of color are |
disproportionately impacted by trauma, adversity, and |
abuse, and instead of receiving the care and |
trauma-informed support they may need, many Black girls in |
particular face disproportionately harsh disciplinary |
measures. |
(5) The cumulative effects of trauma and toxic stress |
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adversely impact the physical health of students, as well |
as their ability to learn, form relationships, and |
self-regulate. If left unaddressed, these effects increase |
a student's risk for depression, alcoholism, anxiety, |
asthma, smoking, and suicide, all of which are risks that |
disproportionately affect Black youth and may lead to a |
host of medical diseases as an adult. Access to infant and |
early childhood mental health services is critical to |
ensure the social and emotional well-being of this State's |
youngest children, particularly those children who have |
experienced trauma. |
(6) Although this State enacted measures through |
Public Act 100-105 to address the high rate of early care |
and preschool expulsions of infants, toddlers, and |
preschoolers and the disproportionately higher rate of |
expulsion for Black and Hispanic children, a recent study |
found a wide variation in the awareness, understanding, |
and compliance with the law by providers of early |
childhood care. Further work is needed to implement the |
law, which includes providing training to early childhood |
care providers to increase their understanding of the law, |
increasing the availability and access to infant and early |
childhood mental health services, and building aligned |
data collection systems to better understand expulsion |
rates and to allow for accurate reporting as required by |
the law. |
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(7) Many educators and schools in this State have |
embraced and implemented evidenced-based restorative |
justice and trauma-responsive and culturally relevant |
practices and interventions. However, the use of these |
interventions on students is often isolated or is |
implemented occasionally and only if the school has the |
appropriate leadership, resources, and partners available |
to engage seriously in this work. It would be malpractice |
to deny our students access to these practices and |
interventions, especially in the aftermath of a |
once-in-a-century pandemic. |
(b) The Whole Child Task Force is created for the purpose |
of establishing an equitable, inclusive, safe, and supportive |
environment in all schools for every student in this State. |
The task force shall have all of the following goals, which |
means key steps have to be taken to ensure that every child in |
every school in this State has access to teachers, social |
workers, school leaders, support personnel, and others who |
have been trained in evidenced-based interventions and |
restorative practices: |
(1) To create a common definition of a |
trauma-responsive school, a trauma-responsive district, |
and a trauma-responsive community. |
(2) To outline the training and resources required to |
create and sustain a system of support for |
trauma-responsive schools, districts, and communities and |
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to identify this State's role in that work, including |
recommendations concerning options for redirecting |
resources from school resource officers to classroom-based |
support. |
(3) To identify or develop a process to conduct an |
analysis of the organizations that provide training in |
restorative practices, implicit bias, anti-racism, and |
trauma-responsive systems, mental health services, and |
social and emotional services to schools. |
(4) To provide recommendations concerning the key data |
to be collected and reported to ensure that this State has |
a full and accurate understanding of the progress toward |
ensuring that all schools, including programs and |
providers of care to pre-kindergarten children, employ |
restorative, anti-racist, and trauma-responsive |
strategies and practices. The data collected must include |
information relating to the availability of trauma |
responsive support structures in schools as well as |
disciplinary practices employed on students in person or |
through other means, including during remote or blended |
learning. It should also include information on the use |
of, and funding for, school resource officers and other |
similar police personnel in school programs. |
(5) To recommend an implementation timeline, including |
the key roles, responsibilities, and resources to advance |
this State toward a system in which every school, |
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district, and community is progressing toward becoming |
trauma-responsive. |
(6) To seek input and feedback from stakeholders, |
including parents, students, and educators, who reflect |
the diversity of this State. |
(7) To recommend legislation, policies, and practices |
to prevent learning loss in students during periods of |
suspension and expulsion, including, but not limited to, |
remote instruction. |
(c) Members of the Whole Child Task Force shall be |
appointed by the State Superintendent of Education. Members of |
this task force must represent the diversity of this State and |
possess the expertise needed to perform the work required to |
meet the goals of the task force set forth under subsection |
(a). Members of the task force shall include all of the |
following: |
(1) One member of a statewide professional teachers' |
organization. |
(2) One member of another statewide professional |
teachers' organization. |
(3) One member who represents a school district |
serving a community with a population of 500,000 or more. |
(4) One member of a statewide organization |
representing social workers. |
(5) One member of an organization that has specific |
expertise in trauma-responsive school practices and |
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experience in supporting schools in developing |
trauma-responsive and restorative practices. |
(6) One member of another organization that has |
specific expertise in trauma-responsive school practices |
and experience in supporting schools in developing |
trauma-responsive and restorative practices. |
(7) One member of a statewide organization that |
represents school administrators. |
(8) One member of a statewide policy organization that |
works to build a healthy public education system that |
prepares all students for a successful college, career, |
and civic life. |
(9) One member of a statewide organization that brings
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teachers together to identify and address issues
critical |
to student success. |
(10) One member of the General Assembly recommended by |
the President of the Senate. |
(11) One member of the General Assembly recommended by |
the Speaker of the House of
Representatives. |
(12) One member of the General Assembly recommended by |
the Minority Leader of the Senate. |
(13) One member of the General Assembly recommended by |
the Minority Leader of the House of Representatives. |
(14) One member of a civil rights organization that |
works actively on issues regarding student support. |
(15) One administrator from a school district that has |
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actively worked to develop a system of student support |
that uses a trauma-informed lens. |
(16) One educator from a school district that has |
actively worked to develop a system of student support |
that uses a trauma-informed lens. |
(17) One member of a youth-led organization. |
(18) One member of an organization that has |
demonstrated expertise in restorative practices. |
(19) One member of a coalition of mental health and |
school practitioners who assist schools in developing and |
implementing trauma-informed and restorative strategies |
and systems. |
(20) One member of an organization whose mission is to |
promote the safety, health, and economic success of |
children, youth, and families in this State. |
(21) One member who works or has worked as a |
restorative justice coach or disciplinarian. |
(22) One member who works or has worked as a social |
worker. |
(23) One member of the State Board of Education. |
(24) One member who represents a statewide principals' |
organization. |
(25) One member who represents a statewide |
organization of school boards. |
(26) One member who has expertise in pre-kindergarten |
education. |
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(27) One member who represents a school social worker |
association. |
(28) One member who represents an organization that |
represents school districts in both the south suburbs and |
collar counties. |
(29) One member who is a licensed clinical |
psychologist who (A) has a doctor of philosophy in the |
field of clinical psychology and has an appointment at an |
independent free-standing children's hospital located in |
Chicago, (B) serves as associate professor at a medical |
school located in Chicago, and (C) serves as the clinical |
director of a coalition of voluntary collaboration of |
organizations that are committed to applying a trauma lens |
to their efforts on behalf of families and children in the |
State. |
(30) One member who represents a west suburban school |
district. |
(31) One member who represents an organization |
representing regional offices of education. |
(d) The Whole Child Task Force shall meet at the call of |
the State Superintendent of Education or his or her designee, |
who shall serve as as the chairperson. The State Board of |
Education shall provide administrative and other support to |
the task force. Members of the task force shall serve without |
compensation. |
(e) The Whole Child Task Force shall submit a report of its |
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findings and recommendations to the General Assembly, the |
Illinois Legislative Black Caucus, the State Board of |
Education, and the Governor on or before February 1, 2022. |
Upon submitting its report, the task force is dissolved. |
(f) This Section is repealed on February 1, 2023.
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(Source: P.A. 101-654, eff. 3-8-21.)
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