F) Core guidance counselor investments. Each 16 Organizational Unit shall receive the funding needed to 17 cover one FTE guidance counselor for each 450 combined ASE
18 of pre-kindergarten children with disabilities and all
19 kindergarten through grade 5 students, plus one FTE
20 guidance counselor for each 250 grades 6 through 8 ASE 21 middle school students, plus one FTE guidance counselor for
22 each 250 grades 9 through 12 ASE high school students.PDF
School Counselor Confidentiality
Protects privileged or confidential communication with a school counselor and prohibits adverse employment action for keeping confidentiality.
Created a Task Force on the Prevention of Sexual Assault. Adopts and implements a policy addressing sexual abuse of children that may include age-appropriate curriculum for students in Pre-K through fifth grade.
Requires licensed school personnel and administrators who work with grades K-12 to be trained, once every two years, to identify the warning signs of mental illness and suicidal behavior in youth and be taught appropriate intervention and referral techniques
School districts that do not provide sex education are not required to do so, but that if a course is offered in any of the grades 6-12, the district may choose to adapt the complete sex education curriculum that meets specific needs of its community. Sex education courses shall emphasize that abstinence is a responsible and positive decision that is the only protection that is 100% effective.
Amends the Communicable Disease Prevention Act reporting requirements regarding children diagnosed with or testing positive for HIV or AIDS. The act previously required the Department of Public Health or local health departments to notify the principal of the child's school. HB 61 repealed the requirement.
Provides that all institutions of higher learning shall supply the student with the opportunity to per-authorize in writing the disclosure of certain private medical health information to a designated person.
Gay, Lesbian, & Straight Education Network - Model District Policy on Transgender and Gender Nonconforming Students, which outlines best practices for schools to ensure that all students are safe, included, and respected in school.
Creates the Child Bereavement Leave Act and amends the State Finance Act. Provides that an employee may use specified amounts of bereavement leave to grieve the death of the employee's child, attend services, or make arrangements.
In a school district other than the Chicago School District, a principal will have the responsibility to utilize the resources of law enforcement when the safety and welfare of students and teachers are threatened by illegal use of possession of weapons, or by illegal gang activity. Illegal gang activity is an offense under which the courts or police must report to the principal when a student is detained.
Makes it a petty offense for a post-secondary school to request or require a student of parent/guardian to provide a password or other account information in order to gain access to a student's account or profile on a social networking website. Schools must provide notification of this protection by publishing it in the schools handbook and/or disciplinary policy.
Suspends the requirement for state assessments 105 ILCS 5/1-1, Constitution exam, PE, Foreign Language requirement, certain courses needed to receive a high school diploma Illinois School Code, 105 ILCS 5/27-22(e)
Family Educational Rights and Privacy Act - federal law that affords parents the right to have access to their children's education records, the right to seek to have the records amended, and the right to consent to the disclosure of personally identifiable information from education records, except as provided by law. When a student turns 18, the rights under FERPA transfer from the parents to the student.
Amends the School Code. Provides that beginning July 1, 2018, every school district, charter school, or alternative school or any school receiving public funds shall collect and review its chronic absence data and determine what systems of support and resources are needed to engage chronically absent students and their families to encourage the habit of daily attendance and promote success.