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(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; |
(9) assisting all students with a college or |
post-secondary education plan; |
(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; |
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(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 |
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 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 actively supporting 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) facilitating, participating in, or contributing to a |
student's individualized education plan (IEP) and |
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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 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 accordance with |
the rules and regulations governing the provision of |
related services; |
(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 |
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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 |
emotional education programs and services, and |
establishing and implementing bullying prevention and |
intervention programs; |
(32) developing 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; |
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(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 |
and goals and detailing specific school counselor |
responsibilities; |
(37) identifying and implementing 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; |
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(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; |
(44) practicing as a culturally-skilled school |
counselor by infusing the multicultural competencies |
within the role of the school counselor, including the |
practice of 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 |
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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) participating, at 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; |
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(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 |
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; and |
(54) participating in mandates from the State Board of |
Education for bullying education and social-emotional |
literary. |
School districts may employ a sufficient number of school |
counselors to maintain the national and State recommended |
student-counselor ratio of 250 to 1. School districts may have |
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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.
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(Source: P.A. 98-918, eff. 8-15-14.)
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Section 99. Effective date. This Act takes effect upon |
becoming law. |