105 ILCS 5/10-22.24b
2021 Illinois Compiled Statutes|Chapter 105 - SCHOOLS|105 ILCS 5/ - School Code.|Article 10 - School Boards

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:(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;(9) assisting all students with a college or     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;(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 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 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 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 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;(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;(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 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;(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 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.)