105 ILCS 5/22-90
2021 Illinois Compiled Statutes|Chapter 105 - SCHOOLS|105 ILCS 5/ - School Code.|Article 22 - General Provisions--Penalties--Liabilities

(105 ILCS 5/22-90)(Text of Section from P.A. 102-51)Sec. 22-90. Modification of athletic or team uniform; nonpublic schools.(a) A nonpublic school recognized by the State Board of Education must allow a student athlete to modify his or her athletic or team uniform for the purpose of modesty in clothing or attire that is in accordance with the requirements of his or her religion or his or her cultural values or modesty preferences. The modification of the athletic or team uniform may include, but is not limited to, the wearing of a hijab, an undershirt, or leggings. If a student chooses to modify his or her athletic or team uniform the student is responsible for all costs associated with the modification of the uniform and the student shall not be required to receive prior approval from the school for such modification. However, nothing in this Section prohibits a school from providing the modification to the student.(b) At a minimum, any modification of the athletic or team uniform must not interfere with the movement of the student or pose a safety hazard to the student or to other athletes or players. The modification of headgear is permitted if the headgear:(1) is black, white, the predominate color of the     uniform, or the same color for all players on the team;(2) does not cover any part of the face;(3) is not dangerous to the player or to the other     players;(4) has no opening or closing elements around the     face and neck; and(5) has no parts extruding from its surface.   (Source: P.A. 102-51, eff. 7-9-21.)(Text of Section from P.A. 102-157)(This Section may contain text from a Public Act with a delayed effective date)Sec. 22-90. Absenteeism and truancy policy.(a) Each school district, charter school, or alternative school or any school receiving public funds shall develop and communicate to its students and their parent or guardian, on an annual basis, an absenteeism and truancy policy, including at least the following elements:(1) A definition of a valid cause for absence in     accordance with Section 26-2a of this Code.(2) A description of diagnostic procedures to be used     for identifying the causes of unexcused student absenteeism, which shall, at a minimum, include interviews with the student, his or her parent or guardian, and any school officials who may have information about the reasons for the student's attendance problem.(3) The identification of supportive services to be     made available to truant or chronically truant students. These services shall include, but need not be limited to, parent conferences, student counseling, family counseling, and information about existing community services that are available to truant and chronically truant students and relevant to their needs.(4) Incorporation of the provisions relating to     chronic absenteeism in accordance with Section 26-18 of this Code.(b) The absenteeism and truancy policy must be updated every 2 years and filed with the State Board of Education and the regional superintendent of schools.   (Source: P.A. 102-157, eff. 7-1-22.)(Text of Section from P.A. 102-209)(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 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     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.(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 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, 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.(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 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 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 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.(27)    One member who represents a school social     worker association.(28) One member who represents an organization that     represents school districts in the south suburbs.(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 from a governmental agency who has     expertise in child development and who is responsible for coordinating early childhood mental health programs and services.(32)   One member who has significant expertise in     early childhood mental health and childhood trauma.(33) One member who represents an organization that     represents school districts in the collar counties.(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 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 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.   (Source: P.A. 101-654, eff. 3-8-21; 102-209, eff. 11-30-21 (See Section 5 of P.A. 102-671 for effective date of P.A. 102-209).)(Text of Section from P.A. 102-327)Sec. 22-90. School guidance counselor; gift ban.(a) In this Section:"Guidance counselor" means a person employed by a school district and working in a high school to offer students advice and assistance in making career or college plans."Prohibited source" means any person who is  employed by an institution of higher education or is an agent or spouse of or an  immediate family member living with a person employed by an institution of higher education."Relative" means an individual related to another as father, mother, son, daughter, brother, sister, uncle, aunt, great-aunt, great-uncle, first cousin, nephew, niece, husband, wife, grandfather, grandmother, grandson, granddaughter, father-in-law, mother-in-law, son-in-law, daughter-in-law, brother-in-law, sister-in-law, stepfather, stepmother, stepson, stepdaughter, stepbrother, stepsister, half brother, or half sister or the father, mother, grandfather, or grandmother of the individual's spouse or the individual's fiance or fiancee.(b) A guidance counselor may not intentionally solicit or accept any gift from a prohibited source or solicit or accept a gift that would be in violation of any federal or State statute or rule. A prohibited source may not intentionally offer or make a gift that violates this Section.(c) The prohibition in subsection (b) does not apply to any of the following:(1) Opportunities, benefits, and services that are     available on the same conditions as for the general public.(2) Anything for which the guidance counselor pays     the market value.(3) A gift from a relative.(4) Anything provided by an individual on the basis     of a personal friendship, unless the guidance counselor has reason to believe that, under the circumstances, the gift was provided because of the official position or employment of the guidance counselor and not because of the personal friendship. In determining whether a gift is provided on the basis of personal friendship, the guidance counselor must consider the circumstances in which the gift was offered, including any of the following:(A) The history of the relationship between the         individual giving the gift and the guidance counselor, including any previous exchange of gifts between those individuals.(B) Whether, to the actual knowledge of the         guidance counselor, the individual who gave the gift personally paid for the gift or sought a tax deduction or business reimbursement for the gift.(C) Whether, to the actual knowledge of the         guidance counselor, the individual who gave the gift also, at the same time, gave the same or a similar gift to other school district employees.(5) Bequests, inheritances, or other transfers at     death.(6) Any item or items from any one prohibited source     during any calendar year having a cumulative total value of less than $100.(7) Promotional materials, including, but not limited     to, pens, pencils, banners, posters, and pennants.Each exception listed under this subsection is mutually exclusive and independent of one another.(d) A guidance counselor is not in violation of this Section if he or she promptly takes reasonable action to return the gift to the prohibited source or donates the gift or an amount equal to its value to an appropriate charity that is exempt from income taxation under Section 501(c)(3) of the Internal Revenue Code of 1986.A guidance counselor or prohibited source who intentionally violates this Section is guilty of a business offense and is subject to a fine of at least $1,001 and up to $5,000.   (Source: P.A. 102-327, eff. 1-1-22.)(Text of Section from P.A. 102-635)(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 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     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.(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 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, 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 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 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 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.(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 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 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.   (Source: P.A. 101-654, eff. 3-8-21; 102-635, eff. 11-30-21 (See Section 10 of P.A. 102-671 for effective date of P.A. 102-635).)(Text of Section from P.A. 102-671)(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 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     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.(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 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, 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.(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 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 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 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.(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.(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 findings and recommendations to the General Assembly, the Illinois Legislative Black Caucus, the State Board of Education, and the Governor on or before March 15, 2022. Upon submitting its report, the task force is dissolved.(f) This Section is repealed on February 1, 2023.   (Source: P.A. 101-654, eff. 3-8-21; 102-671, eff. 11-30-21.)