Illinois General Assembly

  Bills & Resolutions  
  Compiled Statutes  
  Public Acts  
  Legislative Reports  
  IL Constitution  
  Legislative Guide  
  Legislative Glossary  

 Search By Number
 (example: HB0001)
Search Tips

Search By Keyword

Illinois Compiled Statutes

 ILCS Listing   Public Acts  Search   Guide   Disclaimer

Information maintained by the Legislative Reference Bureau
Updating the database of the Illinois Compiled Statutes (ILCS) is an ongoing process. Recent laws may not yet be included in the ILCS database, but they are found on this site as Public Acts soon after they become law. For information concerning the relationship between statutes and Public Acts, refer to the Guide.

Because the statute database is maintained primarily for legislative drafting purposes, statutory changes are sometimes included in the statute database before they take effect. If the source note at the end of a Section of the statutes includes a Public Act that has not yet taken effect, the version of the law that is currently in effect may have already been removed from the database and you should refer to that Public Act to see the changes made to the current law.

105 ILCS 5/10-22.24b

    (105 ILCS 5/10-22.24b)
    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 through a standards-based, data-informed program that promotes student achievement and wellness;
        (2) (blank);
        (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,
    
which includes planning for post-secondary education, as appropriate, and engaging in related and relevant career and technical education coursework in high school;
        (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, and includes planning for post-secondary education, as appropriate, and engaging in related and relevant career and technical education coursework in high school;
        (10) (blank);
        (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) providing educational opportunities for
    
students, teachers, and parents on mental health issues;
        (15) providing counseling and other resources to
    
students who are in crisis;
        (16) working to address barriers that prohibit or
    
limit 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) working to address the needs of all students
    
with regard to citizenship status;
        (21) (blank);;
        (22) providing academic, social-emotional, and
    
college and career supports to all students irrespective of special education or Section 504 status;
        (23) assisting students in goal setting and success
    
skills for classroom behavior, study skills, test preparation, internal motivation, and intrinsic rewards;
        (24) (blank);;
        (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) (blank);
        (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 Multi-Tiered
    
Systems of Support 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) using student competencies to assess student
    
growth and development to inform decisions regarding strategies, activities, and services that help students achieve the highest academic level possible;
        (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) complete the required training as outlined in
    
Section 10-22.39;
        (50) (blank);
        (51) (blank);
        (52) (blank);
        (53) (blank);
        (54) (blank); and
        (55) promoting career and technical education by
    
assisting each student to determine an appropriate postsecondary plan based upon the student's skills, strengths, and goals and assisting the student to implement the best practices that improve career or workforce readiness after high school.
    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. 102-876, eff. 1-1-23; 103-154, eff. 6-30-23; 103-542, eff. 7-1-24 (see Section 905 of P.A. 103-563 for effective date of P.A. 103-542; 103-780, eff. 8-2-24.)