Creates the Equitable Access to Education, Employment, and Training for Incarcerated Individuals with Disabilities Act. Provides that reasonable accommodations for incarcerated individuals with an intellectual disability or a developmental disability shall include a waiver of any requirement that the individual take the Test of Adult Basic Education and receive a passing score, or take and receive a passing score on any other examination or test that the Department may require to determine academic achievement or access to educational programs, work assignments, and vocational programs. Provides that participation in these programs through the Test of Adult Basic Education waiver and other reasonable accommodations shall qualify individuals with an intellectual disability or a developmental disability to earn earned sentence credit, consistent with opportunities provided to other incarcerated individuals. Provides that Department of Corrections staff, including educational personnel, shall receive annual training on: (1) identifying individuals who have an intellectual disability or a developmental disability; (2) providing accommodations and supports to an individual with an intellectual disability or a developmental disability in educational, employment. and vocational settings; and (3) administering appropriate alternative assessments. Provides that staff training programs shall be developed in collaboration with disability advocacy organizations and educational institutions. Provides that the Department shall ensure compliance with federal disability laws, including the Americans with Disabilities Act and Rehabilitation Act of 1973, through the implementation of the Act. Provides that individuals with an intellectual disability or a developmental disability who are denied access to programs or accommodations under the Act may file a grievance through the Department's established grievance procedures. Effective immediately.
Amends the School Code. Provides that when registering or seeking recognition status with the State Board of Education, a nonpublic elementary or secondary school shall include assurances that the school will not prohibit religious hairstyles, hair-related religious practices, or facial hair worn in accordance with a student's or employee's sincerely held religious beliefs, observance, or practice. Provides that a school uniform or dress code policy adopted by a school board or local school council may not include or apply to religious hairstyles, hair-related religious practices, or facial hair worn in accordance with a student's sincerely held religious beliefs, observance, or practice. Makes conforming changes. Effective immediately.
Amends the School Code. In provisions concerning in-service training programs for teachers, administrators, and school support personnel, provides that the training regarding health conditions of students shall include the proper handling of service animals in the school setting and the instruction on the federal Americans with Disabilities Act, as it pertains to the school environment, shall include the proper handling of service animals, the rights of students who use service animals, and appropriate interactions with service animals.
Amends the Substance Use Disorder Act. Expands the Act to include counseling, referral, and other supportive services for persons with gambling disorders. Requires the Department of Human Services to collaborate with the State Board of Education in the development of instructional resources for substance use or gambling disorder prevention and awareness that may be used by school districts. Permits the Department to cooperate with institutions of higher education in the development of programs on substance use and gambling disorders. Requires the Department to establish a toll-free hotline and website that provides crisis counseling and referral services for families experiencing difficulty related to a gambling disorder. Requires the Department to promote public awareness regarding the impact of gambling disorders on individuals, families, and communities. Makes other changes.
Amends the Employment of Teachers Article of the School Code. In a provision requiring a school board, before setting a hearing on charges stemming from causes that are considered remediable, to give a teacher reasonable warning, in writing, stating specifically the causes that, if not removed, may result in charges, allows a teacher to grieve the issuance of such warning pursuant to the applicable collective bargaining agreement to determine whether the board had just cause in issuing the warning. Requires the written warning to narrowly specify the nature of the alleged misconduct that needs to be remedied. Provides that under no circumstances may the written warning remain effective for longer than 4 years from the date of the issuance of the written warning. Requires the school district to use reasonable efforts to remove the written warning from the teacher's personnel file after the 4 years have elapsed or sooner if agreed to through the exclusive bargaining representative, with an exception. Effective immediately.
Amends the Evaluation of Certified Employees Article of the School Code. Provides that, beginning July 1, 2026, if a school district and its teachers cannot reach agreement over the decision on whether to incorporate the use of data and indicators on student growth as a factor in rating teaching performance into a teacher evaluation plan and there is no collective bargaining agreement that includes or incorporates by reference the teacher evaluation plan, then the student growth component shall be removed from the teacher evaluation plan. Effective immediately.
Urges the United States Department of Education to reverse the reclassification of architecture graduate degrees from "professional" to" non-professional" degrees under the One Big Beautiful Bill Act (OBBBA).
Expresses the belief that nursing, social work, professional counseling, marriage and family therapy, physical therapy, occupational therapy, speech-language pathology, audiology, physician assistant practice, public health, and education are professional disciplines that require advanced graduate education, professional licensure, and adherence to rigorous ethical and clinical standards. Lists the graduate degrees that should be considered professional degrees. States that any state agency, public university, or entity receiving state funds should take all necessary steps to avoid discrimination against individuals holding these graduate degrees in hiring, promotion, compensation, professional development funding, or other terms and conditions of employment based on any federal student loan classification. Urges the United States Department of Education to include all graduate degrees in nursing, social work, counseling, therapy, physical therapy, occupational therapy, speech-language pathology, audiology, physician assistant practice, public health, and education in its definition of "professional degrees" for federal student loan purposes. Urges the Illinois Congressional Delegation to advocate for legislation to ensure that graduate students in all health and human services professions have access to adequate federal student loan funding to complete their professional education. Commits to exploring state-level solutions to support graduate education in health and human services professions, including but not limited to scholarships, grants, loan repayment assistance programs, and other workforce development initiatives. Expresses support for the licensed health and human services professionals in Illinois who serve our most vulnerable populations with skill, compassion, and unwavering commitment to the public good.
Encourages all public school districts serving grades 6 through 12 to develop a plan to adopt school start times that reflect the biological sleep needs of adolescents.
Amends the Educator Licensure Article of the School Code. In a provision regarding the Illinois Teaching Excellence Program, changes the definition of "hard-to-staff school" to mean a public school that either (i) is identified as hard-to-staff based on data reported on its school report card or (ii) does not have a school report card but serves a student population in which 30% or more of the student enrollment is considered low-income as determined by the State Board of Education using available enrollment or funding data, and provides that the State Board may not deny a National Board certified teacher a retention bonus solely because the public school at which the teacher is employed does not have a school report card.
