summary
Introduced
02/05/2026
02/05/2026
In Committee
02/17/2026
02/17/2026
Crossed Over
Passed
Dead
Introduced Session
104th General Assembly
Bill Summary
Amends the School Code. In the Courses of Study Article, provides that each school district and its schools shall create, maintain, and implement a policy for providing academic, social-emotional, and behavioral intervention within a framework of a multi-tiered system of support. Provides that the multi-tiered system of support process should use a collaborative team approach and include the engagement of and regular communication with the child's parent or guardian. Requires the parent or guardian of a child identified for additional support to be provided with written notice of the school district's use of scientific, research-based intervention within a multi-tiered system of support and the purpose of the intervention. Allows the parent or guardian to be part of the collaborative team approach at the discretion of the school district. Provides that the parent or guardian shall be provided all data collected and reviewed by the school district with regard to the child in the scientific, research-based intervention or multi-tiered system of support process. Allows the State Board of Education to provide guidance to school districts and identify available resources related to facilitating parent or guardian engagement in a multi-tiered system of support process. In the Children with Disabilities Article, repeals a Section concerning the response to scientific, research-based intervention or a multi-tiered system of support process.
AI Summary
This bill mandates that every school district and its schools must establish, maintain, and implement a policy for providing academic, social-emotional, and behavioral support through a multi-tiered system of support (MTSS). An MTSS is defined as a tiered process using evidence-based curriculum and interventions, continuous monitoring of student progress with scientific tools, and data-driven decisions based on how students respond to interventions, all within a problem-solving framework. This process should involve a collaborative team and regular communication with the child's parent or guardian, who must receive written notice about the use of scientific, research-based interventions and their purpose. Parents or guardians may be included in the collaborative team at the school district's discretion and are entitled to all data collected regarding their child within the MTSS process. The State Board of Education is authorized to offer guidance and resources to schools to help engage parents and guardians in MTSS. Additionally, this bill repeals a section of the School Code that previously addressed responses to scientific, research-based interventions or MTSS within the context of children with disabilities.
Committee Categories
Education
Sponsors (1)
Last Action
Assigned to Education (on 02/17/2026)
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