SCH-MULTI-TIER SYSTEM SUPPORT

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Introduced

Senate Amendment 001

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Introduced

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104TH GENERAL ASSEMBLY
State of Illinois
2025 and 2026
SB3669

Introduced 2/5/2026, by Sen. Adriane Johnson

SYNOPSIS AS INTRODUCED:

105 ILCS 5/27-1

from Ch. 122, par. 27-1
105 ILCS 5/14-8.02h rep.

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.
LRB104 17126 LNS 30545 b
STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT
MAY APPLY

A BILL FOR

SB3669
LRB104 17126 LNS 30545 b
1

AN ACT concerning education.

2

Be it enacted by the People of the State of Illinois,
3
represented in the General Assembly:

4

Section 5.
The School Code is amended by changing Section
5
27-1 as follows:

6

(105 ILCS 5/27-1)

(from Ch. 122, par. 27-1)
7

Sec. 27-1.
Areas of education taught; multi-tiered system
8
of support; discrimination

Areas of education taught -
9
discrimination
on account of sex.
10

(a)
The State of Illinois, having the responsibility of
11
defining requirements for elementary and secondary education,
12
establishes that the primary purpose of schooling is the
13
transmission of knowledge and culture through which children
14
learn in areas necessary to their continuing development and
15
entry into the world of work. Such areas include the language
16
arts, mathematics, the biological, physical and social
17
sciences, the fine arts and physical development and health.
18

Each school district shall give priority in the allocation
19
of resources, including funds, time allocation, personnel, and
20
facilities, to fulfilling the primary purpose of schooling.
21

The State Board of Education shall establish goals and
22
learning standards consistent with the above purposes and
23
define the knowledge and skills which the State expects

SB3669
- 2 -
LRB104 17126 LNS 30545 b
1
students to master and apply as a consequence of their
2
education.
3

Each school district shall establish learning objectives
4
consistent with the State Board of Education's goals and
5
learning standards for the areas referred to in this Section,
6
shall develop appropriate testing and assessment systems for
7
determining the degree to which students are achieving the
8
objectives, and shall develop reporting systems to apprise the
9
community and State of the assessment results.
10

Each school district shall make available to all students
11
academic and vocational courses for the attainment of learning
12
objectives.
13

(b) In this subsection (b), "multi-tiered system of
14
support" means a tiered process of appropriate instruction and
15
support that uses differentiated instructional strategies for
16
students, provides students with an evidence-based curriculum
17
and interventions aligned with State standards, continuously
18
monitors student performance using scientific, research-based
19
progress monitoring instruments, and makes data-driven
20
educational decisions based on a student's response to the
21
interventions. A multi-tiered system of support uses a
22
problem-solving method to define the problem, determines which
23
students require additional support, analyzes the problem
24
using data to determine why there is a discrepancy between
25
what is expected and what is occurring, establishes one or
26
more student performance goals, develops an intervention plan

SB3669
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LRB104 17126 LNS 30545 b
1
to address the performance goals, and delineates how student
2
progress will be monitored and how implementation integrity
3
will be ensured.
4

Each school district and its schools shall create,
5
maintain, and implement a policy for providing academic,
6
social-emotional, and behavioral intervention within a
7
framework of a multi-tiered system of support.
8

The multi-tiered system of support process should use a
9
collaborative team approach and include the engagement of and
10
regular communication with the child's parent or guardian. The
11
parent or guardian of a child identified for additional
12
support shall be provided with written notice of the school
13
district's use of scientific, research-based intervention
14
within a multi-tiered system of support and the purpose of the
15
intervention. The parent or guardian may be part of the
16
collaborative team approach at the discretion of the school
17
district. The parent or guardian shall be provided all data
18
collected and reviewed by the school district with regard to
19
the child in the scientific, research-based intervention or
20
multi-tiered system of support process. The State Board of
21
Education may provide guidance to school districts and
22
identify available resources related to facilitating parent or
23
guardian engagement in a multi-tiered system of support
24
process.
25

Nothing in this Section affects the responsibility of a
26
school district to identify, locate, and evaluate children

SB3669
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LRB104 17126 LNS 30545 b
1
with disabilities who are in need of special education
2
services in accordance with the federal Individuals with
3
Disabilities Education Act, this Code, or any applicable
4
federal or State rules.

5

(c)
No student shall be refused admission into or be
6
excluded from any course of instruction offered in the common
7
schools by reason of that person's sex. No student shall,
8
solely by reason of that person's sex, be denied equal access
9
to physical education and interscholastic athletic programs or
10
comparable programs supported from school district funds. This
11
Section is violated when a high school subject to this Act
12
participates in the post-season basketball tournament of any
13
organization or association that does not conduct post-season
14
high school basketball tournaments for both boys and girls,
15
which tournaments are identically structured. Conducting
16
identically structured tournaments includes having the same
17
number of girls' teams as boys' teams playing, in their
18
respective tournaments, at any common location chosen for the
19
final series of games in a tournament; provided, that nothing
20
in this paragraph shall be deemed to prohibit the selection
21
for the final series of games in the girls' tournaments of a
22
common location that is different than the common location
23
selected for the final series of games in the boys'
24
tournaments. Except as specifically stated in this Section,
25
equal access to programs supported by school district funds
26
and comparable programs will be defined in rules promulgated

SB3669
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LRB104 17126 LNS 30545 b
1
by the State Board of Education in consultation with the
2
Illinois High School Association.
3
(Source: P.A. 94-875, eff. 7-1-06.)

4

(105 ILCS 5/14-8.02h rep.)
5

Section 10.
The School Code is amended by repealing
6
Section 14-8.02h.

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