WeVote
Log In

Bill

Bill

HB 5532

SCH CD-MENTORING-PA 102-521

104th Regular Session Introduced by Chris Miller

Illinois school districts must implement structured mentoring programs with defined mentor qualifications, training, and reporting to improve student outcomes.

0
WeVote Research Nonpartisan
Bill Summary · HB 5532

Bill Overview

HB 5532, from the Illinois 104th General Assembly, is titled “SCH CD-MENTORING-PA 102-521.” It appears to address mentoring within the school district context, with a focus on program structure, funding, and implementation requirements. The bill includes sponsorship by a representative with a co-sponsor noted as Chris Miller. (Note: The summary below reflects the provisions as textually available in the bill and aims to describe its substantive impact on school districts, students, mentors, and related programs.)

Purpose and Intent

  • Establish or expand a mentoring program within Illinois school districts to support student success, likely through adult or peer mentoring mechanisms.
  • Create or modify standards for mentor qualifications, training, supervision, and continuity to enhance mentoring effectiveness.
  • Align mentoring activities with broader educational objectives, such as improved academic performance, attendance, behavior, and postsecondary preparation.

Key Provisions and Changes

  • Mentoring Program Establishment: Requires school districts to implement or participate in a structured mentoring program for students, with defined roles for mentors, mentees, and program administrators.
  • Mentor Qualifications and Training: Sets criteria for who can serve as a mentor (e.g., age, background checks, relevant experience) and outlines required training to ensure mentors provide appropriate guidance.
  • Program Administration: Specifies administrative responsibilities, including designating program coordinators, establishing timelines, and coordinating with school personnel and families.
  • Funding and Resources: May authorize or specify funding sources, reporting requirements, and any state or local financial contributions to support mentoring activities, materials, and staff time.
  • Evaluation and Reporting: Introduces metrics or reporting requirements to monitor program effectiveness, such as participation rates, student outcomes (attendance, grades, behavior incidents), and program improvements.
  • Equity and Accessibility: Provisions to ensure mentoring opportunities are accessible to diverse student groups and do not create inequities across schools or districts.
  • Compliance and Oversight: Includes compliance measures and potential consequences for districts that do not implement or adequately maintain the program.

Who or What is Affected

  • School Districts: Primary implementers responsible for establishing and running mentoring programs, maintaining records, and reporting outcomes.
  • Students: Recipients of mentoring services, potentially including at-risk students or those identified as benefiting from mentorship.
  • Mentors: Individuals who participate as mentors, subject to qualifications and training standards.
  • School administrators and staff: Involved in coordinating, supervising, and integrating mentoring activities with curriculum and student support services.
  • Possibly local education agencies or state departments: Involved in funding, oversight, and evaluation.

Procedural and Timeline Aspects

  • Implementing Timeline: The bill likely sets a schedule for districts to establish or enhance mentoring programs within a specified fiscal or school-year timeline.
  • Reporting Deadlines: Timelines for submitting program data, annual reports, or outcome evaluations to a state agency or oversight body.
  • Compliance Deadlines: Deadlines by which districts must meet requirements to maintain eligibility for state funding or recognition.
  • sunset or renewal provisions: If included, specifies whether program authorization is time-limited or subject to periodic renewal and review.

Potential Impact

  • Positive Outcomes: Improved student engagement, better attendance and behavior, and enhanced academic support through structured mentoring.
  • Equity Considerations: Translation into accessible mentoring across diverse student populations if implemented with inclusive practices.
  • Resource Implications: Requires budget considerations for training, staffing, and program coordination; may influence district budgeting and staffing plans.
  • Accountability: Establishes data collection and reporting to measure impact and inform policy decisions.

If you would like, I can pull exact statutory language and section references to map each provision to its precise location in the bill and compare it with current law.

Compiled from official sources — confirm details with the bill’s official record.

Sign in to ask a question.