Framework addresses professional development, training, or education programs for teachers, administrators, and other school staff to build cultural proficiency.

(a) The General Assembly makes the following findings:

• (1) implicit racial bias influences evaluations of and behavior toward those who are the subject of the bias;
• (2) understanding implicit racial bias is needed in order to reduce that bias;
• (3) marginalized students would benefit from having access to educators who have worked to reduce their biases; and
• (4) training that helps educators overcome implicit racial bias has implication for classroom interactions, student evaluation, and classroom engagement; it also affects student academic self-concept.

(b) Each school board shall require in-service training for school personnel to include training to develop cultural competency, including understanding and reducing implicit racial bias.

(c) As used in this Section, “implicit racial bias” means a preference, positive or negative, for a racial or ethnic group that operates outside of awareness. This bias has 3 different components: affective, behavioral, and cognitive.

(e) To maintain order and security in the schools, school authorities may inspect and search places and areas such as lockers, desks, parking lots, and other school property and equipment owned or controlled by the school, as well as personal effects left in those places and areas by students, without notice to or the consent of the student, and without a search warrant. As a matter of public policy, the General Assembly finds that students have no reasonable expectation of privacy in these places and areas or in their personal effects left in these places and areas. School authorities may request the assistance of law enforcement officials for the purpose of conducting inspections and searches of lockers, desks, parking lots, and other school property and equipment owned or controlled by the school for illegal drugs, weapons, or other illegal or dangerous substances or materials, including searches conducted through the use of specially trained dogs. If a search conducted in accordance with this Section produces evidence that the student has violated or is violating either the law, local ordinance, or the school's policies or rules, such evidence may be seized by school authorities, and disciplinary action may be taken. School authorities may also turn over such evidence to law enforcement authorities.

(a) The General Assembly makes the following findings:

• (1) implicit racial bias influences evaluations of and behavior toward those who are the subject of the bias;
• (2) understanding implicit racial bias is needed in order to reduce that bias;
• (3) marginalized students would benefit from having access to educators who have worked to reduce their biases; and
• (4) training that helps educators overcome implicit racial bias has implication for classroom interactions, student evaluation, and classroom engagement; it also affects student academic self-concept.

(b) The board shall require in-service training for school personnel to include training to develop cultural competency, including understanding and reducing implicit racial bias.

(c) As used in this Section, “implicit racial bias” means a preference, positive or negative, for a racial or ethnic group that operates outside of awareness. This bias has 3 different components: affective, behavioral, and cognitive.

Document encourages professional development on cultural competency, including culturally responsive discipline practices.