Rep. William "Will" Davis

Filed: 4/30/2024

 

 


 

 


 
10300SB3156ham001LRB103 36143 RJT 72620 a

1
AMENDMENT TO SENATE BILL 3156

2    AMENDMENT NO. ______. Amend Senate Bill 3156 by replacing
3everything after the enacting clause with the following:
 
4    "Section 5. The School Code is amended by changing
5Sections 2-3.47a, 2-3.170, 10-17a, 10-20.12a, 10-20.17a,
610-20.56, 10-22.24b, 10-27.1A, 10-27.1B, 18-8.15, 21B-45,
721B-50, 26-2, 27-22.2, and 34-8.05 as follows:
 
8    (105 ILCS 5/2-3.47a)
9    Sec. 2-3.47a. Strategic plan.
10    (a) The State Board of Education shall develop and
11maintain a continuing comprehensive strategic plan for
12elementary and secondary education. The strategic plan shall
13address how the State Board of Education will focus its
14efforts to increase equity in all Illinois schools and shall
15include, without limitation, all of the following topic areas:
16        (1) Service and support to school districts to improve

 

 

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1    student performance.
2        (2) Programs to improve equitable and strategic
3    resource allocation in all schools.
4        (3) Efforts to enhance the social-emotional well-being
5    of Illinois students.
6        (4) (Blank).
7        (5) (Blank).
8        (6) (Blank).
9        (7) (Blank).
10        (8) (Blank).
11        (9) (Blank).
12        (10) (Blank).
13        (11) (Blank).
14        (12) (Blank).
15        (13) (Blank).
16        (14) Attraction and retention of diverse and qualified
17    teachers and leaders.
18        (15) (Blank).
19The State Board of Education shall consult with the
20educational community, hold public hearings, and receive input
21from all interested groups in drafting the strategic plan.
22    (b) To meet the requirements of this Section, the State
23Board of Education shall issue to the Governor and General
24Assembly a preliminary report within 6 months after the
25effective date of this amendatory Act of the 93rd General
26Assembly and a final 5-year strategic plan within one year

 

 

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1after the effective date of this amendatory Act of the 93rd
2General Assembly. Thereafter, the State Board shall annually
3review the strategic plan and, if necessary, update its
4contents. The State Board shall provide updates regarding the
5topic areas contained in the strategic plan and any updates to
6its contents, if applicable, shall be updated and issued to
7the Governor and General Assembly on or before July 1 of each
8year.
9(Source: P.A. 102-539, eff. 8-20-21.)
 
10    (105 ILCS 5/2-3.170)
11    Sec. 2-3.170. Property tax relief pool grants.
12    (a) As used in this Section,
13    "EAV" means equalized assessed valuation as defined under
14Section 18-8.15 of this Code.
15    "Property tax multiplier" equals one minus the square of
16the school district's Local Capacity Percentage, as defined in
17Section 18-8.15 of this Code.
18    "Local capacity percentage multiplier" means one minus the
19school district's Local Capacity Percentage, as defined in
20Section 18-8.15.
21    "State Board" means the State Board of Education.
22    (b) Subject to appropriation, the State Board shall
23provide grants to eligible school districts that provide tax
24relief to the school district's residents, which may be no
25greater than 1% of EAV for a unit district, 0.69% of EAV for an

 

 

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1elementary school district, or 0.31% of EAV for a high school
2district, as provided in this Section.
3    (b-5) School districts may apply for property tax relief
4under this Section concurrently to setting their levy for the
5fiscal year. The intended relief may not be greater than 1% of
6the EAV for a unit district, 0.69% of the EAV for an elementary
7school district, or 0.31% of the EAV for a high school
8district, multiplied by the school district's local capacity
9percentage multiplier. The State Board shall process
10applications for relief, providing a grant to those districts
11with the highest adjusted operating tax rate, as determined by
12those districts with the highest percentage of the simple
13average adjusted operating tax rate of districts of the same
14type, either elementary, high school, or unit, first, in an
15amount equal to the intended relief multiplied by the property
16tax multiplier. The State Board shall provide grants to school
17districts in order of priority until the property tax relief
18pool is exhausted. If more school districts apply for relief
19under this subsection than there are funds available, the
20State Board must distribute the grants and prorate any
21remaining funds to the final school district that qualifies
22for grant relief. The abatement amount for that district must
23be equal to the grant amount divided by the property tax
24multiplier.
25    If a school district receives the State Board's approval
26of a grant under this Section by March 1 of the fiscal year,

 

 

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1the school district shall present a duly authorized and
2approved abatement resolution by March 30 of the fiscal year
3to the county clerk of each county in which the school files
4its levy, authorizing the county clerk to lower the school
5district's levy by the amount designated in its application to
6the State Board. When the preceding requisites are satisfied,
7the county clerk shall reduce the amount collected for the
8school district by the amount indicated in the school
9district's abatement resolution for that fiscal year.
10    (c) (Blank).
11    (d) School districts seeking grants under this Section
12shall apply to the State Board each year. All applications to
13the State Board for grants shall include the amount of the tax
14relief intended by the school district.
15    (e) Each year, based on the most recent available data
16provided by school districts pursuant to Section 18-8.15 of
17this Code, the State Board shall calculate the order of
18priority for grant eligibility under subsection (b-5) and
19publish a list of the school districts eligible for relief.
20The State Board shall provide grants in the manner provided
21under subsection (b-5).
22    (f) The State Board shall publish a final list of eligible
23grant recipients and provide payment of the grants by March 1
24of each year.
25    (g) If notice of eligibility from the State Board is
26received by a school district by March 1, then by March 30, the

 

 

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1school district shall file an abatement of its property tax
2levy in an amount equal to the grant received under this
3Section divided by the property tax multiplier. Payment of all
4grant amounts shall be made by June 1 each fiscal year. The
5State Superintendent of Education shall establish the timeline
6in such cases in which notice cannot be made by March 1.
7    (h) The total property tax relief allowable to a school
8district under this Section shall be calculated based on the
9total amount of reduction in the school district's aggregate
10extension. The total grant shall be equal to the reduction,
11multiplied by the property tax multiplier. The reduction shall
12be equal to 1% of a district's EAV for a unit school district,
130.69% for an elementary school district, or 0.31% for a high
14school district, multiplied by the school district's local
15capacity percentage multiplier.
16    (i) If the State Board does not expend all appropriations
17allocated pursuant to this Section, then any remaining funds
18shall be allocated pursuant to Section 18-8.15 of this Code.
19    (j) The State Board shall prioritize payments under
20Section 18-8.15 of this Code over payments under this Section,
21if necessary.
22    (k) Any grants received by a school district shall be
23included in future calculations of that school district's Base
24Funding Minimum under Section 18-8.15 of this Code. Beginning
25with Fiscal Year 2020, if a school district receives a grant
26under this Section, the school district must present to the

 

 

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1county clerk a duly authorized and approved abatement
2resolution by March 30 for the year in which the school
3district receives the grant and the successive fiscal year
4following the receipt of the grant, authorizing the county
5clerk to lower the school district's levy by the amount
6designated in its original application to the State Board.
7After receiving a resolution, the county clerk must reduce the
8amount collected for the school district by the amount
9indicated in the school district's abatement resolution for
10that fiscal year. If a school district does not abate in this
11amount for the successive fiscal year, the grant amount may
12not be included in the school district's Base Funding Minimum
13under Section 18-8.15 in the fiscal year following the tax
14year in which the abatement is not authorized and in any future
15fiscal year thereafter, and the county clerk must notify the
16State Board of the increase no later 30 days after it occurs.
17    (l) In the immediate 2 consecutive tax years following
18receipt of a Property Tax Pool Relief Grant, the aggregate
19extension base of any school district receiving a grant under
20this Section, for purposes of the Property Tax Extension
21Limitation Law, shall include the tax relief the school
22district provided in the previous taxable year under this
23Section.
24(Source: P.A. 100-465, eff. 8-31-17; 100-582, eff. 3-23-18;
25100-863, eff. 8-14-18; 101-17, eff. 6-14-19; 101-643, eff.
266-18-20.)
 

 

 

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1    (105 ILCS 5/10-17a)
2    Sec. 10-17a. State, school district, and school report
3cards; Expanded High School Snapshot Report.
4    (1) By October 31, 2013 and October 31 of each subsequent
5school year, the State Board of Education, through the State
6Superintendent of Education, shall prepare a State report
7card, school district report cards, and school report cards,
8and shall by the most economical means provide to each school
9district in this State, including special charter districts
10and districts subject to the provisions of Article 34, the
11report cards for the school district and each of its schools.
12Because of the impacts of the COVID-19 public health emergency
13during school year 2020-2021, the State Board of Education
14shall have until December 31, 2021 to prepare and provide the
15report cards that would otherwise be due by October 31, 2021.
16During a school year in which the Governor has declared a
17disaster due to a public health emergency pursuant to Section
187 of the Illinois Emergency Management Agency Act, the report
19cards for the school districts and each of its schools shall be
20prepared by December 31.
21    (2) In addition to any information required by federal
22law, the State Superintendent shall determine the indicators
23and presentation of the school report card, which must
24include, at a minimum, the most current data collected and
25maintained by the State Board of Education related to the

 

 

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1following:
2        (A) school characteristics and student demographics,
3    including average class size, average teaching experience,
4    student racial/ethnic breakdown, and the percentage of
5    students classified as low-income; the percentage of
6    students classified as English learners, the number of
7    students who graduate from a bilingual or English learner
8    program, and the number of students who graduate from,
9    transfer from, or otherwise leave bilingual programs; the
10    percentage of students who have individualized education
11    plans or 504 plans that provide for special education
12    services; the number and the percentage of all students in
13    grades kindergarten through 8, disaggregated by the
14    student students demographics described in this paragraph
15    (A), in each of the following categories: (i) those who
16    have been assessed for placement in a gifted education
17    program or accelerated placement, (ii) those who have
18    enrolled in a gifted education program or in accelerated
19    placement, and (iii) for each of categories (i) and (ii),
20    those who received direct instruction from a teacher who
21    holds a gifted education endorsement; the number and the
22    percentage of all students in grades 9 through 12,
23    disaggregated by the student demographics described in
24    this paragraph (A), who have been enrolled in an advanced
25    academic program; the percentage of students scoring at
26    the "exceeds expectations" level on the assessments

 

 

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1    required under Section 2-3.64a-5 of this Code; the
2    percentage of students who annually transferred in or out
3    of the school district; average daily attendance; the
4    per-pupil operating expenditure of the school district;
5    and the per-pupil State average operating expenditure for
6    the district type (elementary, high school, or unit);
7        (B) curriculum information, including, where
8    applicable, Advanced Placement, International
9    Baccalaureate or equivalent courses, dual credit courses,
10    foreign language classes, computer science courses, school
11    personnel resources (including Career Technical Education
12    teachers), before and after school programs,
13    extracurricular activities, subjects in which elective
14    classes are offered, health and wellness initiatives
15    (including the average number of days of Physical
16    Education per week per student), approved programs of
17    study, awards received, community partnerships, and
18    special programs such as programming for the gifted and
19    talented, students with disabilities, and work-study
20    students;
21        (C) student outcomes, including, where applicable, the
22    percentage of students deemed proficient on assessments of
23    State standards, the percentage of students in the eighth
24    grade who pass Algebra, the percentage of students who
25    participated in workplace learning experiences, the
26    percentage of students enrolled in post-secondary

 

 

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1    institutions (including colleges, universities, community
2    colleges, trade/vocational schools, and training programs
3    leading to career certification within 2 semesters of high
4    school graduation), the percentage of students graduating
5    from high school who are college and career ready, the
6    percentage of graduates enrolled in community colleges,
7    colleges, and universities who are in one or more courses
8    that the community college, college, or university
9    identifies as a developmental course, and the percentage
10    of students with disabilities under the federal
11    Individuals with Disabilities Education Act and Article 14
12    of this Code who have fulfilled the minimum State
13    graduation requirements set forth in Section 27-22 of this
14    Code and have been issued a regular high school diploma;
15        (D) student progress, including, where applicable, the
16    percentage of students in the ninth grade who have earned
17    5 credits or more without failing more than one core
18    class, a measure of students entering kindergarten ready
19    to learn, a measure of growth, and the percentage of
20    students who enter high school on track for college and
21    career readiness;
22        (E) the school environment, including, where
23    applicable, high school dropout rate by grade level, the
24    percentage of students with less than 10 absences in a
25    school year, the percentage of teachers with less than 10
26    absences in a school year for reasons other than

 

 

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1    professional development, leaves taken pursuant to the
2    federal Family Medical Leave Act of 1993, long-term
3    disability, or parental leaves, the 3-year average of the
4    percentage of teachers returning to the school from the
5    previous year, the number of different principals at the
6    school in the last 6 years, the number of teachers who hold
7    a gifted education endorsement, the process and criteria
8    used by the district to determine whether a student is
9    eligible for participation in a gifted education program
10    or advanced academic program and the manner in which
11    parents and guardians are made aware of the process and
12    criteria, the number of teachers who are National Board
13    Certified Teachers, disaggregated by race and ethnicity, 2
14    or more indicators from any school climate survey selected
15    or approved by the State and administered pursuant to
16    Section 2-3.153 of this Code, with the same or similar
17    indicators included on school report cards for all surveys
18    selected or approved by the State pursuant to Section
19    2-3.153 of this Code, the combined percentage of teachers
20    rated as proficient or excellent in their most recent
21    evaluation, and, beginning with the 2022-2023 school year,
22    data on the number of incidents of violence that occurred
23    on school grounds or during school-related activities and
24    that resulted in an out-of-school suspension, expulsion,
25    or removal to an alternative setting, as reported pursuant
26    to Section 2-3.162;

 

 

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1        (F) a school district's and its individual schools'
2    balanced accountability measure, in accordance with
3    Section 2-3.25a of this Code;
4        (G) the total and per pupil normal cost amount the
5    State contributed to the Teachers' Retirement System of
6    the State of Illinois in the prior fiscal year for the
7    school's employees, which shall be reported to the State
8    Board of Education by the Teachers' Retirement System of
9    the State of Illinois;
10        (H) for a school district organized under Article 34
11    of this Code only, State contributions to the Public
12    School Teachers' Pension and Retirement Fund of Chicago
13    and State contributions for health care for employees of
14    that school district;
15        (I) a school district's Final Percent of Adequacy, as
16    defined in paragraph (4) of subsection (f) of Section
17    18-8.15 of this Code;
18        (J) a school district's Local Capacity Target, as
19    defined in paragraph (2) of subsection (c) of Section
20    18-8.15 of this Code, displayed as a percentage amount;
21        (K) a school district's Real Receipts, as defined in
22    paragraph (1) of subsection (d) of Section 18-8.15 of this
23    Code, divided by a school district's Adequacy Target, as
24    defined in paragraph (1) of subsection (b) of Section
25    18-8.15 of this Code, displayed as a percentage amount;
26        (L) a school district's administrative costs;

 

 

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1        (M) whether or not the school has participated in the
2    Illinois Youth Survey. In this paragraph (M), "Illinois
3    Youth Survey" means a self-report survey, administered in
4    school settings every 2 years, designed to gather
5    information about health and social indicators, including
6    substance abuse patterns and the attitudes of students in
7    grades 8, 10, and 12;
8        (N) whether the school offered its students career and
9    technical education opportunities; and
10        (O) beginning Beginning with the October 2024 report
11    card, the total number of school counselors, school social
12    workers, school nurses, and school psychologists by
13    school, district, and State, the average number of
14    students per school counselor in the school, district, and
15    State, the average number of students per school social
16    worker in the school, district, and State, the average
17    number of students per school nurse in the school,
18    district, and State, and the average number of students
19    per school psychologist in the school, district, and
20    State.
21    The school report card shall also provide information that
22allows for comparing the current outcome, progress, and
23environment data to the State average, to the school data from
24the past 5 years, and to the outcomes, progress, and
25environment of similar schools based on the type of school and
26enrollment of low-income students, special education students,

 

 

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1and English learners.
2    As used in this subsection (2):
3    "Accelerated placement" has the meaning ascribed to that
4term in Section 14A-17 of this Code.
5    "Administrative costs" means costs associated with
6executive, administrative, or managerial functions within the
7school district that involve planning, organizing, managing,
8or directing the school district.
9    "Advanced academic program" means a course of study,
10including, but not limited to, accelerated placement, advanced
11placement coursework, International Baccalaureate coursework,
12dual credit, or any course designated as enriched or honors,
13that a student is enrolled in based on advanced cognitive
14ability or advanced academic achievement compared to local age
15peers and in which the curriculum is substantially
16differentiated from the general curriculum to provide
17appropriate challenge and pace.
18    "Computer science" means the study of computers and
19algorithms, including their principles, their hardware and
20software designs, their implementation, and their impact on
21society. "Computer science" does not include the study of
22everyday uses of computers and computer applications, such as
23keyboarding or accessing the Internet.
24    "Gifted education" means educational services, including
25differentiated curricula and instructional methods, designed
26to meet the needs of gifted children as defined in Article 14A

 

 

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1of this Code.
2    For the purposes of paragraph (A) of this subsection (2),
3"average daily attendance" means the average of the actual
4number of attendance days during the previous school year for
5any enrolled student who is subject to compulsory attendance
6by Section 26-1 of this Code at each school and charter school.
7    (2.5) For any school report card prepared after July 1,
82025, for all high school graduation completion rates that are
9reported on the school report card as required under this
10Section or by any other State or federal law, the State
11Superintendent of Education shall also report the percentage
12of students who did not meet the requirements of high school
13graduation completion for any reason and, of those students,
14the percentage that are classified as students who fulfill the
15requirements of Section 14-16 of this Code.
16    The State Superintendent shall ensure that for the
172023-2024 school year there is a specific code for districts
18to report students who fulfill the requirements of Section
1914-16 of this Code to ensure accurate reporting under this
20Section.
21    All reporting requirements under this subsection (2.5)
22shall be included on the school report card where high school
23graduation completion rates are reported, along with a brief
24explanation of how fulfilling the requirements of Section
2514-16 of this Code is different from receiving a regular high
26school diploma.

 

 

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1    (3) At the discretion of the State Superintendent, the
2school district report card shall include a subset of the
3information identified in paragraphs (A) through (E) of
4subsection (2) of this Section, as well as information
5relating to the operating expense per pupil and other finances
6of the school district, and the State report card shall
7include a subset of the information identified in paragraphs
8(A) through (E) and paragraph (N) of subsection (2) of this
9Section. The school district report card shall include the
10average daily attendance, as that term is defined in
11subsection (2) of this Section, of students who have
12individualized education programs and students who have 504
13plans that provide for special education services within the
14school district.
15    (4) Notwithstanding anything to the contrary in this
16Section, in consultation with key education stakeholders, the
17State Superintendent shall at any time have the discretion to
18amend or update any and all metrics on the school, district, or
19State report card.
20    (5) Annually, no more than 30 calendar days after receipt
21of the school district and school report cards from the State
22Superintendent of Education, each school district, including
23special charter districts and districts subject to the
24provisions of Article 34, shall present such report cards at a
25regular school board meeting subject to applicable notice
26requirements, post the report cards on the school district's

 

 

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1Internet web site, if the district maintains an Internet web
2site, make the report cards available to a newspaper of
3general circulation serving the district, and, upon request,
4send the report cards home to a parent (unless the district
5does not maintain an Internet web site, in which case the
6report card shall be sent home to parents without request). If
7the district posts the report card on its Internet web site,
8the district shall send a written notice home to parents
9stating (i) that the report card is available on the web site,
10(ii) the address of the web site, (iii) that a printed copy of
11the report card will be sent to parents upon request, and (iv)
12the telephone number that parents may call to request a
13printed copy of the report card.
14    (6) Nothing contained in Public Act 98-648 repeals,
15supersedes, invalidates, or nullifies final decisions in
16lawsuits pending on July 1, 2014 (the effective date of Public
17Act 98-648) in Illinois courts involving the interpretation of
18Public Act 97-8.
19    (7) As used in this subsection (7):
20    "Advanced Advanced-track coursework or programs" means any
21high school courses, sequence of courses, or class or grouping
22of students organized to provide more rigorous, enriched,
23advanced, accelerated, gifted, or above grade-level
24instruction. This may include, but is not limited to, Advanced
25Placement courses, International Baccalaureate courses,
26honors, weighted, advanced, or enriched courses, or gifted or

 

 

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1accelerated programs, classrooms, or courses.
2    "Course" means any high school class or course offered by
3a school that is assigned a school course code by the State
4Board of Education.
5    "High school" means a school that maintains any of grades
69 through 12.
7    "English learner coursework or English learner program"
8means a high school English learner course or program
9designated to serve English learners, who may be designated as
10English language learners or limited English proficiency
11learners.
12    "Standard coursework or programs" means any high school
13courses or classes other than advanced advanced-track
14coursework or programs, English learner coursework or
15programs, or special education coursework or programs.
16    By December October 31, 2027 and by December October 31 of
17each subsequent year, the State Board of Education, through
18the State Superintendent of Education, shall prepare a
19stand-alone report covering all public high schools in this
20State, to be referred to as the Expanded High School
21Coursework Snapshot Report. The State Board shall post the
22Report on the State Board's Internet website. Each school
23district with a high school enrollment for the reporting year
24shall include on the school district's Internet website, if
25the district maintains an Internet website, a hyperlink to the
26Report on the State Board's Internet website titled "Expanded

 

 

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1High School Coursework Snapshot Report". Hyperlinks under this
2subsection (7) shall be displayed in a manner that is easily
3accessible to the public.
4    The Expanded High School Coursework Snapshot Report shall
5include:
6        (A) a listing of all standard coursework or programs
7    that have offered by a high school student enrollment;
8        (B) a listing of all advanced advanced-track
9    coursework or programs that have offered by a high school
10    student enrollment;
11        (C) a listing of all English learner coursework or
12    programs that have high school student enrollment by
13    English learners offered by a high school;
14        (D) a listing of all special education coursework or
15    programs that have high school student enrollment by
16    students with disabilities offered by a high school;
17        (E) data tables and graphs comparing advanced
18    advanced-track coursework or programs enrollment with
19    standard coursework or programs enrollment according to
20    the following parameters:
21            (i) the average years of experience of all
22        teachers in a high school who are assigned to teach
23        advanced advanced-track coursework or programs
24        compared with the average years of experience of all
25        teachers in the high school who are assigned to teach
26        standard coursework or programs;

 

 

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1            (ii) the average years of experience of all
2        teachers in a high school who are assigned to teach
3        special education coursework or programs that have
4        high school enrollment by students with disabilities
5        compared with the average years of experience of all
6        teachers in the high school who are not assigned to
7        teach standard coursework or programs that have high
8        school student enrollment by students with
9        disabilities;
10            (iii) the average years of experience of all
11        teachers in a high school who are assigned to teach
12        English learner coursework or programs that have high
13        school student enrollment by English learners compared
14        with the average years of experience of all teachers
15        in the high school who are not assigned to teach
16        standard coursework or programs that have high school
17        student enrollment by English learners;
18            (iv) the number of high school teachers who
19        possess bachelor's degrees, master's degrees, or
20        higher doctorate degrees and who are assigned to teach
21        advanced coursework advanced -track courses or
22        programs compared with the number of teachers who
23        possess bachelor's degrees, master's degrees, or
24        higher doctorate degrees and who are assigned to teach
25        standard coursework or programs;
26            (v) the number of high school teachers who possess

 

 

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1        bachelor's degrees, master's degrees, or higher
2        doctorate degrees and who are assigned to teach
3        special education coursework or programs that have
4        high school student enrollment by students with
5        disabilities compared with the number of teachers who
6        possess bachelor's degrees, master's degrees, or
7        higher doctorate degrees and who are not assigned to
8        teach standard coursework or programs that have high
9        school student enrollment by students with
10        disabilities;
11            (vi) the number of high school teachers who
12        possess bachelor's degrees, master's degrees, or
13        higher doctorate degrees and who are assigned to teach
14        English learner coursework or programs that have high
15        school student enrollment by English learners compared
16        with the number of teachers who possess bachelor's
17        degrees, master's degrees, or higher doctorate degrees
18        and who are not assigned to teach standard coursework
19        or programs that have high school student enrollment
20        by English learners;
21            (vii) the average student enrollment and class
22        size of advanced advanced-track coursework or programs
23        offered in a high school compared with the average
24        student enrollment and class size of standard
25        coursework or programs;
26            (viii) the percentages of high school students,

 

 

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1        delineated by race, gender, and program student group,
2        who are enrolled in advanced advanced-track coursework
3        or programs in a high school compared with the gender
4        of students enrolled in standard coursework or
5        programs;
6            (ix) (blank); the percentages of students
7        delineated by gender who are enrolled in special
8        education coursework or programs in a high school
9        compared with the percentages of students enrolled in
10        standard coursework or programs;
11            (x) (blank); the percentages of students
12        delineated by gender who are enrolled in English
13        learner coursework or programs in a high school
14        compared with the gender of students enrolled in
15        standard coursework or programs;
16            (xi) (blank); the percentages of high school
17        students in each individual race and ethnicity
18        category, as defined in the most recent federal
19        decennial census, who are enrolled in advanced-track
20        coursework or programs compared with the percentages
21        of students in each individual race and ethnicity
22        category enrolled in standard coursework or programs;
23            (xii) (blank); the percentages of high school
24        students in each of the race and ethnicity categories,
25        as defined in the most recent federal decennial
26        census, who are enrolled in special education

 

 

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1        coursework or programs compared with the percentages
2        of students in each of the race and ethnicity
3        categories who are enrolled in standard coursework or
4        programs;
5            (xiii) (blank); the percentages of high school
6        students in each of the race and ethnicity categories,
7        as defined in the most recent federal decennial
8        census, who are enrolled in English learner coursework
9        or programs in a high school compared with the
10        percentages of high school students in each of the
11        race and ethnicity categories who are enrolled in
12        standard coursework or programs;
13            (xiv) the percentage of high school students, by
14        race, gender, and program student group, who earn
15        reach proficiency (the equivalent of a C grade or
16        higher on a grade A through F scale) in one or more
17        advanced advanced-track coursework or programs
18        compared with the percentage of high school students,
19        by race, gender, and program student group, who earn
20        proficiency (the equivalent of a C grade or higher on a
21        grade A through F scale) in one or more standard
22        coursework or programs;
23            (xv) (blank); the percentage of high school
24        students who reach proficiency (the equivalent of a C
25        grade or higher on a grade A through F scale) in
26        special education coursework or programs compared with

 

 

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1        the percentage of high school students who earn
2        proficiency (the equivalent of a C grade or higher on a
3        grade A through F scale) in standard coursework or
4        programs; and
5            (xvi) (blank); and the percentage of high school
6        students who reach proficiency (the equivalent of a C
7        grade or higher on a grade A through F scale) in
8        English learner coursework or programs compared with
9        the percentage of high school students who earn
10        proficiency (the equivalent of a C grade or higher on a
11        grade A through F scale) in standard coursework or
12        programs; and
13        (F) data tables and graphs for each race and ethnicity
14    category, as defined in the most recent federal decennial
15    census, and gender category, as defined in the most recent
16    federal decennial census, describing:
17            (i) the total student number and student
18        percentage for of Advanced Placement courses taken by
19        race and ethnicity category and gender category, as
20        defined in the most recent federal decennial census;
21            (ii) the total student number and student
22        percentage for of International Baccalaureate courses
23        taken by race and ethnicity category and gender
24        category, as defined in the most recent federal
25        decennial census;
26            (iii) (blank); for each race and ethnicity

 

 

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1        category and gender category, as defined in the most
2        recent federal decennial census, the percentage of
3        high school students enrolled in Advanced Placement
4        courses;
5            (iv) (blank); and for each race and ethnicity
6        category and gender category, as defined in the most
7        recent federal decennial census, the percentage of
8        high school students enrolled in International
9        Baccalaureate courses; and
10            (v) for each race and ethnicity category, as
11        defined in the most recent federal decennial census,
12        the total student number and student percentage of
13        high school students who earn a score of 3 or higher on
14        the Advanced Placement exam associated with an
15        Advanced Placement course.
16    For data on teacher experience and education under this
17subsection (7), a teacher who teaches a combination of courses
18designated as advanced advanced-track coursework or programs,
19courses or programs that have high school student enrollment
20by English learners learner coursework or programs, or
21standard coursework or programs shall be included in all
22relevant categories and the teacher's level of experience
23shall be added to the categories.
24(Source: P.A. 102-16, eff. 6-17-21; 102-294, eff. 1-1-22;
25102-539, eff. 8-20-21; 102-558, eff. 8-20-21; 102-594, eff.
267-1-22; 102-813, eff. 5-13-22; 103-116, eff. 6-30-23; 103-263,

 

 

10300SB3156ham001- 27 -LRB103 36143 RJT 72620 a

1eff. 6-30-23; 103-413, eff, 1-1-24; 103-503, eff. 1-1-24;
2revised 9-12-23.)
 
3    (105 ILCS 5/10-20.12a)  (from Ch. 122, par. 10-20.12a)
4    Sec. 10-20.12a. Tuition for non-resident pupils.
5    (a) To charge non-resident pupils who attend the schools
6of the district tuition in an amount not exceeding 110% of the
7per capita cost of maintaining the schools of the district for
8the preceding school year.
9    Such per capita cost shall be computed by dividing the
10total cost of conducting and maintaining the schools of the
11district by the average daily attendance, including tuition
12pupils. Depreciation on the buildings and equipment of the
13schools of the district, and the amount of annual depreciation
14on such buildings and equipment shall be dependent upon the
15useful life of such property.
16    The tuition charged shall in no case exceed 110% of the per
17capita cost of conducting and maintaining the schools of the
18district attended, as determined with reference to the most
19recent audit prepared under Section 3-7 which is available at
20the commencement of the current school year. Non-resident
21pupils attending the schools of the district for less than the
22school term shall have their tuition apportioned, however
23pupils who become non-resident during a school term shall not
24be charged tuition for the remainder of the school term in
25which they became non-resident pupils.

 

 

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1    Notwithstanding the provisions of this Section, a school
2district may adopt a policy to waive tuition costs for a
3non-resident pupil who if the pupil is the a child of a
4district employee if the district adopts a policy approving
5such waiver. For purposes of this paragraph, "child" means a
6district employee's child who is a biological child, adopted
7child, foster child, stepchild, or a child for which the
8employee serves as a legal guardian.
9    (b) Unless otherwise agreed to by the parties involved and
10where the educational services are not otherwise provided for,
11educational services for an Illinois student under the age of
1221 (and not eligible for services pursuant to Article 14 of
13this Code) in any residential program shall be provided by the
14district in which the facility is located and financed as
15follows. The cost of educational services shall be paid by the
16district in which the student resides in an amount equal to the
17cost of providing educational services in the residential
18facility. Payments shall be made by the district of the
19student's residence and shall be made to the district wherein
20the facility is located no less than once per month unless
21otherwise agreed to by the parties.
22    The funding provision of this subsection (b) applies to
23all Illinois students under the age of 21 (and not eligible for
24services pursuant to Article 14 of this Code) receiving
25educational services in residential facilities, irrespective
26of whether the student was placed therein pursuant to this

 

 

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1Code or the Juvenile Court Act of 1987 or by an Illinois public
2agency or a court. The changes to this subsection (b) made by
3this amendatory Act of the 95th General Assembly apply to all
4placements in effect on July 1, 2007 and all placements
5thereafter. For purposes of this subsection (b), a student's
6district of residence shall be determined in accordance with
7subsection (a) of Section 10-20.12b of this Code. The
8placement of a student in a residential facility shall not
9affect the residency of the student. When a dispute arises
10over the determination of the district of residence under this
11subsection (b), any person or entity, including without
12limitation a school district or residential facility, may make
13a written request for a residency decision to the State
14Superintendent of Education, who, upon review of materials
15submitted and any other items or information he or she may
16request for submission, shall issue his or her decision in
17writing. The decision of the State Superintendent of Education
18is final.
19(Source: P.A. 103-111, eff. 6-29-23.)
 
20    (105 ILCS 5/10-20.17a)  (from Ch. 122, par. 10-20.17a)
21    Sec. 10-20.17a. Hazardous materials training. To enhance
22the safety of pupils and staff by providing in-service
23training programs on the safe handling and use of hazardous or
24toxic materials for personnel in the district who work with
25such materials on a regular basis. Such programs may shall be

 

 

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1identified approved by the State Board of Education, in
2consultation with the Illinois Department of Public Health,
3for use by school boards in implementing this Section.
4(Source: P.A. 84-1294.)
 
5    (105 ILCS 5/10-20.56)
6    Sec. 10-20.56. E-learning days.
7    (a) The State Board of Education shall establish and
8maintain, for implementation in school districts, a program
9for use of electronic-learning (e-learning) days, as described
10in this Section. School districts may utilize a program
11approved under this Section for use during remote learning
12days and blended remote learning days under Section 10-30 or
1334-18.66.
14    (b) The school board of a school district may, by
15resolution, adopt a research-based program or research-based
16programs for e-learning days district-wide that shall permit
17student instruction to be received electronically while
18students are not physically present in lieu of the district's
19scheduled emergency days as required by Section 10-19 of this
20Code or because a school was selected to be a polling place
21under Section 11-4.1 of the Election Code. The research-based
22program or programs may not exceed the minimum number of
23emergency days in the approved school calendar and must be
24verified annually by the regional office of education or
25intermediate service center for the school district before the

 

 

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1implementation of any e-learning days in that school year on
2or before September 1st annually to ensure access for all
3students. The regional office of education or intermediate
4service center shall ensure that the specific needs of all
5students are met, including special education students and
6English learners, and that all mandates are still met using
7the proposed research-based program. The e-learning program
8may utilize the Internet, telephones, texts, chat rooms, or
9other similar means of electronic communication for
10instruction and interaction between teachers and students that
11meet the needs of all learners. The e-learning program shall
12address the school district's responsibility to ensure that
13all teachers and staff who may be involved in the provision of
14e-learning have access to any and all hardware and software
15that may be required for the program. If a proposed program
16does not address this responsibility, the school district must
17propose an alternate program.
18    (c) Before its adoption by a school board, the school
19board must hold a public hearing on a school district's
20initial proposal for an e-learning program or for renewal of
21such a program, at a regular or special meeting of the school
22board, in which the terms of the proposal must be
23substantially presented and an opportunity for allowing public
24comments must be provided. Notice of such public hearing must
25be provided at least 10 days prior to the hearing by:
26        (1) publication in a newspaper of general circulation

 

 

10300SB3156ham001- 32 -LRB103 36143 RJT 72620 a

1    in the school district;
2        (2) written or electronic notice designed to reach the
3    parents or guardians of all students enrolled in the
4    school district; and
5        (3) written or electronic notice designed to reach any
6    exclusive collective bargaining representatives of school
7    district employees and all those employees not in a
8    collective bargaining unit.
9    (d) The regional office of education or intermediate
10service center for the school district must timely verify that
11a proposal for an e-learning program has met the requirements
12specified in this Section and that the proposal contains
13provisions designed to reasonably and practicably accomplish
14the following:
15        (1) to ensure and verify at least 5 clock hours of
16    instruction or school work, as required under Section
17    10-19.05, for each student participating in an e-learning
18    day;
19        (2) to ensure access from home or other appropriate
20    remote facility for all students participating, including
21    computers, the Internet, and other forms of electronic
22    communication that must be utilized in the proposed
23    program;
24        (2.5) to ensure that non-electronic materials are made
25    available to students participating in the program who do
26    not have access to the required technology or to

 

 

10300SB3156ham001- 33 -LRB103 36143 RJT 72620 a

1    participating teachers or students who are prevented from
2    accessing the required technology;
3        (3) to ensure appropriate learning opportunities for
4    students with special needs;
5        (4) to monitor and verify each student's electronic
6    participation;
7        (5) to address the extent to which student
8    participation is within the student's control as to the
9    time, pace, and means of learning;
10        (6) to provide effective notice to students and their
11    parents or guardians of the use of particular days for
12    e-learning;
13        (7) to provide staff and students with adequate
14    training for e-learning days' participation;
15        (8) to ensure an opportunity for any collective
16    bargaining negotiations with representatives of the school
17    district's employees that would be legally required,
18    including all classifications of school district employees
19    who are represented by collective bargaining agreements
20    and who would be affected in the event of an e-learning
21    day;
22        (9) to review and revise the program as implemented to
23    address difficulties confronted; and
24        (10) to ensure that the protocol regarding general
25    expectations and responsibilities of the program is
26    communicated to teachers, staff, and students at least 30

 

 

10300SB3156ham001- 34 -LRB103 36143 RJT 72620 a

1    days prior to utilizing an e-learning day in a school
2    year.
3    The school board's approval of a school district's initial
4e-learning program and renewal of the e-learning program shall
5be for a term of 3 school years, beginning with the first
6school year in which the program was approved and verified by
7the regional office of education or intermediate service
8center for the school district.
9    (d-5) A school district shall pay to its contractors who
10provide educational support services to the district,
11including, but not limited to, custodial, transportation, or
12food service providers, their daily, regular rate of pay or
13billings rendered for any e-learning day that is used because
14a school was selected to be a polling place under Section
1511-4.1 of the Election Code, except that this requirement does
16not apply to contractors who are paid under contracts that are
17entered into, amended, or renewed on or after March 15, 2022 or
18to contracts that otherwise address compensation for such
19e-learning days.
20    (d-10) A school district shall pay to its employees who
21provide educational support services to the district,
22including, but not limited to, custodial employees, building
23maintenance employees, transportation employees, food service
24providers, classroom assistants, or administrative staff,
25their daily, regular rate of pay and benefits rendered for any
26school closure or e-learning day if the closure precludes them

 

 

10300SB3156ham001- 35 -LRB103 36143 RJT 72620 a

1from performing their regularly scheduled duties and the
2employee would have reported for work but for the closure,
3except this requirement does not apply if the day is
4rescheduled and the employee will be paid their daily, regular
5rate of pay and benefits for the rescheduled day when services
6are rendered.
7    (d-15) A school district shall make full payment that
8would have otherwise been paid to its contractors who provide
9educational support services to the district, including, but
10not limited to, custodial, building maintenance,
11transportation, food service providers, classroom assistants,
12or administrative staff, their daily, regular rate of pay and
13benefits rendered for any school closure or e-learning day if
14any closure precludes them from performing their regularly
15scheduled duties and employees would have reported for work
16but for the closure. The employees who provide the support
17services covered by such contracts shall be paid their daily
18bid package rates and benefits as defined by their local
19operating agreements or collective bargaining agreements,
20except this requirement does not apply if the day is
21rescheduled and the employee will be paid their daily, regular
22rate of pay and benefits for the rescheduled day when services
23are rendered.
24    (d-20) A school district shall make full payment or
25reimbursement to an employee or contractor as specified in
26subsection (d-10) or (d-15) of this Section for any school

 

 

10300SB3156ham001- 36 -LRB103 36143 RJT 72620 a

1closure or e-learning day in the 2021-2022 school year that
2occurred prior to the effective date of this amendatory Act of
3the 102nd General Assembly if the employee or contractor did
4not receive pay or was required to use earned paid time off,
5except this requirement does not apply if the day is
6rescheduled and the employee will be paid their daily, regular
7rate of pay and benefits for the rescheduled day when services
8are rendered.
9    (e) The State Board of Education may adopt rules
10consistent with the provision of this Section.
11    (f) For purposes of subsections (d-10), (d-15), and (d-20)
12of this Section:
13    "Employee" means anyone employed by a school district on
14or after the effective date of this amendatory Act of the 102nd
15General Assembly.
16    "School district" includes charter schools established
17under Article 27A of this Code, but does not include the
18Department of Juvenile Justice School District.
19(Source: P.A. 101-12, eff. 7-1-19; 101-643, eff. 6-18-20;
20102-584, eff. 6-1-22; 102-697, eff. 4-5-22.)
 
21    (105 ILCS 5/10-22.24b)
22    (Text of Section before amendment by P.A. 103-542)
23    Sec. 10-22.24b. School counseling services. School
24counseling services in public schools may be provided by
25school counselors as defined in Section 10-22.24a of this Code

 

 

10300SB3156ham001- 37 -LRB103 36143 RJT 72620 a

1or by individuals who hold a Professional Educator License
2with a school support personnel endorsement in the area of
3school counseling under Section 21B-25 of this Code.
4    School counseling services may include, but are not
5limited to:
6        (1) designing and delivering a comprehensive school
7    counseling program through a standards-based,
8    data-informed program that promotes student achievement
9    and wellness;
10        (2) (blank); incorporating the common core language
11    into the school counselor's work and role;
12        (3) school counselors working as culturally skilled
13    professionals who act sensitively to promote social
14    justice and equity in a pluralistic society;
15        (4) providing individual and group counseling;
16        (5) providing a core counseling curriculum that serves
17    all students and addresses the knowledge and skills
18    appropriate to their developmental level through a
19    collaborative model of delivery involving the school
20    counselor, classroom teachers, and other appropriate
21    education professionals, and including prevention and
22    pre-referral activities;
23        (6) making referrals when necessary to appropriate
24    offices or outside agencies;
25        (7) providing college and career development
26    activities and counseling;

 

 

10300SB3156ham001- 38 -LRB103 36143 RJT 72620 a

1        (8) developing individual career plans with students,
2    which includes planning for post-secondary education, as
3    appropriate, and engaging in related and relevant career
4    and technical education coursework in high school as
5    described in paragraph (55);
6        (9) assisting all students with a college or
7    post-secondary education plan, which must include a
8    discussion on all post-secondary education options,
9    including 4-year colleges or universities, community
10    colleges, and vocational schools, and includes planning
11    for post-secondary education, as appropriate, and engaging
12    in related and relevant career and technical education
13    coursework in high school as described in paragraph (55);
14        (10) (blank); intentionally addressing the career and
15    college needs of first generation students;
16        (11) educating all students on scholarships, financial
17    aid, and preparation of the Federal Application for
18    Federal Student Aid;
19        (12) collaborating with institutions of higher
20    education and local community colleges so that students
21    understand post-secondary education options and are ready
22    to transition successfully;
23        (13) providing crisis intervention and contributing to
24    the development of a specific crisis plan within the
25    school setting in collaboration with multiple
26    stakeholders;

 

 

10300SB3156ham001- 39 -LRB103 36143 RJT 72620 a

1        (14) providing educational opportunities for educating
2    students, teachers, and parents on mental health anxiety,
3    depression, cutting, and suicide issues and intervening
4    with students who present with these issues;
5        (15) providing counseling and other resources to
6    students who are in crisis;
7        (16) working to address barriers that prohibit or
8    limit access providing resources for those students who do
9    not have access to mental health services;
10        (17) addressing bullying and conflict resolution with
11    all students;
12        (18) teaching communication skills and helping
13    students develop positive relationships;
14        (19) using culturally sensitive skills in working with
15    all students to promote wellness;
16        (20) working to address addressing the needs of all
17    undocumented students with regard to citizenship status in
18    the school, as well as students who are legally in the
19    United States, but whose parents are undocumented;
20        (21) (blank); contributing to a student's functional
21    behavioral assessment, as well as assisting in the
22    development of non-aversive behavioral intervention
23    strategies;
24        (22) providing academic, social-emotional, and college
25    and career supports to all students irrespective of
26    special education or Section 504 status (i) assisting

 

 

10300SB3156ham001- 40 -LRB103 36143 RJT 72620 a

1    students in need of special education services by
2    implementing the academic supports and social-emotional
3    and college or career development counseling services or
4    interventions per a student's individualized education
5    program (IEP); (ii) participating in or contributing to a
6    student's IEP and completing a social-developmental
7    history; or (iii) providing services to a student with a
8    disability under the student's IEP or federal Section 504
9    plan, as recommended by the student's IEP team or Section
10    504 plan team and in compliance with federal and State
11    laws and rules governing the provision of educational and
12    related services and school-based accommodations to
13    students with disabilities and the qualifications of
14    school personnel to provide such services and
15    accommodations;
16        (23) assisting students in goal setting and success
17    skills for classroom behavior, study skills, test
18    preparation, internal motivation, and intrinsic rewards
19    the development of a personal educational plan with each
20    student;
21        (24) (blank); educating students on dual credit and
22    learning opportunities on the Internet;
23        (25) providing information for all students in the
24    selection of courses that will lead to post-secondary
25    education opportunities toward a successful career;
26        (26) interpreting achievement test results and guiding

 

 

10300SB3156ham001- 41 -LRB103 36143 RJT 72620 a

1    students in appropriate directions;
2        (27) (blank); counseling with students, families, and
3    teachers, in compliance with federal and State laws;
4        (28) providing families with opportunities for
5    education and counseling as appropriate in relation to the
6    student's educational assessment;
7        (29) consulting and collaborating with teachers and
8    other school personnel regarding behavior management and
9    intervention plans and inclusion in support of students;
10        (30) teaming and partnering with staff, parents,
11    businesses, and community organizations to support student
12    achievement and social-emotional learning standards for
13    all students;
14        (31) developing and implementing school-based
15    prevention programs, including, but not limited to,
16    mediation and violence prevention, implementing social and
17    emotional education programs and services, and
18    establishing and implementing bullying prevention and
19    intervention programs;
20        (32) developing culturally sensitive assessment
21    instruments for measuring school counseling prevention and
22    intervention effectiveness and collecting, analyzing, and
23    interpreting data;
24        (33) participating on school and district committees
25    to advocate for student programs and resources, as well as
26    establishing a school counseling advisory council that

 

 

10300SB3156ham001- 42 -LRB103 36143 RJT 72620 a

1    includes representatives of key stakeholders selected to
2    review and advise on the implementation of the school
3    counseling program;
4        (34) acting as a liaison between the public schools
5    and community resources and building relationships with
6    important stakeholders, such as families, administrators,
7    teachers, and board members;
8        (35) maintaining organized, clear, and useful records
9    in a confidential manner consistent with Section 5 of the
10    Illinois School Student Records Act, the Family
11    Educational Rights and Privacy Act, and the Health
12    Insurance Portability and Accountability Act;
13        (36) presenting an annual agreement to the
14    administration, including a formal discussion of the
15    alignment of school and school counseling program missions
16    and goals and detailing specific school counselor
17    responsibilities;
18        (37) identifying and implementing culturally sensitive
19    measures of success for student competencies in each of
20    the 3 domains of academic, social and emotional, and
21    college and career learning based on planned and periodic
22    assessment of the comprehensive developmental school
23    counseling program;
24        (38) collaborating as a team member in Multi-Tiered
25    Systems of Support Response to Intervention (RtI) and
26    other school initiatives;

 

 

10300SB3156ham001- 43 -LRB103 36143 RJT 72620 a

1        (39) conducting observations and participating in
2    recommendations or interventions regarding the placement
3    of children in educational programs or special education
4    classes;
5        (40) analyzing data and results of school counseling
6    program assessments, including curriculum, small-group,
7    and closing-the-gap results reports, and designing
8    strategies to continue to improve program effectiveness;
9        (41) analyzing data and results of school counselor
10    competency assessments;
11        (42) following American School Counselor Association
12    Ethical Standards for School Counselors to demonstrate
13    high standards of integrity, leadership, and
14    professionalism;
15        (43) using student competencies to assess student
16    growth and development to inform decisions regarding
17    strategies, activities, and services that help students
18    achieve the highest academic level possible knowing and
19    embracing common core standards by using common core
20    language;
21        (44) practicing as a culturally skilled school
22    counselor by infusing the multicultural competencies
23    within the role of the school counselor, including the
24    practice of culturally sensitive attitudes and beliefs,
25    knowledge, and skills;
26        (45) infusing the Social-Emotional Standards, as

 

 

10300SB3156ham001- 44 -LRB103 36143 RJT 72620 a

1    presented in the State Board of Education standards,
2    across the curriculum and in the counselor's role in ways
3    that empower and enable students to achieve academic
4    success across all grade levels;
5        (46) providing services only in areas in which the
6    school counselor has appropriate training or expertise, as
7    well as only providing counseling or consulting services
8    within his or her employment to any student in the
9    district or districts which employ such school counselor,
10    in accordance with professional ethics;
11        (47) having adequate training in supervision knowledge
12    and skills in order to supervise school counseling interns
13    enrolled in graduate school counselor preparation programs
14    that meet the standards established by the State Board of
15    Education;
16        (48) being involved with State and national
17    professional associations;
18        (49) participating, at least once every 2 years, in an
19    in-service training program for school counselors
20    conducted by persons with expertise in domestic and sexual
21    violence and the needs of expectant and parenting youth,
22    which shall include training concerning (i) communicating
23    with and listening to youth victims of domestic or sexual
24    violence and expectant and parenting youth, (ii)
25    connecting youth victims of domestic or sexual violence
26    and expectant and parenting youth to appropriate in-school

 

 

10300SB3156ham001- 45 -LRB103 36143 RJT 72620 a

1    services and other agencies, programs, and services as
2    needed, and (iii) implementing the school district's
3    policies, procedures, and protocols with regard to such
4    youth, including confidentiality; at a minimum, school
5    personnel must be trained to understand, provide
6    information and referrals, and address issues pertaining
7    to youth who are parents, expectant parents, or victims of
8    domestic or sexual violence;
9        (50) participating, at least every 2 years, in an
10    in-service training program for school counselors
11    conducted by persons with expertise in anaphylactic
12    reactions and management;
13        (51) participating, at least once every 2 years, in an
14    in-service training on educator ethics, teacher-student
15    conduct, and school employee-student conduct for all
16    personnel;
17        (52) participating, in addition to other topics at
18    in-service training programs, in training to identify the
19    warning signs of mental illness and suicidal behavior in
20    adolescents and teenagers and learning appropriate
21    intervention and referral techniques;
22        (53) (blank); obtaining training to have a basic
23    knowledge of matters relating to acquired immunodeficiency
24    syndrome (AIDS), including the nature of the disease, its
25    causes and effects, the means of detecting it and
26    preventing its transmission, and the availability of

 

 

10300SB3156ham001- 46 -LRB103 36143 RJT 72620 a

1    appropriate sources of counseling and referral and any
2    other information that may be appropriate considering the
3    age and grade level of the pupils; the school board shall
4    supervise such training and the State Board of Education
5    and the Department of Public Health shall jointly develop
6    standards for such training;
7        (54) (blank); and participating in mandates from the
8    State Board of Education for bullying education and
9    social-emotional literacy; and
10        (55) promoting career and technical education by
11    assisting each student to determine an appropriate
12    postsecondary plan based upon the student's skills,
13    strengths, and goals and assisting the student to
14    implement the best practices that improve career or
15    workforce readiness after high school.
16    School districts may employ a sufficient number of school
17counselors to maintain the national and State recommended
18student-counselor ratio of 250 to 1. School districts may have
19school counselors spend at least 80% of his or her work time in
20direct contact with students.
21    Nothing in this Section prohibits other qualified
22professionals, including other endorsed school support
23personnel, from providing the services listed in this Section.
24(Source: P.A. 102-876, eff. 1-1-23; 103-154, eff. 6-30-23.)
 
25    (Text of Section after amendment by P.A. 103-542)

 

 

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1    Sec. 10-22.24b. School counseling services. School
2counseling services in public schools may be provided by
3school counselors as defined in Section 10-22.24a of this Code
4or by individuals who hold a Professional Educator License
5with a school support personnel endorsement in the area of
6school counseling under Section 21B-25 of this Code.
7    School counseling services may include, but are not
8limited to:
9        (1) designing and delivering a comprehensive school
10    counseling program through a standards-based,
11    data-informed program that promotes student achievement
12    and wellness;
13        (2) (blank); incorporating the common core language
14    into the school counselor's work and role;
15        (3) school counselors working as culturally skilled
16    professionals who act sensitively to promote social
17    justice and equity in a pluralistic society;
18        (4) providing individual and group counseling;
19        (5) providing a core counseling curriculum that serves
20    all students and addresses the knowledge and skills
21    appropriate to their developmental level through a
22    collaborative model of delivery involving the school
23    counselor, classroom teachers, and other appropriate
24    education professionals, and including prevention and
25    pre-referral activities;
26        (6) making referrals when necessary to appropriate

 

 

10300SB3156ham001- 48 -LRB103 36143 RJT 72620 a

1    offices or outside agencies;
2        (7) providing college and career development
3    activities and counseling;
4        (8) developing individual career plans with students,
5    which includes planning for post-secondary education, as
6    appropriate, and engaging in related and relevant career
7    and technical education coursework in high school as
8    described in paragraph (55);
9        (9) assisting all students with a college or
10    post-secondary education plan, which must include a
11    discussion on all post-secondary education options,
12    including 4-year colleges or universities, community
13    colleges, and vocational schools, and includes planning
14    for post-secondary education, as appropriate, and engaging
15    in related and relevant career and technical education
16    coursework in high school as described in paragraph (55);
17        (10) (blank); intentionally addressing the career and
18    college needs of first generation students;
19        (11) educating all students on scholarships, financial
20    aid, and preparation of the Federal Application for
21    Federal Student Aid;
22        (12) collaborating with institutions of higher
23    education and local community colleges so that students
24    understand post-secondary education options and are ready
25    to transition successfully;
26        (13) providing crisis intervention and contributing to

 

 

10300SB3156ham001- 49 -LRB103 36143 RJT 72620 a

1    the development of a specific crisis plan within the
2    school setting in collaboration with multiple
3    stakeholders;
4        (14) providing educational opportunities for educating
5    students, teachers, and parents on mental health anxiety,
6    depression, cutting, and suicide issues and intervening
7    with students who present with these issues;
8        (15) providing counseling and other resources to
9    students who are in crisis;
10        (16) working to address barriers that prohibit or
11    limit access providing resources for those students who do
12    not have access to mental health services;
13        (17) addressing bullying and conflict resolution with
14    all students;
15        (18) teaching communication skills and helping
16    students develop positive relationships;
17        (19) using culturally sensitive skills in working with
18    all students to promote wellness;
19        (20) working to address addressing the needs of all
20    undocumented students with regard to citizenship status in
21    the school, as well as students who are legally in the
22    United States, but whose parents are undocumented;
23        (21) (blank); contributing to a student's functional
24    behavioral assessment, as well as assisting in the
25    development of non-aversive behavioral intervention
26    strategies;

 

 

10300SB3156ham001- 50 -LRB103 36143 RJT 72620 a

1        (22) providing academic, social-emotional, and college
2    and career supports to all students irrespective of
3    special education or Section 504 status; (i) assisting
4    students in need of special education services by
5    implementing the academic supports and social-emotional
6    and college or career development counseling services or
7    interventions per a student's individualized education
8    program (IEP); (ii) participating in or contributing to a
9    student's IEP and completing a social-developmental
10    history; or (iii) providing services to a student with a
11    disability under the student's IEP or federal Section 504
12    plan, as recommended by the student's IEP team or Section
13    504 plan team and in compliance with federal and State
14    laws and rules governing the provision of educational and
15    related services and school-based accommodations to
16    students with disabilities and the qualifications of
17    school personnel to provide such services and
18    accommodations;
19        (23) assisting students in goal setting and success
20    skills for classroom behavior, study skills, test
21    preparation, internal motivation, and intrinsic rewards
22    the development of a personal educational plan with each
23    student;
24        (24) (blank); educating students on dual credit and
25    learning opportunities on the Internet;
26        (25) providing information for all students in the

 

 

10300SB3156ham001- 51 -LRB103 36143 RJT 72620 a

1    selection of courses that will lead to post-secondary
2    education opportunities toward a successful career;
3        (26) interpreting achievement test results and guiding
4    students in appropriate directions;
5        (27) (blank); counseling with students, families, and
6    teachers, in compliance with federal and State laws;
7        (28) providing families with opportunities for
8    education and counseling as appropriate in relation to the
9    student's educational assessment;
10        (29) consulting and collaborating with teachers and
11    other school personnel regarding behavior management and
12    intervention plans and inclusion in support of students;
13        (30) teaming and partnering with staff, parents,
14    businesses, and community organizations to support student
15    achievement and social-emotional learning standards for
16    all students;
17        (31) developing and implementing school-based
18    prevention programs, including, but not limited to,
19    mediation and violence prevention, implementing social and
20    emotional education programs and services, and
21    establishing and implementing bullying prevention and
22    intervention programs;
23        (32) developing culturally sensitive assessment
24    instruments for measuring school counseling prevention and
25    intervention effectiveness and collecting, analyzing, and
26    interpreting data;

 

 

10300SB3156ham001- 52 -LRB103 36143 RJT 72620 a

1        (33) participating on school and district committees
2    to advocate for student programs and resources, as well as
3    establishing a school counseling advisory council that
4    includes representatives of key stakeholders selected to
5    review and advise on the implementation of the school
6    counseling program;
7        (34) acting as a liaison between the public schools
8    and community resources and building relationships with
9    important stakeholders, such as families, administrators,
10    teachers, and board members;
11        (35) maintaining organized, clear, and useful records
12    in a confidential manner consistent with Section 5 of the
13    Illinois School Student Records Act, the Family
14    Educational Rights and Privacy Act, and the Health
15    Insurance Portability and Accountability Act;
16        (36) presenting an annual agreement to the
17    administration, including a formal discussion of the
18    alignment of school and school counseling program missions
19    and goals and detailing specific school counselor
20    responsibilities;
21        (37) identifying and implementing culturally sensitive
22    measures of success for student competencies in each of
23    the 3 domains of academic, social and emotional, and
24    college and career learning based on planned and periodic
25    assessment of the comprehensive developmental school
26    counseling program;

 

 

10300SB3156ham001- 53 -LRB103 36143 RJT 72620 a

1        (38) collaborating as a team member in Multi-Tiered
2    Systems of Support Response to Intervention (RtI) and
3    other school initiatives;
4        (39) conducting observations and participating in
5    recommendations or interventions regarding the placement
6    of children in educational programs or special education
7    classes;
8        (40) analyzing data and results of school counseling
9    program assessments, including curriculum, small-group,
10    and closing-the-gap results reports, and designing
11    strategies to continue to improve program effectiveness;
12        (41) analyzing data and results of school counselor
13    competency assessments;
14        (42) following American School Counselor Association
15    Ethical Standards for School Counselors to demonstrate
16    high standards of integrity, leadership, and
17    professionalism;
18        (43) using student competencies to assess student
19    growth and development to inform decisions regarding
20    strategies, activities, and services that help students
21    achieve the highest academic level possible knowing and
22    embracing common core standards by using common core
23    language;
24        (44) practicing as a culturally skilled school
25    counselor by infusing the multicultural competencies
26    within the role of the school counselor, including the

 

 

10300SB3156ham001- 54 -LRB103 36143 RJT 72620 a

1    practice of culturally sensitive attitudes and beliefs,
2    knowledge, and skills;
3        (45) infusing the Social-Emotional Standards, as
4    presented in the State Board of Education standards,
5    across the curriculum and in the counselor's role in ways
6    that empower and enable students to achieve academic
7    success across all grade levels;
8        (46) providing services only in areas in which the
9    school counselor has appropriate training or expertise, as
10    well as only providing counseling or consulting services
11    within his or her employment to any student in the
12    district or districts which employ such school counselor,
13    in accordance with professional ethics;
14        (47) having adequate training in supervision knowledge
15    and skills in order to supervise school counseling interns
16    enrolled in graduate school counselor preparation programs
17    that meet the standards established by the State Board of
18    Education;
19        (48) being involved with State and national
20    professional associations;
21        (49) complete the required training as outlined in
22    Section 10-22.39;
23        (50) (blank);
24        (51) (blank);
25        (52) (blank);
26        (53) (blank);

 

 

10300SB3156ham001- 55 -LRB103 36143 RJT 72620 a

1        (54) (blank); and participating in mandates from the
2    State Board of Education for bullying education and
3    social-emotional literacy; and
4        (55) promoting career and technical education by
5    assisting each student to determine an appropriate
6    postsecondary plan based upon the student's skills,
7    strengths, and goals and assisting the student to
8    implement the best practices that improve career or
9    workforce readiness after high school.
10    School districts may employ a sufficient number of school
11counselors to maintain the national and State recommended
12student-counselor ratio of 250 to 1. School districts may have
13school counselors spend at least 80% of his or her work time in
14direct contact with students.
15    Nothing in this Section prohibits other qualified
16professionals, including other endorsed school support
17personnel, from providing the services listed in this Section.
18(Source: P.A. 102-876, eff. 1-1-23; 103-154, eff. 6-30-23;
19103-542, eff. 7-1-24 (see Section 905 of P.A. 103-563 for
20effective date of P.A. 103-542.)
 
21    (105 ILCS 5/10-27.1A)
22    Sec. 10-27.1A. Firearms in schools.
23    (a) All school officials, including teachers, school
24counselors, and support staff, shall immediately notify the
25office of the principal in the event that they observe any

 

 

10300SB3156ham001- 56 -LRB103 36143 RJT 72620 a

1person in possession of a firearm on school grounds; provided
2that taking such immediate action to notify the office of the
3principal would not immediately endanger the health, safety,
4or welfare of students who are under the direct supervision of
5the school official or the school official. If the health,
6safety, or welfare of students under the direct supervision of
7the school official or of the school official is immediately
8endangered, the school official shall notify the office of the
9principal as soon as the students under his or her supervision
10and he or she are no longer under immediate danger. A report is
11not required by this Section when the school official knows
12that the person in possession of the firearm is a law
13enforcement official engaged in the conduct of his or her
14official duties. Any school official acting in good faith who
15makes such a report under this Section shall have immunity
16from any civil or criminal liability that might otherwise be
17incurred as a result of making the report. The identity of the
18school official making such report shall not be disclosed
19except as expressly and specifically authorized by law.
20Knowingly and willfully failing to comply with this Section is
21a petty offense. A second or subsequent offense is a Class C
22misdemeanor.
23    (b) Upon receiving a report from any school official
24pursuant to this Section, or from any other person, the
25principal or his or her designee shall immediately notify a
26local law enforcement agency. If the person found to be in

 

 

10300SB3156ham001- 57 -LRB103 36143 RJT 72620 a

1possession of a firearm on school grounds is a student, the
2principal or his or her designee shall also immediately notify
3that student's parent or guardian. Any principal or his or her
4designee acting in good faith who makes such reports under
5this Section shall have immunity from any civil or criminal
6liability that might otherwise be incurred or imposed as a
7result of making the reports. Knowingly and willfully failing
8to comply with this Section is a petty offense. A second or
9subsequent offense is a Class C misdemeanor. If the person
10found to be in possession of the firearm on school grounds is a
11minor, the law enforcement agency shall detain that minor
12until such time as the agency makes a determination pursuant
13to clause (a) of subsection (1) of Section 5-401 of the
14Juvenile Court Act of 1987, as to whether the agency
15reasonably believes that the minor is delinquent. If the law
16enforcement agency determines that probable cause exists to
17believe that the minor committed a violation of item (4) of
18subsection (a) of Section 24-1 of the Criminal Code of 2012
19while on school grounds, the agency shall detain the minor for
20processing pursuant to Section 5-407 of the Juvenile Court Act
21of 1987.
22    (c) Upon receipt of any written, electronic, or verbal
23report from any school personnel regarding a verified incident
24involving a firearm in a school or on school owned or leased
25property, including any conveyance owned, leased, or used by
26the school for the transport of students or school personnel,

 

 

10300SB3156ham001- 58 -LRB103 36143 RJT 72620 a

1the superintendent or his or her designee shall report all
2such firearm-related incidents occurring in a school or on
3school property to the local law enforcement authorities
4immediately, who shall report to the Illinois State Police in
5a form, manner, and frequency as prescribed by the Illinois
6State Police.
7    The State Board of Education shall receive an annual
8statistical compilation and related data associated with
9incidents involving firearms in schools from the Illinois
10State Police. The State Board of Education shall compile this
11information by school district and make it available to the
12public.
13    (c-5) Schools shall report any written, electronic, or
14verbal report of a verified incident involving a firearm made
15under subsection (c) to the State Board of Education through
16existing school incident reporting systems as they occur
17during the year by no later than July 31 for the previous
18school year. The State Board of Education shall report data by
19school district, as collected from school districts, and make
20it available to the public via its website. The local law
21enforcement authority shall, by March 1 of each year, report
22the required data from the previous year to the Illinois State
23Police's Illinois Uniform Crime Reporting Program, which shall
24be included in its annual Crime in Illinois report.
25    (d) As used in this Section, the term "firearm" shall have
26the meaning ascribed to it in Section 1.1 of the Firearm Owners

 

 

10300SB3156ham001- 59 -LRB103 36143 RJT 72620 a

1Identification Card Act.
2    As used in this Section, the term "school" means any
3public or private elementary or secondary school.
4    As used in this Section, the term "school grounds"
5includes the real property comprising any school, any
6conveyance owned, leased, or contracted by a school to
7transport students to or from school or a school-related
8activity, or any public way within 1,000 feet of the real
9property comprising any school.
10(Source: P.A. 102-197, eff. 7-30-21; 102-538, eff. 8-20-21;
11102-813, eff. 5-13-22; 103-34, eff. 6-9-23.)
 
12    (105 ILCS 5/10-27.1B)
13    Sec. 10-27.1B. Reporting drug-related incidents in
14schools.
15    (a) In this Section:
16    "Drug" means "cannabis" as defined under subsection (a) of
17Section 3 of the Cannabis Control Act, "narcotic drug" as
18defined under subsection (aa) of Section 102 of the Illinois
19Controlled Substances Act, or "methamphetamine" as defined
20under Section 10 of the Methamphetamine Control and Community
21Protection Act.
22    "School" means any public or private elementary or
23secondary school.
24    (b) Upon receipt of any written, electronic, or verbal
25report from any school personnel regarding a verified incident

 

 

10300SB3156ham001- 60 -LRB103 36143 RJT 72620 a

1involving drugs in a school or on school owned or leased
2property, including any conveyance owned, leased, or used by
3the school for the transport of students or school personnel,
4the superintendent or his or her designee, or other
5appropriate administrative officer for a private school, shall
6report all such drug-related incidents occurring in a school
7or on school property to the local law enforcement authorities
8immediately and to the Illinois State Police in a form,
9manner, and frequency as prescribed by the Illinois State
10Police.
11    (c) (Blank). The State Board of Education shall receive an
12annual statistical compilation and related data associated
13with drug-related incidents in schools from the Illinois State
14Police. The State Board of Education shall compile this
15information by school district and make it available to the
16public.
17    (d) Schools shall report any written, electronic, or
18verbal report of an incident involving drugs made under
19subsection (b) to the State Board of Education through
20existing school incident reporting systems as they occur
21during the year by no later than July 31 for the previous
22school year. The State Board of Education shall report data by
23school district, as collected from school districts, and make
24it available to the public via its website. The local law
25enforcement authority shall, by March 1 of each year, report
26the required data from the previous year to the Illinois State

 

 

10300SB3156ham001- 61 -LRB103 36143 RJT 72620 a

1Police's Illinois Uniform Crime Reporting Program, which shall
2be included in its annual Crime in Illinois report.
3(Source: P.A. 102-538, eff. 8-20-21.)
 
4    (105 ILCS 5/18-8.15)
5    Sec. 18-8.15. Evidence-Based Funding for student success
6for the 2017-2018 and subsequent school years.
7    (a) General provisions.
8        (1) The purpose of this Section is to ensure that, by
9    June 30, 2027 and beyond, this State has a kindergarten
10    through grade 12 public education system with the capacity
11    to ensure the educational development of all persons to
12    the limits of their capacities in accordance with Section
13    1 of Article X of the Constitution of the State of
14    Illinois. To accomplish that objective, this Section
15    creates a method of funding public education that is
16    evidence-based; is sufficient to ensure every student
17    receives a meaningful opportunity to learn irrespective of
18    race, ethnicity, sexual orientation, gender, or
19    community-income level; and is sustainable and
20    predictable. When fully funded under this Section, every
21    school shall have the resources, based on what the
22    evidence indicates is needed, to:
23            (A) provide all students with a high quality
24        education that offers the academic, enrichment, social
25        and emotional support, technical, and career-focused

 

 

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1        programs that will allow them to become competitive
2        workers, responsible parents, productive citizens of
3        this State, and active members of our national
4        democracy;
5            (B) ensure all students receive the education they
6        need to graduate from high school with the skills
7        required to pursue post-secondary education and
8        training for a rewarding career;
9            (C) reduce, with a goal of eliminating, the
10        achievement gap between at-risk and non-at-risk
11        students by raising the performance of at-risk
12        students and not by reducing standards; and
13            (D) ensure this State satisfies its obligation to
14        assume the primary responsibility to fund public
15        education and simultaneously relieve the
16        disproportionate burden placed on local property taxes
17        to fund schools.
18        (2) The Evidence-Based Funding formula under this
19    Section shall be applied to all Organizational Units in
20    this State. The Evidence-Based Funding formula outlined in
21    this Act is based on the formula outlined in Senate Bill 1
22    of the 100th General Assembly, as passed by both
23    legislative chambers. As further defined and described in
24    this Section, there are 4 major components of the
25    Evidence-Based Funding model:
26            (A) First, the model calculates a unique Adequacy

 

 

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1        Target for each Organizational Unit in this State that
2        considers the costs to implement research-based
3        activities, the unit's student demographics, and
4        regional wage differences.
5            (B) Second, the model calculates each
6        Organizational Unit's Local Capacity, or the amount
7        each Organizational Unit is assumed to contribute
8        toward its Adequacy Target from local resources.
9            (C) Third, the model calculates how much funding
10        the State currently contributes to the Organizational
11        Unit and adds that to the unit's Local Capacity to
12        determine the unit's overall current adequacy of
13        funding.
14            (D) Finally, the model's distribution method
15        allocates new State funding to those Organizational
16        Units that are least well-funded, considering both
17        Local Capacity and State funding, in relation to their
18        Adequacy Target.
19        (3) An Organizational Unit receiving any funding under
20    this Section may apply those funds to any fund so received
21    for which that Organizational Unit is authorized to make
22    expenditures by law.
23        (4) As used in this Section, the following terms shall
24    have the meanings ascribed in this paragraph (4):
25        "Adequacy Target" is defined in paragraph (1) of
26    subsection (b) of this Section.

 

 

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1        "Adjusted EAV" is defined in paragraph (4) of
2    subsection (d) of this Section.
3        "Adjusted Local Capacity Target" is defined in
4    paragraph (3) of subsection (c) of this Section.
5        "Adjusted Operating Tax Rate" means a tax rate for all
6    Organizational Units, for which the State Superintendent
7    shall calculate and subtract for the Operating Tax Rate a
8    transportation rate based on total expenses for
9    transportation services under this Code, as reported on
10    the most recent Annual Financial Report in Pupil
11    Transportation Services, function 2550 in both the
12    Education and Transportation funds and functions 4110 and
13    4120 in the Transportation fund, less any corresponding
14    fiscal year State of Illinois scheduled payments excluding
15    net adjustments for prior years for regular, vocational,
16    or special education transportation reimbursement pursuant
17    to Section 29-5 or subsection (b) of Section 14-13.01 of
18    this Code divided by the Adjusted EAV. If an
19    Organizational Unit's corresponding fiscal year State of
20    Illinois scheduled payments excluding net adjustments for
21    prior years for regular, vocational, or special education
22    transportation reimbursement pursuant to Section 29-5 or
23    subsection (b) of Section 14-13.01 of this Code exceed the
24    total transportation expenses, as defined in this
25    paragraph, no transportation rate shall be subtracted from
26    the Operating Tax Rate.

 

 

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1        "Allocation Rate" is defined in paragraph (3) of
2    subsection (g) of this Section.
3        "Alternative School" means a public school that is
4    created and operated by a regional superintendent of
5    schools and approved by the State Board.
6        "Applicable Tax Rate" is defined in paragraph (1) of
7    subsection (d) of this Section.
8        "Assessment" means any of those benchmark, progress
9    monitoring, formative, diagnostic, and other assessments,
10    in addition to the State accountability assessment, that
11    assist teachers' needs in understanding the skills and
12    meeting the needs of the students they serve.
13        "Assistant principal" means a school administrator
14    duly endorsed to be employed as an assistant principal in
15    this State.
16        "At-risk student" means a student who is at risk of
17    not meeting the Illinois Learning Standards or not
18    graduating from elementary or high school and who
19    demonstrates a need for vocational support or social
20    services beyond that provided by the regular school
21    program. All students included in an Organizational Unit's
22    Low-Income Count, as well as all English learner and
23    disabled students attending the Organizational Unit, shall
24    be considered at-risk students under this Section.
25        "Average Student Enrollment" or "ASE" for fiscal year
26    2018 means, for an Organizational Unit, the greater of the

 

 

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1    average number of students (grades K through 12) reported
2    to the State Board as enrolled in the Organizational Unit
3    on October 1 in the immediately preceding school year,
4    plus the pre-kindergarten students who receive special
5    education services of 2 or more hours a day as reported to
6    the State Board on December 1 in the immediately preceding
7    school year, or the average number of students (grades K
8    through 12) reported to the State Board as enrolled in the
9    Organizational Unit on October 1, plus the
10    pre-kindergarten students who receive special education
11    services of 2 or more hours a day as reported to the State
12    Board on December 1, for each of the immediately preceding
13    3 school years. For fiscal year 2019 and each subsequent
14    fiscal year, "Average Student Enrollment" or "ASE" means,
15    for an Organizational Unit, the greater of the average
16    number of students (grades K through 12) reported to the
17    State Board as enrolled in the Organizational Unit on
18    October 1 and March 1 in the immediately preceding school
19    year, plus the pre-kindergarten students who receive
20    special education services as reported to the State Board
21    on October 1 and March 1 in the immediately preceding
22    school year, or the average number of students (grades K
23    through 12) reported to the State Board as enrolled in the
24    Organizational Unit on October 1 and March 1, plus the
25    pre-kindergarten students who receive special education
26    services as reported to the State Board on October 1 and

 

 

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1    March 1, for each of the immediately preceding 3 school
2    years. For the purposes of this definition, "enrolled in
3    the Organizational Unit" means the number of students
4    reported to the State Board who are enrolled in schools
5    within the Organizational Unit that the student attends or
6    would attend if not placed or transferred to another
7    school or program to receive needed services. For the
8    purposes of calculating "ASE", all students, grades K
9    through 12, excluding those attending kindergarten for a
10    half day and students attending an alternative education
11    program operated by a regional office of education or
12    intermediate service center, shall be counted as 1.0. All
13    students attending kindergarten for a half day shall be
14    counted as 0.5, unless in 2017 by June 15 or by March 1 in
15    subsequent years, the school district reports to the State
16    Board of Education the intent to implement full-day
17    kindergarten district-wide for all students, then all
18    students attending kindergarten shall be counted as 1.0.
19    Special education pre-kindergarten students shall be
20    counted as 0.5 each. If the State Board does not collect or
21    has not collected both an October 1 and March 1 enrollment
22    count by grade or a December 1 collection of special
23    education pre-kindergarten students as of August 31, 2017
24    (the effective date of Public Act 100-465), it shall
25    establish such collection for all future years. For any
26    year in which a count by grade level was collected only

 

 

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1    once, that count shall be used as the single count
2    available for computing a 3-year average ASE. Funding for
3    programs operated by a regional office of education or an
4    intermediate service center must be calculated using the
5    Evidence-Based Funding formula under this Section for the
6    2019-2020 school year and each subsequent school year
7    until separate adequacy formulas are developed and adopted
8    for each type of program. ASE for a program operated by a
9    regional office of education or an intermediate service
10    center must be determined by the March 1 enrollment for
11    the program. For the 2019-2020 school year, the ASE used
12    in the calculation must be the first-year ASE and, in that
13    year only, the assignment of students served by a regional
14    office of education or intermediate service center shall
15    not result in a reduction of the March enrollment for any
16    school district. For the 2020-2021 school year, the ASE
17    must be the greater of the current-year ASE or the 2-year
18    average ASE. Beginning with the 2021-2022 school year, the
19    ASE must be the greater of the current-year ASE or the
20    3-year average ASE. School districts shall submit the data
21    for the ASE calculation to the State Board within 45 days
22    of the dates required in this Section for submission of
23    enrollment data in order for it to be included in the ASE
24    calculation. For fiscal year 2018 only, the ASE
25    calculation shall include only enrollment taken on October
26    1. In recognition of the impact of COVID-19, the

 

 

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1    definition of "Average Student Enrollment" or "ASE" shall
2    be adjusted for calculations under this Section for fiscal
3    years 2022 through 2024. For fiscal years 2022 through
4    2024, the enrollment used in the calculation of ASE
5    representing the 2020-2021 school year shall be the
6    greater of the enrollment for the 2020-2021 school year or
7    the 2019-2020 school year.
8        "Base Funding Guarantee" is defined in paragraph (10)
9    of subsection (g) of this Section.
10        "Base Funding Minimum" is defined in subsection (e) of
11    this Section.
12        "Base Tax Year" means the property tax levy year used
13    to calculate the Budget Year allocation of primary State
14    aid.
15        "Base Tax Year's Extension" means the product of the
16    equalized assessed valuation utilized by the county clerk
17    in the Base Tax Year multiplied by the limiting rate as
18    calculated by the county clerk and defined in PTELL.
19        "Bilingual Education Allocation" means the amount of
20    an Organizational Unit's final Adequacy Target
21    attributable to bilingual education divided by the
22    Organizational Unit's final Adequacy Target, the product
23    of which shall be multiplied by the amount of new funding
24    received pursuant to this Section. An Organizational
25    Unit's final Adequacy Target attributable to bilingual
26    education shall include all additional investments in

 

 

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1    English learner students' adequacy elements.
2        "Budget Year" means the school year for which primary
3    State aid is calculated and awarded under this Section.
4        "Central office" means individual administrators and
5    support service personnel charged with managing the
6    instructional programs, business and operations, and
7    security of the Organizational Unit.
8        "Comparable Wage Index" or "CWI" means a regional cost
9    differentiation metric that measures systemic, regional
10    variations in the salaries of college graduates who are
11    not educators. The CWI utilized for this Section shall,
12    for the first 3 years of Evidence-Based Funding
13    implementation, be the CWI initially developed by the
14    National Center for Education Statistics, as most recently
15    updated by Texas A & M University. In the fourth and
16    subsequent years of Evidence-Based Funding implementation,
17    the State Superintendent shall re-determine the CWI using
18    a similar methodology to that identified in the Texas A & M
19    University study, with adjustments made no less frequently
20    than once every 5 years.
21        "Computer technology and equipment" means computers
22    servers, notebooks, network equipment, copiers, printers,
23    instructional software, security software, curriculum
24    management courseware, and other similar materials and
25    equipment.
26        "Computer technology and equipment investment

 

 

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1    allocation" means the final Adequacy Target amount of an
2    Organizational Unit assigned to Tier 1 or Tier 2 in the
3    prior school year attributable to the additional $285.50
4    per student computer technology and equipment investment
5    grant divided by the Organizational Unit's final Adequacy
6    Target, the result of which shall be multiplied by the
7    amount of new funding received pursuant to this Section.
8    An Organizational Unit assigned to a Tier 1 or Tier 2 final
9    Adequacy Target attributable to the received computer
10    technology and equipment investment grant shall include
11    all additional investments in computer technology and
12    equipment adequacy elements.
13        "Core subject" means mathematics; science; reading,
14    English, writing, and language arts; history and social
15    studies; world languages; and subjects taught as Advanced
16    Placement in high schools.
17        "Core teacher" means a regular classroom teacher in
18    elementary schools and teachers of a core subject in
19    middle and high schools.
20        "Core Intervention teacher (tutor)" means a licensed
21    teacher providing one-on-one or small group tutoring to
22    students struggling to meet proficiency in core subjects.
23        "CPPRT" means corporate personal property replacement
24    tax funds paid to an Organizational Unit during the
25    calendar year one year before the calendar year in which a
26    school year begins, pursuant to "An Act in relation to the

 

 

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1    abolition of ad valorem personal property tax and the
2    replacement of revenues lost thereby, and amending and
3    repealing certain Acts and parts of Acts in connection
4    therewith", certified August 14, 1979, as amended (Public
5    Act 81-1st S.S.-1).
6        "EAV" means equalized assessed valuation as defined in
7    paragraph (2) of subsection (d) of this Section and
8    calculated in accordance with paragraph (3) of subsection
9    (d) of this Section.
10        "ECI" means the Bureau of Labor Statistics' national
11    employment cost index for civilian workers in educational
12    services in elementary and secondary schools on a
13    cumulative basis for the 12-month calendar year preceding
14    the fiscal year of the Evidence-Based Funding calculation.
15        "EIS Data" means the employment information system
16    data maintained by the State Board on educators within
17    Organizational Units.
18        "Employee benefits" means health, dental, and vision
19    insurance offered to employees of an Organizational Unit,
20    the costs associated with the statutorily required payment
21    of the normal cost of the Organizational Unit's teacher
22    pensions, Social Security employer contributions, and
23    Illinois Municipal Retirement Fund employer contributions.
24        "English learner" or "EL" means a child included in
25    the definition of "English learners" under Section 14C-2
26    of this Code participating in a program of transitional

 

 

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1    bilingual education or a transitional program of
2    instruction meeting the requirements and program
3    application procedures of Article 14C of this Code. For
4    the purposes of collecting the number of EL students
5    enrolled, the same collection and calculation methodology
6    as defined above for "ASE" shall apply to English
7    learners, with the exception that EL student enrollment
8    shall include students in grades pre-kindergarten through
9    12.
10        "Essential Elements" means those elements, resources,
11    and educational programs that have been identified through
12    academic research as necessary to improve student success,
13    improve academic performance, close achievement gaps, and
14    provide for other per student costs related to the
15    delivery and leadership of the Organizational Unit, as
16    well as the maintenance and operations of the unit, and
17    which are specified in paragraph (2) of subsection (b) of
18    this Section.
19        "Evidence-Based Funding" means State funding provided
20    to an Organizational Unit pursuant to this Section.
21        "Extended day" means academic and enrichment programs
22    provided to students outside the regular school day before
23    and after school or during non-instructional times during
24    the school day.
25        "Extension Limitation Ratio" means a numerical ratio
26    in which the numerator is the Base Tax Year's Extension

 

 

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1    and the denominator is the Preceding Tax Year's Extension.
2        "Final Percent of Adequacy" is defined in paragraph
3    (4) of subsection (f) of this Section.
4        "Final Resources" is defined in paragraph (3) of
5    subsection (f) of this Section.
6        "Full-time equivalent" or "FTE" means the full-time
7    equivalency compensation for staffing the relevant
8    position at an Organizational Unit.
9        "Funding Gap" is defined in paragraph (1) of
10    subsection (g).
11        "Hybrid District" means a partial elementary unit
12    district created pursuant to Article 11E of this Code.
13        "Instructional assistant" means a core or special
14    education, non-licensed employee who assists a teacher in
15    the classroom and provides academic support to students.
16        "Instructional facilitator" means a qualified teacher
17    or licensed teacher leader who facilitates and coaches
18    continuous improvement in classroom instruction; provides
19    instructional support to teachers in the elements of
20    research-based instruction or demonstrates the alignment
21    of instruction with curriculum standards and assessment
22    tools; develops or coordinates instructional programs or
23    strategies; develops and implements training; chooses
24    standards-based instructional materials; provides
25    teachers with an understanding of current research; serves
26    as a mentor, site coach, curriculum specialist, or lead

 

 

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1    teacher; or otherwise works with fellow teachers, in
2    collaboration, to use data to improve instructional
3    practice or develop model lessons.
4        "Instructional materials" means relevant
5    instructional materials for student instruction,
6    including, but not limited to, textbooks, consumable
7    workbooks, laboratory equipment, library books, and other
8    similar materials.
9        "Laboratory School" means a public school that is
10    created and operated by a public university and approved
11    by the State Board.
12        "Librarian" means a teacher with an endorsement as a
13    library information specialist or another individual whose
14    primary responsibility is overseeing library resources
15    within an Organizational Unit.
16        "Limiting rate for Hybrid Districts" means the
17    combined elementary school and high school limiting rates.
18        "Local Capacity" is defined in paragraph (1) of
19    subsection (c) of this Section.
20        "Local Capacity Percentage" is defined in subparagraph
21    (A) of paragraph (2) of subsection (c) of this Section.
22        "Local Capacity Ratio" is defined in subparagraph (B)
23    of paragraph (2) of subsection (c) of this Section.
24        "Local Capacity Target" is defined in paragraph (2) of
25    subsection (c) of this Section.
26        "Low-Income Count" means, for an Organizational Unit

 

 

10300SB3156ham001- 76 -LRB103 36143 RJT 72620 a

1    in a fiscal year, the higher of the average number of
2    students for the prior school year or the immediately
3    preceding 3 school years who, as of July 1 of the
4    immediately preceding fiscal year (as determined by the
5    Department of Human Services), are eligible for at least
6    one of the following low-income programs: Medicaid, the
7    Children's Health Insurance Program, Temporary Assistance
8    for Needy Families (TANF), or the Supplemental Nutrition
9    Assistance Program, excluding pupils who are eligible for
10    services provided by the Department of Children and Family
11    Services. Until such time that grade level low-income
12    populations become available, grade level low-income
13    populations shall be determined by applying the low-income
14    percentage to total student enrollments by grade level.
15    The low-income percentage is determined by dividing the
16    Low-Income Count by the Average Student Enrollment. The
17    low-income percentage for programs operated by a regional
18    office of education or an intermediate service center
19    operating one or more alternative education programs must
20    be set to the weighted average of the low-income
21    percentages of all of the school districts in the service
22    region. The weighted low-income percentage is the result
23    of multiplying the low-income percentage of each school
24    district served by the regional office of education or
25    intermediate service center by each school district's
26    Average Student Enrollment, summarizing those products and

 

 

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1    dividing the total by the total Average Student Enrollment
2    for the service region.
3        "Maintenance and operations" means custodial services,
4    facility and ground maintenance, facility operations,
5    facility security, routine facility repairs, and other
6    similar services and functions.
7        "Minimum Funding Level" is defined in paragraph (9) of
8    subsection (g) of this Section.
9        "New Property Tax Relief Pool Funds" means, for any
10    given fiscal year, all State funds appropriated under
11    Section 2-3.170 of this Code.
12        "New State Funds" means, for a given school year, all
13    State funds appropriated for Evidence-Based Funding in
14    excess of the amount needed to fund the Base Funding
15    Minimum for all Organizational Units in that school year.
16        "Nurse" means an individual licensed as a certified
17    school nurse, in accordance with the rules established for
18    nursing services by the State Board, who is an employee of
19    and is available to provide health care-related services
20    for students of an Organizational Unit.
21        "Operating Tax Rate" means the rate utilized in the
22    previous year to extend property taxes for all purposes,
23    except Bond and Interest, Summer School, Rent, Capital
24    Improvement, and Vocational Education Building purposes.
25    For Hybrid Districts, the Operating Tax Rate shall be the
26    combined elementary and high school rates utilized in the

 

 

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1    previous year to extend property taxes for all purposes,
2    except Bond and Interest, Summer School, Rent, Capital
3    Improvement, and Vocational Education Building purposes.
4        "Organizational Unit" means a Laboratory School or any
5    public school district that is recognized as such by the
6    State Board and that contains elementary schools typically
7    serving kindergarten through 5th grades, middle schools
8    typically serving 6th through 8th grades, high schools
9    typically serving 9th through 12th grades, a program
10    established under Section 2-3.66 or 2-3.41, or a program
11    operated by a regional office of education or an
12    intermediate service center under Article 13A or 13B. The
13    General Assembly acknowledges that the actual grade levels
14    served by a particular Organizational Unit may vary
15    slightly from what is typical.
16        "Organizational Unit CWI" is determined by calculating
17    the CWI in the region and original county in which an
18    Organizational Unit's primary administrative office is
19    located as set forth in this paragraph, provided that if
20    the Organizational Unit CWI as calculated in accordance
21    with this paragraph is less than 0.9, the Organizational
22    Unit CWI shall be increased to 0.9. Each county's current
23    CWI value shall be adjusted based on the CWI value of that
24    county's neighboring Illinois counties, to create a
25    "weighted adjusted index value". This shall be calculated
26    by summing the CWI values of all of a county's adjacent

 

 

10300SB3156ham001- 79 -LRB103 36143 RJT 72620 a

1    Illinois counties and dividing by the number of adjacent
2    Illinois counties, then taking the weighted value of the
3    original county's CWI value and the adjacent Illinois
4    county average. To calculate this weighted value, if the
5    number of adjacent Illinois counties is greater than 2,
6    the original county's CWI value will be weighted at 0.25
7    and the adjacent Illinois county average will be weighted
8    at 0.75. If the number of adjacent Illinois counties is 2,
9    the original county's CWI value will be weighted at 0.33
10    and the adjacent Illinois county average will be weighted
11    at 0.66. The greater of the county's current CWI value and
12    its weighted adjusted index value shall be used as the
13    Organizational Unit CWI.
14        "Preceding Tax Year" means the property tax levy year
15    immediately preceding the Base Tax Year.
16        "Preceding Tax Year's Extension" means the product of
17    the equalized assessed valuation utilized by the county
18    clerk in the Preceding Tax Year multiplied by the
19    Operating Tax Rate.
20        "Preliminary Percent of Adequacy" is defined in
21    paragraph (2) of subsection (f) of this Section.
22        "Preliminary Resources" is defined in paragraph (2) of
23    subsection (f) of this Section.
24        "Principal" means a school administrator duly endorsed
25    to be employed as a principal in this State.
26        "Professional development" means training programs for

 

 

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1    licensed staff in schools, including, but not limited to,
2    programs that assist in implementing new curriculum
3    programs, provide data focused or academic assessment data
4    training to help staff identify a student's weaknesses and
5    strengths, target interventions, improve instruction,
6    encompass instructional strategies for English learner,
7    gifted, or at-risk students, address inclusivity, cultural
8    sensitivity, or implicit bias, or otherwise provide
9    professional support for licensed staff.
10        "Prototypical" means 450 special education
11    pre-kindergarten and kindergarten through grade 5 students
12    for an elementary school, 450 grade 6 through 8 students
13    for a middle school, and 600 grade 9 through 12 students
14    for a high school.
15        "PTELL" means the Property Tax Extension Limitation
16    Law.
17        "PTELL EAV" is defined in paragraph (4) of subsection
18    (d) of this Section.
19        "Pupil support staff" means a nurse, psychologist,
20    social worker, family liaison personnel, or other staff
21    member who provides support to at-risk or struggling
22    students.
23        "Real Receipts" is defined in paragraph (1) of
24    subsection (d) of this Section.
25        "Regionalization Factor" means, for a particular
26    Organizational Unit, the figure derived by dividing the

 

 

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1    Organizational Unit CWI by the Statewide Weighted CWI.
2        "School counselor" means a licensed school counselor
3    who provides guidance and counseling support for students
4    within an Organizational Unit.
5        "School site staff" means the primary school secretary
6    and any additional clerical personnel assigned to a
7    school.
8        "Special education" means special educational
9    facilities and services, as defined in Section 14-1.08 of
10    this Code.
11        "Special Education Allocation" means the amount of an
12    Organizational Unit's final Adequacy Target attributable
13    to special education divided by the Organizational Unit's
14    final Adequacy Target, the product of which shall be
15    multiplied by the amount of new funding received pursuant
16    to this Section. An Organizational Unit's final Adequacy
17    Target attributable to special education shall include all
18    special education investment adequacy elements.
19        "Specialist teacher" means a teacher who provides
20    instruction in subject areas not included in core
21    subjects, including, but not limited to, art, music,
22    physical education, health, driver education,
23    career-technical education, and such other subject areas
24    as may be mandated by State law or provided by an
25    Organizational Unit.
26        "Specially Funded Unit" means an Alternative School,

 

 

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1    safe school, Department of Juvenile Justice school,
2    special education cooperative or entity recognized by the
3    State Board as a special education cooperative,
4    State-approved charter school, or alternative learning
5    opportunities program that received direct funding from
6    the State Board during the 2016-2017 school year through
7    any of the funding sources included within the calculation
8    of the Base Funding Minimum or Glenwood Academy.
9        "Supplemental Grant Funding" means supplemental
10    general State aid funding received by an Organizational
11    Unit during the 2016-2017 school year pursuant to
12    subsection (H) of Section 18-8.05 of this Code (now
13    repealed).
14        "State Adequacy Level" is the sum of the Adequacy
15    Targets of all Organizational Units.
16        "State Board" means the State Board of Education.
17        "State Superintendent" means the State Superintendent
18    of Education.
19        "Statewide Weighted CWI" means a figure determined by
20    multiplying each Organizational Unit CWI times the ASE for
21    that Organizational Unit creating a weighted value,
22    summing all Organizational Units' weighted values, and
23    dividing by the total ASE of all Organizational Units,
24    thereby creating an average weighted index.
25        "Student activities" means non-credit producing
26    after-school programs, including, but not limited to,

 

 

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1    clubs, bands, sports, and other activities authorized by
2    the school board of the Organizational Unit.
3        "Substitute teacher" means an individual teacher or
4    teaching assistant who is employed by an Organizational
5    Unit and is temporarily serving the Organizational Unit on
6    a per diem or per period-assignment basis to replace
7    another staff member.
8        "Summer school" means academic and enrichment programs
9    provided to students during the summer months outside of
10    the regular school year.
11        "Supervisory aide" means a non-licensed staff member
12    who helps in supervising students of an Organizational
13    Unit, but does so outside of the classroom, in situations
14    such as, but not limited to, monitoring hallways and
15    playgrounds, supervising lunchrooms, or supervising
16    students when being transported in buses serving the
17    Organizational Unit.
18        "Target Ratio" is defined in paragraph (4) of
19    subsection (g).
20        "Tier 1", "Tier 2", "Tier 3", and "Tier 4" are defined
21    in paragraph (3) of subsection (g).
22        "Tier 1 Aggregate Funding", "Tier 2 Aggregate
23    Funding", "Tier 3 Aggregate Funding", and "Tier 4
24    Aggregate Funding" are defined in paragraph (1) of
25    subsection (g).
26    (b) Adequacy Target calculation.

 

 

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1        (1) Each Organizational Unit's Adequacy Target is the
2    sum of the Organizational Unit's cost of providing
3    Essential Elements, as calculated in accordance with this
4    subsection (b), with the salary amounts in the Essential
5    Elements multiplied by a Regionalization Factor calculated
6    pursuant to paragraph (3) of this subsection (b).
7        (2) The Essential Elements are attributable on a pro
8    rata basis related to defined subgroups of the ASE of each
9    Organizational Unit as specified in this paragraph (2),
10    with investments and FTE positions pro rata funded based
11    on ASE counts in excess of or less than the thresholds set
12    forth in this paragraph (2). The method for calculating
13    attributable pro rata costs and the defined subgroups
14    thereto are as follows:
15            (A) Core class size investments. Each
16        Organizational Unit shall receive the funding required
17        to support that number of FTE core teacher positions
18        as is needed to keep the respective class sizes of the
19        Organizational Unit to the following maximum numbers:
20                (i) For grades kindergarten through 3, the
21            Organizational Unit shall receive funding required
22            to support one FTE core teacher position for every
23            15 Low-Income Count students in those grades and
24            one FTE core teacher position for every 20
25            non-Low-Income Count students in those grades.
26                (ii) For grades 4 through 12, the

 

 

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1            Organizational Unit shall receive funding required
2            to support one FTE core teacher position for every
3            20 Low-Income Count students in those grades and
4            one FTE core teacher position for every 25
5            non-Low-Income Count students in those grades.
6            The number of non-Low-Income Count students in a
7        grade shall be determined by subtracting the
8        Low-Income students in that grade from the ASE of the
9        Organizational Unit for that grade.
10            (B) Specialist teacher investments. Each
11        Organizational Unit shall receive the funding needed
12        to cover that number of FTE specialist teacher
13        positions that correspond to the following
14        percentages:
15                (i) if the Organizational Unit operates an
16            elementary or middle school, then 20.00% of the
17            number of the Organizational Unit's core teachers,
18            as determined under subparagraph (A) of this
19            paragraph (2); and
20                (ii) if such Organizational Unit operates a
21            high school, then 33.33% of the number of the
22            Organizational Unit's core teachers.
23            (C) Instructional facilitator investments. Each
24        Organizational Unit shall receive the funding needed
25        to cover one FTE instructional facilitator position
26        for every 200 combined ASE of pre-kindergarten

 

 

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1        children with disabilities and all kindergarten
2        through grade 12 students of the Organizational Unit.
3            (D) Core intervention teacher (tutor) investments.
4        Each Organizational Unit shall receive the funding
5        needed to cover one FTE teacher position for each
6        prototypical elementary, middle, and high school.
7            (E) Substitute teacher investments. Each
8        Organizational Unit shall receive the funding needed
9        to cover substitute teacher costs that is equal to
10        5.70% of the minimum pupil attendance days required
11        under Section 10-19 of this Code for all full-time
12        equivalent core, specialist, and intervention
13        teachers, school nurses, special education teachers
14        and instructional assistants, instructional
15        facilitators, and summer school and extended day
16        teacher positions, as determined under this paragraph
17        (2), at a salary rate of 33.33% of the average salary
18        for grade K through 12 teachers and 33.33% of the
19        average salary of each instructional assistant
20        position.
21            (F) Core school counselor investments. Each
22        Organizational Unit shall receive the funding needed
23        to cover one FTE school counselor for each 450
24        combined ASE of pre-kindergarten children with
25        disabilities and all kindergarten through grade 5
26        students, plus one FTE school counselor for each 250

 

 

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1        grades 6 through 8 ASE middle school students, plus
2        one FTE school counselor for each 250 grades 9 through
3        12 ASE high school students.
4            (G) Nurse investments. Each Organizational Unit
5        shall receive the funding needed to cover one FTE
6        nurse for each 750 combined ASE of pre-kindergarten
7        children with disabilities and all kindergarten
8        through grade 12 students across all grade levels it
9        serves.
10            (H) Supervisory aide investments. Each
11        Organizational Unit shall receive the funding needed
12        to cover one FTE for each 225 combined ASE of
13        pre-kindergarten children with disabilities and all
14        kindergarten through grade 5 students, plus one FTE
15        for each 225 ASE middle school students, plus one FTE
16        for each 200 ASE high school students.
17            (I) Librarian investments. Each Organizational
18        Unit shall receive the funding needed to cover one FTE
19        librarian for each prototypical elementary school,
20        middle school, and high school and one FTE aide or
21        media technician for every 300 combined ASE of
22        pre-kindergarten children with disabilities and all
23        kindergarten through grade 12 students.
24            (J) Principal investments. Each Organizational
25        Unit shall receive the funding needed to cover one FTE
26        principal position for each prototypical elementary

 

 

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1        school, plus one FTE principal position for each
2        prototypical middle school, plus one FTE principal
3        position for each prototypical high school.
4            (K) Assistant principal investments. Each
5        Organizational Unit shall receive the funding needed
6        to cover one FTE assistant principal position for each
7        prototypical elementary school, plus one FTE assistant
8        principal position for each prototypical middle
9        school, plus one FTE assistant principal position for
10        each prototypical high school.
11            (L) School site staff investments. Each
12        Organizational Unit shall receive the funding needed
13        for one FTE position for each 225 ASE of
14        pre-kindergarten children with disabilities and all
15        kindergarten through grade 5 students, plus one FTE
16        position for each 225 ASE middle school students, plus
17        one FTE position for each 200 ASE high school
18        students.
19            (M) Gifted investments. Each Organizational Unit
20        shall receive $40 per kindergarten through grade 12
21        ASE.
22            (N) Professional development investments. Each
23        Organizational Unit shall receive $125 per student of
24        the combined ASE of pre-kindergarten children with
25        disabilities and all kindergarten through grade 12
26        students for trainers and other professional

 

 

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1        development-related expenses for supplies and
2        materials.
3            (O) Instructional material investments. Each
4        Organizational Unit shall receive $190 per student of
5        the combined ASE of pre-kindergarten children with
6        disabilities and all kindergarten through grade 12
7        students to cover instructional material costs.
8            (P) Assessment investments. Each Organizational
9        Unit shall receive $25 per student of the combined ASE
10        of pre-kindergarten children with disabilities and all
11        kindergarten through grade 12 students to cover
12        assessment costs.
13            (Q) Computer technology and equipment investments.
14        Each Organizational Unit shall receive $285.50 per
15        student of the combined ASE of pre-kindergarten
16        children with disabilities and all kindergarten
17        through grade 12 students to cover computer technology
18        and equipment costs. For the 2018-2019 school year and
19        subsequent school years, Organizational Units assigned
20        to Tier 1 and Tier 2 in the prior school year shall
21        receive an additional $285.50 per student of the
22        combined ASE of pre-kindergarten children with
23        disabilities and all kindergarten through grade 12
24        students to cover computer technology and equipment
25        costs in the Organizational Unit's Adequacy Target.
26        The State Board may establish additional requirements

 

 

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1        for Organizational Unit expenditures of funds received
2        pursuant to this subparagraph (Q), including a
3        requirement that funds received pursuant to this
4        subparagraph (Q) may be used only for serving the
5        technology needs of the district. It is the intent of
6        Public Act 100-465 that all Tier 1 and Tier 2 districts
7        receive the addition to their Adequacy Target in the
8        following year, subject to compliance with the
9        requirements of the State Board.
10            (R) Student activities investments. Each
11        Organizational Unit shall receive the following
12        funding amounts to cover student activities: $100 per
13        kindergarten through grade 5 ASE student in elementary
14        school, plus $200 per ASE student in middle school,
15        plus $675 per ASE student in high school.
16            (S) Maintenance and operations investments. Each
17        Organizational Unit shall receive $1,038 per student
18        of the combined ASE of pre-kindergarten children with
19        disabilities and all kindergarten through grade 12
20        students for day-to-day maintenance and operations
21        expenditures, including salary, supplies, and
22        materials, as well as purchased services, but
23        excluding employee benefits. The proportion of salary
24        for the application of a Regionalization Factor and
25        the calculation of benefits is equal to $352.92.
26            (T) Central office investments. Each

 

 

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1        Organizational Unit shall receive $742 per student of
2        the combined ASE of pre-kindergarten children with
3        disabilities and all kindergarten through grade 12
4        students to cover central office operations, including
5        administrators and classified personnel charged with
6        managing the instructional programs, business and
7        operations of the school district, and security
8        personnel. The proportion of salary for the
9        application of a Regionalization Factor and the
10        calculation of benefits is equal to $368.48.
11            (U) Employee benefit investments. Each
12        Organizational Unit shall receive 30% of the total of
13        all salary-calculated elements of the Adequacy Target,
14        excluding substitute teachers and student activities
15        investments, to cover benefit costs. For central
16        office and maintenance and operations investments, the
17        benefit calculation shall be based upon the salary
18        proportion of each investment. If at any time the
19        responsibility for funding the employer normal cost of
20        teacher pensions is assigned to school districts, then
21        that amount certified by the Teachers' Retirement
22        System of the State of Illinois to be paid by the
23        Organizational Unit for the preceding school year
24        shall be added to the benefit investment. For any
25        fiscal year in which a school district organized under
26        Article 34 of this Code is responsible for paying the

 

 

10300SB3156ham001- 92 -LRB103 36143 RJT 72620 a

1        employer normal cost of teacher pensions, then that
2        amount of its employer normal cost plus the amount for
3        retiree health insurance as certified by the Public
4        School Teachers' Pension and Retirement Fund of
5        Chicago to be paid by the school district for the
6        preceding school year that is statutorily required to
7        cover employer normal costs and the amount for retiree
8        health insurance shall be added to the 30% specified
9        in this subparagraph (U). The Teachers' Retirement
10        System of the State of Illinois and the Public School
11        Teachers' Pension and Retirement Fund of Chicago shall
12        submit such information as the State Superintendent
13        may require for the calculations set forth in this
14        subparagraph (U).
15            (V) Additional investments in low-income students.
16        In addition to and not in lieu of all other funding
17        under this paragraph (2), each Organizational Unit
18        shall receive funding based on the average teacher
19        salary for grades K through 12 to cover the costs of:
20                (i) one FTE intervention teacher (tutor)
21            position for every 125 Low-Income Count students;
22                (ii) one FTE pupil support staff position for
23            every 125 Low-Income Count students;
24                (iii) one FTE extended day teacher position
25            for every 120 Low-Income Count students; and
26                (iv) one FTE summer school teacher position

 

 

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1            for every 120 Low-Income Count students.
2            (W) Additional investments in English learner
3        students. In addition to and not in lieu of all other
4        funding under this paragraph (2), each Organizational
5        Unit shall receive funding based on the average
6        teacher salary for grades K through 12 to cover the
7        costs of:
8                (i) one FTE intervention teacher (tutor)
9            position for every 125 English learner students;
10                (ii) one FTE pupil support staff position for
11            every 125 English learner students;
12                (iii) one FTE extended day teacher position
13            for every 120 English learner students;
14                (iv) one FTE summer school teacher position
15            for every 120 English learner students; and
16                (v) one FTE core teacher position for every
17            100 English learner students.
18            (X) Special education investments. Each
19        Organizational Unit shall receive funding based on the
20        average teacher salary for grades K through 12 to
21        cover special education as follows:
22                (i) one FTE teacher position for every 141
23            combined ASE of pre-kindergarten children with
24            disabilities and all kindergarten through grade 12
25            students;
26                (ii) one FTE instructional assistant for every

 

 

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1            141 combined ASE of pre-kindergarten children with
2            disabilities and all kindergarten through grade 12
3            students; and
4                (iii) one FTE psychologist position for every
5            1,000 combined ASE of pre-kindergarten children
6            with disabilities and all kindergarten through
7            grade 12 students.
8        (3) For calculating the salaries included within the
9    Essential Elements, the State Superintendent shall
10    annually calculate average salaries to the nearest dollar
11    using the employment information system data maintained by
12    the State Board, limited to public schools only and
13    excluding special education and vocational cooperatives,
14    schools operated by the Department of Juvenile Justice,
15    and charter schools, for the following positions:
16            (A) Teacher for grades K through 8.
17            (B) Teacher for grades 9 through 12.
18            (C) Teacher for grades K through 12.
19            (D) School counselor for grades K through 8.
20            (E) School counselor for grades 9 through 12.
21            (F) School counselor for grades K through 12.
22            (G) Social worker.
23            (H) Psychologist.
24            (I) Librarian.
25            (J) Nurse.
26            (K) Principal.

 

 

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1            (L) Assistant principal.
2        For the purposes of this paragraph (3), "teacher"
3    includes core teachers, specialist and elective teachers,
4    instructional facilitators, tutors, special education
5    teachers, pupil support staff teachers, English learner
6    teachers, extended day teachers, and summer school
7    teachers. Where specific grade data is not required for
8    the Essential Elements, the average salary for
9    corresponding positions shall apply. For substitute
10    teachers, the average teacher salary for grades K through
11    12 shall apply.
12        For calculating the salaries included within the
13    Essential Elements for positions not included within EIS
14    Data, the following salaries shall be used in the first
15    year of implementation of Evidence-Based Funding:
16            (i) school site staff, $30,000; and
17            (ii) non-instructional assistant, instructional
18        assistant, library aide, library media tech, or
19        supervisory aide: $25,000.
20        In the second and subsequent years of implementation
21    of Evidence-Based Funding, the amounts in items (i) and
22    (ii) of this paragraph (3) shall annually increase by the
23    ECI.
24        The salary amounts for the Essential Elements
25    determined pursuant to subparagraphs (A) through (L), (S)
26    and (T), and (V) through (X) of paragraph (2) of

 

 

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1    subsection (b) of this Section shall be multiplied by a
2    Regionalization Factor.
3    (c) Local Capacity calculation.
4        (1) Each Organizational Unit's Local Capacity
5    represents an amount of funding it is assumed to
6    contribute toward its Adequacy Target for purposes of the
7    Evidence-Based Funding formula calculation. "Local
8    Capacity" means either (i) the Organizational Unit's Local
9    Capacity Target as calculated in accordance with paragraph
10    (2) of this subsection (c) if its Real Receipts are equal
11    to or less than its Local Capacity Target or (ii) the
12    Organizational Unit's Adjusted Local Capacity, as
13    calculated in accordance with paragraph (3) of this
14    subsection (c) if Real Receipts are more than its Local
15    Capacity Target.
16        (2) "Local Capacity Target" means, for an
17    Organizational Unit, that dollar amount that is obtained
18    by multiplying its Adequacy Target by its Local Capacity
19    Ratio.
20            (A) An Organizational Unit's Local Capacity
21        Percentage is the conversion of the Organizational
22        Unit's Local Capacity Ratio, as such ratio is
23        determined in accordance with subparagraph (B) of this
24        paragraph (2), into a cumulative distribution
25        resulting in a percentile ranking to determine each
26        Organizational Unit's relative position to all other

 

 

10300SB3156ham001- 97 -LRB103 36143 RJT 72620 a

1        Organizational Units in this State. The calculation of
2        Local Capacity Percentage is described in subparagraph
3        (C) of this paragraph (2).
4            (B) An Organizational Unit's Local Capacity Ratio
5        in a given year is the percentage obtained by dividing
6        its Adjusted EAV or PTELL EAV, whichever is less, by
7        its Adequacy Target, with the resulting ratio further
8        adjusted as follows:
9                (i) for Organizational Units serving grades
10            kindergarten through 12 and Hybrid Districts, no
11            further adjustments shall be made;
12                (ii) for Organizational Units serving grades
13            kindergarten through 8, the ratio shall be
14            multiplied by 9/13;
15                (iii) for Organizational Units serving grades
16            9 through 12, the Local Capacity Ratio shall be
17            multiplied by 4/13; and
18                (iv) for an Organizational Unit with a
19            different grade configuration than those specified
20            in items (i) through (iii) of this subparagraph
21            (B), the State Superintendent shall determine a
22            comparable adjustment based on the grades served.
23            (C) The Local Capacity Percentage is equal to the
24        percentile ranking of the district. Local Capacity
25        Percentage converts each Organizational Unit's Local
26        Capacity Ratio to a cumulative distribution resulting

 

 

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1        in a percentile ranking to determine each
2        Organizational Unit's relative position to all other
3        Organizational Units in this State. The Local Capacity
4        Percentage cumulative distribution resulting in a
5        percentile ranking for each Organizational Unit shall
6        be calculated using the standard normal distribution
7        of the score in relation to the weighted mean and
8        weighted standard deviation and Local Capacity Ratios
9        of all Organizational Units. If the value assigned to
10        any Organizational Unit is in excess of 90%, the value
11        shall be adjusted to 90%. For Laboratory Schools, the
12        Local Capacity Percentage shall be set at 10% in
13        recognition of the absence of EAV and resources from
14        the public university that are allocated to the
15        Laboratory School. For programs operated by a regional
16        office of education or an intermediate service center
17        operating one or more alternative education programs,
18        the Local Capacity Percentage must be set at 10% in
19        recognition of the absence of EAV and resources from
20        school districts that are allocated to the regional
21        office of education or intermediate service center.
22        The weighted mean for the Local Capacity Percentage
23        shall be determined by multiplying each Organizational
24        Unit's Local Capacity Ratio times the ASE for the unit
25        creating a weighted value, summing the weighted values
26        of all Organizational Units, and dividing by the total

 

 

10300SB3156ham001- 99 -LRB103 36143 RJT 72620 a

1        ASE of all Organizational Units. The weighted standard
2        deviation shall be determined by taking the square
3        root of the weighted variance of all Organizational
4        Units' Local Capacity Ratio, where the variance is
5        calculated by squaring the difference between each
6        unit's Local Capacity Ratio and the weighted mean,
7        then multiplying the variance for each unit times the
8        ASE for the unit to create a weighted variance for each
9        unit, then summing all units' weighted variance and
10        dividing by the total ASE of all units.
11            (D) For any Organizational Unit, the
12        Organizational Unit's Adjusted Local Capacity Target
13        shall be reduced by either (i) the school board's
14        remaining contribution pursuant to paragraph (ii) of
15        subsection (b-4) of Section 16-158 of the Illinois
16        Pension Code in a given year or (ii) the board of
17        education's remaining contribution pursuant to
18        paragraph (iv) of subsection (b) of Section 17-129 of
19        the Illinois Pension Code absent the employer normal
20        cost portion of the required contribution and amount
21        allowed pursuant to subdivision (3) of Section
22        17-142.1 of the Illinois Pension Code in a given year.
23        In the preceding sentence, item (i) shall be certified
24        to the State Board of Education by the Teachers'
25        Retirement System of the State of Illinois and item
26        (ii) shall be certified to the State Board of

 

 

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1        Education by the Public School Teachers' Pension and
2        Retirement Fund of the City of Chicago.
3        (3) If an Organizational Unit's Real Receipts are more
4    than its Local Capacity Target, then its Local Capacity
5    shall equal an Adjusted Local Capacity Target as
6    calculated in accordance with this paragraph (3). The
7    Adjusted Local Capacity Target is calculated as the sum of
8    the Organizational Unit's Local Capacity Target and its
9    Real Receipts Adjustment. The Real Receipts Adjustment
10    equals the Organizational Unit's Real Receipts less its
11    Local Capacity Target, with the resulting figure
12    multiplied by the Local Capacity Percentage.
13        As used in this paragraph (3), "Real Percent of
14    Adequacy" means the sum of an Organizational Unit's Real
15    Receipts, CPPRT, and Base Funding Minimum, with the
16    resulting figure divided by the Organizational Unit's
17    Adequacy Target.
18    (d) Calculation of Real Receipts, EAV, and Adjusted EAV
19for purposes of the Local Capacity calculation.
20        (1) An Organizational Unit's Real Receipts are the
21    product of its Applicable Tax Rate and its Adjusted EAV.
22    An Organizational Unit's Applicable Tax Rate is its
23    Adjusted Operating Tax Rate for property within the
24    Organizational Unit.
25        (2) The State Superintendent shall calculate the
26    equalized assessed valuation, or EAV, of all taxable

 

 

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1    property of each Organizational Unit as of September 30 of
2    the previous year in accordance with paragraph (3) of this
3    subsection (d). The State Superintendent shall then
4    determine the Adjusted EAV of each Organizational Unit in
5    accordance with paragraph (4) of this subsection (d),
6    which Adjusted EAV figure shall be used for the purposes
7    of calculating Local Capacity.
8        (3) To calculate Real Receipts and EAV, the Department
9    of Revenue shall supply to the State Superintendent the
10    value as equalized or assessed by the Department of
11    Revenue of all taxable property of every Organizational
12    Unit, together with (i) the applicable tax rate used in
13    extending taxes for the funds of the Organizational Unit
14    as of September 30 of the previous year and (ii) the
15    limiting rate for all Organizational Units subject to
16    property tax extension limitations as imposed under PTELL.
17            (A) The Department of Revenue shall add to the
18        equalized assessed value of all taxable property of
19        each Organizational Unit situated entirely or
20        partially within a county that is or was subject to the
21        provisions of Section 15-176 or 15-177 of the Property
22        Tax Code (i) an amount equal to the total amount by
23        which the homestead exemption allowed under Section
24        15-176 or 15-177 of the Property Tax Code for real
25        property situated in that Organizational Unit exceeds
26        the total amount that would have been allowed in that

 

 

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1        Organizational Unit if the maximum reduction under
2        Section 15-176 was (I) $4,500 in Cook County or $3,500
3        in all other counties in tax year 2003 or (II) $5,000
4        in all counties in tax year 2004 and thereafter and
5        (ii) an amount equal to the aggregate amount for the
6        taxable year of all additional exemptions under
7        Section 15-175 of the Property Tax Code for owners
8        with a household income of $30,000 or less. The county
9        clerk of any county that is or was subject to the
10        provisions of Section 15-176 or 15-177 of the Property
11        Tax Code shall annually calculate and certify to the
12        Department of Revenue for each Organizational Unit all
13        homestead exemption amounts under Section 15-176 or
14        15-177 of the Property Tax Code and all amounts of
15        additional exemptions under Section 15-175 of the
16        Property Tax Code for owners with a household income
17        of $30,000 or less. It is the intent of this
18        subparagraph (A) that if the general homestead
19        exemption for a parcel of property is determined under
20        Section 15-176 or 15-177 of the Property Tax Code
21        rather than Section 15-175, then the calculation of
22        EAV shall not be affected by the difference, if any,
23        between the amount of the general homestead exemption
24        allowed for that parcel of property under Section
25        15-176 or 15-177 of the Property Tax Code and the
26        amount that would have been allowed had the general

 

 

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1        homestead exemption for that parcel of property been
2        determined under Section 15-175 of the Property Tax
3        Code. It is further the intent of this subparagraph
4        (A) that if additional exemptions are allowed under
5        Section 15-175 of the Property Tax Code for owners
6        with a household income of less than $30,000, then the
7        calculation of EAV shall not be affected by the
8        difference, if any, because of those additional
9        exemptions.
10            (B) With respect to any part of an Organizational
11        Unit within a redevelopment project area in respect to
12        which a municipality has adopted tax increment
13        allocation financing pursuant to the Tax Increment
14        Allocation Redevelopment Act, Division 74.4 of Article
15        11 of the Illinois Municipal Code, or the Industrial
16        Jobs Recovery Law, Division 74.6 of Article 11 of the
17        Illinois Municipal Code, no part of the current EAV of
18        real property located in any such project area that is
19        attributable to an increase above the total initial
20        EAV of such property shall be used as part of the EAV
21        of the Organizational Unit, until such time as all
22        redevelopment project costs have been paid, as
23        provided in Section 11-74.4-8 of the Tax Increment
24        Allocation Redevelopment Act or in Section 11-74.6-35
25        of the Industrial Jobs Recovery Law. For the purpose
26        of the EAV of the Organizational Unit, the total

 

 

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1        initial EAV or the current EAV, whichever is lower,
2        shall be used until such time as all redevelopment
3        project costs have been paid.
4            (B-5) The real property equalized assessed
5        valuation for a school district shall be adjusted by
6        subtracting from the real property value, as equalized
7        or assessed by the Department of Revenue, for the
8        district an amount computed by dividing the amount of
9        any abatement of taxes under Section 18-170 of the
10        Property Tax Code by 3.00% for a district maintaining
11        grades kindergarten through 12, by 2.30% for a
12        district maintaining grades kindergarten through 8, or
13        by 1.05% for a district maintaining grades 9 through
14        12 and adjusted by an amount computed by dividing the
15        amount of any abatement of taxes under subsection (a)
16        of Section 18-165 of the Property Tax Code by the same
17        percentage rates for district type as specified in
18        this subparagraph (B-5).
19            (C) For Organizational Units that are Hybrid
20        Districts, the State Superintendent shall use the
21        lesser of the adjusted equalized assessed valuation
22        for property within the partial elementary unit
23        district for elementary purposes, as defined in
24        Article 11E of this Code, or the adjusted equalized
25        assessed valuation for property within the partial
26        elementary unit district for high school purposes, as

 

 

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1        defined in Article 11E of this Code.
2            (D) If a school district's boundaries span
3        multiple counties, then the Department of Revenue
4        shall send to the State Board, for the purposes of
5        calculating Evidence-Based Funding, the limiting rate
6        and individual rates by purpose for the county that
7        contains the majority of the school district's
8        equalized assessed valuation.
9        (4) An Organizational Unit's Adjusted EAV shall be the
10    average of its EAV over the immediately preceding 3 years
11    or the lesser of its EAV in the immediately preceding year
12    or the average of its EAV over the immediately preceding 3
13    years if the EAV in the immediately preceding year has
14    declined by 10% or more when comparing the 2 most recent
15    years. In the event of Organizational Unit reorganization,
16    consolidation, or annexation, the Organizational Unit's
17    Adjusted EAV for the first 3 years after such change shall
18    be as follows: the most current EAV shall be used in the
19    first year, the average of a 2-year EAV or its EAV in the
20    immediately preceding year if the EAV declines by 10% or
21    more when comparing the 2 most recent years for the second
22    year, and the lesser of a 3-year average EAV or its EAV in
23    the immediately preceding year if the Adjusted EAV
24    declines by 10% or more when comparing the 2 most recent
25    years for the third year. For any school district whose
26    EAV in the immediately preceding year is used in

 

 

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1    calculations, in the following year, the Adjusted EAV
2    shall be the average of its EAV over the immediately
3    preceding 2 years or the immediately preceding year if
4    that year represents a decline of 10% or more when
5    comparing the 2 most recent years.
6        "PTELL EAV" means a figure calculated by the State
7    Board for Organizational Units subject to PTELL as
8    described in this paragraph (4) for the purposes of
9    calculating an Organizational Unit's Local Capacity Ratio.
10    Except as otherwise provided in this paragraph (4), the
11    PTELL EAV of an Organizational Unit shall be equal to the
12    product of the equalized assessed valuation last used in
13    the calculation of general State aid under Section 18-8.05
14    of this Code (now repealed) or Evidence-Based Funding
15    under this Section and the Organizational Unit's Extension
16    Limitation Ratio. If an Organizational Unit has approved
17    or does approve an increase in its limiting rate, pursuant
18    to Section 18-190 of the Property Tax Code, affecting the
19    Base Tax Year, the PTELL EAV shall be equal to the product
20    of the equalized assessed valuation last used in the
21    calculation of general State aid under Section 18-8.05 of
22    this Code (now repealed) or Evidence-Based Funding under
23    this Section multiplied by an amount equal to one plus the
24    percentage increase, if any, in the Consumer Price Index
25    for All Urban Consumers for all items published by the
26    United States Department of Labor for the 12-month

 

 

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1    calendar year preceding the Base Tax Year, plus the
2    equalized assessed valuation of new property, annexed
3    property, and recovered tax increment value and minus the
4    equalized assessed valuation of disconnected property.
5        As used in this paragraph (4), "new property" and
6    "recovered tax increment value" shall have the meanings
7    set forth in the Property Tax Extension Limitation Law.
8    (e) Base Funding Minimum calculation.
9        (1) For the 2017-2018 school year, the Base Funding
10    Minimum of an Organizational Unit or a Specially Funded
11    Unit shall be the amount of State funds distributed to the
12    Organizational Unit or Specially Funded Unit during the
13    2016-2017 school year prior to any adjustments and
14    specified appropriation amounts described in this
15    paragraph (1) from the following Sections, as calculated
16    by the State Superintendent: Section 18-8.05 of this Code
17    (now repealed); Section 5 of Article 224 of Public Act
18    99-524 (equity grants); Section 14-7.02b of this Code
19    (funding for children requiring special education
20    services); Section 14-13.01 of this Code (special
21    education facilities and staffing), except for
22    reimbursement of the cost of transportation pursuant to
23    Section 14-13.01; Section 14C-12 of this Code (English
24    learners); and Section 18-4.3 of this Code (summer
25    school), based on an appropriation level of $13,121,600.
26    For a school district organized under Article 34 of this

 

 

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1    Code, the Base Funding Minimum also includes (i) the funds
2    allocated to the school district pursuant to Section 1D-1
3    of this Code attributable to funding programs authorized
4    by the Sections of this Code listed in the preceding
5    sentence and (ii) the difference between (I) the funds
6    allocated to the school district pursuant to Section 1D-1
7    of this Code attributable to the funding programs
8    authorized by Section 14-7.02 (non-public special
9    education reimbursement), subsection (b) of Section
10    14-13.01 (special education transportation), Section 29-5
11    (transportation), Section 2-3.80 (agricultural
12    education), Section 2-3.66 (truants' alternative
13    education), Section 2-3.62 (educational service centers),
14    and Section 14-7.03 (special education - orphanage) of
15    this Code and Section 15 of the Childhood Hunger Relief
16    Act (free breakfast program) and (II) the school
17    district's actual expenditures for its non-public special
18    education, special education transportation,
19    transportation programs, agricultural education, truants'
20    alternative education, services that would otherwise be
21    performed by a regional office of education, special
22    education orphanage expenditures, and free breakfast, as
23    most recently calculated and reported pursuant to
24    subsection (f) of Section 1D-1 of this Code. The Base
25    Funding Minimum for Glenwood Academy shall be $952,014.
26    For programs operated by a regional office of education or

 

 

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1    an intermediate service center, the Base Funding Minimum
2    must be the total amount of State funds allocated to those
3    programs in the 2018-2019 school year and amounts provided
4    pursuant to Article 34 of Public Act 100-586 and Section
5    3-16 of this Code. All programs established after June 5,
6    2019 (the effective date of Public Act 101-10) and
7    administered by a regional office of education or an
8    intermediate service center must have an initial Base
9    Funding Minimum set to an amount equal to the first-year
10    ASE multiplied by the amount of per pupil funding received
11    in the previous school year by the lowest funded similar
12    existing program type. If the enrollment for a program
13    operated by a regional office of education or an
14    intermediate service center is zero, then it may not
15    receive Base Funding Minimum funds for that program in the
16    next fiscal year, and those funds must be distributed to
17    Organizational Units under subsection (g).
18        (2) For the 2018-2019 and subsequent school years, the
19    Base Funding Minimum of Organizational Units and Specially
20    Funded Units shall be the sum of (i) the amount of
21    Evidence-Based Funding for the prior school year, (ii) the
22    Base Funding Minimum for the prior school year, and (iii)
23    any amount received by a school district pursuant to
24    Section 7 of Article 97 of Public Act 100-21.
25        For the 2022-2023 school year, the Base Funding
26    Minimum of Organizational Units shall be the amounts

 

 

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1    recalculated by the State Board of Education for Fiscal
2    Year 2019 through Fiscal Year 2022 that were necessary due
3    to average student enrollment errors for districts
4    organized under Article 34 of this Code, plus the Fiscal
5    Year 2022 property tax relief grants provided under
6    Section 2-3.170 of this Code, ensuring each Organizational
7    Unit has the correct amount of resources for Fiscal Year
8    2023 Evidence-Based Funding calculations and that Fiscal
9    Year 2023 Evidence-Based Funding Distributions are made in
10    accordance with this Section.
11        (3) Subject to approval by the General Assembly as
12    provided in this paragraph (3), an Organizational Unit
13    that meets all of the following criteria, as determined by
14    the State Board, shall have District Intervention Money
15    added to its Base Funding Minimum at the time the Base
16    Funding Minimum is calculated by the State Board:
17            (A) The Organizational Unit is operating under an
18        Independent Authority under Section 2-3.25f-5 of this
19        Code for a minimum of 4 school years or is subject to
20        the control of the State Board pursuant to a court
21        order for a minimum of 4 school years.
22            (B) The Organizational Unit was designated as a
23        Tier 1 or Tier 2 Organizational Unit in the previous
24        school year under paragraph (3) of subsection (g) of
25        this Section.
26            (C) The Organizational Unit demonstrates

 

 

10300SB3156ham001- 111 -LRB103 36143 RJT 72620 a

1        sustainability through a 5-year financial and
2        strategic plan.
3            (D) The Organizational Unit has made sufficient
4        progress and achieved sufficient stability in the
5        areas of governance, academic growth, and finances.
6        As part of its determination under this paragraph (3),
7    the State Board may consider the Organizational Unit's
8    summative designation, any accreditations of the
9    Organizational Unit, or the Organizational Unit's
10    financial profile, as calculated by the State Board.
11        If the State Board determines that an Organizational
12    Unit has met the criteria set forth in this paragraph (3),
13    it must submit a report to the General Assembly, no later
14    than January 2 of the fiscal year in which the State Board
15    makes it determination, on the amount of District
16    Intervention Money to add to the Organizational Unit's
17    Base Funding Minimum. The General Assembly must review the
18    State Board's report and may approve or disapprove, by
19    joint resolution, the addition of District Intervention
20    Money. If the General Assembly fails to act on the report
21    within 40 calendar days from the receipt of the report,
22    the addition of District Intervention Money is deemed
23    approved. If the General Assembly approves the amount of
24    District Intervention Money to be added to the
25    Organizational Unit's Base Funding Minimum, the District
26    Intervention Money must be added to the Base Funding

 

 

10300SB3156ham001- 112 -LRB103 36143 RJT 72620 a

1    Minimum annually thereafter.
2        For the first 4 years following the initial year that
3    the State Board determines that an Organizational Unit has
4    met the criteria set forth in this paragraph (3) and has
5    received funding under this Section, the Organizational
6    Unit must annually submit to the State Board, on or before
7    November 30, a progress report regarding its financial and
8    strategic plan under subparagraph (C) of this paragraph
9    (3). The plan shall include the financial data from the
10    past 4 annual financial reports or financial audits that
11    must be presented to the State Board by November 15 of each
12    year and the approved budget financial data for the
13    current year. The plan shall be developed according to the
14    guidelines presented to the Organizational Unit by the
15    State Board. The plan shall further include financial
16    projections for the next 3 fiscal years and include a
17    discussion and financial summary of the Organizational
18    Unit's facility needs. If the Organizational Unit does not
19    demonstrate sufficient progress toward its 5-year plan or
20    if it has failed to file an annual financial report, an
21    annual budget, a financial plan, a deficit reduction plan,
22    or other financial information as required by law, the
23    State Board may establish a Financial Oversight Panel
24    under Article 1H of this Code. However, if the
25    Organizational Unit already has a Financial Oversight
26    Panel, the State Board may extend the duration of the

 

 

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1    Panel.
2    (f) Percent of Adequacy and Final Resources calculation.
3        (1) The Evidence-Based Funding formula establishes a
4    Percent of Adequacy for each Organizational Unit in order
5    to place such units into tiers for the purposes of the
6    funding distribution system described in subsection (g) of
7    this Section. Initially, an Organizational Unit's
8    Preliminary Resources and Preliminary Percent of Adequacy
9    are calculated pursuant to paragraph (2) of this
10    subsection (f). Then, an Organizational Unit's Final
11    Resources and Final Percent of Adequacy are calculated to
12    account for the Organizational Unit's poverty
13    concentration levels pursuant to paragraphs (3) and (4) of
14    this subsection (f).
15        (2) An Organizational Unit's Preliminary Resources are
16    equal to the sum of its Local Capacity Target, CPPRT, and
17    Base Funding Minimum. An Organizational Unit's Preliminary
18    Percent of Adequacy is the lesser of (i) its Preliminary
19    Resources divided by its Adequacy Target or (ii) 100%.
20        (3) Except for Specially Funded Units, an
21    Organizational Unit's Final Resources are equal to the sum
22    of its Local Capacity, CPPRT, and Adjusted Base Funding
23    Minimum. The Base Funding Minimum of each Specially Funded
24    Unit shall serve as its Final Resources, except that the
25    Base Funding Minimum for State-approved charter schools
26    shall not include any portion of general State aid

 

 

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1    allocated in the prior year based on the per capita
2    tuition charge times the charter school enrollment.
3        (4) An Organizational Unit's Final Percent of Adequacy
4    is its Final Resources divided by its Adequacy Target. An
5    Organizational Unit's Adjusted Base Funding Minimum is
6    equal to its Base Funding Minimum less its Supplemental
7    Grant Funding, with the resulting figure added to the
8    product of its Supplemental Grant Funding and Preliminary
9    Percent of Adequacy.
10    (g) Evidence-Based Funding formula distribution system.
11        (1) In each school year under the Evidence-Based
12    Funding formula, each Organizational Unit receives funding
13    equal to the sum of its Base Funding Minimum and the unit's
14    allocation of New State Funds determined pursuant to this
15    subsection (g). To allocate New State Funds, the
16    Evidence-Based Funding formula distribution system first
17    places all Organizational Units into one of 4 tiers in
18    accordance with paragraph (3) of this subsection (g),
19    based on the Organizational Unit's Final Percent of
20    Adequacy. New State Funds are allocated to each of the 4
21    tiers as follows: Tier 1 Aggregate Funding equals 50% of
22    all New State Funds, Tier 2 Aggregate Funding equals 49%
23    of all New State Funds, Tier 3 Aggregate Funding equals
24    0.9% of all New State Funds, and Tier 4 Aggregate Funding
25    equals 0.1% of all New State Funds. Each Organizational
26    Unit within Tier 1 or Tier 2 receives an allocation of New

 

 

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1    State Funds equal to its tier Funding Gap, as defined in
2    the following sentence, multiplied by the tier's
3    Allocation Rate determined pursuant to paragraph (4) of
4    this subsection (g). For Tier 1, an Organizational Unit's
5    Funding Gap equals the tier's Target Ratio, as specified
6    in paragraph (5) of this subsection (g), multiplied by the
7    Organizational Unit's Adequacy Target, with the resulting
8    amount reduced by the Organizational Unit's Final
9    Resources. For Tier 2, an Organizational Unit's Funding
10    Gap equals the tier's Target Ratio, as described in
11    paragraph (5) of this subsection (g), multiplied by the
12    Organizational Unit's Adequacy Target, with the resulting
13    amount reduced by the Organizational Unit's Final
14    Resources and its Tier 1 funding allocation. To determine
15    the Organizational Unit's Funding Gap, the resulting
16    amount is then multiplied by a factor equal to one minus
17    the Organizational Unit's Local Capacity Target
18    percentage. Each Organizational Unit within Tier 3 or Tier
19    4 receives an allocation of New State Funds equal to the
20    product of its Adequacy Target and the tier's Allocation
21    Rate, as specified in paragraph (4) of this subsection
22    (g).
23        (2) To ensure equitable distribution of dollars for
24    all Tier 2 Organizational Units, no Tier 2 Organizational
25    Unit shall receive fewer dollars per ASE than any Tier 3
26    Organizational Unit. Each Tier 2 and Tier 3 Organizational

 

 

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1    Unit shall have its funding allocation divided by its ASE.
2    Any Tier 2 Organizational Unit with a funding allocation
3    per ASE below the greatest Tier 3 allocation per ASE shall
4    get a funding allocation equal to the greatest Tier 3
5    funding allocation per ASE multiplied by the
6    Organizational Unit's ASE. Each Tier 2 Organizational
7    Unit's Tier 2 funding allocation shall be multiplied by
8    the percentage calculated by dividing the original Tier 2
9    Aggregate Funding by the sum of all Tier 2 Organizational
10    Units' Tier 2 funding allocation after adjusting
11    districts' funding below Tier 3 levels.
12        (3) Organizational Units are placed into one of 4
13    tiers as follows:
14            (A) Tier 1 consists of all Organizational Units,
15        except for Specially Funded Units, with a Percent of
16        Adequacy less than the Tier 1 Target Ratio. The Tier 1
17        Target Ratio is the ratio level that allows for Tier 1
18        Aggregate Funding to be distributed, with the Tier 1
19        Allocation Rate determined pursuant to paragraph (4)
20        of this subsection (g).
21            (B) Tier 2 consists of all Tier 1 Units and all
22        other Organizational Units, except for Specially
23        Funded Units, with a Percent of Adequacy of less than
24        0.90.
25            (C) Tier 3 consists of all Organizational Units,
26        except for Specially Funded Units, with a Percent of

 

 

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1        Adequacy of at least 0.90 and less than 1.0.
2            (D) Tier 4 consists of all Organizational Units
3        with a Percent of Adequacy of at least 1.0.
4        (4) The Allocation Rates for Tiers 1 through 4 are
5    determined as follows:
6            (A) The Tier 1 Allocation Rate is 30%.
7            (B) The Tier 2 Allocation Rate is the result of the
8        following equation: Tier 2 Aggregate Funding, divided
9        by the sum of the Funding Gaps for all Tier 2
10        Organizational Units, unless the result of such
11        equation is higher than 1.0. If the result of such
12        equation is higher than 1.0, then the Tier 2
13        Allocation Rate is 1.0.
14            (C) The Tier 3 Allocation Rate is the result of the
15        following equation: Tier 3 Aggregate Funding, divided
16        by the sum of the Adequacy Targets of all Tier 3
17        Organizational Units.
18            (D) The Tier 4 Allocation Rate is the result of the
19        following equation: Tier 4 Aggregate Funding, divided
20        by the sum of the Adequacy Targets of all Tier 4
21        Organizational Units.
22        (5) A tier's Target Ratio is determined as follows:
23            (A) The Tier 1 Target Ratio is the ratio level that
24        allows for Tier 1 Aggregate Funding to be distributed
25        with the Tier 1 Allocation Rate.
26            (B) The Tier 2 Target Ratio is 0.90.

 

 

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1            (C) The Tier 3 Target Ratio is 1.0.
2        (6) If, at any point, the Tier 1 Target Ratio is
3    greater than 90%, then all Tier 1 funding shall be
4    allocated to Tier 2 and no Tier 1 Organizational Unit's
5    funding may be identified.
6        (7) In the event that all Tier 2 Organizational Units
7    receive funding at the Tier 2 Target Ratio level, any
8    remaining New State Funds shall be allocated to Tier 3 and
9    Tier 4 Organizational Units.
10        (8) If any Specially Funded Units, excluding Glenwood
11    Academy, recognized by the State Board do not qualify for
12    direct funding following the implementation of Public Act
13    100-465 from any of the funding sources included within
14    the definition of Base Funding Minimum, the unqualified
15    portion of the Base Funding Minimum shall be transferred
16    to one or more appropriate Organizational Units as
17    determined by the State Superintendent based on the prior
18    year ASE of the Organizational Units.
19        (8.5) If a school district withdraws from a special
20    education cooperative, the portion of the Base Funding
21    Minimum that is attributable to the school district may be
22    redistributed to the school district upon withdrawal. The
23    school district and the cooperative must include the
24    amount of the Base Funding Minimum that is to be
25    reapportioned in their withdrawal agreement and notify the
26    State Board of the change with a copy of the agreement upon

 

 

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1    withdrawal.
2        (9) The Minimum Funding Level is intended to establish
3    a target for State funding that will keep pace with
4    inflation and continue to advance equity through the
5    Evidence-Based Funding formula. The target for State
6    funding of New Property Tax Relief Pool Funds is
7    $50,000,000 for State fiscal year 2019 and subsequent
8    State fiscal years. The Minimum Funding Level is equal to
9    $350,000,000. In addition to any New State Funds, no more
10    than $50,000,000 New Property Tax Relief Pool Funds may be
11    counted toward the Minimum Funding Level. If the sum of
12    New State Funds and applicable New Property Tax Relief
13    Pool Funds are less than the Minimum Funding Level, than
14    funding for tiers shall be reduced in the following
15    manner:
16            (A) First, Tier 4 funding shall be reduced by an
17        amount equal to the difference between the Minimum
18        Funding Level and New State Funds until such time as
19        Tier 4 funding is exhausted.
20            (B) Next, Tier 3 funding shall be reduced by an
21        amount equal to the difference between the Minimum
22        Funding Level and New State Funds and the reduction in
23        Tier 4 funding until such time as Tier 3 funding is
24        exhausted.
25            (C) Next, Tier 2 funding shall be reduced by an
26        amount equal to the difference between the Minimum

 

 

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1        Funding Level and New State Funds and the reduction in
2        Tier 4 and Tier 3.
3            (D) Finally, Tier 1 funding shall be reduced by an
4        amount equal to the difference between the Minimum
5        Funding level and New State Funds and the reduction in
6        Tier 2, 3, and 4 funding. In addition, the Allocation
7        Rate for Tier 1 shall be reduced to a percentage equal
8        to the Tier 1 Allocation Rate set by paragraph (4) of
9        this subsection (g), multiplied by the result of New
10        State Funds divided by the Minimum Funding Level.
11        (9.5) For State fiscal year 2019 and subsequent State
12    fiscal years, if New State Funds exceed $300,000,000, then
13    any amount in excess of $300,000,000 shall be dedicated
14    for purposes of Section 2-3.170 of this Code up to a
15    maximum of $50,000,000.
16        (10) In the event of a decrease in the amount of the
17    appropriation for this Section in any fiscal year after
18    implementation of this Section, the Organizational Units
19    receiving Tier 1 and Tier 2 funding, as determined under
20    paragraph (3) of this subsection (g), shall be held
21    harmless by establishing a Base Funding Guarantee equal to
22    the per pupil kindergarten through grade 12 funding
23    received in accordance with this Section in the prior
24    fiscal year. Reductions shall be made to the Base Funding
25    Minimum of Organizational Units in Tier 3 and Tier 4 on a
26    per pupil basis equivalent to the total number of the ASE

 

 

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1    in Tier 3-funded and Tier 4-funded Organizational Units
2    divided by the total reduction in State funding. The Base
3    Funding Minimum as reduced shall continue to be applied to
4    Tier 3 and Tier 4 Organizational Units and adjusted by the
5    relative formula when increases in appropriations for this
6    Section resume. In no event may State funding reductions
7    to Organizational Units in Tier 3 or Tier 4 exceed an
8    amount that would be less than the Base Funding Minimum
9    established in the first year of implementation of this
10    Section. If additional reductions are required, all school
11    districts shall receive a reduction by a per pupil amount
12    equal to the aggregate additional appropriation reduction
13    divided by the total ASE of all Organizational Units.
14        (11) The State Superintendent shall make minor
15    adjustments to the distribution formula set forth in this
16    subsection (g) to account for the rounding of percentages
17    to the nearest tenth of a percentage and dollar amounts to
18    the nearest whole dollar.
19    (h) State Superintendent administration of funding and
20district submission requirements.
21        (1) The State Superintendent shall, in accordance with
22    appropriations made by the General Assembly, meet the
23    funding obligations created under this Section.
24        (2) The State Superintendent shall calculate the
25    Adequacy Target for each Organizational Unit under this
26    Section. No Evidence-Based Funding shall be distributed

 

 

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1    within an Organizational Unit without the approval of the
2    unit's school board.
3        (3) Annually, the State Superintendent shall calculate
4    and report to each Organizational Unit the unit's
5    aggregate financial adequacy amount, which shall be the
6    sum of the Adequacy Target for each Organizational Unit.
7    The State Superintendent shall calculate and report
8    separately for each Organizational Unit the unit's total
9    State funds allocated for its students with disabilities.
10    The State Superintendent shall calculate and report
11    separately for each Organizational Unit the amount of
12    funding and applicable FTE calculated for each Essential
13    Element of the unit's Adequacy Target.
14        (4) Annually, the State Superintendent shall calculate
15    and report to each Organizational Unit the amount the unit
16    must expend on special education and bilingual education
17    and computer technology and equipment for Organizational
18    Units assigned to Tier 1 or Tier 2 that received an
19    additional $285.50 per student computer technology and
20    equipment investment grant to their Adequacy Target
21    pursuant to the unit's Base Funding Minimum, Special
22    Education Allocation, Bilingual Education Allocation, and
23    computer technology and equipment investment allocation.
24        (5) Moneys distributed under this Section shall be
25    calculated on a school year basis, but paid on a fiscal
26    year basis, with payments beginning in August and

 

 

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1    extending through June. Unless otherwise provided, the
2    moneys appropriated for each fiscal year shall be
3    distributed in 22 equal payments at least 2 times monthly
4    to each Organizational Unit. If moneys appropriated for
5    any fiscal year are distributed other than monthly, the
6    distribution shall be on the same basis for each
7    Organizational Unit.
8        (6) Any school district that fails, for any given
9    school year, to maintain school as required by law or to
10    maintain a recognized school is not eligible to receive
11    Evidence-Based Funding. In case of non-recognition of one
12    or more attendance centers in a school district otherwise
13    operating recognized schools, the claim of the district
14    shall be reduced in the proportion that the enrollment in
15    the attendance center or centers bears to the enrollment
16    of the school district. "Recognized school" means any
17    public school that meets the standards for recognition by
18    the State Board. A school district or attendance center
19    not having recognition status at the end of a school term
20    is entitled to receive State aid payments due upon a legal
21    claim that was filed while it was recognized.
22        (7) School district claims filed under this Section
23    are subject to Sections 18-9 and 18-12 of this Code,
24    except as otherwise provided in this Section.
25        (8) Each fiscal year, the State Superintendent shall
26    calculate for each Organizational Unit an amount of its

 

 

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1    Base Funding Minimum and Evidence-Based Funding that shall
2    be deemed attributable to the provision of special
3    educational facilities and services, as defined in Section
4    14-1.08 of this Code, in a manner that ensures compliance
5    with maintenance of State financial support requirements
6    under the federal Individuals with Disabilities Education
7    Act. An Organizational Unit must use such funds only for
8    the provision of special educational facilities and
9    services, as defined in Section 14-1.08 of this Code, and
10    must comply with any expenditure verification procedures
11    adopted by the State Board.
12        (9) All Organizational Units in this State must submit
13    annual spending plans, as part of the budget submission
14    process, no later than October 31 of each year to the State
15    Board. The spending plan shall describe how each
16    Organizational Unit will utilize the Base Funding Minimum
17    and Evidence-Based Funding it receives from this State
18    under this Section with specific identification of the
19    intended utilization of Low-Income, English learner, and
20    special education resources. Additionally, the annual
21    spending plans of each Organizational Unit shall describe
22    how the Organizational Unit expects to achieve student
23    growth and how the Organizational Unit will achieve State
24    education goals, as defined by the State Board. The State
25    Superintendent may, from time to time, identify additional
26    requisites for Organizational Units to satisfy when

 

 

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1    compiling the annual spending plans required under this
2    subsection (h). The format and scope of annual spending
3    plans shall be developed by the State Superintendent and
4    the State Board of Education. School districts that serve
5    students under Article 14C of this Code shall continue to
6    submit information as required under Section 14C-12 of
7    this Code.
8        (10) No later than January 1, 2018, the State
9    Superintendent shall develop a 5-year strategic plan for
10    all Organizational Units to help in planning for adequacy
11    funding under this Section. The State Superintendent shall
12    submit the plan to the Governor and the General Assembly,
13    as provided in Section 3.1 of the General Assembly
14    Organization Act. The plan shall include recommendations
15    for:
16            (A) a framework for collaborative, professional,
17        innovative, and 21st century learning environments
18        using the Evidence-Based Funding model;
19            (B) ways to prepare and support this State's
20        educators for successful instructional careers;
21            (C) application and enhancement of the current
22        financial accountability measures, the approved State
23        plan to comply with the federal Every Student Succeeds
24        Act, and the Illinois Balanced Accountability Measures
25        in relation to student growth and elements of the
26        Evidence-Based Funding model; and

 

 

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1            (D) implementation of an effective school adequacy
2        funding system based on projected and recommended
3        funding levels from the General Assembly.
4        (11) On an annual basis, the State Superintendent must
5    recalibrate all of the following per pupil elements of the
6    Adequacy Target and applied to the formulas, based on the
7    study of average expenses and as reported in the most
8    recent annual financial report:
9            (A) Gifted under subparagraph (M) of paragraph (2)
10        of subsection (b).
11            (B) Instructional materials under subparagraph (O)
12        of paragraph (2) of subsection (b).
13            (C) Assessment under subparagraph (P) of paragraph
14        (2) of subsection (b).
15            (D) Student activities under subparagraph (R) of
16        paragraph (2) of subsection (b).
17            (E) Maintenance and operations under subparagraph
18        (S) of paragraph (2) of subsection (b).
19            (F) Central office under subparagraph (T) of
20        paragraph (2) of subsection (b).
21    (i) Professional Review Panel.
22        (1) A Professional Review Panel is created to study
23    and review topics related to the implementation and effect
24    of Evidence-Based Funding, as assigned by a joint
25    resolution or Public Act of the General Assembly or a
26    motion passed by the State Board of Education. The Panel

 

 

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1    must provide recommendations to and serve the Governor,
2    the General Assembly, and the State Board. The State
3    Superintendent or his or her designee must serve as a
4    voting member and chairperson of the Panel. The State
5    Superintendent must appoint a vice chairperson from the
6    membership of the Panel. The Panel must advance
7    recommendations based on a three-fifths majority vote of
8    Panel members present and voting. A minority opinion may
9    also accompany any recommendation of the Panel. The Panel
10    shall be appointed by the State Superintendent, except as
11    otherwise provided in paragraph (2) of this subsection (i)
12    and include the following members:
13            (A) Two appointees that represent district
14        superintendents, recommended by a statewide
15        organization that represents district superintendents.
16            (B) Two appointees that represent school boards,
17        recommended by a statewide organization that
18        represents school boards.
19            (C) Two appointees from districts that represent
20        school business officials, recommended by a statewide
21        organization that represents school business
22        officials.
23            (D) Two appointees that represent school
24        principals, recommended by a statewide organization
25        that represents school principals.
26            (E) Two appointees that represent teachers,

 

 

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1        recommended by a statewide organization that
2        represents teachers.
3            (F) Two appointees that represent teachers,
4        recommended by another statewide organization that
5        represents teachers.
6            (G) Two appointees that represent regional
7        superintendents of schools, recommended by
8        organizations that represent regional superintendents.
9            (H) Two independent experts selected solely by the
10        State Superintendent.
11            (I) Two independent experts recommended by public
12        universities in this State.
13            (J) One member recommended by a statewide
14        organization that represents parents.
15            (K) Two representatives recommended by collective
16        impact organizations that represent major metropolitan
17        areas or geographic areas in Illinois.
18            (L) One member from a statewide organization
19        focused on research-based education policy to support
20        a school system that prepares all students for
21        college, a career, and democratic citizenship.
22            (M) One representative from a school district
23        organized under Article 34 of this Code.
24        The State Superintendent shall ensure that the
25    membership of the Panel includes representatives from
26    school districts and communities reflecting the

 

 

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1    geographic, socio-economic, racial, and ethnic diversity
2    of this State. The State Superintendent shall additionally
3    ensure that the membership of the Panel includes
4    representatives with expertise in bilingual education and
5    special education. Staff from the State Board shall staff
6    the Panel.
7        (2) In addition to those Panel members appointed by
8    the State Superintendent, 4 members of the General
9    Assembly shall be appointed as follows: one member of the
10    House of Representatives appointed by the Speaker of the
11    House of Representatives, one member of the Senate
12    appointed by the President of the Senate, one member of
13    the House of Representatives appointed by the Minority
14    Leader of the House of Representatives, and one member of
15    the Senate appointed by the Minority Leader of the Senate.
16    There shall be one additional member appointed by the
17    Governor. All members appointed by legislative leaders or
18    the Governor shall be non-voting, ex officio members.
19        (3) The Panel must study topics at the direction of
20    the General Assembly or State Board of Education, as
21    provided under paragraph (1). The Panel may also study the
22    following topics at the direction of the chairperson:
23            (A) The format and scope of annual spending plans
24        referenced in paragraph (9) of subsection (h) of this
25        Section.
26            (B) The Comparable Wage Index under this Section.

 

 

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1            (C) Maintenance and operations, including capital
2        maintenance and construction costs.
3            (D) "At-risk student" definition.
4            (E) Benefits.
5            (F) Technology.
6            (G) Local Capacity Target.
7            (H) Funding for Alternative Schools, Laboratory
8        Schools, safe schools, and alternative learning
9        opportunities programs.
10            (I) Funding for college and career acceleration
11        strategies.
12            (J) Special education investments.
13            (K) Early childhood investments, in collaboration
14        with the Illinois Early Learning Council.
15        (4) (Blank).
16        (5) Within 5 years after the implementation of this
17    Section, and every 5 years thereafter, the Panel shall
18    complete an evaluative study of the entire Evidence-Based
19    Funding model, including an assessment of whether or not
20    the formula is achieving State goals. The Panel shall
21    report to the State Board, the General Assembly, and the
22    Governor on the findings of the study.
23        (6) (Blank).
24        (7) To ensure that (i) the Adequacy Target calculation
25    under subsection (b) accurately reflects the needs of
26    students living in poverty or attending schools located in

 

 

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1    areas of high poverty, (ii) racial equity within the
2    Evidence-Based Funding formula is explicitly explored and
3    advanced, and (iii) the funding goals of the formula
4    distribution system established under this Section are
5    sufficient to provide adequate funding for every student
6    and to fully fund every school in this State, the Panel
7    shall review the Essential Elements under paragraph (2) of
8    subsection (b). The Panel shall consider all of the
9    following in its review:
10            (A) The financial ability of school districts to
11        provide instruction in a foreign language to every
12        student and whether an additional Essential Element
13        should be added to the formula to ensure that every
14        student has access to instruction in a foreign
15        language.
16            (B) The adult-to-student ratio for each Essential
17        Element in which a ratio is identified. The Panel
18        shall consider whether the ratio accurately reflects
19        the staffing needed to support students living in
20        poverty or who have traumatic backgrounds.
21            (C) Changes to the Essential Elements that may be
22        required to better promote racial equity and eliminate
23        structural racism within schools.
24            (D) The impact of investing $350,000,000 in
25        additional funds each year under this Section and an
26        estimate of when the school system will become fully

 

 

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1        funded under this level of appropriation.
2            (E) Provide an overview of alternative funding
3        structures that would enable the State to become fully
4        funded at an earlier date.
5            (F) The potential to increase efficiency and to
6        find cost savings within the school system to expedite
7        the journey to a fully funded system.
8            (G) The appropriate levels for reenrolling and
9        graduating high-risk high school students who have
10        been previously out of school. These outcomes shall
11        include enrollment, attendance, skill gains, credit
12        gains, graduation or promotion to the next grade
13        level, and the transition to college, training, or
14        employment, with an emphasis on progressively
15        increasing the overall attendance.
16            (H) The evidence-based or research-based practices
17        that are shown to reduce the gaps and disparities
18        experienced by African American students in academic
19        achievement and educational performance, including
20        practices that have been shown to reduce disparities
21        in disciplinary rates, drop-out rates, graduation
22        rates, college matriculation rates, and college
23        completion rates.
24        On or before December 31, 2021, the Panel shall report
25    to the State Board, the General Assembly, and the Governor
26    on the findings of its review. This paragraph (7) is

 

 

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1    inoperative on and after July 1, 2022.
2        (8) On or before April 1, 2024, the Panel must submit a
3    report to the General Assembly on annual adjustments to
4    Glenwood Academy's base-funding minimum in a similar
5    fashion to school districts under this Section.
6    (j) References. Beginning July 1, 2017, references in
7other laws to general State aid funds or calculations under
8Section 18-8.05 of this Code (now repealed) shall be deemed to
9be references to evidence-based model formula funds or
10calculations under this Section.
11(Source: P.A. 102-33, eff. 6-25-21; 102-197, eff. 7-30-21;
12102-558, eff. 8-20-21; 102-699, eff. 4-19-22; 102-782, eff.
131-1-23; 102-813, eff. 5-13-22; 102-894, eff. 5-20-22; 103-8,
14eff. 6-7-23; 103-154, eff. 6-30-23; 103-175, eff. 6-30-23;
15revised 8-30-23.)
 
16    (105 ILCS 5/21B-45)
17    Sec. 21B-45. Professional Educator License renewal.
18    (a) Individuals holding a Professional Educator License
19are required to complete the licensure renewal requirements as
20specified in this Section, unless otherwise provided in this
21Code.
22    Individuals holding a Professional Educator License shall
23meet the renewal requirements set forth in this Section,
24unless otherwise provided in this Code. If an individual holds
25a license endorsed in more than one area that has different

 

 

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1renewal requirements, that individual shall follow the renewal
2requirements for the position for which he or she spends the
3majority of his or her time working.
4    (b) All Professional Educator Licenses not renewed as
5provided in this Section shall lapse on September 1 of that
6year. Notwithstanding any other provisions of this Section, if
7a license holder's electronic mail address is available, the
8State Board of Education shall send him or her notification
9electronically that his or her license will lapse if not
10renewed, to be sent no more than 6 months prior to the license
11lapsing. Lapsed licenses may be immediately reinstated upon
12(i) payment to the State Board of Education by the applicant of
13a $50 penalty or (ii) the demonstration of proficiency by
14completing 9 semester hours of coursework from a regionally
15accredited institution of higher education in the content area
16that most aligns with one or more of the educator's
17endorsement areas. Any and all back fees, including without
18limitation registration fees owed from the time of expiration
19of the license until the date of reinstatement, shall be paid
20and kept in accordance with the provisions in Article 3 of this
21Code concerning an institute fund and the provisions in
22Article 21B of this Code concerning fees and requirements for
23registration. Licenses not registered in accordance with
24Section 21B-40 of this Code shall lapse after a period of 6
25months from the expiration of the last year of registration or
26on January 1 of the fiscal year following initial issuance of

 

 

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1the license. An unregistered license is invalid after
2September 1 for employment and performance of services in an
3Illinois public or State-operated school or cooperative and in
4a charter school. Any license or endorsement may be
5voluntarily surrendered by the license holder. A voluntarily
6surrendered license shall be treated as a revoked license. An
7Educator License with Stipulations with only a
8paraprofessional endorsement does not lapse.
9    (c) From July 1, 2013 through June 30, 2014, in order to
10satisfy the requirements for licensure renewal provided for in
11this Section, each professional educator licensee with an
12administrative endorsement who is working in a position
13requiring such endorsement shall complete one Illinois
14Administrators' Academy course, as described in Article 2 of
15this Code, per fiscal year.
16    (c-5) All licenses issued by the State Board of Education
17under this Article that expire on June 30, 2020 and have not
18been renewed by the end of the 2020 renewal period shall be
19extended for one year and shall expire on June 30, 2021.
20    (d) Beginning July 1, 2014, in order to satisfy the
21requirements for licensure renewal provided for in this
22Section, each professional educator licensee may create a
23professional development plan each year. The plan shall
24address one or more of the endorsements that are required of
25his or her educator position if the licensee is employed and
26performing services in an Illinois public or State-operated

 

 

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1school or cooperative. If the licensee is employed in a
2charter school, the plan shall address that endorsement or
3those endorsements most closely related to his or her educator
4position. Licensees employed and performing services in any
5other Illinois schools may participate in the renewal
6requirements by adhering to the same process.
7    Except as otherwise provided in this Section, the
8licensee's professional development activities shall align
9with one or more of the following criteria:
10        (1) activities are of a type that engages participants
11    over a sustained period of time allowing for analysis,
12    discovery, and application as they relate to student
13    learning, social or emotional achievement, or well-being;
14        (2) professional development aligns to the licensee's
15    performance;
16        (3) outcomes for the activities must relate to student
17    growth or district improvement;
18        (4) activities align to State-approved standards; and
19        (5) higher education coursework.
20    (e) For each renewal cycle, each professional educator
21licensee shall engage in professional development activities.
22Prior to renewal, the licensee shall enter electronically into
23the Educator Licensure Information System (ELIS) the name,
24date, and location of the activity, the number of professional
25development hours, and the provider's name. The following
26provisions shall apply concerning professional development

 

 

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1activities:
2        (1) Each licensee shall complete a total of 120 hours
3    of professional development per 5-year renewal cycle in
4    order to renew the license, except as otherwise provided
5    in this Section.
6        (2) Beginning with his or her first full 5-year cycle,
7    any licensee with an administrative endorsement who is not
8    working in a position requiring such endorsement is not
9    required to complete Illinois Administrators' Academy
10    courses, as described in Article 2 of this Code. Such
11    licensees must complete one Illinois Administrators'
12    Academy course within one year after returning to a
13    position that requires the administrative endorsement.
14        (3) Any licensee with an administrative endorsement
15    who is working in a position requiring such endorsement or
16    an individual with a Teacher Leader endorsement serving in
17    an administrative capacity at least 50% of the day shall
18    complete one Illinois Administrators' Academy course, as
19    described in Article 2 of this Code, each fiscal year in
20    addition to 100 hours of professional development per
21    5-year renewal cycle in accordance with this Code.
22    However, for the 2021-2022 school year only, a licensee
23    under this paragraph (3) is not required to complete an
24    Illinois Administrators' Academy course.
25        (4) Any licensee holding a current National Board for
26    Professional Teaching Standards (NBPTS) master teacher

 

 

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1    designation shall complete a total of 60 hours of
2    professional development per 5-year renewal cycle in order
3    to renew the license.
4        (5) Licensees working in a position that does not
5    require educator licensure or working in a position for
6    less than 50% for any particular year are considered to be
7    exempt and shall be required to pay only the registration
8    fee in order to renew and maintain the validity of the
9    license.
10        (6) Licensees who are retired and qualify for benefits
11    from a State of Illinois retirement system shall be listed
12    as retired, and the license shall be maintained in retired
13    status. For any renewal cycle in which a licensee retires
14    during the renewal cycle, the licensee must complete
15    professional development activities on a prorated basis
16    depending on the number of years during the renewal cycle
17    the educator held an active license. If a licensee retires
18    during a renewal cycle, the license status must be updated
19    using ELIS indicating that the licensee wishes to maintain
20    the license in retired status and the licensee must show
21    proof of completion of professional development activities
22    on a prorated basis for all years of that renewal cycle for
23    which the license was active. An individual with a license
24    in retired status shall not be required to complete
25    professional development activities until returning to a
26    position that requires educator licensure. Upon returning

 

 

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1    to work in a position that requires the Professional
2    Educator License, the license status shall immediately be
3    updated using ELIS and the licensee shall complete renewal
4    requirements for that year. A retired teacher, even if
5    returning to a position that requires educator licensure,
6    shall not be required to pay registration fees. A license
7    in retired status cannot lapse. Beginning on January 6,
8    2017 (the effective date of Public Act 99-920) through
9    December 31, 2017, any licensee who has retired and whose
10    license has lapsed for failure to renew as provided in
11    this Section may reinstate that license and maintain it in
12    retired status upon providing proof to the State Board of
13    Education using ELIS that the licensee is retired and is
14    not working in a position that requires a Professional
15    Educator License.
16        (7) For any renewal cycle in which professional
17    development hours were required, but not fulfilled, the
18    licensee shall complete any missed hours to total the
19    minimum professional development hours required in this
20    Section prior to September 1 of that year. Professional
21    development hours used to fulfill the minimum required
22    hours for a renewal cycle may be used for only one renewal
23    cycle. For any fiscal year or renewal cycle in which an
24    Illinois Administrators' Academy course was required but
25    not completed, the licensee shall complete any missed
26    Illinois Administrators' Academy courses prior to

 

 

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1    September 1 of that year. The licensee may complete all
2    deficient hours and Illinois Administrators' Academy
3    courses while continuing to work in a position that
4    requires that license until September 1 of that year.
5        (8) Any licensee who has not fulfilled the
6    professional development renewal requirements set forth in
7    this Section at the end of any 5-year renewal cycle is
8    ineligible to register his or her license and may submit
9    an appeal to the State Superintendent of Education for
10    reinstatement of the license.
11        (9) If professional development opportunities were
12    unavailable to a licensee, proof that opportunities were
13    unavailable and request for an extension of time beyond
14    August 31 to complete the renewal requirements may be
15    submitted from April 1 through June 30 of that year to the
16    State Educator Preparation and Licensure Board. If an
17    extension is approved, the license shall remain valid
18    during the extension period.
19        (10) Individuals who hold exempt licenses prior to
20    December 27, 2013 (the effective date of Public Act
21    98-610) shall commence the annual renewal process with the
22    first scheduled registration due after December 27, 2013
23    (the effective date of Public Act 98-610).
24        (11) Notwithstanding any other provision of this
25    subsection (e), if a licensee earns more than the required
26    number of professional development hours during a renewal

 

 

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1    cycle, then the licensee may carry over any hours earned
2    from April 1 through June 30 of the last year of the
3    renewal cycle. Any hours carried over in this manner must
4    be applied to the next renewal cycle. Illinois
5    Administrators' Academy courses or hours earned in those
6    courses may not be carried over.
7    (e-5) The number of professional development hours
8required under subsection (e) is reduced by 20% for any
9renewal cycle that includes the 2021-2022 school year.
10    (f) At the time of renewal, each licensee shall respond to
11the required questions under penalty of perjury.
12    (f-5) The State Board of Education shall conduct random
13audits of licensees to verify a licensee's fulfillment of the
14professional development hours required under this Section.
15Upon completion of a random audit, if it is determined by the
16State Board of Education that the licensee did not complete
17the required number of professional development hours or did
18not provide sufficient proof of completion, the licensee shall
19be notified that his or her license has lapsed. A license that
20has lapsed under this subsection may be reinstated as provided
21in subsection (b).
22    (g) The following entities shall be designated as approved
23to provide professional development activities for the renewal
24of Professional Educator Licenses:
25        (1) The State Board of Education.
26        (2) Regional offices of education and intermediate

 

 

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1    service centers.
2        (3) Illinois professional associations representing
3    the following groups that are approved by the State
4    Superintendent of Education:
5            (A) school administrators;
6            (B) principals;
7            (C) school business officials;
8            (D) teachers, including special education
9        teachers;
10            (E) school boards;
11            (F) school districts;
12            (G) parents; and
13            (H) school service personnel.
14        (4) Regionally accredited institutions of higher
15    education that offer Illinois-approved educator
16    preparation programs and public community colleges subject
17    to the Public Community College Act.
18        (5) Illinois public school districts, charter schools
19    authorized under Article 27A of this Code, and joint
20    educational programs authorized under Article 10 of this
21    Code for the purposes of providing career and technical
22    education or special education services.
23        (6) A not-for-profit organization that, as of December
24    31, 2014 (the effective date of Public Act 98-1147), has
25    had or has a grant from or a contract with the State Board
26    of Education to provide professional development services

 

 

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1    in the area of English Learning to Illinois school
2    districts, teachers, or administrators.
3        (7) State agencies, State boards, and State
4    commissions.
5        (8) Museums as defined in Section 10 of the Museum
6    Disposition of Property Act.
7    (h) Approved providers under subsection (g) of this
8Section shall make available professional development
9opportunities that satisfy at least one of the following:
10        (1) increase the knowledge and skills of school and
11    district leaders who guide continuous professional
12    development;
13        (2) improve the learning of students;
14        (3) organize adults into learning communities whose
15    goals are aligned with those of the school and district;
16        (4) deepen educator's content knowledge;
17        (5) provide educators with research-based
18    instructional strategies to assist students in meeting
19    rigorous academic standards;
20        (6) prepare educators to appropriately use various
21    types of classroom assessments;
22        (7) use learning strategies appropriate to the
23    intended goals;
24        (8) provide educators with the knowledge and skills to
25    collaborate;
26        (9) prepare educators to apply research to decision

 

 

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1    making;
2        (10) provide educators with training on inclusive
3    practices in the classroom that examines instructional and
4    behavioral strategies that improve academic and
5    social-emotional outcomes for all students, with or
6    without disabilities, in a general education setting; or
7        (11) beginning on July 1, 2022, provide educators with
8    training on the physical and mental health needs of
9    students, student safety, educator ethics, professional
10    conduct, and other topics that address the well-being of
11    students and improve the academic and social-emotional
12    outcomes of students.
13    (i) Approved providers under subsection (g) of this
14Section shall do the following:
15        (1) align professional development activities to the
16    State-approved national standards for professional
17    learning;
18        (2) meet the professional development criteria for
19    Illinois licensure renewal;
20        (3) produce a rationale for the activity that explains
21    how it aligns to State standards and identify the
22    assessment for determining the expected impact on student
23    learning or school improvement;
24        (4) maintain original documentation for completion of
25    activities;
26        (5) provide license holders with evidence of

 

 

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1    completion of activities;
2        (6) request an Illinois Educator Identification Number
3    (IEIN) for each educator during each professional
4    development activity; and
5        (7) beginning on July 1, 2019, register annually with
6    the State Board of Education prior to offering any
7    professional development opportunities in the current
8    fiscal year.
9    (j) The State Board of Education shall conduct annual
10audits of a subset of approved providers, except for school
11districts, which shall be audited by regional offices of
12education and intermediate service centers. The State Board of
13Education shall ensure that each approved provider, except for
14a school district, is audited at least once every 5 years. The
15State Board of Education may conduct more frequent audits of
16providers if evidence suggests the requirements of this
17Section or administrative rules are not being met.
18        (1) (Blank).
19        (2) Approved providers shall comply with the
20    requirements in subsections (h) and (i) of this Section by
21    annually submitting data to the State Board of Education
22    demonstrating how the professional development activities
23    impacted one or more of the following:
24            (A) educator and student growth in regards to
25        content knowledge or skills, or both;
26            (B) educator and student social and emotional

 

 

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1        growth; or
2            (C) alignment to district or school improvement
3        plans.
4        (3) The State Superintendent of Education shall review
5    the annual data collected by the State Board of Education,
6    regional offices of education, and intermediate service
7    centers in audits conducted under this subsection (j) to
8    determine if the approved provider has met the criteria
9    and should continue to be an approved provider or if
10    further action should be taken as provided in rules.
11    (k) Registration fees shall be paid for the next renewal
12cycle between April 1 and June 30 in the last year of each
135-year renewal cycle using ELIS. If all required professional
14development hours for the renewal cycle have been completed
15and entered by the licensee, the licensee shall pay the
16registration fees for the next cycle using a form of credit or
17debit card.
18    (l) Any professional educator licensee endorsed for school
19support personnel who is employed and performing services in
20Illinois public schools and who holds an active and current
21professional license issued by the Department of Financial and
22Professional Regulation or a national certification board, as
23approved by the State Board of Education, related to the
24endorsement areas on the Professional Educator License shall
25be deemed to have satisfied the continuing professional
26development requirements provided for in this Section. Such

 

 

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1individuals shall be required to pay only registration fees to
2renew the Professional Educator License. An individual who
3does not hold a license issued by the Department of Financial
4and Professional Regulation shall complete professional
5development requirements for the renewal of a Professional
6Educator License provided for in this Section.
7    (m) Appeals to the State Educator Preparation and
8Licensure Board must be made within 30 days after receipt of
9notice from the State Superintendent of Education that a
10license will not be renewed based upon failure to complete the
11requirements of this Section. A licensee may appeal that
12decision to the State Educator Preparation and Licensure Board
13in a manner prescribed by rule.
14        (1) Each appeal shall state the reasons why the State
15    Superintendent's decision should be reversed and shall be
16    sent by certified mail, return receipt requested, to the
17    State Board of Education.
18        (2) The State Educator Preparation and Licensure Board
19    shall review each appeal regarding renewal of a license
20    within 90 days after receiving the appeal in order to
21    determine whether the licensee has met the requirements of
22    this Section. The State Educator Preparation and Licensure
23    Board may hold an appeal hearing or may make its
24    determination based upon the record of review, which shall
25    consist of the following:
26            (A) the regional superintendent of education's

 

 

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1        rationale for recommending nonrenewal of the license,
2        if applicable;
3            (B) any evidence submitted to the State
4        Superintendent along with the individual's electronic
5        statement of assurance for renewal; and
6            (C) the State Superintendent's rationale for
7        nonrenewal of the license.
8        (3) The State Educator Preparation and Licensure Board
9    shall notify the licensee of its decision regarding
10    license renewal by certified mail, return receipt
11    requested, no later than 30 days after reaching a
12    decision. Upon receipt of notification of renewal, the
13    licensee, using ELIS, shall pay the applicable
14    registration fee for the next cycle using a form of credit
15    or debit card.
16    (n) The State Board of Education may adopt rules as may be
17necessary to implement this Section.
18(Source: P.A. 102-676, eff. 12-3-21; 102-710, eff. 4-27-22;
19102-730, eff. 5-6-22; 102-852, eff. 5-13-22; 103-154, eff.
206-30-23.)
 
21    (105 ILCS 5/21B-50)
22    Sec. 21B-50. Alternative Educator Licensure Program for
23Teachers.
24    (a) There is established an alternative educator licensure
25program, to be known as the Alternative Educator Licensure

 

 

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1Program for Teachers.
2    (b) The Alternative Educator Licensure Program for
3Teachers may be offered by a recognized institution approved
4to offer educator preparation programs by the State Board of
5Education, in consultation with the State Educator Preparation
6and Licensure Board.
7    The program shall be comprised of up to 3 phases:
8        (1) A course of study that at a minimum includes
9    instructional planning; instructional strategies,
10    including special education, reading, and English language
11    learning; classroom management; and the assessment of
12    students and use of data to drive instruction.
13        (2) A year of residency, which is a candidate's
14    assignment to a full-time teaching position or as a
15    co-teacher for one full school year. An individual must
16    hold an Educator License with Stipulations with an
17    alternative provisional educator endorsement in order to
18    enter the residency. In residency, the candidate must: be
19    assigned an effective, fully licensed teacher by the
20    principal or principal equivalent to act as a mentor and
21    coach the candidate through residency, complete additional
22    program requirements that address required State and
23    national standards, pass the State Board's teacher
24    performance assessment, if required under Section 21B-30,
25    and be recommended by the principal or qualified
26    equivalent of a principal, as required under subsection

 

 

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1    (d) of this Section, and the program coordinator to be
2    recommended for full licensure or to continue with a
3    second year of the residency.
4        (3) (Blank).
5        (4) A comprehensive assessment of the candidate's
6    teaching effectiveness, as evaluated by the principal or
7    qualified equivalent of a principal, as required under
8    subsection (d) of this Section, and the program
9    coordinator, at the end of either the first or the second
10    year of residency. If there is disagreement between the 2
11    evaluators about the candidate's teaching effectiveness at
12    the end of the first year of residency, a second year of
13    residency shall be required. If there is disagreement
14    between the 2 evaluators at the end of the second year of
15    residency, the candidate may complete one additional year
16    of residency teaching under a professional development
17    plan developed by the principal or qualified equivalent
18    and the preparation program. At the completion of the
19    third year, a candidate must have positive evaluations and
20    a recommendation for full licensure from both the
21    principal or qualified equivalent and the program
22    coordinator or no Professional Educator License shall be
23    issued.
24    Successful completion of the program shall be deemed to
25satisfy any other practice or student teaching and content
26matter requirements established by law.

 

 

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1    (c) An alternative provisional educator endorsement on an
2Educator License with Stipulations is valid for up to 2 years
3of teaching in the public schools, including without
4limitation a preschool educational program under Section
52-3.71 of this Code or charter school, or in a
6State-recognized nonpublic school in which the chief
7administrator is required to have the licensure necessary to
8be a principal in a public school in this State and in which a
9majority of the teachers are required to have the licensure
10necessary to be instructors in a public school in this State,
11but may be renewed for a third year if needed to complete the
12Alternative Educator Licensure Program for Teachers. The
13endorsement shall be issued only once to an individual who
14meets all of the following requirements:
15        (1) Has graduated from a regionally accredited college
16    or university with a bachelor's degree or higher.
17        (2) (Blank).
18        (3) Has completed a major in the content area if
19    seeking a middle or secondary level endorsement or, if
20    seeking an early childhood, elementary, or special
21    education endorsement, has completed a major in the
22    content area of early childhood reading, English/language
23    arts, mathematics, or one of the sciences. If the
24    individual does not have a major in a content area for any
25    level of teaching, he or she must submit transcripts to
26    the State Board of Education to be reviewed for

 

 

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1    equivalency.
2        (4) Has successfully completed phase (1) of subsection
3    (b) of this Section.
4        (5) Has passed a content area test required for the
5    specific endorsement for admission into the program, as
6    required under Section 21B-30 of this Code.
7    A candidate possessing the alternative provisional
8educator endorsement may receive a salary, benefits, and any
9other terms of employment offered to teachers in the school
10who are members of an exclusive bargaining representative, if
11any, but a school is not required to provide these benefits
12during the years of residency if the candidate is serving only
13as a co-teacher. If the candidate is serving as the teacher of
14record, the candidate must receive a salary, benefits, and any
15other terms of employment. Residency experiences must not be
16counted towards tenure.
17    (d) The recognized institution offering the Alternative
18Educator Licensure Program for Teachers must partner with a
19school district, including without limitation a preschool
20educational program under Section 2-3.71 of this Code or
21charter school, or a State-recognized, nonpublic school in
22this State in which the chief administrator is required to
23have the licensure necessary to be a principal in a public
24school in this State and in which a majority of the teachers
25are required to have the licensure necessary to be instructors
26in a public school in this State. A recognized institution

 

 

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1that partners with a public school district administering a
2preschool educational program under Section 2-3.71 of this
3Code must require a principal to recommend or evaluate
4candidates in the program. A recognized institution that
5partners with an eligible entity administering a preschool
6educational program under Section 2-3.71 of this Code and that
7is not a public school district must require a principal or
8qualified equivalent of a principal to recommend or evaluate
9candidates in the program. The program presented for approval
10by the State Board of Education must demonstrate the supports
11that are to be provided to assist the provisional teacher
12during the one-year 1-year or 2-year residency period and if
13the residency period is to be less than 2 years in length,
14assurances from the partner school districts to provide
15intensive mentoring and supports through at least the end of
16the second full year of teaching for educators who completed
17the Alternative Educator Educators Licensure Program for
18Teachers in less than 2 years. These supports must, at a
19minimum, provide additional contact hours with mentors during
20the first year of residency.
21    (e) Upon completion of phases under paragraphs (1), (2),
22(4), and, if needed, (3) in subsection (b) of this Section and
23all assessments required under Section 21B-30 of this Code, an
24individual shall receive a Professional Educator License.
25    (f) The State Board of Education, in consultation with the
26State Educator Preparation and Licensure Board, may adopt such

 

 

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1rules as may be necessary to establish and implement the
2Alternative Educator Licensure Program for Teachers.
3(Source: P.A. 103-111, eff. 6-29-23; 103-488, eff. 8-4-23;
4revised 9-1-23.)
 
5    (105 ILCS 5/26-2)  (from Ch. 122, par. 26-2)
6    Sec. 26-2. Enrolled pupils not of compulsory school age.
7    (a) Any person having custody or control of a child who is
8below the age of 6 years or is 17 years of age or above and who
9is enrolled in any of grades kindergarten through 12 in the
10public school shall cause the child to attend the public
11school in the district wherein he or she resides when it is in
12session during the regular school term, unless the child is
13excused under Section 26-1 of this Code.
14    (b) A school district shall deny reenrollment in its
15secondary schools to any child 19 years of age or above who has
16dropped out of school and who could not, because of age and
17lack of credits, attend classes during the normal school year
18and graduate before his or her twenty-first birthday. A
19district may, however, enroll the child in a graduation
20incentives program under Section 26-16 of this Code or an
21alternative learning opportunities program established under
22Article 13B. No child shall be denied reenrollment for the
23above reasons unless the school district first offers the
24child due process as required in cases of expulsion under
25Section 10-22.6. If a child is denied reenrollment after being

 

 

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1provided with due process, the school district must provide
2counseling to that child and must direct that child to
3alternative educational programs, including adult education
4programs, that lead to graduation or receipt of a State of
5Illinois High School Diploma.
6    (c) A school or school district may deny enrollment to a
7student 17 years of age or older for one semester for failure
8to meet minimum attendance standards if all of the following
9conditions are met:
10        (1) The student was absent without valid cause for 20%
11    or more of the attendance days in the semester immediately
12    prior to the current semester.
13        (2) The student and the student's parent or guardian
14    are given written notice warning that the student is
15    subject to denial from enrollment for one semester unless
16    the student is absent without valid cause less than 20% of
17    the attendance days in the current semester.
18        (3) The student's parent or guardian is provided with
19    the right to appeal the notice, as determined by the State
20    Board of Education in accordance with due process.
21        (4) The student is provided with attendance
22    remediation services, including without limitation
23    assessment, counseling, and support services.
24        (5) The student is absent without valid cause for 20%
25    or more of the attendance days in the current semester.
26    A school or school district may not deny enrollment to a

 

 

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1student (or reenrollment to a dropout) who is at least 17 years
2of age or older but below 19 years for more than one
3consecutive semester for failure to meet attendance standards.
4    (d) No child may be denied reenrollment under this Section
5in violation of the federal Individuals with Disabilities
6Education Act or the Americans with Disabilities Act.
7    (e) In this subsection (e), "reenrolled student" means a
8dropout who has reenrolled full-time in a public school. Each
9school district shall identify, track, and report on the
10educational progress and outcomes of reenrolled students as a
11subset of the district's required reporting on all
12enrollments. A reenrolled student who again drops out must not
13be counted again against a district's dropout rate performance
14measure. The State Board of Education shall set performance
15standards for programs serving reenrolled students.
16    (f) The State Board of Education shall adopt any rules
17necessary to implement the changes to this Section made by
18Public Act 93-803.
19(Source: P.A. 102-981, eff. 1-1-23; 102-1100, eff. 1-1-23;
20103-154, eff. 6-30-23.)
 
21    (105 ILCS 5/27-22.2)  (from Ch. 122, par. 27-22.2)
22    Sec. 27-22.2. Career and technical Vocational education
23elective. Whenever the school board of any school district
24which maintains grades 9 through 12 establishes a list of
25courses from which secondary school students each must elect

 

 

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1at least one course, to be completed along with other course
2requirements as a pre-requisite to receiving a high school
3diploma, that school board must include on the list of such
4elective courses at least one course in career and technical
5vocational education.
6(Source: P.A. 84-1334; 84-1438.)
 
7    (105 ILCS 5/34-8.05)
8    Sec. 34-8.05. Reporting firearms in schools. On or after
9January 1, 1997, upon receipt of any written, electronic, or
10verbal report from any school personnel regarding a verified
11incident involving a firearm in a school or on school owned or
12leased property, including any conveyance owned, leased, or
13used by the school for the transport of students or school
14personnel, the general superintendent or his or her designee
15shall report all such firearm-related incidents occurring in a
16school or on school property to the local law enforcement
17authorities no later than 24 hours after the occurrence of the
18incident and to the Illinois State Police in a form, manner,
19and frequency as prescribed by the Illinois State Police.
20    The general superintendent or the general superintendent's
21designee shall report any written, electronic, or verbal
22report of a verified incident involving a firearm to the State
23Board of Education through existing school incident reporting
24systems as they occur during the year by no later than July 31
25for the previous school year. The State Board of Education

 

 

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1shall report the data and make it available to the public via
2its website. The local law enforcement authority shall, by
3March 1 of each year, report the required data from the
4previous year to the Illinois State Police's Illinois Uniform
5Crime Reporting Program, which shall be included in its annual
6Crime in Illinois report.
7    The State Board of Education shall receive an annual
8statistical compilation and related data associated with
9incidents involving firearms in schools from the Illinois
10State Police. As used in this Section, the term "firearm"
11shall have the meaning ascribed to it in Section 1.1 of the
12Firearm Owners Identification Card Act.
13(Source: P.A. 102-538, eff. 8-20-21.)
 
14    Section 10. The School Safety Drill Act is amended by
15changing Sections 45 and 50 as follows:
 
16    (105 ILCS 128/45)
17    Sec. 45. Threat assessment procedure.
18    (a) Each school district must implement a threat
19assessment procedure that may be part of a school board policy
20on targeted school violence prevention. The procedure must
21include the creation of a threat assessment team. The team
22must include at least one law enforcement official and
23cross-disciplinary representatives of the district who are
24most directly familiar with the mental and behavioral health

 

 

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1needs of students and staff. Such cross-disciplinary
2representatives may include all of the following members:
3        (1) An administrator employed by the school district
4    or a special education cooperative that serves the school
5    district and is available to serve.
6        (2) A teacher employed by the school district or a
7    special education cooperative that serves the school
8    district and is available to serve.
9        (3) A school counselor employed by the school district
10    or a special education cooperative that serves the school
11    district and is available to serve.
12        (4) A school psychologist employed by the school
13    district or a special education cooperative that serves
14    the school district and is available to serve.
15        (5) A school social worker employed by the school
16    district or a special education cooperative that serves
17    the school district and is available to serve.
18        (6) (Blank). At least one law enforcement official.
19    If a school district is unable to establish a threat
20assessment team with school district staff and resources, it
21may utilize a regional behavioral threat assessment and
22intervention team that includes mental health professionals
23and representatives from the State, county, and local law
24enforcement agencies.
25    (b) A school district shall establish the threat
26assessment team under this Section no later than 180 days

 

 

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1after August 23, 2019 (the effective date of Public Act
2101-455) and must implement an initial threat assessment
3procedure no later than 120 days after August 23, 2019 (the
4effective date of Public Act 101-455). Each year prior to the
5start of the school year, the school board shall file the
6threat assessment procedure and a list identifying the members
7of the school district's threat assessment team or regional
8behavior threat assessment and intervention team with (i) a
9local law enforcement agency and (ii) the regional office of
10education or, with respect to a school district organized
11under Article 34 of the School Code, the State Board of
12Education.
13    (b-5) A charter school operating under a charter issued by
14a local board of education may adhere to the local board's
15threat assessment procedure or may implement its own threat
16assessment procedure in full compliance with the requirements
17of this Section. The charter agreement shall specify in detail
18how threat assessment procedures will be determined for the
19charter school.
20    (b-10) A special education cooperative operating under a
21joint agreement must implement its own threat assessment
22procedure in full compliance with the requirements of this
23Section, including the creation of a threat assessment team,
24which may consist of individuals employed by the member
25districts. The procedure must include actions the special
26education cooperative will take in partnership with its member

 

 

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1districts to address a threat.
2    (c) Any sharing of student information under this Section
3must comply with the federal Family Educational Rights and
4Privacy Act of 1974 and the Illinois School Student Records
5Act.
6    (d) (Blank).
7(Source: P.A. 102-791, eff. 5-13-22; 102-894, eff. 5-20-22;
8103-154, eff. 6-30-23; 103-175, eff. 6-30-23.)
 
9    (105 ILCS 128/50)
10    Sec. 50. Crisis response mapping data grants.
11    (a) Subject to appropriation, a public school district, a
12charter school, a special education cooperative or district,
13an education for employment system, a State-approved area
14career center, a public university laboratory school, the
15Illinois Mathematics and Science Academy, the Department of
16Juvenile Justice School District, a regional office of
17education, the Illinois School for the Deaf, the Illinois
18School for the Visually Impaired, the Philip J. Rock Center
19and School, an early childhood or preschool program supported
20by the Early Childhood Block Grant, or any other public school
21entity designated by the State Board of Education by rule, may
22apply to the State Board of Education or the State Board of
23Education or the State Board's designee for a grant to obtain
24crisis response mapping data and to provide copies of the
25crisis response mapping data to appropriate local, county,

 

 

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1State, and federal first responders for use in response to
2emergencies. The crisis response mapping data shall be stored
3and provided in an electronic or digital format to assist
4first responders in responding to emergencies at the school.
5    (b) Subject to appropriation, including funding for any
6administrative costs reasonably incurred by the State Board of
7Education or the State Board's designee in the administration
8of the grant program described by this Section, the State
9Board shall provide grants to any entity in subsection (a)
10upon approval of an application submitted by the entity to
11cover the costs incurred in obtaining crisis response mapping
12data under this Section. The grant application must include
13crisis response mapping data for all schools under the
14jurisdiction of the entity submitting the application,
15including, in the case of a public school district, any
16charter schools authorized by the school board for the school
17district.
18    (c) To be eligible for a grant under this Section, the
19crisis response mapping data must, at a minimum:
20        (1) be compatible and integrate into security software
21    platforms in use by the specific school for which the data
22    is provided without requiring local law enforcement
23    agencies or the school district to purchase additional
24    software or requiring the integration of third-party
25    software to view the data;
26        (2) be compatible with security software platforms in

 

 

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1    use by the specific school for which the data is provided
2    without requiring local public safety agencies or the
3    school district to purchase additional software or
4    requiring the integration of third-party software to view
5    the data;
6        (3) be capable of being provided in a printable
7    format;
8        (4) be verified for accuracy by an on-site
9    walk-through of the school building and grounds;
10        (5) be oriented to true north;
11        (6) be overlaid on current aerial imagery or plans of
12    the school building;
13        (7) contain site-specific labeling that matches the
14    structure of the school building, including room labels,
15    hallway names, and external door or stairwell numbers and
16    the location of hazards, critical utilities, key boxes,
17    automated external defibrillators, and trauma kits, and
18    that matches the school grounds, including parking areas,
19    athletic fields, surrounding roads, and neighboring
20    properties; and
21        (8) be overlaid with gridded x/y coordinates.
22    (d) Subject to appropriation, the crisis response mapping
23data may be reviewed annually to update the data as necessary.
24    (e) Crisis response mapping data obtained pursuant to this
25Section are confidential and exempt from disclosure under the
26Freedom of Information Act.

 

 

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1    (f) The State Board may adopt rules to implement the
2provisions of this Section.
3(Source: P.A. 103-8, eff. 6-7-23; revised 1-20-24.)
 
4    Section 15. The Vocational Education Act is amended by
5changing Section 2.1 as follows:
 
6    (105 ILCS 435/2.1)  (from Ch. 122, par. 697.1)
7    Sec. 2.1. Gender Equity Advisory Committee.
8    (a) The Superintendent of the State Board of Education
9shall appoint a Gender Equity Advisory Committee consisting of
10at least 9 members to advise and consult with the State Board
11of Education and the State Board of Education's gender equity
12liaison coordinator in all aspects relating to ensuring that
13all students have equal educational opportunities to pursue
14high wage, high skill, and in-demand occupations leading to
15economic self-sufficiency.
16    (b) Membership shall include, without limitation, one
17regional career and technical education system director with
18experience in gender equity coordinator, 2 State Board of
19Education employees, an appointee of the Director of Labor,
20and 5 citizen appointees who have expertise in one or more of
21the following areas: nontraditional training and placement; ,
22service delivery to single parents; , service delivery to
23displaced homemakers; , service delivery to female, male, and
24nonbinary teens; , service delivery to students of color;

 

 

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1service delivery to members of special populations, including,
2but not limited to, individuals from economically
3disadvantaged families, English learners, individuals with
4disabilities, individuals who are out of the workforce,
5individuals experiencing homelessness, migrants, individuals
6in foster care, and military students; business and industry
7experience; , and career and technical education
8Education-to-Careers experience. Membership also may include
9employees from the Department of Commerce and Economic
10Opportunity, the Department of Human Services, and the
11Illinois Community College Board who have expertise in one or
12more of the areas listed in this subsection (b) for the citizen
13appointees. Appointments shall be made taking into
14consideration expertise of services provided in secondary,
15postsecondary, and community-based community based programs.
16    (c) Members shall initially be appointed to one-year one
17year terms commencing in January 1, 1990, and thereafter,
18until January 1, 2025, to 2-year two year terms commencing on
19January 1 of each odd numbered year. Beginning on January 1,
202025, members shall be appointed as follows. The career and
21technical education system director appointee, one State Board
22of Education appointee, the appointee of the Director of
23Labor, and 2 citizen appointees, as determined by the State
24Superintendent of Education, shall initially be appointed to
253-year terms and thereafter to 2-year terms; the remaining
26members of the committee shall initially and thereafter be

 

 

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1appointed to 2-year terms; and all terms shall commence on
2January 1.
3     Vacancies shall be filled as prescribed in subsection (b)
4for the remainder of the unexpired term.
5    (d) At the first meeting following the start of each
6calendar year, the Each newly appointed committee shall elect
7a Chair and Secretary from its members to serve until the first
8meeting of the subsequent calendar year. Members shall serve
9without compensation, but shall be reimbursed for expenses
10incurred in the performance of their duties. The Committee
11shall meet at least bi-annually and at other times at the call
12of the Chair or at the request of the State Board of
13Education's
gender equity liaison coordinator.
14    (e) On or before December 15, 2023, the Committee shall
15submit recommendations to the Governor, General Assembly, and
16State Board of Education regarding how school districts and
17the State Board of Education can better support historically
18disadvantaged males, including African American students and
19other students of color, to ensure educational equity.
20    (f) On and after December 31, 2023, subsection (e) is
21inoperative.
22(Source: P.A. 102-863, eff. 1-1-23.)
 
23    Section 95. No acceleration or delay. Where this Act makes
24changes in a statute that is represented in this Act by text
25that is not yet or no longer in effect (for example, a Section

 

 

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1represented by multiple versions), the use of that text does
2not accelerate or delay the taking effect of (i) the changes
3made by this Act or (ii) provisions derived from any other
4Public Act.
 
5    Section 99. Effective date. This Act takes effect upon
6becoming law.".