103RD GENERAL ASSEMBLY
State of Illinois
2023 and 2024
HB4902

 

Introduced 2/7/2024, by Rep. Laura Faver Dias

 

SYNOPSIS AS INTRODUCED:
 
105 ILCS 5/2-3.25f  from Ch. 122, par. 2-3.25f

    Amends the State Board of Education Article of the School Code. In provisions concerning State interventions, provides that the support provided by a vendor or learning partner approved to support a school's continuous improvement plan related to English language arts must be based on the comprehensive literacy plan for the State developed by the State Board of Education.


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A BILL FOR

 

HB4902LRB103 38886 RJT 69023 b

1    AN ACT concerning education.
 
2    Be it enacted by the People of the State of Illinois,
3represented in the General Assembly:
 
4    Section 5. The School Code is amended by changing Section
52-3.25f as follows:
 
6    (105 ILCS 5/2-3.25f)  (from Ch. 122, par. 2-3.25f)
7    Sec. 2-3.25f. State interventions.
8    (a) The State Board of Education shall provide technical
9assistance to schools in school improvement status to assist
10with the development and implementation of Improvement Plans.
11    Schools or school districts that fail to make reasonable
12efforts to implement an approved Improvement Plan may suffer
13loss of State funds by school district, attendance center, or
14program as the State Board of Education deems appropriate.
15    (a-5) (Blank).
16    (b) Schools that receive Targeted Support or Comprehensive
17Support designations shall enter a 4-year cycle of school
18improvement status. If, at the end of the 4-year cycle, the
19school fails to meet the exit criteria specified in the State
20Plan referenced in subsection (b) of Section 2-3.25a of this
21Code, the school shall escalate to a more intensive
22intervention. Targeted Support schools that remain Targeted
23for one or more of the same student groups as in the initial

 

 

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1identification after completion of a 4-year cycle of Targeted
2School Improvement shall be redesignated as Comprehensive
3Support schools, as provided in paragraph (2.5) of subsection
4(a) of Section 2-3.25d-5 of this Code. Comprehensive Support
5schools that remain in the lowest-performing 5% after
6completion of a 4-year cycle of Comprehensive School
7Improvement shall be redesignated as Intensive Support schools
8and shall escalate through more rigorous, tiered support,
9developed in consultation with the Balanced Accountability
10Measure Committee and other relevant stakeholder groups, which
11may ultimately result in the (i) change of recognition status
12of the school district or school to nonrecognized or (ii)
13authorization for the State Superintendent of Education to
14direct the reassignment of pupils or direct the reassignment
15or replacement of school or school district personnel. If a
16school district is nonrecognized in its entirety, for any
17reason, including those not related to performance in the
18accountability system, it shall automatically be dissolved on
19July 1 following that nonrecognition and its territory
20realigned with another school district or districts by the
21regional board of school trustees in accordance with the
22procedures set forth in Section 7-11 of the School Code. The
23effective date of the nonrecognition of a school shall be July
241 following the nonrecognition.
25    (b-5) The State Board of Education shall also develop a
26system to provide assistance and resources to lower performing

 

 

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1school districts. At a minimum, the State Board shall identify
2school districts to receive Intensive, Comprehensive, and
3Targeted Support. The school district shall provide the
4exclusive bargaining representative with a 5-day notice that
5the district has had one or more schools within the district
6identified as being in Comprehensive or Intensive School
7Improvement Status. In addition, the State Board may, by rule,
8develop other categories of low-performing schools and school
9districts to receive services.
10    The State Board of Education shall work with districts
11with one or more schools in Comprehensive or Intensive School
12Improvement Status, through technical assistance and
13professional development, based on the results of the needs
14assessment under Section 2-3.25d-5 of this Code, to develop
15and implement a continuous improvement plan that would
16increase outcomes for students. The plan for continuous
17improvement shall be based on the results of the needs
18assessment and shall be used to determine the types of
19services that are to be provided to each Comprehensive and
20Intensive School. Potential services may include, but are not
21limited to, monitoring adult and student practices, reviewing
22and reallocating district resources, developing a district and
23school leadership team, providing access to curricular content
24area specialists, and providing online resources and
25professional development.
26    The support provided by a vendor or learning partner

 

 

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1approved to support a school's continuous improvement plan
2related to English language arts must be based on the
3comprehensive literacy plan for the State developed by the
4State Board of Education under Section 2-3.196, as added by
5Public Act 103-402.
6    The State Board of Education may require districts with
7one or more Comprehensive or Intensive Schools identified as
8having deficiencies in one or more core functions of the needs
9assessment to undergo an accreditation process.
10    (c) All federal requirements apply to schools and school
11districts utilizing federal funds under Title I, Part A of the
12federal Elementary and Secondary Education Act of 1965.
13(Source: P.A. 103-175, eff. 6-30-23.)