Sen. Kimberly A. Lightford

Filed: 3/17/2023

 

 


 

 


 
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1
AMENDMENT TO SENATE BILL 2031

2    AMENDMENT NO. ______. Amend Senate Bill 2031 by replacing
3everything after the enacting clause with the following:
 
4    "Section 5. The School Code is amended by changing Section
510-17a as follows:
 
6    (105 ILCS 5/10-17a)  (from Ch. 122, par. 10-17a)
7    Sec. 10-17a. State, school district, and school report
8cards; Expanded School Snapshot Report.
9    (1) By October 31, 2013 and October 31 of each subsequent
10school year, the State Board of Education, through the State
11Superintendent of Education, shall prepare a State report
12card, school district report cards, and school report cards,
13and shall by the most economical means provide to each school
14district in this State, including special charter districts
15and districts subject to the provisions of Article 34, the
16report cards for the school district and each of its schools.

 

 

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1Because of the impacts of the COVID-19 public health emergency
2during school year 2020-2021, the State Board of Education
3shall have until December 31, 2021 to prepare and provide the
4report cards that would otherwise be due by October 31, 2021.
5During a school year in which the Governor has declared a
6disaster due to a public health emergency pursuant to Section
77 of the Illinois Emergency Management Agency Act, the report
8cards for the school districts and each of its schools shall be
9prepared by December 31.
10    (2) In addition to any information required by federal
11law, the State Superintendent shall determine the indicators
12and presentation of the school report card, which must
13include, at a minimum, the most current data collected and
14maintained by the State Board of Education related to the
15following:
16        (A) school characteristics and student demographics,
17    including average class size, average teaching experience,
18    student racial/ethnic breakdown, and the percentage of
19    students classified as low-income; the percentage of
20    students classified as English learners, the number of
21    students who graduate from a bilingual or English learner
22    program, and the number of students who graduate from,
23    transfer from, or otherwise leave bilingual programs; the
24    percentage of students who have individualized education
25    plans or 504 plans that provide for special education
26    services; the number and percentage of all students who

 

 

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1    have been assessed for placement in a gifted education or
2    advanced academic program and, of those students: (i) the
3    racial and ethnic breakdown, (ii) the percentage who are
4    classified as low-income, and (iii) the number and
5    percentage of students who received direct instruction
6    from a teacher who holds a gifted education endorsement
7    and, of those students, the percentage who are classified
8    as low-income; the percentage of students scoring at the
9    "exceeds expectations" level on the assessments required
10    under Section 2-3.64a-5 of this Code; the percentage of
11    students who annually transferred in or out of the school
12    district; average daily attendance; the per-pupil
13    operating expenditure of the school district; and the
14    per-pupil State average operating expenditure for the
15    district type (elementary, high school, or unit);
16        (B) curriculum information, including, where
17    applicable, Advanced Placement, International
18    Baccalaureate or equivalent courses, dual enrollment
19    courses, foreign language classes, computer science
20    courses, school personnel resources (including Career
21    Technical Education teachers), before and after school
22    programs, extracurricular activities, subjects in which
23    elective classes are offered, health and wellness
24    initiatives (including the average number of days of
25    Physical Education per week per student), approved
26    programs of study, awards received, community

 

 

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1    partnerships, and special programs such as programming for
2    the gifted and talented, students with disabilities, and
3    work-study students;
4        (C) student outcomes, including, where applicable, the
5    percentage of students deemed proficient on assessments of
6    State standards, the percentage of students in the eighth
7    grade who pass Algebra, the percentage of students who
8    participated in workplace learning experiences, the
9    percentage of students enrolled in post-secondary
10    institutions (including colleges, universities, community
11    colleges, trade/vocational schools, and training programs
12    leading to career certification within 2 semesters of high
13    school graduation), the percentage of students graduating
14    from high school who are college and career ready, and the
15    percentage of graduates enrolled in community colleges,
16    colleges, and universities who are in one or more courses
17    that the community college, college, or university
18    identifies as a developmental course;
19        (D) student progress, including, where applicable, the
20    percentage of students in the ninth grade who have earned
21    5 credits or more without failing more than one core
22    class, a measure of students entering kindergarten ready
23    to learn, a measure of growth, and the percentage of
24    students who enter high school on track for college and
25    career readiness;
26        (E) the school environment, including, where

 

 

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

 

 

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1    on school grounds or during school-related activities and
2    that resulted in an out-of-school suspension, expulsion,
3    or removal to an alternative setting, as reported pursuant
4    to Section 2-3.162;
5        (F) a school district's and its individual schools'
6    balanced accountability measure, in accordance with
7    Section 2-3.25a of this Code;
8        (G) the total and per pupil normal cost amount the
9    State contributed to the Teachers' Retirement System of
10    the State of Illinois in the prior fiscal year for the
11    school's employees, which shall be reported to the State
12    Board of Education by the Teachers' Retirement System of
13    the State of Illinois;
14        (H) for a school district organized under Article 34
15    of this Code only, State contributions to the Public
16    School Teachers' Pension and Retirement Fund of Chicago
17    and State contributions for health care for employees of
18    that school district;
19        (I) a school district's Final Percent of Adequacy, as
20    defined in paragraph (4) of subsection (f) of Section
21    18-8.15 of this Code;
22        (J) a school district's Local Capacity Target, as
23    defined in paragraph (2) of subsection (c) of Section
24    18-8.15 of this Code, displayed as a percentage amount;
25        (K) a school district's Real Receipts, as defined in
26    paragraph (1) of subsection (d) of Section 18-8.15 of this

 

 

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1    Code, divided by a school district's Adequacy Target, as
2    defined in paragraph (1) of subsection (b) of Section
3    18-8.15 of this Code, displayed as a percentage amount;
4        (L) a school district's administrative costs;
5        (M) whether or not the school has participated in the
6    Illinois Youth Survey. In this paragraph (M), "Illinois
7    Youth Survey" means a self-report survey, administered in
8    school settings every 2 years, designed to gather
9    information about health and social indicators, including
10    substance abuse patterns and the attitudes of students in
11    grades 8, 10, and 12; and
12        (N) whether the school offered its students career and
13    technical education opportunities.
14    The school report card shall also provide information that
15allows for comparing the current outcome, progress, and
16environment data to the State average, to the school data from
17the past 5 years, and to the outcomes, progress, and
18environment of similar schools based on the type of school and
19enrollment of low-income students, special education students,
20and English learners.
21    As used in this subsection (2):
22    "Administrative costs" means costs associated with
23executive, administrative, or managerial functions within the
24school district that involve planning, organizing, managing,
25or directing the school district.
26    "Advanced academic program" means a course of study to

 

 

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1which students are assigned based on advanced cognitive
2ability or advanced academic achievement compared to local age
3peers and in which the curriculum is substantially
4differentiated from the general curriculum to provide
5appropriate challenge and pace.
6    "Computer science" means the study of computers and
7algorithms, including their principles, their hardware and
8software designs, their implementation, and their impact on
9society. "Computer science" does not include the study of
10everyday uses of computers and computer applications, such as
11keyboarding or accessing the Internet.
12    "Gifted education" means educational services, including
13differentiated curricula and instructional methods, designed
14to meet the needs of gifted children as defined in Article 14A
15of this Code.
16    For the purposes of paragraph (A) of this subsection (2),
17"average daily attendance" means the average of the actual
18number of attendance days during the previous school year for
19any enrolled student who is subject to compulsory attendance
20by Section 26-1 of this Code at each school and charter school.
21    (3) At the discretion of the State Superintendent, the
22school district report card shall include a subset of the
23information identified in paragraphs (A) through (E) of
24subsection (2) of this Section, as well as information
25relating to the operating expense per pupil and other finances
26of the school district, and the State report card shall

 

 

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1include a subset of the information identified in paragraphs
2(A) through (E) and paragraph (N) of subsection (2) of this
3Section. The school district report card shall include the
4average daily attendance, as that term is defined in
5subsection (2) of this Section, of students who have
6individualized education programs and students who have 504
7plans that provide for special education services within the
8school district.
9    (4) Notwithstanding anything to the contrary in this
10Section, in consultation with key education stakeholders, the
11State Superintendent shall at any time have the discretion to
12amend or update any and all metrics on the school, district, or
13State report card.
14    (5) Annually, no more than 30 calendar days after receipt
15of the school district and school report cards from the State
16Superintendent of Education, each school district, including
17special charter districts and districts subject to the
18provisions of Article 34, shall present such report cards at a
19regular school board meeting subject to applicable notice
20requirements, post the report cards on the school district's
21Internet web site, if the district maintains an Internet web
22site, make the report cards available to a newspaper of
23general circulation serving the district, and, upon request,
24send the report cards home to a parent (unless the district
25does not maintain an Internet web site, in which case the
26report card shall be sent home to parents without request). If

 

 

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1the district posts the report card on its Internet web site,
2the district shall send a written notice home to parents
3stating (i) that the report card is available on the web site,
4(ii) the address of the web site, (iii) that a printed copy of
5the report card will be sent to parents upon request, and (iv)
6the telephone number that parents may call to request a
7printed copy of the report card.
8    (6) Nothing contained in Public Act 98-648 repeals,
9supersedes, invalidates, or nullifies final decisions in
10lawsuits pending on July 1, 2014 (the effective date of Public
11Act 98-648) in Illinois courts involving the interpretation of
12Public Act 97-8.
13    (7) As used in this subsection (7):
14    "Advanced-track coursework or programs" means any courses,
15sequence of courses, or class or grouping of students
16organized to provide more rigorous, enriched, advanced,
17accelerated, gifted, or above grade-level instruction. This
18may include, but is not limited to, Advanced Placement
19courses, International Baccalaureate courses, Project Arrow
20courses, honors, weighted, advanced, or enriched courses, or,
21gifted or accelerated programs, classrooms, or courses.
22    "Course" means any class or course offered by a school
23that is assigned a school course code by the State Board of
24Education.
25    "English learner coursework or English learner programs"
26means English learner courses or programs designated to serve

 

 

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1English learners, which may be designated as English language
2learners or limited English proficiency learners.
3    "Standard coursework or programs" means any courses or
4classes other than advanced-track coursework or programs,
5English learner coursework or programs, or special education
6coursework or programs.
7    By October 31, 2024 and October 31 of each subsequent
8year, the State Board of Education, through the State
9Superintendent of Education, shall prepare a stand-alone
10report covering school districts and schools, to be referred
11to as the Expanded School Snapshot Report. The State Board
12shall post the Report on the State Board's Internet website.
13The homepage on each school district's and school's Internet
14website or on the same webpage on the website that provides a
15link to the report cards under subsection (5) shall include a
16hyperlink to the Report on the State Board's Internet website,
17titled, "Expanded School Snapshot Report". Hyperlinks under
18this subsection (7) shall be displayed in a manner that is
19easily accessible to the public.
20    The Expanded School Snapshot Report shall include:
21        (A) a listing of all standard coursework or programs
22    offered by a school;
23        (B) a listing of all advanced-track coursework or
24    programs offered by a school;
25        (C) a listing of all English learner coursework or
26    programs offered by a school;

 

 

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1        (D) a listing of all special education coursework or
2    programs offered by a school;
3        (E) data tables and graphs comparing advanced-track
4    coursework or programs with standard coursework or
5    programs according to the following parameters:
6            (i) the average years of experience of all
7        teachers in a school assigned to teach advanced-track
8        coursework or programs compared with the average years
9        of experience of all teachers in the school assigned
10        to teach standard coursework or programs;
11            (ii) the average years of experience of all
12        teachers in a school assigned to teach special
13        education coursework or programs compared with the
14        average years of experience of all teachers in the
15        school assigned to teach standard coursework or
16        programs;
17            (iii) the average years of experience of all
18        teachers in a school assigned to teach English learner
19        coursework or programs compared with the average years
20        of experience of all teachers in the school assigned
21        to teach standard coursework or programs;
22            (iv) the number of teachers possessing bachelor's,
23        master's, or doctorate degrees who are assigned to
24        teach advanced-track courses or programs compared with
25        the number of teachers possessing bachelor's,
26        master's, or doctorate degrees who are assigned to

 

 

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1        teach standard coursework or programs;
2            (v) the number of teachers possessing bachelor's,
3        master's, or doctorate degrees who are assigned to
4        teach special education coursework or programs
5        compared with the number of teachers possessing
6        bachelor's, master's, or doctorate degrees who are
7        assigned to teach standard coursework or programs;
8            (vi) the number of teachers possessing bachelor's,
9        master's, or doctorate degrees who are assigned to
10        teach English learner coursework or programs compared
11        with the number of teachers possessing bachelor's,
12        master's, or doctorate degrees who are assigned to
13        teach standard coursework or programs;
14            (vii) the average student enrollment and class
15        size of advanced-track coursework or programs offered
16        in a school compared with the average student
17        enrollment and class size of standard coursework or
18        programs;
19            (viii) the percentages of students delineated by
20        gender who are enrolled in advanced-track coursework
21        or programs in a school compared with the gender of
22        students enrolled in standard coursework or programs;
23            (ix) the percentages of students delineated by
24        gender who are enrolled in special education
25        coursework or programs in a school compared with the
26        percentages of students enrolled in standard

 

 

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

 

 

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1            (xiv) the percentage of students who reach
2        proficiency (the equivalent of a C grade or higher on a
3        grade A through F scale) in advanced-track coursework
4        or programs compared with the percentage of students
5        who earn proficiency (the equivalent of a C grade or
6        higher on a grade A through F scale) in standard
7        coursework or programs;
8            (xv) the percentage of students who reach
9        proficiency (the equivalent of a C grade or higher on a
10        grade A through F scale) in special education
11        coursework or programs compared with the percentage of
12        students who earn proficiency (the equivalent of a C
13        grade or higher on a grade A through F scale) in
14        standard coursework or programs; and
15            (xvi) the percentage of students who reach
16        proficiency (the equivalent of a C grade or higher on a
17        grade A through F scale) in English learner coursework
18        or programs compared with the percentage of students
19        who earn proficiency (the equivalent of a C grade or
20        higher on a grade A through F scale) in standard
21        coursework or programs; and
22        (F) for each race and ethnicity category, as defined
23    in the most recent federal decennial census, and gender
24    category, as defined in the most recent federal decennial
25    census:
26            (i) the total number of Advanced Placement courses

 

 

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1        taken by race and ethnicity category and gender
2        category, as defined in the most recent federal
3        decennial census;
4            (ii) the total number of International
5        Baccalaureate courses taken by race and ethnicity
6        category and gender category, as defined in the most
7        recent federal decennial census;
8            (iii) for each race and ethnicity category and
9        gender category, as defined in the most recent federal
10        decennial census, the percentage of students enrolled
11        in Advanced Placement courses;
12            (iv) for each race and ethnicity category and
13        gender category, as defined in the most recent federal
14        decennial census, the percentage of students enrolled
15        in International Baccalaureate courses; and
16            (v) for each race and ethnicity category, as
17        defined in the most recent federal decennial census,
18        the total number and percentage of students who earn a
19        score of 3 or higher on the Advanced Placement exam
20        associated with an Advanced Placement course.
21    The data comparison measures and indicators under this
22subsection (7) for the Expanded School Snapshot Report shall
23be aggregated at the school level and the district level and be
24presented in the Report as a data table and a graph at the
25school level and district level.
26    For data on teacher experience and education under this

 

 

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1subsection (7), a teacher who teaches a combination of courses
2designated as advanced-track coursework or programs, English
3learner coursework or programs, or standard coursework or
4programs shall be included in all relevant categories and the
5teacher's level of experience shall be added to the
6categories.
7(Source: P.A. 101-68, eff. 1-1-20; 101-81, eff. 7-12-19;
8101-654, eff. 3-8-21; 102-16, eff. 6-17-21; 102-294, eff.
91-1-22; 102-539, eff. 8-20-21; 102-558, eff. 8-20-21; 102-594,
10eff. 7-1-22; 102-813, eff. 5-13-22.)".