Sen. Kimberly A. Lightford

Filed: 3/24/2023

 

 


 

 


 
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1
AMENDMENT TO SENATE BILL 2031

2    AMENDMENT NO. ______. Amend Senate Bill 2031, AS AMENDED,
3by replacing everything after the enacting clause with the
4following:
 
5    "Section 5. The School Code is amended by changing Section
610-17a as follows:
 
7    (105 ILCS 5/10-17a)  (from Ch. 122, par. 10-17a)
8    Sec. 10-17a. State, school district, and school report
9cards; Expanded High School Snapshot Report.
10    (1) By October 31, 2013 and October 31 of each subsequent
11school year, the State Board of Education, through the State
12Superintendent of Education, shall prepare a State report
13card, school district report cards, and school report cards,
14and shall by the most economical means provide to each school
15district in this State, including special charter districts
16and districts subject to the provisions of Article 34, the

 

 

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1report cards for the school district and each of its schools.
2Because of the impacts of the COVID-19 public health emergency
3during school year 2020-2021, the State Board of Education
4shall have until December 31, 2021 to prepare and provide the
5report cards that would otherwise be due by October 31, 2021.
6During a school year in which the Governor has declared a
7disaster due to a public health emergency pursuant to Section
87 of the Illinois Emergency Management Agency Act, the report
9cards for the school districts and each of its schools shall be
10prepared by December 31.
11    (2) In addition to any information required by federal
12law, the State Superintendent shall determine the indicators
13and presentation of the school report card, which must
14include, at a minimum, the most current data collected and
15maintained by the State Board of Education related to the
16following:
17        (A) school characteristics and student demographics,
18    including average class size, average teaching experience,
19    student racial/ethnic breakdown, and the percentage of
20    students classified as low-income; the percentage of
21    students classified as English learners, the number of
22    students who graduate from a bilingual or English learner
23    program, and the number of students who graduate from,
24    transfer from, or otherwise leave bilingual programs; the
25    percentage of students who have individualized education
26    plans or 504 plans that provide for special education

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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1of the school district, and the State report card shall
2include a subset of the information identified in paragraphs
3(A) through (E) and paragraph (N) of subsection (2) of this
4Section. The school district report card shall include the
5average daily attendance, as that term is defined in
6subsection (2) of this Section, of students who have
7individualized education programs and students who have 504
8plans that provide for special education services within the
9school district.
10    (4) Notwithstanding anything to the contrary in this
11Section, in consultation with key education stakeholders, the
12State Superintendent shall at any time have the discretion to
13amend or update any and all metrics on the school, district, or
14State report card.
15    (5) Annually, no more than 30 calendar days after receipt
16of the school district and school report cards from the State
17Superintendent of Education, each school district, including
18special charter districts and districts subject to the
19provisions of Article 34, shall present such report cards at a
20regular school board meeting subject to applicable notice
21requirements, post the report cards on the school district's
22Internet web site, if the district maintains an Internet web
23site, make the report cards available to a newspaper of
24general circulation serving the district, and, upon request,
25send the report cards home to a parent (unless the district
26does not maintain an Internet web site, in which case the

 

 

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

 

 

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1means a high school English learner course or program
2designated to serve English learners, who may be designated as
3English language learners or limited English proficiency
4learners.
5    "Standard coursework or programs" means any high school
6courses or classes other than advanced-track coursework or
7programs, English learner coursework or programs, or special
8education coursework or programs.
9    By October 31, 2025 and by October 31 of each subsequent
10year, the State Board of Education, through the State
11Superintendent of Education, shall prepare a stand-alone
12report covering high schools, to be referred to as the
13Expanded High School Snapshot Report. The State Board shall
14post the Report on the State Board's Internet website. Each
15school district with a high school shall include on the school
16district's Internet website, if the district maintains an
17Internet website, a hyperlink to the Report on the State
18Board's Internet website titled "Expanded High School Snapshot
19Report". Hyperlinks under this subsection (7) shall be
20displayed in a manner that is easily accessible to the public.
21    The Expanded High School Snapshot Report shall include:
22        (A) a listing of all standard coursework or programs
23    offered by a high school;
24        (B) a listing of all advanced-track coursework or
25    programs offered by a high school;
26        (C) a listing of all English learner coursework or

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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1        students who earn a score of 3 or higher on the
2        Advanced Placement exam associated with an Advanced
3        Placement course.
4    For data on teacher experience and education under this
5subsection (7), a teacher who teaches a combination of courses
6designated as advanced-track coursework or programs, English
7learner coursework or programs, or standard coursework or
8programs shall be included in all relevant categories and the
9teacher's level of experience shall be added to the
10categories.
11(Source: P.A. 101-68, eff. 1-1-20; 101-81, eff. 7-12-19;
12101-654, eff. 3-8-21; 102-16, eff. 6-17-21; 102-294, eff.
131-1-22; 102-539, eff. 8-20-21; 102-558, eff. 8-20-21; 102-594,
14eff. 7-1-22; 102-813, eff. 5-13-22.)".