Illinois General Assembly - Full Text of HB5407
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Full Text of HB5407  103rd General Assembly

HB5407 103RD GENERAL ASSEMBLY

 


 
103RD GENERAL ASSEMBLY
State of Illinois
2023 and 2024
HB5407

 

Introduced 2/9/2024, by Rep. Michelle Mussman

 

SYNOPSIS AS INTRODUCED:
 
105 ILCS 5/10-17a
105 ILCS 45/1-33 new
105 ILCS 45/1-50

    Amends the Education for Homeless Children Act. Provides that by June 31, 2026, the Office of the Coordinator for the Education of Homeless Children and Youth shall create the School District Homeless Student Identification Performance Assessment and submit the Assessment to the State Board of Education for a school district with an enrollment greater than 100 students. Sets forth what information shall be included in the Assessment. Amends the School Code to provide that the information in the Assessment shall be included in the school report card. Further amends the Education for Homeless Children Act. In provisions concerning the Education of Homeless Children and Youth State Grant Program, provides that when awarding competitive grants under the Education of Homeless Children and Youth State Grant Program, grants shall be made to applicant school districts based on the percentage of students experiencing homelessness in the applicant school district in accordance with the Program (instead of to applicant school districts in accordance with the Program). Removes specified provisions concerning what factors the State Board of Education may use in awarding grants. Specifies other activities eligible for assistance. Provides that the State Board of Education may use up to 25% (instead 5%) of the funds appropriated for the purposes the Program for administrative costs. Makes other changes.


LRB103 37950 RJT 68082 b

STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT
MAY APPLY

 

 

A BILL FOR

 

HB5407LRB103 37950 RJT 68082 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
510-17a as follows:
 
6    (105 ILCS 5/10-17a)
7    Sec. 10-17a. State, school district, and school report
8cards; Expanded High 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.
17Because of the impacts of the COVID-19 public health emergency
18during school year 2020-2021, the State Board of Education
19shall have until December 31, 2021 to prepare and provide the
20report cards that would otherwise be due by October 31, 2021.
21During a school year in which the Governor has declared a
22disaster due to a public health emergency pursuant to Section
237 of the Illinois Emergency Management Agency Act, the report

 

 

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1cards for the school districts and each of its schools shall be
2prepared by December 31.
3    (2) In addition to any information required by federal
4law, the State Superintendent shall determine the indicators
5and presentation of the school report card, which must
6include, at a minimum, the most current data collected and
7maintained by the State Board of Education related to the
8following:
9        (A) school characteristics and student demographics,
10    including average class size, average teaching experience,
11    student racial/ethnic breakdown, and the percentage of
12    students classified as low-income; the percentage of
13    students classified as English learners, the number of
14    students who graduate from a bilingual or English learner
15    program, and the number of students who graduate from,
16    transfer from, or otherwise leave bilingual programs; the
17    percentage of students who have individualized education
18    plans or 504 plans that provide for special education
19    services; the number and the percentage of all students in
20    grades kindergarten through 8, disaggregated by the
21    student students demographics described in this paragraph
22    (A), in each of the following categories: (i) those who
23    have been assessed for placement in a gifted education
24    program or accelerated placement, (ii) those who have
25    enrolled in a gifted education program or in accelerated
26    placement, and (iii) for each of categories (i) and (ii),

 

 

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

 

 

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1    students;
2        (C) student outcomes, including, where applicable, the
3    percentage of students deemed proficient on assessments of
4    State standards, the percentage of students in the eighth
5    grade who pass Algebra, the percentage of students who
6    participated in workplace learning experiences, the
7    percentage of students enrolled in post-secondary
8    institutions (including colleges, universities, community
9    colleges, trade/vocational schools, and training programs
10    leading to career certification within 2 semesters of high
11    school graduation), the percentage of students graduating
12    from high school who are college and career ready, the
13    percentage of graduates enrolled in community colleges,
14    colleges, and universities who are in one or more courses
15    that the community college, college, or university
16    identifies as a developmental course, and the percentage
17    of students with disabilities under the federal
18    Individuals with Disabilities Education Act and Article 14
19    of this Code who have fulfilled the minimum State
20    graduation requirements set forth in Section 27-22 of this
21    Code and have been issued a regular high school diploma;
22        (D) student progress, including, where applicable, the
23    percentage of students in the ninth grade who have earned
24    5 credits or more without failing more than one core
25    class, a measure of students entering kindergarten ready
26    to learn, a measure of growth, and the percentage of

 

 

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

 

 

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1    rated as proficient or excellent in their most recent
2    evaluation, and, beginning with the 2022-2023 school year,
3    data on the number of incidents of violence that occurred
4    on school grounds or during school-related activities and
5    that resulted in an out-of-school suspension, expulsion,
6    or removal to an alternative setting, as reported pursuant
7    to Section 2-3.162;
8        (F) a school district's and its individual schools'
9    balanced accountability measure, in accordance with
10    Section 2-3.25a of this Code;
11        (G) the total and per pupil normal cost amount the
12    State contributed to the Teachers' Retirement System of
13    the State of Illinois in the prior fiscal year for the
14    school's employees, which shall be reported to the State
15    Board of Education by the Teachers' Retirement System of
16    the State of Illinois;
17        (H) for a school district organized under Article 34
18    of this Code only, State contributions to the Public
19    School Teachers' Pension and Retirement Fund of Chicago
20    and State contributions for health care for employees of
21    that school district;
22        (I) a school district's Final Percent of Adequacy, as
23    defined in paragraph (4) of subsection (f) of Section
24    18-8.15 of this Code;
25        (J) a school district's Local Capacity Target, as
26    defined in paragraph (2) of subsection (c) of Section

 

 

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1    18-8.15 of this Code, displayed as a percentage amount;
2        (K) a school district's Real Receipts, as defined in
3    paragraph (1) of subsection (d) of Section 18-8.15 of this
4    Code, divided by a school district's Adequacy Target, as
5    defined in paragraph (1) of subsection (b) of Section
6    18-8.15 of this Code, displayed as a percentage amount;
7        (L) a school district's administrative costs;
8        (M) whether or not the school has participated in the
9    Illinois Youth Survey. In this paragraph (M), "Illinois
10    Youth Survey" means a self-report survey, administered in
11    school settings every 2 years, designed to gather
12    information about health and social indicators, including
13    substance abuse patterns and the attitudes of students in
14    grades 8, 10, and 12;
15        (N) whether the school offered its students career and
16    technical education opportunities; and
17        (O) beginning Beginning with the October 2024 report
18    card, the total number of school counselors, school social
19    workers, school nurses, and school psychologists by
20    school, district, and State, the average number of
21    students per school counselor in the school, district, and
22    State, the average number of students per school social
23    worker in the school, district, and State, the average
24    number of students per school nurse in the school,
25    district, and State, and the average number of students
26    per school psychologist in the school, district, and

 

 

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1    State; and .
2        (P) beginning with the October 2026 report card, any
3    information on the School District Homeless Student
4    Identification Performance Assessment developed and
5    provided by the Office of the Coordinator for the
6    Education of Homeless Children and Youth under Section
7    1-33 of the Education for Homeless Children Act.
8    The school report card shall also provide information that
9allows for comparing the current outcome, progress, and
10environment data to the State average, to the school data from
11the past 5 years, and to the outcomes, progress, and
12environment of similar schools based on the type of school and
13enrollment of low-income students, special education students,
14and English learners.
15    As used in this subsection (2):
16    "Accelerated placement" has the meaning ascribed to that
17term in Section 14A-17 of this Code.
18    "Administrative costs" means costs associated with
19executive, administrative, or managerial functions within the
20school district that involve planning, organizing, managing,
21or directing the school district.
22    "Advanced academic program" means a course of study,
23including, but not limited to, accelerated placement, advanced
24placement coursework, International Baccalaureate coursework,
25dual credit, or any course designated as enriched or honors,
26that a student is enrolled in based on advanced cognitive

 

 

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1ability or advanced academic achievement compared to local age
2peers and in which the curriculum is substantially
3differentiated from the general curriculum to provide
4appropriate challenge and pace.
5    "Computer science" means the study of computers and
6algorithms, including their principles, their hardware and
7software designs, their implementation, and their impact on
8society. "Computer science" does not include the study of
9everyday uses of computers and computer applications, such as
10keyboarding or accessing the Internet.
11    "Gifted education" means educational services, including
12differentiated curricula and instructional methods, designed
13to meet the needs of gifted children as defined in Article 14A
14of this Code.
15    For the purposes of paragraph (A) of this subsection (2),
16"average daily attendance" means the average of the actual
17number of attendance days during the previous school year for
18any enrolled student who is subject to compulsory attendance
19by Section 26-1 of this Code at each school and charter school.
20    (2.5) For any school report card prepared after July 1,
212025, for all high school graduation completion rates that are
22reported on the school report card as required under this
23Section or by any other State or federal law, the State
24Superintendent of Education shall also report the percentage
25of students who did not meet the requirements of high school
26graduation completion for any reason and, of those students,

 

 

HB5407- 10 -LRB103 37950 RJT 68082 b

1the percentage that are classified as students who fulfill the
2requirements of Section 14-16 of this Code.
3    The State Superintendent shall ensure that for the
42023-2024 school year there is a specific code for districts
5to report students who fulfill the requirements of Section
614-16 of this Code to ensure accurate reporting under this
7Section.
8    All reporting requirements under this subsection (2.5)
9shall be included on the school report card where high school
10graduation completion rates are reported, along with a brief
11explanation of how fulfilling the requirements of Section
1214-16 of this Code is different from receiving a regular high
13school diploma.
14    (3) At the discretion of the State Superintendent, the
15school district report card shall include a subset of the
16information identified in paragraphs (A) through (E) of
17subsection (2) of this Section, as well as information
18relating to the operating expense per pupil and other finances
19of the school district, and the State report card shall
20include a subset of the information identified in paragraphs
21(A) through (E) and paragraph (N) of subsection (2) of this
22Section. The school district report card shall include the
23average daily attendance, as that term is defined in
24subsection (2) of this Section, of students who have
25individualized education programs and students who have 504
26plans that provide for special education services within the

 

 

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1school district.
2    (4) Notwithstanding anything to the contrary in this
3Section, in consultation with key education stakeholders, the
4State Superintendent shall at any time have the discretion to
5amend or update any and all metrics on the school, district, or
6State report card.
7    (5) Annually, no more than 30 calendar days after receipt
8of the school district and school report cards from the State
9Superintendent of Education, each school district, including
10special charter districts and districts subject to the
11provisions of Article 34, shall present such report cards at a
12regular school board meeting subject to applicable notice
13requirements, post the report cards on the school district's
14Internet web site, if the district maintains an Internet web
15site, make the report cards available to a newspaper of
16general circulation serving the district, and, upon request,
17send the report cards home to a parent (unless the district
18does not maintain an Internet web site, in which case the
19report card shall be sent home to parents without request). If
20the district posts the report card on its Internet web site,
21the district shall send a written notice home to parents
22stating (i) that the report card is available on the web site,
23(ii) the address of the web site, (iii) that a printed copy of
24the report card will be sent to parents upon request, and (iv)
25the telephone number that parents may call to request a
26printed copy of the report card.

 

 

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1    (6) Nothing contained in Public Act 98-648 repeals,
2supersedes, invalidates, or nullifies final decisions in
3lawsuits pending on July 1, 2014 (the effective date of Public
4Act 98-648) in Illinois courts involving the interpretation of
5Public Act 97-8.
6    (7) As used in this subsection (7):
7    "Advanced-track coursework or programs" means any high
8school courses, sequence of courses, or class or grouping of
9students organized to provide more rigorous, enriched,
10advanced, accelerated, gifted, or above grade-level
11instruction. This may include, but is not limited to, Advanced
12Placement courses, International Baccalaureate courses,
13honors, weighted, advanced, or enriched courses, or gifted or
14accelerated programs, classrooms, or courses.
15    "Course" means any high school class or course offered by
16a school that is assigned a school course code by the State
17Board of Education.
18    "English learner coursework or English learner program"
19means a high school English learner course or program
20designated to serve English learners, who may be designated as
21English language learners or limited English proficiency
22learners.
23    "Standard coursework or programs" means any high school
24courses or classes other than advanced-track coursework or
25programs, English learner coursework or programs, or special
26education coursework or programs.

 

 

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1    By October 31, 2027 and by October 31 of each subsequent
2year, the State Board of Education, through the State
3Superintendent of Education, shall prepare a stand-alone
4report covering high schools, to be referred to as the
5Expanded High School Snapshot Report. The State Board shall
6post the Report on the State Board's Internet website. Each
7school district with a high school shall include on the school
8district's Internet website, if the district maintains an
9Internet website, a hyperlink to the Report on the State
10Board's Internet website titled "Expanded High School Snapshot
11Report". Hyperlinks under this subsection (7) shall be
12displayed in a manner that is easily accessible to the public.
13    The Expanded High School Snapshot Report shall include:
14        (A) a listing of all standard coursework or programs
15    offered by a high school;
16        (B) a listing of all advanced-track coursework or
17    programs offered by a high school;
18        (C) a listing of all English learner coursework or
19    programs offered by a high school;
20        (D) a listing of all special education coursework or
21    programs offered by a high school;
22        (E) data tables and graphs comparing advanced-track
23    coursework or programs with standard coursework or
24    programs according to the following parameters:
25            (i) the average years of experience of all
26        teachers in a high school who are assigned to teach

 

 

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

 

 

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

 

 

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

 

 

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

 

 

HB5407- 18 -LRB103 37950 RJT 68082 b

1    federal decennial census, describing:
2            (i) the total number of Advanced Placement courses
3        taken by race and ethnicity category and gender
4        category, as defined in the most recent federal
5        decennial census;
6            (ii) the total number of International
7        Baccalaureate courses taken by race and ethnicity
8        category and gender category, as defined in the most
9        recent federal decennial census;
10            (iii) for each race and ethnicity category and
11        gender category, as defined in the most recent federal
12        decennial census, the percentage of high school
13        students enrolled in Advanced Placement courses;
14            (iv) for each race and ethnicity category and
15        gender category, as defined in the most recent federal
16        decennial census, the percentage of high school
17        students enrolled in International Baccalaureate
18        courses; and
19            (v) for each race and ethnicity category, as
20        defined in the most recent federal decennial census,
21        the total number and percentage of high school
22        students who earn a score of 3 or higher on the
23        Advanced Placement exam associated with an Advanced
24        Placement course.
25    For data on teacher experience and education under this
26subsection (7), a teacher who teaches a combination of courses

 

 

HB5407- 19 -LRB103 37950 RJT 68082 b

1designated as advanced-track coursework or programs, English
2learner coursework or programs, or standard coursework or
3programs shall be included in all relevant categories and the
4teacher's level of experience shall be added to the
5categories.
6(Source: P.A. 102-16, eff. 6-17-21; 102-294, eff. 1-1-22;
7102-539, eff. 8-20-21; 102-558, eff. 8-20-21; 102-594, eff.
87-1-22; 102-813, eff. 5-13-22; 103-116, eff. 6-30-23; 103-263,
9eff. 6-30-23; 103-413, eff, 1-1-24; 103-503, eff. 1-1-24;
10revised 9-12-23.)
 
11    Section 10. The Education for Homeless Children Act is
12amended by changing Section 1-50 and by adding Section 1-33 as
13follows:
 
14    (105 ILCS 45/1-33 new)
15    Sec. 1-33. Student Identification Performance Assessment.
16    (a) By June 31, 2026, and before October 31 of each year
17thereafter, the Office of the Coordinator for the Education of
18Homeless Children and Youth shall create the School District
19Homeless Student Identification Performance Assessment and
20submit the Assessment to the State Board of Education for a
21school district with an enrollment greater than 100 students.
22    (b) The School District Homeless Student Identification
23Performance Assessment shall include all of the following for
24each school district examined:

 

 

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1        (1) The percentage of homeless students out of total
2    enrollment.
3        (2) A finding by the Office of the Coordinator whether
4    the school district is at risk of under-identifying its
5    homeless student population and the methodology used by
6    the Office of the Coordinator to make the finding.
7        (3) The total number of school districts found to be
8    at risk and not at risk.
9        (4) Any other criteria as the State Board determines
10    is appropriate.
11    (c) The State Board of Education shall post the Student
12Identification Performance Assessment on its Internet website.
13    (d) The State Board of Education shall use the School
14District Homeless Student Identification Performance
15Assessment to prioritize monitoring, training, and technical
16support.
17    (e) The State Board of Education may adopt rules to
18implement this Section.
 
19    (105 ILCS 45/1-50)
20    Sec. 1-50. Education of Homeless Children and Youth State
21Grant Program.
22    (a) It is the purpose and intent of this Section to
23establish a State grant program that parallels and
24supplements, but operates independently of, the federal grant
25program allocating funds for assistance under Subtitle B of

 

 

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1Title VII of the federal McKinney-Vento Homeless Assistance
2Act (42 U.S.C. 11431 et seq.) and to establish a State grant
3program to support school districts throughout this State in
4facilitating the enrollment, attendance, and success of
5homeless children and youth.
6    (b) Subject to appropriation, the State Board of Education
7shall award competitive grants under an Education of Homeless
8Children and Youth State Grant Program to applicant school
9districts based on the percentage of students experiencing
10homelessness in the applicant school district in accordance
11with this Section. Services provided by school districts
12through the use of grant funds may not replace the regular
13academic program and must be designed to expand upon or
14improve services provided for homeless students as part of the
15school's regular academic program.
16    (c) A school district that desires to receive a grant
17under this Section shall submit an application to the State
18Board of Education at such time, in such manner, and
19containing or accompanied by such information as the State
20Board of Education may reasonably require.
21    (d) To award grants Grants must be awarded on the basis of
22the need of the school district for assistance under this
23Section, the State Board of Education may consider all of the
24following: and the quality of the applications submitted.
25        (1) In determining need under this subsection (d), the
26    State Board of Education may consider the number of

 

 

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1    homeless children and youths enrolled in preschool,
2    elementary school, and secondary school within the school
3    district and shall consider the needs of such children and
4    youths and the ability of the district to meet such needs.
5    The State Board of Education may also consider the
6    following:
7            (A) (Blank). The extent to which the proposed use
8        of funds will facilitate the enrollment, retention,
9        and educational success of homeless children and
10        youths.
11            (B) (Blank). The extent to which the application
12        (i) reflects coordination with other local and State
13        agencies that serve homeless children and youths and
14        (ii) describes how the applicant will meet the
15        requirements of this Act and the federal
16        McKinney-Vento Homeless Education Assistance
17        Improvements Act of 2001.
18            (C) The extent to which the applicant exhibits in
19        the application and in current practice a commitment
20        to education for all homeless children and youths.
21            (D) Such other criteria as the State Board
22        determines is appropriate.
23        (2) In determining the quality of applications under
24    this subsection (d), the State Board of Education shall
25    consider the following:
26            (A) The applicant's assessment of needs and the

 

 

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1        likelihood that the services presented in the
2        application will meet such needs.
3            (B) The types, intensity, and coordination of the
4        services to be provided.
5            (C) The involvement of parents or guardians of
6        homeless children or youths in the education of these
7        children.
8            (D) The extent to which homeless children and
9        youths are effectively integrated within the regular
10        education program.
11            (E) The quality of the applicant's evaluation plan
12        for the services.
13            (F) The extent to which services provided will be
14        coordinated with other services available to homeless
15        children and youths and their families.
16            (G) Such other measures as the State Board
17        considers indicative of high-quality services, such as
18        the extent to which the school district will provide
19        case management or related services to unaccompanied
20        youths.
21    (e) Grants awarded under this Section shall be for terms
22not to exceed 3 years, but are subject to annual appropriation
23for the Education of Homeless Children and Youth State Grant
24Program. School districts shall use funds awarded under this
25Section only for those activities set forth in Section 723(d)
26of Subtitle B of Title VII of the McKinney-Vento Homeless

 

 

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1Assistance Act of 1987 (42 U.S.C. 11433(d)).
2    Activities eligible for assistance under this Section may
3include, but are not limited to, all of the following:
4        (1) Rental assistance, which shall include utilities,
5    security and utility deposits, first and last month's
6    rent, rental application fees, moving expenses, and any
7    other eligible expenses to be determined by the State
8    Board.
9        (2) Transportation assistance, including school bus
10    transportation, public transportation passes, and gasoline
11    assistance for a student or family with a vehicle or to a
12    family member with a vehicle who can transport the
13    student.
14        (3) Emergency shelter, including temporary hotel
15    stays.
16        (4) Housing stability case management and housing
17    locator services.
18        (5) Other collaborative housing strategies, including
19    prevention and strength-based safety and housing
20    approaches, including, but not limited to, school
21    supplies, clothing, academic enrichment, tutoring,
     and
22    parental involvement programs.
23    (f) The State Board of Education may use up to 25% 5% of
24the funds appropriated for the purposes of this Section for
25administrative costs, including the hiring of positions for
26the implementation and administration of the grant program,

 

 

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1provided that if no appropriation is made to the State Board of
2Education for a given fiscal year for the purposes of the grant
3program, then the State Board of Education is not required to
4make any expenditures in support of the program during that
5fiscal year.
6(Source: P.A. 96-1229, eff. 1-1-11.)