| ||||
Public Act 101-0654 | ||||
| ||||
| ||||
AN ACT concerning education.
| ||||
Be it enacted by the People of the State of Illinois,
| ||||
represented in the General Assembly:
| ||||
Article 5. | ||||
Section 5-5. The School Code is amended by adding Section | ||||
2-3.64a-10 and by changing Section 27A-5 as follows: | ||||
(105 ILCS 5/2-3.64a-10 new) | ||||
Sec. 2-3.64a-10. Kindergarten assessment. | ||||
(a) For the purposes of this Section, "kindergarten" | ||||
includes both full-day and
half-day kindergarten programs. | ||||
(b) Beginning no later than the 2021-2022 school year, the | ||||
State Board
of Education shall annually assess all public | ||||
school students entering kindergarten using a common | ||||
assessment tool, unless the State Board determines that a | ||||
student is otherwise exempt. The common assessment tool must | ||||
assess multiple developmental domains, including literacy, | ||||
language, mathematics, and social and emotional development. | ||||
The assessment must be valid, reliable, and developmentally | ||||
appropriate to formatively assess a child's development and | ||||
readiness for kindergarten. | ||||
(c) Results from the assessment may be used by the school | ||||
to understand the child's development and readiness for |
kindergarten, to tailor instruction, and to measure the child's | ||
progress over time. Assessment results may also be used to | ||
identify a need for the professional development of teachers | ||
and early childhood educators and to inform State-level and | ||
district-level policies and resource allocation. | ||
The school shall make the assessment results available to | ||
the child's parent or guardian. | ||
The assessment results may not be used (i) to prevent a | ||
child from enrolling in kindergarten or (ii) as the sole | ||
measure used in determining the grade promotion or retention of | ||
a student. | ||
(d) On an annual basis, the State Board shall report | ||
publicly, at a minimum, data from the assessment for the State | ||
overall and for each school district. The State Board's report | ||
must disaggregate data by race and ethnicity, household income, | ||
students who are English learners, and students who have an | ||
individualized education program. | ||
(e) The State Superintendent of Education shall appoint a | ||
committee of no more than 21 members, consisting of parents, | ||
teachers, school administrators, assessment experts, and | ||
regional superintendents of schools, to review, on an ongoing | ||
basis, the content and design of the assessment, the collective | ||
results of the assessment as measured against | ||
kindergarten-readiness standards, and other issues involving | ||
the assessment as identified by the committee. | ||
The committee shall make periodic recommendations to the |
State Superintendent of Education and the General Assembly | ||
concerning the assessments. | ||
(f) The State Board may adopt rules to implement and | ||
administer this Section.
| ||
(105 ILCS 5/27A-5)
| ||
Sec. 27A-5. Charter school; legal entity; requirements.
| ||
(a) A charter school shall be a public, nonsectarian, | ||
nonreligious, non-home
based, and non-profit school. A charter | ||
school shall be organized and operated
as a nonprofit | ||
corporation or other discrete, legal, nonprofit entity
| ||
authorized under the laws of the State of Illinois.
| ||
(b) A charter school may be established under this Article | ||
by creating a new
school or by converting an existing public | ||
school or attendance center to
charter
school status.
Beginning | ||
on April 16, 2003 (the effective date of Public Act 93-3), in | ||
all new
applications to establish
a charter
school in a city | ||
having a population exceeding 500,000, operation of the
charter
| ||
school shall be limited to one campus. The changes made to this | ||
Section by Public Act 93-3 do not apply to charter schools | ||
existing or approved on or before April 16, 2003 (the
effective | ||
date of Public Act 93-3). | ||
(b-5) In this subsection (b-5), "virtual-schooling" means | ||
a cyber school where students engage in online curriculum and | ||
instruction via the Internet and electronic communication with | ||
their teachers at remote locations and with students |
participating at different times. | ||
From April 1, 2013 through December 31, 2016, there is a | ||
moratorium on the establishment of charter schools with | ||
virtual-schooling components in school districts other than a | ||
school district organized under Article 34 of this Code. This | ||
moratorium does not apply to a charter school with | ||
virtual-schooling components existing or approved prior to | ||
April 1, 2013 or to the renewal of the charter of a charter | ||
school with virtual-schooling components already approved | ||
prior to April 1, 2013.
| ||
(c) A charter school shall be administered and governed by | ||
its board of
directors or other governing body
in the manner | ||
provided in its charter. The governing body of a charter school
| ||
shall be subject to the Freedom of Information Act and the Open | ||
Meetings Act. No later than January 1, 2021 ( one year after the | ||
effective date of Public Act 101-291) this amendatory Act of | ||
the 101st General Assembly , a charter school's board of | ||
directors or other governing body must include at least one | ||
parent or guardian of a pupil currently enrolled in the charter | ||
school who may be selected through the charter school or a | ||
charter network election, appointment by the charter school's | ||
board of directors or other governing body, or by the charter | ||
school's Parent Teacher Organization or its equivalent. | ||
(c-5) No later than January 1, 2021 ( one year after the | ||
effective date of Public Act 101-291) this amendatory Act of | ||
the 101st General Assembly or within the first year of his or |
her first term, every voting member of a charter school's board | ||
of directors or other governing body shall complete a minimum | ||
of 4 hours of professional development leadership training to | ||
ensure that each member has sufficient familiarity with the | ||
board's or governing body's role and responsibilities, | ||
including financial oversight and accountability of the | ||
school, evaluating the principal's and school's performance, | ||
adherence to the Freedom of Information Act and the Open | ||
Meetings Act Acts , and compliance with education and labor law. | ||
In each subsequent year of his or her term, a voting member of | ||
a charter school's board of directors or other governing body | ||
shall complete a minimum of 2 hours of professional development | ||
training in these same areas. The training under this | ||
subsection may be provided or certified by a statewide charter | ||
school membership association or may be provided or certified | ||
by other qualified providers approved by the State Board of | ||
Education.
| ||
(d) For purposes of this subsection (d), "non-curricular | ||
health and safety requirement" means any health and safety | ||
requirement created by statute or rule to provide, maintain, | ||
preserve, or safeguard safe or healthful conditions for | ||
students and school personnel or to eliminate, reduce, or | ||
prevent threats to the health and safety of students and school | ||
personnel. "Non-curricular health and safety requirement" does | ||
not include any course of study or specialized instructional | ||
requirement for which the State Board has established goals and |
learning standards or which is designed primarily to impart | ||
knowledge and skills for students to master and apply as an | ||
outcome of their education. | ||
A charter school shall comply with all non-curricular | ||
health and safety
requirements applicable to public schools | ||
under the laws of the State of
Illinois. On or before September | ||
1, 2015, the State Board shall promulgate and post on its | ||
Internet website a list of non-curricular health and safety | ||
requirements that a charter school must meet. The list shall be | ||
updated annually no later than September 1. Any charter | ||
contract between a charter school and its authorizer must | ||
contain a provision that requires the charter school to follow | ||
the list of all non-curricular health and safety requirements | ||
promulgated by the State Board and any non-curricular health | ||
and safety requirements added by the State Board to such list | ||
during the term of the charter. Nothing in this subsection (d) | ||
precludes an authorizer from including non-curricular health | ||
and safety requirements in a charter school contract that are | ||
not contained in the list promulgated by the State Board, | ||
including non-curricular health and safety requirements of the | ||
authorizing local school board.
| ||
(e) Except as otherwise provided in the School Code, a | ||
charter school shall
not charge tuition; provided that a | ||
charter school may charge reasonable fees
for textbooks, | ||
instructional materials, and student activities.
| ||
(f) A charter school shall be responsible for the |
management and operation
of its fiscal affairs including,
but | ||
not limited to, the preparation of its budget. An audit of each | ||
charter
school's finances shall be conducted annually by an | ||
outside, independent
contractor retained by the charter | ||
school. To ensure financial accountability for the use of | ||
public funds, on or before December 1 of every year of | ||
operation, each charter school shall submit to its authorizer | ||
and the State Board a copy of its audit and a copy of the Form | ||
990 the charter school filed that year with the federal | ||
Internal Revenue Service. In addition, if deemed necessary for | ||
proper financial oversight of the charter school, an authorizer | ||
may require quarterly financial statements from each charter | ||
school.
| ||
(g) A charter school shall comply with all provisions of | ||
this Article, the Illinois Educational Labor Relations Act, all | ||
federal and State laws and rules applicable to public schools | ||
that pertain to special education and the instruction of | ||
English learners, and
its charter. A charter
school is exempt | ||
from all other State laws and regulations in this Code
| ||
governing public
schools and local school board policies; | ||
however, a charter school is not exempt from the following:
| ||
(1) Sections 10-21.9 and 34-18.5 of this Code regarding | ||
criminal
history records checks and checks of the Statewide | ||
Sex Offender Database and Statewide Murderer and Violent | ||
Offender Against Youth Database of applicants for | ||
employment;
|
(2) Sections 10-20.14, 10-22.6, 24-24, 34-19, and | ||
34-84a of this Code regarding discipline of
students;
| ||
(3) the Local Governmental and Governmental Employees | ||
Tort Immunity Act;
| ||
(4) Section 108.75 of the General Not For Profit | ||
Corporation Act of 1986
regarding indemnification of | ||
officers, directors, employees, and agents;
| ||
(5) the Abused and Neglected Child Reporting Act;
| ||
(5.5) subsection (b) of Section 10-23.12 and | ||
subsection (b) of Section 34-18.6 of this Code; | ||
(6) the Illinois School Student Records Act;
| ||
(7) Section 10-17a of this Code regarding school report | ||
cards;
| ||
(8) the P-20 Longitudinal Education Data System Act; | ||
(9) Section 27-23.7 of this Code regarding bullying | ||
prevention; | ||
(10) Section 2-3.162 of this Code regarding student | ||
discipline reporting; | ||
(11) Sections 22-80 and 27-8.1 of this Code; | ||
(12) Sections 10-20.60 and 34-18.53 of this Code; | ||
(13) Sections 10-20.63 and 34-18.56 of this Code; | ||
(14) Section 26-18 of this Code; | ||
(15) Section 22-30 of this Code; and | ||
(16) Sections 24-12 and 34-85 of this Code ; . | ||
(17) the (16) The Seizure Smart School Act ; and . | ||
(18) Section 2-3.64a-10 of this Code. |
The change made by Public Act 96-104 to this subsection (g) | ||
is declaratory of existing law. | ||
(h) A charter school may negotiate and contract with a | ||
school district, the
governing body of a State college or | ||
university or public community college, or
any other public or | ||
for-profit or nonprofit private entity for: (i) the use
of a | ||
school building and grounds or any other real property or | ||
facilities that
the charter school desires to use or convert | ||
for use as a charter school site,
(ii) the operation and | ||
maintenance thereof, and
(iii) the provision of any service, | ||
activity, or undertaking that the charter
school is required to | ||
perform in order to carry out the terms of its charter.
| ||
However, a charter school
that is established on
or
after April | ||
16, 2003 (the effective date of Public Act 93-3) and that | ||
operates
in a city having a population exceeding
500,000 may | ||
not contract with a for-profit entity to
manage or operate the | ||
school during the period that commences on April 16, 2003 (the
| ||
effective date of Public Act 93-3) and
concludes at the end of | ||
the 2004-2005 school year.
Except as provided in subsection (i) | ||
of this Section, a school district may
charge a charter school | ||
reasonable rent for the use of the district's
buildings, | ||
grounds, and facilities. Any services for which a charter | ||
school
contracts
with a school district shall be provided by | ||
the district at cost. Any services
for which a charter school | ||
contracts with a local school board or with the
governing body | ||
of a State college or university or public community college
|
shall be provided by the public entity at cost.
| ||
(i) In no event shall a charter school that is established | ||
by converting an
existing school or attendance center to | ||
charter school status be required to
pay rent for space
that is | ||
deemed available, as negotiated and provided in the charter | ||
agreement,
in school district
facilities. However, all other | ||
costs for the operation and maintenance of
school district | ||
facilities that are used by the charter school shall be subject
| ||
to negotiation between
the charter school and the local school | ||
board and shall be set forth in the
charter.
| ||
(j) A charter school may limit student enrollment by age or | ||
grade level.
| ||
(k) If the charter school is approved by the State Board or | ||
Commission, then the charter school is its own local education | ||
agency. | ||
(Source: P.A. 100-29, eff. 1-1-18; 100-156, eff. 1-1-18; | ||
100-163, eff. 1-1-18; 100-413, eff. 1-1-18; 100-468, eff. | ||
6-1-18; 100-726, eff. 1-1-19; 100-863, eff. 8-14-18; 101-50, | ||
eff. 7-1-20; 101-81, eff. 7-12-19; 101-291, eff. 1-1-20; | ||
101-531, eff. 8-23-19; 101-543, eff. 8-23-19; revised 8-4-20.) | ||
Article 10. | ||
Section 10-5. The Early Intervention Services System Act is | ||
amended by changing Section 11 as follows:
|
(325 ILCS 20/11) (from Ch. 23, par. 4161)
| ||
Sec. 11. Individualized Family Service Plans.
| ||
(a) Each eligible infant or toddler and that infant's or | ||
toddler's family
shall receive:
| ||
(1) timely, comprehensive, multidisciplinary | ||
assessment of the unique
strengths and needs of each | ||
eligible infant and toddler, and assessment of the concerns
| ||
and priorities of the families to appropriately assist them | ||
in meeting
their needs and identify supports and services | ||
to meet those needs; and
| ||
(2) a written Individualized Family Service Plan | ||
developed by a
multidisciplinary team which includes the | ||
parent or guardian. The
individualized family service plan | ||
shall be based on the
multidisciplinary team's assessment | ||
of the resources, priorities,
and concerns of the family | ||
and its identification of the supports
and services | ||
necessary to enhance the family's capacity to meet the
| ||
developmental needs of the infant or toddler, and shall | ||
include the
identification of services appropriate to meet | ||
those needs, including the
frequency, intensity, and | ||
method of delivering services. During and as part of
the | ||
initial development of the individualized family services | ||
plan, and any
periodic reviews of the plan, the | ||
multidisciplinary team may seek consultation from the lead
| ||
agency's designated experts, if any, to help
determine | ||
appropriate services and the frequency and intensity of |
those
services. All services in the individualized family | ||
services plan must be
justified by the multidisciplinary | ||
assessment of the unique strengths and
needs of the infant | ||
or toddler and must be appropriate to meet those needs.
At | ||
the periodic reviews, the team shall determine whether | ||
modification or
revision of the outcomes or services is | ||
necessary.
| ||
(b) The Individualized Family Service Plan shall be | ||
evaluated once a year
and the family shall be provided a review | ||
of the Plan at 6 month intervals or
more often where | ||
appropriate based on infant or toddler and family needs.
The | ||
lead agency shall create a quality review process regarding | ||
Individualized
Family Service Plan development and changes | ||
thereto, to monitor
and help assure that resources are being | ||
used to provide appropriate early
intervention services.
| ||
(c) The initial evaluation and initial assessment and | ||
initial
Plan meeting must be held within 45 days after the | ||
initial
contact with the early intervention services system. | ||
The 45-day timeline does not apply for any period when the | ||
child or parent is unavailable to complete the initial | ||
evaluation, the initial assessments of the child and family, or | ||
the initial Plan meeting, due to exceptional family | ||
circumstances that are documented in the child's early | ||
intervention records, or when the parent has not provided | ||
consent for the initial evaluation or the initial assessment of | ||
the child despite documented, repeated attempts to obtain |
parental consent. As soon as exceptional family circumstances | ||
no longer exist or parental consent has been obtained, the | ||
initial evaluation, the initial assessment, and the initial | ||
Plan meeting must be completed as soon as possible. With | ||
parental consent,
early intervention services may commence | ||
before the completion of the
comprehensive assessment and | ||
development of the Plan.
| ||
(d) Parents must be informed that early
intervention
| ||
services shall be provided to each eligible infant and toddler, | ||
to the maximum extent appropriate, in the natural
environment, | ||
which may include the home or other community settings. Parents
| ||
shall make
the final decision to accept or decline
early | ||
intervention services. A decision to decline such services | ||
shall
not be a basis for administrative determination of | ||
parental fitness, or
other findings or sanctions against the | ||
parents. Parameters of the Plan
shall be set forth in rules.
| ||
(e) The regional intake offices shall explain to each | ||
family, orally and
in
writing, all of the following:
| ||
(1) That the early intervention program will pay for | ||
all early
intervention services set forth in the | ||
individualized family service plan that
are not
covered or | ||
paid under the family's public or private insurance plan or | ||
policy
and not
eligible for payment through any other third | ||
party payor.
| ||
(2) That services will not be delayed due to any rules | ||
or restrictions
under the family's insurance plan or |
policy.
| ||
(3) That the family may request, with appropriate | ||
documentation
supporting the request, a
determination of | ||
an exemption from private insurance use under
Section | ||
13.25.
| ||
(4) That responsibility for co-payments or
| ||
co-insurance under a family's private insurance
plan or | ||
policy will be transferred to the lead
agency's central | ||
billing office.
| ||
(5) That families will be responsible
for payments of | ||
family fees,
which will be based on a sliding scale
| ||
according to the State's definition of ability to pay which | ||
is comparing household size and income to the sliding scale | ||
and considering out-of-pocket medical or disaster | ||
expenses, and that these fees
are payable to the central | ||
billing office. Families who fail to provide income | ||
information shall be charged the maximum amount on the | ||
sliding scale.
| ||
(f) The individualized family service plan must state | ||
whether the family
has private insurance coverage and, if the | ||
family has such coverage, must
have attached to it a copy of | ||
the family's insurance identification card or
otherwise
| ||
include all of the following information:
| ||
(1) The name, address, and telephone number of the | ||
insurance
carrier.
| ||
(2) The contract number and policy number of the |
insurance plan.
| ||
(3) The name, address, and social security number of | ||
the primary
insured.
| ||
(4) The beginning date of the insurance benefit year.
| ||
(g) A copy of the individualized family service plan must | ||
be provided to
each enrolled provider who is providing early | ||
intervention services to the
child
who is the subject of that | ||
plan.
| ||
(h) Children receiving services under this Act shall | ||
receive a smooth and effective transition by their third | ||
birthday consistent with federal regulations adopted pursuant | ||
to Sections 1431 through 1444 of Title 20 of the United States | ||
Code. Beginning July 1, 2022, children who receive early | ||
intervention services prior to their third birthday and are | ||
found eligible for an individualized education program under | ||
the Individuals with Disabilities Education Act, 20 U.S.C. | ||
1414(d)(1)(A), and under Section 14-8.02 of the School Code and | ||
whose birthday falls between May 1 and August 31 may continue | ||
to receive early intervention services until the beginning of | ||
the school year following their third birthday in order to | ||
minimize gaps in services, ensure better continuity of care, | ||
and align practices for the enrollment of preschool children | ||
with special needs to the enrollment practices of typically | ||
developing preschool children. | ||
(Source: P.A. 97-902, eff. 8-6-12; 98-41, eff. 6-28-13.)
|
Article 15. | ||
Section 15-1. Short title. This Article may be cited as the | ||
Equitable Early Childhood Education and Care Act. References in | ||
this Article to "this Act" mean this Article. | ||
Section 15-5. Findings; policies. | ||
(a) The General Assembly finds the following:
| ||
(1) Long-standing research shows that high-quality | ||
early childhood experiences have an impact on children's | ||
short-term and long-term outcomes, such as educational | ||
attainment, health, and lifetime income, particularly for | ||
children from low-income families. | ||
(2) Early childhood education and care programs | ||
provide child care so parents can maintain stable | ||
employment, provide for themselves and their families, and | ||
advance their career or educational goals. | ||
(3) Illinois has a vigorous early childhood education | ||
and care industry composed of programs that serve children | ||
under the age of 6, including preschool and child care in | ||
schools, centers, and homes; these programs also include | ||
home visiting and services for young children with special | ||
needs. | ||
(4) A significant portion of the early childhood | ||
workforce and of family child care providers are Black and | ||
Latinx women. |
(5) Illinois was among the first states in the nation | ||
to enact the Pre-K At-Risk program and services for infants | ||
and toddlers in the 1980s and reaffirmed this commitment to | ||
early childhood education in 2006 by creating Preschool for | ||
All to offer State-funded, high-quality preschool to | ||
3-year-olds and 4-year-olds. | ||
(6) Illinois was one of the first states in the nation | ||
to commit education funding to very young children and to | ||
have a statutory commitment to grow funding for | ||
infant-toddler services as it grows preschool services, | ||
including prenatal supports like home visitors and doulas. | ||
(7) Countless children and families have benefitted | ||
from these services over these decades and have had the | ||
opportunity to enter school ready to learn and succeed. | ||
(8) Despite progress made by the State, too few | ||
children, particularly those from Black, Latinx, and | ||
low-income households and child care deserts, have access | ||
to high-quality early childhood education and care | ||
services, due to both the availability and affordability of | ||
quality services.
| ||
(9) In 2019, only 29% of all children in Illinois | ||
entered kindergarten "ready"; only 21% of Black children, | ||
17% of Latinx children, 14% of English Learners, 14% of | ||
children with IEPs, and 20% of children on free and reduced | ||
lunch demonstrated readiness, highlighting the critical | ||
work Illinois must do to close gaps in opportunity and |
outcomes. | ||
(10) The State's early childhood education and care | ||
programs are maintained across 3 state agencies, which | ||
leads to inefficiencies, lack of alignment, challenges to | ||
collecting comprehensive data around services and needs of | ||
children and families, and obstacles for both children and | ||
families and the early childhood education and care | ||
providers to navigate the fragmented system and ensure | ||
children receive high-quality services that meet their | ||
needs. | ||
(11) The State's current mechanisms for payment to | ||
early childhood education and care providers may not | ||
incentivize quality services and can lead to payment | ||
delays, lack of stability of providers, and the inability | ||
of providers to provide appropriate compensation to the | ||
workforce and support quality programming. | ||
(12) Illinois must advance a just system for early | ||
childhood education and care that ensures racially and | ||
economically equitable opportunities and outcomes for all | ||
children. | ||
(13) In 2017, Illinois became a national leader in | ||
passing the K-12 Evidence-Based Funding formula for public | ||
schools, creating a mechanism to adequately fund and | ||
equitably disburse resources throughout the State and | ||
prioritize funding for school districts that need it most. | ||
(b) The General Assembly supports the following goals of |
the Illinois Commission on Equitable Early Childhood Education | ||
and Care Funding: | ||
(1) To create a more equitable, efficient, and | ||
effective system and thereby increase access to | ||
high-quality services, particularly to serve more Black | ||
and Latinx children and populations of children where | ||
children of color may be disproportionately represented, | ||
such as: children from low-income households, with | ||
disabilities, experiencing homelessness, and participating | ||
in the child welfare system; English learners; and children | ||
from households in which English is not the primary | ||
language spoken. | ||
(2) To ensure a more equitable system, we support the | ||
Commission's goal of consolidating programs and services | ||
into a single, adequately staffed State agency to align and | ||
coordinate services, to decrease barriers to access for | ||
families and make it easier for them to navigate the | ||
system, and to better collect, use, and report | ||
comprehensive data to ensure disparities in services are | ||
addressed. | ||
(3) To ensure equitable and adequate funding to expand | ||
access to high-quality services and increase compensation | ||
of this vital workforce, a significant proportion of which | ||
are Black and Latinx women. The General Assembly encourages | ||
the State to commit to a multi-year plan designed to move | ||
the State toward adequate funding over time. |
(4) To redesign the mechanisms by which the State pays | ||
providers of early childhood education and care services to | ||
ensure provider stability, capacity, and quality and to | ||
make sure providers and services are available to families | ||
throughout the State, including in areas of child care | ||
deserts and concentrated poverty. | ||
(5) To ensure comprehensive data on children and | ||
families' access to and participation in programs and | ||
resulting outcomes, including, but not limited to, | ||
kindergarten readiness, to understand and address the | ||
degree to which the State is reaching children and families | ||
and ensuring equitable opportunity and outcomes. | ||
(c) The General Assembly encourages the State to create a | ||
planning process and timeline, with a designated body | ||
accountable for implementing the Commission's recommendations, | ||
that includes engagement of parents, providers, communities, | ||
experts, and other stakeholders and to regularly evaluate the | ||
impact of the implementation of the Commission's | ||
recommendations to ensure they impact children, families, and | ||
communities as intended and lead to a more equitable early | ||
childhood education and care system for Illinois. | ||
Article 20.
| ||
Section 20-1. Short title. This Article may be cited as the | ||
Data Governance and Organization to Support Equity and Racial |
Justice Act . References in this Article to "this Act" mean this | ||
Article. | ||
Section 20-5. Findings. The General Assembly finds the | ||
following: | ||
(1) The State of Illinois spends billions of dollars | ||
annually on grants and programs to ensure that all | ||
Illinoisans have the economic, health and safety, | ||
educational, and other opportunities to be successful, but | ||
it is still insufficient to serve all the needs of all | ||
Illinoisans. | ||
(2) To be good fiscal stewards of State funds, it is | ||
necessary to ensure that the limited State funding is spent | ||
on the right services, at the right time, in the right | ||
dosages, to the right individuals, and in the most | ||
equitable manner. | ||
(3) Historical equity gaps exist in the administration | ||
of programs across the State and understanding where these | ||
exist is necessary for adjusting program scopes and | ||
ensuring that gaps can be found and rectified quickly. | ||
(4) Different subpopulations of individuals may have | ||
different needs and may experience different outcomes from | ||
similar programs. | ||
(5) Measuring average outcomes across an entire | ||
population is insufficient to understand the equity | ||
impacts of a program on specific subpopulations. |
(6) Silos in information sharing exist across agencies | ||
and that measuring the outcomes and impacts of programs | ||
requires multiple agencies to share data. | ||
(7) There is no existing mechanism for agencies to | ||
ensure they are collecting information on programs that can | ||
be easily matched to other agencies to understand program | ||
effectiveness, as well as equity and access gaps that may | ||
exist. | ||
(8) The establishment of a system of data governance | ||
and improved analytic capability is critical to support | ||
equitable provision of services and the evaluation of | ||
equitable outcomes for the citizens of Illinois. | ||
(9) Sound data collection, reporting, and analysis is | ||
necessary to ensure that practice and policy decisions and | ||
outcomes are driven by a culture of data use and actionable | ||
information that supports equity and engages stakeholders. | ||
(10) Data governance and the classification of data is | ||
a critical component of improving the security and privacy | ||
of data. | ||
(11) The P-20 Longitudinal Education Data System Act, | ||
enacted by Public Act 96-107, was created in 2009 to | ||
develop the capacity to match data across agencies and | ||
provide for improved data analytics across education | ||
agencies. | ||
(12) The P-20 Longitudinal Education Data System has
| ||
expanded to include the incorporation of human services, |
workforce, and education agencies. | ||
(13) The implementation of the P-20 Longitudinal | ||
Education Data System has allowed the State to improve its | ||
ability to manage and to bring together data across | ||
agencies. | ||
(14) Merging data across agencies has highlighted the | ||
degree to which there are different approaches to capturing | ||
similar data across agencies, including how race and | ||
ethnicity data are captured. | ||
(15) The State of Illinois needs to establish common | ||
processes and procedures for all of the following: | ||
(A) Cataloging data. | ||
(B) Managing data requests. | ||
(C) Sharing data. | ||
(D) Collecting data. | ||
(E) Matching data across agencies. | ||
(F) Developing research and analytic agendas. | ||
(G) Reporting on program participation | ||
disaggregated by race and ethnicity. | ||
(H) Evaluating equitable outcomes for underserved | ||
populations in Illinois. | ||
(I) Defining common roles for data management | ||
across agencies. | ||
Section 20-10. Definitions. In this Act: | ||
"Board" means the State Board of Education. |
"Department" means any of the following: the Department on | ||
Aging, the Department of Central Management Services, the | ||
Department of Children and Family Services, the Department of | ||
Corrections, the Department of Juvenile Justice, the Illinois | ||
Department of Labor, the Department of Healthcare and Family | ||
Services, the Department of Human Services, the Department of | ||
Public Health, or the Illinois Department of Transportation. | ||
Section 20-15. Data Governance and Organization to Support | ||
Equity and Racial Justice. | ||
(a) On or before July 1, 2022 and each July 1 thereafter, | ||
the Board and the Department shall report statistical data on | ||
the racial and ethnic demographics of program participants for | ||
each major program administered by the Board or the Department. | ||
Except as provided in subsection (b), when reporting the data | ||
required under this Section, the Board or the Department shall | ||
use the same racial and ethnic classifications for each | ||
program, which shall include, but not be limited to, the | ||
following: | ||
(1) American Indian and Alaska Native alone. | ||
(2) Asian alone. | ||
(3) Black or African American alone. | ||
(4) Hispanic or Latino of any race. | ||
(5) Native Hawaiian and Other Pacific Islander alone. | ||
(6) White alone. | ||
(7) Some other race alone. |
(8) Two or more races.
| ||
The Board and the Department may further define, by rule, | ||
the racial and ethnic classifications, including, if | ||
necessary, a classification of "No Race Specified". | ||
(c) If a program administered by the Board or the | ||
Department is subject to federal reporting requirements that | ||
include the collection and public reporting of statistical data | ||
on the racial and ethnic demographics of program participants, | ||
the Department may maintain the same racial and ethnic | ||
classifications used under the federal requirements if such | ||
classifications differ from the classifications listed in | ||
subsection (a). | ||
(d) The Department of Innovation and Technology shall | ||
assist the Board and the Department by establishing common | ||
technological processes and procedures for the Board and the | ||
Department to: | ||
(1) Catalog data. | ||
(2) Identify similar fields in datasets. | ||
(3) Manage data requests. | ||
(4) Share data. | ||
(5) Collect data. | ||
(6) Improve and clean data. | ||
(7) Match data across the Board and Departments. | ||
(8) Develop research and analytic agendas. | ||
(9) Report on program participation disaggregated by | ||
race and ethnicity. |
(10) Evaluate equitable outcomes for underserved | ||
populations in Illinois. | ||
(11) Define common roles for data management. | ||
(12) Ensure that all major programs can report | ||
disaggregated data by race and ethnicity. | ||
The Board and the Department shall use the common | ||
technological processes and procedures established by the | ||
Department of Innovation and Technology. | ||
(e) If the Board or the Department is unable to begin | ||
reporting the data required by subsection (a) by July 1, 2022, | ||
the Board or the Department shall state the reasons for the | ||
delay under the reporting requirements. | ||
(f) By no later than March 31, 2022, the Board and the | ||
Department shall provide a progress report to the General | ||
Assembly to disclose: (i) the programs and datasets that have | ||
been cataloged for which race and ethnicity has been | ||
standardized; and (ii) to the extent possible, the datasets and | ||
programs that are outstanding for each agency and the datasets | ||
that are planned for the upcoming year. On or before March 31, | ||
2023, and each year thereafter, the Board and Departments shall | ||
provide an updated report to the General Assembly. | ||
(g) By no later than October 31, 2021, the Governor's | ||
Office shall provide a plan to establish processes for input | ||
from the Board and the Department into processes outlined in | ||
subsection (b). The plan shall incorporate ongoing efforts at | ||
data interoperability within the Department and the governance |
established to support the P-20 Longitudinal Education Data | ||
System enacted by Public Act 96-107. | ||
(h) Nothing in this Section shall be construed to limit the | ||
rights granted to individuals or data sharing protections | ||
established under existing State and federal data privacy and | ||
security laws. | ||
Section 20-20. Construction of Act. Nothing in this Act | ||
shall be construed to limit the rights granted to individuals | ||
or data sharing protections established under existing State | ||
and federal data privacy and security laws. | ||
Article 25. | ||
Section 25-5. The School Code is amended by adding Section | ||
22-90 as follows: | ||
(105 ILCS 5/22-90 new) | ||
Sec. 22-90. Whole Child Task Force. | ||
(a) The General Assembly makes all of the following | ||
findings: | ||
(1) The COVID-19 pandemic has exposed systemic | ||
inequities in American society. Students, educators, and | ||
families throughout this State have been deeply affected by | ||
the pandemic, and the impact of the pandemic will be felt | ||
for years to come. The negative consequences of the |
pandemic have impacted students and communities | ||
differently along the lines of race, income, language, and | ||
special needs. However, students in this State faced | ||
significant unmet physical health, mental health, and | ||
social and emotional needs even prior to the pandemic. | ||
(2) The path to recovery requires a commitment from | ||
adults in this State to address our students cultural, | ||
physical, emotional, and mental health needs and to provide | ||
them with stronger and increased systemic support and | ||
intervention. | ||
(3) It is well documented that trauma and toxic stress | ||
diminish a child's ability to thrive. Forms of childhood | ||
trauma and toxic stress include adverse childhood | ||
experiences, systemic racism, poverty, food and housing | ||
insecurity, and gender-based violence. The COVID-19 | ||
pandemic has exacerbated these issues and brought them into | ||
focus. | ||
(4) It is estimated that, overall, approximately 40% of | ||
children in this State have experienced at least one | ||
adverse childhood experience and approximately 10% have | ||
experienced 3 or more adverse childhood experiences. | ||
However, the number of adverse childhood experiences is | ||
higher for Black and Hispanic children who are growing up | ||
in poverty. The COVID-19 pandemic has amplified the number | ||
of students who have experienced childhood trauma. Also, | ||
the COVID-19 pandemic has highlighted preexisting |
inequities in school disciplinary practices that | ||
disproportionately impact Black and Brown students. | ||
Research shows, for example, that girls of color are | ||
disproportionately impacted by trauma, adversity, and | ||
abuse, and instead of receiving the care and | ||
trauma-informed support they may need, many Black girls in | ||
particular face disproportionately harsh disciplinary | ||
measures. | ||
(5) The cumulative effects of trauma and toxic stress | ||
adversely impact the physical health of students, as well | ||
as their ability to learn, form relationships, and | ||
self-regulate. If left unaddressed, these effects increase | ||
a student's risk for depression, alcoholism, anxiety, | ||
asthma, smoking, and suicide, all of which are risks that | ||
disproportionately affect Black youth and may lead to a | ||
host of medical diseases as an adult. Access to infant and | ||
early childhood mental health services is critical to | ||
ensure the social and emotional well-being of this State's | ||
youngest children, particularly those children who have | ||
experienced trauma. | ||
(6) Although this State enacted measures through | ||
Public Act 100-105 to address the high rate of early care | ||
and preschool expulsions of infants, toddlers, and | ||
preschoolers and the disproportionately higher rate of | ||
expulsion for Black and Hispanic children, a recent study | ||
found a wide variation in the awareness, understanding, and |
compliance with the law by providers of early childhood | ||
care. Further work is needed to implement the law, which | ||
includes providing training to early childhood care | ||
providers to increase their understanding of the law, | ||
increasing the availability and access to infant and early | ||
childhood mental health services, and building aligned | ||
data collection systems to better understand expulsion | ||
rates and to allow for accurate reporting as required by | ||
the law. | ||
(7) Many educators and schools in this State have | ||
embraced and implemented evidenced-based restorative | ||
justice and trauma-responsive and culturally relevant | ||
practices and interventions. However, the use of these | ||
interventions on students is often isolated or is | ||
implemented occasionally and only if the school has the | ||
appropriate leadership, resources, and partners available | ||
to engage seriously in this work. It would be malpractice | ||
to deny our students access to these practices and | ||
interventions, especially in the aftermath of a | ||
once-in-a-century pandemic. | ||
(b) The Whole Child Task Force is created for the purpose | ||
of establishing an equitable, inclusive, safe, and supportive | ||
environment in all schools for every student in this State. The | ||
task force shall have all of the following goals, which means | ||
key steps have to be taken to ensure that every child in every | ||
school in this State has access to teachers, social workers, |
school leaders, support personnel, and others who have been | ||
trained in evidenced-based interventions and restorative | ||
practices: | ||
(1) To create a common definition of a | ||
trauma-responsive school, a trauma-responsive district, | ||
and a trauma-responsive community. | ||
(2) To outline the training and resources required to | ||
create and sustain a system of support for | ||
trauma-responsive schools, districts, and communities and | ||
to identify this State's role in that work, including | ||
recommendations concerning options for redirecting | ||
resources from school resource officers to classroom-based | ||
support. | ||
(3) To identify or develop a process to conduct an | ||
analysis of the organizations that provide training in | ||
restorative practices, implicit bias, anti-racism, and | ||
trauma-responsive systems, mental health services, and | ||
social and emotional services to schools. | ||
(4) To provide recommendations concerning the key data | ||
to be collected and reported to ensure that this State has | ||
a full and accurate understanding of the progress toward | ||
ensuring that all schools, including programs and | ||
providers of care to pre-kindergarten children, employ | ||
restorative, anti-racist, and trauma-responsive strategies | ||
and practices. The data collected must include information | ||
relating to the availability of trauma responsive support |
structures in schools as well as disciplinary practices | ||
employed on students in person or through other means, | ||
including during remote or blended learning. It should also | ||
include information on the use of, and funding for, school | ||
resource officers and other similar police personnel in | ||
school programs. | ||
(5) To recommend an implementation timeline, including | ||
the key roles, responsibilities, and resources to advance | ||
this State toward a system in which every school, district, | ||
and community is progressing toward becoming | ||
trauma-responsive. | ||
(6) To seek input and feedback from stakeholders, | ||
including parents, students, and educators, who reflect | ||
the diversity of this State. | ||
(c) Members of the Whole Child Task Force shall be | ||
appointed by the State Superintendent of Education. Members of | ||
this task force must represent the diversity of this State and | ||
possess the expertise needed to perform the work required to | ||
meet the goals of the task force set forth under subsection | ||
(a). Members of the task force shall include all of the | ||
following: | ||
(1) One member of a statewide professional teachers' | ||
organization. | ||
(2) One member of another statewide professional | ||
teachers' organization. | ||
(3) One member who represents a school district serving |
a community with a population of 500,000 or more. | ||
(4) One member of a statewide organization | ||
representing social workers. | ||
(5) One member of an organization that has specific | ||
expertise in trauma-responsive school practices and | ||
experience in supporting schools in developing | ||
trauma-responsive and restorative practices. | ||
(6) One member of another organization that has | ||
specific expertise in trauma-responsive school practices | ||
and experience in supporting schools in developing | ||
trauma-responsive and restorative practices. | ||
(7) One member of a statewide organization that | ||
represents school administrators. | ||
(8) One member of a statewide policy organization that | ||
works to build a healthy public education system that | ||
prepares all students for a successful college, career, and | ||
civic life. | ||
(9) One member of a statewide organization that brings
| ||
teachers together to identify and address issues
critical | ||
to student success. | ||
(10) One member of the General Assembly recommended by | ||
the President of the Senate. | ||
(11) One member of the General Assembly recommended by | ||
the Speaker of the House of
Representatives. | ||
(12) One member of the General Assembly recommended by | ||
the Minority Leader of the Senate. |
(13) One member of the General Assembly recommended by | ||
the Minority Leader of the House of Representatives. | ||
(14) One member of a civil rights organization that | ||
works actively on issues regarding student support. | ||
(15) One administrator from a school district that has | ||
actively worked to develop a system of student support that | ||
uses a trauma-informed lens. | ||
(16) One educator from a school district that has | ||
actively worked to develop a system of student support that | ||
uses a trauma-informed lens. | ||
(17) One member of a youth-led organization. | ||
(18) One member of an organization that has | ||
demonstrated expertise in restorative practices. | ||
(19) One member of a coalition of mental health and | ||
school practitioners who assist schools in developing and | ||
implementing trauma-informed and restorative strategies | ||
and systems. | ||
(20) One member of an organization whose mission is to | ||
promote the safety, health, and economic success of | ||
children, youth, and families in this State. | ||
(21) One member who works or has worked as a | ||
restorative justice coach or disciplinarian. | ||
(22) One member who works or has worked as a social | ||
worker. | ||
(23) One member of the State Board of Education. | ||
(24) One member who represents a statewide principals' |
organization. | ||
(25) One member who represents a statewide | ||
organization of school boards. | ||
(26) One member who has expertise in pre-kindergarten | ||
education. | ||
(27) One member who represents a school social worker | ||
association. | ||
(28) One member who represents an organization that | ||
represents school districts in both the south suburbs and | ||
collar counties. | ||
(29) One member who is a licensed clinical psychologist | ||
who (A) has a doctor of philosophy in the field of clinical | ||
psychology and has an appointment at an independent | ||
free-standing children's hospital located in Chicago, (B) | ||
serves as associate professor at a medical school located | ||
in Chicago, and (C) serves as the clinical director of a | ||
coalition of voluntary collaboration of organizations that | ||
are committed to applying a trauma lens to their efforts on | ||
behalf of families and children in the State. | ||
(30) One member who represents a west suburban school | ||
district. | ||
(d) The Whole Child Task Force shall meet at the call of | ||
the State Superintendent of Education or his or her designee, | ||
who shall serve as as the chairperson. The State Board of | ||
Education shall provide administrative and other support to the | ||
task force. Members of the task force shall serve without |
compensation. | ||
(e) The Whole Child Task Force shall submit a report of its | ||
findings and recommendations to the General Assembly, the | ||
Illinois Legislative Black Caucus, the State Board of | ||
Education, and the Governor on or before February 1, 2022. Upon | ||
submitting its report, the task force is dissolved. | ||
(f) This Section is repealed on February 1, 2023. | ||
Article 35. | ||
Section 35-1. Short title. This Article may be cited as the | ||
Infant/Early Childhood Mental Health Consultations Act. | ||
References in this Article to "this Act" mean this Article. | ||
Section 35-5. Findings; policies. | ||
(a) The General Assembly finds the following: | ||
(1) Social and emotional development is a core | ||
developmental domain in young children and is codified in | ||
the Illinois Early Learning Standards. | ||
(2) Fostering social and emotional development in | ||
early childhood means both providing the supportive | ||
settings and interactions to maximize healthy social and | ||
emotional development for all children, as well as | ||
providing communities, programs, and providers with | ||
systems of tiered supports with training to respond to more | ||
significant social and emotional challenges or where |
experiences of trauma may be more prevalent. | ||
(3) Early care and education programs and providers, | ||
across a range of settings, have an important role to play | ||
in supporting young children and families, especially | ||
those who face greater challenges, such as trauma exposure, | ||
social isolation, pervasive poverty, and toxic stress; if | ||
programs, teaching staff, caregivers, and providers are | ||
not provided with the support, services, and training | ||
needed to accomplish these goals, it can lead to children | ||
and families being asked to leave programs, particularly | ||
without connection to more appropriate services, thereby | ||
creating a disruption in learning and social-emotional | ||
development; investments in
reflective supervision, | ||
professional development specific to diversity, equity and | ||
inclusion practice, culturally responsive training, | ||
implicit bias training, and how trauma experienced during | ||
the early years can manifest in challenging behaviors will | ||
create systems for serving children that are informed in | ||
developmentally appropriate and responsive supports. | ||
(4) Studies have shown that the expulsion of infants, | ||
toddlers, and young children in early care and education | ||
settings is occurring at alarmingly high rates, more than 3 | ||
times that of students in K-12; further, expulsion occurs | ||
more frequently for Black children and Latinx children and | ||
more frequently for boys than for girls, with Black boys | ||
being most frequently expelled; there is evidence to show |
that the expulsion of Black girls is occurring with | ||
increasing frequency. | ||
(5) Illinois took its first steps toward addressing | ||
this disparity through Public Act 100-105 to prohibit | ||
expulsion due to child behavior in early care and education | ||
settings, but further work is needed to implement this law, | ||
including strengthening provider understanding of a | ||
successful transition and beginning to identify strategies | ||
to reduce "soft expulsions" and to ensure more young | ||
children and their teachers, providers, and caregivers, in | ||
a range of early care and education settings, can benefit | ||
from services, such as Infant/Early Childhood Mental | ||
Health Consultations (I/ECMHC) and positive behavior | ||
interventions and supports such as the Pyramid Model. | ||
(6) I/ECMHC is a critical component needed to align | ||
social-emotional well-being with the public health model | ||
of promotion, prevention, and intervention across early | ||
care and education systems. | ||
(b) The General Assembly encourages that all of the | ||
following actions be taken by: | ||
(1) the State to increase the availability of | ||
Infant/Early Childhood Mental Health Consultations | ||
(I/ECMHC) through increased funding in early childhood | ||
programs and sustainable funding for coordination of | ||
I/ECMHC and other social and emotional support at the State | ||
level; |
(2) the Department of Human Services (IDHS), the | ||
Illinois State Board of Education (ISBE), the Governor's | ||
Office of Early Childhood Development (GOECD), and other | ||
relevant agencies to develop and promote | ||
provider-accessible and parent-accessible materials, | ||
including native language, on the role and value of | ||
I/ECMHC, including targeted promotion in underserved | ||
communities, and promote the use of existing I/ECMHCs, the | ||
I/ECMHC consultant database, or other existing services; | ||
(3) the State to increase funding to promote and | ||
provide training and implementation support for systems of | ||
tiered support, such as the Pyramid Model, across early | ||
childhood settings and urge DHS, ISBE, GOECD, and other | ||
relevant State agencies to coordinate efforts and develop | ||
strategies to provide outreach to and support providers in | ||
underserved communities and communities with fewer | ||
programmatic resources; and | ||
(4) ISBE and DCFS to provide the data required by | ||
Public Act 100-105, even if the data is incomplete at the | ||
time due to data system challenges. | ||
Article 40. | ||
Section 40-5. The Illinois Public Aid Code is amended by | ||
adding Section 5-39 as follows: |
(305 ILCS 5/5-39 new) | ||
Sec. 5-39. Behavioral health services for children; | ||
diagnostic assessment system. Beginning on July 1, 2022, if it | ||
is necessary to provide a diagnostic code for behavioral health | ||
services for children ages 5 and under, providers shall utilize | ||
a developmentally appropriate and age-appropriate diagnostic | ||
assessment system, such as the Diagnostic Classification of | ||
Mental Health and Developmental Disorders of Infancy and Early | ||
Childhood-Revised (DC:0-5), for diagnosis and treatment | ||
planning. If necessary for billing purposes, the provider, | ||
managed care organization, or Department shall utilize the | ||
existing crosswalk tool to convert the developmentally | ||
appropriate and age-appropriate diagnosis code to the relevant | ||
code available in the State system. | ||
By no later than January 1, 2022, the Department shall make | ||
recommendations to the General Assembly on the resources needed | ||
to integrate developmentally appropriate and age-appropriate | ||
diagnostic codes into the State system. | ||
Article 45. | ||
Section 45-1. Short title. This Article may be cited as the | ||
Early Childhood Workforce Act. References in this Article to | ||
"this Act" mean this Article. | ||
Section 45-5. Findings; policies. |
(a) The General Assembly finds the following: | ||
(1) Research shows that early childhood teacher | ||
effectiveness is a predictor for positive developmental | ||
and academic outcomes for children. | ||
(2) The work of early childhood educators is | ||
sophisticated and central to the healthy learning and | ||
development of young children and takes place in a range of | ||
settings, including schools, community-based centers, and | ||
homes. | ||
(3) It is critically important for children's outcomes | ||
to have educators that reflect the diversity of the | ||
families and communities they serve. | ||
(4) The early childhood workforce is more racially | ||
diverse than the K-12 workforce, and its members hold | ||
degrees, have earned credentials, and have years of | ||
experience in the field. | ||
(5) The early childhood workforce, particularly those | ||
working in community-based settings and those working with | ||
infants and toddlers, often are not paid wages aligned to | ||
the sophistication of their work and level of education. | ||
(6) All regions and settings have difficulty finding | ||
qualified teachers. | ||
(7) A disproportionate number of Black and Latinx women | ||
serve in essential, frontline positions but are | ||
underrepresented as lead teachers and in program | ||
leadership where credentials and degrees are required. |
(8) The early childhood workforce faces multiple | ||
barriers to additional credential and degree attainment | ||
that lead to career advancement and higher levels of | ||
compensation.
| ||
(b) The General Assembly encourages all of the following: | ||
(1) The Department of Human Services to undertake an | ||
analysis of teacher data in the Gateways Registry to | ||
determine those individuals who are close to their next | ||
credential or degree, including information where | ||
available in the Registry such as their geographic | ||
location, demographics, work setting, and age groups of | ||
children for whom they are responsible. | ||
(2) The Department of Human Services to conduct | ||
outreach and provide targeted coaching and access to | ||
financial supports, including, but not limited to, | ||
scholarships and debt relief, in a way that prioritizes | ||
increasing the diversity of the teacher pipeline, | ||
including bilingual providers and educators, regions of | ||
the State with the highest need, and children in age groups | ||
with the greatest teacher shortages. | ||
(3) The State Board of Education to provide additional | ||
financial support to candidates and provide this support to | ||
all candidates regardless of the setting in which they work | ||
and the credentials they are currently seeking, | ||
prioritizing those by greatest need in the early childhood | ||
field. |
(4) The Department of Human Services to provide annual | ||
reports on who receives these and other scholarships or | ||
other financial support administered by the Department or | ||
the State Board of Education by geographic location, | ||
demographics, work setting, age groups of children served, | ||
and credential/degree attainment as available. | ||
(5) The Board of Higher Education, in the course of | ||
their strategic planning process, to review the barriers | ||
experienced by the early childhood workforce and by | ||
teachers of color, in particular in accessing and | ||
completing the needed coursework to attain additional | ||
credentials and degrees, and to recommend policy or | ||
practice changes to better meet the needs of this | ||
workforce, which is largely comprised of non-traditional | ||
students and women of color. | ||
(6) The State Board of Education and the Department of | ||
Human Services to prioritize reducing compensation | ||
disparities between the early childhood workforce and | ||
their K-12 counterparts and disparities within the early | ||
childhood workforce between setting and age groups in which | ||
they work, as funding becomes available. | ||
Article 50. | ||
Section 50-5. The School Code is amended by adding Section | ||
2-3.183 and by changing Section 27-22 as follows: |
(105 ILCS 5/2-3.183 new) | ||
Sec. 2-3.183. Review of university admission coursework. | ||
(a) The State Board of Education shall make the review | ||
compiled under Section 9.40 of the Board of Higher Education | ||
Act available to the public on its Internet website. | ||
(b) To ensure that every public high school student | ||
understands the course expectations for admission into a public | ||
university in this State, a school district must make available | ||
to students in grades 8 through 12 and their parents or | ||
guardians the review compiled under Section 9.40 of the Board | ||
of Higher Education Act before the student's course schedule is | ||
finalized for the student's particular grade level. | ||
(c) To ensure that a public high school student is not | ||
excluded from enrolling in a public university in this State | ||
because of a lack of access to required or recommended | ||
coursework, beginning with the 2022-2023 school year and each | ||
school year thereafter, every public high school must provide | ||
access to each course identified in the review compiled under | ||
Section 9.40 of the Board of Higher Education Act to any of its | ||
students who request to enroll in the course. If the public | ||
high school is unable to offer the course through the school | ||
district, the public high school must find an alternative way | ||
to offer the course to the student, which may include | ||
partnering with another school district, a community college | ||
district, an institution of higher education, or some other |
course provider. No student shall be excluded from | ||
participation in a course identified in the review due to | ||
financial reasons. Any course offered pursuant to this Section | ||
as a dual credit course shall be developed and offered in | ||
accordance with the Dual Credit Quality Act. | ||
(105 ILCS 5/27-22) (from Ch. 122, par. 27-22)
| ||
Sec. 27-22. Required high school courses.
| ||
(a) (Blank).
| ||
(b) (Blank). | ||
(c) (Blank). | ||
(d) (Blank). | ||
(e) Through the 2023-2024 school year, as As a prerequisite | ||
to receiving a high school diploma, each pupil
entering the 9th | ||
grade must, in addition to other course requirements, | ||
successfully
complete all of the following courses: | ||
(1) Four years of language arts. | ||
(2) Two years of writing intensive courses, one of | ||
which must be English and the other of which may be English | ||
or any other subject. When applicable, writing-intensive | ||
courses may be counted towards the fulfillment of other | ||
graduation requirements.
| ||
(3) Three years of mathematics, one of which must be | ||
Algebra I, one of which must include geometry content, and | ||
one of which may be an Advanced Placement computer science | ||
course. A mathematics course that includes geometry |
content may be offered as an integrated, applied, | ||
interdisciplinary, or career and technical education | ||
course that prepares a student for a career readiness path. | ||
(4) Two years of science. | ||
(5) Two years of social studies, of which at least one | ||
year must be history of the United States or a combination | ||
of history of the United States and American government | ||
and, beginning with pupils entering the 9th grade in the | ||
2016-2017 school year and each school year thereafter, at | ||
least one semester must be civics, which shall help young | ||
people acquire and learn to use the skills, knowledge, and | ||
attitudes that will prepare them to be competent and | ||
responsible citizens throughout their lives. Civics course | ||
content shall focus on government institutions, the | ||
discussion of current and controversial issues, service | ||
learning, and simulations of the democratic process. | ||
School districts may utilize private funding available for | ||
the purposes of offering civics education. | ||
(6) One year chosen from (A) music, (B) art, (C) | ||
foreign language, which shall be deemed to include American | ||
Sign Language, or (D) vocational education. | ||
(e-5) Beginning with the 2024-2025 school year, as a | ||
prerequisite to receiving a high school diploma, each pupil | ||
entering the 9th grade must, in addition to other course | ||
requirements, successfully complete all of the following | ||
courses: |
(1) Four years of language arts. | ||
(2) Two years of writing intensive courses, one of | ||
which must be English and the other of which may be English | ||
or any other subject. If applicable, writing-intensive | ||
courses may be counted toward the fulfillment of other | ||
graduation requirements. | ||
(3) Three years of mathematics, one of which must be | ||
Algebra I, one of which must include geometry content, and | ||
one of which may be an Advanced Placement computer science | ||
course. A mathematics course that includes geometry | ||
content may be offered as an integrated, applied, | ||
interdisciplinary, or career and technical education | ||
course that prepares a student for a career readiness path. | ||
(4) Two years of laboratory science. | ||
(5) Two years of social studies, of which at least one | ||
year must be history of the United States or a combination | ||
of history of the United States and American government and | ||
at least one semester must be civics, which shall help | ||
young people acquire and learn to use the skills, | ||
knowledge, and attitudes that will prepare them to be | ||
competent and responsible citizens throughout their lives. | ||
Civics course content shall focus on government | ||
institutions, the discussion of current and controversial | ||
issues, service learning, and simulations of the | ||
democratic process. School districts may utilize private | ||
funding available for the purposes of offering civics |
education. | ||
(6) One year chosen from (A) music, (B) art, (C) | ||
foreign language, which shall be deemed to include American | ||
Sign Language, or (D) vocational education. | ||
(e-10) Beginning with the 2028-2029 school year, as a | ||
prerequisite to receiving a high school diploma, each pupil | ||
entering the 9th grade must, in addition to other course | ||
requirements, successfully complete 2 years of foreign | ||
language courses, which may include American Sign Language. A | ||
pupil may choose a third year of foreign language to satisfy | ||
the requirement under paragraph (6) of subsection (e-5). | ||
(f) The State Board of Education shall develop and inform | ||
school districts of standards for writing-intensive | ||
coursework.
| ||
(f-5) If a school district offers an Advanced Placement | ||
computer science course to high school students, then the | ||
school board must designate that course as equivalent to a high | ||
school mathematics course and must denote on the student's | ||
transcript that the Advanced Placement computer science course | ||
qualifies as a mathematics-based, quantitative course for | ||
students in accordance with subdivision (3) of subsection (e) | ||
of this Section. | ||
(g) This amendatory Act of 1983 does not apply to pupils | ||
entering the 9th grade
in 1983-1984 school year and prior | ||
school years or to students
with disabilities whose course of | ||
study is determined by an individualized
education program.
|
This amendatory Act of the 94th General Assembly does not | ||
apply
to pupils entering the 9th grade in the 2004-2005 school | ||
year or a prior
school year or to students with disabilities | ||
whose course of study is
determined by an individualized | ||
education program.
| ||
Subsection (e-5) does not apply
to pupils entering the 9th | ||
grade in the 2023-2024 school year or a prior
school year or to | ||
students with disabilities whose course of study is
determined | ||
by an individualized education program. Subsection (e-10) does | ||
not apply
to pupils entering the 9th grade in the 2027-2028 | ||
school year or a prior
school year or to students with | ||
disabilities whose course of study is
determined by an | ||
individualized education program. | ||
(h) The provisions of this Section are subject to the | ||
provisions of
Section
27-22.05 of this Code and the | ||
Postsecondary and Workforce Readiness Act.
| ||
(i) The State Board of Education may adopt rules to modify | ||
the requirements of this Section for any students enrolled in | ||
grades 9 through 12 if the Governor has declared a disaster due | ||
to a public health emergency pursuant to Section 7 of the | ||
Illinois Emergency Management Agency Act. | ||
(Source: P.A. 100-443, eff. 8-25-17; 101-464, eff. 1-1-20; | ||
101-643, eff. 6-18-20.)
| ||
Section 50-10. The Board of Higher Education Act is amended | ||
by adding Section 9.40 as follows: |
(110 ILCS 205/9.40 new) | ||
Sec. 9.40. Review of university admission coursework. | ||
(a) On or before May 1, 2021 and as needed thereafter, the | ||
Board of Higher Education shall compile a review that | ||
identifies, for each public university in this State, all | ||
courses the university will require or recommend a high school | ||
student take to be admitted to the university as an | ||
undergraduate student for the following school year. The review | ||
shall also include any required coursework or recommended | ||
coursework for a undergraduate admission into a specific | ||
academic major, college, or department of the university for | ||
the following school year. In order to allow public school | ||
districts sufficient time to fulfill their obligations under | ||
subsection (c) of Section 2-3.183 of the School Code, the | ||
review must also identify any new courses that each public | ||
university in this State will add to the review the following | ||
year. No new required or recommended coursework may be added to | ||
a review that has not been identified in the previous year's | ||
review. | ||
(b) The Board of Higher Education shall make the review | ||
compiled under subsection (a) available to the public on its | ||
Internet website. | ||
(c) The Board of Higher Education may adopt any rules | ||
necessary to implement this Section. |
Article 60. | ||
Section 60-5. The School Code is amended by adding Sections | ||
2-3.185, 10-20.73, 10-20.74, and 27-23.15 and by changing | ||
Sections 10-17a and 27-22 as follows: | ||
(105 ILCS 5/2-3.185 new) | ||
Sec. 2-3.185. Computer science standards and courses. On or | ||
before December 1, 2021, the State Board of Education shall: | ||
(1) develop or adopt rigorous learning standards in the | ||
area of computer science; and | ||
(2) analyze and revise, if appropriate, existing | ||
course titles dedicated to computer science or develop a | ||
short list of existing course titles that are recommended | ||
for computer science courses.
| ||
(105 ILCS 5/10-17a) (from Ch. 122, par. 10-17a)
| ||
Sec. 10-17a. State, school district, and school report | ||
cards.
| ||
(1) By October 31, 2013 and October 31 of each subsequent | ||
school year, the State Board of Education, through the State | ||
Superintendent of Education, shall prepare a State report card, | ||
school district report cards, and school report cards, and | ||
shall by the most economic means provide to each school
| ||
district in this State, including special charter districts and | ||
districts
subject to the provisions of Article 34, the report |
cards for the school district and each of its schools. | ||
(2) In addition to any information required by federal law, | ||
the State Superintendent shall determine the indicators and | ||
presentation of the school report card, which must include, at | ||
a minimum, the most current data collected and maintained by | ||
the State Board of Education related to the following: | ||
(A) school characteristics and student demographics, | ||
including average class size, average teaching experience, | ||
student racial/ethnic breakdown, and the percentage of | ||
students classified as low-income; the percentage of | ||
students classified as English learners; the percentage of | ||
students who have individualized education plans or 504 | ||
plans that provide for special education services; the | ||
number and percentage of all students who have been | ||
assessed for placement in a gifted education or advanced | ||
academic program and, of those students: (i) the racial and | ||
ethnic breakdown, (ii) the percentage who are classified as | ||
low-income, and (iii) the number and percentage of students | ||
who received direct instruction from a teacher who holds a | ||
gifted education endorsement and, of those students, the | ||
percentage who are classified as low-income; the | ||
percentage of students scoring at the "exceeds | ||
expectations" level on the assessments required under | ||
Section 2-3.64a-5 of this Code; the percentage of students | ||
who annually transferred in or out of the school district; | ||
average daily attendance; the per-pupil operating |
expenditure of the school district; and the per-pupil State | ||
average operating expenditure for the district type | ||
(elementary, high school, or unit); | ||
(B) curriculum information, including, where | ||
applicable, Advanced Placement, International | ||
Baccalaureate or equivalent courses, dual enrollment | ||
courses, foreign language classes, computer science | ||
courses, school personnel resources (including Career | ||
Technical Education teachers), before and after school | ||
programs, extracurricular activities, subjects in which | ||
elective classes are offered, health and wellness | ||
initiatives (including the average number of days of | ||
Physical Education per week per student), approved | ||
programs of study, awards received, community | ||
partnerships, and special programs such as programming for | ||
the gifted and talented, students with disabilities, and | ||
work-study students; | ||
(C) student outcomes, including, where applicable, the | ||
percentage of students deemed proficient on assessments of | ||
State standards, the percentage of students in the eighth | ||
grade who pass Algebra, the percentage of students who | ||
participated in workplace learning experiences, the | ||
percentage of students enrolled in post-secondary | ||
institutions (including colleges, universities, community | ||
colleges, trade/vocational schools, and training programs | ||
leading to career certification within 2 semesters of high |
school graduation), the percentage of students graduating | ||
from high school who are college and career ready, and the | ||
percentage of graduates enrolled in community colleges, | ||
colleges, and universities who are in one or more courses | ||
that the community college, college, or university | ||
identifies as a developmental course; | ||
(D) student progress, including, where applicable, the | ||
percentage of students in the ninth grade who have earned 5 | ||
credits or more without failing more than one core class, a | ||
measure of students entering kindergarten ready to learn, a | ||
measure of growth, and the percentage of students who enter | ||
high school on track for college and career readiness; | ||
(E) the school environment, including, where | ||
applicable, the percentage of students with less than 10 | ||
absences in a school year, the percentage of teachers with | ||
less than 10 absences in a school year for reasons other | ||
than professional development, leaves taken pursuant to | ||
the federal Family Medical Leave Act of 1993, long-term | ||
disability, or parental leaves, the 3-year average of the | ||
percentage of teachers returning to the school from the | ||
previous year, the number of different principals at the | ||
school in the last 6 years, the number of teachers who hold | ||
a gifted education endorsement, the process and criteria | ||
used by the district to determine whether a student is | ||
eligible for participation in a gifted education program or | ||
advanced academic program and the manner in which parents |
and guardians are made aware of the process and criteria, 2 | ||
or more indicators from any school climate survey selected | ||
or approved by the State and administered pursuant to | ||
Section 2-3.153 of this Code, with the same or similar | ||
indicators included on school report cards for all surveys | ||
selected or approved by the State pursuant to Section | ||
2-3.153 of this Code, and the combined percentage of | ||
teachers rated as proficient or excellent in their most | ||
recent evaluation; | ||
(F) a school district's and its individual schools' | ||
balanced accountability measure, in accordance with | ||
Section 2-3.25a of this Code; | ||
(G) the total and per pupil normal cost amount the | ||
State contributed to the Teachers' Retirement System of the | ||
State of Illinois in the prior fiscal year for the school's | ||
employees, which shall be reported to the State Board of | ||
Education by the Teachers' Retirement System of the State | ||
of Illinois; | ||
(H) for a school district organized under Article 34 of | ||
this Code only, State contributions to the Public School | ||
Teachers' Pension and Retirement Fund of Chicago and State | ||
contributions for health care for employees of that school | ||
district; | ||
(I) a school district's Final Percent of Adequacy, as | ||
defined in paragraph (4) of subsection (f) of Section | ||
18-8.15 of this Code; |
(J) a school district's Local Capacity Target, as | ||
defined in paragraph (2) of subsection (c) of Section | ||
18-8.15 of this Code, displayed as a percentage amount; | ||
(K) a school district's Real Receipts, as defined in | ||
paragraph (1) of subsection (d) of Section 18-8.15 of this | ||
Code, divided by a school district's Adequacy Target, as | ||
defined in paragraph (1) of subsection (b) of Section | ||
18-8.15 of this Code, displayed as a percentage amount; | ||
(L) a school district's administrative costs; and | ||
(M) whether or not the school has participated in the | ||
Illinois Youth Survey. In this paragraph (M), "Illinois | ||
Youth Survey" means a self-report survey, administered in | ||
school settings every 2 years, designed to gather | ||
information about health and social indicators, including | ||
substance abuse patterns and the attitudes of students in | ||
grades 8, 10, and 12; and | ||
(N) whether the school offered its students career and | ||
technical education opportunities. | ||
The school report card shall also provide
information that | ||
allows for comparing the current outcome, progress, and | ||
environment data to the State average, to the school data from | ||
the past 5 years, and to the outcomes, progress, and | ||
environment of similar schools based on the type of school and | ||
enrollment of low-income students, special education students, | ||
and English learners.
| ||
As used in this subsection (2): |
"Administrative costs" means costs associated with | ||
executive, administrative, or managerial functions within the | ||
school district that involve planning, organizing, managing, | ||
or directing the school district. | ||
"Advanced academic program" means a course of study to | ||
which students are assigned based on advanced cognitive ability | ||
or advanced academic achievement compared to local age peers | ||
and in which the curriculum is substantially differentiated | ||
from the general curriculum to provide appropriate challenge | ||
and pace. | ||
"Computer science" means the study of computers and | ||
algorithms, including their principles, their hardware and | ||
software designs, their implementation, and their impact on | ||
society. "Computer science" does not include the study of | ||
everyday uses of computers and computer applications, such as | ||
keyboarding or accessing the Internet. | ||
"Gifted education" means educational services, including | ||
differentiated curricula and instructional methods, designed | ||
to meet the needs of gifted children as defined in Article 14A | ||
of this Code. | ||
For the purposes of paragraph (A) of this subsection (2), | ||
"average daily attendance" means the average of the actual | ||
number of attendance days during the previous school year for | ||
any enrolled student who is subject to compulsory attendance by | ||
Section 26-1 of this Code at each school and charter school. | ||
(3) At the discretion of the State Superintendent, the |
school district report card shall include a subset of the | ||
information identified in paragraphs (A) through (E) of | ||
subsection (2) of this Section, as well as information relating | ||
to the operating expense per pupil and other finances of the | ||
school district, and the State report card shall include a | ||
subset of the information identified in paragraphs (A) through | ||
(E) and paragraph (N) of subsection (2) of this Section. The | ||
school district report card shall include the average daily | ||
attendance, as that term is defined in subsection (2) of this | ||
Section, of students who have individualized education | ||
programs and students who have 504 plans that provide for | ||
special education services within the school district. | ||
(4) Notwithstanding anything to the contrary in this | ||
Section, in consultation with key education stakeholders, the | ||
State Superintendent shall at any time have the discretion to | ||
amend or update any and all metrics on the school, district, or | ||
State report card. | ||
(5) Annually, no more than 30 calendar days after receipt | ||
of the school district and school report cards from the State | ||
Superintendent of Education, each school district, including | ||
special charter districts and districts subject to the | ||
provisions of Article 34, shall present such report
cards at a | ||
regular school board meeting subject to
applicable notice | ||
requirements, post the report cards
on the
school district's | ||
Internet web site, if the district maintains an Internet web
| ||
site, make the report cards
available
to a newspaper of general |
circulation serving the district, and, upon
request, send the | ||
report cards
home to a parent (unless the district does not | ||
maintain an Internet web site,
in which case
the report card | ||
shall be sent home to parents without request). If the
district | ||
posts the report card on its Internet web
site, the district
| ||
shall send a
written notice home to parents stating (i) that | ||
the report card is available on
the web site,
(ii) the address | ||
of the web site, (iii) that a printed copy of the report card
| ||
will be sent to
parents upon request, and (iv) the telephone | ||
number that parents may
call to
request a printed copy of the | ||
report card.
| ||
(6) Nothing contained in Public Act 98-648 repeals, | ||
supersedes, invalidates, or nullifies final decisions in | ||
lawsuits pending on July 1, 2014 (the effective date of Public | ||
Act 98-648) in Illinois courts involving the interpretation of | ||
Public Act 97-8. | ||
(Source: P.A. 100-227, eff. 8-18-17; 100-364, eff. 1-1-18; | ||
100-448, eff. 7-1-19; 100-465, eff. 8-31-17; 100-807, eff. | ||
8-10-18; 100-863, eff. 8-14-18; 100-1121, eff. 1-1-19; 101-68, | ||
eff. 1-1-20; 101-81, eff. 7-12-19; revised 9-9-19.) | ||
(105 ILCS 5/10-20.73 new) | ||
Sec. 10-20.73. Computer literacy skills. All school | ||
districts shall ensure that students receive developmentally | ||
appropriate opportunities to gain computer literacy skills | ||
beginning in elementary school. |
(105 ILCS 5/10-20.74 new) | ||
Sec. 10-20.74. Educational technology capacity and | ||
policies; report. School districts shall submit to the State | ||
Board of Education, or its designee, an annual report that | ||
shall include, at a minimum, information regarding educational | ||
technology capacity and policies, including device | ||
availability for students, school-based access and | ||
infrastructure, professional learning and training | ||
opportunities, and documentation of developmentally | ||
appropriate computer literacy instruction embedded in the | ||
district's curriculum at each grade level. | ||
(105 ILCS 5/27-22) (from Ch. 122, par. 27-22)
| ||
Sec. 27-22. Required high school courses.
| ||
(a) (Blank).
| ||
(b) (Blank). | ||
(c) (Blank). | ||
(d) (Blank). | ||
(e) As a prerequisite to receiving a high school diploma, | ||
each pupil
entering the 9th grade must, in addition to other | ||
course requirements, successfully
complete all of the | ||
following courses: | ||
(1) Four years of language arts. | ||
(2) Two years of writing intensive courses, one of | ||
which must be English and the other of which may be English |
or any other subject. When applicable, writing-intensive | ||
courses may be counted towards the fulfillment of other | ||
graduation requirements.
| ||
(3) Three years of mathematics, one of which must be | ||
Algebra I, one of which must include geometry content, and | ||
one of which may be an Advanced Placement computer science | ||
course. A mathematics course that includes geometry | ||
content may be offered as an integrated, applied, | ||
interdisciplinary, or career and technical education | ||
course that prepares a student for a career readiness path. | ||
(3.5) For pupils entering the 9th grade in the | ||
2022-2023 school year and each school year thereafter, one | ||
year of a course that includes intensive instruction in | ||
computer literacy, which may be English, social studies, or | ||
any other subject and which may be counted toward the | ||
fulfillment of other graduation requirements. | ||
(4) Two years of science. | ||
(5) Two years of social studies, of which at least one | ||
year must be history of the United States or a combination | ||
of history of the United States and American government | ||
and, beginning with pupils entering the 9th grade in the | ||
2016-2017 school year and each school year thereafter, at | ||
least one semester must be civics, which shall help young | ||
people acquire and learn to use the skills, knowledge, and | ||
attitudes that will prepare them to be competent and | ||
responsible citizens throughout their lives. Civics course |
content shall focus on government institutions, the | ||
discussion of current and controversial issues, service | ||
learning, and simulations of the democratic process. | ||
School districts may utilize private funding available for | ||
the purposes of offering civics education. | ||
(6) One year chosen from (A) music, (B) art, (C) | ||
foreign language, which shall be deemed to include American | ||
Sign Language, or (D) vocational education. | ||
(f) The State Board of Education shall develop and inform | ||
school districts of standards for writing-intensive | ||
coursework.
| ||
(f-5) If a school district offers an Advanced Placement | ||
computer science course to high school students, then the | ||
school board must designate that course as equivalent to a high | ||
school mathematics course and must denote on the student's | ||
transcript that the Advanced Placement computer science course | ||
qualifies as a mathematics-based, quantitative course for | ||
students in accordance with subdivision (3) of subsection (e) | ||
of this Section. | ||
(g) This amendatory Act of 1983 does not apply to pupils | ||
entering the 9th grade
in 1983-1984 school year and prior | ||
school years or to students
with disabilities whose course of | ||
study is determined by an individualized
education program.
| ||
This amendatory Act of the 94th General Assembly does not | ||
apply
to pupils entering the 9th grade in the 2004-2005 school | ||
year or a prior
school year or to students with disabilities |
whose course of study is
determined by an individualized | ||
education program.
| ||
This amendatory Act of the 101st General Assembly does not | ||
apply
to pupils entering the 9th grade in the 2021-2022 school | ||
year or a prior
school year or to students with disabilities | ||
whose course of study is
determined by an individualized | ||
education program. | ||
(h) The provisions of this Section are subject to the | ||
provisions of
Section
27-22.05 of this Code and the | ||
Postsecondary and Workforce Readiness Act.
| ||
(i) The State Board of Education may adopt rules to modify | ||
the requirements of this Section for any students enrolled in | ||
grades 9 through 12 if the Governor has declared a disaster due | ||
to a public health emergency pursuant to Section 7 of the | ||
Illinois Emergency Management Agency Act. | ||
(Source: P.A. 100-443, eff. 8-25-17; 101-464, eff. 1-1-20; | ||
101-643, eff. 6-18-20.)
| ||
(105 ILCS 5/27-23.15 new) | ||
Sec. 27-23.15. Computer science. | ||
(a) In this Section, "computer science" means the study of | ||
computers and algorithms, including their principles, their | ||
hardware and software designs, their implementation, and their | ||
impact on society. "Computer science" does not include the | ||
study of everyday uses of computers and computer applications, | ||
such as keyboarding or accessing the Internet. |
(b) Beginning with the 2023-2024 school year, the school | ||
board of a school district that maintains any of grades 9 | ||
through 12 shall provide an opportunity for every high school | ||
student to take at least one computer science course aligned to | ||
rigorous learning standards of the State Board of Education. | ||
Article 65. | ||
Section 65-5. The School Code is amended by changing | ||
Sections 14A-10 and 14A-32 as follows: | ||
(105 ILCS 5/14A-10)
| ||
Sec. 14A-10. Legislative findings. The General Assembly | ||
finds the following: | ||
(1) that gifted and talented children (i) exhibit high | ||
performance capabilities in intellectual, creative, and | ||
artistic areas, (ii) possess an exceptional leadership | ||
potential, (iii) excel in specific academic fields, and | ||
(iv) have the potential to be influential in business, | ||
government, health care, the arts, and other critical | ||
sectors of our economic and cultural environment; | ||
(2) that gifted and talented children require services | ||
and activities that are not ordinarily provided by schools; | ||
and | ||
(3) that outstanding talents are present in children | ||
and youth from all cultural groups, across all economic |
strata, and in all areas of human endeavor ; and . | ||
(4) that inequitable access to advanced coursework and | ||
enrollment in accelerated placement programs exists | ||
between children enrolled in different school districts | ||
and even within the same school district and more must be | ||
done to eliminate the barriers to access to advanced | ||
coursework and enrollment in accelerated placement | ||
programs for all children.
| ||
(Source: P.A. 94-151, eff. 7-8-05; 94-410, eff. 8-2-05.) | ||
(105 ILCS 5/14A-32) | ||
Sec. 14A-32. Accelerated placement; school district | ||
responsibilities. | ||
(a) Each school district shall have a policy that allows | ||
for accelerated placement that includes or incorporates by | ||
reference the following components: | ||
(1) a provision that provides that participation in | ||
accelerated placement is not limited to those children who | ||
have been identified as gifted and talented, but rather is | ||
open to all children who demonstrate high ability and who | ||
may benefit from accelerated placement; | ||
(2) a fair and equitable decision-making process that | ||
involves multiple persons and includes a student's parents | ||
or guardians; | ||
(3) procedures for notifying parents or guardians of a | ||
child of a decision affecting that child's participation in |
an accelerated placement program; and | ||
(4) an assessment process that includes multiple | ||
valid, reliable indicators. | ||
(a-5) By no later than the beginning of the 2023-2024 | ||
school year, a school district's accelerated placement policy | ||
shall allow for the automatic enrollment, in the following | ||
school term, of a student into the next most rigorous level of | ||
advanced coursework offered by the high school if the student | ||
meets or exceeds State standards in English language arts, | ||
mathematics, or science on a State assessment administered | ||
under Section 2-3.64a-5 as follows: | ||
(1) A student who meets or exceeds State standards in | ||
English language arts shall be automatically enrolled into | ||
the next most rigorous level of advanced coursework in | ||
English, social studies, humanities, or related subjects. | ||
(2) A student who meets or exceeds State standards in | ||
mathematics shall be automatically enrolled into the next | ||
most rigorous level of advanced coursework in mathematics. | ||
(3) A student who meets or exceeds State standards in | ||
science shall be automatically enrolled into the next most | ||
rigorous level of advanced coursework in science. | ||
The next most rigorous level of advanced coursework under | ||
this subsection (a-5) may include a dual credit course, as | ||
defined in the Dual Credit Quality Act, an Advanced Placement | ||
course as defined in Section 10 of the College and Career | ||
Success for All Students Act, an International Baccalaureate |
course, an honors class, an enrichment opportunity, a gifted | ||
program, or another program offered by the district. | ||
A school district may use the student's most recent State | ||
assessment results to determine whether a student meets or | ||
exceeds State standards. For a student entering grade 9, | ||
results from the State assessment taken in grades 6 through 8 | ||
may be used. For other high school grades, the results from a | ||
locally selected, nationally normed assessment may be used | ||
instead of the State assessment if those results are the most | ||
recent. | ||
A school district must provide the parent or guardian of a | ||
student eligible for automatic enrollment under this | ||
subsection (a-5) with the option to instead have the student | ||
enroll in alternative coursework that better aligns with the | ||
student's postsecondary education or career goals. | ||
Nothing in this subsection (a-5) may be interpreted to | ||
preclude other students from enrolling in advanced coursework | ||
per the policy of a school district. | ||
(b) Further, a school district's accelerated placement | ||
policy may include or incorporate by reference, but need not be | ||
limited to, the following components: | ||
(1) procedures for annually informing the community | ||
at-large, including parents or guardians, community-based | ||
organizations, and providers of out-of-school programs, | ||
about the accelerated placement program and the methods | ||
used for the identification of children eligible for |
accelerated placement , including strategies to reach | ||
groups of students and families who have been historically | ||
underrepresented in accelerated placement programs and | ||
advanced coursework ; | ||
(2) a process for referral that allows for multiple | ||
referrers, including a child's parents or guardians; other | ||
referrers may include licensed education professionals, | ||
the child, with the written consent of a parent or | ||
guardian, a peer, through a licensed education | ||
professional who has knowledge of the referred child's | ||
abilities, or, in case of possible early entrance, a | ||
preschool educator, pediatrician, or psychologist who | ||
knows the child; and | ||
(3) a provision that provides that children | ||
participating in an accelerated placement program and | ||
their parents or guardians will be provided a written plan | ||
detailing the type of acceleration the child will receive | ||
and strategies to support the child ; . | ||
(4) procedures to provide support and promote success | ||
for students who are newly enrolled in an accelerated | ||
placement program; and | ||
(5) a process for the school district to review and | ||
utilize disaggregated data on participation in an | ||
accelerated placement program to address gaps among | ||
demographic groups in accelerated placement opportunities. | ||
(c) The State Board of Education shall adopt rules to |
determine data to be collected and disaggregated by demographic | ||
group regarding accelerated placement , including the rates of | ||
students who participate in and successfully complete advanced | ||
coursework, and a method of making the information available to | ||
the public.
| ||
(d) On or before November 1, 2022, following a review of | ||
disaggregated data on the participation and successful | ||
completion rates of students enrolled in an accelerated | ||
placement program, each school district shall develop a plan to | ||
expand access to its accelerated placement program and to | ||
ensure the teaching capacity necessary to meet the increased | ||
demand. | ||
(Source: P.A. 100-421, eff. 7-1-18 .) | ||
Article 70. | ||
Section 70-5. The School Code is amended by changing | ||
Section 22-45 as follows: | ||
(105 ILCS 5/22-45) | ||
Sec. 22-45. Illinois P-20 Council. | ||
(a) The General Assembly finds that preparing Illinoisans | ||
for success in school and the workplace requires a continuum of | ||
quality education from preschool through graduate school. This | ||
State needs a framework to guide education policy and integrate | ||
education at every level. A statewide coordinating council to |
study and make recommendations concerning education at all | ||
levels can avoid fragmentation of policies, promote improved | ||
teaching and learning, and continue to cultivate and | ||
demonstrate strong accountability and efficiency. Establishing | ||
an Illinois P-20 Council will develop a statewide agenda that | ||
will move the State towards the common goals of improving | ||
academic achievement, increasing college access and success, | ||
improving use of existing data and measurements, developing | ||
improved accountability, fostering innovative approaches to | ||
education, promoting lifelong learning, easing the transition | ||
to college, and reducing remediation. A pre-kindergarten | ||
through grade 20 agenda will strengthen this State's economic | ||
competitiveness by producing a highly-skilled workforce. In | ||
addition, lifelong learning plans will enhance this State's | ||
ability to leverage funding. | ||
(b) There is created the Illinois P-20 Council. The | ||
Illinois P-20 Council shall include all of the following | ||
members: | ||
(1) The Governor or his or her designee, to serve as | ||
chairperson. | ||
(2) Four members of the General Assembly, one appointed | ||
by the Speaker of the House of Representatives, one | ||
appointed by the Minority Leader of the House of | ||
Representatives, one appointed by the President of the | ||
Senate, and one appointed by the Minority Leader of the | ||
Senate. |
(3) Six at-large members appointed by the Governor as | ||
follows, with 2 members being from the City of Chicago, 2
| ||
members being from Lake County, McHenry County, Kane
| ||
County, DuPage County, Will County, or that part of Cook
| ||
County outside of the City of Chicago, and 2 members being
| ||
from the remainder of the State: | ||
(A) one representative of civic leaders; | ||
(B) one representative of local government; | ||
(C) one representative of trade unions; | ||
(D) one representative of nonprofit organizations | ||
or foundations; | ||
(E) one representative of parents' organizations; | ||
and | ||
(F) one education research expert. | ||
(4) Five members appointed by statewide business | ||
organizations and business trade associations. | ||
(5) Six members appointed by statewide professional | ||
organizations and associations representing | ||
pre-kindergarten through grade 20 teachers, community | ||
college faculty, and public university faculty. | ||
(6) Two members appointed by associations representing | ||
local school administrators and school board members. One | ||
of these members must be a special education administrator. | ||
(7) One member representing community colleges, | ||
appointed by the Illinois Council of Community College | ||
Presidents. |
(8) One member representing 4-year independent | ||
colleges and universities, appointed by a statewide | ||
organization representing private institutions of higher | ||
learning. | ||
(9) One member representing public 4-year | ||
universities, appointed jointly by the university | ||
presidents and chancellors. | ||
(10) Ex-officio members as follows: | ||
(A) The State Superintendent of Education or his or | ||
her designee. | ||
(B) The Executive Director of the Board of Higher
| ||
Education or his or her designee. | ||
(C) The Executive Director of the Illinois | ||
Community College Board or his or her designee. | ||
(D) The Executive Director of the Illinois Student | ||
Assistance Commission or his or her designee. | ||
(E) The Co-chairpersons of the Illinois Workforce | ||
Investment Board or their designee. | ||
(F) The Director of Commerce and Economic | ||
Opportunity or his or her designee. | ||
(G) The Chairperson of the Illinois Early Learning | ||
Council or his or her designee. | ||
(H) The President of the Illinois Mathematics and | ||
Science Academy or his or her designee. | ||
(I) The president of an association representing | ||
educators of adult learners or his or her
designee. |
Ex-officio members shall have no vote on the Illinois P-20 | ||
Council. | ||
Appointed members shall serve for staggered terms expiring | ||
on July 1 of the first, second, or third calendar year | ||
following their appointments or until their successors are | ||
appointed and have qualified. Staggered terms shall be | ||
determined by lot at the organizing meeting of the Illinois | ||
P-20 Council. | ||
Vacancies shall be filled in the same manner as original | ||
appointments, and any member so appointed shall serve during | ||
the remainder of the term for which the vacancy occurred. | ||
(c) The Illinois P-20 Council shall be funded through State | ||
appropriations to support staff activities, research, | ||
data-collection, and dissemination. The Illinois P-20 Council | ||
shall be staffed by the Office of the Governor, in coordination | ||
with relevant State agencies, boards, and commissions. The | ||
Illinois Education Research Council shall provide research and | ||
coordinate research collection activities for the Illinois | ||
P-20 Council. | ||
(d) The Illinois P-20 Council shall have all of the | ||
following duties: | ||
(1) To make recommendations to do all of the following: | ||
(A) Coordinate pre-kindergarten through grade 20 | ||
(graduate school) education in this State through | ||
working at the intersections of educational systems to | ||
promote collaborative infrastructure. |
(B) Coordinate and leverage strategies, actions, | ||
legislation, policies, and resources of all | ||
stakeholders to support fundamental and lasting | ||
improvement in this State's public schools, community | ||
colleges, and universities. | ||
(C) Better align the high school curriculum with | ||
postsecondary expectations. | ||
(D) Better align assessments across all levels of | ||
education. | ||
(E) Reduce the need for students entering | ||
institutions of higher education to take remedial | ||
courses. | ||
(F) Smooth the transition from high school to | ||
college. | ||
(G) Improve high school and college graduation | ||
rates. | ||
(H) Improve the rigor and relevance of academic | ||
standards for college and workforce readiness. | ||
(I) Better align college and university teaching | ||
programs with the needs of Illinois schools. | ||
(2) To advise the Governor, the General Assembly, the | ||
State's education and higher education agencies, and the
| ||
State's workforce and economic development boards and
| ||
agencies on policies related to lifelong learning for | ||
Illinois students and families. | ||
(3) To articulate a framework for systemic educational |
improvement and innovation that will enable every student | ||
to meet or exceed Illinois learning standards and be | ||
well-prepared to succeed in the workforce and community. | ||
(4) To provide an estimated fiscal impact for | ||
implementation of all Council recommendations. | ||
(5) To make recommendations for short-term and | ||
long-term learning recovery actions for public school | ||
students in this State in the wake of the COVID-19 | ||
pandemic. The Illinois P-20 Council shall submit a report | ||
with its recommendations for a multi-year recovery plan by | ||
December 31, 2021 to the Governor, the State Board of | ||
Education, the Board of Higher Education, the Illinois | ||
Community College Board, and the General Assembly that | ||
addresses all of the following: | ||
(A) Closing the digital divide for all students, | ||
including access to devices, Internet connectivity, | ||
and ensuring that educators have the necessary support | ||
and training to provide high quality remote and blended | ||
learning to students. | ||
(B) Evaluating the academic growth and proficiency | ||
of students in order to understand the impact of school | ||
closures and remote and blended remote learning | ||
conditions on student academic outcomes, including | ||
disaggregating data by race, income, diverse learners, | ||
and English learners, in ways that balance the need to | ||
understand that impact with the need to support student |
well-being and also take into consideration the | ||
logistical constraints facing schools and districts. | ||
(C) Establishing a system for the collection and | ||
review of student data at the State level, including | ||
data about prekindergarten through higher education | ||
student attendance, engagement and participation, | ||
discipline, and social-emotional and mental health | ||
inputs and outcomes, in order to better understand the | ||
full impact of disrupted learning. | ||
(D) Providing students with resources and programs | ||
for academic support, such as enrichment | ||
opportunities, tutoring corps, summer bridge programs, | ||
youth leadership and development programs, youth and | ||
community-led restorative and transformative justice | ||
programs, and youth internship and apprenticeship | ||
programs. | ||
(E) Providing students with resources and support | ||
to ensure access to social-emotional learning, mental | ||
health services, and trauma responsive, restorative | ||
justice and anti-racist practices in order to support | ||
the growth of the whole child, such as investing in | ||
community schools and providing comprehensive | ||
year-round services and support for both students and | ||
their families. | ||
(F) Ensuring more time for students' academic, | ||
social-emotional, and mental health needs by |
considering such strategies as: (i) extending planning | ||
time for teachers, (ii) extending the school day and | ||
school year, and (iii) transitioning to year-round | ||
schooling. | ||
(G) Strengthening the transition from secondary | ||
education to postsecondary education in the wake of | ||
threats to alignment and affordability created by the | ||
pandemic and related conditions. | ||
(e) The chairperson of the Illinois P-20 Council may | ||
authorize the creation of working groups focusing on areas of | ||
interest to Illinois educational and workforce development, | ||
including without limitation the following areas: | ||
(1) Preparation, recruitment, and certification of | ||
highly qualified teachers. | ||
(2) Mentoring and induction of highly qualified | ||
teachers. | ||
(3) The diversity of highly qualified teachers. | ||
(4) Funding for highly qualified teachers, including | ||
developing a strategic and collaborative plan to seek | ||
federal and private grants to support initiatives | ||
targeting teacher preparation and its impact on student | ||
achievement. | ||
(5) Highly effective administrators. | ||
(6) Illinois birth through age 3 education, | ||
pre-kindergarten, and early childhood education. | ||
(7) The assessment, alignment, outreach, and network |
of college and workforce readiness efforts. | ||
(8) Alternative routes to college access. | ||
(9) Research data and accountability. | ||
(10) Community schools, community participation, and | ||
other innovative approaches to education that foster | ||
community partnerships. | ||
(11) Tuition, financial aid, and other issues related | ||
to keeping postsecondary education affordable for Illinois | ||
residents. | ||
(12) Learning recovery in the wake of the COVID-19 | ||
pandemic. | ||
The chairperson of the Illinois P-20 Council may designate | ||
Council members to serve as working group chairpersons. Working | ||
groups may invite organizations and individuals representing | ||
pre-kindergarten through grade 20 interests to participate in | ||
discussions, data collection, and dissemination.
| ||
(Source: P.A. 98-463, eff. 8-16-13; 98-719, eff. 1-1-15; | ||
99-643, eff. 1-1-17 .) | ||
Article 75. | ||
Section 75-5. The State Finance Act is amended by adding | ||
Section 5.935 as follows: | ||
(30 ILCS 105/5.935 new) | ||
Sec. 5.935. The Freedom Schools Fund. |
Section 75-10. The School Code is amended by adding Section | ||
2-3.186 as follows: | ||
(105 ILCS 5/2-3.186 new) | ||
Sec. 2-3.186. Freedom Schools; grant program. | ||
(a) The General Assembly recognizes and values the | ||
contributions that Freedom Schools make to enhance the lives of | ||
Black students. The General Assembly makes all of the following | ||
findings: | ||
(1) The fundamental goal of the Freedom Schools of the | ||
1960s was to provide quality education for all students, to | ||
motivate active civic engagement, and to empower | ||
disenfranchised communities. The renowned and progressive | ||
curriculum of Freedom Schools allowed students of all ages | ||
to experience a new and liberating form of education that | ||
directly related to the imperatives of their lives, their | ||
communities, and the Freedom Movement. | ||
(2) Freedom Schools continue to demonstrate the proven | ||
benefits of critical civic engagement and | ||
intergenerational effects by providing historically | ||
disadvantaged students, including African American | ||
students and other students of color, with quality | ||
instruction that fosters student confidence, critical | ||
thinking, and social and emotional development. | ||
(3) Freedom Schools offer culturally relevant learning |
opportunities with the academic and social supports that | ||
Black children need by utilizing quality teaching, | ||
challenging and engaging curricula, wrap-around supports, | ||
a positive school climate, and strong ties to family and | ||
community. Freedom Schools have a clear focus on results. | ||
(4) Public schools serve a foundational role in the | ||
education of over 2,000,000 students in this State. | ||
(b) The State Board of Education shall establish a Freedom | ||
School network to supplement the learning taking place in | ||
public schools by creating a 6-week summer program with an | ||
organization with a mission to improve the odds for children in | ||
poverty that operates Freedom Schools in multiple states using | ||
a research-based and multicultural curriculum for | ||
disenfranchised communities most affected by the opportunity | ||
gap and learning loss caused by the pandemic, and by expanding | ||
the teaching of African American history, developing | ||
leadership skills, and providing an understanding of the tenets | ||
of the civil rights movement. The teachers in Freedom Schools | ||
must be from the local community, with an emphasis on | ||
historically disadvantaged youth, including African American | ||
students and other students of color, so that (i) these | ||
individuals have access to summer jobs and teaching experiences | ||
that serve as a long-term pipeline to educational careers and | ||
the hiring of minority educators in public schools, (ii) these | ||
individuals are elevated as content experts and community | ||
leaders, and (iii) Freedom School students have access to both |
mentorship and equitable educational resources. | ||
(c) A Freedom School shall intentionally and imaginatively | ||
implement strategies that focus on all of the following: | ||
(1) Racial justice and equity. | ||
(2) Transparency and building trusting relationships. | ||
(3) Self-determination and governance. | ||
(4) Building on community strengths and community | ||
wisdom. | ||
(5) Utilizing current data, best practices, and | ||
evidence. | ||
(6) Shared leadership and collaboration. | ||
(7) A reflective learning culture. | ||
(8) A whole-child approach to education. | ||
(9) Literacy. | ||
(d) The State Board of Education, in the establishment of | ||
Freedom Schools, shall strive for authentic parent and | ||
community engagement during the development of Freedom Schools | ||
and their curriculum. Authentic parent and community | ||
engagement includes all of the following: | ||
(1) A shared responsibility that values equal | ||
partnerships between families and professionals. | ||
(2) Ensuring that students and families who are | ||
directly impacted by Freedom School policies and practices | ||
are the decision-makers in the creation, design, | ||
implementation, and assessment of those policies and | ||
practices. |
(3) Genuine respect for the culture and diversity of | ||
families. | ||
(4) Relationships that center around the goal of | ||
supporting family well-being and children's development | ||
and learning. | ||
(e) Subject to appropriation, the State Board of Education | ||
shall establish and implement a grant program to provide grants | ||
to public schools, public community colleges, and | ||
not-for-profit, community-based organizations to facilitate | ||
improved educational outcomes for Black students in grades | ||
pre-kindergarten through 12 in alignment with the integrity and | ||
practices of the Freedom School model established during the | ||
civil rights movement. Grant recipients under the program may | ||
include, but are not limited to, entities that work with the | ||
Children's Defense Fund or offer established programs with | ||
proven results and outcomes. The State Board of Education shall | ||
award grants to eligible entities that demonstrate a likelihood | ||
of reasonable success in achieving the goals identified in the | ||
grant application, including, but not limited to, all of the | ||
following: | ||
(1) Engaging, culturally relevant, and challenging | ||
curricula. | ||
(2) High-quality teaching. | ||
(3) Wrap-around supports and opportunities. | ||
(4) Positive discipline practices, such as restorative | ||
justice. |
(5) Inclusive leadership. | ||
(f) The Freedom Schools Fund is created as a special fund | ||
in the State treasury. the Fund shall consist of appropriations | ||
from the General Revenue Fund, grant funds from the
federal | ||
government, and donations from educational and private | ||
foundations. All money in the Fund shall be used, subject to | ||
appropriation, by the State Board of Education for the purposes | ||
of this Section and to support related activities. | ||
(g) The State Board of Education may adopt any rules | ||
necessary to implement this Section. | ||
Article 85. | ||
Section 85-5. The School Code is amended by changing | ||
Section 18-8.15 as follows: | ||
(105 ILCS 5/18-8.15) | ||
Sec. 18-8.15. Evidence-Based Funding for student success | ||
for the 2017-2018 and subsequent school years. | ||
(a) General provisions. | ||
(1) The purpose of this Section is to ensure that, by | ||
June 30, 2027 and beyond, this State has a kindergarten | ||
through grade 12 public education system with the capacity | ||
to ensure the educational development of all persons to the | ||
limits of their capacities in accordance with Section 1 of | ||
Article X of the Constitution of the State of Illinois. To |
accomplish that objective, this Section creates a method of | ||
funding public education that is evidence-based; is | ||
sufficient to ensure every student receives a meaningful | ||
opportunity to learn irrespective of race, ethnicity, | ||
sexual orientation, gender, or community-income level; and | ||
is sustainable and predictable. When fully funded under | ||
this Section, every school shall have the resources, based | ||
on what the evidence indicates is needed, to: | ||
(A) provide all students with a high quality | ||
education that offers the academic, enrichment, social | ||
and emotional support, technical, and career-focused | ||
programs that will allow them to become competitive | ||
workers, responsible parents, productive citizens of | ||
this State, and active members of our national | ||
democracy; | ||
(B) ensure all students receive the education they | ||
need to graduate from high school with the skills | ||
required to pursue post-secondary education and | ||
training for a rewarding career; | ||
(C) reduce, with a goal of eliminating, the | ||
achievement gap between at-risk and non-at-risk | ||
students by raising the performance of at-risk | ||
students and not by reducing standards; and | ||
(D) ensure this State satisfies its obligation to | ||
assume the primary responsibility to fund public | ||
education and simultaneously relieve the |
disproportionate burden placed on local property taxes | ||
to fund schools. | ||
(2) The Evidence-Based Funding formula under this | ||
Section shall be applied to all Organizational Units in | ||
this State. The Evidence-Based Funding formula outlined in | ||
this Act is based on the formula outlined in Senate Bill 1 | ||
of the 100th General Assembly, as passed by both | ||
legislative chambers. As further defined and described in | ||
this Section, there are 4 major components of the | ||
Evidence-Based Funding model: | ||
(A) First, the model calculates a unique Adequacy | ||
Target for each Organizational Unit in this State that | ||
considers the costs to implement research-based | ||
activities, the unit's student demographics, and | ||
regional wage differences. | ||
(B) Second, the model calculates each | ||
Organizational Unit's Local Capacity, or the amount | ||
each Organizational Unit is assumed to contribute | ||
toward its Adequacy Target from local resources. | ||
(C) Third, the model calculates how much funding | ||
the State currently contributes to the Organizational | ||
Unit and adds that to the unit's Local Capacity to | ||
determine the unit's overall current adequacy of | ||
funding. | ||
(D) Finally, the model's distribution method | ||
allocates new State funding to those Organizational |
Units that are least well-funded, considering both | ||
Local Capacity and State funding, in relation to their | ||
Adequacy Target. | ||
(3) An Organizational Unit receiving any funding under | ||
this Section may apply those funds to any fund so received | ||
for which that Organizational Unit is authorized to make | ||
expenditures by law. | ||
(4) As used in this Section, the following terms shall | ||
have the meanings ascribed in this paragraph (4): | ||
"Adequacy Target" is defined in paragraph (1) of | ||
subsection (b) of this Section. | ||
"Adjusted EAV" is defined in paragraph (4) of | ||
subsection (d) of this Section. | ||
"Adjusted Local Capacity Target" is defined in | ||
paragraph (3) of subsection (c) of this Section. | ||
"Adjusted Operating Tax Rate" means a tax rate for all | ||
Organizational Units, for which the State Superintendent | ||
shall calculate and subtract for the Operating Tax Rate a | ||
transportation rate based on total expenses for | ||
transportation services under this Code, as reported on the | ||
most recent Annual Financial Report in Pupil | ||
Transportation Services, function 2550 in both the | ||
Education and Transportation funds and functions 4110 and | ||
4120 in the Transportation fund, less any corresponding | ||
fiscal year State of Illinois scheduled payments excluding | ||
net adjustments for prior years for regular, vocational, or |
special education transportation reimbursement pursuant to | ||
Section 29-5 or subsection (b) of Section 14-13.01 of this | ||
Code divided by the Adjusted EAV. If an Organizational | ||
Unit's corresponding fiscal year State of Illinois | ||
scheduled payments excluding net adjustments for prior | ||
years for regular, vocational, or special education | ||
transportation reimbursement pursuant to Section 29-5 or | ||
subsection (b) of Section 14-13.01 of this Code exceed the | ||
total transportation expenses, as defined in this | ||
paragraph, no transportation rate shall be subtracted from | ||
the Operating Tax Rate. | ||
"Allocation Rate" is defined in paragraph (3) of | ||
subsection (g) of this Section. | ||
"Alternative School" means a public school that is | ||
created and operated by a regional superintendent of | ||
schools and approved by the State Board. | ||
"Applicable Tax Rate" is defined in paragraph (1) of | ||
subsection (d) of this Section. | ||
"Assessment" means any of those benchmark, progress | ||
monitoring, formative, diagnostic, and other assessments, | ||
in addition to the State accountability assessment, that | ||
assist teachers' needs in understanding the skills and | ||
meeting the needs of the students they serve. | ||
"Assistant principal" means a school administrator | ||
duly endorsed to be employed as an assistant principal in | ||
this State. |
"At-risk student" means a student who is at risk of not | ||
meeting the Illinois Learning Standards or not graduating | ||
from elementary or high school and who demonstrates a need | ||
for vocational support or social services beyond that | ||
provided by the regular school program. All students | ||
included in an Organizational Unit's Low-Income Count, as | ||
well as all English learner and disabled students attending | ||
the Organizational Unit, shall be considered at-risk | ||
students under this Section. | ||
"Average Student Enrollment" or "ASE" for fiscal year | ||
2018 means, for an Organizational Unit, the greater of the | ||
average number of students (grades K through 12) reported | ||
to the State Board as enrolled in the Organizational Unit | ||
on October 1 in the immediately preceding school year, plus | ||
the pre-kindergarten students who receive special | ||
education services of 2 or more hours a day as reported to | ||
the State Board on December 1 in the immediately preceding | ||
school year, or the average number of students (grades K | ||
through 12) reported to the State Board as enrolled in the | ||
Organizational Unit on October 1, plus the | ||
pre-kindergarten students who receive special education | ||
services of 2 or more hours a day as reported to the State | ||
Board on December 1, for each of the immediately preceding | ||
3 school years. For fiscal year 2019 and each subsequent | ||
fiscal year, "Average Student Enrollment" or "ASE" means, | ||
for an Organizational Unit, the greater of the average |
number of students (grades K through 12) reported to the | ||
State Board as enrolled in the Organizational Unit on | ||
October 1 and March 1 in the immediately preceding school | ||
year, plus the pre-kindergarten students who receive | ||
special education services as reported to the State Board | ||
on October 1 and March 1 in the immediately preceding | ||
school year, or the average number of students (grades K | ||
through 12) reported to the State Board as enrolled in the | ||
Organizational Unit on October 1 and March 1, plus the | ||
pre-kindergarten students who receive special education | ||
services as reported to the State Board on October 1 and | ||
March 1, for each of the immediately preceding 3 school | ||
years. For the purposes of this definition, "enrolled in | ||
the Organizational Unit" means the number of students | ||
reported to the State Board who are enrolled in schools | ||
within the Organizational Unit that the student attends or | ||
would attend if not placed or transferred to another school | ||
or program to receive needed services. For the purposes of | ||
calculating "ASE", all students, grades K through 12, | ||
excluding those attending kindergarten for a half day and | ||
students attending an alternative education program | ||
operated by a regional office of education or intermediate | ||
service center, shall be counted as 1.0. All students | ||
attending kindergarten for a half day shall be counted as | ||
0.5, unless in 2017 by June 15 or by March 1 in subsequent | ||
years, the school district reports to the State Board of |
Education the intent to implement full-day kindergarten | ||
district-wide for all students, then all students | ||
attending kindergarten shall be counted as 1.0. Special | ||
education pre-kindergarten students shall be counted as | ||
0.5 each. If the State Board does not collect or has not | ||
collected both an October 1 and March 1 enrollment count by | ||
grade or a December 1 collection of special education | ||
pre-kindergarten students as of August 31, 2017 (the | ||
effective date of Public Act 100-465), it shall establish | ||
such collection for all future years. For any year in which | ||
a count by grade level was collected only once, that count | ||
shall be used as the single count available for computing a | ||
3-year average ASE. Funding for programs operated by a | ||
regional office of education or an intermediate service | ||
center must be calculated using the Evidence-Based Funding | ||
formula under this Section for the 2019-2020 school year | ||
and each subsequent school year until separate adequacy | ||
formulas are developed and adopted for each type of | ||
program. ASE for a program operated by a regional office of | ||
education or an intermediate service center must be | ||
determined by the March 1 enrollment for the program. For | ||
the 2019-2020 school year, the ASE used in the calculation | ||
must be the first-year ASE and, in that year only, the | ||
assignment of students served by a regional office of | ||
education or intermediate service center shall not result | ||
in a reduction of the March enrollment for any school |
district. For the 2020-2021 school year, the ASE must be | ||
the greater of the current-year ASE or the 2-year average | ||
ASE. Beginning with the 2021-2022 school year, the ASE must | ||
be the greater of the current-year ASE or the 3-year | ||
average ASE. School districts shall submit the data for the | ||
ASE calculation to the State Board within 45 days of the | ||
dates required in this Section for submission of enrollment | ||
data in order for it to be included in the ASE calculation. | ||
For fiscal year 2018 only, the ASE calculation shall | ||
include only enrollment taken on October 1. | ||
"Base Funding Guarantee" is defined in paragraph (10) | ||
of subsection (g) of this Section. | ||
"Base Funding Minimum" is defined in subsection (e) of | ||
this Section. | ||
"Base Tax Year" means the property tax levy year used | ||
to calculate the Budget Year allocation of primary State | ||
aid. | ||
"Base Tax Year's Extension" means the product of the | ||
equalized assessed valuation utilized by the county clerk | ||
in the Base Tax Year multiplied by the limiting rate as | ||
calculated by the county clerk and defined in PTELL. | ||
"Bilingual Education Allocation" means the amount of | ||
an Organizational Unit's final Adequacy Target | ||
attributable to bilingual education divided by the | ||
Organizational Unit's final Adequacy Target, the product | ||
of which shall be multiplied by the amount of new funding |
received pursuant to this Section. An Organizational | ||
Unit's final Adequacy Target attributable to bilingual | ||
education shall include all additional investments in | ||
English learner students' adequacy elements. | ||
"Budget Year" means the school year for which primary | ||
State aid is calculated and awarded under this Section. | ||
"Central office" means individual administrators and | ||
support service personnel charged with managing the | ||
instructional programs, business and operations, and | ||
security of the Organizational Unit. | ||
"Comparable Wage Index" or "CWI" means a regional cost | ||
differentiation metric that measures systemic, regional | ||
variations in the salaries of college graduates who are not | ||
educators. The CWI utilized for this Section shall, for the | ||
first 3 years of Evidence-Based Funding implementation, be | ||
the CWI initially developed by the National Center for | ||
Education Statistics, as most recently updated by Texas A & | ||
M University. In the fourth and subsequent years of | ||
Evidence-Based Funding implementation, the State | ||
Superintendent shall re-determine the CWI using a similar | ||
methodology to that identified in the Texas A & M | ||
University study, with adjustments made no less frequently | ||
than once every 5 years. | ||
"Computer technology and equipment" means computers | ||
servers, notebooks, network equipment, copiers, printers, | ||
instructional software, security software, curriculum |
management courseware, and other similar materials and | ||
equipment. | ||
"Computer technology and equipment investment | ||
allocation" means the final Adequacy Target amount of an | ||
Organizational Unit assigned to Tier 1 or Tier 2 in the | ||
prior school year attributable to the additional $285.50 | ||
per student computer technology and equipment investment | ||
grant divided by the Organizational Unit's final Adequacy | ||
Target, the result of which shall be multiplied by the | ||
amount of new funding received pursuant to this Section. An | ||
Organizational Unit assigned to a Tier 1 or Tier 2 final | ||
Adequacy Target attributable to the received computer | ||
technology and equipment investment grant shall include | ||
all additional investments in computer technology and | ||
equipment adequacy elements. | ||
"Core subject" means mathematics; science; reading, | ||
English, writing, and language arts; history and social | ||
studies; world languages; and subjects taught as Advanced | ||
Placement in high schools. | ||
"Core teacher" means a regular classroom teacher in | ||
elementary schools and teachers of a core subject in middle | ||
and high schools. | ||
"Core Intervention teacher (tutor)" means a licensed | ||
teacher providing one-on-one or small group tutoring to | ||
students struggling to meet proficiency in core subjects. | ||
"CPPRT" means corporate personal property replacement |
tax funds paid to an Organizational Unit during the | ||
calendar year one year before the calendar year in which a | ||
school year begins, pursuant to "An Act in relation to the | ||
abolition of ad valorem personal property tax and the | ||
replacement of revenues lost thereby, and amending and | ||
repealing certain Acts and parts of Acts in connection | ||
therewith", certified August 14, 1979, as amended (Public | ||
Act 81-1st S.S.-1). | ||
"EAV" means equalized assessed valuation as defined in | ||
paragraph (2) of subsection (d) of this Section and | ||
calculated in accordance with paragraph (3) of subsection | ||
(d) of this Section. | ||
"ECI" means the Bureau of Labor Statistics' national | ||
employment cost index for civilian workers in educational | ||
services in elementary and secondary schools on a | ||
cumulative basis for the 12-month calendar year preceding | ||
the fiscal year of the Evidence-Based Funding calculation. | ||
"EIS Data" means the employment information system | ||
data maintained by the State Board on educators within | ||
Organizational Units. | ||
"Employee benefits" means health, dental, and vision | ||
insurance offered to employees of an Organizational Unit, | ||
the costs associated with the statutorily required payment | ||
of the normal cost of the Organizational Unit's teacher | ||
pensions, Social Security employer contributions, and | ||
Illinois Municipal Retirement Fund employer contributions. |
"English learner" or "EL" means a child included in the | ||
definition of "English learners" under Section 14C-2 of | ||
this Code participating in a program of transitional | ||
bilingual education or a transitional program of | ||
instruction meeting the requirements and program | ||
application procedures of Article 14C of this Code. For the | ||
purposes of collecting the number of EL students enrolled, | ||
the same collection and calculation methodology as defined | ||
above for "ASE" shall apply to English learners, with the | ||
exception that EL student enrollment shall include | ||
students in grades pre-kindergarten through 12. | ||
"Essential Elements" means those elements, resources, | ||
and educational programs that have been identified through | ||
academic research as necessary to improve student success, | ||
improve academic performance, close achievement gaps, and | ||
provide for other per student costs related to the delivery | ||
and leadership of the Organizational Unit, as well as the | ||
maintenance and operations of the unit, and which are | ||
specified in paragraph (2) of subsection (b) of this | ||
Section. | ||
"Evidence-Based Funding" means State funding provided | ||
to an Organizational Unit pursuant to this Section. | ||
"Extended day" means academic and enrichment programs | ||
provided to students outside the regular school day before | ||
and after school or during non-instructional times during | ||
the school day. |
"Extension Limitation Ratio" means a numerical ratio | ||
in which the numerator is the Base Tax Year's Extension and | ||
the denominator is the Preceding Tax Year's Extension. | ||
"Final Percent of Adequacy" is defined in paragraph (4) | ||
of subsection (f) of this Section. | ||
"Final Resources" is defined in paragraph (3) of | ||
subsection (f) of this Section. | ||
"Full-time equivalent" or "FTE" means the full-time | ||
equivalency compensation for staffing the relevant | ||
position at an Organizational Unit. | ||
"Funding Gap" is defined in paragraph (1) of subsection | ||
(g). | ||
"Guidance counselor" means a licensed guidance | ||
counselor who provides guidance and counseling support for | ||
students within an Organizational Unit. | ||
"Hybrid District" means a partial elementary unit | ||
district created pursuant to Article 11E of this Code. | ||
"Instructional assistant" means a core or special | ||
education, non-licensed employee who assists a teacher in | ||
the classroom and provides academic support to students. | ||
"Instructional facilitator" means a qualified teacher | ||
or licensed teacher leader who facilitates and coaches | ||
continuous improvement in classroom instruction; provides | ||
instructional support to teachers in the elements of | ||
research-based instruction or demonstrates the alignment | ||
of instruction with curriculum standards and assessment |
tools; develops or coordinates instructional programs or | ||
strategies; develops and implements training; chooses | ||
standards-based instructional materials; provides teachers | ||
with an understanding of current research; serves as a | ||
mentor, site coach, curriculum specialist, or lead | ||
teacher; or otherwise works with fellow teachers, in | ||
collaboration, to use data to improve instructional | ||
practice or develop model lessons. | ||
"Instructional materials" means relevant instructional | ||
materials for student instruction, including, but not | ||
limited to, textbooks, consumable workbooks, laboratory | ||
equipment, library books, and other similar materials. | ||
"Laboratory School" means a public school that is | ||
created and operated by a public university and approved by | ||
the State Board. | ||
"Librarian" means a teacher with an endorsement as a | ||
library information specialist or another individual whose | ||
primary responsibility is overseeing library resources | ||
within an Organizational Unit. | ||
"Limiting rate for Hybrid Districts" means the | ||
combined elementary school and high school limiting rates. | ||
"Local Capacity" is defined in paragraph (1) of | ||
subsection (c) of this Section. | ||
"Local Capacity Percentage" is defined in subparagraph | ||
(A) of paragraph (2) of subsection (c) of this Section. | ||
"Local Capacity Ratio" is defined in subparagraph (B) |
of paragraph (2) of subsection (c) of this Section. | ||
"Local Capacity Target" is defined in paragraph (2) of | ||
subsection (c) of this Section. | ||
"Low-Income Count" means, for an Organizational Unit | ||
in a fiscal year, the higher of the average number of | ||
students for the prior school year or the immediately | ||
preceding 3 school years who, as of July 1 of the | ||
immediately preceding fiscal year (as determined by the | ||
Department of Human Services), are eligible for at least | ||
one of the following low-income programs: Medicaid, the | ||
Children's Health Insurance Program, Temporary Assistance | ||
for Needy Families (TANF), or the Supplemental Nutrition | ||
Assistance Program, excluding pupils who are eligible for | ||
services provided by the Department of Children and Family | ||
Services. Until such time that grade level low-income | ||
populations become available, grade level low-income | ||
populations shall be determined by applying the low-income | ||
percentage to total student enrollments by grade level. The | ||
low-income percentage is determined by dividing the | ||
Low-Income Count by the Average Student Enrollment. The | ||
low-income percentage for programs operated by a regional | ||
office of education or an intermediate service center must | ||
be set to the weighted average of the low-income | ||
percentages of all of the school districts in the service | ||
region. The weighted low-income percentage is the result of | ||
multiplying the low-income percentage of each school |
district served by the regional office of education or | ||
intermediate service center by each school district's | ||
Average Student Enrollment, summarizing those products and | ||
dividing the total by the total Average Student Enrollment | ||
for the service region. | ||
"Maintenance and operations" means custodial services, | ||
facility and ground maintenance, facility operations, | ||
facility security, routine facility repairs, and other | ||
similar services and functions. | ||
"Minimum Funding Level" is defined in paragraph (9) of | ||
subsection (g) of this Section. | ||
"New Property Tax Relief Pool Funds" means, for any | ||
given fiscal year, all State funds appropriated under | ||
Section 2-3.170 of this the School Code. | ||
"New State Funds" means, for a given school year, all | ||
State funds appropriated for Evidence-Based Funding in | ||
excess of the amount needed to fund the Base Funding | ||
Minimum for all Organizational Units in that school year. | ||
"Net State Contribution Target" means, for a given | ||
school year, the amount of State funds that would be | ||
necessary to fully meet the Adequacy Target of an | ||
Operational Unit minus the Preliminary Resources available | ||
to each unit. | ||
"Nurse" means an individual licensed as a certified | ||
school nurse, in accordance with the rules established for | ||
nursing services by the State Board, who is an employee of |
and is available to provide health care-related services | ||
for students of an Organizational Unit. | ||
"Operating Tax Rate" means the rate utilized in the | ||
previous year to extend property taxes for all purposes, | ||
except Bond and Interest, Summer School, Rent, Capital | ||
Improvement, and Vocational Education Building purposes. | ||
For Hybrid Districts, the Operating Tax Rate shall be the | ||
combined elementary and high school rates utilized in the | ||
previous year to extend property taxes for all purposes, | ||
except Bond and Interest, Summer School, Rent, Capital | ||
Improvement, and Vocational Education Building purposes. | ||
"Organizational Unit" means a Laboratory School or any | ||
public school district that is recognized as such by the | ||
State Board and that contains elementary schools typically | ||
serving kindergarten through 5th grades, middle schools | ||
typically serving 6th through 8th grades, high schools | ||
typically serving 9th through 12th grades, a program | ||
established under Section 2-3.66 or 2-3.41, or a program | ||
operated by a regional office of education or an | ||
intermediate service center under Article 13A or 13B. The | ||
General Assembly acknowledges that the actual grade levels | ||
served by a particular Organizational Unit may vary | ||
slightly from what is typical. | ||
"Organizational Unit CWI" is determined by calculating | ||
the CWI in the region and original county in which an | ||
Organizational Unit's primary administrative office is |
located as set forth in this paragraph, provided that if | ||
the Organizational Unit CWI as calculated in accordance | ||
with this paragraph is less than 0.9, the Organizational | ||
Unit CWI shall be increased to 0.9. Each county's current | ||
CWI value shall be adjusted based on the CWI value of that | ||
county's neighboring Illinois counties, to create a | ||
"weighted adjusted index value". This shall be calculated | ||
by summing the CWI values of all of a county's adjacent | ||
Illinois counties and dividing by the number of adjacent | ||
Illinois counties, then taking the weighted value of the | ||
original county's CWI value and the adjacent Illinois | ||
county average. To calculate this weighted value, if the | ||
number of adjacent Illinois counties is greater than 2, the | ||
original county's CWI value will be weighted at 0.25 and | ||
the adjacent Illinois county average will be weighted at | ||
0.75. If the number of adjacent Illinois counties is 2, the | ||
original county's CWI value will be weighted at 0.33 and | ||
the adjacent Illinois county average will be weighted at | ||
0.66. The greater of the county's current CWI value and its | ||
weighted adjusted index value shall be used as the | ||
Organizational Unit CWI. | ||
"Preceding Tax Year" means the property tax levy year | ||
immediately preceding the Base Tax Year. | ||
"Preceding Tax Year's Extension" means the product of | ||
the equalized assessed valuation utilized by the county | ||
clerk in the Preceding Tax Year multiplied by the Operating |
Tax Rate. | ||
"Preliminary Percent of Adequacy" is defined in | ||
paragraph (2) of subsection (f) of this Section. | ||
"Preliminary Resources" is defined in paragraph (2) of | ||
subsection (f) of this Section. | ||
"Principal" means a school administrator duly endorsed | ||
to be employed as a principal in this State. | ||
"Professional development" means training programs for | ||
licensed staff in schools, including, but not limited to, | ||
programs that assist in implementing new curriculum | ||
programs, provide data focused or academic assessment data | ||
training to help staff identify a student's weaknesses and | ||
strengths, target interventions, improve instruction, | ||
encompass instructional strategies for English learner, | ||
gifted, or at-risk students, address inclusivity, cultural | ||
sensitivity, or implicit bias, or otherwise provide | ||
professional support for licensed staff. | ||
"Prototypical" means 450 special education | ||
pre-kindergarten and kindergarten through grade 5 students | ||
for an elementary school, 450 grade 6 through 8 students | ||
for a middle school, and 600 grade 9 through 12 students | ||
for a high school. | ||
"PTELL" means the Property Tax Extension Limitation | ||
Law. | ||
"PTELL EAV" is defined in paragraph (4) of subsection | ||
(d) of this Section. |
"Pupil support staff" means a nurse, psychologist, | ||
social worker, family liaison personnel, or other staff | ||
member who provides support to at-risk or struggling | ||
students. | ||
"Real Receipts" is defined in paragraph (1) of | ||
subsection (d) of this Section. | ||
"Regionalization Factor" means, for a particular | ||
Organizational Unit, the figure derived by dividing the | ||
Organizational Unit CWI by the Statewide Weighted CWI. | ||
"School site staff" means the primary school secretary | ||
and any additional clerical personnel assigned to a school. | ||
"Special education" means special educational | ||
facilities and services, as defined in Section 14-1.08 of | ||
this Code. | ||
"Special Education Allocation" means the amount of an | ||
Organizational Unit's final Adequacy Target attributable | ||
to special education divided by the Organizational Unit's | ||
final Adequacy Target, the product of which shall be | ||
multiplied by the amount of new funding received pursuant | ||
to this Section. An Organizational Unit's final Adequacy | ||
Target attributable to special education shall include all | ||
special education investment adequacy elements. | ||
"Specialist teacher" means a teacher who provides | ||
instruction in subject areas not included in core subjects, | ||
including, but not limited to, art, music, physical | ||
education, health, driver education, career-technical |
education, and such other subject areas as may be mandated | ||
by State law or provided by an Organizational Unit. | ||
"Specially Funded Unit" means an Alternative School, | ||
safe school, Department of Juvenile Justice school, | ||
special education cooperative or entity recognized by the | ||
State Board as a special education cooperative, | ||
State-approved charter school, or alternative learning | ||
opportunities program that received direct funding from | ||
the State Board during the 2016-2017 school year through | ||
any of the funding sources included within the calculation | ||
of the Base Funding Minimum or Glenwood Academy. | ||
"Supplemental Grant Funding" means supplemental | ||
general State aid funding received by an Organizational | ||
Unit during the 2016-2017 school year pursuant to | ||
subsection (H) of Section 18-8.05 of this Code (now | ||
repealed). | ||
"State Adequacy Level" is the sum of the Adequacy | ||
Targets of all Organizational Units. | ||
"State Board" means the State Board of Education. | ||
"State Superintendent" means the State Superintendent | ||
of Education. | ||
"Statewide Weighted CWI" means a figure determined by | ||
multiplying each Organizational Unit CWI times the ASE for | ||
that Organizational Unit creating a weighted value, | ||
summing all Organizational Units' weighted values, and | ||
dividing by the total ASE of all Organizational Units, |
thereby creating an average weighted index. | ||
"Student activities" means non-credit producing | ||
after-school programs, including, but not limited to, | ||
clubs, bands, sports, and other activities authorized by | ||
the school board of the Organizational Unit. | ||
"Substitute teacher" means an individual teacher or | ||
teaching assistant who is employed by an Organizational | ||
Unit and is temporarily serving the Organizational Unit on | ||
a per diem or per period-assignment basis to replace | ||
another staff member. | ||
"Summer school" means academic and enrichment programs | ||
provided to students during the summer months outside of | ||
the regular school year. | ||
"Supervisory aide" means a non-licensed staff member | ||
who helps in supervising students of an Organizational | ||
Unit, but does so outside of the classroom, in situations | ||
such as, but not limited to, monitoring hallways and | ||
playgrounds, supervising lunchrooms, or supervising | ||
students when being transported in buses serving the | ||
Organizational Unit. | ||
"Target Ratio" is defined in paragraph (4) of | ||
subsection (g). | ||
"Tier 1", "Tier 2", "Tier 3", and "Tier 4" are defined | ||
in paragraph (3) of subsection (g). | ||
"Tier 1 Aggregate Funding", "Tier 2 Aggregate | ||
Funding", "Tier 3 Aggregate Funding", and "Tier 4 Aggregate |
Funding" are defined in paragraph (1) of subsection (g). | ||
(b) Adequacy Target calculation. | ||
(1) Each Organizational Unit's Adequacy Target is the | ||
sum of the Organizational Unit's cost of providing | ||
Essential Elements, as calculated in accordance with this | ||
subsection (b), with the salary amounts in the Essential | ||
Elements multiplied by a Regionalization Factor calculated | ||
pursuant to paragraph (3) of this subsection (b). | ||
(2) The Essential Elements are attributable on a pro | ||
rata basis related to defined subgroups of the ASE of each | ||
Organizational Unit as specified in this paragraph (2), | ||
with investments and FTE positions pro rata funded based on | ||
ASE counts in excess of or less than the thresholds set | ||
forth in this paragraph (2). The method for calculating | ||
attributable pro rata costs and the defined subgroups | ||
thereto are as follows: | ||
(A) Core class size investments. Each | ||
Organizational Unit shall receive the funding required | ||
to support that number of FTE core teacher positions as | ||
is needed to keep the respective class sizes of the | ||
Organizational Unit to the following maximum numbers: | ||
(i) For grades kindergarten through 3, the | ||
Organizational Unit shall receive funding required | ||
to support one FTE core teacher position for every | ||
15 Low-Income Count students in those grades and | ||
one FTE core teacher position for every 20 |
non-Low-Income Count students in those grades. | ||
(ii) For grades 4 through 12, the | ||
Organizational Unit shall receive funding required | ||
to support one FTE core teacher position for every | ||
20 Low-Income Count students in those grades and | ||
one FTE core teacher position for every 25 | ||
non-Low-Income Count students in those grades. | ||
The number of non-Low-Income Count students in a | ||
grade shall be determined by subtracting the | ||
Low-Income students in that grade from the ASE of the | ||
Organizational Unit for that grade. | ||
(B) Specialist teacher investments. Each | ||
Organizational Unit shall receive the funding needed | ||
to cover that number of FTE specialist teacher | ||
positions that correspond to the following | ||
percentages: | ||
(i) if the Organizational Unit operates an | ||
elementary or middle school, then 20.00% of the | ||
number of the Organizational Unit's core teachers, | ||
as determined under subparagraph (A) of this | ||
paragraph (2); and | ||
(ii) if such Organizational Unit operates a | ||
high school, then 33.33% of the number of the | ||
Organizational Unit's core teachers. | ||
(C) Instructional facilitator investments. Each | ||
Organizational Unit shall receive the funding needed |
to cover one FTE instructional facilitator position | ||
for every 200 combined ASE of pre-kindergarten | ||
children with disabilities and all kindergarten | ||
through grade 12 students of the Organizational Unit. | ||
(D) Core intervention teacher (tutor) investments. | ||
Each Organizational Unit shall receive the funding | ||
needed to cover one FTE teacher position for each | ||
prototypical elementary, middle, and high school. | ||
(E) Substitute teacher investments. Each | ||
Organizational Unit shall receive the funding needed | ||
to cover substitute teacher costs that is equal to | ||
5.70% of the minimum pupil attendance days required | ||
under Section 10-19 of this Code for all full-time | ||
equivalent core, specialist, and intervention | ||
teachers, school nurses, special education teachers | ||
and instructional assistants, instructional | ||
facilitators, and summer school and extended day | ||
teacher positions, as determined under this paragraph | ||
(2), at a salary rate of 33.33% of the average salary | ||
for grade K through 12 teachers and 33.33% of the | ||
average salary of each instructional assistant | ||
position. | ||
(F) Core guidance counselor investments. Each | ||
Organizational Unit shall receive the funding needed | ||
to cover one FTE guidance counselor for each 450 | ||
combined ASE of pre-kindergarten children with |
disabilities and all kindergarten through grade 5 | ||
students, plus one FTE guidance counselor for each 250 | ||
grades 6 through 8 ASE middle school students, plus one | ||
FTE guidance counselor for each 250 grades 9 through 12 | ||
ASE high school students. | ||
(G) Nurse investments. Each Organizational Unit | ||
shall receive the funding needed to cover one FTE nurse | ||
for each 750 combined ASE of pre-kindergarten children | ||
with disabilities and all kindergarten through grade | ||
12 students across all grade levels it serves. | ||
(H) Supervisory aide investments. Each | ||
Organizational Unit shall receive the funding needed | ||
to cover one FTE for each 225 combined ASE of | ||
pre-kindergarten children with disabilities and all | ||
kindergarten through grade 5 students, plus one FTE for | ||
each 225 ASE middle school students, plus one FTE for | ||
each 200 ASE high school students. | ||
(I) Librarian investments. Each Organizational | ||
Unit shall receive the funding needed to cover one FTE | ||
librarian for each prototypical elementary school, | ||
middle school, and high school and one FTE aide or | ||
media technician for every 300 combined ASE of | ||
pre-kindergarten children with disabilities and all | ||
kindergarten through grade 12 students. | ||
(J) Principal investments. Each Organizational | ||
Unit shall receive the funding needed to cover one FTE |
principal position for each prototypical elementary | ||
school, plus one FTE principal position for each | ||
prototypical middle school, plus one FTE principal | ||
position for each prototypical high school. | ||
(K) Assistant principal investments. Each | ||
Organizational Unit shall receive the funding needed | ||
to cover one FTE assistant principal position for each | ||
prototypical elementary school, plus one FTE assistant | ||
principal position for each prototypical middle | ||
school, plus one FTE assistant principal position for | ||
each prototypical high school. | ||
(L) School site staff investments. Each | ||
Organizational Unit shall receive the funding needed | ||
for one FTE position for each 225 ASE of | ||
pre-kindergarten children with disabilities and all | ||
kindergarten through grade 5 students, plus one FTE | ||
position for each 225 ASE middle school students, plus | ||
one FTE position for each 200 ASE high school students. | ||
(M) Gifted investments. Each Organizational Unit | ||
shall receive $40 per kindergarten through grade 12 | ||
ASE. | ||
(N) Professional development investments. Each | ||
Organizational Unit shall receive $125 per student of | ||
the combined ASE of pre-kindergarten children with | ||
disabilities and all kindergarten through grade 12 | ||
students for trainers and other professional |
development-related expenses for supplies and | ||
materials. | ||
(O) Instructional material investments. Each | ||
Organizational Unit shall receive $190 per student of | ||
the combined ASE of pre-kindergarten children with | ||
disabilities and all kindergarten through grade 12 | ||
students to cover instructional material costs. | ||
(P) Assessment investments. Each Organizational | ||
Unit shall receive $25 per student of the combined ASE | ||
of pre-kindergarten children with disabilities and all | ||
kindergarten through grade 12 students to cover | ||
assessment costs. | ||
(Q) Computer technology and equipment investments. | ||
Each Organizational Unit shall receive $285.50 per | ||
student of the combined ASE of pre-kindergarten | ||
children with disabilities and all kindergarten | ||
through grade 12 students to cover computer technology | ||
and equipment costs. For the 2018-2019 school year and | ||
subsequent school years, Organizational Units assigned | ||
to Tier 1 and Tier 2 in the prior school year shall | ||
receive an additional $285.50 per student of the | ||
combined ASE of pre-kindergarten children with | ||
disabilities and all kindergarten through grade 12 | ||
students to cover computer technology and equipment | ||
costs in the Organizational Unit's Adequacy Target. | ||
The State Board may establish additional requirements |
for Organizational Unit expenditures of funds received | ||
pursuant to this subparagraph (Q), including a | ||
requirement that funds received pursuant to this | ||
subparagraph (Q) may be used only for serving the | ||
technology needs of the district. It is the intent of | ||
Public Act 100-465 that all Tier 1 and Tier 2 districts | ||
receive the addition to their Adequacy Target in the | ||
following year, subject to compliance with the | ||
requirements of the State Board. | ||
(R) Student activities investments. Each | ||
Organizational Unit shall receive the following | ||
funding amounts to cover student activities: $100 per | ||
kindergarten through grade 5 ASE student in elementary | ||
school, plus $200 per ASE student in middle school, | ||
plus $675 per ASE student in high school. | ||
(S) Maintenance and operations investments. Each | ||
Organizational Unit shall receive $1,038 per student | ||
of the combined ASE of pre-kindergarten children with | ||
disabilities and all kindergarten through grade 12 | ||
students for day-to-day maintenance and operations | ||
expenditures, including salary, supplies, and | ||
materials, as well as purchased services, but | ||
excluding employee benefits. The proportion of salary | ||
for the application of a Regionalization Factor and the | ||
calculation of benefits is equal to $352.92. | ||
(T) Central office investments. Each |
Organizational Unit shall receive $742 per student of | ||
the combined ASE of pre-kindergarten children with | ||
disabilities and all kindergarten through grade 12 | ||
students to cover central office operations, including | ||
administrators and classified personnel charged with | ||
managing the instructional programs, business and | ||
operations of the school district, and security | ||
personnel. The proportion of salary for the | ||
application of a Regionalization Factor and the | ||
calculation of benefits is equal to $368.48. | ||
(U) Employee benefit investments. Each | ||
Organizational Unit shall receive 30% of the total of | ||
all salary-calculated elements of the Adequacy Target, | ||
excluding substitute teachers and student activities | ||
investments, to cover benefit costs. For central | ||
office and maintenance and operations investments, the | ||
benefit calculation shall be based upon the salary | ||
proportion of each investment. If at any time the | ||
responsibility for funding the employer normal cost of | ||
teacher pensions is assigned to school districts, then | ||
that amount certified by the Teachers' Retirement | ||
System of the State of Illinois to be paid by the | ||
Organizational Unit for the preceding school year | ||
shall be added to the benefit investment. For any | ||
fiscal year in which a school district organized under | ||
Article 34 of this Code is responsible for paying the |
employer normal cost of teacher pensions, then that | ||
amount of its employer normal cost plus the amount for | ||
retiree health insurance as certified by the Public | ||
School Teachers' Pension and Retirement Fund of | ||
Chicago to be paid by the school district for the | ||
preceding school year that is statutorily required to | ||
cover employer normal costs and the amount for retiree | ||
health insurance shall be added to the 30% specified in | ||
this subparagraph (U). The Teachers' Retirement System | ||
of the State of Illinois and the Public School | ||
Teachers' Pension and Retirement Fund of Chicago shall | ||
submit such information as the State Superintendent | ||
may require for the calculations set forth in this | ||
subparagraph (U). | ||
(V) Additional investments in low-income students. | ||
In addition to and not in lieu of all other funding | ||
under this paragraph (2), each Organizational Unit | ||
shall receive funding based on the average teacher | ||
salary for grades K through 12 to cover the costs of: | ||
(i) one FTE intervention teacher (tutor) | ||
position for every 125 Low-Income Count students; | ||
(ii) one FTE pupil support staff position for | ||
every 125 Low-Income Count students; | ||
(iii) one FTE extended day teacher position | ||
for every 120 Low-Income Count students; and | ||
(iv) one FTE summer school teacher position |
for every 120 Low-Income Count students. | ||
(W) Additional investments in English learner | ||
students. In addition to and not in lieu of all other | ||
funding under this paragraph (2), each Organizational | ||
Unit shall receive funding based on the average teacher | ||
salary for grades K through 12 to cover the costs of: | ||
(i) one FTE intervention teacher (tutor) | ||
position for every 125 English learner students; | ||
(ii) one FTE pupil support staff position for | ||
every 125 English learner students; | ||
(iii) one FTE extended day teacher position | ||
for every 120 English learner students; | ||
(iv) one FTE summer school teacher position | ||
for every 120 English learner students; and | ||
(v) one FTE core teacher position for every 100 | ||
English learner students. | ||
(X) Special education investments. Each | ||
Organizational Unit shall receive funding based on the | ||
average teacher salary for grades K through 12 to cover | ||
special education as follows: | ||
(i) one FTE teacher position for every 141 | ||
combined ASE of pre-kindergarten children with | ||
disabilities and all kindergarten through grade 12 | ||
students; | ||
(ii) one FTE instructional assistant for every | ||
141 combined ASE of pre-kindergarten children with |
disabilities and all kindergarten through grade 12 | ||
students; and | ||
(iii) one FTE psychologist position for every | ||
1,000 combined ASE of pre-kindergarten children | ||
with disabilities and all kindergarten through | ||
grade 12 students. | ||
(3) For calculating the salaries included within the | ||
Essential Elements, the State Superintendent shall | ||
annually calculate average salaries to the nearest dollar | ||
using the employment information system data maintained by | ||
the State Board, limited to public schools only and | ||
excluding special education and vocational cooperatives, | ||
schools operated by the Department of Juvenile Justice, and | ||
charter schools, for the following positions: | ||
(A) Teacher for grades K through 8. | ||
(B) Teacher for grades 9 through 12. | ||
(C) Teacher for grades K through 12. | ||
(D) Guidance counselor for grades K through 8. | ||
(E) Guidance counselor for grades 9 through 12. | ||
(F) Guidance counselor for grades K through 12. | ||
(G) Social worker. | ||
(H) Psychologist. | ||
(I) Librarian. | ||
(J) Nurse. | ||
(K) Principal. | ||
(L) Assistant principal. |
For the purposes of this paragraph (3), "teacher" | ||
includes core teachers, specialist and elective teachers, | ||
instructional facilitators, tutors, special education | ||
teachers, pupil support staff teachers, English learner | ||
teachers, extended day teachers, and summer school | ||
teachers. Where specific grade data is not required for the | ||
Essential Elements, the average salary for corresponding | ||
positions shall apply. For substitute teachers, the | ||
average teacher salary for grades K through 12 shall apply. | ||
For calculating the salaries included within the | ||
Essential Elements for positions not included within EIS | ||
Data, the following salaries shall be used in the first | ||
year of implementation of Evidence-Based Funding: | ||
(i) school site staff, $30,000; and | ||
(ii) non-instructional assistant, instructional | ||
assistant, library aide, library media tech, or | ||
supervisory aide: $25,000. | ||
In the second and subsequent years of implementation of | ||
Evidence-Based Funding, the amounts in items (i) and (ii) | ||
of this paragraph (3) shall annually increase by the ECI. | ||
The salary amounts for the Essential Elements | ||
determined pursuant to subparagraphs (A) through (L), (S) | ||
and (T), and (V) through (X) of paragraph (2) of subsection | ||
(b) of this Section shall be multiplied by a | ||
Regionalization Factor. | ||
(c) Local Capacity calculation. |
(1) Each Organizational Unit's Local Capacity | ||
represents an amount of funding it is assumed to contribute | ||
toward its Adequacy Target for purposes of the | ||
Evidence-Based Funding formula calculation. "Local | ||
Capacity" means either (i) the Organizational Unit's Local | ||
Capacity Target as calculated in accordance with paragraph | ||
(2) of this subsection (c) if its Real Receipts are equal | ||
to or less than its Local Capacity Target or (ii) the | ||
Organizational Unit's Adjusted Local Capacity, as | ||
calculated in accordance with paragraph (3) of this | ||
subsection (c) if Real Receipts are more than its Local | ||
Capacity Target. | ||
(2) "Local Capacity Target" means, for an | ||
Organizational Unit, that dollar amount that is obtained by | ||
multiplying its Adequacy Target by its Local Capacity | ||
Ratio. | ||
(A) An Organizational Unit's Local Capacity | ||
Percentage is the conversion of the Organizational | ||
Unit's Local Capacity Ratio, as such ratio is | ||
determined in accordance with subparagraph (B) of this | ||
paragraph (2), into a cumulative distribution | ||
resulting in a percentile ranking to determine each | ||
Organizational Unit's relative position to all other | ||
Organizational Units in this State. The calculation of | ||
Local Capacity Percentage is described in subparagraph | ||
(C) of this paragraph (2). |
(B) An Organizational Unit's Local Capacity Ratio | ||
in a given year is the percentage obtained by dividing | ||
its Adjusted EAV or PTELL EAV, whichever is less, by | ||
its Adequacy Target, with the resulting ratio further | ||
adjusted as follows: | ||
(i) for Organizational Units serving grades | ||
kindergarten through 12 and Hybrid Districts, no | ||
further adjustments shall be made; | ||
(ii) for Organizational Units serving grades | ||
kindergarten through 8, the ratio shall be | ||
multiplied by 9/13; | ||
(iii) for Organizational Units serving grades | ||
9 through 12, the Local Capacity Ratio shall be | ||
multiplied by 4/13; and | ||
(iv) for an Organizational Unit with a | ||
different grade configuration than those specified | ||
in items (i) through (iii) of this subparagraph | ||
(B), the State Superintendent shall determine a | ||
comparable adjustment based on the grades served. | ||
(C) The Local Capacity Percentage is equal to the | ||
percentile ranking of the district. Local Capacity | ||
Percentage converts each Organizational Unit's Local | ||
Capacity Ratio to a cumulative distribution resulting | ||
in a percentile ranking to determine each | ||
Organizational Unit's relative position to all other | ||
Organizational Units in this State. The Local Capacity |
Percentage cumulative distribution resulting in a | ||
percentile ranking for each Organizational Unit shall | ||
be calculated using the standard normal distribution | ||
of the score in relation to the weighted mean and | ||
weighted standard deviation and Local Capacity Ratios | ||
of all Organizational Units. If the value assigned to | ||
any Organizational Unit is in excess of 90%, the value | ||
shall be adjusted to 90%. For Laboratory Schools, the | ||
Local Capacity Percentage shall be set at 10% in
| ||
recognition of the absence of EAV and resources from | ||
the public university that are allocated to
the | ||
Laboratory School. For programs operated by a regional | ||
office of education or an intermediate service center, | ||
the Local Capacity Percentage must be set at 10% in | ||
recognition of the absence of EAV and resources from | ||
school districts that are allocated to the regional | ||
office of education or intermediate service center. | ||
The weighted mean for the Local Capacity Percentage | ||
shall be determined by multiplying each Organizational | ||
Unit's Local Capacity Ratio times the ASE for the unit | ||
creating a weighted value, summing the weighted values | ||
of all Organizational Units, and dividing by the total | ||
ASE of all Organizational Units. The weighted standard | ||
deviation shall be determined by taking the square root | ||
of the weighted variance of all Organizational Units' | ||
Local Capacity Ratio, where the variance is calculated |
by squaring the difference between each unit's Local | ||
Capacity Ratio and the weighted mean, then multiplying | ||
the variance for each unit times the ASE for the unit | ||
to create a weighted variance for each unit, then | ||
summing all units' weighted variance and dividing by | ||
the total ASE of all units. | ||
(D) For any Organizational Unit, the | ||
Organizational Unit's Adjusted Local Capacity Target | ||
shall be reduced by either (i) the school board's | ||
remaining contribution pursuant to paragraph (ii) of | ||
subsection (b-4) of Section 16-158 of the Illinois | ||
Pension Code in a given year or (ii) the board of | ||
education's remaining contribution pursuant to | ||
paragraph (iv) of subsection (b) of Section 17-129 of | ||
the Illinois Pension Code absent the employer normal | ||
cost portion of the required contribution and amount | ||
allowed pursuant to subdivision (3) of Section | ||
17-142.1 of the Illinois Pension Code in a given year. | ||
In the preceding sentence, item (i) shall be certified | ||
to the State Board of Education by the Teachers' | ||
Retirement System of the State of Illinois and item | ||
(ii) shall be certified to the State Board of Education | ||
by the Public School Teachers' Pension and Retirement | ||
Fund of the City of Chicago. | ||
(3) If an Organizational Unit's Real Receipts are more | ||
than its Local Capacity Target, then its Local Capacity |
shall equal an Adjusted Local Capacity Target as calculated | ||
in accordance with this paragraph (3). The Adjusted Local | ||
Capacity Target is calculated as the sum of the | ||
Organizational Unit's Local Capacity Target and its Real | ||
Receipts Adjustment. The Real Receipts Adjustment equals | ||
the Organizational Unit's Real Receipts less its Local | ||
Capacity Target, with the resulting figure multiplied by | ||
the Local Capacity Percentage. | ||
As used in this paragraph (3), "Real Percent of | ||
Adequacy" means the sum of an Organizational Unit's Real | ||
Receipts, CPPRT, and Base Funding Minimum, with the | ||
resulting figure divided by the Organizational Unit's | ||
Adequacy Target. | ||
(d) Calculation of Real Receipts, EAV, and Adjusted EAV for | ||
purposes of the Local Capacity calculation. | ||
(1) An Organizational Unit's Real Receipts are the | ||
product of its Applicable Tax Rate and its Adjusted EAV. An | ||
Organizational Unit's Applicable Tax Rate is its Adjusted | ||
Operating Tax Rate for property within the Organizational | ||
Unit. | ||
(2) The State Superintendent shall calculate the | ||
equalized assessed valuation, or EAV, of all taxable | ||
property of each Organizational Unit as of September 30 of | ||
the previous year in accordance with paragraph (3) of this | ||
subsection (d). The State Superintendent shall then | ||
determine the Adjusted EAV of each Organizational Unit in |
accordance with paragraph (4) of this subsection (d), which | ||
Adjusted EAV figure shall be used for the purposes of | ||
calculating Local Capacity. | ||
(3) To calculate Real Receipts and EAV, the Department | ||
of Revenue shall supply to the State Superintendent the | ||
value as equalized or assessed by the Department of Revenue | ||
of all taxable property of every Organizational Unit, | ||
together with (i) the applicable tax rate used in extending | ||
taxes for the funds of the Organizational Unit as of | ||
September 30 of the previous year and (ii) the limiting | ||
rate for all Organizational Units subject to property tax | ||
extension limitations as imposed under PTELL. | ||
(A) The Department of Revenue shall add to the | ||
equalized assessed value of all taxable property of | ||
each Organizational Unit situated entirely or | ||
partially within a county that is or was subject to the | ||
provisions of Section 15-176 or 15-177 of the Property | ||
Tax Code (i) an amount equal to the total amount by | ||
which the homestead exemption allowed under Section | ||
15-176 or 15-177 of the Property Tax Code for real | ||
property situated in that Organizational Unit exceeds | ||
the total amount that would have been allowed in that | ||
Organizational Unit if the maximum reduction under | ||
Section 15-176 was (I) $4,500 in Cook County or $3,500 | ||
in all other counties in tax year 2003 or (II) $5,000 | ||
in all counties in tax year 2004 and thereafter and |
(ii) an amount equal to the aggregate amount for the | ||
taxable year of all additional exemptions under | ||
Section 15-175 of the Property Tax Code for owners with | ||
a household income of $30,000 or less. The county clerk | ||
of any county that is or was subject to the provisions | ||
of Section 15-176 or 15-177 of the Property Tax Code | ||
shall annually calculate and certify to the Department | ||
of Revenue for each Organizational Unit all homestead | ||
exemption amounts under Section 15-176 or 15-177 of the | ||
Property Tax Code and all amounts of additional | ||
exemptions under Section 15-175 of the Property Tax | ||
Code for owners with a household income of $30,000 or | ||
less. It is the intent of this subparagraph (A) that if | ||
the general homestead exemption for a parcel of | ||
property is determined under Section 15-176 or 15-177 | ||
of the Property Tax Code rather than Section 15-175, | ||
then the calculation of EAV shall not be affected by | ||
the difference, if any, between the amount of the | ||
general homestead exemption allowed for that parcel of | ||
property under Section 15-176 or 15-177 of the Property | ||
Tax Code and the amount that would have been allowed | ||
had the general homestead exemption for that parcel of | ||
property been determined under Section 15-175 of the | ||
Property Tax Code. It is further the intent of this | ||
subparagraph (A) that if additional exemptions are | ||
allowed under Section 15-175 of the Property Tax Code |
for owners with a household income of less than | ||
$30,000, then the calculation of EAV shall not be | ||
affected by the difference, if any, because of those | ||
additional exemptions. | ||
(B) With respect to any part of an Organizational | ||
Unit within a redevelopment project area in respect to | ||
which a municipality has adopted tax increment | ||
allocation financing pursuant to the Tax Increment | ||
Allocation Redevelopment Act, Division 74.4 of Article | ||
11 of the Illinois Municipal Code, or the Industrial | ||
Jobs Recovery Law, Division 74.6 of Article 11 of the | ||
Illinois Municipal Code, no part of the current EAV of | ||
real property located in any such project area that is | ||
attributable to an increase above the total initial EAV | ||
of such property shall be used as part of the EAV of | ||
the Organizational Unit, until such time as all | ||
redevelopment project costs have been paid, as | ||
provided in Section 11-74.4-8 of the Tax Increment | ||
Allocation Redevelopment Act or in Section 11-74.6-35 | ||
of the Industrial Jobs Recovery Law. For the purpose of | ||
the EAV of the Organizational Unit, the total initial | ||
EAV or the current EAV, whichever is lower, shall be | ||
used until such time as all redevelopment project costs | ||
have been paid. | ||
(B-5) The real property equalized assessed | ||
valuation for a school district shall be adjusted by |
subtracting from the real property value, as equalized | ||
or assessed by the Department of Revenue, for the | ||
district an amount computed by dividing the amount of | ||
any abatement of taxes under Section 18-170 of the | ||
Property Tax Code by 3.00% for a district maintaining | ||
grades kindergarten through 12, by 2.30% for a district | ||
maintaining grades kindergarten through 8, or by 1.05% | ||
for a district maintaining grades 9 through 12 and | ||
adjusted by an amount computed by dividing the amount | ||
of any abatement of taxes under subsection (a) of | ||
Section 18-165 of the Property Tax Code by the same | ||
percentage rates for district type as specified in this | ||
subparagraph (B-5). | ||
(C) For Organizational Units that are Hybrid | ||
Districts, the State Superintendent shall use the | ||
lesser of the adjusted equalized assessed valuation | ||
for property within the partial elementary unit | ||
district for elementary purposes, as defined in | ||
Article 11E of this Code, or the adjusted equalized | ||
assessed valuation for property within the partial | ||
elementary unit district for high school purposes, as | ||
defined in Article 11E of this Code. | ||
(4) An Organizational Unit's Adjusted EAV shall be the | ||
average of its EAV over the immediately preceding 3 years | ||
or its EAV in the immediately preceding year if the EAV in | ||
the immediately preceding year has declined by 10% or more |
compared to the 3-year average. In the event of | ||
Organizational Unit reorganization, consolidation, or | ||
annexation, the Organizational Unit's Adjusted EAV for the | ||
first 3 years after such change shall be as follows: the | ||
most current EAV shall be used in the first year, the | ||
average of a 2-year EAV or its EAV in the immediately | ||
preceding year if the EAV declines by 10% or more compared | ||
to the 2-year average for the second year, and a 3-year | ||
average EAV or its EAV in the immediately preceding year if | ||
the Adjusted EAV declines by 10% or more compared to the | ||
3-year average for the third year. For any school district | ||
whose EAV in the immediately preceding year is used in | ||
calculations, in the following year, the Adjusted EAV shall | ||
be the average of its EAV over the immediately preceding 2 | ||
years or the immediately preceding year if that year | ||
represents a decline of 10% or more compared to the 2-year | ||
average. | ||
"PTELL EAV" means a figure calculated by the State | ||
Board for Organizational Units subject to PTELL as | ||
described in this paragraph (4) for the purposes of | ||
calculating an Organizational Unit's Local Capacity Ratio. | ||
Except as otherwise provided in this paragraph (4), the | ||
PTELL EAV of an Organizational Unit shall be equal to the | ||
product of the equalized assessed valuation last used in | ||
the calculation of general State aid under Section 18-8.05 | ||
of this Code (now repealed) or Evidence-Based Funding under |
this Section and the Organizational Unit's Extension | ||
Limitation Ratio. If an Organizational Unit has approved or | ||
does approve an increase in its limiting rate, pursuant to | ||
Section 18-190 of the Property Tax Code, affecting the Base | ||
Tax Year, the PTELL EAV shall be equal to the product of | ||
the equalized assessed valuation last used in the | ||
calculation of general State aid under Section 18-8.05 of | ||
this Code (now repealed) or Evidence-Based Funding under | ||
this Section multiplied by an amount equal to one plus the | ||
percentage increase, if any, in the Consumer Price Index | ||
for All Urban Consumers for all items published by the | ||
United States Department of Labor for the 12-month calendar | ||
year preceding the Base Tax Year, plus the equalized | ||
assessed valuation of new property, annexed property, and | ||
recovered tax increment value and minus the equalized | ||
assessed valuation of disconnected property. | ||
As used in this paragraph (4), "new property" and | ||
"recovered tax increment value" shall have the meanings set | ||
forth in the Property Tax Extension Limitation Law. | ||
(e) Base Funding Minimum calculation. | ||
(1) For the 2017-2018 school year, the Base Funding | ||
Minimum of an Organizational Unit or a Specially Funded | ||
Unit shall be the amount of State funds distributed to the | ||
Organizational Unit or Specially Funded Unit during the | ||
2016-2017 school year prior to any adjustments and | ||
specified appropriation amounts described in this |
paragraph (1) from the following Sections, as calculated by | ||
the State Superintendent: Section 18-8.05 of this Code (now | ||
repealed); Section 5 of Article 224 of Public Act 99-524 | ||
(equity grants); Section 14-7.02b of this Code (funding for | ||
children requiring special education services); Section | ||
14-13.01 of this Code (special education facilities and | ||
staffing), except for reimbursement of the cost of | ||
transportation pursuant to Section 14-13.01; Section | ||
14C-12 of this Code (English learners); and Section 18-4.3 | ||
of this Code (summer school), based on an appropriation | ||
level of $13,121,600. For a school district organized under | ||
Article 34 of this Code, the Base Funding Minimum also | ||
includes (i) the funds allocated to the school district | ||
pursuant to Section 1D-1 of this Code attributable to | ||
funding programs authorized by the Sections of this Code | ||
listed in the preceding sentence and (ii) the difference | ||
between (I) the funds allocated to the school district | ||
pursuant to Section 1D-1 of this Code attributable to the | ||
funding programs authorized by Section 14-7.02 (non-public | ||
special education reimbursement), subsection (b) of | ||
Section 14-13.01 (special education transportation), | ||
Section 29-5 (transportation), Section 2-3.80 | ||
(agricultural education), Section 2-3.66 (truants' | ||
alternative education), Section 2-3.62 (educational | ||
service centers), and Section 14-7.03 (special education - | ||
orphanage) of this Code and Section 15 of the Childhood |
Hunger Relief Act (free breakfast program) and (II) the | ||
school district's actual expenditures for its non-public | ||
special education, special education transportation, | ||
transportation programs, agricultural education, truants' | ||
alternative education, services that would otherwise be | ||
performed by a regional office of education, special | ||
education orphanage expenditures, and free breakfast, as | ||
most recently calculated and reported pursuant to | ||
subsection (f) of Section 1D-1 of this Code. The Base | ||
Funding Minimum for Glenwood Academy shall be $625,500. For | ||
programs operated by a regional office of education or an | ||
intermediate service center, the Base Funding Minimum must | ||
be the total amount of State funds allocated to those | ||
programs in the 2018-2019 school year and amounts provided | ||
pursuant to Article 34 of Public Act 100-586 and Section | ||
3-16 of this Code. All programs established after June 5, | ||
2019 (the effective date of Public Act 101-10) and | ||
administered by a regional office of education or an | ||
intermediate service center must have an initial Base | ||
Funding Minimum set to an amount equal to the first-year | ||
ASE multiplied by the amount of per pupil funding received | ||
in the previous school year by the lowest funded similar | ||
existing program type. If the enrollment for a program | ||
operated by a regional office of education or an | ||
intermediate service center is zero, then it may not | ||
receive Base Funding Minimum funds for that program in the |
next fiscal year, and those funds must be distributed to | ||
Organizational Units under subsection (g). | ||
(2) For the 2018-2019 and subsequent school years, the | ||
Base Funding Minimum of Organizational Units and Specially | ||
Funded Units shall be the sum of (i) the amount of | ||
Evidence-Based Funding for the prior school year, (ii) the | ||
Base Funding Minimum for the prior school year, and (iii) | ||
any amount received by a school district pursuant to | ||
Section 7 of Article 97 of Public Act 100-21. | ||
(3) Subject to approval by the General Assembly as | ||
provided in this paragraph (3), an Organizational Unit that | ||
meets all of the following criteria, as determined by the | ||
State Board, shall have District Intervention Money added | ||
to its Base Funding Minimum at the time the Base Funding | ||
Minimum is calculated by the State Board: | ||
(A) The Organizational Unit is operating under an | ||
Independent Authority under Section 2-3.25f-5 of this | ||
Code for a minimum of 4 school years or is subject to | ||
the control of the State Board pursuant to a court | ||
order for a minimum of 4 school years. | ||
(B) The Organizational Unit was designated as a | ||
Tier 1 or Tier 2 Organizational Unit in the previous | ||
school year under paragraph (3) of subsection (g) of | ||
this Section. | ||
(C) The Organizational Unit demonstrates | ||
sustainability through a 5-year financial and |
strategic plan. | ||
(D) The Organizational Unit has made sufficient | ||
progress and achieved sufficient stability in the | ||
areas of governance, academic growth, and finances. | ||
As part of its determination under this paragraph (3), | ||
the State Board may consider the Organizational Unit's | ||
summative designation, any accreditations of the | ||
Organizational Unit, or the Organizational Unit's | ||
financial profile, as calculated by the State Board. | ||
If the State Board determines that an Organizational | ||
Unit has met the criteria set forth in this paragraph (3), | ||
it must submit a report to the General Assembly, no later | ||
than January 2 of the fiscal year in which the State Board | ||
makes it determination, on the amount of District | ||
Intervention Money to add to the Organizational Unit's Base | ||
Funding Minimum. The General Assembly must review the State | ||
Board's report and may approve or disapprove, by joint | ||
resolution, the addition of District Intervention Money. | ||
If the General Assembly fails to act on the report within | ||
40 calendar days from the receipt of the report, the | ||
addition of District Intervention Money is deemed | ||
approved. If the General Assembly approves the amount of | ||
District Intervention Money to be added to the | ||
Organizational Unit's Base Funding Minimum, the District | ||
Intervention Money must be added to the Base Funding | ||
Minimum annually thereafter. |
For the first 4 years following the initial year that | ||
the State Board determines that an Organizational Unit has | ||
met the criteria set forth in this paragraph (3) and has | ||
received funding under this Section, the Organizational | ||
Unit must annually submit to the State Board, on or before | ||
November 30, a progress report regarding its financial and | ||
strategic plan under subparagraph (C) of this paragraph | ||
(3). The plan shall include the financial data from the | ||
past 4 annual financial reports or financial audits that | ||
must be presented to the State Board by November 15 of each | ||
year and the approved budget financial data for the current | ||
year. The plan shall be developed according to the | ||
guidelines presented to the Organizational Unit by the | ||
State Board. The plan shall further include financial | ||
projections for the next 3 fiscal years and include a | ||
discussion and financial summary of the Organizational | ||
Unit's facility needs. If the Organizational Unit does not | ||
demonstrate sufficient progress toward its 5-year plan or | ||
if it has failed to file an annual financial report, an | ||
annual budget, a financial plan, a deficit reduction plan, | ||
or other financial information as required by law, the | ||
State Board may establish a Financial Oversight Panel under | ||
Article 1H of this Code. However, if the Organizational | ||
Unit already has a Financial Oversight Panel, the State | ||
Board may extend the duration of the Panel. | ||
(f) Percent of Adequacy and Final Resources calculation. |
(1) The Evidence-Based Funding formula establishes a | ||
Percent of Adequacy for each Organizational Unit in order | ||
to place such units into tiers for the purposes of the | ||
funding distribution system described in subsection (g) of | ||
this Section. Initially, an Organizational Unit's | ||
Preliminary Resources and Preliminary Percent of Adequacy | ||
are calculated pursuant to paragraph (2) of this subsection | ||
(f). Then, an Organizational Unit's Final Resources and | ||
Final Percent of Adequacy are calculated to account for the | ||
Organizational Unit's poverty concentration levels | ||
pursuant to paragraphs (3) and (4) of this subsection (f). | ||
(2) An Organizational Unit's Preliminary Resources are | ||
equal to the sum of its Local Capacity Target, CPPRT, and | ||
Base Funding Minimum. An Organizational Unit's Preliminary | ||
Percent of Adequacy is the lesser of (i) its Preliminary | ||
Resources divided by its Adequacy Target or (ii) 100%. | ||
(3) Except for Specially Funded Units, an | ||
Organizational Unit's Final Resources are equal to the sum | ||
of its Local Capacity, CPPRT, and Adjusted Base Funding | ||
Minimum. The Base Funding Minimum of each Specially Funded | ||
Unit shall serve as its Final Resources, except that the | ||
Base Funding Minimum for State-approved charter schools | ||
shall not include any portion of general State aid | ||
allocated in the prior year based on the per capita tuition | ||
charge times the charter school enrollment. | ||
(4) An Organizational Unit's Final Percent of Adequacy |
is its Final Resources divided by its Adequacy Target. An | ||
Organizational Unit's Adjusted Base Funding Minimum is | ||
equal to its Base Funding Minimum less its Supplemental | ||
Grant Funding, with the resulting figure added to the | ||
product of its Supplemental Grant Funding and Preliminary | ||
Percent of Adequacy. | ||
(g) Evidence-Based Funding formula distribution system. | ||
(1) In each school year under the Evidence-Based | ||
Funding formula, each Organizational Unit receives funding | ||
equal to the sum of its Base Funding Minimum and the unit's | ||
allocation of New State Funds determined pursuant to this | ||
subsection (g). To allocate New State Funds, the | ||
Evidence-Based Funding formula distribution system first | ||
places all Organizational Units into one of 4 tiers in | ||
accordance with paragraph (3) of this subsection (g), based | ||
on the Organizational Unit's Final Percent of Adequacy. New | ||
State Funds are allocated to each of the 4 tiers as | ||
follows: Tier 1 Aggregate Funding equals 50% of all New | ||
State Funds, Tier 2 Aggregate Funding equals 49% of all New | ||
State Funds, Tier 3 Aggregate Funding equals 0.9% of all | ||
New State Funds, and Tier 4 Aggregate Funding equals 0.1% | ||
of all New State Funds. Each Organizational Unit within | ||
Tier 1 or Tier 2 receives an allocation of New State Funds | ||
equal to its tier Funding Gap, as defined in the following | ||
sentence, multiplied by the tier's Allocation Rate | ||
determined pursuant to paragraph (4) of this subsection |
(g). For Tier 1, an Organizational Unit's Funding Gap | ||
equals the tier's Target Ratio, as specified in paragraph | ||
(5) of this subsection (g), multiplied by the | ||
Organizational Unit's Adequacy Target, with the resulting | ||
amount reduced by the Organizational Unit's Final | ||
Resources. For Tier 2, an Organizational Unit's Funding Gap | ||
equals the tier's Target Ratio, as described in paragraph | ||
(5) of this subsection (g), multiplied by the | ||
Organizational Unit's Adequacy Target, with the resulting | ||
amount reduced by the Organizational Unit's Final | ||
Resources and its Tier 1 funding allocation. To determine | ||
the Organizational Unit's Funding Gap, the resulting | ||
amount is then multiplied by a factor equal to one minus | ||
the Organizational Unit's Local Capacity Target | ||
percentage. Each Organizational Unit within Tier 3 or Tier | ||
4 receives an allocation of New State Funds equal to the | ||
product of its Adequacy Target and the tier's Allocation | ||
Rate, as specified in paragraph (4) of this subsection (g). | ||
(2) To ensure equitable distribution of dollars for all | ||
Tier 2 Organizational Units, no Tier 2 Organizational Unit | ||
shall receive fewer dollars per ASE than any Tier 3 | ||
Organizational Unit. Each Tier 2 and Tier 3 Organizational | ||
Unit shall have its funding allocation divided by its ASE. | ||
Any Tier 2 Organizational Unit with a funding allocation | ||
per ASE below the greatest Tier 3 allocation per ASE shall | ||
get a funding allocation equal to the greatest Tier 3 |
funding allocation per ASE multiplied by the | ||
Organizational Unit's ASE. Each Tier 2 Organizational | ||
Unit's Tier 2 funding allocation shall be multiplied by the | ||
percentage calculated by dividing the original Tier 2 | ||
Aggregate Funding by the sum of all Tier 2 Organizational | ||
Units' Tier 2 funding allocation after adjusting | ||
districts' funding below Tier 3 levels. | ||
(3) Organizational Units are placed into one of 4 tiers | ||
as follows: | ||
(A) Tier 1 consists of all Organizational Units, | ||
except for Specially Funded Units, with a Percent of | ||
Adequacy less than the Tier 1 Target Ratio. The Tier 1 | ||
Target Ratio is the ratio level that allows for Tier 1 | ||
Aggregate Funding to be distributed, with the Tier 1 | ||
Allocation Rate determined pursuant to paragraph (4) | ||
of this subsection (g). | ||
(B) Tier 2 consists of all Tier 1 Units and all | ||
other Organizational Units, except for Specially | ||
Funded Units, with a Percent of Adequacy of less than | ||
0.90. | ||
(C) Tier 3 consists of all Organizational Units, | ||
except for Specially Funded Units, with a Percent of | ||
Adequacy of at least 0.90 and less than 1.0. | ||
(D) Tier 4 consists of all Organizational Units | ||
with a Percent of Adequacy of at least 1.0. | ||
(4) The Allocation Rates for Tiers 1 through 4 are |
determined as follows: | ||
(A) The Tier 1 Allocation Rate is 30%. | ||
(B) The Tier 2 Allocation Rate is the result of the | ||
following equation: Tier 2 Aggregate Funding, divided | ||
by the sum of the Funding Gaps for all Tier 2 | ||
Organizational Units, unless the result of such | ||
equation is higher than 1.0. If the result of such | ||
equation is higher than 1.0, then the Tier 2 Allocation | ||
Rate is 1.0. | ||
(C) The Tier 3 Allocation Rate is the result of the | ||
following equation: Tier 3
Aggregate Funding, divided | ||
by the sum of the Adequacy Targets of all Tier 3 | ||
Organizational
Units. | ||
(D) The Tier 4 Allocation Rate is the result of the | ||
following equation: Tier 4
Aggregate Funding, divided | ||
by the sum of the Adequacy Targets of all Tier 4 | ||
Organizational
Units. | ||
(5) A tier's Target Ratio is determined as follows: | ||
(A) The Tier 1 Target Ratio is the ratio level that | ||
allows for Tier 1 Aggregate Funding to be distributed | ||
with the Tier 1 Allocation Rate. | ||
(B) The Tier 2 Target Ratio is 0.90. | ||
(C) The Tier 3 Target Ratio is 1.0. | ||
(6) If, at any point, the Tier 1 Target Ratio is | ||
greater than 90%, then than all Tier 1 funding shall be | ||
allocated to Tier 2 and no Tier 1 Organizational Unit's |
funding may be identified. | ||
(7) In the event that all Tier 2 Organizational Units | ||
receive funding at the Tier 2 Target Ratio level, any | ||
remaining New State Funds shall be allocated to Tier 3 and | ||
Tier 4 Organizational Units. | ||
(8) If any Specially Funded Units, excluding Glenwood | ||
Academy, recognized by the State Board do not qualify for | ||
direct funding following the implementation of Public Act | ||
100-465 from any of the funding sources included within the | ||
definition of Base Funding Minimum, the unqualified | ||
portion of the Base Funding Minimum shall be transferred to | ||
one or more appropriate Organizational Units as determined | ||
by the State Superintendent based on the prior year ASE of | ||
the Organizational Units. | ||
(8.5) If a school district withdraws from a special | ||
education cooperative, the portion of the Base Funding | ||
Minimum that is attributable to the school district may be | ||
redistributed to the school district upon withdrawal. The | ||
school district and the cooperative must include the amount | ||
of the Base Funding Minimum that is to be reapportioned in | ||
their withdrawal agreement and notify the State Board of | ||
the change with a copy of the agreement upon withdrawal. | ||
(9) The Minimum Funding Level is intended to establish | ||
a target for State funding that will keep pace with | ||
inflation and continue to advance equity through the | ||
Evidence-Based Funding formula. The target for State |
funding of New Property Tax Relief Pool Funds is | ||
$50,000,000 for State fiscal year 2019 and subsequent State | ||
fiscal years. The Minimum Funding Level is equal to | ||
$350,000,000. In addition to any New State Funds, no more | ||
than $50,000,000 New Property Tax Relief Pool Funds may be | ||
counted toward the Minimum Funding Level. If the sum of New | ||
State Funds and applicable New Property Tax Relief Pool | ||
Funds are less than the Minimum Funding Level, than funding | ||
for tiers shall be reduced in the following manner: | ||
(A) First, Tier 4 funding shall be reduced by an | ||
amount equal to the difference between the Minimum | ||
Funding Level and New State Funds until such time as | ||
Tier 4 funding is exhausted. | ||
(B) Next, Tier 3 funding shall be reduced by an | ||
amount equal to the difference between the Minimum | ||
Funding Level and New State Funds and the reduction in | ||
Tier 4 funding until such time as Tier 3 funding is | ||
exhausted. | ||
(C) Next, Tier 2 funding shall be reduced by an | ||
amount equal to the difference between the Minimum | ||
Funding Level and New State Funds and the reduction in | ||
Tier 4 and Tier 3. | ||
(D) Finally, Tier 1 funding shall be reduced by an | ||
amount equal to the difference between the Minimum | ||
Funding level and New State Funds and the reduction in | ||
Tier 2, 3, and 4 funding. In addition, the Allocation |
Rate for Tier 1 shall be reduced to a percentage equal | ||
to the Tier 1 Allocation Rate set by paragraph (4) of | ||
this subsection (g), multiplied by the result of New | ||
State Funds divided by the Minimum Funding Level. | ||
(9.5) For State fiscal year 2019 and subsequent State | ||
fiscal years, if New State Funds exceed $300,000,000, then | ||
any amount in excess of $300,000,000 shall be dedicated for | ||
purposes of Section 2-3.170 of this Code up to a maximum of | ||
$50,000,000. | ||
(10) In the event of a decrease in the amount of the | ||
appropriation for this Section in any fiscal year after | ||
implementation of this Section, the Organizational Units | ||
receiving Tier 1 and Tier 2 funding, as determined under | ||
paragraph (3) of this subsection (g), shall be held | ||
harmless by establishing a Base Funding Guarantee equal to | ||
the per pupil kindergarten through grade 12 funding | ||
received in accordance with this Section in the prior | ||
fiscal year. Reductions shall be
made to the Base Funding | ||
Minimum of Organizational Units in Tier 3 and Tier 4 on a
| ||
per pupil basis equivalent to the total number of the ASE | ||
in Tier 3-funded and Tier 4-funded Organizational Units | ||
divided by the total reduction in State funding. The Base
| ||
Funding Minimum as reduced shall continue to be applied to | ||
Tier 3 and Tier 4
Organizational Units and adjusted by the | ||
relative formula when increases in
appropriations for this | ||
Section resume. In no event may State funding reductions to
|
Organizational Units in Tier 3 or Tier 4 exceed an amount | ||
that would be less than the
Base Funding Minimum | ||
established in the first year of implementation of this
| ||
Section. If additional reductions are required, all school | ||
districts shall receive a
reduction by a per pupil amount | ||
equal to the aggregate additional appropriation
reduction | ||
divided by the total ASE of all Organizational Units. | ||
(11) The State Superintendent shall make minor | ||
adjustments to the distribution formula set forth in this | ||
subsection (g) to account for the rounding of percentages | ||
to the nearest tenth of a percentage and dollar amounts to | ||
the nearest whole dollar. | ||
(h) State Superintendent administration of funding and | ||
district submission requirements. | ||
(1) The State Superintendent shall, in accordance with | ||
appropriations made by the General Assembly, meet the | ||
funding obligations created under this Section. | ||
(2) The State Superintendent shall calculate the | ||
Adequacy Target for each Organizational Unit and Net State | ||
Contribution Target for each Organizational Unit under | ||
this Section. No Evidence-Based Funding shall be | ||
distributed within an Organizational Unit without the | ||
approval of the unit's school board. | ||
(3) Annually, the State Superintendent shall calculate | ||
and report to each Organizational Unit the unit's aggregate | ||
financial adequacy amount, which shall be the sum of the |
Adequacy Target for each Organizational Unit. The State | ||
Superintendent shall calculate and report separately for | ||
each Organizational Unit the unit's total State funds | ||
allocated for its students with disabilities. The State | ||
Superintendent shall calculate and report separately for | ||
each Organizational Unit the amount of funding and | ||
applicable FTE calculated for each Essential Element of the | ||
unit's Adequacy Target. | ||
(4) Annually, the State Superintendent shall calculate | ||
and report to each Organizational Unit the amount the unit | ||
must expend on special education and bilingual education | ||
and computer technology and equipment for Organizational | ||
Units assigned to Tier 1 or Tier 2 that received an | ||
additional $285.50 per student computer technology and | ||
equipment investment grant to their Adequacy Target | ||
pursuant to the unit's Base Funding Minimum, Special | ||
Education Allocation, Bilingual Education Allocation, and | ||
computer technology and equipment investment allocation. | ||
(5) Moneys distributed under this Section shall be | ||
calculated on a school year basis, but paid on a fiscal | ||
year basis, with payments beginning in August and extending | ||
through June. Unless otherwise provided, the moneys | ||
appropriated for each fiscal year shall be distributed in | ||
22 equal payments at least 2 times monthly to each | ||
Organizational Unit. If moneys appropriated for any fiscal | ||
year are distributed other than monthly, the distribution |
shall be on the same basis for each Organizational Unit. | ||
(6) Any school district that fails, for any given | ||
school year, to maintain school as required by law or to | ||
maintain a recognized school is not eligible to receive | ||
Evidence-Based Funding. In case of non-recognition of one | ||
or more attendance centers in a school district otherwise | ||
operating recognized schools, the claim of the district | ||
shall be reduced in the proportion that the enrollment in | ||
the attendance center or centers bears to the enrollment of | ||
the school district. "Recognized school" means any public | ||
school that meets the standards for recognition by the | ||
State Board. A school district or attendance center not | ||
having recognition status at the end of a school term is | ||
entitled to receive State aid payments due upon a legal | ||
claim that was filed while it was recognized. | ||
(7) School district claims filed under this Section are | ||
subject to Sections 18-9 and 18-12 of this Code, except as | ||
otherwise provided in this Section. | ||
(8) Each fiscal year, the State Superintendent shall | ||
calculate for each Organizational Unit an amount of its | ||
Base Funding Minimum and Evidence-Based Funding that shall | ||
be deemed attributable to the provision of special | ||
educational facilities and services, as defined in Section | ||
14-1.08 of this Code, in a manner that ensures compliance | ||
with maintenance of State financial support requirements | ||
under the federal Individuals with Disabilities Education |
Act. An Organizational Unit must use such funds only for | ||
the provision of special educational facilities and | ||
services, as defined in Section 14-1.08 of this Code, and | ||
must comply with any expenditure verification procedures | ||
adopted by the State Board. | ||
(9) All Organizational Units in this State must submit | ||
annual spending plans by the end of September of each year | ||
to the State Board as part of the annual budget process, | ||
which shall describe how each Organizational Unit will | ||
utilize the Base Funding Minimum and Evidence-Based | ||
Funding it receives from this State under this Section with | ||
specific identification of the intended utilization of | ||
Low-Income, English learner, and special education | ||
resources. Additionally, the annual spending plans of each | ||
Organizational Unit shall describe how the Organizational | ||
Unit expects to achieve student growth and how the | ||
Organizational Unit will achieve State education goals, as | ||
defined by the State Board. The State Superintendent may, | ||
from time to time, identify additional requisites for | ||
Organizational Units to satisfy when compiling the annual | ||
spending plans required under this subsection (h). The | ||
format and scope of annual spending plans shall be | ||
developed by the State Superintendent and the State Board | ||
of Education. School districts that serve students under | ||
Article 14C of this Code shall continue to submit | ||
information as required under Section 14C-12 of this Code. |
(10) No later than January 1, 2018, the State | ||
Superintendent shall develop a 5-year strategic plan for | ||
all Organizational Units to help in planning for adequacy | ||
funding under this Section. The State Superintendent shall | ||
submit the plan to the Governor and the General Assembly, | ||
as provided in Section 3.1 of the General Assembly | ||
Organization Act. The plan shall include recommendations | ||
for: | ||
(A) a framework for collaborative, professional, | ||
innovative, and 21st century learning environments | ||
using the Evidence-Based Funding model; | ||
(B) ways to prepare and support this State's | ||
educators for successful instructional careers; | ||
(C) application and enhancement of the current | ||
financial accountability measures, the approved State | ||
plan to comply with the federal Every Student Succeeds | ||
Act, and the Illinois Balanced Accountability Measures | ||
in relation to student growth and elements of the | ||
Evidence-Based Funding model; and | ||
(D) implementation of an effective school adequacy | ||
funding system based on projected and recommended | ||
funding levels from the General Assembly. | ||
(11) On an annual basis, the State Superintendent
must | ||
recalibrate all of the following per pupil elements of the | ||
Adequacy Target and applied to the formulas, based on the | ||
study of average expenses and as reported in the most |
recent annual financial report: | ||
(A) Gifted under subparagraph (M) of paragraph
(2) | ||
of subsection (b). | ||
(B) Instructional materials under subparagraph
(O) | ||
of paragraph (2) of subsection (b). | ||
(C) Assessment under subparagraph (P) of
paragraph | ||
(2) of subsection (b). | ||
(D) Student activities under subparagraph (R) of
| ||
paragraph (2) of subsection (b). | ||
(E) Maintenance and operations under subparagraph
| ||
(S) of paragraph (2) of subsection (b). | ||
(F) Central office under subparagraph (T) of
| ||
paragraph (2) of subsection (b). | ||
(i) Professional Review Panel. | ||
(1) A Professional Review Panel is created to study and | ||
review topics related to the implementation and effect of | ||
Evidence-Based Funding, as assigned by a joint resolution | ||
or Public Act of the General Assembly or a motion passed by | ||
the State Board of Education. The Panel must provide | ||
recommendations to and serve the Governor, the General | ||
Assembly, and the State Board. The State Superintendent or | ||
his or her designee must serve as a voting member and | ||
chairperson of the Panel. The State Superintendent must | ||
appoint a vice chairperson from the membership of the | ||
Panel. The Panel must advance recommendations based on a | ||
three-fifths majority vote of Panel members present and |
voting. A minority opinion may also accompany any | ||
recommendation of the Panel. The Panel shall be appointed | ||
by the State Superintendent, except as otherwise provided | ||
in paragraph (2) of this subsection (i) and include the | ||
following members: | ||
(A) Two appointees that represent district | ||
superintendents, recommended by a statewide | ||
organization that represents district superintendents. | ||
(B) Two appointees that represent school boards, | ||
recommended by a statewide organization that | ||
represents school boards. | ||
(C) Two appointees from districts that represent | ||
school business officials, recommended by a statewide | ||
organization that represents school business | ||
officials. | ||
(D) Two appointees that represent school | ||
principals, recommended by a statewide organization | ||
that represents school principals. | ||
(E) Two appointees that represent teachers, | ||
recommended by a statewide organization that | ||
represents teachers. | ||
(F) Two appointees that represent teachers, | ||
recommended by another statewide organization that | ||
represents teachers. | ||
(G) Two appointees that represent regional | ||
superintendents of schools, recommended by |
organizations that represent regional superintendents. | ||
(H) Two independent experts selected solely by the | ||
State Superintendent. | ||
(I) Two independent experts recommended by public | ||
universities in this State. | ||
(J) One member recommended by a statewide | ||
organization that represents parents. | ||
(K) Two representatives recommended by collective | ||
impact organizations that represent major metropolitan | ||
areas or geographic areas in Illinois. | ||
(L) One member from a statewide organization | ||
focused on research-based education policy to support | ||
a school system that prepares all students for college, | ||
a career, and democratic citizenship. | ||
(M) One representative from a school district | ||
organized under Article 34 of this Code. | ||
The State Superintendent shall ensure that the | ||
membership of the Panel includes representatives from | ||
school districts and communities reflecting the | ||
geographic, socio-economic, racial, and ethnic diversity | ||
of this State. The State Superintendent shall additionally | ||
ensure that the membership of the Panel includes | ||
representatives with expertise in bilingual education and | ||
special education. Staff from the State Board shall staff | ||
the Panel. | ||
(2) In addition to those Panel members appointed by the |
State Superintendent, 4 members of the General Assembly | ||
shall be appointed as follows: one member of the House of | ||
Representatives appointed by the Speaker of the House of | ||
Representatives, one member of the Senate appointed by the | ||
President of the Senate, one member of the House of | ||
Representatives appointed by the Minority Leader of the | ||
House of Representatives, and one member of the Senate | ||
appointed by the Minority Leader of the Senate. There shall | ||
be one additional member appointed by the Governor. All | ||
members appointed by legislative leaders or the Governor | ||
shall be non-voting, ex officio members. | ||
(3) The Panel must study topics at the direction of the | ||
General Assembly or State Board of Education, as provided | ||
under paragraph (1). The Panel may also study the following | ||
topics at the direction of the chairperson: | ||
(A) The format and scope of annual spending plans | ||
referenced in paragraph (9) of subsection (h) of this | ||
Section. | ||
(B) The Comparable Wage Index under this Section. | ||
(C) Maintenance and operations, including capital | ||
maintenance and construction costs. | ||
(D) "At-risk student" definition. | ||
(E) Benefits. | ||
(F) Technology. | ||
(G) Local Capacity Target. | ||
(H) Funding for Alternative Schools, Laboratory |
Schools, safe schools, and alternative learning | ||
opportunities programs. | ||
(I) Funding for college and career acceleration | ||
strategies. | ||
(J) Special education investments. | ||
(K) Early childhood investments, in collaboration | ||
with the Illinois Early Learning Council. | ||
(4) (Blank). | ||
(5) Within 5 years after the implementation of this | ||
Section, and every 5 years thereafter, the Panel shall | ||
complete an evaluative study of the entire Evidence-Based | ||
Funding model, including an assessment of whether or not | ||
the formula is achieving State goals. The Panel shall | ||
report to the State Board, the General Assembly, and the | ||
Governor on the findings of the study. | ||
(6) (Blank). | ||
(7) To ensure that (i) the Adequacy Target calculation | ||
under subsection (b) accurately reflects the needs of | ||
students living in poverty or attending schools located in | ||
areas of high poverty, (ii) racial equity within the | ||
Evidence-Based Funding formula is explicitly explored and | ||
advanced, and (iii) the funding goals of the formula | ||
distribution system established under this Section are | ||
sufficient to provide adequate funding for every student | ||
and to fully fund every school in this State, the Panel | ||
shall review the Essential Elements under paragraph (2) of |
subsection (b). The Panel shall consider all of the | ||
following in its review: | ||
(A) The financial ability of school districts to | ||
provide instruction in a foreign language to every | ||
student and whether an additional Essential Element | ||
should be added to the formula to ensure that every | ||
student has access to instruction in a foreign | ||
language. | ||
(B) The adult-to-student ratio for each Essential | ||
Element in which a ratio is identified. The Panel shall | ||
consider whether the ratio accurately reflects the | ||
staffing needed to support students living in poverty | ||
or who have traumatic backgrounds. | ||
(C) Changes to the Essential Elements that may be | ||
required to better promote racial equity and eliminate | ||
structural racism within schools. | ||
(D) The impact of investing $350,000,000 in | ||
additional funds each year under this Section and an | ||
estimate of when the school system will become fully | ||
funded under this level of appropriation. | ||
(E) Provide an overview of alternative funding | ||
structures that would enable the State to become fully | ||
funded at an earlier date. | ||
(F) The potential to increase efficiency and to | ||
find cost savings within the school system to expedite | ||
the journey to a fully funded system. |
(G) The appropriate levels for reenrolling and | ||
graduating high-risk high school students who have | ||
been previously out of school. These outcomes shall | ||
include enrollment, attendance, skill gains, credit | ||
gains, graduation or promotion to the next grade level, | ||
and the transition to college, training, or | ||
employment, with an emphasis on progressively | ||
increasing the overall attendance. | ||
(H) The evidence-based or research-based practices | ||
that are shown to reduce the gaps and disparities | ||
experienced by African American students in academic | ||
achievement and educational performance, including | ||
practices that have been shown to reduce parities in | ||
disciplinary rates, drop-out rates, graduation rates, | ||
college matriculation rates, and college completion | ||
rates. | ||
On or before December 31, 2021, the Panel shall report | ||
to the State Board, the General Assembly, and the Governor | ||
on the findings of its review. This paragraph (7) is | ||
inoperative on and after July 1, 2022. | ||
(j) References. Beginning July 1, 2017, references in other | ||
laws to general State aid funds or calculations under Section | ||
18-8.05 of this Code (now repealed) shall be deemed to be | ||
references to evidence-based model formula funds or | ||
calculations under this Section.
| ||
(Source: P.A. 100-465, eff. 8-31-17; 100-578, eff. 1-31-18; |
100-582, eff. 3-23-18; 101-10, eff. 6-5-19; 101-17, eff. | ||
6-14-19; 101-643, eff. 6-18-20; revised 8-21-20.) | ||
Article 95. | ||
Section 95-1. Short title. This Article may be cited as the | ||
Equity in Higher Education Act. References in this Article to | ||
"this Act" mean this Article. | ||
Section 95-5. Findings; policies. | ||
(a) The General Assembly finds the following: | ||
(1) Historic and continuous systemic racism has | ||
created significant disparities in college access, | ||
affordability, and completion for Black, Latinx, | ||
low-income, and other underrepresented and historically | ||
underserved students. | ||
(2) Higher education is examining its role as a | ||
contributor to systemic racism, while recognizing its | ||
place in providing opportunity and upward mobility, and its | ||
role as a powerful actor in dismantling systemic racism. | ||
(3) Chicago State University has created the Equity | ||
Working Group, which includes statewide representation of | ||
private, community, and public sector stakeholders, to | ||
create an action plan for employers, the secondary and | ||
postsecondary education systems, philanthropic | ||
organizations, community-based organizations, and our |
executive and legislative bodies to improve college | ||
access, completion, and post-graduation outcomes for Black | ||
college students in Illinois. | ||
(4) Despite similar numbers of Black high school | ||
graduates, Illinois saw about 25,000 fewer Black enrollees | ||
in Illinois higher education in 2018 compared to 2008. | ||
(5) Illinois must address wide disparities in degree | ||
completion at Illinois community colleges, which currently | ||
graduate Black and Latinx students at a rate of 14% and 26% | ||
respectively compared to the rate of 38% for White | ||
students, as well as at public universities, which | ||
currently graduate Black and Latinx students at a rate of | ||
34% and 49% respectively compared to 66% of White students, | ||
within 6 years. | ||
(6) The State of Illinois benefits from a diverse | ||
public higher education system that includes universities | ||
and community colleges with different missions and scopes | ||
that maximize college enrollment, persistence, and | ||
completion of underrepresented and historically | ||
underserved students, including Black and Latinx students | ||
and students from low-income families. | ||
(7) Illinois has a moral obligation and an economic | ||
interest in dismantling and reforming structures that | ||
create or exacerbate racial and socioeconomic inequities | ||
in K-12 and higher education. | ||
(8) The Board of Higher Education has a statutory |
obligation to create a strategic plan for higher education | ||
and has adopted core principles to guide this plan. | ||
(9) The Board of Higher Education has included among | ||
its core principles designed to guide the strategic plan | ||
the assumption that excellence coupled with equity should | ||
drive the higher education system and that the higher | ||
education system will make equity-driven decisions, | ||
elevating the voices of those who have been underserved, | ||
and actively identify and remove systemic barriers that | ||
have prevented students of color, first generation college | ||
students, low-income students, adult learners, and rural | ||
students from accessing and succeeding in higher | ||
education; access and affordability as well as high quality | ||
are embedded in the definition of equity. | ||
(b) The General Assembly supports all of the following work | ||
and goals of the Board of Higher Education: | ||
(1) Its work on the strategic plan for higher education | ||
and the vision it has set forth that over the next 10 years | ||
Illinois will have an equitable, accessible, innovative, | ||
nimble, and aligned higher education ecosystem that | ||
ensures individuals, families, and communities across the | ||
state thrive. | ||
(2) Its goal to close equity gaps in higher education | ||
in Illinois and that the strategic plan will identify | ||
multiple strategies to achieve this goal. | ||
(3) Its goal to increase postsecondary |
credential/degree attainment and develop talent to drive | ||
the economy of Illinois and that the strategic plan will | ||
identify strategies to achieve this goal, including | ||
embedding equity in the State's attainment goal. | ||
(4) Its goal to improve higher education | ||
affordability, increase access, and manage costs and the | ||
expectation that the strategic plan will identify | ||
strategies for stakeholders to achieve these goals, | ||
including opportunities to improve efficiency and | ||
principles for equitable and adequate ways to fund higher | ||
education.
| ||
(c) The General Assembly encourages the Board of Higher | ||
Education to prepare an array of policy, practice, and proposed | ||
legislative changes required to implement the strategic plan, | ||
along with an implementation process and timeline by May 1, | ||
2021 and to regularly evaluate the impact of the implementation | ||
of the strategic plan and publicly report the evaluation to | ||
ensure that the goals are achieved as intended and lead to a | ||
high-quality, equitable, and diverse higher education system | ||
in Illinois. | ||
Article 100. | ||
Section 100-1. Short title. This Act may be cited as the | ||
Developmental Education Reform Act. References in this Article | ||
to "this Act" mean this Article. |
Section 100-5. Findings. The General Assembly makes all of | ||
the following findings: | ||
(1) Nearly 50% of this State's high school graduates | ||
who enroll full-time in a community college are placed in | ||
developmental education coursework in at least one | ||
subject. Community colleges place nearly 71% of Black | ||
students in developmental education courses compared to | ||
42% of white students. | ||
(2) Traditional developmental education courses cost | ||
students time and money and expend their financial aid | ||
because a student does not receive college credit for the | ||
successful completion of a traditional developmental | ||
education course. This can be a barrier to enrollment, | ||
persistence, and certificate or degree completion. | ||
(3) Developmental education courses can exacerbate | ||
inequities in higher education. Community colleges | ||
graduate Black students who are placed in developmental | ||
education courses at a rate of approximately 8% compared to | ||
a graduation rate of 26% for white students who are placed | ||
in developmental education courses. | ||
(4) A history of inconsistent and inadequate | ||
approaches to student placement in community college | ||
coursework, such as the reliance on standardized test | ||
scores, has resulted in too many students being placed in | ||
developmental education coursework who could otherwise |
succeed in introductory college-level coursework or | ||
introductory college-level coursework with concurrent | ||
support. | ||
(5) Developmental education reform is in progress, and | ||
public institutions of higher education and State agencies | ||
have undertaken voluntary efforts and committed resources | ||
to improve placement and to address disparities in the | ||
successful completion of introductory college-level | ||
coursework. | ||
(6) The Illinois Council of Community College | ||
Presidents, the Illinois Community College Chief Academic | ||
Officers Commission, the Illinois Community College Chief | ||
Student Services Officers Commission, and the Illinois | ||
Mathematics Association of Community Colleges have already | ||
developed and approved a more equitable, multiple measures | ||
framework for placement in coursework that is currently | ||
implemented at many but not all community colleges. | ||
(7) In 2019, members of the General Assembly, faculty | ||
and administrators from public institutions of higher | ||
education, board trustees from community college | ||
districts, representatives from the Board of Higher | ||
Education, the Illinois Community College Board, and other | ||
appointed stakeholders convened a task force to inventory | ||
and study developmental education models employed by | ||
public community colleges and universities in this State | ||
and to submit a detailed plan for scaling developmental |
education reforms in which all students who are placed in | ||
developmental education coursework are enrolled in an | ||
evidence-based developmental education model that | ||
maximizes a student's likelihood of completing an | ||
introductory college-level course within his or her first 2 | ||
semesters at an institution of higher education. The data | ||
released by the task force indicates all of the following: | ||
(A) Despite more effective developmental education | ||
models, community colleges and universities use the | ||
traditional developmental education model for 77% of | ||
students who place in a developmental education | ||
mathematics course and for 67% of students who place in | ||
a developmental English language course. | ||
(B) Improved policies, programs, and practices are | ||
essential to address the systemic inequities that | ||
exist in postsecondary education in this State, such as | ||
the disproportionate enrollment of Black students in | ||
developmental education courses. | ||
(8) To support further reform to developmental | ||
education in mathematics, additional work needs to be done | ||
in order to more adequately define the math pathways and | ||
the various ways that students satisfy mathematics credit | ||
requirements depending upon their academic and career | ||
pathways. | ||
Section 100-10. Definitions. In this Act: |
"College-level English language or mathematics course" or | ||
"college-level English language or mathematics coursework" | ||
means a course that bears credit and fulfills English language | ||
or mathematics credit requirements for a baccalaureate degree, | ||
a certificate, or an associate degree from a postsecondary | ||
educational institution. | ||
"Community college" means a public community college in | ||
this State.
| ||
"Developmental education" means instruction through which | ||
a high school graduate who applies to a college credit program | ||
may attain the communication and computation skills necessary | ||
to successfully complete college-level coursework.
| ||
"Developmental education course" or "developmental | ||
education coursework" means a course or a category of courses | ||
in which students are placed based on an institution's finding | ||
that a student does not have the proficiency necessary to | ||
succeed in an introductory college-level English language or | ||
mathematics course. | ||
"Institution of higher education" or "institution" means a | ||
public community college or university in this State. | ||
"University" means a public university in this State. | ||
Section 100-15. Placement measures. | ||
(a) On or before May 1, 2022, a community college shall use | ||
each of the following measures, as appropriate, to determine | ||
the placement of a student in introductory college-level |
English language or mathematics coursework and shall use the | ||
scores set forth in recommendations approved by the Illinois | ||
Council of Community College Presidents on June 1, 2018: | ||
(1) A student's cumulative high school grade point | ||
average. | ||
(2) A student's successful completion of an | ||
appropriate high school transition course in mathematics | ||
or English. | ||
(3) A student's successful completion of an | ||
appropriate developmental education or introductory | ||
college-level English language or mathematics course at | ||
another regionally accredited postsecondary educational | ||
institution. | ||
(b) In determining the placement of a student in | ||
introductory college-level English language or mathematics | ||
coursework, a community college shall consider the | ||
standardized test scores provided by the student for placement | ||
in an introductory college-level English language or | ||
mathematics course. | ||
In addition, a community college is encouraged to use the | ||
scores set forth in recommendations approved by the Illinois | ||
Council of Community College Presidents on June 1, 2018 and | ||
should also consider other individual measures for placement in | ||
an introductory college-level English language or mathematics | ||
course, as set forth in recommendations approved by the | ||
Illinois Council of Community College Presidents on June 1, |
2018, and the scores set forth in those recommendations. | ||
In its discretion, a community college may accept a lower | ||
score on individual placement measures or accept lower scores | ||
in combination with other placement measures than those set | ||
forth in the recommendations. | ||
(c) If a student qualifies for placement in an introductory | ||
college-level English language or mathematics course using a | ||
single measure under subsection (a) or (b), no additional | ||
measures need to be considered for placement of the student in | ||
the introductory college-level English language or mathematics | ||
course. | ||
Section 100-20. Recommendations of Illinois Council of | ||
Community College Presidents recommendation revisions; math | ||
pathways. | ||
(a) If the Illinois Council of Community College Presidents | ||
approves any revised recommendations for determining the | ||
placement of students in introductory college-level English | ||
language or mathematics courses in response to changes in | ||
scoring systems, the introduction and use of additional | ||
measures, or evidence that demonstrates the inaccuracy in the | ||
use of scores in previous recommendations, then, within one | ||
year after the date of the adoption of those revised | ||
recommendations, references in this Act to recommendations | ||
approved by the Illinois Council of Community College | ||
Presidents on June 1, 2018 shall mean the revised |
recommendations. The General Assembly may request that the | ||
Illinois Council of Community College Presidents provide to the | ||
General Assembly the rationale and supporting evidence for any | ||
revision to the Council's recommendations. | ||
(b) Beginning no later than December 1, 2021, the Illinois | ||
Board of Higher Education shall convene stakeholders to | ||
consider a multiple measures framework for placement into | ||
college-level coursework for Illinois public universities with | ||
considerations for math pathways and major requirements. | ||
Section 100-25. Placement policy; report. | ||
(a) Each institution of higher education shall publicly | ||
post its placement policy in a manner that is easily accessible | ||
to both students and prospective students. | ||
(b) On or before July 1, 2023, the Illinois Community | ||
College Board shall issue a report, which shall be made | ||
available to the public on its Internet website, concerning | ||
each community college's developmental education and | ||
college-level coursework placement policy and the policy's | ||
outcomes. The data disclosed in the report must be consistent | ||
with the Illinois Community College Board's requirements for | ||
data collection and should be disaggregated by developmental | ||
education course model, as defined by the Illinois Community | ||
College Board, and by gender, race and ethnicity, and federal | ||
Pell Grant status. |
Section 100-30. Institutional plans; report. | ||
(a) On or before May 1, 2022, each university shall submit | ||
to the Board of Higher Education and each community college | ||
shall submit to the Illinois Community College Board its | ||
institutional plan for scaling evidence-based developmental | ||
education reforms to maximize the probability that a student | ||
will be placed in and successfully complete introductory | ||
college-level English language or mathematics coursework | ||
within 2 semesters at the institution. At a minimum, a plan | ||
submitted by an institution shall include all of the following: | ||
(1) A description of the current developmental | ||
education models offered by the institution. If the | ||
institution does not currently offer developmental | ||
education coursework, it must provide details regarding | ||
its decision not to offer developmental education | ||
coursework and the pathways that are available to students | ||
deemed to be insufficiently prepared for introductory | ||
college-level English language or mathematics coursework. | ||
(2) A description of the developmental education | ||
models that will be implemented and scaled and the basis of | ||
the evidence and associated data that the institution | ||
considered in making the decision to scale each model. | ||
(3) Baseline data and benchmarks for progress, | ||
including, but not limited to, (i) enrollment in | ||
credit-bearing English language or mathematics courses, | ||
(ii) rates of successful completion of introductory |
college-level English language or mathematics courses, and | ||
(iii) college-credit accumulation. | ||
(4) Detailed plans for scaling reforms and improving | ||
outcomes for all students placed in traditional | ||
developmental education models or models with comparable | ||
introductory college-level course completion rates. The | ||
plan shall provide details about the expected improvements | ||
in educational outcomes for Black students as result of the | ||
proposed reforms. | ||
(b) On or before January 1, 2023 and every 2 years | ||
thereafter, the Board of Higher Education and Illinois | ||
Community College Board shall collect data and report to the | ||
General Assembly and the public the status of developmental | ||
education reforms at institutions. The report must include data | ||
on the progress of the developmental education reforms, | ||
including, but not limited to, (i) enrollment in credit-bearing | ||
English language or mathematics courses, (ii) rates of | ||
successful completion of introductory college-level English | ||
language or mathematics courses, and (iii) college-credit | ||
accumulation. The data should be disaggregated by gender, race | ||
and ethnicity, federal Pell Grant status, and other variables | ||
of interest to the Board of Higher Education and the Illinois | ||
Community College Board. | ||
(c) On or before January 1, 2024 and every 2 years | ||
thereafter, the Board of Higher Education and Illinois | ||
Community College Board, in consultation with institutions of |
higher education and other stakeholders, shall consider | ||
additional data reporting requirements to facilitate the | ||
rigorous and continuous evaluation of each institution's | ||
implementation plan and its impact on improving outcomes for | ||
students in developmental education, particularly for Black | ||
students.
| ||
Section 100-90. Family Educational Rights and Privacy Act | ||
of 1974. Nothing in this Act supersedes the federal Family | ||
Educational Rights and Privacy Act of 1974 or rules adopted | ||
pursuant to the federal Family Educational Rights and Privacy | ||
Act of 1974. | ||
Article 115. | ||
Section 115-5. The School Code is amended by changing | ||
Section 21B-50 as follows: | ||
(105 ILCS 5/21B-50) | ||
Sec. 21B-50. Alternative Educator Licensure Program. | ||
(a) There is established an alternative educator licensure | ||
program, to be known as the Alternative Educator Licensure | ||
Program for Teachers. | ||
(b) The Alternative Educator Licensure Program for | ||
Teachers may be offered by a recognized institution approved to | ||
offer educator preparation programs by the State Board of |
Education, in consultation with the State Educator Preparation | ||
and Licensure Board. | ||
The program shall be comprised of 4 phases: | ||
(1) A course of study that at a minimum includes | ||
instructional planning; instructional strategies, | ||
including special education, reading, and English language | ||
learning; classroom management; and the assessment of | ||
students and use of data to drive instruction. | ||
(2) A year of residency, which is a candidate's | ||
assignment to a full-time teaching position or as a | ||
co-teacher for one full school year. An individual must | ||
hold an Educator License with Stipulations with an | ||
alternative provisional educator endorsement in order to | ||
enter the residency and must complete additional program | ||
requirements that address required State and national | ||
standards, pass the State Board's teacher performance | ||
assessment no later than the end of the first semester of | ||
the second year of residency, as required under phase (3) | ||
of this subsection (b), and be recommended by the principal | ||
or qualified equivalent of a principal, as required under | ||
subsection (d) of this Section, and the program coordinator | ||
to continue with the second year of the residency. | ||
(3) A second year of residency, which shall include the | ||
candidate's assignment to a full-time teaching position | ||
for one school year. The candidate must be assigned an | ||
experienced teacher to act as a mentor and coach the |
candidate through the second year of residency. | ||
(4) A comprehensive assessment of the candidate's | ||
teaching effectiveness, as evaluated by the principal or | ||
qualified equivalent of a principal, as required under | ||
subsection (d) of this Section, and the program | ||
coordinator, at the end of the second year of residency. If | ||
there is disagreement between the 2 evaluators about the | ||
candidate's teaching effectiveness, the candidate may | ||
complete one additional year of residency teaching under a | ||
professional development plan developed by the principal | ||
or qualified equivalent and the preparation program. At the | ||
completion of the third year, a candidate must have | ||
positive evaluations and a recommendation for full | ||
licensure from both the principal or qualified equivalent | ||
and the program coordinator or no Professional Educator | ||
License shall be issued. | ||
Successful completion of the program shall be deemed to | ||
satisfy any other practice or student teaching and content | ||
matter requirements established by law. | ||
(c) An alternative provisional educator endorsement on an | ||
Educator License with Stipulations is valid for 2 years of | ||
teaching in the public schools, including without limitation a | ||
preschool educational program under Section 2-3.71 of this Code | ||
or charter school, or in a State-recognized nonpublic school in | ||
which the chief administrator is required to have the licensure | ||
necessary to be a principal in a public school in this State |
and in which a majority of the teachers are required to have | ||
the licensure necessary to be instructors in a public school in | ||
this State, but may be renewed for a third year if needed to | ||
complete the Alternative Educator Licensure Program for | ||
Teachers. The endorsement shall be issued only once to an | ||
individual who meets all of the following requirements: | ||
(1) Has graduated from a regionally accredited college | ||
or university with a bachelor's degree or higher. | ||
(2) (Blank). Has a cumulative grade point average of | ||
3.0 or greater on a 4.0 scale or its equivalent on another | ||
scale. | ||
(3) Has completed a major in the content area if | ||
seeking a middle or secondary level endorsement or, if | ||
seeking an early childhood, elementary, or special | ||
education endorsement, has completed a major in the content | ||
area of reading, English/language arts, mathematics, or | ||
one of the sciences. If the individual does not have a | ||
major in a content area for any level of teaching, he or | ||
she must submit transcripts to the State Board of Education | ||
to be reviewed for equivalency. | ||
(4) Has successfully completed phase (1) of subsection | ||
(b) of this Section. | ||
(5) Has passed a content area test required for the | ||
specific endorsement for admission into the program, as | ||
required under Section 21B-30 of this Code. | ||
A candidate possessing the alternative provisional |
educator endorsement may receive a salary, benefits, and any | ||
other terms of employment offered to teachers in the school who | ||
are members of an exclusive bargaining representative, if any, | ||
but a school is not required to provide these benefits during | ||
the years of residency if the candidate is serving only as a | ||
co-teacher. If the candidate is serving as the teacher of | ||
record, the candidate must receive a salary, benefits, and any | ||
other terms of employment. Residency experiences must not be | ||
counted towards tenure. | ||
(d) The recognized institution offering the Alternative | ||
Educator Licensure Program for Teachers must partner with a | ||
school district, including without limitation a preschool | ||
educational program under Section 2-3.71 of this Code or | ||
charter school, or a State-recognized, nonpublic school in this | ||
State in which the chief administrator is required to have the | ||
licensure necessary to be a principal in a public school in | ||
this State and in which a majority of the teachers are required | ||
to have the licensure necessary to be instructors in a public | ||
school in this State. A recognized institution that partners | ||
with a public school district administering a preschool | ||
educational program under Section 2-3.71 of this Code must | ||
require a principal to recommend or evaluate candidates in the | ||
program. A recognized institution that partners with an | ||
eligible entity administering a preschool educational program | ||
under Section 2-3.71 of this Code and that is not a public | ||
school district must require a principal or qualified |
equivalent of a principal to recommend or evaluate candidates | ||
in the program. The program presented for approval by the State | ||
Board of Education must demonstrate the supports that are to be | ||
provided to assist the provisional teacher during the 2-year | ||
residency period. These supports must provide additional | ||
contact hours with mentors during the first year of residency. | ||
(e) Upon completion of the 4 phases outlined in subsection | ||
(b) of this Section and all assessments required under Section | ||
21B-30 of this Code, an individual shall receive a Professional | ||
Educator License. | ||
(f) The State Board of Education, in consultation with the | ||
State Educator Preparation and Licensure Board, may adopt such | ||
rules as may be necessary to establish and implement the | ||
Alternative Educator Licensure Program for Teachers.
| ||
(Source: P.A. 100-596, eff. 7-1-18; 100-822, eff. 1-1-19; | ||
101-220, eff. 8-7-19; 101-570, eff. 8-23-19; 101-643, eff. | ||
6-18-20.) | ||
Article 120. | ||
Section 120-5. The Higher Education Student Assistance Act | ||
is amended by changing Section 50 as follows: | ||
(110 ILCS 947/50)
| ||
Sec. 50. Minority Teachers of Illinois scholarship | ||
program.
|
(a) As used in this Section:
| ||
"Eligible applicant" means a minority student who has | ||
graduated
from high school or has received a high school | ||
equivalency certificate
and has
maintained a cumulative | ||
grade point average of
no
less than 2.5 on a 4.0 scale, and | ||
who by reason thereof is entitled to
apply for scholarships | ||
to be awarded under this Section.
| ||
"Minority student" means a student who is any of the | ||
following: | ||
(1) American Indian or Alaska Native (a person | ||
having origins in any of the original peoples of North | ||
and South America, including Central America, and who | ||
maintains tribal affiliation or community attachment). | ||
(2) Asian (a person having origins in any of the | ||
original peoples of the Far East, Southeast Asia, or | ||
the Indian subcontinent, including, but not limited | ||
to, Cambodia, China, India, Japan, Korea, Malaysia, | ||
Pakistan, the Philippine Islands, Thailand, and | ||
Vietnam). | ||
(3) Black or African American (a person having | ||
origins in any of the black racial groups of Africa). | ||
Terms such as "Haitian" or "Negro" can be used in | ||
addition to "Black or African American". | ||
(4) Hispanic or Latino (a person of Cuban, Mexican, | ||
Puerto Rican, South or Central American, or other | ||
Spanish culture or origin, regardless of race). |
(5) Native Hawaiian or Other Pacific Islander (a | ||
person having origins in any of the original peoples of | ||
Hawaii, Guam, Samoa, or other Pacific Islands).
| ||
"Qualified bilingual minority applicant" means a | ||
qualified student who demonstrates proficiency in a | ||
language other than English by (i) receiving a State Seal | ||
of Biliteracy from the State Board of Education or (ii) | ||
receiving a passing score on an educator licensure target | ||
language proficiency test. | ||
"Qualified student" means a person (i) who is a | ||
resident of this State
and a citizen or permanent resident | ||
of the United States; (ii) who is a
minority student, as | ||
defined in this Section; (iii) who, as an eligible
| ||
applicant, has made a timely application for a minority | ||
teaching
scholarship under this Section; (iv) who is | ||
enrolled on at least a
half-time basis at a
qualified | ||
Illinois institution of
higher learning; (v) who is | ||
enrolled in a course of study leading to
teacher licensure, | ||
including alternative teacher licensure, or, if the | ||
student is already licensed to teach, in a course of study | ||
leading to an additional teaching endorsement or a master's | ||
degree in an academic field in which he or she is teaching | ||
or plans to teach or who has received one or more College | ||
and Career Pathway Endorsements pursuant to Section 80 of | ||
the Postsecondary and Workforce Readiness Act and commits | ||
to enrolling in a course of study leading to teacher |
licensure, including alternative teacher licensure ; (vi)
| ||
who maintains a grade point average of no
less than 2.5 on | ||
a 4.0 scale;
and (vii) who continues to advance | ||
satisfactorily toward the attainment
of a degree.
| ||
(b) In order to encourage academically talented Illinois | ||
minority
students to pursue teaching careers at the preschool | ||
or elementary or
secondary
school
level and to address and | ||
alleviate the teacher shortage crisis in this State described | ||
under the provisions of the Transitions in Education Act , each | ||
qualified student shall be awarded a minority teacher
| ||
scholarship to any qualified Illinois institution of higher | ||
learning.
However, preference may be given to qualified | ||
applicants enrolled at or above
the
junior level.
| ||
(c) Each minority teacher scholarship awarded under this | ||
Section shall
be in an amount sufficient to pay the tuition and | ||
fees and room and board
costs of the qualified Illinois | ||
institution of higher learning at which the
recipient is | ||
enrolled, up to an annual maximum of $5,000;
except that
in
the | ||
case of a recipient who does not reside on-campus at the | ||
institution at
which he or she is enrolled, the amount of the | ||
scholarship shall be
sufficient to pay tuition and fee expenses | ||
and a commuter allowance, up to
an annual maximum of $5,000.
| ||
However, if at least $2,850,000 is appropriated in a given | ||
fiscal year for the Minority Teachers of Illinois scholarship | ||
program, then, in each fiscal year thereafter, each scholarship | ||
awarded under this Section shall
be in an amount sufficient to |
pay the tuition and fees and room and board
costs of the | ||
qualified Illinois institution of higher learning at which the
| ||
recipient is enrolled, up to an annual maximum of $7,500;
| ||
except that
in
the case of a recipient who does not reside | ||
on-campus at the institution at
which he or she is enrolled, | ||
the amount of the scholarship shall be
sufficient to pay | ||
tuition and fee expenses and a commuter allowance, up to
an | ||
annual maximum of $7,500.
| ||
(d) The total amount of minority teacher scholarship | ||
assistance awarded by
the Commission under this Section to an | ||
individual in any given fiscal
year, when added to other | ||
financial assistance awarded to that individual
for that year, | ||
shall not exceed the cost of attendance at the institution
at | ||
which the student is enrolled. If the amount of minority | ||
teacher
scholarship to be awarded to a qualified student as | ||
provided in
subsection (c) of this Section exceeds the cost of | ||
attendance at the
institution at which the student is enrolled, | ||
the minority teacher
scholarship shall be reduced by an amount | ||
equal to the amount by which the
combined financial assistance | ||
available to the student exceeds the cost
of attendance.
| ||
(e) The maximum number of academic terms for which a | ||
qualified
student
can receive minority teacher scholarship | ||
assistance shall be 8 semesters or
12 quarters.
| ||
(f) In any academic year for which an eligible applicant | ||
under this
Section accepts financial assistance through the | ||
Paul Douglas Teacher
Scholarship Program, as authorized by |
Section 551 et seq. of the Higher
Education Act of 1965, the | ||
applicant shall not be eligible for scholarship
assistance | ||
awarded under this Section.
| ||
(g) All applications for minority teacher scholarships to | ||
be awarded
under this Section shall be made to the Commission | ||
on forms which the
Commission shall provide for eligible | ||
applicants. The form of applications
and the information | ||
required to be set forth therein shall be determined by
the | ||
Commission, and the Commission shall require eligible | ||
applicants to
submit with their applications such supporting | ||
documents or recommendations
as the Commission deems | ||
necessary.
| ||
(h) Subject to a separate appropriation for such purposes, | ||
payment of
any minority teacher scholarship awarded under this | ||
Section shall be
determined by the Commission. All scholarship | ||
funds distributed in
accordance with this subsection shall be | ||
paid to the institution and used
only for payment of the | ||
tuition and fee and room and board expenses
incurred by the | ||
student in connection with his or her attendance at a qualified | ||
Illinois institution of higher
learning. Any minority teacher | ||
scholarship awarded under this Section
shall be applicable to 2 | ||
semesters or 3 quarters of enrollment. If a
qualified student | ||
withdraws from enrollment prior to completion of the
first | ||
semester or quarter for which the minority teacher scholarship | ||
is
applicable, the school shall refund to the Commission the | ||
full amount of the
minority teacher scholarship.
|
(i) The Commission shall administer the minority teacher | ||
scholarship aid
program established by this Section and shall | ||
make all necessary and proper
rules not inconsistent with this | ||
Section for its effective implementation.
| ||
(j) When an appropriation to the Commission for a given | ||
fiscal year is
insufficient to provide scholarships to all | ||
qualified students, the
Commission shall allocate the | ||
appropriation in accordance with this
subsection. If funds are | ||
insufficient to provide all qualified students
with a | ||
scholarship as authorized by this Section, the Commission shall
| ||
allocate the available scholarship funds for that fiscal year | ||
to qualified students who submit a complete application form on | ||
or before a date specified by the Commission based on the | ||
following order of priority: | ||
(1) To students who received a scholarship under this | ||
Section in the prior academic year and who remain eligible | ||
for a minority teacher scholarship under this Section. | ||
(2) Except as otherwise provided in subsection (k), to | ||
students who demonstrate financial need, as determined by | ||
the Commission. on the basis
of the date the Commission | ||
receives a complete application form.
| ||
(k) Notwithstanding paragraph (2) of the provisions of | ||
subsection (j) or any other
provision of this Section , at least | ||
35% 30% of the funds appropriated for
scholarships awarded | ||
under this Section in each fiscal year shall be reserved
for | ||
qualified male minority applicants , with priority being given |
to qualified Black male applicants beginning with fiscal year | ||
2023 .
If the Commission does not receive enough applications | ||
from qualified male
minorities on or before
January 1 of each | ||
fiscal year to award 35% 30% of the funds appropriated for | ||
these
scholarships to qualified
male minority applicants, then | ||
the Commission may award a portion of the
reserved funds to | ||
qualified
female minority applicants in accordance with | ||
subsection (j) .
| ||
Beginning with fiscal year 2023, if at least $2,850,000 but | ||
less than $4,200,000 is appropriated in a given fiscal year for | ||
scholarships awarded under this Section, then at least 10% of | ||
the funds appropriated shall be reserved for qualified | ||
bilingual minority applicants, with priority being given to | ||
qualified bilingual minority applicants who are enrolled in an | ||
educator preparation program with a concentration in | ||
bilingual, bicultural education. Beginning with fiscal year | ||
2023, if at least $4,200,000 is appropriated in a given fiscal | ||
year for the Minority Teachers of Illinois scholarship program, | ||
then at least 30% of the funds appropriated shall be reserved | ||
for qualified bilingual minority applicants, with priority | ||
being given to qualified bilingual minority applicants who are | ||
enrolled in an educator preparation program with a | ||
concentration in bilingual, bicultural education. Beginning | ||
with fiscal year 2023, if at least $2,850,000 is appropriated | ||
in a given fiscal year for scholarships awarded under this | ||
Section but the Commission does not receive enough applications |
from qualified bilingual minority applicants on or before | ||
January 1 of that fiscal year to award at least 10% of the | ||
funds appropriated to qualified bilingual minority applicants, | ||
then the Commission may, in its discretion, award a portion of | ||
the reserved funds to other qualified students in accordance | ||
with subsection (j).
| ||
(l) Prior to receiving scholarship assistance for any | ||
academic year,
each recipient of a minority teacher scholarship | ||
awarded under this Section
shall be required by the Commission | ||
to sign an agreement under which the
recipient pledges that, | ||
within the one-year period following the
termination
of the | ||
program for which the recipient was awarded a minority
teacher | ||
scholarship, the recipient (i) shall begin teaching for a
| ||
period of not less
than one year for each year of scholarship | ||
assistance he or she was awarded
under this Section; and (ii) | ||
shall fulfill this teaching obligation at a
nonprofit Illinois | ||
public, private, or parochial preschool, elementary school,
or | ||
secondary school at which no less than 30% of the enrolled | ||
students are
minority students in the year during which the | ||
recipient begins teaching at the
school or may instead, if the | ||
recipient received a scholarship as a qualified bilingual | ||
minority applicant, fulfill this teaching obligation in a | ||
program in transitional bilingual education pursuant to | ||
Article 14C of the School Code or in a school in which 20 or | ||
more English learner students in the same language | ||
classification are enrolled ; and (iii) shall, upon request by |
the Commission, provide the Commission
with evidence that he or | ||
she is fulfilling or has fulfilled the terms of the
teaching | ||
agreement provided for in this subsection.
| ||
(m) If a recipient of a minority teacher scholarship | ||
awarded under this
Section fails to fulfill the teaching | ||
obligation set forth in subsection
(l) of this Section, the | ||
Commission shall require the recipient to repay
the amount of | ||
the scholarships received, prorated according to the fraction
| ||
of the teaching obligation not completed, at a rate of interest | ||
equal to
5%, and, if applicable, reasonable collection fees.
| ||
The Commission is authorized to establish rules relating to its | ||
collection
activities for repayment of scholarships under this | ||
Section. All repayments
collected under this Section shall be | ||
forwarded to the State Comptroller for
deposit into the State's | ||
General Revenue Fund.
| ||
(n) A recipient of minority teacher scholarship shall not | ||
be considered
in violation of the agreement entered into | ||
pursuant to subsection (l) if
the recipient (i) enrolls on a | ||
full time basis as a graduate student in a
course of study | ||
related to the field of teaching at a qualified Illinois
| ||
institution of higher learning; (ii) is serving, not in excess | ||
of 3 years,
as a member of the armed services of the United | ||
States; (iii) is
a person with a temporary total disability for | ||
a period of time not to exceed 3 years as
established by sworn | ||
affidavit of a qualified physician; (iv) is seeking
and unable | ||
to find full time employment as a teacher at an Illinois |
public,
private, or parochial preschool or elementary or | ||
secondary school that
satisfies the
criteria set forth in | ||
subsection (l) of this Section and is able to provide
evidence | ||
of that fact; (v) becomes a person with a permanent total | ||
disability as
established by sworn affidavit of a qualified | ||
physician; (vi) is taking additional courses, on at least a | ||
half-time basis, needed to obtain licensure as a teacher in | ||
Illinois; or (vii) is fulfilling teaching requirements | ||
associated with other programs administered by the Commission | ||
and cannot concurrently fulfill them under this Section in a | ||
period of time equal to the length of the teaching obligation.
| ||
(o) Scholarship recipients under this Section who withdraw | ||
from
a program of teacher education but remain enrolled in | ||
school
to continue their postsecondary studies in another | ||
academic discipline shall
not be required to commence repayment | ||
of their Minority Teachers of Illinois
scholarship so long as | ||
they remain enrolled in school on a full-time basis or
if they | ||
can document for the Commission special circumstances that | ||
warrant
extension of repayment.
| ||
(p) If the Minority Teachers of Illinois scholarship | ||
program does not expend at least 90% of the amount appropriated | ||
for the program in a given fiscal year for 3 consecutive fiscal | ||
years and the Commission does not receive enough applications | ||
from the groups identified in subsection (k) on or before | ||
January 1 in each of those fiscal years to meet the percentage | ||
reserved for those groups under subsection (k), then up to 3% |
of amount appropriated for the program for each of next 3 | ||
fiscal years shall be allocated to increasing awareness of the | ||
program and for the recruitment of Black male applicants. The | ||
Commission shall make a recommendation to the General Assembly | ||
by January 1 of the year immediately following the end of that | ||
third fiscal year regarding whether the amount allocated to | ||
increasing awareness and recruitment should continue. | ||
(q) Each qualified Illinois institution of higher learning | ||
that receives funds from the Minority Teachers of Illinois | ||
scholarship program shall host an annual information session at | ||
the institution about the program for teacher candidates of | ||
color in accordance with rules adopted by the Commission. | ||
Additionally, the institution shall ensure that each | ||
scholarship recipient enrolled at the institution meets with an | ||
academic advisor at least once per academic year to facilitate | ||
on-time completion of the recipient's educator preparation | ||
program. | ||
(r) The changes made to this Section by this amendatory Act | ||
of the 101st General Assembly will first take effect with | ||
awards made for the 2022-2023 academic year. | ||
(Source: P.A. 99-143, eff. 7-27-15; 100-235, eff. 6-1-18 .)
| ||
Article 125. | ||
Section 125-5. The Higher Education Student Assistance Act | ||
is amended by changing Section 65.100 as follows: |
(110 ILCS 947/65.100) | ||
(Section scheduled to be repealed on October 1, 2024) | ||
Sec. 65.100. AIM HIGH Grant Pilot Program. | ||
(a) The General Assembly makes all of the following | ||
findings: | ||
(1) Both access and affordability are important | ||
aspects of the Illinois Public Agenda for College and | ||
Career Success report. | ||
(2) This State is in the top quartile with respect to | ||
the percentage of family income needed to pay for college. | ||
(3) Research suggests that as loan amounts increase, | ||
rather than an increase in grant amounts, the probability | ||
of college attendance decreases. | ||
(4) There is further research indicating that | ||
socioeconomic status may affect the willingness of | ||
students to use loans to attend college. | ||
(5) Strategic use of tuition discounting can decrease | ||
the amount of loans that students must use to pay for | ||
tuition. | ||
(6) A modest, individually tailored tuition discount | ||
can make the difference in a student choosing to attend | ||
college and enhance college access for low-income and | ||
middle-income families. | ||
(7) Even if the federally calculated financial need for | ||
college attendance is met, the federally determined |
Expected Family Contribution can still be a daunting | ||
amount. | ||
(8) This State is the second largest exporter of | ||
students in the country. | ||
(9) When talented Illinois students attend | ||
universities in this State, the State and those | ||
universities benefit. | ||
(10) State universities in other states have adopted | ||
pricing and incentives that allow many Illinois residents | ||
to pay less to attend an out-of-state university than to | ||
remain in this State for college. | ||
(11) Supporting Illinois student attendance at | ||
Illinois public universities can assist in State efforts to | ||
maintain and educate a highly trained workforce. | ||
(12) Modest tuition discounts that are individually | ||
targeted and tailored can result in enhanced revenue for | ||
public universities. | ||
(13) By increasing a public university's capacity to | ||
strategically use tuition discounting, the public | ||
university will be capable of creating enhanced tuition | ||
revenue by increasing enrollment yields. | ||
(b) In this Section: | ||
"Eligible applicant" means a student from any high school | ||
in this State, whether or not recognized by the State Board of | ||
Education, who is engaged in a program of study that in due | ||
course will be completed by the end of the school year and who |
meets all of the qualifications and requirements under this | ||
Section. | ||
"Tuition and other necessary fees" includes the customary | ||
charge for instruction and use of facilities in general and the | ||
additional fixed fees charged for specified purposes that are | ||
required generally of non-grant recipients for each academic | ||
period for which the grant applicant actually enrolls, but does | ||
not include fees payable only once or breakage fees and other | ||
contingent deposits that are refundable in whole or in part. | ||
The Commission may adopt, by rule not inconsistent with this | ||
Section, detailed provisions concerning the computation of | ||
tuition and other necessary fees. | ||
(c) Beginning with the 2019-2020 academic year, each public | ||
university may establish a merit-based scholarship pilot | ||
program known as the AIM HIGH Grant Pilot Program. Each year, | ||
the Commission shall receive and consider applications from | ||
public universities under this Section. Subject to | ||
appropriation and any tuition waiver limitation established by | ||
the Board of Higher Education, a public university campus may | ||
award a grant to a student under this Section if it finds that | ||
the applicant meets all of the following criteria: | ||
(1) He or she is a resident of this State and a citizen | ||
or eligible noncitizen of the United States. | ||
(2) He or she files a Free Application for Federal | ||
Student Aid and demonstrates financial need with a | ||
household income no greater than 6 times the poverty |
guidelines updated periodically in the Federal Register by | ||
the U.S. Department of Health and Human Services under the | ||
authority of 42 U.S.C. 9902(2). The household income of the | ||
applicant at the time of initial application shall be | ||
deemed to be the household income of the applicant for the | ||
duration of the pilot program. | ||
(3) He or she meets the minimum cumulative grade point | ||
average or ACT or SAT college admissions test score, as | ||
determined by the public university campus. | ||
(4) He or she is enrolled in a public university as an | ||
undergraduate student on a full-time basis. | ||
(5) He or she has not yet received a baccalaureate | ||
degree or the equivalent of 135 semester credit hours. | ||
(6) He or she is not incarcerated. | ||
(7) He or she is not in default on any student loan or | ||
does not owe a refund or repayment on any State or federal | ||
grant or scholarship. | ||
(8) Any other reasonable criteria, as determined by the | ||
public university campus. | ||
(d) Each public university campus shall determine grant | ||
renewal criteria consistent with the requirements under this | ||
Section. | ||
(e) Each participating public university campus shall post | ||
on its Internet website criteria and eligibility requirements | ||
for receiving awards that use funds under this Section that | ||
include a range in the sizes of these individual awards. The |
criteria and amounts must also be reported to the Commission | ||
and the Board of Higher Education, who shall post the | ||
information on their respective Internet websites. | ||
(f) After enactment of an appropriation for this Program, | ||
the Commission shall determine an allocation of funds to each | ||
public university in an amount proportionate to the number of | ||
undergraduate students who are residents of this State and | ||
citizens or eligible noncitizens of the United States and who | ||
were enrolled at each public university campus in the previous | ||
academic year. All applications must be made to the Commission | ||
on or before a date determined by the Commission and on forms | ||
that the Commission shall provide to each public university | ||
campus. The form of the application and the information | ||
required shall be determined by the Commission and shall | ||
include, without limitation, the total public university | ||
campus funds used to match funds received from the Commission | ||
in the previous academic year under this Section, if any, the | ||
total enrollment of undergraduate students who are residents of | ||
this State from the previous academic year, and any supporting | ||
documents as the Commission deems necessary. Each public | ||
university campus shall match the amount of funds received by | ||
the Commission with financial aid for eligible students. | ||
A public university in which an average of at least 49% of | ||
the students seeking a bachelor's degree or certificate | ||
received a Pell Grant over the prior 3 academic years, as | ||
reported to the Commission, shall match 20% of the amount of |
funds awarded in a given academic year with non-loan financial | ||
aid for eligible students. A public university in which an | ||
average of less than 49% of the students seeking a bachelor's | ||
degree or certificate received a Pell Grant over the prior 3 | ||
academic years, as reported to the Commission, shall match 60% | ||
of the amount of funds awarded in a given academic year with | ||
non-loan financial aid for eligible students. | ||
A public university campus is not required to claim its | ||
entire allocation. The Commission shall make available to all | ||
public universities, on a date determined by the Commission, | ||
any unclaimed funds and the funds must be made available to | ||
those public university campuses in the proportion determined | ||
under this subsection (f), excluding from the calculation those | ||
public university campuses not claiming their full | ||
allocations. | ||
Each public university campus may determine the award | ||
amounts for eligible students on an individual or broad basis, | ||
but, subject to renewal eligibility, each renewed award may not | ||
be less than the amount awarded to the eligible student in his | ||
or her first year attending the public university campus. | ||
Notwithstanding this limitation, a renewal grant may be reduced | ||
due to changes in the student's cost of attendance, including, | ||
but not limited to, if a student reduces the number of credit | ||
hours in which he or she is enrolled, but remains a full-time | ||
student, or switches to a course of study with a lower tuition | ||
rate. |
An eligible applicant awarded grant assistance under this | ||
Section is eligible to receive other financial aid. Total grant | ||
aid to the student from all sources may not exceed the total | ||
cost of attendance at the public university campus. | ||
(g) All money allocated to a public university campus under | ||
this Section may be used only for financial aid purposes for | ||
students attending the public university campus during the | ||
academic year, not including summer terms. Notwithstanding any | ||
other provision of law to the contrary, any funds received by a | ||
public university campus under this Section that are not | ||
granted to students in the academic year for which the funds | ||
are received may be retained by the public university campus | ||
for expenditure on students participating in the Program or | ||
students eligible to participate in the Program. | ||
(h) Each public university campus that establishes a | ||
Program under this Section must annually report to the | ||
Commission, on or before a date determined by the Commission, | ||
the number of undergraduate students enrolled at that campus | ||
who are residents of this State. | ||
(i) Each public university campus must report to the | ||
Commission the total non-loan financial aid amount given by the | ||
public university campus to undergraduate students in the | ||
2017-2018 academic year, not including the summer term. To be | ||
eligible to receive funds under the Program, a public | ||
university campus may not decrease the total amount of non-loan | ||
financial aid it gives to undergraduate students, not including |
any funds received from the Commission under this Section or | ||
any funds used to match grant awards under this Section, to an | ||
amount lower than the reported amount for the 2017-2018 | ||
academic year, not including the summer term. | ||
(j) On or before a date determined by the Commission, each | ||
public university campus that participates in the Program under | ||
this Section shall annually submit a report to the Commission | ||
with all of the following information: | ||
(1) The Program's impact on tuition revenue and | ||
enrollment goals and increase in access and affordability | ||
at the public university campus. | ||
(2) Total funds received by the public university | ||
campus under the Program. | ||
(3) Total non-loan financial aid awarded to | ||
undergraduate students attending the public university | ||
campus. | ||
(4) Total amount of funds matched by the public | ||
university campus. | ||
(5) Total amount of claimed and unexpended funds | ||
retained by the public university campus. | ||
(6) The percentage of total financial aid distributed | ||
under the Program by the public university campus. | ||
(7) The total number of students receiving grants from | ||
the public university campus under the Program and those | ||
students' grade level, race, gender, income level, family | ||
size, Monetary Award Program eligibility, Pell Grant |
eligibility, and zip code of residence and the amount of | ||
each grant award. This information shall include unit | ||
record data on those students regarding variables | ||
associated with the parameters of the public university's | ||
Program, including, but not limited to, a student's ACT or | ||
SAT college admissions test score, high school or | ||
university cumulative grade point average, or program of | ||
study. | ||
On or before October 1, 2020 and annually on or before | ||
October 1 thereafter, the Commission shall submit a report with | ||
the findings under this subsection (j) and any other | ||
information regarding the AIM HIGH Grant Pilot Program to (i) | ||
the Governor, (ii) the Speaker of the House of Representatives, | ||
(iii) the Minority Leader of the House of Representatives, (iv) | ||
the President of the Senate, and (v) the Minority Leader of the | ||
Senate. The reports to the General Assembly shall be filed with | ||
the Clerk of the House of Representatives and the Secretary of | ||
the Senate in electronic form only, in the manner that the | ||
Clerk and the Secretary shall direct. The Commission's report | ||
may not disaggregate data to a level that may disclose | ||
personally identifying information of individual students. | ||
The sharing and reporting of student data under this | ||
subsection (j) must be in accordance with the requirements | ||
under the federal Family Educational Rights and Privacy Act of | ||
1974 and the Illinois School Student Records Act. All parties | ||
must preserve the confidentiality of the information as |
required by law. The names of the grant recipients under this | ||
Section are not subject to disclosure under the Freedom of | ||
Information Act. | ||
Public university campuses that fail to submit a report | ||
under this subsection (j) or that fail to adhere to any other | ||
requirements under this Section may not be eligible for | ||
distribution of funds under the Program for the next academic | ||
year, but may be eligible for distribution of funds for each | ||
academic year thereafter. | ||
(k) The Commission shall adopt rules to implement this | ||
Section. | ||
(l) This Section is repealed on October 1, 2024.
| ||
(Source: P.A. 100-587, eff. 6-4-18; 100-1015, eff. 8-21-18; | ||
100-1183, eff. 4-4-19; 101-81, eff. 7-12-19; 101-613, eff. | ||
6-1-20; 101-643, eff. 6-18-20.) | ||
Article 130. | ||
Section 130-1. Short title. This Article may be cited as | ||
the Transitions in Education Act. References in this Article to | ||
"this Act" mean this Article. | ||
Section 130-5. Findings; policies. | ||
(a) The General Assembly finds the following: | ||
(1) Teachers are the single most important in-school | ||
factor in supporting student outcomes and success; yet, |
Illinois is suffering from a profound teacher shortage | ||
across the State. | ||
(2) To reverse this shortage, Illinois needs to develop | ||
and invest in a robust and diverse educator pipeline, | ||
addressing any barriers or gaps that limit high quality | ||
candidates, particularly candidates of color, from | ||
becoming teachers. | ||
(3) Illinois loses many high quality, diverse educator | ||
candidates in postsecondary programs due to confusion or | ||
lack of course transfer credits and course articulation | ||
from Illinois's 2-year to 4-year institutions. | ||
(4) Lack of alignment and transferability of course | ||
credits may often force candidates to spend additional time | ||
and money to earn a degree or lead to an inability to | ||
complete a degree. | ||
(5) In 1993, the Board of Higher Education, the | ||
Illinois Community College Board, and the Transfer | ||
Coordinators of Illinois Colleges and Universities brought | ||
together faculty from public and independent, associate, | ||
and baccalaureate degree-granting institutions across the | ||
State to develop the Illinois Articulation Initiative | ||
(IAI). | ||
(6) The goal of IAI is to facilitate the transfer of | ||
courses from one participating college or university to | ||
another in order to complete a baccalaureate degree. | ||
(7) The Student Transfer Achievement Reform (STAR) |
Act, as mandated by subsection (b) of Section 25 of the | ||
Act, is designed to facilitate transfer among Illinois | ||
public institutions, particularly for students with a | ||
completed Associate of Arts or an Associate of Science | ||
degree. | ||
(8) While Illinois is a leading state for college | ||
completion rates for adult learners and transfer students | ||
from community colleges, it needs to increase the number of | ||
high-quality postsecondary teaching credentials to meet | ||
the demands of our schools and education workforce. | ||
(9) With the rising costs of higher education for | ||
Illinois students and families, the State needs to ensure | ||
to the maximize extent possible that community college | ||
courses will transfer with full credit for the student and | ||
be accepted at an Illinois public or private institution as | ||
they pursue a baccalaureate degree in education. | ||
(10) Illinois can do this by improving transitions all | ||
along the education pipeline; for postsecondary education, | ||
this means strengthening articulation through stable | ||
funding and the expansion of transfer tools, such as | ||
Transferology and the IAI through development of an | ||
objective measure of transfer and acceptance of credits in | ||
education degrees. | ||
(11) The IAI Education Pathway can be modeled off of | ||
existing IAI major pathways like Early Childhood Education | ||
and Criminal Justice.
|
(b) The General Assembly encourages the Board of Higher | ||
Education, the State Board of Education, and the Illinois | ||
Community College Board, as part of the IAI, to do the | ||
following: | ||
(1) The Board of Higher Education, the State Board of | ||
Education, and the Illinois Community College Board are | ||
encouraged to jointly establish a task force for a Major | ||
Panel in Education and identify respective recommended | ||
major courses that would be accepted as credit toward the | ||
education major at the receiving institutions. | ||
(2) As part of the report on the status of the Illinois | ||
Articulation Initiative pursuant to Section 25 of the | ||
Illinois Articulation Initiative Act, the Board of Higher | ||
Education and the Illinois Community College Board are | ||
encouraged to include in the annual report to the General | ||
Assembly, the Governor, and the Illinois P-20 Council the | ||
progress made on the task force on the Education Major | ||
Panel. | ||
(3) The Board of Higher Education, the State Board of | ||
Education, and the Illinois Community College Board are | ||
encouraged to further promote and encourage the enrollment | ||
of minority students into educator preparation programs, | ||
such as the annual information session about the Minority | ||
Teachers of Illinois scholarship program pursuant to | ||
subsection (q) of Section 50 of the Higher Education | ||
Student Assistance Act. |
Article 135. | ||
Section 135-5. The School Code is amended by changing | ||
Sections 2-3.25 and 27-20.4 and by adding Section 2-3.187 as | ||
follows:
| ||
(105 ILCS 5/2-3.25) (from Ch. 122, par. 2-3.25)
| ||
Sec. 2-3.25. Standards for schools.
| ||
(a) To determine for all types of
schools conducted under | ||
this Act efficient and adequate standards for the
physical | ||
plant, heating, lighting, ventilation, sanitation, safety,
| ||
equipment and supplies, instruction and teaching, curriculum, | ||
library,
operation, maintenance, administration and | ||
supervision, and to issue,
refuse to issue or revoke | ||
certificates of recognition for schools or school
districts | ||
pursuant to standards established hereunder; to determine and
| ||
establish efficient and adequate standards for approval of | ||
credit for
courses given and conducted by schools outside of | ||
the regular school term.
| ||
(a-5) On or before July 1, 2021, the State Board of | ||
Education must adopt revised social science learning standards | ||
that are inclusive and reflective of all individuals in this | ||
country. | ||
(b) Whenever it appears that a secondary or unit school | ||
district may
be unable to offer courses enabling students in |
grades 9 through 12 to meet
the minimum preparation and | ||
admission requirements for public colleges and
universities | ||
adopted by the Board of Higher Education, the State Board of
| ||
Education shall assist the district in reviewing and analyzing | ||
its existing
curriculum with particular reference to the | ||
educational needs of all pupils
of the district and the | ||
sufficiency of existing and future revenues and
payments | ||
available to the district for development of a curriculum which
| ||
will provide maximum educational opportunity to pupils of the | ||
district.
The review and analysis may consider achievement of | ||
this goal not only
through implementation of traditional | ||
classroom methods but also through
development of and | ||
participation in joint educational programs with other
school | ||
districts or institutions of higher education, or alternative
| ||
programs employing modern technological methods including but | ||
not limited
to the use of television, telephones, computers, | ||
radio and other electronic
devices.
| ||
(Source: P.A. 87-559.)
| ||
(105 ILCS 5/2-3.187 new) | ||
Sec. 2-3.187. Inclusive American History Commission. | ||
(a) The Inclusive American History Commission is created to | ||
provide assistance to the State Board of Education in revising | ||
its social science learning standards under subsection (a-5) of | ||
Section 2-3.25. | ||
(b) The State Board of Education shall convene the |
Inclusive American History Commission to do all of the | ||
following: | ||
(1) Review available resources for use in school | ||
districts that reflect the racial and ethnic diversity of | ||
this State and country. The resources identified by the | ||
Commission may be posted on the State Board of Education's | ||
Internet website. | ||
(2) Provide guidance for each learning standard | ||
developed for educators on how to ensure that instruction | ||
and content are not biased to value specific cultures, time | ||
periods, and experiences over other cultures, time | ||
periods, and experiences. | ||
(3) Develop guidance, tools, and support for | ||
professional learning on how to locate and utilize | ||
resources for non-dominant cultural narratives and sources | ||
of historical information. | ||
(c) The Commission shall consist of all of the following | ||
members: | ||
(1) One Representative appointed by the Speaker of the | ||
House of Representatives. | ||
(2) One Representative appointed by the Minority | ||
Leader of the House of Representatives. | ||
(3) One Senator appointed by the President of the | ||
Senate. | ||
(4) One Senator appointed by the Minority Leader of the | ||
Senate. |
(5) Two members who are history scholars appointed by | ||
the State Superintendent of Education. | ||
(6) Eight members who are teachers at schools in this | ||
State recommended by professional teachers' organizations | ||
and appointed by the State Superintendent of Education. | ||
(7) One representative of the State Board of Education | ||
appointed by the State Superintendent of Education who | ||
shall serve as chairperson. | ||
(8) One member who represents a statewide organization | ||
that represents south suburban school districts appointed | ||
by the State Superintendent of Education. | ||
(9) One member who represents a west suburban school | ||
district appointed by the State Superintendent of | ||
Education. | ||
(10) One member who represents a school district | ||
organized under Article 34 appointed by the State | ||
Superintendent of Education. | ||
(11) One member who represents a statewide | ||
organization that represents school librarians appointed | ||
by the State Superintendent of Education. | ||
(12) One member who represents a statewide | ||
organization that represents principals appointed by the | ||
State Superintendent of Education. | ||
(13) One member who represents a statewide | ||
organization that represents superintendents appointed by | ||
the State Superintendent of Education. |
(14) One member who represents a statewide | ||
organization that represents school boards appointed by | ||
the State Superintendent of Education. | ||
Members appointed to the Commission must reflect the | ||
racial, ethnic, and geographic diversity of this State. | ||
(d) Members of the Commission shall serve without | ||
compensation but may be reimbursed for reasonable expenses from | ||
funds appropriated to the State Board of Education for that | ||
purpose, including travel, subject to the rules of the | ||
appropriate travel control board. | ||
(e) The State Board of Education shall provide | ||
administrative and other support to the Commission. | ||
(f) The Commission must submit a report about its work to | ||
the State Board of Education, the Governor, and the General | ||
Assembly on or before December 31, 2021. The Commission is | ||
dissolved upon the submission of its report. | ||
(g) This Section is repealed on January 1, 2023.
| ||
(105 ILCS 5/27-20.4) (from Ch. 122, par. 27-20.4)
| ||
Sec. 27-20.4. Black History study. Every public elementary | ||
school and
high school shall include in its curriculum a unit | ||
of instruction studying
the events of Black History, including | ||
the history of the pre-enslavement of Black people from 3,000 | ||
BCE to AD 1619, the African slave trade, slavery in America, | ||
the study of the reasons why Black people came to be enslaved, | ||
and the vestiges of slavery in this country , and the study of |
the American civil rights renaissance . These events shall | ||
include not only the
contributions made by individual | ||
African-Americans in government and in the
arts, humanities and | ||
sciences to the economic, cultural and political
development of | ||
the United States and Africa, but also the socio-economic
| ||
struggle which African-Americans experienced collectively in | ||
striving to
achieve fair and equal treatment under the laws of | ||
this nation. The
studying of this material shall constitute an | ||
affirmation by students of
their commitment to respect the | ||
dignity of all races and peoples and to
forever eschew every | ||
form of discrimination in their lives and careers.
| ||
The State Superintendent of Education may prepare and make | ||
available to
all school boards instructional materials, | ||
including those established by the Amistad Commission, which | ||
may be used as guidelines
for development of a unit of | ||
instruction under this Section; provided,
however, that each | ||
school board shall itself determine the minimum amount
of | ||
instruction time which shall qualify as a unit of instruction | ||
satisfying
the requirements of this Section.
| ||
A school may meet the requirements of this Section through | ||
an online program or course. | ||
(Source: P.A. 100-634, eff. 1-1-19 .)
| ||
Article 145. | ||
Section 145-1. Short title. This Article may be cited as |
the Early Education Act. References in this Article to "this | ||
Act" means this Article. | ||
Section 145-5. Findings; policies.
| ||
(a) The General Assembly finds the following:
| ||
(1) Part C of the federal Individuals with Disabilities | ||
Education Act and the Early Intervention Services System | ||
Act provide that all eligible infants and toddlers and | ||
their families are entitled to receive a broad range of | ||
developmental, social, and emotional services designed to | ||
maximize their development, including speech and language, | ||
developmental, occupational, and physical therapies and | ||
social work services.
| ||
(2) The General Assembly finds that early intervention | ||
services as outlined in Part C of the federal Individuals | ||
with Disabilities Education Act (IDEA) are cost-effective | ||
and effectively serve the developmental needs of eligible | ||
infants and toddlers and their families.
| ||
(3) Early intervention services to young children who | ||
have or are at risk for developmental delays have been | ||
shown to positively impact outcomes across developmental | ||
domains, including language and communication, cognitive | ||
development, and social and emotional development.
| ||
(4) Families benefit by being able to better meet their | ||
child's developmental needs from an early age and | ||
throughout their lives.
|
(5) Benefits to society include reducing the economic | ||
burden through a decreased need for special education.
| ||
(6) Data shows that early intervention services in | ||
Illinois are at least two and a half times less costly | ||
annually than special education services in preschool and | ||
elementary years.
| ||
(7) Nationwide, nearly 70% of children in early | ||
intervention programs exhibit growth greater than | ||
expected; this includes acquiring skills at a faster rate | ||
even after they leave the program.
| ||
(8) Nationwide, nearly half of children leave early | ||
intervention programs functioning at age level and do not | ||
need special education at kindergarten age.
| ||
(9) Early intervention services are underutilized in | ||
Illinois and nationally with only 4% of Illinois infants | ||
and toddlers currently receiving services, while the | ||
research shows that about 13% of Illinois children are | ||
eligible.
| ||
(10) In Illinois and nationally, only approximately 1% | ||
of infants are enrolled in early intervention,
which is far | ||
below the percentage of children who should be receiving | ||
these services; this is of concern because intervention at | ||
the earliest possible point improves children's outcomes, | ||
and children born with low or very low birth weights or | ||
otherwise leaving the NICU too often do not receive the | ||
needed connection to early intervention services, |
particularly those children on Medicaid.
| ||
(11) Data indicates that early intervention services | ||
in Illinois are underutilized in the medical diagnosis and | ||
environmental factors with substantial risk of delay | ||
categories; these are the 2 eligibility areas in which | ||
infants and toddlers are automatically eligible.
| ||
(12) Experts conclude that early intervention | ||
eligibility needs to be clearly understood and documented | ||
so that children and families who meet eligibility | ||
requirements can be appropriately referred, served, and | ||
supported.
| ||
(13) The Early Intervention Services System Act | ||
requires the State to provide a comprehensive, | ||
coordinated, interagency, and interdisciplinary early | ||
intervention services system for eligible infants and | ||
toddlers and their families by enhancing the capacity to | ||
provide quality early intervention services, expanding and | ||
improving existing services, and facilitating coordination | ||
of payments for early intervention
services from various | ||
public and private sources.
| ||
(14) Black and Latinx children in Illinois are more | ||
likely to be on a waiting list for services. This is due to | ||
a number of reasons, including the reluctance to provide | ||
services in certain neighborhoods due to the perception of | ||
safety issues and in cases in which families experience | ||
multiple challenges, such as child welfare involvement or |
families experiencing homelessness, which are all | ||
predictive factors of children that could benefit from | ||
early intervention services.
| ||
(15) Inequitable access to appropriate early | ||
intervention services is disproportionately more likely to | ||
be experienced by Black and Latinx families.
| ||
(b) The General Assembly encourages the Department of Human | ||
Services, in consultation with advocates and experts in the | ||
field, including the Interagency Council on Early | ||
Intervention, to take all of the following actions:
| ||
(1) to re-examine the definition of "at-risk" and also | ||
the diagnosed medical conditions that typically result in | ||
delay to ensure that they effectively increase eligibility | ||
and access to early intervention services;
| ||
(2) to charge the Early Intervention Training Program, | ||
in collaboration with experts and beneficiaries, to create | ||
and execute a plan for designing and disseminating | ||
affirmative outreach through multiple modalities to | ||
primary referral services as defined by statute, | ||
providers, and families;
| ||
(3) to include explanations and provide examples in the | ||
affirmative outreach plan about how the medical conditions | ||
resulting in high probability of developmental delay and | ||
at-risk of developmental delay categories do not require | ||
the child to have any present delay;
| ||
(4) to present to the General Assembly a report that |
includes the affirmative outreach plan and plans for | ||
disseminating that information, including data on the | ||
all-children-served eligibility category, services | ||
provided, and information on race and geographic area to | ||
the General Assembly no later than June 30, 2022;
| ||
(5) to develop a plan for the State to launch early | ||
intervention specialized teams that can address the | ||
complex needs that families face; the General Assembly | ||
urges recommendations for the plan to be developed by a | ||
public-private early intervention specialized teams work | ||
group and to include the participation of at least 2 Child | ||
Family Connection Providers in an early intervention | ||
specialized team pilot; this plan should build on work by | ||
the Illinois Interagency Council on Early Intervention and | ||
should specifically address modifications to billing and | ||
other policies to support new teaming structure, budget | ||
implications for pilot execution, corresponding | ||
professional development opportunities for early | ||
intervention providers, a prearranged mechanism to collect | ||
feedback from both families and providers, a mechanism for | ||
tracking outcomes, and ways to refine the approach for | ||
scale; the General Assembly urges this plan to be developed | ||
and launched by January 1, 2022; and
| ||
(6) to work in a public-private partnership to | ||
establish demonstration projects with at least 2 hospital | ||
neo-natal intensive care departments, in-patient and |
out-patient, with the goal of better coordination and | ||
timely connections to early intervention services; the | ||
General Assembly encourages this implementation to be | ||
underway no later than January 1, 2022.
| ||
Article 150. | ||
Section 150-20. The Illinois Workforce Investment Board | ||
Act is amended by changing Section 4.5 as follows:
| ||
(20 ILCS 3975/4.5)
| ||
Sec. 4.5. Duties.
| ||
(a) The Board must perform all the functions of a state | ||
workforce
innovation
board under
the federal Workforce
| ||
Innovation and Opportunity Act, any amendments to that Act, and
| ||
any
other applicable federal statutes. The Board must also | ||
perform all other
functions that are
not inconsistent with the | ||
federal Workforce
Innovation and Opportunity Act or this Act
| ||
and that
are assumed by the Board under its bylaws or assigned | ||
to it by the Governor.
| ||
(b) The Board must cooperate with the General Assembly and | ||
make
recommendations
to the
Governor and the General Assembly | ||
concerning legislation necessary to improve
upon
statewide and | ||
local workforce development systems in order to increase
| ||
occupational skill
attainment, employment, retention, or | ||
earnings of participants and thereby
improve the
quality of the |
workforce, reduce welfare dependency, and enhance the
| ||
productivity and
competitiveness of the State. The Board must | ||
annually submit a report to the
General
Assembly on the | ||
progress of the State in achieving state performance measures
| ||
under the
federal Workforce
Innovation and Opportunity Act, | ||
including information on the levels
of performance achieved by | ||
the State with respect to the core indicators of
performance | ||
and the customer satisfaction indicator
under that Act. The | ||
report must include any other
items that
the Governor may be | ||
required to report to the Secretary of the United States
| ||
Department
of Labor.
| ||
(b-5) The Board shall implement a method for measuring the | ||
progress of the
State's workforce development system by using | ||
benchmarks specified in the federal Workforce
Innovation and | ||
Opportunity Act.
| ||
The Board shall identify the most significant early
| ||
indicators for each benchmark, establish a mechanism to collect | ||
data and
track the benchmarks on an annual basis, and then use | ||
the results to set goals
for each benchmark, to inform | ||
planning, and to ensure the effective use of
State resources.
| ||
(c) Nothing in this Act shall be construed to require or
| ||
allow the
Board to assume or supersede the statutory authority | ||
granted
to, or impose
any duties or requirements on, the State
| ||
Board of Education, the Board of Higher Education, the Illinois | ||
Community
College Board, any State agencies created under the | ||
Civil Administrative Code
of Illinois, or any local education |
agencies.
| ||
(d) No actions taken by the Illinois Human Resource | ||
Investment Council
before the effective date of this amendatory | ||
Act of the 92nd General Assembly
and no rights, powers, duties, | ||
or obligations from those actions are impaired
solely by this | ||
amendatory Act of the 92nd General Assembly. All actions taken
| ||
by the Illinois Human Resource Investment Council before the | ||
effective date of
this amendatory Act of the 92nd General | ||
Assembly are ratified and validated.
| ||
(e) Upon the effective date of this amendatory Act of the | ||
101st General Assembly, the Board shall conduct a feasibility | ||
study regarding the consolidation of all workforce development | ||
programs funded by the federal Workforce Innovation and | ||
Opportunity Act and conducted by the State of Illinois into one | ||
solitary agency to create greater access to job training for | ||
underserved populations. The Board shall utilize resources | ||
currently made available to them, including, but not limited | ||
to, partnering with institutions of higher education and those | ||
agencies currently charged with overseeing or administering | ||
workforce programs. The feasibility study shall: | ||
(1) assess the impact of consolidation on access for | ||
participants, including minority persons as defined in | ||
Section 2 of the Business Enterprise for Minorities, Women, | ||
and Persons with Disabilities Act, persons with limited | ||
English proficiency, persons with disabilities, and youth, | ||
and how consolidation would increase equitable access to |
workforce resources; | ||
(2) assess the cost of consolidation and estimate any | ||
long-term savings anticipated from the action; | ||
(3) assess the impact of consolidation on agencies in | ||
which the programs currently reside, including, but not | ||
limited to, the Department of Commerce and Economic | ||
Opportunity, the Department of Employment Security, the | ||
Department of Human Services, the Community College Board, | ||
the Board of Higher Education, the Department of | ||
Corrections, the Department on Aging, the Department of | ||
Veterans' Affairs, and the Department of Children and | ||
Family Services; | ||
(4) assess the impact of consolidation on State | ||
government employees and union contracts; | ||
(5) consider if the consolidation will provide avenues | ||
to maximize federal funding; | ||
(6) provide recommendations for the future structure | ||
of workforce development programs, including a proposed | ||
timeline for implementation; | ||
(7) provide direction for implementation by July 1, | ||
2022 with regard to recommendations that do not require | ||
legislative change; | ||
(8) if legislative change is necessary, include | ||
legislative language for consideration by the 102nd | ||
General Assembly. | ||
The Board shall submit its recommendations the Governor and |
the General Assembly by May 1, 2021. | ||
(Source: P.A. 100-477, eff. 9-8-17.)
| ||
Article 155. | ||
Section 155-5. The School Code is amended by changing | ||
Section 21B-70 as follows: | ||
(105 ILCS 5/21B-70) | ||
Sec. 21B-70. Illinois Teaching Excellence Program. | ||
(a) As used in this Section: | ||
"Diverse candidate" means a candidate who identifies with | ||
any of the ethnicities reported on the Illinois Report Card | ||
other than White. | ||
"National Board certified teacher candidate cohort | ||
facilitator" means a National Board certified teacher who | ||
collaborates to advance the goal of supporting all other | ||
candidate cohorts other than diverse candidate cohorts through | ||
the Illinois National Board for Professional Teaching | ||
Standards Comprehensive Support System. | ||
"National Board certified teacher diverse candidate cohort | ||
facilitator" means a National Board certified teacher who | ||
collaborates to advance the goal of supporting racially and | ||
ethnically diverse candidates through the Illinois National | ||
Board for Professional Teaching Standards Comprehensive | ||
Support System. |
"National Board certified teacher diverse liaison" means | ||
an individual or entity that supports the National Board | ||
certified teacher leading a diverse candidate cohort. | ||
"National Board certified teacher liaison" means an | ||
individual or entity that supports the National Board certified | ||
teacher leading candidate cohorts other than diverse candidate | ||
cohorts. | ||
"National Board certified teacher rural or remote or | ||
distant candidate cohort facilitator" means a National Board | ||
certified teacher who collaborates to advance the goal of | ||
supporting rural or remote candidates through the Illinois | ||
National Board for Professional Teaching Standards | ||
Comprehensive Support System. | ||
"National Board certified teacher rural or remote or | ||
distant liaison" means an individual or entity that who | ||
supports the National Board certified teacher leading a rural | ||
or remote candidate cohort. | ||
"Qualified educator" means a teacher or school counselor | ||
currently employed in a school district who is in the process | ||
of obtaining certification through the National Board for | ||
Professional Teaching Standards or who has completed | ||
certification and holds a current Professional Educator | ||
License with a National Board for Professional Teaching | ||
Standards designation or a retired teacher or school counselor | ||
who holds a Professional Educator License with a National Board | ||
for Professional Teaching Standards designation. |
"Rural or remote" or "rural or remote or distant" means | ||
local codes 32, 33, 41, 42, and 43 of the New Urban-Centric | ||
Locale Codes, as defined by the National Center for Education | ||
Statistics. | ||
"Tier 1" has the meaning given to that term under Section | ||
18-8.15. | ||
"Tier 2" has the meaning given to that term under Section | ||
18-8.15. | ||
(b) Any funds appropriated for the Illinois Teaching | ||
Excellence Program must be used to provide monetary assistance | ||
and incentives for qualified educators who are employed by or | ||
retired from school districts and who have or are in the | ||
process of obtaining licensure through the National Board for | ||
Professional Teaching Standards. The goal of the program is to | ||
improve instruction and student performance. | ||
The State Board of Education shall allocate an amount as | ||
annually appropriated by the General Assembly for the Illinois | ||
Teaching Excellence Program for (i) application or re-take fees | ||
for each qualified educator seeking to complete certification | ||
through the National Board for Professional Teaching | ||
Standards, to be paid directly to the National Board for | ||
Professional Teaching Standards, and (ii) incentives under | ||
paragraphs (1), (2), and (3) of subsection (c) for each | ||
qualified educator, to be distributed to the respective school | ||
district, and incentives under paragraph (5) of subsection (c), | ||
to be distributed to the respective school district or directly |
to the qualified educator. The school district shall distribute | ||
this payment to each eligible teacher or school counselor as a | ||
single payment. | ||
The State Board of Education's annual budget must set out | ||
by separate line item the appropriation for the program. Unless | ||
otherwise provided by appropriation, qualified educators are | ||
eligible for monetary assistance and incentives outlined in | ||
subsections (c) and (d) of this Section. | ||
(c) When there are adequate funds available, monetary | ||
assistance and incentives shall include the following: | ||
(1) A maximum of $2,000 towards the application or | ||
re-take fee for teachers or school counselors in a Tier 1 | ||
school district who apply on a first-come, first-serve | ||
basis for National Board certification. | ||
(2) A maximum of $2,000 towards the application or | ||
re-take fee for teachers or school counselors in a school | ||
district other than a Tier 1 school district who apply on a | ||
first-come, first-serve basis for National Board | ||
certification. | ||
(3) A maximum of $1,000 towards the National Board for | ||
Professional Teaching Standards' renewal application fee. | ||
(4) (Blank). | ||
(5) An annual incentive of no more than equal to $1,500 | ||
prorated at $50 per hour , which shall be paid to each | ||
qualified educator currently employed in a school district | ||
who holds both a National Board for Professional Teaching |
Standards designation and a current corresponding | ||
certificate issued by the National Board for Professional | ||
Teaching Standards and who agrees, in writing, to provide | ||
up to at least 30 hours of mentoring or National Board for | ||
Professional Teaching Standards professional development | ||
or both during the school year to classroom teachers or | ||
school counselors, as applicable. Funds must be disbursed | ||
on a first-come, first-serve basis, with priority given to | ||
Tier 1 school districts. Mentoring shall include, either | ||
singly or in combination, the following: | ||
(A) National Board for Professional Teaching | ||
Standards certification candidates. | ||
(B) National Board for Professional Teaching | ||
Standards re-take candidates. | ||
(C) National Board for Professional Teaching | ||
Standards renewal candidates. | ||
(D) (Blank).
| ||
Funds may also be used for instructional leadership | ||
training for qualified educators interested in supporting | ||
implementation of the Illinois Learning Standards or teaching | ||
and learning priorities of the State Board of Education or | ||
both. | ||
(d) In addition to the monetary assistance and incentives | ||
provided under subsection (c), if adequate funds are available, | ||
incentives shall include the following incentives for the | ||
program in rural or remote schools or school districts or for |
programs working with diverse candidates , to be distributed to | ||
the respective school district or directly to the qualified | ||
educator or entity : | ||
(1) A one-time incentive of $3,000 payable to National | ||
Board certified teachers teaching in Tier 1 or Tier 2 rural | ||
or remote school districts or rural or remote schools in | ||
Tier 1 or Tier 2 school districts, with priority given to | ||
teachers teaching in Tier 1 rural or remote school | ||
districts or rural or remote schools in Tier 1 school | ||
districts . | ||
(2) An annual incentive of $3,200 for National Board | ||
certified teacher rural or remote or distant candidate | ||
cohort facilitators , diverse candidate cohort | ||
facilitators, and candidate cohort facilitators. Priority | ||
shall be given to rural or remote candidate cohort | ||
facilitators and diverse candidate cohort facilitators . | ||
(3) An annual incentive of $2,500 for National Board | ||
certified teacher rural or remote or distant liaisons , | ||
diverse liaisons, and liaisons. Priority shall be given to | ||
rural or remote liaisons and diverse liaisons . | ||
(Source: P.A. 100-201, eff. 8-18-17; 101-333, eff. 1-1-20 .) | ||
Article 999. | ||
Section 999-999. Effective date. This Act takes effect upon | ||
becoming law. |