(105 ILCS 5/34-18.15) (from Ch. 122, par. 34-18.15)
Sec. 34-18.15. Recycled paper and paper products and solid waste management.
(a) Definitions. As used in this Section, the following terms shall have
the meanings indicated, unless the context otherwise requires:
"Deinked stock" means paper that has been processed to remove inks,
clays, coatings, binders and other contaminants.
"High grade printing and writing papers" includes offset printing paper,
duplicator paper, writing paper (stationery), tablet paper, office paper,
note pads, xerographic paper, envelopes, form bond including computer
paper and carbonless forms, book papers, bond papers, ledger paper, book
stock and cotton fiber papers.
"Paper and paper products" means high grade printing and writing papers,
tissue products, newsprint, unbleached packaging and recycled paperboard.
"Postconsumer material" means only those products generated by a business
or consumer which have served their intended end uses, and which have been
separated or diverted from solid waste; wastes generated during the
production of an end product are excluded.
"Recovered paper material" means paper waste generated after the
completion of the papermaking process, such as postconsumer materials,
envelope cuttings, bindery trimmings, printing waste, cutting and
other converting waste, butt rolls, and mill wrappers, obsolete inventories,
and rejected unused stock. "Recovered paper material", however, does not
include fibrous waste generated during the manufacturing process as fibers
recovered from waste water or trimmings of paper machine rolls (mill
broke), or fibrous byproducts of harvesting, extraction or woodcutting
processes, or forest residues such as bark.
"Recycled paperboard" includes paperboard products, folding cartons
and pad backings.
"Tissue products" includes toilet tissue, paper towels, paper napkins,
facial tissue, paper doilies, industrial wipers, paper bags and brown
papers. These products shall also be unscented and shall not be colored.
"Unbleached packaging" includes corrugated and fiber storage boxes.
(a-5) The school district shall periodically review its procurement procedures and specifications related to the purchase of products and supplies. Those procedures and specifications must be modified as necessary to require the school district to seek out products and supplies that contain recycled materials and to ensure that purchased products and supplies are reusable, durable, or made from recycled materials, if economically and practically feasible. In selecting products and supplies that contain recycled material, preference must be given to products and supplies that contain the highest amount of recycled material and that are consistent with the effective use of the product or supply, if economically and practically feasible. (b) Wherever economically and practically feasible, as determined by the
board of education, the board of education, all public schools and
attendance centers within the school district, and their school supply
stores shall procure recycled paper and paper products as follows:
(1) Beginning July 1, 2008, at least 10% of the total |
| dollar value of paper and paper products purchased by the board of education, public schools and attendance centers, and their school supply stores shall be recycled paper and paper products.
|
|
(2) Beginning July 1, 2011, at least 25% of the total
|
| dollar value of paper and paper products purchased by the board of education, public schools and attendance centers, and their school supply stores shall be recycled paper and paper products.
|
|
(3) Beginning July 1, 2014, at least 50% of the total
|
| dollar value of paper and paper products purchased by the board of education, public schools and attendance centers, and their school supply stores shall be recycled paper and paper products.
|
|
(4) Beginning July 1, 2020, at least 75% of the total
|
| dollar value of paper and paper products purchased by the board of education, public schools and attendance centers, and their school supply stores shall be recycled paper and paper products.
|
|
(5) Beginning upon the effective date of this
|
| amendatory Act of 1992, all paper purchased by the board of education, public schools and attendance centers for publication of student newspapers shall be recycled newsprint. The amount purchased shall not be included in calculating the amounts specified in paragraphs (1) through (4).
|
|
(c) Paper and paper products purchased from private sector vendors
pursuant to printing contracts are not considered paper and paper products
for the purposes of subsection (b), unless purchased under contract for
the printing of student newspapers.
(d)(1) Wherever economically and practically feasible, the recycled
paper and paper products referred to in subsection (b) shall contain
postconsumer or recovered paper materials as specified by paper category in
this subsection:
(i) Recycled high grade printing and writing paper
|
| shall contain at least 50% recovered paper material. Such recovered paper material, until July 1, 2008, shall consist of at least 20% deinked stock or postconsumer material; and beginning July 1, 2008, shall consist of at least 25% deinked stock or postconsumer material; and beginning July 1, 2010, shall consist of at least 30% deinked stock or postconsumer material; and beginning July 1, 2012, shall consist of at least 40% deinked stock or postconsumer material; and beginning July 1, 2014, shall consist of at least 50% deinked stock or postconsumer material.
|
|
(ii) Recycled tissue products, until July 1, 1994,
|
| shall contain at least 25% postconsumer material; and beginning July 1, 1994, shall contain at least 30% postconsumer material; and beginning July 1, 1996, shall contain at least 35% postconsumer material; and beginning July 1, 1998, shall contain at least 40% postconsumer material; and beginning July 1, 2000, shall contain at least 45% postconsumer material.
|
|
(iii) Recycled newsprint, until July 1, 1994, shall
|
| contain at least 40% postconsumer material; and beginning July 1, 1994, shall contain at least 50% postconsumer material; and beginning July 1, 1996, shall contain at least 60% postconsumer material; and beginning July 1, 1998, shall contain at least 70% postconsumer material; and beginning July 1, 2000, shall contain at least 80% postconsumer material.
|
|
(iv) Recycled unbleached packaging, until July 1,
|
| 1994, shall contain at least 35% postconsumer material; and beginning July 1, 1994, shall contain at least 40% postconsumer material; and beginning July 1, 1996, shall contain at least 45% postconsumer material; and beginning July 1, 1998, shall contain at least 50% postconsumer material; and beginning July 1, 2000, shall contain at least 55% postconsumer material.
|
|
(v) Recycled paperboard, until July 1, 1994, shall
|
| contain at least 80% postconsumer material; and beginning July 1, 1994, shall contain at least 85% postconsumer material; and beginning July 1, 1996, shall contain at least 90% postconsumer material; and beginning July 1, 1998, shall contain at least 95% postconsumer material.
|
|
(2) For the purposes of this Section, "postconsumer
|
|
(i) paper, paperboard, and fibrous waste from
|
| retail stores, office buildings, homes and so forth, after the waste has passed through its end usage as a consumer item, including used corrugated boxes, old newspapers, mixed waste paper, tabulating cards, and used cordage; and
|
|
(ii) all paper, paperboard, and fibrous wastes
|
| that are diverted or separated from the municipal waste stream.
|
|
(3) For the purpose of this Section, "recovered paper
|
|
(i) postconsumer material;
(ii) dry paper and paperboard waste generated
|
| after completion of the papermaking process (that is, those manufacturing operations up to and including the cutting and trimming of the paper machine reel into smaller rolls or rough sheets), including envelope cuttings, bindery trimmings, and other paper and paperboard waste resulting from printing, cutting, forming and other converting operations, or from bag, box and carton manufacturing, and butt rolls, mill wrappers, and rejected unused stock; and
|
|
(iii) finished paper and paperboard from obsolete
|
| inventories of paper and paperboard manufacturers, merchants, wholesalers, dealers, printers, converters or others.
|
|
(e) Nothing in this Section shall be deemed to apply to art materials,
nor to any newspapers, magazines, text books, library books or other
copyrighted publications which are purchased or used by the board of
education or any public school or attendance center within the school
district, or which are sold in any school supply store operated by or
within any such school or attendance center, other than newspapers
written, edited or produced by students enrolled in the school district,
public school or attendance center.
(e-5) The school district shall periodically review its procedures on solid waste reduction regarding the management of solid waste generated by academic, administrative, and other institutional functions. Those waste reduction procedures must be designed to, when economically and practically feasible, recycle the school district's waste stream, including without limitation landscape waste, computer paper, and white office paper. The school district is encouraged to have procedures that provide for the investigation of potential markets for other recyclable materials that are present in the school district's waste stream. The waste reduction procedures must be designed to achieve, before July 1, 2020, at least a 50% reduction in the amount of solid waste that is generated by the school district.
(f) The State Board of Education, in coordination with the Department of
Central Management Services, may adopt such
rules and regulations as it deems necessary
to assist districts in carrying out the provisions of this Section.
(Source: P.A. 102-444, eff. 8-20-21.)
|
(105 ILCS 5/34-18.20)
Sec. 34-18.20. Time out, isolated time out, restraint, and necessities; limitations and prohibitions. (a) The General Assembly finds and declares that the use of isolated time
out, time out, and physical restraint on children and youth carries risks to the health and safety of students and staff; therefore, the ultimate
goal is to reduce and eventually eliminate the use of those interventions. The General Assembly also finds and declares that the State Board of Education
must take affirmative action to lead and support schools in
transforming the school culture to reduce and eliminate the use of all
such interventions over time. (b) In this Section: "Chemical restraint" means the use of medication to control a student's behavior or to restrict a student's freedom of movement. "Chemical restraint" does not include medication that is legally prescribed and administered as part of a student's regular medical regimen to manage behavioral symptoms and treat medical symptoms. "Isolated time out" means the involuntary confinement of a student alone in a time out room or other enclosure outside of the classroom without a supervising adult in the time out room or enclosure. "Isolated time out" or "time out" does not include a student-initiated or student-requested break, a student-initiated sensory break or a teacher-initiated sensory break that may include a sensory room containing sensory tools to assist a student to calm and de-escalate, an in-school suspension or detention, or any other appropriate disciplinary measure, including the student's brief removal to the hallway or similar environment. "Mechanical restraint" means the use of any device or equipment to limit a student's movement or to hold a student immobile. "Mechanical restraint" does not include any restraint used to (i) treat a student's medical needs; (ii) protect a student who is known to be at risk of injury resulting from a lack of coordination or frequent loss of consciousness; (iii) position a student with physical disabilities in a manner specified in the student's individualized education program, federal Section 504 plan, or other plan of care; (iv) provide a supplementary aid, service, or accommodation, including, but not limited to, assistive technology that provides proprioceptive input or aids in self-regulation; or (v) promote student safety in vehicles used to transport students. "Physical restraint" or "restraint" means holding a student or otherwise restricting a student's movements. "Physical restraint" or "restraint" does not include momentary periods of physical restriction by direct person to person contact, without the aid of material or mechanical devices, that are accomplished with limited force and that are designed to prevent a student from completing an act that would result in potential physical harm to himself, herself, or another or damage to property. "Prone physical restraint" means a physical restraint in which a student is held face down on the floor or other surface and physical pressure is applied to the student's body to keep the student in the prone position. "Time out" means a behavior management technique for the purpose of calming or de-escalation that involves the involuntary monitored separation of a student from classmates with a trained adult for part of the school day, only for a brief time, in a nonlocked setting. (c) Isolated time out, time out, and physical restraint, other than prone physical restraint, may be used only if (i) the student's behavior presents an imminent danger of serious physical harm to the student or to others; (ii) other less restrictive and intrusive measures have been tried and have proven to be ineffective in stopping the imminent danger of serious physical harm; (iii) there is no known medical contraindication to its use on the student; and (iv) the school staff member or members applying the use of time out, isolated time out, or physical restraint on a student have been trained in its safe application, as established by rule by the State Board of Education. Isolated time out is allowed only under limited circumstances as set forth in this Section. If all other requirements under this Section are met, isolated time out may be used only if the adult in the time out room or enclosure is in imminent danger of serious physical harm because the student is unable to cease actively engaging in extreme physical aggression. Mechanical restraint and chemical restraint are prohibited. Prone restraint is prohibited except when all of the following conditions are satisfied: (1) The student's Behavior Intervention Plan |
| specifically allows for prone restraint of the student.
|
|
(2) The Behavior Intervention Plan was put into place
|
|
(3) The student's Behavior Intervention Plan has been
|
| approved by the IEP team.
|
|
(4) The school staff member or staff members applying
|
| the use of prone restraint on a student have been trained in its safe application as established by rule by the State Board of Education.
|
|
(5) The school must be able to document and
|
| demonstrate to the IEP team that the use of other de-escalation techniques provided for in the student's Behavior Intervention Plan were ineffective.
|
|
(6) The use of prone restraint occurs within the
|
|
All instances of the utilization of prone restraint must be reported in accordance with the provisions of this amendatory Act of the 102nd General Assembly. Nothing in this Section shall prohibit the State Board of Education from adopting administrative rules that further restrict or disqualify the use of prone restraint.
(d) The use
of any of the following rooms or enclosures for an isolated time out or time out purposes is
prohibited:
(1) a locked room or a room in which the door is
|
| obstructed, prohibiting it from opening;
|
|
(2) a confining space such as a closet or box;
(3) a room where the student cannot be continually
|
|
(4) any other room or enclosure or time out procedure
|
| that is contrary to current rules adopted by the State Board of Education.
|
|
(e) The deprivation of necessities needed to sustain the health of a person, including, without limitation, the denial or unreasonable delay in the provision of the following, is prohibited:
(1) food or liquid at a time when it is customarily
|
|
(2) medication; or
(3) the use of a restroom.
(f) (Blank).
(g) Following each incident of isolated time out, time out, or physical restraint, but no later than 2 school days after the incident, the principal or another designated administrator shall notify the student's parent or guardian that he or she may request a meeting with appropriate school personnel to discuss the incident. This meeting shall be held separate and apart from meetings held in accordance with the student's individualized education program or from meetings held in accordance with the student's plan for services under Section 504 of the federal Rehabilitation Act of 1973. If a parent or guardian requests a meeting, the meeting shall be convened within 2 school days after the request, provided that the 2-school day limitation shall be extended if requested by the parent or guardian. The parent or guardian may also request that the meeting be convened via telephone or video conference.
The meeting shall include the student, if appropriate, at least one school staff member involved in the incident of isolated time out, time out, or physical restraint, the student's parent or guardian, and at least one appropriate school staff member not involved in the incident of isolated time out, time out, or physical restraint, such as a social worker, psychologist, nurse, or behavioral specialist. During the meeting, the school staff member or members involved in the incident of isolated time out, time out, or physical restraint, the student, and the student's parent or guardian, if applicable, shall be provided an opportunity to describe (i) the events that occurred prior to the incident of isolated time out, time out, or physical restraint and any actions that were taken by school personnel or the student leading up to the incident; (ii) the incident of isolated time out, time out, or physical restraint; and (iii) the events that occurred or the actions that were taken following the incident of isolated time out, time out, or physical restraint and whether the student returned to regular school activities and, if not, how the student spent the remainder of the school day. All parties present at the meeting shall have the opportunity to discuss what school personnel could have done differently to avoid the incident of isolated time out, time out, or physical restraint and what alternative courses of action, if any, the school can take to support the student and to avoid the future use of isolated time out, time out, or physical restraint. At no point may a student be excluded from school solely because a meeting has not occurred.
A summary of the meeting and any agreements or conclusions reached during the meeting shall be documented in writing and shall become part of the student's school record. A copy of the documents shall be provided to the student's parent or guardian. If a parent or guardian does not request a meeting within 10 school days after the school has provided the documents to the parent or guardian or if a parent or guardian fails to attend a requested meeting, that fact shall be documented as part of the student's school record.
(h) Whenever isolated time out, time out, or physical restraint is used, school personnel shall fully document and report to the State Board
of Education the incident, including the events
leading up to the incident, what alternative measures that are less
restrictive and intrusive were used prior to the use of isolated time out, time out, or
physical restraint, why those measures were ineffective or deemed inappropriate, the type of restraint, isolated time out, or time out that was used, the length of time the
student was in isolated time out or time out or was restrained, and the staff involved. The parents or
guardian of a student and the State Superintendent of Education shall be informed whenever isolated time out, time out, or physical restraint is used.
Schools shall provide parents and guardians with the following
information, to be developed by the State Board and which may be incorporated into the State Board's prescribed physical restraint and time out form at the discretion of the State Board, after each
incident in which isolated time out, time out, or physical restraint is used during
the school year, in printed form or, upon the written request of
the parent or guardian, by email:
(1) a copy of the standards for when isolated time
|
| out, time out, and physical restraint can be used;
|
|
(2) information about the rights of parents,
|
| guardians, and students; and
|
|
(3) information about the parent's or guardian's
|
| right to file a complaint with the State Superintendent of Education, the complaint process, and other information to assist the parent or guardian in navigating the complaint process.
|
|
(i) Any use of isolated time out, time out, or physical restraint that is permitted by the board's policy shall be implemented in accordance with written procedures.
(Source: P.A. 102-339, eff. 8-13-21; 103-175, eff. 6-30-23.)
|
(105 ILCS 5/34-18.24)
(Text of Section before amendment by P.A. 102-466 ) Sec. 34-18.24. Transfer of students.
(a) The board shall
establish and
implement a
policy governing the transfer of a student from one attendance center to
another within the
school district upon the request of the student's parent or guardian.
A
student may not transfer to any of the following attendance centers, except by
change in
residence if the policy authorizes enrollment based on residence in an
attendance area
or unless approved by the board on an individual basis:
(1) An attendance center that exceeds or as a result |
| of the transfer would exceed its attendance capacity.
|
|
(2) An attendance center for which the board has
|
| established academic criteria for enrollment if the student does not meet the criteria.
|
|
(3) Any attendance center if the transfer would
|
| prevent the school district from meeting its obligations under a State or federal law, court order, or consent decree applicable to the school district.
|
|
(b) The board shall establish and implement a policy governing the
transfer of students within the school district from a persistently dangerous
attendance center to another attendance center in that district that is not
deemed to be
persistently dangerous.
In order to be considered a persistently dangerous attendance center, the
attendance center must meet all of the following criteria for 2 consecutive
years:
(1) Have greater than 3% of the students enrolled in
|
| the attendance center expelled for violence-related conduct.
|
|
(2) Have one or more students expelled for bringing a
|
| firearm to school as defined in 18 U.S.C. 921.
|
|
(3) Have at least 3% of the students enrolled in the
|
| attendance center exercise the individual option to transfer attendance centers pursuant to subsection (c) of this Section.
|
|
(c) A student may transfer from one attendance center to
another attendance center within the district if the student is a victim of a
violent
crime as defined in Section 3 of the Rights of Crime Victims and Witnesses Act.
The violent crime must have occurred on school grounds during regular school
hours or during a school-sponsored event.
(d) (Blank).
(Source: P.A. 100-1046, eff. 8-23-18.)
(Text of Section after amendment by P.A. 102-466 )
Sec. 34-18.24. Transfer of students.
(a) The board shall
establish and
implement a
policy governing the transfer of a student from one attendance center to
another within the
school district upon the request of the student's parent or guardian.
A
student may not transfer to any of the following attendance centers, except by
change in
residence if the policy authorizes enrollment based on residence in an
attendance area
or unless approved by the board on an individual basis:
(1) An attendance center that exceeds or as a result
|
| of the transfer would exceed its attendance capacity.
|
|
(2) An attendance center for which the board has
|
| established academic criteria for enrollment if the student does not meet the criteria.
|
|
(3) Any attendance center if the transfer would
|
| prevent the school district from meeting its obligations under a State or federal law, court order, or consent decree applicable to the school district.
|
|
(b) The board shall establish and implement a policy governing the
transfer of students within the school district from a persistently dangerous
attendance center to another attendance center in that district that is not
deemed to be
persistently dangerous.
In order to be considered a persistently dangerous attendance center, the
attendance center must meet all of the following criteria for 2 consecutive
years:
(1) Have greater than 3% of the students enrolled in
|
| the attendance center expelled for violence-related conduct.
|
|
(2) Have one or more students expelled for bringing a
|
| firearm to school as defined in 18 U.S.C. 921.
|
|
(3) Have at least 3% of the students enrolled in the
|
| attendance center exercise the individual option to transfer attendance centers pursuant to subsection (c) of this Section.
|
|
(c) A student may transfer from one attendance center to
another attendance center within the district if the student is a victim of a
violent
crime as defined in Section 3 of the Rights of Crime Victims and Witnesses Act.
The violent crime must have occurred on school grounds during regular school
hours or during a school-sponsored event.
(d) (Blank).
(e) Notwithstanding any other provision of this Code, a student who is a victim of domestic or sexual violence, as defined in Article 26A, must be allowed to transfer to another school immediately and as needed if the student's continued attendance at a particular attendance center, school facility, or school location poses a risk to the student's mental or physical well-being or safety. A student who transfers to another school under this subsection (e) due to domestic or sexual violence must have full and immediate access to extracurricular activities and any programs or activities offered by or under the auspices of the school to which the student has transferred. The school district may not require a student who is a victim of domestic or sexual violence to transfer to another school. No adverse or prejudicial effects may result to any student who is a victim of domestic or sexual violence because of the student availing himself or herself of or declining the provisions of this subsection (e). The school district may require a student to verify his or her claim of domestic or sexual violence under Section 26A-45 before approving a transfer to another school under this subsection (e).
(Source: P.A. 102-466, eff. 7-1-25.)
|
(105 ILCS 5/34-18.34)
Sec. 34-18.34. Student biometric information.
(a) For the purposes of this Section, "biometric information" means any information that is collected through an identification process for individuals based on their unique behavioral or physiological characteristics, including fingerprint, hand geometry, voice, or facial recognition or iris or retinal scans. (b) If the school district collects biometric information from students, the district shall adopt a policy that requires, at a minimum, all of the following: (1) Written permission from the individual who has |
| legal custody of the student, as defined in Section 10-20.12b of this Code, or from the student if he or she has reached the age of 18.
|
|
(2) The discontinuation of use of a student's
|
| biometric information under either of the following conditions:
|
|
(A) upon the student's graduation or withdrawal
|
| from the school district; or
|
|
(B) upon receipt in writing of a request for
|
| discontinuation by the individual having legal custody of the student or by the student if he or she has reached the age of 18.
|
|
(3) The destruction of all of a student's biometric
|
| information within 30 days after the use of the biometric information is discontinued in accordance with item (2) of this subsection (b).
|
|
(4) The use of biometric information solely for
|
| identification or fraud prevention.
|
|
(5) A prohibition on the sale, lease, or other
|
| disclosure of biometric information to another person or entity, unless:
|
|
(A) the individual who has legal custody of the
|
| student or the student, if he or she has reached the age of 18, consents to the disclosure; or
|
|
(B) the disclosure is required by court order.
(6) The storage, transmittal, and protection of all
|
| biometric information from disclosure.
|
|
(c) Failure to provide written consent under item (1) of subsection (b) of this Section by the individual who has legal custody of the student or by the student, if he or she has reached the age of 18, must not be the basis for refusal of any services otherwise available to the student.
(d) Student biometric information may be destroyed without notification to or the approval of a local records commission under the Local Records Act if destroyed within 30 days after the use of the biometric information is discontinued in accordance with item (2) of subsection (b) of this Section.
(Source: P.A. 95-232, eff. 8-16-07; 95-793, eff. 1-1-09; 95-876, eff. 8-21-08.)
|
(105 ILCS 5/34-18.43) Sec. 34-18.43. Establishing an equitable and effective school facility development process. (a) The General Assembly finds all of the following: (1) The Illinois Constitution recognizes that a |
| "fundamental goal of the People of the State is the educational development of all persons to the limits of their capacities".
|
|
(2) Quality educational facilities are essential for
|
| fostering the maximum educational development of all persons through their educational experience from pre-kindergarten through high school.
|
|
(3) The public school is a major institution in our
|
| communities. Public schools offer resources and opportunities for the children of this State who seek and deserve quality education, but also benefit the entire community that seeks improvement through access to education.
|
|
(4) The equitable and efficient use of available
|
| facilities-related resources among different schools and among racial, ethnic, income, and disability groups is essential to maximize the development of quality public educational facilities for all children, youth, and adults. The factors that impact the equitable and efficient use of facility-related resources vary according to the needs of each school community. Therefore, decisions that impact school facilities should include the input of the school community to the greatest extent possible.
|
|
(5) School openings, school closings, school
|
| consolidations, school turnarounds, school phase-outs, school construction, school repairs, school modernizations, school boundary changes, and other related school facility decisions often have a profound impact on education in a community. In order to minimize the negative impact of school facility decisions on the community, these decisions should be implemented according to a clear system-wide criteria and with the significant involvement of local school councils, parents, educators, and the community in decision-making.
|
|
(6) The General Assembly has previously stated that
|
| it intended to make the individual school in the City of Chicago the essential unit for educational governance and improvement and to place the primary responsibility for school governance and improvement in the hands of parents, teachers, and community residents at each school. A school facility policy must be consistent with these principles.
|
|
(b) In order to ensure that school facility-related decisions are made with the input of the community and reflect educationally sound and fiscally responsible criteria, a Chicago Educational Facilities Task Force shall be established within 15 days after the effective date of this amendatory Act of the 96th General Assembly.
(c) The Chicago Educational Facilities Task Force shall consist of all of the following members:
(1) Two members of the House of Representatives
|
| appointed by the Speaker of the House, at least one of whom shall be a member of the Elementary & Secondary Education Committee.
|
|
(2) Two members of the House of Representatives
|
| appointed by the Minority Leader of the House, at least one of whom shall be a member of the Elementary & Secondary Education Committee.
|
|
(3) Two members of the Senate appointed by the
|
| President of the Senate, at least one of whom shall be a member of the Education Committee.
|
|
(4) Two members of the Senate appointed by the
|
| Minority Leader of the Senate, at least one of whom shall be a member of the Education Committee.
|
|
(5) Two representatives of school community
|
| organizations with past involvement in school facility issues appointed by the Speaker of the House.
|
|
(6) Two representatives of school community
|
| organizations with past involvement in school facility issues appointed by the President of the Senate.
|
|
(7) The chief executive officer of the school
|
| district or his or her designee.
|
|
(8) The president of the union representing teachers
|
| in the schools of the district or his or her designee.
|
|
(9) The president of the association representing
|
| principals in the schools of the district or his or her designee.
|
|
(d) The Speaker of the House shall appoint one of the appointed House members as a co-chairperson of the Chicago Educational Facilities Task Force. The President of the Senate shall appoint one of the appointed Senate members as a co-chairperson of the Chicago Educational Facilities Task Force. Members appointed by the legislative leaders shall be appointed for the duration of the Chicago Educational Facilities Task Force; in the event of a vacancy, the appointment to fill the vacancy shall be made by the legislative leader of the same chamber and party as the leader who made the original appointment.
(e) The Chicago Educational Facilities Task Force shall call on independent experts, as needed, to gather and analyze pertinent information on a pro bono basis, provided that these experts have no previous or on-going financial interest in school facility issues related to the school district. The Chicago Educational Facilities Task Force shall secure pro bono expert assistance within 15 days after the establishment of the Chicago Educational Facilities Task Force.
(f) The Chicago Educational Facilities Task Force shall be empowered to gather further evidence in the form of testimony or documents or other materials.
(g) The Chicago Educational Facilities Task Force, with the help of the independent experts, shall analyze past Chicago experiences and data with respect to school openings, school closings, school consolidations, school turnarounds, school phase-outs, school construction, school repairs, school modernizations, school boundary changes, and other related school facility decisions on students. The Chicago Educational Facilities Task Force shall consult widely with stakeholders, including public officials, about these facility issues and their related costs and shall examine relevant best practices from other school systems for dealing with these issues systematically and equitably. These initial investigations shall include opportunities for input from local stakeholders through hearings, focus groups, and interviews.
(h) The Chicago Educational Facilities Task Force shall prepare recommendations describing how the issues set forth in subsection (g) of this Section can be addressed effectively based upon educationally sound and fiscally responsible practices.
(i) The Chicago Educational Facilities Task Force shall hold hearings in separate areas of the school district at times that shall maximize school community participation to obtain comments on draft recommendations. The final hearing shall take place no later than 15 days prior to the completion of the final recommendations.
(j) The Chicago Educational Facilities Task Force shall prepare final proposed policy and legislative recommendations for the General Assembly, the Governor, and the school district. The recommendations may address issues, standards, and procedures set forth in this Section. The final recommendations shall be made available to the public through posting on the school district's Internet website and other forms of publication and distribution in the school district at least 7 days before the recommendations are submitted to the General Assembly, the Governor, and the school district.
(k) The recommendations may address issues of system-wide criteria for ensuring clear priorities, equity, and efficiency.
Without limitation, the final recommendations may propose significant decision-making roles for key stakeholders, including the individual school and community; recommend clear criteria or processes for establishing criteria for making school facility decisions; and include clear criteria for setting priorities with respect to school openings, school closings, school consolidations, school turnarounds, school phase-outs, school construction, school repairs, school modernizations, school boundary changes, and other related school facility decisions, including the encouragement of multiple community uses for school space.
Without limitation, the recommendations may propose criteria for student mobility; the transferring of students to lower performing schools; teacher mobility; insufficient notice to and the lack of inclusion in decision-making of local school councils, parents, and community members about school facility decisions; and costly facilities-related expenditures due to poor educational and facilities planning.
(l) The State Board of Education and the school district shall provide administrative support to the Chicago Educational Facilities Task Force.
(m) After recommendations have been issued, the Chicago Educational Facilities Task Force shall meet upon the call of the chairs, for the purpose of reviewing Chicago public schools' compliance with the provisions of Sections 34-200 through 34-235 of this Code concerning school action and facility master planning. The Task Force shall prepare a report to the General Assembly, the Governor's Office, the Mayor of the City of Chicago, and the Chicago Board of Education indicating how the district has met the requirements of the provisions of Sections 34-200 through 34-235 of this Code concerning school action and facility master planning.
(Source: P.A. 102-539, eff. 8-20-21.)
|
(105 ILCS 5/34-18.52) Sec. 34-18.52. DCFS liaison. (a) The board must appoint at least one employee to act as a liaison to facilitate the enrollment and transfer of records of students in the legal custody of the Department of Children and Family Services when enrolling in or changing schools. The board may appoint any employee of the school district who is licensed under Article 21B of this Code to act as a liaison; however, employees who meet any of the following criteria must be prioritized for appointment: (1) Employees who have worked with mobile student |
| populations or students in foster care.
|
|
(2) Employees who are familiar with enrollment,
|
| record transfers, existing community services, and student support services.
|
|
(3) Employees who serve as a high-level administrator.
(4) Employees who are counselors or have experience
|
|
(5) Employees who are knowledgeable on child welfare
|
|
(6) Employees who serve as a school social worker.
(b) Liaisons under this Section are encouraged to build capacity and infrastructure within the school district to support students in the legal custody of the Department of Children and Family Services. Liaison responsibilities may include the following:
(1) streamlining the enrollment processes for
|
|
(2) implementing student data tracking and monitoring
|
|
(3) ensuring that students in the legal custody of
|
| the Department of Children and Family Services receive all school nutrition and meal programs available;
|
|
(4) coordinating student withdrawal from a school,
|
| record transfers, and credit recovery;
|
|
(5) becoming experts on the foster care system and
|
| State laws and policies in place that support children under the legal custody of the Department of Children and Family Services;
|
|
(6) coordinating with child welfare partners;
(7) providing foster care-related information and
|
| training to the school district;
|
|
(8) working with the Department of Children and
|
| Family Services to help students maintain their school placement, if appropriate;
|
|
(9) reviewing student schedules to ensure that
|
| students are on track to graduate;
|
|
(10) encouraging a successful transition into
|
| adulthood and post-secondary opportunities;
|
|
(11) encouraging involvement in extracurricular
|
|
(12) knowing what support is available within the
|
| school district and community for students in the legal custody of the Department of Children and Family Services.
|
|
(c) The school district is required to designate a liaison by the beginning of the 2022-2023 school year.
(d) Individuals licensed under Article 21B of this Code acting as a liaison under this Section shall perform the duties of a liaison in addition to existing contractual obligations.
(Source: P.A. 102-199, eff. 7-1-22 .)
|
(105 ILCS 5/34-18.54) (Text of Section before amendment by P.A. 103-542 ) Sec. 34-18.54. Implicit bias training. (a) The General Assembly makes the following findings: (1) implicit racial bias influences evaluations of |
| and behavior toward those who are the subject of the bias;
|
|
(2) understanding implicit racial bias is needed in
|
| order to reduce that bias;
|
|
(3) marginalized students would benefit from having
|
| access to educators who have worked to reduce their biases; and
|
|
(4) training that helps educators overcome implicit
|
| racial bias has implication for classroom interactions, student evaluation, and classroom engagement; it also affects student academic self-concept.
|
|
(b) The board shall require in-service training for school personnel to include training to develop cultural competency, including understanding and reducing implicit racial bias.
(c) As used in this Section, "implicit racial bias" means a preference, positive or negative, for a racial or ethnic group that operates outside of awareness. This bias has 3 different components: affective, behavioral, and cognitive.
(Source: P.A. 100-14, eff. 7-1-17; 100-863, eff. 8-14-18.)
(Text of Section after amendment by P.A. 103-542 )
Sec. 34-18.54. Implicit bias training.
(a) The General Assembly makes the following findings:
(1) implicit racial bias influences evaluations of
|
| and behavior toward those who are the subject of the bias;
|
|
(2) understanding implicit racial bias is needed in
|
| order to reduce that bias;
|
|
(3) marginalized students would benefit from having
|
| access to educators who have worked to reduce their biases; and
|
|
(4) training that helps educators overcome implicit
|
| racial bias has implication for classroom interactions, student evaluation, and classroom engagement; it also affects student academic self-concept.
|
|
(b) The board shall require in-service training for teachers, administrators, and school support personnel to include training to develop cultural competency, including understanding and reducing implicit racial bias as outlined in Sections 10-22.39 and 3-11.
(c) As used in this Section, "implicit racial bias" means a preference, positive or negative, for a racial or ethnic group that operates outside of awareness. This bias has 3 different components: affective, behavioral, and cognitive.
(Source: P.A. 103-542, eff. 7-1-24 (see Section 905 of P.A. 103-563 for effective date of P.A. 103-542).)
|