Sen. Kimberly A. Lightford
Filed: 1/9/2021
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1 | AMENDMENT TO HOUSE BILL 2170
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2 | AMENDMENT NO. ______. Amend House Bill 2170 by replacing | ||||||
3 | everything after the enacting clause with the following:
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4 | "Article 5. | ||||||
5 | Section 5-5. The School Code is amended by adding Section | ||||||
6 | 2-3.64a-10 and by changing Section 27A-5 as follows: | ||||||
7 | (105 ILCS 5/2-3.64a-10 new) | ||||||
8 | Sec. 2-3.64a-10. Kindergarten assessment. | ||||||
9 | (a) For the purposes of this Section, "kindergarten" | ||||||
10 | includes both full-day and
half-day kindergarten programs. | ||||||
11 | (b) Beginning no later than the 2021-2022 school year, the | ||||||
12 | State Board
of Education shall annually assess all public | ||||||
13 | school students entering kindergarten using a common | ||||||
14 | assessment tool, unless the State Board determines that a | ||||||
15 | student is otherwise exempt. The common assessment tool must |
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1 | assess multiple developmental domains, including literacy, | ||||||
2 | language, mathematics, and social and emotional development. | ||||||
3 | The assessment must be valid, reliable, and developmentally | ||||||
4 | appropriate to formatively assess a child's development and | ||||||
5 | readiness for kindergarten. | ||||||
6 | (c) Results from the assessment may be used by the school | ||||||
7 | to understand the child's development and readiness for | ||||||
8 | kindergarten, to tailor instruction, and to measure the child's | ||||||
9 | progress over time. Assessment results may also be used to | ||||||
10 | identify a need for the professional development of teachers | ||||||
11 | and early childhood educators and to inform State-level and | ||||||
12 | district-level policies and resource allocation. | ||||||
13 | The school shall make the assessment results available to | ||||||
14 | the child's parent or guardian. | ||||||
15 | The assessment results may not be used (i) to prevent a | ||||||
16 | child from enrolling in kindergarten or (ii) as the sole | ||||||
17 | measure used in determining the grade promotion or retention of | ||||||
18 | a student. | ||||||
19 | (d) On an annual basis, the State Board shall report | ||||||
20 | publicly, at a minimum, data from the assessment for the State | ||||||
21 | overall and for each school district. The State Board's report | ||||||
22 | must disaggregate data by race and ethnicity, household income, | ||||||
23 | students who are English learners, and students who have an | ||||||
24 | individualized education program. | ||||||
25 | (e) The State Superintendent of Education shall appoint a | ||||||
26 | committee of no more than 21 members, consisting of parents, |
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1 | teachers, school administrators, assessment experts, regional | ||||||
2 | superintendents of schools, and citizens, to review, on an | ||||||
3 | ongoing basis, the content and design of the assessment, the | ||||||
4 | collective results of the assessment as measured against | ||||||
5 | kindergarten-readiness standards, and other issues involving | ||||||
6 | the assessment as identified by the committee. | ||||||
7 | The committee shall make periodic recommendations to the | ||||||
8 | State Superintendent of Education and the General Assembly | ||||||
9 | concerning the assessments. | ||||||
10 | (f) The State Board may adopt rules to implement and | ||||||
11 | administer this Section.
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12 | (105 ILCS 5/27A-5)
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13 | Sec. 27A-5. Charter school; legal entity; requirements.
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14 | (a) A charter school shall be a public, nonsectarian, | ||||||
15 | nonreligious, non-home
based, and non-profit school. A charter | ||||||
16 | school shall be organized and operated
as a nonprofit | ||||||
17 | corporation or other discrete, legal, nonprofit entity
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18 | authorized under the laws of the State of Illinois.
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19 | (b) A charter school may be established under this Article | ||||||
20 | by creating a new
school or by converting an existing public | ||||||
21 | school or attendance center to
charter
school status.
Beginning | ||||||
22 | on April 16, 2003 (the effective date of Public Act 93-3), in | ||||||
23 | all new
applications to establish
a charter
school in a city | ||||||
24 | having a population exceeding 500,000, operation of the
charter
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25 | school shall be limited to one campus. The changes made to this |
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1 | Section by Public Act 93-3 do not apply to charter schools | ||||||
2 | existing or approved on or before April 16, 2003 (the
effective | ||||||
3 | date of Public Act 93-3). | ||||||
4 | (b-5) In this subsection (b-5), "virtual-schooling" means | ||||||
5 | a cyber school where students engage in online curriculum and | ||||||
6 | instruction via the Internet and electronic communication with | ||||||
7 | their teachers at remote locations and with students | ||||||
8 | participating at different times. | ||||||
9 | From April 1, 2013 through December 31, 2016, there is a | ||||||
10 | moratorium on the establishment of charter schools with | ||||||
11 | virtual-schooling components in school districts other than a | ||||||
12 | school district organized under Article 34 of this Code. This | ||||||
13 | moratorium does not apply to a charter school with | ||||||
14 | virtual-schooling components existing or approved prior to | ||||||
15 | April 1, 2013 or to the renewal of the charter of a charter | ||||||
16 | school with virtual-schooling components already approved | ||||||
17 | prior to April 1, 2013.
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18 | (c) A charter school shall be administered and governed by | ||||||
19 | its board of
directors or other governing body
in the manner | ||||||
20 | provided in its charter. The governing body of a charter school
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21 | shall be subject to the Freedom of Information Act and the Open | ||||||
22 | Meetings Act. No later than January 1, 2021 ( one year after the | ||||||
23 | effective date of Public Act 101-291) this amendatory Act of | ||||||
24 | the 101st General Assembly , a charter school's board of | ||||||
25 | directors or other governing body must include at least one | ||||||
26 | parent or guardian of a pupil currently enrolled in the charter |
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1 | school who may be selected through the charter school or a | ||||||
2 | charter network election, appointment by the charter school's | ||||||
3 | board of directors or other governing body, or by the charter | ||||||
4 | school's Parent Teacher Organization or its equivalent. | ||||||
5 | (c-5) No later than January 1, 2021 ( one year after the | ||||||
6 | effective date of Public Act 101-291) this amendatory Act of | ||||||
7 | the 101st General Assembly or within the first year of his or | ||||||
8 | her first term, every voting member of a charter school's board | ||||||
9 | of directors or other governing body shall complete a minimum | ||||||
10 | of 4 hours of professional development leadership training to | ||||||
11 | ensure that each member has sufficient familiarity with the | ||||||
12 | board's or governing body's role and responsibilities, | ||||||
13 | including financial oversight and accountability of the | ||||||
14 | school, evaluating the principal's and school's performance, | ||||||
15 | adherence to the Freedom of Information Act and the Open | ||||||
16 | Meetings Act Acts , and compliance with education and labor law. | ||||||
17 | In each subsequent year of his or her term, a voting member of | ||||||
18 | a charter school's board of directors or other governing body | ||||||
19 | shall complete a minimum of 2 hours of professional development | ||||||
20 | training in these same areas. The training under this | ||||||
21 | subsection may be provided or certified by a statewide charter | ||||||
22 | school membership association or may be provided or certified | ||||||
23 | by other qualified providers approved by the State Board of | ||||||
24 | Education.
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25 | (d) For purposes of this subsection (d), "non-curricular | ||||||
26 | health and safety requirement" means any health and safety |
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1 | requirement created by statute or rule to provide, maintain, | ||||||
2 | preserve, or safeguard safe or healthful conditions for | ||||||
3 | students and school personnel or to eliminate, reduce, or | ||||||
4 | prevent threats to the health and safety of students and school | ||||||
5 | personnel. "Non-curricular health and safety requirement" does | ||||||
6 | not include any course of study or specialized instructional | ||||||
7 | requirement for which the State Board has established goals and | ||||||
8 | learning standards or which is designed primarily to impart | ||||||
9 | knowledge and skills for students to master and apply as an | ||||||
10 | outcome of their education. | ||||||
11 | A charter school shall comply with all non-curricular | ||||||
12 | health and safety
requirements applicable to public schools | ||||||
13 | under the laws of the State of
Illinois. On or before September | ||||||
14 | 1, 2015, the State Board shall promulgate and post on its | ||||||
15 | Internet website a list of non-curricular health and safety | ||||||
16 | requirements that a charter school must meet. The list shall be | ||||||
17 | updated annually no later than September 1. Any charter | ||||||
18 | contract between a charter school and its authorizer must | ||||||
19 | contain a provision that requires the charter school to follow | ||||||
20 | the list of all non-curricular health and safety requirements | ||||||
21 | promulgated by the State Board and any non-curricular health | ||||||
22 | and safety requirements added by the State Board to such list | ||||||
23 | during the term of the charter. Nothing in this subsection (d) | ||||||
24 | precludes an authorizer from including non-curricular health | ||||||
25 | and safety requirements in a charter school contract that are | ||||||
26 | not contained in the list promulgated by the State Board, |
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1 | including non-curricular health and safety requirements of the | ||||||
2 | authorizing local school board.
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3 | (e) Except as otherwise provided in the School Code, a | ||||||
4 | charter school shall
not charge tuition; provided that a | ||||||
5 | charter school may charge reasonable fees
for textbooks, | ||||||
6 | instructional materials, and student activities.
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7 | (f) A charter school shall be responsible for the | ||||||
8 | management and operation
of its fiscal affairs including,
but | ||||||
9 | not limited to, the preparation of its budget. An audit of each | ||||||
10 | charter
school's finances shall be conducted annually by an | ||||||
11 | outside, independent
contractor retained by the charter | ||||||
12 | school. To ensure financial accountability for the use of | ||||||
13 | public funds, on or before December 1 of every year of | ||||||
14 | operation, each charter school shall submit to its authorizer | ||||||
15 | and the State Board a copy of its audit and a copy of the Form | ||||||
16 | 990 the charter school filed that year with the federal | ||||||
17 | Internal Revenue Service. In addition, if deemed necessary for | ||||||
18 | proper financial oversight of the charter school, an authorizer | ||||||
19 | may require quarterly financial statements from each charter | ||||||
20 | school.
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21 | (g) A charter school shall comply with all provisions of | ||||||
22 | this Article, the Illinois Educational Labor Relations Act, all | ||||||
23 | federal and State laws and rules applicable to public schools | ||||||
24 | that pertain to special education and the instruction of | ||||||
25 | English learners, and
its charter. A charter
school is exempt | ||||||
26 | from all other State laws and regulations in this Code
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1 | governing public
schools and local school board policies; | ||||||
2 | however, a charter school is not exempt from the following:
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3 | (1) Sections 10-21.9 and 34-18.5 of this Code regarding | ||||||
4 | criminal
history records checks and checks of the Statewide | ||||||
5 | Sex Offender Database and Statewide Murderer and Violent | ||||||
6 | Offender Against Youth Database of applicants for | ||||||
7 | employment;
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8 | (2) Sections 10-20.14, 10-22.6, 24-24, 34-19, and | ||||||
9 | 34-84a of this Code regarding discipline of
students;
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10 | (3) the Local Governmental and Governmental Employees | ||||||
11 | Tort Immunity Act;
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12 | (4) Section 108.75 of the General Not For Profit | ||||||
13 | Corporation Act of 1986
regarding indemnification of | ||||||
14 | officers, directors, employees, and agents;
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15 | (5) the Abused and Neglected Child Reporting Act;
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16 | (5.5) subsection (b) of Section 10-23.12 and | ||||||
17 | subsection (b) of Section 34-18.6 of this Code; | ||||||
18 | (6) the Illinois School Student Records Act;
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19 | (7) Section 10-17a of this Code regarding school report | ||||||
20 | cards;
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21 | (8) the P-20 Longitudinal Education Data System Act; | ||||||
22 | (9) Section 27-23.7 of this Code regarding bullying | ||||||
23 | prevention; | ||||||
24 | (10) Section 2-3.162 of this Code regarding student | ||||||
25 | discipline reporting; | ||||||
26 | (11) Sections 22-80 and 27-8.1 of this Code; |
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1 | (12) Sections 10-20.60 and 34-18.53 of this Code; | ||||||
2 | (13) Sections 10-20.63 and 34-18.56 of this Code; | ||||||
3 | (14) Section 26-18 of this Code; | ||||||
4 | (15) Section 22-30 of this Code; and | ||||||
5 | (16) Sections 24-12 and 34-85 of this Code ; . | ||||||
6 | (17) the (16) The Seizure Smart School Act ; and . | ||||||
7 | (18) Section 2-3.64a-10 of this Code. | ||||||
8 | The change made by Public Act 96-104 to this subsection (g) | ||||||
9 | is declaratory of existing law. | ||||||
10 | (h) A charter school may negotiate and contract with a | ||||||
11 | school district, the
governing body of a State college or | ||||||
12 | university or public community college, or
any other public or | ||||||
13 | for-profit or nonprofit private entity for: (i) the use
of a | ||||||
14 | school building and grounds or any other real property or | ||||||
15 | facilities that
the charter school desires to use or convert | ||||||
16 | for use as a charter school site,
(ii) the operation and | ||||||
17 | maintenance thereof, and
(iii) the provision of any service, | ||||||
18 | activity, or undertaking that the charter
school is required to | ||||||
19 | perform in order to carry out the terms of its charter.
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20 | However, a charter school
that is established on
or
after April | ||||||
21 | 16, 2003 (the effective date of Public Act 93-3) and that | ||||||
22 | operates
in a city having a population exceeding
500,000 may | ||||||
23 | not contract with a for-profit entity to
manage or operate the | ||||||
24 | school during the period that commences on April 16, 2003 (the
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25 | effective date of Public Act 93-3) and
concludes at the end of | ||||||
26 | the 2004-2005 school year.
Except as provided in subsection (i) |
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1 | of this Section, a school district may
charge a charter school | ||||||
2 | reasonable rent for the use of the district's
buildings, | ||||||
3 | grounds, and facilities. Any services for which a charter | ||||||
4 | school
contracts
with a school district shall be provided by | ||||||
5 | the district at cost. Any services
for which a charter school | ||||||
6 | contracts with a local school board or with the
governing body | ||||||
7 | of a State college or university or public community college
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8 | shall be provided by the public entity at cost.
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9 | (i) In no event shall a charter school that is established | ||||||
10 | by converting an
existing school or attendance center to | ||||||
11 | charter school status be required to
pay rent for space
that is | ||||||
12 | deemed available, as negotiated and provided in the charter | ||||||
13 | agreement,
in school district
facilities. However, all other | ||||||
14 | costs for the operation and maintenance of
school district | ||||||
15 | facilities that are used by the charter school shall be subject
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16 | to negotiation between
the charter school and the local school | ||||||
17 | board and shall be set forth in the
charter.
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18 | (j) A charter school may limit student enrollment by age or | ||||||
19 | grade level.
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20 | (k) If the charter school is approved by the State Board or | ||||||
21 | Commission, then the charter school is its own local education | ||||||
22 | agency. | ||||||
23 | (Source: P.A. 100-29, eff. 1-1-18; 100-156, eff. 1-1-18; | ||||||
24 | 100-163, eff. 1-1-18; 100-413, eff. 1-1-18; 100-468, eff. | ||||||
25 | 6-1-18; 100-726, eff. 1-1-19; 100-863, eff. 8-14-18; 101-50, | ||||||
26 | eff. 7-1-20; 101-81, eff. 7-12-19; 101-291, eff. 1-1-20; |
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1 | 101-531, eff. 8-23-19; 101-543, eff. 8-23-19; revised 8-4-20.) | ||||||
2 | Article 10. | ||||||
3 | Section 10-5. The Early Intervention Services System Act is | ||||||
4 | amended by changing Section 11 as follows:
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5 | (325 ILCS 20/11) (from Ch. 23, par. 4161)
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6 | Sec. 11. Individualized Family Service Plans.
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7 | (a) Each eligible infant or toddler and that infant's or | ||||||
8 | toddler's family
shall receive:
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9 | (1) timely, comprehensive, multidisciplinary | ||||||
10 | assessment of the unique
strengths and needs of each | ||||||
11 | eligible infant and toddler, and assessment of the concerns
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12 | and priorities of the families to appropriately assist them | ||||||
13 | in meeting
their needs and identify supports and services | ||||||
14 | to meet those needs; and
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15 | (2) a written Individualized Family Service Plan | ||||||
16 | developed by a
multidisciplinary team which includes the | ||||||
17 | parent or guardian. The
individualized family service plan | ||||||
18 | shall be based on the
multidisciplinary team's assessment | ||||||
19 | of the resources, priorities,
and concerns of the family | ||||||
20 | and its identification of the supports
and services | ||||||
21 | necessary to enhance the family's capacity to meet the
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22 | developmental needs of the infant or toddler, and shall | ||||||
23 | include the
identification of services appropriate to meet |
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1 | those needs, including the
frequency, intensity, and | ||||||
2 | method of delivering services. During and as part of
the | ||||||
3 | initial development of the individualized family services | ||||||
4 | plan, and any
periodic reviews of the plan, the | ||||||
5 | multidisciplinary team may seek consultation from the lead
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6 | agency's designated experts, if any, to help
determine | ||||||
7 | appropriate services and the frequency and intensity of | ||||||
8 | those
services. All services in the individualized family | ||||||
9 | services plan must be
justified by the multidisciplinary | ||||||
10 | assessment of the unique strengths and
needs of the infant | ||||||
11 | or toddler and must be appropriate to meet those needs.
At | ||||||
12 | the periodic reviews, the team shall determine whether | ||||||
13 | modification or
revision of the outcomes or services is | ||||||
14 | necessary.
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15 | (b) The Individualized Family Service Plan shall be | ||||||
16 | evaluated once a year
and the family shall be provided a review | ||||||
17 | of the Plan at 6 month intervals or
more often where | ||||||
18 | appropriate based on infant or toddler and family needs.
The | ||||||
19 | lead agency shall create a quality review process regarding | ||||||
20 | Individualized
Family Service Plan development and changes | ||||||
21 | thereto, to monitor
and help assure that resources are being | ||||||
22 | used to provide appropriate early
intervention services.
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23 | (c) The initial evaluation and initial assessment and | ||||||
24 | initial
Plan meeting must be held within 45 days after the | ||||||
25 | initial
contact with the early intervention services system. | ||||||
26 | The 45-day timeline does not apply for any period when the |
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1 | child or parent is unavailable to complete the initial | ||||||
2 | evaluation, the initial assessments of the child and family, or | ||||||
3 | the initial Plan meeting, due to exceptional family | ||||||
4 | circumstances that are documented in the child's early | ||||||
5 | intervention records, or when the parent has not provided | ||||||
6 | consent for the initial evaluation or the initial assessment of | ||||||
7 | the child despite documented, repeated attempts to obtain | ||||||
8 | parental consent. As soon as exceptional family circumstances | ||||||
9 | no longer exist or parental consent has been obtained, the | ||||||
10 | initial evaluation, the initial assessment, and the initial | ||||||
11 | Plan meeting must be completed as soon as possible. With | ||||||
12 | parental consent,
early intervention services may commence | ||||||
13 | before the completion of the
comprehensive assessment and | ||||||
14 | development of the Plan.
| ||||||
15 | (d) Parents must be informed that early
intervention
| ||||||
16 | services shall be provided to each eligible infant and toddler, | ||||||
17 | to the maximum extent appropriate, in the natural
environment, | ||||||
18 | which may include the home or other community settings. Parents
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19 | shall make
the final decision to accept or decline
early | ||||||
20 | intervention services. A decision to decline such services | ||||||
21 | shall
not be a basis for administrative determination of | ||||||
22 | parental fitness, or
other findings or sanctions against the | ||||||
23 | parents. Parameters of the Plan
shall be set forth in rules.
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24 | (e) The regional intake offices shall explain to each | ||||||
25 | family, orally and
in
writing, all of the following:
| ||||||
26 | (1) That the early intervention program will pay for |
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1 | all early
intervention services set forth in the | ||||||
2 | individualized family service plan that
are not
covered or | ||||||
3 | paid under the family's public or private insurance plan or | ||||||
4 | policy
and not
eligible for payment through any other third | ||||||
5 | party payor.
| ||||||
6 | (2) That services will not be delayed due to any rules | ||||||
7 | or restrictions
under the family's insurance plan or | ||||||
8 | policy.
| ||||||
9 | (3) That the family may request, with appropriate | ||||||
10 | documentation
supporting the request, a
determination of | ||||||
11 | an exemption from private insurance use under
Section | ||||||
12 | 13.25.
| ||||||
13 | (4) That responsibility for co-payments or
| ||||||
14 | co-insurance under a family's private insurance
plan or | ||||||
15 | policy will be transferred to the lead
agency's central | ||||||
16 | billing office.
| ||||||
17 | (5) That families will be responsible
for payments of | ||||||
18 | family fees,
which will be based on a sliding scale
| ||||||
19 | according to the State's definition of ability to pay which | ||||||
20 | is comparing household size and income to the sliding scale | ||||||
21 | and considering out-of-pocket medical or disaster | ||||||
22 | expenses, and that these fees
are payable to the central | ||||||
23 | billing office. Families who fail to provide income | ||||||
24 | information shall be charged the maximum amount on the | ||||||
25 | sliding scale.
| ||||||
26 | (f) The individualized family service plan must state |
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1 | whether the family
has private insurance coverage and, if the | ||||||
2 | family has such coverage, must
have attached to it a copy of | ||||||
3 | the family's insurance identification card or
otherwise
| ||||||
4 | include all of the following information:
| ||||||
5 | (1) The name, address, and telephone number of the | ||||||
6 | insurance
carrier.
| ||||||
7 | (2) The contract number and policy number of the | ||||||
8 | insurance plan.
| ||||||
9 | (3) The name, address, and social security number of | ||||||
10 | the primary
insured.
| ||||||
11 | (4) The beginning date of the insurance benefit year.
| ||||||
12 | (g) A copy of the individualized family service plan must | ||||||
13 | be provided to
each enrolled provider who is providing early | ||||||
14 | intervention services to the
child
who is the subject of that | ||||||
15 | plan.
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16 | (h) Children receiving services under this Act shall | ||||||
17 | receive a smooth and effective transition by their third | ||||||
18 | birthday consistent with federal regulations adopted pursuant | ||||||
19 | to Sections 1431 through 1444 of Title 20 of the United States | ||||||
20 | Code. Beginning July 1, 2022, children who receive early | ||||||
21 | intervention services prior to their third birthday and are | ||||||
22 | found eligible for an individualized education program under | ||||||
23 | the Individuals with Disabilities Education Act, 20 U.S.C. | ||||||
24 | 1414(d)(1)(A), and under Section 14-8.02 of the School Code and | ||||||
25 | whose birthday falls between May 1 and August 31 may continue | ||||||
26 | to receive early intervention services until the beginning of |
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| |||||||
1 | the school year following their third birthday in order to | ||||||
2 | minimize gaps in services, ensure better continuity of care, | ||||||
3 | and align practices for the enrollment of preschool children | ||||||
4 | with special needs to the enrollment practices of typically | ||||||
5 | developing preschool children. | ||||||
6 | (Source: P.A. 97-902, eff. 8-6-12; 98-41, eff. 6-28-13.)
| ||||||
7 | Article 15. | ||||||
8 | Section 15-1. Short title. This Article may be cited as the | ||||||
9 | Equitable Early Childhood Education and Care Act. References in | ||||||
10 | this Article to "this Act" mean this Article. | ||||||
11 | Section 15-5. Findings; policies. | ||||||
12 | (a) The General Assembly finds the following:
| ||||||
13 | (1) Long-standing research shows that high-quality | ||||||
14 | early childhood experiences have an impact on children's | ||||||
15 | short-term and long-term outcomes, such as educational | ||||||
16 | attainment, health, and lifetime income, particularly for | ||||||
17 | children from low-income families. | ||||||
18 | (2) Early childhood education and care programs | ||||||
19 | provide child care so parents can maintain stable | ||||||
20 | employment, provide for themselves and their families, and | ||||||
21 | advance their career or educational goals. | ||||||
22 | (3) Illinois has a vigorous early childhood education | ||||||
23 | and care industry composed of programs that serve children |
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1 | under the age of 6, including preschool and child care in | ||||||
2 | schools, centers, and homes; these programs also include | ||||||
3 | home visiting and services for young children with special | ||||||
4 | needs. | ||||||
5 | (4) A significant portion of the early childhood | ||||||
6 | workforce and of family child care providers are Black and | ||||||
7 | Latinx women. | ||||||
8 | (5) Illinois was among the first states in the nation | ||||||
9 | to enact the Pre-K At-Risk program and services for infants | ||||||
10 | and toddlers in the 1980s and reaffirmed this commitment to | ||||||
11 | early childhood education in 2006 by creating Preschool for | ||||||
12 | All to offer State-funded, high-quality preschool to | ||||||
13 | 3-year-olds and 4-year-olds. | ||||||
14 | (6) Illinois was one of the first states in the nation | ||||||
15 | to commit education funding to very young children and to | ||||||
16 | have a statutory commitment to grow funding for | ||||||
17 | infant-toddler services as it grows preschool services, | ||||||
18 | including prenatal supports like home visitors and doulas. | ||||||
19 | (7) Countless children and families have benefitted | ||||||
20 | from these services over these decades and have had the | ||||||
21 | opportunity to enter school ready to learn and succeed. | ||||||
22 | (8) Despite progress made by the State, too few | ||||||
23 | children, particularly those from Black, Latinx, and | ||||||
24 | low-income households and child care deserts, have access | ||||||
25 | to high-quality early childhood education and care | ||||||
26 | services, due to both the availability and affordability of |
| |||||||
| |||||||
1 | quality services.
| ||||||
2 | (9) In 2019, only 29% of all children in Illinois | ||||||
3 | entered kindergarten "ready"; only 21% of Black children, | ||||||
4 | 17% of Latinx children, 14% of English Learners, 14% of | ||||||
5 | children with IEPs, and 20% of children on free and reduced | ||||||
6 | lunch demonstrated readiness, highlighting the critical | ||||||
7 | work Illinois must do to close gaps in opportunity and | ||||||
8 | outcomes. | ||||||
9 | (10) The State's early childhood education and care | ||||||
10 | programs are maintained across 3 state agencies, which | ||||||
11 | leads to inefficiencies, lack of alignment, challenges to | ||||||
12 | collecting comprehensive data around services and needs of | ||||||
13 | children and families, and obstacles for both children and | ||||||
14 | families and the early childhood education and care | ||||||
15 | providers to navigate the fragmented system and ensure | ||||||
16 | children receive high-quality services that meet their | ||||||
17 | needs. | ||||||
18 | (11) The State's current mechanisms for payment to | ||||||
19 | early childhood education and care providers may not | ||||||
20 | incentivize quality services and can lead to payment | ||||||
21 | delays, lack of stability of providers, and the inability | ||||||
22 | of providers to provide appropriate compensation to the | ||||||
23 | workforce and support quality programming. | ||||||
24 | (12) Illinois must advance a just system for early | ||||||
25 | childhood education and care that ensures racially and | ||||||
26 | economically equitable opportunities and outcomes for all |
| |||||||
| |||||||
1 | children. | ||||||
2 | (13) In 2017, Illinois became a national leader in | ||||||
3 | passing the K-12 Evidence-Based Funding formula for public | ||||||
4 | schools, creating a mechanism to adequately fund and | ||||||
5 | equitably disburse resources throughout the State and | ||||||
6 | prioritize funding for school districts that need it most. | ||||||
7 | (b) The General Assembly supports the following goals of | ||||||
8 | the Illinois Commission on Equitable Early Childhood Education | ||||||
9 | and Care Funding: | ||||||
10 | (1) To create a more equitable, efficient, and | ||||||
11 | effective system and thereby increase access to | ||||||
12 | high-quality services, particularly to serve more Black | ||||||
13 | and Latinx children and populations of children where | ||||||
14 | children of color may be disproportionately represented, | ||||||
15 | such as children from low-income households, with | ||||||
16 | disabilities, experiencing homelessness, and participating | ||||||
17 | in the child welfare system. | ||||||
18 | (2) To ensure a more equitable system, we support the | ||||||
19 | Commission's goal of consolidating programs and services | ||||||
20 | into a single, adequately staffed State agency to align and | ||||||
21 | coordinate services, to decrease barriers to access for | ||||||
22 | families and make it easier for them to navigate the | ||||||
23 | system, and to better collect, use, and report | ||||||
24 | comprehensive data to ensure disparities in services are | ||||||
25 | addressed. | ||||||
26 | (3) To ensure equitable and adequate funding to expand |
| |||||||
| |||||||
1 | access to high-quality services and increase compensation | ||||||
2 | of this vital workforce, a significant proportion of which | ||||||
3 | are Black and Latinx women. The General Assembly encourages | ||||||
4 | the State to commit to a multi-year plan designed to move | ||||||
5 | the State toward adequate funding over time. | ||||||
6 | (4) To redesign the mechanisms by which the State pays | ||||||
7 | providers of early childhood education and care services to | ||||||
8 | ensure provider stability, capacity, and quality and to | ||||||
9 | make sure providers and services are available to families | ||||||
10 | throughout the State, including in areas of child care | ||||||
11 | deserts and concentrated poverty. | ||||||
12 | (5) To ensure comprehensive data on children and | ||||||
13 | families' access to and participation in programs and | ||||||
14 | resulting outcomes, including, but not limited to, | ||||||
15 | kindergarten readiness, to understand and address the | ||||||
16 | degree to which the State is reaching children and families | ||||||
17 | and ensuring equitable opportunity and outcomes. | ||||||
18 | (c) The General Assembly encourages the State to create a | ||||||
19 | planning process and timeline, with a designated body | ||||||
20 | accountable for implementing the Commission's recommendations, | ||||||
21 | that includes engagement of parents, providers, communities, | ||||||
22 | experts, and other stakeholders and to regularly evaluate the | ||||||
23 | impact of the implementation of the Commission's | ||||||
24 | recommendations to ensure they impact children, families, and | ||||||
25 | communities as intended and lead to a more equitable early | ||||||
26 | childhood education and care system for Illinois. |
| |||||||
| |||||||
1 | Article 20.
| ||||||
2 | Section 20-1. Short title. This Article may be cited as the | ||||||
3 | Data Governance and Organization to Support Equity and Racial | ||||||
4 | Justice Act. References in this Article to "this Act" mean this | ||||||
5 | Article. | ||||||
6 | Section 20-5. Findings. The General Assembly finds the | ||||||
7 | following: | ||||||
8 | (1) The State of Illinois spends billions of dollars | ||||||
9 | annually on grants and programs to ensure that all Illinoisans | ||||||
10 | have the economic, health and safety, educational, and other | ||||||
11 | opportunities to be successful, but it is still insufficient to | ||||||
12 | serve all the needs of all Illinoisans. | ||||||
13 | (2) To be good fiscal stewards of State funds, it is | ||||||
14 | necessary to ensure that the limited State funding is spent on | ||||||
15 | the right services, at the right time, in the right dosages, to | ||||||
16 | the right individuals, and in the most equitable manner. | ||||||
17 | (3) Historical equity gaps exist in the administration of | ||||||
18 | programs across the State and understanding where these exist | ||||||
19 | is necessary for adjusting program scopes and ensuring that | ||||||
20 | gaps can be found and rectified quickly. | ||||||
21 | (4) Different subpopulations of individuals may have | ||||||
22 | different needs and may experience different outcomes from | ||||||
23 | similar programs. |
| |||||||
| |||||||
1 | (5) Measuring average outcomes across an entire population | ||||||
2 | is insufficient to understand the equity impacts of a program | ||||||
3 | on specific subpopulations. | ||||||
4 | (6) Silos in information sharing exist across agencies and | ||||||
5 | that measuring the outcomes and impacts of programs requires | ||||||
6 | multiple agencies to share data. | ||||||
7 | (7) There is no existing mechanism for agencies to ensure | ||||||
8 | they are collecting information on programs that can be easily | ||||||
9 | matched to other agencies to understand program effectiveness, | ||||||
10 | as well as equity and access gaps that may exist. | ||||||
11 | (8) The establishment of a system of data governance and | ||||||
12 | improved analytic capability is critical to support equitable | ||||||
13 | provision of services and the evaluation of equitable outcomes | ||||||
14 | for the citizens of Illinois. | ||||||
15 | (9) Sound data collection, reporting, and analysis is | ||||||
16 | necessary to ensure that practice and policy decisions and | ||||||
17 | outcomes are driven by a culture of data use and actionable | ||||||
18 | information that supports equity and engages stakeholders. | ||||||
19 | (10) Data governance and the classification of data is a | ||||||
20 | critical component of improving the security and privacy of | ||||||
21 | data. | ||||||
22 | (11) The P-20 Longitudinal Education Data System Act, | ||||||
23 | enacted by Public Act 96-107, was created in 2009 to develop | ||||||
24 | the capacity to match data across agencies and provide for | ||||||
25 | improved data analytics across education agencies. | ||||||
26 | (12) The P-20 Longitudinal Education Data System has |
| |||||||
| |||||||
1 | expanded to include the incorporation of human services, | ||||||
2 | workforce, and education agencies. | ||||||
3 | (13) The implementation of the P-20 Longitudinal Education | ||||||
4 | Data System has allowed the State to improve its ability to | ||||||
5 | manage and to bring together data across agencies. | ||||||
6 | (14) Merging data across agencies has highlighted the | ||||||
7 | degree to which there are different approaches to capturing | ||||||
8 | similar data across agencies, including how race and ethnicity | ||||||
9 | data are captured. | ||||||
10 | (15) The State of Illinois needs to establish common | ||||||
11 | processes and procedures for all of the following: | ||||||
12 | (A) Cataloging data. | ||||||
13 | (B) Managing data requests. | ||||||
14 | (C) Sharing data. | ||||||
15 | (D) Collecting data. | ||||||
16 | (E) Matching data across agencies. | ||||||
17 | (F) Developing research and analytic agendas. | ||||||
18 | (G) Reporting on program participation disaggregated | ||||||
19 | by race and ethnicity. | ||||||
20 | (H) Evaluating equitable outcomes for underserved | ||||||
21 | populations in Illinois. | ||||||
22 | (I) Defining common roles for data management across | ||||||
23 | agencies. | ||||||
24 | Section 20-10. Data Governance and Organization to Support | ||||||
25 | Equity and Racial Justice. |
| |||||||
| |||||||
1 | (a) Subject to appropriation, by no later than October 31, | ||||||
2 | 2021, the Office of the Governor and the Department of | ||||||
3 | Innovation and Technology shall jointly establish an | ||||||
4 | organization and governance that is responsible for all of the | ||||||
5 | following: | ||||||
6 | (1) Cataloging data supporting major programs across | ||||||
7 | all agencies. | ||||||
8 | (2) Working with agencies to identify similar fields in | ||||||
9 | each dataset. | ||||||
10 | (3) Improving data quality. | ||||||
11 | (4) Collecting race and ethnicity data. | ||||||
12 | (5) Developing common processes and legal approaches | ||||||
13 | for data sharing. | ||||||
14 | (6) Establishing common codes across datasets, in | ||||||
15 | particular for race and ethnicity. | ||||||
16 | (7) Supporting data requests across agencies. | ||||||
17 | (8) Defining common data roles across agencies. | ||||||
18 | (9) Supporting the development of reporting and | ||||||
19 | analytics that provide information on race and ethnicity | ||||||
20 | and inequities in State service provision with common | ||||||
21 | codes. | ||||||
22 | (10) Ensuring that all major programs, as defined by | ||||||
23 | rule, are able to report disaggregated data by race and | ||||||
24 | ethnicity. | ||||||
25 | (b) In order to develop a common research agenda across | ||||||
26 | agencies that evaluates and analyzes the capacity of the State |
| |||||||
| |||||||
1 | to provide equitable services and promote equitable outcomes, | ||||||
2 | by no later than December 31, 2021, the governance shall | ||||||
3 | develop a plan for enrolled agencies for the implementation of | ||||||
4 | the categories described under subsection (a). The governance | ||||||
5 | shall define how the use of data will be used to improve | ||||||
6 | service provision to improve equitable outcomes for the | ||||||
7 | citizens of Illinois. The Department of Innovation and | ||||||
8 | Technology shall outline how these efforts will support and | ||||||
9 | align with the security and privacy of data for the State of | ||||||
10 | Illinois. The implementation plan shall include a timeline for | ||||||
11 | the inclusion of all agencies in data governance by no later | ||||||
12 | than October 31, 2024. | ||||||
13 | (c) By no later than March 31, 2022, the Office of the | ||||||
14 | Governor and the Department of Innovation and Technology shall | ||||||
15 | provide a progress report to the General Assembly to disclose | ||||||
16 | (i) which agencies in the State have enrolled, (ii) the | ||||||
17 | programs and datasets that have been cataloged for which race | ||||||
18 | and ethnicity has been standardized, and (iii) to the extent | ||||||
19 | possible, the datasets and programs that are outstanding for | ||||||
20 | each agency and the datasets that are planned for the upcoming | ||||||
21 | year. On or before March 31, 2023, and each year thereafter, | ||||||
22 | the Office of the Governor and the Department of Innovation and | ||||||
23 | Technology shall provide an updated report to the General | ||||||
24 | Assembly. | ||||||
25 | (d) All Departments subject to governance shall use the | ||||||
26 | same racial and ethnic classifications for each program, which |
| |||||||
| |||||||
1 | shall include, but not be limited to, the following: | ||||||
2 | (1) American Indian and Alaska Native alone. | ||||||
3 | (2) Asian alone. | ||||||
4 | (3) Black or African American alone. | ||||||
5 | (4) Hispanic or Latino of any race. | ||||||
6 | (5) Native Hawaiian and Other Pacific Islander alone. | ||||||
7 | (6) White alone. | ||||||
8 | (7) Some other race alone. | ||||||
9 | (8) Two or more races. | ||||||
10 | Each Department may further define, by rule, the racial and | ||||||
11 | ethnic classifications, including if necessary, a | ||||||
12 | classification of "No Race Specified". | ||||||
13 | Section 20-15. Rules. The Department of Innovation and | ||||||
14 | Technology may adopt any rules necessary to implement this Act. | ||||||
15 | Article 25. | ||||||
16 | Section 25-5. The School Code is amended by adding Section | ||||||
17 | 22-90 as follows: | ||||||
18 | (105 ILCS 5/22-90 new) | ||||||
19 | Sec. 22-90. Whole Child Task Force. | ||||||
20 | (a) The General Assembly makes all of the following | ||||||
21 | findings: | ||||||
22 | (1) The COVID-19 pandemic has exposed systemic |
| |||||||
| |||||||
1 | inequities in American society. Students, educators, and | ||||||
2 | families throughout this State have been deeply affected by | ||||||
3 | the pandemic, and the impact of the pandemic will be felt | ||||||
4 | for years to come. The negative consequences of the | ||||||
5 | pandemic have impacted students and communities | ||||||
6 | differently along the lines of race, income, language, and | ||||||
7 | special needs. However, students in this State faced | ||||||
8 | significant unmet physical health, mental health, and | ||||||
9 | social and emotional needs even prior to the pandemic. | ||||||
10 | (2) The path to recovery requires a commitment from | ||||||
11 | adults in this State to address our students cultural, | ||||||
12 | physical, emotional, and mental health needs and to provide | ||||||
13 | them with stronger and increased systemic support and | ||||||
14 | intervention. | ||||||
15 | (3) It is well documented that trauma and toxic stress | ||||||
16 | diminish a child's ability to thrive. Forms of childhood | ||||||
17 | trauma and toxic stress include adverse childhood | ||||||
18 | experiences, systemic racism, poverty, food and housing | ||||||
19 | insecurity, and gender-based violence. The COVID-19 | ||||||
20 | pandemic has exacerbated these issues and brought them into | ||||||
21 | focus. | ||||||
22 | (4) It is estimated that, overall, approximately 40% of | ||||||
23 | children in this State have experienced at least one | ||||||
24 | adverse childhood experience and approximately 10% have | ||||||
25 | experienced 3 or more adverse childhood experiences. | ||||||
26 | However, the number of adverse childhood experiences is |
| |||||||
| |||||||
1 | higher for Black and Hispanic children who are growing up | ||||||
2 | in poverty. The COVID-19 pandemic has amplified the number | ||||||
3 | of students who have experienced childhood trauma. Also, | ||||||
4 | the COVID-19 pandemic has highlighted preexisting | ||||||
5 | inequities in school disciplinary practices that | ||||||
6 | disproportionately impact Black and Brown students. | ||||||
7 | Research shows, for example, that girls of color are | ||||||
8 | disproportionately impacted by trauma, adversity, and | ||||||
9 | abuse, and instead of receiving the care and | ||||||
10 | trauma-informed support they may need, many Black girls in | ||||||
11 | particular face disproportionately harsh disciplinary | ||||||
12 | measures. | ||||||
13 | (5) The cumulative effects of trauma and toxic stress | ||||||
14 | adversely impact the physical health of students, as well | ||||||
15 | as their ability to learn, form relationships, and | ||||||
16 | self-regulate. If left unaddressed, these effects increase | ||||||
17 | a student's risk for depression, alcoholism, anxiety, | ||||||
18 | asthma, smoking, and suicide, all of which are risks that | ||||||
19 | disproportionately affect Black youth and may lead to a | ||||||
20 | host of medical diseases as an adult. Access to infant and | ||||||
21 | early childhood mental health services is critical to | ||||||
22 | ensure the social and emotional well-being of this State's | ||||||
23 | youngest children, particularly those children who have | ||||||
24 | experienced trauma. | ||||||
25 | (6) Although this State enacted measures through | ||||||
26 | Public Act 100-105 to address the high rate of early care |
| |||||||
| |||||||
1 | and preschool expulsions of infants, toddlers, and | ||||||
2 | preschoolers and the disproportionately higher rate of | ||||||
3 | expulsion for Black and Hispanic children, a recent study | ||||||
4 | found a wide variation in the awareness, understanding, and | ||||||
5 | compliance with the law by providers of early childhood | ||||||
6 | care. Further work is needed to implement the law, which | ||||||
7 | includes providing training to early childhood care | ||||||
8 | providers to increase their understanding of the law, | ||||||
9 | increasing the availability and access to infant and early | ||||||
10 | childhood mental health services, and building aligned | ||||||
11 | data collection systems to better understand expulsion | ||||||
12 | rates and to allow for accurate reporting as required by | ||||||
13 | the law. | ||||||
14 | (7) Many educators and schools in this State have | ||||||
15 | embraced and implemented evidenced-based restorative | ||||||
16 | justice and trauma-responsive and culturally relevant | ||||||
17 | practices and interventions. However, the use of these | ||||||
18 | interventions on students is often isolated or is | ||||||
19 | implemented occasionally and only if the school has the | ||||||
20 | appropriate leadership, resources, and partners available | ||||||
21 | to engage seriously in this work. It would be malpractice | ||||||
22 | to deny our students access to these practices and | ||||||
23 | interventions, especially in the aftermath of a | ||||||
24 | once-in-a-century pandemic. | ||||||
25 | (b) The Whole Child Task Force is created for the purpose | ||||||
26 | of establishing an equitable, inclusive, safe, and supportive |
| |||||||
| |||||||
1 | environment in all schools for every student in this State. The | ||||||
2 | task force shall have all of the following goals, which means | ||||||
3 | key steps have to be taken to ensure that every child in every | ||||||
4 | school in this State has access to teachers, social workers, | ||||||
5 | school leaders, support personnel, and others who have been | ||||||
6 | trained in evidenced-based interventions and restorative | ||||||
7 | practices: | ||||||
8 | (1) To create a common definition of a | ||||||
9 | trauma-responsive school, a trauma-responsive district, | ||||||
10 | and a trauma-responsive community. | ||||||
11 | (2) To outline the training and resources required to | ||||||
12 | create and sustain a system of support for | ||||||
13 | trauma-responsive schools, districts, and communities and | ||||||
14 | to identify this State's role in that work, including | ||||||
15 | recommendations concerning options for redirecting | ||||||
16 | resources from school resource officers to classroom-based | ||||||
17 | support. | ||||||
18 | (3) To identify or develop a process to conduct an | ||||||
19 | analysis of the organizations that provide training in | ||||||
20 | restorative practices, implicit bias, and | ||||||
21 | trauma-responsive systems, mental health services, and | ||||||
22 | social and emotional services to schools. | ||||||
23 | (4) To provide recommendations concerning the key data | ||||||
24 | to be collected and reported to ensure that this State has | ||||||
25 | a full and accurate understanding of the progress toward | ||||||
26 | ensuring that all schools, including programs and |
| |||||||
| |||||||
1 | providers of care to pre-kindergarten children, employ | ||||||
2 | restorative, anti-racist, and trauma-responsive strategies | ||||||
3 | and practices. The data collected must include information | ||||||
4 | relating to the availability of trauma responsive support | ||||||
5 | structures in schools as well as disciplinary practices | ||||||
6 | employed on students in person or through other means, | ||||||
7 | including during remote or blended learning. It should also | ||||||
8 | include information on the use of, and funding for, school | ||||||
9 | resource officers and other similar police personnel in | ||||||
10 | school programs. | ||||||
11 | (5) To recommend an implementation timeline, including | ||||||
12 | the key roles, responsibilities, and resources to advance | ||||||
13 | this State toward a system in which every school, district, | ||||||
14 | and community is progressing toward becoming | ||||||
15 | trauma-responsive. | ||||||
16 | (6) To seek input and feedback from stakeholders, | ||||||
17 | including parents, students, and educators, who reflect | ||||||
18 | the diversity of this State. | ||||||
19 | (c) Members of the Whole Child Task Force shall be | ||||||
20 | appointed by the State Superintendent of Education. Members of | ||||||
21 | this task force must represent the diversity of this State and | ||||||
22 | possess the expertise needed to perform the work required to | ||||||
23 | meet the goals of the task force set forth under subsection | ||||||
24 | (a). Members of the task force shall include all of the | ||||||
25 | following: | ||||||
26 | (1) One member of a statewide professional teachers' |
| |||||||
| |||||||
1 | organization. | ||||||
2 | (2) One member of another statewide professional | ||||||
3 | teachers' organization. | ||||||
4 | (3) One member who represents a school district serving | ||||||
5 | a community with a population of 500,000 or more. | ||||||
6 | (4) One member of a statewide organization | ||||||
7 | representing social workers. | ||||||
8 | (5) One member of an organization that has specific | ||||||
9 | expertise in trauma-responsive school practices and | ||||||
10 | experience in supporting schools in developing | ||||||
11 | trauma-responsive and restorative practices. | ||||||
12 | (6) One member of another organization that has | ||||||
13 | specific expertise in trauma-responsive school practices | ||||||
14 | and experience in supporting schools in developing | ||||||
15 | trauma-responsive and restorative practices. | ||||||
16 | (7) One member of a statewide organization that | ||||||
17 | represents school administrators. | ||||||
18 | (8) One member of a statewide policy organization that | ||||||
19 | works to build a healthy public education system that | ||||||
20 | prepares all students for a successful college, career, and | ||||||
21 | civic life. | ||||||
22 | (9) One member of a statewide organization that brings
| ||||||
23 | teachers together to identify and address issues
critical | ||||||
24 | to student success. | ||||||
25 | (10) One member of the General Assembly recommended by | ||||||
26 | the President of the Senate. |
| |||||||
| |||||||
1 | (11) One member of the General Assembly recommended by | ||||||
2 | the Speaker of the House of
Representatives. | ||||||
3 | (12) One member of the General Assembly recommended by | ||||||
4 | the Minority Leader of the Senate. | ||||||
5 | (13) One member of the General Assembly recommended by | ||||||
6 | the Minority Leader of the House of Representatives. | ||||||
7 | (14) One member of a civil rights organization that | ||||||
8 | works actively on issues regarding student support. | ||||||
9 | (15) One administrator from a school district that has | ||||||
10 | actively worked to develop a system of student support that | ||||||
11 | uses a trauma-informed lens. | ||||||
12 | (16) One educator from a school district that has | ||||||
13 | actively worked to develop a system of student support that | ||||||
14 | uses a trauma-informed lens. | ||||||
15 | (17) One member of a youth-led organization. | ||||||
16 | (18) One member of an organization that has | ||||||
17 | demonstrated expertise in restorative practices. | ||||||
18 | (19) One member of a coalition of mental health and | ||||||
19 | school practitioners who assist schools in developing and | ||||||
20 | implementing trauma-informed and restorative strategies | ||||||
21 | and systems. | ||||||
22 | (20) One member of an organization whose mission is to | ||||||
23 | promote the safety, health, and economic success of | ||||||
24 | children, youth, and families in this State. | ||||||
25 | (21) One member who works or has worked as a | ||||||
26 | restorative justice coach or disciplinarian. |
| |||||||
| |||||||
1 | (22) One member who works or has worked as a social | ||||||
2 | worker. | ||||||
3 | (23) One member of the State Board of Education. | ||||||
4 | (24) One member who represents a statewide principals' | ||||||
5 | organization. | ||||||
6 | (25) One member who represents a statewide | ||||||
7 | organization of school boards. | ||||||
8 | (26) One member who has expertise in pre-kindergarten | ||||||
9 | education. | ||||||
10 | (27) One member who represents a school social worker | ||||||
11 | association. | ||||||
12 | (d) The Whole Child Task Force shall meet at the call of | ||||||
13 | the State Superintendent of Education or his or her designee, | ||||||
14 | who shall serve as as the chairperson. The State Board of | ||||||
15 | Education shall provide administrative and other support to the | ||||||
16 | task force. Members of the task force shall serve without | ||||||
17 | compensation. | ||||||
18 | (e) The Whole Child Task Force shall submit a report of its | ||||||
19 | findings and recommendations to the General Assembly, the | ||||||
20 | Illinois Legislative Black Caucus, the State Board of | ||||||
21 | Education, and the Governor on or before February 1, 2022. Upon | ||||||
22 | submitting its report, the task force is dissolved. | ||||||
23 | (f) This Section is repealed on February 1, 2023. | ||||||
24 | Article 35. |
| |||||||
| |||||||
1 | Section 35-1. Short title. This Article may be cited as the | ||||||
2 | Infant/Early Childhood Mental Health Consultations Act. | ||||||
3 | References in this Article to "this Act" mean this Article. | ||||||
4 | Section 35-5. Findings; policies. | ||||||
5 | (a) The General Assembly finds the following: | ||||||
6 | (1) Social and emotional development is a core | ||||||
7 | developmental domain in young children and is codified in | ||||||
8 | the Illinois Early Learning Standards. | ||||||
9 | (2) Fostering social and emotional development in | ||||||
10 | early childhood means both providing the supportive | ||||||
11 | settings and interactions to maximize healthy social and | ||||||
12 | emotional development for all children, as well as | ||||||
13 | providing communities, programs, and providers with | ||||||
14 | systems of tiered supports with training to respond to more | ||||||
15 | significant social and emotional challenges or where | ||||||
16 | experiences of trauma may be more prevalent. | ||||||
17 | (3) Early care and education programs and providers, | ||||||
18 | across a range of settings, have an important role to play | ||||||
19 | in supporting young children and families, especially | ||||||
20 | those who face greater challenges, such as trauma exposure, | ||||||
21 | social isolation, pervasive poverty, and toxic stress; if | ||||||
22 | programs, teaching staff, caregivers, and providers are | ||||||
23 | not provided with the support, services, and training | ||||||
24 | needed to accomplish these goals, it can lead to children | ||||||
25 | and families being asked to leave programs, particularly |
| |||||||
| |||||||
1 | without connection to more appropriate services, thereby | ||||||
2 | creating a disruption in learning and social-emotional | ||||||
3 | development; investments in
reflective supervision, | ||||||
4 | professional development specific to diversity, equity and | ||||||
5 | inclusion practice, culturally responsive training, | ||||||
6 | implicit bias training, and how trauma experienced during | ||||||
7 | the early years can manifest in challenging behaviors will | ||||||
8 | create systems for serving children that are informed in | ||||||
9 | developmentally appropriate and responsive supports. | ||||||
10 | (4) Studies have shown that the expulsion of infants, | ||||||
11 | toddlers, and young children in early care and education | ||||||
12 | settings is occurring at alarmingly high rates, more than 3 | ||||||
13 | times that of students in K-12; further, expulsion occurs | ||||||
14 | more frequently for Black children and Latinx children and | ||||||
15 | more frequently for boys than for girls, with Black boys | ||||||
16 | being most frequently expelled; there is evidence to show | ||||||
17 | that the expulsion of Black girls is occurring with | ||||||
18 | increasing frequency. | ||||||
19 | (5) Illinois took its first steps toward addressing | ||||||
20 | this disparity through Public Act 100-105 to prohibit | ||||||
21 | expulsion due to child behavior in early care and education | ||||||
22 | settings, but further work is needed to implement this law, | ||||||
23 | including strengthening provider understanding of a | ||||||
24 | successful transition and beginning to identify strategies | ||||||
25 | to reduce "soft expulsions" and to ensure more young | ||||||
26 | children and their teachers, providers, and caregivers, in |
| |||||||
| |||||||
1 | a range of early care and education settings, can benefit | ||||||
2 | from services, such as Infant/Early Childhood Mental | ||||||
3 | Health Consultations (I/ECMHC) and positive behavior | ||||||
4 | interventions and supports such as the Pyramid Model. | ||||||
5 | (6) I/ECMHC is a critical component needed to align | ||||||
6 | social-emotional well-being with the public health model | ||||||
7 | of promotion, prevention, and intervention across early | ||||||
8 | care and education systems. | ||||||
9 | (b) The General Assembly encourages that all of the | ||||||
10 | following actions be taken by: | ||||||
11 | (1) the State to increase the availability of | ||||||
12 | Infant/Early Childhood Mental Health Consultations | ||||||
13 | (I/ECMHC) through increased funding in early childhood | ||||||
14 | programs and sustainable funding for coordination of | ||||||
15 | I/ECMHC and other social and emotional support at the State | ||||||
16 | level; | ||||||
17 | (2) the Department of Human Services (IDHS), the | ||||||
18 | Illinois State Board of Education (ISBE), the Governor's | ||||||
19 | Office of Early Childhood Development (GOECD), and other | ||||||
20 | relevant agencies to develop and promote | ||||||
21 | provider-accessible and parent-accessible materials on the | ||||||
22 | role and value of I/ECMHC, including targeted promotion in | ||||||
23 | underserved communities, and promote the use of existing | ||||||
24 | I/ECMHCs, the I/ECMHC consultant database, or other | ||||||
25 | existing services; | ||||||
26 | (3) the State to increase funding to promote and |
| |||||||
| |||||||
1 | provide training and implementation support for systems of | ||||||
2 | tiered support, such as the Pyramid Model, across early | ||||||
3 | childhood settings and urge DHS, ISBE, GOECD, and other | ||||||
4 | relevant State agencies to coordinate efforts and develop | ||||||
5 | strategies to provide outreach to and support providers in | ||||||
6 | underserved communities and communities with fewer | ||||||
7 | programmatic resources; and | ||||||
8 | (4) ISBE and DCFS to provide the data required by | ||||||
9 | Public Act 100-105, even if the data is incomplete at the | ||||||
10 | time due to data system challenges. | ||||||
11 | Article 40. | ||||||
12 | Section 40-5. The Illinois Public Aid Code is amended by | ||||||
13 | adding Section 5-39 as follows: | ||||||
14 | (305 ILCS 5/5-39 new) | ||||||
15 | Sec. 5-39. Behavioral health services for children; | ||||||
16 | diagnostic assessment system. Beginning on July 1, 2022, if it | ||||||
17 | is necessary to provide a diagnostic code for behavioral health | ||||||
18 | services for children ages 5 and under, providers shall utilize | ||||||
19 | a developmentally appropriate and age-appropriate diagnostic | ||||||
20 | assessment system, such as the Diagnostic Classification of | ||||||
21 | Mental Health and Developmental Disorders of Infancy and Early | ||||||
22 | Childhood-Revised (DC:0-5), for diagnosis and treatment | ||||||
23 | planning. If necessary for billing purposes, the provider, |
| |||||||
| |||||||
1 | managed care organization, or Department shall utilize the | ||||||
2 | existing crosswalk tool to convert the developmentally | ||||||
3 | appropriate and age-appropriate diagnosis code to the relevant | ||||||
4 | code available in the State system. | ||||||
5 | By no later than January 1, 2022, the Department shall make | ||||||
6 | recommendations to the General Assembly on the resources needed | ||||||
7 | to integrate developmentally appropriate and age-appropriate | ||||||
8 | diagnostic codes into the State system. | ||||||
9 | Article 45. | ||||||
10 | Section 45-1. Short title. This Article may be cited as the | ||||||
11 | Early Childhood Workforce Act. References in this Article to | ||||||
12 | "this Act" mean this Article. | ||||||
13 | Section 45-5. Findings; policies. | ||||||
14 | (a) The General Assembly finds the following: | ||||||
15 | (1) Research shows that early childhood teacher | ||||||
16 | effectiveness is a predictor for positive developmental | ||||||
17 | and academic outcomes for children. | ||||||
18 | (2) The work of early childhood educators is | ||||||
19 | sophisticated and central to the healthy learning and | ||||||
20 | development of young children and takes place in a range of | ||||||
21 | settings, including schools, community-based centers, and | ||||||
22 | homes. | ||||||
23 | (3) It is critically important for children's outcomes |
| |||||||
| |||||||
1 | to have educators that reflect the diversity of the | ||||||
2 | families and communities they serve. | ||||||
3 | (4) The early childhood workforce is more racially | ||||||
4 | diverse than the K-12 workforce, and its members hold | ||||||
5 | degrees, have earned credentials, and have years of | ||||||
6 | experience in the field. | ||||||
7 | (5) The early childhood workforce, particularly those | ||||||
8 | working in community-based settings and those working with | ||||||
9 | infants and toddlers, often are not paid wages aligned to | ||||||
10 | the sophistication of their work and level of education. | ||||||
11 | (6) All regions and settings have difficulty finding | ||||||
12 | qualified teachers. | ||||||
13 | (7) A disproportionate number of Black and Latinx women | ||||||
14 | serve in essential, frontline positions but are | ||||||
15 | underrepresented as lead teachers and in program | ||||||
16 | leadership where credentials and degrees are required. | ||||||
17 | (8) The early childhood workforce faces multiple | ||||||
18 | barriers to additional credential and degree attainment | ||||||
19 | that lead to career advancement and higher levels of | ||||||
20 | compensation.
| ||||||
21 | (b) The General Assembly encourages all of the following: | ||||||
22 | (1) The Department of Human Services to undertake an | ||||||
23 | analysis of teacher data in the Gateways Registry to | ||||||
24 | determine those individuals who are close to their next | ||||||
25 | credential or degree, including information where | ||||||
26 | available in the Registry such as their geographic |
| |||||||
| |||||||
1 | location, demographics, work setting, and age groups of | ||||||
2 | children for whom they are responsible. | ||||||
3 | (2) The Department of Human Services to conduct | ||||||
4 | outreach and provide targeted coaching and access to | ||||||
5 | financial supports, including, but not limited to, | ||||||
6 | scholarships and debt relief, in a way that prioritizes | ||||||
7 | increasing the diversity of the teacher pipeline, regions | ||||||
8 | of the State with the highest need, and children in age | ||||||
9 | groups with the greatest teacher shortages. | ||||||
10 | (3) The State Board of Education to provide additional | ||||||
11 | financial support to candidates and provide this support to | ||||||
12 | all candidates regardless of the setting in which they work | ||||||
13 | and the credentials they are currently seeking, | ||||||
14 | prioritizing those by greatest need in the early childhood | ||||||
15 | field. | ||||||
16 | (4) The Department of Human Services to provide annual | ||||||
17 | reports on who receives these and other scholarships or | ||||||
18 | other financial support administered by the Department or | ||||||
19 | the State Board of Education by geographic location, | ||||||
20 | demographics, work setting, age groups of children served, | ||||||
21 | and credential/degree attainment as available. | ||||||
22 | (5) The Board of Higher Education, in the course of | ||||||
23 | their strategic planning process, to review the barriers | ||||||
24 | experienced by the early childhood workforce and by | ||||||
25 | teachers of color, in particular in accessing and | ||||||
26 | completing the needed coursework to attain additional |
| |||||||
| |||||||
1 | credentials and degrees, and to recommend policy or | ||||||
2 | practice changes to better meet the needs of this | ||||||
3 | workforce, which is largely comprised of non-traditional | ||||||
4 | students and women of color. | ||||||
5 | (6) The State Board of Education and the Department of | ||||||
6 | Human Services to prioritize reducing compensation | ||||||
7 | disparities between the early childhood workforce and | ||||||
8 | their K-12 counterparts and disparities within the early | ||||||
9 | childhood workforce between setting and age groups in which | ||||||
10 | they work, as funding becomes available. | ||||||
11 | Article 50. | ||||||
12 | Section 50-5. The School Code is amended by adding Section | ||||||
13 | 2-3.183 and by changing Section 27-22 as follows: | ||||||
14 | (105 ILCS 5/2-3.183 new) | ||||||
15 | Sec. 2-3.183. Review of university admission coursework. | ||||||
16 | (a) The State Board of Education shall make the review | ||||||
17 | compiled under Section 9.40 of the Board of Higher Education | ||||||
18 | Act available to the public on its Internet website. | ||||||
19 | (b) To ensure that every public high school student | ||||||
20 | understands the course expectations for admission into a public | ||||||
21 | university in this State, a school district must make available | ||||||
22 | to students in grades 8 through 12 and their parents or | ||||||
23 | guardians the review compiled under Section 9.40 of the Board |
| |||||||
| |||||||
1 | of Higher Education Act before the student's course schedule is | ||||||
2 | finalized for the student's particular grade level. | ||||||
3 | (c) To ensure that a public high school student is not | ||||||
4 | excluded from enrolling in a public university in this State | ||||||
5 | because of a lack of access to required or recommended | ||||||
6 | coursework, beginning with the 2022-2023 school year and each | ||||||
7 | school year thereafter, every public high school must provide | ||||||
8 | access to each course identified in the review compiled under | ||||||
9 | Section 9.40 of the Board of Higher Education Act to any of its | ||||||
10 | students who request to enroll in the course. If the public | ||||||
11 | high school is unable to offer the course through the school | ||||||
12 | district, the public high school must find an alternative way | ||||||
13 | to offer the course to the student, which may include | ||||||
14 | partnering with another school district, a community college | ||||||
15 | district, an institution of higher education, or some other | ||||||
16 | course provider. No student shall be excluded from | ||||||
17 | participation in a course identified in the review due to | ||||||
18 | financial reasons. Any course offered pursuant to this Section | ||||||
19 | as a dual credit course shall be developed and offered in | ||||||
20 | accordance with the Dual Credit Quality Act. | ||||||
21 | (105 ILCS 5/27-22) (from Ch. 122, par. 27-22)
| ||||||
22 | Sec. 27-22. Required high school courses.
| ||||||
23 | (a) (Blank).
| ||||||
24 | (b) (Blank). | ||||||
25 | (c) (Blank). |
| |||||||
| |||||||
1 | (d) (Blank). | ||||||
2 | (e) Through the 2023-2024 school year, as As a prerequisite | ||||||
3 | to receiving a high school diploma, each pupil
entering the 9th | ||||||
4 | grade must, in addition to other course requirements, | ||||||
5 | successfully
complete all of the following courses: | ||||||
6 | (1) Four years of language arts. | ||||||
7 | (2) Two years of writing intensive courses, one of | ||||||
8 | which must be English and the other of which may be English | ||||||
9 | or any other subject. When applicable, writing-intensive | ||||||
10 | courses may be counted towards the fulfillment of other | ||||||
11 | graduation requirements.
| ||||||
12 | (3) Three years of mathematics, one of which must be | ||||||
13 | Algebra I, one of which must include geometry content, and | ||||||
14 | one of which may be an Advanced Placement computer science | ||||||
15 | course. A mathematics course that includes geometry | ||||||
16 | content may be offered as an integrated, applied, | ||||||
17 | interdisciplinary, or career and technical education | ||||||
18 | course that prepares a student for a career readiness path. | ||||||
19 | (4) Two years of science. | ||||||
20 | (5) Two years of social studies, of which at least one | ||||||
21 | year must be history of the United States or a combination | ||||||
22 | of history of the United States and American government | ||||||
23 | and, beginning with pupils entering the 9th grade in the | ||||||
24 | 2016-2017 school year and each school year thereafter, at | ||||||
25 | least one semester must be civics, which shall help young | ||||||
26 | people acquire and learn to use the skills, knowledge, and |
| |||||||
| |||||||
1 | attitudes that will prepare them to be competent and | ||||||
2 | responsible citizens throughout their lives. Civics course | ||||||
3 | content shall focus on government institutions, the | ||||||
4 | discussion of current and controversial issues, service | ||||||
5 | learning, and simulations of the democratic process. | ||||||
6 | School districts may utilize private funding available for | ||||||
7 | the purposes of offering civics education. | ||||||
8 | (6) One year chosen from (A) music, (B) art, (C) | ||||||
9 | foreign language, which shall be deemed to include American | ||||||
10 | Sign Language, or (D) vocational education. | ||||||
11 | (e-5) Beginning with the 2024-2025 school year, as a | ||||||
12 | prerequisite to receiving a high school diploma, each pupil | ||||||
13 | entering the 9th grade must, in addition to other course | ||||||
14 | requirements, successfully complete all of the following | ||||||
15 | courses: | ||||||
16 | (1) Four years of language arts. | ||||||
17 | (2) Two years of writing intensive courses, one of | ||||||
18 | which must be English and the other of which may be English | ||||||
19 | or any other subject. If applicable, writing-intensive | ||||||
20 | courses may be counted toward the fulfillment of other | ||||||
21 | graduation requirements. | ||||||
22 | (3) Three years of mathematics, one of which must be | ||||||
23 | Algebra I, one of which must include geometry content, and | ||||||
24 | one of which may be an Advanced Placement computer science | ||||||
25 | course. A mathematics course that includes geometry | ||||||
26 | content may be offered as an integrated, applied, |
| |||||||
| |||||||
1 | interdisciplinary, or career and technical education | ||||||
2 | course that prepares a student for a career readiness path. | ||||||
3 | (4) Two years of laboratory science. | ||||||
4 | (5) Two years of social studies, of which at least one | ||||||
5 | year must be history of the United States or a combination | ||||||
6 | of history of the United States and American government and | ||||||
7 | at least one semester must be civics, which shall help | ||||||
8 | young people acquire and learn to use the skills, | ||||||
9 | knowledge, and attitudes that will prepare them to be | ||||||
10 | competent and responsible citizens throughout their lives. | ||||||
11 | Civics course content shall focus on government | ||||||
12 | institutions, the discussion of current and controversial | ||||||
13 | issues, service learning, and simulations of the | ||||||
14 | democratic process. School districts may utilize private | ||||||
15 | funding available for the purposes of offering civics | ||||||
16 | education. | ||||||
17 | (6) One year chosen from (A) music, (B) art, (C) | ||||||
18 | foreign language, which shall be deemed to include American | ||||||
19 | Sign Language, or (D) vocational education. | ||||||
20 | (e-10) Beginning with the 2028-2029 school year, as a | ||||||
21 | prerequisite to receiving a high school diploma, each pupil | ||||||
22 | entering the 9th grade must, in addition to other course | ||||||
23 | requirements, successfully complete 2 years of foreign | ||||||
24 | language courses, which may include American Sign Language. A | ||||||
25 | pupil may choose a third year of foreign language to satisfy | ||||||
26 | the requirement under paragraph (6) of subsection (e-5). |
| |||||||
| |||||||
1 | (f) The State Board of Education shall develop and inform | ||||||
2 | school districts of standards for writing-intensive | ||||||
3 | coursework.
| ||||||
4 | (f-5) If a school district offers an Advanced Placement | ||||||
5 | computer science course to high school students, then the | ||||||
6 | school board must designate that course as equivalent to a high | ||||||
7 | school mathematics course and must denote on the student's | ||||||
8 | transcript that the Advanced Placement computer science course | ||||||
9 | qualifies as a mathematics-based, quantitative course for | ||||||
10 | students in accordance with subdivision (3) of subsection (e) | ||||||
11 | of this Section. | ||||||
12 | (g) This amendatory Act of 1983 does not apply to pupils | ||||||
13 | entering the 9th grade
in 1983-1984 school year and prior | ||||||
14 | school years or to students
with disabilities whose course of | ||||||
15 | study is determined by an individualized
education program.
| ||||||
16 | This amendatory Act of the 94th General Assembly does not | ||||||
17 | apply
to pupils entering the 9th grade in the 2004-2005 school | ||||||
18 | year or a prior
school year or to students with disabilities | ||||||
19 | whose course of study is
determined by an individualized | ||||||
20 | education program.
| ||||||
21 | Subsection (e-5) does not apply
to pupils entering the 9th | ||||||
22 | grade in the 2023-2024 school year or a prior
school year or to | ||||||
23 | students with disabilities whose course of study is
determined | ||||||
24 | by an individualized education program. Subsection (e-10) does | ||||||
25 | not apply
to pupils entering the 9th grade in the 2027-2028 | ||||||
26 | school year or a prior
school year or to students with |
| |||||||
| |||||||
1 | disabilities whose course of study is
determined by an | ||||||
2 | individualized education program. | ||||||
3 | (h) The provisions of this Section are subject to the | ||||||
4 | provisions of
Section
27-22.05 of this Code and the | ||||||
5 | Postsecondary and Workforce Readiness Act.
| ||||||
6 | (i) The State Board of Education may adopt rules to modify | ||||||
7 | the requirements of this Section for any students enrolled in | ||||||
8 | grades 9 through 12 if the Governor has declared a disaster due | ||||||
9 | to a public health emergency pursuant to Section 7 of the | ||||||
10 | Illinois Emergency Management Agency Act. | ||||||
11 | (Source: P.A. 100-443, eff. 8-25-17; 101-464, eff. 1-1-20; | ||||||
12 | 101-643, eff. 6-18-20.)
| ||||||
13 | Section 50-10. The Board of Higher Education Act is amended | ||||||
14 | by adding Section 9.40 as follows: | ||||||
15 | (110 ILCS 205/9.40 new) | ||||||
16 | Sec. 9.40. Review of university admission coursework. | ||||||
17 | (a) On or before May 1, 2021 and as needed thereafter, the | ||||||
18 | Board of Higher Education shall compile a review that | ||||||
19 | identifies, for each public university in this State, all | ||||||
20 | courses the university will require or recommend a high school | ||||||
21 | student take to be admitted to the university as an | ||||||
22 | undergraduate student for the following school year. The review | ||||||
23 | shall also include any required coursework or recommended | ||||||
24 | coursework for a undergraduate admission into a specific |
| |||||||
| |||||||
1 | academic major, college, or department of the university for | ||||||
2 | the following school year. In order to allow public school | ||||||
3 | districts sufficient time to fulfill their obligations under | ||||||
4 | subsection (c) of Section 2-3.183 of the School Code, the | ||||||
5 | review must also identify any new courses that each public | ||||||
6 | university in this State will add to the review the following | ||||||
7 | year. No new required or recommended coursework may be added to | ||||||
8 | a review that has not been identified in the previous year's | ||||||
9 | review. | ||||||
10 | (b) The Board of Higher Education shall make the review | ||||||
11 | compiled under subsection (a) available to the public on its | ||||||
12 | Internet website. | ||||||
13 | (c) The Board of Higher Education may adopt any rules | ||||||
14 | necessary to implement this Section. | ||||||
15 | Article 60. | ||||||
16 | Section 60-5. The School Code is amended by adding Sections | ||||||
17 | 2-3.185, 10-20.73, and 27-23.15 and by changing Sections 10-17a | ||||||
18 | and 27-22 as follows: | ||||||
19 | (105 ILCS 5/2-3.185 new) | ||||||
20 | Sec. 2-3.185. Computer science standards and courses. On or | ||||||
21 | before December 1, 2021, the State Board of Education shall: | ||||||
22 | (1) develop or adopt rigorous learning standards in the | ||||||
23 | area of computer science; and |
| |||||||
| |||||||
1 | (2) analyze and revise, if appropriate, existing | ||||||
2 | course titles dedicated to computer science or develop a | ||||||
3 | short list of existing course titles that are recommended | ||||||
4 | for computer science courses.
| ||||||
5 | (105 ILCS 5/10-17a) (from Ch. 122, par. 10-17a)
| ||||||
6 | Sec. 10-17a. State, school district, and school report | ||||||
7 | cards.
| ||||||
8 | (1) By October 31, 2013 and October 31 of each subsequent | ||||||
9 | school year, the State Board of Education, through the State | ||||||
10 | Superintendent of Education, shall prepare a State report card, | ||||||
11 | school district report cards, and school report cards, and | ||||||
12 | shall by the most economic means provide to each school
| ||||||
13 | district in this State, including special charter districts and | ||||||
14 | districts
subject to the provisions of Article 34, the report | ||||||
15 | cards for the school district and each of its schools. | ||||||
16 | (2) In addition to any information required by federal law, | ||||||
17 | the State Superintendent shall determine the indicators and | ||||||
18 | presentation of the school report card, which must include, at | ||||||
19 | a minimum, the most current data collected and maintained by | ||||||
20 | the State Board of Education related to the following: | ||||||
21 | (A) school characteristics and student demographics, | ||||||
22 | including average class size, average teaching experience, | ||||||
23 | student racial/ethnic breakdown, and the percentage of | ||||||
24 | students classified as low-income; the percentage of | ||||||
25 | students classified as English learners; the percentage of |
| |||||||
| |||||||
1 | students who have individualized education plans or 504 | ||||||
2 | plans that provide for special education services; the | ||||||
3 | number and percentage of all students who have been | ||||||
4 | assessed for placement in a gifted education or advanced | ||||||
5 | academic program and, of those students: (i) the racial and | ||||||
6 | ethnic breakdown, (ii) the percentage who are classified as | ||||||
7 | low-income, and (iii) the number and percentage of students | ||||||
8 | who received direct instruction from a teacher who holds a | ||||||
9 | gifted education endorsement and, of those students, the | ||||||
10 | percentage who are classified as low-income; the | ||||||
11 | percentage of students scoring at the "exceeds | ||||||
12 | expectations" level on the assessments required under | ||||||
13 | Section 2-3.64a-5 of this Code; the percentage of students | ||||||
14 | who annually transferred in or out of the school district; | ||||||
15 | average daily attendance; the per-pupil operating | ||||||
16 | expenditure of the school district; and the per-pupil State | ||||||
17 | average operating expenditure for the district type | ||||||
18 | (elementary, high school, or unit); | ||||||
19 | (B) curriculum information, including, where | ||||||
20 | applicable, Advanced Placement, International | ||||||
21 | Baccalaureate or equivalent courses, dual enrollment | ||||||
22 | courses, foreign language classes, computer science | ||||||
23 | courses, school personnel resources (including Career | ||||||
24 | Technical Education teachers), before and after school | ||||||
25 | programs, extracurricular activities, subjects in which | ||||||
26 | elective classes are offered, health and wellness |
| |||||||
| |||||||
1 | initiatives (including the average number of days of | ||||||
2 | Physical Education per week per student), approved | ||||||
3 | programs of study, awards received, community | ||||||
4 | partnerships, and special programs such as programming for | ||||||
5 | the gifted and talented, students with disabilities, and | ||||||
6 | work-study students; | ||||||
7 | (C) student outcomes, including, where applicable, the | ||||||
8 | percentage of students deemed proficient on assessments of | ||||||
9 | State standards, the percentage of students in the eighth | ||||||
10 | grade who pass Algebra, the percentage of students who | ||||||
11 | participated in workplace learning experiences, the | ||||||
12 | percentage of students enrolled in post-secondary | ||||||
13 | institutions (including colleges, universities, community | ||||||
14 | colleges, trade/vocational schools, and training programs | ||||||
15 | leading to career certification within 2 semesters of high | ||||||
16 | school graduation), the percentage of students graduating | ||||||
17 | from high school who are college and career ready, and the | ||||||
18 | percentage of graduates enrolled in community colleges, | ||||||
19 | colleges, and universities who are in one or more courses | ||||||
20 | that the community college, college, or university | ||||||
21 | identifies as a developmental course; | ||||||
22 | (D) student progress, including, where applicable, the | ||||||
23 | percentage of students in the ninth grade who have earned 5 | ||||||
24 | credits or more without failing more than one core class, a | ||||||
25 | measure of students entering kindergarten ready to learn, a | ||||||
26 | measure of growth, and the percentage of students who enter |
| |||||||
| |||||||
1 | high school on track for college and career readiness; | ||||||
2 | (E) the school environment, including, where | ||||||
3 | applicable, the percentage of students with less than 10 | ||||||
4 | absences in a school year, the percentage of teachers with | ||||||
5 | less than 10 absences in a school year for reasons other | ||||||
6 | than professional development, leaves taken pursuant to | ||||||
7 | the federal Family Medical Leave Act of 1993, long-term | ||||||
8 | disability, or parental leaves, the 3-year average of the | ||||||
9 | percentage of teachers returning to the school from the | ||||||
10 | previous year, the number of different principals at the | ||||||
11 | school in the last 6 years, the number of teachers who hold | ||||||
12 | a gifted education endorsement, the process and criteria | ||||||
13 | used by the district to determine whether a student is | ||||||
14 | eligible for participation in a gifted education program or | ||||||
15 | advanced academic program and the manner in which parents | ||||||
16 | and guardians are made aware of the process and criteria, 2 | ||||||
17 | or more indicators from any school climate survey selected | ||||||
18 | or approved by the State and administered pursuant to | ||||||
19 | Section 2-3.153 of this Code, with the same or similar | ||||||
20 | indicators included on school report cards for all surveys | ||||||
21 | selected or approved by the State pursuant to Section | ||||||
22 | 2-3.153 of this Code, and the combined percentage of | ||||||
23 | teachers rated as proficient or excellent in their most | ||||||
24 | recent evaluation; | ||||||
25 | (F) a school district's and its individual schools' | ||||||
26 | balanced accountability measure, in accordance with |
| |||||||
| |||||||
1 | Section 2-3.25a of this Code; | ||||||
2 | (G) the total and per pupil normal cost amount the | ||||||
3 | State contributed to the Teachers' Retirement System of the | ||||||
4 | State of Illinois in the prior fiscal year for the school's | ||||||
5 | employees, which shall be reported to the State Board of | ||||||
6 | Education by the Teachers' Retirement System of the State | ||||||
7 | of Illinois; | ||||||
8 | (H) for a school district organized under Article 34 of | ||||||
9 | this Code only, State contributions to the Public School | ||||||
10 | Teachers' Pension and Retirement Fund of Chicago and State | ||||||
11 | contributions for health care for employees of that school | ||||||
12 | district; | ||||||
13 | (I) a school district's Final Percent of Adequacy, as | ||||||
14 | defined in paragraph (4) of subsection (f) of Section | ||||||
15 | 18-8.15 of this Code; | ||||||
16 | (J) a school district's Local Capacity Target, as | ||||||
17 | defined in paragraph (2) of subsection (c) of Section | ||||||
18 | 18-8.15 of this Code, displayed as a percentage amount; | ||||||
19 | (K) a school district's Real Receipts, as defined in | ||||||
20 | paragraph (1) of subsection (d) of Section 18-8.15 of this | ||||||
21 | Code, divided by a school district's Adequacy Target, as | ||||||
22 | defined in paragraph (1) of subsection (b) of Section | ||||||
23 | 18-8.15 of this Code, displayed as a percentage amount; | ||||||
24 | (L) a school district's administrative costs; and | ||||||
25 | (M) whether or not the school has participated in the | ||||||
26 | Illinois Youth Survey. In this paragraph (M), "Illinois |
| |||||||
| |||||||
1 | Youth Survey" means a self-report survey, administered in | ||||||
2 | school settings every 2 years, designed to gather | ||||||
3 | information about health and social indicators, including | ||||||
4 | substance abuse patterns and the attitudes of students in | ||||||
5 | grades 8, 10, and 12; and | ||||||
6 | (N) whether the school offered its students career and | ||||||
7 | technical education opportunities. | ||||||
8 | The school report card shall also provide
information that | ||||||
9 | allows for comparing the current outcome, progress, and | ||||||
10 | environment data to the State average, to the school data from | ||||||
11 | the past 5 years, and to the outcomes, progress, and | ||||||
12 | environment of similar schools based on the type of school and | ||||||
13 | enrollment of low-income students, special education students, | ||||||
14 | and English learners.
| ||||||
15 | As used in this subsection (2): | ||||||
16 | "Administrative costs" means costs associated with | ||||||
17 | executive, administrative, or managerial functions within the | ||||||
18 | school district that involve planning, organizing, managing, | ||||||
19 | or directing the school district. | ||||||
20 | "Advanced academic program" means a course of study to | ||||||
21 | which students are assigned based on advanced cognitive ability | ||||||
22 | or advanced academic achievement compared to local age peers | ||||||
23 | and in which the curriculum is substantially differentiated | ||||||
24 | from the general curriculum to provide appropriate challenge | ||||||
25 | and pace. | ||||||
26 | "Computer science" means the study of computers and |
| |||||||
| |||||||
1 | algorithms, including their principles, their hardware and | ||||||
2 | software designs, their implementation, and their impact on | ||||||
3 | society. "Computer science" does not include the study of | ||||||
4 | everyday uses of computers and computer applications, such as | ||||||
5 | keyboarding or accessing the Internet. | ||||||
6 | "Gifted education" means educational services, including | ||||||
7 | differentiated curricula and instructional methods, designed | ||||||
8 | to meet the needs of gifted children as defined in Article 14A | ||||||
9 | of this Code. | ||||||
10 | For the purposes of paragraph (A) of this subsection (2), | ||||||
11 | "average daily attendance" means the average of the actual | ||||||
12 | number of attendance days during the previous school year for | ||||||
13 | any enrolled student who is subject to compulsory attendance by | ||||||
14 | Section 26-1 of this Code at each school and charter school. | ||||||
15 | (3) At the discretion of the State Superintendent, the | ||||||
16 | school district report card shall include a subset of the | ||||||
17 | information identified in paragraphs (A) through (E) of | ||||||
18 | subsection (2) of this Section, as well as information relating | ||||||
19 | to the operating expense per pupil and other finances of the | ||||||
20 | school district, and the State report card shall include a | ||||||
21 | subset of the information identified in paragraphs (A) through | ||||||
22 | (E) and paragraph (N) of subsection (2) of this Section. The | ||||||
23 | school district report card shall include the average daily | ||||||
24 | attendance, as that term is defined in subsection (2) of this | ||||||
25 | Section, of students who have individualized education | ||||||
26 | programs and students who have 504 plans that provide for |
| |||||||
| |||||||
1 | special education services within the school district. | ||||||
2 | (4) Notwithstanding anything to the contrary in this | ||||||
3 | Section, in consultation with key education stakeholders, the | ||||||
4 | State Superintendent shall at any time have the discretion to | ||||||
5 | amend or update any and all metrics on the school, district, or | ||||||
6 | State report card. | ||||||
7 | (5) Annually, no more than 30 calendar days after receipt | ||||||
8 | of the school district and school report cards from the State | ||||||
9 | Superintendent of Education, each school district, including | ||||||
10 | special charter districts and districts subject to the | ||||||
11 | provisions of Article 34, shall present such report
cards at a | ||||||
12 | regular school board meeting subject to
applicable notice | ||||||
13 | requirements, post the report cards
on the
school district's | ||||||
14 | Internet web site, if the district maintains an Internet web
| ||||||
15 | site, make the report cards
available
to a newspaper of general | ||||||
16 | circulation serving the district, and, upon
request, send the | ||||||
17 | report cards
home to a parent (unless the district does not | ||||||
18 | maintain an Internet web site,
in which case
the report card | ||||||
19 | shall be sent home to parents without request). If the
district | ||||||
20 | posts the report card on its Internet web
site, the district
| ||||||
21 | shall send a
written notice home to parents stating (i) that | ||||||
22 | the report card is available on
the web site,
(ii) the address | ||||||
23 | of the web site, (iii) that a printed copy of the report card
| ||||||
24 | will be sent to
parents upon request, and (iv) the telephone | ||||||
25 | number that parents may
call to
request a printed copy of the | ||||||
26 | report card.
|
| |||||||
| |||||||
1 | (6) Nothing contained in Public Act 98-648 repeals, | ||||||
2 | supersedes, invalidates, or nullifies final decisions in | ||||||
3 | lawsuits pending on July 1, 2014 (the effective date of Public | ||||||
4 | Act 98-648) in Illinois courts involving the interpretation of | ||||||
5 | Public Act 97-8. | ||||||
6 | (Source: P.A. 100-227, eff. 8-18-17; 100-364, eff. 1-1-18; | ||||||
7 | 100-448, eff. 7-1-19; 100-465, eff. 8-31-17; 100-807, eff. | ||||||
8 | 8-10-18; 100-863, eff. 8-14-18; 100-1121, eff. 1-1-19; 101-68, | ||||||
9 | eff. 1-1-20; 101-81, eff. 7-12-19; revised 9-9-19.) | ||||||
10 | (105 ILCS 5/10-20.73 new) | ||||||
11 | Sec. 10-20.73. Computer literacy skills. All school | ||||||
12 | districts shall ensure that students receive developmentally | ||||||
13 | appropriate opportunities to gain computer literacy skills | ||||||
14 | beginning in elementary school. | ||||||
15 | (105 ILCS 5/27-22) (from Ch. 122, par. 27-22)
| ||||||
16 | Sec. 27-22. Required high school courses.
| ||||||
17 | (a) (Blank).
| ||||||
18 | (b) (Blank). | ||||||
19 | (c) (Blank). | ||||||
20 | (d) (Blank). | ||||||
21 | (e) As a prerequisite to receiving a high school diploma, | ||||||
22 | each pupil
entering the 9th grade must, in addition to other | ||||||
23 | course requirements, successfully
complete all of the | ||||||
24 | following courses: |
| |||||||
| |||||||
1 | (1) Four years of language arts. | ||||||
2 | (2) Two years of writing intensive courses, one of | ||||||
3 | which must be English and the other of which may be English | ||||||
4 | or any other subject. When applicable, writing-intensive | ||||||
5 | courses may be counted towards the fulfillment of other | ||||||
6 | graduation requirements.
| ||||||
7 | (3) Three years of mathematics, one of which must be | ||||||
8 | Algebra I, one of which must include geometry content, and | ||||||
9 | one of which may be an Advanced Placement computer science | ||||||
10 | course. A mathematics course that includes geometry | ||||||
11 | content may be offered as an integrated, applied, | ||||||
12 | interdisciplinary, or career and technical education | ||||||
13 | course that prepares a student for a career readiness path. | ||||||
14 | (3.5) For pupils entering the 9th grade in the | ||||||
15 | 2022-2023 school year and each school year thereafter, one | ||||||
16 | year of a course that includes intensive instruction in | ||||||
17 | computer literacy, which may be English, social studies, or | ||||||
18 | any other subject and which may be counted toward the | ||||||
19 | fulfillment of other graduation requirements. | ||||||
20 | (4) Two years of science. | ||||||
21 | (5) Two years of social studies, of which at least one | ||||||
22 | year must be history of the United States or a combination | ||||||
23 | of history of the United States and American government | ||||||
24 | and, beginning with pupils entering the 9th grade in the | ||||||
25 | 2016-2017 school year and each school year thereafter, at | ||||||
26 | least one semester must be civics, which shall help young |
| |||||||
| |||||||
1 | people acquire and learn to use the skills, knowledge, and | ||||||
2 | attitudes that will prepare them to be competent and | ||||||
3 | responsible citizens throughout their lives. Civics course | ||||||
4 | content shall focus on government institutions, the | ||||||
5 | discussion of current and controversial issues, service | ||||||
6 | learning, and simulations of the democratic process. | ||||||
7 | School districts may utilize private funding available for | ||||||
8 | the purposes of offering civics education. | ||||||
9 | (6) One year chosen from (A) music, (B) art, (C) | ||||||
10 | foreign language, which shall be deemed to include American | ||||||
11 | Sign Language, or (D) vocational education. | ||||||
12 | (f) The State Board of Education shall develop and inform | ||||||
13 | school districts of standards for writing-intensive | ||||||
14 | coursework.
| ||||||
15 | (f-5) If a school district offers an Advanced Placement | ||||||
16 | computer science course to high school students, then the | ||||||
17 | school board must designate that course as equivalent to a high | ||||||
18 | school mathematics course and must denote on the student's | ||||||
19 | transcript that the Advanced Placement computer science course | ||||||
20 | qualifies as a mathematics-based, quantitative course for | ||||||
21 | students in accordance with subdivision (3) of subsection (e) | ||||||
22 | of this Section. | ||||||
23 | (g) This amendatory Act of 1983 does not apply to pupils | ||||||
24 | entering the 9th grade
in 1983-1984 school year and prior | ||||||
25 | school years or to students
with disabilities whose course of | ||||||
26 | study is determined by an individualized
education program.
|
| |||||||
| |||||||
1 | This amendatory Act of the 94th General Assembly does not | ||||||
2 | apply
to pupils entering the 9th grade in the 2004-2005 school | ||||||
3 | year or a prior
school year or to students with disabilities | ||||||
4 | whose course of study is
determined by an individualized | ||||||
5 | education program.
| ||||||
6 | This amendatory Act of the 101st General Assembly does not | ||||||
7 | apply
to pupils entering the 9th grade in the 2021-2022 school | ||||||
8 | year or a prior
school year or to students with disabilities | ||||||
9 | whose course of study is
determined by an individualized | ||||||
10 | education program. | ||||||
11 | (h) The provisions of this Section are subject to the | ||||||
12 | provisions of
Section
27-22.05 of this Code and the | ||||||
13 | Postsecondary and Workforce Readiness Act.
| ||||||
14 | (i) The State Board of Education may adopt rules to modify | ||||||
15 | the requirements of this Section for any students enrolled in | ||||||
16 | grades 9 through 12 if the Governor has declared a disaster due | ||||||
17 | to a public health emergency pursuant to Section 7 of the | ||||||
18 | Illinois Emergency Management Agency Act. | ||||||
19 | (Source: P.A. 100-443, eff. 8-25-17; 101-464, eff. 1-1-20; | ||||||
20 | 101-643, eff. 6-18-20.)
| ||||||
21 | (105 ILCS 5/27-23.15 new) | ||||||
22 | Sec. 27-23.15. Computer science. | ||||||
23 | (a) In this Section, "computer science" means the study of | ||||||
24 | computers and algorithms, including their principles, their | ||||||
25 | hardware and software designs, their implementation, and their |
| |||||||
| |||||||
1 | impact on society. "Computer science" does not include the | ||||||
2 | study of everyday uses of computers and computer applications, | ||||||
3 | such as keyboarding or accessing the Internet. | ||||||
4 | (b) Beginning with the 2023-2024 school year, the school | ||||||
5 | board of a school district that maintains any of grades 9 | ||||||
6 | through 12 shall provide an opportunity for every high school | ||||||
7 | student to take at least one computer science course aligned to | ||||||
8 | rigorous learning standards of the State Board of Education. | ||||||
9 | Article 65. | ||||||
10 | Section 65-5. The School Code is amended by changing | ||||||
11 | Sections 14A-10 and 14A-32 as follows: | ||||||
12 | (105 ILCS 5/14A-10)
| ||||||
13 | Sec. 14A-10. Legislative findings. The General Assembly | ||||||
14 | finds the following: | ||||||
15 | (1) that gifted and talented children (i) exhibit high | ||||||
16 | performance capabilities in intellectual, creative, and | ||||||
17 | artistic areas, (ii) possess an exceptional leadership | ||||||
18 | potential, (iii) excel in specific academic fields, and | ||||||
19 | (iv) have the potential to be influential in business, | ||||||
20 | government, health care, the arts, and other critical | ||||||
21 | sectors of our economic and cultural environment; | ||||||
22 | (2) that gifted and talented children require services | ||||||
23 | and activities that are not ordinarily provided by schools; |
| |||||||
| |||||||
1 | and | ||||||
2 | (3) that outstanding talents are present in children | ||||||
3 | and youth from all cultural groups, across all economic | ||||||
4 | strata, and in all areas of human endeavor ; and . | ||||||
5 | (4) that inequitable access to advanced coursework and | ||||||
6 | enrollment in accelerated placement programs exists | ||||||
7 | between children enrolled in different school districts | ||||||
8 | and even within the same school district and more must be | ||||||
9 | done to eliminate the barriers to access to advanced | ||||||
10 | coursework and enrollment in accelerated placement | ||||||
11 | programs for all children.
| ||||||
12 | (Source: P.A. 94-151, eff. 7-8-05; 94-410, eff. 8-2-05.) | ||||||
13 | (105 ILCS 5/14A-32) | ||||||
14 | Sec. 14A-32. Accelerated placement; school district | ||||||
15 | responsibilities. | ||||||
16 | (a) Each school district shall have a policy that allows | ||||||
17 | for accelerated placement that includes or incorporates by | ||||||
18 | reference the following components: | ||||||
19 | (1) a provision that provides that participation in | ||||||
20 | accelerated placement is not limited to those children who | ||||||
21 | have been identified as gifted and talented, but rather is | ||||||
22 | open to all children who demonstrate high ability and who | ||||||
23 | may benefit from accelerated placement; | ||||||
24 | (2) a fair and equitable decision-making process that | ||||||
25 | involves multiple persons and includes a student's parents |
| |||||||
| |||||||
1 | or guardians; | ||||||
2 | (3) procedures for notifying parents or guardians of a | ||||||
3 | child of a decision affecting that child's participation in | ||||||
4 | an accelerated placement program; and | ||||||
5 | (4) an assessment process that includes multiple | ||||||
6 | valid, reliable indicators. | ||||||
7 | (a-5) By no later than the beginning of the 2023-2024 | ||||||
8 | school year, a school district's accelerated placement policy | ||||||
9 | shall allow for the automatic enrollment, in the following | ||||||
10 | school term, of a student into the next most rigorous level of | ||||||
11 | advanced coursework offered by the high school if the student | ||||||
12 | meets or exceeds State standards in English language arts, | ||||||
13 | mathematics, or science on a State assessment administered | ||||||
14 | under Section 2-3.64a-5 as follows: | ||||||
15 | (1) A student who meets or exceeds State standards in | ||||||
16 | English language arts shall be automatically enrolled into | ||||||
17 | the next most rigorous level of advanced coursework in | ||||||
18 | English, social studies, humanities, or related subjects. | ||||||
19 | (2) A student who meets or exceeds State standards in | ||||||
20 | mathematics shall be automatically enrolled into the next | ||||||
21 | most rigorous level of advanced coursework in mathematics. | ||||||
22 | (3) A student who meets or exceeds State standards in | ||||||
23 | science shall be automatically enrolled into the next most | ||||||
24 | rigorous level of advanced coursework in science. | ||||||
25 | For a student entering grade 12, the next most rigorous | ||||||
26 | level of advanced coursework under this subsection (a-5) shall |
| |||||||
| |||||||
1 | be a dual credit course, as defined in the Dual Credit Quality | ||||||
2 | Act. For other high school grades, the next most rigorous level | ||||||
3 | of advanced coursework may include a dual credit course. For | ||||||
4 | elementary students, the next most rigorous level of advanced | ||||||
5 | coursework may be an honors class, enrichment opportunity, | ||||||
6 | gifted program, or another program offered by the district. | ||||||
7 | A school district may use the student's most recent State | ||||||
8 | assessment results to determine whether a student meets or | ||||||
9 | exceeds State standards. For a student entering grade 9, | ||||||
10 | results from the State assessment taken in grades 6 through 8 | ||||||
11 | may be used. For other high school grades, the results from a | ||||||
12 | locally selected, nationally normed assessment may be used | ||||||
13 | instead of the State assessment if those results are the most | ||||||
14 | recent. | ||||||
15 | A school district must provide the parent or guardian of a | ||||||
16 | student eligible for automatic enrollment under this | ||||||
17 | subsection (a-5) with the option to instead have the student | ||||||
18 | enroll in alternative coursework that better aligns with the | ||||||
19 | student's postsecondary education or career goals. | ||||||
20 | Nothing in this subsection (a-5) may be interpreted to | ||||||
21 | preclude other students from enrolling in advanced coursework | ||||||
22 | per the policy of a school district. | ||||||
23 | (b) Further, a school district's accelerated placement | ||||||
24 | policy may include or incorporate by reference, but need not be | ||||||
25 | limited to, the following components: | ||||||
26 | (1) procedures for annually informing the community |
| |||||||
| |||||||
1 | at-large, including parents or guardians, community-based | ||||||
2 | organizations, and providers of out-of-school programs, | ||||||
3 | about the accelerated placement program and the methods | ||||||
4 | used for the identification of children eligible for | ||||||
5 | accelerated placement , including strategies to reach | ||||||
6 | groups of students and families who have been historically | ||||||
7 | underrepresented in accelerated placement programs and | ||||||
8 | advanced coursework ; | ||||||
9 | (2) a process for referral that allows for multiple | ||||||
10 | referrers, including a child's parents or guardians; other | ||||||
11 | referrers may include licensed education professionals, | ||||||
12 | the child, with the written consent of a parent or | ||||||
13 | guardian, a peer, through a licensed education | ||||||
14 | professional who has knowledge of the referred child's | ||||||
15 | abilities, or, in case of possible early entrance, a | ||||||
16 | preschool educator, pediatrician, or psychologist who | ||||||
17 | knows the child; and | ||||||
18 | (3) a provision that provides that children | ||||||
19 | participating in an accelerated placement program and | ||||||
20 | their parents or guardians will be provided a written plan | ||||||
21 | detailing the type of acceleration the child will receive | ||||||
22 | and strategies to support the child ; . | ||||||
23 | (4) procedures to provide support and promote success | ||||||
24 | for students who are newly enrolled in an accelerated | ||||||
25 | placement program; and | ||||||
26 | (5) a process for the school district to review and |
| |||||||
| |||||||
1 | utilize disaggregated data on participation in an | ||||||
2 | accelerated placement program to address gaps among | ||||||
3 | demographic groups in accelerated placement opportunities. | ||||||
4 | (c) The State Board of Education shall adopt rules to | ||||||
5 | determine data to be collected and disaggregated by demographic | ||||||
6 | group regarding accelerated placement , including the rates of | ||||||
7 | students who participate in and successfully complete advanced | ||||||
8 | coursework, and a method of making the information available to | ||||||
9 | the public.
| ||||||
10 | (d) On or before November 1, 2022, following a review of | ||||||
11 | disaggregated data on the participation and successful | ||||||
12 | completion rates of students enrolled in an accelerated | ||||||
13 | placement program, each school district shall develop a plan to | ||||||
14 | expand access to its accelerated placement program and to | ||||||
15 | ensure the teaching capacity necessary to meet the increased | ||||||
16 | demand. | ||||||
17 | (Source: P.A. 100-421, eff. 7-1-18 .) | ||||||
18 | Article 70. | ||||||
19 | Section 70-5. The School Code is amended by changing | ||||||
20 | Section 22-45 as follows: | ||||||
21 | (105 ILCS 5/22-45) | ||||||
22 | Sec. 22-45. Illinois P-20 Council. | ||||||
23 | (a) The General Assembly finds that preparing Illinoisans |
| |||||||
| |||||||
1 | for success in school and the workplace requires a continuum of | ||||||
2 | quality education from preschool through graduate school. This | ||||||
3 | State needs a framework to guide education policy and integrate | ||||||
4 | education at every level. A statewide coordinating council to | ||||||
5 | study and make recommendations concerning education at all | ||||||
6 | levels can avoid fragmentation of policies, promote improved | ||||||
7 | teaching and learning, and continue to cultivate and | ||||||
8 | demonstrate strong accountability and efficiency. Establishing | ||||||
9 | an Illinois P-20 Council will develop a statewide agenda that | ||||||
10 | will move the State towards the common goals of improving | ||||||
11 | academic achievement, increasing college access and success, | ||||||
12 | improving use of existing data and measurements, developing | ||||||
13 | improved accountability, fostering innovative approaches to | ||||||
14 | education, promoting lifelong learning, easing the transition | ||||||
15 | to college, and reducing remediation. A pre-kindergarten | ||||||
16 | through grade 20 agenda will strengthen this State's economic | ||||||
17 | competitiveness by producing a highly-skilled workforce. In | ||||||
18 | addition, lifelong learning plans will enhance this State's | ||||||
19 | ability to leverage funding. | ||||||
20 | (b) There is created the Illinois P-20 Council. The | ||||||
21 | Illinois P-20 Council shall include all of the following | ||||||
22 | members: | ||||||
23 | (1) The Governor or his or her designee, to serve as | ||||||
24 | chairperson. | ||||||
25 | (2) Four members of the General Assembly, one appointed | ||||||
26 | by the Speaker of the House of Representatives, one |
| |||||||
| |||||||
1 | appointed by the Minority Leader of the House of | ||||||
2 | Representatives, one appointed by the President of the | ||||||
3 | Senate, and one appointed by the Minority Leader of the | ||||||
4 | Senate. | ||||||
5 | (3) Six at-large members appointed by the Governor as | ||||||
6 | follows, with 2 members being from the City of Chicago, 2
| ||||||
7 | members being from Lake County, McHenry County, Kane
| ||||||
8 | County, DuPage County, Will County, or that part of Cook
| ||||||
9 | County outside of the City of Chicago, and 2 members being
| ||||||
10 | from the remainder of the State: | ||||||
11 | (A) one representative of civic leaders; | ||||||
12 | (B) one representative of local government; | ||||||
13 | (C) one representative of trade unions; | ||||||
14 | (D) one representative of nonprofit organizations | ||||||
15 | or foundations; | ||||||
16 | (E) one representative of parents' organizations; | ||||||
17 | and | ||||||
18 | (F) one education research expert. | ||||||
19 | (4) Five members appointed by statewide business | ||||||
20 | organizations and business trade associations. | ||||||
21 | (5) Six members appointed by statewide professional | ||||||
22 | organizations and associations representing | ||||||
23 | pre-kindergarten through grade 20 teachers, community | ||||||
24 | college faculty, and public university faculty. | ||||||
25 | (6) Two members appointed by associations representing | ||||||
26 | local school administrators and school board members. One |
| |||||||
| |||||||
1 | of these members must be a special education administrator. | ||||||
2 | (7) One member representing community colleges, | ||||||
3 | appointed by the Illinois Council of Community College | ||||||
4 | Presidents. | ||||||
5 | (8) One member representing 4-year independent | ||||||
6 | colleges and universities, appointed by a statewide | ||||||
7 | organization representing private institutions of higher | ||||||
8 | learning. | ||||||
9 | (9) One member representing public 4-year | ||||||
10 | universities, appointed jointly by the university | ||||||
11 | presidents and chancellors. | ||||||
12 | (10) Ex-officio members as follows: | ||||||
13 | (A) The State Superintendent of Education or his or | ||||||
14 | her designee. | ||||||
15 | (B) The Executive Director of the Board of Higher
| ||||||
16 | Education or his or her designee. | ||||||
17 | (C) The Executive Director of the Illinois | ||||||
18 | Community College Board or his or her designee. | ||||||
19 | (D) The Executive Director of the Illinois Student | ||||||
20 | Assistance Commission or his or her designee. | ||||||
21 | (E) The Co-chairpersons of the Illinois Workforce | ||||||
22 | Investment Board or their designee. | ||||||
23 | (F) The Director of Commerce and Economic | ||||||
24 | Opportunity or his or her designee. | ||||||
25 | (G) The Chairperson of the Illinois Early Learning | ||||||
26 | Council or his or her designee. |
| |||||||
| |||||||
1 | (H) The President of the Illinois Mathematics and | ||||||
2 | Science Academy or his or her designee. | ||||||
3 | (I) The president of an association representing | ||||||
4 | educators of adult learners or his or her
designee. | ||||||
5 | Ex-officio members shall have no vote on the Illinois P-20 | ||||||
6 | Council. | ||||||
7 | Appointed members shall serve for staggered terms expiring | ||||||
8 | on July 1 of the first, second, or third calendar year | ||||||
9 | following their appointments or until their successors are | ||||||
10 | appointed and have qualified. Staggered terms shall be | ||||||
11 | determined by lot at the organizing meeting of the Illinois | ||||||
12 | P-20 Council. | ||||||
13 | Vacancies shall be filled in the same manner as original | ||||||
14 | appointments, and any member so appointed shall serve during | ||||||
15 | the remainder of the term for which the vacancy occurred. | ||||||
16 | (c) The Illinois P-20 Council shall be funded through State | ||||||
17 | appropriations to support staff activities, research, | ||||||
18 | data-collection, and dissemination. The Illinois P-20 Council | ||||||
19 | shall be staffed by the Office of the Governor, in coordination | ||||||
20 | with relevant State agencies, boards, and commissions. The | ||||||
21 | Illinois Education Research Council shall provide research and | ||||||
22 | coordinate research collection activities for the Illinois | ||||||
23 | P-20 Council. | ||||||
24 | (d) The Illinois P-20 Council shall have all of the | ||||||
25 | following duties: | ||||||
26 | (1) To make recommendations to do all of the following: |
| |||||||
| |||||||
1 | (A) Coordinate pre-kindergarten through grade 20 | ||||||
2 | (graduate school) education in this State through | ||||||
3 | working at the intersections of educational systems to | ||||||
4 | promote collaborative infrastructure. | ||||||
5 | (B) Coordinate and leverage strategies, actions, | ||||||
6 | legislation, policies, and resources of all | ||||||
7 | stakeholders to support fundamental and lasting | ||||||
8 | improvement in this State's public schools, community | ||||||
9 | colleges, and universities. | ||||||
10 | (C) Better align the high school curriculum with | ||||||
11 | postsecondary expectations. | ||||||
12 | (D) Better align assessments across all levels of | ||||||
13 | education. | ||||||
14 | (E) Reduce the need for students entering | ||||||
15 | institutions of higher education to take remedial | ||||||
16 | courses. | ||||||
17 | (F) Smooth the transition from high school to | ||||||
18 | college. | ||||||
19 | (G) Improve high school and college graduation | ||||||
20 | rates. | ||||||
21 | (H) Improve the rigor and relevance of academic | ||||||
22 | standards for college and workforce readiness. | ||||||
23 | (I) Better align college and university teaching | ||||||
24 | programs with the needs of Illinois schools. | ||||||
25 | (2) To advise the Governor, the General Assembly, the | ||||||
26 | State's education and higher education agencies, and the
|
| |||||||
| |||||||
1 | State's workforce and economic development boards and
| ||||||
2 | agencies on policies related to lifelong learning for | ||||||
3 | Illinois students and families. | ||||||
4 | (3) To articulate a framework for systemic educational | ||||||
5 | improvement and innovation that will enable every student | ||||||
6 | to meet or exceed Illinois learning standards and be | ||||||
7 | well-prepared to succeed in the workforce and community. | ||||||
8 | (4) To provide an estimated fiscal impact for | ||||||
9 | implementation of all Council recommendations. | ||||||
10 | (5) To make recommendations for short-term and | ||||||
11 | long-term learning recovery actions for public school | ||||||
12 | students in this State in the wake of the COVID-19 | ||||||
13 | pandemic. The Illinois P-20 Council shall submit a report | ||||||
14 | with its recommendations for a multi-year recovery plan by | ||||||
15 | December 31, 2021 to the Governor, the State Board of | ||||||
16 | Education, the Board of Higher Education, the Illinois | ||||||
17 | Community College Board, and the General Assembly that | ||||||
18 | addresses all of the following: | ||||||
19 | (A) Closing the digital divide for all students, | ||||||
20 | including access to devices, Internet connectivity, | ||||||
21 | and ensuring that educators have the necessary support | ||||||
22 | and training to provide high quality remote and blended | ||||||
23 | learning to students. | ||||||
24 | (B) Evaluating the academic growth and proficiency | ||||||
25 | of students in order to understand the impact of school | ||||||
26 | closures and remote and blended remote learning |
| |||||||
| |||||||
1 | conditions on student academic outcomes, including | ||||||
2 | disaggregating data by race, income, diverse learners, | ||||||
3 | and English learners, in ways that balance the need to | ||||||
4 | understand that impact with the need to support student | ||||||
5 | well-being and also take into consideration the | ||||||
6 | logistical constraints facing schools and districts. | ||||||
7 | (C) Establishing a system for the collection and | ||||||
8 | review of student data at the State level, including | ||||||
9 | data about prekindergarten through higher education | ||||||
10 | student attendance, engagement and participation, | ||||||
11 | discipline, and social-emotional and mental health | ||||||
12 | inputs and outcomes, in order to better understand the | ||||||
13 | full impact of disrupted learning. | ||||||
14 | (D) Providing students with resources and programs | ||||||
15 | for academic support, such as enrichment | ||||||
16 | opportunities, tutoring corps, summer bridge programs, | ||||||
17 | youth leadership and development programs, youth and | ||||||
18 | community-led restorative and transformative justice | ||||||
19 | programs, and youth internship and apprenticeship | ||||||
20 | programs. | ||||||
21 | (E) Providing students with resources and support | ||||||
22 | to ensure access to social-emotional learning, mental | ||||||
23 | health services, and trauma responsive, restorative | ||||||
24 | justice and anti-racist practices in order to support | ||||||
25 | the growth of the whole child, such as investing in | ||||||
26 | community schools and providing comprehensive |
| |||||||
| |||||||
1 | year-round services and support for both students and | ||||||
2 | their families. | ||||||
3 | (F) Ensuring more time for students' academic, | ||||||
4 | social-emotional, and mental health needs by | ||||||
5 | considering such strategies as: (i) extending planning | ||||||
6 | time for teachers, (ii) extending the school day and | ||||||
7 | school year, and (iii) transitioning to year-round | ||||||
8 | schooling. | ||||||
9 | (G) Strengthening the transition from secondary | ||||||
10 | education to postsecondary education in the wake of | ||||||
11 | threats to alignment and affordability created by the | ||||||
12 | pandemic and related conditions. | ||||||
13 | (e) The chairperson of the Illinois P-20 Council may | ||||||
14 | authorize the creation of working groups focusing on areas of | ||||||
15 | interest to Illinois educational and workforce development, | ||||||
16 | including without limitation the following areas: | ||||||
17 | (1) Preparation, recruitment, and certification of | ||||||
18 | highly qualified teachers. | ||||||
19 | (2) Mentoring and induction of highly qualified | ||||||
20 | teachers. | ||||||
21 | (3) The diversity of highly qualified teachers. | ||||||
22 | (4) Funding for highly qualified teachers, including | ||||||
23 | developing a strategic and collaborative plan to seek | ||||||
24 | federal and private grants to support initiatives | ||||||
25 | targeting teacher preparation and its impact on student | ||||||
26 | achievement. |
| |||||||
| |||||||
1 | (5) Highly effective administrators. | ||||||
2 | (6) Illinois birth through age 3 education, | ||||||
3 | pre-kindergarten, and early childhood education. | ||||||
4 | (7) The assessment, alignment, outreach, and network | ||||||
5 | of college and workforce readiness efforts. | ||||||
6 | (8) Alternative routes to college access. | ||||||
7 | (9) Research data and accountability. | ||||||
8 | (10) Community schools, community participation, and | ||||||
9 | other innovative approaches to education that foster | ||||||
10 | community partnerships. | ||||||
11 | (11) Tuition, financial aid, and other issues related | ||||||
12 | to keeping postsecondary education affordable for Illinois | ||||||
13 | residents. | ||||||
14 | (12) Learning recovery in the wake of the COVID-19 | ||||||
15 | pandemic. | ||||||
16 | The chairperson of the Illinois P-20 Council may designate | ||||||
17 | Council members to serve as working group chairpersons. Working | ||||||
18 | groups may invite organizations and individuals representing | ||||||
19 | pre-kindergarten through grade 20 interests to participate in | ||||||
20 | discussions, data collection, and dissemination.
| ||||||
21 | (Source: P.A. 98-463, eff. 8-16-13; 98-719, eff. 1-1-15; | ||||||
22 | 99-643, eff. 1-1-17 .) | ||||||
23 | Article 75. | ||||||
24 | Section 75-5. The State Finance Act is amended by adding |
| |||||||
| |||||||
1 | Section 5.935 as follows: | ||||||
2 | (30 ILCS 105/5.935 new) | ||||||
3 | Sec. 5.935. The Freedom Schools Fund. | ||||||
4 | Section 75-10. The School Code is amended by adding Section | ||||||
5 | 2-3.186 as follows: | ||||||
6 | (105 ILCS 5/2-3.186 new) | ||||||
7 | Sec. 2-3.186. Freedom Schools; grant program. | ||||||
8 | (a) The General Assembly recognizes and values the | ||||||
9 | contributions that Freedom Schools make to enhance the lives of | ||||||
10 | Black students. The General Assembly makes all of the following | ||||||
11 | findings: | ||||||
12 | (1) The fundamental goal of the Freedom Schools of the | ||||||
13 | 1960s was to create Black political power to defend the | ||||||
14 | interests of the disempowered. The curriculum of Freedom | ||||||
15 | Schools allowed students of all ages to experience a new | ||||||
16 | and liberating form of education that directly related to | ||||||
17 | the imperatives of their lives, their communities, and the | ||||||
18 | Freedom Movement. | ||||||
19 | (2) Freedom Schools continue to demonstrate the proven | ||||||
20 | benefits of race modeling and intergenerational effects by | ||||||
21 | providing Black students with quality instruction that | ||||||
22 | fosters student confidence, resiliency, and social and | ||||||
23 | emotional development. |
| |||||||
| |||||||
1 | (3) Freedom Schools offer culturally relevant learning | ||||||
2 | opportunities with the academic and social supports that | ||||||
3 | Black children need by utilizing quality teaching, | ||||||
4 | challenging and engaging curricula, wrap-around supports, | ||||||
5 | a positive school climate, and strong ties to family and | ||||||
6 | community. Freedom Schools have a clear focus on results. | ||||||
7 | (4) Public schools serve a foundational role in the | ||||||
8 | education of over 2,000,000 students in this State. | ||||||
9 | (b) The State Board of Education shall establish Freedom | ||||||
10 | Schools to supplement the learning taking place in public | ||||||
11 | schools by expanding the teaching of Black history, developing | ||||||
12 | leadership skills, and providing an understanding of the tenets | ||||||
13 | of the civil rights movement. The teachers in Freedom Schools | ||||||
14 | must be college students or recent high school graduates from | ||||||
15 | the local community, with an emphasis on Black youth, so that | ||||||
16 | (i) these individuals have access to summer jobs and teaching | ||||||
17 | experiences that serve as a long-term pipeline to educational | ||||||
18 | careers and the hiring of Black educators in public schools, | ||||||
19 | (ii) these individuals are elevated as content experts and | ||||||
20 | community leaders, and (iii) Freedom School students have | ||||||
21 | access to both role models and education. | ||||||
22 | (c) A Freedom School shall intentionally and imaginatively | ||||||
23 | implement strategies that focus on all of the following: | ||||||
24 | (1) Racial justice and equity. | ||||||
25 | (2) Transparency and building trusting relationships. | ||||||
26 | (3) Self-determination and governance. |
| |||||||
| |||||||
1 | (4) Building on community strengths and community | ||||||
2 | wisdom. | ||||||
3 | (5) Utilizing current data, best practices, and | ||||||
4 | evidence. | ||||||
5 | (6) Shared leadership and collaboration. | ||||||
6 | (7) A reflective learning culture. | ||||||
7 | (8) A whole-child approach to education. | ||||||
8 | (9) Literacy. | ||||||
9 | (d) The State Board of Education, in the establishment of | ||||||
10 | Freedom Schools, shall strive for authentic parent and | ||||||
11 | community engagement during the development of Freedom Schools | ||||||
12 | and their curriculum. Authentic parent and community | ||||||
13 | engagement includes all of the following: | ||||||
14 | (1) A shared responsibility that values equal | ||||||
15 | partnerships between families and professionals. | ||||||
16 | (2) Ensuring that students and families who are | ||||||
17 | directly impacted by Freedom School policies and practices | ||||||
18 | are the decision-makers in the creation, design, | ||||||
19 | implementation, and assessment of those policies and | ||||||
20 | practices. | ||||||
21 | (3) Genuine respect for the culture and diversity of | ||||||
22 | families. | ||||||
23 | (4) Relationships that center around the goal of | ||||||
24 | supporting family well-being and children's development | ||||||
25 | and learning. | ||||||
26 | (e) Subject to appropriation, the State Board of Education |
| |||||||
| |||||||
1 | shall establish and implement a grant program to provide grants | ||||||
2 | to public schools, public community colleges, and | ||||||
3 | not-for-profit, community-based organizations to facilitate | ||||||
4 | improved educational outcomes for Black students in grades | ||||||
5 | pre-kindergarten through 12. Grant recipients under the | ||||||
6 | program may include, but are not limited to, entities that | ||||||
7 | offer established programs with proven results and outcomes. | ||||||
8 | The State Board of Education shall award grants to eligible | ||||||
9 | entities that demonstrate a likelihood of reasonable success in | ||||||
10 | achieving the goals identified in the grant application, | ||||||
11 | including, but not limited to, all of the following: | ||||||
12 | (1) Engaging, culturally relevant, and challenging | ||||||
13 | curricula. | ||||||
14 | (2) High-quality teaching. | ||||||
15 | (3) Wrap-around supports and opportunities. | ||||||
16 | (4) Positive discipline practices, such as restorative | ||||||
17 | justice. | ||||||
18 | (5) Inclusive leadership. | ||||||
19 | (f) The Freedom Schools Fund is created as a special fund | ||||||
20 | in the State treasury. The Fund shall consist of appropriations | ||||||
21 | from the General Revenue Fund, grant funds from the
federal | ||||||
22 | government, and donations from educational and private | ||||||
23 | foundations. All money in the Fund shall be used, subject to | ||||||
24 | appropriation, by the State Board of Education for the purposes | ||||||
25 | of this Section and to support related activities. | ||||||
26 | (g) The State Board of Education may adopt any rules |
| |||||||
| |||||||
1 | necessary to implement this Section. | ||||||
2 | Article 85. | ||||||
3 | Section 85-5. The School Code is amended by changing | ||||||
4 | Section 18-8.15 as follows: | ||||||
5 | (105 ILCS 5/18-8.15) | ||||||
6 | Sec. 18-8.15. Evidence-Based Funding for student success | ||||||
7 | for the 2017-2018 and subsequent school years. | ||||||
8 | (a) General provisions. | ||||||
9 | (1) The purpose of this Section is to ensure that, by | ||||||
10 | June 30, 2027 and beyond, this State has a kindergarten | ||||||
11 | through grade 12 public education system with the capacity | ||||||
12 | to ensure the educational development of all persons to the | ||||||
13 | limits of their capacities in accordance with Section 1 of | ||||||
14 | Article X of the Constitution of the State of Illinois. To | ||||||
15 | accomplish that objective, this Section creates a method of | ||||||
16 | funding public education that is evidence-based; is | ||||||
17 | sufficient to ensure every student receives a meaningful | ||||||
18 | opportunity to learn irrespective of race, ethnicity, | ||||||
19 | sexual orientation, gender, or community-income level; and | ||||||
20 | is sustainable and predictable. When fully funded under | ||||||
21 | this Section, every school shall have the resources, based | ||||||
22 | on what the evidence indicates is needed, to: | ||||||
23 | (A) provide all students with a high quality |
| |||||||
| |||||||
1 | education that offers the academic, enrichment, social | ||||||
2 | and emotional support, technical, and career-focused | ||||||
3 | programs that will allow them to become competitive | ||||||
4 | workers, responsible parents, productive citizens of | ||||||
5 | this State, and active members of our national | ||||||
6 | democracy; | ||||||
7 | (B) ensure all students receive the education they | ||||||
8 | need to graduate from high school with the skills | ||||||
9 | required to pursue post-secondary education and | ||||||
10 | training for a rewarding career; | ||||||
11 | (C) reduce, with a goal of eliminating, the | ||||||
12 | achievement gap between at-risk and non-at-risk | ||||||
13 | students by raising the performance of at-risk | ||||||
14 | students and not by reducing standards; and | ||||||
15 | (D) ensure this State satisfies its obligation to | ||||||
16 | assume the primary responsibility to fund public | ||||||
17 | education and simultaneously relieve the | ||||||
18 | disproportionate burden placed on local property taxes | ||||||
19 | to fund schools. | ||||||
20 | (2) The Evidence-Based Funding formula under this | ||||||
21 | Section shall be applied to all Organizational Units in | ||||||
22 | this State. The Evidence-Based Funding formula outlined in | ||||||
23 | this Act is based on the formula outlined in Senate Bill 1 | ||||||
24 | of the 100th General Assembly, as passed by both | ||||||
25 | legislative chambers. As further defined and described in | ||||||
26 | this Section, there are 4 major components of the |
| |||||||
| |||||||
1 | Evidence-Based Funding model: | ||||||
2 | (A) First, the model calculates a unique Adequacy | ||||||
3 | Target for each Organizational Unit in this State that | ||||||
4 | considers the costs to implement research-based | ||||||
5 | activities, the unit's student demographics, and | ||||||
6 | regional wage differences. | ||||||
7 | (B) Second, the model calculates each | ||||||
8 | Organizational Unit's Local Capacity, or the amount | ||||||
9 | each Organizational Unit is assumed to contribute | ||||||
10 | toward its Adequacy Target from local resources. | ||||||
11 | (C) Third, the model calculates how much funding | ||||||
12 | the State currently contributes to the Organizational | ||||||
13 | Unit and adds that to the unit's Local Capacity to | ||||||
14 | determine the unit's overall current adequacy of | ||||||
15 | funding. | ||||||
16 | (D) Finally, the model's distribution method | ||||||
17 | allocates new State funding to those Organizational | ||||||
18 | Units that are least well-funded, considering both | ||||||
19 | Local Capacity and State funding, in relation to their | ||||||
20 | Adequacy Target. | ||||||
21 | (3) An Organizational Unit receiving any funding under | ||||||
22 | this Section may apply those funds to any fund so received | ||||||
23 | for which that Organizational Unit is authorized to make | ||||||
24 | expenditures by law. | ||||||
25 | (4) As used in this Section, the following terms shall | ||||||
26 | have the meanings ascribed in this paragraph (4): |
| |||||||
| |||||||
1 | "Adequacy Target" is defined in paragraph (1) of | ||||||
2 | subsection (b) of this Section. | ||||||
3 | "Adjusted EAV" is defined in paragraph (4) of | ||||||
4 | subsection (d) of this Section. | ||||||
5 | "Adjusted Local Capacity Target" is defined in | ||||||
6 | paragraph (3) of subsection (c) of this Section. | ||||||
7 | "Adjusted Operating Tax Rate" means a tax rate for all | ||||||
8 | Organizational Units, for which the State Superintendent | ||||||
9 | shall calculate and subtract for the Operating Tax Rate a | ||||||
10 | transportation rate based on total expenses for | ||||||
11 | transportation services under this Code, as reported on the | ||||||
12 | most recent Annual Financial Report in Pupil | ||||||
13 | Transportation Services, function 2550 in both the | ||||||
14 | Education and Transportation funds and functions 4110 and | ||||||
15 | 4120 in the Transportation fund, less any corresponding | ||||||
16 | fiscal year State of Illinois scheduled payments excluding | ||||||
17 | net adjustments for prior years for regular, vocational, or | ||||||
18 | special education transportation reimbursement pursuant to | ||||||
19 | Section 29-5 or subsection (b) of Section 14-13.01 of this | ||||||
20 | Code divided by the Adjusted EAV. If an Organizational | ||||||
21 | Unit's corresponding fiscal year State of Illinois | ||||||
22 | scheduled payments excluding net adjustments for prior | ||||||
23 | years for regular, vocational, or special education | ||||||
24 | transportation reimbursement pursuant to Section 29-5 or | ||||||
25 | subsection (b) of Section 14-13.01 of this Code exceed the | ||||||
26 | total transportation expenses, as defined in this |
| |||||||
| |||||||
1 | paragraph, no transportation rate shall be subtracted from | ||||||
2 | the Operating Tax Rate. | ||||||
3 | "Allocation Rate" is defined in paragraph (3) of | ||||||
4 | subsection (g) of this Section. | ||||||
5 | "Alternative School" means a public school that is | ||||||
6 | created and operated by a regional superintendent of | ||||||
7 | schools and approved by the State Board. | ||||||
8 | "Applicable Tax Rate" is defined in paragraph (1) of | ||||||
9 | subsection (d) of this Section. | ||||||
10 | "Assessment" means any of those benchmark, progress | ||||||
11 | monitoring, formative, diagnostic, and other assessments, | ||||||
12 | in addition to the State accountability assessment, that | ||||||
13 | assist teachers' needs in understanding the skills and | ||||||
14 | meeting the needs of the students they serve. | ||||||
15 | "Assistant principal" means a school administrator | ||||||
16 | duly endorsed to be employed as an assistant principal in | ||||||
17 | this State. | ||||||
18 | "At-risk student" means a student who is at risk of not | ||||||
19 | meeting the Illinois Learning Standards or not graduating | ||||||
20 | from elementary or high school and who demonstrates a need | ||||||
21 | for vocational support or social services beyond that | ||||||
22 | provided by the regular school program. All students | ||||||
23 | included in an Organizational Unit's Low-Income Count, as | ||||||
24 | well as all English learner and disabled students attending | ||||||
25 | the Organizational Unit, shall be considered at-risk | ||||||
26 | students under this Section. |
| |||||||
| |||||||
1 | "Average Student Enrollment" or "ASE" for fiscal year | ||||||
2 | 2018 means, for an Organizational Unit, the greater of the | ||||||
3 | average number of students (grades K through 12) reported | ||||||
4 | to the State Board as enrolled in the Organizational Unit | ||||||
5 | on October 1 in the immediately preceding school year, plus | ||||||
6 | the pre-kindergarten students who receive special | ||||||
7 | education services of 2 or more hours a day as reported to | ||||||
8 | the State Board on December 1 in the immediately preceding | ||||||
9 | school year, or the average number of students (grades K | ||||||
10 | through 12) reported to the State Board as enrolled in the | ||||||
11 | Organizational Unit on October 1, plus the | ||||||
12 | pre-kindergarten students who receive special education | ||||||
13 | services of 2 or more hours a day as reported to the State | ||||||
14 | Board on December 1, for each of the immediately preceding | ||||||
15 | 3 school years. For fiscal year 2019 and each subsequent | ||||||
16 | fiscal year, "Average Student Enrollment" or "ASE" means, | ||||||
17 | for an Organizational Unit, the greater of the average | ||||||
18 | number of students (grades K through 12) reported to the | ||||||
19 | State Board as enrolled in the Organizational Unit on | ||||||
20 | October 1 and March 1 in the immediately preceding school | ||||||
21 | year, plus the pre-kindergarten students who receive | ||||||
22 | special education services as reported to the State Board | ||||||
23 | on October 1 and March 1 in the immediately preceding | ||||||
24 | school year, or the average number of students (grades K | ||||||
25 | through 12) reported to the State Board as enrolled in the | ||||||
26 | Organizational Unit on October 1 and March 1, plus the |
| |||||||
| |||||||
1 | pre-kindergarten students who receive special education | ||||||
2 | services as reported to the State Board on October 1 and | ||||||
3 | March 1, for each of the immediately preceding 3 school | ||||||
4 | years. For the purposes of this definition, "enrolled in | ||||||
5 | the Organizational Unit" means the number of students | ||||||
6 | reported to the State Board who are enrolled in schools | ||||||
7 | within the Organizational Unit that the student attends or | ||||||
8 | would attend if not placed or transferred to another school | ||||||
9 | or program to receive needed services. For the purposes of | ||||||
10 | calculating "ASE", all students, grades K through 12, | ||||||
11 | excluding those attending kindergarten for a half day and | ||||||
12 | students attending an alternative education program | ||||||
13 | operated by a regional office of education or intermediate | ||||||
14 | service center, shall be counted as 1.0. All students | ||||||
15 | attending kindergarten for a half day shall be counted as | ||||||
16 | 0.5, unless in 2017 by June 15 or by March 1 in subsequent | ||||||
17 | years, the school district reports to the State Board of | ||||||
18 | Education the intent to implement full-day kindergarten | ||||||
19 | district-wide for all students, then all students | ||||||
20 | attending kindergarten shall be counted as 1.0. Special | ||||||
21 | education pre-kindergarten students shall be counted as | ||||||
22 | 0.5 each. If the State Board does not collect or has not | ||||||
23 | collected both an October 1 and March 1 enrollment count by | ||||||
24 | grade or a December 1 collection of special education | ||||||
25 | pre-kindergarten students as of August 31, 2017 (the | ||||||
26 | effective date of Public Act 100-465), it shall establish |
| |||||||
| |||||||
1 | such collection for all future years. For any year in which | ||||||
2 | a count by grade level was collected only once, that count | ||||||
3 | shall be used as the single count available for computing a | ||||||
4 | 3-year average ASE. Funding for programs operated by a | ||||||
5 | regional office of education or an intermediate service | ||||||
6 | center must be calculated using the Evidence-Based Funding | ||||||
7 | formula under this Section for the 2019-2020 school year | ||||||
8 | and each subsequent school year until separate adequacy | ||||||
9 | formulas are developed and adopted for each type of | ||||||
10 | program. ASE for a program operated by a regional office of | ||||||
11 | education or an intermediate service center must be | ||||||
12 | determined by the March 1 enrollment for the program. For | ||||||
13 | the 2019-2020 school year, the ASE used in the calculation | ||||||
14 | must be the first-year ASE and, in that year only, the | ||||||
15 | assignment of students served by a regional office of | ||||||
16 | education or intermediate service center shall not result | ||||||
17 | in a reduction of the March enrollment for any school | ||||||
18 | district. For the 2020-2021 school year, the ASE must be | ||||||
19 | the greater of the current-year ASE or the 2-year average | ||||||
20 | ASE. Beginning with the 2021-2022 school year, the ASE must | ||||||
21 | be the greater of the current-year ASE or the 3-year | ||||||
22 | average ASE. School districts shall submit the data for the | ||||||
23 | ASE calculation to the State Board within 45 days of the | ||||||
24 | dates required in this Section for submission of enrollment | ||||||
25 | data in order for it to be included in the ASE calculation. | ||||||
26 | For fiscal year 2018 only, the ASE calculation shall |
| |||||||
| |||||||
1 | include only enrollment taken on October 1. | ||||||
2 | "Base Funding Guarantee" is defined in paragraph (10) | ||||||
3 | of subsection (g) of this Section. | ||||||
4 | "Base Funding Minimum" is defined in subsection (e) of | ||||||
5 | this Section. | ||||||
6 | "Base Tax Year" means the property tax levy year used | ||||||
7 | to calculate the Budget Year allocation of primary State | ||||||
8 | aid. | ||||||
9 | "Base Tax Year's Extension" means the product of the | ||||||
10 | equalized assessed valuation utilized by the county clerk | ||||||
11 | in the Base Tax Year multiplied by the limiting rate as | ||||||
12 | calculated by the county clerk and defined in PTELL. | ||||||
13 | "Bilingual Education Allocation" means the amount of | ||||||
14 | an Organizational Unit's final Adequacy Target | ||||||
15 | attributable to bilingual education divided by the | ||||||
16 | Organizational Unit's final Adequacy Target, the product | ||||||
17 | of which shall be multiplied by the amount of new funding | ||||||
18 | received pursuant to this Section. An Organizational | ||||||
19 | Unit's final Adequacy Target attributable to bilingual | ||||||
20 | education shall include all additional investments in | ||||||
21 | English learner students' adequacy elements. | ||||||
22 | "Budget Year" means the school year for which primary | ||||||
23 | State aid is calculated and awarded under this Section. | ||||||
24 | "Central office" means individual administrators and | ||||||
25 | support service personnel charged with managing the | ||||||
26 | instructional programs, business and operations, and |
| |||||||
| |||||||
1 | security of the Organizational Unit. | ||||||
2 | "Comparable Wage Index" or "CWI" means a regional cost | ||||||
3 | differentiation metric that measures systemic, regional | ||||||
4 | variations in the salaries of college graduates who are not | ||||||
5 | educators. The CWI utilized for this Section shall, for the | ||||||
6 | first 3 years of Evidence-Based Funding implementation, be | ||||||
7 | the CWI initially developed by the National Center for | ||||||
8 | Education Statistics, as most recently updated by Texas A & | ||||||
9 | M University. In the fourth and subsequent years of | ||||||
10 | Evidence-Based Funding implementation, the State | ||||||
11 | Superintendent shall re-determine the CWI using a similar | ||||||
12 | methodology to that identified in the Texas A & M | ||||||
13 | University study, with adjustments made no less frequently | ||||||
14 | than once every 5 years. | ||||||
15 | "Computer technology and equipment" means computers | ||||||
16 | servers, notebooks, network equipment, copiers, printers, | ||||||
17 | instructional software, security software, curriculum | ||||||
18 | management courseware, and other similar materials and | ||||||
19 | equipment. | ||||||
20 | "Computer technology and equipment investment | ||||||
21 | allocation" means the final Adequacy Target amount of an | ||||||
22 | Organizational Unit assigned to Tier 1 or Tier 2 in the | ||||||
23 | prior school year attributable to the additional $285.50 | ||||||
24 | per student computer technology and equipment investment | ||||||
25 | grant divided by the Organizational Unit's final Adequacy | ||||||
26 | Target, the result of which shall be multiplied by the |
| |||||||
| |||||||
1 | amount of new funding received pursuant to this Section. An | ||||||
2 | Organizational Unit assigned to a Tier 1 or Tier 2 final | ||||||
3 | Adequacy Target attributable to the received computer | ||||||
4 | technology and equipment investment grant shall include | ||||||
5 | all additional investments in computer technology and | ||||||
6 | equipment adequacy elements. | ||||||
7 | "Core subject" means mathematics; science; reading, | ||||||
8 | English, writing, and language arts; history and social | ||||||
9 | studies; world languages; and subjects taught as Advanced | ||||||
10 | Placement in high schools. | ||||||
11 | "Core teacher" means a regular classroom teacher in | ||||||
12 | elementary schools and teachers of a core subject in middle | ||||||
13 | and high schools. | ||||||
14 | "Core Intervention teacher (tutor)" means a licensed | ||||||
15 | teacher providing one-on-one or small group tutoring to | ||||||
16 | students struggling to meet proficiency in core subjects. | ||||||
17 | "CPPRT" means corporate personal property replacement | ||||||
18 | tax funds paid to an Organizational Unit during the | ||||||
19 | calendar year one year before the calendar year in which a | ||||||
20 | school year begins, pursuant to "An Act in relation to the | ||||||
21 | abolition of ad valorem personal property tax and the | ||||||
22 | replacement of revenues lost thereby, and amending and | ||||||
23 | repealing certain Acts and parts of Acts in connection | ||||||
24 | therewith", certified August 14, 1979, as amended (Public | ||||||
25 | Act 81-1st S.S.-1). | ||||||
26 | "EAV" means equalized assessed valuation as defined in |
| |||||||
| |||||||
1 | paragraph (2) of subsection (d) of this Section and | ||||||
2 | calculated in accordance with paragraph (3) of subsection | ||||||
3 | (d) of this Section. | ||||||
4 | "ECI" means the Bureau of Labor Statistics' national | ||||||
5 | employment cost index for civilian workers in educational | ||||||
6 | services in elementary and secondary schools on a | ||||||
7 | cumulative basis for the 12-month calendar year preceding | ||||||
8 | the fiscal year of the Evidence-Based Funding calculation. | ||||||
9 | "EIS Data" means the employment information system | ||||||
10 | data maintained by the State Board on educators within | ||||||
11 | Organizational Units. | ||||||
12 | "Employee benefits" means health, dental, and vision | ||||||
13 | insurance offered to employees of an Organizational Unit, | ||||||
14 | the costs associated with the statutorily required payment | ||||||
15 | of the normal cost of the Organizational Unit's teacher | ||||||
16 | pensions, Social Security employer contributions, and | ||||||
17 | Illinois Municipal Retirement Fund employer contributions. | ||||||
18 | "English learner" or "EL" means a child included in the | ||||||
19 | definition of "English learners" under Section 14C-2 of | ||||||
20 | this Code participating in a program of transitional | ||||||
21 | bilingual education or a transitional program of | ||||||
22 | instruction meeting the requirements and program | ||||||
23 | application procedures of Article 14C of this Code. For the | ||||||
24 | purposes of collecting the number of EL students enrolled, | ||||||
25 | the same collection and calculation methodology as defined | ||||||
26 | above for "ASE" shall apply to English learners, with the |
| |||||||
| |||||||
1 | exception that EL student enrollment shall include | ||||||
2 | students in grades pre-kindergarten through 12. | ||||||
3 | "Essential Elements" means those elements, resources, | ||||||
4 | and educational programs that have been identified through | ||||||
5 | academic research as necessary to improve student success, | ||||||
6 | improve academic performance, close achievement gaps, and | ||||||
7 | provide for other per student costs related to the delivery | ||||||
8 | and leadership of the Organizational Unit, as well as the | ||||||
9 | maintenance and operations of the unit, and which are | ||||||
10 | specified in paragraph (2) of subsection (b) of this | ||||||
11 | Section. | ||||||
12 | "Evidence-Based Funding" means State funding provided | ||||||
13 | to an Organizational Unit pursuant to this Section. | ||||||
14 | "Extended day" means academic and enrichment programs | ||||||
15 | provided to students outside the regular school day before | ||||||
16 | and after school or during non-instructional times during | ||||||
17 | the school day. | ||||||
18 | "Extension Limitation Ratio" means a numerical ratio | ||||||
19 | in which the numerator is the Base Tax Year's Extension and | ||||||
20 | the denominator is the Preceding Tax Year's Extension. | ||||||
21 | "Final Percent of Adequacy" is defined in paragraph (4) | ||||||
22 | of subsection (f) of this Section. | ||||||
23 | "Final Resources" is defined in paragraph (3) of | ||||||
24 | subsection (f) of this Section. | ||||||
25 | "Full-time equivalent" or "FTE" means the full-time | ||||||
26 | equivalency compensation for staffing the relevant |
| |||||||
| |||||||
1 | position at an Organizational Unit. | ||||||
2 | "Funding Gap" is defined in paragraph (1) of subsection | ||||||
3 | (g). | ||||||
4 | "Guidance counselor" means a licensed guidance | ||||||
5 | counselor who provides guidance and counseling support for | ||||||
6 | students within an Organizational Unit. | ||||||
7 | "Hybrid District" means a partial elementary unit | ||||||
8 | district created pursuant to Article 11E of this Code. | ||||||
9 | "Instructional assistant" means a core or special | ||||||
10 | education, non-licensed employee who assists a teacher in | ||||||
11 | the classroom and provides academic support to students. | ||||||
12 | "Instructional facilitator" means a qualified teacher | ||||||
13 | or licensed teacher leader who facilitates and coaches | ||||||
14 | continuous improvement in classroom instruction; provides | ||||||
15 | instructional support to teachers in the elements of | ||||||
16 | research-based instruction or demonstrates the alignment | ||||||
17 | of instruction with curriculum standards and assessment | ||||||
18 | tools; develops or coordinates instructional programs or | ||||||
19 | strategies; develops and implements training; chooses | ||||||
20 | standards-based instructional materials; provides teachers | ||||||
21 | with an understanding of current research; serves as a | ||||||
22 | mentor, site coach, curriculum specialist, or lead | ||||||
23 | teacher; or otherwise works with fellow teachers, in | ||||||
24 | collaboration, to use data to improve instructional | ||||||
25 | practice or develop model lessons. | ||||||
26 | "Instructional materials" means relevant instructional |
| |||||||
| |||||||
1 | materials for student instruction, including, but not | ||||||
2 | limited to, textbooks, consumable workbooks, laboratory | ||||||
3 | equipment, library books, and other similar materials. | ||||||
4 | "Laboratory School" means a public school that is | ||||||
5 | created and operated by a public university and approved by | ||||||
6 | the State Board. | ||||||
7 | "Librarian" means a teacher with an endorsement as a | ||||||
8 | library information specialist or another individual whose | ||||||
9 | primary responsibility is overseeing library resources | ||||||
10 | within an Organizational Unit. | ||||||
11 | "Limiting rate for Hybrid Districts" means the | ||||||
12 | combined elementary school and high school limiting rates. | ||||||
13 | "Local Capacity" is defined in paragraph (1) of | ||||||
14 | subsection (c) of this Section. | ||||||
15 | "Local Capacity Percentage" is defined in subparagraph | ||||||
16 | (A) of paragraph (2) of subsection (c) of this Section. | ||||||
17 | "Local Capacity Ratio" is defined in subparagraph (B) | ||||||
18 | of paragraph (2) of subsection (c) of this Section. | ||||||
19 | "Local Capacity Target" is defined in paragraph (2) of | ||||||
20 | subsection (c) of this Section. | ||||||
21 | "Low-Income Count" means, for an Organizational Unit | ||||||
22 | in a fiscal year, the higher of the average number of | ||||||
23 | students for the prior school year or the immediately | ||||||
24 | preceding 3 school years who, as of July 1 of the | ||||||
25 | immediately preceding fiscal year (as determined by the | ||||||
26 | Department of Human Services), are eligible for at least |
| |||||||
| |||||||
1 | one of the following low-income programs: Medicaid, the | ||||||
2 | Children's Health Insurance Program, Temporary Assistance | ||||||
3 | for Needy Families (TANF), or the Supplemental Nutrition | ||||||
4 | Assistance Program, excluding pupils who are eligible for | ||||||
5 | services provided by the Department of Children and Family | ||||||
6 | Services. Until such time that grade level low-income | ||||||
7 | populations become available, grade level low-income | ||||||
8 | populations shall be determined by applying the low-income | ||||||
9 | percentage to total student enrollments by grade level. The | ||||||
10 | low-income percentage is determined by dividing the | ||||||
11 | Low-Income Count by the Average Student Enrollment. The | ||||||
12 | low-income percentage for programs operated by a regional | ||||||
13 | office of education or an intermediate service center must | ||||||
14 | be set to the weighted average of the low-income | ||||||
15 | percentages of all of the school districts in the service | ||||||
16 | region. The weighted low-income percentage is the result of | ||||||
17 | multiplying the low-income percentage of each school | ||||||
18 | district served by the regional office of education or | ||||||
19 | intermediate service center by each school district's | ||||||
20 | Average Student Enrollment, summarizing those products and | ||||||
21 | dividing the total by the total Average Student Enrollment | ||||||
22 | for the service region. | ||||||
23 | "Maintenance and operations" means custodial services, | ||||||
24 | facility and ground maintenance, facility operations, | ||||||
25 | facility security, routine facility repairs, and other | ||||||
26 | similar services and functions. |
| |||||||
| |||||||
1 | "Minimum Funding Level" is defined in paragraph (9) of | ||||||
2 | subsection (g) of this Section. | ||||||
3 | "New Property Tax Relief Pool Funds" means, for any | ||||||
4 | given fiscal year, all State funds appropriated under | ||||||
5 | Section 2-3.170 of this the School Code. | ||||||
6 | "New State Funds" means, for a given school year, all | ||||||
7 | State funds appropriated for Evidence-Based Funding in | ||||||
8 | excess of the amount needed to fund the Base Funding | ||||||
9 | Minimum for all Organizational Units in that school year. | ||||||
10 | "Net State Contribution Target" means, for a given | ||||||
11 | school year, the amount of State funds that would be | ||||||
12 | necessary to fully meet the Adequacy Target of an | ||||||
13 | Operational Unit minus the Preliminary Resources available | ||||||
14 | to each unit. | ||||||
15 | "Nurse" means an individual licensed as a certified | ||||||
16 | school nurse, in accordance with the rules established for | ||||||
17 | nursing services by the State Board, who is an employee of | ||||||
18 | and is available to provide health care-related services | ||||||
19 | for students of an Organizational Unit. | ||||||
20 | "Operating Tax Rate" means the rate utilized in the | ||||||
21 | previous year to extend property taxes for all purposes, | ||||||
22 | except Bond and Interest, Summer School, Rent, Capital | ||||||
23 | Improvement, and Vocational Education Building purposes. | ||||||
24 | For Hybrid Districts, the Operating Tax Rate shall be the | ||||||
25 | combined elementary and high school rates utilized in the | ||||||
26 | previous year to extend property taxes for all purposes, |
| |||||||
| |||||||
1 | except Bond and Interest, Summer School, Rent, Capital | ||||||
2 | Improvement, and Vocational Education Building purposes. | ||||||
3 | "Organizational Unit" means a Laboratory School or any | ||||||
4 | public school district that is recognized as such by the | ||||||
5 | State Board and that contains elementary schools typically | ||||||
6 | serving kindergarten through 5th grades, middle schools | ||||||
7 | typically serving 6th through 8th grades, high schools | ||||||
8 | typically serving 9th through 12th grades, a program | ||||||
9 | established under Section 2-3.66 or 2-3.41, or a program | ||||||
10 | operated by a regional office of education or an | ||||||
11 | intermediate service center under Article 13A or 13B. The | ||||||
12 | General Assembly acknowledges that the actual grade levels | ||||||
13 | served by a particular Organizational Unit may vary | ||||||
14 | slightly from what is typical. | ||||||
15 | "Organizational Unit CWI" is determined by calculating | ||||||
16 | the CWI in the region and original county in which an | ||||||
17 | Organizational Unit's primary administrative office is | ||||||
18 | located as set forth in this paragraph, provided that if | ||||||
19 | the Organizational Unit CWI as calculated in accordance | ||||||
20 | with this paragraph is less than 0.9, the Organizational | ||||||
21 | Unit CWI shall be increased to 0.9. Each county's current | ||||||
22 | CWI value shall be adjusted based on the CWI value of that | ||||||
23 | county's neighboring Illinois counties, to create a | ||||||
24 | "weighted adjusted index value". This shall be calculated | ||||||
25 | by summing the CWI values of all of a county's adjacent | ||||||
26 | Illinois counties and dividing by the number of adjacent |
| |||||||
| |||||||
1 | Illinois counties, then taking the weighted value of the | ||||||
2 | original county's CWI value and the adjacent Illinois | ||||||
3 | county average. To calculate this weighted value, if the | ||||||
4 | number of adjacent Illinois counties is greater than 2, the | ||||||
5 | original county's CWI value will be weighted at 0.25 and | ||||||
6 | the adjacent Illinois county average will be weighted at | ||||||
7 | 0.75. If the number of adjacent Illinois counties is 2, the | ||||||
8 | original county's CWI value will be weighted at 0.33 and | ||||||
9 | the adjacent Illinois county average will be weighted at | ||||||
10 | 0.66. The greater of the county's current CWI value and its | ||||||
11 | weighted adjusted index value shall be used as the | ||||||
12 | Organizational Unit CWI. | ||||||
13 | "Preceding Tax Year" means the property tax levy year | ||||||
14 | immediately preceding the Base Tax Year. | ||||||
15 | "Preceding Tax Year's Extension" means the product of | ||||||
16 | the equalized assessed valuation utilized by the county | ||||||
17 | clerk in the Preceding Tax Year multiplied by the Operating | ||||||
18 | Tax Rate. | ||||||
19 | "Preliminary Percent of Adequacy" is defined in | ||||||
20 | paragraph (2) of subsection (f) of this Section. | ||||||
21 | "Preliminary Resources" is defined in paragraph (2) of | ||||||
22 | subsection (f) of this Section. | ||||||
23 | "Principal" means a school administrator duly endorsed | ||||||
24 | to be employed as a principal in this State. | ||||||
25 | "Professional development" means training programs for | ||||||
26 | licensed staff in schools, including, but not limited to, |
| |||||||
| |||||||
1 | programs that assist in implementing new curriculum | ||||||
2 | programs, provide data focused or academic assessment data | ||||||
3 | training to help staff identify a student's weaknesses and | ||||||
4 | strengths, target interventions, improve instruction, | ||||||
5 | encompass instructional strategies for English learner, | ||||||
6 | gifted, or at-risk students, address inclusivity, cultural | ||||||
7 | sensitivity, or implicit bias, or otherwise provide | ||||||
8 | professional support for licensed staff. | ||||||
9 | "Prototypical" means 450 special education | ||||||
10 | pre-kindergarten and kindergarten through grade 5 students | ||||||
11 | for an elementary school, 450 grade 6 through 8 students | ||||||
12 | for a middle school, and 600 grade 9 through 12 students | ||||||
13 | for a high school. | ||||||
14 | "PTELL" means the Property Tax Extension Limitation | ||||||
15 | Law. | ||||||
16 | "PTELL EAV" is defined in paragraph (4) of subsection | ||||||
17 | (d) of this Section. | ||||||
18 | "Pupil support staff" means a nurse, psychologist, | ||||||
19 | social worker, family liaison personnel, or other staff | ||||||
20 | member who provides support to at-risk or struggling | ||||||
21 | students. | ||||||
22 | "Real Receipts" is defined in paragraph (1) of | ||||||
23 | subsection (d) of this Section. | ||||||
24 | "Regionalization Factor" means, for a particular | ||||||
25 | Organizational Unit, the figure derived by dividing the | ||||||
26 | Organizational Unit CWI by the Statewide Weighted CWI. |
| |||||||
| |||||||
1 | "School site staff" means the primary school secretary | ||||||
2 | and any additional clerical personnel assigned to a school. | ||||||
3 | "Special education" means special educational | ||||||
4 | facilities and services, as defined in Section 14-1.08 of | ||||||
5 | this Code. | ||||||
6 | "Special Education Allocation" means the amount of an | ||||||
7 | Organizational Unit's final Adequacy Target attributable | ||||||
8 | to special education divided by the Organizational Unit's | ||||||
9 | final Adequacy Target, the product of which shall be | ||||||
10 | multiplied by the amount of new funding received pursuant | ||||||
11 | to this Section. An Organizational Unit's final Adequacy | ||||||
12 | Target attributable to special education shall include all | ||||||
13 | special education investment adequacy elements. | ||||||
14 | "Specialist teacher" means a teacher who provides | ||||||
15 | instruction in subject areas not included in core subjects, | ||||||
16 | including, but not limited to, art, music, physical | ||||||
17 | education, health, driver education, career-technical | ||||||
18 | education, and such other subject areas as may be mandated | ||||||
19 | by State law or provided by an Organizational Unit. | ||||||
20 | "Specially Funded Unit" means an Alternative School, | ||||||
21 | safe school, Department of Juvenile Justice school, | ||||||
22 | special education cooperative or entity recognized by the | ||||||
23 | State Board as a special education cooperative, | ||||||
24 | State-approved charter school, or alternative learning | ||||||
25 | opportunities program that received direct funding from | ||||||
26 | the State Board during the 2016-2017 school year through |
| |||||||
| |||||||
1 | any of the funding sources included within the calculation | ||||||
2 | of the Base Funding Minimum or Glenwood Academy. | ||||||
3 | "Supplemental Grant Funding" means supplemental | ||||||
4 | general State aid funding received by an Organizational | ||||||
5 | Unit during the 2016-2017 school year pursuant to | ||||||
6 | subsection (H) of Section 18-8.05 of this Code (now | ||||||
7 | repealed). | ||||||
8 | "State Adequacy Level" is the sum of the Adequacy | ||||||
9 | Targets of all Organizational Units. | ||||||
10 | "State Board" means the State Board of Education. | ||||||
11 | "State Superintendent" means the State Superintendent | ||||||
12 | of Education. | ||||||
13 | "Statewide Weighted CWI" means a figure determined by | ||||||
14 | multiplying each Organizational Unit CWI times the ASE for | ||||||
15 | that Organizational Unit creating a weighted value, | ||||||
16 | summing all Organizational Units' weighted values, and | ||||||
17 | dividing by the total ASE of all Organizational Units, | ||||||
18 | thereby creating an average weighted index. | ||||||
19 | "Student activities" means non-credit producing | ||||||
20 | after-school programs, including, but not limited to, | ||||||
21 | clubs, bands, sports, and other activities authorized by | ||||||
22 | the school board of the Organizational Unit. | ||||||
23 | "Substitute teacher" means an individual teacher or | ||||||
24 | teaching assistant who is employed by an Organizational | ||||||
25 | Unit and is temporarily serving the Organizational Unit on | ||||||
26 | a per diem or per period-assignment basis to replace |
| |||||||
| |||||||
1 | another staff member. | ||||||
2 | "Summer school" means academic and enrichment programs | ||||||
3 | provided to students during the summer months outside of | ||||||
4 | the regular school year. | ||||||
5 | "Supervisory aide" means a non-licensed staff member | ||||||
6 | who helps in supervising students of an Organizational | ||||||
7 | Unit, but does so outside of the classroom, in situations | ||||||
8 | such as, but not limited to, monitoring hallways and | ||||||
9 | playgrounds, supervising lunchrooms, or supervising | ||||||
10 | students when being transported in buses serving the | ||||||
11 | Organizational Unit. | ||||||
12 | "Target Ratio" is defined in paragraph (4) of | ||||||
13 | subsection (g). | ||||||
14 | "Tier 1", "Tier 2", "Tier 3", and "Tier 4" are defined | ||||||
15 | in paragraph (3) of subsection (g). | ||||||
16 | "Tier 1 Aggregate Funding", "Tier 2 Aggregate | ||||||
17 | Funding", "Tier 3 Aggregate Funding", and "Tier 4 Aggregate | ||||||
18 | Funding" are defined in paragraph (1) of subsection (g). | ||||||
19 | (b) Adequacy Target calculation. | ||||||
20 | (1) Each Organizational Unit's Adequacy Target is the | ||||||
21 | sum of the Organizational Unit's cost of providing | ||||||
22 | Essential Elements, as calculated in accordance with this | ||||||
23 | subsection (b), with the salary amounts in the Essential | ||||||
24 | Elements multiplied by a Regionalization Factor calculated | ||||||
25 | pursuant to paragraph (3) of this subsection (b). | ||||||
26 | (2) The Essential Elements are attributable on a pro |
| |||||||
| |||||||
1 | rata basis related to defined subgroups of the ASE of each | ||||||
2 | Organizational Unit as specified in this paragraph (2), | ||||||
3 | with investments and FTE positions pro rata funded based on | ||||||
4 | ASE counts in excess of or less than the thresholds set | ||||||
5 | forth in this paragraph (2). The method for calculating | ||||||
6 | attributable pro rata costs and the defined subgroups | ||||||
7 | thereto are as follows: | ||||||
8 | (A) Core class size investments. Each | ||||||
9 | Organizational Unit shall receive the funding required | ||||||
10 | to support that number of FTE core teacher positions as | ||||||
11 | is needed to keep the respective class sizes of the | ||||||
12 | Organizational Unit to the following maximum numbers: | ||||||
13 | (i) For grades kindergarten through 3, the | ||||||
14 | Organizational Unit shall receive funding required | ||||||
15 | to support one FTE core teacher position for every | ||||||
16 | 15 Low-Income Count students in those grades and | ||||||
17 | one FTE core teacher position for every 20 | ||||||
18 | non-Low-Income Count students in those grades. | ||||||
19 | (ii) For grades 4 through 12, the | ||||||
20 | Organizational Unit shall receive funding required | ||||||
21 | to support one FTE core teacher position for every | ||||||
22 | 20 Low-Income Count students in those grades and | ||||||
23 | one FTE core teacher position for every 25 | ||||||
24 | non-Low-Income Count students in those grades. | ||||||
25 | The number of non-Low-Income Count students in a | ||||||
26 | grade shall be determined by subtracting the |
| |||||||
| |||||||
1 | Low-Income students in that grade from the ASE of the | ||||||
2 | Organizational Unit for that grade. | ||||||
3 | (B) Specialist teacher investments. Each | ||||||
4 | Organizational Unit shall receive the funding needed | ||||||
5 | to cover that number of FTE specialist teacher | ||||||
6 | positions that correspond to the following | ||||||
7 | percentages: | ||||||
8 | (i) if the Organizational Unit operates an | ||||||
9 | elementary or middle school, then 20.00% of the | ||||||
10 | number of the Organizational Unit's core teachers, | ||||||
11 | as determined under subparagraph (A) of this | ||||||
12 | paragraph (2); and | ||||||
13 | (ii) if such Organizational Unit operates a | ||||||
14 | high school, then 33.33% of the number of the | ||||||
15 | Organizational Unit's core teachers. | ||||||
16 | (C) Instructional facilitator investments. Each | ||||||
17 | Organizational Unit shall receive the funding needed | ||||||
18 | to cover one FTE instructional facilitator position | ||||||
19 | for every 200 combined ASE of pre-kindergarten | ||||||
20 | children with disabilities and all kindergarten | ||||||
21 | through grade 12 students of the Organizational Unit. | ||||||
22 | (D) Core intervention teacher (tutor) investments. | ||||||
23 | Each Organizational Unit shall receive the funding | ||||||
24 | needed to cover one FTE teacher position for each | ||||||
25 | prototypical elementary, middle, and high school. | ||||||
26 | (E) Substitute teacher investments. Each |
| |||||||
| |||||||
1 | Organizational Unit shall receive the funding needed | ||||||
2 | to cover substitute teacher costs that is equal to | ||||||
3 | 5.70% of the minimum pupil attendance days required | ||||||
4 | under Section 10-19 of this Code for all full-time | ||||||
5 | equivalent core, specialist, and intervention | ||||||
6 | teachers, school nurses, special education teachers | ||||||
7 | and instructional assistants, instructional | ||||||
8 | facilitators, and summer school and extended day | ||||||
9 | teacher positions, as determined under this paragraph | ||||||
10 | (2), at a salary rate of 33.33% of the average salary | ||||||
11 | for grade K through 12 teachers and 33.33% of the | ||||||
12 | average salary of each instructional assistant | ||||||
13 | position. | ||||||
14 | (F) Core guidance counselor investments. Each | ||||||
15 | Organizational Unit shall receive the funding needed | ||||||
16 | to cover one FTE guidance counselor for each 450 | ||||||
17 | combined ASE of pre-kindergarten children with | ||||||
18 | disabilities and all kindergarten through grade 5 | ||||||
19 | students, plus one FTE guidance counselor for each 250 | ||||||
20 | grades 6 through 8 ASE middle school students, plus one | ||||||
21 | FTE guidance counselor for each 250 grades 9 through 12 | ||||||
22 | ASE high school students. | ||||||
23 | (G) Nurse investments. Each Organizational Unit | ||||||
24 | shall receive the funding needed to cover one FTE nurse | ||||||
25 | for each 750 combined ASE of pre-kindergarten children | ||||||
26 | with disabilities and all kindergarten through grade |
| |||||||
| |||||||
1 | 12 students across all grade levels it serves. | ||||||
2 | (H) Supervisory aide investments. Each | ||||||
3 | Organizational Unit shall receive the funding needed | ||||||
4 | to cover one FTE for each 225 combined ASE of | ||||||
5 | pre-kindergarten children with disabilities and all | ||||||
6 | kindergarten through grade 5 students, plus one FTE for | ||||||
7 | each 225 ASE middle school students, plus one FTE for | ||||||
8 | each 200 ASE high school students. | ||||||
9 | (I) Librarian investments. Each Organizational | ||||||
10 | Unit shall receive the funding needed to cover one FTE | ||||||
11 | librarian for each prototypical elementary school, | ||||||
12 | middle school, and high school and one FTE aide or | ||||||
13 | media technician for every 300 combined ASE of | ||||||
14 | pre-kindergarten children with disabilities and all | ||||||
15 | kindergarten through grade 12 students. | ||||||
16 | (J) Principal investments. Each Organizational | ||||||
17 | Unit shall receive the funding needed to cover one FTE | ||||||
18 | principal position for each prototypical elementary | ||||||
19 | school, plus one FTE principal position for each | ||||||
20 | prototypical middle school, plus one FTE principal | ||||||
21 | position for each prototypical high school. | ||||||
22 | (K) Assistant principal investments. Each | ||||||
23 | Organizational Unit shall receive the funding needed | ||||||
24 | to cover one FTE assistant principal position for each | ||||||
25 | prototypical elementary school, plus one FTE assistant | ||||||
26 | principal position for each prototypical middle |
| |||||||
| |||||||
1 | school, plus one FTE assistant principal position for | ||||||
2 | each prototypical high school. | ||||||
3 | (L) School site staff investments. Each | ||||||
4 | Organizational Unit shall receive the funding needed | ||||||
5 | for one FTE position for each 225 ASE of | ||||||
6 | pre-kindergarten children with disabilities and all | ||||||
7 | kindergarten through grade 5 students, plus one FTE | ||||||
8 | position for each 225 ASE middle school students, plus | ||||||
9 | one FTE position for each 200 ASE high school students. | ||||||
10 | (M) Gifted investments. Each Organizational Unit | ||||||
11 | shall receive $40 per kindergarten through grade 12 | ||||||
12 | ASE. | ||||||
13 | (N) Professional development investments. Each | ||||||
14 | Organizational Unit shall receive $125 per student of | ||||||
15 | the combined ASE of pre-kindergarten children with | ||||||
16 | disabilities and all kindergarten through grade 12 | ||||||
17 | students for trainers and other professional | ||||||
18 | development-related expenses for supplies and | ||||||
19 | materials. | ||||||
20 | (O) Instructional material investments. Each | ||||||
21 | Organizational Unit shall receive $190 per student of | ||||||
22 | the combined ASE of pre-kindergarten children with | ||||||
23 | disabilities and all kindergarten through grade 12 | ||||||
24 | students to cover instructional material costs. | ||||||
25 | (P) Assessment investments. Each Organizational | ||||||
26 | Unit shall receive $25 per student of the combined ASE |
| |||||||
| |||||||
1 | of pre-kindergarten children with disabilities and all | ||||||
2 | kindergarten through grade 12 students to cover | ||||||
3 | assessment costs. | ||||||
4 | (Q) Computer technology and equipment investments. | ||||||
5 | Each Organizational Unit shall receive $285.50 per | ||||||
6 | student of the combined ASE of pre-kindergarten | ||||||
7 | children with disabilities and all kindergarten | ||||||
8 | through grade 12 students to cover computer technology | ||||||
9 | and equipment costs. For the 2018-2019 school year and | ||||||
10 | subsequent school years, Organizational Units assigned | ||||||
11 | to Tier 1 and Tier 2 in the prior school year shall | ||||||
12 | receive an additional $285.50 per student of the | ||||||
13 | combined ASE of pre-kindergarten children with | ||||||
14 | disabilities and all kindergarten through grade 12 | ||||||
15 | students to cover computer technology and equipment | ||||||
16 | costs in the Organizational Unit's Adequacy Target. | ||||||
17 | The State Board may establish additional requirements | ||||||
18 | for Organizational Unit expenditures of funds received | ||||||
19 | pursuant to this subparagraph (Q), including a | ||||||
20 | requirement that funds received pursuant to this | ||||||
21 | subparagraph (Q) may be used only for serving the | ||||||
22 | technology needs of the district. It is the intent of | ||||||
23 | Public Act 100-465 that all Tier 1 and Tier 2 districts | ||||||
24 | receive the addition to their Adequacy Target in the | ||||||
25 | following year, subject to compliance with the | ||||||
26 | requirements of the State Board. |
| |||||||
| |||||||
1 | (R) Student activities investments. Each | ||||||
2 | Organizational Unit shall receive the following | ||||||
3 | funding amounts to cover student activities: $100 per | ||||||
4 | kindergarten through grade 5 ASE student in elementary | ||||||
5 | school, plus $200 per ASE student in middle school, | ||||||
6 | plus $675 per ASE student in high school. | ||||||
7 | (S) Maintenance and operations investments. Each | ||||||
8 | Organizational Unit shall receive $1,038 per student | ||||||
9 | of the combined ASE of pre-kindergarten children with | ||||||
10 | disabilities and all kindergarten through grade 12 | ||||||
11 | students for day-to-day maintenance and operations | ||||||
12 | expenditures, including salary, supplies, and | ||||||
13 | materials, as well as purchased services, but | ||||||
14 | excluding employee benefits. The proportion of salary | ||||||
15 | for the application of a Regionalization Factor and the | ||||||
16 | calculation of benefits is equal to $352.92. | ||||||
17 | (T) Central office investments. Each | ||||||
18 | Organizational Unit shall receive $742 per student of | ||||||
19 | the combined ASE of pre-kindergarten children with | ||||||
20 | disabilities and all kindergarten through grade 12 | ||||||
21 | students to cover central office operations, including | ||||||
22 | administrators and classified personnel charged with | ||||||
23 | managing the instructional programs, business and | ||||||
24 | operations of the school district, and security | ||||||
25 | personnel. The proportion of salary for the | ||||||
26 | application of a Regionalization Factor and the |
| |||||||
| |||||||
1 | calculation of benefits is equal to $368.48. | ||||||
2 | (U) Employee benefit investments. Each | ||||||
3 | Organizational Unit shall receive 30% of the total of | ||||||
4 | all salary-calculated elements of the Adequacy Target, | ||||||
5 | excluding substitute teachers and student activities | ||||||
6 | investments, to cover benefit costs. For central | ||||||
7 | office and maintenance and operations investments, the | ||||||
8 | benefit calculation shall be based upon the salary | ||||||
9 | proportion of each investment. If at any time the | ||||||
10 | responsibility for funding the employer normal cost of | ||||||
11 | teacher pensions is assigned to school districts, then | ||||||
12 | that amount certified by the Teachers' Retirement | ||||||
13 | System of the State of Illinois to be paid by the | ||||||
14 | Organizational Unit for the preceding school year | ||||||
15 | shall be added to the benefit investment. For any | ||||||
16 | fiscal year in which a school district organized under | ||||||
17 | Article 34 of this Code is responsible for paying the | ||||||
18 | employer normal cost of teacher pensions, then that | ||||||
19 | amount of its employer normal cost plus the amount for | ||||||
20 | retiree health insurance as certified by the Public | ||||||
21 | School Teachers' Pension and Retirement Fund of | ||||||
22 | Chicago to be paid by the school district for the | ||||||
23 | preceding school year that is statutorily required to | ||||||
24 | cover employer normal costs and the amount for retiree | ||||||
25 | health insurance shall be added to the 30% specified in | ||||||
26 | this subparagraph (U). The Teachers' Retirement System |
| |||||||
| |||||||
1 | of the State of Illinois and the Public School | ||||||
2 | Teachers' Pension and Retirement Fund of Chicago shall | ||||||
3 | submit such information as the State Superintendent | ||||||
4 | may require for the calculations set forth in this | ||||||
5 | subparagraph (U). | ||||||
6 | (V) Additional investments in low-income students. | ||||||
7 | In addition to and not in lieu of all other funding | ||||||
8 | under this paragraph (2), each Organizational Unit | ||||||
9 | shall receive funding based on the average teacher | ||||||
10 | salary for grades K through 12 to cover the costs of: | ||||||
11 | (i) one FTE intervention teacher (tutor) | ||||||
12 | position for every 125 Low-Income Count students; | ||||||
13 | (ii) one FTE pupil support staff position for | ||||||
14 | every 125 Low-Income Count students; | ||||||
15 | (iii) one FTE extended day teacher position | ||||||
16 | for every 120 Low-Income Count students; and | ||||||
17 | (iv) one FTE summer school teacher position | ||||||
18 | for every 120 Low-Income Count students. | ||||||
19 | (W) Additional investments in English learner | ||||||
20 | students. In addition to and not in lieu of all other | ||||||
21 | funding under this paragraph (2), each Organizational | ||||||
22 | Unit shall receive funding based on the average teacher | ||||||
23 | salary for grades K through 12 to cover the costs of: | ||||||
24 | (i) one FTE intervention teacher (tutor) | ||||||
25 | position for every 125 English learner students; | ||||||
26 | (ii) one FTE pupil support staff position for |
| |||||||
| |||||||
1 | every 125 English learner students; | ||||||
2 | (iii) one FTE extended day teacher position | ||||||
3 | for every 120 English learner students; | ||||||
4 | (iv) one FTE summer school teacher position | ||||||
5 | for every 120 English learner students; and | ||||||
6 | (v) one FTE core teacher position for every 100 | ||||||
7 | English learner students. | ||||||
8 | (X) Special education investments. Each | ||||||
9 | Organizational Unit shall receive funding based on the | ||||||
10 | average teacher salary for grades K through 12 to cover | ||||||
11 | special education as follows: | ||||||
12 | (i) one FTE teacher position for every 141 | ||||||
13 | combined ASE of pre-kindergarten children with | ||||||
14 | disabilities and all kindergarten through grade 12 | ||||||
15 | students; | ||||||
16 | (ii) one FTE instructional assistant for every | ||||||
17 | 141 combined ASE of pre-kindergarten children with | ||||||
18 | disabilities and all kindergarten through grade 12 | ||||||
19 | students; and | ||||||
20 | (iii) one FTE psychologist position for every | ||||||
21 | 1,000 combined ASE of pre-kindergarten children | ||||||
22 | with disabilities and all kindergarten through | ||||||
23 | grade 12 students. | ||||||
24 | (3) For calculating the salaries included within the | ||||||
25 | Essential Elements, the State Superintendent shall | ||||||
26 | annually calculate average salaries to the nearest dollar |
| |||||||
| |||||||
1 | using the employment information system data maintained by | ||||||
2 | the State Board, limited to public schools only and | ||||||
3 | excluding special education and vocational cooperatives, | ||||||
4 | schools operated by the Department of Juvenile Justice, and | ||||||
5 | charter schools, for the following positions: | ||||||
6 | (A) Teacher for grades K through 8. | ||||||
7 | (B) Teacher for grades 9 through 12. | ||||||
8 | (C) Teacher for grades K through 12. | ||||||
9 | (D) Guidance counselor for grades K through 8. | ||||||
10 | (E) Guidance counselor for grades 9 through 12. | ||||||
11 | (F) Guidance counselor for grades K through 12. | ||||||
12 | (G) Social worker. | ||||||
13 | (H) Psychologist. | ||||||
14 | (I) Librarian. | ||||||
15 | (J) Nurse. | ||||||
16 | (K) Principal. | ||||||
17 | (L) Assistant principal. | ||||||
18 | For the purposes of this paragraph (3), "teacher" | ||||||
19 | includes core teachers, specialist and elective teachers, | ||||||
20 | instructional facilitators, tutors, special education | ||||||
21 | teachers, pupil support staff teachers, English learner | ||||||
22 | teachers, extended day teachers, and summer school | ||||||
23 | teachers. Where specific grade data is not required for the | ||||||
24 | Essential Elements, the average salary for corresponding | ||||||
25 | positions shall apply. For substitute teachers, the | ||||||
26 | average teacher salary for grades K through 12 shall apply. |
| |||||||
| |||||||
1 | For calculating the salaries included within the | ||||||
2 | Essential Elements for positions not included within EIS | ||||||
3 | Data, the following salaries shall be used in the first | ||||||
4 | year of implementation of Evidence-Based Funding: | ||||||
5 | (i) school site staff, $30,000; and | ||||||
6 | (ii) non-instructional assistant, instructional | ||||||
7 | assistant, library aide, library media tech, or | ||||||
8 | supervisory aide: $25,000. | ||||||
9 | In the second and subsequent years of implementation of | ||||||
10 | Evidence-Based Funding, the amounts in items (i) and (ii) | ||||||
11 | of this paragraph (3) shall annually increase by the ECI. | ||||||
12 | The salary amounts for the Essential Elements | ||||||
13 | determined pursuant to subparagraphs (A) through (L), (S) | ||||||
14 | and (T), and (V) through (X) of paragraph (2) of subsection | ||||||
15 | (b) of this Section shall be multiplied by a | ||||||
16 | Regionalization Factor. | ||||||
17 | (c) Local Capacity calculation. | ||||||
18 | (1) Each Organizational Unit's Local Capacity | ||||||
19 | represents an amount of funding it is assumed to contribute | ||||||
20 | toward its Adequacy Target for purposes of the | ||||||
21 | Evidence-Based Funding formula calculation. "Local | ||||||
22 | Capacity" means either (i) the Organizational Unit's Local | ||||||
23 | Capacity Target as calculated in accordance with paragraph | ||||||
24 | (2) of this subsection (c) if its Real Receipts are equal | ||||||
25 | to or less than its Local Capacity Target or (ii) the | ||||||
26 | Organizational Unit's Adjusted Local Capacity, as |
| |||||||
| |||||||
1 | calculated in accordance with paragraph (3) of this | ||||||
2 | subsection (c) if Real Receipts are more than its Local | ||||||
3 | Capacity Target. | ||||||
4 | (2) "Local Capacity Target" means, for an | ||||||
5 | Organizational Unit, that dollar amount that is obtained by | ||||||
6 | multiplying its Adequacy Target by its Local Capacity | ||||||
7 | Ratio. | ||||||
8 | (A) An Organizational Unit's Local Capacity | ||||||
9 | Percentage is the conversion of the Organizational | ||||||
10 | Unit's Local Capacity Ratio, as such ratio is | ||||||
11 | determined in accordance with subparagraph (B) of this | ||||||
12 | paragraph (2), into a cumulative distribution | ||||||
13 | resulting in a percentile ranking to determine each | ||||||
14 | Organizational Unit's relative position to all other | ||||||
15 | Organizational Units in this State. The calculation of | ||||||
16 | Local Capacity Percentage is described in subparagraph | ||||||
17 | (C) of this paragraph (2). | ||||||
18 | (B) An Organizational Unit's Local Capacity Ratio | ||||||
19 | in a given year is the percentage obtained by dividing | ||||||
20 | its Adjusted EAV or PTELL EAV, whichever is less, by | ||||||
21 | its Adequacy Target, with the resulting ratio further | ||||||
22 | adjusted as follows: | ||||||
23 | (i) for Organizational Units serving grades | ||||||
24 | kindergarten through 12 and Hybrid Districts, no | ||||||
25 | further adjustments shall be made; | ||||||
26 | (ii) for Organizational Units serving grades |
| |||||||
| |||||||
1 | kindergarten through 8, the ratio shall be | ||||||
2 | multiplied by 9/13; | ||||||
3 | (iii) for Organizational Units serving grades | ||||||
4 | 9 through 12, the Local Capacity Ratio shall be | ||||||
5 | multiplied by 4/13; and | ||||||
6 | (iv) for an Organizational Unit with a | ||||||
7 | different grade configuration than those specified | ||||||
8 | in items (i) through (iii) of this subparagraph | ||||||
9 | (B), the State Superintendent shall determine a | ||||||
10 | comparable adjustment based on the grades served. | ||||||
11 | (C) The Local Capacity Percentage is equal to the | ||||||
12 | percentile ranking of the district. Local Capacity | ||||||
13 | Percentage converts each Organizational Unit's Local | ||||||
14 | Capacity Ratio to a cumulative distribution resulting | ||||||
15 | in a percentile ranking to determine each | ||||||
16 | Organizational Unit's relative position to all other | ||||||
17 | Organizational Units in this State. The Local Capacity | ||||||
18 | Percentage cumulative distribution resulting in a | ||||||
19 | percentile ranking for each Organizational Unit shall | ||||||
20 | be calculated using the standard normal distribution | ||||||
21 | of the score in relation to the weighted mean and | ||||||
22 | weighted standard deviation and Local Capacity Ratios | ||||||
23 | of all Organizational Units. If the value assigned to | ||||||
24 | any Organizational Unit is in excess of 90%, the value | ||||||
25 | shall be adjusted to 90%. For Laboratory Schools, the | ||||||
26 | Local Capacity Percentage shall be set at 10% in
|
| |||||||
| |||||||
1 | recognition of the absence of EAV and resources from | ||||||
2 | the public university that are allocated to
the | ||||||
3 | Laboratory School. For programs operated by a regional | ||||||
4 | office of education or an intermediate service center, | ||||||
5 | the Local Capacity Percentage must be set at 10% in | ||||||
6 | recognition of the absence of EAV and resources from | ||||||
7 | school districts that are allocated to the regional | ||||||
8 | office of education or intermediate service center. | ||||||
9 | The weighted mean for the Local Capacity Percentage | ||||||
10 | shall be determined by multiplying each Organizational | ||||||
11 | Unit's Local Capacity Ratio times the ASE for the unit | ||||||
12 | creating a weighted value, summing the weighted values | ||||||
13 | of all Organizational Units, and dividing by the total | ||||||
14 | ASE of all Organizational Units. The weighted standard | ||||||
15 | deviation shall be determined by taking the square root | ||||||
16 | of the weighted variance of all Organizational Units' | ||||||
17 | Local Capacity Ratio, where the variance is calculated | ||||||
18 | by squaring the difference between each unit's Local | ||||||
19 | Capacity Ratio and the weighted mean, then multiplying | ||||||
20 | the variance for each unit times the ASE for the unit | ||||||
21 | to create a weighted variance for each unit, then | ||||||
22 | summing all units' weighted variance and dividing by | ||||||
23 | the total ASE of all units. | ||||||
24 | (D) For any Organizational Unit, the | ||||||
25 | Organizational Unit's Adjusted Local Capacity Target | ||||||
26 | shall be reduced by either (i) the school board's |
| |||||||
| |||||||
1 | remaining contribution pursuant to paragraph (ii) of | ||||||
2 | subsection (b-4) of Section 16-158 of the Illinois | ||||||
3 | Pension Code in a given year or (ii) the board of | ||||||
4 | education's remaining contribution pursuant to | ||||||
5 | paragraph (iv) of subsection (b) of Section 17-129 of | ||||||
6 | the Illinois Pension Code absent the employer normal | ||||||
7 | cost portion of the required contribution and amount | ||||||
8 | allowed pursuant to subdivision (3) of Section | ||||||
9 | 17-142.1 of the Illinois Pension Code in a given year. | ||||||
10 | In the preceding sentence, item (i) shall be certified | ||||||
11 | to the State Board of Education by the Teachers' | ||||||
12 | Retirement System of the State of Illinois and item | ||||||
13 | (ii) shall be certified to the State Board of Education | ||||||
14 | by the Public School Teachers' Pension and Retirement | ||||||
15 | Fund of the City of Chicago. | ||||||
16 | (3) If an Organizational Unit's Real Receipts are more | ||||||
17 | than its Local Capacity Target, then its Local Capacity | ||||||
18 | shall equal an Adjusted Local Capacity Target as calculated | ||||||
19 | in accordance with this paragraph (3). The Adjusted Local | ||||||
20 | Capacity Target is calculated as the sum of the | ||||||
21 | Organizational Unit's Local Capacity Target and its Real | ||||||
22 | Receipts Adjustment. The Real Receipts Adjustment equals | ||||||
23 | the Organizational Unit's Real Receipts less its Local | ||||||
24 | Capacity Target, with the resulting figure multiplied by | ||||||
25 | the Local Capacity Percentage. | ||||||
26 | As used in this paragraph (3), "Real Percent of |
| |||||||
| |||||||
1 | Adequacy" means the sum of an Organizational Unit's Real | ||||||
2 | Receipts, CPPRT, and Base Funding Minimum, with the | ||||||
3 | resulting figure divided by the Organizational Unit's | ||||||
4 | Adequacy Target. | ||||||
5 | (d) Calculation of Real Receipts, EAV, and Adjusted EAV for | ||||||
6 | purposes of the Local Capacity calculation. | ||||||
7 | (1) An Organizational Unit's Real Receipts are the | ||||||
8 | product of its Applicable Tax Rate and its Adjusted EAV. An | ||||||
9 | Organizational Unit's Applicable Tax Rate is its Adjusted | ||||||
10 | Operating Tax Rate for property within the Organizational | ||||||
11 | Unit. | ||||||
12 | (2) The State Superintendent shall calculate the | ||||||
13 | equalized assessed valuation, or EAV, of all taxable | ||||||
14 | property of each Organizational Unit as of September 30 of | ||||||
15 | the previous year in accordance with paragraph (3) of this | ||||||
16 | subsection (d). The State Superintendent shall then | ||||||
17 | determine the Adjusted EAV of each Organizational Unit in | ||||||
18 | accordance with paragraph (4) of this subsection (d), which | ||||||
19 | Adjusted EAV figure shall be used for the purposes of | ||||||
20 | calculating Local Capacity. | ||||||
21 | (3) To calculate Real Receipts and EAV, the Department | ||||||
22 | of Revenue shall supply to the State Superintendent the | ||||||
23 | value as equalized or assessed by the Department of Revenue | ||||||
24 | of all taxable property of every Organizational Unit, | ||||||
25 | together with (i) the applicable tax rate used in extending | ||||||
26 | taxes for the funds of the Organizational Unit as of |
| |||||||
| |||||||
1 | September 30 of the previous year and (ii) the limiting | ||||||
2 | rate for all Organizational Units subject to property tax | ||||||
3 | extension limitations as imposed under PTELL. | ||||||
4 | (A) The Department of Revenue shall add to the | ||||||
5 | equalized assessed value of all taxable property of | ||||||
6 | each Organizational Unit situated entirely or | ||||||
7 | partially within a county that is or was subject to the | ||||||
8 | provisions of Section 15-176 or 15-177 of the Property | ||||||
9 | Tax Code (i) an amount equal to the total amount by | ||||||
10 | which the homestead exemption allowed under Section | ||||||
11 | 15-176 or 15-177 of the Property Tax Code for real | ||||||
12 | property situated in that Organizational Unit exceeds | ||||||
13 | the total amount that would have been allowed in that | ||||||
14 | Organizational Unit if the maximum reduction under | ||||||
15 | Section 15-176 was (I) $4,500 in Cook County or $3,500 | ||||||
16 | in all other counties in tax year 2003 or (II) $5,000 | ||||||
17 | in all counties in tax year 2004 and thereafter and | ||||||
18 | (ii) an amount equal to the aggregate amount for the | ||||||
19 | taxable year of all additional exemptions under | ||||||
20 | Section 15-175 of the Property Tax Code for owners with | ||||||
21 | a household income of $30,000 or less. The county clerk | ||||||
22 | of any county that is or was subject to the provisions | ||||||
23 | of Section 15-176 or 15-177 of the Property Tax Code | ||||||
24 | shall annually calculate and certify to the Department | ||||||
25 | of Revenue for each Organizational Unit all homestead | ||||||
26 | exemption amounts under Section 15-176 or 15-177 of the |
| |||||||
| |||||||
1 | Property Tax Code and all amounts of additional | ||||||
2 | exemptions under Section 15-175 of the Property Tax | ||||||
3 | Code for owners with a household income of $30,000 or | ||||||
4 | less. It is the intent of this subparagraph (A) that if | ||||||
5 | the general homestead exemption for a parcel of | ||||||
6 | property is determined under Section 15-176 or 15-177 | ||||||
7 | of the Property Tax Code rather than Section 15-175, | ||||||
8 | then the calculation of EAV shall not be affected by | ||||||
9 | the difference, if any, between the amount of the | ||||||
10 | general homestead exemption allowed for that parcel of | ||||||
11 | property under Section 15-176 or 15-177 of the Property | ||||||
12 | Tax Code and the amount that would have been allowed | ||||||
13 | had the general homestead exemption for that parcel of | ||||||
14 | property been determined under Section 15-175 of the | ||||||
15 | Property Tax Code. It is further the intent of this | ||||||
16 | subparagraph (A) that if additional exemptions are | ||||||
17 | allowed under Section 15-175 of the Property Tax Code | ||||||
18 | for owners with a household income of less than | ||||||
19 | $30,000, then the calculation of EAV shall not be | ||||||
20 | affected by the difference, if any, because of those | ||||||
21 | additional exemptions. | ||||||
22 | (B) With respect to any part of an Organizational | ||||||
23 | Unit within a redevelopment project area in respect to | ||||||
24 | which a municipality has adopted tax increment | ||||||
25 | allocation financing pursuant to the Tax Increment | ||||||
26 | Allocation Redevelopment Act, Division 74.4 of Article |
| |||||||
| |||||||
1 | 11 of the Illinois Municipal Code, or the Industrial | ||||||
2 | Jobs Recovery Law, Division 74.6 of Article 11 of the | ||||||
3 | Illinois Municipal Code, no part of the current EAV of | ||||||
4 | real property located in any such project area that is | ||||||
5 | attributable to an increase above the total initial EAV | ||||||
6 | of such property shall be used as part of the EAV of | ||||||
7 | the Organizational Unit, until such time as all | ||||||
8 | redevelopment project costs have been paid, as | ||||||
9 | provided in Section 11-74.4-8 of the Tax Increment | ||||||
10 | Allocation Redevelopment Act or in Section 11-74.6-35 | ||||||
11 | of the Industrial Jobs Recovery Law. For the purpose of | ||||||
12 | the EAV of the Organizational Unit, the total initial | ||||||
13 | EAV or the current EAV, whichever is lower, shall be | ||||||
14 | used until such time as all redevelopment project costs | ||||||
15 | have been paid. | ||||||
16 | (B-5) The real property equalized assessed | ||||||
17 | valuation for a school district shall be adjusted by | ||||||
18 | subtracting from the real property value, as equalized | ||||||
19 | or assessed by the Department of Revenue, for the | ||||||
20 | district an amount computed by dividing the amount of | ||||||
21 | any abatement of taxes under Section 18-170 of the | ||||||
22 | Property Tax Code by 3.00% for a district maintaining | ||||||
23 | grades kindergarten through 12, by 2.30% for a district | ||||||
24 | maintaining grades kindergarten through 8, or by 1.05% | ||||||
25 | for a district maintaining grades 9 through 12 and | ||||||
26 | adjusted by an amount computed by dividing the amount |
| |||||||
| |||||||
1 | of any abatement of taxes under subsection (a) of | ||||||
2 | Section 18-165 of the Property Tax Code by the same | ||||||
3 | percentage rates for district type as specified in this | ||||||
4 | subparagraph (B-5). | ||||||
5 | (C) For Organizational Units that are Hybrid | ||||||
6 | Districts, the State Superintendent shall use the | ||||||
7 | lesser of the adjusted equalized assessed valuation | ||||||
8 | for property within the partial elementary unit | ||||||
9 | district for elementary purposes, as defined in | ||||||
10 | Article 11E of this Code, or the adjusted equalized | ||||||
11 | assessed valuation for property within the partial | ||||||
12 | elementary unit district for high school purposes, as | ||||||
13 | defined in Article 11E of this Code. | ||||||
14 | (4) An Organizational Unit's Adjusted EAV shall be the | ||||||
15 | average of its EAV over the immediately preceding 3 years | ||||||
16 | or its EAV in the immediately preceding year if the EAV in | ||||||
17 | the immediately preceding year has declined by 10% or more | ||||||
18 | compared to the 3-year average. In the event of | ||||||
19 | Organizational Unit reorganization, consolidation, or | ||||||
20 | annexation, the Organizational Unit's Adjusted EAV for the | ||||||
21 | first 3 years after such change shall be as follows: the | ||||||
22 | most current EAV shall be used in the first year, the | ||||||
23 | average of a 2-year EAV or its EAV in the immediately | ||||||
24 | preceding year if the EAV declines by 10% or more compared | ||||||
25 | to the 2-year average for the second year, and a 3-year | ||||||
26 | average EAV or its EAV in the immediately preceding year if |
| |||||||
| |||||||
1 | the Adjusted EAV declines by 10% or more compared to the | ||||||
2 | 3-year average for the third year. For any school district | ||||||
3 | whose EAV in the immediately preceding year is used in | ||||||
4 | calculations, in the following year, the Adjusted EAV shall | ||||||
5 | be the average of its EAV over the immediately preceding 2 | ||||||
6 | years or the immediately preceding year if that year | ||||||
7 | represents a decline of 10% or more compared to the 2-year | ||||||
8 | average. | ||||||
9 | "PTELL EAV" means a figure calculated by the State | ||||||
10 | Board for Organizational Units subject to PTELL as | ||||||
11 | described in this paragraph (4) for the purposes of | ||||||
12 | calculating an Organizational Unit's Local Capacity Ratio. | ||||||
13 | Except as otherwise provided in this paragraph (4), the | ||||||
14 | PTELL EAV of an Organizational Unit shall be equal to the | ||||||
15 | product of the equalized assessed valuation last used in | ||||||
16 | the calculation of general State aid under Section 18-8.05 | ||||||
17 | of this Code (now repealed) or Evidence-Based Funding under | ||||||
18 | this Section and the Organizational Unit's Extension | ||||||
19 | Limitation Ratio. If an Organizational Unit has approved or | ||||||
20 | does approve an increase in its limiting rate, pursuant to | ||||||
21 | Section 18-190 of the Property Tax Code, affecting the Base | ||||||
22 | Tax Year, the PTELL EAV shall be equal to the product of | ||||||
23 | the equalized assessed valuation last used in the | ||||||
24 | calculation of general State aid under Section 18-8.05 of | ||||||
25 | this Code (now repealed) or Evidence-Based Funding under | ||||||
26 | this Section multiplied by an amount equal to one plus the |
| |||||||
| |||||||
1 | percentage increase, if any, in the Consumer Price Index | ||||||
2 | for All Urban Consumers for all items published by the | ||||||
3 | United States Department of Labor for the 12-month calendar | ||||||
4 | year preceding the Base Tax Year, plus the equalized | ||||||
5 | assessed valuation of new property, annexed property, and | ||||||
6 | recovered tax increment value and minus the equalized | ||||||
7 | assessed valuation of disconnected property. | ||||||
8 | As used in this paragraph (4), "new property" and | ||||||
9 | "recovered tax increment value" shall have the meanings set | ||||||
10 | forth in the Property Tax Extension Limitation Law. | ||||||
11 | (e) Base Funding Minimum calculation. | ||||||
12 | (1) For the 2017-2018 school year, the Base Funding | ||||||
13 | Minimum of an Organizational Unit or a Specially Funded | ||||||
14 | Unit shall be the amount of State funds distributed to the | ||||||
15 | Organizational Unit or Specially Funded Unit during the | ||||||
16 | 2016-2017 school year prior to any adjustments and | ||||||
17 | specified appropriation amounts described in this | ||||||
18 | paragraph (1) from the following Sections, as calculated by | ||||||
19 | the State Superintendent: Section 18-8.05 of this Code (now | ||||||
20 | repealed); Section 5 of Article 224 of Public Act 99-524 | ||||||
21 | (equity grants); Section 14-7.02b of this Code (funding for | ||||||
22 | children requiring special education services); Section | ||||||
23 | 14-13.01 of this Code (special education facilities and | ||||||
24 | staffing), except for reimbursement of the cost of | ||||||
25 | transportation pursuant to Section 14-13.01; Section | ||||||
26 | 14C-12 of this Code (English learners); and Section 18-4.3 |
| |||||||
| |||||||
1 | of this Code (summer school), based on an appropriation | ||||||
2 | level of $13,121,600. For a school district organized under | ||||||
3 | Article 34 of this Code, the Base Funding Minimum also | ||||||
4 | includes (i) the funds allocated to the school district | ||||||
5 | pursuant to Section 1D-1 of this Code attributable to | ||||||
6 | funding programs authorized by the Sections of this Code | ||||||
7 | listed in the preceding sentence and (ii) the difference | ||||||
8 | between (I) the funds allocated to the school district | ||||||
9 | pursuant to Section 1D-1 of this Code attributable to the | ||||||
10 | funding programs authorized by Section 14-7.02 (non-public | ||||||
11 | special education reimbursement), subsection (b) of | ||||||
12 | Section 14-13.01 (special education transportation), | ||||||
13 | Section 29-5 (transportation), Section 2-3.80 | ||||||
14 | (agricultural education), Section 2-3.66 (truants' | ||||||
15 | alternative education), Section 2-3.62 (educational | ||||||
16 | service centers), and Section 14-7.03 (special education - | ||||||
17 | orphanage) of this Code and Section 15 of the Childhood | ||||||
18 | Hunger Relief Act (free breakfast program) and (II) the | ||||||
19 | school district's actual expenditures for its non-public | ||||||
20 | special education, special education transportation, | ||||||
21 | transportation programs, agricultural education, truants' | ||||||
22 | alternative education, services that would otherwise be | ||||||
23 | performed by a regional office of education, special | ||||||
24 | education orphanage expenditures, and free breakfast, as | ||||||
25 | most recently calculated and reported pursuant to | ||||||
26 | subsection (f) of Section 1D-1 of this Code. The Base |
| |||||||
| |||||||
1 | Funding Minimum for Glenwood Academy shall be $625,500. For | ||||||
2 | programs operated by a regional office of education or an | ||||||
3 | intermediate service center, the Base Funding Minimum must | ||||||
4 | be the total amount of State funds allocated to those | ||||||
5 | programs in the 2018-2019 school year and amounts provided | ||||||
6 | pursuant to Article 34 of Public Act 100-586 and Section | ||||||
7 | 3-16 of this Code. All programs established after June 5, | ||||||
8 | 2019 (the effective date of Public Act 101-10) and | ||||||
9 | administered by a regional office of education or an | ||||||
10 | intermediate service center must have an initial Base | ||||||
11 | Funding Minimum set to an amount equal to the first-year | ||||||
12 | ASE multiplied by the amount of per pupil funding received | ||||||
13 | in the previous school year by the lowest funded similar | ||||||
14 | existing program type. If the enrollment for a program | ||||||
15 | operated by a regional office of education or an | ||||||
16 | intermediate service center is zero, then it may not | ||||||
17 | receive Base Funding Minimum funds for that program in the | ||||||
18 | next fiscal year, and those funds must be distributed to | ||||||
19 | Organizational Units under subsection (g). | ||||||
20 | (2) For the 2018-2019 and subsequent school years, the | ||||||
21 | Base Funding Minimum of Organizational Units and Specially | ||||||
22 | Funded Units shall be the sum of (i) the amount of | ||||||
23 | Evidence-Based Funding for the prior school year, (ii) the | ||||||
24 | Base Funding Minimum for the prior school year, and (iii) | ||||||
25 | any amount received by a school district pursuant to | ||||||
26 | Section 7 of Article 97 of Public Act 100-21. |
| |||||||
| |||||||
1 | (3) Subject to approval by the General Assembly as | ||||||
2 | provided in this paragraph (3), an Organizational Unit that | ||||||
3 | meets all of the following criteria, as determined by the | ||||||
4 | State Board, shall have District Intervention Money added | ||||||
5 | to its Base Funding Minimum at the time the Base Funding | ||||||
6 | Minimum is calculated by the State Board: | ||||||
7 | (A) The Organizational Unit is operating under an | ||||||
8 | Independent Authority under Section 2-3.25f-5 of this | ||||||
9 | Code for a minimum of 4 school years or is subject to | ||||||
10 | the control of the State Board pursuant to a court | ||||||
11 | order for a minimum of 4 school years. | ||||||
12 | (B) The Organizational Unit was designated as a | ||||||
13 | Tier 1 or Tier 2 Organizational Unit in the previous | ||||||
14 | school year under paragraph (3) of subsection (g) of | ||||||
15 | this Section. | ||||||
16 | (C) The Organizational Unit demonstrates | ||||||
17 | sustainability through a 5-year financial and | ||||||
18 | strategic plan. | ||||||
19 | (D) The Organizational Unit has made sufficient | ||||||
20 | progress and achieved sufficient stability in the | ||||||
21 | areas of governance, academic growth, and finances. | ||||||
22 | As part of its determination under this paragraph (3), | ||||||
23 | the State Board may consider the Organizational Unit's | ||||||
24 | summative designation, any accreditations of the | ||||||
25 | Organizational Unit, or the Organizational Unit's | ||||||
26 | financial profile, as calculated by the State Board. |
| |||||||
| |||||||
1 | If the State Board determines that an Organizational | ||||||
2 | Unit has met the criteria set forth in this paragraph (3), | ||||||
3 | it must submit a report to the General Assembly, no later | ||||||
4 | than January 2 of the fiscal year in which the State Board | ||||||
5 | makes it determination, on the amount of District | ||||||
6 | Intervention Money to add to the Organizational Unit's Base | ||||||
7 | Funding Minimum. The General Assembly must review the State | ||||||
8 | Board's report and may approve or disapprove, by joint | ||||||
9 | resolution, the addition of District Intervention Money. | ||||||
10 | If the General Assembly fails to act on the report within | ||||||
11 | 40 calendar days from the receipt of the report, the | ||||||
12 | addition of District Intervention Money is deemed | ||||||
13 | approved. If the General Assembly approves the amount of | ||||||
14 | District Intervention Money to be added to the | ||||||
15 | Organizational Unit's Base Funding Minimum, the District | ||||||
16 | Intervention Money must be added to the Base Funding | ||||||
17 | Minimum annually thereafter. | ||||||
18 | For the first 4 years following the initial year that | ||||||
19 | the State Board determines that an Organizational Unit has | ||||||
20 | met the criteria set forth in this paragraph (3) and has | ||||||
21 | received funding under this Section, the Organizational | ||||||
22 | Unit must annually submit to the State Board, on or before | ||||||
23 | November 30, a progress report regarding its financial and | ||||||
24 | strategic plan under subparagraph (C) of this paragraph | ||||||
25 | (3). The plan shall include the financial data from the | ||||||
26 | past 4 annual financial reports or financial audits that |
| |||||||
| |||||||
1 | must be presented to the State Board by November 15 of each | ||||||
2 | year and the approved budget financial data for the current | ||||||
3 | year. The plan shall be developed according to the | ||||||
4 | guidelines presented to the Organizational Unit by the | ||||||
5 | State Board. The plan shall further include financial | ||||||
6 | projections for the next 3 fiscal years and include a | ||||||
7 | discussion and financial summary of the Organizational | ||||||
8 | Unit's facility needs. If the Organizational Unit does not | ||||||
9 | demonstrate sufficient progress toward its 5-year plan or | ||||||
10 | if it has failed to file an annual financial report, an | ||||||
11 | annual budget, a financial plan, a deficit reduction plan, | ||||||
12 | or other financial information as required by law, the | ||||||
13 | State Board may establish a Financial Oversight Panel under | ||||||
14 | Article 1H of this Code. However, if the Organizational | ||||||
15 | Unit already has a Financial Oversight Panel, the State | ||||||
16 | Board may extend the duration of the Panel. | ||||||
17 | (f) Percent of Adequacy and Final Resources calculation. | ||||||
18 | (1) The Evidence-Based Funding formula establishes a | ||||||
19 | Percent of Adequacy for each Organizational Unit in order | ||||||
20 | to place such units into tiers for the purposes of the | ||||||
21 | funding distribution system described in subsection (g) of | ||||||
22 | this Section. Initially, an Organizational Unit's | ||||||
23 | Preliminary Resources and Preliminary Percent of Adequacy | ||||||
24 | are calculated pursuant to paragraph (2) of this subsection | ||||||
25 | (f). Then, an Organizational Unit's Final Resources and | ||||||
26 | Final Percent of Adequacy are calculated to account for the |
| |||||||
| |||||||
1 | Organizational Unit's poverty concentration levels | ||||||
2 | pursuant to paragraphs (3) and (4) of this subsection (f). | ||||||
3 | (2) An Organizational Unit's Preliminary Resources are | ||||||
4 | equal to the sum of its Local Capacity Target, CPPRT, and | ||||||
5 | Base Funding Minimum. An Organizational Unit's Preliminary | ||||||
6 | Percent of Adequacy is the lesser of (i) its Preliminary | ||||||
7 | Resources divided by its Adequacy Target or (ii) 100%. | ||||||
8 | (3) Except for Specially Funded Units, an | ||||||
9 | Organizational Unit's Final Resources are equal to the sum | ||||||
10 | of its Local Capacity, CPPRT, and Adjusted Base Funding | ||||||
11 | Minimum. The Base Funding Minimum of each Specially Funded | ||||||
12 | Unit shall serve as its Final Resources, except that the | ||||||
13 | Base Funding Minimum for State-approved charter schools | ||||||
14 | shall not include any portion of general State aid | ||||||
15 | allocated in the prior year based on the per capita tuition | ||||||
16 | charge times the charter school enrollment. | ||||||
17 | (4) An Organizational Unit's Final Percent of Adequacy | ||||||
18 | is its Final Resources divided by its Adequacy Target. An | ||||||
19 | Organizational Unit's Adjusted Base Funding Minimum is | ||||||
20 | equal to its Base Funding Minimum less its Supplemental | ||||||
21 | Grant Funding, with the resulting figure added to the | ||||||
22 | product of its Supplemental Grant Funding and Preliminary | ||||||
23 | Percent of Adequacy. | ||||||
24 | (g) Evidence-Based Funding formula distribution system. | ||||||
25 | (1) In each school year under the Evidence-Based | ||||||
26 | Funding formula, each Organizational Unit receives funding |
| |||||||
| |||||||
1 | equal to the sum of its Base Funding Minimum and the unit's | ||||||
2 | allocation of New State Funds determined pursuant to this | ||||||
3 | subsection (g). To allocate New State Funds, the | ||||||
4 | Evidence-Based Funding formula distribution system first | ||||||
5 | places all Organizational Units into one of 4 tiers in | ||||||
6 | accordance with paragraph (3) of this subsection (g), based | ||||||
7 | on the Organizational Unit's Final Percent of Adequacy. New | ||||||
8 | State Funds are allocated to each of the 4 tiers as | ||||||
9 | follows: Tier 1 Aggregate Funding equals 50% of all New | ||||||
10 | State Funds, Tier 2 Aggregate Funding equals 49% of all New | ||||||
11 | State Funds, Tier 3 Aggregate Funding equals 0.9% of all | ||||||
12 | New State Funds, and Tier 4 Aggregate Funding equals 0.1% | ||||||
13 | of all New State Funds. Each Organizational Unit within | ||||||
14 | Tier 1 or Tier 2 receives an allocation of New State Funds | ||||||
15 | equal to its tier Funding Gap, as defined in the following | ||||||
16 | sentence, multiplied by the tier's Allocation Rate | ||||||
17 | determined pursuant to paragraph (4) of this subsection | ||||||
18 | (g). For Tier 1, an Organizational Unit's Funding Gap | ||||||
19 | equals the tier's Target Ratio, as specified in paragraph | ||||||
20 | (5) of this subsection (g), multiplied by the | ||||||
21 | Organizational Unit's Adequacy Target, with the resulting | ||||||
22 | amount reduced by the Organizational Unit's Final | ||||||
23 | Resources. For Tier 2, an Organizational Unit's Funding Gap | ||||||
24 | equals the tier's Target Ratio, as described in paragraph | ||||||
25 | (5) of this subsection (g), multiplied by the | ||||||
26 | Organizational Unit's Adequacy Target, with the resulting |
| |||||||
| |||||||
1 | amount reduced by the Organizational Unit's Final | ||||||
2 | Resources and its Tier 1 funding allocation. To determine | ||||||
3 | the Organizational Unit's Funding Gap, the resulting | ||||||
4 | amount is then multiplied by a factor equal to one minus | ||||||
5 | the Organizational Unit's Local Capacity Target | ||||||
6 | percentage. Each Organizational Unit within Tier 3 or Tier | ||||||
7 | 4 receives an allocation of New State Funds equal to the | ||||||
8 | product of its Adequacy Target and the tier's Allocation | ||||||
9 | Rate, as specified in paragraph (4) of this subsection (g). | ||||||
10 | (2) To ensure equitable distribution of dollars for all | ||||||
11 | Tier 2 Organizational Units, no Tier 2 Organizational Unit | ||||||
12 | shall receive fewer dollars per ASE than any Tier 3 | ||||||
13 | Organizational Unit. Each Tier 2 and Tier 3 Organizational | ||||||
14 | Unit shall have its funding allocation divided by its ASE. | ||||||
15 | Any Tier 2 Organizational Unit with a funding allocation | ||||||
16 | per ASE below the greatest Tier 3 allocation per ASE shall | ||||||
17 | get a funding allocation equal to the greatest Tier 3 | ||||||
18 | funding allocation per ASE multiplied by the | ||||||
19 | Organizational Unit's ASE. Each Tier 2 Organizational | ||||||
20 | Unit's Tier 2 funding allocation shall be multiplied by the | ||||||
21 | percentage calculated by dividing the original Tier 2 | ||||||
22 | Aggregate Funding by the sum of all Tier 2 Organizational | ||||||
23 | Units' Tier 2 funding allocation after adjusting | ||||||
24 | districts' funding below Tier 3 levels. | ||||||
25 | (3) Organizational Units are placed into one of 4 tiers | ||||||
26 | as follows: |
| |||||||
| |||||||
1 | (A) Tier 1 consists of all Organizational Units, | ||||||
2 | except for Specially Funded Units, with a Percent of | ||||||
3 | Adequacy less than the Tier 1 Target Ratio. The Tier 1 | ||||||
4 | Target Ratio is the ratio level that allows for Tier 1 | ||||||
5 | Aggregate Funding to be distributed, with the Tier 1 | ||||||
6 | Allocation Rate determined pursuant to paragraph (4) | ||||||
7 | of this subsection (g). | ||||||
8 | (B) Tier 2 consists of all Tier 1 Units and all | ||||||
9 | other Organizational Units, except for Specially | ||||||
10 | Funded Units, with a Percent of Adequacy of less than | ||||||
11 | 0.90. | ||||||
12 | (C) Tier 3 consists of all Organizational Units, | ||||||
13 | except for Specially Funded Units, with a Percent of | ||||||
14 | Adequacy of at least 0.90 and less than 1.0. | ||||||
15 | (D) Tier 4 consists of all Organizational Units | ||||||
16 | with a Percent of Adequacy of at least 1.0. | ||||||
17 | (4) The Allocation Rates for Tiers 1 through 4 are | ||||||
18 | determined as follows: | ||||||
19 | (A) The Tier 1 Allocation Rate is 30%. | ||||||
20 | (B) The Tier 2 Allocation Rate is the result of the | ||||||
21 | following equation: Tier 2 Aggregate Funding, divided | ||||||
22 | by the sum of the Funding Gaps for all Tier 2 | ||||||
23 | Organizational Units, unless the result of such | ||||||
24 | equation is higher than 1.0. If the result of such | ||||||
25 | equation is higher than 1.0, then the Tier 2 Allocation | ||||||
26 | Rate is 1.0. |
| |||||||
| |||||||
1 | (C) The Tier 3 Allocation Rate is the result of the | ||||||
2 | following equation: Tier 3
Aggregate Funding, divided | ||||||
3 | by the sum of the Adequacy Targets of all Tier 3 | ||||||
4 | Organizational
Units. | ||||||
5 | (D) The Tier 4 Allocation Rate is the result of the | ||||||
6 | following equation: Tier 4
Aggregate Funding, divided | ||||||
7 | by the sum of the Adequacy Targets of all Tier 4 | ||||||
8 | Organizational
Units. | ||||||
9 | (5) A tier's Target Ratio is determined as follows: | ||||||
10 | (A) The Tier 1 Target Ratio is the ratio level that | ||||||
11 | allows for Tier 1 Aggregate Funding to be distributed | ||||||
12 | with the Tier 1 Allocation Rate. | ||||||
13 | (B) The Tier 2 Target Ratio is 0.90. | ||||||
14 | (C) The Tier 3 Target Ratio is 1.0. | ||||||
15 | (6) If, at any point, the Tier 1 Target Ratio is | ||||||
16 | greater than 90%, then than all Tier 1 funding shall be | ||||||
17 | allocated to Tier 2 and no Tier 1 Organizational Unit's | ||||||
18 | funding may be identified. | ||||||
19 | (7) In the event that all Tier 2 Organizational Units | ||||||
20 | receive funding at the Tier 2 Target Ratio level, any | ||||||
21 | remaining New State Funds shall be allocated to Tier 3 and | ||||||
22 | Tier 4 Organizational Units. | ||||||
23 | (8) If any Specially Funded Units, excluding Glenwood | ||||||
24 | Academy, recognized by the State Board do not qualify for | ||||||
25 | direct funding following the implementation of Public Act | ||||||
26 | 100-465 from any of the funding sources included within the |
| |||||||
| |||||||
1 | definition of Base Funding Minimum, the unqualified | ||||||
2 | portion of the Base Funding Minimum shall be transferred to | ||||||
3 | one or more appropriate Organizational Units as determined | ||||||
4 | by the State Superintendent based on the prior year ASE of | ||||||
5 | the Organizational Units. | ||||||
6 | (8.5) If a school district withdraws from a special | ||||||
7 | education cooperative, the portion of the Base Funding | ||||||
8 | Minimum that is attributable to the school district may be | ||||||
9 | redistributed to the school district upon withdrawal. The | ||||||
10 | school district and the cooperative must include the amount | ||||||
11 | of the Base Funding Minimum that is to be reapportioned in | ||||||
12 | their withdrawal agreement and notify the State Board of | ||||||
13 | the change with a copy of the agreement upon withdrawal. | ||||||
14 | (9) The Minimum Funding Level is intended to establish | ||||||
15 | a target for State funding that will keep pace with | ||||||
16 | inflation and continue to advance equity through the | ||||||
17 | Evidence-Based Funding formula. The target for State | ||||||
18 | funding of New Property Tax Relief Pool Funds is | ||||||
19 | $50,000,000 for State fiscal year 2019 and subsequent State | ||||||
20 | fiscal years. The Minimum Funding Level is equal to | ||||||
21 | $350,000,000. In addition to any New State Funds, no more | ||||||
22 | than $50,000,000 New Property Tax Relief Pool Funds may be | ||||||
23 | counted toward the Minimum Funding Level. If the sum of New | ||||||
24 | State Funds and applicable New Property Tax Relief Pool | ||||||
25 | Funds are less than the Minimum Funding Level, than funding | ||||||
26 | for tiers shall be reduced in the following manner: |
| |||||||
| |||||||
1 | (A) First, Tier 4 funding shall be reduced by an | ||||||
2 | amount equal to the difference between the Minimum | ||||||
3 | Funding Level and New State Funds until such time as | ||||||
4 | Tier 4 funding is exhausted. | ||||||
5 | (B) Next, Tier 3 funding shall be reduced by an | ||||||
6 | amount equal to the difference between the Minimum | ||||||
7 | Funding Level and New State Funds and the reduction in | ||||||
8 | Tier 4 funding until such time as Tier 3 funding is | ||||||
9 | exhausted. | ||||||
10 | (C) Next, Tier 2 funding shall be reduced by an | ||||||
11 | amount equal to the difference between the Minimum | ||||||
12 | Funding Level and New State Funds and the reduction in | ||||||
13 | Tier 4 and Tier 3. | ||||||
14 | (D) Finally, Tier 1 funding shall be reduced by an | ||||||
15 | amount equal to the difference between the Minimum | ||||||
16 | Funding level and New State Funds and the reduction in | ||||||
17 | Tier 2, 3, and 4 funding. In addition, the Allocation | ||||||
18 | Rate for Tier 1 shall be reduced to a percentage equal | ||||||
19 | to the Tier 1 Allocation Rate set by paragraph (4) of | ||||||
20 | this subsection (g), multiplied by the result of New | ||||||
21 | State Funds divided by the Minimum Funding Level. | ||||||
22 | (9.5) For State fiscal year 2019 and subsequent State | ||||||
23 | fiscal years, if New State Funds exceed $300,000,000, then | ||||||
24 | any amount in excess of $300,000,000 shall be dedicated for | ||||||
25 | purposes of Section 2-3.170 of this Code up to a maximum of | ||||||
26 | $50,000,000. |
| |||||||
| |||||||
1 | (10) In the event of a decrease in the amount of the | ||||||
2 | appropriation for this Section in any fiscal year after | ||||||
3 | implementation of this Section, the Organizational Units | ||||||
4 | receiving Tier 1 and Tier 2 funding, as determined under | ||||||
5 | paragraph (3) of this subsection (g), shall be held | ||||||
6 | harmless by establishing a Base Funding Guarantee equal to | ||||||
7 | the per pupil kindergarten through grade 12 funding | ||||||
8 | received in accordance with this Section in the prior | ||||||
9 | fiscal year. Reductions shall be
made to the Base Funding | ||||||
10 | Minimum of Organizational Units in Tier 3 and Tier 4 on a
| ||||||
11 | per pupil basis equivalent to the total number of the ASE | ||||||
12 | in Tier 3-funded and Tier 4-funded Organizational Units | ||||||
13 | divided by the total reduction in State funding. The Base
| ||||||
14 | Funding Minimum as reduced shall continue to be applied to | ||||||
15 | Tier 3 and Tier 4
Organizational Units and adjusted by the | ||||||
16 | relative formula when increases in
appropriations for this | ||||||
17 | Section resume. In no event may State funding reductions to
| ||||||
18 | Organizational Units in Tier 3 or Tier 4 exceed an amount | ||||||
19 | that would be less than the
Base Funding Minimum | ||||||
20 | established in the first year of implementation of this
| ||||||
21 | Section. If additional reductions are required, all school | ||||||
22 | districts shall receive a
reduction by a per pupil amount | ||||||
23 | equal to the aggregate additional appropriation
reduction | ||||||
24 | divided by the total ASE of all Organizational Units. | ||||||
25 | (11) The State Superintendent shall make minor | ||||||
26 | adjustments to the distribution formula set forth in this |
| |||||||
| |||||||
1 | subsection (g) to account for the rounding of percentages | ||||||
2 | to the nearest tenth of a percentage and dollar amounts to | ||||||
3 | the nearest whole dollar. | ||||||
4 | (h) State Superintendent administration of funding and | ||||||
5 | district submission requirements. | ||||||
6 | (1) The State Superintendent shall, in accordance with | ||||||
7 | appropriations made by the General Assembly, meet the | ||||||
8 | funding obligations created under this Section. | ||||||
9 | (2) The State Superintendent shall calculate the | ||||||
10 | Adequacy Target for each Organizational Unit and Net State | ||||||
11 | Contribution Target for each Organizational Unit under | ||||||
12 | this Section. No Evidence-Based Funding shall be | ||||||
13 | distributed within an Organizational Unit without the | ||||||
14 | approval of the unit's school board. | ||||||
15 | (3) Annually, the State Superintendent shall calculate | ||||||
16 | and report to each Organizational Unit the unit's aggregate | ||||||
17 | financial adequacy amount, which shall be the sum of the | ||||||
18 | Adequacy Target for each Organizational Unit. The State | ||||||
19 | Superintendent shall calculate and report separately for | ||||||
20 | each Organizational Unit the unit's total State funds | ||||||
21 | allocated for its students with disabilities. The State | ||||||
22 | Superintendent shall calculate and report separately for | ||||||
23 | each Organizational Unit the amount of funding and | ||||||
24 | applicable FTE calculated for each Essential Element of the | ||||||
25 | unit's Adequacy Target. | ||||||
26 | (4) Annually, the State Superintendent shall calculate |
| |||||||
| |||||||
1 | and report to each Organizational Unit the amount the unit | ||||||
2 | must expend on special education and bilingual education | ||||||
3 | and computer technology and equipment for Organizational | ||||||
4 | Units assigned to Tier 1 or Tier 2 that received an | ||||||
5 | additional $285.50 per student computer technology and | ||||||
6 | equipment investment grant to their Adequacy Target | ||||||
7 | pursuant to the unit's Base Funding Minimum, Special | ||||||
8 | Education Allocation, Bilingual Education Allocation, and | ||||||
9 | computer technology and equipment investment allocation. | ||||||
10 | (5) Moneys distributed under this Section shall be | ||||||
11 | calculated on a school year basis, but paid on a fiscal | ||||||
12 | year basis, with payments beginning in August and extending | ||||||
13 | through June. Unless otherwise provided, the moneys | ||||||
14 | appropriated for each fiscal year shall be distributed in | ||||||
15 | 22 equal payments at least 2 times monthly to each | ||||||
16 | Organizational Unit. If moneys appropriated for any fiscal | ||||||
17 | year are distributed other than monthly, the distribution | ||||||
18 | shall be on the same basis for each Organizational Unit. | ||||||
19 | (6) Any school district that fails, for any given | ||||||
20 | school year, to maintain school as required by law or to | ||||||
21 | maintain a recognized school is not eligible to receive | ||||||
22 | Evidence-Based Funding. In case of non-recognition of one | ||||||
23 | or more attendance centers in a school district otherwise | ||||||
24 | operating recognized schools, the claim of the district | ||||||
25 | shall be reduced in the proportion that the enrollment in | ||||||
26 | the attendance center or centers bears to the enrollment of |
| |||||||
| |||||||
1 | the school district. "Recognized school" means any public | ||||||
2 | school that meets the standards for recognition by the | ||||||
3 | State Board. A school district or attendance center not | ||||||
4 | having recognition status at the end of a school term is | ||||||
5 | entitled to receive State aid payments due upon a legal | ||||||
6 | claim that was filed while it was recognized. | ||||||
7 | (7) School district claims filed under this Section are | ||||||
8 | subject to Sections 18-9 and 18-12 of this Code, except as | ||||||
9 | otherwise provided in this Section. | ||||||
10 | (8) Each fiscal year, the State Superintendent shall | ||||||
11 | calculate for each Organizational Unit an amount of its | ||||||
12 | Base Funding Minimum and Evidence-Based Funding that shall | ||||||
13 | be deemed attributable to the provision of special | ||||||
14 | educational facilities and services, as defined in Section | ||||||
15 | 14-1.08 of this Code, in a manner that ensures compliance | ||||||
16 | with maintenance of State financial support requirements | ||||||
17 | under the federal Individuals with Disabilities Education | ||||||
18 | Act. An Organizational Unit must use such funds only for | ||||||
19 | the provision of special educational facilities and | ||||||
20 | services, as defined in Section 14-1.08 of this Code, and | ||||||
21 | must comply with any expenditure verification procedures | ||||||
22 | adopted by the State Board. | ||||||
23 | (9) All Organizational Units in this State must submit | ||||||
24 | annual spending plans by the end of September of each year | ||||||
25 | to the State Board as part of the annual budget process, | ||||||
26 | which shall describe how each Organizational Unit will |
| |||||||
| |||||||
1 | utilize the Base Funding Minimum and Evidence-Based | ||||||
2 | Funding it receives from this State under this Section with | ||||||
3 | specific identification of the intended utilization of | ||||||
4 | Low-Income, English learner, and special education | ||||||
5 | resources. Additionally, the annual spending plans of each | ||||||
6 | Organizational Unit shall describe how the Organizational | ||||||
7 | Unit expects to achieve student growth and how the | ||||||
8 | Organizational Unit will achieve State education goals, as | ||||||
9 | defined by the State Board. The State Superintendent may, | ||||||
10 | from time to time, identify additional requisites for | ||||||
11 | Organizational Units to satisfy when compiling the annual | ||||||
12 | spending plans required under this subsection (h). The | ||||||
13 | format and scope of annual spending plans shall be | ||||||
14 | developed by the State Superintendent and the State Board | ||||||
15 | of Education. School districts that serve students under | ||||||
16 | Article 14C of this Code shall continue to submit | ||||||
17 | information as required under Section 14C-12 of this Code. | ||||||
18 | (10) No later than January 1, 2018, the State | ||||||
19 | Superintendent shall develop a 5-year strategic plan for | ||||||
20 | all Organizational Units to help in planning for adequacy | ||||||
21 | funding under this Section. The State Superintendent shall | ||||||
22 | submit the plan to the Governor and the General Assembly, | ||||||
23 | as provided in Section 3.1 of the General Assembly | ||||||
24 | Organization Act. The plan shall include recommendations | ||||||
25 | for: | ||||||
26 | (A) a framework for collaborative, professional, |
| |||||||
| |||||||
1 | innovative, and 21st century learning environments | ||||||
2 | using the Evidence-Based Funding model; | ||||||
3 | (B) ways to prepare and support this State's | ||||||
4 | educators for successful instructional careers; | ||||||
5 | (C) application and enhancement of the current | ||||||
6 | financial accountability measures, the approved State | ||||||
7 | plan to comply with the federal Every Student Succeeds | ||||||
8 | Act, and the Illinois Balanced Accountability Measures | ||||||
9 | in relation to student growth and elements of the | ||||||
10 | Evidence-Based Funding model; and | ||||||
11 | (D) implementation of an effective school adequacy | ||||||
12 | funding system based on projected and recommended | ||||||
13 | funding levels from the General Assembly. | ||||||
14 | (11) On an annual basis, the State Superintendent
must | ||||||
15 | recalibrate all of the following per pupil elements of the | ||||||
16 | Adequacy Target and applied to the formulas, based on the | ||||||
17 | study of average expenses and as reported in the most | ||||||
18 | recent annual financial report: | ||||||
19 | (A) Gifted under subparagraph (M) of paragraph
(2) | ||||||
20 | of subsection (b). | ||||||
21 | (B) Instructional materials under subparagraph
(O) | ||||||
22 | of paragraph (2) of subsection (b). | ||||||
23 | (C) Assessment under subparagraph (P) of
paragraph | ||||||
24 | (2) of subsection (b). | ||||||
25 | (D) Student activities under subparagraph (R) of
| ||||||
26 | paragraph (2) of subsection (b). |
| |||||||
| |||||||
1 | (E) Maintenance and operations under subparagraph
| ||||||
2 | (S) of paragraph (2) of subsection (b). | ||||||
3 | (F) Central office under subparagraph (T) of
| ||||||
4 | paragraph (2) of subsection (b). | ||||||
5 | (i) Professional Review Panel. | ||||||
6 | (1) A Professional Review Panel is created to study and | ||||||
7 | review topics related to the implementation and effect of | ||||||
8 | Evidence-Based Funding, as assigned by a joint resolution | ||||||
9 | or Public Act of the General Assembly or a motion passed by | ||||||
10 | the State Board of Education. The Panel must provide | ||||||
11 | recommendations to and serve the Governor, the General | ||||||
12 | Assembly, and the State Board. The State Superintendent or | ||||||
13 | his or her designee must serve as a voting member and | ||||||
14 | chairperson of the Panel. The State Superintendent must | ||||||
15 | appoint a vice chairperson from the membership of the | ||||||
16 | Panel. The Panel must advance recommendations based on a | ||||||
17 | three-fifths majority vote of Panel members present and | ||||||
18 | voting. A minority opinion may also accompany any | ||||||
19 | recommendation of the Panel. The Panel shall be appointed | ||||||
20 | by the State Superintendent, except as otherwise provided | ||||||
21 | in paragraph (2) of this subsection (i) and include the | ||||||
22 | following members: | ||||||
23 | (A) Two appointees that represent district | ||||||
24 | superintendents, recommended by a statewide | ||||||
25 | organization that represents district superintendents. | ||||||
26 | (B) Two appointees that represent school boards, |
| |||||||
| |||||||
1 | recommended by a statewide organization that | ||||||
2 | represents school boards. | ||||||
3 | (C) Two appointees from districts that represent | ||||||
4 | school business officials, recommended by a statewide | ||||||
5 | organization that represents school business | ||||||
6 | officials. | ||||||
7 | (D) Two appointees that represent school | ||||||
8 | principals, recommended by a statewide organization | ||||||
9 | that represents school principals. | ||||||
10 | (E) Two appointees that represent teachers, | ||||||
11 | recommended by a statewide organization that | ||||||
12 | represents teachers. | ||||||
13 | (F) Two appointees that represent teachers, | ||||||
14 | recommended by another statewide organization that | ||||||
15 | represents teachers. | ||||||
16 | (G) Two appointees that represent regional | ||||||
17 | superintendents of schools, recommended by | ||||||
18 | organizations that represent regional superintendents. | ||||||
19 | (H) Two independent experts selected solely by the | ||||||
20 | State Superintendent. | ||||||
21 | (I) Two independent experts recommended by public | ||||||
22 | universities in this State. | ||||||
23 | (J) One member recommended by a statewide | ||||||
24 | organization that represents parents. | ||||||
25 | (K) Two representatives recommended by collective | ||||||
26 | impact organizations that represent major metropolitan |
| |||||||
| |||||||
1 | areas or geographic areas in Illinois. | ||||||
2 | (L) One member from a statewide organization | ||||||
3 | focused on research-based education policy to support | ||||||
4 | a school system that prepares all students for college, | ||||||
5 | a career, and democratic citizenship. | ||||||
6 | (M) One representative from a school district | ||||||
7 | organized under Article 34 of this Code. | ||||||
8 | The State Superintendent shall ensure that the | ||||||
9 | membership of the Panel includes representatives from | ||||||
10 | school districts and communities reflecting the | ||||||
11 | geographic, socio-economic, racial, and ethnic diversity | ||||||
12 | of this State. The State Superintendent shall additionally | ||||||
13 | ensure that the membership of the Panel includes | ||||||
14 | representatives with expertise in bilingual education and | ||||||
15 | special education. Staff from the State Board shall staff | ||||||
16 | the Panel. | ||||||
17 | (2) In addition to those Panel members appointed by the | ||||||
18 | State Superintendent, 4 members of the General Assembly | ||||||
19 | shall be appointed as follows: one member of the House of | ||||||
20 | Representatives appointed by the Speaker of the House of | ||||||
21 | Representatives, one member of the Senate appointed by the | ||||||
22 | President of the Senate, one member of the House of | ||||||
23 | Representatives appointed by the Minority Leader of the | ||||||
24 | House of Representatives, and one member of the Senate | ||||||
25 | appointed by the Minority Leader of the Senate. There shall | ||||||
26 | be one additional member appointed by the Governor. All |
| |||||||
| |||||||
1 | members appointed by legislative leaders or the Governor | ||||||
2 | shall be non-voting, ex officio members. | ||||||
3 | (3) The Panel must study topics at the direction of the | ||||||
4 | General Assembly or State Board of Education, as provided | ||||||
5 | under paragraph (1). The Panel may also study the following | ||||||
6 | topics at the direction of the chairperson: | ||||||
7 | (A) The format and scope of annual spending plans | ||||||
8 | referenced in paragraph (9) of subsection (h) of this | ||||||
9 | Section. | ||||||
10 | (B) The Comparable Wage Index under this Section. | ||||||
11 | (C) Maintenance and operations, including capital | ||||||
12 | maintenance and construction costs. | ||||||
13 | (D) "At-risk student" definition. | ||||||
14 | (E) Benefits. | ||||||
15 | (F) Technology. | ||||||
16 | (G) Local Capacity Target. | ||||||
17 | (H) Funding for Alternative Schools, Laboratory | ||||||
18 | Schools, safe schools, and alternative learning | ||||||
19 | opportunities programs. | ||||||
20 | (I) Funding for college and career acceleration | ||||||
21 | strategies. | ||||||
22 | (J) Special education investments. | ||||||
23 | (K) Early childhood investments, in collaboration | ||||||
24 | with the Illinois Early Learning Council. | ||||||
25 | (4) (Blank). | ||||||
26 | (5) Within 5 years after the implementation of this |
| |||||||
| |||||||
1 | Section, and every 5 years thereafter, the Panel shall | ||||||
2 | complete an evaluative study of the entire Evidence-Based | ||||||
3 | Funding model, including an assessment of whether or not | ||||||
4 | the formula is achieving State goals. The Panel shall | ||||||
5 | report to the State Board, the General Assembly, and the | ||||||
6 | Governor on the findings of the study. | ||||||
7 | (6) (Blank). | ||||||
8 | (7) To ensure that (i) the Adequacy Target calculation | ||||||
9 | under subsection (b) accurately reflects the needs of | ||||||
10 | students living in poverty or attending schools located in | ||||||
11 | areas of high poverty, (ii) racial equity within the | ||||||
12 | Evidence-Based Funding formula is explicitly explored and | ||||||
13 | advanced, and (iii) the funding goals of the formula | ||||||
14 | distribution system established under this Section are | ||||||
15 | sufficient to provide adequate funding for every student | ||||||
16 | and to fully fund every school in this State, the Panel | ||||||
17 | shall review the Essential Elements under paragraph (2) of | ||||||
18 | subsection (b). The Panel shall consider all of the | ||||||
19 | following in its review: | ||||||
20 | (A) The financial ability of school districts to | ||||||
21 | provide instruction in a foreign language to every | ||||||
22 | student and whether an additional Essential Element | ||||||
23 | should be added to the formula to ensure that every | ||||||
24 | student has access to instruction in a foreign | ||||||
25 | language. | ||||||
26 | (B) The adult-to-student ratio for each Essential |
| |||||||
| |||||||
1 | Element in which a ratio is identified. The Panel shall | ||||||
2 | consider whether the ratio accurately reflects the | ||||||
3 | staffing needed to support students living in poverty | ||||||
4 | or who have traumatic backgrounds. | ||||||
5 | (C) Changes to the Essential Elements that may be | ||||||
6 | required to better promote racial equity and eliminate | ||||||
7 | structural racism within schools. | ||||||
8 | (D) The impact of investing $350,000,000 in | ||||||
9 | additional funds each year under this Section and an | ||||||
10 | estimate of when the school system will become fully | ||||||
11 | funded under this level of appropriation. | ||||||
12 | (E) Provide an overview of alternative funding | ||||||
13 | structures that would enable the State to become fully | ||||||
14 | funded at an earlier date. | ||||||
15 | (F) The potential to increase efficiency and to | ||||||
16 | find cost savings within the school system to expedite | ||||||
17 | the journey to a fully funded system. | ||||||
18 | (G) The appropriate levels for reenrolling and | ||||||
19 | graduating high-risk high school students who have | ||||||
20 | been previously out of school. These outcomes shall | ||||||
21 | include enrollment, attendance, skill gains, credit | ||||||
22 | gains, graduation or promotion to the next grade level, | ||||||
23 | and the transition to college, training, or | ||||||
24 | employment, with an emphasis on progressively | ||||||
25 | increasing the overall attendance. | ||||||
26 | (H) The evidence-based or research-based practices |
| |||||||
| |||||||
1 | that are shown to reduce the gaps and disparities | ||||||
2 | experienced by African American students in academic | ||||||
3 | achievement and educational performance, including | ||||||
4 | practices that have been shown to reduce parities in | ||||||
5 | disciplinary rates, drop-out rates, graduation rates, | ||||||
6 | college matriculation rates, and college completion | ||||||
7 | rates. | ||||||
8 | On or before December 31, 2021, the Panel shall report | ||||||
9 | to the State Board, the General Assembly, and the Governor | ||||||
10 | on the findings of its review. This paragraph (7) is | ||||||
11 | inoperative on and after July 1, 2022. | ||||||
12 | (j) References. Beginning July 1, 2017, references in other | ||||||
13 | laws to general State aid funds or calculations under Section | ||||||
14 | 18-8.05 of this Code (now repealed) shall be deemed to be | ||||||
15 | references to evidence-based model formula funds or | ||||||
16 | calculations under this Section.
| ||||||
17 | (Source: P.A. 100-465, eff. 8-31-17; 100-578, eff. 1-31-18; | ||||||
18 | 100-582, eff. 3-23-18; 101-10, eff. 6-5-19; 101-17, eff. | ||||||
19 | 6-14-19; 101-643, eff. 6-18-20; revised 8-21-20.) | ||||||
20 | Article 95. | ||||||
21 | Section 95-1. Short title. This Article may be cited as the | ||||||
22 | Equity in Higher Education Act. References in this Article to | ||||||
23 | "this Act" mean this Article. |
| |||||||
| |||||||
1 | Section 95-5. Findings; policies. | ||||||
2 | (a) The General Assembly finds the following: | ||||||
3 | (1) Historic and continuous systemic racism has | ||||||
4 | created significant disparities in college access, | ||||||
5 | affordability, and completion for Black, Latinx, | ||||||
6 | low-income, and other underrepresented and historically | ||||||
7 | underserved students. | ||||||
8 | (2) Higher education is examining its role as a | ||||||
9 | contributor to systemic racism, while recognizing its | ||||||
10 | place in providing opportunity and upward mobility, and its | ||||||
11 | role as a powerful actor in dismantling systemic racism. | ||||||
12 | (3) Chicago State University has created the Equity | ||||||
13 | Working Group, which includes statewide representation of | ||||||
14 | private, community, and public sector stakeholders, to | ||||||
15 | create an action plan for employers, the secondary and | ||||||
16 | postsecondary education systems, philanthropic | ||||||
17 | organizations, community-based organizations, and our | ||||||
18 | executive and legislative bodies to improve college | ||||||
19 | access, completion, and post-graduation outcomes for Black | ||||||
20 | college students in Illinois. | ||||||
21 | (4) Despite similar numbers of Black high school | ||||||
22 | graduates, Illinois saw about 25,000 fewer Black enrollees | ||||||
23 | in Illinois higher education in 2018 compared to 2008. | ||||||
24 | (5) Illinois must address wide disparities in degree | ||||||
25 | completion at Illinois community colleges, which currently | ||||||
26 | graduate Black and Latinx students at a rate of 14% and 26% |
| |||||||
| |||||||
1 | respectively compared to the rate of 38% for White | ||||||
2 | students, as well as at public universities, which | ||||||
3 | currently graduate Black and Latinx students at a rate of | ||||||
4 | 34% and 49% respectively compared to 66% of White students, | ||||||
5 | within 6 years. | ||||||
6 | (6) The State of Illinois benefits from a diverse | ||||||
7 | public higher education system that includes universities | ||||||
8 | and community colleges with different missions and scopes | ||||||
9 | that maximize college enrollment, persistence, and | ||||||
10 | completion of underrepresented and historically | ||||||
11 | underserved students, including Black and Latinx students | ||||||
12 | and students from low-income families. | ||||||
13 | (7) Illinois has a moral obligation and an economic | ||||||
14 | interest in dismantling and reforming structures that | ||||||
15 | create or exacerbate racial and socioeconomic inequities | ||||||
16 | in K-12 and higher education. | ||||||
17 | (8) The Board of Higher Education has a statutory | ||||||
18 | obligation to create a strategic plan for higher education | ||||||
19 | and has adopted core principles to guide this plan. | ||||||
20 | (9) The Board of Higher Education has included among | ||||||
21 | its core principles designed to guide the strategic plan | ||||||
22 | the assumption that excellence coupled with equity should | ||||||
23 | drive the higher education system and that the higher | ||||||
24 | education system will make equity-driven decisions, | ||||||
25 | elevating the voices of those who have been underserved, | ||||||
26 | and actively identify and remove systemic barriers that |
| |||||||
| |||||||
1 | have prevented students of color, first generation college | ||||||
2 | students, low-income students, adult learners, and rural | ||||||
3 | students from accessing and succeeding in higher | ||||||
4 | education; access and affordability as well as high quality | ||||||
5 | are embedded in the definition of equity. | ||||||
6 | (b) The General Assembly supports all of the following work | ||||||
7 | and goals of the Board of Higher Education: | ||||||
8 | (1) Its work on the strategic plan for higher education | ||||||
9 | and the vision it has set forth that over the next 10 years | ||||||
10 | Illinois will have an equitable, accessible, innovative, | ||||||
11 | nimble, and aligned higher education ecosystem that | ||||||
12 | ensures individuals, families, and communities across the | ||||||
13 | state thrive. | ||||||
14 | (2) Its goal to close equity gaps in higher education | ||||||
15 | in Illinois and that the strategic plan will identify | ||||||
16 | multiple strategies to achieve this goal. | ||||||
17 | (3) Its goal to increase postsecondary | ||||||
18 | credential/degree attainment and develop talent to drive | ||||||
19 | the economy of Illinois and that the strategic plan will | ||||||
20 | identify strategies to achieve this goal, including | ||||||
21 | embedding equity in the State's attainment goal. | ||||||
22 | (4) Its goal to improve higher education | ||||||
23 | affordability, increase access, and manage costs and the | ||||||
24 | expectation that the strategic plan will identify | ||||||
25 | strategies for stakeholders to achieve these goals, | ||||||
26 | including opportunities to improve efficiency and |
| |||||||
| |||||||
1 | principles for equitable and adequate ways to fund higher | ||||||
2 | education.
| ||||||
3 | (c) The General Assembly encourages the Board of Higher | ||||||
4 | Education to prepare an array of policy, practice, and proposed | ||||||
5 | legislative changes required to implement the strategic plan, | ||||||
6 | along with an implementation process and timeline by May 1, | ||||||
7 | 2021 and to regularly evaluate the impact of the implementation | ||||||
8 | of the strategic plan and publicly report the evaluation to | ||||||
9 | ensure that the goals are achieved as intended and lead to a | ||||||
10 | high-quality, equitable, and diverse higher education system | ||||||
11 | in Illinois. | ||||||
12 | Article 100. | ||||||
13 | Section 100-1. Short title. This Act may be cited as the | ||||||
14 | Developmental Education Reform Act. References in this Article | ||||||
15 | to "this Act" mean this Article. | ||||||
16 | Section 100-5. Findings. The General Assembly makes all of | ||||||
17 | the following findings: | ||||||
18 | (1) Nearly 50% of this State's high school graduates | ||||||
19 | who enroll full-time in a community college are placed in | ||||||
20 | developmental education coursework in at least one | ||||||
21 | subject. Community colleges place nearly 71% of Black | ||||||
22 | students in developmental education courses compared to | ||||||
23 | 42% of white students. |
| |||||||
| |||||||
1 | (2) Traditional developmental education courses cost | ||||||
2 | students' time and money and expend their financial aid | ||||||
3 | because a student does not receive college credit for the | ||||||
4 | successful completion of a traditional developmental | ||||||
5 | education course. This can be a barrier to enrollment, | ||||||
6 | persistence, and certificate or degree completion. | ||||||
7 | (3) Developmental education courses can exacerbate | ||||||
8 | inequities in higher education. Community colleges | ||||||
9 | graduate Black students who are placed in developmental | ||||||
10 | education courses at a rate of approximately 8% compared to | ||||||
11 | a graduation rate of 26% for white students who are placed | ||||||
12 | in developmental education courses. | ||||||
13 | (4) A history of inconsistent and inadequate | ||||||
14 | approaches to student placement in community college | ||||||
15 | coursework, such as the reliance on standardized test | ||||||
16 | scores, has resulted in too many students being placed in | ||||||
17 | developmental education coursework who could otherwise | ||||||
18 | succeed in introductory college-level coursework or | ||||||
19 | introductory college-level coursework with concurrent | ||||||
20 | support. | ||||||
21 | (5) Public institutions of higher education and State | ||||||
22 | agencies have undertaken voluntary efforts and committed | ||||||
23 | resources to improve placement and to address disparities | ||||||
24 | in the successful completion of introductory college-level | ||||||
25 | coursework. | ||||||
26 | (6) The Illinois Council of Community College |
| |||||||
| |||||||
1 | Presidents, the Illinois Community College Chief Academic | ||||||
2 | Officers Commission, the Illinois Community College Chief | ||||||
3 | Student Services Officers Commission, and the Illinois | ||||||
4 | Mathematics Association of Community Colleges have already | ||||||
5 | developed and approved a more equitable, multiple measures | ||||||
6 | framework for placement in coursework that is currently | ||||||
7 | implemented at many but not all community colleges. | ||||||
8 | (7) In 2019, members of the General Assembly, faculty | ||||||
9 | and administrators from public institutions of higher | ||||||
10 | education, board trustees from community college | ||||||
11 | districts, representatives from the Board of Higher | ||||||
12 | Education, the Illinois Community College Board, and other | ||||||
13 | appointed stakeholders convened a task force to inventory | ||||||
14 | and study developmental education models employed by | ||||||
15 | public community colleges and universities in this State | ||||||
16 | and to submit a detailed plan for scaling developmental | ||||||
17 | education reforms in which all students who are placed in | ||||||
18 | developmental education coursework are enrolled in an | ||||||
19 | evidence-based developmental education model that | ||||||
20 | maximizes a student's likelihood of completing an | ||||||
21 | introductory college-level course within his or her first 2 | ||||||
22 | semesters at an institution of higher education. The data | ||||||
23 | released by the task force indicates all of the following: | ||||||
24 | (A) Despite more effective developmental education | ||||||
25 | models, community colleges and universities use the | ||||||
26 | traditional developmental education model for 77% of |
| |||||||
| |||||||
1 | students who place in a developmental education | ||||||
2 | mathematics course and for 67% of students who place in | ||||||
3 | a developmental English language course. | ||||||
4 | (B) Improved policies, programs, and practices are | ||||||
5 | essential to address the systemic inequities that | ||||||
6 | exist in postsecondary education in this State, such as | ||||||
7 | the disproportionate enrollment of Black students in | ||||||
8 | developmental education courses. | ||||||
9 | Section 100-10. Definitions. In this Act: | ||||||
10 | "College-level English language or mathematics course" or | ||||||
11 | "college-level English language or mathematics coursework" | ||||||
12 | means a course that bears credit and fulfills English language | ||||||
13 | or mathematics credit requirements for a baccalaureate degree, | ||||||
14 | a certificate, or an associate degree from a postsecondary | ||||||
15 | educational institution. | ||||||
16 | "Community college" means a public community college in | ||||||
17 | this State.
| ||||||
18 | "Developmental education" means instruction through which | ||||||
19 | a high school graduate who applies to a college credit program | ||||||
20 | may attain the communication and computation skills necessary | ||||||
21 | to successfully complete college-level coursework.
| ||||||
22 | "Developmental education course" or "developmental | ||||||
23 | education coursework" means a course or a category of courses | ||||||
24 | in which students are placed based on an institution's finding | ||||||
25 | that a student does not have the proficiency necessary to |
| |||||||
| |||||||
1 | succeed in an introductory college-level English language or | ||||||
2 | mathematics course. | ||||||
3 | "Institution of higher education" or "institution" means a | ||||||
4 | public community college or university in this State. | ||||||
5 | "University" means a public university in this State. | ||||||
6 | Section 100-15. Placement measures. | ||||||
7 | (a) On or before May 1, 2022, a community college shall use | ||||||
8 | each of the following measures, as appropriate, to determine | ||||||
9 | the placement of a student in introductory college-level | ||||||
10 | English language or mathematics coursework and shall use the | ||||||
11 | scores set forth in recommendations approved by the Illinois | ||||||
12 | Council of Community College Presidents on June 1, 2018: | ||||||
13 | (1) A student's cumulative high school grade point | ||||||
14 | average. | ||||||
15 | (2) A student's successful completion of an | ||||||
16 | appropriate high school transition course in mathematics | ||||||
17 | or English. | ||||||
18 | (3) A student's successful completion of an | ||||||
19 | appropriate developmental education or introductory | ||||||
20 | college-level English language or mathematics course at | ||||||
21 | another regionally accredited postsecondary educational | ||||||
22 | institution. | ||||||
23 | (b) In determining the placement of a student in | ||||||
24 | introductory college-level English language or mathematics | ||||||
25 | coursework, a community college shall consider the |
| |||||||
| |||||||
1 | standardized test scores provided by the student for placement | ||||||
2 | in an introductory college-level English language or | ||||||
3 | mathematics course. | ||||||
4 | In addition, a community college is encouraged to use the | ||||||
5 | scores set forth in recommendations approved by the Illinois | ||||||
6 | Council of Community College Presidents on June 1, 2018 and | ||||||
7 | should also consider other individual measures for placement in | ||||||
8 | an introductory college-level English language or mathematics | ||||||
9 | course, as set forth in recommendations approved by the | ||||||
10 | Illinois Council of Community College Presidents on June 1, | ||||||
11 | 2018, and the scores set forth in those recommendations. | ||||||
12 | In its discretion, a community college may accept a lower | ||||||
13 | score on individual placement measures or accept lower scores | ||||||
14 | in combination with other placement measures than those set | ||||||
15 | forth in the recommendations. | ||||||
16 | (c) If a student qualifies for placement in an introductory | ||||||
17 | college-level English language or mathematics course using a | ||||||
18 | single measure under subsection (a) or (b), no additional | ||||||
19 | measures need to be considered for placement of the student in | ||||||
20 | the introductory college-level English language or mathematics | ||||||
21 | course. | ||||||
22 | Section 100-20. Recommendations of Illinois Council of | ||||||
23 | Community College Presidents recommendation revisions; math | ||||||
24 | pathways. | ||||||
25 | (a) If the Illinois Council of Community College Presidents |
| |||||||
| |||||||
1 | approves any revised recommendations for determining the | ||||||
2 | placement of students in introductory college-level English | ||||||
3 | language or mathematics courses in response to changes in | ||||||
4 | scoring systems, the introduction and use of additional | ||||||
5 | measures, or evidence that demonstrates the inaccuracy in the | ||||||
6 | use of scores in previous recommendations, then, within one | ||||||
7 | year after the date of the adoption of those revised | ||||||
8 | recommendations, references in this Act to recommendations | ||||||
9 | approved by the Illinois Council of Community College | ||||||
10 | Presidents on June 1, 2018 shall mean the revised | ||||||
11 | recommendations. The General Assembly may request that the | ||||||
12 | Illinois Council of Community College Presidents provide to the | ||||||
13 | General Assembly the rationale and supporting evidence for any | ||||||
14 | revision to the Council's recommendations. | ||||||
15 | (b) Beginning no later than December 1, 2021, the Illinois | ||||||
16 | Board of Higher Education shall convene stakeholders to | ||||||
17 | consider a multiple measures framework for placement into | ||||||
18 | college-level coursework for Illinois public universities with | ||||||
19 | considerations for math pathways and major requirements. | ||||||
20 | Section 100-25. Placement policy; report. | ||||||
21 | (a) Each institution of higher education shall publicly | ||||||
22 | post its placement policy in a manner that is easily accessible | ||||||
23 | to both students and prospective students. | ||||||
24 | (b) On or before July 1, 2023, the Illinois Community | ||||||
25 | College Board shall issue a report, which shall be made |
| |||||||
| |||||||
1 | available to the public on its Internet website, concerning | ||||||
2 | each community college's developmental education and | ||||||
3 | college-level coursework placement policy and the policy's | ||||||
4 | outcomes. The data disclosed in the report must be consistent | ||||||
5 | with the Illinois Community College Board's requirements for | ||||||
6 | data collection and must be disaggregated by developmental | ||||||
7 | education course model, as defined by the Illinois Community | ||||||
8 | College Board, and by gender, race and ethnicity, and federal | ||||||
9 | Pell Grant status. | ||||||
10 | Section 100-30. Institutional plans; report. | ||||||
11 | (a) On or before May 1, 2022, each university shall submit | ||||||
12 | to the Board of Higher Education and each community college | ||||||
13 | shall submit to the Illinois Community College Board its | ||||||
14 | institutional plan for scaling evidence-based developmental | ||||||
15 | education reforms to maximize the probability that a student | ||||||
16 | will be placed in and successfully complete introductory | ||||||
17 | college-level English language or mathematics coursework | ||||||
18 | within 2 semesters at the institution. At a minimum, a plan | ||||||
19 | submitted by an institution shall include all of the following: | ||||||
20 | (1) A description of the current developmental | ||||||
21 | education models offered by the institution. If the | ||||||
22 | institution does not currently offer developmental | ||||||
23 | education coursework, it must provide details regarding | ||||||
24 | its decision not to offer developmental education | ||||||
25 | coursework and the pathways that are available to students |
| |||||||
| |||||||
1 | deemed to be insufficiently prepared for introductory | ||||||
2 | college-level English language or mathematics coursework. | ||||||
3 | (2) A description of the developmental education | ||||||
4 | models that will be implemented and scaled and the basis of | ||||||
5 | the evidence and associated data that the institution | ||||||
6 | considered in making the decision to scale each model. | ||||||
7 | (3) Baseline data and benchmarks for progress, | ||||||
8 | including, but not limited to, (i) enrollment in | ||||||
9 | credit-bearing English language or mathematics courses, | ||||||
10 | (ii) rates of successful completion of introductory | ||||||
11 | college-level English language or mathematics courses, and | ||||||
12 | (iii) college-credit accumulation. | ||||||
13 | (4) Detailed plans for scaling reforms and improving | ||||||
14 | outcomes for all students placed in traditional | ||||||
15 | developmental education models or models with comparable | ||||||
16 | introductory college-level course completion rates. The | ||||||
17 | plan shall provide details about the expected improvements | ||||||
18 | in educational outcomes for Black students as result of the | ||||||
19 | proposed reforms. | ||||||
20 | (b) On or before January 1, 2023 and each year thereafter, | ||||||
21 | the Board of Higher Education and Illinois Community College | ||||||
22 | Board shall collect data and report to the General Assembly and | ||||||
23 | the public the status of developmental education reforms at | ||||||
24 | institutions. The report must include data on the progress of | ||||||
25 | the developmental education reforms, including, but not | ||||||
26 | limited to, (i) enrollment in credit-bearing English language |
| |||||||
| |||||||
1 | or mathematics courses, (ii) rates of successful completion of | ||||||
2 | introductory college-level English language or mathematics | ||||||
3 | courses, and (iii) college-credit accumulation. The data must | ||||||
4 | be disaggregated by gender, race and ethnicity, federal Pell | ||||||
5 | Grant status, and other variables of interest to the Board of | ||||||
6 | Higher Education and the Illinois Community College Board. | ||||||
7 | (c) On or before January 1, 2024 and each year thereafter, | ||||||
8 | the Board of Higher Education and Illinois Community College | ||||||
9 | Board, in consultation with institutions of higher education | ||||||
10 | and other stakeholders, shall consider additional data | ||||||
11 | reporting requirements to facilitate the rigorous and | ||||||
12 | continuous evaluation of each institution's implementation | ||||||
13 | plan and its impact on improving outcomes for students in | ||||||
14 | developmental education, particularly for Black students.
| ||||||
15 | Section 100-90. Family Educational Rights and Privacy Act | ||||||
16 | of 1974. Nothing in this Act supersedes the federal Family | ||||||
17 | Educational Rights and Privacy Act of 1974 or rules adopted | ||||||
18 | pursuant to the federal Family Educational Rights and Privacy | ||||||
19 | Act of 1974. | ||||||
20 | Article 105. | ||||||
21 | Section 105-5. The Illinois Administrative Procedure Act | ||||||
22 | is amended by adding Section 5-45.8 as follows: |
| |||||||
| |||||||
1 | (5 ILCS 100/5-45.8 new) | ||||||
2 | Sec. 5-45.8. Emergency rulemaking. To provide for the | ||||||
3 | expeditious and timely implementation of this amendatory Act of | ||||||
4 | the 101st General Assembly, emergency rules implementing this | ||||||
5 | amendatory Act of the 101st General Assembly may be adopted in | ||||||
6 | accordance with Section 5-45 to implement this amendatory Act | ||||||
7 | of the 101st General Assembly. The adoption of emergency rules | ||||||
8 | authorized by Section 5-45 and this Section is deemed to be | ||||||
9 | necessary for the public interest, safety, and welfare. | ||||||
10 | This Section is repealed on January 1, 2026. | ||||||
11 | Section 105-10. The Invest in Kids Act is amended by | ||||||
12 | changing Sections 5, 10, 40, and 45 and by adding Section 7.5 | ||||||
13 | as follows: | ||||||
14 | (35 ILCS 40/5) | ||||||
15 | (Section scheduled to be repealed on January 1, 2024)
| ||||||
16 | Sec. 5. Definitions. As used in this Act: | ||||||
17 | "Authorized contribution" means the contribution amount | ||||||
18 | that is listed on the contribution authorization certificate | ||||||
19 | issued to the taxpayer.
| ||||||
20 | "Board" means the State Board of Education.
| ||||||
21 | "Contribution" means a donation made by the taxpayer during | ||||||
22 | the taxable year for providing scholarships as provided in this | ||||||
23 | Act. | ||||||
24 | "Custodian" means, with respect to eligible students, an |
| |||||||
| |||||||
1 | Illinois resident who is a parent or legal guardian of the | ||||||
2 | eligible student or students.
| ||||||
3 | "Department" means the Department of Revenue. | ||||||
4 | "Eligible student" means a child who:
| ||||||
5 | (1) is a member of a household whose federal adjusted | ||||||
6 | gross income the year before he or she
initially receives a | ||||||
7 | scholarship under this program, as determined by the | ||||||
8 | Department, does not exceed 300% of the federal poverty
| ||||||
9 | level and, once the child receives a scholarship, does not | ||||||
10 | exceed 400% of the federal poverty
level;
| ||||||
11 | (2) is eligible to attend a public elementary school or | ||||||
12 | high school in Illinois in the semester immediately | ||||||
13 | preceding the semester for which he or she first receives a | ||||||
14 | scholarship or is
starting school in Illinois for the first | ||||||
15 | time when he or she first receives a scholarship; and
| ||||||
16 | (3) resides in Illinois while receiving a scholarship. | ||||||
17 | "Family member" means a parent, child, or sibling, whether | ||||||
18 | by whole blood, half blood, or adoption; spouse; or stepchild. | ||||||
19 | "Focus district" means a school district which has a school | ||||||
20 | that is either (i) a school that has one or more subgroups in | ||||||
21 | which the average student performance is at or below the State | ||||||
22 | average for the lowest 10% of student performance in that | ||||||
23 | subgroup or (ii) a school with an average graduation rate of | ||||||
24 | less than 60% and not identified for priority.
| ||||||
25 | "Jointly-administered CTE program" means a program or set | ||||||
26 | of programs within a non-public school located in Illinois, as |
| |||||||
| |||||||
1 | determined by the Department of Labor pursuant to Section 7.5 | ||||||
2 | of this Act. | ||||||
3 | "Necessary costs and fees" includes the customary charge | ||||||
4 | for instruction and use of facilities in general
and the | ||||||
5 | additional fixed fees charged for specified purposes that are | ||||||
6 | required generally of non-scholarship recipients for each | ||||||
7 | academic period for which the scholarship applicant actually | ||||||
8 | enrolls, including costs associated with student assessments, | ||||||
9 | but does not
include fees payable only once and other | ||||||
10 | contingent deposits that are refundable in whole or in part. | ||||||
11 | The Board may prescribe, by rules consistent with this Act, | ||||||
12 | detailed provisions concerning the computation of necessary | ||||||
13 | costs and fees.
| ||||||
14 | "Scholarship granting organization" means an entity that:
| ||||||
15 | (1) is exempt from taxation under Section 501(c)(3) of | ||||||
16 | the Internal Revenue Code;
| ||||||
17 | (2) uses at least 95% of the qualified contributions | ||||||
18 | received during a taxable year for scholarships;
| ||||||
19 | (3) provides scholarships to students according to the | ||||||
20 | guidelines of this Act;
| ||||||
21 | (4) deposits and holds qualified contributions and any | ||||||
22 | income derived from qualified contributions
in an account | ||||||
23 | that is separate from the organization's operating fund or | ||||||
24 | other funds until such qualified contributions or income | ||||||
25 | are withdrawn for use; and
| ||||||
26 | (5) is approved to issue certificates of receipt.
|
| |||||||
| |||||||
1 | "Qualified contribution" means the authorized contribution | ||||||
2 | made by a taxpayer to a scholarship granting organization for | ||||||
3 | which the taxpayer has received a certificate of receipt from | ||||||
4 | such organization.
| ||||||
5 | "Qualified school" means a non-public school located in | ||||||
6 | Illinois and recognized by the Board pursuant to Section | ||||||
7 | 2-3.25o of the School Code.
| ||||||
8 | "Scholarship" means an educational scholarship awarded to | ||||||
9 | an eligible student to attend a qualified school
of their | ||||||
10 | custodians' choice in an amount not exceeding the necessary | ||||||
11 | costs and fees to attend that school.
| ||||||
12 | "Taxpayer" means any individual, corporation, partnership, | ||||||
13 | trust, or other entity subject to the Illinois income tax. For | ||||||
14 | the purposes of this Act, 2 individuals filing a joint return | ||||||
15 | shall be considered one taxpayer.
| ||||||
16 | "Technical academy" means a non-public school located in | ||||||
17 | Illinois that (i) registers with the Board pursuant to Section | ||||||
18 | 2-3.25o of the School Code and (ii) operates or will operate a | ||||||
19 | jointly-administered CTE program as the primary focus of the | ||||||
20 | school. To maintain its status as a technical academy, the | ||||||
21 | non-public school must obtain recognition from the Board | ||||||
22 | pursuant to Section 2-3.25o of the School Code within 2 | ||||||
23 | calendar years of its registration with the Board. | ||||||
24 | (Source: P.A. 100-465, eff. 8-31-17.) | ||||||
25 | (35 ILCS 40/7.5 new) |
| |||||||
| |||||||
1 | Sec. 7.5. Determination of jointly-administered CTE | ||||||
2 | programs. | ||||||
3 | (a) Upon its own motion, or petition from a qualified | ||||||
4 | school or technical academy, the State Board of Education shall | ||||||
5 | determine whether a program or set of programs offered or | ||||||
6 | proposed by a qualified school or technical academy provides | ||||||
7 | coursework and training in career and technical education | ||||||
8 | pathways aligned to industry-recognized certifications and | ||||||
9 | credentials. The State Board of Education shall make that | ||||||
10 | determination based upon whether the industry-recognized | ||||||
11 | certifications or credentials that are the focus of a qualified | ||||||
12 | school or technical academy's coursework and training program | ||||||
13 | or set of programs (i) are associated with an occupation | ||||||
14 | determined to fall under the LEADING or EMERGING priority | ||||||
15 | sectors as determined through Illinois' Workforce Innovation | ||||||
16 | and Opportunity Act Unified State Plan, and (ii) provide wages | ||||||
17 | that are at least 70% of the average annual wage in the State | ||||||
18 | as determined by the United States Bureau of Labor Statistics. | ||||||
19 | The State Board of Education shall publish a list of | ||||||
20 | approved jointly-administered programs on its website and | ||||||
21 | otherwise make such list available to the public. | ||||||
22 | (b) A qualified school or technical academy may petition | ||||||
23 | the State Board of Education to obtain a determination that a | ||||||
24 | proposed program or set of programs that it seeks to offer | ||||||
25 | qualifies as a jointly-administered CTE program under | ||||||
26 | subsection (a) of this Section. A petitioner shall file one |
| |||||||
| |||||||
1 | original petition in the format provided by the State Board of | ||||||
2 | Education and in the manner specified by the State Board of | ||||||
3 | Education. The petitioner may withdraw his or her petition by | ||||||
4 | submitting a written statement to the State Board of Education | ||||||
5 | indicating withdrawal. The State Board of Education shall | ||||||
6 | approve or deny a petition within 180 days of its submission, | ||||||
7 | and, upon approval, shall proceed to add the program or set of | ||||||
8 | programs to the list of approved jointly-administered CTE | ||||||
9 | programs. The approval or denial of any petition is a final | ||||||
10 | decision of the Department, subject to judicial review under | ||||||
11 | the Administrative Review Law. Jurisdiction and venue are | ||||||
12 | vested in the circuit court. | ||||||
13 | (c) The State Board of Education shall evaluate the | ||||||
14 | approved jointly-administered CTE programs under this Section | ||||||
15 | once every 5 years. At this time, the State Board of Education | ||||||
16 | shall determine whether these programs continue to meet the | ||||||
17 | requirements set forth in subsection (a) of this Section. | ||||||
18 | (35 ILCS 40/10) | ||||||
19 | (Section scheduled to be repealed on January 1, 2024)
| ||||||
20 | Sec. 10. Credit awards. | ||||||
21 | (a) The Department shall award credits against the tax | ||||||
22 | imposed under subsections (a) and (b) of Section 201 of the | ||||||
23 | Illinois Income Tax Act to taxpayers who make qualified | ||||||
24 | contributions. For contributions made under this Act, the | ||||||
25 | credit shall be equal to 75% of the total amount of
qualified |
| |||||||
| |||||||
1 | contributions made by the taxpayer during a taxable year, not | ||||||
2 | to exceed a credit of $1,000,000 per taxpayer.
| ||||||
3 | (b) The aggregate amount of all credits the Department may | ||||||
4 | award under this Act in any calendar year may not exceed | ||||||
5 | $75,000,000. | ||||||
6 | (c) Contributions made by corporations (including | ||||||
7 | Subchapter S corporations), partnerships, and trusts under | ||||||
8 | this Act may not be directed to a particular subset of schools | ||||||
9 | or , a particular school, but may not be directed to a | ||||||
10 | particular group of students , or a particular student.
| ||||||
11 | Contributions made by individuals under this Act may be | ||||||
12 | directed to a particular subset of schools or a particular | ||||||
13 | school but may not be directed to a particular group of | ||||||
14 | students or a particular student. | ||||||
15 | (d) No credit shall be taken under this Act for any | ||||||
16 | qualified contribution for which the taxpayer claims a federal | ||||||
17 | income tax deduction. | ||||||
18 | (e) Credits shall be awarded in a manner, as determined by | ||||||
19 | the Department, that is geographically proportionate to | ||||||
20 | enrollment in recognized non-public schools in Illinois. If the | ||||||
21 | cap on the aggregate credits that may be awarded by the | ||||||
22 | Department is not reached by April 1 June 1 of a given year, | ||||||
23 | the Department shall award remaining credits on a first-come, | ||||||
24 | first-served basis, without regard to the limitation of this | ||||||
25 | subsection.
| ||||||
26 | (f) Credits awarded for donations made to a technical |
| |||||||
| |||||||
1 | academy shall be awarded without regard to subsection (e), but | ||||||
2 | shall not exceed 15% of the annual statewide program cap. For | ||||||
3 | the purposes of this subsection, "technical academy" means a | ||||||
4 | technical academy that is registered with the Board within 30 | ||||||
5 | days after the effective date of this amendatory Act of the | ||||||
6 | 101st General Assembly. | ||||||
7 | (Source: P.A. 100-465, eff. 8-31-17.) | ||||||
8 | (35 ILCS 40/40) | ||||||
9 | (Section scheduled to be repealed on January 1, 2024)
| ||||||
10 | Sec. 40. Scholarship granting organization | ||||||
11 | responsibilities. | ||||||
12 | (a) Before granting a scholarship for an academic year, all | ||||||
13 | scholarship granting organizations shall assess and document | ||||||
14 | each student's eligibility for the academic year.
| ||||||
15 | (b) A scholarship granting organization shall grant | ||||||
16 | scholarships only to eligible students.
| ||||||
17 | (c) A scholarship granting organization shall allow an | ||||||
18 | eligible student to attend any qualified school of the | ||||||
19 | student's choosing, subject to the availability of funds.
| ||||||
20 | (d) In granting scholarships, beginning in the 2022-2023 | ||||||
21 | school year and each school year thereafter, a scholarship | ||||||
22 | granting organization shall give first priority to eligible | ||||||
23 | students who received a scholarship from a scholarship granting | ||||||
24 | organization during the previous school year. Second priority | ||||||
25 | shall be given to the following priority groups: |
| |||||||
| |||||||
1 | (1) (blank); eligible students who received a | ||||||
2 | scholarship from a scholarship granting organization | ||||||
3 | during the previous school year;
| ||||||
4 | (2) eligible students who are members of a household | ||||||
5 | whose previous year's total annual income does not exceed | ||||||
6 | 185% of the federal poverty level;
| ||||||
7 | (3) eligible students who reside within a focus | ||||||
8 | district; and
| ||||||
9 | (4) eligible students who are siblings of students | ||||||
10 | currently receiving a scholarship.
| ||||||
11 | (d-5) A scholarship granting organization shall begin | ||||||
12 | granting scholarships no later than February 1 preceding the | ||||||
13 | school year for which the scholarship is sought. Each The | ||||||
14 | priority group groups identified in subsection (d) of this | ||||||
15 | Section shall be eligible to receive scholarships on a | ||||||
16 | first-come, first-served basis until the April 1 immediately | ||||||
17 | preceding the school year for which the scholarship is sought | ||||||
18 | starting with the first priority group identified in subsection | ||||||
19 | (d) of this Section . Applications for scholarships for eligible | ||||||
20 | students meeting the qualifications of one or more priority | ||||||
21 | groups that are received before April 1 must be either approved | ||||||
22 | or denied within 10 business days after receipt. Beginning | ||||||
23 | April 1, all eligible students shall be eligible to receive | ||||||
24 | scholarships without regard to the priority groups identified | ||||||
25 | in subsection (d) of this Section. | ||||||
26 | (e) Except as provided in subsection (e-5) of this Section, |
| |||||||
| |||||||
1 | scholarships shall not exceed the lesser of (i) the statewide | ||||||
2 | average operational expense per
student among public schools or | ||||||
3 | (ii) the necessary costs and fees for attendance at the | ||||||
4 | qualified school.
Scholarships shall be prorated as follows: | ||||||
5 | (1) for eligible students whose household income is | ||||||
6 | less than 185% of the federal poverty level, the | ||||||
7 | scholarship shall be 100% of the amount determined pursuant | ||||||
8 | to this subsection (e) and subsection (e-5) of this | ||||||
9 | Section; | ||||||
10 | (2) for eligible students whose household income is | ||||||
11 | 185% or more of the federal poverty level but less than | ||||||
12 | 250% of the federal poverty level, the average of | ||||||
13 | scholarships shall be 75% of the amount determined pursuant | ||||||
14 | to this subsection (e) and subsection (e-5) of this | ||||||
15 | Section; and | ||||||
16 | (3) for eligible students whose household income is | ||||||
17 | 250% or more of the federal poverty level, the average of | ||||||
18 | scholarships shall be 50% of the amount determined pursuant | ||||||
19 | to this subsection (e) and subsection (e-5) of this | ||||||
20 | Section. | ||||||
21 | (e-5) The statewide average operational expense per | ||||||
22 | student among public schools shall be multiplied by the | ||||||
23 | following factors: | ||||||
24 | (1) for students determined eligible to receive | ||||||
25 | services under the federal Individuals with Disabilities | ||||||
26 | Education Act, 2; |
| |||||||
| |||||||
1 | (2) for students who are English learners, as defined | ||||||
2 | in subsection (d) of Section 14C-2 of the School Code, 1.2; | ||||||
3 | and | ||||||
4 | (3) for students who are gifted and talented children, | ||||||
5 | as defined in Section 14A-20 of the School Code, 1.1 ; and . | ||||||
6 | (4) for students enrolled in a jointly-administered | ||||||
7 | CTE program, 1.5. | ||||||
8 | (f) A scholarship granting organization shall distribute | ||||||
9 | scholarship payments to the participating school where the | ||||||
10 | student is enrolled.
| ||||||
11 | (g) Beginning in For the 2018-2019 school year through the | ||||||
12 | 2021-2022 school year , each scholarship granting organization | ||||||
13 | shall expend no less than 75% of the qualified contributions | ||||||
14 | received during the calendar year in which the qualified | ||||||
15 | contributions were received. No more than 25% of the
qualified | ||||||
16 | contributions may be carried forward to the following calendar | ||||||
17 | year.
| ||||||
18 | (h) In determining compliance with subsection (g), a | ||||||
19 | scholarship granting organization may exempt a portion of | ||||||
20 | donations directed to a technical academy operating in the | ||||||
21 | first two calendar years in which the school is eligible to | ||||||
22 | receive donations. For purposes of determining compliance with | ||||||
23 | subsection (g) the sum of exempted donations per technical | ||||||
24 | academy shall not exceed $3,000,000 over the 2-calendar year | ||||||
25 | period. Not more than one scholarship granting organization | ||||||
26 | shall exempt a portion of directed donations per technical |
| |||||||
| |||||||
1 | academy. For the 2022-2023 school year, each scholarship | ||||||
2 | granting organization shall expend all qualified contributions | ||||||
3 | received during the calendar year in which the qualified | ||||||
4 | contributions were
received. No qualified contributions may be | ||||||
5 | carried forward to the following calendar year.
| ||||||
6 | (i) A scholarship granting organization shall allow an | ||||||
7 | eligible student to transfer a scholarship during a school year | ||||||
8 | to any other participating school of the custodian's choice. | ||||||
9 | Such scholarships shall be prorated.
| ||||||
10 | (j) With the prior approval of the Department, a | ||||||
11 | scholarship granting organization may transfer funds to | ||||||
12 | another scholarship granting organization if additional funds | ||||||
13 | are required to meet scholarship demands at the receiving | ||||||
14 | scholarship granting organization. All transferred funds must | ||||||
15 | be
deposited by the receiving scholarship granting | ||||||
16 | organization into its scholarship accounts. All transferred | ||||||
17 | amounts received by any scholarship granting organization must | ||||||
18 | be separately
disclosed to the Department.
| ||||||
19 | (k) If the approval of a scholarship granting organization | ||||||
20 | is revoked as provided in Section 20 of this Act or the | ||||||
21 | scholarship granting organization is dissolved, all remaining | ||||||
22 | qualified contributions of the scholarship granting | ||||||
23 | organization shall be transferred to another scholarship | ||||||
24 | granting organization. All transferred funds must be deposited | ||||||
25 | by the receiving scholarship granting organization into its | ||||||
26 | scholarship accounts. |
| |||||||
| |||||||
1 | (l) Scholarship granting organizations shall make | ||||||
2 | reasonable efforts to advertise the availability of | ||||||
3 | scholarships to eligible students.
| ||||||
4 | (Source: P.A. 100-465, eff. 8-31-17.) | ||||||
5 | (35 ILCS 40/45) | ||||||
6 | (Section scheduled to be repealed on January 1, 2024)
| ||||||
7 | Sec. 45. State Board responsibilities. | ||||||
8 | (a) Beginning in the 2019-2020 school year, students who | ||||||
9 | have been granted a scholarship under this Act shall be | ||||||
10 | annually assessed at the qualified school where the student | ||||||
11 | attends school in the same manner in which students that attend | ||||||
12 | public schools are annually assessed pursuant to Section | ||||||
13 | 2-3.64a-5 of the School Code. Such qualified school shall pay | ||||||
14 | costs associated with this requirement. | ||||||
15 | (b) The Board shall select an independent research | ||||||
16 | organization, which may be a public or private entity or | ||||||
17 | university, to which participating qualified schools must | ||||||
18 | report the scores of students who are receiving scholarships | ||||||
19 | and are assessed pursuant to subsection (a) of this Section. | ||||||
20 | Costs associated with the independent research organization | ||||||
21 | shall be paid by the scholarship granting organizations on a | ||||||
22 | per-pupil basis or by gifts, grants, or donations received by | ||||||
23 | the Board under subsection (d) of this Section, as determined | ||||||
24 | by the Board. The independent research organization must | ||||||
25 | annually report to the Board on the year-to-year learning gains |
| |||||||
| |||||||
1 | of students receiving scholarships on a statewide basis. The | ||||||
2 | report shall also include, to the extent possible, a comparison | ||||||
3 | of these learning gains to the statewide learning gains of | ||||||
4 | public school students with socioeconomic backgrounds similar | ||||||
5 | to those of students receiving scholarships. The annual report | ||||||
6 | shall be delivered to the Board and published on its website. | ||||||
7 | (c) Beginning within 120 days after the Board first | ||||||
8 | receives the annual report by the independent research | ||||||
9 | organization as provided in subsection (b) of this Section and | ||||||
10 | on an annual basis thereafter, the Board shall submit a written | ||||||
11 | report to the Governor, the President of the Senate, the | ||||||
12 | Speaker of the House of Representatives, the Minority Leader of | ||||||
13 | the Senate, and the Minority Leader of the House of | ||||||
14 | Representatives regarding this Act. Such report shall include | ||||||
15 | an evaluation of the academic performance of students receiving | ||||||
16 | scholarships and recommendations for improving student | ||||||
17 | performance. | ||||||
18 | (d) Subject to the State Officials and Employees Ethics | ||||||
19 | Act, the Board may receive and expend gifts, grants, and | ||||||
20 | donations of any kind from any public or private entity to | ||||||
21 | carry out the purposes of this Section, subject to the terms | ||||||
22 | and conditions under which the gifts are given, provided that | ||||||
23 | all such terms and conditions are permissible under law. | ||||||
24 | (e) The sharing and reporting of student assessment | ||||||
25 | learning gain data under this Section must be in accordance | ||||||
26 | with requirements of the Family Educational Rights and Privacy |
| |||||||
| |||||||
1 | Act and the Illinois School Student Records Act. All parties | ||||||
2 | must preserve the confidentiality of such information as | ||||||
3 | required by law. The annual report must not disaggregate data | ||||||
4 | to a level that will disclose the academic level of individual | ||||||
5 | students.
| ||||||
6 | (Source: P.A. 100-465, eff. 8-31-17.) | ||||||
7 | (35 ILCS 40/995 rep.) | ||||||
8 | Section 105-15. The Invest in Kids Act is amended by | ||||||
9 | repealing Section 995. | ||||||
10 | Article 115. | ||||||
11 | Section 115-5. The School Code is amended by changing | ||||||
12 | Section 21B-50 as follows: | ||||||
13 | (105 ILCS 5/21B-50) | ||||||
14 | Sec. 21B-50. Alternative Educator Licensure Program. | ||||||
15 | (a) There is established an alternative educator licensure | ||||||
16 | program, to be known as the Alternative Educator Licensure | ||||||
17 | Program for Teachers. | ||||||
18 | (b) The Alternative Educator Licensure Program for | ||||||
19 | Teachers may be offered by a recognized institution approved to | ||||||
20 | offer educator preparation programs by the State Board of | ||||||
21 | Education, in consultation with the State Educator Preparation | ||||||
22 | and Licensure Board. |
| |||||||
| |||||||
1 | The program shall be comprised of 4 phases: | ||||||
2 | (1) A course of study that at a minimum includes | ||||||
3 | instructional planning; instructional strategies, | ||||||
4 | including special education, reading, and English language | ||||||
5 | learning; classroom management; and the assessment of | ||||||
6 | students and use of data to drive instruction. | ||||||
7 | (2) A year of residency, which is a candidate's | ||||||
8 | assignment to a full-time teaching position or as a | ||||||
9 | co-teacher for one full school year. An individual must | ||||||
10 | hold an Educator License with Stipulations with an | ||||||
11 | alternative provisional educator endorsement in order to | ||||||
12 | enter the residency and must complete additional program | ||||||
13 | requirements that address required State and national | ||||||
14 | standards, pass the State Board's teacher performance | ||||||
15 | assessment no later than the end of the first semester of | ||||||
16 | the second year of residency, as required under phase (3) | ||||||
17 | of this subsection (b), and be recommended by the principal | ||||||
18 | or qualified equivalent of a principal, as required under | ||||||
19 | subsection (d) of this Section, and the program coordinator | ||||||
20 | to continue with the second year of the residency. | ||||||
21 | (3) A second year of residency, which shall include the | ||||||
22 | candidate's assignment to a full-time teaching position | ||||||
23 | for one school year. The candidate must be assigned an | ||||||
24 | experienced teacher to act as a mentor and coach the | ||||||
25 | candidate through the second year of residency. | ||||||
26 | (4) A comprehensive assessment of the candidate's |
| |||||||
| |||||||
1 | teaching effectiveness, as evaluated by the principal or | ||||||
2 | qualified equivalent of a principal, as required under | ||||||
3 | subsection (d) of this Section, and the program | ||||||
4 | coordinator, at the end of the second year of residency. If | ||||||
5 | there is disagreement between the 2 evaluators about the | ||||||
6 | candidate's teaching effectiveness, the candidate may | ||||||
7 | complete one additional year of residency teaching under a | ||||||
8 | professional development plan developed by the principal | ||||||
9 | or qualified equivalent and the preparation program. At the | ||||||
10 | completion of the third year, a candidate must have | ||||||
11 | positive evaluations and a recommendation for full | ||||||
12 | licensure from both the principal or qualified equivalent | ||||||
13 | and the program coordinator or no Professional Educator | ||||||
14 | License shall be issued. | ||||||
15 | Successful completion of the program shall be deemed to | ||||||
16 | satisfy any other practice or student teaching and content | ||||||
17 | matter requirements established by law. | ||||||
18 | (c) An alternative provisional educator endorsement on an | ||||||
19 | Educator License with Stipulations is valid for 2 years of | ||||||
20 | teaching in the public schools, including without limitation a | ||||||
21 | preschool educational program under Section 2-3.71 of this Code | ||||||
22 | or charter school, or in a State-recognized nonpublic school in | ||||||
23 | which the chief administrator is required to have the licensure | ||||||
24 | necessary to be a principal in a public school in this State | ||||||
25 | and in which a majority of the teachers are required to have | ||||||
26 | the licensure necessary to be instructors in a public school in |
| |||||||
| |||||||
1 | this State, but may be renewed for a third year if needed to | ||||||
2 | complete the Alternative Educator Licensure Program for | ||||||
3 | Teachers. The endorsement shall be issued only once to an | ||||||
4 | individual who meets all of the following requirements: | ||||||
5 | (1) Has graduated from a regionally accredited college | ||||||
6 | or university with a bachelor's degree or higher. | ||||||
7 | (2) (Blank). Has a cumulative grade point average of | ||||||
8 | 3.0 or greater on a 4.0 scale or its equivalent on another | ||||||
9 | scale. | ||||||
10 | (3) Has completed a major in the content area if | ||||||
11 | seeking a middle or secondary level endorsement or, if | ||||||
12 | seeking an early childhood, elementary, or special | ||||||
13 | education endorsement, has completed a major in the content | ||||||
14 | area of reading, English/language arts, mathematics, or | ||||||
15 | one of the sciences. If the individual does not have a | ||||||
16 | major in a content area for any level of teaching, he or | ||||||
17 | she must submit transcripts to the State Board of Education | ||||||
18 | to be reviewed for equivalency. | ||||||
19 | (4) Has successfully completed phase (1) of subsection | ||||||
20 | (b) of this Section. | ||||||
21 | (5) Has passed a content area test required for the | ||||||
22 | specific endorsement for admission into the program, as | ||||||
23 | required under Section 21B-30 of this Code. | ||||||
24 | A candidate possessing the alternative provisional | ||||||
25 | educator endorsement may receive a salary, benefits, and any | ||||||
26 | other terms of employment offered to teachers in the school who |
| |||||||
| |||||||
1 | are members of an exclusive bargaining representative, if any, | ||||||
2 | but a school is not required to provide these benefits during | ||||||
3 | the years of residency if the candidate is serving only as a | ||||||
4 | co-teacher. If the candidate is serving as the teacher of | ||||||
5 | record, the candidate must receive a salary, benefits, and any | ||||||
6 | other terms of employment. Residency experiences must not be | ||||||
7 | counted towards tenure. | ||||||
8 | (d) The recognized institution offering the Alternative | ||||||
9 | Educator Licensure Program for Teachers must partner with a | ||||||
10 | school district, including without limitation a preschool | ||||||
11 | educational program under Section 2-3.71 of this Code or | ||||||
12 | charter school, or a State-recognized, nonpublic school in this | ||||||
13 | State in which the chief administrator is required to have the | ||||||
14 | licensure necessary to be a principal in a public school in | ||||||
15 | this State and in which a majority of the teachers are required | ||||||
16 | to have the licensure necessary to be instructors in a public | ||||||
17 | school in this State. A recognized institution that partners | ||||||
18 | with a public school district administering a preschool | ||||||
19 | educational program under Section 2-3.71 of this Code must | ||||||
20 | require a principal to recommend or evaluate candidates in the | ||||||
21 | program. A recognized institution that partners with an | ||||||
22 | eligible entity administering a preschool educational program | ||||||
23 | under Section 2-3.71 of this Code and that is not a public | ||||||
24 | school district must require a principal or qualified | ||||||
25 | equivalent of a principal to recommend or evaluate candidates | ||||||
26 | in the program. The program presented for approval by the State |
| |||||||
| |||||||
1 | Board of Education must demonstrate the supports that are to be | ||||||
2 | provided to assist the provisional teacher during the 2-year | ||||||
3 | residency period. These supports must provide additional | ||||||
4 | contact hours with mentors during the first year of residency. | ||||||
5 | (e) Upon completion of the 4 phases outlined in subsection | ||||||
6 | (b) of this Section and all assessments required under Section | ||||||
7 | 21B-30 of this Code, an individual shall receive a Professional | ||||||
8 | Educator License. | ||||||
9 | (f) The State Board of Education, in consultation with the | ||||||
10 | State Educator Preparation and Licensure Board, may adopt such | ||||||
11 | rules as may be necessary to establish and implement the | ||||||
12 | Alternative Educator Licensure Program for Teachers.
| ||||||
13 | (Source: P.A. 100-596, eff. 7-1-18; 100-822, eff. 1-1-19; | ||||||
14 | 101-220, eff. 8-7-19; 101-570, eff. 8-23-19; 101-643, eff. | ||||||
15 | 6-18-20.) | ||||||
16 | Article 120. | ||||||
17 | Section 120-5. The Higher Education Student Assistance Act | ||||||
18 | is amended by changing Section 50 as follows: | ||||||
19 | (110 ILCS 947/50)
| ||||||
20 | Sec. 50. Minority Teachers of Illinois scholarship | ||||||
21 | program.
| ||||||
22 | (a) As used in this Section:
| ||||||
23 | "Eligible applicant" means a minority student who has |
| |||||||
| |||||||
1 | graduated
from high school or has received a high school | ||||||
2 | equivalency certificate
and has
maintained a cumulative | ||||||
3 | grade point average of
no
less than 2.5 on a 4.0 scale, and | ||||||
4 | who by reason thereof is entitled to
apply for scholarships | ||||||
5 | to be awarded under this Section.
| ||||||
6 | "Minority student" means a student who is any of the | ||||||
7 | following: | ||||||
8 | (1) American Indian or Alaska Native (a person | ||||||
9 | having origins in any of the original peoples of North | ||||||
10 | and South America, including Central America, and who | ||||||
11 | maintains tribal affiliation or community attachment). | ||||||
12 | (2) Asian (a person having origins in any of the | ||||||
13 | original peoples of the Far East, Southeast Asia, or | ||||||
14 | the Indian subcontinent, including, but not limited | ||||||
15 | to, Cambodia, China, India, Japan, Korea, Malaysia, | ||||||
16 | Pakistan, the Philippine Islands, Thailand, and | ||||||
17 | Vietnam). | ||||||
18 | (3) Black or African American (a person having | ||||||
19 | origins in any of the black racial groups of Africa). | ||||||
20 | Terms such as "Haitian" or "Negro" can be used in | ||||||
21 | addition to "Black or African American". | ||||||
22 | (4) Hispanic or Latino (a person of Cuban, Mexican, | ||||||
23 | Puerto Rican, South or Central American, or other | ||||||
24 | Spanish culture or origin, regardless of race). | ||||||
25 | (5) Native Hawaiian or Other Pacific Islander (a | ||||||
26 | person having origins in any of the original peoples of |
| |||||||
| |||||||
1 | Hawaii, Guam, Samoa, or other Pacific Islands).
| ||||||
2 | "Qualified bilingual minority applicant" means a | ||||||
3 | qualified student who demonstrates proficiency in a | ||||||
4 | language other than English by (i) receiving a State Seal | ||||||
5 | of Biliteracy from the State Board of Education or (ii) | ||||||
6 | receiving a passing score on an educator licensure target | ||||||
7 | language proficiency test. | ||||||
8 | "Qualified student" means a person (i) who is a | ||||||
9 | resident of this State
and a citizen or permanent resident | ||||||
10 | of the United States; (ii) who is a
minority student, as | ||||||
11 | defined in this Section; (iii) who, as an eligible
| ||||||
12 | applicant, has made a timely application for a minority | ||||||
13 | teaching
scholarship under this Section; (iv) who is | ||||||
14 | enrolled on at least a
half-time basis at a
qualified | ||||||
15 | Illinois institution of
higher learning; (v) who is | ||||||
16 | enrolled in a course of study leading to
teacher licensure, | ||||||
17 | including alternative teacher licensure, or, if the | ||||||
18 | student is already licensed to teach, in a course of study | ||||||
19 | leading to an additional teaching endorsement or a master's | ||||||
20 | degree in an academic field in which he or she is teaching | ||||||
21 | or plans to teach or who has received one or more College | ||||||
22 | and Career Pathway Endorsements pursuant to Section 80 of | ||||||
23 | the Postsecondary and Workforce Readiness Act and commits | ||||||
24 | to enrolling in a course of study leading to teacher | ||||||
25 | licensure, including alternative teacher licensure ; (vi)
| ||||||
26 | who maintains a grade point average of no
less than 2.5 on |
| |||||||
| |||||||
1 | a 4.0 scale;
and (vii) who continues to advance | ||||||
2 | satisfactorily toward the attainment
of a degree.
| ||||||
3 | (b) In order to encourage academically talented Illinois | ||||||
4 | minority
students to pursue teaching careers at the preschool | ||||||
5 | or elementary or
secondary
school
level and to address and | ||||||
6 | alleviate the teacher shortage crisis in this State described | ||||||
7 | under the provisions of the Transitions in Education Act , each | ||||||
8 | qualified student shall be awarded a minority teacher
| ||||||
9 | scholarship to any qualified Illinois institution of higher | ||||||
10 | learning.
However, preference may be given to qualified | ||||||
11 | applicants enrolled at or above
the
junior level.
| ||||||
12 | (c) Each minority teacher scholarship awarded under this | ||||||
13 | Section shall
be in an amount sufficient to pay the tuition and | ||||||
14 | fees and room and board
costs of the qualified Illinois | ||||||
15 | institution of higher learning at which the
recipient is | ||||||
16 | enrolled, up to an annual maximum of $5,000;
except that
in
the | ||||||
17 | case of a recipient who does not reside on-campus at the | ||||||
18 | institution at
which he or she is enrolled, the amount of the | ||||||
19 | scholarship shall be
sufficient to pay tuition and fee expenses | ||||||
20 | and a commuter allowance, up to
an annual maximum of $5,000.
| ||||||
21 | However, if at least $2,850,000 is appropriated in a given | ||||||
22 | fiscal year for the Minority Teachers of Illinois scholarship | ||||||
23 | program, then, in each fiscal year thereafter, each scholarship | ||||||
24 | awarded under this Section shall
be in an amount sufficient to | ||||||
25 | pay the tuition and fees and room and board
costs of the | ||||||
26 | qualified Illinois institution of higher learning at which the
|
| |||||||
| |||||||
1 | recipient is enrolled, up to an annual maximum of $7,500;
| ||||||
2 | except that
in
the case of a recipient who does not reside | ||||||
3 | on-campus at the institution at
which he or she is enrolled, | ||||||
4 | the amount of the scholarship shall be
sufficient to pay | ||||||
5 | tuition and fee expenses and a commuter allowance, up to
an | ||||||
6 | annual maximum of $7,500.
| ||||||
7 | (d) The total amount of minority teacher scholarship | ||||||
8 | assistance awarded by
the Commission under this Section to an | ||||||
9 | individual in any given fiscal
year, when added to other | ||||||
10 | financial assistance awarded to that individual
for that year, | ||||||
11 | shall not exceed the cost of attendance at the institution
at | ||||||
12 | which the student is enrolled. If the amount of minority | ||||||
13 | teacher
scholarship to be awarded to a qualified student as | ||||||
14 | provided in
subsection (c) of this Section exceeds the cost of | ||||||
15 | attendance at the
institution at which the student is enrolled, | ||||||
16 | the minority teacher
scholarship shall be reduced by an amount | ||||||
17 | equal to the amount by which the
combined financial assistance | ||||||
18 | available to the student exceeds the cost
of attendance.
| ||||||
19 | (e) The maximum number of academic terms for which a | ||||||
20 | qualified
student
can receive minority teacher scholarship | ||||||
21 | assistance shall be 8 semesters or
12 quarters.
| ||||||
22 | (f) In any academic year for which an eligible applicant | ||||||
23 | under this
Section accepts financial assistance through the | ||||||
24 | Paul Douglas Teacher
Scholarship Program, as authorized by | ||||||
25 | Section 551 et seq. of the Higher
Education Act of 1965, the | ||||||
26 | applicant shall not be eligible for scholarship
assistance |
| |||||||
| |||||||
1 | awarded under this Section.
| ||||||
2 | (g) All applications for minority teacher scholarships to | ||||||
3 | be awarded
under this Section shall be made to the Commission | ||||||
4 | on forms which the
Commission shall provide for eligible | ||||||
5 | applicants. The form of applications
and the information | ||||||
6 | required to be set forth therein shall be determined by
the | ||||||
7 | Commission, and the Commission shall require eligible | ||||||
8 | applicants to
submit with their applications such supporting | ||||||
9 | documents or recommendations
as the Commission deems | ||||||
10 | necessary.
| ||||||
11 | (h) Subject to a separate appropriation for such purposes, | ||||||
12 | payment of
any minority teacher scholarship awarded under this | ||||||
13 | Section shall be
determined by the Commission. All scholarship | ||||||
14 | funds distributed in
accordance with this subsection shall be | ||||||
15 | paid to the institution and used
only for payment of the | ||||||
16 | tuition and fee and room and board expenses
incurred by the | ||||||
17 | student in connection with his or her attendance at a qualified | ||||||
18 | Illinois institution of higher
learning. Any minority teacher | ||||||
19 | scholarship awarded under this Section
shall be applicable to 2 | ||||||
20 | semesters or 3 quarters of enrollment. If a
qualified student | ||||||
21 | withdraws from enrollment prior to completion of the
first | ||||||
22 | semester or quarter for which the minority teacher scholarship | ||||||
23 | is
applicable, the school shall refund to the Commission the | ||||||
24 | full amount of the
minority teacher scholarship.
| ||||||
25 | (i) The Commission shall administer the minority teacher | ||||||
26 | scholarship aid
program established by this Section and shall |
| |||||||
| |||||||
1 | make all necessary and proper
rules not inconsistent with this | ||||||
2 | Section for its effective implementation.
| ||||||
3 | (j) When an appropriation to the Commission for a given | ||||||
4 | fiscal year is
insufficient to provide scholarships to all | ||||||
5 | qualified students, the
Commission shall allocate the | ||||||
6 | appropriation in accordance with this
subsection. If funds are | ||||||
7 | insufficient to provide all qualified students
with a | ||||||
8 | scholarship as authorized by this Section, the Commission shall
| ||||||
9 | allocate the available scholarship funds for that fiscal year | ||||||
10 | to qualified students who submit a complete application form on | ||||||
11 | or before a date specified by the Commission based on the | ||||||
12 | following order of priority: | ||||||
13 | (1) To students who received a scholarship under this | ||||||
14 | Section in the prior academic year and who remain eligible | ||||||
15 | for a minority teacher scholarship under this Section. | ||||||
16 | (2) Except as otherwise provided in subsection (k), to | ||||||
17 | students who demonstrate financial need, as determined by | ||||||
18 | the Commission. on the basis
of the date the Commission | ||||||
19 | receives a complete application form.
| ||||||
20 | (k) Notwithstanding paragraph (2) of the provisions of | ||||||
21 | subsection (j) or any other
provision of this Section , at least | ||||||
22 | 35% 30% of the funds appropriated for
scholarships awarded | ||||||
23 | under this Section in each fiscal year shall be reserved
for | ||||||
24 | qualified male minority applicants , with priority being given | ||||||
25 | to qualified Black male applicants beginning with fiscal year | ||||||
26 | 2023 .
If the Commission does not receive enough applications |
| |||||||
| |||||||
1 | from qualified male
minorities on or before
January 1 of each | ||||||
2 | fiscal year to award 35% 30% of the funds appropriated for | ||||||
3 | these
scholarships to qualified
male minority applicants, then | ||||||
4 | the Commission may award a portion of the
reserved funds to | ||||||
5 | qualified
female minority applicants in accordance with | ||||||
6 | subsection (j) .
| ||||||
7 | Beginning with fiscal year 2023, if at least $2,850,000 but | ||||||
8 | less than $4,200,000 is appropriated in a given fiscal year for | ||||||
9 | scholarships awarded under this Section, then at least 10% of | ||||||
10 | the funds appropriated shall be reserved for qualified | ||||||
11 | bilingual minority applicants, with priority being given to | ||||||
12 | qualified bilingual minority applicants who are enrolled in an | ||||||
13 | educator preparation program with a concentration in | ||||||
14 | bilingual, bicultural education. Beginning with fiscal year | ||||||
15 | 2023, if at least $4,200,000 is appropriated in a given fiscal | ||||||
16 | year for the Minority Teachers of Illinois scholarship program, | ||||||
17 | then at least 30% of the funds appropriated shall be reserved | ||||||
18 | for qualified bilingual minority applicants, with priority | ||||||
19 | being given to qualified bilingual minority applicants who are | ||||||
20 | enrolled in an educator preparation program with a | ||||||
21 | concentration in bilingual, bicultural education. Beginning | ||||||
22 | with fiscal year 2023, if at least $2,850,000 is appropriated | ||||||
23 | in a given fiscal year for scholarships awarded under this | ||||||
24 | Section but the Commission does not receive enough applications | ||||||
25 | from qualified bilingual minority applicants on or before | ||||||
26 | January 1 of that fiscal year to award at least 10% of the |
| |||||||
| |||||||
1 | funds appropriated to qualified bilingual minority applicants, | ||||||
2 | then the Commission may, in its discretion, award a portion of | ||||||
3 | the reserved funds to other qualified students in accordance | ||||||
4 | with subsection (j).
| ||||||
5 | (l) Prior to receiving scholarship assistance for any | ||||||
6 | academic year,
each recipient of a minority teacher scholarship | ||||||
7 | awarded under this Section
shall be required by the Commission | ||||||
8 | to sign an agreement under which the
recipient pledges that, | ||||||
9 | within the one-year period following the
termination
of the | ||||||
10 | program for which the recipient was awarded a minority
teacher | ||||||
11 | scholarship, the recipient (i) shall begin teaching for a
| ||||||
12 | period of not less
than one year for each year of scholarship | ||||||
13 | assistance he or she was awarded
under this Section; and (ii) | ||||||
14 | shall fulfill this teaching obligation at a
nonprofit Illinois | ||||||
15 | public, private, or parochial preschool, elementary school,
or | ||||||
16 | secondary school at which no less than 30% of the enrolled | ||||||
17 | students are
minority students in the year during which the | ||||||
18 | recipient begins teaching at the
school or may instead, if the | ||||||
19 | recipient received a scholarship as a qualified bilingual | ||||||
20 | minority applicant, fulfill this teaching obligation in a | ||||||
21 | program in transitional bilingual education pursuant to | ||||||
22 | Article 14C of the School Code or in a school in which 20 or | ||||||
23 | more English learner students in the same language | ||||||
24 | classification are enrolled ; and (iii) shall, upon request by | ||||||
25 | the Commission, provide the Commission
with evidence that he or | ||||||
26 | she is fulfilling or has fulfilled the terms of the
teaching |
| |||||||
| |||||||
1 | agreement provided for in this subsection.
| ||||||
2 | (m) If a recipient of a minority teacher scholarship | ||||||
3 | awarded under this
Section fails to fulfill the teaching | ||||||
4 | obligation set forth in subsection
(l) of this Section, the | ||||||
5 | Commission shall require the recipient to repay
the amount of | ||||||
6 | the scholarships received, prorated according to the fraction
| ||||||
7 | of the teaching obligation not completed, at a rate of interest | ||||||
8 | equal to
5%, and, if applicable, reasonable collection fees.
| ||||||
9 | The Commission is authorized to establish rules relating to its | ||||||
10 | collection
activities for repayment of scholarships under this | ||||||
11 | Section. All repayments
collected under this Section shall be | ||||||
12 | forwarded to the State Comptroller for
deposit into the State's | ||||||
13 | General Revenue Fund.
| ||||||
14 | (n) A recipient of minority teacher scholarship shall not | ||||||
15 | be considered
in violation of the agreement entered into | ||||||
16 | pursuant to subsection (l) if
the recipient (i) enrolls on a | ||||||
17 | full time basis as a graduate student in a
course of study | ||||||
18 | related to the field of teaching at a qualified Illinois
| ||||||
19 | institution of higher learning; (ii) is serving, not in excess | ||||||
20 | of 3 years,
as a member of the armed services of the United | ||||||
21 | States; (iii) is
a person with a temporary total disability for | ||||||
22 | a period of time not to exceed 3 years as
established by sworn | ||||||
23 | affidavit of a qualified physician; (iv) is seeking
and unable | ||||||
24 | to find full time employment as a teacher at an Illinois | ||||||
25 | public,
private, or parochial preschool or elementary or | ||||||
26 | secondary school that
satisfies the
criteria set forth in |
| |||||||
| |||||||
1 | subsection (l) of this Section and is able to provide
evidence | ||||||
2 | of that fact; (v) becomes a person with a permanent total | ||||||
3 | disability as
established by sworn affidavit of a qualified | ||||||
4 | physician; (vi) is taking additional courses, on at least a | ||||||
5 | half-time basis, needed to obtain licensure as a teacher in | ||||||
6 | Illinois; or (vii) is fulfilling teaching requirements | ||||||
7 | associated with other programs administered by the Commission | ||||||
8 | and cannot concurrently fulfill them under this Section in a | ||||||
9 | period of time equal to the length of the teaching obligation.
| ||||||
10 | (o) Scholarship recipients under this Section who withdraw | ||||||
11 | from
a program of teacher education but remain enrolled in | ||||||
12 | school
to continue their postsecondary studies in another | ||||||
13 | academic discipline shall
not be required to commence repayment | ||||||
14 | of their Minority Teachers of Illinois
scholarship so long as | ||||||
15 | they remain enrolled in school on a full-time basis or
if they | ||||||
16 | can document for the Commission special circumstances that | ||||||
17 | warrant
extension of repayment.
| ||||||
18 | (p) If the Minority Teachers of Illinois scholarship | ||||||
19 | program does not expend at least 90% of the amount appropriated | ||||||
20 | for the program in a given fiscal year for 3 consecutive fiscal | ||||||
21 | years and the Commission does not receive enough applications | ||||||
22 | from the groups identified in subsection (k) on or before | ||||||
23 | January 1 in each of those fiscal years to meet the percentage | ||||||
24 | reserved for those groups under subsection (k), then up to 3% | ||||||
25 | of amount appropriated for the program for each of next 3 | ||||||
26 | fiscal years shall be allocated to increasing awareness of the |
| |||||||
| |||||||
1 | program and for the recruitment of Black male applicants. The | ||||||
2 | Commission shall make a recommendation to the General Assembly | ||||||
3 | by January 1 of the year immediately following the end of that | ||||||
4 | third fiscal year regarding whether the amount allocated to | ||||||
5 | increasing awareness and recruitment should continue. | ||||||
6 | (q) Each qualified Illinois institution of higher learning | ||||||
7 | that receives funds from the Minority Teachers of Illinois | ||||||
8 | scholarship program shall host an annual information session at | ||||||
9 | the institution about the program for teacher candidates of | ||||||
10 | color in accordance with rules adopted by the Commission. | ||||||
11 | Additionally, the institution shall ensure that each | ||||||
12 | scholarship recipient enrolled at the institution meets with an | ||||||
13 | academic advisor at least once per academic year to facilitate | ||||||
14 | on-time completion of the recipient's educator preparation | ||||||
15 | program. | ||||||
16 | (Source: P.A. 99-143, eff. 7-27-15; 100-235, eff. 6-1-18 .)
| ||||||
17 | Article 125. | ||||||
18 | Section 125-5. The Higher Education Student Assistance Act | ||||||
19 | is amended by changing Section 65.100 as follows: | ||||||
20 | (110 ILCS 947/65.100) | ||||||
21 | (Section scheduled to be repealed on October 1, 2024) | ||||||
22 | Sec. 65.100. AIM HIGH Grant Pilot Program. | ||||||
23 | (a) The General Assembly makes all of the following |
| |||||||
| |||||||
1 | findings: | ||||||
2 | (1) Both access and affordability are important | ||||||
3 | aspects of the Illinois Public Agenda for College and | ||||||
4 | Career Success report. | ||||||
5 | (2) This State is in the top quartile with respect to | ||||||
6 | the percentage of family income needed to pay for college. | ||||||
7 | (3) Research suggests that as loan amounts increase, | ||||||
8 | rather than an increase in grant amounts, the probability | ||||||
9 | of college attendance decreases. | ||||||
10 | (4) There is further research indicating that | ||||||
11 | socioeconomic status may affect the willingness of | ||||||
12 | students to use loans to attend college. | ||||||
13 | (5) Strategic use of tuition discounting can decrease | ||||||
14 | the amount of loans that students must use to pay for | ||||||
15 | tuition. | ||||||
16 | (6) A modest, individually tailored tuition discount | ||||||
17 | can make the difference in a student choosing to attend | ||||||
18 | college and enhance college access for low-income and | ||||||
19 | middle-income families. | ||||||
20 | (7) Even if the federally calculated financial need for | ||||||
21 | college attendance is met, the federally determined | ||||||
22 | Expected Family Contribution can still be a daunting | ||||||
23 | amount. | ||||||
24 | (8) This State is the second largest exporter of | ||||||
25 | students in the country. | ||||||
26 | (9) When talented Illinois students attend |
| |||||||
| |||||||
1 | universities in this State, the State and those | ||||||
2 | universities benefit. | ||||||
3 | (10) State universities in other states have adopted | ||||||
4 | pricing and incentives that allow many Illinois residents | ||||||
5 | to pay less to attend an out-of-state university than to | ||||||
6 | remain in this State for college. | ||||||
7 | (11) Supporting Illinois student attendance at | ||||||
8 | Illinois public universities can assist in State efforts to | ||||||
9 | maintain and educate a highly trained workforce. | ||||||
10 | (12) Modest tuition discounts that are individually | ||||||
11 | targeted and tailored can result in enhanced revenue for | ||||||
12 | public universities. | ||||||
13 | (13) By increasing a public university's capacity to | ||||||
14 | strategically use tuition discounting, the public | ||||||
15 | university will be capable of creating enhanced tuition | ||||||
16 | revenue by increasing enrollment yields. | ||||||
17 | (b) In this Section: | ||||||
18 | "Eligible applicant" means a student from any high school | ||||||
19 | in this State, whether or not recognized by the State Board of | ||||||
20 | Education, who is engaged in a program of study that in due | ||||||
21 | course will be completed by the end of the school year and who | ||||||
22 | meets all of the qualifications and requirements under this | ||||||
23 | Section. | ||||||
24 | "Tuition and other necessary fees" includes the customary | ||||||
25 | charge for instruction and use of facilities in general and the | ||||||
26 | additional fixed fees charged for specified purposes that are |
| |||||||
| |||||||
1 | required generally of non-grant recipients for each academic | ||||||
2 | period for which the grant applicant actually enrolls, but does | ||||||
3 | not include fees payable only once or breakage fees and other | ||||||
4 | contingent deposits that are refundable in whole or in part. | ||||||
5 | The Commission may adopt, by rule not inconsistent with this | ||||||
6 | Section, detailed provisions concerning the computation of | ||||||
7 | tuition and other necessary fees. | ||||||
8 | (c) Beginning with the 2019-2020 academic year, each public | ||||||
9 | university may establish a merit-based scholarship pilot | ||||||
10 | program known as the AIM HIGH Grant Pilot Program. Each year, | ||||||
11 | the Commission shall receive and consider applications from | ||||||
12 | public universities under this Section. Subject to | ||||||
13 | appropriation and any tuition waiver limitation established by | ||||||
14 | the Board of Higher Education, a public university campus may | ||||||
15 | award a grant to a student under this Section if it finds that | ||||||
16 | the applicant meets all of the following criteria: | ||||||
17 | (1) He or she is a resident of this State and a citizen | ||||||
18 | or eligible noncitizen of the United States. | ||||||
19 | (2) He or she files a Free Application for Federal | ||||||
20 | Student Aid and demonstrates financial need with a | ||||||
21 | household income no greater than 6 times the poverty | ||||||
22 | guidelines updated periodically in the Federal Register by | ||||||
23 | the U.S. Department of Health and Human Services under the | ||||||
24 | authority of 42 U.S.C. 9902(2). The household income of the | ||||||
25 | applicant at the time of initial application shall be | ||||||
26 | deemed to be the household income of the applicant for the |
| |||||||
| |||||||
1 | duration of the pilot program. | ||||||
2 | (3) He or she meets the minimum cumulative grade point | ||||||
3 | average or ACT or SAT college admissions test score, as | ||||||
4 | determined by the public university campus. | ||||||
5 | (4) He or she is enrolled in a public university as an | ||||||
6 | undergraduate student on a full-time basis. | ||||||
7 | (5) He or she has not yet received a baccalaureate | ||||||
8 | degree or the equivalent of 135 semester credit hours. | ||||||
9 | (6) He or she is not incarcerated. | ||||||
10 | (7) He or she is not in default on any student loan or | ||||||
11 | does not owe a refund or repayment on any State or federal | ||||||
12 | grant or scholarship. | ||||||
13 | (8) Any other reasonable criteria, as determined by the | ||||||
14 | public university campus. | ||||||
15 | (d) Each public university campus shall determine grant | ||||||
16 | renewal criteria consistent with the requirements under this | ||||||
17 | Section. | ||||||
18 | (e) Each participating public university campus shall post | ||||||
19 | on its Internet website criteria and eligibility requirements | ||||||
20 | for receiving awards that use funds under this Section that | ||||||
21 | include a range in the sizes of these individual awards. The | ||||||
22 | criteria and amounts must also be reported to the Commission | ||||||
23 | and the Board of Higher Education, who shall post the | ||||||
24 | information on their respective Internet websites. | ||||||
25 | (f) After enactment of an appropriation for this Program, | ||||||
26 | the Commission shall determine an allocation of funds to each |
| |||||||
| |||||||
1 | public university in an amount proportionate to the number of | ||||||
2 | undergraduate students who are residents of this State and | ||||||
3 | citizens or eligible noncitizens of the United States and who | ||||||
4 | were enrolled at each public university campus in the previous | ||||||
5 | academic year. All applications must be made to the Commission | ||||||
6 | on or before a date determined by the Commission and on forms | ||||||
7 | that the Commission shall provide to each public university | ||||||
8 | campus. The form of the application and the information | ||||||
9 | required shall be determined by the Commission and shall | ||||||
10 | include, without limitation, the total public university | ||||||
11 | campus funds used to match funds received from the Commission | ||||||
12 | in the previous academic year under this Section, if any, the | ||||||
13 | total enrollment of undergraduate students who are residents of | ||||||
14 | this State from the previous academic year, and any supporting | ||||||
15 | documents as the Commission deems necessary. Each public | ||||||
16 | university campus shall match the amount of funds received by | ||||||
17 | the Commission with financial aid for eligible students. | ||||||
18 | A public university that has reported to the Commission for | ||||||
19 | the most recent academic year for which data are available, | ||||||
20 | that at least 49% of its student body received financial aid | ||||||
21 | under the federal Pell Grant program, shall match 20% of the | ||||||
22 | amount of funds awarded in a given academic year with non-loan | ||||||
23 | financial aid for eligible students. | ||||||
24 | A public university that has reported to the Commission for | ||||||
25 | the most recent academic year for which data are available, | ||||||
26 | that less than 49% of its student body received financial aid |
| |||||||
| |||||||
1 | under the federal Pell Grant program for the previous academic | ||||||
2 | year shall match 60% of the amount of funds awarded in a given | ||||||
3 | academic year and received from the Commission with non-loan | ||||||
4 | financial aid for eligible students. | ||||||
5 | A public university campus is not required to claim its | ||||||
6 | entire allocation. The Commission shall make available to all | ||||||
7 | public universities, on a date determined by the Commission, | ||||||
8 | any unclaimed funds and the funds must be made available to | ||||||
9 | those public university campuses in the proportion determined | ||||||
10 | under this subsection (f), excluding from the calculation those | ||||||
11 | public university campuses not claiming their full | ||||||
12 | allocations. | ||||||
13 | Each public university campus may determine the award | ||||||
14 | amounts for eligible students on an individual or broad basis, | ||||||
15 | but, subject to renewal eligibility, each renewed award may not | ||||||
16 | be less than the amount awarded to the eligible student in his | ||||||
17 | or her first year attending the public university campus. | ||||||
18 | Notwithstanding this limitation, a renewal grant may be reduced | ||||||
19 | due to changes in the student's cost of attendance, including, | ||||||
20 | but not limited to, if a student reduces the number of credit | ||||||
21 | hours in which he or she is enrolled, but remains a full-time | ||||||
22 | student, or switches to a course of study with a lower tuition | ||||||
23 | rate. | ||||||
24 | An eligible applicant awarded grant assistance under this | ||||||
25 | Section is eligible to receive other financial aid. Total grant | ||||||
26 | aid to the student from all sources may not exceed the total |
| |||||||
| |||||||
1 | cost of attendance at the public university campus. | ||||||
2 | (g) All money allocated to a public university campus under | ||||||
3 | this Section may be used only for financial aid purposes for | ||||||
4 | students attending the public university campus during the | ||||||
5 | academic year, not including summer terms. Notwithstanding any | ||||||
6 | other provision of law to the contrary, any funds received by a | ||||||
7 | public university campus under this Section that are not | ||||||
8 | granted to students in the academic year for which the funds | ||||||
9 | are received may be retained by the public university campus | ||||||
10 | for expenditure on students participating in the Program or | ||||||
11 | students eligible to participate in the Program. | ||||||
12 | (h) Each public university campus that establishes a | ||||||
13 | Program under this Section must annually report to the | ||||||
14 | Commission, on or before a date determined by the Commission, | ||||||
15 | the number of undergraduate students enrolled at that campus | ||||||
16 | who are residents of this State. | ||||||
17 | (i) Each public university campus must report to the | ||||||
18 | Commission the total non-loan financial aid amount given by the | ||||||
19 | public university campus to undergraduate students in the | ||||||
20 | 2017-2018 academic year, not including the summer term. To be | ||||||
21 | eligible to receive funds under the Program, a public | ||||||
22 | university campus may not decrease the total amount of non-loan | ||||||
23 | financial aid it gives to undergraduate students, not including | ||||||
24 | any funds received from the Commission under this Section or | ||||||
25 | any funds used to match grant awards under this Section, to an | ||||||
26 | amount lower than the reported amount for the 2017-2018 |
| |||||||
| |||||||
1 | academic year, not including the summer term. | ||||||
2 | (j) On or before a date determined by the Commission, each | ||||||
3 | public university campus that participates in the Program under | ||||||
4 | this Section shall annually submit a report to the Commission | ||||||
5 | with all of the following information: | ||||||
6 | (1) The Program's impact on tuition revenue and | ||||||
7 | enrollment goals and increase in access and affordability | ||||||
8 | at the public university campus. | ||||||
9 | (2) Total funds received by the public university | ||||||
10 | campus under the Program. | ||||||
11 | (3) Total non-loan financial aid awarded to | ||||||
12 | undergraduate students attending the public university | ||||||
13 | campus. | ||||||
14 | (4) Total amount of funds matched by the public | ||||||
15 | university campus. | ||||||
16 | (5) Total amount of claimed and unexpended funds | ||||||
17 | retained by the public university campus. | ||||||
18 | (6) The percentage of total financial aid distributed | ||||||
19 | under the Program by the public university campus. | ||||||
20 | (7) The total number of students receiving grants from | ||||||
21 | the public university campus under the Program and those | ||||||
22 | students' grade level, race, gender, income level, family | ||||||
23 | size, Monetary Award Program eligibility, Pell Grant | ||||||
24 | eligibility, and zip code of residence and the amount of | ||||||
25 | each grant award. This information shall include unit | ||||||
26 | record data on those students regarding variables |
| |||||||
| |||||||
1 | associated with the parameters of the public university's | ||||||
2 | Program, including, but not limited to, a student's ACT or | ||||||
3 | SAT college admissions test score, high school or | ||||||
4 | university cumulative grade point average, or program of | ||||||
5 | study. | ||||||
6 | On or before October 1, 2020 and annually on or before | ||||||
7 | October 1 thereafter, the Commission shall submit a report with | ||||||
8 | the findings under this subsection (j) and any other | ||||||
9 | information regarding the AIM HIGH Grant Pilot Program to (i) | ||||||
10 | the Governor, (ii) the Speaker of the House of Representatives, | ||||||
11 | (iii) the Minority Leader of the House of Representatives, (iv) | ||||||
12 | the President of the Senate, and (v) the Minority Leader of the | ||||||
13 | Senate. The reports to the General Assembly shall be filed with | ||||||
14 | the Clerk of the House of Representatives and the Secretary of | ||||||
15 | the Senate in electronic form only, in the manner that the | ||||||
16 | Clerk and the Secretary shall direct. The Commission's report | ||||||
17 | may not disaggregate data to a level that may disclose | ||||||
18 | personally identifying information of individual students. | ||||||
19 | The sharing and reporting of student data under this | ||||||
20 | subsection (j) must be in accordance with the requirements | ||||||
21 | under the federal Family Educational Rights and Privacy Act of | ||||||
22 | 1974 and the Illinois School Student Records Act. All parties | ||||||
23 | must preserve the confidentiality of the information as | ||||||
24 | required by law. The names of the grant recipients under this | ||||||
25 | Section are not subject to disclosure under the Freedom of | ||||||
26 | Information Act. |
| |||||||
| |||||||
1 | Public university campuses that fail to submit a report | ||||||
2 | under this subsection (j) or that fail to adhere to any other | ||||||
3 | requirements under this Section may not be eligible for | ||||||
4 | distribution of funds under the Program for the next academic | ||||||
5 | year, but may be eligible for distribution of funds for each | ||||||
6 | academic year thereafter. | ||||||
7 | (k) The Commission shall adopt rules to implement this | ||||||
8 | Section. | ||||||
9 | (l) This Section is repealed on October 1, 2024.
| ||||||
10 | (Source: P.A. 100-587, eff. 6-4-18; 100-1015, eff. 8-21-18; | ||||||
11 | 100-1183, eff. 4-4-19; 101-81, eff. 7-12-19; 101-613, eff. | ||||||
12 | 6-1-20; 101-643, eff. 6-18-20.) | ||||||
13 | Article 130. | ||||||
14 | Section 130-1. Short title. This Article may be cited as | ||||||
15 | the Transitions in Education Act. References in this Article to | ||||||
16 | "this Act" mean this Article. | ||||||
17 | Section 130-5. Findings; policies. | ||||||
18 | (a) The General Assembly finds the following: | ||||||
19 | (1) Teachers are the single most important in-school | ||||||
20 | factor in supporting student outcomes and success; yet, | ||||||
21 | Illinois is suffering from a profound teacher shortage | ||||||
22 | across the State. | ||||||
23 | (2) To reverse this shortage, Illinois needs to develop |
| |||||||
| |||||||
1 | and invest in a robust and diverse educator pipeline, | ||||||
2 | addressing any barriers or gaps that limit high quality | ||||||
3 | candidates, particularly candidates of color, from | ||||||
4 | becoming teachers. | ||||||
5 | (3) Illinois loses many high quality, diverse educator | ||||||
6 | candidates in postsecondary programs due to confusion or | ||||||
7 | lack of course transfer credits and course articulation | ||||||
8 | from Illinois's 2-year to 4-year institutions. | ||||||
9 | (4) Lack of alignment and transferability of course | ||||||
10 | credits may often force candidates to spend additional time | ||||||
11 | and money to earn a degree or lead to an inability to | ||||||
12 | complete a degree. | ||||||
13 | (5) In 1993, the Board of Higher Education, the | ||||||
14 | Illinois Community College Board, and the Transfer | ||||||
15 | Coordinators of Illinois Colleges and Universities brought | ||||||
16 | together faculty from public and independent, associate, | ||||||
17 | and baccalaureate degree-granting institutions across the | ||||||
18 | State to develop the Illinois Articulation Initiative | ||||||
19 | (IAI). | ||||||
20 | (6) The goal of IAI is to facilitate the transfer of | ||||||
21 | courses from one participating college or university to | ||||||
22 | another in order to complete a baccalaureate degree. | ||||||
23 | (7) The Student Transfer Achievement Reform (STAR) | ||||||
24 | Act, as mandated by subsection (b) of Section 25 of the | ||||||
25 | Act, is designed to facilitate transfer among Illinois | ||||||
26 | public institutions, particularly for students with a |
| |||||||
| |||||||
1 | completed Associate of Arts or an Associate of Science | ||||||
2 | degree. | ||||||
3 | (8) While Illinois is a leading state for college | ||||||
4 | completion rates for adult learners and transfer students | ||||||
5 | from community colleges, it needs to increase the number of | ||||||
6 | high-quality postsecondary teaching credentials to meet | ||||||
7 | the demands of our schools and education workforce. | ||||||
8 | (9) With the rising costs of higher education for | ||||||
9 | Illinois students and families, the State needs to ensure | ||||||
10 | to the maximize extent possible that community college | ||||||
11 | courses will transfer with full credit for the student and | ||||||
12 | be accepted at an Illinois public or private institution as | ||||||
13 | they pursue a baccalaureate degree in education. | ||||||
14 | (10) Illinois can do this by improving transitions all | ||||||
15 | along the education pipeline; for postsecondary education, | ||||||
16 | this means strengthening articulation through stable | ||||||
17 | funding and the expansion of transfer tools, such as | ||||||
18 | Transferology and the IAI through development of an | ||||||
19 | objective measure of transfer and acceptance of credits in | ||||||
20 | education degrees. | ||||||
21 | (11) The IAI Education Pathway can be modeled off of | ||||||
22 | existing IAI major pathways like Early Childhood Education | ||||||
23 | and Criminal Justice.
| ||||||
24 | (b) The General Assembly encourages the Board of Higher | ||||||
25 | Education, the State Board of Education, and the Illinois | ||||||
26 | Community College Board, as part of the IAI, to do the |
| |||||||
| |||||||
1 | following: | ||||||
2 | (1) The Board of Higher Education, the State Board of | ||||||
3 | Education, and the Illinois Community College Board are | ||||||
4 | encouraged to jointly establish a task force for a Major | ||||||
5 | Panel in Education and identify respective recommended | ||||||
6 | major courses that would be accepted as credit toward the | ||||||
7 | education major at the receiving institutions. | ||||||
8 | (2) As part of the report on the status of the Illinois | ||||||
9 | Articulation Initiative pursuant to Section 25 of the | ||||||
10 | Illinois Articulation Initiative Act, the Board of Higher | ||||||
11 | Education and the Illinois Community College Board are | ||||||
12 | encouraged to include in the annual report to the General | ||||||
13 | Assembly, the Governor, and the Illinois P-20 Council the | ||||||
14 | progress made on the task force on the Education Major | ||||||
15 | Panel. | ||||||
16 | (3) The Board of Higher Education, the State Board of | ||||||
17 | Education, and the Illinois Community College Board are | ||||||
18 | encouraged to further promote and encourage the enrollment | ||||||
19 | of minority students into educator preparation programs, | ||||||
20 | such as the annual information session about the Minority | ||||||
21 | Teachers of Illinois scholarship program pursuant to | ||||||
22 | subsection (q) of Section 50 of the Higher Education | ||||||
23 | Student Assistance Act. | ||||||
24 | Article 135. |
| |||||||
| |||||||
1 | Section 135-5. The School Code is amended by changing | ||||||
2 | Sections 2-3.25 and 27-20.4 and by adding Section 2-3.187 as | ||||||
3 | follows:
| ||||||
4 | (105 ILCS 5/2-3.25) (from Ch. 122, par. 2-3.25)
| ||||||
5 | Sec. 2-3.25. Standards for schools.
| ||||||
6 | (a) To determine for all types of
schools conducted under | ||||||
7 | this Act efficient and adequate standards for the
physical | ||||||
8 | plant, heating, lighting, ventilation, sanitation, safety,
| ||||||
9 | equipment and supplies, instruction and teaching, curriculum, | ||||||
10 | library,
operation, maintenance, administration and | ||||||
11 | supervision, and to issue,
refuse to issue or revoke | ||||||
12 | certificates of recognition for schools or school
districts | ||||||
13 | pursuant to standards established hereunder; to determine and
| ||||||
14 | establish efficient and adequate standards for approval of | ||||||
15 | credit for
courses given and conducted by schools outside of | ||||||
16 | the regular school term.
| ||||||
17 | (a-5) On or before July 1, 2021, the State Board of | ||||||
18 | Education must adopt revised social science learning standards | ||||||
19 | that are inclusive and reflective of all individuals in this | ||||||
20 | country. | ||||||
21 | (b) Whenever it appears that a secondary or unit school | ||||||
22 | district may
be unable to offer courses enabling students in | ||||||
23 | grades 9 through 12 to meet
the minimum preparation and | ||||||
24 | admission requirements for public colleges and
universities | ||||||
25 | adopted by the Board of Higher Education, the State Board of
|
| |||||||
| |||||||
1 | Education shall assist the district in reviewing and analyzing | ||||||
2 | its existing
curriculum with particular reference to the | ||||||
3 | educational needs of all pupils
of the district and the | ||||||
4 | sufficiency of existing and future revenues and
payments | ||||||
5 | available to the district for development of a curriculum which
| ||||||
6 | will provide maximum educational opportunity to pupils of the | ||||||
7 | district.
The review and analysis may consider achievement of | ||||||
8 | this goal not only
through implementation of traditional | ||||||
9 | classroom methods but also through
development of and | ||||||
10 | participation in joint educational programs with other
school | ||||||
11 | districts or institutions of higher education, or alternative
| ||||||
12 | programs employing modern technological methods including but | ||||||
13 | not limited
to the use of television, telephones, computers, | ||||||
14 | radio and other electronic
devices.
| ||||||
15 | (Source: P.A. 87-559.)
| ||||||
16 | (105 ILCS 5/2-3.187 new) | ||||||
17 | Sec. 2-3.187. Inclusive American History Commission. | ||||||
18 | (a) The Inclusive American History Commission is created to | ||||||
19 | provide assistance to the State Board of Education in revising | ||||||
20 | its social science learning standards under subsection (a-5) of | ||||||
21 | Section 2-3.25. | ||||||
22 | (b) The State Board of Education shall convene the | ||||||
23 | Inclusive American History Commission to do all of the | ||||||
24 | following: | ||||||
25 | (1) Review available resources for use in school |
| |||||||
| |||||||
1 | districts that reflect the racial and ethnic diversity of | ||||||
2 | this State and country. The resources identified by the | ||||||
3 | Commission may be posted on the State Board of Education's | ||||||
4 | Internet website. | ||||||
5 | (2) Provide guidance for each learning standard | ||||||
6 | developed for educators on how to ensure that instruction | ||||||
7 | and content are not biased to value specific cultures, time | ||||||
8 | periods, and experiences over other cultures, time | ||||||
9 | periods, and experiences. | ||||||
10 | (3) Develop guidance, tools, and support for | ||||||
11 | professional learning on how to locate and utilize | ||||||
12 | resources for non-dominant cultural narratives and sources | ||||||
13 | of historical information. | ||||||
14 | (c) The Commission shall consist of all of the following | ||||||
15 | members: | ||||||
16 | (1) One Representative appointed by the Speaker of the | ||||||
17 | House of Representatives. | ||||||
18 | (2) One Representative appointed by the Minority | ||||||
19 | Leader of the House of Representatives. | ||||||
20 | (3) One Senator appointed by the President of the | ||||||
21 | Senate. | ||||||
22 | (4) One Senator appointed by the Minority Leader of the | ||||||
23 | Senate. | ||||||
24 | (5) Two members who are history scholars appointed by | ||||||
25 | the State Superintendent of Education. | ||||||
26 | (6) Eight members who are teachers at schools in this |
| |||||||
| |||||||
1 | State recommended by professional teachers' organizations | ||||||
2 | and appointed by the State Superintendent of Education. | ||||||
3 | (7) One representative of the State Board of Education | ||||||
4 | appointed by the State Superintendent of Education who | ||||||
5 | shall serve as chairperson. | ||||||
6 | (8) One member who represents a statewide organization | ||||||
7 | that represents south suburban school districts appointed | ||||||
8 | by the State Superintendent of Education. | ||||||
9 | (9) One member who represents a west suburban school | ||||||
10 | district appointed by the State Superintendent of | ||||||
11 | Education. | ||||||
12 | (10) One member who represents a school district | ||||||
13 | organized under Article 34 appointed by the State | ||||||
14 | Superintendent of Education. | ||||||
15 | (11) One member who represents a statewide | ||||||
16 | organization that represents school librarians appointed | ||||||
17 | by the State Superintendent of Education. | ||||||
18 | (12) One member who represents a statewide | ||||||
19 | organization that represents principals appointed by the | ||||||
20 | State Superintendent of Education. | ||||||
21 | (13) One member who represents a statewide | ||||||
22 | organization that represents superintendents appointed by | ||||||
23 | the State Superintendent of Education. | ||||||
24 | (14) One member who represents a statewide | ||||||
25 | organization that represents school boards appointed by | ||||||
26 | the State Superintendent of Education. |
| |||||||
| |||||||
1 | Members appointed to the Commission must reflect the | ||||||
2 | racial, ethnic, and geographic diversity of this State. | ||||||
3 | (d) Members of the Commission shall serve without | ||||||
4 | compensation but may be reimbursed for reasonable expenses from | ||||||
5 | funds appropriated to the State Board of Education for that | ||||||
6 | purpose, including travel, subject to the rules of the | ||||||
7 | appropriate travel control board. | ||||||
8 | (e) The State Board of Education shall provide | ||||||
9 | administrative and other support to the Commission. | ||||||
10 | (f) The Commission must submit a report about its work to | ||||||
11 | the State Board of Education, the Governor, and the General | ||||||
12 | Assembly on or before December 31, 2021. The Commission is | ||||||
13 | dissolved upon the submission of its report. | ||||||
14 | (g) This Section is repealed on January 1, 2023.
| ||||||
15 | (105 ILCS 5/27-20.4) (from Ch. 122, par. 27-20.4)
| ||||||
16 | Sec. 27-20.4. Black History study. Every public elementary | ||||||
17 | school and
high school shall include in its curriculum a unit | ||||||
18 | of instruction studying
the events of Black History, including | ||||||
19 | the history of the pre-enslavement of Black people from 3,000 | ||||||
20 | BCE to AD 1619, the African slave trade, slavery in America, | ||||||
21 | the study of the reasons why Black people came to be enslaved, | ||||||
22 | and the vestiges of slavery in this country , and the study of | ||||||
23 | the American civil rights renaissance . These events shall | ||||||
24 | include not only the
contributions made by individual | ||||||
25 | African-Americans in government and in the
arts, humanities and |
| |||||||
| |||||||
1 | sciences to the economic, cultural and political
development of | ||||||
2 | the United States and Africa, but also the socio-economic
| ||||||
3 | struggle which African-Americans experienced collectively in | ||||||
4 | striving to
achieve fair and equal treatment under the laws of | ||||||
5 | this nation. The
studying of this material shall constitute an | ||||||
6 | affirmation by students of
their commitment to respect the | ||||||
7 | dignity of all races and peoples and to
forever eschew every | ||||||
8 | form of discrimination in their lives and careers.
| ||||||
9 | The State Superintendent of Education may prepare and make | ||||||
10 | available to
all school boards instructional materials, | ||||||
11 | including those established by the Amistad Commission, which | ||||||
12 | may be used as guidelines
for development of a unit of | ||||||
13 | instruction under this Section; provided,
however, that each | ||||||
14 | school board shall itself determine the minimum amount
of | ||||||
15 | instruction time which shall qualify as a unit of instruction | ||||||
16 | satisfying
the requirements of this Section.
| ||||||
17 | A school may meet the requirements of this Section through | ||||||
18 | an online program or course. | ||||||
19 | (Source: P.A. 100-634, eff. 1-1-19 .)
| ||||||
20 | Article 145. | ||||||
21 | Section 145-1. Short title. This Article may be cited as | ||||||
22 | the Early Education Act. References in this Article to "this | ||||||
23 | Act" means this Article. |
| |||||||
| |||||||
1 | Section 145-5. Findings; policies.
| ||||||
2 | (a) The General Assembly finds the following:
| ||||||
3 | (1) Part C of the federal Individuals with Disabilities | ||||||
4 | Education Act and the Early Intervention Services System | ||||||
5 | Act provide that all eligible infants and toddlers and | ||||||
6 | their families are entitled to receive a broad range of | ||||||
7 | developmental, social, and emotional services designed to | ||||||
8 | maximize their development, including speech and language, | ||||||
9 | developmental, occupational, and physical therapies and | ||||||
10 | social work services.
| ||||||
11 | (2) The General Assembly finds that early intervention | ||||||
12 | services as outlined in Part C of the federal Individuals | ||||||
13 | with Disabilities Education Act (IDEA) are cost-effective | ||||||
14 | and effectively serve the developmental needs of eligible | ||||||
15 | infants and toddlers and their families.
| ||||||
16 | (3) Early intervention services to young children who | ||||||
17 | have or are at risk for developmental delays have been | ||||||
18 | shown to positively impact outcomes across developmental | ||||||
19 | domains, including language and communication, cognitive | ||||||
20 | development, and social and emotional development.
| ||||||
21 | (4) Families benefit by being able to better meet their | ||||||
22 | child's developmental needs from an early age and | ||||||
23 | throughout their lives.
| ||||||
24 | (5) Benefits to society include reducing the economic | ||||||
25 | burden through a decreased need for special education.
| ||||||
26 | (6) Data shows that early intervention services in |
| |||||||
| |||||||
1 | Illinois are at least two and a half times less costly | ||||||
2 | annually than special education services in preschool and | ||||||
3 | elementary years.
| ||||||
4 | (7) Nationwide, nearly 70% of children in early | ||||||
5 | intervention programs exhibit growth greater than | ||||||
6 | expected; this includes acquiring skills at a faster rate | ||||||
7 | even after they leave the program.
| ||||||
8 | (8) Nationwide, nearly half of children leave early | ||||||
9 | intervention programs functioning at age level and do not | ||||||
10 | need special education at kindergarten age.
| ||||||
11 | (9) Early intervention services are underutilized in | ||||||
12 | Illinois and nationally with only 4% of Illinois infants | ||||||
13 | and toddlers currently receiving services, while the | ||||||
14 | research shows that about 13% of Illinois children are | ||||||
15 | eligible.
| ||||||
16 | (10) In Illinois and nationally, only approximately 1% | ||||||
17 | of infants are enrolled in early intervention,
which is far | ||||||
18 | below the percentage of children who should be receiving | ||||||
19 | these services; this is of concern because intervention at | ||||||
20 | the earliest possible point improves children's outcomes, | ||||||
21 | and children born with low or very low birth weights or | ||||||
22 | otherwise leaving the NICU too often do not receive the | ||||||
23 | needed connection to early intervention services, | ||||||
24 | particularly those children on Medicaid.
| ||||||
25 | (11) Data indicates that early intervention services | ||||||
26 | in Illinois are underutilized in the medical diagnosis and |
| |||||||
| |||||||
1 | environmental factors with substantial risk of delay | ||||||
2 | categories; these are the 2 eligibility areas in which | ||||||
3 | infants and toddlers are automatically eligible.
| ||||||
4 | (12) Experts conclude that early intervention | ||||||
5 | eligibility needs to be clearly understood and documented | ||||||
6 | so that children and families who meet eligibility | ||||||
7 | requirements can be appropriately referred, served, and | ||||||
8 | supported.
| ||||||
9 | (13) The Early Intervention Services System Act | ||||||
10 | requires the State to provide a comprehensive, | ||||||
11 | coordinated, interagency, and interdisciplinary early | ||||||
12 | intervention services system for eligible infants and | ||||||
13 | toddlers and their families by enhancing the capacity to | ||||||
14 | provide quality early intervention services, expanding and | ||||||
15 | improving existing services, and facilitating coordination | ||||||
16 | of payments for early intervention
services from various | ||||||
17 | public and private sources.
| ||||||
18 | (14) Black and Latinx children in Illinois are more | ||||||
19 | likely to be on a waiting list for services. This is due to | ||||||
20 | a number of reasons, including the reluctance to provide | ||||||
21 | services in certain neighborhoods due to the perception of | ||||||
22 | safety issues and in cases in which families experience | ||||||
23 | multiple challenges, such as child welfare involvement or | ||||||
24 | families experiencing homelessness, which are all | ||||||
25 | predictive factors of children that could benefit from | ||||||
26 | early intervention services.
|
| |||||||
| |||||||
1 | (15) Inequitable access to appropriate early | ||||||
2 | intervention services is disproportionately more likely to | ||||||
3 | be experienced by Black and Latinx families.
| ||||||
4 | (b) The General Assembly encourages the Department of Human | ||||||
5 | Services, in consultation with advocates and experts in the | ||||||
6 | field, including the Interagency Council on Early | ||||||
7 | Intervention, to take all of the following actions:
| ||||||
8 | (1) to re-examine the definition of "at-risk" and also | ||||||
9 | the diagnosed medical conditions that typically result in | ||||||
10 | delay to ensure that they effectively increase eligibility | ||||||
11 | and access to early intervention services;
| ||||||
12 | (2) to charge the Early Intervention Training Program, | ||||||
13 | in collaboration with experts and beneficiaries, to create | ||||||
14 | and execute a plan for designing and disseminating | ||||||
15 | affirmative outreach through multiple modalities to | ||||||
16 | primary referral services as defined by statute, | ||||||
17 | providers, and families;
| ||||||
18 | (3) to include explanations and provide examples in the | ||||||
19 | affirmative outreach plan about how the medical conditions | ||||||
20 | resulting in high probability of developmental delay and | ||||||
21 | at-risk of developmental delay categories do not require | ||||||
22 | the child to have any present delay;
| ||||||
23 | (4) to present to the General Assembly a report that | ||||||
24 | includes the affirmative outreach plan and plans for | ||||||
25 | disseminating that information, including data on the | ||||||
26 | all-children-served eligibility category, services |
| |||||||
| |||||||
1 | provided, and information on race and geographic area to | ||||||
2 | the General Assembly no later than June 30, 2022;
| ||||||
3 | (5) to develop a plan for the State to launch early | ||||||
4 | intervention specialized teams that can address the | ||||||
5 | complex needs that families face; the General Assembly | ||||||
6 | urges recommendations for the plan to be developed by a | ||||||
7 | public-private early intervention specialized teams work | ||||||
8 | group and to include the participation of at least 2 Child | ||||||
9 | Family Connection Providers in an early intervention | ||||||
10 | specialized team pilot; this plan should build on work by | ||||||
11 | the Illinois Interagency Council on Early Intervention and | ||||||
12 | should specifically address modifications to billing and | ||||||
13 | other policies to support new teaming structure, budget | ||||||
14 | implications for pilot execution, corresponding | ||||||
15 | professional development opportunities for early | ||||||
16 | intervention providers, a prearranged mechanism to collect | ||||||
17 | feedback from both families and providers, a mechanism for | ||||||
18 | tracking outcomes, and ways to refine the approach for | ||||||
19 | scale; the General Assembly urges this plan to be developed | ||||||
20 | and launched by January 1, 2022; and
| ||||||
21 | (6) to work in a public-private partnership to | ||||||
22 | establish demonstration projects with at least 2 hospital | ||||||
23 | neo-natal intensive care departments, in-patient and | ||||||
24 | out-patient, with the goal of better coordination and | ||||||
25 | timely connections to early intervention services; the | ||||||
26 | General Assembly encourages this implementation to be |
| |||||||
| |||||||
1 | underway no later than January 1, 2022.
| ||||||
2 | Article 150. | ||||||
3 | Section 150-5. The Statute on Statutes is amended by adding | ||||||
4 | Section 1.43 as follows: | ||||||
5 | (5 ILCS 70/1.43 new) | ||||||
6 | Sec. 1.43. Department of Commerce and Economic | ||||||
7 | Opportunity. On or after the effective date of this amendatory | ||||||
8 | Act of the 101st General Assembly, references to the Department | ||||||
9 | of Commerce and Economic Opportunity or the Department of | ||||||
10 | Commerce and Community Affairs with respect to the | ||||||
11 | administration of the federal Workforce Investment Act of 1998, | ||||||
12 | the federal Illinois Trade Adjustment Assistance Program and | ||||||
13 | the Illinois Worker Adjustment and Retraining Notification Act | ||||||
14 | shall be construed as references to the Department of | ||||||
15 | Employment Security. On or after the effective date of this | ||||||
16 | amendatory Act of the 101st General Assembly, all references to | ||||||
17 | the Director of Commerce and Economic Opportunity or the | ||||||
18 | Department of Commerce and Community Affairs with respect to | ||||||
19 | the administration of the federal Workforce Investment Act of | ||||||
20 | 1998, the federal Illinois Trade Adjustment Assistance Program | ||||||
21 | and the Illinois Worker Adjustment and Retraining Notification | ||||||
22 | Act shall be construed as references to the Director of | ||||||
23 | Employment Security. |
| |||||||
| |||||||
1 | Section 150-10. The Department of Commerce and Economic | ||||||
2 | Opportunity Law of the
Civil Administrative Code of Illinois is | ||||||
3 | amended by changing Sections 605-807, 605-815, and 605-850 as | ||||||
4 | follows:
| ||||||
5 | (20 ILCS 605/605-807)
| ||||||
6 | Sec. 605-807. Federal Workforce Training Fund.
| ||||||
7 | (a) The Federal Workforce Training Fund is created as a | ||||||
8 | special fund in the
State
treasury. The Department may accept | ||||||
9 | gifts, grants, awards, matching
contributions,
interest | ||||||
10 | income, appropriations, and cost sharings from individuals,
| ||||||
11 | businesses,
governments, and other third party sources, on | ||||||
12 | terms that the Director deems
advisable.
Moneys received under | ||||||
13 | this Section may be expended for purposes consistent with
the
| ||||||
14 | conditions under which those moneys are received, subject to | ||||||
15 | appropriations
made by the
General Assembly for those purposes.
| ||||||
16 | (b) Beginning on the effective date of this amendatory Act | ||||||
17 | of the 93rd
General
Assembly, all moneys received by the State | ||||||
18 | pursuant to the federal Workforce
Investment
Act or Section | ||||||
19 | 403(a)(5) of the federal Social Security Act , and any moneys | ||||||
20 | received pursuant to the federal Workforce Investment Act and | ||||||
21 | necessary to pay liabilities incurred in connection with that | ||||||
22 | Act on or after January 1, 2022, shall be deposited into the
| ||||||
23 | Federal Workforce Training Fund, to be used for purposes | ||||||
24 | consistent with the conditions
under which those moneys are |
| |||||||
| |||||||
1 | received by the State, except that any moneys received
pursuant | ||||||
2 | to the federal Workforce Investment Act and necessary to pay
| ||||||
3 | liabilities
incurred in connection with that Act and | ||||||
4 | outstanding as of June 30, 2003, or
any moneys
received | ||||||
5 | pursuant to Section 403(a)(5) of the federal Social Security | ||||||
6 | Act and
necessary to
pay liabilities incurred in connection | ||||||
7 | with that Act and outstanding as of June
30, 2003,
shall be | ||||||
8 | deposited into the Title III Social Security and Employment | ||||||
9 | Fund.
| ||||||
10 | On September 1, 2003, or as soon thereafter as may be | ||||||
11 | reasonably practical,
the
State Comptroller shall transfer all | ||||||
12 | unobligated moneys received by the State
pursuant to
the | ||||||
13 | federal Workforce Investment Act or Section 403(a)(5) of the | ||||||
14 | federal Social
Security
Act from the Title III Social Security | ||||||
15 | and Employment Fund to the Federal
Workforce
Training Fund. The | ||||||
16 | moneys transferred pursuant to this Amendatory Act of the
93rd
| ||||||
17 | General Assembly may be used or expended for purposes | ||||||
18 | consistent with the
conditions
under which those moneys were | ||||||
19 | received by the State.
| ||||||
20 | (c) Beginning on the effective date of this amendatory Act | ||||||
21 | of the 93rd
General
Assembly, all moneys received by the State | ||||||
22 | pursuant to the federal Illinois
Trade
Adjustment Assistance | ||||||
23 | Program , and any moneys received pursuant to the federal | ||||||
24 | Workforce Investment Act and necessary to pay liabilities | ||||||
25 | incurred in connection with that Act on or after January 1, | ||||||
26 | 2022, shall be deposited into the Federal Workforce
Training
|
| |||||||
| |||||||
1 | Fund, to be used for purposes consistent with the conditions | ||||||
2 | under which those
moneys
are received by the State, except that | ||||||
3 | any moneys received pursuant to the
federal Illinois
Trade | ||||||
4 | Adjustment Assistance Program and necessary to pay liabilities | ||||||
5 | incurred
in
connection with that program and outstanding as of | ||||||
6 | June 30, 2003, shall be
deposited into
the Title III Social | ||||||
7 | Security and Employment Fund.
| ||||||
8 | On July 1, 2003 or as soon thereafter as may be reasonably | ||||||
9 | practical, the
State
Comptroller shall make one or more | ||||||
10 | transfers of all moneys received by the
State
pursuant to the | ||||||
11 | federal Illinois Trade Adjustment Assistance Program in excess
| ||||||
12 | of those
necessary to pay liabilities in connection with that | ||||||
13 | program and outstanding as
of June
30, 2003 from the Title III | ||||||
14 | Social Security and Employment Fund to the Federal
Workforce | ||||||
15 | Training Fund. The moneys transferred pursuant to this | ||||||
16 | amendatory Act
of
the 93rd General Assembly may be used or | ||||||
17 | expended for purposes consistent with
the
conditions under | ||||||
18 | which those moneys were received by the State.
| ||||||
19 | (d) On and after the effective date of this amendatory Act | ||||||
20 | of the 101st General Assembly, funds in the Federal Workforce | ||||||
21 | Training Fund may only be paid to the Department of Employment | ||||||
22 | Security. | ||||||
23 | (Source: P.A. 93-25, eff. 6-20-03.)
| ||||||
24 | Section 150-15. The Department of Employment Security Law | ||||||
25 | of the
Civil Administrative Code of Illinois is amended by |
| |||||||
| |||||||
1 | adding Section 1005-170 as follows: | ||||||
2 | (20 ILCS 1005/1005-170 new) | ||||||
3 | Sec. 1005-170. Transfer from Department of Commerce and | ||||||
4 | Economic Opportunity. | ||||||
5 | (a) Notwithstanding any provision of law to the contrary, | ||||||
6 | all the powers, duties, rights and responsibilities vested in | ||||||
7 | the Department of Commerce and Economic Opportunity with | ||||||
8 | respect to the administration of the federal Workforce | ||||||
9 | Investment Act of 1998, the federal Illinois Trade Adjustment | ||||||
10 | Assistance Program and the Illinois Worker Adjustment and | ||||||
11 | Retraining Notification Act, including any liabilities arising | ||||||
12 | therefrom, are transferred to the Department of Employment | ||||||
13 | Security. | ||||||
14 | (b) Personnel in the Department of Commerce and Economic | ||||||
15 | Opportunity who are assigned directly or indirectly to the | ||||||
16 | administration of the Acts listed in subsection (a) transferred | ||||||
17 | by this amendatory Act of the 101st General Assembly shall be | ||||||
18 | transferred to the Department of Employment Security pursuant | ||||||
19 | to the direction of the Director of Employment Security. The | ||||||
20 | rights of the employees and the State of Illinois and its | ||||||
21 | agencies under the Personnel Code and applicable collective | ||||||
22 | bargaining agreements or under any pension, retirement, or | ||||||
23 | annuity plan shall not be affected by this amendatory Act of | ||||||
24 | the 101st General Assembly. | ||||||
25 | (c) All books, records, papers, documents, property (real |
| |||||||
| |||||||
1 | and personal), and pending business pertaining to the rights, | ||||||
2 | responsibilities, powers, and duties transferred by this | ||||||
3 | amendatory Act of the 101st General Assembly from the | ||||||
4 | Department of Commerce and Economic Opportunity to the | ||||||
5 | Department of Employment Security, including but not limited to | ||||||
6 | material in electronic or magnetic format and necessary | ||||||
7 | computer hardware and software, shall be delivered to the | ||||||
8 | Department of Employment Security pursuant to the direction of | ||||||
9 | the Director of Employment Security. | ||||||
10 | (d) All unexpended appropriations and balances and other | ||||||
11 | funds available for use by the Department of Commerce and | ||||||
12 | Economic Opportunity for the exercise of the powers, duties, | ||||||
13 | rights, and responsibilities transferred herein shall be | ||||||
14 | transferred for use by the Department of Employment Security | ||||||
15 | pursuant to the direction of the Director of Employment | ||||||
16 | Security. Unexpended balances so transferred shall be expended | ||||||
17 | only for the purpose for which the appropriations were | ||||||
18 | originally made. | ||||||
19 | (e) The powers, duties, rights, and responsibilities | ||||||
20 | transferred from the Department of Commerce and Economic | ||||||
21 | Opportunity by this amendatory Act of the 101st General | ||||||
22 | Assembly shall be vested in and shall be exercised by the | ||||||
23 | Department of Employment Security. | ||||||
24 | (f) Whenever reports or notices are now required to be made | ||||||
25 | or given or papers or documents furnished or served by any | ||||||
26 | person to or upon the Department of Commerce and Economic |
| |||||||
| |||||||
1 | Opportunity in connection with any of the powers, duties, | ||||||
2 | rights, and responsibilities transferred by this amendatory | ||||||
3 | Act of the 101st General Assembly, the same shall be made, | ||||||
4 | given, furnished, or served in the same manner to or upon the | ||||||
5 | Department of Employment Security. | ||||||
6 | (g) This amendatory Act of the 101st General Assembly does | ||||||
7 | not affect any act done, ratified, or canceled or any right | ||||||
8 | occurring or established or any action or proceeding had or | ||||||
9 | commenced in an administrative, civil, or criminal cause by the | ||||||
10 | Department of Commerce and Economic Opportunity before this | ||||||
11 | amendatory Act of the 101st General Assembly takes effect; such | ||||||
12 | actions or proceedings may be prosecuted and continued by the | ||||||
13 | Department of Employment Security. | ||||||
14 | (h) Any rules of the Department of Commerce and Economic | ||||||
15 | Opportunity that relate to the powers, duties, rights, and | ||||||
16 | responsibilities transferred from the Department of Commerce | ||||||
17 | and Economic Opportunity by this amendatory Act of the 101st | ||||||
18 | General Assembly, and that are in full force on the effective | ||||||
19 | date of this amendatory Act of the 101st General Assembly, | ||||||
20 | shall become the rules of the Department of Employment | ||||||
21 | Security. This amendatory Act of the 101st General Assembly | ||||||
22 | does not affect the legality of any such rules in the Illinois | ||||||
23 | Administrative Code. | ||||||
24 | Any proposed rules filed with the Secretary of State by the | ||||||
25 | Department of Commerce and Economic Opportunity that are | ||||||
26 | pending in the rulemaking process on the effective date of this |
| |||||||
| |||||||
1 | amendatory Act of the 101st General Assembly and pertain to the | ||||||
2 | powers, duties, rights, and responsibilities transferred, | ||||||
3 | shall be deemed to have been filed by the Department of | ||||||
4 | Employment Security. As soon as practicable hereafter, the | ||||||
5 | Department of Employment Security shall revise and clarify the | ||||||
6 | rules transferred to it under this amendatory Act of the 101st | ||||||
7 | General Assembly to reflect the reorganization of powers, | ||||||
8 | duties, rights, and responsibilities affected by this | ||||||
9 | amendatory Act of the 101st General Assembly, using the | ||||||
10 | procedures for recodification of rules available under the | ||||||
11 | Illinois Administrative Procedure Act, except that existing | ||||||
12 | title, part, and section numbering for the affected rules may | ||||||
13 | be retained. The Department of Employment Security may propose | ||||||
14 | and adopt under the Illinois Administrative Procedure Act such | ||||||
15 | other rules of the Department of Commerce and Economic | ||||||
16 | Opportunity that will now be administered by the Department of | ||||||
17 | Employment Security. | ||||||
18 | (i) Every person, corporation, or unit of government shall | ||||||
19 | be subject to the same obligations and duties and any | ||||||
20 | penalties, civil or criminal, arising therefrom, and shall have | ||||||
21 | the same rights arising from the exercise of rights, | ||||||
22 | responsibilities, powers, and duties as had been exercised by | ||||||
23 | the Department of Commerce and Economic Opportunity, as they | ||||||
24 | pertain to the administration of the Acts listed in subsection | ||||||
25 | (a) transferred by this amendatory Act of the 101st General | ||||||
26 | Assembly. |
| |||||||
| |||||||
1 | (j) The Department must comply with the Internet posting | ||||||
2 | requirements set forth in Section 7.2 of the Illinois Workforce | ||||||
3 | Investment Board Act. The information must be posted on the | ||||||
4 | Department's Internet website no later than 30 days after the | ||||||
5 | Department receives the information from the Illinois | ||||||
6 | Workforce Investment Board. | ||||||
7 | (k) The Office of the Governor shall provide to the General | ||||||
8 | Assembly in written form, prior to April 1, 2021, a list of any | ||||||
9 | other workforce development programs that are completely or | ||||||
10 | partially funded by Titles I, III, IV, and V, and could be | ||||||
11 | consolidated under the Department of Employment Security. | ||||||
12 | Section 150-20. The Illinois Workforce Investment Board | ||||||
13 | Act is amended by changing Section 7.2 as follows: | ||||||
14 | (20 ILCS 3975/7.2) | ||||||
15 | Sec. 7.2. Posting requirements; Department of Employment | ||||||
16 | Security's Commerce and Economic Opportunity's website. On and | ||||||
17 | after the effective date of this amendatory Act of the 101st | ||||||
18 | 97th General Assembly, the Illinois Workforce Innovation Board | ||||||
19 | must annually submit to the Department of Employment Security | ||||||
20 | Commerce and Economic Opportunity the following information to | ||||||
21 | be posted on the Department's official Internet website: | ||||||
22 | (1) All agendas and meeting minutes for meetings of the | ||||||
23 | Illinois Workforce Innovation Board. | ||||||
24 | (2) All line-item budgets for the local workforce |
| |||||||
| |||||||
1 | investment areas located within the State. | ||||||
2 | (3) A listing of all contracts and contract values for | ||||||
3 | all workforce development training and service providers. | ||||||
4 | The information required under this Section must be posted | ||||||
5 | on the Department of Employment Security's Commerce and | ||||||
6 | Economic Opportunity's Internet website no later than 30 days | ||||||
7 | after the Department receives the information from the Illinois | ||||||
8 | Workforce Innovation Board.
| ||||||
9 | (Source: P.A. 100-477, eff. 9-8-17.) | ||||||
10 | Section 150-25. The School Code is amended by changing | ||||||
11 | Section 22-45 as follows: | ||||||
12 | (105 ILCS 5/22-45) | ||||||
13 | Sec. 22-45. Illinois P-20 Council. | ||||||
14 | (a) The General Assembly finds that preparing Illinoisans | ||||||
15 | for success in school and the workplace requires a continuum of | ||||||
16 | quality education from preschool through graduate school. This | ||||||
17 | State needs a framework to guide education policy and integrate | ||||||
18 | education at every level. A statewide coordinating council to | ||||||
19 | study and make recommendations concerning education at all | ||||||
20 | levels can avoid fragmentation of policies, promote improved | ||||||
21 | teaching and learning, and continue to cultivate and | ||||||
22 | demonstrate strong accountability and efficiency. Establishing | ||||||
23 | an Illinois P-20 Council will develop a statewide agenda that | ||||||
24 | will move the State towards the common goals of improving |
| |||||||
| |||||||
1 | academic achievement, increasing college access and success, | ||||||
2 | improving use of existing data and measurements, developing | ||||||
3 | improved accountability, fostering innovative approaches to | ||||||
4 | education, promoting lifelong learning, easing the transition | ||||||
5 | to college, and reducing remediation. A pre-kindergarten | ||||||
6 | through grade 20 agenda will strengthen this State's economic | ||||||
7 | competitiveness by producing a highly-skilled workforce. In | ||||||
8 | addition, lifelong learning plans will enhance this State's | ||||||
9 | ability to leverage funding. | ||||||
10 | (b) There is created the Illinois P-20 Council. The | ||||||
11 | Illinois P-20 Council shall include all of the following | ||||||
12 | members: | ||||||
13 | (1) The Governor or his or her designee, to serve as | ||||||
14 | chairperson. | ||||||
15 | (2) Four members of the General Assembly, one appointed | ||||||
16 | by the Speaker of the House of Representatives, one | ||||||
17 | appointed by the Minority Leader of the House of | ||||||
18 | Representatives, one appointed by the President of the | ||||||
19 | Senate, and one appointed by the Minority Leader of the | ||||||
20 | Senate. | ||||||
21 | (3) Six at-large members appointed by the Governor as | ||||||
22 | follows, with 2 members being from the City of Chicago, 2
| ||||||
23 | members being from Lake County, McHenry County, Kane
| ||||||
24 | County, DuPage County, Will County, or that part of Cook
| ||||||
25 | County outside of the City of Chicago, and 2 members being
| ||||||
26 | from the remainder of the State: |
| |||||||
| |||||||
1 | (A) one representative of civic leaders; | ||||||
2 | (B) one representative of local government; | ||||||
3 | (C) one representative of trade unions; | ||||||
4 | (D) one representative of nonprofit organizations | ||||||
5 | or foundations; | ||||||
6 | (E) one representative of parents' organizations; | ||||||
7 | and | ||||||
8 | (F) one education research expert. | ||||||
9 | (4) Five members appointed by statewide business | ||||||
10 | organizations and business trade associations. | ||||||
11 | (5) Six members appointed by statewide professional | ||||||
12 | organizations and associations representing | ||||||
13 | pre-kindergarten through grade 20 teachers, community | ||||||
14 | college faculty, and public university faculty. | ||||||
15 | (6) Two members appointed by associations representing | ||||||
16 | local school administrators and school board members. One | ||||||
17 | of these members must be a special education administrator. | ||||||
18 | (7) One member representing community colleges, | ||||||
19 | appointed by the Illinois Council of Community College | ||||||
20 | Presidents. | ||||||
21 | (8) One member representing 4-year independent | ||||||
22 | colleges and universities, appointed by a statewide | ||||||
23 | organization representing private institutions of higher | ||||||
24 | learning. | ||||||
25 | (9) One member representing public 4-year | ||||||
26 | universities, appointed jointly by the university |
| |||||||
| |||||||
1 | presidents and chancellors. | ||||||
2 | (10) Ex-officio members as follows: | ||||||
3 | (A) The State Superintendent of Education or his or | ||||||
4 | her designee. | ||||||
5 | (B) The Executive Director of the Board of Higher
| ||||||
6 | Education or his or her designee. | ||||||
7 | (C) The Executive Director of the Illinois | ||||||
8 | Community College Board or his or her designee. | ||||||
9 | (D) The Executive Director of the Illinois Student | ||||||
10 | Assistance Commission or his or her designee. | ||||||
11 | (E) The Co-chairpersons of the Illinois Workforce | ||||||
12 | Investment Board or their designee. | ||||||
13 | (F) The Director of Commerce and Economic | ||||||
14 | Opportunity or his or her designee. | ||||||
15 | (G) The Chairperson of the Illinois Early Learning | ||||||
16 | Council or his or her designee. | ||||||
17 | (H) The President of the Illinois Mathematics and | ||||||
18 | Science Academy or his or her designee. | ||||||
19 | (I) The president of an association representing | ||||||
20 | educators of adult learners or his or her
designee. | ||||||
21 | (J) The Director of Employment Security or his or | ||||||
22 | her designee. | ||||||
23 | Ex-officio members shall have no vote on the Illinois P-20 | ||||||
24 | Council. | ||||||
25 | Appointed members shall serve for staggered terms expiring | ||||||
26 | on July 1 of the first, second, or third calendar year |
| |||||||
| |||||||
1 | following their appointments or until their successors are | ||||||
2 | appointed and have qualified. Staggered terms shall be | ||||||
3 | determined by lot at the organizing meeting of the Illinois | ||||||
4 | P-20 Council. | ||||||
5 | Vacancies shall be filled in the same manner as original | ||||||
6 | appointments, and any member so appointed shall serve during | ||||||
7 | the remainder of the term for which the vacancy occurred. | ||||||
8 | (c) The Illinois P-20 Council shall be funded through State | ||||||
9 | appropriations to support staff activities, research, | ||||||
10 | data-collection, and dissemination. The Illinois P-20 Council | ||||||
11 | shall be staffed by the Office of the Governor, in coordination | ||||||
12 | with relevant State agencies, boards, and commissions. The | ||||||
13 | Illinois Education Research Council shall provide research and | ||||||
14 | coordinate research collection activities for the Illinois | ||||||
15 | P-20 Council. | ||||||
16 | (d) The Illinois P-20 Council shall have all of the | ||||||
17 | following duties: | ||||||
18 | (1) To make recommendations to do all of the following: | ||||||
19 | (A) Coordinate pre-kindergarten through grade 20 | ||||||
20 | (graduate school) education in this State through | ||||||
21 | working at the intersections of educational systems to | ||||||
22 | promote collaborative infrastructure. | ||||||
23 | (B) Coordinate and leverage strategies, actions, | ||||||
24 | legislation, policies, and resources of all | ||||||
25 | stakeholders to support fundamental and lasting | ||||||
26 | improvement in this State's public schools, community |
| |||||||
| |||||||
1 | colleges, and universities. | ||||||
2 | (C) Better align the high school curriculum with | ||||||
3 | postsecondary expectations. | ||||||
4 | (D) Better align assessments across all levels of | ||||||
5 | education. | ||||||
6 | (E) Reduce the need for students entering | ||||||
7 | institutions of higher education to take remedial | ||||||
8 | courses. | ||||||
9 | (F) Smooth the transition from high school to | ||||||
10 | college. | ||||||
11 | (G) Improve high school and college graduation | ||||||
12 | rates. | ||||||
13 | (H) Improve the rigor and relevance of academic | ||||||
14 | standards for college and workforce readiness. | ||||||
15 | (I) Better align college and university teaching | ||||||
16 | programs with the needs of Illinois schools. | ||||||
17 | (2) To advise the Governor, the General Assembly, the | ||||||
18 | State's education and higher education agencies, and the
| ||||||
19 | State's workforce and economic development boards and
| ||||||
20 | agencies on policies related to lifelong learning for | ||||||
21 | Illinois students and families. | ||||||
22 | (3) To articulate a framework for systemic educational | ||||||
23 | improvement and innovation that will enable every student | ||||||
24 | to meet or exceed Illinois learning standards and be | ||||||
25 | well-prepared to succeed in the workforce and community. | ||||||
26 | (4) To provide an estimated fiscal impact for |
| |||||||
| |||||||
1 | implementation of all Council recommendations. | ||||||
2 | (e) The chairperson of the Illinois P-20 Council may | ||||||
3 | authorize the creation of working groups focusing on areas of | ||||||
4 | interest to Illinois educational and workforce development, | ||||||
5 | including without limitation the following areas: | ||||||
6 | (1) Preparation, recruitment, and certification of | ||||||
7 | highly qualified teachers. | ||||||
8 | (2) Mentoring and induction of highly qualified | ||||||
9 | teachers. | ||||||
10 | (3) The diversity of highly qualified teachers. | ||||||
11 | (4) Funding for highly qualified teachers, including | ||||||
12 | developing a strategic and collaborative plan to seek | ||||||
13 | federal and private grants to support initiatives | ||||||
14 | targeting teacher preparation and its impact on student | ||||||
15 | achievement. | ||||||
16 | (5) Highly effective administrators. | ||||||
17 | (6) Illinois birth through age 3 education, | ||||||
18 | pre-kindergarten, and early childhood education. | ||||||
19 | (7) The assessment, alignment, outreach, and network | ||||||
20 | of college and workforce readiness efforts. | ||||||
21 | (8) Alternative routes to college access. | ||||||
22 | (9) Research data and accountability. | ||||||
23 | (10) Community schools, community participation, and | ||||||
24 | other innovative approaches to education that foster | ||||||
25 | community partnerships. | ||||||
26 | (11) Tuition, financial aid, and other issues related |
| |||||||
| |||||||
1 | to keeping postsecondary education affordable for Illinois | ||||||
2 | residents. | ||||||
3 | The chairperson of the Illinois P-20 Council may designate | ||||||
4 | Council members to serve as working group chairpersons. Working | ||||||
5 | groups may invite organizations and individuals representing | ||||||
6 | pre-kindergarten through grade 20 interests to participate in | ||||||
7 | discussions, data collection, and dissemination.
| ||||||
8 | (Source: P.A. 98-463, eff. 8-16-13; 98-719, eff. 1-1-15; | ||||||
9 | 99-643, eff. 1-1-17 .) | ||||||
10 | Section 150-30. The Illinois Human Rights Act is amended by | ||||||
11 | changing Section 2-105 as follows:
| ||||||
12 | (775 ILCS 5/2-105) (from Ch. 68, par. 2-105)
| ||||||
13 | Sec. 2-105. Equal Employment Opportunities; Affirmative | ||||||
14 | Action.
| ||||||
15 | (A) Public Contracts. Every party to a public contract and | ||||||
16 | every
eligible bidder shall:
| ||||||
17 | (1) Refrain from unlawful discrimination and | ||||||
18 | discrimination based on
citizenship status in employment | ||||||
19 | and undertake affirmative action to assure
equality of | ||||||
20 | employment opportunity and eliminate the effects of past
| ||||||
21 | discrimination;
| ||||||
22 | (2) Comply with the procedures and requirements of the | ||||||
23 | Department's
regulations concerning equal employment | ||||||
24 | opportunities and affirmative action;
|
| |||||||
| |||||||
1 | (3) Provide such information, with respect to its | ||||||
2 | employees and
applicants for employment, and assistance as | ||||||
3 | the Department may
reasonably request;
| ||||||
4 | (4) Have written sexual harassment policies that shall | ||||||
5 | include, at a
minimum, the following information: (i) the | ||||||
6 | illegality of
sexual harassment; (ii) the definition of | ||||||
7 | sexual harassment under State
law; (iii) a description of | ||||||
8 | sexual harassment, utilizing examples; (iv) the
vendor's | ||||||
9 | internal complaint process including penalties; (v) the | ||||||
10 | legal
recourse, investigative and complaint process | ||||||
11 | available through the
Department and the Commission; (vi) | ||||||
12 | directions on how to contact the
Department and Commission; | ||||||
13 | and (vii) protection against retaliation as
provided by | ||||||
14 | Section 6-101 of this Act. A copy of the policies shall
be | ||||||
15 | provided to the Department upon request. Additionally, | ||||||
16 | each bidder who submits a bid or offer for a State contract | ||||||
17 | under the Illinois Procurement Code shall have a written | ||||||
18 | copy of the bidder's sexual harassment policy as required | ||||||
19 | under this paragraph (4). A copy of the policy shall be | ||||||
20 | provided to the State agency entering into the contract | ||||||
21 | upon request.
| ||||||
22 | (B) State Agencies. Every State executive department, | ||||||
23 | State agency,
board, commission, and instrumentality shall:
| ||||||
24 | (1) Comply with the procedures and requirements of the | ||||||
25 | Department's
regulations concerning equal employment | ||||||
26 | opportunities and affirmative action;
|
| |||||||
| |||||||
1 | (2) Provide such information and assistance as the | ||||||
2 | Department may request.
| ||||||
3 | (3) Establish, maintain, and carry out a continuing | ||||||
4 | affirmative action
plan consistent with this Act and the | ||||||
5 | regulations of the Department designed
to promote equal | ||||||
6 | opportunity for all State residents in every aspect of
| ||||||
7 | agency personnel policy and practice. For purposes of these | ||||||
8 | affirmative
action plans, the race and national origin | ||||||
9 | categories to be included in the
plans are: American Indian | ||||||
10 | or Alaska Native, Asian, Black or African American, | ||||||
11 | Hispanic or Latino, Native Hawaiian or Other Pacific | ||||||
12 | Islander. | ||||||
13 | This plan shall
include a current detailed status | ||||||
14 | report:
| ||||||
15 | (a) indicating, by each position in State service, | ||||||
16 | the number,
percentage, and average salary of | ||||||
17 | individuals employed by race, national
origin, sex and | ||||||
18 | disability, and any other category that the Department | ||||||
19 | may
require by rule;
| ||||||
20 | (b) identifying all positions in which the | ||||||
21 | percentage of the people
employed by race, national | ||||||
22 | origin, sex and disability, and any other
category that | ||||||
23 | the Department may require by rule, is less than | ||||||
24 | four-fifths of
the percentage of each of those | ||||||
25 | components in the State work force;
| ||||||
26 | (c) specifying the goals and methods for |
| |||||||
| |||||||
1 | increasing the percentage
by race, national origin, | ||||||
2 | sex and disability, and any other category
that the | ||||||
3 | Department may require by rule, in State positions;
| ||||||
4 | (d) indicating progress and problems toward | ||||||
5 | meeting equal employment
opportunity goals, including, | ||||||
6 | if applicable, but not limited to, Department
of | ||||||
7 | Central Management Services recruitment efforts, | ||||||
8 | publicity, promotions,
and use of options designating | ||||||
9 | positions by linguistic abilities;
| ||||||
10 | (e) establishing a numerical hiring goal for the | ||||||
11 | employment of
qualified persons with disabilities in | ||||||
12 | the agency as a whole, to be based
on the proportion of | ||||||
13 | people with work disabilities in the Illinois labor
| ||||||
14 | force as reflected in the most recent employment data | ||||||
15 | made available by the United States Census Bureau.
| ||||||
16 | (4) If the agency has 1000 or more employees, appoint a | ||||||
17 | full-time Equal
Employment Opportunity officer, subject to | ||||||
18 | the Department's approval, whose
duties shall include:
| ||||||
19 | (a) Advising the head of the particular State | ||||||
20 | agency with respect to the
preparation of equal | ||||||
21 | employment opportunity programs, procedures, | ||||||
22 | regulations,
reports, and the agency's affirmative | ||||||
23 | action plan.
| ||||||
24 | (b) Evaluating in writing each fiscal year the | ||||||
25 | sufficiency of the total
agency program for equal | ||||||
26 | employment opportunity and reporting thereon to
the |
| |||||||
| |||||||
1 | head of the agency with recommendations as to any | ||||||
2 | improvement or
correction in recruiting, hiring or | ||||||
3 | promotion needed, including remedial or
disciplinary | ||||||
4 | action with respect to managerial or supervisory | ||||||
5 | employees who
have failed to cooperate fully or who are | ||||||
6 | in violation of the program.
| ||||||
7 | (c) Making changes in recruitment, training and | ||||||
8 | promotion programs
and in hiring and promotion | ||||||
9 | procedures designed to eliminate
discriminatory | ||||||
10 | practices when authorized.
| ||||||
11 | (d) Evaluating tests, employment policies,
| ||||||
12 | practices and qualifications
and reporting to the head | ||||||
13 | of the agency and to the Department any policies,
| ||||||
14 | practices and qualifications that have unequal impact | ||||||
15 | by race, national origin
as required by Department | ||||||
16 | rule, sex or disability or any other category that
the | ||||||
17 | Department may require by rule, and to assist in the | ||||||
18 | recruitment of people
in underrepresented | ||||||
19 | classifications. This function shall be performed in
| ||||||
20 | cooperation with the State Department of Central | ||||||
21 | Management Services.
| ||||||
22 | (e) Making any aggrieved employee or applicant for | ||||||
23 | employment aware of
his or her remedies under this Act.
| ||||||
24 | In any meeting, investigation, negotiation, | ||||||
25 | conference, or other
proceeding between a State | ||||||
26 | employee and an Equal Employment Opportunity
officer, |
| |||||||
| |||||||
1 | a State employee (1) who is not covered by a collective | ||||||
2 | bargaining
agreement and (2) who is the complaining | ||||||
3 | party or the subject of such
proceeding may be | ||||||
4 | accompanied, advised and represented by (1) an | ||||||
5 | attorney
licensed to practice law in the State of | ||||||
6 | Illinois or (2) a representative of an
employee | ||||||
7 | organization whose membership is composed of employees | ||||||
8 | of the State
and of which the employee is a member. A | ||||||
9 | representative of an employee, other
than an attorney, | ||||||
10 | may observe but may not actively participate, or advise | ||||||
11 | the
State employee during the course of such meeting, | ||||||
12 | investigation, negotiation,
conference or other | ||||||
13 | proceeding. Nothing in this Section shall be
construed | ||||||
14 | to permit any person who is not licensed to practice | ||||||
15 | law in Illinois
to deliver any legal services or | ||||||
16 | otherwise engage in any activities that would
| ||||||
17 | constitute the unauthorized practice of law. Any | ||||||
18 | representative of an employee
who is present with the | ||||||
19 | consent of the employee, shall not, during or after
| ||||||
20 | termination of the relationship permitted by this | ||||||
21 | Section with the State
employee, use or reveal any | ||||||
22 | information obtained during the course of the
meeting, | ||||||
23 | investigation, negotiation, conference or other | ||||||
24 | proceeding without the
consent of the complaining | ||||||
25 | party and any State employee who is the subject of
the | ||||||
26 | proceeding and pursuant to rules and regulations |
| |||||||
| |||||||
1 | governing confidentiality
of such information as | ||||||
2 | promulgated by the appropriate State agency.
| ||||||
3 | Intentional or reckless disclosure of information in | ||||||
4 | violation of these
confidentiality requirements shall | ||||||
5 | constitute a Class B misdemeanor.
| ||||||
6 | (5) Establish, maintain and carry out a continuing | ||||||
7 | sexual harassment
program that shall include the | ||||||
8 | following:
| ||||||
9 | (a) Develop a written sexual harassment policy | ||||||
10 | that includes at a
minimum the following information: | ||||||
11 | (i) the illegality of sexual harassment;
(ii) the | ||||||
12 | definition of sexual harassment under State law; (iii) | ||||||
13 | a
description of sexual harassment, utilizing | ||||||
14 | examples; (iv) the agency's
internal complaint process | ||||||
15 | including penalties; (v) the legal recourse,
| ||||||
16 | investigative and complaint process available through | ||||||
17 | the Department and
the Commission; (vi) directions on | ||||||
18 | how to contact the Department and
Commission; and (vii) | ||||||
19 | protection against retaliation as provided by Section
| ||||||
20 | 6-101 of this Act. The policy shall be reviewed | ||||||
21 | annually.
| ||||||
22 | (b) Post in a prominent and accessible location and | ||||||
23 | distribute in a
manner to assure notice to all agency | ||||||
24 | employees without exception the
agency's sexual | ||||||
25 | harassment policy. Such documents may meet, but shall | ||||||
26 | not
exceed, the 6th grade literacy level. Distribution |
| |||||||
| |||||||
1 | shall be effectuated within
90 days of the effective | ||||||
2 | date of this amendatory Act of 1992 and shall occur
| ||||||
3 | annually thereafter.
| ||||||
4 | (c) Provide training on sexual harassment | ||||||
5 | prevention and the
agency's sexual harassment policy | ||||||
6 | as a component of all ongoing or new
employee training | ||||||
7 | programs.
| ||||||
8 | (6) Notify the Department 30 days before effecting any | ||||||
9 | layoff. Once
notice is given, the following shall occur:
| ||||||
10 | (a) No layoff may be effective
earlier than 10 | ||||||
11 | working days after
notice to the Department, unless an
| ||||||
12 | emergency layoff situation exists.
| ||||||
13 | (b) The State executive department, State agency, | ||||||
14 | board, commission,
or instrumentality in which the | ||||||
15 | layoffs are to occur must
notify each employee targeted | ||||||
16 | for layoff, the employee's union
representative (if | ||||||
17 | applicable), and the State Dislocated Worker Unit at | ||||||
18 | the
Department of Commerce and Economic Opportunity.
| ||||||
19 | (c) The State executive department, State agency, | ||||||
20 | board, commission,
or instrumentality in
which the | ||||||
21 | layoffs are to occur must conform to applicable | ||||||
22 | collective
bargaining agreements.
| ||||||
23 | (d) The State executive department, State agency, | ||||||
24 | board, commission, or
instrumentality in which the | ||||||
25 | layoffs are to occur should notify each employee
| ||||||
26 | targeted for layoff that transitional assistance may |
| |||||||
| |||||||
1 | be available to him or her
under the Economic | ||||||
2 | Dislocation and Worker Adjustment Assistance Act
| ||||||
3 | administered by the Department of Employment Security | ||||||
4 | Commerce and Economic Opportunity . Failure to
give | ||||||
5 | such notice shall not invalidate the layoff or postpone | ||||||
6 | its effective
date.
| ||||||
7 | As used in this subsection (B), "disability" shall be | ||||||
8 | defined in
rules promulgated under the Illinois Administrative
| ||||||
9 | Procedure Act.
| ||||||
10 | (C) Civil Rights Violations. It is a civil rights violation | ||||||
11 | for any
public contractor or eligible bidder to:
| ||||||
12 | (1) fail to comply with the public contractor's or | ||||||
13 | eligible bidder's
duty to refrain from unlawful | ||||||
14 | discrimination and discrimination based on
citizenship | ||||||
15 | status in employment under subsection (A)(1) of this | ||||||
16 | Section; or
| ||||||
17 | (2) fail to comply with the public contractor's or | ||||||
18 | eligible bidder's
duties of affirmative action under | ||||||
19 | subsection (A) of this Section, provided
however, that the
| ||||||
20 | Department has notified the public contractor or eligible | ||||||
21 | bidder in writing
by certified mail that the public | ||||||
22 | contractor or eligible bidder may not be
in compliance with | ||||||
23 | affirmative action requirements of subsection (A). A
| ||||||
24 | minimum
of 60 days to comply with the requirements shall be | ||||||
25 | afforded to the public
contractor or eligible bidder before | ||||||
26 | the Department may issue formal notice of
non-compliance.
|
| |||||||
| |||||||
1 | (D) As used in this Section: | ||||||
2 | (1) "American Indian or Alaska Native" means a person | ||||||
3 | having origins in any of the original peoples of North and | ||||||
4 | South America, including Central America, and who | ||||||
5 | maintains tribal affiliation or community attachment. | ||||||
6 | (2) "Asian" means a person having origins in any of the | ||||||
7 | original peoples of the Far East, Southeast Asia, or the | ||||||
8 | Indian subcontinent, including, but not limited to, | ||||||
9 | Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, | ||||||
10 | the Philippine Islands, Thailand, and Vietnam. | ||||||
11 | (3) "Black or African American" means a person having | ||||||
12 | origins in any of the black racial groups of Africa. Terms | ||||||
13 | such as "Haitian" or "Negro" can be used in addition to | ||||||
14 | "Black or African American". | ||||||
15 | (4) "Hispanic or Latino" means a person of Cuban, | ||||||
16 | Mexican, Puerto Rican, South or Central American, or other | ||||||
17 | Spanish culture or origin, regardless of race. | ||||||
18 | (5) "Native Hawaiian or Other Pacific Islander" means a | ||||||
19 | person having origins in any of the original peoples of | ||||||
20 | Hawaii, Guam, Samoa, or other Pacific Islands. | ||||||
21 | (Source: P.A. 99-933, eff. 1-27-17; 100-698, eff. 1-1-19 .)
| ||||||
22 | Section 150-35. The Illinois Worker Adjustment and
| ||||||
23 | Retraining Notification Act is amended by changing Sections 10 | ||||||
24 | and 45, as follows: |
| |||||||
| |||||||
1 | (820 ILCS 65/10)
| ||||||
2 | Sec. 10. Notice. | ||||||
3 | (a) An employer may not order a mass layoff, relocation, or | ||||||
4 | employment loss unless, 60 days before the order takes effect, | ||||||
5 | the employer gives written notice of the order to the | ||||||
6 | following: | ||||||
7 | (1) affected employees and representatives of affected | ||||||
8 | employees; and | ||||||
9 | (2) the Department of Employment Security Commerce and | ||||||
10 | Economic Opportunity and the chief elected official of each | ||||||
11 | municipal and county government within which the | ||||||
12 | employment loss, relocation, or mass layoff occurs. | ||||||
13 | (b) An employer required to give notice of any mass layoff, | ||||||
14 | relocation, or employment loss under this Act shall include in | ||||||
15 | its notice the elements required by the federal Worker | ||||||
16 | Adjustment and Retraining Notification Act (29 U.S.C. 2101 et | ||||||
17 | seq.). | ||||||
18 | (c) Notwithstanding the requirements of subsection (a), an | ||||||
19 | employer is not required to provide notice if a mass layoff, | ||||||
20 | relocation, or employment loss is necessitated by a physical | ||||||
21 | calamity or an act of terrorism or war. | ||||||
22 | (d) The mailing of notice to an employee's last known | ||||||
23 | address or inclusion of notice in the employee's paycheck shall | ||||||
24 | be considered acceptable methods for fulfillment of the | ||||||
25 | employer's obligation to give notice to each affected employee | ||||||
26 | under this Act. |
| |||||||
| |||||||
1 | (e) In the case of a sale of part or all of an employer's | ||||||
2 | business, the seller shall be responsible for providing notice | ||||||
3 | for any plant closing or mass layoff in accordance with this | ||||||
4 | Section, up to and including the effective date of the sale. | ||||||
5 | After the effective date of the sale of part or all of an | ||||||
6 | employer's business, the purchaser shall be responsible for | ||||||
7 | providing notice for any plant closing or mass layoff in | ||||||
8 | accordance with this Section. Notwithstanding any other | ||||||
9 | provision of this Act, any person who is an employee of the | ||||||
10 | seller (other than a part-time employee) as of the effective | ||||||
11 | date of the sale shall be considered an employee of the | ||||||
12 | purchaser immediately after the effective date of the sale. | ||||||
13 | (f) An employer which is receiving State or local economic | ||||||
14 | development incentives for doing or continuing to do business | ||||||
15 | in this State may be required to provide additional notice | ||||||
16 | pursuant to Section 15 of the Business Economic Support Act. | ||||||
17 | (g) The rights and remedies provided to employees by this | ||||||
18 | Act are in
addition to, and not in lieu of, any other | ||||||
19 | contractual or statutory
rights and remedies of the employees, | ||||||
20 | and are not intended to alter or
affect such rights and | ||||||
21 | remedies, except that the period of notification
required by | ||||||
22 | this Act shall run concurrently with any period of
notification | ||||||
23 | required by contract or by any other law. | ||||||
24 | (h) It is the sense of the General Assembly that an | ||||||
25 | employer who is not required to comply with the notice | ||||||
26 | requirements of this Section should, to the extent possible, |
| |||||||
| |||||||
1 | provide notice to its employees about a proposal to close a | ||||||
2 | plant or permanently reduce its workforce.
| ||||||
3 | (Source: P.A. 93-915, eff. 1-1-05.) | ||||||
4 | (820 ILCS 65/45)
| ||||||
5 | Sec. 45. Advisory notice from Department of Employment | ||||||
6 | Security Commerce and Economic Opportunity . Before September | ||||||
7 | 30 of each year, the Department of Employment Security Commerce | ||||||
8 | and Economic Opportunity, with the cooperation of the | ||||||
9 | Department of Employment Security, must issue a written notice | ||||||
10 | to each employer that reported to the Department of Employment | ||||||
11 | Security that the employer paid wages to 75 or more individuals | ||||||
12 | with respect to any quarter in the immediately preceding | ||||||
13 | calendar year. The notice must indicate that the employer may | ||||||
14 | be subject to this Act and must generally advise the employer | ||||||
15 | about the requirements of this Act and the remedies provided | ||||||
16 | for violations of this Act.
| ||||||
17 | (Source: P.A. 93-915, eff. 1-1-05.)
| ||||||
18 | Section 150-40. The Unemployment Insurance Act is amended | ||||||
19 | by changing Section 2103 as follows:
| ||||||
20 | (820 ILCS 405/2103) (from Ch. 48, par. 663)
| ||||||
21 | Sec. 2103. Unemployment compensation administration and | ||||||
22 | other workforce
development costs.
All moneys received by the | ||||||
23 | State or by the Department from any source for the
financing of |
| |||||||
| |||||||
1 | the cost of administration of this Act, including all federal
| ||||||
2 | moneys allotted or apportioned to the State or to the | ||||||
3 | Department for that
purpose, including moneys received | ||||||
4 | directly or indirectly from the federal
government under the | ||||||
5 | Job Training Partnership Act, and including moneys
received | ||||||
6 | from the Railroad Retirement Board as compensation for services | ||||||
7 | or
facilities supplied to said Board, or any moneys made | ||||||
8 | available by this State
or its political subdivisions and | ||||||
9 | matched by moneys granted to this State
pursuant to the | ||||||
10 | provisions of the Wagner-Peyser Act, shall be received and
held | ||||||
11 | by the State Treasurer as ex-officio custodian thereof, | ||||||
12 | separate and
apart from all other State moneys, in the Title | ||||||
13 | III Social Security and
Employment Fund, and such funds shall | ||||||
14 | be distributed or expended upon the
direction of the Director | ||||||
15 | and, except money received pursuant to the last
paragraph of | ||||||
16 | Section 2100B, shall be distributed or expended solely for the
| ||||||
17 | purposes and in the amounts found necessary by the Secretary of | ||||||
18 | Labor of the
United States of America, or other appropriate | ||||||
19 | federal agency, for the
proper and efficient administration of | ||||||
20 | this Act. Notwithstanding any
provision of this Section, all | ||||||
21 | money requisitioned and deposited with the
State Treasurer | ||||||
22 | pursuant to the last paragraph of Section 2100B shall
remain | ||||||
23 | part of the unemployment trust fund and shall be used only in
| ||||||
24 | accordance with the conditions specified in the last paragraph | ||||||
25 | of Section
2100B.
| ||||||
26 | If any moneys received from the Secretary of Labor, or |
| |||||||
| |||||||
1 | other appropriate
federal agency, under Title III of the Social | ||||||
2 | Security Act, or any moneys
granted to this State pursuant to | ||||||
3 | the provisions of the Wagner-Peyser Act,
or any moneys made | ||||||
4 | available by this State or its political subdivisions
and | ||||||
5 | matched by moneys granted to this State pursuant to the | ||||||
6 | provisions of
the Wagner-Peyser Act, are found by the Secretary | ||||||
7 | of Labor, or other
appropriate Federal agency, because of any | ||||||
8 | action or contingency, to have
been lost or expended for | ||||||
9 | purposes other than, or in amounts in excess of,
those found | ||||||
10 | necessary, by the Secretary of Labor, or other appropriate
| ||||||
11 | Federal agency, for the proper administration of this Act, it | ||||||
12 | is the policy
of this State that such moneys shall be replaced | ||||||
13 | by moneys appropriated for
such purpose from the general funds | ||||||
14 | of this State for expenditure as
provided in the first | ||||||
15 | paragraph of this Section. The Director shall report
to the
| ||||||
16 | Governor's Office of Management and Budget, in the same manner | ||||||
17 | as is provided generally
for the submission by State | ||||||
18 | Departments of financial requirements for the
ensuing fiscal | ||||||
19 | year, and the Governor shall include in his budget report to
| ||||||
20 | the next regular session of the General Assembly, the amount | ||||||
21 | required for
such replacement.
| ||||||
22 | Moneys in the Title III Social Security and Employment Fund
| ||||||
23 | shall not be commingled with other State funds, but they shall | ||||||
24 | be deposited as
required by law and maintained in a separate | ||||||
25 | account on the books of a savings
and loan association or bank.
| ||||||
26 | The State Treasurer shall be liable on his general official |
| |||||||
| |||||||
1 | bond for the
faithful performance of his duties as custodian of | ||||||
2 | all moneys
in the Title III Social Security and Employment | ||||||
3 | Fund. Such liability on his
official
bond shall exist in | ||||||
4 | addition to the liability upon any separate bond given
by him. | ||||||
5 | All sums recovered for losses sustained by the fund herein
| ||||||
6 | described shall be deposited therein.
| ||||||
7 | Upon the effective date of this amendatory Act of 1987 | ||||||
8 | (January 1,
1988), the Comptroller shall transfer all | ||||||
9 | unobligated funds from the Job
Training Fund into the Title III | ||||||
10 | Social Security and Employment Fund.
| ||||||
11 | On September 1, 2000, or as soon thereafter as may be | ||||||
12 | reasonably
practicable, the State Comptroller shall transfer | ||||||
13 | all unobligated moneys
from the Job Training Partnership Fund | ||||||
14 | into the Title III Social Security and
Employment Fund. The | ||||||
15 | moneys transferred pursuant to this amendatory Act may be
used | ||||||
16 | or expended for purposes consistent with the conditions under | ||||||
17 | which those
moneys were received by the State.
| ||||||
18 | Beginning on the effective date of this amendatory Act of | ||||||
19 | the 91st General
Assembly, all moneys that would otherwise be | ||||||
20 | deposited into the Job Training
Partnership Fund shall instead | ||||||
21 | be deposited into the Title III Social Security
and Employment | ||||||
22 | Fund, to be used for purposes consistent with the conditions
| ||||||
23 | under which those moneys are received by the State, except that | ||||||
24 | any moneys that
may be necessary to pay liabilities outstanding | ||||||
25 | as of June 30, 2000 shall be
deposited into the Job Training | ||||||
26 | Partnership Fund.
|
| |||||||
| |||||||
1 | On September 1, 2021, or as soon thereafter as may be | ||||||
2 | reasonably practicable, the State Comptroller shall certify | ||||||
3 | and the State Treasurer shall transfer all unobligated moneys | ||||||
4 | in the Federal Workforce Training Fund to the Title III Social | ||||||
5 | Security and Employment Fund. The moneys transferred pursuant | ||||||
6 | to this paragraph may be used for purposes consistent with the | ||||||
7 | conditions under which those moneys were received by the State. | ||||||
8 | On and after January 1, 2022 all moneys that would | ||||||
9 | otherwise be deposited into the Federal Workforce Training Fund | ||||||
10 | shall be deposited into the Title III Social Security and | ||||||
11 | Employment Fund, to be used for purposes consistent with the | ||||||
12 | conditions under which those moneys were received by the State, | ||||||
13 | except that any moneys that may be necessary to pay liabilities | ||||||
14 | outstanding as of January 1, 2022 that would otherwise be | ||||||
15 | payable from the Federal Workforce Training Fund shall be | ||||||
16 | deposited into the Federal Workforce Training Fund. | ||||||
17 | (Source: P.A. 97-791, eff. 1-1-13.)
| ||||||
18 | (20 ILCS 605/605-750 rep.) | ||||||
19 | Section 150-45. The Department of Commerce and Economic | ||||||
20 | Opportunity Law of the
Civil Administrative Code of Illinois is | ||||||
21 | amended by repealing Section 605-750. | ||||||
22 | Section 150-97. Severability. The provisions of this Act | ||||||
23 | are severable under Section 1.31 of the Statute on Statutes. |
| |||||||
| |||||||
1 | Article 155. | ||||||
2 | Section 155-5. The School Code is amended by changing | ||||||
3 | Section 21B-70 as follows: | ||||||
4 | (105 ILCS 5/21B-70) | ||||||
5 | Sec. 21B-70. Illinois Teaching Excellence Program. | ||||||
6 | (a) As used in this Section: | ||||||
7 | "Diverse candidate" means a candidate who identifies with | ||||||
8 | any of the ethnicities reported on the Illinois Report Card | ||||||
9 | other than White. | ||||||
10 | "National Board certified teacher candidate cohort | ||||||
11 | facilitator" means a National Board certified teacher who | ||||||
12 | collaborates to advance the goal of supporting all other | ||||||
13 | candidate cohorts other than diverse candidate cohorts through | ||||||
14 | the Illinois National Board for Professional Teaching | ||||||
15 | Standards Comprehensive Support System. | ||||||
16 | "National Board certified teacher diverse candidate cohort | ||||||
17 | facilitator" means a National Board certified teacher who | ||||||
18 | collaborates to advance the goal of supporting racially and | ||||||
19 | ethnically diverse candidates through the Illinois National | ||||||
20 | Board for Professional Teaching Standards Comprehensive | ||||||
21 | Support System. | ||||||
22 | "National Board certified teacher diverse liaison" means | ||||||
23 | an individual or entity that supports the National Board | ||||||
24 | certified teacher leading a diverse candidate cohort. |
| |||||||
| |||||||
1 | "National Board certified teacher liaison" means an | ||||||
2 | individual or entity that supports the National Board certified | ||||||
3 | teacher leading candidate cohorts other than diverse candidate | ||||||
4 | cohorts. | ||||||
5 | "National Board certified teacher rural or remote or | ||||||
6 | distant candidate cohort facilitator" means a National Board | ||||||
7 | certified teacher who collaborates to advance the goal of | ||||||
8 | supporting rural or remote candidates through the Illinois | ||||||
9 | National Board for Professional Teaching Standards | ||||||
10 | Comprehensive Support System. | ||||||
11 | "National Board certified teacher rural or remote or | ||||||
12 | distant liaison" means an individual or entity that who | ||||||
13 | supports the National Board certified teacher leading a rural | ||||||
14 | or remote candidate cohort. | ||||||
15 | "Qualified educator" means a teacher or school counselor | ||||||
16 | currently employed in a school district who is in the process | ||||||
17 | of obtaining certification through the National Board for | ||||||
18 | Professional Teaching Standards or who has completed | ||||||
19 | certification and holds a current Professional Educator | ||||||
20 | License with a National Board for Professional Teaching | ||||||
21 | Standards designation or a retired teacher or school counselor | ||||||
22 | who holds a Professional Educator License with a National Board | ||||||
23 | for Professional Teaching Standards designation. | ||||||
24 | "Rural or remote" or "rural or remote or distant" means | ||||||
25 | local codes 32, 33, 41, 42, and 43 of the New Urban-Centric | ||||||
26 | Locale Codes, as defined by the National Center for Education |
| |||||||
| |||||||
1 | Statistics. | ||||||
2 | "Tier 1" has the meaning given to that term under Section | ||||||
3 | 18-8.15. | ||||||
4 | "Tier 2" has the meaning given to that term under Section | ||||||
5 | 18-8.15. | ||||||
6 | (b) Any funds appropriated for the Illinois Teaching | ||||||
7 | Excellence Program must be used to provide monetary assistance | ||||||
8 | and incentives for qualified educators who are employed by or | ||||||
9 | retired from school districts and who have or are in the | ||||||
10 | process of obtaining licensure through the National Board for | ||||||
11 | Professional Teaching Standards. The goal of the program is to | ||||||
12 | improve instruction and student performance. | ||||||
13 | The State Board of Education shall allocate an amount as | ||||||
14 | annually appropriated by the General Assembly for the Illinois | ||||||
15 | Teaching Excellence Program for (i) application or re-take fees | ||||||
16 | for each qualified educator seeking to complete certification | ||||||
17 | through the National Board for Professional Teaching | ||||||
18 | Standards, to be paid directly to the National Board for | ||||||
19 | Professional Teaching Standards, and (ii) incentives under | ||||||
20 | paragraphs (1), (2), and (3) of subsection (c) for each | ||||||
21 | qualified educator, to be distributed to the respective school | ||||||
22 | district, and incentives under paragraph (5) of subsection (c), | ||||||
23 | to be distributed to the respective school district or directly | ||||||
24 | to the qualified educator. The school district shall distribute | ||||||
25 | this payment to each eligible teacher or school counselor as a | ||||||
26 | single payment. |
| |||||||
| |||||||
1 | The State Board of Education's annual budget must set out | ||||||
2 | by separate line item the appropriation for the program. Unless | ||||||
3 | otherwise provided by appropriation, qualified educators are | ||||||
4 | eligible for monetary assistance and incentives outlined in | ||||||
5 | subsections (c) and (d) of this Section. | ||||||
6 | (c) When there are adequate funds available, monetary | ||||||
7 | assistance and incentives shall include the following: | ||||||
8 | (1) A maximum of $2,000 towards the application or | ||||||
9 | re-take fee for teachers or school counselors in a Tier 1 | ||||||
10 | school district who apply on a first-come, first-serve | ||||||
11 | basis for National Board certification. | ||||||
12 | (2) A maximum of $2,000 towards the application or | ||||||
13 | re-take fee for teachers or school counselors in a school | ||||||
14 | district other than a Tier 1 school district who apply on a | ||||||
15 | first-come, first-serve basis for National Board | ||||||
16 | certification. | ||||||
17 | (3) A maximum of $1,000 towards the National Board for | ||||||
18 | Professional Teaching Standards' renewal application fee. | ||||||
19 | (4) (Blank). | ||||||
20 | (5) An annual incentive of no more than equal to $1,500 | ||||||
21 | prorated at $50 per hour , which shall be paid to each | ||||||
22 | qualified educator currently employed in a school district | ||||||
23 | who holds both a National Board for Professional Teaching | ||||||
24 | Standards designation and a current corresponding | ||||||
25 | certificate issued by the National Board for Professional | ||||||
26 | Teaching Standards and who agrees, in writing, to provide |
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| |||||||
1 | up to at least 30 hours of mentoring or National Board for | ||||||
2 | Professional Teaching Standards professional development | ||||||
3 | or both during the school year to classroom teachers or | ||||||
4 | school counselors, as applicable. Funds must be disbursed | ||||||
5 | on a first-come, first-serve basis, with priority given to | ||||||
6 | Tier 1 school districts. Mentoring shall include, either | ||||||
7 | singly or in combination, the following: | ||||||
8 | (A) National Board for Professional Teaching | ||||||
9 | Standards certification candidates. | ||||||
10 | (B) National Board for Professional Teaching | ||||||
11 | Standards re-take candidates. | ||||||
12 | (C) National Board for Professional Teaching | ||||||
13 | Standards renewal candidates. | ||||||
14 | (D) (Blank).
| ||||||
15 | Funds may also be used for instructional leadership | ||||||
16 | training for qualified educators interested in supporting | ||||||
17 | implementation of the Illinois Learning Standards or teaching | ||||||
18 | and learning priorities of the State Board of Education or | ||||||
19 | both. | ||||||
20 | (d) In addition to the monetary assistance and incentives | ||||||
21 | provided under subsection (c), if adequate funds are available, | ||||||
22 | incentives shall include the following incentives for the | ||||||
23 | program in rural or remote schools or school districts or for | ||||||
24 | programs working with diverse candidates , to be distributed to | ||||||
25 | the respective school district or directly to the qualified | ||||||
26 | educator or entity : |
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| |||||||
1 | (1) A one-time incentive of $3,000 payable to National | ||||||
2 | Board certified teachers teaching in Tier 1 or Tier 2 rural | ||||||
3 | or remote school districts or rural or remote schools in | ||||||
4 | Tier 1 or Tier 2 school districts, with priority given to | ||||||
5 | teachers teaching in Tier 1 rural or remote school | ||||||
6 | districts or rural or remote schools in Tier 1 school | ||||||
7 | districts . | ||||||
8 | (2) An annual incentive of $3,200 for National Board | ||||||
9 | certified teacher rural or remote or distant candidate | ||||||
10 | cohort facilitators , diverse candidate cohort | ||||||
11 | facilitators, and candidate cohort facilitators. Priority | ||||||
12 | shall be given to rural or remote candidate cohort | ||||||
13 | facilitators and diverse candidate cohort facilitators . | ||||||
14 | (3) An annual incentive of $2,500 for National Board | ||||||
15 | certified teacher rural or remote or distant liaisons , | ||||||
16 | diverse liaisons, and liaisons. Priority shall be given to | ||||||
17 | rural or remote liaisons and diverse liaisons . | ||||||
18 | (Source: P.A. 100-201, eff. 8-18-17; 101-333, eff. 1-1-20 .) | ||||||
19 | Article 160. | ||||||
20 | Section 160-1. Short title. This Act may be cited as the | ||||||
21 | Developmental Education Reform Act. | ||||||
22 | Section 160-5. Findings. The General Assembly makes all of | ||||||
23 | the following findings: |
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| |||||||
1 | (1) Nearly 50% of this State's high school graduates | ||||||
2 | who enroll full-time in a community college are placed in | ||||||
3 | developmental education coursework in at least one | ||||||
4 | subject. Community colleges place nearly 71% of Black | ||||||
5 | students in developmental education courses compared to | ||||||
6 | 42% of white students. | ||||||
7 | (2) Traditional developmental education courses cost | ||||||
8 | students' time and money and expend their financial aid | ||||||
9 | because a student does not receive college credit for the | ||||||
10 | successful completion of a traditional developmental | ||||||
11 | education course. This can be a barrier to enrollment, | ||||||
12 | persistence, and certificate or degree completion. | ||||||
13 | (3) Developmental education courses can exacerbate | ||||||
14 | inequities in higher education. Community colleges | ||||||
15 | graduate Black students who are placed in developmental | ||||||
16 | education courses at a rate of approximately 8% compared to | ||||||
17 | a graduation rate of 26% for white students who are placed | ||||||
18 | in developmental education courses. | ||||||
19 | (4) A history of inconsistent and inadequate | ||||||
20 | approaches to student placement in community college | ||||||
21 | coursework, such as the reliance on standardized test | ||||||
22 | scores, has resulted in too many students being placed in | ||||||
23 | developmental education coursework who could otherwise | ||||||
24 | succeed in introductory college-level coursework or | ||||||
25 | introductory college-level coursework with concurrent | ||||||
26 | support. |
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1 | (5) Public institutions of higher education and State | ||||||
2 | agencies have undertaken voluntary efforts and committed | ||||||
3 | resources to improve placement and to address disparities | ||||||
4 | in the successful completion of introductory college-level | ||||||
5 | coursework. | ||||||
6 | (6) The Illinois Council of Community College | ||||||
7 | Presidents, the Illinois Community College Chief Academic | ||||||
8 | Officers Commission, the Illinois Community College Chief | ||||||
9 | Student Services Officers Commission, and the Illinois | ||||||
10 | Mathematics Association of Community Colleges have already | ||||||
11 | developed and approved a more equitable, multiple measures | ||||||
12 | framework for placement in coursework that is currently | ||||||
13 | implemented at many but not all community colleges. | ||||||
14 | (7) In 2019, members of the General Assembly, faculty | ||||||
15 | and administrators from public institutions of higher | ||||||
16 | education, board trustees from community college | ||||||
17 | districts, representatives from the Board of Higher | ||||||
18 | Education, the Illinois Community College Board, and other | ||||||
19 | appointed stakeholders convened a task force to inventory | ||||||
20 | and study developmental education models employed by | ||||||
21 | public community colleges and universities in this State | ||||||
22 | and to submit a detailed plan for scaling developmental | ||||||
23 | education reforms in which all students who are placed in | ||||||
24 | developmental education coursework are enrolled in an | ||||||
25 | evidence-based developmental education model that | ||||||
26 | maximizes a student's likelihood of completing an |
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1 | introductory college-level course within his or her first 2 | ||||||
2 | semesters at an institution of higher education. The data | ||||||
3 | released by the task force indicates all of the following: | ||||||
4 | (A) Despite more effective developmental education | ||||||
5 | models, community colleges and universities use the | ||||||
6 | traditional developmental education model for 77% of | ||||||
7 | students who place in a developmental education | ||||||
8 | mathematics course and for 67% of students who place in | ||||||
9 | a developmental English language course. | ||||||
10 | (B) In a 2017 cohort study, only 25% of the | ||||||
11 | students who were placed in traditional developmental | ||||||
12 | education mathematics courses and only 42% of students | ||||||
13 | who were placed in traditional developmental English | ||||||
14 | language courses completed the developmental education | ||||||
15 | courses and introductory college-level courses with a | ||||||
16 | grade of "C" or better within 2 years compared to the | ||||||
17 | completion rate of 65% of students who were placed | ||||||
18 | directly in introductory college-level mathematics | ||||||
19 | courses with concurrent support and 75% of students who | ||||||
20 | were placed directly in introductory college-level | ||||||
21 | English language courses with concurrent support. | ||||||
22 | (C) Improved policies, programs, and practices are | ||||||
23 | essential to address the systemic inequities that | ||||||
24 | exist in postsecondary education in this State, such as | ||||||
25 | the disproportionate enrollment of Black students in | ||||||
26 | developmental education courses. |
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| |||||||
1 | Section 160-10. Definitions. In this Act: | ||||||
2 | "College-level English language or mathematics course" or | ||||||
3 | "college-level English language or mathematics coursework" | ||||||
4 | means a course that bears credit and fulfills English language | ||||||
5 | or mathematics credit requirements for a baccalaureate degree, | ||||||
6 | a certificate, or an associate degree from a postsecondary | ||||||
7 | educational institution. | ||||||
8 | "Community college" means a public community college in | ||||||
9 | this State.
| ||||||
10 | "Developmental education" means instruction through which | ||||||
11 | a high school graduate who applies to a college credit program | ||||||
12 | may attain the communication and computation skills necessary | ||||||
13 | to successfully complete college-level coursework.
| ||||||
14 | "Developmental education course" or "developmental | ||||||
15 | education coursework" means a course or a category of courses | ||||||
16 | in which students are placed based on an institution's finding | ||||||
17 | that a student does not have the proficiency necessary to | ||||||
18 | succeed in an introductory college-level English language or | ||||||
19 | mathematics course. | ||||||
20 | "Institution of higher education" or "institution" means a | ||||||
21 | public community college or university in this State. | ||||||
22 | "University" means a public university in this State. | ||||||
23 | Section 160-15. Placement measures. | ||||||
24 | (a) On or before May 1, 2022, a community college shall use |
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| |||||||
1 | each of the following measures, as appropriate, to determine | ||||||
2 | the placement of a student in introductory college-level | ||||||
3 | English language or mathematics coursework and shall use the | ||||||
4 | scores set forth in recommendations approved by the Illinois | ||||||
5 | Council of Community College Presidents on June 1, 2018: | ||||||
6 | (1) A student's cumulative high school grade point | ||||||
7 | average. | ||||||
8 | (2) A student's successful completion of an | ||||||
9 | appropriate high school transition course in mathematics | ||||||
10 | or English. | ||||||
11 | (3) A student's successful completion of an | ||||||
12 | appropriate developmental education or introductory | ||||||
13 | college-level English language or mathematics course at | ||||||
14 | another regionally accredited postsecondary educational | ||||||
15 | institution. | ||||||
16 | (b) In determining the placement of a student in | ||||||
17 | introductory college-level English language or mathematics | ||||||
18 | coursework, a community college shall consider the | ||||||
19 | standardized test scores provided by the student for placement | ||||||
20 | in an introductory college-level English language or | ||||||
21 | mathematics course. | ||||||
22 | In addition, a community college is encouraged to use the | ||||||
23 | scores set forth in recommendations approved by the Illinois | ||||||
24 | Council of Community College Presidents on June 1, 2018 and | ||||||
25 | should also consider other individual measures for placement in | ||||||
26 | an introductory college-level English language or mathematics |
| |||||||
| |||||||
1 | course, as set forth in recommendations approved by the | ||||||
2 | Illinois Council of Community College Presidents on June 1, | ||||||
3 | 2018, and the scores set forth in those recommendations. | ||||||
4 | In its discretion, a community college may accept a lower | ||||||
5 | score on individual placement measures or accept lower scores | ||||||
6 | in combination with other placement measures than those set | ||||||
7 | forth in the recommendations. | ||||||
8 | (c) If a student qualifies for placement in an introductory | ||||||
9 | college-level English language or mathematics course using a | ||||||
10 | single measure under subsection (a) or (b), no additional | ||||||
11 | measures need to be considered for placement of the student in | ||||||
12 | the introductory college-level English language or mathematics | ||||||
13 | course. | ||||||
14 | Section 160-20. Recommendations of Illinois Council of | ||||||
15 | Community College Presidents; revisions. If the Illinois | ||||||
16 | Council of Community College Presidents approves any revised | ||||||
17 | recommendations for determining the placement of students in | ||||||
18 | introductory college-level English language or mathematics | ||||||
19 | courses in response to changes in scoring systems, the | ||||||
20 | introduction and use of additional measures, or evidence that | ||||||
21 | demonstrates the inaccuracy in the use of scores in previous | ||||||
22 | recommendations, then, within one year after the date of the | ||||||
23 | adoption of those revised recommendations, references in this | ||||||
24 | Act to recommendations approved by the Illinois Council of | ||||||
25 | Community College Presidents on June 1, 2018 shall mean the |
| |||||||
| |||||||
1 | revised recommendations. The General Assembly may request that | ||||||
2 | the Illinois Council of Community College Presidents provide to | ||||||
3 | the General Assembly the rationale and supporting evidence for | ||||||
4 | any revision to the Council's recommendations. | ||||||
5 | Section 160-25. Placement policy; report. | ||||||
6 | (a) Each institution of higher education shall publicly | ||||||
7 | post its placement policy in a manner that is easily accessible | ||||||
8 | to both students and prospective students. | ||||||
9 | (b) On or before July 1, 2023, the Illinois Community | ||||||
10 | College Board shall issue a report, which shall be made | ||||||
11 | available to the public on its Internet website, concerning | ||||||
12 | each community college's developmental education and | ||||||
13 | college-level coursework placement policy and the policy's | ||||||
14 | outcomes. The data disclosed in the report must be consistent | ||||||
15 | with the Illinois Community College Board's requirements for | ||||||
16 | data collection and must be disaggregated by developmental | ||||||
17 | education course model, as defined by the Illinois Community | ||||||
18 | College Board, and by gender, race and ethnicity, and federal | ||||||
19 | Pell Grant status. | ||||||
20 | Section 160-30. Institutional plans; report. | ||||||
21 | (a) On or before January 1, 2022, each university shall | ||||||
22 | submit to the Board of Higher Education and each community | ||||||
23 | college shall submit to the Illinois Community College Board | ||||||
24 | its institutional plan for scaling evidence-based |
| |||||||
| |||||||
1 | developmental education reforms to maximize the probability | ||||||
2 | that a student will be placed in and successfully complete | ||||||
3 | introductory college-level English language or mathematics | ||||||
4 | coursework within 2 semesters at the institution. At a minimum, | ||||||
5 | a plan submitted by an institution shall include all of the | ||||||
6 | following: | ||||||
7 | (1) A description of the current developmental | ||||||
8 | education models offered by the institution. If the | ||||||
9 | institution does not currently offer developmental | ||||||
10 | education coursework, it must provide details regarding | ||||||
11 | its decision not to offer developmental education | ||||||
12 | coursework and the pathways that are available to students | ||||||
13 | deemed to be insufficiently prepared for introductory | ||||||
14 | college-level English language or mathematics coursework. | ||||||
15 | (2) A description of the developmental education | ||||||
16 | models that will be implemented and scaled and the basis of | ||||||
17 | the evidence and associated data that the institution | ||||||
18 | considered in making the decision to scale each model. | ||||||
19 | (3) Baseline data and benchmarks for progress, | ||||||
20 | including, but not limited to, (i) enrollment in | ||||||
21 | credit-bearing English language or mathematics courses, | ||||||
22 | (ii) rates of successful completion of introductory | ||||||
23 | college-level English language or mathematics courses, and | ||||||
24 | (iii) college-credit accumulation. | ||||||
25 | (4) Detailed plans for scaling reforms and improving | ||||||
26 | outcomes for all students placed in traditional |
| |||||||
| |||||||
1 | developmental education models or models with comparable | ||||||
2 | introductory college-level course completion rates. The | ||||||
3 | plan shall provide details about the expected improvements | ||||||
4 | in educational outcomes for Black students as result of the | ||||||
5 | proposed reforms. | ||||||
6 | (b) On or before January 1, 2023 and each year thereafter, | ||||||
7 | the Board of Higher Education and Illinois Community College | ||||||
8 | Board shall collect data and report to the General Assembly and | ||||||
9 | the public the status of developmental education reforms at | ||||||
10 | institutions. The report must include data on the progress of | ||||||
11 | the developmental education reforms, including, but not | ||||||
12 | limited to, (i) enrollment in credit-bearing English language | ||||||
13 | or mathematics courses, (ii) rates of successful completion of | ||||||
14 | introductory college-level English language or mathematics | ||||||
15 | courses, and (iii) college-credit accumulation. The data must | ||||||
16 | be disaggregated by gender, race and ethnicity, federal Pell | ||||||
17 | Grant status, and other variables of interest to the Board of | ||||||
18 | Higher Education and the Illinois Community College Board. | ||||||
19 | (c) On or before January 1, 2024 and each year thereafter, | ||||||
20 | the Board of Higher Education and Illinois Community College | ||||||
21 | Board, in consultation with institutions of higher education | ||||||
22 | and other stakeholders, shall consider additional data | ||||||
23 | reporting requirements to facilitate the rigorous and | ||||||
24 | continuous evaluation of each institution's implementation | ||||||
25 | plan and its impact on improving outcomes for students in | ||||||
26 | developmental education, particularly for Black students.
|
| |||||||
| |||||||
1 | Section 160-90. Family Educational Rights and Privacy Act | ||||||
2 | of 1974. Nothing in this Act supersedes the federal Family | ||||||
3 | Educational Rights and Privacy Act of 1974 or rules adopted | ||||||
4 | pursuant to the federal Family Educational Rights and Privacy | ||||||
5 | Act of 1974. | ||||||
6 | Article 999. | ||||||
7 | Section 999-999. Effective date. This Act takes effect upon | ||||||
8 | becoming law.".
|