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1    AN ACT concerning education.
2    Be it enacted by the People of the State of Illinois,
3represented in the General Assembly:
Article 5.

5    Section 5-5. The School Code is amended by adding Section
62-3.64a-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"
10includes both full-day and half-day kindergarten programs.
11    (b) Beginning no later than the 2021-2022 school year, the
12State Board of Education shall annually assess all public
13school students entering kindergarten using a common
14assessment tool, unless the State Board determines that a
15student is otherwise exempt. The common assessment tool must
16assess multiple developmental domains, including literacy,
17language, mathematics, and social and emotional development.
18The assessment must be valid, reliable, and developmentally
19appropriate to formatively assess a child's development and
20readiness for kindergarten.
21    (c) Results from the assessment may be used by the school
22to understand the child's development and readiness for



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1kindergarten, to tailor instruction, and to measure the child's
2progress over time. Assessment results may also be used to
3identify a need for the professional development of teachers
4and early childhood educators and to inform State-level and
5district-level policies and resource allocation.
6    The school shall make the assessment results available to
7the child's parent or guardian.
8    The assessment results may not be used (i) to prevent a
9child from enrolling in kindergarten or (ii) as the sole
10measure used in determining the grade promotion or retention of
11a student.
12    (d) On an annual basis, the State Board shall report
13publicly, at a minimum, data from the assessment for the State
14overall and for each school district. The State Board's report
15must disaggregate data by race and ethnicity, household income,
16students who are English learners, and students who have an
17individualized education program.
18    (e) The State Superintendent of Education shall appoint a
19committee of no more than 21 members, consisting of parents,
20teachers, school administrators, assessment experts, and
21regional superintendents of schools, to review, on an ongoing
22basis, the content and design of the assessment, the collective
23results of the assessment as measured against
24kindergarten-readiness standards, and other issues involving
25the assessment as identified by the committee.
26    The committee shall make periodic recommendations to the



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1State Superintendent of Education and the General Assembly
2concerning the assessments.
3    (f) The State Board may adopt rules to implement and
4administer this Section.
5    (105 ILCS 5/27A-5)
6    Sec. 27A-5. Charter school; legal entity; requirements.
7    (a) A charter school shall be a public, nonsectarian,
8nonreligious, non-home based, and non-profit school. A charter
9school shall be organized and operated as a nonprofit
10corporation or other discrete, legal, nonprofit entity
11authorized under the laws of the State of Illinois.
12    (b) A charter school may be established under this Article
13by creating a new school or by converting an existing public
14school or attendance center to charter school status. Beginning
15on April 16, 2003 (the effective date of Public Act 93-3), in
16all new applications to establish a charter school in a city
17having a population exceeding 500,000, operation of the charter
18school shall be limited to one campus. The changes made to this
19Section by Public Act 93-3 do not apply to charter schools
20existing or approved on or before April 16, 2003 (the effective
21date of Public Act 93-3).
22    (b-5) In this subsection (b-5), "virtual-schooling" means
23a cyber school where students engage in online curriculum and
24instruction via the Internet and electronic communication with
25their teachers at remote locations and with students



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1participating at different times.
2    From April 1, 2013 through December 31, 2016, there is a
3moratorium on the establishment of charter schools with
4virtual-schooling components in school districts other than a
5school district organized under Article 34 of this Code. This
6moratorium does not apply to a charter school with
7virtual-schooling components existing or approved prior to
8April 1, 2013 or to the renewal of the charter of a charter
9school with virtual-schooling components already approved
10prior to April 1, 2013.
11    (c) A charter school shall be administered and governed by
12its board of directors or other governing body in the manner
13provided in its charter. The governing body of a charter school
14shall be subject to the Freedom of Information Act and the Open
15Meetings Act. No later than January 1, 2021 (one year after the
16effective date of Public Act 101-291) this amendatory Act of
17the 101st General Assembly, a charter school's board of
18directors or other governing body must include at least one
19parent or guardian of a pupil currently enrolled in the charter
20school who may be selected through the charter school or a
21charter network election, appointment by the charter school's
22board of directors or other governing body, or by the charter
23school's Parent Teacher Organization or its equivalent.
24    (c-5) No later than January 1, 2021 (one year after the
25effective date of Public Act 101-291) this amendatory Act of
26the 101st General Assembly or within the first year of his or



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1her first term, every voting member of a charter school's board
2of directors or other governing body shall complete a minimum
3of 4 hours of professional development leadership training to
4ensure that each member has sufficient familiarity with the
5board's or governing body's role and responsibilities,
6including financial oversight and accountability of the
7school, evaluating the principal's and school's performance,
8adherence to the Freedom of Information Act and the Open
9Meetings Act Acts, and compliance with education and labor law.
10In each subsequent year of his or her term, a voting member of
11a charter school's board of directors or other governing body
12shall complete a minimum of 2 hours of professional development
13training in these same areas. The training under this
14subsection may be provided or certified by a statewide charter
15school membership association or may be provided or certified
16by other qualified providers approved by the State Board of
18    (d) For purposes of this subsection (d), "non-curricular
19health and safety requirement" means any health and safety
20requirement created by statute or rule to provide, maintain,
21preserve, or safeguard safe or healthful conditions for
22students and school personnel or to eliminate, reduce, or
23prevent threats to the health and safety of students and school
24personnel. "Non-curricular health and safety requirement" does
25not include any course of study or specialized instructional
26requirement for which the State Board has established goals and



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1learning standards or which is designed primarily to impart
2knowledge and skills for students to master and apply as an
3outcome of their education.
4    A charter school shall comply with all non-curricular
5health and safety requirements applicable to public schools
6under the laws of the State of Illinois. On or before September
71, 2015, the State Board shall promulgate and post on its
8Internet website a list of non-curricular health and safety
9requirements that a charter school must meet. The list shall be
10updated annually no later than September 1. Any charter
11contract between a charter school and its authorizer must
12contain a provision that requires the charter school to follow
13the list of all non-curricular health and safety requirements
14promulgated by the State Board and any non-curricular health
15and safety requirements added by the State Board to such list
16during the term of the charter. Nothing in this subsection (d)
17precludes an authorizer from including non-curricular health
18and safety requirements in a charter school contract that are
19not contained in the list promulgated by the State Board,
20including non-curricular health and safety requirements of the
21authorizing local school board.
22    (e) Except as otherwise provided in the School Code, a
23charter school shall not charge tuition; provided that a
24charter school may charge reasonable fees for textbooks,
25instructional materials, and student activities.
26    (f) A charter school shall be responsible for the



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1management and operation of its fiscal affairs including, but
2not limited to, the preparation of its budget. An audit of each
3charter school's finances shall be conducted annually by an
4outside, independent contractor retained by the charter
5school. To ensure financial accountability for the use of
6public funds, on or before December 1 of every year of
7operation, each charter school shall submit to its authorizer
8and the State Board a copy of its audit and a copy of the Form
9990 the charter school filed that year with the federal
10Internal Revenue Service. In addition, if deemed necessary for
11proper financial oversight of the charter school, an authorizer
12may require quarterly financial statements from each charter
14    (g) A charter school shall comply with all provisions of
15this Article, the Illinois Educational Labor Relations Act, all
16federal and State laws and rules applicable to public schools
17that pertain to special education and the instruction of
18English learners, and its charter. A charter school is exempt
19from all other State laws and regulations in this Code
20governing public schools and local school board policies;
21however, a charter school is not exempt from the following:
22        (1) Sections 10-21.9 and 34-18.5 of this Code regarding
23    criminal history records checks and checks of the Statewide
24    Sex Offender Database and Statewide Murderer and Violent
25    Offender Against Youth Database of applicants for
26    employment;



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1        (2) Sections 10-20.14, 10-22.6, 24-24, 34-19, and
2    34-84a of this Code regarding discipline of students;
3        (3) the Local Governmental and Governmental Employees
4    Tort Immunity Act;
5        (4) Section 108.75 of the General Not For Profit
6    Corporation Act of 1986 regarding indemnification of
7    officers, directors, employees, and agents;
8        (5) the Abused and Neglected Child Reporting Act;
9        (5.5) subsection (b) of Section 10-23.12 and
10    subsection (b) of Section 34-18.6 of this Code;
11        (6) the Illinois School Student Records Act;
12        (7) Section 10-17a of this Code regarding school report
13    cards;
14        (8) the P-20 Longitudinal Education Data System Act;
15        (9) Section 27-23.7 of this Code regarding bullying
16    prevention;
17        (10) Section 2-3.162 of this Code regarding student
18    discipline reporting;
19        (11) Sections 22-80 and 27-8.1 of this Code;
20        (12) Sections 10-20.60 and 34-18.53 of this Code;
21        (13) Sections 10-20.63 and 34-18.56 of this Code;
22        (14) Section 26-18 of this Code;
23        (15) Section 22-30 of this Code; and
24        (16) Sections 24-12 and 34-85 of this Code; .
25        (17) the (16) The Seizure Smart School Act; and .
26        (18) Section 2-3.64a-10 of this Code.



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1    The change made by Public Act 96-104 to this subsection (g)
2is declaratory of existing law.
3    (h) A charter school may negotiate and contract with a
4school district, the governing body of a State college or
5university or public community college, or any other public or
6for-profit or nonprofit private entity for: (i) the use of a
7school building and grounds or any other real property or
8facilities that the charter school desires to use or convert
9for use as a charter school site, (ii) the operation and
10maintenance thereof, and (iii) the provision of any service,
11activity, or undertaking that the charter school is required to
12perform in order to carry out the terms of its charter.
13However, a charter school that is established on or after April
1416, 2003 (the effective date of Public Act 93-3) and that
15operates in a city having a population exceeding 500,000 may
16not contract with a for-profit entity to manage or operate the
17school during the period that commences on April 16, 2003 (the
18effective date of Public Act 93-3) and concludes at the end of
19the 2004-2005 school year. Except as provided in subsection (i)
20of this Section, a school district may charge a charter school
21reasonable rent for the use of the district's buildings,
22grounds, and facilities. Any services for which a charter
23school contracts with a school district shall be provided by
24the district at cost. Any services for which a charter school
25contracts with a local school board or with the governing body
26of a State college or university or public community college



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1shall be provided by the public entity at cost.
2    (i) In no event shall a charter school that is established
3by converting an existing school or attendance center to
4charter school status be required to pay rent for space that is
5deemed available, as negotiated and provided in the charter
6agreement, in school district facilities. However, all other
7costs for the operation and maintenance of school district
8facilities that are used by the charter school shall be subject
9to negotiation between the charter school and the local school
10board and shall be set forth in the charter.
11    (j) A charter school may limit student enrollment by age or
12grade level.
13    (k) If the charter school is approved by the State Board or
14Commission, then the charter school is its own local education
16(Source: P.A. 100-29, eff. 1-1-18; 100-156, eff. 1-1-18;
17100-163, eff. 1-1-18; 100-413, eff. 1-1-18; 100-468, eff.
186-1-18; 100-726, eff. 1-1-19; 100-863, eff. 8-14-18; 101-50,
19eff. 7-1-20; 101-81, eff. 7-12-19; 101-291, eff. 1-1-20;
20101-531, eff. 8-23-19; 101-543, eff. 8-23-19; revised 8-4-20.)
Article 10.

22    Section 10-5. The Early Intervention Services System Act is
23amended by changing Section 11 as follows:



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1    (325 ILCS 20/11)  (from Ch. 23, par. 4161)
2    Sec. 11. Individualized Family Service Plans.
3    (a) Each eligible infant or toddler and that infant's or
4toddler's family shall receive:
5        (1) timely, comprehensive, multidisciplinary
6    assessment of the unique strengths and needs of each
7    eligible infant and toddler, and assessment of the concerns
8    and priorities of the families to appropriately assist them
9    in meeting their needs and identify supports and services
10    to meet those needs; and
11        (2) a written Individualized Family Service Plan
12    developed by a multidisciplinary team which includes the
13    parent or guardian. The individualized family service plan
14    shall be based on the multidisciplinary team's assessment
15    of the resources, priorities, and concerns of the family
16    and its identification of the supports and services
17    necessary to enhance the family's capacity to meet the
18    developmental needs of the infant or toddler, and shall
19    include the identification of services appropriate to meet
20    those needs, including the frequency, intensity, and
21    method of delivering services. During and as part of the
22    initial development of the individualized family services
23    plan, and any periodic reviews of the plan, the
24    multidisciplinary team may seek consultation from the lead
25    agency's designated experts, if any, to help determine
26    appropriate services and the frequency and intensity of



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1    those services. All services in the individualized family
2    services plan must be justified by the multidisciplinary
3    assessment of the unique strengths and needs of the infant
4    or toddler and must be appropriate to meet those needs. At
5    the periodic reviews, the team shall determine whether
6    modification or revision of the outcomes or services is
7    necessary.
8    (b) The Individualized Family Service Plan shall be
9evaluated once a year and the family shall be provided a review
10of the Plan at 6 month intervals or more often where
11appropriate based on infant or toddler and family needs. The
12lead agency shall create a quality review process regarding
13Individualized Family Service Plan development and changes
14thereto, to monitor and help assure that resources are being
15used to provide appropriate early intervention services.
16    (c) The initial evaluation and initial assessment and
17initial Plan meeting must be held within 45 days after the
18initial contact with the early intervention services system.
19The 45-day timeline does not apply for any period when the
20child or parent is unavailable to complete the initial
21evaluation, the initial assessments of the child and family, or
22the initial Plan meeting, due to exceptional family
23circumstances that are documented in the child's early
24intervention records, or when the parent has not provided
25consent for the initial evaluation or the initial assessment of
26the child despite documented, repeated attempts to obtain



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1parental consent. As soon as exceptional family circumstances
2no longer exist or parental consent has been obtained, the
3initial evaluation, the initial assessment, and the initial
4Plan meeting must be completed as soon as possible. With
5parental consent, early intervention services may commence
6before the completion of the comprehensive assessment and
7development of the Plan.
8    (d) Parents must be informed that early intervention
9services shall be provided to each eligible infant and toddler,
10to the maximum extent appropriate, in the natural environment,
11which may include the home or other community settings. Parents
12shall make the final decision to accept or decline early
13intervention services. A decision to decline such services
14shall not be a basis for administrative determination of
15parental fitness, or other findings or sanctions against the
16parents. Parameters of the Plan shall be set forth in rules.
17    (e) The regional intake offices shall explain to each
18family, orally and in writing, all of the following:
19        (1) That the early intervention program will pay for
20    all early intervention services set forth in the
21    individualized family service plan that are not covered or
22    paid under the family's public or private insurance plan or
23    policy and not eligible for payment through any other third
24    party payor.
25        (2) That services will not be delayed due to any rules
26    or restrictions under the family's insurance plan or



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1    policy.
2        (3) That the family may request, with appropriate
3    documentation supporting the request, a determination of
4    an exemption from private insurance use under Section
5    13.25.
6        (4) That responsibility for co-payments or
7    co-insurance under a family's private insurance plan or
8    policy will be transferred to the lead agency's central
9    billing office.
10        (5) That families will be responsible for payments of
11    family fees, which will be based on a sliding scale
12    according to the State's definition of ability to pay which
13    is comparing household size and income to the sliding scale
14    and considering out-of-pocket medical or disaster
15    expenses, and that these fees are payable to the central
16    billing office. Families who fail to provide income
17    information shall be charged the maximum amount on the
18    sliding scale.
19    (f) The individualized family service plan must state
20whether the family has private insurance coverage and, if the
21family has such coverage, must have attached to it a copy of
22the family's insurance identification card or otherwise
23include all of the following information:
24        (1) The name, address, and telephone number of the
25    insurance carrier.
26        (2) The contract number and policy number of the



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1    insurance plan.
2        (3) The name, address, and social security number of
3    the primary insured.
4        (4) The beginning date of the insurance benefit year.
5    (g) A copy of the individualized family service plan must
6be provided to each enrolled provider who is providing early
7intervention services to the child who is the subject of that
9    (h) Children receiving services under this Act shall
10receive a smooth and effective transition by their third
11birthday consistent with federal regulations adopted pursuant
12to Sections 1431 through 1444 of Title 20 of the United States
13Code. Beginning July 1, 2022, children who receive early
14intervention services prior to their third birthday and are
15found eligible for an individualized education program under
16the Individuals with Disabilities Education Act, 20 U.S.C.
171414(d)(1)(A), and under Section 14-8.02 of the School Code and
18whose birthday falls between May 1 and August 31 may continue
19to receive early intervention services until the beginning of
20the school year following their third birthday in order to
21minimize gaps in services, ensure better continuity of care,
22and align practices for the enrollment of preschool children
23with special needs to the enrollment practices of typically
24developing preschool children.
25(Source: P.A. 97-902, eff. 8-6-12; 98-41, eff. 6-28-13.)



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Article 15.

2    Section 15-1. Short title. This Article may be cited as the
3Equitable Early Childhood Education and Care Act. References in
4this Article to "this Act" mean this Article.
5    Section 15-5. Findings; policies.
6    (a) The General Assembly finds the following:
7        (1) Long-standing research shows that high-quality
8    early childhood experiences have an impact on children's
9    short-term and long-term outcomes, such as educational
10    attainment, health, and lifetime income, particularly for
11    children from low-income families.
12        (2) Early childhood education and care programs
13    provide child care so parents can maintain stable
14    employment, provide for themselves and their families, and
15    advance their career or educational goals.
16        (3) Illinois has a vigorous early childhood education
17    and care industry composed of programs that serve children
18    under the age of 6, including preschool and child care in
19    schools, centers, and homes; these programs also include
20    home visiting and services for young children with special
21    needs.
22        (4) A significant portion of the early childhood
23    workforce and of family child care providers are Black and
24    Latinx women.



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1        (5) Illinois was among the first states in the nation
2    to enact the Pre-K At-Risk program and services for infants
3    and toddlers in the 1980s and reaffirmed this commitment to
4    early childhood education in 2006 by creating Preschool for
5    All to offer State-funded, high-quality preschool to
6    3-year-olds and 4-year-olds.
7        (6) Illinois was one of the first states in the nation
8    to commit education funding to very young children and to
9    have a statutory commitment to grow funding for
10    infant-toddler services as it grows preschool services,
11    including prenatal supports like home visitors and doulas.
12        (7) Countless children and families have benefitted
13    from these services over these decades and have had the
14    opportunity to enter school ready to learn and succeed.
15        (8) Despite progress made by the State, too few
16    children, particularly those from Black, Latinx, and
17    low-income households and child care deserts, have access
18    to high-quality early childhood education and care
19    services, due to both the availability and affordability of
20    quality services.
21        (9) In 2019, only 29% of all children in Illinois
22    entered kindergarten "ready"; only 21% of Black children,
23    17% of Latinx children, 14% of English Learners, 14% of
24    children with IEPs, and 20% of children on free and reduced
25    lunch demonstrated readiness, highlighting the critical
26    work Illinois must do to close gaps in opportunity and



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1    outcomes.
2        (10) The State's early childhood education and care
3    programs are maintained across 3 state agencies, which
4    leads to inefficiencies, lack of alignment, challenges to
5    collecting comprehensive data around services and needs of
6    children and families, and obstacles for both children and
7    families and the early childhood education and care
8    providers to navigate the fragmented system and ensure
9    children receive high-quality services that meet their
10    needs.
11        (11) The State's current mechanisms for payment to
12    early childhood education and care providers may not
13    incentivize quality services and can lead to payment
14    delays, lack of stability of providers, and the inability
15    of providers to provide appropriate compensation to the
16    workforce and support quality programming.
17        (12) Illinois must advance a just system for early
18    childhood education and care that ensures racially and
19    economically equitable opportunities and outcomes for all
20    children.
21        (13) In 2017, Illinois became a national leader in
22    passing the K-12 Evidence-Based Funding formula for public
23    schools, creating a mechanism to adequately fund and
24    equitably disburse resources throughout the State and
25    prioritize funding for school districts that need it most.
26    (b) The General Assembly supports the following goals of



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1the Illinois Commission on Equitable Early Childhood Education
2and Care Funding:
3        (1) To create a more equitable, efficient, and
4    effective system and thereby increase access to
5    high-quality services, particularly to serve more Black
6    and Latinx children and populations of children where
7    children of color may be disproportionately represented,
8    such as: children from low-income households, with
9    disabilities, experiencing homelessness, and participating
10    in the child welfare system; English learners; and children
11    from households in which English is not the primary
12    language spoken.
13        (2) To ensure a more equitable system, we support the
14    Commission's goal of consolidating programs and services
15    into a single, adequately staffed State agency to align and
16    coordinate services, to decrease barriers to access for
17    families and make it easier for them to navigate the
18    system, and to better collect, use, and report
19    comprehensive data to ensure disparities in services are
20    addressed.
21        (3) To ensure equitable and adequate funding to expand
22    access to high-quality services and increase compensation
23    of this vital workforce, a significant proportion of which
24    are Black and Latinx women. The General Assembly encourages
25    the State to commit to a multi-year plan designed to move
26    the State toward adequate funding over time.



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1        (4) To redesign the mechanisms by which the State pays
2    providers of early childhood education and care services to
3    ensure provider stability, capacity, and quality and to
4    make sure providers and services are available to families
5    throughout the State, including in areas of child care
6    deserts and concentrated poverty.
7        (5) To ensure comprehensive data on children and
8    families' access to and participation in programs and
9    resulting outcomes, including, but not limited to,
10    kindergarten readiness, to understand and address the
11    degree to which the State is reaching children and families
12    and ensuring equitable opportunity and outcomes.
13    (c) The General Assembly encourages the State to create a
14planning process and timeline, with a designated body
15accountable for implementing the Commission's recommendations,
16that includes engagement of parents, providers, communities,
17experts, and other stakeholders and to regularly evaluate the
18impact of the implementation of the Commission's
19recommendations to ensure they impact children, families, and
20communities as intended and lead to a more equitable early
21childhood education and care system for Illinois.
Article 20.

23    Section 20-1. Short title. This Article may be cited as the
24Data Governance and Organization to Support Equity and Racial



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1Justice Act. References in this Article to "this Act" mean this
3    Section 20-5. Findings. The General Assembly finds the
5        (1) The State of Illinois spends billions of dollars
6    annually on grants and programs to ensure that all
7    Illinoisans have the economic, health and safety,
8    educational, and other opportunities to be successful, but
9    it is still insufficient to serve all the needs of all
10    Illinoisans.
11        (2) To be good fiscal stewards of State funds, it is
12    necessary to ensure that the limited State funding is spent
13    on the right services, at the right time, in the right
14    dosages, to the right individuals, and in the most
15    equitable manner.
16        (3) Historical equity gaps exist in the administration
17    of programs across the State and understanding where these
18    exist is necessary for adjusting program scopes and
19    ensuring that gaps can be found and rectified quickly.
20        (4) Different subpopulations of individuals may have
21    different needs and may experience different outcomes from
22    similar programs.
23        (5) Measuring average outcomes across an entire
24    population is insufficient to understand the equity
25    impacts of a program on specific subpopulations.



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1        (6) Silos in information sharing exist across agencies
2    and that measuring the outcomes and impacts of programs
3    requires multiple agencies to share data.
4        (7) There is no existing mechanism for agencies to
5    ensure they are collecting information on programs that can
6    be easily matched to other agencies to understand program
7    effectiveness, as well as equity and access gaps that may
8    exist.
9        (8) The establishment of a system of data governance
10    and improved analytic capability is critical to support
11    equitable provision of services and the evaluation of
12    equitable outcomes for the citizens of Illinois.
13        (9) Sound data collection, reporting, and analysis is
14    necessary to ensure that practice and policy decisions and
15    outcomes are driven by a culture of data use and actionable
16    information that supports equity and engages stakeholders.
17        (10) Data governance and the classification of data is
18    a critical component of improving the security and privacy
19    of data.
20        (11) The P-20 Longitudinal Education Data System Act,
21    enacted by Public Act 96-107, was created in 2009 to
22    develop the capacity to match data across agencies and
23    provide for improved data analytics across education
24    agencies.
25        (12) The P-20 Longitudinal Education Data System has
26    expanded to include the incorporation of human services,



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1    workforce, and education agencies.
2        (13) The implementation of the P-20 Longitudinal
3    Education Data System has allowed the State to improve its
4    ability to manage and to bring together data across
5    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
9    ethnicity 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
19        disaggregated by race and ethnicity.
20            (H) Evaluating equitable outcomes for underserved
21        populations in Illinois.
22            (I) Defining common roles for data management
23        across agencies.
24    Section 20-10. Definitions. In this Act:
25    "Board" means the State Board of Education.



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1    "Department" means any of the following: the Department on
2Aging, the Department of Central Management Services, the
3Department of Children and Family Services, the Department of
4Corrections, the Department of Juvenile Justice, the Illinois
5Department of Labor, the Department of Healthcare and Family
6Services, the Department of Human Services, the Department of
7Public Health, or the Illinois Department of Transportation.
8    Section 20-15. Data Governance and Organization to Support
9Equity and Racial Justice.
10    (a) On or before July 1, 2022 and each July 1 thereafter,
11the Board and the Department shall report statistical data on
12the racial and ethnic demographics of program participants for
13each major program administered by the Board or the Department.
14Except as provided in subsection (b), when reporting the data
15required under this Section, the Board or the Department shall
16use the same racial and ethnic classifications for each
17program, which shall include, but not be limited to, the
19        (1) American Indian and Alaska Native alone.
20        (2) Asian alone.
21        (3) Black or African American alone.
22        (4) Hispanic or Latino of any race.
23        (5) Native Hawaiian and Other Pacific Islander alone.
24        (6) White alone.
25        (7) Some other race alone.



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1        (8) Two or more races.
2    The Board and the Department may further define, by rule,
3the racial and ethnic classifications, including, if
4necessary, a classification of "No Race Specified".
5    (c) If a program administered by the Board or the
6Department is subject to federal reporting requirements that
7include the collection and public reporting of statistical data
8on the racial and ethnic demographics of program participants,
9the Department may maintain the same racial and ethnic
10classifications used under the federal requirements if such
11classifications differ from the classifications listed in
12subsection (a).
13    (d) The Department of Innovation and Technology shall
14assist the Board and the Department by establishing common
15technological processes and procedures for the Board and the
16Department to:
17        (1) Catalog data.
18        (2) Identify similar fields in datasets.
19        (3) Manage data requests.
20        (4) Share data.
21        (5) Collect data.
22        (6) Improve and clean data.
23        (7) Match data across the Board and Departments.
24        (8) Develop research and analytic agendas.
25        (9) Report on program participation disaggregated by
26    race and ethnicity.



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1        (10) Evaluate equitable outcomes for underserved
2    populations in Illinois.
3        (11) Define common roles for data management.
4        (12) Ensure that all major programs can report
5    disaggregated data by race and ethnicity.
6    The Board and the Department shall use the common
7technological processes and procedures established by the
8Department of Innovation and Technology.
9    (e) If the Board or the Department is unable to begin
10reporting the data required by subsection (a) by July 1, 2022,
11the Board or the Department shall state the reasons for the
12delay under the reporting requirements.
13    (f) By no later than March 31, 2022, the Board and the
14Department shall provide a progress report to the General
15Assembly to disclose: (i) the programs and datasets that have
16been cataloged for which race and ethnicity has been
17standardized; and (ii) to the extent possible, the datasets and
18programs that are outstanding for each agency and the datasets
19that are planned for the upcoming year. On or before March 31,
202023, and each year thereafter, the Board and Departments shall
21provide an updated report to the General Assembly.
22    (g) By no later than October 31, 2021, the Governor's
23Office shall provide a plan to establish processes for input
24from the Board and the Department into processes outlined in
25subsection (b). The plan shall incorporate ongoing efforts at
26data interoperability within the Department and the governance



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1established to support the P-20 Longitudinal Education Data
2System enacted by Public Act 96-107.
3    (h) Nothing in this Section shall be construed to limit the
4rights granted to individuals or data sharing protections
5established under existing State and federal data privacy and
6security laws.
7    Section 20-20. Construction of Act. Nothing in this Act
8shall be construed to limit the rights granted to individuals
9or data sharing protections established under existing State
10and federal data privacy and security laws.
Article 25.

12    Section 25-5. The School Code is amended by adding Section
1322-90 as follows:
14    (105 ILCS 5/22-90 new)
15    Sec. 22-90. Whole Child Task Force.
16    (a) The General Assembly makes all of the following
18        (1) The COVID-19 pandemic has exposed systemic
19    inequities in American society. Students, educators, and
20    families throughout this State have been deeply affected by
21    the pandemic, and the impact of the pandemic will be felt
22    for years to come. The negative consequences of the



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1    pandemic have impacted students and communities
2    differently along the lines of race, income, language, and
3    special needs. However, students in this State faced
4    significant unmet physical health, mental health, and
5    social and emotional needs even prior to the pandemic.
6        (2) The path to recovery requires a commitment from
7    adults in this State to address our students cultural,
8    physical, emotional, and mental health needs and to provide
9    them with stronger and increased systemic support and
10    intervention.
11        (3) It is well documented that trauma and toxic stress
12    diminish a child's ability to thrive. Forms of childhood
13    trauma and toxic stress include adverse childhood
14    experiences, systemic racism, poverty, food and housing
15    insecurity, and gender-based violence. The COVID-19
16    pandemic has exacerbated these issues and brought them into
17    focus.
18        (4) It is estimated that, overall, approximately 40% of
19    children in this State have experienced at least one
20    adverse childhood experience and approximately 10% have
21    experienced 3 or more adverse childhood experiences.
22    However, the number of adverse childhood experiences is
23    higher for Black and Hispanic children who are growing up
24    in poverty. The COVID-19 pandemic has amplified the number
25    of students who have experienced childhood trauma. Also,
26    the COVID-19 pandemic has highlighted preexisting



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1    inequities in school disciplinary practices that
2    disproportionately impact Black and Brown students.
3    Research shows, for example, that girls of color are
4    disproportionately impacted by trauma, adversity, and
5    abuse, and instead of receiving the care and
6    trauma-informed support they may need, many Black girls in
7    particular face disproportionately harsh disciplinary
8    measures.
9        (5) The cumulative effects of trauma and toxic stress
10    adversely impact the physical health of students, as well
11    as their ability to learn, form relationships, and
12    self-regulate. If left unaddressed, these effects increase
13    a student's risk for depression, alcoholism, anxiety,
14    asthma, smoking, and suicide, all of which are risks that
15    disproportionately affect Black youth and may lead to a
16    host of medical diseases as an adult. Access to infant and
17    early childhood mental health services is critical to
18    ensure the social and emotional well-being of this State's
19    youngest children, particularly those children who have
20    experienced trauma.
21        (6) Although this State enacted measures through
22    Public Act 100-105 to address the high rate of early care
23    and preschool expulsions of infants, toddlers, and
24    preschoolers and the disproportionately higher rate of
25    expulsion for Black and Hispanic children, a recent study
26    found a wide variation in the awareness, understanding, and



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1    compliance with the law by providers of early childhood
2    care. Further work is needed to implement the law, which
3    includes providing training to early childhood care
4    providers to increase their understanding of the law,
5    increasing the availability and access to infant and early
6    childhood mental health services, and building aligned
7    data collection systems to better understand expulsion
8    rates and to allow for accurate reporting as required by
9    the law.
10        (7) Many educators and schools in this State have
11    embraced and implemented evidenced-based restorative
12    justice and trauma-responsive and culturally relevant
13    practices and interventions. However, the use of these
14    interventions on students is often isolated or is
15    implemented occasionally and only if the school has the
16    appropriate leadership, resources, and partners available
17    to engage seriously in this work. It would be malpractice
18    to deny our students access to these practices and
19    interventions, especially in the aftermath of a
20    once-in-a-century pandemic.
21    (b) The Whole Child Task Force is created for the purpose
22of establishing an equitable, inclusive, safe, and supportive
23environment in all schools for every student in this State. The
24task force shall have all of the following goals, which means
25key steps have to be taken to ensure that every child in every
26school in this State has access to teachers, social workers,



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1school leaders, support personnel, and others who have been
2trained in evidenced-based interventions and restorative
4        (1) To create a common definition of a
5    trauma-responsive school, a trauma-responsive district,
6    and a trauma-responsive community.
7        (2) To outline the training and resources required to
8    create and sustain a system of support for
9    trauma-responsive schools, districts, and communities and
10    to identify this State's role in that work, including
11    recommendations concerning options for redirecting
12    resources from school resource officers to classroom-based
13    support.
14        (3) To identify or develop a process to conduct an
15    analysis of the organizations that provide training in
16    restorative practices, implicit bias, anti-racism, and
17    trauma-responsive systems, mental health services, and
18    social and emotional services to schools.
19        (4) To provide recommendations concerning the key data
20    to be collected and reported to ensure that this State has
21    a full and accurate understanding of the progress toward
22    ensuring that all schools, including programs and
23    providers of care to pre-kindergarten children, employ
24    restorative, anti-racist, and trauma-responsive strategies
25    and practices. The data collected must include information
26    relating to the availability of trauma responsive support



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1    structures in schools as well as disciplinary practices
2    employed on students in person or through other means,
3    including during remote or blended learning. It should also
4    include information on the use of, and funding for, school
5    resource officers and other similar police personnel in
6    school programs.
7        (5) To recommend an implementation timeline, including
8    the key roles, responsibilities, and resources to advance
9    this State toward a system in which every school, district,
10    and community is progressing toward becoming
11    trauma-responsive.
12        (6) To seek input and feedback from stakeholders,
13    including parents, students, and educators, who reflect
14    the diversity of this State.
15    (c) Members of the Whole Child Task Force shall be
16appointed by the State Superintendent of Education. Members of
17this task force must represent the diversity of this State and
18possess the expertise needed to perform the work required to
19meet the goals of the task force set forth under subsection
20(a). Members of the task force shall include all of the
22        (1) One member of a statewide professional teachers'
23    organization.
24        (2) One member of another statewide professional
25    teachers' organization.
26        (3) One member who represents a school district serving



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1    a community with a population of 500,000 or more.
2        (4) One member of a statewide organization
3    representing social workers.
4        (5) One member of an organization that has specific
5    expertise in trauma-responsive school practices and
6    experience in supporting schools in developing
7    trauma-responsive and restorative practices.
8        (6) One member of another organization that has
9    specific expertise in trauma-responsive school practices
10    and experience in supporting schools in developing
11    trauma-responsive and restorative practices.
12        (7) One member of a statewide organization that
13    represents school administrators.
14        (8) One member of a statewide policy organization that
15    works to build a healthy public education system that
16    prepares all students for a successful college, career, and
17    civic life.
18        (9) One member of a statewide organization that brings
19    teachers together to identify and address issues critical
20    to student success.
21        (10) One member of the General Assembly recommended by
22    the President of the Senate.
23        (11) One member of the General Assembly recommended by
24    the Speaker of the House of Representatives.
25        (12) One member of the General Assembly recommended by
26    the Minority Leader of the Senate.



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1        (13) One member of the General Assembly recommended by
2    the Minority Leader of the House of Representatives.
3        (14) One member of a civil rights organization that
4    works actively on issues regarding student support.
5        (15) One administrator from a school district that has
6    actively worked to develop a system of student support that
7    uses a trauma-informed lens.
8        (16) One educator from a school district that has
9    actively worked to develop a system of student support that
10    uses a trauma-informed lens.
11        (17) One member of a youth-led organization.
12        (18) One member of an organization that has
13    demonstrated expertise in restorative practices.
14        (19) One member of a coalition of mental health and
15    school practitioners who assist schools in developing and
16    implementing trauma-informed and restorative strategies
17    and systems.
18        (20) One member of an organization whose mission is to
19    promote the safety, health, and economic success of
20    children, youth, and families in this State.
21        (21) One member who works or has worked as a
22    restorative justice coach or disciplinarian.
23        (22) One member who works or has worked as a social
24    worker.
25        (23) One member of the State Board of Education.
26        (24) One member who represents a statewide principals'



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1    organization.
2        (25) One member who represents a statewide
3    organization of school boards.
4        (26) One member who has expertise in pre-kindergarten
5    education.
6        (27) One member who represents a school social worker
7    association.
8        (28) One member who represents an organization that
9    represents school districts in both the south suburbs and
10    collar counties.
11        (29) One member who is a licensed clinical psychologist
12    who (A) has a doctor of philosophy in the field of clinical
13    psychology and has an appointment at an independent
14    free-standing children's hospital located in Chicago, (B)
15    serves as associate professor at a medical school located
16    in Chicago, and (C) serves as the clinical director of a
17    coalition of voluntary collaboration of organizations that
18    are committed to applying a trauma lens to their efforts on
19    behalf of families and children in the State.
20        (30) One member who represents a west suburban school
21    district.
22    (d) The Whole Child Task Force shall meet at the call of
23the State Superintendent of Education or his or her designee,
24who shall serve as as the chairperson. The State Board of
25Education shall provide administrative and other support to the
26task force. Members of the task force shall serve without



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2    (e) The Whole Child Task Force shall submit a report of its
3findings and recommendations to the General Assembly, the
4Illinois Legislative Black Caucus, the State Board of
5Education, and the Governor on or before February 1, 2022. Upon
6submitting its report, the task force is dissolved.
7    (f) This Section is repealed on February 1, 2023.
Article 35.

9    Section 35-1. Short title. This Article may be cited as the
10Infant/Early Childhood Mental Health Consultations Act.
11References in this Article to "this Act" mean this Article.
12    Section 35-5. Findings; policies.
13    (a) The General Assembly finds the following:
14        (1) Social and emotional development is a core
15    developmental domain in young children and is codified in
16    the Illinois Early Learning Standards.
17        (2) Fostering social and emotional development in
18    early childhood means both providing the supportive
19    settings and interactions to maximize healthy social and
20    emotional development for all children, as well as
21    providing communities, programs, and providers with
22    systems of tiered supports with training to respond to more
23    significant social and emotional challenges or where



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1    experiences of trauma may be more prevalent.
2        (3) Early care and education programs and providers,
3    across a range of settings, have an important role to play
4    in supporting young children and families, especially
5    those who face greater challenges, such as trauma exposure,
6    social isolation, pervasive poverty, and toxic stress; if
7    programs, teaching staff, caregivers, and providers are
8    not provided with the support, services, and training
9    needed to accomplish these goals, it can lead to children
10    and families being asked to leave programs, particularly
11    without connection to more appropriate services, thereby
12    creating a disruption in learning and social-emotional
13    development; investments in reflective supervision,
14    professional development specific to diversity, equity and
15    inclusion practice, culturally responsive training,
16    implicit bias training, and how trauma experienced during
17    the early years can manifest in challenging behaviors will
18    create systems for serving children that are informed in
19    developmentally appropriate and responsive supports.
20        (4) Studies have shown that the expulsion of infants,
21    toddlers, and young children in early care and education
22    settings is occurring at alarmingly high rates, more than 3
23    times that of students in K-12; further, expulsion occurs
24    more frequently for Black children and Latinx children and
25    more frequently for boys than for girls, with Black boys
26    being most frequently expelled; there is evidence to show



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1    that the expulsion of Black girls is occurring with
2    increasing frequency.
3        (5) Illinois took its first steps toward addressing
4    this disparity through Public Act 100-105 to prohibit
5    expulsion due to child behavior in early care and education
6    settings, but further work is needed to implement this law,
7    including strengthening provider understanding of a
8    successful transition and beginning to identify strategies
9    to reduce "soft expulsions" and to ensure more young
10    children and their teachers, providers, and caregivers, in
11    a range of early care and education settings, can benefit
12    from services, such as Infant/Early Childhood Mental
13    Health Consultations (I/ECMHC) and positive behavior
14    interventions and supports such as the Pyramid Model.
15        (6) I/ECMHC is a critical component needed to align
16    social-emotional well-being with the public health model
17    of promotion, prevention, and intervention across early
18    care and education systems.
19    (b) The General Assembly encourages that all of the
20following actions be taken by:
21        (1) the State to increase the availability of
22    Infant/Early Childhood Mental Health Consultations
23    (I/ECMHC) through increased funding in early childhood
24    programs and sustainable funding for coordination of
25    I/ECMHC and other social and emotional support at the State
26    level;



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1        (2) the Department of Human Services (IDHS), the
2    Illinois State Board of Education (ISBE), the Governor's
3    Office of Early Childhood Development (GOECD), and other
4    relevant agencies to develop and promote
5    provider-accessible and parent-accessible materials,
6    including native language, on the role and value of
7    I/ECMHC, including targeted promotion in underserved
8    communities, and promote the use of existing I/ECMHCs, the
9    I/ECMHC consultant database, or other existing services;
10        (3) the State to increase funding to promote and
11    provide training and implementation support for systems of
12    tiered support, such as the Pyramid Model, across early
13    childhood settings and urge DHS, ISBE, GOECD, and other
14    relevant State agencies to coordinate efforts and develop
15    strategies to provide outreach to and support providers in
16    underserved communities and communities with fewer
17    programmatic resources; and
18        (4) ISBE and DCFS to provide the data required by
19    Public Act 100-105, even if the data is incomplete at the
20    time due to data system challenges.
Article 40.

22    Section 40-5. The Illinois Public Aid Code is amended by
23adding Section 5-39 as follows:



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1    (305 ILCS 5/5-39 new)
2    Sec. 5-39. Behavioral health services for children;
3diagnostic assessment system. Beginning on July 1, 2022, if it
4is necessary to provide a diagnostic code for behavioral health
5services for children ages 5 and under, providers shall utilize
6a developmentally appropriate and age-appropriate diagnostic
7assessment system, such as the Diagnostic Classification of
8Mental Health and Developmental Disorders of Infancy and Early
9Childhood-Revised (DC:0-5), for diagnosis and treatment
10planning. If necessary for billing purposes, the provider,
11managed care organization, or Department shall utilize the
12existing crosswalk tool to convert the developmentally
13appropriate and age-appropriate diagnosis code to the relevant
14code available in the State system.
15    By no later than January 1, 2022, the Department shall make
16recommendations to the General Assembly on the resources needed
17to integrate developmentally appropriate and age-appropriate
18diagnostic codes into the State system.
Article 45.

20    Section 45-1. Short title. This Article may be cited as the
21Early Childhood Workforce Act. References in this Article to
22"this Act" mean this Article.
23    Section 45-5. Findings; policies.



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1    (a) The General Assembly finds the following:
2        (1) Research shows that early childhood teacher
3    effectiveness is a predictor for positive developmental
4    and academic outcomes for children.
5        (2) The work of early childhood educators is
6    sophisticated and central to the healthy learning and
7    development of young children and takes place in a range of
8    settings, including schools, community-based centers, and
9    homes.
10        (3) It is critically important for children's outcomes
11    to have educators that reflect the diversity of the
12    families and communities they serve.
13        (4) The early childhood workforce is more racially
14    diverse than the K-12 workforce, and its members hold
15    degrees, have earned credentials, and have years of
16    experience in the field.
17        (5) The early childhood workforce, particularly those
18    working in community-based settings and those working with
19    infants and toddlers, often are not paid wages aligned to
20    the sophistication of their work and level of education.
21        (6) All regions and settings have difficulty finding
22    qualified teachers.
23        (7) A disproportionate number of Black and Latinx women
24    serve in essential, frontline positions but are
25    underrepresented as lead teachers and in program
26    leadership where credentials and degrees are required.



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1        (8) The early childhood workforce faces multiple
2    barriers to additional credential and degree attainment
3    that lead to career advancement and higher levels of
4    compensation.
5    (b) The General Assembly encourages all of the following:
6        (1) The Department of Human Services to undertake an
7    analysis of teacher data in the Gateways Registry to
8    determine those individuals who are close to their next
9    credential or degree, including information where
10    available in the Registry such as their geographic
11    location, demographics, work setting, and age groups of
12    children for whom they are responsible.
13        (2) The Department of Human Services to conduct
14    outreach and provide targeted coaching and access to
15    financial supports, including, but not limited to,
16    scholarships and debt relief, in a way that prioritizes
17    increasing the diversity of the teacher pipeline,
18    including bilingual providers and educators, regions of
19    the State with the highest need, and children in age groups
20    with the greatest teacher shortages.
21        (3) The State Board of Education to provide additional
22    financial support to candidates and provide this support to
23    all candidates regardless of the setting in which they work
24    and the credentials they are currently seeking,
25    prioritizing those by greatest need in the early childhood
26    field.



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1        (4) The Department of Human Services to provide annual
2    reports on who receives these and other scholarships or
3    other financial support administered by the Department or
4    the State Board of Education by geographic location,
5    demographics, work setting, age groups of children served,
6    and credential/degree attainment as available.
7        (5) The Board of Higher Education, in the course of
8    their strategic planning process, to review the barriers
9    experienced by the early childhood workforce and by
10    teachers of color, in particular in accessing and
11    completing the needed coursework to attain additional
12    credentials and degrees, and to recommend policy or
13    practice changes to better meet the needs of this
14    workforce, which is largely comprised of non-traditional
15    students and women of color.
16        (6) The State Board of Education and the Department of
17    Human Services to prioritize reducing compensation
18    disparities between the early childhood workforce and
19    their K-12 counterparts and disparities within the early
20    childhood workforce between setting and age groups in which
21    they work, as funding becomes available.
Article 50.

23    Section 50-5. The School Code is amended by adding Section
242-3.183 and by changing Section 27-22 as follows:



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1    (105 ILCS 5/2-3.183 new)
2    Sec. 2-3.183. Review of university admission coursework.
3    (a) The State Board of Education shall make the review
4compiled under Section 9.40 of the Board of Higher Education
5Act available to the public on its Internet website.
6    (b) To ensure that every public high school student
7understands the course expectations for admission into a public
8university in this State, a school district must make available
9to students in grades 8 through 12 and their parents or
10guardians the review compiled under Section 9.40 of the Board
11of Higher Education Act before the student's course schedule is
12finalized for the student's particular grade level.
13    (c) To ensure that a public high school student is not
14excluded from enrolling in a public university in this State
15because of a lack of access to required or recommended
16coursework, beginning with the 2022-2023 school year and each
17school year thereafter, every public high school must provide
18access to each course identified in the review compiled under
19Section 9.40 of the Board of Higher Education Act to any of its
20students who request to enroll in the course. If the public
21high school is unable to offer the course through the school
22district, the public high school must find an alternative way
23to offer the course to the student, which may include
24partnering with another school district, a community college
25district, an institution of higher education, or some other



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1course provider. No student shall be excluded from
2participation in a course identified in the review due to
3financial reasons. Any course offered pursuant to this Section
4as a dual credit course shall be developed and offered in
5accordance with the Dual Credit Quality Act.
6    (105 ILCS 5/27-22)  (from Ch. 122, par. 27-22)
7    Sec. 27-22. Required high school courses.
8    (a) (Blank).
9    (b) (Blank).
10    (c) (Blank).
11    (d) (Blank).
12    (e) Through the 2023-2024 school year, as As a prerequisite
13to receiving a high school diploma, each pupil entering the 9th
14grade must, in addition to other course requirements,
15successfully complete all of the following 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. When applicable, writing-intensive
20    courses may be counted towards 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



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1    content may be offered as an integrated, applied,
2    interdisciplinary, or career and technical education
3    course that prepares a student for a career readiness path.
4        (4) Two years of science.
5        (5) Two years of social studies, of which at least one
6    year must be history of the United States or a combination
7    of history of the United States and American government
8    and, beginning with pupils entering the 9th grade in the
9    2016-2017 school year and each school year thereafter, at
10    least one semester must be civics, which shall help young
11    people acquire and learn to use the skills, knowledge, and
12    attitudes that will prepare them to be competent and
13    responsible citizens throughout their lives. Civics course
14    content shall focus on government institutions, the
15    discussion of current and controversial issues, service
16    learning, and simulations of the democratic process.
17    School districts may utilize private funding available for
18    the purposes of offering civics education.
19        (6) One year chosen from (A) music, (B) art, (C)
20    foreign language, which shall be deemed to include American
21    Sign Language, or (D) vocational education.
22    (e-5) Beginning with the 2024-2025 school year, as a
23prerequisite to receiving a high school diploma, each pupil
24entering the 9th grade must, in addition to other course
25requirements, successfully complete all of the following



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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. If applicable, writing-intensive
5    courses may be counted toward 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        (4) Two years of laboratory science.
15        (5) Two years of social studies, of which at least one
16    year must be history of the United States or a combination
17    of history of the United States and American government and
18    at least one semester must be civics, which shall help
19    young people acquire and learn to use the skills,
20    knowledge, and attitudes that will prepare them to be
21    competent and responsible citizens throughout their lives.
22    Civics course content shall focus on government
23    institutions, the discussion of current and controversial
24    issues, service learning, and simulations of the
25    democratic process. School districts may utilize private
26    funding available for the purposes of offering civics



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1    education.
2        (6) One year chosen from (A) music, (B) art, (C)
3    foreign language, which shall be deemed to include American
4    Sign Language, or (D) vocational education.
5    (e-10) Beginning with the 2028-2029 school year, as a
6prerequisite to receiving a high school diploma, each pupil
7entering the 9th grade must, in addition to other course
8requirements, successfully complete 2 years of foreign
9language courses, which may include American Sign Language. A
10pupil may choose a third year of foreign language to satisfy
11the requirement under paragraph (6) of subsection (e-5).
12    (f) The State Board of Education shall develop and inform
13school districts of standards for writing-intensive
15    (f-5) If a school district offers an Advanced Placement
16computer science course to high school students, then the
17school board must designate that course as equivalent to a high
18school mathematics course and must denote on the student's
19transcript that the Advanced Placement computer science course
20qualifies as a mathematics-based, quantitative course for
21students in accordance with subdivision (3) of subsection (e)
22of this Section.
23    (g) This amendatory Act of 1983 does not apply to pupils
24entering the 9th grade in 1983-1984 school year and prior
25school years or to students with disabilities whose course of
26study is determined by an individualized education program.



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1    This amendatory Act of the 94th General Assembly does not
2apply to pupils entering the 9th grade in the 2004-2005 school
3year or a prior school year or to students with disabilities
4whose course of study is determined by an individualized
5education program.
6    Subsection (e-5) does not apply to pupils entering the 9th
7grade in the 2023-2024 school year or a prior school year or to
8students with disabilities whose course of study is determined
9by an individualized education program. Subsection (e-10) does
10not apply to pupils entering the 9th grade in the 2027-2028
11school year or a prior school year or to students with
12disabilities whose course of study is determined by an
13individualized education program.
14    (h) The provisions of this Section are subject to the
15provisions of Section 27-22.05 of this Code and the
16Postsecondary and Workforce Readiness Act.
17    (i) The State Board of Education may adopt rules to modify
18the requirements of this Section for any students enrolled in
19grades 9 through 12 if the Governor has declared a disaster due
20to a public health emergency pursuant to Section 7 of the
21Illinois Emergency Management Agency Act.
22(Source: P.A. 100-443, eff. 8-25-17; 101-464, eff. 1-1-20;
23101-643, eff. 6-18-20.)
24    Section 50-10. The Board of Higher Education Act is amended
25by adding Section 9.40 as follows:



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1    (110 ILCS 205/9.40 new)
2    Sec. 9.40. Review of university admission coursework.
3    (a) On or before May 1, 2021 and as needed thereafter, the
4Board of Higher Education shall compile a review that
5identifies, for each public university in this State, all
6courses the university will require or recommend a high school
7student take to be admitted to the university as an
8undergraduate student for the following school year. The review
9shall also include any required coursework or recommended
10coursework for a undergraduate admission into a specific
11academic major, college, or department of the university for
12the following school year. In order to allow public school
13districts sufficient time to fulfill their obligations under
14subsection (c) of Section 2-3.183 of the School Code, the
15review must also identify any new courses that each public
16university in this State will add to the review the following
17year. No new required or recommended coursework may be added to
18a review that has not been identified in the previous year's
20    (b) The Board of Higher Education shall make the review
21compiled under subsection (a) available to the public on its
22Internet website.
23    (c) The Board of Higher Education may adopt any rules
24necessary to implement this Section.



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Article 60.

2    Section 60-5. The School Code is amended by adding Sections
32-3.185, 10-20.73, 10-20.74, and 27-23.15 and by changing
4Sections 10-17a and 27-22 as follows:
5    (105 ILCS 5/2-3.185 new)
6    Sec. 2-3.185. Computer science standards and courses. On or
7before December 1, 2021, the State Board of Education shall:
8        (1) develop or adopt rigorous learning standards in the
9    area of computer science; and
10        (2) analyze and revise, if appropriate, existing
11    course titles dedicated to computer science or develop a
12    short list of existing course titles that are recommended
13    for computer science courses.
14    (105 ILCS 5/10-17a)  (from Ch. 122, par. 10-17a)
15    Sec. 10-17a. State, school district, and school report
17    (1) By October 31, 2013 and October 31 of each subsequent
18school year, the State Board of Education, through the State
19Superintendent of Education, shall prepare a State report card,
20school district report cards, and school report cards, and
21shall by the most economic means provide to each school
22district in this State, including special charter districts and
23districts subject to the provisions of Article 34, the report



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1cards for the school district and each of its schools.
2    (2) In addition to any information required by federal law,
3the State Superintendent shall determine the indicators and
4presentation of the school report card, which must include, at
5a minimum, the most current data collected and maintained by
6the State Board of Education related to the following:
7        (A) school characteristics and student demographics,
8    including average class size, average teaching experience,
9    student racial/ethnic breakdown, and the percentage of
10    students classified as low-income; the percentage of
11    students classified as English learners; the percentage of
12    students who have individualized education plans or 504
13    plans that provide for special education services; the
14    number and percentage of all students who have been
15    assessed for placement in a gifted education or advanced
16    academic program and, of those students: (i) the racial and
17    ethnic breakdown, (ii) the percentage who are classified as
18    low-income, and (iii) the number and percentage of students
19    who received direct instruction from a teacher who holds a
20    gifted education endorsement and, of those students, the
21    percentage who are classified as low-income; the
22    percentage of students scoring at the "exceeds
23    expectations" level on the assessments required under
24    Section 2-3.64a-5 of this Code; the percentage of students
25    who annually transferred in or out of the school district;
26    average daily attendance; the per-pupil operating



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1    expenditure of the school district; and the per-pupil State
2    average operating expenditure for the district type
3    (elementary, high school, or unit);
4        (B) curriculum information, including, where
5    applicable, Advanced Placement, International
6    Baccalaureate or equivalent courses, dual enrollment
7    courses, foreign language classes, computer science
8    courses, school personnel resources (including Career
9    Technical Education teachers), before and after school
10    programs, extracurricular activities, subjects in which
11    elective classes are offered, health and wellness
12    initiatives (including the average number of days of
13    Physical Education per week per student), approved
14    programs of study, awards received, community
15    partnerships, and special programs such as programming for
16    the gifted and talented, students with disabilities, and
17    work-study students;
18        (C) student outcomes, including, where applicable, the
19    percentage of students deemed proficient on assessments of
20    State standards, the percentage of students in the eighth
21    grade who pass Algebra, the percentage of students who
22    participated in workplace learning experiences, the
23    percentage of students enrolled in post-secondary
24    institutions (including colleges, universities, community
25    colleges, trade/vocational schools, and training programs
26    leading to career certification within 2 semesters of high



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1    school graduation), the percentage of students graduating
2    from high school who are college and career ready, and the
3    percentage of graduates enrolled in community colleges,
4    colleges, and universities who are in one or more courses
5    that the community college, college, or university
6    identifies as a developmental course;
7        (D) student progress, including, where applicable, the
8    percentage of students in the ninth grade who have earned 5
9    credits or more without failing more than one core class, a
10    measure of students entering kindergarten ready to learn, a
11    measure of growth, and the percentage of students who enter
12    high school on track for college and career readiness;
13        (E) the school environment, including, where
14    applicable, the percentage of students with less than 10
15    absences in a school year, the percentage of teachers with
16    less than 10 absences in a school year for reasons other
17    than professional development, leaves taken pursuant to
18    the federal Family Medical Leave Act of 1993, long-term
19    disability, or parental leaves, the 3-year average of the
20    percentage of teachers returning to the school from the
21    previous year, the number of different principals at the
22    school in the last 6 years, the number of teachers who hold
23    a gifted education endorsement, the process and criteria
24    used by the district to determine whether a student is
25    eligible for participation in a gifted education program or
26    advanced academic program and the manner in which parents



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1    and guardians are made aware of the process and criteria, 2
2    or more indicators from any school climate survey selected
3    or approved by the State and administered pursuant to
4    Section 2-3.153 of this Code, with the same or similar
5    indicators included on school report cards for all surveys
6    selected or approved by the State pursuant to Section
7    2-3.153 of this Code, and the combined percentage of
8    teachers rated as proficient or excellent in their most
9    recent evaluation;
10        (F) a school district's and its individual schools'
11    balanced accountability measure, in accordance with
12    Section 2-3.25a of this Code;
13        (G) the total and per pupil normal cost amount the
14    State contributed to the Teachers' Retirement System of the
15    State of Illinois in the prior fiscal year for the school's
16    employees, which shall be reported to the State Board of
17    Education by the Teachers' Retirement System of the State
18    of Illinois;
19        (H) for a school district organized under Article 34 of
20    this Code only, State contributions to the Public School
21    Teachers' Pension and Retirement Fund of Chicago and State
22    contributions for health care for employees of that school
23    district;
24        (I) a school district's Final Percent of Adequacy, as
25    defined in paragraph (4) of subsection (f) of Section
26    18-8.15 of this Code;



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



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



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1school district report card shall include a subset of the
2information identified in paragraphs (A) through (E) of
3subsection (2) of this Section, as well as information relating
4to the operating expense per pupil and other finances of the
5school district, and the State report card shall include a
6subset of the information identified in paragraphs (A) through
7(E) and paragraph (N) of subsection (2) of this Section. The
8school district report card shall include the average daily
9attendance, as that term is defined in subsection (2) of this
10Section, of students who have individualized education
11programs and students who have 504 plans that provide for
12special education services within the school district.
13    (4) Notwithstanding anything to the contrary in this
14Section, in consultation with key education stakeholders, the
15State Superintendent shall at any time have the discretion to
16amend or update any and all metrics on the school, district, or
17State report card.
18    (5) Annually, no more than 30 calendar days after receipt
19of the school district and school report cards from the State
20Superintendent of Education, each school district, including
21special charter districts and districts subject to the
22provisions of Article 34, shall present such report cards at a
23regular school board meeting subject to applicable notice
24requirements, post the report cards on the school district's
25Internet web site, if the district maintains an Internet web
26site, make the report cards available to a newspaper of general



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1circulation serving the district, and, upon request, send the
2report cards home to a parent (unless the district does not
3maintain an Internet web site, in which case the report card
4shall be sent home to parents without request). If the district
5posts the report card on its Internet web site, the district
6shall send a written notice home to parents stating (i) that
7the report card is available on the web site, (ii) the address
8of the web site, (iii) that a printed copy of the report card
9will be sent to parents upon request, and (iv) the telephone
10number that parents may call to request a printed copy of the
11report card.
12    (6) Nothing contained in Public Act 98-648 repeals,
13supersedes, invalidates, or nullifies final decisions in
14lawsuits pending on July 1, 2014 (the effective date of Public
15Act 98-648) in Illinois courts involving the interpretation of
16Public Act 97-8.
17(Source: P.A. 100-227, eff. 8-18-17; 100-364, eff. 1-1-18;
18100-448, eff. 7-1-19; 100-465, eff. 8-31-17; 100-807, eff.
198-10-18; 100-863, eff. 8-14-18; 100-1121, eff. 1-1-19; 101-68,
20eff. 1-1-20; 101-81, eff. 7-12-19; revised 9-9-19.)
21    (105 ILCS 5/10-20.73 new)
22    Sec. 10-20.73. Computer literacy skills. All school
23districts shall ensure that students receive developmentally
24appropriate opportunities to gain computer literacy skills
25beginning in elementary school.



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1    (105 ILCS 5/10-20.74 new)
2    Sec. 10-20.74. Educational technology capacity and
3policies; report. School districts shall submit to the State
4Board of Education, or its designee, an annual report that
5shall include, at a minimum, information regarding educational
6technology capacity and policies, including device
7availability for students, school-based access and
8infrastructure, professional learning and training
9opportunities, and documentation of developmentally
10appropriate computer literacy instruction embedded in the
11district's curriculum at each grade level.
12    (105 ILCS 5/27-22)  (from Ch. 122, par. 27-22)
13    Sec. 27-22. Required high school courses.
14    (a) (Blank).
15    (b) (Blank).
16    (c) (Blank).
17    (d) (Blank).
18    (e) As a prerequisite to receiving a high school diploma,
19each pupil entering the 9th grade must, in addition to other
20course requirements, successfully complete all of the
21following courses:
22        (1) Four years of language arts.
23        (2) Two years of writing intensive courses, one of
24    which must be English and the other of which may be English



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1    or any other subject. When applicable, writing-intensive
2    courses may be counted towards the fulfillment of other
3    graduation requirements.
4        (3) Three years of mathematics, one of which must be
5    Algebra I, one of which must include geometry content, and
6    one of which may be an Advanced Placement computer science
7    course. A mathematics course that includes geometry
8    content may be offered as an integrated, applied,
9    interdisciplinary, or career and technical education
10    course that prepares a student for a career readiness path.
11        (3.5) For pupils entering the 9th grade in the
12    2022-2023 school year and each school year thereafter, one
13    year of a course that includes intensive instruction in
14    computer literacy, which may be English, social studies, or
15    any other subject and which may be counted toward the
16    fulfillment of other graduation requirements.
17        (4) Two years of science.
18        (5) Two years of social studies, of which at least one
19    year must be history of the United States or a combination
20    of history of the United States and American government
21    and, beginning with pupils entering the 9th grade in the
22    2016-2017 school year and each school year thereafter, at
23    least one semester must be civics, which shall help young
24    people acquire and learn to use the skills, knowledge, and
25    attitudes that will prepare them to be competent and
26    responsible citizens throughout their lives. Civics course



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1    content shall focus on government institutions, the
2    discussion of current and controversial issues, service
3    learning, and simulations of the democratic process.
4    School districts may utilize private funding available for
5    the purposes of offering civics education.
6        (6) One year chosen from (A) music, (B) art, (C)
7    foreign language, which shall be deemed to include American
8    Sign Language, or (D) vocational education.
9    (f) The State Board of Education shall develop and inform
10school districts of standards for writing-intensive
12    (f-5) If a school district offers an Advanced Placement
13computer science course to high school students, then the
14school board must designate that course as equivalent to a high
15school mathematics course and must denote on the student's
16transcript that the Advanced Placement computer science course
17qualifies as a mathematics-based, quantitative course for
18students in accordance with subdivision (3) of subsection (e)
19of this Section.
20    (g) This amendatory Act of 1983 does not apply to pupils
21entering the 9th grade in 1983-1984 school year and prior
22school years or to students with disabilities whose course of
23study is determined by an individualized education program.
24    This amendatory Act of the 94th General Assembly does not
25apply to pupils entering the 9th grade in the 2004-2005 school
26year or a prior school year or to students with disabilities



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1whose course of study is determined by an individualized
2education program.
3    This amendatory Act of the 101st General Assembly does not
4apply to pupils entering the 9th grade in the 2021-2022 school
5year or a prior school year or to students with disabilities
6whose course of study is determined by an individualized
7education program.
8    (h) The provisions of this Section are subject to the
9provisions of Section 27-22.05 of this Code and the
10Postsecondary and Workforce Readiness Act.
11    (i) The State Board of Education may adopt rules to modify
12the requirements of this Section for any students enrolled in
13grades 9 through 12 if the Governor has declared a disaster due
14to a public health emergency pursuant to Section 7 of the
15Illinois Emergency Management Agency Act.
16(Source: P.A. 100-443, eff. 8-25-17; 101-464, eff. 1-1-20;
17101-643, eff. 6-18-20.)
18    (105 ILCS 5/27-23.15 new)
19    Sec. 27-23.15. Computer science.
20    (a) In this Section, "computer science" means the study of
21computers and algorithms, including their principles, their
22hardware and software designs, their implementation, and their
23impact on society. "Computer science" does not include the
24study of everyday uses of computers and computer applications,
25such as keyboarding or accessing the Internet.



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1    (b) Beginning with the 2023-2024 school year, the school
2board of a school district that maintains any of grades 9
3through 12 shall provide an opportunity for every high school
4student to take at least one computer science course aligned to
5rigorous learning standards of the State Board of Education.
Article 65.

7    Section 65-5. The School Code is amended by changing
8Sections 14A-10 and 14A-32 as follows:
9    (105 ILCS 5/14A-10)
10    Sec. 14A-10. Legislative findings. The General Assembly
11finds the following:
12        (1) that gifted and talented children (i) exhibit high
13    performance capabilities in intellectual, creative, and
14    artistic areas, (ii) possess an exceptional leadership
15    potential, (iii) excel in specific academic fields, and
16    (iv) have the potential to be influential in business,
17    government, health care, the arts, and other critical
18    sectors of our economic and cultural environment;
19        (2) that gifted and talented children require services
20    and activities that are not ordinarily provided by schools;
21    and
22        (3) that outstanding talents are present in children
23    and youth from all cultural groups, across all economic



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1    strata, and in all areas of human endeavor; and .
2        (4) that inequitable access to advanced coursework and
3    enrollment in accelerated placement programs exists
4    between children enrolled in different school districts
5    and even within the same school district and more must be
6    done to eliminate the barriers to access to advanced
7    coursework and enrollment in accelerated placement
8    programs for all children.
9(Source: P.A. 94-151, eff. 7-8-05; 94-410, eff. 8-2-05.)
10    (105 ILCS 5/14A-32)
11    Sec. 14A-32. Accelerated placement; school district
13    (a) Each school district shall have a policy that allows
14for accelerated placement that includes or incorporates by
15reference the following components:
16        (1) a provision that provides that participation in
17    accelerated placement is not limited to those children who
18    have been identified as gifted and talented, but rather is
19    open to all children who demonstrate high ability and who
20    may benefit from accelerated placement;
21        (2) a fair and equitable decision-making process that
22    involves multiple persons and includes a student's parents
23    or guardians;
24        (3) procedures for notifying parents or guardians of a
25    child of a decision affecting that child's participation in



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1    an accelerated placement program; and
2        (4) an assessment process that includes multiple
3    valid, reliable indicators.
4    (a-5) By no later than the beginning of the 2023-2024
5school year, a school district's accelerated placement policy
6shall allow for the automatic enrollment, in the following
7school term, of a student into the next most rigorous level of
8advanced coursework offered by the high school if the student
9meets or exceeds State standards in English language arts,
10mathematics, or science on a State assessment administered
11under Section 2-3.64a-5 as follows:
12        (1) A student who meets or exceeds State standards in
13    English language arts shall be automatically enrolled into
14    the next most rigorous level of advanced coursework in
15    English, social studies, humanities, or related subjects.
16        (2) A student who meets or exceeds State standards in
17    mathematics shall be automatically enrolled into the next
18    most rigorous level of advanced coursework in mathematics.
19        (3) A student who meets or exceeds State standards in
20    science shall be automatically enrolled into the next most
21    rigorous level of advanced coursework in science.
22    The next most rigorous level of advanced coursework under
23this subsection (a-5) may include a dual credit course, as
24defined in the Dual Credit Quality Act, an Advanced Placement
25course as defined in Section 10 of the College and Career
26Success for All Students Act, an International Baccalaureate



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1course, an honors class, an enrichment opportunity, a gifted
2program, or another program offered by the district.
3    A school district may use the student's most recent State
4assessment results to determine whether a student meets or
5exceeds State standards. For a student entering grade 9,
6results from the State assessment taken in grades 6 through 8
7may be used. For other high school grades, the results from a
8locally selected, nationally normed assessment may be used
9instead of the State assessment if those results are the most
11    A school district must provide the parent or guardian of a
12student eligible for automatic enrollment under this
13subsection (a-5) with the option to instead have the student
14enroll in alternative coursework that better aligns with the
15student's postsecondary education or career goals.
16    Nothing in this subsection (a-5) may be interpreted to
17preclude other students from enrolling in advanced coursework
18per the policy of a school district.
19    (b) Further, a school district's accelerated placement
20policy may include or incorporate by reference, but need not be
21limited to, the following components:
22        (1) procedures for annually informing the community
23    at-large, including parents or guardians, community-based
24    organizations, and providers of out-of-school programs,
25    about the accelerated placement program and the methods
26    used for the identification of children eligible for



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1    accelerated placement, including strategies to reach
2    groups of students and families who have been historically
3    underrepresented in accelerated placement programs and
4    advanced coursework;
5        (2) a process for referral that allows for multiple
6    referrers, including a child's parents or guardians; other
7    referrers may include licensed education professionals,
8    the child, with the written consent of a parent or
9    guardian, a peer, through a licensed education
10    professional who has knowledge of the referred child's
11    abilities, or, in case of possible early entrance, a
12    preschool educator, pediatrician, or psychologist who
13    knows the child; and
14        (3) a provision that provides that children
15    participating in an accelerated placement program and
16    their parents or guardians will be provided a written plan
17    detailing the type of acceleration the child will receive
18    and strategies to support the child; .
19        (4) procedures to provide support and promote success
20    for students who are newly enrolled in an accelerated
21    placement program; and
22        (5) a process for the school district to review and
23    utilize disaggregated data on participation in an
24    accelerated placement program to address gaps among
25    demographic groups in accelerated placement opportunities.
26    (c) The State Board of Education shall adopt rules to



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1determine data to be collected and disaggregated by demographic
2group regarding accelerated placement, including the rates of
3students who participate in and successfully complete advanced
4coursework, and a method of making the information available to
5the public.
6    (d) On or before November 1, 2022, following a review of
7disaggregated data on the participation and successful
8completion rates of students enrolled in an accelerated
9placement program, each school district shall develop a plan to
10expand access to its accelerated placement program and to
11ensure the teaching capacity necessary to meet the increased
13(Source: P.A. 100-421, eff. 7-1-18.)
Article 70.

15    Section 70-5. The School Code is amended by changing
16Section 22-45 as follows:
17    (105 ILCS 5/22-45)
18    Sec. 22-45. Illinois P-20 Council.
19    (a) The General Assembly finds that preparing Illinoisans
20for success in school and the workplace requires a continuum of
21quality education from preschool through graduate school. This
22State needs a framework to guide education policy and integrate
23education at every level. A statewide coordinating council to



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1study and make recommendations concerning education at all
2levels can avoid fragmentation of policies, promote improved
3teaching and learning, and continue to cultivate and
4demonstrate strong accountability and efficiency. Establishing
5an Illinois P-20 Council will develop a statewide agenda that
6will move the State towards the common goals of improving
7academic achievement, increasing college access and success,
8improving use of existing data and measurements, developing
9improved accountability, fostering innovative approaches to
10education, promoting lifelong learning, easing the transition
11to college, and reducing remediation. A pre-kindergarten
12through grade 20 agenda will strengthen this State's economic
13competitiveness by producing a highly-skilled workforce. In
14addition, lifelong learning plans will enhance this State's
15ability to leverage funding.
16    (b) There is created the Illinois P-20 Council. The
17Illinois P-20 Council shall include all of the following
19        (1) The Governor or his or her designee, to serve as
20    chairperson.
21        (2) Four members of the General Assembly, one appointed
22    by the Speaker of the House of Representatives, one
23    appointed by the Minority Leader of the House of
24    Representatives, one appointed by the President of the
25    Senate, and one appointed by the Minority Leader of the
26    Senate.



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1        (3) Six at-large members appointed by the Governor as
2    follows, with 2 members being from the City of Chicago, 2
3    members being from Lake County, McHenry County, Kane
4    County, DuPage County, Will County, or that part of Cook
5    County outside of the City of Chicago, and 2 members being
6    from the remainder of the State:
7            (A) one representative of civic leaders;
8            (B) one representative of local government;
9            (C) one representative of trade unions;
10            (D) one representative of nonprofit organizations
11        or foundations;
12            (E) one representative of parents' organizations;
13        and
14            (F) one education research expert.
15        (4) Five members appointed by statewide business
16    organizations and business trade associations.
17        (5) Six members appointed by statewide professional
18    organizations and associations representing
19    pre-kindergarten through grade 20 teachers, community
20    college faculty, and public university faculty.
21        (6) Two members appointed by associations representing
22    local school administrators and school board members. One
23    of these members must be a special education administrator.
24        (7) One member representing community colleges,
25    appointed by the Illinois Council of Community College
26    Presidents.



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1        (8) One member representing 4-year independent
2    colleges and universities, appointed by a statewide
3    organization representing private institutions of higher
4    learning.
5        (9) One member representing public 4-year
6    universities, appointed jointly by the university
7    presidents and chancellors.
8        (10) Ex-officio members as follows:
9            (A) The State Superintendent of Education or his or
10        her designee.
11            (B) The Executive Director of the Board of Higher
12        Education or his or her designee.
13            (C) The Executive Director of the Illinois
14        Community College Board or his or her designee.
15            (D) The Executive Director of the Illinois Student
16        Assistance Commission or his or her designee.
17            (E) The Co-chairpersons of the Illinois Workforce
18        Investment Board or their designee.
19            (F) The Director of Commerce and Economic
20        Opportunity or his or her designee.
21            (G) The Chairperson of the Illinois Early Learning
22        Council or his or her designee.
23            (H) The President of the Illinois Mathematics and
24        Science Academy or his or her designee.
25            (I) The president of an association representing
26        educators of adult learners or his or her designee.



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1Ex-officio members shall have no vote on the Illinois P-20
3    Appointed members shall serve for staggered terms expiring
4on July 1 of the first, second, or third calendar year
5following their appointments or until their successors are
6appointed and have qualified. Staggered terms shall be
7determined by lot at the organizing meeting of the Illinois
8P-20 Council.
9    Vacancies shall be filled in the same manner as original
10appointments, and any member so appointed shall serve during
11the remainder of the term for which the vacancy occurred.
12    (c) The Illinois P-20 Council shall be funded through State
13appropriations to support staff activities, research,
14data-collection, and dissemination. The Illinois P-20 Council
15shall be staffed by the Office of the Governor, in coordination
16with relevant State agencies, boards, and commissions. The
17Illinois Education Research Council shall provide research and
18coordinate research collection activities for the Illinois
19P-20 Council.
20    (d) The Illinois P-20 Council shall have all of the
21following duties:
22        (1) To make recommendations to do all of the following:
23            (A) Coordinate pre-kindergarten through grade 20
24        (graduate school) education in this State through
25        working at the intersections of educational systems to
26        promote collaborative infrastructure.



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1            (B) Coordinate and leverage strategies, actions,
2        legislation, policies, and resources of all
3        stakeholders to support fundamental and lasting
4        improvement in this State's public schools, community
5        colleges, and universities.
6            (C) Better align the high school curriculum with
7        postsecondary expectations.
8            (D) Better align assessments across all levels of
9        education.
10            (E) Reduce the need for students entering
11        institutions of higher education to take remedial
12        courses.
13            (F) Smooth the transition from high school to
14        college.
15            (G) Improve high school and college graduation
16        rates.
17            (H) Improve the rigor and relevance of academic
18        standards for college and workforce readiness.
19            (I) Better align college and university teaching
20        programs with the needs of Illinois schools.
21        (2) To advise the Governor, the General Assembly, the
22    State's education and higher education agencies, and the
23    State's workforce and economic development boards and
24    agencies on policies related to lifelong learning for
25    Illinois students and families.
26        (3) To articulate a framework for systemic educational



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1    improvement and innovation that will enable every student
2    to meet or exceed Illinois learning standards and be
3    well-prepared to succeed in the workforce and community.
4        (4) To provide an estimated fiscal impact for
5    implementation of all Council recommendations.
6        (5) To make recommendations for short-term and
7    long-term learning recovery actions for public school
8    students in this State in the wake of the COVID-19
9    pandemic. The Illinois P-20 Council shall submit a report
10    with its recommendations for a multi-year recovery plan by
11    December 31, 2021 to the Governor, the State Board of
12    Education, the Board of Higher Education, the Illinois
13    Community College Board, and the General Assembly that
14    addresses all of the following:
15            (A) Closing the digital divide for all students,
16        including access to devices, Internet connectivity,
17        and ensuring that educators have the necessary support
18        and training to provide high quality remote and blended
19        learning to students.
20            (B) Evaluating the academic growth and proficiency
21        of students in order to understand the impact of school
22        closures and remote and blended remote learning
23        conditions on student academic outcomes, including
24        disaggregating data by race, income, diverse learners,
25        and English learners, in ways that balance the need to
26        understand that impact with the need to support student



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1        well-being and also take into consideration the
2        logistical constraints facing schools and districts.
3            (C) Establishing a system for the collection and
4        review of student data at the State level, including
5        data about prekindergarten through higher education
6        student attendance, engagement and participation,
7        discipline, and social-emotional and mental health
8        inputs and outcomes, in order to better understand the
9        full impact of disrupted learning.
10            (D) Providing students with resources and programs
11        for academic support, such as enrichment
12        opportunities, tutoring corps, summer bridge programs,
13        youth leadership and development programs, youth and
14        community-led restorative and transformative justice
15        programs, and youth internship and apprenticeship
16        programs.
17            (E) Providing students with resources and support
18        to ensure access to social-emotional learning, mental
19        health services, and trauma responsive, restorative
20        justice and anti-racist practices in order to support
21        the growth of the whole child, such as investing in
22        community schools and providing comprehensive
23        year-round services and support for both students and
24        their families.
25            (F) Ensuring more time for students' academic,
26        social-emotional, and mental health needs by



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1        considering such strategies as: (i) extending planning
2        time for teachers, (ii) extending the school day and
3        school year, and (iii) transitioning to year-round
4        schooling.
5            (G) Strengthening the transition from secondary
6        education to postsecondary education in the wake of
7        threats to alignment and affordability created by the
8        pandemic and related conditions.
9    (e) The chairperson of the Illinois P-20 Council may
10authorize the creation of working groups focusing on areas of
11interest to Illinois educational and workforce development,
12including without limitation the following areas:
13        (1) Preparation, recruitment, and certification of
14    highly qualified teachers.
15        (2) Mentoring and induction of highly qualified
16    teachers.
17        (3) The diversity of highly qualified teachers.
18        (4) Funding for highly qualified teachers, including
19    developing a strategic and collaborative plan to seek
20    federal and private grants to support initiatives
21    targeting teacher preparation and its impact on student
22    achievement.
23        (5) Highly effective administrators.
24        (6) Illinois birth through age 3 education,
25    pre-kindergarten, and early childhood education.
26        (7) The assessment, alignment, outreach, and network



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1    of college and workforce readiness efforts.
2        (8) Alternative routes to college access.
3        (9) Research data and accountability.
4        (10) Community schools, community participation, and
5    other innovative approaches to education that foster
6    community partnerships.
7        (11) Tuition, financial aid, and other issues related
8    to keeping postsecondary education affordable for Illinois
9    residents.
10        (12) Learning recovery in the wake of the COVID-19
11    pandemic.
12    The chairperson of the Illinois P-20 Council may designate
13Council members to serve as working group chairpersons. Working
14groups may invite organizations and individuals representing
15pre-kindergarten through grade 20 interests to participate in
16discussions, data collection, and dissemination.
17(Source: P.A. 98-463, eff. 8-16-13; 98-719, eff. 1-1-15;
1899-643, eff. 1-1-17.)
Article 75.

20    Section 75-5. The State Finance Act is amended by adding
21Section 5.935 as follows:
22    (30 ILCS 105/5.935 new)
23    Sec. 5.935. The Freedom Schools Fund.



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1    Section 75-10. The School Code is amended by adding Section
22-3.186 as follows:
3    (105 ILCS 5/2-3.186 new)
4    Sec. 2-3.186. Freedom Schools; grant program.
5    (a) The General Assembly recognizes and values the
6contributions that Freedom Schools make to enhance the lives of
7Black students. The General Assembly makes all of the following
9        (1) The fundamental goal of the Freedom Schools of the
10    1960s was to provide quality education for all students, to
11    motivate active civic engagement, and to empower
12    disenfranchised communities. The renowned and progressive
13    curriculum of Freedom Schools allowed students of all ages
14    to experience a new and liberating form of education that
15    directly related to the imperatives of their lives, their
16    communities, and the Freedom Movement.
17        (2) Freedom Schools continue to demonstrate the proven
18    benefits of critical civic engagement and
19    intergenerational effects by providing historically
20    disadvantaged students, including African American
21    students and other students of color, with quality
22    instruction that fosters student confidence, critical
23    thinking, and social and emotional development.
24        (3) Freedom Schools offer culturally relevant learning



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1    opportunities with the academic and social supports that
2    Black children need by utilizing quality teaching,
3    challenging and engaging curricula, wrap-around supports,
4    a positive school climate, and strong ties to family and
5    community. Freedom Schools have a clear focus on results.
6        (4) Public schools serve a foundational role in the
7    education of over 2,000,000 students in this State.
8    (b) The State Board of Education shall establish a Freedom
9School network to supplement the learning taking place in
10public schools by creating a 6-week summer program with an
11organization with a mission to improve the odds for children in
12poverty that operates Freedom Schools in multiple states using
13a research-based and multicultural curriculum for
14disenfranchised communities most affected by the opportunity
15gap and learning loss caused by the pandemic, and by expanding
16the teaching of African American history, developing
17leadership skills, and providing an understanding of the tenets
18of the civil rights movement. The teachers in Freedom Schools
19must be from the local community, with an emphasis on
20historically disadvantaged youth, including African American
21students and other students of color, so that (i) these
22individuals have access to summer jobs and teaching experiences
23that serve as a long-term pipeline to educational careers and
24the hiring of minority educators in public schools, (ii) these
25individuals are elevated as content experts and community
26leaders, and (iii) Freedom School students have access to both



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1mentorship and equitable educational resources.
2    (c) A Freedom School shall intentionally and imaginatively
3implement strategies that focus on all of the following:
4        (1) Racial justice and equity.
5        (2) Transparency and building trusting relationships.
6        (3) Self-determination and governance.
7        (4) Building on community strengths and community
8    wisdom.
9        (5) Utilizing current data, best practices, and
10    evidence.
11        (6) Shared leadership and collaboration.
12        (7) A reflective learning culture.
13        (8) A whole-child approach to education.
14        (9) Literacy.
15    (d) The State Board of Education, in the establishment of
16Freedom Schools, shall strive for authentic parent and
17community engagement during the development of Freedom Schools
18and their curriculum. Authentic parent and community
19engagement includes all of the following:
20        (1) A shared responsibility that values equal
21    partnerships between families and professionals.
22        (2) Ensuring that students and families who are
23    directly impacted by Freedom School policies and practices
24    are the decision-makers in the creation, design,
25    implementation, and assessment of those policies and
26    practices.



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1        (3) Genuine respect for the culture and diversity of
2    families.
3        (4) Relationships that center around the goal of
4    supporting family well-being and children's development
5    and learning.
6    (e) Subject to appropriation, the State Board of Education
7shall establish and implement a grant program to provide grants
8to public schools, public community colleges, and
9not-for-profit, community-based organizations to facilitate
10improved educational outcomes for Black students in grades
11pre-kindergarten through 12 in alignment with the integrity and
12practices of the Freedom School model established during the
13civil rights movement. Grant recipients under the program may
14include, but are not limited to, entities that work with the
15Children's Defense Fund or offer established programs with
16proven results and outcomes. The State Board of Education shall
17award grants to eligible entities that demonstrate a likelihood
18of reasonable success in achieving the goals identified in the
19grant application, including, but not limited to, all of the
21        (1) Engaging, culturally relevant, and challenging
22    curricula.
23        (2) High-quality teaching.
24        (3) Wrap-around supports and opportunities.
25        (4) Positive discipline practices, such as restorative
26    justice.



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1        (5) Inclusive leadership.
2    (f) The Freedom Schools Fund is created as a special fund
3in the State treasury. the Fund shall consist of appropriations
4from the General Revenue Fund, grant funds from the federal
5government, and donations from educational and private
6foundations. All money in the Fund shall be used, subject to
7appropriation, by the State Board of Education for the purposes
8of this Section and to support related activities.
9    (g) The State Board of Education may adopt any rules
10necessary to implement this Section.
Article 85.

12    Section 85-5. The School Code is amended by changing
13Section 18-8.15 as follows:
14    (105 ILCS 5/18-8.15)
15    Sec. 18-8.15. Evidence-Based Funding for student success
16for the 2017-2018 and subsequent school years.
17    (a) General provisions.
18        (1) The purpose of this Section is to ensure that, by
19    June 30, 2027 and beyond, this State has a kindergarten
20    through grade 12 public education system with the capacity
21    to ensure the educational development of all persons to the
22    limits of their capacities in accordance with Section 1 of
23    Article X of the Constitution of the State of Illinois. To



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1    accomplish that objective, this Section creates a method of
2    funding public education that is evidence-based; is
3    sufficient to ensure every student receives a meaningful
4    opportunity to learn irrespective of race, ethnicity,
5    sexual orientation, gender, or community-income level; and
6    is sustainable and predictable. When fully funded under
7    this Section, every school shall have the resources, based
8    on what the evidence indicates is needed, to:
9            (A) provide all students with a high quality
10        education that offers the academic, enrichment, social
11        and emotional support, technical, and career-focused
12        programs that will allow them to become competitive
13        workers, responsible parents, productive citizens of
14        this State, and active members of our national
15        democracy;
16            (B) ensure all students receive the education they
17        need to graduate from high school with the skills
18        required to pursue post-secondary education and
19        training for a rewarding career;
20            (C) reduce, with a goal of eliminating, the
21        achievement gap between at-risk and non-at-risk
22        students by raising the performance of at-risk
23        students and not by reducing standards; and
24            (D) ensure this State satisfies its obligation to
25        assume the primary responsibility to fund public
26        education and simultaneously relieve the



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1        disproportionate burden placed on local property taxes
2        to fund schools.
3        (2) The Evidence-Based Funding formula under this
4    Section shall be applied to all Organizational Units in
5    this State. The Evidence-Based Funding formula outlined in
6    this Act is based on the formula outlined in Senate Bill 1
7    of the 100th General Assembly, as passed by both
8    legislative chambers. As further defined and described in
9    this Section, there are 4 major components of the
10    Evidence-Based Funding model:
11            (A) First, the model calculates a unique Adequacy
12        Target for each Organizational Unit in this State that
13        considers the costs to implement research-based
14        activities, the unit's student demographics, and
15        regional wage differences.
16            (B) Second, the model calculates each
17        Organizational Unit's Local Capacity, or the amount
18        each Organizational Unit is assumed to contribute
19        toward its Adequacy Target from local resources.
20            (C) Third, the model calculates how much funding
21        the State currently contributes to the Organizational
22        Unit and adds that to the unit's Local Capacity to
23        determine the unit's overall current adequacy of
24        funding.
25            (D) Finally, the model's distribution method
26        allocates new State funding to those Organizational



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1        Units that are least well-funded, considering both
2        Local Capacity and State funding, in relation to their
3        Adequacy Target.
4        (3) An Organizational Unit receiving any funding under
5    this Section may apply those funds to any fund so received
6    for which that Organizational Unit is authorized to make
7    expenditures by law.
8        (4) As used in this Section, the following terms shall
9    have the meanings ascribed in this paragraph (4):
10        "Adequacy Target" is defined in paragraph (1) of
11    subsection (b) of this Section.
12        "Adjusted EAV" is defined in paragraph (4) of
13    subsection (d) of this Section.
14        "Adjusted Local Capacity Target" is defined in
15    paragraph (3) of subsection (c) of this Section.
16        "Adjusted Operating Tax Rate" means a tax rate for all
17    Organizational Units, for which the State Superintendent
18    shall calculate and subtract for the Operating Tax Rate a
19    transportation rate based on total expenses for
20    transportation services under this Code, as reported on the
21    most recent Annual Financial Report in Pupil
22    Transportation Services, function 2550 in both the
23    Education and Transportation funds and functions 4110 and
24    4120 in the Transportation fund, less any corresponding
25    fiscal year State of Illinois scheduled payments excluding
26    net adjustments for prior years for regular, vocational, or



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1    special education transportation reimbursement pursuant to
2    Section 29-5 or subsection (b) of Section 14-13.01 of this
3    Code divided by the Adjusted EAV. If an Organizational
4    Unit's corresponding fiscal year State of Illinois
5    scheduled payments excluding net adjustments for prior
6    years for regular, vocational, or special education
7    transportation reimbursement pursuant to Section 29-5 or
8    subsection (b) of Section 14-13.01 of this Code exceed the
9    total transportation expenses, as defined in this
10    paragraph, no transportation rate shall be subtracted from
11    the Operating Tax Rate.
12        "Allocation Rate" is defined in paragraph (3) of
13    subsection (g) of this Section.
14        "Alternative School" means a public school that is
15    created and operated by a regional superintendent of
16    schools and approved by the State Board.
17        "Applicable Tax Rate" is defined in paragraph (1) of
18    subsection (d) of this Section.
19        "Assessment" means any of those benchmark, progress
20    monitoring, formative, diagnostic, and other assessments,
21    in addition to the State accountability assessment, that
22    assist teachers' needs in understanding the skills and
23    meeting the needs of the students they serve.
24        "Assistant principal" means a school administrator
25    duly endorsed to be employed as an assistant principal in
26    this State.



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1        "At-risk student" means a student who is at risk of not
2    meeting the Illinois Learning Standards or not graduating
3    from elementary or high school and who demonstrates a need
4    for vocational support or social services beyond that
5    provided by the regular school program. All students
6    included in an Organizational Unit's Low-Income Count, as
7    well as all English learner and disabled students attending
8    the Organizational Unit, shall be considered at-risk
9    students under this Section.
10        "Average Student Enrollment" or "ASE" for fiscal year
11    2018 means, for an Organizational Unit, the greater of the
12    average number of students (grades K through 12) reported
13    to the State Board as enrolled in the Organizational Unit
14    on October 1 in the immediately preceding school year, plus
15    the pre-kindergarten students who receive special
16    education services of 2 or more hours a day as reported to
17    the State Board on December 1 in the immediately preceding
18    school year, or the average number of students (grades K
19    through 12) reported to the State Board as enrolled in the
20    Organizational Unit on October 1, plus the
21    pre-kindergarten students who receive special education
22    services of 2 or more hours a day as reported to the State
23    Board on December 1, for each of the immediately preceding
24    3 school years. For fiscal year 2019 and each subsequent
25    fiscal year, "Average Student Enrollment" or "ASE" means,
26    for an Organizational Unit, the greater of the average



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1    number of students (grades K through 12) reported to the
2    State Board as enrolled in the Organizational Unit on
3    October 1 and March 1 in the immediately preceding school
4    year, plus the pre-kindergarten students who receive
5    special education services as reported to the State Board
6    on October 1 and March 1 in the immediately preceding
7    school year, or the average number of students (grades K
8    through 12) reported to the State Board as enrolled in the
9    Organizational Unit on October 1 and March 1, plus the
10    pre-kindergarten students who receive special education
11    services as reported to the State Board on October 1 and
12    March 1, for each of the immediately preceding 3 school
13    years. For the purposes of this definition, "enrolled in
14    the Organizational Unit" means the number of students
15    reported to the State Board who are enrolled in schools
16    within the Organizational Unit that the student attends or
17    would attend if not placed or transferred to another school
18    or program to receive needed services. For the purposes of
19    calculating "ASE", all students, grades K through 12,
20    excluding those attending kindergarten for a half day and
21    students attending an alternative education program
22    operated by a regional office of education or intermediate
23    service center, shall be counted as 1.0. All students
24    attending kindergarten for a half day shall be counted as
25    0.5, unless in 2017 by June 15 or by March 1 in subsequent
26    years, the school district reports to the State Board of



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1    Education the intent to implement full-day kindergarten
2    district-wide for all students, then all students
3    attending kindergarten shall be counted as 1.0. Special
4    education pre-kindergarten students shall be counted as
5    0.5 each. If the State Board does not collect or has not
6    collected both an October 1 and March 1 enrollment count by
7    grade or a December 1 collection of special education
8    pre-kindergarten students as of August 31, 2017 (the
9    effective date of Public Act 100-465), it shall establish
10    such collection for all future years. For any year in which
11    a count by grade level was collected only once, that count
12    shall be used as the single count available for computing a
13    3-year average ASE. Funding for programs operated by a
14    regional office of education or an intermediate service
15    center must be calculated using the Evidence-Based Funding
16    formula under this Section for the 2019-2020 school year
17    and each subsequent school year until separate adequacy
18    formulas are developed and adopted for each type of
19    program. ASE for a program operated by a regional office of
20    education or an intermediate service center must be
21    determined by the March 1 enrollment for the program. For
22    the 2019-2020 school year, the ASE used in the calculation
23    must be the first-year ASE and, in that year only, the
24    assignment of students served by a regional office of
25    education or intermediate service center shall not result
26    in a reduction of the March enrollment for any school



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1    district. For the 2020-2021 school year, the ASE must be
2    the greater of the current-year ASE or the 2-year average
3    ASE. Beginning with the 2021-2022 school year, the ASE must
4    be the greater of the current-year ASE or the 3-year
5    average ASE. School districts shall submit the data for the
6    ASE calculation to the State Board within 45 days of the
7    dates required in this Section for submission of enrollment
8    data in order for it to be included in the ASE calculation.
9    For fiscal year 2018 only, the ASE calculation shall
10    include only enrollment taken on October 1.
11        "Base Funding Guarantee" is defined in paragraph (10)
12    of subsection (g) of this Section.
13        "Base Funding Minimum" is defined in subsection (e) of
14    this Section.
15        "Base Tax Year" means the property tax levy year used
16    to calculate the Budget Year allocation of primary State
17    aid.
18        "Base Tax Year's Extension" means the product of the
19    equalized assessed valuation utilized by the county clerk
20    in the Base Tax Year multiplied by the limiting rate as
21    calculated by the county clerk and defined in PTELL.
22        "Bilingual Education Allocation" means the amount of
23    an Organizational Unit's final Adequacy Target
24    attributable to bilingual education divided by the
25    Organizational Unit's final Adequacy Target, the product
26    of which shall be multiplied by the amount of new funding



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1    received pursuant to this Section. An Organizational
2    Unit's final Adequacy Target attributable to bilingual
3    education shall include all additional investments in
4    English learner students' adequacy elements.
5        "Budget Year" means the school year for which primary
6    State aid is calculated and awarded under this Section.
7        "Central office" means individual administrators and
8    support service personnel charged with managing the
9    instructional programs, business and operations, and
10    security of the Organizational Unit.
11        "Comparable Wage Index" or "CWI" means a regional cost
12    differentiation metric that measures systemic, regional
13    variations in the salaries of college graduates who are not
14    educators. The CWI utilized for this Section shall, for the
15    first 3 years of Evidence-Based Funding implementation, be
16    the CWI initially developed by the National Center for
17    Education Statistics, as most recently updated by Texas A &
18    M University. In the fourth and subsequent years of
19    Evidence-Based Funding implementation, the State
20    Superintendent shall re-determine the CWI using a similar
21    methodology to that identified in the Texas A & M
22    University study, with adjustments made no less frequently
23    than once every 5 years.
24        "Computer technology and equipment" means computers
25    servers, notebooks, network equipment, copiers, printers,
26    instructional software, security software, curriculum



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1    management courseware, and other similar materials and
2    equipment.
3        "Computer technology and equipment investment
4    allocation" means the final Adequacy Target amount of an
5    Organizational Unit assigned to Tier 1 or Tier 2 in the
6    prior school year attributable to the additional $285.50
7    per student computer technology and equipment investment
8    grant divided by the Organizational Unit's final Adequacy
9    Target, the result of which shall be multiplied by the
10    amount of new funding received pursuant to this Section. An
11    Organizational Unit assigned to a Tier 1 or Tier 2 final
12    Adequacy Target attributable to the received computer
13    technology and equipment investment grant shall include
14    all additional investments in computer technology and
15    equipment adequacy elements.
16        "Core subject" means mathematics; science; reading,
17    English, writing, and language arts; history and social
18    studies; world languages; and subjects taught as Advanced
19    Placement in high schools.
20        "Core teacher" means a regular classroom teacher in
21    elementary schools and teachers of a core subject in middle
22    and high schools.
23        "Core Intervention teacher (tutor)" means a licensed
24    teacher providing one-on-one or small group tutoring to
25    students struggling to meet proficiency in core subjects.
26        "CPPRT" means corporate personal property replacement



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1    tax funds paid to an Organizational Unit during the
2    calendar year one year before the calendar year in which a
3    school year begins, pursuant to "An Act in relation to the
4    abolition of ad valorem personal property tax and the
5    replacement of revenues lost thereby, and amending and
6    repealing certain Acts and parts of Acts in connection
7    therewith", certified August 14, 1979, as amended (Public
8    Act 81-1st S.S.-1).
9        "EAV" means equalized assessed valuation as defined in
10    paragraph (2) of subsection (d) of this Section and
11    calculated in accordance with paragraph (3) of subsection
12    (d) of this Section.
13        "ECI" means the Bureau of Labor Statistics' national
14    employment cost index for civilian workers in educational
15    services in elementary and secondary schools on a
16    cumulative basis for the 12-month calendar year preceding
17    the fiscal year of the Evidence-Based Funding calculation.
18        "EIS Data" means the employment information system
19    data maintained by the State Board on educators within
20    Organizational Units.
21        "Employee benefits" means health, dental, and vision
22    insurance offered to employees of an Organizational Unit,
23    the costs associated with the statutorily required payment
24    of the normal cost of the Organizational Unit's teacher
25    pensions, Social Security employer contributions, and
26    Illinois Municipal Retirement Fund employer contributions.



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1        "English learner" or "EL" means a child included in the
2    definition of "English learners" under Section 14C-2 of
3    this Code participating in a program of transitional
4    bilingual education or a transitional program of
5    instruction meeting the requirements and program
6    application procedures of Article 14C of this Code. For the
7    purposes of collecting the number of EL students enrolled,
8    the same collection and calculation methodology as defined
9    above for "ASE" shall apply to English learners, with the
10    exception that EL student enrollment shall include
11    students in grades pre-kindergarten through 12.
12        "Essential Elements" means those elements, resources,
13    and educational programs that have been identified through
14    academic research as necessary to improve student success,
15    improve academic performance, close achievement gaps, and
16    provide for other per student costs related to the delivery
17    and leadership of the Organizational Unit, as well as the
18    maintenance and operations of the unit, and which are
19    specified in paragraph (2) of subsection (b) of this
20    Section.
21        "Evidence-Based Funding" means State funding provided
22    to an Organizational Unit pursuant to this Section.
23        "Extended day" means academic and enrichment programs
24    provided to students outside the regular school day before
25    and after school or during non-instructional times during
26    the school day.



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1        "Extension Limitation Ratio" means a numerical ratio
2    in which the numerator is the Base Tax Year's Extension and
3    the denominator is the Preceding Tax Year's Extension.
4        "Final Percent of Adequacy" is defined in paragraph (4)
5    of subsection (f) of this Section.
6        "Final Resources" is defined in paragraph (3) of
7    subsection (f) of this Section.
8        "Full-time equivalent" or "FTE" means the full-time
9    equivalency compensation for staffing the relevant
10    position at an Organizational Unit.
11        "Funding Gap" is defined in paragraph (1) of subsection
12    (g).
13        "Guidance counselor" means a licensed guidance
14    counselor who provides guidance and counseling support for
15    students within an Organizational Unit.
16        "Hybrid District" means a partial elementary unit
17    district created pursuant to Article 11E of this Code.
18        "Instructional assistant" means a core or special
19    education, non-licensed employee who assists a teacher in
20    the classroom and provides academic support to students.
21        "Instructional facilitator" means a qualified teacher
22    or licensed teacher leader who facilitates and coaches
23    continuous improvement in classroom instruction; provides
24    instructional support to teachers in the elements of
25    research-based instruction or demonstrates the alignment
26    of instruction with curriculum standards and assessment



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1    tools; develops or coordinates instructional programs or
2    strategies; develops and implements training; chooses
3    standards-based instructional materials; provides teachers
4    with an understanding of current research; serves as a
5    mentor, site coach, curriculum specialist, or lead
6    teacher; or otherwise works with fellow teachers, in
7    collaboration, to use data to improve instructional
8    practice or develop model lessons.
9        "Instructional materials" means relevant instructional
10    materials for student instruction, including, but not
11    limited to, textbooks, consumable workbooks, laboratory
12    equipment, library books, and other similar materials.
13        "Laboratory School" means a public school that is
14    created and operated by a public university and approved by
15    the State Board.
16        "Librarian" means a teacher with an endorsement as a
17    library information specialist or another individual whose
18    primary responsibility is overseeing library resources
19    within an Organizational Unit.
20        "Limiting rate for Hybrid Districts" means the
21    combined elementary school and high school limiting rates.
22        "Local Capacity" is defined in paragraph (1) of
23    subsection (c) of this Section.
24        "Local Capacity Percentage" is defined in subparagraph
25    (A) of paragraph (2) of subsection (c) of this Section.
26        "Local Capacity Ratio" is defined in subparagraph (B)



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1    of paragraph (2) of subsection (c) of this Section.
2        "Local Capacity Target" is defined in paragraph (2) of
3    subsection (c) of this Section.
4        "Low-Income Count" means, for an Organizational Unit
5    in a fiscal year, the higher of the average number of
6    students for the prior school year or the immediately
7    preceding 3 school years who, as of July 1 of the
8    immediately preceding fiscal year (as determined by the
9    Department of Human Services), are eligible for at least
10    one of the following low-income programs: Medicaid, the
11    Children's Health Insurance Program, Temporary Assistance
12    for Needy Families (TANF), or the Supplemental Nutrition
13    Assistance Program, excluding pupils who are eligible for
14    services provided by the Department of Children and Family
15    Services. Until such time that grade level low-income
16    populations become available, grade level low-income
17    populations shall be determined by applying the low-income
18    percentage to total student enrollments by grade level. The
19    low-income percentage is determined by dividing the
20    Low-Income Count by the Average Student Enrollment. The
21    low-income percentage for programs operated by a regional
22    office of education or an intermediate service center must
23    be set to the weighted average of the low-income
24    percentages of all of the school districts in the service
25    region. The weighted low-income percentage is the result of
26    multiplying the low-income percentage of each school



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1    district served by the regional office of education or
2    intermediate service center by each school district's
3    Average Student Enrollment, summarizing those products and
4    dividing the total by the total Average Student Enrollment
5    for the service region.
6        "Maintenance and operations" means custodial services,
7    facility and ground maintenance, facility operations,
8    facility security, routine facility repairs, and other
9    similar services and functions.
10        "Minimum Funding Level" is defined in paragraph (9) of
11    subsection (g) of this Section.
12        "New Property Tax Relief Pool Funds" means, for any
13    given fiscal year, all State funds appropriated under
14    Section 2-3.170 of this the School Code.
15        "New State Funds" means, for a given school year, all
16    State funds appropriated for Evidence-Based Funding in
17    excess of the amount needed to fund the Base Funding
18    Minimum for all Organizational Units in that school year.
19        "Net State Contribution Target" means, for a given
20    school year, the amount of State funds that would be
21    necessary to fully meet the Adequacy Target of an
22    Operational Unit minus the Preliminary Resources available
23    to each unit.
24        "Nurse" means an individual licensed as a certified
25    school nurse, in accordance with the rules established for
26    nursing services by the State Board, who is an employee of



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1    and is available to provide health care-related services
2    for students of an Organizational Unit.
3        "Operating Tax Rate" means the rate utilized in the
4    previous year to extend property taxes for all purposes,
5    except Bond and Interest, Summer School, Rent, Capital
6    Improvement, and Vocational Education Building purposes.
7    For Hybrid Districts, the Operating Tax Rate shall be the
8    combined elementary and high school rates utilized in the
9    previous year to extend property taxes for all purposes,
10    except Bond and Interest, Summer School, Rent, Capital
11    Improvement, and Vocational Education Building purposes.
12        "Organizational Unit" means a Laboratory School or any
13    public school district that is recognized as such by the
14    State Board and that contains elementary schools typically
15    serving kindergarten through 5th grades, middle schools
16    typically serving 6th through 8th grades, high schools
17    typically serving 9th through 12th grades, a program
18    established under Section 2-3.66 or 2-3.41, or a program
19    operated by a regional office of education or an
20    intermediate service center under Article 13A or 13B. The
21    General Assembly acknowledges that the actual grade levels
22    served by a particular Organizational Unit may vary
23    slightly from what is typical.
24        "Organizational Unit CWI" is determined by calculating
25    the CWI in the region and original county in which an
26    Organizational Unit's primary administrative office is



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1    located as set forth in this paragraph, provided that if
2    the Organizational Unit CWI as calculated in accordance
3    with this paragraph is less than 0.9, the Organizational
4    Unit CWI shall be increased to 0.9. Each county's current
5    CWI value shall be adjusted based on the CWI value of that
6    county's neighboring Illinois counties, to create a
7    "weighted adjusted index value". This shall be calculated
8    by summing the CWI values of all of a county's adjacent
9    Illinois counties and dividing by the number of adjacent
10    Illinois counties, then taking the weighted value of the
11    original county's CWI value and the adjacent Illinois
12    county average. To calculate this weighted value, if the
13    number of adjacent Illinois counties is greater than 2, the
14    original county's CWI value will be weighted at 0.25 and
15    the adjacent Illinois county average will be weighted at
16    0.75. If the number of adjacent Illinois counties is 2, the
17    original county's CWI value will be weighted at 0.33 and
18    the adjacent Illinois county average will be weighted at
19    0.66. The greater of the county's current CWI value and its
20    weighted adjusted index value shall be used as the
21    Organizational Unit CWI.
22        "Preceding Tax Year" means the property tax levy year
23    immediately preceding the Base Tax Year.
24        "Preceding Tax Year's Extension" means the product of
25    the equalized assessed valuation utilized by the county
26    clerk in the Preceding Tax Year multiplied by the Operating



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1    Tax Rate.
2        "Preliminary Percent of Adequacy" is defined in
3    paragraph (2) of subsection (f) of this Section.
4        "Preliminary Resources" is defined in paragraph (2) of
5    subsection (f) of this Section.
6        "Principal" means a school administrator duly endorsed
7    to be employed as a principal in this State.
8        "Professional development" means training programs for
9    licensed staff in schools, including, but not limited to,
10    programs that assist in implementing new curriculum
11    programs, provide data focused or academic assessment data
12    training to help staff identify a student's weaknesses and
13    strengths, target interventions, improve instruction,
14    encompass instructional strategies for English learner,
15    gifted, or at-risk students, address inclusivity, cultural
16    sensitivity, or implicit bias, or otherwise provide
17    professional support for licensed staff.
18        "Prototypical" means 450 special education
19    pre-kindergarten and kindergarten through grade 5 students
20    for an elementary school, 450 grade 6 through 8 students
21    for a middle school, and 600 grade 9 through 12 students
22    for a high school.
23        "PTELL" means the Property Tax Extension Limitation
24    Law.
25        "PTELL EAV" is defined in paragraph (4) of subsection
26    (d) of this Section.



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1        "Pupil support staff" means a nurse, psychologist,
2    social worker, family liaison personnel, or other staff
3    member who provides support to at-risk or struggling
4    students.
5        "Real Receipts" is defined in paragraph (1) of
6    subsection (d) of this Section.
7        "Regionalization Factor" means, for a particular
8    Organizational Unit, the figure derived by dividing the
9    Organizational Unit CWI by the Statewide Weighted CWI.
10        "School site staff" means the primary school secretary
11    and any additional clerical personnel assigned to a school.
12        "Special education" means special educational
13    facilities and services, as defined in Section 14-1.08 of
14    this Code.
15        "Special Education Allocation" means the amount of an
16    Organizational Unit's final Adequacy Target attributable
17    to special education divided by the Organizational Unit's
18    final Adequacy Target, the product of which shall be
19    multiplied by the amount of new funding received pursuant
20    to this Section. An Organizational Unit's final Adequacy
21    Target attributable to special education shall include all
22    special education investment adequacy elements.
23        "Specialist teacher" means a teacher who provides
24    instruction in subject areas not included in core subjects,
25    including, but not limited to, art, music, physical
26    education, health, driver education, career-technical



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1    education, and such other subject areas as may be mandated
2    by State law or provided by an Organizational Unit.
3        "Specially Funded Unit" means an Alternative School,
4    safe school, Department of Juvenile Justice school,
5    special education cooperative or entity recognized by the
6    State Board as a special education cooperative,
7    State-approved charter school, or alternative learning
8    opportunities program that received direct funding from
9    the State Board during the 2016-2017 school year through
10    any of the funding sources included within the calculation
11    of the Base Funding Minimum or Glenwood Academy.
12        "Supplemental Grant Funding" means supplemental
13    general State aid funding received by an Organizational
14    Unit during the 2016-2017 school year pursuant to
15    subsection (H) of Section 18-8.05 of this Code (now
16    repealed).
17        "State Adequacy Level" is the sum of the Adequacy
18    Targets of all Organizational Units.
19        "State Board" means the State Board of Education.
20        "State Superintendent" means the State Superintendent
21    of Education.
22        "Statewide Weighted CWI" means a figure determined by
23    multiplying each Organizational Unit CWI times the ASE for
24    that Organizational Unit creating a weighted value,
25    summing all Organizational Units' weighted values, and
26    dividing by the total ASE of all Organizational Units,



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1    thereby creating an average weighted index.
2        "Student activities" means non-credit producing
3    after-school programs, including, but not limited to,
4    clubs, bands, sports, and other activities authorized by
5    the school board of the Organizational Unit.
6        "Substitute teacher" means an individual teacher or
7    teaching assistant who is employed by an Organizational
8    Unit and is temporarily serving the Organizational Unit on
9    a per diem or per period-assignment basis to replace
10    another staff member.
11        "Summer school" means academic and enrichment programs
12    provided to students during the summer months outside of
13    the regular school year.
14        "Supervisory aide" means a non-licensed staff member
15    who helps in supervising students of an Organizational
16    Unit, but does so outside of the classroom, in situations
17    such as, but not limited to, monitoring hallways and
18    playgrounds, supervising lunchrooms, or supervising
19    students when being transported in buses serving the
20    Organizational Unit.
21        "Target Ratio" is defined in paragraph (4) of
22    subsection (g).
23        "Tier 1", "Tier 2", "Tier 3", and "Tier 4" are defined
24    in paragraph (3) of subsection (g).
25        "Tier 1 Aggregate Funding", "Tier 2 Aggregate
26    Funding", "Tier 3 Aggregate Funding", and "Tier 4 Aggregate



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1    Funding" are defined in paragraph (1) of subsection (g).
2    (b) Adequacy Target calculation.
3        (1) Each Organizational Unit's Adequacy Target is the
4    sum of the Organizational Unit's cost of providing
5    Essential Elements, as calculated in accordance with this
6    subsection (b), with the salary amounts in the Essential
7    Elements multiplied by a Regionalization Factor calculated
8    pursuant to paragraph (3) of this subsection (b).
9        (2) The Essential Elements are attributable on a pro
10    rata basis related to defined subgroups of the ASE of each
11    Organizational Unit as specified in this paragraph (2),
12    with investments and FTE positions pro rata funded based on
13    ASE counts in excess of or less than the thresholds set
14    forth in this paragraph (2). The method for calculating
15    attributable pro rata costs and the defined subgroups
16    thereto are as follows:
17            (A) Core class size investments. Each
18        Organizational Unit shall receive the funding required
19        to support that number of FTE core teacher positions as
20        is needed to keep the respective class sizes of the
21        Organizational Unit to the following maximum numbers:
22                (i) For grades kindergarten through 3, the
23            Organizational Unit shall receive funding required
24            to support one FTE core teacher position for every
25            15 Low-Income Count students in those grades and
26            one FTE core teacher position for every 20



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1            non-Low-Income Count students in those grades.
2                (ii) For grades 4 through 12, the
3            Organizational Unit shall receive funding required
4            to support one FTE core teacher position for every
5            20 Low-Income Count students in those grades and
6            one FTE core teacher position for every 25
7            non-Low-Income Count students in those grades.
8            The number of non-Low-Income Count students in a
9        grade shall be determined by subtracting the
10        Low-Income students in that grade from the ASE of the
11        Organizational Unit for that grade.
12            (B) Specialist teacher investments. Each
13        Organizational Unit shall receive the funding needed
14        to cover that number of FTE specialist teacher
15        positions that correspond to the following
16        percentages:
17                (i) if the Organizational Unit operates an
18            elementary or middle school, then 20.00% of the
19            number of the Organizational Unit's core teachers,
20            as determined under subparagraph (A) of this
21            paragraph (2); and
22                (ii) if such Organizational Unit operates a
23            high school, then 33.33% of the number of the
24            Organizational Unit's core teachers.
25            (C) Instructional facilitator investments. Each
26        Organizational Unit shall receive the funding needed



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1        to cover one FTE instructional facilitator position
2        for every 200 combined ASE of pre-kindergarten
3        children with disabilities and all kindergarten
4        through grade 12 students of the Organizational Unit.
5            (D) Core intervention teacher (tutor) investments.
6        Each Organizational Unit shall receive the funding
7        needed to cover one FTE teacher position for each
8        prototypical elementary, middle, and high school.
9            (E) Substitute teacher investments. Each
10        Organizational Unit shall receive the funding needed
11        to cover substitute teacher costs that is equal to
12        5.70% of the minimum pupil attendance days required
13        under Section 10-19 of this Code for all full-time
14        equivalent core, specialist, and intervention
15        teachers, school nurses, special education teachers
16        and instructional assistants, instructional
17        facilitators, and summer school and extended day
18        teacher positions, as determined under this paragraph
19        (2), at a salary rate of 33.33% of the average salary
20        for grade K through 12 teachers and 33.33% of the
21        average salary of each instructional assistant
22        position.
23            (F) Core guidance counselor investments. Each
24        Organizational Unit shall receive the funding needed
25        to cover one FTE guidance counselor for each 450
26        combined ASE of pre-kindergarten children with



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1        disabilities and all kindergarten through grade 5
2        students, plus one FTE guidance counselor for each 250
3        grades 6 through 8 ASE middle school students, plus one
4        FTE guidance counselor for each 250 grades 9 through 12
5        ASE high school students.
6            (G) Nurse investments. Each Organizational Unit
7        shall receive the funding needed to cover one FTE nurse
8        for each 750 combined ASE of pre-kindergarten children
9        with disabilities and all kindergarten through grade
10        12 students across all grade levels it serves.
11            (H) Supervisory aide investments. Each
12        Organizational Unit shall receive the funding needed
13        to cover one FTE for each 225 combined ASE of
14        pre-kindergarten children with disabilities and all
15        kindergarten through grade 5 students, plus one FTE for
16        each 225 ASE middle school students, plus one FTE for
17        each 200 ASE high school students.
18            (I) Librarian investments. Each Organizational
19        Unit shall receive the funding needed to cover one FTE
20        librarian for each prototypical elementary school,
21        middle school, and high school and one FTE aide or
22        media technician for every 300 combined ASE of
23        pre-kindergarten children with disabilities and all
24        kindergarten through grade 12 students.
25            (J) Principal investments. Each Organizational
26        Unit shall receive the funding needed to cover one FTE



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1        principal position for each prototypical elementary
2        school, plus one FTE principal position for each
3        prototypical middle school, plus one FTE principal
4        position for each prototypical high school.
5            (K) Assistant principal investments. Each
6        Organizational Unit shall receive the funding needed
7        to cover one FTE assistant principal position for each
8        prototypical elementary school, plus one FTE assistant
9        principal position for each prototypical middle
10        school, plus one FTE assistant principal position for
11        each prototypical high school.
12            (L) School site staff investments. Each
13        Organizational Unit shall receive the funding needed
14        for one FTE position for each 225 ASE of
15        pre-kindergarten children with disabilities and all
16        kindergarten through grade 5 students, plus one FTE
17        position for each 225 ASE middle school students, plus
18        one FTE position for each 200 ASE high school students.
19            (M) Gifted investments. Each Organizational Unit
20        shall receive $40 per kindergarten through grade 12
21        ASE.
22            (N) Professional development investments. Each
23        Organizational Unit shall receive $125 per student of
24        the combined ASE of pre-kindergarten children with
25        disabilities and all kindergarten through grade 12
26        students for trainers and other professional



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1        development-related expenses for supplies and
2        materials.
3            (O) Instructional material investments. Each
4        Organizational Unit shall receive $190 per student of
5        the combined ASE of pre-kindergarten children with
6        disabilities and all kindergarten through grade 12
7        students to cover instructional material costs.
8            (P) Assessment investments. Each Organizational
9        Unit shall receive $25 per student of the combined ASE
10        of pre-kindergarten children with disabilities and all
11        kindergarten through grade 12 students to cover
12        assessment costs.
13            (Q) Computer technology and equipment investments.
14        Each Organizational Unit shall receive $285.50 per
15        student of the combined ASE of pre-kindergarten
16        children with disabilities and all kindergarten
17        through grade 12 students to cover computer technology
18        and equipment costs. For the 2018-2019 school year and
19        subsequent school years, Organizational Units assigned
20        to Tier 1 and Tier 2 in the prior school year shall
21        receive an additional $285.50 per student of the
22        combined ASE of pre-kindergarten children with
23        disabilities and all kindergarten through grade 12
24        students to cover computer technology and equipment
25        costs in the Organizational Unit's Adequacy Target.
26        The State Board may establish additional requirements



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1        for Organizational Unit expenditures of funds received
2        pursuant to this subparagraph (Q), including a
3        requirement that funds received pursuant to this
4        subparagraph (Q) may be used only for serving the
5        technology needs of the district. It is the intent of
6        Public Act 100-465 that all Tier 1 and Tier 2 districts
7        receive the addition to their Adequacy Target in the
8        following year, subject to compliance with the
9        requirements of the State Board.
10            (R) Student activities investments. Each
11        Organizational Unit shall receive the following
12        funding amounts to cover student activities: $100 per
13        kindergarten through grade 5 ASE student in elementary
14        school, plus $200 per ASE student in middle school,
15        plus $675 per ASE student in high school.
16            (S) Maintenance and operations investments. Each
17        Organizational Unit shall receive $1,038 per student
18        of the combined ASE of pre-kindergarten children with
19        disabilities and all kindergarten through grade 12
20        students for day-to-day maintenance and operations
21        expenditures, including salary, supplies, and
22        materials, as well as purchased services, but
23        excluding employee benefits. The proportion of salary
24        for the application of a Regionalization Factor and the
25        calculation of benefits is equal to $352.92.
26            (T) Central office investments. Each



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1        Organizational Unit shall receive $742 per student of
2        the combined ASE of pre-kindergarten children with
3        disabilities and all kindergarten through grade 12
4        students to cover central office operations, including
5        administrators and classified personnel charged with
6        managing the instructional programs, business and
7        operations of the school district, and security
8        personnel. The proportion of salary for the
9        application of a Regionalization Factor and the
10        calculation of benefits is equal to $368.48.
11            (U) Employee benefit investments. Each
12        Organizational Unit shall receive 30% of the total of
13        all salary-calculated elements of the Adequacy Target,
14        excluding substitute teachers and student activities
15        investments, to cover benefit costs. For central
16        office and maintenance and operations investments, the
17        benefit calculation shall be based upon the salary
18        proportion of each investment. If at any time the
19        responsibility for funding the employer normal cost of
20        teacher pensions is assigned to school districts, then
21        that amount certified by the Teachers' Retirement
22        System of the State of Illinois to be paid by the
23        Organizational Unit for the preceding school year
24        shall be added to the benefit investment. For any
25        fiscal year in which a school district organized under
26        Article 34 of this Code is responsible for paying the



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1        employer normal cost of teacher pensions, then that
2        amount of its employer normal cost plus the amount for
3        retiree health insurance as certified by the Public
4        School Teachers' Pension and Retirement Fund of
5        Chicago to be paid by the school district for the
6        preceding school year that is statutorily required to
7        cover employer normal costs and the amount for retiree
8        health insurance shall be added to the 30% specified in
9        this subparagraph (U). The Teachers' Retirement System
10        of the State of Illinois and the Public School
11        Teachers' Pension and Retirement Fund of Chicago shall
12        submit such information as the State Superintendent
13        may require for the calculations set forth in this
14        subparagraph (U).
15            (V) Additional investments in low-income students.
16        In addition to and not in lieu of all other funding
17        under this paragraph (2), each Organizational Unit
18        shall receive funding based on the average teacher
19        salary for grades K through 12 to cover the costs of:
20                (i) one FTE intervention teacher (tutor)
21            position for every 125 Low-Income Count students;
22                (ii) one FTE pupil support staff position for
23            every 125 Low-Income Count students;
24                (iii) one FTE extended day teacher position
25            for every 120 Low-Income Count students; and
26                (iv) one FTE summer school teacher position



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1            for every 120 Low-Income Count students.
2            (W) Additional investments in English learner
3        students. In addition to and not in lieu of all other
4        funding under this paragraph (2), each Organizational
5        Unit shall receive funding based on the average teacher
6        salary for grades K through 12 to cover the costs of:
7                (i) one FTE intervention teacher (tutor)
8            position for every 125 English learner students;
9                (ii) one FTE pupil support staff position for
10            every 125 English learner students;
11                (iii) one FTE extended day teacher position
12            for every 120 English learner students;
13                (iv) one FTE summer school teacher position
14            for every 120 English learner students; and
15                (v) one FTE core teacher position for every 100
16            English learner students.
17            (X) Special education investments. Each
18        Organizational Unit shall receive funding based on the
19        average teacher salary for grades K through 12 to cover
20        special education as follows:
21                (i) one FTE teacher position for every 141
22            combined ASE of pre-kindergarten children with
23            disabilities and all kindergarten through grade 12
24            students;
25                (ii) one FTE instructional assistant for every
26            141 combined ASE of pre-kindergarten children with



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1            disabilities and all kindergarten through grade 12
2            students; and
3                (iii) one FTE psychologist position for every
4            1,000 combined ASE of pre-kindergarten children
5            with disabilities and all kindergarten through
6            grade 12 students.
7        (3) For calculating the salaries included within the
8    Essential Elements, the State Superintendent shall
9    annually calculate average salaries to the nearest dollar
10    using the employment information system data maintained by
11    the State Board, limited to public schools only and
12    excluding special education and vocational cooperatives,
13    schools operated by the Department of Juvenile Justice, and
14    charter schools, for the following positions:
15            (A) Teacher for grades K through 8.
16            (B) Teacher for grades 9 through 12.
17            (C) Teacher for grades K through 12.
18            (D) Guidance counselor for grades K through 8.
19            (E) Guidance counselor for grades 9 through 12.
20            (F) Guidance counselor for grades K through 12.
21            (G) Social worker.
22            (H) Psychologist.
23            (I) Librarian.
24            (J) Nurse.
25            (K) Principal.
26            (L) Assistant principal.



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1        For the purposes of this paragraph (3), "teacher"
2    includes core teachers, specialist and elective teachers,
3    instructional facilitators, tutors, special education
4    teachers, pupil support staff teachers, English learner
5    teachers, extended day teachers, and summer school
6    teachers. Where specific grade data is not required for the
7    Essential Elements, the average salary for corresponding
8    positions shall apply. For substitute teachers, the
9    average teacher salary for grades K through 12 shall apply.
10        For calculating the salaries included within the
11    Essential Elements for positions not included within EIS
12    Data, the following salaries shall be used in the first
13    year of implementation of Evidence-Based Funding:
14            (i) school site staff, $30,000; and
15            (ii) non-instructional assistant, instructional
16        assistant, library aide, library media tech, or
17        supervisory aide: $25,000.
18        In the second and subsequent years of implementation of
19    Evidence-Based Funding, the amounts in items (i) and (ii)
20    of this paragraph (3) shall annually increase by the ECI.
21        The salary amounts for the Essential Elements
22    determined pursuant to subparagraphs (A) through (L), (S)
23    and (T), and (V) through (X) of paragraph (2) of subsection
24    (b) of this Section shall be multiplied by a
25    Regionalization Factor.
26    (c) Local Capacity calculation.



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1        (1) Each Organizational Unit's Local Capacity
2    represents an amount of funding it is assumed to contribute
3    toward its Adequacy Target for purposes of the
4    Evidence-Based Funding formula calculation. "Local
5    Capacity" means either (i) the Organizational Unit's Local
6    Capacity Target as calculated in accordance with paragraph
7    (2) of this subsection (c) if its Real Receipts are equal
8    to or less than its Local Capacity Target or (ii) the
9    Organizational Unit's Adjusted Local Capacity, as
10    calculated in accordance with paragraph (3) of this
11    subsection (c) if Real Receipts are more than its Local
12    Capacity Target.
13        (2) "Local Capacity Target" means, for an
14    Organizational Unit, that dollar amount that is obtained by
15    multiplying its Adequacy Target by its Local Capacity
16    Ratio.
17            (A) An Organizational Unit's Local Capacity
18        Percentage is the conversion of the Organizational
19        Unit's Local Capacity Ratio, as such ratio is
20        determined in accordance with subparagraph (B) of this
21        paragraph (2), into a cumulative distribution
22        resulting in a percentile ranking to determine each
23        Organizational Unit's relative position to all other
24        Organizational Units in this State. The calculation of
25        Local Capacity Percentage is described in subparagraph
26        (C) of this paragraph (2).



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1            (B) An Organizational Unit's Local Capacity Ratio
2        in a given year is the percentage obtained by dividing
3        its Adjusted EAV or PTELL EAV, whichever is less, by
4        its Adequacy Target, with the resulting ratio further
5        adjusted as follows:
6                (i) for Organizational Units serving grades
7            kindergarten through 12 and Hybrid Districts, no
8            further adjustments shall be made;
9                (ii) for Organizational Units serving grades
10            kindergarten through 8, the ratio shall be
11            multiplied by 9/13;
12                (iii) for Organizational Units serving grades
13            9 through 12, the Local Capacity Ratio shall be
14            multiplied by 4/13; and
15                (iv) for an Organizational Unit with a
16            different grade configuration than those specified
17            in items (i) through (iii) of this subparagraph
18            (B), the State Superintendent shall determine a
19            comparable adjustment based on the grades served.
20            (C) The Local Capacity Percentage is equal to the
21        percentile ranking of the district. Local Capacity
22        Percentage converts each Organizational Unit's Local
23        Capacity Ratio to a cumulative distribution resulting
24        in a percentile ranking to determine each
25        Organizational Unit's relative position to all other
26        Organizational Units in this State. The Local Capacity



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1        Percentage cumulative distribution resulting in a
2        percentile ranking for each Organizational Unit shall
3        be calculated using the standard normal distribution
4        of the score in relation to the weighted mean and
5        weighted standard deviation and Local Capacity Ratios
6        of all Organizational Units. If the value assigned to
7        any Organizational Unit is in excess of 90%, the value
8        shall be adjusted to 90%. For Laboratory Schools, the
9        Local Capacity Percentage shall be set at 10% in
10        recognition of the absence of EAV and resources from
11        the public university that are allocated to the
12        Laboratory School. For programs operated by a regional
13        office of education or an intermediate service center,
14        the Local Capacity Percentage must be set at 10% in
15        recognition of the absence of EAV and resources from
16        school districts that are allocated to the regional
17        office of education or intermediate service center.
18        The weighted mean for the Local Capacity Percentage
19        shall be determined by multiplying each Organizational
20        Unit's Local Capacity Ratio times the ASE for the unit
21        creating a weighted value, summing the weighted values
22        of all Organizational Units, and dividing by the total
23        ASE of all Organizational Units. The weighted standard
24        deviation shall be determined by taking the square root
25        of the weighted variance of all Organizational Units'
26        Local Capacity Ratio, where the variance is calculated



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1        by squaring the difference between each unit's Local
2        Capacity Ratio and the weighted mean, then multiplying
3        the variance for each unit times the ASE for the unit
4        to create a weighted variance for each unit, then
5        summing all units' weighted variance and dividing by
6        the total ASE of all units.
7            (D) For any Organizational Unit, the
8        Organizational Unit's Adjusted Local Capacity Target
9        shall be reduced by either (i) the school board's
10        remaining contribution pursuant to paragraph (ii) of
11        subsection (b-4) of Section 16-158 of the Illinois
12        Pension Code in a given year or (ii) the board of
13        education's remaining contribution pursuant to
14        paragraph (iv) of subsection (b) of Section 17-129 of
15        the Illinois Pension Code absent the employer normal
16        cost portion of the required contribution and amount
17        allowed pursuant to subdivision (3) of Section
18        17-142.1 of the Illinois Pension Code in a given year.
19        In the preceding sentence, item (i) shall be certified
20        to the State Board of Education by the Teachers'
21        Retirement System of the State of Illinois and item
22        (ii) shall be certified to the State Board of Education
23        by the Public School Teachers' Pension and Retirement
24        Fund of the City of Chicago.
25        (3) If an Organizational Unit's Real Receipts are more
26    than its Local Capacity Target, then its Local Capacity



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1    shall equal an Adjusted Local Capacity Target as calculated
2    in accordance with this paragraph (3). The Adjusted Local
3    Capacity Target is calculated as the sum of the
4    Organizational Unit's Local Capacity Target and its Real
5    Receipts Adjustment. The Real Receipts Adjustment equals
6    the Organizational Unit's Real Receipts less its Local
7    Capacity Target, with the resulting figure multiplied by
8    the Local Capacity Percentage.
9        As used in this paragraph (3), "Real Percent of
10    Adequacy" means the sum of an Organizational Unit's Real
11    Receipts, CPPRT, and Base Funding Minimum, with the
12    resulting figure divided by the Organizational Unit's
13    Adequacy Target.
14    (d) Calculation of Real Receipts, EAV, and Adjusted EAV for
15purposes of the Local Capacity calculation.
16        (1) An Organizational Unit's Real Receipts are the
17    product of its Applicable Tax Rate and its Adjusted EAV. An
18    Organizational Unit's Applicable Tax Rate is its Adjusted
19    Operating Tax Rate for property within the Organizational
20    Unit.
21        (2) The State Superintendent shall calculate the
22    equalized assessed valuation, or EAV, of all taxable
23    property of each Organizational Unit as of September 30 of
24    the previous year in accordance with paragraph (3) of this
25    subsection (d). The State Superintendent shall then
26    determine the Adjusted EAV of each Organizational Unit in



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1    accordance with paragraph (4) of this subsection (d), which
2    Adjusted EAV figure shall be used for the purposes of
3    calculating Local Capacity.
4        (3) To calculate Real Receipts and EAV, the Department
5    of Revenue shall supply to the State Superintendent the
6    value as equalized or assessed by the Department of Revenue
7    of all taxable property of every Organizational Unit,
8    together with (i) the applicable tax rate used in extending
9    taxes for the funds of the Organizational Unit as of
10    September 30 of the previous year and (ii) the limiting
11    rate for all Organizational Units subject to property tax
12    extension limitations as imposed under PTELL.
13            (A) The Department of Revenue shall add to the
14        equalized assessed value of all taxable property of
15        each Organizational Unit situated entirely or
16        partially within a county that is or was subject to the
17        provisions of Section 15-176 or 15-177 of the Property
18        Tax Code (i) an amount equal to the total amount by
19        which the homestead exemption allowed under Section
20        15-176 or 15-177 of the Property Tax Code for real
21        property situated in that Organizational Unit exceeds
22        the total amount that would have been allowed in that
23        Organizational Unit if the maximum reduction under
24        Section 15-176 was (I) $4,500 in Cook County or $3,500
25        in all other counties in tax year 2003 or (II) $5,000
26        in all counties in tax year 2004 and thereafter and



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1        (ii) an amount equal to the aggregate amount for the
2        taxable year of all additional exemptions under
3        Section 15-175 of the Property Tax Code for owners with
4        a household income of $30,000 or less. The county clerk
5        of any county that is or was subject to the provisions
6        of Section 15-176 or 15-177 of the Property Tax Code
7        shall annually calculate and certify to the Department
8        of Revenue for each Organizational Unit all homestead
9        exemption amounts under Section 15-176 or 15-177 of the
10        Property Tax Code and all amounts of additional
11        exemptions under Section 15-175 of the Property Tax
12        Code for owners with a household income of $30,000 or
13        less. It is the intent of this subparagraph (A) that if
14        the general homestead exemption for a parcel of
15        property is determined under Section 15-176 or 15-177
16        of the Property Tax Code rather than Section 15-175,
17        then the calculation of EAV shall not be affected by
18        the difference, if any, between the amount of the
19        general homestead exemption allowed for that parcel of
20        property under Section 15-176 or 15-177 of the Property
21        Tax Code and the amount that would have been allowed
22        had the general homestead exemption for that parcel of
23        property been determined under Section 15-175 of the
24        Property Tax Code. It is further the intent of this
25        subparagraph (A) that if additional exemptions are
26        allowed under Section 15-175 of the Property Tax Code



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1        for owners with a household income of less than
2        $30,000, then the calculation of EAV shall not be
3        affected by the difference, if any, because of those
4        additional exemptions.
5            (B) With respect to any part of an Organizational
6        Unit within a redevelopment project area in respect to
7        which a municipality has adopted tax increment
8        allocation financing pursuant to the Tax Increment
9        Allocation Redevelopment Act, Division 74.4 of Article
10        11 of the Illinois Municipal Code, or the Industrial
11        Jobs Recovery Law, Division 74.6 of Article 11 of the
12        Illinois Municipal Code, no part of the current EAV of
13        real property located in any such project area that is
14        attributable to an increase above the total initial EAV
15        of such property shall be used as part of the EAV of
16        the Organizational Unit, until such time as all
17        redevelopment project costs have been paid, as
18        provided in Section 11-74.4-8 of the Tax Increment
19        Allocation Redevelopment Act or in Section 11-74.6-35
20        of the Industrial Jobs Recovery Law. For the purpose of
21        the EAV of the Organizational Unit, the total initial
22        EAV or the current EAV, whichever is lower, shall be
23        used until such time as all redevelopment project costs
24        have been paid.
25            (B-5) The real property equalized assessed
26        valuation for a school district shall be adjusted by



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1        subtracting from the real property value, as equalized
2        or assessed by the Department of Revenue, for the
3        district an amount computed by dividing the amount of
4        any abatement of taxes under Section 18-170 of the
5        Property Tax Code by 3.00% for a district maintaining
6        grades kindergarten through 12, by 2.30% for a district
7        maintaining grades kindergarten through 8, or by 1.05%
8        for a district maintaining grades 9 through 12 and
9        adjusted by an amount computed by dividing the amount
10        of any abatement of taxes under subsection (a) of
11        Section 18-165 of the Property Tax Code by the same
12        percentage rates for district type as specified in this
13        subparagraph (B-5).
14            (C) For Organizational Units that are Hybrid
15        Districts, the State Superintendent shall use the
16        lesser of the adjusted equalized assessed valuation
17        for property within the partial elementary unit
18        district for elementary purposes, as defined in
19        Article 11E of this Code, or the adjusted equalized
20        assessed valuation for property within the partial
21        elementary unit district for high school purposes, as
22        defined in Article 11E of this Code.
23        (4) An Organizational Unit's Adjusted EAV shall be the
24    average of its EAV over the immediately preceding 3 years
25    or its EAV in the immediately preceding year if the EAV in
26    the immediately preceding year has declined by 10% or more



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1    compared to the 3-year average. In the event of
2    Organizational Unit reorganization, consolidation, or
3    annexation, the Organizational Unit's Adjusted EAV for the
4    first 3 years after such change shall be as follows: the
5    most current EAV shall be used in the first year, the
6    average of a 2-year EAV or its EAV in the immediately
7    preceding year if the EAV declines by 10% or more compared
8    to the 2-year average for the second year, and a 3-year
9    average EAV or its EAV in the immediately preceding year if
10    the Adjusted EAV declines by 10% or more compared to the
11    3-year average for the third year. For any school district
12    whose EAV in the immediately preceding year is used in
13    calculations, in the following year, the Adjusted EAV shall
14    be the average of its EAV over the immediately preceding 2
15    years or the immediately preceding year if that year
16    represents a decline of 10% or more compared to the 2-year
17    average.
18        "PTELL EAV" means a figure calculated by the State
19    Board for Organizational Units subject to PTELL as
20    described in this paragraph (4) for the purposes of
21    calculating an Organizational Unit's Local Capacity Ratio.
22    Except as otherwise provided in this paragraph (4), the
23    PTELL EAV of an Organizational Unit shall be equal to the
24    product of the equalized assessed valuation last used in
25    the calculation of general State aid under Section 18-8.05
26    of this Code (now repealed) or Evidence-Based Funding under



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1    this Section and the Organizational Unit's Extension
2    Limitation Ratio. If an Organizational Unit has approved or
3    does approve an increase in its limiting rate, pursuant to
4    Section 18-190 of the Property Tax Code, affecting the Base
5    Tax Year, the PTELL EAV shall be equal to the product of
6    the equalized assessed valuation last used in the
7    calculation of general State aid under Section 18-8.05 of
8    this Code (now repealed) or Evidence-Based Funding under
9    this Section multiplied by an amount equal to one plus the
10    percentage increase, if any, in the Consumer Price Index
11    for All Urban Consumers for all items published by the
12    United States Department of Labor for the 12-month calendar
13    year preceding the Base Tax Year, plus the equalized
14    assessed valuation of new property, annexed property, and
15    recovered tax increment value and minus the equalized
16    assessed valuation of disconnected property.
17        As used in this paragraph (4), "new property" and
18    "recovered tax increment value" shall have the meanings set
19    forth in the Property Tax Extension Limitation Law.
20    (e) Base Funding Minimum calculation.
21        (1) For the 2017-2018 school year, the Base Funding
22    Minimum of an Organizational Unit or a Specially Funded
23    Unit shall be the amount of State funds distributed to the
24    Organizational Unit or Specially Funded Unit during the
25    2016-2017 school year prior to any adjustments and
26    specified appropriation amounts described in this



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1    paragraph (1) from the following Sections, as calculated by
2    the State Superintendent: Section 18-8.05 of this Code (now
3    repealed); Section 5 of Article 224 of Public Act 99-524
4    (equity grants); Section 14-7.02b of this Code (funding for
5    children requiring special education services); Section
6    14-13.01 of this Code (special education facilities and
7    staffing), except for reimbursement of the cost of
8    transportation pursuant to Section 14-13.01; Section
9    14C-12 of this Code (English learners); and Section 18-4.3
10    of this Code (summer school), based on an appropriation
11    level of $13,121,600. For a school district organized under
12    Article 34 of this Code, the Base Funding Minimum also
13    includes (i) the funds allocated to the school district
14    pursuant to Section 1D-1 of this Code attributable to
15    funding programs authorized by the Sections of this Code
16    listed in the preceding sentence and (ii) the difference
17    between (I) the funds allocated to the school district
18    pursuant to Section 1D-1 of this Code attributable to the
19    funding programs authorized by Section 14-7.02 (non-public
20    special education reimbursement), subsection (b) of
21    Section 14-13.01 (special education transportation),
22    Section 29-5 (transportation), Section 2-3.80
23    (agricultural education), Section 2-3.66 (truants'
24    alternative education), Section 2-3.62 (educational
25    service centers), and Section 14-7.03 (special education -
26    orphanage) of this Code and Section 15 of the Childhood



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1    Hunger Relief Act (free breakfast program) and (II) the
2    school district's actual expenditures for its non-public
3    special education, special education transportation,
4    transportation programs, agricultural education, truants'
5    alternative education, services that would otherwise be
6    performed by a regional office of education, special
7    education orphanage expenditures, and free breakfast, as
8    most recently calculated and reported pursuant to
9    subsection (f) of Section 1D-1 of this Code. The Base
10    Funding Minimum for Glenwood Academy shall be $625,500. For
11    programs operated by a regional office of education or an
12    intermediate service center, the Base Funding Minimum must
13    be the total amount of State funds allocated to those
14    programs in the 2018-2019 school year and amounts provided
15    pursuant to Article 34 of Public Act 100-586 and Section
16    3-16 of this Code. All programs established after June 5,
17    2019 (the effective date of Public Act 101-10) and
18    administered by a regional office of education or an
19    intermediate service center must have an initial Base
20    Funding Minimum set to an amount equal to the first-year
21    ASE multiplied by the amount of per pupil funding received
22    in the previous school year by the lowest funded similar
23    existing program type. If the enrollment for a program
24    operated by a regional office of education or an
25    intermediate service center is zero, then it may not
26    receive Base Funding Minimum funds for that program in the



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1    next fiscal year, and those funds must be distributed to
2    Organizational Units under subsection (g).
3        (2) For the 2018-2019 and subsequent school years, the
4    Base Funding Minimum of Organizational Units and Specially
5    Funded Units shall be the sum of (i) the amount of
6    Evidence-Based Funding for the prior school year, (ii) the
7    Base Funding Minimum for the prior school year, and (iii)
8    any amount received by a school district pursuant to
9    Section 7 of Article 97 of Public Act 100-21.
10        (3) Subject to approval by the General Assembly as
11    provided in this paragraph (3), an Organizational Unit that
12    meets all of the following criteria, as determined by the
13    State Board, shall have District Intervention Money added
14    to its Base Funding Minimum at the time the Base Funding
15    Minimum is calculated by the State Board:
16            (A) The Organizational Unit is operating under an
17        Independent Authority under Section 2-3.25f-5 of this
18        Code for a minimum of 4 school years or is subject to
19        the control of the State Board pursuant to a court
20        order for a minimum of 4 school years.
21            (B) The Organizational Unit was designated as a
22        Tier 1 or Tier 2 Organizational Unit in the previous
23        school year under paragraph (3) of subsection (g) of
24        this Section.
25            (C) The Organizational Unit demonstrates
26        sustainability through a 5-year financial and



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1        strategic plan.
2            (D) The Organizational Unit has made sufficient
3        progress and achieved sufficient stability in the
4        areas of governance, academic growth, and finances.
5        As part of its determination under this paragraph (3),
6    the State Board may consider the Organizational Unit's
7    summative designation, any accreditations of the
8    Organizational Unit, or the Organizational Unit's
9    financial profile, as calculated by the State Board.
10        If the State Board determines that an Organizational
11    Unit has met the criteria set forth in this paragraph (3),
12    it must submit a report to the General Assembly, no later
13    than January 2 of the fiscal year in which the State Board
14    makes it determination, on the amount of District
15    Intervention Money to add to the Organizational Unit's Base
16    Funding Minimum. The General Assembly must review the State
17    Board's report and may approve or disapprove, by joint
18    resolution, the addition of District Intervention Money.
19    If the General Assembly fails to act on the report within
20    40 calendar days from the receipt of the report, the
21    addition of District Intervention Money is deemed
22    approved. If the General Assembly approves the amount of
23    District Intervention Money to be added to the
24    Organizational Unit's Base Funding Minimum, the District
25    Intervention Money must be added to the Base Funding
26    Minimum annually thereafter.



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1        For the first 4 years following the initial year that
2    the State Board determines that an Organizational Unit has
3    met the criteria set forth in this paragraph (3) and has
4    received funding under this Section, the Organizational
5    Unit must annually submit to the State Board, on or before
6    November 30, a progress report regarding its financial and
7    strategic plan under subparagraph (C) of this paragraph
8    (3). The plan shall include the financial data from the
9    past 4 annual financial reports or financial audits that
10    must be presented to the State Board by November 15 of each
11    year and the approved budget financial data for the current
12    year. The plan shall be developed according to the
13    guidelines presented to the Organizational Unit by the
14    State Board. The plan shall further include financial
15    projections for the next 3 fiscal years and include a
16    discussion and financial summary of the Organizational
17    Unit's facility needs. If the Organizational Unit does not
18    demonstrate sufficient progress toward its 5-year plan or
19    if it has failed to file an annual financial report, an
20    annual budget, a financial plan, a deficit reduction plan,
21    or other financial information as required by law, the
22    State Board may establish a Financial Oversight Panel under
23    Article 1H of this Code. However, if the Organizational
24    Unit already has a Financial Oversight Panel, the State
25    Board may extend the duration of the Panel.
26    (f) Percent of Adequacy and Final Resources calculation.



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1        (1) The Evidence-Based Funding formula establishes a
2    Percent of Adequacy for each Organizational Unit in order
3    to place such units into tiers for the purposes of the
4    funding distribution system described in subsection (g) of
5    this Section. Initially, an Organizational Unit's
6    Preliminary Resources and Preliminary Percent of Adequacy
7    are calculated pursuant to paragraph (2) of this subsection
8    (f). Then, an Organizational Unit's Final Resources and
9    Final Percent of Adequacy are calculated to account for the
10    Organizational Unit's poverty concentration levels
11    pursuant to paragraphs (3) and (4) of this subsection (f).
12        (2) An Organizational Unit's Preliminary Resources are
13    equal to the sum of its Local Capacity Target, CPPRT, and
14    Base Funding Minimum. An Organizational Unit's Preliminary
15    Percent of Adequacy is the lesser of (i) its Preliminary
16    Resources divided by its Adequacy Target or (ii) 100%.
17        (3) Except for Specially Funded Units, an
18    Organizational Unit's Final Resources are equal to the sum
19    of its Local Capacity, CPPRT, and Adjusted Base Funding
20    Minimum. The Base Funding Minimum of each Specially Funded
21    Unit shall serve as its Final Resources, except that the
22    Base Funding Minimum for State-approved charter schools
23    shall not include any portion of general State aid
24    allocated in the prior year based on the per capita tuition
25    charge times the charter school enrollment.
26        (4) An Organizational Unit's Final Percent of Adequacy



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1    is its Final Resources divided by its Adequacy Target. An
2    Organizational Unit's Adjusted Base Funding Minimum is
3    equal to its Base Funding Minimum less its Supplemental
4    Grant Funding, with the resulting figure added to the
5    product of its Supplemental Grant Funding and Preliminary
6    Percent of Adequacy.
7    (g) Evidence-Based Funding formula distribution system.
8        (1) In each school year under the Evidence-Based
9    Funding formula, each Organizational Unit receives funding
10    equal to the sum of its Base Funding Minimum and the unit's
11    allocation of New State Funds determined pursuant to this
12    subsection (g). To allocate New State Funds, the
13    Evidence-Based Funding formula distribution system first
14    places all Organizational Units into one of 4 tiers in
15    accordance with paragraph (3) of this subsection (g), based
16    on the Organizational Unit's Final Percent of Adequacy. New
17    State Funds are allocated to each of the 4 tiers as
18    follows: Tier 1 Aggregate Funding equals 50% of all New
19    State Funds, Tier 2 Aggregate Funding equals 49% of all New
20    State Funds, Tier 3 Aggregate Funding equals 0.9% of all
21    New State Funds, and Tier 4 Aggregate Funding equals 0.1%
22    of all New State Funds. Each Organizational Unit within
23    Tier 1 or Tier 2 receives an allocation of New State Funds
24    equal to its tier Funding Gap, as defined in the following
25    sentence, multiplied by the tier's Allocation Rate
26    determined pursuant to paragraph (4) of this subsection



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1    (g). For Tier 1, an Organizational Unit's Funding Gap
2    equals the tier's Target Ratio, as specified in paragraph
3    (5) of this subsection (g), multiplied by the
4    Organizational Unit's Adequacy Target, with the resulting
5    amount reduced by the Organizational Unit's Final
6    Resources. For Tier 2, an Organizational Unit's Funding Gap
7    equals the tier's Target Ratio, as described in paragraph
8    (5) of this subsection (g), multiplied by the
9    Organizational Unit's Adequacy Target, with the resulting
10    amount reduced by the Organizational Unit's Final
11    Resources and its Tier 1 funding allocation. To determine
12    the Organizational Unit's Funding Gap, the resulting
13    amount is then multiplied by a factor equal to one minus
14    the Organizational Unit's Local Capacity Target
15    percentage. Each Organizational Unit within Tier 3 or Tier
16    4 receives an allocation of New State Funds equal to the
17    product of its Adequacy Target and the tier's Allocation
18    Rate, as specified in paragraph (4) of this subsection (g).
19        (2) To ensure equitable distribution of dollars for all
20    Tier 2 Organizational Units, no Tier 2 Organizational Unit
21    shall receive fewer dollars per ASE than any Tier 3
22    Organizational Unit. Each Tier 2 and Tier 3 Organizational
23    Unit shall have its funding allocation divided by its ASE.
24    Any Tier 2 Organizational Unit with a funding allocation
25    per ASE below the greatest Tier 3 allocation per ASE shall
26    get a funding allocation equal to the greatest Tier 3



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1    funding allocation per ASE multiplied by the
2    Organizational Unit's ASE. Each Tier 2 Organizational
3    Unit's Tier 2 funding allocation shall be multiplied by the
4    percentage calculated by dividing the original Tier 2
5    Aggregate Funding by the sum of all Tier 2 Organizational
6    Units' Tier 2 funding allocation after adjusting
7    districts' funding below Tier 3 levels.
8        (3) Organizational Units are placed into one of 4 tiers
9    as follows:
10            (A) Tier 1 consists of all Organizational Units,
11        except for Specially Funded Units, with a Percent of
12        Adequacy less than the Tier 1 Target Ratio. The Tier 1
13        Target Ratio is the ratio level that allows for Tier 1
14        Aggregate Funding to be distributed, with the Tier 1
15        Allocation Rate determined pursuant to paragraph (4)
16        of this subsection (g).
17            (B) Tier 2 consists of all Tier 1 Units and all
18        other Organizational Units, except for Specially
19        Funded Units, with a Percent of Adequacy of less than
20        0.90.
21            (C) Tier 3 consists of all Organizational Units,
22        except for Specially Funded Units, with a Percent of
23        Adequacy of at least 0.90 and less than 1.0.
24            (D) Tier 4 consists of all Organizational Units
25        with a Percent of Adequacy of at least 1.0.
26        (4) The Allocation Rates for Tiers 1 through 4 are



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1    determined as follows:
2            (A) The Tier 1 Allocation Rate is 30%.
3            (B) The Tier 2 Allocation Rate is the result of the
4        following equation: Tier 2 Aggregate Funding, divided
5        by the sum of the Funding Gaps for all Tier 2
6        Organizational Units, unless the result of such
7        equation is higher than 1.0. If the result of such
8        equation is higher than 1.0, then the Tier 2 Allocation
9        Rate is 1.0.
10            (C) The Tier 3 Allocation Rate is the result of the
11        following equation: Tier 3 Aggregate Funding, divided
12        by the sum of the Adequacy Targets of all Tier 3
13        Organizational Units.
14            (D) The Tier 4 Allocation Rate is the result of the
15        following equation: Tier 4 Aggregate Funding, divided
16        by the sum of the Adequacy Targets of all Tier 4
17        Organizational Units.
18        (5) A tier's Target Ratio is determined as follows:
19            (A) The Tier 1 Target Ratio is the ratio level that
20        allows for Tier 1 Aggregate Funding to be distributed
21        with the Tier 1 Allocation Rate.
22            (B) The Tier 2 Target Ratio is 0.90.
23            (C) The Tier 3 Target Ratio is 1.0.
24        (6) If, at any point, the Tier 1 Target Ratio is
25    greater than 90%, then than all Tier 1 funding shall be
26    allocated to Tier 2 and no Tier 1 Organizational Unit's



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1    funding may be identified.
2        (7) In the event that all Tier 2 Organizational Units
3    receive funding at the Tier 2 Target Ratio level, any
4    remaining New State Funds shall be allocated to Tier 3 and
5    Tier 4 Organizational Units.
6        (8) If any Specially Funded Units, excluding Glenwood
7    Academy, recognized by the State Board do not qualify for
8    direct funding following the implementation of Public Act
9    100-465 from any of the funding sources included within the
10    definition of Base Funding Minimum, the unqualified
11    portion of the Base Funding Minimum shall be transferred to
12    one or more appropriate Organizational Units as determined
13    by the State Superintendent based on the prior year ASE of
14    the Organizational Units.
15        (8.5) If a school district withdraws from a special
16    education cooperative, the portion of the Base Funding
17    Minimum that is attributable to the school district may be
18    redistributed to the school district upon withdrawal. The
19    school district and the cooperative must include the amount
20    of the Base Funding Minimum that is to be reapportioned in
21    their withdrawal agreement and notify the State Board of
22    the change with a copy of the agreement upon withdrawal.
23        (9) The Minimum Funding Level is intended to establish
24    a target for State funding that will keep pace with
25    inflation and continue to advance equity through the
26    Evidence-Based Funding formula. The target for State



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1    funding of New Property Tax Relief Pool Funds is
2    $50,000,000 for State fiscal year 2019 and subsequent State
3    fiscal years. The Minimum Funding Level is equal to
4    $350,000,000. In addition to any New State Funds, no more
5    than $50,000,000 New Property Tax Relief Pool Funds may be
6    counted toward the Minimum Funding Level. If the sum of New
7    State Funds and applicable New Property Tax Relief Pool
8    Funds are less than the Minimum Funding Level, than funding
9    for tiers shall be reduced in the following manner:
10            (A) First, Tier 4 funding shall be reduced by an
11        amount equal to the difference between the Minimum
12        Funding Level and New State Funds until such time as
13        Tier 4 funding is exhausted.
14            (B) Next, Tier 3 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 4 funding until such time as Tier 3 funding is
18        exhausted.
19            (C) Next, Tier 2 funding shall be reduced by an
20        amount equal to the difference between the Minimum
21        Funding Level and New State Funds and the reduction in
22        Tier 4 and Tier 3.
23            (D) Finally, Tier 1 funding shall be reduced by an
24        amount equal to the difference between the Minimum
25        Funding level and New State Funds and the reduction in
26        Tier 2, 3, and 4 funding. In addition, the Allocation



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1        Rate for Tier 1 shall be reduced to a percentage equal
2        to the Tier 1 Allocation Rate set by paragraph (4) of
3        this subsection (g), multiplied by the result of New
4        State Funds divided by the Minimum Funding Level.
5        (9.5) For State fiscal year 2019 and subsequent State
6    fiscal years, if New State Funds exceed $300,000,000, then
7    any amount in excess of $300,000,000 shall be dedicated for
8    purposes of Section 2-3.170 of this Code up to a maximum of
9    $50,000,000.
10        (10) In the event of a decrease in the amount of the
11    appropriation for this Section in any fiscal year after
12    implementation of this Section, the Organizational Units
13    receiving Tier 1 and Tier 2 funding, as determined under
14    paragraph (3) of this subsection (g), shall be held
15    harmless by establishing a Base Funding Guarantee equal to
16    the per pupil kindergarten through grade 12 funding
17    received in accordance with this Section in the prior
18    fiscal year. Reductions shall be made to the Base Funding
19    Minimum of Organizational Units in Tier 3 and Tier 4 on a
20    per pupil basis equivalent to the total number of the ASE
21    in Tier 3-funded and Tier 4-funded Organizational Units
22    divided by the total reduction in State funding. The Base
23    Funding Minimum as reduced shall continue to be applied to
24    Tier 3 and Tier 4 Organizational Units and adjusted by the
25    relative formula when increases in appropriations for this
26    Section resume. In no event may State funding reductions to



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1    Organizational Units in Tier 3 or Tier 4 exceed an amount
2    that would be less than the Base Funding Minimum
3    established in the first year of implementation of this
4    Section. If additional reductions are required, all school
5    districts shall receive a reduction by a per pupil amount
6    equal to the aggregate additional appropriation reduction
7    divided by the total ASE of all Organizational Units.
8        (11) The State Superintendent shall make minor
9    adjustments to the distribution formula set forth in this
10    subsection (g) to account for the rounding of percentages
11    to the nearest tenth of a percentage and dollar amounts to
12    the nearest whole dollar.
13    (h) State Superintendent administration of funding and
14district submission requirements.
15        (1) The State Superintendent shall, in accordance with
16    appropriations made by the General Assembly, meet the
17    funding obligations created under this Section.
18        (2) The State Superintendent shall calculate the
19    Adequacy Target for each Organizational Unit and Net State
20    Contribution Target for each Organizational Unit under
21    this Section. No Evidence-Based Funding shall be
22    distributed within an Organizational Unit without the
23    approval of the unit's school board.
24        (3) Annually, the State Superintendent shall calculate
25    and report to each Organizational Unit the unit's aggregate
26    financial adequacy amount, which shall be the sum of the



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1    Adequacy Target for each Organizational Unit. The State
2    Superintendent shall calculate and report separately for
3    each Organizational Unit the unit's total State funds
4    allocated for its students with disabilities. The State
5    Superintendent shall calculate and report separately for
6    each Organizational Unit the amount of funding and
7    applicable FTE calculated for each Essential Element of the
8    unit's Adequacy Target.
9        (4) Annually, the State Superintendent shall calculate
10    and report to each Organizational Unit the amount the unit
11    must expend on special education and bilingual education
12    and computer technology and equipment for Organizational
13    Units assigned to Tier 1 or Tier 2 that received an
14    additional $285.50 per student computer technology and
15    equipment investment grant to their Adequacy Target
16    pursuant to the unit's Base Funding Minimum, Special
17    Education Allocation, Bilingual Education Allocation, and
18    computer technology and equipment investment allocation.
19        (5) Moneys distributed under this Section shall be
20    calculated on a school year basis, but paid on a fiscal
21    year basis, with payments beginning in August and extending
22    through June. Unless otherwise provided, the moneys
23    appropriated for each fiscal year shall be distributed in
24    22 equal payments at least 2 times monthly to each
25    Organizational Unit. If moneys appropriated for any fiscal
26    year are distributed other than monthly, the distribution



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1    shall be on the same basis for each Organizational Unit.
2        (6) Any school district that fails, for any given
3    school year, to maintain school as required by law or to
4    maintain a recognized school is not eligible to receive
5    Evidence-Based Funding. In case of non-recognition of one
6    or more attendance centers in a school district otherwise
7    operating recognized schools, the claim of the district
8    shall be reduced in the proportion that the enrollment in
9    the attendance center or centers bears to the enrollment of
10    the school district. "Recognized school" means any public
11    school that meets the standards for recognition by the
12    State Board. A school district or attendance center not
13    having recognition status at the end of a school term is
14    entitled to receive State aid payments due upon a legal
15    claim that was filed while it was recognized.
16        (7) School district claims filed under this Section are
17    subject to Sections 18-9 and 18-12 of this Code, except as
18    otherwise provided in this Section.
19        (8) Each fiscal year, the State Superintendent shall
20    calculate for each Organizational Unit an amount of its
21    Base Funding Minimum and Evidence-Based Funding that shall
22    be deemed attributable to the provision of special
23    educational facilities and services, as defined in Section
24    14-1.08 of this Code, in a manner that ensures compliance
25    with maintenance of State financial support requirements
26    under the federal Individuals with Disabilities Education



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1    Act. An Organizational Unit must use such funds only for
2    the provision of special educational facilities and
3    services, as defined in Section 14-1.08 of this Code, and
4    must comply with any expenditure verification procedures
5    adopted by the State Board.
6        (9) All Organizational Units in this State must submit
7    annual spending plans by the end of September of each year
8    to the State Board as part of the annual budget process,
9    which shall describe how each Organizational Unit will
10    utilize the Base Funding Minimum and Evidence-Based
11    Funding it receives from this State under this Section with
12    specific identification of the intended utilization of
13    Low-Income, English learner, and special education
14    resources. Additionally, the annual spending plans of each
15    Organizational Unit shall describe how the Organizational
16    Unit expects to achieve student growth and how the
17    Organizational Unit will achieve State education goals, as
18    defined by the State Board. The State Superintendent may,
19    from time to time, identify additional requisites for
20    Organizational Units to satisfy when compiling the annual
21    spending plans required under this subsection (h). The
22    format and scope of annual spending plans shall be
23    developed by the State Superintendent and the State Board
24    of Education. School districts that serve students under
25    Article 14C of this Code shall continue to submit
26    information as required under Section 14C-12 of this Code.



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1        (10) No later than January 1, 2018, the State
2    Superintendent shall develop a 5-year strategic plan for
3    all Organizational Units to help in planning for adequacy
4    funding under this Section. The State Superintendent shall
5    submit the plan to the Governor and the General Assembly,
6    as provided in Section 3.1 of the General Assembly
7    Organization Act. The plan shall include recommendations
8    for:
9            (A) a framework for collaborative, professional,
10        innovative, and 21st century learning environments
11        using the Evidence-Based Funding model;
12            (B) ways to prepare and support this State's
13        educators for successful instructional careers;
14            (C) application and enhancement of the current
15        financial accountability measures, the approved State
16        plan to comply with the federal Every Student Succeeds
17        Act, and the Illinois Balanced Accountability Measures
18        in relation to student growth and elements of the
19        Evidence-Based Funding model; and
20            (D) implementation of an effective school adequacy
21        funding system based on projected and recommended
22        funding levels from the General Assembly.
23        (11) On an annual basis, the State Superintendent must
24    recalibrate all of the following per pupil elements of the
25    Adequacy Target and applied to the formulas, based on the
26    study of average expenses and as reported in the most



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1    recent annual financial report:
2            (A) Gifted under subparagraph (M) of paragraph (2)
3        of subsection (b).
4            (B) Instructional materials under subparagraph (O)
5        of paragraph (2) of subsection (b).
6            (C) Assessment under subparagraph (P) of paragraph
7        (2) of subsection (b).
8            (D) Student activities under subparagraph (R) of
9        paragraph (2) of subsection (b).
10            (E) Maintenance and operations under subparagraph
11        (S) of paragraph (2) of subsection (b).
12            (F) Central office under subparagraph (T) of
13        paragraph (2) of subsection (b).
14    (i) Professional Review Panel.
15        (1) A Professional Review Panel is created to study and
16    review topics related to the implementation and effect of
17    Evidence-Based Funding, as assigned by a joint resolution
18    or Public Act of the General Assembly or a motion passed by
19    the State Board of Education. The Panel must provide
20    recommendations to and serve the Governor, the General
21    Assembly, and the State Board. The State Superintendent or
22    his or her designee must serve as a voting member and
23    chairperson of the Panel. The State Superintendent must
24    appoint a vice chairperson from the membership of the
25    Panel. The Panel must advance recommendations based on a
26    three-fifths majority vote of Panel members present and



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1    voting. A minority opinion may also accompany any
2    recommendation of the Panel. The Panel shall be appointed
3    by the State Superintendent, except as otherwise provided
4    in paragraph (2) of this subsection (i) and include the
5    following members:
6            (A) Two appointees that represent district
7        superintendents, recommended by a statewide
8        organization that represents district superintendents.
9            (B) Two appointees that represent school boards,
10        recommended by a statewide organization that
11        represents school boards.
12            (C) Two appointees from districts that represent
13        school business officials, recommended by a statewide
14        organization that represents school business
15        officials.
16            (D) Two appointees that represent school
17        principals, recommended by a statewide organization
18        that represents school principals.
19            (E) Two appointees that represent teachers,
20        recommended by a statewide organization that
21        represents teachers.
22            (F) Two appointees that represent teachers,
23        recommended by another statewide organization that
24        represents teachers.
25            (G) Two appointees that represent regional
26        superintendents of schools, recommended by



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1        organizations that represent regional superintendents.
2            (H) Two independent experts selected solely by the
3        State Superintendent.
4            (I) Two independent experts recommended by public
5        universities in this State.
6            (J) One member recommended by a statewide
7        organization that represents parents.
8            (K) Two representatives recommended by collective
9        impact organizations that represent major metropolitan
10        areas or geographic areas in Illinois.
11            (L) One member from a statewide organization
12        focused on research-based education policy to support
13        a school system that prepares all students for college,
14        a career, and democratic citizenship.
15            (M) One representative from a school district
16        organized under Article 34 of this Code.
17        The State Superintendent shall ensure that the
18    membership of the Panel includes representatives from
19    school districts and communities reflecting the
20    geographic, socio-economic, racial, and ethnic diversity
21    of this State. The State Superintendent shall additionally
22    ensure that the membership of the Panel includes
23    representatives with expertise in bilingual education and
24    special education. Staff from the State Board shall staff
25    the Panel.
26        (2) In addition to those Panel members appointed by the



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1    State Superintendent, 4 members of the General Assembly
2    shall be appointed as follows: one member of the House of
3    Representatives appointed by the Speaker of the House of
4    Representatives, one member of the Senate appointed by the
5    President of the Senate, one member of the House of
6    Representatives appointed by the Minority Leader of the
7    House of Representatives, and one member of the Senate
8    appointed by the Minority Leader of the Senate. There shall
9    be one additional member appointed by the Governor. All
10    members appointed by legislative leaders or the Governor
11    shall be non-voting, ex officio members.
12        (3) The Panel must study topics at the direction of the
13    General Assembly or State Board of Education, as provided
14    under paragraph (1). The Panel may also study the following
15    topics at the direction of the chairperson:
16            (A) The format and scope of annual spending plans
17        referenced in paragraph (9) of subsection (h) of this
18        Section.
19            (B) The Comparable Wage Index under this Section.
20            (C) Maintenance and operations, including capital
21        maintenance and construction costs.
22            (D) "At-risk student" definition.
23            (E) Benefits.
24            (F) Technology.
25            (G) Local Capacity Target.
26            (H) Funding for Alternative Schools, Laboratory



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1        Schools, safe schools, and alternative learning
2        opportunities programs.
3            (I) Funding for college and career acceleration
4        strategies.
5            (J) Special education investments.
6            (K) Early childhood investments, in collaboration
7        with the Illinois Early Learning Council.
8        (4) (Blank).
9        (5) Within 5 years after the implementation of this
10    Section, and every 5 years thereafter, the Panel shall
11    complete an evaluative study of the entire Evidence-Based
12    Funding model, including an assessment of whether or not
13    the formula is achieving State goals. The Panel shall
14    report to the State Board, the General Assembly, and the
15    Governor on the findings of the study.
16        (6) (Blank).
17        (7) To ensure that (i) the Adequacy Target calculation
18    under subsection (b) accurately reflects the needs of
19    students living in poverty or attending schools located in
20    areas of high poverty, (ii) racial equity within the
21    Evidence-Based Funding formula is explicitly explored and
22    advanced, and (iii) the funding goals of the formula
23    distribution system established under this Section are
24    sufficient to provide adequate funding for every student
25    and to fully fund every school in this State, the Panel
26    shall review the Essential Elements under paragraph (2) of



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1    subsection (b). The Panel shall consider all of the
2    following in its review:
3            (A) The financial ability of school districts to
4        provide instruction in a foreign language to every
5        student and whether an additional Essential Element
6        should be added to the formula to ensure that every
7        student has access to instruction in a foreign
8        language.
9            (B) The adult-to-student ratio for each Essential
10        Element in which a ratio is identified. The Panel shall
11        consider whether the ratio accurately reflects the
12        staffing needed to support students living in poverty
13        or who have traumatic backgrounds.
14            (C) Changes to the Essential Elements that may be
15        required to better promote racial equity and eliminate
16        structural racism within schools.
17            (D) The impact of investing $350,000,000 in
18        additional funds each year under this Section and an
19        estimate of when the school system will become fully
20        funded under this level of appropriation.
21            (E) Provide an overview of alternative funding
22        structures that would enable the State to become fully
23        funded at an earlier date.
24            (F) The potential to increase efficiency and to
25        find cost savings within the school system to expedite
26        the journey to a fully funded system.



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1            (G) The appropriate levels for reenrolling and
2        graduating high-risk high school students who have
3        been previously out of school. These outcomes shall
4        include enrollment, attendance, skill gains, credit
5        gains, graduation or promotion to the next grade level,
6        and the transition to college, training, or
7        employment, with an emphasis on progressively
8        increasing the overall attendance.
9            (H) The evidence-based or research-based practices
10        that are shown to reduce the gaps and disparities
11        experienced by African American students in academic
12        achievement and educational performance, including
13        practices that have been shown to reduce parities in
14        disciplinary rates, drop-out rates, graduation rates,
15        college matriculation rates, and college completion
16        rates.
17        On or before December 31, 2021, the Panel shall report
18    to the State Board, the General Assembly, and the Governor
19    on the findings of its review. This paragraph (7) is
20    inoperative on and after July 1, 2022.
21    (j) References. Beginning July 1, 2017, references in other
22laws to general State aid funds or calculations under Section
2318-8.05 of this Code (now repealed) shall be deemed to be
24references to evidence-based model formula funds or
25calculations under this Section.
26(Source: P.A. 100-465, eff. 8-31-17; 100-578, eff. 1-31-18;



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1100-582, eff. 3-23-18; 101-10, eff. 6-5-19; 101-17, eff.
26-14-19; 101-643, eff. 6-18-20; revised 8-21-20.)
Article 95.

4    Section 95-1. Short title. This Article may be cited as the
5Equity in Higher Education Act. References in this Article to
6"this Act" mean this Article.
7    Section 95-5. Findings; policies.
8    (a) The General Assembly finds the following:
9        (1) Historic and continuous systemic racism has
10    created significant disparities in college access,
11    affordability, and completion for Black, Latinx,
12    low-income, and other underrepresented and historically
13    underserved students.
14        (2) Higher education is examining its role as a
15    contributor to systemic racism, while recognizing its
16    place in providing opportunity and upward mobility, and its
17    role as a powerful actor in dismantling systemic racism.
18        (3) Chicago State University has created the Equity
19    Working Group, which includes statewide representation of
20    private, community, and public sector stakeholders, to
21    create an action plan for employers, the secondary and
22    postsecondary education systems, philanthropic
23    organizations, community-based organizations, and our



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1    executive and legislative bodies to improve college
2    access, completion, and post-graduation outcomes for Black
3    college students in Illinois.
4        (4) Despite similar numbers of Black high school
5    graduates, Illinois saw about 25,000 fewer Black enrollees
6    in Illinois higher education in 2018 compared to 2008.
7        (5) Illinois must address wide disparities in degree
8    completion at Illinois community colleges, which currently
9    graduate Black and Latinx students at a rate of 14% and 26%
10    respectively compared to the rate of 38% for White
11    students, as well as at public universities, which
12    currently graduate Black and Latinx students at a rate of
13    34% and 49% respectively compared to 66% of White students,
14    within 6 years.
15        (6) The State of Illinois benefits from a diverse
16    public higher education system that includes universities
17    and community colleges with different missions and scopes
18    that maximize college enrollment, persistence, and
19    completion of underrepresented and historically
20    underserved students, including Black and Latinx students
21    and students from low-income families.
22        (7) Illinois has a moral obligation and an economic
23    interest in dismantling and reforming structures that
24    create or exacerbate racial and socioeconomic inequities
25    in K-12 and higher education.
26        (8) The Board of Higher Education has a statutory



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1    obligation to create a strategic plan for higher education
2    and has adopted core principles to guide this plan.
3        (9) The Board of Higher Education has included among
4    its core principles designed to guide the strategic plan
5    the assumption that excellence coupled with equity should
6    drive the higher education system and that the higher
7    education system will make equity-driven decisions,
8    elevating the voices of those who have been underserved,
9    and actively identify and remove systemic barriers that
10    have prevented students of color, first generation college
11    students, low-income students, adult learners, and rural
12    students from accessing and succeeding in higher
13    education; access and affordability as well as high quality
14    are embedded in the definition of equity.
15    (b) The General Assembly supports all of the following work
16and goals of the Board of Higher Education:
17        (1) Its work on the strategic plan for higher education
18    and the vision it has set forth that over the next 10 years
19    Illinois will have an equitable, accessible, innovative,
20    nimble, and aligned higher education ecosystem that
21    ensures individuals, families, and communities across the
22    state thrive.
23        (2) Its goal to close equity gaps in higher education
24    in Illinois and that the strategic plan will identify
25    multiple strategies to achieve this goal.
26        (3) Its goal to increase postsecondary



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1    credential/degree attainment and develop talent to drive
2    the economy of Illinois and that the strategic plan will
3    identify strategies to achieve this goal, including
4    embedding equity in the State's attainment goal.
5        (4) Its goal to improve higher education
6    affordability, increase access, and manage costs and the
7    expectation that the strategic plan will identify
8    strategies for stakeholders to achieve these goals,
9    including opportunities to improve efficiency and
10    principles for equitable and adequate ways to fund higher
11    education.
12    (c) The General Assembly encourages the Board of Higher
13Education to prepare an array of policy, practice, and proposed
14legislative changes required to implement the strategic plan,
15along with an implementation process and timeline by May 1,
162021 and to regularly evaluate the impact of the implementation
17of the strategic plan and publicly report the evaluation to
18ensure that the goals are achieved as intended and lead to a
19high-quality, equitable, and diverse higher education system
20in Illinois.
Article 100.

22    Section 100-1. Short title. This Act may be cited as the
23Developmental Education Reform Act. References in this Article
24to "this Act" mean this Article.



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1    Section 100-5. Findings. The General Assembly makes all of
2the following findings:
3        (1) Nearly 50% of this State's high school graduates
4    who enroll full-time in a community college are placed in
5    developmental education coursework in at least one
6    subject. Community colleges place nearly 71% of Black
7    students in developmental education courses compared to
8    42% of white students.
9        (2) Traditional developmental education courses cost
10    students time and money and expend their financial aid
11    because a student does not receive college credit for the
12    successful completion of a traditional developmental
13    education course. This can be a barrier to enrollment,
14    persistence, and certificate or degree completion.
15        (3) Developmental education courses can exacerbate
16    inequities in higher education. Community colleges
17    graduate Black students who are placed in developmental
18    education courses at a rate of approximately 8% compared to
19    a graduation rate of 26% for white students who are placed
20    in developmental education courses.
21        (4) A history of inconsistent and inadequate
22    approaches to student placement in community college
23    coursework, such as the reliance on standardized test
24    scores, has resulted in too many students being placed in
25    developmental education coursework who could otherwise



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1    succeed in introductory college-level coursework or
2    introductory college-level coursework with concurrent
3    support.
4        (5) Developmental education reform is in progress, and
5    public institutions of higher education and State agencies
6    have undertaken voluntary efforts and committed resources
7    to improve placement and to address disparities in the
8    successful completion of introductory college-level
9    coursework.
10        (6) The Illinois Council of Community College
11    Presidents, the Illinois Community College Chief Academic
12    Officers Commission, the Illinois Community College Chief
13    Student Services Officers Commission, and the Illinois
14    Mathematics Association of Community Colleges have already
15    developed and approved a more equitable, multiple measures
16    framework for placement in coursework that is currently
17    implemented at many but not all community colleges.
18        (7) In 2019, members of the General Assembly, faculty
19    and administrators from public institutions of higher
20    education, board trustees from community college
21    districts, representatives from the Board of Higher
22    Education, the Illinois Community College Board, and other
23    appointed stakeholders convened a task force to inventory
24    and study developmental education models employed by
25    public community colleges and universities in this State
26    and to submit a detailed plan for scaling developmental



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1    education reforms in which all students who are placed in
2    developmental education coursework are enrolled in an
3    evidence-based developmental education model that
4    maximizes a student's likelihood of completing an
5    introductory college-level course within his or her first 2
6    semesters at an institution of higher education. The data
7    released by the task force indicates all of the following:
8            (A) Despite more effective developmental education
9        models, community colleges and universities use the
10        traditional developmental education model for 77% of
11        students who place in a developmental education
12        mathematics course and for 67% of students who place in
13        a developmental English language course.
14            (B) Improved policies, programs, and practices are
15        essential to address the systemic inequities that
16        exist in postsecondary education in this State, such as
17        the disproportionate enrollment of Black students in
18        developmental education courses.
19        (8) To support further reform to developmental
20    education in mathematics, additional work needs to be done
21    in order to more adequately define the math pathways and
22    the various ways that students satisfy mathematics credit
23    requirements depending upon their academic and career
24    pathways.
25    Section 100-10. Definitions. In this Act:



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1    "College-level English language or mathematics course" or
2"college-level English language or mathematics coursework"
3means a course that bears credit and fulfills English language
4or mathematics credit requirements for a baccalaureate degree,
5a certificate, or an associate degree from a postsecondary
6educational institution.
7    "Community college" means a public community college in
8this State.
9    "Developmental education" means instruction through which
10a high school graduate who applies to a college credit program
11may attain the communication and computation skills necessary
12to successfully complete college-level coursework.
13    "Developmental education course" or "developmental
14education coursework" means a course or a category of courses
15in which students are placed based on an institution's finding
16that a student does not have the proficiency necessary to
17succeed in an introductory college-level English language or
18mathematics course.
19    "Institution of higher education" or "institution" means a
20public community college or university in this State.
21    "University" means a public university in this State.
22    Section 100-15. Placement measures.
23    (a) On or before May 1, 2022, a community college shall use
24each of the following measures, as appropriate, to determine
25the placement of a student in introductory college-level



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1English language or mathematics coursework and shall use the
2scores set forth in recommendations approved by the Illinois
3Council of Community College Presidents on June 1, 2018:
4        (1) A student's cumulative high school grade point
5    average.
6        (2) A student's successful completion of an
7    appropriate high school transition course in mathematics
8    or English.
9        (3) A student's successful completion of an
10    appropriate developmental education or introductory
11    college-level English language or mathematics course at
12    another regionally accredited postsecondary educational
13    institution.
14    (b) In determining the placement of a student in
15introductory college-level English language or mathematics
16coursework, a community college shall consider the
17standardized test scores provided by the student for placement
18in an introductory college-level English language or
19mathematics course.
20    In addition, a community college is encouraged to use the
21scores set forth in recommendations approved by the Illinois
22Council of Community College Presidents on June 1, 2018 and
23should also consider other individual measures for placement in
24an introductory college-level English language or mathematics
25course, as set forth in recommendations approved by the
26Illinois Council of Community College Presidents on June 1,



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12018, and the scores set forth in those recommendations.
2    In its discretion, a community college may accept a lower
3score on individual placement measures or accept lower scores
4in combination with other placement measures than those set
5forth in the recommendations.
6    (c) If a student qualifies for placement in an introductory
7college-level English language or mathematics course using a
8single measure under subsection (a) or (b), no additional
9measures need to be considered for placement of the student in
10the introductory college-level English language or mathematics
12    Section 100-20. Recommendations of Illinois Council of
13Community College Presidents recommendation revisions; math
15    (a) If the Illinois Council of Community College Presidents
16approves any revised recommendations for determining the
17placement of students in introductory college-level English
18language or mathematics courses in response to changes in
19scoring systems, the introduction and use of additional
20measures, or evidence that demonstrates the inaccuracy in the
21use of scores in previous recommendations, then, within one
22year after the date of the adoption of those revised
23recommendations, references in this Act to recommendations
24approved by the Illinois Council of Community College
25Presidents on June 1, 2018 shall mean the revised



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1recommendations. The General Assembly may request that the
2Illinois Council of Community College Presidents provide to the
3General Assembly the rationale and supporting evidence for any
4revision to the Council's recommendations.
5    (b) Beginning no later than December 1, 2021, the Illinois
6Board of Higher Education shall convene stakeholders to
7consider a multiple measures framework for placement into
8college-level coursework for Illinois public universities with
9considerations for math pathways and major requirements.
10    Section 100-25. Placement policy; report.
11    (a) Each institution of higher education shall publicly
12post its placement policy in a manner that is easily accessible
13to both students and prospective students.
14    (b) On or before July 1, 2023, the Illinois Community
15College Board shall issue a report, which shall be made
16available to the public on its Internet website, concerning
17each community college's developmental education and
18college-level coursework placement policy and the policy's
19outcomes. The data disclosed in the report must be consistent
20with the Illinois Community College Board's requirements for
21data collection and should be disaggregated by developmental
22education course model, as defined by the Illinois Community
23College Board, and by gender, race and ethnicity, and federal
24Pell Grant status.



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1    Section 100-30. Institutional plans; report.
2    (a) On or before May 1, 2022, each university shall submit
3to the Board of Higher Education and each community college
4shall submit to the Illinois Community College Board its
5institutional plan for scaling evidence-based developmental
6education reforms to maximize the probability that a student
7will be placed in and successfully complete introductory
8college-level English language or mathematics coursework
9within 2 semesters at the institution. At a minimum, a plan
10submitted by an institution shall include all of the following:
11        (1) A description of the current developmental
12    education models offered by the institution. If the
13    institution does not currently offer developmental
14    education coursework, it must provide details regarding
15    its decision not to offer developmental education
16    coursework and the pathways that are available to students
17    deemed to be insufficiently prepared for introductory
18    college-level English language or mathematics coursework.
19        (2) A description of the developmental education
20    models that will be implemented and scaled and the basis of
21    the evidence and associated data that the institution
22    considered in making the decision to scale each model.
23        (3) Baseline data and benchmarks for progress,
24    including, but not limited to, (i) enrollment in
25    credit-bearing English language or mathematics courses,
26    (ii) rates of successful completion of introductory



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1    college-level English language or mathematics courses, and
2    (iii) college-credit accumulation.
3        (4) Detailed plans for scaling reforms and improving
4    outcomes for all students placed in traditional
5    developmental education models or models with comparable
6    introductory college-level course completion rates. The
7    plan shall provide details about the expected improvements
8    in educational outcomes for Black students as result of the
9    proposed reforms.
10    (b) On or before January 1, 2023 and every 2 years
11thereafter, the Board of Higher Education and Illinois
12Community College Board shall collect data and report to the
13General Assembly and the public the status of developmental
14education reforms at institutions. The report must include data
15on the progress of the developmental education reforms,
16including, but not limited to, (i) enrollment in credit-bearing
17English language or mathematics courses, (ii) rates of
18successful completion of introductory college-level English
19language or mathematics courses, and (iii) college-credit
20accumulation. The data should be disaggregated by gender, race
21and ethnicity, federal Pell Grant status, and other variables
22of interest to the Board of Higher Education and the Illinois
23Community College Board.
24    (c) On or before January 1, 2024 and every 2 years
25thereafter, the Board of Higher Education and Illinois
26Community College Board, in consultation with institutions of



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1higher education and other stakeholders, shall consider
2additional data reporting requirements to facilitate the
3rigorous and continuous evaluation of each institution's
4implementation plan and its impact on improving outcomes for
5students in developmental education, particularly for Black
7    Section 100-90. Family Educational Rights and Privacy Act
8of 1974. Nothing in this Act supersedes the federal Family
9Educational Rights and Privacy Act of 1974 or rules adopted
10pursuant to the federal Family Educational Rights and Privacy
11Act of 1974.
Article 115.

13    Section 115-5. The School Code is amended by changing
14Section 21B-50 as follows:
15    (105 ILCS 5/21B-50)
16    Sec. 21B-50. Alternative Educator Licensure Program.
17    (a) There is established an alternative educator licensure
18program, to be known as the Alternative Educator Licensure
19Program for Teachers.
20    (b) The Alternative Educator Licensure Program for
21Teachers may be offered by a recognized institution approved to
22offer educator preparation programs by the State Board of



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1Education, in consultation with the State Educator Preparation
2and Licensure Board.
3    The program shall be comprised of 4 phases:
4        (1) A course of study that at a minimum includes
5    instructional planning; instructional strategies,
6    including special education, reading, and English language
7    learning; classroom management; and the assessment of
8    students and use of data to drive instruction.
9        (2) A year of residency, which is a candidate's
10    assignment to a full-time teaching position or as a
11    co-teacher for one full school year. An individual must
12    hold an Educator License with Stipulations with an
13    alternative provisional educator endorsement in order to
14    enter the residency and must complete additional program
15    requirements that address required State and national
16    standards, pass the State Board's teacher performance
17    assessment no later than the end of the first semester of
18    the second year of residency, as required under phase (3)
19    of this subsection (b), and be recommended by the principal
20    or qualified equivalent of a principal, as required under
21    subsection (d) of this Section, and the program coordinator
22    to continue with the second year of the residency.
23        (3) A second year of residency, which shall include the
24    candidate's assignment to a full-time teaching position
25    for one school year. The candidate must be assigned an
26    experienced teacher to act as a mentor and coach the



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1    candidate through the second year of residency.
2        (4) A comprehensive assessment of the candidate's
3    teaching effectiveness, as evaluated by the principal or
4    qualified equivalent of a principal, as required under
5    subsection (d) of this Section, and the program
6    coordinator, at the end of the second year of residency. If
7    there is disagreement between the 2 evaluators about the
8    candidate's teaching effectiveness, the candidate may
9    complete one additional year of residency teaching under a
10    professional development plan developed by the principal
11    or qualified equivalent and the preparation program. At the
12    completion of the third year, a candidate must have
13    positive evaluations and a recommendation for full
14    licensure from both the principal or qualified equivalent
15    and the program coordinator or no Professional Educator
16    License shall be issued.
17    Successful completion of the program shall be deemed to
18satisfy any other practice or student teaching and content
19matter requirements established by law.
20    (c) An alternative provisional educator endorsement on an
21Educator License with Stipulations is valid for 2 years of
22teaching in the public schools, including without limitation a
23preschool educational program under Section 2-3.71 of this Code
24or charter school, or in a State-recognized nonpublic school in
25which the chief administrator is required to have the licensure
26necessary to be a principal in a public school in this State



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1and in which a majority of the teachers are required to have
2the licensure necessary to be instructors in a public school in
3this State, but may be renewed for a third year if needed to
4complete the Alternative Educator Licensure Program for
5Teachers. The endorsement shall be issued only once to an
6individual who meets all of the following requirements:
7        (1) Has graduated from a regionally accredited college
8    or university with a bachelor's degree or higher.
9        (2) (Blank). Has a cumulative grade point average of
10    3.0 or greater on a 4.0 scale or its equivalent on another
11    scale.
12        (3) Has completed a major in the content area if
13    seeking a middle or secondary level endorsement or, if
14    seeking an early childhood, elementary, or special
15    education endorsement, has completed a major in the content
16    area of reading, English/language arts, mathematics, or
17    one of the sciences. If the individual does not have a
18    major in a content area for any level of teaching, he or
19    she must submit transcripts to the State Board of Education
20    to be reviewed for equivalency.
21        (4) Has successfully completed phase (1) of subsection
22    (b) of this Section.
23        (5) Has passed a content area test required for the
24    specific endorsement for admission into the program, as
25    required under Section 21B-30 of this Code.
26    A candidate possessing the alternative provisional



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1educator endorsement may receive a salary, benefits, and any
2other terms of employment offered to teachers in the school who
3are members of an exclusive bargaining representative, if any,
4but a school is not required to provide these benefits during
5the years of residency if the candidate is serving only as a
6co-teacher. If the candidate is serving as the teacher of
7record, the candidate must receive a salary, benefits, and any
8other terms of employment. Residency experiences must not be
9counted towards tenure.
10    (d) The recognized institution offering the Alternative
11Educator Licensure Program for Teachers must partner with a
12school district, including without limitation a preschool
13educational program under Section 2-3.71 of this Code or
14charter school, or a State-recognized, nonpublic school in this
15State in which the chief administrator is required to have the
16licensure necessary to be a principal in a public school in
17this State and in which a majority of the teachers are required
18to have the licensure necessary to be instructors in a public
19school in this State. A recognized institution that partners
20with a public school district administering a preschool
21educational program under Section 2-3.71 of this Code must
22require a principal to recommend or evaluate candidates in the
23program. A recognized institution that partners with an
24eligible entity administering a preschool educational program
25under Section 2-3.71 of this Code and that is not a public
26school district must require a principal or qualified



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1equivalent of a principal to recommend or evaluate candidates
2in the program. The program presented for approval by the State
3Board of Education must demonstrate the supports that are to be
4provided to assist the provisional teacher during the 2-year
5residency period. These supports must provide additional
6contact hours with mentors during the first year of residency.
7    (e) Upon completion of the 4 phases outlined in subsection
8(b) of this Section and all assessments required under Section
921B-30 of this Code, an individual shall receive a Professional
10Educator License.
11    (f) The State Board of Education, in consultation with the
12State Educator Preparation and Licensure Board, may adopt such
13rules as may be necessary to establish and implement the
14Alternative Educator Licensure Program for Teachers.
15(Source: P.A. 100-596, eff. 7-1-18; 100-822, eff. 1-1-19;
16101-220, eff. 8-7-19; 101-570, eff. 8-23-19; 101-643, eff.
Article 120.

19    Section 120-5. The Higher Education Student Assistance Act
20is amended by changing Section 50 as follows:
21    (110 ILCS 947/50)
22    Sec. 50. Minority Teachers of Illinois scholarship



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1    (a) As used in this Section:
2        "Eligible applicant" means a minority student who has
3    graduated from high school or has received a high school
4    equivalency certificate and has maintained a cumulative
5    grade point average of no less than 2.5 on a 4.0 scale, and
6    who by reason thereof is entitled to apply for scholarships
7    to be awarded under this Section.
8        "Minority student" means a student who is any of the
9    following:
10            (1) American Indian or Alaska Native (a person
11        having origins in any of the original peoples of North
12        and South America, including Central America, and who
13        maintains tribal affiliation or community attachment).
14            (2) Asian (a person having origins in any of the
15        original peoples of the Far East, Southeast Asia, or
16        the Indian subcontinent, including, but not limited
17        to, Cambodia, China, India, Japan, Korea, Malaysia,
18        Pakistan, the Philippine Islands, Thailand, and
19        Vietnam).
20            (3) Black or African American (a person having
21        origins in any of the black racial groups of Africa).
22        Terms such as "Haitian" or "Negro" can be used in
23        addition to "Black or African American".
24            (4) Hispanic or Latino (a person of Cuban, Mexican,
25        Puerto Rican, South or Central American, or other
26        Spanish culture or origin, regardless of race).



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1            (5) Native Hawaiian or Other Pacific Islander (a
2        person having origins in any of the original peoples of
3        Hawaii, Guam, Samoa, or other Pacific Islands).
4        "Qualified bilingual minority applicant" means a
5    qualified student who demonstrates proficiency in a
6    language other than English by (i) receiving a State Seal
7    of Biliteracy from the State Board of Education or (ii)
8    receiving a passing score on an educator licensure target
9    language proficiency test.
10        "Qualified student" means a person (i) who is a
11    resident of this State and a citizen or permanent resident
12    of the United States; (ii) who is a minority student, as
13    defined in this Section; (iii) who, as an eligible
14    applicant, has made a timely application for a minority
15    teaching scholarship under this Section; (iv) who is
16    enrolled on at least a half-time basis at a qualified
17    Illinois institution of higher learning; (v) who is
18    enrolled in a course of study leading to teacher licensure,
19    including alternative teacher licensure, or, if the
20    student is already licensed to teach, in a course of study
21    leading to an additional teaching endorsement or a master's
22    degree in an academic field in which he or she is teaching
23    or plans to teach or who has received one or more College
24    and Career Pathway Endorsements pursuant to Section 80 of
25    the Postsecondary and Workforce Readiness Act and commits
26    to enrolling in a course of study leading to teacher



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1    licensure, including alternative teacher licensure; (vi)
2    who maintains a grade point average of no less than 2.5 on
3    a 4.0 scale; and (vii) who continues to advance
4    satisfactorily toward the attainment of a degree.
5    (b) In order to encourage academically talented Illinois
6minority students to pursue teaching careers at the preschool
7or elementary or secondary school level and to address and
8alleviate the teacher shortage crisis in this State described
9under the provisions of the Transitions in Education Act, each
10qualified student shall be awarded a minority teacher
11scholarship to any qualified Illinois institution of higher
12learning. However, preference may be given to qualified
13applicants enrolled at or above the junior level.
14    (c) Each minority teacher scholarship awarded under this
15Section shall be in an amount sufficient to pay the tuition and
16fees and room and board costs of the qualified Illinois
17institution of higher learning at which the recipient is
18enrolled, up to an annual maximum of $5,000; except that in the
19case of a recipient who does not reside on-campus at the
20institution at which he or she is enrolled, the amount of the
21scholarship shall be sufficient to pay tuition and fee expenses
22and a commuter allowance, up to an annual maximum of $5,000.
23However, if at least $2,850,000 is appropriated in a given
24fiscal year for the Minority Teachers of Illinois scholarship
25program, then, in each fiscal year thereafter, each scholarship
26awarded under this Section shall be in an amount sufficient to



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1pay the tuition and fees and room and board costs of the
2qualified Illinois institution of higher learning at which the
3recipient is enrolled, up to an annual maximum of $7,500;
4except that in the case of a recipient who does not reside
5on-campus at the institution at which he or she is enrolled,
6the amount of the scholarship shall be sufficient to pay
7tuition and fee expenses and a commuter allowance, up to an
8annual maximum of $7,500.
9    (d) The total amount of minority teacher scholarship
10assistance awarded by the Commission under this Section to an
11individual in any given fiscal year, when added to other
12financial assistance awarded to that individual for that year,
13shall not exceed the cost of attendance at the institution at
14which the student is enrolled. If the amount of minority
15teacher scholarship to be awarded to a qualified student as
16provided in subsection (c) of this Section exceeds the cost of
17attendance at the institution at which the student is enrolled,
18the minority teacher scholarship shall be reduced by an amount
19equal to the amount by which the combined financial assistance
20available to the student exceeds the cost of attendance.
21    (e) The maximum number of academic terms for which a
22qualified student can receive minority teacher scholarship
23assistance shall be 8 semesters or 12 quarters.
24    (f) In any academic year for which an eligible applicant
25under this Section accepts financial assistance through the
26Paul Douglas Teacher Scholarship Program, as authorized by



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1Section 551 et seq. of the Higher Education Act of 1965, the
2applicant shall not be eligible for scholarship assistance
3awarded under this Section.
4    (g) All applications for minority teacher scholarships to
5be awarded under this Section shall be made to the Commission
6on forms which the Commission shall provide for eligible
7applicants. The form of applications and the information
8required to be set forth therein shall be determined by the
9Commission, and the Commission shall require eligible
10applicants to submit with their applications such supporting
11documents or recommendations as the Commission deems
13    (h) Subject to a separate appropriation for such purposes,
14payment of any minority teacher scholarship awarded under this
15Section shall be determined by the Commission. All scholarship
16funds distributed in accordance with this subsection shall be
17paid to the institution and used only for payment of the
18tuition and fee and room and board expenses incurred by the
19student in connection with his or her attendance at a qualified
20Illinois institution of higher learning. Any minority teacher
21scholarship awarded under this Section shall be applicable to 2
22semesters or 3 quarters of enrollment. If a qualified student
23withdraws from enrollment prior to completion of the first
24semester or quarter for which the minority teacher scholarship
25is applicable, the school shall refund to the Commission the
26full amount of the minority teacher scholarship.



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1    (i) The Commission shall administer the minority teacher
2scholarship aid program established by this Section and shall
3make all necessary and proper rules not inconsistent with this
4Section for its effective implementation.
5    (j) When an appropriation to the Commission for a given
6fiscal year is insufficient to provide scholarships to all
7qualified students, the Commission shall allocate the
8appropriation in accordance with this subsection. If funds are
9insufficient to provide all qualified students with a
10scholarship as authorized by this Section, the Commission shall
11allocate the available scholarship funds for that fiscal year
12to qualified students who submit a complete application form on
13or before a date specified by the Commission based on the
14following order of priority:
15        (1) To students who received a scholarship under this
16    Section in the prior academic year and who remain eligible
17    for a minority teacher scholarship under this Section.
18        (2) Except as otherwise provided in subsection (k), to
19    students who demonstrate financial need, as determined by
20    the Commission. on the basis of the date the Commission
21    receives a complete application form.
22    (k) Notwithstanding paragraph (2) of the provisions of
23subsection (j) or any other provision of this Section, at least
2435% 30% of the funds appropriated for scholarships awarded
25under this Section in each fiscal year shall be reserved for
26qualified male minority applicants, with priority being given



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1to qualified Black male applicants beginning with fiscal year
22023. If the Commission does not receive enough applications
3from qualified male minorities on or before January 1 of each
4fiscal year to award 35% 30% of the funds appropriated for
5these scholarships to qualified male minority applicants, then
6the Commission may award a portion of the reserved funds to
7qualified female minority applicants in accordance with
8subsection (j).
9    Beginning with fiscal year 2023, if at least $2,850,000 but
10less than $4,200,000 is appropriated in a given fiscal year for
11scholarships awarded under this Section, then at least 10% of
12the funds appropriated shall be reserved for qualified
13bilingual minority applicants, with priority being given to
14qualified bilingual minority applicants who are enrolled in an
15educator preparation program with a concentration in
16bilingual, bicultural education. Beginning with fiscal year
172023, if at least $4,200,000 is appropriated in a given fiscal
18year for the Minority Teachers of Illinois scholarship program,
19then at least 30% of the funds appropriated shall be reserved
20for qualified bilingual minority applicants, with priority
21being given to qualified bilingual minority applicants who are
22enrolled in an educator preparation program with a
23concentration in bilingual, bicultural education. Beginning
24with fiscal year 2023, if at least $2,850,000 is appropriated
25in a given fiscal year for scholarships awarded under this
26Section but the Commission does not receive enough applications



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1from qualified bilingual minority applicants on or before
2January 1 of that fiscal year to award at least 10% of the
3funds appropriated to qualified bilingual minority applicants,
4then the Commission may, in its discretion, award a portion of
5the reserved funds to other qualified students in accordance
6with subsection (j).
7    (l) Prior to receiving scholarship assistance for any
8academic year, each recipient of a minority teacher scholarship
9awarded under this Section shall be required by the Commission
10to sign an agreement under which the recipient pledges that,
11within the one-year period following the termination of the
12program for which the recipient was awarded a minority teacher
13scholarship, the recipient (i) shall begin teaching for a
14period of not less than one year for each year of scholarship
15assistance he or she was awarded under this Section; and (ii)
16shall fulfill this teaching obligation at a nonprofit Illinois
17public, private, or parochial preschool, elementary school, or
18secondary school at which no less than 30% of the enrolled
19students are minority students in the year during which the
20recipient begins teaching at the school or may instead, if the
21recipient received a scholarship as a qualified bilingual
22minority applicant, fulfill this teaching obligation in a
23program in transitional bilingual education pursuant to
24Article 14C of the School Code or in a school in which 20 or
25more English learner students in the same language
26classification are enrolled; and (iii) shall, upon request by



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1the Commission, provide the Commission with evidence that he or
2she is fulfilling or has fulfilled the terms of the teaching
3agreement provided for in this subsection.
4    (m) If a recipient of a minority teacher scholarship
5awarded under this Section fails to fulfill the teaching
6obligation set forth in subsection (l) of this Section, the
7Commission shall require the recipient to repay the amount of
8the scholarships received, prorated according to the fraction
9of the teaching obligation not completed, at a rate of interest
10equal to 5%, and, if applicable, reasonable collection fees.
11The Commission is authorized to establish rules relating to its
12collection activities for repayment of scholarships under this
13Section. All repayments collected under this Section shall be
14forwarded to the State Comptroller for deposit into the State's
15General Revenue Fund.
16    (n) A recipient of minority teacher scholarship shall not
17be considered in violation of the agreement entered into
18pursuant to subsection (l) if the recipient (i) enrolls on a
19full time basis as a graduate student in a course of study
20related to the field of teaching at a qualified Illinois
21institution of higher learning; (ii) is serving, not in excess
22of 3 years, as a member of the armed services of the United
23States; (iii) is a person with a temporary total disability for
24a period of time not to exceed 3 years as established by sworn
25affidavit of a qualified physician; (iv) is seeking and unable
26to find full time employment as a teacher at an Illinois



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1public, private, or parochial preschool or elementary or
2secondary school that satisfies the criteria set forth in
3subsection (l) of this Section and is able to provide evidence
4of that fact; (v) becomes a person with a permanent total
5disability as established by sworn affidavit of a qualified
6physician; (vi) is taking additional courses, on at least a
7half-time basis, needed to obtain licensure as a teacher in
8Illinois; or (vii) is fulfilling teaching requirements
9associated with other programs administered by the Commission
10and cannot concurrently fulfill them under this Section in a
11period of time equal to the length of the teaching obligation.
12    (o) Scholarship recipients under this Section who withdraw
13from a program of teacher education but remain enrolled in
14school to continue their postsecondary studies in another
15academic discipline shall not be required to commence repayment
16of their Minority Teachers of Illinois scholarship so long as
17they remain enrolled in school on a full-time basis or if they
18can document for the Commission special circumstances that
19warrant extension of repayment.
20    (p) If the Minority Teachers of Illinois scholarship
21program does not expend at least 90% of the amount appropriated
22for the program in a given fiscal year for 3 consecutive fiscal
23years and the Commission does not receive enough applications
24from the groups identified in subsection (k) on or before
25January 1 in each of those fiscal years to meet the percentage
26reserved for those groups under subsection (k), then up to 3%



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1of amount appropriated for the program for each of next 3
2fiscal years shall be allocated to increasing awareness of the
3program and for the recruitment of Black male applicants. The
4Commission shall make a recommendation to the General Assembly
5by January 1 of the year immediately following the end of that
6third fiscal year regarding whether the amount allocated to
7increasing awareness and recruitment should continue.
8    (q) Each qualified Illinois institution of higher learning
9that receives funds from the Minority Teachers of Illinois
10scholarship program shall host an annual information session at
11the institution about the program for teacher candidates of
12color in accordance with rules adopted by the Commission.
13Additionally, the institution shall ensure that each
14scholarship recipient enrolled at the institution meets with an
15academic advisor at least once per academic year to facilitate
16on-time completion of the recipient's educator preparation
18    (r) The changes made to this Section by this amendatory Act
19of the 101st General Assembly will first take effect with
20awards made for the 2022-2023 academic year.
21(Source: P.A. 99-143, eff. 7-27-15; 100-235, eff. 6-1-18.)
Article 125.

23    Section 125-5. The Higher Education Student Assistance Act
24is amended by changing Section 65.100 as follows:



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1    (110 ILCS 947/65.100)
2    (Section scheduled to be repealed on October 1, 2024)
3    Sec. 65.100. AIM HIGH Grant Pilot Program.
4    (a) The General Assembly makes all of the following
6        (1) Both access and affordability are important
7    aspects of the Illinois Public Agenda for College and
8    Career Success report.
9        (2) This State is in the top quartile with respect to
10    the percentage of family income needed to pay for college.
11        (3) Research suggests that as loan amounts increase,
12    rather than an increase in grant amounts, the probability
13    of college attendance decreases.
14        (4) There is further research indicating that
15    socioeconomic status may affect the willingness of
16    students to use loans to attend college.
17        (5) Strategic use of tuition discounting can decrease
18    the amount of loans that students must use to pay for
19    tuition.
20        (6) A modest, individually tailored tuition discount
21    can make the difference in a student choosing to attend
22    college and enhance college access for low-income and
23    middle-income families.
24        (7) Even if the federally calculated financial need for
25    college attendance is met, the federally determined



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1    Expected Family Contribution can still be a daunting
2    amount.
3        (8) This State is the second largest exporter of
4    students in the country.
5        (9) When talented Illinois students attend
6    universities in this State, the State and those
7    universities benefit.
8        (10) State universities in other states have adopted
9    pricing and incentives that allow many Illinois residents
10    to pay less to attend an out-of-state university than to
11    remain in this State for college.
12        (11) Supporting Illinois student attendance at
13    Illinois public universities can assist in State efforts to
14    maintain and educate a highly trained workforce.
15        (12) Modest tuition discounts that are individually
16    targeted and tailored can result in enhanced revenue for
17    public universities.
18        (13) By increasing a public university's capacity to
19    strategically use tuition discounting, the public
20    university will be capable of creating enhanced tuition
21    revenue by increasing enrollment yields.
22    (b) In this Section:
23    "Eligible applicant" means a student from any high school
24in this State, whether or not recognized by the State Board of
25Education, who is engaged in a program of study that in due
26course will be completed by the end of the school year and who



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1meets all of the qualifications and requirements under this
3    "Tuition and other necessary fees" includes the customary
4charge for instruction and use of facilities in general and the
5additional fixed fees charged for specified purposes that are
6required generally of non-grant recipients for each academic
7period for which the grant applicant actually enrolls, but does
8not include fees payable only once or breakage fees and other
9contingent deposits that are refundable in whole or in part.
10The Commission may adopt, by rule not inconsistent with this
11Section, detailed provisions concerning the computation of
12tuition and other necessary fees.
13    (c) Beginning with the 2019-2020 academic year, each public
14university may establish a merit-based scholarship pilot
15program known as the AIM HIGH Grant Pilot Program. Each year,
16the Commission shall receive and consider applications from
17public universities under this Section. Subject to
18appropriation and any tuition waiver limitation established by
19the Board of Higher Education, a public university campus may
20award a grant to a student under this Section if it finds that
21the applicant meets all of the following criteria:
22        (1) He or she is a resident of this State and a citizen
23    or eligible noncitizen of the United States.
24        (2) He or she files a Free Application for Federal
25    Student Aid and demonstrates financial need with a
26    household income no greater than 6 times the poverty



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1    guidelines updated periodically in the Federal Register by
2    the U.S. Department of Health and Human Services under the
3    authority of 42 U.S.C. 9902(2). The household income of the
4    applicant at the time of initial application shall be
5    deemed to be the household income of the applicant for the
6    duration of the pilot program.
7        (3) He or she meets the minimum cumulative grade point
8    average or ACT or SAT college admissions test score, as
9    determined by the public university campus.
10        (4) He or she is enrolled in a public university as an
11    undergraduate student on a full-time basis.
12        (5) He or she has not yet received a baccalaureate
13    degree or the equivalent of 135 semester credit hours.
14        (6) He or she is not incarcerated.
15        (7) He or she is not in default on any student loan or
16    does not owe a refund or repayment on any State or federal
17    grant or scholarship.
18        (8) Any other reasonable criteria, as determined by the
19    public university campus.
20    (d) Each public university campus shall determine grant
21renewal criteria consistent with the requirements under this
23    (e) Each participating public university campus shall post
24on its Internet website criteria and eligibility requirements
25for receiving awards that use funds under this Section that
26include a range in the sizes of these individual awards. The



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1criteria and amounts must also be reported to the Commission
2and the Board of Higher Education, who shall post the
3information on their respective Internet websites.
4    (f) After enactment of an appropriation for this Program,
5the Commission shall determine an allocation of funds to each
6public university in an amount proportionate to the number of
7undergraduate students who are residents of this State and
8citizens or eligible noncitizens of the United States and who
9were enrolled at each public university campus in the previous
10academic year. All applications must be made to the Commission
11on or before a date determined by the Commission and on forms
12that the Commission shall provide to each public university
13campus. The form of the application and the information
14required shall be determined by the Commission and shall
15include, without limitation, the total public university
16campus funds used to match funds received from the Commission
17in the previous academic year under this Section, if any, the
18total enrollment of undergraduate students who are residents of
19this State from the previous academic year, and any supporting
20documents as the Commission deems necessary. Each public
21university campus shall match the amount of funds received by
22the Commission with financial aid for eligible students.
23    A public university in which an average of at least 49% of
24the students seeking a bachelor's degree or certificate
25received a Pell Grant over the prior 3 academic years, as
26reported to the Commission, shall match 20% of the amount of



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1funds awarded in a given academic year with non-loan financial
2aid for eligible students. A public university in which an
3average of less than 49% of the students seeking a bachelor's
4degree or certificate received a Pell Grant over the prior 3
5academic years, as reported to the Commission, shall match 60%
6of the amount of funds awarded in a given academic year with
7non-loan financial aid for eligible students.
8    A public university campus is not required to claim its
9entire allocation. The Commission shall make available to all
10public universities, on a date determined by the Commission,
11any unclaimed funds and the funds must be made available to
12those public university campuses in the proportion determined
13under this subsection (f), excluding from the calculation those
14public university campuses not claiming their full
16    Each public university campus may determine the award
17amounts for eligible students on an individual or broad basis,
18but, subject to renewal eligibility, each renewed award may not
19be less than the amount awarded to the eligible student in his
20or her first year attending the public university campus.
21Notwithstanding this limitation, a renewal grant may be reduced
22due to changes in the student's cost of attendance, including,
23but not limited to, if a student reduces the number of credit
24hours in which he or she is enrolled, but remains a full-time
25student, or switches to a course of study with a lower tuition



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1    An eligible applicant awarded grant assistance under this
2Section is eligible to receive other financial aid. Total grant
3aid to the student from all sources may not exceed the total
4cost of attendance at the public university campus.
5    (g) All money allocated to a public university campus under
6this Section may be used only for financial aid purposes for
7students attending the public university campus during the
8academic year, not including summer terms. Notwithstanding any
9other provision of law to the contrary, any funds received by a
10public university campus under this Section that are not
11granted to students in the academic year for which the funds
12are received may be retained by the public university campus
13for expenditure on students participating in the Program or
14students eligible to participate in the Program.
15    (h) Each public university campus that establishes a
16Program under this Section must annually report to the
17Commission, on or before a date determined by the Commission,
18the number of undergraduate students enrolled at that campus
19who are residents of this State.
20    (i) Each public university campus must report to the
21Commission the total non-loan financial aid amount given by the
22public university campus to undergraduate students in the
232017-2018 academic year, not including the summer term. To be
24eligible to receive funds under the Program, a public
25university campus may not decrease the total amount of non-loan
26financial aid it gives to undergraduate students, not including



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1any funds received from the Commission under this Section or
2any funds used to match grant awards under this Section, to an
3amount lower than the reported amount for the 2017-2018
4academic year, not including the summer term.
5    (j) On or before a date determined by the Commission, each
6public university campus that participates in the Program under
7this Section shall annually submit a report to the Commission
8with all of the following information:
9        (1) The Program's impact on tuition revenue and
10    enrollment goals and increase in access and affordability
11    at the public university campus.
12        (2) Total funds received by the public university
13    campus under the Program.
14        (3) Total non-loan financial aid awarded to
15    undergraduate students attending the public university
16    campus.
17        (4) Total amount of funds matched by the public
18    university campus.
19        (5) Total amount of claimed and unexpended funds
20    retained by the public university campus.
21        (6) The percentage of total financial aid distributed
22    under the Program by the public university campus.
23        (7) The total number of students receiving grants from
24    the public university campus under the Program and those
25    students' grade level, race, gender, income level, family
26    size, Monetary Award Program eligibility, Pell Grant



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1    eligibility, and zip code of residence and the amount of
2    each grant award. This information shall include unit
3    record data on those students regarding variables
4    associated with the parameters of the public university's
5    Program, including, but not limited to, a student's ACT or
6    SAT college admissions test score, high school or
7    university cumulative grade point average, or program of
8    study.
9    On or before October 1, 2020 and annually on or before
10October 1 thereafter, the Commission shall submit a report with
11the findings under this subsection (j) and any other
12information regarding the AIM HIGH Grant Pilot Program to (i)
13the Governor, (ii) the Speaker of the House of Representatives,
14(iii) the Minority Leader of the House of Representatives, (iv)
15the President of the Senate, and (v) the Minority Leader of the
16Senate. The reports to the General Assembly shall be filed with
17the Clerk of the House of Representatives and the Secretary of
18the Senate in electronic form only, in the manner that the
19Clerk and the Secretary shall direct. The Commission's report
20may not disaggregate data to a level that may disclose
21personally identifying information of individual students.
22    The sharing and reporting of student data under this
23subsection (j) must be in accordance with the requirements
24under the federal Family Educational Rights and Privacy Act of
251974 and the Illinois School Student Records Act. All parties
26must preserve the confidentiality of the information as



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1required by law. The names of the grant recipients under this
2Section are not subject to disclosure under the Freedom of
3Information Act.
4    Public university campuses that fail to submit a report
5under this subsection (j) or that fail to adhere to any other
6requirements under this Section may not be eligible for
7distribution of funds under the Program for the next academic
8year, but may be eligible for distribution of funds for each
9academic year thereafter.
10    (k) The Commission shall adopt rules to implement this
12    (l) This Section is repealed on October 1, 2024.
13(Source: P.A. 100-587, eff. 6-4-18; 100-1015, eff. 8-21-18;
14100-1183, eff. 4-4-19; 101-81, eff. 7-12-19; 101-613, eff.
156-1-20; 101-643, eff. 6-18-20.)
Article 130.

17    Section 130-1. Short title. This Article may be cited as
18the Transitions in Education Act. References in this Article to
19"this Act" mean this Article.
20    Section 130-5. Findings; policies.
21    (a) The General Assembly finds the following:
22        (1) Teachers are the single most important in-school
23    factor in supporting student outcomes and success; yet,



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1    Illinois is suffering from a profound teacher shortage
2    across the State.
3        (2) To reverse this shortage, Illinois needs to develop
4    and invest in a robust and diverse educator pipeline,
5    addressing any barriers or gaps that limit high quality
6    candidates, particularly candidates of color, from
7    becoming teachers.
8        (3) Illinois loses many high quality, diverse educator
9    candidates in postsecondary programs due to confusion or
10    lack of course transfer credits and course articulation
11    from Illinois's 2-year to 4-year institutions.
12        (4) Lack of alignment and transferability of course
13    credits may often force candidates to spend additional time
14    and money to earn a degree or lead to an inability to
15    complete a degree.
16        (5) In 1993, the Board of Higher Education, the
17    Illinois Community College Board, and the Transfer
18    Coordinators of Illinois Colleges and Universities brought
19    together faculty from public and independent, associate,
20    and baccalaureate degree-granting institutions across the
21    State to develop the Illinois Articulation Initiative
22    (IAI).
23        (6) The goal of IAI is to facilitate the transfer of
24    courses from one participating college or university to
25    another in order to complete a baccalaureate degree.
26        (7) The Student Transfer Achievement Reform (STAR)



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1    Act, as mandated by subsection (b) of Section 25 of the
2    Act, is designed to facilitate transfer among Illinois
3    public institutions, particularly for students with a
4    completed Associate of Arts or an Associate of Science
5    degree.
6        (8) While Illinois is a leading state for college
7    completion rates for adult learners and transfer students
8    from community colleges, it needs to increase the number of
9    high-quality postsecondary teaching credentials to meet
10    the demands of our schools and education workforce.
11        (9) With the rising costs of higher education for
12    Illinois students and families, the State needs to ensure
13    to the maximize extent possible that community college
14    courses will transfer with full credit for the student and
15    be accepted at an Illinois public or private institution as
16    they pursue a baccalaureate degree in education.
17        (10) Illinois can do this by improving transitions all
18    along the education pipeline; for postsecondary education,
19    this means strengthening articulation through stable
20    funding and the expansion of transfer tools, such as
21    Transferology and the IAI through development of an
22    objective measure of transfer and acceptance of credits in
23    education degrees.
24        (11) The IAI Education Pathway can be modeled off of
25    existing IAI major pathways like Early Childhood Education
26    and Criminal Justice.



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1    (b) The General Assembly encourages the Board of Higher
2Education, the State Board of Education, and the Illinois
3Community College Board, as part of the IAI, to do the
5        (1) The Board of Higher Education, the State Board of
6    Education, and the Illinois Community College Board are
7    encouraged to jointly establish a task force for a Major
8    Panel in Education and identify respective recommended
9    major courses that would be accepted as credit toward the
10    education major at the receiving institutions.
11        (2) As part of the report on the status of the Illinois
12    Articulation Initiative pursuant to Section 25 of the
13    Illinois Articulation Initiative Act, the Board of Higher
14    Education and the Illinois Community College Board are
15    encouraged to include in the annual report to the General
16    Assembly, the Governor, and the Illinois P-20 Council the
17    progress made on the task force on the Education Major
18    Panel.
19        (3) The Board of Higher Education, the State Board of
20    Education, and the Illinois Community College Board are
21    encouraged to further promote and encourage the enrollment
22    of minority students into educator preparation programs,
23    such as the annual information session about the Minority
24    Teachers of Illinois scholarship program pursuant to
25    subsection (q) of Section 50 of the Higher Education
26    Student Assistance Act.



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Article 135.

2    Section 135-5. The School Code is amended by changing
3Sections 2-3.25 and 27-20.4 and by adding Section 2-3.187 as
5    (105 ILCS 5/2-3.25)  (from Ch. 122, par. 2-3.25)
6    Sec. 2-3.25. Standards for schools.
7    (a) To determine for all types of schools conducted under
8this Act efficient and adequate standards for the physical
9plant, heating, lighting, ventilation, sanitation, safety,
10equipment and supplies, instruction and teaching, curriculum,
11library, operation, maintenance, administration and
12supervision, and to issue, refuse to issue or revoke
13certificates of recognition for schools or school districts
14pursuant to standards established hereunder; to determine and
15establish efficient and adequate standards for approval of
16credit for courses given and conducted by schools outside of
17the regular school term.
18    (a-5) On or before July 1, 2021, the State Board of
19Education must adopt revised social science learning standards
20that are inclusive and reflective of all individuals in this
22    (b) Whenever it appears that a secondary or unit school
23district may be unable to offer courses enabling students in



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1grades 9 through 12 to meet the minimum preparation and
2admission requirements for public colleges and universities
3adopted by the Board of Higher Education, the State Board of
4Education shall assist the district in reviewing and analyzing
5its existing curriculum with particular reference to the
6educational needs of all pupils of the district and the
7sufficiency of existing and future revenues and payments
8available to the district for development of a curriculum which
9will provide maximum educational opportunity to pupils of the
10district. The review and analysis may consider achievement of
11this goal not only through implementation of traditional
12classroom methods but also through development of and
13participation in joint educational programs with other school
14districts or institutions of higher education, or alternative
15programs employing modern technological methods including but
16not limited to the use of television, telephones, computers,
17radio and other electronic devices.
18(Source: P.A. 87-559.)
19    (105 ILCS 5/2-3.187 new)
20    Sec. 2-3.187. Inclusive American History Commission.
21    (a) The Inclusive American History Commission is created to
22provide assistance to the State Board of Education in revising
23its social science learning standards under subsection (a-5) of
24Section 2-3.25.
25    (b) The State Board of Education shall convene the



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1Inclusive American History Commission to do all of the
3        (1) Review available resources for use in school
4    districts that reflect the racial and ethnic diversity of
5    this State and country. The resources identified by the
6    Commission may be posted on the State Board of Education's
7    Internet website.
8        (2) Provide guidance for each learning standard
9    developed for educators on how to ensure that instruction
10    and content are not biased to value specific cultures, time
11    periods, and experiences over other cultures, time
12    periods, and experiences.
13        (3) Develop guidance, tools, and support for
14    professional learning on how to locate and utilize
15    resources for non-dominant cultural narratives and sources
16    of historical information.
17    (c) The Commission shall consist of all of the following
19        (1) One Representative appointed by the Speaker of the
20    House of Representatives.
21        (2) One Representative appointed by the Minority
22    Leader of the House of Representatives.
23        (3) One Senator appointed by the President of the
24    Senate.
25        (4) One Senator appointed by the Minority Leader of the
26    Senate.



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1        (5) Two members who are history scholars appointed by
2    the State Superintendent of Education.
3        (6) Eight members who are teachers at schools in this
4    State recommended by professional teachers' organizations
5    and appointed by the State Superintendent of Education.
6        (7) One representative of the State Board of Education
7    appointed by the State Superintendent of Education who
8    shall serve as chairperson.
9        (8) One member who represents a statewide organization
10    that represents south suburban school districts appointed
11    by the State Superintendent of Education.
12        (9) One member who represents a west suburban school
13    district appointed by the State Superintendent of
14    Education.
15        (10) One member who represents a school district
16    organized under Article 34 appointed by the State
17    Superintendent of Education.
18        (11) One member who represents a statewide
19    organization that represents school librarians appointed
20    by the State Superintendent of Education.
21        (12) One member who represents a statewide
22    organization that represents principals appointed by the
23    State Superintendent of Education.
24        (13) One member who represents a statewide
25    organization that represents superintendents appointed by
26    the State Superintendent of Education.



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1        (14) One member who represents a statewide
2    organization that represents school boards appointed by
3    the State Superintendent of Education.
4    Members appointed to the Commission must reflect the
5racial, ethnic, and geographic diversity of this State.
6    (d) Members of the Commission shall serve without
7compensation but may be reimbursed for reasonable expenses from
8funds appropriated to the State Board of Education for that
9purpose, including travel, subject to the rules of the
10appropriate travel control board.
11    (e) The State Board of Education shall provide
12administrative and other support to the Commission.
13    (f) The Commission must submit a report about its work to
14the State Board of Education, the Governor, and the General
15Assembly on or before December 31, 2021. The Commission is
16dissolved upon the submission of its report.
17    (g) This Section is repealed on January 1, 2023.
18    (105 ILCS 5/27-20.4)  (from Ch. 122, par. 27-20.4)
19    Sec. 27-20.4. Black History study. Every public elementary
20school and high school shall include in its curriculum a unit
21of instruction studying the events of Black History, including
22the history of the pre-enslavement of Black people from 3,000
23BCE to AD 1619, the African slave trade, slavery in America,
24the study of the reasons why Black people came to be enslaved,
25and the vestiges of slavery in this country, and the study of



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1the American civil rights renaissance. These events shall
2include not only the contributions made by individual
3African-Americans in government and in the arts, humanities and
4sciences to the economic, cultural and political development of
5the United States and Africa, but also the socio-economic
6struggle which African-Americans experienced collectively in
7striving to achieve fair and equal treatment under the laws of
8this nation. The studying of this material shall constitute an
9affirmation by students of their commitment to respect the
10dignity of all races and peoples and to forever eschew every
11form of discrimination in their lives and careers.
12    The State Superintendent of Education may prepare and make
13available to all school boards instructional materials,
14including those established by the Amistad Commission, which
15may be used as guidelines for development of a unit of
16instruction under this Section; provided, however, that each
17school board shall itself determine the minimum amount of
18instruction time which shall qualify as a unit of instruction
19satisfying the requirements of this Section.
20    A school may meet the requirements of this Section through
21an online program or course.
22(Source: P.A. 100-634, eff. 1-1-19.)
Article 145.

24    Section 145-1. Short title. This Article may be cited as



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1the Early Education Act. References in this Article to "this
2Act" means this Article.
3    Section 145-5. Findings; policies.
4    (a) The General Assembly finds the following:
5        (1) Part C of the federal Individuals with Disabilities
6    Education Act and the Early Intervention Services System
7    Act provide that all eligible infants and toddlers and
8    their families are entitled to receive a broad range of
9    developmental, social, and emotional services designed to
10    maximize their development, including speech and language,
11    developmental, occupational, and physical therapies and
12    social work services.
13        (2) The General Assembly finds that early intervention
14    services as outlined in Part C of the federal Individuals
15    with Disabilities Education Act (IDEA) are cost-effective
16    and effectively serve the developmental needs of eligible
17    infants and toddlers and their families.
18        (3) Early intervention services to young children who
19    have or are at risk for developmental delays have been
20    shown to positively impact outcomes across developmental
21    domains, including language and communication, cognitive
22    development, and social and emotional development.
23        (4) Families benefit by being able to better meet their
24    child's developmental needs from an early age and
25    throughout their lives.



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1        (5) Benefits to society include reducing the economic
2    burden through a decreased need for special education.
3        (6) Data shows that early intervention services in
4    Illinois are at least two and a half times less costly
5    annually than special education services in preschool and
6    elementary years.
7        (7) Nationwide, nearly 70% of children in early
8    intervention programs exhibit growth greater than
9    expected; this includes acquiring skills at a faster rate
10    even after they leave the program.
11        (8) Nationwide, nearly half of children leave early
12    intervention programs functioning at age level and do not
13    need special education at kindergarten age.
14        (9) Early intervention services are underutilized in
15    Illinois and nationally with only 4% of Illinois infants
16    and toddlers currently receiving services, while the
17    research shows that about 13% of Illinois children are
18    eligible.
19        (10) In Illinois and nationally, only approximately 1%
20    of infants are enrolled in early intervention, which is far
21    below the percentage of children who should be receiving
22    these services; this is of concern because intervention at
23    the earliest possible point improves children's outcomes,
24    and children born with low or very low birth weights or
25    otherwise leaving the NICU too often do not receive the
26    needed connection to early intervention services,



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1    particularly those children on Medicaid.
2        (11) Data indicates that early intervention services
3    in Illinois are underutilized in the medical diagnosis and
4    environmental factors with substantial risk of delay
5    categories; these are the 2 eligibility areas in which
6    infants and toddlers are automatically eligible.
7        (12) Experts conclude that early intervention
8    eligibility needs to be clearly understood and documented
9    so that children and families who meet eligibility
10    requirements can be appropriately referred, served, and
11    supported.
12        (13) The Early Intervention Services System Act
13    requires the State to provide a comprehensive,
14    coordinated, interagency, and interdisciplinary early
15    intervention services system for eligible infants and
16    toddlers and their families by enhancing the capacity to
17    provide quality early intervention services, expanding and
18    improving existing services, and facilitating coordination
19    of payments for early intervention services from various
20    public and private sources.
21        (14) Black and Latinx children in Illinois are more
22    likely to be on a waiting list for services. This is due to
23    a number of reasons, including the reluctance to provide
24    services in certain neighborhoods due to the perception of
25    safety issues and in cases in which families experience
26    multiple challenges, such as child welfare involvement or



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1    families experiencing homelessness, which are all
2    predictive factors of children that could benefit from
3    early intervention services.
4        (15) Inequitable access to appropriate early
5    intervention services is disproportionately more likely to
6    be experienced by Black and Latinx families.
7    (b) The General Assembly encourages the Department of Human
8Services, in consultation with advocates and experts in the
9field, including the Interagency Council on Early
10Intervention, to take all of the following actions:
11        (1) to re-examine the definition of "at-risk" and also
12    the diagnosed medical conditions that typically result in
13    delay to ensure that they effectively increase eligibility
14    and access to early intervention services;
15        (2) to charge the Early Intervention Training Program,
16    in collaboration with experts and beneficiaries, to create
17    and execute a plan for designing and disseminating
18    affirmative outreach through multiple modalities to
19    primary referral services as defined by statute,
20    providers, and families;
21        (3) to include explanations and provide examples in the
22    affirmative outreach plan about how the medical conditions
23    resulting in high probability of developmental delay and
24    at-risk of developmental delay categories do not require
25    the child to have any present delay;