Sen. Kimberly A. Lightford

Filed: 1/11/2021

 

 


 

 


 
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1
AMENDMENT TO HOUSE BILL 2170

2    AMENDMENT NO. ______. Amend House Bill 2170 by replacing
3everything after the enacting clause with the following:
 
4
"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

 

 

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1assess multiple developmental domains, including literacy,
2language, mathematics, and social and emotional development.
3The assessment must be valid, reliable, and developmentally
4appropriate to formatively assess a child's development and
5readiness for kindergarten.
6    (c) Results from the assessment may be used by the school
7to understand the child's development and readiness for
8kindergarten, to tailor instruction, and to measure the child's
9progress over time. Assessment results may also be used to
10identify a need for the professional development of teachers
11and early childhood educators and to inform State-level and
12district-level policies and resource allocation.
13    The school shall make the assessment results available to
14the child's parent or guardian.
15    The assessment results may not be used (i) to prevent a
16child from enrolling in kindergarten or (ii) as the sole
17measure used in determining the grade promotion or retention of
18a student.
19    (d) On an annual basis, the State Board shall report
20publicly, at a minimum, data from the assessment for the State
21overall and for each school district. The State Board's report
22must disaggregate data by race and ethnicity, household income,
23students who are English learners, and students who have an
24individualized education program.
25    (e) The State Superintendent of Education shall appoint a
26committee of no more than 21 members, consisting of parents,

 

 

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1teachers, school administrators, assessment experts, and
2regional superintendents of schools, to review, on an ongoing
3basis, the content and design of the assessment, the collective
4results of the assessment as measured against
5kindergarten-readiness standards, and other issues involving
6the assessment as identified by the committee.
7    The committee shall make periodic recommendations to the
8State Superintendent of Education and the General Assembly
9concerning the assessments.
10    (f) The State Board may adopt rules to implement and
11administer this Section.
 
12    (105 ILCS 5/27A-5)
13    Sec. 27A-5. Charter school; legal entity; requirements.
14    (a) A charter school shall be a public, nonsectarian,
15nonreligious, non-home based, and non-profit school. A charter
16school shall be organized and operated as a nonprofit
17corporation or other discrete, legal, nonprofit entity
18authorized under the laws of the State of Illinois.
19    (b) A charter school may be established under this Article
20by creating a new school or by converting an existing public
21school or attendance center to charter school status. Beginning
22on April 16, 2003 (the effective date of Public Act 93-3), in
23all new applications to establish a charter school in a city
24having a population exceeding 500,000, operation of the charter
25school shall be limited to one campus. The changes made to this

 

 

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1Section by Public Act 93-3 do not apply to charter schools
2existing or approved on or before April 16, 2003 (the effective
3date of Public Act 93-3).
4    (b-5) In this subsection (b-5), "virtual-schooling" means
5a cyber school where students engage in online curriculum and
6instruction via the Internet and electronic communication with
7their teachers at remote locations and with students
8participating at different times.
9    From April 1, 2013 through December 31, 2016, there is a
10moratorium on the establishment of charter schools with
11virtual-schooling components in school districts other than a
12school district organized under Article 34 of this Code. This
13moratorium does not apply to a charter school with
14virtual-schooling components existing or approved prior to
15April 1, 2013 or to the renewal of the charter of a charter
16school with virtual-schooling components already approved
17prior to April 1, 2013.
18    (c) A charter school shall be administered and governed by
19its board of directors or other governing body in the manner
20provided in its charter. The governing body of a charter school
21shall be subject to the Freedom of Information Act and the Open
22Meetings Act. No later than January 1, 2021 (one year after the
23effective date of Public Act 101-291) this amendatory Act of
24the 101st General Assembly, a charter school's board of
25directors or other governing body must include at least one
26parent or guardian of a pupil currently enrolled in the charter

 

 

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1school who may be selected through the charter school or a
2charter network election, appointment by the charter school's
3board of directors or other governing body, or by the charter
4school's Parent Teacher Organization or its equivalent.
5    (c-5) No later than January 1, 2021 (one year after the
6effective date of Public Act 101-291) this amendatory Act of
7the 101st General Assembly or within the first year of his or
8her first term, every voting member of a charter school's board
9of directors or other governing body shall complete a minimum
10of 4 hours of professional development leadership training to
11ensure that each member has sufficient familiarity with the
12board's or governing body's role and responsibilities,
13including financial oversight and accountability of the
14school, evaluating the principal's and school's performance,
15adherence to the Freedom of Information Act and the Open
16Meetings Act Acts, and compliance with education and labor law.
17In each subsequent year of his or her term, a voting member of
18a charter school's board of directors or other governing body
19shall complete a minimum of 2 hours of professional development
20training in these same areas. The training under this
21subsection may be provided or certified by a statewide charter
22school membership association or may be provided or certified
23by other qualified providers approved by the State Board of
24Education.
25    (d) For purposes of this subsection (d), "non-curricular
26health and safety requirement" means any health and safety

 

 

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1requirement created by statute or rule to provide, maintain,
2preserve, or safeguard safe or healthful conditions for
3students and school personnel or to eliminate, reduce, or
4prevent threats to the health and safety of students and school
5personnel. "Non-curricular health and safety requirement" does
6not include any course of study or specialized instructional
7requirement for which the State Board has established goals and
8learning standards or which is designed primarily to impart
9knowledge and skills for students to master and apply as an
10outcome of their education.
11    A charter school shall comply with all non-curricular
12health and safety requirements applicable to public schools
13under the laws of the State of Illinois. On or before September
141, 2015, the State Board shall promulgate and post on its
15Internet website a list of non-curricular health and safety
16requirements that a charter school must meet. The list shall be
17updated annually no later than September 1. Any charter
18contract between a charter school and its authorizer must
19contain a provision that requires the charter school to follow
20the list of all non-curricular health and safety requirements
21promulgated by the State Board and any non-curricular health
22and safety requirements added by the State Board to such list
23during the term of the charter. Nothing in this subsection (d)
24precludes an authorizer from including non-curricular health
25and safety requirements in a charter school contract that are
26not contained in the list promulgated by the State Board,

 

 

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1including non-curricular health and safety requirements of the
2authorizing local school board.
3    (e) Except as otherwise provided in the School Code, a
4charter school shall not charge tuition; provided that a
5charter school may charge reasonable fees for textbooks,
6instructional materials, and student activities.
7    (f) A charter school shall be responsible for the
8management and operation of its fiscal affairs including, but
9not limited to, the preparation of its budget. An audit of each
10charter school's finances shall be conducted annually by an
11outside, independent contractor retained by the charter
12school. To ensure financial accountability for the use of
13public funds, on or before December 1 of every year of
14operation, each charter school shall submit to its authorizer
15and the State Board a copy of its audit and a copy of the Form
16990 the charter school filed that year with the federal
17Internal Revenue Service. In addition, if deemed necessary for
18proper financial oversight of the charter school, an authorizer
19may require quarterly financial statements from each charter
20school.
21    (g) A charter school shall comply with all provisions of
22this Article, the Illinois Educational Labor Relations Act, all
23federal and State laws and rules applicable to public schools
24that pertain to special education and the instruction of
25English learners, and its charter. A charter school is exempt
26from all other State laws and regulations in this Code

 

 

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1governing public schools and local school board policies;
2however, a charter school is not exempt from the following:
3        (1) Sections 10-21.9 and 34-18.5 of this Code regarding
4    criminal history records checks and checks of the Statewide
5    Sex Offender Database and Statewide Murderer and Violent
6    Offender Against Youth Database of applicants for
7    employment;
8        (2) Sections 10-20.14, 10-22.6, 24-24, 34-19, and
9    34-84a of this Code regarding discipline of students;
10        (3) the Local Governmental and Governmental Employees
11    Tort Immunity Act;
12        (4) Section 108.75 of the General Not For Profit
13    Corporation Act of 1986 regarding indemnification of
14    officers, directors, employees, and agents;
15        (5) the Abused and Neglected Child Reporting Act;
16        (5.5) subsection (b) of Section 10-23.12 and
17    subsection (b) of Section 34-18.6 of this Code;
18        (6) the Illinois School Student Records Act;
19        (7) Section 10-17a of this Code regarding school report
20    cards;
21        (8) the P-20 Longitudinal Education Data System Act;
22        (9) Section 27-23.7 of this Code regarding bullying
23    prevention;
24        (10) Section 2-3.162 of this Code regarding student
25    discipline reporting;
26        (11) Sections 22-80 and 27-8.1 of this Code;

 

 

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1        (12) Sections 10-20.60 and 34-18.53 of this Code;
2        (13) Sections 10-20.63 and 34-18.56 of this Code;
3        (14) Section 26-18 of this Code;
4        (15) Section 22-30 of this Code; and
5        (16) Sections 24-12 and 34-85 of this Code; .
6        (17) the (16) The Seizure Smart School Act; and .
7        (18) Section 2-3.64a-10 of this Code.
8    The change made by Public Act 96-104 to this subsection (g)
9is declaratory of existing law.
10    (h) A charter school may negotiate and contract with a
11school district, the governing body of a State college or
12university or public community college, or any other public or
13for-profit or nonprofit private entity for: (i) the use of a
14school building and grounds or any other real property or
15facilities that the charter school desires to use or convert
16for use as a charter school site, (ii) the operation and
17maintenance thereof, and (iii) the provision of any service,
18activity, or undertaking that the charter school is required to
19perform in order to carry out the terms of its charter.
20However, a charter school that is established on or after April
2116, 2003 (the effective date of Public Act 93-3) and that
22operates in a city having a population exceeding 500,000 may
23not contract with a for-profit entity to manage or operate the
24school during the period that commences on April 16, 2003 (the
25effective date of Public Act 93-3) and concludes at the end of
26the 2004-2005 school year. Except as provided in subsection (i)

 

 

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1of this Section, a school district may charge a charter school
2reasonable rent for the use of the district's buildings,
3grounds, and facilities. Any services for which a charter
4school contracts with a school district shall be provided by
5the district at cost. Any services for which a charter school
6contracts with a local school board or with the governing body
7of a State college or university or public community college
8shall be provided by the public entity at cost.
9    (i) In no event shall a charter school that is established
10by converting an existing school or attendance center to
11charter school status be required to pay rent for space that is
12deemed available, as negotiated and provided in the charter
13agreement, in school district facilities. However, all other
14costs for the operation and maintenance of school district
15facilities that are used by the charter school shall be subject
16to negotiation between the charter school and the local school
17board and shall be set forth in the charter.
18    (j) A charter school may limit student enrollment by age or
19grade level.
20    (k) If the charter school is approved by the State Board or
21Commission, then the charter school is its own local education
22agency.
23(Source: P.A. 100-29, eff. 1-1-18; 100-156, eff. 1-1-18;
24100-163, eff. 1-1-18; 100-413, eff. 1-1-18; 100-468, eff.
256-1-18; 100-726, eff. 1-1-19; 100-863, eff. 8-14-18; 101-50,
26eff. 7-1-20; 101-81, eff. 7-12-19; 101-291, eff. 1-1-20;

 

 

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1101-531, eff. 8-23-19; 101-543, eff. 8-23-19; revised 8-4-20.)
 
2
Article 10.

 
3    Section 10-5. The Early Intervention Services System Act is
4amended by changing Section 11 as follows:
 
5    (325 ILCS 20/11)  (from Ch. 23, par. 4161)
6    Sec. 11. Individualized Family Service Plans.
7    (a) Each eligible infant or toddler and that infant's or
8toddler's family shall receive:
9        (1) timely, comprehensive, multidisciplinary
10    assessment of the unique strengths and needs of each
11    eligible infant and toddler, and assessment of the concerns
12    and priorities of the families to appropriately assist them
13    in meeting their needs and identify supports and services
14    to meet those needs; and
15        (2) a written Individualized Family Service Plan
16    developed by a multidisciplinary team which includes the
17    parent or guardian. The individualized family service plan
18    shall be based on the multidisciplinary team's assessment
19    of the resources, priorities, and concerns of the family
20    and its identification of the supports and services
21    necessary to enhance the family's capacity to meet the
22    developmental needs of the infant or toddler, and shall
23    include the identification of services appropriate to meet

 

 

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

 

 

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

 

 

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1    all early intervention services set forth in the
2    individualized family service plan that are not covered or
3    paid under the family's public or private insurance plan or
4    policy and not eligible for payment through any other third
5    party payor.
6        (2) That services will not be delayed due to any rules
7    or restrictions under the family's insurance plan or
8    policy.
9        (3) That the family may request, with appropriate
10    documentation supporting the request, a determination of
11    an exemption from private insurance use under Section
12    13.25.
13        (4) That responsibility for co-payments or
14    co-insurance under a family's private insurance plan or
15    policy will be transferred to the lead agency's central
16    billing office.
17        (5) That families will be responsible for payments of
18    family fees, which will be based on a sliding scale
19    according to the State's definition of ability to pay which
20    is comparing household size and income to the sliding scale
21    and considering out-of-pocket medical or disaster
22    expenses, and that these fees are payable to the central
23    billing office. Families who fail to provide income
24    information shall be charged the maximum amount on the
25    sliding scale.
26    (f) The individualized family service plan must state

 

 

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1whether the family has private insurance coverage and, if the
2family has such coverage, must have attached to it a copy of
3the family's insurance identification card or otherwise
4include all of the following information:
5        (1) The name, address, and telephone number of the
6    insurance carrier.
7        (2) The contract number and policy number of the
8    insurance plan.
9        (3) The name, address, and social security number of
10    the primary insured.
11        (4) The beginning date of the insurance benefit year.
12    (g) A copy of the individualized family service plan must
13be provided to each enrolled provider who is providing early
14intervention services to the child who is the subject of that
15plan.
16    (h) Children receiving services under this Act shall
17receive a smooth and effective transition by their third
18birthday consistent with federal regulations adopted pursuant
19to Sections 1431 through 1444 of Title 20 of the United States
20Code. Beginning July 1, 2022, children who receive early
21intervention services prior to their third birthday and are
22found eligible for an individualized education program under
23the Individuals with Disabilities Education Act, 20 U.S.C.
241414(d)(1)(A), and under Section 14-8.02 of the School Code and
25whose birthday falls between May 1 and August 31 may continue
26to receive early intervention services until the beginning of

 

 

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1the school year following their third birthday in order to
2minimize gaps in services, ensure better continuity of care,
3and align practices for the enrollment of preschool children
4with special needs to the enrollment practices of typically
5developing preschool children.
6(Source: P.A. 97-902, eff. 8-6-12; 98-41, eff. 6-28-13.)
 
7
Article 15.

 
8    Section 15-1. Short title. This Article may be cited as the
9Equitable Early Childhood Education and Care Act. References in
10this Article to "this Act" mean this Article.
 
11    Section 15-5. Findings; policies.
12    (a) The General Assembly finds the following:
13        (1) Long-standing research shows that high-quality
14    early childhood experiences have an impact on children's
15    short-term and long-term outcomes, such as educational
16    attainment, health, and lifetime income, particularly for
17    children from low-income families.
18        (2) Early childhood education and care programs
19    provide child care so parents can maintain stable
20    employment, provide for themselves and their families, and
21    advance their career or educational goals.
22        (3) Illinois has a vigorous early childhood education
23    and care industry composed of programs that serve children

 

 

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1    under the age of 6, including preschool and child care in
2    schools, centers, and homes; these programs also include
3    home visiting and services for young children with special
4    needs.
5        (4) A significant portion of the early childhood
6    workforce and of family child care providers are Black and
7    Latinx women.
8        (5) Illinois was among the first states in the nation
9    to enact the Pre-K At-Risk program and services for infants
10    and toddlers in the 1980s and reaffirmed this commitment to
11    early childhood education in 2006 by creating Preschool for
12    All to offer State-funded, high-quality preschool to
13    3-year-olds and 4-year-olds.
14        (6) Illinois was one of the first states in the nation
15    to commit education funding to very young children and to
16    have a statutory commitment to grow funding for
17    infant-toddler services as it grows preschool services,
18    including prenatal supports like home visitors and doulas.
19        (7) Countless children and families have benefitted
20    from these services over these decades and have had the
21    opportunity to enter school ready to learn and succeed.
22        (8) Despite progress made by the State, too few
23    children, particularly those from Black, Latinx, and
24    low-income households and child care deserts, have access
25    to high-quality early childhood education and care
26    services, due to both the availability and affordability of

 

 

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1    quality services.
2        (9) In 2019, only 29% of all children in Illinois
3    entered kindergarten "ready"; only 21% of Black children,
4    17% of Latinx children, 14% of English Learners, 14% of
5    children with IEPs, and 20% of children on free and reduced
6    lunch demonstrated readiness, highlighting the critical
7    work Illinois must do to close gaps in opportunity and
8    outcomes.
9        (10) The State's early childhood education and care
10    programs are maintained across 3 state agencies, which
11    leads to inefficiencies, lack of alignment, challenges to
12    collecting comprehensive data around services and needs of
13    children and families, and obstacles for both children and
14    families and the early childhood education and care
15    providers to navigate the fragmented system and ensure
16    children receive high-quality services that meet their
17    needs.
18        (11) The State's current mechanisms for payment to
19    early childhood education and care providers may not
20    incentivize quality services and can lead to payment
21    delays, lack of stability of providers, and the inability
22    of providers to provide appropriate compensation to the
23    workforce and support quality programming.
24        (12) Illinois must advance a just system for early
25    childhood education and care that ensures racially and
26    economically equitable opportunities and outcomes for all

 

 

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1    children.
2        (13) In 2017, Illinois became a national leader in
3    passing the K-12 Evidence-Based Funding formula for public
4    schools, creating a mechanism to adequately fund and
5    equitably disburse resources throughout the State and
6    prioritize funding for school districts that need it most.
7    (b) The General Assembly supports the following goals of
8the Illinois Commission on Equitable Early Childhood Education
9and Care Funding:
10        (1) To create a more equitable, efficient, and
11    effective system and thereby increase access to
12    high-quality services, particularly to serve more Black
13    and Latinx children and populations of children where
14    children of color may be disproportionately represented,
15    such as: children from low-income households, with
16    disabilities, experiencing homelessness, and participating
17    in the child welfare system; English learners; and children
18    from households in which English is not the primary
19    language spoken.
20        (2) To ensure a more equitable system, we support the
21    Commission's goal of consolidating programs and services
22    into a single, adequately staffed State agency to align and
23    coordinate services, to decrease barriers to access for
24    families and make it easier for them to navigate the
25    system, and to better collect, use, and report
26    comprehensive data to ensure disparities in services are

 

 

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1    addressed.
2        (3) To ensure equitable and adequate funding to expand
3    access to high-quality services and increase compensation
4    of this vital workforce, a significant proportion of which
5    are Black and Latinx women. The General Assembly encourages
6    the State to commit to a multi-year plan designed to move
7    the State toward adequate funding over time.
8        (4) To redesign the mechanisms by which the State pays
9    providers of early childhood education and care services to
10    ensure provider stability, capacity, and quality and to
11    make sure providers and services are available to families
12    throughout the State, including in areas of child care
13    deserts and concentrated poverty.
14        (5) To ensure comprehensive data on children and
15    families' access to and participation in programs and
16    resulting outcomes, including, but not limited to,
17    kindergarten readiness, to understand and address the
18    degree to which the State is reaching children and families
19    and ensuring equitable opportunity and outcomes.
20    (c) The General Assembly encourages the State to create a
21planning process and timeline, with a designated body
22accountable for implementing the Commission's recommendations,
23that includes engagement of parents, providers, communities,
24experts, and other stakeholders and to regularly evaluate the
25impact of the implementation of the Commission's
26recommendations to ensure they impact children, families, and

 

 

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1communities as intended and lead to a more equitable early
2childhood education and care system for Illinois.
 
3
Article 20.

 
4    Section 20-1. Short title. This Article may be cited as the
5Data Governance and Organization to Support Equity and Racial
6Justice Act. References in this Article to "this Act" mean this
7Article.
 
8    Section 20-5. Findings. The General Assembly finds the
9following:
10        (1) The State of Illinois spends billions of dollars
11    annually on grants and programs to ensure that all
12    Illinoisans have the economic, health and safety,
13    educational, and other opportunities to be successful, but
14    it is still insufficient to serve all the needs of all
15    Illinoisans.
16        (2) To be good fiscal stewards of State funds, it is
17    necessary to ensure that the limited State funding is spent
18    on the right services, at the right time, in the right
19    dosages, to the right individuals, and in the most
20    equitable manner.
21        (3) Historical equity gaps exist in the administration
22    of programs across the State and understanding where these
23    exist is necessary for adjusting program scopes and

 

 

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1    ensuring that gaps can be found and rectified quickly.
2        (4) Different subpopulations of individuals may have
3    different needs and may experience different outcomes from
4    similar programs.
5        (5) Measuring average outcomes across an entire
6    population is insufficient to understand the equity
7    impacts of a program on specific subpopulations.
8        (6) Silos in information sharing exist across agencies
9    and that measuring the outcomes and impacts of programs
10    requires multiple agencies to share data.
11        (7) There is no existing mechanism for agencies to
12    ensure they are collecting information on programs that can
13    be easily matched to other agencies to understand program
14    effectiveness, as well as equity and access gaps that may
15    exist.
16        (8) The establishment of a system of data governance
17    and improved analytic capability is critical to support
18    equitable provision of services and the evaluation of
19    equitable outcomes for the citizens of Illinois.
20        (9) Sound data collection, reporting, and analysis is
21    necessary to ensure that practice and policy decisions and
22    outcomes are driven by a culture of data use and actionable
23    information that supports equity and engages stakeholders.
24        (10) Data governance and the classification of data is
25    a critical component of improving the security and privacy
26    of data.

 

 

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1        (11) The P-20 Longitudinal Education Data System Act,
2    enacted by Public Act 96-107, was created in 2009 to
3    develop the capacity to match data across agencies and
4    provide for improved data analytics across education
5    agencies.
6        (12) The P-20 Longitudinal Education Data System has
7    expanded to include the incorporation of human services,
8    workforce, and education agencies.
9        (13) The implementation of the P-20 Longitudinal
10    Education Data System has allowed the State to improve its
11    ability to manage and to bring together data across
12    agencies.
13        (14) Merging data across agencies has highlighted the
14    degree to which there are different approaches to capturing
15    similar data across agencies, including how race and
16    ethnicity data are captured.
17        (15) The State of Illinois needs to establish common
18    processes and procedures for all of the following:
19            (A) Cataloging data.
20            (B) Managing data requests.
21            (C) Sharing data.
22            (D) Collecting data.
23            (E) Matching data across agencies.
24            (F) Developing research and analytic agendas.
25            (G) Reporting on program participation
26        disaggregated by race and ethnicity.

 

 

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1            (H) Evaluating equitable outcomes for underserved
2        populations in Illinois.
3            (I) Defining common roles for data management
4        across agencies.
 
5    Section 20-10. Definitions. In this Act:
6    "Board" means the State Board of Education.
7    "Department" means any of the following: the Department on
8Aging, the Department of Central Management Services, the
9Department of Children and Family Services, the Department of
10Corrections, the Department of Juvenile Justice, the Illinois
11Department of Labor, the Department of Healthcare and Family
12Services, the Department of Human Services, the Department of
13Public Health, or the Illinois Department of Transportation.
 
14    Section 20-15. Data Governance and Organization to Support
15Equity and Racial Justice.
16    (a) On or before July 1, 2022 and each July 1 thereafter,
17the Board and the Department shall report statistical data on
18the racial and ethnic demographics of program participants for
19each major program administered by the Board or the Department.
20Except as provided in subsection (b), when reporting the data
21required under this Section, the Board or the Department shall
22use the same racial and ethnic classifications for each
23program, which shall include, but not be limited to, the
24following:

 

 

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1        (1) American Indian and Alaska Native alone.
2        (2) Asian alone.
3        (3) Black or African American alone.
4        (4) Hispanic or Latino of any race.
5        (5) Native Hawaiian and Other Pacific Islander alone.
6        (6) White alone.
7        (7) Some other race alone.
8        (8) Two or more races.
9    The Board and the Department may further define, by rule,
10the racial and ethnic classifications, including, if
11necessary, a classification of "No Race Specified".
12    (c) If a program administered by the Board or the
13Department is subject to federal reporting requirements that
14include the collection and public reporting of statistical data
15on the racial and ethnic demographics of program participants,
16the Department may maintain the same racial and ethnic
17classifications used under the federal requirements if such
18classifications differ from the classifications listed in
19subsection (a).
20    (d) The Department of Innovation and Technology shall
21assist the Board and the Department by establishing common
22technological processes and procedures for the Board and the
23Department to:
24        (1) Catalog data.
25        (2) Identify similar fields in datasets.
26        (3) Manage data requests.

 

 

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1        (4) Share data.
2        (5) Collect data.
3        (6) Improve and clean data.
4        (7) Match data across the Board and Departments.
5        (8) Develop research and analytic agendas.
6        (9) Report on program participation disaggregated by
7    race and ethnicity.
8        (10) Evaluate equitable outcomes for underserved
9    populations in Illinois.
10        (11) Define common roles for data management.
11        (12) Ensure that all major programs can report
12    disaggregated data by race and ethnicity.
13    The Board and the Department shall use the common
14technological processes and procedures established by the
15Department of Innovation and Technology.
16    (e) If the Board or the Department is unable to begin
17reporting the data required by subsection (a) by July 1, 2022,
18the Board or the Department shall state the reasons for the
19delay under the reporting requirements.
20    (f) By no later than March 31, 2022, the Board and the
21Department shall provide a progress report to the General
22Assembly to disclose: (i) the programs and datasets that have
23been cataloged for which race and ethnicity has been
24standardized; and (ii) to the extent possible, the datasets and
25programs that are outstanding for each agency and the datasets
26that are planned for the upcoming year. On or before March 31,

 

 

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12023, and each year thereafter, the Board and Departments shall
2provide an updated report to the General Assembly.
3    (g) By no later than October 31, 2021, the Governor's
4Office shall provide a plan to establish processes for input
5from the Board and the Department into processes outlined in
6subsection (b). The plan shall incorporate ongoing efforts at
7data interoperability within the Department and the governance
8established to support the P-20 Longitudinal Education Data
9System enacted by Public Act 96-107.
10    (h) Nothing in this Section shall be construed to limit the
11rights granted to individuals or data sharing protections
12established under existing State and federal data privacy and
13security laws.
 
14    Section 20-20. Construction of Act. Nothing in this Act
15shall be construed to limit the rights granted to individuals
16or data sharing protections established under existing State
17and federal data privacy and security laws.
 
18
Article 25.

 
19    Section 25-5. The School Code is amended by adding Section
2022-90 as follows:
 
21    (105 ILCS 5/22-90 new)
22    Sec. 22-90. Whole Child Task Force.

 

 

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1    (a) The General Assembly makes all of the following
2findings:
3        (1) The COVID-19 pandemic has exposed systemic
4    inequities in American society. Students, educators, and
5    families throughout this State have been deeply affected by
6    the pandemic, and the impact of the pandemic will be felt
7    for years to come. The negative consequences of the
8    pandemic have impacted students and communities
9    differently along the lines of race, income, language, and
10    special needs. However, students in this State faced
11    significant unmet physical health, mental health, and
12    social and emotional needs even prior to the pandemic.
13        (2) The path to recovery requires a commitment from
14    adults in this State to address our students cultural,
15    physical, emotional, and mental health needs and to provide
16    them with stronger and increased systemic support and
17    intervention.
18        (3) It is well documented that trauma and toxic stress
19    diminish a child's ability to thrive. Forms of childhood
20    trauma and toxic stress include adverse childhood
21    experiences, systemic racism, poverty, food and housing
22    insecurity, and gender-based violence. The COVID-19
23    pandemic has exacerbated these issues and brought them into
24    focus.
25        (4) It is estimated that, overall, approximately 40% of
26    children in this State have experienced at least one

 

 

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1    adverse childhood experience and approximately 10% have
2    experienced 3 or more adverse childhood experiences.
3    However, the number of adverse childhood experiences is
4    higher for Black and Hispanic children who are growing up
5    in poverty. The COVID-19 pandemic has amplified the number
6    of students who have experienced childhood trauma. Also,
7    the COVID-19 pandemic has highlighted preexisting
8    inequities in school disciplinary practices that
9    disproportionately impact Black and Brown students.
10    Research shows, for example, that girls of color are
11    disproportionately impacted by trauma, adversity, and
12    abuse, and instead of receiving the care and
13    trauma-informed support they may need, many Black girls in
14    particular face disproportionately harsh disciplinary
15    measures.
16        (5) The cumulative effects of trauma and toxic stress
17    adversely impact the physical health of students, as well
18    as their ability to learn, form relationships, and
19    self-regulate. If left unaddressed, these effects increase
20    a student's risk for depression, alcoholism, anxiety,
21    asthma, smoking, and suicide, all of which are risks that
22    disproportionately affect Black youth and may lead to a
23    host of medical diseases as an adult. Access to infant and
24    early childhood mental health services is critical to
25    ensure the social and emotional well-being of this State's
26    youngest children, particularly those children who have

 

 

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1    experienced trauma.
2        (6) Although this State enacted measures through
3    Public Act 100-105 to address the high rate of early care
4    and preschool expulsions of infants, toddlers, and
5    preschoolers and the disproportionately higher rate of
6    expulsion for Black and Hispanic children, a recent study
7    found a wide variation in the awareness, understanding, and
8    compliance with the law by providers of early childhood
9    care. Further work is needed to implement the law, which
10    includes providing training to early childhood care
11    providers to increase their understanding of the law,
12    increasing the availability and access to infant and early
13    childhood mental health services, and building aligned
14    data collection systems to better understand expulsion
15    rates and to allow for accurate reporting as required by
16    the law.
17        (7) Many educators and schools in this State have
18    embraced and implemented evidenced-based restorative
19    justice and trauma-responsive and culturally relevant
20    practices and interventions. However, the use of these
21    interventions on students is often isolated or is
22    implemented occasionally and only if the school has the
23    appropriate leadership, resources, and partners available
24    to engage seriously in this work. It would be malpractice
25    to deny our students access to these practices and
26    interventions, especially in the aftermath of a

 

 

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1    once-in-a-century pandemic.
2    (b) The Whole Child Task Force is created for the purpose
3of establishing an equitable, inclusive, safe, and supportive
4environment in all schools for every student in this State. The
5task force shall have all of the following goals, which means
6key steps have to be taken to ensure that every child in every
7school in this State has access to teachers, social workers,
8school leaders, support personnel, and others who have been
9trained in evidenced-based interventions and restorative
10practices:
11        (1) To create a common definition of a
12    trauma-responsive school, a trauma-responsive district,
13    and a trauma-responsive community.
14        (2) To outline the training and resources required to
15    create and sustain a system of support for
16    trauma-responsive schools, districts, and communities and
17    to identify this State's role in that work, including
18    recommendations concerning options for redirecting
19    resources from school resource officers to classroom-based
20    support.
21        (3) To identify or develop a process to conduct an
22    analysis of the organizations that provide training in
23    restorative practices, implicit bias, anti-racism, and
24    trauma-responsive systems, mental health services, and
25    social and emotional services to schools.
26        (4) To provide recommendations concerning the key data

 

 

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1    to be collected and reported to ensure that this State has
2    a full and accurate understanding of the progress toward
3    ensuring that all schools, including programs and
4    providers of care to pre-kindergarten children, employ
5    restorative, anti-racist, and trauma-responsive strategies
6    and practices. The data collected must include information
7    relating to the availability of trauma responsive support
8    structures in schools as well as disciplinary practices
9    employed on students in person or through other means,
10    including during remote or blended learning. It should also
11    include information on the use of, and funding for, school
12    resource officers and other similar police personnel in
13    school programs.
14        (5) To recommend an implementation timeline, including
15    the key roles, responsibilities, and resources to advance
16    this State toward a system in which every school, district,
17    and community is progressing toward becoming
18    trauma-responsive.
19        (6) To seek input and feedback from stakeholders,
20    including parents, students, and educators, who reflect
21    the diversity of this State.
22    (c) Members of the Whole Child Task Force shall be
23appointed by the State Superintendent of Education. Members of
24this task force must represent the diversity of this State and
25possess the expertise needed to perform the work required to
26meet the goals of the task force set forth under subsection

 

 

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1(a). Members of the task force shall include all of the
2following:
3        (1) One member of a statewide professional teachers'
4    organization.
5        (2) One member of another statewide professional
6    teachers' organization.
7        (3) One member who represents a school district serving
8    a community with a population of 500,000 or more.
9        (4) One member of a statewide organization
10    representing social workers.
11        (5) One member of an organization that has specific
12    expertise in trauma-responsive school practices and
13    experience in supporting schools in developing
14    trauma-responsive and restorative practices.
15        (6) One member of another organization that has
16    specific expertise in trauma-responsive school practices
17    and experience in supporting schools in developing
18    trauma-responsive and restorative practices.
19        (7) One member of a statewide organization that
20    represents school administrators.
21        (8) One member of a statewide policy organization that
22    works to build a healthy public education system that
23    prepares all students for a successful college, career, and
24    civic life.
25        (9) One member of a statewide organization that brings
26    teachers together to identify and address issues critical

 

 

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

 

 

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1    children, youth, and families in this State.
2        (21) One member who works or has worked as a
3    restorative justice coach or disciplinarian.
4        (22) One member who works or has worked as a social
5    worker.
6        (23) One member of the State Board of Education.
7        (24) One member who represents a statewide principals'
8    organization.
9        (25) One member who represents a statewide
10    organization of school boards.
11        (26) One member who has expertise in pre-kindergarten
12    education.
13        (27) One member who represents a school social worker
14    association.
15        (28) One member who represents an organization that
16    represents school districts in both the south suburbs and
17    collar counties.
18        (29) One member who is a licensed clinical psychologist
19    who (A) has a doctor of philosophy in the field of clinical
20    psychology and has an appointment at an independent
21    free-standing children's hospital located in Chicago, (B)
22    serves as associate professor at a medical school located
23    in Chicago, and (C) serves as the clinical director of a
24    coalition of voluntary collaboration of organizations that
25    are committed to applying a trauma lens to their efforts on
26    behalf of families and children in the State.

 

 

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1        (30) One member who represents a west suburban school
2    district.
3    (d) The Whole Child Task Force shall meet at the call of
4the State Superintendent of Education or his or her designee,
5who shall serve as as the chairperson. The State Board of
6Education shall provide administrative and other support to the
7task force. Members of the task force shall serve without
8compensation.
9    (e) The Whole Child Task Force shall submit a report of its
10findings and recommendations to the General Assembly, the
11Illinois Legislative Black Caucus, the State Board of
12Education, and the Governor on or before February 1, 2022. Upon
13submitting its report, the task force is dissolved.
14    (f) This Section is repealed on February 1, 2023.
 
15
Article 35.

 
16    Section 35-1. Short title. This Article may be cited as the
17Infant/Early Childhood Mental Health Consultations Act.
18References in this Article to "this Act" mean this Article.
 
19    Section 35-5. Findings; policies.
20    (a) The General Assembly finds the following:
21        (1) Social and emotional development is a core
22    developmental domain in young children and is codified in
23    the Illinois Early Learning Standards.

 

 

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1        (2) Fostering social and emotional development in
2    early childhood means both providing the supportive
3    settings and interactions to maximize healthy social and
4    emotional development for all children, as well as
5    providing communities, programs, and providers with
6    systems of tiered supports with training to respond to more
7    significant social and emotional challenges or where
8    experiences of trauma may be more prevalent.
9        (3) Early care and education programs and providers,
10    across a range of settings, have an important role to play
11    in supporting young children and families, especially
12    those who face greater challenges, such as trauma exposure,
13    social isolation, pervasive poverty, and toxic stress; if
14    programs, teaching staff, caregivers, and providers are
15    not provided with the support, services, and training
16    needed to accomplish these goals, it can lead to children
17    and families being asked to leave programs, particularly
18    without connection to more appropriate services, thereby
19    creating a disruption in learning and social-emotional
20    development; investments in reflective supervision,
21    professional development specific to diversity, equity and
22    inclusion practice, culturally responsive training,
23    implicit bias training, and how trauma experienced during
24    the early years can manifest in challenging behaviors will
25    create systems for serving children that are informed in
26    developmentally appropriate and responsive supports.

 

 

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1        (4) Studies have shown that the expulsion of infants,
2    toddlers, and young children in early care and education
3    settings is occurring at alarmingly high rates, more than 3
4    times that of students in K-12; further, expulsion occurs
5    more frequently for Black children and Latinx children and
6    more frequently for boys than for girls, with Black boys
7    being most frequently expelled; there is evidence to show
8    that the expulsion of Black girls is occurring with
9    increasing frequency.
10        (5) Illinois took its first steps toward addressing
11    this disparity through Public Act 100-105 to prohibit
12    expulsion due to child behavior in early care and education
13    settings, but further work is needed to implement this law,
14    including strengthening provider understanding of a
15    successful transition and beginning to identify strategies
16    to reduce "soft expulsions" and to ensure more young
17    children and their teachers, providers, and caregivers, in
18    a range of early care and education settings, can benefit
19    from services, such as Infant/Early Childhood Mental
20    Health Consultations (I/ECMHC) and positive behavior
21    interventions and supports such as the Pyramid Model.
22        (6) I/ECMHC is a critical component needed to align
23    social-emotional well-being with the public health model
24    of promotion, prevention, and intervention across early
25    care and education systems.
26    (b) The General Assembly encourages that all of the

 

 

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1following actions be taken by:
2        (1) the State to increase the availability of
3    Infant/Early Childhood Mental Health Consultations
4    (I/ECMHC) through increased funding in early childhood
5    programs and sustainable funding for coordination of
6    I/ECMHC and other social and emotional support at the State
7    level;
8        (2) the Department of Human Services (IDHS), the
9    Illinois State Board of Education (ISBE), the Governor's
10    Office of Early Childhood Development (GOECD), and other
11    relevant agencies to develop and promote
12    provider-accessible and parent-accessible materials,
13    including native language, on the role and value of
14    I/ECMHC, including targeted promotion in underserved
15    communities, and promote the use of existing I/ECMHCs, the
16    I/ECMHC consultant database, or other existing services;
17        (3) the State to increase funding to promote and
18    provide training and implementation support for systems of
19    tiered support, such as the Pyramid Model, across early
20    childhood settings and urge DHS, ISBE, GOECD, and other
21    relevant State agencies to coordinate efforts and develop
22    strategies to provide outreach to and support providers in
23    underserved communities and communities with fewer
24    programmatic resources; and
25        (4) ISBE and DCFS to provide the data required by
26    Public Act 100-105, even if the data is incomplete at the

 

 

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1    time due to data system challenges.
 
2
Article 40.

 
3    Section 40-5. The Illinois Public Aid Code is amended by
4adding Section 5-39 as follows:
 
5    (305 ILCS 5/5-39 new)
6    Sec. 5-39. Behavioral health services for children;
7diagnostic assessment system. Beginning on July 1, 2022, if it
8is necessary to provide a diagnostic code for behavioral health
9services for children ages 5 and under, providers shall utilize
10a developmentally appropriate and age-appropriate diagnostic
11assessment system, such as the Diagnostic Classification of
12Mental Health and Developmental Disorders of Infancy and Early
13Childhood-Revised (DC:0-5), for diagnosis and treatment
14planning. If necessary for billing purposes, the provider,
15managed care organization, or Department shall utilize the
16existing crosswalk tool to convert the developmentally
17appropriate and age-appropriate diagnosis code to the relevant
18code available in the State system.
19    By no later than January 1, 2022, the Department shall make
20recommendations to the General Assembly on the resources needed
21to integrate developmentally appropriate and age-appropriate
22diagnostic codes into the State system.
 

 

 

10100HB2170sam003- 41 -LRB101 07409 CMG 74786 a

1
Article 45.

 
2    Section 45-1. Short title. This Article may be cited as the
3Early Childhood Workforce Act. References in this Article to
4"this Act" mean this Article.
 
5    Section 45-5. Findings; policies.
6    (a) The General Assembly finds the following:
7        (1) Research shows that early childhood teacher
8    effectiveness is a predictor for positive developmental
9    and academic outcomes for children.
10        (2) The work of early childhood educators is
11    sophisticated and central to the healthy learning and
12    development of young children and takes place in a range of
13    settings, including schools, community-based centers, and
14    homes.
15        (3) It is critically important for children's outcomes
16    to have educators that reflect the diversity of the
17    families and communities they serve.
18        (4) The early childhood workforce is more racially
19    diverse than the K-12 workforce, and its members hold
20    degrees, have earned credentials, and have years of
21    experience in the field.
22        (5) The early childhood workforce, particularly those
23    working in community-based settings and those working with
24    infants and toddlers, often are not paid wages aligned to

 

 

10100HB2170sam003- 42 -LRB101 07409 CMG 74786 a

1    the sophistication of their work and level of education.
2        (6) All regions and settings have difficulty finding
3    qualified teachers.
4        (7) A disproportionate number of Black and Latinx women
5    serve in essential, frontline positions but are
6    underrepresented as lead teachers and in program
7    leadership where credentials and degrees are required.
8        (8) The early childhood workforce faces multiple
9    barriers to additional credential and degree attainment
10    that lead to career advancement and higher levels of
11    compensation.
12    (b) The General Assembly encourages all of the following:
13        (1) The Department of Human Services to undertake an
14    analysis of teacher data in the Gateways Registry to
15    determine those individuals who are close to their next
16    credential or degree, including information where
17    available in the Registry such as their geographic
18    location, demographics, work setting, and age groups of
19    children for whom they are responsible.
20        (2) The Department of Human Services to conduct
21    outreach and provide targeted coaching and access to
22    financial supports, including, but not limited to,
23    scholarships and debt relief, in a way that prioritizes
24    increasing the diversity of the teacher pipeline,
25    including bilingual providers and educators, regions of
26    the State with the highest need, and children in age groups

 

 

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

 

 

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1    childhood workforce between setting and age groups in which
2    they work, as funding becomes available.
 
3
Article 50.

 
4    Section 50-5. The School Code is amended by adding Section
52-3.183 and by changing Section 27-22 as follows:
 
6    (105 ILCS 5/2-3.183 new)
7    Sec. 2-3.183. Review of university admission coursework.
8    (a) The State Board of Education shall make the review
9compiled under Section 9.40 of the Board of Higher Education
10Act available to the public on its Internet website.
11    (b) To ensure that every public high school student
12understands the course expectations for admission into a public
13university in this State, a school district must make available
14to students in grades 8 through 12 and their parents or
15guardians the review compiled under Section 9.40 of the Board
16of Higher Education Act before the student's course schedule is
17finalized for the student's particular grade level.
18    (c) To ensure that a public high school student is not
19excluded from enrolling in a public university in this State
20because of a lack of access to required or recommended
21coursework, beginning with the 2022-2023 school year and each
22school year thereafter, every public high school must provide
23access to each course identified in the review compiled under

 

 

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1Section 9.40 of the Board of Higher Education Act to any of its
2students who request to enroll in the course. If the public
3high school is unable to offer the course through the school
4district, the public high school must find an alternative way
5to offer the course to the student, which may include
6partnering with another school district, a community college
7district, an institution of higher education, or some other
8course provider. No student shall be excluded from
9participation in a course identified in the review due to
10financial reasons. Any course offered pursuant to this Section
11as a dual credit course shall be developed and offered in
12accordance with the Dual Credit Quality Act.
 
13    (105 ILCS 5/27-22)  (from Ch. 122, par. 27-22)
14    Sec. 27-22. Required high school courses.
15    (a) (Blank).
16    (b) (Blank).
17    (c) (Blank).
18    (d) (Blank).
19    (e) Through the 2023-2024 school year, as As a prerequisite
20to receiving a high school diploma, each pupil entering the 9th
21grade must, in addition to other course requirements,
22successfully complete all of the following courses:
23        (1) Four years of language arts.
24        (2) Two years of writing intensive courses, one of
25    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        (4) Two years of science.
12        (5) Two years of social studies, of which at least one
13    year must be history of the United States or a combination
14    of history of the United States and American government
15    and, beginning with pupils entering the 9th grade in the
16    2016-2017 school year and each school year thereafter, at
17    least one semester must be civics, which shall help young
18    people acquire and learn to use the skills, knowledge, and
19    attitudes that will prepare them to be competent and
20    responsible citizens throughout their lives. Civics course
21    content shall focus on government institutions, the
22    discussion of current and controversial issues, service
23    learning, and simulations of the democratic process.
24    School districts may utilize private funding available for
25    the purposes of offering civics education.
26        (6) One year chosen from (A) music, (B) art, (C)

 

 

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1    foreign language, which shall be deemed to include American
2    Sign Language, or (D) vocational education.
3    (e-5) Beginning with the 2024-2025 school year, as a
4prerequisite to receiving a high school diploma, each pupil
5entering the 9th grade must, in addition to other course
6requirements, successfully complete all of the following
7courses:
8        (1) Four years of language arts.
9        (2) Two years of writing intensive courses, one of
10    which must be English and the other of which may be English
11    or any other subject. If applicable, writing-intensive
12    courses may be counted toward the fulfillment of other
13    graduation requirements.
14        (3) Three years of mathematics, one of which must be
15    Algebra I, one of which must include geometry content, and
16    one of which may be an Advanced Placement computer science
17    course. A mathematics course that includes geometry
18    content may be offered as an integrated, applied,
19    interdisciplinary, or career and technical education
20    course that prepares a student for a career readiness path.
21        (4) Two years of laboratory science.
22        (5) Two years of social studies, of which at least one
23    year must be history of the United States or a combination
24    of history of the United States and American government and
25    at least one semester must be civics, which shall help
26    young people acquire and learn to use the skills,

 

 

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1    knowledge, and attitudes that will prepare them to be
2    competent and responsible citizens throughout their lives.
3    Civics course content shall focus on government
4    institutions, the discussion of current and controversial
5    issues, service learning, and simulations of the
6    democratic process. School districts may utilize private
7    funding available for the purposes of offering civics
8    education.
9        (6) One year chosen from (A) music, (B) art, (C)
10    foreign language, which shall be deemed to include American
11    Sign Language, or (D) vocational education.
12    (e-10) Beginning with the 2028-2029 school year, as a
13prerequisite to receiving a high school diploma, each pupil
14entering the 9th grade must, in addition to other course
15requirements, successfully complete 2 years of foreign
16language courses, which may include American Sign Language. A
17pupil may choose a third year of foreign language to satisfy
18the requirement under paragraph (6) of subsection (e-5).
19    (f) The State Board of Education shall develop and inform
20school districts of standards for writing-intensive
21coursework.
22    (f-5) If a school district offers an Advanced Placement
23computer science course to high school students, then the
24school board must designate that course as equivalent to a high
25school mathematics course and must denote on the student's
26transcript that the Advanced Placement computer science course

 

 

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1qualifies as a mathematics-based, quantitative course for
2students in accordance with subdivision (3) of subsection (e)
3of this Section.
4    (g) This amendatory Act of 1983 does not apply to pupils
5entering the 9th grade in 1983-1984 school year and prior
6school years or to students with disabilities whose course of
7study is determined by an individualized education program.
8    This amendatory Act of the 94th General Assembly does not
9apply to pupils entering the 9th grade in the 2004-2005 school
10year or a prior school year or to students with disabilities
11whose course of study is determined by an individualized
12education program.
13    Subsection (e-5) does not apply to pupils entering the 9th
14grade in the 2023-2024 school year or a prior school year or to
15students with disabilities whose course of study is determined
16by an individualized education program. Subsection (e-10) does
17not apply to pupils entering the 9th grade in the 2027-2028
18school year or a prior school year or to students with
19disabilities whose course of study is determined by an
20individualized education program.
21    (h) The provisions of this Section are subject to the
22provisions of Section 27-22.05 of this Code and the
23Postsecondary and Workforce Readiness Act.
24    (i) The State Board of Education may adopt rules to modify
25the requirements of this Section for any students enrolled in
26grades 9 through 12 if the Governor has declared a disaster due

 

 

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1to a public health emergency pursuant to Section 7 of the
2Illinois Emergency Management Agency Act.
3(Source: P.A. 100-443, eff. 8-25-17; 101-464, eff. 1-1-20;
4101-643, eff. 6-18-20.)
 
5    Section 50-10. The Board of Higher Education Act is amended
6by adding Section 9.40 as follows:
 
7    (110 ILCS 205/9.40 new)
8    Sec. 9.40. Review of university admission coursework.
9    (a) On or before May 1, 2021 and as needed thereafter, the
10Board of Higher Education shall compile a review that
11identifies, for each public university in this State, all
12courses the university will require or recommend a high school
13student take to be admitted to the university as an
14undergraduate student for the following school year. The review
15shall also include any required coursework or recommended
16coursework for a undergraduate admission into a specific
17academic major, college, or department of the university for
18the following school year. In order to allow public school
19districts sufficient time to fulfill their obligations under
20subsection (c) of Section 2-3.183 of the School Code, the
21review must also identify any new courses that each public
22university in this State will add to the review the following
23year. No new required or recommended coursework may be added to
24a review that has not been identified in the previous year's

 

 

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1review.
2    (b) The Board of Higher Education shall make the review
3compiled under subsection (a) available to the public on its
4Internet website.
5    (c) The Board of Higher Education may adopt any rules
6necessary to implement this Section.
 
7
Article 60.

 
8    Section 60-5. The School Code is amended by adding Sections
92-3.185, 10-20.73, 10-20.74, and 27-23.15 and by changing
10Sections 10-17a and 27-22 as follows:
 
11    (105 ILCS 5/2-3.185 new)
12    Sec. 2-3.185. Computer science standards and courses. On or
13before December 1, 2021, the State Board of Education shall:
14        (1) develop or adopt rigorous learning standards in the
15    area of computer science; and
16        (2) analyze and revise, if appropriate, existing
17    course titles dedicated to computer science or develop a
18    short list of existing course titles that are recommended
19    for computer science courses.
 
20    (105 ILCS 5/10-17a)  (from Ch. 122, par. 10-17a)
21    Sec. 10-17a. State, school district, and school report
22cards.

 

 

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1    (1) By October 31, 2013 and October 31 of each subsequent
2school year, the State Board of Education, through the State
3Superintendent of Education, shall prepare a State report card,
4school district report cards, and school report cards, and
5shall by the most economic means provide to each school
6district in this State, including special charter districts and
7districts subject to the provisions of Article 34, the report
8cards for the school district and each of its schools.
9    (2) In addition to any information required by federal law,
10the State Superintendent shall determine the indicators and
11presentation of the school report card, which must include, at
12a minimum, the most current data collected and maintained by
13the State Board of Education related to the following:
14        (A) school characteristics and student demographics,
15    including average class size, average teaching experience,
16    student racial/ethnic breakdown, and the percentage of
17    students classified as low-income; the percentage of
18    students classified as English learners; the percentage of
19    students who have individualized education plans or 504
20    plans that provide for special education services; the
21    number and percentage of all students who have been
22    assessed for placement in a gifted education or advanced
23    academic program and, of those students: (i) the racial and
24    ethnic breakdown, (ii) the percentage who are classified as
25    low-income, and (iii) the number and percentage of students
26    who received direct instruction from a teacher who holds a

 

 

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

 

 

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1    State standards, the percentage of students in the eighth
2    grade who pass Algebra, the percentage of students who
3    participated in workplace learning experiences, the
4    percentage of students enrolled in post-secondary
5    institutions (including colleges, universities, community
6    colleges, trade/vocational schools, and training programs
7    leading to career certification within 2 semesters of high
8    school graduation), the percentage of students graduating
9    from high school who are college and career ready, and the
10    percentage of graduates enrolled in community colleges,
11    colleges, and universities who are in one or more courses
12    that the community college, college, or university
13    identifies as a developmental course;
14        (D) student progress, including, where applicable, the
15    percentage of students in the ninth grade who have earned 5
16    credits or more without failing more than one core class, a
17    measure of students entering kindergarten ready to learn, a
18    measure of growth, and the percentage of students who enter
19    high school on track for college and career readiness;
20        (E) the school environment, including, where
21    applicable, the percentage of students with less than 10
22    absences in a school year, the percentage of teachers with
23    less than 10 absences in a school year for reasons other
24    than professional development, leaves taken pursuant to
25    the federal Family Medical Leave Act of 1993, long-term
26    disability, or parental leaves, the 3-year average of the

 

 

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1    percentage of teachers returning to the school from the
2    previous year, the number of different principals at the
3    school in the last 6 years, the number of teachers who hold
4    a gifted education endorsement, the process and criteria
5    used by the district to determine whether a student is
6    eligible for participation in a gifted education program or
7    advanced academic program and the manner in which parents
8    and guardians are made aware of the process and criteria, 2
9    or more indicators from any school climate survey selected
10    or approved by the State and administered pursuant to
11    Section 2-3.153 of this Code, with the same or similar
12    indicators included on school report cards for all surveys
13    selected or approved by the State pursuant to Section
14    2-3.153 of this Code, and the combined percentage of
15    teachers rated as proficient or excellent in their most
16    recent evaluation;
17        (F) a school district's and its individual schools'
18    balanced accountability measure, in accordance with
19    Section 2-3.25a of this Code;
20        (G) the total and per pupil normal cost amount the
21    State contributed to the Teachers' Retirement System of the
22    State of Illinois in the prior fiscal year for the school's
23    employees, which shall be reported to the State Board of
24    Education by the Teachers' Retirement System of the State
25    of Illinois;
26        (H) for a school district organized under Article 34 of

 

 

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1    this Code only, State contributions to the Public School
2    Teachers' Pension and Retirement Fund of Chicago and State
3    contributions for health care for employees of that school
4    district;
5        (I) a school district's Final Percent of Adequacy, as
6    defined in paragraph (4) of subsection (f) of Section
7    18-8.15 of this Code;
8        (J) a school district's Local Capacity Target, as
9    defined in paragraph (2) of subsection (c) of Section
10    18-8.15 of this Code, displayed as a percentage amount;
11        (K) a school district's Real Receipts, as defined in
12    paragraph (1) of subsection (d) of Section 18-8.15 of this
13    Code, divided by a school district's Adequacy Target, as
14    defined in paragraph (1) of subsection (b) of Section
15    18-8.15 of this Code, displayed as a percentage amount;
16        (L) a school district's administrative costs; and
17        (M) whether or not the school has participated in the
18    Illinois Youth Survey. In this paragraph (M), "Illinois
19    Youth Survey" means a self-report survey, administered in
20    school settings every 2 years, designed to gather
21    information about health and social indicators, including
22    substance abuse patterns and the attitudes of students in
23    grades 8, 10, and 12; and
24        (N) whether the school offered its students career and
25    technical education opportunities.
26    The school report card shall also provide information that

 

 

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1allows for comparing the current outcome, progress, and
2environment data to the State average, to the school data from
3the past 5 years, and to the outcomes, progress, and
4environment of similar schools based on the type of school and
5enrollment of low-income students, special education students,
6and English learners.
7    As used in this subsection (2):
8    "Administrative costs" means costs associated with
9executive, administrative, or managerial functions within the
10school district that involve planning, organizing, managing,
11or directing the school district.
12    "Advanced academic program" means a course of study to
13which students are assigned based on advanced cognitive ability
14or advanced academic achievement compared to local age peers
15and in which the curriculum is substantially differentiated
16from the general curriculum to provide appropriate challenge
17and pace.
18    "Computer science" means the study of computers and
19algorithms, including their principles, their hardware and
20software designs, their implementation, and their impact on
21society. "Computer science" does not include the study of
22everyday uses of computers and computer applications, such as
23keyboarding or accessing the Internet.
24    "Gifted education" means educational services, including
25differentiated curricula and instructional methods, designed
26to meet the needs of gifted children as defined in Article 14A

 

 

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1of this Code.
2    For the purposes of paragraph (A) of this subsection (2),
3"average daily attendance" means the average of the actual
4number of attendance days during the previous school year for
5any enrolled student who is subject to compulsory attendance by
6Section 26-1 of this Code at each school and charter school.
7    (3) At the discretion of the State Superintendent, the
8school district report card shall include a subset of the
9information identified in paragraphs (A) through (E) of
10subsection (2) of this Section, as well as information relating
11to the operating expense per pupil and other finances of the
12school district, and the State report card shall include a
13subset of the information identified in paragraphs (A) through
14(E) and paragraph (N) of subsection (2) of this Section. The
15school district report card shall include the average daily
16attendance, as that term is defined in subsection (2) of this
17Section, of students who have individualized education
18programs and students who have 504 plans that provide for
19special education services within the school district.
20    (4) Notwithstanding anything to the contrary in this
21Section, in consultation with key education stakeholders, the
22State Superintendent shall at any time have the discretion to
23amend or update any and all metrics on the school, district, or
24State report card.
25    (5) Annually, no more than 30 calendar days after receipt
26of the school district and school report cards from the State

 

 

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1Superintendent of Education, each school district, including
2special charter districts and districts subject to the
3provisions of Article 34, shall present such report cards at a
4regular school board meeting subject to applicable notice
5requirements, post the report cards on the school district's
6Internet web site, if the district maintains an Internet web
7site, make the report cards available to a newspaper of general
8circulation serving the district, and, upon request, send the
9report cards home to a parent (unless the district does not
10maintain an Internet web site, in which case the report card
11shall be sent home to parents without request). If the district
12posts the report card on its Internet web site, the district
13shall send a written notice home to parents stating (i) that
14the report card is available on the web site, (ii) the address
15of the web site, (iii) that a printed copy of the report card
16will be sent to parents upon request, and (iv) the telephone
17number that parents may call to request a printed copy of the
18report card.
19    (6) Nothing contained in Public Act 98-648 repeals,
20supersedes, invalidates, or nullifies final decisions in
21lawsuits pending on July 1, 2014 (the effective date of Public
22Act 98-648) in Illinois courts involving the interpretation of
23Public Act 97-8.
24(Source: P.A. 100-227, eff. 8-18-17; 100-364, eff. 1-1-18;
25100-448, eff. 7-1-19; 100-465, eff. 8-31-17; 100-807, eff.
268-10-18; 100-863, eff. 8-14-18; 100-1121, eff. 1-1-19; 101-68,

 

 

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1eff. 1-1-20; 101-81, eff. 7-12-19; revised 9-9-19.)
 
2    (105 ILCS 5/10-20.73 new)
3    Sec. 10-20.73. Computer literacy skills. All school
4districts shall ensure that students receive developmentally
5appropriate opportunities to gain computer literacy skills
6beginning in elementary school.
 
7    (105 ILCS 5/10-20.74 new)
8    Sec. 10-20.74. Educational technology capacity and
9policies; report. School districts shall submit to the State
10Board of Education, or its designee, an annual report that
11shall include, at a minimum, information regarding educational
12technology capacity and policies, including device
13availability for students, school-based access and
14infrastructure, professional learning and training
15opportunities, and documentation of developmentally
16appropriate computer literacy instruction embedded in the
17district's curriculum at each grade level.
 
18    (105 ILCS 5/27-22)  (from Ch. 122, par. 27-22)
19    Sec. 27-22. Required high school courses.
20    (a) (Blank).
21    (b) (Blank).
22    (c) (Blank).
23    (d) (Blank).

 

 

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1    (e) As a prerequisite to receiving a high school diploma,
2each pupil entering the 9th grade must, in addition to other
3course requirements, successfully complete all of the
4following courses:
5        (1) Four years of language arts.
6        (2) Two years of writing intensive courses, one of
7    which must be English and the other of which may be English
8    or any other subject. When applicable, writing-intensive
9    courses may be counted towards the fulfillment of other
10    graduation requirements.
11        (3) Three years of mathematics, one of which must be
12    Algebra I, one of which must include geometry content, and
13    one of which may be an Advanced Placement computer science
14    course. A mathematics course that includes geometry
15    content may be offered as an integrated, applied,
16    interdisciplinary, or career and technical education
17    course that prepares a student for a career readiness path.
18        (3.5) For pupils entering the 9th grade in the
19    2022-2023 school year and each school year thereafter, one
20    year of a course that includes intensive instruction in
21    computer literacy, which may be English, social studies, or
22    any other subject and which may be counted toward the
23    fulfillment of other graduation requirements.
24        (4) Two years of science.
25        (5) Two years of social studies, of which at least one
26    year must be history of the United States or a combination

 

 

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1    of history of the United States and American government
2    and, beginning with pupils entering the 9th grade in the
3    2016-2017 school year and each school year thereafter, at
4    least one semester must be civics, which shall help young
5    people acquire and learn to use the skills, knowledge, and
6    attitudes that will prepare them to be competent and
7    responsible citizens throughout their lives. Civics course
8    content shall focus on government institutions, the
9    discussion of current and controversial issues, service
10    learning, and simulations of the democratic process.
11    School districts may utilize private funding available for
12    the purposes of offering civics education.
13        (6) One year chosen from (A) music, (B) art, (C)
14    foreign language, which shall be deemed to include American
15    Sign Language, or (D) vocational education.
16    (f) The State Board of Education shall develop and inform
17school districts of standards for writing-intensive
18coursework.
19    (f-5) If a school district offers an Advanced Placement
20computer science course to high school students, then the
21school board must designate that course as equivalent to a high
22school mathematics course and must denote on the student's
23transcript that the Advanced Placement computer science course
24qualifies as a mathematics-based, quantitative course for
25students in accordance with subdivision (3) of subsection (e)
26of this Section.

 

 

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1    (g) This amendatory Act of 1983 does not apply to pupils
2entering the 9th grade in 1983-1984 school year and prior
3school years or to students with disabilities whose course of
4study is determined by an individualized education program.
5    This amendatory Act of the 94th General Assembly does not
6apply to pupils entering the 9th grade in the 2004-2005 school
7year or a prior school year or to students with disabilities
8whose course of study is determined by an individualized
9education program.
10    This amendatory Act of the 101st General Assembly does not
11apply to pupils entering the 9th grade in the 2021-2022 school
12year or a prior school year or to students with disabilities
13whose course of study is determined by an individualized
14education program.
15    (h) The provisions of this Section are subject to the
16provisions of Section 27-22.05 of this Code and the
17Postsecondary and Workforce Readiness Act.
18    (i) The State Board of Education may adopt rules to modify
19the requirements of this Section for any students enrolled in
20grades 9 through 12 if the Governor has declared a disaster due
21to a public health emergency pursuant to Section 7 of the
22Illinois Emergency Management Agency Act.
23(Source: P.A. 100-443, eff. 8-25-17; 101-464, eff. 1-1-20;
24101-643, eff. 6-18-20.)
 
25    (105 ILCS 5/27-23.15 new)

 

 

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1    Sec. 27-23.15. Computer science.
2    (a) In this Section, "computer science" means the study of
3computers and algorithms, including their principles, their
4hardware and software designs, their implementation, and their
5impact on society. "Computer science" does not include the
6study of everyday uses of computers and computer applications,
7such as keyboarding or accessing the Internet.
8    (b) Beginning with the 2023-2024 school year, the school
9board of a school district that maintains any of grades 9
10through 12 shall provide an opportunity for every high school
11student to take at least one computer science course aligned to
12rigorous learning standards of the State Board of Education.
 
13
Article 65.

 
14    Section 65-5. The School Code is amended by changing
15Sections 14A-10 and 14A-32 as follows:
 
16    (105 ILCS 5/14A-10)
17    Sec. 14A-10. Legislative findings. The General Assembly
18finds the following:
19        (1) that gifted and talented children (i) exhibit high
20    performance capabilities in intellectual, creative, and
21    artistic areas, (ii) possess an exceptional leadership
22    potential, (iii) excel in specific academic fields, and
23    (iv) have the potential to be influential in business,

 

 

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1    government, health care, the arts, and other critical
2    sectors of our economic and cultural environment;
3        (2) that gifted and talented children require services
4    and activities that are not ordinarily provided by schools;
5    and
6        (3) that outstanding talents are present in children
7    and youth from all cultural groups, across all economic
8    strata, and in all areas of human endeavor; and .
9        (4) that inequitable access to advanced coursework and
10    enrollment in accelerated placement programs exists
11    between children enrolled in different school districts
12    and even within the same school district and more must be
13    done to eliminate the barriers to access to advanced
14    coursework and enrollment in accelerated placement
15    programs for all children.
16(Source: P.A. 94-151, eff. 7-8-05; 94-410, eff. 8-2-05.)
 
17    (105 ILCS 5/14A-32)
18    Sec. 14A-32. Accelerated placement; school district
19responsibilities.
20    (a) Each school district shall have a policy that allows
21for accelerated placement that includes or incorporates by
22reference the following components:
23        (1) a provision that provides that participation in
24    accelerated placement is not limited to those children who
25    have been identified as gifted and talented, but rather is

 

 

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1    open to all children who demonstrate high ability and who
2    may benefit from accelerated placement;
3        (2) a fair and equitable decision-making process that
4    involves multiple persons and includes a student's parents
5    or guardians;
6        (3) procedures for notifying parents or guardians of a
7    child of a decision affecting that child's participation in
8    an accelerated placement program; and
9        (4) an assessment process that includes multiple
10    valid, reliable indicators.
11    (a-5) By no later than the beginning of the 2023-2024
12school year, a school district's accelerated placement policy
13shall allow for the automatic enrollment, in the following
14school term, of a student into the next most rigorous level of
15advanced coursework offered by the high school if the student
16meets or exceeds State standards in English language arts,
17mathematics, or science on a State assessment administered
18under Section 2-3.64a-5 as follows:
19        (1) A student who meets or exceeds State standards in
20    English language arts shall be automatically enrolled into
21    the next most rigorous level of advanced coursework in
22    English, social studies, humanities, or related subjects.
23        (2) A student who meets or exceeds State standards in
24    mathematics shall be automatically enrolled into the next
25    most rigorous level of advanced coursework in mathematics.
26        (3) A student who meets or exceeds State standards in

 

 

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1    science shall be automatically enrolled into the next most
2    rigorous level of advanced coursework in science.
3    The next most rigorous level of advanced coursework under
4this subsection (a-5) may include a dual credit course, as
5defined in the Dual Credit Quality Act, an Advanced Placement
6course as defined in Section 10 of the College and Career
7Success for All Students Act, an International Baccalaureate
8course, an honors class, an enrichment opportunity, a gifted
9program, or another program offered by the district.
10    A school district may use the student's most recent State
11assessment results to determine whether a student meets or
12exceeds State standards. For a student entering grade 9,
13results from the State assessment taken in grades 6 through 8
14may be used. For other high school grades, the results from a
15locally selected, nationally normed assessment may be used
16instead of the State assessment if those results are the most
17recent.
18    A school district must provide the parent or guardian of a
19student eligible for automatic enrollment under this
20subsection (a-5) with the option to instead have the student
21enroll in alternative coursework that better aligns with the
22student's postsecondary education or career goals.
23    Nothing in this subsection (a-5) may be interpreted to
24preclude other students from enrolling in advanced coursework
25per the policy of a school district.
26    (b) Further, a school district's accelerated placement

 

 

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1policy may include or incorporate by reference, but need not be
2limited to, the following components:
3        (1) procedures for annually informing the community
4    at-large, including parents or guardians, community-based
5    organizations, and providers of out-of-school programs,
6    about the accelerated placement program and the methods
7    used for the identification of children eligible for
8    accelerated placement, including strategies to reach
9    groups of students and families who have been historically
10    underrepresented in accelerated placement programs and
11    advanced coursework;
12        (2) a process for referral that allows for multiple
13    referrers, including a child's parents or guardians; other
14    referrers may include licensed education professionals,
15    the child, with the written consent of a parent or
16    guardian, a peer, through a licensed education
17    professional who has knowledge of the referred child's
18    abilities, or, in case of possible early entrance, a
19    preschool educator, pediatrician, or psychologist who
20    knows the child; and
21        (3) a provision that provides that children
22    participating in an accelerated placement program and
23    their parents or guardians will be provided a written plan
24    detailing the type of acceleration the child will receive
25    and strategies to support the child; .
26        (4) procedures to provide support and promote success

 

 

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1    for students who are newly enrolled in an accelerated
2    placement program; and
3        (5) a process for the school district to review and
4    utilize disaggregated data on participation in an
5    accelerated placement program to address gaps among
6    demographic groups in accelerated placement opportunities.
7    (c) The State Board of Education shall adopt rules to
8determine data to be collected and disaggregated by demographic
9group regarding accelerated placement, including the rates of
10students who participate in and successfully complete advanced
11coursework, and a method of making the information available to
12the public.
13    (d) On or before November 1, 2022, following a review of
14disaggregated data on the participation and successful
15completion rates of students enrolled in an accelerated
16placement program, each school district shall develop a plan to
17expand access to its accelerated placement program and to
18ensure the teaching capacity necessary to meet the increased
19demand.
20(Source: P.A. 100-421, eff. 7-1-18.)
 
21
Article 70.

 
22    Section 70-5. The School Code is amended by changing
23Section 22-45 as follows:
 

 

 

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1    (105 ILCS 5/22-45)
2    Sec. 22-45. Illinois P-20 Council.
3    (a) The General Assembly finds that preparing Illinoisans
4for success in school and the workplace requires a continuum of
5quality education from preschool through graduate school. This
6State needs a framework to guide education policy and integrate
7education at every level. A statewide coordinating council to
8study and make recommendations concerning education at all
9levels can avoid fragmentation of policies, promote improved
10teaching and learning, and continue to cultivate and
11demonstrate strong accountability and efficiency. Establishing
12an Illinois P-20 Council will develop a statewide agenda that
13will move the State towards the common goals of improving
14academic achievement, increasing college access and success,
15improving use of existing data and measurements, developing
16improved accountability, fostering innovative approaches to
17education, promoting lifelong learning, easing the transition
18to college, and reducing remediation. A pre-kindergarten
19through grade 20 agenda will strengthen this State's economic
20competitiveness by producing a highly-skilled workforce. In
21addition, lifelong learning plans will enhance this State's
22ability to leverage funding.
23    (b) There is created the Illinois P-20 Council. The
24Illinois P-20 Council shall include all of the following
25members:
26        (1) The Governor or his or her designee, to serve as

 

 

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1    chairperson.
2        (2) Four members of the General Assembly, one appointed
3    by the Speaker of the House of Representatives, one
4    appointed by the Minority Leader of the House of
5    Representatives, one appointed by the President of the
6    Senate, and one appointed by the Minority Leader of the
7    Senate.
8        (3) Six at-large members appointed by the Governor as
9    follows, with 2 members being from the City of Chicago, 2
10    members being from Lake County, McHenry County, Kane
11    County, DuPage County, Will County, or that part of Cook
12    County outside of the City of Chicago, and 2 members being
13    from the remainder of the State:
14            (A) one representative of civic leaders;
15            (B) one representative of local government;
16            (C) one representative of trade unions;
17            (D) one representative of nonprofit organizations
18        or foundations;
19            (E) one representative of parents' organizations;
20        and
21            (F) one education research expert.
22        (4) Five members appointed by statewide business
23    organizations and business trade associations.
24        (5) Six members appointed by statewide professional
25    organizations and associations representing
26    pre-kindergarten through grade 20 teachers, community

 

 

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1    college faculty, and public university faculty.
2        (6) Two members appointed by associations representing
3    local school administrators and school board members. One
4    of these members must be a special education administrator.
5        (7) One member representing community colleges,
6    appointed by the Illinois Council of Community College
7    Presidents.
8        (8) One member representing 4-year independent
9    colleges and universities, appointed by a statewide
10    organization representing private institutions of higher
11    learning.
12        (9) One member representing public 4-year
13    universities, appointed jointly by the university
14    presidents and chancellors.
15        (10) Ex-officio members as follows:
16            (A) The State Superintendent of Education or his or
17        her designee.
18            (B) The Executive Director of the Board of Higher
19        Education or his or her designee.
20            (C) The Executive Director of the Illinois
21        Community College Board or his or her designee.
22            (D) The Executive Director of the Illinois Student
23        Assistance Commission or his or her designee.
24            (E) The Co-chairpersons of the Illinois Workforce
25        Investment Board or their designee.
26            (F) The Director of Commerce and Economic

 

 

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1        Opportunity or his or her designee.
2            (G) The Chairperson of the Illinois Early Learning
3        Council or his or her designee.
4            (H) The President of the Illinois Mathematics and
5        Science Academy or his or her designee.
6            (I) The president of an association representing
7        educators of adult learners or his or her designee.
8Ex-officio members shall have no vote on the Illinois P-20
9Council.
10    Appointed members shall serve for staggered terms expiring
11on July 1 of the first, second, or third calendar year
12following their appointments or until their successors are
13appointed and have qualified. Staggered terms shall be
14determined by lot at the organizing meeting of the Illinois
15P-20 Council.
16    Vacancies shall be filled in the same manner as original
17appointments, and any member so appointed shall serve during
18the remainder of the term for which the vacancy occurred.
19    (c) The Illinois P-20 Council shall be funded through State
20appropriations to support staff activities, research,
21data-collection, and dissemination. The Illinois P-20 Council
22shall be staffed by the Office of the Governor, in coordination
23with relevant State agencies, boards, and commissions. The
24Illinois Education Research Council shall provide research and
25coordinate research collection activities for the Illinois
26P-20 Council.

 

 

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1    (d) The Illinois P-20 Council shall have all of the
2following duties:
3        (1) To make recommendations to do all of the following:
4            (A) Coordinate pre-kindergarten through grade 20
5        (graduate school) education in this State through
6        working at the intersections of educational systems to
7        promote collaborative infrastructure.
8            (B) Coordinate and leverage strategies, actions,
9        legislation, policies, and resources of all
10        stakeholders to support fundamental and lasting
11        improvement in this State's public schools, community
12        colleges, and universities.
13            (C) Better align the high school curriculum with
14        postsecondary expectations.
15            (D) Better align assessments across all levels of
16        education.
17            (E) Reduce the need for students entering
18        institutions of higher education to take remedial
19        courses.
20            (F) Smooth the transition from high school to
21        college.
22            (G) Improve high school and college graduation
23        rates.
24            (H) Improve the rigor and relevance of academic
25        standards for college and workforce readiness.
26            (I) Better align college and university teaching

 

 

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1        programs with the needs of Illinois schools.
2        (2) To advise the Governor, the General Assembly, the
3    State's education and higher education agencies, and the
4    State's workforce and economic development boards and
5    agencies on policies related to lifelong learning for
6    Illinois students and families.
7        (3) To articulate a framework for systemic educational
8    improvement and innovation that will enable every student
9    to meet or exceed Illinois learning standards and be
10    well-prepared to succeed in the workforce and community.
11        (4) To provide an estimated fiscal impact for
12    implementation of all Council recommendations.
13        (5) To make recommendations for short-term and
14    long-term learning recovery actions for public school
15    students in this State in the wake of the COVID-19
16    pandemic. The Illinois P-20 Council shall submit a report
17    with its recommendations for a multi-year recovery plan by
18    December 31, 2021 to the Governor, the State Board of
19    Education, the Board of Higher Education, the Illinois
20    Community College Board, and the General Assembly that
21    addresses all of the following:
22            (A) Closing the digital divide for all students,
23        including access to devices, Internet connectivity,
24        and ensuring that educators have the necessary support
25        and training to provide high quality remote and blended
26        learning to students.

 

 

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1            (B) Evaluating the academic growth and proficiency
2        of students in order to understand the impact of school
3        closures and remote and blended remote learning
4        conditions on student academic outcomes, including
5        disaggregating data by race, income, diverse learners,
6        and English learners, in ways that balance the need to
7        understand that impact with the need to support student
8        well-being and also take into consideration the
9        logistical constraints facing schools and districts.
10            (C) Establishing a system for the collection and
11        review of student data at the State level, including
12        data about prekindergarten through higher education
13        student attendance, engagement and participation,
14        discipline, and social-emotional and mental health
15        inputs and outcomes, in order to better understand the
16        full impact of disrupted learning.
17            (D) Providing students with resources and programs
18        for academic support, such as enrichment
19        opportunities, tutoring corps, summer bridge programs,
20        youth leadership and development programs, youth and
21        community-led restorative and transformative justice
22        programs, and youth internship and apprenticeship
23        programs.
24            (E) Providing students with resources and support
25        to ensure access to social-emotional learning, mental
26        health services, and trauma responsive, restorative

 

 

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1        justice and anti-racist practices in order to support
2        the growth of the whole child, such as investing in
3        community schools and providing comprehensive
4        year-round services and support for both students and
5        their families.
6            (F) Ensuring more time for students' academic,
7        social-emotional, and mental health needs by
8        considering such strategies as: (i) extending planning
9        time for teachers, (ii) extending the school day and
10        school year, and (iii) transitioning to year-round
11        schooling.
12            (G) Strengthening the transition from secondary
13        education to postsecondary education in the wake of
14        threats to alignment and affordability created by the
15        pandemic and related conditions.
16    (e) The chairperson of the Illinois P-20 Council may
17authorize the creation of working groups focusing on areas of
18interest to Illinois educational and workforce development,
19including without limitation the following areas:
20        (1) Preparation, recruitment, and certification of
21    highly qualified teachers.
22        (2) Mentoring and induction of highly qualified
23    teachers.
24        (3) The diversity of highly qualified teachers.
25        (4) Funding for highly qualified teachers, including
26    developing a strategic and collaborative plan to seek

 

 

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1    federal and private grants to support initiatives
2    targeting teacher preparation and its impact on student
3    achievement.
4        (5) Highly effective administrators.
5        (6) Illinois birth through age 3 education,
6    pre-kindergarten, and early childhood education.
7        (7) The assessment, alignment, outreach, and network
8    of college and workforce readiness efforts.
9        (8) Alternative routes to college access.
10        (9) Research data and accountability.
11        (10) Community schools, community participation, and
12    other innovative approaches to education that foster
13    community partnerships.
14        (11) Tuition, financial aid, and other issues related
15    to keeping postsecondary education affordable for Illinois
16    residents.
17        (12) Learning recovery in the wake of the COVID-19
18    pandemic.
19    The chairperson of the Illinois P-20 Council may designate
20Council members to serve as working group chairpersons. Working
21groups may invite organizations and individuals representing
22pre-kindergarten through grade 20 interests to participate in
23discussions, data collection, and dissemination.
24(Source: P.A. 98-463, eff. 8-16-13; 98-719, eff. 1-1-15;
2599-643, eff. 1-1-17.)
 

 

 

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1
Article 75.

 
2    Section 75-5. The State Finance Act is amended by adding
3Section 5.935 as follows:
 
4    (30 ILCS 105/5.935 new)
5    Sec. 5.935. The Freedom Schools Fund.
 
6    Section 75-10. The School Code is amended by adding Section
72-3.186 as follows:
 
8    (105 ILCS 5/2-3.186 new)
9    Sec. 2-3.186. Freedom Schools; grant program.
10    (a) The General Assembly recognizes and values the
11contributions that Freedom Schools make to enhance the lives of
12Black students. The General Assembly makes all of the following
13findings:
14        (1) The fundamental goal of the Freedom Schools of the
15    1960s was to provide quality education for all students, to
16    motivate active civic engagement, and to empower
17    disenfranchised communities. The renowned and progressive
18    curriculum of Freedom Schools allowed students of all ages
19    to experience a new and liberating form of education that
20    directly related to the imperatives of their lives, their
21    communities, and the Freedom Movement.
22        (2) Freedom Schools continue to demonstrate the proven

 

 

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1    benefits of critical civic engagement and
2    intergenerational effects by providing historically
3    disadvantaged students, including African American
4    students and other students of color, with quality
5    instruction that fosters student confidence, critical
6    thinking, and social and emotional development.
7        (3) Freedom Schools offer culturally relevant learning
8    opportunities with the academic and social supports that
9    Black children need by utilizing quality teaching,
10    challenging and engaging curricula, wrap-around supports,
11    a positive school climate, and strong ties to family and
12    community. Freedom Schools have a clear focus on results.
13        (4) Public schools serve a foundational role in the
14    education of over 2,000,000 students in this State.
15    (b) The State Board of Education shall establish a Freedom
16School network to supplement the learning taking place in
17public schools by creating a 6-week summer program with an
18organization with a mission to improve the odds for children in
19poverty that operates Freedom Schools in multiple states using
20a research-based and multicultural curriculum for
21disenfranchised communities most affected by the opportunity
22gap and learning loss caused by the pandemic, and by expanding
23the teaching of African American history, developing
24leadership skills, and providing an understanding of the tenets
25of the civil rights movement. The teachers in Freedom Schools
26must be from the local community, with an emphasis on

 

 

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1historically disadvantaged youth, including African American
2students and other students of color, so that (i) these
3individuals have access to summer jobs and teaching experiences
4that serve as a long-term pipeline to educational careers and
5the hiring of minority educators in public schools, (ii) these
6individuals are elevated as content experts and community
7leaders, and (iii) Freedom School students have access to both
8mentorship and equitable educational resources.
9    (c) A Freedom School shall intentionally and imaginatively
10implement strategies that focus on all of the following:
11        (1) Racial justice and equity.
12        (2) Transparency and building trusting relationships.
13        (3) Self-determination and governance.
14        (4) Building on community strengths and community
15    wisdom.
16        (5) Utilizing current data, best practices, and
17    evidence.
18        (6) Shared leadership and collaboration.
19        (7) A reflective learning culture.
20        (8) A whole-child approach to education.
21        (9) Literacy.
22    (d) The State Board of Education, in the establishment of
23Freedom Schools, shall strive for authentic parent and
24community engagement during the development of Freedom Schools
25and their curriculum. Authentic parent and community
26engagement includes all of the following:

 

 

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1        (1) A shared responsibility that values equal
2    partnerships between families and professionals.
3        (2) Ensuring that students and families who are
4    directly impacted by Freedom School policies and practices
5    are the decision-makers in the creation, design,
6    implementation, and assessment of those policies and
7    practices.
8        (3) Genuine respect for the culture and diversity of
9    families.
10        (4) Relationships that center around the goal of
11    supporting family well-being and children's development
12    and learning.
13    (e) Subject to appropriation, the State Board of Education
14shall establish and implement a grant program to provide grants
15to public schools, public community colleges, and
16not-for-profit, community-based organizations to facilitate
17improved educational outcomes for Black students in grades
18pre-kindergarten through 12 in alignment with the integrity and
19practices of the Freedom School model established during the
20civil rights movement. Grant recipients under the program may
21include, but are not limited to, entities that work with the
22Children's Defense Fund or offer established programs with
23proven results and outcomes. The State Board of Education shall
24award grants to eligible entities that demonstrate a likelihood
25of reasonable success in achieving the goals identified in the
26grant application, including, but not limited to, all of the

 

 

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1following:
2        (1) Engaging, culturally relevant, and challenging
3    curricula.
4        (2) High-quality teaching.
5        (3) Wrap-around supports and opportunities.
6        (4) Positive discipline practices, such as restorative
7    justice.
8        (5) Inclusive leadership.
9    (f) The Freedom Schools Fund is created as a special fund
10in the State treasury. the Fund shall consist of appropriations
11from the General Revenue Fund, grant funds from the federal
12government, and donations from educational and private
13foundations. All money in the Fund shall be used, subject to
14appropriation, by the State Board of Education for the purposes
15of this Section and to support related activities.
16    (g) The State Board of Education may adopt any rules
17necessary to implement this Section.
 
18
Article 85.

 
19    Section 85-5. The School Code is amended by changing
20Section 18-8.15 as follows:
 
21    (105 ILCS 5/18-8.15)
22    Sec. 18-8.15. Evidence-Based Funding for student success
23for the 2017-2018 and subsequent school years.

 

 

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1    (a) General provisions.
2        (1) The purpose of this Section is to ensure that, by
3    June 30, 2027 and beyond, this State has a kindergarten
4    through grade 12 public education system with the capacity
5    to ensure the educational development of all persons to the
6    limits of their capacities in accordance with Section 1 of
7    Article X of the Constitution of the State of Illinois. To
8    accomplish that objective, this Section creates a method of
9    funding public education that is evidence-based; is
10    sufficient to ensure every student receives a meaningful
11    opportunity to learn irrespective of race, ethnicity,
12    sexual orientation, gender, or community-income level; and
13    is sustainable and predictable. When fully funded under
14    this Section, every school shall have the resources, based
15    on what the evidence indicates is needed, to:
16            (A) provide all students with a high quality
17        education that offers the academic, enrichment, social
18        and emotional support, technical, and career-focused
19        programs that will allow them to become competitive
20        workers, responsible parents, productive citizens of
21        this State, and active members of our national
22        democracy;
23            (B) ensure all students receive the education they
24        need to graduate from high school with the skills
25        required to pursue post-secondary education and
26        training for a rewarding career;

 

 

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1            (C) reduce, with a goal of eliminating, the
2        achievement gap between at-risk and non-at-risk
3        students by raising the performance of at-risk
4        students and not by reducing standards; and
5            (D) ensure this State satisfies its obligation to
6        assume the primary responsibility to fund public
7        education and simultaneously relieve the
8        disproportionate burden placed on local property taxes
9        to fund schools.
10        (2) The Evidence-Based Funding formula under this
11    Section shall be applied to all Organizational Units in
12    this State. The Evidence-Based Funding formula outlined in
13    this Act is based on the formula outlined in Senate Bill 1
14    of the 100th General Assembly, as passed by both
15    legislative chambers. As further defined and described in
16    this Section, there are 4 major components of the
17    Evidence-Based Funding model:
18            (A) First, the model calculates a unique Adequacy
19        Target for each Organizational Unit in this State that
20        considers the costs to implement research-based
21        activities, the unit's student demographics, and
22        regional wage differences.
23            (B) Second, the model calculates each
24        Organizational Unit's Local Capacity, or the amount
25        each Organizational Unit is assumed to contribute
26        toward its Adequacy Target from local resources.

 

 

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1            (C) Third, the model calculates how much funding
2        the State currently contributes to the Organizational
3        Unit and adds that to the unit's Local Capacity to
4        determine the unit's overall current adequacy of
5        funding.
6            (D) Finally, the model's distribution method
7        allocates new State funding to those Organizational
8        Units that are least well-funded, considering both
9        Local Capacity and State funding, in relation to their
10        Adequacy Target.
11        (3) An Organizational Unit receiving any funding under
12    this Section may apply those funds to any fund so received
13    for which that Organizational Unit is authorized to make
14    expenditures by law.
15        (4) As used in this Section, the following terms shall
16    have the meanings ascribed in this paragraph (4):
17        "Adequacy Target" is defined in paragraph (1) of
18    subsection (b) of this Section.
19        "Adjusted EAV" is defined in paragraph (4) of
20    subsection (d) of this Section.
21        "Adjusted Local Capacity Target" is defined in
22    paragraph (3) of subsection (c) of this Section.
23        "Adjusted Operating Tax Rate" means a tax rate for all
24    Organizational Units, for which the State Superintendent
25    shall calculate and subtract for the Operating Tax Rate a
26    transportation rate based on total expenses for

 

 

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1    transportation services under this Code, as reported on the
2    most recent Annual Financial Report in Pupil
3    Transportation Services, function 2550 in both the
4    Education and Transportation funds and functions 4110 and
5    4120 in the Transportation fund, less any corresponding
6    fiscal year State of Illinois scheduled payments excluding
7    net adjustments for prior years for regular, vocational, or
8    special education transportation reimbursement pursuant to
9    Section 29-5 or subsection (b) of Section 14-13.01 of this
10    Code divided by the Adjusted EAV. If an Organizational
11    Unit's corresponding fiscal year State of Illinois
12    scheduled payments excluding net adjustments for prior
13    years for regular, vocational, or special education
14    transportation reimbursement pursuant to Section 29-5 or
15    subsection (b) of Section 14-13.01 of this Code exceed the
16    total transportation expenses, as defined in this
17    paragraph, no transportation rate shall be subtracted from
18    the Operating Tax Rate.
19        "Allocation Rate" is defined in paragraph (3) of
20    subsection (g) of this Section.
21        "Alternative School" means a public school that is
22    created and operated by a regional superintendent of
23    schools and approved by the State Board.
24        "Applicable Tax Rate" is defined in paragraph (1) of
25    subsection (d) of this Section.
26        "Assessment" means any of those benchmark, progress

 

 

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

 

 

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1    Organizational Unit on October 1, plus the
2    pre-kindergarten students who receive special education
3    services of 2 or more hours a day as reported to the State
4    Board on December 1, for each of the immediately preceding
5    3 school years. For fiscal year 2019 and each subsequent
6    fiscal year, "Average Student Enrollment" or "ASE" means,
7    for an Organizational Unit, the greater of the average
8    number of students (grades K through 12) reported to the
9    State Board as enrolled in the Organizational Unit on
10    October 1 and March 1 in the immediately preceding school
11    year, plus the pre-kindergarten students who receive
12    special education services as reported to the State Board
13    on October 1 and March 1 in the immediately preceding
14    school year, or the average number of students (grades K
15    through 12) reported to the State Board as enrolled in the
16    Organizational Unit on October 1 and March 1, plus the
17    pre-kindergarten students who receive special education
18    services as reported to the State Board on October 1 and
19    March 1, for each of the immediately preceding 3 school
20    years. For the purposes of this definition, "enrolled in
21    the Organizational Unit" means the number of students
22    reported to the State Board who are enrolled in schools
23    within the Organizational Unit that the student attends or
24    would attend if not placed or transferred to another school
25    or program to receive needed services. For the purposes of
26    calculating "ASE", all students, grades K through 12,

 

 

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

 

 

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1    education or an intermediate service center must be
2    determined by the March 1 enrollment for the program. For
3    the 2019-2020 school year, the ASE used in the calculation
4    must be the first-year ASE and, in that year only, the
5    assignment of students served by a regional office of
6    education or intermediate service center shall not result
7    in a reduction of the March enrollment for any school
8    district. For the 2020-2021 school year, the ASE must be
9    the greater of the current-year ASE or the 2-year average
10    ASE. Beginning with the 2021-2022 school year, the ASE must
11    be the greater of the current-year ASE or the 3-year
12    average ASE. School districts shall submit the data for the
13    ASE calculation to the State Board within 45 days of the
14    dates required in this Section for submission of enrollment
15    data in order for it to be included in the ASE calculation.
16    For fiscal year 2018 only, the ASE calculation shall
17    include only enrollment taken on October 1.
18        "Base Funding Guarantee" is defined in paragraph (10)
19    of subsection (g) of this Section.
20        "Base Funding Minimum" is defined in subsection (e) of
21    this Section.
22        "Base Tax Year" means the property tax levy year used
23    to calculate the Budget Year allocation of primary State
24    aid.
25        "Base Tax Year's Extension" means the product of the
26    equalized assessed valuation utilized by the county clerk

 

 

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1    in the Base Tax Year multiplied by the limiting rate as
2    calculated by the county clerk and defined in PTELL.
3        "Bilingual Education Allocation" means the amount of
4    an Organizational Unit's final Adequacy Target
5    attributable to bilingual education divided by the
6    Organizational Unit's final Adequacy Target, the product
7    of which shall be multiplied by the amount of new funding
8    received pursuant to this Section. An Organizational
9    Unit's final Adequacy Target attributable to bilingual
10    education shall include all additional investments in
11    English learner students' adequacy elements.
12        "Budget Year" means the school year for which primary
13    State aid is calculated and awarded under this Section.
14        "Central office" means individual administrators and
15    support service personnel charged with managing the
16    instructional programs, business and operations, and
17    security of the Organizational Unit.
18        "Comparable Wage Index" or "CWI" means a regional cost
19    differentiation metric that measures systemic, regional
20    variations in the salaries of college graduates who are not
21    educators. The CWI utilized for this Section shall, for the
22    first 3 years of Evidence-Based Funding implementation, be
23    the CWI initially developed by the National Center for
24    Education Statistics, as most recently updated by Texas A &
25    M University. In the fourth and subsequent years of
26    Evidence-Based Funding implementation, the State

 

 

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1    Superintendent shall re-determine the CWI using a similar
2    methodology to that identified in the Texas A & M
3    University study, with adjustments made no less frequently
4    than once every 5 years.
5        "Computer technology and equipment" means computers
6    servers, notebooks, network equipment, copiers, printers,
7    instructional software, security software, curriculum
8    management courseware, and other similar materials and
9    equipment.
10        "Computer technology and equipment investment
11    allocation" means the final Adequacy Target amount of an
12    Organizational Unit assigned to Tier 1 or Tier 2 in the
13    prior school year attributable to the additional $285.50
14    per student computer technology and equipment investment
15    grant divided by the Organizational Unit's final Adequacy
16    Target, the result of which shall be multiplied by the
17    amount of new funding received pursuant to this Section. An
18    Organizational Unit assigned to a Tier 1 or Tier 2 final
19    Adequacy Target attributable to the received computer
20    technology and equipment investment grant shall include
21    all additional investments in computer technology and
22    equipment adequacy elements.
23        "Core subject" means mathematics; science; reading,
24    English, writing, and language arts; history and social
25    studies; world languages; and subjects taught as Advanced
26    Placement in high schools.

 

 

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1        "Core teacher" means a regular classroom teacher in
2    elementary schools and teachers of a core subject in middle
3    and high schools.
4        "Core Intervention teacher (tutor)" means a licensed
5    teacher providing one-on-one or small group tutoring to
6    students struggling to meet proficiency in core subjects.
7        "CPPRT" means corporate personal property replacement
8    tax funds paid to an Organizational Unit during the
9    calendar year one year before the calendar year in which a
10    school year begins, pursuant to "An Act in relation to the
11    abolition of ad valorem personal property tax and the
12    replacement of revenues lost thereby, and amending and
13    repealing certain Acts and parts of Acts in connection
14    therewith", certified August 14, 1979, as amended (Public
15    Act 81-1st S.S.-1).
16        "EAV" means equalized assessed valuation as defined in
17    paragraph (2) of subsection (d) of this Section and
18    calculated in accordance with paragraph (3) of subsection
19    (d) of this Section.
20        "ECI" means the Bureau of Labor Statistics' national
21    employment cost index for civilian workers in educational
22    services in elementary and secondary schools on a
23    cumulative basis for the 12-month calendar year preceding
24    the fiscal year of the Evidence-Based Funding calculation.
25        "EIS Data" means the employment information system
26    data maintained by the State Board on educators within

 

 

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1    Organizational Units.
2        "Employee benefits" means health, dental, and vision
3    insurance offered to employees of an Organizational Unit,
4    the costs associated with the statutorily required payment
5    of the normal cost of the Organizational Unit's teacher
6    pensions, Social Security employer contributions, and
7    Illinois Municipal Retirement Fund employer contributions.
8        "English learner" or "EL" means a child included in the
9    definition of "English learners" under Section 14C-2 of
10    this Code participating in a program of transitional
11    bilingual education or a transitional program of
12    instruction meeting the requirements and program
13    application procedures of Article 14C of this Code. For the
14    purposes of collecting the number of EL students enrolled,
15    the same collection and calculation methodology as defined
16    above for "ASE" shall apply to English learners, with the
17    exception that EL student enrollment shall include
18    students in grades pre-kindergarten through 12.
19        "Essential Elements" means those elements, resources,
20    and educational programs that have been identified through
21    academic research as necessary to improve student success,
22    improve academic performance, close achievement gaps, and
23    provide for other per student costs related to the delivery
24    and leadership of the Organizational Unit, as well as the
25    maintenance and operations of the unit, and which are
26    specified in paragraph (2) of subsection (b) of this

 

 

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1    Section.
2        "Evidence-Based Funding" means State funding provided
3    to an Organizational Unit pursuant to this Section.
4        "Extended day" means academic and enrichment programs
5    provided to students outside the regular school day before
6    and after school or during non-instructional times during
7    the school day.
8        "Extension Limitation Ratio" means a numerical ratio
9    in which the numerator is the Base Tax Year's Extension and
10    the denominator is the Preceding Tax Year's Extension.
11        "Final Percent of Adequacy" is defined in paragraph (4)
12    of subsection (f) of this Section.
13        "Final Resources" is defined in paragraph (3) of
14    subsection (f) of this Section.
15        "Full-time equivalent" or "FTE" means the full-time
16    equivalency compensation for staffing the relevant
17    position at an Organizational Unit.
18        "Funding Gap" is defined in paragraph (1) of subsection
19    (g).
20        "Guidance counselor" means a licensed guidance
21    counselor who provides guidance and counseling support for
22    students within an Organizational Unit.
23        "Hybrid District" means a partial elementary unit
24    district created pursuant to Article 11E of this Code.
25        "Instructional assistant" means a core or special
26    education, non-licensed employee who assists a teacher in

 

 

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1    the classroom and provides academic support to students.
2        "Instructional facilitator" means a qualified teacher
3    or licensed teacher leader who facilitates and coaches
4    continuous improvement in classroom instruction; provides
5    instructional support to teachers in the elements of
6    research-based instruction or demonstrates the alignment
7    of instruction with curriculum standards and assessment
8    tools; develops or coordinates instructional programs or
9    strategies; develops and implements training; chooses
10    standards-based instructional materials; provides teachers
11    with an understanding of current research; serves as a
12    mentor, site coach, curriculum specialist, or lead
13    teacher; or otherwise works with fellow teachers, in
14    collaboration, to use data to improve instructional
15    practice or develop model lessons.
16        "Instructional materials" means relevant instructional
17    materials for student instruction, including, but not
18    limited to, textbooks, consumable workbooks, laboratory
19    equipment, library books, and other similar materials.
20        "Laboratory School" means a public school that is
21    created and operated by a public university and approved by
22    the State Board.
23        "Librarian" means a teacher with an endorsement as a
24    library information specialist or another individual whose
25    primary responsibility is overseeing library resources
26    within an Organizational Unit.

 

 

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1        "Limiting rate for Hybrid Districts" means the
2    combined elementary school and high school limiting rates.
3        "Local Capacity" is defined in paragraph (1) of
4    subsection (c) of this Section.
5        "Local Capacity Percentage" is defined in subparagraph
6    (A) of paragraph (2) of subsection (c) of this Section.
7        "Local Capacity Ratio" is defined in subparagraph (B)
8    of paragraph (2) of subsection (c) of this Section.
9        "Local Capacity Target" is defined in paragraph (2) of
10    subsection (c) of this Section.
11        "Low-Income Count" means, for an Organizational Unit
12    in a fiscal year, the higher of the average number of
13    students for the prior school year or the immediately
14    preceding 3 school years who, as of July 1 of the
15    immediately preceding fiscal year (as determined by the
16    Department of Human Services), are eligible for at least
17    one of the following low-income programs: Medicaid, the
18    Children's Health Insurance Program, Temporary Assistance
19    for Needy Families (TANF), or the Supplemental Nutrition
20    Assistance Program, excluding pupils who are eligible for
21    services provided by the Department of Children and Family
22    Services. Until such time that grade level low-income
23    populations become available, grade level low-income
24    populations shall be determined by applying the low-income
25    percentage to total student enrollments by grade level. The
26    low-income percentage is determined by dividing the

 

 

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1    Low-Income Count by the Average Student Enrollment. The
2    low-income percentage for programs operated by a regional
3    office of education or an intermediate service center must
4    be set to the weighted average of the low-income
5    percentages of all of the school districts in the service
6    region. The weighted low-income percentage is the result of
7    multiplying the low-income percentage of each school
8    district served by the regional office of education or
9    intermediate service center by each school district's
10    Average Student Enrollment, summarizing those products and
11    dividing the total by the total Average Student Enrollment
12    for the service region.
13        "Maintenance and operations" means custodial services,
14    facility and ground maintenance, facility operations,
15    facility security, routine facility repairs, and other
16    similar services and functions.
17        "Minimum Funding Level" is defined in paragraph (9) of
18    subsection (g) of this Section.
19        "New Property Tax Relief Pool Funds" means, for any
20    given fiscal year, all State funds appropriated under
21    Section 2-3.170 of this the School Code.
22        "New State Funds" means, for a given school year, all
23    State funds appropriated for Evidence-Based Funding in
24    excess of the amount needed to fund the Base Funding
25    Minimum for all Organizational Units in that school year.
26        "Net State Contribution Target" means, for a given

 

 

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1    school year, the amount of State funds that would be
2    necessary to fully meet the Adequacy Target of an
3    Operational Unit minus the Preliminary Resources available
4    to each unit.
5        "Nurse" means an individual licensed as a certified
6    school nurse, in accordance with the rules established for
7    nursing services by the State Board, who is an employee of
8    and is available to provide health care-related services
9    for students of an Organizational Unit.
10        "Operating Tax Rate" means the rate utilized in the
11    previous year to extend property taxes for all purposes,
12    except Bond and Interest, Summer School, Rent, Capital
13    Improvement, and Vocational Education Building purposes.
14    For Hybrid Districts, the Operating Tax Rate shall be the
15    combined elementary and high school rates utilized in the
16    previous year to extend property taxes for all purposes,
17    except Bond and Interest, Summer School, Rent, Capital
18    Improvement, and Vocational Education Building purposes.
19        "Organizational Unit" means a Laboratory School or any
20    public school district that is recognized as such by the
21    State Board and that contains elementary schools typically
22    serving kindergarten through 5th grades, middle schools
23    typically serving 6th through 8th grades, high schools
24    typically serving 9th through 12th grades, a program
25    established under Section 2-3.66 or 2-3.41, or a program
26    operated by a regional office of education or an

 

 

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1    intermediate service center under Article 13A or 13B. The
2    General Assembly acknowledges that the actual grade levels
3    served by a particular Organizational Unit may vary
4    slightly from what is typical.
5        "Organizational Unit CWI" is determined by calculating
6    the CWI in the region and original county in which an
7    Organizational Unit's primary administrative office is
8    located as set forth in this paragraph, provided that if
9    the Organizational Unit CWI as calculated in accordance
10    with this paragraph is less than 0.9, the Organizational
11    Unit CWI shall be increased to 0.9. Each county's current
12    CWI value shall be adjusted based on the CWI value of that
13    county's neighboring Illinois counties, to create a
14    "weighted adjusted index value". This shall be calculated
15    by summing the CWI values of all of a county's adjacent
16    Illinois counties and dividing by the number of adjacent
17    Illinois counties, then taking the weighted value of the
18    original county's CWI value and the adjacent Illinois
19    county average. To calculate this weighted value, if the
20    number of adjacent Illinois counties is greater than 2, the
21    original county's CWI value will be weighted at 0.25 and
22    the adjacent Illinois county average will be weighted at
23    0.75. If the number of adjacent Illinois counties is 2, the
24    original county's CWI value will be weighted at 0.33 and
25    the adjacent Illinois county average will be weighted at
26    0.66. The greater of the county's current CWI value and its

 

 

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1    weighted adjusted index value shall be used as the
2    Organizational Unit CWI.
3        "Preceding Tax Year" means the property tax levy year
4    immediately preceding the Base Tax Year.
5        "Preceding Tax Year's Extension" means the product of
6    the equalized assessed valuation utilized by the county
7    clerk in the Preceding Tax Year multiplied by the Operating
8    Tax Rate.
9        "Preliminary Percent of Adequacy" is defined in
10    paragraph (2) of subsection (f) of this Section.
11        "Preliminary Resources" is defined in paragraph (2) of
12    subsection (f) of this Section.
13        "Principal" means a school administrator duly endorsed
14    to be employed as a principal in this State.
15        "Professional development" means training programs for
16    licensed staff in schools, including, but not limited to,
17    programs that assist in implementing new curriculum
18    programs, provide data focused or academic assessment data
19    training to help staff identify a student's weaknesses and
20    strengths, target interventions, improve instruction,
21    encompass instructional strategies for English learner,
22    gifted, or at-risk students, address inclusivity, cultural
23    sensitivity, or implicit bias, or otherwise provide
24    professional support for licensed staff.
25        "Prototypical" means 450 special education
26    pre-kindergarten and kindergarten through grade 5 students

 

 

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1    for an elementary school, 450 grade 6 through 8 students
2    for a middle school, and 600 grade 9 through 12 students
3    for a high school.
4        "PTELL" means the Property Tax Extension Limitation
5    Law.
6        "PTELL EAV" is defined in paragraph (4) of subsection
7    (d) of this Section.
8        "Pupil support staff" means a nurse, psychologist,
9    social worker, family liaison personnel, or other staff
10    member who provides support to at-risk or struggling
11    students.
12        "Real Receipts" is defined in paragraph (1) of
13    subsection (d) of this Section.
14        "Regionalization Factor" means, for a particular
15    Organizational Unit, the figure derived by dividing the
16    Organizational Unit CWI by the Statewide Weighted CWI.
17        "School site staff" means the primary school secretary
18    and any additional clerical personnel assigned to a school.
19        "Special education" means special educational
20    facilities and services, as defined in Section 14-1.08 of
21    this Code.
22        "Special Education Allocation" means the amount of an
23    Organizational Unit's final Adequacy Target attributable
24    to special education divided by the Organizational Unit's
25    final Adequacy Target, the product of which shall be
26    multiplied by the amount of new funding received pursuant

 

 

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1    to this Section. An Organizational Unit's final Adequacy
2    Target attributable to special education shall include all
3    special education investment adequacy elements.
4        "Specialist teacher" means a teacher who provides
5    instruction in subject areas not included in core subjects,
6    including, but not limited to, art, music, physical
7    education, health, driver education, career-technical
8    education, and such other subject areas as may be mandated
9    by State law or provided by an Organizational Unit.
10        "Specially Funded Unit" means an Alternative School,
11    safe school, Department of Juvenile Justice school,
12    special education cooperative or entity recognized by the
13    State Board as a special education cooperative,
14    State-approved charter school, or alternative learning
15    opportunities program that received direct funding from
16    the State Board during the 2016-2017 school year through
17    any of the funding sources included within the calculation
18    of the Base Funding Minimum or Glenwood Academy.
19        "Supplemental Grant Funding" means supplemental
20    general State aid funding received by an Organizational
21    Unit during the 2016-2017 school year pursuant to
22    subsection (H) of Section 18-8.05 of this Code (now
23    repealed).
24        "State Adequacy Level" is the sum of the Adequacy
25    Targets of all Organizational Units.
26        "State Board" means the State Board of Education.

 

 

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1        "State Superintendent" means the State Superintendent
2    of Education.
3        "Statewide Weighted CWI" means a figure determined by
4    multiplying each Organizational Unit CWI times the ASE for
5    that Organizational Unit creating a weighted value,
6    summing all Organizational Units' weighted values, and
7    dividing by the total ASE of all Organizational Units,
8    thereby creating an average weighted index.
9        "Student activities" means non-credit producing
10    after-school programs, including, but not limited to,
11    clubs, bands, sports, and other activities authorized by
12    the school board of the Organizational Unit.
13        "Substitute teacher" means an individual teacher or
14    teaching assistant who is employed by an Organizational
15    Unit and is temporarily serving the Organizational Unit on
16    a per diem or per period-assignment basis to replace
17    another staff member.
18        "Summer school" means academic and enrichment programs
19    provided to students during the summer months outside of
20    the regular school year.
21        "Supervisory aide" means a non-licensed staff member
22    who helps in supervising students of an Organizational
23    Unit, but does so outside of the classroom, in situations
24    such as, but not limited to, monitoring hallways and
25    playgrounds, supervising lunchrooms, or supervising
26    students when being transported in buses serving the

 

 

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

 

 

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

 

 

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

 

 

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1        for grade K through 12 teachers and 33.33% of the
2        average salary of each instructional assistant
3        position.
4            (F) Core guidance counselor investments. Each
5        Organizational Unit shall receive the funding needed
6        to cover one FTE guidance counselor for each 450
7        combined ASE of pre-kindergarten children with
8        disabilities and all kindergarten through grade 5
9        students, plus one FTE guidance counselor for each 250
10        grades 6 through 8 ASE middle school students, plus one
11        FTE guidance counselor for each 250 grades 9 through 12
12        ASE high school students.
13            (G) Nurse investments. Each Organizational Unit
14        shall receive the funding needed to cover one FTE nurse
15        for each 750 combined ASE of pre-kindergarten children
16        with disabilities and all kindergarten through grade
17        12 students across all grade levels it serves.
18            (H) Supervisory aide investments. Each
19        Organizational Unit shall receive the funding needed
20        to cover one FTE for each 225 combined ASE of
21        pre-kindergarten children with disabilities and all
22        kindergarten through grade 5 students, plus one FTE for
23        each 225 ASE middle school students, plus one FTE for
24        each 200 ASE high school students.
25            (I) Librarian investments. Each Organizational
26        Unit shall receive the funding needed to cover one FTE

 

 

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1        librarian for each prototypical elementary school,
2        middle school, and high school and one FTE aide or
3        media technician for every 300 combined ASE of
4        pre-kindergarten children with disabilities and all
5        kindergarten through grade 12 students.
6            (J) Principal investments. Each Organizational
7        Unit shall receive the funding needed to cover one FTE
8        principal position for each prototypical elementary
9        school, plus one FTE principal position for each
10        prototypical middle school, plus one FTE principal
11        position for each prototypical high school.
12            (K) Assistant principal investments. Each
13        Organizational Unit shall receive the funding needed
14        to cover one FTE assistant principal position for each
15        prototypical elementary school, plus one FTE assistant
16        principal position for each prototypical middle
17        school, plus one FTE assistant principal position for
18        each prototypical high school.
19            (L) School site staff investments. Each
20        Organizational Unit shall receive the funding needed
21        for one FTE position for each 225 ASE of
22        pre-kindergarten children with disabilities and all
23        kindergarten through grade 5 students, plus one FTE
24        position for each 225 ASE middle school students, plus
25        one FTE position for each 200 ASE high school students.
26            (M) Gifted investments. Each Organizational Unit

 

 

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1        shall receive $40 per kindergarten through grade 12
2        ASE.
3            (N) Professional development investments. Each
4        Organizational Unit shall receive $125 per student of
5        the combined ASE of pre-kindergarten children with
6        disabilities and all kindergarten through grade 12
7        students for trainers and other professional
8        development-related expenses for supplies and
9        materials.
10            (O) Instructional material investments. Each
11        Organizational Unit shall receive $190 per student of
12        the combined ASE of pre-kindergarten children with
13        disabilities and all kindergarten through grade 12
14        students to cover instructional material costs.
15            (P) Assessment investments. Each Organizational
16        Unit shall receive $25 per student of the combined ASE
17        of pre-kindergarten children with disabilities and all
18        kindergarten through grade 12 students to cover
19        assessment costs.
20            (Q) Computer technology and equipment investments.
21        Each Organizational Unit shall receive $285.50 per
22        student of the combined ASE of pre-kindergarten
23        children with disabilities and all kindergarten
24        through grade 12 students to cover computer technology
25        and equipment costs. For the 2018-2019 school year and
26        subsequent school years, Organizational Units assigned

 

 

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1        to Tier 1 and Tier 2 in the prior school year shall
2        receive an additional $285.50 per student of the
3        combined ASE of pre-kindergarten children with
4        disabilities and all kindergarten through grade 12
5        students to cover computer technology and equipment
6        costs in the Organizational Unit's Adequacy Target.
7        The State Board may establish additional requirements
8        for Organizational Unit expenditures of funds received
9        pursuant to this subparagraph (Q), including a
10        requirement that funds received pursuant to this
11        subparagraph (Q) may be used only for serving the
12        technology needs of the district. It is the intent of
13        Public Act 100-465 that all Tier 1 and Tier 2 districts
14        receive the addition to their Adequacy Target in the
15        following year, subject to compliance with the
16        requirements of the State Board.
17            (R) Student activities investments. Each
18        Organizational Unit shall receive the following
19        funding amounts to cover student activities: $100 per
20        kindergarten through grade 5 ASE student in elementary
21        school, plus $200 per ASE student in middle school,
22        plus $675 per ASE student in high school.
23            (S) Maintenance and operations investments. Each
24        Organizational Unit shall receive $1,038 per student
25        of the combined ASE of pre-kindergarten children with
26        disabilities and all kindergarten through grade 12

 

 

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1        students for day-to-day maintenance and operations
2        expenditures, including salary, supplies, and
3        materials, as well as purchased services, but
4        excluding employee benefits. The proportion of salary
5        for the application of a Regionalization Factor and the
6        calculation of benefits is equal to $352.92.
7            (T) Central office investments. Each
8        Organizational Unit shall receive $742 per student of
9        the combined ASE of pre-kindergarten children with
10        disabilities and all kindergarten through grade 12
11        students to cover central office operations, including
12        administrators and classified personnel charged with
13        managing the instructional programs, business and
14        operations of the school district, and security
15        personnel. The proportion of salary for the
16        application of a Regionalization Factor and the
17        calculation of benefits is equal to $368.48.
18            (U) Employee benefit investments. Each
19        Organizational Unit shall receive 30% of the total of
20        all salary-calculated elements of the Adequacy Target,
21        excluding substitute teachers and student activities
22        investments, to cover benefit costs. For central
23        office and maintenance and operations investments, the
24        benefit calculation shall be based upon the salary
25        proportion of each investment. If at any time the
26        responsibility for funding the employer normal cost of

 

 

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1        teacher pensions is assigned to school districts, then
2        that amount certified by the Teachers' Retirement
3        System of the State of Illinois to be paid by the
4        Organizational Unit for the preceding school year
5        shall be added to the benefit investment. For any
6        fiscal year in which a school district organized under
7        Article 34 of this Code is responsible for paying the
8        employer normal cost of teacher pensions, then that
9        amount of its employer normal cost plus the amount for
10        retiree health insurance as certified by the Public
11        School Teachers' Pension and Retirement Fund of
12        Chicago to be paid by the school district for the
13        preceding school year that is statutorily required to
14        cover employer normal costs and the amount for retiree
15        health insurance shall be added to the 30% specified in
16        this subparagraph (U). The Teachers' Retirement System
17        of the State of Illinois and the Public School
18        Teachers' Pension and Retirement Fund of Chicago shall
19        submit such information as the State Superintendent
20        may require for the calculations set forth in this
21        subparagraph (U).
22            (V) Additional investments in low-income students.
23        In addition to and not in lieu of all other funding
24        under this paragraph (2), each Organizational Unit
25        shall receive funding based on the average teacher
26        salary for grades K through 12 to cover the costs of:

 

 

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

 

 

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1        special education as follows:
2                (i) one FTE teacher position for every 141
3            combined ASE of pre-kindergarten children with
4            disabilities and all kindergarten through grade 12
5            students;
6                (ii) one FTE instructional assistant for every
7            141 combined ASE of pre-kindergarten children with
8            disabilities and all kindergarten through grade 12
9            students; and
10                (iii) one FTE psychologist position for every
11            1,000 combined ASE of pre-kindergarten children
12            with disabilities and all kindergarten through
13            grade 12 students.
14        (3) For calculating the salaries included within the
15    Essential Elements, the State Superintendent shall
16    annually calculate average salaries to the nearest dollar
17    using the employment information system data maintained by
18    the State Board, limited to public schools only and
19    excluding special education and vocational cooperatives,
20    schools operated by the Department of Juvenile Justice, and
21    charter schools, for the following positions:
22            (A) Teacher for grades K through 8.
23            (B) Teacher for grades 9 through 12.
24            (C) Teacher for grades K through 12.
25            (D) Guidance counselor for grades K through 8.
26            (E) Guidance counselor for grades 9 through 12.

 

 

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1            (F) Guidance counselor for grades K through 12.
2            (G) Social worker.
3            (H) Psychologist.
4            (I) Librarian.
5            (J) Nurse.
6            (K) Principal.
7            (L) Assistant principal.
8        For the purposes of this paragraph (3), "teacher"
9    includes core teachers, specialist and elective teachers,
10    instructional facilitators, tutors, special education
11    teachers, pupil support staff teachers, English learner
12    teachers, extended day teachers, and summer school
13    teachers. Where specific grade data is not required for the
14    Essential Elements, the average salary for corresponding
15    positions shall apply. For substitute teachers, the
16    average teacher salary for grades K through 12 shall apply.
17        For calculating the salaries included within the
18    Essential Elements for positions not included within EIS
19    Data, the following salaries shall be used in the first
20    year of implementation of Evidence-Based Funding:
21            (i) school site staff, $30,000; and
22            (ii) non-instructional assistant, instructional
23        assistant, library aide, library media tech, or
24        supervisory aide: $25,000.
25        In the second and subsequent years of implementation of
26    Evidence-Based Funding, the amounts in items (i) and (ii)

 

 

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1    of this paragraph (3) shall annually increase by the ECI.
2        The salary amounts for the Essential Elements
3    determined pursuant to subparagraphs (A) through (L), (S)
4    and (T), and (V) through (X) of paragraph (2) of subsection
5    (b) of this Section shall be multiplied by a
6    Regionalization Factor.
7    (c) Local Capacity calculation.
8        (1) Each Organizational Unit's Local Capacity
9    represents an amount of funding it is assumed to contribute
10    toward its Adequacy Target for purposes of the
11    Evidence-Based Funding formula calculation. "Local
12    Capacity" means either (i) the Organizational Unit's Local
13    Capacity Target as calculated in accordance with paragraph
14    (2) of this subsection (c) if its Real Receipts are equal
15    to or less than its Local Capacity Target or (ii) the
16    Organizational Unit's Adjusted Local Capacity, as
17    calculated in accordance with paragraph (3) of this
18    subsection (c) if Real Receipts are more than its Local
19    Capacity Target.
20        (2) "Local Capacity Target" means, for an
21    Organizational Unit, that dollar amount that is obtained by
22    multiplying its Adequacy Target by its Local Capacity
23    Ratio.
24            (A) An Organizational Unit's Local Capacity
25        Percentage is the conversion of the Organizational
26        Unit's Local Capacity Ratio, as such ratio is

 

 

10100HB2170sam003- 119 -LRB101 07409 CMG 74786 a

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

 

 

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

 

 

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1        Unit's Local Capacity Ratio times the ASE for the unit
2        creating a weighted value, summing the weighted values
3        of all Organizational Units, and dividing by the total
4        ASE of all Organizational Units. The weighted standard
5        deviation shall be determined by taking the square root
6        of the weighted variance of all Organizational Units'
7        Local Capacity Ratio, where the variance is calculated
8        by squaring the difference between each unit's Local
9        Capacity Ratio and the weighted mean, then multiplying
10        the variance for each unit times the ASE for the unit
11        to create a weighted variance for each unit, then
12        summing all units' weighted variance and dividing by
13        the total ASE of all units.
14            (D) For any Organizational Unit, the
15        Organizational Unit's Adjusted Local Capacity Target
16        shall be reduced by either (i) the school board's
17        remaining contribution pursuant to paragraph (ii) of
18        subsection (b-4) of Section 16-158 of the Illinois
19        Pension Code in a given year or (ii) the board of
20        education's remaining contribution pursuant to
21        paragraph (iv) of subsection (b) of Section 17-129 of
22        the Illinois Pension Code absent the employer normal
23        cost portion of the required contribution and amount
24        allowed pursuant to subdivision (3) of Section
25        17-142.1 of the Illinois Pension Code in a given year.
26        In the preceding sentence, item (i) shall be certified

 

 

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1        to the State Board of Education by the Teachers'
2        Retirement System of the State of Illinois and item
3        (ii) shall be certified to the State Board of Education
4        by the Public School Teachers' Pension and Retirement
5        Fund of the City of Chicago.
6        (3) If an Organizational Unit's Real Receipts are more
7    than its Local Capacity Target, then its Local Capacity
8    shall equal an Adjusted Local Capacity Target as calculated
9    in accordance with this paragraph (3). The Adjusted Local
10    Capacity Target is calculated as the sum of the
11    Organizational Unit's Local Capacity Target and its Real
12    Receipts Adjustment. The Real Receipts Adjustment equals
13    the Organizational Unit's Real Receipts less its Local
14    Capacity Target, with the resulting figure multiplied by
15    the Local Capacity Percentage.
16        As used in this paragraph (3), "Real Percent of
17    Adequacy" means the sum of an Organizational Unit's Real
18    Receipts, CPPRT, and Base Funding Minimum, with the
19    resulting figure divided by the Organizational Unit's
20    Adequacy Target.
21    (d) Calculation of Real Receipts, EAV, and Adjusted EAV for
22purposes of the Local Capacity calculation.
23        (1) An Organizational Unit's Real Receipts are the
24    product of its Applicable Tax Rate and its Adjusted EAV. An
25    Organizational Unit's Applicable Tax Rate is its Adjusted
26    Operating Tax Rate for property within the Organizational

 

 

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

 

 

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1        15-176 or 15-177 of the Property Tax Code for real
2        property situated in that Organizational Unit exceeds
3        the total amount that would have been allowed in that
4        Organizational Unit if the maximum reduction under
5        Section 15-176 was (I) $4,500 in Cook County or $3,500
6        in all other counties in tax year 2003 or (II) $5,000
7        in all counties in tax year 2004 and thereafter and
8        (ii) an amount equal to the aggregate amount for the
9        taxable year of all additional exemptions under
10        Section 15-175 of the Property Tax Code for owners with
11        a household income of $30,000 or less. The county clerk
12        of any county that is or was subject to the provisions
13        of Section 15-176 or 15-177 of the Property Tax Code
14        shall annually calculate and certify to the Department
15        of Revenue for each Organizational Unit all homestead
16        exemption amounts under Section 15-176 or 15-177 of the
17        Property Tax Code and all amounts of additional
18        exemptions under Section 15-175 of the Property Tax
19        Code for owners with a household income of $30,000 or
20        less. It is the intent of this subparagraph (A) that if
21        the general homestead exemption for a parcel of
22        property is determined under Section 15-176 or 15-177
23        of the Property Tax Code rather than Section 15-175,
24        then the calculation of EAV shall not be affected by
25        the difference, if any, between the amount of the
26        general homestead exemption allowed for that parcel of

 

 

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1        property under Section 15-176 or 15-177 of the Property
2        Tax Code and the amount that would have been allowed
3        had the general homestead exemption for that parcel of
4        property been determined under Section 15-175 of the
5        Property Tax Code. It is further the intent of this
6        subparagraph (A) that if additional exemptions are
7        allowed under Section 15-175 of the Property Tax Code
8        for owners with a household income of less than
9        $30,000, then the calculation of EAV shall not be
10        affected by the difference, if any, because of those
11        additional exemptions.
12            (B) With respect to any part of an Organizational
13        Unit within a redevelopment project area in respect to
14        which a municipality has adopted tax increment
15        allocation financing pursuant to the Tax Increment
16        Allocation Redevelopment Act, Division 74.4 of Article
17        11 of the Illinois Municipal Code, or the Industrial
18        Jobs Recovery Law, Division 74.6 of Article 11 of the
19        Illinois Municipal Code, no part of the current EAV of
20        real property located in any such project area that is
21        attributable to an increase above the total initial EAV
22        of such property shall be used as part of the EAV of
23        the Organizational Unit, until such time as all
24        redevelopment project costs have been paid, as
25        provided in Section 11-74.4-8 of the Tax Increment
26        Allocation Redevelopment Act or in Section 11-74.6-35

 

 

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1        of the Industrial Jobs Recovery Law. For the purpose of
2        the EAV of the Organizational Unit, the total initial
3        EAV or the current EAV, whichever is lower, shall be
4        used until such time as all redevelopment project costs
5        have been paid.
6            (B-5) The real property equalized assessed
7        valuation for a school district shall be adjusted by
8        subtracting from the real property value, as equalized
9        or assessed by the Department of Revenue, for the
10        district an amount computed by dividing the amount of
11        any abatement of taxes under Section 18-170 of the
12        Property Tax Code by 3.00% for a district maintaining
13        grades kindergarten through 12, by 2.30% for a district
14        maintaining grades kindergarten through 8, or by 1.05%
15        for a district maintaining grades 9 through 12 and
16        adjusted by an amount computed by dividing the amount
17        of any abatement of taxes under subsection (a) of
18        Section 18-165 of the Property Tax Code by the same
19        percentage rates for district type as specified in this
20        subparagraph (B-5).
21            (C) For Organizational Units that are Hybrid
22        Districts, the State Superintendent shall use the
23        lesser of the adjusted equalized assessed valuation
24        for property within the partial elementary unit
25        district for elementary purposes, as defined in
26        Article 11E of this Code, or the adjusted equalized

 

 

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1        assessed valuation for property within the partial
2        elementary unit district for high school purposes, as
3        defined in Article 11E of this Code.
4        (4) An Organizational Unit's Adjusted EAV shall be the
5    average of its EAV over the immediately preceding 3 years
6    or its EAV in the immediately preceding year if the EAV in
7    the immediately preceding year has declined by 10% or more
8    compared to the 3-year average. In the event of
9    Organizational Unit reorganization, consolidation, or
10    annexation, the Organizational Unit's Adjusted EAV for the
11    first 3 years after such change shall be as follows: the
12    most current EAV shall be used in the first year, the
13    average of a 2-year EAV or its EAV in the immediately
14    preceding year if the EAV declines by 10% or more compared
15    to the 2-year average for the second year, and a 3-year
16    average EAV or its EAV in the immediately preceding year if
17    the Adjusted EAV declines by 10% or more compared to the
18    3-year average for the third year. For any school district
19    whose EAV in the immediately preceding year is used in
20    calculations, in the following year, the Adjusted EAV shall
21    be the average of its EAV over the immediately preceding 2
22    years or the immediately preceding year if that year
23    represents a decline of 10% or more compared to the 2-year
24    average.
25        "PTELL EAV" means a figure calculated by the State
26    Board for Organizational Units subject to PTELL as

 

 

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

 

 

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1    (e) Base Funding Minimum calculation.
2        (1) For the 2017-2018 school year, the Base Funding
3    Minimum of an Organizational Unit or a Specially Funded
4    Unit shall be the amount of State funds distributed to the
5    Organizational Unit or Specially Funded Unit during the
6    2016-2017 school year prior to any adjustments and
7    specified appropriation amounts described in this
8    paragraph (1) from the following Sections, as calculated by
9    the State Superintendent: Section 18-8.05 of this Code (now
10    repealed); Section 5 of Article 224 of Public Act 99-524
11    (equity grants); Section 14-7.02b of this Code (funding for
12    children requiring special education services); Section
13    14-13.01 of this Code (special education facilities and
14    staffing), except for reimbursement of the cost of
15    transportation pursuant to Section 14-13.01; Section
16    14C-12 of this Code (English learners); and Section 18-4.3
17    of this Code (summer school), based on an appropriation
18    level of $13,121,600. For a school district organized under
19    Article 34 of this Code, the Base Funding Minimum also
20    includes (i) the funds allocated to the school district
21    pursuant to Section 1D-1 of this Code attributable to
22    funding programs authorized by the Sections of this Code
23    listed in the preceding sentence and (ii) the difference
24    between (I) the funds allocated to the school district
25    pursuant to Section 1D-1 of this Code attributable to the
26    funding programs authorized by Section 14-7.02 (non-public

 

 

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1    special education reimbursement), subsection (b) of
2    Section 14-13.01 (special education transportation),
3    Section 29-5 (transportation), Section 2-3.80
4    (agricultural education), Section 2-3.66 (truants'
5    alternative education), Section 2-3.62 (educational
6    service centers), and Section 14-7.03 (special education -
7    orphanage) of this Code and Section 15 of the Childhood
8    Hunger Relief Act (free breakfast program) and (II) the
9    school district's actual expenditures for its non-public
10    special education, special education transportation,
11    transportation programs, agricultural education, truants'
12    alternative education, services that would otherwise be
13    performed by a regional office of education, special
14    education orphanage expenditures, and free breakfast, as
15    most recently calculated and reported pursuant to
16    subsection (f) of Section 1D-1 of this Code. The Base
17    Funding Minimum for Glenwood Academy shall be $625,500. For
18    programs operated by a regional office of education or an
19    intermediate service center, the Base Funding Minimum must
20    be the total amount of State funds allocated to those
21    programs in the 2018-2019 school year and amounts provided
22    pursuant to Article 34 of Public Act 100-586 and Section
23    3-16 of this Code. All programs established after June 5,
24    2019 (the effective date of Public Act 101-10) and
25    administered by a regional office of education or an
26    intermediate service center must have an initial Base

 

 

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1    Funding Minimum set to an amount equal to the first-year
2    ASE multiplied by the amount of per pupil funding received
3    in the previous school year by the lowest funded similar
4    existing program type. If the enrollment for a program
5    operated by a regional office of education or an
6    intermediate service center is zero, then it may not
7    receive Base Funding Minimum funds for that program in the
8    next fiscal year, and those funds must be distributed to
9    Organizational Units under subsection (g).
10        (2) For the 2018-2019 and subsequent school years, the
11    Base Funding Minimum of Organizational Units and Specially
12    Funded Units shall be the sum of (i) the amount of
13    Evidence-Based Funding for the prior school year, (ii) the
14    Base Funding Minimum for the prior school year, and (iii)
15    any amount received by a school district pursuant to
16    Section 7 of Article 97 of Public Act 100-21.
17        (3) Subject to approval by the General Assembly as
18    provided in this paragraph (3), an Organizational Unit that
19    meets all of the following criteria, as determined by the
20    State Board, shall have District Intervention Money added
21    to its Base Funding Minimum at the time the Base Funding
22    Minimum is calculated by the State Board:
23            (A) The Organizational Unit is operating under an
24        Independent Authority under Section 2-3.25f-5 of this
25        Code for a minimum of 4 school years or is subject to
26        the control of the State Board pursuant to a court

 

 

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1        order for a minimum of 4 school years.
2            (B) The Organizational Unit was designated as a
3        Tier 1 or Tier 2 Organizational Unit in the previous
4        school year under paragraph (3) of subsection (g) of
5        this Section.
6            (C) The Organizational Unit demonstrates
7        sustainability through a 5-year financial and
8        strategic plan.
9            (D) The Organizational Unit has made sufficient
10        progress and achieved sufficient stability in the
11        areas of governance, academic growth, and finances.
12        As part of its determination under this paragraph (3),
13    the State Board may consider the Organizational Unit's
14    summative designation, any accreditations of the
15    Organizational Unit, or the Organizational Unit's
16    financial profile, as calculated by the State Board.
17        If the State Board determines that an Organizational
18    Unit has met the criteria set forth in this paragraph (3),
19    it must submit a report to the General Assembly, no later
20    than January 2 of the fiscal year in which the State Board
21    makes it determination, on the amount of District
22    Intervention Money to add to the Organizational Unit's Base
23    Funding Minimum. The General Assembly must review the State
24    Board's report and may approve or disapprove, by joint
25    resolution, the addition of District Intervention Money.
26    If the General Assembly fails to act on the report within

 

 

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1    40 calendar days from the receipt of the report, the
2    addition of District Intervention Money is deemed
3    approved. If the General Assembly approves the amount of
4    District Intervention Money to be added to the
5    Organizational Unit's Base Funding Minimum, the District
6    Intervention Money must be added to the Base Funding
7    Minimum annually thereafter.
8        For the first 4 years following the initial year that
9    the State Board determines that an Organizational Unit has
10    met the criteria set forth in this paragraph (3) and has
11    received funding under this Section, the Organizational
12    Unit must annually submit to the State Board, on or before
13    November 30, a progress report regarding its financial and
14    strategic plan under subparagraph (C) of this paragraph
15    (3). The plan shall include the financial data from the
16    past 4 annual financial reports or financial audits that
17    must be presented to the State Board by November 15 of each
18    year and the approved budget financial data for the current
19    year. The plan shall be developed according to the
20    guidelines presented to the Organizational Unit by the
21    State Board. The plan shall further include financial
22    projections for the next 3 fiscal years and include a
23    discussion and financial summary of the Organizational
24    Unit's facility needs. If the Organizational Unit does not
25    demonstrate sufficient progress toward its 5-year plan or
26    if it has failed to file an annual financial report, an

 

 

10100HB2170sam003- 134 -LRB101 07409 CMG 74786 a

1    annual budget, a financial plan, a deficit reduction plan,
2    or other financial information as required by law, the
3    State Board may establish a Financial Oversight Panel under
4    Article 1H of this Code. However, if the Organizational
5    Unit already has a Financial Oversight Panel, the State
6    Board may extend the duration of the Panel.
7    (f) Percent of Adequacy and Final Resources calculation.
8        (1) The Evidence-Based Funding formula establishes a
9    Percent of Adequacy for each Organizational Unit in order
10    to place such units into tiers for the purposes of the
11    funding distribution system described in subsection (g) of
12    this Section. Initially, an Organizational Unit's
13    Preliminary Resources and Preliminary Percent of Adequacy
14    are calculated pursuant to paragraph (2) of this subsection
15    (f). Then, an Organizational Unit's Final Resources and
16    Final Percent of Adequacy are calculated to account for the
17    Organizational Unit's poverty concentration levels
18    pursuant to paragraphs (3) and (4) of this subsection (f).
19        (2) An Organizational Unit's Preliminary Resources are
20    equal to the sum of its Local Capacity Target, CPPRT, and
21    Base Funding Minimum. An Organizational Unit's Preliminary
22    Percent of Adequacy is the lesser of (i) its Preliminary
23    Resources divided by its Adequacy Target or (ii) 100%.
24        (3) Except for Specially Funded Units, an
25    Organizational Unit's Final Resources are equal to the sum
26    of its Local Capacity, CPPRT, and Adjusted Base Funding

 

 

10100HB2170sam003- 135 -LRB101 07409 CMG 74786 a

1    Minimum. The Base Funding Minimum of each Specially Funded
2    Unit shall serve as its Final Resources, except that the
3    Base Funding Minimum for State-approved charter schools
4    shall not include any portion of general State aid
5    allocated in the prior year based on the per capita tuition
6    charge times the charter school enrollment.
7        (4) An Organizational Unit's Final Percent of Adequacy
8    is its Final Resources divided by its Adequacy Target. An
9    Organizational Unit's Adjusted Base Funding Minimum is
10    equal to its Base Funding Minimum less its Supplemental
11    Grant Funding, with the resulting figure added to the
12    product of its Supplemental Grant Funding and Preliminary
13    Percent of Adequacy.
14    (g) Evidence-Based Funding formula distribution system.
15        (1) In each school year under the Evidence-Based
16    Funding formula, each Organizational Unit receives funding
17    equal to the sum of its Base Funding Minimum and the unit's
18    allocation of New State Funds determined pursuant to this
19    subsection (g). To allocate New State Funds, the
20    Evidence-Based Funding formula distribution system first
21    places all Organizational Units into one of 4 tiers in
22    accordance with paragraph (3) of this subsection (g), based
23    on the Organizational Unit's Final Percent of Adequacy. New
24    State Funds are allocated to each of the 4 tiers as
25    follows: Tier 1 Aggregate Funding equals 50% of all New
26    State Funds, Tier 2 Aggregate Funding equals 49% of all New

 

 

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1    State Funds, Tier 3 Aggregate Funding equals 0.9% of all
2    New State Funds, and Tier 4 Aggregate Funding equals 0.1%
3    of all New State Funds. Each Organizational Unit within
4    Tier 1 or Tier 2 receives an allocation of New State Funds
5    equal to its tier Funding Gap, as defined in the following
6    sentence, multiplied by the tier's Allocation Rate
7    determined pursuant to paragraph (4) of this subsection
8    (g). For Tier 1, an Organizational Unit's Funding Gap
9    equals the tier's Target Ratio, as specified in paragraph
10    (5) of this subsection (g), multiplied by the
11    Organizational Unit's Adequacy Target, with the resulting
12    amount reduced by the Organizational Unit's Final
13    Resources. For Tier 2, an Organizational Unit's Funding Gap
14    equals the tier's Target Ratio, as described in paragraph
15    (5) of this subsection (g), multiplied by the
16    Organizational Unit's Adequacy Target, with the resulting
17    amount reduced by the Organizational Unit's Final
18    Resources and its Tier 1 funding allocation. To determine
19    the Organizational Unit's Funding Gap, the resulting
20    amount is then multiplied by a factor equal to one minus
21    the Organizational Unit's Local Capacity Target
22    percentage. Each Organizational Unit within Tier 3 or Tier
23    4 receives an allocation of New State Funds equal to the
24    product of its Adequacy Target and the tier's Allocation
25    Rate, as specified in paragraph (4) of this subsection (g).
26        (2) To ensure equitable distribution of dollars for all

 

 

10100HB2170sam003- 137 -LRB101 07409 CMG 74786 a

1    Tier 2 Organizational Units, no Tier 2 Organizational Unit
2    shall receive fewer dollars per ASE than any Tier 3
3    Organizational Unit. Each Tier 2 and Tier 3 Organizational
4    Unit shall have its funding allocation divided by its ASE.
5    Any Tier 2 Organizational Unit with a funding allocation
6    per ASE below the greatest Tier 3 allocation per ASE shall
7    get a funding allocation equal to the greatest Tier 3
8    funding allocation per ASE multiplied by the
9    Organizational Unit's ASE. Each Tier 2 Organizational
10    Unit's Tier 2 funding allocation shall be multiplied by the
11    percentage calculated by dividing the original Tier 2
12    Aggregate Funding by the sum of all Tier 2 Organizational
13    Units' Tier 2 funding allocation after adjusting
14    districts' funding below Tier 3 levels.
15        (3) Organizational Units are placed into one of 4 tiers
16    as follows:
17            (A) Tier 1 consists of all Organizational Units,
18        except for Specially Funded Units, with a Percent of
19        Adequacy less than the Tier 1 Target Ratio. The Tier 1
20        Target Ratio is the ratio level that allows for Tier 1
21        Aggregate Funding to be distributed, with the Tier 1
22        Allocation Rate determined pursuant to paragraph (4)
23        of this subsection (g).
24            (B) Tier 2 consists of all Tier 1 Units and all
25        other Organizational Units, except for Specially
26        Funded Units, with a Percent of Adequacy of less than

 

 

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1        0.90.
2            (C) Tier 3 consists of all Organizational Units,
3        except for Specially Funded Units, with a Percent of
4        Adequacy of at least 0.90 and less than 1.0.
5            (D) Tier 4 consists of all Organizational Units
6        with a Percent of Adequacy of at least 1.0.
7        (4) The Allocation Rates for Tiers 1 through 4 are
8    determined as follows:
9            (A) The Tier 1 Allocation Rate is 30%.
10            (B) The Tier 2 Allocation Rate is the result of the
11        following equation: Tier 2 Aggregate Funding, divided
12        by the sum of the Funding Gaps for all Tier 2
13        Organizational Units, unless the result of such
14        equation is higher than 1.0. If the result of such
15        equation is higher than 1.0, then the Tier 2 Allocation
16        Rate is 1.0.
17            (C) The Tier 3 Allocation Rate is the result of the
18        following equation: Tier 3 Aggregate Funding, divided
19        by the sum of the Adequacy Targets of all Tier 3
20        Organizational Units.
21            (D) The Tier 4 Allocation Rate is the result of the
22        following equation: Tier 4 Aggregate Funding, divided
23        by the sum of the Adequacy Targets of all Tier 4
24        Organizational Units.
25        (5) A tier's Target Ratio is determined as follows:
26            (A) The Tier 1 Target Ratio is the ratio level that

 

 

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1        allows for Tier 1 Aggregate Funding to be distributed
2        with the Tier 1 Allocation Rate.
3            (B) The Tier 2 Target Ratio is 0.90.
4            (C) The Tier 3 Target Ratio is 1.0.
5        (6) If, at any point, the Tier 1 Target Ratio is
6    greater than 90%, then than all Tier 1 funding shall be
7    allocated to Tier 2 and no Tier 1 Organizational Unit's
8    funding may be identified.
9        (7) In the event that all Tier 2 Organizational Units
10    receive funding at the Tier 2 Target Ratio level, any
11    remaining New State Funds shall be allocated to Tier 3 and
12    Tier 4 Organizational Units.
13        (8) If any Specially Funded Units, excluding Glenwood
14    Academy, recognized by the State Board do not qualify for
15    direct funding following the implementation of Public Act
16    100-465 from any of the funding sources included within the
17    definition of Base Funding Minimum, the unqualified
18    portion of the Base Funding Minimum shall be transferred to
19    one or more appropriate Organizational Units as determined
20    by the State Superintendent based on the prior year ASE of
21    the Organizational Units.
22        (8.5) If a school district withdraws from a special
23    education cooperative, the portion of the Base Funding
24    Minimum that is attributable to the school district may be
25    redistributed to the school district upon withdrawal. The
26    school district and the cooperative must include the amount

 

 

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1    of the Base Funding Minimum that is to be reapportioned in
2    their withdrawal agreement and notify the State Board of
3    the change with a copy of the agreement upon withdrawal.
4        (9) The Minimum Funding Level is intended to establish
5    a target for State funding that will keep pace with
6    inflation and continue to advance equity through the
7    Evidence-Based Funding formula. The target for State
8    funding of New Property Tax Relief Pool Funds is
9    $50,000,000 for State fiscal year 2019 and subsequent State
10    fiscal years. The Minimum Funding Level is equal to
11    $350,000,000. In addition to any New State Funds, no more
12    than $50,000,000 New Property Tax Relief Pool Funds may be
13    counted toward the Minimum Funding Level. If the sum of New
14    State Funds and applicable New Property Tax Relief Pool
15    Funds are less than the Minimum Funding Level, than funding
16    for tiers shall be reduced in the following manner:
17            (A) First, Tier 4 funding shall be reduced by an
18        amount equal to the difference between the Minimum
19        Funding Level and New State Funds until such time as
20        Tier 4 funding is exhausted.
21            (B) Next, Tier 3 funding shall be reduced by an
22        amount equal to the difference between the Minimum
23        Funding Level and New State Funds and the reduction in
24        Tier 4 funding until such time as Tier 3 funding is
25        exhausted.
26            (C) Next, Tier 2 funding shall be reduced by an

 

 

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1        amount equal to the difference between the Minimum
2        Funding Level and New State Funds and the reduction in
3        Tier 4 and Tier 3.
4            (D) Finally, Tier 1 funding shall be reduced by an
5        amount equal to the difference between the Minimum
6        Funding level and New State Funds and the reduction in
7        Tier 2, 3, and 4 funding. In addition, the Allocation
8        Rate for Tier 1 shall be reduced to a percentage equal
9        to the Tier 1 Allocation Rate set by paragraph (4) of
10        this subsection (g), multiplied by the result of New
11        State Funds divided by the Minimum Funding Level.
12        (9.5) For State fiscal year 2019 and subsequent State
13    fiscal years, if New State Funds exceed $300,000,000, then
14    any amount in excess of $300,000,000 shall be dedicated for
15    purposes of Section 2-3.170 of this Code up to a maximum of
16    $50,000,000.
17        (10) In the event of a decrease in the amount of the
18    appropriation for this Section in any fiscal year after
19    implementation of this Section, the Organizational Units
20    receiving Tier 1 and Tier 2 funding, as determined under
21    paragraph (3) of this subsection (g), shall be held
22    harmless by establishing a Base Funding Guarantee equal to
23    the per pupil kindergarten through grade 12 funding
24    received in accordance with this Section in the prior
25    fiscal year. Reductions shall be made to the Base Funding
26    Minimum of Organizational Units in Tier 3 and Tier 4 on a

 

 

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1    per pupil basis equivalent to the total number of the ASE
2    in Tier 3-funded and Tier 4-funded Organizational Units
3    divided by the total reduction in State funding. The Base
4    Funding Minimum as reduced shall continue to be applied to
5    Tier 3 and Tier 4 Organizational Units and adjusted by the
6    relative formula when increases in appropriations for this
7    Section resume. In no event may State funding reductions to
8    Organizational Units in Tier 3 or Tier 4 exceed an amount
9    that would be less than the Base Funding Minimum
10    established in the first year of implementation of this
11    Section. If additional reductions are required, all school
12    districts shall receive a reduction by a per pupil amount
13    equal to the aggregate additional appropriation reduction
14    divided by the total ASE of all Organizational Units.
15        (11) The State Superintendent shall make minor
16    adjustments to the distribution formula set forth in this
17    subsection (g) to account for the rounding of percentages
18    to the nearest tenth of a percentage and dollar amounts to
19    the nearest whole dollar.
20    (h) State Superintendent administration of funding and
21district submission requirements.
22        (1) The State Superintendent shall, in accordance with
23    appropriations made by the General Assembly, meet the
24    funding obligations created under this Section.
25        (2) The State Superintendent shall calculate the
26    Adequacy Target for each Organizational Unit and Net State

 

 

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1    Contribution Target for each Organizational Unit under
2    this Section. No Evidence-Based Funding shall be
3    distributed within an Organizational Unit without the
4    approval of the unit's school board.
5        (3) Annually, the State Superintendent shall calculate
6    and report to each Organizational Unit the unit's aggregate
7    financial adequacy amount, which shall be the sum of the
8    Adequacy Target for each Organizational Unit. The State
9    Superintendent shall calculate and report separately for
10    each Organizational Unit the unit's total State funds
11    allocated for its students with disabilities. The State
12    Superintendent shall calculate and report separately for
13    each Organizational Unit the amount of funding and
14    applicable FTE calculated for each Essential Element of the
15    unit's Adequacy Target.
16        (4) Annually, the State Superintendent shall calculate
17    and report to each Organizational Unit the amount the unit
18    must expend on special education and bilingual education
19    and computer technology and equipment for Organizational
20    Units assigned to Tier 1 or Tier 2 that received an
21    additional $285.50 per student computer technology and
22    equipment investment grant to their Adequacy Target
23    pursuant to the unit's Base Funding Minimum, Special
24    Education Allocation, Bilingual Education Allocation, and
25    computer technology and equipment investment allocation.
26        (5) Moneys distributed under this Section shall be

 

 

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1    calculated on a school year basis, but paid on a fiscal
2    year basis, with payments beginning in August and extending
3    through June. Unless otherwise provided, the moneys
4    appropriated for each fiscal year shall be distributed in
5    22 equal payments at least 2 times monthly to each
6    Organizational Unit. If moneys appropriated for any fiscal
7    year are distributed other than monthly, the distribution
8    shall be on the same basis for each Organizational Unit.
9        (6) Any school district that fails, for any given
10    school year, to maintain school as required by law or to
11    maintain a recognized school is not eligible to receive
12    Evidence-Based Funding. In case of non-recognition of one
13    or more attendance centers in a school district otherwise
14    operating recognized schools, the claim of the district
15    shall be reduced in the proportion that the enrollment in
16    the attendance center or centers bears to the enrollment of
17    the school district. "Recognized school" means any public
18    school that meets the standards for recognition by the
19    State Board. A school district or attendance center not
20    having recognition status at the end of a school term is
21    entitled to receive State aid payments due upon a legal
22    claim that was filed while it was recognized.
23        (7) School district claims filed under this Section are
24    subject to Sections 18-9 and 18-12 of this Code, except as
25    otherwise provided in this Section.
26        (8) Each fiscal year, the State Superintendent shall

 

 

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1    calculate for each Organizational Unit an amount of its
2    Base Funding Minimum and Evidence-Based Funding that shall
3    be deemed attributable to the provision of special
4    educational facilities and services, as defined in Section
5    14-1.08 of this Code, in a manner that ensures compliance
6    with maintenance of State financial support requirements
7    under the federal Individuals with Disabilities Education
8    Act. An Organizational Unit must use such funds only for
9    the provision of special educational facilities and
10    services, as defined in Section 14-1.08 of this Code, and
11    must comply with any expenditure verification procedures
12    adopted by the State Board.
13        (9) All Organizational Units in this State must submit
14    annual spending plans by the end of September of each year
15    to the State Board as part of the annual budget process,
16    which shall describe how each Organizational Unit will
17    utilize the Base Funding Minimum and Evidence-Based
18    Funding it receives from this State under this Section with
19    specific identification of the intended utilization of
20    Low-Income, English learner, and special education
21    resources. Additionally, the annual spending plans of each
22    Organizational Unit shall describe how the Organizational
23    Unit expects to achieve student growth and how the
24    Organizational Unit will achieve State education goals, as
25    defined by the State Board. The State Superintendent may,
26    from time to time, identify additional requisites for

 

 

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1    Organizational Units to satisfy when compiling the annual
2    spending plans required under this subsection (h). The
3    format and scope of annual spending plans shall be
4    developed by the State Superintendent and the State Board
5    of Education. School districts that serve students under
6    Article 14C of this Code shall continue to submit
7    information as required under Section 14C-12 of this Code.
8        (10) No later than January 1, 2018, the State
9    Superintendent shall develop a 5-year strategic plan for
10    all Organizational Units to help in planning for adequacy
11    funding under this Section. The State Superintendent shall
12    submit the plan to the Governor and the General Assembly,
13    as provided in Section 3.1 of the General Assembly
14    Organization Act. The plan shall include recommendations
15    for:
16            (A) a framework for collaborative, professional,
17        innovative, and 21st century learning environments
18        using the Evidence-Based Funding model;
19            (B) ways to prepare and support this State's
20        educators for successful instructional careers;
21            (C) application and enhancement of the current
22        financial accountability measures, the approved State
23        plan to comply with the federal Every Student Succeeds
24        Act, and the Illinois Balanced Accountability Measures
25        in relation to student growth and elements of the
26        Evidence-Based Funding model; and

 

 

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1            (D) implementation of an effective school adequacy
2        funding system based on projected and recommended
3        funding levels from the General Assembly.
4        (11) On an annual basis, the State Superintendent must
5    recalibrate all of the following per pupil elements of the
6    Adequacy Target and applied to the formulas, based on the
7    study of average expenses and as reported in the most
8    recent annual financial report:
9            (A) Gifted under subparagraph (M) of paragraph (2)
10        of subsection (b).
11            (B) Instructional materials under subparagraph (O)
12        of paragraph (2) of subsection (b).
13            (C) Assessment under subparagraph (P) of paragraph
14        (2) of subsection (b).
15            (D) Student activities under subparagraph (R) of
16        paragraph (2) of subsection (b).
17            (E) Maintenance and operations under subparagraph
18        (S) of paragraph (2) of subsection (b).
19            (F) Central office under subparagraph (T) of
20        paragraph (2) of subsection (b).
21    (i) Professional Review Panel.
22        (1) A Professional Review Panel is created to study and
23    review topics related to the implementation and effect of
24    Evidence-Based Funding, as assigned by a joint resolution
25    or Public Act of the General Assembly or a motion passed by
26    the State Board of Education. The Panel must provide

 

 

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1    recommendations to and serve the Governor, the General
2    Assembly, and the State Board. The State Superintendent or
3    his or her designee must serve as a voting member and
4    chairperson of the Panel. The State Superintendent must
5    appoint a vice chairperson from the membership of the
6    Panel. The Panel must advance recommendations based on a
7    three-fifths majority vote of Panel members present and
8    voting. A minority opinion may also accompany any
9    recommendation of the Panel. The Panel shall be appointed
10    by the State Superintendent, except as otherwise provided
11    in paragraph (2) of this subsection (i) and include the
12    following members:
13            (A) Two appointees that represent district
14        superintendents, recommended by a statewide
15        organization that represents district superintendents.
16            (B) Two appointees that represent school boards,
17        recommended by a statewide organization that
18        represents school boards.
19            (C) Two appointees from districts that represent
20        school business officials, recommended by a statewide
21        organization that represents school business
22        officials.
23            (D) Two appointees that represent school
24        principals, recommended by a statewide organization
25        that represents school principals.
26            (E) Two appointees that represent teachers,

 

 

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

 

 

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1    geographic, socio-economic, racial, and ethnic diversity
2    of this State. The State Superintendent shall additionally
3    ensure that the membership of the Panel includes
4    representatives with expertise in bilingual education and
5    special education. Staff from the State Board shall staff
6    the Panel.
7        (2) In addition to those Panel members appointed by the
8    State Superintendent, 4 members of the General Assembly
9    shall be appointed as follows: one member of the House of
10    Representatives appointed by the Speaker of the House of
11    Representatives, one member of the Senate appointed by the
12    President of the Senate, one member of the House of
13    Representatives appointed by the Minority Leader of the
14    House of Representatives, and one member of the Senate
15    appointed by the Minority Leader of the Senate. There shall
16    be one additional member appointed by the Governor. All
17    members appointed by legislative leaders or the Governor
18    shall be non-voting, ex officio members.
19        (3) The Panel must study topics at the direction of the
20    General Assembly or State Board of Education, as provided
21    under paragraph (1). The Panel may also study the following
22    topics at the direction of the chairperson:
23            (A) The format and scope of annual spending plans
24        referenced in paragraph (9) of subsection (h) of this
25        Section.
26            (B) The Comparable Wage Index under this Section.

 

 

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1            (C) Maintenance and operations, including capital
2        maintenance and construction costs.
3            (D) "At-risk student" definition.
4            (E) Benefits.
5            (F) Technology.
6            (G) Local Capacity Target.
7            (H) Funding for Alternative Schools, Laboratory
8        Schools, safe schools, and alternative learning
9        opportunities programs.
10            (I) Funding for college and career acceleration
11        strategies.
12            (J) Special education investments.
13            (K) Early childhood investments, in collaboration
14        with the Illinois Early Learning Council.
15        (4) (Blank).
16        (5) Within 5 years after the implementation of this
17    Section, and every 5 years thereafter, the Panel shall
18    complete an evaluative study of the entire Evidence-Based
19    Funding model, including an assessment of whether or not
20    the formula is achieving State goals. The Panel shall
21    report to the State Board, the General Assembly, and the
22    Governor on the findings of the study.
23        (6) (Blank).
24        (7) To ensure that (i) the Adequacy Target calculation
25    under subsection (b) accurately reflects the needs of
26    students living in poverty or attending schools located in

 

 

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1    areas of high poverty, (ii) racial equity within the
2    Evidence-Based Funding formula is explicitly explored and
3    advanced, and (iii) the funding goals of the formula
4    distribution system established under this Section are
5    sufficient to provide adequate funding for every student
6    and to fully fund every school in this State, the Panel
7    shall review the Essential Elements under paragraph (2) of
8    subsection (b). The Panel shall consider all of the
9    following in its review:
10            (A) The financial ability of school districts to
11        provide instruction in a foreign language to every
12        student and whether an additional Essential Element
13        should be added to the formula to ensure that every
14        student has access to instruction in a foreign
15        language.
16            (B) The adult-to-student ratio for each Essential
17        Element in which a ratio is identified. The Panel shall
18        consider whether the ratio accurately reflects the
19        staffing needed to support students living in poverty
20        or who have traumatic backgrounds.
21            (C) Changes to the Essential Elements that may be
22        required to better promote racial equity and eliminate
23        structural racism within schools.
24            (D) The impact of investing $350,000,000 in
25        additional funds each year under this Section and an
26        estimate of when the school system will become fully

 

 

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1        funded under this level of appropriation.
2            (E) Provide an overview of alternative funding
3        structures that would enable the State to become fully
4        funded at an earlier date.
5            (F) The potential to increase efficiency and to
6        find cost savings within the school system to expedite
7        the journey to a fully funded system.
8            (G) The appropriate levels for reenrolling and
9        graduating high-risk high school students who have
10        been previously out of school. These outcomes shall
11        include enrollment, attendance, skill gains, credit
12        gains, graduation or promotion to the next grade level,
13        and the transition to college, training, or
14        employment, with an emphasis on progressively
15        increasing the overall attendance.
16            (H) The evidence-based or research-based practices
17        that are shown to reduce the gaps and disparities
18        experienced by African American students in academic
19        achievement and educational performance, including
20        practices that have been shown to reduce parities in
21        disciplinary rates, drop-out rates, graduation rates,
22        college matriculation rates, and college completion
23        rates.
24        On or before December 31, 2021, the Panel shall report
25    to the State Board, the General Assembly, and the Governor
26    on the findings of its review. This paragraph (7) is

 

 

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1    inoperative on and after July 1, 2022.
2    (j) References. Beginning July 1, 2017, references in other
3laws to general State aid funds or calculations under Section
418-8.05 of this Code (now repealed) shall be deemed to be
5references to evidence-based model formula funds or
6calculations under this Section.
7(Source: P.A. 100-465, eff. 8-31-17; 100-578, eff. 1-31-18;
8100-582, eff. 3-23-18; 101-10, eff. 6-5-19; 101-17, eff.
96-14-19; 101-643, eff. 6-18-20; revised 8-21-20.)
 
10
Article 95.

 
11    Section 95-1. Short title. This Article may be cited as the
12Equity in Higher Education Act. References in this Article to
13"this Act" mean this Article.
 
14    Section 95-5. Findings; policies.
15    (a) The General Assembly finds the following:
16        (1) Historic and continuous systemic racism has
17    created significant disparities in college access,
18    affordability, and completion for Black, Latinx,
19    low-income, and other underrepresented and historically
20    underserved students.
21        (2) Higher education is examining its role as a
22    contributor to systemic racism, while recognizing its
23    place in providing opportunity and upward mobility, and its

 

 

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1    role as a powerful actor in dismantling systemic racism.
2        (3) Chicago State University has created the Equity
3    Working Group, which includes statewide representation of
4    private, community, and public sector stakeholders, to
5    create an action plan for employers, the secondary and
6    postsecondary education systems, philanthropic
7    organizations, community-based organizations, and our
8    executive and legislative bodies to improve college
9    access, completion, and post-graduation outcomes for Black
10    college students in Illinois.
11        (4) Despite similar numbers of Black high school
12    graduates, Illinois saw about 25,000 fewer Black enrollees
13    in Illinois higher education in 2018 compared to 2008.
14        (5) Illinois must address wide disparities in degree
15    completion at Illinois community colleges, which currently
16    graduate Black and Latinx students at a rate of 14% and 26%
17    respectively compared to the rate of 38% for White
18    students, as well as at public universities, which
19    currently graduate Black and Latinx students at a rate of
20    34% and 49% respectively compared to 66% of White students,
21    within 6 years.
22        (6) The State of Illinois benefits from a diverse
23    public higher education system that includes universities
24    and community colleges with different missions and scopes
25    that maximize college enrollment, persistence, and
26    completion of underrepresented and historically

 

 

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1    underserved students, including Black and Latinx students
2    and students from low-income families.
3        (7) Illinois has a moral obligation and an economic
4    interest in dismantling and reforming structures that
5    create or exacerbate racial and socioeconomic inequities
6    in K-12 and higher education.
7        (8) The Board of Higher Education has a statutory
8    obligation to create a strategic plan for higher education
9    and has adopted core principles to guide this plan.
10        (9) The Board of Higher Education has included among
11    its core principles designed to guide the strategic plan
12    the assumption that excellence coupled with equity should
13    drive the higher education system and that the higher
14    education system will make equity-driven decisions,
15    elevating the voices of those who have been underserved,
16    and actively identify and remove systemic barriers that
17    have prevented students of color, first generation college
18    students, low-income students, adult learners, and rural
19    students from accessing and succeeding in higher
20    education; access and affordability as well as high quality
21    are embedded in the definition of equity.
22    (b) The General Assembly supports all of the following work
23and goals of the Board of Higher Education:
24        (1) Its work on the strategic plan for higher education
25    and the vision it has set forth that over the next 10 years
26    Illinois will have an equitable, accessible, innovative,

 

 

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1    nimble, and aligned higher education ecosystem that
2    ensures individuals, families, and communities across the
3    state thrive.
4        (2) Its goal to close equity gaps in higher education
5    in Illinois and that the strategic plan will identify
6    multiple strategies to achieve this goal.
7        (3) Its goal to increase postsecondary
8    credential/degree attainment and develop talent to drive
9    the economy of Illinois and that the strategic plan will
10    identify strategies to achieve this goal, including
11    embedding equity in the State's attainment goal.
12        (4) Its goal to improve higher education
13    affordability, increase access, and manage costs and the
14    expectation that the strategic plan will identify
15    strategies for stakeholders to achieve these goals,
16    including opportunities to improve efficiency and
17    principles for equitable and adequate ways to fund higher
18    education.
19    (c) The General Assembly encourages the Board of Higher
20Education to prepare an array of policy, practice, and proposed
21legislative changes required to implement the strategic plan,
22along with an implementation process and timeline by May 1,
232021 and to regularly evaluate the impact of the implementation
24of the strategic plan and publicly report the evaluation to
25ensure that the goals are achieved as intended and lead to a
26high-quality, equitable, and diverse higher education system

 

 

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1in Illinois.
 
2
Article 100.

 
3    Section 100-1. Short title. This Act may be cited as the
4Developmental Education Reform Act. References in this Article
5to "this Act" mean this Article.
 
6    Section 100-5. Findings. The General Assembly makes all of
7the following findings:
8        (1) Nearly 50% of this State's high school graduates
9    who enroll full-time in a community college are placed in
10    developmental education coursework in at least one
11    subject. Community colleges place nearly 71% of Black
12    students in developmental education courses compared to
13    42% of white students.
14        (2) Traditional developmental education courses cost
15    students time and money and expend their financial aid
16    because a student does not receive college credit for the
17    successful completion of a traditional developmental
18    education course. This can be a barrier to enrollment,
19    persistence, and certificate or degree completion.
20        (3) Developmental education courses can exacerbate
21    inequities in higher education. Community colleges
22    graduate Black students who are placed in developmental
23    education courses at a rate of approximately 8% compared to

 

 

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1    a graduation rate of 26% for white students who are placed
2    in developmental education courses.
3        (4) A history of inconsistent and inadequate
4    approaches to student placement in community college
5    coursework, such as the reliance on standardized test
6    scores, has resulted in too many students being placed in
7    developmental education coursework who could otherwise
8    succeed in introductory college-level coursework or
9    introductory college-level coursework with concurrent
10    support.
11        (5) Developmental education reform is in progress, and
12    public institutions of higher education and State agencies
13    have undertaken voluntary efforts and committed resources
14    to improve placement and to address disparities in the
15    successful completion of introductory college-level
16    coursework.
17        (6) The Illinois Council of Community College
18    Presidents, the Illinois Community College Chief Academic
19    Officers Commission, the Illinois Community College Chief
20    Student Services Officers Commission, and the Illinois
21    Mathematics Association of Community Colleges have already
22    developed and approved a more equitable, multiple measures
23    framework for placement in coursework that is currently
24    implemented at many but not all community colleges.
25        (7) In 2019, members of the General Assembly, faculty
26    and administrators from public institutions of higher

 

 

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1    education, board trustees from community college
2    districts, representatives from the Board of Higher
3    Education, the Illinois Community College Board, and other
4    appointed stakeholders convened a task force to inventory
5    and study developmental education models employed by
6    public community colleges and universities in this State
7    and to submit a detailed plan for scaling developmental
8    education reforms in which all students who are placed in
9    developmental education coursework are enrolled in an
10    evidence-based developmental education model that
11    maximizes a student's likelihood of completing an
12    introductory college-level course within his or her first 2
13    semesters at an institution of higher education. The data
14    released by the task force indicates all of the following:
15            (A) Despite more effective developmental education
16        models, community colleges and universities use the
17        traditional developmental education model for 77% of
18        students who place in a developmental education
19        mathematics course and for 67% of students who place in
20        a developmental English language course.
21            (B) Improved policies, programs, and practices are
22        essential to address the systemic inequities that
23        exist in postsecondary education in this State, such as
24        the disproportionate enrollment of Black students in
25        developmental education courses.
26        (8) To support further reform to developmental

 

 

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1    education in mathematics, additional work needs to be done
2    in order to more adequately define the math pathways and
3    the various ways that students satisfy mathematics credit
4    requirements depending upon their academic and career
5    pathways.
 
6    Section 100-10. Definitions. In this Act:
7    "College-level English language or mathematics course" or
8"college-level English language or mathematics coursework"
9means a course that bears credit and fulfills English language
10or mathematics credit requirements for a baccalaureate degree,
11a certificate, or an associate degree from a postsecondary
12educational institution.
13    "Community college" means a public community college in
14this State.
15    "Developmental education" means instruction through which
16a high school graduate who applies to a college credit program
17may attain the communication and computation skills necessary
18to successfully complete college-level coursework.
19    "Developmental education course" or "developmental
20education coursework" means a course or a category of courses
21in which students are placed based on an institution's finding
22that a student does not have the proficiency necessary to
23succeed in an introductory college-level English language or
24mathematics course.
25    "Institution of higher education" or "institution" means a

 

 

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1public community college or university in this State.
2    "University" means a public university in this State.
 
3    Section 100-15. Placement measures.
4    (a) On or before May 1, 2022, a community college shall use
5each of the following measures, as appropriate, to determine
6the placement of a student in introductory college-level
7English language or mathematics coursework and shall use the
8scores set forth in recommendations approved by the Illinois
9Council of Community College Presidents on June 1, 2018:
10        (1) A student's cumulative high school grade point
11    average.
12        (2) A student's successful completion of an
13    appropriate high school transition course in mathematics
14    or English.
15        (3) A student's successful completion of an
16    appropriate developmental education or introductory
17    college-level English language or mathematics course at
18    another regionally accredited postsecondary educational
19    institution.
20    (b) In determining the placement of a student in
21introductory college-level English language or mathematics
22coursework, a community college shall consider the
23standardized test scores provided by the student for placement
24in an introductory college-level English language or
25mathematics course.

 

 

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1    In addition, a community college is encouraged to use the
2scores set forth in recommendations approved by the Illinois
3Council of Community College Presidents on June 1, 2018 and
4should also consider other individual measures for placement in
5an introductory college-level English language or mathematics
6course, as set forth in recommendations approved by the
7Illinois Council of Community College Presidents on June 1,
82018, and the scores set forth in those recommendations.
9    In its discretion, a community college may accept a lower
10score on individual placement measures or accept lower scores
11in combination with other placement measures than those set
12forth in the recommendations.
13    (c) If a student qualifies for placement in an introductory
14college-level English language or mathematics course using a
15single measure under subsection (a) or (b), no additional
16measures need to be considered for placement of the student in
17the introductory college-level English language or mathematics
18course.
 
19    Section 100-20. Recommendations of Illinois Council of
20Community College Presidents recommendation revisions; math
21pathways.
22    (a) If the Illinois Council of Community College Presidents
23approves any revised recommendations for determining the
24placement of students in introductory college-level English
25language or mathematics courses in response to changes in

 

 

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1scoring systems, the introduction and use of additional
2measures, or evidence that demonstrates the inaccuracy in the
3use of scores in previous recommendations, then, within one
4year after the date of the adoption of those revised
5recommendations, references in this Act to recommendations
6approved by the Illinois Council of Community College
7Presidents on June 1, 2018 shall mean the revised
8recommendations. The General Assembly may request that the
9Illinois Council of Community College Presidents provide to the
10General Assembly the rationale and supporting evidence for any
11revision to the Council's recommendations.
12    (b) Beginning no later than December 1, 2021, the Illinois
13Board of Higher Education shall convene stakeholders to
14consider a multiple measures framework for placement into
15college-level coursework for Illinois public universities with
16considerations for math pathways and major requirements.
 
17    Section 100-25. Placement policy; report.
18    (a) Each institution of higher education shall publicly
19post its placement policy in a manner that is easily accessible
20to both students and prospective students.
21    (b) On or before July 1, 2023, the Illinois Community
22College Board shall issue a report, which shall be made
23available to the public on its Internet website, concerning
24each community college's developmental education and
25college-level coursework placement policy and the policy's

 

 

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1outcomes. The data disclosed in the report must be consistent
2with the Illinois Community College Board's requirements for
3data collection and should be disaggregated by developmental
4education course model, as defined by the Illinois Community
5College Board, and by gender, race and ethnicity, and federal
6Pell Grant status.
 
7    Section 100-30. Institutional plans; report.
8    (a) On or before May 1, 2022, each university shall submit
9to the Board of Higher Education and each community college
10shall submit to the Illinois Community College Board its
11institutional plan for scaling evidence-based developmental
12education reforms to maximize the probability that a student
13will be placed in and successfully complete introductory
14college-level English language or mathematics coursework
15within 2 semesters at the institution. At a minimum, a plan
16submitted by an institution shall include all of the following:
17        (1) A description of the current developmental
18    education models offered by the institution. If the
19    institution does not currently offer developmental
20    education coursework, it must provide details regarding
21    its decision not to offer developmental education
22    coursework and the pathways that are available to students
23    deemed to be insufficiently prepared for introductory
24    college-level English language or mathematics coursework.
25        (2) A description of the developmental education

 

 

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1    models that will be implemented and scaled and the basis of
2    the evidence and associated data that the institution
3    considered in making the decision to scale each model.
4        (3) Baseline data and benchmarks for progress,
5    including, but not limited to, (i) enrollment in
6    credit-bearing English language or mathematics courses,
7    (ii) rates of successful completion of introductory
8    college-level English language or mathematics courses, and
9    (iii) college-credit accumulation.
10        (4) Detailed plans for scaling reforms and improving
11    outcomes for all students placed in traditional
12    developmental education models or models with comparable
13    introductory college-level course completion rates. The
14    plan shall provide details about the expected improvements
15    in educational outcomes for Black students as result of the
16    proposed reforms.
17    (b) On or before January 1, 2023 and every 2 years
18thereafter, the Board of Higher Education and Illinois
19Community College Board shall collect data and report to the
20General Assembly and the public the status of developmental
21education reforms at institutions. The report must include data
22on the progress of the developmental education reforms,
23including, but not limited to, (i) enrollment in credit-bearing
24English language or mathematics courses, (ii) rates of
25successful completion of introductory college-level English
26language or mathematics courses, and (iii) college-credit

 

 

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1accumulation. The data should be disaggregated by gender, race
2and ethnicity, federal Pell Grant status, and other variables
3of interest to the Board of Higher Education and the Illinois
4Community College Board.
5    (c) On or before January 1, 2024 and every 2 years
6thereafter, the Board of Higher Education and Illinois
7Community College Board, in consultation with institutions of
8higher education and other stakeholders, shall consider
9additional data reporting requirements to facilitate the
10rigorous and continuous evaluation of each institution's
11implementation plan and its impact on improving outcomes for
12students in developmental education, particularly for Black
13students.
 
14    Section 100-90. Family Educational Rights and Privacy Act
15of 1974. Nothing in this Act supersedes the federal Family
16Educational Rights and Privacy Act of 1974 or rules adopted
17pursuant to the federal Family Educational Rights and Privacy
18Act of 1974.
 
19
Article 115.

 
20    Section 115-5. The School Code is amended by changing
21Section 21B-50 as follows:
 
22    (105 ILCS 5/21B-50)

 

 

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1    Sec. 21B-50. Alternative Educator Licensure Program.
2    (a) There is established an alternative educator licensure
3program, to be known as the Alternative Educator Licensure
4Program for Teachers.
5    (b) The Alternative Educator Licensure Program for
6Teachers may be offered by a recognized institution approved to
7offer educator preparation programs by the State Board of
8Education, in consultation with the State Educator Preparation
9and Licensure Board.
10    The program shall be comprised of 4 phases:
11        (1) A course of study that at a minimum includes
12    instructional planning; instructional strategies,
13    including special education, reading, and English language
14    learning; classroom management; and the assessment of
15    students and use of data to drive instruction.
16        (2) A year of residency, which is a candidate's
17    assignment to a full-time teaching position or as a
18    co-teacher for one full school year. An individual must
19    hold an Educator License with Stipulations with an
20    alternative provisional educator endorsement in order to
21    enter the residency and must complete additional program
22    requirements that address required State and national
23    standards, pass the State Board's teacher performance
24    assessment no later than the end of the first semester of
25    the second year of residency, as required under phase (3)
26    of this subsection (b), and be recommended by the principal

 

 

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1    or qualified equivalent of a principal, as required under
2    subsection (d) of this Section, and the program coordinator
3    to continue with the second year of the residency.
4        (3) A second year of residency, which shall include the
5    candidate's assignment to a full-time teaching position
6    for one school year. The candidate must be assigned an
7    experienced teacher to act as a mentor and coach the
8    candidate through the second year of residency.
9        (4) A comprehensive assessment of the candidate's
10    teaching effectiveness, as evaluated by the principal or
11    qualified equivalent of a principal, as required under
12    subsection (d) of this Section, and the program
13    coordinator, at the end of the second year of residency. If
14    there is disagreement between the 2 evaluators about the
15    candidate's teaching effectiveness, the candidate may
16    complete one additional year of residency teaching under a
17    professional development plan developed by the principal
18    or qualified equivalent and the preparation program. At the
19    completion of the third year, a candidate must have
20    positive evaluations and a recommendation for full
21    licensure from both the principal or qualified equivalent
22    and the program coordinator or no Professional Educator
23    License shall be issued.
24    Successful completion of the program shall be deemed to
25satisfy any other practice or student teaching and content
26matter requirements established by law.

 

 

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1    (c) An alternative provisional educator endorsement on an
2Educator License with Stipulations is valid for 2 years of
3teaching in the public schools, including without limitation a
4preschool educational program under Section 2-3.71 of this Code
5or charter school, or in a State-recognized nonpublic school in
6which the chief administrator is required to have the licensure
7necessary to be a principal in a public school in this State
8and in which a majority of the teachers are required to have
9the licensure necessary to be instructors in a public school in
10this State, but may be renewed for a third year if needed to
11complete the Alternative Educator Licensure Program for
12Teachers. The endorsement shall be issued only once to an
13individual who meets all of the following requirements:
14        (1) Has graduated from a regionally accredited college
15    or university with a bachelor's degree or higher.
16        (2) (Blank). Has a cumulative grade point average of
17    3.0 or greater on a 4.0 scale or its equivalent on another
18    scale.
19        (3) Has completed a major in the content area if
20    seeking a middle or secondary level endorsement or, if
21    seeking an early childhood, elementary, or special
22    education endorsement, has completed a major in the content
23    area of reading, English/language arts, mathematics, or
24    one of the sciences. If the individual does not have a
25    major in a content area for any level of teaching, he or
26    she must submit transcripts to the State Board of Education

 

 

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1    to be reviewed for equivalency.
2        (4) Has successfully completed phase (1) of subsection
3    (b) of this Section.
4        (5) Has passed a content area test required for the
5    specific endorsement for admission into the program, as
6    required under Section 21B-30 of this Code.
7    A candidate possessing the alternative provisional
8educator endorsement may receive a salary, benefits, and any
9other terms of employment offered to teachers in the school who
10are members of an exclusive bargaining representative, if any,
11but a school is not required to provide these benefits during
12the years of residency if the candidate is serving only as a
13co-teacher. If the candidate is serving as the teacher of
14record, the candidate must receive a salary, benefits, and any
15other terms of employment. Residency experiences must not be
16counted towards tenure.
17    (d) The recognized institution offering the Alternative
18Educator Licensure Program for Teachers must partner with a
19school district, including without limitation a preschool
20educational program under Section 2-3.71 of this Code or
21charter school, or a State-recognized, nonpublic school in this
22State in which the chief administrator is required to have the
23licensure necessary to be a principal in a public school in
24this State and in which a majority of the teachers are required
25to have the licensure necessary to be instructors in a public
26school in this State. A recognized institution that partners

 

 

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1with a public school district administering a preschool
2educational program under Section 2-3.71 of this Code must
3require a principal to recommend or evaluate candidates in the
4program. A recognized institution that partners with an
5eligible entity administering a preschool educational program
6under Section 2-3.71 of this Code and that is not a public
7school district must require a principal or qualified
8equivalent of a principal to recommend or evaluate candidates
9in the program. The program presented for approval by the State
10Board of Education must demonstrate the supports that are to be
11provided to assist the provisional teacher during the 2-year
12residency period. These supports must provide additional
13contact hours with mentors during the first year of residency.
14    (e) Upon completion of the 4 phases outlined in subsection
15(b) of this Section and all assessments required under Section
1621B-30 of this Code, an individual shall receive a Professional
17Educator License.
18    (f) The State Board of Education, in consultation with the
19State Educator Preparation and Licensure Board, may adopt such
20rules as may be necessary to establish and implement the
21Alternative Educator Licensure Program for Teachers.
22(Source: P.A. 100-596, eff. 7-1-18; 100-822, eff. 1-1-19;
23101-220, eff. 8-7-19; 101-570, eff. 8-23-19; 101-643, eff.
246-18-20.)
 
25
Article 120.

 

 

 

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1    Section 120-5. The Higher Education Student Assistance Act
2is amended by changing Section 50 as follows:
 
3    (110 ILCS 947/50)
4    Sec. 50. Minority Teachers of Illinois scholarship
5program.
6    (a) As used in this Section:
7        "Eligible applicant" means a minority student who has
8    graduated from high school or has received a high school
9    equivalency certificate and has maintained a cumulative
10    grade point average of no less than 2.5 on a 4.0 scale, and
11    who by reason thereof is entitled to apply for scholarships
12    to be awarded under this Section.
13        "Minority student" means a student who is any of the
14    following:
15            (1) American Indian or Alaska Native (a person
16        having origins in any of the original peoples of North
17        and South America, including Central America, and who
18        maintains tribal affiliation or community attachment).
19            (2) Asian (a person having origins in any of the
20        original peoples of the Far East, Southeast Asia, or
21        the Indian subcontinent, including, but not limited
22        to, Cambodia, China, India, Japan, Korea, Malaysia,
23        Pakistan, the Philippine Islands, Thailand, and
24        Vietnam).

 

 

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1            (3) Black or African American (a person having
2        origins in any of the black racial groups of Africa).
3        Terms such as "Haitian" or "Negro" can be used in
4        addition to "Black or African American".
5            (4) Hispanic or Latino (a person of Cuban, Mexican,
6        Puerto Rican, South or Central American, or other
7        Spanish culture or origin, regardless of race).
8            (5) Native Hawaiian or Other Pacific Islander (a
9        person having origins in any of the original peoples of
10        Hawaii, Guam, Samoa, or other Pacific Islands).
11        "Qualified bilingual minority applicant" means a
12    qualified student who demonstrates proficiency in a
13    language other than English by (i) receiving a State Seal
14    of Biliteracy from the State Board of Education or (ii)
15    receiving a passing score on an educator licensure target
16    language proficiency test.
17        "Qualified student" means a person (i) who is a
18    resident of this State and a citizen or permanent resident
19    of the United States; (ii) who is a minority student, as
20    defined in this Section; (iii) who, as an eligible
21    applicant, has made a timely application for a minority
22    teaching scholarship under this Section; (iv) who is
23    enrolled on at least a half-time basis at a qualified
24    Illinois institution of higher learning; (v) who is
25    enrolled in a course of study leading to teacher licensure,
26    including alternative teacher licensure, or, if the

 

 

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1    student is already licensed to teach, in a course of study
2    leading to an additional teaching endorsement or a master's
3    degree in an academic field in which he or she is teaching
4    or plans to teach or who has received one or more College
5    and Career Pathway Endorsements pursuant to Section 80 of
6    the Postsecondary and Workforce Readiness Act and commits
7    to enrolling in a course of study leading to teacher
8    licensure, including alternative teacher licensure; (vi)
9    who maintains a grade point average of no less than 2.5 on
10    a 4.0 scale; and (vii) who continues to advance
11    satisfactorily toward the attainment of a degree.
12    (b) In order to encourage academically talented Illinois
13minority students to pursue teaching careers at the preschool
14or elementary or secondary school level and to address and
15alleviate the teacher shortage crisis in this State described
16under the provisions of the Transitions in Education Act, each
17qualified student shall be awarded a minority teacher
18scholarship to any qualified Illinois institution of higher
19learning. However, preference may be given to qualified
20applicants enrolled at or above the junior level.
21    (c) Each minority teacher scholarship awarded under this
22Section shall be in an amount sufficient to pay the tuition and
23fees and room and board costs of the qualified Illinois
24institution of higher learning at which the recipient is
25enrolled, up to an annual maximum of $5,000; except that in the
26case of a recipient who does not reside on-campus at the

 

 

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1institution at which he or she is enrolled, the amount of the
2scholarship shall be sufficient to pay tuition and fee expenses
3and a commuter allowance, up to an annual maximum of $5,000.
4However, if at least $2,850,000 is appropriated in a given
5fiscal year for the Minority Teachers of Illinois scholarship
6program, then, in each fiscal year thereafter, each scholarship
7awarded under this Section shall be in an amount sufficient to
8pay the tuition and fees and room and board costs of the
9qualified Illinois institution of higher learning at which the
10recipient is enrolled, up to an annual maximum of $7,500;
11except that in the case of a recipient who does not reside
12on-campus at the institution at which he or she is enrolled,
13the amount of the scholarship shall be sufficient to pay
14tuition and fee expenses and a commuter allowance, up to an
15annual maximum of $7,500.
16    (d) The total amount of minority teacher scholarship
17assistance awarded by the Commission under this Section to an
18individual in any given fiscal year, when added to other
19financial assistance awarded to that individual for that year,
20shall not exceed the cost of attendance at the institution at
21which the student is enrolled. If the amount of minority
22teacher scholarship to be awarded to a qualified student as
23provided in subsection (c) of this Section exceeds the cost of
24attendance at the institution at which the student is enrolled,
25the minority teacher scholarship shall be reduced by an amount
26equal to the amount by which the combined financial assistance

 

 

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1available to the student exceeds the cost of attendance.
2    (e) The maximum number of academic terms for which a
3qualified student can receive minority teacher scholarship
4assistance shall be 8 semesters or 12 quarters.
5    (f) In any academic year for which an eligible applicant
6under this Section accepts financial assistance through the
7Paul Douglas Teacher Scholarship Program, as authorized by
8Section 551 et seq. of the Higher Education Act of 1965, the
9applicant shall not be eligible for scholarship assistance
10awarded under this Section.
11    (g) All applications for minority teacher scholarships to
12be awarded under this Section shall be made to the Commission
13on forms which the Commission shall provide for eligible
14applicants. The form of applications and the information
15required to be set forth therein shall be determined by the
16Commission, and the Commission shall require eligible
17applicants to submit with their applications such supporting
18documents or recommendations as the Commission deems
19necessary.
20    (h) Subject to a separate appropriation for such purposes,
21payment of any minority teacher scholarship awarded under this
22Section shall be determined by the Commission. All scholarship
23funds distributed in accordance with this subsection shall be
24paid to the institution and used only for payment of the
25tuition and fee and room and board expenses incurred by the
26student in connection with his or her attendance at a qualified

 

 

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1Illinois institution of higher learning. Any minority teacher
2scholarship awarded under this Section shall be applicable to 2
3semesters or 3 quarters of enrollment. If a qualified student
4withdraws from enrollment prior to completion of the first
5semester or quarter for which the minority teacher scholarship
6is applicable, the school shall refund to the Commission the
7full amount of the minority teacher scholarship.
8    (i) The Commission shall administer the minority teacher
9scholarship aid program established by this Section and shall
10make all necessary and proper rules not inconsistent with this
11Section for its effective implementation.
12    (j) When an appropriation to the Commission for a given
13fiscal year is insufficient to provide scholarships to all
14qualified students, the Commission shall allocate the
15appropriation in accordance with this subsection. If funds are
16insufficient to provide all qualified students with a
17scholarship as authorized by this Section, the Commission shall
18allocate the available scholarship funds for that fiscal year
19to qualified students who submit a complete application form on
20or before a date specified by the Commission based on the
21following order of priority:
22        (1) To students who received a scholarship under this
23    Section in the prior academic year and who remain eligible
24    for a minority teacher scholarship under this Section.
25        (2) Except as otherwise provided in subsection (k), to
26    students who demonstrate financial need, as determined by

 

 

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1    the Commission. on the basis of the date the Commission
2    receives a complete application form.
3    (k) Notwithstanding paragraph (2) of the provisions of
4subsection (j) or any other provision of this Section, at least
535% 30% of the funds appropriated for scholarships awarded
6under this Section in each fiscal year shall be reserved for
7qualified male minority applicants, with priority being given
8to qualified Black male applicants beginning with fiscal year
92023. If the Commission does not receive enough applications
10from qualified male minorities on or before January 1 of each
11fiscal year to award 35% 30% of the funds appropriated for
12these scholarships to qualified male minority applicants, then
13the Commission may award a portion of the reserved funds to
14qualified female minority applicants in accordance with
15subsection (j).
16    Beginning with fiscal year 2023, if at least $2,850,000 but
17less than $4,200,000 is appropriated in a given fiscal year for
18scholarships awarded under this Section, then at least 10% of
19the funds appropriated shall be reserved for qualified
20bilingual minority applicants, with priority being given to
21qualified bilingual minority applicants who are enrolled in an
22educator preparation program with a concentration in
23bilingual, bicultural education. Beginning with fiscal year
242023, if at least $4,200,000 is appropriated in a given fiscal
25year for the Minority Teachers of Illinois scholarship program,
26then at least 30% of the funds appropriated shall be reserved

 

 

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1for qualified bilingual minority applicants, with priority
2being given to qualified bilingual minority applicants who are
3enrolled in an educator preparation program with a
4concentration in bilingual, bicultural education. Beginning
5with fiscal year 2023, if at least $2,850,000 is appropriated
6in a given fiscal year for scholarships awarded under this
7Section but the Commission does not receive enough applications
8from qualified bilingual minority applicants on or before
9January 1 of that fiscal year to award at least 10% of the
10funds appropriated to qualified bilingual minority applicants,
11then the Commission may, in its discretion, award a portion of
12the reserved funds to other qualified students in accordance
13with subsection (j).
14    (l) Prior to receiving scholarship assistance for any
15academic year, each recipient of a minority teacher scholarship
16awarded under this Section shall be required by the Commission
17to sign an agreement under which the recipient pledges that,
18within the one-year period following the termination of the
19program for which the recipient was awarded a minority teacher
20scholarship, the recipient (i) shall begin teaching for a
21period of not less than one year for each year of scholarship
22assistance he or she was awarded under this Section; and (ii)
23shall fulfill this teaching obligation at a nonprofit Illinois
24public, private, or parochial preschool, elementary school, or
25secondary school at which no less than 30% of the enrolled
26students are minority students in the year during which the

 

 

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1recipient begins teaching at the school or may instead, if the
2recipient received a scholarship as a qualified bilingual
3minority applicant, fulfill this teaching obligation in a
4program in transitional bilingual education pursuant to
5Article 14C of the School Code or in a school in which 20 or
6more English learner students in the same language
7classification are enrolled; and (iii) shall, upon request by
8the Commission, provide the Commission with evidence that he or
9she is fulfilling or has fulfilled the terms of the teaching
10agreement provided for in this subsection.
11    (m) If a recipient of a minority teacher scholarship
12awarded under this Section fails to fulfill the teaching
13obligation set forth in subsection (l) of this Section, the
14Commission shall require the recipient to repay the amount of
15the scholarships received, prorated according to the fraction
16of the teaching obligation not completed, at a rate of interest
17equal to 5%, and, if applicable, reasonable collection fees.
18The Commission is authorized to establish rules relating to its
19collection activities for repayment of scholarships under this
20Section. All repayments collected under this Section shall be
21forwarded to the State Comptroller for deposit into the State's
22General Revenue Fund.
23    (n) A recipient of minority teacher scholarship shall not
24be considered in violation of the agreement entered into
25pursuant to subsection (l) if the recipient (i) enrolls on a
26full time basis as a graduate student in a course of study

 

 

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1related to the field of teaching at a qualified Illinois
2institution of higher learning; (ii) is serving, not in excess
3of 3 years, as a member of the armed services of the United
4States; (iii) is a person with a temporary total disability for
5a period of time not to exceed 3 years as established by sworn
6affidavit of a qualified physician; (iv) is seeking and unable
7to find full time employment as a teacher at an Illinois
8public, private, or parochial preschool or elementary or
9secondary school that satisfies the criteria set forth in
10subsection (l) of this Section and is able to provide evidence
11of that fact; (v) becomes a person with a permanent total
12disability as established by sworn affidavit of a qualified
13physician; (vi) is taking additional courses, on at least a
14half-time basis, needed to obtain licensure as a teacher in
15Illinois; or (vii) is fulfilling teaching requirements
16associated with other programs administered by the Commission
17and cannot concurrently fulfill them under this Section in a
18period of time equal to the length of the teaching obligation.
19    (o) Scholarship recipients under this Section who withdraw
20from a program of teacher education but remain enrolled in
21school to continue their postsecondary studies in another
22academic discipline shall not be required to commence repayment
23of their Minority Teachers of Illinois scholarship so long as
24they remain enrolled in school on a full-time basis or if they
25can document for the Commission special circumstances that
26warrant extension of repayment.

 

 

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1    (p) If the Minority Teachers of Illinois scholarship
2program does not expend at least 90% of the amount appropriated
3for the program in a given fiscal year for 3 consecutive fiscal
4years and the Commission does not receive enough applications
5from the groups identified in subsection (k) on or before
6January 1 in each of those fiscal years to meet the percentage
7reserved for those groups under subsection (k), then up to 3%
8of amount appropriated for the program for each of next 3
9fiscal years shall be allocated to increasing awareness of the
10program and for the recruitment of Black male applicants. The
11Commission shall make a recommendation to the General Assembly
12by January 1 of the year immediately following the end of that
13third fiscal year regarding whether the amount allocated to
14increasing awareness and recruitment should continue.
15    (q) Each qualified Illinois institution of higher learning
16that receives funds from the Minority Teachers of Illinois
17scholarship program shall host an annual information session at
18the institution about the program for teacher candidates of
19color in accordance with rules adopted by the Commission.
20Additionally, the institution shall ensure that each
21scholarship recipient enrolled at the institution meets with an
22academic advisor at least once per academic year to facilitate
23on-time completion of the recipient's educator preparation
24program.
25    (r) The changes made to this Section by this amendatory Act
26of the 101st General Assembly will first take effect with

 

 

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1awards made for the 2022-2023 academic year.
2(Source: P.A. 99-143, eff. 7-27-15; 100-235, eff. 6-1-18.)
 
3
Article 125.

 
4    Section 125-5. The Higher Education Student Assistance Act
5is amended by changing Section 65.100 as follows:
 
6    (110 ILCS 947/65.100)
7    (Section scheduled to be repealed on October 1, 2024)
8    Sec. 65.100. AIM HIGH Grant Pilot Program.
9    (a) The General Assembly makes all of the following
10findings:
11        (1) Both access and affordability are important
12    aspects of the Illinois Public Agenda for College and
13    Career Success report.
14        (2) This State is in the top quartile with respect to
15    the percentage of family income needed to pay for college.
16        (3) Research suggests that as loan amounts increase,
17    rather than an increase in grant amounts, the probability
18    of college attendance decreases.
19        (4) There is further research indicating that
20    socioeconomic status may affect the willingness of
21    students to use loans to attend college.
22        (5) Strategic use of tuition discounting can decrease
23    the amount of loans that students must use to pay for

 

 

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1    tuition.
2        (6) A modest, individually tailored tuition discount
3    can make the difference in a student choosing to attend
4    college and enhance college access for low-income and
5    middle-income families.
6        (7) Even if the federally calculated financial need for
7    college attendance is met, the federally determined
8    Expected Family Contribution can still be a daunting
9    amount.
10        (8) This State is the second largest exporter of
11    students in the country.
12        (9) When talented Illinois students attend
13    universities in this State, the State and those
14    universities benefit.
15        (10) State universities in other states have adopted
16    pricing and incentives that allow many Illinois residents
17    to pay less to attend an out-of-state university than to
18    remain in this State for college.
19        (11) Supporting Illinois student attendance at
20    Illinois public universities can assist in State efforts to
21    maintain and educate a highly trained workforce.
22        (12) Modest tuition discounts that are individually
23    targeted and tailored can result in enhanced revenue for
24    public universities.
25        (13) By increasing a public university's capacity to
26    strategically use tuition discounting, the public

 

 

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1    university will be capable of creating enhanced tuition
2    revenue by increasing enrollment yields.
3    (b) In this Section:
4    "Eligible applicant" means a student from any high school
5in this State, whether or not recognized by the State Board of
6Education, who is engaged in a program of study that in due
7course will be completed by the end of the school year and who
8meets all of the qualifications and requirements under this
9Section.
10    "Tuition and other necessary fees" includes the customary
11charge for instruction and use of facilities in general and the
12additional fixed fees charged for specified purposes that are
13required generally of non-grant recipients for each academic
14period for which the grant applicant actually enrolls, but does
15not include fees payable only once or breakage fees and other
16contingent deposits that are refundable in whole or in part.
17The Commission may adopt, by rule not inconsistent with this
18Section, detailed provisions concerning the computation of
19tuition and other necessary fees.
20    (c) Beginning with the 2019-2020 academic year, each public
21university may establish a merit-based scholarship pilot
22program known as the AIM HIGH Grant Pilot Program. Each year,
23the Commission shall receive and consider applications from
24public universities under this Section. Subject to
25appropriation and any tuition waiver limitation established by
26the Board of Higher Education, a public university campus may

 

 

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1award a grant to a student under this Section if it finds that
2the applicant meets all of the following criteria:
3        (1) He or she is a resident of this State and a citizen
4    or eligible noncitizen of the United States.
5        (2) He or she files a Free Application for Federal
6    Student Aid and demonstrates financial need with a
7    household income no greater than 6 times the poverty
8    guidelines updated periodically in the Federal Register by
9    the U.S. Department of Health and Human Services under the
10    authority of 42 U.S.C. 9902(2). The household income of the
11    applicant at the time of initial application shall be
12    deemed to be the household income of the applicant for the
13    duration of the pilot program.
14        (3) He or she meets the minimum cumulative grade point
15    average or ACT or SAT college admissions test score, as
16    determined by the public university campus.
17        (4) He or she is enrolled in a public university as an
18    undergraduate student on a full-time basis.
19        (5) He or she has not yet received a baccalaureate
20    degree or the equivalent of 135 semester credit hours.
21        (6) He or she is not incarcerated.
22        (7) He or she is not in default on any student loan or
23    does not owe a refund or repayment on any State or federal
24    grant or scholarship.
25        (8) Any other reasonable criteria, as determined by the
26    public university campus.

 

 

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1    (d) Each public university campus shall determine grant
2renewal criteria consistent with the requirements under this
3Section.
4    (e) Each participating public university campus shall post
5on its Internet website criteria and eligibility requirements
6for receiving awards that use funds under this Section that
7include a range in the sizes of these individual awards. The
8criteria and amounts must also be reported to the Commission
9and the Board of Higher Education, who shall post the
10information on their respective Internet websites.
11    (f) After enactment of an appropriation for this Program,
12the Commission shall determine an allocation of funds to each
13public university in an amount proportionate to the number of
14undergraduate students who are residents of this State and
15citizens or eligible noncitizens of the United States and who
16were enrolled at each public university campus in the previous
17academic year. All applications must be made to the Commission
18on or before a date determined by the Commission and on forms
19that the Commission shall provide to each public university
20campus. The form of the application and the information
21required shall be determined by the Commission and shall
22include, without limitation, the total public university
23campus funds used to match funds received from the Commission
24in the previous academic year under this Section, if any, the
25total enrollment of undergraduate students who are residents of
26this State from the previous academic year, and any supporting

 

 

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1documents as the Commission deems necessary. Each public
2university campus shall match the amount of funds received by
3the Commission with financial aid for eligible students.
4    A public university in which an average of at least 49% of
5the students seeking a bachelor's degree or certificate
6received a Pell Grant over the prior 3 academic years, as
7reported to the Commission, shall match 20% of the amount of
8funds awarded in a given academic year with non-loan financial
9aid for eligible students. A public university in which an
10average of less than 49% of the students seeking a bachelor's
11degree or certificate received a Pell Grant over the prior 3
12academic years, as reported to the Commission, shall match 60%
13of the amount of funds awarded in a given academic year with
14non-loan financial aid for eligible students.
15    A public university campus is not required to claim its
16entire allocation. The Commission shall make available to all
17public universities, on a date determined by the Commission,
18any unclaimed funds and the funds must be made available to
19those public university campuses in the proportion determined
20under this subsection (f), excluding from the calculation those
21public university campuses not claiming their full
22allocations.
23    Each public university campus may determine the award
24amounts for eligible students on an individual or broad basis,
25but, subject to renewal eligibility, each renewed award may not
26be less than the amount awarded to the eligible student in his

 

 

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1or her first year attending the public university campus.
2Notwithstanding this limitation, a renewal grant may be reduced
3due to changes in the student's cost of attendance, including,
4but not limited to, if a student reduces the number of credit
5hours in which he or she is enrolled, but remains a full-time
6student, or switches to a course of study with a lower tuition
7rate.
8    An eligible applicant awarded grant assistance under this
9Section is eligible to receive other financial aid. Total grant
10aid to the student from all sources may not exceed the total
11cost of attendance at the public university campus.
12    (g) All money allocated to a public university campus under
13this Section may be used only for financial aid purposes for
14students attending the public university campus during the
15academic year, not including summer terms. Notwithstanding any
16other provision of law to the contrary, any funds received by a
17public university campus under this Section that are not
18granted to students in the academic year for which the funds
19are received may be retained by the public university campus
20for expenditure on students participating in the Program or
21students eligible to participate in the Program.
22    (h) Each public university campus that establishes a
23Program under this Section must annually report to the
24Commission, on or before a date determined by the Commission,
25the number of undergraduate students enrolled at that campus
26who are residents of this State.

 

 

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1    (i) Each public university campus must report to the
2Commission the total non-loan financial aid amount given by the
3public university campus to undergraduate students in the
42017-2018 academic year, not including the summer term. To be
5eligible to receive funds under the Program, a public
6university campus may not decrease the total amount of non-loan
7financial aid it gives to undergraduate students, not including
8any funds received from the Commission under this Section or
9any funds used to match grant awards under this Section, to an
10amount lower than the reported amount for the 2017-2018
11academic year, not including the summer term.
12    (j) On or before a date determined by the Commission, each
13public university campus that participates in the Program under
14this Section shall annually submit a report to the Commission
15with all of the following information:
16        (1) The Program's impact on tuition revenue and
17    enrollment goals and increase in access and affordability
18    at the public university campus.
19        (2) Total funds received by the public university
20    campus under the Program.
21        (3) Total non-loan financial aid awarded to
22    undergraduate students attending the public university
23    campus.
24        (4) Total amount of funds matched by the public
25    university campus.
26        (5) Total amount of claimed and unexpended funds

 

 

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1    retained by the public university campus.
2        (6) The percentage of total financial aid distributed
3    under the Program by the public university campus.
4        (7) The total number of students receiving grants from
5    the public university campus under the Program and those
6    students' grade level, race, gender, income level, family
7    size, Monetary Award Program eligibility, Pell Grant
8    eligibility, and zip code of residence and the amount of
9    each grant award. This information shall include unit
10    record data on those students regarding variables
11    associated with the parameters of the public university's
12    Program, including, but not limited to, a student's ACT or
13    SAT college admissions test score, high school or
14    university cumulative grade point average, or program of
15    study.
16    On or before October 1, 2020 and annually on or before
17October 1 thereafter, the Commission shall submit a report with
18the findings under this subsection (j) and any other
19information regarding the AIM HIGH Grant Pilot Program to (i)
20the Governor, (ii) the Speaker of the House of Representatives,
21(iii) the Minority Leader of the House of Representatives, (iv)
22the President of the Senate, and (v) the Minority Leader of the
23Senate. The reports to the General Assembly shall be filed with
24the Clerk of the House of Representatives and the Secretary of
25the Senate in electronic form only, in the manner that the
26Clerk and the Secretary shall direct. The Commission's report

 

 

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1may not disaggregate data to a level that may disclose
2personally identifying information of individual students.
3    The sharing and reporting of student data under this
4subsection (j) must be in accordance with the requirements
5under the federal Family Educational Rights and Privacy Act of
61974 and the Illinois School Student Records Act. All parties
7must preserve the confidentiality of the information as
8required by law. The names of the grant recipients under this
9Section are not subject to disclosure under the Freedom of
10Information Act.
11    Public university campuses that fail to submit a report
12under this subsection (j) or that fail to adhere to any other
13requirements under this Section may not be eligible for
14distribution of funds under the Program for the next academic
15year, but may be eligible for distribution of funds for each
16academic year thereafter.
17    (k) The Commission shall adopt rules to implement this
18Section.
19    (l) This Section is repealed on October 1, 2024.
20(Source: P.A. 100-587, eff. 6-4-18; 100-1015, eff. 8-21-18;
21100-1183, eff. 4-4-19; 101-81, eff. 7-12-19; 101-613, eff.
226-1-20; 101-643, eff. 6-18-20.)
 
23
Article 130.

 
24    Section 130-1. Short title. This Article may be cited as

 

 

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1the Transitions in Education Act. References in this Article to
2"this Act" mean this Article.
 
3    Section 130-5. Findings; policies.
4    (a) The General Assembly finds the following:
5        (1) Teachers are the single most important in-school
6    factor in supporting student outcomes and success; yet,
7    Illinois is suffering from a profound teacher shortage
8    across the State.
9        (2) To reverse this shortage, Illinois needs to develop
10    and invest in a robust and diverse educator pipeline,
11    addressing any barriers or gaps that limit high quality
12    candidates, particularly candidates of color, from
13    becoming teachers.
14        (3) Illinois loses many high quality, diverse educator
15    candidates in postsecondary programs due to confusion or
16    lack of course transfer credits and course articulation
17    from Illinois's 2-year to 4-year institutions.
18        (4) Lack of alignment and transferability of course
19    credits may often force candidates to spend additional time
20    and money to earn a degree or lead to an inability to
21    complete a degree.
22        (5) In 1993, the Board of Higher Education, the
23    Illinois Community College Board, and the Transfer
24    Coordinators of Illinois Colleges and Universities brought
25    together faculty from public and independent, associate,

 

 

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1    and baccalaureate degree-granting institutions across the
2    State to develop the Illinois Articulation Initiative
3    (IAI).
4        (6) The goal of IAI is to facilitate the transfer of
5    courses from one participating college or university to
6    another in order to complete a baccalaureate degree.
7        (7) The Student Transfer Achievement Reform (STAR)
8    Act, as mandated by subsection (b) of Section 25 of the
9    Act, is designed to facilitate transfer among Illinois
10    public institutions, particularly for students with a
11    completed Associate of Arts or an Associate of Science
12    degree.
13        (8) While Illinois is a leading state for college
14    completion rates for adult learners and transfer students
15    from community colleges, it needs to increase the number of
16    high-quality postsecondary teaching credentials to meet
17    the demands of our schools and education workforce.
18        (9) With the rising costs of higher education for
19    Illinois students and families, the State needs to ensure
20    to the maximize extent possible that community college
21    courses will transfer with full credit for the student and
22    be accepted at an Illinois public or private institution as
23    they pursue a baccalaureate degree in education.
24        (10) Illinois can do this by improving transitions all
25    along the education pipeline; for postsecondary education,
26    this means strengthening articulation through stable

 

 

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1    funding and the expansion of transfer tools, such as
2    Transferology and the IAI through development of an
3    objective measure of transfer and acceptance of credits in
4    education degrees.
5        (11) The IAI Education Pathway can be modeled off of
6    existing IAI major pathways like Early Childhood Education
7    and Criminal Justice.
8    (b) The General Assembly encourages the Board of Higher
9Education, the State Board of Education, and the Illinois
10Community College Board, as part of the IAI, to do the
11following:
12        (1) The Board of Higher Education, the State Board of
13    Education, and the Illinois Community College Board are
14    encouraged to jointly establish a task force for a Major
15    Panel in Education and identify respective recommended
16    major courses that would be accepted as credit toward the
17    education major at the receiving institutions.
18        (2) As part of the report on the status of the Illinois
19    Articulation Initiative pursuant to Section 25 of the
20    Illinois Articulation Initiative Act, the Board of Higher
21    Education and the Illinois Community College Board are
22    encouraged to include in the annual report to the General
23    Assembly, the Governor, and the Illinois P-20 Council the
24    progress made on the task force on the Education Major
25    Panel.
26        (3) The Board of Higher Education, the State Board of

 

 

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1    Education, and the Illinois Community College Board are
2    encouraged to further promote and encourage the enrollment
3    of minority students into educator preparation programs,
4    such as the annual information session about the Minority
5    Teachers of Illinois scholarship program pursuant to
6    subsection (q) of Section 50 of the Higher Education
7    Student Assistance Act.
 
8
Article 135.

 
9    Section 135-5. The School Code is amended by changing
10Sections 2-3.25 and 27-20.4 and by adding Section 2-3.187 as
11follows:
 
12    (105 ILCS 5/2-3.25)  (from Ch. 122, par. 2-3.25)
13    Sec. 2-3.25. Standards for schools.
14    (a) To determine for all types of schools conducted under
15this Act efficient and adequate standards for the physical
16plant, heating, lighting, ventilation, sanitation, safety,
17equipment and supplies, instruction and teaching, curriculum,
18library, operation, maintenance, administration and
19supervision, and to issue, refuse to issue or revoke
20certificates of recognition for schools or school districts
21pursuant to standards established hereunder; to determine and
22establish efficient and adequate standards for approval of
23credit for courses given and conducted by schools outside of

 

 

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1the regular school term.
2    (a-5) On or before July 1, 2021, the State Board of
3Education must adopt revised social science learning standards
4that are inclusive and reflective of all individuals in this
5country.
6    (b) Whenever it appears that a secondary or unit school
7district may be unable to offer courses enabling students in
8grades 9 through 12 to meet the minimum preparation and
9admission requirements for public colleges and universities
10adopted by the Board of Higher Education, the State Board of
11Education shall assist the district in reviewing and analyzing
12its existing curriculum with particular reference to the
13educational needs of all pupils of the district and the
14sufficiency of existing and future revenues and payments
15available to the district for development of a curriculum which
16will provide maximum educational opportunity to pupils of the
17district. The review and analysis may consider achievement of
18this goal not only through implementation of traditional
19classroom methods but also through development of and
20participation in joint educational programs with other school
21districts or institutions of higher education, or alternative
22programs employing modern technological methods including but
23not limited to the use of television, telephones, computers,
24radio and other electronic devices.
25(Source: P.A. 87-559.)
 

 

 

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1    (105 ILCS 5/2-3.187 new)
2    Sec. 2-3.187. Inclusive American History Commission.
3    (a) The Inclusive American History Commission is created to
4provide assistance to the State Board of Education in revising
5its social science learning standards under subsection (a-5) of
6Section 2-3.25.
7    (b) The State Board of Education shall convene the
8Inclusive American History Commission to do all of the
9following:
10        (1) Review available resources for use in school
11    districts that reflect the racial and ethnic diversity of
12    this State and country. The resources identified by the
13    Commission may be posted on the State Board of Education's
14    Internet website.
15        (2) Provide guidance for each learning standard
16    developed for educators on how to ensure that instruction
17    and content are not biased to value specific cultures, time
18    periods, and experiences over other cultures, time
19    periods, and experiences.
20        (3) Develop guidance, tools, and support for
21    professional learning on how to locate and utilize
22    resources for non-dominant cultural narratives and sources
23    of historical information.
24    (c) The Commission shall consist of all of the following
25members:
26        (1) One Representative appointed by the Speaker of the

 

 

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

 

 

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1    by the State Superintendent of Education.
2        (12) One member who represents a statewide
3    organization that represents principals appointed by the
4    State Superintendent of Education.
5        (13) One member who represents a statewide
6    organization that represents superintendents appointed by
7    the State Superintendent of Education.
8        (14) One member who represents a statewide
9    organization that represents school boards appointed by
10    the State Superintendent of Education.
11    Members appointed to the Commission must reflect the
12racial, ethnic, and geographic diversity of this State.
13    (d) Members of the Commission shall serve without
14compensation but may be reimbursed for reasonable expenses from
15funds appropriated to the State Board of Education for that
16purpose, including travel, subject to the rules of the
17appropriate travel control board.
18    (e) The State Board of Education shall provide
19administrative and other support to the Commission.
20    (f) The Commission must submit a report about its work to
21the State Board of Education, the Governor, and the General
22Assembly on or before December 31, 2021. The Commission is
23dissolved upon the submission of its report.
24    (g) This Section is repealed on January 1, 2023.
 
25    (105 ILCS 5/27-20.4)  (from Ch. 122, par. 27-20.4)

 

 

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1    Sec. 27-20.4. Black History study. Every public elementary
2school and high school shall include in its curriculum a unit
3of instruction studying the events of Black History, including
4the history of the pre-enslavement of Black people from 3,000
5BCE to AD 1619, the African slave trade, slavery in America,
6the study of the reasons why Black people came to be enslaved,
7and the vestiges of slavery in this country, and the study of
8the American civil rights renaissance. These events shall
9include not only the contributions made by individual
10African-Americans in government and in the arts, humanities and
11sciences to the economic, cultural and political development of
12the United States and Africa, but also the socio-economic
13struggle which African-Americans experienced collectively in
14striving to achieve fair and equal treatment under the laws of
15this nation. The studying of this material shall constitute an
16affirmation by students of their commitment to respect the
17dignity of all races and peoples and to forever eschew every
18form of discrimination in their lives and careers.
19    The State Superintendent of Education may prepare and make
20available to all school boards instructional materials,
21including those established by the Amistad Commission, which
22may be used as guidelines for development of a unit of
23instruction under this Section; provided, however, that each
24school board shall itself determine the minimum amount of
25instruction time which shall qualify as a unit of instruction
26satisfying the requirements of this Section.

 

 

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1    A school may meet the requirements of this Section through
2an online program or course.
3(Source: P.A. 100-634, eff. 1-1-19.)
 
4
Article 145.

 
5    Section 145-1. Short title. This Article may be cited as
6the Early Education Act. References in this Article to "this
7Act" means this Article.
 
8    Section 145-5. Findings; policies.
9    (a) The General Assembly finds the following:
10        (1) Part C of the federal Individuals with Disabilities
11    Education Act and the Early Intervention Services System
12    Act provide that all eligible infants and toddlers and
13    their families are entitled to receive a broad range of
14    developmental, social, and emotional services designed to
15    maximize their development, including speech and language,
16    developmental, occupational, and physical therapies and
17    social work services.
18        (2) The General Assembly finds that early intervention
19    services as outlined in Part C of the federal Individuals
20    with Disabilities Education Act (IDEA) are cost-effective
21    and effectively serve the developmental needs of eligible
22    infants and toddlers and their families.
23        (3) Early intervention services to young children who

 

 

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1    have or are at risk for developmental delays have been
2    shown to positively impact outcomes across developmental
3    domains, including language and communication, cognitive
4    development, and social and emotional development.
5        (4) Families benefit by being able to better meet their
6    child's developmental needs from an early age and
7    throughout their lives.
8        (5) Benefits to society include reducing the economic
9    burden through a decreased need for special education.
10        (6) Data shows that early intervention services in
11    Illinois are at least two and a half times less costly
12    annually than special education services in preschool and
13    elementary years.
14        (7) Nationwide, nearly 70% of children in early
15    intervention programs exhibit growth greater than
16    expected; this includes acquiring skills at a faster rate
17    even after they leave the program.
18        (8) Nationwide, nearly half of children leave early
19    intervention programs functioning at age level and do not
20    need special education at kindergarten age.
21        (9) Early intervention services are underutilized in
22    Illinois and nationally with only 4% of Illinois infants
23    and toddlers currently receiving services, while the
24    research shows that about 13% of Illinois children are
25    eligible.
26        (10) In Illinois and nationally, only approximately 1%

 

 

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1    of infants are enrolled in early intervention, which is far
2    below the percentage of children who should be receiving
3    these services; this is of concern because intervention at
4    the earliest possible point improves children's outcomes,
5    and children born with low or very low birth weights or
6    otherwise leaving the NICU too often do not receive the
7    needed connection to early intervention services,
8    particularly those children on Medicaid.
9        (11) Data indicates that early intervention services
10    in Illinois are underutilized in the medical diagnosis and
11    environmental factors with substantial risk of delay
12    categories; these are the 2 eligibility areas in which
13    infants and toddlers are automatically eligible.
14        (12) Experts conclude that early intervention
15    eligibility needs to be clearly understood and documented
16    so that children and families who meet eligibility
17    requirements can be appropriately referred, served, and
18    supported.
19        (13) The Early Intervention Services System Act
20    requires the State to provide a comprehensive,
21    coordinated, interagency, and interdisciplinary early
22    intervention services system for eligible infants and
23    toddlers and their families by enhancing the capacity to
24    provide quality early intervention services, expanding and
25    improving existing services, and facilitating coordination
26    of payments for early intervention services from various

 

 

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1    public and private sources.
2        (14) Black and Latinx children in Illinois are more
3    likely to be on a waiting list for services. This is due to
4    a number of reasons, including the reluctance to provide
5    services in certain neighborhoods due to the perception of
6    safety issues and in cases in which families experience
7    multiple challenges, such as child welfare involvement or
8    families experiencing homelessness, which are all
9    predictive factors of children that could benefit from
10    early intervention services.
11        (15) Inequitable access to appropriate early
12    intervention services is disproportionately more likely to
13    be experienced by Black and Latinx families.
14    (b) The General Assembly encourages the Department of Human
15Services, in consultation with advocates and experts in the
16field, including the Interagency Council on Early
17Intervention, to take all of the following actions:
18        (1) to re-examine the definition of "at-risk" and also
19    the diagnosed medical conditions that typically result in
20    delay to ensure that they effectively increase eligibility
21    and access to early intervention services;
22        (2) to charge the Early Intervention Training Program,
23    in collaboration with experts and beneficiaries, to create
24    and execute a plan for designing and disseminating
25    affirmative outreach through multiple modalities to
26    primary referral services as defined by statute,

 

 

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