HB2683 EnrolledLRB099 07029 NHT 27112 b

1    AN ACT concerning education.
 
2    Be it enacted by the People of the State of Illinois,
3represented in the General Assembly:
 
4    Section 5. The School Code is amended by changing Sections
52-3.25a, 2-3.25c, 2-3.25d, 2-3.25e-5, 2-3.25f, 2-3.136, 7-8,
610-17a, 10-29, 11E-120, and 21B-70 and by adding Section
72-3.25d-5 as follows:
 
8    (105 ILCS 5/2-3.25a)  (from Ch. 122, par. 2-3.25a)
9    Sec. 2-3.25a. "School district" defined; additional
10standards.
11    (a) For the purposes of this Section and Sections 3.25b,
123.25c, 3.25d, 3.25e, and 3.25f of this Code, "school district"
13includes other public entities responsible for administering
14public schools, such as cooperatives, joint agreements,
15charter schools, special charter districts, regional offices
16of education, local agencies, and the Department of Human
17Services.
18    (b) In addition to the standards established pursuant to
19Section 2-3.25, the State Board of Education shall develop
20recognition standards for student performance and school
21improvement for all in all public schools operated by school
22districts and their individual schools, which must be an
23outcomes-based, balanced accountability measure. The

 

 

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1indicators to determine adequate yearly progress shall be
2limited to the State assessment of student performance in
3reading and mathematics, student attendance rates at the
4elementary school level, graduation rates at the high school
5level, and participation rates on student assessments. The
6standards shall be designed to permit the measurement of
7student performance and school improvement by schools and
8school districts compared to student performance and school
9improvement for the preceding academic years.
10    Subject to the availability of federal, State, public, or
11private funds, the balanced accountability measure must be
12designed to focus on 2 components, student performance and
13professional practice. The student performance component shall
14count for 30% of the total balanced accountability measure, and
15the professional practice component shall count for 70% of the
16total balanced accountability measure. The student performance
17component shall focus on student outcomes and closing the
18achievement gaps within each school district and its individual
19schools using a Multiple Measure Index and Annual Measurable
20Objectives, as set forth in Section 2-3.25d of this Code. The
21professional practice component shall focus on the degree to
22which a school district, as well as its individual schools, is
23implementing evidence-based, best professional practices and
24exhibiting continued improvement. Beginning with the 2015-2016
25school year, the balanced accountability measure shall consist
26of only the student performance component, which shall account

 

 

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1for 100% of the total balanced accountability measure. From the
22016-2017 school year through the 2021-2022 school year, the
3State Board of Education and a Balanced Accountability Measure
4Committee shall identify a number of school districts per the
5designated school years to begin implementing the balanced
6accountability measure, which includes both the student
7performance and professional practice components. By the
82021-2022 school year, all school districts must be
9implementing the balanced accountability measure, which
10includes both components. The Balanced Accountability Measure
11Committee shall consist of the following individuals: a
12representative of a statewide association representing
13regional superintendents of schools, a representative of a
14statewide association representing principals, a
15representative of an association representing principals in a
16city having a population exceeding 500,000, a representative of
17a statewide association representing school administrators, a
18representative of a statewide professional teachers'
19organization, a representative of a different statewide
20professional teachers' organization, an additional
21representative from either statewide professional teachers'
22organization, a representative of a professional teachers'
23organization in a city having a population exceeding 500,000, a
24representative of a statewide association representing school
25boards, and a representative of a school district organized
26under Article 34 of this Code. The head of each association or

 

 

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1entity listed in this paragraph shall appoint its respective
2representative. The State Superintendent of Education, in
3consultation with the Committee, may appoint no more than 2
4additional individuals to the Committee, which individuals
5shall serve in an advisory role and must not have voting or
6other decision-making rights. The Committee is abolished on
7June 1, 2022.
8    Using a Multiple Measure Index consistent with subsection
9(a) of Section 2-3.25d of this Code, the student performance
10component shall consist of the following subcategories, each of
11which must be valued at 10%:
12        (1) achievement status;
13        (2) achievement growth; and
14        (3) Annual Measurable Objectives, as set forth in
15    subsection (b) of Section 2-3.25d of this Code.
16Achievement status shall measure and assess college and career
17readiness, as well as the graduation rate. Achievement growth
18shall measure the school district's and its individual schools'
19student growth via this State's growth value tables. Annual
20Measurable Objectives shall measure the degree to which school
21districts, as well as their individual schools, are closing
22their achievement gaps among their student population and
23subgroups.
24    The professional practice component shall consist of the
25following subcategories:
26        (A) compliance;

 

 

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1        (B) evidence-based best practices; and
2        (C) contextual improvement.
3Compliance, which shall count for 10%, shall measure the degree
4to which a school district and its individual schools meet the
5current State compliance requirements. Evidence-based best
6practices, which shall count for 30%, shall measure the degree
7to which school districts and their individual schools are
8adhering to a set of evidence-based quality standards and best
9practice for effective schools that include (i) continuous
10improvement, (ii) culture and climate, (iii) shared
11leadership, (iv) governance, (v) education and employee
12quality, (vi) family and community connections, and (vii)
13student and learning development and are further developed in
14consultation with the State Board of Education and the Balanced
15Accountability Measure Committee set forth in this subsection
16(b). Contextual improvement, which shall count for 30%, shall
17provide school districts and their individual schools the
18opportunity to demonstrate improved outcomes through local
19data, including without limitation school climate, unique
20characteristics, and barriers that impact the educational
21environment and hinder the development and implementation of
22action plans to address areas of school district and individual
23school improvement. Each school district, in good faith
24cooperation with its teachers or, where applicable, the
25exclusive bargaining representatives of its teachers, shall
26develop 2 measurable objectives to demonstrate contextual

 

 

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1improvement, each of which must be equally weighted. Each
2school district shall begin such good faith cooperative
3development of these objectives no later than 6 months prior to
4the beginning of the school year in which the school district
5is to implement the professional practice component of the
6balanced accountability measure. The professional practice
7component must be scored using trained peer review teams that
8observe and verify school district practices using an
9evidence-based framework.
10    The balanced accountability measure shall combine the
11student performance and professional practice components into
12one summative score based on 100 points at the school district
13and individual-school level. A school district shall be
14designated as "Exceeds Standards - Exemplar" if the overall
15score is 100 to 90, "Meets Standards - Proficient" if the
16overall score is 89 to 75, "Approaching Standards - Needs
17Improvement" if the overall score is 74 to 60, and "Below
18Standards - Unsatisfactory" if the overall score is 59 to 0.
19The balanced accountability measure shall also detail both
20incentives that reward school districts for continued improved
21performance, as provided in Section 2-3.25c of this Code, and
22consequences for school districts that fail to provide evidence
23of continued improved performance, which may include
24presentation of a barrier analysis, additional school board and
25administrator training, or additional State assistance. Based
26on its summative score, a school district may be exempt from

 

 

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1the balanced accountability measure for one or more school
2years. The State Board of Education, in collaboration with the
3Balanced Accountability Measure Committee set forth in this
4subsection (b), shall adopt rules that further implementation
5in accordance with the requirements of this Section.
6(Source: P.A. 96-734, eff. 8-25-09.)
 
7    (105 ILCS 5/2-3.25c)  (from Ch. 122, par. 2-3.25c)
8    Sec. 2-3.25c. Rewards and acknowledgements. The State
9Board of Education shall implement a system of rewards for
10school districts, and the schools themselves, through a process
11that recognizes (i) high-poverty, high-performing schools that
12are closing achievement gaps and excelling in academic
13achievement; (ii) schools that have sustained high
14performance; (iii) schools that have substantial growth
15performance over the 3 years immediately preceding the year in
16which recognition is awarded; and (iv) schools that have
17demonstrated the most progress, in comparison to schools
18statewide, in closing the achievement gap among various
19subgroups of students in the 3 years immediately preceding the
20year in which recognition is awarded whose students and schools
21consistently meet adequate yearly progress criteria for 2 or
22more consecutive years and a system to acknowledge schools and
23districts that meet adequate yearly progress criteria in a
24given year as specified in Section 2-3.25d of this Code.
25    If a school or school district meets adequate yearly

 

 

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1progress criteria for 2 consecutive school years, that school
2or district shall be exempt from review and approval of its
3improvement plan for the next 2 succeeding school years.
4(Source: P.A. 93-470, eff. 8-8-03.)
 
5    (105 ILCS 5/2-3.25d)  (from Ch. 122, par. 2-3.25d)
6    Sec. 2-3.25d. Multiple Measure Index and Annual Measurable
7Objectives Academic early warning and watch status.
8    (a) Consistent with subsection (b) of Section 2-3.25a of
9this Code, the State Board of Education shall establish a
10Multiple Measure Index and Annual Measurable Objectives for
11each public school in this State that address the school's
12overall performance in terms of both academic success and
13equity. At a minimum, "academic success" shall include measures
14of college and career readiness, growth, and the graduation
15rate. At a minimum, "equity" shall include both the academic
16growth and college and career readiness of each school's
17subgroups of students. Beginning with the 2005-2006 school
18year, unless the federal government formally disapproves of
19such policy through the submission and review process for the
20Illinois Accountability Workbook, those schools that do not
21meet adequate yearly progress criteria for 2 consecutive annual
22calculations in the same subject or in their participation
23rate, attendance rate, or graduation rate shall be placed on
24academic early warning status for the next school year. Schools
25on academic early warning status that do not meet adequate

 

 

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1yearly progress criteria for a third annual calculation in the
2same subject or in their participation rate, attendance rate,
3or graduation rate shall remain on academic early warning
4status. Schools on academic early warning status that do not
5meet adequate yearly progress criteria for a fourth annual
6calculation in the same subject or in their participation rate,
7attendance rate, or graduation rate shall be placed on initial
8academic watch status. Schools on academic watch status that do
9not meet adequate yearly progress criteria for a fifth or
10subsequent annual calculation in the same subject or in their
11participation rate, attendance rate, or graduation rate shall
12remain on academic watch status. Schools on academic early
13warning or academic watch status that meet adequate yearly
14progress criteria for 2 consecutive calculations shall be
15considered as having met expectations and shall be removed from
16any status designation.
17    The school district of a school placed on either academic
18early warning status or academic watch status may appeal the
19status to the State Board of Education in accordance with
20Section 2-3.25m of this Code.
21    A school district that has one or more schools on academic
22early warning or academic watch status shall prepare a revised
23School Improvement Plan or amendments thereto setting forth the
24district's expectations for removing each school from academic
25early warning or academic watch status and for improving
26student performance in the affected school or schools.

 

 

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1Districts operating under Article 34 of this Code may prepare
2the School Improvement Plan required under Section 34-2.4 of
3this Code.
4    The revised School Improvement Plan for a school that is
5initially placed on academic early warning status or that
6remains on academic early warning status after a third annual
7calculation must be approved by the school board (and by the
8school's local school council in a district operating under
9Article 34 of this Code, unless the school is on probation
10pursuant to subsection (c) of Section 34-8.3 of this Code).
11    The revised School Improvement Plan for a school that is
12initially placed on academic watch status after a fourth annual
13calculation must be approved by the school board (and by the
14school's local school council in a district operating under
15Article 34 of this Code, unless the school is on probation
16pursuant to subsection (c) of Section 34-8.3 of this Code).
17    The revised School Improvement Plan for a school that
18remains on academic watch status after a fifth annual
19calculation must be approved by the school board (and by the
20school's local school council in a district operating under
21Article 34 of this Code, unless the school is on probation
22pursuant to subsection (c) of Section 34-8.3 of this Code). In
23addition, the district must develop a school restructuring plan
24for the school that must be approved by the school board (and
25by the school's local school council in a district operating
26under Article 34 of this Code).

 

 

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1    A school on academic watch status that does not meet
2adequate yearly progress criteria for a sixth annual
3calculation shall implement its approved school restructuring
4plan beginning with the next school year, subject to the State
5interventions specified in Sections 2-3.25f and 2-3.25f-5 of
6this Code.
7    (b) Beginning in 2015, all schools shall receive Annual
8Measurable Objectives that will provide annual targets for
9progress of each school's Multiple Measure Index. Each element
10of the Multiple Measure Index shall have an Annual Measurable
11Objective. Beginning with the 2005-2006 school year, unless the
12federal government formally disapproves of such policy through
13the submission and review process for the Illinois
14Accountability Workbook, those school districts that do not
15meet adequate yearly progress criteria for 2 consecutive annual
16calculations in the same subject or in their participation
17rate, attendance rate, or graduation rate shall be placed on
18academic early warning status for the next school year.
19Districts on academic early warning status that do not meet
20adequate yearly progress criteria for a third annual
21calculation in the same subject or in their participation rate,
22attendance rate, or graduation rate shall remain on academic
23early warning status. Districts on academic early warning
24status that do not meet adequate yearly progress criteria for a
25fourth annual calculation in the same subject or in their
26participation rate, attendance rate, or graduation rate shall

 

 

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1be placed on initial academic watch status. Districts on
2academic watch status that do not meet adequate yearly progress
3criteria for a fifth or subsequent annual calculation in the
4same subject or in their participation rate, attendance rate,
5or graduation rate shall remain on academic watch status.
6Districts on academic early warning or academic watch status
7that meet adequate yearly progress criteria for one annual
8calculation shall be considered as having met expectations and
9shall be removed from any status designation.
10    A district placed on either academic early warning status
11or academic watch status may appeal the status to the State
12Board of Education in accordance with Section 2-3.25m of this
13Code.
14    Districts on academic early warning or academic watch
15status shall prepare a District Improvement Plan or amendments
16thereto setting forth the district's expectations for removing
17the district from academic early warning or academic watch
18status and for improving student performance in the district.
19    All District Improvement Plans must be approved by the
20school board.
21    (c) All revised School and District Improvement Plans shall
22be developed in collaboration with parents, staff in the
23affected school or school district, and outside experts. All
24revised School and District Improvement Plans shall be
25developed, submitted, and monitored pursuant to rules adopted
26by the State Board of Education. The revised Improvement Plan

 

 

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1shall address measurable outcomes for improving student
2performance so that such performance meets adequate yearly
3progress criteria as specified by the State Board of Education.
4All school districts required to revise a School Improvement
5Plan in accordance with this Section shall establish a peer
6review process for the evaluation of School Improvement Plans.
7(d) All federal requirements apply to schools and school
8districts utilizing federal funds under Title I, Part A of the
9federal Elementary and Secondary Education Act of 1965.
10    (e) The State Board of Education, from any moneys it may
11have available for this purpose, must implement and administer
12a grant program that provides 2-year grants to school districts
13on the academic watch list and other school districts that have
14the lowest achieving students, as determined by the State Board
15of Education, to be used to improve student achievement. In
16order to receive a grant under this program, a school district
17must establish an accountability program. The accountability
18program must involve the use of statewide testing standards and
19local evaluation measures. A grant shall be automatically
20renewed when achievement goals are met. The Board may adopt any
21rules necessary to implement and administer this grant program.
22(Source: P.A. 98-1155, eff. 1-9-15.)
 
23    (105 ILCS 5/2-3.25d-5 new)
24    Sec. 2-3.25d-5. Priority and focus districts.
25    (a) Beginning in 2015, school districts designated as

 

 

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1priority districts shall be those that have one or more
2priority schools. "Priority school" is defined as:
3        (1) a school that is among the lowest performing 5% of
4    schools in this State based on a 3-year average, with
5    respect to the performance of the "all students" group for
6    the percentage of students deemed proficient in
7    English/language arts and mathematics combined, and
8    demonstrates a lack of progress as defined by the State
9    Board of Education;
10        (2) a beginning secondary school that has an average
11    graduation rate of less than 60% over the last 3 school
12    years; or
13        (3) a school receiving a school improvement grant under
14    Section 1003(g) of the federal Elementary and Secondary
15    Education Act of 1965.
16    The State Board of Education shall work with a priority
17district to perform a district needs assessment to determine
18the district's core functions that are areas of strength and
19weakness, unless the district is already undergoing a national
20accreditation process. The results from the district needs
21assessment shall be used by the district to identify goals and
22objectives for the district's improvement. The district needs
23assessment shall include a study of district functions, such as
24district finance, governance, student engagement, instruction
25practices, climate, community involvement, and continuous
26improvement.

 

 

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1    (b) Beginning in 2015, districts designated as focus
2districts shall be those that have one or more focus schools.
3"Focus school" means a school that is contributing to the
4achievement gaps in this State and is defined as:
5        (1) a school that has one or more subgroups in which
6    the average student performance is at or below the State
7    average for the lowest 10% of student performance in that
8    subgroup; or
9        (2) a school with an average graduation rate of less
10    than 60% and not identified for priority.
 
11    (105 ILCS 5/2-3.25e-5)
12    Sec. 2-3.25e-5. Two years as priority school on academic
13watch status; full-year school plan.
14    (a) In this Section, "school" means any of the following
15named public schools or their successor name:
16        (1) Dirksen Middle School in Dolton School District
17    149.
18        (2) Diekman Elementary School in Dolton School
19    District 149.
20        (3) Caroline Sibley Elementary School in Dolton School
21    District 149.
22        (4) Berger-Vandenberg Elementary School in Dolton
23    School District 149.
24        (5) Carol Moseley Braun School in Dolton School
25    District 149.

 

 

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1        (6) New Beginnings Learning Academy in Dolton School
2    District 149.
3        (7) McKinley Junior High School in South Holland School
4    District 150.
5        (8) Greenwood Elementary School in South Holland
6    School District 150.
7        (9) McKinley Elementary School in South Holland School
8    District 150.
9        (10) Eisenhower School in South Holland School
10    District 151.
11        (11) Madison School in South Holland School District
12    151.
13        (12) Taft School in South Holland School District 151.
14        (13) Wolcott School in Thornton School District 154.
15        (14) Memorial Junior High School in Lansing School
16    District 158.
17        (15) Oak Glen Elementary School in Lansing School
18    District 158.
19        (16) Lester Crawl Primary Center in Lansing School
20    District 158.
21        (17) Brookwood Junior High School in Brookwood School
22    District 167.
23        (18) Brookwood Middle School in Brookwood School
24    District 167.
25        (19) Hickory Bend Elementary School in Brookwood
26    School District 167.

 

 

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1        (20) Medgar Evers Primary Academic Center in Ford
2    Heights School District 169.
3        (21) Nathan Hale Elementary School in Sunnybrook
4    School District 171.
5        (22) Ira F. Aldridge Elementary School in City of
6    Chicago School District 299.
7        (23) William E.B. DuBois Elementary School in City of
8    Chicago School District 299.
9    (b) If, after 2 years following its identification as a
10priority school under Section 2-3.25d-5 of this Code placement
11on academic watch status, a school remains a priority school on
12academic watch status, then, subject to federal appropriation
13money being available, the State Board of Education shall allow
14the school board to opt into the process of operating that
15school on a pilot, full-year school plan, approved by the State
16Board of Education, upon expiration of its teachers' current
17collective bargaining agreement until the expiration of the
18next collective bargaining agreement. A school board must
19notify the State Board of Education of its intent to opt into
20the process of operating a school on a pilot, full-year school
21plan.
22(Source: P.A. 98-1155, eff. 1-9-15.)
 
23    (105 ILCS 5/2-3.25f)  (from Ch. 122, par. 2-3.25f)
24    Sec. 2-3.25f. State interventions.
25    (a) The State Board of Education shall provide technical

 

 

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1assistance to assist with the development and implementation of
2School and District Improvement Plans.
3    Schools or school districts that fail to make reasonable
4efforts to implement an approved Improvement Plan may suffer
5loss of State funds by school district, attendance center, or
6program as the State Board of Education deems appropriate.
7    (a-5) (Blank).
8    (b) Beginning in 2017, if If after 3 years following its
9identification as a priority district under Section 2-3.25d-5
10of this Code, a district does not make progress as measured by
11a reduction in achievement gaps commensurate with the targets
12in this State's approved accountability plan with the U.S.
13Department of Education placement on academic watch status a
14school district or school remains on academic watch status,
15then the State Board of Education may (i) change the
16recognition status of the school district or school to
17nonrecognized or (ii) authorize the State Superintendent of
18Education to direct the reassignment of pupils or direct the
19reassignment or replacement of school district personnel who
20are relevant to the failure to meet adequate yearly progress
21criteria. If a school district is nonrecognized in its
22entirety, it shall automatically be dissolved on July 1
23following that nonrecognition and its territory realigned with
24another school district or districts by the regional board of
25school trustees in accordance with the procedures set forth in
26Section 7-11 of the School Code. The effective date of the

 

 

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1nonrecognition of a school shall be July 1 following the
2nonrecognition.
3    (b-5) The State Board of Education shall also develop a
4system to provide assistance and resources to lower performing
5school districts. At a minimum, the State Board shall identify
6school districts to receive priority services, to be known as
7priority districts under Section 2-3.25d-5 of this Code. In
8addition, the State Board may, by rule, develop other
9categories of low-performing schools and school districts to
10receive services.
11    Districts designated as priority districts shall be those
12that fall within one of the following categories:
13        (1) Have at least one school that is among the lowest
14    performing 5% of schools in this State based on a 3-year
15    average, with respect to the performance of the "all
16    students" group for the percentage of students meeting or
17    exceeding standards in reading and mathematics combined,
18    and demonstrate a lack of progress as defined by the State
19    Board of Education.
20        (2) Have at least one secondary school that has an
21    average graduation rate of less than 60% over the last 3
22    school years.
23        (3) Have at least one school receiving a school
24    improvement grant under Section 1003(g) of the federal
25    Elementary and Secondary Education Act of 1965.
26    The State Board of Education shall work with a priority

 

 

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1district to perform a district needs assessment to determine
2the district's core functions that are areas of strength and
3weakness, unless the district is already undergoing a national
4accreditation process. The results from the district needs
5assessment shall be used by the district to identify goals and
6objectives for the district's improvement. The district needs
7assessment shall include a study of district functions, such as
8district finance, governance, student engagement, instruction
9practices, climate, community involvement, and continuous
10improvement.
11    Based on the results of the district needs assessment under
12Section 2-3.25d-5 of this Code, the State Board of Education
13shall work with the district to provide technical assistance
14and professional development, in partnership with the
15district, to implement a continuous improvement plan that would
16increase outcomes for students. The plan for continuous
17improvement shall be based on the results of the district needs
18assessment and shall be used to determine the types of services
19that are to be provided to each priority district. Potential
20services for a district may include monitoring adult and
21student practices, reviewing and reallocating district
22resources, developing a district leadership team, providing
23access to curricular content area specialists, and providing
24online resources and professional development.
25    The State Board of Education may require priority districts
26identified as having deficiencies in one or more core functions

 

 

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1of the district needs assessment to undergo an accreditation
2process as provided in subsection (d) of Section 2-3.25f-5 of
3this Code.
4    (c) All federal requirements apply to schools and school
5districts utilizing federal funds under Title I, Part A of the
6federal Elementary and Secondary Education Act of 1965.
7(Source: P.A. 97-370, eff. 1-1-12; 98-1155, eff. 1-9-15.)
 
8    (105 ILCS 5/2-3.136)
9    Sec. 2-3.136. Class size reduction grant programs.
10    (a) A K-3 class size reduction grant program is created.
11The program shall be implemented and administered by the State
12Board of Education. From appropriations made for purposes of
13this Section, the State Board shall award grants to schools
14that meet the criteria established by this subsection (a) for
15the award of those grants.
16    Grants shall be awarded pursuant to application. The form
17and manner of applications and the criteria for the award of
18grants shall be prescribed by the State Board of Education. The
19grant criteria as so prescribed, however, shall provide that
20only those schools that are identified as priority schools
21under Section 2-3.25d-5 of this Code and on the State Board of
22Education Early Academic Warning List or the academic watch
23list under Section 2-3.25d that maintain grades kindergarten
24through 3 are grant eligible.
25    Grants awarded to eligible schools under this subsection

 

 

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1(a) shall be used and applied by the schools to defray the
2costs and expenses of operating and maintaining classes in
3grades kindergarten through 3 with an average class size within
4a specific grade of no more than 20 pupils. If a school's
5facilities are inadequate to allow for this specified class
6size, then a school may use the grant funds for teacher aides
7instead.
8    (b) A K-3 pilot class size reduction grant program is
9created. The program shall be implemented and administered by
10the State Board of Education. From appropriations made for
11purposes of this subsection (b), the State Board shall award
12grants to schools that meet the criteria established by this
13Section for the award of those grants.
14    Grants shall be awarded pursuant to application. The form
15and manner of application and the criteria for the award of
16grants shall be prescribed by the State Board of Education.
17    Grants awarded to eligible schools under this subsection
18(b) shall be used and applied by the schools to defray the
19costs and expenses of operating and maintaining classes in
20grades kindergarten through 3 of no more than 15 pupils per
21teacher per class. A teacher aide may not be used to meet this
22requirement.
23    (c) If a school board determines that a school is using
24funds awarded under this Section for purposes not authorized by
25this Section, then the school board, rather than the school,
26shall determine how the funds are used.

 

 

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1    (d) The State Board of Education shall adopt any rules,
2consistent with the requirements of this Section, that are
3necessary to implement and administer the class size reduction
4grant programs.
5(Source: P.A. 93-814, eff. 7-27-04; 94-566, eff. 1-1-06;
694-894, eff. 7-1-06.)
 
7    (105 ILCS 5/7-8)  (from Ch. 122, par. 7-8)
8    Sec. 7-8. Limitation on successive petitions. No
9territory, nor any part thereof, which is involved in any
10proceeding to change the boundaries of a school district by
11detachment from or annexation to such school district of such
12territory, and which is not so detached nor annexed, shall be
13again involved in proceedings to change the boundaries of such
14school district for at least 2 two years after final
15determination of such first proceeding, unless during that
162-year 2 year period a petition filed is substantially
17different than any other previously filed petition during the
18previous 2 years or if a school district involved is identified
19as a priority district under Section 2-3.25d-5 of this Code, is
20placed on academic watch status or the financial watch list by
21the State Board of Education, or is certified as being in
22financial difficulty during that 2-year 2 year period or if
23such first proceeding involved a petition brought under Section
247-2b of this Article 7.
25(Source: P.A. 93-470, eff. 8-8-03.)
 

 

 

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1    (105 ILCS 5/10-17a)  (from Ch. 122, par. 10-17a)
2    Sec. 10-17a. State, school district, and school report
3cards.
4    (1) By October 31, 2013 and October 31 of each subsequent
5school year, the State Board of Education, through the State
6Superintendent of Education, shall prepare a State report card,
7school district report cards, and school report cards, and
8shall by the most economic means provide to each school
9district in this State, including special charter districts and
10districts subject to the provisions of Article 34, the report
11cards for the school district and each of its schools.
12    (2) In addition to any information required by federal law,
13the State Superintendent shall determine the indicators and
14presentation of the school report card, which must include, at
15a minimum, the most current data possessed by the State Board
16of Education related to the following:
17        (A) school characteristics and student demographics,
18    including average class size, average teaching experience,
19    student racial/ethnic breakdown, and the percentage of
20    students classified as low-income; the percentage of
21    students classified as limited English proficiency; the
22    percentage of students who have individualized education
23    plans or 504 plans that provide for special education
24    services; the percentage of students who annually
25    transferred in or out of the school district; the per-pupil

 

 

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

 

 

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1    high school who are college and career ready, the
2    percentage of students graduating from high school who are
3    career ready, and the percentage of graduates enrolled in
4    community colleges, colleges, and universities who are in
5    one or more courses that the community college, college, or
6    university identifies as a developmental remedial course;
7        (D) student progress, including, where applicable, the
8    percentage of students in the ninth grade who have earned 5
9    credits or more without failing more than one core class, a
10    measure of students entering kindergarten ready to learn, a
11    measure of growth, and the percentage of students who enter
12    high school on track for college and career readiness; and
13        (E) the school environment, including, where
14    applicable, the percentage of students with less than 10
15    absences in a school year, the percentage of teachers with
16    less than 10 absences in a school year for reasons other
17    than professional development, leaves taken pursuant to
18    the federal Family Medical Leave Act of 1993, long-term
19    disability, or parental leaves, the 3-year average of the
20    percentage of teachers returning to the school from the
21    previous year, the number of different principals at the
22    school in the last 6 years, 2 or more indicators from any
23    school climate survey selected or approved by the State and
24    administered pursuant to Section 2-3.153 of this Code, with
25    the same or similar indicators included on school report
26    cards for all surveys selected or approved by the State

 

 

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1    pursuant to Section 2-3.153 of this Code, and the combined
2    percentage of teachers rated as proficient or excellent in
3    their most recent evaluation; and .
4        (F) a school district's and its individual schools'
5    balanced accountability measure, in accordance with
6    Section 2-3.25a of this Code.
7    The school report card shall also provide information that
8allows for comparing the current outcome, progress, and
9environment data to the State average, to the school data from
10the past 5 years, and to the outcomes, progress, and
11environment of similar schools based on the type of school and
12enrollment of low-income, special education, and limited
13English proficiency students.
14    (3) At the discretion of the State Superintendent, the
15school district report card shall include a subset of the
16information identified in paragraphs (A) through (E) of
17subsection (2) of this Section, as well as information relating
18to the operating expense per pupil and other finances of the
19school district, and the State report card shall include a
20subset of the information identified in paragraphs (A) through
21(E) of subsection (2) of this Section.
22    (4) Notwithstanding anything to the contrary in this
23Section, in consultation with key education stakeholders, the
24State Superintendent shall at any time have the discretion to
25amend or update any and all metrics on the school, district, or
26State report card.

 

 

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1    (5) Annually, no more than 30 calendar days after receipt
2of the school district and school report cards from the State
3Superintendent of Education, each school district, including
4special charter districts and districts subject to the
5provisions of Article 34, shall present such report cards at a
6regular school board meeting subject to applicable notice
7requirements, post the report cards on the school district's
8Internet web site, if the district maintains an Internet web
9site, make the report cards available to a newspaper of general
10circulation serving the district, and, upon request, send the
11report cards home to a parent (unless the district does not
12maintain an Internet web site, in which case the report card
13shall be sent home to parents without request). If the district
14posts the report card on its Internet web site, the district
15shall send a written notice home to parents stating (i) that
16the report card is available on the web site, (ii) the address
17of the web site, (iii) that a printed copy of the report card
18will be sent to parents upon request, and (iv) the telephone
19number that parents may call to request a printed copy of the
20report card.
21    (6) Nothing contained in this amendatory Act of the 98th
22General Assembly repeals, supersedes, invalidates, or
23nullifies final decisions in lawsuits pending on the effective
24date of this amendatory Act of the 98th General Assembly in
25Illinois courts involving the interpretation of Public Act
2697-8.

 

 

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1(Source: P.A. 97-671, eff. 1-24-12; 98-463, eff. 8-16-13;
298-648, eff. 7-1-14.)
 
3    (105 ILCS 5/10-29)
4    Sec. 10-29. Remote educational programs.
5    (a) For purposes of this Section, "remote educational
6program" means an educational program delivered to students in
7the home or other location outside of a school building that
8meets all of the following criteria:
9        (1) A student may participate in the program only after
10    the school district, pursuant to adopted school board
11    policy, and a person authorized to enroll the student under
12    Section 10-20.12b of this Code determine that a remote
13    educational program will best serve the student's
14    individual learning needs. The adopted school board policy
15    shall include, but not be limited to, all of the following:
16            (A) Criteria for determining that a remote
17        educational program will best serve a student's
18        individual learning needs. The criteria must include
19        consideration of, at a minimum, a student's prior
20        attendance, disciplinary record, and academic history.
21            (B) Any limitations on the number of students or
22        grade levels that may participate in a remote
23        educational program.
24            (C) A description of the process that the school
25        district will use to approve participation in the

 

 

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1        remote educational program. The process must include
2        without limitation a requirement that, for any student
3        who qualifies to receive services pursuant to the
4        federal Individuals with Disabilities Education
5        Improvement Act of 2004, the student's participation
6        in a remote educational program receive prior approval
7        from the student's individualized education program
8        team.
9            (D) A description of the process the school
10        district will use to develop and approve a written
11        remote educational plan that meets the requirements of
12        subdivision (5) of this subsection (a).
13            (E) A description of the system the school district
14        will establish to calculate the number of clock hours a
15        student is participating in instruction in accordance
16        with the remote educational program.
17            (F) A description of the process for renewing a
18        remote educational program at the expiration of its
19        term.
20            (G) Such other terms and provisions as the school
21        district deems necessary to provide for the
22        establishment and delivery of a remote educational
23        program.
24        (2) The school district has determined that the remote
25    educational program's curriculum is aligned to State
26    learning standards and that the program offers instruction

 

 

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1    and educational experiences consistent with those given to
2    students at the same grade level in the district.
3        (3) The remote educational program is delivered by
4    instructors that meet the following qualifications:
5            (A) they are certificated under Article 21 of this
6        Code;
7            (B) they meet applicable highly qualified criteria
8        under the federal No Child Left Behind Act of 2001; and
9            (C) they have responsibility for all of the
10        following elements of the program: planning
11        instruction, diagnosing learning needs, prescribing
12        content delivery through class activities, assessing
13        learning, reporting outcomes to administrators and
14        parents and guardians, and evaluating the effects of
15        instruction.
16        (4) During the period of time from and including the
17    opening date to the closing date of the regular school term
18    of the school district established pursuant to Section
19    10-19 of this Code, participation in a remote educational
20    program may be claimed for general State aid purposes under
21    Section 18-8.05 of this Code on any calendar day,
22    notwithstanding whether the day is a day of pupil
23    attendance or institute day on the school district's
24    calendar or any other provision of law restricting
25    instruction on that day. If the district holds year-round
26    classes in some buildings, the district shall classify each

 

 

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1    student's participation in a remote educational program as
2    either on a year-round or a non-year-round schedule for
3    purposes of claiming general State aid. Outside of the
4    regular school term of the district, the remote educational
5    program may be offered as part of any summer school program
6    authorized by this Code.
7        (5) Each student participating in a remote educational
8    program must have a written remote educational plan that
9    has been approved by the school district and a person
10    authorized to enroll the student under Section 10-20.12b of
11    this Code. The school district and a person authorized to
12    enroll the student under Section 10-20.12b of this Code
13    must approve any amendment to a remote educational plan.
14    The remote educational plan must include, but is not
15    limited to, all of the following:
16            (A) Specific achievement goals for the student
17        aligned to State learning standards.
18            (B) A description of all assessments that will be
19        used to measure student progress, which description
20        shall indicate the assessments that will be
21        administered at an attendance center within the school
22        district.
23            (C) A description of the progress reports that will
24        be provided to the school district and the person or
25        persons authorized to enroll the student under Section
26        10-20.12b of this Code.

 

 

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1            (D) Expectations, processes, and schedules for
2        interaction between a teacher and student.
3            (E) A description of the specific responsibilities
4        of the student's family and the school district with
5        respect to equipment, materials, phone and Internet
6        service, and any other requirements applicable to the
7        home or other location outside of a school building
8        necessary for the delivery of the remote educational
9        program.
10            (F) If applicable, a description of how the remote
11        educational program will be delivered in a manner
12        consistent with the student's individualized education
13        program required by Section 614(d) of the federal
14        Individuals with Disabilities Education Improvement
15        Act of 2004 or plan to ensure compliance with Section
16        504 of the federal Rehabilitation Act of 1973.
17            (G) A description of the procedures and
18        opportunities for participation in academic and
19        extra-curricular activities and programs within the
20        school district.
21            (H) The identification of a parent, guardian, or
22        other responsible adult who will provide direct
23        supervision of the program. The plan must include an
24        acknowledgment by the parent, guardian, or other
25        responsible adult that he or she may engage only in
26        non-teaching duties not requiring instructional

 

 

HB2683 Enrolled- 34 -LRB099 07029 NHT 27112 b

1        judgment or the evaluation of a student. The plan shall
2        designate the parent, guardian, or other responsible
3        adult as non-teaching personnel or volunteer personnel
4        under subsection (a) of Section 10-22.34 of this Code.
5            (I) The identification of a school district
6        administrator who will oversee the remote educational
7        program on behalf of the school district and who may be
8        contacted by the student's parents with respect to any
9        issues or concerns with the program.
10            (J) The term of the student's participation in the
11        remote educational program, which may not extend for
12        longer than 12 months, unless the term is renewed by
13        the district in accordance with subdivision (7) of this
14        subsection (a).
15            (K) A description of the specific location or
16        locations in which the program will be delivered. If
17        the remote educational program is to be delivered to a
18        student in any location other than the student's home,
19        the plan must include a written determination by the
20        school district that the location will provide a
21        learning environment appropriate for the delivery of
22        the program. The location or locations in which the
23        program will be delivered shall be deemed a long
24        distance teaching reception area under subsection (a)
25        of Section 10-22.34 of this Code.
26            (L) Certification by the school district that the

 

 

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1        plan meets all other requirements of this Section.
2        (6) Students participating in a remote educational
3    program must be enrolled in a school district attendance
4    center pursuant to the school district's enrollment policy
5    or policies. A student participating in a remote
6    educational program must be tested as part of all
7    assessments administered by the school district pursuant
8    to Section 2-3.64a-5 of this Code at the attendance center
9    in which the student is enrolled and in accordance with the
10    attendance center's assessment policies and schedule. The
11    student must be included within all adequate yearly
12    progress and other accountability determinations for the
13    school district and attendance center under State and
14    federal law.
15        (7) The term of a student's participation in a remote
16    educational program may not extend for longer than 12
17    months, unless the term is renewed by the school district.
18    The district may only renew a student's participation in a
19    remote educational program following an evaluation of the
20    student's progress in the program, a determination that the
21    student's continuation in the program will best serve the
22    student's individual learning needs, and an amendment to
23    the student's written remote educational plan addressing
24    any changes for the upcoming term of the program.
25    (b) A school district may, by resolution of its school
26board, establish a remote educational program.

 

 

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1    (c) Clock hours of instruction by students in a remote
2educational program meeting the requirements of this Section
3may be claimed by the school district and shall be counted as
4school work for general State aid purposes in accordance with
5and subject to the limitations of Section 18-8.05 of this Code.
6    (d) The impact of remote educational programs on wages,
7hours, and terms and conditions of employment of educational
8employees within the school district shall be subject to local
9collective bargaining agreements.
10    (e) The use of a home or other location outside of a school
11building for a remote educational program shall not cause the
12home or other location to be deemed a public school facility.
13    (f) A remote educational program may be used, but is not
14required, for instruction delivered to a student in the home or
15other location outside of a school building that is not claimed
16for general State aid purposes under Section 18-8.05 of this
17Code.
18    (g) School districts that, pursuant to this Section, adopt
19a policy for a remote educational program must submit to the
20State Board of Education a copy of the policy and any
21amendments thereto, as well as data on student participation in
22a format specified by the State Board of Education. The State
23Board of Education may perform or contract with an outside
24entity to perform an evaluation of remote educational programs
25in this State.
26    (h) The State Board of Education may adopt any rules

 

 

HB2683 Enrolled- 37 -LRB099 07029 NHT 27112 b

1necessary to ensure compliance by remote educational programs
2with the requirements of this Section and other applicable
3legal requirements.
4(Source: P.A. 97-339, eff. 8-12-11; 98-972, eff. 8-15-14.)
 
5    (105 ILCS 5/11E-120)
6    Sec. 11E-120. Limitation on successive petitions.
7    (a) No affected district shall be again involved in
8proceedings under this Article for at least 2 years after a
9final non-procedural determination of the first proceeding,
10unless during that 2-year 2 year period a petition filed is
11substantially different than any other previously filed
12petition during the previous 2 years or if an affected district
13is identified as a priority district under Section 2-3.25d-5 of
14this Code, is placed on academic watch status or the financial
15watch list by the State Board of Education, or is certified as
16being in financial difficulty during that 2-year 2 year period.
17    (b) Nothing contained in this Section shall be deemed to
18limit or restrict the ability of an elementary district to join
19an optional elementary unit district in accordance with the
20terms and provisions of subsection (d) of Section 11E-30 of
21this Code.
22(Source: P.A. 94-1019, eff. 7-10-06.)
 
23    (105 ILCS 5/21B-70)
24    Sec. 21B-70. Illinois Teaching Excellence Program.

 

 

HB2683 Enrolled- 38 -LRB099 07029 NHT 27112 b

1    (a) As used in this Section:
2    "Poverty or low-performing school" means a school
3identified as a priority school under Section 2-3.25d-5 of this
4Code in academic early warning status or academic watch status
5or a school in which 50% or more of its students are eligible
6for free or reduced-price school lunches.
7    "Qualified educator" means a teacher or school counselor
8currently employed in a school district who is in the process
9of obtaining certification through the National Board for
10Professional Teaching Standards or who has completed
11certification and holds a current Professional Educator
12License with a National Board for Professional Teaching
13Standards designation or a retired teacher or school counselor
14who holds a Professional Educator License with a National Board
15for Professional Teaching Standards designation.
16    (b) Beginning on July 1, 2011, any funds appropriated for
17the Illinois Teaching Excellence Program must be used to
18provide monetary assistance and incentives for qualified
19educators who are employed by school districts and who have or
20are in the process of obtaining licensure through the National
21Board for Professional Teaching Standards. The goal of the
22program is to improve instruction and student performance.
23    The State Board of Education shall allocate an amount as
24annually appropriated by the General Assembly for the Illinois
25Teaching Excellence Program for (i) application fees for each
26qualified educator seeking to complete certification through

 

 

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1the National Board for Professional Teaching Standards, to be
2paid directly to the National Board for Professional Teaching
3Standards, and (ii) incentives for each qualified educator to
4be distributed to the respective school district. The school
5district shall distribute this payment to each eligible teacher
6or school counselor as a single payment.
7    The State Board of Education's annual budget must set out
8by separate line item the appropriation for the program. Unless
9otherwise provided by appropriation, qualified educators are
10eligible for monetary assistance and incentives outlined in
11subsection (c) of this Section.
12    (c) When there are adequate funds available, monetary
13assistance and incentives shall include the following:
14        (1) A maximum of $2,000 towards the application fee for
15    up to 750 teachers or school counselors in a poverty or
16    low-performing school who apply on a first-come,
17    first-serve basis for National Board certification.
18        (2) A maximum of $2,000 towards the application fee for
19    up to 250 teachers or school counselors in a school other
20    than a poverty or low-performing school who apply on a
21    first-come, first-serve basis for National Board
22    certification. However, if there were fewer than 750
23    individuals supported in item (1) of this subsection (c),
24    then the number supported in this item (2) may be increased
25    as such that the combination of item (1) of this subsection
26    (c) and this item (2) shall equal 1,000 applicants.

 

 

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1        (3) A maximum of $1,000 towards the National Board for
2    Professional Teaching Standards' renewal application fee.
3        (4) (Blank).
4        (5) An annual incentive equal to $1,500, which shall be
5    paid to each qualified educator currently employed in a
6    school district who holds both a National Board for
7    Professional Teaching Standards designation and a current
8    corresponding certificate issued by the National Board for
9    Professional Teaching Standards and who agrees, in
10    writing, to provide at least 30 hours of mentoring or
11    National Board for Professional Teaching Standards
12    professional development or both during the school year to
13    classroom teachers or school counselors, as applicable.
14    Funds must be dispersed on a first-come, first-serve basis,
15    with priority given to poverty or low-performing schools.
16    Mentoring shall include, either singly or in combination,
17    the following:
18            (A) National Board for Professional Teaching
19        Standards certification candidates.
20            (B) National Board for Professional Teaching
21        Standards re-take candidates.
22            (C) National Board for Professional Teaching
23        Standards renewal candidates.
24            (D) (Blank).
25    Funds may also be used for instructional leadership
26training for qualified educators interested in supporting

 

 

HB2683 Enrolled- 41 -LRB099 07029 NHT 27112 b

1implementation of the Illinois Learning Standards or teaching
2and learning priorities of the State Board of Education or
3both.
4(Source: P.A. 97-607, eff. 8-26-11; 98-646, eff. 7-1-14.)
 
5    Section 10. The School Breakfast and Lunch Program Act is
6amended by changing Section 2.5 as follows:
 
7    (105 ILCS 125/2.5)
8    Sec. 2.5. Breakfast incentive program. The State Board of
9Education shall fund a breakfast incentive program comprised of
10the components described in paragraphs (1), (2), and (3) of
11this Section, provided that a separate appropriation is made
12for the purposes of this Section. The State Board of Education
13may allocate the appropriation among the program components in
14whatever manner the State Board of Education finds will best
15serve the goal of increasing participation in school breakfast
16programs. If the amount of the appropriation allocated under
17paragraph (1), (2), or (3) of this Section is insufficient to
18fund all claims submitted under that particular paragraph, the
19claims under that paragraph shall be prorated.
20        (1) Additional funding incentive. The State Board of
21    Education may reimburse each sponsor of a school breakfast
22    program at least an additional $0.10 for each free,
23    reduced-price, and paid breakfast served over and above the
24    number of such breakfasts served in the same month during

 

 

HB2683 Enrolled- 42 -LRB099 07029 NHT 27112 b

1    the preceding year.
2        (2) Start-up incentive. The State Board of Education
3    may make grants to school boards and welfare centers that
4    agree to start a school breakfast program in one or more
5    schools or other sites. First priority for these grants
6    shall be given through August 15 to schools in which 40% or
7    more of their students are eligible for free and reduced
8    price meals, based on the school district's previous year's
9    October claim, under the National School Lunch Act (42
10    U.S.C. 1751 et seq.). Depending on the availability of
11    funds and the rate at which funds are being utilized, the
12    State Board of Education is authorized to allow additional
13    schools or other sites to receive these grants in the order
14    in which they are received by the State Board of Education.
15    The amount of the grant shall be $3,500 for each qualifying
16    school or site in which a school breakfast program is
17    started. The grants shall be used to pay the start-up costs
18    for the school breakfast program, including equipment,
19    supplies, and program promotion, but shall not be used for
20    food, labor, or other recurring operational costs.
21    Applications for the grants shall be made to the State
22    Board of Education on forms designated by the State Board
23    of Education. Any grantee that fails to operate a school
24    breakfast program for at least 3 years after receipt of a
25    grant shall refund the amount of the grant to the State
26    Board of Education.

 

 

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1        (3) Non-traditional breakfast incentive. Understanding
2    that there are barriers to implementing a school breakfast
3    program in a traditional setting such as in a cafeteria,
4    the State Board of Education may make grants to school
5    boards and welfare centers to offer the school breakfast
6    program in non-traditional settings or using
7    non-traditional methods. Priority will be given to
8    applications through August 15 of each year from schools
9    that are identified as priority schools under Section
10    2-3.25d-5 of the School Code on the Early Academic Warning
11    List. Depending on the availability of funds and the rate
12    at which funds are being utilized, the State Board of
13    Education is authorized to allow additional schools or
14    other sites to receive these grants in the order in which
15    they are received by the State Board of Education.
16(Source: P.A. 96-158, eff. 8-7-09.)
 
17    (105 ILCS 5/2-3.25m rep.)
18    Section 15. The School Code is amended by repealing Section
192-3.25m.
 
20    Section 99. Effective date. This Act takes effect July 1,
212015.