HB4424 99TH GENERAL ASSEMBLY

LRB099 15159 NHT 39392 b

99TH GENERAL ASSEMBLY
State of Illinois
2015 and 2016
HB4424

Introduced , by Rep. Rita Mayfield

SYNOPSIS AS INTRODUCED:

105 ILCS 5/2-3.25f	from Ch. 122, par. 2-3.25f
105 ILCS 5/2-3.51.3 new

Amends the School Code. Requires the State Board of Education to establish a reading initiative in all public elementary schools to ensure that all students, beginning with students entering kindergarten in the 2016-2017 school year, are reading at or above grade level by the time they complete 3rd grade. Provides that, under the initiative, if a student does not read at or above grade level by the time he or she completes 3rd grade, then that student may not be promoted to the next higher grade level until he or she is able to read at or above grade level. Provides that if more than 10% of a school's 3rd grade students are retained at the end of a given school year, then the school district is subject to State intervention, in which the State Board of Education may authorize the State Superintendent of Education to direct the reassignment of students or direct the reassignment or replacement of school district personnel who are relevant to the failure of those students to read at or above grade level. Effective immediately.

FISCAL NOTE ACT MAY APPLY

STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT

A BILL FOR

AN ACT concerning education.

Be it enacted by the People of the State of Illinois, represented in the General Assembly:

Section 5. The School Code is amended by changing Section 2-3.25f and by adding Section 2-3.51.3 as follows:

(105 ILCS 5/2-3.25f) (from Ch. 122, par. 2-3.25f)

Sec. 2-3.25f. State interventions.

(a) The State Board of Education shall provide technical assistance to assist with the development and implementation of School and District Improvement Plans.

Schools or school districts that fail to make reasonable efforts to implement an approved Improvement Plan may suffer loss of State funds by school district, attendance center, or program as the State Board of Education deems appropriate.

(a-5) (Blank).

(b) Beginning in 2017, if, after 3 years following its identification as a priority district under Section 2-3.25d-5 of this Code, a district does not make progress as measured by a reduction in achievement gaps commensurate with the targets in this State's approved accountability plan with the U.S. Department of Education, then the State Board of Education may (i) change the recognition status of the school district or school to nonrecognized or (ii) authorize the State Superintendent of Education to direct the reassignment of pupils or direct the reassignment or replacement of school district personnel. If a school district is nonrecognized in its entirety, it shall automatically be dissolved on July 1 following that nonrecognition and its territory realigned with another school district or districts by the regional board of school trustees in accordance with the procedures set forth in Section 7-11 of the School Code. The effective date of the nonrecognition of a school shall be July 1 following the nonrecognition.

(b-2) If, under the reading initiative established under Section 2-3.51.3 of this Code, more than 10% of a school's 3rd grade students are retained at the end of a given school year because they do not read at or above grade level, then the State Board of Education may authorize the State Superintendent of Education to direct the reassignment of students or direct the reassignment or replacement of school district personnel who are relevant to the failure of those students to read at or above grade level.

(b-5) The State Board of Education shall also develop a system to provide assistance and resources to lower performing school districts. At a minimum, the State Board shall identify school districts to receive priority services, to be known as priority districts under Section 2-3.25d-5 of this Code. The school district shall provide the exclusive bargaining representative with a 5-day notice that the district has been identified as a priority district. In addition, the State Board may, by rule, develop other categories of low-performing schools and school districts to receive services.

Based on the results of the district needs assessment under Section 2-3.25d-5 of this Code, the State Board of Education shall work with the district to provide technical assistance and professional development, in partnership with the district, to implement a continuous improvement plan that would increase outcomes for students. The plan for continuous improvement shall be based on the results of the district needs assessment and shall be used to determine the types of services that are to be provided to each priority district. Potential services for a district may include monitoring adult and student practices, reviewing and reallocating district resources, developing a district leadership team, providing access to curricular content area specialists, and providing online resources and professional development.

The State Board of Education may require priority districts identified as having deficiencies in one or more core functions of the district needs assessment to undergo an accreditation process as provided in subsection (d) of Section 2-3.25f-5 of this Code.

(c) All federal requirements apply to schools and school districts utilizing federal funds under Title I, Part A of the federal Elementary and Secondary Education Act of 1965.

(Source: P.A. 98-1155, eff. 1-9-15; 99-193, eff. 7-30-15; 99-203, eff. 7-30-15; revised 10-9-15.)

(105 ILCS 5/2-3.51.3 new)

Sec. 2-3.51.3. Reading initiative. The State Board of Education shall establish a reading initiative in all public elementary schools to ensure that all students, beginning with students entering kindergarten in the 2016-2017 school year, are reading at or above grade level by the time they complete 3rd grade. Under the initiative, if a student does not read at or above grade level by the time he or she completes 3rd grade, then that student may not be promoted to the next higher grade level until he or she is able to read at or above grade level. If more than 10% of a school's 3rd grade students are retained at the end of a given school year because they do not read at or above grade level, then the school district is subject to State intervention as provided in subsection (b-2) of Section 2-3.25f of this Code.

Section 99. Effective date. This Act takes effect upon becoming law.