(105 ILCS 5/2-3.152) (Text of Section before amendment by P.A. 103-265 ) Sec. 2-3.152. Community schools. (a) This Section applies beginning with the 2009-2010 school year. (b) The General Assembly finds all of the following: (1) All children are capable of success. (2) Schools are the centers of vibrant communities. (3) Strong families build strong educational |
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(4) Children succeed when adults work together to
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| foster positive educational outcomes.
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(5) Schools work best when families take active roles
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| in the education of children.
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(6) Schools today are limited in their ability to
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| dedicate time and resources to provide a wide range of educational opportunities to students because of the focus on standardized test outcomes.
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(7) By providing learning opportunities outside of
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| normal school hours, including programs on life skills and health, students are more successful academically, more engaged in their communities, safer, and better prepared to make a successful transition from school to adulthood.
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(8) A community school is a traditional school that
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| actively partners with its community to leverage existing resources and identify new resources to support the transformation of the school to provide enrichment and additional life skill opportunities for students, parents, and community members at-large. Each community school is unique because its programming is designed by and for the school staff, in partnership with parents, community stakeholders, and students.
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(9) Community schools currently exist in this State
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| in urban, rural, and suburban communities.
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(10) Research shows that community schools have a
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| powerful positive impact on students, as demonstrated by increased academic success, a positive change in attitudes toward school and learning, and decreased behavioral problems.
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(11) After-school and evening programs offered by
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| community schools provide academic enrichment consistent with the Illinois Learning Standards and general school curriculum; an opportunity for physical fitness activities for students, fine arts programs, structured learning "play" time, and other recreational opportunities; a safe haven for students; and work supports for working families.
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(12) Community schools are cost-effective because
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| they leverage existing resources provided by local, State, federal, and private sources and bring programs to the schools, where the students are already congregated. Community schools have been shown to leverage between $5 to $8 in existing programming for every $1 spent on a community school.
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(c) Subject to an appropriation or the availability of funding for such purposes, the State Board of Education shall make grants available to fund community schools and to enhance programs at community schools. A request-for-proposal process must be used in awarding grants under this subsection (c). Proposals may be submitted on behalf of a school, a school district, or a consortium of 2 or more schools or school districts. Proposals must be evaluated and scored on the basis of criteria consistent with this Section and other factors developed and adopted by the State Board of Education. Technical assistance in grant writing must be made available to schools, school districts, or consortia of school districts through the State Board of Education directly or through a resource and referral directory established and maintained by the State Board of Education.
(d) In order to qualify for a community school grant under this Section, a school must, at a minimum, have the following components:
(1) Before and after-school programming each school
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| day to meet the identified needs of students.
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(2) Weekend programming.
(3) At least 4 weeks of summer programming.
(4) A local advisory group comprised of school
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| leadership, parents, and community stakeholders that establishes school-specific programming goals, assesses program needs, and oversees the process of implementing expanded programming.
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(5) A program director or resource coordinator who is
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| responsible for establishing a local advisory group, assessing the needs of students and community members, identifying programs to meet those needs, developing the before and after-school, weekend, and summer programming and overseeing the implementation of programming to ensure high quality, efficiency, and robust participation.
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(6) Programming that includes academic excellence
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| aligned with the Illinois Learning Standards, life skills, healthy minds and bodies, parental support, and community engagement and that promotes staying in school and non-violent behavior and non-violent conflict resolution.
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(7) Maintenance of attendance records in all
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(8) Maintenance of measurable data showing annual
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| participation and the impact of programming on the participating children and adults.
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(9) Documentation of true collaboration between the
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| school and community stakeholders, including local governmental units, civic organizations, families, businesses, and social service providers.
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(10) A non-discrimination policy ensuring that the
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| community school does not condition participation upon race, ethnic origin, religion, sex, or disability.
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(Source: P.A. 96-746, eff. 8-25-09; 96-1000, eff. 7-2-10.)
(Text of Section after amendment by P.A. 103-265 )
Sec. 2-3.152. Community schools.
(a) This Section applies beginning with the 2024-2025 school year.
(b) The General Assembly finds all of the following:
(1) All children are capable of success.
(2) Schools are the centers of vibrant communities.
(3) Strong families build strong educational
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(4) Children succeed when adults work together to
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| foster positive educational outcomes.
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(5) Schools work best when families take active roles
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| in the education of children.
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(6) Schools today are limited in their ability to
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| dedicate time and resources to provide a wide range of educational opportunities to students because of the focus on standardized test outcomes.
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(7) By providing learning opportunities outside of
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| normal school hours, including programs on life skills and health, students are more successful academically, more engaged in their communities, safer, and better prepared to make a successful transition from school to adulthood.
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(8) A community school is a public school or
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| nonpublic school that establishes a set of strategic partnerships between the school and other community resources that promote student achievement, positive learning conditions, and the well-being of students by providing wraparound services and that actively partners with its community to leverage existing resources and identify new resources to support the transformation of the school to provide enrichment and additional life skill opportunities for students, parents, and community members at-large. Each community school is unique because its programming is designed by and for the school staff, in partnership with parents, community stakeholders, and students.
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(9) Community schools currently exist in this State
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| in urban, rural, and suburban communities.
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(10) Research shows that community schools have a
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| powerful positive impact on students, as demonstrated by increased academic success, a positive change in attitudes toward school and learning, and decreased behavioral problems.
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(11) After-school and evening programs offered by
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| community schools provide academic enrichment consistent with the Illinois Learning Standards and general school curriculum; an opportunity for physical fitness activities for students, fine arts programs, structured learning "play" time, and other recreational opportunities; a safe haven for students; and work supports for working families.
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(12) Community schools are cost-effective because
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| they leverage existing resources provided by local, State, federal, and private sources and bring programs to the schools, where the students are already congregated.
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(c) Subject to an appropriation or the availability of State or federal funding for such purposes, the State Board of Education shall make grants available to fund community schools and to enhance programs at community schools. A request-for-proposal process must be used in awarding grants under this subsection (c). Proposals may be submitted on behalf of a school, a school district, or a consortium of 2 or more schools or school districts. Proposals must be evaluated and scored on the basis of criteria consistent with this Section and other factors developed and adopted by the State Board of Education. Technical assistance in grant writing must be made available to schools, school districts, or consortia of school districts through the State Board of Education directly or through a resource and referral directory established and maintained by the State Board of Education.
(d) As used in this subsection (d), "trauma-informed intervention" means a method for understanding and responding to an individual with symptoms of chronic interpersonal trauma or traumatic stress.
In order to qualify for a community school grant under this Section, a school may, at a minimum, provide the following:
(1) Before and after-school programming each school
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| day to meet the identified needs of students.
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(2) Weekend programming.
(3) Summer programming.
(4) A local advisory group comprised of school
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| leadership, parents, and community stakeholders that establishes school-specific programming goals, assesses program needs, and oversees the process of implementing expanded programming.
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(5) A program director, resource coordinator, or
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| community school coordinator who is responsible for establishing a local advisory group, assessing the needs of students and community members, identifying programs to meet those needs, developing the before and after-school, weekend, and summer programming and overseeing the implementation of programming to ensure high quality, efficiency, and robust participation.
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(6) Programming that includes academic excellence
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| aligned with the Illinois Learning Standards, life skills, healthy minds and bodies, parental support, trauma-informed intervention, and community engagement and that promotes staying in school and non-violent behavior and non-violent conflict resolution.
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(7) Maintenance of attendance records in all
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(8) Maintenance of measurable data showing annual
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| participation and the impact of programming on the participating children and adults.
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(9) Documentation of true collaboration between the
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| school and community stakeholders, including local governmental units, civic organizations, families, businesses, and social service providers.
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(10) A non-discrimination policy ensuring that the
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| community school does not condition participation upon race, ethnic origin, religion, sex, or disability.
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(11) Wraparound services, including:
(A) safe transportation to school;
(B) vision and dental care services;
(C) established or expanded school-based health
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(D) additional social workers, mentors,
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| counselors, psychologists, and restorative practice coaches and enhancing physical wellness, including providing healthy food for in-school and out-of-school time and linkages to community providers;
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(E) enhanced behavioral health services,
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| including access to mental health practitioners and providing professional development to school staff to provide trauma-informed interventions;
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(F) family and community engagement and support,
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| including informing parents of academic course offerings, language classes, workforce development training, opportunities for children, and available social services, as well as educating families on how to monitor a child's learning;
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(G) student enrichment experiences; and
(H) professional development for teachers and
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| school staff to quickly identify students who are in need of these resources.
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(Source: P.A. 103-265, eff. 6-1-24.)
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(105 ILCS 5/2-3.153) Sec. 2-3.153. Survey of learning conditions. (a) The State Board of Education shall administer a climate survey, identified by and paid for by the State Board of Education, to provide feedback from, at a minimum, students in grades 4 through 12 and teachers on the instructional environment within a school. Each school district shall annually administer the climate survey in every public school attendance center by a date specified by the State Superintendent of Education, and data resulting from the instrument's administration must be provided to the State Board of Education. The survey component that requires completion by the teachers must be administered during teacher meetings or professional development days or at other times that would not interfere with the teachers' regular classroom and direct instructional duties. The State Superintendent shall publicly report on the survey indicators of learning conditions resulting from administration of the instrument at the individual school, district, and State levels and shall identify whether the indicators result from an anonymous administration of the instrument.
(b) A school district may elect to use, on a district-wide basis and at the school district's sole cost and expense, an alternate climate survey of learning conditions instrument pre-approved by the State Superintendent under subsection (c) of this Section in lieu of the State-adopted climate survey, provided that: (1) the school district notifies the State Board of |
| Education, on a form provided by the State Superintendent, of its intent to administer an alternate climate survey on or before a date established by the State Superintendent for each school;
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(2) the notification submitted to the State Board
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| under paragraph (1) of this subsection (b) must be accompanied by a certification signed by the president of the local teachers' exclusive bargaining representative and president of the school board indicating that the alternate survey has been agreed to by the teachers' exclusive bargaining representative and the school board;
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(3) the school district's administration of the
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| alternate instrument, including providing to the State Board of Education data and reports suitable to be published on school report cards and the State School Report Card Internet website, is performed in accordance with the requirements of subsection (a) of this Section; and
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(4) the alternate instrument is administered each
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(c) The State Superintendent, in consultation with teachers, principals, superintendents, and other appropriate stakeholders, shall administer an approval process through which at least 2, but not more than 3, alternate survey of learning conditions instruments will be approved by the State Superintendent following a determination by the State Superintendent that each approved instrument:
(1) meets all requirements of subsection (a) of this
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(2) provides a summation of indicator results of the
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| alternative survey by a date established by the State Superintendent in a manner that allows the indicator results to be included on school report cards pursuant to Section 10-17a of this Code by October 31 of the school year following the instrument's administration;
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(3) provides summary reports for each district and
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| attendance center intended for parents and community stakeholders;
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(4) meets scale reliability requirements using
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| accepted testing measures;
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(5) provides research-based evidence linking
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| instrument content to one or more improved student outcomes; and
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(6) has undergone and documented testing to prove
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| validity and reliability.
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The State Superintendent shall periodically review and update the list of approved alternate survey instruments, provided that at least 2, but no more than 3, alternate survey instruments shall be approved for use during any school year.
(d) Nothing contained in this amendatory Act of the 98th General Assembly repeals, supersedes, invalidates, or nullifies final decisions in lawsuits pending on the effective date of this amendatory Act of the 98th General Assembly in Illinois courts involving the interpretation of Public Act 97-8.
(Source: P.A. 100-1046, eff. 8-23-18.)
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(105 ILCS 5/2-3.159) Sec. 2-3.159. State Seal of Biliteracy. (a) In this Section, "foreign language" means any language other than English, including all modern languages, Latin, American Sign Language, Native American languages, and native languages. (b) The State Seal of Biliteracy program is established to recognize public and non-public high school graduates who have attained a high level of proficiency in one or more languages in addition to English. School district and non-public school participation in this program is voluntary. (c) The purposes of the State Seal of Biliteracy are as follows: (1) To encourage pupils to study languages. (2) To certify attainment of biliteracy. (3) To provide employers with a method of |
| identifying people with language and biliteracy skills.
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(4) To provide universities with an additional
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| method to recognize applicants seeking admission.
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(5) To prepare pupils with 21st century skills.
(6) To recognize the value of foreign language and
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| native language instruction in public and non-public schools.
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(7) To strengthen intergroup relationships, affirm
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| the value of diversity, and honor the multiple cultures and languages of a community.
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(d) The State Seal of Biliteracy certifies attainment of a high
level of proficiency, sufficient for meaningful use in college and a career, by a graduating public or non-public high school pupil in one or more
languages in addition to English.
(e) The State Board of Education shall adopt such rules as may be necessary to establish the criteria that pupils must achieve to earn a State Seal of Biliteracy, which may include without limitation attainment of units of credit in English language arts and languages other than English and passage of such assessments of foreign language proficiency as may be approved by the State Board of Education for this purpose. These rules shall ensure that the criteria that pupils must achieve to earn a State Seal of Biliteracy meet the course credit criteria established under subsection (i) of this Section.
(e-5) To demonstrate sufficient English language proficiency for eligibility to receive a State Seal of Biliteracy under this Section, the State Board of Education shall allow a pupil to provide his or her school district with evidence of completion of any of the following, in accordance with guidelines for proficiency adopted by the State Board:
(1) An AP (Advanced Placement) English Language and
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(2) An English language arts dual credit course.
(3) Transitional coursework in English language arts
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| articulated in partnership with a public community college as an ESSA (Every Student Succeeds Act) College and Career Readiness Indicator.
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(f) The State Board of Education shall do both of the following:
(1) Prepare and deliver to participating school
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| districts and non-public schools an appropriate mechanism for designating the State Seal of Biliteracy on the diploma and transcript of the pupil indicating that the pupil has been awarded a State Seal of Biliteracy by the State Board of Education.
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(2) Provide other information the State Board of
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| Education deems necessary for school districts and non-public schools to successfully participate in the program.
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(g) A school district or non-public school that participates in the program under this
Section shall do both of the following:
(1) Maintain appropriate records in order to identify
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| pupils who have earned a State Seal of Biliteracy.
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(2) Make the appropriate designation on the
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| diploma and transcript of each pupil who earns a State Seal of Biliteracy.
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(h) No fee shall be charged to a pupil to receive the designation pursuant to this Section. Notwithstanding this prohibition, costs may be incurred by the pupil in demonstrating proficiency, including without limitation any assessments required under subsection (e) of this Section.
(i) For admissions purposes, each public university in this State shall accept the State Seal of Biliteracy as equivalent to 2 years of foreign language coursework taken during high school if a student's high school transcript indicates that he or she will be receiving or has received the State Seal of Biliteracy.
(j) Each public community college and public university in this State shall establish criteria to translate a State Seal of Biliteracy into course credit based on foreign language course equivalencies identified by the community college's or university's faculty and staff and, upon request from an enrolled student, the community college or university shall award foreign language course credit to a student who has received a State Seal of Biliteracy. Students enrolled in a public community college or public university who have received a State Seal of Biliteracy must request course credit for their seal within 3 academic years after graduating from high school.
(Source: P.A. 101-222, eff. 1-1-20; 101-503, eff. 8-23-19; 102-558, eff. 8-20-21.)
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(105 ILCS 5/2-3.163) (Text of Section from P.A. 103-504) Sec. 2-3.163. PUNS database information for students and parents or guardians. (a) The General Assembly makes all of the following findings: (1) Pursuant to Section 10-26 of the Department of |
| Human Services Act, the Department of Human Services maintains a statewide database known as the PUNS database that records information about individuals with intellectual disabilities or developmental disabilities who are potentially in need of services.
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(2) The Department of Human Services uses the data on
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| PUNS to select individuals for services as funding becomes available, to develop proposals and materials for budgeting, and to plan for future needs.
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(3) The PUNS database is available for adults with
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| intellectual disabilities or developmental disabilities who have unmet service needs anticipated in the next 5 years. The PUNS database is also available for children with intellectual disabilities or developmental disabilities with unmet service needs.
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(4) Registration to be included on the PUNS database
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| is the first step toward receiving developmental disabilities services in this State. A child or an adult who is not on the PUNS database will not be in queue for State developmental disabilities services.
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(5) Lack of awareness and information about the PUNS
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| database results in underutilization or delays in registration for the PUNS database by students with intellectual disabilities or developmental disabilities and their parents or guardians.
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(a-5) The purpose of this Section is to ensure that each student with an intellectual disability or a developmental disability who has an individualized education program ("IEP") and the student's parents or guardian are informed about the PUNS database, where to register for the PUNS database, and whom they can contact for information about the PUNS database and the PUNS database registration process. This Section is not intended to change the PUNS database registration process established by the Department of Human Services or to impose any responsibility on the State Board of Education or a school district to register students for the PUNS database.
(a-10) As used in this Section, "PUNS" means the Prioritization of Urgency of Need for Services database or PUNS database developed and maintained by the Department of Human Services pursuant to Section 10-26 of the Department of Human Services Act.
(b) The State Board of Education may work in consultation with the Department of Human Services and with school districts to ensure that all students with intellectual disabilities or developmental disabilities and their parents or guardians are informed about the PUNS database, as described in subsections (c), (c-5), and (d) of this Section.
(c) The Department of Human Services, in consultation with the State Board of Education, shall develop and implement an online, computer-based training program for at least one designated employee in every public school in this State to educate the designated employee or employees about the PUNS database and steps required to register students for the PUNS database, including the documentation and information parents or guardians will need for the registration process. The training shall include instruction on identifying and contacting the appropriate developmental disabilities Independent Service Coordination agency ("ISC") to register students for the PUNS database. The training of the designated employee or employees shall also include information about organizations and programs available in this State that offer assistance to families in understanding the PUNS database and navigating the PUNS database registration process. Each school district shall post on its public website and include in its student handbook the names of the designated trained employee or employees in each school within the school district.
(c-5) During the student's annual IEP review meeting, if the student has an intellectual disability or a developmental disability, the student's IEP team shall determine the student's PUNS database registration status based upon information provided by the student's parents or guardian or by the student. If it is determined that the student is not registered for the PUNS database or if it is unclear whether the student is registered for the PUNS database, the parents or guardian and the student shall be referred to a designated employee of the public school who has completed the training described in subsection (c). The designated trained employee shall provide the student's parents or guardian and the student with the name, location, and contact information of the appropriate ISC to contact in order to register the student for the PUNS database. The designated trained employee shall also identify for the parents or guardian and the student the information and documentation they will need to complete the PUNS database registration process with the ISC, and shall also provide information to the parents or guardian and the student about organizations and programs available in this State that offer information to families about the PUNS database and the PUNS database registration process.
(d) The State Board of Education, in consultation with the Department of Human Services, through school districts, shall provide to the parents and guardians of each student with an IEP a copy of the latest version of the Department of Human Services's guide titled "Understanding PUNS: A Guide to Prioritization for Urgency of Need for Services" each year at the annual review meeting for the student's individualized education program.
(e) (Blank).
(Source: P.A. 102-57, eff. 7-9-21; 103-504, eff. 1-1-24.)
(Text of Section from P.A. 103-546)
Sec. 2-3.163. Prioritization of Urgency of Need for Services database.
(a) The General Assembly makes all of the following findings:
(1) The Department of Human Services maintains a
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| statewide database known as the Prioritization of Urgency of Need for Services that records information about individuals with developmental disabilities who are potentially in need of services.
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(2) The Department of Human Services uses the data on
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| Prioritization of Urgency of Need for Services to select individuals for services as funding becomes available, to develop proposals and materials for budgeting, and to plan for future needs.
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(3) Prioritization of Urgency of Need for Services is
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| available for children and adults with a developmental disability who have an unmet service need anticipated in the next 5 years.
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(4) Prioritization of Urgency of Need for Services is
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| the first step toward getting developmental disabilities services in this State. If individuals are not on the Prioritization of Urgency of Need for Services waiting list, they are not in queue for State developmental disabilities services.
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(5) Prioritization of Urgency of Need for Services
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| may be underutilized by children and their parents or guardians due to lack of awareness or lack of information.
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(b) The State Board of Education may work with school districts to inform all students with developmental disabilities and their parents or guardians about the Prioritization of Urgency of Need for Services database.
(c) Subject to appropriation, the Department of Human Services and State Board of Education shall develop and implement an online, computer-based training program for at least one designated employee in every public school in this State to educate him or her about the Prioritization of Urgency of Need for Services database and steps to be taken to ensure children and adolescents are enrolled. The training shall include instruction for at least one designated employee in every public school in contacting the appropriate developmental disabilities Independent Service Coordination agency to enroll children and adolescents in the database. At least one designated employee in every public school shall ensure the opportunity to enroll in the Prioritization of Urgency of Need for Services database is discussed during annual individualized education program (IEP) meetings for all children and adolescents believed to have a developmental disability.
(d) The State Board of Education, in consultation with the Department of Human Services, through school districts, shall provide to parents and guardians of students a copy of the Department of Human Services's guide titled "Understanding PUNS: A Guide to Prioritization for Urgency of Need for Services" each year at the annual review meeting for the student's individualized education program, including the consideration required in subsection (e) of this Section.
(e) The Department of Human Services shall consider the length of time spent on the Prioritization of Urgency of Need for Services waiting list, in addition to other factors considered, when selecting individuals on the list for services.
(f) Subject to appropriation, the Department of Human Services shall expand its selection of individuals from the Prioritization of Urgency of Need for Services database to include individuals who receive services through the Children and Young Adults with Developmental Disabilities - Support Waiver.
(Source: P.A. 102-57, eff. 7-9-21; 103-546, eff. 8-11-23.)
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(105 ILCS 5/2-3.166) Sec. 2-3.166. Youth suicide awareness and prevention. (a) This Section may be referred to as Ann Marie's Law. (b) The State Board of Education shall do both of the following: (1) In consultation with a youth suicide prevention |
| organization operating in this State and organizations representing school boards and school personnel, develop a model youth suicide awareness and prevention policy that is consistent with subsection (c) of this Section.
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(2) Compile, develop, and post on its publicly
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| accessible Internet website both of the following, which may include materials already publicly available:
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(A) Recommended guidelines and educational
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| materials for training and professional development.
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(B) Recommended resources and age-appropriate
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| educational materials on youth suicide awareness and prevention.
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(c) The model policy developed by the State Board of Education under
subsection (b) of this Section and any policy adopted by a school board
under subsection (d) of this Section shall include all of the following:
(1) A statement on youth suicide awareness and
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(2) Protocols for administering youth suicide
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| awareness and prevention education to staff and students.
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(3) Methods of prevention, including procedures for
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| early identification and referral of students at risk of suicide.
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(4) Methods of intervention, including procedures
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| that address an emotional or mental health safety plan for students identified as being at increased risk of suicide, including those students who:
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(A) suffer from a mental health disorder;
(B) suffer from a substance abuse disorder;
(C) engage in self-harm or have previously
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(D) reside in an out-of-home placement;
(E) are experiencing homelessness;
(F) are lesbian, gay, bisexual, transgender, or
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(G) are bereaved by suicide; or
(H) have a medical condition or certain types of
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(5) Methods of responding to a student or staff
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| suicide or suicide attempt.
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(6) Reporting procedures.
(7) Recommended resources on youth suicide awareness
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| and prevention programs, including current contact information for such programs.
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(d) Beginning with the 2015-2016 school year, each school board shall review and update its current suicide awareness and prevention policy to be consistent with subsection (c) of this Section or adopt an age-appropriate youth suicide awareness and
prevention policy consistent with subsection (c) of this Section, inform each
school district employee and the parent or legal guardian of each
student enrolled in the school district of such policy, and post
such policy on the school district's publicly accessible Internet
website. The policy adopted by a school board under this
subsection (d) may be based upon the model policy developed by the
State Board of Education under subsection (b) of this Section.
(Source: P.A. 102-267, eff. 7-1-22 .)
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(105 ILCS 5/2-3.186) Sec. 2-3.186. Freedom Schools; grant program. (a) The General Assembly recognizes and values the contributions that Freedom Schools make to enhance the lives of Black students. The General Assembly makes all of the following findings: (1) The fundamental goal of the Freedom Schools of |
| the 1960s was to provide quality education for all students, to motivate active civic engagement, and to empower disenfranchised communities. The renowned and progressive curriculum of Freedom Schools allowed students of all ages to experience a new and liberating form of education that directly related to the imperatives of their lives, their communities, and the Freedom Movement.
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(2) Freedom Schools continue to demonstrate the
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| proven benefits of critical civic engagement and intergenerational effects by providing historically disadvantaged students, including African American students and other students of color, with quality instruction that fosters student confidence, critical thinking, and social and emotional development.
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(3) Freedom Schools offer culturally relevant
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| learning opportunities with the academic and social supports that Black children need by utilizing quality teaching, challenging and engaging curricula, wrap-around supports, a positive school climate, and strong ties to family and community. Freedom Schools have a clear focus on results.
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(4) Public schools serve a foundational role in the
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| education of over 2,000,000 students in this State.
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(b) The State Board of Education shall establish a Freedom School network to supplement the learning taking place in public schools by awarding one or more grants as set forth in subsection (e) to create Freedom Schools with a mission to improve the odds for children in poverty by using a research-based and multicultural curriculum for disenfranchised communities most affected by the opportunity gap and learning loss caused by the pandemic, and by expanding the teaching of African American history, developing leadership skills, and providing an understanding of the tenets of the civil rights movement. The teachers in Freedom Schools must be from the local community, with an emphasis on historically disadvantaged youth, including African American students and other students of color, so that (i) these individuals have access to jobs and teaching experiences that serve as a long-term pipeline to educational careers and the hiring of minority educators in public schools, (ii) these individuals are elevated as content experts and community leaders, and (iii) Freedom School students have access to both mentorship and equitable educational resources.
(c) A Freedom School shall intentionally and imaginatively implement strategies that focus on all of the following:
(1) Racial justice and equity.
(2) Transparency and building trusting
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(3) Self-determination and governance.
(4) Building on community strengths and community
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(5) Utilizing current data, best practices, and
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(6) Shared leadership and collaboration.
(7) A reflective learning culture.
(8) A whole-child approach to education.
(9) Literacy.
(d) The State Board of Education, in the establishment of Freedom Schools, shall strive for authentic parent and community engagement during the development of Freedom Schools and their curriculum. Authentic parent and community engagement includes all of the following:
(1) A shared responsibility that values equal
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| partnerships between families and professionals.
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(2) Ensuring that students and families who are
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| directly impacted by Freedom School policies and practices are the decision-makers in the creation, design, implementation, and assessment of those policies and practices.
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(3) Genuine respect for the culture and diversity
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(4) Relationships that center around the goal of
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| supporting family well-being and children's development and learning.
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(e) Subject to appropriation, the State Board of Education shall establish and implement a grant program to provide grants to public schools, public community colleges, and not-for-profit, community-based organizations to facilitate improved educational outcomes for historically disadvantaged students, including African American students and other students of color in grades pre-kindergarten through 12 in alignment with the integrity and practices of the Freedom School model established during the civil rights movement. Grant recipients under the program may include, but are not limited to, entities that work with the Children's Defense Fund or offer established programs with proven results and outcomes. The State Board of Education shall award grants to eligible entities that demonstrate a likelihood of reasonable success in achieving the goals identified in the grant application, including, but not limited to, all of the following:
(1) Engaging, culturally relevant, and challenging
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(2) High-quality teaching.
(3) Wrap-around supports and opportunities.
(4) Positive discipline practices, such as
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(5) Inclusive leadership.
(f) The Freedom Schools Fund is created as a special fund in the State treasury. The Fund shall consist of appropriations from the General Revenue Fund, grant funds from the
federal government, and donations from educational and private foundations. All money in the Fund shall be used, subject to appropriation, by the State Board of Education for the purposes of this Section and to support related activities.
(g) The State Board of Education may adopt any rules necessary to implement this Section.
(Source: P.A. 102-209, eff. 11-30-21 (See Section 5 of P.A. 102-671 for effective date of P.A. 102-209); 103-8, eff. 6-7-23.)
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(105 ILCS 5/2-3.191)
Sec. 2-3.191. State Education Equity Committee. (a) The General Assembly finds that this State has an urgent and collective responsibility to achieve educational equity by ensuring that all policies, programs, and practices affirm the strengths that each and every child brings with diverse backgrounds and life experiences and by delivering the comprehensive support, programs, and educational opportunities children need to succeed. (b) The State Education Equity Committee is created within the State Board of Education to strive toward ensuring equity in education for all children from birth through grade 12. (c) The Committee shall consist of the State Superintendent of Education or the State Superintendent's designee, who shall serve as chairperson, and one member from each of the following organizations appointed by the State Superintendent: (1) At least 2 educators who each represent a |
| different statewide professional teachers' organization.
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(2) A professional teachers' organization located in
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| a city having a population exceeding 500,000.
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(3) A statewide association representing school
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(4) A statewide association representing regional
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| superintendents of schools.
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(5) A statewide association representing school board
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(6) A statewide association representing school
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(7) A school district serving a community with a
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| population of 500,000 or more.
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(8) A parent-led organization.
(9) A student-led organization.
(10) One community organization that works to foster
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| safe and healthy environments through advocacy for immigrant families and ensuring equitable opportunities for educational advancement and economic development.
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(11) An organization that works for economic,
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| educational, and social progress for African Americans and promotes strong sustainable communities through advocacy, collaboration, and innovation.
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(12) One statewide organization whose focus is to
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| narrow or close the achievement gap between students of color and their peers.
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(13) An organization that advocates for healthier
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| school environments in this State.
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(14) One statewide organization that advocates for
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| partnerships among schools, families, and the community, provides access to support, and removes barriers to learning and development, using schools as hubs.
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(15) One organization that advocates for the health
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| and safety of Illinois youth and families by providing capacity building services.
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(16) An organization dedicated to advocating for
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| public policies to prevent homelessness.
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(17) Other appropriate State agencies as determined
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| by the State Superintendent.
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(18) An organization that works for economic,
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| educational, and social progress for Native Americans and promotes strong sustainable communities through advocacy, collaboration, and innovation.
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(19) A individual with a disability or a statewide
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| organization representing or advocating on behalf of individuals with disabilities. As used in this paragraph, "disability" has the meaning given to that term in Section 10 of the Disabilities Services Act of 2003.
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Members appointed to the Committee must reflect, as much as possible, the racial, ethnic, and geographic diversity of this State.
(d) Members appointed by the State Superintendent shall serve without compensation, but may be reimbursed for reasonable and necessary expenses, including travel, from funds appropriated to the State Board of Education for that purpose, subject to the rules of the appropriate travel control board.
(e) The Committee shall meet at the call of the chairperson, but shall meet no less than 3 times a year.
(f) The Committee shall recognize that, while progress has been made, much remains to be done to address systemic inequities and ensure each and every child is equipped to reach the child's fullest potential and shall:
(1) guide its work through the principles of equity,
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| equality, collaboration, and community;
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(2) focus its work around the overarching goals of
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| student learning, learning conditions, and elevating educators, all underpinned by equity;
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|
(3) identify evidence-based practices or policies
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| around these goals to build on this State's progress of ensuring educational equity for all its students in all aspects of birth through grade 12 education; and
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(4) seek input and feedback on identified
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| evidence-based practices or policies from stakeholders, including, but not limited to, parents, students, and educators that reflect the rich diversity of Illinois students.
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(g) The Committee shall submit its recommendations to the General Assembly and the State Board of Education no later than January 31, 2022. By no later than December 15, 2023 and each year thereafter, the Committee shall report to the General Assembly and the State Board of Education about the additional progress that has been made to achieve educational equity.
(h) As part of the report required under subsection (g), by no later than December 15, 2024, the Committee shall provide recommendations that may assist the State Board of Education in identifying diverse subject matter experts to help inform policy through task forces, committees, and commissions the State Board oversees.
(i) On and after January 31, 2025, subsection (h) is inoperative.
(Source: P.A. 102-458, eff. 8-20-21; 102-813, eff. 5-13-22; 103-422, eff. 8-4-23.)
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(105 ILCS 5/2-3.196) (Text of Section from P.A. 103-8) Sec. 2-3.196. Teacher Vacancy Grant Pilot Program. (a) Subject to appropriation, beginning in Fiscal Year 2024, the State Board of Education shall administer a 3-year Teacher Vacancy Grant Pilot Program for the allocation of formula grant funds to school districts to support the reduction of unfilled teaching positions throughout the State. The State Board shall identify which districts are eligible to apply for a 3-year grant under this Section by reviewing the State Board's Fiscal Year 2023 annual unfilled teaching positions report to determine which districts designated as Tier 1, Tier 2, and Tier 3 under Section 18-8.15 have the greatest need for funds. Based on the National Center for Education Statistics locale classifications, 60% of eligible districts shall be rural districts and 40% of eligible districts shall be urban districts. Continued funding for the grant in Fiscal Year 2025 and Fiscal Year 2026 is subject to appropriation. The State Board shall post, on its website, information about the grant program and the list of identified districts that are eligible to apply for a grant under this subsection. (b) A school district that is determined to be eligible for a grant under subsection (a) and that chooses to participate in the program must submit an application to the State Board that describes the relevant context for the need for teacher vacancy support, suspected causes of teacher vacancies in the district, and the district's plan in utilizing grant funds to reduce unfilled teaching positions throughout the district. If an eligible school district chooses not to participate in the program, the State Board shall identify a potential replacement district by using the same methodology described in subsection (a). (c) Grant funds awarded under this Section may be used for financial incentives to support the recruitment and hiring of teachers, programs and incentives to strengthen teacher pipelines, or investments to sustain teachers and reduce attrition among teachers. Grant funds shall be used only for the purposes outlined in the district's application to the State Board to reduce unfilled teaching positions. Grant funds shall not be used for any purposes not approved by the State Board. (d) A school district that receives grant funds under this Section shall submit an annual report to the State Board that includes, but is not limited to, a summary of all grant-funded activities implemented to reduce unfilled teaching positions, progress towards reducing unfilled teaching positions, the number of unfilled teaching positions in the district in the preceding fiscal year, the number of new teachers hired during the program, the teacher attrition rate, the number of individuals participating in any programs designed to reduce attrition, the number of teachers retained using support of the grant funds, participation in any strategic pathway programs created under the program, and the number of and participation in any new pathways into teaching positions created under the program. (e) No later than March 1, 2027, the State Board shall submit a report to the Governor and the General Assembly on the efficacy of the pilot program that includes a summary of the information received under subsection (d) and an overview of its activities to support grantees. (Source: P.A. 103-8, eff. 6-7-23.) (Text of Section from P.A. 103-264) Sec. 2-3.196. Computer Science Equity Grant Program. (a) Subject to appropriation, the State Board shall establish a competitive grant program to support the development or enhancement of computer science programs in the K-12 schools. Eligible entities are regional offices of education, intermediate service centers, State higher education institutions, schools designated as laboratory schools, and school districts. Approved entities shall be responsible for ensuring that appropriate facilities are available and educators are appropriately trained on the use of any technologies or devices acquired for the purposes of the grant. (b) Computer Science Equity Grant Program funds shall be used in the following manner consistent with application requirements established by the State Board of Education as provided in this Article: (1) to expand learning opportunities in grades K-12 |
| to ensure that all students have access to computer science coursework that is aligned to rigorous State standards and emerging labor market needs;
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(2) to train and retrain teachers of grades K-12 to
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| be more proficient in the teaching of computer science by providing professional development opportunities;
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(3) to supply classrooms with materials and equipment
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| related to the teaching and learning of computer science; and
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(4) to more effectively recruit and better serve K-12
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| learners who are underrepresented in the computer science labor market for enrollment in computer science coursework.
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(c) Computer Science Equity Grant Program funds shall be made available to each eligible entity upon completion of an application process that is consistent with rules established by the State Board of Education. The application shall include the planned use of the funds; identification of need for the funds that is supported by local, regional, and state data; a plan for long-term sustainability; and a long-term plan for continuous improvement.
(d) The State Board of Education shall adopt rules as may be necessary to implement the provision of this Article, including, but not limited to, the identification of additional prioritization areas for each competitive grant application cycle that are within the scope of the authorized uses. Priority consideration for all applications will be given for proposals that intend to serve a majority of learners or teachers with gender or racial/ethnic identities that are underrepresented in the computer science labor market.
(e) Up to 2 renewals of the grant will be allowed, providing the entity awarded satisfactorily completes programmatic reporting and meets program objectives commensurate with application requirements set forth by the State Board of Education.
(f) Grants under the Computer Science Equity Grant Program and funding levels for satisfactory applications may be prorated according to the amount appropriated.
(Source: P.A. 103-264, eff. 1-1-24.)
(Text of Section from P.A. 103-402)
Sec. 2-3.196. State Board of Education literacy assistance.
(a) The State Board of Education shall adopt and make available all of the following to each publicly funded school district by July 1, 2024:
(1) A rubric by which districts may evaluate
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| curricula and select and implement evidence-based, culturally inclusive core reading instruction programs aligned with the comprehensive literacy plan for the State described in subsection (c).
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(2) A template to support districts when developing
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| comprehensive, district-wide literacy plans that include support for special student populations, including, at a minimum, students with disabilities, multilingual students, and bidialectal students.
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(3) Guidance on evidence-based practices for
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| effective structures for training and deploying literacy coaches to support teachers and close opportunity gaps among student demographic groups.
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(b) On or before January 1, 2025, the State Board of Education shall develop and make available training opportunities for educators in teaching reading that are aligned with the comprehensive literacy plan described in subsection (c) and consistent with State learning standards. This support may include:
(1) the development of a microcredential or a series
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| of microcredentials in literacy instruction aligned with the comprehensive literacy plan described in subsection (c) to be affixed to educator licenses upon successful demonstration of the skill or completion of the required coursework or assessment, or both, or online training modules on literacy instruction, aligned with the comprehensive literacy plan described in subsection (c) and consistent with State learning standards, accepted for continuing professional development units; and
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(2) the creation and dissemination of a tool that
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| school districts, educators, and the public may use to evaluate professional development and training programs related to literacy instruction.
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(c) In consultation with education stakeholders, the State Board of Education shall develop and adopt a comprehensive literacy plan for the State on or before January 31, 2024. The comprehensive literacy plan shall consider, without limitation, evidence-based research and culturally and linguistically sustaining pedagogical approaches to meet the needs of all students and shall, at a minimum, do all of the following:
(1) Consider core instructional literacy practices
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| and practices related to the unique needs of and support for specific student populations, including, at a minimum, students with disabilities, multilingual students, and bidialectal students, and the resources and support, including professional learning for teachers, needed to effectively implement the literacy instruction.
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(2) Provide guidance related to screening tools, the
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| administration of such screening tools, and the interpretation of the resulting data to identify students at risk of reading difficulties in grades kindergarten through 2. This guidance shall outline instances in which dyslexia screenings and other universal screeners are appropriate for use with English learners.
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(3) Provide guidance related to early literacy
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| intervention for students in grades kindergarten through 2 for schools to implement with students at risk of reading difficulties, as well as literacy intervention for students in grades 3 through 12 demonstrating reading difficulties.
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(4) Consider the impact of second language
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| acquisition and bilingual education on reading instruction in the student's native language and English.
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(5) Define key terminology, such as "evidence-based".
(6) Contextualize the interaction between elements of
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| the plan and existing laws and regulations that have overlapping components, such as a multi-tiered system of support.
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(7) Focus on a comprehensive range of elements of
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| literacy, including phonological awareness; decoding (phonics); encoding (spelling); vocabulary development, including morphology, oracy, and reading fluency; and reading comprehension, including syntax and background and content knowledge.
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|
(Source: P.A. 103-402, eff. 7-28-23.)
(Text of Section from P.A. 103-413)
Sec. 2-3.196. Children's Adversity Index. The Illinois State Board of Education shall develop a community or district-level Children's Adversity Index ("index") to measure community childhood trauma exposure across the population of children 3 through 18 years of age by May 31, 2025. This cross-agency effort shall be led by the State Board of Education and must include agencies that both collect the data and will have an ultimate use for the index information, including, but not limited to, the Governor's Office of Early Childhood Development, the Department of Human Services, the Department of Public Health, the Department of Innovation and Technology, the Illinois Criminal Justice Information Authority, the Department of Children and Family Services, and the Department of Juvenile Justice. The State Board of Education may also involve non-agency personnel with relevant expertise. The index shall be informed by research and include both adverse incident data, such as the number or rates of students and families experiencing homelessness and the number or percentages of children who have had contact with the child welfare system, and indicators of aspects of a child's environment that can undermine the child's sense of safety, stability, and bonding, including growing up in a household with caregivers struggling with substance disorders or instability due to parent or guardian separation or incarceration of a parent or guardian, sibling, or other member of the household, or exposure to community violence. The index shall provide information that allows for measuring progress, comparing school districts to the State average, and that enables the index to be updated at least every 2 years. The data shall be made publicly available. The initial development of the index should leverage available data. Personally identifiable information of any individual shall not be revealed within this index.
(Source: P.A. 103-413, eff. 1-1-24.)
(Text of Section from P.A. 103-463)
Sec. 2-3.196. Clothing resource materials. By no later than July 1, 2024, the State Board of Education shall make available to schools resource materials developed in consultation with stakeholders regarding a student wearing or accessorizing the student's graduation attire with general items that may be used by the student to associate with, identify, or declare the student's cultural, ethnic, or religious identity or any other protected characteristic or category identified in subsection (Q) of Section 1-103 of the Illinois Human Rights Act. The State Board of Education shall make the resource materials available on its Internet website.
(Source: P.A. 103-463, eff. 8-4-23.)
(Text of Section from P.A. 103-472)
(This Section may contain text from a Public Act with a delayed effective date )
(Section scheduled to be repealed on July 1, 2029)
Sec. 2-3.196. Discrimination, harassment, and retaliation reporting.
(a) The requirements of this Section are subject to appropriation.
(b) The State Board of Education shall build data collection systems to allow the collection of data on reported allegations of the conduct described in paragraph (1). Beginning on August 1 of the year after the systems are implemented and for each reporting school year beginning on August 1 and ending on July 31 thereafter, each school district, charter school, and nonpublic, nonsectarian elementary or secondary school shall disclose to the State Board of Education all of the following information:
(1) The total number of reported allegations of
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| discrimination, harassment, or retaliation against students received by each school district, charter school, or nonpublic, nonsectarian elementary or secondary school during the reporting school year, defined as August 1 to July 31, in each of the following categories:
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(A) sexual harassment;
(B) discrimination or harassment on the basis of
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| race, color, or national origin;
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(C) discrimination or harassment on the basis of
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(D) discrimination or harassment on the basis of
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(E) discrimination or harassment on the basis of
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(F) retaliation.
(2) The status of allegations, as of the last day of
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| the reporting period, in each category under paragraph (1).
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Allegations shall be reported as unfounded, founded,
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| or investigation pending by the school district, charter school, or nonpublic, nonsectarian elementary or secondary school.
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(c) A school district, charter school, or nonpublic, nonsectarian elementary or secondary school may not include in any disclosures required under this Section any information by which an individual may be personally identified, including the name of the victim or victims or those accused of an act of alleged discrimination, harassment, or retaliation.
(d) If a school district, charter school, or nonpublic, nonsectarian elementary or secondary school fails to disclose the information required in subsection (b) of this Section by July 31 of the reporting school year, the State Board of Education shall provide a written request for disclosure to the school district, charter school, or nonpublic, nonsectarian elementary or secondary school, thereby providing the period of time in which the required information must be disclosed. If a school district, charter school, or nonpublic, nonsectarian elementary or secondary school fails to disclose the information within 14 days after receipt of that written request, the State Board of Education may petition the Department of Human Rights to initiate a charge of a civil rights violation pursuant to Section 5A-102 of the Illinois Human Rights Act.
(e) The State Board of Education shall publish an annual report aggregating the information reported by school districts, charter schools, and nonpublic, nonsectarian elementary or secondary schools under subsection (b) of this Section. Data included in the report shall not be publicly attributed to any individual school district, charter school, or nonpublic, nonsectarian elementary or secondary school. The report shall include the number of incidents reported between August 1 and July 31 of the preceding reporting school year, based on each of the categories identified under paragraph (1) of this subsection (b).
The annual report shall be filed with the Department of Human Rights and the General Assembly and made available to the public by July 1 of the year following the reporting school year. Data submitted by a school district, charter school, or nonpublic, nonsectarian elementary or secondary school to comply with this Section is confidential and exempt from the Freedom of Information Act.
(f) The State Board of Education may adopt any rules deemed necessary for implementation of this Section.
(g) This Section is repealed on July 1, 2029.
(Source: P.A. 103-472, eff. 8-1-24.)
(Text of Section from P.A. 103-546)
Sec. 2-3.196. Mental health screenings. On or before December 15, 2023, the State Board of Education, in consultation with the Children's Behavioral Health Transformation Officer, Children's Behavioral Health Transformation Team, and the Office of the Governor, shall file a report with the Governor and the General Assembly that includes recommendations for implementation of mental health screenings in schools for students enrolled in kindergarten through grade 12. This report must include a landscape scan of current district-wide screenings, recommendations for screening tools, training for staff, and linkage and referral for identified students.
(Source: P.A. 103-546, eff. 8-11-23.)
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(105 ILCS 5/2-3.197) Sec. 2-3.197. Imagination Library of Illinois; grant program.
To promote the development of a comprehensive statewide initiative for encouraging preschool age children to develop a love of reading and learning, the State Board of Education is authorized to develop, fund, support, promote, and operate the Imagination Library of Illinois Program, which is hereby established. For purposes of this Section, "State program" means the Imagination Library of Illinois Program. (a) State program funds shall be used to provide, through Dolly Parton's Imagination Library, one age-appropriate book, per month, to each registered child from birth to age 5 in participating counties. Books shall be sent monthly to each registered child's home at no cost to families. Subject to an annual appropriation, the State Board of Education shall contribute the State's matching funds per the cost-sharing framework established by Dolly Parton's Imagination Library for the State program. The State program shall contribute the 50% match of funds required of local programs participating in Dolly Parton's Imagination Library. Local program partners shall match the State program funds to provide the remaining 50% match of funds required by Dolly Parton's Imagination Library. (1) The Imagination Library of Illinois Fund is |
| hereby created as a special fund in the State Treasury. The State Board of Education may accept gifts, grants, awards, donations, matching contributions, appropriations, interest income, public or private bequests, and cost sharings from any individuals, businesses, governments, or other third-party sources, and any federal funds. All moneys received under this Section shall be deposited into the Imagination Library of Illinois Fund. Any moneys that are unobligated or unexpended at the end of a fiscal year shall remain in the Imagination Library of Illinois Fund, shall not lapse into the General Revenue Fund, and shall be available to the Board for expenditure in the next fiscal year, subject to appropriation. Notwithstanding any other law to the contrary, this Fund is not subject to sweeps, administrative chargebacks, or any other fiscal or budgetary maneuver that in any way would transfer any amount from this Fund into any other fund of the State.
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|
(2) Moneys received under this Section are subject
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| to appropriation by the General Assembly and may only be expended for purposes consistent with the conditions under which the moneys were received, including, but not limited to, the following:
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|
(i) Moneys in the Fund shall be used to provide
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| age-appropriate books on a monthly basis, at home, to each child registered in the Imagination Library of Illinois Program, from birth through their fifth birthday, at no cost to families, through Dolly Parton's Imagination Library.
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(ii) Subject to availability, moneys in the
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| Fund shall be allocated to qualified local entities that provide a dollar-for-dollar match for the program. As used in this Section, "qualified local entity" means any existing or new local Dolly Parton's Imagination Library affiliate.
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(iii) Moneys in the Fund may be used by the
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| State Board of Education to pay for administrative expenses of the State program, including associated operating expenses of the State Board of Education or any nonprofit entity that coordinates the State program pursuant to subsection (b).
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(b) The State Board of Education shall coordinate with a nonprofit entity qualified under Section 501(c)(3) of the Internal Revenue Code to operate the State program. That organization must be organized solely to promote and encourage reading by the children of the State, for the purpose of implementing this Section.
(c) The State Board of Education shall provide oversight of the nonprofit entity that operates the State program pursuant to subsection (b) to ensure the nonprofit entity does all of the following:
(1) Promotes the statewide development of local Dolly
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| Parton's Imagination Library programs.
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(2) Advances and strengthens local Dolly Parton's
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| Imagination Library programs with the goal of increasing enrollment.
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(3) Develops community engagement.
(4) Develops, promotes, and coordinates a public
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| awareness campaign to make donors aware of the opportunity to donate to the affiliate programs and make the public aware of the opportunity to register eligible children to receive books through the program.
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(5) Administers the local match requirement and
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| coordinates the collection and remittance of local program costs for books and mailing.
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(6) Develops statewide marketing and communication
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(7) Solicits donations, gifts, and other funding
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| from statewide partners to financially support local Dolly Parton's Imagination Library programs.
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(8) Identifies and applies for available grant
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(d) The State Board of Education shall make publicly available on an annual basis information regarding the number of local programs that exist, where the local programs are located, the number of children that are enrolled in the program, the number of books that have been provided, and those entities or organizations that serve as local partners.
(e) The State Board of Education may adopt rules as may be needed for the administration of the Imagination Library of Illinois Program.
(Source: P.A. 103-8, eff. 6-7-23.)
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(105 ILCS 5/3-11) (from Ch. 122, par. 3-11) (Text of Section from P.A. 99-616) Sec. 3-11. Institutes or inservice training workshops. In counties of less than 2,000,000 inhabitants, the regional superintendent may arrange for or conduct district, regional, or county institutes, or equivalent professional educational experiences, not more than 4 days annually. Of those 4 days, 2 days may be used as a teacher's and educational support personnel workshop, when approved by the regional superintendent, up to 2 days may be used for conducting parent-teacher conferences, or up to 2 days may be utilized as parental institute days as provided in Section 10-22.18d. Educational support personnel may be exempt from a workshop if the workshop is not relevant to the work they do. A school district may use one of its 4 institute days on the last day of the school term. "Institute" or "Professional educational experiences" means any educational gathering, demonstration of methods of instruction, visitation of schools or other institutions or facilities, sexual abuse and sexual assault awareness seminar, or training in First Aid (which may include cardiopulmonary resuscitation or defibrillator training) held or approved by the regional superintendent and declared by him to be an institute day, or parent-teacher conferences. With the concurrence of the State Superintendent of Education, he or she may employ such assistance as is necessary to conduct the institute. Two or more adjoining counties may jointly hold an institute. Institute instruction shall be free to holders of licenses good in the county or counties holding the institute and to those who have paid an examination fee and failed to receive a license. In counties of 2,000,000 or more inhabitants, the regional superintendent may arrange for or conduct district, regional, or county inservice training workshops, or equivalent professional educational experiences, not more than 4 days annually. Of those 4 days, 2 days may be used as a teacher's and educational support personnel workshop, when approved by the regional superintendent, up to 2 days may be used for conducting parent-teacher conferences, or up to 2 days may be utilized as parental institute days as provided in Section 10-22.18d. Educational support personnel may be exempt from a workshop if the workshop is not relevant to the work they do. A school district may use one of those 4 days on the last day of the school term. "Inservice Training Workshops" or "Professional educational experiences" means any educational gathering, demonstration of methods of instruction, visitation of schools or other institutions or facilities, sexual abuse and sexual assault awareness seminar, or training in First Aid (which may include cardiopulmonary resuscitation or defibrillator training) held or approved by the regional superintendent and declared by him to be an inservice training workshop, or parent-teacher conferences. With the concurrence of the State Superintendent of Education, he may employ such assistance as is necessary to conduct the inservice training workshop. With the approval of the regional superintendent, 2 or more adjoining districts may jointly hold an inservice training workshop. In addition, with the approval of the regional superintendent, one district may conduct its own inservice training workshop with subject matter consultants requested from the county, State or any State institution of higher learning. Such teachers institutes as referred to in this Section may be held on consecutive or separate days at the option of the regional superintendent having jurisdiction thereof. Whenever reference is made in this Act to "teachers institute", it shall be construed to include the inservice training workshops or equivalent professional educational experiences provided for in this Section. Any institute advisory committee existing on April 1, 1995, is dissolved and the duties and responsibilities of the institute advisory committee are assumed by the regional office of education advisory board. Districts providing inservice training programs shall constitute inservice committees, 1/2 of which shall be teachers, 1/4 school service personnel and 1/4 administrators to establish program content and schedules. The teachers institutes shall include teacher training committed to (i) peer counseling programs and other anti-violence and conflict resolution programs, including without limitation programs for preventing at risk students from committing violent acts, and (ii) educator ethics and teacher-student conduct. Beginning with the 2009-2010 school year, the teachers institutes shall include instruction on prevalent student chronic health conditions. Beginning with the 2016-2017 school year, the teachers institutes shall include, at least once every 2 years, instruction on the federal Americans with Disabilities Act as it pertains to the school environment. (Source: P.A. 99-30, eff. 7-10-15; 99-616, eff. 7-22-16.) (Text of Section from P.A. 103-413) Sec. 3-11. Institutes or inservice training workshops. (a) In counties of less than 2,000,000 inhabitants, the regional superintendent may arrange for or conduct district, regional, or county institutes, or equivalent professional educational experiences, not more than 4 days annually. Of those 4 days, 2 days may be used as a teacher's and educational support personnel workshop, when approved by the regional superintendent, up to 2 days may be used for conducting parent-teacher conferences, or up to 2 days may be utilized as parental institute days as provided in Section 10-22.18d. Educational support personnel may be exempt from a workshop if the workshop is not relevant to the work they do. A school district may use one of its 4 institute days on the last day of the school term. "Institute" or "Professional educational experiences" means any educational gathering, demonstration of methods of instruction, visitation of schools or other institutions or facilities, sexual abuse and sexual assault awareness seminar, or training in First Aid (which may include cardiopulmonary resuscitation or defibrillator training) held or approved by the regional superintendent and declared by him to be an institute day, or parent-teacher conferences. With the concurrence of the State Superintendent of Education, he or she may employ such assistance as is necessary to conduct the institute. Two or more adjoining counties may jointly hold an institute. Institute instruction shall be free to holders of licenses good in the county or counties holding the institute and to those who have paid an examination fee and failed to receive a license. In counties of 2,000,000 or more inhabitants, the regional superintendent may arrange for or conduct district, regional, or county inservice training workshops, or equivalent professional educational experiences, not more than 4 days annually. Of those 4 days, 2 days may be used as a teacher's and educational support personnel workshop, when approved by the regional superintendent, up to 2 days may be used for conducting parent-teacher conferences, or up to 2 days may be utilized as parental institute days as provided in Section 10-22.18d. Educational support personnel may be exempt from a workshop if the workshop is not relevant to the work they do. A school district may use one of those 4 days on the last day of the school term. "Inservice Training Workshops" or "Professional educational experiences" means any educational gathering, demonstration of methods of instruction, visitation of schools or other institutions or facilities, sexual abuse and sexual assault awareness seminar, or training in First Aid (which may include cardiopulmonary resuscitation or defibrillator training) held or approved by the regional superintendent and declared by him to be an inservice training workshop, or parent-teacher conferences. With the concurrence of the State Superintendent of Education, he may employ such assistance as is necessary to conduct the inservice training workshop. With the approval of the regional superintendent, 2 or more adjoining districts may jointly hold an inservice training workshop. In addition, with the approval of the regional superintendent, one district may conduct its own inservice training workshop with subject matter consultants requested from the county, State or any State institution of higher learning. Such teachers institutes as referred to in this Section may be held on consecutive or separate days at the option of the regional superintendent having jurisdiction thereof. Whenever reference is made in this Act to "teachers institute", it shall be construed to include the inservice training workshops or equivalent professional educational experiences provided for in this Section. Any institute advisory committee existing on April 1, 1995, is dissolved and the duties and responsibilities of the institute advisory committee are assumed by the regional office of education advisory board. Districts providing inservice training programs shall constitute inservice committees, 1/2 of which shall be teachers, 1/4 school service personnel and 1/4 administrators to establish program content and schedules. The teachers institutes shall include teacher training committed to (i) peer counseling programs and other anti-violence and conflict resolution programs, including without limitation programs for preventing at risk students from committing violent acts, and (ii) educator ethics and teacher-student conduct. Beginning with the 2009-2010 school year, the teachers institutes shall include instruction on prevalent student chronic health conditions. Beginning with the 2016-2017 school year, the teachers institutes shall include, at least once every 2 years, instruction on the federal Americans with Disabilities Act as it pertains to the school environment. (b) In this subsection (b): "Trauma" is defined according to an event, an experience, and effects. Individual trauma results from an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening and that has lasting adverse effects on the individual's functioning and mental, physical, social, or emotional well-being. Collective trauma is a psychological reaction to a traumatic event shared by any group of people. This may include, but is not limited to, community violence, experiencing racism and discrimination, and the lack of the essential supports for well-being, such as educational or economic opportunities, food, health care, housing, and community cohesion. Trauma can be experienced by anyone, though it is disproportionately experienced by members of marginalized groups. Systemic and historical oppression, such as racism, is often at the root of this inequity. Symptoms may vary at different developmental stages and across different cultural groups and different communities. "Trauma-responsive learning environments" means learning environments developed during an ongoing, multiyear-long process that typically progresses across the following 3 stages: (1) A school or district is "trauma aware" when it: (A) has personnel that demonstrate a foundational |
| understanding of a broad definition of trauma that is developmentally and culturally based; includes students, personnel, and communities; and recognizes the potential effect on biological, cognitive, academic, and social-emotional functioning; and
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(B) recognizes that traumatic exposure can impact
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| behavior and learning and should be acknowledged in policies, strategies, and systems of support for students, families, and personnel.
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(2) A school or district is "trauma responsive" when
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| it progresses from awareness to action in the areas of policy, practice, and structural changes within a multi-tiered system of support to promote safety, positive relationships, and self-regulation while underscoring the importance of personal well-being and cultural responsiveness. Such progress may:
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(A) be aligned with the Illinois Quality
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| Framework and integrated into a school or district's continuous improvement process as evidence to support allocation of financial resources;
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(B) be assessed and monitored by a
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| multidisciplinary leadership team on an ongoing basis; and
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(C) involve the engagement and capacity building
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| of personnel at all levels to ensure that adults in the learning environment are prepared to recognize and respond to those impacted by trauma.
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(3) A school or district is healing centered when it
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| acknowledges its role and responsibility to the community, fully responds to trauma, and promotes resilience and healing through genuine, trusting, and creative relationships. Such schools or districts may:
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(A) promote holistic and collaborative approaches
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| that are grounded in culture, spirituality, civic engagement, and equity; and
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(B) support agency within individuals, families,
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| and communities while engaging people in collective action that moves from transactional to transformational.
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"Whole child" means using a child-centered, holistic, equitable lens across all systems that prioritizes physical, mental, and social-emotional health to ensure that every child is healthy, safe, supported, challenged, engaged, and protected.
Starting with the 2024-2025 school year, the teachers institutes shall provide instruction on trauma-informed practices and include the definitions of trauma, trauma-responsive learning environments, and whole child set forth in this subsection (b) before the first student attendance day of each school year.
(Source: P.A. 103-413, eff. 1-1-24.)
(Text of Section from P.A. 103-542)
Sec. 3-11. Institutes or inservice training workshops. In counties of less than 2,000,000 inhabitants, the regional superintendent may arrange for or conduct district, regional, or county institutes, or equivalent professional educational experiences, not more than 4 days annually. Of those 4 days, 2 days may be used as a teachers, administrators, and school support personnel workshop, when approved by the regional superintendent, up to 2 days may be used for conducting parent-teacher conferences, or up to 2 days may be utilized as parental institute days as provided in Section 10-22.18d. School support personnel may be exempt from a workshop if the workshop is not relevant to the work they do. A school district may use one of its 4 institute days on the last day of the school term. "Institute" or "Professional educational experiences" means any educational gathering, demonstration of methods of instruction, visitation of schools or other institutions or facilities, sexual abuse and sexual assault awareness seminar, or training in First Aid (which may include cardiopulmonary resuscitation or defibrillator training) held or approved by the regional superintendent and declared by him to be an institute day, or parent-teacher conferences. With the concurrence of the State Superintendent of Education, the regional superintendent may employ such assistance as is necessary to conduct the institute. Two or more adjoining counties may jointly hold an institute. Institute instruction shall be free to holders of licenses good in the county or counties holding the institute and to those who have paid an examination fee and failed to receive a license.
In counties of 2,000,000 or more inhabitants, the regional superintendent may arrange for or conduct district, regional, or county inservice training workshops, or equivalent professional educational experiences, not more than 4 days annually. Of those 4 days, 2 days may be used as a teachers, administrators, and school support personnel workshop, when approved by the regional superintendent, up to 2 days may be used for conducting parent-teacher conferences, or up to 2 days may be utilized as parental institute days as provided in Section 10-22.18d. School support personnel may be exempt from a workshop if the workshop is not relevant to the work they do. A school district may use one of those 4 days on the last day of the school term. "Inservice Training Workshops" or "Professional educational experiences" means any educational gathering, demonstration of methods of instruction, visitation of schools or other institutions or facilities, sexual abuse and sexual assault awareness seminar, or training in First Aid (which may include cardiopulmonary resuscitation or defibrillator training) held or approved by the regional superintendent and declared by the regional superintendent to be an inservice training workshop, or parent-teacher conferences. With the concurrence of the State Superintendent of Education, the regional superintendent may employ such assistance as is necessary to conduct the inservice training workshop. With the approval of the regional superintendent, 2 or more adjoining districts may jointly hold an inservice training workshop. In addition, with the approval of the regional superintendent, one district may conduct its own inservice training workshop with subject matter consultants requested from the county, State or any State institution of higher learning.
Such institutes as referred to in this Section may be held on consecutive or separate days at the option of the regional superintendent having jurisdiction thereof.
Whenever reference is made in this Act to "institute", it shall be construed to include the inservice training workshops or equivalent professional educational experiences provided for in this Section.
Any institute advisory committee existing on April 1, 1995, is dissolved and the duties and responsibilities of the institute advisory committee are assumed by the regional office of education advisory board.
Districts providing inservice training programs shall constitute inservice committees, 1/2 of which shall be teachers, 1/4 school service personnel and 1/4 administrators to establish program content and schedules.
In addition to other topics not listed in this Section, the teachers institutes may include training committed to health conditions of students; social-emotional learning; developing cultural competency; identifying warning signs of mental illness and suicidal behavior in youth; domestic and sexual violence and the needs of expectant and parenting youth; protections and accommodations for students; educator ethics; responding to child sexual abuse and grooming behavior; and effective instruction in violence prevention and conflict resolution. Institute programs in these topics shall be credited toward hours of professional development required for license renewal as outlined in subsection (e) of Section 21B-45.
(Source: P.A. 103-542, eff. 7-1-24 (see Section 905 of P.A. 103-563 for effective date of P.A. 103-542).)
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