Public Act 103-0735
 
HB4902 EnrolledLRB103 38886 RJT 69023 b

    AN ACT concerning education.
 
    Be it enacted by the People of the State of Illinois, 
represented in the General Assembly:
 
    Section 5. The School Code is amended by changing Section 
2-3.25f as follows:
 
    (105 ILCS 5/2-3.25f)  (from Ch. 122, par. 2-3.25f)
    Sec. 2-3.25f. State interventions. 
    (a) The State Board of Education shall provide technical 
assistance to schools in school improvement status to assist 
with the development and implementation of Improvement Plans.
    Schools or school districts that fail to make reasonable 
efforts to implement an approved Improvement Plan may suffer 
loss of State funds by school district, attendance center, or 
program as the State Board of Education deems appropriate.
    (a-5) (Blank).
    (b) Schools that receive Targeted Support or Comprehensive 
Support designations shall enter a 4-year cycle of school 
improvement status. If, at the end of the 4-year cycle, the 
school fails to meet the exit criteria specified in the State 
Plan referenced in subsection (b) of Section 2-3.25a of this 
Code, the school shall escalate to a more intensive 
intervention. Targeted Support schools that remain Targeted 
for one or more of the same student groups as in the initial 
identification after completion of a 4-year cycle of Targeted 
School Improvement shall be redesignated as Comprehensive 
Support schools, as provided in paragraph (2.5) of subsection 
(a) of Section 2-3.25d-5 of this Code. Comprehensive Support 
schools that remain in the lowest-performing 5% after 
completion of a 4-year cycle of Comprehensive School 
Improvement shall be redesignated as Intensive Support schools 
and shall escalate through more rigorous, tiered support, 
developed in consultation with the Balanced Accountability 
Measure Committee and other relevant stakeholder groups, which 
may ultimately result in the (i) change of recognition status 
of the school district or school to nonrecognized or (ii) 
authorization for the State Superintendent of Education to 
direct the reassignment of pupils or direct the reassignment 
or replacement of school or school district personnel. If a 
school district is nonrecognized in its entirety, for any 
reason, including those not related to performance in the 
accountability system, it shall automatically be dissolved on 
July 1 following that nonrecognition and its territory 
realigned with another school district or districts by the 
regional board of school trustees in accordance with the 
procedures set forth in Section 7-11 of the School Code. The 
effective date of the nonrecognition of a school shall be July 
1 following the nonrecognition.
    (b-5) The State Board of Education shall also develop a 
system to provide assistance and resources to lower performing 
school districts. At a minimum, the State Board shall identify 
school districts to receive Intensive, Comprehensive, and 
Targeted Support. The school district shall provide the 
exclusive bargaining representative with a 5-day notice that 
the district has had one or more schools within the district 
identified as being in Comprehensive or Intensive School 
Improvement Status. In addition, the State Board may, by rule, 
develop other categories of low-performing schools and school 
districts to receive services.
    The State Board of Education shall work with districts 
with one or more schools in Comprehensive or Intensive School 
Improvement Status, through technical assistance and 
professional development, based on the results of the needs 
assessment under Section 2-3.25d-5 of this Code, to develop 
and implement a continuous improvement plan that would 
increase outcomes for students. The plan for continuous 
improvement shall be based on the results of the needs 
assessment and shall be used to determine the types of 
services that are to be provided to each Comprehensive and 
Intensive School. Potential services may include, but are not 
limited to, monitoring adult and student practices, reviewing 
and reallocating district resources, developing a district and 
school leadership team, providing access to curricular content 
area specialists, and providing online resources and 
professional development.
    The support provided by a vendor or learning partner 
approved to support a school's continuous improvement plan 
related to English language arts must be based on the 
comprehensive literacy plan for the State developed by the 
State Board of Education under Section 2-3.196, as added by 
Public Act 103-402. 
    The State Board of Education may require districts with 
one or more Comprehensive or Intensive Schools identified as 
having deficiencies in one or more core functions of the needs 
assessment to undergo an accreditation process. 
    (c) All federal requirements apply to schools and school 
districts utilizing federal funds under Title I, Part A of the 
federal Elementary and Secondary Education Act of 1965.
(Source: P.A. 103-175, eff. 6-30-23.)