HB2170sam003 101ST GENERAL ASSEMBLY

Sen. Kimberly A. Lightford

Filed: 1/11/2021

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1 AMENDMENT TO HOUSE BILL 2170

2 AMENDMENT NO. ______. Amend House Bill 2170 by replacing

3 everything after the enacting clause with the following:

4 "Article 5.

5 Section 5-5. The School Code is amended by adding Section

6 2-3.64a-10 and by changing Section 27A-5 as follows:

7 (105 ILCS 5/2-3.64a-10 new)

8 Sec. 2-3.64a-10. Kindergarten assessment.

9 (a) For the purposes of this Section, "kindergarten"

10 includes both full-day and half-day kindergarten programs.

11 (b) Beginning no later than the 2021-2022 school year, the

12 State Board of Education shall annually assess all public

13 school students entering kindergarten using a common

14 assessment tool, unless the State Board determines that a

15 student is otherwise exempt. The common assessment tool must

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1 assess multiple developmental domains, including literacy,

2 language, mathematics, and social and emotional development.

3 The assessment must be valid, reliable, and developmentally

4 appropriate to formatively assess a child's development and

5 readiness for kindergarten.

6 (c) Results from the assessment may be used by the school

7 to understand the child's development and readiness for

8 kindergarten, to tailor instruction, and to measure the child's

9 progress over time. Assessment results may also be used to

10 identify a need for the professional development of teachers

11 and early childhood educators and to inform State-level and

12 district-level policies and resource allocation.

13 The school shall make the assessment results available to

14 the child's parent or guardian.

15 The assessment results may not be used (i) to prevent a

16 child from enrolling in kindergarten or (ii) as the sole

17 measure used in determining the grade promotion or retention of

18 a student.

19 (d) On an annual basis, the State Board shall report

20 publicly, at a minimum, data from the assessment for the State

21 overall and for each school district. The State Board's report

22 must disaggregate data by race and ethnicity, household income,

23 students who are English learners, and students who have an

24 individualized education program.

25 (e) The State Superintendent of Education shall appoint a

26 committee of no more than 21 members, consisting of parents,

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1 teachers, school administrators, assessment experts, and

2 regional superintendents of schools, to review, on an ongoing

3 basis, the content and design of the assessment, the collective

4 results of the assessment as measured against

5 kindergarten-readiness standards, and other issues involving

6 the assessment as identified by the committee.

7 The committee shall make periodic recommendations to the

8 State Superintendent of Education and the General Assembly

9 concerning the assessments.

10 (f) The State Board may adopt rules to implement and

11 administer this Section.

12 (105 ILCS 5/27A-5)

13 Sec. 27A-5. Charter school; legal entity; requirements.

14 (a) A charter school shall be a public, nonsectarian,

15 nonreligious, non-home based, and non-profit school. A charter

16 school shall be organized and operated as a nonprofit

17 corporation or other discrete, legal, nonprofit entity

18 authorized under the laws of the State of Illinois.

19 (b) A charter school may be established under this Article

20 by creating a new school or by converting an existing public

21 school or attendance center to charter school status. Beginning

22 on April 16, 2003 (the effective date of Public Act 93-3), in

23 all new applications to establish a charter school in a city

24 having a population exceeding 500,000, operation of the charter

25 school shall be limited to one campus. The changes made to this

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1 Section by Public Act 93-3 do not apply to charter schools

2 existing or approved on or before April 16, 2003 (the effective

3 date of Public Act 93-3).

4 (b-5) In this subsection (b-5), "virtual-schooling" means

5 a cyber school where students engage in online curriculum and

6 instruction via the Internet and electronic communication with

7 their teachers at remote locations and with students

8 participating at different times.

9 From April 1, 2013 through December 31, 2016, there is a

10 moratorium on the establishment of charter schools with

11 virtual-schooling components in school districts other than a

12 school district organized under Article 34 of this Code. This

13 moratorium does not apply to a charter school with

14 virtual-schooling components existing or approved prior to

15 April 1, 2013 or to the renewal of the charter of a charter

16 school with virtual-schooling components already approved

17 prior to April 1, 2013.

18 (c) A charter school shall be administered and governed by

19 its board of directors or other governing body in the manner

20 provided in its charter. The governing body of a charter school

21 shall be subject to the Freedom of Information Act and the Open

22 Meetings Act. No later than January 1, 2021 (one year after the

23 effective date of Public Act 101-291) ~~this amendatory Act of~~

24 ~~the 101st General Assembly~~, a charter school's board of

25 directors or other governing body must include at least one

26 parent or guardian of a pupil currently enrolled in the charter

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1 school who may be selected through the charter school or a

2 charter network election, appointment by the charter school's

3 board of directors or other governing body, or by the charter

4 school's Parent Teacher Organization or its equivalent.

5 (c-5) No later than January 1, 2021 (one year after the

6 effective date of Public Act 101-291) ~~this amendatory Act of~~

7 ~~the 101st General Assembly~~ or within the first year of his or

8 her first term, every voting member of a charter school's board

9 of directors or other governing body shall complete a minimum

10 of 4 hours of professional development leadership training to

11 ensure that each member has sufficient familiarity with the

12 board's or governing body's role and responsibilities,

13 including financial oversight and accountability of the

14 school, evaluating the principal's and school's performance,

15 adherence to the Freedom of Information Act and the Open

16 Meetings Act ~~Acts~~, and compliance with education and labor law.

17 In each subsequent year of his or her term, a voting member of

18 a charter school's board of directors or other governing body

19 shall complete a minimum of 2 hours of professional development

20 training in these same areas. The training under this

21 subsection may be provided or certified by a statewide charter

22 school membership association or may be provided or certified

23 by other qualified providers approved by the State Board of

24 Education.

25 (d) For purposes of this subsection (d), "non-curricular

26 health and safety requirement" means any health and safety

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1 requirement created by statute or rule to provide, maintain,

2 preserve, or safeguard safe or healthful conditions for

3 students and school personnel or to eliminate, reduce, or

4 prevent threats to the health and safety of students and school

5 personnel. "Non-curricular health and safety requirement" does

6 not include any course of study or specialized instructional

7 requirement for which the State Board has established goals and

8 learning standards or which is designed primarily to impart

9 knowledge and skills for students to master and apply as an

10 outcome of their education.

11 A charter school shall comply with all non-curricular

12 health and safety requirements applicable to public schools

13 under the laws of the State of Illinois. On or before September

14 1, 2015, the State Board shall promulgate and post on its

15 Internet website a list of non-curricular health and safety

16 requirements that a charter school must meet. The list shall be

17 updated annually no later than September 1. Any charter

18 contract between a charter school and its authorizer must

19 contain a provision that requires the charter school to follow

20 the list of all non-curricular health and safety requirements

21 promulgated by the State Board and any non-curricular health

22 and safety requirements added by the State Board to such list

23 during the term of the charter. Nothing in this subsection (d)

24 precludes an authorizer from including non-curricular health

25 and safety requirements in a charter school contract that are

26 not contained in the list promulgated by the State Board,

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1 including non-curricular health and safety requirements of the

2 authorizing local school board.

3 (e) Except as otherwise provided in the School Code, a

4 charter school shall not charge tuition; provided that a

5 charter school may charge reasonable fees for textbooks,

6 instructional materials, and student activities.

7 (f) A charter school shall be responsible for the

8 management and operation of its fiscal affairs including, but

9 not limited to, the preparation of its budget. An audit of each

10 charter school's finances shall be conducted annually by an

11 outside, independent contractor retained by the charter

12 school. To ensure financial accountability for the use of

13 public funds, on or before December 1 of every year of

14 operation, each charter school shall submit to its authorizer

15 and the State Board a copy of its audit and a copy of the Form

16 990 the charter school filed that year with the federal

17 Internal Revenue Service. In addition, if deemed necessary for

18 proper financial oversight of the charter school, an authorizer

19 may require quarterly financial statements from each charter

20 school.

21 (g) A charter school shall comply with all provisions of

22 this Article, the Illinois Educational Labor Relations Act, all

23 federal and State laws and rules applicable to public schools

24 that pertain to special education and the instruction of

25 English learners, and its charter. A charter school is exempt

26 from all other State laws and regulations in this Code

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1 governing public schools and local school board policies;

2 however, a charter school is not exempt from the following:

3 (1) Sections 10-21.9 and 34-18.5 of this Code regarding

4 criminal history records checks and checks of the Statewide

5 Sex Offender Database and Statewide Murderer and Violent

6 Offender Against Youth Database of applicants for

7 employment;

8 (2) Sections 10-20.14, 10-22.6, 24-24, 34-19, and

9 34-84a of this Code regarding discipline of students;

10 (3) the Local Governmental and Governmental Employees

11 Tort Immunity Act;

12 (4) Section 108.75 of the General Not For Profit

13 Corporation Act of 1986 regarding indemnification of

14 officers, directors, employees, and agents;

15 (5) the Abused and Neglected Child Reporting Act;

16 (5.5) subsection (b) of Section 10-23.12 and

17 subsection (b) of Section 34-18.6 of this Code;

18 (6) the Illinois School Student Records Act;

19 (7) Section 10-17a of this Code regarding school report

20 cards;

21 (8) the P-20 Longitudinal Education Data System Act;

22 (9) Section 27-23.7 of this Code regarding bullying

23 prevention;

24 (10) Section 2-3.162 of this Code regarding student

25 discipline reporting;

26 (11) Sections 22-80 and 27-8.1 of this Code;

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1 (12) Sections 10-20.60 and 34-18.53 of this Code;

2 (13) Sections 10-20.63 and 34-18.56 of this Code;

3 (14) Section 26-18 of this Code;

4 (15) Section 22-30 of this Code; ~~and~~

5 (16) Sections 24-12 and 34-85 of this Code; ~~.~~

6 (17) the ~~(16) The~~ Seizure Smart School Act; and ~~.~~

7 (18) Section 2-3.64a-10 of this Code.

8 The change made by Public Act 96-104 to this subsection (g)

9 is declaratory of existing law.

10 (h) A charter school may negotiate and contract with a

11 school district, the governing body of a State college or

12 university or public community college, or any other public or

13 for-profit or nonprofit private entity for: (i) the use of a

14 school building and grounds or any other real property or

15 facilities that the charter school desires to use or convert

16 for use as a charter school site, (ii) the operation and

17 maintenance thereof, and (iii) the provision of any service,

18 activity, or undertaking that the charter school is required to

19 perform in order to carry out the terms of its charter.

20 However, a charter school that is established on or after April

21 16, 2003 (the effective date of Public Act 93-3) and that

22 operates in a city having a population exceeding 500,000 may

23 not contract with a for-profit entity to manage or operate the

24 school during the period that commences on April 16, 2003 (the

25 effective date of Public Act 93-3) and concludes at the end of

26 the 2004-2005 school year. Except as provided in subsection (i)

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1 of this Section, a school district may charge a charter school

2 reasonable rent for the use of the district's buildings,

3 grounds, and facilities. Any services for which a charter

4 school contracts with a school district shall be provided by

5 the district at cost. Any services for which a charter school

6 contracts with a local school board or with the governing body

7 of a State college or university or public community college

8 shall be provided by the public entity at cost.

9 (i) In no event shall a charter school that is established

10 by converting an existing school or attendance center to

11 charter school status be required to pay rent for space that is

12 deemed available, as negotiated and provided in the charter

13 agreement, in school district facilities. However, all other

14 costs for the operation and maintenance of school district

15 facilities that are used by the charter school shall be subject

16 to negotiation between the charter school and the local school

17 board and shall be set forth in the charter.

18 (j) A charter school may limit student enrollment by age or

19 grade level.

20 (k) If the charter school is approved by the State Board or

21 Commission, then the charter school is its own local education

22 agency.

23 (Source: P.A. 100-29, eff. 1-1-18; 100-156, eff. 1-1-18;

24 100-163, eff. 1-1-18; 100-413, eff. 1-1-18; 100-468, eff.

25 6-1-18; 100-726, eff. 1-1-19; 100-863, eff. 8-14-18; 101-50,

26 eff. 7-1-20; 101-81, eff. 7-12-19; 101-291, eff. 1-1-20;

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1 101-531, eff. 8-23-19; 101-543, eff. 8-23-19; revised 8-4-20.)

2 Article 10.

3 Section 10-5. The Early Intervention Services System Act is

4 amended by changing Section 11 as follows:

5 (325 ILCS 20/11) (from Ch. 23, par. 4161)

6 Sec. 11. Individualized Family Service Plans.

7 (a) Each eligible infant or toddler and that infant's or

8 toddler's family shall receive:

9 (1) timely, comprehensive, multidisciplinary

10 assessment of the unique strengths and needs of each

11 eligible infant and toddler, and assessment of the concerns

12 and priorities of the families to appropriately assist them

13 in meeting their needs and identify supports and services

14 to meet those needs; and

15 (2) a written Individualized Family Service Plan

16 developed by a multidisciplinary team which includes the

17 parent or guardian. The individualized family service plan

18 shall be based on the multidisciplinary team's assessment

19 of the resources, priorities, and concerns of the family

20 and its identification of the supports and services

21 necessary to enhance the family's capacity to meet the

22 developmental needs of the infant or toddler, and shall

23 include the identification of services appropriate to meet

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1 those needs, including the frequency, intensity, and

2 method of delivering services. During and as part of the

3 initial development of the individualized family services

4 plan, and any periodic reviews of the plan, the

5 multidisciplinary team may seek consultation from the lead

6 agency's designated experts, if any, to help determine

7 appropriate services and the frequency and intensity of

8 those services. All services in the individualized family

9 services plan must be justified by the multidisciplinary

10 assessment of the unique strengths and needs of the infant

11 or toddler and must be appropriate to meet those needs. At

12 the periodic reviews, the team shall determine whether

13 modification or revision of the outcomes or services is

14 necessary.

15 (b) The Individualized Family Service Plan shall be

16 evaluated once a year and the family shall be provided a review

17 of the Plan at 6 month intervals or more often where

18 appropriate based on infant or toddler and family needs. The

19 lead agency shall create a quality review process regarding

20 Individualized Family Service Plan development and changes

21 thereto, to monitor and help assure that resources are being

22 used to provide appropriate early intervention services.

23 (c) The initial evaluation and initial assessment and

24 initial Plan meeting must be held within 45 days after the

25 initial contact with the early intervention services system.

26 The 45-day timeline does not apply for any period when the

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1 child or parent is unavailable to complete the initial

2 evaluation, the initial assessments of the child and family, or

3 the initial Plan meeting, due to exceptional family

4 circumstances that are documented in the child's early

5 intervention records, or when the parent has not provided

6 consent for the initial evaluation or the initial assessment of

7 the child despite documented, repeated attempts to obtain

8 parental consent. As soon as exceptional family circumstances

9 no longer exist or parental consent has been obtained, the

10 initial evaluation, the initial assessment, and the initial

11 Plan meeting must be completed as soon as possible. With

12 parental consent, early intervention services may commence

13 before the completion of the comprehensive assessment and

14 development of the Plan.

15 (d) Parents must be informed that early intervention

16 services shall be provided to each eligible infant and toddler,

17 to the maximum extent appropriate, in the natural environment,

18 which may include the home or other community settings. Parents

19 shall make the final decision to accept or decline early

20 intervention services. A decision to decline such services

21 shall not be a basis for administrative determination of

22 parental fitness, or other findings or sanctions against the

23 parents. Parameters of the Plan shall be set forth in rules.

24 (e) The regional intake offices shall explain to each

25 family, orally and in writing, all of the following:

26 (1) That the early intervention program will pay for

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1 all early intervention services set forth in the

2 individualized family service plan that are not covered or

3 paid under the family's public or private insurance plan or

4 policy and not eligible for payment through any other third

5 party payor.

6 (2) That services will not be delayed due to any rules

7 or restrictions under the family's insurance plan or

8 policy.

9 (3) That the family may request, with appropriate

10 documentation supporting the request, a determination of

11 an exemption from private insurance use under Section

12 13.25.

13 (4) That responsibility for co-payments or

14 co-insurance under a family's private insurance plan or

15 policy will be transferred to the lead agency's central

16 billing office.

17 (5) That families will be responsible for payments of

18 family fees, which will be based on a sliding scale

19 according to the State's definition of ability to pay which

20 is comparing household size and income to the sliding scale

21 and considering out-of-pocket medical or disaster

22 expenses, and that these fees are payable to the central

23 billing office. Families who fail to provide income

24 information shall be charged the maximum amount on the

25 sliding scale.

26 (f) The individualized family service plan must state

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1 whether the family has private insurance coverage and, if the

2 family has such coverage, must have attached to it a copy of

3 the family's insurance identification card or otherwise

4 include all of the following information:

5 (1) The name, address, and telephone number of the

6 insurance carrier.

7 (2) The contract number and policy number of the

8 insurance plan.

9 (3) The name, address, and social security number of

10 the primary insured.

11 (4) The beginning date of the insurance benefit year.

12 (g) A copy of the individualized family service plan must

13 be provided to each enrolled provider who is providing early

14 intervention services to the child who is the subject of that

15 plan.

16 (h) Children receiving services under this Act shall

17 receive a smooth and effective transition by their third

18 birthday consistent with federal regulations adopted pursuant

19 to Sections 1431 through 1444 of Title 20 of the United States

20 Code. Beginning July 1, 2022, children who receive early

21 intervention services prior to their third birthday and are

22 found eligible for an individualized education program under

23 the Individuals with Disabilities Education Act, 20 U.S.C.

24 1414(d)(1)(A), and under Section 14-8.02 of the School Code and

25 whose birthday falls between May 1 and August 31 may continue

26 to receive early intervention services until the beginning of

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1 the school year following their third birthday in order to

2 minimize gaps in services, ensure better continuity of care,

3 and align practices for the enrollment of preschool children

4 with special needs to the enrollment practices of typically

5 developing preschool children.

6 (Source: P.A. 97-902, eff. 8-6-12; 98-41, eff. 6-28-13.)

7 Article 15.

8 Section 15-1. Short title. This Article may be cited as the

9 Equitable Early Childhood Education and Care Act. References in

10 this Article to "this Act" mean this Article.

11 Section 15-5. Findings; policies.

12 (a) The General Assembly finds the following:

13 (1) Long-standing research shows that high-quality

14 early childhood experiences have an impact on children's

15 short-term and long-term outcomes, such as educational

16 attainment, health, and lifetime income, particularly for

17 children from low-income families.

18 (2) Early childhood education and care programs

19 provide child care so parents can maintain stable

20 employment, provide for themselves and their families, and

21 advance their career or educational goals.

22 (3) Illinois has a vigorous early childhood education

23 and care industry composed of programs that serve children

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1 under the age of 6, including preschool and child care in

2 schools, centers, and homes; these programs also include

3 home visiting and services for young children with special

4 needs.

5 (4) A significant portion of the early childhood

6 workforce and of family child care providers are Black and

7 Latinx women.

8 (5) Illinois was among the first states in the nation

9 to enact the Pre-K At-Risk program and services for infants

10 and toddlers in the 1980s and reaffirmed this commitment to

11 early childhood education in 2006 by creating Preschool for

12 All to offer State-funded, high-quality preschool to

13 3-year-olds and 4-year-olds.

14 (6) Illinois was one of the first states in the nation

15 to commit education funding to very young children and to

16 have a statutory commitment to grow funding for

17 infant-toddler services as it grows preschool services,

18 including prenatal supports like home visitors and doulas.

19 (7) Countless children and families have benefitted

20 from these services over these decades and have had the

21 opportunity to enter school ready to learn and succeed.

22 (8) Despite progress made by the State, too few

23 children, particularly those from Black, Latinx, and

24 low-income households and child care deserts, have access

25 to high-quality early childhood education and care

26 services, due to both the availability and affordability of

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1 quality services.

2 (9) In 2019, only 29% of all children in Illinois

3 entered kindergarten "ready"; only 21% of Black children,

4 17% of Latinx children, 14% of English Learners, 14% of

5 children with IEPs, and 20% of children on free and reduced

6 lunch demonstrated readiness, highlighting the critical

7 work Illinois must do to close gaps in opportunity and

8 outcomes.

9 (10) The State's early childhood education and care

10 programs are maintained across 3 state agencies, which

11 leads to inefficiencies, lack of alignment, challenges to

12 collecting comprehensive data around services and needs of

13 children and families, and obstacles for both children and

14 families and the early childhood education and care

15 providers to navigate the fragmented system and ensure

16 children receive high-quality services that meet their

17 needs.

18 (11) The State's current mechanisms for payment to

19 early childhood education and care providers may not

20 incentivize quality services and can lead to payment

21 delays, lack of stability of providers, and the inability

22 of providers to provide appropriate compensation to the

23 workforce and support quality programming.

24 (12) Illinois must advance a just system for early

25 childhood education and care that ensures racially and

26 economically equitable opportunities and outcomes for all

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1 children.

2 (13) In 2017, Illinois became a national leader in

3 passing the K-12 Evidence-Based Funding formula for public

4 schools, creating a mechanism to adequately fund and

5 equitably disburse resources throughout the State and

6 prioritize funding for school districts that need it most.

7 (b) The General Assembly supports the following goals of

8 the Illinois Commission on Equitable Early Childhood Education

9 and Care Funding:

10 (1) To create a more equitable, efficient, and

11 effective system and thereby increase access to

12 high-quality services, particularly to serve more Black

13 and Latinx children and populations of children where

14 children of color may be disproportionately represented,

15 such as: children from low-income households, with

16 disabilities, experiencing homelessness, and participating

17 in the child welfare system; English learners; and children

18 from households in which English is not the primary

19 language spoken.

20 (2) To ensure a more equitable system, we support the

21 Commission's goal of consolidating programs and services

22 into a single, adequately staffed State agency to align and

23 coordinate services, to decrease barriers to access for

24 families and make it easier for them to navigate the

25 system, and to better collect, use, and report

26 comprehensive data to ensure disparities in services are

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1 addressed.

2 (3) To ensure equitable and adequate funding to expand

3 access to high-quality services and increase compensation

4 of this vital workforce, a significant proportion of which

5 are Black and Latinx women. The General Assembly encourages

6 the State to commit to a multi-year plan designed to move

7 the State toward adequate funding over time.

8 (4) To redesign the mechanisms by which the State pays

9 providers of early childhood education and care services to

10 ensure provider stability, capacity, and quality and to

11 make sure providers and services are available to families

12 throughout the State, including in areas of child care

13 deserts and concentrated poverty.

14 (5) To ensure comprehensive data on children and

15 families' access to and participation in programs and

16 resulting outcomes, including, but not limited to,

17 kindergarten readiness, to understand and address the

18 degree to which the State is reaching children and families

19 and ensuring equitable opportunity and outcomes.

20 (c) The General Assembly encourages the State to create a

21 planning process and timeline, with a designated body

22 accountable for implementing the Commission's recommendations,

23 that includes engagement of parents, providers, communities,

24 experts, and other stakeholders and to regularly evaluate the

25 impact of the implementation of the Commission's

26 recommendations to ensure they impact children, families, and

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1 communities as intended and lead to a more equitable early

2 childhood education and care system for Illinois.

3 Article 20.

4 Section 20-1. Short title. This Article may be cited as the

5 Data Governance and Organization to Support Equity and Racial

6 Justice Act. References in this Article to "this Act" mean this

7 Article.

8 Section 20-5. Findings. The General Assembly finds the

9 following:

10 (1) The State of Illinois spends billions of dollars

11 annually on grants and programs to ensure that all

12 Illinoisans have the economic, health and safety,

13 educational, and other opportunities to be successful, but

14 it is still insufficient to serve all the needs of all

15 Illinoisans.

16 (2) To be good fiscal stewards of State funds, it is

17 necessary to ensure that the limited State funding is spent

18 on the right services, at the right time, in the right

19 dosages, to the right individuals, and in the most

20 equitable manner.

21 (3) Historical equity gaps exist in the administration

22 of programs across the State and understanding where these

23 exist is necessary for adjusting program scopes and

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1 ensuring that gaps can be found and rectified quickly.

2 (4) Different subpopulations of individuals may have

3 different needs and may experience different outcomes from

4 similar programs.

5 (5) Measuring average outcomes across an entire

6 population is insufficient to understand the equity

7 impacts of a program on specific subpopulations.

8 (6) Silos in information sharing exist across agencies

9 and that measuring the outcomes and impacts of programs

10 requires multiple agencies to share data.

11 (7) There is no existing mechanism for agencies to

12 ensure they are collecting information on programs that can

13 be easily matched to other agencies to understand program

14 effectiveness, as well as equity and access gaps that may

15 exist.

16 (8) The establishment of a system of data governance

17 and improved analytic capability is critical to support

18 equitable provision of services and the evaluation of

19 equitable outcomes for the citizens of Illinois.

20 (9) Sound data collection, reporting, and analysis is

21 necessary to ensure that practice and policy decisions and

22 outcomes are driven by a culture of data use and actionable

23 information that supports equity and engages stakeholders.

24 (10) Data governance and the classification of data is

25 a critical component of improving the security and privacy

26 of data.

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1 (11) The P-20 Longitudinal Education Data System Act,

2 enacted by Public Act 96-107, was created in 2009 to

3 develop the capacity to match data across agencies and

4 provide for improved data analytics across education

5 agencies.

6 (12) The P-20 Longitudinal Education Data System has

7 expanded to include the incorporation of human services,

8 workforce, and education agencies.

9 (13) The implementation of the P-20 Longitudinal

10 Education Data System has allowed the State to improve its

11 ability to manage and to bring together data across

12 agencies.

13 (14) Merging data across agencies has highlighted the

14 degree to which there are different approaches to capturing

15 similar data across agencies, including how race and

16 ethnicity data are captured.

17 (15) The State of Illinois needs to establish common

18 processes and procedures for all of the following:

19 (A) Cataloging data.

20 (B) Managing data requests.

21 (C) Sharing data.

22 (D) Collecting data.

23 (E) Matching data across agencies.

24 (F) Developing research and analytic agendas.

25 (G) Reporting on program participation

26 disaggregated by race and ethnicity.

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1 (H) Evaluating equitable outcomes for underserved

2 populations in Illinois.

3 (I) Defining common roles for data management

4 across agencies.

5 Section 20-10. Definitions. In this Act:

6 "Board" means the State Board of Education.

7 "Department" means any of the following: the Department on

8 Aging, the Department of Central Management Services, the

9 Department of Children and Family Services, the Department of

10 Corrections, the Department of Juvenile Justice, the Illinois

11 Department of Labor, the Department of Healthcare and Family

12 Services, the Department of Human Services, the Department of

13 Public Health, or the Illinois Department of Transportation.

14 Section 20-15. Data Governance and Organization to Support

15 Equity and Racial Justice.

16 (a) On or before July 1, 2022 and each July 1 thereafter,

17 the Board and the Department shall report statistical data on

18 the racial and ethnic demographics of program participants for

19 each major program administered by the Board or the Department.

20 Except as provided in subsection (b), when reporting the data

21 required under this Section, the Board or the Department shall

22 use the same racial and ethnic classifications for each

23 program, which shall include, but not be limited to, the

24 following:

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1 (1) American Indian and Alaska Native alone.

2 (2) Asian alone.

3 (3) Black or African American alone.

4 (4) Hispanic or Latino of any race.

5 (5) Native Hawaiian and Other Pacific Islander alone.

6 (6) White alone.

7 (7) Some other race alone.

8 (8) Two or more races.

9 The Board and the Department may further define, by rule,

10 the racial and ethnic classifications, including, if

11 necessary, a classification of "No Race Specified".

12 (c) If a program administered by the Board or the

13 Department is subject to federal reporting requirements that

14 include the collection and public reporting of statistical data

15 on the racial and ethnic demographics of program participants,

16 the Department may maintain the same racial and ethnic

17 classifications used under the federal requirements if such

18 classifications differ from the classifications listed in

19 subsection (a).

20 (d) The Department of Innovation and Technology shall

21 assist the Board and the Department by establishing common

22 technological processes and procedures for the Board and the

23 Department to:

24 (1) Catalog data.

25 (2) Identify similar fields in datasets.

26 (3) Manage data requests.

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1 (4) Share data.

2 (5) Collect data.

3 (6) Improve and clean data.

4 (7) Match data across the Board and Departments.

5 (8) Develop research and analytic agendas.

6 (9) Report on program participation disaggregated by

7 race and ethnicity.

8 (10) Evaluate equitable outcomes for underserved

9 populations in Illinois.

10 (11) Define common roles for data management.

11 (12) Ensure that all major programs can report

12 disaggregated data by race and ethnicity.

13 The Board and the Department shall use the common

14 technological processes and procedures established by the

15 Department of Innovation and Technology.

16 (e) If the Board or the Department is unable to begin

17 reporting the data required by subsection (a) by July 1, 2022,

18 the Board or the Department shall state the reasons for the

19 delay under the reporting requirements.

20 (f) By no later than March 31, 2022, the Board and the

21 Department shall provide a progress report to the General

22 Assembly to disclose: (i) the programs and datasets that have

23 been cataloged for which race and ethnicity has been

24 standardized; and (ii) to the extent possible, the datasets and

25 programs that are outstanding for each agency and the datasets

26 that are planned for the upcoming year. On or before March 31,

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1 2023, and each year thereafter, the Board and Departments shall

2 provide an updated report to the General Assembly.

3 (g) By no later than October 31, 2021, the Governor's

4 Office shall provide a plan to establish processes for input

5 from the Board and the Department into processes outlined in

6 subsection (b). The plan shall incorporate ongoing efforts at

7 data interoperability within the Department and the governance

8 established to support the P-20 Longitudinal Education Data

9 System enacted by Public Act 96-107.

10 (h) Nothing in this Section shall be construed to limit the

11 rights granted to individuals or data sharing protections

12 established under existing State and federal data privacy and

13 security laws.

14 Section 20-20. Construction of Act. Nothing in this Act

15 shall be construed to limit the rights granted to individuals

16 or data sharing protections established under existing State

17 and federal data privacy and security laws.

18 Article 25.

19 Section 25-5. The School Code is amended by adding Section

20 22-90 as follows:

21 (105 ILCS 5/22-90 new)

22 Sec. 22-90. Whole Child Task Force.

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1 (a) The General Assembly makes all of the following

2 findings:

3 (1) The COVID-19 pandemic has exposed systemic

4 inequities in American society. Students, educators, and

5 families throughout this State have been deeply affected by

6 the pandemic, and the impact of the pandemic will be felt

7 for years to come. The negative consequences of the

8 pandemic have impacted students and communities

9 differently along the lines of race, income, language, and

10 special needs. However, students in this State faced

11 significant unmet physical health, mental health, and

12 social and emotional needs even prior to the pandemic.

13 (2) The path to recovery requires a commitment from

14 adults in this State to address our students cultural,

15 physical, emotional, and mental health needs and to provide

16 them with stronger and increased systemic support and

17 intervention.

18 (3) It is well documented that trauma and toxic stress

19 diminish a child's ability to thrive. Forms of childhood

20 trauma and toxic stress include adverse childhood

21 experiences, systemic racism, poverty, food and housing

22 insecurity, and gender-based violence. The COVID-19

23 pandemic has exacerbated these issues and brought them into

24 focus.

25 (4) It is estimated that, overall, approximately 40% of

26 children in this State have experienced at least one

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1 adverse childhood experience and approximately 10% have

2 experienced 3 or more adverse childhood experiences.

3 However, the number of adverse childhood experiences is

4 higher for Black and Hispanic children who are growing up

5 in poverty. The COVID-19 pandemic has amplified the number

6 of students who have experienced childhood trauma. Also,

7 the COVID-19 pandemic has highlighted preexisting

8 inequities in school disciplinary practices that

9 disproportionately impact Black and Brown students.

10 Research shows, for example, that girls of color are

11 disproportionately impacted by trauma, adversity, and

12 abuse, and instead of receiving the care and

13 trauma-informed support they may need, many Black girls in

14 particular face disproportionately harsh disciplinary

15 measures.

16 (5) The cumulative effects of trauma and toxic stress

17 adversely impact the physical health of students, as well

18 as their ability to learn, form relationships, and

19 self-regulate. If left unaddressed, these effects increase

20 a student's risk for depression, alcoholism, anxiety,

21 asthma, smoking, and suicide, all of which are risks that

22 disproportionately affect Black youth and may lead to a

23 host of medical diseases as an adult. Access to infant and

24 early childhood mental health services is critical to

25 ensure the social and emotional well-being of this State's

26 youngest children, particularly those children who have

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1 experienced trauma.

2 (6) Although this State enacted measures through

3 Public Act 100-105 to address the high rate of early care

4 and preschool expulsions of infants, toddlers, and

5 preschoolers and the disproportionately higher rate of

6 expulsion for Black and Hispanic children, a recent study

7 found a wide variation in the awareness, understanding, and

8 compliance with the law by providers of early childhood

9 care. Further work is needed to implement the law, which

10 includes providing training to early childhood care

11 providers to increase their understanding of the law,

12 increasing the availability and access to infant and early

13 childhood mental health services, and building aligned

14 data collection systems to better understand expulsion

15 rates and to allow for accurate reporting as required by

16 the law.

17 (7) Many educators and schools in this State have

18 embraced and implemented evidenced-based restorative

19 justice and trauma-responsive and culturally relevant

20 practices and interventions. However, the use of these

21 interventions on students is often isolated or is

22 implemented occasionally and only if the school has the

23 appropriate leadership, resources, and partners available

24 to engage seriously in this work. It would be malpractice

25 to deny our students access to these practices and

26 interventions, especially in the aftermath of a

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1 once-in-a-century pandemic.

2 (b) The Whole Child Task Force is created for the purpose

3 of establishing an equitable, inclusive, safe, and supportive

4 environment in all schools for every student in this State. The

5 task force shall have all of the following goals, which means

6 key steps have to be taken to ensure that every child in every

7 school in this State has access to teachers, social workers,

8 school leaders, support personnel, and others who have been

9 trained in evidenced-based interventions and restorative

10 practices:

11 (1) To create a common definition of a

12 trauma-responsive school, a trauma-responsive district,

13 and a trauma-responsive community.

14 (2) To outline the training and resources required to

15 create and sustain a system of support for

16 trauma-responsive schools, districts, and communities and

17 to identify this State's role in that work, including

18 recommendations concerning options for redirecting

19 resources from school resource officers to classroom-based

20 support.

21 (3) To identify or develop a process to conduct an

22 analysis of the organizations that provide training in

23 restorative practices, implicit bias, anti-racism, and

24 trauma-responsive systems, mental health services, and

25 social and emotional services to schools.

26 (4) To provide recommendations concerning the key data

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1 to be collected and reported to ensure that this State has

2 a full and accurate understanding of the progress toward

3 ensuring that all schools, including programs and

4 providers of care to pre-kindergarten children, employ

5 restorative, anti-racist, and trauma-responsive strategies

6 and practices. The data collected must include information

7 relating to the availability of trauma responsive support

8 structures in schools as well as disciplinary practices

9 employed on students in person or through other means,

10 including during remote or blended learning. It should also

11 include information on the use of, and funding for, school

12 resource officers and other similar police personnel in

13 school programs.

14 (5) To recommend an implementation timeline, including

15 the key roles, responsibilities, and resources to advance

16 this State toward a system in which every school, district,

17 and community is progressing toward becoming

18 trauma-responsive.

19 (6) To seek input and feedback from stakeholders,

20 including parents, students, and educators, who reflect

21 the diversity of this State.

22 (c) Members of the Whole Child Task Force shall be

23 appointed by the State Superintendent of Education. Members of

24 this task force must represent the diversity of this State and

25 possess the expertise needed to perform the work required to

26 meet the goals of the task force set forth under subsection

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1 (a). Members of the task force shall include all of the

2 following:

3 (1) One member of a statewide professional teachers'

4 organization.

5 (2) One member of another statewide professional

6 teachers' organization.

7 (3) One member who represents a school district serving

8 a community with a population of 500,000 or more.

9 (4) One member of a statewide organization

10 representing social workers.

11 (5) One member of an organization that has specific

12 expertise in trauma-responsive school practices and

13 experience in supporting schools in developing

14 trauma-responsive and restorative practices.

15 (6) One member of another organization that has

16 specific expertise in trauma-responsive school practices

17 and experience in supporting schools in developing

18 trauma-responsive and restorative practices.

19 (7) One member of a statewide organization that

20 represents school administrators.

21 (8) One member of a statewide policy organization that

22 works to build a healthy public education system that

23 prepares all students for a successful college, career, and

24 civic life.

25 (9) One member of a statewide organization that brings

26 teachers together to identify and address issues critical

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1 to student success.

2 (10) One member of the General Assembly recommended by

3 the President of the Senate.

4 (11) One member of the General Assembly recommended by

5 the Speaker of the House of Representatives.

6 (12) One member of the General Assembly recommended by

7 the Minority Leader of the Senate.

8 (13) One member of the General Assembly recommended by

9 the Minority Leader of the House of Representatives.

10 (14) One member of a civil rights organization that

11 works actively on issues regarding student support.

12 (15) One administrator from a school district that has

13 actively worked to develop a system of student support that

14 uses a trauma-informed lens.

15 (16) One educator from a school district that has

16 actively worked to develop a system of student support that

17 uses a trauma-informed lens.

18 (17) One member of a youth-led organization.

19 (18) One member of an organization that has

20 demonstrated expertise in restorative practices.

21 (19) One member of a coalition of mental health and

22 school practitioners who assist schools in developing and

23 implementing trauma-informed and restorative strategies

24 and systems.

25 (20) One member of an organization whose mission is to

26 promote the safety, health, and economic success of

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1 children, youth, and families in this State.

2 (21) One member who works or has worked as a

3 restorative justice coach or disciplinarian.

4 (22) One member who works or has worked as a social

5 worker.

6 (23) One member of the State Board of Education.

7 (24) One member who represents a statewide principals'

8 organization.

9 (25) One member who represents a statewide

10 organization of school boards.

11 (26) One member who has expertise in pre-kindergarten

12 education.

13 (27) One member who represents a school social worker

14 association.

15 (28) One member who represents an organization that

16 represents school districts in both the south suburbs and

17 collar counties.

18 (29) One member who is a licensed clinical psychologist

19 who (A) has a doctor of philosophy in the field of clinical

20 psychology and has an appointment at an independent

21 free-standing children's hospital located in Chicago, (B)

22 serves as associate professor at a medical school located

23 in Chicago, and (C) serves as the clinical director of a

24 coalition of voluntary collaboration of organizations that

25 are committed to applying a trauma lens to their efforts on

26 behalf of families and children in the State.

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1 (30) One member who represents a west suburban school

2 district.

3 (d) The Whole Child Task Force shall meet at the call of

4 the State Superintendent of Education or his or her designee,

5 who shall serve as as the chairperson. The State Board of

6 Education shall provide administrative and other support to the

7 task force. Members of the task force shall serve without

8 compensation.

9 (e) The Whole Child Task Force shall submit a report of its

10 findings and recommendations to the General Assembly, the

11 Illinois Legislative Black Caucus, the State Board of

12 Education, and the Governor on or before February 1, 2022. Upon

13 submitting its report, the task force is dissolved.

14 (f) This Section is repealed on February 1, 2023.

15 Article 35.

16 Section 35-1. Short title. This Article may be cited as the

17 Infant/Early Childhood Mental Health Consultations Act.

18 References in this Article to "this Act" mean this Article.

19 Section 35-5. Findings; policies.

20 (a) The General Assembly finds the following:

21 (1) Social and emotional development is a core

22 developmental domain in young children and is codified in

23 the Illinois Early Learning Standards.

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1 (2) Fostering social and emotional development in

2 early childhood means both providing the supportive

3 settings and interactions to maximize healthy social and

4 emotional development for all children, as well as

5 providing communities, programs, and providers with

6 systems of tiered supports with training to respond to more

7 significant social and emotional challenges or where

8 experiences of trauma may be more prevalent.

9 (3) Early care and education programs and providers,

10 across a range of settings, have an important role to play

11 in supporting young children and families, especially

12 those who face greater challenges, such as trauma exposure,

13 social isolation, pervasive poverty, and toxic stress; if

14 programs, teaching staff, caregivers, and providers are

15 not provided with the support, services, and training

16 needed to accomplish these goals, it can lead to children

17 and families being asked to leave programs, particularly

18 without connection to more appropriate services, thereby

19 creating a disruption in learning and social-emotional

20 development; investments in reflective supervision,

21 professional development specific to diversity, equity and

22 inclusion practice, culturally responsive training,

23 implicit bias training, and how trauma experienced during

24 the early years can manifest in challenging behaviors will

25 create systems for serving children that are informed in

26 developmentally appropriate and responsive supports.

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1 (4) Studies have shown that the expulsion of infants,

2 toddlers, and young children in early care and education

3 settings is occurring at alarmingly high rates, more than 3

4 times that of students in K-12; further, expulsion occurs

5 more frequently for Black children and Latinx children and

6 more frequently for boys than for girls, with Black boys

7 being most frequently expelled; there is evidence to show

8 that the expulsion of Black girls is occurring with

9 increasing frequency.

10 (5) Illinois took its first steps toward addressing

11 this disparity through Public Act 100-105 to prohibit

12 expulsion due to child behavior in early care and education

13 settings, but further work is needed to implement this law,

14 including strengthening provider understanding of a

15 successful transition and beginning to identify strategies

16 to reduce "soft expulsions" and to ensure more young

17 children and their teachers, providers, and caregivers, in

18 a range of early care and education settings, can benefit

19 from services, such as Infant/Early Childhood Mental

20 Health Consultations (I/ECMHC) and positive behavior

21 interventions and supports such as the Pyramid Model.

22 (6) I/ECMHC is a critical component needed to align

23 social-emotional well-being with the public health model

24 of promotion, prevention, and intervention across early

25 care and education systems.

26 (b) The General Assembly encourages that all of the

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1 following actions be taken by:

2 (1) the State to increase the availability of

3 Infant/Early Childhood Mental Health Consultations

4 (I/ECMHC) through increased funding in early childhood

5 programs and sustainable funding for coordination of

6 I/ECMHC and other social and emotional support at the State

7 level;

8 (2) the Department of Human Services (IDHS), the

9 Illinois State Board of Education (ISBE), the Governor's

10 Office of Early Childhood Development (GOECD), and other

11 relevant agencies to develop and promote

12 provider-accessible and parent-accessible materials,

13 including native language, on the role and value of

14 I/ECMHC, including targeted promotion in underserved

15 communities, and promote the use of existing I/ECMHCs, the

16 I/ECMHC consultant database, or other existing services;

17 (3) the State to increase funding to promote and

18 provide training and implementation support for systems of

19 tiered support, such as the Pyramid Model, across early

20 childhood settings and urge DHS, ISBE, GOECD, and other

21 relevant State agencies to coordinate efforts and develop

22 strategies to provide outreach to and support providers in

23 underserved communities and communities with fewer

24 programmatic resources; and

25 (4) ISBE and DCFS to provide the data required by

26 Public Act 100-105, even if the data is incomplete at the

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1 time due to data system challenges.

2 Article 40.

3 Section 40-5. The Illinois Public Aid Code is amended by

4 adding Section 5-39 as follows:

5 (305 ILCS 5/5-39 new)

6 Sec. 5-39. Behavioral health services for children;

7 diagnostic assessment system. Beginning on July 1, 2022, if it

8 is necessary to provide a diagnostic code for behavioral health

9 services for children ages 5 and under, providers shall utilize

10 a developmentally appropriate and age-appropriate diagnostic

11 assessment system, such as the Diagnostic Classification of

12 Mental Health and Developmental Disorders of Infancy and Early

13 Childhood-Revised (DC:0-5), for diagnosis and treatment

14 planning. If necessary for billing purposes, the provider,

15 managed care organization, or Department shall utilize the

16 existing crosswalk tool to convert the developmentally

17 appropriate and age-appropriate diagnosis code to the relevant

18 code available in the State system.

19 By no later than January 1, 2022, the Department shall make

20 recommendations to the General Assembly on the resources needed

21 to integrate developmentally appropriate and age-appropriate

22 diagnostic codes into the State system.

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1 Article 45.

2 Section 45-1. Short title. This Article may be cited as the

3 Early Childhood Workforce Act. References in this Article to

4 "this Act" mean this Article.

5 Section 45-5. Findings; policies.

6 (a) The General Assembly finds the following:

7 (1) Research shows that early childhood teacher

8 effectiveness is a predictor for positive developmental

9 and academic outcomes for children.

10 (2) The work of early childhood educators is

11 sophisticated and central to the healthy learning and

12 development of young children and takes place in a range of

13 settings, including schools, community-based centers, and

14 homes.

15 (3) It is critically important for children's outcomes

16 to have educators that reflect the diversity of the

17 families and communities they serve.

18 (4) The early childhood workforce is more racially

19 diverse than the K-12 workforce, and its members hold

20 degrees, have earned credentials, and have years of

21 experience in the field.

22 (5) The early childhood workforce, particularly those

23 working in community-based settings and those working with

24 infants and toddlers, often are not paid wages aligned to

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1 the sophistication of their work and level of education.

2 (6) All regions and settings have difficulty finding

3 qualified teachers.

4 (7) A disproportionate number of Black and Latinx women

5 serve in essential, frontline positions but are

6 underrepresented as lead teachers and in program

7 leadership where credentials and degrees are required.

8 (8) The early childhood workforce faces multiple

9 barriers to additional credential and degree attainment

10 that lead to career advancement and higher levels of

11 compensation.

12 (b) The General Assembly encourages all of the following:

13 (1) The Department of Human Services to undertake an

14 analysis of teacher data in the Gateways Registry to

15 determine those individuals who are close to their next

16 credential or degree, including information where

17 available in the Registry such as their geographic

18 location, demographics, work setting, and age groups of

19 children for whom they are responsible.

20 (2) The Department of Human Services to conduct

21 outreach and provide targeted coaching and access to

22 financial supports, including, but not limited to,

23 scholarships and debt relief, in a way that prioritizes

24 increasing the diversity of the teacher pipeline,

25 including bilingual providers and educators, regions of

26 the State with the highest need, and children in age groups

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1 with the greatest teacher shortages.

2 (3) The State Board of Education to provide additional

3 financial support to candidates and provide this support to

4 all candidates regardless of the setting in which they work

5 and the credentials they are currently seeking,

6 prioritizing those by greatest need in the early childhood

7 field.

8 (4) The Department of Human Services to provide annual

9 reports on who receives these and other scholarships or

10 other financial support administered by the Department or

11 the State Board of Education by geographic location,

12 demographics, work setting, age groups of children served,

13 and credential/degree attainment as available.

14 (5) The Board of Higher Education, in the course of

15 their strategic planning process, to review the barriers

16 experienced by the early childhood workforce and by

17 teachers of color, in particular in accessing and

18 completing the needed coursework to attain additional

19 credentials and degrees, and to recommend policy or

20 practice changes to better meet the needs of this

21 workforce, which is largely comprised of non-traditional

22 students and women of color.

23 (6) The State Board of Education and the Department of

24 Human Services to prioritize reducing compensation

25 disparities between the early childhood workforce and

26 their K-12 counterparts and disparities within the early

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1 childhood workforce between setting and age groups in which

2 they work, as funding becomes available.

3 Article 50.

4 Section 50-5. The School Code is amended by adding Section

5 2-3.183 and by changing Section 27-22 as follows:

6 (105 ILCS 5/2-3.183 new)

7 Sec. 2-3.183. Review of university admission coursework.

8 (a) The State Board of Education shall make the review

9 compiled under Section 9.40 of the Board of Higher Education

10 Act available to the public on its Internet website.

11 (b) To ensure that every public high school student

12 understands the course expectations for admission into a public

13 university in this State, a school district must make available

14 to students in grades 8 through 12 and their parents or

15 guardians the review compiled under Section 9.40 of the Board

16 of Higher Education Act before the student's course schedule is

17 finalized for the student's particular grade level.

18 (c) To ensure that a public high school student is not

19 excluded from enrolling in a public university in this State

20 because of a lack of access to required or recommended

21 coursework, beginning with the 2022-2023 school year and each

22 school year thereafter, every public high school must provide

23 access to each course identified in the review compiled under

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1 Section 9.40 of the Board of Higher Education Act to any of its

2 students who request to enroll in the course. If the public

3 high school is unable to offer the course through the school

4 district, the public high school must find an alternative way

5 to offer the course to the student, which may include

6 partnering with another school district, a community college

7 district, an institution of higher education, or some other

8 course provider. No student shall be excluded from

9 participation in a course identified in the review due to

10 financial reasons. Any course offered pursuant to this Section

11 as a dual credit course shall be developed and offered in

12 accordance with the Dual Credit Quality Act.

13 (105 ILCS 5/27-22) (from Ch. 122, par. 27-22)

14 Sec. 27-22. Required high school courses.

15 (a) (Blank).

16 (b) (Blank).

17 (c) (Blank).

18 (d) (Blank).

19 (e) Through the 2023-2024 school year, as ~~As~~ a prerequisite

20 to receiving a high school diploma, each pupil entering the 9th

21 grade must, in addition to other course requirements,

22 successfully complete all of the following courses:

23 (1) Four years of language arts.

24 (2) Two years of writing intensive courses, one of

25 which must be English and the other of which may be English

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1 or any other subject. When applicable, writing-intensive

2 courses may be counted towards the fulfillment of other

3 graduation requirements.

4 (3) Three years of mathematics, one of which must be

5 Algebra I, one of which must include geometry content, and

6 one of which may be an Advanced Placement computer science

7 course. A mathematics course that includes geometry

8 content may be offered as an integrated, applied,

9 interdisciplinary, or career and technical education

10 course that prepares a student for a career readiness path.

11 (4) Two years of science.

12 (5) Two years of social studies, of which at least one

13 year must be history of the United States or a combination

14 of history of the United States and American government

15 and, beginning with pupils entering the 9th grade in the

16 2016-2017 school year and each school year thereafter, at

17 least one semester must be civics, which shall help young

18 people acquire and learn to use the skills, knowledge, and

19 attitudes that will prepare them to be competent and

20 responsible citizens throughout their lives. Civics course

21 content shall focus on government institutions, the

22 discussion of current and controversial issues, service

23 learning, and simulations of the democratic process.

24 School districts may utilize private funding available for

25 the purposes of offering civics education.

26 (6) One year chosen from (A) music, (B) art, (C)

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1 foreign language, which shall be deemed to include American

2 Sign Language, or (D) vocational education.

3 (e-5) Beginning with the 2024-2025 school year, as a

4 prerequisite to receiving a high school diploma, each pupil

5 entering the 9th grade must, in addition to other course

6 requirements, successfully complete all of the following

7 courses:

8 (1) Four years of language arts.

9 (2) Two years of writing intensive courses, one of

10 which must be English and the other of which may be English

11 or any other subject. If applicable, writing-intensive

12 courses may be counted toward the fulfillment of other

13 graduation requirements.

14 (3) Three years of mathematics, one of which must be

15 Algebra I, one of which must include geometry content, and

16 one of which may be an Advanced Placement computer science

17 course. A mathematics course that includes geometry

18 content may be offered as an integrated, applied,

19 interdisciplinary, or career and technical education

20 course that prepares a student for a career readiness path.

21 (4) Two years of laboratory science.

22 (5) Two years of social studies, of which at least one

23 year must be history of the United States or a combination

24 of history of the United States and American government and

25 at least one semester must be civics, which shall help

26 young people acquire and learn to use the skills,

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1 knowledge, and attitudes that will prepare them to be

2 competent and responsible citizens throughout their lives.

3 Civics course content shall focus on government

4 institutions, the discussion of current and controversial

5 issues, service learning, and simulations of the

6 democratic process. School districts may utilize private

7 funding available for the purposes of offering civics

8 education.

9 (6) One year chosen from (A) music, (B) art, (C)

10 foreign language, which shall be deemed to include American

11 Sign Language, or (D) vocational education.

12 (e-10) Beginning with the 2028-2029 school year, as a

13 prerequisite to receiving a high school diploma, each pupil

14 entering the 9th grade must, in addition to other course

15 requirements, successfully complete 2 years of foreign

16 language courses, which may include American Sign Language. A

17 pupil may choose a third year of foreign language to satisfy

18 the requirement under paragraph (6) of subsection (e-5).

19 (f) The State Board of Education shall develop and inform

20 school districts of standards for writing-intensive

21 coursework.

22 (f-5) If a school district offers an Advanced Placement

23 computer science course to high school students, then the

24 school board must designate that course as equivalent to a high

25 school mathematics course and must denote on the student's

26 transcript that the Advanced Placement computer science course

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1 qualifies as a mathematics-based, quantitative course for

2 students in accordance with subdivision (3) of subsection (e)

3 of this Section.

4 (g) This amendatory Act of 1983 does not apply to pupils

5 entering the 9th grade in 1983-1984 school year and prior

6 school years or to students with disabilities whose course of

7 study is determined by an individualized education program.

8 This amendatory Act of the 94th General Assembly does not

9 apply to pupils entering the 9th grade in the 2004-2005 school

10 year or a prior school year or to students with disabilities

11 whose course of study is determined by an individualized

12 education program.

13 Subsection (e-5) does not apply to pupils entering the 9th

14 grade in the 2023-2024 school year or a prior school year or to

15 students with disabilities whose course of study is determined

16 by an individualized education program. Subsection (e-10) does

17 not apply to pupils entering the 9th grade in the 2027-2028

18 school year or a prior school year or to students with

19 disabilities whose course of study is determined by an

20 individualized education program.

21 (h) The provisions of this Section are subject to the

22 provisions of Section 27-22.05 of this Code and the

23 Postsecondary and Workforce Readiness Act.

24 (i) The State Board of Education may adopt rules to modify

25 the requirements of this Section for any students enrolled in

26 grades 9 through 12 if the Governor has declared a disaster due

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1 to a public health emergency pursuant to Section 7 of the

2 Illinois Emergency Management Agency Act.

3 (Source: P.A. 100-443, eff. 8-25-17; 101-464, eff. 1-1-20;

4 101-643, eff. 6-18-20.)

5 Section 50-10. The Board of Higher Education Act is amended

6 by adding Section 9.40 as follows:

7 (110 ILCS 205/9.40 new)

8 Sec. 9.40. Review of university admission coursework.

9 (a) On or before May 1, 2021 and as needed thereafter, the

10 Board of Higher Education shall compile a review that

11 identifies, for each public university in this State, all

12 courses the university will require or recommend a high school

13 student take to be admitted to the university as an

14 undergraduate student for the following school year. The review

15 shall also include any required coursework or recommended

16 coursework for a undergraduate admission into a specific

17 academic major, college, or department of the university for

18 the following school year. In order to allow public school

19 districts sufficient time to fulfill their obligations under

20 subsection (c) of Section 2-3.183 of the School Code, the

21 review must also identify any new courses that each public

22 university in this State will add to the review the following

23 year. No new required or recommended coursework may be added to

24 a review that has not been identified in the previous year's

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1 review.

2 (b) The Board of Higher Education shall make the review

3 compiled under subsection (a) available to the public on its

4 Internet website.

5 (c) The Board of Higher Education may adopt any rules

6 necessary to implement this Section.

7 Article 60.

8 Section 60-5. The School Code is amended by adding Sections

9 2-3.185, 10-20.73, 10-20.74, and 27-23.15 and by changing

10 Sections 10-17a and 27-22 as follows:

11 (105 ILCS 5/2-3.185 new)

12 Sec. 2-3.185. Computer science standards and courses. On or

13 before December 1, 2021, the State Board of Education shall:

14 (1) develop or adopt rigorous learning standards in the

15 area of computer science; and

16 (2) analyze and revise, if appropriate, existing

17 course titles dedicated to computer science or develop a

18 short list of existing course titles that are recommended

19 for computer science courses.

20 (105 ILCS 5/10-17a) (from Ch. 122, par. 10-17a)

21 Sec. 10-17a. State, school district, and school report

22 cards.

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1 (1) By October 31, 2013 and October 31 of each subsequent

2 school year, the State Board of Education, through the State

3 Superintendent of Education, shall prepare a State report card,

4 school district report cards, and school report cards, and

5 shall by the most economic means provide to each school

6 district in this State, including special charter districts and

7 districts subject to the provisions of Article 34, the report

8 cards for the school district and each of its schools.

9 (2) In addition to any information required by federal law,

10 the State Superintendent shall determine the indicators and

11 presentation of the school report card, which must include, at

12 a minimum, the most current data collected and maintained by

13 the State Board of Education related to the following:

14 (A) school characteristics and student demographics,

15 including average class size, average teaching experience,

16 student racial/ethnic breakdown, and the percentage of

17 students classified as low-income; the percentage of

18 students classified as English learners; the percentage of

19 students who have individualized education plans or 504

20 plans that provide for special education services; the

21 number and percentage of all students who have been

22 assessed for placement in a gifted education or advanced

23 academic program and, of those students: (i) the racial and

24 ethnic breakdown, (ii) the percentage who are classified as

25 low-income, and (iii) the number and percentage of students

26 who received direct instruction from a teacher who holds a

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1 gifted education endorsement and, of those students, the

2 percentage who are classified as low-income; the

3 percentage of students scoring at the "exceeds

4 expectations" level on the assessments required under

5 Section 2-3.64a-5 of this Code; the percentage of students

6 who annually transferred in or out of the school district;

7 average daily attendance; the per-pupil operating

8 expenditure of the school district; and the per-pupil State

9 average operating expenditure for the district type

10 (elementary, high school, or unit);

11 (B) curriculum information, including, where

12 applicable, Advanced Placement, International

13 Baccalaureate or equivalent courses, dual enrollment

14 courses, foreign language classes, computer science

15 courses, school personnel resources (including Career

16 Technical Education teachers), before and after school

17 programs, extracurricular activities, subjects in which

18 elective classes are offered, health and wellness

19 initiatives (including the average number of days of

20 Physical Education per week per student), approved

21 programs of study, awards received, community

22 partnerships, and special programs such as programming for

23 the gifted and talented, students with disabilities, and

24 work-study students;

25 (C) student outcomes, including, where applicable, the

26 percentage of students deemed proficient on assessments of

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1 State standards, the percentage of students in the eighth

2 grade who pass Algebra, the percentage of students who

3 participated in workplace learning experiences, the

4 percentage of students enrolled in post-secondary

5 institutions (including colleges, universities, community

6 colleges, trade/vocational schools, and training programs

7 leading to career certification within 2 semesters of high

8 school graduation), the percentage of students graduating

9 from high school who are college and career ready, and the

10 percentage of graduates enrolled in community colleges,

11 colleges, and universities who are in one or more courses

12 that the community college, college, or university

13 identifies as a developmental course;

14 (D) student progress, including, where applicable, the

15 percentage of students in the ninth grade who have earned 5

16 credits or more without failing more than one core class, a

17 measure of students entering kindergarten ready to learn, a

18 measure of growth, and the percentage of students who enter

19 high school on track for college and career readiness;

20 (E) the school environment, including, where

21 applicable, the percentage of students with less than 10

22 absences in a school year, the percentage of teachers with

23 less than 10 absences in a school year for reasons other

24 than professional development, leaves taken pursuant to

25 the federal Family Medical Leave Act of 1993, long-term

26 disability, or parental leaves, the 3-year average of the

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1 percentage of teachers returning to the school from the

2 previous year, the number of different principals at the

3 school in the last 6 years, the number of teachers who hold

4 a gifted education endorsement, the process and criteria

5 used by the district to determine whether a student is

6 eligible for participation in a gifted education program or

7 advanced academic program and the manner in which parents

8 and guardians are made aware of the process and criteria, 2

9 or more indicators from any school climate survey selected

10 or approved by the State and administered pursuant to

11 Section 2-3.153 of this Code, with the same or similar

12 indicators included on school report cards for all surveys

13 selected or approved by the State pursuant to Section

14 2-3.153 of this Code, and the combined percentage of

15 teachers rated as proficient or excellent in their most

16 recent evaluation;

17 (F) a school district's and its individual schools'

18 balanced accountability measure, in accordance with

19 Section 2-3.25a of this Code;

20 (G) the total and per pupil normal cost amount the

21 State contributed to the Teachers' Retirement System of the

22 State of Illinois in the prior fiscal year for the school's

23 employees, which shall be reported to the State Board of

24 Education by the Teachers' Retirement System of the State

25 of Illinois;

26 (H) for a school district organized under Article 34 of

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1 this Code only, State contributions to the Public School

2 Teachers' Pension and Retirement Fund of Chicago and State

3 contributions for health care for employees of that school

4 district;

5 (I) a school district's Final Percent of Adequacy, as

6 defined in paragraph (4) of subsection (f) of Section

7 18-8.15 of this Code;

8 (J) a school district's Local Capacity Target, as

9 defined in paragraph (2) of subsection (c) of Section

10 18-8.15 of this Code, displayed as a percentage amount;

11 (K) a school district's Real Receipts, as defined in

12 paragraph (1) of subsection (d) of Section 18-8.15 of this

13 Code, divided by a school district's Adequacy Target, as

14 defined in paragraph (1) of subsection (b) of Section

15 18-8.15 of this Code, displayed as a percentage amount;

16 (L) a school district's administrative costs; ~~and~~

17 (M) whether or not the school has participated in the

18 Illinois Youth Survey. In this paragraph (M), "Illinois

19 Youth Survey" means a self-report survey, administered in

20 school settings every 2 years, designed to gather

21 information about health and social indicators, including

22 substance abuse patterns and the attitudes of students in

23 grades 8, 10, and 12; and

24 (N) whether the school offered its students career and

25 technical education opportunities.

26 The school report card shall also provide information that

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1 allows for comparing the current outcome, progress, and

2 environment data to the State average, to the school data from

3 the past 5 years, and to the outcomes, progress, and

4 environment of similar schools based on the type of school and

5 enrollment of low-income students, special education students,

6 and English learners.

7 As used in this subsection (2):

8 "Administrative costs" means costs associated with

9 executive, administrative, or managerial functions within the

10 school district that involve planning, organizing, managing,

11 or directing the school district.

12 "Advanced academic program" means a course of study to

13 which students are assigned based on advanced cognitive ability

14 or advanced academic achievement compared to local age peers

15 and in which the curriculum is substantially differentiated

16 from the general curriculum to provide appropriate challenge

17 and pace.

18 "Computer science" means the study of computers and

19 algorithms, including their principles, their hardware and

20 software designs, their implementation, and their impact on

21 society. "Computer science" does not include the study of

22 everyday uses of computers and computer applications, such as

23 keyboarding or accessing the Internet.

24 "Gifted education" means educational services, including

25 differentiated curricula and instructional methods, designed

26 to meet the needs of gifted children as defined in Article 14A

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1 of this Code.

2 For the purposes of paragraph (A) of this subsection (2),

3 "average daily attendance" means the average of the actual

4 number of attendance days during the previous school year for

5 any enrolled student who is subject to compulsory attendance by

6 Section 26-1 of this Code at each school and charter school.

7 (3) At the discretion of the State Superintendent, the

8 school district report card shall include a subset of the

9 information identified in paragraphs (A) through (E) of

10 subsection (2) of this Section, as well as information relating

11 to the operating expense per pupil and other finances of the

12 school district, and the State report card shall include a

13 subset of the information identified in paragraphs (A) through

14 (E) and paragraph (N) of subsection (2) of this Section. The

15 school district report card shall include the average daily

16 attendance, as that term is defined in subsection (2) of this

17 Section, of students who have individualized education

18 programs and students who have 504 plans that provide for

19 special education services within the school district.

20 (4) Notwithstanding anything to the contrary in this

21 Section, in consultation with key education stakeholders, the

22 State Superintendent shall at any time have the discretion to

23 amend or update any and all metrics on the school, district, or

24 State report card.

25 (5) Annually, no more than 30 calendar days after receipt

26 of the school district and school report cards from the State

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1 Superintendent of Education, each school district, including

2 special charter districts and districts subject to the

3 provisions of Article 34, shall present such report cards at a

4 regular school board meeting subject to applicable notice

5 requirements, post the report cards on the school district's

6 Internet web site, if the district maintains an Internet web

7 site, make the report cards available to a newspaper of general

8 circulation serving the district, and, upon request, send the

9 report cards home to a parent (unless the district does not

10 maintain an Internet web site, in which case the report card

11 shall be sent home to parents without request). If the district

12 posts the report card on its Internet web site, the district

13 shall send a written notice home to parents stating (i) that

14 the report card is available on the web site, (ii) the address

15 of the web site, (iii) that a printed copy of the report card

16 will be sent to parents upon request, and (iv) the telephone

17 number that parents may call to request a printed copy of the

18 report card.

19 (6) Nothing contained in Public Act 98-648 repeals,

20 supersedes, invalidates, or nullifies final decisions in

21 lawsuits pending on July 1, 2014 (the effective date of Public

22 Act 98-648) in Illinois courts involving the interpretation of

23 Public Act 97-8.

24 (Source: P.A. 100-227, eff. 8-18-17; 100-364, eff. 1-1-18;

25 100-448, eff. 7-1-19; 100-465, eff. 8-31-17; 100-807, eff.

26 8-10-18; 100-863, eff. 8-14-18; 100-1121, eff. 1-1-19; 101-68,

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1 eff. 1-1-20; 101-81, eff. 7-12-19; revised 9-9-19.)

2 (105 ILCS 5/10-20.73 new)

3 Sec. 10-20.73. Computer literacy skills. All school

4 districts shall ensure that students receive developmentally

5 appropriate opportunities to gain computer literacy skills

6 beginning in elementary school.

7 (105 ILCS 5/10-20.74 new)

8 Sec. 10-20.74. Educational technology capacity and

9 policies; report. School districts shall submit to the State

10 Board of Education, or its designee, an annual report that

11 shall include, at a minimum, information regarding educational

12 technology capacity and policies, including device

13 availability for students, school-based access and

14 infrastructure, professional learning and training

15 opportunities, and documentation of developmentally

16 appropriate computer literacy instruction embedded in the

17 district's curriculum at each grade level.

18 (105 ILCS 5/27-22) (from Ch. 122, par. 27-22)

19 Sec. 27-22. Required high school courses.

20 (a) (Blank).

21 (b) (Blank).

22 (c) (Blank).

23 (d) (Blank).

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1 (e) As a prerequisite to receiving a high school diploma,

2 each pupil entering the 9th grade must, in addition to other

3 course requirements, successfully complete all of the

4 following courses:

5 (1) Four years of language arts.

6 (2) Two years of writing intensive courses, one of

7 which must be English and the other of which may be English

8 or any other subject. When applicable, writing-intensive

9 courses may be counted towards the fulfillment of other

10 graduation requirements.

11 (3) Three years of mathematics, one of which must be

12 Algebra I, one of which must include geometry content, and

13 one of which may be an Advanced Placement computer science

14 course. A mathematics course that includes geometry

15 content may be offered as an integrated, applied,

16 interdisciplinary, or career and technical education

17 course that prepares a student for a career readiness path.

18 (3.5) For pupils entering the 9th grade in the

19 2022-2023 school year and each school year thereafter, one

20 year of a course that includes intensive instruction in

21 computer literacy, which may be English, social studies, or

22 any other subject and which may be counted toward the

23 fulfillment of other graduation requirements.

24 (4) Two years of science.

25 (5) Two years of social studies, of which at least one

26 year must be history of the United States or a combination

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1 of history of the United States and American government

2 and, beginning with pupils entering the 9th grade in the

3 2016-2017 school year and each school year thereafter, at

4 least one semester must be civics, which shall help young

5 people acquire and learn to use the skills, knowledge, and

6 attitudes that will prepare them to be competent and

7 responsible citizens throughout their lives. Civics course

8 content shall focus on government institutions, the

9 discussion of current and controversial issues, service

10 learning, and simulations of the democratic process.

11 School districts may utilize private funding available for

12 the purposes of offering civics education.

13 (6) One year chosen from (A) music, (B) art, (C)

14 foreign language, which shall be deemed to include American

15 Sign Language, or (D) vocational education.

16 (f) The State Board of Education shall develop and inform

17 school districts of standards for writing-intensive

18 coursework.

19 (f-5) If a school district offers an Advanced Placement

20 computer science course to high school students, then the

21 school board must designate that course as equivalent to a high

22 school mathematics course and must denote on the student's

23 transcript that the Advanced Placement computer science course

24 qualifies as a mathematics-based, quantitative course for

25 students in accordance with subdivision (3) of subsection (e)

26 of this Section.

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1 (g) This amendatory Act of 1983 does not apply to pupils

2 entering the 9th grade in 1983-1984 school year and prior

3 school years or to students with disabilities whose course of

4 study is determined by an individualized education program.

5 This amendatory Act of the 94th General Assembly does not

6 apply to pupils entering the 9th grade in the 2004-2005 school

7 year or a prior school year or to students with disabilities

8 whose course of study is determined by an individualized

9 education program.

10 This amendatory Act of the 101st General Assembly does not

11 apply to pupils entering the 9th grade in the 2021-2022 school

12 year or a prior school year or to students with disabilities

13 whose course of study is determined by an individualized

14 education program.

15 (h) The provisions of this Section are subject to the

16 provisions of Section 27-22.05 of this Code and the

17 Postsecondary and Workforce Readiness Act.

18 (i) The State Board of Education may adopt rules to modify

19 the requirements of this Section for any students enrolled in

20 grades 9 through 12 if the Governor has declared a disaster due

21 to a public health emergency pursuant to Section 7 of the

22 Illinois Emergency Management Agency Act.

23 (Source: P.A. 100-443, eff. 8-25-17; 101-464, eff. 1-1-20;

24 101-643, eff. 6-18-20.)

25 (105 ILCS 5/27-23.15 new)

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1 Sec. 27-23.15. Computer science.

2 (a) In this Section, "computer science" means the study of

3 computers and algorithms, including their principles, their

4 hardware and software designs, their implementation, and their

5 impact on society. "Computer science" does not include the

6 study of everyday uses of computers and computer applications,

7 such as keyboarding or accessing the Internet.

8 (b) Beginning with the 2023-2024 school year, the school

9 board of a school district that maintains any of grades 9

10 through 12 shall provide an opportunity for every high school

11 student to take at least one computer science course aligned to

12 rigorous learning standards of the State Board of Education.

13 Article 65.

14 Section 65-5. The School Code is amended by changing

15 Sections 14A-10 and 14A-32 as follows:

16 (105 ILCS 5/14A-10)

17 Sec. 14A-10. Legislative findings. The General Assembly

18 finds the following:

19 (1) that gifted and talented children (i) exhibit high

20 performance capabilities in intellectual, creative, and

21 artistic areas, (ii) possess an exceptional leadership

22 potential, (iii) excel in specific academic fields, and

23 (iv) have the potential to be influential in business,

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1 government, health care, the arts, and other critical

2 sectors of our economic and cultural environment;

3 (2) that gifted and talented children require services

4 and activities that are not ordinarily provided by schools;

5 ~~and~~

6 (3) that outstanding talents are present in children

7 and youth from all cultural groups, across all economic

8 strata, and in all areas of human endeavor; and ~~.~~

9 (4) that inequitable access to advanced coursework and

10 enrollment in accelerated placement programs exists

11 between children enrolled in different school districts

12 and even within the same school district and more must be

13 done to eliminate the barriers to access to advanced

14 coursework and enrollment in accelerated placement

15 programs for all children.

16 (Source: P.A. 94-151, eff. 7-8-05; 94-410, eff. 8-2-05.)

17 (105 ILCS 5/14A-32)

18 Sec. 14A-32. Accelerated placement; school district

19 responsibilities.

20 (a) Each school district shall have a policy that allows

21 for accelerated placement that includes or incorporates by

22 reference the following components:

23 (1) a provision that provides that participation in

24 accelerated placement is not limited to those children who

25 have been identified as gifted and talented, but rather is

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1 open to all children who demonstrate high ability and who

2 may benefit from accelerated placement;

3 (2) a fair and equitable decision-making process that

4 involves multiple persons and includes a student's parents

5 or guardians;

6 (3) procedures for notifying parents or guardians of a

7 child of a decision affecting that child's participation in

8 an accelerated placement program; and

9 (4) an assessment process that includes multiple

10 valid, reliable indicators.

11 (a-5) By no later than the beginning of the 2023-2024

12 school year, a school district's accelerated placement policy

13 shall allow for the automatic enrollment, in the following

14 school term, of a student into the next most rigorous level of

15 advanced coursework offered by the high school if the student

16 meets or exceeds State standards in English language arts,

17 mathematics, or science on a State assessment administered

18 under Section 2-3.64a-5 as follows:

19 (1) A student who meets or exceeds State standards in

20 English language arts shall be automatically enrolled into

21 the next most rigorous level of advanced coursework in

22 English, social studies, humanities, or related subjects.

23 (2) A student who meets or exceeds State standards in

24 mathematics shall be automatically enrolled into the next

25 most rigorous level of advanced coursework in mathematics.

26 (3) A student who meets or exceeds State standards in

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1 science shall be automatically enrolled into the next most

2 rigorous level of advanced coursework in science.

3 The next most rigorous level of advanced coursework under

4 this subsection (a-5) may include a dual credit course, as

5 defined in the Dual Credit Quality Act, an Advanced Placement

6 course as defined in Section 10 of the College and Career

7 Success for All Students Act, an International Baccalaureate

8 course, an honors class, an enrichment opportunity, a gifted

9 program, or another program offered by the district.

10 A school district may use the student's most recent State

11 assessment results to determine whether a student meets or

12 exceeds State standards. For a student entering grade 9,

13 results from the State assessment taken in grades 6 through 8

14 may be used. For other high school grades, the results from a

15 locally selected, nationally normed assessment may be used

16 instead of the State assessment if those results are the most

17 recent.

18 A school district must provide the parent or guardian of a

19 student eligible for automatic enrollment under this

20 subsection (a-5) with the option to instead have the student

21 enroll in alternative coursework that better aligns with the

22 student's postsecondary education or career goals.

23 Nothing in this subsection (a-5) may be interpreted to

24 preclude other students from enrolling in advanced coursework

25 per the policy of a school district.

26 (b) Further, a school district's accelerated placement

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1 policy may include or incorporate by reference, but need not be

2 limited to, the following components:

3 (1) procedures for annually informing the community

4 at-large, including parents or guardians, community-based

5 organizations, and providers of out-of-school programs,

6 about the accelerated placement program and the methods

7 used for the identification of children eligible for

8 accelerated placement, including strategies to reach

9 groups of students and families who have been historically

10 underrepresented in accelerated placement programs and

11 advanced coursework;

12 (2) a process for referral that allows for multiple

13 referrers, including a child's parents or guardians; other

14 referrers may include licensed education professionals,

15 the child, with the written consent of a parent or

16 guardian, a peer, through a licensed education

17 professional who has knowledge of the referred child's

18 abilities, or, in case of possible early entrance, a

19 preschool educator, pediatrician, or psychologist who

20 knows the child; ~~and~~

21 (3) a provision that provides that children

22 participating in an accelerated placement program and

23 their parents or guardians will be provided a written plan

24 detailing the type of acceleration the child will receive

25 and strategies to support the child; ~~.~~

26 (4) procedures to provide support and promote success

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1 for students who are newly enrolled in an accelerated

2 placement program; and

3 (5) a process for the school district to review and

4 utilize disaggregated data on participation in an

5 accelerated placement program to address gaps among

6 demographic groups in accelerated placement opportunities.

7 (c) The State Board of Education shall adopt rules to

8 determine data to be collected and disaggregated by demographic

9 group regarding accelerated placement, including the rates of

10 students who participate in and successfully complete advanced

11 coursework, and a method of making the information available to

12 the public.

13 (d) On or before November 1, 2022, following a review of

14 disaggregated data on the participation and successful

15 completion rates of students enrolled in an accelerated

16 placement program, each school district shall develop a plan to

17 expand access to its accelerated placement program and to

18 ensure the teaching capacity necessary to meet the increased

19 demand.

20 (Source: P.A. 100-421, eff. 7-1-18.)

21 Article 70.

22 Section 70-5. The School Code is amended by changing

23 Section 22-45 as follows:

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1 (105 ILCS 5/22-45)

2 Sec. 22-45. Illinois P-20 Council.

3 (a) The General Assembly finds that preparing Illinoisans

4 for success in school and the workplace requires a continuum of

5 quality education from preschool through graduate school. This

6 State needs a framework to guide education policy and integrate

7 education at every level. A statewide coordinating council to

8 study and make recommendations concerning education at all

9 levels can avoid fragmentation of policies, promote improved

10 teaching and learning, and continue to cultivate and

11 demonstrate strong accountability and efficiency. Establishing

12 an Illinois P-20 Council will develop a statewide agenda that

13 will move the State towards the common goals of improving

14 academic achievement, increasing college access and success,

15 improving use of existing data and measurements, developing

16 improved accountability, fostering innovative approaches to

17 education, promoting lifelong learning, easing the transition

18 to college, and reducing remediation. A pre-kindergarten

19 through grade 20 agenda will strengthen this State's economic

20 competitiveness by producing a highly-skilled workforce. In

21 addition, lifelong learning plans will enhance this State's

22 ability to leverage funding.

23 (b) There is created the Illinois P-20 Council. The

24 Illinois P-20 Council shall include all of the following

25 members:

26 (1) The Governor or his or her designee, to serve as

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1 chairperson.

2 (2) Four members of the General Assembly, one appointed

3 by the Speaker of the House of Representatives, one

4 appointed by the Minority Leader of the House of

5 Representatives, one appointed by the President of the

6 Senate, and one appointed by the Minority Leader of the

7 Senate.

8 (3) Six at-large members appointed by the Governor as

9 follows, with 2 members being from the City of Chicago, 2

10 members being from Lake County, McHenry County, Kane

11 County, DuPage County, Will County, or that part of Cook

12 County outside of the City of Chicago, and 2 members being

13 from the remainder of the State:

14 (A) one representative of civic leaders;

15 (B) one representative of local government;

16 (C) one representative of trade unions;

17 (D) one representative of nonprofit organizations

18 or foundations;

19 (E) one representative of parents' organizations;

20 and

21 (F) one education research expert.

22 (4) Five members appointed by statewide business

23 organizations and business trade associations.

24 (5) Six members appointed by statewide professional

25 organizations and associations representing

26 pre-kindergarten through grade 20 teachers, community

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1 college faculty, and public university faculty.

2 (6) Two members appointed by associations representing

3 local school administrators and school board members. One

4 of these members must be a special education administrator.

5 (7) One member representing community colleges,

6 appointed by the Illinois Council of Community College

7 Presidents.

8 (8) One member representing 4-year independent

9 colleges and universities, appointed by a statewide

10 organization representing private institutions of higher

11 learning.

12 (9) One member representing public 4-year

13 universities, appointed jointly by the university

14 presidents and chancellors.

15 (10) Ex-officio members as follows:

16 (A) The State Superintendent of Education or his or

17 her designee.

18 (B) The Executive Director of the Board of Higher

19 Education or his or her designee.

20 (C) The Executive Director of the Illinois

21 Community College Board or his or her designee.

22 (D) The Executive Director of the Illinois Student

23 Assistance Commission or his or her designee.

24 (E) The Co-chairpersons of the Illinois Workforce

25 Investment Board or their designee.

26 (F) The Director of Commerce and Economic

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1 Opportunity or his or her designee.

2 (G) The Chairperson of the Illinois Early Learning

3 Council or his or her designee.

4 (H) The President of the Illinois Mathematics and

5 Science Academy or his or her designee.

6 (I) The president of an association representing

7 educators of adult learners or his or her designee.

8 Ex-officio members shall have no vote on the Illinois P-20

9 Council.

10 Appointed members shall serve for staggered terms expiring

11 on July 1 of the first, second, or third calendar year

12 following their appointments or until their successors are

13 appointed and have qualified. Staggered terms shall be

14 determined by lot at the organizing meeting of the Illinois

15 P-20 Council.

16 Vacancies shall be filled in the same manner as original

17 appointments, and any member so appointed shall serve during

18 the remainder of the term for which the vacancy occurred.

19 (c) The Illinois P-20 Council shall be funded through State

20 appropriations to support staff activities, research,

21 data-collection, and dissemination. The Illinois P-20 Council

22 shall be staffed by the Office of the Governor, in coordination

23 with relevant State agencies, boards, and commissions. The

24 Illinois Education Research Council shall provide research and

25 coordinate research collection activities for the Illinois

26 P-20 Council.

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1 (d) The Illinois P-20 Council shall have all of the

2 following duties:

3 (1) To make recommendations to do all of the following:

4 (A) Coordinate pre-kindergarten through grade 20

5 (graduate school) education in this State through

6 working at the intersections of educational systems to

7 promote collaborative infrastructure.

8 (B) Coordinate and leverage strategies, actions,

9 legislation, policies, and resources of all

10 stakeholders to support fundamental and lasting

11 improvement in this State's public schools, community

12 colleges, and universities.

13 (C) Better align the high school curriculum with

14 postsecondary expectations.

15 (D) Better align assessments across all levels of

16 education.

17 (E) Reduce the need for students entering

18 institutions of higher education to take remedial

19 courses.

20 (F) Smooth the transition from high school to

21 college.

22 (G) Improve high school and college graduation

23 rates.

24 (H) Improve the rigor and relevance of academic

25 standards for college and workforce readiness.

26 (I) Better align college and university teaching

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1 programs with the needs of Illinois schools.

2 (2) To advise the Governor, the General Assembly, the

3 State's education and higher education agencies, and the

4 State's workforce and economic development boards and

5 agencies on policies related to lifelong learning for

6 Illinois students and families.

7 (3) To articulate a framework for systemic educational

8 improvement and innovation that will enable every student

9 to meet or exceed Illinois learning standards and be

10 well-prepared to succeed in the workforce and community.

11 (4) To provide an estimated fiscal impact for

12 implementation of all Council recommendations.

13 (5) To make recommendations for short-term and

14 long-term learning recovery actions for public school

15 students in this State in the wake of the COVID-19

16 pandemic. The Illinois P-20 Council shall submit a report

17 with its recommendations for a multi-year recovery plan by

18 December 31, 2021 to the Governor, the State Board of

19 Education, the Board of Higher Education, the Illinois

20 Community College Board, and the General Assembly that

21 addresses all of the following:

22 (A) Closing the digital divide for all students,

23 including access to devices, Internet connectivity,

24 and ensuring that educators have the necessary support

25 and training to provide high quality remote and blended

26 learning to students.

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1 (B) Evaluating the academic growth and proficiency

2 of students in order to understand the impact of school

3 closures and remote and blended remote learning

4 conditions on student academic outcomes, including

5 disaggregating data by race, income, diverse learners,

6 and English learners, in ways that balance the need to

7 understand that impact with the need to support student

8 well-being and also take into consideration the

9 logistical constraints facing schools and districts.

10 (C) Establishing a system for the collection and

11 review of student data at the State level, including

12 data about prekindergarten through higher education

13 student attendance, engagement and participation,

14 discipline, and social-emotional and mental health

15 inputs and outcomes, in order to better understand the

16 full impact of disrupted learning.

17 (D) Providing students with resources and programs

18 for academic support, such as enrichment

19 opportunities, tutoring corps, summer bridge programs,

20 youth leadership and development programs, youth and

21 community-led restorative and transformative justice

22 programs, and youth internship and apprenticeship

23 programs.

24 (E) Providing students with resources and support

25 to ensure access to social-emotional learning, mental

26 health services, and trauma responsive, restorative

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1 justice and anti-racist practices in order to support

2 the growth of the whole child, such as investing in

3 community schools and providing comprehensive

4 year-round services and support for both students and

5 their families.

6 (F) Ensuring more time for students' academic,

7 social-emotional, and mental health needs by

8 considering such strategies as: (i) extending planning

9 time for teachers, (ii) extending the school day and

10 school year, and (iii) transitioning to year-round

11 schooling.

12 (G) Strengthening the transition from secondary

13 education to postsecondary education in the wake of

14 threats to alignment and affordability created by the

15 pandemic and related conditions.

16 (e) The chairperson of the Illinois P-20 Council may

17 authorize the creation of working groups focusing on areas of

18 interest to Illinois educational and workforce development,

19 including without limitation the following areas:

20 (1) Preparation, recruitment, and certification of

21 highly qualified teachers.

22 (2) Mentoring and induction of highly qualified

23 teachers.

24 (3) The diversity of highly qualified teachers.

25 (4) Funding for highly qualified teachers, including

26 developing a strategic and collaborative plan to seek

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1 federal and private grants to support initiatives

2 targeting teacher preparation and its impact on student

3 achievement.

4 (5) Highly effective administrators.

5 (6) Illinois birth through age 3 education,

6 pre-kindergarten, and early childhood education.

7 (7) The assessment, alignment, outreach, and network

8 of college and workforce readiness efforts.

9 (8) Alternative routes to college access.

10 (9) Research data and accountability.

11 (10) Community schools, community participation, and

12 other innovative approaches to education that foster

13 community partnerships.

14 (11) Tuition, financial aid, and other issues related

15 to keeping postsecondary education affordable for Illinois

16 residents.

17 (12) Learning recovery in the wake of the COVID-19

18 pandemic.

19 The chairperson of the Illinois P-20 Council may designate

20 Council members to serve as working group chairpersons. Working

21 groups may invite organizations and individuals representing

22 pre-kindergarten through grade 20 interests to participate in

23 discussions, data collection, and dissemination.

24 (Source: P.A. 98-463, eff. 8-16-13; 98-719, eff. 1-1-15;

25 99-643, eff. 1-1-17.)

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1 Article 75.

2 Section 75-5. The State Finance Act is amended by adding

3 Section 5.935 as follows:

4 (30 ILCS 105/5.935 new)

5 Sec. 5.935. The Freedom Schools Fund.

6 Section 75-10. The School Code is amended by adding Section

7 2-3.186 as follows:

8 (105 ILCS 5/2-3.186 new)

9 Sec. 2-3.186. Freedom Schools; grant program.

10 (a) The General Assembly recognizes and values the

11 contributions that Freedom Schools make to enhance the lives of

12 Black students. The General Assembly makes all of the following

13 findings:

14 (1) The fundamental goal of the Freedom Schools of the

15 1960s was to provide quality education for all students, to

16 motivate active civic engagement, and to empower

17 disenfranchised communities. The renowned and progressive

18 curriculum of Freedom Schools allowed students of all ages

19 to experience a new and liberating form of education that

20 directly related to the imperatives of their lives, their

21 communities, and the Freedom Movement.

22 (2) Freedom Schools continue to demonstrate the proven

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1 benefits of critical civic engagement and

2 intergenerational effects by providing historically

3 disadvantaged students, including African American

4 students and other students of color, with quality

5 instruction that fosters student confidence, critical

6 thinking, and social and emotional development.

7 (3) Freedom Schools offer culturally relevant learning

8 opportunities with the academic and social supports that

9 Black children need by utilizing quality teaching,

10 challenging and engaging curricula, wrap-around supports,

11 a positive school climate, and strong ties to family and

12 community. Freedom Schools have a clear focus on results.

13 (4) Public schools serve a foundational role in the

14 education of over 2,000,000 students in this State.

15 (b) The State Board of Education shall establish a Freedom

16 School network to supplement the learning taking place in

17 public schools by creating a 6-week summer program with an

18 organization with a mission to improve the odds for children in

19 poverty that operates Freedom Schools in multiple states using

20 a research-based and multicultural curriculum for

21 disenfranchised communities most affected by the opportunity

22 gap and learning loss caused by the pandemic, and by expanding

23 the teaching of African American history, developing

24 leadership skills, and providing an understanding of the tenets

25 of the civil rights movement. The teachers in Freedom Schools

26 must be from the local community, with an emphasis on

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1 historically disadvantaged youth, including African American

2 students and other students of color, so that (i) these

3 individuals have access to summer jobs and teaching experiences

4 that serve as a long-term pipeline to educational careers and

5 the hiring of minority educators in public schools, (ii) these

6 individuals are elevated as content experts and community

7 leaders, and (iii) Freedom School students have access to both

8 mentorship and equitable educational resources.

9 (c) A Freedom School shall intentionally and imaginatively

10 implement strategies that focus on all of the following:

11 (1) Racial justice and equity.

12 (2) Transparency and building trusting relationships.

13 (3) Self-determination and governance.

14 (4) Building on community strengths and community

15 wisdom.

16 (5) Utilizing current data, best practices, and

17 evidence.

18 (6) Shared leadership and collaboration.

19 (7) A reflective learning culture.

20 (8) A whole-child approach to education.

21 (9) Literacy.

22 (d) The State Board of Education, in the establishment of

23 Freedom Schools, shall strive for authentic parent and

24 community engagement during the development of Freedom Schools

25 and their curriculum. Authentic parent and community

26 engagement includes all of the following:

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1 (1) A shared responsibility that values equal

2 partnerships between families and professionals.

3 (2) Ensuring that students and families who are

4 directly impacted by Freedom School policies and practices

5 are the decision-makers in the creation, design,

6 implementation, and assessment of those policies and

7 practices.

8 (3) Genuine respect for the culture and diversity of

9 families.

10 (4) Relationships that center around the goal of

11 supporting family well-being and children's development

12 and learning.

13 (e) Subject to appropriation, the State Board of Education

14 shall establish and implement a grant program to provide grants

15 to public schools, public community colleges, and

16 not-for-profit, community-based organizations to facilitate

17 improved educational outcomes for Black students in grades

18 pre-kindergarten through 12 in alignment with the integrity and

19 practices of the Freedom School model established during the

20 civil rights movement. Grant recipients under the program may

21 include, but are not limited to, entities that work with the

22 Children's Defense Fund or offer established programs with

23 proven results and outcomes. The State Board of Education shall

24 award grants to eligible entities that demonstrate a likelihood

25 of reasonable success in achieving the goals identified in the

26 grant application, including, but not limited to, all of the

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1 following:

2 (1) Engaging, culturally relevant, and challenging

3 curricula.

4 (2) High-quality teaching.

5 (3) Wrap-around supports and opportunities.

6 (4) Positive discipline practices, such as restorative

7 justice.

8 (5) Inclusive leadership.

9 (f) The Freedom Schools Fund is created as a special fund

10 in the State treasury. the Fund shall consist of appropriations

11 from the General Revenue Fund, grant funds from the federal

12 government, and donations from educational and private

13 foundations. All money in the Fund shall be used, subject to

14 appropriation, by the State Board of Education for the purposes

15 of this Section and to support related activities.

16 (g) The State Board of Education may adopt any rules

17 necessary to implement this Section.

18 Article 85.

19 Section 85-5. The School Code is amended by changing

20 Section 18-8.15 as follows:

21 (105 ILCS 5/18-8.15)

22 Sec. 18-8.15. Evidence-Based Funding for student success

23 for the 2017-2018 and subsequent school years.

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1 (a) General provisions.

2 (1) The purpose of this Section is to ensure that, by

3 June 30, 2027 and beyond, this State has a kindergarten

4 through grade 12 public education system with the capacity

5 to ensure the educational development of all persons to the

6 limits of their capacities in accordance with Section 1 of

7 Article X of the Constitution of the State of Illinois. To

8 accomplish that objective, this Section creates a method of

9 funding public education that is evidence-based; is

10 sufficient to ensure every student receives a meaningful

11 opportunity to learn irrespective of race, ethnicity,

12 sexual orientation, gender, or community-income level; and

13 is sustainable and predictable. When fully funded under

14 this Section, every school shall have the resources, based

15 on what the evidence indicates is needed, to:

16 (A) provide all students with a high quality

17 education that offers the academic, enrichment, social

18 and emotional support, technical, and career-focused

19 programs that will allow them to become competitive

20 workers, responsible parents, productive citizens of

21 this State, and active members of our national

22 democracy;

23 (B) ensure all students receive the education they

24 need to graduate from high school with the skills

25 required to pursue post-secondary education and

26 training for a rewarding career;

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1 (C) reduce, with a goal of eliminating, the

2 achievement gap between at-risk and non-at-risk

3 students by raising the performance of at-risk

4 students and not by reducing standards; and

5 (D) ensure this State satisfies its obligation to

6 assume the primary responsibility to fund public

7 education and simultaneously relieve the

8 disproportionate burden placed on local property taxes

9 to fund schools.

10 (2) The Evidence-Based Funding formula under this

11 Section shall be applied to all Organizational Units in

12 this State. The Evidence-Based Funding formula outlined in

13 this Act is based on the formula outlined in Senate Bill 1

14 of the 100th General Assembly, as passed by both

15 legislative chambers. As further defined and described in

16 this Section, there are 4 major components of the

17 Evidence-Based Funding model:

18 (A) First, the model calculates a unique Adequacy

19 Target for each Organizational Unit in this State that

20 considers the costs to implement research-based

21 activities, the unit's student demographics, and

22 regional wage differences.

23 (B) Second, the model calculates each

24 Organizational Unit's Local Capacity, or the amount

25 each Organizational Unit is assumed to contribute

26 toward its Adequacy Target from local resources.

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1 (C) Third, the model calculates how much funding

2 the State currently contributes to the Organizational

3 Unit and adds that to the unit's Local Capacity to

4 determine the unit's overall current adequacy of

5 funding.

6 (D) Finally, the model's distribution method

7 allocates new State funding to those Organizational

8 Units that are least well-funded, considering both

9 Local Capacity and State funding, in relation to their

10 Adequacy Target.

11 (3) An Organizational Unit receiving any funding under

12 this Section may apply those funds to any fund so received

13 for which that Organizational Unit is authorized to make

14 expenditures by law.

15 (4) As used in this Section, the following terms shall

16 have the meanings ascribed in this paragraph (4):

17 "Adequacy Target" is defined in paragraph (1) of

18 subsection (b) of this Section.

19 "Adjusted EAV" is defined in paragraph (4) of

20 subsection (d) of this Section.

21 "Adjusted Local Capacity Target" is defined in

22 paragraph (3) of subsection (c) of this Section.

23 "Adjusted Operating Tax Rate" means a tax rate for all

24 Organizational Units, for which the State Superintendent

25 shall calculate and subtract for the Operating Tax Rate a

26 transportation rate based on total expenses for

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1 transportation services under this Code, as reported on the

2 most recent Annual Financial Report in Pupil

3 Transportation Services, function 2550 in both the

4 Education and Transportation funds and functions 4110 and

5 4120 in the Transportation fund, less any corresponding

6 fiscal year State of Illinois scheduled payments excluding

7 net adjustments for prior years for regular, vocational, or

8 special education transportation reimbursement pursuant to

9 Section 29-5 or subsection (b) of Section 14-13.01 of this

10 Code divided by the Adjusted EAV. If an Organizational

11 Unit's corresponding fiscal year State of Illinois

12 scheduled payments excluding net adjustments for prior

13 years for regular, vocational, or special education

14 transportation reimbursement pursuant to Section 29-5 or

15 subsection (b) of Section 14-13.01 of this Code exceed the

16 total transportation expenses, as defined in this

17 paragraph, no transportation rate shall be subtracted from

18 the Operating Tax Rate.

19 "Allocation Rate" is defined in paragraph (3) of

20 subsection (g) of this Section.

21 "Alternative School" means a public school that is

22 created and operated by a regional superintendent of

23 schools and approved by the State Board.

24 "Applicable Tax Rate" is defined in paragraph (1) of

25 subsection (d) of this Section.

26 "Assessment" means any of those benchmark, progress

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1 monitoring, formative, diagnostic, and other assessments,

2 in addition to the State accountability assessment, that

3 assist teachers' needs in understanding the skills and

4 meeting the needs of the students they serve.

5 "Assistant principal" means a school administrator

6 duly endorsed to be employed as an assistant principal in

7 this State.

8 "At-risk student" means a student who is at risk of not

9 meeting the Illinois Learning Standards or not graduating

10 from elementary or high school and who demonstrates a need

11 for vocational support or social services beyond that

12 provided by the regular school program. All students

13 included in an Organizational Unit's Low-Income Count, as

14 well as all English learner and disabled students attending

15 the Organizational Unit, shall be considered at-risk

16 students under this Section.

17 "Average Student Enrollment" or "ASE" for fiscal year

18 2018 means, for an Organizational Unit, the greater of the

19 average number of students (grades K through 12) reported

20 to the State Board as enrolled in the Organizational Unit

21 on October 1 in the immediately preceding school year, plus

22 the pre-kindergarten students who receive special

23 education services of 2 or more hours a day as reported to

24 the State Board on December 1 in the immediately preceding

25 school year, or the average number of students (grades K

26 through 12) reported to the State Board as enrolled in the

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1 Organizational Unit on October 1, plus the

2 pre-kindergarten students who receive special education

3 services of 2 or more hours a day as reported to the State

4 Board on December 1, for each of the immediately preceding

5 3 school years. For fiscal year 2019 and each subsequent

6 fiscal year, "Average Student Enrollment" or "ASE" means,

7 for an Organizational Unit, the greater of the average

8 number of students (grades K through 12) reported to the

9 State Board as enrolled in the Organizational Unit on

10 October 1 and March 1 in the immediately preceding school

11 year, plus the pre-kindergarten students who receive

12 special education services as reported to the State Board

13 on October 1 and March 1 in the immediately preceding

14 school year, or the average number of students (grades K

15 through 12) reported to the State Board as enrolled in the

16 Organizational Unit on October 1 and March 1, plus the

17 pre-kindergarten students who receive special education

18 services as reported to the State Board on October 1 and

19 March 1, for each of the immediately preceding 3 school

20 years. For the purposes of this definition, "enrolled in

21 the Organizational Unit" means the number of students

22 reported to the State Board who are enrolled in schools

23 within the Organizational Unit that the student attends or

24 would attend if not placed or transferred to another school

25 or program to receive needed services. For the purposes of

26 calculating "ASE", all students, grades K through 12,

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1 excluding those attending kindergarten for a half day and

2 students attending an alternative education program

3 operated by a regional office of education or intermediate

4 service center, shall be counted as 1.0. All students

5 attending kindergarten for a half day shall be counted as

6 0.5, unless in 2017 by June 15 or by March 1 in subsequent

7 years, the school district reports to the State Board of

8 Education the intent to implement full-day kindergarten

9 district-wide for all students, then all students

10 attending kindergarten shall be counted as 1.0. Special

11 education pre-kindergarten students shall be counted as

12 0.5 each. If the State Board does not collect or has not

13 collected both an October 1 and March 1 enrollment count by

14 grade or a December 1 collection of special education

15 pre-kindergarten students as of August 31, 2017 (the

16 effective date of Public Act 100-465), it shall establish

17 such collection for all future years. For any year in which

18 a count by grade level was collected only once, that count

19 shall be used as the single count available for computing a

20 3-year average ASE. Funding for programs operated by a

21 regional office of education or an intermediate service

22 center must be calculated using the Evidence-Based Funding

23 formula under this Section for the 2019-2020 school year

24 and each subsequent school year until separate adequacy

25 formulas are developed and adopted for each type of

26 program. ASE for a program operated by a regional office of

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1 education or an intermediate service center must be

2 determined by the March 1 enrollment for the program. For

3 the 2019-2020 school year, the ASE used in the calculation

4 must be the first-year ASE and, in that year only, the

5 assignment of students served by a regional office of

6 education or intermediate service center shall not result

7 in a reduction of the March enrollment for any school

8 district. For the 2020-2021 school year, the ASE must be

9 the greater of the current-year ASE or the 2-year average

10 ASE. Beginning with the 2021-2022 school year, the ASE must

11 be the greater of the current-year ASE or the 3-year

12 average ASE. School districts shall submit the data for the

13 ASE calculation to the State Board within 45 days of the

14 dates required in this Section for submission of enrollment

15 data in order for it to be included in the ASE calculation.

16 For fiscal year 2018 only, the ASE calculation shall

17 include only enrollment taken on October 1.

18 "Base Funding Guarantee" is defined in paragraph (10)

19 of subsection (g) of this Section.

20 "Base Funding Minimum" is defined in subsection (e) of

21 this Section.

22 "Base Tax Year" means the property tax levy year used

23 to calculate the Budget Year allocation of primary State

24 aid.

25 "Base Tax Year's Extension" means the product of the

26 equalized assessed valuation utilized by the county clerk

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1 in the Base Tax Year multiplied by the limiting rate as

2 calculated by the county clerk and defined in PTELL.

3 "Bilingual Education Allocation" means the amount of

4 an Organizational Unit's final Adequacy Target

5 attributable to bilingual education divided by the

6 Organizational Unit's final Adequacy Target, the product

7 of which shall be multiplied by the amount of new funding

8 received pursuant to this Section. An Organizational

9 Unit's final Adequacy Target attributable to bilingual

10 education shall include all additional investments in

11 English learner students' adequacy elements.

12 "Budget Year" means the school year for which primary

13 State aid is calculated and awarded under this Section.

14 "Central office" means individual administrators and

15 support service personnel charged with managing the

16 instructional programs, business and operations, and

17 security of the Organizational Unit.

18 "Comparable Wage Index" or "CWI" means a regional cost

19 differentiation metric that measures systemic, regional

20 variations in the salaries of college graduates who are not

21 educators. The CWI utilized for this Section shall, for the

22 first 3 years of Evidence-Based Funding implementation, be

23 the CWI initially developed by the National Center for

24 Education Statistics, as most recently updated by Texas A &

25 M University. In the fourth and subsequent years of

26 Evidence-Based Funding implementation, the State

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LRB101 07409 CMG 74786 a

1 Superintendent shall re-determine the CWI using a similar

2 methodology to that identified in the Texas A & M

3 University study, with adjustments made no less frequently

4 than once every 5 years.

5 "Computer technology and equipment" means computers

6 servers, notebooks, network equipment, copiers, printers,

7 instructional software, security software, curriculum

8 management courseware, and other similar materials and

9 equipment.

10 "Computer technology and equipment investment

11 allocation" means the final Adequacy Target amount of an

12 Organizational Unit assigned to Tier 1 or Tier 2 in the

13 prior school year attributable to the additional $285.50

14 per student computer technology and equipment investment

15 grant divided by the Organizational Unit's final Adequacy

16 Target, the result of which shall be multiplied by the

17 amount of new funding received pursuant to this Section. An

18 Organizational Unit assigned to a Tier 1 or Tier 2 final

19 Adequacy Target attributable to the received computer

20 technology and equipment investment grant shall include

21 all additional investments in computer technology and

22 equipment adequacy elements.

23 "Core subject" means mathematics; science; reading,

24 English, writing, and language arts; history and social

25 studies; world languages; and subjects taught as Advanced

26 Placement in high schools.

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LRB101 07409 CMG 74786 a

1 "Core teacher" means a regular classroom teacher in

2 elementary schools and teachers of a core subject in middle

3 and high schools.

4 "Core Intervention teacher (tutor)" means a licensed

5 teacher providing one-on-one or small group tutoring to

6 students struggling to meet proficiency in core subjects.

7 "CPPRT" means corporate personal property replacement

8 tax funds paid to an Organizational Unit during the

9 calendar year one year before the calendar year in which a

10 school year begins, pursuant to "An Act in relation to the

11 abolition of ad valorem personal property tax and the

12 replacement of revenues lost thereby, and amending and

13 repealing certain Acts and parts of Acts in connection

14 therewith", certified August 14, 1979, as amended (Public

15 Act 81-1st S.S.-1).

16 "EAV" means equalized assessed valuation as defined in

17 paragraph (2) of subsection (d) of this Section and

18 calculated in accordance with paragraph (3) of subsection

19 (d) of this Section.

20 "ECI" means the Bureau of Labor Statistics' national

21 employment cost index for civilian workers in educational

22 services in elementary and secondary schools on a

23 cumulative basis for the 12-month calendar year preceding

24 the fiscal year of the Evidence-Based Funding calculation.

25 "EIS Data" means the employment information system

26 data maintained by the State Board on educators within

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LRB101 07409 CMG 74786 a

1 Organizational Units.

2 "Employee benefits" means health, dental, and vision

3 insurance offered to employees of an Organizational Unit,

4 the costs associated with the statutorily required payment

5 of the normal cost of the Organizational Unit's teacher

6 pensions, Social Security employer contributions, and

7 Illinois Municipal Retirement Fund employer contributions.

8 "English learner" or "EL" means a child included in the

9 definition of "English learners" under Section 14C-2 of

10 this Code participating in a program of transitional

11 bilingual education or a transitional program of

12 instruction meeting the requirements and program

13 application procedures of Article 14C of this Code. For the

14 purposes of collecting the number of EL students enrolled,

15 the same collection and calculation methodology as defined

16 above for "ASE" shall apply to English learners, with the

17 exception that EL student enrollment shall include

18 students in grades pre-kindergarten through 12.

19 "Essential Elements" means those elements, resources,

20 and educational programs that have been identified through

21 academic research as necessary to improve student success,

22 improve academic performance, close achievement gaps, and

23 provide for other per student costs related to the delivery

24 and leadership of the Organizational Unit, as well as the

25 maintenance and operations of the unit, and which are

26 specified in paragraph (2) of subsection (b) of this

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LRB101 07409 CMG 74786 a

1 Section.

2 "Evidence-Based Funding" means State funding provided

3 to an Organizational Unit pursuant to this Section.

4 "Extended day" means academic and enrichment programs

5 provided to students outside the regular school day before

6 and after school or during non-instructional times during

7 the school day.

8 "Extension Limitation Ratio" means a numerical ratio

9 in which the numerator is the Base Tax Year's Extension and

10 the denominator is the Preceding Tax Year's Extension.

11 "Final Percent of Adequacy" is defined in paragraph (4)

12 of subsection (f) of this Section.

13 "Final Resources" is defined in paragraph (3) of

14 subsection (f) of this Section.

15 "Full-time equivalent" or "FTE" means the full-time

16 equivalency compensation for staffing the relevant

17 position at an Organizational Unit.

18 "Funding Gap" is defined in paragraph (1) of subsection

19 (g).

20 "Guidance counselor" means a licensed guidance

21 counselor who provides guidance and counseling support for

22 students within an Organizational Unit.

23 "Hybrid District" means a partial elementary unit

24 district created pursuant to Article 11E of this Code.

25 "Instructional assistant" means a core or special

26 education, non-licensed employee who assists a teacher in

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LRB101 07409 CMG 74786 a

1 the classroom and provides academic support to students.

2 "Instructional facilitator" means a qualified teacher

3 or licensed teacher leader who facilitates and coaches

4 continuous improvement in classroom instruction; provides

5 instructional support to teachers in the elements of

6 research-based instruction or demonstrates the alignment

7 of instruction with curriculum standards and assessment

8 tools; develops or coordinates instructional programs or

9 strategies; develops and implements training; chooses

10 standards-based instructional materials; provides teachers

11 with an understanding of current research; serves as a

12 mentor, site coach, curriculum specialist, or lead

13 teacher; or otherwise works with fellow teachers, in

14 collaboration, to use data to improve instructional

15 practice or develop model lessons.

16 "Instructional materials" means relevant instructional

17 materials for student instruction, including, but not

18 limited to, textbooks, consumable workbooks, laboratory

19 equipment, library books, and other similar materials.

20 "Laboratory School" means a public school that is

21 created and operated by a public university and approved by

22 the State Board.

23 "Librarian" means a teacher with an endorsement as a

24 library information specialist or another individual whose

25 primary responsibility is overseeing library resources

26 within an Organizational Unit.

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LRB101 07409 CMG 74786 a

1 "Limiting rate for Hybrid Districts" means the

2 combined elementary school and high school limiting rates.

3 "Local Capacity" is defined in paragraph (1) of

4 subsection (c) of this Section.

5 "Local Capacity Percentage" is defined in subparagraph

6 (A) of paragraph (2) of subsection (c) of this Section.

7 "Local Capacity Ratio" is defined in subparagraph (B)

8 of paragraph (2) of subsection (c) of this Section.

9 "Local Capacity Target" is defined in paragraph (2) of

10 subsection (c) of this Section.

11 "Low-Income Count" means, for an Organizational Unit

12 in a fiscal year, the higher of the average number of

13 students for the prior school year or the immediately

14 preceding 3 school years who, as of July 1 of the

15 immediately preceding fiscal year (as determined by the

16 Department of Human Services), are eligible for at least

17 one of the following low-income programs: Medicaid, the

18 Children's Health Insurance Program, Temporary Assistance

19 for Needy Families (TANF), or the Supplemental Nutrition

20 Assistance Program, excluding pupils who are eligible for

21 services provided by the Department of Children and Family

22 Services. Until such time that grade level low-income

23 populations become available, grade level low-income

24 populations shall be determined by applying the low-income

25 percentage to total student enrollments by grade level. The

26 low-income percentage is determined by dividing the

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LRB101 07409 CMG 74786 a

1 Low-Income Count by the Average Student Enrollment. The

2 low-income percentage for programs operated by a regional

3 office of education or an intermediate service center must

4 be set to the weighted average of the low-income

5 percentages of all of the school districts in the service

6 region. The weighted low-income percentage is the result of

7 multiplying the low-income percentage of each school

8 district served by the regional office of education or

9 intermediate service center by each school district's

10 Average Student Enrollment, summarizing those products and

11 dividing the total by the total Average Student Enrollment

12 for the service region.

13 "Maintenance and operations" means custodial services,

14 facility and ground maintenance, facility operations,

15 facility security, routine facility repairs, and other

16 similar services and functions.

17 "Minimum Funding Level" is defined in paragraph (9) of

18 subsection (g) of this Section.

19 "New Property Tax Relief Pool Funds" means, for any

20 given fiscal year, all State funds appropriated under

21 Section 2-3.170 of this ~~the School~~ Code.

22 "New State Funds" means, for a given school year, all

23 State funds appropriated for Evidence-Based Funding in

24 excess of the amount needed to fund the Base Funding

25 Minimum for all Organizational Units in that school year.

26 "Net State Contribution Target" means, for a given

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LRB101 07409 CMG 74786 a

1 school year, the amount of State funds that would be

2 necessary to fully meet the Adequacy Target of an

3 Operational Unit minus the Preliminary Resources available

4 to each unit.

5 "Nurse" means an individual licensed as a certified

6 school nurse, in accordance with the rules established for

7 nursing services by the State Board, who is an employee of

8 and is available to provide health care-related services

9 for students of an Organizational Unit.

10 "Operating Tax Rate" means the rate utilized in the

11 previous year to extend property taxes for all purposes,

12 except Bond and Interest, Summer School, Rent, Capital

13 Improvement, and Vocational Education Building purposes.

14 For Hybrid Districts, the Operating Tax Rate shall be the

15 combined elementary and high school rates utilized in the

16 previous year to extend property taxes for all purposes,

17 except Bond and Interest, Summer School, Rent, Capital

18 Improvement, and Vocational Education Building purposes.

19 "Organizational Unit" means a Laboratory School or any

20 public school district that is recognized as such by the

21 State Board and that contains elementary schools typically

22 serving kindergarten through 5th grades, middle schools

23 typically serving 6th through 8th grades, high schools

24 typically serving 9th through 12th grades, a program

25 established under Section 2-3.66 or 2-3.41, or a program

26 operated by a regional office of education or an

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LRB101 07409 CMG 74786 a

1 intermediate service center under Article 13A or 13B. The

2 General Assembly acknowledges that the actual grade levels

3 served by a particular Organizational Unit may vary

4 slightly from what is typical.

5 "Organizational Unit CWI" is determined by calculating

6 the CWI in the region and original county in which an

7 Organizational Unit's primary administrative office is

8 located as set forth in this paragraph, provided that if

9 the Organizational Unit CWI as calculated in accordance

10 with this paragraph is less than 0.9, the Organizational

11 Unit CWI shall be increased to 0.9. Each county's current

12 CWI value shall be adjusted based on the CWI value of that

13 county's neighboring Illinois counties, to create a

14 "weighted adjusted index value". This shall be calculated

15 by summing the CWI values of all of a county's adjacent

16 Illinois counties and dividing by the number of adjacent

17 Illinois counties, then taking the weighted value of the

18 original county's CWI value and the adjacent Illinois

19 county average. To calculate this weighted value, if the

20 number of adjacent Illinois counties is greater than 2, the

21 original county's CWI value will be weighted at 0.25 and

22 the adjacent Illinois county average will be weighted at

23 0.75. If the number of adjacent Illinois counties is 2, the

24 original county's CWI value will be weighted at 0.33 and

25 the adjacent Illinois county average will be weighted at

26 0.66. The greater of the county's current CWI value and its

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LRB101 07409 CMG 74786 a

1 weighted adjusted index value shall be used as the

2 Organizational Unit CWI.

3 "Preceding Tax Year" means the property tax levy year

4 immediately preceding the Base Tax Year.

5 "Preceding Tax Year's Extension" means the product of

6 the equalized assessed valuation utilized by the county

7 clerk in the Preceding Tax Year multiplied by the Operating

8 Tax Rate.

9 "Preliminary Percent of Adequacy" is defined in

10 paragraph (2) of subsection (f) of this Section.

11 "Preliminary Resources" is defined in paragraph (2) of

12 subsection (f) of this Section.

13 "Principal" means a school administrator duly endorsed

14 to be employed as a principal in this State.

15 "Professional development" means training programs for

16 licensed staff in schools, including, but not limited to,

17 programs that assist in implementing new curriculum

18 programs, provide data focused or academic assessment data

19 training to help staff identify a student's weaknesses and

20 strengths, target interventions, improve instruction,

21 encompass instructional strategies for English learner,

22 gifted, or at-risk students, address inclusivity, cultural

23 sensitivity, or implicit bias, or otherwise provide

24 professional support for licensed staff.

25 "Prototypical" means 450 special education

26 pre-kindergarten and kindergarten through grade 5 students

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LRB101 07409 CMG 74786 a

1 for an elementary school, 450 grade 6 through 8 students

2 for a middle school, and 600 grade 9 through 12 students

3 for a high school.

4 "PTELL" means the Property Tax Extension Limitation

5 Law.

6 "PTELL EAV" is defined in paragraph (4) of subsection

7 (d) of this Section.

8 "Pupil support staff" means a nurse, psychologist,

9 social worker, family liaison personnel, or other staff

10 member who provides support to at-risk or struggling

11 students.

12 "Real Receipts" is defined in paragraph (1) of

13 subsection (d) of this Section.

14 "Regionalization Factor" means, for a particular

15 Organizational Unit, the figure derived by dividing the

16 Organizational Unit CWI by the Statewide Weighted CWI.

17 "School site staff" means the primary school secretary

18 and any additional clerical personnel assigned to a school.

19 "Special education" means special educational

20 facilities and services, as defined in Section 14-1.08 of

21 this Code.

22 "Special Education Allocation" means the amount of an

23 Organizational Unit's final Adequacy Target attributable

24 to special education divided by the Organizational Unit's

25 final Adequacy Target, the product of which shall be

26 multiplied by the amount of new funding received pursuant

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LRB101 07409 CMG 74786 a

1 to this Section. An Organizational Unit's final Adequacy

2 Target attributable to special education shall include all

3 special education investment adequacy elements.

4 "Specialist teacher" means a teacher who provides

5 instruction in subject areas not included in core subjects,

6 including, but not limited to, art, music, physical

7 education, health, driver education, career-technical

8 education, and such other subject areas as may be mandated

9 by State law or provided by an Organizational Unit.

10 "Specially Funded Unit" means an Alternative School,

11 safe school, Department of Juvenile Justice school,

12 special education cooperative or entity recognized by the

13 State Board as a special education cooperative,

14 State-approved charter school, or alternative learning

15 opportunities program that received direct funding from

16 the State Board during the 2016-2017 school year through

17 any of the funding sources included within the calculation

18 of the Base Funding Minimum or Glenwood Academy.

19 "Supplemental Grant Funding" means supplemental

20 general State aid funding received by an Organizational

21 Unit during the 2016-2017 school year pursuant to

22 subsection (H) of Section 18-8.05 of this Code (now

23 repealed).

24 "State Adequacy Level" is the sum of the Adequacy

25 Targets of all Organizational Units.

26 "State Board" means the State Board of Education.

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LRB101 07409 CMG 74786 a

1 "State Superintendent" means the State Superintendent

2 of Education.

3 "Statewide Weighted CWI" means a figure determined by

4 multiplying each Organizational Unit CWI times the ASE for

5 that Organizational Unit creating a weighted value,

6 summing all Organizational Units' weighted values, and

7 dividing by the total ASE of all Organizational Units,

8 thereby creating an average weighted index.

9 "Student activities" means non-credit producing

10 after-school programs, including, but not limited to,

11 clubs, bands, sports, and other activities authorized by

12 the school board of the Organizational Unit.

13 "Substitute teacher" means an individual teacher or

14 teaching assistant who is employed by an Organizational

15 Unit and is temporarily serving the Organizational Unit on

16 a per diem or per period-assignment basis to replace

17 another staff member.

18 "Summer school" means academic and enrichment programs

19 provided to students during the summer months outside of

20 the regular school year.

21 "Supervisory aide" means a non-licensed staff member

22 who helps in supervising students of an Organizational

23 Unit, but does so outside of the classroom, in situations

24 such as, but not limited to, monitoring hallways and

25 playgrounds, supervising lunchrooms, or supervising

26 students when being transported in buses serving the

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LRB101 07409 CMG 74786 a

1 Organizational Unit.

2 "Target Ratio" is defined in paragraph (4) of

3 subsection (g).

4 "Tier 1", "Tier 2", "Tier 3", and "Tier 4" are defined

5 in paragraph (3) of subsection (g).

6 "Tier 1 Aggregate Funding", "Tier 2 Aggregate

7 Funding", "Tier 3 Aggregate Funding", and "Tier 4 Aggregate

8 Funding" are defined in paragraph (1) of subsection (g).

9 (b) Adequacy Target calculation.

10 (1) Each Organizational Unit's Adequacy Target is the

11 sum of the Organizational Unit's cost of providing

12 Essential Elements, as calculated in accordance with this

13 subsection (b), with the salary amounts in the Essential

14 Elements multiplied by a Regionalization Factor calculated

15 pursuant to paragraph (3) of this subsection (b).

16 (2) The Essential Elements are attributable on a pro

17 rata basis related to defined subgroups of the ASE of each

18 Organizational Unit as specified in this paragraph (2),

19 with investments and FTE positions pro rata funded based on

20 ASE counts in excess of or less than the thresholds set

21 forth in this paragraph (2). The method for calculating

22 attributable pro rata costs and the defined subgroups

23 thereto are as follows:

24 (A) Core class size investments. Each

25 Organizational Unit shall receive the funding required

26 to support that number of FTE core teacher positions as

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LRB101 07409 CMG 74786 a

1 is needed to keep the respective class sizes of the

2 Organizational Unit to the following maximum numbers:

3 (i) For grades kindergarten through 3, the

4 Organizational Unit shall receive funding required

5 to support one FTE core teacher position for every

6 15 Low-Income Count students in those grades and

7 one FTE core teacher position for every 20

8 non-Low-Income Count students in those grades.

9 (ii) For grades 4 through 12, the

10 Organizational Unit shall receive funding required

11 to support one FTE core teacher position for every

12 20 Low-Income Count students in those grades and

13 one FTE core teacher position for every 25

14 non-Low-Income Count students in those grades.

15 The number of non-Low-Income Count students in a

16 grade shall be determined by subtracting the

17 Low-Income students in that grade from the ASE of the

18 Organizational Unit for that grade.

19 (B) Specialist teacher investments. Each

20 Organizational Unit shall receive the funding needed

21 to cover that number of FTE specialist teacher

22 positions that correspond to the following

23 percentages:

24 (i) if the Organizational Unit operates an

25 elementary or middle school, then 20.00% of the

26 number of the Organizational Unit's core teachers,

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LRB101 07409 CMG 74786 a

1 as determined under subparagraph (A) of this

2 paragraph (2); and

3 (ii) if such Organizational Unit operates a

4 high school, then 33.33% of the number of the

5 Organizational Unit's core teachers.

6 (C) Instructional facilitator investments. Each

7 Organizational Unit shall receive the funding needed

8 to cover one FTE instructional facilitator position

9 for every 200 combined ASE of pre-kindergarten

10 children with disabilities and all kindergarten

11 through grade 12 students of the Organizational Unit.

12 (D) Core intervention teacher (tutor) investments.

13 Each Organizational Unit shall receive the funding

14 needed to cover one FTE teacher position for each

15 prototypical elementary, middle, and high school.

16 (E) Substitute teacher investments. Each

17 Organizational Unit shall receive the funding needed

18 to cover substitute teacher costs that is equal to

19 5.70% of the minimum pupil attendance days required

20 under Section 10-19 of this Code for all full-time

21 equivalent core, specialist, and intervention

22 teachers, school nurses, special education teachers

23 and instructional assistants, instructional

24 facilitators, and summer school and extended day

25 teacher positions, as determined under this paragraph

26 (2), at a salary rate of 33.33% of the average salary

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LRB101 07409 CMG 74786 a

1 for grade K through 12 teachers and 33.33% of the

2 average salary of each instructional assistant

3 position.

4 (F) Core guidance counselor investments. Each

5 Organizational Unit shall receive the funding needed

6 to cover one FTE guidance counselor for each 450

7 combined ASE of pre-kindergarten children with

8 disabilities and all kindergarten through grade 5

9 students, plus one FTE guidance counselor for each 250

10 grades 6 through 8 ASE middle school students, plus one

11 FTE guidance counselor for each 250 grades 9 through 12

12 ASE high school students.

13 (G) Nurse investments. Each Organizational Unit

14 shall receive the funding needed to cover one FTE nurse

15 for each 750 combined ASE of pre-kindergarten children

16 with disabilities and all kindergarten through grade

17 12 students across all grade levels it serves.

18 (H) Supervisory aide investments. Each

19 Organizational Unit shall receive the funding needed

20 to cover one FTE for each 225 combined ASE of

21 pre-kindergarten children with disabilities and all

22 kindergarten through grade 5 students, plus one FTE for

23 each 225 ASE middle school students, plus one FTE for

24 each 200 ASE high school students.

25 (I) Librarian investments. Each Organizational

26 Unit shall receive the funding needed to cover one FTE

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LRB101 07409 CMG 74786 a

1 librarian for each prototypical elementary school,

2 middle school, and high school and one FTE aide or

3 media technician for every 300 combined ASE of

4 pre-kindergarten children with disabilities and all

5 kindergarten through grade 12 students.

6 (J) Principal investments. Each Organizational

7 Unit shall receive the funding needed to cover one FTE

8 principal position for each prototypical elementary

9 school, plus one FTE principal position for each

10 prototypical middle school, plus one FTE principal

11 position for each prototypical high school.

12 (K) Assistant principal investments. Each

13 Organizational Unit shall receive the funding needed

14 to cover one FTE assistant principal position for each

15 prototypical elementary school, plus one FTE assistant

16 principal position for each prototypical middle

17 school, plus one FTE assistant principal position for

18 each prototypical high school.

19 (L) School site staff investments. Each

20 Organizational Unit shall receive the funding needed

21 for one FTE position for each 225 ASE of

22 pre-kindergarten children with disabilities and all

23 kindergarten through grade 5 students, plus one FTE

24 position for each 225 ASE middle school students, plus

25 one FTE position for each 200 ASE high school students.

26 (M) Gifted investments. Each Organizational Unit

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LRB101 07409 CMG 74786 a

1 shall receive $40 per kindergarten through grade 12

2 ASE.

3 (N) Professional development investments. Each

4 Organizational Unit shall receive $125 per student of

5 the combined ASE of pre-kindergarten children with

6 disabilities and all kindergarten through grade 12

7 students for trainers and other professional

8 development-related expenses for supplies and

9 materials.

10 (O) Instructional material investments. Each

11 Organizational Unit shall receive $190 per student of

12 the combined ASE of pre-kindergarten children with

13 disabilities and all kindergarten through grade 12

14 students to cover instructional material costs.

15 (P) Assessment investments. Each Organizational

16 Unit shall receive $25 per student of the combined ASE

17 of pre-kindergarten children with disabilities and all

18 kindergarten through grade 12 students to cover

19 assessment costs.

20 (Q) Computer technology and equipment investments.

21 Each Organizational Unit shall receive $285.50 per

22 student of the combined ASE of pre-kindergarten

23 children with disabilities and all kindergarten

24 through grade 12 students to cover computer technology

25 and equipment costs. For the 2018-2019 school year and

26 subsequent school years, Organizational Units assigned

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LRB101 07409 CMG 74786 a

1 to Tier 1 and Tier 2 in the prior school year shall

2 receive an additional $285.50 per student of the

3 combined ASE of pre-kindergarten children with

4 disabilities and all kindergarten through grade 12

5 students to cover computer technology and equipment

6 costs in the Organizational Unit's Adequacy Target.

7 The State Board may establish additional requirements

8 for Organizational Unit expenditures of funds received

9 pursuant to this subparagraph (Q), including a

10 requirement that funds received pursuant to this

11 subparagraph (Q) may be used only for serving the

12 technology needs of the district. It is the intent of

13 Public Act 100-465 that all Tier 1 and Tier 2 districts

14 receive the addition to their Adequacy Target in the

15 following year, subject to compliance with the

16 requirements of the State Board.

17 (R) Student activities investments. Each

18 Organizational Unit shall receive the following

19 funding amounts to cover student activities: $100 per

20 kindergarten through grade 5 ASE student in elementary

21 school, plus $200 per ASE student in middle school,

22 plus $675 per ASE student in high school.

23 (S) Maintenance and operations investments. Each

24 Organizational Unit shall receive $1,038 per student

25 of the combined ASE of pre-kindergarten children with

26 disabilities and all kindergarten through grade 12

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LRB101 07409 CMG 74786 a

1 students for day-to-day maintenance and operations

2 expenditures, including salary, supplies, and

3 materials, as well as purchased services, but

4 excluding employee benefits. The proportion of salary

5 for the application of a Regionalization Factor and the

6 calculation of benefits is equal to $352.92.

7 (T) Central office investments. Each

8 Organizational Unit shall receive $742 per student of

9 the combined ASE of pre-kindergarten children with

10 disabilities and all kindergarten through grade 12

11 students to cover central office operations, including

12 administrators and classified personnel charged with

13 managing the instructional programs, business and

14 operations of the school district, and security

15 personnel. The proportion of salary for the

16 application of a Regionalization Factor and the

17 calculation of benefits is equal to $368.48.

18 (U) Employee benefit investments. Each

19 Organizational Unit shall receive 30% of the total of

20 all salary-calculated elements of the Adequacy Target,

21 excluding substitute teachers and student activities

22 investments, to cover benefit costs. For central

23 office and maintenance and operations investments, the

24 benefit calculation shall be based upon the salary

25 proportion of each investment. If at any time the

26 responsibility for funding the employer normal cost of

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LRB101 07409 CMG 74786 a

1 teacher pensions is assigned to school districts, then

2 that amount certified by the Teachers' Retirement

3 System of the State of Illinois to be paid by the

4 Organizational Unit for the preceding school year

5 shall be added to the benefit investment. For any

6 fiscal year in which a school district organized under

7 Article 34 of this Code is responsible for paying the

8 employer normal cost of teacher pensions, then that

9 amount of its employer normal cost plus the amount for

10 retiree health insurance as certified by the Public

11 School Teachers' Pension and Retirement Fund of

12 Chicago to be paid by the school district for the

13 preceding school year that is statutorily required to

14 cover employer normal costs and the amount for retiree

15 health insurance shall be added to the 30% specified in

16 this subparagraph (U). The Teachers' Retirement System

17 of the State of Illinois and the Public School

18 Teachers' Pension and Retirement Fund of Chicago shall

19 submit such information as the State Superintendent

20 may require for the calculations set forth in this

21 subparagraph (U).

22 (V) Additional investments in low-income students.

23 In addition to and not in lieu of all other funding

24 under this paragraph (2), each Organizational Unit

25 shall receive funding based on the average teacher

26 salary for grades K through 12 to cover the costs of:

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LRB101 07409 CMG 74786 a

1 (i) one FTE intervention teacher (tutor)

2 position for every 125 Low-Income Count students;

3 (ii) one FTE pupil support staff position for

4 every 125 Low-Income Count students;

5 (iii) one FTE extended day teacher position

6 for every 120 Low-Income Count students; and

7 (iv) one FTE summer school teacher position

8 for every 120 Low-Income Count students.

9 (W) Additional investments in English learner

10 students. In addition to and not in lieu of all other

11 funding under this paragraph (2), each Organizational

12 Unit shall receive funding based on the average teacher

13 salary for grades K through 12 to cover the costs of:

14 (i) one FTE intervention teacher (tutor)

15 position for every 125 English learner students;

16 (ii) one FTE pupil support staff position for

17 every 125 English learner students;

18 (iii) one FTE extended day teacher position

19 for every 120 English learner students;

20 (iv) one FTE summer school teacher position

21 for every 120 English learner students; and

22 (v) one FTE core teacher position for every 100

23 English learner students.

24 (X) Special education investments. Each

25 Organizational Unit shall receive funding based on the

26 average teacher salary for grades K through 12 to cover

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1 special education as follows:

2 (i) one FTE teacher position for every 141

3 combined ASE of pre-kindergarten children with

4 disabilities and all kindergarten through grade 12

5 students;

6 (ii) one FTE instructional assistant for every

7 141 combined ASE of pre-kindergarten children with

8 disabilities and all kindergarten through grade 12

9 students; and

10 (iii) one FTE psychologist position for every

11 1,000 combined ASE of pre-kindergarten children

12 with disabilities and all kindergarten through

13 grade 12 students.

14 (3) For calculating the salaries included within the

15 Essential Elements, the State Superintendent shall

16 annually calculate average salaries to the nearest dollar

17 using the employment information system data maintained by

18 the State Board, limited to public schools only and

19 excluding special education and vocational cooperatives,

20 schools operated by the Department of Juvenile Justice, and

21 charter schools, for the following positions:

22 (A) Teacher for grades K through 8.

23 (B) Teacher for grades 9 through 12.

24 (C) Teacher for grades K through 12.

25 (D) Guidance counselor for grades K through 8.

26 (E) Guidance counselor for grades 9 through 12.

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1 (F) Guidance counselor for grades K through 12.

2 (G) Social worker.

3 (H) Psychologist.

4 (I) Librarian.

5 (J) Nurse.

6 (K) Principal.

7 (L) Assistant principal.

8 For the purposes of this paragraph (3), "teacher"

9 includes core teachers, specialist and elective teachers,

10 instructional facilitators, tutors, special education

11 teachers, pupil support staff teachers, English learner

12 teachers, extended day teachers, and summer school

13 teachers. Where specific grade data is not required for the

14 Essential Elements, the average salary for corresponding

15 positions shall apply. For substitute teachers, the

16 average teacher salary for grades K through 12 shall apply.

17 For calculating the salaries included within the

18 Essential Elements for positions not included within EIS

19 Data, the following salaries shall be used in the first

20 year of implementation of Evidence-Based Funding:

21 (i) school site staff, $30,000; and

22 (ii) non-instructional assistant, instructional

23 assistant, library aide, library media tech, or

24 supervisory aide: $25,000.

25 In the second and subsequent years of implementation of

26 Evidence-Based Funding, the amounts in items (i) and (ii)

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1 of this paragraph (3) shall annually increase by the ECI.

2 The salary amounts for the Essential Elements

3 determined pursuant to subparagraphs (A) through (L), (S)

4 and (T), and (V) through (X) of paragraph (2) of subsection

5 (b) of this Section shall be multiplied by a

6 Regionalization Factor.

7 (c) Local Capacity calculation.

8 (1) Each Organizational Unit's Local Capacity

9 represents an amount of funding it is assumed to contribute

10 toward its Adequacy Target for purposes of the

11 Evidence-Based Funding formula calculation. "Local

12 Capacity" means either (i) the Organizational Unit's Local

13 Capacity Target as calculated in accordance with paragraph

14 (2) of this subsection (c) if its Real Receipts are equal

15 to or less than its Local Capacity Target or (ii) the

16 Organizational Unit's Adjusted Local Capacity, as

17 calculated in accordance with paragraph (3) of this

18 subsection (c) if Real Receipts are more than its Local

19 Capacity Target.

20 (2) "Local Capacity Target" means, for an

21 Organizational Unit, that dollar amount that is obtained by

22 multiplying its Adequacy Target by its Local Capacity

23 Ratio.

24 (A) An Organizational Unit's Local Capacity

25 Percentage is the conversion of the Organizational

26 Unit's Local Capacity Ratio, as such ratio is

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1 determined in accordance with subparagraph (B) of this

2 paragraph (2), into a cumulative distribution

3 resulting in a percentile ranking to determine each

4 Organizational Unit's relative position to all other

5 Organizational Units in this State. The calculation of

6 Local Capacity Percentage is described in subparagraph

7 (C) of this paragraph (2).

8 (B) An Organizational Unit's Local Capacity Ratio

9 in a given year is the percentage obtained by dividing

10 its Adjusted EAV or PTELL EAV, whichever is less, by

11 its Adequacy Target, with the resulting ratio further

12 adjusted as follows:

13 (i) for Organizational Units serving grades

14 kindergarten through 12 and Hybrid Districts, no

15 further adjustments shall be made;

16 (ii) for Organizational Units serving grades

17 kindergarten through 8, the ratio shall be

18 multiplied by 9/13;

19 (iii) for Organizational Units serving grades

20 9 through 12, the Local Capacity Ratio shall be

21 multiplied by 4/13; and

22 (iv) for an Organizational Unit with a

23 different grade configuration than those specified

24 in items (i) through (iii) of this subparagraph

25 (B), the State Superintendent shall determine a

26 comparable adjustment based on the grades served.

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1 (C) The Local Capacity Percentage is equal to the

2 percentile ranking of the district. Local Capacity

3 Percentage converts each Organizational Unit's Local

4 Capacity Ratio to a cumulative distribution resulting

5 in a percentile ranking to determine each

6 Organizational Unit's relative position to all other

7 Organizational Units in this State. The Local Capacity

8 Percentage cumulative distribution resulting in a

9 percentile ranking for each Organizational Unit shall

10 be calculated using the standard normal distribution

11 of the score in relation to the weighted mean and

12 weighted standard deviation and Local Capacity Ratios

13 of all Organizational Units. If the value assigned to

14 any Organizational Unit is in excess of 90%, the value

15 shall be adjusted to 90%. For Laboratory Schools, the

16 Local Capacity Percentage shall be set at 10% in

17 recognition of the absence of EAV and resources from

18 the public university that are allocated to the

19 Laboratory School. For programs operated by a regional

20 office of education or an intermediate service center,

21 the Local Capacity Percentage must be set at 10% in

22 recognition of the absence of EAV and resources from

23 school districts that are allocated to the regional

24 office of education or intermediate service center.

25 The weighted mean for the Local Capacity Percentage

26 shall be determined by multiplying each Organizational

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1 Unit's Local Capacity Ratio times the ASE for the unit

2 creating a weighted value, summing the weighted values

3 of all Organizational Units, and dividing by the total

4 ASE of all Organizational Units. The weighted standard

5 deviation shall be determined by taking the square root

6 of the weighted variance of all Organizational Units'

7 Local Capacity Ratio, where the variance is calculated

8 by squaring the difference between each unit's Local

9 Capacity Ratio and the weighted mean, then multiplying

10 the variance for each unit times the ASE for the unit

11 to create a weighted variance for each unit, then

12 summing all units' weighted variance and dividing by

13 the total ASE of all units.

14 (D) For any Organizational Unit, the

15 Organizational Unit's Adjusted Local Capacity Target

16 shall be reduced by either (i) the school board's

17 remaining contribution pursuant to paragraph (ii) of

18 subsection (b-4) of Section 16-158 of the Illinois

19 Pension Code in a given year or (ii) the board of

20 education's remaining contribution pursuant to

21 paragraph (iv) of subsection (b) of Section 17-129 of

22 the Illinois Pension Code absent the employer normal

23 cost portion of the required contribution and amount

24 allowed pursuant to subdivision (3) of Section

25 17-142.1 of the Illinois Pension Code in a given year.

26 In the preceding sentence, item (i) shall be certified

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1 to the State Board of Education by the Teachers'

2 Retirement System of the State of Illinois and item

3 (ii) shall be certified to the State Board of Education

4 by the Public School Teachers' Pension and Retirement

5 Fund of the City of Chicago.

6 (3) If an Organizational Unit's Real Receipts are more

7 than its Local Capacity Target, then its Local Capacity

8 shall equal an Adjusted Local Capacity Target as calculated

9 in accordance with this paragraph (3). The Adjusted Local

10 Capacity Target is calculated as the sum of the

11 Organizational Unit's Local Capacity Target and its Real

12 Receipts Adjustment. The Real Receipts Adjustment equals

13 the Organizational Unit's Real Receipts less its Local

14 Capacity Target, with the resulting figure multiplied by

15 the Local Capacity Percentage.

16 As used in this paragraph (3), "Real Percent of

17 Adequacy" means the sum of an Organizational Unit's Real

18 Receipts, CPPRT, and Base Funding Minimum, with the

19 resulting figure divided by the Organizational Unit's

20 Adequacy Target.

21 (d) Calculation of Real Receipts, EAV, and Adjusted EAV for

22 purposes of the Local Capacity calculation.

23 (1) An Organizational Unit's Real Receipts are the

24 product of its Applicable Tax Rate and its Adjusted EAV. An

25 Organizational Unit's Applicable Tax Rate is its Adjusted

26 Operating Tax Rate for property within the Organizational

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1 Unit.

2 (2) The State Superintendent shall calculate the

3 equalized assessed valuation, or EAV, of all taxable

4 property of each Organizational Unit as of September 30 of

5 the previous year in accordance with paragraph (3) of this

6 subsection (d). The State Superintendent shall then

7 determine the Adjusted EAV of each Organizational Unit in

8 accordance with paragraph (4) of this subsection (d), which

9 Adjusted EAV figure shall be used for the purposes of

10 calculating Local Capacity.

11 (3) To calculate Real Receipts and EAV, the Department

12 of Revenue shall supply to the State Superintendent the

13 value as equalized or assessed by the Department of Revenue

14 of all taxable property of every Organizational Unit,

15 together with (i) the applicable tax rate used in extending

16 taxes for the funds of the Organizational Unit as of

17 September 30 of the previous year and (ii) the limiting

18 rate for all Organizational Units subject to property tax

19 extension limitations as imposed under PTELL.

20 (A) The Department of Revenue shall add to the

21 equalized assessed value of all taxable property of

22 each Organizational Unit situated entirely or

23 partially within a county that is or was subject to the

24 provisions of Section 15-176 or 15-177 of the Property

25 Tax Code (i) an amount equal to the total amount by

26 which the homestead exemption allowed under Section

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1 15-176 or 15-177 of the Property Tax Code for real

2 property situated in that Organizational Unit exceeds

3 the total amount that would have been allowed in that

4 Organizational Unit if the maximum reduction under

5 Section 15-176 was (I) $4,500 in Cook County or $3,500

6 in all other counties in tax year 2003 or (II) $5,000

7 in all counties in tax year 2004 and thereafter and

8 (ii) an amount equal to the aggregate amount for the

9 taxable year of all additional exemptions under

10 Section 15-175 of the Property Tax Code for owners with

11 a household income of $30,000 or less. The county clerk

12 of any county that is or was subject to the provisions

13 of Section 15-176 or 15-177 of the Property Tax Code

14 shall annually calculate and certify to the Department

15 of Revenue for each Organizational Unit all homestead

16 exemption amounts under Section 15-176 or 15-177 of the

17 Property Tax Code and all amounts of additional

18 exemptions under Section 15-175 of the Property Tax

19 Code for owners with a household income of $30,000 or

20 less. It is the intent of this subparagraph (A) that if

21 the general homestead exemption for a parcel of

22 property is determined under Section 15-176 or 15-177

23 of the Property Tax Code rather than Section 15-175,

24 then the calculation of EAV shall not be affected by

25 the difference, if any, between the amount of the

26 general homestead exemption allowed for that parcel of

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1 property under Section 15-176 or 15-177 of the Property

2 Tax Code and the amount that would have been allowed

3 had the general homestead exemption for that parcel of

4 property been determined under Section 15-175 of the

5 Property Tax Code. It is further the intent of this

6 subparagraph (A) that if additional exemptions are

7 allowed under Section 15-175 of the Property Tax Code

8 for owners with a household income of less than

9 $30,000, then the calculation of EAV shall not be

10 affected by the difference, if any, because of those

11 additional exemptions.

12 (B) With respect to any part of an Organizational

13 Unit within a redevelopment project area in respect to

14 which a municipality has adopted tax increment

15 allocation financing pursuant to the Tax Increment

16 Allocation Redevelopment Act, Division 74.4 of Article

17 11 of the Illinois Municipal Code, or the Industrial

18 Jobs Recovery Law, Division 74.6 of Article 11 of the

19 Illinois Municipal Code, no part of the current EAV of

20 real property located in any such project area that is

21 attributable to an increase above the total initial EAV

22 of such property shall be used as part of the EAV of

23 the Organizational Unit, until such time as all

24 redevelopment project costs have been paid, as

25 provided in Section 11-74.4-8 of the Tax Increment

26 Allocation Redevelopment Act or in Section 11-74.6-35

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1 of the Industrial Jobs Recovery Law. For the purpose of

2 the EAV of the Organizational Unit, the total initial

3 EAV or the current EAV, whichever is lower, shall be

4 used until such time as all redevelopment project costs

5 have been paid.

6 (B-5) The real property equalized assessed

7 valuation for a school district shall be adjusted by

8 subtracting from the real property value, as equalized

9 or assessed by the Department of Revenue, for the

10 district an amount computed by dividing the amount of

11 any abatement of taxes under Section 18-170 of the

12 Property Tax Code by 3.00% for a district maintaining

13 grades kindergarten through 12, by 2.30% for a district

14 maintaining grades kindergarten through 8, or by 1.05%

15 for a district maintaining grades 9 through 12 and

16 adjusted by an amount computed by dividing the amount

17 of any abatement of taxes under subsection (a) of

18 Section 18-165 of the Property Tax Code by the same

19 percentage rates for district type as specified in this

20 subparagraph (B-5).

21 (C) For Organizational Units that are Hybrid

22 Districts, the State Superintendent shall use the

23 lesser of the adjusted equalized assessed valuation

24 for property within the partial elementary unit

25 district for elementary purposes, as defined in

26 Article 11E of this Code, or the adjusted equalized

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1 assessed valuation for property within the partial

2 elementary unit district for high school purposes, as

3 defined in Article 11E of this Code.

4 (4) An Organizational Unit's Adjusted EAV shall be the

5 average of its EAV over the immediately preceding 3 years

6 or its EAV in the immediately preceding year if the EAV in

7 the immediately preceding year has declined by 10% or more

8 compared to the 3-year average. In the event of

9 Organizational Unit reorganization, consolidation, or

10 annexation, the Organizational Unit's Adjusted EAV for the

11 first 3 years after such change shall be as follows: the

12 most current EAV shall be used in the first year, the

13 average of a 2-year EAV or its EAV in the immediately

14 preceding year if the EAV declines by 10% or more compared

15 to the 2-year average for the second year, and a 3-year

16 average EAV or its EAV in the immediately preceding year if

17 the Adjusted EAV declines by 10% or more compared to the

18 3-year average for the third year. For any school district

19 whose EAV in the immediately preceding year is used in

20 calculations, in the following year, the Adjusted EAV shall

21 be the average of its EAV over the immediately preceding 2

22 years or the immediately preceding year if that year

23 represents a decline of 10% or more compared to the 2-year

24 average.

25 "PTELL EAV" means a figure calculated by the State

26 Board for Organizational Units subject to PTELL as

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1 described in this paragraph (4) for the purposes of

2 calculating an Organizational Unit's Local Capacity Ratio.

3 Except as otherwise provided in this paragraph (4), the

4 PTELL EAV of an Organizational Unit shall be equal to the

5 product of the equalized assessed valuation last used in

6 the calculation of general State aid under Section 18-8.05

7 of this Code (now repealed) or Evidence-Based Funding under

8 this Section and the Organizational Unit's Extension

9 Limitation Ratio. If an Organizational Unit has approved or

10 does approve an increase in its limiting rate, pursuant to

11 Section 18-190 of the Property Tax Code, affecting the Base

12 Tax Year, the PTELL EAV shall be equal to the product of

13 the equalized assessed valuation last used in the

14 calculation of general State aid under Section 18-8.05 of

15 this Code (now repealed) or Evidence-Based Funding under

16 this Section multiplied by an amount equal to one plus the

17 percentage increase, if any, in the Consumer Price Index

18 for All Urban Consumers for all items published by the

19 United States Department of Labor for the 12-month calendar

20 year preceding the Base Tax Year, plus the equalized

21 assessed valuation of new property, annexed property, and

22 recovered tax increment value and minus the equalized

23 assessed valuation of disconnected property.

24 As used in this paragraph (4), "new property" and

25 "recovered tax increment value" shall have the meanings set

26 forth in the Property Tax Extension Limitation Law.

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1 (e) Base Funding Minimum calculation.

2 (1) For the 2017-2018 school year, the Base Funding

3 Minimum of an Organizational Unit or a Specially Funded

4 Unit shall be the amount of State funds distributed to the

5 Organizational Unit or Specially Funded Unit during the

6 2016-2017 school year prior to any adjustments and

7 specified appropriation amounts described in this

8 paragraph (1) from the following Sections, as calculated by

9 the State Superintendent: Section 18-8.05 of this Code (now

10 repealed); Section 5 of Article 224 of Public Act 99-524

11 (equity grants); Section 14-7.02b of this Code (funding for

12 children requiring special education services); Section

13 14-13.01 of this Code (special education facilities and

14 staffing), except for reimbursement of the cost of

15 transportation pursuant to Section 14-13.01; Section

16 14C-12 of this Code (English learners); and Section 18-4.3

17 of this Code (summer school), based on an appropriation

18 level of $13,121,600. For a school district organized under

19 Article 34 of this Code, the Base Funding Minimum also

20 includes (i) the funds allocated to the school district

21 pursuant to Section 1D-1 of this Code attributable to

22 funding programs authorized by the Sections of this Code

23 listed in the preceding sentence and (ii) the difference

24 between (I) the funds allocated to the school district

25 pursuant to Section 1D-1 of this Code attributable to the

26 funding programs authorized by Section 14-7.02 (non-public

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1 special education reimbursement), subsection (b) of

2 Section 14-13.01 (special education transportation),

3 Section 29-5 (transportation), Section 2-3.80

4 (agricultural education), Section 2-3.66 (truants'

5 alternative education), Section 2-3.62 (educational

6 service centers), and Section 14-7.03 (special education -

7 orphanage) of this Code and Section 15 of the Childhood

8 Hunger Relief Act (free breakfast program) and (II) the

9 school district's actual expenditures for its non-public

10 special education, special education transportation,

11 transportation programs, agricultural education, truants'

12 alternative education, services that would otherwise be

13 performed by a regional office of education, special

14 education orphanage expenditures, and free breakfast, as

15 most recently calculated and reported pursuant to

16 subsection (f) of Section 1D-1 of this Code. The Base

17 Funding Minimum for Glenwood Academy shall be $625,500. For

18 programs operated by a regional office of education or an

19 intermediate service center, the Base Funding Minimum must

20 be the total amount of State funds allocated to those

21 programs in the 2018-2019 school year and amounts provided

22 pursuant to Article 34 of Public Act 100-586 and Section

23 3-16 of this Code. All programs established after June 5,

24 2019 (the effective date of Public Act 101-10) and

25 administered by a regional office of education or an

26 intermediate service center must have an initial Base

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1 Funding Minimum set to an amount equal to the first-year

2 ASE multiplied by the amount of per pupil funding received

3 in the previous school year by the lowest funded similar

4 existing program type. If the enrollment for a program

5 operated by a regional office of education or an

6 intermediate service center is zero, then it may not

7 receive Base Funding Minimum funds for that program in the

8 next fiscal year, and those funds must be distributed to

9 Organizational Units under subsection (g).

10 (2) For the 2018-2019 and subsequent school years, the

11 Base Funding Minimum of Organizational Units and Specially

12 Funded Units shall be the sum of (i) the amount of

13 Evidence-Based Funding for the prior school year, (ii) the

14 Base Funding Minimum for the prior school year, and (iii)

15 any amount received by a school district pursuant to

16 Section 7 of Article 97 of Public Act 100-21.

17 (3) Subject to approval by the General Assembly as

18 provided in this paragraph (3), an Organizational Unit that

19 meets all of the following criteria, as determined by the

20 State Board, shall have District Intervention Money added

21 to its Base Funding Minimum at the time the Base Funding

22 Minimum is calculated by the State Board:

23 (A) The Organizational Unit is operating under an

24 Independent Authority under Section 2-3.25f-5 of this

25 Code for a minimum of 4 school years or is subject to

26 the control of the State Board pursuant to a court

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1 order for a minimum of 4 school years.

2 (B) The Organizational Unit was designated as a

3 Tier 1 or Tier 2 Organizational Unit in the previous

4 school year under paragraph (3) of subsection (g) of

5 this Section.

6 (C) The Organizational Unit demonstrates

7 sustainability through a 5-year financial and

8 strategic plan.

9 (D) The Organizational Unit has made sufficient

10 progress and achieved sufficient stability in the

11 areas of governance, academic growth, and finances.

12 As part of its determination under this paragraph (3),

13 the State Board may consider the Organizational Unit's

14 summative designation, any accreditations of the

15 Organizational Unit, or the Organizational Unit's

16 financial profile, as calculated by the State Board.

17 If the State Board determines that an Organizational

18 Unit has met the criteria set forth in this paragraph (3),

19 it must submit a report to the General Assembly, no later

20 than January 2 of the fiscal year in which the State Board

21 makes it determination, on the amount of District

22 Intervention Money to add to the Organizational Unit's Base

23 Funding Minimum. The General Assembly must review the State

24 Board's report and may approve or disapprove, by joint

25 resolution, the addition of District Intervention Money.

26 If the General Assembly fails to act on the report within

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1 40 calendar days from the receipt of the report, the

2 addition of District Intervention Money is deemed

3 approved. If the General Assembly approves the amount of

4 District Intervention Money to be added to the

5 Organizational Unit's Base Funding Minimum, the District

6 Intervention Money must be added to the Base Funding

7 Minimum annually thereafter.

8 For the first 4 years following the initial year that

9 the State Board determines that an Organizational Unit has

10 met the criteria set forth in this paragraph (3) and has

11 received funding under this Section, the Organizational

12 Unit must annually submit to the State Board, on or before

13 November 30, a progress report regarding its financial and

14 strategic plan under subparagraph (C) of this paragraph

15 (3). The plan shall include the financial data from the

16 past 4 annual financial reports or financial audits that

17 must be presented to the State Board by November 15 of each

18 year and the approved budget financial data for the current

19 year. The plan shall be developed according to the

20 guidelines presented to the Organizational Unit by the

21 State Board. The plan shall further include financial

22 projections for the next 3 fiscal years and include a

23 discussion and financial summary of the Organizational

24 Unit's facility needs. If the Organizational Unit does not

25 demonstrate sufficient progress toward its 5-year plan or

26 if it has failed to file an annual financial report, an

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1 annual budget, a financial plan, a deficit reduction plan,

2 or other financial information as required by law, the

3 State Board may establish a Financial Oversight Panel under

4 Article 1H of this Code. However, if the Organizational

5 Unit already has a Financial Oversight Panel, the State

6 Board may extend the duration of the Panel.

7 (f) Percent of Adequacy and Final Resources calculation.

8 (1) The Evidence-Based Funding formula establishes a

9 Percent of Adequacy for each Organizational Unit in order

10 to place such units into tiers for the purposes of the

11 funding distribution system described in subsection (g) of

12 this Section. Initially, an Organizational Unit's

13 Preliminary Resources and Preliminary Percent of Adequacy

14 are calculated pursuant to paragraph (2) of this subsection

15 (f). Then, an Organizational Unit's Final Resources and

16 Final Percent of Adequacy are calculated to account for the

17 Organizational Unit's poverty concentration levels

18 pursuant to paragraphs (3) and (4) of this subsection (f).

19 (2) An Organizational Unit's Preliminary Resources are

20 equal to the sum of its Local Capacity Target, CPPRT, and

21 Base Funding Minimum. An Organizational Unit's Preliminary

22 Percent of Adequacy is the lesser of (i) its Preliminary

23 Resources divided by its Adequacy Target or (ii) 100%.

24 (3) Except for Specially Funded Units, an

25 Organizational Unit's Final Resources are equal to the sum

26 of its Local Capacity, CPPRT, and Adjusted Base Funding

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1 Minimum. The Base Funding Minimum of each Specially Funded

2 Unit shall serve as its Final Resources, except that the

3 Base Funding Minimum for State-approved charter schools

4 shall not include any portion of general State aid

5 allocated in the prior year based on the per capita tuition

6 charge times the charter school enrollment.

7 (4) An Organizational Unit's Final Percent of Adequacy

8 is its Final Resources divided by its Adequacy Target. An

9 Organizational Unit's Adjusted Base Funding Minimum is

10 equal to its Base Funding Minimum less its Supplemental

11 Grant Funding, with the resulting figure added to the

12 product of its Supplemental Grant Funding and Preliminary

13 Percent of Adequacy.

14 (g) Evidence-Based Funding formula distribution system.

15 (1) In each school year under the Evidence-Based

16 Funding formula, each Organizational Unit receives funding

17 equal to the sum of its Base Funding Minimum and the unit's

18 allocation of New State Funds determined pursuant to this

19 subsection (g). To allocate New State Funds, the

20 Evidence-Based Funding formula distribution system first

21 places all Organizational Units into one of 4 tiers in

22 accordance with paragraph (3) of this subsection (g), based

23 on the Organizational Unit's Final Percent of Adequacy. New

24 State Funds are allocated to each of the 4 tiers as

25 follows: Tier 1 Aggregate Funding equals 50% of all New

26 State Funds, Tier 2 Aggregate Funding equals 49% of all New

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1 State Funds, Tier 3 Aggregate Funding equals 0.9% of all

2 New State Funds, and Tier 4 Aggregate Funding equals 0.1%

3 of all New State Funds. Each Organizational Unit within

4 Tier 1 or Tier 2 receives an allocation of New State Funds

5 equal to its tier Funding Gap, as defined in the following

6 sentence, multiplied by the tier's Allocation Rate

7 determined pursuant to paragraph (4) of this subsection

8 (g). For Tier 1, an Organizational Unit's Funding Gap

9 equals the tier's Target Ratio, as specified in paragraph

10 (5) of this subsection (g), multiplied by the

11 Organizational Unit's Adequacy Target, with the resulting

12 amount reduced by the Organizational Unit's Final

13 Resources. For Tier 2, an Organizational Unit's Funding Gap

14 equals the tier's Target Ratio, as described in paragraph

15 (5) of this subsection (g), multiplied by the

16 Organizational Unit's Adequacy Target, with the resulting

17 amount reduced by the Organizational Unit's Final

18 Resources and its Tier 1 funding allocation. To determine

19 the Organizational Unit's Funding Gap, the resulting

20 amount is then multiplied by a factor equal to one minus

21 the Organizational Unit's Local Capacity Target

22 percentage. Each Organizational Unit within Tier 3 or Tier

23 4 receives an allocation of New State Funds equal to the

24 product of its Adequacy Target and the tier's Allocation

25 Rate, as specified in paragraph (4) of this subsection (g).

26 (2) To ensure equitable distribution of dollars for all

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1 Tier 2 Organizational Units, no Tier 2 Organizational Unit

2 shall receive fewer dollars per ASE than any Tier 3

3 Organizational Unit. Each Tier 2 and Tier 3 Organizational

4 Unit shall have its funding allocation divided by its ASE.

5 Any Tier 2 Organizational Unit with a funding allocation

6 per ASE below the greatest Tier 3 allocation per ASE shall

7 get a funding allocation equal to the greatest Tier 3

8 funding allocation per ASE multiplied by the

9 Organizational Unit's ASE. Each Tier 2 Organizational

10 Unit's Tier 2 funding allocation shall be multiplied by the

11 percentage calculated by dividing the original Tier 2

12 Aggregate Funding by the sum of all Tier 2 Organizational

13 Units' Tier 2 funding allocation after adjusting

14 districts' funding below Tier 3 levels.

15 (3) Organizational Units are placed into one of 4 tiers

16 as follows:

17 (A) Tier 1 consists of all Organizational Units,

18 except for Specially Funded Units, with a Percent of

19 Adequacy less than the Tier 1 Target Ratio. The Tier 1

20 Target Ratio is the ratio level that allows for Tier 1

21 Aggregate Funding to be distributed, with the Tier 1

22 Allocation Rate determined pursuant to paragraph (4)

23 of this subsection (g).

24 (B) Tier 2 consists of all Tier 1 Units and all

25 other Organizational Units, except for Specially

26 Funded Units, with a Percent of Adequacy of less than

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1 0.90.

2 (C) Tier 3 consists of all Organizational Units,

3 except for Specially Funded Units, with a Percent of

4 Adequacy of at least 0.90 and less than 1.0.

5 (D) Tier 4 consists of all Organizational Units

6 with a Percent of Adequacy of at least 1.0.

7 (4) The Allocation Rates for Tiers 1 through 4 are

8 determined as follows:

9 (A) The Tier 1 Allocation Rate is 30%.

10 (B) The Tier 2 Allocation Rate is the result of the

11 following equation: Tier 2 Aggregate Funding, divided

12 by the sum of the Funding Gaps for all Tier 2

13 Organizational Units, unless the result of such

14 equation is higher than 1.0. If the result of such

15 equation is higher than 1.0, then the Tier 2 Allocation

16 Rate is 1.0.

17 (C) The Tier 3 Allocation Rate is the result of the

18 following equation: Tier 3 Aggregate Funding, divided

19 by the sum of the Adequacy Targets of all Tier 3

20 Organizational Units.

21 (D) The Tier 4 Allocation Rate is the result of the

22 following equation: Tier 4 Aggregate Funding, divided

23 by the sum of the Adequacy Targets of all Tier 4

24 Organizational Units.

25 (5) A tier's Target Ratio is determined as follows:

26 (A) The Tier 1 Target Ratio is the ratio level that

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1 allows for Tier 1 Aggregate Funding to be distributed

2 with the Tier 1 Allocation Rate.

3 (B) The Tier 2 Target Ratio is 0.90.

4 (C) The Tier 3 Target Ratio is 1.0.

5 (6) If, at any point, the Tier 1 Target Ratio is

6 greater than 90%, then ~~than~~ all Tier 1 funding shall be

7 allocated to Tier 2 and no Tier 1 Organizational Unit's

8 funding may be identified.

9 (7) In the event that all Tier 2 Organizational Units

10 receive funding at the Tier 2 Target Ratio level, any

11 remaining New State Funds shall be allocated to Tier 3 and

12 Tier 4 Organizational Units.

13 (8) If any Specially Funded Units, excluding Glenwood

14 Academy, recognized by the State Board do not qualify for

15 direct funding following the implementation of Public Act

16 100-465 from any of the funding sources included within the

17 definition of Base Funding Minimum, the unqualified

18 portion of the Base Funding Minimum shall be transferred to

19 one or more appropriate Organizational Units as determined

20 by the State Superintendent based on the prior year ASE of

21 the Organizational Units.

22 (8.5) If a school district withdraws from a special

23 education cooperative, the portion of the Base Funding

24 Minimum that is attributable to the school district may be

25 redistributed to the school district upon withdrawal. The

26 school district and the cooperative must include the amount

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1 of the Base Funding Minimum that is to be reapportioned in

2 their withdrawal agreement and notify the State Board of

3 the change with a copy of the agreement upon withdrawal.

4 (9) The Minimum Funding Level is intended to establish

5 a target for State funding that will keep pace with

6 inflation and continue to advance equity through the

7 Evidence-Based Funding formula. The target for State

8 funding of New Property Tax Relief Pool Funds is

9 $50,000,000 for State fiscal year 2019 and subsequent State

10 fiscal years. The Minimum Funding Level is equal to

11 $350,000,000. In addition to any New State Funds, no more

12 than $50,000,000 New Property Tax Relief Pool Funds may be

13 counted toward the Minimum Funding Level. If the sum of New

14 State Funds and applicable New Property Tax Relief Pool

15 Funds are less than the Minimum Funding Level, than funding

16 for tiers shall be reduced in the following manner:

17 (A) First, Tier 4 funding shall be reduced by an

18 amount equal to the difference between the Minimum

19 Funding Level and New State Funds until such time as

20 Tier 4 funding is exhausted.

21 (B) Next, Tier 3 funding shall be reduced by an

22 amount equal to the difference between the Minimum

23 Funding Level and New State Funds and the reduction in

24 Tier 4 funding until such time as Tier 3 funding is

25 exhausted.

26 (C) Next, Tier 2 funding shall be reduced by an

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1 amount equal to the difference between the Minimum

2 Funding Level and New State Funds and the reduction in

3 Tier 4 and Tier 3.

4 (D) Finally, Tier 1 funding shall be reduced by an

5 amount equal to the difference between the Minimum

6 Funding level and New State Funds and the reduction in

7 Tier 2, 3, and 4 funding. In addition, the Allocation

8 Rate for Tier 1 shall be reduced to a percentage equal

9 to the Tier 1 Allocation Rate set by paragraph (4) of

10 this subsection (g), multiplied by the result of New

11 State Funds divided by the Minimum Funding Level.

12 (9.5) For State fiscal year 2019 and subsequent State

13 fiscal years, if New State Funds exceed $300,000,000, then

14 any amount in excess of $300,000,000 shall be dedicated for

15 purposes of Section 2-3.170 of this Code up to a maximum of

16 $50,000,000.

17 (10) In the event of a decrease in the amount of the

18 appropriation for this Section in any fiscal year after

19 implementation of this Section, the Organizational Units

20 receiving Tier 1 and Tier 2 funding, as determined under

21 paragraph (3) of this subsection (g), shall be held

22 harmless by establishing a Base Funding Guarantee equal to

23 the per pupil kindergarten through grade 12 funding

24 received in accordance with this Section in the prior

25 fiscal year. Reductions shall be made to the Base Funding

26 Minimum of Organizational Units in Tier 3 and Tier 4 on a

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1 per pupil basis equivalent to the total number of the ASE

2 in Tier 3-funded and Tier 4-funded Organizational Units

3 divided by the total reduction in State funding. The Base

4 Funding Minimum as reduced shall continue to be applied to

5 Tier 3 and Tier 4 Organizational Units and adjusted by the

6 relative formula when increases in appropriations for this

7 Section resume. In no event may State funding reductions to

8 Organizational Units in Tier 3 or Tier 4 exceed an amount

9 that would be less than the Base Funding Minimum

10 established in the first year of implementation of this

11 Section. If additional reductions are required, all school

12 districts shall receive a reduction by a per pupil amount

13 equal to the aggregate additional appropriation reduction

14 divided by the total ASE of all Organizational Units.

15 (11) The State Superintendent shall make minor

16 adjustments to the distribution formula set forth in this

17 subsection (g) to account for the rounding of percentages

18 to the nearest tenth of a percentage and dollar amounts to

19 the nearest whole dollar.

20 (h) State Superintendent administration of funding and

21 district submission requirements.

22 (1) The State Superintendent shall, in accordance with

23 appropriations made by the General Assembly, meet the

24 funding obligations created under this Section.

25 (2) The State Superintendent shall calculate the

26 Adequacy Target for each Organizational Unit and Net State

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1 Contribution Target for each Organizational Unit under

2 this Section. No Evidence-Based Funding shall be

3 distributed within an Organizational Unit without the

4 approval of the unit's school board.

5 (3) Annually, the State Superintendent shall calculate

6 and report to each Organizational Unit the unit's aggregate

7 financial adequacy amount, which shall be the sum of the

8 Adequacy Target for each Organizational Unit. The State

9 Superintendent shall calculate and report separately for

10 each Organizational Unit the unit's total State funds

11 allocated for its students with disabilities. The State

12 Superintendent shall calculate and report separately for

13 each Organizational Unit the amount of funding and

14 applicable FTE calculated for each Essential Element of the

15 unit's Adequacy Target.

16 (4) Annually, the State Superintendent shall calculate

17 and report to each Organizational Unit the amount the unit

18 must expend on special education and bilingual education

19 and computer technology and equipment for Organizational

20 Units assigned to Tier 1 or Tier 2 that received an

21 additional $285.50 per student computer technology and

22 equipment investment grant to their Adequacy Target

23 pursuant to the unit's Base Funding Minimum, Special

24 Education Allocation, Bilingual Education Allocation, and

25 computer technology and equipment investment allocation.

26 (5) Moneys distributed under this Section shall be

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1 calculated on a school year basis, but paid on a fiscal

2 year basis, with payments beginning in August and extending

3 through June. Unless otherwise provided, the moneys

4 appropriated for each fiscal year shall be distributed in

5 22 equal payments at least 2 times monthly to each

6 Organizational Unit. If moneys appropriated for any fiscal

7 year are distributed other than monthly, the distribution

8 shall be on the same basis for each Organizational Unit.

9 (6) Any school district that fails, for any given

10 school year, to maintain school as required by law or to

11 maintain a recognized school is not eligible to receive

12 Evidence-Based Funding. In case of non-recognition of one

13 or more attendance centers in a school district otherwise

14 operating recognized schools, the claim of the district

15 shall be reduced in the proportion that the enrollment in

16 the attendance center or centers bears to the enrollment of

17 the school district. "Recognized school" means any public

18 school that meets the standards for recognition by the

19 State Board. A school district or attendance center not

20 having recognition status at the end of a school term is

21 entitled to receive State aid payments due upon a legal

22 claim that was filed while it was recognized.

23 (7) School district claims filed under this Section are

24 subject to Sections 18-9 and 18-12 of this Code, except as

25 otherwise provided in this Section.

26 (8) Each fiscal year, the State Superintendent shall

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1 calculate for each Organizational Unit an amount of its

2 Base Funding Minimum and Evidence-Based Funding that shall

3 be deemed attributable to the provision of special

4 educational facilities and services, as defined in Section

5 14-1.08 of this Code, in a manner that ensures compliance

6 with maintenance of State financial support requirements

7 under the federal Individuals with Disabilities Education

8 Act. An Organizational Unit must use such funds only for

9 the provision of special educational facilities and

10 services, as defined in Section 14-1.08 of this Code, and

11 must comply with any expenditure verification procedures

12 adopted by the State Board.

13 (9) All Organizational Units in this State must submit

14 annual spending plans by the end of September of each year

15 to the State Board as part of the annual budget process,

16 which shall describe how each Organizational Unit will

17 utilize the Base Funding Minimum and Evidence-Based

18 Funding it receives from this State under this Section with

19 specific identification of the intended utilization of

20 Low-Income, English learner, and special education

21 resources. Additionally, the annual spending plans of each

22 Organizational Unit shall describe how the Organizational

23 Unit expects to achieve student growth and how the

24 Organizational Unit will achieve State education goals, as

25 defined by the State Board. The State Superintendent may,

26 from time to time, identify additional requisites for

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1 Organizational Units to satisfy when compiling the annual

2 spending plans required under this subsection (h). The

3 format and scope of annual spending plans shall be

4 developed by the State Superintendent and the State Board

5 of Education. School districts that serve students under

6 Article 14C of this Code shall continue to submit

7 information as required under Section 14C-12 of this Code.

8 (10) No later than January 1, 2018, the State

9 Superintendent shall develop a 5-year strategic plan for

10 all Organizational Units to help in planning for adequacy

11 funding under this Section. The State Superintendent shall

12 submit the plan to the Governor and the General Assembly,

13 as provided in Section 3.1 of the General Assembly

14 Organization Act. The plan shall include recommendations

15 for:

16 (A) a framework for collaborative, professional,

17 innovative, and 21st century learning environments

18 using the Evidence-Based Funding model;

19 (B) ways to prepare and support this State's

20 educators for successful instructional careers;

21 (C) application and enhancement of the current

22 financial accountability measures, the approved State

23 plan to comply with the federal Every Student Succeeds

24 Act, and the Illinois Balanced Accountability Measures

25 in relation to student growth and elements of the

26 Evidence-Based Funding model; and

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1 (D) implementation of an effective school adequacy

2 funding system based on projected and recommended

3 funding levels from the General Assembly.

4 (11) On an annual basis, the State Superintendent must

5 recalibrate all of the following per pupil elements of the

6 Adequacy Target and applied to the formulas, based on the

7 study of average expenses and as reported in the most

8 recent annual financial report:

9 (A) Gifted under subparagraph (M) of paragraph (2)

10 of subsection (b).

11 (B) Instructional materials under subparagraph (O)

12 of paragraph (2) of subsection (b).

13 (C) Assessment under subparagraph (P) of paragraph

14 (2) of subsection (b).

15 (D) Student activities under subparagraph (R) of

16 paragraph (2) of subsection (b).

17 (E) Maintenance and operations under subparagraph

18 (S) of paragraph (2) of subsection (b).

19 (F) Central office under subparagraph (T) of

20 paragraph (2) of subsection (b).

21 (i) Professional Review Panel.

22 (1) A Professional Review Panel is created to study and

23 review topics related to the implementation and effect of

24 Evidence-Based Funding, as assigned by a joint resolution

25 or Public Act of the General Assembly or a motion passed by

26 the State Board of Education. The Panel must provide

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1 recommendations to and serve the Governor, the General

2 Assembly, and the State Board. The State Superintendent or

3 his or her designee must serve as a voting member and

4 chairperson of the Panel. The State Superintendent must

5 appoint a vice chairperson from the membership of the

6 Panel. The Panel must advance recommendations based on a

7 three-fifths majority vote of Panel members present and

8 voting. A minority opinion may also accompany any

9 recommendation of the Panel. The Panel shall be appointed

10 by the State Superintendent, except as otherwise provided

11 in paragraph (2) of this subsection (i) and include the

12 following members:

13 (A) Two appointees that represent district

14 superintendents, recommended by a statewide

15 organization that represents district superintendents.

16 (B) Two appointees that represent school boards,

17 recommended by a statewide organization that

18 represents school boards.

19 (C) Two appointees from districts that represent

20 school business officials, recommended by a statewide

21 organization that represents school business

22 officials.

23 (D) Two appointees that represent school

24 principals, recommended by a statewide organization

25 that represents school principals.

26 (E) Two appointees that represent teachers,

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1 recommended by a statewide organization that

2 represents teachers.

3 (F) Two appointees that represent teachers,

4 recommended by another statewide organization that

5 represents teachers.

6 (G) Two appointees that represent regional

7 superintendents of schools, recommended by

8 organizations that represent regional superintendents.

9 (H) Two independent experts selected solely by the

10 State Superintendent.

11 (I) Two independent experts recommended by public

12 universities in this State.

13 (J) One member recommended by a statewide

14 organization that represents parents.

15 (K) Two representatives recommended by collective

16 impact organizations that represent major metropolitan

17 areas or geographic areas in Illinois.

18 (L) One member from a statewide organization

19 focused on research-based education policy to support

20 a school system that prepares all students for college,

21 a career, and democratic citizenship.

22 (M) One representative from a school district

23 organized under Article 34 of this Code.

24 The State Superintendent shall ensure that the

25 membership of the Panel includes representatives from

26 school districts and communities reflecting the

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1 geographic, socio-economic, racial, and ethnic diversity

2 of this State. The State Superintendent shall additionally

3 ensure that the membership of the Panel includes

4 representatives with expertise in bilingual education and

5 special education. Staff from the State Board shall staff

6 the Panel.

7 (2) In addition to those Panel members appointed by the

8 State Superintendent, 4 members of the General Assembly

9 shall be appointed as follows: one member of the House of

10 Representatives appointed by the Speaker of the House of

11 Representatives, one member of the Senate appointed by the

12 President of the Senate, one member of the House of

13 Representatives appointed by the Minority Leader of the

14 House of Representatives, and one member of the Senate

15 appointed by the Minority Leader of the Senate. There shall

16 be one additional member appointed by the Governor. All

17 members appointed by legislative leaders or the Governor

18 shall be non-voting, ex officio members.

19 (3) The Panel must study topics at the direction of the

20 General Assembly or State Board of Education, as provided

21 under paragraph (1). The Panel may also study the following

22 topics at the direction of the chairperson:

23 (A) The format and scope of annual spending plans

24 referenced in paragraph (9) of subsection (h) of this

25 Section.

26 (B) The Comparable Wage Index under this Section.

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1 (C) Maintenance and operations, including capital

2 maintenance and construction costs.

3 (D) "At-risk student" definition.

4 (E) Benefits.

5 (F) Technology.

6 (G) Local Capacity Target.

7 (H) Funding for Alternative Schools, Laboratory

8 Schools, safe schools, and alternative learning

9 opportunities programs.

10 (I) Funding for college and career acceleration

11 strategies.

12 (J) Special education investments.

13 (K) Early childhood investments, in collaboration

14 with the Illinois Early Learning Council.

15 (4) (Blank).

16 (5) Within 5 years after the implementation of this

17 Section, and every 5 years thereafter, the Panel shall

18 complete an evaluative study of the entire Evidence-Based

19 Funding model, including an assessment of whether or not

20 the formula is achieving State goals. The Panel shall

21 report to the State Board, the General Assembly, and the

22 Governor on the findings of the study.

23 (6) (Blank).

24 (7) To ensure that (i) the Adequacy Target calculation

25 under subsection (b) accurately reflects the needs of

26 students living in poverty or attending schools located in

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1 areas of high poverty, (ii) racial equity within the

2 Evidence-Based Funding formula is explicitly explored and

3 advanced, and (iii) the funding goals of the formula

4 distribution system established under this Section are

5 sufficient to provide adequate funding for every student

6 and to fully fund every school in this State, the Panel

7 shall review the Essential Elements under paragraph (2) of

8 subsection (b). The Panel shall consider all of the

9 following in its review:

10 (A) The financial ability of school districts to

11 provide instruction in a foreign language to every

12 student and whether an additional Essential Element

13 should be added to the formula to ensure that every

14 student has access to instruction in a foreign

15 language.

16 (B) The adult-to-student ratio for each Essential

17 Element in which a ratio is identified. The Panel shall

18 consider whether the ratio accurately reflects the

19 staffing needed to support students living in poverty

20 or who have traumatic backgrounds.

21 (C) Changes to the Essential Elements that may be

22 required to better promote racial equity and eliminate

23 structural racism within schools.

24 (D) The impact of investing $350,000,000 in

25 additional funds each year under this Section and an

26 estimate of when the school system will become fully

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1 funded under this level of appropriation.

2 (E) Provide an overview of alternative funding

3 structures that would enable the State to become fully

4 funded at an earlier date.

5 (F) The potential to increase efficiency and to

6 find cost savings within the school system to expedite

7 the journey to a fully funded system.

8 (G) The appropriate levels for reenrolling and

9 graduating high-risk high school students who have

10 been previously out of school. These outcomes shall

11 include enrollment, attendance, skill gains, credit

12 gains, graduation or promotion to the next grade level,

13 and the transition to college, training, or

14 employment, with an emphasis on progressively

15 increasing the overall attendance.

16 (H) The evidence-based or research-based practices

17 that are shown to reduce the gaps and disparities

18 experienced by African American students in academic

19 achievement and educational performance, including

20 practices that have been shown to reduce parities in

21 disciplinary rates, drop-out rates, graduation rates,

22 college matriculation rates, and college completion

23 rates.

24 On or before December 31, 2021, the Panel shall report

25 to the State Board, the General Assembly, and the Governor

26 on the findings of its review. This paragraph (7) is

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1 inoperative on and after July 1, 2022.

2 (j) References. Beginning July 1, 2017, references in other

3 laws to general State aid funds or calculations under Section

4 18-8.05 of this Code (now repealed) shall be deemed to be

5 references to evidence-based model formula funds or

6 calculations under this Section.

7 (Source: P.A. 100-465, eff. 8-31-17; 100-578, eff. 1-31-18;

8 100-582, eff. 3-23-18; 101-10, eff. 6-5-19; 101-17, eff.

9 6-14-19; 101-643, eff. 6-18-20; revised 8-21-20.)

10 Article 95.

11 Section 95-1. Short title. This Article may be cited as the

12 Equity in Higher Education Act. References in this Article to

13 "this Act" mean this Article.

14 Section 95-5. Findings; policies.

15 (a) The General Assembly finds the following:

16 (1) Historic and continuous systemic racism has

17 created significant disparities in college access,

18 affordability, and completion for Black, Latinx,

19 low-income, and other underrepresented and historically

20 underserved students.

21 (2) Higher education is examining its role as a

22 contributor to systemic racism, while recognizing its

23 place in providing opportunity and upward mobility, and its

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1 role as a powerful actor in dismantling systemic racism.

2 (3) Chicago State University has created the Equity

3 Working Group, which includes statewide representation of

4 private, community, and public sector stakeholders, to

5 create an action plan for employers, the secondary and

6 postsecondary education systems, philanthropic

7 organizations, community-based organizations, and our

8 executive and legislative bodies to improve college

9 access, completion, and post-graduation outcomes for Black

10 college students in Illinois.

11 (4) Despite similar numbers of Black high school

12 graduates, Illinois saw about 25,000 fewer Black enrollees

13 in Illinois higher education in 2018 compared to 2008.

14 (5) Illinois must address wide disparities in degree

15 completion at Illinois community colleges, which currently

16 graduate Black and Latinx students at a rate of 14% and 26%

17 respectively compared to the rate of 38% for White

18 students, as well as at public universities, which

19 currently graduate Black and Latinx students at a rate of

20 34% and 49% respectively compared to 66% of White students,

21 within 6 years.

22 (6) The State of Illinois benefits from a diverse

23 public higher education system that includes universities

24 and community colleges with different missions and scopes

25 that maximize college enrollment, persistence, and

26 completion of underrepresented and historically

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1 underserved students, including Black and Latinx students

2 and students from low-income families.

3 (7) Illinois has a moral obligation and an economic

4 interest in dismantling and reforming structures that

5 create or exacerbate racial and socioeconomic inequities

6 in K-12 and higher education.

7 (8) The Board of Higher Education has a statutory

8 obligation to create a strategic plan for higher education

9 and has adopted core principles to guide this plan.

10 (9) The Board of Higher Education has included among

11 its core principles designed to guide the strategic plan

12 the assumption that excellence coupled with equity should

13 drive the higher education system and that the higher

14 education system will make equity-driven decisions,

15 elevating the voices of those who have been underserved,

16 and actively identify and remove systemic barriers that

17 have prevented students of color, first generation college

18 students, low-income students, adult learners, and rural

19 students from accessing and succeeding in higher

20 education; access and affordability as well as high quality

21 are embedded in the definition of equity.

22 (b) The General Assembly supports all of the following work

23 and goals of the Board of Higher Education:

24 (1) Its work on the strategic plan for higher education

25 and the vision it has set forth that over the next 10 years

26 Illinois will have an equitable, accessible, innovative,

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1 nimble, and aligned higher education ecosystem that

2 ensures individuals, families, and communities across the

3 state thrive.

4 (2) Its goal to close equity gaps in higher education

5 in Illinois and that the strategic plan will identify

6 multiple strategies to achieve this goal.

7 (3) Its goal to increase postsecondary

8 credential/degree attainment and develop talent to drive

9 the economy of Illinois and that the strategic plan will

10 identify strategies to achieve this goal, including

11 embedding equity in the State's attainment goal.

12 (4) Its goal to improve higher education

13 affordability, increase access, and manage costs and the

14 expectation that the strategic plan will identify

15 strategies for stakeholders to achieve these goals,

16 including opportunities to improve efficiency and

17 principles for equitable and adequate ways to fund higher

18 education.

19 (c) The General Assembly encourages the Board of Higher

20 Education to prepare an array of policy, practice, and proposed

21 legislative changes required to implement the strategic plan,

22 along with an implementation process and timeline by May 1,

23 2021 and to regularly evaluate the impact of the implementation

24 of the strategic plan and publicly report the evaluation to

25 ensure that the goals are achieved as intended and lead to a

26 high-quality, equitable, and diverse higher education system

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1 in Illinois.

2 Article 100.

3 Section 100-1. Short title. This Act may be cited as the

4 Developmental Education Reform Act. References in this Article

5 to "this Act" mean this Article.

6 Section 100-5. Findings. The General Assembly makes all of

7 the following findings:

8 (1) Nearly 50% of this State's high school graduates

9 who enroll full-time in a community college are placed in

10 developmental education coursework in at least one

11 subject. Community colleges place nearly 71% of Black

12 students in developmental education courses compared to

13 42% of white students.

14 (2) Traditional developmental education courses cost

15 students time and money and expend their financial aid

16 because a student does not receive college credit for the

17 successful completion of a traditional developmental

18 education course. This can be a barrier to enrollment,

19 persistence, and certificate or degree completion.

20 (3) Developmental education courses can exacerbate

21 inequities in higher education. Community colleges

22 graduate Black students who are placed in developmental

23 education courses at a rate of approximately 8% compared to

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1 a graduation rate of 26% for white students who are placed

2 in developmental education courses.

3 (4) A history of inconsistent and inadequate

4 approaches to student placement in community college

5 coursework, such as the reliance on standardized test

6 scores, has resulted in too many students being placed in

7 developmental education coursework who could otherwise

8 succeed in introductory college-level coursework or

9 introductory college-level coursework with concurrent

10 support.

11 (5) Developmental education reform is in progress, and

12 public institutions of higher education and State agencies

13 have undertaken voluntary efforts and committed resources

14 to improve placement and to address disparities in the

15 successful completion of introductory college-level

16 coursework.

17 (6) The Illinois Council of Community College

18 Presidents, the Illinois Community College Chief Academic

19 Officers Commission, the Illinois Community College Chief

20 Student Services Officers Commission, and the Illinois

21 Mathematics Association of Community Colleges have already

22 developed and approved a more equitable, multiple measures

23 framework for placement in coursework that is currently

24 implemented at many but not all community colleges.

25 (7) In 2019, members of the General Assembly, faculty

26 and administrators from public institutions of higher

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1 education, board trustees from community college

2 districts, representatives from the Board of Higher

3 Education, the Illinois Community College Board, and other

4 appointed stakeholders convened a task force to inventory

5 and study developmental education models employed by

6 public community colleges and universities in this State

7 and to submit a detailed plan for scaling developmental

8 education reforms in which all students who are placed in

9 developmental education coursework are enrolled in an

10 evidence-based developmental education model that

11 maximizes a student's likelihood of completing an

12 introductory college-level course within his or her first 2

13 semesters at an institution of higher education. The data

14 released by the task force indicates all of the following:

15 (A) Despite more effective developmental education

16 models, community colleges and universities use the

17 traditional developmental education model for 77% of

18 students who place in a developmental education

19 mathematics course and for 67% of students who place in

20 a developmental English language course.

21 (B) Improved policies, programs, and practices are

22 essential to address the systemic inequities that

23 exist in postsecondary education in this State, such as

24 the disproportionate enrollment of Black students in

25 developmental education courses.

26 (8) To support further reform to developmental

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1 education in mathematics, additional work needs to be done

2 in order to more adequately define the math pathways and

3 the various ways that students satisfy mathematics credit

4 requirements depending upon their academic and career

5 pathways.

6 Section 100-10. Definitions. In this Act:

7 "College-level English language or mathematics course" or

8 "college-level English language or mathematics coursework"

9 means a course that bears credit and fulfills English language

10 or mathematics credit requirements for a baccalaureate degree,

11 a certificate, or an associate degree from a postsecondary

12 educational institution.

13 "Community college" means a public community college in

14 this State.

15 "Developmental education" means instruction through which

16 a high school graduate who applies to a college credit program

17 may attain the communication and computation skills necessary

18 to successfully complete college-level coursework.

19 "Developmental education course" or "developmental

20 education coursework" means a course or a category of courses

21 in which students are placed based on an institution's finding

22 that a student does not have the proficiency necessary to

23 succeed in an introductory college-level English language or

24 mathematics course.

25 "Institution of higher education" or "institution" means a

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1 public community college or university in this State.

2 "University" means a public university in this State.

3 Section 100-15. Placement measures.

4 (a) On or before May 1, 2022, a community college shall use

5 each of the following measures, as appropriate, to determine

6 the placement of a student in introductory college-level

7 English language or mathematics coursework and shall use the

8 scores set forth in recommendations approved by the Illinois

9 Council of Community College Presidents on June 1, 2018:

10 (1) A student's cumulative high school grade point

11 average.

12 (2) A student's successful completion of an

13 appropriate high school transition course in mathematics

14 or English.

15 (3) A student's successful completion of an

16 appropriate developmental education or introductory

17 college-level English language or mathematics course at

18 another regionally accredited postsecondary educational

19 institution.

20 (b) In determining the placement of a student in

21 introductory college-level English language or mathematics

22 coursework, a community college shall consider the

23 standardized test scores provided by the student for placement

24 in an introductory college-level English language or

25 mathematics course.

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1 In addition, a community college is encouraged to use the

2 scores set forth in recommendations approved by the Illinois

3 Council of Community College Presidents on June 1, 2018 and

4 should also consider other individual measures for placement in

5 an introductory college-level English language or mathematics

6 course, as set forth in recommendations approved by the

7 Illinois Council of Community College Presidents on June 1,

8 2018, and the scores set forth in those recommendations.

9 In its discretion, a community college may accept a lower

10 score on individual placement measures or accept lower scores

11 in combination with other placement measures than those set

12 forth in the recommendations.

13 (c) If a student qualifies for placement in an introductory

14 college-level English language or mathematics course using a

15 single measure under subsection (a) or (b), no additional

16 measures need to be considered for placement of the student in

17 the introductory college-level English language or mathematics

18 course.

19 Section 100-20. Recommendations of Illinois Council of

20 Community College Presidents recommendation revisions; math

21 pathways.

22 (a) If the Illinois Council of Community College Presidents

23 approves any revised recommendations for determining the

24 placement of students in introductory college-level English

25 language or mathematics courses in response to changes in

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1 scoring systems, the introduction and use of additional

2 measures, or evidence that demonstrates the inaccuracy in the

3 use of scores in previous recommendations, then, within one

4 year after the date of the adoption of those revised

5 recommendations, references in this Act to recommendations

6 approved by the Illinois Council of Community College

7 Presidents on June 1, 2018 shall mean the revised

8 recommendations. The General Assembly may request that the

9 Illinois Council of Community College Presidents provide to the

10 General Assembly the rationale and supporting evidence for any

11 revision to the Council's recommendations.

12 (b) Beginning no later than December 1, 2021, the Illinois

13 Board of Higher Education shall convene stakeholders to

14 consider a multiple measures framework for placement into

15 college-level coursework for Illinois public universities with

16 considerations for math pathways and major requirements.

17 Section 100-25. Placement policy; report.

18 (a) Each institution of higher education shall publicly

19 post its placement policy in a manner that is easily accessible

20 to both students and prospective students.

21 (b) On or before July 1, 2023, the Illinois Community

22 College Board shall issue a report, which shall be made

23 available to the public on its Internet website, concerning

24 each community college's developmental education and

25 college-level coursework placement policy and the policy's

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1 outcomes. The data disclosed in the report must be consistent

2 with the Illinois Community College Board's requirements for

3 data collection and should be disaggregated by developmental

4 education course model, as defined by the Illinois Community

5 College Board, and by gender, race and ethnicity, and federal

6 Pell Grant status.

7 Section 100-30. Institutional plans; report.

8 (a) On or before May 1, 2022, each university shall submit

9 to the Board of Higher Education and each community college

10 shall submit to the Illinois Community College Board its

11 institutional plan for scaling evidence-based developmental

12 education reforms to maximize the probability that a student

13 will be placed in and successfully complete introductory

14 college-level English language or mathematics coursework

15 within 2 semesters at the institution. At a minimum, a plan

16 submitted by an institution shall include all of the following:

17 (1) A description of the current developmental

18 education models offered by the institution. If the

19 institution does not currently offer developmental

20 education coursework, it must provide details regarding

21 its decision not to offer developmental education

22 coursework and the pathways that are available to students

23 deemed to be insufficiently prepared for introductory

24 college-level English language or mathematics coursework.

25 (2) A description of the developmental education

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1 models that will be implemented and scaled and the basis of

2 the evidence and associated data that the institution

3 considered in making the decision to scale each model.

4 (3) Baseline data and benchmarks for progress,

5 including, but not limited to, (i) enrollment in

6 credit-bearing English language or mathematics courses,

7 (ii) rates of successful completion of introductory

8 college-level English language or mathematics courses, and

9 (iii) college-credit accumulation.

10 (4) Detailed plans for scaling reforms and improving

11 outcomes for all students placed in traditional

12 developmental education models or models with comparable

13 introductory college-level course completion rates. The

14 plan shall provide details about the expected improvements

15 in educational outcomes for Black students as result of the

16 proposed reforms.

17 (b) On or before January 1, 2023 and every 2 years

18 thereafter, the Board of Higher Education and Illinois

19 Community College Board shall collect data and report to the

20 General Assembly and the public the status of developmental

21 education reforms at institutions. The report must include data

22 on the progress of the developmental education reforms,

23 including, but not limited to, (i) enrollment in credit-bearing

24 English language or mathematics courses, (ii) rates of

25 successful completion of introductory college-level English

26 language or mathematics courses, and (iii) college-credit

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1 accumulation. The data should be disaggregated by gender, race

2 and ethnicity, federal Pell Grant status, and other variables

3 of interest to the Board of Higher Education and the Illinois

4 Community College Board.

5 (c) On or before January 1, 2024 and every 2 years

6 thereafter, the Board of Higher Education and Illinois

7 Community College Board, in consultation with institutions of

8 higher education and other stakeholders, shall consider

9 additional data reporting requirements to facilitate the

10 rigorous and continuous evaluation of each institution's

11 implementation plan and its impact on improving outcomes for

12 students in developmental education, particularly for Black

13 students.

14 Section 100-90. Family Educational Rights and Privacy Act

15 of 1974. Nothing in this Act supersedes the federal Family

16 Educational Rights and Privacy Act of 1974 or rules adopted

17 pursuant to the federal Family Educational Rights and Privacy

18 Act of 1974.

19 Article 115.

20 Section 115-5. The School Code is amended by changing

21 Section 21B-50 as follows:

22 (105 ILCS 5/21B-50)

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1 Sec. 21B-50. Alternative Educator Licensure Program.

2 (a) There is established an alternative educator licensure

3 program, to be known as the Alternative Educator Licensure

4 Program for Teachers.

5 (b) The Alternative Educator Licensure Program for

6 Teachers may be offered by a recognized institution approved to

7 offer educator preparation programs by the State Board of

8 Education, in consultation with the State Educator Preparation

9 and Licensure Board.

10 The program shall be comprised of 4 phases:

11 (1) A course of study that at a minimum includes

12 instructional planning; instructional strategies,

13 including special education, reading, and English language

14 learning; classroom management; and the assessment of

15 students and use of data to drive instruction.

16 (2) A year of residency, which is a candidate's

17 assignment to a full-time teaching position or as a

18 co-teacher for one full school year. An individual must

19 hold an Educator License with Stipulations with an

20 alternative provisional educator endorsement in order to

21 enter the residency and must complete additional program

22 requirements that address required State and national

23 standards, pass the State Board's teacher performance

24 assessment no later than the end of the first semester of

25 the second year of residency, as required under phase (3)

26 of this subsection (b), and be recommended by the principal

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1 or qualified equivalent of a principal, as required under

2 subsection (d) of this Section, and the program coordinator

3 to continue with the second year of the residency.

4 (3) A second year of residency, which shall include the

5 candidate's assignment to a full-time teaching position

6 for one school year. The candidate must be assigned an

7 experienced teacher to act as a mentor and coach the

8 candidate through the second year of residency.

9 (4) A comprehensive assessment of the candidate's

10 teaching effectiveness, as evaluated by the principal or

11 qualified equivalent of a principal, as required under

12 subsection (d) of this Section, and the program

13 coordinator, at the end of the second year of residency. If

14 there is disagreement between the 2 evaluators about the

15 candidate's teaching effectiveness, the candidate may

16 complete one additional year of residency teaching under a

17 professional development plan developed by the principal

18 or qualified equivalent and the preparation program. At the

19 completion of the third year, a candidate must have

20 positive evaluations and a recommendation for full

21 licensure from both the principal or qualified equivalent

22 and the program coordinator or no Professional Educator

23 License shall be issued.

24 Successful completion of the program shall be deemed to

25 satisfy any other practice or student teaching and content

26 matter requirements established by law.

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1 (c) An alternative provisional educator endorsement on an

2 Educator License with Stipulations is valid for 2 years of

3 teaching in the public schools, including without limitation a

4 preschool educational program under Section 2-3.71 of this Code

5 or charter school, or in a State-recognized nonpublic school in

6 which the chief administrator is required to have the licensure

7 necessary to be a principal in a public school in this State

8 and in which a majority of the teachers are required to have

9 the licensure necessary to be instructors in a public school in

10 this State, but may be renewed for a third year if needed to

11 complete the Alternative Educator Licensure Program for

12 Teachers. The endorsement shall be issued only once to an

13 individual who meets all of the following requirements:

14 (1) Has graduated from a regionally accredited college

15 or university with a bachelor's degree or higher.

16 (2) (Blank). ~~Has a cumulative grade point average of~~

17 ~~3.0 or greater on a 4.0 scale or its equivalent on another~~

18 ~~scale.~~

19 (3) Has completed a major in the content area if

20 seeking a middle or secondary level endorsement or, if

21 seeking an early childhood, elementary, or special

22 education endorsement, has completed a major in the content

23 area of reading, English/language arts, mathematics, or

24 one of the sciences. If the individual does not have a

25 major in a content area for any level of teaching, he or

26 she must submit transcripts to the State Board of Education

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1 to be reviewed for equivalency.

2 (4) Has successfully completed phase (1) of subsection

3 (b) of this Section.

4 (5) Has passed a content area test required for the

5 specific endorsement for admission into the program, as

6 required under Section 21B-30 of this Code.

7 A candidate possessing the alternative provisional

8 educator endorsement may receive a salary, benefits, and any

9 other terms of employment offered to teachers in the school who

10 are members of an exclusive bargaining representative, if any,

11 but a school is not required to provide these benefits during

12 the years of residency if the candidate is serving only as a

13 co-teacher. If the candidate is serving as the teacher of

14 record, the candidate must receive a salary, benefits, and any

15 other terms of employment. Residency experiences must not be

16 counted towards tenure.

17 (d) The recognized institution offering the Alternative

18 Educator Licensure Program for Teachers must partner with a

19 school district, including without limitation a preschool

20 educational program under Section 2-3.71 of this Code or

21 charter school, or a State-recognized, nonpublic school in this

22 State in which the chief administrator is required to have the

23 licensure necessary to be a principal in a public school in

24 this State and in which a majority of the teachers are required

25 to have the licensure necessary to be instructors in a public

26 school in this State. A recognized institution that partners

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1 with a public school district administering a preschool

2 educational program under Section 2-3.71 of this Code must

3 require a principal to recommend or evaluate candidates in the

4 program. A recognized institution that partners with an

5 eligible entity administering a preschool educational program

6 under Section 2-3.71 of this Code and that is not a public

7 school district must require a principal or qualified

8 equivalent of a principal to recommend or evaluate candidates

9 in the program. The program presented for approval by the State

10 Board of Education must demonstrate the supports that are to be

11 provided to assist the provisional teacher during the 2-year

12 residency period. These supports must provide additional

13 contact hours with mentors during the first year of residency.

14 (e) Upon completion of the 4 phases outlined in subsection

15 (b) of this Section and all assessments required under Section

16 21B-30 of this Code, an individual shall receive a Professional

17 Educator License.

18 (f) The State Board of Education, in consultation with the

19 State Educator Preparation and Licensure Board, may adopt such

20 rules as may be necessary to establish and implement the

21 Alternative Educator Licensure Program for Teachers.

22 (Source: P.A. 100-596, eff. 7-1-18; 100-822, eff. 1-1-19;

23 101-220, eff. 8-7-19; 101-570, eff. 8-23-19; 101-643, eff.

24 6-18-20.)

25 Article 120.

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1 Section 120-5. The Higher Education Student Assistance Act

2 is amended by changing Section 50 as follows:

3 (110 ILCS 947/50)

4 Sec. 50. Minority Teachers of Illinois scholarship

5 program.

6 (a) As used in this Section:

7 "Eligible applicant" means a minority student who has

8 graduated from high school or has received a high school

9 equivalency certificate and has maintained a cumulative

10 grade point average of no less than 2.5 on a 4.0 scale, and

11 who by reason thereof is entitled to apply for scholarships

12 to be awarded under this Section.

13 "Minority student" means a student who is any of the

14 following:

15 (1) American Indian or Alaska Native (a person

16 having origins in any of the original peoples of North

17 and South America, including Central America, and who

18 maintains tribal affiliation or community attachment).

19 (2) Asian (a person having origins in any of the

20 original peoples of the Far East, Southeast Asia, or

21 the Indian subcontinent, including, but not limited

22 to, Cambodia, China, India, Japan, Korea, Malaysia,

23 Pakistan, the Philippine Islands, Thailand, and

24 Vietnam).

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1 (3) Black or African American (a person having

2 origins in any of the black racial groups of Africa).

3 Terms such as "Haitian" or "Negro" can be used in

4 addition to "Black or African American".

5 (4) Hispanic or Latino (a person of Cuban, Mexican,

6 Puerto Rican, South or Central American, or other

7 Spanish culture or origin, regardless of race).

8 (5) Native Hawaiian or Other Pacific Islander (a

9 person having origins in any of the original peoples of

10 Hawaii, Guam, Samoa, or other Pacific Islands).

11 "Qualified bilingual minority applicant" means a

12 qualified student who demonstrates proficiency in a

13 language other than English by (i) receiving a State Seal

14 of Biliteracy from the State Board of Education or (ii)

15 receiving a passing score on an educator licensure target

16 language proficiency test.

17 "Qualified student" means a person (i) who is a

18 resident of this State and a citizen or permanent resident

19 of the United States; (ii) who is a minority student, as

20 defined in this Section; (iii) who, as an eligible

21 applicant, has made a timely application for a minority

22 teaching scholarship under this Section; (iv) who is

23 enrolled on at least a half-time basis at a qualified

24 Illinois institution of higher learning; (v) who is

25 enrolled in a course of study leading to teacher licensure,

26 including alternative teacher licensure, or, if the

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1 student is already licensed to teach, in a course of study

2 leading to an additional teaching endorsement or a master's

3 degree in an academic field in which he or she is teaching

4 or plans to teach or who has received one or more College

5 and Career Pathway Endorsements pursuant to Section 80 of

6 the Postsecondary and Workforce Readiness Act and commits

7 to enrolling in a course of study leading to teacher

8 licensure, including alternative teacher licensure; (vi)

9 who maintains a grade point average of no less than 2.5 on

10 a 4.0 scale; and (vii) who continues to advance

11 satisfactorily toward the attainment of a degree.

12 (b) In order to encourage academically talented Illinois

13 minority students to pursue teaching careers at the preschool

14 or elementary or secondary school leveland to address and

15 alleviate the teacher shortage crisis in this State described

16 under the provisions of the Transitions in Education Act, each

17 qualified student shall be awarded a minority teacher

18 scholarship to any qualified Illinois institution of higher

19 learning. However, preference may be given to qualified

20 applicants enrolled at or above the junior level.

21 (c) Each minority teacher scholarship awarded under this

22 Section shall be in an amount sufficient to pay the tuition and

23 fees and room and board costs of the qualified Illinois

24 institution of higher learning at which the recipient is

25 enrolled, up to an annual maximum of $5,000; except that in the

26 case of a recipient who does not reside on-campus at the

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1 institution at which he or she is enrolled, the amount of the

2 scholarship shall be sufficient to pay tuition and fee expenses

3 and a commuter allowance, up to an annual maximum of $5,000.

4 However, if at least $2,850,000 is appropriated in a given

5 fiscal year for the Minority Teachers of Illinois scholarship

6 program, then, in each fiscal year thereafter, each scholarship

7 awarded under this Section shall be in an amount sufficient to

8 pay the tuition and fees and room and board costs of the

9 qualified Illinois institution of higher learning at which the

10 recipient is enrolled, up to an annual maximum of $7,500;

11 except that in the case of a recipient who does not reside

12 on-campus at the institution at which he or she is enrolled,

13 the amount of the scholarship shall be sufficient to pay

14 tuition and fee expenses and a commuter allowance, up to an

15 annual maximum of $7,500.

16 (d) The total amount of minority teacher scholarship

17 assistance awarded by the Commission under this Section to an

18 individual in any given fiscal year, when added to other

19 financial assistance awarded to that individual for that year,

20 shall not exceed the cost of attendance at the institution at

21 which the student is enrolled. If the amount of minority

22 teacher scholarship to be awarded to a qualified student as

23 provided in subsection (c) of this Section exceeds the cost of

24 attendance at the institution at which the student is enrolled,

25 the minority teacher scholarship shall be reduced by an amount

26 equal to the amount by which the combined financial assistance

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1 available to the student exceeds the cost of attendance.

2 (e) The maximum number of academic terms for which a

3 qualified student can receive minority teacher scholarship

4 assistance shall be 8 semesters or 12 quarters.

5 (f) In any academic year for which an eligible applicant

6 under this Section accepts financial assistance through the

7 Paul Douglas Teacher Scholarship Program, as authorized by

8 Section 551 et seq. of the Higher Education Act of 1965, the

9 applicant shall not be eligible for scholarship assistance

10 awarded under this Section.

11 (g) All applications for minority teacher scholarships to

12 be awarded under this Section shall be made to the Commission

13 on forms which the Commission shall provide for eligible

14 applicants. The form of applications and the information

15 required to be set forth therein shall be determined by the

16 Commission, and the Commission shall require eligible

17 applicants to submit with their applications such supporting

18 documents or recommendations as the Commission deems

19 necessary.

20 (h) Subject to a separate appropriation for such purposes,

21 payment of any minority teacher scholarship awarded under this

22 Section shall be determined by the Commission. All scholarship

23 funds distributed in accordance with this subsection shall be

24 paid to the institution and used only for payment of the

25 tuition and fee and room and board expenses incurred by the

26 student in connection with his or her attendance at a qualified

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1 Illinois institution of higher learning. Any minority teacher

2 scholarship awarded under this Section shall be applicable to 2

3 semesters or 3 quarters of enrollment. If a qualified student

4 withdraws from enrollment prior to completion of the first

5 semester or quarter for which the minority teacher scholarship

6 is applicable, the school shall refund to the Commission the

7 full amount of the minority teacher scholarship.

8 (i) The Commission shall administer the minority teacher

9 scholarship aid program established by this Section and shall

10 make all necessary and proper rules not inconsistent with this

11 Section for its effective implementation.

12 (j) When an appropriation to the Commission for a given

13 fiscal year is insufficient to provide scholarships to all

14 qualified students, the Commission shall allocate the

15 appropriation in accordance with this subsection. If funds are

16 insufficient to provide all qualified students with a

17 scholarship as authorized by this Section, the Commission shall

18 allocate the available scholarship funds for that fiscal year

19 to qualified students who submit a complete application form on

20 or before a date specified by the Commission based on the

21 following order of priority:

22 (1) To students who received a scholarship under this

23 Section in the prior academic year and who remain eligible

24 for a minority teacher scholarship under this Section.

25 (2) Except as otherwise provided in subsection (k), to

26 students who demonstrate financial need, as determined by

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1 the Commission. ~~on the basis of the date the Commission~~

2 ~~receives a complete application form.~~

3 (k) Notwithstanding paragraph (2) of ~~the provisions of~~

4 subsection (j) ~~or any other provision of this Section~~, at least

5 35% ~~30%~~of the funds appropriated for scholarships awarded

6 under this Section in each fiscal year shall be reserved for

7 qualified male minority applicants, with priority being given

8 to qualified Black male applicants beginning with fiscal year

9 2023. If the Commission does not receive enough applications

10 from qualified male minorities on or before January 1 of each

11 fiscal year to award 35% ~~30%~~ of the funds appropriated for

12 these scholarships to qualified male minority applicants, then

13 the Commission may award a portion of the reserved funds to

14 qualified female minority applicantsin accordance with

15 subsection (j).

16 Beginning with fiscal year 2023, if at least $2,850,000 but

17 less than $4,200,000 is appropriated in a given fiscal year for

18 scholarships awarded under this Section, then at least 10% of

19 the funds appropriated shall be reserved for qualified

20 bilingual minority applicants, with priority being given to

21 qualified bilingual minority applicants who are enrolled in an

22 educator preparation program with a concentration in

23 bilingual, bicultural education. Beginning with fiscal year

24 2023, if at least $4,200,000 is appropriated in a given fiscal

25 year for the Minority Teachers of Illinois scholarship program,

26 then at least 30% of the funds appropriated shall be reserved

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1 for qualified bilingual minority applicants, with priority

2 being given to qualified bilingual minority applicants who are

3 enrolled in an educator preparation program with a

4 concentration in bilingual, bicultural education. Beginning

5 with fiscal year 2023, if at least $2,850,000 is appropriated

6 in a given fiscal year for scholarships awarded under this

7 Section but the Commission does not receive enough applications

8 from qualified bilingual minority applicants on or before

9 January 1 of that fiscal year to award at least 10% of the

10 funds appropriated to qualified bilingual minority applicants,

11 then the Commission may, in its discretion, award a portion of

12 the reserved funds to other qualified students in accordance

13 with subsection (j).

14 (l) Prior to receiving scholarship assistance for any

15 academic year, each recipient of a minority teacher scholarship

16 awarded under this Section shall be required by the Commission

17 to sign an agreement under which the recipient pledges that,

18 within the one-year period following the termination of the

19 program for which the recipient was awarded a minority teacher

20 scholarship, the recipient (i) shall begin teaching for a

21 period of not less than one year for each year of scholarship

22 assistance he or she was awarded under this Section;~~and~~ (ii)

23 shall fulfill this teaching obligation at a nonprofit Illinois

24 public, private, or parochial preschool, elementary school, or

25 secondary school at which no less than 30% of the enrolled

26 students are minority students in the year during which the

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1 recipient begins teaching at the schoolor may instead, if the

2 recipient received a scholarship as a qualified bilingual

3 minority applicant, fulfill this teaching obligation in a

4 program in transitional bilingual education pursuant to

5 Article 14C of the School Code or in a school in which 20 or

6 more English learner students in the same language

7 classification are enrolled; and (iii) shall, upon request by

8 the Commission, provide the Commission with evidence that he or

9 she is fulfilling or has fulfilled the terms of the teaching

10 agreement provided for in this subsection.

11 (m) If a recipient of a minority teacher scholarship

12 awarded under this Section fails to fulfill the teaching

13 obligation set forth in subsection (l) of this Section, the

14 Commission shall require the recipient to repay the amount of

15 the scholarships received, prorated according to the fraction

16 of the teaching obligation not completed, at a rate of interest

17 equal to 5%, and, if applicable, reasonable collection fees.

18 The Commission is authorized to establish rules relating to its

19 collection activities for repayment of scholarships under this

20 Section. All repayments collected under this Section shall be

21 forwarded to the State Comptroller for deposit into the State's

22 General Revenue Fund.

23 (n) A recipient of minority teacher scholarship shall not

24 be considered in violation of the agreement entered into

25 pursuant to subsection (l) if the recipient (i) enrolls on a

26 full time basis as a graduate student in a course of study

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1 related to the field of teaching at a qualified Illinois

2 institution of higher learning; (ii) is serving, not in excess

3 of 3 years, as a member of the armed services of the United

4 States; (iii) is a person with a temporary total disability for

5 a period of time not to exceed 3 years as established by sworn

6 affidavit of a qualified physician; (iv) is seeking and unable

7 to find full time employment as a teacher at an Illinois

8 public, private, or parochial preschool or elementary or

9 secondary school that satisfies the criteria set forth in

10 subsection (l) of this Section and is able to provide evidence

11 of that fact; (v) becomes a person with a permanent total

12 disability as established by sworn affidavit of a qualified

13 physician; (vi) is taking additional courses, on at least a

14 half-time basis, needed to obtain licensure as a teacher in

15 Illinois; or (vii) is fulfilling teaching requirements

16 associated with other programs administered by the Commission

17 and cannot concurrently fulfill them under this Section in a

18 period of time equal to the length of the teaching obligation.

19 (o) Scholarship recipients under this Section who withdraw

20 from a program of teacher education but remain enrolled in

21 school to continue their postsecondary studies in another

22 academic discipline shall not be required to commence repayment

23 of their Minority Teachers of Illinois scholarship so long as

24 they remain enrolled in school on a full-time basis or if they

25 can document for the Commission special circumstances that

26 warrant extension of repayment.

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1 (p) If the Minority Teachers of Illinois scholarship

2 program does not expend at least 90% of the amount appropriated

3 for the program in a given fiscal year for 3 consecutive fiscal

4 years and the Commission does not receive enough applications

5 from the groups identified in subsection (k) on or before

6 January 1 in each of those fiscal years to meet the percentage

7 reserved for those groups under subsection (k), then up to 3%

8 of amount appropriated for the program for each of next 3

9 fiscal years shall be allocated to increasing awareness of the

10 program and for the recruitment of Black male applicants. The

11 Commission shall make a recommendation to the General Assembly

12 by January 1 of the year immediately following the end of that

13 third fiscal year regarding whether the amount allocated to

14 increasing awareness and recruitment should continue.

15 (q) Each qualified Illinois institution of higher learning

16 that receives funds from the Minority Teachers of Illinois

17 scholarship program shall host an annual information session at

18 the institution about the program for teacher candidates of

19 color in accordance with rules adopted by the Commission.

20 Additionally, the institution shall ensure that each

21 scholarship recipient enrolled at the institution meets with an

22 academic advisor at least once per academic year to facilitate

23 on-time completion of the recipient's educator preparation

24 program.

25 (r) The changes made to this Section by this amendatory Act

26 of the 101st General Assembly will first take effect with

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1 awards made for the 2022-2023 academic year.

2 (Source: P.A. 99-143, eff. 7-27-15; 100-235, eff. 6-1-18.)

3 Article 125.

4 Section 125-5. The Higher Education Student Assistance Act

5 is amended by changing Section 65.100 as follows:

6 (110 ILCS 947/65.100)

7 (Section scheduled to be repealed on October 1, 2024)

8 Sec. 65.100. AIM HIGH Grant Pilot Program.

9 (a) The General Assembly makes all of the following

10 findings:

11 (1) Both access and affordability are important

12 aspects of the Illinois Public Agenda for College and

13 Career Success report.

14 (2) This State is in the top quartile with respect to

15 the percentage of family income needed to pay for college.

16 (3) Research suggests that as loan amounts increase,

17 rather than an increase in grant amounts, the probability

18 of college attendance decreases.

19 (4) There is further research indicating that

20 socioeconomic status may affect the willingness of

21 students to use loans to attend college.

22 (5) Strategic use of tuition discounting can decrease

23 the amount of loans that students must use to pay for

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1 tuition.

2 (6) A modest, individually tailored tuition discount

3 can make the difference in a student choosing to attend

4 college and enhance college access for low-income and

5 middle-income families.

6 (7) Even if the federally calculated financial need for

7 college attendance is met, the federally determined

8 Expected Family Contribution can still be a daunting

9 amount.

10 (8) This State is the second largest exporter of

11 students in the country.

12 (9) When talented Illinois students attend

13 universities in this State, the State and those

14 universities benefit.

15 (10) State universities in other states have adopted

16 pricing and incentives that allow many Illinois residents

17 to pay less to attend an out-of-state university than to

18 remain in this State for college.

19 (11) Supporting Illinois student attendance at

20 Illinois public universities can assist in State efforts to

21 maintain and educate a highly trained workforce.

22 (12) Modest tuition discounts that are individually

23 targeted and tailored can result in enhanced revenue for

24 public universities.

25 (13) By increasing a public university's capacity to

26 strategically use tuition discounting, the public

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1 university will be capable of creating enhanced tuition

2 revenue by increasing enrollment yields.

3 (b) In this Section:

4 "Eligible applicant" means a student from any high school

5 in this State, whether or not recognized by the State Board of

6 Education, who is engaged in a program of study that in due

7 course will be completed by the end of the school year and who

8 meets all of the qualifications and requirements under this

9 Section.

10 "Tuition and other necessary fees" includes the customary

11 charge for instruction and use of facilities in general and the

12 additional fixed fees charged for specified purposes that are

13 required generally of non-grant recipients for each academic

14 period for which the grant applicant actually enrolls, but does

15 not include fees payable only once or breakage fees and other

16 contingent deposits that are refundable in whole or in part.

17 The Commission may adopt, by rule not inconsistent with this

18 Section, detailed provisions concerning the computation of

19 tuition and other necessary fees.

20 (c) Beginning with the 2019-2020 academic year, each public

21 university may establish a merit-based scholarship pilot

22 program known as the AIM HIGH Grant Pilot Program. Each year,

23 the Commission shall receive and consider applications from

24 public universities under this Section. Subject to

25 appropriation and any tuition waiver limitation established by

26 the Board of Higher Education, a public university campus may

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1 award a grant to a student under this Section if it finds that

2 the applicant meets all of the following criteria:

3 (1) He or she is a resident of this State and a citizen

4 or eligible noncitizen of the United States.

5 (2) He or she files a Free Application for Federal

6 Student Aid and demonstrates financial need with a

7 household income no greater than 6 times the poverty

8 guidelines updated periodically in the Federal Register by

9 the U.S. Department of Health and Human Services under the

10 authority of 42 U.S.C. 9902(2). The household income of the

11 applicant at the time of initial application shall be

12 deemed to be the household income of the applicant for the

13 duration of the pilot program.

14 (3) He or she meets the minimum cumulative grade point

15 average or ACT or SAT college admissions test score, as

16 determined by the public university campus.

17 (4) He or she is enrolled in a public university as an

18 undergraduate student on a full-time basis.

19 (5) He or she has not yet received a baccalaureate

20 degree or the equivalent of 135 semester credit hours.

21 (6) He or she is not incarcerated.

22 (7) He or she is not in default on any student loan or

23 does not owe a refund or repayment on any State or federal

24 grant or scholarship.

25 (8) Any other reasonable criteria, as determined by the

26 public university campus.

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1 (d) Each public university campus shall determine grant

2 renewal criteria consistent with the requirements under this

3 Section.

4 (e) Each participating public university campus shall post

5 on its Internet website criteria and eligibility requirements

6 for receiving awards that use funds under this Section that

7 include a range in the sizes of these individual awards. The

8 criteria and amounts must also be reported to the Commission

9 and the Board of Higher Education, who shall post the

10 information on their respective Internet websites.

11 (f) After enactment of an appropriation for this Program,

12 the Commission shall determine an allocation of funds to each

13 public university in an amount proportionate to the number of

14 undergraduate students who are residents of this State and

15 citizens or eligible noncitizens of the United States and who

16 were enrolled at each public university campus in the previous

17 academic year. All applications must be made to the Commission

18 on or before a date determined by the Commission and on forms

19 that the Commission shall provide to each public university

20 campus. The form of the application and the information

21 required shall be determined by the Commission and shall

22 include, without limitation, the total public university

23 campus funds used to match funds received from the Commission

24 in the previous academic year under this Section, if any, the

25 total enrollment of undergraduate students who are residents of

26 this State from the previous academic year, and any supporting

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1 documents as the Commission deems necessary. Each public

2 university campus shall match the amount of funds received by

3 the Commission with financial aid for eligible students.

4 A public university in which an average of at least 49% of

5 the students seeking a bachelor's degree or certificate

6 received a Pell Grant over the prior 3 academic years, as

7 reported to the Commission, shall match 20% of the amount of

8 funds awarded in a given academic year with non-loan financial

9 aid for eligible students. A public university in which an

10 average of less than 49% of the students seeking a bachelor's

11 degree or certificate received a Pell Grant over the prior 3

12 academic years, as reported to the Commission, shall match 60%

13 of the amount of funds awarded in a given academic year with

14 non-loan financial aid for eligible students.

15 A public university campus is not required to claim its

16 entire allocation. The Commission shall make available to all

17 public universities, on a date determined by the Commission,

18 any unclaimed funds and the funds must be made available to

19 those public university campuses in the proportion determined

20 under this subsection (f), excluding from the calculation those

21 public university campuses not claiming their full

22 allocations.

23 Each public university campus may determine the award

24 amounts for eligible students on an individual or broad basis,

25 but, subject to renewal eligibility, each renewed award may not

26 be less than the amount awarded to the eligible student in his

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1 or her first year attending the public university campus.

2 Notwithstanding this limitation, a renewal grant may be reduced

3 due to changes in the student's cost of attendance, including,

4 but not limited to, if a student reduces the number of credit

5 hours in which he or she is enrolled, but remains a full-time

6 student, or switches to a course of study with a lower tuition

7 rate.

8 An eligible applicant awarded grant assistance under this

9 Section is eligible to receive other financial aid. Total grant

10 aid to the student from all sources may not exceed the total

11 cost of attendance at the public university campus.

12 (g) All money allocated to a public university campus under

13 this Section may be used only for financial aid purposes for

14 students attending the public university campus during the

15 academic year, not including summer terms. Notwithstanding any

16 other provision of law to the contrary, any funds received by a

17 public university campus under this Section that are not

18 granted to students in the academic year for which the funds

19 are received may be retained by the public university campus

20 for expenditure on students participating in the Program or

21 students eligible to participate in the Program.

22 (h) Each public university campus that establishes a

23 Program under this Section must annually report to the

24 Commission, on or before a date determined by the Commission,

25 the number of undergraduate students enrolled at that campus

26 who are residents of this State.

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1 (i) Each public university campus must report to the

2 Commission the total non-loan financial aid amount given by the

3 public university campus to undergraduate students in the

4 2017-2018 academic year, not including the summer term. To be

5 eligible to receive funds under the Program, a public

6 university campus may not decrease the total amount of non-loan

7 financial aid it gives to undergraduate students, not including

8 any funds received from the Commission under this Section or

9 any funds used to match grant awards under this Section, to an

10 amount lower than the reported amount for the 2017-2018

11 academic year, not including the summer term.

12 (j) On or before a date determined by the Commission, each

13 public university campus that participates in the Program under

14 this Section shall annually submit a report to the Commission

15 with all of the following information:

16 (1) The Program's impact on tuition revenue and

17 enrollment goals and increase in access and affordability

18 at the public university campus.

19 (2) Total funds received by the public university

20 campus under the Program.

21 (3) Total non-loan financial aid awarded to

22 undergraduate students attending the public university

23 campus.

24 (4) Total amount of funds matched by the public

25 university campus.

26 (5) Total amount of claimed and unexpended funds

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1 retained by the public university campus.

2 (6) The percentage of total financial aid distributed

3 under the Program by the public university campus.

4 (7) The total number of students receiving grants from

5 the public university campus under the Program and those

6 students' grade level, race, gender, income level, family

7 size, Monetary Award Program eligibility, Pell Grant

8 eligibility, and zip code of residence and the amount of

9 each grant award. This information shall include unit

10 record data on those students regarding variables

11 associated with the parameters of the public university's

12 Program, including, but not limited to, a student's ACT or

13 SAT college admissions test score, high school or

14 university cumulative grade point average, or program of

15 study.

16 On or before October 1, 2020 and annually on or before

17 October 1 thereafter, the Commission shall submit a report with

18 the findings under this subsection (j) and any other

19 information regarding the AIM HIGH Grant Pilot Program to (i)

20 the Governor, (ii) the Speaker of the House of Representatives,

21 (iii) the Minority Leader of the House of Representatives, (iv)

22 the President of the Senate, and (v) the Minority Leader of the

23 Senate. The reports to the General Assembly shall be filed with

24 the Clerk of the House of Representatives and the Secretary of

25 the Senate in electronic form only, in the manner that the

26 Clerk and the Secretary shall direct. The Commission's report

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1 may not disaggregate data to a level that may disclose

2 personally identifying information of individual students.

3 The sharing and reporting of student data under this

4 subsection (j) must be in accordance with the requirements

5 under the federal Family Educational Rights and Privacy Act of

6 1974 and the Illinois School Student Records Act. All parties

7 must preserve the confidentiality of the information as

8 required by law. The names of the grant recipients under this

9 Section are not subject to disclosure under the Freedom of

10 Information Act.

11 Public university campuses that fail to submit a report

12 under this subsection (j) or that fail to adhere to any other

13 requirements under this Section may not be eligible for

14 distribution of funds under the Program for the next academic

15 year, but may be eligible for distribution of funds for each

16 academic year thereafter.

17 (k) The Commission shall adopt rules to implement this

18 Section.

19 (l) This Section is repealed on October 1, 2024.

20 (Source: P.A. 100-587, eff. 6-4-18; 100-1015, eff. 8-21-18;

21 100-1183, eff. 4-4-19; 101-81, eff. 7-12-19; 101-613, eff.

22 6-1-20; 101-643, eff. 6-18-20.)

23 Article 130.

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

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1 the Transitions in Education Act. References in this Article to

2 "this Act" mean this Article.

3 Section 130-5. Findings; policies.

4 (a) The General Assembly finds the following:

5 (1) Teachers are the single most important in-school

6 factor in supporting student outcomes and success; yet,

7 Illinois is suffering from a profound teacher shortage

8 across the State.

9 (2) To reverse this shortage, Illinois needs to develop

10 and invest in a robust and diverse educator pipeline,

11 addressing any barriers or gaps that limit high quality

12 candidates, particularly candidates of color, from

13 becoming teachers.

14 (3) Illinois loses many high quality, diverse educator

15 candidates in postsecondary programs due to confusion or

16 lack of course transfer credits and course articulation

17 from Illinois's 2-year to 4-year institutions.

18 (4) Lack of alignment and transferability of course

19 credits may often force candidates to spend additional time

20 and money to earn a degree or lead to an inability to

21 complete a degree.

22 (5) In 1993, the Board of Higher Education, the

23 Illinois Community College Board, and the Transfer

24 Coordinators of Illinois Colleges and Universities brought

25 together faculty from public and independent, associate,

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1 and baccalaureate degree-granting institutions across the

2 State to develop the Illinois Articulation Initiative

3 (IAI).

4 (6) The goal of IAI is to facilitate the transfer of

5 courses from one participating college or university to

6 another in order to complete a baccalaureate degree.

7 (7) The Student Transfer Achievement Reform (STAR)

8 Act, as mandated by subsection (b) of Section 25 of the

9 Act, is designed to facilitate transfer among Illinois

10 public institutions, particularly for students with a

11 completed Associate of Arts or an Associate of Science

12 degree.

13 (8) While Illinois is a leading state for college

14 completion rates for adult learners and transfer students

15 from community colleges, it needs to increase the number of

16 high-quality postsecondary teaching credentials to meet

17 the demands of our schools and education workforce.

18 (9) With the rising costs of higher education for

19 Illinois students and families, the State needs to ensure

20 to the maximize extent possible that community college

21 courses will transfer with full credit for the student and

22 be accepted at an Illinois public or private institution as

23 they pursue a baccalaureate degree in education.

24 (10) Illinois can do this by improving transitions all

25 along the education pipeline; for postsecondary education,

26 this means strengthening articulation through stable

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1 funding and the expansion of transfer tools, such as

2 Transferology and the IAI through development of an

3 objective measure of transfer and acceptance of credits in

4 education degrees.

5 (11) The IAI Education Pathway can be modeled off of

6 existing IAI major pathways like Early Childhood Education

7 and Criminal Justice.

8 (b) The General Assembly encourages the Board of Higher

9 Education, the State Board of Education, and the Illinois

10 Community College Board, as part of the IAI, to do the

11 following:

12 (1) The Board of Higher Education, the State Board of

13 Education, and the Illinois Community College Board are

14 encouraged to jointly establish a task force for a Major

15 Panel in Education and identify respective recommended

16 major courses that would be accepted as credit toward the

17 education major at the receiving institutions.

18 (2) As part of the report on the status of the Illinois

19 Articulation Initiative pursuant to Section 25 of the

20 Illinois Articulation Initiative Act, the Board of Higher

21 Education and the Illinois Community College Board are

22 encouraged to include in the annual report to the General

23 Assembly, the Governor, and the Illinois P-20 Council the

24 progress made on the task force on the Education Major

25 Panel.

26 (3) The Board of Higher Education, the State Board of

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1 Education, and the Illinois Community College Board are

2 encouraged to further promote and encourage the enrollment

3 of minority students into educator preparation programs,

4 such as the annual information session about the Minority

5 Teachers of Illinois scholarship program pursuant to

6 subsection (q) of Section 50 of the Higher Education

7 Student Assistance Act.

8 Article 135.

9 Section 135-5. The School Code is amended by changing

10 Sections 2-3.25 and 27-20.4 and by adding Section 2-3.187 as

11 follows:

12 (105 ILCS 5/2-3.25) (from Ch. 122, par. 2-3.25)

13 Sec. 2-3.25. Standards for schools.

14 (a) To determine for all types of schools conducted under

15 this Act efficient and adequate standards for the physical

16 plant, heating, lighting, ventilation, sanitation, safety,

17 equipment and supplies, instruction and teaching, curriculum,

18 library, operation, maintenance, administration and

19 supervision, and to issue, refuse to issue or revoke

20 certificates of recognition for schools or school districts

21 pursuant to standards established hereunder; to determine and

22 establish efficient and adequate standards for approval of

23 credit for courses given and conducted by schools outside of

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1 the regular school term.

2 (a-5) On or before July 1, 2021, the State Board of

3 Education must adopt revised social science learning standards

4 that are inclusive and reflective of all individuals in this

5 country.

6 (b) Whenever it appears that a secondary or unit school

7 district may be unable to offer courses enabling students in

8 grades 9 through 12 to meet the minimum preparation and

9 admission requirements for public colleges and universities

10 adopted by the Board of Higher Education, the State Board of

11 Education shall assist the district in reviewing and analyzing

12 its existing curriculum with particular reference to the

13 educational needs of all pupils of the district and the

14 sufficiency of existing and future revenues and payments

15 available to the district for development of a curriculum which

16 will provide maximum educational opportunity to pupils of the

17 district. The review and analysis may consider achievement of

18 this goal not only through implementation of traditional

19 classroom methods but also through development of and

20 participation in joint educational programs with other school

21 districts or institutions of higher education, or alternative

22 programs employing modern technological methods including but

23 not limited to the use of television, telephones, computers,

24 radio and other electronic devices.

25 (Source: P.A. 87-559.)

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1 (105 ILCS 5/2-3.187 new)

2 Sec. 2-3.187. Inclusive American History Commission.

3 (a) The Inclusive American History Commission is created to

4 provide assistance to the State Board of Education in revising

5 its social science learning standards under subsection (a-5) of

6 Section 2-3.25.

7 (b) The State Board of Education shall convene the

8 Inclusive American History Commission to do all of the

9 following:

10 (1) Review available resources for use in school

11 districts that reflect the racial and ethnic diversity of

12 this State and country. The resources identified by the

13 Commission may be posted on the State Board of Education's

14 Internet website.

15 (2) Provide guidance for each learning standard

16 developed for educators on how to ensure that instruction

17 and content are not biased to value specific cultures, time

18 periods, and experiences over other cultures, time

19 periods, and experiences.

20 (3) Develop guidance, tools, and support for

21 professional learning on how to locate and utilize

22 resources for non-dominant cultural narratives and sources

23 of historical information.

24 (c) The Commission shall consist of all of the following

25 members:

26 (1) One Representative appointed by the Speaker of the

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1 House of Representatives.

2 (2) One Representative appointed by the Minority

3 Leader of the House of Representatives.

4 (3) One Senator appointed by the President of the

5 Senate.

6 (4) One Senator appointed by the Minority Leader of the

7 Senate.

8 (5) Two members who are history scholars appointed by

9 the State Superintendent of Education.

10 (6) Eight members who are teachers at schools in this

11 State recommended by professional teachers' organizations

12 and appointed by the State Superintendent of Education.

13 (7) One representative of the State Board of Education

14 appointed by the State Superintendent of Education who

15 shall serve as chairperson.

16 (8) One member who represents a statewide organization

17 that represents south suburban school districts appointed

18 by the State Superintendent of Education.

19 (9) One member who represents a west suburban school

20 district appointed by the State Superintendent of

21 Education.

22 (10) One member who represents a school district

23 organized under Article 34 appointed by the State

24 Superintendent of Education.

25 (11) One member who represents a statewide

26 organization that represents school librarians appointed

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1 by the State Superintendent of Education.

2 (12) One member who represents a statewide

3 organization that represents principals appointed by the

4 State Superintendent of Education.

5 (13) One member who represents a statewide

6 organization that represents superintendents appointed by

7 the State Superintendent of Education.

8 (14) One member who represents a statewide

9 organization that represents school boards appointed by

10 the State Superintendent of Education.

11 Members appointed to the Commission must reflect the

12 racial, ethnic, and geographic diversity of this State.

13 (d) Members of the Commission shall serve without

14 compensation but may be reimbursed for reasonable expenses from

15 funds appropriated to the State Board of Education for that

16 purpose, including travel, subject to the rules of the

17 appropriate travel control board.

18 (e) The State Board of Education shall provide

19 administrative and other support to the Commission.

20 (f) The Commission must submit a report about its work to

21 the State Board of Education, the Governor, and the General

22 Assembly on or before December 31, 2021. The Commission is

23 dissolved upon the submission of its report.

24 (g) This Section is repealed on January 1, 2023.

25 (105 ILCS 5/27-20.4) (from Ch. 122, par. 27-20.4)

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1 Sec. 27-20.4. Black History study. Every public elementary

2 school and high school shall include in its curriculum a unit

3 of instruction studying the events of Black History, including

4 the history of the pre-enslavement of Black people from 3,000

5 BCE to AD 1619, the African slave trade, slavery in America,

6 the study of the reasons why Black people came to be enslaved,

7 ~~and~~ the vestiges of slavery in this country, and the study of

8 the American civil rights renaissance. These events shall

9 include not only the contributions made by individual

10 African-Americans in government and in the arts, humanities and

11 sciences to the economic, cultural and political development of

12 the United States and Africa, but also the socio-economic

13 struggle which African-Americans experienced collectively in

14 striving to achieve fair and equal treatment under the laws of

15 this nation. The studying of this material shall constitute an

16 affirmation by students of their commitment to respect the

17 dignity of all races and peoples and to forever eschew every

18 form of discrimination in their lives and careers.

19 The State Superintendent of Education may prepare and make

20 available to all school boards instructional materials,

21 including those established by the Amistad Commission, which

22 may be used as guidelines for development of a unit of

23 instruction under this Section; provided, however, that each

24 school board shall itself determine the minimum amount of

25 instruction time which shall qualify as a unit of instruction

26 satisfying the requirements of this Section.

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1 A school may meet the requirements of this Section through

2 an online program or course.

3 (Source: P.A. 100-634, eff. 1-1-19.)

4 Article 145.

5 Section 145-1. Short title. This Article may be cited as

6 the Early Education Act. References in this Article to "this

7 Act" means this Article.

8 Section 145-5. Findings; policies.

9 (a) The General Assembly finds the following:

10 (1) Part C of the federal Individuals with Disabilities

11 Education Act and the Early Intervention Services System

12 Act provide that all eligible infants and toddlers and

13 their families are entitled to receive a broad range of

14 developmental, social, and emotional services designed to

15 maximize their development, including speech and language,

16 developmental, occupational, and physical therapies and

17 social work services.

18 (2) The General Assembly finds that early intervention

19 services as outlined in Part C of the federal Individuals

20 with Disabilities Education Act (IDEA) are cost-effective

21 and effectively serve the developmental needs of eligible

22 infants and toddlers and their families.

23 (3) Early intervention services to young children who

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1 have or are at risk for developmental delays have been

2 shown to positively impact outcomes across developmental

3 domains, including language and communication, cognitive

4 development, and social and emotional development.

5 (4) Families benefit by being able to better meet their

6 child's developmental needs from an early age and

7 throughout their lives.

8 (5) Benefits to society include reducing the economic

9 burden through a decreased need for special education.

10 (6) Data shows that early intervention services in

11 Illinois are at least two and a half times less costly

12 annually than special education services in preschool and

13 elementary years.

14 (7) Nationwide, nearly 70% of children in early

15 intervention programs exhibit growth greater than

16 expected; this includes acquiring skills at a faster rate

17 even after they leave the program.

18 (8) Nationwide, nearly half of children leave early

19 intervention programs functioning at age level and do not

20 need special education at kindergarten age.

21 (9) Early intervention services are underutilized in

22 Illinois and nationally with only 4% of Illinois infants

23 and toddlers currently receiving services, while the

24 research shows that about 13% of Illinois children are

25 eligible.

26 (10) In Illinois and nationally, only approximately 1%

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1 of infants are enrolled in early intervention, which is far

2 below the percentage of children who should be receiving

3 these services; this is of concern because intervention at

4 the earliest possible point improves children's outcomes,

5 and children born with low or very low birth weights or

6 otherwise leaving the NICU too often do not receive the

7 needed connection to early intervention services,

8 particularly those children on Medicaid.

9 (11) Data indicates that early intervention services

10 in Illinois are underutilized in the medical diagnosis and

11 environmental factors with substantial risk of delay

12 categories; these are the 2 eligibility areas in which

13 infants and toddlers are automatically eligible.

14 (12) Experts conclude that early intervention

15 eligibility needs to be clearly understood and documented

16 so that children and families who meet eligibility

17 requirements can be appropriately referred, served, and

18 supported.

19 (13) The Early Intervention Services System Act

20 requires the State to provide a comprehensive,

21 coordinated, interagency, and interdisciplinary early

22 intervention services system for eligible infants and

23 toddlers and their families by enhancing the capacity to

24 provide quality early intervention services, expanding and

25 improving existing services, and facilitating coordination

26 of payments for early intervention services from various

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1 public and private sources.

2 (14) Black and Latinx children in Illinois are more

3 likely to be on a waiting list for services. This is due to

4 a number of reasons, including the reluctance to provide

5 services in certain neighborhoods due to the perception of

6 safety issues and in cases in which families experience

7 multiple challenges, such as child welfare involvement or

8 families experiencing homelessness, which are all

9 predictive factors of children that could benefit from

10 early intervention services.

11 (15) Inequitable access to appropriate early

12 intervention services is disproportionately more likely to

13 be experienced by Black and Latinx families.

14 (b) The General Assembly encourages the Department of Human

15 Services, in consultation with advocates and experts in the

16 field, including the Interagency Council on Early

17 Intervention, to take all of the following actions:

18 (1) to re-examine the definition of "at-risk" and also

19 the diagnosed medical conditions that typically result in

20 delay to ensure that they effectively increase eligibility

21 and access to early intervention services;

22 (2) to charge the Early Intervention Training Program,

23 in collaboration with experts and beneficiaries, to create

24 and execute a plan for designing and disseminating

25 affirmative outreach through multiple modalities to

26 primary referral services as defined by statute,

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1 providers, and families;

2 (3) to include explanations and provide examples in the

3 affirmative outreach plan about how the medical conditions

4 resulting in high probability of developmental delay and

5 at-risk of developmental delay categories do not require

6 the child to have any present delay;

7 (4) to present to the General Assembly a report that

8 includes the affirmative outreach plan and plans for

9 disseminating that information, including data on the

10 all-children-served eligibility category, services

11 provided, and information on race and geographic area to

12 the General Assembly no later than June 30, 2022;

13 (5) to develop a plan for the State to launch early

14 intervention specialized teams that can address the

15 complex needs that families face; the General Assembly

16 urges recommendations for the plan to be developed by a

17 public-private early intervention specialized teams work

18 group and to include the participation of at least 2 Child

19 Family Connection Providers in an early intervention

20 specialized team pilot; this plan should build on work by

21 the Illinois Interagency Council on Early Intervention and

22 should specifically address modifications to billing and

23 other policies to support new teaming structure, budget

24 implications for pilot execution, corresponding

25 professional development opportunities for early

26 intervention providers, a prearranged mechanism to collect

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1 feedback from both families and providers, a mechanism for

2 tracking outcomes, and ways to refine the approach for

3 scale; the General Assembly urges this plan to be developed

4 and launched by January 1, 2022; and

5 (6) to work in a public-private partnership to

6 establish demonstration projects with at least 2 hospital

7 neo-natal intensive care departments, in-patient and

8 out-patient, with the goal of better coordination and

9 timely connections to early intervention services; the

10 General Assembly encourages this implementation to be

11 underway no later than January 1, 2022.

12 Article 150.

13 Section 150-20. The Illinois Workforce Investment Board

14 Act is amended by changing Section 4.5 as follows:

15 (20 ILCS 3975/4.5)

16 Sec. 4.5. Duties.

17 (a) The Board must perform all the functions of a state

18 workforce innovation board under the federal Workforce

19 Innovation and Opportunity Act, any amendments to that Act, and

20 any other applicable federal statutes. The Board must also

21 perform all other functions that are not inconsistent with the

22 federal Workforce Innovation and Opportunity Act or this Act

23 and that are assumed by the Board under its bylaws or assigned

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1 to it by the Governor.

2 (b) The Board must cooperate with the General Assembly and

3 make recommendations to the Governor and the General Assembly

4 concerning legislation necessary to improve upon statewide and

5 local workforce development systems in order to increase

6 occupational skill attainment, employment, retention, or

7 earnings of participants and thereby improve the quality of the

8 workforce, reduce welfare dependency, and enhance the

9 productivity and competitiveness of the State. The Board must

10 annually submit a report to the General Assembly on the

11 progress of the State in achieving state performance measures

12 under the federal Workforce Innovation and Opportunity Act,

13 including information on the levels of performance achieved by

14 the State with respect to the core indicators of performance

15 and the customer satisfaction indicator under that Act. The

16 report must include any other items that the Governor may be

17 required to report to the Secretary of the United States

18 Department of Labor.

19 (b-5) The Board shall implement a method for measuring the

20 progress of the State's workforce development system by using

21 benchmarks specified in the federal Workforce Innovation and

22 Opportunity Act.

23 The Board shall identify the most significant early

24 indicators for each benchmark, establish a mechanism to collect

25 data and track the benchmarks on an annual basis, and then use

26 the results to set goals for each benchmark, to inform

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1 planning, and to ensure the effective use of State resources.

2 (c) Nothing in this Act shall be construed to require or

3 allow the Board to assume or supersede the statutory authority

4 granted to, or impose any duties or requirements on, the State

5 Board of Education, the Board of Higher Education, the Illinois

6 Community College Board, any State agencies created under the

7 Civil Administrative Code of Illinois, or any local education

8 agencies.

9 (d) No actions taken by the Illinois Human Resource

10 Investment Council before the effective date of this amendatory

11 Act of the 92nd General Assembly and no rights, powers, duties,

12 or obligations from those actions are impaired solely by this

13 amendatory Act of the 92nd General Assembly. All actions taken

14 by the Illinois Human Resource Investment Council before the

15 effective date of this amendatory Act of the 92nd General

16 Assembly are ratified and validated.

17 (e) Upon the effective date of this amendatory Act of the

18 101st General Assembly, the Board shall conduct a feasibility

19 study regarding the consolidation of all workforce development

20 programs funded by the federal Workforce Innovation and

21 Opportunity Act and conducted by the State of Illinois into one

22 solitary agency to create greater access to job training for

23 underserved populations. The Board shall utilize resources

24 currently made available to them, including, but not limited

25 to, partnering with institutions of higher education and those

26 agencies currently charged with overseeing or administering

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1 workforce programs. The feasibility study shall:

2 (1) assess the impact of consolidation on access for

3 participants, including minority persons as defined in

4 Section 2 of the Business Enterprise for Minorities, Women,

5 and Persons with Disabilities Act, persons with limited

6 English proficiency, persons with disabilities, and youth,

7 and how consolidation would increase equitable access to

8 workforce resources;

9 (2) assess the cost of consolidation and estimate any

10 long-term savings anticipated from the action;

11 (3) assess the impact of consolidation on agencies in

12 which the programs currently reside, including, but not

13 limited to, the Department of Commerce and Economic

14 Opportunity, the Department of Employment Security, the

15 Department of Human Services, the Community College Board,

16 the Board of Higher Education, the Department of

17 Corrections, the Department on Aging, the Department of

18 Veterans' Affairs, and the Department of Children and

19 Family Services;

20 (4) assess the impact of consolidation on State

21 government employees and union contracts;

22 (5) consider if the consolidation will provide avenues

23 to maximize federal funding;

24 (6) provide recommendations for the future structure

25 of workforce development programs, including a proposed

26 timeline for implementation;

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1 (7) provide direction for implementation by July 1,

2 2022 with regard to recommendations that do not require

3 legislative change;

4 (8) if legislative change is necessary, include

5 legislative language for consideration by the 102nd

6 General Assembly.

7 The Board shall submit its recommendations the Governor and

8 the General Assembly by May 1, 2021.

9 (Source: P.A. 100-477, eff. 9-8-17.)

10 Article 155.

11 Section 155-5. The School Code is amended by changing

12 Section 21B-70 as follows:

13 (105 ILCS 5/21B-70)

14 Sec. 21B-70. Illinois Teaching Excellence Program.

15 (a) As used in this Section:

16 "Diverse candidate" means a candidate who identifies with

17 any of the ethnicities reported on the Illinois Report Card

18 other than White.

19 "National Board certified teacher candidate cohort

20 facilitator" means a National Board certified teacher who

21 collaborates to advance the goal of supporting all other

22 candidate cohorts other than diverse candidate cohorts through

23 the Illinois National Board for Professional Teaching

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1 Standards Comprehensive Support System.

2 "National Board certified teacher diverse candidate cohort

3 facilitator" means a National Board certified teacher who

4 collaborates to advance the goal of supporting racially and

5 ethnically diverse candidates through the Illinois National

6 Board for Professional Teaching Standards Comprehensive

7 Support System.

8 "National Board certified teacher diverse liaison" means

9 an individual or entity that supports the National Board

10 certified teacher leading a diverse candidate cohort.

11 "National Board certified teacher liaison" means an

12 individual or entity that supports the National Board certified

13 teacher leading candidate cohorts other than diverse candidate

14 cohorts.

15 "National Board certified teacher rural or remote or

16 distant candidate cohort facilitator" means a National Board

17 certified teacher who collaborates to advance the goal of

18 supporting rural or remote candidates through the Illinois

19 National Board for Professional Teaching Standards

20 Comprehensive Support System.

21 "National Board certified teacher rural or remote or

22 distant liaison" means an individual or entity that ~~who~~

23 supports the National Board certified teacher leading a rural

24 or remote candidate cohort.

25 "Qualified educator" means a teacher or school counselor

26 currently employed in a school district who is in the process

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1 of obtaining certification through the National Board for

2 Professional Teaching Standards or who has completed

3 certification and holds a current Professional Educator

4 License with a National Board for Professional Teaching

5 Standards designation or a retired teacher or school counselor

6 who holds a Professional Educator License with a National Board

7 for Professional Teaching Standards designation.

8 "Rural or remote" or "rural or remote or distant" means

9 local codes 32, 33, 41, 42, and 43 of the New Urban-Centric

10 Locale Codes, as defined by the National Center for Education

11 Statistics.

12 "Tier 1" has the meaning given to that term under Section

13 18-8.15.

14 "Tier 2" has the meaning given to that term under Section

15 18-8.15.

16 (b) Any funds appropriated for the Illinois Teaching

17 Excellence Program must be used to provide monetary assistance

18 and incentives for qualified educators who are employed by or

19 retired from school districts and who have or are in the

20 process of obtaining licensure through the National Board for

21 Professional Teaching Standards. The goal of the program is to

22 improve instruction and student performance.

23 The State Board of Education shall allocate an amount as

24 annually appropriated by the General Assembly for the Illinois

25 Teaching Excellence Program for (i) application or re-take fees

26 for each qualified educator seeking to complete certification

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1 through the National Board for Professional Teaching

2 Standards, to be paid directly to the National Board for

3 Professional Teaching Standards, and (ii) incentives under

4 paragraphs (1), (2), and (3) of subsection (c) for each

5 qualified educator, to be distributed to the respective school

6 district, and incentives under paragraph (5) of subsection (c),

7 to be distributed to the respective school district or directly

8 to the qualified educator. The school district shall distribute

9 this payment to each eligible teacher or school counselor as a

10 single payment.

11 The State Board of Education's annual budget must set out

12 by separate line item the appropriation for the program. Unless

13 otherwise provided by appropriation, qualified educators are

14 eligible for monetary assistance and incentives outlined in

15 subsections (c) and (d) of this Section.

16 (c) When there are adequate funds available, monetary

17 assistance and incentives shall include the following:

18 (1) A maximum of $2,000 towards the application or

19 re-take fee for teachers or school counselors in a Tier 1

20 school district who apply on a first-come, first-serve

21 basis for National Board certification.

22 (2) A maximum of $2,000 towards the application or

23 re-take fee for teachers or school counselors in a school

24 district other than a Tier 1 school district who apply on a

25 first-come, first-serve basis for National Board

26 certification.

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1 (3) A maximum of $1,000 towards the National Board for

2 Professional Teaching Standards' renewal application fee.

3 (4) (Blank).

4 (5) An annual incentive of no more than ~~equal to~~ $1,500

5 prorated at $50 per hour, which shall be paid to each

6 qualified educator currently employed in a school district

7 who holds both a National Board for Professional Teaching

8 Standards designation and a current corresponding

9 certificate issued by the National Board for Professional

10 Teaching Standards and who agrees, in writing, to provide

11 up to ~~at least~~ 30 hours of mentoring or National Board for

12 Professional Teaching Standards professional development

13 or both during the school year to classroom teachers or

14 school counselors, as applicable. Funds must be disbursed

15 on a first-come, first-serve basis, with priority given to

16 Tier 1 school districts. Mentoring shall include, either

17 singly or in combination, the following:

18 (A) National Board for Professional Teaching

19 Standards certification candidates.

20 (B) National Board for Professional Teaching

21 Standards re-take candidates.

22 (C) National Board for Professional Teaching

23 Standards renewal candidates.

24 (D) (Blank).

25 Funds may also be used for instructional leadership

26 training for qualified educators interested in supporting

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1 implementation of the Illinois Learning Standards or teaching

2 and learning priorities of the State Board of Education or

3 both.

4 (d) In addition to the monetary assistance and incentives

5 provided under subsection (c), if adequate funds are available,

6 incentives shall include the following incentives for the

7 program in rural or remote schools or school districts or for

8 programs working with diverse candidates, to be distributed to

9 the respective school district or directly to the qualified

10 educator or entity:

11 (1) A one-time incentive of $3,000 payable to National

12 Board certified teachers teaching in Tier 1 or Tier 2 rural

13 or remote school districts or rural or remote schools in

14 Tier 1 or Tier 2 school districts, with priority given to

15 teachers teaching in Tier 1 rural or remote school

16 districts or rural or remote schools in Tier 1 school

17 districts.

18 (2) An annual incentive of $3,200 for National Board

19 certified teacher rural or remote or distant candidate

20 cohort facilitators, diverse candidate cohort

21 facilitators, and candidate cohort facilitators. Priority

22 shall be given to rural or remote candidate cohort

23 facilitators and diverse candidate cohort facilitators.

24 (3) An annual incentive of $2,500 for National Board

25 certified teacher rural or remote or distant liaisons,

26 diverse liaisons, and liaisons. Priority shall be given to

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1 rural or remote liaisons and diverse liaisons.

2 (Source: P.A. 100-201, eff. 8-18-17; 101-333, eff. 1-1-20.)

3 Article 999.

4 Section 999-999. Effective date. This Act takes effect upon

5 becoming law.".