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1 AN ACT concerning education.
2 Be it enacted by the People of the State of Illinois,
3 represented in the General Assembly:
4 Section 5. The School Code is amended by changing Sections
5 2-3.47a, 2-3.66, 2-3.170, 10-17a, 10-20.12a, 10-20.17a,
6 10-20.56, 10-22.24b, 10-27.1A, 10-27.1B, 13A-8, 13B-45,
7 13B-50, 13B-50.10, 13B-50.15, 18-8.15, 21B-45, 21B-50, 26-2,
8 27-22.2, and 34-8.05 as follows:
9 (105 ILCS 5/2-3.47a)
10 Sec. 2-3.47a. Strategic plan.
11 (a) The State Board of Education shall develop and
12 maintain a continuing comprehensive strategic plan for
13 elementary and secondary education. The strategic plan shall
14 address how the State Board of Education will focus its
15 efforts to increase equity in all Illinois schools and shall
16 include, without limitation, all of the following topic areas:
17 (1) Service and support to school districts to improve
18 student performance.
19 (2) Programs to improve equitable and strategic
20 resource allocation in all schools.
21 (3) Efforts to enhance the social-emotional well-being
22 of Illinois students.
23 (4) (Blank).
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1 (5) (Blank).
2 (6) (Blank).
3 (7) (Blank).
4 (8) (Blank).
5 (9) (Blank).
6 (10) (Blank).
7 (11) (Blank).
8 (12) (Blank).
9 (13) (Blank).
10 (14) Attraction and retention of diverse and qualified
11 teachers and leaders.
12 (15) (Blank).
13 The State Board of Education shall consult with the
14 educational community, hold public hearings, and receive input
15 from all interested groups in drafting the strategic plan.
16 (b) To meet the requirements of this Section, the State
17 Board of Education shall issue to the Governor and General
18 Assembly a preliminary report within 6 months after the
19 effective date of this amendatory Act of the 93rd General
20 Assembly and a final 5-year strategic plan within one year
21 after the effective date of this amendatory Act of the 93rd
22 General Assembly. Thereafter, the State Board shall annually
23 review the strategic plan and, if necessary, update its
24 contents. The State Board shall provide updates regarding the
25 topic areas contained in the strategic plan and any updates to
26 its contents, if applicable, shall be updated and issued to
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1 the Governor and General Assembly on or before July 1 of each
2 year.
3 (Source: P.A. 102-539, eff. 8-20-21.)
4 (105 ILCS 5/2-3.66) (from Ch. 122, par. 2-3.66)
5 Sec. 2-3.66. Truants' alternative and optional education
6 programs. To establish projects to offer modified
7 instructional programs or other services designed to prevent
8 students from dropping out of school, including programs
9 pursuant to Section 2-3.41, and to serve as a part time or full
10 time option in lieu of regular school attendance and to award
11 grants to local school districts, educational service regions
12 or community college districts from appropriated funds to
13 assist districts in establishing such projects. The education
14 agency may operate its own program or enter into a contract
15 with another not-for-profit entity to implement the program.
16 The projects shall allow dropouts, up to and including age 21,
17 potential dropouts, including truants, uninvolved, unmotivated
18 and disaffected students, as defined by State Board of
19 Education rules and regulations, to enroll, as an alternative
20 to regular school attendance, in an optional education program
21 which may be established by school board policy and is in
22 conformance with rules adopted by the State Board of
23 Education. Truants' Alternative and Optional Education
24 programs funded pursuant to this Section shall be planned by a
25 student, the student's parents or legal guardians, unless the
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1 student is 18 years or older, and school officials and shall
2 culminate in an individualized optional education plan. Such
3 plan shall focus on academic or vocational skills, or both,
4 and may include, but not be limited to, evening school, summer
5 school, community college courses, adult education,
6 preparation courses for high school equivalency testing,
7 vocational training, work experience, programs to enhance self
8 concept and parenting courses. School districts which are
9 awarded grants pursuant to this Section shall be authorized to
10 provide day care services to children of students who are
11 eligible and desire to enroll in programs established and
12 funded under this Section, but only if and to the extent that
13 such day care is necessary to enable those eligible students
14 to attend and participate in the programs and courses which
15 are conducted pursuant to this Section. School districts,
16 intermediate service centers, and regional offices of
17 education may claim general State aid under Section 18-8.05 or
18 evidence-based funding under Section 18-8.15 for students
19 enrolled in truants' alternative and optional education
20 programs, provided that such students are receiving services
21 that are supplemental to a program leading to a high school
22 diploma and are otherwise eligible to be claimed for general
23 State aid under Section 18-8.05 or evidence-based funding
24 under Section 18-8.15, as applicable.
25 (Source: P.A. 100-465, eff. 8-31-17.)
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1 (105 ILCS 5/2-3.170)
2 Sec. 2-3.170. Property tax relief pool grants.
3 (a) As used in this Section,
4 "EAV" means equalized assessed valuation as defined under
5 Section 18-8.15 of this Code.
6 "Property tax multiplier" equals one minus the square of
7 the school district's Local Capacity Percentage, as defined in
8 Section 18-8.15 of this Code.
9 "Local capacity percentage multiplier" means one minus the
10 school district's Local Capacity Percentage, as defined in
11 Section 18-8.15.
12 "State Board" means the State Board of Education.
13 (b) Subject to appropriation, the State Board shall
14 provide grants to eligible school districts that provide tax
15 relief to the school district's residents, which may be no
16 greater than 1% of EAV for a unit district, 0.69% of EAV for an
17 elementary school district, or 0.31% of EAV for a high school
18 district, as provided in this Section.
19 (b-5) School districts may apply for property tax relief
20 under this Section concurrently to setting their levy for the
21 fiscal year. The intended relief may not be greater than 1% of
22 the EAV for a unit district, 0.69% of the EAV for an elementary
23 school district, or 0.31% of the EAV for a high school
24 district, multiplied by the school district's local capacity
25 percentage multiplier. The State Board shall process
26 applications for relief, providing a grant to those districts
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1 with the highest adjusted operating tax rate, as determined by
2 those districts with the highest percentage of the simple
3 average adjusted operating tax rate of districts of the same
4 type, either elementary, high school, or unit, first, in an
5 amount equal to the intended relief multiplied by the property
6 tax multiplier. The State Board shall provide grants to school
7 districts in order of priority until the property tax relief
8 pool is exhausted. If more school districts apply for relief
9 under this subsection than there are funds available, the
10 State Board must distribute the grants and prorate any
11 remaining funds to the final school district that qualifies
12 for grant relief. The abatement amount for that district must
13 be equal to the grant amount divided by the property tax
14 multiplier.
15 If a school district receives the State Board's approval
16 of a grant under this Section by March 1 of the fiscal year,
17 the school district shall present a duly authorized and
18 approved abatement resolution by March 30 of the fiscal year
19 to the county clerk of each county in which the school files
20 its levy, authorizing the county clerk to lower the school
21 district's levy by the amount designated in its application to
22 the State Board. When the preceding requisites are satisfied,
23 the county clerk shall reduce the amount collected for the
24 school district by the amount indicated in the school
25 district's abatement resolution for that fiscal year.
26 (c) (Blank).
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1 (d) School districts seeking grants under this Section
2 shall apply to the State Board each year. All applications to
3 the State Board for grants shall include the amount of the tax
4 relief intended by the school district.
5 (e) Each year, based on the most recent available data
6 provided by school districts pursuant to Section 18-8.15 of
7 this Code, the State Board shall calculate the order of
8 priority for grant eligibility under subsection (b-5) and
9 publish a list of the school districts eligible for relief.
10 The State Board shall provide grants in the manner provided
11 under subsection (b-5).
12 (f) The State Board shall publish a final list of eligible
13 grant recipients and provide payment of the grants by March 1
14 of each year.
15 (g) If notice of eligibility from the State Board is
16 received by a school district by March 1, then by March 30, the
17 school district shall file an abatement of its property tax
18 levy in an amount equal to the grant received under this
19 Section divided by the property tax multiplier. Payment of all
20 grant amounts shall be made by June 1 each fiscal year. The
21 State Superintendent of Education shall establish the timeline
22 in such cases in which notice cannot be made by March 1.
23 (h) The total property tax relief allowable to a school
24 district under this Section shall be calculated based on the
25 total amount of reduction in the school district's aggregate
26 extension. The total grant shall be equal to the reduction,
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1 multiplied by the property tax multiplier. The reduction shall
2 be equal to 1% of a district's EAV for a unit school district,
3 0.69% for an elementary school district, or 0.31% for a high
4 school district, multiplied by the school district's local
5 capacity percentage multiplier.
6 (i) If the State Board does not expend all appropriations
7 allocated pursuant to this Section, then any remaining funds
8 shall be allocated pursuant to Section 18-8.15 of this Code.
9 (j) The State Board shall prioritize payments under
10 Section 18-8.15 of this Code over payments under this Section,
11 if necessary.
12 (k) Any grants received by a school district shall be
13 included in future calculations of that school district's Base
14 Funding Minimum under Section 18-8.15 of this Code. Beginning
15 with Fiscal Year 2020, if a school district receives a grant
16 under this Section, the school district must present to the
17 county clerk a duly authorized and approved abatement
18 resolution by March 30 for the year in which the school
19 district receives the grant and the successive fiscal year
20 following the receipt of the grant, authorizing the county
21 clerk to lower the school district's levy by the amount
22 designated in its original application to the State Board.
23 After receiving a resolution, the county clerk must reduce the
24 amount collected for the school district by the amount
25 indicated in the school district's abatement resolution for
26 that fiscal year. If a school district does not abate in this
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1 amount for the successive fiscal year, the grant amount may
2 not be included in the school district's Base Funding Minimum
3 under Section 18-8.15 in the fiscal year following the tax
4 year in which the abatement is not authorized and in any future
5 fiscal year thereafter, and the county clerk must notify the
6 State Board of the increase no later 30 days after it occurs.
7 (l) In the immediate 2 consecutive tax years following
8 receipt of a Property Tax Pool Relief Grant, the aggregate
9 extension base of any school district receiving a grant under
10 this Section, for purposes of the Property Tax Extension
11 Limitation Law, shall include the tax relief the school
12 district provided in the previous taxable year under this
13 Section.
14 (Source: P.A. 100-465, eff. 8-31-17; 100-582, eff. 3-23-18;
15 100-863, eff. 8-14-18; 101-17, eff. 6-14-19; 101-643, eff.
16 6-18-20.)
17 (105 ILCS 5/10-17a)
18 Sec. 10-17a. State, school district, and school report
19 cards; Expanded High School Snapshot Report.
20 (1) By October 31, 2013 and October 31 of each subsequent
21 school year, the State Board of Education, through the State
22 Superintendent of Education, shall prepare a State report
23 card, school district report cards, and school report cards,
24 and shall by the most economical means provide to each school
25 district in this State, including special charter districts
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1 and districts subject to the provisions of Article 34, the
2 report cards for the school district and each of its schools.
3 Because of the impacts of the COVID-19 public health emergency
4 during school year 2020-2021, the State Board of Education
5 shall have until December 31, 2021 to prepare and provide the
6 report cards that would otherwise be due by October 31, 2021.
7 During a school year in which the Governor has declared a
8 disaster due to a public health emergency pursuant to Section
9 7 of the Illinois Emergency Management Agency Act, the report
10 cards for the school districts and each of its schools shall be
11 prepared by December 31.
12 (2) In addition to any information required by federal
13 law, the State Superintendent shall determine the indicators
14 and presentation of the school report card, which must
15 include, at a minimum, the most current data collected and
16 maintained by the State Board of Education related to the
17 following:
18 (A) school characteristics and student demographics,
19 including average class size, average teaching experience,
20 student racial/ethnic breakdown, and the percentage of
21 students classified as low-income; the percentage of
22 students classified as English learners, the number of
23 students who graduate from a bilingual or English learner
24 program, and the number of students who graduate from,
25 transfer from, or otherwise leave bilingual programs; the
26 percentage of students who have individualized education
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1 plans or 504 plans that provide for special education
2 services; the number and the percentage of all students in
3 grades kindergarten through 8, disaggregated by the
4 student students demographics described in this paragraph
5 (A), in each of the following categories: (i) those who
6 have been assessed for placement in a gifted education
7 program or accelerated placement, (ii) those who have
8 enrolled in a gifted education program or in accelerated
9 placement, and (iii) for each of categories (i) and (ii),
10 those who received direct instruction from a teacher who
11 holds a gifted education endorsement; the number and the
12 percentage of all students in grades 9 through 12,
13 disaggregated by the student demographics described in
14 this paragraph (A), who have been enrolled in an advanced
15 academic program; the percentage of students scoring at
16 the "exceeds expectations" level on the assessments
17 required under Section 2-3.64a-5 of this Code; the
18 percentage of students who annually transferred in or out
19 of the school district; average daily attendance; the
20 per-pupil operating expenditure of the school district;
21 and the per-pupil State average operating expenditure for
22 the district type (elementary, high school, or unit);
23 (B) curriculum information, including, where
24 applicable, Advanced Placement, International
25 Baccalaureate or equivalent courses, dual credit courses,
26 foreign language classes, computer science courses, school
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1 personnel resources (including Career Technical Education
2 teachers), before and after school programs,
3 extracurricular activities, subjects in which elective
4 classes are offered, health and wellness initiatives
5 (including the average number of days of Physical
6 Education per week per student), approved programs of
7 study, awards received, community partnerships, and
8 special programs such as programming for the gifted and
9 talented, students with disabilities, and work-study
10 students;
11 (C) student outcomes, including, where applicable, the
12 percentage of students deemed proficient on assessments of
13 State standards, the percentage of students in the eighth
14 grade who pass Algebra, the percentage of students who
15 participated in workplace learning experiences, the
16 percentage of students enrolled in post-secondary
17 institutions (including colleges, universities, community
18 colleges, trade/vocational schools, and training programs
19 leading to career certification within 2 semesters of high
20 school graduation), the percentage of students graduating
21 from high school who are college and career ready, the
22 percentage of graduates enrolled in community colleges,
23 colleges, and universities who are in one or more courses
24 that the community college, college, or university
25 identifies as a developmental course, and the percentage
26 of students with disabilities under the federal
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1 Individuals with Disabilities Education Act and Article 14
2 of this Code who have fulfilled the minimum State
3 graduation requirements set forth in Section 27-22 of this
4 Code and have been issued a regular high school diploma;
5 (D) student progress, including, where applicable, the
6 percentage of students in the ninth grade who have earned
7 5 credits or more without failing more than one core
8 class, a measure of students entering kindergarten ready
9 to learn, a measure of growth, and the percentage of
10 students who enter high school on track for college and
11 career readiness;
12 (E) the school environment, including, where
13 applicable, high school dropout rate by grade level, the
14 percentage of students with less than 10 absences in a
15 school year, the percentage of teachers with less than 10
16 absences in a school year for reasons other than
17 professional development, leaves taken pursuant to the
18 federal Family Medical Leave Act of 1993, long-term
19 disability, or parental leaves, the 3-year average of the
20 percentage of teachers returning to the school from the
21 previous year, the number of different principals at the
22 school in the last 6 years, the number of teachers who hold
23 a gifted education endorsement, the process and criteria
24 used by the district to determine whether a student is
25 eligible for participation in a gifted education program
26 or advanced academic program and the manner in which
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1 parents and guardians are made aware of the process and
2 criteria, the number of teachers who are National Board
3 Certified Teachers, disaggregated by race and ethnicity, 2
4 or more indicators from any school climate survey selected
5 or approved by the State and administered pursuant to
6 Section 2-3.153 of this Code, with the same or similar
7 indicators included on school report cards for all surveys
8 selected or approved by the State pursuant to Section
9 2-3.153 of this Code, the combined percentage of teachers
10 rated as proficient or excellent in their most recent
11 evaluation, and, beginning with the 2022-2023 school year,
12 data on the number of incidents of violence that occurred
13 on school grounds or during school-related activities and
14 that resulted in an out-of-school suspension, expulsion,
15 or removal to an alternative setting, as reported pursuant
16 to Section 2-3.162;
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
22 the State of Illinois in the prior fiscal year for the
23 school's employees, which shall be reported to the State
24 Board of Education by the Teachers' Retirement System of
25 the State of Illinois;
26 (H) for a school district organized under Article 34
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1 of this Code only, State contributions to the Public
2 School Teachers' Pension and Retirement Fund of Chicago
3 and State contributions for health care for employees of
4 that school 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;
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;
24 (N) whether the school offered its students career and
25 technical education opportunities; and
26 (O) beginning Beginning with the October 2024 report
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1 card, the total number of school counselors, school social
2 workers, school nurses, and school psychologists by
3 school, district, and State, the average number of
4 students per school counselor in the school, district, and
5 State, the average number of students per school social
6 worker in the school, district, and State, the average
7 number of students per school nurse in the school,
8 district, and State, and the average number of students
9 per school psychologist in the school, district, and
10 State.
11 The school report card shall also provide information that
12 allows for comparing the current outcome, progress, and
13 environment data to the State average, to the school data from
14 the past 5 years, and to the outcomes, progress, and
15 environment of similar schools based on the type of school and
16 enrollment of low-income students, special education students,
17 and English learners.
18 As used in this subsection (2):
19 "Accelerated placement" has the meaning ascribed to that
20 term in Section 14A-17 of this Code.
21 "Administrative costs" means costs associated with
22 executive, administrative, or managerial functions within the
23 school district that involve planning, organizing, managing,
24 or directing the school district.
25 "Advanced academic program" means a course of study,
26 including, but not limited to, accelerated placement, advanced
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1 placement coursework, International Baccalaureate coursework,
2 dual credit, or any course designated as enriched or honors,
3 that a student is enrolled in based on advanced cognitive
4 ability or advanced academic achievement compared to local age
5 peers and in which the curriculum is substantially
6 differentiated from the general curriculum to provide
7 appropriate challenge and pace.
8 "Computer science" means the study of computers and
9 algorithms, including their principles, their hardware and
10 software designs, their implementation, and their impact on
11 society. "Computer science" does not include the study of
12 everyday uses of computers and computer applications, such as
13 keyboarding or accessing the Internet.
14 "Gifted education" means educational services, including
15 differentiated curricula and instructional methods, designed
16 to meet the needs of gifted children as defined in Article 14A
17 of this Code.
18 For the purposes of paragraph (A) of this subsection (2),
19 "average daily attendance" means the average of the actual
20 number of attendance days during the previous school year for
21 any enrolled student who is subject to compulsory attendance
22 by Section 26-1 of this Code at each school and charter school.
23 (2.5) For any school report card prepared after July 1,
24 2025, for all high school graduation completion rates that are
25 reported on the school report card as required under this
26 Section or by any other State or federal law, the State
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1 Superintendent of Education shall also report the percentage
2 of students who did not meet the requirements of high school
3 graduation completion for any reason and, of those students,
4 the percentage that are classified as students who fulfill the
5 requirements of Section 14-16 of this Code.
6 The State Superintendent shall ensure that for the
7 2023-2024 school year there is a specific code for districts
8 to report students who fulfill the requirements of Section
9 14-16 of this Code to ensure accurate reporting under this
10 Section.
11 All reporting requirements under this subsection (2.5)
12 shall be included on the school report card where high school
13 graduation completion rates are reported, along with a brief
14 explanation of how fulfilling the requirements of Section
15 14-16 of this Code is different from receiving a regular high
16 school diploma.
17 (3) At the discretion of the State Superintendent, the
18 school district report card shall include a subset of the
19 information identified in paragraphs (A) through (E) of
20 subsection (2) of this Section, as well as information
21 relating to the operating expense per pupil and other finances
22 of the school district, and the State report card shall
23 include a subset of the information identified in paragraphs
24 (A) through (E) and paragraph (N) of subsection (2) of this
25 Section. The school district report card shall include the
26 average daily attendance, as that term is defined in
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1 subsection (2) of this Section, of students who have
2 individualized education programs and students who have 504
3 plans that provide for special education services within the
4 school district.
5 (4) Notwithstanding anything to the contrary in this
6 Section, in consultation with key education stakeholders, the
7 State Superintendent shall at any time have the discretion to
8 amend or update any and all metrics on the school, district, or
9 State report card.
10 (5) Annually, no more than 30 calendar days after receipt
11 of the school district and school report cards from the State
12 Superintendent of Education, each school district, including
13 special charter districts and districts subject to the
14 provisions of Article 34, shall present such report cards at a
15 regular school board meeting subject to applicable notice
16 requirements, post the report cards on the school district's
17 Internet web site, if the district maintains an Internet web
18 site, make the report cards available to a newspaper of
19 general circulation serving the district, and, upon request,
20 send the report cards home to a parent (unless the district
21 does not maintain an Internet web site, in which case the
22 report card shall be sent home to parents without request). If
23 the district posts the report card on its Internet web site,
24 the district shall send a written notice home to parents
25 stating (i) that the report card is available on the web site,
26 (ii) the address of the web site, (iii) that a printed copy of
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1 the report card will be sent to parents upon request, and (iv)
2 the telephone number that parents may call to request a
3 printed copy of the report card.
4 (6) Nothing contained in Public Act 98-648 repeals,
5 supersedes, invalidates, or nullifies final decisions in
6 lawsuits pending on July 1, 2014 (the effective date of Public
7 Act 98-648) in Illinois courts involving the interpretation of
8 Public Act 97-8.
9 (7) As used in this subsection (7):
10 "Advanced Advanced-track coursework or programs" means any
11 high school courses, sequence of courses, or class or grouping
12 of students organized to provide more rigorous, enriched,
13 advanced, accelerated, gifted, or above grade-level
14 instruction. This may include, but is not limited to, Advanced
15 Placement courses, International Baccalaureate courses,
16 honors, weighted, advanced, or enriched courses, or gifted or
17 accelerated programs, classrooms, or courses.
18 "Course" means any high school class or course offered by
19 a school that is assigned a school course code by the State
20 Board of Education.
21 "High school" means a school that maintains any of grades
22 9 through 12.
23 "English learner coursework or English learner program"
24 means a high school English learner course or program
25 designated to serve English learners, who may be designated as
26 English language learners or limited English proficiency
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1 learners.
2 "Standard coursework or programs" means any high school
3 courses or classes other than advanced advanced-track
4 coursework or programs, English learner coursework or
5 programs, or special education coursework or programs.
6 By December October 31, 2027 and by December October 31 of
7 each subsequent year, the State Board of Education, through
8 the State Superintendent of Education, shall prepare a
9 stand-alone report covering all public high schools in this
10 State, to be referred to as the Expanded High School
11 Coursework Snapshot Report. The State Board shall post the
12 Report on the State Board's Internet website. Each school
13 district with a high school enrollment for the reporting year
14 shall include on the school district's Internet website, if
15 the district maintains an Internet website, a hyperlink to the
16 Report on the State Board's Internet website titled "Expanded
17 High School Coursework Snapshot Report". Hyperlinks under this
18 subsection (7) shall be displayed in a manner that is easily
19 accessible to the public.
20 The Expanded High School Coursework Snapshot Report shall
21 include:
22 (A) a listing of all standard coursework or programs
23 that have offered by a high school student enrollment;
24 (B) a listing of all advanced advanced-track
25 coursework or programs that have offered by a high school
26 student enrollment;
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1 (C) a listing of all English learner coursework or
2 programs that have high school student enrollment by
3 English learners offered by a high school;
4 (D) a listing of all special education coursework or
5 programs that have high school student enrollment by
6 students with disabilities offered by a high school;
7 (E) data tables and graphs comparing advanced
8 advanced-track coursework or programs enrollment with
9 standard coursework or programs enrollment according to
10 the following parameters:
11 (i) the average years of experience of all
12 teachers in a high school who are assigned to teach
13 advanced advanced-track coursework or programs
14 compared with the average years of experience of all
15 teachers in the high school who are assigned to teach
16 standard coursework or programs;
17 (ii) the average years of experience of all
18 teachers in a high school who are assigned to teach
19 special education coursework or programs that have
20 high school enrollment by students with disabilities
21 compared with the average years of experience of all
22 teachers in the high school who are not assigned to
23 teach standard coursework or programs that have high
24 school student enrollment by students with
25 disabilities;
26 (iii) the average years of experience of all
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1 teachers in a high school who are assigned to teach
2 English learner coursework or programs that have high
3 school student enrollment by English learners compared
4 with the average years of experience of all teachers
5 in the high school who are not assigned to teach
6 standard coursework or programs that have high school
7 student enrollment by English learners;
8 (iv) the number of high school teachers who
9 possess bachelor's degrees, master's degrees, or
10 higher doctorate degrees and who are assigned to teach
11 advanced coursework advanced -track courses or
12 programs compared with the number of teachers who
13 possess bachelor's degrees, master's degrees, or
14 higher doctorate degrees and who are assigned to teach
15 standard coursework or programs;
16 (v) the number of high school teachers who possess
17 bachelor's degrees, master's degrees, or higher
18 doctorate degrees and who are assigned to teach
19 special education coursework or programs that have
20 high school student enrollment by students with
21 disabilities compared with the number of teachers who
22 possess bachelor's degrees, master's degrees, or
23 higher doctorate degrees and who are not assigned to
24 teach standard coursework or programs that have high
25 school student enrollment by students with
26 disabilities;
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1 (vi) the number of high school teachers who
2 possess bachelor's degrees, master's degrees, or
3 higher doctorate degrees and who are assigned to teach
4 English learner coursework or programs that have high
5 school student enrollment by English learners compared
6 with the number of teachers who possess bachelor's
7 degrees, master's degrees, or higher doctorate degrees
8 and who are not assigned to teach standard coursework
9 or programs that have high school student enrollment
10 by English learners;
11 (vii) the average student enrollment and class
12 size of advanced advanced-track coursework or programs
13 offered in a high school compared with the average
14 student enrollment and class size of standard
15 coursework or programs;
16 (viii) the percentages of high school students,
17 delineated by race, gender, and program student group,
18 who are enrolled in advanced advanced-track coursework
19 or programs in a high school compared with the gender
20 of students enrolled in standard coursework or
21 programs;
22 (ix) (blank); the percentages of students
23 delineated by gender who are enrolled in special
24 education coursework or programs in a high school
25 compared with the percentages of students enrolled in
26 standard coursework or programs;
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1 (x) (blank); the percentages of students
2 delineated by gender who are enrolled in English
3 learner coursework or programs in a high school
4 compared with the gender of students enrolled in
5 standard coursework or programs;
6 (xi) (blank); the percentages of high school
7 students in each individual race and ethnicity
8 category, as defined in the most recent federal
9 decennial census, who are enrolled in advanced-track
10 coursework or programs compared with the percentages
11 of students in each individual race and ethnicity
12 category enrolled in standard coursework or programs;
13 (xii) (blank); the percentages of high school
14 students in each of the race and ethnicity categories,
15 as defined in the most recent federal decennial
16 census, who are enrolled in special education
17 coursework or programs compared with the percentages
18 of students in each of the race and ethnicity
19 categories who are enrolled in standard coursework or
20 programs;
21 (xiii) (blank); the percentages of high school
22 students in each of the race and ethnicity categories,
23 as defined in the most recent federal decennial
24 census, who are enrolled in English learner coursework
25 or programs in a high school compared with the
26 percentages of high school students in each of the
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1 race and ethnicity categories who are enrolled in
2 standard coursework or programs;
3 (xiv) the percentage of high school students, by
4 race, gender, and program student group, who earn
5 reach proficiency (the equivalent of a C grade or
6 higher on a grade A through F scale) in one or more
7 advanced advanced-track coursework or programs
8 compared with the percentage of high school students,
9 by race, gender, and program student group, who earn
10 proficiency (the equivalent of a C grade or higher on a
11 grade A through F scale) in one or more standard
12 coursework or programs;
13 (xv) (blank); the percentage of high school
14 students who reach proficiency (the equivalent of a C
15 grade or higher on a grade A through F scale) in
16 special education coursework or programs compared with
17 the percentage of high school students who earn
18 proficiency (the equivalent of a C grade or higher on a
19 grade A through F scale) in standard coursework or
20 programs; and
21 (xvi) (blank); and the percentage of high school
22 students who reach proficiency (the equivalent of a C
23 grade or higher on a grade A through F scale) in
24 English learner coursework or programs compared with
25 the percentage of high school students who earn
26 proficiency (the equivalent of a C grade or higher on a
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1 grade A through F scale) in standard coursework or
2 programs; and
3 (F) data tables and graphs for each race and ethnicity
4 category, as defined in the most recent federal decennial
5 census, and gender category, as defined in the most recent
6 federal decennial census, describing:
7 (i) the total student number and student
8 percentage for of Advanced Placement courses taken by
9 race and ethnicity category and gender category, as
10 defined in the most recent federal decennial census;
11 (ii) the total student number and student
12 percentage for of International Baccalaureate courses
13 taken by race and ethnicity category and gender
14 category, as defined in the most recent federal
15 decennial census;
16 (iii) (blank); for each race and ethnicity
17 category and gender category, as defined in the most
18 recent federal decennial census, the percentage of
19 high school students enrolled in Advanced Placement
20 courses;
21 (iv) (blank); and for each race and ethnicity
22 category and gender category, as defined in the most
23 recent federal decennial census, the percentage of
24 high school students enrolled in International
25 Baccalaureate courses; and
26 (v) for each race and ethnicity category, as
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1 defined in the most recent federal decennial census,
2 the total student number and student percentage of
3 high school students who earn a score of 3 or higher on
4 the Advanced Placement exam associated with an
5 Advanced Placement course.
6 For data on teacher experience and education under this
7 subsection (7), a teacher who teaches a combination of courses
8 designated as advanced advanced-track coursework or programs,
9 courses or programs that have high school student enrollment
10 by English learners learner coursework or programs, or
11 standard coursework or programs shall be included in all
12 relevant categories and the teacher's level of experience
13 shall be added to the categories.
14 (Source: P.A. 102-16, eff. 6-17-21; 102-294, eff. 1-1-22;
15 102-539, eff. 8-20-21; 102-558, eff. 8-20-21; 102-594, eff.
16 7-1-22; 102-813, eff. 5-13-22; 103-116, eff. 6-30-23; 103-263,
17 eff. 6-30-23; 103-413, eff, 1-1-24; 103-503, eff. 1-1-24;
18 revised 9-12-23.)
19 (105 ILCS 5/10-20.12a) (from Ch. 122, par. 10-20.12a)
20 Sec. 10-20.12a. Tuition for non-resident pupils.
21 (a) To charge non-resident pupils who attend the schools
22 of the district tuition in an amount not exceeding 110% of the
23 per capita cost of maintaining the schools of the district for
24 the preceding school year.
25 Such per capita cost shall be computed by dividing the
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1 total cost of conducting and maintaining the schools of the
2 district by the average daily attendance, including tuition
3 pupils. Depreciation on the buildings and equipment of the
4 schools of the district, and the amount of annual depreciation
5 on such buildings and equipment shall be dependent upon the
6 useful life of such property.
7 The tuition charged shall in no case exceed 110% of the per
8 capita cost of conducting and maintaining the schools of the
9 district attended, as determined with reference to the most
10 recent audit prepared under Section 3-7 which is available at
11 the commencement of the current school year. Non-resident
12 pupils attending the schools of the district for less than the
13 school term shall have their tuition apportioned, however
14 pupils who become non-resident during a school term shall not
15 be charged tuition for the remainder of the school term in
16 which they became non-resident pupils.
17 Notwithstanding the provisions of this Section, a school
18 district may adopt a policy to waive tuition costs for a
19 non-resident pupil who if the pupil is the a child of a
20 district employee if the district adopts a policy approving
21 such waiver. For purposes of this paragraph, "child" means a
22 district employee's child who is a biological child, adopted
23 child, foster child, stepchild, or a child for which the
24 employee serves as a legal guardian.
25 (b) Unless otherwise agreed to by the parties involved and
26 where the educational services are not otherwise provided for,
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1 educational services for an Illinois student under the age of
2 21 (and not eligible for services pursuant to Article 14 of
3 this Code) in any residential program shall be provided by the
4 district in which the facility is located and financed as
5 follows. The cost of educational services shall be paid by the
6 district in which the student resides in an amount equal to the
7 cost of providing educational services in the residential
8 facility. Payments shall be made by the district of the
9 student's residence and shall be made to the district wherein
10 the facility is located no less than once per month unless
11 otherwise agreed to by the parties.
12 The funding provision of this subsection (b) applies to
13 all Illinois students under the age of 21 (and not eligible for
14 services pursuant to Article 14 of this Code) receiving
15 educational services in residential facilities, irrespective
16 of whether the student was placed therein pursuant to this
17 Code or the Juvenile Court Act of 1987 or by an Illinois public
18 agency or a court. The changes to this subsection (b) made by
19 this amendatory Act of the 95th General Assembly apply to all
20 placements in effect on July 1, 2007 and all placements
21 thereafter. For purposes of this subsection (b), a student's
22 district of residence shall be determined in accordance with
23 subsection (a) of Section 10-20.12b of this Code. The
24 placement of a student in a residential facility shall not
25 affect the residency of the student. When a dispute arises
26 over the determination of the district of residence under this
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1 subsection (b), any person or entity, including without
2 limitation a school district or residential facility, may make
3 a written request for a residency decision to the State
4 Superintendent of Education, who, upon review of materials
5 submitted and any other items or information he or she may
6 request for submission, shall issue his or her decision in
7 writing. The decision of the State Superintendent of Education
8 is final.
9 (Source: P.A. 103-111, eff. 6-29-23.)
10 (105 ILCS 5/10-20.17a) (from Ch. 122, par. 10-20.17a)
11 Sec. 10-20.17a. Hazardous materials training. To enhance
12 the safety of pupils and staff by providing in-service
13 training programs on the safe handling and use of hazardous or
14 toxic materials for personnel in the district who work with
15 such materials on a regular basis. Such programs may shall be
16 identified approved by the State Board of Education, in
17 consultation with the Illinois Department of Public Health,
18 for use by school boards in implementing this Section.
19 (Source: P.A. 84-1294.)
20 (105 ILCS 5/10-20.56)
21 Sec. 10-20.56. E-learning days.
22 (a) The State Board of Education shall establish and
23 maintain, for implementation in school districts, a program
24 for use of electronic-learning (e-learning) days, as described
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1 in this Section. School districts may utilize a program
2 approved under this Section for use during remote learning
3 days and blended remote learning days under Section 10-30 or
4 34-18.66.
5 (b) The school board of a school district may, by
6 resolution, adopt a research-based program or research-based
7 programs for e-learning days district-wide that shall permit
8 student instruction to be received electronically while
9 students are not physically present in lieu of the district's
10 scheduled emergency days as required by Section 10-19 of this
11 Code or because a school was selected to be a polling place
12 under Section 11-4.1 of the Election Code. The research-based
13 program or programs may not exceed the minimum number of
14 emergency days in the approved school calendar and must be
15 verified annually by the regional office of education or
16 intermediate service center for the school district before the
17 implementation of any e-learning days in that school year on
18 or before September 1st annually to ensure access for all
19 students. The regional office of education or intermediate
20 service center shall ensure that the specific needs of all
21 students are met, including special education students and
22 English learners, and that all mandates are still met using
23 the proposed research-based program. The e-learning program
24 may utilize the Internet, telephones, texts, chat rooms, or
25 other similar means of electronic communication for
26 instruction and interaction between teachers and students that
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1 meet the needs of all learners. The e-learning program shall
2 address the school district's responsibility to ensure that
3 all teachers and staff who may be involved in the provision of
4 e-learning have access to any and all hardware and software
5 that may be required for the program. If a proposed program
6 does not address this responsibility, the school district must
7 propose an alternate program.
8 (c) Before its adoption by a school board, the school
9 board must hold a public hearing on a school district's
10 initial proposal for an e-learning program or for renewal of
11 such a program, at a regular or special meeting of the school
12 board, in which the terms of the proposal must be
13 substantially presented and an opportunity for allowing public
14 comments must be provided. Notice of such public hearing must
15 be provided at least 10 days prior to the hearing by:
16 (1) publication in a newspaper of general circulation
17 in the school district;
18 (2) written or electronic notice designed to reach the
19 parents or guardians of all students enrolled in the
20 school district; and
21 (3) written or electronic notice designed to reach any
22 exclusive collective bargaining representatives of school
23 district employees and all those employees not in a
24 collective bargaining unit.
25 (d) The regional office of education or intermediate
26 service center for the school district must timely verify that
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1 a proposal for an e-learning program has met the requirements
2 specified in this Section and that the proposal contains
3 provisions designed to reasonably and practicably accomplish
4 the following:
5 (1) to ensure and verify at least 5 clock hours of
6 instruction or school work, as required under Section
7 10-19.05, for each student participating in an e-learning
8 day;
9 (2) to ensure access from home or other appropriate
10 remote facility for all students participating, including
11 computers, the Internet, and other forms of electronic
12 communication that must be utilized in the proposed
13 program;
14 (2.5) to ensure that non-electronic materials are made
15 available to students participating in the program who do
16 not have access to the required technology or to
17 participating teachers or students who are prevented from
18 accessing the required technology;
19 (3) to ensure appropriate learning opportunities for
20 students with special needs;
21 (4) to monitor and verify each student's electronic
22 participation;
23 (5) to address the extent to which student
24 participation is within the student's control as to the
25 time, pace, and means of learning;
26 (6) to provide effective notice to students and their
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1 parents or guardians of the use of particular days for
2 e-learning;
3 (7) to provide staff and students with adequate
4 training for e-learning days' participation;
5 (8) to ensure an opportunity for any collective
6 bargaining negotiations with representatives of the school
7 district's employees that would be legally required,
8 including all classifications of school district employees
9 who are represented by collective bargaining agreements
10 and who would be affected in the event of an e-learning
11 day;
12 (9) to review and revise the program as implemented to
13 address difficulties confronted; and
14 (10) to ensure that the protocol regarding general
15 expectations and responsibilities of the program is
16 communicated to teachers, staff, and students at least 30
17 days prior to utilizing an e-learning day in a school
18 year.
19 The school board's approval of a school district's initial
20 e-learning program and renewal of the e-learning program shall
21 be for a term of 3 school years, beginning with the first
22 school year in which the program was approved and verified by
23 the regional office of education or intermediate service
24 center for the school district.
25 (d-5) A school district shall pay to its contractors who
26 provide educational support services to the district,
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1 including, but not limited to, custodial, transportation, or
2 food service providers, their daily, regular rate of pay or
3 billings rendered for any e-learning day that is used because
4 a school was selected to be a polling place under Section
5 11-4.1 of the Election Code, except that this requirement does
6 not apply to contractors who are paid under contracts that are
7 entered into, amended, or renewed on or after March 15, 2022 or
8 to contracts that otherwise address compensation for such
9 e-learning days.
10 (d-10) A school district shall pay to its employees who
11 provide educational support services to the district,
12 including, but not limited to, custodial employees, building
13 maintenance employees, transportation employees, food service
14 providers, classroom assistants, or administrative staff,
15 their daily, regular rate of pay and benefits rendered for any
16 school closure or e-learning day if the closure precludes them
17 from performing their regularly scheduled duties and the
18 employee would have reported for work but for the closure,
19 except this requirement does not apply if the day is
20 rescheduled and the employee will be paid their daily, regular
21 rate of pay and benefits for the rescheduled day when services
22 are rendered.
23 (d-15) A school district shall make full payment that
24 would have otherwise been paid to its contractors who provide
25 educational support services to the district, including, but
26 not limited to, custodial, building maintenance,
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1 transportation, food service providers, classroom assistants,
2 or administrative staff, their daily, regular rate of pay and
3 benefits rendered for any school closure or e-learning day if
4 any closure precludes them from performing their regularly
5 scheduled duties and employees would have reported for work
6 but for the closure. The employees who provide the support
7 services covered by such contracts shall be paid their daily
8 bid package rates and benefits as defined by their local
9 operating agreements or collective bargaining agreements,
10 except this requirement does not apply if the day is
11 rescheduled and the employee will be paid their daily, regular
12 rate of pay and benefits for the rescheduled day when services
13 are rendered.
14 (d-20) A school district shall make full payment or
15 reimbursement to an employee or contractor as specified in
16 subsection (d-10) or (d-15) of this Section for any school
17 closure or e-learning day in the 2021-2022 school year that
18 occurred prior to the effective date of this amendatory Act of
19 the 102nd General Assembly if the employee or contractor did
20 not receive pay or was required to use earned paid time off,
21 except this requirement does not apply if the day is
22 rescheduled and the employee will be paid their daily, regular
23 rate of pay and benefits for the rescheduled day when services
24 are rendered.
25 (e) The State Board of Education may adopt rules
26 consistent with the provision of this Section.
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1 (f) For purposes of subsections (d-10), (d-15), and (d-20)
2 of this Section:
3 "Employee" means anyone employed by a school district on
4 or after the effective date of this amendatory Act of the 102nd
5 General Assembly.
6 "School district" includes charter schools established
7 under Article 27A of this Code, but does not include the
8 Department of Juvenile Justice School District.
9 (Source: P.A. 101-12, eff. 7-1-19; 101-643, eff. 6-18-20;
10 102-584, eff. 6-1-22; 102-697, eff. 4-5-22.)
11 (105 ILCS 5/10-22.24b)
12 (Text of Section before amendment by P.A. 103-542)
13 Sec. 10-22.24b. School counseling services. School
14 counseling services in public schools may be provided by
15 school counselors as defined in Section 10-22.24a of this Code
16 or by individuals who hold a Professional Educator License
17 with a school support personnel endorsement in the area of
18 school counseling under Section 21B-25 of this Code.
19 School counseling services may include, but are not
20 limited to:
21 (1) designing and delivering a comprehensive school
22 counseling program through a standards-based,
23 data-informed program that promotes student achievement
24 and wellness;
25 (2) (blank); incorporating the common core language
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1 into the school counselor's work and role;
2 (3) school counselors working as culturally skilled
3 professionals who act sensitively to promote social
4 justice and equity in a pluralistic society;
5 (4) providing individual and group counseling;
6 (5) providing a core counseling curriculum that serves
7 all students and addresses the knowledge and skills
8 appropriate to their developmental level through a
9 collaborative model of delivery involving the school
10 counselor, classroom teachers, and other appropriate
11 education professionals, and including prevention and
12 pre-referral activities;
13 (6) making referrals when necessary to appropriate
14 offices or outside agencies;
15 (7) providing college and career development
16 activities and counseling;
17 (8) developing individual career plans with students,
18 which includes planning for post-secondary education, as
19 appropriate, and engaging in related and relevant career
20 and technical education coursework in high school as
21 described in paragraph (55);
22 (9) assisting all students with a college or
23 post-secondary education plan, which must include a
24 discussion on all post-secondary education options,
25 including 4-year colleges or universities, community
26 colleges, and vocational schools, and includes planning
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1 for post-secondary education, as appropriate, and engaging
2 in related and relevant career and technical education
3 coursework in high school as described in paragraph (55);
4 (10) (blank); intentionally addressing the career and
5 college needs of first generation students;
6 (11) educating all students on scholarships, financial
7 aid, and preparation of the Federal Application for
8 Federal Student Aid;
9 (12) collaborating with institutions of higher
10 education and local community colleges so that students
11 understand post-secondary education options and are ready
12 to transition successfully;
13 (13) providing crisis intervention and contributing to
14 the development of a specific crisis plan within the
15 school setting in collaboration with multiple
16 stakeholders;
17 (14) providing educational opportunities for educating
18 students, teachers, and parents on mental health anxiety,
19 depression, cutting, and suicide issues and intervening
20 with students who present with these issues;
21 (15) providing counseling and other resources to
22 students who are in crisis;
23 (16) working to address barriers that prohibit or
24 limit access providing resources for those students who do
25 not have access to mental health services;
26 (17) addressing bullying and conflict resolution with
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1 all students;
2 (18) teaching communication skills and helping
3 students develop positive relationships;
4 (19) using culturally sensitive skills in working with
5 all students to promote wellness;
6 (20) working to address addressing the needs of all
7 undocumented students with regard to citizenship status in
8 the school, as well as students who are legally in the
9 United States, but whose parents are undocumented;
10 (21) (blank); contributing to a student's functional
11 behavioral assessment, as well as assisting in the
12 development of non-aversive behavioral intervention
13 strategies;
14 (22) providing academic, social-emotional, and college
15 and career supports to all students irrespective of
16 special education or Section 504 status (i) assisting
17 students in need of special education services by
18 implementing the academic supports and social-emotional
19 and college or career development counseling services or
20 interventions per a student's individualized education
21 program (IEP); (ii) participating in or contributing to a
22 student's IEP and completing a social-developmental
23 history; or (iii) providing services to a student with a
24 disability under the student's IEP or federal Section 504
25 plan, as recommended by the student's IEP team or Section
26 504 plan team and in compliance with federal and State
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1 laws and rules governing the provision of educational and
2 related services and school-based accommodations to
3 students with disabilities and the qualifications of
4 school personnel to provide such services and
5 accommodations;
6 (23) assisting students in goal setting and success
7 skills for classroom behavior, study skills, test
8 preparation, internal motivation, and intrinsic rewards
9 the development of a personal educational plan with each
10 student;
11 (24) (blank); educating students on dual credit and
12 learning opportunities on the Internet;
13 (25) providing information for all students in the
14 selection of courses that will lead to post-secondary
15 education opportunities toward a successful career;
16 (26) interpreting achievement test results and guiding
17 students in appropriate directions;
18 (27) (blank); counseling with students, families, and
19 teachers, in compliance with federal and State laws;
20 (28) providing families with opportunities for
21 education and counseling as appropriate in relation to the
22 student's educational assessment;
23 (29) consulting and collaborating with teachers and
24 other school personnel regarding behavior management and
25 intervention plans and inclusion in support of students;
26 (30) teaming and partnering with staff, parents,
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1 businesses, and community organizations to support student
2 achievement and social-emotional learning standards for
3 all students;
4 (31) developing and implementing school-based
5 prevention programs, including, but not limited to,
6 mediation and violence prevention, implementing social and
7 emotional education programs and services, and
8 establishing and implementing bullying prevention and
9 intervention programs;
10 (32) developing culturally sensitive assessment
11 instruments for measuring school counseling prevention and
12 intervention effectiveness and collecting, analyzing, and
13 interpreting data;
14 (33) participating on school and district committees
15 to advocate for student programs and resources, as well as
16 establishing a school counseling advisory council that
17 includes representatives of key stakeholders selected to
18 review and advise on the implementation of the school
19 counseling program;
20 (34) acting as a liaison between the public schools
21 and community resources and building relationships with
22 important stakeholders, such as families, administrators,
23 teachers, and board members;
24 (35) maintaining organized, clear, and useful records
25 in a confidential manner consistent with Section 5 of the
26 Illinois School Student Records Act, the Family
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1 Educational Rights and Privacy Act, and the Health
2 Insurance Portability and Accountability Act;
3 (36) presenting an annual agreement to the
4 administration, including a formal discussion of the
5 alignment of school and school counseling program missions
6 and goals and detailing specific school counselor
7 responsibilities;
8 (37) identifying and implementing culturally sensitive
9 measures of success for student competencies in each of
10 the 3 domains of academic, social and emotional, and
11 college and career learning based on planned and periodic
12 assessment of the comprehensive developmental school
13 counseling program;
14 (38) collaborating as a team member in Multi-Tiered
15 Systems of Support Response to Intervention (RtI) and
16 other school initiatives;
17 (39) conducting observations and participating in
18 recommendations or interventions regarding the placement
19 of children in educational programs or special education
20 classes;
21 (40) analyzing data and results of school counseling
22 program assessments, including curriculum, small-group,
23 and closing-the-gap results reports, and designing
24 strategies to continue to improve program effectiveness;
25 (41) analyzing data and results of school counselor
26 competency assessments;
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1 (42) following American School Counselor Association
2 Ethical Standards for School Counselors to demonstrate
3 high standards of integrity, leadership, and
4 professionalism;
5 (43) using student competencies to assess student
6 growth and development to inform decisions regarding
7 strategies, activities, and services that help students
8 achieve the highest academic level possible knowing and
9 embracing common core standards by using common core
10 language;
11 (44) practicing as a culturally skilled school
12 counselor by infusing the multicultural competencies
13 within the role of the school counselor, including the
14 practice of culturally sensitive attitudes and beliefs,
15 knowledge, and skills;
16 (45) infusing the Social-Emotional Standards, as
17 presented in the State Board of Education standards,
18 across the curriculum and in the counselor's role in ways
19 that empower and enable students to achieve academic
20 success across all grade levels;
21 (46) providing services only in areas in which the
22 school counselor has appropriate training or expertise, as
23 well as only providing counseling or consulting services
24 within his or her employment to any student in the
25 district or districts which employ such school counselor,
26 in accordance with professional ethics;
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1 (47) having adequate training in supervision knowledge
2 and skills in order to supervise school counseling interns
3 enrolled in graduate school counselor preparation programs
4 that meet the standards established by the State Board of
5 Education;
6 (48) being involved with State and national
7 professional associations;
8 (49) participating, at least once every 2 years, in an
9 in-service training program for school counselors
10 conducted by persons with expertise in domestic and sexual
11 violence and the needs of expectant and parenting youth,
12 which shall include training concerning (i) communicating
13 with and listening to youth victims of domestic or sexual
14 violence and expectant and parenting youth, (ii)
15 connecting youth victims of domestic or sexual violence
16 and expectant and parenting youth to appropriate in-school
17 services and other agencies, programs, and services as
18 needed, and (iii) implementing the school district's
19 policies, procedures, and protocols with regard to such
20 youth, including confidentiality; at a minimum, school
21 personnel must be trained to understand, provide
22 information and referrals, and address issues pertaining
23 to youth who are parents, expectant parents, or victims of
24 domestic or sexual violence;
25 (50) participating, at least every 2 years, in an
26 in-service training program for school counselors
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1 conducted by persons with expertise in anaphylactic
2 reactions and management;
3 (51) participating, at least once every 2 years, in an
4 in-service training on educator ethics, teacher-student
5 conduct, and school employee-student conduct for all
6 personnel;
7 (52) participating, in addition to other topics at
8 in-service training programs, in training to identify the
9 warning signs of mental illness and suicidal behavior in
10 adolescents and teenagers and learning appropriate
11 intervention and referral techniques;
12 (53) (blank); obtaining training to have a basic
13 knowledge of matters relating to acquired immunodeficiency
14 syndrome (AIDS), including the nature of the disease, its
15 causes and effects, the means of detecting it and
16 preventing its transmission, and the availability of
17 appropriate sources of counseling and referral and any
18 other information that may be appropriate considering the
19 age and grade level of the pupils; the school board shall
20 supervise such training and the State Board of Education
21 and the Department of Public Health shall jointly develop
22 standards for such training;
23 (54) (blank); and participating in mandates from the
24 State Board of Education for bullying education and
25 social-emotional literacy; and
26 (55) promoting career and technical education by
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1 assisting each student to determine an appropriate
2 postsecondary plan based upon the student's skills,
3 strengths, and goals and assisting the student to
4 implement the best practices that improve career or
5 workforce readiness after high school.
6 School districts may employ a sufficient number of school
7 counselors to maintain the national and State recommended
8 student-counselor ratio of 250 to 1. School districts may have
9 school counselors spend at least 80% of his or her work time in
10 direct contact with students.
11 Nothing in this Section prohibits other qualified
12 professionals, including other endorsed school support
13 personnel, from providing the services listed in this Section.
14 (Source: P.A. 102-876, eff. 1-1-23; 103-154, eff. 6-30-23.)
15 (Text of Section after amendment by P.A. 103-542)
16 Sec. 10-22.24b. School counseling services. School
17 counseling services in public schools may be provided by
18 school counselors as defined in Section 10-22.24a of this Code
19 or by individuals who hold a Professional Educator License
20 with a school support personnel endorsement in the area of
21 school counseling under Section 21B-25 of this Code.
22 School counseling services may include, but are not
23 limited to:
24 (1) designing and delivering a comprehensive school
25 counseling program through a standards-based,
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1 data-informed program that promotes student achievement
2 and wellness;
3 (2) (blank); incorporating the common core language
4 into the school counselor's work and role;
5 (3) school counselors working as culturally skilled
6 professionals who act sensitively to promote social
7 justice and equity in a pluralistic society;
8 (4) providing individual and group counseling;
9 (5) providing a core counseling curriculum that serves
10 all students and addresses the knowledge and skills
11 appropriate to their developmental level through a
12 collaborative model of delivery involving the school
13 counselor, classroom teachers, and other appropriate
14 education professionals, and including prevention and
15 pre-referral activities;
16 (6) making referrals when necessary to appropriate
17 offices or outside agencies;
18 (7) providing college and career development
19 activities and counseling;
20 (8) developing individual career plans with students,
21 which includes planning for post-secondary education, as
22 appropriate, and engaging in related and relevant career
23 and technical education coursework in high school as
24 described in paragraph (55);
25 (9) assisting all students with a college or
26 post-secondary education plan, which must include a
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1 discussion on all post-secondary education options,
2 including 4-year colleges or universities, community
3 colleges, and vocational schools, and includes planning
4 for post-secondary education, as appropriate, and engaging
5 in related and relevant career and technical education
6 coursework in high school as described in paragraph (55);
7 (10) (blank); intentionally addressing the career and
8 college needs of first generation students;
9 (11) educating all students on scholarships, financial
10 aid, and preparation of the Federal Application for
11 Federal Student Aid;
12 (12) collaborating with institutions of higher
13 education and local community colleges so that students
14 understand post-secondary education options and are ready
15 to transition successfully;
16 (13) providing crisis intervention and contributing to
17 the development of a specific crisis plan within the
18 school setting in collaboration with multiple
19 stakeholders;
20 (14) providing educational opportunities for educating
21 students, teachers, and parents on mental health anxiety,
22 depression, cutting, and suicide issues and intervening
23 with students who present with these issues;
24 (15) providing counseling and other resources to
25 students who are in crisis;
26 (16) working to address barriers that prohibit or
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1 limit access providing resources for those students who do
2 not have access to mental health services;
3 (17) addressing bullying and conflict resolution with
4 all students;
5 (18) teaching communication skills and helping
6 students develop positive relationships;
7 (19) using culturally sensitive skills in working with
8 all students to promote wellness;
9 (20) working to address addressing the needs of all
10 undocumented students with regard to citizenship status in
11 the school, as well as students who are legally in the
12 United States, but whose parents are undocumented;
13 (21) (blank); contributing to a student's functional
14 behavioral assessment, as well as assisting in the
15 development of non-aversive behavioral intervention
16 strategies;
17 (22) providing academic, social-emotional, and college
18 and career supports to all students irrespective of
19 special education or Section 504 status; (i) assisting
20 students in need of special education services by
21 implementing the academic supports and social-emotional
22 and college or career development counseling services or
23 interventions per a student's individualized education
24 program (IEP); (ii) participating in or contributing to a
25 student's IEP and completing a social-developmental
26 history; or (iii) providing services to a student with a
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1 disability under the student's IEP or federal Section 504
2 plan, as recommended by the student's IEP team or Section
3 504 plan team and in compliance with federal and State
4 laws and rules governing the provision of educational and
5 related services and school-based accommodations to
6 students with disabilities and the qualifications of
7 school personnel to provide such services and
8 accommodations;
9 (23) assisting students in goal setting and success
10 skills for classroom behavior, study skills, test
11 preparation, internal motivation, and intrinsic rewards
12 the development of a personal educational plan with each
13 student;
14 (24) (blank); educating students on dual credit and
15 learning opportunities on the Internet;
16 (25) providing information for all students in the
17 selection of courses that will lead to post-secondary
18 education opportunities toward a successful career;
19 (26) interpreting achievement test results and guiding
20 students in appropriate directions;
21 (27) (blank); counseling with students, families, and
22 teachers, in compliance with federal and State laws;
23 (28) providing families with opportunities for
24 education and counseling as appropriate in relation to the
25 student's educational assessment;
26 (29) consulting and collaborating with teachers and
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1 other school personnel regarding behavior management and
2 intervention plans and inclusion in support of students;
3 (30) teaming and partnering with staff, parents,
4 businesses, and community organizations to support student
5 achievement and social-emotional learning standards for
6 all students;
7 (31) developing and implementing school-based
8 prevention programs, including, but not limited to,
9 mediation and violence prevention, implementing social and
10 emotional education programs and services, and
11 establishing and implementing bullying prevention and
12 intervention programs;
13 (32) developing culturally sensitive assessment
14 instruments for measuring school counseling prevention and
15 intervention effectiveness and collecting, analyzing, and
16 interpreting data;
17 (33) participating on school and district committees
18 to advocate for student programs and resources, as well as
19 establishing a school counseling advisory council that
20 includes representatives of key stakeholders selected to
21 review and advise on the implementation of the school
22 counseling program;
23 (34) acting as a liaison between the public schools
24 and community resources and building relationships with
25 important stakeholders, such as families, administrators,
26 teachers, and board members;
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1 (35) maintaining organized, clear, and useful records
2 in a confidential manner consistent with Section 5 of the
3 Illinois School Student Records Act, the Family
4 Educational Rights and Privacy Act, and the Health
5 Insurance Portability and Accountability Act;
6 (36) presenting an annual agreement to the
7 administration, including a formal discussion of the
8 alignment of school and school counseling program missions
9 and goals and detailing specific school counselor
10 responsibilities;
11 (37) identifying and implementing culturally sensitive
12 measures of success for student competencies in each of
13 the 3 domains of academic, social and emotional, and
14 college and career learning based on planned and periodic
15 assessment of the comprehensive developmental school
16 counseling program;
17 (38) collaborating as a team member in Multi-Tiered
18 Systems of Support Response to Intervention (RtI) and
19 other school initiatives;
20 (39) conducting observations and participating in
21 recommendations or interventions regarding the placement
22 of children in educational programs or special education
23 classes;
24 (40) analyzing data and results of school counseling
25 program assessments, including curriculum, small-group,
26 and closing-the-gap results reports, and designing
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1 strategies to continue to improve program effectiveness;
2 (41) analyzing data and results of school counselor
3 competency assessments;
4 (42) following American School Counselor Association
5 Ethical Standards for School Counselors to demonstrate
6 high standards of integrity, leadership, and
7 professionalism;
8 (43) using student competencies to assess student
9 growth and development to inform decisions regarding
10 strategies, activities, and services that help students
11 achieve the highest academic level possible knowing and
12 embracing common core standards by using common core
13 language;
14 (44) practicing as a culturally skilled school
15 counselor by infusing the multicultural competencies
16 within the role of the school counselor, including the
17 practice of culturally sensitive attitudes and beliefs,
18 knowledge, and skills;
19 (45) infusing the Social-Emotional Standards, as
20 presented in the State Board of Education standards,
21 across the curriculum and in the counselor's role in ways
22 that empower and enable students to achieve academic
23 success across all grade levels;
24 (46) providing services only in areas in which the
25 school counselor has appropriate training or expertise, as
26 well as only providing counseling or consulting services
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1 within his or her employment to any student in the
2 district or districts which employ such school counselor,
3 in accordance with professional ethics;
4 (47) having adequate training in supervision knowledge
5 and skills in order to supervise school counseling interns
6 enrolled in graduate school counselor preparation programs
7 that meet the standards established by the State Board of
8 Education;
9 (48) being involved with State and national
10 professional associations;
11 (49) complete the required training as outlined in
12 Section 10-22.39;
13 (50) (blank);
14 (51) (blank);
15 (52) (blank);
16 (53) (blank);
17 (54) (blank); and participating in mandates from the
18 State Board of Education for bullying education and
19 social-emotional literacy; and
20 (55) promoting career and technical education by
21 assisting each student to determine an appropriate
22 postsecondary plan based upon the student's skills,
23 strengths, and goals and assisting the student to
24 implement the best practices that improve career or
25 workforce readiness after high school.
26 School districts may employ a sufficient number of school
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1 counselors to maintain the national and State recommended
2 student-counselor ratio of 250 to 1. School districts may have
3 school counselors spend at least 80% of his or her work time in
4 direct contact with students.
5 Nothing in this Section prohibits other qualified
6 professionals, including other endorsed school support
7 personnel, from providing the services listed in this Section.
8 (Source: P.A. 102-876, eff. 1-1-23; 103-154, eff. 6-30-23;
9 103-542, eff. 7-1-24 (see Section 905 of P.A. 103-563 for
10 effective date of P.A. 103-542.)
11 (105 ILCS 5/10-27.1A)
12 Sec. 10-27.1A. Firearms in schools.
13 (a) All school officials, including teachers, school
14 counselors, and support staff, shall immediately notify the
15 office of the principal in the event that they observe any
16 person in possession of a firearm on school grounds; provided
17 that taking such immediate action to notify the office of the
18 principal would not immediately endanger the health, safety,
19 or welfare of students who are under the direct supervision of
20 the school official or the school official. If the health,
21 safety, or welfare of students under the direct supervision of
22 the school official or of the school official is immediately
23 endangered, the school official shall notify the office of the
24 principal as soon as the students under his or her supervision
25 and he or she are no longer under immediate danger. A report is
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1 not required by this Section when the school official knows
2 that the person in possession of the firearm is a law
3 enforcement official engaged in the conduct of his or her
4 official duties. Any school official acting in good faith who
5 makes such a report under this Section shall have immunity
6 from any civil or criminal liability that might otherwise be
7 incurred as a result of making the report. The identity of the
8 school official making such report shall not be disclosed
9 except as expressly and specifically authorized by law.
10 Knowingly and willfully failing to comply with this Section is
11 a petty offense. A second or subsequent offense is a Class C
12 misdemeanor.
13 (b) Upon receiving a report from any school official
14 pursuant to this Section, or from any other person, the
15 principal or his or her designee shall immediately notify a
16 local law enforcement agency. If the person found to be in
17 possession of a firearm on school grounds is a student, the
18 principal or his or her designee shall also immediately notify
19 that student's parent or guardian. Any principal or his or her
20 designee acting in good faith who makes such reports under
21 this Section shall have immunity from any civil or criminal
22 liability that might otherwise be incurred or imposed as a
23 result of making the reports. Knowingly and willfully failing
24 to comply with this Section is a petty offense. A second or
25 subsequent offense is a Class C misdemeanor. If the person
26 found to be in possession of the firearm on school grounds is a
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1 minor, the law enforcement agency shall detain that minor
2 until such time as the agency makes a determination pursuant
3 to clause (a) of subsection (1) of Section 5-401 of the
4 Juvenile Court Act of 1987, as to whether the agency
5 reasonably believes that the minor is delinquent. If the law
6 enforcement agency determines that probable cause exists to
7 believe that the minor committed a violation of item (4) of
8 subsection (a) of Section 24-1 of the Criminal Code of 2012
9 while on school grounds, the agency shall detain the minor for
10 processing pursuant to Section 5-407 of the Juvenile Court Act
11 of 1987.
12 (c) Upon receipt of any written, electronic, or verbal
13 report from any school personnel regarding a verified incident
14 involving a firearm in a school or on school owned or leased
15 property, including any conveyance owned, leased, or used by
16 the school for the transport of students or school personnel,
17 the superintendent or his or her designee shall report all
18 such firearm-related incidents occurring in a school or on
19 school property to the local law enforcement authorities
20 immediately, who shall report to the Illinois State Police in
21 a form, manner, and frequency as prescribed by the Illinois
22 State Police.
23 The State Board of Education shall receive an annual
24 statistical compilation and related data associated with
25 incidents involving firearms in schools from the Illinois
26 State Police. The State Board of Education shall compile this
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1 information by school district and make it available to the
2 public.
3 (c-5) Schools shall report any written, electronic, or
4 verbal report of a verified incident involving a firearm made
5 under subsection (c) to the State Board of Education through
6 existing school incident reporting systems as they occur
7 during the year by no later than July 31 for the previous
8 school year. The State Board of Education shall report data by
9 school district, as collected from school districts, and make
10 it available to the public via its website. The local law
11 enforcement authority shall, by March 1 of each year, report
12 the required data from the previous year to the Illinois State
13 Police's Illinois Uniform Crime Reporting Program, which shall
14 be included in its annual Crime in Illinois report.
15 (d) As used in this Section, the term "firearm" shall have
16 the meaning ascribed to it in Section 1.1 of the Firearm Owners
17 Identification Card Act.
18 As used in this Section, the term "school" means any
19 public or private elementary or secondary school.
20 As used in this Section, the term "school grounds"
21 includes the real property comprising any school, any
22 conveyance owned, leased, or contracted by a school to
23 transport students to or from school or a school-related
24 activity, or any public way within 1,000 feet of the real
25 property comprising any school.
26 (Source: P.A. 102-197, eff. 7-30-21; 102-538, eff. 8-20-21;
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1 102-813, eff. 5-13-22; 103-34, eff. 6-9-23.)
2 (105 ILCS 5/10-27.1B)
3 Sec. 10-27.1B. Reporting drug-related incidents in
4 schools.
5 (a) In this Section:
6 "Drug" means "cannabis" as defined under subsection (a) of
7 Section 3 of the Cannabis Control Act, "narcotic drug" as
8 defined under subsection (aa) of Section 102 of the Illinois
9 Controlled Substances Act, or "methamphetamine" as defined
10 under Section 10 of the Methamphetamine Control and Community
11 Protection Act.
12 "School" means any public or private elementary or
13 secondary school.
14 (b) Upon receipt of any written, electronic, or verbal
15 report from any school personnel regarding a verified incident
16 involving drugs in a school or on school owned or leased
17 property, including any conveyance owned, leased, or used by
18 the school for the transport of students or school personnel,
19 the superintendent or his or her designee, or other
20 appropriate administrative officer for a private school, shall
21 report all such drug-related incidents occurring in a school
22 or on school property to the local law enforcement authorities
23 immediately and to the Illinois State Police in a form,
24 manner, and frequency as prescribed by the Illinois State
25 Police.
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1 (c) (Blank). The State Board of Education shall receive an
2 annual statistical compilation and related data associated
3 with drug-related incidents in schools from the Illinois State
4 Police. The State Board of Education shall compile this
5 information by school district and make it available to the
6 public.
7 (d) Schools shall report any written, electronic, or
8 verbal report of an incident involving drugs made under
9 subsection (b) to the State Board of Education through
10 existing school incident reporting systems as they occur
11 during the year by no later than July 31 for the previous
12 school year. The State Board of Education shall report data by
13 school district, as collected from school districts, and make
14 it available to the public via its website. The local law
15 enforcement authority shall, by March 1 of each year, report
16 the required data from the previous year to the Illinois State
17 Police's Illinois Uniform Crime Reporting Program, which shall
18 be included in its annual Crime in Illinois report.
19 (Source: P.A. 102-538, eff. 8-20-21.)
20 (105 ILCS 5/13A-8)
21 Sec. 13A-8. Funding.
22 (a) The State of Illinois shall provide funding for the
23 alternative school programs within each educational service
24 region and within the Chicago public school system by line
25 item appropriation made to the State Board of Education for
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1 that purpose. This money, when appropriated, shall be provided
2 to the regional superintendent and to the Chicago Board of
3 Education, who shall establish a budget, including salaries,
4 for their alternative school programs. Each program shall
5 receive funding in the amount of $30,000 plus an amount based
6 on the ratio of the region's or Chicago's best 3 months'
7 average daily attendance in grades pre-kindergarten through 12
8 to the statewide totals of these amounts. For purposes of this
9 calculation, the best 3 months' average daily attendance for
10 each region or Chicago shall be calculated by adding to the
11 best 3 months' average daily attendance the number of
12 low-income students identified in the most recently available
13 federal census multiplied by one-half times the percentage of
14 the region's or Chicago's low-income students to the State's
15 total low-income students. The State Board of Education shall
16 retain up to 1.1% of the appropriation to be used to provide
17 technical assistance, professional development, and
18 evaluations for the programs.
19 (a-5) Notwithstanding any other provisions of this
20 Section, for the 1998-1999 fiscal year, the total amount
21 distributed under subsection (a) for an alternative school
22 program shall be not less than the total amount that was
23 distributed under that subsection for that alternative school
24 program for the 1997-1998 fiscal year. If an alternative
25 school program is to receive a total distribution under
26 subsection (a) for the 1998-1999 fiscal year that is less than
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1 the total distribution that the program received under that
2 subsection for the 1997-1998 fiscal year, that alternative
3 school program shall also receive, from a separate
4 appropriation made for purposes of this subsection (a-5), a
5 supplementary payment equal to the amount by which its total
6 distribution under subsection (a) for the 1997-1998 fiscal
7 year exceeds the amount of the total distribution that the
8 alternative school program receives under that subsection for
9 the 1998-1999 fiscal year. If the amount appropriated for
10 supplementary payments to alternative school programs under
11 this subsection (a-5) is insufficient for that purpose, those
12 supplementary payments shall be prorated among the alternative
13 school programs entitled to receive those supplementary
14 payments according to the aggregate amount of the
15 appropriation made for purposes of this subsection (a-5).
16 (b) Regional offices of education or intermediate service
17 centers that operate an An alternative school program shall be
18 entitled to receive, for those students enrolled in the
19 alternative school program, general State aid as calculated in
20 subsection (K) of Section 18-8.05 or evidence-based funding as
21 calculated in subsection (g) of Section 18-8.15 upon filing a
22 claim as provided therein. Any time that a student who is
23 enrolled in an alternative school program spends in work-based
24 learning, community service, or a similar alternative
25 educational setting shall be included in determining the
26 student's minimum number of clock hours of daily school work
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1 that constitute a day of attendance for purposes of
2 calculating general State aid or evidence-based funding.
3 (c) An alternative school program may receive additional
4 funding from its school districts in such amount as may be
5 agreed upon by the parties and necessary to support the
6 program. In addition, an alternative school program is
7 authorized to accept and expend gifts, legacies, and grants,
8 including but not limited to federal grants, from any source
9 for purposes directly related to the conduct and operation of
10 the program.
11 (Source: P.A. 100-465, eff. 8-31-17.)
12 (105 ILCS 5/13B-45)
13 Sec. 13B-45. Days and hours of attendance. An alternative
14 learning opportunities program shall provide students with at
15 least the minimum number of days of pupil attendance required
16 under Section 10-19 of this Code and the minimum number of
17 daily hours of school work required under Section 10-19.05 of
18 this Code, provided that the State Board may approve
19 exceptions to these requirements if the program meets all of
20 the following conditions:
21 (1) The district plan submitted under Section
22 13B-25.15 of this Code establishes that a program
23 providing the required minimum number of days of
24 attendance or daily hours of school work would not serve
25 the needs of the program's students.
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1 (2) Each day of attendance shall provide no fewer than
2 3 clock hours of school work, as defined under Section
3 10-19.05 of this Code.
4 (3) Each day of attendance that provides fewer than 5
5 clock hours of school work shall also provide
6 supplementary services, including without limitation
7 work-based learning, student assistance programs,
8 counseling, case management, health and fitness programs,
9 or life-skills or conflict resolution training, in order
10 to provide a total daily program to the student of 5 clock
11 hours. A program may claim evidence-based funding for up
12 to 2 hours of the time each day that a student is receiving
13 supplementary services.
14 (4) Each program shall provide no fewer than 174 days
15 of actual pupil attendance during the school term;
16 however, approved evening programs that meet the
17 requirements of Section 13B-45 of this Code may offer less
18 than 174 days of actual pupil attendance during the school
19 term.
20 (Source: P.A. 100-465, eff. 8-31-17; 101-12, eff. 7-1-19.)
21 (105 ILCS 5/13B-50)
22 Sec. 13B-50. Eligibility to receive general State aid or
23 evidence-based funding. In order to receive general State aid
24 or evidence-based funding, the entity that operates an
25 alternative learning opportunities program programs must
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1 ensure that the program meets meet the requirements for
2 claiming general State aid as specified in Section 18-8.05 of
3 this Code or evidence-based funding as specified in Section
4 18-8.15 of this Code, as applicable, with the exception of the
5 length of the instructional day, which may be less than 5 hours
6 of school work if the program meets the criteria set forth
7 under Sections 13B-50.5 and 13B-50.10 of this Code and if the
8 program is approved by the State Board.
9 (Source: P.A. 100-465, eff. 8-31-17.)
10 (105 ILCS 5/13B-50.10)
11 Sec. 13B-50.10. Additional criteria for general State aid
12 or evidence-based funding. In order to claim general State aid
13 or evidence-based funding, an entity that operates an
14 alternative learning opportunities program must ensure that
15 the program meets meet the following criteria:
16 (1) Teacher professional development plans should
17 include education in the instruction of at-risk students.
18 (2) Facilities must meet the health, life, and safety
19 requirements in this Code.
20 (3) The program must comply with all other State and
21 federal laws applicable to education providers.
22 (Source: P.A. 100-465, eff. 8-31-17.)
23 (105 ILCS 5/13B-50.15)
24 Sec. 13B-50.15. Level of funding. Entities that operate
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1 approved Approved alternative learning opportunities programs
2 are entitled to claim general State aid or evidence-based
3 funding, subject to Sections 13B-50, 13B-50.5, and 13B-50.10
4 of this Code. Approved programs operated by regional offices
5 of education are entitled to receive general State aid at the
6 foundation level of support. A school district or consortium
7 must ensure that an approved program receives supplemental
8 general State aid, transportation reimbursements, and special
9 education resources, if appropriate, for students enrolled in
10 the program.
11 (Source: P.A. 100-465, eff. 8-31-17.)
12 (105 ILCS 5/18-8.15)
13 Sec. 18-8.15. Evidence-Based Funding for student success
14 for the 2017-2018 and subsequent school years.
15 (a) General provisions.
16 (1) The purpose of this Section is to ensure that, by
17 June 30, 2027 and beyond, this State has a kindergarten
18 through grade 12 public education system with the capacity
19 to ensure the educational development of all persons to
20 the limits of their capacities in accordance with Section
21 1 of Article X of the Constitution of the State of
22 Illinois. To accomplish that objective, this Section
23 creates a method of funding public education that is
24 evidence-based; is sufficient to ensure every student
25 receives a meaningful opportunity to learn irrespective of
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1 race, ethnicity, sexual orientation, gender, or
2 community-income level; and is sustainable and
3 predictable. When fully funded under this Section, every
4 school shall have the resources, based on what the
5 evidence indicates is needed, to:
6 (A) provide all students with a high quality
7 education that offers the academic, enrichment, social
8 and emotional support, technical, and career-focused
9 programs that will allow them to become competitive
10 workers, responsible parents, productive citizens of
11 this State, and active members of our national
12 democracy;
13 (B) ensure all students receive the education they
14 need to graduate from high school with the skills
15 required to pursue post-secondary education and
16 training for a rewarding career;
17 (C) reduce, with a goal of eliminating, the
18 achievement gap between at-risk and non-at-risk
19 students by raising the performance of at-risk
20 students and not by reducing standards; and
21 (D) ensure this State satisfies its obligation to
22 assume the primary responsibility to fund public
23 education and simultaneously relieve the
24 disproportionate burden placed on local property taxes
25 to fund schools.
26 (2) The Evidence-Based Funding formula under this
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1 Section shall be applied to all Organizational Units in
2 this State. The Evidence-Based Funding formula outlined in
3 this Act is based on the formula outlined in Senate Bill 1
4 of the 100th General Assembly, as passed by both
5 legislative chambers. As further defined and described in
6 this Section, there are 4 major components of the
7 Evidence-Based Funding model:
8 (A) First, the model calculates a unique Adequacy
9 Target for each Organizational Unit in this State that
10 considers the costs to implement research-based
11 activities, the unit's student demographics, and
12 regional wage differences.
13 (B) Second, the model calculates each
14 Organizational Unit's Local Capacity, or the amount
15 each Organizational Unit is assumed to contribute
16 toward its Adequacy Target from local resources.
17 (C) Third, the model calculates how much funding
18 the State currently contributes to the Organizational
19 Unit and adds that to the unit's Local Capacity to
20 determine the unit's overall current adequacy of
21 funding.
22 (D) Finally, the model's distribution method
23 allocates new State funding to those Organizational
24 Units that are least well-funded, considering both
25 Local Capacity and State funding, in relation to their
26 Adequacy Target.
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1 (3) An Organizational Unit receiving any funding under
2 this Section may apply those funds to any fund so received
3 for which that Organizational Unit is authorized to make
4 expenditures by law.
5 (4) As used in this Section, the following terms shall
6 have the meanings ascribed in this paragraph (4):
7 "Adequacy Target" is defined in paragraph (1) of
8 subsection (b) of this Section.
9 "Adjusted EAV" is defined in paragraph (4) of
10 subsection (d) of this Section.
11 "Adjusted Local Capacity Target" is defined in
12 paragraph (3) of subsection (c) of this Section.
13 "Adjusted Operating Tax Rate" means a tax rate for all
14 Organizational Units, for which the State Superintendent
15 shall calculate and subtract for the Operating Tax Rate a
16 transportation rate based on total expenses for
17 transportation services under this Code, as reported on
18 the most recent Annual Financial Report in Pupil
19 Transportation Services, function 2550 in both the
20 Education and Transportation funds and functions 4110 and
21 4120 in the Transportation fund, less any corresponding
22 fiscal year State of Illinois scheduled payments excluding
23 net adjustments for prior years for regular, vocational,
24 or special education transportation reimbursement pursuant
25 to Section 29-5 or subsection (b) of Section 14-13.01 of
26 this Code divided by the Adjusted EAV. If an
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1 Organizational Unit's corresponding fiscal year State of
2 Illinois scheduled payments excluding net adjustments for
3 prior years for regular, vocational, or special education
4 transportation reimbursement pursuant to Section 29-5 or
5 subsection (b) of Section 14-13.01 of this Code exceed the
6 total transportation expenses, as defined in this
7 paragraph, no transportation rate shall be subtracted from
8 the Operating Tax Rate.
9 "Allocation Rate" is defined in paragraph (3) of
10 subsection (g) of this Section.
11 "Alternative Education Program School" means a public
12 school serving students in any of grades kindergarten
13 through 12 that is created and operated by a regional
14 superintendent of schools office of education or an
15 intermediate service center and approved by the State
16 Board and includes (i) a program established under Section
17 2-3.66 or 2-3.41 or (ii) a program operated by a regional
18 office of education or an intermediate service center
19 under Article 13A or 13B.
20 "Applicable Tax Rate" is defined in paragraph (1) of
21 subsection (d) of this Section.
22 "Assessment" means any of those benchmark, progress
23 monitoring, formative, diagnostic, and other assessments,
24 in addition to the State accountability assessment, that
25 assist teachers' needs in understanding the skills and
26 meeting the needs of the students they serve.
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1 "Assistant principal" means a school administrator
2 duly endorsed to be employed as an assistant principal in
3 this State.
4 "At-risk student" means a student who is at risk of
5 not meeting the Illinois Learning Standards or not
6 graduating from elementary or high school and who
7 demonstrates a need for vocational support or social
8 services beyond that provided by the regular school
9 program. All students included in an Organizational Unit's
10 Low-Income Count, as well as all English learner and
11 disabled students attending the Organizational Unit, shall
12 be considered at-risk students under this Section.
13 "Average Student Enrollment" or "ASE" for fiscal year
14 2018 means, for an Organizational Unit, the greater of the
15 average number of students (grades K through 12) reported
16 to the State Board as enrolled in the Organizational Unit
17 on October 1 in the immediately preceding school year,
18 plus the pre-kindergarten students who receive special
19 education services of 2 or more hours a day as reported to
20 the State Board on December 1 in the immediately preceding
21 school year, or the average number of students (grades K
22 through 12) reported to the State Board as enrolled in the
23 Organizational Unit on October 1, plus the
24 pre-kindergarten students who receive special education
25 services of 2 or more hours a day as reported to the State
26 Board on December 1, for each of the immediately preceding
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1 3 school years. For fiscal year 2019 and each subsequent
2 fiscal year, "Average Student Enrollment" or "ASE" means,
3 for an Organizational Unit, the greater of the average
4 number of students (grades K through 12) reported to the
5 State Board as enrolled in the Organizational Unit on
6 October 1 and March 1 in the immediately preceding school
7 year, plus the pre-kindergarten students who receive
8 special education services as reported to the State Board
9 on October 1 and March 1 in the immediately preceding
10 school year, or the average number of students (grades K
11 through 12) reported to the State Board as enrolled in the
12 Organizational Unit on October 1 and March 1, plus the
13 pre-kindergarten students who receive special education
14 services as reported to the State Board on October 1 and
15 March 1, for each of the immediately preceding 3 school
16 years. For the purposes of this definition, "enrolled in
17 the Organizational Unit" means the number of students
18 reported to the State Board who are enrolled in schools
19 within the Organizational Unit that the student attends or
20 would attend if not placed or transferred to another
21 school or program to receive needed services. For the
22 purposes of calculating "ASE", all students, grades K
23 through 12, excluding those attending kindergarten for a
24 half day and students attending an alternative education
25 program operated by a regional office of education or
26 intermediate service center, shall be counted as 1.0. All
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1 students attending kindergarten for a half day shall be
2 counted as 0.5, unless in 2017 by June 15 or by March 1 in
3 subsequent years, the school district reports to the State
4 Board of Education the intent to implement full-day
5 kindergarten district-wide for all students, then all
6 students attending kindergarten shall be counted as 1.0.
7 Special education pre-kindergarten students shall be
8 counted as 0.5 each. If the State Board does not collect or
9 has not collected both an October 1 and March 1 enrollment
10 count by grade or a December 1 collection of special
11 education pre-kindergarten students as of August 31, 2017
12 (the effective date of Public Act 100-465), it shall
13 establish such collection for all future years. For any
14 year in which a count by grade level was collected only
15 once, that count shall be used as the single count
16 available for computing a 3-year average ASE. Funding for
17 students enrolled in alternative education programs
18 operated by a regional office of education or an
19 intermediate service center must be calculated using the
20 Evidence-Based Funding formula under this Section for the
21 2019-2020 school year and each subsequent school year
22 until a separate adequacy formula is developed formulas
23 are developed and adopted for each type of program. ASE
24 for a program operated by a regional office of education
25 or an intermediate service center must be determined by
26 the March 1 enrollment for its alternative education
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1 programs the program. For the 2019-2020 school year, the
2 ASE used in the calculation must be the first-year ASE
3 and, in that year only, the assignment of students served
4 by a regional office of education or intermediate service
5 center shall not result in a reduction of the March
6 enrollment for any school district. For the 2020-2021
7 school year, the ASE must be the greater of the
8 current-year ASE or the 2-year average ASE. Beginning with
9 the 2021-2022 school year, the ASE must be the greater of
10 the current-year ASE or the 3-year average ASE. School
11 districts shall submit the data for the ASE calculation to
12 the State Board within 45 days of the dates required in
13 this Section for submission of enrollment data in order
14 for it to be included in the ASE calculation. For fiscal
15 year 2018 only, the ASE calculation shall include only
16 enrollment taken on October 1. In recognition of the
17 impact of COVID-19, the definition of "Average Student
18 Enrollment" or "ASE" shall be adjusted for calculations
19 under this Section for fiscal years 2022 through 2024. For
20 fiscal years 2022 through 2024, the enrollment used in the
21 calculation of ASE representing the 2020-2021 school year
22 shall be the greater of the enrollment for the 2020-2021
23 school year or the 2019-2020 school year.
24 "Base Funding Guarantee" is defined in paragraph (10)
25 of subsection (g) of this Section.
26 "Base Funding Minimum" is defined in subsection (e) of
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1 this Section.
2 "Base Tax Year" means the property tax levy year used
3 to calculate the Budget Year allocation of primary State
4 aid.
5 "Base Tax Year's Extension" means the product of the
6 equalized assessed valuation utilized by the county clerk
7 in the Base Tax Year multiplied by the limiting rate as
8 calculated by the county clerk and defined in PTELL.
9 "Bilingual Education Allocation" means the amount of
10 an Organizational Unit's final Adequacy Target
11 attributable to bilingual education divided by the
12 Organizational Unit's final Adequacy Target, the product
13 of which shall be multiplied by the amount of new funding
14 received pursuant to this Section. An Organizational
15 Unit's final Adequacy Target attributable to bilingual
16 education shall include all additional investments in
17 English learner students' adequacy elements.
18 "Budget Year" means the school year for which primary
19 State aid is calculated and awarded under this Section.
20 "Central office" means individual administrators and
21 support service personnel charged with managing the
22 instructional programs, business and operations, and
23 security of the Organizational Unit.
24 "Comparable Wage Index" or "CWI" means a regional cost
25 differentiation metric that measures systemic, regional
26 variations in the salaries of college graduates who are
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1 not educators. The CWI utilized for this Section shall,
2 for the first 3 years of Evidence-Based Funding
3 implementation, be the CWI initially developed by the
4 National Center for Education Statistics, as most recently
5 updated by Texas A & M University. In the fourth and
6 subsequent years of Evidence-Based Funding implementation,
7 the State Superintendent shall re-determine the CWI using
8 a similar methodology to that identified in the Texas A & M
9 University study, with adjustments made no less frequently
10 than once every 5 years.
11 "Computer technology and equipment" means computers
12 servers, notebooks, network equipment, copiers, printers,
13 instructional software, security software, curriculum
14 management courseware, and other similar materials and
15 equipment.
16 "Computer technology and equipment investment
17 allocation" means the final Adequacy Target amount of an
18 Organizational Unit assigned to Tier 1 or Tier 2 in the
19 prior school year attributable to the additional $285.50
20 per student computer technology and equipment investment
21 grant divided by the Organizational Unit's final Adequacy
22 Target, the result of which shall be multiplied by the
23 amount of new funding received pursuant to this Section.
24 An Organizational Unit assigned to a Tier 1 or Tier 2 final
25 Adequacy Target attributable to the received computer
26 technology and equipment investment grant shall include
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1 all additional investments in computer technology and
2 equipment adequacy elements.
3 "Core subject" means mathematics; science; reading,
4 English, writing, and language arts; history and social
5 studies; world languages; and subjects taught as Advanced
6 Placement in high schools.
7 "Core teacher" means a regular classroom teacher in
8 elementary schools and teachers of a core subject in
9 middle and high schools.
10 "Core Intervention teacher (tutor)" means a licensed
11 teacher providing one-on-one or small group tutoring to
12 students struggling to meet proficiency in core subjects.
13 "CPPRT" means corporate personal property replacement
14 tax funds paid to an Organizational Unit during the
15 calendar year one year before the calendar year in which a
16 school year begins, pursuant to "An Act in relation to the
17 abolition of ad valorem personal property tax and the
18 replacement of revenues lost thereby, and amending and
19 repealing certain Acts and parts of Acts in connection
20 therewith", certified August 14, 1979, as amended (Public
21 Act 81-1st S.S.-1).
22 "EAV" means equalized assessed valuation as defined in
23 paragraph (2) of subsection (d) of this Section and
24 calculated in accordance with paragraph (3) of subsection
25 (d) of this Section.
26 "ECI" means the Bureau of Labor Statistics' national
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1 employment cost index for civilian workers in educational
2 services in elementary and secondary schools on a
3 cumulative basis for the 12-month calendar year preceding
4 the fiscal year of the Evidence-Based Funding calculation.
5 "EIS Data" means the employment information system
6 data maintained by the State Board on educators within
7 Organizational Units.
8 "Employee benefits" means health, dental, and vision
9 insurance offered to employees of an Organizational Unit,
10 the costs associated with the statutorily required payment
11 of the normal cost of the Organizational Unit's teacher
12 pensions, Social Security employer contributions, and
13 Illinois Municipal Retirement Fund employer contributions.
14 "English learner" or "EL" means a child included in
15 the definition of "English learners" under Section 14C-2
16 of this Code participating in a program of transitional
17 bilingual education or a transitional program of
18 instruction meeting the requirements and program
19 application procedures of Article 14C of this Code. For
20 the purposes of collecting the number of EL students
21 enrolled, the same collection and calculation methodology
22 as defined above for "ASE" shall apply to English
23 learners, with the exception that EL student enrollment
24 shall include students in grades pre-kindergarten through
25 12.
26 "Essential Elements" means those elements, resources,
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1 and educational programs that have been identified through
2 academic research as necessary to improve student success,
3 improve academic performance, close achievement gaps, and
4 provide for other per student costs related to the
5 delivery and leadership of the Organizational Unit, as
6 well as the maintenance and operations of the unit, and
7 which are specified in paragraph (2) of subsection (b) of
8 this Section.
9 "Evidence-Based Funding" means State funding provided
10 to an Organizational Unit pursuant to this Section.
11 "Extended day" means academic and enrichment programs
12 provided to students outside the regular school day before
13 and after school or during non-instructional times during
14 the school day.
15 "Extension Limitation Ratio" means a numerical ratio
16 in which the numerator is the Base Tax Year's Extension
17 and the denominator is the Preceding Tax Year's Extension.
18 "Final Percent of Adequacy" is defined in paragraph
19 (4) of subsection (f) of this Section.
20 "Final Resources" is defined in paragraph (3) of
21 subsection (f) of this Section.
22 "Full-time equivalent" or "FTE" means the full-time
23 equivalency compensation for staffing the relevant
24 position at an Organizational Unit.
25 "Funding Gap" is defined in paragraph (1) of
26 subsection (g).
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1 "Hybrid District" means a partial elementary unit
2 district created pursuant to Article 11E of this Code.
3 "Instructional assistant" means a core or special
4 education, non-licensed employee who assists a teacher in
5 the classroom and provides academic support to students.
6 "Instructional facilitator" means a qualified teacher
7 or licensed teacher leader who facilitates and coaches
8 continuous improvement in classroom instruction; provides
9 instructional support to teachers in the elements of
10 research-based instruction or demonstrates the alignment
11 of instruction with curriculum standards and assessment
12 tools; develops or coordinates instructional programs or
13 strategies; develops and implements training; chooses
14 standards-based instructional materials; provides
15 teachers with an understanding of current research; serves
16 as a mentor, site coach, curriculum specialist, or lead
17 teacher; or otherwise works with fellow teachers, in
18 collaboration, to use data to improve instructional
19 practice or develop model lessons.
20 "Instructional materials" means relevant
21 instructional materials for student instruction,
22 including, but not limited to, textbooks, consumable
23 workbooks, laboratory equipment, library books, and other
24 similar materials.
25 "Laboratory School" means a public school that is
26 created and operated by a public university and approved
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1 by the State Board.
2 "Librarian" means a teacher with an endorsement as a
3 library information specialist or another individual whose
4 primary responsibility is overseeing library resources
5 within an Organizational Unit.
6 "Limiting rate for Hybrid Districts" means the
7 combined elementary school and high school limiting rates.
8 "Local Capacity" is defined in paragraph (1) of
9 subsection (c) of this Section.
10 "Local Capacity Percentage" is defined in subparagraph
11 (A) of paragraph (2) of subsection (c) of this Section.
12 "Local Capacity Ratio" is defined in subparagraph (B)
13 of paragraph (2) of subsection (c) of this Section.
14 "Local Capacity Target" is defined in paragraph (2) of
15 subsection (c) of this Section.
16 "Low-Income Count" means, for an Organizational Unit
17 in a fiscal year, the higher of the average number of
18 students for the prior school year or the immediately
19 preceding 3 school years who, as of July 1 of the
20 immediately preceding fiscal year (as determined by the
21 Department of Human Services), are eligible for at least
22 one of the following low-income programs: Medicaid, the
23 Children's Health Insurance Program, Temporary Assistance
24 for Needy Families (TANF), or the Supplemental Nutrition
25 Assistance Program, excluding pupils who are eligible for
26 services provided by the Department of Children and Family
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1 Services. Until such time that grade level low-income
2 populations become available, grade level low-income
3 populations shall be determined by applying the low-income
4 percentage to total student enrollments by grade level.
5 The low-income percentage is determined by dividing the
6 Low-Income Count by the Average Student Enrollment. The
7 low-income percentage for programs operated by a regional
8 office of education or an intermediate service center must
9 be set to the weighted average of the low-income
10 percentages of all of the school districts in the service
11 region. The weighted low-income percentage is the result
12 of multiplying the low-income percentage of each school
13 district served by the regional office of education or
14 intermediate service center by each school district's
15 Average Student Enrollment, summarizing those products and
16 dividing the total by the total Average Student Enrollment
17 for the service region.
18 "Maintenance and operations" means custodial services,
19 facility and ground maintenance, facility operations,
20 facility security, routine facility repairs, and other
21 similar services and functions.
22 "Minimum Funding Level" is defined in paragraph (9) of
23 subsection (g) of this Section.
24 "New Property Tax Relief Pool Funds" means, for any
25 given fiscal year, all State funds appropriated under
26 Section 2-3.170 of this Code.
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1 "New State Funds" means, for a given school year, all
2 State funds appropriated for Evidence-Based Funding in
3 excess of the amount needed to fund the Base Funding
4 Minimum for all Organizational Units in that school year.
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, or 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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1 intermediate service center that operates one or more
2 alternative education programs under Article 13A or 13B.
3 The General Assembly acknowledges that the actual grade
4 levels served by a particular Organizational Unit may vary
5 slightly from what is typical.
6 "Organizational Unit CWI" is determined by calculating
7 the CWI in the region and original county in which an
8 Organizational Unit's primary administrative office is
9 located as set forth in this paragraph, provided that if
10 the Organizational Unit CWI as calculated in accordance
11 with this paragraph is less than 0.9, the Organizational
12 Unit CWI shall be increased to 0.9. Each county's current
13 CWI value shall be adjusted based on the CWI value of that
14 county's neighboring Illinois counties, to create a
15 "weighted adjusted index value". This shall be calculated
16 by summing the CWI values of all of a county's adjacent
17 Illinois counties and dividing by the number of adjacent
18 Illinois counties, then taking the weighted value of the
19 original county's CWI value and the adjacent Illinois
20 county average. To calculate this weighted value, if the
21 number of adjacent Illinois counties is greater than 2,
22 the original county's CWI value will be weighted at 0.25
23 and the adjacent Illinois county average will be weighted
24 at 0.75. If the number of adjacent Illinois counties is 2,
25 the original county's CWI value will be weighted at 0.33
26 and the adjacent Illinois county average will be weighted
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1 at 0.66. The greater of the county's current CWI value and
2 its weighted adjusted index value shall be used as the
3 Organizational Unit CWI.
4 "Preceding Tax Year" means the property tax levy year
5 immediately preceding the Base Tax Year.
6 "Preceding Tax Year's Extension" means the product of
7 the equalized assessed valuation utilized by the county
8 clerk in the Preceding Tax Year multiplied by the
9 Operating Tax Rate.
10 "Preliminary Percent of Adequacy" is defined in
11 paragraph (2) of subsection (f) of this Section.
12 "Preliminary Resources" is defined in paragraph (2) of
13 subsection (f) of this Section.
14 "Principal" means a school administrator duly endorsed
15 to be employed as a principal in this State.
16 "Professional development" means training programs for
17 licensed staff in schools, including, but not limited to,
18 programs that assist in implementing new curriculum
19 programs, provide data focused or academic assessment data
20 training to help staff identify a student's weaknesses and
21 strengths, target interventions, improve instruction,
22 encompass instructional strategies for English learner,
23 gifted, or at-risk students, address inclusivity, cultural
24 sensitivity, or implicit bias, or otherwise provide
25 professional support for licensed staff.
26 "Prototypical" means 450 special education
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1 pre-kindergarten and kindergarten through grade 5 students
2 for an elementary school, 450 grade 6 through 8 students
3 for a middle school, and 600 grade 9 through 12 students
4 for a high school.
5 "PTELL" means the Property Tax Extension Limitation
6 Law.
7 "PTELL EAV" is defined in paragraph (4) of subsection
8 (d) of this Section.
9 "Pupil support staff" means a nurse, psychologist,
10 social worker, family liaison personnel, or other staff
11 member who provides support to at-risk or struggling
12 students.
13 "Real Receipts" is defined in paragraph (1) of
14 subsection (d) of this Section.
15 "Regionalization Factor" means, for a particular
16 Organizational Unit, the figure derived by dividing the
17 Organizational Unit CWI by the Statewide Weighted CWI.
18 "School counselor" means a licensed school counselor
19 who provides guidance and counseling support for students
20 within an Organizational Unit.
21 "School site staff" means the primary school secretary
22 and any additional clerical personnel assigned to a
23 school.
24 "Special education" means special educational
25 facilities and services, as defined in Section 14-1.08 of
26 this Code.
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1 "Special Education Allocation" means the amount of an
2 Organizational Unit's final Adequacy Target attributable
3 to special education divided by the Organizational Unit's
4 final Adequacy Target, the product of which shall be
5 multiplied by the amount of new funding received pursuant
6 to this Section. An Organizational Unit's final Adequacy
7 Target attributable to special education shall include all
8 special education investment adequacy elements.
9 "Specialist teacher" means a teacher who provides
10 instruction in subject areas not included in core
11 subjects, including, but not limited to, art, music,
12 physical education, health, driver education,
13 career-technical education, and such other subject areas
14 as may be mandated by State law or provided by an
15 Organizational Unit.
16 "Specially Funded Unit" means a an Alternative School,
17 safe school, Department of Juvenile Justice school,
18 special education cooperative or entity recognized by the
19 State Board as a special education cooperative, or
20 State-approved charter school, or alternative learning
21 opportunities program that received direct funding from
22 the State Board during the 2016-2017 school year through
23 any of the funding sources included within the calculation
24 of the Base Funding Minimum or Glenwood Academy.
25 "Supplemental Grant Funding" means supplemental
26 general State aid funding received by an Organizational
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1 Unit during the 2016-2017 school year pursuant to
2 subsection (H) of Section 18-8.05 of this Code (now
3 repealed).
4 "State Adequacy Level" is the sum of the Adequacy
5 Targets of all Organizational Units.
6 "State Board" means the State Board of Education.
7 "State Superintendent" means the State Superintendent
8 of Education.
9 "Statewide Weighted CWI" means a figure determined by
10 multiplying each Organizational Unit CWI times the ASE for
11 that Organizational Unit creating a weighted value,
12 summing all Organizational Units' weighted values, and
13 dividing by the total ASE of all Organizational Units,
14 thereby creating an average weighted index.
15 "Student activities" means non-credit producing
16 after-school programs, including, but not limited to,
17 clubs, bands, sports, and other activities authorized by
18 the school board of the Organizational Unit.
19 "Substitute teacher" means an individual teacher or
20 teaching assistant who is employed by an Organizational
21 Unit and is temporarily serving the Organizational Unit on
22 a per diem or per period-assignment basis to replace
23 another staff member.
24 "Summer school" means academic and enrichment programs
25 provided to students during the summer months outside of
26 the regular school year.
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1 "Supervisory aide" means a non-licensed staff member
2 who helps in supervising students of an Organizational
3 Unit, but does so outside of the classroom, in situations
4 such as, but not limited to, monitoring hallways and
5 playgrounds, supervising lunchrooms, or supervising
6 students when being transported in buses serving the
7 Organizational Unit.
8 "Target Ratio" is defined in paragraph (4) of
9 subsection (g).
10 "Tier 1", "Tier 2", "Tier 3", and "Tier 4" are defined
11 in paragraph (3) of subsection (g).
12 "Tier 1 Aggregate Funding", "Tier 2 Aggregate
13 Funding", "Tier 3 Aggregate Funding", and "Tier 4
14 Aggregate Funding" are defined in paragraph (1) of
15 subsection (g).
16 (b) Adequacy Target calculation.
17 (1) Each Organizational Unit's Adequacy Target is the
18 sum of the Organizational Unit's cost of providing
19 Essential Elements, as calculated in accordance with this
20 subsection (b), with the salary amounts in the Essential
21 Elements multiplied by a Regionalization Factor calculated
22 pursuant to paragraph (3) of this subsection (b).
23 (2) The Essential Elements are attributable on a pro
24 rata basis related to defined subgroups of the ASE of each
25 Organizational Unit as specified in this paragraph (2),
26 with investments and FTE positions pro rata funded based
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1 on ASE counts in excess of or less than the thresholds set
2 forth in this paragraph (2). The method for calculating
3 attributable pro rata costs and the defined subgroups
4 thereto are as follows:
5 (A) Core class size investments. Each
6 Organizational Unit shall receive the funding required
7 to support that number of FTE core teacher positions
8 as is needed to keep the respective class sizes of the
9 Organizational Unit to the following maximum numbers:
10 (i) For grades kindergarten through 3, the
11 Organizational Unit shall receive funding required
12 to support one FTE core teacher position for every
13 15 Low-Income Count students in those grades and
14 one FTE core teacher position for every 20
15 non-Low-Income Count students in those grades.
16 (ii) For grades 4 through 12, the
17 Organizational Unit shall receive funding required
18 to support one FTE core teacher position for every
19 20 Low-Income Count students in those grades and
20 one FTE core teacher position for every 25
21 non-Low-Income Count students in those grades.
22 The number of non-Low-Income Count students in a
23 grade shall be determined by subtracting the
24 Low-Income students in that grade from the ASE of the
25 Organizational Unit for that grade.
26 (B) Specialist teacher investments. Each
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1 Organizational Unit shall receive the funding needed
2 to cover that number of FTE specialist teacher
3 positions that correspond to the following
4 percentages:
5 (i) if the Organizational Unit operates an
6 elementary or middle school, then 20.00% of the
7 number of the Organizational Unit's core teachers,
8 as determined under subparagraph (A) of this
9 paragraph (2); and
10 (ii) if such Organizational Unit operates a
11 high school, then 33.33% of the number of the
12 Organizational Unit's core teachers.
13 (C) Instructional facilitator investments. Each
14 Organizational Unit shall receive the funding needed
15 to cover one FTE instructional facilitator position
16 for every 200 combined ASE of pre-kindergarten
17 children with disabilities and all kindergarten
18 through grade 12 students of the Organizational Unit.
19 (D) Core intervention teacher (tutor) investments.
20 Each Organizational Unit shall receive the funding
21 needed to cover one FTE teacher position for each
22 prototypical elementary, middle, and high school.
23 (E) Substitute teacher investments. Each
24 Organizational Unit shall receive the funding needed
25 to cover substitute teacher costs that is equal to
26 5.70% of the minimum pupil attendance days required
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1 under Section 10-19 of this Code for all full-time
2 equivalent core, specialist, and intervention
3 teachers, school nurses, special education teachers
4 and instructional assistants, instructional
5 facilitators, and summer school and extended day
6 teacher positions, as determined under this paragraph
7 (2), at a salary rate of 33.33% of the average salary
8 for grade K through 12 teachers and 33.33% of the
9 average salary of each instructional assistant
10 position.
11 (F) Core school counselor investments. Each
12 Organizational Unit shall receive the funding needed
13 to cover one FTE school counselor for each 450
14 combined ASE of pre-kindergarten children with
15 disabilities and all kindergarten through grade 5
16 students, plus one FTE school counselor for each 250
17 grades 6 through 8 ASE middle school students, plus
18 one FTE school counselor for each 250 grades 9 through
19 12 ASE high school students.
20 (G) Nurse investments. Each Organizational Unit
21 shall receive the funding needed to cover one FTE
22 nurse for each 750 combined ASE of pre-kindergarten
23 children with disabilities and all kindergarten
24 through grade 12 students across all grade levels it
25 serves.
26 (H) Supervisory aide investments. Each
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1 Organizational Unit shall receive the funding needed
2 to cover one FTE for each 225 combined ASE of
3 pre-kindergarten children with disabilities and all
4 kindergarten through grade 5 students, plus one FTE
5 for each 225 ASE middle school students, plus one FTE
6 for each 200 ASE high school students.
7 (I) Librarian investments. Each Organizational
8 Unit shall receive the funding needed to cover one FTE
9 librarian for each prototypical elementary school,
10 middle school, and high school and one FTE aide or
11 media technician for every 300 combined ASE of
12 pre-kindergarten children with disabilities and all
13 kindergarten through grade 12 students.
14 (J) Principal investments. Each Organizational
15 Unit shall receive the funding needed to cover one FTE
16 principal position for each prototypical elementary
17 school, plus one FTE principal position for each
18 prototypical middle school, plus one FTE principal
19 position for each prototypical high school.
20 (K) Assistant principal investments. Each
21 Organizational Unit shall receive the funding needed
22 to cover one FTE assistant principal position for each
23 prototypical elementary school, plus one FTE assistant
24 principal position for each prototypical middle
25 school, plus one FTE assistant principal position for
26 each prototypical high school.
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1 (L) School site staff investments. Each
2 Organizational Unit shall receive the funding needed
3 for one FTE position for each 225 ASE of
4 pre-kindergarten children with disabilities and all
5 kindergarten through grade 5 students, plus one FTE
6 position for each 225 ASE middle school students, plus
7 one FTE position for each 200 ASE high school
8 students.
9 (M) Gifted investments. Each Organizational Unit
10 shall receive $40 per kindergarten through grade 12
11 ASE.
12 (N) Professional development investments. Each
13 Organizational Unit shall receive $125 per student of
14 the combined ASE of pre-kindergarten children with
15 disabilities and all kindergarten through grade 12
16 students for trainers and other professional
17 development-related expenses for supplies and
18 materials.
19 (O) Instructional material investments. Each
20 Organizational Unit shall receive $190 per student of
21 the combined ASE of pre-kindergarten children with
22 disabilities and all kindergarten through grade 12
23 students to cover instructional material costs.
24 (P) Assessment investments. Each Organizational
25 Unit shall receive $25 per student of the combined ASE
26 of pre-kindergarten children with disabilities and all
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1 kindergarten through grade 12 students to cover
2 assessment costs.
3 (Q) Computer technology and equipment investments.
4 Each Organizational Unit shall receive $285.50 per
5 student of the combined ASE of pre-kindergarten
6 children with disabilities and all kindergarten
7 through grade 12 students to cover computer technology
8 and equipment costs. For the 2018-2019 school year and
9 subsequent school years, Organizational Units assigned
10 to Tier 1 and Tier 2 in the prior school year shall
11 receive an additional $285.50 per student of the
12 combined ASE of pre-kindergarten children with
13 disabilities and all kindergarten through grade 12
14 students to cover computer technology and equipment
15 costs in the Organizational Unit's Adequacy Target.
16 The State Board may establish additional requirements
17 for Organizational Unit expenditures of funds received
18 pursuant to this subparagraph (Q), including a
19 requirement that funds received pursuant to this
20 subparagraph (Q) may be used only for serving the
21 technology needs of the district. It is the intent of
22 Public Act 100-465 that all Tier 1 and Tier 2 districts
23 receive the addition to their Adequacy Target in the
24 following year, subject to compliance with the
25 requirements of the State Board.
26 (R) Student activities investments. Each
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1 Organizational Unit shall receive the following
2 funding amounts to cover student activities: $100 per
3 kindergarten through grade 5 ASE student in elementary
4 school, plus $200 per ASE student in middle school,
5 plus $675 per ASE student in high school.
6 (S) Maintenance and operations investments. Each
7 Organizational Unit shall receive $1,038 per student
8 of the combined ASE of pre-kindergarten children with
9 disabilities and all kindergarten through grade 12
10 students for day-to-day maintenance and operations
11 expenditures, including salary, supplies, and
12 materials, as well as purchased services, but
13 excluding employee benefits. The proportion of salary
14 for the application of a Regionalization Factor and
15 the calculation of benefits is equal to $352.92.
16 (T) Central office investments. Each
17 Organizational Unit shall receive $742 per student of
18 the combined ASE of pre-kindergarten children with
19 disabilities and all kindergarten through grade 12
20 students to cover central office operations, including
21 administrators and classified personnel charged with
22 managing the instructional programs, business and
23 operations of the school district, and security
24 personnel. The proportion of salary for the
25 application of a Regionalization Factor and the
26 calculation of benefits is equal to $368.48.
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1 (U) Employee benefit investments. Each
2 Organizational Unit shall receive 30% of the total of
3 all salary-calculated elements of the Adequacy Target,
4 excluding substitute teachers and student activities
5 investments, to cover benefit costs. For central
6 office and maintenance and operations investments, the
7 benefit calculation shall be based upon the salary
8 proportion of each investment. If at any time the
9 responsibility for funding the employer normal cost of
10 teacher pensions is assigned to school districts, then
11 that amount certified by the Teachers' Retirement
12 System of the State of Illinois to be paid by the
13 Organizational Unit for the preceding school year
14 shall be added to the benefit investment. For any
15 fiscal year in which a school district organized under
16 Article 34 of this Code is responsible for paying the
17 employer normal cost of teacher pensions, then that
18 amount of its employer normal cost plus the amount for
19 retiree health insurance as certified by the Public
20 School Teachers' Pension and Retirement Fund of
21 Chicago to be paid by the school district for the
22 preceding school year that is statutorily required to
23 cover employer normal costs and the amount for retiree
24 health insurance shall be added to the 30% specified
25 in this subparagraph (U). The Teachers' Retirement
26 System of the State of Illinois and the Public School
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1 Teachers' Pension and Retirement Fund of Chicago shall
2 submit such information as the State Superintendent
3 may require for the calculations set forth in this
4 subparagraph (U).
5 (V) Additional investments in low-income students.
6 In addition to and not in lieu of all other funding
7 under this paragraph (2), each Organizational Unit
8 shall receive funding based on the average teacher
9 salary for grades K through 12 to cover the costs of:
10 (i) one FTE intervention teacher (tutor)
11 position for every 125 Low-Income Count students;
12 (ii) one FTE pupil support staff position for
13 every 125 Low-Income Count students;
14 (iii) one FTE extended day teacher position
15 for every 120 Low-Income Count students; and
16 (iv) one FTE summer school teacher position
17 for every 120 Low-Income Count students.
18 (W) Additional investments in English learner
19 students. In addition to and not in lieu of all other
20 funding under this paragraph (2), each Organizational
21 Unit shall receive funding based on the average
22 teacher salary for grades K through 12 to cover the
23 costs of:
24 (i) one FTE intervention teacher (tutor)
25 position for every 125 English learner students;
26 (ii) one FTE pupil support staff position for
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1 every 125 English learner students;
2 (iii) one FTE extended day teacher position
3 for every 120 English learner students;
4 (iv) one FTE summer school teacher position
5 for every 120 English learner students; and
6 (v) one FTE core teacher position for every
7 100 English learner students.
8 (X) Special education investments. Each
9 Organizational Unit shall receive funding based on the
10 average teacher salary for grades K through 12 to
11 cover special education as follows:
12 (i) one FTE teacher position for every 141
13 combined ASE of pre-kindergarten children with
14 disabilities and all kindergarten through grade 12
15 students;
16 (ii) one FTE instructional assistant for every
17 141 combined ASE of pre-kindergarten children with
18 disabilities and all kindergarten through grade 12
19 students; and
20 (iii) one FTE psychologist position for every
21 1,000 combined ASE of pre-kindergarten children
22 with disabilities and all kindergarten through
23 grade 12 students.
24 (3) For calculating the salaries included within the
25 Essential Elements, the State Superintendent shall
26 annually calculate average salaries to the nearest dollar
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1 using the employment information system data maintained by
2 the State Board, limited to public schools only and
3 excluding special education and vocational cooperatives,
4 schools operated by the Department of Juvenile Justice,
5 and charter schools, for the following positions:
6 (A) Teacher for grades K through 8.
7 (B) Teacher for grades 9 through 12.
8 (C) Teacher for grades K through 12.
9 (D) School counselor for grades K through 8.
10 (E) School counselor for grades 9 through 12.
11 (F) School counselor for grades K through 12.
12 (G) Social worker.
13 (H) Psychologist.
14 (I) Librarian.
15 (J) Nurse.
16 (K) Principal.
17 (L) Assistant principal.
18 For the purposes of this paragraph (3), "teacher"
19 includes core teachers, specialist and elective teachers,
20 instructional facilitators, tutors, special education
21 teachers, pupil support staff teachers, English learner
22 teachers, extended day teachers, and summer school
23 teachers. Where specific grade data is not required for
24 the Essential Elements, the average salary for
25 corresponding positions shall apply. For substitute
26 teachers, the average teacher salary for grades K through
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1 12 shall apply.
2 For calculating the salaries included within the
3 Essential Elements for positions not included within EIS
4 Data, the following salaries shall be used in the first
5 year of implementation of Evidence-Based Funding:
6 (i) school site staff, $30,000; and
7 (ii) non-instructional assistant, instructional
8 assistant, library aide, library media tech, or
9 supervisory aide: $25,000.
10 In the second and subsequent years of implementation
11 of Evidence-Based Funding, the amounts in items (i) and
12 (ii) of this paragraph (3) shall annually increase by the
13 ECI.
14 The salary amounts for the Essential Elements
15 determined pursuant to subparagraphs (A) through (L), (S)
16 and (T), and (V) through (X) of paragraph (2) of
17 subsection (b) of this Section shall be multiplied by a
18 Regionalization Factor.
19 (c) Local Capacity calculation.
20 (1) Each Organizational Unit's Local Capacity
21 represents an amount of funding it is assumed to
22 contribute toward its Adequacy Target for purposes of the
23 Evidence-Based Funding formula calculation. "Local
24 Capacity" means either (i) the Organizational Unit's Local
25 Capacity Target as calculated in accordance with paragraph
26 (2) of this subsection (c) if its Real Receipts are equal
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1 to or less than its Local Capacity Target or (ii) the
2 Organizational Unit's Adjusted Local Capacity, as
3 calculated in accordance with paragraph (3) of this
4 subsection (c) if Real Receipts are more than its Local
5 Capacity Target.
6 (2) "Local Capacity Target" means, for an
7 Organizational Unit, that dollar amount that is obtained
8 by multiplying its Adequacy Target by its Local Capacity
9 Ratio.
10 (A) An Organizational Unit's Local Capacity
11 Percentage is the conversion of the Organizational
12 Unit's Local Capacity Ratio, as such ratio is
13 determined in accordance with subparagraph (B) of this
14 paragraph (2), into a cumulative distribution
15 resulting in a percentile ranking to determine each
16 Organizational Unit's relative position to all other
17 Organizational Units in this State. The calculation of
18 Local Capacity Percentage is described in subparagraph
19 (C) of this paragraph (2).
20 (B) An Organizational Unit's Local Capacity Ratio
21 in a given year is the percentage obtained by dividing
22 its Adjusted EAV or PTELL EAV, whichever is less, by
23 its Adequacy Target, with the resulting ratio further
24 adjusted as follows:
25 (i) for Organizational Units serving grades
26 kindergarten through 12 and Hybrid Districts, no
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1 further adjustments shall be made;
2 (ii) for Organizational Units serving grades
3 kindergarten through 8, the ratio shall be
4 multiplied by 9/13;
5 (iii) for Organizational Units serving grades
6 9 through 12, the Local Capacity Ratio shall be
7 multiplied by 4/13; and
8 (iv) for an Organizational Unit with a
9 different grade configuration than those specified
10 in items (i) through (iii) of this subparagraph
11 (B), the State Superintendent shall determine a
12 comparable adjustment based on the grades served.
13 (C) The Local Capacity Percentage is equal to the
14 percentile ranking of the district. Local Capacity
15 Percentage converts each Organizational Unit's Local
16 Capacity Ratio to a cumulative distribution resulting
17 in a percentile ranking to determine each
18 Organizational Unit's relative position to all other
19 Organizational Units in this State. The Local Capacity
20 Percentage cumulative distribution resulting in a
21 percentile ranking for each Organizational Unit shall
22 be calculated using the standard normal distribution
23 of the score in relation to the weighted mean and
24 weighted standard deviation and Local Capacity Ratios
25 of all Organizational Units. If the value assigned to
26 any Organizational Unit is in excess of 90%, the value
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1 shall be adjusted to 90%. For Laboratory Schools, the
2 Local Capacity Percentage shall be set at 10% in
3 recognition of the absence of EAV and resources from
4 the public university that are allocated to the
5 Laboratory School. For programs operated by a regional
6 office of education or an intermediate service center,
7 the Local Capacity Percentage must be set at 10% in
8 recognition of the absence of EAV and resources from
9 school districts that are allocated to the regional
10 office of education or intermediate service center.
11 The weighted mean for the Local Capacity Percentage
12 shall be determined by multiplying each Organizational
13 Unit's Local Capacity Ratio times the ASE for the unit
14 creating a weighted value, summing the weighted values
15 of all Organizational Units, and dividing by the total
16 ASE of all Organizational Units. The weighted standard
17 deviation shall be determined by taking the square
18 root of the weighted variance of all Organizational
19 Units' Local Capacity Ratio, where the variance is
20 calculated by squaring the difference between each
21 unit's Local Capacity Ratio and the weighted mean,
22 then multiplying the variance for each unit times the
23 ASE for the unit to create a weighted variance for each
24 unit, then summing all units' weighted variance and
25 dividing by the total ASE of all units.
26 (D) For any Organizational Unit, the
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1 Organizational Unit's Adjusted Local Capacity Target
2 shall be reduced by either (i) the school board's
3 remaining contribution pursuant to paragraph (ii) of
4 subsection (b-4) of Section 16-158 of the Illinois
5 Pension Code in a given year or (ii) the board of
6 education's remaining contribution pursuant to
7 paragraph (iv) of subsection (b) of Section 17-129 of
8 the Illinois Pension Code absent the employer normal
9 cost portion of the required contribution and amount
10 allowed pursuant to subdivision (3) of Section
11 17-142.1 of the Illinois Pension Code in a given year.
12 In the preceding sentence, item (i) shall be certified
13 to the State Board of Education by the Teachers'
14 Retirement System of the State of Illinois and item
15 (ii) shall be certified to the State Board of
16 Education by the Public School Teachers' Pension and
17 Retirement Fund of the City of Chicago.
18 (3) If an Organizational Unit's Real Receipts are more
19 than its Local Capacity Target, then its Local Capacity
20 shall equal an Adjusted Local Capacity Target as
21 calculated in accordance with this paragraph (3). The
22 Adjusted Local Capacity Target is calculated as the sum of
23 the Organizational Unit's Local Capacity Target and its
24 Real Receipts Adjustment. The Real Receipts Adjustment
25 equals the Organizational Unit's Real Receipts less its
26 Local Capacity Target, with the resulting figure
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1 multiplied by the Local Capacity Percentage.
2 As used in this paragraph (3), "Real Percent of
3 Adequacy" means the sum of an Organizational Unit's Real
4 Receipts, CPPRT, and Base Funding Minimum, with the
5 resulting figure divided by the Organizational Unit's
6 Adequacy Target.
7 (d) Calculation of Real Receipts, EAV, and Adjusted EAV
8 for purposes of the Local Capacity calculation.
9 (1) An Organizational Unit's Real Receipts are the
10 product of its Applicable Tax Rate and its Adjusted EAV.
11 An Organizational Unit's Applicable Tax Rate is its
12 Adjusted Operating Tax Rate for property within the
13 Organizational Unit.
14 (2) The State Superintendent shall calculate the
15 equalized assessed valuation, or EAV, of all taxable
16 property of each Organizational Unit as of September 30 of
17 the previous year in accordance with paragraph (3) of this
18 subsection (d). The State Superintendent shall then
19 determine the Adjusted EAV of each Organizational Unit in
20 accordance with paragraph (4) of this subsection (d),
21 which Adjusted EAV figure shall be used for the purposes
22 of calculating Local Capacity.
23 (3) To calculate Real Receipts and EAV, the Department
24 of Revenue shall supply to the State Superintendent the
25 value as equalized or assessed by the Department of
26 Revenue of all taxable property of every Organizational
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1 Unit, together with (i) the applicable tax rate used in
2 extending taxes for the funds of the Organizational Unit
3 as of September 30 of the previous year and (ii) the
4 limiting rate for all Organizational Units subject to
5 property tax extension limitations as imposed under PTELL.
6 (A) The Department of Revenue shall add to the
7 equalized assessed value of all taxable property of
8 each Organizational Unit situated entirely or
9 partially within a county that is or was subject to the
10 provisions of Section 15-176 or 15-177 of the Property
11 Tax Code (i) an amount equal to the total amount by
12 which the homestead exemption allowed under Section
13 15-176 or 15-177 of the Property Tax Code for real
14 property situated in that Organizational Unit exceeds
15 the total amount that would have been allowed in that
16 Organizational Unit if the maximum reduction under
17 Section 15-176 was (I) $4,500 in Cook County or $3,500
18 in all other counties in tax year 2003 or (II) $5,000
19 in all counties in tax year 2004 and thereafter and
20 (ii) an amount equal to the aggregate amount for the
21 taxable year of all additional exemptions under
22 Section 15-175 of the Property Tax Code for owners
23 with a household income of $30,000 or less. The county
24 clerk of any county that is or was subject to the
25 provisions of Section 15-176 or 15-177 of the Property
26 Tax Code shall annually calculate and certify to the
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1 Department of Revenue for each Organizational Unit all
2 homestead exemption amounts under Section 15-176 or
3 15-177 of the Property Tax Code and all amounts of
4 additional exemptions under Section 15-175 of the
5 Property Tax Code for owners with a household income
6 of $30,000 or less. It is the intent of this
7 subparagraph (A) that if the general homestead
8 exemption for a parcel of property is determined under
9 Section 15-176 or 15-177 of the Property Tax Code
10 rather than Section 15-175, then the calculation of
11 EAV shall not be affected by the difference, if any,
12 between the amount of the general homestead exemption
13 allowed for that parcel of property under Section
14 15-176 or 15-177 of the Property Tax Code and the
15 amount that would have been allowed had the general
16 homestead exemption for that parcel of property been
17 determined under Section 15-175 of the Property Tax
18 Code. It is further the intent of this subparagraph
19 (A) that if additional exemptions are allowed under
20 Section 15-175 of the Property Tax Code for owners
21 with a household income of less than $30,000, then the
22 calculation of EAV shall not be affected by the
23 difference, if any, because of those additional
24 exemptions.
25 (B) With respect to any part of an Organizational
26 Unit within a redevelopment project area in respect to
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1 which a municipality has adopted tax increment
2 allocation financing pursuant to the Tax Increment
3 Allocation Redevelopment Act, Division 74.4 of Article
4 11 of the Illinois Municipal Code, or the Industrial
5 Jobs Recovery Law, Division 74.6 of Article 11 of the
6 Illinois Municipal Code, no part of the current EAV of
7 real property located in any such project area that is
8 attributable to an increase above the total initial
9 EAV of such property shall be used as part of the EAV
10 of the Organizational Unit, until such time as all
11 redevelopment project costs have been paid, as
12 provided in Section 11-74.4-8 of the Tax Increment
13 Allocation Redevelopment Act or in Section 11-74.6-35
14 of the Industrial Jobs Recovery Law. For the purpose
15 of the EAV of the Organizational Unit, the total
16 initial EAV or the current EAV, whichever is lower,
17 shall be used until such time as all redevelopment
18 project costs have been paid.
19 (B-5) The real property equalized assessed
20 valuation for a school district shall be adjusted by
21 subtracting from the real property value, as equalized
22 or assessed by the Department of Revenue, for the
23 district an amount computed by dividing the amount of
24 any abatement of taxes under Section 18-170 of the
25 Property Tax Code by 3.00% for a district maintaining
26 grades kindergarten through 12, by 2.30% for a
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1 district maintaining grades kindergarten through 8, or
2 by 1.05% for a district maintaining grades 9 through
3 12 and adjusted by an amount computed by dividing the
4 amount of any abatement of taxes under subsection (a)
5 of Section 18-165 of the Property Tax Code by the same
6 percentage rates for district type as specified in
7 this subparagraph (B-5).
8 (C) For Organizational Units that are Hybrid
9 Districts, the State Superintendent shall use the
10 lesser of the adjusted equalized assessed valuation
11 for property within the partial elementary unit
12 district for elementary purposes, as defined in
13 Article 11E of this Code, or the adjusted equalized
14 assessed valuation for property within the partial
15 elementary unit district for high school purposes, as
16 defined in Article 11E of this Code.
17 (D) If a school district's boundaries span
18 multiple counties, then the Department of Revenue
19 shall send to the State Board, for the purposes of
20 calculating Evidence-Based Funding, the limiting rate
21 and individual rates by purpose for the county that
22 contains the majority of the school district's
23 equalized assessed valuation.
24 (4) An Organizational Unit's Adjusted EAV shall be the
25 average of its EAV over the immediately preceding 3 years
26 or the lesser of its EAV in the immediately preceding year
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1 or the average of its EAV over the immediately preceding 3
2 years if the EAV in the immediately preceding year has
3 declined by 10% or more when comparing the 2 most recent
4 years. In the event of Organizational Unit reorganization,
5 consolidation, or annexation, the Organizational Unit's
6 Adjusted EAV for the first 3 years after such change shall
7 be as follows: the most current EAV shall be used in the
8 first year, the average of a 2-year EAV or its EAV in the
9 immediately preceding year if the EAV declines by 10% or
10 more when comparing the 2 most recent years for the second
11 year, and the lesser of a 3-year average EAV or its EAV in
12 the immediately preceding year if the Adjusted EAV
13 declines by 10% or more when comparing the 2 most recent
14 years for the third year. For any school district whose
15 EAV in the immediately preceding year is used in
16 calculations, in the following year, the Adjusted EAV
17 shall be the average of its EAV over the immediately
18 preceding 2 years or the immediately preceding year if
19 that year represents a decline of 10% or more when
20 comparing the 2 most recent years.
21 "PTELL EAV" means a figure calculated by the State
22 Board for Organizational Units subject to PTELL as
23 described in this paragraph (4) for the purposes of
24 calculating an Organizational Unit's Local Capacity Ratio.
25 Except as otherwise provided in this paragraph (4), the
26 PTELL EAV of an Organizational Unit shall be equal to the
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1 product of the equalized assessed valuation last used in
2 the calculation of general State aid under Section 18-8.05
3 of this Code (now repealed) or Evidence-Based Funding
4 under this Section and the Organizational Unit's Extension
5 Limitation Ratio. If an Organizational Unit has approved
6 or does approve an increase in its limiting rate, pursuant
7 to Section 18-190 of the Property Tax Code, affecting the
8 Base Tax Year, the PTELL EAV shall be equal to the product
9 of the equalized assessed valuation last used in the
10 calculation of general State aid under Section 18-8.05 of
11 this Code (now repealed) or Evidence-Based Funding under
12 this Section multiplied by an amount equal to one plus the
13 percentage increase, if any, in the Consumer Price Index
14 for All Urban Consumers for all items published by the
15 United States Department of Labor for the 12-month
16 calendar year preceding the Base Tax Year, plus the
17 equalized assessed valuation of new property, annexed
18 property, and recovered tax increment value and minus the
19 equalized assessed valuation of disconnected property.
20 As used in this paragraph (4), "new property" and
21 "recovered tax increment value" shall have the meanings
22 set forth in the Property Tax Extension Limitation Law.
23 (e) Base Funding Minimum calculation.
24 (1) For the 2017-2018 school year, the Base Funding
25 Minimum of an Organizational Unit or a Specially Funded
26 Unit shall be the amount of State funds distributed to the
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1 Organizational Unit or Specially Funded Unit during the
2 2016-2017 school year prior to any adjustments and
3 specified appropriation amounts described in this
4 paragraph (1) from the following Sections, as calculated
5 by the State Superintendent: Section 18-8.05 of this Code
6 (now repealed); Section 5 of Article 224 of Public Act
7 99-524 (equity grants); Section 14-7.02b of this Code
8 (funding for children requiring special education
9 services); Section 14-13.01 of this Code (special
10 education facilities and staffing), except for
11 reimbursement of the cost of transportation pursuant to
12 Section 14-13.01; Section 14C-12 of this Code (English
13 learners); and Section 18-4.3 of this Code (summer
14 school), based on an appropriation level of $13,121,600.
15 For a school district organized under Article 34 of this
16 Code, the Base Funding Minimum also includes (i) the funds
17 allocated to the school district pursuant to Section 1D-1
18 of this Code attributable to funding programs authorized
19 by the Sections of this Code listed in the preceding
20 sentence and (ii) the difference between (I) the funds
21 allocated to the school district pursuant to Section 1D-1
22 of this Code attributable to the funding programs
23 authorized by Section 14-7.02 (non-public special
24 education reimbursement), subsection (b) of Section
25 14-13.01 (special education transportation), Section 29-5
26 (transportation), Section 2-3.80 (agricultural
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1 education), Section 2-3.66 (truants' alternative
2 education), Section 2-3.62 (educational service centers),
3 and Section 14-7.03 (special education - orphanage) of
4 this Code and Section 15 of the Childhood Hunger Relief
5 Act (free breakfast program) and (II) the school
6 district's actual expenditures for its non-public special
7 education, special education transportation,
8 transportation programs, agricultural education, truants'
9 alternative education, services that would otherwise be
10 performed by a regional office of education, special
11 education orphanage expenditures, and free breakfast, as
12 most recently calculated and reported pursuant to
13 subsection (f) of Section 1D-1 of this Code. The Base
14 Funding Minimum for Glenwood Academy shall be $952,014.
15 For programs operated by a regional office of education or
16 an intermediate service center, the Base Funding Minimum
17 must be the total amount of State funds allocated to those
18 programs in the 2018-2019 school year and amounts provided
19 pursuant to Article 34 of Public Act 100-586 and Section
20 3-16 of this Code. All programs established after June 5,
21 2019 (the effective date of Public Act 101-10) and
22 administered by a regional office of education or an
23 intermediate service center must have an initial Base
24 Funding Minimum set to an amount equal to the first-year
25 ASE multiplied by the amount of per pupil funding received
26 in the previous school year by the lowest funded similar
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1 existing program type. If the enrollment for a program
2 operated by a regional office of education or an
3 intermediate service center is zero, then it may not
4 receive Base Funding Minimum funds for that program in the
5 next fiscal year, and those funds must be distributed to
6 Organizational Units under subsection (g).
7 (2) For the 2018-2019 and subsequent school years, the
8 Base Funding Minimum of Organizational Units and Specially
9 Funded Units shall be the sum of (i) the amount of
10 Evidence-Based Funding for the prior school year, (ii) the
11 Base Funding Minimum for the prior school year, and (iii)
12 any amount received by a school district pursuant to
13 Section 7 of Article 97 of Public Act 100-21.
14 For the 2022-2023 school year, the Base Funding
15 Minimum of Organizational Units shall be the amounts
16 recalculated by the State Board of Education for Fiscal
17 Year 2019 through Fiscal Year 2022 that were necessary due
18 to average student enrollment errors for districts
19 organized under Article 34 of this Code, plus the Fiscal
20 Year 2022 property tax relief grants provided under
21 Section 2-3.170 of this Code, ensuring each Organizational
22 Unit has the correct amount of resources for Fiscal Year
23 2023 Evidence-Based Funding calculations and that Fiscal
24 Year 2023 Evidence-Based Funding Distributions are made in
25 accordance with this Section.
26 (2.5) Beginning with the 2024-2025 school year, the
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1 Base Funding Minimum calculated for a regional office of
2 education or intermediate service center shall be equal to
3 the sum of the Base Funding Minimum amounts distributed to
4 all alternative education programs operated by the
5 regional office of education or intermediate service
6 center in the prior school year.
7 (3) Subject to approval by the General Assembly as
8 provided in this paragraph (3), an Organizational Unit
9 that meets all of the following criteria, as determined by
10 the State Board, shall have District Intervention Money
11 added to its Base Funding Minimum at the time the Base
12 Funding Minimum is calculated by the State Board:
13 (A) The Organizational Unit is operating under an
14 Independent Authority under Section 2-3.25f-5 of this
15 Code for a minimum of 4 school years or is subject to
16 the control of the State Board pursuant to a court
17 order for a minimum of 4 school years.
18 (B) The Organizational Unit was designated as a
19 Tier 1 or Tier 2 Organizational Unit in the previous
20 school year under paragraph (3) of subsection (g) of
21 this Section.
22 (C) The Organizational Unit demonstrates
23 sustainability through a 5-year financial and
24 strategic plan.
25 (D) The Organizational Unit has made sufficient
26 progress and achieved sufficient stability in the
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1 areas of governance, academic growth, and finances.
2 As part of its determination under this paragraph (3),
3 the State Board may consider the Organizational Unit's
4 summative designation, any accreditations of the
5 Organizational Unit, or the Organizational Unit's
6 financial profile, as calculated by the State Board.
7 If the State Board determines that an Organizational
8 Unit has met the criteria set forth in this paragraph (3),
9 it must submit a report to the General Assembly, no later
10 than January 2 of the fiscal year in which the State Board
11 makes it determination, on the amount of District
12 Intervention Money to add to the Organizational Unit's
13 Base Funding Minimum. The General Assembly must review the
14 State Board's report and may approve or disapprove, by
15 joint resolution, the addition of District Intervention
16 Money. If the General Assembly fails to act on the report
17 within 40 calendar days from the receipt of the report,
18 the addition of District Intervention Money is deemed
19 approved. If the General Assembly approves the amount of
20 District Intervention Money to be added to the
21 Organizational Unit's Base Funding Minimum, the District
22 Intervention Money must be added to the Base Funding
23 Minimum annually thereafter.
24 For the first 4 years following the initial year that
25 the State Board determines that an Organizational Unit has
26 met the criteria set forth in this paragraph (3) and has
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1 received funding under this Section, the Organizational
2 Unit must annually submit to the State Board, on or before
3 November 30, a progress report regarding its financial and
4 strategic plan under subparagraph (C) of this paragraph
5 (3). The plan shall include the financial data from the
6 past 4 annual financial reports or financial audits that
7 must be presented to the State Board by November 15 of each
8 year and the approved budget financial data for the
9 current year. The plan shall be developed according to the
10 guidelines presented to the Organizational Unit by the
11 State Board. The plan shall further include financial
12 projections for the next 3 fiscal years and include a
13 discussion and financial summary of the Organizational
14 Unit's facility needs. If the Organizational Unit does not
15 demonstrate sufficient progress toward its 5-year plan or
16 if it has failed to file an annual financial report, an
17 annual budget, a financial plan, a deficit reduction plan,
18 or other financial information as required by law, the
19 State Board may establish a Financial Oversight Panel
20 under Article 1H of this Code. However, if the
21 Organizational Unit already has a Financial Oversight
22 Panel, the State Board may extend the duration of the
23 Panel.
24 (f) Percent of Adequacy and Final Resources calculation.
25 (1) The Evidence-Based Funding formula establishes a
26 Percent of Adequacy for each Organizational Unit in order
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1 to place such units into tiers for the purposes of the
2 funding distribution system described in subsection (g) of
3 this Section. Initially, an Organizational Unit's
4 Preliminary Resources and Preliminary Percent of Adequacy
5 are calculated pursuant to paragraph (2) of this
6 subsection (f). Then, an Organizational Unit's Final
7 Resources and Final Percent of Adequacy are calculated to
8 account for the Organizational Unit's poverty
9 concentration levels pursuant to paragraphs (3) and (4) of
10 this subsection (f).
11 (2) An Organizational Unit's Preliminary Resources are
12 equal to the sum of its Local Capacity Target, CPPRT, and
13 Base Funding Minimum. An Organizational Unit's Preliminary
14 Percent of Adequacy is the lesser of (i) its Preliminary
15 Resources divided by its Adequacy Target or (ii) 100%.
16 (3) Except for Specially Funded Units, an
17 Organizational Unit's Final Resources are equal to the sum
18 of its Local Capacity, CPPRT, and Adjusted Base Funding
19 Minimum. The Base Funding Minimum of each Specially Funded
20 Unit shall serve as its Final Resources, except that the
21 Base Funding Minimum for State-approved charter schools
22 shall not include any portion of general State aid
23 allocated in the prior year based on the per capita
24 tuition charge times the charter school enrollment.
25 (4) An Organizational Unit's Final Percent of Adequacy
26 is its Final Resources divided by its Adequacy Target. An
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1 Organizational Unit's Adjusted Base Funding Minimum is
2 equal to its Base Funding Minimum less its Supplemental
3 Grant Funding, with the resulting figure added to the
4 product of its Supplemental Grant Funding and Preliminary
5 Percent of Adequacy.
6 (g) Evidence-Based Funding formula distribution system.
7 (1) In each school year under the Evidence-Based
8 Funding formula, each Organizational Unit receives funding
9 equal to the sum of its Base Funding Minimum and the unit's
10 allocation of New State Funds determined pursuant to this
11 subsection (g). To allocate New State Funds, the
12 Evidence-Based Funding formula distribution system first
13 places all Organizational Units into one of 4 tiers in
14 accordance with paragraph (3) of this subsection (g),
15 based on the Organizational Unit's Final Percent of
16 Adequacy. New State Funds are allocated to each of the 4
17 tiers as follows: Tier 1 Aggregate Funding equals 50% of
18 all New State Funds, Tier 2 Aggregate Funding equals 49%
19 of all New State Funds, Tier 3 Aggregate Funding equals
20 0.9% of all New State Funds, and Tier 4 Aggregate Funding
21 equals 0.1% of all New State Funds. Each Organizational
22 Unit within Tier 1 or Tier 2 receives an allocation of New
23 State Funds equal to its tier Funding Gap, as defined in
24 the following sentence, multiplied by the tier's
25 Allocation Rate determined pursuant to paragraph (4) of
26 this subsection (g). For Tier 1, an Organizational Unit's
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1 Funding Gap equals the tier's Target Ratio, as specified
2 in paragraph (5) of this subsection (g), multiplied by the
3 Organizational Unit's Adequacy Target, with the resulting
4 amount reduced by the Organizational Unit's Final
5 Resources. For Tier 2, an Organizational Unit's Funding
6 Gap equals the tier's Target Ratio, as described in
7 paragraph (5) of this subsection (g), multiplied by the
8 Organizational Unit's Adequacy Target, with the resulting
9 amount reduced by the Organizational Unit's Final
10 Resources and its Tier 1 funding allocation. To determine
11 the Organizational Unit's Funding Gap, the resulting
12 amount is then multiplied by a factor equal to one minus
13 the Organizational Unit's Local Capacity Target
14 percentage. Each Organizational Unit within Tier 3 or Tier
15 4 receives an allocation of New State Funds equal to the
16 product of its Adequacy Target and the tier's Allocation
17 Rate, as specified in paragraph (4) of this subsection
18 (g).
19 (2) To ensure equitable distribution of dollars for
20 all Tier 2 Organizational Units, no Tier 2 Organizational
21 Unit shall receive fewer dollars per ASE than any Tier 3
22 Organizational Unit. Each Tier 2 and Tier 3 Organizational
23 Unit shall have its funding allocation divided by its ASE.
24 Any Tier 2 Organizational Unit with a funding allocation
25 per ASE below the greatest Tier 3 allocation per ASE shall
26 get a funding allocation equal to the greatest Tier 3
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1 funding allocation per ASE multiplied by the
2 Organizational Unit's ASE. Each Tier 2 Organizational
3 Unit's Tier 2 funding allocation shall be multiplied by
4 the percentage calculated by dividing the original Tier 2
5 Aggregate Funding by the sum of all Tier 2 Organizational
6 Units' Tier 2 funding allocation after adjusting
7 districts' funding below Tier 3 levels.
8 (3) Organizational Units are placed into one of 4
9 tiers as follows:
10 (A) Tier 1 consists of all Organizational Units,
11 except for Specially Funded Units, with a Percent of
12 Adequacy less than the Tier 1 Target Ratio. The Tier 1
13 Target Ratio is the ratio level that allows for Tier 1
14 Aggregate Funding to be distributed, with the Tier 1
15 Allocation Rate determined pursuant to paragraph (4)
16 of this subsection (g).
17 (B) Tier 2 consists of all Tier 1 Units and all
18 other Organizational Units, except for Specially
19 Funded Units, with a Percent of Adequacy of less than
20 0.90.
21 (C) Tier 3 consists of all Organizational Units,
22 except for Specially Funded Units, with a Percent of
23 Adequacy of at least 0.90 and less than 1.0.
24 (D) Tier 4 consists of all Organizational Units
25 with a Percent of Adequacy of at least 1.0.
26 (4) The Allocation Rates for Tiers 1 through 4 are
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1 determined as follows:
2 (A) The Tier 1 Allocation Rate is 30%.
3 (B) The Tier 2 Allocation Rate is the result of the
4 following equation: Tier 2 Aggregate Funding, divided
5 by the sum of the Funding Gaps for all Tier 2
6 Organizational Units, unless the result of such
7 equation is higher than 1.0. If the result of such
8 equation is higher than 1.0, then the Tier 2
9 Allocation Rate is 1.0.
10 (C) The Tier 3 Allocation Rate is the result of the
11 following equation: Tier 3 Aggregate Funding, divided
12 by the sum of the Adequacy Targets of all Tier 3
13 Organizational Units.
14 (D) The Tier 4 Allocation Rate is the result of the
15 following equation: Tier 4 Aggregate Funding, divided
16 by the sum of the Adequacy Targets of all Tier 4
17 Organizational Units.
18 (5) A tier's Target Ratio is determined as follows:
19 (A) The Tier 1 Target Ratio is the ratio level that
20 allows for Tier 1 Aggregate Funding to be distributed
21 with the Tier 1 Allocation Rate.
22 (B) The Tier 2 Target Ratio is 0.90.
23 (C) The Tier 3 Target Ratio is 1.0.
24 (6) If, at any point, the Tier 1 Target Ratio is
25 greater than 90%, then all Tier 1 funding shall be
26 allocated to Tier 2 and no Tier 1 Organizational Unit's
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1 funding may be identified.
2 (7) In the event that all Tier 2 Organizational Units
3 receive funding at the Tier 2 Target Ratio level, any
4 remaining New State Funds shall be allocated to Tier 3 and
5 Tier 4 Organizational Units.
6 (8) If any Specially Funded Units, excluding Glenwood
7 Academy, recognized by the State Board do not qualify for
8 direct funding following the implementation of Public Act
9 100-465 from any of the funding sources included within
10 the definition of Base Funding Minimum, the unqualified
11 portion of the Base Funding Minimum shall be transferred
12 to one or more appropriate Organizational Units as
13 determined by the State Superintendent based on the prior
14 year ASE of the Organizational Units.
15 (8.5) If a school district withdraws from a special
16 education cooperative, the portion of the Base Funding
17 Minimum that is attributable to the school district may be
18 redistributed to the school district upon withdrawal. The
19 school district and the cooperative must include the
20 amount of the Base Funding Minimum that is to be
21 reapportioned in their withdrawal agreement and notify the
22 State Board of the change with a copy of the agreement upon
23 withdrawal.
24 (9) The Minimum Funding Level is intended to establish
25 a target for State funding that will keep pace with
26 inflation and continue to advance equity through the
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1 Evidence-Based Funding formula. The target for State
2 funding of New Property Tax Relief Pool Funds is
3 $50,000,000 for State fiscal year 2019 and subsequent
4 State fiscal years. The Minimum Funding Level is equal to
5 $350,000,000. In addition to any New State Funds, no more
6 than $50,000,000 New Property Tax Relief Pool Funds may be
7 counted toward the Minimum Funding Level. If the sum of
8 New State Funds and applicable New Property Tax Relief
9 Pool Funds are less than the Minimum Funding Level, than
10 funding for tiers shall be reduced in the following
11 manner:
12 (A) First, Tier 4 funding shall be reduced by an
13 amount equal to the difference between the Minimum
14 Funding Level and New State Funds until such time as
15 Tier 4 funding is exhausted.
16 (B) Next, Tier 3 funding shall be reduced by an
17 amount equal to the difference between the Minimum
18 Funding Level and New State Funds and the reduction in
19 Tier 4 funding until such time as Tier 3 funding is
20 exhausted.
21 (C) Next, Tier 2 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 and Tier 3.
25 (D) Finally, Tier 1 funding shall be reduced by an
26 amount equal to the difference between the Minimum
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1 Funding level and New State Funds and the reduction in
2 Tier 2, 3, and 4 funding. In addition, the Allocation
3 Rate for Tier 1 shall be reduced to a percentage equal
4 to the Tier 1 Allocation Rate set by paragraph (4) of
5 this subsection (g), multiplied by the result of New
6 State Funds divided by the Minimum Funding Level.
7 (9.5) For State fiscal year 2019 and subsequent State
8 fiscal years, if New State Funds exceed $300,000,000, then
9 any amount in excess of $300,000,000 shall be dedicated
10 for purposes of Section 2-3.170 of this Code up to a
11 maximum of $50,000,000.
12 (10) In the event of a decrease in the amount of the
13 appropriation for this Section in any fiscal year after
14 implementation of this Section, the Organizational Units
15 receiving Tier 1 and Tier 2 funding, as determined under
16 paragraph (3) of this subsection (g), shall be held
17 harmless by establishing a Base Funding Guarantee equal to
18 the per pupil kindergarten through grade 12 funding
19 received in accordance with this Section in the prior
20 fiscal year. Reductions shall be made to the Base Funding
21 Minimum of Organizational Units in Tier 3 and Tier 4 on a
22 per pupil basis equivalent to the total number of the ASE
23 in Tier 3-funded and Tier 4-funded Organizational Units
24 divided by the total reduction in State funding. The Base
25 Funding Minimum as reduced shall continue to be applied to
26 Tier 3 and Tier 4 Organizational Units and adjusted by the
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1 relative formula when increases in appropriations for this
2 Section resume. In no event may State funding reductions
3 to Organizational Units in Tier 3 or Tier 4 exceed an
4 amount that would be less than the Base Funding Minimum
5 established in the first year of implementation of this
6 Section. If additional reductions are required, all school
7 districts shall receive a reduction by a per pupil amount
8 equal to the aggregate additional appropriation reduction
9 divided by the total ASE of all Organizational Units.
10 (11) The State Superintendent shall make minor
11 adjustments to the distribution formula set forth in this
12 subsection (g) to account for the rounding of percentages
13 to the nearest tenth of a percentage and dollar amounts to
14 the nearest whole dollar.
15 (h) State Superintendent administration of funding and
16 district submission requirements.
17 (1) The State Superintendent shall, in accordance with
18 appropriations made by the General Assembly, meet the
19 funding obligations created under this Section.
20 (2) The State Superintendent shall calculate the
21 Adequacy Target for each Organizational Unit under this
22 Section. No Evidence-Based Funding shall be distributed
23 within an Organizational Unit without the approval of the
24 unit's school board.
25 (3) Annually, the State Superintendent shall calculate
26 and report to each Organizational Unit the unit's
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1 aggregate financial adequacy amount, which shall be the
2 sum of the Adequacy Target for each Organizational Unit.
3 The State Superintendent shall calculate and report
4 separately for each Organizational Unit the unit's total
5 State funds allocated for its students with disabilities.
6 The State Superintendent shall calculate and report
7 separately for each Organizational Unit the amount of
8 funding and applicable FTE calculated for each Essential
9 Element of the unit's Adequacy Target.
10 (4) Annually, the State Superintendent shall calculate
11 and report to each Organizational Unit the amount the unit
12 must expend on special education and bilingual education
13 and computer technology and equipment for Organizational
14 Units assigned to Tier 1 or Tier 2 that received an
15 additional $285.50 per student computer technology and
16 equipment investment grant to their Adequacy Target
17 pursuant to the unit's Base Funding Minimum, Special
18 Education Allocation, Bilingual Education Allocation, and
19 computer technology and equipment investment allocation.
20 (5) Moneys distributed under this Section shall be
21 calculated on a school year basis, but paid on a fiscal
22 year basis, with payments beginning in August and
23 extending through June. Unless otherwise provided, the
24 moneys appropriated for each fiscal year shall be
25 distributed in 22 equal payments at least 2 times monthly
26 to each Organizational Unit. If moneys appropriated for
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1 any fiscal year are distributed other than monthly, the
2 distribution shall be on the same basis for each
3 Organizational Unit.
4 (6) Any school district that fails, for any given
5 school year, to maintain school as required by law or to
6 maintain a recognized school is not eligible to receive
7 Evidence-Based Funding. In case of non-recognition of one
8 or more attendance centers in a school district otherwise
9 operating recognized schools, the claim of the district
10 shall be reduced in the proportion that the enrollment in
11 the attendance center or centers bears to the enrollment
12 of the school district. "Recognized school" means any
13 public school that meets the standards for recognition by
14 the State Board. A school district or attendance center
15 not having recognition status at the end of a school term
16 is entitled to receive State aid payments due upon a legal
17 claim that was filed while it was recognized.
18 (7) School district claims filed under this Section
19 are subject to Sections 18-9 and 18-12 of this Code,
20 except as otherwise provided in this Section.
21 (8) Each fiscal year, the State Superintendent shall
22 calculate for each Organizational Unit an amount of its
23 Base Funding Minimum and Evidence-Based Funding that shall
24 be deemed attributable to the provision of special
25 educational facilities and services, as defined in Section
26 14-1.08 of this Code, in a manner that ensures compliance
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1 with maintenance of State financial support requirements
2 under the federal Individuals with Disabilities Education
3 Act. An Organizational Unit must use such funds only for
4 the provision of special educational facilities and
5 services, as defined in Section 14-1.08 of this Code, and
6 must comply with any expenditure verification procedures
7 adopted by the State Board.
8 (9) All Organizational Units in this State must submit
9 annual spending plans, as part of the budget submission
10 process, no later than October 31 of each year to the State
11 Board. The spending plan shall describe how each
12 Organizational Unit will utilize the Base Funding Minimum
13 and Evidence-Based Funding it receives from this State
14 under this Section with specific identification of the
15 intended utilization of Low-Income, English learner, and
16 special education resources. Additionally, the annual
17 spending plans of each Organizational Unit shall describe
18 how the Organizational Unit expects to achieve student
19 growth and how the Organizational Unit will achieve State
20 education goals, as defined by the State Board. The State
21 Superintendent may, from time to time, identify additional
22 requisites for Organizational Units to satisfy when
23 compiling the annual spending plans required under this
24 subsection (h). The format and scope of annual spending
25 plans shall be developed by the State Superintendent and
26 the State Board of Education. School districts that serve
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1 students under Article 14C of this Code shall continue to
2 submit information as required under Section 14C-12 of
3 this Code.
4 (10) No later than January 1, 2018, the State
5 Superintendent shall develop a 5-year strategic plan for
6 all Organizational Units to help in planning for adequacy
7 funding under this Section. The State Superintendent shall
8 submit the plan to the Governor and the General Assembly,
9 as provided in Section 3.1 of the General Assembly
10 Organization Act. The plan shall include recommendations
11 for:
12 (A) a framework for collaborative, professional,
13 innovative, and 21st century learning environments
14 using the Evidence-Based Funding model;
15 (B) ways to prepare and support this State's
16 educators for successful instructional careers;
17 (C) application and enhancement of the current
18 financial accountability measures, the approved State
19 plan to comply with the federal Every Student Succeeds
20 Act, and the Illinois Balanced Accountability Measures
21 in relation to student growth and elements of the
22 Evidence-Based Funding model; and
23 (D) implementation of an effective school adequacy
24 funding system based on projected and recommended
25 funding levels from the General Assembly.
26 (11) On an annual basis, the State Superintendent must
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1 recalibrate all of the following per pupil elements of the
2 Adequacy Target and applied to the formulas, based on the
3 study of average expenses and as reported in the most
4 recent annual financial report:
5 (A) Gifted under subparagraph (M) of paragraph (2)
6 of subsection (b).
7 (B) Instructional materials under subparagraph (O)
8 of paragraph (2) of subsection (b).
9 (C) Assessment under subparagraph (P) of paragraph
10 (2) of subsection (b).
11 (D) Student activities under subparagraph (R) of
12 paragraph (2) of subsection (b).
13 (E) Maintenance and operations under subparagraph
14 (S) of paragraph (2) of subsection (b).
15 (F) Central office under subparagraph (T) of
16 paragraph (2) of subsection (b).
17 (i) Professional Review Panel.
18 (1) A Professional Review Panel is created to study
19 and review topics related to the implementation and effect
20 of Evidence-Based Funding, as assigned by a joint
21 resolution or Public Act of the General Assembly or a
22 motion passed by the State Board of Education. The Panel
23 must provide recommendations to and serve the Governor,
24 the General Assembly, and the State Board. The State
25 Superintendent or his or her designee must serve as a
26 voting member and chairperson of the Panel. The State
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1 Superintendent must appoint a vice chairperson from the
2 membership of the Panel. The Panel must advance
3 recommendations based on a three-fifths majority vote of
4 Panel members present and voting. A minority opinion may
5 also accompany any recommendation of the Panel. The Panel
6 shall be appointed by the State Superintendent, except as
7 otherwise provided in paragraph (2) of this subsection (i)
8 and include the following members:
9 (A) Two appointees that represent district
10 superintendents, recommended by a statewide
11 organization that represents district superintendents.
12 (B) Two appointees that represent school boards,
13 recommended by a statewide organization that
14 represents school boards.
15 (C) Two appointees from districts that represent
16 school business officials, recommended by a statewide
17 organization that represents school business
18 officials.
19 (D) Two appointees that represent school
20 principals, recommended by a statewide organization
21 that represents school principals.
22 (E) Two appointees that represent teachers,
23 recommended by a statewide organization that
24 represents teachers.
25 (F) Two appointees that represent teachers,
26 recommended by another statewide organization that
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1 represents teachers.
2 (G) Two appointees that represent regional
3 superintendents of schools, recommended by
4 organizations that represent regional superintendents.
5 (H) Two independent experts selected solely by the
6 State Superintendent.
7 (I) Two independent experts recommended by public
8 universities in this State.
9 (J) One member recommended by a statewide
10 organization that represents parents.
11 (K) Two representatives recommended by collective
12 impact organizations that represent major metropolitan
13 areas or geographic areas in Illinois.
14 (L) One member from a statewide organization
15 focused on research-based education policy to support
16 a school system that prepares all students for
17 college, a career, and democratic citizenship.
18 (M) One representative from a school district
19 organized under Article 34 of this Code.
20 The State Superintendent shall ensure that the
21 membership of the Panel includes representatives from
22 school districts and communities reflecting the
23 geographic, socio-economic, racial, and ethnic diversity
24 of this State. The State Superintendent shall additionally
25 ensure that the membership of the Panel includes
26 representatives with expertise in bilingual education and
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1 special education. Staff from the State Board shall staff
2 the Panel.
3 (2) In addition to those Panel members appointed by
4 the State Superintendent, 4 members of the General
5 Assembly shall be appointed as follows: one member of the
6 House of Representatives appointed by the Speaker of the
7 House of Representatives, one member of the Senate
8 appointed by the President of the Senate, one member of
9 the House of Representatives appointed by the Minority
10 Leader of the House of Representatives, and one member of
11 the Senate appointed by the Minority Leader of the Senate.
12 There shall be one additional member appointed by the
13 Governor. All members appointed by legislative leaders or
14 the Governor shall be non-voting, ex officio members.
15 (3) The Panel must study topics at the direction of
16 the General Assembly or State Board of Education, as
17 provided under paragraph (1). The Panel may also study the
18 following topics at the direction of the chairperson:
19 (A) The format and scope of annual spending plans
20 referenced in paragraph (9) of subsection (h) of this
21 Section.
22 (B) The Comparable Wage Index under this Section.
23 (C) Maintenance and operations, including capital
24 maintenance and construction costs.
25 (D) "At-risk student" definition.
26 (E) Benefits.
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1 (F) Technology.
2 (G) Local Capacity Target.
3 (H) Funding for Alternative Schools, Laboratory
4 Schools and regional offices of education or
5 intermediate service centers that operate an
6 alternative education program , safe schools, and
7 alternative learning opportunities programs.
8 (I) Funding for college and career acceleration
9 strategies.
10 (J) Special education investments.
11 (K) Early childhood investments, in collaboration
12 with the Illinois Early Learning Council.
13 (4) (Blank).
14 (5) Within 5 years after the implementation of this
15 Section, and every 5 years thereafter, the Panel shall
16 complete an evaluative study of the entire Evidence-Based
17 Funding model, including an assessment of whether or not
18 the formula is achieving State goals. The Panel shall
19 report to the State Board, the General Assembly, and the
20 Governor on the findings of the study.
21 (6) (Blank).
22 (7) To ensure that (i) the Adequacy Target calculation
23 under subsection (b) accurately reflects the needs of
24 students living in poverty or attending schools located in
25 areas of high poverty, (ii) racial equity within the
26 Evidence-Based Funding formula is explicitly explored and
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1 advanced, and (iii) the funding goals of the formula
2 distribution system established under this Section are
3 sufficient to provide adequate funding for every student
4 and to fully fund every school in this State, the Panel
5 shall review the Essential Elements under paragraph (2) of
6 subsection (b). The Panel shall consider all of the
7 following in its review:
8 (A) The financial ability of school districts to
9 provide instruction in a foreign language to every
10 student and whether an additional Essential Element
11 should be added to the formula to ensure that every
12 student has access to instruction in a foreign
13 language.
14 (B) The adult-to-student ratio for each Essential
15 Element in which a ratio is identified. The Panel
16 shall consider whether the ratio accurately reflects
17 the staffing needed to support students living in
18 poverty or who have traumatic backgrounds.
19 (C) Changes to the Essential Elements that may be
20 required to better promote racial equity and eliminate
21 structural racism within schools.
22 (D) The impact of investing $350,000,000 in
23 additional funds each year under this Section and an
24 estimate of when the school system will become fully
25 funded under this level of appropriation.
26 (E) Provide an overview of alternative funding
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1 structures that would enable the State to become fully
2 funded at an earlier date.
3 (F) The potential to increase efficiency and to
4 find cost savings within the school system to expedite
5 the journey to a fully funded system.
6 (G) The appropriate levels for reenrolling and
7 graduating high-risk high school students who have
8 been previously out of school. These outcomes shall
9 include enrollment, attendance, skill gains, credit
10 gains, graduation or promotion to the next grade
11 level, and the transition to college, training, or
12 employment, with an emphasis on progressively
13 increasing the overall attendance.
14 (H) The evidence-based or research-based practices
15 that are shown to reduce the gaps and disparities
16 experienced by African American students in academic
17 achievement and educational performance, including
18 practices that have been shown to reduce disparities
19 in disciplinary rates, drop-out rates, graduation
20 rates, college matriculation rates, and college
21 completion rates.
22 On or before December 31, 2021, the Panel shall report
23 to the State Board, the General Assembly, and the Governor
24 on the findings of its review. This paragraph (7) is
25 inoperative on and after July 1, 2022.
26 (8) On or before April 1, 2024, the Panel must submit a
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1 report to the General Assembly on annual adjustments to
2 Glenwood Academy's base-funding minimum in a similar
3 fashion to school districts under this Section.
4 (j) References. Beginning July 1, 2017, references in
5 other laws to general State aid funds or calculations under
6 Section 18-8.05 of this Code (now repealed) shall be deemed to
7 be references to evidence-based model formula funds or
8 calculations under this Section.
9 (Source: P.A. 102-33, eff. 6-25-21; 102-197, eff. 7-30-21;
10 102-558, eff. 8-20-21; 102-699, eff. 4-19-22; 102-782, eff.
11 1-1-23; 102-813, eff. 5-13-22; 102-894, eff. 5-20-22; 103-8,
12 eff. 6-7-23; 103-154, eff. 6-30-23; 103-175, eff. 6-30-23;
13 revised 8-30-23.)
14 (105 ILCS 5/21B-45)
15 Sec. 21B-45. Professional Educator License renewal.
16 (a) Individuals holding a Professional Educator License
17 are required to complete the licensure renewal requirements as
18 specified in this Section, unless otherwise provided in this
19 Code.
20 Individuals holding a Professional Educator License shall
21 meet the renewal requirements set forth in this Section,
22 unless otherwise provided in this Code. If an individual holds
23 a license endorsed in more than one area that has different
24 renewal requirements, that individual shall follow the renewal
25 requirements for the position for which he or she spends the
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1 majority of his or her time working.
2 (b) All Professional Educator Licenses not renewed as
3 provided in this Section shall lapse on September 1 of that
4 year. Notwithstanding any other provisions of this Section, if
5 a license holder's electronic mail address is available, the
6 State Board of Education shall send him or her notification
7 electronically that his or her license will lapse if not
8 renewed, to be sent no more than 6 months prior to the license
9 lapsing. Lapsed licenses may be immediately reinstated upon
10 (i) payment to the State Board of Education by the applicant of
11 a $50 penalty or (ii) the demonstration of proficiency by
12 completing 9 semester hours of coursework from a regionally
13 accredited institution of higher education in the content area
14 that most aligns with one or more of the educator's
15 endorsement areas. Any and all back fees, including without
16 limitation registration fees owed from the time of expiration
17 of the license until the date of reinstatement, shall be paid
18 and kept in accordance with the provisions in Article 3 of this
19 Code concerning an institute fund and the provisions in
20 Article 21B of this Code concerning fees and requirements for
21 registration. Licenses not registered in accordance with
22 Section 21B-40 of this Code shall lapse after a period of 6
23 months from the expiration of the last year of registration or
24 on January 1 of the fiscal year following initial issuance of
25 the license. An unregistered license is invalid after
26 September 1 for employment and performance of services in an
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1 Illinois public or State-operated school or cooperative and in
2 a charter school. Any license or endorsement may be
3 voluntarily surrendered by the license holder. A voluntarily
4 surrendered license shall be treated as a revoked license. An
5 Educator License with Stipulations with only a
6 paraprofessional endorsement does not lapse.
7 (c) From July 1, 2013 through June 30, 2014, in order to
8 satisfy the requirements for licensure renewal provided for in
9 this Section, each professional educator licensee with an
10 administrative endorsement who is working in a position
11 requiring such endorsement shall complete one Illinois
12 Administrators' Academy course, as described in Article 2 of
13 this Code, per fiscal year.
14 (c-5) All licenses issued by the State Board of Education
15 under this Article that expire on June 30, 2020 and have not
16 been renewed by the end of the 2020 renewal period shall be
17 extended for one year and shall expire on June 30, 2021.
18 (d) Beginning July 1, 2014, in order to satisfy the
19 requirements for licensure renewal provided for in this
20 Section, each professional educator licensee may create a
21 professional development plan each year. The plan shall
22 address one or more of the endorsements that are required of
23 his or her educator position if the licensee is employed and
24 performing services in an Illinois public or State-operated
25 school or cooperative. If the licensee is employed in a
26 charter school, the plan shall address that endorsement or
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1 those endorsements most closely related to his or her educator
2 position. Licensees employed and performing services in any
3 other Illinois schools may participate in the renewal
4 requirements by adhering to the same process.
5 Except as otherwise provided in this Section, the
6 licensee's professional development activities shall align
7 with one or more of the following criteria:
8 (1) activities are of a type that engages participants
9 over a sustained period of time allowing for analysis,
10 discovery, and application as they relate to student
11 learning, social or emotional achievement, or well-being;
12 (2) professional development aligns to the licensee's
13 performance;
14 (3) outcomes for the activities must relate to student
15 growth or district improvement;
16 (4) activities align to State-approved standards; and
17 (5) higher education coursework.
18 (e) For each renewal cycle, each professional educator
19 licensee shall engage in professional development activities.
20 Prior to renewal, the licensee shall enter electronically into
21 the Educator Licensure Information System (ELIS) the name,
22 date, and location of the activity, the number of professional
23 development hours, and the provider's name. The following
24 provisions shall apply concerning professional development
25 activities:
26 (1) Each licensee shall complete a total of 120 hours
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1 of professional development per 5-year renewal cycle in
2 order to renew the license, except as otherwise provided
3 in this Section.
4 (2) Beginning with his or her first full 5-year cycle,
5 any licensee with an administrative endorsement who is not
6 working in a position requiring such endorsement is not
7 required to complete Illinois Administrators' Academy
8 courses, as described in Article 2 of this Code. Such
9 licensees must complete one Illinois Administrators'
10 Academy course within one year after returning to a
11 position that requires the administrative endorsement.
12 (3) Any licensee with an administrative endorsement
13 who is working in a position requiring such endorsement or
14 an individual with a Teacher Leader endorsement serving in
15 an administrative capacity at least 50% of the day shall
16 complete one Illinois Administrators' Academy course, as
17 described in Article 2 of this Code, each fiscal year in
18 addition to 100 hours of professional development per
19 5-year renewal cycle in accordance with this Code.
20 However, for the 2021-2022 school year only, a licensee
21 under this paragraph (3) is not required to complete an
22 Illinois Administrators' Academy course.
23 (4) Any licensee holding a current National Board for
24 Professional Teaching Standards (NBPTS) master teacher
25 designation shall complete a total of 60 hours of
26 professional development per 5-year renewal cycle in order
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1 to renew the license.
2 (5) Licensees working in a position that does not
3 require educator licensure or working in a position for
4 less than 50% for any particular year are considered to be
5 exempt and shall be required to pay only the registration
6 fee in order to renew and maintain the validity of the
7 license.
8 (6) Licensees who are retired and qualify for benefits
9 from a State of Illinois retirement system shall be listed
10 as retired, and the license shall be maintained in retired
11 status. For any renewal cycle in which a licensee retires
12 during the renewal cycle, the licensee must complete
13 professional development activities on a prorated basis
14 depending on the number of years during the renewal cycle
15 the educator held an active license. If a licensee retires
16 during a renewal cycle, the license status must be updated
17 using ELIS indicating that the licensee wishes to maintain
18 the license in retired status and the licensee must show
19 proof of completion of professional development activities
20 on a prorated basis for all years of that renewal cycle for
21 which the license was active. An individual with a license
22 in retired status shall not be required to complete
23 professional development activities until returning to a
24 position that requires educator licensure. Upon returning
25 to work in a position that requires the Professional
26 Educator License, the license status shall immediately be
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1 updated using ELIS and the licensee shall complete renewal
2 requirements for that year. A retired teacher, even if
3 returning to a position that requires educator licensure,
4 shall not be required to pay registration fees. A license
5 in retired status cannot lapse. Beginning on January 6,
6 2017 (the effective date of Public Act 99-920) through
7 December 31, 2017, any licensee who has retired and whose
8 license has lapsed for failure to renew as provided in
9 this Section may reinstate that license and maintain it in
10 retired status upon providing proof to the State Board of
11 Education using ELIS that the licensee is retired and is
12 not working in a position that requires a Professional
13 Educator License.
14 (7) For any renewal cycle in which professional
15 development hours were required, but not fulfilled, the
16 licensee shall complete any missed hours to total the
17 minimum professional development hours required in this
18 Section prior to September 1 of that year. Professional
19 development hours used to fulfill the minimum required
20 hours for a renewal cycle may be used for only one renewal
21 cycle. For any fiscal year or renewal cycle in which an
22 Illinois Administrators' Academy course was required but
23 not completed, the licensee shall complete any missed
24 Illinois Administrators' Academy courses prior to
25 September 1 of that year. The licensee may complete all
26 deficient hours and Illinois Administrators' Academy
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1 courses while continuing to work in a position that
2 requires that license until September 1 of that year.
3 (8) Any licensee who has not fulfilled the
4 professional development renewal requirements set forth in
5 this Section at the end of any 5-year renewal cycle is
6 ineligible to register his or her license and may submit
7 an appeal to the State Superintendent of Education for
8 reinstatement of the license.
9 (9) If professional development opportunities were
10 unavailable to a licensee, proof that opportunities were
11 unavailable and request for an extension of time beyond
12 August 31 to complete the renewal requirements may be
13 submitted from April 1 through June 30 of that year to the
14 State Educator Preparation and Licensure Board. If an
15 extension is approved, the license shall remain valid
16 during the extension period.
17 (10) Individuals who hold exempt licenses prior to
18 December 27, 2013 (the effective date of Public Act
19 98-610) shall commence the annual renewal process with the
20 first scheduled registration due after December 27, 2013
21 (the effective date of Public Act 98-610).
22 (11) Notwithstanding any other provision of this
23 subsection (e), if a licensee earns more than the required
24 number of professional development hours during a renewal
25 cycle, then the licensee may carry over any hours earned
26 from April 1 through June 30 of the last year of the
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1 renewal cycle. Any hours carried over in this manner must
2 be applied to the next renewal cycle. Illinois
3 Administrators' Academy courses or hours earned in those
4 courses may not be carried over.
5 (e-5) The number of professional development hours
6 required under subsection (e) is reduced by 20% for any
7 renewal cycle that includes the 2021-2022 school year.
8 (f) At the time of renewal, each licensee shall respond to
9 the required questions under penalty of perjury.
10 (f-5) The State Board of Education shall conduct random
11 audits of licensees to verify a licensee's fulfillment of the
12 professional development hours required under this Section.
13 Upon completion of a random audit, if it is determined by the
14 State Board of Education that the licensee did not complete
15 the required number of professional development hours or did
16 not provide sufficient proof of completion, the licensee shall
17 be notified that his or her license has lapsed. A license that
18 has lapsed under this subsection may be reinstated as provided
19 in subsection (b).
20 (g) The following entities shall be designated as approved
21 to provide professional development activities for the renewal
22 of Professional Educator Licenses:
23 (1) The State Board of Education.
24 (2) Regional offices of education and intermediate
25 service centers.
26 (3) Illinois professional associations representing
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1 the following groups that are approved by the State
2 Superintendent of Education:
3 (A) school administrators;
4 (B) principals;
5 (C) school business officials;
6 (D) teachers, including special education
7 teachers;
8 (E) school boards;
9 (F) school districts;
10 (G) parents; and
11 (H) school service personnel.
12 (4) Regionally accredited institutions of higher
13 education that offer Illinois-approved educator
14 preparation programs and public community colleges subject
15 to the Public Community College Act.
16 (5) Illinois public school districts, charter schools
17 authorized under Article 27A of this Code, and joint
18 educational programs authorized under Article 10 of this
19 Code for the purposes of providing career and technical
20 education or special education services.
21 (6) A not-for-profit organization that, as of December
22 31, 2014 (the effective date of Public Act 98-1147), has
23 had or has a grant from or a contract with the State Board
24 of Education to provide professional development services
25 in the area of English Learning to Illinois school
26 districts, teachers, or administrators.
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1 (7) State agencies, State boards, and State
2 commissions.
3 (8) Museums as defined in Section 10 of the Museum
4 Disposition of Property Act.
5 (h) Approved providers under subsection (g) of this
6 Section shall make available professional development
7 opportunities that satisfy at least one of the following:
8 (1) increase the knowledge and skills of school and
9 district leaders who guide continuous professional
10 development;
11 (2) improve the learning of students;
12 (3) organize adults into learning communities whose
13 goals are aligned with those of the school and district;
14 (4) deepen educator's content knowledge;
15 (5) provide educators with research-based
16 instructional strategies to assist students in meeting
17 rigorous academic standards;
18 (6) prepare educators to appropriately use various
19 types of classroom assessments;
20 (7) use learning strategies appropriate to the
21 intended goals;
22 (8) provide educators with the knowledge and skills to
23 collaborate;
24 (9) prepare educators to apply research to decision
25 making;
26 (10) provide educators with training on inclusive
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1 practices in the classroom that examines instructional and
2 behavioral strategies that improve academic and
3 social-emotional outcomes for all students, with or
4 without disabilities, in a general education setting; or
5 (11) beginning on July 1, 2022, provide educators with
6 training on the physical and mental health needs of
7 students, student safety, educator ethics, professional
8 conduct, and other topics that address the well-being of
9 students and improve the academic and social-emotional
10 outcomes of students.
11 (i) Approved providers under subsection (g) of this
12 Section shall do the following:
13 (1) align professional development activities to the
14 State-approved national standards for professional
15 learning;
16 (2) meet the professional development criteria for
17 Illinois licensure renewal;
18 (3) produce a rationale for the activity that explains
19 how it aligns to State standards and identify the
20 assessment for determining the expected impact on student
21 learning or school improvement;
22 (4) maintain original documentation for completion of
23 activities;
24 (5) provide license holders with evidence of
25 completion of activities;
26 (6) request an Illinois Educator Identification Number
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1 (IEIN) for each educator during each professional
2 development activity; and
3 (7) beginning on July 1, 2019, register annually with
4 the State Board of Education prior to offering any
5 professional development opportunities in the current
6 fiscal year.
7 (j) The State Board of Education shall conduct annual
8 audits of a subset of approved providers, except for school
9 districts, which shall be audited by regional offices of
10 education and intermediate service centers. The State Board of
11 Education shall ensure that each approved provider, except for
12 a school district, is audited at least once every 5 years. The
13 State Board of Education may conduct more frequent audits of
14 providers if evidence suggests the requirements of this
15 Section or administrative rules are not being met.
16 (1) (Blank).
17 (2) Approved providers shall comply with the
18 requirements in subsections (h) and (i) of this Section by
19 annually submitting data to the State Board of Education
20 demonstrating how the professional development activities
21 impacted one or more of the following:
22 (A) educator and student growth in regards to
23 content knowledge or skills, or both;
24 (B) educator and student social and emotional
25 growth; or
26 (C) alignment to district or school improvement
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1 plans.
2 (3) The State Superintendent of Education shall review
3 the annual data collected by the State Board of Education,
4 regional offices of education, and intermediate service
5 centers in audits conducted under this subsection (j) to
6 determine if the approved provider has met the criteria
7 and should continue to be an approved provider or if
8 further action should be taken as provided in rules.
9 (k) Registration fees shall be paid for the next renewal
10 cycle between April 1 and June 30 in the last year of each
11 5-year renewal cycle using ELIS. If all required professional
12 development hours for the renewal cycle have been completed
13 and entered by the licensee, the licensee shall pay the
14 registration fees for the next cycle using a form of credit or
15 debit card.
16 (l) Any professional educator licensee endorsed for school
17 support personnel who is employed and performing services in
18 Illinois public schools and who holds an active and current
19 professional license issued by the Department of Financial and
20 Professional Regulation or a national certification board, as
21 approved by the State Board of Education, related to the
22 endorsement areas on the Professional Educator License shall
23 be deemed to have satisfied the continuing professional
24 development requirements provided for in this Section. Such
25 individuals shall be required to pay only registration fees to
26 renew the Professional Educator License. An individual who
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1 does not hold a license issued by the Department of Financial
2 and Professional Regulation shall complete professional
3 development requirements for the renewal of a Professional
4 Educator License provided for in this Section.
5 (m) Appeals to the State Educator Preparation and
6 Licensure Board must be made within 30 days after receipt of
7 notice from the State Superintendent of Education that a
8 license will not be renewed based upon failure to complete the
9 requirements of this Section. A licensee may appeal that
10 decision to the State Educator Preparation and Licensure Board
11 in a manner prescribed by rule.
12 (1) Each appeal shall state the reasons why the State
13 Superintendent's decision should be reversed and shall be
14 sent by certified mail, return receipt requested, to the
15 State Board of Education.
16 (2) The State Educator Preparation and Licensure Board
17 shall review each appeal regarding renewal of a license
18 within 90 days after receiving the appeal in order to
19 determine whether the licensee has met the requirements of
20 this Section. The State Educator Preparation and Licensure
21 Board may hold an appeal hearing or may make its
22 determination based upon the record of review, which shall
23 consist of the following:
24 (A) the regional superintendent of education's
25 rationale for recommending nonrenewal of the license,
26 if applicable;
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1 (B) any evidence submitted to the State
2 Superintendent along with the individual's electronic
3 statement of assurance for renewal; and
4 (C) the State Superintendent's rationale for
5 nonrenewal of the license.
6 (3) The State Educator Preparation and Licensure Board
7 shall notify the licensee of its decision regarding
8 license renewal by certified mail, return receipt
9 requested, no later than 30 days after reaching a
10 decision. Upon receipt of notification of renewal, the
11 licensee, using ELIS, shall pay the applicable
12 registration fee for the next cycle using a form of credit
13 or debit card.
14 (n) The State Board of Education may adopt rules as may be
15 necessary to implement this Section.
16 (Source: P.A. 102-676, eff. 12-3-21; 102-710, eff. 4-27-22;
17 102-730, eff. 5-6-22; 102-852, eff. 5-13-22; 103-154, eff.
18 6-30-23.)
19 (105 ILCS 5/21B-50)
20 Sec. 21B-50. Alternative Educator Licensure Program for
21 Teachers.
22 (a) There is established an alternative educator licensure
23 program, to be known as the Alternative Educator Licensure
24 Program for Teachers.
25 (b) The Alternative Educator Licensure Program for
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1 Teachers may be offered by a recognized institution approved
2 to offer educator preparation programs by the State Board of
3 Education, in consultation with the State Educator Preparation
4 and Licensure Board.
5 The program shall be comprised of up to 3 phases:
6 (1) A course of study that at a minimum includes
7 instructional planning; instructional strategies,
8 including special education, reading, and English language
9 learning; classroom management; and the assessment of
10 students and use of data to drive instruction.
11 (2) A year of residency, which is a candidate's
12 assignment to a full-time teaching position or as a
13 co-teacher for one full school year. An individual must
14 hold an Educator License with Stipulations with an
15 alternative provisional educator endorsement in order to
16 enter the residency. In residency, the candidate must: be
17 assigned an effective, fully licensed teacher by the
18 principal or principal equivalent to act as a mentor and
19 coach the candidate through residency, complete additional
20 program requirements that address required State and
21 national standards, pass the State Board's teacher
22 performance assessment, if required under Section 21B-30,
23 and be recommended by the principal or qualified
24 equivalent of a principal, as required under subsection
25 (d) of this Section, and the program coordinator to be
26 recommended for full licensure or to continue with a
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1 second year of the residency.
2 (3) (Blank).
3 (4) A comprehensive assessment of the candidate's
4 teaching effectiveness, as evaluated by the principal or
5 qualified equivalent of a principal, as required under
6 subsection (d) of this Section, and the program
7 coordinator, at the end of either the first or the second
8 year of residency. If there is disagreement between the 2
9 evaluators about the candidate's teaching effectiveness at
10 the end of the first year of residency, a second year of
11 residency shall be required. If there is disagreement
12 between the 2 evaluators at the end of the second year of
13 residency, the candidate may complete one additional year
14 of residency teaching under a professional development
15 plan developed by the principal or qualified equivalent
16 and the preparation program. At the completion of the
17 third year, a candidate must have positive evaluations and
18 a recommendation for full licensure from both the
19 principal or qualified equivalent and the program
20 coordinator or no Professional Educator License shall be
21 issued.
22 Successful completion of the program shall be deemed to
23 satisfy any other practice or student teaching and content
24 matter requirements established by law.
25 (c) An alternative provisional educator endorsement on an
26 Educator License with Stipulations is valid for up to 2 years
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1 of teaching in the public schools, including without
2 limitation a preschool educational program under Section
3 2-3.71 of this Code or charter school, or in a
4 State-recognized nonpublic school in which the chief
5 administrator is required to have the licensure necessary to
6 be a principal in a public school in this State and in which a
7 majority of the teachers are required to have the licensure
8 necessary to be instructors in a public school in this State,
9 but may be renewed for a third year if needed to complete the
10 Alternative Educator Licensure Program for Teachers. The
11 endorsement shall be issued only once to an individual who
12 meets all of the following requirements:
13 (1) Has graduated from a regionally accredited college
14 or university with a bachelor's degree or higher.
15 (2) (Blank).
16 (3) Has completed a major in the content area if
17 seeking a middle or secondary level endorsement or, if
18 seeking an early childhood, elementary, or special
19 education endorsement, has completed a major in the
20 content area of early childhood reading, English/language
21 arts, mathematics, or one of the sciences. If the
22 individual does not have a major in a content area for any
23 level of teaching, he or she must submit transcripts to
24 the State Board of Education to be reviewed for
25 equivalency.
26 (4) Has successfully completed phase (1) of subsection
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1 (b) of this Section.
2 (5) Has passed a content area test required for the
3 specific endorsement for admission into the program, as
4 required under Section 21B-30 of this Code.
5 A candidate possessing the alternative provisional
6 educator endorsement may receive a salary, benefits, and any
7 other terms of employment offered to teachers in the school
8 who are members of an exclusive bargaining representative, if
9 any, but a school is not required to provide these benefits
10 during the years of residency if the candidate is serving only
11 as a co-teacher. If the candidate is serving as the teacher of
12 record, the candidate must receive a salary, benefits, and any
13 other terms of employment. Residency experiences must not be
14 counted towards tenure.
15 (d) The recognized institution offering the Alternative
16 Educator Licensure Program for Teachers must partner with a
17 school district, including without limitation a preschool
18 educational program under Section 2-3.71 of this Code or
19 charter school, or a State-recognized, nonpublic school in
20 this State in which the chief administrator is required to
21 have the licensure necessary to be a principal in a public
22 school in this State and in which a majority of the teachers
23 are required to have the licensure necessary to be instructors
24 in a public school in this State. A recognized institution
25 that partners with a public school district administering a
26 preschool educational program under Section 2-3.71 of this
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1 Code must require a principal to recommend or evaluate
2 candidates in the program. A recognized institution that
3 partners with an eligible entity administering a preschool
4 educational program under Section 2-3.71 of this Code and that
5 is not a public school district must require a principal or
6 qualified equivalent of a principal to recommend or evaluate
7 candidates in the program. The program presented for approval
8 by the State Board of Education must demonstrate the supports
9 that are to be provided to assist the provisional teacher
10 during the one-year 1-year or 2-year residency period and if
11 the residency period is to be less than 2 years in length,
12 assurances from the partner school districts to provide
13 intensive mentoring and supports through at least the end of
14 the second full year of teaching for educators who completed
15 the Alternative Educator Educators Licensure Program for
16 Teachers in less than 2 years. These supports must, at a
17 minimum, provide additional contact hours with mentors during
18 the first year of residency.
19 (e) Upon completion of phases under paragraphs (1), (2),
20 (4), and, if needed, (3) in subsection (b) of this Section and
21 all assessments required under Section 21B-30 of this Code, an
22 individual shall receive a Professional Educator License.
23 (f) The State Board of Education, in consultation with the
24 State Educator Preparation and Licensure Board, may adopt such
25 rules as may be necessary to establish and implement the
26 Alternative Educator Licensure Program for Teachers.
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1 (Source: P.A. 103-111, eff. 6-29-23; 103-488, eff. 8-4-23;
2 revised 9-1-23.)
3 (105 ILCS 5/26-2) (from Ch. 122, par. 26-2)
4 Sec. 26-2. Enrolled pupils not of compulsory school age.
5 (a) Any person having custody or control of a child who is
6 below the age of 6 years or is 17 years of age or above and who
7 is enrolled in any of grades kindergarten through 12 in the
8 public school shall cause the child to attend the public
9 school in the district wherein he or she resides when it is in
10 session during the regular school term, unless the child is
11 excused under Section 26-1 of this Code.
12 (b) A school district shall deny reenrollment in its
13 secondary schools to any child 19 years of age or above who has
14 dropped out of school and who could not, because of age and
15 lack of credits, attend classes during the normal school year
16 and graduate before his or her twenty-first birthday. A
17 district may, however, enroll the child in a graduation
18 incentives program under Section 26-16 of this Code or an
19 alternative learning opportunities program established under
20 Article 13B. No child shall be denied reenrollment for the
21 above reasons unless the school district first offers the
22 child due process as required in cases of expulsion under
23 Section 10-22.6. If a child is denied reenrollment after being
24 provided with due process, the school district must provide
25 counseling to that child and must direct that child to
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1 alternative educational programs, including adult education
2 programs, that lead to graduation or receipt of a State of
3 Illinois High School Diploma.
4 (c) A school or school district may deny enrollment to a
5 student 17 years of age or older for one semester for failure
6 to meet minimum attendance standards if all of the following
7 conditions are met:
8 (1) The student was absent without valid cause for 20%
9 or more of the attendance days in the semester immediately
10 prior to the current semester.
11 (2) The student and the student's parent or guardian
12 are given written notice warning that the student is
13 subject to denial from enrollment for one semester unless
14 the student is absent without valid cause less than 20% of
15 the attendance days in the current semester.
16 (3) The student's parent or guardian is provided with
17 the right to appeal the notice, as determined by the State
18 Board of Education in accordance with due process.
19 (4) The student is provided with attendance
20 remediation services, including without limitation
21 assessment, counseling, and support services.
22 (5) The student is absent without valid cause for 20%
23 or more of the attendance days in the current semester.
24 A school or school district may not deny enrollment to a
25 student (or reenrollment to a dropout) who is at least 17 years
26 of age or older but below 19 years for more than one
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1 consecutive semester for failure to meet attendance standards.
2 (d) No child may be denied reenrollment under this Section
3 in violation of the federal Individuals with Disabilities
4 Education Act or the Americans with Disabilities Act.
5 (e) In this subsection (e), "reenrolled student" means a
6 dropout who has reenrolled full-time in a public school. Each
7 school district shall identify, track, and report on the
8 educational progress and outcomes of reenrolled students as a
9 subset of the district's required reporting on all
10 enrollments. A reenrolled student who again drops out must not
11 be counted again against a district's dropout rate performance
12 measure. The State Board of Education shall set performance
13 standards for programs serving reenrolled students.
14 (f) The State Board of Education shall adopt any rules
15 necessary to implement the changes to this Section made by
16 Public Act 93-803.
17 (Source: P.A. 102-981, eff. 1-1-23; 102-1100, eff. 1-1-23;
18 103-154, eff. 6-30-23.)
19 (105 ILCS 5/27-22.2) (from Ch. 122, par. 27-22.2)
20 Sec. 27-22.2. Career and technical Vocational education
21 elective. Whenever the school board of any school district
22 which maintains grades 9 through 12 establishes a list of
23 courses from which secondary school students each must elect
24 at least one course, to be completed along with other course
25 requirements as a pre-requisite to receiving a high school
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1 diploma, that school board must include on the list of such
2 elective courses at least one course in career and technical
3 vocational education.
4 (Source: P.A. 84-1334; 84-1438.)
5 (105 ILCS 5/34-8.05)
6 Sec. 34-8.05. Reporting firearms in schools. On or after
7 January 1, 1997, upon receipt of any written, electronic, or
8 verbal report from any school personnel regarding a verified
9 incident involving a firearm in a school or on school owned or
10 leased property, including any conveyance owned, leased, or
11 used by the school for the transport of students or school
12 personnel, the general superintendent or his or her designee
13 shall report all such firearm-related incidents occurring in a
14 school or on school property to the local law enforcement
15 authorities no later than 24 hours after the occurrence of the
16 incident and to the Illinois State Police in a form, manner,
17 and frequency as prescribed by the Illinois State Police.
18 The general superintendent or the general superintendent's
19 designee shall report any written, electronic, or verbal
20 report of a verified incident involving a firearm to the State
21 Board of Education through existing school incident reporting
22 systems as they occur during the year by no later than July 31
23 for the previous school year. The State Board of Education
24 shall report the data and make it available to the public via
25 its website. The local law enforcement authority shall, by
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1 March 1 of each year, report the required data from the
2 previous year to the Illinois State Police's Illinois Uniform
3 Crime Reporting Program, which shall be included in its annual
4 Crime in Illinois report.
5 The State Board of Education shall receive an annual
6 statistical compilation and related data associated with
7 incidents involving firearms in schools from the Illinois
8 State Police. As used in this Section, the term "firearm"
9 shall have the meaning ascribed to it in Section 1.1 of the
10 Firearm Owners Identification Card Act.
11 (Source: P.A. 102-538, eff. 8-20-21.)
12 Section 10. The School Safety Drill Act is amended by
13 changing Sections 45 and 50 as follows:
14 (105 ILCS 128/45)
15 Sec. 45. Threat assessment procedure.
16 (a) Each school district must implement a threat
17 assessment procedure that may be part of a school board policy
18 on targeted school violence prevention. The procedure must
19 include the creation of a threat assessment team. The team
20 must include at least one law enforcement official and
21 cross-disciplinary representatives of the district who are
22 most directly familiar with the mental and behavioral health
23 needs of students and staff. Such cross-disciplinary
24 representatives may include all of the following members:
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1 (1) An administrator employed by the school district
2 or a special education cooperative that serves the school
3 district and is available to serve.
4 (2) A teacher employed by the school district or a
5 special education cooperative that serves the school
6 district and is available to serve.
7 (3) A school counselor employed by the school district
8 or a special education cooperative that serves the school
9 district and is available to serve.
10 (4) A school psychologist employed by the school
11 district or a special education cooperative that serves
12 the school district and is available to serve.
13 (5) A school social worker employed by the school
14 district or a special education cooperative that serves
15 the school district and is available to serve.
16 (6) (Blank). At least one law enforcement official.
17 If a school district is unable to establish a threat
18 assessment team with school district staff and resources, it
19 may utilize a regional behavioral threat assessment and
20 intervention team that includes mental health professionals
21 and representatives from the State, county, and local law
22 enforcement agencies.
23 (b) A school district shall establish the threat
24 assessment team under this Section no later than 180 days
25 after August 23, 2019 (the effective date of Public Act
26 101-455) and must implement an initial threat assessment
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1 procedure no later than 120 days after August 23, 2019 (the
2 effective date of Public Act 101-455). Each year prior to the
3 start of the school year, the school board shall file the
4 threat assessment procedure and a list identifying the members
5 of the school district's threat assessment team or regional
6 behavior threat assessment and intervention team with (i) a
7 local law enforcement agency and (ii) the regional office of
8 education or, with respect to a school district organized
9 under Article 34 of the School Code, the State Board of
10 Education.
11 (b-5) A charter school operating under a charter issued by
12 a local board of education may adhere to the local board's
13 threat assessment procedure or may implement its own threat
14 assessment procedure in full compliance with the requirements
15 of this Section. The charter agreement shall specify in detail
16 how threat assessment procedures will be determined for the
17 charter school.
18 (b-10) A special education cooperative operating under a
19 joint agreement must implement its own threat assessment
20 procedure in full compliance with the requirements of this
21 Section, including the creation of a threat assessment team,
22 which may consist of individuals employed by the member
23 districts. The procedure must include actions the special
24 education cooperative will take in partnership with its member
25 districts to address a threat.
26 (c) Any sharing of student information under this Section
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1 must comply with the federal Family Educational Rights and
2 Privacy Act of 1974 and the Illinois School Student Records
3 Act.
4 (d) (Blank).
5 (Source: P.A. 102-791, eff. 5-13-22; 102-894, eff. 5-20-22;
6 103-154, eff. 6-30-23; 103-175, eff. 6-30-23.)
7 (105 ILCS 128/50)
8 Sec. 50. Crisis response mapping data grants.
9 (a) Subject to appropriation, a public school district, a
10 charter school, a special education cooperative or district,
11 an education for employment system, a State-approved area
12 career center, a public university laboratory school, the
13 Illinois Mathematics and Science Academy, the Department of
14 Juvenile Justice School District, a regional office of
15 education, the Illinois School for the Deaf, the Illinois
16 School for the Visually Impaired, the Philip J. Rock Center
17 and School, an early childhood or preschool program supported
18 by the Early Childhood Block Grant, or any other public school
19 entity designated by the State Board of Education by rule, may
20 apply to the State Board of Education or the State Board of
21 Education or the State Board's designee for a grant to obtain
22 crisis response mapping data and to provide copies of the
23 crisis response mapping data to appropriate local, county,
24 State, and federal first responders for use in response to
25 emergencies. The crisis response mapping data shall be stored
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1 and provided in an electronic or digital format to assist
2 first responders in responding to emergencies at the school.
3 (b) Subject to appropriation, including funding for any
4 administrative costs reasonably incurred by the State Board of
5 Education or the State Board's designee in the administration
6 of the grant program described by this Section, the State
7 Board shall provide grants to any entity in subsection (a)
8 upon approval of an application submitted by the entity to
9 cover the costs incurred in obtaining crisis response mapping
10 data under this Section. The grant application must include
11 crisis response mapping data for all schools under the
12 jurisdiction of the entity submitting the application,
13 including, in the case of a public school district, any
14 charter schools authorized by the school board for the school
15 district.
16 (c) To be eligible for a grant under this Section, the
17 crisis response mapping data must, at a minimum:
18 (1) be compatible and integrate into security software
19 platforms in use by the specific school for which the data
20 is provided without requiring local law enforcement
21 agencies or the school district to purchase additional
22 software or requiring the integration of third-party
23 software to view the data;
24 (2) be compatible with security software platforms in
25 use by the specific school for which the data is provided
26 without requiring local public safety agencies or the
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1 school district to purchase additional software or
2 requiring the integration of third-party software to view
3 the data;
4 (3) be capable of being provided in a printable
5 format;
6 (4) be verified for accuracy by an on-site
7 walk-through of the school building and grounds;
8 (5) be oriented to true north;
9 (6) be overlaid on current aerial imagery or plans of
10 the school building;
11 (7) contain site-specific labeling that matches the
12 structure of the school building, including room labels,
13 hallway names, and external door or stairwell numbers and
14 the location of hazards, critical utilities, key boxes,
15 automated external defibrillators, and trauma kits, and
16 that matches the school grounds, including parking areas,
17 athletic fields, surrounding roads, and neighboring
18 properties; and
19 (8) be overlaid with gridded x/y coordinates.
20 (d) Subject to appropriation, the crisis response mapping
21 data may be reviewed annually to update the data as necessary.
22 (e) Crisis response mapping data obtained pursuant to this
23 Section are confidential and exempt from disclosure under the
24 Freedom of Information Act.
25 (f) The State Board may adopt rules to implement the
26 provisions of this Section.
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1 (Source: P.A. 103-8, eff. 6-7-23; revised 1-20-24.)
2 Section 15. The Vocational Education Act is amended by
3 changing Section 2.1 as follows:
4 (105 ILCS 435/2.1) (from Ch. 122, par. 697.1)
5 Sec. 2.1. Gender Equity Advisory Committee.
6 (a) The Superintendent of the State Board of Education
7 shall appoint a Gender Equity Advisory Committee consisting of
8 at least 9 members to advise and consult with the State Board
9 of Education and the State Board of Education's gender equity
10 liaison coordinator in all aspects relating to ensuring that
11 all students have equal educational opportunities to pursue
12 high wage, high skill, and in-demand occupations leading to
13 economic self-sufficiency.
14 (b) Membership shall include, without limitation, one
15 regional career and technical education system director with
16 experience in gender equity coordinator, 2 State Board of
17 Education employees, an appointee of the Director of Labor,
18 and 5 citizen appointees who have expertise in one or more of
19 the following areas: nontraditional training and placement; ,
20 service delivery to single parents; , service delivery to
21 displaced homemakers; , service delivery to female, male, and
22 nonbinary teens; , service delivery to students of color;
23 service delivery to members of special populations, including,
24 but not limited to, individuals from economically
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1 disadvantaged families, English learners, individuals with
2 disabilities, individuals who are out of the workforce,
3 individuals experiencing homelessness, migrants, individuals
4 in foster care, and military students; business and industry
5 experience; , and career and technical education
6 Education-to-Careers experience. Membership also may include
7 employees from the Department of Commerce and Economic
8 Opportunity, the Department of Human Services, and the
9 Illinois Community College Board who have expertise in one or
10 more of the areas listed in this subsection (b) for the citizen
11 appointees. Appointments shall be made taking into
12 consideration expertise of services provided in secondary,
13 postsecondary, and community-based community based programs.
14 (c) Members shall initially be appointed to one-year one
15 year terms commencing in January 1, 1990, and thereafter,
16 until January 1, 2025, to 2-year two year terms commencing on
17 January 1 of each odd numbered year. Beginning on January 1,
18 2025, members shall be appointed as follows. The career and
19 technical education system director appointee, one State Board
20 of Education appointee, the appointee of the Director of
21 Labor, and 2 citizen appointees, as determined by the State
22 Superintendent of Education, shall initially be appointed to
23 3-year terms and thereafter to 2-year terms; the remaining
24 members of the committee shall initially and thereafter be
25 appointed to 2-year terms; and all terms shall commence on
26 January 1.
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1
Vacancies shall be filled as prescribed in subsection (b)
2 for the remainder of the unexpired term.
3 (d) At the first meeting following the start of each
4 calendar year, the Each newly appointed committee shall elect
5 a Chair and Secretary from its members to serve until the first
6 meeting of the subsequent calendar year. Members shall serve
7 without compensation, but shall be reimbursed for expenses
8 incurred in the performance of their duties. The Committee
9 shall meet at least bi-annually and at other times at the call
10 of the Chair or at the request of the State Board of
11 Education's
gender equity liaison coordinator.
12 (e) On or before December 15, 2023, the Committee shall
13 submit recommendations to the Governor, General Assembly, and
14 State Board of Education regarding how school districts and
15 the State Board of Education can better support historically
16 disadvantaged males, including African American students and
17 other students of color, to ensure educational equity.
18 (f) On and after December 31, 2023, subsection (e) is
19 inoperative.
20 (Source: P.A. 102-863, eff. 1-1-23.)
21 Section 95. No acceleration or delay. Where this Act makes
22 changes in a statute that is represented in this Act by text
23 that is not yet or no longer in effect (for example, a Section
24 represented by multiple versions), the use of that text does
25 not accelerate or delay the taking effect of (i) the changes
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1 made by this Act or (ii) provisions derived from any other
2 Public Act.
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