Rep. Fred Crespo

Filed: 4/23/2018

 

 


 

 


 
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1
AMENDMENT TO HOUSE BILL 5588

2    AMENDMENT NO. ______. Amend House Bill 5588 by replacing
3everything after the enacting clause with the following:
 
4    "Section 1. Legislative intent. It is the intent of the
5General Assembly that State assessments be rooted in classroom
6content and best practices and be used as an opportunity to
7demonstrate learning and feedback. It is also the intent of the
8General Assembly that assessments used for accountability
9should support learning opportunities that inform instruction.
 
10    Section 5. The School Code is amended by changing Sections
112-3.25a, 2-3.25n, 2-3.52A, 2-3.61a, 2-3.64a-5, 2-3.136,
122-3.153, 10-21.3a, 10-29, 34-1.1, 34-3.5, and 34-18.24 as
13follows:
 
14    (105 ILCS 5/2-3.25a)  (from Ch. 122, par. 2-3.25a)
15    Sec. 2-3.25a. "School district" defined; additional

 

 

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1standards.
2    (a) For the purposes of State accountability in this
3Section and Sections 3.25b, 3.25c, 3.25d, 3.25e, and 3.25f of
4this Code, "school district" includes other public entities
5responsible for administering public schools, such as
6cooperatives, joint agreements, charter schools, special
7charter districts, regional offices of education, local
8agencies, and the Department of Human Services.
9    (b) In addition to the standards established pursuant to
10Section 2-3.25, the State Board of Education shall develop
11recognition standards for student performance and school
12improvement for all school districts and their individual
13schools, which must be an outcomes-based, balanced
14accountability measure. The State Board of Education is
15prohibited from having separate performance standards for
16students based on race or ethnicity.
17    The accountability measure shall be outlined in the State
18Plan that the State Board of Education submits to the federal
19Department of Education pursuant to the federal Every Student
20Succeeds Act. If the federal Every Student Succeeds Act ceases
21to require a State Plan, the State Board of Education shall
22develop a written plan in consultation with the Balanced
23Accountability Committee created under subsection (b-5) of
24this Section.
25    Subject to the availability of federal, State, public, or
26private funds, the balanced accountability measure must be

 

 

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1designed to focus on 2 components, student performance and
2professional practice. The student performance component shall
3count for 30% of the total balanced accountability measure, and
4the professional practice component shall count for 70% of the
5total balanced accountability measure. The student performance
6component shall focus on student outcomes and closing the
7achievement gaps within each school district and its individual
8schools using a Multiple Measure Index and Annual Measurable
9Objectives, as set forth in Section 2-3.25d of this Code. The
10professional practice component shall focus on the degree to
11which a school district, as well as its individual schools, is
12implementing evidence-based, best professional practices and
13exhibiting continued improvement. Beginning with the 2015-2016
14school year, the balanced accountability measure shall consist
15of only the student performance component, which shall account
16for 100% of the total balanced accountability measure. From the
172017-2018 school year through the 2022-2023 school year, the
18State Board of Education and a Balanced Accountability Measure
19Committee shall identify a number of school districts per the
20designated school years to begin implementing the balanced
21accountability measure, which includes both the student
22performance and professional practice components. By the
232022-2023 school year, all school districts must be
24implementing the balanced accountability measure, which
25includes both components.
26    (b-5) The Balanced Accountability Measure Committee is

 

 

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1created and shall consist of the following individuals: a
2representative of a statewide association representing
3regional superintendents of schools, a representative of a
4statewide association representing principals, a
5representative of an association representing principals in a
6city having a population exceeding 500,000, a representative of
7a statewide association representing school administrators, a
8representative of a statewide professional teachers'
9organization, a representative of a different statewide
10professional teachers' organization, an additional
11representative from either statewide professional teachers'
12organization, a representative of a professional teachers'
13organization in a city having a population exceeding 500,000, a
14representative of a statewide association representing school
15boards, and a representative of a school district organized
16under Article 34 of this Code. The head of each association or
17entity listed in this paragraph shall appoint its respective
18representative. The State Superintendent of Education, in
19consultation with the Committee, may appoint no more than 2
20additional individuals to the Committee, which individuals
21shall serve in an advisory role and must not have voting or
22other decision-making rights. The Committee is abolished on
23June 1, 2023.
24    The Balanced Accountability Measure Committee shall meet
25no less than 4 times per year to discuss the accountability
26standards set forth in the State Plan pursuant to the federal

 

 

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1Every Student Succeeds Act and to provide stakeholder feedback
2and recommendations to the State Board of Education with regard
3to the State Plan, which the State Board shall take into
4consideration. Upon completion of the 2019-2020 school year,
5the Balanced Accountability Measure Committee shall assess the
6implementation of the State Plan and, if necessary, make
7recommendations to the State Board for any changes. The
8Committee shall consider accountability recommendations made
9by the Illinois P-20 Council established under Section 22-45 of
10this Code, the Illinois Early Learning Council created under
11the Illinois Early Learning Council Act, and any other
12stakeholder group established by the State Board in relation to
13the federal Every Student Succeeds Act. The State Board shall
14provide to the Committee an annual report with data and other
15information about the Committee collected from entities
16identified by the State Board as lead partners, including, but
17not limited to, data and information on the Committee's
18effectiveness, geographic distribution, and cost to serve as
19part of a comprehensive statewide system of support.
20    Using a Multiple Measure Index consistent with subsection
21(a) of Section 2-3.25d of this Code, the student performance
22component shall consist of the following subcategories, each of
23which must be valued at 10%:
24        (1) achievement status;
25        (2) achievement growth; and
26        (3) Annual Measurable Objectives, as set forth in

 

 

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1    subsection (b) of Section 2-3.25d of this Code.
2Achievement status shall measure and assess college and career
3readiness, as well as the graduation rate. Achievement growth
4shall measure the school district's and its individual schools'
5student growth via this State's growth value tables. Annual
6Measurable Objectives shall measure the degree to which school
7districts, as well as their individual schools, are closing
8their achievement gaps among their student population and
9subgroups.
10    The professional practice component shall consist of the
11following subcategories:
12        (A) compliance;
13        (B) evidence-based best practices; and
14        (C) contextual improvement.
15Compliance, which shall count for 10%, shall measure the degree
16to which a school district and its individual schools meet the
17current State compliance requirements. Evidence-based best
18practices, which shall count for 30%, shall measure the degree
19to which school districts and their individual schools are
20adhering to a set of evidence-based quality standards and best
21practice for effective schools that include (i) continuous
22improvement, (ii) culture and climate, (iii) shared
23leadership, (iv) governance, (v) education and employee
24quality, (vi) family and community connections, and (vii)
25student and learning development and are further developed in
26consultation with the State Board of Education and the Balanced

 

 

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1Accountability Measure Committee set forth in this subsection
2(b). Contextual improvement, which shall count for 30%, shall
3provide school districts and their individual schools the
4opportunity to demonstrate improved outcomes through local
5data, including without limitation school climate, unique
6characteristics, and barriers that impact the educational
7environment and hinder the development and implementation of
8action plans to address areas of school district and individual
9school improvement. Each school district, in good faith
10cooperation with its teachers or, where applicable, the
11exclusive bargaining representatives of its teachers, shall
12develop 2 measurable objectives to demonstrate contextual
13improvement, each of which must be equally weighted. Each
14school district shall begin such good faith cooperative
15development of these objectives no later than 6 months prior to
16the beginning of the school year in which the school district
17is to implement the professional practice component of the
18balanced accountability measure. The professional practice
19component must be scored using trained peer review teams that
20observe and verify school district practices using an
21evidence-based framework.
22    The balanced accountability measure shall combine the
23student performance and professional practice components into
24one summative score based on 100 points at the school district
25and individual-school level. A school district shall be
26designated as "Exceeds Standards - Exemplar" if the overall

 

 

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1score is 100 to 90, "Meets Standards - Proficient" if the
2overall score is 89 to 75, "Approaching Standards - Needs
3Improvement" if the overall score is 74 to 60, and "Below
4Standards - Unsatisfactory" if the overall score is 59 to 0.
5The balanced accountability measure shall also detail both
6incentives that reward school districts for continued improved
7performance, as provided in Section 2-3.25c of this Code, and
8consequences for school districts that fail to provide evidence
9of continued improved performance, which may include
10presentation of a barrier analysis, additional school board and
11administrator training, or additional State assistance. Based
12on its summative score, a school district may be exempt from
13the balanced accountability measure for one or more school
14years. The State Board of Education, in collaboration with the
15Balanced Accountability Measure Committee set forth in this
16subsection (b-5) (b), shall adopt rules that further
17implementation in accordance with the requirements of this
18Section.
19(Source: P.A. 99-84, eff. 1-1-16; 99-193, eff. 7-30-15; 99-642,
20eff. 7-28-16; 99-657, eff. 7-28-16.)
 
21    (105 ILCS 5/2-3.25n)
22    Sec. 2-3.25n. Every Student Succeeds No Child Left Behind
23Act; requirements and construction.
24    (a) The changes in the State accountability system made by
25this amendatory Act of the 93rd General Assembly are a direct

 

 

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1result of the federal Every Student Succeeds Act No Child Left
2Behind Act of 2001 (Public Law 107-110), which requires that
3each state develop and implement a single, statewide
4accountability system applicable to all schools and school
5districts.
6    (b) As provided in the federal Every Student Succeeds Act
7No Child Left Behind Act of 2001 (Public Law 107-110), nothing
8in this amendatory Act of the 93rd General Assembly shall be
9construed to alter or otherwise affect the rights, remedies,
10and procedures afforded school district or school employees
11under federal, State, or local law (including applicable rules,
12regulations, or court orders) or under the terms of collective
13bargaining agreements, memoranda of understanding, or other
14agreements between such employees and their employers.
15    (c) The State Board of Education may identify a school
16district as eligible for targeted and comprehensive services
17under the federal Every Student Succeeds Act.
18(Source: P.A. 93-470, eff. 8-8-03.)
 
19    (105 ILCS 5/2-3.52A)  (from Ch. 122, par. 2-3.52A)
20    Sec. 2-3.52A. Pilot programs. To improve the quality of
21teaching as a profession the State Board of Education may,
22pursuant to the federal Every Student Succeeds Act and
23appropriations for such purposes, establish entrance educator
24preparation programs, encourage collaboration between schools
25of educator preparation and high-need districts, establish

 

 

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1projects to recruit, select, prepare, and provide professional
2development for teachers or school leaders, and establish
3initiatives that focus on funding performance-based programs
4or human capital management systems pilot programs for teachers
5relating to clinical schools, restructuring the teaching
6workplace, and providing special assistance and support to
7beginning teachers. Such programs shall be conducted in
8accordance with rules adopted by the State Board of Education.
9Such rules shall provide for, but not be limited to, advisory
10councils and annual reports on the progress of the pilot
11programs.
12(Source: P.A. 85-322.)
 
13    (105 ILCS 5/2-3.61a)
14    Sec. 2-3.61a. 21st Century Community Learning Center Grant
15Program.
16    (a) The State Board of Education shall be the designated
17agency responsible for the administration of programs under
18Part I of Subchapter X of Chapter 70 of the federal Elementary
19and Secondary Education Act of 1965.
20    (b) The State Board of Education shall establish and
21implement a 21st Century Community Learning Center Grant
22Program, in accordance with federal guidelines, to provide
23grants to support whole child-focused academically focused
24after-school programs that are aligned with the regular
25academic programs of a school and the academic needs of

 

 

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1students. These grants shall be used to help those students who
2attend high-poverty, low-performing schools meet State and
3local performance standards in core academic subjects and, if
4applicable, increase school day attendance and improve
5social-emotional skills for students who attend high-poverty,
6low-performing schools. These grants shall be used to help
7those students who attend high-poverty, low-performing schools
8meet State and local performance standards in core academic
9subjects and to offer opportunities for families of
10participating students to have meaningful engagement in their
11children's education that are linked to learning and healthy
12development outcomes opportunities for improved literacy and
13related educational development. If appropriate, external
14stakeholder feedback shall be gathered and used to inform the
15grant application.
16    The State Board of Education shall award grants to eligible
17applicants that are of sufficient size and scope to implement
18support high-quality, effective after-school programs, to
19ensure reasonable success of achieving the goals identified in
20the grant application, and to offer those activities that are
21necessary to achieve these goals and performance indicators and
22measures with a direct link to student achievement.
23    (c) Using State funds, subject to appropriation, and any
24federal funds received for this purpose, the State Board of
25Education may establish any other grant programs that are
26necessary to establish high-quality, academically based,

 

 

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1after-school programs that include family-centered education
2activities.
3    (d) The State Board of Education may adopt any rules
4necessary to implement this Section.
5(Source: P.A. 93-374, eff. 7-24-03.)
 
6    (105 ILCS 5/2-3.64a-5)
7    Sec. 2-3.64a-5. State goals and assessment.
8    (a) For the assessment and accountability purposes of this
9Section, "students" includes those students enrolled in a
10public or State-operated elementary school, secondary school,
11or cooperative or joint agreement with a governing body or
12board of control, a charter school operating in compliance with
13the Charter Schools Law, a school operated by a regional office
14of education under Section 13A-3 of this Code, or a public
15school administered by a local public agency or the Department
16of Human Services.
17    (b) The State Board of Education shall establish the
18academic standards that are to be applicable to students who
19are subject to State assessments under this Section. The State
20Board of Education shall not establish any such standards in
21final form without first providing opportunities for public
22participation and local input in the development of the final
23academic standards. Those opportunities shall include a
24well-publicized period of public comment and opportunities to
25file written comments.

 

 

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1    (c) Beginning no later than the 2014-2015 school year, the
2State Board of Education shall annually assess all students
3enrolled in grades 3 through 8 in English language arts and
4mathematics.
5    Beginning no later than the 2017-2018 school year, the
6State Board of Education shall annually assess all students in
7science at one grade in grades 3 through 5, at one grade in
8grades 6 through 8, and at one grade in grades 9 through 12.
9    The State Board of Education shall annually assess schools
10that operate a secondary education program, as defined in
11Section 22-22 of this Code, in English language arts and
12mathematics. The State Board of Education shall administer no
13more than 3 assessments, per student, of English language arts
14and mathematics for students in a secondary education program.
15One of these assessments shall include a college and career
16ready determination that shall be recognized accepted by this
17State's public institutions of higher education, as defined in
18the Board of Higher Education Act, for the purpose of student
19application or admissions consideration. The assessment
20administered by the State Board of Education for the purpose of
21student application to or admissions consideration by
22institutions of higher education must be administered on a
23school day during regular student attendance hours.
24    Students who do are not take the State's final
25accountability assessment or its approved alternate assessment
26assessed for college and career ready determinations may not

 

 

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1receive a regular high school diploma unless the student is
2exempted from taking the State assessments under subsection (d)
3of this Section because (i) the student's individualized
4educational program developed under Article 14 of this Code
5identifies the State assessment as inappropriate for the
6student, (ii) the student is enrolled in a program of adult and
7continuing education, as defined in the Adult Education Act,
8(iii) the school district is not required to assess the
9individual student for purposes of accountability under
10federal No Child Left Behind Act of 2001 requirements, (iv) the
11student has been determined to be an English learner and has
12been enrolled in schools in the United States for less than 12
13months, or (v) the student is otherwise identified by the State
14Board of Education, through rules, as being exempt from the
15assessment.
16    The State Board of Education shall not assess students
17under this Section in subjects not required by this Section.
18    Districts shall inform their students of the timelines and
19procedures applicable to their participation in every yearly
20administration of the State assessments. The State Board of
21Education shall establish periods of time in each school year
22during which State assessments shall occur to meet the
23objectives of this Section.
24    (d) Every individualized educational program as described
25in Article 14 shall identify if the State assessment or
26components thereof require accommodation are appropriate for

 

 

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1the student. The State Board of Education shall develop rules
2governing the administration of an alternate assessment that
3may be available to students for whom participation in this
4State's regular assessments is not appropriate, even with
5accommodations as allowed under this Section.
6    Students receiving special education services whose
7individualized educational programs identify them as eligible
8for the alternative State assessments nevertheless shall have
9the option of also taking this State's regular final
10accountability assessment that includes a college and career
11ready determination, which shall be administered in accordance
12with the eligible accommodations appropriate for meeting these
13students' respective needs.
14    All students determined to be English learners shall
15participate in the State assessments. The scores of , excepting
16those students who have been enrolled in schools in the United
17States for less than 12 months may not be used for the purposes
18of accountability. Such students may be exempted from
19participation in one annual administration of the English
20language arts assessment. Any student determined to be an
21English learner shall receive appropriate assessment
22accommodations, including language supports, which shall be
23established by rule. Approved assessment accommodations must
24be provided until the student's English language skills develop
25to the extent that the student is no longer considered to be an
26English learner, as demonstrated through a State-identified

 

 

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1English language proficiency assessment.
2    (e) The results or scores of each assessment taken under
3this Section shall be made available to the parents of each
4student.
5    In each school year, the scores attained by a student on
6the final accountability State assessment that includes a
7college and career ready determination must be placed in the
8student's permanent record pursuant to rules that the State
9Board of Education shall adopt for that purpose in accordance
10with Section 3 of the Illinois School Student Records Act. In
11each school year, the scores attained by a student on the State
12assessments administered in grades 3 through 8 must be placed
13in the student's temporary record.
14    (f) All schools shall administer the State's an academic
15assessment of English language proficiency in oral language
16(listening and speaking) and reading and writing skills to all
17children determined to be English learners.
18    (g) All schools in this State that are part of the sample
19drawn by the National Center for Education Statistics, in
20collaboration with their school districts and the State Board
21of Education, shall administer the biennial academic
22assessments under the National Assessment of Educational
23Progress carried out under Section 411(b)(2) of the federal
24National Education Statistics Act of 1994 (20 U.S.C. 9010) if
25the U.S. Secretary of Education pays the costs of administering
26the assessments.

 

 

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1    (h) (Blank). Subject to available funds to this State for
2the purpose of student assessment, the State Board of Education
3shall provide additional assessments and assessment resources
4that may be used by school districts for local assessment
5purposes. The State Board of Education shall annually
6distribute a listing of these additional resources.
7    (i) For the purposes of this subsection (i), "academically
8based assessments" means assessments consisting of questions
9and answers that are measurable and quantifiable to measure the
10knowledge, skills, and ability of students in the subject
11matters covered by the assessments. All assessments
12administered pursuant to this Section must be academically
13based assessments. The scoring of academically based
14assessments shall be reliable, valid, and fair and shall meet
15the guidelines for assessment development and use prescribed by
16the American Psychological Association, the National Council
17on Measurement in Education, and the American Educational
18Research Association.
19    The State Board of Education shall review the use of all
20assessment item types in order to ensure that they are valid
21and reliable indicators of student performance aligned to the
22learning standards being assessed and that the development,
23administration, and scoring of these item types are justifiable
24in terms of cost.
25    (j) The State Superintendent of Education shall appoint a
26committee of no more than 21 members, consisting of parents,

 

 

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1teachers, school administrators, school board members,
2assessment experts, regional superintendents of schools, and
3citizens, to review the State assessments administered by the
4State Board of Education. The Committee shall select one of its
5members as its chairperson. The Committee shall meet on an
6ongoing basis to review the content and design of the
7assessments (including whether the requirements of subsection
8(i) of this Section have been met), the time and money expended
9at the local and State levels to prepare for and administer the
10assessments, the collective results of the assessments as
11measured against the stated purpose of assessing student
12performance, and other issues involving the assessments
13identified by the Committee. The Committee shall make periodic
14recommendations to the State Superintendent of Education and
15the General Assembly concerning the assessments.
16    (k) The State Board of Education may adopt rules to
17implement this Section.
18(Source: P.A. 99-30, eff. 7-10-15; 99-185, eff. 1-1-16; 99-642,
19eff. 7-28-16; 100-7, eff. 7-1-17; 100-222, eff. 8-18-17;
20revised 9-22-17.)
 
21    (105 ILCS 5/2-3.136)
22    Sec. 2-3.136. Funding for class Class size reduction grant
23programs.
24    (a) Class size reduction funding shall assist A K-3 class
25size reduction grant program is created. The program shall be

 

 

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1implemented and administered by the State Board of Education.
2From appropriations made for purposes of this Section, the
3State Board shall award grants to schools that meet the
4criteria established by this Section subsection (a) for the
5award of funds those grants.
6    (a-5) Funds Grants shall be awarded pursuant to
7application. The form and manner of applications and the
8criteria for the award of funds grants shall be prescribed by
9the State Board of Education. The grant criteria as so
10prescribed, however, shall provide that only those schools that
11are identified as priority schools under Section 2-3.25d-5 of
12this Code and that maintain grades kindergarten through 3 are
13grant eligible.
14    Funding Grants awarded to eligible schools under this
15Section subsection (a) shall be used and applied by the schools
16to defray the costs and expenses of reducing class size to a
17level that is evidence-based. If a school's facilities are
18inadequate to allow for the specified class size, then funding
19may be used for, but is not limited to, support for
20professional learning. operating and maintaining classes in
21grades kindergarten through 3 with an average class size within
22a specific grade of no more than 20 pupils. If a school's
23facilities are inadequate to allow for this specified class
24size, then a school may use the grant funds for teacher aides
25instead.
26    (b) (Blank). A K-3 pilot class size reduction grant program

 

 

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1is created. The program shall be implemented and administered
2by the State Board of Education. From appropriations made for
3purposes of this subsection (b), the State Board shall award
4grants to schools that meet the criteria established by this
5Section for the award of those grants.
6    Grants shall be awarded pursuant to application. The form
7and manner of application and the criteria for the award of
8grants shall be prescribed by the State Board of Education.
9    Grants awarded to eligible schools under this subsection
10(b) shall be used and applied by the schools to defray the
11costs and expenses of operating and maintaining classes in
12grades kindergarten through 3 of no more than 15 pupils per
13teacher per class. A teacher aide may not be used to meet this
14requirement.
15    (c) (Blank). If a school board determines that a school is
16using funds awarded under this Section for purposes not
17authorized by this Section, then the school board, rather than
18the school, shall determine how the funds are used.
19    (d) The State Board of Education shall adopt any rules,
20consistent with the requirements of this Section, that are
21necessary to implement and administer this Section the class
22size reduction grant programs.
23(Source: P.A. 99-193, eff. 7-30-15.)
 
24    (105 ILCS 5/2-3.153)
25    Sec. 2-3.153. Survey of learning conditions.

 

 

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1    (a) The State Board of Education shall administer a climate
2survey, identified by and paid for by the State Board of
3Education, select for statewide administration an instrument
4to provide feedback from, at a minimum, students in grades 4 6
5through 12 and teachers on the instructional environment within
6a school. Each after giving consideration to the
7recommendations of the Performance Evaluation Advisory Council
8made pursuant to subdivision (6) of subsection (a) of Section
924A-20 of this Code. Subject to appropriation to the State
10Board of Education for the State's cost of development and
11administration and, subject to subsections (b) and (c) of this
12Section, each school district shall annually administer, at
13least biennially, the climate survey instrument in every public
14school attendance center by a date specified by the State
15Superintendent of Education, and data resulting from the
16instrument's administration must be provided to the State Board
17of Education. The survey component that requires completion by
18the teachers must be administered during teacher meetings or
19professional development days or at other times that would not
20interfere with the teachers' regular classroom and direct
21instructional duties. The State Superintendent, following
22consultation with teachers, principals, and other appropriate
23stakeholders, shall publicly report on the survey selected
24indicators of learning conditions resulting from
25administration of the instrument at the individual school,
26district, and State levels and shall identify whether the

 

 

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1indicators result from an anonymous administration of the
2instrument. If in any year the appropriation to the State Board
3of Education is insufficient for the State's costs associated
4with statewide administration of the instrument, the State
5Board of Education shall give priority to districts with
6low-performing schools and a representative sample of other
7districts.
8    (b) A school district may elect to use, on a district-wide
9basis and at the school district's sole cost and expense, an
10alternate climate survey of learning conditions instrument
11pre-approved by the State Superintendent under subsection (c)
12of this Section in lieu of the State-adopted climate survey
13statewide survey instrument selected under subsection (a) of
14this Section, provided that:
15        (1) the school district notifies the State Board of
16    Education, on a form provided by the State Superintendent,
17    of its intent to administer an alternate climate survey
18    instrument on or before a date established by the State
19    Superintendent for the 2014-2015 school year and August 1
20    of each subsequent school year during which the instrument
21    will be administered;
22        (2) the notification submitted to the State Board under
23    paragraph (1) of this subsection (b) must be accompanied by
24    a certification signed by the president of the local
25    teachers' exclusive bargaining representative and
26    president of the school board indicating that the alternate

 

 

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1    survey has been agreed to by the teachers' exclusive
2    bargaining representative and the school board;
3        (3) the school district's administration of the
4    alternate instrument, including providing to the State
5    Board of Education data and reports suitable to be
6    published on school report cards and the State School
7    Report Card Internet website, is performed in accordance
8    with the requirements of subsection (a) of this Section;
9    and
10        (4) the alternate instrument is administered each
11    school year that the statewide survey instrument is
12    administered; if the statewide survey is not administrated
13    in a given school year, the school district is not required
14    to provide the alternative instrument in that given school
15    year.
16    (c) The State Superintendent, in consultation with
17teachers, principals, superintendents, and other appropriate
18stakeholders, shall administer an approval process through
19which at least 2, but not more than 3, alternate survey of
20learning conditions instruments will be approved by the State
21Superintendent following a determination by the State
22Superintendent that each approved instrument:
23        (1) meets all requirements of subsection (a) of this
24    Section;
25        (2) provides a summation of indicator results of the
26    alternative survey by a date established by the State

 

 

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1    Superintendent in a manner that allows the indicator
2    results to be included on school report cards pursuant to
3    Section 10-17a of this Code by October 31 of the school
4    year following the instrument's administration;
5        (3) provides summary reports for each district and
6    attendance center intended for parents and community
7    stakeholders;
8        (4) meets scale reliability requirements using
9    accepted testing measures;
10        (5) provides research-based evidence linking
11    instrument content to one or more improved student
12    outcomes; and
13        (6) has undergone and documented testing to prove
14    validity and reliability.
15The State Superintendent shall periodically review and update
16the list of approved alternate survey instruments, provided
17that at least 2, but no more than 3, alternate survey
18instruments shall be approved for use during any school year.
19    (d) Nothing contained in this amendatory Act of the 98th
20General Assembly repeals, supersedes, invalidates, or
21nullifies final decisions in lawsuits pending on the effective
22date of this amendatory Act of the 98th General Assembly in
23Illinois courts involving the interpretation of Public Act
2497-8.
25(Source: P.A. 97-8, eff. 6-13-11; 97-813, eff. 7-13-12; 98-648,
26eff. 7-1-14.)
 

 

 

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1    (105 ILCS 5/10-21.3a)
2    Sec. 10-21.3a. Transfer of students.
3    (a) Each school board shall establish and implement a
4policy governing the transfer of a student from one attendance
5center to another within the school district upon the request
6of the student's parent or guardian. Any request by a parent or
7guardian to transfer his or her child from one attendance
8center to another within the school district pursuant to
9Section 1116 of the federal Elementary and Secondary Education
10Act of 1965 (20 U.S.C. Sec. 6316) must be made no later than 30
11days after the parent or guardian receives notice of the right
12to transfer pursuant to that law. A student may not transfer to
13any of the following attendance centers, except by change in
14residence if the policy authorizes enrollment based on
15residence in an attendance area or unless approved by the board
16on an individual basis:
17        (1) An attendance center that exceeds or as a result of
18    the transfer would exceed its attendance capacity.
19        (2) An attendance center for which the board has
20    established academic criteria for enrollment if the
21    student does not meet the criteria, provided that the
22    transfer must be permitted if the attendance center is the
23    only attendance center serving the student's grade that has
24    not been identified for school improvement, corrective
25    action, or restructuring under Section 1116 of the federal

 

 

10000HB5588ham001- 26 -LRB100 20323 AXK 38898 a

1    Elementary and Secondary Education Act of 1965 (20 U.S.C.
2    Sec. 6316).
3        (3) Any attendance center if the transfer would prevent
4    the school district from meeting its obligations under a
5    State or federal law, court order, or consent decree
6    applicable to the school district.
7    (b) Each school board shall establish and implement a
8policy governing the transfer of students within a school
9district from a persistently dangerous school to another public
10school in that district that is not deemed to be persistently
11dangerous. In order to be considered a persistently dangerous
12school, the school must meet all of the following criteria for
132 consecutive years:
14        (1) Have greater than 3% of the students enrolled in
15    the school expelled for violence-related conduct.
16        (2) Have one or more students expelled for bringing a
17    firearm to school as defined in 18 U.S.C. 921.
18        (3) Have at least 3% of the students enrolled in the
19    school exercise the individual option to transfer schools
20    pursuant to subsection (c) of this Section.
21    (c) A student may transfer from one public school to
22another public school in that district if the student is a
23victim of a violent crime as defined in Section 3 of the Rights
24of Crime Victims and Witnesses Act. The violent crime must have
25occurred on school grounds during regular school hours or
26during a school-sponsored event.

 

 

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1    (d) (Blank). Transfers made pursuant to subsections (b) and
2(c) of this Section shall be made in compliance with the
3federal No Child Left Behind Act of 2001 (Public Law 107-110).
4(Source: P.A. 96-328, eff. 8-11-09.)
 
5    (105 ILCS 5/10-29)
6    Sec. 10-29. Remote educational programs.
7    (a) For purposes of this Section, "remote educational
8program" means an educational program delivered to students in
9the home or other location outside of a school building that
10meets all of the following criteria:
11        (1) A student may participate in the program only after
12    the school district, pursuant to adopted school board
13    policy, and a person authorized to enroll the student under
14    Section 10-20.12b of this Code determine that a remote
15    educational program will best serve the student's
16    individual learning needs. The adopted school board policy
17    shall include, but not be limited to, all of the following:
18            (A) Criteria for determining that a remote
19        educational program will best serve a student's
20        individual learning needs. The criteria must include
21        consideration of, at a minimum, a student's prior
22        attendance, disciplinary record, and academic history.
23            (B) Any limitations on the number of students or
24        grade levels that may participate in a remote
25        educational program.

 

 

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1            (C) A description of the process that the school
2        district will use to approve participation in the
3        remote educational program. The process must include
4        without limitation a requirement that, for any student
5        who qualifies to receive services pursuant to the
6        federal Individuals with Disabilities Education
7        Improvement Act of 2004, the student's participation
8        in a remote educational program receive prior approval
9        from the student's individualized education program
10        team.
11            (D) A description of the process the school
12        district will use to develop and approve a written
13        remote educational plan that meets the requirements of
14        subdivision (5) of this subsection (a).
15            (E) A description of the system the school district
16        will establish to determine student participation
17        calculate the number of clock hours a student is
18        participating in instruction in accordance with the
19        remote educational program.
20            (F) A description of the process for renewing a
21        remote educational program at the expiration of its
22        term.
23            (G) Such other terms and provisions as the school
24        district deems necessary to provide for the
25        establishment and delivery of a remote educational
26        program.

 

 

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1        (2) The school district has determined that the remote
2    educational program's curriculum is aligned to State
3    learning standards and that the program offers instruction
4    and educational experiences consistent with those given to
5    students at the same grade level in the district.
6        (3) The remote educational program is delivered by
7    instructors that meet the following qualifications:
8            (A) they are certificated under Article 21 of this
9        Code;
10            (B) (blank); and they meet applicable highly
11        qualified criteria under the federal No Child Left
12        Behind Act of 2001; and
13            (C) they have responsibility for all of the
14        following elements of the program: planning
15        instruction, diagnosing learning needs, prescribing
16        content delivery through class activities, assessing
17        learning, reporting outcomes to administrators and
18        parents and guardians, and evaluating the effects of
19        instruction.
20        (4) During the period of time from and including the
21    opening date to the closing date of the regular school term
22    of the school district established pursuant to Section
23    10-19 of this Code, participation in a remote educational
24    program may be claimed for general State aid purposes under
25    Section 18-8.05 of this Code or evidence-based funding
26    purposes under Section 18-8.15 of this Code on any calendar

 

 

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1    day, notwithstanding whether the day is a day of pupil
2    attendance or institute day on the school district's
3    calendar or any other provision of law restricting
4    instruction on that day. If the district holds year-round
5    classes in some buildings, the district shall classify each
6    student's participation in a remote educational program as
7    either on a year-round or a non-year-round schedule for
8    purposes of claiming general State aid or evidence-based
9    funding. Outside of the regular school term of the
10    district, the remote educational program may be offered as
11    part of any summer school program authorized by this Code.
12        (5) Each student participating in a remote educational
13    program must have a written remote educational plan that
14    has been approved by the school district and a person
15    authorized to enroll the student under Section 10-20.12b of
16    this Code. The school district and a person authorized to
17    enroll the student under Section 10-20.12b of this Code
18    must approve any amendment to a remote educational plan.
19    The remote educational plan must include, but is not
20    limited to, all of the following:
21            (A) Specific achievement goals for the student
22        aligned to State learning standards.
23            (B) A description of all assessments that will be
24        used to measure student progress, which description
25        shall indicate the assessments that will be
26        administered at an attendance center within the school

 

 

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1        district.
2            (C) A description of the progress reports that will
3        be provided to the school district and the person or
4        persons authorized to enroll the student under Section
5        10-20.12b of this Code.
6            (D) Expectations, processes, and schedules for
7        interaction between a teacher and student.
8            (E) A description of the specific responsibilities
9        of the student's family and the school district with
10        respect to equipment, materials, phone and Internet
11        service, and any other requirements applicable to the
12        home or other location outside of a school building
13        necessary for the delivery of the remote educational
14        program.
15            (F) If applicable, a description of how the remote
16        educational program will be delivered in a manner
17        consistent with the student's individualized education
18        program required by Section 614(d) of the federal
19        Individuals with Disabilities Education Improvement
20        Act of 2004 or plan to ensure compliance with Section
21        504 of the federal Rehabilitation Act of 1973.
22            (G) A description of the procedures and
23        opportunities for participation in academic and
24        extra-curricular activities and programs within the
25        school district.
26            (H) The identification of a parent, guardian, or

 

 

10000HB5588ham001- 32 -LRB100 20323 AXK 38898 a

1        other responsible adult who will provide direct
2        supervision of the program. The plan must include an
3        acknowledgment by the parent, guardian, or other
4        responsible adult that he or she may engage only in
5        non-teaching duties not requiring instructional
6        judgment or the evaluation of a student. The plan shall
7        designate the parent, guardian, or other responsible
8        adult as non-teaching personnel or volunteer personnel
9        under subsection (a) of Section 10-22.34 of this Code.
10            (I) The identification of a school district
11        administrator who will oversee the remote educational
12        program on behalf of the school district and who may be
13        contacted by the student's parents with respect to any
14        issues or concerns with the program.
15            (J) The term of the student's participation in the
16        remote educational program, which may not extend for
17        longer than 12 months, unless the term is renewed by
18        the district in accordance with subdivision (7) of this
19        subsection (a).
20            (K) A description of the specific location or
21        locations in which the program will be delivered. If
22        the remote educational program is to be delivered to a
23        student in any location other than the student's home,
24        the plan must include a written determination by the
25        school district that the location will provide a
26        learning environment appropriate for the delivery of

 

 

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1        the program. The location or locations in which the
2        program will be delivered shall be deemed a long
3        distance teaching reception area under subsection (a)
4        of Section 10-22.34 of this Code.
5            (L) Certification by the school district that the
6        plan meets all other requirements of this Section.
7        (6) Students participating in a remote educational
8    program must be enrolled in a school district attendance
9    center pursuant to the school district's enrollment policy
10    or policies. A student participating in a remote
11    educational program must be tested as part of all
12    assessments administered by the school district pursuant
13    to Section 2-3.64a-5 of this Code at the attendance center
14    in which the student is enrolled and in accordance with the
15    attendance center's assessment policies and schedule. The
16    student must be included within all accountability
17    determinations for the school district and attendance
18    center under State and federal law.
19        (7) The term of a student's participation in a remote
20    educational program may not extend for longer than 12
21    months, unless the term is renewed by the school district.
22    The district may only renew a student's participation in a
23    remote educational program following an evaluation of the
24    student's progress in the program, a determination that the
25    student's continuation in the program will best serve the
26    student's individual learning needs, and an amendment to

 

 

10000HB5588ham001- 34 -LRB100 20323 AXK 38898 a

1    the student's written remote educational plan addressing
2    any changes for the upcoming term of the program.
3    For purposes of this Section, a remote educational program
4does not include instruction delivered to students through an
5e-learning program approved under Section 10-20.56 of this
6Code.
7    (b) A school district may, by resolution of its school
8board, establish a remote educational program.
9    (c) (Blank). Clock hours of instruction by students in a
10remote educational program meeting the requirements of this
11Section may be claimed by the school district and shall be
12counted as school work for general State aid purposes in
13accordance with and subject to the limitations of Section
1418-8.05 of this Code or evidence-based funding purposes in
15accordance with and subject to the limitations of Section
1618-8.15 of this Code.
17    (d) The impact of remote educational programs on wages,
18hours, and terms and conditions of employment of educational
19employees within the school district shall be subject to local
20collective bargaining agreements.
21    (e) The use of a home or other location outside of a school
22building for a remote educational program shall not cause the
23home or other location to be deemed a public school facility.
24    (f) A remote educational program may be used, but is not
25required, for instruction delivered to a student in the home or
26other location outside of a school building that is not claimed

 

 

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1for general State aid purposes under Section 18-8.05 of this
2Code or evidence-based funding purposes under Section 18-8.15
3of this Code.
4    (g) School districts that, pursuant to this Section, adopt
5a policy for a remote educational program must submit to the
6State Board of Education a copy of the policy and any
7amendments thereto, as well as data on student participation in
8a format specified by the State Board of Education. The State
9Board of Education may perform or contract with an outside
10entity to perform an evaluation of remote educational programs
11in this State.
12    (h) The State Board of Education may adopt any rules
13necessary to ensure compliance by remote educational programs
14with the requirements of this Section and other applicable
15legal requirements.
16(Source: P.A. 99-193, eff. 7-30-15; 99-194, eff. 7-30-15;
1799-642, eff. 7-28-16; 100-465, eff. 8-31-17.)
 
18    (105 ILCS 5/34-1.1)  (from Ch. 122, par. 34-1.1)
19    Sec. 34-1.1. Definitions. As used in this Article:
20    "Academic Accountability Council" means the Chicago
21Schools Academic Accountability Council created under Section
2234-3.4.
23    "Local School Council" means a local school council
24established under Section 34-2.1.
25    "School" and "attendance center" are used interchangeably

 

 

10000HB5588ham001- 36 -LRB100 20323 AXK 38898 a

1to mean any attendance center operated pursuant to this Article
2and under the direction of one principal.
3    "Secondary Attendance Center" means a school which has
4students enrolled in grades 9 through 12 (although it may also
5have students enrolled in grades below grade 9).
6    "Local Attendance Area School" means a school which has a
7local attendance area established by the board.
8    "Multi-area school" means a school other than a local
9attendance area school.
10    "Contract school" means an attendance center managed and
11operated by a for-profit or not-for-profit private entity
12retained by the board to provide instructional and other
13services to a majority of the pupils enrolled in the attendance
14center.
15    "Contract turnaround school" means an experimental
16contract school created by the board to implement alternative
17governance in an attendance center subject to restructuring or
18similar intervention under federal law that has not made
19adequate yearly progress for 5 consecutive years or a time
20period set forth in federal law.
21    "Parent" means a parent or legal guardian of an enrolled
22student of an attendance center.
23    "Community resident" means a person, 18 years of age or
24older, residing within an attendance area served by a school,
25excluding any person who is a parent of a student enrolled in
26that school; provided that with respect to any multi-area

 

 

10000HB5588ham001- 37 -LRB100 20323 AXK 38898 a

1school, community resident means any person, 18 years of age or
2older, residing within the voting district established for that
3school pursuant to Section 34-2.1c, excluding any person who is
4a parent of a student enrolled in that school.
5    "School staff" means all certificated and uncertificated
6school personnel, including all teaching and administrative
7staff (other than the principal) and including all custodial,
8food service and other civil service employees, who are
9employed at and assigned to perform the majority of their
10employment duties at one attendance center served by the same
11local school council.
12    "Regular meetings" means the meeting dates established by
13the local school council at its annual organizational meeting.
14(Source: P.A. 96-105, eff. 7-30-09.)
 
15    (105 ILCS 5/34-3.5)
16    Sec. 34-3.5. Partnership agreement on advancing student
17achievement; Every Student Succeeds Act No Child Left Behind
18Act of 2001.
19    (a) The General Assembly finds that the Chicago Teachers
20Union, the Chicago Board of Education, and the district's chief
21executive officer have a common responsibility beyond their
22statutory collective bargaining relationship to institute
23purposeful education reforms in the Chicago Public Schools that
24maximize the number of students in the Chicago Public Schools
25who reach or exceed proficiency with regard to State academic

 

 

10000HB5588ham001- 38 -LRB100 20323 AXK 38898 a

1standards and assessments. The General Assembly further finds
2that education reform in the Chicago Public Schools must be
3premised on a commitment by all stakeholders to redefine
4relationships, develop, implement, and evaluate programs, seek
5new and additional resources, improve the value of educational
6programs to students, accelerate the quality of teacher
7training, improve instructional excellence, and develop and
8implement strategies to comply with the federal Every Student
9Succeeds Act No Child Left Behind Act of 2001 (Public Law
10107-110).
11    The Chicago Board of Education and the district's chief
12executive officer shall enter into a partnership agreement with
13the Chicago Teachers Union to allow the parties to work
14together to advance the Chicago Public Schools to the next
15level of education reform. This agreement must be entered into
16and take effect within 90 days after the effective date of this
17amendatory Act of the 93rd General Assembly. As part of this
18agreement, the Chicago Teachers Union, the Chicago Board of
19Education, and the district's chief executive officer shall
20jointly file a report with the General Assembly at the end of
21each school year with respect to the nature of the reforms that
22the parties have instituted, the effect of these reforms on
23student achievement, and any other matters that the parties
24deem relevant to evaluating the effectiveness of the agreement.
25    (b) Decisions concerning matters of inherent managerial
26policy necessary to comply with the federal Every Student

 

 

10000HB5588ham001- 39 -LRB100 20323 AXK 38898 a

1Succeeds Act No Child Left Behind Act of 2001 (Public Law
2107-110), including such areas of discretion or policy as the
3functions of the employer, the standards and delivery of
4educational services and programs, the district's overall
5budget, the district's organizational structure, student
6assignment, school choice, and the selection of new employees
7and direction of employees, and the impact of these decisions
8on individual employees or the bargaining unit shall be
9permissive subjects of bargaining between the educational
10employer and the exclusive bargaining representative and are
11within the sole discretion of the educational employer to
12decide to bargain. This subsection (b) is exclusive of the
13parties' obligations and responsibilities under Section 4.5 of
14the Illinois Educational Labor Relations Act (provided that any
15dispute or impasse that may arise under this subsection (b)
16shall be resolved exclusively as set forth in subsection (b) of
17Section 12 of the Illinois Educational Labor Relations Act in
18lieu of a strike under Section 13 of the Illinois Educational
19Labor Relations Act).
20(Source: P.A. 93-3, eff. 4-16-03.)
 
21    (105 ILCS 5/34-18.24)
22    Sec. 34-18.24. Transfer of students.
23    (a) The board shall establish and implement a policy
24governing the transfer of a student from one attendance center
25to another within the school district upon the request of the

 

 

10000HB5588ham001- 40 -LRB100 20323 AXK 38898 a

1student's parent or guardian. Any request by a parent or
2guardian to transfer his or her child from one attendance
3center to another within the school district pursuant to
4Section 1116 of the federal Elementary and Secondary Education
5Act of 1965 (20 U.S.C. Sec. 6317) must be made no later than 30
6days after the parent or guardian receives notice of the right
7to transfer pursuant to that law. A student may not transfer to
8any of the following attendance centers, except by change in
9residence if the policy authorizes enrollment based on
10residence in an attendance area or unless approved by the board
11on an individual basis:
12        (1) An attendance center that exceeds or as a result of
13    the transfer would exceed its attendance capacity.
14        (2) An attendance center for which the board has
15    established academic criteria for enrollment if the
16    student does not meet the criteria, provided that the
17    transfer must be permitted if the attendance center is the
18    only attendance center serving the student's grade that has
19    not been identified for school improvement, corrective
20    action, or restructuring under Section 1116 of the federal
21    Elementary and Secondary Education Act of 1965 (20 U.S.C.
22    Sec. 6317).
23        (3) Any attendance center if the transfer would prevent
24    the school district from meeting its obligations under a
25    State or federal law, court order, or consent decree
26    applicable to the school district.

 

 

10000HB5588ham001- 41 -LRB100 20323 AXK 38898 a

1(b) The board shall establish and implement a policy governing
2the transfer of students within the school district from a
3persistently dangerous attendance center to another attendance
4center in that district that is not deemed to be persistently
5dangerous. In order to be considered a persistently dangerous
6attendance center, the attendance center must meet all of the
7following criteria for 2 consecutive years:
8        (1) Have greater than 3% of the students enrolled in
9    the attendance center expelled for violence-related
10    conduct.
11        (2) Have one or more students expelled for bringing a
12    firearm to school as defined in 18 U.S.C. 921.
13        (3) Have at least 3% of the students enrolled in the
14    attendance center exercise the individual option to
15    transfer attendance centers pursuant to subsection (c) of
16    this Section.
17    (c) A student may transfer from one attendance center to
18another attendance center within the district if the student is
19a victim of a violent crime as defined in Section 3 of the
20Rights of Crime Victims and Witnesses Act. The violent crime
21must have occurred on school grounds during regular school
22hours or during a school-sponsored event.
23    (d) (Blank). Transfers made pursuant to subsections (b) and
24(c) of this Section shall be made in compliance with the
25federal No Child Left Behind Act of 2001 (Public Law 107-110).
26(Source: P.A. 92-604, eff. 7-1-02; 93-633, eff. 12-23-03.)
 

 

 

10000HB5588ham001- 42 -LRB100 20323 AXK 38898 a

1    (105 ILCS 5/2-3.25d rep.)
2    (105 ILCS 5/10-20.39 rep.)
3    (105 ILCS 5/21B-200 rep.)
4    (105 ILCS 5/34-18.31 rep.)
5    Section 10. The School Code is amended by repealing
6Sections 2-3.25d, 10-20.39, 21B-200, and 34-18.31.
 
7    Section 99. Effective date. This Act takes effect upon
8becoming law.".