Sen. Michael Connelly

Filed: 5/1/2018





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2    AMENDMENT NO. ______. Amend Senate Bill 2686 by replacing
3everything after the enacting clause with the following:
4    "Section 5. The School Code is amended by changing Sections
51A-4, 1C-4, 2-3.11, 2-3.71a, 2-3.83, 2-3.162, 10-9, 10-22.31b,
610-23.3a, 11E-130, 13-41, 14-8.03, 14C-13, 17-2.4, 18-8.15,
719-30, 24A-7, 27-22, 27-22.2, 27A-12, and 34-225 and by
8renumbering and changing Section 2-3.170 as follows:
9    (105 ILCS 5/1A-4)  (from Ch. 122, par. 1A-4)
10    Sec. 1A-4. Powers and duties of the Board.
11    A. (Blank).
12    B. The Board shall determine the qualifications of and
13appoint a chief education officer, to be known as the State
14Superintendent of Education, who may be proposed by the
15Governor and who shall serve at the pleasure of the Board and
16pursuant to a performance-based contract linked to statewide



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1student performance and academic improvement within Illinois
2schools. Upon expiration or buyout of the contract of the State
3Superintendent of Education in office on the effective date of
4this amendatory Act of the 93rd General Assembly, a State
5Superintendent of Education shall be appointed by a State Board
6of Education that includes the 7 new Board members who were
7appointed to fill seats of members whose terms were terminated
8on the effective date of this amendatory Act of the 93rd
9General Assembly. Thereafter, a State Superintendent of
10Education must, at a minimum, be appointed at the beginning of
11each term of a Governor after that Governor has made
12appointments to the Board. A performance-based contract issued
13for the employment of a State Superintendent of Education
14entered into on or after the effective date of this amendatory
15Act of the 93rd General Assembly must expire no later than
16February 1, 2007, and subsequent contracts must expire no later
17than February 1 each 4 years thereafter. No contract shall be
18extended or renewed beyond February 1, 2007 and February 1 each
194 years thereafter, but a State Superintendent of Education
20shall serve until his or her successor is appointed. Each
21contract entered into on or before January 8, 2007 with a State
22Superintendent of Education must provide that the State Board
23of Education may terminate the contract for cause, and the
24State Board of Education shall not thereafter be liable for
25further payments under the contract. With regard to this
26amendatory Act of the 93rd General Assembly, it is the intent



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1of the General Assembly that, beginning with the Governor who
2takes office on the second Monday of January, 2007, a State
3Superintendent of Education be appointed at the beginning of
4each term of a Governor after that Governor has made
5appointments to the Board. The State Superintendent of
6Education shall not serve as a member of the State Board of
7Education. The Board shall set the compensation of the State
8Superintendent of Education who shall serve as the Board's
9chief executive officer. The Board shall also establish the
10duties, powers and responsibilities of the State
11Superintendent, which shall be included in the State
12Superintendent's performance-based contract along with the
13goals and indicators of student performance and academic
14improvement used to measure the performance and effectiveness
15of the State Superintendent. The State Board of Education may
16delegate to the State Superintendent of Education the authority
17to act on the Board's behalf, provided such delegation is made
18pursuant to adopted board policy or the powers delegated are
19ministerial in nature. The State Board may not delegate
20authority under this Section to the State Superintendent to (1)
21nonrecognize school districts, (2) withhold State payments as a
22penalty, or (3) make final decisions under the contested case
23provisions of the Illinois Administrative Procedure Act unless
24otherwise provided by law.
25    C. The powers and duties of the State Board of Education
26shall encompass all duties delegated to the Office of



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1Superintendent of Public Instruction on January 12, 1975,
2except as the law providing for such powers and duties is
3thereafter amended, and such other powers and duties as the
4General Assembly shall designate. The Board shall be
5responsible for the educational policies and guidelines for
6public schools, pre-school through grade 12 and Career and
7Technical Vocational Education in the State of Illinois. The
8Board shall analyze the present and future aims, needs, and
9requirements of education in the State of Illinois and
10recommend to the General Assembly the powers which should be
11exercised by the Board. The Board shall recommend the passage
12and the legislation necessary to determine the appropriate
13relationship between the Board and local boards of education
14and the various State agencies and shall recommend desirable
15modifications in the laws which affect schools.
16    D. Two members of the Board shall be appointed by the
17chairperson to serve on a standing joint Education Committee, 2
18others shall be appointed from the Board of Higher Education, 2
19others shall be appointed by the chairperson of the Illinois
20Community College Board, and 2 others shall be appointed by the
21chairperson of the Human Resource Investment Council. The
22Committee shall be responsible for making recommendations
23concerning the submission of any workforce development plan or
24workforce training program required by federal law or under any
25block grant authority. The Committee will be responsible for
26developing policy on matters of mutual concern to elementary,



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1secondary and higher education such as Occupational and Career
2Education, Teacher Preparation and Certification, Educational
3Finance, Articulation between Elementary, Secondary and Higher
4Education and Research and Planning. The joint Education
5Committee shall meet at least quarterly and submit an annual
6report of its findings, conclusions, and recommendations to the
7State Board of Education, the Board of Higher Education, the
8Illinois Community College Board, the Human Resource
9Investment Council, the Governor, and the General Assembly. All
10meetings of this Committee shall be official meetings for
11reimbursement under this Act. On the effective date of this
12amendatory Act of the 95th General Assembly, the Joint
13Education Committee is abolished.
14    E. Five members of the Board shall constitute a quorum. A
15majority vote of the members appointed, confirmed and serving
16on the Board is required to approve any action, except that the
177 new Board members who were appointed to fill seats of members
18whose terms were terminated on the effective date of this
19amendatory act of the 93rd General Assembly may vote to approve
20actions when appointed and serving.
21    Using the most recently available data, the Board shall
22prepare and submit electronically, in the manner prescribed by
23the Board, to the General Assembly and the Governor on or
24before each January 14, 1976 and annually thereafter a report
25or reports of its findings and recommendations. Such annual
26report shall contain a separate section which provides a



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1critique and analysis of the status of education in Illinois
2and which identifies its specific problems and recommends
3express solutions therefor. Such annual report also shall
4contain the following information for the preceding year ending
5on June 30: each act or omission of a school district of which
6the State Board of Education has knowledge as a consequence of
7scheduled, approved visits and which constituted a failure by
8the district to comply with applicable State or federal laws or
9regulations relating to public education, the name of such
10district, the date or dates on which the State Board of
11Education notified the school district of such act or omission,
12and what action, if any, the school district took with respect
13thereto after being notified thereof by the State Board of
14Education. The report shall also include the statewide high
15school dropout rate by grade level, sex and race and the annual
16student dropout rate of and the number of students who graduate
17from, transfer from or otherwise leave bilingual programs. The
18Auditor General shall annually perform a compliance audit of
19the State Board of Education's performance of the reporting
20duty imposed by this amendatory Act of 1986. A regular system
21of communication with other directly related State agencies
22shall be implemented.
23    The requirement for reporting to the General Assembly shall
24be satisfied by filing copies of the report electronically with
25the Speaker, the Minority Leader and the Clerk of the House of
26Representatives and the President, the Minority Leader and the



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1Secretary of the Senate and the Legislative Council, and as
2otherwise required by Section 3.1 of the General Assembly
3Organization Act, and filing such additional copies with the
4State Government Report Distribution Center for the General
5Assembly as is required under paragraph (t) of Section 7 of the
6State Library Act.
7    F. Upon appointment of the 7 new Board members who were
8appointed to fill seats of members whose terms were terminated
9on the effective date of this amendatory Act of the 93rd
10General Assembly, the Board shall review all of its current
11rules in an effort to streamline procedures, improve
12efficiency, and eliminate unnecessary forms and paperwork.
13(Source: P.A. 95-626, eff. 6-1-08; 95-793, eff. 1-1-09.)
14    (105 ILCS 5/1C-4)
15    Sec. 1C-4. Reports. A school district and other entities
16that receive receives an Early Childhood Education Block Grant
17shall report to the State Board of Education on its use of the
18block grant in such form and detail as the State Board of
19Education may specify. In addition, the report must include the
20following description for the district and the other entities,
21which must also be reported to the General Assembly: block
22grant allocation and expenditures by program; population and
23service levels by program; and administrative expenditures by
24program. The State Board of Education shall ensure that the
25reporting requirements for a district organized under Article



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134 of this Code are the same as for all other school districts
2in this State.
3(Source: P.A. 99-30, eff. 7-10-15.)
4    (105 ILCS 5/2-3.11)  (from Ch. 122, par. 2-3.11)
5    Sec. 2-3.11. Report to Governor and General Assembly. To
6report electronically, in the manner prescribed by the State
7Board of Education, to the Governor and General Assembly
8annually on or before January 14 the condition of the schools
9of the State using the most recently available data.
10    Such annual report shall contain reports of the State
11Teacher Certification Board; the schools of the State
12charitable institutions; reports on driver education, special
13education, and transportation; and for such year the annual
14statistical reports of the State Board of Education, including
15the number and kinds of school districts; number of school
16attendance centers; number of men and women teachers;
17enrollment by grades; total enrollment; total days attendance;
18total days absence; average daily attendance; number of
19elementary and secondary school graduates; assessed valuation;
20tax levies and tax rates for various purposes; amount of
21teachers' orders, anticipation warrants, and bonds
22outstanding; and number of men and women teachers and total
23enrollment of private schools. The report shall give for all
24school districts receipts from all sources and expenditures for
25all purposes for each fund; the total operating expense, the



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1per capita cost, and instructional expenditures; federal and
2state aids and reimbursements; new school buildings, and
3recognized schools; together with such other information and
4suggestions as the State Board of Education may deem important
5in relation to the schools and school laws and the means of
6promoting education throughout the state.
7    In this Section, "instructional expenditures" means the
8annual expenditures of school districts properly attributable
9to expenditure functions defined in rules of the State Board of
10Education as: 1100 (Regular Education); 1200-1220 (Special
11Education); 1250 (Ed. Deprived/Remedial); 1400 (Vocational
12Programs); 1600 (Summer School); 1650 (Gifted); 1800
13(Bilingual Programs); 1900 (Truant Alternative); 2110
14(Attendance and Social Work Services); 2120 (Guidance
15Services); 2130 (Health Services); 2140 (Psychological
16Services); 2150 (Speech Pathology and Audiology Services);
172190 (Other Support Services Pupils); 2210 (Improvement of
18Instruction); 2220 (Educational Media Services); 2230
19(Assessment and Testing); 2540 (Operation and Maintenance of
20Plant Services); 2550 (Pupil Transportation Service); 2560
21(Food Service); 4110 (Payments for Regular Programs); 4120
22(Payments for Special Education Programs); 4130 (Payments for
23Adult Education Programs); 4140 (Payments for Career and
24Technical Vocational Education Programs); 4170 (Payments for
25Community College Programs); 4190 (Other payments to in-state
26government units); and 4200 (Other payments to out of state



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1government units).
2(Source: P.A. 95-793, eff. 1-1-09; 96-734, eff. 8-25-09.)
3    (105 ILCS 5/2-3.71a)  (from Ch. 122, par. 2-3.71a)
4    Sec. 2-3.71a. Grants for early childhood parental training
5programs. The State Board of Education shall implement and
6administer a grant program consisting of grants to public
7school districts and other eligible entities, as defined by the
8State Board of Education, to conduct early childhood parental
9training programs for the parents of children in the period of
10life from birth to kindergarten. A public school district that
11receives grants under this Section may contract with other
12eligible entities to conduct an early childhood parental
13training program. These grants must be used to supplement, not
14supplant, funds received from any other source. A school board
15or other eligible entity shall employ appropriately qualified
16personnel for its early childhood parental training program,
17including but not limited to certified teachers, counselors,
18psychiatrists, psychologists and social workers.
19    (a) As used in this Section, "parental training" means and
20includes instruction in the following:
21        (1) Child growth and development, including prenatal
22    development.
23        (2) Childbirth and child care.
24        (3) Family structure, function and management.
25        (4) Prenatal and postnatal care for mothers and



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1    infants.
2        (5) Prevention of child abuse.
3        (6) The physical, mental, emotional, social, economic
4    and psychological aspects of interpersonal and family
5    relationships.
6        (7) Parenting skill development.
7    The programs shall include activities that require
8substantial participation and interaction between parent and
10    (b) The Board shall annually award funds through a grant
11approval process established by the State Board of Education,
12providing that an annual appropriation is made for this purpose
13from State, federal or private funds. Nothing in this Section
14shall preclude school districts from applying for or accepting
15private funds to establish and implement programs.
16    (c) The State Board of Education shall assist those
17districts and other eligible entities offering early childhood
18parental training programs, upon request, in developing
19instructional materials, training teachers and staff, and
20establishing appropriate time allotments for each of the areas
21included in such instruction.
22    (d) School districts and other eligible entities may offer
23early childhood parental training courses during that period of
24the day which is not part of the regular school day. Residents
25of the community may enroll in such courses. The school board
26or other eligible entity may establish fees and collect such



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1charges as may be necessary for attendance at such courses in
2an amount not to exceed the per capita cost of the operation
3thereof, except that the board or other eligible entity may
4waive all or part of such charges if it determines that the
5parent is indigent or that the educational needs of the parent
6require his or her attendance at such courses.
7    (e) Parents who participate in early childhood parental
8training programs under this Section may be eligible for
9reasonable reimbursement of any incidental transportation and
10child care expenses from the school district receiving funds
11pursuant to this Section.
12    (f) Districts and other eligible entities receiving grants
13pursuant to this Section shall coordinate programs created
14under this Section with other preschool educational programs,
15including "at-risk" preschool programs, special and career and
16technical vocational education, and related services provided
17by other governmental agencies and not-for-profit agencies.
18    (g) The State Board of Education shall report to the
19General Assembly by July 1, 1991, on the results of the
20programs funded pursuant to this Section and whether a need
21continues for such programs.
22    (h) After July 1, 2006, any parental training services
23funded pursuant to this Section on the effective date of this
24amendatory Act of the 94th General Assembly shall continue to
25be funded pursuant to this Section, subject to appropriation
26and the meeting of program standards. Any additional parental



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1training services must be funded, subject to appropriation,
2through preschool education grants pursuant to subdivision (4)
3of subsection (a) of Section 2-3.71 of this Code for families
4with children ages 3 to 5 and through prevention initiative
5grants pursuant to subsection (b) of Section 2-3.89 of this
6Code for expecting families and those with children from birth
7to 3 years of age.
8    (i) Early childhood programs under this Section are subject
9to the requirements under paragraph (7) of subsection (a) of
10Section 2-3.71 of this Code.
11(Source: P.A. 100-105, eff. 1-1-18.)
12    (105 ILCS 5/2-3.83)  (from Ch. 122, par. 2-3.83)
13    Sec. 2-3.83. Individual transition plan model pilot
15    (a) The General Assembly finds that transition services for
16special education students in secondary schools are needed for
17the increasing numbers of students exiting school programs.
18Therefore, to ensure coordinated and timely delivery of
19services, the State shall establish a model pilot program to
20provide such services. Local school districts, using joint
21agreements and regional service delivery systems for special
22and career and technical vocational education selected by the
23Governor's Planning Council on Developmental Disabilities,
24shall have the primary responsibility to convene transition
25planning meetings for these students who will require



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1post-school adult services.
2    (b) For purposes of this Section:
3        (1) "Post-secondary Service Provider" means a provider
4    of services for adults who have any developmental
5    disability as defined in Section 1-106 of the Mental Health
6    and Developmental Disabilities Code or who are persons with
7    one or more disabilities as defined in the Rehabilitation
8    of Persons with Disabilities Act.
9        (2) "Individual Education Plan" means a written
10    statement for an exceptional child that provides at least a
11    statement of: the child's present levels of educational
12    performance, annual goals and short-term instructional
13    objectives; specific special education and related
14    services; the extent of participation in the regular
15    education program; the projected dates for initiation of
16    services; anticipated duration of services; appropriate
17    objective criteria and evaluation procedures; and a
18    schedule for annual determination of short-term
19    objectives.
20        (3) "Individual Transition Plan" (ITP) means a
21    multi-agency informal assessment of a student's needs for
22    post-secondary adult services including but not limited to
23    employment, post-secondary education or training and
24    residential independent living.
25        (4) "Developmental Disability" means a disability
26    which is attributable to: (a) an intellectual disability,



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1    cerebral palsy, epilepsy or autism; or to (b) any other
2    condition which results in impairment similar to that
3    caused by an intellectual disability and which requires
4    services similar to those required by persons with an
5    intellectual disability. Such disability must originate
6    before the age of 18 years, be expected to continue
7    indefinitely, and constitute a substantial disability.
8        (5) "Exceptional Characteristic" means any disabling
9    or exceptional characteristic which interferes with a
10    student's education including, but not limited to, a
11    determination that the student has a severe or profound
12    mental disability, has mental disability but is trainable,
13    is deaf-blind, or has some other health impairment.
14    (c) The model pilot program required by this Section shall
15be established and administered by the Governor's Planning
16Council on Developmental Disabilities in conjunction with the
17case coordination pilot projects established by the Department
18of Human Services pursuant to Section 4.1 of the Community
19Services Act, as amended.
20    (d) The model pilot program shall include the following
22        (1) Written notice shall be sent to the student and,
23    when appropriate, his or her parent or guardian giving the
24    opportunity to consent to having the student's name and
25    relevant information shared with the local case
26    coordination unit and other appropriate State or local



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1    agencies for purposes of inviting participants to the
2    individual transition plan meeting.
3        (2) Meetings to develop and modify, as needed, an
4    Individual Transition Plan shall be conducted annually for
5    all students with a developmental disability in the pilot
6    program area who are age 16 or older and who are receiving
7    special education services for 50% or more of their public
8    school program. These meetings shall be convened by the
9    local school district and conducted in conjunction with any
10    other regularly scheduled meetings such as the student's
11    annual individual educational plan meeting. The Governor's
12    Planning Council on Developmental Disabilities shall
13    cooperate with and may enter into any necessary written
14    agreements with the Department of Human Services and the
15    State Board of Education to identify the target group of
16    students for transition planning and the appropriate case
17    coordination unit to serve these individuals.
18        (3) The ITP meetings shall be co-chaired by the
19    individual education plan coordinator and the case
20    coordinator. The ITP meeting shall include but not be
21    limited to discussion of the following: the student's
22    projected date of exit from the public schools; his
23    projected post-school goals in the areas of employment,
24    residential living arrangement and post-secondary
25    education or training; specific school or post-school
26    services needed during the following year to achieve the



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1    student's goals, including but not limited to vocational
2    evaluation, career and technical vocational education,
3    work experience or vocational training, placement
4    assistance, independent living skills training,
5    recreational or leisure training, income support, medical
6    needs and transportation; and referrals and linkage to
7    needed services, including a proposed time frame for
8    services and the responsible agency or provider. The
9    individual transition plan shall be signed by participants
10    in the ITP discussion, including but not limited to the
11    student's parents or guardian, the student (where
12    appropriate), multi-disciplinary team representatives from
13    the public schools, the case coordinator and any other
14    individuals who have participated in the ITP meeting at the
15    discretion of the individual education plan coordinator,
16    the developmental disability case coordinator or the
17    parents or guardian.
18        (4) At least 10 days prior to the ITP meeting, the
19    parents or guardian of the student shall be notified in
20    writing of the time and place of the meeting by the local
21    school district. The ITP discussion shall be documented by
22    the assigned case coordinator, and an individual student
23    file shall be maintained by each case coordination unit.
24    One year following a student's exit from public school the
25    case coordinator shall conduct a follow up interview with
26    the student.



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1        (5) Determinations with respect to individual
2    transition plans made under this Section shall not be
3    subject to any due process requirements prescribed in
4    Section 14-8.02 of this Code.
5    (e) (Blank).
6(Source: P.A. 99-143, eff. 7-27-15.)
7    (105 ILCS 5/2-3.162)
8    Sec. 2-3.162. Student discipline report; school discipline
9improvement plan.
10    (a) On or before October 31, 2015 and on or before October
1131 of each subsequent year, the State Board of Education,
12through the State Superintendent of Education, shall prepare a
13report on student discipline in all school districts in this
14State, including State-authorized charter schools. This report
15shall include data from all public schools within school
16districts, including district-authorized charter schools. This
17report must be posted on the Internet website of the State
18Board of Education. The report shall include data on the
19issuance of out-of-school suspensions, expulsions, and
20removals to alternative settings in lieu of another
21disciplinary action, disaggregated by race and ethnicity,
22gender, age, grade level, whether a student is an English
23learner, incident type, and discipline duration.
24    (b) The State Board of Education shall analyze the data
25under subsection (a) of this Section on an annual basis and



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1determine the top 20% of school districts qualifying under any
2of for the following metrics:
3        (1) Total number of out-of-school suspensions divided
4    by the total district enrollment by the last school day in
5    September for the year in which the data was collected,
6    multiplied by 100.
7        (2) Total number of out-of-school expulsions divided
8    by the total district enrollment by the last school day in
9    September for the year in which the data was collected,
10    multiplied by 100.
11        (3) Racial disproportionality, defined as the
12    overrepresentation of students of color or white students
13    in comparison to the total number of students of color or
14    white students on October 1st of the school year in which
15    data are collected, with respect to the use of
16    out-of-school suspensions and expulsions, which must be
17    calculated using the same method as the U.S. Department of
18    Education's Office for Civil Rights uses.
19    The analysis must be based on data collected over 3
20consecutive school years, beginning with the 2014-2015 school
22    (c) On or before October 31, 2018 and on or before October
2331 of each subsequent year, the State Board of Education shall
24notify each school district Beginning with the 2017-2018 school
25year, the State Board of Education shall require each of the
26school districts that are identified in the top 20% of any of



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1the metrics described in this subsection (b) of this Section
2for 3 consecutive school years that the school district must
3submit a plan in conformance with subsection (d) of this
5    (d) School districts identified in the top 20% of any of
6the metrics described in subsection (b) of this Section for 3
7consecutive school years must, in a manner prescribed by the
8State Board of Education, submit a plan to the State Board of
9Education that identifies to submit a plan identifying the
10strategies the school district will implement to reduce the use
11of exclusionary disciplinary practices or racial
12disproportionality or both, if applicable. School districts
13that no longer meet the criteria described in any of the
14metrics described in this subsection (b) for 3 consecutive
15years shall no longer be required to submit a plan.
16    This plan may be combined with any other improvement plans
17required under federal or State law.
18    The plan must be approved at a public school board meeting
19no later than 90 days after notification from the State Board
20of Education pursuant to subsection (c) of this Section and
21must be posted on the school district's Internet website.
22Within one calendar year after the school board's approval of
23the plan, the school district shall submit to the State Board
24of Education, in a manner prescribed by the State Board of
25Education, and post on the district's Internet website a
26progress report describing the implementation of the plan and



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1the results achieved. Additional annual progress reports shall
2be required until a school district no longer meets the
3criteria in any of the metrics described in subsection (b) of
4this Section for 3 consecutive school years.
5    (e) The calculation of the top 20% of any of the metrics
6described in this subsection (b) of this Section shall exclude
7all school districts, State-authorized charter schools, and
8special charter districts that issued fewer than a total of 10
9out-of-school suspensions or expulsions, whichever is
10applicable, during the school year. The calculation of the top
1120% of the metric described in subdivision (3) of this
12subsection (b) of this Section shall exclude all school
13districts with an enrollment of fewer than 50 white students or
14fewer than 50 students of color.
15    The plan must be approved at a public school board meeting
16and posted on the school district's Internet website. Within
17one year after being identified, the school district shall
18submit to the State Board of Education and post on the
19district's Internet website a progress report describing the
20implementation of the plan and the results achieved.
21(Source: P.A. 98-1102, eff. 8-26-14; 99-30, eff. 7-10-15;
2299-78, eff. 7-20-15; revised 9-25-17.)
23    (105 ILCS 5/2-3.172)
24    Sec. 2-3.172 2-3.170. High-skilled manufacturing teaching
25resources. The State Board of Education shall post resources



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1regarding the teaching of high-skilled manufacturing, to be
2used in high schools and career and technical vocational
3education programs.
4(Source: P.A. 100-175, eff. 1-1-18; revised 9-25-17.)
5    (105 ILCS 5/10-9)  (from Ch. 122, par. 10-9)
6    Sec. 10-9. Interest of board member in contracts.
7    (a) No school board member shall be interested, directly or
8indirectly, in his own name or in the name of any other person,
9association, trust or corporation, in any contract, work or
10business of the district or in the sale of any article,
11whenever the expense, price or consideration of the contract,
12work, business or sale is paid either from the treasury or by
13any assessment levied by any statute or ordinance. A school
14board member shall not be deemed interested if the board member
15is an employee of a business that is involved in the
16transaction of business with the school district, provided that
17the board member has no financial interests other than as an
18employee. No school board member shall be interested, directly
19or indirectly, in the purchase of any property which (1)
20belongs to the district, or (2) is sold for taxes or
21assessments, or (3) is sold by virtue of legal process at the
22suit of the district.
23    (b) However, any board member may provide materials,
24merchandise, property, services or labor, if:
25        A. the contract is with a person, firm, partnership,



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1    association, corporation or cooperative association in
2    which the board member has less than a 7 1/2% share in the
3    ownership; and
4        B. such interested board member publicly discloses the
5    nature and extent of his interest prior to or during
6    deliberations concerning the proposed award of the
7    contract; and
8        C. such interested board member abstains from voting on
9    the award of the contract, though he shall be considered
10    present for the purposes of establishing a quorum; and
11        D. such contract is approved by a majority vote of
12    those board members presently holding office; and
13        E. the contract is awarded after sealed bids to the
14    lowest responsible bidder if the amount of the contract
15    exceeds $1500, or awarded without bidding if the amount of
16    the contract is less than $1500; and
17        F. the award of the contract would not cause the
18    aggregate amount of all such contracts so awarded to the
19    same person, firm, association, partnership, corporation
20    or cooperative association in the same fiscal year to
21    exceed $25,000.
22    (c) In addition to the above exemption, any board member
23may provide materials, merchandise, property, services or
24labor if:
25        A. the award of the contract is approved by a majority
26    vote of the board provided that any such interested member



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1    shall abstain from voting; and
2        B. the amount of the contract does not exceed $1,000;
3    and
4        C. the award of the contract would not cause the
5    aggregate amount of all such contracts so awarded to the
6    same person, firm, association, partnership, corporation,
7    or cooperative association in the same fiscal year to
8    exceed $2,000, except with respect to a board member of a
9    school district in which the materials, merchandise,
10    property, services, or labor to be provided under the
11    contract are not available from any other person, firm,
12    association, partnership, corporation, or cooperative
13    association in the district, in which event the award of
14    the contract shall not cause the aggregate amount of all
15    contracts so awarded to that same person, firm,
16    association, partnership, or cooperative association in
17    the same fiscal year to exceed $5,000; and
18        D. such interested member publicly discloses the
19    nature and extent of his interest prior to or during
20    deliberations concerning the proposed award of the
21    contract; and
22        E. such interested member abstains from voting on the
23    award of the contract, though he shall be considered
24    present for the purposes of establishing a quorum.
25    (d) In addition to exemptions otherwise authorized by this
26Section, any board member may purchase for use as the board



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1member's primary place of residence a house constructed by the
2district's career and technical vocational education students
3on the same basis that any other person would be entitled to
4purchase the property. The sale of the house by the district
5must comply with the requirements set forth in Section 5-22 of
6The School Code.
7    (e) A contract for the procurement of public utility
8services by a district with a public utility company is not
9barred by this Section by one or more members of the board
10being an officer or employee of the public utility company or
11holding an ownership interest of no more than 7 1/2% in the
12public utility company, or holding an ownership interest of any
13size if the school district has a population of less than 7,500
14and the public utility's rates are approved by the Illinois
15Commerce Commission. An elected or appointed member of the
16board having such an interest shall be deemed not to have a
17prohibited interest under this Section.
18    (f) Nothing contained in this Section, including the
19restrictions set forth in subsections (b), (c), (d) and (e),
20shall preclude a contract of deposit of monies, loans or other
21financial services by a school district with a local bank or
22local savings and loan association, regardless of whether a
23member or members of the governing body of the school district
24are interested in such bank or savings and loan association as
25an officer or employee or as a holder of less than 7 1/2% of the
26total ownership interest. A member or members holding such an



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1interest in such a contract shall not be deemed to be holding a
2prohibited interest for purposes of this Act. Such interested
3member or members of the governing body must publicly state the
4nature and extent of their interest during deliberations
5concerning the proposed award of such a contract, but shall not
6participate in any further deliberations concerning the
7proposed award. Such interested member or members shall not
8vote on such a proposed award. Any member or members abstaining
9from participation in deliberations and voting under this
10Section may be considered present for purposes of establishing
11a quorum. Award of such a contract shall require approval by a
12majority vote of those members presently holding office.
13Consideration and award of any such contract in which a member
14or members are interested may only be made at a regularly
15scheduled public meeting of the governing body of the school
17    (g) Any school board member who violates this Section is
18guilty of a Class 4 felony and in addition thereto any office
19held by such person so convicted shall become vacant and shall
20be so declared as part of the judgment of the court.
21(Source: P.A. 96-998, eff. 7-2-10.)
22    (105 ILCS 5/10-22.31b)  (from Ch. 122, par. 10-22.31b)
23    Sec. 10-22.31b. Joint building programs. To enter into
24joint agreements either under this Act or under the
25Intergovernmental Cooperation Act with other school boards to



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1acquire, build, establish and maintain sites and buildings
2including residential facilities, that may be needed for area
3career and technical vocational education buildings or the
4education of one or more of the types of children with
5disabilities defined in Sections 14-1.02 through 14-1.07 of
6this Act, who are residents of such joint agreement area, upon
7the review and recommendation of the Advisory Council on
8Education of Children with Disabilities and approval of the
9State Superintendent. Proposals shall be submitted on forms
10promulgated by the State Advisory Council. The State Advisory
11Council shall have 45 days to review the proposal and make a
12recommendation. The State Superintendent shall then approve or
13deny the proposal. Any establishment of residential facilities
14under this Section for the education of children with
15disabilities shall consider and utilize whenever possible the
16existing residential service delivery systems including state
17operated and privately operated facilities. Residential
18facilities shall be maintained in accordance with applicable
19health, licensing and life safety requirements, including the
20applicable provisions of the building code authorized under
21Section 2-3.12. Such sites may be acquired and buildings built
22at any place within the area embraced by such joint agreement
23or within 2 miles of the boundaries of any school district
24which is a party to the joint agreement. The title to any site
25or building so acquired shall be held in accordance with
26Section 16-2 of this Act.



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1    Any funds obtained from the participating governmental
2entities as a result of a joint agreement entered into under
3this Act or the Intergovernmental Cooperation Act shall be
4accounted for in the same manner as provided for the majority
5of the participating governmental entities under the laws of
6this State.
7(Source: P.A. 89-397, eff. 8-20-95.)
8    (105 ILCS 5/10-23.3a)  (from Ch. 122, par. 10-23.3a)
9    Sec. 10-23.3a. Conduct of business for vocational
11    To independently operate or cooperate with existing
12companies in the operation of a business or businesses for the
13sole purpose of providing training for students in career and
14technical vocational education programs. Any proceeds from
15said operation shall be applied towards the costs of
16establishing and maintaining these businesses. Regarding
17businesses with which the school board cooperates in operating
18for vocational training purposes, the school board shall
19receive a semi-annual account from each cooperating company of
20all costs and proceeds attributable to the student
21business-training program. Should the proceeds ever exceed the
22establishment and maintenance costs, then that excess shall
23only be directed toward expanding business-operation training
24in career and technical vocational education programs.
25(Source: P.A. 77-664.)



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1    (105 ILCS 5/11E-130)
2    Sec. 11E-130. Unit district formation and joint agreement
3career and technical vocational education program.
4    (a) If a unit district is established under the provisions
5of this Article and more than 50% of the territory of the unit
6district is territory that immediately prior to its inclusion
7in the unit district was included in a high school district or
8districts that were signatories under the same joint agreement
9career and technical vocational education program, pursuant to
10the provisions of this Code, then the unit district shall upon
11its establishment be deemed to be a member and signatory to the
12joint agreement and shall also have the right to continue to
13extend taxes under any previous authority to levy a tax under
14Section 17-2.4 of this Code.
15    (b) In those instances, however, when more than 50% of the
16territory of any unit district was not, immediately prior to
17its establishment, included within the territory of a high
18school district that was a signatory to the same joint
19agreement career and technical vocational education program,
20then the unit district shall not be deemed upon its
21establishment to be a signatory to the joint agreement nor
22shall the unit district be deemed to have the special tax levy
23rights under Section 17-2.4 of this Code.
24    (c) Nothing in this Section shall be deemed to forbid the
25unit district from subsequently joining a joint agreement



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1career and technical vocational education program and to
2thereafter levy a tax under Section 17-2.4 of this Code by
3following the provisions of Section 17-2.4. In the event that
4any such unit district should subsequently join any such joint
5agreement career and technical vocational education program,
6it shall be entitled to a fair credit, as computed by the State
7Board of Education, for any capital contributions previously
8made to the joint agreement career and technical vocational
9education program from taxes levied against the assessed
10valuation of property situated in any part of the territory
11included within the unit district.
12(Source: P.A. 94-1019, eff. 7-10-06.)
13    (105 ILCS 5/13-41)  (from Ch. 122, par. 13-41)
14    Sec. 13-41. The Board of Education for this school district
15shall be composed of the Director of the Department of Juvenile
16Justice, 2 members appointed by the Director of the Department
17of Juvenile Justice and 4 members appointed by the State Board
18of Education, at least one of whom shall have knowledge of, or
19experience in, career and technical vocational education and
20one of whom shall have knowledge of, or experience in, higher
21and continuing education. All members of the Board shall hold
22office for a period of 3 years, except that members shall
23continue to serve until their replacements are appointed.
24Vacancies shall be filled in like manner for the unexpired
25balance of the term. The members appointed shall be selected so



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1far as is practicable on the basis of their knowledge of, or
2experience in, problems of education in correctional,
3vocational and general educational institutions. Members shall
4serve without compensation, but shall be reimbursed for
5reasonable expenses incurred in the performance of their
7(Source: P.A. 94-696, eff. 6-1-06.)
8    (105 ILCS 5/14-8.03)  (from Ch. 122, par. 14-8.03)
9    Sec. 14-8.03. Transition services.
10    (a) For purposes of this Section, "transition services"
11means a coordinated set of activities for a child with a
12disability that (i) is designed to be within a results-oriented
13process that is focused on improving the academic and
14functional achievement of the child with a disability to
15facilitate the child's movement from school to post-school
16activities, including post-secondary education, career and
17technical vocational education, integrated employment
18(including supported employment), continuing and adult
19education, adult services, independent living, or community
20participation; (ii) is based on the individual child's needs,
21taking into account the child's strengths, preferences, and
22interests; and (iii) includes instruction, related services,
23community experiences, the development of employment and other
24post-school adult living objectives, and, if appropriate,
25acquisition of daily living skills, benefits planning, work



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1incentives education, and the provision of a functional
2vocational evaluation. Transition services for a child with a
3disability may be special education, if provided as specially
4designed instruction, or a related service if required to
5assist a child with a disability to benefit from special
7    (a-5) Beginning no later than the first individualized
8education plan (IEP) in effect when the student turns age 14
91/2 (or younger if determined appropriate by the IEP Team) and
10updated annually thereafter, the IEP must include (i)
11measurable post-secondary goals based upon age-appropriate
12transition assessments and other information available
13regarding the student that are related to training, education,
14employment, and independent living skills and (ii) the
15transition services needed to assist the student in reaching
16those goals, including courses of study.
17    (b) Transition planning must be conducted as part of the
18IEP process and must be governed by the procedures applicable
19to the development, review, and revision of the IEP, including
20notices to the parents and student, parent and student
21participation, and annual review. To appropriately assess and
22develop IEP transition goals and transition services for a
23child with a disability, additional participants may be
24necessary and may be invited by the school district, parent, or
25student to participate in the transition planning process.
26Additional participants may include without limitation a



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1representative from the Department of Human Services or another
2State agency, a case coordinator, or persons representing other
3public or community agencies or services, such as adult service
4providers or public community colleges. The IEP shall identify
5each person responsible for coordinating and delivering
6transition services. If the IEP team determines that the
7student requires transition services from a public or private
8entity outside of the school district, the IEP team shall
9identify potential outside resources, assign one or more IEP
10team members to contact the appropriate outside entities, make
11the necessary referrals, provide any information and documents
12necessary to complete the referral, follow up with the entity
13to ensure that the student has been successfully linked to the
14entity, and monitor the student's progress to determine if the
15student's IEP transition goals and benchmarks are being met.
16The student's IEP shall indicate one or more specific time
17periods during the school year when the IEP team shall review
18the services provided by the outside entity and the student's
19progress in such activities. The public school's
20responsibility for delivering educational services does not
21extend beyond the time the student leaves school or when the
22student's eligibility ends due to age under this Article.
23    (c) A school district shall submit annually a summary of
24each eligible student's IEP transition goals and transition
25services resulting from the IEP Team meeting to the appropriate
26local Transition Planning Committee. If students with



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1disabilities who are ineligible for special education services
2request transition services, local public school districts
3shall assist those students by identifying post-secondary
4school goals, delivering appropriate education services, and
5coordinating with other agencies and services for assistance.
6(Source: P.A. 98-517, eff. 8-22-13.)
7    (105 ILCS 5/14C-13)  (from Ch. 122, par. 14C-13)
8    Sec. 14C-13. Advisory Council.
9    (a) There is created an Advisory Council on Bilingual
10Education, consisting of 17 members appointed by the State
11Superintendent of Education and selected, as nearly as
12possible, on the basis of experience in or knowledge of the
13various programs of bilingual education. The Council shall
14advise the State Superintendent on policy and rules pertaining
15to bilingual education. The Council shall establish such
16sub-committees as it deems appropriate to review bilingual
17education issues including but not limited to certification,
18finance and special education.
19    Initial appointees shall serve terms determined by lot as
20follows: 6 for one year, 6 for 2 years and 5 for 3 years.
21Successors shall serve 3-year terms. Members annually shall
22select a chairman from among their number. Members shall
23receive no compensation but may be reimbursed for necessary
24expenses incurred in the performance of their duties.
25    By no later than December 1, 2011, the Council shall submit



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1a report to the State Superintendent of Education, the
2Governor, and the General Assembly addressing, at a minimum,
3the following questions:
4        (1) whether and how the 20 child per attendance center
5    minimum in Section 14C-3 of this Code should be modified;
6        (2) whether and how educator certification
7    requirements in this Article 14C and applicable State Board
8    of Education rules should be modified;
9        (3) whether and how bilingual education requirements
10    in this Article 14C and applicable State Board of Education
11    rules should be modified to address differences between
12    elementary and secondary schools; and
13        (4) whether and how to allow school districts to
14    administer alternative bilingual education programs
15    instead of transitional bilingual education programs.
16    By no later than January 1, 2013, the Council shall submit
17a report to the State Superintendent of Education, the
18Governor, and the General Assembly addressing, at a minimum,
19the following questions:
20        (i) whether and how bilingual education programs
21    should be modified to be more flexible and achieve a higher
22    success rate among Hispanic students in the classroom and
23    on State assessments;
24        (ii) whether and how bilingual education programs
25    should be modified to increase parental involvement
26    including the use of parent academies;



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1        (iii) whether and how bilingual education programs
2    should be modified to increase cultural competency through
3    a cultural competency program among bilingual teaching
4    staff; and
5        (iv) whether and how the bilingual parent advisory
6    committees within school districts can be supported in
7    order to increase the opportunities for parents to
8    effectively express their views concerning the planning,
9    operation, and evaluation of bilingual education programs.
10    (b) For the purpose of this Section:
11    "Parent academies" means a series of parent development
12opportunities delivered throughout the school year to increase
13parents' ability to successfully navigate the education system
14and monitor their children's education. Parent academies are
15specifically designed for parents of students who are enrolled
16in any of the English Language Learner programs and are to be
17provided after work hours in the parents' native language. At a
18minimum, parent academies shall allow participants to do the
20        (1) understand and use their children's standardized
21    tests to effectively advocate for their children's
22    academic success;
23        (2) learn home strategies to increase their children's
24    reading proficiency;
25        (3) promote homework completion as a successful daily
26    routine;



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1        (4) establish a positive and productive connection
2    with their children's schools and teachers; and
3        (5) build the character traits that lead to academic
4    success, such as responsibility, persistence, a hard-work
5    ethic, and the ability to delay gratification.
6    "Cultural competency program" means a staff development
7opportunity to increase the school staffs' ability to meet the
8social, emotional, and academic needs of culturally and
9linguistically diverse students and, at a minimum, allows
10participants to do the following:
11        (i) discuss the impact that our constantly changing,
12    highly technological and globalist society is having on
13    Illinois' public education system;
14        (ii) analyze international, national, State, county,
15    district, and local students' performance data and the
16    achievement gaps that persistently exist between groups;
17        (iii) realize the benefits and challenges of reaching
18    proficiency in cultural competency;
19        (iv) engage in conversations that lead to
20    self-awareness and greater insight regarding diversity;
21    and
22        (v) learn strategies for building student-teacher
23    relationships and making instruction more comprehensible
24    and relevant for all students.
25(Source: P.A. 97-305, eff. 1-1-12; 97-915, eff. 1-1-13.)



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1    (105 ILCS 5/17-2.4)  (from Ch. 122, par. 17-2.4)
2    Sec. 17-2.4. Tax for area career and technical vocational
3education building programs. The school board of any district
4having a population of less than 500,000 inhabitants may, by
5proper resolution, levy an annual tax of not more than .05%
6upon the value as equalized or assessed by the Department of
7Revenue for such purpose, and may accumulate such tax for not
8more than 5 years, for area career and technical vocational
9education building purposes, including the purposes authorized
10by Section 10-22.31b of this Act, upon condition that there are
11not sufficient funds available in the operations and
12maintenance fund of the district to pay the cost thereof. Such
13tax shall not be levied without prior approval of the State
14Superintendent of Education and prior approval by a majority of
15the electors voting upon the proposition at an election, the
16proposition having been certified by the secretary of the
17school board to the proper election authorities for submission
18to the electorate in accordance with the general election law.
19    When the school boards of two or more districts enter into
20a joint agreement for an area career and technical vocational
21education building program under Section 10-22.31b their
22agreement may provide, or may be amended to provide, that the
23question of the levy of the tax authorized by this Section
24shall be certified to the proper election authorities, for
25submission to the voters of all of the participating districts
26in accordance with the general election law, in the same



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1election and that the approval of that levy by a majority of
2the electors voting upon the proposition in the area comprised
3of the participating districts, considered as a whole, shall be
4deemed to authorize that levy in each participating district
5without regard to the passage or failure of the proposition in
6any district considered separately. However, the school board
7of any district may withdraw from the joint agreement by reason
8of the failure of the electors of that district to approve the
9proposed levy.
10(Source: P.A. 86-970.)
11    (105 ILCS 5/18-8.15)
12    Sec. 18-8.15. Evidence-based funding for student success
13for the 2017-2018 and subsequent school years.
14    (a) General provisions.
15        (1) The purpose of this Section is to ensure that, by
16    June 30, 2027 and beyond, this State has a kindergarten
17    through grade 12 public education system with the capacity
18    to ensure the educational development of all persons to the
19    limits of their capacities in accordance with Section 1 of
20    Article X of the Constitution of the State of Illinois. To
21    accomplish that objective, this Section creates a method of
22    funding public education that is evidence-based; is
23    sufficient to ensure every student receives a meaningful
24    opportunity to learn irrespective of race, ethnicity,
25    sexual orientation, gender, or community-income level; and



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1    is sustainable and predictable. When fully funded under
2    this Section, every school shall have the resources, based
3    on what the evidence indicates is needed, to:
4            (A) provide all students with a high quality
5        education that offers the academic, enrichment, social
6        and emotional support, technical, and career-focused
7        programs that will allow them to become competitive
8        workers, responsible parents, productive citizens of
9        this State, and active members of our national
10        democracy;
11            (B) ensure all students receive the education they
12        need to graduate from high school with the skills
13        required to pursue post-secondary education and
14        training for a rewarding career;
15            (C) reduce, with a goal of eliminating, the
16        achievement gap between at-risk and non-at-risk
17        students by raising the performance of at-risk
18        students and not by reducing standards; and
19            (D) ensure this State satisfies its obligation to
20        assume the primary responsibility to fund public
21        education and simultaneously relieve the
22        disproportionate burden placed on local property taxes
23        to fund schools.
24        (2) The evidence-based funding formula under this
25    Section shall be applied to all Organizational Units in
26    this State. The evidence-based funding formula outlined in



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1    this Act is based on the formula outlined in Senate Bill 1
2    of the 100th General Assembly, as passed by both
3    legislative chambers. As further defined and described in
4    this Section, there are 4 major components of the
5    evidence-based funding model:
6            (A) First, the model calculates a unique adequacy
7        target for each Organizational Unit in this State that
8        considers the costs to implement research-based
9        activities, the unit's student demographics, and
10        regional wage difference.
11            (B) Second, the model calculates each
12        Organizational Unit's local capacity, or the amount
13        each Organizational Unit is assumed to contribute
14        towards its adequacy target from local resources.
15            (C) Third, the model calculates how much funding
16        the State currently contributes to the Organizational
17        Unit, and adds that to the unit's local capacity to
18        determine the unit's overall current adequacy of
19        funding.
20            (D) Finally, the model's distribution method
21        allocates new State funding to those Organizational
22        Units that are least well-funded, considering both
23        local capacity and State funding, in relation to their
24        adequacy target.
25        (3) An Organizational Unit receiving any funding under
26    this Section may apply those funds to any fund so received



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1    for which that Organizational Unit is authorized to make
2    expenditures by law.
3        (4) As used in this Section, the following terms shall
4    have the meanings ascribed in this paragraph (4):
5        "Adequacy Target" is defined in paragraph (1) of
6    subsection (b) of this Section.
7        "Adjusted EAV" is defined in paragraph (4) of
8    subsection (d) of this Section.
9        "Adjusted Local Capacity Target" is defined in
10    paragraph (3) of subsection (c) of this Section.
11        "Adjusted Operating Tax Rate" means a tax rate for all
12    Organizational Units, for which the State Superintendent
13    shall calculate and subtract for the Operating Tax Rate a
14    transportation rate based on total expenses for
15    transportation services under this Code, as reported on the
16    most recent Annual Financial Report in Pupil
17    Transportation Services, function 2550 in both the
18    Education and Transportation funds and functions 4110 and
19    4120 in the Transportation fund, less any corresponding
20    fiscal year State of Illinois scheduled payments excluding
21    net adjustments for prior years for regular, vocational, or
22    special education transportation reimbursement pursuant to
23    Section 29-5 or subsection (b) of Section 14-13.01 of this
24    Code divided by the Adjusted EAV. If an Organizational
25    Unit's corresponding fiscal year State of Illinois
26    scheduled payments excluding net adjustments for prior



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1    years for regular, vocational, or special education
2    transportation reimbursement pursuant to Section 29-5 or
3    subsection (b) of Section 14-13.01 of this Code exceed the
4    total transportation expenses, as defined in this
5    paragraph, no transportation rate shall be subtracted from
6    the Operating Tax Rate.
7        "Allocation Rate" is defined in paragraph (3) of
8    subsection (g) of this Section.
9        "Alternative School" means a public school that is
10    created and operated by a regional superintendent of
11    schools and approved by the State Board.
12        "Applicable Tax Rate" is defined in paragraph (1) of
13    subsection (d) of this Section.
14        "Assessment" means any of those benchmark, progress
15    monitoring, formative, diagnostic, and other assessments,
16    in addition to the State accountability assessment, that
17    assist teachers' needs in understanding the skills and
18    meeting the needs of the students they serve.
19        "Assistant principal" means a school administrator
20    duly endorsed to be employed as an assistant principal in
21    this State.
22        "At-risk student" means a student who is at risk of not
23    meeting the Illinois Learning Standards or not graduating
24    from elementary or high school and who demonstrates a need
25    for vocational support or social services beyond that
26    provided by the regular school program. All students



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1    included in an Organizational Unit's Low-Income Count, as
2    well as all English learner and disabled students attending
3    the Organizational Unit, shall be considered at-risk
4    students under this Section.
5        "Average Student Enrollment" or "ASE" for fiscal year
6    2018 means, for an Organizational Unit, the greater of the
7    average number of students (grades K through 12) reported
8    to the State Board as enrolled in the Organizational Unit
9    on October 1 in the immediately preceding school year, plus
10    the pre-kindergarten students who receive special
11    education services of 2 or more hours a day as reported to
12    the State Board on December 1 in the immediately preceding
13    school year, or the average number of students (grades K
14    through 12) reported to the State Board as enrolled in the
15    Organizational Unit on October 1, plus the
16    pre-kindergarten students who receive special education
17    services of 2 or more hours a day as reported to the State
18    Board on December 1, for each of the immediately preceding
19    3 school years. For fiscal year 2019 and each subsequent
20    fiscal year, "Average Student Enrollment" or "ASE" means,
21    for an Organizational Unit, the greater of the average
22    number of students (grades K through 12) reported to the
23    State Board as enrolled in the Organizational Unit on
24    October 1 and March 1 in the immediately preceding school
25    year, plus the pre-kindergarten students who receive
26    special education services as reported to the State Board



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1    on October 1 and March 1 in the immediately preceding
2    school year, or the average number of students (grades K
3    through 12) reported to the State Board as enrolled in the
4    Organizational Unit on October 1 and March 1, plus the
5    pre-kindergarten students who receive special education
6    services as reported to the State Board on October 1 and
7    March 1, for each of the immediately preceding 3 school
8    years. For the purposes of this definition, "enrolled in
9    the Organizational Unit" means the number of students
10    reported to the State Board who are enrolled in schools
11    within the Organizational Unit that the student attends or
12    would attend if not placed or transferred to another school
13    or program to receive needed services. For the purposes of
14    calculating "ASE", all students, grades K through 12,
15    excluding those attending kindergarten for a half day,
16    shall be counted as 1.0. All students attending
17    kindergarten for a half day shall be counted as 0.5, unless
18    in 2017 by June 15 or by March 1 in subsequent years, the
19    school district reports to the State Board of Education the
20    intent to implement full-day kindergarten district-wide
21    for all students, then all students attending kindergarten
22    shall be counted as 1.0. Special education
23    pre-kindergarten students shall be counted as 0.5 each. If
24    the State Board does not collect or has not collected both
25    an October 1 and March 1 enrollment count by grade or a
26    December 1 collection of special education



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1    pre-kindergarten students as of the effective date of this
2    amendatory Act of the 100th General Assembly, it shall
3    establish such collection for all future years. For any
4    year where a count by grade level was collected only once,
5    that count shall be used as the single count available for
6    computing a 3-year average ASE. School districts shall
7    submit the data for the ASE calculation to the State Board
8    within 45 days of the dates required in this Section for
9    submission of enrollment data in order for it to be
10    included in the ASE calculation. For fiscal year 2018 only,
11    the ASE calculation shall include only enrollment taken on
12    October 1.
13        "Base Funding Guarantee" is defined in paragraph (10)
14    of subsection (g) of this Section.
15        "Base Funding Minimum" is defined in subsection (e) of
16    this Section.
17        "Base Tax Year" means the property tax levy year used
18    to calculate the Budget Year allocation of primary State
19    aid.
20        "Base Tax Year's Extension" means the product of the
21    equalized assessed valuation utilized by the county clerk
22    in the Base Tax Year multiplied by the limiting rate as
23    calculated by the county clerk and defined in PTELL.
24        "Bilingual Education Allocation" means the amount of
25    an Organizational Unit's final Adequacy Target
26    attributable to bilingual education divided by the



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1    Organizational Unit's final Adequacy Target, the product
2    of which shall be multiplied by the amount of new funding
3    received pursuant to this Section. An Organizational
4    Unit's final Adequacy Target attributable to bilingual
5    education shall include all additional investments in
6    English learner students' adequacy elements.
7        "Budget Year" means the school year for which primary
8    State aid is calculated and awarded under this Section.
9        "Central office" means individual administrators and
10    support service personnel charged with managing the
11    instructional programs, business and operations, and
12    security of the Organizational Unit.
13        "Comparable Wage Index" or "CWI" means a regional cost
14    differentiation metric that measures systemic, regional
15    variations in the salaries of college graduates who are not
16    educators. The CWI utilized for this Section shall, for the
17    first 3 years of Evidence-Based Funding implementation, be
18    the CWI initially developed by the National Center for
19    Education Statistics, as most recently updated by Texas A &
20    M University. In the fourth and subsequent years of
21    Evidence-Based Funding implementation, the State
22    Superintendent shall re-determine the CWI using a similar
23    methodology to that identified in the Texas A & M
24    University study, with adjustments made no less frequently
25    than once every 5 years.
26        "Computer technology and equipment" means computers



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1    servers, notebooks, network equipment, copiers, printers,
2    instructional software, security software, curriculum
3    management courseware, and other similar materials and
4    equipment.
5        "Computer technology and equipment investment
6    allocation" means the final Adequacy Target amount of an
7    Organizational Unit assigned to Tier 1 or Tier 2 in the
8    prior school year attributable to the additional $285.50
9    per student computer technology and equipment investment
10    grant divided by the Organizational Unit's final Adequacy
11    Target, the result of which shall be multiplied by the
12    amount of new funding received pursuant to this Section. An
13    Organizational Unit assigned to a Tier 1 or Tier 2 final
14    Adequacy Target attributable to the received computer
15    technology and equipment investment grant shall include
16    all additional investments in computer technology and
17    equipment adequacy elements.
18        "Core subject" means mathematics; science; reading,
19    English, writing, and language arts; history and social
20    studies; world languages; and subjects taught as Advanced
21    Placement in high schools.
22        "Core teacher" means a regular classroom teacher in
23    elementary schools and teachers of a core subject in middle
24    and high schools.
25        "Core Intervention teacher (tutor)" means a licensed
26    teacher providing one-on-one or small group tutoring to



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1    students struggling to meet proficiency in core subjects.
2        "CPPRT" means corporate personal property replacement
3    tax funds paid to an Organizational Unit during the
4    calendar year one year before the calendar year in which a
5    school year begins, pursuant to "An Act in relation to the
6    abolition of ad valorem personal property tax and the
7    replacement of revenues lost thereby, and amending and
8    repealing certain Acts and parts of Acts in connection
9    therewith", certified August 14, 1979, as amended (Public
10    Act 81-1st S.S.-1).
11        "EAV" means equalized assessed valuation as defined in
12    paragraph (2) of subsection (d) of this Section and
13    calculated in accordance with paragraph (3) of subsection
14    (d) of this Section.
15        "ECI" means the Bureau of Labor Statistics' national
16    employment cost index for civilian workers in educational
17    services in elementary and secondary schools on a
18    cumulative basis for the 12-month calendar year preceding
19    the fiscal year of the Evidence-Based Funding calculation.
20        "EIS Data" means the employment information system
21    data maintained by the State Board on educators within
22    Organizational Units.
23        "Employee benefits" means health, dental, and vision
24    insurance offered to employees of an Organizational Unit,
25    the costs associated with statutorily required payment of
26    the normal cost of the Organizational Unit's teacher



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1    pensions, Social Security employer contributions, and
2    Illinois Municipal Retirement Fund employer contributions.
3        "English learner" or "EL" means a child included in the
4    definition of "English learners" under Section 14C-2 of
5    this Code participating in a program of transitional
6    bilingual education or a transitional program of
7    instruction meeting the requirements and program
8    application procedures of Article 14C of this Code. For the
9    purposes of collecting the number of EL students enrolled,
10    the same collection and calculation methodology as defined
11    above for "ASE" shall apply to English learners, with the
12    exception that EL student enrollment shall include
13    students in grades pre-kindergarten through 12.
14        "Essential Elements" means those elements, resources,
15    and educational programs that have been identified through
16    academic research as necessary to improve student success,
17    improve academic performance, close achievement gaps, and
18    provide for other per student costs related to the delivery
19    and leadership of the Organizational Unit, as well as the
20    maintenance and operations of the unit, and which are
21    specified in paragraph (2) of subsection (b) of this
22    Section.
23        "Evidence-Based Funding" means State funding provided
24    to an Organizational Unit pursuant to this Section.
25        "Extended day" means academic and enrichment programs
26    provided to students outside the regular school day before



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1    and after school or during non-instructional times during
2    the school day.
3        "Extension Limitation Ratio" means a numerical ratio
4    in which the numerator is the Base Tax Year's Extension and
5    the denominator is the Preceding Tax Year's Extension.
6        "Final Percent of Adequacy" is defined in paragraph (4)
7    of subsection (f) of this Section.
8        "Final Resources" is defined in paragraph (3) of
9    subsection (f) of this Section.
10        "Full-time equivalent" or "FTE" means the full-time
11    equivalency compensation for staffing the relevant
12    position at an Organizational Unit.
13        "Funding Gap" is defined in paragraph (1) of subsection
14    (g).
15        "Guidance counselor" means a licensed guidance
16    counselor who provides guidance and counseling support for
17    students within an Organizational Unit.
18        "Hybrid District" means a partial elementary unit
19    district created pursuant to Article 11E of this Code.
20        "Instructional assistant" means a core or special
21    education, non-licensed employee who assists a teacher in
22    the classroom and provides academic support to students.
23        "Instructional facilitator" means a qualified teacher
24    or licensed teacher leader who facilitates and coaches
25    continuous improvement in classroom instruction; provides
26    instructional support to teachers in the elements of



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1    research-based instruction or demonstrates the alignment
2    of instruction with curriculum standards and assessment
3    tools; develops or coordinates instructional programs or
4    strategies; develops and implements training; chooses
5    standards-based instructional materials; provides teachers
6    with an understanding of current research; serves as a
7    mentor, site coach, curriculum specialist, or lead
8    teacher; or otherwise works with fellow teachers, in
9    collaboration, to use data to improve instructional
10    practice or develop model lessons.
11        "Instructional materials" means relevant instructional
12    materials for student instruction, including, but not
13    limited to, textbooks, consumable workbooks, laboratory
14    equipment, library books, and other similar materials.
15        "Laboratory School" means a public school that is
16    created and operated by a public university and approved by
17    the State Board.
18        "Librarian" means a teacher with an endorsement as a
19    library information specialist or another individual whose
20    primary responsibility is overseeing library resources
21    within an Organizational Unit.
22        "Limiting rate for Hybrid Districts" means the
23    combined elementary school and high school limited rates.
24        "Local Capacity" is defined in paragraph (1) of
25    subsection (c) of this Section.
26        "Local Capacity Percentage" is defined in subparagraph



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1    (A) of paragraph (2) of subsection (c) of this Section.
2        "Local Capacity Ratio" is defined in subparagraph (B)
3    of paragraph (2) of subsection (c) of this Section.
4        "Local Capacity Target" is defined in paragraph (2) of
5    subsection (c) of this Section.
6        "Low-Income Count" means, for an Organizational Unit
7    in a fiscal year, the higher of the average number of
8    students for the prior school year or the immediately
9    preceding 3 school years who, as of July 1 of the
10    immediately preceding fiscal year (as determined by the
11    Department of Human Services), are eligible for at least
12    one of the following low income programs: Medicaid, the
13    Children's Health Insurance Program, TANF, or the
14    Supplemental Nutrition Assistance Program, excluding
15    pupils who are eligible for services provided by the
16    Department of Children and Family Services. Until such time
17    that grade level low-income populations become available,
18    grade level low-income populations shall be determined by
19    applying the low-income percentage to total student
20    enrollments by grade level. The low-income percentage is
21    determined by dividing the Low-Income Count by the Average
22    Student Enrollment.
23        "Maintenance and operations" means custodial services,
24    facility and ground maintenance, facility operations,
25    facility security, routine facility repairs, and other
26    similar services and functions.



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1        "Minimum Funding Level" is defined in paragraph (9) of
2    subsection (g) of this Section.
3        "New Property Tax Relief Pool Funds" means, for any
4    given fiscal year, all State funds appropriated under
5    Section 2-3.170 of the School Code.
6        "New State Funds" means, for a given school year, all
7    State funds appropriated for Evidence-Based Funding in
8    excess of the amount needed to fund the Base Funding
9    Minimum for all Organizational Units in that school year.
10        "Net State Contribution Target" means, for a given
11    school year, the amount of State funds that would be
12    necessary to fully meet the Adequacy Target of an
13    Operational Unit minus the Preliminary Resources available
14    to each unit.
15        "Nurse" means an individual licensed as a certified
16    school nurse, in accordance with the rules established for
17    nursing services by the State Board, who is an employee of
18    and is available to provide health care-related services
19    for students of an Organizational Unit.
20        "Operating Tax Rate" means the rate utilized in the
21    previous year to extend property taxes for all purposes,
22    except, Bond and Interest, Summer School, Rent, Capital
23    Improvement, and Career and Technical Vocational Education
24    Building purposes. For Hybrid Districts, the Operating Tax
25    Rate shall be the combined elementary and high school rates
26    utilized in the previous year to extend property taxes for



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1    all purposes, except, Bond and Interest, Summer School,
2    Rent, Capital Improvement, and Career and Technical
3    Vocational Education Building purposes.
4        "Organizational Unit" means a Laboratory School or any
5    public school district that is recognized as such by the
6    State Board and that contains elementary schools typically
7    serving kindergarten through 5th grades, middle schools
8    typically serving 6th through 8th grades, or high schools
9    typically serving 9th through 12th grades. The General
10    Assembly acknowledges that the actual grade levels served
11    by a particular Organizational Unit may vary slightly from
12    what is typical.
13        "Organizational Unit CWI" is determined by calculating
14    the CWI in the region and original county in which an
15    Organizational Unit's primary administrative office is
16    located as set forth in this paragraph, provided that if
17    the Organizational Unit CWI as calculated in accordance
18    with this paragraph is less than 0.9, the Organizational
19    Unit CWI shall be increased to 0.9. Each county's current
20    CWI value shall be adjusted based on the CWI value of that
21    county's neighboring Illinois counties, to create a
22    "weighted adjusted index value". This shall be calculated
23    by summing the CWI values of all of a county's adjacent
24    Illinois counties and dividing by the number of adjacent
25    Illinois counties, then taking the weighted value of the
26    original county's CWI value and the adjacent Illinois



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1    county average. To calculate this weighted value, if the
2    number of adjacent Illinois counties is greater than 2, the
3    original county's CWI value will be weighted at 0.25 and
4    the adjacent Illinois county average will be weighted at
5    0.75. If the number of adjacent Illinois counties is 2, the
6    original county's CWI value will be weighted at 0.33 and
7    the adjacent Illinois county average will be weighted at
8    0.66. The greater of the county's current CWI value and its
9    weighted adjusted index value shall be used as the
10    Organizational Unit CWI.
11        "Preceding Tax Year" means the property tax levy year
12    immediately preceding the Base Tax Year.
13        "Preceding Tax Year's Extension" means the product of
14    the equalized assessed valuation utilized by the county
15    clerk in the Preceding Tax Year multiplied by the Operating
16    Tax Rate.
17        "Preliminary Percent of Adequacy" is defined in
18    paragraph (2) of subsection (f) of this Section.
19        "Preliminary Resources" is defined in paragraph (2) of
20    subsection (f) of this Section.
21        "Principal" means a school administrator duly endorsed
22    to be employed as a principal in this State.
23        "Professional development" means training programs for
24    licensed staff in schools, including, but not limited to,
25    programs that assist in implementing new curriculum
26    programs, provide data focused or academic assessment data



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1    training to help staff identify a student's weaknesses and
2    strengths, target interventions, improve instruction,
3    encompass instructional strategies for English learner,
4    gifted, or at-risk students, address inclusivity, cultural
5    sensitivity, or implicit bias, or otherwise provide
6    professional support for licensed staff.
7        "Prototypical" means 450 special education
8    pre-kindergarten and kindergarten through grade 5 students
9    for an elementary school, 450 grade 6 through 8 students
10    for a middle school, and 600 grade 9 through 12 students
11    for a high school.
12        "PTELL" means the Property Tax Extension Limitation
13    Law.
14        "PTELL EAV" is defined in paragraph (4) of subsection
15    (d) of this Section.
16        "Pupil support staff" means a nurse, psychologist,
17    social worker, family liaison personnel, or other staff
18    member who provides support to at-risk or struggling
19    students.
20        "Real Receipts" is defined in paragraph (1) of
21    subsection (d) of this Section.
22        "Regionalization Factor" means, for a particular
23    Organizational Unit, the figure derived by dividing the
24    Organizational Unit CWI by the Statewide Weighted CWI.
25        "School site staff" means the primary school secretary
26    and any additional clerical personnel assigned to a school.



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1        "Special education" means special educational
2    facilities and services, as defined in Section 14-1.08 of
3    this Code.
4        "Special Education Allocation" means the amount of an
5    Organizational Unit's final Adequacy Target attributable
6    to special education divided by the Organizational Unit's
7    final Adequacy Target, the product of which shall be
8    multiplied by the amount of new funding received pursuant
9    to this Section. An Organizational Unit's final Adequacy
10    Target attributable to special education shall include all
11    special education investment adequacy elements.
12        "Specialist teacher" means a teacher who provides
13    instruction in subject areas not included in core subjects,
14    including, but not limited to, art, music, physical
15    education, health, driver education, career-technical
16    education, and such other subject areas as may be mandated
17    by State law or provided by an Organizational Unit.
18        "Specially Funded Unit" means an Alternative School,
19    safe school, Department of Juvenile Justice school,
20    special education cooperative or entity recognized by the
21    State Board as a special education cooperative,
22    State-approved charter school, or alternative learning
23    opportunities program that received direct funding from
24    the State Board during the 2016-2017 school year through
25    any of the funding sources included within the calculation
26    of the Base Funding Minimum or Glenwood Academy.



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1        "Supplemental Grant Funding" means supplemental
2    general State aid funding received by an Organization Unit
3    during the 2016-2017 school year pursuant to subsection (H)
4    of Section 18-8.05 of this Code (now repealed).
5        "State Adequacy Level" is the sum of the Adequacy
6    Targets of all Organizational Units.
7        "State Board" means the State Board of Education.
8        "State Superintendent" means the State Superintendent
9    of Education.
10        "Statewide Weighted CWI" means a figure determined by
11    multiplying each Organizational Unit CWI times the ASE for
12    that Organizational Unit creating a weighted value,
13    summing all Organizational Unit's weighted values, and
14    dividing by the total ASE of all Organizational Units,
15    thereby creating an average weighted index.
16        "Student activities" means non-credit producing
17    after-school programs, including, but not limited to,
18    clubs, bands, sports, and other activities authorized by
19    the school board of the Organizational Unit.
20        "Substitute teacher" means an individual teacher or
21    teaching assistant who is employed by an Organizational
22    Unit and is temporarily serving the Organizational Unit on
23    a per diem or per period-assignment basis replacing another
24    staff member.
25        "Summer school" means academic and enrichment programs
26    provided to students during the summer months outside of



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1    the regular school year.
2        "Supervisory aide" means a non-licensed staff member
3    who helps in supervising students of an Organizational
4    Unit, but does so outside of the classroom, in situations
5    such as, but not limited to, monitoring hallways and
6    playgrounds, supervising lunchrooms, or supervising
7    students when being transported in buses serving the
8    Organizational Unit.
9        "Target Ratio" is defined in paragraph (4) of
10    subsection (g).
11        "Tier 1", "Tier 2", "Tier 3", and "Tier 4" are defined
12    in paragraph (3) of subsection (g).
13        "Tier 1 Aggregate Funding", "Tier 2 Aggregate
14    Funding", "Tier 3 Aggregate Funding", and "Tier 4 Aggregate
15    Funding" are defined in paragraph (1) of 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 on



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1    ASE counts in excess or less than the thresholds set forth
2    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 as
8        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 guidance counselor investments. Each
12        Organizational Unit shall receive the funding needed
13        to cover one FTE guidance 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 guidance counselor for each 250
17        grades 6 through 8 ASE middle school students, plus one
18        FTE guidance counselor for each 250 grades 9 through 12
19        ASE high school students.
20            (G) Nurse investments. Each Organizational Unit
21        shall receive the funding needed to cover one FTE nurse
22        for each 750 combined ASE of pre-kindergarten children
23        with disabilities and all kindergarten through grade
24        12 students across all grade levels it serves.
25            (H) Supervisory aide investments. Each
26        Organizational Unit shall receive the funding needed



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1        to cover one FTE for each 225 combined ASE of
2        pre-kindergarten children with disabilities and all
3        kindergarten through grade 5 students, plus one FTE for
4        each 225 ASE middle school students, plus one FTE for
5        each 200 ASE high school students.
6            (I) Librarian investments. Each Organizational
7        Unit shall receive the funding needed to cover one FTE
8        librarian for each prototypical elementary school,
9        middle school, and high school and one FTE aide or
10        media technician for every 300 combined ASE of
11        pre-kindergarten children with disabilities and all
12        kindergarten through grade 12 students.
13            (J) Principal investments. Each Organizational
14        Unit shall receive the funding needed to cover one FTE
15        principal position for each prototypical elementary
16        school, plus one FTE principal position for each
17        prototypical middle school, plus one FTE principal
18        position for each prototypical high school.
19            (K) Assistant principal investments. Each
20        Organizational Unit shall receive the funding needed
21        to cover one FTE assistant principal position for each
22        prototypical elementary school, plus one FTE assistant
23        principal position for each prototypical middle
24        school, plus one FTE assistant principal position for
25        each prototypical high school.
26            (L) School site staff investments. Each



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1        Organizational Unit shall receive the funding needed
2        for one FTE position for each 225 ASE of
3        pre-kindergarten children with disabilities and all
4        kindergarten through grade 5 students, plus one FTE
5        position for each 225 ASE middle school students, plus
6        one FTE position for each 200 ASE high school students.
7            (M) Gifted investments. Each Organizational Unit
8        shall receive $40 per kindergarten through grade 12
9        ASE.
10            (N) Professional development investments. Each
11        Organizational Unit shall receive $125 per student of
12        the combined ASE of pre-kindergarten children with
13        disabilities and all kindergarten through grade 12
14        students for trainers and other professional
15        development-related expenses for supplies and
16        materials.
17            (O) Instructional material investments. Each
18        Organizational Unit shall receive $190 per student of
19        the combined ASE of pre-kindergarten children with
20        disabilities and all kindergarten through grade 12
21        students to cover instructional material costs.
22            (P) Assessment investments. Each Organizational
23        Unit shall receive $25 per student of the combined ASE
24        of pre-kindergarten children with disabilities and all
25        kindergarten through grade 12 students student to
26        cover assessment costs.



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1            (Q) Computer technology and equipment investments.
2        Each Organizational Unit shall receive $285.50 per
3        student of the combined ASE of pre-kindergarten
4        children with disabilities and all kindergarten
5        through grade 12 students to cover computer technology
6        and equipment costs. For the 2018-2019 school year and
7        subsequent school years, Organizational Units assigned
8        to Tier 1 and Tier 2 in the prior school year shall
9        receive an additional $285.50 per student of the
10        combined ASE of pre-kindergarten children with
11        disabilities and all kindergarten through grade 12
12        students to cover computer technology and equipment
13        costs in the Organization Unit's Adequacy Target. The
14        State Board may establish additional requirements for
15        Organizational Unit expenditures of funds received
16        pursuant to this subparagraph (Q), including a
17        requirement that funds received pursuant to this
18        subparagraph (Q) may be used only for serving the
19        technology needs of the district. It is the intent of
20        this amendatory Act of the 100th General Assembly that
21        all Tier 1 and Tier 2 districts receive the addition to
22        their Adequacy Target in the following year, subject to
23        compliance with the requirements of the State Board.
24            (R) Student activities investments. Each
25        Organizational Unit shall receive the following
26        funding amounts to cover student activities: $100 per



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1        kindergarten through grade 5 ASE student in elementary
2        school, plus $200 per ASE student in middle school,
3        plus $675 per ASE student in high school.
4            (S) Maintenance and operations investments. Each
5        Organizational Unit shall receive $1,038 per student
6        of the combined ASE of pre-kindergarten children with
7        disabilities and all kindergarten through grade 12 for
8        day-to-day maintenance and operations expenditures,
9        including salary, supplies, and materials, as well as
10        purchased services, but excluding employee benefits.
11        The proportion of salary for the application of a
12        Regionalization Factor and the calculation of benefits
13        is equal to $352.92.
14            (T) Central office investments. Each
15        Organizational Unit shall receive $742 per student of
16        the combined ASE of pre-kindergarten children with
17        disabilities and all kindergarten through grade 12
18        students to cover central office operations, including
19        administrators and classified personnel charged with
20        managing the instructional programs, business and
21        operations of the school district, and security
22        personnel. The proportion of salary for the
23        application of a Regionalization Factor and the
24        calculation of benefits is equal to $368.48.
25            (U) Employee benefit investments. Each
26        Organizational Unit shall receive 30% of the total of



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1        all salary-calculated elements of the Adequacy Target,
2        excluding substitute teachers and student activities
3        investments, to cover benefit costs. For central
4        office and maintenance and operations investments, the
5        benefit calculation shall be based upon the salary
6        proportion of each investment. If at any time the
7        responsibility for funding the employer normal cost of
8        teacher pensions is assigned to school districts, then
9        that amount certified by the Teachers' Retirement
10        System of the State of Illinois to be paid by the
11        Organizational Unit for the preceding school year
12        shall be added to the benefit investment. For any
13        fiscal year in which a school district organized under
14        Article 34 of this Code is responsible for paying the
15        employer normal cost of teacher pensions, then that
16        amount of its employer normal cost plus the amount for
17        retiree health insurance as certified by the Public
18        School Teachers' Pension and Retirement Fund of
19        Chicago to be paid by the school district for the
20        preceding school year that is statutorily required to
21        cover employer normal costs and the amount for retiree
22        health insurance shall be added to the 30% specified in
23        this subparagraph (U). The Teachers' Retirement System
24        of the State of Illinois and the Public School
25        Teachers' Pension and Retirement Fund of Chicago shall
26        submit such information as the State Superintendent



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1        may require for the calculations set forth in this
2        subparagraph (U).
3            (V) Additional investments in low-income students.
4        In addition to and not in lieu of all other funding
5        under this paragraph (2), each Organizational Unit
6        shall receive funding based on the average teacher
7        salary for grades K through 12 to cover the costs of:
8                (i) one FTE intervention teacher (tutor)
9            position for every 125 Low-Income Count students;
10                (ii) one FTE pupil support staff position for
11            every 125 Low-Income Count students;
12                (iii) one FTE extended day teacher position
13            for every 120 Low-Income Count students; and
14                (iv) one FTE summer school teacher position
15            for every 120 Low-Income Count students.
16            (W) Additional investments in English learner
17        students. In addition to and not in lieu of all other
18        funding under this paragraph (2), each Organizational
19        Unit shall receive funding based on the average teacher
20        salary for grades K through 12 to cover the costs of:
21                (i) one FTE intervention teacher (tutor)
22            position for every 125 English learner students;
23                (ii) one FTE pupil support staff position for
24            every 125 English learner students;
25                (iii) one FTE extended day teacher position
26            for every 120 English learner students;



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1                (iv) one FTE summer school teacher position
2            for every 120 English learner students; and
3                (v) one FTE core teacher position for every 100
4            English learner students.
5            (X) Special education investments. Each
6        Organizational Unit shall receive funding based on the
7        average teacher salary for grades K through 12 to cover
8        special education as follows:
9                (i) one FTE teacher position for every 141
10            combined ASE of pre-kindergarten children with
11            disabilities and all kindergarten through grade 12
12            students;
13                (ii) one FTE instructional assistant for every
14            141 combined ASE of pre-kindergarten children with
15            disabilities and all kindergarten through grade 12
16            students; and
17                (iii) one FTE psychologist position for every
18            1,000 combined ASE of pre-kindergarten children
19            with disabilities and all kindergarten through
20            grade 12 students.
21        (3) For calculating the salaries included within the
22    Essential Elements, the State Superintendent shall
23    annually calculate average salaries to the nearest dollar
24    using the employment information system data maintained by
25    the State Board, limited to public schools only and
26    excluding special education and vocational cooperatives,



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1    schools operated by the Department of Juvenile Justice, and
2    charter schools, for the following positions:
3            (A) Teacher for grades K through 8.
4            (B) Teacher for grades 9 through 12.
5            (C) Teacher for grades K through 12.
6            (D) Guidance counselor for grades K through 8.
7            (E) Guidance counselor for grades 9 through 12.
8            (F) Guidance counselor for grades K through 12.
9            (G) Social worker.
10            (H) Psychologist.
11            (I) Librarian.
12            (J) Nurse.
13            (K) Principal.
14            (L) Assistant principal.
15        For the purposes of this paragraph (3), "teacher"
16    includes core teachers, specialist and elective teachers,
17    instructional facilitators, tutors, special education
18    teachers, pupil support staff teachers, English learner
19    teachers, extended-day teachers, and summer school
20    teachers. Where specific grade data is not required for the
21    Essential Elements, the average salary for corresponding
22    positions shall apply. For substitute teachers, the
23    average teacher salary for grades K through 12 shall apply.
24        For calculating the salaries included within the
25    Essential Elements for positions not included within EIS
26    Data, the following salaries shall be used in the first



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1    year of implementation of Evidence-Based Funding:
2            (i) school site staff, $30,000; and
3            (ii) non-instructional assistant, instructional
4        assistant, library aide, library media tech, or
5        supervisory aide: $25,000.
6        In the second and subsequent years of implementation of
7    Evidence-Based Funding, the amounts in items (i) and (ii)
8    of this paragraph (3) shall annually increase by the ECI.
9        The salary amounts for the Essential Elements
10    determined pursuant to subparagraphs (A) through (L), (S)
11    and (T), and (V) through (X) of paragraph (2) of subsection
12    (b) of this Section shall be multiplied by a
13    Regionalization Factor.
14    (c) Local capacity calculation.
15        (1) Each Organizational Unit's Local Capacity
16    represents an amount of funding it is assumed to contribute
17    toward its Adequacy Target for purposes of the
18    Evidence-Based Funding formula calculation. "Local
19    Capacity" means either (i) the Organizational Unit's Local
20    Capacity Target as calculated in accordance with paragraph
21    (2) of this subsection (c) if its Real Receipts are equal
22    to or less than its Local Capacity Target or (ii) the
23    Organizational Unit's Adjusted Local Capacity, as
24    calculated in accordance with paragraph (3) of this
25    subsection (c) if Real Receipts are more than its Local
26    Capacity Target.



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1        (2) "Local Capacity Target" means, for an
2    Organizational Unit, that dollar amount that is obtained by
3    multiplying its Adequacy Target by its Local Capacity
4    Ratio.
5            (A) An Organizational Unit's Local Capacity
6        Percentage is the conversion of the Organizational
7        Unit's Local Capacity Ratio, as such ratio is
8        determined in accordance with subparagraph (B) of this
9        paragraph (2), into a cumulative distribution
10        resulting in a percentile ranking to determine each
11        Organizational Unit's relative position to all other
12        Organizational Units in this State. The calculation of
13        Local Capacity Percentage is described in subparagraph
14        (C) of this paragraph (2).
15            (B) An Organizational Unit's Local Capacity Ratio
16        in a given year is the percentage obtained by dividing
17        its Adjusted EAV or PTELL EAV, whichever is less, by
18        its Adequacy Target, with the resulting ratio further
19        adjusted as follows:
20                (i) for Organizational Units serving grades
21            kindergarten through 12 and Hybrid Districts, no
22            further adjustments shall be made;
23                (ii) for Organizational Units serving grades
24            kindergarten through 8, the ratio shall be
25            multiplied by 9/13;
26                (iii) for Organizational Units serving grades



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1            9 through 12, the Local Capacity Ratio shall be
2            multiplied by 4/13; and
3                (iv) for an Organizational Unit with a
4            different grade configuration than those specified
5            in items (i) through (iii) of this subparagraph
6            (B), the State Superintendent shall determine a
7            comparable adjustment based on the grades served.
8            (C) The Local Capacity Percentage is equal to the
9        percentile ranking of the district. Local Capacity
10        Percentage converts each Organizational Unit's Local
11        Capacity Ratio to a cumulative distribution resulting
12        in a percentile ranking to determine each
13        Organizational Unit's relative position to all other
14        Organizational Units in this State. The Local Capacity
15        Percentage cumulative distribution resulting in a
16        percentile ranking for each Organizational Unit shall
17        be calculated using the standard normal distribution
18        of the score in relation to the weighted mean and
19        weighted standard deviation and Local Capacity Ratios
20        of all Organizational Units. If the value assigned to
21        any Organizational Unit is in excess of 90%, the value
22        shall be adjusted to 90%. For Laboratory Schools, the
23        Local Capacity Percentage shall be set at 10% in
24        recognition of the absence of EAV and resources from
25        the public university that are allocated to the
26        Laboratory School. The weighted mean for the Local



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1        Capacity Percentage shall be determined by multiplying
2        each Organizational Unit's Local Capacity Ratio times
3        the ASE for the unit creating a weighted value, summing
4        the weighted values of all Organizational Units, and
5        dividing by the total ASE of all Organizational Units.
6        The weighted standard deviation shall be determined by
7        taking the square root of the weighted variance of all
8        Organizational Units' Local Capacity Ratio, where the
9        variance is calculated by squaring the difference
10        between each unit's Local Capacity Ratio and the
11        weighted mean, then multiplying the variance for each
12        unit times the ASE for the unit to create a weighted
13        variance for each unit, then summing all units'
14        weighted variance and dividing by the total ASE of all
15        units.
16            (D) For any Organizational Unit, the
17        Organizational Unit's Adjusted Local Capacity Target
18        shall be reduced by either (i) the school board's
19        remaining contribution pursuant to paragraph (ii) of
20        subsection (b-4) of Section 16-158 of the Illinois
21        Pension Code in a given year, or (ii) the board of
22        education's remaining contribution pursuant to
23        paragraph (iv) of subsection (b) of Section 17-129 of
24        the Illinois Pension Code absent the employer normal
25        cost portion of the required contribution and amount
26        allowed pursuant to subdivision (3) of Section



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1        17-142.1 of the Illinois Pension Code in a given year.
2        In the preceding sentence, item (i) shall be certified
3        to the State Board of Education by the Teachers'
4        Retirement System of the State of Illinois and item
5        (ii) shall be certified to the State Board of Education
6        by the Public School Teachers' Pension and Retirement
7        Fund of the City of Chicago.
8        (3) If an Organizational Unit's Real Receipts are more
9    than its Local Capacity Target, then its Local Capacity
10    shall equal an Adjusted Local Capacity Target as calculated
11    in accordance with this paragraph (3). The Adjusted Local
12    Capacity Target is calculated as the sum of the
13    Organizational Unit's Local Capacity Target and its Real
14    Receipts Adjustment. The Real Receipts Adjustment equals
15    the Organizational Unit's Real Receipts less its Local
16    Capacity Target, with the resulting figure multiplied by
17    the Local Capacity Percentage.
18        As used in this paragraph (3), "Real Percent of
19    Adequacy" means the sum of an Organizational Unit's Real
20    Receipts, CPPRT, and Base Funding Minimum, with the
21    resulting figure divided by the Organizational Unit's
22    Adequacy Target.
23    (d) Calculation of Real Receipts, EAV, and Adjusted EAV for
24purposes of the Local Capacity calculation.
25        (1) An Organizational Unit's Real Receipts are the
26    product of its Applicable Tax Rate and its Adjusted EAV. An



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1    Organizational Unit's Applicable Tax Rate is its Adjusted
2    Operating Tax Rate for property within the Organizational
3    Unit.
4        (2) The State Superintendent shall calculate the
5    Equalized Assessed Valuation, or EAV, of all taxable
6    property of each Organizational Unit as of September 30 of
7    the previous year in accordance with paragraph (3) of this
8    subsection (d). The State Superintendent shall then
9    determine the Adjusted EAV of each Organizational Unit in
10    accordance with paragraph (4) of this subsection (d), which
11    Adjusted EAV figure shall be used for the purposes of
12    calculating Local Capacity.
13        (3) To calculate Real Receipts and EAV, the Department
14    of Revenue shall supply to the State Superintendent the
15    value as equalized or assessed by the Department of Revenue
16    of all taxable property of every Organizational Unit,
17    together with (i) the applicable tax rate used in extending
18    taxes for the funds of the Organizational Unit as of
19    September 30 of the previous year and (ii) the limiting
20    rate for all Organizational Units subject to property tax
21    extension limitations as imposed under PTELL.
22            (A) The Department of Revenue shall add to the
23        equalized assessed value of all taxable property of
24        each Organizational Unit situated entirely or
25        partially within a county that is or was subject to the
26        provisions of Section 15-176 or 15-177 of the Property



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1        Tax Code (i) an amount equal to the total amount by
2        which the homestead exemption allowed under Section
3        15-176 or 15-177 of the Property Tax Code for real
4        property situated in that Organizational Unit exceeds
5        the total amount that would have been allowed in that
6        Organizational Unit if the maximum reduction under
7        Section 15-176 was (I) $4,500 in Cook County or $3,500
8        in all other counties in tax year 2003 or (II) $5,000
9        in all counties in tax year 2004 and thereafter and
10        (ii) an amount equal to the aggregate amount for the
11        taxable year of all additional exemptions under
12        Section 15-175 of the Property Tax Code for owners with
13        a household income of $30,000 or less. The county clerk
14        of any county that is or was subject to the provisions
15        of Section 15-176 or 15-177 of the Property Tax Code
16        shall annually calculate and certify to the Department
17        of Revenue for each Organizational Unit all homestead
18        exemption amounts under Section 15-176 or 15-177 of the
19        Property Tax Code and all amounts of additional
20        exemptions under Section 15-175 of the Property Tax
21        Code for owners with a household income of $30,000 or
22        less. It is the intent of this subparagraph (A) that if
23        the general homestead exemption for a parcel of
24        property is determined under Section 15-176 or 15-177
25        of the Property Tax Code rather than Section 15-175,
26        then the calculation of EAV shall not be affected by



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1        the difference, if any, between the amount of the
2        general homestead exemption allowed for that parcel of
3        property under Section 15-176 or 15-177 of the Property
4        Tax Code and the amount that would have been allowed
5        had the general homestead exemption for that parcel of
6        property been determined under Section 15-175 of the
7        Property Tax Code. It is further the intent of this
8        subparagraph (A) that if additional exemptions are
9        allowed under Section 15-175 of the Property Tax Code
10        for owners with a household income of less than
11        $30,000, then the calculation of EAV shall not be
12        affected by the difference, if any, because of those
13        additional exemptions.
14            (B) With respect to any part of an Organizational
15        Unit within a redevelopment project area in respect to
16        which a municipality has adopted tax increment
17        allocation financing pursuant to the Tax Increment
18        Allocation Redevelopment Act, Division 74.4 of Article
19        11 of the Illinois Municipal Code, or the Industrial
20        Jobs Recovery Law, Division 74.6 of Article 11 of the
21        Illinois Municipal Code, no part of the current EAV of
22        real property located in any such project area which is
23        attributable to an increase above the total initial EAV
24        of such property shall be used as part of the EAV of
25        the Organizational Unit, until such time as all
26        redevelopment project costs have been paid, as



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1        provided in Section 11-74.4-8 of the Tax Increment
2        Allocation Redevelopment Act or in Section 11-74.6-35
3        of the Industrial Jobs Recovery Law. For the purpose of
4        the EAV of the Organizational Unit, the total initial
5        EAV or the current EAV, whichever is lower, shall be
6        used until such time as all redevelopment project costs
7        have been paid.
8            (B-5) The real property equalized assessed
9        valuation for a school district shall be adjusted by
10        subtracting from the real property value, as equalized
11        or assessed by the Department of Revenue, for the
12        district an amount computed by dividing the amount of
13        any abatement of taxes under Section 18-170 of the
14        Property Tax Code by 3.00% for a district maintaining
15        grades kindergarten through 12, by 2.30% for a district
16        maintaining grades kindergarten through 8, or by 1.05%
17        for a district maintaining grades 9 through 12 and
18        adjusted by an amount computed by dividing the amount
19        of any abatement of taxes under subsection (a) of
20        Section 18-165 of the Property Tax Code by the same
21        percentage rates for district type as specified in this
22        subparagraph (B-5).
23            (C) For Organizational Units that are Hybrid
24        Districts, the State Superintendent shall use the
25        lesser of the adjusted equalized assessed valuation
26        for property within the partial elementary unit



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1        district for elementary purposes, as defined in
2        Article 11E of this Code, or the adjusted equalized
3        assessed valuation for property within the partial
4        elementary unit district for high school purposes, as
5        defined in Article 11E of this Code.
6        (4) An Organizational Unit's Adjusted EAV shall be the
7    average of its EAV over the immediately preceding 3 years
8    or its EAV in the immediately preceding year if the EAV in
9    the immediately preceding year has declined by 10% or more
10    compared to the 3-year average. In the event of
11    Organizational Unit reorganization, consolidation, or
12    annexation, the Organizational Unit's Adjusted EAV for the
13    first 3 years after such change shall be as follows: the
14    most current EAV shall be used in the first year, the
15    average of a 2-year EAV or its EAV in the immediately
16    preceding year if the EAV declines by 10% or more compared
17    to the 2-year average for the second year, and a 3-year
18    average EAV or its EAV in the immediately preceding year if
19    the adjusted EAV declines by 10% or more compared to the
20    3-year average for the third year. For any school district
21    whose EAV in the immediately preceding year is used in
22    calculations, in the following year, the Adjusted EAV shall
23    be the average of its EAV over the immediately preceding 2
24    years or the immediately preceding year if that year
25    represents a decline of 10% or more compared to the 2-year
26    average.



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1        "PTELL EAV" means a figure calculated by the State
2    Board for Organizational Units subject to PTELL as
3    described in this paragraph (4) for the purposes of
4    calculating an Organizational Unit's Local Capacity Ratio.
5    Except as otherwise provided in this paragraph (4), the
6    PTELL EAV of an Organizational Unit shall be equal to the
7    product of the equalized assessed valuation last used in
8    the calculation of general State aid under Section 18-8.05
9    of this Code (now repealed) or Evidence-Based Funding under
10    this Section and the Organizational Unit's Extension
11    Limitation Ratio. If an Organizational Unit has approved or
12    does approve an increase in its limiting rate, pursuant to
13    Section 18-190 of the Property Tax Code, affecting the Base
14    Tax Year, the PTELL EAV shall be equal to the product of
15    the equalized assessed valuation last used in the
16    calculation of general State aid under Section 18-8.05 of
17    this Code (now repealed) or Evidence-Based Funding under
18    this Section multiplied by an amount equal to one plus the
19    percentage increase, if any, in the Consumer Price Index
20    for All Urban Consumers for all items published by the
21    United States Department of Labor for the 12-month calendar
22    year preceding the Base Tax Year, plus the equalized
23    assessed valuation of new property, annexed property, and
24    recovered tax increment value and minus the equalized
25    assessed valuation of disconnected property.
26        As used in this paragraph (4), "new property" and



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1    "recovered tax increment value" shall have the meanings set
2    forth in the Property Tax Extension Limitation Law.
3    (e) Base Funding Minimum calculation.
4        (1) For the 2017-2018 school year, the Base Funding
5    Minimum of an Organizational Unit or a Specially Funded
6    Unit shall be the amount of State funds distributed to the
7    Organizational Unit or Specially Funded Unit during the
8    2016-2017 school year prior to any adjustments and
9    specified appropriation amounts described in this
10    paragraph (1) from the following Sections, as calculated by
11    the State Superintendent: Section 18-8.05 of this Code (now
12    repealed); Section 5 of Article 224 of Public Act 99-524
13    (equity grants); Section 14-7.02b of this Code (funding for
14    children requiring special education services); Section
15    14-13.01 of this Code (special education facilities and
16    staffing), except for reimbursement of the cost of
17    transportation pursuant to Section 14-13.01; Section
18    14C-12 of this Code (English learners); and Section 18-4.3
19    of this Code (summer school), based on an appropriation
20    level of $13,121,600. For a school district organized under
21    Article 34 of this Code, the Base Funding Minimum also
22    includes (i) the funds allocated to the school district
23    pursuant to Section 1D-1 of this Code attributable to
24    funding programs authorized by the Sections of this Code
25    listed in the preceding sentence; and (ii) the difference
26    between (I) the funds allocated to the school district



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1    pursuant to Section 1D-1 of this Code attributable to the
2    funding programs authorized by Section 14-7.02 (non-public
3    special education reimbursement), subsection (b) of
4    Section 14-13.01 (special education transportation),
5    Section 29-5 (transportation), Section 2-3.80
6    (agricultural education), Section 2-3.66 (truants'
7    alternative education), Section 2-3.62 (educational
8    service centers), and Section 14-7.03 (special education -
9    orphanage) of this Code and Section 15 of the Childhood
10    Hunger Relief Act (free breakfast program) and (II) the
11    school district's actual expenditures for its non-public
12    special education, special education transportation,
13    transportation programs, agricultural education, truants'
14    alternative education, services that would otherwise be
15    performed by a regional office of education, special
16    education orphanage expenditures, and free breakfast, as
17    most recently calculated and reported pursuant to
18    subsection (f) of Section 1D-1 of this Code. The Base
19    Funding Minimum for Glenwood Academy shall be $625,500.
20        (2) For the 2018-2019 and subsequent school years, the
21    Base Funding Minimum of Organizational Units and Specially
22    Funded Units shall be the sum of (i) the amount of
23    Evidence-Based Funding for the prior school year, (ii) the
24    Base Funding Minimum for the prior school year, and (iii)
25    any amount received by a school district pursuant to
26    Section 7 of Article 97 of Public Act 100-21.



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1    (f) Percent of Adequacy and Final Resources calculation.
2        (1) The Evidence-Based Funding formula establishes a
3    Percent of Adequacy for each Organizational Unit in order
4    to place such units into tiers for the purposes of the
5    funding distribution system described in subsection (g) of
6    this Section. Initially, an Organizational Unit's
7    Preliminary Resources and Preliminary Percent of Adequacy
8    are calculated pursuant to paragraph (2) of this subsection
9    (f). Then, an Organizational Unit's Final Resources and
10    Final Percent of Adequacy are calculated to account for the
11    Organizational Unit's poverty concentration levels
12    pursuant to paragraphs (3) and (4) of this subsection (f).
13        (2) An Organizational Unit's Preliminary Resources are
14    equal to the sum of its Local Capacity Target, CPPRT, and
15    Base Funding Minimum. An Organizational Unit's Preliminary
16    Percent of Adequacy is the lesser of (i) its Preliminary
17    Resources divided by its Adequacy Target or (ii) 100%.
18        (3) Except for Specially Funded Units, an
19    Organizational Unit's Final Resources are equal the sum of
20    its Local Capacity, CPPRT, and Adjusted Base Funding
21    Minimum. The Base Funding Minimum of each Specially Funded
22    Unit shall serve as its Final Resources, except that the
23    Base Funding Minimum for State-approved charter schools
24    shall not include any portion of general State aid
25    allocated in the prior year based on the per capita tuition
26    charge times the charter school enrollment.



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1        (4) An Organizational Unit's Final Percent of Adequacy
2    is its Final Resources divided by its Adequacy Target. An
3    Organizational Unit's Adjusted Base Funding Minimum is
4    equal to its Base Funding Minimum less its Supplemental
5    Grant Funding, with the resulting figure added to the
6    product of its Supplemental Grant Funding and Preliminary
7    Percent of Adequacy.
8    (g) Evidence-Based Funding formula distribution system.
9        (1) In each school year under the Evidence-Based
10    Funding formula, each Organizational Unit receives funding
11    equal to the sum of its Base Funding Minimum and the unit's
12    allocation of New State Funds determined pursuant to this
13    subsection (g). To allocate New State Funds, the
14    Evidence-Based Funding formula distribution system first
15    places all Organizational Units into one of 4 tiers in
16    accordance with paragraph (3) of this subsection (g), based
17    on the Organizational Unit's Final Percent of Adequacy. New
18    State Funds are allocated to each of the 4 tiers as
19    follows: Tier 1 Aggregate Funding equals 50% of all New
20    State Funds, Tier 2 Aggregate Funding equals 49% of all New
21    State Funds, Tier 3 Aggregate Funding equals 0.9% of all
22    New State Funds, and Tier 4 Aggregate Funding equals 0.1%
23    of all New State Funds. Each Organizational Unit within
24    Tier 1 or Tier 2 receives an allocation of New State Funds
25    equal to its tier Funding Gap, as defined in the following
26    sentence, multiplied by the tier's Allocation Rate



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1    determined pursuant to paragraph (4) of this subsection
2    (g). For Tier 1, an Organizational Unit's Funding Gap
3    equals the tier's Target Ratio, as specified in paragraph
4    (5) of this subsection (g), multiplied by the
5    Organizational Unit's Adequacy Target, with the resulting
6    amount reduced by the Organizational Unit's Final
7    Resources. For Tier 2, an Organizational Unit's Funding Gap
8    equals the tier's Target Ratio, as described in paragraph
9    (5) of this subsection (g), multiplied by the
10    Organizational Unit's Adequacy Target, with the resulting
11    amount reduced by the Organizational Unit's Final
12    Resources and its Tier 1 funding allocation. To determine
13    the Organizational Unit's Funding Gap, the resulting
14    amount is then multiplied by a factor equal to one minus
15    the Organizational Unit's Local Capacity Target
16    percentage. Each Organizational Unit within Tier 3 or Tier
17    4 receives an allocation of New State Funds equal to the
18    product of its Adequacy Target and the tier's Allocation
19    Rate, as specified in paragraph (4) of this subsection (g).
20        (2) To ensure equitable distribution of dollars for all
21    Tier 2 Organizational Units, no Tier 2 Organizational Unit
22    shall receive fewer dollars per ASE than any Tier 3
23    Organizational Unit. Each Tier 2 and Tier 3 Organizational
24    Unit shall have its funding allocation divided by its ASE.
25    Any Tier 2 Organizational Unit with a funding allocation
26    per ASE below the greatest Tier 3 allocation per ASE shall



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1    get a funding allocation equal to the greatest Tier 3
2    funding allocation per ASE multiplied by the
3    Organizational Unit's ASE. Each Tier 2 Organizational
4    Unit's Tier 2 funding allocation shall be multiplied by the
5    percentage calculated by dividing the original Tier 2
6    Aggregate Funding by the sum of all Tier 2 Organizational
7    Unit's Tier 2 funding allocation after adjusting
8    districts' funding below Tier 3 levels.
9        (3) Organizational Units are placed into one of 4 tiers
10    as follows:
11            (A) Tier 1 consists of all Organizational Units,
12        except for Specially Funded Units, with a Percent of
13        Adequacy less than the Tier 1 Target Ratio. The Tier 1
14        Target Ratio is the ratio level that allows for Tier 1
15        Aggregate Funding to be distributed, with the Tier 1
16        Allocation Rate determined pursuant to paragraph (4)
17        of this subsection (g).
18            (B) Tier 2 consists of all Tier 1 Units and all
19        other Organizational Units, except for Specially
20        Funded Units, with a Percent of Adequacy of less than
21        0.90.
22            (C) Tier 3 consists of all Organizational Units,
23        except for Specially Funded Units, with a Percent of
24        Adequacy of at least 0.90 and less than 1.0.
25            (D) Tier 4 consists of all Organizational Units
26        with a Percent of Adequacy of at least 1.0.



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1        (4) The Allocation Rates for Tiers 1 through 4 is
2    determined as follows:
3            (A) The Tier 1 Allocation Rate is 30%.
4            (B) The Tier 2 Allocation Rate is the result of the
5        following equation: Tier 2 Aggregate Funding, divided
6        by the sum of the Funding Gaps for all Tier 2
7        Organizational Units, unless the result of such
8        equation is higher than 1.0. If the result of such
9        equation is higher than 1.0, then the Tier 2 Allocation
10        Rate is 1.0.
11            (C) The Tier 3 Allocation Rate is the result of the
12        following equation: Tier 3 Aggregate Funding, divided
13        by the sum of the Adequacy Targets of all Tier 3
14        Organizational Units.
15            (D) The Tier 4 Allocation Rate is the result of the
16        following equation: Tier 4 Aggregate Funding, divided
17        by the sum of the Adequacy Targets of all Tier 4
18        Organizational Units.
19        (5) A tier's Target Ratio is determined as follows:
20            (A) The Tier 1 Target Ratio is the ratio level that
21        allows for Tier 1 Aggregate Funding to be distributed
22        with the Tier 1 Allocation Rate.
23            (B) The Tier 2 Target Ratio is 0.90.
24            (C) The Tier 3 Target Ratio is 1.0.
25        (6) If, at any point, the Tier 1 Target Ratio is
26    greater than 90%, than all Tier 1 funding shall be



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1    allocated to Tier 2 and no Tier 1 Organizational Unit's
2    funding may be identified.
3        (7) In the event that all Tier 2 Organizational Units
4    receive funding at the Tier 2 Target Ratio level, any
5    remaining New State Funds shall be allocated to Tier 3 and
6    Tier 4 Organizational Units.
7        (8) If any Specially Funded Units, excluding Glenwood
8    Academy, recognized by the State Board do not qualify for
9    direct funding following the implementation of this
10    amendatory Act of the 100th General Assembly from any of
11    the funding sources included within the definition of Base
12    Funding Minimum, the unqualified portion of the Base
13    Funding Minimum shall be transferred to one or more
14    appropriate Organizational Units as determined by the
15    State Superintendent based on the prior year ASE of the
16    Organizational Units.
17        (8.5) If a school district withdraws from a special
18    education cooperative, the portion of the Base Funding
19    Minimum that is attributable to the school district may be
20    redistributed to the school district upon withdrawal. The
21    school district and the cooperative must include the amount
22    of the Base Funding Minimum that is to be re-apportioned in
23    their withdrawal agreement and notify the State Board of
24    the change with a copy of the agreement upon withdrawal.
25        (9) The Minimum Funding Level is intended to establish
26    a target for State funding that will keep pace with



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1    inflation and continue to advance equity through the
2    Evidence-Based Funding formula. The target for State
3    funding of New Property Tax Relief Pool Funds is
4    $50,000,000 for State fiscal year 2019 and subsequent State
5    fiscal years. The Minimum Funding Level is equal to
6    $350,000,000. In addition to any New State Funds, no more
7    than $50,000,000 New Property Tax Relief Pool Funds may be
8    counted towards the Minimum Funding Level. If the sum of
9    New State Funds and applicable New Property Tax Relief Pool
10    Funds are less than the Minimum Funding Level, than funding
11    for tiers shall be reduced in the following 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
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 for
10    purposes of Section 2-3.170 of this Code up to a maximum of
11    $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 to
3    Organizational Units in Tier 3 or Tier 4 exceed an amount
4    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
16district 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 and Net State
22    Contribution Target for each Organizational Unit under
23    this Section. The State Superintendent shall also certify
24    the actual amounts of the New State Funds payable for each
25    eligible Organizational Unit based on the equitable
26    distribution calculation to the unit's treasurer, as soon



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1    as possible after such amounts are calculated, including
2    any applicable adjusted charge-off increase. No
3    Evidence-Based Funding shall be distributed within an
4    Organizational Unit without the approval of the unit's
5    school board.
6        (3) Annually, the State Superintendent shall calculate
7    and report to each Organizational Unit the unit's aggregate
8    financial adequacy amount, which shall be the sum of the
9    Adequacy Target for each Organizational Unit. The State
10    Superintendent shall calculate and report separately for
11    each Organizational Unit the unit's total State funds
12    allocated for its students with disabilities. The State
13    Superintendent shall calculate and report separately for
14    each Organizational Unit the amount of funding and
15    applicable FTE calculated for each Essential Element of the
16    unit's Adequacy Target.
17        (4) Annually, the State Superintendent shall calculate
18    and report to each Organizational Unit the amount the unit
19    must expend on special education and bilingual education
20    and computer technology and equipment for Organizational
21    Units assigned to Tier 1 or Tier 2 that received an
22    additional $285.50 per student computer technology and
23    equipment investment grant to their Adequacy Target
24    pursuant to the unit's Base Funding Minimum, Special
25    Education Allocation, Bilingual Education Allocation, and
26    computer technology and equipment investment allocation.



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1        (5) Moneys distributed under this Section shall be
2    calculated on a school year basis, but paid on a fiscal
3    year basis, with payments beginning in August and extending
4    through June. Unless otherwise provided, the moneys
5    appropriated for each fiscal year shall be distributed in
6    22 equal payments at least 2 times monthly to each
7    Organizational Unit. The State Board shall publish a yearly
8    distribution schedule at its meeting in June. If moneys
9    appropriated for any fiscal year are distributed other than
10    monthly, the distribution shall be on the same basis for
11    each Organizational Unit.
12        (6) Any school district that fails, for any given
13    school year, to maintain school as required by law or to
14    maintain a recognized school is not eligible to receive
15    Evidence-Based Funding. In case of non-recognition of one
16    or more attendance centers in a school district otherwise
17    operating recognized schools, the claim of the district
18    shall be reduced in the proportion that the enrollment in
19    the attendance center or centers bears to the enrollment of
20    the school district. "Recognized school" means any public
21    school that meets the standards for recognition by the
22    State Board. A school district or attendance center not
23    having recognition status at the end of a school term is
24    entitled to receive State aid payments due upon a legal
25    claim that was filed while it was recognized.
26        (7) School district claims filed under this Section are



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1    subject to Sections 18-9 and 18-12 of this Code, except as
2    otherwise provided in this Section.
3        (8) Each fiscal year, the State Superintendent shall
4    calculate for each Organizational Unit an amount of its
5    Base Funding Minimum and Evidence-Based Funding that shall
6    be deemed attributable to the provision of special
7    educational facilities and services, as defined in Section
8    14-1.08 of this Code, in a manner that ensures compliance
9    with maintenance of State financial support requirements
10    under the federal Individuals with Disabilities Education
11    Act. An Organizational Unit must use such funds only for
12    the provision of special educational facilities and
13    services, as defined in Section 14-1.08 of this Code, and
14    must comply with any expenditure verification procedures
15    adopted by the State Board.
16        (9) All Organizational Units in this State must submit
17    annual spending plans by the end of September of each year
18    to the State Board as part of the annual budget process,
19    which shall describe how each Organizational Unit will
20    utilize the Base Minimum Funding and Evidence-Based
21    funding it receives from this State under this Section with
22    specific identification of the intended utilization of
23    Low-Income, English learner, and special education
24    resources. Additionally, the annual spending plans of each
25    Organizational Unit shall describe how the Organizational
26    Unit expects to achieve student growth and how the



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1    Organizational Unit will achieve State education goals, as
2    defined by the State Board. The State Superintendent may,
3    from time to time, identify additional requisites for
4    Organizational Units to satisfy when compiling the annual
5    spending plans required under this subsection (h). The
6    format and scope of annual spending plans shall be
7    developed by the State Superintendent in conjunction with
8    the Professional Review Panel. School districts that serve
9    students under Article 14C of this Code shall continue to
10    submit information as required under Section 14C-12 of this
11    Code.
12        (10) No later than January 1, 2018, the State
13    Superintendent shall develop a 5-year strategic plan for
14    all Organizational Units to help in planning for adequacy
15    funding under this Section. The State Superintendent shall
16    submit the plan to the Governor and the General Assembly,
17    as provided in Section 3.1 of the General Assembly
18    Organization Act. The plan shall include recommendations
19    for:
20            (A) a framework for collaborative, professional,
21        innovative, and 21st century learning environments
22        using the Evidence-Based Funding model;
23            (B) ways to prepare and support this State's
24        educators for successful instructional careers;
25            (C) application and enhancement of the current
26        financial accountability measures, the approved State



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1        plan to comply with the federal Every Student Succeeds
2        Act, and the Illinois Balanced Accountability Measures
3        in relation to student growth and elements of the
4        Evidence-Based Funding model; and
5            (D) implementation of an effective school adequacy
6        funding system based on projected and recommended
7        funding levels from the General Assembly.
8    (i) Professional Review Panel.
9        (1) A Professional Review Panel is created to study and
10    review the implementation and effect of the Evidence-Based
11    Funding model under this Section and to recommend continual
12    recalibration and future study topics and modifications to
13    the Evidence-Based Funding model. The Panel shall elect a
14    chairperson and vice chairperson by a majority vote of the
15    Panel and shall advance recommendations based on a majority
16    vote of the Panel. A minority opinion may also accompany
17    any recommendation of the majority of the Panel. The Panel
18    shall be appointed by the State Superintendent, except as
19    otherwise provided in paragraph (2) of this subsection (i)
20    and include the following members:
21            (A) Two appointees that represent district
22        superintendents, recommended by a statewide
23        organization that represents district superintendents.
24            (B) Two appointees that represent school boards,
25        recommended by a statewide organization that
26        represents school boards.



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1            (C) Two appointees from districts that represent
2        school business officials, recommended by a statewide
3        organization that represents school business
4        officials.
5            (D) Two appointees that represent school
6        principals, recommended by a statewide organization
7        that represents school principals.
8            (E) Two appointees that represent teachers,
9        recommended by a statewide organization that
10        represents teachers.
11            (F) Two appointees that represent teachers,
12        recommended by another statewide organization that
13        represents teachers.
14            (G) Two appointees that represent regional
15        superintendents of schools, recommended by
16        organizations that represent regional superintendents.
17            (H) Two independent experts selected solely by the
18        State Superintendent.
19            (I) Two independent experts recommended by public
20        universities in this State.
21            (J) One member recommended by a statewide
22        organization that represents parents.
23            (K) Two representatives recommended by collective
24        impact organizations that represent major metropolitan
25        areas or geographic areas in Illinois.
26            (L) One member from a statewide organization



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1        focused on research-based education policy to support
2        a school system that prepares all students for college,
3        a career, and democratic citizenship.
4            (M) One representative from a school district
5        organized under Article 34 of this Code.
6        The State Superintendent shall ensure that the
7    membership of the Panel includes representatives from
8    school districts and communities reflecting the
9    geographic, socio-economic, racial, and ethnic diversity
10    of this State. The State Superintendent shall additionally
11    ensure that the membership of the Panel includes
12    representatives with expertise in bilingual education and
13    special education. Staff from the State Board shall staff
14    the Panel.
15        (2) In addition to those Panel members appointed by the
16    State Superintendent, 4 members of the General Assembly
17    shall be appointed as follows: one member of the House of
18    Representatives appointed by the Speaker of the House of
19    Representatives, one member of the Senate appointed by the
20    President of the Senate, one member of the House of
21    Representatives appointed by the Minority Leader of the
22    House of Representatives, and one member of the Senate
23    appointed by the Minority Leader of the Senate. There shall
24    be one additional member appointed by the Governor. All
25    members appointed by legislative leaders or the Governor
26    shall be non-voting, ex officio members.



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1        (3) On an annual basis, the State Superintendent shall
2    recalibrate the following per pupil elements of the
3    Adequacy Target and applied to the formulas, based on the
4    Panel's study of average expenses as reported in the most
5    recent annual financial report:
6            (A) gifted under subparagraph (M) of paragraph (2)
7        of subsection (b) of this Section;
8            (B) instructional materials under subparagraph (O)
9        of paragraph (2) of subsection (b) of this Section;
10            (C) assessment under subparagraph (P) of paragraph
11        (2) of subsection (b) of this Section;
12            (D) student activities under subparagraph (R) of
13        paragraph (2) of subsection (b) of this Section;
14            (E) maintenance and operations under subparagraph
15        (S) of paragraph (2) of subsection (b) of this Section;
16        and
17            (F) central office under subparagraph (T) of
18        paragraph (2) of subsection (b) of this Section.
19        (4) On a periodic basis, the Panel shall study all the
20    following elements and make recommendations to the State
21    Board, the General Assembly, and the Governor for
22    modification of this Section:
23            (A) The format and scope of annual spending plans
24        referenced in paragraph (9) of subsection (h) of this
25        Section.
26            (B) The Comparable Wage Index under this Section,



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1        to be studied by the Panel and reestablished by the
2        State Superintendent every 5 years.
3            (C) Maintenance and operations. Within 5 years
4        after the implementation of this Section, the Panel
5        shall make recommendations for the further study of
6        maintenance and operations costs, including capital
7        maintenance costs, and recommend any additional
8        reporting data required from Organizational Units.
9            (D) "At-risk student" definition. Within 5 years
10        after the implementation of this Section, the Panel
11        shall make recommendations for the further study and
12        determination of an "at-risk student" definition.
13        Within 5 years after the implementation of this
14        Section, the Panel shall evaluate and make
15        recommendations regarding adequate funding for poverty
16        concentration under the Evidence-Based Funding model.
17            (E) Benefits. Within 5 years after the
18        implementation of this Section, the Panel shall make
19        recommendations for further study of benefit costs.
20            (F) Technology. The per pupil target for
21        technology shall be reviewed every 3 years to determine
22        whether current allocations are sufficient to develop
23        21st century learning in all classrooms in this State
24        and supporting a one-to-one technological device
25        program in each school. Recommendations shall be made
26        no later than 3 years after the implementation of this



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1        Section.
2            (G) Local Capacity Target. Within 3 years after the
3        implementation of this Section, the Panel shall make
4        recommendations for any additional data desired to
5        analyze possible modifications to the Local Capacity
6        Target, to be based on measures in addition to solely
7        EAV and to be completed within 5 years after
8        implementation of this Section.
9            (H) Funding for Alternative Schools, Laboratory
10        Schools, safe schools, and alternative learning
11        opportunities programs. By the beginning of the
12        2021-2022 school year, the Panel shall study and make
13        recommendations regarding the funding levels for
14        Alternative Schools, Laboratory Schools, safe schools,
15        and alternative learning opportunities programs in
16        this State.
17            (I) Funding for college and career acceleration
18        strategies. By the beginning of the 2021-2022 school
19        year, the Panel shall study and make recommendations
20        regarding funding levels to support college and career
21        acceleration strategies in high school that have been
22        demonstrated to result in improved secondary and
23        postsecondary outcomes, including Advanced Placement,
24        dual-credit opportunities, and college and career
25        pathway systems.
26            (J) Special education investments. By the



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1        beginning of the 2021-2022 school year, the Panel shall
2        study and make recommendations on whether and how to
3        account for disability types within the special
4        education funding category.
5            (K) Early childhood investments. In collaboration
6        with the Illinois Early Learning Council, the Panel
7        shall include an analysis of what level of Preschool
8        for All Children funding would be necessary to serve
9        all children ages 0 through 5 years in the
10        highest-priority service tier, as specified in
11        paragraph (4.5) of subsection (a) of Section 2-3.71 of
12        this Code, and an analysis of the potential cost
13        savings that that level of Preschool for All Children
14        investment would have on the kindergarten through
15        grade 12 system.
16        (5) Within 5 years after the implementation of this
17    Section, the Panel shall complete an evaluative study of
18    the entire Evidence-Based Funding model, including an
19    assessment of whether or not the formula is achieving State
20    goals. The Panel shall report to the State Board, the
21    General Assembly, and the Governor on the findings of the
22    study.
23        (6) Within 3 years after the implementation of this
24    Section, the Panel shall evaluate and provide
25    recommendations to the Governor and the General Assembly on
26    the hold-harmless provisions of this Section found in the



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1    Base Funding Minimum.
2    (j) References. Beginning July 1, 2017, references in other
3laws to general State aid funds or calculations under Section
418-8.05 of this Code (now repealed) shall be deemed to be
5references to evidence-based model formula funds or
6calculations under this Section.
7(Source: P.A. 100-465, eff. 8-31-17; 100-578, eff. 1-31-18;
8100-582, eff. 3-23-18.)
9    (105 ILCS 5/19-30)  (from Ch. 122, par. 19-30)
10    Sec. 19-30. Any school district which, pursuant to Section
1110-22.31b of this Act, has entered into a joint agreement with
12one or more school districts to acquire, build, establish and
13maintain sites and buildings for area vocational purposes may
14by proper resolution borrow money for the purpose of acquiring
15sites and buildings and building, equipping, improving and
16remodeling buildings and sites for career and technical
17vocational education purposes and as evidence of such
18indebtedness issue bonds without referendum, provided that the
19project which is the subject of such joint agreement has been
20designated by the State Board of Vocational Education and
21Rehabilitation as an Area Secondary Vocational Center, and
22further provided (a) that such district has been authorized by
23referendum to impose the tax under Section 17-2.4 of this Act,
24or (b) that such district, not having been so authorized by
25such referendum, by resolution has authorized the payment of



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1its proportionate share of the cost of the area vocational
2center under such agreement from funds raised by building tax
3levies. The proceeds of the sale of such bonds may, in the
4discretion of the school board of the district issuing such
5bonds, be transferred to the Capital Development Board, any
6other school district which is a party to such joint agreement
7or the State or any of its agencies provided, however, that
8such board first determines that such transfer is necessary in
9order to accomplish the purposes for which such bonds are
10issued. The amount of the bonds issued by any such
11participating school district shall not exceed the district's
12estimated proportionate share of the cost of the area
13vocational center as budgeted under such agreement and as
14certified by the State Board of Vocational Education and
15Rehabilitation, and provided that (a) any such participating
16district which has been authorized by referendum to impose the
17tax under Section 17-2.4 of this Act, shall thereafter reduce
18the maximum statutory amount which may be raised by such levy
19under Section 17-2.4 to the extent of the total amount to be
20yielded by the imposition of the tax authorized by this
21Section, and (b) any such participating district, not having
22been so authorized by such referendum, but having by resolution
23authorized the payment of its proportionate share of the cost
24of the area vocational center under such joint agreement from
25funds raised by building tax levies, shall thereafter, annually
26reduce the maximum statutory amount which may be raised by such



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1building tax levies to the extent of the amount to be yielded
2annually by the imposition of the tax authorized by this
3Section. Such bonds shall bear interest at a rate of not to
4exceed the maximum rate authorized by the Bond Authorization
5Act, as amended at the time of the making of the contract, and
6shall mature within 20 years from date.
7    The failure on the part of a school district to abate or
8reduce such taxes as described in (a) and (b) shall not
9constitute a forfeiture by the district of its right to levy
10the direct annual tax authorized by this Section.
11    In order to authorize and issue such bonds, the school
12board shall adopt a resolution fixing the amount of the bonds,
13the date thereof, maturities thereof, rates of interest
14thereof, place of payment and denomination, which shall be in
15denominations of not less than $100 and not more than $5,000
16and provide for the levy and collection of a direct annual tax
17upon all the taxable property in the school district sufficient
18to pay the principal of and interest on such bonds to maturity.
19Upon the filing in the office of the County Clerk or Clerks of
20the County or Counties in which the school district is located
21of a certified copy of such resolution it shall be the duty of
22such County Clerk or Clerks to extend the tax therefor, in
23addition to and in excess of all other taxes heretofore or
24hereafter authorized to be levied by such school district.
25    This Section shall be cumulative and it shall constitute
26complete authority for site acquisitions and building programs



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1and for the issuance of bonds as provided for hereunder,
2notwithstanding any other statute or law to the contrary.
3    With respect to instruments for the payment of money issued
4under this Section either before, on, or after the effective
5date of this amendatory Act of 1989, it is and always has been
6the intention of the General Assembly (i) that the Omnibus Bond
7Acts are and always have been supplementary grants of power to
8issue instruments in accordance with the Omnibus Bond Acts,
9regardless of any provision of this Act that may appear to be
10or to have been more restrictive than those Acts, (ii) that the
11provisions of this Section are not a limitation on the
12supplementary authority granted by the Omnibus Bond Acts, and
13(iii) that instruments issued under this Section within the
14supplementary authority granted by the Omnibus Bond Acts are
15not invalid because of any provision of this Act that may
16appear to be or to have been more restrictive than those Acts.
17(Source: P.A. 86-4.)
18    (105 ILCS 5/24A-7)  (from Ch. 122, par. 24A-7)
19    Sec. 24A-7. Rules. The State Board of Education is
20authorized to adopt such rules as are deemed necessary to
21implement and accomplish the purposes and provisions of this
22Article, including, but not limited to, rules (i) relating to
23the methods for measuring student growth (including, but not
24limited to, limitations on the age of useable data; the amount
25of data needed to reliably and validly measure growth for the



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1purpose of teacher and principal evaluations; and whether and
2at what time annual State assessments may be used as one of
3multiple measures of student growth), (ii) defining the term
4"significant factor" for purposes of including consideration
5of student growth in performance ratings, (iii) controlling for
6such factors as student characteristics (including, but not
7limited to, students receiving special education and English
8Language Learner services), student attendance, and student
9mobility so as to best measure the impact that a teacher,
10principal, school and school district has on students' academic
11achievement, (iv) establishing minimum requirements for
12district teacher and principal evaluation instruments and
13procedures, and (v) establishing a model evaluation plan for
14use by school districts in which student growth shall comprise
1550% of the performance rating. Notwithstanding any provision in
16this Section, such rules shall not preclude a school district
17having 500,000 or more inhabitants from using an annual State
18assessment as the sole measure of student growth for purposes
19of teacher or principal evaluations.
20    The State Superintendent of Education shall convene a
21Performance Evaluation Advisory Council, which shall be
22staffed by the State Board of Education. Members of the Council
23shall be selected by the State Superintendent and include,
24without limitation, representatives of teacher unions and
25school district management, persons with expertise in
26performance evaluation processes and systems, as well as other



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1stakeholders. The Council shall meet at least quarterly, and
2may also meet at the call of the chairperson of the Council,
3following the effective date of this amendatory Act of the
4100th General Assembly until June 30, 2021. The Council shall
5advise the State Board of Education on the ongoing
6implementation of performance evaluations in this State, which
7may include gathering public feedback, sharing best practices,
8consulting with the State Board on any proposed rule changes
9regarding evaluations, and other subjects as determined by the
10chairperson of the Council.
11    Prior to the applicable implementation date, these rules
12shall not apply to teachers assigned to schools identified in
13an agreement entered into between the board of a school
14district operating under Article 34 of this Code and the
15exclusive representative of the district's teachers in
16accordance with Section 34-85c of this Code.
17(Source: P.A. 100-211, eff. 8-18-17.)
18    (105 ILCS 5/27-22)  (from Ch. 122, par. 27-22)
19    Sec. 27-22. Required high school courses.
20    (a) (Blank).
21    (b) (Blank).
22    (c) (Blank).
23    (d) (Blank).
24    (e) As a prerequisite to receiving a high school diploma,
25each pupil entering the 9th grade in the 2008-2009 school year



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1or a subsequent school year must, in addition to other course
2requirements, successfully complete all of the following
4        (1) Four years of language arts.
5        (2) Two years of writing intensive courses, one of
6    which must be English and the other of which may be English
7    or any other subject. When applicable, writing-intensive
8    courses may be counted towards the fulfillment of other
9    graduation requirements.
10        (3) Three years of mathematics, one of which must be
11    Algebra I, one of which must include geometry content, and
12    one of which may be an Advanced Placement computer science
13    course if the pupil successfully completes Algebra II or an
14    integrated mathematics course with Algebra II content.
15        (4) Two years of science.
16        (5) Two years of social studies, of which at least one
17    year must be history of the United States or a combination
18    of history of the United States and American government
19    and, beginning with pupils entering the 9th grade in the
20    2016-2017 school year and each school year thereafter, at
21    least one semester must be civics, which shall help young
22    people acquire and learn to use the skills, knowledge, and
23    attitudes that will prepare them to be competent and
24    responsible citizens throughout their lives. Civics course
25    content shall focus on government institutions, the
26    discussion of current and controversial issues, service



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1    learning, and simulations of the democratic process.
2    School districts may utilize private funding available for
3    the purposes of offering civics education.
4        (6) One year chosen from (A) music, (B) art, (C)
5    foreign language, which shall be deemed to include American
6    Sign Language, or (D) career and technical vocational
7    education.
8    (f) The State Board of Education shall develop and inform
9school districts of standards for writing-intensive
11    (f-5) If a school district offers an Advanced Placement
12computer science course to high school students, then the
13school board must designate that course as equivalent to a high
14school mathematics course and must denote on the student's
15transcript that the Advanced Placement computer science course
16qualifies as a mathematics-based, quantitative course for
17students in accordance with subdivision (3) of subsection (e)
18of this Section.
19    (g) This amendatory Act of 1983 does not apply to pupils
20entering the 9th grade in 1983-1984 school year and prior
21school years or to students with disabilities whose course of
22study is determined by an individualized education program.
23    This amendatory Act of the 94th General Assembly does not
24apply to pupils entering the 9th grade in the 2004-2005 school
25year or a prior school year or to students with disabilities
26whose course of study is determined by an individualized



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1education program.
2    (h) The provisions of this Section are subject to the
3provisions of Section 27-22.05 of this Code and the
4Postsecondary and Workforce Readiness Act.
5(Source: P.A. 99-434, eff. 7-1-16 (see P.A. 99-485 for the
6effective date of changes made by P.A. 99-434); 99-485, eff.
711-20-15; 99-674, eff. 7-29-16; 100-443, eff. 8-25-17.)
8    (105 ILCS 5/27-22.2)  (from Ch. 122, par. 27-22.2)
9    Sec. 27-22.2. Career and technical Vocational education
10elective. Whenever the school board of any school district
11which maintains grades 9 through 12 establishes a list of
12courses from which secondary school students each must elect at
13least one course, to be completed along with other course
14requirements as a pre-requisite to receiving a high school
15diploma, that school board must include on the list of such
16elective courses at least one course in career and technical
17vocational education.
18(Source: P.A. 84-1334; 84-1438.)
19    (105 ILCS 5/27A-12)
20    Sec. 27A-12. Evaluation; report. On or before September 30
21of every odd-numbered year, all local school boards with at
22least one charter school, as well as the Commission, shall
23submit to the State Board any information required by the State
24Board pursuant to applicable rule. On or before the second



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1Wednesday in January of every even-numbered year, the State
2Board shall issue a report to the General Assembly and the
3Governor on its findings for the previous 2 school years. The
4report may be submitted electronically in the manner prescribed
5by the State Board. The State Board's report shall summarize
6all of the following:
7        (1) The authorizer's strategic vision for chartering
8    and progress toward achieving that vision.
9        (2) The academic and financial performance of all
10    operating charter schools overseen by the authorizer,
11    according to the performance expectations for charter
12    schools set forth in this Article.
13        (3) The status of the authorizer's charter school
14    portfolio, identifying all charter schools in each of the
15    following categories: approved (but not yet open),
16    operating, renewed, transferred, revoked, not renewed,
17    voluntarily closed, or never opened.
18        (4) The authorizing functions provided by the
19    authorizer to the charter schools under its purview,
20    including the authorizer's operating costs and expenses
21    detailed in annual audited financial statements, which
22    must conform with generally accepted accounting
23    principles.
24    Further, in the report required by this Section, the State
25Board (i) shall compare the performance of charter school
26pupils with the performance of ethnically and economically



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1comparable groups of pupils in other public schools who are
2enrolled in academically comparable courses, (ii) shall review
3information regarding the regulations and policies from which
4charter schools were released to determine if the exemptions
5assisted or impeded the charter schools in meeting their stated
6goals and objectives, and (iii) shall include suggested changes
7in State law necessary to strengthen charter schools.
8    In addition, the State Board shall undertake and report on
9periodic evaluations of charter schools that include
10evaluations of student academic achievement, the extent to
11which charter schools are accomplishing their missions and
12goals, the sufficiency of funding for charter schools, and the
13need for changes in the approval process for charter schools.
14    Based on the information that the State Board receives from
15authorizers and the State Board's ongoing monitoring of both
16charter schools and authorizers, the State Board has the power
17to remove the power to authorize from any authorizer in this
18State if the authorizer does not demonstrate a commitment to
19high-quality authorization practices and, if necessary, revoke
20the chronically low-performing charters authorized by the
21authorizer at the time of the removal. The State Board shall
22adopt rules as needed to carry out this power, including
23provisions to determine the status of schools authorized by an
24authorizer whose authorizing power is revoked.
25(Source: P.A. 96-105, eff. 7-30-09; 97-152, eff. 7-20-11.)



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1    (105 ILCS 5/34-225)
2    Sec. 34-225. School transition plans.
3    (a) If the Board approves a school action, the chief
4executive officer or his or her designee shall work
5collaboratively with local school educators and families of
6students attending a school that is the subject of a school
7action to ensure successful integration of affected students
8into new learning environments.
9    (b) The chief executive officer or his or her designee
10shall prepare and implement a school transition plan to support
11students attending a school that is the subject of a school
12action that accomplishes the goals of this Section. The chief
13executive must identify and commit specific resources for
14implementation of the school transition plan for a minimum of
15the full first academic year after the board approves a school
17    (c) The school transition plan shall include the following:
18        (1) services to support the academic, social, and
19    emotional needs of students; supports for students with
20    disabilities, homeless students, and English language
21    learners; and support to address security and safety
22    issues;
23        (2) options to enroll in higher performing schools;
24        (3) informational briefings regarding the choice of
25    schools that include all pertinent information to enable
26    the parent or guardian and child to make an informed



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1    choice, including the option to visit the schools of choice
2    prior to making a decision; and
3        (4) the provision of appropriate transportation where
4    practicable.
5    (d) When implementing a school action, the Board must make
6reasonable and demonstrated efforts to ensure that:
7        (1) affected students receive a comparable level of
8    social support services provided by Chicago Public Schools
9    that were available at the previous school, provided that
10    the need for such social support services continue to
11    exist; and
12        (2) class sizes of any receiving school do not exceed
13    those established under the Chicago Public Schools policy
14    regarding class size, subject to principal discretion.
15(Source: P.A. 97-473, eff. 1-1-12; 97-474, eff. 8-22-11;
1697-813, eff. 7-13-12; 97-1133, eff. 11-30-12.)
17    (105 ILCS 5/3-3 rep.)
18    Section 10. The School Code is amended by repealing Section
20    Section 99. Effective date. This Act takes effect July 1,