Rep. Linda Chapa LaVia

Filed: 3/24/2016

 

 


 

 


 
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1
AMENDMENT TO HOUSE BILL 6044

2    AMENDMENT NO. ______. Amend House Bill 6044 as follows:
 
3on page 1, line 5, immediately before "7-2a,", by inserting
4"2-3.25a,"; and
 
5on page 1, immediately below line 6, by inserting the
6following:
 
7    "(105 ILCS 5/2-3.25a)  (from Ch. 122, par. 2-3.25a)
8    Sec. 2-3.25a. "School district" defined; additional
9standards.
10    (a) For the purposes of this Section and Sections 3.25b,
113.25c, 3.25d, 3.25e, and 3.25f of this Code, "school district"
12includes other public entities responsible for administering
13public schools, such as cooperatives, joint agreements,
14charter schools, special charter districts, regional offices
15of education, local agencies, and the Department of Human

 

 

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1Services.
2    (b) In addition to the standards established pursuant to
3Section 2-3.25, the State Board of Education shall develop
4recognition standards for student performance and school
5improvement for all school districts and their individual
6schools, which must be an outcomes-based, balanced
7accountability measure. The State Board of Education is
8prohibited from having separate performance standards for
9students based on race or ethnicity.
10    Subject to the availability of federal, State, public, or
11private funds, the balanced accountability measure must be
12designed to focus on 2 components, student performance and
13professional practice. The student performance component shall
14count for 30% of the total balanced accountability measure, and
15the professional practice component shall count for 70% of the
16total balanced accountability measure. The student performance
17component shall focus on student outcomes and closing the
18achievement gaps within each school district and its individual
19schools using a Multiple Measure Index and Annual Measurable
20Objectives, as set forth in Section 2-3.25d of this Code. The
21professional practice component shall focus on the degree to
22which a school district, as well as its individual schools, is
23implementing evidence-based, best professional practices and
24exhibiting continued improvement. Beginning with the 2015-2016
25school year, the balanced accountability measure shall consist
26of only the student performance component, which shall account

 

 

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1for 100% of the total balanced accountability measure. From the
22017-2018 2016-2017 school year through the 2022-2023
32021-2022 school year, the State Board of Education and a
4Balanced Accountability Measure Committee shall identify a
5number of school districts per the designated school years to
6begin implementing the balanced accountability measure, which
7includes both the student performance and professional
8practice components. By the 2022-2023 2021-2022 school year,
9all school districts must be implementing the balanced
10accountability measure, which includes both components. The
11Balanced Accountability Measure Committee shall consist of the
12following individuals: a representative of a statewide
13association representing regional superintendents of schools,
14a representative of a statewide association representing
15principals, a representative of an association representing
16principals in a city having a population exceeding 500,000, a
17representative of a statewide association representing school
18administrators, a representative of a statewide professional
19teachers' organization, a representative of a different
20statewide professional teachers' organization, an additional
21representative from either statewide professional teachers'
22organization, a representative of a professional teachers'
23organization in a city having a population exceeding 500,000, a
24representative of a statewide association representing school
25boards, and a representative of a school district organized
26under Article 34 of this Code. The head of each association or

 

 

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1entity listed in this paragraph shall appoint its respective
2representative. The State Superintendent of Education, in
3consultation with the Committee, may appoint no more than 2
4additional individuals to the Committee, which individuals
5shall serve in an advisory role and must not have voting or
6other decision-making rights. The Committee is abolished on
7June 1, 2023 2022.
8    Using a Multiple Measure Index consistent with subsection
9(a) of Section 2-3.25d of this Code, the student performance
10component shall consist of the following subcategories, each of
11which must be valued at 10%:
12        (1) achievement status;
13        (2) achievement growth; and
14        (3) Annual Measurable Objectives, as set forth in
15    subsection (b) of Section 2-3.25d of this Code.
16Achievement status shall measure and assess college and career
17readiness, as well as the graduation rate. Achievement growth
18shall measure the school district's and its individual schools'
19student growth via this State's growth value tables. Annual
20Measurable Objectives shall measure the degree to which school
21districts, as well as their individual schools, are closing
22their achievement gaps among their student population and
23subgroups.
24    The professional practice component shall consist of the
25following subcategories:
26        (A) compliance;

 

 

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1        (B) evidence-based best practices; and
2        (C) contextual improvement.
3Compliance, which shall count for 10%, shall measure the degree
4to which a school district and its individual schools meet the
5current State compliance requirements. Evidence-based best
6practices, which shall count for 30%, shall measure the degree
7to which school districts and their individual schools are
8adhering to a set of evidence-based quality standards and best
9practice for effective schools that include (i) continuous
10improvement, (ii) culture and climate, (iii) shared
11leadership, (iv) governance, (v) education and employee
12quality, (vi) family and community connections, and (vii)
13student and learning development and are further developed in
14consultation with the State Board of Education and the Balanced
15Accountability Measure Committee set forth in this subsection
16(b). Contextual improvement, which shall count for 30%, shall
17provide school districts and their individual schools the
18opportunity to demonstrate improved outcomes through local
19data, including without limitation school climate, unique
20characteristics, and barriers that impact the educational
21environment and hinder the development and implementation of
22action plans to address areas of school district and individual
23school improvement. Each school district, in good faith
24cooperation with its teachers or, where applicable, the
25exclusive bargaining representatives of its teachers, shall
26develop 2 measurable objectives to demonstrate contextual

 

 

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1improvement, each of which must be equally weighted. Each
2school district shall begin such good faith cooperative
3development of these objectives no later than 6 months prior to
4the beginning of the school year in which the school district
5is to implement the professional practice component of the
6balanced accountability measure. The professional practice
7component must be scored using trained peer review teams that
8observe and verify school district practices using an
9evidence-based framework.
10    The balanced accountability measure shall combine the
11student performance and professional practice components into
12one summative score based on 100 points at the school district
13and individual-school level. A school district shall be
14designated as "Exceeds Standards - Exemplar" if the overall
15score is 100 to 90, "Meets Standards - Proficient" if the
16overall score is 89 to 75, "Approaching Standards - Needs
17Improvement" if the overall score is 74 to 60, and "Below
18Standards - Unsatisfactory" if the overall score is 59 to 0.
19The balanced accountability measure shall also detail both
20incentives that reward school districts for continued improved
21performance, as provided in Section 2-3.25c of this Code, and
22consequences for school districts that fail to provide evidence
23of continued improved performance, which may include
24presentation of a barrier analysis, additional school board and
25administrator training, or additional State assistance. Based
26on its summative score, a school district may be exempt from

 

 

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1the balanced accountability measure for one or more school
2years. The State Board of Education, in collaboration with the
3Balanced Accountability Measure Committee set forth in this
4subsection (b), shall adopt rules that further implementation
5in accordance with the requirements of this Section.
6(Source: P.A. 99-84, eff. 1-1-16; 99-193, eff. 7-30-15; revised
710-9-15.)"; and
 
8on page 48, by replacing line 7 with the following:
9"2016, except that this Section and the changes to Section
102-3.25a of the School Code take effect upon becoming law.".