Full Text of HB6044 99th General Assembly
HB6044ham001 99TH GENERAL ASSEMBLY | 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:
| 3 | | on page 1, line 5, immediately before "7-2a,", by inserting | 4 | | "2-3.25a,"; and | 5 | | on page 1, immediately below line 6, by inserting the | 6 | | following:
| 7 | | "(105 ILCS 5/2-3.25a) (from Ch. 122, par. 2-3.25a)
| 8 | | Sec. 2-3.25a. "School district" defined; additional | 9 | | standards.
| 10 | | (a) For the purposes of this Section and Sections 3.25b, | 11 | | 3.25c,
3.25d, 3.25e, and 3.25f of this Code, "school district" | 12 | | includes other
public entities responsible for administering | 13 | | public schools, such as
cooperatives, joint agreements, | 14 | | charter schools, special charter districts,
regional offices | 15 | | of
education, local agencies, and the Department of Human |
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| 1 | | Services.
| 2 | | (b) In addition to the standards
established pursuant to | 3 | | Section 2-3.25, the State Board of Education shall
develop | 4 | | recognition standards for student performance and school
| 5 | | improvement for all
school districts and their individual | 6 | | schools, which must be an outcomes-based, balanced | 7 | | accountability measure. The State Board of Education is | 8 | | prohibited from having separate performance standards for | 9 | | students based on race or ethnicity.
| 10 | | Subject to the availability of federal, State, public, or | 11 | | private funds, the balanced accountability measure must be | 12 | | designed to focus on 2 components, student performance and | 13 | | professional practice. The student performance component shall | 14 | | count for 30% of the total balanced accountability measure, and | 15 | | the professional practice component shall count for 70% of the | 16 | | total balanced accountability measure. The student performance | 17 | | component shall focus on student outcomes and closing the | 18 | | achievement gaps within each school district and its individual | 19 | | schools using a Multiple Measure Index and Annual Measurable | 20 | | Objectives, as set forth in Section 2-3.25d of this Code. The | 21 | | professional practice component shall focus on the degree to | 22 | | which a school district, as well as its individual schools, is | 23 | | implementing evidence-based, best professional practices and | 24 | | exhibiting continued improvement. Beginning with the 2015-2016 | 25 | | school year, the balanced accountability measure shall consist | 26 | | of only the student performance component, which shall account |
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| 1 | | for 100% of the total balanced accountability measure. From the | 2 | | 2017-2018 2016-2017 school year through the 2022-2023 | 3 | | 2021-2022 school year, the State Board of Education and a | 4 | | Balanced Accountability Measure Committee shall identify a | 5 | | number of school districts per the designated school years to | 6 | | begin implementing the balanced accountability measure, which | 7 | | includes both the student performance and professional | 8 | | practice components. By the 2022-2023 2021-2022 school year, | 9 | | all school districts must be implementing the balanced | 10 | | accountability measure, which includes both components. The | 11 | | Balanced Accountability Measure Committee shall consist of the | 12 | | following individuals: a representative of a statewide | 13 | | association representing regional superintendents of schools, | 14 | | a representative of a statewide association representing | 15 | | principals, a representative of an association representing | 16 | | principals in a city having a population exceeding 500,000, a | 17 | | representative of a statewide association representing school | 18 | | administrators, a representative of a statewide professional | 19 | | teachers' organization, a representative of a different | 20 | | statewide professional teachers' organization, an additional | 21 | | representative from either statewide professional teachers' | 22 | | organization, a representative of a professional teachers' | 23 | | organization in a city having a population exceeding 500,000, a | 24 | | representative of a statewide association representing school | 25 | | boards, and a representative of a school district organized | 26 | | under Article 34 of this Code. The head of each association or |
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| 1 | | entity listed in this paragraph shall appoint its respective | 2 | | representative. The State Superintendent of Education, in | 3 | | consultation with the Committee, may appoint no more than 2 | 4 | | additional individuals to the Committee, which individuals | 5 | | shall serve in an advisory role and must not have voting or | 6 | | other decision-making rights. The Committee is abolished on | 7 | | June 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 | 10 | | component shall consist of the following subcategories, each of | 11 | | which 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. | 16 | | Achievement status shall measure and assess college and career | 17 | | readiness, as well as the graduation rate. Achievement growth | 18 | | shall measure the school district's and its individual schools' | 19 | | student growth via this State's growth value tables. Annual | 20 | | Measurable Objectives shall measure the degree to which school | 21 | | districts, as well as their individual schools, are closing | 22 | | their achievement gaps among their student population and | 23 | | subgroups. | 24 | | The professional practice component shall consist of the | 25 | | following subcategories: | 26 | | (A) compliance; |
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| 1 | | (B) evidence-based best practices; and | 2 | | (C) contextual improvement. | 3 | | Compliance, which shall count for 10%, shall measure the degree | 4 | | to which a school district and its individual schools meet the | 5 | | current State compliance requirements. Evidence-based best | 6 | | practices, which shall count for 30%, shall measure the degree | 7 | | to which school districts and their individual schools are | 8 | | adhering to a set of evidence-based quality standards and best | 9 | | practice for effective schools that include (i) continuous | 10 | | improvement, (ii) culture and climate, (iii) shared | 11 | | leadership, (iv) governance, (v) education and employee | 12 | | quality, (vi) family and community connections, and (vii) | 13 | | student and learning development and are further developed in | 14 | | consultation with the State Board of Education and the Balanced | 15 | | Accountability Measure Committee set forth in this subsection | 16 | | (b). Contextual improvement, which shall count for 30%, shall | 17 | | provide school districts and their individual schools the | 18 | | opportunity to demonstrate improved outcomes through local | 19 | | data, including without limitation school climate, unique | 20 | | characteristics, and barriers that impact the educational | 21 | | environment and hinder the development and implementation of | 22 | | action plans to address areas of school district and individual | 23 | | school improvement. Each school district, in good faith | 24 | | cooperation with its teachers or, where applicable, the | 25 | | exclusive bargaining representatives of its teachers, shall | 26 | | develop 2 measurable objectives to demonstrate contextual |
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| 1 | | improvement, each of which must be equally weighted. Each | 2 | | school district shall begin such good faith cooperative | 3 | | development of these objectives no later than 6 months prior to | 4 | | the beginning of the school year in which the school district | 5 | | is to implement the professional practice component of the | 6 | | balanced accountability measure. The professional practice | 7 | | component must be scored using trained peer review teams that | 8 | | observe and verify school district practices using an | 9 | | evidence-based framework. | 10 | | The balanced accountability measure shall combine the | 11 | | student performance and professional practice components into | 12 | | one summative score based on 100 points at the school district | 13 | | and individual-school level. A school district shall be | 14 | | designated as "Exceeds Standards - Exemplar" if the overall | 15 | | score is 100 to 90, "Meets Standards - Proficient" if the | 16 | | overall score is 89 to 75, "Approaching Standards - Needs | 17 | | Improvement" if the overall score is 74 to 60, and "Below | 18 | | Standards - Unsatisfactory" if the overall score is 59 to 0. | 19 | | The balanced accountability measure shall also detail both | 20 | | incentives that reward school districts for continued improved | 21 | | performance, as provided in Section 2-3.25c of this Code, and | 22 | | consequences for school districts that fail to provide evidence | 23 | | of continued improved performance, which may include | 24 | | presentation of a barrier analysis, additional school board and | 25 | | administrator training, or additional State assistance. Based | 26 | | on its summative score, a school district may be exempt from |
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| 1 | | the balanced accountability measure for one or more school | 2 | | years. The State Board of Education, in collaboration with the | 3 | | Balanced Accountability Measure Committee set forth in this | 4 | | subsection (b), shall adopt rules that further implementation | 5 | | in accordance with the requirements of this Section. | 6 | | (Source: P.A. 99-84, eff. 1-1-16; 99-193, eff. 7-30-15; revised | 7 | | 10-9-15.)"; and
| 8 | | on page 48, by replacing line 7 with the following: | 9 | | "2016, except that this Section and the changes to Section | 10 | | 2-3.25a of the School Code take effect upon becoming law.".
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