(105 ILCS 5/2-3.169) Sec. 2-3.169. State Global Scholar Certification. (a) The State Global Scholar Certification Program is established to recognized public and nonpublic high school graduates who have attained global competence. State Global Scholar Certification shall be awarded beginning with the 2017-2018 school year. School district or nonpublic school participation in this certification is voluntary. (b) The purposes of State Global Scholar Certification are as follows: (1) To recognize the value of a global education. (2) To certify attainment of global competence. (3) To provide employers with a method of identifying |
| globally competent employees.
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(4) To provide colleges and universities with an
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| additional method to recognize applicants seeking admission.
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(5) To prepare students with 21st century skills.
(6) To encourage the development of a globally ready
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| workforce in the STEM (science, technology, engineering, and mathematics), manufacturing, agriculture, and service sectors.
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(c) State Global Scholar Certification confirms attainment of global competence, sufficient for meaningful use in college and a career, by a graduating public or nonpublic high school student.
(d) The State Board of Education shall adopt such rules as may be necessary to establish the criteria that students must achieve to earn State Global Scholar Certification, which shall minimally include attainment of units of credit in globally focused courses, service learning experiences, global collaboration and dialogue, and passage of a capstone project demonstrating global competency, as approved by the participating school district or nonpublic school for this purpose.
(e) The State Board of Education shall do both of the following:
(1) Prepare and deliver to participating school
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| districts or nonpublic schools an appropriate mechanism for designating State Global Scholar Certification on the diploma and transcript of a student indicating that the student has been awarded State Global Scholar Certification by the State Board of Education.
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(2) Provide other information the State Board of
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| Education deems necessary for school districts or nonpublic schools to successfully participate in the certification.
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(f) A school district or nonpublic school that participates in certification under this Section shall do both of the following:
(1) Maintain appropriate records in order to identify
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| students who have earned State Global Scholar Certification.
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(2) Make the appropriate designation on the diploma
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| and transcript of each student who earns State Global Scholar Certification.
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(g) No fee may be charged to a student to receive the designation pursuant to the Section. Notwithstanding this prohibition, costs may be incurred by the student in demonstrating proficiency.
(Source: P.A. 103-352, eff. 7-28-23.)
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(105 ILCS 5/2-3.186) Sec. 2-3.186. Freedom Schools; grant program. (a) The General Assembly recognizes and values the contributions that Freedom Schools make to enhance the lives of Black students. The General Assembly makes all of the following findings: (1) The fundamental goal of the Freedom Schools of |
| the 1960s was to provide quality education for all students, to motivate active civic engagement, and to empower disenfranchised communities. The renowned and progressive curriculum of Freedom Schools allowed students of all ages to experience a new and liberating form of education that directly related to the imperatives of their lives, their communities, and the Freedom Movement.
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(2) Freedom Schools continue to demonstrate the
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| proven benefits of critical civic engagement and intergenerational effects by providing historically disadvantaged students, including African American students and other students of color, with quality instruction that fosters student confidence, critical thinking, and social and emotional development.
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(3) Freedom Schools offer culturally relevant
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| learning opportunities with the academic and social supports that Black children need by utilizing quality teaching, challenging and engaging curricula, wrap-around supports, a positive school climate, and strong ties to family and community. Freedom Schools have a clear focus on results.
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(4) Public schools serve a foundational role in the
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| education of over 2,000,000 students in this State.
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(b) The State Board of Education shall establish a Freedom School network to supplement the learning taking place in public schools by awarding one or more grants as set forth in subsection (e) to create Freedom Schools with a mission to improve the odds for children in poverty by using a research-based and multicultural curriculum for disenfranchised communities most affected by the opportunity gap and learning loss caused by the pandemic, and by expanding the teaching of African American history, developing leadership skills, and providing an understanding of the tenets of the civil rights movement. The teachers in Freedom Schools must be from the local community, with an emphasis on historically disadvantaged youth, including African American students and other students of color, so that (i) these individuals have access to jobs and teaching experiences that serve as a long-term pipeline to educational careers and the hiring of minority educators in public schools, (ii) these individuals are elevated as content experts and community leaders, and (iii) Freedom School students have access to both mentorship and equitable educational resources.
(c) A Freedom School shall intentionally and imaginatively implement strategies that focus on all of the following:
(1) Racial justice and equity.
(2) Transparency and building trusting
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(3) Self-determination and governance.
(4) Building on community strengths and community
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(5) Utilizing current data, best practices, and
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(6) Shared leadership and collaboration.
(7) A reflective learning culture.
(8) A whole-child approach to education.
(9) Literacy.
(d) The State Board of Education, in the establishment of Freedom Schools, shall strive for authentic parent and community engagement during the development of Freedom Schools and their curriculum. Authentic parent and community engagement includes all of the following:
(1) A shared responsibility that values equal
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| partnerships between families and professionals.
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(2) Ensuring that students and families who are
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| directly impacted by Freedom School policies and practices are the decision-makers in the creation, design, implementation, and assessment of those policies and practices.
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(3) Genuine respect for the culture and diversity
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(4) Relationships that center around the goal of
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| supporting family well-being and children's development and learning.
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(e) Subject to appropriation, the State Board of Education shall establish and implement a grant program to provide grants to public schools, public community colleges, and not-for-profit, community-based organizations to facilitate improved educational outcomes for historically disadvantaged students, including African American students and other students of color in grades pre-kindergarten through 12 in alignment with the integrity and practices of the Freedom School model established during the civil rights movement. Grant recipients under the program may include, but are not limited to, entities that work with the Children's Defense Fund or offer established programs with proven results and outcomes. The State Board of Education shall award grants to eligible entities that demonstrate a likelihood of reasonable success in achieving the goals identified in the grant application, including, but not limited to, all of the following:
(1) Engaging, culturally relevant, and challenging
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(2) High-quality teaching.
(3) Wrap-around supports and opportunities.
(4) Positive discipline practices, such as
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(5) Inclusive leadership.
(f) The Freedom Schools Fund is created as a special fund in the State treasury. The Fund shall consist of appropriations from the General Revenue Fund, grant funds from the
federal government, and donations from educational and private foundations. All money in the Fund shall be used, subject to appropriation, by the State Board of Education for the purposes of this Section and to support related activities.
(g) The State Board of Education may adopt any rules necessary to implement this Section.
(Source: P.A. 102-209, eff. 11-30-21 (See Section 5 of P.A. 102-671 for effective date of P.A. 102-209); 103-8, eff. 6-7-23.)
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(105 ILCS 5/2-3.191)
Sec. 2-3.191. State Education Equity Committee. (a) The General Assembly finds that this State has an urgent and collective responsibility to achieve educational equity by ensuring that all policies, programs, and practices affirm the strengths that each and every child brings with diverse backgrounds and life experiences and by delivering the comprehensive support, programs, and educational opportunities children need to succeed. (b) The State Education Equity Committee is created within the State Board of Education to strive toward ensuring equity in education for all children from birth through grade 12. (c) The Committee shall consist of the State Superintendent of Education or the State Superintendent's designee, who shall serve as chairperson, and one member from each of the following organizations appointed by the State Superintendent: (1) At least 2 educators who each represent a |
| different statewide professional teachers' organization.
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(2) A professional teachers' organization located in
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| a city having a population exceeding 500,000.
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(3) A statewide association representing school
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(4) A statewide association representing regional
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| superintendents of schools.
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(5) A statewide association representing school board
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(6) A statewide association representing school
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(7) A school district serving a community with a
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| population of 500,000 or more.
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(8) A parent-led organization.
(9) A student-led organization.
(10) One community organization that works to foster
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| safe and healthy environments through advocacy for immigrant families and ensuring equitable opportunities for educational advancement and economic development.
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(11) An organization that works for economic,
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| educational, and social progress for African Americans and promotes strong sustainable communities through advocacy, collaboration, and innovation.
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(12) One statewide organization whose focus is to
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| narrow or close the achievement gap between students of color and their peers.
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(13) An organization that advocates for healthier
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| school environments in this State.
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(14) One statewide organization that advocates for
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| partnerships among schools, families, and the community, provides access to support, and removes barriers to learning and development, using schools as hubs.
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(15) One organization that advocates for the health
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| and safety of Illinois youth and families by providing capacity building services.
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(16) An organization dedicated to advocating for
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| public policies to prevent homelessness.
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(17) Other appropriate State agencies as determined
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| by the State Superintendent.
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(18) An organization that works for economic,
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| educational, and social progress for Native Americans and promotes strong sustainable communities through advocacy, collaboration, and innovation.
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(19) A individual with a disability or a statewide
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| organization representing or advocating on behalf of individuals with disabilities. As used in this paragraph, "disability" has the meaning given to that term in Section 10 of the Disabilities Services Act of 2003.
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Members appointed to the Committee must reflect, as much as possible, the racial, ethnic, and geographic diversity of this State.
(d) Members appointed by the State Superintendent shall serve without compensation, but may be reimbursed for reasonable and necessary expenses, including travel, from funds appropriated to the State Board of Education for that purpose, subject to the rules of the appropriate travel control board.
(e) The Committee shall meet at the call of the chairperson, but shall meet no less than 3 times a year.
(f) The Committee shall recognize that, while progress has been made, much remains to be done to address systemic inequities and ensure each and every child is equipped to reach the child's fullest potential and shall:
(1) guide its work through the principles of equity,
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| equality, collaboration, and community;
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(2) focus its work around the overarching goals of
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| student learning, learning conditions, and elevating educators, all underpinned by equity;
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(3) identify evidence-based practices or policies
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| around these goals to build on this State's progress of ensuring educational equity for all its students in all aspects of birth through grade 12 education; and
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(4) seek input and feedback on identified
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| evidence-based practices or policies from stakeholders, including, but not limited to, parents, students, and educators that reflect the rich diversity of Illinois students.
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(g) The Committee shall submit its recommendations to the General Assembly and the State Board of Education no later than January 31, 2022. By no later than December 15, 2023 and each year thereafter, the Committee shall report to the General Assembly and the State Board of Education about the additional progress that has been made to achieve educational equity.
(h) As part of the report required under subsection (g), by no later than December 15, 2024, the Committee shall provide recommendations that may assist the State Board of Education in identifying diverse subject matter experts to help inform policy through task forces, committees, and commissions the State Board oversees.
(i) On and after January 31, 2025, subsection (h) is inoperative.
(Source: P.A. 102-458, eff. 8-20-21; 102-813, eff. 5-13-22; 103-422, eff. 8-4-23.)
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(105 ILCS 5/2-3.196) (Text of Section from P.A. 103-8) Sec. 2-3.196. Teacher Vacancy Grant Pilot Program. (a) Subject to appropriation, beginning in Fiscal Year 2024, the State Board of Education shall administer a 3-year Teacher Vacancy Grant Pilot Program for the allocation of formula grant funds to school districts to support the reduction of unfilled teaching positions throughout the State. The State Board shall identify which districts are eligible to apply for a 3-year grant under this Section by reviewing the State Board's Fiscal Year 2023 annual unfilled teaching positions report to determine which districts designated as Tier 1, Tier 2, and Tier 3 under Section 18-8.15 have the greatest need for funds. Based on the National Center for Education Statistics locale classifications, 60% of eligible districts shall be rural districts and 40% of eligible districts shall be urban districts. Continued funding for the grant in Fiscal Year 2025 and Fiscal Year 2026 is subject to appropriation. The State Board shall post, on its website, information about the grant program and the list of identified districts that are eligible to apply for a grant under this subsection. (b) A school district that is determined to be eligible for a grant under subsection (a) and that chooses to participate in the program must submit an application to the State Board that describes the relevant context for the need for teacher vacancy support, suspected causes of teacher vacancies in the district, and the district's plan in utilizing grant funds to reduce unfilled teaching positions throughout the district. If an eligible school district chooses not to participate in the program, the State Board shall identify a potential replacement district by using the same methodology described in subsection (a). (c) Grant funds awarded under this Section may be used for financial incentives to support the recruitment and hiring of teachers, programs and incentives to strengthen teacher pipelines, or investments to sustain teachers and reduce attrition among teachers. Grant funds shall be used only for the purposes outlined in the district's application to the State Board to reduce unfilled teaching positions. Grant funds shall not be used for any purposes not approved by the State Board. (d) A school district that receives grant funds under this Section shall submit an annual report to the State Board that includes, but is not limited to, a summary of all grant-funded activities implemented to reduce unfilled teaching positions, progress towards reducing unfilled teaching positions, the number of unfilled teaching positions in the district in the preceding fiscal year, the number of new teachers hired during the program, the teacher attrition rate, the number of individuals participating in any programs designed to reduce attrition, the number of teachers retained using support of the grant funds, participation in any strategic pathway programs created under the program, and the number of and participation in any new pathways into teaching positions created under the program. (e) No later than March 1, 2027, the State Board shall submit a report to the Governor and the General Assembly on the efficacy of the pilot program that includes a summary of the information received under subsection (d) and an overview of its activities to support grantees. (Source: P.A. 103-8, eff. 6-7-23.) (Text of Section from P.A. 103-264) Sec. 2-3.196. Computer Science Equity Grant Program. (a) Subject to appropriation, the State Board shall establish a competitive grant program to support the development or enhancement of computer science programs in the K-12 schools. Eligible entities are regional offices of education, intermediate service centers, State higher education institutions, schools designated as laboratory schools, and school districts. Approved entities shall be responsible for ensuring that appropriate facilities are available and educators are appropriately trained on the use of any technologies or devices acquired for the purposes of the grant. (b) Computer Science Equity Grant Program funds shall be used in the following manner consistent with application requirements established by the State Board of Education as provided in this Article: (1) to expand learning opportunities in grades K-12 |
| to ensure that all students have access to computer science coursework that is aligned to rigorous State standards and emerging labor market needs;
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(2) to train and retrain teachers of grades K-12 to
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| be more proficient in the teaching of computer science by providing professional development opportunities;
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(3) to supply classrooms with materials and equipment
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| related to the teaching and learning of computer science; and
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(4) to more effectively recruit and better serve K-12
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| learners who are underrepresented in the computer science labor market for enrollment in computer science coursework.
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(c) Computer Science Equity Grant Program funds shall be made available to each eligible entity upon completion of an application process that is consistent with rules established by the State Board of Education. The application shall include the planned use of the funds; identification of need for the funds that is supported by local, regional, and state data; a plan for long-term sustainability; and a long-term plan for continuous improvement.
(d) The State Board of Education shall adopt rules as may be necessary to implement the provision of this Article, including, but not limited to, the identification of additional prioritization areas for each competitive grant application cycle that are within the scope of the authorized uses. Priority consideration for all applications will be given for proposals that intend to serve a majority of learners or teachers with gender or racial/ethnic identities that are underrepresented in the computer science labor market.
(e) Up to 2 renewals of the grant will be allowed, providing the entity awarded satisfactorily completes programmatic reporting and meets program objectives commensurate with application requirements set forth by the State Board of Education.
(f) Grants under the Computer Science Equity Grant Program and funding levels for satisfactory applications may be prorated according to the amount appropriated.
(Source: P.A. 103-264, eff. 1-1-24.)
(Text of Section from P.A. 103-402)
Sec. 2-3.196. State Board of Education literacy assistance.
(a) The State Board of Education shall adopt and make available all of the following to each publicly funded school district by July 1, 2024:
(1) A rubric by which districts may evaluate
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| curricula and select and implement evidence-based, culturally inclusive core reading instruction programs aligned with the comprehensive literacy plan for the State described in subsection (c).
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(2) A template to support districts when developing
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| comprehensive, district-wide literacy plans that include support for special student populations, including, at a minimum, students with disabilities, multilingual students, and bidialectal students.
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(3) Guidance on evidence-based practices for
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| effective structures for training and deploying literacy coaches to support teachers and close opportunity gaps among student demographic groups.
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(b) On or before January 1, 2025, the State Board of Education shall develop and make available training opportunities for educators in teaching reading that are aligned with the comprehensive literacy plan described in subsection (c) and consistent with State learning standards. This support may include:
(1) the development of a microcredential or a series
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| of microcredentials in literacy instruction aligned with the comprehensive literacy plan described in subsection (c) to be affixed to educator licenses upon successful demonstration of the skill or completion of the required coursework or assessment, or both, or online training modules on literacy instruction, aligned with the comprehensive literacy plan described in subsection (c) and consistent with State learning standards, accepted for continuing professional development units; and
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(2) the creation and dissemination of a tool that
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| school districts, educators, and the public may use to evaluate professional development and training programs related to literacy instruction.
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(c) In consultation with education stakeholders, the State Board of Education shall develop and adopt a comprehensive literacy plan for the State on or before January 31, 2024. The comprehensive literacy plan shall consider, without limitation, evidence-based research and culturally and linguistically sustaining pedagogical approaches to meet the needs of all students and shall, at a minimum, do all of the following:
(1) Consider core instructional literacy practices
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| and practices related to the unique needs of and support for specific student populations, including, at a minimum, students with disabilities, multilingual students, and bidialectal students, and the resources and support, including professional learning for teachers, needed to effectively implement the literacy instruction.
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(2) Provide guidance related to screening tools, the
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| administration of such screening tools, and the interpretation of the resulting data to identify students at risk of reading difficulties in grades kindergarten through 2. This guidance shall outline instances in which dyslexia screenings and other universal screeners are appropriate for use with English learners.
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(3) Provide guidance related to early literacy
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| intervention for students in grades kindergarten through 2 for schools to implement with students at risk of reading difficulties, as well as literacy intervention for students in grades 3 through 12 demonstrating reading difficulties.
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(4) Consider the impact of second language
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| acquisition and bilingual education on reading instruction in the student's native language and English.
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(5) Define key terminology, such as "evidence-based".
(6) Contextualize the interaction between elements of
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| the plan and existing laws and regulations that have overlapping components, such as a multi-tiered system of support.
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(7) Focus on a comprehensive range of elements of
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| literacy, including phonological awareness; decoding (phonics); encoding (spelling); vocabulary development, including morphology, oracy, and reading fluency; and reading comprehension, including syntax and background and content knowledge.
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(Source: P.A. 103-402, eff. 7-28-23.)
(Text of Section from P.A. 103-413)
Sec. 2-3.196. Children's Adversity Index. The Illinois State Board of Education shall develop a community or district-level Children's Adversity Index ("index") to measure community childhood trauma exposure across the population of children 3 through 18 years of age by May 31, 2025. This cross-agency effort shall be led by the State Board of Education and must include agencies that both collect the data and will have an ultimate use for the index information, including, but not limited to, the Governor's Office of Early Childhood Development, the Department of Human Services, the Department of Public Health, the Department of Innovation and Technology, the Illinois Criminal Justice Information Authority, the Department of Children and Family Services, and the Department of Juvenile Justice. The State Board of Education may also involve non-agency personnel with relevant expertise. The index shall be informed by research and include both adverse incident data, such as the number or rates of students and families experiencing homelessness and the number or percentages of children who have had contact with the child welfare system, and indicators of aspects of a child's environment that can undermine the child's sense of safety, stability, and bonding, including growing up in a household with caregivers struggling with substance disorders or instability due to parent or guardian separation or incarceration of a parent or guardian, sibling, or other member of the household, or exposure to community violence. The index shall provide information that allows for measuring progress, comparing school districts to the State average, and that enables the index to be updated at least every 2 years. The data shall be made publicly available. The initial development of the index should leverage available data. Personally identifiable information of any individual shall not be revealed within this index.
(Source: P.A. 103-413, eff. 1-1-24.)
(Text of Section from P.A. 103-463)
Sec. 2-3.196. Clothing resource materials. By no later than July 1, 2024, the State Board of Education shall make available to schools resource materials developed in consultation with stakeholders regarding a student wearing or accessorizing the student's graduation attire with general items that may be used by the student to associate with, identify, or declare the student's cultural, ethnic, or religious identity or any other protected characteristic or category identified in subsection (Q) of Section 1-103 of the Illinois Human Rights Act. The State Board of Education shall make the resource materials available on its Internet website.
(Source: P.A. 103-463, eff. 8-4-23.)
(Text of Section from P.A. 103-472)
(This Section may contain text from a Public Act with a delayed effective date )
(Section scheduled to be repealed on July 1, 2029)
Sec. 2-3.196. Discrimination, harassment, and retaliation reporting.
(a) The requirements of this Section are subject to appropriation.
(b) The State Board of Education shall build data collection systems to allow the collection of data on reported allegations of the conduct described in paragraph (1). Beginning on August 1 of the year after the systems are implemented and for each reporting school year beginning on August 1 and ending on July 31 thereafter, each school district, charter school, and nonpublic, nonsectarian elementary or secondary school shall disclose to the State Board of Education all of the following information:
(1) The total number of reported allegations of
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| discrimination, harassment, or retaliation against students received by each school district, charter school, or nonpublic, nonsectarian elementary or secondary school during the reporting school year, defined as August 1 to July 31, in each of the following categories:
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(A) sexual harassment;
(B) discrimination or harassment on the basis of
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| race, color, or national origin;
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(C) discrimination or harassment on the basis of
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(D) discrimination or harassment on the basis of
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(E) discrimination or harassment on the basis of
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(F) retaliation.
(2) The status of allegations, as of the last day of
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| the reporting period, in each category under paragraph (1).
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Allegations shall be reported as unfounded, founded,
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| or investigation pending by the school district, charter school, or nonpublic, nonsectarian elementary or secondary school.
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(c) A school district, charter school, or nonpublic, nonsectarian elementary or secondary school may not include in any disclosures required under this Section any information by which an individual may be personally identified, including the name of the victim or victims or those accused of an act of alleged discrimination, harassment, or retaliation.
(d) If a school district, charter school, or nonpublic, nonsectarian elementary or secondary school fails to disclose the information required in subsection (b) of this Section by July 31 of the reporting school year, the State Board of Education shall provide a written request for disclosure to the school district, charter school, or nonpublic, nonsectarian elementary or secondary school, thereby providing the period of time in which the required information must be disclosed. If a school district, charter school, or nonpublic, nonsectarian elementary or secondary school fails to disclose the information within 14 days after receipt of that written request, the State Board of Education may petition the Department of Human Rights to initiate a charge of a civil rights violation pursuant to Section 5A-102 of the Illinois Human Rights Act.
(e) The State Board of Education shall publish an annual report aggregating the information reported by school districts, charter schools, and nonpublic, nonsectarian elementary or secondary schools under subsection (b) of this Section. Data included in the report shall not be publicly attributed to any individual school district, charter school, or nonpublic, nonsectarian elementary or secondary school. The report shall include the number of incidents reported between August 1 and July 31 of the preceding reporting school year, based on each of the categories identified under paragraph (1) of this subsection (b).
The annual report shall be filed with the Department of Human Rights and the General Assembly and made available to the public by July 1 of the year following the reporting school year. Data submitted by a school district, charter school, or nonpublic, nonsectarian elementary or secondary school to comply with this Section is confidential and exempt from the Freedom of Information Act.
(f) The State Board of Education may adopt any rules deemed necessary for implementation of this Section.
(g) This Section is repealed on July 1, 2029.
(Source: P.A. 103-472, eff. 8-1-24.)
(Text of Section from P.A. 103-546)
Sec. 2-3.196. Mental health screenings. On or before December 15, 2023, the State Board of Education, in consultation with the Children's Behavioral Health Transformation Officer, Children's Behavioral Health Transformation Team, and the Office of the Governor, shall file a report with the Governor and the General Assembly that includes recommendations for implementation of mental health screenings in schools for students enrolled in kindergarten through grade 12. This report must include a landscape scan of current district-wide screenings, recommendations for screening tools, training for staff, and linkage and referral for identified students.
(Source: P.A. 103-546, eff. 8-11-23.)
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(105 ILCS 5/2-3.197) Sec. 2-3.197. Imagination Library of Illinois; grant program.
To promote the development of a comprehensive statewide initiative for encouraging preschool age children to develop a love of reading and learning, the State Board of Education is authorized to develop, fund, support, promote, and operate the Imagination Library of Illinois Program, which is hereby established. For purposes of this Section, "State program" means the Imagination Library of Illinois Program. (a) State program funds shall be used to provide, through Dolly Parton's Imagination Library, one age-appropriate book, per month, to each registered child from birth to age 5 in participating counties. Books shall be sent monthly to each registered child's home at no cost to families. Subject to an annual appropriation, the State Board of Education shall contribute the State's matching funds per the cost-sharing framework established by Dolly Parton's Imagination Library for the State program. The State program shall contribute the 50% match of funds required of local programs participating in Dolly Parton's Imagination Library. Local program partners shall match the State program funds to provide the remaining 50% match of funds required by Dolly Parton's Imagination Library. (1) The Imagination Library of Illinois Fund is |
| hereby created as a special fund in the State Treasury. The State Board of Education may accept gifts, grants, awards, donations, matching contributions, appropriations, interest income, public or private bequests, and cost sharings from any individuals, businesses, governments, or other third-party sources, and any federal funds. All moneys received under this Section shall be deposited into the Imagination Library of Illinois Fund. Any moneys that are unobligated or unexpended at the end of a fiscal year shall remain in the Imagination Library of Illinois Fund, shall not lapse into the General Revenue Fund, and shall be available to the Board for expenditure in the next fiscal year, subject to appropriation. Notwithstanding any other law to the contrary, this Fund is not subject to sweeps, administrative chargebacks, or any other fiscal or budgetary maneuver that in any way would transfer any amount from this Fund into any other fund of the State.
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(2) Moneys received under this Section are subject
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| to appropriation by the General Assembly and may only be expended for purposes consistent with the conditions under which the moneys were received, including, but not limited to, the following:
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(i) Moneys in the Fund shall be used to provide
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| age-appropriate books on a monthly basis, at home, to each child registered in the Imagination Library of Illinois Program, from birth through their fifth birthday, at no cost to families, through Dolly Parton's Imagination Library.
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(ii) Subject to availability, moneys in the
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| Fund shall be allocated to qualified local entities that provide a dollar-for-dollar match for the program. As used in this Section, "qualified local entity" means any existing or new local Dolly Parton's Imagination Library affiliate.
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(iii) Moneys in the Fund may be used by the
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| State Board of Education to pay for administrative expenses of the State program, including associated operating expenses of the State Board of Education or any nonprofit entity that coordinates the State program pursuant to subsection (b).
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(b) The State Board of Education shall coordinate with a nonprofit entity qualified under Section 501(c)(3) of the Internal Revenue Code to operate the State program. That organization must be organized solely to promote and encourage reading by the children of the State, for the purpose of implementing this Section.
(c) The State Board of Education shall provide oversight of the nonprofit entity that operates the State program pursuant to subsection (b) to ensure the nonprofit entity does all of the following:
(1) Promotes the statewide development of local Dolly
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| Parton's Imagination Library programs.
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(2) Advances and strengthens local Dolly Parton's
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| Imagination Library programs with the goal of increasing enrollment.
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(3) Develops community engagement.
(4) Develops, promotes, and coordinates a public
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| awareness campaign to make donors aware of the opportunity to donate to the affiliate programs and make the public aware of the opportunity to register eligible children to receive books through the program.
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(5) Administers the local match requirement and
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| coordinates the collection and remittance of local program costs for books and mailing.
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(6) Develops statewide marketing and communication
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(7) Solicits donations, gifts, and other funding
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| from statewide partners to financially support local Dolly Parton's Imagination Library programs.
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(8) Identifies and applies for available grant
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(d) The State Board of Education shall make publicly available on an annual basis information regarding the number of local programs that exist, where the local programs are located, the number of children that are enrolled in the program, the number of books that have been provided, and those entities or organizations that serve as local partners.
(e) The State Board of Education may adopt rules as may be needed for the administration of the Imagination Library of Illinois Program.
(Source: P.A. 103-8, eff. 6-7-23.)
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(105 ILCS 5/3-2.5)
Sec. 3-2.5. Salaries.
(a) Except as otherwise provided in this Section, the
regional superintendents of schools shall receive for their services an annual
salary according to the population, as determined by the last preceding federal
census, of the region they serve, as set out in the following schedule:
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SALARIES OF REGIONAL SUPERINTENDENTS OF
SCHOOLS |
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POPULATION OF REGION
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ANNUAL SALARY |
61,000 to 99,999
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$78,000 |
100,000 to 999,999
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$81,500 |
1,000,000 and over
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$83,500 |
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Beginning July 1, 2023, all regional superintendents of schools shall receive the same salary regardless of the population of the region they serve. The salary shall be equal to the middle annual salary tier.
The changes made by Public Act 86-98 in the annual salary that the
regional superintendents of schools shall receive for their services shall
apply to the annual salary received by the regional superintendents of
schools during each of their elected terms of office that
commence after
July 26, 1989 and before the first Monday of August, 1995.
The changes made by Public Act 89-225 in the annual salary that
regional superintendents of schools shall receive for their services shall
apply to the annual salary received by the regional superintendents of schools
during their elected terms of office that
commence after August 4,
1995 and end on August 1, 1999.
The changes made by this amendatory Act of the 91st General Assembly in the
annual salary that the regional superintendents of schools shall receive for
their services shall apply to the annual salary received by the regional
superintendents of schools during each of their elected terms of office that
commence on or after August 2, 1999.
Beginning July 1, 2000, the salary that the regional superintendent
of schools receives for his or her services shall be adjusted annually to
reflect the percentage increase, if any, in the most recent Consumer Price
Index, as defined and officially reported by the United States Department of
Labor, Bureau of Labor Statistics, except that no annual increment may exceed
2.9%. If the percentage of change in the
Consumer Price Index is a percentage decrease, the salary that the regional
superintendent of schools receives shall not be adjusted for that year.
When regional superintendents are authorized by the School Code to
appoint assistant regional superintendents, the assistant regional
superintendent shall receive an annual salary based on his or her
qualifications and computed as a percentage of the salary of the
regional superintendent to whom he or she is assistant, as set out in the
following schedule:
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SALARIES OF ASSISTANT REGIONAL SUPERINTENDENTS |
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QUALIFICATIONS OF
|
PERCENTAGE OF SALARY |
ASSISTANT REGIONAL
|
OF REGIONAL |
SUPERINTENDENT
|
SUPERINTENDENT |
Bachelor's degree plus |
| State license valid | |
for supervising.
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75% |
Master's degree plus |
| State license valid | |
for supervising.
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90% |
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However, in any region in which the appointment of more than one
assistant regional superintendent is authorized, whether by Section
3-15.10 of this Code or otherwise, not more than one assistant may
be compensated at the 90% rate and any other assistant shall be paid at
not exceeding the 75% rate, in each case depending on the qualifications
of the assistant.
The salaries provided in this Section plus an amount for other employment-related compensation or benefits for regional superintendents
and assistant regional superintendents are payable monthly by the State Board of Education out of the Personal Property Tax Replacement Fund through a specific appropriation to that effect in the State Board of Education budget. The State Comptroller in making his or her warrant to
any county for the amount due it from the Personal Property Tax Replacement Fund shall deduct
from it the several amounts for which warrants have been issued to the
regional superintendent, and any assistant regional superintendent, of
the educational service region encompassing the county since the
preceding apportionment from the Personal Property Tax Replacement Fund.
County boards may provide for additional compensation for the
regional superintendent or the assistant regional superintendents, or
for each of them, to be paid quarterly from the county treasury.
(b) (Blank).
(c) If the State pays all or any portion of the employee contributions
required under Section 16-152 of the Illinois Pension Code for employees of the
State Board of Education, it shall also, subject to appropriation in the State Board of Education budget for such payments to Regional Superintendents and Assistant Regional Superintendents, pay the employee contributions required
of regional superintendents of schools and assistant regional superintendents
of schools on the same basis, but excluding any contributions based on
compensation that is paid by the county rather than the State.
This subsection (c) applies to contributions based on payments of salary
earned after the effective date of this amendatory Act of the 91st General
Assembly, except that in the case of an elected regional superintendent of
schools, this subsection does not apply to contributions based on payments of
salary earned during a term of office that commenced before the effective date
of this amendatory Act.
(d) References to "regional superintendent" in this Section shall also include the chief administrative officer of the educational service centers established under Section 2-3.62 of this Code and serving that portion of a Class II county school unit outside of a city with a population of 500,000 or more inhabitants. References to "assistant regional superintendent" in this Section shall include one assistant appointed by the chief administrative officer of the educational service centers established under Section 2-3.62 of this Code and serving that portion of a Class II county school unit outside of a city with a population of 500,000 or more inhabitants. For the purposes of calculating regional superintendent and assistant regional superintendent salaries for educational service centers established under Section 2-3.62 of this Code, populations shall be established by subtracting from the total county population the population of a city with 500,000 or more inhabitants, divided by the number of educational service centers in the county.
(Source: P.A. 103-110, eff. 6-29-23.)
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(105 ILCS 5/3-11) (from Ch. 122, par. 3-11) (Text of Section from P.A. 99-616) Sec. 3-11. Institutes or inservice training workshops. In counties of less than 2,000,000 inhabitants, the regional superintendent may arrange for or conduct district, regional, or county institutes, or equivalent professional educational experiences, not more than 4 days annually. Of those 4 days, 2 days may be used as a teacher's and educational support personnel workshop, when approved by the regional superintendent, up to 2 days may be used for conducting parent-teacher conferences, or up to 2 days may be utilized as parental institute days as provided in Section 10-22.18d. Educational support personnel may be exempt from a workshop if the workshop is not relevant to the work they do. A school district may use one of its 4 institute days on the last day of the school term. "Institute" or "Professional educational experiences" means any educational gathering, demonstration of methods of instruction, visitation of schools or other institutions or facilities, sexual abuse and sexual assault awareness seminar, or training in First Aid (which may include cardiopulmonary resuscitation or defibrillator training) held or approved by the regional superintendent and declared by him to be an institute day, or parent-teacher conferences. With the concurrence of the State Superintendent of Education, he or she may employ such assistance as is necessary to conduct the institute. Two or more adjoining counties may jointly hold an institute. Institute instruction shall be free to holders of licenses good in the county or counties holding the institute and to those who have paid an examination fee and failed to receive a license. In counties of 2,000,000 or more inhabitants, the regional superintendent may arrange for or conduct district, regional, or county inservice training workshops, or equivalent professional educational experiences, not more than 4 days annually. Of those 4 days, 2 days may be used as a teacher's and educational support personnel workshop, when approved by the regional superintendent, up to 2 days may be used for conducting parent-teacher conferences, or up to 2 days may be utilized as parental institute days as provided in Section 10-22.18d. Educational support personnel may be exempt from a workshop if the workshop is not relevant to the work they do. A school district may use one of those 4 days on the last day of the school term. "Inservice Training Workshops" or "Professional educational experiences" means any educational gathering, demonstration of methods of instruction, visitation of schools or other institutions or facilities, sexual abuse and sexual assault awareness seminar, or training in First Aid (which may include cardiopulmonary resuscitation or defibrillator training) held or approved by the regional superintendent and declared by him to be an inservice training workshop, or parent-teacher conferences. With the concurrence of the State Superintendent of Education, he may employ such assistance as is necessary to conduct the inservice training workshop. With the approval of the regional superintendent, 2 or more adjoining districts may jointly hold an inservice training workshop. In addition, with the approval of the regional superintendent, one district may conduct its own inservice training workshop with subject matter consultants requested from the county, State or any State institution of higher learning. Such teachers institutes as referred to in this Section may be held on consecutive or separate days at the option of the regional superintendent having jurisdiction thereof. Whenever reference is made in this Act to "teachers institute", it shall be construed to include the inservice training workshops or equivalent professional educational experiences provided for in this Section. Any institute advisory committee existing on April 1, 1995, is dissolved and the duties and responsibilities of the institute advisory committee are assumed by the regional office of education advisory board. Districts providing inservice training programs shall constitute inservice committees, 1/2 of which shall be teachers, 1/4 school service personnel and 1/4 administrators to establish program content and schedules. The teachers institutes shall include teacher training committed to (i) peer counseling programs and other anti-violence and conflict resolution programs, including without limitation programs for preventing at risk students from committing violent acts, and (ii) educator ethics and teacher-student conduct. Beginning with the 2009-2010 school year, the teachers institutes shall include instruction on prevalent student chronic health conditions. Beginning with the 2016-2017 school year, the teachers institutes shall include, at least once every 2 years, instruction on the federal Americans with Disabilities Act as it pertains to the school environment. (Source: P.A. 99-30, eff. 7-10-15; 99-616, eff. 7-22-16.) (Text of Section from P.A. 103-413) Sec. 3-11. Institutes or inservice training workshops. (a) In counties of less than 2,000,000 inhabitants, the regional superintendent may arrange for or conduct district, regional, or county institutes, or equivalent professional educational experiences, not more than 4 days annually. Of those 4 days, 2 days may be used as a teacher's and educational support personnel workshop, when approved by the regional superintendent, up to 2 days may be used for conducting parent-teacher conferences, or up to 2 days may be utilized as parental institute days as provided in Section 10-22.18d. Educational support personnel may be exempt from a workshop if the workshop is not relevant to the work they do. A school district may use one of its 4 institute days on the last day of the school term. "Institute" or "Professional educational experiences" means any educational gathering, demonstration of methods of instruction, visitation of schools or other institutions or facilities, sexual abuse and sexual assault awareness seminar, or training in First Aid (which may include cardiopulmonary resuscitation or defibrillator training) held or approved by the regional superintendent and declared by him to be an institute day, or parent-teacher conferences. With the concurrence of the State Superintendent of Education, he or she may employ such assistance as is necessary to conduct the institute. Two or more adjoining counties may jointly hold an institute. Institute instruction shall be free to holders of licenses good in the county or counties holding the institute and to those who have paid an examination fee and failed to receive a license. In counties of 2,000,000 or more inhabitants, the regional superintendent may arrange for or conduct district, regional, or county inservice training workshops, or equivalent professional educational experiences, not more than 4 days annually. Of those 4 days, 2 days may be used as a teacher's and educational support personnel workshop, when approved by the regional superintendent, up to 2 days may be used for conducting parent-teacher conferences, or up to 2 days may be utilized as parental institute days as provided in Section 10-22.18d. Educational support personnel may be exempt from a workshop if the workshop is not relevant to the work they do. A school district may use one of those 4 days on the last day of the school term. "Inservice Training Workshops" or "Professional educational experiences" means any educational gathering, demonstration of methods of instruction, visitation of schools or other institutions or facilities, sexual abuse and sexual assault awareness seminar, or training in First Aid (which may include cardiopulmonary resuscitation or defibrillator training) held or approved by the regional superintendent and declared by him to be an inservice training workshop, or parent-teacher conferences. With the concurrence of the State Superintendent of Education, he may employ such assistance as is necessary to conduct the inservice training workshop. With the approval of the regional superintendent, 2 or more adjoining districts may jointly hold an inservice training workshop. In addition, with the approval of the regional superintendent, one district may conduct its own inservice training workshop with subject matter consultants requested from the county, State or any State institution of higher learning. Such teachers institutes as referred to in this Section may be held on consecutive or separate days at the option of the regional superintendent having jurisdiction thereof. Whenever reference is made in this Act to "teachers institute", it shall be construed to include the inservice training workshops or equivalent professional educational experiences provided for in this Section. Any institute advisory committee existing on April 1, 1995, is dissolved and the duties and responsibilities of the institute advisory committee are assumed by the regional office of education advisory board. Districts providing inservice training programs shall constitute inservice committees, 1/2 of which shall be teachers, 1/4 school service personnel and 1/4 administrators to establish program content and schedules. The teachers institutes shall include teacher training committed to (i) peer counseling programs and other anti-violence and conflict resolution programs, including without limitation programs for preventing at risk students from committing violent acts, and (ii) educator ethics and teacher-student conduct. Beginning with the 2009-2010 school year, the teachers institutes shall include instruction on prevalent student chronic health conditions. Beginning with the 2016-2017 school year, the teachers institutes shall include, at least once every 2 years, instruction on the federal Americans with Disabilities Act as it pertains to the school environment. (b) In this subsection (b): "Trauma" is defined according to an event, an experience, and effects. Individual trauma results from an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening and that has lasting adverse effects on the individual's functioning and mental, physical, social, or emotional well-being. Collective trauma is a psychological reaction to a traumatic event shared by any group of people. This may include, but is not limited to, community violence, experiencing racism and discrimination, and the lack of the essential supports for well-being, such as educational or economic opportunities, food, health care, housing, and community cohesion. Trauma can be experienced by anyone, though it is disproportionately experienced by members of marginalized groups. Systemic and historical oppression, such as racism, is often at the root of this inequity. Symptoms may vary at different developmental stages and across different cultural groups and different communities. "Trauma-responsive learning environments" means learning environments developed during an ongoing, multiyear-long process that typically progresses across the following 3 stages: (1) A school or district is "trauma aware" when it: (A) has personnel that demonstrate a foundational |
| understanding of a broad definition of trauma that is developmentally and culturally based; includes students, personnel, and communities; and recognizes the potential effect on biological, cognitive, academic, and social-emotional functioning; and
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|
(B) recognizes that traumatic exposure can impact
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| behavior and learning and should be acknowledged in policies, strategies, and systems of support for students, families, and personnel.
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(2) A school or district is "trauma responsive" when
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| it progresses from awareness to action in the areas of policy, practice, and structural changes within a multi-tiered system of support to promote safety, positive relationships, and self-regulation while underscoring the importance of personal well-being and cultural responsiveness. Such progress may:
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(A) be aligned with the Illinois Quality
|
| Framework and integrated into a school or district's continuous improvement process as evidence to support allocation of financial resources;
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(B) be assessed and monitored by a
|
| multidisciplinary leadership team on an ongoing basis; and
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(C) involve the engagement and capacity building
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| of personnel at all levels to ensure that adults in the learning environment are prepared to recognize and respond to those impacted by trauma.
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(3) A school or district is healing centered when it
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| acknowledges its role and responsibility to the community, fully responds to trauma, and promotes resilience and healing through genuine, trusting, and creative relationships. Such schools or districts may:
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(A) promote holistic and collaborative approaches
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| that are grounded in culture, spirituality, civic engagement, and equity; and
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(B) support agency within individuals, families,
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| and communities while engaging people in collective action that moves from transactional to transformational.
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"Whole child" means using a child-centered, holistic, equitable lens across all systems that prioritizes physical, mental, and social-emotional health to ensure that every child is healthy, safe, supported, challenged, engaged, and protected.
Starting with the 2024-2025 school year, the teachers institutes shall provide instruction on trauma-informed practices and include the definitions of trauma, trauma-responsive learning environments, and whole child set forth in this subsection (b) before the first student attendance day of each school year.
(Source: P.A. 103-413, eff. 1-1-24.)
(Text of Section from P.A. 103-542)
Sec. 3-11. Institutes or inservice training workshops. In counties of less than 2,000,000 inhabitants, the regional superintendent may arrange for or conduct district, regional, or county institutes, or equivalent professional educational experiences, not more than 4 days annually. Of those 4 days, 2 days may be used as a teachers, administrators, and school support personnel workshop, when approved by the regional superintendent, up to 2 days may be used for conducting parent-teacher conferences, or up to 2 days may be utilized as parental institute days as provided in Section 10-22.18d. School support personnel may be exempt from a workshop if the workshop is not relevant to the work they do. A school district may use one of its 4 institute days on the last day of the school term. "Institute" or "Professional educational experiences" means any educational gathering, demonstration of methods of instruction, visitation of schools or other institutions or facilities, sexual abuse and sexual assault awareness seminar, or training in First Aid (which may include cardiopulmonary resuscitation or defibrillator training) held or approved by the regional superintendent and declared by him to be an institute day, or parent-teacher conferences. With the concurrence of the State Superintendent of Education, the regional superintendent may employ such assistance as is necessary to conduct the institute. Two or more adjoining counties may jointly hold an institute. Institute instruction shall be free to holders of licenses good in the county or counties holding the institute and to those who have paid an examination fee and failed to receive a license.
In counties of 2,000,000 or more inhabitants, the regional superintendent may arrange for or conduct district, regional, or county inservice training workshops, or equivalent professional educational experiences, not more than 4 days annually. Of those 4 days, 2 days may be used as a teachers, administrators, and school support personnel workshop, when approved by the regional superintendent, up to 2 days may be used for conducting parent-teacher conferences, or up to 2 days may be utilized as parental institute days as provided in Section 10-22.18d. School support personnel may be exempt from a workshop if the workshop is not relevant to the work they do. A school district may use one of those 4 days on the last day of the school term. "Inservice Training Workshops" or "Professional educational experiences" means any educational gathering, demonstration of methods of instruction, visitation of schools or other institutions or facilities, sexual abuse and sexual assault awareness seminar, or training in First Aid (which may include cardiopulmonary resuscitation or defibrillator training) held or approved by the regional superintendent and declared by the regional superintendent to be an inservice training workshop, or parent-teacher conferences. With the concurrence of the State Superintendent of Education, the regional superintendent may employ such assistance as is necessary to conduct the inservice training workshop. With the approval of the regional superintendent, 2 or more adjoining districts may jointly hold an inservice training workshop. In addition, with the approval of the regional superintendent, one district may conduct its own inservice training workshop with subject matter consultants requested from the county, State or any State institution of higher learning.
Such institutes as referred to in this Section may be held on consecutive or separate days at the option of the regional superintendent having jurisdiction thereof.
Whenever reference is made in this Act to "institute", it shall be construed to include the inservice training workshops or equivalent professional educational experiences provided for in this Section.
Any institute advisory committee existing on April 1, 1995, is dissolved and the duties and responsibilities of the institute advisory committee are assumed by the regional office of education advisory board.
Districts providing inservice training programs shall constitute inservice committees, 1/2 of which shall be teachers, 1/4 school service personnel and 1/4 administrators to establish program content and schedules.
In addition to other topics not listed in this Section, the teachers institutes may include training committed to health conditions of students; social-emotional learning; developing cultural competency; identifying warning signs of mental illness and suicidal behavior in youth; domestic and sexual violence and the needs of expectant and parenting youth; protections and accommodations for students; educator ethics; responding to child sexual abuse and grooming behavior; and effective instruction in violence prevention and conflict resolution. Institute programs in these topics shall be credited toward hours of professional development required for license renewal as outlined in subsection (e) of Section 21B-45.
(Source: P.A. 103-542, eff. 7-1-24 (see Section 905 of P.A. 103-563 for effective date of P.A. 103-542).)
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