(105 ILCS 5/2-3.103) (from Ch. 122, par. 2-3.103) Sec. 2-3.103. Salary and benefit survey. For each
school year, the State Board
of Education shall conduct, in each school district, a school district
salary and benefits survey covering the district's licensed and
educational support personnel. However, the collection of information covering educational support personnel must be limited to districts with 1,000 or more students enrolled. A survey form shall be developed and furnished by the State Board of
Education to each school district on or before October 1 of
the school year covered by the survey, and each school district shall submit a completed
survey to the State Board of Education on or before February 1 of the school year covered by the survey. The State Board of Education shall compile, by April 30 of the school
year covered by the survey, a statewide salary and benefit survey report
based upon the surveys completed and submitted for that school year by
the individual school districts as required by this Section, and shall make
the survey report available to all school districts and to all "employee
organizations" as defined in Section 2 of the Illinois Educational Labor
Relations Act. The data required to be reported by each school district on the salary
and benefits survey developed and furnished under this Section for the
school year covered by the survey shall include, but shall not be limited
to, the following: (1) the district's estimated fall enrollment; (2) with respect to both its licensed and educational |
| support personnel employees:
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(A) whether the district has a salary schedule,
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| salary policy but no salary schedule, or no salary policy and no salary schedule;
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(B) when each such salary schedule or policy of
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| the district was or will be adopted;
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(C) whether there is a negotiated agreement
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| between the school board and any teacher, educational support personnel or other employee organization and, if so, the affiliation of the local of such organization, together with the month and year of expiration of the negotiated agreement and whether it contains a fair share provision; and if there is no such negotiated agreement but the district does have a salary schedule or policy, a brief explanation of the manner in which each such salary schedule or policy was developed prior to its adoption by the school board, including a statement of whether any meetings between the school board and the superintendent leading up to adoption of the salary schedule or policy were based upon, or were conducted without any discussions between the superintendent and the affected teachers, educational support personnel or other employees;
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(D) whether the district's salary program,
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| policies or provisions are based upon merit or performance evaluation of individual teachers, educational support personnel or other employees, and whether they include: severance pay provisions; early retirement incentives; sick leave bank provisions; sick leave accumulation provisions and, if so, to how many days; personal, business or emergency leave with pay and, if so, the number of days; or direct reimbursement in whole or in part for expenses, such as tuition and materials, incurred in acquiring additional college credit;
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(E) whether school board paid or tax sheltered
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| retirement contributions are included in any existing salary schedule or policy of the school district; what percent (if any) of the salary of each different licensed and educational support personnel employee classification (using the employee salary which reflects the highest regularly scheduled step in that classification on the salary schedule or policy of the district) is school board paid to an employee retirement system; the highest scheduled salary and the level of education or training required to reach the highest scheduled salary in each licensed and educational support personnel employee classification; using annual salaries from the school board's salary schedule or policy for each licensed and educational support personnel employee classification (and excluding from such salaries items of individual compensation resulting from extra-curricular duties, employment beyond the regular school year and longevity service pay, but including additional compensation such as grants and cost of living bonuses that are received by all employees in a classification or by all employees in a classification who are at the maximum experience level), the beginning, maximum and specified intermediate salaries reported to an employee retirement system (including school board paid or tax sheltered retirement contributions, but excluding fringe benefits) for each educational or training category within each licensed and educational support personnel employee classification; and the completed years of experience required to reach such maximum regularly scheduled and highest scheduled salaries;
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(F) whether the school district provides
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| longevity pay beyond the last annual regular salary increase available under the district's salary schedule or policy; and if so, the maximum earnings with longevity for each educational or training category specified by the State Board of Education in its survey form (based on salary reported to an employee's retirement system, including school board paid and tax sheltered retirement contributions, but excluding fringe benefits, and with maximum longevity step numbers and completed years of experience computed as provided in the survey form);
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(G) for each dental, disability, hospitalization,
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| life, prescription or vision insurance plan, cafeteria plan or other fringe benefit plan sponsored by the school board: (i) a statement of whether such plan is available to full time teachers or other licensed personnel covered by a district salary schedule or policy, whether such plan is available to full time educational support personnel covered by a district salary schedule or policy, and whether all full time employees to whom coverage under such plan is available are entitled to receive the same benefits under that plan; and (ii) the total annual cost of coverage under that plan for a covered full time employee who is at the highest regularly scheduled step on the salary schedule or policy of the district applicable to such employee, the percent of that total annual cost paid by the school board, the total annual cost of coverage under that plan for the family of that employee, and the percent of that total annual cost for family coverage paid by the school board.
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In addition, each school district shall provide to the State Board of Education, on or before February 1 of the school year covered by the survey, as required by
this Section, a copy of each salary schedule, salary policy, and negotiated
agreement which is identified or otherwise referred to in the completed survey form.
(Source: P.A. 102-894, eff. 5-20-22.)
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(105 ILCS 5/2-3.112)
Sec. 2-3.112.
Service evaluation reports.
(a) The Service Evaluation Committee is hereby created to design and
develop, under the direction of the Office of the
Lieutenant Governor, a form to be used by school districts as provided
in this Section to annually evaluate the nature and quality of the services
furnished to those school districts by the State Board of Education and the
regional offices of education. The Service Evaluation Committee shall be
composed of 7 members, consisting of one member from each of the following
entities, designated in each case by the governing board of the entity from
which the member is designated:
(1) the Regional Superintendents Association;
(2) the staff employed by the State Board of |
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(3) the Illinois Parent Teacher Association;
(4) the Illinois Education Association;
(5) the Illinois Federation of Teachers;
(6) the Illinois Association of School Boards; and
(7) the Illinois Association of School Administrators.
Members of the Service Evaluation Committee shall serve at the pleasure of the
governing board of the entity by which they are designated to serve as members
of the Committee. Committee members shall serve without compensation but shall
be reimbursed for the reasonable expenses which they necessarily incur in the
performance of their responsibilities as members of the Committee.
(b) Under the direction of the Office of the Lieutenant Governor, the
Committee, at periodic intervals not to exceed 3 years, shall review the form to be used for the evaluation
and
make
any modifications in the form that it determines
are necessary. The
design, development, and any modifications that are to be made to the form
shall be determined not later than August 1 of each year,
beginning in 1998.
(c) The Office of the Lieutenant Governor
shall cause the form of evaluation as last
designed, developed, or modified under this Section to be printed and
distributed to the board of education of each school district in the State not
later than September 1 of each year, beginning in 1998.
(d) The president of the board of education is authorized to cause the
evaluation form
to be completed and may sign the form as president of the board of education
and forward the completed form to the Office of the Lieutenant Governor
not later than November 1 of each year, beginning in 1998. Before
completing
and signing the evaluation form, the president, acting through the board of
education, shall request and receive comments, opinions, and other input from
the district's administrators, teachers, and teacher organizations to assist
the board of education in evaluating, rating, and reporting, on the form to be
transmitted to the Office of the Lieutenant Governor, the nature and quality of
the services furnished to the district by the State Board of Education and the
regional office of education for the educational service region in which the
school district is located.
(e) The Office of the Lieutenant Governor shall review and tally the results
of all evaluation forms received from the several school districts of the State
and submit a written report of the evaluation results to the Governor, the
General Assembly, the members of the State Board of Education, and each of the
several regional superintendents of schools not later than December 15 of each
year, beginning in 1998. The Office of the Lieutenant Governor,
in making the
annual written report required by this subsection, shall not report, publish,
or otherwise release the evaluation results separately for any regional offices
of education but instead the evaluation results with respect to the regional
offices of education shall be tallied and reported on an aggregate or composite
basis, in such manner as to avoid reporting evaluation results on a regional
office of education by regional office of education basis.
(f) This Section is subject to the provisions of Section 405-500 of the
Department of Central Management Services Law (20 ILCS 405/405-500).
(Source: P.A. 90-96, eff. 1-1-98;
90-498, eff. 1-1-98; 90-609, eff. 6-30-98; 91-239, 1-1-00.)
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(105 ILCS 5/2-3.117a)
Sec. 2-3.117a. School Technology Revolving Loan Program.
(a) The State
Board of Education is authorized to administer a School Technology Revolving
Loan Program from funds appropriated from the School Technology Revolving Loan
Fund for the purpose of making the financing of school technology hardware
improvements affordable
and making the integration of technology in the classroom possible. School
technology loans shall be made available to
public school districts, charter schools, area vocational centers,
laboratory schools, and State-recognized, non-public schools to purchase technology hardware for eligible grade
levels on a 2-year rotating basis: grades 9 through 12 in fiscal year 2004
and each second year thereafter and grades K through 8 in fiscal year
2005 and each second year thereafter. However, priority shall be given to public school districts, charter schools, area vocational centers, and laboratory schools that apply prior to October 1 of each year.
The State Board of Education shall determine the interest rate the loans
shall bear which shall not be greater than 50% of the rate for the most recent
date shown in the 20 G.O. Bonds Index of average municipal bond yields as
published in the most recent edition of The Bond
Buyer, published in New York, New York. The repayment period for School
Technology Revolving Loans shall not exceed 3 years. Participants shall use at least 90% of the loan proceeds for technology
hardware
investments for
students and staff (including computer hardware, technology networks,
related
wiring, and other items as defined in rules adopted by the State Board of
Education) and up to 10% of the loan proceeds for computer furniture. No
participant whose equalized assessed valuation per pupil in
average daily attendance is at the 99th percentile and above for all districts
of the same type shall be eligible to receive a School Technology Revolving
Loan under the provisions of this Section for that year.
The State Board of Education shall have the authority to adopt all rules
necessary for the implementation and administration of the School Technology
Revolving Loan Program, including, but not limited to, rules defining
application procedures, prescribing a maximum amount per pupil that may be
requested annually, requiring appropriate local commitments for
technology investments, prescribing a mechanism for disbursing
loan funds in the event requests exceed available funds, specifying
collateral, prescribing
actions necessary to protect the State's
interest in the event of default, foreclosure, or noncompliance with the terms
and conditions of the loans, and prescribing a mechanism for reclaiming any items or equipment purchased with the loan funds in the case of the closure of a non-public school.
(b) There is created in the State treasury the School Technology Revolving
Loan Fund. The State Board shall have the authority to make expenditures from
the Fund pursuant to appropriations made for the purposes of this Section, including refunds.
There shall be deposited into the Fund such amounts, including but not limited
to:
(1) Transfers from the School Infrastructure Fund;
(2) All receipts, including principal and interest |
| payments, from any loan made from the Fund;
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(3) All proceeds of assets of whatever nature
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| received by the State Board as a result of default or delinquency with respect to loans made from the Fund;
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(4) Any appropriations, grants, or gifts made to the
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(5) Any income received from interest on investments
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(Source: P.A. 96-734, eff. 8-25-09; 96-783, eff. 8-28-09; 96-1000, eff. 7-2-10.)
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(105 ILCS 5/2-3.130)
Sec. 2-3.130. Isolated time out, time out, and physical restraint rules; grant program; third-party assistance; goals and plans. (a) For purposes of this Section, "isolated time out", "physical restraint", and "time out" have the meanings given to those terms under Section 10-20.33. (b) The
State Board of Education shall promulgate rules governing the use of isolated time out, time out,
and physical restraint in special education nonpublic facilities and the public schools. The rules shall include
provisions governing the documentation and reporting that is required each time these interventions are used.
The rules adopted by the State Board shall
include a procedure by which a person who believes a violation of
Section 10-20.33 or 34-18.20 has occurred may file a complaint.
The rules adopted by the State Board shall include training requirements that must be included in training programs used to train and certify school personnel. The State Board shall establish procedures for progressive enforcement
actions to ensure that schools fully comply with the
documentation and reporting requirements for isolated time out, time out, and physical
restraint established by rule, which shall include meaningful and
appropriate sanctions for the failure to comply, including the failure to
report to the parent or guardian and to the State Board, the failure
to timely report, and the failure to provide detailed documentation. (c) Subject to appropriation, the State Board shall, by adoption of emergency rules under subsection (rr) of Section 5-45 of the Illinois Administrative Procedure Act if it so chooses, create a
grant program for school districts, special education nonpublic facilities approved under Section 14-7.02 of this Code, and special education
cooperatives to implement school-wide,
culturally sensitive, and trauma-informed practices, positive
behavioral interventions and supports, and restorative practices
within a multi-tiered system of support aimed at reducing the
need for interventions, such as isolated time out, time out, and physical restraint. The State Board shall give priority in grant funding to those school districts, special education nonpublic facilities approved under Section 14-7.02 of this Code, and special education cooperatives that submit a plan to achieve a significant reduction or elimination in the use of isolated time out and physical restraint in less than 3 years. (d) Subject to the Illinois Procurement Code, the Illinois School Student Records Act, the Mental Health and Developmental Disabilities Confidentiality Act, and the federal Family Educational Rights and Privacy Act of 1974, the State Board may contract with a third party to provide
assistance with the oversight and monitoring of the use of isolated time
out, time out, and physical restraint by school districts. (e) For the purpose of this subsection and subsection (f), "entity" means a school district, a special education nonpublic school approved under Section 14-7.02 of this Code and located in this State, or a special education cooperative to the extent the cooperative operates separate schools or programs within schools. The State Board shall establish goals within 90 days after the effective date of this amendatory Act of the 102nd General Assembly, with
specific benchmarks, for entities to accomplish the systemic reduction
of isolated time out, time out, and physical restraint within 3 years after the effective date of this amendatory Act of the 102nd General Assembly.
The State Board shall engage in meaningful consultation with stakeholders to establish the goals, including in the review and evaluation of the data submitted. The State Board shall also consult stakeholders in efforts to develop strategies to measure and reduce racial and ethnic disparities in the use of isolated time out, time out, and physical restraint. Each entity shall create a time out and physical restraint oversight team that includes, but is not limited to, teachers, paraprofessionals, school service personnel, and administrators to develop (i) an entity-specific plan for reducing and eventually eliminating the use
of isolated time out, time out, and physical restraint in accordance with the goals and benchmarks established by the State Board and (ii) procedures to implement the plan developed by the team. The progress toward the reduction and eventual elimination of the use of isolated time out and physical restraint shall be measured by the reduction in the overall number of incidents of those interventions and the total number of students subjected to those interventions. In limited cases, upon written application made by an entity and approved by the State Board based on criteria developed by the State Board to show good cause, the reduction in the use of those interventions may be measured by the frequency of the use of those interventions on individual students and the student population as a whole. The State Board shall specify a date for submission of the plans. Entities shall submit a report once each year for 3 years after the effective date of this amendatory Act of the 102nd General Assembly to the State Board on the progress made toward achieving the goals and benchmarks established by the State Board and modify their plans as necessary to satisfy those goals and benchmarks. Entities shall notify parents and guardians that the plans and reports are available for review. On or before June 30, 2023, the State Board shall issue a report to the General Assembly on the progress made by entities to achieve those goals and benchmarks. The required plans shall include, but not be limited to, the specific actions that are to be taken
to: (1) reduce and eventually eliminate a reliance on |
| isolated time out, time out, and physical restraint for behavioral interventions and develop noncoercive environments;
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(2) develop individualized student plans that are
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| oriented toward prevention of the use of isolated time out, time out, and physical restraint with the intent that a plan be separate and apart from a student's individualized education program or a student's plan for services under Section 504 of the federal Rehabilitation Act of 1973;
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(3) ensure that appropriate personnel are fully
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| informed of the student's history, including any history of physical or sexual abuse, and other relevant medical and mental health information, except that any disclosure of student information must be consistent with federal and State laws and rules governing student confidentiality and privacy rights; and
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(4) support a vision for cultural change that
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| reinforces the following:
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(A) positive behavioral interventions and support
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| rather than isolated time out, time out, and physical restraint;
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(B) effective ways to de-escalate situations to
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| avoid isolated time out, time out, and physical restraint;
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(C) crisis intervention techniques that use
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| alternatives to isolated time out, time out, and physical restraint; and
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(D) use of debriefing meetings to reassess what
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| occurred and why it occurred and to think through ways to prevent use of the intervention the next time.
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(f) An entity, as defined in subsection (e), is exempt from the requirement to submit a plan and the annual reports under subsection (e) if the entity is able to demonstrate to the satisfaction of the State Board that (i) within the previous 3 years, the entity has never engaged in the use of isolated time out, time out, or physical restraint and (ii) the entity has adopted a written policy that prohibits the use isolated time out, time out, and physical restraint on a student and is able to demonstrate the enforcement of that policy.
(g) The State Board shall establish a system of ongoing review,
auditing, and monitoring to ensure that entities comply with the
documentation and reporting requirements and meet the State Board's established goals
and benchmarks for reducing and eventually eliminating the use of isolated time out, time out, and
physical restraint.
(Source: P.A. 102-339, eff. 8-13-21; 103-175, eff. 6-30-23.)
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(105 ILCS 5/2-3.131)
Sec. 2-3.131. Transitional assistance payments.
(a) If the amount that
the State Board of Education will pay to
a school
district from fiscal year 2004 appropriations, as estimated by the State
Board of Education on April 1, 2004, is less than the amount that the
State Board of Education paid to the school district from fiscal year 2003
appropriations, then, subject to appropriation, the State Board of
Education shall make a fiscal year 2004 transitional assistance payment
to the school district in an amount equal to the difference between the
estimated amount to be paid from fiscal year 2004 appropriations and
the amount paid from fiscal year 2003 appropriations.
(b) If the amount that
the State Board of Education will pay to
a school
district from fiscal year 2005 appropriations, as estimated by the State
Board of Education on April 1, 2005, is less than the amount that the
State Board of Education paid to the school district from fiscal year 2004
appropriations, then the State Board of
Education shall make a fiscal year 2005 transitional assistance payment
to the school district in an amount equal to the difference between the
estimated amount to be paid from fiscal year 2005 appropriations and
the amount paid from fiscal year 2004 appropriations.
(c) If the amount that
the State Board of Education will pay to
a school
district from fiscal year 2006 appropriations, as estimated by the State
Board of Education on April 1, 2006, is less than the amount that the
State Board of Education paid to the school district from fiscal year 2005
appropriations, then the State Board of
Education shall make a fiscal year 2006 transitional assistance payment
to the school district in an amount equal to the difference between the
estimated amount to be paid from fiscal year 2006 appropriations and
the amount paid from fiscal year 2005 appropriations.
(d) If the amount that
the State Board of Education will pay to
a school
district from fiscal year 2007 appropriations, as estimated by the State
Board of Education on April 1, 2007, is less than the amount that the
State Board of Education paid to the school district from fiscal year 2006
appropriations, then the State Board of
Education, subject to appropriation, shall make a fiscal year 2007 transitional assistance payment
to the school district in an amount equal to the difference between the
estimated amount to be paid from fiscal year 2007 appropriations and
the amount paid from fiscal year 2006 appropriations.
(e) Subject to appropriation, beginning on July 1, 2007, the State Board of Education shall adjust prior year information for the transitional assistance calculations under this Section in the event of the creation or reorganization of any school district pursuant to Article 11E of this Code, the dissolution of an entire district and the annexation of all of its territory to one or more other districts pursuant to Article 7 of this Code, or a boundary change whereby the enrollment of the annexing district increases by 90% or more as a result of annexing territory detached from another district pursuant to Article 7 of this Code.
(f) If the amount that
the State Board of Education will pay to
a school
district from fiscal year 2008 appropriations, as estimated by the State
Board of Education on April 1, 2008, is less than the amount that the
State Board of Education paid to the school district from fiscal year 2007
appropriations, then the State Board of
Education, subject to appropriation, shall make a fiscal year 2008 transitional assistance payment
to the school district in an amount equal to the difference between the
estimated amount to be paid from fiscal year 2008 appropriations and
the amount paid from fiscal year 2007 appropriations.
(g) If the amount that the State Board of Education will pay to a school district from fiscal year 2009 appropriations, as estimated by the State Board of Education on April 1, 2009, is less than the amount that the State Board of Education paid to the school district from fiscal year 2008 appropriations, then the State Board of Education, subject to appropriation, shall make a fiscal year 2009 transitional assistance payment to the school district in an amount equal to the difference between the estimated amount to be paid from fiscal year 2009 appropriations and the amount paid from fiscal year 2008 appropriations. (Source: P.A. 94-69, eff. 7-1-05; 94-835, eff. 6-6-06; 95-331, eff. 8-21-07; 95-707, eff. 1-11-08; 95-744, eff. 7-18-08.)
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(105 ILCS 5/2-3.139)
Sec. 2-3.139. School wellness policies; taskforce.
(a) The State Board of Education shall establish a State goal that all school districts have a wellness policy that is consistent with recommendations of the Centers for Disease Control and Prevention (CDC), which recommendations include the following: (1) nutrition guidelines for all foods sold on school |
| campus during the school day;
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(2) setting school goals for nutrition education and
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(3) establishing community participation in creating
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| local wellness policies; and
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(4) creating a plan for measuring implementation of
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The Department of Public Health, the Department of Human Services, and the State Board of Education shall form an interagency working group to publish model wellness policies and recommendations. Sample policies shall be based on CDC recommendations for nutrition and physical activity. The State Board of Education shall distribute the model wellness policies to all school districts before June 1, 2006.
(b) There is created the School Wellness Policy Taskforce, consisting of
the following members:
(1) One member representing the State Board of
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| Education, appointed by the State Board of Education.
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(2) One member representing the Department of Public
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| Health, appointed by the Director of Public Health.
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(3) One member representing the Department of Human
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| Services, appointed by the Secretary of Human Services.
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(4) One member of an organization representing the
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| interests of school nurses in this State, appointed by the interagency working group.
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(5) One member of an organization representing the
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| interests of school administrators in this State, appointed by the interagency working group.
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(6) One member of an organization representing the
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| interests of school boards in this State, appointed by the interagency working group.
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(7) One member of an organization representing the
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| interests of regional superintendents of schools in this State, appointed by the interagency working group.
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(8) One member of an organization representing the
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| interests of parent-teacher associations in this State, appointed by the interagency working group.
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(9) One member of an organization representing the
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| interests of pediatricians in this State, appointed by the interagency working group.
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(10) One member of an organization representing the
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| interests of dentists in this State, appointed by the interagency working group.
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(11) One member of an organization representing the
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| interests of dieticians in this State, appointed by the interagency working group.
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(12) One member of an organization that has an
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| interest and expertise in heart disease, appointed by the interagency working group.
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(13) One member of an organization that has an
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| interest and expertise in cancer, appointed by the interagency working group.
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(14) One member of an organization that has an
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| interest and expertise in childhood obesity, appointed by the interagency working group.
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(15) One member of an organization that has an
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| interest and expertise in the importance of physical education and recreation in preventing disease, appointed by the interagency working group.
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(16) One member of an organization that has an
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| interest and expertise in school food service, appointed by the interagency working group.
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(17) One member of an organization that has an
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| interest and expertise in school health, appointed by the interagency working group.
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(18) One member of an organization that campaigns
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| for programs and policies for healthier school environments, appointed by the interagency working group.
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(19) One at-large member with a doctorate in
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| nutrition, appointed by the State Board of Education.
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Members of the taskforce shall serve without compensation. The taskforce shall meet at the call of the State Board of Education. The taskforce shall report its identification of barriers to implementing school wellness policies and its recommendations to reduce those barriers to the General Assembly and the Governor on or before January 1, 2006. The taskforce shall report its recommendations on statewide school nutrition standards to the General Assembly and the Governor on or before January 1, 2007. The taskforce shall report its evaluation of the effectiveness of school wellness policies to the General Assembly and the Governor on or before January 1, 2008. The evaluation shall review a sample size of 5 to 10 school districts. Reports shall be made to the General Assembly by filing copies of each report as provided in Section 3.1 of the General Assembly Organization Act. Upon the filing of the last report, the taskforce is dissolved.
(c) The State Board of Education may adopt any rules necessary to implement this Section.
(d) Nothing in this Section may be construed as a curricular mandate on any school district.
(Source: P.A. 94-199, eff. 7-12-05; 95-331, eff. 8-21-07.)
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(105 ILCS 5/2-3.151) Sec. 2-3.151. Green career and technical education
programs. (a) As used in this Section, "green industries"
means industries that contribute directly to preserving or
enhancing environmental quality by reducing waste and pollution
or producing sustainable products using sustainable processes
and materials and that provide opportunities for advancement
along a career track of increasing skills and wages. Green
industries include any of the following: (1) Energy system retrofits to increase energy |
| efficiency and conservation.
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(2) The production and distribution of biofuels and
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| vehicle retrofits for biofuels.
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(3) Building design and construction that meet the
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| equivalent of the best available technology in energy and environmental design standards.
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(4) Organic and community food production.
(5) The manufacture of products from non-toxic,
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| environmentally certified or recycled materials.
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(6) The manufacture and production of sustainable
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| technologies, including, but not limited to, solar panels, wind turbines, and fuel cells.
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(7) Solar technology installation and
maintenance.
(8) Recycling, green composting, and large-scale
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| reuse of construction and demolition materials and debris.
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(9) Water system retrofits to increase water
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| efficiency and conservation.
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(10) Horticulture.
(b) It is the purpose and intent of this Section to establish a State grant program that develops secondary programs that introduce students to developing green industries.
(c) Subject to appropriation, the State Board of Education shall establish a State grant program that develops, through a competitive process, 2-year pilot programs to assist in the creation and promotion of green career and technical education programs in public secondary
schools in this State. Preference must be given to proposals that include the integration of academic and career and technical education content, arranged in sequences of courses that lead to post-secondary completion.
(d) The State Board of Education may adopt any rules
necessary for the implementation of this Section.
(e) The State Board of Education may use up to 5% of the funds appropriated for the purposes of this Section for administrative costs,
including the hiring of positions for the implementation and administration of the grant program, provided that if no appropriation is made to the State Board for a given fiscal year for the purposes of the grant program, then the State Board is not required to make any expenditures in support of the program during that fiscal year.
(Source: P.A. 96-659, eff. 8-25-09; 96-1000, eff. 7-2-10.)
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(105 ILCS 5/2-3.152) Sec. 2-3.152. Community schools. (a) This Section applies beginning with the 2024-2025 school year. (b) The General Assembly finds all of the following: (1) All children are capable of success. (2) Schools are the centers of vibrant communities. (3) Strong families build strong educational |
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(4) Children succeed when adults work together to
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| foster positive educational outcomes.
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(5) Schools work best when families take active roles
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| in the education of children.
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(6) Schools today are limited in their ability to
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| dedicate time and resources to provide a wide range of educational opportunities to students because of the focus on standardized test outcomes.
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(7) By providing learning opportunities outside of
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| normal school hours, including programs on life skills and health, students are more successful academically, more engaged in their communities, safer, and better prepared to make a successful transition from school to adulthood.
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(8) A community school is a public school or
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| nonpublic school that establishes a set of strategic partnerships between the school and other community resources that promote student achievement, positive learning conditions, and the well-being of students by providing wraparound services and that actively partners with its community to leverage existing resources and identify new resources to support the transformation of the school to provide enrichment and additional life skill opportunities for students, parents, and community members at-large. Each community school is unique because its programming is designed by and for the school staff, in partnership with parents, community stakeholders, and students.
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(9) Community schools currently exist in this State
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| in urban, rural, and suburban communities.
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(10) Research shows that community schools have a
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| powerful positive impact on students, as demonstrated by increased academic success, a positive change in attitudes toward school and learning, and decreased behavioral problems.
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(11) After-school and evening programs offered by
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| community schools provide academic enrichment consistent with the Illinois Learning Standards and general school curriculum; an opportunity for physical fitness activities for students, fine arts programs, structured learning "play" time, and other recreational opportunities; a safe haven for students; and work supports for working families.
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(12) Community schools are cost-effective because
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| they leverage existing resources provided by local, State, federal, and private sources and bring programs to the schools, where the students are already congregated.
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(c) Subject to an appropriation or the availability of State or federal funding for such purposes, the State Board of Education shall make grants available to fund community schools and to enhance programs at community schools. A request-for-proposal process must be used in awarding grants under this subsection (c). Proposals may be submitted on behalf of a school, a school district, or a consortium of 2 or more schools or school districts. Proposals must be evaluated and scored on the basis of criteria consistent with this Section and other factors developed and adopted by the State Board of Education. Technical assistance in grant writing must be made available to schools, school districts, or consortia of school districts through the State Board of Education directly or through a resource and referral directory established and maintained by the State Board of Education.
(d) As used in this subsection (d), "trauma-informed intervention" means a method for understanding and responding to an individual with symptoms of chronic interpersonal trauma or traumatic stress.
In order to qualify for a community school grant under this Section, a school may, at a minimum, provide the following:
(1) Before and after-school programming each school
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| day to meet the identified needs of students.
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(2) Weekend programming.
(3) Summer programming.
(4) A local advisory group comprised of school
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| leadership, parents, and community stakeholders that establishes school-specific programming goals, assesses program needs, and oversees the process of implementing expanded programming.
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(5) A program director, resource coordinator, or
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| community school coordinator who is responsible for establishing a local advisory group, assessing the needs of students and community members, identifying programs to meet those needs, developing the before and after-school, weekend, and summer programming and overseeing the implementation of programming to ensure high quality, efficiency, and robust participation.
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(6) Programming that includes academic excellence
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| aligned with the Illinois Learning Standards, life skills, healthy minds and bodies, parental support, trauma-informed intervention, and community engagement and that promotes staying in school and non-violent behavior and non-violent conflict resolution.
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(7) Maintenance of attendance records in all
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(8) Maintenance of measurable data showing annual
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| participation and the impact of programming on the participating children and adults.
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(9) Documentation of true collaboration between the
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| school and community stakeholders, including local governmental units, civic organizations, families, businesses, and social service providers.
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(10) A non-discrimination policy ensuring that the
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| community school does not condition participation upon race, ethnic origin, religion, sex, or disability.
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(11) Wraparound services, including:
(A) safe transportation to school;
(B) vision and dental care services;
(C) established or expanded school-based health
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(D) additional social workers, mentors,
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| counselors, psychologists, and restorative practice coaches and enhancing physical wellness, including providing healthy food for in-school and out-of-school time and linkages to community providers;
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(E) enhanced behavioral health services,
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| including access to mental health practitioners and providing professional development to school staff to provide trauma-informed interventions;
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(F) family and community engagement and support,
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| including informing parents of academic course offerings, language classes, workforce development training, opportunities for children, and available social services, as well as educating families on how to monitor a child's learning;
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(G) student enrichment experiences; and
(H) professional development for teachers and
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| school staff to quickly identify students who are in need of these resources.
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(Source: P.A. 103-265, eff. 6-1-24 .)
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(105 ILCS 5/2-3.153) Sec. 2-3.153. Survey of learning conditions. (a) The State Board of Education shall administer a climate survey, identified by and paid for by the State Board of Education, to provide feedback from, at a minimum, students in grades 4 through 12 and teachers on the instructional environment within a school. Each school district shall annually administer the climate survey in every public school attendance center by a date specified by the State Superintendent of Education, and data resulting from the instrument's administration must be provided to the State Board of Education. The survey component that requires completion by the teachers must be administered during teacher meetings or professional development days or at other times that would not interfere with the teachers' regular classroom and direct instructional duties. The State Superintendent shall publicly report on the survey indicators of learning conditions resulting from administration of the instrument at the individual school, district, and State levels and shall identify whether the indicators result from an anonymous administration of the instrument.
(b) A school district may elect to use, on a district-wide basis and at the school district's sole cost and expense, an alternate climate survey of learning conditions instrument pre-approved by the State Superintendent under subsection (c) of this Section in lieu of the State-adopted climate survey, provided that: (1) the school district notifies the State Board of |
| Education, on a form provided by the State Superintendent, of its intent to administer an alternate climate survey on or before a date established by the State Superintendent for each school;
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(2) the notification submitted to the State Board
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| under paragraph (1) of this subsection (b) must be accompanied by a certification signed by the president of the local teachers' exclusive bargaining representative and president of the school board indicating that the alternate survey has been agreed to by the teachers' exclusive bargaining representative and the school board;
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(3) the school district's administration of the
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| alternate instrument, including providing to the State Board of Education data and reports suitable to be published on school report cards and the State School Report Card Internet website, is performed in accordance with the requirements of subsection (a) of this Section; and
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(4) the alternate instrument is administered each
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(c) The State Superintendent, in consultation with teachers, principals, superintendents, and other appropriate stakeholders, shall administer an approval process through which at least 2, but not more than 3, alternate survey of learning conditions instruments will be approved by the State Superintendent following a determination by the State Superintendent that each approved instrument:
(1) meets all requirements of subsection (a) of this
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|
(2) provides a summation of indicator results of the
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| alternative survey by a date established by the State Superintendent in a manner that allows the indicator results to be included on school report cards pursuant to Section 10-17a of this Code by October 31 of the school year following the instrument's administration;
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(3) provides summary reports for each district and
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| attendance center intended for parents and community stakeholders;
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(4) meets scale reliability requirements using
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| accepted testing measures;
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(5) provides research-based evidence linking
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| instrument content to one or more improved student outcomes; and
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(6) has undergone and documented testing to prove
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| validity and reliability.
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The State Superintendent shall periodically review and update the list of approved alternate survey instruments, provided that at least 2, but no more than 3, alternate survey instruments shall be approved for use during any school year.
(d) Nothing contained in this amendatory Act of the 98th General Assembly repeals, supersedes, invalidates, or nullifies final decisions in lawsuits pending on the effective date of this amendatory Act of the 98th General Assembly in Illinois courts involving the interpretation of Public Act 97-8.
(Source: P.A. 100-1046, eff. 8-23-18.)
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(105 ILCS 5/2-3.156) Sec. 2-3.156. Mathematics curriculum models. (a) The State Board of Education shall, immediately following the effective date of this amendatory Act of the 97th General Assembly, coordinate the acquisition, adaptation, and development of middle and high school mathematics curriculum models to aid school districts and teachers in implementing standards for all students. The acquisition, adaptation, and development process shall include the input of representatives of statewide educational organizations and stakeholders, including without limitation all of the following: (1) Representatives of a statewide mathematics |
| professional organization.
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(2) Representatives of statewide teacher
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(3) Representatives of statewide school
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| administrator organizations.
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(4) Experts in higher education mathematics
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|
(5) Experts in curriculum design.
(6) Experts in professional development design.
(7) State education policymakers and advisors.
(8) A representative from the Department of Commerce
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| and Economic Opportunity.
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(9) Higher education faculty.
(10) Representatives of statewide school board
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(11) Representatives of statewide principal
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(b) The curriculum models under this Section shall include without limitation all of the following:
(1) Scope-and-sequence descriptions for middle and
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| high school mathematics progressions, building content and skill acquisition across the grades.
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(2) Recommendations of curricula for the final year
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| of mathematics or math-equivalent instruction before graduation.
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(3) Sample lesson plans to illustrate instructional
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| materials and methods for specific standards.
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(4) Model high school course designs that
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| demonstrate effective student pathways to mathematics-standards attainment by graduation.
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(5) Training programs for teachers and
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| administrators, to be made available in both traditional and electronic formats for regional and local delivery.
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(c) The curriculum models under this Section must be completed no later than March 1, 2013.
(d) The curriculum models and training programs under this Section must be made available to all school districts, which may choose to adopt or adapt the models in lieu of developing their own mathematics curricula. The Illinois P-20 Council shall submit a report to the Governor and the General Assembly on the extent and effect of utilization of the curriculum models by school districts. Within 4 years after the effective date of this amendatory Act of the 97th General Assembly, State mathematics test results and higher education mathematics remediation data must be used to gauge the effectiveness of high school mathematics instruction and the extent of standards attainment and be used to guide the continuous improvement of the mathematics curriculum and instruction.
(Source: P.A. 97-704, eff. 1-1-13.)
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