(105 ILCS 5/34-18.66) Sec. 34-18.66. Remote and blended remote learning. This Section applies if the Governor has declared a disaster due to a public health emergency pursuant to Section 7 of the Illinois Emergency Management Agency Act. (1) If the Governor has declared a disaster due to a |
| public health emergency pursuant to Section 7 of the Illinois Emergency Management Agency Act, the State Superintendent of Education may declare a requirement to use remote learning days or blended remote learning days for the school district, multiple school districts, a region, or the entire State. During remote learning days, schools shall conduct instruction remotely. During blended remote learning days, schools may utilize hybrid models of in-person and remote instruction. Once declared, remote learning days or blended remote learning days shall be implemented in grades pre-kindergarten through 12 as days of attendance and shall be deemed pupil attendance days for calculation of the length of a school term under Section 10-19.
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(2) For purposes of this Section, a remote learning
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| day or blended remote learning day may be met through the district's implementation of an e-learning program under Section 10-20.56.
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(3) If the district does not implement an e-learning
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| program under Section 10-20.56, the district shall adopt a remote and blended remote learning day plan approved by the general superintendent of schools. The district may utilize remote and blended remote learning planning days, consecutively or in separate increments, to develop, review, or amend its remote and blended remote learning day plan or provide professional development to staff regarding remote education. Up to 5 remote and blended remote learning planning days may be deemed pupil attendance days for calculation of the length of a school term under Section 10-19.
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(4) Each remote and blended remote learning day plan
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| shall address the following:
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(i) accessibility of the remote instruction to
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| all students enrolled in the district;
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(ii) if applicable, a requirement that the remote
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| learning day and blended remote learning day activities reflect State learning standards;
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(iii) a means for students to confer with an
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(iv) the unique needs of students in special
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| populations, including, but not limited to, students eligible for special education under Article 14, students who are English learners as defined in Section 14C-2, and students experiencing homelessness under the Education for Homeless Children Act, or vulnerable student populations;
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(v) how the district will take attendance and
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| monitor and verify each student's remote participation; and
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(vi) transitions from remote learning to on-site
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| learning upon the State Superintendent's declaration that remote learning days or blended remote learning days are no longer deemed necessary.
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(5) The general superintendent of schools shall
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| periodically review and amend the district's remote and blended remote learning day plan, as needed, to ensure the plan meets the needs of all students.
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(6) Each remote and blended remote learning day plan
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| shall be posted on the district's Internet website where other policies, rules, and standards of conduct are posted and shall be provided to students and faculty.
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(7) This Section does not create any additional
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| employee bargaining rights and does not remove any employee bargaining rights.
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(8) Statutory and regulatory curricular mandates and
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| offerings may be administered via the district's remote and blended remote learning day plan, except that the district may not offer individual behind-the-wheel instruction required by Section 27-24.2 via the district's remote and blended remote learning day plan. This Section does not relieve schools and the district from completing all statutory and regulatory curricular mandates and offerings.
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(Source: P.A. 101-643, eff. 6-18-20.)
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(105 ILCS 5/34-18.68) Sec. 34-18.68. Chicago Board of Education Non-Citizen Advisory Board. (a) The Chicago Board of Education Diversity Advisory Board is created to provide non-citizen students with maximum opportunity for success during their elementary and secondary education experience. (b) The Chicago Board of Education Non-Citizen Advisory Board is composed of individuals appointed by the Mayor to advise the Chicago Board of Education on but not limited to the following issues: (1) Appropriate ways to create an equitable and |
| inclusive learning environment for non-citizen students;
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(2) Strengthening student, parent, and guardian
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| privacy and confidentiality in school-related issues;
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(3) Establishing appropriate communication methods
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| between the district and non-citizen students to maximize interactions between the student's school, parents, and guardians;
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(4) Ensuring principals and other district leaders
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| learn and disseminate information on resources available to non-citizen students and their families;
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(5) Developing appropriate methods by which
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| non-citizen students are encouraged and supported to continue their education at an institution of higher education; and
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(6) Providing the perspective of non-citizen families
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| and students who are affected by Board actions, governance, policies, and procedures.
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(Source: P.A. 102-177, eff. 6-1-22 .)
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(105 ILCS 5/34-18.73)
Sec. 34-18.73. Parental notification of student discipline. (a) In this Section, "misconduct" means an incident that involves offensive touching, a physical altercation, or the use of violence. (b) If a student commits an act or acts of misconduct involving offensive touching, a physical altercation, or the use of violence, the student's school shall provide written notification of that misconduct to the parent or guardian of the student. (c) If a student makes a written statement to a school employee relating to an act or acts of misconduct, whether the student is engaging in the act or acts or is targeted by the act or acts, the school shall provide the written statement to the student's parent or guardian, upon request and in accordance with federal and State laws and rules governing school student records. (d) If the parent or guardian of a student involved in an act or acts of misconduct, whether the student is engaging in the act or acts or is targeted by the act or acts, requests a synopsis of any statement made by the parent's or guardian's child, the school shall provide any existing records responsive to that request, in accordance with federal and State laws and rules governing school student records. (e) A school shall make reasonable attempts to provide a copy of any disciplinary report resulting from an investigation into a student's act or acts of misconduct to the parent or guardian of the student receiving disciplinary action, including any and all restorative justice measures, within 2 school days after the completion of the report. The disciplinary report shall include all of the following: (1) A description of the student's act or acts of |
| misconduct that resulted in disciplinary action. The names and any identifying information of any other student or students involved must be redacted from or not included in the report, in accordance with federal and State student privacy laws and rules.
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(2) A description of the disciplinary action, if any,
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| imposed on the parent's or guardian's child, including the duration of the disciplinary action.
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(3) The school's justification and rationale for the
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| disciplinary action imposed on the parent's or guardian's child, including reference to the applicable student discipline policies, procedures, or guidelines.
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(4) A description of the restorative justice
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| measures, if any, used on the parent's or guardian's child.
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(Source: P.A. 102-251, eff. 8-6-21; 102-813, eff. 5-13-22.)
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(105 ILCS 5/34-18.78) Sec. 34-18.78. COVID-19 paid administrative leave. (a) In this Section: "Employee" means a person employed by the school district on or after April 5, 2022 (the effective date of Public Act 102-697). "Fully vaccinated against COVID-19" means: (1) 2 weeks after receiving the second dose in a |
| 2-dose series of a COVID-19 vaccine authorized for emergency use, licensed, or otherwise approved by the United States Food and Drug Administration; or
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(2) 2 weeks after receiving a single dose of a
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| COVID-19 vaccine authorized for emergency use, licensed, or otherwise approved by the United States Food and Drug Administration.
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"Fully vaccinated against COVID-19" also includes any recommended booster doses for which the individual is eligible upon the adoption by the Department of Public Health of any changes made by the Centers for Disease Control and Prevention of the United States Department of Health and Human Services to the definition of "fully vaccinated against COVID-19" to include any such booster doses. For purposes of this Section, individuals who are eligible for a booster dose but have not received a booster dose by 5 weeks after the Department of Public Health adopts a revised definition of "fully vaccinated against COVID-19" are not considered fully vaccinated for determining eligibility for future paid administrative leave pursuant to this Section.
"School district" includes charter schools established under Article 27A of this Code.
(b) During any time when the Governor has declared a disaster due to a public health emergency pursuant to Section 7 of the Illinois Emergency Management Agency Act and the school district, the State or any of its agencies, or a local public health department has issued
guidance, mandates, or rules related to COVID-19 that restrict
an employee of the school district from being on school district property because the employee (i) has a confirmed positive COVID-19 diagnosis via a molecular amplification diagnostic test, such as a polymerase chain reaction (PCR) test for COVID-19, (ii) has a probable COVID-19 diagnosis via an antigen diagnostic test, (iii) has been in close contact with a person who had a confirmed case of COVID-19 and is required to be excluded from the school, or (iv) is required by the school or school district policy to be excluded from school district property due to COVID-19 symptoms, the employee of the school district shall receive as many days of administrative leave as required to abide by the public health guidance, mandates, and requirements issued by the Department of Public Health, unless a longer period of paid administrative leave has been negotiated with the exclusive bargaining representative. Such leave shall be provided to an employee for any days for which the employee was required to be excluded from school property prior to April 5, 2022 (the effective date of Public Act 102-697), provided that the employee receives all doses required to meet the definition of "fully vaccinated against COVID-19" under this Section no later than 5 weeks after April 5, 2022 (the effective date of Public Act 102-697).
(c) An employee of the school district shall receive paid
administrative leave pursuant to subsection (b) of this Section, unless a
longer period of paid administrative leave has been negotiated
with the exclusive bargaining representative, to care for a
child of the employee if the child is unable to attend
elementary or secondary school
because the child has:
(1) a confirmed positive COVID-19 diagnosis via a
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| molecular amplification diagnostic test, such as a polymerase chain reaction (PCR) test for COVID-19;
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(2) a probable COVID-19 diagnosis via an antigen
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(3) been in close contact with a person who has a
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| confirmed case of COVID-19 and is required to be excluded from school; or
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(4) been required by the school or school district
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| policy to be excluded from school district property due to COVID-19 symptoms.
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Such leave shall be provided to an employee for any days needed to care for a child of the employee prior to April 5, 2022 (the effective date of Public Act 102-697), provided that the employee receives the doses required to meet the definition of "fully vaccinated against COVID-19" under this Section no later than 5 weeks after April 5, 2022 (the effective date of Public Act 102-697).
(d) An employee of the school district who is on paid
administrative leave pursuant to this Section must provide all
documentation requested by the board.
(e) An employee of the school district who is on paid
administrative leave pursuant to this Section shall receive
the employee's regular rate of pay. The use of a paid
administrative leave day or days by an employee pursuant to
this Section may not diminish any other leave or benefits of
the employee.
(f) An employee of the school district may not accrue paid
administrative leave pursuant to this Section.
(g) For an employee of the school district to be eligible to receive paid administrative leave pursuant to this Section, the employee must:
(1) have received all required doses to be fully
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| vaccinated against COVID-19, as defined in this Section; and
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(2) participate in the COVID-19 testing program
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| adopted by the school district to the extent such a testing program requires participation by individuals who are fully vaccinated against COVID-19.
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(h) Nothing in this Section is intended to affect any right or remedy under federal law.
(i) No paid administrative leave awarded to or used by a fully vaccinated employee prior to the Department of Public Health's adoption of a revised definition of the term "fully vaccinated against COVID-19" may be rescinded on the basis that the employee no longer meets the definition of "fully vaccinated against COVID-19" based on the revised definition.
(Source: P.A. 102-697, eff. 4-5-22; 103-154, eff. 6-30-23.)
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(105 ILCS 5/34-18.80) Sec. 34-18.80. College and career readiness systems. (a) Subject to subsection (c) of this Section, by July 1, 2024, the school district shall adopt and commence implementation of a postsecondary and career expectations framework for each of grades 6 through 12 that substantially aligns to the model framework adopted by State agencies pursuant to Section 15 of the Postsecondary and Workforce Readiness Act. The local postsecondary and career expectations framework shall be available on a prominent location on the school district's website. The career exploration and career development activities offered in alignment with the postsecondary and career expectations framework shall prepare students enrolled in grades 6 through 12 to make informed plans and decisions about their future education and career goals, including possible participation in a career and technical education pathway, by providing students with opportunities to explore a wide variety of high-skill, high-wage, and in-demand career fields. (b) Subject to subsection (c) of this Section, the school district shall become an eligible school district and award College and Career Pathway Endorsements pursuant to the Postsecondary and Workforce Readiness Act and pursuant to the following schedule: (1) for the high school graduating class of 2026, the |
| school district shall offer College and Career Pathway Endorsements in at least one endorsement area;
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(2) for the high school graduating class of 2028, the
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| school district shall offer College and Career Pathway Endorsements in at least 2 endorsement areas; and
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(3) for the high school graduating class of 2030, the
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| school district shall offer College and Career Pathway Endorsements in at least 3 endorsement areas.
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(c) The board may, by action of the board, opt out of implementation of all or any part of this Section through adoption of a set of findings that considers the following:
(1) the school district's current systems for college
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(2) the school district's cost of implementation
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| balanced against the potential benefits to students and families through improved postsecondary education and career outcomes;
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(3) the willingness and capacity of local businesses
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| to partner with the school district for successful implementation of pathways other than education;
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(4) the availability of a statewide database of
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| participating local business partners, as provided under the Postsecondary and Workforce Readiness Act, for the purpose of career readiness and the accessibility of those work experiences and apprenticeships listed in the database to the students of the school district; and
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(5) the availability of properly licensed teachers or
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| teachers meeting faculty credential standards for dual credit courses to instruct in the program required for the endorsement areas.
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The school district must report its board findings and decision on implementation to the State Board of Education. If the school district elects to opt out of implementation, the district may reverse its decision in whole or in part at any time.
(d) The State Board of Education may adopt any rules necessary to implement this Section.
(Source: P.A. 102-917, eff. 1-1-23; 103-154, eff. 6-30-23.)
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(105 ILCS 5/34-18.82) (Text of Section from P.A. 103-128) Sec. 34-18.82. Trauma kit; trauma response training. (a) In this Section, "trauma kit" means a first aid response kit that contains, at a minimum, all of the following: (1) One tourniquet endorsed by the Committee on |
| Tactical Combat Casualty Care.
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(2) One compression bandage.
(3) One hemostatic bleeding control dressing endorsed
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| by the Committee on Tactical Combat Casualty Care.
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(4) Protective gloves and a marker.
(5) Scissors.
(6) Instructional documents developed by the Stop the
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| Bleed national awareness campaign of the United States Department of Homeland Security or the American College of Surgeons' Committee on Trauma, or both.
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(7) Any other medical materials or equipment similar
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| to those described in paragraphs (1) through (3) or any other items that (i) are approved by a local law enforcement agency or first responders, (ii) can adequately treat a traumatic injury, and (iii) can be stored in a readily available kit.
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(b) The school district may maintain an on-site trauma kit at each school for bleeding emergencies.
(c) Products purchased for the trauma kit, including those products endorsed by the Committee on Tactical Combat Casualty Care, shall, whenever possible, be manufactured in the United States.
(d) At least once every 2 years, the board shall conduct in-service training for all school district employees on the methods to respond to trauma. The training must include instruction on how to respond to an incident involving life-threatening bleeding and, if applicable, how to use a school's trauma kit. The board may satisfy the training requirements under this subsection by using the training, including online training, available from the American College of Surgeons or any other similar organization.
School district employees who are trained to respond to trauma pursuant to this subsection (d) shall be immune from civil liability in the use of a trauma kit unless the action constitutes willful or wanton misconduct.
(Source: P.A. 103-128, eff. 6-30-23.)
(Text of Section from P.A. 103-157)
Sec. 34-18.82. Subsequent teaching endorsements for employees.
(a) Subsequent teaching endorsements may be granted to employees licensed under Article 21B of this Code for specific content areas and grade levels as part of a pilot program.
(b) The school district is authorized to prepare educators for subsequent teaching endorsements on licenses issued under paragraph (1) of Section 21B-20 of this Code to applicants who meet all of the requirements for the endorsement or endorsements, including passing any required content area knowledge tests. If seeking to provide subsequent endorsements, the school district must establish professional development sequences to be offered instead of coursework required for issuance of the subsequent endorsement and must apply for approval of these professional development sequences by the State Board of Education, in collaboration with the State Educator Preparation and Licensure Board. The professional development sequences under this Section shall include a comprehensive review of relevant State learning standards, the applicable State content-test framework, and, if applicable, relevant educator preparation standards.
(c) The State Board of Education shall adopt any rules necessary to implement this Section no later than June 30, 2024.
(Source: P.A. 103-157, eff. 6-30-23.)
(Text of Section from P.A. 103-393)
Sec. 34-18.82. Community input on local assessments.
(a) As used in this Section, "district-administered assessment" means an assessment that requires all student test takers at any grade level to answer the same questions, or a selection of questions from a common bank of questions, in the same manner or substantially the same questions in the same manner. The term does not include an observational assessment tool used to satisfy the requirements of Section 2-3.64a-10 of this Code or an assessment developed by district teachers or administrators that will be used to measure student progress at an attendance center within the school district.
(b) Prior to approving a new contract for any district-administered assessment, the board must hold a public vote at a regular meeting of the board, at which the terms of the proposal must be substantially presented and an opportunity for allowing public comments must be provided, subject to applicable notice requirements. However, if the assessment being made available to review is subject to copyright, trademark, or other intellectual property protection, the review process shall include technical and procedural safeguards to ensure that the materials are not able to be widely disseminated to the general public in violation of the intellectual property rights of the publisher and to ensure content validity is not undermined.
(Source: P.A. 103-393, eff. 7-1-24.)
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(105 ILCS 5/34-18.85) Sec. 34-18.85. Chicago Board of Education Black Student Achievement Committee. (a) The Chicago Board of Education Black Student Achievement Committee is created to be a standing committee of the Board with the purpose of providing Black students with the maximum opportunity for success in areas where research shows that there has been chronic underperformance of African American students during their elementary and secondary education experience. (b) The Chicago Board of Education Black Student Achievement Committee shall be chaired by a member of the Board and shall be composed of individuals appointed by the President of the Board to help the Board shape educational policies and to: (1) develop strategies and recommendations for Black |
| student achievement and opportunity;
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(2) use data to conduct an evidence-based needs
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| assessment to better understand needs and establish a baseline for Black student achievement;
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(3) develop a strategic management plan to identify
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| goals, objectives, and outcomes designed to bring about academic parity between Black children and their peers;
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(4) identify and track metrics and key performance
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| indicators that demonstrate positive movement toward achieving the goals and objectives outlined in the strategic management plan; and
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(5) prepare and provide regular progress reports to
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| the Board and the public.
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(c) The Committee's membership shall be diverse in terms of skills and geography.
(Source: P.A. 103-584, eff. 3-18-24.)
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