Information maintained by the Legislative Reference Bureau
Updating the database of the Illinois Compiled Statutes (ILCS) is an ongoing process. Recent laws may not yet be included in the ILCS database, but they are found on this site as Public Acts soon after they become law. For information concerning the relationship between statutes and Public Acts, refer to the Guide.

Because the statute database is maintained primarily for legislative drafting purposes, statutory changes are sometimes included in the statute database before they take effect. If the source note at the end of a Section of the statutes includes a Public Act that has not yet taken effect, the version of the law that is currently in effect may have already been removed from the database and you should refer to that Public Act to see the changes made to the current law.

SCHOOLS
(105 ILCS 5/) School Code.

105 ILCS 5/2-3.119

    (105 ILCS 5/2-3.119)
    Sec. 2-3.119. (Repealed).
(Source: P.A. 89-610, eff. 8-6-96. Repealed by P.A. 89-698, eff. 1-14-97.)

105 ILCS 5/2-3.119a

    (105 ILCS 5/2-3.119a)
    Sec. 2-3.119a. School STEAM Grant Program.
    (a) The State Board of Education shall administer the School STEAM Grant Program from the funds appropriated from the School STEAM Grant Program Fund for the purpose of making science, technology, engineering, art, and math programming available to low-income students in disadvantaged neighborhoods. School STEAM grants shall be made available to public schools, charter schools, area vocational centers, and laboratory schools in which the percentage of students classified as low income exceeds the State average. Grant recipients shall use grant proceeds to conduct, or contract with a third party to conduct, programming that educates, encourages, and promotes obtaining skills and career opportunities in the fields of science, technology, engineering, art, and math. Priority shall be given to programs that provide hands-on experience and programs that focus on promoting young women to enter into the fields of science, technology, engineering, art, and math.
    (b) The State Board of Education may adopt all rules necessary for the implementation and administration of the STEAM Grant Program, including, but not limited to, rules defining application procedures and prescribing a mechanism for disbursing grant funds if requests exceed available funds.
    (c) There is created in the State treasury the School STEAM Grant Program Fund. The State Board shall have the authority to make expenditures from the Fund pursuant to appropriations made for the purposes of this Section. There shall be deposited into the Fund such amounts, including, but not limited to:
        (1) transfers from the State Lottery Fund pursuant to
    
Section 21.12 of the Illinois Lottery Law; and
        (2) any appropriations, grants, or gifts made to the
    
Fund.
(Source: P.A. 101-561, eff. 8-23-19.)

105 ILCS 5/2-3.120

    (105 ILCS 5/2-3.120)
    Sec. 2-3.120. (Repealed).
(Source: P.A. 94-91, eff. 7-1-05. Repealed by P.A. 99-30, eff. 7-10-15.)

105 ILCS 5/2-3.121

    (105 ILCS 5/2-3.121)
    Sec. 2-3.121. (Repealed).
(Source: P.A. 90-463, eff. 8-17-97. Repealed by P.A. 94-91, eff. 7-1-05.)

105 ILCS 5/2-3.122

    (105 ILCS 5/2-3.122)
    Sec. 2-3.122. Dissection alternatives. The State Board of Education shall make available to school districts sources of information concerning alternatives to the dissection of animals. Such information may include, but need not be limited to, names, addresses, and contact personnel of organizations that offer free instructional and teaching materials as alternatives to dissection.
(Source: P.A. 90-566, eff. 1-2-98.)

105 ILCS 5/2-3.123

    (105 ILCS 5/2-3.123)
    Sec. 2-3.123. Giant Steps Autism Center for Excellence pilot program. From appropriations made for purposes of this Section, the State Board of Education shall implement and administer a Giant Steps Autism Center for Excellence pilot program for the study and evaluation of autism and to provide related training for teachers, paraprofessionals, and respite workers, therapist training, and consultative services. The program shall be operated over a period of 3 school years, beginning with the 2005-2006 school year. The State Board of Education is authorized to make grants to school districts and other programs that apply to participate in the Giant Steps Autism Center for Excellence program as implemented and administered by the State Board of Education. The State Board of Education shall by rule provide the form of application and criteria to be used and applied in selecting participating school districts and other programs.
(Source: P.A. 94-196, eff. 7-12-05.)

105 ILCS 5/2-3.124

    (105 ILCS 5/2-3.124)
    Sec. 2-3.124. (Repealed).
(Source: P.A. 90-548, eff. 1-1-98. Repealed by P.A. 95-793, eff. 1-1-09.)

105 ILCS 5/2-3.125

    (105 ILCS 5/2-3.125)
    Sec. 2-3.125. Arts and humanities organizations and cultural institutions. The State Board of Education is authorized to reimburse not-for-profit arts and humanities organizations and cultural institutions of Illinois, including but not limited to, museums and theater or dance companies, for the costs of providing educational programs to public elementary and secondary school students.
(Source: P.A. 90-361, eff. 1-1-98; 90-655, eff. 7-30-98.)

105 ILCS 5/2-3.126

    (105 ILCS 5/2-3.126)
    Sec. 2-3.126. (Repealed).
(Source: P.A. 92-16, eff. 6-28-01. Repealed internally, eff. 7-16-03.)

105 ILCS 5/2-3.127

    (105 ILCS 5/2-3.127)
    Sec. 2-3.127. (Repealed).
(Source: P.A. 91-143, eff. 7-16-99. Repealed internally, eff. 7-16-03.)

105 ILCS 5/2-3.127a

    (105 ILCS 5/2-3.127a)
    Sec. 2-3.127a. The State Board of Education Special Purpose Trust Fund. The State Board of Education Special Purpose Trust Fund is created as a special fund in the State treasury. The State Board of Education shall deposit all indirect costs recovered from federal programs into the State Board of Education Special Purpose Trust Fund. These funds may be used by the State Board of Education for its ordinary and contingent expenses. Additionally and unless specifically directed to be deposited into other funds, all moneys received by the State Board of Education from gifts, grants, or donations from any source, public or private, shall be deposited into the State Board of Education Special Purpose Trust Fund. These funds shall be used, subject to appropriation by the General Assembly, by the State Board of Education for the purposes established by the gifts, grants, or donations.
(Source: P.A. 94-69, eff. 7-1-05; 95-707, eff. 1-11-08.)

105 ILCS 5/2-3.128

    (105 ILCS 5/2-3.128)
    Sec. 2-3.128. Job training program; prohibition. The State Board of Education shall not require a school district or a student of any district to participate in any school-to-work or job training program.
(Source: P.A. 91-175, eff. 1-1-00; 92-16, eff. 6-28-01.)

105 ILCS 5/2-3.129

    (105 ILCS 5/2-3.129)
    Sec. 2-3.129. (Repealed).
(Source: P.A. 92-16, eff. 6-28-01. Repealed by P.A. 94-600, eff. 8-16-05.)

105 ILCS 5/2-3.130

    (105 ILCS 5/2-3.130)
    Sec. 2-3.130. Time out and physical restraint rules. The State Board of Education shall promulgate rules governing the use of time out and physical restraint in the public schools. The rules shall include provisions governing recordkeeping that is required when physical restraint or more restrictive forms of time out are used.
(Source: P.A. 91-600, eff. 8-14-99; 92-16, eff. 6-28-01.)

105 ILCS 5/2-3.131

    (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.)

105 ILCS 5/2-3.132

    (105 ILCS 5/2-3.132)
    Sec. 2-3.132. Sharing information on school lunch applicants. The State Board of Education shall, whenever requested by the Department of Healthcare and Family Services (formerly Department of Public Aid), agree in writing with the Department of Healthcare and Family Services (as the State agency that administers the State Medical Assistance Program as provided in Title XIX of the federal Social Security Act and the State Children's Health Insurance Program as provided in Title XXI of the federal Social Security Act) to share with the Department of Healthcare and Family Services information on applicants for free or reduced-price lunches. This sharing of information shall be for the sole purpose of helping the Department of Healthcare and Family Services identify and enroll children in the State Medical Assistance Program or the State Children's Health Insurance Program or both as allowed under 42 U.S.C. Sec. 1758(b)(2)(C)(iii)(IV) and under the restrictions set forth in 42 U.S.C. Sec. 1758(b)(2)(C)(vi) and (vii). The State Board of Education may not adopt any rule that would prohibit a child from receiving any form of subsidy or benefit due to his or her parent or guardian withholding consent under Section 22-35 of this Code.
(Source: P.A. 95-331, eff. 8-21-07.)

105 ILCS 5/2-3.133

    (105 ILCS 5/2-3.133)
    Sec. 2-3.133. Homework assistance information for parents. The State Board of Education shall provide information on its Internet web site regarding strategies that parents can use to assist their children in successfully completing homework assignments. The State Board of Education shall notify all school districts about this information's availability on the State Board of Education's Internet web site.
(Source: P.A. 95-331, eff. 8-21-07.)

105 ILCS 5/2-3.134

    (105 ILCS 5/2-3.134)
    Sec. 2-3.134. Persistently dangerous schools. The State Board of Education shall maintain data and publish a list of persistently dangerous schools on an annual basis.
(Source: P.A. 95-331, eff. 8-21-07.)

105 ILCS 5/2-3.135

    (105 ILCS 5/2-3.135)
    Sec. 2-3.135. (Repealed).
(Source: P.A. 95-949, eff. 8-29-08. Repealed internally, eff. 8-31-10.)

105 ILCS 5/2-3.136

    (105 ILCS 5/2-3.136)
    Sec. 2-3.136. Funding for class size reduction.
    (a) Class size reduction funding shall assist schools that meet the criteria established by this Section for the award of funds.
    (a-5) Funds shall be awarded pursuant to application. The form and manner of applications and the criteria for the award of funds shall be prescribed by the State Board of Education.
    Funding awarded to eligible schools under this Section shall be used and applied by the schools to defray the costs and expenses of reducing class size to a level that is evidence-based. If a school's facilities are inadequate to allow for the specified class size, then funding may be used for, but is not limited to, support for professional learning.
    (b) (Blank).
    (c) (Blank).
    (d) The State Board of Education shall adopt any rules, consistent with the requirements of this Section, that are necessary to implement and administer this Section.
(Source: P.A. 99-193, eff. 7-30-15; 100-1046, eff. 8-23-18.)

105 ILCS 5/2-3.136a

    (105 ILCS 5/2-3.136a)
    (This Section may contain text from a Public Act with a delayed effective date)
    Sec. 2-3.136a. Class size report.
    (a) In this Section:
    "Class" means a setting in which organized instruction of academic course content is regularly provided to a group of students for a given scheduled period of time.
    "Class instructor" means a teacher who has been assigned to teach students in a class at a public school.
    "Class section" means a single class where a class instructor is assigned to teach more than one class per school day.
    "Class size" means the number of students in a class who appear on the class roster and for whom the class instructor is primarily responsible and accountable.
    "Pupil-teacher ratio" means the total number of students in a school divided by the total number of teachers working in that school.
    "Teacher" means an individual instructing students at a public school.
    (b) No later than January 31, 2021, and annually thereafter, the State Board of Education must make available on its website all of the following information:
        (1) The total number of teachers actively employed
    
within each school district, listed by individual school.
        (2) The pupil-teacher ratios for each school district.
        (3) The number of class instructors, by grade level
    
and subject, in each school district.
        (4) The class size for each class and class section
    
at each school in a school district and the total number of classes or class sections in each school that exceeds the class size guidelines under paragraph (2) of subsection (b) of Section 18-8.15.
(Source: P.A. 101-451, eff. 1-1-20.)

105 ILCS 5/2-3.137

    (105 ILCS 5/2-3.137)
    Sec. 2-3.137. (Repealed).
(Source: P.A. 96-734, eff. 8-25-09. Repealed by P.A. 99-30, eff. 7-10-15.)

105 ILCS 5/2-3.138

    (105 ILCS 5/2-3.138)
    Sec. 2-3.138. School health recognition program. The State Board of Education shall establish a school health recognition program that:
        (1) publicly identifies those schools that have
    
implemented programs to increase the level of physical activity of their students;
        (2) publicly identifies those schools that have
    
adopted policies or implemented programs to promote healthy nutritional choices for their students; and
        (3) allows recognized schools to share best practices
    
and model services with other schools throughout the State.
(Source: P.A. 94-190, eff. 7-12-05; 95-331, eff. 8-21-07.)

105 ILCS 5/2-3.139

    (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;
        (2) setting school goals for nutrition education and
    
physical activity;
        (3) establishing community participation in creating
    
local wellness policies; and
        (4) creating a plan for measuring implementation of
    
these wellness policies.
    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
    
Education, appointed by the State Board of Education.
        (2) One member representing the Department of Public
    
Health, appointed by the Director of Public Health.
        (3) One member representing the Department of Human
    
Services, appointed by the Secretary of Human Services.
        (4) One member of an organization representing the
    
interests of school nurses in this State, appointed by the interagency working group.
        (5) One member of an organization representing the
    
interests of school administrators in this State, appointed by the interagency working group.
        (6) One member of an organization representing the
    
interests of school boards in this State, appointed by the interagency working group.
        (7) One member of an organization representing the
    
interests of regional superintendents of schools in this State, appointed by the interagency working group.
        (8) One member of an organization representing the
    
interests of parent-teacher associations in this State, appointed by the interagency working group.
        (9) One member of an organization representing the
    
interests of pediatricians in this State, appointed by the interagency working group.
        (10) One member of an organization representing the
    
interests of dentists in this State, appointed by the interagency working group.
        (11) One member of an organization representing the
    
interests of dieticians in this State, appointed by the interagency working group.
        (12) One member of an organization that has an
    
interest and expertise in heart disease, appointed by the interagency working group.
        (13) One member of an organization that has an
    
interest and expertise in cancer, appointed by the interagency working group.
        (14) One member of an organization that has an
    
interest and expertise in childhood obesity, appointed by the interagency working group.
        (15) One member of an organization that has an
    
interest and expertise in the importance of physical education and recreation in preventing disease, appointed by the interagency working group.
        (16) One member of an organization that has an
    
interest and expertise in school food service, appointed by the interagency working group.
        (17) One member of an organization that has an
    
interest and expertise in school health, appointed by the interagency working group.
        (18) One member of an organization that campaigns
    
for programs and policies for healthier school environments, appointed by the interagency working group.
        (19) One at-large member with a doctorate in
    
nutrition, appointed by the State Board of Education.
    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.)

105 ILCS 5/2-3.140

    (105 ILCS 5/2-3.140)
    Sec. 2-3.140. Child abduction prevention instruction. The State Board of Education, in coordination with the Department of State Police, shall develop child abduction prevention instruction for inclusion in elementary and secondary school curricula throughout the State. The State Board of Education and the Department of State Police shall encourage the inclusion of the child abduction prevention instruction in private elementary and secondary school curricula throughout the State.
(Source: P.A. 93-310, eff. 7-23-03.)

105 ILCS 5/2-3.141

    (105 ILCS 5/2-3.141)
    Sec. 2-3.141. (Repealed).
(Source: P.A. 95-331, eff. 8-21-07. Repealed internally, eff. 12-31-10.)

105 ILCS 5/2-3.142

    (105 ILCS 5/2-3.142)
    Sec. 2-3.142. Grants to Illinois School Psychology Internship Consortium. Subject to appropriations for this purpose, the State Board of Education shall provide grants to the Illinois School Psychology Internship Consortium for aid in providing training programs and facilitating interns to improve the educational and mental health services of children in this State.
(Source: P.A. 95-102, eff. 1-1-08; 95-876, eff. 8-21-08.)

105 ILCS 5/2-3.143

    (105 ILCS 5/2-3.143)
    Sec. 2-3.143. Lincoln's ChalleNGe Academy study. The State Board of Education shall conduct a study to consider the need for an expansion of enrollment at or the replication of services in other portions of this State for the Lincoln's ChalleNGe Academy as an alternative program for students who have dropped out of traditional school.
(Source: P.A. 95-707, eff. 1-11-08.)

105 ILCS 5/2-3.144

    (105 ILCS 5/2-3.144)
    Sec. 2-3.144. Community college enrollments. The State Board of Education shall annually assemble all data reported to the State Board of Education under Section 10-21.4 or 34-8 of this Code by district superintendents, relating to the number of high school students in the educational service region who are enrolled in accredited courses at any community college, together with the name and number of the course or courses that each such student is taking, assembled both by individual school district and by educational service region totals.
(Source: P.A. 95-496, eff. 8-28-07; 95-876, eff. 8-21-08.)

105 ILCS 5/2-3.145

    (105 ILCS 5/2-3.145)
    Sec. 2-3.145. Special education expenditure and receipt report. The State Board of Education shall issue an annual report to the General Assembly and Governor identifying each school district's special education expenditures; receipts received from State, federal, and local sources; and net special education expenditures over receipts received, if applicable. Expenditures and receipts shall be calculated in a manner specified by the State Board using data obtained from the Annual Financial Report, the Funding and Child Tracking System, and district enrollment information. This report must be issued on or before May 1, 2008 and on or before each May 1 thereafter.
(Source: P.A. 95-555, eff. 8-30-07; 95-876, eff. 8-21-08.)

105 ILCS 5/2-3.146

    (105 ILCS 5/2-3.146)
    Sec. 2-3.146. Severely overcrowded schools grant program. There is created a grant program, subject to appropriation, for severely overcrowded schools. The State Board of Education shall administer the program. Grant funds may be used for purposes of relieving overcrowding. In order for a school district to be eligible for a grant under this Section, (i) the main administrative office of the district must be located in a city of 85,000 or more in population, according to the 2000 U.S. Census, (ii) the school district must have a district-wide percentage of low-income students of 70% or more, as identified by the 2005-2006 School Report Cards published by the State Board of Education, and (iii) the school district must not be eligible for a fast growth grant under Section 18-8.10 of this Code. The State Board of Education shall distribute the funds on a proportional basis with no single district receiving more than 75% of the funds in any given year. The State Board of Education may adopt rules as needed for the implementation and distribution of grants under this Section.
(Source: P.A. 95-707, eff. 1-11-08.)

105 ILCS 5/2-3.147

    (105 ILCS 5/2-3.147)
    Sec. 2-3.147. (Repealed).
(Source: P.A. 96-1551, eff. 7-1-11. Repealed by P.A. 99-30, eff. 7-10-15.)

105 ILCS 5/2-3.148

    (105 ILCS 5/2-3.148)
    Sec. 2-3.148. Disability history and awareness campaign. The State Board of Education shall promote an annual campaign about disability history and awareness in this State. The campaign shall be designed to increase public awareness and respect for people with disabilities who comprise a substantial percentage of this State's population, teach future generations that people with disabilities have a rich history and have made valuable contributions throughout this State and the United States, and teach future generations that disability is a natural part of life and that people with disabilities have a right to be treated with civil, legal, and human rights and as full human beings above all else.
(Source: P.A. 96-191, eff. 1-1-10; 96-1000, eff. 7-2-10.)

105 ILCS 5/2-3.149

    (105 ILCS 5/2-3.149)
    Sec. 2-3.149. Food allergy guidelines.
    (a) Not later than July 1, 2010, the State Board of Education, in conjunction with the Department of Public Health, shall develop and make available to each school board guidelines for the management of students with life-threatening food allergies. The State Board of Education and the Department of Public Health shall establish an ad hoc committee to develop the guidelines. The committee shall include experts in the field of food allergens, representatives on behalf of students with food allergies, representatives from the several public school management organizations, which shall include school administrators, principals, and school board members, and representatives from 2 statewide professional teachers' organizations. The guidelines shall include, but need not be limited to, the following:
        (1) education and training for school personnel who
    
interact with students with life-threatening food allergies, such as school and school district administrators, teachers, school advisors and counselors, school health personnel, and school nurses, on the management of students with life-threatening food allergies, including training related to the administration of medication with an auto-injector;
        (2) procedures for responding to life-threatening
    
allergic reactions to food;
        (3) a process for the implementation of
    
individualized health care and food allergy action plans for every student with a life-threatening food allergy; and
        (4) protocols to prevent exposure to food allergens.
    (b) Not later than January 1, 2011, each school board shall implement a policy based on the guidelines developed pursuant to subsection (a) of this Section for the management of students with life-threatening food allergies enrolled in the schools under its jurisdiction. Nothing in this subsection (b) is intended to invalidate school district policies that were implemented before the development of guidelines pursuant to subsection (a) of this Section as long as such policies are consistent with the guidelines developed pursuant to subsection (a) of this Section.
(Source: P.A. 96-349, eff. 8-13-09; 96-1000, eff. 7-2-10.)

105 ILCS 5/2-3.150

    (105 ILCS 5/2-3.150)
    Sec. 2-3.150. (Repealed).
(Source: P.A. 96-1000, eff. 7-2-10. Repealed internally, eff. 1-16-13.)

105 ILCS 5/2-3.151

    (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.
        (2) The production and distribution of biofuels and
    
vehicle retrofits for biofuels.
        (3) Building design and construction that meet the
    
equivalent of the best available technology in energy and environmental design standards.
        (4) Organic and community food production.
        (5) The manufacture of products from non-toxic,
    
environmentally certified or recycled materials.
        (6) The manufacture and production of sustainable
    
technologies, including, but not limited to, solar panels, wind turbines, and fuel cells.
        (7) Solar technology installation and maintenance.
        (8) Recycling, green composting, and large-scale
    
reuse of construction and demolition materials and debris.
        (9) Water system retrofits to increase water
    
efficiency and conservation.
        (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.)

105 ILCS 5/2-3.152

    (105 ILCS 5/2-3.152)
    Sec. 2-3.152. Community schools.
    (a) This Section applies beginning with the 2009-2010 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
    
communities.
        (4) Children succeed when adults work together to
    
foster positive educational outcomes.
        (5) Schools work best when families take active roles
    
in the education of children.
        (6) Schools today are limited in their ability to
    
dedicate time and resources to provide a wide range of educational opportunities to students because of the focus on standardized test outcomes.
        (7) By providing learning opportunities outside of
    
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.
        (8) A community school is a traditional school 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.
        (9) Community schools currently exist in this State
    
in urban, rural, and suburban communities.
        (10) Research shows that community schools have a
    
powerful positive impact on students, as demonstrated by increased academic success, a positive change in attitudes toward school and learning, and decreased behavioral problems.
        (11) After-school and evening programs offered by
    
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.
        (12) Community schools are cost-effective because
    
they leverage existing resources provided by local, State, federal, and private sources and bring programs to the schools, where the students are already congregated. Community schools have been shown to leverage between $5 to $8 in existing programming for every $1 spent on a community school.
    (c) Subject to an appropriation or the availability of 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) In order to qualify for a community school grant under this Section, a school must, at a minimum, have the following components:
        (1) Before and after-school programming each school
    
day to meet the identified needs of students.
        (2) Weekend programming.
        (3) At least 4 weeks of summer programming.
        (4) A local advisory group comprised of school
    
leadership, parents, and community stakeholders that establishes school-specific programming goals, assesses program needs, and oversees the process of implementing expanded programming.
        (5) A program director or resource 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.
        (6) Programming that includes academic excellence
    
aligned with the Illinois Learning Standards, life skills, healthy minds and bodies, parental support, and community engagement and that promotes staying in school and non-violent behavior and non-violent conflict resolution.
        (7) Maintenance of attendance records in all
    
programming components.
        (8) Maintenance of measurable data showing annual
    
participation and the impact of programming on the participating children and adults.
        (9) Documentation of true collaboration between the
    
school and community stakeholders, including local governmental units, civic organizations, families, businesses, and social service providers.
        (10) A non-discrimination policy ensuring that the
    
community school does not condition participation upon race, ethnic origin, religion, sex, or disability.
(Source: P.A. 96-746, eff. 8-25-09; 96-1000, eff. 7-2-10.)

105 ILCS 5/2-3.153

    (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;
        (2) the notification submitted to the State Board
    
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;
        (3) the school district's administration of the
    
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
        (4) the alternate instrument is administered each
    
school year.
    (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
    
Section;
        (2) provides a summation of indicator results of the
    
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;
        (3) provides summary reports for each district and
    
attendance center intended for parents and community stakeholders;
        (4) meets scale reliability requirements using
    
accepted testing measures;
        (5) provides research-based evidence linking
    
instrument content to one or more improved student outcomes; and
        (6) has undergone and documented testing to prove
    
validity and reliability.
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.)

105 ILCS 5/2-3.154

    (105 ILCS 5/2-3.154)
    Sec. 2-3.154. Low Performing Schools Intervention Program. From any funds appropriated to the State Board of Education for the purposes of intervening in low performing schools, the State Superintendent may, in his or her discretion, select school districts and schools in which to directly or indirectly intervene; provided however that such school districts and schools are within the lowest 5% in terms of performance in the State as determined by the State Superintendent. Intervention may take the form of a needs assessment or additional, more intensive intervention, as determined by the State Superintendent. Expenditures from funds appropriated for this purpose may include, without limitation, contracts, grants and travel to support the intervention.
(Source: P.A. 97-72, eff. 7-1-11; 97-813, eff. 7-13-12.)

105 ILCS 5/2-3.155

    (105 ILCS 5/2-3.155)
    (Text of Section from P.A. 101-17)
    Sec. 2-3.155. Textbook block grant program.
    (a) The provisions of this Section are in the public interest, for the public benefit, and serve secular public purposes.
    (b) As used in this Section, "textbook" means any book or book substitute that a pupil uses as a text or text substitute, including electronic textbooks. "Textbook" includes books, reusable workbooks, manuals, whether bound or in loose-leaf form, instructional computer software, and electronic textbooks and the technological equipment necessary to gain access to and use electronic textbooks intended as a principal source of study material for a given class or group of students. "Textbook" also includes science curriculum materials in a kit format that includes pre-packaged consumable materials if (i) it is shown that the materials serve as a textbook substitute, (ii) the materials are for use by the pupils as a principal learning source, (iii) each component of the materials is integrally necessary to teach the requirements of the intended course, (iv) the kit includes teacher guidance materials, and (v) the purchase of individual consumable materials is not allowed.
    (c) Subject to annual appropriation by the General Assembly, the State Board of Education is authorized to provide annual funding to public school districts and State-recognized, non-public schools serving students in grades kindergarten through 12 for the purchase of selected textbooks. The textbooks authorized to be purchased under this Section are limited without exception to textbooks for use in any public school and that are secular, non-religious, and non-sectarian. Each public school district and State-recognized, non-public school shall, subject to appropriations for that purpose, receive a per pupil grant for the purchase of secular textbooks. The per pupil grant amount must be calculated by the State Board of Education utilizing the total appropriation made for these purposes divided by the most current student enrollment data available.
    (d) The State Board of Education may adopt rules as necessary for the implementation of this Section and to ensure the religious neutrality of the textbook block grant program, as well as provide for the monitoring of all textbooks authorized in this Section to be purchased directly by State-recognized, nonpublic schools serving students in grades kindergarten through 12.
(Source: P.A. 101-17, eff. 6-14-19.)
 
    (Text of Section from P.A. 101-227)
    Sec. 2-3.155. Textbook block grant program.
    (a) The provisions of this Section are in the public interest, for the public benefit, and serve secular public purposes.
    (b) As used in this Section, "textbook" means any book or book substitute that a pupil uses as a text or text substitute, including electronic textbooks. "Textbook" includes books, reusable workbooks, manuals, whether bound or in loose-leaf form, instructional computer software, and electronic textbooks and the technological equipment necessary to gain access to and use electronic textbooks intended as a principal source of study material for a given class or group of students. "Textbook" also includes science curriculum materials in a kit format that includes pre-packaged consumable materials if (i) it is shown that the materials serve as a textbook substitute, (ii) the materials are for use by the pupils as a principal learning source, (iii) each component of the materials is integrally necessary to teach the requirements of the intended course, (iv) the kit includes teacher guidance materials, and (v) the purchase of individual consumable materials is not allowed.
    (c) Beginning July 1, 2011, subject to annual appropriation by the General Assembly, the State Board of Education is authorized to provide annual funding to public school districts and State-recognized, non-public schools serving students in grades kindergarten through 12 for the purchase of selected textbooks. The textbooks authorized to be purchased under this Section are limited without exception to textbooks that have been preapproved and designated by the State Board of Education for use in any public school and that are secular, non-religious, non-sectarian, and non-discriminatory as to any of the characteristics under the Illinois Human Rights Act. Textbooks authorized to be purchased under this Section must include the roles and contributions of all people protected under the Illinois Human Rights Act. The State Board of Education shall annually publish a list of the textbooks authorized to be purchased under this Section. Each public school district and State-recognized, non-public school shall, subject to appropriations for that purpose, receive a per pupil grant for the purchase of secular and non-discriminatory textbooks. The per pupil grant amount must be calculated by the State Board of Education utilizing the total appropriation made for these purposes divided by the most current student enrollment data available.
    (d) The State Board of Education may adopt rules as necessary for the implementation of this Section and to ensure the religious neutrality of the textbook block grant program, as well as provide for the monitoring of all textbooks authorized in this Section to be purchased directly by State-recognized, nonpublic schools serving students in grades kindergarten through 12.
(Source: P.A. 101-227, eff. 7-1-20.)

105 ILCS 5/2-3.156

    (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.
        (2) Representatives of statewide teacher
    
organizations.
        (3) Representatives of statewide school
    
administrator organizations.
        (4) Experts in higher education mathematics
    
instruction.
        (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
    
and Economic Opportunity.
        (9) Higher education faculty.
        (10) Representatives of statewide school board
    
organizations.
        (11) Representatives of statewide principal
    
organizations.
    (b) The curriculum models under this Section shall include without limitation all of the following:
        (1) Scope-and-sequence descriptions for middle and
    
high school mathematics progressions, building content and skill acquisition across the grades.
        (2) Recommendations of curricula for the final year
    
of mathematics or math-equivalent instruction before graduation.
        (3) Sample lesson plans to illustrate instructional
    
materials and methods for specific standards.
        (4) Model high school course designs that
    
demonstrate effective student pathways to mathematics-standards attainment by graduation.
        (5) Training programs for teachers and
    
administrators, to be made available in both traditional and electronic formats for regional and local delivery.
    (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.)

105 ILCS 5/2-3.157

    (105 ILCS 5/2-3.157)
    Sec. 2-3.157. (Repealed).
(Source: P.A. 98-756, eff. 7-16-14. Repealed internally, eff. 1-2-14.)

105 ILCS 5/2-3.158

    (105 ILCS 5/2-3.158)
    Sec. 2-3.158. (Repealed).
(Source: P.A. 98-790, eff. 7-25-14. Repealed internally, eff. 12-31-15.)

105 ILCS 5/2-3.159

    (105 ILCS 5/2-3.159)
    (Text of Section from P.A. 101-222)
    Sec. 2-3.159. State Seal of Biliteracy.
    (a) In this Section, "foreign language" means any language other than English, including all modern languages, Latin, American Sign Language, Native American languages, and native languages.
    (b) The State Seal of Biliteracy program is established to recognize public and non-public high school graduates who have attained a high level of proficiency in one or more languages in addition to English. School district and non-public school participation in this program is voluntary.
    (c) The purposes of the State Seal of Biliteracy are as follows:
        (1) To encourage pupils to study languages.
        (2) To certify attainment of biliteracy.
        (3) To provide employers with a method of
    
identifying people with language and biliteracy skills.
        (4) To provide universities with an additional
    
method to recognize applicants seeking admission.
        (5) To prepare pupils with 21st century skills.
        (6) To recognize the value of foreign language and
    
native language instruction in public and non-public schools.
        (7) To strengthen intergroup relationships, affirm
    
the value of diversity, and honor the multiple cultures and languages of a community.
    (d) The State Seal of Biliteracy certifies attainment of a high level of proficiency, sufficient for meaningful use in college and a career, by a graduating public or non-public high school pupil in one or more languages in addition to English.
    (e) The State Board of Education shall adopt such rules as may be necessary to establish the criteria that pupils must achieve to earn a State Seal of Biliteracy, which may include without limitation attainment of units of credit in English language arts and languages other than English and passage of such assessments of foreign language proficiency as may be approved by the State Board of Education for this purpose. These rules shall ensure that the criteria that pupils must achieve to earn a State Seal of Biliteracy meet the course credit criteria established under subsection (i) of this Section.
    (f) The State Board of Education shall do both of the following:
        (1) Prepare and deliver to participating school
    
districts and non-public schools an appropriate mechanism for designating the State Seal of Biliteracy on the diploma and transcript of the pupil indicating that the pupil has been awarded a State Seal of Biliteracy by the State Board of Education.
        (2) Provide other information the State Board of
    
Education deems necessary for school districts and non-public schools to successfully participate in the program.
    (g) A school district or non-public school that participates in the program under this Section shall do both of the following:
        (1) Maintain appropriate records in order to identify
    
pupils who have earned a State Seal of Biliteracy.
        (2) Make the appropriate designation on the
    
diploma and transcript of each pupil who earns a State Seal of Biliteracy.
    (h) No fee shall be charged to a pupil to receive the designation pursuant to this Section. Notwithstanding this prohibition, costs may be incurred by the pupil in demonstrating proficiency, including without limitation any assessments required under subsection (e) of this Section.
    (i) For admissions purposes, each public university in this State shall accept the State Seal of Biliteracy as equivalent to 2 years of foreign language coursework taken during high school if a student's high school transcript indicates that he or she will be receiving or has received the State Seal of Biliteracy.
    (j) Each public community college and public university in this State shall establish criteria to translate a State Seal of Biliteracy into course credit based on foreign language course equivalencies identified by the community college's or university's faculty and staff and, upon request from an enrolled student, the community college or university shall award foreign language course credit to a student who has received a State Seal of Biliteracy. Students enrolled in a public community college or public university who have received a State Seal of Biliteracy must request course credit for their seal within 3 academic years after graduating from high school.
(Source: P.A. 101-222, eff. 1-1-20.)
 
    (Text of Section from P.A. 101-503)
    Sec. 2-3.159. State Seal of Biliteracy.
    (a) In this Section, "foreign language" means any language other than English, including all modern languages, Latin, American Sign Language, Native American languages, and native languages.
    (b) The State Seal of Biliteracy program is established to recognize public high school graduates who have attained a high level of proficiency in one or more languages in addition to English. The State Seal of Biliteracy shall be awarded beginning with the 2014-2015 school year. School district participation in this program is voluntary.
    (c) The purposes of the State Seal of Biliteracy are as follows:
        (1) To encourage pupils to study languages.
        (2) To certify attainment of biliteracy.
        (3) To provide employers with a method of
    
identifying people with language and biliteracy skills.
        (4) To provide universities with an additional
    
method to recognize applicants seeking admission.
        (5) To prepare pupils with 21st century skills.
        (6) To recognize the value of foreign language and
    
native language instruction in public schools.
        (7) To strengthen intergroup relationships, affirm
    
the value of diversity, and honor the multiple cultures and languages of a community.
    (d) The State Seal of Biliteracy certifies attainment of a high level of proficiency, sufficient for meaningful use in college and a career, by a graduating public high school pupil in one or more languages in addition to English.
    (e) The State Board of Education shall adopt such rules as may be necessary to establish the criteria that pupils must achieve to earn a State Seal of Biliteracy, which may include without limitation attainment of units of credit in English language arts and languages other than English and passage of such assessments of foreign language proficiency as may be approved by the State Board of Education for this purpose. These rules shall ensure that the criteria that pupils must achieve to earn a State Seal of Biliteracy meet the course credit criteria established under subsection (i) of this Section.
    (e-5) To demonstrate sufficient English language proficiency for eligibility to receive a State Seal of Biliteracy under this Section, the State Board of Education shall allow a pupil to provide his or her school district with evidence of completion of any of the following, in accordance with guidelines for proficiency adopted by the State Board:
        (1) An AP (Advanced Placement) English Language and
    
Composition Exam.
        (2) An English language arts dual credit course.
        (3) Transitional coursework in English language arts
    
articulated in partnership with a public community college as an ESSA (Every Student Succeeds Act) College and Career Readiness Indicator.
    (f) The State Board of Education shall do both of the following:
        (1) Prepare and deliver to participating school
    
districts an appropriate mechanism for designating the State Seal of Biliteracy on the diploma and transcript of the pupil indicating that the pupil has been awarded a State Seal of Biliteracy by the State Board of Education.
        (2) Provide other information the State Board of
    
Education deems necessary for school districts to successfully participate in the program.
    (g) A school district that participates in the program under this Section shall do both of the following:
        (1) Maintain appropriate records in order to identify
    
pupils who have earned a State Seal of Biliteracy.
        (2) Make the appropriate designation on the
    
diploma and transcript of each pupil who earns a State Seal of Biliteracy.
    (h) No fee shall be charged to a pupil to receive the designation pursuant to this Section. Notwithstanding this prohibition, costs may be incurred by the pupil in demonstrating proficiency, including without limitation any assessments required under subsection (e) of this Section.
    (i) For admissions purposes, each public university in this State shall accept the State Seal of Biliteracy as equivalent to 2 years of foreign language coursework taken during high school if a student's high school transcript indicates that he or she will be receiving or has received the State Seal of Biliteracy.
    (j) Each public community college and public university in this State shall establish criteria to translate a State Seal of Biliteracy into course credit based on foreign language course equivalencies identified by the community college's or university's faculty and staff and, upon request from an enrolled student, the community college or university shall award foreign language course credit to a student who has received a State Seal of Biliteracy. Students enrolled in a public community college or public university who have received a State Seal of Biliteracy must request course credit for their seal within 3 academic years after graduating from high school.
(Source: P.A. 101-503, eff. 8-23-19.)

105 ILCS 5/2-3.160

    (105 ILCS 5/2-3.160)
    Sec. 2-3.160. (Repealed).
(Source: P.A. 99-78, eff. 7-20-15. Repealed internally, eff. July 1, 2015. P.A. 99-65 contained an extension of the internal repealer, but did not take effect until July 16, 2015.)

105 ILCS 5/2-3.161

    (105 ILCS 5/2-3.161)
    Sec. 2-3.161. Definition of dyslexia; reading instruction advisory group; handbook.
    (a) The State Board of Education shall incorporate, in both general education and special education, the following definition of dyslexia:
        Dyslexia is a specific learning disability that is
    
neurobiological in origin. Dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
    (b) Subject to specific State appropriation or the availability of private donations, the State Board of Education shall establish an advisory group to develop a training module or training modules to provide education and professional development to teachers, school administrators, and other education professionals regarding multi-sensory, systematic, and sequential instruction in reading. This advisory group shall complete its work before December 15, 2015 and is abolished on December 15, 2015. The State Board of Education shall reestablish the advisory group abolished on December 15, 2015 to complete the abolished group's work. The reestablished advisory group shall complete its work before December 31, 2016 and is abolished on December 31, 2016. The provisions of this subsection (b), other than this sentence, are inoperative after December 31, 2016.
    (c) The State Board of Education shall develop and maintain a handbook to be made available on its Internet website that provides guidance for pupils, parents or guardians, and teachers on the subject of dyslexia. The handbook shall include, but is not limited to:
        (1) guidelines for teachers and parents or guardians
    
on how to identify signs of dyslexia;
        (2) a description of educational strategies that have
    
been shown to improve the academic performance of pupils with dyslexia; and
        (3) a description of resources and services available
    
to pupils with dyslexia, parents or guardians of pupils with dyslexia, and teachers.
    The State Board shall review the handbook once every 4 years to update, if necessary, the guidelines, educational strategies, or resources and services made available in the handbook.
(Source: P.A. 99-65, eff. 7-16-15; 99-78, eff. 7-20-15; 99-602, eff. 7-22-16; 99-603, eff. 7-22-16; 100-201, eff. 8-18-17; 100-617, eff. 7-20-18.)

105 ILCS 5/2-3.162

    (105 ILCS 5/2-3.162)
    Sec. 2-3.162. Student discipline report; school discipline improvement plan.
    (a) On or before October 31, 2015 and on or before October 31 of each subsequent year, the State Board of Education, through the State Superintendent of Education, shall prepare a report on student discipline in all school districts in this State, including State-authorized charter schools. This report shall include data from all public schools within school districts, including district-authorized charter schools. This report must be posted on the Internet website of the State Board of Education. The report shall include data on the issuance of out-of-school suspensions, expulsions, and removals to alternative settings in lieu of another disciplinary action, disaggregated by race and ethnicity, gender, age, grade level, whether a student is an English learner, incident type, and discipline duration.
    (b) The State Board of Education shall analyze the data under subsection (a) of this Section on an annual basis and determine the top 20% of school districts for the following metrics:
        (1) Total number of out-of-school suspensions divided
    
by the total district enrollment by the last school day in September for the year in which the data was collected, multiplied by 100.
        (2) Total number of out-of-school expulsions divided
    
by the total district enrollment by the last school day in September for the year in which the data was collected, multiplied by 100.
        (3) Racial disproportionality, defined as the
    
overrepresentation of students of color or white students in comparison to the total number of students of color or white students on October 1st of the school year in which data are collected, with respect to the use of out-of-school suspensions and expulsions, which must be calculated using the same method as the U.S. Department of Education's Office for Civil Rights uses.
    The analysis must be based on data collected over 3 consecutive school years, beginning with the 2014-2015 school year.
    Beginning with the 2017-2018 school year, the State Board of Education shall require each of the school districts that are identified in the top 20% of any of the metrics described in this subsection (b) for 3 consecutive years to submit a plan identifying the strategies the school district will implement to reduce the use of exclusionary disciplinary practices or racial disproportionality or both, if applicable. School districts that no longer meet the criteria described in any of the metrics described in this subsection (b) for 3 consecutive years shall no longer be required to submit a plan.
    This plan may be combined with any other improvement plans required under federal or State law.
    The calculation of the top 20% of any of the metrics described in this subsection (b) shall exclude all school districts, State-authorized charter schools, and special charter districts that issued fewer than a total of 10 out-of-school suspensions or expulsions, whichever is applicable, during the school year. The calculation of the top 20% of the metric described in subdivision (3) of this subsection (b) shall exclude all school districts with an enrollment of fewer than 50 white students or fewer than 50 students of color.
    The plan must be approved at a public school board meeting and posted on the school district's Internet website. Within one year after being identified, the school district shall submit to the State Board of Education and post on the district's Internet website a progress report describing the implementation of the plan and the results achieved.
(Source: P.A. 99-30, eff. 7-10-15; 99-78, eff. 7-20-15; 100-863, eff. 8-14-18.)

105 ILCS 5/2-3.163

    (105 ILCS 5/2-3.163)
    Sec. 2-3.163. Prioritization of Urgency of Need for Services database.
    (a) The General Assembly makes all of the following findings:
        (1) The Department of Human Services maintains a
    
statewide database known as the Prioritization of Urgency of Need for Services that records information about individuals with developmental disabilities who are potentially in need of services.
        (2) The Department of Human Services uses the data on
    
Prioritization of Urgency of Need for Services to select individuals for services as funding becomes available, to develop proposals and materials for budgeting, and to plan for future needs.
        (3) Prioritization of Urgency of Need for Services is
    
available for children and adults with a developmental disability who have an unmet service need anticipated in the next 5 years.
        (4) Prioritization of Urgency of Need for Services is
    
the first step toward getting developmental disabilities services in this State. If individuals are not on the Prioritization of Urgency of Need for Services waiting list, they are not in queue for State developmental disabilities services.
        (5) Prioritization of Urgency of Need for Services
    
may be underutilized by children and their parents or guardians due to lack of awareness or lack of information.
    (b) The State Board of Education may work with school districts to inform all students with developmental disabilities and their parents or guardians about the Prioritization of Urgency of Need for Services database.
    (c) Subject to appropriation, the Department of Human Services and State Board of Education shall develop and implement an online, computer-based training program for at least one designated employee in every public school in this State to educate him or her about the Prioritization of Urgency of Need for Services database and steps to be taken to ensure children and adolescents are enrolled. The training shall include instruction for at least one designated employee in every public school in contacting the appropriate developmental disabilities Independent Service Coordination agency to enroll children and adolescents in the database. At least one designated employee in every public school shall ensure the opportunity to enroll in the Prioritization of Urgency of Need for Services database is discussed during annual individualized education program (IEP) meetings for all children and adolescents believed to have a developmental disability.
    (d) The State Board of Education, in consultation with the Department of Human Services, shall inform parents and guardians of students through school districts about the Prioritization of Urgency of Need for Services waiting list, including the consideration required in subsection (e) of this Section.
    (e) The Department of Human Services shall consider the length of time spent on the Prioritization of Urgency of Need for Services waiting list, in addition to other factors considered, when selecting individuals on the list for services.
(Source: P.A. 99-144, eff. 1-1-16; 99-642, eff. 7-28-16; 99-716, eff. 1-1-17.)

105 ILCS 5/2-3.164

    (105 ILCS 5/2-3.164)
    (Section scheduled to be repealed on December 16, 2020)
    Sec. 2-3.164. Attendance Commission.
    (a) The Attendance Commission is created within the State Board of Education to study the issue of chronic absenteeism in this State and make recommendations for strategies to prevent chronic absenteeism. The Commission shall consist of all of the following members:
        (1) The Director of the Department of Children and
    
Family Services or his or her designee.
        (2) The Chairperson of the State Board of Education
    
or his or her designee.
        (3) The Chairperson of the Board of Higher Education
    
or his or her designee.
        (4) The Secretary of the Department of Human Services
    
or his or her designee.
        (5) The Director of the Department of Public Health
    
or his or her designee.
        (6) The Chairperson of the Illinois Community College
    
Board or his or her designee.
        (7) The Chairperson of the State Charter School
    
Commission or his or her designee.
        (8) An individual that deals with children's
    
disabilities, impairments, and social emotional issues, appointed by the State Superintendent of Education.
        (9) One member from each of the following
    
organizations, appointed by the State Superintendent of Education:
            (A) A non-profit organization that advocates for
        
students in temporary living situations.
            (B) An Illinois-focused, non-profit organization
        
that advocates for the well-being of all children and families in this State.
            (C) An Illinois non-profit, anti-crime
        
organization of law enforcement that researches and recommends early learning and youth development strategies to reduce crime.
            (D) An Illinois non-profit organization that
        
conducts community-organizing around family issues.
            (E) A statewide professional teachers'
        
organization.
            (F) A different statewide professional teachers'
        
organization.
            (G) A professional teachers' organization in a
        
city having a population exceeding 500,000.
            (H) An association representing school
        
administrators.
            (I) An association representing school board
        
members.
            (J) An association representing school principals.
            (K) An association representing regional
        
superintendents of schools.
            (L) An association representing parents.
            (M) An association representing high school
        
districts.
            (N) An association representing large unit
        
districts.
            (O) An organization that advocates for healthier
        
school environments in Illinois.
            (P) An organization that advocates for the health
        
and safety of Illinois youth and families by providing capacity building services.
            (Q) A statewide association of local
        
philanthropic organizations that advocates for effective educational, health, and human service policies to improve this State's communities.
            (R) A statewide organization that advocates for
        
partnerships among schools, families, and the community that provide access to support and remove barriers to learning and development, using schools as hubs.
            (S) An organization representing statewide
        
programs actively involved in truancy intervention.
    Attendance Commission members shall serve without compensation but shall be reimbursed for their travel expenses from appropriations to the State Board of Education available for that purpose and subject to the rules of the appropriate travel control board.
    (b) The Attendance Commission shall meet initially at the call of the State Superintendent of Education. The members shall elect a chairperson at their initial meeting. Thereafter, the Attendance Commission shall meet at the call of the chairperson. The Attendance Commission shall hold hearings on a periodic basis to receive testimony from the public regarding attendance.
    (c) The Attendance Commission shall identify strategies, mechanisms, and approaches to help parents, educators, principals, superintendents, and the State Board of Education address and prevent chronic absenteeism and shall recommend to the General Assembly and State Board of Education:
        (1) a standard for attendance and chronic
    
absenteeism, defining attendance as a calculation of standard clock hours in a day that equal a full day based on instructional minutes for both a half day and a full day per learning environment;
        (2) mechanisms to improve data systems to monitor and
    
track chronic absenteeism across this State in a way that identifies trends from prekindergarten through grade 12 and allows the identification of students who need individualized chronic absenteeism prevention plans;
        (3) mechanisms for reporting and accountability for
    
schools and districts across this State, including creating multiple measure indexes for reporting;
        (4) best practices for utilizing attendance and
    
chronic absenteeism data to create multi-tiered systems of support and prevention that will result in students being ready for college and career; and
        (5) new initiatives and responses to ongoing
    
challenges presented by chronic absenteeism.
    (d) The State Board of Education shall provide administrative support to the Commission. The Attendance Commission shall submit an initial report to the General Assembly and the State Board of Education no later than March 15, 2016. The Attendance Commission shall submit an annual report to the General Assembly and the State Board of Education no later than December 15, 2016 and each December 15 thereafter.
    (e) The Attendance Commission is abolished and this Section is repealed on December 16, 2020.
(Source: P.A. 99-432, eff. 8-21-15; 99-601, eff. 7-22-16; 99-642, eff. 7-28-16.)

105 ILCS 5/2-3.165

    (105 ILCS 5/2-3.165)
    Sec. 2-3.165. (Repealed).
(Source: P.A. 99-642, eff. 7-28-16. Repealed internally, eff. 6-1-16)

105 ILCS 5/2-3.166

    (105 ILCS 5/2-3.166)
    Sec. 2-3.166. Youth suicide awareness and prevention.
    (a) This Section may be referred to as Ann Marie's Law.
    (b) The State Board of Education shall do both of the following:
        (1) In consultation with a youth suicide prevention
    
organization operating in this State and organizations representing school boards and school personnel, develop a model youth suicide awareness and prevention policy that is consistent with subsection (c) of this Section.
        (2) Compile, develop, and post on its publicly
    
accessible Internet website both of the following, which may include materials already publicly available:
            (A) Recommended guidelines and educational
        
materials for training and professional development.
            (B) Recommended resources and age-appropriate
        
educational materials on youth suicide awareness and prevention.
    (c) The model policy developed by the State Board of Education under subsection (b) of this Section and any policy adopted by a school board under subsection (d) of this Section shall include all of the following:
        (1) A statement on youth suicide awareness and
    
prevention.
        (2) Protocols for administering youth suicide
    
awareness and prevention education to staff and students.
        (3) Methods of prevention, including procedures for
    
early identification and referral of students at risk of suicide.
        (4) Methods of intervention, including procedures
    
that address an emotional or mental health safety plan for students identified as being at increased risk of suicide.
        (5) Methods of responding to a student or staff
    
suicide or suicide attempt.
        (6) Reporting procedures.
        (7) Recommended resources on youth suicide awareness
    
and prevention programs, including current contact information for such programs.
    (d) Beginning with the 2015-2016 school year, each school board shall review and update its current suicide awareness and prevention policy to be consistent with subsection (c) of this Section or adopt an age-appropriate youth suicide awareness and prevention policy consistent with subsection (c) of this Section, inform each school district employee and the parent or legal guardian of each student enrolled in the school district of such policy, and post such policy on the school district's publicly accessible Internet website. The policy adopted by a school board under this subsection (d) may be based upon the model policy developed by the State Board of Education under subsection (b) of this Section.
(Source: P.A. 99-443, eff. 8-21-15; 99-642, eff. 7-28-16.)

105 ILCS 5/2-3.167

    (105 ILCS 5/2-3.167)
    Sec. 2-3.167. (Repealed).
(Source: P.A. 100-201, eff. 8-18-17. Repealed internally, eff. 7-1-18.)

105 ILCS 5/2-3.168

    (105 ILCS 5/2-3.168)
    Sec. 2-3.168. Advisory Council on At-Risk Students.
    (a) For purposes of this Section, "at-risk students" means students served by the Department of Human Services who receive services through Medicaid, the Supplemental Nutrition Assistance Program, the Children's Health Insurance Program, or Temporary Assistance for Needy Families, as well as students under the legal custody of the Department of Children and Family Services. Students may not be counted more than once for receiving multiple services from the Department of Human Services or if they receive those services and are under the legal custody of the Department of Children and Family Services.
    (b) The Advisory Council on At-Risk Students is created within the State Board of Education. The Advisory Council shall consist of all of the following members:
        (1) One member of the House of Representatives
    
appointed by the Speaker of the House of Representatives.
        (2) One member of the House of Representatives
    
appointed by the Minority Leader of the House of Representatives.
        (3) One member of the Senate appointed by the
    
President of the Senate.
        (4) One member of the Senate appointed by the
    
Minority Leader of the Senate.
        (5) The following members appointed by the State
    
Superintendent of Education:
            (A) One member who is an educator representing a
        
statewide professional teachers' organization.
            (B) One member who is an educator representing a
        
different statewide professional teachers' organization.
            (C) One member who is an educator representing a
        
professional teachers' organization in a city having a population exceeding 500,000.
            (D) One member from an organization that works
        
for economic, educational, and social progress for African Americans and promotes strong sustainable communities through advocacy, collaboration, and innovation.
            (E) One member from an organization that
        
facilitates the involvement of Latino Americans at all levels of public decision-making.
            (F) One member from an organization focused on
        
research-based education policy to support a school system that prepares all students for college, a career, and democratic citizenship.
            (G) One member from an organization dedicated to
        
advocating for public policies to prevent homelessness.
            (H) One member from the Illinois Student
        
Assistance Commission.
            (I) One member from an organization that works to
        
ensure the health and safety of Illinois youth and families by providing capacity building services.
            (J) One member from an organization that provides
        
public high school students with opportunities to explore and develop their talents, while gaining critical skills for work, college, and beyond.
            (K) One member from an organization that promotes
        
the strengths and abilities of youth and families by providing community-based services that empower each to face life's challenges with confidence, competence, and dignity.
            (L) One member from an organization that connects
        
former members of the foster care system with current children in the foster care system.
            (M) One member who has experience with research
        
and statistics.
            (N) Three members who are parents of at-risk
        
students.
            (O) One member from an organization that
        
optimizes the positive growth of at-risk youth and individuals working with at-risk youth through support services.
            (P) One member from a statewide organization
        
representing regional superintendents of schools.
            (Q) One member from an association representing
        
school management.
            (R) One member from an organization representing
        
principals in a city having a population exceeding 500,000.
Members of the Council shall, to the extent possible, be selected on the basis of experience with or knowledge of various programs for at-risk students. The Council shall, to the extent possible, include diverse membership from a variety of socio-economic, racial, and ethnic backgrounds.
    (c) Initial members of the Council shall serve terms determined by lot as follows:
        (1) Seven members shall serve for one year.
        (2) Seven members shall serve for 2 years.
        (3) The remaining members shall serve for 3 years.
However, upon the appointment of the additional members under this amendatory Act of the 99th General Assembly, terms for the initial members of the Council shall be redetermined, with the initial and additional members of the Council serving as follows:
        (A) Members appointed under subdivisions (1) through
    
(4) of subsection (b) of this Section shall serve on the Council until their successors are appointed.
        (B) Of the members appointed under subdivision (5)
    
of subsection (b) of this Section, 6 members shall serve for one year, 6 members shall serve for 2 years, and the remaining members shall serve for 3 years, as determined by lot.
    (c-5) Successors to members appointed under subdivisions (1) through (4) of subsection (b) of this Section shall serve on the Council until their successors are appointed. Successors to members appointed under subdivision (5) of subsection (b) of this Section shall serve 3-year terms and must serve until their successors are appointed.
    (d) Members of the Council shall serve without compensation but may be reimbursed for travel if funds are made available for that specific purpose.
    (e) The Council shall initially meet at the call of the State Superintendent of Education. The members shall elect a chairperson from among their number at their initial meeting, with successor chairpersons being elected as determined by the Council. Thereafter, the Council shall meet at the call of the chairperson.
    (f) The State Board of Education and City of Chicago School District 299 shall provide administrative support to the Council.
    (g) The Council shall operate under the provisions of the Open Meetings Act and accept and consider public comments.
    (h) By no later than December 15, 2017, the Council shall submit a report to the State Board of Education, the Governor, and the General Assembly addressing, at a minimum, the following with respect to school districts where racial minorities comprise a majority of the student population:
        (1) What are the barriers to success present for
    
at-risk students?
        (2) How much does socio-economic status impact
    
academic and career achievement?
        (3) How do at-risk students perform academically?
        (4) How do at-risk students perform academically
    
compared to students from higher socio-economic statuses?
        (5) What programs are shown to help at-risk students
    
reach higher levels of academic and career achievement?
        (6) What specific curriculums help the academic
    
success of at-risk students?
        (7) Of curriculums that help at-risk students, which
    
of these need to be implemented within the Illinois Learning Standards?
        (8) To what degree do school districts teach cultural
    
history, and how can this be improved?
        (9) Specific policy recommendations to improve the
    
academic success of at-risk students.
        (10) Any other information that the Council
    
determines will assist in the understanding of the barriers to success for or increase the academic performance of at-risk students.
The Council shall submit an annual report regarding barriers to academic success and the academic progress of at-risk students by no later than December 31 of each year beginning the year after the initial report is submitted.
(Source: P.A. 99-721, eff. 8-5-16; 99-929, eff. 1-20-17; 100-201, eff. 8-18-17.)

105 ILCS 5/2-3.169

    (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 high school graduates who have attained global competence. State Global Scholar Certification shall be awarded beginning with the 2017-2018 school year. School district 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.
        (4) To provide colleges and universities with an
    
additional method to recognize applicants seeking admission.
        (5) To prepare students with 21st century skills.
        (6) To encourage the development of a globally ready
    
workforce in the STEM (science, technology, engineering, and mathematics), manufacturing, agriculture, and service sectors.
    (c) State Global Scholar Certification confirms attainment of global competence, sufficient for meaningful use in college and a career, by a graduating public 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 for this purpose.
    (e) The State Board of Education shall do both of the following:
        (1) Prepare and deliver to participating school
    
districts 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.
        (2) Provide other information the State Board of
    
Education deems necessary for school districts to successfully participate in the certification.
    (f) A school district that participates in certification under this Section shall do both of the following:
        (1) Maintain appropriate records in order to identify
    
students who have earned State Global Scholar Certification.
        (2) Make the appropriate designation on the diploma
    
and transcript of each student who earns State Global Scholar Certification.
    (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. 99-780, eff. 8-12-16; 100-201, eff. 8-18-17.)

105 ILCS 5/2-3.170

    (105 ILCS 5/2-3.170)
    Sec. 2-3.170. Property tax relief pool grants.
    (a) As used in this Section,
    "EAV" means equalized assessed valuation as defined under Section 18-8.15 of this Code.
    "Property tax multiplier" equals one minus the square of the school district's Local Capacity Percentage, as defined in Section 18-8.15 of this Code.
    "Local capacity percentage multiplier" means one minus the school district's Local Capacity Percentage, as defined in Section 18-8.15.
    "State Board" means the State Board of Education.
    (b) Subject to appropriation, the State Board shall provide grants to eligible school districts that provide tax relief to the school district's residents, which may be no greater than 1% of EAV for a unit district, 0.69% of EAV for an elementary school district, or 0.31% of EAV for a high school district, as provided in this Section.
    (b-5) School districts may apply for property tax relief under this Section concurrently to setting their levy for the fiscal year. The intended relief may not be greater than 1% of the EAV for a unit district, 0.69% of the EAV for an elementary school district, or 0.31% of the EAV for a high school district, multiplied by the school district's local capacity percentage multiplier. The State Board shall process applications for relief, providing a grant to those districts with the highest operating tax rate, as determined by those districts with the highest percentage of the simple average operating tax rate of districts of the same type, either elementary, high school, or unit, first, in an amount equal to the intended relief multiplied by the property tax multiplier. The State Board shall provide grants to school districts in order of priority until the property tax relief pool is exhausted. If more school districts apply for relief under this subsection than there are funds available, the State Board must distribute the grants and prorate any remaining funds to the final school district that qualifies for grant relief. The abatement amount for that district must be equal to the grant amount divided by the property tax multiplier.
    If a school district receives the State Board's approval of a grant under this Section by March 1 of the fiscal year, the school district shall present a duly authorized and approved abatement resolution by March 30 of the fiscal year to the county clerk of each county in which the school files its levy, authorizing the county clerk to lower the school district's levy by the amount designated in its application to the State Board. When the preceding requisites are satisfied, the county clerk shall reduce the amount collected for the school district by the amount indicated in the school district's abatement resolution for that fiscal year.
    (c) (Blank).
    (d) School districts seeking grants under this Section shall apply to the State Board each year. All applications to the State Board for grants shall include the amount of the tax relief intended by the school district.
    (e) Each year, based on the most recent available data provided by school districts pursuant to Section 18-8.15 of this Code, the State Board shall calculate the order of priority for grant eligibility under subsection (b-5) and publish a list of the school districts eligible for relief. The State Board shall provide grants in the manner provided under subsection (b-5).
    (f) The State Board shall publish a final list of eligible grant recipients and provide payment of the grants by March 1 of each year.
    (g) If notice of eligibility from the State Board is received by a school district by March 1, then by March 30, the school district shall file an abatement of its property tax levy in an amount equal to the grant received under this Section divided by the property tax multiplier. Payment of all grant amounts shall be made by June 1 each fiscal year. The State Superintendent of Education shall establish the timeline in such cases in which notice cannot be made by March 1.
    (h) The total property tax relief allowable to a school district under this Section shall be calculated based on the total amount of reduction in the school district's aggregate extension. The total grant shall be equal to the reduction, multiplied by the property tax multiplier. The reduction shall be equal to 1% of a district's EAV for a unit school district, 0.69% for an elementary school district, or 0.31% for a high school district, multiplied by the school district's local capacity percentage multiplier.
    (i) If the State Board does not expend all appropriations allocated pursuant to this Section, then any remaining funds shall be allocated pursuant to Section 18-8.15 of this Code.
    (j) The State Board shall prioritize payments under Section 18-8.15 of this Code over payments under this Section, if necessary.
    (k) Any grants received by a school district shall be included in future calculations of that school district's Base Funding Minimum under Section 18-8.15 of this Code. Beginning with Fiscal Year 2020, if a school district receives a grant under this Section, the school district must present to the county clerk a duly authorized and approved abatement resolution by March 30 for the year in which the school district receives the grant and the successive fiscal year following the receipt of the grant, authorizing the county clerk to lower the school district's levy by the amount designated in its original application to the State Board. After receiving a resolution, the county clerk must reduce the amount collected for the school district by the amount indicated in the school district's abatement resolution for that fiscal year. If a school district does not abate in this amount for the successive fiscal year, the grant amount may not be included in the school district's Base Funding Minimum under Section 18-8.15 in the fiscal year following the tax year in which the abatement is not authorized and in any future fiscal year thereafter, and the county clerk must notify the State Board of the increase no later 30 days after it occurs.
    (l) In the tax year following receipt of a Property Tax Pool Relief Grant, the aggregate levy of any school district receiving a grant under this Section, for purposes of the Property Tax Extension Limitation Law, shall include the tax relief the school district provided in the previous taxable year under this Section.
(Source: P.A. 100-465, eff. 8-31-17; 100-582, eff. 3-23-18; 100-863, eff. 8-14-18; 101-17, eff. 6-14-19.)

105 ILCS 5/2-3.171

    (105 ILCS 5/2-3.171)
    Sec. 2-3.171. Entrepreneurial skills teaching resources. The State Board of Education shall post resources regarding the teaching of entrepreneurial skills for use by school districts with secondary schools. The State Board of Education shall gather input from business groups and universities when developing the list of resources.
(Source: P.A. 100-174, eff. 1-1-18; 100-863, eff. 8-14-18.)

105 ILCS 5/2-3.172

    (105 ILCS 5/2-3.172)
    Sec. 2-3.172. High-skilled manufacturing teaching resources. The State Board of Education shall post resources regarding the teaching of high-skilled manufacturing, to be used in high schools and vocational education programs.
(Source: P.A. 100-175, eff. 1-1-18; 100-863, eff. 8-14-18.)

105 ILCS 5/2-3.173

    (105 ILCS 5/2-3.173)
    Sec. 2-3.173. Substitute teachers; recruiting firms.
    (a) In this Section, "recruiting firm" means a company with expertise in finding qualified applicants for positions and screening those potential workers for an employer.
    (b) By January 1, 2019, the State Board of Education shall implement a program and adopt rules to allow school districts to supplement their substitute teacher recruitment for elementary and secondary schools with the use of recruiting firms, subject to the other provisions of this Section. To qualify for the program, a school district shall demonstrate to the State Board that, because of the severity of its substitute teacher shortage, it is unable to find an adequate amount of substitute or retired teachers and has exhausted all other efforts. Substitute teachers provided by a recruiting firm must adhere to all mandated State laws, rules, and screening requirements for substitute teachers not provided by a recruiting firm and must be paid on the same wage scale as substitute teachers not provided by a recruiting firm. This Section shall not be construed to require school districts to use recruiting firms for substitute teachers. A school district may not use a recruiting firm under this Section to circumvent any collective bargaining agreements or State laws, rules, or screening requirements for teachers. A school district may not reduce the number of full-time staff members of a department as a result of hiring a substitute teacher recruiting firm. In the event of a teacher's strike, a school district may not use a recruiting firm to hire a substitute teacher.
    (c) A school district organized under Article 34 of this Code may contract with a substitute teacher recruiting firm under this Section only if the district meets the following requirements:
        (1) certifies to the State Board of Education that it
    
has adequate funds to fill and pay for all substitute teacher positions;
        (2) prioritizes existing substitute teachers over
    
substitute teachers from recruiting firms;
        (3) files copies of all substitute teacher contracts
    
with the State Board of Education; and
        (4) requires that the substitute teacher recruiting
    
firm file an annual report with the school district that would include the number of substitute teachers that were placed in the district, the total cost of the contract to the district, and the percentage of substitute teacher openings that were filled.
    (d) A substitute teacher recruiting firm may enter into an agreement with a labor organization that has a collective bargaining agreement with a school district.
(Source: P.A. 100-813, eff. 8-13-18; 101-81, eff. 7-12-19.)

105 ILCS 5/2-3.174

    (105 ILCS 5/2-3.174)
    Sec. 2-3.174. Supporting Future Teachers Program.
    (a) In this Section:
    "English learner" means a child included in the definition of "English learners" under Section 14C-2 of this Code.
    "Low-income student" means a student that would be included in an Organizational Unit's Low-Income Count, as calculated under Section 18-8.15 of this Code.
    "Program" means the Supporting Future Teachers Program established under this Section.
    "Qualified participant" means a high school graduate who: (i) can demonstrate proficiency in a language other than English or is a recipient of a State Seal of Biliteracy or, at any one time during pre-kindergarten through grade 12, was identified as a low-income student; and (ii) is a member of the community in which the participating school district is located. A "qualified participant" must be enrolled in an educator preparation program approved by the State Board of Education at a regionally accredited institution of higher education in this State.
    "State Board" means the State Board of Education.
    (b) Beginning with the 2019-2020 school year, the State Board shall establish and maintain the Supporting Future Teachers Program to assist qualified participants in acquiring a Professional Educator License.
    (c) Each participating school district shall partner with an educator preparation program approved by the State Board at a regionally accredited institution of higher education in this State. Each qualified participant enrolled in the Program through the school district must be enrolled at least part-time each semester at that institution of higher education in its educator preparation program and be working toward a Professional Educator License.
    (d) A qualified participant shall no longer qualify for the Program if at any time the participating school district or the institution of higher education determines that the qualified participant is no longer making substantial progress toward a degree in an approved educator preparation program.
    (e) Throughout each semester of participation in the Program, the qualified participant must be employed by the participating school district and working under the supervision of a school district employee. Duties of the qualified participant may include, but are not limited to (i) working in cooperation with his or her supervisor under this subsection (e) to create classroom curriculum and lesson plans and (ii) working with and mentoring English learners or low-income students on a one-on-one basis.
    Each participating school district may use appropriate State, federal, or local revenue to employ the qualified participant.
    (f) At the end of each school year of the Program, each participating school district shall submit data to the State Board detailing all of the following:
        (1) The number of qualified participants enrolled in
    
the Program.
        (2) The costs associated with the Program.
        (3) The duties assigned to each qualified participant
    
by his or her supervisor.
        (4) The current status of each qualified participant
    
in his or her educator preparation program.
        (5) The qualified participant's Illinois Educator
    
Identification Number, if available.
        (6) Any other information requested by the State
    
Board.
    (g) Prior to the 2023-2024 school year, the State Board shall electronically submit a report to the Clerk of the House of Representatives and the Secretary of the Senate detailing the first 4 years of the program, including, but not limited to, the following information:
        (1) The participating school districts in the Program.
        (2) The number of qualified participants enrolled in
    
the Program.
        (3) The costs associated with the Program per school
    
district.
        (4) A summary of the duties assigned to qualified
    
participants by school district supervisors.
        (5) Any other information as determined by the State
    
Board.
    (h) The State Board may establish and adopt any rules necessary to implement this Section.
    (i) Nothing in this Section shall be construed to require a school district to participate in the Program.
(Source: P.A. 100-982, eff. 8-19-18; 101-81, eff. 7-12-19.)

105 ILCS 5/2-3.175

    (105 ILCS 5/2-3.175)
    Sec. 2-3.175. Registered apprenticeship program.
    (a) In this Section, "registered apprenticeship program" means an industry-based occupational training program of study with standards reviewed and approved by the United States Department of Labor that meets each of the following characteristics:
        (1) Apprentices in the program are at all times
    
employed by a company participating in the program.
        (2) The program features a structured combination of
    
on-the-job learning supported by related technical classroom instruction, met either by a high school or a public community college.
        (3) Apprentices in the program are paid a training
    
wage of not less than the State minimum wage, which escalates throughout the life of the apprenticeship, and employment is continued with the company following conclusion of the apprenticeship for a period of not less than 2 years.
        (4) Apprentices in the program earn an
    
industry-related occupational skills certificate and a high school diploma.
        (5) Apprentices in the program may earn postsecondary
    
credit toward a certificate or degree, as applicable. "Registered apprenticeship program" does not include an apprenticeship program related to construction, as defined under the Employee Classification Act.
    (b) No later than 6 months after August 20, 2018 (the effective date of Public Act 100-992), the State Board of Education shall initiate a rulemaking proceeding to adopt rules as may be necessary to allow students of any high school in this State who are 16 years of age or older to participate in registered apprenticeship programs. The rules shall include the waiver of all non-academic requirements mandated for graduation from a high school under this Code that would otherwise prohibit or prevent a student from participating in a registered apprenticeship program.
(Source: P.A. 100-992, eff. 8-20-18; 101-81, eff. 7-12-19.)

105 ILCS 5/2-3.176

    (105 ILCS 5/2-3.176)
    (Text of Section from P.A. 101-10)
    Sec. 2-3.176. Transfers to Governor's Grant Fund. In addition to any other transfers that may be provided for by law, the State Comptroller shall direct and the State Treasurer shall transfer from the SBE Federal Agency Services Fund and the SBE Federal Department of Education Fund into the Governor's Grant Fund such amounts as may be directed in writing by the State Board of Education.
(Source: P.A. 101-10, eff. 6-5-19.)
 
    (Text of Section from P.A. 101-389)
    Sec. 2-3.176. Work-based learning database.
    (a) In this Section, "work-based learning" means an educational strategy that provides students with real-life work experiences in which they can apply academic and technical skills and develop their employability.
    (b) The State Board must develop a work-based learning database to help facilitate relationships between school districts and businesses and expand work-based learning in this State.
(Source: P.A. 101-389, eff. 8-16-19.)
 
    (Text of Section from P.A. 101-413)
    Sec. 2-3.176. School safety and security grants. Subject to appropriation or private donations, the State Board of Education shall award grants to school districts to support school safety and security. Grant funds may be used for school security improvements, including professional development, safety-related upgrades to school buildings, equipment, including metal detectors and x-ray machines, and facilities, including school-based health centers. The State Board must prioritize the distribution of grants under this Section to school districts designated as Tier 1 or Tier 2 under Section 18-8.15.
(Source: P.A. 101-413, eff. 1-1-20.)
 
    (Text of Section from P.A. 101-438)
    Sec. 2-3.176. Safe Schools and Healthy Learning Environments Grant Program.
    (a) The State Board of Education, subject to appropriation, is authorized to award competitive grants on an annual basis under a Safe Schools and Healthy Learning Environments Grant Program. The goal of this grant program is to promote school safety and healthy learning environments by providing schools with additional resources to implement restorative interventions and resolution strategies as alternatives to exclusionary discipline, and to address the full range of students' intellectual, social, emotional, physical, psychological, and moral developmental needs.
    (b) To receive a grant under this program, a school district must submit with its grant application a plan for implementing evidence-based and promising practices that are aligned with the goal of this program. The application may include proposals to (i) hire additional school support personnel, including, but not limited to, restorative justice practitioners, school psychologists, school social workers, and other mental and behavioral health specialists; (ii) use existing school-based resources, community-based resources, or other experts and practitioners to expand alternatives to exclusionary discipline, mental and behavioral health supports, wraparound services, or drug and alcohol treatment; and (iii) provide training for school staff on trauma-informed approaches to meeting students' developmental needs, addressing the effects of toxic stress, restorative justice approaches, conflict resolution techniques, and the effective utilization of school support personnel and community-based services. For purposes of this subsection, "promising practices" means practices that present, based on preliminary information, potential for becoming evidence-based practices.
    Grant funds may not be used to increase the use of school-based law enforcement or security personnel. Nothing in this Section shall prohibit school districts from involving law enforcement personnel when necessary and allowed by law.
    (c) The State Board of Education, subject to appropriation for the grant program, shall annually disseminate a request for applications to this program, and funds shall be distributed annually. The criteria to be considered by the State Board of Education in awarding the funds shall be (i) the average ratio of school support personnel to students in the target schools over the preceding 3 school years, with priority given to applications with a demonstrated shortage of school support personnel to meet student needs; and (ii) the degree to which the proposal articulates a comprehensive approach for reducing exclusionary discipline while building safe and healthy learning environments. Priority shall be given to school districts that meet the metrics under subsection (b) of Section 2-3.162.
    (d) The State Board of Education, subject to appropriation for the grant program, shall produce an annual report on the program in cooperation with the school districts participating in the program. The report shall include available quantitative information on the progress being made in reducing exclusionary discipline and the effects of the program on school safety and school climate. This report shall be posted on the State Board of Education's website by October 31 of each year, beginning in 2020.
    (e) The State Board of Education may adopt any rules necessary for the implementation of this program.
(Source: P.A. 101-438, eff. 8-20-19.)

105 ILCS 5/2-3.177

    (105 ILCS 5/2-3.177)
    Sec. 2-3.177. Transfers to DHS Special Purposes Trust Fund. In addition to any other transfers that may be provided for by law, the State Comptroller shall direct and the State Treasurer shall transfer from the SBE Federal Agency Services Fund into the DHS Special Purposes Trust Fund such amounts as may be directed in writing by the State Board of Education.
(Source: P.A. 101-10, eff. 6-5-19.)

105 ILCS 5/2-3.178

    (105 ILCS 5/2-3.178)
    Sec. 2-3.178. K-12 Recycling Grant Program.
    (a) Subject to appropriation, the State Board of Education must create and administer the K-12 Recycling Grant Program to provide grants to school districts for the implementation or improvement of a school's recycling program. A school district that applies for a grant under this Section may receive a maximum grant amount of $5,000 per school in that district and may use the grant funds only to implement or improve a school's recycling program.
    (b) The State Board must adopt rules to implement this Section.
(Source: P.A. 101-10, eff. 6-5-19.)

105 ILCS 5/Art. 3

 
    (105 ILCS 5/Art. 3 heading)
ARTICLE 3. REGIONAL
SUPERINTENDENT OF SCHOOLS

105 ILCS 5/3-0.01

    (105 ILCS 5/3-0.01) (from Ch. 122, par. 3-0.01)
    Sec. 3-0.01. "County superintendent of schools" and "regional superintendent of schools" defined - Application of Article.
    (a) Except as otherwise provided by subsection (b), after the effective date of this amendatory Act of 1975, the chief administrative officer of an educational service region shall be designated and referred to as the "regional superintendent of schools" or the "regional superintendent" and after the effective date of this amendatory Act of 1993 the office held by the chief administrative officer shall be designated and referred to as the "regional office of education". For purposes of the School Code and except as otherwise provided by subsection (b), any reference to "county superintendent of schools" or "county superintendent" means the regional superintendent of schools.
    (b) Notwithstanding any other provisions of this Article, but subject to subsection (b-1), in educational service regions containing 2,000,000 or more inhabitants, the office of regional superintendent of schools is abolished. Subject to Section 2-3.105 of this Code, all rights, powers, duties and responsibilities theretofore vested by law in, and exercised and performed by the regional superintendent of schools and by any assistant regional superintendents or other assistants or employees in the office of the regional superintendent of schools being abolished shall be vested in, exercised and performed by the chief administrative officer of the educational service centers established pursuant to Section 2-3.62 of this Code for any educational service region containing 2,000,000 or more inhabitants. Beginning on the effective date of this amendatory Act of the 96th General Assembly, in an educational service region containing 2,000,000 or more inhabitants: (i) all books, records, maps, papers and other documents belonging to or subject to the control or disposition of the former regional superintendent of schools by virtue of his office shall be transferred and delivered to the State Board of Education; (ii) possession or control over all moneys, deposits and accounts in the possession or subject to the control or disposition of the former regional superintendent of schools by virtue of his office, including but not limited to undistributed or unexpended moneys drawn from, and all amounts on deposit in, the county, institute and supervisory expense funds, shall be transferred to and placed under the control and disposition of the State Board of Education, excepting only those moneys or accounts, if any, the source of which is the county treasury, for proper redistribution to the educational service centers; and (iii) all other equipment, furnishings, supplies and other personal property belonging to or subject to the control or disposition of the former regional superintendent of schools by virtue of his office, excepting only those items which were provided by the county board, shall be transferred and delivered to the State Board of Education. Any reference in this Code to "regional superintendent of schools" or "regional superintendent", or "county superintendent of schools" or "county superintendent" shall mean, with respect to any educational service region containing 2,000,000 or more inhabitants in which the office of regional superintendent of schools is abolished, the chief administrative officer of the educational service centers established pursuant to Section 2-3.62 of this Code for the educational service region. Upon and after the first Monday of August 1995, references in this Code and elsewhere to educational service regions of 2,000,000 or fewer inhabitants shall exclude any educational service region containing a city of 500,000 or more inhabitants and references in this Code and elsewhere to educational service regions of 2,000,000 or more inhabitants shall mean an educational service region containing a city of 500,000 or more inhabitants regardless of the actual population of the region.
    (b-1) References to "regional superintendent" 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 outside a city of 500,000 or more population.
    (c) This Article applies to the regional superintendent of a multicounty educational service region formed under Article 3A as well as to a single county or partial county region, except that in case of conflict between the provisions of this Article and of Article 3A in the case of a multicounty region, the provisions of Article 3A shall apply. Any reference to "county" or to "educational service region" in this Article means a regional office of education.
(Source: P.A. 98-647, eff. 6-13-14.)

105 ILCS 5/3-1

    (105 ILCS 5/3-1) (from Ch. 122, par. 3-1)
    Sec. 3-1. Election; eligibility. Quadrennially there shall be elected in every county, except those which have been consolidated into a multicounty educational service region under Article 3A and except those having a population of 2,000,000 or more inhabitants, a regional superintendent of schools, who shall enter upon the discharge of his duties on the first Monday of August next after his election; provided, however, that the term of office of each regional superintendent of schools in office on June 30, 2003 is terminated on July 1, 2003, except that an incumbent regional superintendent of schools shall continue to serve until his successor is elected and qualified, and each regional superintendent of schools elected at the general election in 2002 and every four years thereafter shall assume office on the first day of July next after his election. No one is eligible to file his petition at any primary election for the nomination as candidate for the office of regional superintendent of schools nor to enter upon the duties of such office either by election or appointment unless he possesses the following qualifications: (1) he is of good character, (2) he has a master's degree, (3) he has earned at least 20 semester hours of credit in professional education at the graduate level, (4) he holds a valid all grade supervisory license, a valid State limited supervisory license, a valid state life supervisory license, or a valid administrative license, (5) he has had at least 4 years experience in teaching, and (6) he was engaged for at least 2 years of the 4 previous years in full time teaching or supervising in the common public schools or serving as a county superintendent of schools or regional superintendent of schools for an educational service region in the State of Illinois.
    No petition of any candidate for nomination for the office of regional superintendent of schools may be filed and no such candidate's name may be placed on a primary or general election ballot, unless such candidate files as part of his petition a certificate from the State Board of Education certifying that from the records of its office such candidate has the qualifications required by this Section; however, any incumbent filing his petition for nomination for a succeeding term of office shall not be required to attach such certificate to his petition of candidacy.
    Nomination papers filed under this Section are not valid unless the candidate named therein files with the county clerk or State Board of Elections a statement of economic interests as required by the Illinois Governmental Ethics Act. Such receipt shall be so filed either previously during the calendar year in which his nomination papers were filed or within the period for the filing of nomination papers in accordance with the general election law.
    The changes in qualifications made by Public Act 76-1563 do not affect the right of an incumbent to seek reelection.
    On and after July 1, 1994, the provisions of this Section shall have no application in any educational service region having a population of 2,000,000 or more inhabitants; provided further that no election shall be held in November of 1994 or at any other time after July 1, 1992 for the office of regional superintendent of schools in any county or educational service region having a population of 2,000,000 or more inhabitants.
(Source: P.A. 99-30, eff. 7-10-15.)