102ND GENERAL ASSEMBLY
State of Illinois
2021 and 2022
SB2575

 

Introduced 2/26/2021, by Sen. Cristina H. Pacione-Zayas

 

SYNOPSIS AS INTRODUCED:
 
5 ILCS 400/5.10  from Ch. 127, par. 4255.10
105 ILCS 5/2-3.47a
105 ILCS 5/2-3.104  from Ch. 122, par. 2-3.104
105 ILCS 5/2-3.117
105 ILCS 5/2-3.161
105 ILCS 5/10-17a  from Ch. 122, par. 10-17a
105 ILCS 5/10-22.6  from Ch. 122, par. 10-22.6
105 ILCS 5/21B-35
105 ILCS 5/26-19
105 ILCS 5/27-6.5
105 ILCS 5/29-5  from Ch. 122, par. 29-5
105 ILCS 5/34-18.43
105 ILCS 5/2-3.11 rep.

    Amends the Sick Leave Bank Act. Provides that the term "Agency" does not include the State Board of Education. Amends the School Code to make changes in provisions concerning the State Board's strategic plan, a State mandate report, the School Technology Program, a reading advisory group, school district and school report cards, the suspension or expulsion of pupils, licensure requirements for educators trained in other states or countries, chronic absenteeism in preschool children, physical fitness assessments, State reimbursement for transportation, and the Chicago Educational Facilities Task Force. Repeals a provision concerning the State Board's annual report to the Governor and General Assembly on the condition of the schools.


LRB102 13568 CMG 18916 b

FISCAL NOTE ACT MAY APPLY

 

 

A BILL FOR

 

SB2575LRB102 13568 CMG 18916 b

1    AN ACT concerning education.
 
2    Be it enacted by the People of the State of Illinois,
3represented in the General Assembly:
 
4    Section 5. The Sick Leave Bank Act is amended by changing
5Section 5.10 as follows:
 
6    (5 ILCS 400/5.10)  (from Ch. 127, par. 4255.10)
7    Sec. 5.10. "Agency" means any branch, department, board,
8committee or commission of State government, but does not
9include units of local government, school districts or boards
10of election commissioners, or the State Board of Education.
11(Source: P.A. 87-822.)
 
12    Section 10. The School Code is amended by changing
13Sections 2-3.47a, 2-3.104, 2-3.117, 2-3.161, 10-17a, 10-22.6,
1421B-35, 26-19, 27-6.5, 29-5, and 34-18.43 as follows:
 
15    (105 ILCS 5/2-3.47a)
16    Sec. 2-3.47a. Strategic plan.
17    (a) The State Board of Education shall develop and
18maintain a continuing 5-year comprehensive strategic plan for
19elementary and secondary education. The strategic plan shall
20address how the State Board of Education will focus its
21efforts to increase equity in all Illinois schools and shall

 

 

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1include, without limitation, all of the following topic areas:
2        (1) Service and support to school districts to improve
3    student performance.
4        (2) Programs to improve equitable and strategic
5    resource allocation in Equity, adequacy, and
6    predictability of educational opportunities and resources
7    for all schools.
8        (3) Efforts to enhance the social-emotional well-being
9    of Illinois students Program development and improvements,
10    including financial planning and support services.
11        (4) (Blank). Efficient means of delivering services to
12    schools on a regional basis.
13        (5) (Blank). Assistance to students at risk of
14    academic failure and the use of proven support programs
15    and services to close the achievement gap.
16        (6) (Blank). Educational research and development and
17    access and training in the use of a centralized student
18    achievement data system.
19        (7) (Blank). Recommendations for streamlining the
20    School Code to eliminate laws that interfere with local
21    control, taking into account those foundational standards
22    that have already been established.
23        (8) (Blank). Streamlining certification of teachers
24    and administrators to provide quality personnel and
25    ongoing professional development.
26        (9) (Blank). Support services to enhance the capacity

 

 

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1    of school districts to meet federal and State statutory
2    standards.
3        (10) (Blank). Enhanced technology for use in
4    administration, classroom, and nontraditional educational
5    settings.
6        (11) (Blank). Recognition of successful, exemplary
7    schools.
8        (12) (Blank). The unique needs of rural school
9    districts.
10        (13) (Blank). School reorganization issues.
11        (14) Attraction and retention of diverse and qualified
12    teachers and leaders.
13        (15) (Blank). Additional duties that should be
14    assigned to regional offices of education and regional
15    administrative service centers to support local control of
16    school districts and eliminate any duplication and
17    inefficiency.
18The State Board of Education shall consult with the
19educational community, hold public hearings, and receive input
20from all interested groups in drafting the strategic plan.
21    (b) To meet the requirements of this Section, the State
22Board of Education shall issue to the Governor and General
23Assembly a preliminary report within 6 months after the
24effective date of this amendatory Act of the 93rd General
25Assembly and a final 5-year strategic plan within one year
26after the effective date of this amendatory Act of the 93rd

 

 

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1General Assembly. Thereafter, the strategic plan shall be
2updated and issued to the Governor and General Assembly on or
3before July 1 of each year.
4(Source: P.A. 93-1036, eff. 9-14-04.)
 
5    (105 ILCS 5/2-3.104)  (from Ch. 122, par. 2-3.104)
6    Sec. 2-3.104. State mandate reports. The State Board of
7Education shall prepare an annual report listing all new State
8mandates applicable to the common schools during the school
9year covered by the report, excluding only those mandates that
10relate to school elections. The annual report shall set forth
11for each listed mandate the date or approximate date that the
12mandate became effective and the cost of implementing that
13mandate during the school year covered by the report; provided
14that if the mandate has not been in effect for the entire
15school year covered by the report, the estimated annual cost
16of implementing that mandate shall be set forth in that
17report, and provided that if the mandate exists because of a
18federal law, rule or regulation, the report shall note that
19fact. The State Board of Education shall highlight on each
20annual report each mandate listed thereon that first became
21effective and applicable to the common schools during the
22school year covered by the current annual report. Each annual
23report prepared by the State Board of Education shall be filed
24by the State Board of Education with the General Assembly on or
25before March 1 of the calendar year, beginning with calendar

 

 

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1year 1992, and shall cover only the school year ending during
2the calendar year immediately preceding the calendar year in
3which the annual report is required to be filed.
4(Source: P.A. 87-632; 87-895.)
 
5    (105 ILCS 5/2-3.117)
6    Sec. 2-3.117. School Technology Program.
7    (a) The State Board of Education is authorized to provide
8technology-based learning resources, including tuition
9reimbursement for approved online courses for students, to
10school districts to improve educational opportunities and
11student achievement throughout the State. The State Board may
12adopt rules not inconsistent with the provisions of this Code
13for the administration of the School Technology Program.
14    (b) The State Board of Education is authorized, to the
15extent funds are available, to establish a statewide support
16system for information, professional development, technical
17assistance, network design consultation, leadership,
18technology planning consultation, and information exchange; to
19expand school district connectivity; and to increase the
20quantity and quality of student and educator access to on-line
21resources, experts, and communications avenues from moneys
22appropriated for the purposes of this Section.
23    (b-5) The State Board of Education may enter into
24intergovernmental contracts or agreements with other State
25agencies, public community colleges, public libraries, public

 

 

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1and private colleges and universities, museums on public land,
2and other public agencies in the areas of technology,
3telecommunications, and information access, under such terms
4as the parties may agree, provided that those contracts and
5agreements are in compliance with the Department of Central
6Management Services' mandate to provide telecommunications
7services to all State agencies.
8    (c) (Blank).
9    (d) (Blank).
10(Source: P.A. 95-793, eff. 1-1-09.)
 
11    (105 ILCS 5/2-3.161)
12    Sec. 2-3.161. Definition of dyslexia; reading instruction
13advisory group; handbook.
14    (a) The State Board of Education shall incorporate, in
15both general education and special education, the following
16definition of dyslexia:
17        Dyslexia is a specific learning disability that is
18    neurobiological in origin. Dyslexia is characterized by
19    difficulties with accurate and/or fluent word recognition
20    and by poor spelling and decoding abilities. These
21    difficulties typically result from a deficit in the
22    phonological component of language that is often
23    unexpected in relation to other cognitive abilities and
24    the provision of effective classroom instruction.
25    Secondary consequences may include problems in reading

 

 

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1    comprehension and reduced reading experience that can
2    impede growth of vocabulary and background knowledge.
3    (b) (Blank). Subject to specific State appropriation or
4the availability of private donations, the State Board of
5Education shall establish an advisory group to develop a
6training module or training modules to provide education and
7professional development to teachers, school administrators,
8and other education professionals regarding multi-sensory,
9systematic, and sequential instruction in reading. This
10advisory group shall complete its work before December 15,
112015 and is abolished on December 15, 2015. The State Board of
12Education shall reestablish the advisory group abolished on
13December 15, 2015 to complete the abolished group's work. The
14reestablished advisory group shall complete its work before
15December 31, 2016 and is abolished on December 31, 2016. The
16provisions of this subsection (b), other than this sentence,
17are inoperative after December 31, 2016.
18    (c) The State Board of Education shall develop and
19maintain a handbook to be made available on its Internet
20website that provides guidance for pupils, parents or
21guardians, and teachers on the subject of dyslexia. The
22handbook shall include, but is not limited to:
23        (1) guidelines for teachers and parents or guardians
24    on how to identify signs of dyslexia;
25        (2) a description of educational strategies that have
26    been shown to improve the academic performance of pupils

 

 

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1    with dyslexia; and
2        (3) a description of resources and services available
3    to pupils with dyslexia, parents or guardians of pupils
4    with dyslexia, and teachers.
5    The State Board shall review the handbook once every 4
6years to update, if necessary, the guidelines, educational
7strategies, or resources and services made available in the
8handbook.
9(Source: P.A. 99-65, eff. 7-16-15; 99-78, eff. 7-20-15;
1099-602, eff. 7-22-16; 99-603, eff. 7-22-16; 100-201, eff.
118-18-17; 100-617, eff. 7-20-18.)
 
12    (105 ILCS 5/10-17a)  (from Ch. 122, par. 10-17a)
13    Sec. 10-17a. State, school district, and school report
14cards.
15    (1) By October 31, 2013 and October 31 of each subsequent
16school year, the State Board of Education, through the State
17Superintendent of Education, shall prepare a State report
18card, school district report cards, and school report cards,
19and shall by the most economic means provide to each school
20district in this State, including special charter districts
21and districts subject to the provisions of Article 34, the
22report cards for the school district and each of its schools.
23During a school year in which the Governor has declared a
24disaster due to a public health emergency pursuant to Section
257 of the Illinois Emergency Management Agency Act, the report

 

 

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1cards for the school districts and each of its schools shall be
2prepared by December 31.
3    (2) In addition to any information required by federal
4law, the State Superintendent shall determine the indicators
5and presentation of the school report card, which must
6include, at a minimum, the most current data collected and
7maintained by the State Board of Education related to the
8following:
9        (A) school characteristics and student demographics,
10    including average class size, average teaching experience,
11    student racial/ethnic breakdown, and the percentage of
12    students classified as low-income; the percentage of
13    students classified as English learners, the number of
14    students who graduate from a bilingual or English learner
15    program, and the number of students who graduate from,
16    transfer from, or otherwise leave bilingual programs; the
17    percentage of students who have individualized education
18    plans or 504 plans that provide for special education
19    services; the number and percentage of all students who
20    have been assessed for placement in a gifted education or
21    advanced academic program and, of those students: (i) the
22    racial and ethnic breakdown, (ii) the percentage who are
23    classified as low-income, and (iii) the number and
24    percentage of students who received direct instruction
25    from a teacher who holds a gifted education endorsement
26    and, of those students, the percentage who are classified

 

 

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1    as low-income; the percentage of students scoring at the
2    "exceeds expectations" level on the assessments required
3    under Section 2-3.64a-5 of this Code; the percentage of
4    students who annually transferred in or out of the school
5    district; average daily attendance; the per-pupil
6    operating expenditure of the school district; and the
7    per-pupil State average operating expenditure for the
8    district type (elementary, high school, or unit);
9        (B) curriculum information, including, where
10    applicable, Advanced Placement, International
11    Baccalaureate or equivalent courses, dual enrollment
12    courses, foreign language classes, school personnel
13    resources (including Career Technical Education teachers),
14    before and after school programs, extracurricular
15    activities, subjects in which elective classes are
16    offered, health and wellness initiatives (including the
17    average number of days of Physical Education per week per
18    student), approved programs of study, awards received,
19    community partnerships, and special programs such as
20    programming for the gifted and talented, students with
21    disabilities, and work-study students;
22        (C) student outcomes, including, where applicable, the
23    percentage of students deemed proficient on assessments of
24    State standards, the percentage of students in the eighth
25    grade who pass Algebra, the percentage of students who
26    participated in workplace learning experiences, the

 

 

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1    percentage of students enrolled in post-secondary
2    institutions (including colleges, universities, community
3    colleges, trade/vocational schools, and training programs
4    leading to career certification within 2 semesters of high
5    school graduation), the percentage of students graduating
6    from high school who are college and career ready, and the
7    percentage of graduates enrolled in community colleges,
8    colleges, and universities who are in one or more courses
9    that the community college, college, or university
10    identifies as a developmental course;
11        (D) student progress, including, where applicable, the
12    percentage of students in the ninth grade who have earned
13    5 credits or more without failing more than one core
14    class, a measure of students entering kindergarten ready
15    to learn, a measure of growth, and the percentage of
16    students who enter high school on track for college and
17    career readiness;
18        (E) the school environment, including, where
19    applicable, high school dropout rate by grade level, the
20    percentage of students with less than 10 absences in a
21    school year, the percentage of teachers with less than 10
22    absences in a school year for reasons other than
23    professional development, leaves taken pursuant to the
24    federal Family Medical Leave Act of 1993, long-term
25    disability, or parental leaves, the 3-year average of the
26    percentage of teachers returning to the school from the

 

 

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1    previous year, the number of different principals at the
2    school in the last 6 years, the number of teachers who hold
3    a gifted education endorsement, the process and criteria
4    used by the district to determine whether a student is
5    eligible for participation in a gifted education program
6    or advanced academic program and the manner in which
7    parents and guardians are made aware of the process and
8    criteria, 2 or more indicators from any school climate
9    survey selected or approved by the State and administered
10    pursuant to Section 2-3.153 of this Code, with the same or
11    similar indicators included on school report cards for all
12    surveys selected or approved by the State pursuant to
13    Section 2-3.153 of this Code, and the combined percentage
14    of teachers rated as proficient or excellent in their most
15    recent evaluation;
16        (F) a school district's and its individual schools'
17    balanced accountability measure, in accordance with
18    Section 2-3.25a of this Code;
19        (G) the total and per pupil normal cost amount the
20    State contributed to the Teachers' Retirement System of
21    the State of Illinois in the prior fiscal year for the
22    school's employees, which shall be reported to the State
23    Board of Education by the Teachers' Retirement System of
24    the State of Illinois;
25        (H) for a school district organized under Article 34
26    of this Code only, State contributions to the Public

 

 

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1    School Teachers' Pension and Retirement Fund of Chicago
2    and State contributions for health care for employees of
3    that school district;
4        (I) a school district's Final Percent of Adequacy, as
5    defined in paragraph (4) of subsection (f) of Section
6    18-8.15 of this Code;
7        (J) a school district's Local Capacity Target, as
8    defined in paragraph (2) of subsection (c) of Section
9    18-8.15 of this Code, displayed as a percentage amount;
10        (K) a school district's Real Receipts, as defined in
11    paragraph (1) of subsection (d) of Section 18-8.15 of this
12    Code, divided by a school district's Adequacy Target, as
13    defined in paragraph (1) of subsection (b) of Section
14    18-8.15 of this Code, displayed as a percentage amount;
15        (L) a school district's administrative costs; and
16        (M) whether or not the school has participated in the
17    Illinois Youth Survey. In this paragraph (M), "Illinois
18    Youth Survey" means a self-report survey, administered in
19    school settings every 2 years, designed to gather
20    information about health and social indicators, including
21    substance abuse patterns and the attitudes of students in
22    grades 8, 10, and 12; and
23        (N) whether the school offered its students career and
24    technical education opportunities.
25    The school report card shall also provide information that
26allows for comparing the current outcome, progress, and

 

 

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1environment data to the State average, to the school data from
2the past 5 years, and to the outcomes, progress, and
3environment of similar schools based on the type of school and
4enrollment of low-income students, special education students,
5and English learners.
6    As used in this subsection (2):
7    "Administrative costs" means costs associated with
8executive, administrative, or managerial functions within the
9school district that involve planning, organizing, managing,
10or directing the school district.
11    "Advanced academic program" means a course of study to
12which students are assigned based on advanced cognitive
13ability or advanced academic achievement compared to local age
14peers and in which the curriculum is substantially
15differentiated from the general curriculum to provide
16appropriate challenge and pace.
17    "Gifted education" means educational services, including
18differentiated curricula and instructional methods, designed
19to meet the needs of gifted children as defined in Article 14A
20of this Code.
21    For the purposes of paragraph (A) of this subsection (2),
22"average daily attendance" means the average of the actual
23number of attendance days during the previous school year for
24any enrolled student who is subject to compulsory attendance
25by Section 26-1 of this Code at each school and charter school.
26    (3) At the discretion of the State Superintendent, the

 

 

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1school district report card shall include a subset of the
2information identified in paragraphs (A) through (E) of
3subsection (2) of this Section, as well as information
4relating to the operating expense per pupil and other finances
5of the school district, and the State report card shall
6include a subset of the information identified in paragraphs
7(A) through (E) and paragraph (N) of subsection (2) of this
8Section. The school district report card shall include the
9average daily attendance, as that term is defined in
10subsection (2) of this Section, of students who have
11individualized education programs and students who have 504
12plans that provide for special education services within the
13school district.
14    (4) Notwithstanding anything to the contrary in this
15Section, in consultation with key education stakeholders, the
16State Superintendent shall at any time have the discretion to
17amend or update any and all metrics on the school, district, or
18State report card.
19    (5) Annually, no more than 30 calendar days after receipt
20of the school district and school report cards from the State
21Superintendent of Education, each school district, including
22special charter districts and districts subject to the
23provisions of Article 34, shall present such report cards at a
24regular school board meeting subject to applicable notice
25requirements, post the report cards on the school district's
26Internet web site, if the district maintains an Internet web

 

 

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1site, make the report cards available to a newspaper of
2general circulation serving the district, and, upon request,
3send the report cards home to a parent (unless the district
4does not maintain an Internet web site, in which case the
5report card shall be sent home to parents without request). If
6the district posts the report card on its Internet web site,
7the district shall send a written notice home to parents
8stating (i) that the report card is available on the web site,
9(ii) the address of the web site, (iii) that a printed copy of
10the report card will be sent to parents upon request, and (iv)
11the telephone number that parents may call to request a
12printed copy of the report card.
13    (6) Nothing contained in Public Act 98-648 repeals,
14supersedes, invalidates, or nullifies final decisions in
15lawsuits pending on July 1, 2014 (the effective date of Public
16Act 98-648) in Illinois courts involving the interpretation of
17Public Act 97-8.
18(Source: P.A. 100-227, eff. 8-18-17; 100-364, eff. 1-1-18;
19100-448, eff. 7-1-19; 100-465, eff. 8-31-17; 100-807, eff.
208-10-18; 100-863, eff. 8-14-18; 100-1121, eff. 1-1-19; 101-68,
21eff. 1-1-20; 101-81, eff. 7-12-19; revised 9-9-19.)
 
22    (105 ILCS 5/10-22.6)  (from Ch. 122, par. 10-22.6)
23    Sec. 10-22.6. Suspension or expulsion of pupils; school
24searches.
25    (a) To expel pupils guilty of gross disobedience or

 

 

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1misconduct, including gross disobedience or misconduct
2perpetuated by electronic means, pursuant to subsection (b-20)
3of this Section, and no action shall lie against them for such
4expulsion. Expulsion shall take place only after the parents
5have been requested to appear at a meeting of the board, or
6with a hearing officer appointed by it, to discuss their
7child's behavior. Such request shall be made by registered or
8certified mail and shall state the time, place and purpose of
9the meeting. The board, or a hearing officer appointed by it,
10at such meeting shall state the reasons for dismissal and the
11date on which the expulsion is to become effective. If a
12hearing officer is appointed by the board, he shall report to
13the board a written summary of the evidence heard at the
14meeting and the board may take such action thereon as it finds
15appropriate. If the board acts to expel a pupil, the written
16expulsion decision shall detail the specific reasons why
17removing the pupil from the learning environment is in the
18best interest of the school. The expulsion decision shall also
19include a rationale as to the specific duration of the
20expulsion. An expelled pupil may be immediately transferred to
21an alternative program in the manner provided in Article 13A
22or 13B of this Code. A pupil must not be denied transfer
23because of the expulsion, except in cases in which such
24transfer is deemed to cause a threat to the safety of students
25or staff in the alternative program.
26    (b) To suspend or by policy to authorize the

 

 

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1superintendent of the district or the principal, assistant
2principal, or dean of students of any school to suspend pupils
3guilty of gross disobedience or misconduct, or to suspend
4pupils guilty of gross disobedience or misconduct on the
5school bus from riding the school bus, pursuant to subsections
6(b-15) and (b-20) of this Section, and no action shall lie
7against them for such suspension. The board may by policy
8authorize the superintendent of the district or the principal,
9assistant principal, or dean of students of any school to
10suspend pupils guilty of such acts for a period not to exceed
1110 school days. If a pupil is suspended due to gross
12disobedience or misconduct on a school bus, the board may
13suspend the pupil in excess of 10 school days for safety
14reasons.
15    Any suspension shall be reported immediately to the
16parents or guardian of a pupil along with a full statement of
17the reasons for such suspension and a notice of their right to
18a review. The school board must be given a summary of the
19notice, including the reason for the suspension and the
20suspension length. Upon request of the parents or guardian,
21the school board or a hearing officer appointed by it shall
22review such action of the superintendent or principal,
23assistant principal, or dean of students. At such review, the
24parents or guardian of the pupil may appear and discuss the
25suspension with the board or its hearing officer. If a hearing
26officer is appointed by the board, he shall report to the board

 

 

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1a written summary of the evidence heard at the meeting. After
2its hearing or upon receipt of the written report of its
3hearing officer, the board may take such action as it finds
4appropriate. If a student is suspended pursuant to this
5subsection (b), the board shall, in the written suspension
6decision, detail the specific act of gross disobedience or
7misconduct resulting in the decision to suspend. The
8suspension decision shall also include a rationale as to the
9specific duration of the suspension. A pupil who is suspended
10in excess of 20 school days may be immediately transferred to
11an alternative program in the manner provided in Article 13A
12or 13B of this Code. A pupil must not be denied transfer
13because of the suspension, except in cases in which such
14transfer is deemed to cause a threat to the safety of students
15or staff in the alternative program.
16    (b-5) Among the many possible disciplinary interventions
17and consequences available to school officials, school
18exclusions, such as out-of-school suspensions and expulsions,
19are the most serious. School officials shall limit the number
20and duration of expulsions and suspensions to the greatest
21extent practicable, and it is recommended that they use them
22only for legitimate educational purposes. To ensure that
23students are not excluded from school unnecessarily, it is
24recommended that school officials consider forms of
25non-exclusionary discipline prior to using out-of-school
26suspensions or expulsions.

 

 

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1    (b-10) Unless otherwise required by federal law or this
2Code, school boards may not institute zero-tolerance policies
3by which school administrators are required to suspend or
4expel students for particular behaviors.
5    (b-15) Out-of-school suspensions of 3 days or less may be
6used only if the student's continuing presence in school would
7pose a threat to school safety or a disruption to other
8students' learning opportunities. For purposes of this
9subsection (b-15), "threat to school safety or a disruption to
10other students' learning opportunities" shall be determined on
11a case-by-case basis by the school board or its designee.
12School officials shall make all reasonable efforts to resolve
13such threats, address such disruptions, and minimize the
14length of suspensions to the greatest extent practicable.
15    (b-20) Unless otherwise required by this Code,
16out-of-school suspensions of longer than 3 days, expulsions,
17and disciplinary removals to alternative schools may be used
18only if other appropriate and available behavioral and
19disciplinary interventions have been exhausted and the
20student's continuing presence in school would either (i) pose
21a threat to the safety of other students, staff, or members of
22the school community or (ii) substantially disrupt, impede, or
23interfere with the operation of the school. For purposes of
24this subsection (b-20), "threat to the safety of other
25students, staff, or members of the school community" and
26"substantially disrupt, impede, or interfere with the

 

 

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1operation of the school" shall be determined on a case-by-case
2basis by school officials. For purposes of this subsection
3(b-20), the determination of whether "appropriate and
4available behavioral and disciplinary interventions have been
5exhausted" shall be made by school officials. School officials
6shall make all reasonable efforts to resolve such threats,
7address such disruptions, and minimize the length of student
8exclusions to the greatest extent practicable. Within the
9suspension decision described in subsection (b) of this
10Section or the expulsion decision described in subsection (a)
11of this Section, it shall be documented whether other
12interventions were attempted or whether it was determined that
13there were no other appropriate and available interventions.
14    (b-25) Students who are suspended out-of-school for longer
15than 4 school days shall be provided appropriate and available
16support services during the period of their suspension. For
17purposes of this subsection (b-25), "appropriate and available
18support services" shall be determined by school authorities.
19Within the suspension decision described in subsection (b) of
20this Section, it shall be documented whether such services are
21to be provided or whether it was determined that there are no
22such appropriate and available services.
23    A school district may refer students who are expelled to
24appropriate and available support services.
25    A school district shall create a policy to facilitate the
26re-engagement of students who are suspended out-of-school,

 

 

SB2575- 22 -LRB102 13568 CMG 18916 b

1expelled, or returning from an alternative school setting.
2    (b-30) A school district shall create a policy by which
3suspended pupils, including those pupils suspended from the
4school bus who do not have alternate transportation to school,
5shall have the opportunity to make up work for equivalent
6academic credit. It shall be the responsibility of a pupil's
7parent or guardian to notify school officials that a pupil
8suspended from the school bus does not have alternate
9transportation to school.
10    (c) A school board must invite a representative from a
11local mental health agency to consult with the board at the
12meeting whenever there is evidence that mental illness may be
13the cause of a student's expulsion or suspension. The
14Department of Human Services shall be invited to send a
15representative to consult with the board at such meeting
16whenever there is evidence that mental illness may be the
17cause for expulsion or suspension.
18    (c-5) School districts shall make reasonable efforts to
19provide ongoing professional development to teachers,
20administrators, school board members, school resource
21officers, and staff on the adverse consequences of school
22exclusion and justice-system involvement, effective classroom
23management strategies, culturally responsive discipline, the
24appropriate and available supportive services for the
25promotion of student attendance and engagement, and
26developmentally appropriate disciplinary methods that promote

 

 

SB2575- 23 -LRB102 13568 CMG 18916 b

1positive and healthy school climates.
2    (d) The board may expel a student for a definite period of
3time not to exceed 2 calendar years, as determined on a
4case-by-case basis. A student who is determined to have
5brought one of the following objects to school, any
6school-sponsored activity or event, or any activity or event
7that bears a reasonable relationship to school shall be
8expelled for a period of not less than one year:
9        (1) A firearm. For the purposes of this Section,
10    "firearm" means any gun, rifle, shotgun, weapon as defined
11    by Section 921 of Title 18 of the United States Code,
12    firearm as defined in Section 1.1 of the Firearm Owners
13    Identification Card Act, or firearm as defined in Section
14    24-1 of the Criminal Code of 2012. The expulsion period
15    under this subdivision (1) may be modified by the
16    superintendent, and the superintendent's determination may
17    be modified by the board on a case-by-case basis.
18        (2) A knife, brass knuckles or other knuckle weapon
19    regardless of its composition, a billy club, or any other
20    object if used or attempted to be used to cause bodily
21    harm, including "look alikes" of any firearm as defined in
22    subdivision (1) of this subsection (d). The expulsion
23    requirement under this subdivision (2) may be modified by
24    the superintendent, and the superintendent's determination
25    may be modified by the board on a case-by-case basis.
26Expulsion or suspension shall be construed in a manner

 

 

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1consistent with the federal Individuals with Disabilities
2Education Act. A student who is subject to suspension or
3expulsion as provided in this Section may be eligible for a
4transfer to an alternative school program in accordance with
5Article 13A of the School Code.
6    (d-5) The board may suspend or by regulation authorize the
7superintendent of the district or the principal, assistant
8principal, or dean of students of any school to suspend a
9student for a period not to exceed 10 school days or may expel
10a student for a definite period of time not to exceed 2
11calendar years, as determined on a case-by-case basis, if (i)
12that student has been determined to have made an explicit
13threat on an Internet website against a school employee, a
14student, or any school-related personnel, (ii) the Internet
15website through which the threat was made is a site that was
16accessible within the school at the time the threat was made or
17was available to third parties who worked or studied within
18the school grounds at the time the threat was made, and (iii)
19the threat could be reasonably interpreted as threatening to
20the safety and security of the threatened individual because
21of his or her duties or employment status or status as a
22student inside the school.
23    (e) To maintain order and security in the schools, school
24authorities may inspect and search places and areas such as
25lockers, desks, parking lots, and other school property and
26equipment owned or controlled by the school, as well as

 

 

SB2575- 25 -LRB102 13568 CMG 18916 b

1personal effects left in those places and areas by students,
2without notice to or the consent of the student, and without a
3search warrant. As a matter of public policy, the General
4Assembly finds that students have no reasonable expectation of
5privacy in these places and areas or in their personal effects
6left in these places and areas. School authorities may request
7the assistance of law enforcement officials for the purpose of
8conducting inspections and searches of lockers, desks, parking
9lots, and other school property and equipment owned or
10controlled by the school for illegal drugs, weapons, or other
11illegal or dangerous substances or materials, including
12searches conducted through the use of specially trained dogs.
13If a search conducted in accordance with this Section produces
14evidence that the student has violated or is violating either
15the law, local ordinance, or the school's policies or rules,
16such evidence may be seized by school authorities, and
17disciplinary action may be taken. School authorities may also
18turn over such evidence to law enforcement authorities.
19    (f) Suspension or expulsion may include suspension or
20expulsion from school and all school activities and a
21prohibition from being present on school grounds.
22    (g) A school district may adopt a policy providing that if
23a student is suspended or expelled for any reason from any
24public or private school in this or any other state, the
25student must complete the entire term of the suspension or
26expulsion in an alternative school program under Article 13A

 

 

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1of this Code or an alternative learning opportunities program
2under Article 13B of this Code before being admitted into the
3school district if there is no threat to the safety of students
4or staff in the alternative program.
5    (h) School officials shall not advise or encourage
6students to drop out voluntarily due to behavioral or academic
7difficulties.
8    (i) A student may not be issued a monetary fine or fee as a
9disciplinary consequence, though this shall not preclude
10requiring a student to provide restitution for lost, stolen,
11or damaged property.
12    (j) Subsections (a) through (i) of this Section shall
13apply to elementary and secondary schools, charter schools,
14special charter districts, and school districts organized
15under Article 34 of this Code.
16    (k) The expulsion of children enrolled in programs funded
17under Section 1C-2 of this Code is subject to the requirements
18under paragraph (7) of subsection (a) of Section 2-3.71 of
19this Code.
20    (l) Beginning with the 2018-2019 school year, an in-school
21suspension program provided by a school district for any
22students in kindergarten through grade 12 may focus on
23promoting non-violent conflict resolution and positive
24interaction with other students and school personnel. A school
25district may employ a school social worker or a licensed
26mental health professional to oversee an in-school suspension

 

 

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1program in kindergarten through grade 12.
2(Source: P.A. 100-105, eff. 1-1-18; 100-810, eff. 1-1-19;
3100-863, eff. 8-14-18; 100-1035, eff. 8-22-18; 101-81, eff.
47-12-19.)
 
5    (105 ILCS 5/21B-35)
6    Sec. 21B-35. Minimum requirements for educators trained in
7other states or countries.
8    (a) Any applicant who has not been entitled by an
9Illinois-approved educator preparation program at an Illinois
10institution of higher education applying for a Professional
11Educator License endorsed in a teaching field or school
12support personnel area must meet the following requirements:
13        (1) the applicant must:
14            (A) hold a comparable and valid educator license
15        or certificate, as defined by rule, with similar grade
16        level and content area credentials from another state,
17        with the State Board of Education having the authority
18        to determine what constitutes similar grade level and
19        content area credentials from another state;
20            (B) have a bachelor's degree from a regionally
21        accredited institution of higher education; and
22            (C) (blank); or have demonstrated proficiency in
23        the English language by either passing the English
24        language proficiency test required by the State Board
25        of Education or providing evidence of completing a

 

 

SB2575- 28 -LRB102 13568 CMG 18916 b

1        postsecondary degree at an institution in which the
2        mode of instruction was English; or
3        (2) the applicant must:
4            (A) have completed a state-approved program for
5        the licensure area sought, including coursework
6        concerning methods of instruction of the exceptional
7        child, methods of reading and reading in the content
8        area, and instructional strategies for English
9        learners;
10            (B) have a bachelor's degree from a regionally
11        accredited institution of higher education;
12            (C) have successfully met all Illinois examination
13        requirements, except that:
14                (i) (blank);
15                (ii) an applicant who has successfully
16            completed a test of content, as defined by rules,
17            at the time of initial licensure in another state
18            is not required to complete a test of content; and
19                (iii) an applicant for a teaching endorsement
20            who has successfully completed an evidence-based
21            assessment of teacher effectiveness, as defined by
22            rules, at the time of initial licensure in another
23            state is not required to complete an
24            evidence-based assessment of teacher
25            effectiveness; and
26            (D) for an applicant for a teaching endorsement,

 

 

SB2575- 29 -LRB102 13568 CMG 18916 b

1        have completed student teaching or an equivalent
2        experience or, for an applicant for a school service
3        personnel endorsement, have completed an internship or
4        an equivalent experience.
5    (b) In order to receive a Professional Educator License
6endorsed in a teaching field or school support personnel area,
7applicants trained in another country must meet all of the
8following requirements:
9        (1) Have completed a comparable education program in
10    another country.
11        (2) Have had transcripts evaluated by an evaluation
12    service approved by the State Superintendent of Education.
13        (3) Have a degree comparable to a degree from a
14    regionally accredited institution of higher education.
15        (4) Have completed coursework aligned to standards
16    concerning methods of instruction of the exceptional
17    child, methods of reading and reading in the content area,
18    and instructional strategies for English learners.
19        (5) (Blank).
20        (6) (Blank).
21        (7) Have successfully met all State licensure
22    examination requirements. Applicants who have successfully
23    completed a test of content, as defined by rules, at the
24    time of initial licensure in another country shall not be
25    required to complete a test of content. Applicants for a
26    teaching endorsement who have successfully completed an

 

 

SB2575- 30 -LRB102 13568 CMG 18916 b

1    evidence-based assessment of teacher effectiveness, as
2    defined by rules, at the time of initial licensure in
3    another country shall not be required to complete an
4    evidence-based assessment of teacher effectiveness.
5        (8) Have completed student teaching or an equivalent
6    experience.
7        (9) (Blank). Have demonstrated proficiency in the
8    English language by either passing the English language
9    proficiency test required by the State Board of Education
10    or providing evidence of completing a postsecondary degree
11    at an institution in which the mode of instruction was
12    English.
13    (b-5) All applicants who have not been entitled by an
14Illinois-approved educator preparation program at an Illinois
15institution of higher education and applicants trained in
16another country applying for a Professional Educator License
17endorsed for principal or superintendent must hold a master's
18degree from a regionally accredited institution of higher
19education, pass the English language proficiency test required
20by the State Board of Education, and hold a comparable and
21valid educator license or certificate with similar grade level
22and subject matter credentials, with the State Board of
23Education having the authority to determine what constitutes
24similar grade level and subject matter credentials from
25another state, or must meet all of the following requirements:
26        (1) Have completed an educator preparation program

 

 

SB2575- 31 -LRB102 13568 CMG 18916 b

1    approved by another state or comparable educator program
2    in another country leading to the receipt of a license or
3    certificate for the Illinois endorsement sought.
4        (2) Have successfully met all State licensure
5    examination requirements, as required by Section 21B-30 of
6    this Code. Applicants who have successfully completed a
7    test of content, as defined by rules, at the time of
8    initial licensure in another state or country shall not be
9    required to complete a test of content.
10        (2.5) Have completed an internship, as defined by
11    rule.
12        (3) (Blank).
13        (4) Have completed coursework aligned to standards
14    concerning methods of instruction of the exceptional
15    child, methods of reading and reading in the content area,
16    and instructional strategies for English learners.
17        (4.5) (Blank). Have demonstrated proficiency in the
18    English language by either passing the English language
19    proficiency test required by the State Board of Education
20    or providing evidence of completing a postsecondary degree
21    at an institution in which the mode of instruction was
22    English.
23        (5) Have completed a master's degree.
24        (6) Have successfully completed teaching, school
25    support, or administrative experience as defined by rule.
26    (b-7) All applicants who have not been entitled by an

 

 

SB2575- 32 -LRB102 13568 CMG 18916 b

1Illinois-approved educator preparation program at an Illinois
2institution of higher education applying for a Professional
3Educator License endorsed for Director of Special Education
4must hold a master's degree from a regionally accredited
5institution of higher education and must hold a comparable and
6valid educator license or certificate with similar grade level
7and subject matter credentials, with the State Board of
8Education having the authority to determine what constitutes
9similar grade level and subject matter credentials from
10another state, or must meet all of the following requirements:
11        (1) Have completed a master's degree.
12        (2) Have 2 years of full-time experience providing
13    special education services.
14        (3) Have successfully completed all examination
15    requirements, as required by Section 21B-30 of this Code.
16    Applicants who have successfully completed a test of
17    content, as identified by rules, at the time of initial
18    licensure in another state or country shall not be
19    required to complete a test of content.
20        (4) Have completed coursework aligned to standards
21    concerning methods of instruction of the exceptional
22    child, methods of reading and reading in the content area,
23    and instructional strategies for English learners.
24    (b-10) All applicants who have not been entitled by an
25Illinois-approved educator preparation program at an Illinois
26institution of higher education applying for a Professional

 

 

SB2575- 33 -LRB102 13568 CMG 18916 b

1Educator License endorsed for chief school business official
2must hold a master's degree from a regionally accredited
3institution of higher education and must hold a comparable and
4valid educator license or certificate with similar grade level
5and subject matter credentials, with the State Board of
6Education having the authority to determine what constitutes
7similar grade level and subject matter credentials from
8another state, or must meet all of the following requirements:
9        (1) Have completed a master's degree in school
10    business management, finance, or accounting.
11        (2) Have successfully completed an internship in
12    school business management or have 2 years of experience
13    as a school business administrator.
14        (3) Have successfully met all State examination
15    requirements, as required by Section 21B-30 of this Code.
16    Applicants who have successfully completed a test of
17    content, as identified by rules, at the time of initial
18    licensure in another state or country shall not be
19    required to complete a test of content.
20        (4) Have completed modules aligned to standards
21    concerning methods of instruction of the exceptional
22    child, methods of reading and reading in the content area,
23    and instructional strategies for English learners.
24    (c) The State Board of Education, in consultation with the
25State Educator Preparation and Licensure Board, may adopt such
26rules as may be necessary to implement this Section.

 

 

SB2575- 34 -LRB102 13568 CMG 18916 b

1(Source: P.A. 100-13, eff. 7-1-17; 100-584, eff. 4-6-18;
2100-596, eff. 7-1-18; 101-220, eff. 8-7-19; 101-643, eff.
36-18-20.)
 
4    (105 ILCS 5/26-19)
5    Sec. 26-19. Chronic absenteeism in preschool children.
6    (a) In this Section, "chronic absence" has the meaning
7ascribed to that term in Section 26-18 of this Code.
8    (b) The General Assembly makes all of the following
9findings:
10        (1) The early years are an extremely important period
11    in a child's learning and development.
12        (2) Missed learning opportunities in the early years
13    make it difficult for a child to enter kindergarten ready
14    for success.
15        (3) Attendance patterns in the early years serve as
16    predictors of chronic absenteeism and reduced educational
17    outcomes in later school years. Therefore, it is crucial
18    that the implications of chronic absence be understood and
19    reviewed regularly under the Preschool for All Program and
20    Preschool for All Expansion Program in all publicly funded
21    early childhood programs receiving State funds under
22    Section 2-3.71 of this Code.
23    (c) The Preschool for All Program and Preschool for All
24Expansion Program Beginning July 1, 2019, any publicly funded
25early childhood program receiving State funds under Section

 

 

SB2575- 35 -LRB102 13568 CMG 18916 b

12-3.71 of this Code shall collect and review its chronic
2absence data and determine what support and resources are
3needed to positively engage chronically absent students and
4their families to encourage the habit of daily attendance and
5promote success.
6    (d) The Preschool for All Program and Preschool for All
7Expansion Program Publicly funded early childhood programs
8receiving State funds under Section 2-3.71 of this Code are
9encouraged to do all of the following:
10        (1) Provide support to students who are at risk of
11    reaching or exceeding chronic absence levels.
12        (2) Make resources available to families, such as
13    those available through the State Board of Education's
14    Family Engagement Framework, to support and encourage
15    families to ensure their children's daily program
16    attendance.
17        (3) Include information about chronic absenteeism as
18    part of their preschool to kindergarten transition
19    resources.
20    (e) On or before July 1, 2020, and annually thereafter,
21the Preschool for All Program and Preschool for All Expansion
22Program an early childhood program shall report all data
23collected under subsection (c) of this Section to the State
24Board of Education, which shall make the report publicly
25available via the Illinois Early Childhood Asset Map Internet
26website and the Preschool for All Program or Preschool for All

 

 

SB2575- 36 -LRB102 13568 CMG 18916 b

1Expansion Program triennial report.
2(Source: P.A. 100-819, eff. 7-1-19.)
 
3    (105 ILCS 5/27-6.5)
4    Sec. 27-6.5. Physical fitness assessments in schools.
5    (a) As used in this Section, "physical fitness assessment"
6means a series of assessments to measure aerobic capacity,
7body composition, muscular strength, muscular endurance, and
8flexibility.
9    (b) To measure the effectiveness of State Goal 20 of the
10Illinois Learning Standards for Physical Development and
11Health, beginning with the 2016-2017 school year and every
12school year thereafter, the State Board of Education shall
13require all public schools to use a scientifically-based,
14health-related physical fitness assessment for grades 3
15through 12 and periodically report fitness information to the
16State Board of Education, as set forth in subsections (c) and
17(e) of this Section, to assess student fitness indicators.
18    Public schools shall integrate health-related fitness
19testing into the curriculum as an instructional tool, except
20in grades before the 3rd grade. Fitness tests must be
21appropriate to students' developmental levels and physical
22abilities. The testing must be used to teach students how to
23assess their fitness levels, set goals for improvement, and
24monitor progress in reaching their goals. Fitness scores shall
25not be used for grading students or evaluating teachers.

 

 

SB2575- 37 -LRB102 13568 CMG 18916 b

1    (c) (Blank). On or before October 1, 2014, the State
2Superintendent of Education shall appoint a 15-member
3stakeholder and expert task force, including members
4representing organizations that represent physical education
5teachers, school officials, principals, health promotion and
6disease prevention advocates and experts, school health
7advocates and experts, and other experts with operational and
8academic expertise in the measurement of fitness. The task
9force shall make recommendations to the State Board of
10Education on the following:
11        (1) methods for ensuring the validity and uniformity
12    of reported physical fitness assessment scores, including
13    assessment administration protocols and professional
14    development approaches for physical education teachers;
15        (2) how often physical fitness assessment scores
16    should be reported to the State Board of Education;
17        (3) the grade levels within elementary, middle, and
18    high school categories for which physical fitness
19    assessment scores should be reported to the State Board of
20    Education;
21        (4) the minimum fitness indicators that should be
22    reported to the State Board of Education, including, but
23    not limited to, a score for aerobic capacity (for grades 4
24    through 12); muscular strength; endurance; and
25    flexibility;
26        (5) the demographic information that should accompany

 

 

SB2575- 38 -LRB102 13568 CMG 18916 b

1    the scores, including, but not limited to, grade and
2    gender;
3        (6) the development of protocols regarding the
4    protection of students' confidentiality and individual
5    information and identifiers; and
6        (7) how physical fitness assessment data should be
7    reported by the State Board of Education to the public,
8    including potential correlations with student academic
9    achievement, attendance, and discipline data and other
10    recommended uses of the reported data.
11    The State Board of Education shall provide administrative
12and other support to the task force.
13    The task force shall submit its recommendations on
14physical fitness assessments on or before April 1, 2015. The
15task force may also recommend methods for assessing student
16progress on State Goals 19 and 21 through 24 of the Illinois
17Learning Standards for Physical Development and Health. The
18task force is dissolved on April 30, 2015.
19    The provisions of this subsection (c), other than this
20sentence, are inoperative after March 31, 2016.
21    (d) The State Board of Education must On or before
22December 31, 2015, the State Board of Education shall use the
23recommendations of the task force under subsection (c) of this
24Section to adopt rules for the implementation of physical
25fitness assessments under this Section by each public school
26for the 2016-2017 school year and every school year

 

 

SB2575- 39 -LRB102 13568 CMG 18916 b

1thereafter. The requirements of this Section do not apply if
2the Governor has declared a disaster due to a public health
3emergency pursuant to Section 7 of the Illinois Emergency
4Management Agency Act.
5    (e) The On or before September 1, 2016, the State Board of
6Education shall adopt rules for data submission by school
7districts and develop a system for collecting and reporting
8the aggregated fitness information from the physical fitness
9assessments. This system shall also support the collection of
10data from school districts that use a fitness testing software
11program.
12    (f) School districts may report the aggregate findings of
13physical fitness assessments by grade level and school to
14parents and members of the community through typical
15communication channels, such as Internet websites, school
16newsletters, school board reports, and presentations.
17Districts may also provide individual fitness assessment
18reports to students' parents.
19    (g) Nothing in this Section precludes schools from
20implementing a physical fitness assessment before the
212016-2017 school year or from implementing more robust forms
22of a physical fitness assessment.
23(Source: P.A. 101-643, eff. 6-18-20.)
 
24    (105 ILCS 5/29-5)  (from Ch. 122, par. 29-5)
25    Sec. 29-5. Reimbursement by State for transportation. Any

 

 

SB2575- 40 -LRB102 13568 CMG 18916 b

1school district, maintaining a school, transporting resident
2pupils to another school district's vocational program,
3offered through a joint agreement approved by the State Board
4of Education, as provided in Section 10-22.22 or transporting
5its resident pupils to a school which meets the standards for
6recognition as established by the State Board of Education
7which provides transportation meeting the standards of safety,
8comfort, convenience, efficiency and operation prescribed by
9the State Board of Education for resident pupils in
10kindergarten or any of grades 1 through 12 who: (a) reside at
11least 1 1/2 miles as measured by the customary route of travel,
12from the school attended; or (b) reside in areas where
13conditions are such that walking constitutes a hazard to the
14safety of the child when determined under Section 29-3; and
15(c) are transported to the school attended from pick-up points
16at the beginning of the school day and back again at the close
17of the school day or transported to and from their assigned
18attendance centers during the school day, shall be reimbursed
19by the State as hereinafter provided in this Section.
20    The State will pay the prorated allowable cost of
21transporting eligible pupils less the real equalized assessed
22valuation as computed under paragraph (3) of subsection (d) of
23Section 18-8.15 prior year assessed valuation in a dual school
24district maintaining secondary grades 9 to 12 inclusive times
25a qualifying rate of .05%; in elementary school districts
26maintaining grades K to 8 times a qualifying rate of .06%; and

 

 

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1in unit districts maintaining grades K to 12, including
2partial elementary unit districts formed pursuant to Article
311E optional elementary unit districts and combined high
4school - unit districts, times a qualifying rate of .07%;
5provided that for optional elementary unit districts and
6combined high school - unit districts, prior year assessed
7valuation for high school purposes, as defined in Article 11E
8of this Code, must be used. To be eligible to receive
9reimbursement in excess of 4/5 of the cost to transport
10eligible pupils, a school district or partial elementary unit
11district formed pursuant to Article 11E shall have a
12Transportation Fund tax rate of at least .12%. The
13Transportation Fund tax rate for a partial elementary unit
14district formed pursuant Article 11E shall be the combined
15elementary and high school rates pursuant to paragraph (4) of
16subsection (a) of Section 18-8.15. If a school district or
17partial elementary unit district formed pursuant to Article
1811E does not have a .12% Transportation Fund tax rate, the
19amount of its claim in excess of 4/5 of the cost of
20transporting pupils shall be reduced by the sum arrived at by
21subtracting the Transportation Fund tax rate from .12% and
22multiplying that amount by the district's real equalized
23assessed valuation as computed under paragraph (3) of
24subsection (d) of Section 18-8.15 prior year equalized or
25assessed valuation, provided, that in no case shall said
26reduction result in reimbursement of less than 4/5 of the cost

 

 

SB2575- 42 -LRB102 13568 CMG 18916 b

1to transport eligible pupils.
2    The minimum amount to be received by a district is $16
3times the number of eligible pupils transported.
4    When calculating the reimbursement for transportation
5costs, the State Board of Education may not deduct the number
6of pupils enrolled in early education programs from the number
7of pupils eligible for reimbursement if the pupils enrolled in
8the early education programs are transported at the same time
9as other eligible pupils.
10    Any such district transporting resident pupils during the
11school day to an area vocational school or another school
12district's vocational program more than 1 1/2 miles from the
13school attended, as provided in Sections 10-22.20a and
1410-22.22, shall be reimbursed by the State for 4/5 of the cost
15of transporting eligible pupils.
16    School day means that period of time during which the
17pupil is required to be in attendance for instructional
18purposes.
19    If a pupil is at a location within the school district
20other than his residence for child care purposes at the time
21for transportation to school, that location may be considered
22for purposes of determining the 1 1/2 miles from the school
23attended.
24    Claims for reimbursement that include children who attend
25any school other than a public school shall show the number of
26such children transported.

 

 

SB2575- 43 -LRB102 13568 CMG 18916 b

1    Claims for reimbursement under this Section shall not be
2paid for the transportation of pupils for whom transportation
3costs are claimed for payment under other Sections of this
4Act.
5    The allowable direct cost of transporting pupils for
6regular, vocational, and special education pupil
7transportation shall be limited to the sum of the cost of
8physical examinations required for employment as a school bus
9driver; the salaries of full-time or part-time drivers and
10school bus maintenance personnel; employee benefits excluding
11Illinois municipal retirement payments, social security
12payments, unemployment insurance payments and workers'
13compensation insurance premiums; expenditures to independent
14carriers who operate school buses; payments to other school
15districts for pupil transportation services; pre-approved
16contractual expenditures for computerized bus scheduling;
17expenditures for housing assistance and homeless prevention
18under Sections 1-17 and 1-18 of the Education for Homeless
19Children Act that are not in excess of the school district's
20actual costs for providing transportation services and are not
21otherwise claimed in another State or federal grant that
22permits those costs to a parent, a legal guardian, any other
23person who enrolled a pupil, or a homeless assistance agency
24that is part of the federal McKinney-Vento Homeless Assistance
25Act's continuum of care for the area in which the district is
26located; the cost of gasoline, oil, tires, and other supplies

 

 

SB2575- 44 -LRB102 13568 CMG 18916 b

1necessary for the operation of school buses; the cost of
2converting buses' gasoline engines to more fuel efficient
3engines or to engines which use alternative energy sources;
4the cost of travel to meetings and workshops conducted by the
5regional superintendent or the State Superintendent of
6Education pursuant to the standards established by the
7Secretary of State under Section 6-106 of the Illinois Vehicle
8Code to improve the driving skills of school bus drivers; the
9cost of maintenance of school buses including parts and
10materials used; expenditures for leasing transportation
11vehicles, except interest and service charges; the cost of
12insurance and licenses for transportation vehicles;
13expenditures for the rental of transportation equipment; plus
14a depreciation allowance of 20% for 5 years for school buses
15and vehicles approved for transporting pupils to and from
16school and a depreciation allowance of 10% for 10 years for
17other transportation equipment so used. Each school year, if a
18school district has made expenditures to the Regional
19Transportation Authority or any of its service boards, a mass
20transit district, or an urban transportation district under an
21intergovernmental agreement with the district to provide for
22the transportation of pupils and if the public transit carrier
23received direct payment for services or passes from a school
24district within its service area during the 2000-2001 school
25year, then the allowable direct cost of transporting pupils
26for regular, vocational, and special education pupil

 

 

SB2575- 45 -LRB102 13568 CMG 18916 b

1transportation shall also include the expenditures that the
2district has made to the public transit carrier. In addition
3to the above allowable costs school districts shall also claim
4all transportation supervisory salary costs, including
5Illinois municipal retirement payments, and all transportation
6related building and building maintenance costs without
7limitation.
8    Special education allowable costs shall also include
9expenditures for the salaries of attendants or aides for that
10portion of the time they assist special education pupils while
11in transit and expenditures for parents and public carriers
12for transporting special education pupils when pre-approved by
13the State Superintendent of Education.
14    Indirect costs shall be included in the reimbursement
15claim for districts which own and operate their own school
16buses. Such indirect costs shall include administrative costs,
17or any costs attributable to transporting pupils from their
18attendance centers to another school building for
19instructional purposes. No school district which owns and
20operates its own school buses may claim reimbursement for
21indirect costs which exceed 5% of the total allowable direct
22costs for pupil transportation.
23    The State Board of Education shall prescribe uniform
24regulations for determining the above standards and shall
25prescribe forms of cost accounting and standards of
26determining reasonable depreciation. Such depreciation shall

 

 

SB2575- 46 -LRB102 13568 CMG 18916 b

1include the cost of equipping school buses with the safety
2features required by law or by the rules, regulations and
3standards promulgated by the State Board of Education, and the
4Department of Transportation for the safety and construction
5of school buses provided, however, any equipment cost
6reimbursed by the Department of Transportation for equipping
7school buses with such safety equipment shall be deducted from
8the allowable cost in the computation of reimbursement under
9this Section in the same percentage as the cost of the
10equipment is depreciated.
11    On or before August 15, annually, the chief school
12administrator for the district shall certify to the State
13Superintendent of Education the district's claim for
14reimbursement for the school year ending on June 30 next
15preceding. The State Superintendent of Education shall check
16and approve the claims and prepare the vouchers showing the
17amounts due for district reimbursement claims. Each fiscal
18year, the State Superintendent of Education shall prepare and
19transmit the first 3 vouchers to the Comptroller on the 30th
20day of September, December and March, respectively, and the
21final voucher, no later than June 20.
22    If the amount appropriated for transportation
23reimbursement is insufficient to fund total claims for any
24fiscal year, the State Board of Education shall reduce each
25school district's allowable costs and flat grant amount
26proportionately to make total adjusted claims equal the total

 

 

SB2575- 47 -LRB102 13568 CMG 18916 b

1amount appropriated.
2    For purposes of calculating claims for reimbursement under
3this Section for any school year beginning July 1, 2016, the
4equalized assessed valuation for a school district or partial
5elementary unit district formed pursuant to Article 11E used
6to compute reimbursement shall be the real equalized assessed
7valuation as computed under paragraph (3) of subsection (d) of
8Section 18-8.15. For purposes of calculating claims for
9reimbursement under this Section for any school year beginning
10July 1, 1998, or thereafter, the equalized assessed valuation
11for a school district used to compute reimbursement shall be
12computed in the same manner as it is computed under paragraph
13(2) of subsection (G) of Section 18-8.05.
14    All reimbursements received from the State shall be
15deposited into the district's transportation fund or into the
16fund from which the allowable expenditures were made.
17    Notwithstanding any other provision of law, any school
18district receiving a payment under this Section or under
19Section 14-7.02, 14-7.02b, or 14-13.01 of this Code may
20classify all or a portion of the funds that it receives in a
21particular fiscal year or from general State aid pursuant to
22Section 18-8.15 18-8.05 of this Code as funds received in
23connection with any funding program for which it is entitled
24to receive funds from the State in that fiscal year
25(including, without limitation, any funding program referenced
26in this Section), regardless of the source or timing of the

 

 

SB2575- 48 -LRB102 13568 CMG 18916 b

1receipt. The district may not classify more funds as funds
2received in connection with the funding program than the
3district is entitled to receive in that fiscal year for that
4program. Any classification by a district must be made by a
5resolution of its board of education. The resolution must
6identify the amount of any payments or general State aid to be
7classified under this paragraph and must specify the funding
8program to which the funds are to be treated as received in
9connection therewith. This resolution is controlling as to the
10classification of funds referenced therein. A certified copy
11of the resolution must be sent to the State Superintendent of
12Education. The resolution shall still take effect even though
13a copy of the resolution has not been sent to the State
14Superintendent of Education in a timely manner. No
15classification under this paragraph by a district shall affect
16the total amount or timing of money the district is entitled to
17receive under this Code. No classification under this
18paragraph by a district shall in any way relieve the district
19from or affect any requirements that otherwise would apply
20with respect to that funding program, including any accounting
21of funds by source, reporting expenditures by original source
22and purpose, reporting requirements, or requirements of
23providing services.
24    Any school district with a population of not more than
25500,000 must deposit all funds received under this Article
26into the transportation fund and use those funds for the

 

 

SB2575- 49 -LRB102 13568 CMG 18916 b

1provision of transportation services.
2(Source: P.A. 100-332, eff. 8-25-17; 100-465, eff. 8-31-17;
3100-863, eff. 8-14-18.)
 
4    (105 ILCS 5/34-18.43)
5    Sec. 34-18.43. Establishing an equitable and effective
6school facility development process.
7    (a) The General Assembly finds all of the following:
8        (1) The Illinois Constitution recognizes that a
9    "fundamental goal of the People of the State is the
10    educational development of all persons to the limits of
11    their capacities".
12        (2) Quality educational facilities are essential for
13    fostering the maximum educational development of all
14    persons through their educational experience from
15    pre-kindergarten through high school.
16        (3) The public school is a major institution in our
17    communities. Public schools offer resources and
18    opportunities for the children of this State who seek and
19    deserve quality education, but also benefit the entire
20    community that seeks improvement through access to
21    education.
22        (4) The equitable and efficient use of available
23    facilities-related resources among different schools and
24    among racial, ethnic, income, and disability groups is
25    essential to maximize the development of quality public

 

 

SB2575- 50 -LRB102 13568 CMG 18916 b

1    educational facilities for all children, youth, and
2    adults. The factors that impact the equitable and
3    efficient use of facility-related resources vary according
4    to the needs of each school community. Therefore,
5    decisions that impact school facilities should include the
6    input of the school community to the greatest extent
7    possible.
8        (5) School openings, school closings, school
9    consolidations, school turnarounds, school phase-outs,
10    school construction, school repairs, school
11    modernizations, school boundary changes, and other related
12    school facility decisions often have a profound impact on
13    education in a community. In order to minimize the
14    negative impact of school facility decisions on the
15    community, these decisions should be implemented according
16    to a clear system-wide criteria and with the significant
17    involvement of local school councils, parents, educators,
18    and the community in decision-making.
19        (6) The General Assembly has previously stated that it
20    intended to make the individual school in the City of
21    Chicago the essential unit for educational governance and
22    improvement and to place the primary responsibility for
23    school governance and improvement in the hands of parents,
24    teachers, and community residents at each school. A school
25    facility policy must be consistent with these principles.
26    (b) In order to ensure that school facility-related

 

 

SB2575- 51 -LRB102 13568 CMG 18916 b

1decisions are made with the input of the community and reflect
2educationally sound and fiscally responsible criteria, a
3Chicago Educational Facilities Task Force shall be established
4within 15 days after the effective date of this amendatory Act
5of the 96th General Assembly.
6    (c) The Chicago Educational Facilities Task Force shall
7consist of all of the following members:
8        (1) Two members of the House of Representatives
9    appointed by the Speaker of the House, at least one of whom
10    shall be a member of the Elementary & Secondary Education
11    Committee.
12        (2) Two members of the House of Representatives
13    appointed by the Minority Leader of the House, at least
14    one of whom shall be a member of the Elementary & Secondary
15    Education Committee.
16        (3) Two members of the Senate appointed by the
17    President of the Senate, at least one of whom shall be a
18    member of the Education Committee.
19        (4) Two members of the Senate appointed by the
20    Minority Leader of the Senate, at least one of whom shall
21    be a member of the Education Committee.
22        (5) Two representatives of school community
23    organizations with past involvement in school facility
24    issues appointed by the Speaker of the House.
25        (6) Two representatives of school community
26    organizations with past involvement in school facility

 

 

SB2575- 52 -LRB102 13568 CMG 18916 b

1    issues appointed by the President of the Senate.
2        (7) The chief executive officer of the school district
3    or his or her designee.
4        (8) The president of the union representing teachers
5    in the schools of the district or his or her designee.
6        (9) The president of the association representing
7    principals in the schools of the district or his or her
8    designee.
9    (d) The Speaker of the House shall appoint one of the
10appointed House members as a co-chairperson of the Chicago
11Educational Facilities Task Force. The President of the Senate
12shall appoint one of the appointed Senate members as a
13co-chairperson of the Chicago Educational Facilities Task
14Force. Members appointed by the legislative leaders shall be
15appointed for the duration of the Chicago Educational
16Facilities Task Force; in the event of a vacancy, the
17appointment to fill the vacancy shall be made by the
18legislative leader of the same chamber and party as the leader
19who made the original appointment.
20    (e) The Chicago Educational Facilities Task Force shall
21call on independent experts, as needed, to gather and analyze
22pertinent information on a pro bono basis, provided that these
23experts have no previous or on-going financial interest in
24school facility issues related to the school district. The
25Chicago Educational Facilities Task Force shall secure pro
26bono expert assistance within 15 days after the establishment

 

 

SB2575- 53 -LRB102 13568 CMG 18916 b

1of the Chicago Educational Facilities Task Force.
2    (f) The Chicago Educational Facilities Task Force shall be
3empowered to gather further evidence in the form of testimony
4or documents or other materials.
5    (g) The Chicago Educational Facilities Task Force, with
6the help of the independent experts, shall analyze past
7Chicago experiences and data with respect to school openings,
8school closings, school consolidations, school turnarounds,
9school phase-outs, school construction, school repairs, school
10modernizations, school boundary changes, and other related
11school facility decisions on students. The Chicago Educational
12Facilities Task Force shall consult widely with stakeholders,
13including public officials, about these facility issues and
14their related costs and shall examine relevant best practices
15from other school systems for dealing with these issues
16systematically and equitably. These initial investigations
17shall include opportunities for input from local stakeholders
18through hearings, focus groups, and interviews.
19    (h) The Chicago Educational Facilities Task Force shall
20prepare recommendations describing how the issues set forth in
21subsection (g) of this Section can be addressed effectively
22based upon educationally sound and fiscally responsible
23practices.
24    (i) The Chicago Educational Facilities Task Force shall
25hold hearings in separate areas of the school district at
26times that shall maximize school community participation to

 

 

SB2575- 54 -LRB102 13568 CMG 18916 b

1obtain comments on draft recommendations. The final hearing
2shall take place no later than 15 days prior to the completion
3of the final recommendations.
4    (j) The Chicago Educational Facilities Task Force shall
5prepare final proposed policy and legislative recommendations
6for the General Assembly, the Governor, and the school
7district. The recommendations may address issues, standards,
8and procedures set forth in this Section. The final
9recommendations shall be made available to the public through
10posting on the school district's Internet website and other
11forms of publication and distribution in the school district
12at least 7 days before the recommendations are submitted to
13the General Assembly, the Governor, and the school district.
14    (k) The recommendations may address issues of system-wide
15criteria for ensuring clear priorities, equity, and
16efficiency.
17    Without limitation, the final recommendations may propose
18significant decision-making roles for key stakeholders,
19including the individual school and community; recommend clear
20criteria or processes for establishing criteria for making
21school facility decisions; and include clear criteria for
22setting priorities with respect to school openings, school
23closings, school consolidations, school turnarounds, school
24phase-outs, school construction, school repairs, school
25modernizations, school boundary changes, and other related
26school facility decisions, including the encouragement of

 

 

SB2575- 55 -LRB102 13568 CMG 18916 b

1multiple community uses for school space.
2    Without limitation, the recommendations may propose
3criteria for student mobility; the transferring of students to
4lower performing schools; teacher mobility; insufficient
5notice to and the lack of inclusion in decision-making of
6local school councils, parents, and community members about
7school facility decisions; and costly facilities-related
8expenditures due to poor educational and facilities planning.
9    (l) The State Board of Education and the school district
10shall provide administrative support to the Chicago
11Educational Facilities Task Force.
12    (m) After recommendations have been issued, the Chicago
13Educational Facilities Task Force shall meet at least once
14annually, upon the call of the chairs, for the purpose of
15reviewing Chicago public schools' compliance with the
16provisions of Sections 34-200 through 34-235 of this Code
17concerning school action and facility master planning. The
18Task Force shall prepare a report to the General Assembly, the
19Governor's Office, the Mayor of the City of Chicago, and the
20Chicago Board of Education indicating how the district has met
21the requirements of the provisions of Sections 34-200 through
2234-235 of this Code concerning school action and facility
23master planning.
24(Source: P.A. 96-803, eff. 10-30-09; 97-333, eff. 8-12-11;
2597-473, eff. 1-1-12; 97-474, eff. 8-22-11.)
 

 

 

SB2575- 56 -LRB102 13568 CMG 18916 b

1    (105 ILCS 5/2-3.11 rep.)
2    Section 15. The School Code is amended by repealing
3Section 2-3.11.