Sen. William Delgado

Filed: 5/7/2015

 

 


 

 


 
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1
AMENDMENT TO HOUSE BILL 2683

2    AMENDMENT NO. ______. Amend House Bill 2683 by replacing
3everything after the enacting clause with the following:
 
4    "Section 5. The School Code is amended by changing Sections
52-3.25a, 2-3.25c, 2-3.25d, 2-3.25e-5, 2-3.25f, 2-3.136, 7-8,
610-17a, 10-29, 11E-120, and 21B-70 and by adding Section
72-3.25d-5 as follows:
 
8    (105 ILCS 5/2-3.25a)  (from Ch. 122, par. 2-3.25a)
9    Sec. 2-3.25a. "School district" defined; additional
10standards.
11    (a) For the purposes of this Section and Sections 3.25b,
123.25c, 3.25d, 3.25e, and 3.25f of this Code, "school district"
13includes other public entities responsible for administering
14public schools, such as cooperatives, joint agreements,
15charter schools, special charter districts, regional offices
16of education, local agencies, and the Department of Human

 

 

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1Services.
2    (b) In addition to the standards established pursuant to
3Section 2-3.25, the State Board of Education shall develop
4recognition standards for student performance and school
5improvement for all in all public schools operated by school
6districts and their individual schools, which must be an
7outcomes-based, balanced accountability measure. The
8indicators to determine adequate yearly progress shall be
9limited to the State assessment of student performance in
10reading and mathematics, student attendance rates at the
11elementary school level, graduation rates at the high school
12level, and participation rates on student assessments. The
13standards shall be designed to permit the measurement of
14student performance and school improvement by schools and
15school districts compared to student performance and school
16improvement for the preceding academic years.
17    Subject to the availability of federal, State, public, or
18private funds, the balanced accountability measure must be
19designed to focus on 2 components, student performance and
20professional practice. The student performance component shall
21count for 30% of the total balanced accountability measure, and
22the professional practice component shall count for 70% of the
23total balanced accountability measure. The student performance
24component shall focus on student outcomes and closing the
25achievement gaps within each school district and its individual
26schools using a Multiple Measure Index and Annual Measurable

 

 

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1Objectives, as set forth in Section 2-3.25d of this Code. The
2professional practice component shall focus on the degree to
3which a school district, as well as its individual schools, is
4implementing evidence-based, best professional practices and
5exhibiting continued improvement. Beginning with the 2015-2016
6school year, the balanced accountability measure shall consist
7of only the student performance component, which shall account
8for 100% of the total balanced accountability measure. From the
92016-2017 school year through the 2021-2022 school year, the
10State Board of Education and a Balanced Accountability Measure
11Committee shall identify a number of school districts per the
12designated school years to begin implementing the balanced
13accountability measure, which includes both the student
14performance and professional practice components. By the
152021-2022 school year, all school districts must be
16implementing the balanced accountability measure, which
17includes both components. The Balanced Accountability Measure
18Committee shall consist of the following individuals: a
19representative of a statewide association representing
20regional superintendents of schools, a representative of a
21statewide association representing principals, a
22representative of an association representing principals in a
23city having a population exceeding 500,000, a representative of
24a statewide association representing school administrators, a
25representative of a statewide professional teachers'
26organization, a representative of a different statewide

 

 

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1professional teachers' organization, an additional
2representative from either statewide professional teachers'
3organization, a representative of a professional teachers'
4organization in a city having a population exceeding 500,000, a
5representative of a statewide association representing school
6boards, and a representative of a school district organized
7under Article 34 of this Code. The head of each association or
8entity listed in this paragraph shall appoint its respective
9representative. The State Superintendent of Education, in
10consultation with the Committee, may appoint no more than 2
11additional individuals to the Committee, which individuals
12shall serve in an advisory role and must not have voting or
13other decision-making rights. The Committee is abolished on
14June 1, 2022.
15    Using a Multiple Measure Index consistent with subsection
16(a) of Section 2-3.25d of this Code, the student performance
17component shall consist of the following subcategories, each of
18which must be valued at 10%:
19        (1) achievement status;
20        (2) achievement growth; and
21        (3) Annual Measurable Objectives, as set forth in
22    subsection (b) of Section 2-3.25d of this Code.
23Achievement status shall measure and assess college and career
24readiness, as well as the graduation rate. Achievement growth
25shall measure the school district's and its individual schools'
26student growth via this State's growth value tables. Annual

 

 

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1Measurable Objectives shall measure the degree to which school
2districts, as well as their individual schools, are closing
3their achievement gaps among their student population and
4subgroups.
5    The professional practice component shall consist of the
6following subcategories:
7        (A) compliance;
8        (B) evidence-based best practices; and
9        (C) contextual improvement.
10Compliance, which shall count for 10%, shall measure the degree
11to which a school district and its individual schools meet the
12current State compliance requirements. Evidence-based best
13practices, which shall count for 30%, shall measure the degree
14to which school districts and their individual schools are
15adhering to a set of evidence-based quality standards and best
16practice for effective schools that include (i) continuous
17improvement, (ii) culture and climate, (iii) shared
18leadership, (iv) governance, (v) education and employee
19quality, (vi) family and community connections, and (vii)
20student and learning development and are further developed in
21consultation with the State Board of Education and the Balanced
22Accountability Measure Committee set forth in this subsection
23(b). Contextual improvement, which shall count for 30%, shall
24provide school districts and their individual schools the
25opportunity to demonstrate improved outcomes through local
26data, including without limitation school climate, unique

 

 

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1characteristics, and barriers that impact the educational
2environment and hinder the development and implementation of
3action plans to address areas of school district and individual
4school improvement. Each school district, in good faith
5cooperation with its teachers or, where applicable, the
6exclusive bargaining representatives of its teachers, shall
7develop 2 measurable objectives to demonstrate contextual
8improvement, each of which must be equally weighted. Each
9school district shall begin such good faith cooperative
10development of these objectives no later than 6 months prior to
11the beginning of the school year in which the school district
12is to implement the professional practice component of the
13balanced accountability measure. The professional practice
14component must be scored using trained peer review teams that
15observe and verify school district practices using an
16evidence-based framework.
17    The balanced accountability measure shall combine the
18student performance and professional practice components into
19one summative score based on 100 points at the school district
20and individual-school level. A school district shall be
21designated as "Exceeds Standards - Exemplar" if the overall
22score is 100 to 90, "Meets Standards - Proficient" if the
23overall score is 89 to 75, "Approaching Standards - Needs
24Improvement" if the overall score is 74 to 60, and "Below
25Standards - Unsatisfactory" if the overall score is 59 to 0.
26The balanced accountability measure shall also detail both

 

 

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1incentives that reward school districts for continued improved
2performance, as provided in Section 2-3.25c of this Code, and
3consequences for school districts that fail to provide evidence
4of continued improved performance, which may include
5presentation of a barrier analysis, additional school board and
6administrator training, or additional State assistance. Based
7on its summative score, a school district may be exempt from
8the balanced accountability measure for one or more school
9years. The State Board of Education, in collaboration with the
10Balanced Accountability Measure Committee set forth in this
11subsection (b), shall adopt rules that further implementation
12in accordance with the requirements of this Section.
13(Source: P.A. 96-734, eff. 8-25-09.)
 
14    (105 ILCS 5/2-3.25c)  (from Ch. 122, par. 2-3.25c)
15    Sec. 2-3.25c. Rewards and acknowledgements. The State
16Board of Education shall implement a system of rewards for
17school districts, and the schools themselves, through a process
18that recognizes (i) high-poverty, high-performing schools that
19are closing achievement gaps and excelling in academic
20achievement; (ii) schools that have sustained high
21performance; (iii) schools that have substantial growth
22performance over the 3 years immediately preceding the year in
23which recognition is awarded; and (iv) schools that have
24demonstrated the most progress, in comparison to schools
25statewide, in closing the achievement gap among various

 

 

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1subgroups of students in the 3 years immediately preceding the
2year in which recognition is awarded whose students and schools
3consistently meet adequate yearly progress criteria for 2 or
4more consecutive years and a system to acknowledge schools and
5districts that meet adequate yearly progress criteria in a
6given year as specified in Section 2-3.25d of this Code.
7    If a school or school district meets adequate yearly
8progress criteria for 2 consecutive school years, that school
9or district shall be exempt from review and approval of its
10improvement plan for the next 2 succeeding school years.
11(Source: P.A. 93-470, eff. 8-8-03.)
 
12    (105 ILCS 5/2-3.25d)  (from Ch. 122, par. 2-3.25d)
13    Sec. 2-3.25d. Multiple Measure Index and Annual Measurable
14Objectives Academic early warning and watch status.
15    (a) Consistent with subsection (b) of Section 2-3.25a of
16this Code, the State Board of Education shall establish a
17Multiple Measure Index and Annual Measurable Objectives for
18each public school in this State that address the school's
19overall performance in terms of both academic success and
20equity. At a minimum, "academic success" shall include measures
21of college and career readiness, growth, and the graduation
22rate. At a minimum, "equity" shall include both the academic
23growth and college and career readiness of each school's
24subgroups of students. Beginning with the 2005-2006 school
25year, unless the federal government formally disapproves of

 

 

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1such policy through the submission and review process for the
2Illinois Accountability Workbook, those schools that do not
3meet adequate yearly progress criteria for 2 consecutive annual
4calculations in the same subject or in their participation
5rate, attendance rate, or graduation rate shall be placed on
6academic early warning status for the next school year. Schools
7on academic early warning status that do not meet adequate
8yearly progress criteria for a third annual calculation in the
9same subject or in their participation rate, attendance rate,
10or graduation rate shall remain on academic early warning
11status. Schools on academic early warning status that do not
12meet adequate yearly progress criteria for a fourth annual
13calculation in the same subject or in their participation rate,
14attendance rate, or graduation rate shall be placed on initial
15academic watch status. Schools on academic watch status that do
16not meet adequate yearly progress criteria for a fifth or
17subsequent annual calculation in the same subject or in their
18participation rate, attendance rate, or graduation rate shall
19remain on academic watch status. Schools on academic early
20warning or academic watch status that meet adequate yearly
21progress criteria for 2 consecutive calculations shall be
22considered as having met expectations and shall be removed from
23any status designation.
24    The school district of a school placed on either academic
25early warning status or academic watch status may appeal the
26status to the State Board of Education in accordance with

 

 

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1Section 2-3.25m of this Code.
2    A school district that has one or more schools on academic
3early warning or academic watch status shall prepare a revised
4School Improvement Plan or amendments thereto setting forth the
5district's expectations for removing each school from academic
6early warning or academic watch status and for improving
7student performance in the affected school or schools.
8Districts operating under Article 34 of this Code may prepare
9the School Improvement Plan required under Section 34-2.4 of
10this Code.
11    The revised School Improvement Plan for a school that is
12initially placed on academic early warning status or that
13remains on academic early warning status after a third annual
14calculation must be approved by the school board (and by the
15school's local school council in a district operating under
16Article 34 of this Code, unless the school is on probation
17pursuant to subsection (c) of Section 34-8.3 of this Code).
18    The revised School Improvement Plan for a school that is
19initially placed on academic watch status after a fourth annual
20calculation must be approved by the school board (and by the
21school's local school council in a district operating under
22Article 34 of this Code, unless the school is on probation
23pursuant to subsection (c) of Section 34-8.3 of this Code).
24    The revised School Improvement Plan for a school that
25remains on academic watch status after a fifth annual
26calculation must be approved by the school board (and by the

 

 

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1school's local school council in a district operating under
2Article 34 of this Code, unless the school is on probation
3pursuant to subsection (c) of Section 34-8.3 of this Code). In
4addition, the district must develop a school restructuring plan
5for the school that must be approved by the school board (and
6by the school's local school council in a district operating
7under Article 34 of this Code).
8    A school on academic watch status that does not meet
9adequate yearly progress criteria for a sixth annual
10calculation shall implement its approved school restructuring
11plan beginning with the next school year, subject to the State
12interventions specified in Sections 2-3.25f and 2-3.25f-5 of
13this Code.
14    (b) Beginning in 2015, all schools shall receive Annual
15Measurable Objectives that will provide annual targets for
16progress of each school's Multiple Measure Index. Each element
17of the Multiple Measure Index shall have an Annual Measurable
18Objective. Beginning with the 2005-2006 school year, unless the
19federal government formally disapproves of such policy through
20the submission and review process for the Illinois
21Accountability Workbook, those school districts that do not
22meet adequate yearly progress criteria for 2 consecutive annual
23calculations in the same subject or in their participation
24rate, attendance rate, or graduation rate shall be placed on
25academic early warning status for the next school year.
26Districts on academic early warning status that do not meet

 

 

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1adequate yearly progress criteria for a third annual
2calculation in the same subject or in their participation rate,
3attendance rate, or graduation rate shall remain on academic
4early warning status. Districts on academic early warning
5status that do not meet adequate yearly progress criteria for a
6fourth annual calculation in the same subject or in their
7participation rate, attendance rate, or graduation rate shall
8be placed on initial academic watch status. Districts on
9academic watch status that do not meet adequate yearly progress
10criteria for a fifth or subsequent annual calculation in the
11same subject or in their participation rate, attendance rate,
12or graduation rate shall remain on academic watch status.
13Districts on academic early warning or academic watch status
14that meet adequate yearly progress criteria for one annual
15calculation shall be considered as having met expectations and
16shall be removed from any status designation.
17    A district placed on either academic early warning status
18or academic watch status may appeal the status to the State
19Board of Education in accordance with Section 2-3.25m of this
20Code.
21    Districts on academic early warning or academic watch
22status shall prepare a District Improvement Plan or amendments
23thereto setting forth the district's expectations for removing
24the district from academic early warning or academic watch
25status and for improving student performance in the district.
26    All District Improvement Plans must be approved by the

 

 

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1school board.
2    (c) All revised School and District Improvement Plans shall
3be developed in collaboration with parents, staff in the
4affected school or school district, and outside experts. All
5revised School and District Improvement Plans shall be
6developed, submitted, and monitored pursuant to rules adopted
7by the State Board of Education. The revised Improvement Plan
8shall address measurable outcomes for improving student
9performance so that such performance meets adequate yearly
10progress criteria as specified by the State Board of Education.
11All school districts required to revise a School Improvement
12Plan in accordance with this Section shall establish a peer
13review process for the evaluation of School Improvement Plans.
14(d) All federal requirements apply to schools and school
15districts utilizing federal funds under Title I, Part A of the
16federal Elementary and Secondary Education Act of 1965.
17    (e) The State Board of Education, from any moneys it may
18have available for this purpose, must implement and administer
19a grant program that provides 2-year grants to school districts
20on the academic watch list and other school districts that have
21the lowest achieving students, as determined by the State Board
22of Education, to be used to improve student achievement. In
23order to receive a grant under this program, a school district
24must establish an accountability program. The accountability
25program must involve the use of statewide testing standards and
26local evaluation measures. A grant shall be automatically

 

 

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1renewed when achievement goals are met. The Board may adopt any
2rules necessary to implement and administer this grant program.
3(Source: P.A. 98-1155, eff. 1-9-15.)
 
4    (105 ILCS 5/2-3.25d-5 new)
5    Sec. 2-3.25d-5. Priority and focus districts.
6    (a) Beginning in 2015, school districts designated as
7priority districts shall be those that have one or more
8priority schools. "Priority school" is defined as:
9        (1) a school that is among the lowest performing 5% of
10    schools in this State based on a 3-year average, with
11    respect to the performance of the "all students" group for
12    the percentage of students deemed proficient in
13    English/language arts and mathematics combined, and
14    demonstrates a lack of progress as defined by the State
15    Board of Education;
16        (2) a beginning secondary school that has an average
17    graduation rate of less than 60% over the last 3 school
18    years; or
19        (3) a school receiving a school improvement grant under
20    Section 1003(g) of the federal Elementary and Secondary
21    Education Act of 1965.
22    The State Board of Education shall work with a priority
23district to perform a district needs assessment to determine
24the district's core functions that are areas of strength and
25weakness, unless the district is already undergoing a national

 

 

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1accreditation process. The results from the district needs
2assessment shall be used by the district to identify goals and
3objectives for the district's improvement. The district needs
4assessment shall include a study of district functions, such as
5district finance, governance, student engagement, instruction
6practices, climate, community involvement, and continuous
7improvement.
8    (b) Beginning in 2015, districts designated as focus
9districts shall be those that have one or more focus schools.
10"Focus school" means a school that is contributing to the
11achievement gaps in this State and is defined as:
12        (1) a school that has one or more subgroups in which
13    the average student performance is at or below the State
14    average for the lowest 10% of student performance in that
15    subgroup; or
16        (2) a school with an average graduation rate of less
17    than 60% and not identified for priority.
 
18    (105 ILCS 5/2-3.25e-5)
19    Sec. 2-3.25e-5. Two years as priority school on academic
20watch status; full-year school plan.
21    (a) In this Section, "school" means any of the following
22named public schools or their successor name:
23        (1) Dirksen Middle School in Dolton School District
24    149.
25        (2) Diekman Elementary School in Dolton School

 

 

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1    District 149.
2        (3) Caroline Sibley Elementary School in Dolton School
3    District 149.
4        (4) Berger-Vandenberg Elementary School in Dolton
5    School District 149.
6        (5) Carol Moseley Braun School in Dolton School
7    District 149.
8        (6) New Beginnings Learning Academy in Dolton School
9    District 149.
10        (7) McKinley Junior High School in South Holland School
11    District 150.
12        (8) Greenwood Elementary School in South Holland
13    School District 150.
14        (9) McKinley Elementary School in South Holland School
15    District 150.
16        (10) Eisenhower School in South Holland School
17    District 151.
18        (11) Madison School in South Holland School District
19    151.
20        (12) Taft School in South Holland School District 151.
21        (13) Wolcott School in Thornton School District 154.
22        (14) Memorial Junior High School in Lansing School
23    District 158.
24        (15) Oak Glen Elementary School in Lansing School
25    District 158.
26        (16) Lester Crawl Primary Center in Lansing School

 

 

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1    District 158.
2        (17) Brookwood Junior High School in Brookwood School
3    District 167.
4        (18) Brookwood Middle School in Brookwood School
5    District 167.
6        (19) Hickory Bend Elementary School in Brookwood
7    School District 167.
8        (20) Medgar Evers Primary Academic Center in Ford
9    Heights School District 169.
10        (21) Nathan Hale Elementary School in Sunnybrook
11    School District 171.
12        (22) Ira F. Aldridge Elementary School in City of
13    Chicago School District 299.
14        (23) William E.B. DuBois Elementary School in City of
15    Chicago School District 299.
16    (b) If, after 2 years following its identification as a
17priority school under Section 2-3.25d-5 of this Code placement
18on academic watch status, a school remains a priority school on
19academic watch status, then, subject to federal appropriation
20money being available, the State Board of Education shall allow
21the school board to opt into the process of operating that
22school on a pilot, full-year school plan, approved by the State
23Board of Education, upon expiration of its teachers' current
24collective bargaining agreement until the expiration of the
25next collective bargaining agreement. A school board must
26notify the State Board of Education of its intent to opt into

 

 

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1the process of operating a school on a pilot, full-year school
2plan.
3(Source: P.A. 98-1155, eff. 1-9-15.)
 
4    (105 ILCS 5/2-3.25f)  (from Ch. 122, par. 2-3.25f)
5    Sec. 2-3.25f. State interventions.
6    (a) The State Board of Education shall provide technical
7assistance to assist with the development and implementation of
8School and District Improvement Plans.
9    Schools or school districts that fail to make reasonable
10efforts to implement an approved Improvement Plan may suffer
11loss of State funds by school district, attendance center, or
12program as the State Board of Education deems appropriate.
13    (a-5) (Blank).
14    (b) Beginning in 2017, if If after 3 years following its
15identification as a priority district under Section 2-3.25d-5
16of this Code, a district does not make progress as measured by
17a reduction in achievement gaps commensurate with the targets
18in this State's approved accountability plan with the U.S.
19Department of Education placement on academic watch status a
20school district or school remains on academic watch status,
21then the State Board of Education may (i) change the
22recognition status of the school district or school to
23nonrecognized or (ii) authorize the State Superintendent of
24Education to direct the reassignment of pupils or direct the
25reassignment or replacement of school district personnel who

 

 

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1are relevant to the failure to meet adequate yearly progress
2criteria. If a school district is nonrecognized in its
3entirety, it shall automatically be dissolved on July 1
4following that nonrecognition and its territory realigned with
5another school district or districts by the regional board of
6school trustees in accordance with the procedures set forth in
7Section 7-11 of the School Code. The effective date of the
8nonrecognition of a school shall be July 1 following the
9nonrecognition.
10    (b-5) The State Board of Education shall also develop a
11system to provide assistance and resources to lower performing
12school districts. At a minimum, the State Board shall identify
13school districts to receive priority services, to be known as
14priority districts under Section 2-3.25d-5 of this Code. In
15addition, the State Board may, by rule, develop other
16categories of low-performing schools and school districts to
17receive services.
18    Districts designated as priority districts shall be those
19that fall within one of the following categories:
20        (1) Have at least one school that is among the lowest
21    performing 5% of schools in this State based on a 3-year
22    average, with respect to the performance of the "all
23    students" group for the percentage of students meeting or
24    exceeding standards in reading and mathematics combined,
25    and demonstrate a lack of progress as defined by the State
26    Board of Education.

 

 

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1        (2) Have at least one secondary school that has an
2    average graduation rate of less than 60% over the last 3
3    school years.
4        (3) Have at least one school receiving a school
5    improvement grant under Section 1003(g) of the federal
6    Elementary and Secondary Education Act of 1965.
7    The State Board of Education shall work with a priority
8district to perform a district needs assessment to determine
9the district's core functions that are areas of strength and
10weakness, unless the district is already undergoing a national
11accreditation process. The results from the district needs
12assessment shall be used by the district to identify goals and
13objectives for the district's improvement. The district needs
14assessment shall include a study of district functions, such as
15district finance, governance, student engagement, instruction
16practices, climate, community involvement, and continuous
17improvement.
18    Based on the results of the district needs assessment under
19Section 2-3.25d-5 of this Code, the State Board of Education
20shall work with the district to provide technical assistance
21and professional development, in partnership with the
22district, to implement a continuous improvement plan that would
23increase outcomes for students. The plan for continuous
24improvement shall be based on the results of the district needs
25assessment and shall be used to determine the types of services
26that are to be provided to each priority district. Potential

 

 

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1services for a district may include monitoring adult and
2student practices, reviewing and reallocating district
3resources, developing a district leadership team, providing
4access to curricular content area specialists, and providing
5online resources and professional development.
6    The State Board of Education may require priority districts
7identified as having deficiencies in one or more core functions
8of the district needs assessment to undergo an accreditation
9process as provided in subsection (d) of Section 2-3.25f-5 of
10this Code.
11    (c) All federal requirements apply to schools and school
12districts utilizing federal funds under Title I, Part A of the
13federal Elementary and Secondary Education Act of 1965.
14(Source: P.A. 97-370, eff. 1-1-12; 98-1155, eff. 1-9-15.)
 
15    (105 ILCS 5/2-3.136)
16    Sec. 2-3.136. Class size reduction grant programs.
17    (a) A K-3 class size reduction grant program is created.
18The program shall be implemented and administered by the State
19Board of Education. From appropriations made for purposes of
20this Section, the State Board shall award grants to schools
21that meet the criteria established by this subsection (a) for
22the award of those grants.
23    Grants shall be awarded pursuant to application. The form
24and manner of applications and the criteria for the award of
25grants shall be prescribed by the State Board of Education. The

 

 

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1grant criteria as so prescribed, however, shall provide that
2only those schools that are identified as priority schools
3under Section 2-3.25d-5 of this Code and on the State Board of
4Education Early Academic Warning List or the academic watch
5list under Section 2-3.25d that maintain grades kindergarten
6through 3 are grant eligible.
7    Grants awarded to eligible schools under this subsection
8(a) shall be used and applied by the schools to defray the
9costs and expenses of operating and maintaining classes in
10grades kindergarten through 3 with an average class size within
11a specific grade of no more than 20 pupils. If a school's
12facilities are inadequate to allow for this specified class
13size, then a school may use the grant funds for teacher aides
14instead.
15    (b) A K-3 pilot class size reduction grant program is
16created. The program shall be implemented and administered by
17the State Board of Education. From appropriations made for
18purposes of this subsection (b), the State Board shall award
19grants to schools that meet the criteria established by this
20Section for the award of those grants.
21    Grants shall be awarded pursuant to application. The form
22and manner of application and the criteria for the award of
23grants shall be prescribed by the State Board of Education.
24    Grants awarded to eligible schools under this subsection
25(b) shall be used and applied by the schools to defray the
26costs and expenses of operating and maintaining classes in

 

 

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1grades kindergarten through 3 of no more than 15 pupils per
2teacher per class. A teacher aide may not be used to meet this
3requirement.
4    (c) If a school board determines that a school is using
5funds awarded under this Section for purposes not authorized by
6this Section, then the school board, rather than the school,
7shall determine how the funds are used.
8    (d) The State Board of Education shall adopt any rules,
9consistent with the requirements of this Section, that are
10necessary to implement and administer the class size reduction
11grant programs.
12(Source: P.A. 93-814, eff. 7-27-04; 94-566, eff. 1-1-06;
1394-894, eff. 7-1-06.)
 
14    (105 ILCS 5/7-8)  (from Ch. 122, par. 7-8)
15    Sec. 7-8. Limitation on successive petitions. No
16territory, nor any part thereof, which is involved in any
17proceeding to change the boundaries of a school district by
18detachment from or annexation to such school district of such
19territory, and which is not so detached nor annexed, shall be
20again involved in proceedings to change the boundaries of such
21school district for at least 2 two years after final
22determination of such first proceeding, unless during that
232-year 2 year period a petition filed is substantially
24different than any other previously filed petition during the
25previous 2 years or if a school district involved is identified

 

 

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1as a priority district under Section 2-3.25d-5 of this Code, is
2placed on academic watch status or the financial watch list by
3the State Board of Education, or is certified as being in
4financial difficulty during that 2-year 2 year period or if
5such first proceeding involved a petition brought under Section
67-2b of this Article 7.
7(Source: P.A. 93-470, eff. 8-8-03.)
 
8    (105 ILCS 5/10-17a)  (from Ch. 122, par. 10-17a)
9    Sec. 10-17a. State, school district, and school report
10cards.
11    (1) By October 31, 2013 and October 31 of each subsequent
12school year, the State Board of Education, through the State
13Superintendent of Education, shall prepare a State report card,
14school district report cards, and school report cards, and
15shall by the most economic means provide to each school
16district in this State, including special charter districts and
17districts subject to the provisions of Article 34, the report
18cards for the school district and each of its schools.
19    (2) In addition to any information required by federal law,
20the State Superintendent shall determine the indicators and
21presentation of the school report card, which must include, at
22a minimum, the most current data possessed by the State Board
23of Education related to the following:
24        (A) school characteristics and student demographics,
25    including average class size, average teaching experience,

 

 

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1    student racial/ethnic breakdown, and the percentage of
2    students classified as low-income; the percentage of
3    students classified as limited English proficiency; the
4    percentage of students who have individualized education
5    plans or 504 plans that provide for special education
6    services; the percentage of students who annually
7    transferred in or out of the school district; the per-pupil
8    operating expenditure of the school district; and the
9    per-pupil State average operating expenditure for the
10    district type (elementary, high school, or unit);
11        (B) curriculum information, including, where
12    applicable, Advanced Placement, International
13    Baccalaureate or equivalent courses, dual enrollment
14    courses, foreign language classes, school personnel
15    resources (including Career Technical Education teachers),
16    before and after school programs, extracurricular
17    activities, subjects in which elective classes are
18    offered, health and wellness initiatives (including the
19    average number of days of Physical Education per week per
20    student), approved programs of study, awards received,
21    community partnerships, and special programs such as
22    programming for the gifted and talented, students with
23    disabilities, and work-study students;
24        (C) student outcomes, including, where applicable, the
25    percentage of students deemed proficient on assessments of
26    meeting as well as exceeding State standards on

 

 

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

 

 

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1    percentage of teachers returning to the school from the
2    previous year, the number of different principals at the
3    school in the last 6 years, 2 or more indicators from any
4    school climate survey selected or approved by the State and
5    administered pursuant to Section 2-3.153 of this Code, with
6    the same or similar indicators included on school report
7    cards for all surveys selected or approved by the State
8    pursuant to Section 2-3.153 of this Code, and the combined
9    percentage of teachers rated as proficient or excellent in
10    their most recent evaluation; and .
11        (F) a school district's and its individual schools'
12    balanced accountability measure, in accordance with
13    Section 2-3.25a of this Code.
14    The school report card shall also provide information that
15allows for comparing the current outcome, progress, and
16environment data to the State average, to the school data from
17the past 5 years, and to the outcomes, progress, and
18environment of similar schools based on the type of school and
19enrollment of low-income, special education, and limited
20English proficiency students.
21    (3) At the discretion of the State Superintendent, the
22school district report card shall include a subset of the
23information identified in paragraphs (A) through (E) of
24subsection (2) of this Section, as well as information relating
25to the operating expense per pupil and other finances of the
26school district, and the State report card shall include a

 

 

09900HB2683sam001- 28 -LRB099 07029 NHT 35135 a

1subset of the information identified in paragraphs (A) through
2(E) of subsection (2) of this Section.
3    (4) Notwithstanding anything to the contrary in this
4Section, in consultation with key education stakeholders, the
5State Superintendent shall at any time have the discretion to
6amend or update any and all metrics on the school, district, or
7State report card.
8    (5) Annually, no more than 30 calendar days after receipt
9of the school district and school report cards from the State
10Superintendent of Education, each school district, including
11special charter districts and districts subject to the
12provisions of Article 34, shall present such report cards at a
13regular school board meeting subject to applicable notice
14requirements, post the report cards on the school district's
15Internet web site, if the district maintains an Internet web
16site, make the report cards available to a newspaper of general
17circulation serving the district, and, upon request, send the
18report cards home to a parent (unless the district does not
19maintain an Internet web site, in which case the report card
20shall be sent home to parents without request). If the district
21posts the report card on its Internet web site, the district
22shall send a written notice home to parents stating (i) that
23the report card is available on the web site, (ii) the address
24of the web site, (iii) that a printed copy of the report card
25will be sent to parents upon request, and (iv) the telephone
26number that parents may call to request a printed copy of the

 

 

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1report card.
2    (6) Nothing contained in this amendatory Act of the 98th
3General Assembly repeals, supersedes, invalidates, or
4nullifies final decisions in lawsuits pending on the effective
5date of this amendatory Act of the 98th General Assembly in
6Illinois courts involving the interpretation of Public Act
797-8.
8(Source: P.A. 97-671, eff. 1-24-12; 98-463, eff. 8-16-13;
998-648, eff. 7-1-14.)
 
10    (105 ILCS 5/10-29)
11    Sec. 10-29. Remote educational programs.
12    (a) For purposes of this Section, "remote educational
13program" means an educational program delivered to students in
14the home or other location outside of a school building that
15meets all of the following criteria:
16        (1) A student may participate in the program only after
17    the school district, pursuant to adopted school board
18    policy, and a person authorized to enroll the student under
19    Section 10-20.12b of this Code determine that a remote
20    educational program will best serve the student's
21    individual learning needs. The adopted school board policy
22    shall include, but not be limited to, all of the following:
23            (A) Criteria for determining that a remote
24        educational program will best serve a student's
25        individual learning needs. The criteria must include

 

 

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1        consideration of, at a minimum, a student's prior
2        attendance, disciplinary record, and academic history.
3            (B) Any limitations on the number of students or
4        grade levels that may participate in a remote
5        educational program.
6            (C) A description of the process that the school
7        district will use to approve participation in the
8        remote educational program. The process must include
9        without limitation a requirement that, for any student
10        who qualifies to receive services pursuant to the
11        federal Individuals with Disabilities Education
12        Improvement Act of 2004, the student's participation
13        in a remote educational program receive prior approval
14        from the student's individualized education program
15        team.
16            (D) A description of the process the school
17        district will use to develop and approve a written
18        remote educational plan that meets the requirements of
19        subdivision (5) of this subsection (a).
20            (E) A description of the system the school district
21        will establish to calculate the number of clock hours a
22        student is participating in instruction in accordance
23        with the remote educational program.
24            (F) A description of the process for renewing a
25        remote educational program at the expiration of its
26        term.

 

 

09900HB2683sam001- 31 -LRB099 07029 NHT 35135 a

1            (G) Such other terms and provisions as the school
2        district deems necessary to provide for the
3        establishment and delivery of a remote educational
4        program.
5        (2) The school district has determined that the remote
6    educational program's curriculum is aligned to State
7    learning standards and that the program offers instruction
8    and educational experiences consistent with those given to
9    students at the same grade level in the district.
10        (3) The remote educational program is delivered by
11    instructors that meet the following qualifications:
12            (A) they are certificated under Article 21 of this
13        Code;
14            (B) they meet applicable highly qualified criteria
15        under the federal No Child Left Behind Act of 2001; and
16            (C) they have responsibility for all of the
17        following elements of the program: planning
18        instruction, diagnosing learning needs, prescribing
19        content delivery through class activities, assessing
20        learning, reporting outcomes to administrators and
21        parents and guardians, and evaluating the effects of
22        instruction.
23        (4) During the period of time from and including the
24    opening date to the closing date of the regular school term
25    of the school district established pursuant to Section
26    10-19 of this Code, participation in a remote educational

 

 

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1    program may be claimed for general State aid purposes under
2    Section 18-8.05 of this Code on any calendar day,
3    notwithstanding whether the day is a day of pupil
4    attendance or institute day on the school district's
5    calendar or any other provision of law restricting
6    instruction on that day. If the district holds year-round
7    classes in some buildings, the district shall classify each
8    student's participation in a remote educational program as
9    either on a year-round or a non-year-round schedule for
10    purposes of claiming general State aid. Outside of the
11    regular school term of the district, the remote educational
12    program may be offered as part of any summer school program
13    authorized by this Code.
14        (5) Each student participating in a remote educational
15    program must have a written remote educational plan that
16    has been approved by the school district and a person
17    authorized to enroll the student under Section 10-20.12b of
18    this Code. The school district and a person authorized to
19    enroll the student under Section 10-20.12b of this Code
20    must approve any amendment to a remote educational plan.
21    The remote educational plan must include, but is not
22    limited to, all of the following:
23            (A) Specific achievement goals for the student
24        aligned to State learning standards.
25            (B) A description of all assessments that will be
26        used to measure student progress, which description

 

 

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1        shall indicate the assessments that will be
2        administered at an attendance center within the school
3        district.
4            (C) A description of the progress reports that will
5        be provided to the school district and the person or
6        persons authorized to enroll the student under Section
7        10-20.12b of this Code.
8            (D) Expectations, processes, and schedules for
9        interaction between a teacher and student.
10            (E) A description of the specific responsibilities
11        of the student's family and the school district with
12        respect to equipment, materials, phone and Internet
13        service, and any other requirements applicable to the
14        home or other location outside of a school building
15        necessary for the delivery of the remote educational
16        program.
17            (F) If applicable, a description of how the remote
18        educational program will be delivered in a manner
19        consistent with the student's individualized education
20        program required by Section 614(d) of the federal
21        Individuals with Disabilities Education Improvement
22        Act of 2004 or plan to ensure compliance with Section
23        504 of the federal Rehabilitation Act of 1973.
24            (G) A description of the procedures and
25        opportunities for participation in academic and
26        extra-curricular activities and programs within the

 

 

09900HB2683sam001- 34 -LRB099 07029 NHT 35135 a

1        school district.
2            (H) The identification of a parent, guardian, or
3        other responsible adult who will provide direct
4        supervision of the program. The plan must include an
5        acknowledgment by the parent, guardian, or other
6        responsible adult that he or she may engage only in
7        non-teaching duties not requiring instructional
8        judgment or the evaluation of a student. The plan shall
9        designate the parent, guardian, or other responsible
10        adult as non-teaching personnel or volunteer personnel
11        under subsection (a) of Section 10-22.34 of this Code.
12            (I) The identification of a school district
13        administrator who will oversee the remote educational
14        program on behalf of the school district and who may be
15        contacted by the student's parents with respect to any
16        issues or concerns with the program.
17            (J) The term of the student's participation in the
18        remote educational program, which may not extend for
19        longer than 12 months, unless the term is renewed by
20        the district in accordance with subdivision (7) of this
21        subsection (a).
22            (K) A description of the specific location or
23        locations in which the program will be delivered. If
24        the remote educational program is to be delivered to a
25        student in any location other than the student's home,
26        the plan must include a written determination by the

 

 

09900HB2683sam001- 35 -LRB099 07029 NHT 35135 a

1        school district that the location will provide a
2        learning environment appropriate for the delivery of
3        the program. The location or locations in which the
4        program will be delivered shall be deemed a long
5        distance teaching reception area under subsection (a)
6        of Section 10-22.34 of this Code.
7            (L) Certification by the school district that the
8        plan meets all other requirements of this Section.
9        (6) Students participating in a remote educational
10    program must be enrolled in a school district attendance
11    center pursuant to the school district's enrollment policy
12    or policies. A student participating in a remote
13    educational program must be tested as part of all
14    assessments administered by the school district pursuant
15    to Section 2-3.64a-5 of this Code at the attendance center
16    in which the student is enrolled and in accordance with the
17    attendance center's assessment policies and schedule. The
18    student must be included within all adequate yearly
19    progress and other accountability determinations for the
20    school district and attendance center under State and
21    federal law.
22        (7) The term of a student's participation in a remote
23    educational program may not extend for longer than 12
24    months, unless the term is renewed by the school district.
25    The district may only renew a student's participation in a
26    remote educational program following an evaluation of the

 

 

09900HB2683sam001- 36 -LRB099 07029 NHT 35135 a

1    student's progress in the program, a determination that the
2    student's continuation in the program will best serve the
3    student's individual learning needs, and an amendment to
4    the student's written remote educational plan addressing
5    any changes for the upcoming term of the program.
6    (b) A school district may, by resolution of its school
7board, establish a remote educational program.
8    (c) Clock hours of instruction by students in a remote
9educational program meeting the requirements of this Section
10may be claimed by the school district and shall be counted as
11school work for general State aid purposes in accordance with
12and subject to the limitations of Section 18-8.05 of this Code.
13    (d) The impact of remote educational programs on wages,
14hours, and terms and conditions of employment of educational
15employees within the school district shall be subject to local
16collective bargaining agreements.
17    (e) The use of a home or other location outside of a school
18building for a remote educational program shall not cause the
19home or other location to be deemed a public school facility.
20    (f) A remote educational program may be used, but is not
21required, for instruction delivered to a student in the home or
22other location outside of a school building that is not claimed
23for general State aid purposes under Section 18-8.05 of this
24Code.
25    (g) School districts that, pursuant to this Section, adopt
26a policy for a remote educational program must submit to the

 

 

09900HB2683sam001- 37 -LRB099 07029 NHT 35135 a

1State Board of Education a copy of the policy and any
2amendments thereto, as well as data on student participation in
3a format specified by the State Board of Education. The State
4Board of Education may perform or contract with an outside
5entity to perform an evaluation of remote educational programs
6in this State.
7    (h) The State Board of Education may adopt any rules
8necessary to ensure compliance by remote educational programs
9with the requirements of this Section and other applicable
10legal requirements.
11(Source: P.A. 97-339, eff. 8-12-11; 98-972, eff. 8-15-14.)
 
12    (105 ILCS 5/11E-120)
13    Sec. 11E-120. Limitation on successive petitions.
14    (a) No affected district shall be again involved in
15proceedings under this Article for at least 2 years after a
16final non-procedural determination of the first proceeding,
17unless during that 2-year 2 year period a petition filed is
18substantially different than any other previously filed
19petition during the previous 2 years or if an affected district
20is identified as a priority district under Section 2-3.25d-5 of
21this Code, is placed on academic watch status or the financial
22watch list by the State Board of Education, or is certified as
23being in financial difficulty during that 2-year 2 year period.
24    (b) Nothing contained in this Section shall be deemed to
25limit or restrict the ability of an elementary district to join

 

 

09900HB2683sam001- 38 -LRB099 07029 NHT 35135 a

1an optional elementary unit district in accordance with the
2terms and provisions of subsection (d) of Section 11E-30 of
3this Code.
4(Source: P.A. 94-1019, eff. 7-10-06.)
 
5    (105 ILCS 5/21B-70)
6    Sec. 21B-70. Illinois Teaching Excellence Program.
7    (a) As used in this Section:
8    "Poverty or low-performing school" means a school
9identified as a priority school under Section 2-3.25d-5 of this
10Code in academic early warning status or academic watch status
11or a school in which 50% or more of its students are eligible
12for free or reduced-price school lunches.
13    "Qualified educator" means a teacher or school counselor
14currently employed in a school district who is in the process
15of obtaining certification through the National Board for
16Professional Teaching Standards or who has completed
17certification and holds a current Professional Educator
18License with a National Board for Professional Teaching
19Standards designation or a retired teacher or school counselor
20who holds a Professional Educator License with a National Board
21for Professional Teaching Standards designation.
22    (b) Beginning on July 1, 2011, any funds appropriated for
23the Illinois Teaching Excellence Program must be used to
24provide monetary assistance and incentives for qualified
25educators who are employed by school districts and who have or

 

 

09900HB2683sam001- 39 -LRB099 07029 NHT 35135 a

1are in the process of obtaining licensure through the National
2Board for Professional Teaching Standards. The goal of the
3program is to improve instruction and student performance.
4    The State Board of Education shall allocate an amount as
5annually appropriated by the General Assembly for the Illinois
6Teaching Excellence Program for (i) application fees for each
7qualified educator seeking to complete certification through
8the National Board for Professional Teaching Standards, to be
9paid directly to the National Board for Professional Teaching
10Standards, and (ii) incentives for each qualified educator to
11be distributed to the respective school district. The school
12district shall distribute this payment to each eligible teacher
13or school counselor as a single payment.
14    The State Board of Education's annual budget must set out
15by separate line item the appropriation for the program. Unless
16otherwise provided by appropriation, qualified educators are
17eligible for monetary assistance and incentives outlined in
18subsection (c) of this Section.
19    (c) When there are adequate funds available, monetary
20assistance and incentives shall include the following:
21        (1) A maximum of $2,000 towards the application fee for
22    up to 750 teachers or school counselors in a poverty or
23    low-performing school who apply on a first-come,
24    first-serve basis for National Board certification.
25        (2) A maximum of $2,000 towards the application fee for
26    up to 250 teachers or school counselors in a school other

 

 

09900HB2683sam001- 40 -LRB099 07029 NHT 35135 a

1    than a poverty or low-performing school who apply on a
2    first-come, first-serve basis for National Board
3    certification. However, if there were fewer than 750
4    individuals supported in item (1) of this subsection (c),
5    then the number supported in this item (2) may be increased
6    as such that the combination of item (1) of this subsection
7    (c) and this item (2) shall equal 1,000 applicants.
8        (3) A maximum of $1,000 towards the National Board for
9    Professional Teaching Standards' renewal application fee.
10        (4) (Blank).
11        (5) An annual incentive equal to $1,500, which shall be
12    paid to each qualified educator currently employed in a
13    school district who holds both a National Board for
14    Professional Teaching Standards designation and a current
15    corresponding certificate issued by the National Board for
16    Professional Teaching Standards and who agrees, in
17    writing, to provide at least 30 hours of mentoring or
18    National Board for Professional Teaching Standards
19    professional development or both during the school year to
20    classroom teachers or school counselors, as applicable.
21    Funds must be dispersed on a first-come, first-serve basis,
22    with priority given to poverty or low-performing schools.
23    Mentoring shall include, either singly or in combination,
24    the following:
25            (A) National Board for Professional Teaching
26        Standards certification candidates.

 

 

09900HB2683sam001- 41 -LRB099 07029 NHT 35135 a

1            (B) National Board for Professional Teaching
2        Standards re-take candidates.
3            (C) National Board for Professional Teaching
4        Standards renewal candidates.
5            (D) (Blank).
6    Funds may also be used for instructional leadership
7training for qualified educators interested in supporting
8implementation of the Illinois Learning Standards or teaching
9and learning priorities of the State Board of Education or
10both.
11(Source: P.A. 97-607, eff. 8-26-11; 98-646, eff. 7-1-14.)
 
12    Section 10. The School Breakfast and Lunch Program Act is
13amended by changing Section 2.5 as follows:
 
14    (105 ILCS 125/2.5)
15    Sec. 2.5. Breakfast incentive program. The State Board of
16Education shall fund a breakfast incentive program comprised of
17the components described in paragraphs (1), (2), and (3) of
18this Section, provided that a separate appropriation is made
19for the purposes of this Section. The State Board of Education
20may allocate the appropriation among the program components in
21whatever manner the State Board of Education finds will best
22serve the goal of increasing participation in school breakfast
23programs. If the amount of the appropriation allocated under
24paragraph (1), (2), or (3) of this Section is insufficient to

 

 

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1fund all claims submitted under that particular paragraph, the
2claims under that paragraph shall be prorated.
3        (1) Additional funding incentive. The State Board of
4    Education may reimburse each sponsor of a school breakfast
5    program at least an additional $0.10 for each free,
6    reduced-price, and paid breakfast served over and above the
7    number of such breakfasts served in the same month during
8    the preceding year.
9        (2) Start-up incentive. The State Board of Education
10    may make grants to school boards and welfare centers that
11    agree to start a school breakfast program in one or more
12    schools or other sites. First priority for these grants
13    shall be given through August 15 to schools in which 40% or
14    more of their students are eligible for free and reduced
15    price meals, based on the school district's previous year's
16    October claim, under the National School Lunch Act (42
17    U.S.C. 1751 et seq.). Depending on the availability of
18    funds and the rate at which funds are being utilized, the
19    State Board of Education is authorized to allow additional
20    schools or other sites to receive these grants in the order
21    in which they are received by the State Board of Education.
22    The amount of the grant shall be $3,500 for each qualifying
23    school or site in which a school breakfast program is
24    started. The grants shall be used to pay the start-up costs
25    for the school breakfast program, including equipment,
26    supplies, and program promotion, but shall not be used for

 

 

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1    food, labor, or other recurring operational costs.
2    Applications for the grants shall be made to the State
3    Board of Education on forms designated by the State Board
4    of Education. Any grantee that fails to operate a school
5    breakfast program for at least 3 years after receipt of a
6    grant shall refund the amount of the grant to the State
7    Board of Education.
8        (3) Non-traditional breakfast incentive. Understanding
9    that there are barriers to implementing a school breakfast
10    program in a traditional setting such as in a cafeteria,
11    the State Board of Education may make grants to school
12    boards and welfare centers to offer the school breakfast
13    program in non-traditional settings or using
14    non-traditional methods. Priority will be given to
15    applications through August 15 of each year from schools
16    that are identified as priority schools under Section
17    2-3.25d-5 of the School Code on the Early Academic Warning
18    List. Depending on the availability of funds and the rate
19    at which funds are being utilized, the State Board of
20    Education is authorized to allow additional schools or
21    other sites to receive these grants in the order in which
22    they are received by the State Board of Education.
23(Source: P.A. 96-158, eff. 8-7-09.)
 
24    (105 ILCS 5/2-3.25m rep.)
25    Section 15. The School Code is amended by repealing Section

 

 

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12-3.25m.
 
2    Section 99. Effective date. This Act takes effect July 1,
32015.".