Illinois General Assembly - Full Text of SB2337
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Full Text of SB2337  103rd General Assembly




SB2337 EnrolledLRB103 27217 RJT 53587 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 School Code is amended by changing Sections
510-17a, 14A-17, and 14A-32 as follows:
6    (105 ILCS 5/10-17a)  (from Ch. 122, par. 10-17a)
7    Sec. 10-17a. State, school district, and school report
9    (1) By October 31, 2013 and October 31 of each subsequent
10school year, the State Board of Education, through the State
11Superintendent of Education, shall prepare a State report
12card, school district report cards, and school report cards,
13and shall by the most economical means provide to each school
14district in this State, including special charter districts
15and districts subject to the provisions of Article 34, the
16report cards for the school district and each of its schools.
17Because of the impacts of the COVID-19 public health emergency
18during school year 2020-2021, the State Board of Education
19shall have until December 31, 2021 to prepare and provide the
20report cards that would otherwise be due by October 31, 2021.
21During a school year in which the Governor has declared a
22disaster due to a public health emergency pursuant to Section
237 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
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 the percentage of all students in
20    grades kindergarten through 8, disaggregated by the
21    students demographics described in this paragraph (A), in
22    each of the following categories: (i) those who have been
23    assessed for placement in a gifted education program or
24    accelerated placement, (ii) those who have enrolled in a
25    gifted education program or in accelerated placement, and
26    (iii) for each of categories (i) and (ii), those who



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1    received direct instruction from a teacher who holds a
2    gifted education endorsement; the number and the
3    percentage of all students in grades 9 through 12,
4    disaggregated by the student demographics described in
5    this paragraph (A), who have been enrolled in an advanced
6    academic program; the number and percentage of all
7    students who have been assessed for placement in a gifted
8    education or advanced academic program and, of those
9    students: (i) the racial and ethnic breakdown, (ii) the
10    percentage who are classified as low-income, and (iii) the
11    number and percentage of students who received direct
12    instruction from a teacher who holds a gifted education
13    endorsement and, of those students, the percentage who are
14    classified as low-income; the percentage of students
15    scoring at the "exceeds expectations" level on the
16    assessments required under Section 2-3.64a-5 of this Code;
17    the percentage of students who annually transferred in or
18    out of the school district; average daily attendance; the
19    per-pupil operating expenditure of the school district;
20    and the per-pupil State average operating expenditure for
21    the district type (elementary, high school, or unit);
22        (B) curriculum information, including, where
23    applicable, Advanced Placement, International
24    Baccalaureate or equivalent courses, dual credit
25    enrollment courses, foreign language classes, computer
26    science courses, school personnel resources (including



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1    Career Technical Education teachers), before and after
2    school programs, extracurricular activities, subjects in
3    which elective classes are offered, health and wellness
4    initiatives (including the average number of days of
5    Physical Education per week per student), approved
6    programs of study, awards received, community
7    partnerships, and special programs such as programming for
8    the gifted and talented, students with disabilities, and
9    work-study students;
10        (C) student outcomes, including, where applicable, the
11    percentage of students deemed proficient on assessments of
12    State standards, the percentage of students in the eighth
13    grade who pass Algebra, the percentage of students who
14    participated in workplace learning experiences, the
15    percentage of students enrolled in post-secondary
16    institutions (including colleges, universities, community
17    colleges, trade/vocational schools, and training programs
18    leading to career certification within 2 semesters of high
19    school graduation), the percentage of students graduating
20    from high school who are college and career ready, and the
21    percentage of graduates enrolled in community colleges,
22    colleges, and universities who are in one or more courses
23    that the community college, college, or university
24    identifies as a developmental course;
25        (D) student progress, including, where applicable, the
26    percentage of students in the ninth grade who have earned



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1    5 credits or more without failing more than one core
2    class, a measure of students entering kindergarten ready
3    to learn, a measure of growth, and the percentage of
4    students who enter high school on track for college and
5    career readiness;
6        (E) the school environment, including, where
7    applicable, high school dropout rate by grade level, the
8    percentage of students with less than 10 absences in a
9    school year, the percentage of teachers with less than 10
10    absences in a school year for reasons other than
11    professional development, leaves taken pursuant to the
12    federal Family Medical Leave Act of 1993, long-term
13    disability, or parental leaves, the 3-year average of the
14    percentage of teachers returning to the school from the
15    previous year, the number of different principals at the
16    school in the last 6 years, the number of teachers who hold
17    a gifted education endorsement, the process and criteria
18    used by the district to determine whether a student is
19    eligible for participation in a gifted education program
20    or advanced academic program and the manner in which
21    parents and guardians are made aware of the process and
22    criteria, the number of teachers who are National Board
23    Certified Teachers, disaggregated by race and ethnicity, 2
24    or more indicators from any school climate survey selected
25    or approved by the State and administered pursuant to
26    Section 2-3.153 of this Code, with the same or similar



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1    indicators included on school report cards for all surveys
2    selected or approved by the State pursuant to Section
3    2-3.153 of this Code, the combined percentage of teachers
4    rated as proficient or excellent in their most recent
5    evaluation, and, beginning with the 2022-2023 school year,
6    data on the number of incidents of violence that occurred
7    on school grounds or during school-related activities and
8    that resulted in an out-of-school suspension, expulsion,
9    or removal to an alternative setting, as reported pursuant
10    to Section 2-3.162;
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        (G) the total and per pupil normal cost amount the
15    State contributed to the Teachers' Retirement System of
16    the State of Illinois in the prior fiscal year for the
17    school's employees, which shall be reported to the State
18    Board of Education by the Teachers' Retirement System of
19    the State of Illinois;
20        (H) for a school district organized under Article 34
21    of this Code only, State contributions to the Public
22    School Teachers' Pension and Retirement Fund of Chicago
23    and State contributions for health care for employees of
24    that school district;
25        (I) a school district's Final Percent of Adequacy, as
26    defined in paragraph (4) of subsection (f) of Section



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



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1    As used in this subsection (2):
2    "Accelerated placement" has the meaning ascribed to that
3term in Section 14A-17 of this Code.
4    "Administrative costs" means costs associated with
5executive, administrative, or managerial functions within the
6school district that involve planning, organizing, managing,
7or directing the school district.
8    "Advanced academic program" means a course of study,
9including, but not limited to, accelerated placement, advanced
10placement coursework, International Baccalaureate coursework,
11dual credit, or any course designated as enriched or honors,
12that a student is enrolled in to which students are assigned
13based on advanced cognitive ability or advanced academic
14achievement compared to local age peers and in which the
15curriculum is substantially differentiated from the general
16curriculum to provide appropriate challenge and pace.
17    "Computer science" means the study of computers and
18algorithms, including their principles, their hardware and
19software designs, their implementation, and their impact on
20society. "Computer science" does not include the study of
21everyday uses of computers and computer applications, such as
22keyboarding or accessing the Internet.
23    "Gifted education" means educational services, including
24differentiated curricula and instructional methods, designed
25to meet the needs of gifted children as defined in Article 14A
26of this Code.



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1    For the purposes of paragraph (A) of this subsection (2),
2"average daily attendance" means the average of the actual
3number of attendance days during the previous school year for
4any enrolled student who is subject to compulsory attendance
5by Section 26-1 of this Code at each school and charter school.
6    (3) At the discretion of the State Superintendent, the
7school district report card shall include a subset of the
8information identified in paragraphs (A) through (E) of
9subsection (2) of this Section, as well as information
10relating to the operating expense per pupil and other finances
11of the school district, and the State report card shall
12include a subset of the information identified in paragraphs
13(A) through (E) and paragraph (N) of subsection (2) of this
14Section. The school district report card shall include the
15average daily attendance, as that term is defined in
16subsection (2) of this Section, of students who have
17individualized education programs and students who have 504
18plans that provide for special education services within the
19school district.
20    (4) Notwithstanding anything to the contrary in this
21Section, in consultation with key education stakeholders, the
22State Superintendent shall at any time have the discretion to
23amend or update any and all metrics on the school, district, or
24State report card.
25    (5) Annually, no more than 30 calendar days after receipt
26of the school district and school report cards from the State



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1Superintendent of Education, each school district, including
2special charter districts and districts subject to the
3provisions of Article 34, shall present such report cards at a
4regular school board meeting subject to applicable notice
5requirements, post the report cards on the school district's
6Internet web site, if the district maintains an Internet web
7site, make the report cards available to a newspaper of
8general circulation serving the district, and, upon request,
9send the report cards home to a parent (unless the district
10does not maintain an Internet web site, in which case the
11report card shall be sent home to parents without request). If
12the district posts the report card on its Internet web site,
13the district shall send a written notice home to parents
14stating (i) that the report card is available on the web site,
15(ii) the address of the web site, (iii) that a printed copy of
16the report card will be sent to parents upon request, and (iv)
17the telephone number that parents may call to request a
18printed copy of the report card.
19    (6) Nothing contained in Public Act 98-648 repeals,
20supersedes, invalidates, or nullifies final decisions in
21lawsuits pending on July 1, 2014 (the effective date of Public
22Act 98-648) in Illinois courts involving the interpretation of
23Public Act 97-8.
24(Source: P.A. 101-68, eff. 1-1-20; 101-81, eff. 7-12-19;
25101-654, eff. 3-8-21; 102-16, eff. 6-17-21; 102-294, eff.
261-1-22; 102-539, eff. 8-20-21; 102-558, eff. 8-20-21; 102-594,



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1eff. 7-1-22; 102-813, eff. 5-13-22.)
2    (105 ILCS 5/14A-17)
3    Sec. 14A-17. Accelerated placement; advanced academic
4program. For purposes of this Article, "accelerated placement"
5means the placement of a child in an educational setting with
6curriculum that is usually reserved for children who are older
7or in higher grades than the child. "Accelerated placement"
8under this Article or other school district-adopted policies
9shall include, but need not be limited to, the following types
10of acceleration: early entrance to kindergarten or first
11grade, accelerating a child in a single subject, and grade
13    "Advanced academic program" means a course of study,
14including, but not limited to, accelerated placement, advanced
15placement coursework, International Baccalaureate coursework,
16dual credit, or any course designated as enriched or honors,
17that a student is enrolled in based on the student's advanced
18cognitive ability or advanced academic achievement compared to
19local age peers and in which the curriculum is substantially
20differentiated from the general curriculum to provide
21appropriate challenge and pace.
22(Source: P.A. 100-421, eff. 7-1-18.)
23    (105 ILCS 5/14A-32)
24    Sec. 14A-32. Accelerated placement; school district



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2    (a) Each school district shall have a policy that allows
3for accelerated placement that includes or incorporates by
4reference the following components:
5        (1) a provision that provides that participation in
6    accelerated placement is not limited to those children who
7    have been identified as gifted and talented, but rather is
8    open to all children who demonstrate high ability and who
9    may benefit from accelerated placement;
10        (2) a fair and equitable decision-making process that
11    involves multiple persons and includes a student's parents
12    or guardians;
13        (3) procedures for notifying parents or guardians of a
14    child of a decision affecting that child's participation
15    in an accelerated placement program; and
16        (4) an assessment process that includes multiple
17    valid, reliable indicators.
18    (a-5) By no later than the beginning of the 2023-2024
19school year, a school district's accelerated placement policy
20shall allow for the automatic enrollment, in the following
21school term, of a student into the next most rigorous level of
22advanced coursework offered by the high school if the student
23meets or exceeds State standards in English language arts,
24mathematics, or science on a State assessment administered
25under Section 2-3.64a-5 as follows:
26        (1) A student who meets or exceeds State standards in



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1    English language arts shall be automatically enrolled into
2    the next most rigorous level of advanced coursework in
3    English, social studies, humanities, or related subjects.
4        (2) A student who meets or exceeds State standards in
5    mathematics shall be automatically enrolled into the next
6    most rigorous level of advanced coursework in mathematics.
7        (3) A student who meets or exceeds State standards in
8    science shall be automatically enrolled into the next most
9    rigorous level of advanced coursework in science.
10    For a student entering grade 12, the next most rigorous
11level of advanced coursework in English language arts or
12mathematics shall be a dual credit course, as defined in the
13Dual Credit Quality Act, an Advanced Placement course, as
14defined in Section 10 of the College and Career Success for All
15Students Act, or an International Baccalaureate course;
16otherwise, the next most rigorous level of advanced coursework
17under this subsection (a-5) may include a dual credit course,
18as defined in the Dual Credit Quality Act, an Advanced
19Placement course, as defined in Section 10 of the College and
20Career Success for All Students Act, an International
21Baccalaureate course, an honors class, an enrichment
22opportunity, a gifted program, or another program offered by
23the district.
24    A school district may use the student's most recent State
25assessment results to determine whether a student meets or
26exceeds State standards. For a student entering grade 9,



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1results from the State assessment taken in grades 6 through 8
2may be used. For other high school grades, the results from a
3locally selected, nationally normed assessment may be used
4instead of the State assessment if those results are the most
6    A school district must provide the parent or guardian of a
7student eligible for automatic enrollment under this
8subsection (a-5) with the option to instead have the student
9enroll in alternative coursework that better aligns with the
10student's postsecondary education or career goals.
11    Nothing in this subsection (a-5) may be interpreted to
12preclude other students from enrolling in advanced coursework
13per the policy of a school district.
14    (b) Further, a school district's accelerated placement
15policy may include or incorporate by reference, but need not
16be limited to, the following components:
17        (1) procedures for annually informing the community
18    at-large, including parents or guardians, community-based
19    organizations, and providers of out-of-school programs,
20    about the accelerated placement program and the methods
21    used for the identification of children eligible for
22    accelerated placement, including strategies to reach
23    groups of students and families who have been historically
24    underrepresented in accelerated placement programs and
25    advanced coursework;
26        (2) a process for referral that allows for multiple



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1    referrers, including a child's parents or guardians; other
2    referrers may include licensed education professionals,
3    the child, with the written consent of a parent or
4    guardian, a peer, through a licensed education
5    professional who has knowledge of the referred child's
6    abilities, or, in case of possible early entrance, a
7    preschool educator, pediatrician, or psychologist who
8    knows the child;
9        (3) a provision that provides that children
10    participating in an accelerated placement program and
11    their parents or guardians will be provided a written plan
12    detailing the type of acceleration the child will receive
13    and strategies to support the child;
14        (4) procedures to provide support and promote success
15    for students who are newly enrolled in an accelerated
16    placement program; and
17        (5) a process for the school district to review and
18    utilize disaggregated data on participation in an
19    accelerated placement program to address gaps among
20    demographic groups in accelerated placement opportunities;
21    and .
22        (6) procedures to promote equity, which may
23    incorporate one or more of the following evidence-based
24    practices:
25            (A) the use of multiple tools to assess
26        exceptional potential and provide several pathways



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1        into advanced academic programs when assessing student
2        need for advanced academic or accelerated programming;
3            (B) providing enrichment opportunities starting in
4        the early grades to address achievement gaps that
5        occur at school entry and provide students with
6        opportunities to demonstrate their advanced potential;
7            (C) the use of universal screening combined with
8        local school-based norms for placement in accelerated
9        and advanced learning programs;
10            (D) developing a continuum of services to identify
11        and develop talent in all learners ranging from
12        enriched learning experiences, such as problem-based
13        learning, performance tasks, critical thinking, and
14        career exploration, to accelerated placement and
15        advanced academic programming; and
16            (E) providing professional learning in gifted
17        education for teachers and other appropriate school
18        personnel to appropriately identify and challenge
19        students from diverse cultures and backgrounds who may
20        benefit from accelerated placement or advanced
21        academic programming.
22    (c) The State Board of Education shall adopt rules to
23determine data to be collected and disaggregated by
24demographic group regarding accelerated placement, including
25the rates of students who participate in and successfully
26complete advanced coursework, and a method of making the



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1information available to the public.
2    (d) On or before November 1, 2022, following a review of
3disaggregated data on the participation and successful
4completion rates of students enrolled in an accelerated
5placement program, each school district shall develop a plan
6to expand access to its accelerated placement program and to
7ensure the teaching capacity necessary to meet the increased
9(Source: P.A. 101-654, eff. 3-8-21; 102-209, eff. 11-30-21
10(See Section 5 of P.A. 102-671 for effective date of P.A.
12    Section 99. Effective date. This Act takes effect upon
13becoming law.