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


Sen. Mary Edly-Allen

Filed: 3/24/2023





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2    AMENDMENT NO. ______. Amend Senate Bill 2337 by replacing
3everything after the enacting clause with the following:
4    "Section 5. The School Code is amended by changing
5Sections 10-17a, 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.



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1Because of the impacts of the COVID-19 public health emergency
2during school year 2020-2021, the State Board of Education
3shall have until December 31, 2021 to prepare and provide the
4report cards that would otherwise be due by October 31, 2021.
5During a school year in which the Governor has declared a
6disaster due to a public health emergency pursuant to Section
77 of the Illinois Emergency Management Agency Act, the report
8cards for the school districts and each of its schools shall be
9prepared by December 31.
10    (2) In addition to any information required by federal
11law, the State Superintendent shall determine the indicators
12and presentation of the school report card, which must
13include, at a minimum, the most current data collected and
14maintained by the State Board of Education related to the
16        (A) school characteristics and student demographics,
17    including average class size, average teaching experience,
18    student racial/ethnic breakdown, and the percentage of
19    students classified as low-income; the percentage of
20    students classified as English learners, the number of
21    students who graduate from a bilingual or English learner
22    program, and the number of students who graduate from,
23    transfer from, or otherwise leave bilingual programs; the
24    percentage of students who have individualized education
25    plans or 504 plans that provide for special education
26    services; the number and the percentage of all students in



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1    grades kindergarten through 8, disaggregated by the
2    students demographics described in this paragraph (A), in
3    each of the following categories: (i) those who have been
4    assessed for placement in a gifted education program or
5    accelerated placement, (ii) those who have enrolled in a
6    gifted education program or in accelerated placement, and
7    (iii) for each of categories (i) and (ii), those who
8    received direct instruction from a teacher who holds a
9    gifted education endorsement; the number and the
10    percentage of all students in grades 9 through 12,
11    disaggregated by the student demographics described in
12    this paragraph (A), who have been enrolled in an advanced
13    academic program; the number and percentage of all
14    students who have been assessed for placement in a gifted
15    education or advanced academic program and, of those
16    students: (i) the racial and ethnic breakdown, (ii) the
17    percentage who are classified as low-income, and (iii) the
18    number and percentage of students who received direct
19    instruction from a teacher who holds a gifted education
20    endorsement and, of those students, the percentage who are
21    classified as low-income; the percentage of students
22    scoring at the "exceeds expectations" level on the
23    assessments required under Section 2-3.64a-5 of this Code;
24    the percentage of students who annually transferred in or
25    out of the school district; average daily attendance; the
26    per-pupil operating expenditure of the school district;



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1    and the per-pupil State average operating expenditure for
2    the district type (elementary, high school, or unit);
3        (B) curriculum information, including, where
4    applicable, Advanced Placement, International
5    Baccalaureate or equivalent courses, dual credit
6    enrollment courses, foreign language classes, computer
7    science courses, school personnel resources (including
8    Career Technical Education teachers), before and after
9    school programs, extracurricular activities, subjects in
10    which elective classes are offered, health and wellness
11    initiatives (including the average number of days of
12    Physical Education per week per student), approved
13    programs of study, awards received, community
14    partnerships, and special programs such as programming for
15    the gifted and talented, students with disabilities, and
16    work-study students;
17        (C) student outcomes, including, where applicable, the
18    percentage of students deemed proficient on assessments of
19    State standards, the percentage of students in the eighth
20    grade who pass Algebra, the percentage of students who
21    participated in workplace learning experiences, the
22    percentage of students enrolled in post-secondary
23    institutions (including colleges, universities, community
24    colleges, trade/vocational schools, and training programs
25    leading to career certification within 2 semesters of high
26    school graduation), the percentage of students graduating



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1    from high school who are college and career ready, and the
2    percentage of graduates enrolled in community colleges,
3    colleges, and universities who are in one or more courses
4    that the community college, college, or university
5    identifies as a developmental course;
6        (D) student progress, including, where applicable, the
7    percentage of students in the ninth grade who have earned
8    5 credits or more without failing more than one core
9    class, a measure of students entering kindergarten ready
10    to learn, a measure of growth, and the percentage of
11    students who enter high school on track for college and
12    career readiness;
13        (E) the school environment, including, where
14    applicable, high school dropout rate by grade level, the
15    percentage of students with less than 10 absences in a
16    school year, the percentage of teachers with less than 10
17    absences in a school year for reasons other than
18    professional development, leaves taken pursuant to the
19    federal Family Medical Leave Act of 1993, long-term
20    disability, or parental leaves, the 3-year average of the
21    percentage of teachers returning to the school from the
22    previous year, the number of different principals at the
23    school in the last 6 years, the number of teachers who hold
24    a gifted education endorsement, the process and criteria
25    used by the district to determine whether a student is
26    eligible for participation in a gifted education program



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1    or advanced academic program and the manner in which
2    parents and guardians are made aware of the process and
3    criteria, the number of teachers who are National Board
4    Certified Teachers, disaggregated by race and ethnicity, 2
5    or more indicators from any school climate survey selected
6    or approved by the State and administered pursuant to
7    Section 2-3.153 of this Code, with the same or similar
8    indicators included on school report cards for all surveys
9    selected or approved by the State pursuant to Section
10    2-3.153 of this Code, the combined percentage of teachers
11    rated as proficient or excellent in their most recent
12    evaluation, and, beginning with the 2022-2023 school year,
13    data on the number of incidents of violence that occurred
14    on school grounds or during school-related activities and
15    that resulted in an out-of-school suspension, expulsion,
16    or removal to an alternative setting, as reported pursuant
17    to Section 2-3.162;
18        (F) a school district's and its individual schools'
19    balanced accountability measure, in accordance with
20    Section 2-3.25a of this Code;
21        (G) the total and per pupil normal cost amount the
22    State contributed to the Teachers' Retirement System of
23    the State of Illinois in the prior fiscal year for the
24    school's employees, which shall be reported to the State
25    Board of Education by the Teachers' Retirement System of
26    the State of Illinois;



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1        (H) for a school district organized under Article 34
2    of this Code only, State contributions to the Public
3    School Teachers' Pension and Retirement Fund of Chicago
4    and State contributions for health care for employees of
5    that school district;
6        (I) a school district's Final Percent of Adequacy, as
7    defined in paragraph (4) of subsection (f) of Section
8    18-8.15 of this Code;
9        (J) a school district's Local Capacity Target, as
10    defined in paragraph (2) of subsection (c) of Section
11    18-8.15 of this Code, displayed as a percentage amount;
12        (K) a school district's Real Receipts, as defined in
13    paragraph (1) of subsection (d) of Section 18-8.15 of this
14    Code, divided by a school district's Adequacy Target, as
15    defined in paragraph (1) of subsection (b) of Section
16    18-8.15 of this Code, displayed as a percentage amount;
17        (L) a school district's administrative costs;
18        (M) whether or not the school has participated in the
19    Illinois Youth Survey. In this paragraph (M), "Illinois
20    Youth Survey" means a self-report survey, administered in
21    school settings every 2 years, designed to gather
22    information about health and social indicators, including
23    substance abuse patterns and the attitudes of students in
24    grades 8, 10, and 12; and
25        (N) whether the school offered its students career and
26    technical education opportunities.



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1    The school report card shall also provide information that
2allows for comparing the current outcome, progress, and
3environment data to the State average, to the school data from
4the past 5 years, and to the outcomes, progress, and
5environment of similar schools based on the type of school and
6enrollment of low-income students, special education students,
7and English learners.
8    As used in this subsection (2):
9    "Accelerated placement" has the meaning ascribed to that
10term in Section 14A-17 of this Code.
11    "Administrative costs" means costs associated with
12executive, administrative, or managerial functions within the
13school district that involve planning, organizing, managing,
14or directing the school district.
15    "Advanced academic program" means a course of study,
16including, but not limited to, accelerated placement, advanced
17placement coursework, International Baccalaureate coursework,
18dual credit, or any course designated as enriched or honors,
19that a student is enrolled in to which students are assigned
20based on advanced cognitive ability or advanced academic
21achievement compared to local age peers and in which the
22curriculum is substantially differentiated from the general
23curriculum to provide appropriate challenge and pace.
24    "Computer science" means the study of computers and
25algorithms, including their principles, their hardware and
26software designs, their implementation, and their impact on



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1society. "Computer science" does not include the study of
2everyday uses of computers and computer applications, such as
3keyboarding or accessing the Internet.
4    "Gifted education" means educational services, including
5differentiated curricula and instructional methods, designed
6to meet the needs of gifted children as defined in Article 14A
7of this Code.
8    For the purposes of paragraph (A) of this subsection (2),
9"average daily attendance" means the average of the actual
10number of attendance days during the previous school year for
11any enrolled student who is subject to compulsory attendance
12by Section 26-1 of this Code at each school and charter school.
13    (3) At the discretion of the State Superintendent, the
14school district report card shall include a subset of the
15information identified in paragraphs (A) through (E) of
16subsection (2) of this Section, as well as information
17relating to the operating expense per pupil and other finances
18of the school district, and the State report card shall
19include a subset of the information identified in paragraphs
20(A) through (E) and paragraph (N) of subsection (2) of this
21Section. The school district report card shall include the
22average daily attendance, as that term is defined in
23subsection (2) of this Section, of students who have
24individualized education programs and students who have 504
25plans that provide for special education services within the
26school district.



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1    (4) Notwithstanding anything to the contrary in this
2Section, in consultation with key education stakeholders, the
3State Superintendent shall at any time have the discretion to
4amend or update any and all metrics on the school, district, or
5State report card.
6    (5) Annually, no more than 30 calendar days after receipt
7of the school district and school report cards from the State
8Superintendent of Education, each school district, including
9special charter districts and districts subject to the
10provisions of Article 34, shall present such report cards at a
11regular school board meeting subject to applicable notice
12requirements, post the report cards on the school district's
13Internet web site, if the district maintains an Internet web
14site, make the report cards available to a newspaper of
15general circulation serving the district, and, upon request,
16send the report cards home to a parent (unless the district
17does not maintain an Internet web site, in which case the
18report card shall be sent home to parents without request). If
19the district posts the report card on its Internet web site,
20the district shall send a written notice home to parents
21stating (i) that the report card is available on the web site,
22(ii) the address of the web site, (iii) that a printed copy of
23the report card will be sent to parents upon request, and (iv)
24the telephone number that parents may call to request a
25printed copy of the report card.
26    (6) Nothing contained in Public Act 98-648 repeals,



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1supersedes, invalidates, or nullifies final decisions in
2lawsuits pending on July 1, 2014 (the effective date of Public
3Act 98-648) in Illinois courts involving the interpretation of
4Public Act 97-8.
5(Source: P.A. 101-68, eff. 1-1-20; 101-81, eff. 7-12-19;
6101-654, eff. 3-8-21; 102-16, eff. 6-17-21; 102-294, eff.
71-1-22; 102-539, eff. 8-20-21; 102-558, eff. 8-20-21; 102-594,
8eff. 7-1-22; 102-813, eff. 5-13-22.)
9    (105 ILCS 5/14A-17)
10    Sec. 14A-17. Accelerated placement; advanced academic
11program. For purposes of this Article, "accelerated placement"
12means the placement of a child in an educational setting with
13curriculum that is usually reserved for children who are older
14or in higher grades than the child. "Accelerated placement"
15under this Article or other school district-adopted policies
16shall include, but need not be limited to, the following types
17of acceleration: early entrance to kindergarten or first
18grade, accelerating a child in a single subject, and grade
20    "Advanced academic program" means a course of study,
21including, but not limited to, accelerated placement, advanced
22placement coursework, International Baccalaureate coursework,
23dual credit, or any course designated as enriched or honors,
24that a student is enrolled in based on the student's advanced
25cognitive ability or advanced academic achievement compared to



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1local age peers and in which the curriculum is substantially
2differentiated from the general curriculum to provide
3appropriate challenge and pace.
4(Source: P.A. 100-421, eff. 7-1-18.)
5    (105 ILCS 5/14A-32)
6    Sec. 14A-32. Accelerated placement; school district
8    (a) Each school district shall have a policy that allows
9for accelerated placement that includes or incorporates by
10reference the following components:
11        (1) a provision that provides that participation in
12    accelerated placement is not limited to those children who
13    have been identified as gifted and talented, but rather is
14    open to all children who demonstrate high ability and who
15    may benefit from accelerated placement;
16        (2) a fair and equitable decision-making process that
17    involves multiple persons and includes a student's parents
18    or guardians;
19        (3) procedures for notifying parents or guardians of a
20    child of a decision affecting that child's participation
21    in an accelerated placement program; and
22        (4) an assessment process that includes multiple
23    valid, reliable indicators.
24    (a-5) By no later than the beginning of the 2023-2024
25school year, a school district's accelerated placement policy



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1shall allow for the automatic enrollment, in the following
2school term, of a student into the next most rigorous level of
3advanced coursework offered by the high school if the student
4meets or exceeds State standards in English language arts,
5mathematics, or science on a State assessment administered
6under Section 2-3.64a-5 as follows:
7        (1) A student who meets or exceeds State standards in
8    English language arts shall be automatically enrolled into
9    the next most rigorous level of advanced coursework in
10    English, social studies, humanities, or related subjects.
11        (2) A student who meets or exceeds State standards in
12    mathematics shall be automatically enrolled into the next
13    most rigorous level of advanced coursework in mathematics.
14        (3) A student who meets or exceeds State standards in
15    science shall be automatically enrolled into the next most
16    rigorous level of advanced coursework in science.
17    For a student entering grade 12, the next most rigorous
18level of advanced coursework in English language arts or
19mathematics shall be a dual credit course, as defined in the
20Dual Credit Quality Act, an Advanced Placement course, as
21defined in Section 10 of the College and Career Success for All
22Students Act, or an International Baccalaureate course;
23otherwise, the next most rigorous level of advanced coursework
24under this subsection (a-5) may include a dual credit course,
25as defined in the Dual Credit Quality Act, an Advanced
26Placement course, as defined in Section 10 of the College and



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1Career Success for All Students Act, an International
2Baccalaureate course, an honors class, an enrichment
3opportunity, a gifted program, or another program offered by
4the district.
5    A school district may use the student's most recent State
6assessment results to determine whether a student meets or
7exceeds State standards. For a student entering grade 9,
8results from the State assessment taken in grades 6 through 8
9may be used. For other high school grades, the results from a
10locally selected, nationally normed assessment may be used
11instead of the State assessment if those results are the most
13    A school district must provide the parent or guardian of a
14student eligible for automatic enrollment under this
15subsection (a-5) with the option to instead have the student
16enroll in alternative coursework that better aligns with the
17student's postsecondary education or career goals.
18    Nothing in this subsection (a-5) may be interpreted to
19preclude other students from enrolling in advanced coursework
20per the policy of a school district.
21    (b) Further, a school district's accelerated placement
22policy may include or incorporate by reference, but need not
23be limited to, the following components:
24        (1) procedures for annually informing the community
25    at-large, including parents or guardians, community-based
26    organizations, and providers of out-of-school programs,



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1    about the accelerated placement program and the methods
2    used for the identification of children eligible for
3    accelerated placement, including strategies to reach
4    groups of students and families who have been historically
5    underrepresented in accelerated placement programs and
6    advanced coursework;
7        (2) a process for referral that allows for multiple
8    referrers, including a child's parents or guardians; other
9    referrers may include licensed education professionals,
10    the child, with the written consent of a parent or
11    guardian, a peer, through a licensed education
12    professional who has knowledge of the referred child's
13    abilities, or, in case of possible early entrance, a
14    preschool educator, pediatrician, or psychologist who
15    knows the child;
16        (3) a provision that provides that children
17    participating in an accelerated placement program and
18    their parents or guardians will be provided a written plan
19    detailing the type of acceleration the child will receive
20    and strategies to support the child;
21        (4) procedures to provide support and promote success
22    for students who are newly enrolled in an accelerated
23    placement program; and
24        (5) a process for the school district to review and
25    utilize disaggregated data on participation in an
26    accelerated placement program to address gaps among



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1    demographic groups in accelerated placement opportunities;
2    and .
3        (6) procedures to promote equity, which may
4    incorporate one or more of the following evidence-based
5    practices:
6            (A) the use of multiple tools to assess
7        exceptional potential and provide several pathways
8        into advanced academic programs when assessing student
9        need for advanced academic or accelerated programming;
10            (B) providing enrichment opportunities starting in
11        the early grades to address achievement gaps that
12        occur at school entry and provide students with
13        opportunities to demonstrate their advanced potential;
14            (C) the use of universal screening combined with
15        local school-based norms for placement in accelerated
16        and advanced learning programs;
17            (D) developing a continuum of services to identify
18        and develop talent in all learners ranging from
19        enriched learning experiences, such as problem-based
20        learning, performance tasks, critical thinking, and
21        career exploration, to accelerated placement and
22        advanced academic programming; and
23            (E) providing professional learning in gifted
24        education for teachers and other appropriate school
25        personnel to appropriately identify and challenge
26        students from diverse cultures and backgrounds who may



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1        benefit from accelerated placement or advanced
2        academic programming.
3    (c) The State Board of Education shall adopt rules to
4determine data to be collected and disaggregated by
5demographic group regarding accelerated placement, including
6the rates of students who participate in and successfully
7complete advanced coursework, and a method of making the
8information available to the public.
9    (d) On or before November 1, 2022, following a review of
10disaggregated data on the participation and successful
11completion rates of students enrolled in an accelerated
12placement program, each school district shall develop a plan
13to expand access to its accelerated placement program and to
14ensure the teaching capacity necessary to meet the increased
16(Source: P.A. 101-654, eff. 3-8-21; 102-209, eff. 11-30-21
17(See Section 5 of P.A. 102-671 for effective date of P.A.
19    Section 99. Effective date. This Act takes effect upon
20becoming law.".