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Illinois Compiled Statutes

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

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


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105 ILCS 5/2-3.176

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

105 ILCS 5/2-3.177

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

105 ILCS 5/2-3.178

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

105 ILCS 5/2-3.183

    (105 ILCS 5/2-3.183)
    Sec. 2-3.183. Review of university admission coursework.
    (a) The State Board of Education shall make the review compiled under Section 9.40 of the Board of Higher Education Act available to the public on its Internet website.
    (b) To ensure that every public high school student understands the course expectations for admission into a public university in this State, a school district must make available to students in grades 8 through 12 and their parents or guardians the review compiled under Section 9.40 of the Board of Higher Education Act before the student's course schedule is finalized for the student's particular grade level.
    (c) To ensure that a public high school student is not excluded from enrolling in a public university in this State because of a lack of access to required or recommended coursework, beginning with the 2022-2023 school year and each school year thereafter, every public high school must provide access to each course identified in the review compiled under Section 9.40 of the Board of Higher Education Act to any of its students who request to enroll in the course. If the public high school is unable to offer the course through the school district, the public high school must find an alternative way to offer the course to the student, which may include partnering with another school district, a community college district, an institution of higher education, or some other course provider. No student shall be excluded from participation in a course identified in the review due to financial reasons. Any course offered pursuant to this Section as a dual credit course shall be developed and offered in accordance with the Dual Credit Quality Act.
(Source: P.A. 101-654, eff. 3-8-21.)

105 ILCS 5/2-3.185

    (105 ILCS 5/2-3.185)
    Sec. 2-3.185. Computer science standards and courses. On or before December 1, 2021, the State Board of Education shall:
        (1) develop or adopt rigorous learning standards in
    
the area of computer science; and
        (2) analyze and revise, if appropriate, existing
    
course titles dedicated to computer science or develop a short list of existing course titles that are recommended for computer science courses.
(Source: P.A. 101-654, eff. 3-8-21.)

105 ILCS 5/2-3.186

    (105 ILCS 5/2-3.186)
    (Text of Section before amendment by P.A. 102-209)
    Sec. 2-3.186. Freedom Schools; grant program.
    (a) The General Assembly recognizes and values the contributions that Freedom Schools make to enhance the lives of Black students. The General Assembly makes all of the following findings:
        (1) The fundamental goal of the Freedom Schools of
    
the 1960s was to provide quality education for all students, to motivate active civic engagement, and to empower disenfranchised communities. The renowned and progressive curriculum of Freedom Schools allowed students of all ages to experience a new and liberating form of education that directly related to the imperatives of their lives, their communities, and the Freedom Movement.
        (2) Freedom Schools continue to demonstrate the
    
proven benefits of critical civic engagement and intergenerational effects by providing historically disadvantaged students, including African American students and other students of color, with quality instruction that fosters student confidence, critical thinking, and social and emotional development.
        (3) Freedom Schools offer culturally relevant
    
learning opportunities with the academic and social supports that Black children need by utilizing quality teaching, challenging and engaging curricula, wrap-around supports, a positive school climate, and strong ties to family and community. Freedom Schools have a clear focus on results.
        (4) Public schools serve a foundational role in the
    
education of over 2,000,000 students in this State.
    (b) The State Board of Education shall establish a Freedom School network to supplement the learning taking place in public schools by creating a 6-week summer program with an organization with a mission to improve the odds for children in poverty that operates Freedom Schools in multiple states using a research-based and multicultural curriculum for disenfranchised communities most affected by the opportunity gap and learning loss caused by the pandemic, and by expanding the teaching of African American history, developing leadership skills, and providing an understanding of the tenets of the civil rights movement. The teachers in Freedom Schools must be from the local community, with an emphasis on historically disadvantaged youth, including African American students and other students of color, so that (i) these individuals have access to summer jobs and teaching experiences that serve as a long-term pipeline to educational careers and the hiring of minority educators in public schools, (ii) these individuals are elevated as content experts and community leaders, and (iii) Freedom School students have access to both mentorship and equitable educational resources.
    (c) A Freedom School shall intentionally and imaginatively implement strategies that focus on all of the following:
        (1) Racial justice and equity.
        (2) Transparency and building trusting
    
relationships.
        (3) Self-determination and governance.
        (4) Building on community strengths and community
    
wisdom.
        (5) Utilizing current data, best practices, and
    
evidence.
        (6) Shared leadership and collaboration.
        (7) A reflective learning culture.
        (8) A whole-child approach to education.
        (9) Literacy.
    (d) The State Board of Education, in the establishment of Freedom Schools, shall strive for authentic parent and community engagement during the development of Freedom Schools and their curriculum. Authentic parent and community engagement includes all of the following:
        (1) A shared responsibility that values equal
    
partnerships between families and professionals.
        (2) Ensuring that students and families who are
    
directly impacted by Freedom School policies and practices are the decision-makers in the creation, design, implementation, and assessment of those policies and practices.
        (3) Genuine respect for the culture and diversity
    
of families.
        (4) Relationships that center around the goal of
    
supporting family well-being and children's development and learning.
    (e) Subject to appropriation, the State Board of Education shall establish and implement a grant program to provide grants to public schools, public community colleges, and not-for-profit, community-based organizations to facilitate improved educational outcomes for Black students in grades pre-kindergarten through 12 in alignment with the integrity and practices of the Freedom School model established during the civil rights movement. Grant recipients under the program may include, but are not limited to, entities that work with the Children's Defense Fund or offer established programs with proven results and outcomes. The State Board of Education shall award grants to eligible entities that demonstrate a likelihood of reasonable success in achieving the goals identified in the grant application, including, but not limited to, all of the following:
        (1) Engaging, culturally relevant, and challenging
    
curricula.
        (2) High-quality teaching.
        (3) Wrap-around supports and opportunities.
        (4) Positive discipline practices, such as
    
restorative justice.
        (5) Inclusive leadership.
    (f) The Freedom Schools Fund is created as a special fund in the State treasury. The Fund shall consist of appropriations from the General Revenue Fund, grant funds from the federal government, and donations from educational and private foundations. All money in the Fund shall be used, subject to appropriation, by the State Board of Education for the purposes of this Section and to support related activities.
    (g) The State Board of Education may adopt any rules necessary to implement this Section.
(Source: P.A. 101-654, eff. 3-8-21.)
 
    (Text of Section after amendment by P.A. 102-209)
    Sec. 2-3.186. Freedom Schools; grant program.
    (a) The General Assembly recognizes and values the contributions that Freedom Schools make to enhance the lives of Black students. The General Assembly makes all of the following findings:
        (1) The fundamental goal of the Freedom Schools of
    
the 1960s was to provide quality education for all students, to motivate active civic engagement, and to empower disenfranchised communities. The renowned and progressive curriculum of Freedom Schools allowed students of all ages to experience a new and liberating form of education that directly related to the imperatives of their lives, their communities, and the Freedom Movement.
        (2) Freedom Schools continue to demonstrate the
    
proven benefits of critical civic engagement and intergenerational effects by providing historically disadvantaged students, including African American students and other students of color, with quality instruction that fosters student confidence, critical thinking, and social and emotional development.
        (3) Freedom Schools offer culturally relevant
    
learning opportunities with the academic and social supports that Black children need by utilizing quality teaching, challenging and engaging curricula, wrap-around supports, a positive school climate, and strong ties to family and community. Freedom Schools have a clear focus on results.
        (4) Public schools serve a foundational role in the
    
education of over 2,000,000 students in this State.
    (b) The State Board of Education shall establish a Freedom School network to supplement the learning taking place in public schools by creating a 6-week summer program with an organization with a mission to improve the odds for children in poverty that operates Freedom Schools in multiple states using a research-based and multicultural curriculum for disenfranchised communities most affected by the opportunity gap and learning loss caused by the pandemic, and by expanding the teaching of African American history, developing leadership skills, and providing an understanding of the tenets of the civil rights movement. The teachers in Freedom Schools must be from the local community, with an emphasis on historically disadvantaged youth, including African American students and other students of color, so that (i) these individuals have access to summer jobs and teaching experiences that serve as a long-term pipeline to educational careers and the hiring of minority educators in public schools, (ii) these individuals are elevated as content experts and community leaders, and (iii) Freedom School students have access to both mentorship and equitable educational resources.
    (c) A Freedom School shall intentionally and imaginatively implement strategies that focus on all of the following:
        (1) Racial justice and equity.
        (2) Transparency and building trusting
    
relationships.
        (3) Self-determination and governance.
        (4) Building on community strengths and community
    
wisdom.
        (5) Utilizing current data, best practices, and
    
evidence.
        (6) Shared leadership and collaboration.
        (7) A reflective learning culture.
        (8) A whole-child approach to education.
        (9) Literacy.
    (d) The State Board of Education, in the establishment of Freedom Schools, shall strive for authentic parent and community engagement during the development of Freedom Schools and their curriculum. Authentic parent and community engagement includes all of the following:
        (1) A shared responsibility that values equal
    
partnerships between families and professionals.
        (2) Ensuring that students and families who are
    
directly impacted by Freedom School policies and practices are the decision-makers in the creation, design, implementation, and assessment of those policies and practices.
        (3) Genuine respect for the culture and diversity
    
of families.
        (4) Relationships that center around the goal of
    
supporting family well-being and children's development and learning.
    (e) Subject to appropriation, the State Board of Education shall establish and implement a grant program to provide grants to public schools, public community colleges, and not-for-profit, community-based organizations to facilitate improved educational outcomes for historically disadvantaged students, including African American students and other students of color in grades pre-kindergarten through 12 in alignment with the integrity and practices of the Freedom School model established during the civil rights movement. Grant recipients under the program may include, but are not limited to, entities that work with the Children's Defense Fund or offer established programs with proven results and outcomes. The State Board of Education shall award grants to eligible entities that demonstrate a likelihood of reasonable success in achieving the goals identified in the grant application, including, but not limited to, all of the following:
        (1) Engaging, culturally relevant, and challenging
    
curricula.
        (2) High-quality teaching.
        (3) Wrap-around supports and opportunities.
        (4) Positive discipline practices, such as
    
restorative justice.
        (5) Inclusive leadership.
    (f) The Freedom Schools Fund is created as a special fund in the State treasury. The Fund shall consist of appropriations from the General Revenue Fund, grant funds from the federal government, and donations from educational and private foundations. All money in the Fund shall be used, subject to appropriation, by the State Board of Education for the purposes of this Section and to support related activities.
    (g) The State Board of Education may adopt any rules necessary to implement this Section.
(Source: P.A. 101-654, eff. 3-8-21; 102-209, eff. 1-1-22.)

105 ILCS 5/2-3.187

    (105 ILCS 5/2-3.187)
    (Text of Section before amendment by P.A. 102-209)
    (Section scheduled to be repealed on January 1, 2023)
    Sec. 2-3.187. Inclusive American History Commission.
    (a) The Inclusive American History Commission is created to provide assistance to the State Board of Education in revising its social science learning standards under subsection (a-5) of Section 2-3.25.
    (b) The State Board of Education shall convene the Inclusive American History Commission to do all of the following:
        (1) Review available resources for use in school
    
districts that reflect the racial and ethnic diversity of this State and country. The resources identified by the Commission may be posted on the State Board of Education's Internet website.
        (2) Provide guidance for each learning standard
    
developed for educators on how to ensure that instruction and content are not biased to value specific cultures, time periods, and experiences over other cultures, time periods, and experiences.
        (3) Develop guidance, tools, and support for
    
professional learning on how to locate and utilize resources for non-dominant cultural narratives and sources of historical information.
    (c) The Commission shall consist of all of the following members:
        (1) One Representative appointed by the Speaker of
    
the House of Representatives.
        (2) One Representative appointed by the Minority
    
Leader of the House of Representatives.
        (3) One Senator appointed by the President of the
    
Senate.
        (4) One Senator appointed by the Minority Leader of
    
the Senate.
        (5) Two members who are history scholars appointed by
    
the State Superintendent of Education.
        (6) Eight members who are teachers at schools in this
    
State recommended by professional teachers' organizations and appointed by the State Superintendent of Education.
        (7) One representative of the State Board of
    
Education appointed by the State Superintendent of Education who shall serve as chairperson.
        (8) One member who represents a statewide
    
organization that represents south suburban school districts appointed by the State Superintendent of Education.
        (9) One member who represents a west suburban school
    
district appointed by the State Superintendent of Education.
        (10) One member who represents a school district
    
organized under Article 34 appointed by the State Superintendent of Education.
        (11) One member who represents a statewide
    
organization that represents school librarians appointed by the State Superintendent of Education.
        (12) One member who represents a statewide
    
organization that represents principals appointed by the State Superintendent of Education.
        (13) One member who represents a statewide
    
organization that represents superintendents appointed by the State Superintendent of Education.
        (14) One member who represents a statewide
    
organization that represents school boards appointed by the State Superintendent of Education.
    Members appointed to the Commission must reflect the racial, ethnic, and geographic diversity of this State.
    (d) Members of the Commission shall serve without compensation but may be reimbursed for reasonable expenses from funds appropriated to the State Board of Education for that purpose, including travel, subject to the rules of the appropriate travel control board.
    (e) The State Board of Education shall provide administrative and other support to the Commission.
    (f) The Commission must submit a report about its work to the State Board of Education, the Governor, and the General Assembly on or before December 31, 2021. The Commission is dissolved upon the submission of its report.
    (g) This Section is repealed on January 1, 2023.
(Source: P.A. 101-654, eff. 3-8-21.)
 
    (Text of Section after amendment by P.A. 102-209)
    (Section scheduled to be repealed on January 1, 2023)
    Sec. 2-3.187. Inclusive American History Commission.
    (a) The Inclusive American History Commission is created to provide assistance to the State Board of Education in revising its social science learning standards under subsection (a-5) of Section 2-3.25.
    (b) The State Board of Education shall convene the Inclusive American History Commission to do all of the following:
        (1) Review available resources for use in school
    
districts that reflect the racial and ethnic diversity of this State and country. The resources identified by the Commission may be posted on the State Board of Education's Internet website.
        (2) Provide guidance for each learning standard
    
developed for educators on how to ensure that instruction and content are not biased to value specific cultures, time periods, and experiences over other cultures, time periods, and experiences.
        (3) Develop guidance, tools, and support for
    
professional learning on how to locate and utilize resources for non-dominant cultural narratives and sources of historical information.
    (c) The Commission shall consist of all of the following members:
        (1) One Representative appointed by the Speaker of
    
the House of Representatives.
        (2) One Representative appointed by the Minority
    
Leader of the House of Representatives.
        (3) One Senator appointed by the President of the
    
Senate.
        (4) One Senator appointed by the Minority Leader of
    
the Senate.
        (5) Two members who are history scholars appointed by
    
the State Superintendent of Education.
        (6) Eight members who are teachers at schools in this
    
State recommended by professional teachers' organizations and appointed by the State Superintendent of Education.
        (7) One representative of the State Board of
    
Education appointed by the State Superintendent of Education who shall serve as chairperson.
        (8) One member who represents an organization that
    
represents south suburban school districts appointed by the State Superintendent of Education.
        (9) One member who represents a west suburban school
    
district appointed by the State Superintendent of Education.
        (10) One member who represents a school district
    
organized under Article 34 appointed by the State Superintendent of Education.
        (11) One member who represents a statewide
    
organization that represents school librarians appointed by the State Superintendent of Education.
        (12) One member who represents a statewide
    
organization that represents principals appointed by the State Superintendent of Education.
        (13) One member who represents a statewide
    
organization that represents superintendents appointed by the State Superintendent of Education.
        (14) One member who represents a statewide
    
organization that represents school boards appointed by the State Superintendent of Education.
    Members appointed to the Commission must reflect the racial, ethnic, and geographic diversity of this State.
    (d) Members of the Commission shall serve without compensation but may be reimbursed for reasonable expenses from funds appropriated to the State Board of Education for that purpose, including travel, subject to the rules of the appropriate travel control board.
    (e) The State Board of Education shall provide administrative and other support to the Commission.
    (f) The Commission must submit a report about its work to the State Board of Education, the Governor, and the General Assembly on or before December 31, 2021. The Commission is dissolved upon the submission of its report.
    (g) This Section is repealed on January 1, 2023.
(Source: P.A. 101-654, eff. 3-8-21; 102-209, eff. 1-1-22.)

105 ILCS 5/Art. 3

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

105 ILCS 5/3-0.01

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

105 ILCS 5/3-1

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

105 ILCS 5/3-1.1

    (105 ILCS 5/3-1.1) (from Ch. 122, par. 3-1.1)
    Sec. 3-1.1. Eligible voters. Whenever a unit school district is located in more than one educational service region, a qualified elector residing in that unit school district but outside of the educational service region administered by the regional superintendent of schools having supervision and control over that unit school district shall be eligible to vote in any election held to elect the regional superintendent of schools of the educational service region that is administered by the regional superintendent of schools who has supervision and control over that unit school district, but the elector shall not also be eligible to vote in the election held to elect the regional superintendent of schools of the educational service region in which the elector resides.
    Not less than 100 days before each general primary election, the regional superintendent of schools shall certify to the State Board of Elections a list of each unit school district under his or her supervision and control and each county in which all or any part of each of those districts is located. The State Board of Elections shall certify each of those unit school districts and counties to the appropriate election authorities within 20 days after receiving the list certified by the regional superintendent of schools.
    The election authority in a single county educational service region whose regional superintendent of schools exercises supervision and control over a unit school district that is located in that single county educational service region and in one or more other educational service regions shall certify to the election authority of each of those other educational service regions in which the unit school district is located the candidates for the office of the regional superintendent of schools exercising supervision and control over that unit school district.
(Source: P.A. 87-328; 88-535.)

105 ILCS 5/3-2

    (105 ILCS 5/3-2) (from Ch. 122, par. 3-2)
    Sec. 3-2. Oath of office - Bond - Salary. Before entering upon his or her duties a regional superintendent of schools shall take and subscribe the oath prescribed by the Constitution and execute a bond payable to the People of the State of Illinois with 2 or more responsible persons having an interest in real estate as sureties (or, if the county is self-insured, the county through its self-insurance program may provide bonding), to be approved by the county board in a penalty of not less than $100,000, conditioned upon the faithful discharge of his or her duties and upon the delivery to his or her successor in office of all monies, books, papers and property in his or her custody as such regional superintendent of schools.
    This bond shall be filed in the office of the county clerk, and action upon it may be maintained by any corporate body interested, for the benefit of any township or fund injured by any breach of its condition.
    If any vacancy in the office of regional superintendent of schools occurs, such vacancy shall be filled in the manner provided by Section 3A-6.
    Regional Superintendents of Schools shall receive the salary provided by Section 3-2.5.
    On and after July 1, 1994, the provisions of this Section shall have no application in any educational service region having a population of 2,000,000 or more inhabitants.
(Source: P.A. 88-387; 89-233, eff. 1-1-96.)

105 ILCS 5/3-2.5

    (105 ILCS 5/3-2.5)
    Sec. 3-2.5. Salaries.
    (a) Except as otherwise provided in this Section, the regional superintendents of schools shall receive for their services an annual salary according to the population, as determined by the last preceding federal census, of the region they serve, as set out in the following schedule:
SALARIES OF REGIONAL SUPERINTENDENTS OF SCHOOLS
    POPULATION OF REGION           ANNUAL SALARY
    61,000 to 99,999              $78,000
    100,000 to 999,999            $81,500
    1,000,000 and over            $83,500
    The changes made by Public Act 86-98 in the annual salary that the regional superintendents of schools shall receive for their services shall apply to the annual salary received by the regional superintendents of schools during each of their elected terms of office that commence after July 26, 1989 and before the first Monday of August, 1995.
    The changes made by Public Act 89-225 in the annual salary that regional superintendents of schools shall receive for their services shall apply to the annual salary received by the regional superintendents of schools during their elected terms of office that commence after August 4, 1995 and end on August 1, 1999.
    The changes made by this amendatory Act of the 91st General Assembly in the annual salary that the regional superintendents of schools shall receive for their services shall apply to the annual salary received by the regional superintendents of schools during each of their elected terms of office that commence on or after August 2, 1999.
    Beginning July 1, 2000, the salary that the regional superintendent of schools receives for his or her services shall be adjusted annually to reflect the percentage increase, if any, in the most recent Consumer Price Index, as defined and officially reported by the United States Department of Labor, Bureau of Labor Statistics, except that no annual increment may exceed 2.9%. If the percentage of change in the Consumer Price Index is a percentage decrease, the salary that the regional superintendent of schools receives shall not be adjusted for that year.
    When regional superintendents are authorized by the School Code to appoint assistant regional superintendents, the assistant regional superintendent shall receive an annual salary based on his or her qualifications and computed as a percentage of the salary of the regional superintendent to whom he or she is assistant, as set out in the following schedule:
SALARIES OF ASSISTANT REGIONAL SUPERINTENDENTS
    QUALIFICATIONS OF             PERCENTAGE OF SALARY
    ASSISTANT REGIONAL            OF REGIONAL
    SUPERINTENDENT               SUPERINTENDENT
    Bachelor's degree plus
    State license valid
    for supervising.              75%    
    Master's degree plus
    State license valid
    for supervising.              90%    
    However, in any region in which the appointment of more than one assistant regional superintendent is authorized, whether by Section 3-15.10 of this Code or otherwise, not more than one assistant may be compensated at the 90% rate and any other assistant shall be paid at not exceeding the 75% rate, in each case depending on the qualifications of the assistant.
    The salaries provided in this Section plus an amount for other employment-related compensation or benefits for regional superintendents and assistant regional superintendents are payable monthly by the State Board of Education out of the Personal Property Tax Replacement Fund through a specific appropriation to that effect in the State Board of Education budget. The State Comptroller in making his or her warrant to any county for the amount due it from the Personal Property Tax Replacement Fund shall deduct from it the several amounts for which warrants have been issued to the regional superintendent, and any assistant regional superintendent, of the educational service region encompassing the county since the preceding apportionment from the Personal Property Tax Replacement Fund.
    County boards may provide for additional compensation for the regional superintendent or the assistant regional superintendents, or for each of them, to be paid quarterly from the county treasury.
    (b) (Blank).
    (c) If the State pays all or any portion of the employee contributions required under Section 16-152 of the Illinois Pension Code for employees of the State Board of Education, it shall also, subject to appropriation in the State Board of Education budget for such payments to Regional Superintendents and Assistant Regional Superintendents, pay the employee contributions required of regional superintendents of schools and assistant regional superintendents of schools on the same basis, but excluding any contributions based on compensation that is paid by the county rather than the State.
    This subsection (c) applies to contributions based on payments of salary earned after the effective date of this amendatory Act of the 91st General Assembly, except that in the case of an elected regional superintendent of schools, this subsection does not apply to contributions based on payments of salary earned during a term of office that commenced before the effective date of this amendatory Act.
    (d) References to "regional superintendent" in this Section shall also include the chief administrative officer of the educational service centers established under Section 2-3.62 of this Code and serving that portion of a Class II county school unit outside of a city with a population of 500,000 or more inhabitants. References to "assistant regional superintendent" in this Section shall include one assistant appointed by the chief administrative officer of the educational service centers established under Section 2-3.62 of this Code and serving that portion of a Class II county school unit outside of a city with a population of 500,000 or more inhabitants. For the purposes of calculating regional superintendent and assistant regional superintendent salaries for educational service centers established under Section 2-3.62 of this Code, populations shall be established by subtracting from the total county population the population of a city with 500,000 or more inhabitants, divided by the number of educational service centers in the county.
(Source: P.A. 99-30, eff. 7-10-15; 100-294, eff. 1-1-18.)