(105 ILCS 5/2-3.103) (from Ch. 122, par. 2-3.103) Sec. 2-3.103. Salary and benefit survey. For each
school year, the State Board
of Education shall conduct, in each school district, a school district
salary and benefits survey covering the district's licensed and
educational support personnel. However, the collection of information covering educational support personnel must be limited to districts with 1,000 or more students enrolled. A survey form shall be developed and furnished by the State Board of
Education to each school district on or before October 1 of
the school year covered by the survey, and each school district shall submit a completed
survey to the State Board of Education on or before February 1 of the school year covered by the survey. The State Board of Education shall compile, by April 30 of the school
year covered by the survey, a statewide salary and benefit survey report
based upon the surveys completed and submitted for that school year by
the individual school districts as required by this Section, and shall make
the survey report available to all school districts and to all "employee
organizations" as defined in Section 2 of the Illinois Educational Labor
Relations Act. The data required to be reported by each school district on the salary
and benefits survey developed and furnished under this Section for the
school year covered by the survey shall include, but shall not be limited
to, the following: (1) the district's estimated fall enrollment; (2) with respect to both its licensed and educational |
| support personnel employees:
|
|
(A) whether the district has a salary schedule,
|
| salary policy but no salary schedule, or no salary policy and no salary schedule;
|
|
(B) when each such salary schedule or policy of
|
| the district was or will be adopted;
|
|
(C) whether there is a negotiated agreement
|
| between the school board and any teacher, educational support personnel or other employee organization and, if so, the affiliation of the local of such organization, together with the month and year of expiration of the negotiated agreement and whether it contains a fair share provision; and if there is no such negotiated agreement but the district does have a salary schedule or policy, a brief explanation of the manner in which each such salary schedule or policy was developed prior to its adoption by the school board, including a statement of whether any meetings between the school board and the superintendent leading up to adoption of the salary schedule or policy were based upon, or were conducted without any discussions between the superintendent and the affected teachers, educational support personnel or other employees;
|
|
(D) whether the district's salary program,
|
| policies or provisions are based upon merit or performance evaluation of individual teachers, educational support personnel or other employees, and whether they include: severance pay provisions; early retirement incentives; sick leave bank provisions; sick leave accumulation provisions and, if so, to how many days; personal, business or emergency leave with pay and, if so, the number of days; or direct reimbursement in whole or in part for expenses, such as tuition and materials, incurred in acquiring additional college credit;
|
|
(E) whether school board paid or tax sheltered
|
| retirement contributions are included in any existing salary schedule or policy of the school district; what percent (if any) of the salary of each different licensed and educational support personnel employee classification (using the employee salary which reflects the highest regularly scheduled step in that classification on the salary schedule or policy of the district) is school board paid to an employee retirement system; the highest scheduled salary and the level of education or training required to reach the highest scheduled salary in each licensed and educational support personnel employee classification; using annual salaries from the school board's salary schedule or policy for each licensed and educational support personnel employee classification (and excluding from such salaries items of individual compensation resulting from extra-curricular duties, employment beyond the regular school year and longevity service pay, but including additional compensation such as grants and cost of living bonuses that are received by all employees in a classification or by all employees in a classification who are at the maximum experience level), the beginning, maximum and specified intermediate salaries reported to an employee retirement system (including school board paid or tax sheltered retirement contributions, but excluding fringe benefits) for each educational or training category within each licensed and educational support personnel employee classification; and the completed years of experience required to reach such maximum regularly scheduled and highest scheduled salaries;
|
|
(F) whether the school district provides
|
| longevity pay beyond the last annual regular salary increase available under the district's salary schedule or policy; and if so, the maximum earnings with longevity for each educational or training category specified by the State Board of Education in its survey form (based on salary reported to an employee's retirement system, including school board paid and tax sheltered retirement contributions, but excluding fringe benefits, and with maximum longevity step numbers and completed years of experience computed as provided in the survey form);
|
|
(G) for each dental, disability, hospitalization,
|
| life, prescription or vision insurance plan, cafeteria plan or other fringe benefit plan sponsored by the school board: (i) a statement of whether such plan is available to full time teachers or other licensed personnel covered by a district salary schedule or policy, whether such plan is available to full time educational support personnel covered by a district salary schedule or policy, and whether all full time employees to whom coverage under such plan is available are entitled to receive the same benefits under that plan; and (ii) the total annual cost of coverage under that plan for a covered full time employee who is at the highest regularly scheduled step on the salary schedule or policy of the district applicable to such employee, the percent of that total annual cost paid by the school board, the total annual cost of coverage under that plan for the family of that employee, and the percent of that total annual cost for family coverage paid by the school board.
|
|
In addition, each school district shall provide to the State Board of Education, on or before February 1 of the school year covered by the survey, as required by
this Section, a copy of each salary schedule, salary policy, and negotiated
agreement which is identified or otherwise referred to in the completed survey form.
(Source: P.A. 102-894, eff. 5-20-22.)
|
(105 ILCS 5/2-3.130)
Sec. 2-3.130. Isolated time out, time out, and physical restraint rules; grant program; third-party assistance; goals and plans. (a) For purposes of this Section, "isolated time out", "physical restraint", and "time out" have the meanings given to those terms under Section 10-20.33. (b) The
State Board of Education shall promulgate rules governing the use of isolated time out, time out,
and physical restraint in special education nonpublic facilities and the public schools. The rules shall include
provisions governing the documentation and reporting that is required each time these interventions are used.
The rules adopted by the State Board shall
include a procedure by which a person who believes a violation of
Section 10-20.33 or 34-18.20 has occurred may file a complaint.
The rules adopted by the State Board shall include training requirements that must be included in training programs used to train and certify school personnel. The State Board shall establish procedures for progressive enforcement
actions to ensure that schools fully comply with the
documentation and reporting requirements for isolated time out, time out, and physical
restraint established by rule, which shall include meaningful and
appropriate sanctions for the failure to comply, including the failure to
report to the parent or guardian and to the State Board, the failure
to timely report, and the failure to provide detailed documentation. (c) Subject to appropriation, the State Board shall, by adoption of emergency rules under subsection (rr) of Section 5-45 of the Illinois Administrative Procedure Act if it so chooses, create a
grant program for school districts, special education nonpublic facilities approved under Section 14-7.02 of this Code, and special education
cooperatives to implement school-wide,
culturally sensitive, and trauma-informed practices, positive
behavioral interventions and supports, and restorative practices
within a multi-tiered system of support aimed at reducing the
need for interventions, such as isolated time out, time out, and physical restraint. The State Board shall give priority in grant funding to those school districts, special education nonpublic facilities approved under Section 14-7.02 of this Code, and special education cooperatives that submit a plan to achieve a significant reduction or elimination in the use of isolated time out and physical restraint in less than 3 years. (d) Subject to the Illinois Procurement Code, the Illinois School Student Records Act, the Mental Health and Developmental Disabilities Confidentiality Act, and the federal Family Educational Rights and Privacy Act of 1974, the State Board may contract with a third party to provide
assistance with the oversight and monitoring of the use of isolated time
out, time out, and physical restraint by school districts. (e) For the purpose of this subsection and subsection (f), "entity" means a school district, a special education nonpublic school approved under Section 14-7.02 of this Code and located in this State, or a special education cooperative to the extent the cooperative operates separate schools or programs within schools. The State Board shall establish goals within 90 days after the effective date of this amendatory Act of the 102nd General Assembly, with
specific benchmarks, for entities to accomplish the systemic reduction
of isolated time out, time out, and physical restraint within 3 years after the effective date of this amendatory Act of the 102nd General Assembly.
The State Board shall engage in meaningful consultation with stakeholders to establish the goals, including in the review and evaluation of the data submitted. The State Board shall also consult stakeholders in efforts to develop strategies to measure and reduce racial and ethnic disparities in the use of isolated time out, time out, and physical restraint. Each entity shall create a time out and physical restraint oversight team that includes, but is not limited to, teachers, paraprofessionals, school service personnel, and administrators to develop (i) an entity-specific plan for reducing and eventually eliminating the use
of isolated time out, time out, and physical restraint in accordance with the goals and benchmarks established by the State Board and (ii) procedures to implement the plan developed by the team. The progress toward the reduction and eventual elimination of the use of isolated time out and physical restraint shall be measured by the reduction in the overall number of incidents of those interventions and the total number of students subjected to those interventions. In limited cases, upon written application made by an entity and approved by the State Board based on criteria developed by the State Board to show good cause, the reduction in the use of those interventions may be measured by the frequency of the use of those interventions on individual students and the student population as a whole. The State Board shall specify a date for submission of the plans. Entities shall submit a report once each year for 3 years after the effective date of this amendatory Act of the 102nd General Assembly to the State Board on the progress made toward achieving the goals and benchmarks established by the State Board and modify their plans as necessary to satisfy those goals and benchmarks. Entities shall notify parents and guardians that the plans and reports are available for review. On or before June 30, 2023, the State Board shall issue a report to the General Assembly on the progress made by entities to achieve those goals and benchmarks. The required plans shall include, but not be limited to, the specific actions that are to be taken
to: (1) reduce and eventually eliminate a reliance on |
| isolated time out, time out, and physical restraint for behavioral interventions and develop noncoercive environments;
|
|
(2) develop individualized student plans that are
|
| oriented toward prevention of the use of isolated time out, time out, and physical restraint with the intent that a plan be separate and apart from a student's individualized education program or a student's plan for services under Section 504 of the federal Rehabilitation Act of 1973;
|
|
(3) ensure that appropriate personnel are fully
|
| informed of the student's history, including any history of physical or sexual abuse, and other relevant medical and mental health information, except that any disclosure of student information must be consistent with federal and State laws and rules governing student confidentiality and privacy rights; and
|
|
(4) support a vision for cultural change that
|
| reinforces the following:
|
|
(A) positive behavioral interventions and support
|
| rather than isolated time out, time out, and physical restraint;
|
|
(B) effective ways to de-escalate situations to
|
| avoid isolated time out, time out, and physical restraint;
|
|
(C) crisis intervention techniques that use
|
| alternatives to isolated time out, time out, and physical restraint; and
|
|
(D) use of debriefing meetings to reassess what
|
| occurred and why it occurred and to think through ways to prevent use of the intervention the next time.
|
|
(f) An entity, as defined in subsection (e), is exempt from the requirement to submit a plan and the annual reports under subsection (e) if the entity is able to demonstrate to the satisfaction of the State Board that (i) within the previous 3 years, the entity has never engaged in the use of isolated time out, time out, or physical restraint and (ii) the entity has adopted a written policy that prohibits the use isolated time out, time out, and physical restraint on a student and is able to demonstrate the enforcement of that policy.
(g) The State Board shall establish a system of ongoing review,
auditing, and monitoring to ensure that entities comply with the
documentation and reporting requirements and meet the State Board's established goals
and benchmarks for reducing and eventually eliminating the use of isolated time out, time out, and
physical restraint.
(Source: P.A. 102-339, eff. 8-13-21; 103-175, eff. 6-30-23.)
|
(105 ILCS 5/2-3.139)
Sec. 2-3.139. School wellness policies; taskforce.
(a) The State Board of Education shall establish a State goal that all school districts have a wellness policy that is consistent with recommendations of the Centers for Disease Control and Prevention (CDC), which recommendations include the following: (1) nutrition guidelines for all foods sold on school |
| campus during the school day;
|
|
(2) setting school goals for nutrition education and
|
|
(3) establishing community participation in creating
|
| local wellness policies; and
|
|
(4) creating a plan for measuring implementation of
|
|
The Department of Public Health, the Department of Human Services, and the State Board of Education shall form an interagency working group to publish model wellness policies and recommendations. Sample policies shall be based on CDC recommendations for nutrition and physical activity. The State Board of Education shall distribute the model wellness policies to all school districts before June 1, 2006.
(b) There is created the School Wellness Policy Taskforce, consisting of
the following members:
(1) One member representing the State Board of
|
| Education, appointed by the State Board of Education.
|
|
(2) One member representing the Department of Public
|
| Health, appointed by the Director of Public Health.
|
|
(3) One member representing the Department of Human
|
| Services, appointed by the Secretary of Human Services.
|
|
(4) One member of an organization representing the
|
| interests of school nurses in this State, appointed by the interagency working group.
|
|
(5) One member of an organization representing the
|
| interests of school administrators in this State, appointed by the interagency working group.
|
|
(6) One member of an organization representing the
|
| interests of school boards in this State, appointed by the interagency working group.
|
|
(7) One member of an organization representing the
|
| interests of regional superintendents of schools in this State, appointed by the interagency working group.
|
|
(8) One member of an organization representing the
|
| interests of parent-teacher associations in this State, appointed by the interagency working group.
|
|
(9) One member of an organization representing the
|
| interests of pediatricians in this State, appointed by the interagency working group.
|
|
(10) One member of an organization representing the
|
| interests of dentists in this State, appointed by the interagency working group.
|
|
(11) One member of an organization representing the
|
| interests of dieticians in this State, appointed by the interagency working group.
|
|
(12) One member of an organization that has an
|
| interest and expertise in heart disease, appointed by the interagency working group.
|
|
(13) One member of an organization that has an
|
| interest and expertise in cancer, appointed by the interagency working group.
|
|
(14) One member of an organization that has an
|
| interest and expertise in childhood obesity, appointed by the interagency working group.
|
|
(15) One member of an organization that has an
|
| interest and expertise in the importance of physical education and recreation in preventing disease, appointed by the interagency working group.
|
|
(16) One member of an organization that has an
|
| interest and expertise in school food service, appointed by the interagency working group.
|
|
(17) One member of an organization that has an
|
| interest and expertise in school health, appointed by the interagency working group.
|
|
(18) One member of an organization that campaigns
|
| for programs and policies for healthier school environments, appointed by the interagency working group.
|
|
(19) One at-large member with a doctorate in
|
| nutrition, appointed by the State Board of Education.
|
|
Members of the taskforce shall serve without compensation. The taskforce shall meet at the call of the State Board of Education. The taskforce shall report its identification of barriers to implementing school wellness policies and its recommendations to reduce those barriers to the General Assembly and the Governor on or before January 1, 2006. The taskforce shall report its recommendations on statewide school nutrition standards to the General Assembly and the Governor on or before January 1, 2007. The taskforce shall report its evaluation of the effectiveness of school wellness policies to the General Assembly and the Governor on or before January 1, 2008. The evaluation shall review a sample size of 5 to 10 school districts. Reports shall be made to the General Assembly by filing copies of each report as provided in Section 3.1 of the General Assembly Organization Act. Upon the filing of the last report, the taskforce is dissolved.
(c) The State Board of Education may adopt any rules necessary to implement this Section.
(d) Nothing in this Section may be construed as a curricular mandate on any school district.
(Source: P.A. 94-199, eff. 7-12-05; 95-331, eff. 8-21-07.)
|
(105 ILCS 5/2-3.152) (Text of Section before amendment by P.A. 103-265 ) Sec. 2-3.152. Community schools. (a) This Section applies beginning with the 2009-2010 school year. (b) The General Assembly finds all of the following: (1) All children are capable of success. (2) Schools are the centers of vibrant communities. (3) Strong families build strong educational |
|
(4) Children succeed when adults work together to
|
| foster positive educational outcomes.
|
|
(5) Schools work best when families take active roles
|
| in the education of children.
|
|
(6) Schools today are limited in their ability to
|
| dedicate time and resources to provide a wide range of educational opportunities to students because of the focus on standardized test outcomes.
|
|
(7) By providing learning opportunities outside of
|
| normal school hours, including programs on life skills and health, students are more successful academically, more engaged in their communities, safer, and better prepared to make a successful transition from school to adulthood.
|
|
(8) A community school is a traditional school that
|
| actively partners with its community to leverage existing resources and identify new resources to support the transformation of the school to provide enrichment and additional life skill opportunities for students, parents, and community members at-large. Each community school is unique because its programming is designed by and for the school staff, in partnership with parents, community stakeholders, and students.
|
|
(9) Community schools currently exist in this State
|
| in urban, rural, and suburban communities.
|
|
(10) Research shows that community schools have a
|
| powerful positive impact on students, as demonstrated by increased academic success, a positive change in attitudes toward school and learning, and decreased behavioral problems.
|
|
(11) After-school and evening programs offered by
|
| community schools provide academic enrichment consistent with the Illinois Learning Standards and general school curriculum; an opportunity for physical fitness activities for students, fine arts programs, structured learning "play" time, and other recreational opportunities; a safe haven for students; and work supports for working families.
|
|
(12) Community schools are cost-effective because
|
| they leverage existing resources provided by local, State, federal, and private sources and bring programs to the schools, where the students are already congregated. Community schools have been shown to leverage between $5 to $8 in existing programming for every $1 spent on a community school.
|
|
(c) Subject to an appropriation or the availability of funding for such purposes, the State Board of Education shall make grants available to fund community schools and to enhance programs at community schools. A request-for-proposal process must be used in awarding grants under this subsection (c). Proposals may be submitted on behalf of a school, a school district, or a consortium of 2 or more schools or school districts. Proposals must be evaluated and scored on the basis of criteria consistent with this Section and other factors developed and adopted by the State Board of Education. Technical assistance in grant writing must be made available to schools, school districts, or consortia of school districts through the State Board of Education directly or through a resource and referral directory established and maintained by the State Board of Education.
(d) In order to qualify for a community school grant under this Section, a school must, at a minimum, have the following components:
(1) Before and after-school programming each school
|
| day to meet the identified needs of students.
|
|
(2) Weekend programming.
(3) At least 4 weeks of summer programming.
(4) A local advisory group comprised of school
|
| leadership, parents, and community stakeholders that establishes school-specific programming goals, assesses program needs, and oversees the process of implementing expanded programming.
|
|
(5) A program director or resource coordinator who is
|
| responsible for establishing a local advisory group, assessing the needs of students and community members, identifying programs to meet those needs, developing the before and after-school, weekend, and summer programming and overseeing the implementation of programming to ensure high quality, efficiency, and robust participation.
|
|
(6) Programming that includes academic excellence
|
| aligned with the Illinois Learning Standards, life skills, healthy minds and bodies, parental support, and community engagement and that promotes staying in school and non-violent behavior and non-violent conflict resolution.
|
|
(7) Maintenance of attendance records in all
|
|
(8) Maintenance of measurable data showing annual
|
| participation and the impact of programming on the participating children and adults.
|
|
(9) Documentation of true collaboration between the
|
| school and community stakeholders, including local governmental units, civic organizations, families, businesses, and social service providers.
|
|
(10) A non-discrimination policy ensuring that the
|
| community school does not condition participation upon race, ethnic origin, religion, sex, or disability.
|
|
(Source: P.A. 96-746, eff. 8-25-09; 96-1000, eff. 7-2-10.)
(Text of Section after amendment by P.A. 103-265 )
Sec. 2-3.152. Community schools.
(a) This Section applies beginning with the 2024-2025 school year.
(b) The General Assembly finds all of the following:
(1) All children are capable of success.
(2) Schools are the centers of vibrant communities.
(3) Strong families build strong educational
|
|
(4) Children succeed when adults work together to
|
| foster positive educational outcomes.
|
|
(5) Schools work best when families take active roles
|
| in the education of children.
|
|
(6) Schools today are limited in their ability to
|
| dedicate time and resources to provide a wide range of educational opportunities to students because of the focus on standardized test outcomes.
|
|
(7) By providing learning opportunities outside of
|
| normal school hours, including programs on life skills and health, students are more successful academically, more engaged in their communities, safer, and better prepared to make a successful transition from school to adulthood.
|
|
(8) A community school is a public school or
|
| nonpublic school that establishes a set of strategic partnerships between the school and other community resources that promote student achievement, positive learning conditions, and the well-being of students by providing wraparound services and that actively partners with its community to leverage existing resources and identify new resources to support the transformation of the school to provide enrichment and additional life skill opportunities for students, parents, and community members at-large. Each community school is unique because its programming is designed by and for the school staff, in partnership with parents, community stakeholders, and students.
|
|
(9) Community schools currently exist in this State
|
| in urban, rural, and suburban communities.
|
|
(10) Research shows that community schools have a
|
| powerful positive impact on students, as demonstrated by increased academic success, a positive change in attitudes toward school and learning, and decreased behavioral problems.
|
|
(11) After-school and evening programs offered by
|
| community schools provide academic enrichment consistent with the Illinois Learning Standards and general school curriculum; an opportunity for physical fitness activities for students, fine arts programs, structured learning "play" time, and other recreational opportunities; a safe haven for students; and work supports for working families.
|
|
(12) Community schools are cost-effective because
|
| they leverage existing resources provided by local, State, federal, and private sources and bring programs to the schools, where the students are already congregated.
|
|
(c) Subject to an appropriation or the availability of State or federal funding for such purposes, the State Board of Education shall make grants available to fund community schools and to enhance programs at community schools. A request-for-proposal process must be used in awarding grants under this subsection (c). Proposals may be submitted on behalf of a school, a school district, or a consortium of 2 or more schools or school districts. Proposals must be evaluated and scored on the basis of criteria consistent with this Section and other factors developed and adopted by the State Board of Education. Technical assistance in grant writing must be made available to schools, school districts, or consortia of school districts through the State Board of Education directly or through a resource and referral directory established and maintained by the State Board of Education.
(d) As used in this subsection (d), "trauma-informed intervention" means a method for understanding and responding to an individual with symptoms of chronic interpersonal trauma or traumatic stress.
In order to qualify for a community school grant under this Section, a school may, at a minimum, provide the following:
(1) Before and after-school programming each school
|
| day to meet the identified needs of students.
|
|
(2) Weekend programming.
(3) Summer programming.
(4) A local advisory group comprised of school
|
| leadership, parents, and community stakeholders that establishes school-specific programming goals, assesses program needs, and oversees the process of implementing expanded programming.
|
|
(5) A program director, resource coordinator, or
|
| community school coordinator who is responsible for establishing a local advisory group, assessing the needs of students and community members, identifying programs to meet those needs, developing the before and after-school, weekend, and summer programming and overseeing the implementation of programming to ensure high quality, efficiency, and robust participation.
|
|
(6) Programming that includes academic excellence
|
| aligned with the Illinois Learning Standards, life skills, healthy minds and bodies, parental support, trauma-informed intervention, and community engagement and that promotes staying in school and non-violent behavior and non-violent conflict resolution.
|
|
(7) Maintenance of attendance records in all
|
|
(8) Maintenance of measurable data showing annual
|
| participation and the impact of programming on the participating children and adults.
|
|
(9) Documentation of true collaboration between the
|
| school and community stakeholders, including local governmental units, civic organizations, families, businesses, and social service providers.
|
|
(10) A non-discrimination policy ensuring that the
|
| community school does not condition participation upon race, ethnic origin, religion, sex, or disability.
|
|
(11) Wraparound services, including:
(A) safe transportation to school;
(B) vision and dental care services;
(C) established or expanded school-based health
|
|
(D) additional social workers, mentors,
|
| counselors, psychologists, and restorative practice coaches and enhancing physical wellness, including providing healthy food for in-school and out-of-school time and linkages to community providers;
|
|
(E) enhanced behavioral health services,
|
| including access to mental health practitioners and providing professional development to school staff to provide trauma-informed interventions;
|
|
(F) family and community engagement and support,
|
| including informing parents of academic course offerings, language classes, workforce development training, opportunities for children, and available social services, as well as educating families on how to monitor a child's learning;
|
|
(G) student enrichment experiences; and
(H) professional development for teachers and
|
| school staff to quickly identify students who are in need of these resources.
|
|
(Source: P.A. 103-265, eff. 6-1-24.)
|
(105 ILCS 5/2-3.153) Sec. 2-3.153. Survey of learning conditions. (a) The State Board of Education shall administer a climate survey, identified by and paid for by the State Board of Education, to provide feedback from, at a minimum, students in grades 4 through 12 and teachers on the instructional environment within a school. Each school district shall annually administer the climate survey in every public school attendance center by a date specified by the State Superintendent of Education, and data resulting from the instrument's administration must be provided to the State Board of Education. The survey component that requires completion by the teachers must be administered during teacher meetings or professional development days or at other times that would not interfere with the teachers' regular classroom and direct instructional duties. The State Superintendent shall publicly report on the survey indicators of learning conditions resulting from administration of the instrument at the individual school, district, and State levels and shall identify whether the indicators result from an anonymous administration of the instrument.
(b) A school district may elect to use, on a district-wide basis and at the school district's sole cost and expense, an alternate climate survey of learning conditions instrument pre-approved by the State Superintendent under subsection (c) of this Section in lieu of the State-adopted climate survey, provided that: (1) the school district notifies the State Board of |
| Education, on a form provided by the State Superintendent, of its intent to administer an alternate climate survey on or before a date established by the State Superintendent for each school;
|
|
(2) the notification submitted to the State Board
|
| under paragraph (1) of this subsection (b) must be accompanied by a certification signed by the president of the local teachers' exclusive bargaining representative and president of the school board indicating that the alternate survey has been agreed to by the teachers' exclusive bargaining representative and the school board;
|
|
(3) the school district's administration of the
|
| alternate instrument, including providing to the State Board of Education data and reports suitable to be published on school report cards and the State School Report Card Internet website, is performed in accordance with the requirements of subsection (a) of this Section; and
|
|
(4) the alternate instrument is administered each
|
|
(c) The State Superintendent, in consultation with teachers, principals, superintendents, and other appropriate stakeholders, shall administer an approval process through which at least 2, but not more than 3, alternate survey of learning conditions instruments will be approved by the State Superintendent following a determination by the State Superintendent that each approved instrument:
(1) meets all requirements of subsection (a) of this
|
|
(2) provides a summation of indicator results of the
|
| alternative survey by a date established by the State Superintendent in a manner that allows the indicator results to be included on school report cards pursuant to Section 10-17a of this Code by October 31 of the school year following the instrument's administration;
|
|
(3) provides summary reports for each district and
|
| attendance center intended for parents and community stakeholders;
|
|
(4) meets scale reliability requirements using
|
| accepted testing measures;
|
|
(5) provides research-based evidence linking
|
| instrument content to one or more improved student outcomes; and
|
|
(6) has undergone and documented testing to prove
|
| validity and reliability.
|
|
The State Superintendent shall periodically review and update the list of approved alternate survey instruments, provided that at least 2, but no more than 3, alternate survey instruments shall be approved for use during any school year.
(d) Nothing contained in this amendatory Act of the 98th General Assembly repeals, supersedes, invalidates, or nullifies final decisions in lawsuits pending on the effective date of this amendatory Act of the 98th General Assembly in Illinois courts involving the interpretation of Public Act 97-8.
(Source: P.A. 100-1046, eff. 8-23-18.)
|