Illinois Compiled Statutes
Information maintained by the Legislative Reference Bureau
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105 ILCS 5/14-17
(105 ILCS 5/14-17)
(Text of Section from P.A. 102-150)
(Section scheduled to be repealed on December 31, 2022)
High-Cost Special Education Funding Commission.
(a) The High-Cost Special Education Funding Commission is created for the purpose of making recommendations to the Governor and the General Assembly for an alternative funding structure in this State for high-cost special education students that is aligned to the principles of the evidence-based funding formula in Section 18-8.15 in which school districts furthest away from adequacy receive the greatest amount of funding.
(b) The Commission shall consist of all of the following members:
(1) One representative appointed by the Speaker of
the House of Representatives, who shall serve as co-chairperson.
(2) One representative appointed by the Minority
Leader of the House of Representatives.
(3) One senator appointed by the President of the
Senate, who shall serve as co-chairperson.
(4) One senator appointed by the Minority Leader of
(5) The State Superintendent of Education or a
(6) The Director of the Governor's Office of
Management and Budget or a designee.
(7) The Chairperson of the Advisory Council on the
Education of Children with Disabilities or a designee.
Additionally, within 60 days after the effective date of this amendatory Act of the 102nd General Assembly, the State Superintendent of Education shall appoint all of the following individuals to the Commission:
(A) One representative of a statewide association
that represents private special education schools.
(B) One representative of a statewide association
that represents special education cooperatives.
(C) One educator from a special education
cooperative, recommended by a statewide association that represents teachers.
(D) One educator from a special education cooperative
that is not a member district of a special education cooperative, recommended by a different statewide association that represents teachers.
(E) One educator or administrator from a nonpublic
special education school.
(F) One representative of a statewide association
that represents school administrators.
(G) One representative of a statewide association
that represents school business officials.
(H) One representative of a statewide association
that represents private special education schools in rural school districts.
(I) One representative from a residential program.
Members appointed to the Commission must reflect the racial, ethnic, and geographic diversity of this State.
(c) Members of the Commission shall serve without compensation, but may be reimbursed for their reasonable and necessary expenses from funds appropriated to the State Board of Education for that purpose.
(d) The State Board of Education shall provide administrative support to the Commission.
(e) To ensure that high-quality services are provided to ensure equitable outcomes for high-cost special education students, the Commission shall do all the following:
(1) Review the current system of funding high-cost
special education students in this State.
(2) Review the needs of high-cost special education
students in this State and the associated costs to ensure high-quality services are provided to these students.
(3) Review how other states fund high-cost special
(4) If available, review other proposals and best
practices for funding high-cost special education students.
(f) On or before November 30, 2021, the Commission shall report its recommendations to the Governor and the General Assembly.
(g) This Section is repealed on December 31, 2022.
(Source: P.A. 102-150, eff. 7-23-21.)
(Text of Section from P.A. 102-173)
COVID-19 recovery post-secondary transition recovery eligibility.
(a) If a student with an individualized education program (IEP) reaches the age of 22 during the time in which the student's in-person instruction, services, or activities are suspended for a period of 3 months or more during the school year as a result of the COVID-19 pandemic, the student is eligible for such services up to the end of the regular 2021-2022 school year.
(b) This Section does not apply to any student who is no longer a resident of the school district that was responsible for the student's IEP at the time the student reached the student's 22nd birthday.
(c) The IEP goals in effect when the student reached the student's 22nd birthday shall be resumed unless there is an agreement that the goals should be revised to appropriately meet the student's current transition needs.
(d) If a student was in a private therapeutic day or residential program when the student reached the student's 22nd birthday, the school district is not required to resume that program for the student if the student has aged out of the program or the funding for supporting the student's placement in the facility is no longer available.
(e) Within 30 days after the effective date of this amendatory Act of the 102nd General Assembly, each school district shall provide notification of the availability of services under this Section to each student covered by this Section by regular mail sent to the last known address of the student or the student's parent or guardian.
(Source: P.A. 102-173, eff. 7-28-21.)
(105 ILCS 5/14A-10)
The General Assembly finds the following:
(1) that gifted and talented children (i) exhibit
high performance capabilities in intellectual, creative, and artistic areas, (ii) possess an exceptional leadership potential, (iii) excel in specific academic fields, and (iv) have the potential to be influential in business, government, health care, the arts, and other critical sectors of our economic and cultural environment;
(2) that gifted and talented children require
services and activities that are not ordinarily provided by schools;
(3) that outstanding talents are present in children
and youth from all cultural groups, across all economic strata, and in all areas of human endeavor; and
(4) that inequitable access to advanced coursework
and enrollment in accelerated placement programs exists between children enrolled in different school districts and even within the same school district and more must be done to eliminate the barriers to access to advanced coursework and enrollment in accelerated placement programs for all children.
(Source: P.A. 101-654, eff. 3-8-21.)