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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.

SCHOOLS
(105 ILCS 5/) School Code.

105 ILCS 5/2-3.103

    (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 commencing on or after January 1, 1992, the State Board of Education shall conduct, in each school district, a school district salary and benefits survey covering the district's certificated 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 certificated 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 certified 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 certified and educational support personnel employee classification; using annual salaries from the school board's salary schedule or policy for each certified 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 certified 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 certificated 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. 96-1423, eff. 8-3-10.)

105 ILCS 5/2-3.104

    (105 ILCS 5/2-3.104) (from Ch. 122, par. 2-3.104)
    Sec. 2-3.104. State mandate reports. The State Board of Education shall prepare an annual report listing all State mandates applicable to the common schools during the school year covered by the report, excluding only those mandates that relate to school elections. The annual report shall set forth for each listed mandate the date or approximate date that the mandate became effective and the cost of implementing that mandate during the school year covered by the report; provided that if the mandate has not been in effect for the entire school year covered by the report, the estimated annual cost of implementing that mandate shall be set forth in that report, and provided that if the mandate exists because of a federal law, rule or regulation, the report shall note that fact. The State Board of Education shall highlight on each annual report each mandate listed thereon that first became effective and applicable to the common schools during the school year covered by the current annual report. Each annual report prepared by the State Board of Education shall be filed by the State Board of Education with the General Assembly on or before March 1 of the calendar year, beginning with calendar year 1992, and shall cover the school year ending during the calendar year immediately preceding the calendar year in which the annual report is required to be filed.
(Source: P.A. 87-632; 87-895.)

105 ILCS 5/2-3.105

    (105 ILCS 5/2-3.105) (from Ch. 122, par. 2-3.105)
    Sec. 2-3.105. Services to educational service regions and school districts. Commencing July 1, 1994 and thereafter, the State Board of Education through the office of the State Superintendent of Education shall have and exercise, in and with respect to an educational service region located in a city of 500,000 or more inhabitants, and in and with respect to each school district located in any such educational service region, all rights, powers, duties and responsibilities theretofore vested in and exercised and performed by the regional superintendent of schools in that educational service region under the provisions of this Act or any other law of this State.
(Source: P.A. 96-893, eff. 7-1-10.)

105 ILCS 5/2-3.105a

    (105 ILCS 5/2-3.105a)
    Sec. 2-3.105a. (Repealed).
(Source: P.A. 89-397, eff. 8-20-95. Repealed by P.A. 91-46, eff. 6-30-99.)

105 ILCS 5/2-3.106

    (105 ILCS 5/2-3.106)
    Sec. 2-3.106. (Repealed).
(Source: P.A. 91-357, eff. 7-29-99. Repealed by P.A. 94-1105, eff. 6-1-07.)

105 ILCS 5/2-3.107

    (105 ILCS 5/2-3.107)
    Sec. 2-3.107. Test administration ethics. The State Board of Education shall develop a code of ethics for test administration and shall provide assistance to school districts upon request in the implementation of the code. The code of ethics shall at least include a procedure to be followed and safeguards to be observed in the administration of tests.
(Source: P.A. 87-1039; 88-45; 88-670, eff. 12-2-94.)

105 ILCS 5/2-3.108

    (105 ILCS 5/2-3.108)
    Sec. 2-3.108. Volunteer service credit program. The State Board of Education shall offer guidance and assistance to any school district that chooses to establish a volunteer service credit program under Section 27-22.3.
(Source: P.A. 87-1082; 88-45.)

105 ILCS 5/2-3.109

    (105 ILCS 5/2-3.109)
    Sec. 2-3.109. Service region as local education agency. The State Board shall define local education agency to include an otherwise qualified educational service region when determining eligibility for any grant, loan, program authorization or other assistance provided to local education agencies by the State Board.
(Source: P.A. 87-1124; 88-45.)

105 ILCS 5/2-3.109a

    (105 ILCS 5/2-3.109a)
    Sec. 2-3.109a. Laboratory schools grant eligibility. A laboratory school as defined in Section 18-8 or 18-8.15 may apply for and be eligible to receive, subject to the same restrictions applicable to school districts, any grant administered by the State Board of Education that is available for school districts.
(Source: P.A. 100-465, eff. 8-31-17.)

105 ILCS 5/2-3.109b

    (105 ILCS 5/2-3.109b)
    Sec. 2-3.109b. Vocational center grant eligibility. An area vocational center, as designated by the State Board of Education, may apply for and be eligible to receive any school maintenance grant, federal or State technology grant, or other competitive grant administered by the State Board of Education that is available for school districts, subject to the same restrictions applicable to school districts.
(Source: P.A. 92-56, eff. 7-12-01.)

105 ILCS 5/2-3.110

    (105 ILCS 5/2-3.110)
    Sec. 2-3.110. (Repealed).
(Source: P.A. 88-118. Repealed by P.A. 94-1105, eff. 6-1-07.)

105 ILCS 5/2-3.111

    (105 ILCS 5/2-3.111)
    Sec. 2-3.111. (Repealed).
(Source: P.A. 88-670, eff. 12-2-94. Repealed by P.A. 97-256, eff. 1-1-12.)

105 ILCS 5/2-3.112

    (105 ILCS 5/2-3.112)
    Sec. 2-3.112. Service evaluation reports.
    (a) The Service Evaluation Committee is hereby created to design and develop, under the direction of the Office of the Lieutenant Governor, a form to be used by school districts as provided in this Section to annually evaluate the nature and quality of the services furnished to those school districts by the State Board of Education and the regional offices of education. The Service Evaluation Committee shall be composed of 7 members, consisting of one member from each of the following entities, designated in each case by the governing board of the entity from which the member is designated:
        (1) the Regional Superintendents Association;
        (2) the staff employed by the State Board of
    
Education;
        (3) the Illinois Parent Teacher Association;
        (4) the Illinois Education Association;
        (5) the Illinois Federation of Teachers;
        (6) the Illinois Association of School Boards; and
        (7) the Illinois Association of School Administrators.
Members of the Service Evaluation Committee shall serve at the pleasure of the governing board of the entity by which they are designated to serve as members of the Committee. Committee members shall serve without compensation but shall be reimbursed for the reasonable expenses which they necessarily incur in the performance of their responsibilities as members of the Committee.
    (b) Under the direction of the Office of the Lieutenant Governor, the Committee, at periodic intervals not to exceed 3 years, shall review the form to be used for the evaluation and make any modifications in the form that it determines are necessary. The design, development, and any modifications that are to be made to the form shall be determined not later than August 1 of each year, beginning in 1998.
    (c) The Office of the Lieutenant Governor shall cause the form of evaluation as last designed, developed, or modified under this Section to be printed and distributed to the board of education of each school district in the State not later than September 1 of each year, beginning in 1998.
    (d) The president of the board of education is authorized to cause the evaluation form to be completed and may sign the form as president of the board of education and forward the completed form to the Office of the Lieutenant Governor not later than November 1 of each year, beginning in 1998. Before completing and signing the evaluation form, the president, acting through the board of education, shall request and receive comments, opinions, and other input from the district's administrators, teachers, and teacher organizations to assist the board of education in evaluating, rating, and reporting, on the form to be transmitted to the Office of the Lieutenant Governor, the nature and quality of the services furnished to the district by the State Board of Education and the regional office of education for the educational service region in which the school district is located.
    (e) The Office of the Lieutenant Governor shall review and tally the results of all evaluation forms received from the several school districts of the State and submit a written report of the evaluation results to the Governor, the General Assembly, the members of the State Board of Education, and each of the several regional superintendents of schools not later than December 15 of each year, beginning in 1998. The Office of the Lieutenant Governor, in making the annual written report required by this subsection, shall not report, publish, or otherwise release the evaluation results separately for any regional offices of education but instead the evaluation results with respect to the regional offices of education shall be tallied and reported on an aggregate or composite basis, in such manner as to avoid reporting evaluation results on a regional office of education by regional office of education basis.
    (f) This Section is subject to the provisions of Section 405-500 of the Department of Central Management Services Law (20 ILCS 405/405-500).
(Source: P.A. 90-96, eff. 1-1-98; 90-498, eff. 1-1-98; 90-609, eff. 6-30-98; 91-239, 1-1-00.)

105 ILCS 5/2-3.113

    (105 ILCS 5/2-3.113)
    Sec. 2-3.113. (Repealed).
(Source: P.A. 89-626, eff. 8-9-96. Repealed by P.A. 94-1105, eff. 6-1-07.)

105 ILCS 5/2-3.114

    (105 ILCS 5/2-3.114)
    Sec. 2-3.114. (Repealed).
(Source: P.A. 91-357, eff. 7-29-99. Repealed by P.A. 94-1105, eff. 6-1-07.)

105 ILCS 5/2-3.115

    (105 ILCS 5/2-3.115)
    Sec. 2-3.115. Tech Prep Programs.
    (a) Programs of academic credit. The State Superintendent of Education is encouraged to establish a program of academic credit for Tech Prep work based learning for secondary school students with an interest in pursuing such career training. The program may be instituted by any school district seeking to provide its secondary school students with an opportunity to participate in Tech Prep work based learning programs.
    (b) Partnership for Careers grants. The State Board of Education may make grants, subject to appropriations for such purpose, to school districts to be used for Tech Prep Partnership for Careers programs. School districts must submit joint applications for the grants along with one or more companies who commit to (i) make off-campus, privately owned facilities available for the use of the program, (ii) provide significant financial contributions to the program in order to supplement State grants, and (iii) provide career opportunities for students who successfully complete the program training. The State Board of Education may use a portion of the funds appropriated for the program to promote its availability and successes with school districts, businesses, and communities.
(Source: P.A. 90-649, eff. 7-24-98.)

105 ILCS 5/2-3.116

    (105 ILCS 5/2-3.116)
    Sec. 2-3.116. Electronic transfer of funds to school districts, regional offices of education, and other providers. The State Board of Education shall, in consultation with the regional superintendents of schools and with the advice and approval of the Comptroller, adopt and implement rules establishing a system for the electronic transfer of funds to school districts, regional offices of education, and other providers entitled to payment under programs administered by the State Board of Education. Beginning July 1, 2002, all payments for school districts, regional offices of education, and other providers entitled to payment under programs administered by the State Board of Education must be disbursed by the Comptroller through electronic funds transfer, except as the State Board of Education otherwise directs. If a school district entitled to payment wishes an electronic payment to be made to the district's regional office of education on the district's behalf, the school board, with the approval of the regional office of education, must provide a resolution to the State Board of Education directing that the electronic deposit be made into the account of the regional office of education.
(Source: P.A. 92-121, eff. 7-20-01.)

105 ILCS 5/2-3.117

    (105 ILCS 5/2-3.117)
    Sec. 2-3.117. School Technology Program.
    (a) The State Board of Education is authorized to provide technology-based learning resources to school districts to improve educational opportunities and student achievement throughout the State. These resources may include reimbursements for the cost of tuition incurred by a school district for approved online courses accessed through the State Board of Education's Illinois Virtual Course Catalog Program.
        (1) A school district shall be eligible for
    
reimbursement for the cost of each virtual class accessed through the Illinois Virtual Course Catalog program and successfully completed by a student of the school district, to the extent appropriated funds are available for such reimbursements.
        (2) A school district shall claim reimbursement on
    
forms and through a process prescribed by the State Board of Education.
    (b) The State Board of Education is authorized, to the extent funds are available, to establish a statewide support system for information, professional development, technical assistance, network design consultation, leadership, technology planning consultation, and information exchange; to expand school district connectivity; and to increase the quantity and quality of student and educator access to on-line resources, experts, and communications avenues from moneys appropriated for the purposes of this Section.
    (b-5) The State Board of Education may enter into intergovernmental contracts or agreements with other State agencies, public community colleges, public libraries, public and private colleges and universities, museums on public land, and other public agencies in the areas of technology, telecommunications, and information access, under such terms as the parties may agree, provided that those contracts and agreements are in compliance with the Department of Central Management Services' mandate to provide telecommunications services to all State agencies.
    (c) (Blank).
    (d) (Blank).
(Source: P.A. 102-16, eff. 6-17-21.)

105 ILCS 5/2-3.117a

    (105 ILCS 5/2-3.117a)
    Sec. 2-3.117a. School Technology Revolving Loan Program.
    (a) The State Board of Education is authorized to administer a School Technology Revolving Loan Program from funds appropriated from the School Technology Revolving Loan Fund for the purpose of making the financing of school technology hardware improvements affordable and making the integration of technology in the classroom possible. School technology loans shall be made available to public school districts, charter schools, area vocational centers, laboratory schools, and State-recognized, non-public schools to purchase technology hardware for eligible grade levels on a 2-year rotating basis: grades 9 through 12 in fiscal year 2004 and each second year thereafter and grades K through 8 in fiscal year 2005 and each second year thereafter. However, priority shall be given to public school districts, charter schools, area vocational centers, and laboratory schools that apply prior to October 1 of each year.
    The State Board of Education shall determine the interest rate the loans shall bear which shall not be greater than 50% of the rate for the most recent date shown in the 20 G.O. Bonds Index of average municipal bond yields as published in the most recent edition of The Bond Buyer, published in New York, New York. The repayment period for School Technology Revolving Loans shall not exceed 3 years. Participants shall use at least 90% of the loan proceeds for technology hardware investments for students and staff (including computer hardware, technology networks, related wiring, and other items as defined in rules adopted by the State Board of Education) and up to 10% of the loan proceeds for computer furniture. No participant whose equalized assessed valuation per pupil in average daily attendance is at the 99th percentile and above for all districts of the same type shall be eligible to receive a School Technology Revolving Loan under the provisions of this Section for that year.
    The State Board of Education shall have the authority to adopt all rules necessary for the implementation and administration of the School Technology Revolving Loan Program, including, but not limited to, rules defining application procedures, prescribing a maximum amount per pupil that may be requested annually, requiring appropriate local commitments for technology investments, prescribing a mechanism for disbursing loan funds in the event requests exceed available funds, specifying collateral, prescribing actions necessary to protect the State's interest in the event of default, foreclosure, or noncompliance with the terms and conditions of the loans, and prescribing a mechanism for reclaiming any items or equipment purchased with the loan funds in the case of the closure of a non-public school.
    (b) There is created in the State treasury the School Technology Revolving Loan Fund. The State Board shall have the authority to make expenditures from the Fund pursuant to appropriations made for the purposes of this Section, including refunds. There shall be deposited into the Fund such amounts, including but not limited to:
        (1) Transfers from the School Infrastructure Fund;
        (2) All receipts, including principal and interest
    
payments, from any loan made from the Fund;
        (3) All proceeds of assets of whatever nature
    
received by the State Board as a result of default or delinquency with respect to loans made from the Fund;
        (4) Any appropriations, grants, or gifts made to the
    
Fund; and
        (5) Any income received from interest on investments
    
of money in the Fund.
(Source: P.A. 96-734, eff. 8-25-09; 96-783, eff. 8-28-09; 96-1000, eff. 7-2-10.)

105 ILCS 5/2-3.118

    (105 ILCS 5/2-3.118)
    Sec. 2-3.118. Technology utilization. The State Superintendent of Education shall, from funds appropriated for that purpose, provide assistance to public schools for the implementation or improved utilization of technology, such as support for the development of communication networks and infrastructure, efforts to promote the use of technology in the classroom, and the initiation of technology leadership and capacity-building activities. Assistance may include the provision of staff development resources, curriculum planning and implementation resources, the establishment of demonstration sites, and the integration of technology into school improvement activities.
(Source: P.A. 89-397, eff. 8-20-95.)

105 ILCS 5/2-3.119

    (105 ILCS 5/2-3.119)
    Sec. 2-3.119. (Repealed).
(Source: P.A. 89-610, eff. 8-6-96. Repealed by P.A. 89-698, eff. 1-14-97.)

105 ILCS 5/2-3.119a

    (105 ILCS 5/2-3.119a)
    Sec. 2-3.119a. School STEAM Grant Program.
    (a) The State Board of Education shall administer the School STEAM Grant Program from the funds appropriated from the School STEAM Grant Program Fund for the purpose of making science, technology, engineering, art, and math programming available to low-income students in disadvantaged neighborhoods. School STEAM grants shall be made available to public schools, charter schools, area vocational centers, and laboratory schools in which the percentage of students classified as low income exceeds the State average. Grant recipients shall use grant proceeds to conduct, or contract with a third party to conduct, programming that educates, encourages, and promotes obtaining skills and career opportunities in the fields of science, technology, engineering, art, and math. Priority shall be given to programs that provide hands-on experience and programs that focus on promoting young women to enter into the fields of science, technology, engineering, art, and math.
    (b) The State Board of Education may adopt all rules necessary for the implementation and administration of the STEAM Grant Program, including, but not limited to, rules defining application procedures and prescribing a mechanism for disbursing grant funds if requests exceed available funds.
    (c) There is created in the State treasury the School STEAM Grant Program Fund. The State Board shall have the authority to make expenditures from the Fund pursuant to appropriations made for the purposes of this Section. There shall be deposited into the Fund such amounts, including, but not limited to:
        (1) transfers from the State Lottery Fund pursuant to
    
Section 21.12 of the Illinois Lottery Law; and
        (2) any appropriations, grants, or gifts made to the
    
Fund.
(Source: P.A. 101-561, eff. 8-23-19.)

105 ILCS 5/2-3.120

    (105 ILCS 5/2-3.120)
    Sec. 2-3.120. (Repealed).
(Source: P.A. 94-91, eff. 7-1-05. Repealed by P.A. 99-30, eff. 7-10-15.)

105 ILCS 5/2-3.121

    (105 ILCS 5/2-3.121)
    Sec. 2-3.121. (Repealed).
(Source: P.A. 90-463, eff. 8-17-97. Repealed by P.A. 94-91, eff. 7-1-05.)

105 ILCS 5/2-3.122

    (105 ILCS 5/2-3.122)
    Sec. 2-3.122. Dissection alternatives. The State Board of Education shall make available to school districts sources of information concerning alternatives to the dissection of animals. Such information may include, but need not be limited to, names, addresses, and contact personnel of organizations that offer free instructional and teaching materials as alternatives to dissection.
(Source: P.A. 90-566, eff. 1-2-98.)

105 ILCS 5/2-3.123

    (105 ILCS 5/2-3.123)
    Sec. 2-3.123. Giant Steps Autism Center for Excellence pilot program. From appropriations made for purposes of this Section, the State Board of Education shall implement and administer a Giant Steps Autism Center for Excellence pilot program for the study and evaluation of autism and to provide related training for teachers, paraprofessionals, and respite workers, therapist training, and consultative services. The program shall be operated over a period of 3 school years, beginning with the 2005-2006 school year. The State Board of Education is authorized to make grants to school districts and other programs that apply to participate in the Giant Steps Autism Center for Excellence program as implemented and administered by the State Board of Education. The State Board of Education shall by rule provide the form of application and criteria to be used and applied in selecting participating school districts and other programs.
(Source: P.A. 94-196, eff. 7-12-05.)

105 ILCS 5/2-3.124

    (105 ILCS 5/2-3.124)
    Sec. 2-3.124. (Repealed).
(Source: P.A. 90-548, eff. 1-1-98. Repealed by P.A. 95-793, eff. 1-1-09.)

105 ILCS 5/2-3.125

    (105 ILCS 5/2-3.125)
    Sec. 2-3.125. Arts and humanities organizations and cultural institutions. The State Board of Education is authorized to reimburse not-for-profit arts and humanities organizations and cultural institutions of Illinois, including but not limited to, museums and theater or dance companies, for the costs of providing educational programs to public elementary and secondary school students.
(Source: P.A. 90-361, eff. 1-1-98; 90-655, eff. 7-30-98.)

105 ILCS 5/2-3.126

    (105 ILCS 5/2-3.126)
    Sec. 2-3.126. (Repealed).
(Source: P.A. 92-16, eff. 6-28-01. Repealed internally, eff. 7-16-03.)

105 ILCS 5/2-3.127

    (105 ILCS 5/2-3.127)
    Sec. 2-3.127. (Repealed).
(Source: P.A. 91-143, eff. 7-16-99. Repealed internally, eff. 7-16-03.)

105 ILCS 5/2-3.127a

    (105 ILCS 5/2-3.127a)
    Sec. 2-3.127a. The State Board of Education Special Purpose Trust Fund. The State Board of Education Special Purpose Trust Fund is created as a special fund in the State treasury. The State Board of Education shall deposit all indirect costs recovered from federal programs into the State Board of Education Special Purpose Trust Fund. These funds may be used by the State Board of Education for its ordinary and contingent expenses. Additionally and unless specifically directed to be deposited into other funds, all moneys received by the State Board of Education from gifts, grants, or donations from any source, public or private, shall be deposited into the State Board of Education Special Purpose Trust Fund. These funds shall be used, subject to appropriation by the General Assembly, by the State Board of Education for the purposes established by the gifts, grants, or donations.
(Source: P.A. 94-69, eff. 7-1-05; 95-707, eff. 1-11-08.)

105 ILCS 5/2-3.128

    (105 ILCS 5/2-3.128)
    Sec. 2-3.128. Job training program; prohibition. The State Board of Education shall not require a school district or a student of any district to participate in any school-to-work or job training program.
(Source: P.A. 91-175, eff. 1-1-00; 92-16, eff. 6-28-01.)

105 ILCS 5/2-3.129

    (105 ILCS 5/2-3.129)
    Sec. 2-3.129. (Repealed).
(Source: P.A. 92-16, eff. 6-28-01. Repealed by P.A. 94-600, eff. 8-16-05.)

105 ILCS 5/2-3.130

    (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) 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 schools 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. Each school board 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) a school-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 a school district 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. School districts 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. School districts 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 schools 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 school 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) A school is exempt from the requirement to submit a plan and the annual reports under subsection (e) if the school is able to demonstrate to the satisfaction of the State Board that (i) within the previous 3 years, the school district has never engaged in the use of isolated time out, time out, or physical restraint and (ii) the school 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 schools 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.)

105 ILCS 5/2-3.131

    (105 ILCS 5/2-3.131)
    Sec. 2-3.131. Transitional assistance payments.
    (a) If the amount that the State Board of Education will pay to a school district from fiscal year 2004 appropriations, as estimated by the State Board of Education on April 1, 2004, is less than the amount that the State Board of Education paid to the school district from fiscal year 2003 appropriations, then, subject to appropriation, the State Board of Education shall make a fiscal year 2004 transitional assistance payment to the school district in an amount equal to the difference between the estimated amount to be paid from fiscal year 2004 appropriations and the amount paid from fiscal year 2003 appropriations.
    (b) If the amount that the State Board of Education will pay to a school district from fiscal year 2005 appropriations, as estimated by the State Board of Education on April 1, 2005, is less than the amount that the State Board of Education paid to the school district from fiscal year 2004 appropriations, then the State Board of Education shall make a fiscal year 2005 transitional assistance payment to the school district in an amount equal to the difference between the estimated amount to be paid from fiscal year 2005 appropriations and the amount paid from fiscal year 2004 appropriations.
    (c) If the amount that the State Board of Education will pay to a school district from fiscal year 2006 appropriations, as estimated by the State Board of Education on April 1, 2006, is less than the amount that the State Board of Education paid to the school district from fiscal year 2005 appropriations, then the State Board of Education shall make a fiscal year 2006 transitional assistance payment to the school district in an amount equal to the difference between the estimated amount to be paid from fiscal year 2006 appropriations and the amount paid from fiscal year 2005 appropriations.
    (d) If the amount that the State Board of Education will pay to a school district from fiscal year 2007 appropriations, as estimated by the State Board of Education on April 1, 2007, is less than the amount that the State Board of Education paid to the school district from fiscal year 2006 appropriations, then the State Board of Education, subject to appropriation, shall make a fiscal year 2007 transitional assistance payment to the school district in an amount equal to the difference between the estimated amount to be paid from fiscal year 2007 appropriations and the amount paid from fiscal year 2006 appropriations.
    (e) Subject to appropriation, beginning on July 1, 2007, the State Board of Education shall adjust prior year information for the transitional assistance calculations under this Section in the event of the creation or reorganization of any school district pursuant to Article 11E of this Code, the dissolution of an entire district and the annexation of all of its territory to one or more other districts pursuant to Article 7 of this Code, or a boundary change whereby the enrollment of the annexing district increases by 90% or more as a result of annexing territory detached from another district pursuant to Article 7 of this Code.
    (f) If the amount that the State Board of Education will pay to a school district from fiscal year 2008 appropriations, as estimated by the State Board of Education on April 1, 2008, is less than the amount that the State Board of Education paid to the school district from fiscal year 2007 appropriations, then the State Board of Education, subject to appropriation, shall make a fiscal year 2008 transitional assistance payment to the school district in an amount equal to the difference between the estimated amount to be paid from fiscal year 2008 appropriations and the amount paid from fiscal year 2007 appropriations.
    (g) If the amount that the State Board of Education will pay to a school district from fiscal year 2009 appropriations, as estimated by the State Board of Education on April 1, 2009, is less than the amount that the State Board of Education paid to the school district from fiscal year 2008 appropriations, then the State Board of Education, subject to appropriation, shall make a fiscal year 2009 transitional assistance payment to the school district in an amount equal to the difference between the estimated amount to be paid from fiscal year 2009 appropriations and the amount paid from fiscal year 2008 appropriations.
(Source: P.A. 94-69, eff. 7-1-05; 94-835, eff. 6-6-06; 95-331, eff. 8-21-07; 95-707, eff. 1-11-08; 95-744, eff. 7-18-08.)

105 ILCS 5/2-3.132

    (105 ILCS 5/2-3.132)
    Sec. 2-3.132. Sharing information on school lunch applicants. The State Board of Education shall, whenever requested by the Department of Healthcare and Family Services (formerly Department of Public Aid), agree in writing with the Department of Healthcare and Family Services (as the State agency that administers the State Medical Assistance Program as provided in Title XIX of the federal Social Security Act and the State Children's Health Insurance Program as provided in Title XXI of the federal Social Security Act) to share with the Department of Healthcare and Family Services information on applicants for free or reduced-price lunches. This sharing of information shall be for the sole purpose of helping the Department of Healthcare and Family Services identify and enroll children in the State Medical Assistance Program or the State Children's Health Insurance Program or both as allowed under 42 U.S.C. Sec. 1758(b)(2)(C)(iii)(IV) and under the restrictions set forth in 42 U.S.C. Sec. 1758(b)(2)(C)(vi) and (vii). The State Board of Education may not adopt any rule that would prohibit a child from receiving any form of subsidy or benefit due to his or her parent or guardian withholding consent under Section 22-35 of this Code.
(Source: P.A. 95-331, eff. 8-21-07.)

105 ILCS 5/2-3.133

    (105 ILCS 5/2-3.133)
    Sec. 2-3.133. Homework assistance information for parents. The State Board of Education shall provide information on its Internet web site regarding strategies that parents can use to assist their children in successfully completing homework assignments. The State Board of Education shall notify all school districts about this information's availability on the State Board of Education's Internet web site.
(Source: P.A. 95-331, eff. 8-21-07.)

105 ILCS 5/2-3.134

    (105 ILCS 5/2-3.134)
    Sec. 2-3.134. Persistently dangerous schools. The State Board of Education shall maintain data and publish a list of persistently dangerous schools on an annual basis.
(Source: P.A. 95-331, eff. 8-21-07.)

105 ILCS 5/2-3.135

    (105 ILCS 5/2-3.135)
    Sec. 2-3.135. (Repealed).
(Source: P.A. 95-949, eff. 8-29-08. Repealed internally, eff. 8-31-10.)

105 ILCS 5/2-3.136

    (105 ILCS 5/2-3.136)
    Sec. 2-3.136. Funding for class size reduction.
    (a) Class size reduction funding shall assist schools that meet the criteria established by this Section for the award of funds.
    (a-5) Funds shall be awarded pursuant to application. The form and manner of applications and the criteria for the award of funds shall be prescribed by the State Board of Education.
    Funding awarded to eligible schools under this Section shall be used and applied by the schools to defray the costs and expenses of reducing class size to a level that is evidence-based. If a school's facilities are inadequate to allow for the specified class size, then funding may be used for, but is not limited to, support for professional learning.
    (b) (Blank).
    (c) (Blank).
    (d) The State Board of Education shall adopt any rules, consistent with the requirements of this Section, that are necessary to implement and administer this Section.
(Source: P.A. 99-193, eff. 7-30-15; 100-1046, eff. 8-23-18.)

105 ILCS 5/2-3.136a

    (105 ILCS 5/2-3.136a)
    Sec. 2-3.136a. Class size report.
    (a) In this Section:
    "Class" means a setting in which organized instruction of academic course content is regularly provided to a group of students for a given scheduled period of time.
    "Class instructor" means a teacher who has been assigned to teach students in a class at a public school.
    "Class section" means a single class where a class instructor is assigned to teach more than one class per school day.
    "Class size" means the number of students in a class who appear on the class roster and for whom the class instructor is primarily responsible and accountable.
    "Pupil-teacher ratio" means the total number of students in a school divided by the total number of teachers working in that school.
    "Teacher" means an individual instructing students at a public school.
    (b) No later than January 31, 2021, and annually thereafter, the State Board of Education must make available on its website all of the following information:
        (1) The total number of teachers actively employed
    
within each school district, listed by individual school.
        (2) The pupil-teacher ratios for each school district.
        (3) The number of class instructors, by grade level
    
and subject, in each school district.
        (4) The class size for each class and class section
    
at each school in a school district and the total number of classes or class sections in each school that exceeds the class size guidelines under paragraph (2) of subsection (b) of Section 18-8.15.
(Source: P.A. 101-451, eff. 1-1-20.)

105 ILCS 5/2-3.137

    (105 ILCS 5/2-3.137)
    Sec. 2-3.137. (Repealed).
(Source: P.A. 96-734, eff. 8-25-09. Repealed by P.A. 99-30, eff. 7-10-15.)

105 ILCS 5/2-3.138

    (105 ILCS 5/2-3.138)
    Sec. 2-3.138. School health recognition program. The State Board of Education shall establish a school health recognition program that:
        (1) publicly identifies those schools that have
    
implemented programs to increase the level of physical activity of their students;
        (2) publicly identifies those schools that have
    
adopted policies or implemented programs to promote healthy nutritional choices for their students; and
        (3) allows recognized schools to share best practices
    
and model services with other schools throughout the State.
(Source: P.A. 94-190, eff. 7-12-05; 95-331, eff. 8-21-07.)

105 ILCS 5/2-3.139

    (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
    
physical activity;
        (3) establishing community participation in creating
    
local wellness policies; and
        (4) creating a plan for measuring implementation of
    
these wellness policies.
    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 5/2-3.140

    (105 ILCS 5/2-3.140)
    Sec. 2-3.140. Child abduction prevention instruction. The State Board of Education, in coordination with the Illinois State Police, shall develop child abduction prevention instruction for inclusion in elementary and secondary school curricula throughout the State. The State Board of Education and the Illinois State Police shall encourage the inclusion of the child abduction prevention instruction in private elementary and secondary school curricula throughout the State.
(Source: P.A. 102-538, eff. 8-20-21.)

105 ILCS 5/2-3.141

    (105 ILCS 5/2-3.141)
    Sec. 2-3.141. (Repealed).
(Source: P.A. 95-331, eff. 8-21-07. Repealed internally, eff. 12-31-10.)

105 ILCS 5/2-3.142

    (105 ILCS 5/2-3.142)
    Sec. 2-3.142. Grants to Illinois School Psychology Internship Consortium. Subject to appropriations for this purpose, the State Board of Education shall provide grants to the Illinois School Psychology Internship Consortium for aid in providing training programs and facilitating interns to improve the educational and mental health services of children in this State.
(Source: P.A. 95-102, eff. 1-1-08; 95-876, eff. 8-21-08.)

105 ILCS 5/2-3.143

    (105 ILCS 5/2-3.143)
    Sec. 2-3.143. Lincoln's ChalleNGe Academy study. The State Board of Education shall conduct a study to consider the need for an expansion of enrollment at or the replication of services in other portions of this State for the Lincoln's ChalleNGe Academy as an alternative program for students who have dropped out of traditional school.
(Source: P.A. 95-707, eff. 1-11-08.)

105 ILCS 5/2-3.144

    (105 ILCS 5/2-3.144)
    Sec. 2-3.144. Community college enrollments. The State Board of Education shall annually assemble all data reported to the State Board of Education under Section 10-21.4 or 34-8 of this Code by district superintendents, relating to the number of high school students in the educational service region who are enrolled in accredited courses at any community college, together with the name and number of the course or courses that each such student is taking, assembled both by individual school district and by educational service region totals.
(Source: P.A. 95-496, eff. 8-28-07; 95-876, eff. 8-21-08.)

105 ILCS 5/2-3.145

    (105 ILCS 5/2-3.145)
    Sec. 2-3.145. Special education expenditure and receipt report. The State Board of Education shall issue an annual report to the General Assembly and Governor identifying each school district's special education expenditures; receipts received from State, federal, and local sources; and net special education expenditures over receipts received, if applicable. Expenditures and receipts shall be calculated in a manner specified by the State Board using data obtained from the Annual Financial Report, the Funding and Child Tracking System, and district enrollment information. This report must be issued on or before May 1, 2008 and on or before each May 1 thereafter.
(Source: P.A. 95-555, eff. 8-30-07; 95-876, eff. 8-21-08.)

105 ILCS 5/2-3.146

    (105 ILCS 5/2-3.146)
    Sec. 2-3.146. Severely overcrowded schools grant program. There is created a grant program, subject to appropriation, for severely overcrowded schools. The State Board of Education shall administer the program. Grant funds may be used for purposes of relieving overcrowding. In order for a school district to be eligible for a grant under this Section, (i) the main administrative office of the district must be located in a city of 85,000 or more in population, according to the 2000 U.S. Census, (ii) the school district must have a district-wide percentage of low-income students of 70% or more, as identified by the 2005-2006 School Report Cards published by the State Board of Education, and (iii) the school district must not be eligible for a fast growth grant under Section 18-8.10 of this Code. The State Board of Education shall distribute the funds on a proportional basis with no single district receiving more than 75% of the funds in any given year. The State Board of Education may adopt rules as needed for the implementation and distribution of grants under this Section.
(Source: P.A. 95-707, eff. 1-11-08.)

105 ILCS 5/2-3.147

    (105 ILCS 5/2-3.147)
    Sec. 2-3.147. (Repealed).
(Source: P.A. 96-1551, eff. 7-1-11. Repealed by P.A. 99-30, eff. 7-10-15.)

105 ILCS 5/2-3.148

    (105 ILCS 5/2-3.148)
    Sec. 2-3.148. Disability history and awareness campaign. The State Board of Education shall promote an annual campaign about disability history and awareness in this State. The campaign shall be designed to increase public awareness and respect for people with disabilities who comprise a substantial percentage of this State's population, teach future generations that people with disabilities have a rich history and have made valuable contributions throughout this State and the United States, and teach future generations that disability is a natural part of life and that people with disabilities have a right to be treated with civil, legal, and human rights and as full human beings above all else.
(Source: P.A. 96-191, eff. 1-1-10; 96-1000, eff. 7-2-10.)

105 ILCS 5/2-3.149

    (105 ILCS 5/2-3.149)
    Sec. 2-3.149. (Repealed).
(Source: P.A. 96-1000, eff. 7-2-10. Repealed by P.A. 102-413, eff. 8-20-21.)

105 ILCS 5/2-3.150

    (105 ILCS 5/2-3.150)
    Sec. 2-3.150. (Repealed).
(Source: P.A. 96-1000, eff. 7-2-10. Repealed internally, eff. 1-16-13.)

105 ILCS 5/2-3.151

    (105 ILCS 5/2-3.151)
    Sec. 2-3.151. Green career and technical education programs.
    (a) As used in this Section, "green industries" means industries that contribute directly to preserving or enhancing environmental quality by reducing waste and pollution or producing sustainable products using sustainable processes and materials and that provide opportunities for advancement along a career track of increasing skills and wages. Green industries include any of the following:
        (1) Energy system retrofits to increase energy
    
efficiency and conservation.
        (2) The production and distribution of biofuels and
    
vehicle retrofits for biofuels.
        (3) Building design and construction that meet the
    
equivalent of the best available technology in energy and environmental design standards.
        (4) Organic and community food production.
        (5) The manufacture of products from non-toxic,
    
environmentally certified or recycled materials.
        (6) The manufacture and production of sustainable
    
technologies, including, but not limited to, solar panels, wind turbines, and fuel cells.
        (7) Solar technology installation and maintenance.
        (8) Recycling, green composting, and large-scale
    
reuse of construction and demolition materials and debris.
        (9) Water system retrofits to increase water
    
efficiency and conservation.
        (10) Horticulture.
    (b) It is the purpose and intent of this Section to establish a State grant program that develops secondary programs that introduce students to developing green industries.
    (c) Subject to appropriation, the State Board of Education shall establish a State grant program that develops, through a competitive process, 2-year pilot programs to assist in the creation and promotion of green career and technical education programs in public secondary schools in this State. Preference must be given to proposals that include the integration of academic and career and technical education content, arranged in sequences of courses that lead to post-secondary completion.
    (d) The State Board of Education may adopt any rules necessary for the implementation of this Section.
    (e) The State Board of Education may use up to 5% of the funds appropriated for the purposes of this Section for administrative costs, including the hiring of positions for the implementation and administration of the grant program, provided that if no appropriation is made to the State Board for a given fiscal year for the purposes of the grant program, then the State Board is not required to make any expenditures in support of the program during that fiscal year.
(Source: P.A. 96-659, eff. 8-25-09; 96-1000, eff. 7-2-10.)

105 ILCS 5/2-3.152

    (105 ILCS 5/2-3.152)
    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
    
communities.
        (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
    
programming components.
        (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.)

105 ILCS 5/2-3.153

    (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
    
school year.
    (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
    
Section;
        (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.)

105 ILCS 5/2-3.154

    (105 ILCS 5/2-3.154)
    Sec. 2-3.154. Low Performing Schools Intervention Program. From any funds appropriated to the State Board of Education for the purposes of intervening in low performing schools, the State Superintendent may, in his or her discretion, select school districts and schools in which to directly or indirectly intervene; provided however that such school districts and schools are within the lowest 5% in terms of performance in the State as determined by the State Superintendent. Intervention may take the form of a needs assessment or additional, more intensive intervention, as determined by the State Superintendent. Expenditures from funds appropriated for this purpose may include, without limitation, contracts, grants and travel to support the intervention.
(Source: P.A. 97-72, eff. 7-1-11; 97-813, eff. 7-13-12.)

105 ILCS 5/2-3.155

    (105 ILCS 5/2-3.155)
    Sec. 2-3.155. Textbook block grant program.
    (a) The provisions of this Section are in the public interest, for the public benefit, and serve secular public purposes.
    (b) As used in this Section, "textbook" means any book or book substitute that a pupil uses as a text or text substitute, including electronic textbooks. "Textbook" includes books, reusable workbooks, manuals, whether bound or in loose-leaf form, instructional computer software, and electronic textbooks and the technological equipment necessary to gain access to and use electronic textbooks intended as a principal source of study material for a given class or group of students. "Textbook" also includes science curriculum materials in a kit format that includes pre-packaged consumable materials if (i) it is shown that the materials serve as a textbook substitute, (ii) the materials are for use by the pupils as a principal learning source, (iii) each component of the materials is integrally necessary to teach the requirements of the intended course, (iv) the kit includes teacher guidance materials, and (v) the purchase of individual consumable materials is not allowed.
    (c) Subject to annual appropriation by the General Assembly, the State Board of Education is authorized to provide annual funding to public school districts and State-recognized, non-public schools serving students in grades kindergarten through 12 for the purchase of selected textbooks. The textbooks authorized to be purchased under this Section are limited without exception to textbooks for use in any public school and that are secular, non-religious, non-sectarian, and non-discriminatory as to any of the characteristics under the Illinois Human Rights Act. Textbooks authorized to be purchased under this Section must include the roles and contributions of all people protected under the Illinois Human Rights Act. Each public school district and State-recognized, non-public school shall, subject to appropriations for that purpose, receive a per pupil grant for the purchase of secular and non-discriminatory textbooks. The per pupil grant amount must be calculated by the State Board of Education utilizing the total appropriation made for these purposes divided by the most current student enrollment data available.
    (d) The State Board of Education may adopt rules as necessary for the implementation of this Section and to ensure the religious neutrality of the textbook block grant program, as well as provide for the monitoring of all textbooks authorized in this Section to be purchased directly by State-recognized, nonpublic schools serving students in grades kindergarten through 12.
(Source: P.A. 101-17, eff. 6-14-19; 101-227, eff. 7-1-20; 102-558, eff. 8-20-21.)

105 ILCS 5/2-3.156

    (105 ILCS 5/2-3.156)
    Sec. 2-3.156. Mathematics curriculum models.
    (a) The State Board of Education shall, immediately following the effective date of this amendatory Act of the 97th General Assembly, coordinate the acquisition, adaptation, and development of middle and high school mathematics curriculum models to aid school districts and teachers in implementing standards for all students. The acquisition, adaptation, and development process shall include the input of representatives of statewide educational organizations and stakeholders, including without limitation all of the following:
        (1) Representatives of a statewide mathematics
    
professional organization.
        (2) Representatives of statewide teacher
    
organizations.
        (3) Representatives of statewide school
    
administrator organizations.
        (4) Experts in higher education mathematics
    
instruction.
        (5) Experts in curriculum design.
        (6) Experts in professional development design.
        (7) State education policymakers and advisors.
        (8) A representative from the Department of Commerce
    
and Economic Opportunity.
        (9) Higher education faculty.
        (10) Representatives of statewide school board
    
organizations.
        (11) Representatives of statewide principal
    
organizations.
    (b) The curriculum models under this Section shall include without limitation all of the following:
        (1) Scope-and-sequence descriptions for middle and
    
high school mathematics progressions, building content and skill acquisition across the grades.
        (2) Recommendations of curricula for the final year
    
of mathematics or math-equivalent instruction before graduation.
        (3) Sample lesson plans to illustrate instructional
    
materials and methods for specific standards.
        (4) Model high school course designs that
    
demonstrate effective student pathways to mathematics-standards attainment by graduation.
        (5) Training programs for teachers and
    
administrators, to be made available in both traditional and electronic formats for regional and local delivery.
    (c) The curriculum models under this Section must be completed no later than March 1, 2013.
    (d) The curriculum models and training programs under this Section must be made available to all school districts, which may choose to adopt or adapt the models in lieu of developing their own mathematics curricula. The Illinois P-20 Council shall submit a report to the Governor and the General Assembly on the extent and effect of utilization of the curriculum models by school districts. Within 4 years after the effective date of this amendatory Act of the 97th General Assembly, State mathematics test results and higher education mathematics remediation data must be used to gauge the effectiveness of high school mathematics instruction and the extent of standards attainment and be used to guide the continuous improvement of the mathematics curriculum and instruction.
(Source: P.A. 97-704, eff. 1-1-13.)

105 ILCS 5/2-3.157

    (105 ILCS 5/2-3.157)
    Sec. 2-3.157. (Repealed).
(Source: P.A. 98-756, eff. 7-16-14. Repealed internally, eff. 1-2-14.)

105 ILCS 5/2-3.158

    (105 ILCS 5/2-3.158)
    Sec. 2-3.158. (Repealed).
(Source: P.A. 98-790, eff. 7-25-14. Repealed internally, eff. 12-31-15.)