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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 5/2-3.178 (105 ILCS 5/2-3.178) Sec. 2-3.178. K-12 Recycling Grant Program. (a) Subject to appropriation, the State Board of Education must create and administer the K-12 Recycling Grant Program to provide grants to school districts for the implementation or improvement of a school's recycling program. A school district that applies for a grant under this Section may receive a maximum grant amount of $5,000 per school in that district and may use the grant funds only to implement or improve a school's recycling program. (b) The State Board must adopt rules to implement this Section.
(Source: P.A. 101-10, eff. 6-5-19.) |
105 ILCS 5/2-3.179
(105 ILCS 5/2-3.179)
Sec. 2-3.179. Work-based learning database. (a) In this Section, "work-based learning" means an educational strategy that provides students with real-life work experiences in which they can apply academic and technical skills and develop their employability. (b) The State Board must develop a work-based learning database to help facilitate relationships between school districts and businesses and expand work-based learning in this State.
(Source: P.A. 101-389, eff. 8-16-19; 102-558, eff. 8-20-21.)
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105 ILCS 5/2-3.180
(105 ILCS 5/2-3.180)
Sec. 2-3.180. School safety and security grants. Subject to appropriation or private donations, the State Board of Education shall award grants to school districts to support school safety and security. Grant funds may be used for school security improvements, including professional development, safety-related upgrades to school buildings, equipment, including metal detectors and x-ray machines, and facilities, including school-based health centers. The State Board must prioritize the distribution of grants under this Section to school districts designated as Tier 1 or Tier 2 under Section 18-8.15.
(Source: P.A. 101-413, eff. 1-1-20; 102-558, eff. 8-20-21.) |
105 ILCS 5/2-3.181
(105 ILCS 5/2-3.181)
Sec. 2-3.181. Safe Schools and Healthy Learning Environments Grant Program. (a) The State Board of Education, subject to appropriation, is authorized to award competitive grants on an annual basis under a Safe Schools and Healthy Learning Environments Grant Program. The goal of this grant program is to promote school safety and healthy learning environments by providing schools with additional resources to implement restorative interventions and resolution strategies as alternatives to exclusionary discipline, and to address the full range of students' intellectual, social, emotional, physical, psychological, and moral developmental needs. (b) To receive a grant under this program, a school district must submit with its grant application a plan for implementing evidence-based and promising practices that are aligned with the goal of this program. The application may include proposals to (i) hire additional school support personnel, including, but not limited to, restorative justice practitioners, school psychologists, school social workers, and other mental and behavioral health specialists; (ii) use existing school-based resources, community-based resources, or other experts and practitioners to expand alternatives to exclusionary discipline, mental and behavioral health supports, wraparound services, or drug and alcohol treatment; and (iii) provide training for school staff on trauma-informed approaches to meeting students' developmental needs, addressing the effects of toxic stress, restorative justice approaches, conflict resolution techniques, and the effective utilization of school support personnel and community-based services. For purposes of this subsection, "promising practices" means practices that present, based on preliminary information, potential for becoming evidence-based practices. Grant funds may not be used to increase the use of school-based law enforcement or security personnel. Nothing in this Section shall prohibit school districts from involving law enforcement personnel when necessary and allowed by law. (c) The State Board of Education, subject to appropriation for the grant program, shall annually disseminate a request for applications to this program, and funds shall be distributed annually. The criteria to be considered by the State Board of Education in awarding the funds shall be (i) the average ratio of school support personnel to students in the target schools over the preceding 3 school years, with priority given to applications with a demonstrated shortage of school support personnel to meet student needs; and (ii) the degree to which the proposal articulates a comprehensive approach for reducing exclusionary discipline while building safe and healthy learning environments. Priority shall be given to school districts that meet the metrics under subsection (b) of Section 2-3.162. (d) The State Board of Education, subject to appropriation for the grant program, shall produce an
annual report on the program in
cooperation with the school districts participating in the program. The report shall include available
quantitative information on the progress being made in reducing exclusionary discipline and the effects of the program on school safety and school climate. This report shall be posted on the State Board of Education's website by
October 31 of each year, beginning in 2020. (e) The State Board of Education may adopt any rules necessary for the implementation of this program.
(Source: P.A. 101-438, eff. 8-20-19; 102-558, eff. 8-20-21.)
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105 ILCS 5/2-3.182 (105 ILCS 5/2-3.182) Sec. 2-3.182. Annual census of personnel holding school support personnel endorsements. (a) In this Section: "School support personnel endorsement" means an endorsement affixed to a Professional Educator License as referenced in subparagraph (G) of paragraph (2) of Section 21B-25 of this Code. "Special education joint agreement" means an entity formed pursuant to Section 10-22.31 of this Code. (b) No later than December 1, 2023 and each December 1st annually thereafter, the State Board of Education must make available on its website the following information for each school district as of October 1st of each year beginning in 2022: (1) The total number of personnel with a school | | support personnel endorsement and, for each endorsement area:
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| (A) those actively employed on a full-time basis
| | (B) those actively employed on a part-time basis
| | by the school district; and
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| (C) those actively employed by a special
| | education joint agreement providing services to students in the school district.
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| (2) The total number of students enrolled in the
| | school district and, of that total, the number of students with an individualized education program or a plan pursuant to Section 504 of the federal Rehabilitation Act of 1973.
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(Source: P.A. 102-302, eff. 1-1-22; 102-813, eff. 5-13-22.)
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105 ILCS 5/2-3.183 (105 ILCS 5/2-3.183) Sec. 2-3.183. Review of university admission coursework. (a) The State Board of Education shall make the review compiled under Section 9.40 of the Board of Higher Education Act available to the public on its Internet website. (b) To ensure that every public high school student understands the course expectations for admission into a public university in this State, a school district must make available to students in grades 8 through 12 and their parents or guardians the review compiled under Section 9.40 of the Board of Higher Education Act before the student's course schedule is finalized for the student's particular grade level. (c) To ensure that a public high school student is not excluded from enrolling in a public university in this State because of a lack of access to required or recommended coursework, beginning with the 2022-2023 school year and each school year thereafter, every public high school must provide access to each course identified in the review compiled under Section 9.40 of the Board of Higher Education Act to any of its students who request to enroll in the course. If the public high school is unable to offer the course through the school district, the public high school must find an alternative way to offer the course to the student, which may include partnering with another school district, a community college district, an institution of higher education, or some other course provider. No student shall be excluded from participation in a course identified in the review due to financial reasons. Any course offered pursuant to this Section as a dual credit course shall be developed and offered in accordance with the Dual Credit Quality Act.
(Source: P.A. 101-654, eff. 3-8-21.) |
105 ILCS 5/2-3.185 (105 ILCS 5/2-3.185) Sec. 2-3.185. Computer science standards and courses. On or before December 1, 2021, the State Board of Education shall: (1) develop or adopt rigorous learning standards in | | the area of computer science; and
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| (2) analyze and revise, if appropriate, existing
| | course titles dedicated to computer science or develop a short list of existing course titles that are recommended for computer science courses.
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(Source: P.A. 101-654, eff. 3-8-21.)
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105 ILCS 5/2-3.186 (105 ILCS 5/2-3.186) Sec. 2-3.186. Freedom Schools; grant program. (a) The General Assembly recognizes and values the contributions that Freedom Schools make to enhance the lives of Black students. The General Assembly makes all of the following findings: (1) The fundamental goal of the Freedom Schools of | | the 1960s was to provide quality education for all students, to motivate active civic engagement, and to empower disenfranchised communities. The renowned and progressive curriculum of Freedom Schools allowed students of all ages to experience a new and liberating form of education that directly related to the imperatives of their lives, their communities, and the Freedom Movement.
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| (2) Freedom Schools continue to demonstrate the
| | proven benefits of critical civic engagement and intergenerational effects by providing historically disadvantaged students, including African American students and other students of color, with quality instruction that fosters student confidence, critical thinking, and social and emotional development.
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| (3) Freedom Schools offer culturally relevant
| | learning opportunities with the academic and social supports that Black children need by utilizing quality teaching, challenging and engaging curricula, wrap-around supports, a positive school climate, and strong ties to family and community. Freedom Schools have a clear focus on results.
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| (4) Public schools serve a foundational role in the
| | education of over 2,000,000 students in this State.
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| (b) The State Board of Education shall establish a Freedom School network to supplement the learning taking place in public schools by awarding one or more grants as set forth in subsection (e) to create Freedom Schools with a mission to improve the odds for children in poverty by using a research-based and multicultural curriculum for disenfranchised communities most affected by the opportunity gap and learning loss caused by the pandemic, and by expanding the teaching of African American history, developing leadership skills, and providing an understanding of the tenets of the civil rights movement. The teachers in Freedom Schools must be from the local community, with an emphasis on historically disadvantaged youth, including African American students and other students of color, so that (i) these individuals have access to jobs and teaching experiences that serve as a long-term pipeline to educational careers and the hiring of minority educators in public schools, (ii) these individuals are elevated as content experts and community leaders, and (iii) Freedom School students have access to both mentorship and equitable educational resources.
(c) A Freedom School shall intentionally and imaginatively implement strategies that focus on all of the following:
(1) Racial justice and equity.
(2) Transparency and building trusting
| | (3) Self-determination and governance.
(4) Building on community strengths and community
| | (5) Utilizing current data, best practices, and
| | (6) Shared leadership and collaboration.
(7) A reflective learning culture.
(8) A whole-child approach to education.
(9) Literacy.
(d) The State Board of Education, in the establishment of Freedom Schools, shall strive for authentic parent and community engagement during the development of Freedom Schools and their curriculum. Authentic parent and community engagement includes all of the following:
(1) A shared responsibility that values equal
| | partnerships between families and professionals.
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| (2) Ensuring that students and families who are
| | directly impacted by Freedom School policies and practices are the decision-makers in the creation, design, implementation, and assessment of those policies and practices.
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| (3) Genuine respect for the culture and diversity
| | (4) Relationships that center around the goal of
| | supporting family well-being and children's development and learning.
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| (e) Subject to appropriation, the State Board of Education shall establish and implement a grant program to provide grants to public schools, public community colleges, and not-for-profit, community-based organizations to facilitate improved educational outcomes for historically disadvantaged students, including African American students and other students of color in grades pre-kindergarten through 12 in alignment with the integrity and practices of the Freedom School model established during the civil rights movement. Grant recipients under the program may include, but are not limited to, entities that work with the Children's Defense Fund or offer established programs with proven results and outcomes. The State Board of Education shall award grants to eligible entities that demonstrate a likelihood of reasonable success in achieving the goals identified in the grant application, including, but not limited to, all of the following:
(1) Engaging, culturally relevant, and challenging
| | (2) High-quality teaching.
(3) Wrap-around supports and opportunities.
(4) Positive discipline practices, such as
| | (5) Inclusive leadership.
(f) The Freedom Schools Fund is created as a special fund in the State treasury. The Fund shall consist of appropriations from the General Revenue Fund, grant funds from the
federal government, and donations from educational and private foundations. All money in the Fund shall be used, subject to appropriation, by the State Board of Education for the purposes of this Section and to support related activities.
(g) The State Board of Education may adopt any rules necessary to implement this Section.
(Source: P.A. 102-209, eff. 11-30-21 (See Section 5 of P.A. 102-671 for effective date of P.A. 102-209); 103-8, eff. 6-7-23.)
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105 ILCS 5/2-3.187 (105 ILCS 5/2-3.187) Sec. 2-3.187. (Repealed).
(Source: P.A. 102-671, eff. 11-30-21. Repealed internally, eff. 1-1-23.) |
105 ILCS 5/2-3.188 (105 ILCS 5/2-3.188) Sec. 2-3.188. Resource guide. (a) By July 1, 2023, the State Board of Education, in consultation with relevant stakeholders, as needed, shall develop and maintain a resource guide that shall be made available on the State Board's Internet website. The resource guide shall provide guidance for pupils, parents or guardians, and teachers about sexual abuse response and prevention resources available in their community. The resource guide shall, at a minimum, provide all of the following information: (1) Contact information, the location, and a list of | | the services provided by or available through accredited children's advocacy centers.
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| (2) Contact information and a list of the services
| | offered by organizations that provide medical evaluations and treatment to victims of child sexual abuse.
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| (3) Contact information and a list of the services
| | offered by organizations that provide mental health evaluations and services to victims and the families of victims of child sexual abuse.
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| (4) Contact information of organizations
| | that offer legal assistance to and provide advocacy on behalf of victims of child sexual abuse.
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| (b) At the beginning of the school year, each school district, charter school, or nonpublic school shall notify the parents or guardians of enrolled students of the availability of the resource guide. Each school district, charter school, or nonpublic school shall furnish the resource guide to a student's parent or guardian at the request of the parent or guardian and may also make the resource guide available on its Internet website.
(c) The State Board of Education shall periodically review the information contained in the resource guide and update the information as necessary.
(Source: P.A. 102-676, eff. 12-3-21.)
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105 ILCS 5/2-3.189
(105 ILCS 5/2-3.189)
Sec. 2-3.189. School unused food sharing plan. School districts shall incorporate a food sharing plan for unused food into their local wellness policy under Section 2-3.139. The food sharing plan shall focus on needy students, with the plan being developed and supported jointly by the district's local health department. Participants in the child nutrition programs, the National School Lunch Program and National School Breakfast Program, the Child and Adult Care Food Program (CACFP), and the Summer Food Service Program (SFSP) shall adhere to the provisions of the Richard B. Russell National School Lunch Act, as well as accompanying guidance from the U.S. Department of Agriculture on the Food Donation Program, to ensure that any leftover food items are properly donated in order to combat potential food insecurity in their communities. For the purpose of this Section, "properly" means in accordance with all federal regulations and State and local health and sanitation codes.
(Source: P.A. 102-359, eff. 8-13-21; 102-813, eff. 5-13-22.)
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105 ILCS 5/2-3.190
(105 ILCS 5/2-3.190)
Sec. 2-3.190. Anaphylactic policy for school districts. (a) The State Board of Education, in consultation with the Department of Public Health, shall establish an anaphylactic policy for school districts setting forth guidelines and procedures to be followed both for the prevention of anaphylaxis and during a medical emergency resulting from anaphylaxis. The policy shall be developed after consultation with the advisory committee established pursuant to Section 5 of the Critical Health Problems and Comprehensive Health Education Act. In establishing the policy required under this Section, the State Board shall consider existing requirements and current and best practices for schools regarding allergies and anaphylaxis. The State Board must also consider the voluntary guidelines for managing food allergies in schools issued by the United States Department of Health and Human Services. (b) The anaphylactic policy established under subsection (a) shall include the following: (1) A procedure and treatment plan, including | | emergency protocols and responsibilities for school nurses and other appropriate school personnel, for responding to anaphylaxis.
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| (2) Requirements for a training course for
| | appropriate school personnel on preventing and responding to anaphylaxis.
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| (3) A procedure and appropriate guidelines for the
| | development of an individualized emergency health care plan for children with a food or other allergy that could result in anaphylaxis.
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| (4) A communication plan for intake and
| | dissemination of information provided by this State regarding children with a food or other allergy that could result in anaphylaxis, including a discussion of methods, treatments, and therapies to reduce the risk of allergic reactions, including anaphylaxis.
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| (5) Strategies for reducing the risk of exposure to
| | anaphylactic causative agents, including food and other allergens.
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| (6) A communication plan for discussion with
| | children who have developed adequate verbal communication and comprehension skills and with the parents or guardians of all children about foods that are safe and unsafe and about strategies to avoid exposure to unsafe food.
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| (c) At least once each calendar year, each school district shall send a notification to the parents or guardians of all children under the care of a school to make them aware of the anaphylactic policy. The notification shall include contact information for parents and guardians to engage further with the school to learn more about individualized aspects of the policy.
(d) At least 6 months after August 20, 2021 (the effective date of Public Act 102-413), the anaphylactic policy established under subsection (a) shall be forwarded by the State Board to the school board of each school district in this State. Each school district shall implement or update, as appropriate, its anaphylactic policy in accordance with those developed by the State Board within 6 months after receiving the anaphylactic policy from the State Board.
(e) The anaphylactic policy established under subsection (a) shall be reviewed and updated, if necessary, at least once every 3 years.
(f) The State Board shall post the anaphylactic policy established under subsection (a) and resources regarding allergies and anaphylaxis on its website.
(g) The State Board may adopt any rules necessary to implement this Section.
(Source: P.A. 102-413, eff. 8-20-21; 102-813, eff. 5-13-22.)
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105 ILCS 5/2-3.191
(105 ILCS 5/2-3.191)
Sec. 2-3.191. State Education Equity Committee. (a) The General Assembly finds that this State has an urgent and collective responsibility to achieve educational equity by ensuring that all policies, programs, and practices affirm the strengths that each and every child brings with diverse backgrounds and life experiences and by delivering the comprehensive support, programs, and educational opportunities children need to succeed. (b) The State Education Equity Committee is created within the State Board of Education to strive toward ensuring equity in education for all children from birth through grade 12. (c) The Committee shall consist of the State Superintendent of Education or the State Superintendent's designee, who shall serve as chairperson, and one member from each of the following organizations appointed by the State Superintendent: (1) At least 2 educators who each represent a | | different statewide professional teachers' organization.
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| (2) A professional teachers' organization located in
| | a city having a population exceeding 500,000.
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| (3) A statewide association representing school
| | (4) A statewide association representing regional
| | superintendents of schools.
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| (5) A statewide association representing school board
| | (6) A statewide association representing school
| | (7) A school district serving a community with a
| | population of 500,000 or more.
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| (8) A parent-led organization.
(9) A student-led organization.
(10) One community organization that works to foster
| | safe and healthy environments through advocacy for immigrant families and ensuring equitable opportunities for educational advancement and economic development.
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| (11) An organization that works for economic,
| | educational, and social progress for African Americans and promotes strong sustainable communities through advocacy, collaboration, and innovation.
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| (12) One statewide organization whose focus is to
| | narrow or close the achievement gap between students of color and their peers.
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| (13) An organization that advocates for healthier
| | school environments in this State.
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| (14) One statewide organization that advocates for
| | partnerships among schools, families, and the community, provides access to support, and removes barriers to learning and development, using schools as hubs.
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| (15) One organization that advocates for the health
| | and safety of Illinois youth and families by providing capacity building services.
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| (16) An organization dedicated to advocating for
| | public policies to prevent homelessness.
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| (17) Other appropriate State agencies as determined
| | by the State Superintendent.
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| (18) An organization that works for economic,
| | educational, and social progress for Native Americans and promotes strong sustainable communities through advocacy, collaboration, and innovation.
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| (19) A individual with a disability or a statewide
| | organization representing or advocating on behalf of individuals with disabilities. As used in this paragraph, "disability" has the meaning given to that term in Section 10 of the Disabilities Services Act of 2003.
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| Members appointed to the Committee must reflect, as much as possible, the racial, ethnic, and geographic diversity of this State.
(d) Members appointed by the State Superintendent shall serve without compensation, but may be reimbursed for reasonable and necessary expenses, including travel, from funds appropriated to the State Board of Education for that purpose, subject to the rules of the appropriate travel control board.
(e) The Committee shall meet at the call of the chairperson, but shall meet no less than 3 times a year.
(f) The Committee shall recognize that, while progress has been made, much remains to be done to address systemic inequities and ensure each and every child is equipped to reach the child's fullest potential and shall:
(1) guide its work through the principles of equity,
| | equality, collaboration, and community;
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| (2) focus its work around the overarching goals of
| | student learning, learning conditions, and elevating educators, all underpinned by equity;
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| (3) identify evidence-based practices or policies
| | around these goals to build on this State's progress of ensuring educational equity for all its students in all aspects of birth through grade 12 education; and
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| (4) seek input and feedback on identified
| | evidence-based practices or policies from stakeholders, including, but not limited to, parents, students, and educators that reflect the rich diversity of Illinois students.
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| (g) The Committee shall submit its recommendations to the General Assembly and the State Board of Education no later than January 31, 2022. By no later than December 15, 2023 and each year thereafter, the Committee shall report to the General Assembly and the State Board of Education about the additional progress that has been made to achieve educational equity.
(h) As part of the report required under subsection (g), by no later than December 15, 2024, the Committee shall provide recommendations that may assist the State Board of Education in identifying diverse subject matter experts to help inform policy through task forces, committees, and commissions the State Board oversees.
(i) On and after January 31, 2025, subsection (h) is inoperative.
(Source: P.A. 102-458, eff. 8-20-21; 102-813, eff. 5-13-22; 103-422, eff. 8-4-23.)
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105 ILCS 5/2-3.192 (105 ILCS 5/2-3.192) Sec. 2-3.192. (Repealed). (Source: P.A. 103-8, eff. 6-7-23. Repealed internally, eff. 7-1-24.) |
105 ILCS 5/2-3.195 (105 ILCS 5/2-3.195) Sec. 2-3.195. Direct support professional training program. Beginning with the 2026-2027 school year and continuing for not less than 2 years, the State Board of Education shall make available a model program of study that incorporates the training and experience necessary to serve as a direct support professional. By July 1, 2025, the Department of Human Services shall submit recommendations developed in consultation with stakeholders, including, but not limited to, organizations representing community-based providers serving children and adults with intellectual or developmental disabilities, and education practitioners, including, but not limited to, teachers, administrators, special education directors, and regional superintendents of schools, to the State Board for the training that would be required in order to complete the model program of study. (Source: P.A. 102-874, eff. 1-1-23; 103-154, eff. 6-30-23; 103-175, eff. 6-30-23; 103-998, eff. 8-9-24.) |
105 ILCS 5/2-3.196 (105 ILCS 5/2-3.196) (Section scheduled to be repealed on July 1, 2029) Sec. 2-3.196. Discrimination, harassment, and retaliation reporting. (a) The requirements of this Section are subject to appropriation. (b) The State Board of Education shall build data collection systems to allow the collection of data on reported allegations of the conduct described in paragraph (1). Beginning on August 1 of the year after the systems are implemented and for each reporting school year beginning on August 1 and ending on July 31 thereafter, each school district, charter school, and nonpublic, nonsectarian elementary or secondary school shall disclose to the State Board of Education all of the following information: (1) The total number of reported allegations of | | discrimination, harassment, or retaliation against students received by each school district, charter school, or nonpublic, nonsectarian elementary or secondary school during the reporting school year, defined as August 1 to July 31, in each of the following categories:
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| (A) sexual harassment;
(B) discrimination or harassment on the basis of
| | race, color, or national origin;
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| (C) discrimination or harassment on the basis of
| | (D) discrimination or harassment on the basis of
| | (E) discrimination or harassment on the basis of
| | (F) retaliation.
(2) The status of allegations, as of the last day of
| | the reporting period, in each category under paragraph (1).
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| Allegations shall be reported as unfounded, founded,
| | or investigation pending by the school district, charter school, or nonpublic, nonsectarian elementary or secondary school.
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| (c) A school district, charter school, or nonpublic, nonsectarian elementary or secondary school may not include in any disclosures required under this Section any information by which an individual may be personally identified, including the name of the victim or victims or those accused of an act of alleged discrimination, harassment, or retaliation.
(d) If a school district, charter school, or nonpublic, nonsectarian elementary or secondary school fails to disclose the information required in subsection (b) of this Section by July 31 of the reporting school year, the State Board of Education shall provide a written request for disclosure to the school district, charter school, or nonpublic, nonsectarian elementary or secondary school, thereby providing the period of time in which the required information must be disclosed. If a school district, charter school, or nonpublic, nonsectarian elementary or secondary school fails to disclose the information within 14 days after receipt of that written request, the State Board of Education may petition the Department of Human Rights to initiate a charge of a civil rights violation pursuant to Section 5A-102 of the Illinois Human Rights Act.
(e) The State Board of Education shall publish an annual report aggregating the information reported by school districts, charter schools, and nonpublic, nonsectarian elementary or secondary schools under subsection (b) of this Section. Data included in the report shall not be publicly attributed to any individual school district, charter school, or nonpublic, nonsectarian elementary or secondary school. The report shall include the number of incidents reported between August 1 and July 31 of the preceding reporting school year, based on each of the categories identified under paragraph (1) of this subsection (b).
The annual report shall be filed with the Department of Human Rights and the General Assembly and made available to the public by July 1 of the year following the reporting school year. Data submitted by a school district, charter school, or nonpublic, nonsectarian elementary or secondary school to comply with this Section is confidential and exempt from the Freedom of Information Act.
(f) The State Board of Education may adopt any rules deemed necessary for implementation of this Section.
(g) This Section is repealed on July 1, 2029.
(Source: P.A. 103-472, eff. 8-1-24; 103-605, eff. 7-1-24.)
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105 ILCS 5/2-3.197 (105 ILCS 5/2-3.197) Sec. 2-3.197. Imagination Library of Illinois; grant program.
To promote the development of a comprehensive statewide initiative for encouraging preschool age children to develop a love of reading and learning, the State Board of Education is authorized to develop, fund, support, promote, and operate the Imagination Library of Illinois Program, which is hereby established. For purposes of this Section, "State program" means the Imagination Library of Illinois Program. (a) State program funds shall be used to provide, through Dolly Parton's Imagination Library, one age-appropriate book, per month, to each registered child from birth to age 5 in participating counties. Books shall be sent monthly to each registered child's home at no cost to families. Subject to an annual appropriation, the State Board of Education shall contribute the State's matching funds per the cost-sharing framework established by Dolly Parton's Imagination Library for the State program. The State program shall contribute the 50% match of funds required of local programs participating in Dolly Parton's Imagination Library. Local program partners shall match the State program funds to provide the remaining 50% match of funds required by Dolly Parton's Imagination Library. (1) The Imagination Library of Illinois Fund is | | hereby created as a special fund in the State Treasury. The State Board of Education may accept gifts, grants, awards, donations, matching contributions, appropriations, interest income, public or private bequests, and cost sharings from any individuals, businesses, governments, or other third-party sources, and any federal funds. All moneys received under this Section shall be deposited into the Imagination Library of Illinois Fund. Any moneys that are unobligated or unexpended at the end of a fiscal year shall remain in the Imagination Library of Illinois Fund, shall not lapse into the General Revenue Fund, and shall be available to the Board for expenditure in the next fiscal year, subject to appropriation. Notwithstanding any other law to the contrary, this Fund is not subject to sweeps, administrative chargebacks, or any other fiscal or budgetary maneuver that in any way would transfer any amount from this Fund into any other fund of the State.
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| (2) Moneys received under this Section are subject
| | to appropriation by the General Assembly and may only be expended for purposes consistent with the conditions under which the moneys were received, including, but not limited to, the following:
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| (i) Moneys in the Fund shall be used to provide
| | age-appropriate books on a monthly basis, at home, to each child registered in the Imagination Library of Illinois Program, from birth through their fifth birthday, at no cost to families, through Dolly Parton's Imagination Library.
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| (ii) Subject to availability, moneys in the
| | Fund shall be allocated to qualified local entities that provide a dollar-for-dollar match for the program. As used in this Section, "qualified local entity" means any existing or new local Dolly Parton's Imagination Library affiliate.
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| (iii) Moneys in the Fund may be used by the
| | State Board of Education to pay for administrative expenses of the State program, including associated operating expenses of the State Board of Education or any nonprofit entity that coordinates the State program pursuant to subsection (b).
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| (b) The State Board of Education shall coordinate with a nonprofit entity qualified under Section 501(c)(3) of the Internal Revenue Code to operate the State program. That organization must be organized solely to promote and encourage reading by the children of the State, for the purpose of implementing this Section.
(c) The State Board of Education shall provide oversight of the nonprofit entity that operates the State program pursuant to subsection (b) to ensure the nonprofit entity does all of the following:
(1) Promotes the statewide development of local Dolly
| | Parton's Imagination Library programs.
|
| (2) Advances and strengthens local Dolly Parton's
| | Imagination Library programs with the goal of increasing enrollment.
|
| (3) Develops community engagement.
(4) Develops, promotes, and coordinates a public
| | awareness campaign to make donors aware of the opportunity to donate to the affiliate programs and make the public aware of the opportunity to register eligible children to receive books through the program.
|
| (5) Administers the local match requirement and
| | coordinates the collection and remittance of local program costs for books and mailing.
|
| (6) Develops statewide marketing and communication
| | (7) Solicits donations, gifts, and other funding
| | from statewide partners to financially support local Dolly Parton's Imagination Library programs.
|
| (8) Identifies and applies for available grant
| | (d) The State Board of Education shall make publicly available on an annual basis information regarding the number of local programs that exist, where the local programs are located, the number of children that are enrolled in the program, the number of books that have been provided, and those entities or organizations that serve as local partners.
(e) The State Board of Education may adopt rules as may be needed for the administration of the Imagination Library of Illinois Program.
(Source: P.A. 103-8, eff. 6-7-23.)
|
105 ILCS 5/2-3.198 (105 ILCS 5/2-3.198) Sec. 2-3.198. Teacher Vacancy Grant Pilot Program. (a) Subject to appropriation, beginning in Fiscal Year 2024, the State Board of Education shall administer a 3-year Teacher Vacancy Grant Pilot Program for the allocation of formula grant funds to school districts to support the reduction of unfilled teaching positions throughout the State. The State Board shall identify which districts are eligible to apply for a 3-year grant under this Section by reviewing the State Board's Fiscal Year 2023 annual unfilled teaching positions report to determine which districts designated as Tier 1, Tier 2, and Tier 3 under Section 18-8.15 have the greatest need for funds. Based on the National Center for Education Statistics locale classifications, 60% of eligible districts shall be rural districts and 40% of eligible districts shall be urban districts. Continued funding for the grant in Fiscal Year 2025 and Fiscal Year 2026 is subject to appropriation. The State Board shall post, on its website, information about the grant program and the list of identified districts that are eligible to apply for a grant under this subsection. (b) A school district that is determined to be eligible for a grant under subsection (a) and that chooses to participate in the program must submit an application to the State Board that describes the relevant context for the need for teacher vacancy support, suspected causes of teacher vacancies in the district, and the district's plan in utilizing grant funds to reduce unfilled teaching positions throughout the district. If an eligible school district chooses not to participate in the program, the State Board shall identify a potential replacement district by using the same methodology described in subsection (a). (c) Grant funds awarded under this Section may be used for financial incentives to support the recruitment and hiring of teachers, programs and incentives to strengthen teacher pipelines, or investments to sustain teachers and reduce attrition among teachers. Grant funds shall be used only for the purposes outlined in the district's application to the State Board to reduce unfilled teaching positions. Grant funds shall not be used for any purposes not approved by the State Board. (d) A school district that receives grant funds under this Section shall submit an annual report to the State Board that includes, but is not limited to, a summary of all grant-funded activities implemented to reduce unfilled teaching positions, progress towards reducing unfilled teaching positions, the number of unfilled teaching positions in the district in the preceding fiscal year, the number of new teachers hired during the program, the teacher attrition rate, the number of individuals participating in any programs designed to reduce attrition, the number of teachers retained using support of the grant funds, participation in any strategic pathway programs created under the program, and the number of and participation in any new pathways into teaching positions created under the program. (e) No later than March 1, 2027, the State Board shall submit a report to the Governor and the General Assembly on the efficacy of the pilot program that includes a summary of the information received under subsection (d) and an overview of its activities to support grantees. (Source: P.A. 103-8, eff. 6-7-23; 103-605, eff. 7-1-24.) |
105 ILCS 5/2-3.199 (105 ILCS 5/2-3.199) Sec. 2-3.199. Computer Science Equity Grant Program. (a) Subject to appropriation, the State Board shall establish a competitive grant program to support the development or enhancement of computer science programs in the K-12 schools. Eligible entities are regional offices of education, intermediate service centers, State higher education institutions, schools designated as laboratory schools, and school districts. Approved entities shall be responsible for ensuring that appropriate facilities are available and educators are appropriately trained on the use of any technologies or devices acquired for the purposes of the grant. (b) Computer Science Equity Grant Program funds shall be used in the following manner consistent with application requirements established by the State Board of Education as provided in this Article: (1) to expand learning opportunities in grades K-12 | | to ensure that all students have access to computer science coursework that is aligned to rigorous State standards and emerging labor market needs;
|
| (2) to train and retrain teachers of grades K-12 to
| | be more proficient in the teaching of computer science by providing professional development opportunities;
|
| (3) to supply classrooms with materials and equipment
| | related to the teaching and learning of computer science; and
|
| (4) to more effectively recruit and better serve K-12
| | learners who are underrepresented in the computer science labor market for enrollment in computer science coursework.
|
| (c) Computer Science Equity Grant Program funds shall be made available to each eligible entity upon completion of an application process that is consistent with rules established by the State Board of Education. The application shall include the planned use of the funds; identification of need for the funds that is supported by local, regional, and state data; a plan for long-term sustainability; and a long-term plan for continuous improvement.
(d) The State Board of Education shall adopt rules as may be necessary to implement the provision of this Article, including, but not limited to, the identification of additional prioritization areas for each competitive grant application cycle that are within the scope of the authorized uses. Priority consideration for all applications will be given for proposals that intend to serve a majority of learners or teachers with gender or racial/ethnic identities that are underrepresented in the computer science labor market.
(e) Up to 2 renewals of the grant will be allowed, providing the entity awarded satisfactorily completes programmatic reporting and meets program objectives commensurate with application requirements set forth by the State Board of Education.
(f) Grants under the Computer Science Equity Grant Program and funding levels for satisfactory applications may be prorated according to the amount appropriated.
(Source: P.A. 103-264, eff. 1-1-24; 103-605, eff. 7-1-24.)
|
105 ILCS 5/2-3.200 (105 ILCS 5/2-3.200) Sec. 2-3.200. State Board of Education literacy assistance. (a) The State Board of Education shall adopt and make available all of the following to each publicly funded school district by July 1, 2024: (1) A rubric by which districts may evaluate | | curricula and select and implement evidence-based, culturally inclusive core reading instruction programs aligned with the comprehensive literacy plan for the State described in subsection (c).
|
| (2) A template to support districts when developing
| | comprehensive, district-wide literacy plans that include support for special student populations, including, at a minimum, students with disabilities, multilingual students, and bidialectal students.
|
| (3) Guidance on evidence-based practices for
| | effective structures for training and deploying literacy coaches to support teachers and close opportunity gaps among student demographic groups.
|
| (b) On or before January 1, 2025, the State Board of Education shall develop and make available training opportunities for educators in teaching reading that are aligned with the comprehensive literacy plan described in subsection (c) and consistent with State learning standards. This support may include:
(1) the development of a microcredential or a series
| | of microcredentials in literacy instruction aligned with the comprehensive literacy plan described in subsection (c) to be affixed to educator licenses upon successful demonstration of the skill or completion of the required coursework or assessment, or both, or online training modules on literacy instruction, aligned with the comprehensive literacy plan described in subsection (c) and consistent with State learning standards, accepted for continuing professional development units; and
|
| (2) the creation and dissemination of a tool that
| | school districts, educators, and the public may use to evaluate professional development and training programs related to literacy instruction.
|
| (c) In consultation with education stakeholders, the State Board of Education shall develop and adopt a comprehensive literacy plan for the State on or before January 31, 2024. The comprehensive literacy plan shall consider, without limitation, evidence-based research and culturally and linguistically sustaining pedagogical approaches to meet the needs of all students and shall, at a minimum, do all of the following:
(1) Consider core instructional literacy practices
| | and practices related to the unique needs of and support for specific student populations, including, at a minimum, students with disabilities, multilingual students, and bidialectal students, and the resources and support, including professional learning for teachers, needed to effectively implement the literacy instruction.
|
| (2) Provide guidance related to screening tools, the
| | administration of such screening tools, and the interpretation of the resulting data to identify students at risk of reading difficulties in grades kindergarten through 2. This guidance shall outline instances in which dyslexia screenings and other universal screeners are appropriate for use with English learners.
|
| (3) Provide guidance related to early literacy
| | intervention for students in grades kindergarten through 2 for schools to implement with students at risk of reading difficulties, as well as literacy intervention for students in grades 3 through 12 demonstrating reading difficulties.
|
| (4) Consider the impact of second language
| | acquisition and bilingual education on reading instruction in the student's native language and English.
|
| (5) Define key terminology, such as "evidence-based".
(6) Contextualize the interaction between elements of
| | the plan and existing laws and regulations that have overlapping components, such as a multi-tiered system of support.
|
| (7) Focus on a comprehensive range of elements of
| | literacy, including phonological awareness; decoding (phonics); encoding (spelling); vocabulary development, including morphology, oracy, and reading fluency; and reading comprehension, including syntax and background and content knowledge.
|
| (Source: P.A. 103-402, eff. 7-28-23; 103-605, eff. 7-1-24.)
|
105 ILCS 5/2-3.201 (105 ILCS 5/2-3.201) Sec. 2-3.201. Children's Adversity Index. The Illinois State Board of Education shall develop a community or district-level Children's Adversity Index ("index") to measure community childhood trauma exposure across the population of children 3 through 18 years of age by May 31, 2025. This cross-agency effort shall be led by the State Board of Education and must include agencies that both collect the data and will have an ultimate use for the index information, including, but not limited to, the Governor's Office of Early Childhood Development, the Department of Human Services, the Department of Public Health, the Department of Innovation and Technology, the Illinois Criminal Justice Information Authority, the Department of Children and Family Services, and the Department of Juvenile Justice. The State Board of Education may also involve non-agency personnel with relevant expertise. The index shall be informed by research and include both adverse incident data, such as the number or rates of students and families experiencing homelessness and the number or percentages of children who have had contact with the child welfare system, and indicators of aspects of a child's environment that can undermine the child's sense of safety, stability, and bonding, including growing up in a household with caregivers struggling with substance disorders or instability due to parent or guardian separation or incarceration of a parent or guardian, sibling, or other member of the household, or exposure to community violence. The index shall provide information that allows for measuring progress, comparing school districts to the State average, and that enables the index to be updated at least every 2 years. The data shall be made publicly available. The initial development of the index should leverage available data. Personally identifiable information of any individual shall not be revealed within this index. (Source: P.A. 103-413, eff. 1-1-24; 103-605, eff. 7-1-24.) |
105 ILCS 5/2-3.202 (105 ILCS 5/2-3.202) Sec. 2-3.202. Clothing resource materials. By no later than July 1, 2024, the State Board of Education shall make available to schools resource materials developed in consultation with stakeholders regarding a student wearing or accessorizing the student's graduation attire with general items that may be used by the student to associate with, identify, or declare the student's cultural, ethnic, or religious identity or any other protected characteristic or category identified in subsection (Q) of Section 1-103 of the Illinois Human Rights Act. The State Board of Education shall make the resource materials available on its Internet website. (Source: P.A. 103-463, eff. 8-4-23; 103-605, eff. 7-1-24.) |
105 ILCS 5/2-3.203 (105 ILCS 5/2-3.203) Sec. 2-3.203. Mental health screenings. (a) On or before December 15, 2023, the State Board of Education, in consultation with the Children's Behavioral Health Transformation Officer, Children's Behavioral Health Transformation Team, and the Office of the Governor, shall file a report with the Governor and the General Assembly that includes recommendations for implementation of mental health screenings in schools for students enrolled in kindergarten through grade 12. This report must include a landscape scan of current district-wide screenings, recommendations for screening tools, training for staff, and linkage and referral for identified students. (b) On or before October 1, 2024, the State Board of Education, in consultation with the Children's Behavioral Health Transformation Team, the Office of the Governor, and relevant stakeholders as needed shall release a strategy that includes a tool for measuring capacity and readiness to implement universal mental health screening of students. The strategy shall build upon existing efforts to understand district needs for resources, technology, training, and infrastructure supports. The strategy shall include a framework for supporting districts in a phased approach to implement universal mental health screenings. The State Board of Education shall issue a report to the Governor and the General Assembly on school district readiness and plan for phased approach to universal mental health screening of students on or before April 1, 2025. (Source: P.A. 103-546, eff. 8-11-23; 103-605, eff. 7-1-24; 103-885, eff. 8-9-24.) |
105 ILCS 5/2-3.204 (105 ILCS 5/2-3.204) (Text of Section from P.A. 103-641) Sec. 2-3.204. Type 1 diabetes informational materials. (a) The State Board of Education, in coordination with the Department of Public Health, shall develop type 1 diabetes informational materials for the parents and guardians of students. The informational materials shall be made available to each school district and charter school on the State Board's Internet website. Each school district and charter school shall post the informational materials on the school district's or charter school's website, if any. (b) Information developed pursuant to this Section may include, but is not limited to, all of the following: (1) A description of type 1 diabetes. (2) A description of the risk factors and warning | | signs associated with type 1 diabetes.
|
| (3) A recommendation regarding a student displaying
| | warning signs associated with type 1 diabetes that the parent or guardian of the student should immediately consult with the student's primary care provider to determine if immediate screening for type 1 diabetes is appropriate.
|
| (4) A description of the screening process for type 1
| | diabetes and the implications of test results.
|
| (5) A recommendation that, following a type 1
| | diabetes diagnosis, the parent or guardian should consult with the student's primary care provider to develop an appropriate treatment plan, which may include consultation with and examination by a specialty care provider, including, but not limited to, a properly qualified endocrinologist.
|
| (Source: P.A. 103-641, eff. 7-1-24.)
(Text of Section from P.A. 103-736)
(This Section may contain text from a Public Act with a delayed effective date )
Sec. 2-3.204. Air quality resources. The State Board of Education shall, in consultation with the Department of Public Health, compile resources for elementary and secondary schools relating to indoor air quality in schools, including best practices for assessing and maintaining ventilation systems and information on any potential State or federal funding sources that may assist a school in identifying ventilation needs. The State Board of Education shall compile these resources in consultation with stakeholders, including, but not limited to, the Department of Public Health, local public health professionals, ventilation professionals affiliated with a Department of Labor apprenticeship program, licensed design professionals, representatives from regional offices of education, school district administrators, teachers, or any other relevant professionals, stakeholders, or representatives of State agencies. No later than 30 days after resources are compiled under this Section, the State Board of Education shall implement outreach strategies to make the compiled resources available to elementary and secondary schools, including publication of the compiled resources on the State Board of Education's website. The State Board of Education may, in consultation with the Department of Public Health or any other relevant stakeholders, update the compiled resources as necessary.
(Source: P.A. 103-736, eff. 1-1-25.)
|
105 ILCS 5/Art. 3
(105 ILCS 5/Art. 3 heading)
ARTICLE 3.
REGIONAL
SUPERINTENDENT OF SCHOOLS
|
105 ILCS 5/3-0.01
(105 ILCS 5/3-0.01) (from Ch. 122, par. 3-0.01)
Sec. 3-0.01. "County superintendent of schools" and
"regional superintendent of schools" defined - Application of Article.
(a) Except as otherwise provided by subsection (b), after the
effective date of this amendatory Act of 1975, the chief administrative
officer of an educational service region shall be designated and referred
to as the "regional superintendent of schools" or the "regional
superintendent" and after the effective date of this amendatory Act of 1993
the office held by the chief administrative officer shall be designated and
referred to as the "regional office of education". For purposes of the School
Code and except as otherwise provided by subsection (b), any reference to
"county superintendent of schools" or "county superintendent" means the
regional superintendent of schools.
(b) Notwithstanding any other provisions of this Article, but subject to subsection (b-1), in educational service regions containing
2,000,000 or more inhabitants, the office of regional superintendent of schools
is abolished. Subject to Section 2-3.105 of this Code, all rights, powers, duties and responsibilities theretofore vested by
law in, and exercised and performed by the regional superintendent of schools
and by any assistant regional superintendents or other assistants or employees
in the office of the regional superintendent of schools being abolished shall be
vested in, exercised and performed by the chief administrative officer of the educational service centers established pursuant to Section 2-3.62 of this Code for any educational service region containing 2,000,000 or more inhabitants. Beginning on the effective date of this amendatory Act of the 96th General Assembly, in an educational service region
containing 2,000,000 or more inhabitants: (i) all books, records, maps, papers
and other documents belonging to or subject to the control or disposition of
the former regional superintendent of schools by virtue of his office shall be
transferred and delivered to the State Board of Education; (ii) possession or
control over all moneys, deposits and accounts in the possession or
subject to the control or disposition of the former regional superintendent
of schools by virtue of his office, including but not limited to
undistributed or unexpended moneys drawn from, and all amounts on deposit
in, the county, institute and supervisory expense funds, shall be
transferred to and placed under the control and disposition of the State Board
of Education, excepting only those moneys or accounts, if any, the source of
which is the county treasury, for proper redistribution to the educational service centers; and (iii) all other equipment, furnishings,
supplies and other personal property belonging to or subject to the control or
disposition of the former regional superintendent of schools by virtue of his
office, excepting only those items which were provided by the county board,
shall be transferred and delivered to the State Board of Education. Any reference in this Code to "regional superintendent of schools" or "regional superintendent", or
"county superintendent of schools" or "county superintendent" shall mean, with
respect to any educational service region containing 2,000,000 or more
inhabitants in which the office of regional superintendent of schools is
abolished, the chief administrative officer of the educational service centers established pursuant to Section 2-3.62 of this Code for the educational service region. Upon and after the first Monday of August 1995,
references in this Code and elsewhere to educational service regions of
2,000,000 or fewer inhabitants shall exclude any educational service region
containing a city of 500,000 or more inhabitants and references in this Code
and elsewhere to educational service regions of 2,000,000 or more inhabitants
shall mean an educational service region containing a city of 500,000 or more
inhabitants regardless of the actual population of the region.
(b-1) References to "regional superintendent" shall also include the chief administrative officer of the educational service centers established under Section 2-3.62 of this Code and
serving that portion of a Class
II county outside a city of 500,000 or more population.
(c) This Article applies to the regional superintendent of a multicounty
educational service region formed under Article 3A as well as to a single
county or partial county region, except that in case of conflict between
the provisions of this Article and of Article 3A in the case of a multicounty
region, the provisions of Article 3A shall apply. Any reference to "county" or
to "educational service region" in this Article means a regional office of
education.
(Source: P.A. 98-647, eff. 6-13-14.)
|
105 ILCS 5/3-1
(105 ILCS 5/3-1) (from Ch. 122, par. 3-1)
Sec. 3-1. Election; eligibility. Quadrennially there shall be
elected in every county, except those which have been consolidated into
a multicounty educational service region under Article 3A and except
those having a population of 2,000,000 or more inhabitants, a regional
superintendent of schools, who shall enter
upon the discharge of his duties on the first Monday of August next after
his election; provided, however, that the term of office of each regional
superintendent of schools in office on June 30, 2003
is terminated on
July 1, 2003, except that an incumbent regional
superintendent of schools
shall continue to serve until his successor is elected and qualified, and each
regional superintendent of schools elected at the general election in 2002 and
every four years thereafter shall assume office on the first day of July
next after his election. No one is eligible to file his petition at any
primary election for the nomination
as candidate for the office of regional superintendent of schools nor to
enter upon the duties of such office either by election or appointment
unless he possesses the following qualifications: (1) he is of good
character, (2) he has a master's degree, (3) he has earned at least 20
semester hours of credit in professional education at the graduate
level, (4) he holds a valid all grade supervisory license, a valid
State limited supervisory license, a valid state life supervisory
license, or a valid administrative license, (5) he has had at least
4 years experience in teaching, and (6) he was engaged for at least 2 years
of the 4 previous years in full time teaching or supervising in the common
public schools or serving as a county superintendent of schools or regional
superintendent of schools for an educational service region in the State of
Illinois.
No petition of any candidate for nomination for the office of regional
superintendent of schools may be filed and no such candidate's name may be
placed on a primary or general election ballot, unless such candidate files
as part of his petition a certificate from the State Board of Education
certifying that from the records of its office such candidate has the
qualifications required by this Section; however, any incumbent filing his
petition for nomination for a succeeding term of office shall not be
required to attach such certificate to his petition of candidacy.
Nomination papers filed under this Section are not valid unless the
candidate named therein files with the county clerk or State Board of
Elections a statement of economic interests as required by the Illinois
Governmental Ethics Act. Such receipt shall be so filed either previously
during the calendar year in which his nomination papers were filed or
within the period for the filing of nomination papers in accordance with
the general election law.
The changes in qualifications made by Public Act 76-1563 do not affect
the right of an incumbent to seek reelection.
On and after July 1, 1994, the provisions of this Section shall have
no application in any educational service region having a population of
2,000,000 or more inhabitants; provided further that no election shall be
held in November of 1994 or at any other time after July 1, 1992 for the office
of regional superintendent of schools in any county or educational service
region having a population of 2,000,000 or more inhabitants.
(Source: P.A. 99-30, eff. 7-10-15.)
|
105 ILCS 5/3-1.1
(105 ILCS 5/3-1.1) (from Ch. 122, par. 3-1.1)
Sec. 3-1.1.
Eligible voters.
Whenever a unit school district is located
in
more than one educational service region, a qualified
elector residing in
that unit school district but outside of the educational service region
administered by the regional superintendent of schools having supervision and
control over that unit school district shall be eligible to vote in any election held to
elect the regional superintendent of schools of the educational service
region that is administered by the regional superintendent of schools who has
supervision and control over that unit school
district, but the elector shall not also be
eligible to vote in the
election held to elect the regional superintendent of schools of the
educational service region in which the elector resides.
Not less than 100 days before each general primary election, the regional
superintendent of schools shall certify to the State Board of Elections a list
of each unit school district under his or her supervision and control and each
county in which all or any part of each of those districts is located. The
State
Board of
Elections shall certify each of those unit school districts and counties to the
appropriate election authorities within 20 days after receiving the list
certified by the regional superintendent of schools.
The election authority in a single county educational service region whose
regional superintendent of schools exercises supervision and control over a
unit school district that is located in that single county educational service
region and in one or more other educational service regions shall certify to
the
election authority of each of those other educational service regions in which
the unit school district is located the candidates for the office of the
regional superintendent of schools exercising supervision and control over that
unit school district.
(Source: P.A. 87-328; 88-535.)
|
105 ILCS 5/3-2
(105 ILCS 5/3-2) (from Ch. 122, par. 3-2)
Sec. 3-2.
Oath of office - Bond - Salary.
Before entering upon
his or her duties a regional superintendent of schools shall take
and subscribe the oath prescribed by the Constitution and execute a bond
payable to the People of the State of Illinois with 2 or more responsible
persons having an interest in real estate as sureties (or, if the county is
self-insured, the county through its self-insurance program may provide
bonding), to be approved by the county board in a penalty of not less than
$100,000, conditioned upon the faithful discharge of his or her duties and upon
the delivery to his or her successor in office of all monies, books, papers and
property in his or her custody as such regional superintendent of schools.
This bond shall be filed in the office of the county clerk, and action
upon it may be maintained by any corporate body interested, for the benefit
of any township or fund injured by any breach of its condition.
If any vacancy in the office of regional superintendent of schools
occurs, such vacancy shall be filled in the manner provided by Section 3A-6.
Regional Superintendents of Schools shall receive the salary provided by
Section 3-2.5.
On and after July 1, 1994, the provisions of this Section shall have no
application in any educational service region having a population of
2,000,000 or more inhabitants.
(Source: P.A. 88-387; 89-233, eff. 1-1-96.)
|
105 ILCS 5/3-2.5
(105 ILCS 5/3-2.5)
Sec. 3-2.5. Salaries.
(a) Except as otherwise provided in this Section, the
regional superintendents of schools shall receive for their services an annual
salary according to the population, as determined by the last preceding federal
census, of the region they serve, as set out in the following schedule:
|
SALARIES OF REGIONAL SUPERINTENDENTS OF
SCHOOLS |
|
POPULATION OF REGION
|
ANNUAL SALARY |
61,000 to 99,999
|
$78,000 |
100,000 to 999,999
|
$81,500 |
1,000,000 and over
|
$83,500 |
|
Beginning July 1, 2023, all regional superintendents of schools shall receive the same salary regardless of the population of the region they serve. The salary shall be equal to the middle annual salary tier.
The changes made by Public Act 86-98 in the annual salary that the
regional superintendents of schools shall receive for their services shall
apply to the annual salary received by the regional superintendents of
schools during each of their elected terms of office that
commence after
July 26, 1989 and before the first Monday of August, 1995.
The changes made by Public Act 89-225 in the annual salary that
regional superintendents of schools shall receive for their services shall
apply to the annual salary received by the regional superintendents of schools
during their elected terms of office that
commence after August 4,
1995 and end on August 1, 1999.
The changes made by this amendatory Act of the 91st General Assembly in the
annual salary that the regional superintendents of schools shall receive for
their services shall apply to the annual salary received by the regional
superintendents of schools during each of their elected terms of office that
commence on or after August 2, 1999.
Beginning July 1, 2000, the salary that the regional superintendent
of schools receives for his or her services shall be adjusted annually to
reflect the percentage increase, if any, in the most recent Consumer Price
Index, as defined and officially reported by the United States Department of
Labor, Bureau of Labor Statistics, except that no annual increment may exceed
2.9%. If the percentage of change in the
Consumer Price Index is a percentage decrease, the salary that the regional
superintendent of schools receives shall not be adjusted for that year.
When regional superintendents are authorized by the School Code to
appoint assistant regional superintendents, the assistant regional
superintendent shall receive an annual salary based on his or her
qualifications and computed as a percentage of the salary of the
regional superintendent to whom he or she is assistant, as set out in the
following schedule:
|
SALARIES OF ASSISTANT REGIONAL SUPERINTENDENTS |
|
QUALIFICATIONS OF
|
PERCENTAGE OF SALARY |
ASSISTANT REGIONAL
|
OF REGIONAL |
SUPERINTENDENT
|
SUPERINTENDENT |
Bachelor's degree plus |
| State license valid | |
for supervising.
|
75% |
Master's degree plus |
| State license valid | |
for supervising.
|
90% |
|
However, in any region in which the appointment of more than one
assistant regional superintendent is authorized, whether by Section
3-15.10 of this Code or otherwise, not more than one assistant may
be compensated at the 90% rate and any other assistant shall be paid at
not exceeding the 75% rate, in each case depending on the qualifications
of the assistant.
The salaries provided in this Section plus an amount for other employment-related compensation or benefits for regional superintendents
and assistant regional superintendents are payable monthly by the State Board of Education out of the Personal Property Tax Replacement Fund through a specific appropriation to that effect in the State Board of Education budget. The State Comptroller in making his or her warrant to
any county for the amount due it from the Personal Property Tax Replacement Fund shall deduct
from it the several amounts for which warrants have been issued to the
regional superintendent, and any assistant regional superintendent, of
the educational service region encompassing the county since the
preceding apportionment from the Personal Property Tax Replacement Fund.
County boards may provide for additional compensation for the
regional superintendent or the assistant regional superintendents, or
for each of them, to be paid quarterly from the county treasury.
(b) (Blank).
(c) If the State pays all or any portion of the employee contributions
required under Section 16-152 of the Illinois Pension Code for employees of the
State Board of Education, it shall also, subject to appropriation in the State Board of Education budget for such payments to Regional Superintendents and Assistant Regional Superintendents, pay the employee contributions required
of regional superintendents of schools and assistant regional superintendents
of schools on the same basis, but excluding any contributions based on
compensation that is paid by the county rather than the State.
This subsection (c) applies to contributions based on payments of salary
earned after the effective date of this amendatory Act of the 91st General
Assembly, except that in the case of an elected regional superintendent of
schools, this subsection does not apply to contributions based on payments of
salary earned during a term of office that commenced before the effective date
of this amendatory Act.
(d) References to "regional superintendent" in this Section shall also include the chief administrative officer of the educational service centers established under Section 2-3.62 of this Code and serving that portion of a Class II county school unit outside of a city with a population of 500,000 or more inhabitants. References to "assistant regional superintendent" in this Section shall include one assistant appointed by the chief administrative officer of the educational service centers established under Section 2-3.62 of this Code and serving that portion of a Class II county school unit outside of a city with a population of 500,000 or more inhabitants. For the purposes of calculating regional superintendent and assistant regional superintendent salaries for educational service centers established under Section 2-3.62 of this Code, populations shall be established by subtracting from the total county population the population of a city with 500,000 or more inhabitants, divided by the number of educational service centers in the county.
(Source: P.A. 103-110, eff. 6-29-23.)
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105 ILCS 5/3-3
(105 ILCS 5/3-3)
Sec. 3-3. (Repealed).
(Source: P.A. 87-1251. Repealed by P.A. 103-110, eff. 6-29-23.)
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105 ILCS 5/3-5
(105 ILCS 5/3-5) (from Ch. 122, par. 3-5)
Sec. 3-5.
Report of official acts.
The county superintendent shall present under oath or affirmation to the
county board at its meeting in September and as nearly quarterly thereafter
as it may have regular or special meetings, a report of all his acts as
county superintendent, including a list of all the schools visited with the
dates of visitation.
(Source: Laws 1961, p. 31.)
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105 ILCS 5/3-6
(105 ILCS 5/3-6) (from Ch. 122, par. 3-6)
Sec. 3-6.
Financial report - Presentation of books and vouchers for
inspection. The regional superintendent shall report, in writing, to the
county board, on or before January 1 of each year, stating, (1) the
balance on hand at the time of the last report, and all receipts since
that date, with the sources from which they were derived; (2) the amount
distributed to each of the school treasurers in his county; (3) any
balance on hand. At the same time he shall present for inspection his
books and vouchers for all expenditures, and submit in writing a
statement of the condition of the institute fund and of any other funds
in his care, custody or control.
(Source: P.A. 81-624.)
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105 ILCS 5/3-6.1
(105 ILCS 5/3-6.1) (from Ch. 122, par. 3-6.1)
Sec. 3-6.1.
Presentation of records for financial audit.
Each
regional superintendent of schools, whether for a multicounty or for a
single county educational service region, shall present for inspection or
otherwise make available to the Auditor General, or to the agents
designated by the Auditor General, all financial statements,
books, vouchers and
other records required to be so presented or made available pursuant to
Section 2-3.17a and the rules and regulations of the
Auditor General pursuant to that Section.
(Source: P.A. 92-544, eff. 6-12-02.)
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105 ILCS 5/3-7
(105 ILCS 5/3-7) (from Ch. 122, par. 3-7)
Sec. 3-7.
Failure to prepare and forward information.
If the trustees of schools of any township in Class II county school
units, or any school district which forms a part of a Class II county
school unit but which is not subject to the jurisdiction of the trustees of
schools of any township in which such district is located, or any
school district in any Class I county school units fail to
prepare and forward or cause to be prepared and forwarded to the regional
superintendent of schools, reports required by this Act, the regional
superintendent of schools shall furnish such information or he shall
employ a person or persons to furnish such information, as far as
practicable. Such person shall have access to the books, records and
papers of the school district to enable him or them to prepare such
reports, and the school district shall permit such person or persons to
examine such books, records and papers at such time and such place as
such person or persons may desire for the purpose aforesaid. For such
services the regional superintendent of schools shall bill the district an
amount to cover the cost of preparation of such reports if he employs a
person to prepare such reports.
Each school district shall, as of June 30 of each year, cause an audit
of its accounts to be made by a person lawfully qualified to practice
public accounting as regulated by the Illinois Public Accounting Act. Such
audit shall include financial statements of the district applicable to the
type of records required by other sections of this Act and in addition
shall set forth the scope of audit and shall include the professional
opinion signed by the auditor, or if such an opinion is denied by the
auditor, shall set forth the reasons for such denial. Each school district
shall on or before October 15 of each year, submit an original and one copy
of such audit to the regional superintendent of schools in the educational
service region having jurisdiction in which case the regional
superintendent of schools shall be relieved of responsibility in regard to
the accounts of the school district. If any school district fails to supply
the regional superintendent of schools with a copy of such audit report on
or before October 15, or within such time extended by the regional
superintendent of schools from that date, not to exceed 60 days, then it
shall be the responsibility of the regional superintendent of schools
having jurisdiction to cause such audit to be made by employing an
accountant licensed to practice in the State of Illinois to conduct such
audit and shall bill the district for such services, or shall with the
personnel of his office make such audit to his satisfaction and bill the
district for such service. In the latter case, if the audit is made by
personnel employed in the office of the regional superintendent of schools
having jurisdiction, then the regional superintendent of schools shall not
be relieved of the responsibility as to the accountability of the school
district. The copy of the audit shall be forwarded by the regional
superintendent to the State Board of Education on or before November 15 of
each year and shall be filed by the State Board of Education.
Each school district that is the administrative district for several
school districts operating under a joint agreement as authorized by this
Act shall, as of June 30 each year, cause an audit of the accounts of the
joint agreement to be made by a person lawfully qualified to practice
public accounting as regulated by the Illinois Public Accounting Act. Such
audit shall include financial statements of the operation of the joint
agreement applicable to the type of records required by this Act and, in
addition, shall set forth the scope of the audit and shall include the
professional opinion signed by the auditor, or if such an opinion is
denied, the auditor shall set forth the reason for such denial. Each
administrative district of a joint agreement shall on or before October 15
each year, submit an original and one copy of such audit to the regional
superintendent of schools in the educational service region having
jurisdiction in which case the regional superintendent of schools shall be
relieved of responsibility in regard to the accounts of the joint
agreement. The copy of the audit shall be forwarded by the regional
superintendent to the State Board of Education on or before November 15 of
each year and shall be filed by the State Board of Education. The cost of
such an audit shall be apportioned among and paid by the several districts
who are parties to the joint agreement, in the same manner as
other costs and expenses accruing to the districts jointly.
The State Board of Education shall determine the adequacy
of the audits. All audits shall be kept on file in the office of the
State Board of Education.
(Source: P.A. 86-1441; 87-473 .)
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105 ILCS 5/3-8
(105 ILCS 5/3-8) (from Ch. 122, par. 3-8)
Sec. 3-8.
School treasurer's bond - Duties of regional superintendent.
Whenever the bond of any school treasurer, approved by the trustees
of schools or school board as required by law, is filed with the regional
superintendent of schools, he shall carefully examine it, and if it is
found to be in all respects according to law, and the sureties
sufficient, he shall endorse his approval thereon, and file it with the
papers of his office; but if the bond is in any respect defective, or if
the penalty is or sureties are insufficient, he shall return it for
correction. When the bond has been received and filed, the
superintendent shall, on demand, deliver to the school treasurer a
written statement certifying that his bond has been approved and filed
and that the school treasurer is entitled to the care and custody, on
demand, of all moneys and securities belonging to the township or
district for which he is treasurer and all books and papers pertaining
to his office. The regional superintendent of schools shall file with the
State Board of Education before September 1 in each year an
affidavit showing which treasurers of school districts under his
supervision and control are properly bonded.
(Source: P.A. 81-1508.)
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105 ILCS 5/3-9
(105 ILCS 5/3-9) (from Ch. 122, par. 3-9)
Sec. 3-9. School funds; apportionment and payment. Whenever the regional
superintendent receives amounts due to local school districts,
the regional superintendent shall apportion and distribute the moneys to the
appropriate local school districts as directed. No part of the State or
other school funding,
however, shall be paid to any school treasurer or other persons authorized to
receive it unless such treasurer has filed the required bond, or if
reelected, has
renewed the bond and filed it as required by law.
(Source: P.A. 95-496, eff. 8-28-07.)
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105 ILCS 5/3-9.1
(105 ILCS 5/3-9.1) (from Ch. 122, par. 3-9.1)
Sec. 3-9.1.
Investment of funds.
Funds of the educational service
region are public funds within the meaning of the Public Funds Investment
Act and may be invested by the educational service region as provided in
that Act, except as otherwise provided in this Code.
Any educational service region, with the approval of its regional
superintendent of schools, is authorized to enter into agreements of any
definite or indefinite term regarding the deposit, redeposit, investment,
reinvestment or withdrawal of educational service region funds, including,
without limitation, agreements with other educational service regions,
agreements with community college districts authorized by Section 3-47
of the Public Community College Act and agreements with township and school
treasurers authorized by Section 8-7 of this Code.
Each educational service region is permitted to (i) combine moneys of the
educational service region for the purpose of investing the moneys and
(ii) join with other educational service regions, community
college districts, and township and school treasurers in investing
educational service region funds, community college funds and school funds.
Those joint investments shall be made only in investments authorized by law
for the investment of educational service region funds or, in the case of
investments made jointly with community colleges and school and township
treasurers, in investments authorized by law for the investment of
educational service region funds, community college funds and school funds.
When moneys of more than one fund of a single educational service region
are combined for investment purposes or when moneys of an educational
service region are combined with moneys of other educational service
regions or moneys of community college districts and school districts, the
moneys combined for that purpose shall be accounted for separately in all
respects, and the earnings from that investment shall be separately and
individually computed and recorded, and credited to the fund or educational
service region, community college district or school district, as the case
may be, for which the investment was acquired.
(Source: P.A. 87-968; 88-641, eff. 9-9-94.)
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105 ILCS 5/3-9.5
(105 ILCS 5/3-9.5)
Sec. 3-9.5.
Interfund loans allowed.
A regional office of education
is allowed to make interfund loans. If a regional office of education makes an
interfund loan, then it must
repay the loan by the end of the fiscal year.
(Source: P.A. 92-169, eff. 1-1-02.)
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105 ILCS 5/3-10
(105 ILCS 5/3-10) (from Ch. 122, par. 3-10)
Sec. 3-10.
Controversies - opinion and advice - Appeal.
In all controversies arising under the school law, the opinion and
advice of the regional superintendent shall first be sought, whence appeal
may be taken upon a written statement of facts certified by the regional
superintendent to the State Board of Education.
(Source: P.A. 81-1508.)
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105 ILCS 5/3-11 (105 ILCS 5/3-11) (Text of Section before amendment by P.A. 103-603 ) Sec. 3-11. Institutes or inservice training workshops. (a) In counties of less than 2,000,000 inhabitants, the regional superintendent may arrange for or conduct district, regional, or county institutes, or equivalent professional educational experiences, not more than 4 days annually. Of those 4 days, 2 days may be used as a teachers, administrators, and school support personnel workshop, when approved by the regional superintendent, up to 2 days may be used for conducting parent-teacher conferences, or up to 2 days may be utilized as parental institute days as provided in Section 10-22.18d. School support personnel may be exempt from a workshop if the workshop is not relevant to the work they do. A school district may use one of its 4 institute days on the last day of the school term. "Institute" or "Professional educational experiences" means any educational gathering, demonstration of methods of instruction, visitation of schools or other institutions or facilities, sexual abuse and sexual assault awareness seminar, or training in First Aid (which may include cardiopulmonary resuscitation or defibrillator training) held or approved by the regional superintendent and declared by the regional superintendent to be an institute day, or parent-teacher conferences. With the concurrence of the State Superintendent of Education, the regional superintendent may employ such assistance as is necessary to conduct the institute. Two or more adjoining counties may jointly hold an institute. Institute instruction shall be free to holders of licenses good in the county or counties holding the institute and to those who have paid an examination fee and failed to receive a license. In counties of 2,000,000 or more inhabitants, the regional superintendent may arrange for or conduct district, regional, or county inservice training workshops, or equivalent professional educational experiences, not more than 4 days annually. Of those 4 days, 2 days may be used as a teachers, administrators, and school support personnel workshop, when approved by the regional superintendent, up to 2 days may be used for conducting parent-teacher conferences, or up to 2 days may be utilized as parental institute days as provided in Section 10-22.18d. School support personnel may be exempt from a workshop if the workshop is not relevant to the work they do. A school district may use one of those 4 days on the last day of the school term. "Inservice Training Workshops" or "Professional educational experiences" means any educational gathering, demonstration of methods of instruction, visitation of schools or other institutions or facilities, sexual abuse and sexual assault awareness seminar, or training in First Aid (which may include cardiopulmonary resuscitation or defibrillator training) held or approved by the regional superintendent and declared by the regional superintendent to be an inservice training workshop, or parent-teacher conferences. With the concurrence of the State Superintendent of Education, the regional superintendent may employ such assistance as is necessary to conduct the inservice training workshop. With the approval of the regional superintendent, 2 or more adjoining districts may jointly hold an inservice training workshop. In addition, with the approval of the regional superintendent, one district may conduct its own inservice training workshop with subject matter consultants requested from the county, State or any State institution of higher learning. Such institutes as referred to in this Section may be held on consecutive or separate days at the option of the regional superintendent having jurisdiction thereof. Whenever reference is made in this Act to "institute", it shall be construed to include the inservice training workshops or equivalent professional educational experiences provided for in this Section. Any institute advisory committee existing on April 1, 1995, is dissolved and the duties and responsibilities of the institute advisory committee are assumed by the regional office of education advisory board. Districts providing inservice training programs shall constitute inservice committees, 1/2 of which shall be teachers, 1/4 school service personnel and 1/4 administrators to establish program content and schedules. In addition to other topics not listed in this Section, the teachers institutes may include training committed to health conditions of students; social-emotional learning; developing cultural competency; identifying warning signs of mental illness and suicidal behavior in youth; domestic and sexual violence and the needs of expectant and parenting youth; protections and accommodations for students; educator ethics; responding to child sexual abuse and grooming behavior; and effective instruction in violence prevention and conflict resolution. Institute programs in these topics shall be credited toward hours of professional development required for license renewal as outlined in subsection (e) of Section 21B-45. (b) In this subsection (b): "Trauma" is defined according to an event, an experience, and effects. Individual trauma results from an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening and that has lasting adverse effects on the individual's functioning and mental, physical, social, or emotional well-being. Collective trauma is a psychological reaction to a traumatic event shared by any group of people. This may include, but is not limited to, community violence, experiencing racism and discrimination, and the lack of the essential supports for well-being, such as educational or economic opportunities, food, health care, housing, and community cohesion. Trauma can be experienced by anyone, though it is disproportionately experienced by members of marginalized groups. Systemic and historical oppression, such as racism, is often at the root of this inequity. Symptoms may vary at different developmental stages and across different cultural groups and different communities. "Trauma-responsive learning environments" means learning environments developed during an ongoing, multiyear-long process that typically progresses across the following 3 stages: (1) A school or district is "trauma aware" when it: (A) has personnel that demonstrate a foundational | | understanding of a broad definition of trauma that is developmentally and culturally based; includes students, personnel, and communities; and recognizes the potential effect on biological, cognitive, academic, and social-emotional functioning; and
|
| (B) recognizes that traumatic exposure can impact
| | behavior and learning and should be acknowledged in policies, strategies, and systems of support for students, families, and personnel.
|
| (2) A school or district is "trauma responsive" when
| | it progresses from awareness to action in the areas of policy, practice, and structural changes within a multi-tiered system of support to promote safety, positive relationships, and self-regulation while underscoring the importance of personal well-being and cultural responsiveness. Such progress may:
|
| (A) be aligned with the Illinois Quality
| | Framework and integrated into a school or district's continuous improvement process as evidence to support allocation of financial resources;
|
| (B) be assessed and monitored by a
| | multidisciplinary leadership team on an ongoing basis; and
|
| (C) involve the engagement and capacity building
| | of personnel at all levels to ensure that adults in the learning environment are prepared to recognize and respond to those impacted by trauma.
|
| (3) A school or district is healing centered when it
| | acknowledges its role and responsibility to the community, fully responds to trauma, and promotes resilience and healing through genuine, trusting, and creative relationships. Such school or district may:
|
| (A) promote holistic and collaborative approaches
| | that are grounded in culture, spirituality, civic engagement, and equity; and
|
| (B) support agency within individuals, families,
| | and communities while engaging people in collective action that moves from transactional to transformational.
|
| "Whole child" means using a child-centered, holistic, equitable lens across all systems that prioritizes physical, mental, and social-emotional health to ensure that every child is healthy, safe, supported, challenged, engaged, and protected.
Starting with the 2024-2025 school year, the teachers institutes shall provide instruction on trauma-informed practices and include the definitions of trauma, trauma-responsive learning environments, and whole child set forth in this subsection (b) before the first student attendance day of each school year.
(Source: P.A. 103-413, eff. 1-1-24; 103-542, eff. 7-1-24 (see Section 905 of P.A. 103-563 for effective date of P.A. 103-542); 103-605, eff. 7-1-24.)
(Text of Section after amendment by P.A. 103-603 )
Sec. 3-11. Institutes or inservice training workshops.
(a) In counties of less than 2,000,000 inhabitants, the regional superintendent may arrange for or conduct district, regional, or county institutes, or equivalent professional educational experiences, not more than 4 days annually. Of those 4 days, 2 days may be used as a teachers, administrators, and school support personnel workshop, when approved by the regional superintendent, up to 2 days may be used for conducting parent-teacher conferences, or up to 2 days may be utilized as parental institute days as provided in Section 10-22.18d. School support personnel may be exempt from a workshop if the workshop is not relevant to the work they do. A school district may use one of its 4 institute days on the last day of the school term. "Institute" or "Professional educational experiences" means any educational gathering, demonstration of methods of instruction, visitation of schools or other institutions or facilities, sexual abuse and sexual assault awareness seminar, or training in First Aid (which may include cardiopulmonary resuscitation or defibrillator training) held or approved by the regional superintendent and declared by the regional superintendent to be an institute day, or parent-teacher conferences. With the concurrence of the State Superintendent of Education, the regional superintendent may employ such assistance as is necessary to conduct the institute. Two or more adjoining counties may jointly hold an institute. Institute instruction shall be free to holders of licenses good in the county or counties holding the institute and to those who have paid an examination fee and failed to receive a license.
In counties of 2,000,000 or more inhabitants, the regional superintendent may arrange for or conduct district, regional, or county inservice training workshops, or equivalent professional educational experiences, not more than 4 days annually. Of those 4 days, 2 days may be used as a teachers, administrators, and school support personnel workshop, when approved by the regional superintendent, up to 2 days may be used for conducting parent-teacher conferences, or up to 2 days may be utilized as parental institute days as provided in Section 10-22.18d. School support personnel may be exempt from a workshop if the workshop is not relevant to the work they do. A school district may use one of those 4 days on the last day of the school term. "Inservice Training Workshops" or "Professional educational experiences" means any educational gathering, demonstration of methods of instruction, visitation of schools or other institutions or facilities, sexual abuse and sexual assault awareness seminar, or training in First Aid (which may include cardiopulmonary resuscitation or defibrillator training) held or approved by the regional superintendent and declared by the regional superintendent to be an inservice training workshop, or parent-teacher conferences. With the concurrence of the State Superintendent of Education, the regional superintendent may employ such assistance as is necessary to conduct the inservice training workshop. With the approval of the regional superintendent, 2 or more adjoining districts may jointly hold an inservice training workshop. In addition, with the approval of the regional superintendent, one district may conduct its own inservice training workshop with subject matter consultants requested from the county, State or any State institution of higher learning.
Such institutes as referred to in this Section may be held on consecutive or separate days at the option of the regional superintendent having jurisdiction thereof.
Whenever reference is made in this Act to "institute", it shall be construed to include the inservice training workshops or equivalent professional educational experiences provided for in this Section.
Any institute advisory committee existing on April 1, 1995, is dissolved and the duties and responsibilities of the institute advisory committee are assumed by the regional office of education advisory board.
Districts providing inservice training programs shall constitute inservice committees, 1/2 of which shall be teachers, 1/4 school service personnel and 1/4 administrators to establish program content and schedules.
In addition to other topics not listed in this Section, the teachers institutes may include training committed to health conditions of students; social-emotional learning; developing cultural competency; identifying warning signs of mental illness and suicidal behavior in youth; domestic and sexual violence and the needs of expectant and parenting youth; protections and accommodations for students; educator ethics; responding to child sexual abuse and grooming behavior; and effective instruction in violence prevention and conflict resolution. Institute programs in these topics shall be credited toward hours of professional development required for license renewal as outlined in subsection (e) of Section 21B-45.
(b) In this subsection (b):
"Trauma" is defined according to an event, an experience, and effects. Individual trauma results from an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening and that has lasting adverse effects on the individual's functioning and mental, physical, social, or emotional well-being. Collective trauma is a psychological reaction to a traumatic event shared by any group of people. This may include, but is not limited to, community violence, experiencing racism and discrimination, and the lack of the essential supports for well-being, such as educational or economic opportunities, food, health care, housing, and community cohesion. Trauma can be experienced by anyone, though it is disproportionately experienced by members of marginalized groups. Systemic and historical oppression, such as racism, is often at the root of this inequity. Symptoms may vary at different developmental stages and across different cultural groups and different communities.
"Trauma-responsive learning environments" means learning environments developed during an ongoing, multiyear-long process that typically progresses across the following 3 stages:
(1) A school or district is "trauma aware" when it:
(A) has personnel that demonstrate a foundational
| | understanding of a broad definition of trauma that is developmentally and culturally based; includes students, personnel, and communities; and recognizes the potential effect on biological, cognitive, academic, and social-emotional functioning; and
|
| (B) recognizes that traumatic exposure can impact
| | behavior and learning and should be acknowledged in policies, strategies, and systems of support for students, families, and personnel.
|
| (2) A school or district is "trauma responsive" when
| | it progresses from awareness to action in the areas of policy, practice, and structural changes within a multi-tiered system of support to promote safety, positive relationships, and self-regulation while underscoring the importance of personal well-being and cultural responsiveness. Such progress may:
|
| (A) be aligned with the Illinois Quality
| | Framework and integrated into a school or district's continuous improvement process as evidence to support allocation of financial resources;
|
| (B) be assessed and monitored by a
| | multidisciplinary leadership team on an ongoing basis; and
|
| (C) involve the engagement and capacity building
| | of personnel at all levels to ensure that adults in the learning environment are prepared to recognize and respond to those impacted by trauma.
|
| (3) A school or district is healing centered when it
| | acknowledges its role and responsibility to the community, fully responds to trauma, and promotes resilience and healing through genuine, trusting, and creative relationships. Such school or district may:
|
| (A) promote holistic and collaborative approaches
| | that are grounded in culture, spirituality, civic engagement, and equity; and
|
| (B) support agency within individuals, families,
| | and communities while engaging people in collective action that moves from transactional to transformational.
|
| "Whole child" means using a child-centered, holistic, equitable lens across all systems that prioritizes physical, mental, and social-emotional health to ensure that every child is healthy, safe, supported, challenged, engaged, and protected.
Starting with the 2024-2025 school year, institutes shall provide instruction on trauma-informed practices and include the definitions of trauma, trauma-responsive learning environments, and whole child set forth in this subsection (b) before the first student attendance day of each school year.
(Source: P.A. 103-413, eff. 1-1-24; 103-542, eff. 7-1-24 (see Section 905 of P.A. 103-563 for effective date of P.A. 103-542); 103-603, eff. 1-1-25; 103-605, eff. 7-1-24.)
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105 ILCS 5/3-11.5
(105 ILCS 5/3-11.5)
Sec. 3-11.5. (Repealed).
(Source: P.A. 97-607, eff. 8-26-11. Repealed by P.A. 99-30, eff. 7-10-15.)
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105 ILCS 5/3-12
(105 ILCS 5/3-12) (from Ch. 122, par. 3-12)
Sec. 3-12. Institute fund. (a) All license
registration fees and
a portion of renewal and duplicate fees
shall be kept by the regional superintendent as described in Section 21-16 or 21B-40 of
this Code, together with a record of the
names of the persons paying them. Such fees shall be deposited
into the institute fund and
shall be used by the regional superintendent
to defray expenses associated with the
work of
the regional professional development review committees established pursuant to
paragraph (2) of subsection (g) of Section 21-14 of this Code to advise the
regional
superintendent, upon his or her request, and to hear appeals relating to the
renewal of
teaching licenses, in accordance with Section 21-14 of this Code; to defray
expenses
connected with improving the technology necessary for the efficient processing
of
licenses; to defray all costs associated with the administration of teaching licenses;
to defray expenses incidental to
teachers' institutes,
workshops or meetings of a professional nature that are designed to promote the
professional growth of teachers or for the purpose of defraying the expense of
any general or special meeting of teachers or school personnel of the region,
which has been approved by the regional superintendent.
(b) In addition to the use of moneys in the institute fund to defray expenses under subsection (a) of this Section, the State Superintendent of Education, as authorized under Section 2-3.105 of this Code, shall use moneys in the institute fund to defray all costs associated with the administration of teaching licenses within a city having a population exceeding 500,000.
Moneys in the institute fund may also be used by the State Superintendent of Education to support educator recruitment and retention programs within a city having a population exceeding 500,000, to support educator preparation programs within a city having a population exceeding 500,000 as those programs seek national accreditation, and to provide professional development aligned with the requirements set forth in Section 21B-45 of this Code within a city having a population exceeding 500,000. A majority of the moneys in the institute fund must be dedicated to the timely and efficient processing of applications and for the renewal of licenses. (c) The regional superintendent shall on or before January 1 of each year post on the regional office of education's website
(1) the balance on hand in the institute fund at the beginning of the
previous year; (2) all receipts within the previous year deposited in the
fund, with the sources from which they were derived; (3) the amount
distributed from the fund and the purposes for which such distributions
were made; and (4) the balance on hand in the fund.
(Source: P.A. 103-110, eff. 6-29-23.)
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105 ILCS 5/3-13
(105 ILCS 5/3-13) (from Ch. 122, par. 3-13)
Sec. 3-13.
Truant officer - Duties.
Each county superintendent of schools
shall appoint a county truant officer. Such appointee shall receive such
compensation as may be fixed by the county board, together with his necessary
traveling expenses, to be paid out of the county treasury. He shall file his
acceptance with the county clerk and shall take and subscribe an oath of
office. He shall perform the duties of truant officer in all the school
districts of the county; provided, that the school board in any school district
may appoint one or more truant officers and fix his or their compensation,
which shall be paid by the district.
The county superintendent of schools shall furnish the county truant
officer, at the opening of the schools, with a list of the teachers and
superintendents employed in his county other than in school districts that
employ truant officers.
(Source: P.A. 88-50.)
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105 ILCS 5/3-13.5 (105 ILCS 5/3-13.5) Sec. 3-13.5. (Repealed).
(Source: P.A. 96-798, eff. 10-28-09. Repealed internally, eff. 8-2-10.) |
105 ILCS 5/3-14
(105 ILCS 5/3-14) (from Ch. 122, par. 3-14)
Sec. 3-14.
Duties of regional superintendent.
The regional superintendent
of schools shall perform the duties enumerated in the following Sections
preceding Section 3-15.
(Source: P.A. 93-404, eff. 8-1-03.)
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105 ILCS 5/3-14.1
(105 ILCS 5/3-14.1) (from Ch. 122, par. 3-14.1)
Sec. 3-14.1.
New bond.
To execute, upon notice by the county board, a new
bond, conditioned and approved as the first bond.
(Source: Laws 1961, p. 31.)
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105 ILCS 5/3-14.2
(105 ILCS 5/3-14.2) (from Ch. 122, par. 3-14.2)
Sec. 3-14.2. Supervision and control of school districts. Except in regions established within that portion of a Class II county school unit outside of a city of 500,000 or more inhabitants, the county superintendent of schools shall exercise supervision and
control over all school districts within the county. If a district is
divided by a county line or lines the county superintendent in the
county where the majority of the children attend school
at the time the district is organized
shall exercise supervision and control over all aspects of
supervision, reports, and financial accounting of the district
until it has been determined by the State Superintendent of Education that
60 per cent of the children attend school in another county or that a majority
of the children have attended a school in another county for three
consecutive years and the school board has adopted a resolution requesting
the supervision and control be transferred to the county superintendent
in the county in which the majority of children attend school.
The county superintendent under
whose direction a school district has been established shall retain
supervision and control until July 1 following the date of the election
establishing the district. Whenever a change in supervision and control
shall result from a change in school district boundaries, population
shifts, or other cause, such change in supervision and control shall not
be effective until July 1 following the date of its determination. All
references to the county superintendent of schools, in relation to
school districts, in this Act shall be interpreted to mean the county
superintendent of schools having supervision and control of the district
or districts as defined in this Section.
(Source: P.A. 96-893, eff. 7-1-10.)
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105 ILCS 5/3-14.3
(105 ILCS 5/3-14.3) (from Ch. 122, par. 3-14.3)
Sec. 3-14.3. Township fund lands. To sell township fund lands, issue certificates of purchase, report to
the county board and the Secretary of State in the manner provided in Article 15
of this Code, and perform all other duties pertaining thereto.
(Source: P.A. 95-496, eff. 8-28-07.)
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105 ILCS 5/3-14.4
(105 ILCS 5/3-14.4)
Sec. 3-14.4. (Repealed).
(Source: Laws 1961, p. 31. Repealed by P.A. 95-496, eff. 8-28-07.)
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105 ILCS 5/3-14.5
(105 ILCS 5/3-14.5)
Sec. 3-14.5. (Repealed).
(Source: Laws 1961, p. 31. Repealed by P.A. 95-496, eff. 8-28-07.)
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105 ILCS 5/3-14.6
(105 ILCS 5/3-14.6) (from Ch. 122, par. 3-14.6)
Sec. 3-14.6.
Directions to teacher and school officers.
To give teachers and school officers such directions in the science, art
and methods of teaching, and in regard to courses of study, as he deems
expedient.
(Source: Laws 1961, p. 31.)
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105 ILCS 5/3-14.7
(105 ILCS 5/3-14.7) (from Ch. 122, par. 3-14.7)
Sec. 3-14.7.
Official adviser and assistant of school officers and
teachers. To act as the official adviser and assistant of the school officers
and teachers in his region. In the performance of this duty he shall
carry out the advice of the State Board of Education.
(Source: P.A. 81-1508.)
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105 ILCS 5/3-14.8
(105 ILCS 5/3-14.8) (from Ch. 122, par. 3-14.8)
Sec. 3-14.8.
Teachers' institute and other meetings.
To conduct a
teachers' institute, to insure that instruction in the warning signs of
suicidal behavior in adolescents and teens and intervention techniques are
offered at such an institute, to aid and encourage the formation of other
teachers' meetings, and to assist in their management.
(Source: P.A. 85-297.)
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105 ILCS 5/3-14.9
(105 ILCS 5/3-14.9) (from Ch. 122, par. 3-14.9)
Sec. 3-14.9.
Elevation of standard of teaching - Improvement of schools.
To labor in every practicable way to elevate the standard of teaching
and improve the condition of the common schools of his county.
(Source: Laws 1961, p. 31.)
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105 ILCS 5/3-14.11
(105 ILCS 5/3-14.11)
Sec. 3-14.11. (Repealed).
(Source: P.A. 87-473. Repealed by P.A. 95-496, eff. 8-28-07.)
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105 ILCS 5/3-14.12
(105 ILCS 5/3-14.12) (from Ch. 122, par. 3-14.12)
Sec. 3-14.12. Examine evidences of indebtedness. In Class II county school units with respect to townships wherein trustees of schools maintain jurisdiction and in which township funds have not heretofore been liquidated and distributed, to examine all notes, bonds, mortgages, and other evidences of
indebtedness which the township or school treasurer holds officially with respect to such fund or funds, and
if he or she
finds that the papers are not in proper form or that the securities
are insufficient, he or she shall so state, in writing, to the
trustees of schools or school board.
(Source: P.A. 95-496, eff. 8-28-07.)
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105 ILCS 5/3-14.15
(105 ILCS 5/3-14.15) (from Ch. 122, par. 3-14.15)
Sec. 3-14.15.
Returns, reports, statements.
To file and
keep all the returns of elections required to be returned
to him and the reports and statements returned by school treasurers and
trustees of schools.
(Source: P.A. 81-1490.)
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105 ILCS 5/3-14.16
(105 ILCS 5/3-14.16) (from Ch. 122, par. 3-14.16)
Sec. 3-14.16.
Census.
To take a special census of a school district when
petitioned by 10% or 1,500 legal voters, whichever is less, to determine
if such district has the proper type of school board, either of directors
or a board of education, required by this Act. The expense of such census
shall be a school district expense. If such census shows that the proper
type of board does not exist, then such regional superintendent shall
immediately notify the school district and certify to the proper election
authorities that an election shall be held at the time next provided
for the regular election of school district officers and in the manner provided
by the general election law to select an entirely new board of the type
legally required. The length of term of each of the members of the new board
shall be determined in the manner provided for such type of board in this Act.
(Source: P.A. 81-1490.)
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105 ILCS 5/3-14.17
(105 ILCS 5/3-14.17) (from Ch. 122, par. 3-14.17)
Sec. 3-14.17.
Notice of amount of money distributed.
To notify the presidents of boards of trustees and the clerks and
secretaries of school districts, on or before September 30, annually, of
the amount of money distributed by him to the school treasurer, with the
date of distribution.
(Source: Laws 1961, p. 31.)
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105 ILCS 5/3-14.18
(105 ILCS 5/3-14.18) (from Ch. 122, par. 3-14.18)
Sec. 3-14.18.
Map - Numbering of districts.
To keep in his office a map of his county on a scale of not less than
two inches to the mile and to indicate thereon the boundary lines and
numbers of all school districts. Districts shall be numbered consecutively.
If a new district composed of parts of two or more counties is formed, the
county superintendents of such counties shall agree upon a number by which
the district shall be designated, which number shall not be a duplicate of
any number in either of such counties.
(Source: Laws 1961, p. 31.)
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105 ILCS 5/3-14.19
(105 ILCS 5/3-14.19)
Sec. 3-14.19. (Repealed).
(Source: Laws 1961, p. 31. Repealed by P.A. 95-496, eff. 8-28-07.)
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105 ILCS 5/3-14.20
(105 ILCS 5/3-14.20)
(from Ch. 122, par. 3-14.20)
Sec. 3-14.20. Building plans and specifications. To inspect the building
plans and specifications, including but not limited to plans and specifications
for the heating, ventilating, lighting, seating, water supply, toilets and
safety against fire of public school rooms and buildings submitted to him by
school boards, and to approve all those which comply substantially with the
building code authorized in Section 2-3.12.
If a municipality or,
in the
case of an unincorporated area, a county or, if applicable, a fire
protection district wishes to be notified of plans and specifications received
by a regional office of education for any future
construction or alteration of a public school facility located within that
entity's
jurisdiction, then the entity must register this wish with the regional
superintendent of schools. Within 10 days after the regional superintendent of
schools receives the
plans and specifications from a school board and prior to the bidding process,
he or she shall notify, in writing, the registered municipality and, if
applicable, the
registered fire protection district where the school that is being
constructed or altered lies that plans
and
specifications have been received. In the case of an unincorporated area, the
registered county
shall be notified. If the municipality, fire protection district, or county
requests a review of
the plans and specifications, then the school board shall submit a copy of the
plans and
specifications. The municipality and, if applicable, the fire protection
district or the county
may comment in writing on the plans and specifications based on the building
code
authorized in Section 2-3.12, referencing the specific code where a discrepancy
has been
identified, and respond back to the regional superintendent of schools within
15 days
after a copy of the plans and specifications have been received or, if needed
for plan review, such additional time
as agreed to by the regional superintendent of
schools. This review must be at no cost to the school district.
If
such plans and
specifications
are not approved or denied approval by the regional superintendent of schools
within 3 months after the date on which they are submitted to him or her, the
school board may submit such plans and specifications directly to the State
Superintendent of Education for approval or denial.
(Source: P.A. 94-225, eff. 7-14-05.)
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105 ILCS 5/3-14.21
(105 ILCS 5/3-14.21) (from Ch. 122, par. 3-14.21)
Sec. 3-14.21. Inspection of schools.
(a) The regional superintendent shall inspect and survey all
public
schools under his or her supervision and notify the board of education, or the
trustees of schools in a district with trustees, in writing before July 30,
whether or not the several schools in their district have been kept as required
by law, using forms provided by the State Board of Education which are based on
the Health/Life Safety Code for Public Schools adopted under Section 2-3.12. The regional
superintendent shall report his or her findings to the State Board of
Education on
forms provided by the State Board of Education.
(b) If the regional superintendent determines that a school board has
failed in a timely manner to correct urgent items identified in a previous
life-safety report completed under Section 2-3.12 or as otherwise previously
ordered by the regional superintendent, the regional superintendent shall order
the school board to adopt and submit to the regional superintendent a plan for
the immediate correction of the building violations. This plan shall be
adopted following a public hearing that is conducted by the school board on the
violations and the plan and that is preceded by at least 7 days' prior notice
of the hearing published in
a newspaper of general circulation within the school district. If the regional
superintendent determines in the next annual inspection that the plan has not
been completed and that the violations have not been corrected, the regional
superintendent shall submit a report to the State Board of Education with a
recommendation that the State Board withhold from payments of general State aid or evidence-based funding
due to the district an amount necessary to correct the outstanding violations.
The State Board, upon notice to the school board
and to the regional superintendent, shall consider the report at a meeting of
the State Board, and may order that a sufficient amount of general State aid or evidence-based funding be
withheld from payments due to the district to correct the violations. This
amount shall be paid to the regional superintendent who shall contract on
behalf of the school board for the correction of the outstanding violations.
(c) The Office of the State Fire Marshal or a qualified fire official, as defined in Section 2-3.12 of this Code, to whom the State Fire Marshal has delegated his or her authority shall conduct an annual fire safety inspection of each school building in this State. The State Fire Marshal or the fire official shall coordinate its inspections with the regional superintendent. The inspection shall be based on the fire safety code authorized in Section 2-3.12 of this Code. Any violations shall be reported in writing to the regional superintendent and shall reference the specific code sections where a discrepancy has been identified within 15 days after the inspection has been conducted. The regional superintendent shall address those violations that are not corrected in a timely manner pursuant to subsection (b) of this Section. The inspection must be at no cost to the school district.
(d) If a municipality or, in the case of an unincorporated area, a county or, if applicable, a fire protection district wishes to perform new construction inspections under the jurisdiction of a regional superintendent, then the entity must register this wish with the regional superintendent. These inspections must be based on the building code authorized in Section 2-3.12 of this Code. The inspections must be at no cost to the school district.
(Source: P.A. 100-465, eff. 8-31-17.)
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105 ILCS 5/3-14.22
(105 ILCS 5/3-14.22) (from Ch. 122, par. 3-14.22)
Sec. 3-14.22.
Condemnation of school buildings.
To request the Department of
Public Health, the State Fire Marshal or the State Superintendent of Education
to inspect public school buildings and temporary school facilities which appear
to him to be unsafe, insanitary or unfit for occupancy. These officials shall
inspect such buildings and temporary school facilities and if, in their
opinion, such buildings or temporary facilities are unsafe, insanitary or unfit
for occupancy, shall state in writing in what particular they are unsafe,
insanitary or unfit for occupancy. Upon the receipt of such statement the
regional superintendent shall condemn the building or temporary facility and
notify the school board thereof in writing and the reasons for such
condemnation. He shall also notify, in writing, the board of school trustees
that the school or temporary facility so condemned is not kept as required by
law.
The provisions of this Section shall not preclude inspection of school
premises and buildings pursuant to Section 9 of the Fire Investigation
Act, although not requested as hereinabove provided.
(Source: P.A. 87-984.)
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105 ILCS 5/3-14.23
(105 ILCS 5/3-14.23) (from Ch. 122, par. 3-14.23)
Sec. 3-14.23. School bus driver permits.
(a) To conduct courses
of instruction for school bus drivers pursuant to the standards
established by the Secretary of State under Section 6-106.1 of the
Illinois Vehicle Code and to charge a fee based upon the cost of
providing such courses of up to $6 per person for fiscal years 2010, 2011, and 2012; up to $8 per person for fiscal years 2013, 2014, and 2015; and up to $10 per person for fiscal year 2016 and each fiscal year thereafter for the initial
classroom course in school bus driver safety and of up to $6 per person for fiscal years 2010, 2011, and 2012; up to $8 per person for fiscal years 2013, 2014, and 2015; and up to $10 per person for fiscal year 2016 and each fiscal year thereafter for the annual refresher course.
(b) To conduct such investigations
as may be necessary to insure that all persons hired to operate school buses
have valid school bus driver permits as required under Sections 6-104 and
6-106.1 of the Illinois Vehicle Code. If a regional superintendent finds
evidence of non-compliance with this requirement, he shall submit such
evidence together with his recommendations in writing to the school board.
If the regional superintendent finds evidence of noncompliance with the
requirement that all persons employed directly by the school board to operate
school buses have valid school bus driver permits as required under Sections
6-104 and 6-106.1 of the Illinois Vehicle Code, the regional superintendent
shall schedule a hearing on a date not less than 5 days nor more than 10
days after notifying the district of his findings. If based on the
evidence presented at the hearing the regional superintendent finds that
persons employed directly by the school board to operate school buses do not
have
valid school bus driver permits as required under Sections 6-104 and 6-106.1
of the Illinois Vehicle Code, the regional superintendent shall submit
such evidence and his findings together with his recommendations to the
State Superintendent of Education. The State Superintendent of Education
may reduce the district's claim for reimbursement under Sections
29-5 and 14-13.01 for transportation by 1.136% for each day of
noncompliance.
If a school board finds evidence of noncompliance with the requirement
that all persons employed by a contractor to operate school buses have valid
school bus driver permits as required under Sections 6-104 and 6-106.1 of the
Illinois Vehicle Code, the school board shall request a hearing before
the regional superintendent. The regional superintendent shall schedule
a hearing on a date not less than 5 days nor more than 10 days after receiving
the request. If based on the evidence presented at the hearing the regional
superintendent finds that persons employed by a contractor to operate school
buses do not have valid school bus driver permits as required under Sections
6-104 and 6-106.1 of the Illinois Vehicle Code, the school board's financial
obligations under the contract shall be reduced by an amount equal to
1.136% for
each day of noncompliance. The findings of the regional superintendent and
the relief provided herein shall not impair the obligations of the contractor
to continue to provide transportation services in accordance with the terms
of the contract.
The provisions of the Administrative Review Law, and all amendments and
modifications thereof and the rules adopted pursuant thereto shall apply
to and govern all proceedings instituted for judicial review of final
administrative decisions of the regional superintendent under this Section.
(Source: P.A. 100-863, eff. 8-14-18.)
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105 ILCS 5/3-14.25
(105 ILCS 5/3-14.25) (from Ch. 122, par. 3-14.25)
Sec. 3-14.25.
Unfilled teaching positions list; subject shortage area
certifications.
(a) To maintain, and make available to the public during regular
business hours, a list of unfilled teaching positions within the region.
The most current version of the list must be posted on or linked to the
regional office of education's Internet web site. If the regional office of
education does not have an Internet web site, the regional superintendent of
schools must make the list available to the State Board of Education and the
State Board of Education must post the list on the State Board of Education's
Internet web site. The State Board of Education's Internet web site must
provide a link to each regional office of education's list.
(b) To certify to the Teachers' Retirement System of the State of Illinois
that a school district has submitted satisfactory evidence of compliance with
the requirements of subsection (e) of Section 16-150.1 of the Illinois Pension
Code, for the purpose of authorizing the employment of retired teachers in
subject shortage areas under the program established in that Section.
(Source: P.A. 92-41, eff. 7-1-01; 93-320, eff. 7-23-03.)
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105 ILCS 5/3-14.26
(105 ILCS 5/3-14.26) (from Ch. 122, par. 3-14.26)
Sec. 3-14.26.
To coordinate, aid and encourage the indemnification of
members of regional boards of school trustees by
county boards, as provided in Section
5-1102 of the Counties Code.
(Source: P.A. 86-1475.)
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105 ILCS 5/3-14.27
(105 ILCS 5/3-14.27)
Sec. 3-14.27. (Repealed).
(Source: P.A. 86-721. Repealed by P.A. 95-496, eff. 8-28-07.)
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105 ILCS 5/3-14.28
(105 ILCS 5/3-14.28)
Sec. 3-14.28. (Repealed).
(Source: P.A. 87-559. Repealed by P.A. 98-1155, eff. 1-9-15.)
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105 ILCS 5/3-14.29
(105 ILCS 5/3-14.29)
Sec. 3-14.29. Sharing information on school lunch applicants. Whenever requested by the
Department of Healthcare and Family Services (formerly Department of Public Aid), to 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).
(Source: P.A. 95-331, eff. 8-21-07.)
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105 ILCS 5/3-14.30 (105 ILCS 5/3-14.30) Sec. 3-14.30. Grant applications. To assist and support school districts with the preparation and submission of grant applications.
(Source: P.A. 93-1036, eff. 9-14-04.) |
105 ILCS 5/3-14.31 (105 ILCS 5/3-14.31)
Sec. 3-14.31. School facility and resources occupation tax proceeds. (a) Within 30 days after receiving any proceeds of a school facility and resources occupation tax under Section 5-1006.7 of the Counties Code, each regional superintendent must disburse those proceeds to each school district that is located in the county in which the tax was collected. (b) The proceeds must be disbursed on an enrollment basis and allocated based upon the number of each school district's resident pupils that reside within the county collecting the tax divided by the total number of resident students within the county.
(Source: P.A. 101-455, eff. 8-23-19.) |
105 ILCS 5/3-15
(105 ILCS 5/3-15) (from Ch. 122, par. 3-15)
Sec. 3-15.
Powers of county superintendent.
The county superintendent shall have the powers enumerated in the
subsequent sections of this article.
(Source: Laws 1961, p. 31.)
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105 ILCS 5/3-15.1
(105 ILCS 5/3-15.1) (from Ch. 122, par. 3-15.1)
Sec. 3-15.1.
Reports.
To require the appointed school treasurer in Class
II counties, in each school district which forms a part of a Class II
county school unit but which is not subject to the jurisdiction of the
trustees of schools of any township in which such district is located, and
in each school district of the Class I counties to prepare and forward to
his office on or before October 15, annually, and at such other times as
may be required by him or by the State Board of Education a statement
exhibiting the financial condition of the school for the preceding year
commencing on July 1 and ending June 30.
In Class I county school units, and in each school district which forms
a part of a Class II county school unit but which is not subject to the
jurisdiction of the trustees of schools of any township in
which such school district is located, the statement shall in the case of
districts on the accrual basis show the assets, liabilities and fund
balance of the funds as of the end of the fiscal year. The statement
shall show the operation of the funds for the fiscal year with a
reconciliation and analysis of changes in the funds at the end of the
period. For districts on a cash basis the statement shall show the
receipts and disbursements by funds including the source of receipts and
purpose for which the disbursements were made together with the balance
at the end of the fiscal year. Each school district that is the
administrator of a joint agreement shall cause an Annual Financial
Statement to be submitted on forms prescribed by the State Board of
Education exhibiting the financial condition of the program established
pursuant to the joint agreement, for the fiscal year ending on the
immediately preceding June 30.
The regional superintendent shall send all required reports to the
State Board of Education on or before November 15, annually.
For all districts the statements shall show bonded debt, tax
warrants, taxes received and receivable by funds and such other
information as may be required by the State Board of Education. Any
district from which such report is not so received when
required shall have its portion of the distributive fund withheld for
the next ensuing year until such report is filed.
If a district is divided by a county line or lines the foregoing
required statement shall be forwarded to the regional superintendent of
schools having supervision and control of the district.
(Source: P.A. 86-1441; 87-473.)
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