(105 ILCS 5/34-18.34)
Sec. 34-18.34. Student biometric information.
(a) For the purposes of this Section, "biometric information" means any information that is collected through an identification process for individuals based on their unique behavioral or physiological characteristics, including fingerprint, hand geometry, voice, or facial recognition or iris or retinal scans. (b) If the school district collects biometric information from students, the district shall adopt a policy that requires, at a minimum, all of the following: (1) Written permission from the individual who has |
| legal custody of the student, as defined in Section 10-20.12b of this Code, or from the student if he or she has reached the age of 18.
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(2) The discontinuation of use of a student's
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| biometric information under either of the following conditions:
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(A) upon the student's graduation or withdrawal
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| from the school district; or
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(B) upon receipt in writing of a request for
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| discontinuation by the individual having legal custody of the student or by the student if he or she has reached the age of 18.
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(3) The destruction of all of a student's biometric
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| information within 30 days after the use of the biometric information is discontinued in accordance with item (2) of this subsection (b).
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(4) The use of biometric information solely for
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| identification or fraud prevention.
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(5) A prohibition on the sale, lease, or other
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| disclosure of biometric information to another person or entity, unless:
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(A) the individual who has legal custody of the
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| student or the student, if he or she has reached the age of 18, consents to the disclosure; or
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(B) the disclosure is required by court order.
(6) The storage, transmittal, and protection of all
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| biometric information from disclosure.
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(c) Failure to provide written consent under item (1) of subsection (b) of this Section by the individual who has legal custody of the student or by the student, if he or she has reached the age of 18, must not be the basis for refusal of any services otherwise available to the student.
(d) Student biometric information may be destroyed without notification to or the approval of a local records commission under the Local Records Act if destroyed within 30 days after the use of the biometric information is discontinued in accordance with item (2) of subsection (b) of this Section.
(Source: P.A. 95-232, eff. 8-16-07; 95-793, eff. 1-1-09; 95-876, eff. 8-21-08.)
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(105 ILCS 5/34-18.43) Sec. 34-18.43. Establishing an equitable and effective school facility development process. (a) The General Assembly finds all of the following: (1) The Illinois Constitution recognizes that a |
| "fundamental goal of the People of the State is the educational development of all persons to the limits of their capacities".
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(2) Quality educational facilities are essential for
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| fostering the maximum educational development of all persons through their educational experience from pre-kindergarten through high school.
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(3) The public school is a major institution in our
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| communities. Public schools offer resources and opportunities for the children of this State who seek and deserve quality education, but also benefit the entire community that seeks improvement through access to education.
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(4) The equitable and efficient use of available
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| facilities-related resources among different schools and among racial, ethnic, income, and disability groups is essential to maximize the development of quality public educational facilities for all children, youth, and adults. The factors that impact the equitable and efficient use of facility-related resources vary according to the needs of each school community. Therefore, decisions that impact school facilities should include the input of the school community to the greatest extent possible.
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(5) School openings, school closings, school
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| consolidations, school turnarounds, school phase-outs, school construction, school repairs, school modernizations, school boundary changes, and other related school facility decisions often have a profound impact on education in a community. In order to minimize the negative impact of school facility decisions on the community, these decisions should be implemented according to a clear system-wide criteria and with the significant involvement of local school councils, parents, educators, and the community in decision-making.
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(6) The General Assembly has previously stated that
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| it intended to make the individual school in the City of Chicago the essential unit for educational governance and improvement and to place the primary responsibility for school governance and improvement in the hands of parents, teachers, and community residents at each school. A school facility policy must be consistent with these principles.
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(b) In order to ensure that school facility-related decisions are made with the input of the community and reflect educationally sound and fiscally responsible criteria, a Chicago Educational Facilities Task Force shall be established within 15 days after the effective date of this amendatory Act of the 96th General Assembly.
(c) The Chicago Educational Facilities Task Force shall consist of all of the following members:
(1) Two members of the House of Representatives
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| appointed by the Speaker of the House, at least one of whom shall be a member of the Elementary & Secondary Education Committee.
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(2) Two members of the House of Representatives
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| appointed by the Minority Leader of the House, at least one of whom shall be a member of the Elementary & Secondary Education Committee.
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(3) Two members of the Senate appointed by the
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| President of the Senate, at least one of whom shall be a member of the Education Committee.
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(4) Two members of the Senate appointed by the
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| Minority Leader of the Senate, at least one of whom shall be a member of the Education Committee.
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(5) Two representatives of school community
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| organizations with past involvement in school facility issues appointed by the Speaker of the House.
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(6) Two representatives of school community
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| organizations with past involvement in school facility issues appointed by the President of the Senate.
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(7) The chief executive officer of the school
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| district or his or her designee.
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(8) The president of the union representing teachers
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| in the schools of the district or his or her designee.
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(9) The president of the association representing
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| principals in the schools of the district or his or her designee.
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(d) The Speaker of the House shall appoint one of the appointed House members as a co-chairperson of the Chicago Educational Facilities Task Force. The President of the Senate shall appoint one of the appointed Senate members as a co-chairperson of the Chicago Educational Facilities Task Force. Members appointed by the legislative leaders shall be appointed for the duration of the Chicago Educational Facilities Task Force; in the event of a vacancy, the appointment to fill the vacancy shall be made by the legislative leader of the same chamber and party as the leader who made the original appointment.
(e) The Chicago Educational Facilities Task Force shall call on independent experts, as needed, to gather and analyze pertinent information on a pro bono basis, provided that these experts have no previous or on-going financial interest in school facility issues related to the school district. The Chicago Educational Facilities Task Force shall secure pro bono expert assistance within 15 days after the establishment of the Chicago Educational Facilities Task Force.
(f) The Chicago Educational Facilities Task Force shall be empowered to gather further evidence in the form of testimony or documents or other materials.
(g) The Chicago Educational Facilities Task Force, with the help of the independent experts, shall analyze past Chicago experiences and data with respect to school openings, school closings, school consolidations, school turnarounds, school phase-outs, school construction, school repairs, school modernizations, school boundary changes, and other related school facility decisions on students. The Chicago Educational Facilities Task Force shall consult widely with stakeholders, including public officials, about these facility issues and their related costs and shall examine relevant best practices from other school systems for dealing with these issues systematically and equitably. These initial investigations shall include opportunities for input from local stakeholders through hearings, focus groups, and interviews.
(h) The Chicago Educational Facilities Task Force shall prepare recommendations describing how the issues set forth in subsection (g) of this Section can be addressed effectively based upon educationally sound and fiscally responsible practices.
(i) The Chicago Educational Facilities Task Force shall hold hearings in separate areas of the school district at times that shall maximize school community participation to obtain comments on draft recommendations. The final hearing shall take place no later than 15 days prior to the completion of the final recommendations.
(j) The Chicago Educational Facilities Task Force shall prepare final proposed policy and legislative recommendations for the General Assembly, the Governor, and the school district. The recommendations may address issues, standards, and procedures set forth in this Section. The final recommendations shall be made available to the public through posting on the school district's Internet website and other forms of publication and distribution in the school district at least 7 days before the recommendations are submitted to the General Assembly, the Governor, and the school district.
(k) The recommendations may address issues of system-wide criteria for ensuring clear priorities, equity, and efficiency.
Without limitation, the final recommendations may propose significant decision-making roles for key stakeholders, including the individual school and community; recommend clear criteria or processes for establishing criteria for making school facility decisions; and include clear criteria for setting priorities with respect to school openings, school closings, school consolidations, school turnarounds, school phase-outs, school construction, school repairs, school modernizations, school boundary changes, and other related school facility decisions, including the encouragement of multiple community uses for school space.
Without limitation, the recommendations may propose criteria for student mobility; the transferring of students to lower performing schools; teacher mobility; insufficient notice to and the lack of inclusion in decision-making of local school councils, parents, and community members about school facility decisions; and costly facilities-related expenditures due to poor educational and facilities planning.
(l) The State Board of Education and the school district shall provide administrative support to the Chicago Educational Facilities Task Force.
(m) After recommendations have been issued, the Chicago Educational Facilities Task Force shall meet upon the call of the chairs, for the purpose of reviewing Chicago public schools' compliance with the provisions of Sections 34-200 through 34-235 of this Code concerning school action and facility master planning. The Task Force shall prepare a report to the General Assembly, the Governor's Office, the Mayor of the City of Chicago, and the Chicago Board of Education indicating how the district has met the requirements of the provisions of Sections 34-200 through 34-235 of this Code concerning school action and facility master planning.
(Source: P.A. 102-539, eff. 8-20-21.)
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(105 ILCS 5/34-18.52) Sec. 34-18.52. DCFS liaison. (a) The board must appoint at least one employee to act as a liaison to facilitate the enrollment and transfer of records of students in the legal custody of the Department of Children and Family Services when enrolling in or changing schools. The board may appoint any employee of the school district who is licensed under Article 21B of this Code to act as a liaison; however, employees who meet any of the following criteria must be prioritized for appointment: (1) Employees who have worked with mobile student |
| populations or students in foster care.
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(2) Employees who are familiar with enrollment,
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| record transfers, existing community services, and student support services.
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(3) Employees who serve as a high-level administrator.
(4) Employees who are counselors or have experience
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(5) Employees who are knowledgeable on child welfare
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(6) Employees who serve as a school social worker.
(b) Liaisons under this Section are encouraged to build capacity and infrastructure within the school district to support students in the legal custody of the Department of Children and Family Services. Liaison responsibilities may include the following:
(1) streamlining the enrollment processes for
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(2) implementing student data tracking and monitoring
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(3) ensuring that students in the legal custody of
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| the Department of Children and Family Services receive all school nutrition and meal programs available;
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(4) coordinating student withdrawal from a school,
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| record transfers, and credit recovery;
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(5) becoming experts on the foster care system and
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| State laws and policies in place that support children under the legal custody of the Department of Children and Family Services;
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(6) coordinating with child welfare partners;
(7) providing foster care-related information and
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| training to the school district;
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(8) working with the Department of Children and
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| Family Services to help students maintain their school placement, if appropriate;
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(9) reviewing student schedules to ensure that
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| students are on track to graduate;
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(10) encouraging a successful transition into
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| adulthood and post-secondary opportunities;
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(11) encouraging involvement in extracurricular
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(12) knowing what support is available within the
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| school district and community for students in the legal custody of the Department of Children and Family Services.
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(c) The school district is required to designate a liaison by the beginning of the 2022-2023 school year.
(d) Individuals licensed under Article 21B of this Code acting as a liaison under this Section shall perform the duties of a liaison in addition to existing contractual obligations.
(Source: P.A. 102-199, eff. 7-1-22 .)
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(105 ILCS 5/34-18.53) Sec. 34-18.53. Breastfeeding accommodations for pupils. (a) Each public school shall provide reasonable accommodations to a lactating pupil on a school campus to express breast milk, breastfeed an infant child, or address other needs related to breastfeeding. Reasonable accommodations under this Section include, but are not limited to, all of the following: (1) Access to a private and secure room, other than a |
| restroom, to express breast milk or breastfeed an infant child.
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(2) Permission to bring onto a school campus a breast
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| pump and any other equipment used to express breast milk.
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(3) Access to a power source for a breast pump or any
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| other equipment used to express breast milk.
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(4) Access to a place to store expressed breast milk
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(b) A lactating pupil on a school campus must be provided a reasonable amount of time to accommodate her need to express breast milk or breastfeed an infant child.
(c) A public school shall provide the reasonable accommodations specified in subsections (a) and (b) of this Section only if there is at least one lactating pupil on the school campus.
(d) A public school may use an existing facility to meet the requirements specified in subsection (a) of this Section.
(e) A pupil may not incur an academic penalty as a result of her use, during the school day, of the reasonable accommodations specified in this Section and must be provided the opportunity to make up any work missed due to such use.
(f) In instances where a student files a complaint of noncompliance with the requirements of this Section, the public school shall implement the grievance procedure of 23 Ill. Adm. Code 200, including appeals procedures.
(Source: P.A. 100-29, eff. 1-1-18; 100-863, eff. 8-14-18.)
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(105 ILCS 5/34-18.54) (Text of Section before amendment by P.A. 103-542 ) Sec. 34-18.54. Implicit bias training. (a) The General Assembly makes the following findings: (1) implicit racial bias influences evaluations of |
| and behavior toward those who are the subject of the bias;
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(2) understanding implicit racial bias is needed in
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| order to reduce that bias;
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(3) marginalized students would benefit from having
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| access to educators who have worked to reduce their biases; and
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(4) training that helps educators overcome implicit
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| racial bias has implication for classroom interactions, student evaluation, and classroom engagement; it also affects student academic self-concept.
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(b) The board shall require in-service training for school personnel to include training to develop cultural competency, including understanding and reducing implicit racial bias.
(c) As used in this Section, "implicit racial bias" means a preference, positive or negative, for a racial or ethnic group that operates outside of awareness. This bias has 3 different components: affective, behavioral, and cognitive.
(Source: P.A. 100-14, eff. 7-1-17; 100-863, eff. 8-14-18.)
(Text of Section after amendment by P.A. 103-542 )
Sec. 34-18.54. Implicit bias training.
(a) The General Assembly makes the following findings:
(1) implicit racial bias influences evaluations of
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| and behavior toward those who are the subject of the bias;
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(2) understanding implicit racial bias is needed in
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| order to reduce that bias;
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(3) marginalized students would benefit from having
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| access to educators who have worked to reduce their biases; and
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(4) training that helps educators overcome implicit
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| racial bias has implication for classroom interactions, student evaluation, and classroom engagement; it also affects student academic self-concept.
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(b) The board shall require in-service training for teachers, administrators, and school support personnel to include training to develop cultural competency, including understanding and reducing implicit racial bias as outlined in Sections 10-22.39 and 3-11.
(c) As used in this Section, "implicit racial bias" means a preference, positive or negative, for a racial or ethnic group that operates outside of awareness. This bias has 3 different components: affective, behavioral, and cognitive.
(Source: P.A. 103-542, eff. 7-1-24 (see Section 905 of P.A. 103-563 for effective date of P.A. 103-542).)
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