(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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(105 ILCS 5/34-18.57) Sec. 34-18.57. Booking stations on school grounds. (a) There shall be no student booking station established or maintained on the grounds of any school. (b) This prohibition shall be applied to student booking stations only, as defined in this Section. The prohibition does not prohibit or affect the establishment or maintenance of any place operated by or under the control of law enforcement personnel, school resource officers, or other security personnel that does not also qualify as a student booking station as defined in paragraph (2) of subsection (d) of this Section. The prohibition does not affect or limit the powers afforded law enforcement officers to perform their duties within schools as otherwise prescribed by law. (c) When the underlying suspected or alleged criminal act is an act of violence, and isolation of a student or students is deemed necessary to the interest of public safety, and no other location is adequate for secure isolation of the student or students, offices as described in paragraph (1) of subsection (d) of this Section may be employed to detain students for a period no longer than that required to alleviate that threat to public safety. (d) As used in this Section, "student booking station" means a building, office, room, or any indefinitely established space or site, mobile or fixed, which operates concurrently as: (1) predominantly or regularly a place of operation |
| for a municipal police department, county sheriff department, or other law enforcement agency, or under the primary control thereof; and
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(2) a site at which students are detained in
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| connection with criminal charges or allegations against those students, taken into custody, or engaged with law enforcement personnel in any process that creates a law enforcement record of that contact with law enforcement personnel or processes.
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(Source: P.A. 100-204, eff. 8-18-17; 100-863, eff. 8-14-18.)
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(105 ILCS 5/34-18.65)
Sec. 34-18.65. Door security locking means. (a) In this Section, "door security locking means" means a door locking means intended for use by a trained school district employee in a school building for the purpose of preventing ingress through a door of the building. (b) The school district may install a door security locking means on a door of a school building to prevent unwanted entry through the door if all of the following requirements are met: (1) The door security locking means can be engaged |
| without opening the door.
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(2) The unlocking and unlatching of the door security
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| locking means from the occupied side of the door can be accomplished without the use of a key or tool.
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(3) The door security locking means complies with all
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| applicable State and federal accessibility requirements.
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(4) Locks, if remotely engaged, can be unlocked from
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(5) The door security locking means is capable of
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| being disengaged from the outside by school district employees, and school district employees may use a key or other credentials to unlock the door from the outside.
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(6) The door security locking means does not modify
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| the door-closing hardware, panic hardware, or fire exit hardware.
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(7) Any bolts, stops, brackets, or pins employed by
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| the door security locking means do not affect the fire rating of a fire door assembly.
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(8) School district employees are trained in the
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| engagement and release of the door security locking means, from within and outside the room, as part of the emergency response plan.
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(9) For doors installed before July 1, 2019 only, the
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| unlocking and unlatching of a door security locking means requires no more than 2 releasing operations. For doors installed on or after July 1, 2019, the unlocking and unlatching of a door security locking means requires no more than one releasing operation. If doors installed before July 1, 2019 are replaced on or after July 1, 2019, the unlocking and unlatching of a door security locking means on the replacement door requires no more than one releasing operation.
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(10) The door security locking means is no more than
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| 48 inches above the finished floor.
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(11) The door security locking means otherwise
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| complies with the school building code prepared by the State Board of Education under Section 2-3.12.
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The school district may install a door security locking means that does not comply with paragraph (3) or (10) of this subsection if (i) the school district meets all other requirements under this subsection and (ii) prior to its installation, local law enforcement officials, the local fire department, and the board agree, in writing, to the installation and use of the door security locking means. The school district must keep the agreement on file and must, upon request, provide the agreement to the State Board of Education. The agreement must be included in the school district's filed school safety plan under the School Safety Drill Act.
(c) The school district must include the location of any door security locking means and must address the use of the locking and unlocking means from within and outside the room in its filed school safety plan under the School Safety Drill Act. Local law enforcement officials and the local fire department must be notified of the location of any door security locking means and how to disengage it. Any specific tool needed to disengage the door security locking means from the outside of the room must, upon request, be made available to local law enforcement officials and the local fire department.
(d) A door security locking means may be used only (i) by a school district employee trained under subsection (e), (ii) during an emergency that threatens the health and safety of students and employees or during an active shooter drill, and (iii) when local law enforcement officials and the local fire department have been notified of its installation prior to its use. The door security locking means must be engaged for a finite period of time in accordance with the school district's school safety plan adopted under the School Safety Drill Act.
(e) If the school district installs a door security locking means, it must conduct an in-service training program for school district employees on the proper use of the door security locking means. The school district shall keep a file verifying the employees who have completed the program and must, upon request, provide the file to the local fire department and local law enforcement agency.
(f) A door security locking means that requires 2 releasing operations must be discontinued from use when the door is replaced or is a part of new construction. Replacement and new construction door hardware must include mortise locks, compliant with the applicable building code, and must be lockable from the occupied side without opening the door. However, mortise locks are not required if panic hardware or fire exit hardware is required.
(Source: P.A. 101-548, eff. 8-23-19; 102-558, eff. 8-20-21.)
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(105 ILCS 5/34-18.66) Sec. 34-18.66. Remote and blended remote learning. This Section applies if the Governor has declared a disaster due to a public health emergency pursuant to Section 7 of the Illinois Emergency Management Agency Act. (1) If the Governor has declared a disaster due to a |
| public health emergency pursuant to Section 7 of the Illinois Emergency Management Agency Act, the State Superintendent of Education may declare a requirement to use remote learning days or blended remote learning days for the school district, multiple school districts, a region, or the entire State. During remote learning days, schools shall conduct instruction remotely. During blended remote learning days, schools may utilize hybrid models of in-person and remote instruction. Once declared, remote learning days or blended remote learning days shall be implemented in grades pre-kindergarten through 12 as days of attendance and shall be deemed pupil attendance days for calculation of the length of a school term under Section 10-19.
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(2) For purposes of this Section, a remote learning
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| day or blended remote learning day may be met through the district's implementation of an e-learning program under Section 10-20.56.
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(3) If the district does not implement an e-learning
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| program under Section 10-20.56, the district shall adopt a remote and blended remote learning day plan approved by the general superintendent of schools. The district may utilize remote and blended remote learning planning days, consecutively or in separate increments, to develop, review, or amend its remote and blended remote learning day plan or provide professional development to staff regarding remote education. Up to 5 remote and blended remote learning planning days may be deemed pupil attendance days for calculation of the length of a school term under Section 10-19.
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(4) Each remote and blended remote learning day plan
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| shall address the following:
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(i) accessibility of the remote instruction to
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| all students enrolled in the district;
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(ii) if applicable, a requirement that the remote
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| learning day and blended remote learning day activities reflect State learning standards;
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(iii) a means for students to confer with an
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(iv) the unique needs of students in special
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| populations, including, but not limited to, students eligible for special education under Article 14, students who are English learners as defined in Section 14C-2, and students experiencing homelessness under the Education for Homeless Children Act, or vulnerable student populations;
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(v) how the district will take attendance and
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| monitor and verify each student's remote participation; and
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(vi) transitions from remote learning to on-site
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| learning upon the State Superintendent's declaration that remote learning days or blended remote learning days are no longer deemed necessary.
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(5) The general superintendent of schools shall
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| periodically review and amend the district's remote and blended remote learning day plan, as needed, to ensure the plan meets the needs of all students.
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(6) Each remote and blended remote learning day plan
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| shall be posted on the district's Internet website where other policies, rules, and standards of conduct are posted and shall be provided to students and faculty.
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(7) This Section does not create any additional
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| employee bargaining rights and does not remove any employee bargaining rights.
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(8) Statutory and regulatory curricular mandates and
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| offerings may be administered via the district's remote and blended remote learning day plan, except that the district may not offer individual behind-the-wheel instruction required by Section 27-24.2 via the district's remote and blended remote learning day plan. This Section does not relieve schools and the district from completing all statutory and regulatory curricular mandates and offerings.
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(Source: P.A. 101-643, eff. 6-18-20.)
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(105 ILCS 5/34-18.68) Sec. 34-18.68. Chicago Board of Education Non-Citizen Advisory Board. (a) The Chicago Board of Education Diversity Advisory Board is created to provide non-citizen students with maximum opportunity for success during their elementary and secondary education experience. (b) The Chicago Board of Education Non-Citizen Advisory Board is composed of individuals appointed by the Mayor to advise the Chicago Board of Education on but not limited to the following issues: (1) Appropriate ways to create an equitable and |
| inclusive learning environment for non-citizen students;
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(2) Strengthening student, parent, and guardian
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| privacy and confidentiality in school-related issues;
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(3) Establishing appropriate communication methods
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| between the district and non-citizen students to maximize interactions between the student's school, parents, and guardians;
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(4) Ensuring principals and other district leaders
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| learn and disseminate information on resources available to non-citizen students and their families;
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(5) Developing appropriate methods by which
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| non-citizen students are encouraged and supported to continue their education at an institution of higher education; and
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(6) Providing the perspective of non-citizen families
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| and students who are affected by Board actions, governance, policies, and procedures.
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(Source: P.A. 102-177, eff. 6-1-22 .)
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(105 ILCS 5/34-18.73)
Sec. 34-18.73. Parental notification of student discipline. (a) In this Section, "misconduct" means an incident that involves offensive touching, a physical altercation, or the use of violence. (b) If a student commits an act or acts of misconduct involving offensive touching, a physical altercation, or the use of violence, the student's school shall provide written notification of that misconduct to the parent or guardian of the student. (c) If a student makes a written statement to a school employee relating to an act or acts of misconduct, whether the student is engaging in the act or acts or is targeted by the act or acts, the school shall provide the written statement to the student's parent or guardian, upon request and in accordance with federal and State laws and rules governing school student records. (d) If the parent or guardian of a student involved in an act or acts of misconduct, whether the student is engaging in the act or acts or is targeted by the act or acts, requests a synopsis of any statement made by the parent's or guardian's child, the school shall provide any existing records responsive to that request, in accordance with federal and State laws and rules governing school student records. (e) A school shall make reasonable attempts to provide a copy of any disciplinary report resulting from an investigation into a student's act or acts of misconduct to the parent or guardian of the student receiving disciplinary action, including any and all restorative justice measures, within 2 school days after the completion of the report. The disciplinary report shall include all of the following: (1) A description of the student's act or acts of |
| misconduct that resulted in disciplinary action. The names and any identifying information of any other student or students involved must be redacted from or not included in the report, in accordance with federal and State student privacy laws and rules.
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(2) A description of the disciplinary action, if any,
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| imposed on the parent's or guardian's child, including the duration of the disciplinary action.
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(3) The school's justification and rationale for the
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| disciplinary action imposed on the parent's or guardian's child, including reference to the applicable student discipline policies, procedures, or guidelines.
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(4) A description of the restorative justice
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| measures, if any, used on the parent's or guardian's child.
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(Source: P.A. 102-251, eff. 8-6-21; 102-813, eff. 5-13-22.)
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(105 ILCS 5/34-18.78) Sec. 34-18.78. COVID-19 paid administrative leave. (a) In this Section: "Employee" means a person employed by the school district on or after April 5, 2022 (the effective date of Public Act 102-697). "Fully vaccinated against COVID-19" means: (1) 2 weeks after receiving the second dose in a |
| 2-dose series of a COVID-19 vaccine authorized for emergency use, licensed, or otherwise approved by the United States Food and Drug Administration; or
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(2) 2 weeks after receiving a single dose of a
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| COVID-19 vaccine authorized for emergency use, licensed, or otherwise approved by the United States Food and Drug Administration.
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"Fully vaccinated against COVID-19" also includes any recommended booster doses for which the individual is eligible upon the adoption by the Department of Public Health of any changes made by the Centers for Disease Control and Prevention of the United States Department of Health and Human Services to the definition of "fully vaccinated against COVID-19" to include any such booster doses. For purposes of this Section, individuals who are eligible for a booster dose but have not received a booster dose by 5 weeks after the Department of Public Health adopts a revised definition of "fully vaccinated against COVID-19" are not considered fully vaccinated for determining eligibility for future paid administrative leave pursuant to this Section.
"School district" includes charter schools established under Article 27A of this Code.
(b) During any time when the Governor has declared a disaster due to a public health emergency pursuant to Section 7 of the Illinois Emergency Management Agency Act and the school district, the State or any of its agencies, or a local public health department has issued
guidance, mandates, or rules related to COVID-19 that restrict
an employee of the school district from being on school district property because the employee (i) has a confirmed positive COVID-19 diagnosis via a molecular amplification diagnostic test, such as a polymerase chain reaction (PCR) test for COVID-19, (ii) has a probable COVID-19 diagnosis via an antigen diagnostic test, (iii) has been in close contact with a person who had a confirmed case of COVID-19 and is required to be excluded from the school, or (iv) is required by the school or school district policy to be excluded from school district property due to COVID-19 symptoms, the employee of the school district shall receive as many days of administrative leave as required to abide by the public health guidance, mandates, and requirements issued by the Department of Public Health, unless a longer period of paid administrative leave has been negotiated with the exclusive bargaining representative. Such leave shall be provided to an employee for any days for which the employee was required to be excluded from school property prior to April 5, 2022 (the effective date of Public Act 102-697), provided that the employee receives all doses required to meet the definition of "fully vaccinated against COVID-19" under this Section no later than 5 weeks after April 5, 2022 (the effective date of Public Act 102-697).
(c) An employee of the school district shall receive paid
administrative leave pursuant to subsection (b) of this Section, unless a
longer period of paid administrative leave has been negotiated
with the exclusive bargaining representative, to care for a
child of the employee if the child is unable to attend
elementary or secondary school
because the child has:
(1) a confirmed positive COVID-19 diagnosis via a
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| molecular amplification diagnostic test, such as a polymerase chain reaction (PCR) test for COVID-19;
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(2) a probable COVID-19 diagnosis via an antigen
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(3) been in close contact with a person who has a
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| confirmed case of COVID-19 and is required to be excluded from school; or
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(4) been required by the school or school district
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| policy to be excluded from school district property due to COVID-19 symptoms.
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Such leave shall be provided to an employee for any days needed to care for a child of the employee prior to April 5, 2022 (the effective date of Public Act 102-697), provided that the employee receives the doses required to meet the definition of "fully vaccinated against COVID-19" under this Section no later than 5 weeks after April 5, 2022 (the effective date of Public Act 102-697).
(d) An employee of the school district who is on paid
administrative leave pursuant to this Section must provide all
documentation requested by the board.
(e) An employee of the school district who is on paid
administrative leave pursuant to this Section shall receive
the employee's regular rate of pay. The use of a paid
administrative leave day or days by an employee pursuant to
this Section may not diminish any other leave or benefits of
the employee.
(f) An employee of the school district may not accrue paid
administrative leave pursuant to this Section.
(g) For an employee of the school district to be eligible to receive paid administrative leave pursuant to this Section, the employee must:
(1) have received all required doses to be fully
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| vaccinated against COVID-19, as defined in this Section; and
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(2) participate in the COVID-19 testing program
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| adopted by the school district to the extent such a testing program requires participation by individuals who are fully vaccinated against COVID-19.
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(h) Nothing in this Section is intended to affect any right or remedy under federal law.
(i) No paid administrative leave awarded to or used by a fully vaccinated employee prior to the Department of Public Health's adoption of a revised definition of the term "fully vaccinated against COVID-19" may be rescinded on the basis that the employee no longer meets the definition of "fully vaccinated against COVID-19" based on the revised definition.
(Source: P.A. 102-697, eff. 4-5-22; 103-154, eff. 6-30-23.)
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(105 ILCS 5/34-18.80) Sec. 34-18.80. College and career readiness systems. (a) Subject to subsection (c) of this Section, by July 1, 2024, the school district shall adopt and commence implementation of a postsecondary and career expectations framework for each of grades 6 through 12 that substantially aligns to the model framework adopted by State agencies pursuant to Section 15 of the Postsecondary and Workforce Readiness Act. The local postsecondary and career expectations framework shall be available on a prominent location on the school district's website. The career exploration and career development activities offered in alignment with the postsecondary and career expectations framework shall prepare students enrolled in grades 6 through 12 to make informed plans and decisions about their future education and career goals, including possible participation in a career and technical education pathway, by providing students with opportunities to explore a wide variety of high-skill, high-wage, and in-demand career fields. (b) Subject to subsection (c) of this Section, the school district shall become an eligible school district and award College and Career Pathway Endorsements pursuant to the Postsecondary and Workforce Readiness Act and pursuant to the following schedule: (1) for the high school graduating class of 2026, the |
| school district shall offer College and Career Pathway Endorsements in at least one endorsement area;
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(2) for the high school graduating class of 2028, the
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| school district shall offer College and Career Pathway Endorsements in at least 2 endorsement areas; and
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(3) for the high school graduating class of 2030, the
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| school district shall offer College and Career Pathway Endorsements in at least 3 endorsement areas.
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(c) The board may, by action of the board, opt out of implementation of all or any part of this Section through adoption of a set of findings that considers the following:
(1) the school district's current systems for college
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(2) the school district's cost of implementation
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| balanced against the potential benefits to students and families through improved postsecondary education and career outcomes;
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(3) the willingness and capacity of local businesses
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| to partner with the school district for successful implementation of pathways other than education;
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(4) the availability of a statewide database of
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| participating local business partners, as provided under the Postsecondary and Workforce Readiness Act, for the purpose of career readiness and the accessibility of those work experiences and apprenticeships listed in the database to the students of the school district; and
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(5) the availability of properly licensed teachers or
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| teachers meeting faculty credential standards for dual credit courses to instruct in the program required for the endorsement areas.
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The school district must report its board findings and decision on implementation to the State Board of Education. If the school district elects to opt out of implementation, the district may reverse its decision in whole or in part at any time.
(d) The State Board of Education may adopt any rules necessary to implement this Section.
(Source: P.A. 102-917, eff. 1-1-23; 103-154, eff. 6-30-23.)
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(105 ILCS 5/34-18.82) (Text of Section from P.A. 103-128) Sec. 34-18.82. Trauma kit; trauma response training. (a) In this Section, "trauma kit" means a first aid response kit that contains, at a minimum, all of the following: (1) One tourniquet endorsed by the Committee on |
| Tactical Combat Casualty Care.
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(2) One compression bandage.
(3) One hemostatic bleeding control dressing endorsed
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| by the Committee on Tactical Combat Casualty Care.
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(4) Protective gloves and a marker.
(5) Scissors.
(6) Instructional documents developed by the Stop the
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| Bleed national awareness campaign of the United States Department of Homeland Security or the American College of Surgeons' Committee on Trauma, or both.
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(7) Any other medical materials or equipment similar
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| to those described in paragraphs (1) through (3) or any other items that (i) are approved by a local law enforcement agency or first responders, (ii) can adequately treat a traumatic injury, and (iii) can be stored in a readily available kit.
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(b) The school district may maintain an on-site trauma kit at each school for bleeding emergencies.
(c) Products purchased for the trauma kit, including those products endorsed by the Committee on Tactical Combat Casualty Care, shall, whenever possible, be manufactured in the United States.
(d) At least once every 2 years, the board shall conduct in-service training for all school district employees on the methods to respond to trauma. The training must include instruction on how to respond to an incident involving life-threatening bleeding and, if applicable, how to use a school's trauma kit. The board may satisfy the training requirements under this subsection by using the training, including online training, available from the American College of Surgeons or any other similar organization.
School district employees who are trained to respond to trauma pursuant to this subsection (d) shall be immune from civil liability in the use of a trauma kit unless the action constitutes willful or wanton misconduct.
(Source: P.A. 103-128, eff. 6-30-23.)
(Text of Section from P.A. 103-157)
Sec. 34-18.82. Subsequent teaching endorsements for employees.
(a) Subsequent teaching endorsements may be granted to employees licensed under Article 21B of this Code for specific content areas and grade levels as part of a pilot program.
(b) The school district is authorized to prepare educators for subsequent teaching endorsements on licenses issued under paragraph (1) of Section 21B-20 of this Code to applicants who meet all of the requirements for the endorsement or endorsements, including passing any required content area knowledge tests. If seeking to provide subsequent endorsements, the school district must establish professional development sequences to be offered instead of coursework required for issuance of the subsequent endorsement and must apply for approval of these professional development sequences by the State Board of Education, in collaboration with the State Educator Preparation and Licensure Board. The professional development sequences under this Section shall include a comprehensive review of relevant State learning standards, the applicable State content-test framework, and, if applicable, relevant educator preparation standards.
(c) The State Board of Education shall adopt any rules necessary to implement this Section no later than June 30, 2024.
(Source: P.A. 103-157, eff. 6-30-23.)
(Text of Section from P.A. 103-393)
Sec. 34-18.82. Community input on local assessments.
(a) As used in this Section, "district-administered assessment" means an assessment that requires all student test takers at any grade level to answer the same questions, or a selection of questions from a common bank of questions, in the same manner or substantially the same questions in the same manner. The term does not include an observational assessment tool used to satisfy the requirements of Section 2-3.64a-10 of this Code or an assessment developed by district teachers or administrators that will be used to measure student progress at an attendance center within the school district.
(b) Prior to approving a new contract for any district-administered assessment, the board must hold a public vote at a regular meeting of the board, at which the terms of the proposal must be substantially presented and an opportunity for allowing public comments must be provided, subject to applicable notice requirements. However, if the assessment being made available to review is subject to copyright, trademark, or other intellectual property protection, the review process shall include technical and procedural safeguards to ensure that the materials are not able to be widely disseminated to the general public in violation of the intellectual property rights of the publisher and to ensure content validity is not undermined.
(Source: P.A. 103-393, eff. 7-1-24.)
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(105 ILCS 5/34-18.85) Sec. 34-18.85. Chicago Board of Education Black Student Achievement Committee. (a) The Chicago Board of Education Black Student Achievement Committee is created to be a standing committee of the Board with the purpose of providing Black students with the maximum opportunity for success in areas where research shows that there has been chronic underperformance of African American students during their elementary and secondary education experience. (b) The Chicago Board of Education Black Student Achievement Committee shall be chaired by a member of the Board and shall be composed of individuals appointed by the President of the Board to help the Board shape educational policies and to: (1) develop strategies and recommendations for Black |
| student achievement and opportunity;
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(2) use data to conduct an evidence-based needs
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| assessment to better understand needs and establish a baseline for Black student achievement;
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(3) develop a strategic management plan to identify
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| goals, objectives, and outcomes designed to bring about academic parity between Black children and their peers;
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(4) identify and track metrics and key performance
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| indicators that demonstrate positive movement toward achieving the goals and objectives outlined in the strategic management plan; and
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(5) prepare and provide regular progress reports to
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| the Board and the public.
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(c) The Committee's membership shall be diverse in terms of skills and geography.
(Source: P.A. 103-584, eff. 3-18-24.)
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(105 ILCS 5/34-19) (from Ch. 122, par. 34-19) Sec. 34-19. By-laws, rules and regulations; business transacted at
regular meetings; voting; records. The board shall, subject to the limitations
in this Article, establish by-laws, rules and regulations, which shall have the
force of ordinances, for the proper maintenance of a uniform system of
discipline for both employees and pupils, and for the entire management of the
schools, and may fix the school age of pupils, the minimum of which in
kindergartens shall not be under 4 years, except that, based upon an assessment of the child's readiness, children who have attended a non-public preschool and continued their education at that school through kindergarten, were taught in kindergarten by an appropriately certified teacher, and will attain the age of 6 years on or before December 31 of the year of the 2009-2010 school term and each school term thereafter may attend first grade upon commencement of such term, and in grade schools shall not be
under 6 years. It may expel, suspend or, subject to the limitations of all
policies established or adopted under Section 10-22.6 or 14-8.05, otherwise discipline any
pupil found guilty of gross disobedience, misconduct, or other violation of the
by-laws, rules, and regulations, including gross disobedience or misconduct perpetuated by electronic means. An expelled pupil may be immediately transferred to an alternative program in the manner provided in Article 13A or 13B of this Code. A pupil must not be denied transfer because of the expulsion, except in cases in which such transfer is deemed to cause a threat to the safety of students or staff in the alternative program. A pupil who is suspended in excess of 20 school days may be immediately transferred to an alternative program in the manner provided in Article 13A or 13B of this Code. A pupil must not be denied transfer because of the suspension, except in cases in which such transfer is deemed to cause a threat to the safety of students or staff in the alternative program. The bylaws, rules and regulations of the board
shall be enacted, money shall be appropriated or expended, salaries shall be
fixed or changed, and textbooks, electronic textbooks, and courses of instruction shall be adopted or
changed only at the regular meetings of the board and by a vote of a
majority of the full membership of the board; provided that
notwithstanding any other provision of this Article or the School Code,
neither the board or any local school council may purchase any textbook for use in any public school of the
district from any textbook publisher that fails to furnish any computer
diskettes as required under Section 28-21. Funds appropriated for textbook purchases must be available for electronic textbook purchases and the technological equipment necessary to gain access to and use electronic textbooks at the local school council's discretion. The board shall be further
encouraged to provide opportunities for public hearing and testimony before
the adoption of bylaws, rules and regulations. Upon all propositions
requiring for their adoption at least a majority of all the members of the
board the yeas and nays shall be taken and reported. The by-laws, rules and
regulations of the board shall not be repealed, amended or added to, except
by a vote of 2/3 of the full membership of the board. The board shall keep
a record of all its proceedings. Such records and all
by-laws, rules and regulations, or parts thereof, may be proved by a copy
thereof certified to be such by the secretary of the board, but if they are
printed in book or pamphlet form which are purported to be published by
authority of the board they need not be otherwise published and the book or
pamphlet shall be received as evidence, without further proof, of the
records, by-laws, rules and regulations, or any part thereof, as of the
dates thereof as shown in such book or pamphlet, in all courts and places
where judicial proceedings are had. Notwithstanding any other provision in this Article or in the School
Code, the board may delegate to the general superintendent or to the
attorney the authorities granted to the board in the School Code, provided
such delegation and appropriate oversight procedures are made pursuant to
board by-laws, rules and regulations, adopted as herein provided, except that
the board may not delegate its authorities and responsibilities regarding (1)
budget approval obligations; (2) rule-making functions; (3) desegregation
obligations; (4) real estate acquisition, sale or lease in excess of 10 years
as provided in Section 34-21; (5) the levy of taxes; or (6) any mandates
imposed upon the board by "An Act in relation to school reform in cities over
500,000, amending Acts herein named", approved December 12, 1988 (P.A.
85-1418). (Source: P.A. 99-456, eff. 9-15-16 .) |