(105 ILCS 5/2‑3.12) (from Ch. 122, par. 2‑3.12)
Sec. 2‑3.12. School building code.
(a) To prepare for school boards with the advice of the Department of Public Health, the Capital Development Board, and the State Fire Marshal a school building code that will conserve the health and safety and general welfare of the pupils and school personnel and others who use public school facilities.
(b) Within 2 years after September 23, 1983, and every 10 years thereafter, or at such other times as the State Board of Education deems necessary or the regional superintendent so orders, each school board subject to the provisions of this Section shall again survey its school buildings and effectuate any recommendations in accordance with the procedures set forth herein.
(1) An architect or engineer licensed in the State of
| Illinois is required to conduct the surveys under the provisions of this Section and shall make a report of the findings of the survey titled "safety survey report" to the school board. | |
(2) The school board shall approve the safety survey |
| report, including any recommendations to effectuate compliance with the code, and submit it to the Regional Superintendent. | |
(3) The Regional Superintendent shall render a |
| decision regarding approval or denial and submit the safety survey report to the State Superintendent of Education. | |
(4) The State Superintendent of Education shall |
| approve or deny the report including recommendations to effectuate compliance with the code and, if approved, issue a certificate of approval. | |
(5) Upon receipt of the certificate of approval, the |
| Regional Superintendent shall issue an order to effect any approved recommendations included in the report. The report shall meet all of the following requirements: | |
(A) Items in the report shall be prioritized.
(B) Urgent items shall be considered as those |
| items related to life safety problems that present an immediate hazard to the safety of students. | |
(C) Required items shall be considered as those |
| items that are necessary for a safe environment but present less of an immediate hazard to the safety of students. | |
(D) Urgent and required items shall reference a |
| specific rule in the code authorized by this Section that is currently being violated or will be violated within the next 12 months if the violation is not remedied. | |
(6) The school board of each district so surveyed |
| and receiving a report of needed recommendations to be made to maintain standards of safety and health of the pupils enrolled shall effectuate the correction of urgent items as soon as achievable to ensure the safety of the students, but in no case more than one year after the date of the State Superintendent of Education's approval of the recommendation. | |
(7) Required items shall be corrected in a timely |
| manner, but in no case more than 5 years from the date of the State Superintendent of Education's approval of the recommendation. | |
(8) Once each year the school board shall submit a |
| report of progress on completion of any recommendations to effectuate compliance with the code. | |
(c) As soon as practicable, but not later than 2 years after January 1, 1993, the State Board of Education shall combine the document known as "Efficient and Adequate Standards for the Construction of Schools" with the document known as "Building Specifications for Health and Safety in Public Schools" together with any modifications or additions that may be deemed necessary. The combined document shall be known as the "Health/Life Safety Code for Public Schools" and shall be the governing code for all facilities that house public school students or are otherwise used for public school purposes, whether such facilities are permanent or temporary and whether they are owned, leased, rented, or otherwise used by the district. Facilities owned by a school district but that are not used to house public school students or are not used for public school purposes shall be governed by separate provisions within the code authorized by this Section.
(d) The 10 year survey cycle specified in this Section shall continue to apply based upon the standards contained in the "Health/Life Safety Code for Public Schools", which shall specify building standards for buildings that are constructed prior to January 1, 1993 and for buildings that are constructed after that date.
(e) The "Health/Life Safety Code for Public Schools" shall be the governing code for public schools; however, the provisions of this Section shall not preclude inspection of school premises and buildings pursuant to Section 9 of the Fire Investigation Act, provided that the provisions of the "Health/Life Safety Code for Public Schools", or such predecessor document authorized by this Section as may be applicable are used, and provided that those inspections are coordinated with the Regional Superintendent having jurisdiction over the public school facility.
(f) Nothing in this Section shall be construed to prohibit the State Fire Marshal or a qualified fire official to whom the State Fire Marshal has delegated his or her authority from conducting a fire safety check in a public school.
(g) The Regional Superintendent shall address any violations that are not corrected in a timely manner pursuant to subsection (b) of Section 3‑14.21 of this Code.
(h) Any agency having jurisdiction beyond the scope of the applicable document authorized by this Section may issue a lawful order to a school board to effectuate recommendations, and the school board receiving the order shall certify to the Regional Superintendent and the State Superintendent of Education when it has complied with the order.
(i) The State Board of Education is authorized to adopt any rules that are necessary relating to the administration and enforcement of the provisions of this Section.
(j) The code authorized by this Section shall apply only to those school districts having a population of less than 500,000 inhabitants.
(k) In this Section, a "qualified fire official" means an individual that meets the requirements of rules adopted by the State Fire Marshal in cooperation with the State Board of Education to administer this Section. These rules shall be based on recommendations made by the task force established under Section 2‑3.137 of this Code.
(Source: P.A. 94‑225, eff. 7‑14‑05; 94‑875, eff. 7‑1‑06; 94‑1105, eff. 6‑1‑07; 95‑876, eff. 8‑21‑08.) |
(105 ILCS 5/2‑3.17a) (from Ch. 122, par. 2‑3.17a)
Sec. 2‑3.17a. Financial audits by Auditor General. The Auditor General shall annually cause an audit to be made, as of June 30th of each year, of the financial statements of all accounts, funds and other moneys in the care, custody or control of the regional superintendent of schools of each educational service region in the State and of each educational service center established under Section 2‑3.62 of this Code other than an educational service center serving a school district in a city having a population exceeding 500,000. The audit shall be conducted in accordance with Generally Accepted Governmental Auditing Standards and shall include an examination of supporting books and records and a representative sample of vouchers for distributions and expenditures. On February 15 of each year, the Auditor General shall notify the Legislative Audit Commission in writing of the completion or of the reasons for the noncompletion of each audit required by this Section to be made as of the preceding June 30. An audit report shall be prepared for each audit made pursuant to this Section, and all such audit reports shall be kept on file in the office of the Auditor General. Within 60 days after each audit report required to be prepared under this Section is completed, the Auditor General: (i) shall furnish a copy of such audit report to each member of the General Assembly whose legislative or representative district includes any part of the educational service region served by the regional superintendent of schools with respect to whose financial statements that audit report was prepared or any part of the area served by the educational service center that is the subject of the audit; and (ii) shall publish in a newspaper published in that educational service region or area served by the educational service center that is the subject of the audit a notice that the audit report has been prepared and is available for inspection during regular business hours at the office of the regional superintendent of schools of that educational service region or at the administrative office of the educational service center. Each audit shall be made in such manner as to determine, and each audit report shall be prepared in such manner as to state:
(1) The balances on hand of all accounts, funds and |
| other moneys in the care, custody or control of the regional superintendent of schools or educational service center at the beginning of the fiscal year being audited; | |
(2) the amount of funds received during the fiscal |
| |
(3) the amount of funds distributed or otherwise |
| paid by the regional superintendent of schools or educational service center to each school treasurer in his or her educational service region or area, including the purpose of such distribution or payment and the fund or account from which such distribution or payment is made; | |
(4) the amounts paid or otherwise disbursed by the |
| regional superintendent of schools or educational service center ‑‑ other than the amounts distributed or paid by the regional superintendent of schools or educational service center to school treasurers as described in paragraph (3) above ‑‑ for all other purposes and expenditures, including the fund or account from which such payments or disbursements are made and the purpose thereof; and | |
(5) the balances on hand of all accounts, funds and |
| other moneys in the care, custody or control of the regional superintendent of schools or educational service center at the end of the fiscal year being audited. | |
The Auditor General shall adopt rules and regulations relative to the time and manner by which the regional superintendent of schools or educational service center shall present for inspection or make available to the Auditor General, or to the agents designated by the Auditor General to make an audit and prepare an audit report pursuant to this Section, all financial statements, books, records, vouchers for distributions and expenditures, and records of accounts, funds and other moneys in the care, custody or control of the regional superintendent of schools or educational service center and required for purposes of making such audit and preparing an audit and preparing an audit report. All rules and regulations adopted by the State Board of Education under this Section before the effective date of this amendatory Act of the 92nd General Assembly shall continue in effect as the rules and regulations of the Auditor General, until they are modified or abolished by the Auditor General.
The Auditor General shall require the regional superintendent of schools of each educational service region or administrator of each educational service center to promptly implement all recommendations based on audit findings resulting from a violation of law made in audits prepared pursuant to this Section, unless the Auditor General, upon review, determines, with regard to any such finding, that implementation of the recommendation is not appropriate.
(Source: P.A. 92‑544, eff. 6‑12‑02.) |
(105 ILCS 5/2‑3.25g) (from Ch. 122, par. 2‑3.25g)
Sec. 2‑3.25g. Waiver or modification of mandates within the School Code and administrative rules and regulations.
(a) In this Section:
"Board" means a school board or the governing board |
| or administrative district, as the case may be, for a joint agreement. |
|
"Eligible applicant" means a school district, joint |
| agreement made up of school districts, or regional superintendent of schools on behalf of schools and programs operated by the regional office of education. |
|
"Implementation date" has the meaning set forth in |
| Section 24A‑2.5 of this Code. |
|
"State Board" means the State Board of Education.
(b) Notwithstanding any other provisions of this School Code or any other law of this State to the contrary, eligible applicants may petition the State Board of Education for the waiver or modification of the mandates of this School Code or of the administrative rules and regulations promulgated by the State Board of Education. Waivers or modifications of administrative rules and regulations and modifications of mandates of this School Code may be requested when an eligible applicant demonstrates that it can address the intent of the rule or mandate in a more effective, efficient, or economical manner or when necessary to stimulate innovation or improve student performance. Waivers of mandates of the School Code may be requested when the waivers are necessary to stimulate innovation or improve student performance. Waivers may not be requested from laws, rules, and regulations pertaining to special education, teacher certification, teacher tenure and seniority, or Section 5‑2.1 of this Code or from compliance with the No Child Left Behind Act of 2001 (Public Law 107‑110). On and after the applicable implementation date, eligible applicants may not seek a waiver or seek a modification of a mandate regarding the requirements for (i) student performance data to be a significant factor in teacher or principal evaluations or (ii) for teachers and principals to be rated using the 4 categories of "excellent", "proficient", "needs improvement", or "unsatisfactory". On the applicable implementation date, any previously authorized waiver or modification from such requirements shall terminate.
(c) Eligible applicants, as a matter of inherent managerial policy, and any Independent Authority established under Section 2‑3.25f may submit an application for a waiver or modification authorized under this Section. Each application must include a written request by the eligible applicant or Independent Authority and must demonstrate that the intent of the mandate can be addressed in a more effective, efficient, or economical manner or be based upon a specific plan for improved student performance and school improvement. Any eligible applicant requesting a waiver or modification for the reason that intent of the mandate can be addressed in a more economical manner shall include in the application a fiscal analysis showing current expenditures on the mandate and projected savings resulting from the waiver or modification. Applications and plans developed by eligible applicants must be approved by the board or regional superintendent of schools applying on behalf of schools or programs operated by the regional office of education following a public hearing on the application and plan and the opportunity for the board or regional superintendent to hear testimony from staff directly involved in its implementation, parents, and students. The time period for such testimony shall be separate from the time period established by the eligible applicant for public comment on other matters. If the applicant is a school district or joint agreement requesting a waiver or modification of Section 27‑6 of this Code, the public hearing shall be held on a day other than the day on which a regular meeting of the board is held. If the applicant is a school district, the public hearing must be preceded by at least one published notice occurring at least 7 days prior to the hearing in a newspaper of general circulation within the school district that sets forth the time, date, place, and general subject matter of the hearing. If the applicant is a joint agreement or regional superintendent, the public hearing must be preceded by at least one published notice (setting forth the time, date, place, and general subject matter of the hearing) occurring at least 7 days prior to the hearing in a newspaper of general circulation in each school district that is a member of the joint agreement or that is served by the educational service region, provided that a notice appearing in a newspaper generally circulated in more than one school district shall be deemed to fulfill this requirement with respect to all of the affected districts. The eligible applicant must notify in writing the affected exclusive collective bargaining agent and those State legislators representing the eligible applicant's territory of its intent to seek approval of a waiver or modification and of the hearing to be held to take testimony from staff. The affected exclusive collective bargaining agents shall be notified of such public hearing at least 7 days prior to the date of the hearing and shall be allowed to attend such public hearing. The eligible applicant shall attest to compliance with all of the notification and procedural requirements set forth in this Section.
(d) A request for a waiver or modification of administrative rules and regulations or for a modification of mandates contained in this School Code shall be submitted to the State Board of Education within 15 days after approval by the board or regional superintendent of schools. The application as submitted to the State Board of Education shall include a description of the public hearing. Following receipt of the request, the State Board shall have 45 days to review the application and request. If the State Board fails to disapprove the application within that 45 day period, the waiver or modification shall be deemed granted. The State Board may disapprove any request if it is not based upon sound educational practices, endangers the health or safety of students or staff, compromises equal opportunities for learning, or fails to demonstrate that the intent of the rule or mandate can be addressed in a more effective, efficient, or economical manner or have improved student performance as a primary goal. Any request disapproved by the State Board may be appealed to the General Assembly by the eligible applicant as outlined in this Section.
A request for a waiver from mandates contained in this School Code shall be submitted to the State Board within 15 days after approval by the board or regional superintendent of schools. The application as submitted to the State Board of Education shall include a description of the public hearing. The description shall include, but need not be limited to, the means of notice, the number of people in attendance, the number of people who spoke as proponents or opponents of the waiver, a brief description of their comments, and whether there were any written statements submitted. The State Board shall review the applications and requests for completeness and shall compile the requests in reports to be filed with the General Assembly. The State Board shall file reports outlining the waivers requested by eligible applicants and appeals by eligible applicants of requests disapproved by the State Board with the Senate and the House of Representatives before each March 1 and October 1. The General Assembly may disapprove the report of the State Board in whole or in part within 60 calendar days after each house of the General Assembly next convenes after the report is filed by adoption of a resolution by a record vote of the majority of members elected in each house. If the General Assembly fails to disapprove any waiver request or appealed request within such 60 day period, the waiver or modification shall be deemed granted. Any resolution adopted by the General Assembly disapproving a report of the State Board in whole or in part shall be binding on the State Board.
(e) An approved waiver or modification (except a waiver from or modification to a physical education mandate) may remain in effect for a period not to exceed 5 school years and may be renewed upon application by the eligible applicant. However, such waiver or modification may be changed within that 5‑year period by a board or regional superintendent of schools applying on behalf of schools or programs operated by the regional office of education following the procedure as set forth in this Section for the initial waiver or modification request. If neither the State Board of Education nor the General Assembly disapproves, the change is deemed granted.
An approved waiver from or modification to a physical education mandate may remain in effect for a period not to exceed 2 school years and may be renewed no more than 2 times upon application by the eligible applicant. An approved waiver from or modification to a physical education mandate may be changed within the 2‑year period by the board or regional superintendent of schools, whichever is applicable, following the procedure set forth in this Section for the initial waiver or modification request. If neither the State Board of Education nor the General Assembly disapproves, the change is deemed granted.
(f) (Blank).
(Source: P.A. 95‑223, eff. 1‑1‑08; 96‑861, eff. 1‑15‑10; 96‑1423, eff. 8‑3‑10.) |
(105 ILCS 5/2‑3.25m)
Sec. 2‑3.25m. Appeals. The appeals process outlined in this Section applies to all appeals from school districts pertaining to school or district status levels, recognition levels, or corrective action. The State Board of Education shall provide notice and an opportunity for hearing to the affected school district. The hearing shall take place not later than 30 calendar days following receipt of the written appeal. The appeals advisory committee created as specified in this Section may extend the hearing under special circumstances, in consultation with the State Superintendent of Education. The State Board of Education may take into account exceptional or uncontrollable circumstances.
The State Board of Education shall process school and district appeals through an appeals advisory committee. The committee shall be composed of 9 members appointed by the State Superintendent of Education as follows:
(1) One representative of each of 2 professional |
| |
(2) Two school administrators employed in the public |
| schools of this State who have been nominated by an administrator organization. | |
(3) One member of an organization that represents |
| |
(4) One member of an organization that represents |
| both parents and teachers. | |
(5) One representative of the business community of |
| this State who has been nominated by a statewide business organization. | |
(6) One representative of City of Chicago School |
| |
(7) One member of the public.
Five members of the committee shall serve for terms of 2 years, and 4 members shall serve for terms of 3 years. The State Superintendent of Education shall appoint initial members on or before July 1, 2003. The committee shall annually elect one member as chairperson.
The committee shall hear appeals and, within 30 calendar days after a hearing, make recommendations for action to the State Superintendent of Education. The committee shall recommend action to the State Superintendent of Education on all appeals. The State Board of Education shall make all final determinations.
(Source: P.A. 93‑470, eff. 8‑8‑03.) |
(105 ILCS 5/2‑3.47) (from Ch. 122, par. 2‑3.47)
Sec. 2‑3.47. Comprehensive Educational Plan. The State Board of Education shall analyze the current and anticipated problems and deficiencies, present and future minimum needs and requirements and immediate and future objectives and goals of elementary and secondary education in the State of Illinois, and shall design and prepare a Comprehensive Educational Plan for the development, expansion, integration, coordination, and improved and efficient utilization of the personnel, facilities, revenues, curricula and standards of elementary and secondary education for the public schools in the areas of teaching (including preparation, certification, compensation, classification, performance rating and tenure), administration, program content and enrichment, student academic achievement, class size, transportation, educational finance and budgetary and accounting procedure, and educational policy and resource planning. In formulating the Comprehensive Educational Plan for elementary and secondary education, pre‑school through grade 12, in this State, the State Board of Education shall give consideration to disabled, occupational, career and other specialized areas of elementary and secondary education, and further shall consider the problems, requirements and objectives of private elementary and secondary schools within the State as the same relate to the present and future problems, deficiencies, needs, requirements, objectives and goals of the public school system of Illinois. As an integral part of the Comprehensive Educational Plan, the State Board of Education shall develop an annual budget for education for the entire State which details the required, total revenues from all sources and the estimated total expenditures for all purposes under the Comprehensive Educational Plan. The budgets shall specify the amount of revenue projected from each source and the amount of expenditure estimated for each purpose for the fiscal year, and shall specifically relate and identify such projected revenues and estimated expenditures to the particular problem, deficiency, need, requirement, objective or goal set forth in the Comprehensive Educational Plan to which such revenues for expenditures are attributable. The State Board of Education shall prepare and submit to the General Assembly and the Governor drafts of proposed legislation to implement the Comprehensive Educational Plan; shall engage in a continuing study, analysis and evaluation of the Comprehensive Educational Plan so designed and prepared; and shall from time to time as required with respect to such annual budgets, and as the State Board of Education shall determine with respect to any proposed amendments or modifications of any Comprehensive Educational Plan enacted by the General Assembly, submit its drafts or recommendations for proposed legislation to the General Assembly and the Governor.
(Source: P.A. 93‑21, eff. 7‑1‑03.) |
(105 ILCS 5/2‑3.47a)
Sec. 2‑3.47a. Strategic plan.
(a) The State Board of Education shall develop and maintain a continuing 5‑year comprehensive strategic plan for elementary and secondary education. The strategic plan shall include without limitation all of the following topic areas:
(1) Service and support to school districts to
| improve student performance. | |
(2) Equity, adequacy, and predictability of |
| educational opportunities and resources for all schools. | |
(3) Program development and improvements, including |
| financial planning and support services. | |
(4) Efficient means of delivering services to |
| schools on a regional basis. | |
(5) Assistance to students at risk of academic |
| failure and the use of proven support programs and services to close the achievement gap. | |
(6) Educational research and development and access |
| and training in the use of a centralized student achievement data system. | |
(7) Recommendations for streamlining the School Code |
| to eliminate laws that interfere with local control, taking into account those foundational standards that have already been established. | |
(8) Streamlining certification of teachers and |
| administrators to provide quality personnel and ongoing professional development. | |
(9) Support services to enhance the capacity of |
| school districts to meet federal and State statutory standards. | |
(10) Enhanced technology for use in administration, |
| classroom, and nontraditional educational settings. | |
(11) Recognition of successful, exemplary schools.
(12) The unique needs of rural school districts.
(13) School reorganization issues.
(14) Attraction and retention of qualified teachers.
(15) Additional duties that should be assigned to |
| regional offices of education and regional administrative service centers to support local control of school districts and eliminate any duplication and inefficiency. | |
The State Board of Education shall consult with the |
| educational community, hold public hearings, and receive input from all interested groups in drafting the strategic plan. | |
(b) To meet the requirements of this Section, the State |
| Board of Education shall issue to the Governor and General Assembly a preliminary report within 6 months after the effective date of this amendatory Act of the 93rd General Assembly and a final 5‑year strategic plan within one year after the effective date of this amendatory Act of the 93rd General Assembly. Thereafter, the strategic plan shall be updated and issued to the Governor and General Assembly on or before July 1 of each year. | |
(Source: P.A. 93‑1036, eff. 9‑14‑04.) |
(105 ILCS 5/2‑3.51) (from Ch. 122, par. 2‑3.51)
Sec. 2‑3.51. Reading Improvement Block Grant Program. To improve the reading and study skills of children from kindergarten through sixth grade in school districts. The State Board of Education is authorized to administer a Reading Improvement Block Grant Program. As used in this Section:
"School district" includes those schools designated as "laboratory schools".
"Scientifically based reading research" means the application of rigorous, systematic, and objective procedures to obtain valid knowledge relevant to reading development, reading instruction, and reading difficulties. The term includes research that employs systematic, empirical methods that draw on observation or experiment, involves rigorous data analysis that is adequate to test the stated hypotheses and to justify the general conclusions drawn, relies on measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and observations, and has been accepted by peer‑reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective and scientific review.
(a) Funds for the Reading Improvement Block Grant Program shall be distributed to school districts on the following basis: 70% of monies shall be awarded on the prior year's best 3 months average daily attendance and 30% shall be distributed on the number of economically disadvantaged (E.C.I.A. Chapter I) pupils in the district, provided that the State Board may distribute an amount not to exceed 2% of the monies appropriated for the Reading Improvement Block Grant Program for the purpose of providing teacher training and re‑training in the teaching of reading. Program funds shall be distributed to school districts in 2 semi‑annual installments, one payment on or before October 30, and one payment prior to April 30, of each year. The State Board shall promulgate rules and regulations necessary for the implementation of this program. Programs provided with grant funds shall not replace quality classroom reading instruction, but shall instead supplement such instruction.
(a‑5) Reading Improvement Block Grant Program funds shall be used by school districts in the following manner:
(1) to hire reading specialists, reading teachers,
| and reading aides in order to provide early reading intervention in kindergarten through grade 2 and programs of continued reading support for students in grades 3 through 6; | |
(2) in kindergarten through grade 2, to establish |
| short‑term tutorial early reading intervention programs for children who are at risk of failing to learn to read; these programs shall (i) focus on scientifically based research and best practices with proven long‑term results, (ii) identify students in need of help no later than the middle of first grade, (iii) provide ongoing training for teachers in the program, (iv) focus instruction on strengthening a student's phonemic awareness, phonics, fluency, and comprehension skills, (v) provide a means to document and evaluate student growth, and (vi) provide properly trained staff; | |
(3) to continue direct reading instruction for |
| |
(4) in grades 3 through 6, to establish programs of |
| support for students who demonstrate a need for continued assistance in learning to read and in maintaining reading achievement; these programs shall (i) focus on scientifically based research and best practices with proven long‑term results, (ii) provide ongoing training for teachers and other staff members in the program, (iii) focus instruction on strengthening a student's phonics, fluency, and comprehension skills in grades 3 through 6, (iv) provide a means to evaluate and document student growth, and (v) provide properly trained staff; | |
(5) in grades K through 6, to provide classroom |
| reading materials for students; each district may allocate up to 25% of the funds for this purpose; and | |
(6) to provide a long‑term professional development |
| program for classroom teachers, administrators, and other appropriate staff; the program shall (i) focus on scientifically based research and best practices with proven long‑term results, (ii) provide a means to evaluate student progress in reading as a result of the training, (iii) and be provided by approved staff development providers. | |
(a‑10) Reading Improvement Block Grant Program funds shall be made available to each eligible school district submitting an approved application developed by the State Board beginning with the 1998‑99 school year. Applications shall include a proposed assessment method or methods for measuring the reading growth of students who receive direct instruction as a result of the funding and the impact of staff development activities on student growth in reading. Such methods may include the reading portion of the Illinois Standards Achievement Testing Program. At the end of each school year the district shall report performance of progress results to the State Board. Districts not demonstrating performance progress using an approved assessment method shall not be eligible for funding in the third or subsequent years until such progress is established.
(a‑15) The State Superintendent of Education, in cooperation with the school districts participating in the program, shall annually report to the leadership of the General Assembly on the results of the Reading Improvement Block Grant Program and the progress being made on improving the reading skills of students in kindergarten through the sixth grade.
(b) (Blank).
(c) (Blank).
(d) Grants under the Reading Improvement Program shall be awarded provided there is an appropriation for the program, and funding levels for each district shall be prorated according to the amount of the appropriation.
(e) (Blank).
(f) (Blank).
(Source: P.A. 92‑25, eff. 7‑1‑01.) |
(105 ILCS 5/2‑3.51a)
Sec. 2‑3.51a. Continued Reading Improvement Block Grant Program. To improve the reading and study skills of children from seventh through twelfth grade in school districts. The State Board of Education is authorized to administer a Continued Reading Improvement Block Grant Program. As used in this Section, "school district" includes those schools designated as laboratory schools.
(a) Funds for the Continued Reading Improvement Block Grant Program shall be distributed to school districts on the following basis: 70% of moneys shall be awarded on the prior year's best 3 months average daily attendance and 30% shall be distributed on the number of economically disadvantaged (E.C.I.A. Chapter I) pupils in the district, provided that the State Board may distribute an amount not to exceed 2% of the moneys appropriated for the Continued Reading Improvement Block Grant Program for the purpose of providing teacher training and re‑training in the teaching of reading. Program funds shall be distributed to school districts in 2 semi‑annual installments, one payment on or before October 30 and one payment prior to April 30 of each year. The State Board shall adopt any rules necessary for the implementation of this program.
(b) Continued Reading Improvement Block Grant Program funds shall be used by school districts in the following manner to support students in grades 7 through 12 who are reading significantly below grade level:
(1) to continue direct reading instruction for |
| grades 7 through 12, focusing on the application of reading skills for understanding informational text; | |
(2) to focus on and to commit time and resources to |
| the reading of rich literature; | |
(3) to conduct intense vocabulary, spelling, and |
| related writing programs that promote better understanding of language and words; | |
(4) to provide professional development based on |
| scientifically based research and best practices and delivered by providers approved by the State Board of Education; and | |
(5) to increase the availability of reading |
| specialists and teacher aides trained in research‑based reading intervention or improvement practices or both. | |
(c) Continued Reading Improvement Block Grant Program funds shall be made available to each eligible school district submitting an approved application developed by the State Board, beginning with the 2003‑2004 school year. Applications shall include a proposed assessment method or methods for measuring student reading skills. Such methods may include the reading portion of State tests. At the end of each school year the district shall report assessment results to the State Board. Districts not demonstrating performance progress using an approved assessment method shall not be eligible for funding in the third or subsequent years until such progress is established.
(d) The State Superintendent of Education, in cooperation with the school districts participating in the program, shall annually report to the leadership of the General Assembly on the results of the Continued Reading Improvement Block Grant Program and the progress being made on improving the reading skills of students in grades 7 through 12.
(e) Grants under the Continued Reading Improvement Block Grant Program shall be awarded provided there is an appropriation for the program, and funding levels for each district shall be prorated according to the amount of the appropriation. Funding for the program established under Section 2‑3.51 of this Code shall not be reduced in order to fund the Continued Reading Improvement Block Grant Program.
(Source: P.A. 93‑53, eff. 7‑1‑03.) |
(105 ILCS 5/2‑3.53a)
Sec. 2‑3.53a. New principal mentoring program.
(a) Beginning on July 1, 2007, and subject to an annual appropriation by the General Assembly, to establish a new principal mentoring program for new principals. Any individual who is first hired as a principal on or after July 1, 2007 shall participate in a new principal mentoring program for the duration of his or her first year as a principal and must complete the program in accordance with the requirements established by the State Board of Education by rule or, for a school district created by Article 34 of this Code, in accordance with the provisions of Section 34‑18.27 of this Code. School districts created by Article 34 are not subject to the requirements of subsection (b), (c), (d), (e), (f), or (g) of this Section. Any individual who is first hired as a principal on or after July 1, 2008 may participate in a second year of mentoring if it is determined by the State Superintendent of Education that sufficient funding exists for such participation. The new principal mentoring program shall match an experienced principal who meets the requirements of subsection (b) of this Section with each new principal in order to assist the new principal in the development of his or her professional growth and to provide guidance.
(b) Any individual who has been a principal in Illinois for 3 or more years and who has demonstrated success as an instructional leader, as determined by the State Board by rule, is eligible to apply to be a mentor under a new principal mentoring program. Mentors shall complete mentoring training by entities approved by the State Board and meet any other requirements set forth by the State Board and by the school district employing the mentor.
(c) The State Board shall certify an entity or entities approved to provide training of mentors.
(d) A mentor shall be assigned to a new principal based on (i) similarity of grade level or type of school, (ii) learning needs of the new principal, and (iii) geographical proximity of the mentor to the new principal. The principal, in collaboration with the mentor, shall identify areas for improvement of the new principal's professional growth, including, but not limited to, each of the following:
(1) Analyzing data and applying it to practice.
(2) Aligning professional development and
| |
(3) Building a professional learning community.
(4) Observing classroom practices and providing |
| |
(5) Facilitating effective meetings.
(6) Developing distributive leadership practices.
(7) Facilitating organizational change.
The mentor shall not be required to provide an evaluation of |
| the new principal on the basis of the mentoring relationship. | |
(e) On or before July 1, 2008 and on or after July 1 of |
| each year thereafter, the State Board shall facilitate a review and evaluate the mentoring training program in collaboration with the approved providers. Each new principal and his or her mentor must complete a verification form developed by the State Board in order to certify their completion of a new principal mentoring program. | |
(f) The requirements of this Section do not apply to any |
| individual who has previously served as an assistant principal in Illinois acting under an administrative certificate for 5 or more years and who is hired, on or after July 1, 2007, as a principal by the school district in which the individual last served as an assistant principal, although such an individual may choose to participate in this program or shall be required to participate by the school district. | |
(g) The State Board may adopt any rules necessary for the |
| implementation of this Section. | |
(h) On an annual basis, the State Superintendent of |
| Education shall determine whether appropriations are likely to be sufficient to require operation of the mentoring program for the coming year. In doing so, the State Superintendent of Education shall first determine whether it is likely that funds will be sufficient to require operation of the mentoring program for individuals in their first year as principal and shall then determine whether it is likely that funds will be sufficient to require operation of the mentoring program for individuals in their second year as principal. | |
(Source: P.A. 96‑373, eff. 8‑13‑09.) |
(105 ILCS 5/2‑3.62) (from Ch. 122, par. 2‑3.62)
Sec. 2‑3.62. Educational Service Centers.
(a) A regional network of educational service centers shall be established by the State Board of Education to coordinate and combine existing services in a manner which is practical and efficient and to provide new services to schools as provided in this Section. Services to be made available by such centers shall include the planning, implementation and evaluation of:
(1) (blank);
(2) computer technology education;
(3) mathematics, science and reading resources for
| teachers including continuing education, inservice training and staff development. | |
The centers may provide training, technical assistance, coordination and planning in other program areas such as school improvement, school accountability, financial planning, consultation, and services, career guidance, early childhood education, alcohol/drug education and prevention, family life ‑ sex education, electronic transmission of data from school districts to the State, alternative education and regional special education, and telecommunications systems that provide distance learning. Such telecommunications systems may be obtained through the Department of Central Management Services pursuant to Section 405‑270 of the Department of Central Management Services Law (20 ILCS 405/405‑270). The programs and services of educational service centers may be offered to private school teachers and private school students within each service center area provided public schools have already been afforded adequate access to such programs and services.
Upon the abolition of the office, removal from office, disqualification for office, resignation from office, or expiration of the current term of office of the regional superintendent of schools, whichever is earlier, centers serving that portion of a Class II county school unit outside of a city of 500,000 or more inhabitants shall have and exercise, in and with respect to each educational service region having a population of 2,000,000 or more inhabitants and in and with respect to each school district located in any such educational service region, all of the rights, powers, duties, and responsibilities theretofore vested by law in and exercised and performed by the regional superintendent of schools for that area under the provisions of this Code or any other laws of this State.
The State Board of Education shall promulgate rules and regulations necessary to implement this Section. The rules shall include detailed standards which delineate the scope and specific content of programs to be provided by each Educational Service Center, as well as the specific planning, implementation and evaluation services to be provided by each Center relative to its programs. The Board shall also provide the standards by which it will evaluate the programs provided by each Center.
(b) Centers serving Class 1 county school units shall be governed by an 11‑member board, 3 members of which shall be public school teachers nominated by the local bargaining representatives to the appropriate regional superintendent for appointment and no more than 3 members of which shall be from each of the following categories, including but not limited to superintendents, regional superintendents, school board members and a representative of an institution of higher education. The members of the board shall be appointed by the regional superintendents whose school districts are served by the educational service center. The composition of the board will reflect the revisions of this amendatory Act of 1989 as the terms of office of current members expire.
(c) The centers shall be of sufficient size and number to assure delivery of services to all local school districts in the State.
(d) From monies appropriated for this program the State Board of Education shall provide grants to qualifying Educational Service Centers applying for such grants in accordance with rules and regulations promulgated by the State Board of Education to implement this Section.
(e) The governing authority of each of the 18 regional educational service centers shall appoint a family life ‑ sex education advisory board consisting of 2 parents, 2 teachers, 2 school administrators, 2 school board members, 2 health care professionals, one library system representative, and the director of the regional educational service center who shall serve as chairperson of the advisory board so appointed. Members of the family life ‑ sex education advisory boards shall serve without compensation. Each of the advisory boards appointed pursuant to this subsection shall develop a plan for regional teacher‑parent family life ‑ sex education training sessions and shall file a written report of such plan with the governing board of their regional educational service center. The directors of each of the regional educational service centers shall thereupon meet, review each of the reports submitted by the advisory boards and combine those reports into a single written report which they shall file with the Citizens Council on School Problems prior to the end of the regular school term of the 1987‑1988 school year.
(f) The 14 educational service centers serving Class I county school units shall be disbanded on the first Monday of August, 1995, and their statutory responsibilities and programs shall be assumed by the regional offices of education, subject to rules and regulations developed by the State Board of Education. The regional superintendents of schools elected by the voters residing in all Class I counties shall serve as the chief administrators for these programs and services. By rule of the State Board of Education, the 10 educational service regions of lowest population shall provide such services under cooperative agreements with larger regions.
(Source: P.A. 96‑893, eff. 7‑1‑10.) |
(105 ILCS 5/2‑3.62a)
Sec. 2‑3.62a. Regional services. The State Board of Education is granted the power to provide the following regional services, either through a regional administrative technology center or otherwise:
(1) Coordinate the delivery of educational resources
| and support services statewide, including assistance in complying with State and federal law. | |
(2) Issue annual report cards, in conjunction with |
| school report cards under Section 10‑17a of this Code and in cooperation with school districts, for regional offices of education, grading without limitation all of the following: | |
(A) The efficiency and effectiveness of school |
| districts served resulting from technical assistance and program support. | |
(B) The regional delivery of quality services.
(C) School district satisfaction.
(D) Delivery of support services that enhance |
| |
(3) Direct services provided to assist schools |
| designated as not meeting Illinois learning and federal student performance standards. | |
(4) Support programs and services to close the |
| |
(5) Assist school districts in pooling |
| administrative or other services and facilitate cooperation among school districts that may be able to achieve economies of scale through shared services. The State Board of Education may exercise this power in cooperation with regional superintendents of schools. The State Board shall not have the power to require a school district to enter into a shared service agreement. | |
(Source: P.A. 93‑1036, eff. 9‑14‑04.) |
(105 ILCS 5/2‑3.64b)
Sec. 2‑3.64b. Innovation, Intervention, and Restructuring Task Force.
(a) In keeping with the goals outlined in the federal American Recovery and Reinvestment Act of 2009, the State of Illinois hereby creates the Innovation, Intervention, and Restructuring Task Force to develop recommendations for the innovation, intervention, and restructuring of schools, including those that need comprehensive or focused intervention, as those terms are defined by this State's proposal for participation in the No Child Left Behind differentiated accountability pilot project.
(b) The task force shall consist of the following members:
(1) One chairperson, appointed by the Governor.
(2) Two additional members, each appointed by the
| |
(3) Two members appointed by the State |
| Superintendent of Education. | |
(4) One member appointed by the President of the |
| |
(5) One member appointed by the Speaker of the House |
| |
(6) One member appointed by the Minority Leader of |
| |
(7) One member appointed by the Minority Leader of |
| the House of Representatives. | |
(c) The task force shall compile data, study, and, pursuant to subsection (e) of this Section, report on all of the following matters, among any others deemed relevant by the task force:
(1) Ways in which this State can identify schools |
| requiring more intensive intervention. | |
(2) Strategies for strengthening leadership at |
| struggling schools and otherwise strengthening school district capacity to effectively implement reforms and ensure continuous improvement. | |
(3) Strategies that have been involved in successful |
| turnaround efforts and a template for evaluating turnaround efforts. | |
(4) The autonomies, resources, and support that need |
| to be available to achieve and maintain over time a successful turnaround. | |
(5) Mechanisms for model innovations to be captured |
| and shared across this State. | |
(6) The amount of funding necessary to accomplish any |
| and all strategies included in the task force's recommendation. | |
(7) The identification of any statutory or regulatory |
| changes that would be necessary or helpful to promote successful innovation, intervention, and restructuring. | |
(d) In developing its recommendations, the task force |
| shall compile relevant data. Moreover, the task force shall seek input from statewide school community organizations, including organizations representing teachers, administrators, and parents, as well as civic, business, and child advocacy organizations and any other source deemed appropriate. | |
The State Board of Education shall provide administrative |
| support to the task force. | |
(e) The task force shall submit a comprehensive report to |
| the Governor, the General Assembly, and the State Superintendent of Education not later than December 31, 2009. The task force may, with the written approval of the Governor, reconvene for the purposes of continued study and the development of additional recommendations. | |
(Source: P.A. 96‑109, eff. 7‑30‑09.) |
(105 ILCS 5/2‑3.66b)
Sec. 2‑3.66b. IHOPE Program.
(a) There is established the Illinois Hope and Opportunity Pathways through Education (IHOPE) Program. The State Board of Education shall implement and administer the IHOPE Program. The goal of the IHOPE Program is to develop a comprehensive system in this State to re‑enroll significant numbers of high school dropouts in programs that will enable them to earn their high school diploma.
(b) The IHOPE Program shall award grants, subject to appropriation for this purpose, to educational service regions and a school district organized under Article 34 of this Code from appropriated funds to assist in establishing instructional programs and other services designed to re‑enroll high school dropouts. From any funds appropriated for the IHOPE Program, the State Board of Education may use up to 5% for administrative costs, including the performance of a program evaluation and the hiring of staff to implement and administer the program.
The IHOPE Program shall provide incentive grant funds for regional offices of education and a school district organized under Article 34 of this Code to develop partnerships with school districts, public community colleges, and community groups to build comprehensive plans to re‑enroll high school dropouts in their regions or districts.
Programs funded through the IHOPE Program shall allow high school dropouts, up to and including age 21 notwithstanding Section 26‑2 of this Code, to re‑enroll in an educational program in conformance with rules adopted by the State Board of Education. Programs may include without limitation comprehensive year‑round programming, evening school, summer school, community college courses, adult education, vocational training, work experience, programs to enhance self‑concept, and parenting courses. Any student in the IHOPE Program who wishes to earn a high school diploma must meet the prerequisites to receiving a high school diploma specified in Section 27‑22 of this Code and any other graduation requirements of the student's district of residence. Any student who successfully completes the requirements for his or her graduation shall receive a diploma identifying the student as graduating from his or her district of residence.
(c) In order to be eligible for funding under the IHOPE Program, an interested regional office of education or a school district organized under Article 34 of this Code shall develop an IHOPE Plan to be approved by the State Board of Education. The State Board of Education shall develop rules for the IHOPE Program that shall set forth the requirements for the development of the IHOPE Plan. Each Plan shall involve school districts, public community colleges, and key community programs that work with high school dropouts located in an educational service region or the City of Chicago before the Plan is sent to the State Board for approval. No funds may be distributed to a regional office of education or a school district organized under Article 34 of this Code until the State Board has approved the Plan.
(d) A regional office of education or a school district organized under Article 34 of this Code may operate its own program funded by the IHOPE Program or enter into a contract with other not‑for‑profit entities, including school districts, public community colleges, and not‑for‑profit community‑based organizations, to operate a program.
A regional office of education or a school district organized under Article 34 of this Code that receives an IHOPE grant from the State Board of Education may provide funds under a sub‑grant, as specified in the IHOPE Plan, to other not‑for‑profit entities to provide services according to the IHOPE Plan that was developed. These other entities may include school districts, public community colleges, or not‑for‑profit community‑based organizations or a cooperative partnership among these entities.
(e) In order to distribute funding based upon the need to ensure delivery of programs that will have the greatest impact, IHOPE Program funding must be distributed based upon the proportion of dropouts in the educational service region or school district, in the case of a school district organized under Article 34 of this Code, to the total number of dropouts in this State. This formula shall employ the dropout data provided by school districts to the State Board of Education.
A regional office of education or a school district organized under Article 34 of this Code may claim State aid under Section 18‑8.05 of this Code for students enrolled in a program funded by the IHOPE Program, provided that the State Board of Education has approved the IHOPE Plan and that these students are receiving services that are meeting the requirements of Section 27‑22 of this Code for receipt of a high school diploma and are otherwise eligible to be claimed for general State aid under Section 18‑8.05 of this Code, including provisions related to the minimum number of days of pupil attendance pursuant to Section 10‑19 of this Code and the minimum number of daily hours of school work and any exceptions thereto as defined by the State Board of Education in rules.
(f) IHOPE categories of programming may include the following:
(1) Full‑time programs that are comprehensive,
| |
(2) Part‑time programs combining work and study |
| scheduled at various times that are flexible to the needs of students. | |
(3) Online programs and courses in which students |
| take courses and complete on‑site, supervised tests that measure the student's mastery of a specific course needed for graduation. Students may take courses online and earn credit or students may prepare to take supervised tests for specific courses for credit leading to receipt of a high school diploma. | |
(4) Dual enrollment in which students attend high |
| school classes in combination with community college classes or students attend community college classes while simultaneously earning high school credit and eventually a high school diploma. | |
(g) In order to have successful comprehensive programs re‑enrolling and graduating low‑skilled high school dropouts, programs funded through the IHOPE Program shall include all of the following components:
(1) Small programs (70 to 100 students) at a |
| separate school site with a distinct identity. Programs may be larger with specific need and justification, keeping in mind that it is crucial to keep programs small to be effective. | |
(2) Specific performance‑based goals and outcomes |
| and measures of enrollment, attendance, skills, credits, graduation, and the transition to college, training, and employment. | |
(3) Strong, experienced leadership and teaching |
| staff who are provided with ongoing professional development. | |
(4) Voluntary enrollment.
(5) High standards for student learning, integrating |
| work experience, and education, including during the school year and after school, and summer school programs that link internships, work, and learning. | |
(6) Comprehensive programs providing extensive |
| |
(7) Small teams of students supported by full‑time |
| paid mentors who work to retain and help those students graduate. | |
(8) A comprehensive technology learning center with |
| Internet access and broad‑based curriculum focusing on academic and career subject areas. | |
(9) Learning opportunities that incorporate action |
| |
(h) Programs funded through the IHOPE Program must report data to the State Board of Education as requested. This information shall include, but is not limited to, student enrollment figures, attendance information, course completion data, graduation information, and post‑graduation information, as available.
(i) Rules must be developed by the State Board of Education to set forth the fund distribution process to regional offices of education and a school district organized under Article 34 of this Code, the planning and the conditions upon which an IHOPE Plan would be approved by State Board, and other rules to develop the IHOPE Program.
(Source: P.A. 96‑106, eff. 7‑30‑09.) |
(105 ILCS 5/2‑3.71) (from Ch. 122, par. 2‑3.71)
Sec. 2‑3.71. Grants for preschool educational programs.
(a) Preschool program.
(1) The State Board of Education shall implement and
| administer a grant program under the provisions of this subsection which shall consist of grants to public school districts and other eligible entities, as defined by the State Board of Education, to conduct voluntary preschool educational programs for children ages 3 to 5 which include a parent education component. A public school district which receives grants under this subsection may subcontract with other entities that are eligible to conduct a preschool educational program. These grants must be used to supplement, not supplant, funds received from any other source. | |
(2) (Blank).
(3) Any teacher of preschool children in the program |
| authorized by this subsection shall hold an early childhood teaching certificate. | |
(4) (Blank).
(4.5) The State Board of Education shall provide |
| the primary source of funding through appropriations for the program. Such funds shall be distributed to achieve a goal of "Preschool for All Children" for the benefit of all children whose families choose to participate in the program. Based on available appropriations, newly funded programs shall be selected through a process giving first priority to qualified programs serving primarily at‑risk children and second priority to qualified programs serving primarily children with a family income of less than 4 times the poverty guidelines updated periodically in the Federal Register by the U.S. Department of Health and Human Services under the authority of 42 U.S.C. 9902(2). For purposes of this paragraph (4.5), at‑risk children are those who because of their home and community environment are subject to such language, cultural, economic and like disadvantages to cause them to have been determined as a result of screening procedures to be at risk of academic failure. Such screening procedures shall be based on criteria established by the State Board of Education. | |
Except as otherwise provided in this paragraph (4.5), |
| grantees under the program must enter into a memorandum of understanding with the appropriate local Head Start agency. This memorandum must be entered into no later than 3 months after the award of a grantee's grant under the program, except that, in the case of the 2009‑2010 program year, the memorandum must be entered into no later than the deadline set by the State Board of Education for applications to participate in the program in fiscal year 2011, and must address collaboration between the grantee's program and the local Head Start agency on certain issues, which shall include without limitation the following: | |
(A) educational activities, curricular |
| objectives, and instruction; | |
(B) public information dissemination and access |
| to programs for families contacting programs; | |
(C) service areas;
(D) selection priorities for eligible children to |
| |
(E) maximizing the impact of federal and State |
| funding to benefit young children; | |
(F) staff training, including opportunities for |
| |
(G) technical assistance;
(H) communication and parent outreach for smooth |
| transitions to kindergarten; | |
(I) provision and use of facilities, |
| transportation, and other program elements; | |
(J) facilitating each program's fulfillment of |
| its statutory and regulatory requirements; | |
(K) improving local planning and collaboration; |
| |
(L) providing comprehensive services for the |
| neediest Illinois children and families. | |
If the appropriate local Head Start agency is unable or |
| unwilling to enter into a memorandum of understanding as required under this paragraph (4.5), the memorandum of understanding requirement shall not apply and the grantee under the program must notify the State Board of Education in writing of the Head Start agency's inability or unwillingness. The State Board of Education shall compile all such written notices and make them available to the public. | |
(5) The State Board of Education shall develop and |
| provide evaluation tools, including tests, that school districts and other eligible entities may use to evaluate children for school readiness prior to age 5. The State Board of Education shall require school districts and other eligible entities to obtain consent from the parents or guardians of children before any evaluations are conducted. The State Board of Education shall encourage local school districts and other eligible entities to evaluate the population of preschool children in their communities and provide preschool programs, pursuant to this subsection, where appropriate. | |
(6) The State Board of Education shall report to the |
| General Assembly by November 1, 2010 and every 3 years thereafter on the results and progress of students who were enrolled in preschool educational programs, including an assessment of which programs have been most successful in promoting academic excellence and alleviating academic failure. The State Board of Education shall assess the academic progress of all students who have been enrolled in preschool educational programs. | |
On or before November 1 of each fiscal year in which |
| the General Assembly provides funding for new programs under paragraph (4.5) of this Section, the State Board of Education shall report to the General Assembly on what percentage of new funding was provided to programs serving primarily at‑risk children, what percentage of new funding was provided to programs serving primarily children with a family income of less than 4 times the federal poverty level, and what percentage of new funding was provided to other programs. | |
(b) (Blank).
(Source: P.A. 95‑724, eff. 6‑30‑08; 96‑119, eff. 8‑4‑09; 96‑944, eff. 6‑25‑10; 96‑948, eff. 6‑25‑10.) |
(105 ILCS 5/2‑3.83) (from Ch. 122, par. 2‑3.83)
Sec. 2‑3.83. Individual transition plan model pilot program.
(a) The General Assembly finds that transition services for special education students in secondary schools are needed for the increasing numbers of students exiting school programs. Therefore, to ensure coordinated and timely delivery of services, the State shall establish a model pilot program to provide such services. Local school districts, using joint agreements and regional service delivery systems for special and vocational education selected by the Governor's Planning Council on Developmental Disabilities, shall have the primary responsibility to convene transition planning meetings for these students who will require post‑school adult services.
(b) For purposes of this Section:
(1) "Post‑secondary Service Provider" means a |
| provider of services for adults who have any developmental disability as defined in Section 1‑106 of the Mental Health and Developmental Disabilities Code or who are disabled as defined in the Disabled Persons Rehabilitation Act. | |
(2) "Individual Education Plan" means a written |
| statement for an exceptional child that provides at least a statement of: the child's present levels of educational performance, annual goals and short‑term instructional objectives; specific special education and related services; the extent of participation in the regular education program; the projected dates for initiation of services; anticipated duration of services; appropriate objective criteria and evaluation procedures; and a schedule for annual determination of short‑term objectives. | |
(3) "Individual Transition Plan" (ITP) means a |
| multi‑agency informal assessment of a student's needs for post‑secondary adult services including but not limited to employment, post‑secondary education or training and residential independent living. | |
(4) "Developmental Disability" means a disability |
| which is attributable to: (a) mental retardation, cerebral palsy, epilepsy or autism; or to (b) any other condition which results in impairment similar to that caused by mental retardation and which requires services similar to those required by mentally retarded persons. Such disability must originate before the age of 18 years, be expected to continue indefinitely, and constitute a substantial handicap. | |
(5) "Exceptional Characteristic" means any disabling |
| or exceptional characteristic which interferes with a student's education including, but not limited to, a determination that the student is severely or profoundly mentally disabled, trainably mentally disabled, deaf‑blind, or has some other health impairment. | |
(c) The model pilot program required by this Section shall be established and administered by the Governor's Planning Council on Developmental Disabilities in conjunction with the case coordination pilot projects established by the Department of Human Services pursuant to Section 4.1 of the Community Services Act, as amended.
(d) The model pilot program shall include the following features:
(1) Written notice shall be sent to the student and, |
| when appropriate, his or her parent or guardian giving the opportunity to consent to having the student's name and relevant information shared with the local case coordination unit and other appropriate State or local agencies for purposes of inviting participants to the individual transition plan meeting. | |
(2) Meetings to develop and modify, as needed, an |
| Individual Transition Plan shall be conducted annually for all students with a developmental disability in the pilot program area who are age 16 or older and who are receiving special education services for 50% or more of their public school program. These meetings shall be convened by the local school district and conducted in conjunction with any other regularly scheduled meetings such as the student's annual individual educational plan meeting. The Governor's Planning Council on Developmental Disabilities shall cooperate with and may enter into any necessary written agreements with the Department of Human Services and the State Board of Education to identify the target group of students for transition planning and the appropriate case coordination unit to serve these individuals. | |
(3) The ITP meetings shall be co‑chaired by the |
| individual education plan coordinator and the case coordinator. The ITP meeting shall include but not be limited to discussion of the following: the student's projected date of exit from the public schools; his projected post‑school goals in the areas of employment, residential living arrangement and post‑secondary education or training; specific school or post‑school services needed during the following year to achieve the student's goals, including but not limited to vocational evaluation, vocational education, work experience or vocational training, placement assistance, independent living skills training, recreational or leisure training, income support, medical needs and transportation; and referrals and linkage to needed services, including a proposed time frame for services and the responsible agency or provider. The individual transition plan shall be signed by participants in the ITP discussion, including but not limited to the student's parents or guardian, the student (where appropriate), multi‑disciplinary team representatives from the public schools, the case coordinator and any other individuals who have participated in the ITP meeting at the discretion of the individual education plan coordinator, the developmental disability case coordinator or the parents or guardian. | |
(4) At least 10 days prior to the ITP meeting, the |
| parents or guardian of the student shall be notified in writing of the time and place of the meeting by the local school district. The ITP discussion shall be documented by the assigned case coordinator, and an individual student file shall be maintained by each case coordination unit. One year following a student's exit from public school the case coordinator shall conduct a follow up interview with the student. | |
(5) Determinations with respect to individual |
| transition plans made under this Section shall not be subject to any due process requirements prescribed in Section 14‑8.02 of this Code. | |
(e) (Blank).
(Source: P.A. 91‑96; eff. 7‑9‑99.) |
(105 ILCS 5/2‑3.103) (from Ch. 122, par. 2‑3.103)
Sec. 2‑3.103. Salary and benefit survey. For each school year commencing on or after January 1, 1992, the State Board of Education shall conduct, in each school district, a school district salary and benefits survey covering the district's certificated and educational support personnel. However, the collection of information covering educational support personnel must be limited to districts with 1,000 or more students enrolled.
A survey form shall be developed and furnished by the State Board of Education to each school district on or before October 1 of the school year covered by the survey, and each school district shall submit a completed survey to the State Board of Education on or before February 1 of the school year covered by the survey.
The State Board of Education shall compile, by April 30 of the school year covered by the survey, a statewide salary and benefit survey report based upon the surveys completed and submitted for that school year by the individual school districts as required by this Section, and shall make the survey report available to all school districts and to all "employee organizations" as defined in Section 2 of the Illinois Educational Labor Relations Act.
The data required to be reported by each school district on the salary and benefits survey developed and furnished under this Section for the school year covered by the survey shall include, but shall not be limited to, the following:
(1) the district's estimated fall enrollment;
(2) with respect to both its certificated and |
| educational support personnel employees: |
|
(A) whether the district has a salary schedule, |
| salary policy but no salary schedule, or no salary policy and no salary schedule; |
|
(B) when each such salary schedule or policy of |
| the district was or will be adopted; |
|
(C) whether there is a negotiated agreement |
| between the school board and any teacher, educational support personnel or other employee organization and, if so, the affiliation of the local of such organization, together with the month and year of expiration of the negotiated agreement and whether it contains a fair share provision; and if there is no such negotiated agreement but the district does have a salary schedule or policy, a brief explanation of the manner in which each such salary schedule or policy was developed prior to its adoption by the school board, including a statement of whether any meetings between the school board and the superintendent leading up to adoption of the salary schedule or policy were based upon, or were conducted without any discussions between the superintendent and the affected teachers, educational support personnel or other employees; |
|
(D) whether the district's salary program, |
| policies or provisions are based upon merit or performance evaluation of individual teachers, educational support personnel or other employees, and whether they include: severance pay provisions; early retirement incentives; sick leave bank provisions; sick leave accumulation provisions and, if so, to how many days; personal, business or emergency leave with pay and, if so, the number of days; or direct reimbursement in whole or in part for expenses, such as tuition and materials, incurred in acquiring additional college credit; |
|
(E) whether school board paid or tax sheltered |
| retirement contributions are included in any existing salary schedule or policy of the school district; what percent (if any) of the salary of each different certified and educational support personnel employee classification (using the employee salary which reflects the highest regularly scheduled step in that classification on the salary schedule or policy of the district) is school board paid to an employee retirement system; the highest scheduled salary and the level of education or training required to reach the highest scheduled salary in each certified and educational support personnel employee classification; using annual salaries from the school board's salary schedule or policy for each certified and educational support personnel employee classification (and excluding from such salaries items of individual compensation resulting from extra‑curricular duties, employment beyond the regular school year and longevity service pay, but including additional compensation such as grants and cost of living bonuses that are received by all employees in a classification or by all employees in a classification who are at the maximum experience level), the beginning, maximum and specified intermediate salaries reported to an employee retirement system (including school board paid or tax sheltered retirement contributions, but excluding fringe benefits) for each educational or training category within each certified and educational support personnel employee classification; and the completed years of experience required to reach such maximum regularly scheduled and highest scheduled salaries; |
|
(F) whether the school district provides |
| longevity pay beyond the last annual regular salary increase available under the district's salary schedule or policy; and if so, the maximum earnings with longevity for each educational or training category specified by the State Board of Education in its survey form (based on salary reported to an employee's retirement system, including school board paid and tax sheltered retirement contributions, but excluding fringe benefits, and with maximum longevity step numbers and completed years of experience computed as provided in the survey form); |
|
(G) for each dental, disability, hospitalization, |
| life, prescription or vision insurance plan, cafeteria plan or other fringe benefit plan sponsored by the school board: (i) a statement of whether such plan is available to full time teachers or other certificated personnel covered by a district salary schedule or policy, whether such plan is available to full time educational support personnel covered by a district salary schedule or policy, and whether all full time employees to whom coverage under such plan is available are entitled to receive the same benefits under that plan; and (ii) the total annual cost of coverage under that plan for a covered full time employee who is at the highest regularly scheduled step on the salary schedule or policy of the district applicable to such employee, the percent of that total annual cost paid by the school board, the total annual cost of coverage under that plan for the family of that employee, and the percent of that total annual cost for family coverage paid by the school board. |
|
In addition, each school district shall provide to the State Board of Education, on or before February 1 of the school year covered by the survey, as required by this Section, a copy of each salary schedule, salary policy and negotiated agreement which is identified or otherwise referred to in the completed survey form.
(Source: P.A. 96‑1423, eff. 8‑3‑10.) |
(105 ILCS 5/2‑3.112)
Sec. 2‑3.112. Service evaluation reports.
(a) The Service Evaluation Committee is hereby created to design and develop, under the direction of the Office of the Lieutenant Governor, a form to be used by school districts as provided in this Section to annually evaluate the nature and quality of the services furnished to those school districts by the State Board of Education and the regional offices of education. The Service Evaluation Committee shall be composed of 7 members, consisting of one member from each of the following entities, designated in each case by the governing board of the entity from which the member is designated:
(1) the Regional Superintendents Association;
(2) the staff employed by the State Board of |
| |
(3) the Illinois Parent Teacher Association;
(4) the Illinois Education Association;
(5) the Illinois Federation of Teachers;
(6) the Illinois Association of School Boards; and
(7) the Illinois Association of School |
| |
Members of the Service Evaluation Committee shall serve at the pleasure of the governing board of the entity by which they are designated to serve as members of the Committee. Committee members shall serve without compensation but shall be reimbursed for the reasonable expenses which they necessarily incur in the performance of their responsibilities as members of the Committee.
(b) Under the direction of the Office of the Lieutenant Governor, the Committee, at periodic intervals not to exceed 3 years, shall review the form to be used for the evaluation and make any modifications in the form that it determines are necessary. The design, development, and any modifications that are to be made to the form shall be determined not later than August 1 of each year, beginning in 1998.
(c) The Office of the Lieutenant Governor shall cause the form of evaluation as last designed, developed, or modified under this Section to be printed and distributed to the board of education of each school district in the State not later than September 1 of each year, beginning in 1998.
(d) The president of the board of education is authorized to cause the evaluation form to be completed and may sign the form as president of the board of education and forward the completed form to the Office of the Lieutenant Governor not later than November 1 of each year, beginning in 1998. Before completing and signing the evaluation form, the president, acting through the board of education, shall request and receive comments, opinions, and other input from the district's administrators, teachers, and teacher organizations to assist the board of education in evaluating, rating, and reporting, on the form to be transmitted to the Office of the Lieutenant Governor, the nature and quality of the services furnished to the district by the State Board of Education and the regional office of education for the educational service region in which the school district is located.
(e) The Office of the Lieutenant Governor shall review and tally the results of all evaluation forms received from the several school districts of the State and submit a written report of the evaluation results to the Governor, the General Assembly, the members of the State Board of Education, and each of the several regional superintendents of schools not later than December 15 of each year, beginning in 1998. The Office of the Lieutenant Governor, in making the annual written report required by this subsection, shall not report, publish, or otherwise release the evaluation results separately for any regional offices of education but instead the evaluation results with respect to the regional offices of education shall be tallied and reported on an aggregate or composite basis, in such manner as to avoid reporting evaluation results on a regional office of education by regional office of education basis.
(f) This Section is subject to the provisions of Section 405‑500 of the Department of Central Management Services Law (20 ILCS 405/405‑500).
(Source: P.A. 90‑96, eff. 1‑1‑98; 90‑498, eff. 1‑1‑98; 90‑609, eff. 6‑30‑98; 91‑239, 1‑1‑00.) |
(105 ILCS 5/2‑3.135)
(Section scheduled to be repealed on August 31, 2010)
Sec. 2‑3.135. Technology immersion pilot project.
(a) The State Board of Education shall by rule establish a technology immersion pilot project to provide a wireless laptop computer to each student, teacher, and relevant administrator in a participating school and implement the use of software, on‑line courses, and other appropriate learning technologies that have been shown to improve academic achievement and the progress measures listed in subsection (f) of this Section.
(b) The pilot project shall be for a period of at least 6 years. The State Board shall establish a procedure and develop criteria for the administration of the pilot project. In administering the pilot project, the State Board shall:
(1) select participating school districts or schools;
(2) define the conditions for the distribution and
| use of laptop computers and other technologies; | |
(3) purchase and distribute laptop computers and |
| |
(4) enter into contracts as necessary to implement |
| |
(5) monitor local pilot project implementation; and
(6) conduct a final evaluation of the pilot project.
(c) The Technology Immersion Pilot Project Fund is created as a special fund in the State treasury. All money in the Technology Immersion Pilot Project Fund shall be used, subject to appropriation, by the State Board for the pilot project. To implement the pilot project, the State Board may use any funds appropriated by the General Assembly for the purposes of the pilot project as well as any gift, grant, or donation given for the pilot project. The State Board may solicit and accept a gift, grant, or donation of any kind from any source, including from a foundation, private entity, governmental entity, or institution of higher education, for the implementation of the pilot project. Funds for the pilot project may not be used for the construction of a building or other facility.
The State Board shall use pilot project funds for the following:
(1) the purchase of wireless laptop computers so that |
| each student, teacher, and relevant administrator in a participating classroom has a wireless laptop computer for use at school and at home; | |
(2) the purchase of other equipment, including |
| additional computer hardware and software; | |
(3) the hiring of technical support staff for school |
| districts or schools participating in the pilot project; and | |
(4) the purchase of technology‑based learning |
| |
The pilot project may be implemented only if sufficient funds are available under this Section for that purpose.
(d) A school district may apply to the State Board for the establishment of a technology immersion pilot project for the entire district or for a particular school or group of schools in the district.
The State Board shall select 7 school districts to participate in the pilot project. One school district shall be located in the City of Chicago, 3 school districts shall be located in the area that makes up the counties of DuPage, Kane, Lake, McHenry, Will, and that portion of Cook County that is located outside of the City of Chicago, and 3 school districts shall be located in the remainder of the State.
The State Board shall select the participating districts and schools for the pilot project based on each district's or school's need for the pilot project. In selecting participants, the State Board shall consider the following criteria:
(1) whether the district or school has limited access |
| to educational resources that could be improved through the use of wireless laptop computers and other technologies; | |
(2) whether the district or school has the following |
| problems and whether those problems can be mitigated through the use of wireless laptop computers and other technologies: | |
(A) documented teacher shortages in critical |
| |
(B) limited access to advanced placement courses;
(C) low rates of satisfactory performance on |
| assessment instruments under Section 2‑3.64 of this Code; and | |
(D) high dropout rates;
(3) the district's or school's readiness to |
| incorporate technology into its classrooms; | |
(4) the possibility of obtaining a trained technology |
| support staff and high‑speed Internet services for the district or school; and | |
(5) the methods the district or school will use to |
| measure the progress of the pilot project in the district or school in accordance with subsection (f) of this Section. | |
The State Board shall if possible select at least 9 schools to participate in the pilot project, with at least 3 from the school district located in the City of Chicago and one from each of the other school districts selected.
(e) Each participating school district or school shall establish a technology immersion committee to assist in developing and implementing the technology immersion pilot project.
The school board of a participating district or of a district in which a participating school is located shall appoint individuals to the committee. The committee may be composed of the following:
(1) educators;
(2) district‑level administrators;
(3) community leaders;
(4) parents of students who attend a participating |
| |
(5) any other individual the school board finds |
| |
The committee shall develop an academic improvement plan that details how the pilot project should be implemented in the participating district or school. In developing the academic improvement plan, the committee shall consider (i) the educational problems in the district or school that could be mitigated through the implementation of the pilot project and (ii) the technological and nontechnological resources that are necessary to ensure the successful implementation of the pilot project.
The committee shall recommend to the school board how the pilot project funds should be used to implement the academic improvement plan. The committee may recommend annually any necessary changes in the academic improvement plan to the school board. The State Board must approve the academic improvement plan or any changes in the academic improvement plan before disbursing pilot project funds to the school board.
(f) The school board of each school district participating in the pilot project shall send an annual progress report to the State Board no later than August 1 of each year that the district is participating in the pilot project. The report must state in detail the type of plan being used in the district or school and the effect of the pilot project on the district or school, including the following:
(1) the academic progress of students who are |
| participating in the pilot project, as measured by performance on assessment instruments; | |
(2) if applicable, a comparison of student progress |
| in a school or classroom that is participating in the pilot project as compared with student progress in the schools or classrooms in the district that are not participating in the pilot project; | |
(3) any elements of the pilot project that contribute |
| to improved student performance on assessment instruments administered under Section 2‑3.64 of this Code or any other assessment instrument required by the State Board; | |
(4) any cost savings and improved efficiency relating |
| to school personnel and the maintenance of facilities; | |
(5) any effect on student dropout and attendance |
| |
(6) any effect on student enrollment in higher |
| |
(7) any effect on teacher performance and retention;
(8) any improvement in communications among students, |
| teachers, parents, and administrators; | |
(9) any improvement in parental involvement in the |
| education of the parent's child; | |
(10) any effect on community involvement and support |
| for the district or school; and | |
(11) any increased student proficiency in |
| technologies that will help prepare the student for becoming a member of the workforce. | |
(g) Each student participating in the pilot project may retain the wireless laptop computer provided under the pilot project as long as the student is enrolled in a school in a participating school district.
(h) After the expiration of the 6‑year pilot project, the State Board shall review the pilot project based on the annual reports the State Board receives from the school board of participating school districts.
(i) This Section is repealed on August 31, 2010.
(Source: P.A. 95‑387, eff. 8‑30‑07; 95‑949, eff. 8‑29‑08.) |
(105 ILCS 5/2‑3.137)
Sec. 2‑3.137. Inspection and review of school facilities; task force.
(a) The State Board of Education shall adopt rules for the documentation of school plan reviews and inspections of school facilities, including the responsible individual's signature. Such documents shall be kept on file by the regional superintendent of schools. The State Board of Education shall also adopt rules for the qualifications of persons performing the reviews and inspections, which must be consistent with the recommendations in the task force's report issued to the Governor and the General Assembly under subsection (b) of this Section. Those qualifications shall include requirements for training, education, and at least 2 years of relevant experience.
(a‑5) Rules adopted by the State Board of Education in accordance with subsection (a) of this Section shall require fees to be collected for use in defraying costs associated with the administration of these and other provisions contained in the Health/Life Safety Code for Public Schools required by Section 2‑3.12 of this Code.
(b) The State Board of Education shall convene a task force for the purpose of reviewing the documents required under rules adopted under subsection (a) of this Section and making recommendations regarding training and accreditation of individuals performing reviews or inspections required under Section 2‑3.12, 3‑14.20, 3‑14.21, or 3‑14.22 of this Code, including regional superintendents of schools and others performing reviews or inspections under the authority of a regional superintendent (such as consultants, municipalities, and fire protection districts).
The task force shall consist of all of the following members:
(1) The Executive Director of the Capital Development
| Board or his or her designee and a staff representative of the Division of Building Codes and Regulations. | |
(2) The State Superintendent of Education or his or |
| |
(3) A person appointed by the State Board of |
| |
(4) A person appointed by an organization |
| representing school administrators. | |
(5) A person appointed by an organization |
| representing suburban school administrators and school board members. | |
(6) A person appointed by an organization |
| |
(7) A person appointed by an organization |
| representing regional superintendents of schools. | |
(8) A person appointed by an organization |
| representing fire inspectors. | |
(9) A person appointed by an organization |
| representing Code administrators. | |
(10) A person appointed by an organization |
| representing plumbing inspectors. | |
(11) A person appointed by an organization that |
| represents both parents and teachers. | |
(12) A person appointed by an organization |
| representing municipal governments in the State. | |
(13) A person appointed by the State Fire Marshal |
| |
(14) A person appointed by an organization |
| representing fire chiefs. | |
(15) The Director of Public Health or his or her |
| |
(16) A person appointed by an organization |
| representing structural engineers. | |
(17) A person appointed by an organization |
| representing professional engineers. | |
The task force shall issue a report of its findings to the Governor and the General Assembly no later than January 1, 2006.
(Source: P.A. 95‑331, eff. 8‑21‑07; 96‑734, eff. 8‑25‑09.) |
(105 ILCS 5/2‑3.139)
Sec. 2‑3.139. School wellness policies; taskforce.
(a) The State Board of Education shall establish a State goal that all school districts have a wellness policy that is consistent with recommendations of the Centers for Disease Control and Prevention (CDC), which recommendations include the following:
(1) nutrition guidelines for all foods sold on school
| campus during the school day; | |
(2) setting school goals for nutrition education and |
| |
(3) establishing community participation in creating |
| local wellness policies; and | |
(4) creating a plan for measuring implementation of |
| |
The Department of Public Health, the Department of Human Services, and the State Board of Education shall form an interagency working group to publish model wellness policies and recommendations. Sample policies shall be based on CDC recommendations for nutrition and physical activity. The State Board of Education shall distribute the model wellness policies to all school districts before June 1, 2006.
(b) There is created the School Wellness Policy Taskforce, consisting of the following members:
(1) One member representing the State Board of |
| Education, appointed by the State Board of Education. | |
(2) One member representing the Department of Public |
| Health, appointed by the Director of Public Health. | |
(3) One member representing the Department of Human |
| Services, appointed by the Secretary of Human Services. | |
(4) One member of an organization representing the |
| interests of school nurses in this State, appointed by the interagency working group. | |
(5) One member of an organization representing the |
| interests of school administrators in this State, appointed by the interagency working group. | |
(6) One member of an organization representing the |
| interests of school boards in this State, appointed by the interagency working group. | |
(7) One member of an organization representing the |
| interests of regional superintendents of schools in this State, appointed by the interagency working group. | |
(8) One member of an organization representing the |
| interests of parent‑teacher associations in this State, appointed by the interagency working group. | |
(9) One member of an organization representing the |
| interests of pediatricians in this State, appointed by the interagency working group. | |
(10) One member of an organization representing the |
| interests of dentists in this State, appointed by the interagency working group. | |
(11) One member of an organization representing the |
| interests of dieticians in this State, appointed by the interagency working group. | |
(12) One member of an organization that has an |
| interest and expertise in heart disease, appointed by the interagency working group. | |
(13) One member of an organization that has an |
| interest and expertise in cancer, appointed by the interagency working group. | |
(14) One member of an organization that has an |
| interest and expertise in childhood obesity, appointed by the interagency working group. | |
(15) One member of an organization that has an |
| interest and expertise in the importance of physical education and recreation in preventing disease, appointed by the interagency working group. | |
(16) One member of an organization that has an |
| interest and expertise in school food service, appointed by the interagency working group. | |
(17) One member of an organization that has an |
| interest and expertise in school health, appointed by the interagency working group. | |
(18) One member of an organization that campaigns |
| for programs and policies for healthier school environments, appointed by the interagency working group. | |
(19) One at‑large member with a doctorate in |
| nutrition, appointed by the State Board of Education. | |
Members of the taskforce shall serve without compensation. The taskforce shall meet at the call of the State Board of Education. The taskforce shall report its identification of barriers to implementing school wellness policies and its recommendations to reduce those barriers to the General Assembly and the Governor on or before January 1, 2006. The taskforce shall report its recommendations on statewide school nutrition standards to the General Assembly and the Governor on or before January 1, 2007. The taskforce shall report its evaluation of the effectiveness of school wellness policies to the General Assembly and the Governor on or before January 1, 2008. The evaluation shall review a sample size of 5 to 10 school districts. Reports shall be made to the General Assembly by filing copies of each report as provided in Section 3.1 of the General Assembly Organization Act. Upon the filing of the last report, the taskforce is dissolved.
(c) The State Board of Education may adopt any rules necessary to implement this Section.
(d) Nothing in this Section may be construed as a curricular mandate on any school district.
(Source: P.A. 94‑199, eff. 7‑12‑05; 95‑331, eff. 8‑21‑07.) |
(105 ILCS 5/2‑3.141)
(Section scheduled to be repealed on December 31, 2010)
Sec. 2‑3.141. Parental participation pilot project.
(a) By the beginning of the 2006‑2007 school year, the State Board of Education shall by rule establish a parental participation pilot project to provide grants to the lowest performing school districts to help such districts improve parental participation through activities, including, but not limited to, parent‑teacher conferences, open houses, family nights, volunteer opportunities, and family outreach materials.
(b) The pilot project shall be for a period of at least 4 school years. The State Board shall establish a procedure and develop criteria for the administration of the pilot project. In administering the pilot project, the State Board shall do the following:
(1) select participating school districts or schools;
(2) define the conditions for the distribution and
| |
(3) enter into contracts as necessary to implement |
| |
(4) monitor local pilot project implementation.
(c) The Parental Participation Pilot Project Fund is created as a special fund in the State treasury. All money in the Parental Participation Pilot Project Fund shall be used, subject to appropriation, by the State Board for the pilot project. To implement the pilot project, the State Board may use any funds appropriated by the General Assembly for the purposes of the pilot project as well as any gift, grant, or donation given for the pilot project. The State Board may solicit and accept a gift, grant, or donation of any kind from any source, including from a foundation, private entity, governmental entity, or institution of higher education, for the implementation of the pilot project.
The State Board shall use pilot project funds for grants to low‑performing school districts to encourage parental participation.
The State Board may not allocate more than $250,000 annually for the pilot project. The pilot project may be implemented only if sufficient funds are available under this Section for that purpose.
(d) A school district may apply to the State Board for the establishment of a parental participation pilot project for the entire district or for a particular school or group of schools in the district.
The State Board shall select 4 school districts to participate in the pilot project. One school district shall be located in the City of Chicago, one school district shall be located in that portion of Cook County that is located outside of the City of Chicago, one school district shall be located in the area that makes up the counties of DuPage, Kane, Lake, McHenry, and Will, and one school district shall be located in the remainder of the State.
The State Board shall select the participating districts and schools for the pilot project based on each district's or school's need for the pilot project. In selecting participants, the State Board shall consider the following criteria:
(1) whether the district or school has any of the |
| following problems and whether those problems can be mitigated or addressed through enhanced parental participation: | |
(A) low rates of satisfactory performance on |
| assessment instruments under Section 2‑3.64 of this Code; | |
(B) high rates of low‑income students, limited |
| English proficient students, dropouts, chronically truant students, and student mobility; or | |
(C) low student attendance rates; and
(2) the methods the district or school will use to |
| measure the progress of the pilot project in the district or school in accordance with subsection (f) of this Section. | |
(e) Each participating school district or school shall establish a parental participation committee to assist in developing and implementing the parental participation pilot project.
The school board of a participating district or of a district in which a participating school is located shall appoint individuals to the committee. The committee may be composed of any of the following:
(1) educators;
(2) district‑level administrators;
(3) community leaders;
(4) parents of students who attend a participating |
| |
(5) any other individual the school board finds |
| |
The committee shall develop an academic improvement plan that details how the pilot project should be implemented in the participating district or school. In developing the academic improvement plan, the committee shall consider the educational problems in the district or school that could be mitigated through the implementation of the pilot project.
The committee shall recommend to the school board how the pilot project funds should be used to implement the academic improvement plan. The committee may recommend annually any necessary changes in the academic improvement plan to the school board. The State Board must approve the academic improvement plan or any changes in the academic improvement plan before disbursing pilot project funds to the school board.
(f) The school board of each school district participating in the pilot project shall send an annual progress report to the State Board no later than August 1 of each year that the district is participating in the pilot project. The report must state in detail the type of plan being used in the district or school and the effect of the pilot project on the district or school, including the following:
(1) the academic progress of students who are |
| participating in the pilot project, as measured by performance on assessment instruments; | |
(2) if applicable, a comparison of student progress |
| in a school or classroom that is participating in the pilot project as compared with student progress in the schools or classrooms in the district that are not participating in the pilot project; | |
(3) any elements of the pilot project that contribute |
| to improved student performance on assessment instruments administered under Section 2‑3.64 of this Code or any other assessment instrument required by the State Board; | |
(4) any cost savings and improved efficiency relating |
| |
(5) any effect on student dropout and attendance |
| |
(6) any effect on student enrollment in higher |
| |
(7) any effect on teacher performance and retention;
(8) any improvement in communications among students, |
| teachers, parents, and administrators; | |
(9) any improvement in parental involvement in the |
| education of the parent's child; and | |
(10) any effect on community involvement and support |
| for the district or school. | |
(g) After the expiration of the 4‑year pilot project, the State Board shall review the pilot project, based on the annual reports the State Board receives from the school boards of participating school districts, conduct a final evaluation, and report its findings to the General Assembly no later than December 31, 2010.
(h) This Section is repealed on December 31, 2010.
(Source: P.A. 94‑507, eff. 8‑8‑05; 95‑331, eff. 8‑21‑07.) |
(105 ILCS 5/2‑3.147)
Sec. 2‑3.147. The Ensuring Success in School Task Force.
(a) In this Section:
"Domestic violence" means abuse by a family or household member, as "abuse" and "family or household members" are defined in Section 103 of the Illinois Domestic Violence Act of 1986.
"Sexual violence" means sexual assault, abuse, or stalking of an adult or minor child proscribed in the Criminal Code of 1961 in Sections 12‑7.3, 12‑7.4, 12‑7.5, 12‑12, 12‑13, 12‑14, 12‑14.1, 12‑15, and 12‑16, including sexual violence committed by perpetrators who are strangers to the victim and sexual violence committed by perpetrators who are known or related by blood or marriage to the victim.
(b) The State Board of Education shall convene an Ensuring Success in School Task Force to develop policies, procedures, and protocols to be adopted by school districts for addressing the educational and related needs of children and youth who are parents, expectant parents, or victims of domestic or sexual violence to ensure their ability to stay in school, stay safe while in school, and successfully complete their education. The State Board of Education shall be the agency responsible for providing staff and administrative support to the task force.
(c) The Ensuring Success in School Task Force shall do all of the following:
(1) Conduct a thorough examination of the barriers
| to school attendance, safety, and completion for children and youth who are parents, expectant parents, or victims of domestic or sexual violence. | |
(2) Conduct a discovery process that includes |
| relevant research and the identification of effective policies, protocols, and programs within this State and elsewhere. | |
(3) Conduct meetings and public hearings in |
| geographically diverse locations throughout the State to ensure the maximum input from area advocates and service providers, from local education agencies, and from children and youth who are parents, expectant parents, or victims of domestic or sexual violence and their parents or guardians. | |
(4) Establish and adhere to procedures and protocols |
| to allow children and youth who are parents, expectant parents, or victims of domestic or sexual violence, their parents or guardians, and advocates who work on behalf of such children and youth to participate in the task force anonymously and confidentially. | |
(5) Invite the testimony of and confer with experts |
| |
(6) Produce a report of the task force's findings on |
| best practices and policies, which shall include a plan with a phased and prioritized implementation timetable with focus on ensuring the successful and safe completion of school for children and youth who are parents, expectant parents, or victims of domestic or sexual violence. The task force shall submit a report to the General Assembly on or before December 1, 2009 on its findings, recommendations, and implementation plan. Any task force reports shall be published on the State Board of Education's Internet website on the date the report is delivered to the General Assembly. | |
(7) Recommend new legislation or proposed rules |
| developed by the task force. | |
(d) The President of the Senate and the Speaker of the House of Representatives shall each appoint one co‑chairperson of the Ensuring Success in School Task Force. In addition to the 2 co‑chairpersons, the task force shall be comprised of each of the following members, appointed by the State Board of Education, and shall be representative of the geographic, racial, ethnic, and cultural diversity of this State:
(1) A representative of a statewide nonprofit, |
| nongovernmental domestic violence organization. | |
(2) A domestic violence victims' advocate or service |
| provider from a different nonprofit, nongovernmental domestic violence organization. | |
(3) A representative of a statewide nonprofit, |
| nongovernmental sexual assault organization. | |
(4) A sexual assault victims' advocate or service |
| provider from a different nonprofit, nongovernmental sexual assault organization. | |
(5) A teen parent advocate or service provider from |
| a nonprofit, nongovernmental organization. | |
(6) A school social worker.
(7) A school psychologist.
(8) A school counselor.
(9) A representative of a statewide professional |
| |
(10) A representative of a different statewide |
| professional teachers' organization. | |
(11) A representative of a statewide organization |
| that represents school boards. | |
(12) A representative of a statewide organization |
| |
(13) A representative of City of Chicago School |
| |
(14) A representative of a nonprofit, |
| nongovernmental youth services provider. | |
(15) A representative of a statewide nonprofit, |
| nongovernmental multi‑issue advocacy organization with expertise in a cross‑section of relevant issues. | |
(16) An alternative education service provider.
(17) A representative from a regional office of |
| |
(18) A truancy intervention services provider.
(19) A youth who is a parent or expectant parent |
| directly affected by the issues, problems, and concerns of staying in school and successfully completing his or her education through high school. | |
(20) A youth who is a victim of domestic or sexual |
| violence directly affected by the issues, problems, and concerns of staying in school and successfully completing his or her education. | |
(21) A parent or guardian of a child or youth who is |
| a parent or expectant parent directly affected by the issues, problems, and concerns of staying in school and successfully completing his or her education. | |
(22) A parent or guardian of a child or youth who is |
| a victim of domestic or sexual violence directly affected by the issues, problems, and concerns of staying in school and successfully completing his or her education. | |
The task force shall also consist of one member appointed by |
| the Minority Leader of the Senate, one member appointed by the Minority Leader of the House of Representatives, the State Superintendent of Education, the Secretary of Human Services, the Director of Healthcare and Family Services, the Director of Children and Family Services, and the Director of Public Health or their designees. | |
(e) Members of the Ensuring Success in School Task Force shall receive no compensation for their participation, but may be reimbursed by the State Board of Education for expenses in connection with their participation, including travel, if funds are available. However, members of the task force who are youth who are parents, expectant parents, or victims of domestic or sexual violence and the parents or guardians of such youth shall be reimbursed for their travel expenses connected to their participation in the task force.
(Source: P.A. 95‑558, eff. 8‑30‑07; 95‑876, eff. 8‑21‑08; 96‑364, eff. 8‑13‑09.) |
(105 ILCS 5/2‑3.150)
(Section scheduled to be repealed on January 16, 2013)
Sec. 2‑3.150. Textbook digital technology; pilot program.
(a) The General Assembly makes the following findings:
(1) The use of digital technologies in the |
| kindergarten through grade 12 school environment is rapidly increasing in this State. |
|
(2) There is a need for the State Board of Education |
| to explore the expanded use of digital technologies in classrooms and the impact of technological innovation on both educational achievement and textbook weight. |
|
(b) The State Board of Education shall implement a pilot program, subject to appropriation, to test digital technologies in 3 geographically diverse school districts on or before July 1, 2011. The pilot program shall examine the following issues:
(1) the development of alternative textbook formats, |
| including various digital formats; and |
|
(2) any possible adaptation of existing standard |
| print textbooks that would be beneficial to the health and educational achievement of pupils in this State. |
|
(c) The State Board of Education shall report the results |
| of its findings on the pilot program and make recommendations to the Governor and the General Assembly on or before January 15, 2013 with regard to the success of digital technologies used in the pilot program. The State Board of Education may submit other reports as it deems appropriate. |
|
(d) The pilot program is abolished on January 16, 2013. |
| This Section is repealed on January 16, 2013. |
|
(Source: P.A. 96‑647, eff. 8‑24‑09; 96‑1000, eff. 7‑2‑10.) |
(105 ILCS 5/2‑3.151)
Sec. 2‑3.151. Green career and technical education programs.
(a) As used in this Section, "green industries" means industries that contribute directly to preserving or enhancing environmental quality by reducing waste and pollution or producing sustainable products using sustainable processes and materials and that provide opportunities for advancement along a career track of increasing skills and wages. Green industries include any of the following:
(1) Energy system retrofits to increase energy |
| efficiency and conservation. |
|
(2) The production and distribution of biofuels and |
| vehicle retrofits for biofuels. |
|
(3) Building design and construction that meet the |
| equivalent of the best available technology in energy and environmental design standards. |
|
(4) Organic and community food production.
(5) The manufacture of products from non‑toxic, |
| environmentally certified or recycled materials. |
|
(6) The manufacture and production of sustainable |
| technologies, including, but not limited to, solar panels, wind turbines, and fuel cells. |
|
(7) Solar technology installation and maintenance.
(8) Recycling, green composting, and large‑scale |
| reuse of construction and demolition materials and debris. |
|
(9) Water system retrofits to increase water |
| efficiency and conservation. |
|
(10) Horticulture.
(b) It is the purpose and intent of this Section to |
| establish a State grant program that develops secondary programs that introduce students to developing green industries. |
|
(c) Subject to appropriation, the State Board of |
| Education shall establish a State grant program that develops, through a competitive process, 2‑year pilot programs to assist in the creation and promotion of green career and technical education programs in public secondary schools in this State. Preference must be given to proposals that include the integration of academic and career and technical education content, arranged in sequences of courses that lead to post‑secondary completion. |
|
(d) The State Board of Education may adopt any rules |
| necessary for the implementation of this Section. |
|
(e) The State Board of Education may use up to 5% of the |
| funds appropriated for the purposes of this Section for administrative costs, including the hiring of positions for the implementation and administration of the grant program, provided that if no appropriation is made to the State Board for a given fiscal year for the purposes of the grant program, then the State Board is not required to make any expenditures in support of the program during that fiscal year. |
|
(Source: P.A. 96‑659, eff. 8‑25‑09; 96‑1000, eff. 7‑2‑10.) |
(105 ILCS 5/2‑3.152)
Sec. 2‑3.152. Community schools.
(a) This Section applies beginning with the 2009‑2010 school year.
(b) The General Assembly finds all of the following:
(1) All children are capable of success.
(2) Schools are the centers of vibrant communities.
(3) Strong families build strong educational |
|
(4) Children succeed when adults work together to |
| foster positive educational outcomes. |
|
(5) Schools work best when families take active roles |
| in the education of children. |
|
(6) Schools today are limited in their ability to |
| dedicate time and resources to provide a wide range of educational opportunities to students because of the focus on standardized test outcomes. |
|
(7) By providing learning opportunities outside of |
| normal school hours, including programs on life skills and health, students are more successful academically, more engaged in their communities, safer, and better prepared to make a successful transition from school to adulthood. |
|
(8) A community school is a traditional school that |
| actively partners with its community to leverage existing resources and identify new resources to support the transformation of the school to provide enrichment and additional life skill opportunities for students, parents, and community members at‑large. Each community school is unique because its programming is designed by and for the school staff, in partnership with parents, community stakeholders, and students. |
|
(9) Community schools currently exist in this State |
| in urban, rural, and suburban communities. |
|
(10) Research shows that community schools have a |
| powerful positive impact on students, as demonstrated by increased academic success, a positive change in attitudes toward school and learning, and decreased behavioral problems. |
|
(11) After‑school and evening programs offered by |
| community schools provide academic enrichment consistent with the Illinois Learning Standards and general school curriculum; an opportunity for physical fitness activities for students, fine arts programs, structured learning "play" time, and other recreational opportunities; a safe haven for students; and work supports for working families. |
|
(12) Community schools are cost‑effective because |
| they leverage existing resources provided by local, State, federal, and private sources and bring programs to the schools, where the students are already congregated. Community schools have been shown to leverage between $5 to $8 in existing programming for every $1 spent on a community school. |
|
(c) Subject to an appropriation or the availability of funding for such purposes, the State Board of Education shall make grants available to fund community schools and to enhance programs at community schools. A request‑for‑proposal process must be used in awarding grants under this subsection (c). Proposals may be submitted on behalf of a school, a school district, or a consortium of 2 or more schools or school districts. Proposals must be evaluated and scored on the basis of criteria consistent with this Section and other factors developed and adopted by the State Board of Education. Technical assistance in grant writing must be made available to schools, school districts, or consortia of school districts through the State Board of Education directly or through a resource and referral directory established and maintained by the State Board of Education.
(d) In order to qualify for a community school grant under this Section, a school must, at a minimum, have the following components:
(1) Before and after‑school programming each school |
| day to meet the identified needs of students. |
|
(2) Weekend programming.
(3) At least 4 weeks of summer programming.
(4) A local advisory group comprised of school |
| leadership, parents, and community stakeholders that establishes school‑specific programming goals, assesses program needs, and oversees the process of implementing expanded programming. |
|
(5) A program director or resource coordinator who is |
| responsible for establishing a local advisory group, assessing the needs of students and community members, identifying programs to meet those needs, developing the before and after‑school, weekend, and summer programming and overseeing the implementation of programming to ensure high quality, efficiency, and robust participation. |
|
(6) Programming that includes academic excellence |
| aligned with the Illinois Learning Standards, life skills, healthy minds and bodies, parental support, and community engagement and that promotes staying in school and non‑violent behavior and non‑violent conflict resolution. |
|
(7) Maintenance of attendance records in all |
|
(8) Maintenance of measurable data showing annual |
| participation and the impact of programming on the participating children and adults. |
|
(9) Documentation of true collaboration between the |
| school and community stakeholders, including local governmental units, civic organizations, families, businesses, and social service providers. |
|
(10) A non‑discrimination policy ensuring that the |
| community school does not condition participation upon race, ethnic origin, religion, sex, or disability. |
|
(Source: P.A. 96‑746, eff. 8‑25‑09; 96‑1000, eff. 7‑2‑10.) |
