There is a newer version of the Illinois Compiled Statutes
2005 Illinois 105 ILCS 5/ School Code. Article 2 - State Board Of Education - Powers And Duties
(105 ILCS 5/2‑2) (from Ch. 122, par. 2‑2)
Sec. 2‑2.
Oath ‑ Bond.
Before entering upon their duties the members of the State
Board of Education shall take and subscribe the oath
of office prescribed by the Constitution. Such oath shall be filed
with the Secretary of State.
(Source: P.A. 90‑372, eff. 7‑1‑98.)
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(105 ILCS 5/2‑3) (from Ch. 122, par. 2‑3)
Sec. 2‑3.
Powers and duties.
The State Board of Education
shall have the powers and
duties enumerated in the subsequent sections of this article, and may
delegate its authority to the State Superintendent of Education as provided
in Section 1A‑4.
(Source: P.A. 81‑1508.)
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(105 ILCS 5/2‑3.1) (from Ch. 122, par. 2‑3.1)
Sec. 2‑3.1.
Office ‑ Records.
To have an office at the seat of government, and to keep a record of
all matters pertaining to the business of such office.
(Source: P.A. 81‑1508.)
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(105 ILCS 5/2‑3.2) (from Ch. 122, par. 2‑3.2)
Sec. 2‑3.2.
Papers, reports, documents.
To file all papers, reports and public documents transmitted to it
by the school officers of the several counties, for each year
separately; and to keep all other public documents, books and papers
relative to schools, coming into its hands as State Board
of Education.
(Source: P.A. 81‑1508.)
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(105 ILCS 5/2‑3.2a)
Sec. 2‑3.2a.
Electronic transmission and collection of data and funds.
The
State
Board of Education may require that the transmission or collection of any
document,
record, form, claim, proposal, other data, or funds, between the State Board of
Education and any entity doing business with the State Board of Education, be
handled
by electronic transmission or collection. The State Board shall
establish
standards for the electronic transmission and collection of data and funds,
including
data encryption standards, that must be used by all entities doing business
with the
State Board. These standards must comply with the Electronic
Commerce
Security Act.
(Source: P.A. 92‑121, eff. 7‑20‑01.)
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(105 ILCS 5/2‑3.3) (from Ch. 122, par. 2‑3.3)
Sec. 2‑3.3.
Supervision of public schools.
To supervise all the public schools in the State.
(Source: Laws 1961, p. 31.)
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(105 ILCS 5/2‑3.4) (from Ch. 122, par. 2‑3.4)
Sec. 2‑3.4.
(Repealed).
(Source: Laws 1961, p. 31. Repealed by P.A. 89‑159, eff. 1‑1‑96.)
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(105 ILCS 5/2‑3.5) (from Ch. 122, par. 2‑3.5)
Sec. 2‑3.5.
Assist county superintendents.
To advise and assist county superintendents of schools, addressing to
them from time to time circular letters relating to the best manner of
conducting schools, constructing and furnishing schoolhouses, and examining
and procuring competent teachers.
(Source: Laws 1961, p. 31.)
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(105 ILCS 5/2‑3.7) (from Ch. 122, par. 2‑3.7)
Sec. 2‑3.7.
Legal adviser of school officers ‑ Opinions.
To be the legal adviser of school officers, and, when requested by
any school officer, to give an opinion in writing upon any question
arising under the school laws of the State.
(Source: P.A. 81‑1508.)
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(105 ILCS 5/2‑3.7a) (from Ch. 122, par. 2‑3.7a)
Sec. 2‑3.7a.
Advisory committees and their composition.
To create,
form, or appoint task forces, study committees, blue ribbon panels,
commissions, or any other type of organization, by whatever name
designated, to study or examine educational policy issues, problems, or
concerns. Any task force, study committee, blue ribbon panel, commission,
or organization created or appointed by the State Board of Education or the
State Superintendent of Education after this amendatory Act takes effect
shall include parents or guardians of students involved in or directly affected
by the issues, problems, or concerns under study. The parents or guardians
appointed to comply with this Section shall not be employed by or
administratively connected with any school system or institution of higher
learning in Illinois, employed by any educational collective bargaining
organization within Illinois, employed by any association of school boards
or school administrative officers, employed by the State Board of
Education, or members of any school board or board of school trustees of
any public or private school, college, university, or technical institution
within Illinois.
(Source: P.A. 87‑916.)
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(105 ILCS 5/2‑3.8) (from Ch. 122, par. 2‑3.8)
Sec. 2‑3.8.
Hear and determine controversies.
To hear and determine all controversies arising under the school laws
of the State, coming to it by appeal from a regional
superintendent of
schools.
(Source: P.A. 81‑1508.)
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(105 ILCS 5/2‑3.9) (from Ch. 122, par. 2‑3.9)
Sec. 2‑3.9.
Grant and suspend teachers' certificates.
Subject to the provisions of Article 21, to grant certificates to such
teachers as may be found qualified to receive them and to suspend the
operation of any State certificate for immorality or other unprofessional
conduct.
(Source: Laws 1961, p. 31.)
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(105 ILCS 5/2‑3.10) (from Ch. 122, par. 2‑3.10)
Sec. 2‑3.10.
Visit charitable institutions.
To visit such of the charitable institutions of the State as are
educational in character, to examine their facilities for instruction,
and to prescribe forms for such reports as it may desire from their
superintendents.
(Source: P.A. 81‑1508.)
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(105 ILCS 5/2‑3.11) (from Ch. 122, par. 2‑3.11)
Sec. 2‑3.11. Report to Governor and General Assembly. To report to the
Governor and General Assembly annually on or before January 14 the
condition of the schools
of the State for the preceding year, ending on June 30.
Such annual report shall contain reports of the State Teacher
Certification Board; the schools of the State charitable
institutions; reports on driver education, special education,
and transportation; and for such year the annual statistical
reports of the State Board of Education, including the number
and kinds of school districts; number of school attendance
centers; number of men and women teachers; enrollment by
grades; total enrollment; total days attendance; total days
absence; average daily attendance; number of elementary and
secondary school graduates;
assessed valuation; tax levies
and tax rates for various purposes; amount of teachers' orders,
anticipation warrants, and bonds outstanding; and number of men
and women teachers and total enrollment of private schools.
The report shall give for all school districts receipts from
all sources and expenditures for all purposes for each fund;
the total operating expense,
the per capita cost, and instructional expenditures; federal
and state aids and reimbursements; new school buildings, and
recognized schools; together with such other information and
suggestions as the State Board of Education may deem important
in relation to the schools and school laws and the means of
promoting education throughout the state.
In this Section, "instructional expenditures" means the annual expenditures of school districts properly attributable to expenditure functions defined in rules of the State Board of Education as:
1100 (Regular Education); 1200‑1220 (Special Education); 1250 (Ed. Deprived/Remedial); 1400 (Vocational Programs); 1600 (Summer School); 1650 (Gifted); 1800 (Bilingual Programs); 1900 (Truant Alternative); 2110 (Attendance and Social Work Services); 2120 (Guidance Services); 2130 (Health Services); 2140 (Psychological Services); 2150 (Speech Pathology and Audiology Services); 2190 (Other Support Services Pupils); 2210 (Improvement of Instruction); 2220 (Educational Media Services); 2230 (Assessment and Testing); 2540 (Operation and Maintenance of Plant Services); 2550 (Pupil Transportation Service); 2560 (Food Service); 4110 (Payments for Regular Programs); 4120 (Payments for Special Education Programs); 4130 (Payments for Adult Education Programs); 4140 (Payments for Vocational Education Programs); 4170 (Payments for Community College Programs); 4190 (Other payments to in‑state government units); and 4200 (Other payments to out of state government units).
(Source: P.A. 93‑679, eff. 6‑30‑04.)
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(105 ILCS 5/2‑3.11c)
Sec. 2‑3.11c.
Teacher supply and demand report.
To report annually, on or
before January 1,
on the relative supply and demand for
education staff of the public schools
to the Governor, to the General Assembly, and to institutions
of higher education that prepare teachers, administrators, school service
personnel, other certificated individuals, and other professionals employed by
school districts or joint agreements. The report shall contain the following
information:
(1) the relative supply and demand for teachers, | ||
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(2) State and regional analyses of fields, content | ||
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(3) projections of likely high demand and low demand | ||
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(Source: P.A. 91‑102, eff. 7‑12‑99.)
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(2) The number of individuals passing the test of | ||
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(3) The total number of subject‑matter tests | ||
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(4) The total number of subject‑matter tests passed | ||
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The data regarding subject‑matter tests shall be reported in sum, rather than by separately listing each subject, in order to better protect the identity of the test‑takers. On or before August 1, 2007, the State Board of Education shall file with the General Assembly and the Governor and shall make available to the public a report listing the institutions of higher education engaged in teacher preparation in this State, along with the data listed in items (1) and (2) of this Section pertinent to each institution. On or before August 1, 2009 and every 3 years thereafter, the State Board of Education shall file with the General Assembly and the Governor and shall make available to the public a report listing the institutions of higher education engaged in teacher preparation in this State, along with the data listed in items (1) through (4) of this Section pertinent to each institution.
(Source: P.A. 94‑935, eff. 6‑26‑06.) |
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(2) The school board shall approve the safety survey | ||
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(3) The Regional Superintendent shall render a | ||
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(4) The State Superintendent of Education shall | ||
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(5) Upon receipt of the certificate of approval, the | ||
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(A) Items in the report shall be prioritized. (B) Urgent items shall be considered as those | ||
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(C) Required items shall be considered as those | ||
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(D) Urgent and required items shall reference a | ||
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(6) The school board of each district so surveyed | ||
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(7) Required items shall be corrected in a timely | ||
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(8) Once each year the school board shall submit a | ||
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(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.)
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(105 ILCS 5/2‑3.12a)
Sec. 2‑3.12a.
(Repealed).
(Source: P.A. 91‑89, eff. 7‑9‑99. Repealed internally, eff. 12‑31‑99.)
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(105 ILCS 5/2‑3.13) (from Ch. 122, par. 2‑3.13)
Sec. 2‑3.13.
Scholastic records ‑ Discontinued institutions.
To ascertain whether the governing authorities of any university,
college, academy, or institution of learning in this State which is
being discontinued or has been discontinued are making or have made
adequate arrangements for the safekeeping in this State of the
scholastic records of pupils for the purpose of reference by said
pupils; to keep on file a record of any such arrangements; and, if such
arrangements are not being made, to request the scholastic records for
safekeeping by the State Board for said purpose.
(Source: P.A. 81‑1508.)
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(105 ILCS 5/2‑3.14) (from Ch. 122, par. 2‑3.14)
Sec. 2‑3.14.
Representative government.
To put into effect the provisions of Sections 27‑3 and 27‑4 relative to
representative government.
(Source: Laws 1961, p. 31.)
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(105 ILCS 5/2‑3.15) (from Ch. 122, par. 2‑3.15)
Sec. 2‑3.15.
Designation of statistics.
To designate the reports relating to public schools which school
officers are required to submit to the county superintendent of schools. In
Class I county school units, and in each school district which forms a
part of a Class II county school unit but which is not subject to the
jurisdiction of the trustees of schools of any township in
which such school district is located, all financial reports shall be
signed by the teacher, principal or superintendent of schools.
Any person who makes a false affidavit or knowingly swears or affirms
falsely to any matter or thing required by the terms of this Act to be
sworn or affirmed is guilty of perjury.
(Source: P.A. 86‑1441; 87‑473.)
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(105 ILCS 5/2‑3.16) (from Ch. 122, par. 2‑3.16)
Sec. 2‑3.16.
Teachers' institutes.
To authorize the county superintendent of schools to procure such
assistance as may be necessary to conduct teachers' institutes.
(Source: Laws 1961, p. 31.)
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(105 ILCS 5/2‑3.17) (from Ch. 122, par. 2‑3.17)
Sec. 2‑3.17.
Information furnished by regional superintendents.
To require the regional superintendent of schools to furnish
the State Board with
such information as it may desire to include in its report to the
General Assembly.
(Source: P.A. 81‑1508.)
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(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 | ||
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(2) the amount of funds received during the fiscal | ||
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(3) the amount of funds distributed or otherwise | ||
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(4) the amounts paid or otherwise disbursed by the | ||
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(5) the balances on hand of all accounts, funds and | ||
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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.)
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(105 ILCS 5/2‑3.17b)
Sec. 2‑3.17b.
School Funds; payment to school districts, other education
agencies, and providers. To prepare and send vouchers to the State Comptroller
for the payment of funds due school districts, other education agencies, and
providers of services for programs administered by the State Board of Education
from the State school funds.
(Source: P.A. 88‑641, eff. 9‑9‑94.)
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(105 ILCS 5/2‑3.19) (from Ch. 122, par. 2‑3.19)
Sec. 2‑3.19.
Reports by trustees.
To require the trustees of schools of each township to make, at any
time, a report similar to that required of trustees of schools on or before
July 15 next preceding each regular session of the General Assembly.
(Source: Laws 1961, p. 31.)
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(105 ILCS 5/2‑3.20) (from Ch. 122, par. 2‑3.20)
Sec. 2‑3.20.
Reports‑Special charter districts.
To require annual reports from the authorities maintaining schools by
authority of special charters.
(Source: Laws 1961, p. 31.)
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(105 ILCS 5/2‑3.21) (from Ch. 122, par. 2‑3.21)
Sec. 2‑3.21.
Remission of forfeitures.
To remit, upon the recommendation of the county superintendent of
schools or for other sufficient reasons, the forfeiture of the school fund
by any township which has failed to make the reports required by law.
(Source: Laws 1961, p. 31.)
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(105 ILCS 5/2‑3.22) (from Ch. 122, par. 2‑3.22)
Sec. 2‑3.22.
Withholding school funds or compensation of regional
superintendent of schools. To require the State Comptroller to withhold
from the regional superintendent of schools the amount due the regional
superintendent of
schools for his compensation, until the reports, statements,
books, vouchers and other records provided for in Sections 2‑3.17, 2‑3.17a
and 3‑15.8 have been furnished.
(Source: P.A. 88‑641, eff. 9‑9‑94.)
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(105 ILCS 5/2‑3.23) (from Ch. 122, par. 2‑3.23)
Sec. 2‑3.23.
(Repealed).
(Source: P.A. 90‑372, eff. 7‑1‑98. Repealed internally, eff. 7‑1‑98.)
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(105 ILCS 5/2‑3.24) (from Ch. 122, par. 2‑3.24)
Sec. 2‑3.24.
Withholding funds from school officer or teacher.
To require the Comptroller, regional superintendent of
schools, trustees, township
treasurer, directors or other school officer to withhold from any township,
district, officer or teacher any part of the common school, township or
other school fund until such treasurer, officer or teacher has made all
schedules, reports and returns required of him by this Act and until such
officer has executed and filed all official bonds and accounted for all
common school, township or other school funds which have come into his
hands.
(Source: P.A. 88‑641, eff. 9‑9‑94.)
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(105 ILCS 5/2‑3.25) (from Ch. 122, par. 2‑3.25)
Sec. 2‑3.25.
Standards for schools.
(a) To determine for all types of
schools conducted under this Act efficient and adequate standards for the
physical plant, heating, lighting, ventilation, sanitation, safety,
equipment and supplies, instruction and teaching, curriculum, library,
operation, maintenance, administration and supervision, and to issue,
refuse to issue or revoke certificates of recognition for schools or school
districts pursuant to standards established hereunder; to determine and
establish efficient and adequate standards for approval of credit for
courses given and conducted by schools outside of the regular school term.
(b) Whenever it appears that a secondary or unit school district may
be unable to offer courses enabling students in grades 9 through 12 to meet
the minimum preparation and admission requirements for public colleges and
universities adopted by the Board of Higher Education, the State Board of
Education shall assist the district in reviewing and analyzing its existing
curriculum with particular reference to the educational needs of all pupils
of the district and the sufficiency of existing and future revenues and
payments available to the district for development of a curriculum which
will provide maximum educational opportunity to pupils of the district.
The review and analysis may consider achievement of this goal not only
through implementation of traditional classroom methods but also through
development of and participation in joint educational programs with other
school districts or institutions of higher education, or alternative
programs employing modern technological methods including but not limited
to the use of television, telephones, computers, radio and other electronic
devices.
(Source: P.A. 87‑559.)
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(105 ILCS 5/2‑3.25b) (from Ch. 122, par. 2‑3.25b)
Sec. 2‑3.25b.
Recognition levels.
The State Board of Education shall,
consistent with adopted recognition standards, provide for levels of
recognition or nonrecognition. The State Board of Education shall
promulgate rules governing the procedures whereby school districts may
appeal a recognition level.
The State Board of
Education shall have the authority to collect from
schools and school districts the information, data, test results, student
performance
and school improvement indicators as may be necessary to implement and
carry out the purposes of this Act.
(Source: P.A. 93‑470, eff. 8‑8‑03.)
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(105 ILCS 5/2‑3.25c) (from Ch. 122, par. 2‑3.25c)
Sec. 2‑3.25c.
Rewards and acknowledgements.
The State Board of
Education shall implement a
system of rewards for
school
districts, and the schools themselves,
whose students
and schools consistently meet adequate yearly progress criteria for 2 or more
consecutive years and a system to acknowledge schools and districts that meet
adequate yearly progress criteria in a given year as specified in Section
2‑3.25d
of this Code.
If a school or school district meets adequate yearly progress criteria for
2
consecutive school years, that school or district shall be exempt from review
and
approval of its improvement plan for the next 2 succeeding school years.
(Source: P.A. 93‑470, eff. 8‑8‑03.)
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(2) The State Board of Education may (A) change the | ||
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(c) All federal requirements apply to schools and school districts
utilizing
federal funds under Title I, Part A of the federal Elementary and Secondary
Education Act of 1965.
(Source: P.A. 93‑470, eff. 8‑8‑03; 94‑875, eff. 7‑1‑06.)
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"Eligible applicant" means a school district, joint | ||
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"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).
(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 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.
(f) On or before February 1, 1998, and each year thereafter, the State Board of
Education shall submit a cumulative report summarizing all types of waivers of
mandates and modifications of mandates granted by the State Board or the
General Assembly. The report shall identify the topic of the waiver along with
the number and percentage of eligible applicants for which the waiver has been
granted. The report shall also include any recommendations from the State
Board regarding the repeal or modification of waived mandates.
(Source: P.A. 93‑470, eff. 8‑8‑03; 93‑557, eff. 8‑20‑03; 93‑707, eff. 7‑9‑04; 94‑198, eff. 1‑1‑06; 94‑432, eff. 8‑2‑05; 94‑875, eff. 7‑1‑06.)
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(105 ILCS 5/2‑3.25h) (from Ch. 122, par. 2‑3.25h)
Sec. 2‑3.25h.
Technical assistance; State support services.
Schools, school districts, local
school councils, school improvement panels, and any Independent
Authority established under Section 2‑3.25f may receive technical
assistance that the State Board of Education shall make
available. Such technical
assistance shall include without limitation assistance
in the areas of curriculum evaluation, the instructional process,
student performance, school environment, staff effectiveness,
school and community relations, parental involvement, resource
management, leadership, data analysis processes and tools, school
improvement plan guidance and
feedback, information regarding scientifically based research‑proven curriculum
and instruction, and professional development opportunities for teachers and
administrators.
(Source: P.A. 93‑470, eff. 8‑8‑03.)
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(105 ILCS 5/2‑3.25i) (from Ch. 122, par. 2‑3.25i)
Sec. 2‑3.25i.
Rules.
The State Board of Education shall promulgate
rules and regulations necessary to implement the provisions of Public Act
87‑559 and this
amendatory Act of the 93rd General Assembly. The State Board of
Education may waive any of its
rules or regulations which conflict with Public Act 87‑559 or this
amendatory Act of the 93rd General Assembly except those
requirements for special education and teacher certification.
(Source: P.A. 93‑470, eff. 8‑8‑03.)
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(105 ILCS 5/2‑3.25j) (from Ch. 122, par. 2‑3.25j)
Sec. 2‑3.25j.
Implementation.
Commencing with the 1992‑93 school year and
thereafter the provisions of this amendatory Act and any rules adopted
hereunder shall be implemented on a schedule identified by the State Board
of Education and incorporated as an integral part of the recognition
process of the State Board of Education.
(Source: P.A. 93‑470, eff. 8‑8‑03.)
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(105 ILCS 5/2‑3.25k)
Sec. 2‑3.25k.
(Repealed).
(Source: P.A. 89‑398, eff. 8‑20‑95. Repealed by P.A. 93‑470, eff. 8‑8‑03.)
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(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 | ||
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(2) Two school administrators employed in the public | ||
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(3) One member of an organization that represents | ||
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(4) One member of an organization that represents | ||
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(5) One representative of the business community of | ||
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(6) One representative of City of Chicago School | ||
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(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.)
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(105 ILCS 5/2‑3.25n)
Sec. 2‑3.25n.
No Child Left Behind Act; requirements and construction.
(a) The changes in the State accountability system made by this
amendatory Act of the 93rd General Assembly are a direct result of the federal
No
Child Left Behind Act of 2001 (Public Law 107‑110), which requires that each
state develop and implement a single, statewide accountability system
applicable
to all schools and school districts.
(b) As provided in the federal No Child Left Behind Act of 2001 (Public
Law 107‑110), nothing in this amendatory Act of the 93rd General Assembly shall
be construed to alter or otherwise affect the rights, remedies, and procedures
afforded school district or school employees under federal, State, or local law
(including applicable rules, regulations, or court orders) or under the terms
of
collective bargaining agreements, memoranda of understanding, or other
agreements between such employees and their employers.
(Source: P.A. 93‑470, eff. 8‑8‑03.)
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(105 ILCS 5/2‑3.25o)
Sec. 2‑3.25o. Registration and recognition of non‑public elementary and
secondary schools.
(a) Findings. The General Assembly finds and declares (i) that the
Constitution
of the State of Illinois provides that a "fundamental goal of the People of the
State is the
educational development of all persons to the limits of their capacities" and
(ii) that the
educational development of every school student serves the public purposes of
the State.
In order to ensure that all Illinois students and teachers have the opportunity
to enroll and
work in State‑approved educational institutions and programs, the State Board
of
Education shall provide for the voluntary registration and recognition of
non‑public
elementary and secondary schools.
(b) Registration. All non‑public elementary and secondary schools in the
State
of
Illinois may voluntarily register with the State Board of Education on an
annual basis. Registration shall
be completed
in conformance with procedures prescribed by the State Board of Education.
Information
required for registration shall include assurances of compliance (i) with
federal
and State
laws regarding health examination and immunization, attendance, length of term,
and
nondiscrimination and (ii) with applicable fire and health safety requirements.
(c) Recognition. All non‑public elementary and secondary schools in the
State of
Illinois may voluntarily seek the status of "Non‑public School Recognition"
from
the State
Board of Education. This status may be obtained by compliance with
administrative
guidelines and review procedures as prescribed by the State Board of Education.
The
guidelines and procedures must recognize that some of the aims and the
financial bases of
non‑public schools are different from public schools and will not be identical
to those for
public schools, nor will they be more burdensome. The guidelines and procedures
must
also recognize the diversity of non‑public schools and shall not impinge upon
the
noneducational relationships between those schools and their clientele.
(d) Public purposes. The provisions of this Section are in the public
interest, for
the public benefit, and serve secular public purposes.
(e) Definition. For purposes of this Section, a non‑public school means any
non‑profit, non‑home‑based, and non‑public elementary or secondary school that
is
in
compliance with Title VI of the Civil Rights Act of 1964 and attendance at
which
satisfies the requirements of Section 26‑1 of this Code.
(Source: P.A. 93‑661, eff. 2‑10‑04.)
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(105 ILCS 5/2‑3.26) (from Ch. 122, par. 2‑3.26)
Sec. 2‑3.26.
Federal funds.
For the purpose of promoting and coordinating school programs for
which federal allotments are available, to cooperate with the United
States Department of Health, Education and Welfare in the establishment
of such standards as may be deemed necessary by the State Board of Education,
and to accept and expend federal funds made
available for such purpose.
(Source: P.A. 81‑1508.)
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(105 ILCS 5/2‑3.27) (from Ch. 122, par. 2‑3.27)
Sec. 2‑3.27.
Budgets and accounting practices‑Forms and procedures.
To formulate and approve forms, procedure and regulations for school
district accounts and budgets required by this Act reflecting the gross
amount of income and expenses, receipts and disbursements and extending a
net surplus or deficit on operating items, to advise and assist the
officers of any district in respect to budgets and accounting practices and
in the formulation and use of such books, records and accounts or other
forms as may be required to comply with the provisions of this Act; to
publish and keep current pamphlets or manuals in looseleaf form relating to
budgetary and accounting procedure or similar topics; to make all rules and
regulations as may be necessary to carry into effect the provisions of this
Act relating to budgetary procedure and accounting, such rules and
regulations to include but not to be limited to the establishment of a
decimal classification of accounts; to confer with various district, county
and State officials or take such other action as may be reasonably required
to carry out the provisions of this Act relating to budgets and accounting.
(Source: Laws 1961, p. 31.)
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(105 ILCS 5/2‑3.28) (from Ch. 122, par. 2‑3.28)
Sec. 2‑3.28.
Rules and regulations of budget and accounting systems.
To prescribe rules and regulations defining what shall constitute a
budget and accounting system required under this Act. The rules and
regulations shall prescribe the minimum extent of verification, the type
of audit, the extent of the audit report and shall require compliance
with statutory requirements and standards and such requirements as the
State Board of Education deems
necessary for an adequate
budget and accounting system.
(Source: P.A. 81‑1508.)
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(105 ILCS 5/2‑3.30) (from Ch. 122, par. 2‑3.30)
Sec. 2‑3.30.
Census for special education.
To require on or before
December 22 of each year reports as to the census of all children age birth
through 21 years of
age inclusive of the types described in definitions under the rules authorized
in Section 14‑1.02 who were receiving special education and related services on
December 1 of the current school year.
To require an annual report, on or before December 22 of each year from
the Department of Children and Family Services, Department of Corrections, and
Department of Human Services containing a census of all
children age birth through 21 years of age inclusive, of the types
described in Section 14‑1.02 who were receiving special education services on
December 1 of the current school year within State facilities. Such report
shall be submitted pursuant to rules and regulations issued by the State Board
of Education.
The State Board of Education shall ascertain and report annually, on or
before January 15, the number of children of non‑English background, birth
through 21 years of age, inclusive of (a) types described in definitions
under rules authorized in Section 14‑1.02 who were receiving special
education and related services on December of the previous year and (b)
inclusive of those served within State facilities administered by the
Department of Children and Family Services
and the Department of Human Services. The report
shall classify such children according to their language background, age,
category of exceptionality and level of severity, least restrictive
placement and achievement level.
(Source: P.A. 91‑764, eff. 6‑9‑00.)
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(105 ILCS 5/2‑3.31) (from Ch. 122, par. 2‑3.31)
Sec. 2‑3.31.
Research department.
To maintain a research department staffed with competent, full‑time
persons whose duty it shall be to secure, compile, catalog, publish and
preserve information and data relative to the public school system of
Illinois, making such comparison as will assist the General Assembly in
determining the priorities of educational programs to be of value to the
public school system of Illinois and of other states.
(Source: Laws 1965, p. 1985.)
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(105 ILCS 5/2‑3.32) (from Ch. 122, par. 2‑3.32)
Sec. 2‑3.32.
Auditing department.
To maintain a division of audits to consist of one qualified supervisor
and junior accountants who are to be competent persons whose duty it shall
be to audit all claims for state moneys relative to the public school
system of Illinois.
(Source: Laws 1965, p. 1985.)
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(105 ILCS 5/2‑3.33) (from Ch. 122, par. 2‑3.33)
Sec. 2‑3.33. Recomputation of claims. To recompute within 3 years from the
final date for filing of a claim any claim for reimbursement to any school
district if the claim has been found to be incorrect and to adjust subsequent
claims accordingly, and to recompute and adjust any such claims within 6 years
from the final date for filing when there has been an adverse court or
administrative agency decision on
the merits affecting the tax revenues of the school district. However, no such
adjustment shall be made regarding equalized assessed valuation unless the
district's equalized assessed valuation is changed by greater than $250,000 or
2%.
Except in the case of an adverse court or administrative agency decision
no recomputation of a
State aid claim shall be made pursuant to this Section as a result of a
reduction in the assessed valuation of a school district from the assessed
valuation of the district reported to the State Board of Education by the
Department of Revenue under Section 18‑8.05 unless the
requirements of Section
16‑15 of the Property Tax Code and Section 2‑3.84 of this Code are
complied with in all respects.
This paragraph applies to all requests for recomputation of a general
State aid claim received after June 30, 2003. In recomputing a general
State aid claim that was originally calculated using an extension
limitation equalized assessed valuation under paragraph (3) of
subsection (G) of Section 18‑8.05 of this Code, a qualifying reduction in
equalized assessed valuation shall be deducted from the extension
limitation equalized assessed valuation that was used in calculating the
original claim.
From the total amount of general State aid to be provided to
districts, adjustments as a result of recomputation under this Section
together with adjustments under Section 2‑3.84 must not exceed $25
million, in the aggregate for all districts under both Sections combined,
of the general State aid appropriation in any fiscal year; if necessary,
amounts shall be prorated among districts. If it is necessary to prorate
claims under this paragraph, then that portion of each prorated claim that is
approved but not paid in the current fiscal year may be resubmitted as a
valid claim in the following fiscal year.
(Source: P.A. 93‑845, eff. 7‑30‑04.)
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(105 ILCS 5/2‑3.33a)
Sec. 2‑3.33a.
Audit adjustments prohibited; alternative education
program. The State Board of Education shall not make audit
adjustments to general State aid claims paid in fiscal years 1999, 2000,
2001, 2002, and 2003 based upon the claimant's failure to provide a
minimum
of 5 clock hours of daily instruction to students in an alternative
education program or based upon the claimant's provision of service to
non‑resident students in an alternative education program without charging
tuition, provided that the non‑resident students were enrolled in the
alternative education program on or before April 1, 2000.
(Source: P.A. 91‑844, eff. 6‑22‑00; 92‑42, eff. 1‑1‑02.)
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(105 ILCS 5/2‑3.35) (from Ch. 122, par. 2‑3.35)
Sec. 2‑3.35.
Department of School District Organization.
To establish a
Department of School District Organization to assist local school districts
in studying school district organization problems so as to improve educational
opportunities for the students and:
(1) To provide consultant service to local school | ||
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(2) To provide consultant service to school | ||
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(3) To provide consultant service to school | ||
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(4) To provide information annually to the School | ||
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(5) May make area surveys of strengths and | ||
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(Source: 92‑651, eff. 7‑11‑02.)
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(105 ILCS 5/2‑3.36) (from Ch. 122, par. 2‑3.36)
Sec. 2‑3.36.
Gifts, grants, legacies.
To
accept and expend gifts, grants or legacies
from any source
when made for educational purposes if such purposes have been
authorized in advance by resolution of the General Assembly.
(Source: P.A. 83‑388.)
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(105 ILCS 5/2‑3.37) (from Ch. 122, par. 2‑3.37)
Sec. 2‑3.37.
Department of Urban Education.
To establish a Department of Urban Education to be fully operative by
January 1, 1972, to work in conjunction with the Commission on Urban
Education, created by the 77th General Assembly, in defining urban school
needs and developing responsive models, projects and programs for meeting
the needs of urban school systems. The Department of Urban Education has
the power and duty to:
(1) Coordinate all private and public resources available for urban
education, develop criteria for evaluating all special, experimental,
research, and remedial educational programs undertaken by urban school
districts; utilize these criteria for evaluating all such programs,
individually and collectively, coordinating such programs where possible;
collect and disseminate information on all such programs to all urban
school districts in the State; conduct research and design projects and
programs for use by urban school districts; and encourage and facilitate
the installation and evaluation of innovative programs in urban school
districts.
(2) Develop an experiment for local school governance for
implementation, by agreement with the local school board in any school
district, including those governed by Article 34 of this Act, having a
weighted average daily attendance of 20,000 or more. Such an experiment may
include areas of staffing, curriculum, fiscal policy, accountability,
evaluation and any other powers or duties conferred by law on local school
boards. In implementing such an experiment, provision shall be made for
(a) establishment of an equal number of control and experiment groups,
each to contain not more than 1/4 of the districts' weighted average daily
attendance population or 50,000 pupils, whichever is less;
(b) election by voters and parents or legal guardians of pupils
attending school within the territorial limits of the experimental area,
under Article 9 of this Act, of a local governing board for each experiment
group, except in districts over 500,000 which already have duly elected
local school councils or boards, to assume responsibilities September 1,
1973, and to govern the experiment group for 3 years thereafter. Said
governing board shall consist, except in districts over 500,000 already
having local school councils or boards, of no more than 7 members all of
whom must live within, or have pupils attending school within, the
experimental area. Notwithstanding provisions of Article 9 to the contrary,
the Department of Urban Education may establish provisions for voter
qualifications, registration of voters and a special date for election of
governing boards;
(c) continued governance of the control groups by the school board for
the district; and
(d) the powers and duties to be exercised and performed by the local
governing boards of the experiment groups during the 3 year period, such
powers and duties to be subject to modification by agreement between the
Department and the school board of such district.
(3) Provide grants of not less than $100 nor more than $200 per average
daily attendance pupil in each experimental group to each school district
participating in an experiment under this Section for paying the costs
incurred by the district in implementing the experiment and the cost of
related innovative programs related to urban education programs conducted
by the district with the approval of the Department. Such grants may not be
used to increase the general per pupil expenditures in the district nor to
affect the entitlement of the district to State aid under Article 18 of
this Act.
(4) Submit semiannual progress reports to the Commission on Urban
Education, and to assist the Commission in preparation of a final report
regarding the experiments, including recommendations of suggested
legislation, to the General Assembly upon conclusion of the experiments.
(Source: P. A. 78‑505.)
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(105 ILCS 5/2‑3.38) (from Ch. 122, par. 2‑3.38)
Sec. 2‑3.38.
Appeals.
To hear and decide appeals under Section 14‑8.02
of the School Code.
(Source: P.A. 80‑1403.)
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(105 ILCS 5/2‑3.39) (from Ch. 122, par. 2‑3.39)
Sec. 2‑3.39.
Department of Transitional Bilingual Education.
To establish a Department of Transitional Bilingual Education. In selecting
staff for the Department of Transitional
Bilingual Education the State Board of Education
shall give preference to persons
who are natives of foreign countries where languages to be used in
transitional bilingual education programs are the predominant languages.
The Department of Transitional Bilingual Education has the power and
duty to:
(1) Administer and enforce the provisions of Article 14C of this
Code including the power to promulgate any necessary rules and
regulations.
(2) Study, review, and evaluate all available resources and programs
that, in whole or in part, are or could be directed towards meeting the
language capability needs of children and adults of limited
English‑speaking ability residing in the State.
(3) Gather information about the theory and practice of bilingual
education in this State and elsewhere, and encourage experimentation and
innovation in the field of bilingual education.
(4) Provide for the maximum practical involvement of parents of
bilingual children, transitional bilingual education teachers,
representatives of community groups, educators, and laymen knowledgeable
in the field of bilingual education in the formulation of policy and
procedures relating to the administration of Article 14C of this Code.
(5) Consult with other public departments and agencies, including
but not limited to the Department of Community Affairs, the Department
of Public Welfare, the Division of Employment Security, the Commission
Against Discrimination, and the United States Department of Health,
Education, and Welfare in connection with the administration of Article
14C of this Code.
(6) Make recommendations in the areas of preservice and in‑service
training for transitional bilingual education teachers, curriculum
development, testing and testing mechanisms, and the development of
materials for transitional bilingual education programs.
(7) Undertake any further activities which may assist in the full
implementation of Article 14C of this Code and to make an annual report
to the General Assembly to include an evaluation of the program, the
need for continuing such a program, and recommendations for improvement.
The requirement for reporting to the General Assembly shall be satisfied
by filing copies of the report with the Speaker, the Minority Leader and
the Clerk of the House of Representatives and the President, the Minority
Leader and the Secretary of the Senate and the Legislative Research
Unit, as required
by Section 3.1 of "An Act to revise the law in relation to the General Assembly",
approved February 25, 1874, as amended, and filing such additional copies
with the State Government Report Distribution Center for the General Assembly
as is required under
paragraph (t) of Section 7 of the State Library Act.
(Source: P.A. 84‑1438.)
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(105 ILCS 5/2‑3.40) (from Ch. 122, par. 2‑3.40)
Sec. 2‑3.40.
Department for Instructional Television and Radio
Materials Development. (a) The State Board of Education shall have the power
and is hereby authorized to establish, maintain and operate a Department
for Instructional Television and Radio Materials Development and Production
for dissemination to local school districts and other educational
institutions. The Department shall include the procedures necessary to
evaluate such program development and production. It may include pilot
programs for utilization of instructional television and radio materials
and for utilization of interactive satellite technology systems.
To facilitate the purposes of this Section the State Board of Education
is empowered:
(1) To engage in multi‑state cooperative planning and development of
instructional television and radio materials.
(2) To lease, rent or purchase necessary tape recorders and film
processing equipment to use in the duplication of materials in a useful form
for pilot projects for their utilization and the testing of equipment leading
to standardization of such equipment in the public elementary and secondary schools.
(3) To prescribe rules and regulations for the use of materials
supplied by the State Board of Education for pilot projects for utilization
of such materials.
(4) To enter into contracts and agreements for the production and/or
acquisition of instructional programs or materials for elementary and secondary schools.
(5) To enter into contracts or agreements with any agency or department
of the State of Illinois or the United States Government from which funds
may be received to carry out the provisions of this Section.
(6) To obtain grants from and to make contracts with individuals and with
private, state, and federal agencies, organizations, and institutions for
carrying out the purposes of this Section.
(b) From amounts appropriated for purposes of this subsection, the
State Board of Education is authorized to award grants to those school
districts selected to participate in pilot telecommunications programs and
projects developed pursuant to subsection (a), to be used by such
districts, in accordance with the conditions attached to the grants, to
acquire the equipment necessary to permit such districts to access and
utilize the interactive satellite technology and other systems through
which such pilot telecommunications programs and projects will be conducted
and operated. The State Board of Education shall adopt rules and
regulations: (i) establishing the procedure under which school districts
may apply for selection as a pilot project site participant and to receive
the grants authorized by this subsection; (ii) establishing the conditions
under which the equipment authorized to be acquired under the terms of the
grant is to be leased, rented or purchased; and (iii) establishing
selection criteria and program standards under which the State Board of
Education shall evaluate applications submitted by school districts and
select the districts which will participate as pilot telecommunication project sites.
In establishing selection criteria for pilot project participants, the
State Board of Education shall give primary consideration to applicant
school districts: (i) which have a full time enrollment of less than 700
students at the high school level or less than 400 students in grades
kindergarten through 8; (ii) which have the lowest equalized assessed
valuation per student when compared to other applicant districts for the
same assessment year; (iii) which meet applicable recognition and other
school standards established pursuant to Section 2‑3.25; and (iv) which, if
selected, will reflect an equitable geographic selection of pilot project
participants throughout the State and each educational service center region,
provided that not more than one attendance center in the same educational service
center region shall be selected as a pilot telecommunication project site until
one attendance center in each educational service center region which includes a
school district which has submitted a qualifying application under this
subsection has been selected as a pilot telecommunication project site.
(Source: P.A. 86‑553.)
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(105 ILCS 5/2‑3.41) (from Ch. 122, par. 2‑3.41)
Sec. 2‑3.41.
Chronic truants and truancy prevention.
The State Board
of Education is empowered to enter into contracts with public or private
agencies for the provision of educational services to chronic truants and
for the prevention of truancy including training and developmental
assistance provided an appropriation is made specifically
for such purpose.
(Source: P.A. 84‑1420.)
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(105 ILCS 5/2‑3.42) (from Ch. 122, par. 2‑3.42)
Sec. 2‑3.42.
(Repealed).
(Source: P.A. 90‑372, eff. 7‑1‑98. Repealed internally, eff. 7‑1‑98.)
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(105 ILCS 5/2‑3.43) (from Ch. 122, par. 2‑3.43)
Sec. 2‑3.43.
Computer literacy grants.
To make grants available to qualifying
school districts and educational service regions for the staff development,
hardware, software and teacher training necessary for the implementation
of programs designed to achieve computer literacy and high‑tech competency.
In a school district or educational service region receiving
a grant, students and teachers in nonpublic schools located therein shall
be entitled to equitable participation in all services and activities under
this Section.
The State Board of Education shall adopt rules regarding the procedure by
which application may be made for such
grants, including assurances that students and teachers in nonpublic schools
shall have an opportunity to equitable participation in all services and
activities funded under this Section,
and shall establish standards
by which to evaluate the programs proposed by applicant school districts
and educational service regions.
(Source: P.A. 83‑287.)
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(105 ILCS 5/2‑3.44.) (from Ch. 122, par. 2‑3.44)
Sec. 2‑3.44.
Ethnic school program standards.
To establish
minimum standards for foreign language instruction in ethnic schools. Such
standards shall seek to insure that the level of foreign language instruction
in the ethnic school is at least as high as the level of foreign language
instruction in public high schools. An ethnic school is a part time private
school which teaches the foreign language of a particular ethnic group as well
as the culture, geography, history and other aspects of a particular ethnic
group.
(Source: P.A. 83‑1362.)
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(105 ILCS 5/2‑3.45) (from Ch. 122, par. 2‑3.45)
Sec. 2‑3.45.
Approval of ethnic schools instruction.
To
approve ethnic schools programs for the purpose of teaching a foreign language
if such programs meet the minimum standards established for such programs
by the State Board of Education. The Board shall consider for approval
only those ethnic schools which voluntarily apply to the Board for approval.
(Source: P.A. 83‑1362.)
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(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.)
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(2) Equity, adequacy, and predictability of | ||
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(3) Program development and improvements, including | ||
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(4) Efficient means of delivering services to | ||
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(5) Assistance to students at risk of academic | ||
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(6) Educational research and development and access | ||
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(7) Recommendations for streamlining the School Code | ||
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(8) Streamlining certification of teachers and | ||
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(9) Support services to enhance the capacity of | ||
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(10) Enhanced technology for use in administration, | ||
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(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 | ||
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The State Board of Education shall consult with the | ||
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(b) To meet the requirements of this Section, the State | ||
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(Source: P.A. 93‑1036, eff. 9‑14‑04.) |
(105 ILCS 5/2‑3.48) (from Ch. 122, par. 2‑3.48)
Sec. 2‑3.48.
Evaluation institutes.
To conduct such
inservice institutes on evaluation of certified personnel as are necessary
to make such training available to all public school district
administrators who evaluate other certified personnel. To report to the
employing school board the absence of any administrator registered for such
training but not in attendance.
(Source: P.A. 84‑972.)
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(105 ILCS 5/2‑3.49) (from Ch. 122, par. 2‑3.49)
Sec. 2‑3.49.
Review of evaluation plans.
To review evaluation plans
submitted by school districts and make public its comments thereon. To
reject as unacceptable any plan in which evaluation is to be conducted by
administrators who lack the training described in Section 24A‑3.
(Source: P.A. 84‑972.)
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(105 ILCS 5/2‑3.50) (from Ch. 122, par. 2‑3.50)
Sec. 2‑3.50.
Conduct of evaluations.
To supply a consulting teacher, as
defined in subsection (g) of Section 24A‑5, to a district requiring one
under the mandates of that Section, and to conduct an evaluation of school
district personnel when so required by Section 24A‑6.
(Source: P.A. 84‑972.)
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(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, | ||
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(2) in kindergarten through grade 2, to establish | ||
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(3) to continue direct reading instruction for | ||
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(4) in grades 3 through 6, to establish programs of | ||
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(5) in grades K through 6, to provide classroom | ||
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(6) to provide a long‑term professional development | ||
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(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.)
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(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 | ||
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(2) to focus on and to commit time and resources to | ||
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(3) to conduct intense vocabulary, spelling, and | ||
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(4) to provide professional development based on | ||
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(5) to increase the availability of reading | ||
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(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.)
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(105 ILCS 5/2‑3.51.5)
Sec. 2‑3.51.5. School Safety and Educational Improvement Block Grant
Program. To improve the level of education and safety of students from
kindergarten through grade 12 in school districts. The State Board of
Education is authorized to fund a School Safety and Educational Improvement
Block Grant Program.
(1) The program shall provide funding for school safety, textbooks and
software, teacher training and curriculum development, school improvements, remediation programs under subsection (a) of Section 2‑3.64, school
report cards under Section 10‑17a, and criminal history records checks
under Sections 10‑21.9 and 34‑18.5. A school district
or laboratory school as defined in Section 18‑8 or 18‑8.05 is not required
to file an application in order to receive the categorical funding to which it
is entitled under this Section. Funds for the School Safety and Educational
Improvement Block Grant Program shall be distributed to school districts and
laboratory schools based on the prior year's best 3 months average daily
attendance. The State Board of Education shall promulgate rules and
regulations necessary for the implementation of this program.
(2) Distribution of moneys to school districts shall be made in 2
semi‑annual installments, one payment on or before October 30, and one
payment prior to April 30, of each fiscal year.
(3) Grants under the School Safety and Educational 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.
(Source: P.A. 93‑909, eff. 8‑12‑04.)
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(105 ILCS 5/2‑3.52) (from Ch. 122, par. 2‑3.52)
Sec. 2‑3.52.
Review and study of initial year of teaching.
The State
Board of Education shall
conduct a review and study of the initial year of teaching for the purpose
of designing a program to provide support and assist in the orientation of
individuals in their initial year of teaching.
The study shall be completed with the assistance of an advisory committee
which includes but is not limited to representatives of the Illinois Board
of Higher Education; the State Teacher Certification Board; various
statewide education organizations representing teachers, administrators,
and school board members; and representatives of colleges of education in
institutions of higher education.
The study shall cover observation of programs in other states, use of
released time for initial year teachers, clinical supervision and
instruction by university coordinators, the use and assignment of mentor
teacher trainers, inservice training and professional development.
Study results shall be submitted to the Governor and the General Assembly
on or before April 1, 1986.
(Source: P.A. 84‑126.)
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(105 ILCS 5/2‑3.52A) (from Ch. 122, par. 2‑3.52A)
Sec. 2‑3.52A.
Pilot programs.
To improve the quality of
teaching as a profession the State Board of Education may,
pursuant to appropriations for such purposes, establish pilot
programs for teachers relating to clinical schools, restructuring
the teaching workplace, and providing special assistance and support
to beginning teachers. Such programs shall be conducted in accordance
with rules adopted by the State Board of Education. Such rules shall
provide for, but not be limited to, advisory councils and annual
reports on the progress of the pilot programs.
(Source: P.A. 85‑322.)
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(105 ILCS 5/2‑3.53) (from Ch. 122, par. 2‑3.53)
Sec. 2‑3.53.
Administrators' Academy.
The State Board of Education
shall cause to be established an Illinois Administrators' Academy. This
Academy shall develop programs which provide for development of skills in
the areas of instructional staff development, school improvement, school
accountability, effective communication skills,
public school relations, evaluation of personnel, including documentation
of employee performance and remediation of unsatisfactory employee performance.
By January 1, 1986, the State Board of Education shall establish a schedule
by which administrators throughout Illinois must receive training through the
Academy.
(Source: P.A. 87‑1076.)
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(105 ILCS 5/2‑3.54) (from Ch. 122, par. 2‑3.54)
Sec. 2‑3.54.
Loans of mathematics and science equipment.
To
make loans of mathematics and science equipment, including instructional
materials, free of charge to any student
in this State who is enrolled in grades kindergarten through 12 at a public
school or at a school other than a public school which is in compliance
with the compulsory attendance laws of this State and Title VI of the Civil
Rights Act of 1964. Such loans of equipment and instructional materials
shall be provided directly to
the students at their request or at the request of their parents or guardians.
The State Board of Education shall adopt appropriate regulations to
administer this Section and to facilitate the equitable participation of
all students eligible for benefits hereunder.
(Source: P.A. 84‑1239; 84‑1308.)
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(105 ILCS 5/2‑3.55) (from Ch. 122, par. 2‑3.55)
Sec. 2‑3.55.
The Center for Excellence in Teaching is established in
the State Board of Education. The center shall conduct a
study of career compensation programs in Illinois school districts
to plan for teacher career programs. The State Board of Education shall
award grants for pilot career compensation programs pursuant to
appropriation for that purpose. Such programs are subject to the provisions
of a school district's collective bargaining agreement. The pilot test
sites selected shall
include school districts or school attendance centers of varying size, geographic
location, and school district type which recognize the diversity of the
Illinois education system. The pilot program shall provide recognition and
compensation for extraordinary teaching, innovation, leadership or additional
responsibilities with advancement to the higher levels based on evaluated
performance. Such programs may include extended contracts, career ladders
or performance based pay. Evaluation of teacher performance shall be conducted
in a fair, consistent and regular manner.
The career compensation plan pilots may provide opportunities for extended
teaching contracts of 10, 11 or 12 months. Extended contracts may be used
for professional development for the teacher, curriculum and instructional
development or instruction of students with special needs or other special
projects approved by the school board. Professional development carried
out under the provisions of this Section may include local district
sponsored inservice training programs, university graduate school offerings
or regional teacher center visitations.
The career compensation plan pilots shall outline the districts'
education goals and explain how teacher performance and student achievement
will be improved as a result of implementing the plan.
The Board may make recommendations to the
General Assembly as to whether the provisions of this Section should be revised
and if certain of these plans should be extended to all school districts in this State.
School districts may make application to the State Board of Education for
participation in the pilot programs.
(Source: P.A. 85‑1046.)
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(105 ILCS 5/2‑3.55A) (from Ch. 122, par. 2‑3.55A)
Sec. 2‑3.55A.
Extension of pilot programs.
The study of career compensation
pilot programs provided for in Section 2‑3.55 may be extended for two years
pursuant to appropriations for such purpose.
(Source: P.A. 85‑322.)
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(105 ILCS 5/2‑3.56) (from Ch. 122, par. 2‑3.56)
Sec. 2‑3.56.
Evaluation institutes.
To conduct as a part of the
Administrators' Academy such inservice institutes
on evaluation of certified personnel as are necessary to make such training
available to all public school district administrators who evaluate other
certified personnel. To report to the employing school board the absence
of any administrator registered for such training but not in attendance.
(Source: P.A. 84‑126.)
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(105 ILCS 5/2‑3.57) (from Ch. 122, par. 2‑3.57)
Sec. 2‑3.57.
Review of evaluation plans.
To review evaluation plans
submitted by school districts and make public its comments thereon. To
reject as unacceptable any plan in which evaluation is to be conducted by
administrators who lack the training described in Section 24A‑3.
(Source: P.A. 84‑126.)
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(105 ILCS 5/2‑3.58) (from Ch. 122, par. 2‑3.58)
Sec. 2‑3.58.
Conduct of evaluations.
To supply a consulting teacher, as
defined in subsection (g) of Section 24A‑5,
to a district requiring one under the mandates of
that Section, and to conduct an evaluation of school district personnel
when so required by Section 24A‑6.
(Source: P.A. 84‑126.)
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(105 ILCS 5/2‑3.60) (from Ch. 122, par. 2‑3.60)
Sec. 2‑3.60.
The State Board of Education shall require school districts,
cooperatives or joint agreements with a governing board or board of
control, administrative agents for educational service centers, and
regional superintendents acting on behalf of such entities
to design programs which provide continuing education to update or improve
a teacher's skill or knowledge in order to maintain a high level of performance.
(Source: P.A. 84‑1283.)
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(105 ILCS 5/2‑3.61) (from Ch. 122, par. 2‑3.61)
Sec. 2‑3.61.
Summer school grants; remedial
education. From moneys
appropriated for such purposes, the State Board of Education shall provide
summer school grants to qualifying school districts applying for such grants
to be used by such districts, in strict accordance with the provisions of
this Section, solely for the purpose of enabling students
who, as determined by the school district in accordance with criteria
established by the State Board of Education, are in need of remedial
education in order to qualify for academic advancement to attend summer
school without having to pay tuition, fees or instructional material
expenses. A qualifying district receiving a summer school grant pursuant to
this Section shall use the grant moneys so received solely for the purpose
of employing certificated personnel to provide instruction and to
furnish necessary transportation, text books and other instructional
materials for students who are in
need of remedial education within the meaning of this Section and who
attend the summer school program of the district. All applications for
grants under this Section shall be made on forms which the State Board of
Education shall provide, and shall be filed by the school districts making
application for such grants with the State Board of Education prior to
the beginning of a program. The State Board of Education shall adopt rules
regarding the procedure by which application may be made for such grants,
and shall establish standards by which to evaluate the summer
school programs proposed by applicant school districts for students who
are in need of remedial education
within the meaning of this Section and for the payment of all grants
awarded pursuant to this Section.
(Source: P.A. 93‑21, eff. 7‑1‑03.)
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(105 ILCS 5/2‑3.61a)
Sec. 2‑3.61a.
21st Century Community Learning Center Grant Program.
(a) The State Board of Education shall be the designated agency responsible
for the
administration of programs under Part I of Subchapter X of Chapter 70 of the
federal Elementary
and Secondary Education Act of 1965.
(b) The State Board of Education shall establish and implement a 21st
Century
Community Learning Center Grant Program, in accordance with federal guidelines,
to provide
grants to support academically focused after‑school programs for students who
attend
high‑poverty, low‑performing schools. These grants shall be used to help those
students who
attend high‑poverty, low‑performing schools meet State and local performance
standards in core
academic subjects and to offer families of participating students opportunities
for improved
literacy and related educational development.
The State Board of Education shall award grants to applicants
that are of sufficient size and scope to support
high‑quality, effective
after‑school programs, to ensure reasonable success of achieving the goals
identified in the grant
application, and to offer those activities that are necessary to achieve these
goals.
(c) Using State funds, subject to appropriation, and any federal funds
received for
this purpose,
the State Board of Education may establish any other grant programs that are
necessary to
establish high‑quality, academically based, after‑school programs that include
family‑centered
education activities.
(d) The State Board of Education may adopt any rules necessary to implement
this
Section.
(Source: P.A. 93‑374, eff. 7‑24‑03.)
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(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 including the | ||
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(3) mathematics, science and reading resources for | ||
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The centers may provide training, technical assistance, coordination and
planning in other program areas such as school improvement, school
accountability, 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.
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. 93‑21, eff. 7‑1‑03.)
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(2) Issue annual report cards, in conjunction with | ||
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(A) The efficiency and effectiveness of school | ||
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(B) The regional delivery of quality services. (C) School district satisfaction. (D) Delivery of support services that enhance | ||
|
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(3) Direct services provided to assist schools | ||
|
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(4) Support programs and services to close the | ||
|
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(5) Assist school districts in pooling | ||
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(Source: P.A. 93‑1036, eff. 9‑14‑04.) |
(105 ILCS 5/2‑3.64a)
Sec. 2‑3.64a.
State Testing Review Committee.
The State
Superintendent shall
appoint a committee of no more than 20 consisting
of
parents,
teachers, school administrators, and concerned citizens to
review the Illinois Goals and
Assessment Program tests administered by the State Board of
Education.
The Committee shall select one of the parent representatives as its
chairman.
The Committee shall meet on an ongoing basis to review the content and
design of the tests (including whether the requirements of subsection a‑5 of
Section 2‑3.64 have been met), the time and
money expended at the local and state levels to prepare for and administer the
tests, the collective results of the tests as measured against the stated
purpose of testing student performance, and other issues
involving the tests
identified by the Committee. The Committee shall make periodic
recommendations to
the State Superintendent and the General Assembly concerning the tests.
(Source: P.A. 89‑184, eff. 7‑19‑95; 90‑789, eff. 8‑14‑98.)
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(105 ILCS 5/2‑3.65) (from Ch. 122, par. 2‑3.65)
Sec. 2‑3.65.
Arts programs grants.
The State Board of Education shall
provide competitive grants from funds appropriated for this purpose to
school districts for the purpose of developing comprehensive
arts programs in grades kindergarten through 6 in music, drama, dance, and
visual arts. The comprehensive arts programs shall include instruction in
the historical and cultural significance of, the appreciation for, and the
participation in such arts. The State Board of Education shall establish
criteria for implementation of this program.
(Source: P.A. 84‑126.)
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(105 ILCS 5/2‑3.66) (from Ch. 122, par. 2‑3.66)
Sec. 2‑3.66.
Truants' alternative and optional education programs.
To
establish pilot projects to offer modified instructional programs or other
services designed to prevent students from dropping out of school,
including programs pursuant to Section 2‑3.41, and to serve as a part time
or full time option in lieu of regular school attendance and to award
grants to local school districts, educational service regions or community
college districts from appropriated funds to assist districts in
establishing such projects. The education agency may operate its own
program or enter into a contract with another not‑for‑profit entity to
implement the program. The pilot projects shall allow dropouts, up to and
including age 21, potential dropouts, including truants, uninvolved,
unmotivated and disaffected students, as defined by State Board of
Education rules and regulations, to enroll, as an alternative to regular
school attendance, in an optional education program which may be
established by school board policy and is in conformance with rules adopted
by the State Board of Education. Truants' Alternative and Optional
Education programs funded pursuant to this Section shall be
planned by a student, the student's parents or legal guardians, unless the
student is 18 years or older, and school officials and shall culminate in
an individualized optional education plan. Such plan shall focus
on academic or vocational skills, or both, and may include, but not be
limited to, evening school, summer school, community college courses, adult
education, preparation courses for the high school level test of General
Educational Development, vocational training, work experience, programs to
enhance self concept and parenting courses. School districts which are
awarded grants pursuant to this Section shall be authorized to provide day
care services to children of students who are eligible and desire to enroll
in programs established and funded under this Section, but only if and to
the extent that such day care is necessary to enable those eligible
students to attend and participate in the programs and courses which are
conducted pursuant to this Section. The Board shall report
on the status of the pilot projects pursuant to Section 1A‑4.
School districts and regional offices of education may claim general State
aid under Section 18‑8.05 for students enrolled in truants' alternative and
optional education programs, provided that such students are receiving services
that are supplemental to a program leading to a high school diploma and are
otherwise eligible to be claimed for general State aid under Section 18‑8.05.
(Source: P.A. 90‑802, eff. 12‑15‑98.)
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(105 ILCS 5/2‑3.66a) (from Ch. 122, par. 2‑3.66a)
Sec. 2‑3.66a.
WECE program.
The State Board of Education is
authorized to develop and establish a work experience and career
exploration program. Such program, if established as authorized by this
Section shall be designed to provide career related classroom instruction
and cooperative work experience for 14 and 15 year old potential dropouts
who are full time students in the regular school program. Participation in
any work experience and career exploration program established under this
Section shall provide school credit for successful completion of the class
and paid work experience. The purpose of the program shall be to help
academically disadvantaged students with the following special services:
(1) basic education development and enrichment leading to improved
self‑image; (2) career education coupled with work training experiences,
not exceeding 23 hours per week, provided by the private sector; and (3)
motivation leading to continuation in school after age 16.
The State Board of Education is authorized to fund school district work
experience and career exploration programs, with priority being given to those
school districts which have annual dropout rate data and unemployment rates
greater than the Statewide average for the previous year.
Funds for a work experience and career exploration program established
under this Section shall be distributed to eligible school districts based
on relative ability to pay factors and upon the number of economically
disadvantaged students (E.C.I.A. Chapter I pupils) in the districts. The
State Board of Education shall promulgate rules and regulations necessary
for implementation and continuation of any work experience and career
exploration program established as authorized by this Section.
From funds distributed for purposes of this Section, the State Board of
Education is authorized to approve applications from qualifying school
districts to help meet each such district's costs of employing teacher
coordinators, teacher coordinators' travel expenses, student transportation
costs and added training costs to employers.
Each person employed as a teacher coordinator pursuant to this Section
shall possess one year (2,000 hours) of employment in an occupation or
occupations directly related to those career or employment areas with
respect to which classroom instruction or cooperative work experience is to
be provided under the program, and 6 semester hours of formal coursework in
the area of organization and administration of work experience and career
exploration education, including techniques of coordinating on‑the‑job
experiences and individualized instructional methodology.
Each work experience and career exploration program shall be limited to a minimum of
12 students and a maximum of 25 students per full‑time teacher
coordinator. Student limitation is based on the need for individual
instruction and supervision time equivalent to one‑half hour or more per
week per student. Also, each qualified teacher coordinator shall be
required to provide a minimum of 200 minutes of instruction per week on
general and specific topics related to careers and employment.
School district applications for participation in a work experience and
career exploration program established under this Section shall be approved
by the State Board of Education.
(Source: P.A. 86‑1441.)
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(105 ILCS 5/2‑3.67) (from Ch. 122, par. 2‑3.67)
Sec. 2‑3.67.
The State Board of Education in consultation with the
State Teacher Certification Board shall report to the General Assembly by
March 1, 1986 with suggested changes in the suspension and revocation of
certificates of teachers, administrators and other certificated personnel
under Sections 21‑23a and 34‑84b.
(Source: P.A. 84‑126.)
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(105 ILCS 5/2‑3.68) (from Ch. 122, par. 2‑3.68)
Sec. 2‑3.68.
Vocational Education.
To place public
school counselors and public vocational education teachers, including
vocational education teachers in grades 7 and 8, and
administrators in private or public sector, public health and public law
enforcement jobs for continuing education. The State Board
of Education, hereinafter referred to as "the Board", is authorized to
award grants, of up to $2,000 per individual, to counselors and vocational
education teachers and administrators who are placed in short term
private or public sector positions
during that period of the calendar not embraced within the school year to
improve and update their vocational skills. However, the Board shall
provide by rule for such placements during the school year in the case of
vocational education teachers in the field of corrections and shall provide
that any such teacher may use his grant to hire another qualified teacher
to substitute for him while he is engaged in his continuing education under
this Section. In those instances where the
employer receives benefit from the individuals' employment, the
firm or agency shall be expected to contribute at least 30% of the State
grant award. In making such contribution, a private sector firm
may make reimbursement of such amount to the State rather than pay the
teacher. Individual schools and individual counselors, administrators and
teachers may apply to the Board for this grant. The Board shall establish
standards within its rules by which to evaluate the proposals submitted by
the individual applicants and applicant schools, which shall delineate how
the Board determines the applicant's potential to acquire practical skill
and knowledge through the program; the relevance of the practicum
experience to the applicant's professional development as a teacher; and
how the Board will evaluate the applicant's commitment based upon prior
participation. The Board may promulgate rules for distribution of grant funds.
(Source: P.A. 85‑1440.)
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(105 ILCS 5/2‑3.69) (from Ch. 122, par. 2‑3.69)
Sec. 2‑3.69.
Tutoring services.
The State Board of Education shall
adopt rules and regulations defining basic requirements which must be met
by students of institutions of higher education who are selected by
such institutions to furnish tutoring services under the Educational
Partnership Act, as now or hereafter amended.
(Source: P.A. 84‑1308.)
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(105 ILCS 5/2‑3.70) (from Ch. 122, par. 2‑3.70)
Sec. 2‑3.70.
Alcohol and substance abuse education and
prevention programs. To review, subject to the rules and regulations of
the State Board of Education, grants made available to all education
agencies by the Department of Human Services for school based alcohol and
substance abuse education and prevention
programs, and to enter into agreements with the Department to establish such
programs.
(Source: P.A. 89‑507, eff. 7‑1‑97.)
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(2) (Blank).
(3) Any teacher of preschool children in the program | ||
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(4) The State Board of Education shall provide the | ||
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(5) The State Board of Education shall develop and | ||
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(6) The State Board of Education shall report to the | ||
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(b) (Blank).
(Source: P.A. 94‑506, eff. 8‑8‑05.)
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(2) Childbirth and child care.
(3) Family structure, function and management.
(4) Prenatal and postnatal care for mothers and | ||
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(5) Prevention of child abuse.
(6) The physical, mental, emotional, social, economic | ||
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(7) Parenting skill development.
The programs shall include activities that require substantial
participation and interaction between parent and child.
(b) The Board shall annually award funds through a grant approval process established by the State Board of Education,
providing that an annual appropriation is made for this purpose from State,
federal or private funds. Nothing in this Section shall preclude school
districts from applying for or accepting private funds to establish and
implement programs.
(c) The State Board of Education shall assist those districts and other eligible entities offering
early childhood parental training programs, upon request, in developing instructional
materials, training teachers and staff, and establishing appropriate time
allotments for each of the areas included in such instruction.
(d) School districts and other eligible entities may offer early childhood parental training courses during that
period of the day which is not part of the regular school day. Residents
of the community may enroll in such courses. The school board or other eligible entity may
establish fees and collect such charges as may be necessary for attendance
at such courses in an amount not to exceed the per capita cost of the
operation thereof, except that the board or other eligible entity may waive all or part of such
charges if it determines that the parent is indigent or that the
educational needs of the parent require his or her attendance at such courses.
(e) Parents who participate in early childhood parental training
programs under this Section may be eligible for reasonable reimbursement
of any incidental transportation and child care expenses from the school
district receiving funds pursuant to this Section.
(f) Districts and other eligible entities receiving
grants pursuant to this Section shall
coordinate programs created under this
Section with other preschool educational programs, including "at‑risk"
preschool programs, special and vocational education, and related
services provided by other governmental agencies and not‑for‑profit agencies.
(g) The State Board of Education shall report to the General Assembly
by July 1, 1991, on the results of the programs funded pursuant to this
Section and whether a need continues
for such programs.
(h) After July 1, 2006, any parental training services funded pursuant to this Section on the effective date of this amendatory Act of the 94th General Assembly shall continue to be funded pursuant to this Section, subject to appropriation and the meeting of program standards. Any additional parental training services must be funded, subject to appropriation, through preschool education grants pursuant to subdivision (4) of subsection (a) of Section 2‑3.71 of this Code for families with children ages 3 to 5 and through prevention initiative grants pursuant to subsection (b) of Section 2‑3.89 of this Code for expecting families and those with children from birth to 3 years of age.
(Source: P.A. 94‑506, eff. 8‑8‑05.)
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(105 ILCS 5/2‑3.72) (from Ch. 122, par. 2‑3.72)
Sec. 2‑3.72.
Social group work demonstration projects.
The State Board of Education shall enter into contracts for the
establishment of 3 social group work demonstration projects in school
districts, one of which shall be
in a district that is subject to Article 34 of this Act. The
State Board of Education shall consider the need for a reduction in gang
crime activity in contracting with districts for the projects required by
this Section. The State Board of Education shall enter into such contracts
by January 1, 1986. The purpose of such projects shall be to reduce gang
crime activity by providing for alternative experiences for
students designed to teach them positive social skills and enhance their
ability to work in organizations. Activities of these projects may
include, but are not limited to,
leadership training, organizational and personal development, public
service projects, and other activities which are designed to fulfill the
purpose of this Section. The State Board of Education shall promulgate
necessary rules and regulations to implement this Section. All projects
required by this Section shall be approved by the State Board of Education,
provided that State or other funds are appropriated for this purpose.
(Source: P.A. 84‑1308.)
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(105 ILCS 5/2‑3.73) (from Ch. 122, par. 2‑3.73)
Sec. 2‑3.73.
Missing child program.
The State Board of Education shall
administer and implement a missing child program in accordance with the
provisions of this Section. Upon receipt of each periodic information
bulletin from the Department of State Police pursuant
to Section 6 of
the Intergovernmental Missing Child Recovery Act of 1984, the State Board
of Education shall promptly make copies of the same and mail one copy to
the school board of each school district in this State and to the principal
or chief administrative officer of each nonpublic elementary and
secondary school in this State. Upon receipt each school board shall
compare the names on the bulletin to the names of all students presently
enrolled in the schools of the district. If a school board or its designee
determines that a missing child is
attending one of the schools within the
school district, or if the principal or chief administrative officer of a
nonpublic school is notified by school personnel that a missing child is
attending that school, the school board or the principal or chief
administrative officer of the nonpublic school shall immediately give
notice of this fact to the State Board of Education, the Department of State
Police, and the law enforcement agency having jurisdiction in the area
where the missing child resides or attends school.
(Source: P.A. 91‑357, eff. 7‑29‑99.)
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(105 ILCS 5/2‑3.74) (from Ch. 122, par. 2‑3.74)
Sec. 2‑3.74.
Tax exempt foundations.
The State Board of Education
shall disseminate to all school boards and superintendents of schools
throughout the State information concerning the procedures governing the
creation of tax exempt foundations qualified to receive gifts, donations,
bequests and other contributions for the use and benefit of school districts
of the State.
(Source: P.A. 84‑1308.)
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(105 ILCS 5/2‑3.76) (from Ch. 122, par. 2‑3.76)
Sec. 2‑3.76.
The State Board of Education shall be the State agency
responsible for ensuring that educational services are provided to all
eligible children in Illinois. This shall enhance the ability of the State
Board to guarantee that an appropriate education is made available to each
eligible child regardless of which agency places a child or is responsible
for its care and custody. In order to fully implement this Section the
State Board shall have the authority to ensure that the educational
programs provided by the Department of Human Services and the Department of
Corrections, the educational
components of the residential schools operated by the Department of Human
Services, and the educational placements paid for
by the Department of Children and Family Services shall meet the standards of
programs that shall be provided to all eligible children.
(Source: P.A. 89‑507, eff. 7‑1‑97.)
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(105 ILCS 5/2‑3.77) (from Ch. 122, par. 2‑3.77)
Sec. 2‑3.77.
Temporary relocation expenses.
(a) The State Board of Education may distribute loan or grant
moneys
appropriated for temporary relocation expenses incurred by school districts
as a result of fires, earthquakes, tornados, or other natural or
man‑made disasters which destroy school
buildings, or as a result of the condemnation of a school building under
Section 3‑14.22. The State Board of Education shall by rule prescribe those
expenses which qualify as temporary relocation expenses and the manner of
determining and reporting the same, provided that such expenses shall be
deemed to include amounts reasonably required to be expended for the lease,
rental, and renovation of educational facilities and for additional
transportation and other expenses directly associated with the temporary
relocation and housing of the normal operations, activities, and affairs of
a school district.
(b) Except as provided in subsection (c), no moneys appropriated to
the State
Board of Education for purposes of distribution in accordance with the
provisions of this Section shall be distributed to any school district
unless the school board of such district, as an express condition of any
such distribution, agrees to levy the tax provided for by Section 17‑2.2c
at the maximum rate permitted thereunder and to pay to the State of
Illinois for deposit in the Temporary Relocation Expenses Revolving Grant
Fund (i) all proceeds of such
tax attributable to the first year and succeeding years for which the tax
is levied after moneys
appropriated for purposes of this Section have been distributed to the
school district, and (ii) all insurance proceeds which become payable to
the district under those provisions of any contract or policy of insurance
which provide reimbursement for or other coverage against loss with respect
to any temporary relocation expenses of the school district; provided, that
the aggregate of any tax and insurance proceeds paid by the school district
to the State pursuant to this Section shall not exceed in amount the moneys
distributed to the school district pursuant to this Section.
(c) The State Board of Education may, from appropriations made for this
purpose from the Temporary Relocation Expenses Revolving Grant Fund, make
grants that do not require repayment to school districts that qualify for
temporary relocation assistance under this Section to the extent that the
amount of temporary relocation expenses incurred by a district exceeds the
amount that the district is able to repay to the State through insurance
proceeds and the tax levy authorized in Section 17‑2.2c.
(d) The Temporary Relocation Expenses Revolving Grant Fund is hereby
established as a special fund within the State treasury. Appropriations and
amounts that school districts repay to the State under subsection (b) of this
Section shall be deposited into that Fund. If the balance in that Fund exceeds
$3,000,000, the excess shall be transferred into the General Revenue Fund.
(e) The State Board
of Education shall promulgate such rules and regulations, not inconsistent
with the provisions of this Section, as are necessary to provide for the
distribution of loan and grant moneys and for the
repayment of loan moneys
distributed pursuant to this Section.
(Source: P.A. 90‑464, eff. 8‑17‑97.)
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(105 ILCS 5/2‑3.78) (from Ch. 122, par. 2‑3.78)
Sec. 2‑3.78.
Rights of children with disabilities to
free appropriate
public education. The State Board of Education is encouraged to use free
access radio and television to inform the public of the right of all children
with disabilities to a free appropriate public
education under this Code
and the Education of the Handicapped Act, as amended.
(Source: P.A. 89‑397, eff. 8‑20‑95.)
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(105 ILCS 5/2‑3.79) (from Ch. 122, par. 2‑3.79)
Sec. 2‑3.79.
Pilot programs and special education services for preschool
children with disabilities from birth to age 3. The State Board of
Education may enter into contracts with public or not‑for‑profit private
organizations or agencies to establish model pilot programs which provide
services to children with disabilities from birth up to the age of 3 years.
Annual grants shall be awarded on a competitive basis pursuant to
established criteria provided that there is an annual appropriation for
this purpose. Public or not‑for‑profit private organizations or agencies
that are providing services to children with disabilities up to the age of 3
years prior to September 22, 1985 are eligible to receive grants awarded
pursuant to this Section.
Each pilot program shall include, but not be limited to: a process for
identification of infants with disabilities in the region;
community awareness
of the project and the services provided; an intervention system; methods
to assess and diagnose infants with disabilities; written
individual treatment
programs that include parental involvement; an interdisciplinary treatment
approach to include other agencies and not‑for‑profit organizations; and
a written evaluation submitted to the State Board of Education at the end
of the grant period.
An Interagency Coordination Council shall be established consisting of
a representative of the State Superintendent of Education who shall serve
as chairman, and one representative from the following departments appointed
by the respective directors or secretary: Children and Family Services, Public Health, Human
Services,
Public Aid, and the Division of Specialized Care for Children of the
University of Illinois. The council shall recommend criteria to the State
Board of Education for the awarding of grants pursuant to this Section and
shall assist in coordinating the services provided by agencies to the children
with disabilities described in this Section.
A report containing recommendations concerning all of the pilot programs
shall be submitted by the State Board of Education to the General Assembly
by January of 1989. The report which shall analyze the results
of the pilot programs funded under this Section and make recommendations
concerning existing and proposed programs shall include, but not be limited
to: recommendations for staff licensure and qualifications; the number of
children and families eligible for services statewide; the cost of serving
the children and their families; the types of services to be provided; and
designs for the most effective delivery systems of these services.
(Source: P.A. 89‑397, eff. 8‑20‑95; 89‑507, eff. 7‑1‑97.)
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(2) A State and nationally affiliated FFA (Future | ||
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(3) A mechanism for ensuring the involvement of all | ||
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(f) Nothing in this Section may prevent those secondary agricultural education programs that are in operation before the effective date of this amendatory Act of the 94th General Assembly and that do not have an active State and nationally affiliated FFA chapter from continuing to operate or from continuing to receive funding from the State Board of Education.
(Source: P.A. 94‑855, eff. 1‑1‑07.)
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(105 ILCS 5/2‑3.81) (from Ch. 122, par. 2‑3.81)
Sec. 2‑3.81.
Alternative education diplomas.
The State Board of
Education shall award diplomas to students who successfully complete
alternative education programs, including those programs which utilize
student learning objectives and goals, when such programs are approved by
the State Superintendent of Education and the organization providing the
alternative program does not have the authority to award secondary
education diplomas.
(Source: P.A. 84‑1383; 84‑1438.)
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(105 ILCS 5/2‑3.82) (from Ch. 122, par. 2‑3.82)
Sec. 2‑3.82.
Junior high school courses report.
The State Board of
Education shall conduct a study of courses offered in grades 7 and 8 of
the public schools in this State, categorizing them as required courses
and elective courses, and shall report its findings to the General Assembly
by May 1, 1987.
(Source: P.A. 84‑1334; 84‑1438.)
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(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 | ||
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(2) "Individual Education Plan" means a written | ||
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(3) "Individual Transition Plan" (ITP) means a | ||
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(4) "Developmental Disability" means a disability | ||
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(5) "Exceptional Characteristic" means any disabling | ||
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(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, | ||
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(2) Meetings to develop and modify, as needed, an | ||
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(3) The ITP meetings shall be co‑chaired by the | ||
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(4) At least 10 days prior to the ITP meeting, the | ||
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(5) Determinations with respect to individual | ||
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(e) (Blank).
(Source: P.A. 91‑96; eff. 7‑9‑99.)
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(105 ILCS 5/2‑3.84) (from Ch. 122, par. 2‑3.84)
Sec. 2‑3.84. In calculating the amount of State aid to be apportioned
to the various school districts in this State, the State Board of Education
shall incorporate and deduct the total aggregate adjustments to assessments
made by
the State Property Tax Appeal Board or Cook County Board of Appeals, as
reported pursuant to Section 16‑15 of the Property Tax Code or Section
129.1 of the Revenue Act of 1939 by the Department of Revenue, from the
equalized assessed valuation that is otherwise to be utilized in
the initial calculation.
From the total amount of general State aid to be provided to
districts, adjustments under this Section together with adjustments as a
result of recomputation under Section 2‑3.33 must not exceed $25
million, in the aggregate for all districts under both Sections combined,
of the general State aid appropriation in any fiscal year; if necessary,
amounts shall be prorated among districts. If it is necessary to prorate
claims under this paragraph, then that portion of each prorated claim that is
approved but not paid in the current fiscal year may be resubmitted as a
valid claim in the following fiscal year.
(Source: P.A. 93‑845, eff. 7‑30‑04.)
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(105 ILCS 5/2‑3.85) (from Ch. 122, par. 2‑3.85)
Sec. 2‑3.85.
Teen parent programs.
The State Board of Education shall
develop guidelines for educational programs in which teen parents may
enroll and participate in order to complete the requirements for graduation
and receipt of their high school diploma.
(Source: P.A. 85‑1209.)
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(105 ILCS 5/2‑3.86) (from Ch. 122, par. 2‑3.86)
Sec. 2‑3.86.
The State Board of Education may conduct
on‑site auditing at the classrooms of any school district for the purpose
of verifying attendance records.
(Source: P.A. 85‑1209.)
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(105 ILCS 5/2‑3.87) (from Ch. 122, par. 2‑3.87)
Sec. 2‑3.87.
Catalogue of reports.
The State Board of Education shall
prepare, publish and submit to the General Assembly and the Governor
annually, on or before the second Wednesday of January beginning in
calendar year 1989, a catalogue containing each report which the State
Board of Education was required to make during the preceding 12 month
period to the General Assembly or to the General Assembly and the Governor.
The catalogue shall be indexed, and with respect to each report in the
catalogue, the State Board of Education shall cite the specific statutory
provision or provisions which required such report to be made. The
requirement for submitting the catalogue to the General Assembly shall be
satisfied by filing copies of the catalogue with the Speaker, Minority
Leader and Clerk of the House of Representatives, with the President,
Minority Leader and Secretary of the Senate and with the Legislative
Council, and by filing such additional copies of the catalogue with the
State Government Report Distribution Center for the General Assembly in the
same manner as reports are required to be filed under paragraph (t) of
Section 7 of the State Library Act.
(Source: P.A. 85‑1209.)
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(105 ILCS 5/2‑3.88) (from Ch. 122, par. 2‑3.88)
Sec. 2‑3.88.
Community block home programs.
Upon the report and
recommendations of a committee appointed for that purpose by the State
Superintendent of Education, to:
(a) Develop a universal symbol for community block homes, to be used
State‑wide, which is not easily reproduced, which is easily visible from
the street when placed in a suggested window location and which can be
put in numerical sequence by the community block home program sponsor for
control purposes.
(b) Develop a model application form for designation as a community
block home which can be used by program sponsors to recruit program participants.
(c) In conjunction with the Department of State Police, provide
information to community block home program sponsors concerning obtaining
the assistance of local law enforcement agencies in screening applicants
for designation as a community block home.
(d) Develop a model community block home program which includes
suggested procedures to be followed by a block home resident in
assisting a child.
(e) Encourage continued monitoring and evaluation of
community block home programs by program sponsors.
(Source: P.A. 85‑1209.)
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(105 ILCS 5/2‑3.90) (from Ch. 122, par. 2‑3.90)
Sec. 2‑3.90.
The State Board of Education, after consultation with
private and public higher education institutions located in cities having
a population exceeding 500,000, shall study and make recommendations to the
General Assembly on ways to improve teacher training in the public school
system of such cities. The Board shall report its findings to the General
Assembly by January 1, 1990.
(Source: P.A. 85‑1418; 86‑1477.)
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(105 ILCS 5/2‑3.91) (from Ch. 122, par. 2‑3.91)
Sec. 2‑3.91.
The State Board of Education, after consultation
with the board of education or school districts organized under
Article 34 and other interested school boards, shall study and
develop an array of proposed incentive programs that may be
utilized by individual school districts to allow families to
apply for enrollment of their children in any attendance center
within the school district or subdistrict and have their children
admitted on a space available basis. The Board shall report its
recommendations to the General Assembly by January 1, 1990.
(Source: P.A. 85‑1440; 86‑1477.)
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(105 ILCS 5/2‑3.93) (from Ch. 122, par. 2‑3.93)
Sec. 2‑3.93.
Grants for drug‑free schools.
To enhance the prevention
and education measures offered in Illinois to assure a drug‑free society,
the State Board of Education shall award competitive grants from funds
appropriated for this purpose to school districts for the purpose of
developing drug‑free community planning and implementation strategies.
These strategies shall be aimed at making the schools and community
drug‑free through joint planning and learning efforts, and subsequent
action as delineated in the plan.
The State Board of Education shall also make grants available to
qualifying school districts for the staff development activities, software,
and curriculum materials and supplies related to implementation of quality
public school drug‑free schools programs.
The State Board of Education, in consultation with the Department of
Human Services, shall establish the
conditions and requirements for implementation of this program.
(Source: P.A. 89‑507, eff. 7‑1‑97.)
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(105 ILCS 5/2‑3.94) (from Ch. 122, par. 2‑3.94)
Sec. 2‑3.94.
Scientific Literacy.
In order to improve the mathematic,
technological and scientific literacy of Illinois students in grades K‑12
in public schools, the State Board of Education shall assure additional
personnel development opportunities and a specific curriculum focus in
this area, encouraging the provision of such services through a
public/private partnership approach whenever feasible. The State Board of
Education may enter into contracts and award grants to school
districts, the regional
educational service centers, the Illinois Mathematics and Science Academy,
Illinois colleges and universities, and other not‑for‑profit organizations
devoted to scientific literacy, to provide inservice staff development for
elementary and secondary teachers.
The State Board of Education may provide grants for colleges and
universities to review and revise the preservice curriculum in mathematics
and science in order to address an intensified focus on scientific literacy.
The State Board of Education shall provide competitive grants from funds
appropriated for this purpose to school districts, the Illinois Mathematics
and Science Academy, Illinois colleges and universities, and not‑for‑profit
organizations devoted to furthering the mission of scientific literacy, to
develop and pilot curriculum, instruction
and
assessment
in scientific literacy in order to improve student literacy levels in science and
mathematics.
Any programs or services funded by grants made under this Section may be
offered to private school teachers and private school students, provided public
schools have already been afforded adequate access to such programs and
services.
The State Board of Education shall establish criteria for implementation
of this program.
(Source: P.A. 88‑555, eff. 7‑27‑94; 89‑397, eff. 8‑20‑95.)
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(105 ILCS 5/2‑3.95) (from Ch. 122, par. 2‑3.95)
Sec. 2‑3.95.
Center on Scientific Literacy.
There is created within
the State Board of Education a Center on Scientific Literacy for the
purpose of providing technical assistance to school districts in the area
of science, mathematics and educational technology. The Center shall also
maintain an advisory committee comprised of representatives of the
scientific community to advise on the implementation of the program. The Center shall
coordinate and support the development of several alternative curriculum models
which focus on the learning needs of students by teaching analytical
thinking through concepts and problem‑solving skills. Appropriate
assessment instruments shall be developed for the alternative curriculum models.
(Source: P.A. 86‑822.)
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(105 ILCS 5/2‑3.96) (from Ch. 122, par. 2‑3.96)
Sec. 2‑3.96.
Waiver of school fees.
The State Board of Education
shall promulgate regulations governing waiver of school fees authorized in
Sections 10‑20.13 and 34‑21.6. Board regulations shall require that each
school district adopt written policies for the administration of the waiver
of school fees. Such policies shall include, but not be limited to:
standards for determination of eligibility, procedures for notice to
parents and procedures for resolving disputes regarding the administration
of the waiver of school fees.
(Source: P.A. 86‑195; 86‑1028.)
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(105 ILCS 5/2‑3.97) (from Ch. 122, par. 2‑3.97)
Sec. 2‑3.97.
Physical education reports.
To report to the General
Assembly and Governor on or before January 30th of every odd‑numbered year
the following information for the immediately preceding school year ending
on June 30: the general nature and manner of operation of the physical
education exemption programs conducted by school districts under Section
27‑6 for pupils in the public schools; a brief description of the policy
adopted by each school district participating in such programs; and the
number of pupils participating, with the grade and by school district, in
these programs offered by each such district.
(Source: P.A. 86‑320; 86‑1028.)
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(105 ILCS 5/2‑3.98) (from Ch. 122, par. 2‑3.98)
Sec. 2‑3.98.
Developmentally disabled transition program.
The State
Board of Education shall establish and implement, in conjunction with the
Department of Human Services, a pilot program for
the provision of transitional, educational services to persons with a
developmental disability 18 years of age or older who have completed public
school programs.
(Source: P.A. 88‑380; 89‑507, eff. 7‑1‑97.)
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(105 ILCS 5/2‑3.99) (from Ch. 122, par. 2‑3.99)
Sec. 2‑3.99.
Young parents program grants.
To award
grants to school districts for the development or maintenance of
educational programs with day care components for students who are parents.
The State Board of Education shall adopt application procedures for young
parents program grants and criteria for the awarding of such grants. Award
criteria shall include, but need not be limited to, the following factors:
(a) availability in the district's schools and communities of
professional, paraprofessional and other program staff with interest in and
ability to provide a young parents program;
(b) availability of space in a school building to accommodate the program;
(c) demonstration of support by administrative personnel and teaching staff
and collaboration with members of the local or
regional health agency;
(d) reasonable evidence of future stability of the program and its personnel;
(e) evidence of the need for a young parents program in the district and
the number of young parents to be served; and
(f) cost effectiveness of the program.
Grants shall be funded from appropriations to the State Board of
Education from funds made available for such purpose,
and the State Board of Education shall not be required to implement
the program provided for by this Section unless sufficient funds are
appropriated for that specific purpose by the General Assembly.
No more than 10
grants shall be awarded per
year; the amount of each grant shall not exceed 50% of the young parents
program's costs. Each grant recipient shall comply with rules promulgated
by the State Board of Education in order to account for funds awarded
pursuant to this Section.
Day care centers operated pursuant to this Section may also accept
for care the children of persons employed at the location housing the
center, however student parents have first priority for day care placement. A
school district receiving a young parents program grant may
permit students in a day care center to earn academic credit for such work.
The State Board of Education shall report to the General Assembly by
January 1 of each year the number and use of young parents program grants
awarded during the preceding year.
(Source: P.A. 86‑986; 86‑1028.)
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(105 ILCS 5/2‑3.100) (from Ch. 122, par. 2‑3.100)
Sec. 2‑3.100.
The State Board of Education shall develop procedures for
determining and certifying that all school districts in this State
maintaining any of grades 9 through 12 are offering the courses required to
permit students who enter 9th grade during the 1989‑90 school year, and who
take the courses made available to them at appropriate times by the school
districts in which they are enrolled students during that and the
succeeding 3 school years, to satisfy the statewide minimum admission
requirements and standards for public colleges and universities. The State
Board of Education shall certify in writing to the Board of Higher
Education by January 1992 whether all school districts in this State
maintaining any of grades 9 through 12 have offered the required courses as
provided in law.
(Source: P.A. 86‑986; 86‑1028.)
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(105 ILCS 5/2‑3.101) (from Ch. 122, par. 2‑3.101)
Sec. 2‑3.101.
Adult education.
All funding for services provided
under the federal and State Adult Education Acts shall be open
for direct
funding
access to public and private nonprofit agencies. The
State Board of Education
or the Illinois Community College Board, pursuant to the transfer of the
State
Board of
Education's powers and duties under Section 1‑4 of the Adult Education Act,
shall establish a general competitive selection process and evaluate adult
education programs based upon federal rules and regulations under the
federal Adult Education Act.
(Source: P.A. 91‑830, eff. 7‑1‑00.)
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(105 ILCS 5/2‑3.102) (from Ch. 122, par. 2‑3.102)
Sec. 2‑3.102.
Posted Notice of Meetings and Workshops.
Beginning January 1, 1992, the State Board of Education shall post or
cause to be posted monthly in each public school building in this State a
list of upcoming meetings and workshops conducted or sponsored by the State
Board of Education.
(Source: P.A. 87‑227; 87‑895.)
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(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.
A survey form shall be developed and furnished by the State Board of
Education to each school district within 30 days after the commencement of
the school year covered by the survey, and each school district shall
complete and return the survey form to the State Board of Education within
the succeeding 30 day period.
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 survey forms completed and returned 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 form 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 | ||
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(A) whether the district has a salary schedule, | ||
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(B) when each such salary schedule or policy of | ||
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(C) whether there is a negotiated agreement | ||
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(D) whether the district's salary program, | ||
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(E) whether school board paid or tax sheltered | ||
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(F) whether the school district provides | ||
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(G) for each dental, disability, | ||
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In addition, each school district shall attach to the completed
survey form which it returns to the State Board of Education 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. 87‑547; 87‑895.)
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(105 ILCS 5/2‑3.104) (from Ch. 122, par. 2‑3.104)
Sec. 2‑3.104.
State mandate reports.
The State Board of Education shall
prepare an annual report listing all State mandates applicable to the
common schools during the school year covered by the report, excluding only
those mandates that relate to school elections. The annual report shall
set forth for each listed mandate the date or approximate date that the
mandate became effective and the cost of implementing that mandate during
the school year covered by the report; provided that if the mandate has not
been in effect for the entire school year covered by the report, the
estimated annual cost of implementing that mandate shall be set forth in
that report, and provided that if the mandate exists because of a federal
law, rule or regulation, the report shall note that fact. The State Board
of Education shall highlight on each annual
report each mandate listed thereon that first became effective and
applicable to the common schools during the school year covered by the current
annual report. Each annual report prepared by the State Board of
Education shall be filed by the State Board of Education with the General
Assembly on or before March 1 of the calendar year, beginning with calendar
year 1992, and shall cover the school year ending during the calendar year
immediately preceding the calendar year in which the annual report is
required to be filed.
(Source: P.A. 87‑632; 87‑895.)
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(105 ILCS 5/2‑3.105) (from Ch. 122, par. 2‑3.105)
Sec. 2‑3.105.
Services to educational service regions and school districts.
Commencing July 1, 1994 and thereafter, the State Board of Education through
the office of the State Superintendent of Education shall have and exercise, in
and with respect to 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 rights, powers, duties and
responsibilities theretofore vested in and exercised and performed by the
regional superintendent of schools in that educational service region under the
provisions of this Act or any other law of this State.
(Source: P.A. 87‑654; 87‑895; 87‑1251.)
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(105 ILCS 5/2‑3.105a)
Sec. 2‑3.105a.
(Repealed).
(Source: P.A. 89‑397, eff. 8‑20‑95. Repealed by P.A. 91‑46, eff. 6‑30‑99.)
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(105 ILCS 5/2‑3.106) (from Ch. 122, par. 2‑3.106)
Sec. 2‑3.106.
State Urban Education Partnership Grants.
From State moneys
appropriated specifically for purposes of this Section, the State Board of
Education shall award State Urban Education Partnership Grants to
qualifying attendance centers within school districts that meet
the criteria specified in subparagraph (A) or subparagraph (B) below:
(A) The number of students enrolled in the public | ||
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(B) The school district receives not less than | ||
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State Urban Education Partnership Grants awarded under this Section shall
be used for the planning, development, operation or expansion of programs,
projects and activities that are designed to carry out programs that
improve student achievement or the quality of education for students and
that are comparable or similar in nature to targeted assistance programs
for which discretionary federal grant funds are allocated under Chapter 2
of Title I of the federal Elementary and Secondary Education Act of
1965; provided, that in evaluating applications and awarding State Urban
Education Partnership Grants under this Section, priority consideration and
preference shall be given to grant applications that propose to carry out
effective school programs that are developed and designed to increase the
academic achievement levels of students in large and small urban communities
through collaborative efforts or partnerships between the attendance center
applying for the grant and at least one parent or community group, social
service agency, public sector business entity or institution of higher
education. Indicators of such effective school programs shall include but
not be limited to components designed to improve student attendance at
school and in class, increase student homework output and quality,
increase student time on the task of acquiring basic and higher order
skills, improve teacher‑given classroom grades, improve State and national
standardized test scores and assessment results, improve community
involvement in the development and implementation of effective school
programs, and improve parent involvement to foster a positive home
environment, meaningful parent‑child communication in matters of educational
performance and progress, and increased parent participation in home
learning activities, school volunteer activities and school governance.
The State Board of Education shall adopt rules and regulations governing
the procedure and requirements applicable to grant applications submitted
under this Section. The period during which grants may be awarded to an
attendance center under this Section shall not exceed 3 consecutive school
years; provided that before approving continuation of a grant for a new
school year, the State Board of Education shall review and evaluate a
report which the attendance center shall file with respect to its use of
grant funds in carrying out grant programs during the preceding school year.
Grants shall be awarded to attendance centers under this Section on a
competitive basis, and the State Board of Education shall establish
standards, consistent with the provisions of this Section, by which to
evaluate grant applications and programs submitted and proposed hereunder.
It is the purpose and intent of this Section to establish a State grant
program that parallels and supplements, but that operates independently of
federal grant programs that allocate funds for targeted assistance under
Chapter 2 of Title I of the federal Elementary and Secondary Education Act
of 1965.
(Source: P.A. 91‑357, eff. 7‑29‑99.)
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(105 ILCS 5/2‑3.107)
Sec. 2‑3.107.
Test administration ethics.
The State Board of
Education shall develop a code of ethics for test administration and shall
provide assistance to school districts upon request in the implementation
of the code. The code of ethics shall at least include a procedure to be
followed and safeguards to be observed in the administration of tests.
(Source: P.A. 87‑1039; 88‑45; 88‑670, eff. 12‑2‑94.)
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(105 ILCS 5/2‑3.108)
Sec. 2‑3.108.
Volunteer service credit program.
The State Board of
Education shall offer guidance and assistance to any school district that
chooses to establish a volunteer service credit program under Section 27‑22.3.
(Source: P.A. 87‑1082; 88‑45.)
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(105 ILCS 5/2‑3.109)
Sec. 2‑3.109.
Service region as local education agency.
The State Board shall
define local education agency to include an otherwise qualified educational
service region when determining eligibility for any grant, loan, program
authorization or other assistance provided to local education agencies by the
State Board.
(Source: P.A. 87‑1124; 88‑45.)
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(105 ILCS 5/2‑3.109a)
Sec. 2‑3.109a.
Laboratory schools grant eligibility.
A laboratory school
as defined in Section 18‑8 may apply for and be eligible to receive, subject to
the same restrictions applicable to school districts, any grant administered by
the State Board of Education that is available for school districts.
(Source: P.A. 90‑566, eff. 1‑2‑98.)
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(105 ILCS 5/2‑3.109b)
Sec. 2‑3.109b.
Vocational center grant eligibility.
An area
vocational center, as designated by the State Board of Education, may
apply for and be eligible to receive any school maintenance grant, federal
or State technology grant, or other competitive grant administered by the
State Board of Education that is available for school districts, subject to
the same restrictions applicable to school districts.
(Source: P.A. 92‑56, eff. 7‑12‑01.)
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(105 ILCS 5/2‑3.110)
Sec. 2‑3.110.
Unit of instruction reports.
The State Board of Education
shall, for both the 1993‑94 and 1994‑95 school years, conduct a statistical,
random sample of school districts in every educational service region that will
enable it to determine the manner in which the Holocaust, Black History, and
History of Women unit of instruction studies required by Sections 27‑20.3,
27‑20.4, and 27‑20.5 are being implemented in the common schools. The State
Board of Education shall file with the General Assembly a report of its
findings for each school year with respect to which the statistical, random
sample is required to be conducted under this Section not later than October 15
of the calendar year in which that school year ends. The report shall include,
for each of the 3 unit of instruction categories, the findings of the State
Board of Education with respect to the average amount of instruction time
qualifying as a unit of instruction and the curricula and grades in which that
instruction is being offered.
(Source: P.A. 88‑118.)
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(105 ILCS 5/2‑3.111)
Sec. 2‑3.111.
Racial reports.
Beginning July 1, 1994,
all forms used by the State Board of Education to collect information within
racial categories and all reports used to present information within racial
categories shall include a "Multiracial" category, if such information is
collected and reported for State or local purposes only.
(Source: P.A. 88‑71; 88‑670, eff. 12‑2‑94.)
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(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 | ||
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(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 | ||
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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.)
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(105 ILCS 5/2‑3.113)
Sec. 2‑3.113.
School to Work Teaching and Training Institute.
(a) The General Assembly recognizes the need to train and retrain certified
educators for the school to work transition programs, especially those involved
with work based learning. Certified teachers will require assistance in
teaming with worksite mentors/meisters in order to integrate academic
vocational, technical, and work site learning.
Additionally, members of business, labor, and industry must partner with the
educational community. Those individuals will require mentor/meister training
and assistance with methodology.
Currently, there is no way to train certified educators and work site
mentors/meisters who work with the certified educators. A new set of teaching
and training skills must be in place to assure that students acquire academic
and technical competencies in the work based components of school to work
programs. The General Assembly hereby finds and declares that it is in the best
interests of the people of the State of Illinois that a School to Work Teaching
and Training Institute be created and maintained by the State's public school
system in order to provide an adequate supply of trained and skilled
individuals that will ensure a competitive workforce. It is the intent of the
General Assembly that a State program for school to work teaching and training
preparation shall be established to prepare personnel from education, business,
labor, and industry to implement school to work programs. This institute shall
be readily available to all school districts and partners in school to work
programs which may, at their option, include school to work transition programs
as part of the curriculum of that district.
(b) The Illinois Human Resource Investment Council shall assume
responsibility for the overseeing and monitoring of the State program adopted
under this Section throughout the public school system as well as the
articulation of the State program to the requirements and mandates of federally
assisted education.
(Source: P.A. 89‑435, eff. 6‑1‑96; 89‑626, eff. 8‑9‑96.)
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(105 ILCS 5/2‑3.114)
Sec. 2‑3.114.
Federal Goals 2000 funds.
Notwithstanding any other law to
the contrary, the State Board of Education shall not accept or expend any
federal funds provided for participation in the federal Goals 2000 or
outcome‑based education programs established under the Goals 2000: Educate
America Act,
except in those cases in which the State Board of Education acts
as a flow‑through agency for the direct release to school districts of grant
funds and awards provided under the federal Goals 2000 program. In those cases
in which the State Board of Education functions as a flow‑through agency for
the direct release to school districts of grants or awards under the federal
Goals 2000 program, the State Board of Education is authorized to retain, for
its administrative expenses directly related to its services as the
flow through agency, up to but not more than 1% of the aggregate Goals 2000
program funds that flow
through the State Board of Education for direct release to school districts.
No school district, attendance center, school board, local school council, or
other school administrator may use or authorize or require the use of any
funds, grants, or awards received under this Section for purposes of providing
outcome‑based education, school‑based health clinics, or
any other health or
social service, nor may the State Board of Education or any other local
educational agency use or authorize or require any such funds, grants, or
awards to be used for any such purpose.
(Source: P.A. 91‑357, eff. 7‑29‑99.)
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(105 ILCS 5/2‑3.115)
Sec. 2‑3.115.
Tech Prep Programs.
(a) Programs of academic credit. The State Superintendent of
Education is encouraged
to
establish a program of academic credit for Tech Prep work based learning for
secondary school students with an
interest in
pursuing such career training. The program may be instituted by any school
district seeking to provide its secondary school students with an opportunity
to
participate in Tech Prep work based learning programs.
(b) Partnership for Careers grants. The State Board of Education may make
grants, subject to appropriations for such purpose, to school districts to be
used for Tech Prep Partnership for Careers programs. School districts must
submit joint applications for the grants along with one or more companies who
commit to (i) make off‑campus, privately owned facilities available for the use
of the program, (ii) provide significant financial contributions to the program
in order to supplement State grants, and (iii) provide career opportunities for
students who successfully complete the program training. The State Board of
Education may use a portion of the funds appropriated for the program to
promote its availability and successes with school districts, businesses, and
communities.
(Source: P.A. 90‑649, eff. 7‑24‑98.)
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(105 ILCS 5/2‑3.116)
Sec. 2‑3.116.
Electronic transfer of funds to school districts, regional
offices of education, and other
providers. The State Board of Education shall,
in consultation with the regional superintendents of schools and
with the advice and
approval of the Comptroller, adopt and implement rules establishing a system
for the
electronic transfer of funds to school districts, regional offices of
education, and other providers entitled
to payment under programs administered by the State Board of Education.
Beginning July 1, 2002, all payments for school districts, regional offices
of education, and other
providers
entitled to
payment under programs administered by the State Board of Education must be
disbursed by the Comptroller through electronic funds transfer, except as the
State
Board of Education otherwise directs.
If a school district entitled to payment wishes an electronic payment to be
made to the district's regional office of education on the district's behalf,
the school board, with
the approval of the regional office of education, must provide a resolution to
the State Board of Education directing that the electronic deposit be made into
the account of the regional office of education.
(Source: P.A. 92‑121, eff. 7‑20‑01.)
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(105 ILCS 5/2‑3.117)
Sec. 2‑3.117.
School Technology Program.
(a) The State Board of Education is authorized to provide technology‑based
learning resources, including matching grants, to school districts to improve
educational opportunities and student achievement throughout the State. School
districts may use grants for technology‑related investments, including
computer hardware, software, optical media networks, and related wiring, to
educate staff to use that equipment in a learning context, and for other items
defined under rules adopted by the State Board of Education.
(b) The State Board of Education is authorized, to the extent funds are
available, to establish a statewide support system for information,
professional development, technical assistance, network design consultation,
leadership, technology planning consultation, and information exchange; to
expand school district connectivity; and to increase the quantity and quality
of student and educator access to on‑line resources, experts, and
communications avenues from moneys appropriated for the purposes of this
Section.
(b‑5) The State Board of Education may enter into intergovernmental
contracts or agreements with other State agencies, public community colleges,
public libraries, public and private colleges and universities, museums on
public land, and other public
agencies in the areas of technology, telecommunications, and information
access, under such terms as the parties may agree, provided that those
contracts and agreements are in compliance with the Department of Central
Management Services' mandate to provide telecommunications services to all
State agencies.
(c) The State Board of Education shall adopt all rules necessary for the
administration of the School Technology Program, including but not limited to
rules defining the technology‑related investments that qualify for funding, the
content of grant applications and reports, and the requirements for the local
match.
(d) The State Board of Education may establish by rule provisions
to waive the local matching requirement for school districts determined unable
to finance the local match.
(Source: P.A. 89‑21, eff. 7‑1‑95; 90‑388, eff. 8‑15‑97; 90‑566, eff. 1‑2‑98.)
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(105 ILCS 5/2‑3.117a)
Sec. 2‑3.117a.
School Technology Revolving Loan Program.
(a) The State
Board of Education is authorized to administer a School Technology Revolving
Loan Program from funds appropriated from the School Technology Revolving Loan
Fund for the purpose of making the financing of school technology hardware
improvements affordable
and making the integration of technology in the classroom possible. School
technology loans shall be made available to
public school districts, charter schools, area vocational centers, and
laboratory schools to purchase technology hardware for eligible grade
levels on a 2‑year rotating basis: grades 9 through 12 in fiscal year 2004
and each second year thereafter and grades K through 8 in fiscal year
2005 and each second year thereafter.
The State Board of Education shall determine the interest rate the loans
shall bear which shall not be greater than 50% of the rate for the most recent
date shown in the 20 G.O. Bonds Index of average municipal bond yields as
published in the most recent edition of The Bond
Buyer, published in New York, New York. The repayment period for School
Technology Revolving Loans shall not exceed 3 years. Participants shall use at least 90% of the loan proceeds for technology
hardware
investments for
students and staff (including computer hardware, technology networks,
related
wiring, and other items as defined in rules adopted by the State Board of
Education) and up to 10% of the loan proceeds for computer furniture. No
participant whose equalized assessed valuation per pupil in
average daily attendance is at the 99th percentile and above for all districts
of the same type shall be eligible to receive a School Technology Revolving
Loan under the provisions of this Section for that year.
The State Board of Education shall have the authority to adopt all rules
necessary for the implementation and administration of the School Technology
Revolving Loan Program, including, but not limited to, rules defining
application procedures, prescribing a maximum amount per pupil that may be
requested annually by districts, requiring appropriate local commitments for
technology investments, prescribing a mechanism for disbursing
loan funds in the event requests exceed available funds, specifying
collateral, and prescribing
actions necessary to protect the State's
interest in the event of default, foreclosure, or noncompliance with the terms
and conditions of the loans.
(b) There is created in the State treasury the School Technology Revolving
Loan Fund. The State Board shall have the authority to make expenditures from
the Fund pursuant to appropriations made for the purposes of this Section.
There shall be deposited into the Fund such amounts, including but not limited
to:
(1) Transfers from the School Infrastructure Fund;
(2) All receipts, including principal and interest | ||
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(3) All proceeds of assets of whatever nature | ||
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(4) Any appropriations, grants, or gifts made to the | ||
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(5) Any income received from interest on investments | ||
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(Source: P.A. 93‑368, eff. 7‑24‑03.)
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(105 ILCS 5/2‑3.118)
Sec. 2‑3.118.
Technology utilization.
The State Superintendent of
Education shall, from funds appropriated for that purpose, provide assistance
to public schools for the implementation or improved utilization of
technology, such as support for the development of communication networks and
infrastructure, efforts to promote the use of technology in the classroom, and
the initiation of technology leadership and capacity‑building activities.
Assistance may include the provision of staff development resources, curriculum
planning and implementation resources, the establishment of demonstration
sites, and the integration of technology into school improvement activities.
(Source: P.A. 89‑397, eff. 8‑20‑95.)
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(105 ILCS 5/2‑3.119)
Sec. 2‑3.119.
(Repealed).
(Source: P.A. 89‑610, eff. 8‑6‑96. Repealed by P.A. 89‑698, eff. 1‑14‑97.)
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(105 ILCS 5/2‑3.122)
Sec. 2‑3.122.
Dissection alternatives.
The State Board of Education shall
make available to school districts sources of information concerning
alternatives to the dissection of animals. Such information may include, but
need not be limited to, names, addresses, and contact personnel of
organizations that offer free instructional and teaching materials as
alternatives to dissection.
(Source: P.A. 90‑566, eff. 1‑2‑98.)
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(105 ILCS 5/2‑3.124)
Sec. 2‑3.124.
Liability coverage for certificated school employees.
Beginning with the 1998‑99 school year, the
State Board of Education shall provide or arrange to have provided for each
certificated person who receives a salary or wages in exchange for performing
educational employment activities on behalf of a school board, board of
trustees, joint agreement program board, cooperative program board, or similar
governing body of a public elementary or secondary educational unit in Illinois
educators liability coverage in amounts no less than: (1) $1,000,000 per
person
per occurrence, not to include any civil rights issue or claims; (2) $250,000
per person per occurrence for any civil rights issue or claims and not to
include
any other claims; and (3) $3,000,000 per occurrence aggregate for all claims.
The coverage provided by the State Board shall also include:
(1) reimbursement of attorney fees for defense of a criminal proceeding in an
amount not less than $35,000 per proceeding; (2) bail bond coverage of not less
than $1,000 per bond; and (3)
assault‑related personal property damage coverage of
not less than $250 per incident.
The liability coverage required by this Section shall be provided at no cost
to the covered persons accepting such coverage.
The State Board shall adopt such rules and regulations as are necessary to
implement the provisions of this Section.
(Source: P.A. 90‑548, eff. 1‑1‑98.)
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(105 ILCS 5/2‑3.125)
Sec. 2‑3.125.
Arts and humanities organizations and
cultural institutions. The State Board of Education is authorized to reimburse
not‑for‑profit arts and humanities organizations and cultural institutions of
Illinois, including but not limited to, museums and theater or dance companies,
for the costs of providing educational programs to public elementary and
secondary school students.
(Source: P.A. 90‑361, eff. 1‑1‑98; 90‑655, eff. 7‑30‑98.)
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(105 ILCS 5/2‑3.128)
Sec. 2‑3.128.
Job training program; prohibition.
The State
Board of Education shall not require a school district or a student of any
district to participate in any school‑to‑work or job training program.
(Source: P.A. 91‑175, eff. 1‑1‑00; 92‑16, eff. 6‑28‑01.)
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(105 ILCS 5/2‑3.130)
Sec. 2‑3.130.
Time out and physical restraint rules.
The
State Board of Education shall promulgate rules governing the use of time out
and physical restraint in the public schools. The rules shall include
provisions governing recordkeeping that is required when physical restraint or
more restrictive forms of time out are used.
(Source: P.A. 91‑600, eff. 8‑14‑99; 92‑16, eff. 6‑28‑01.)
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(105 ILCS 5/2‑3.135)
(Section scheduled to be repealed on August 31, 2007) 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 3 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 | ||
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(3) purchase and distribute laptop computers and | ||
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(4) enter into contracts as necessary to implement | ||
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(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 | ||
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(2) the purchase of other equipment, including | ||
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(3) the hiring of technical support staff for school | ||
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(4) the purchase of technology‑based learning | ||
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The State Board may not allocate more than $10 million 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 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 | ||
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(2) whether the district or school has the following | ||
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(A) documented teacher shortages in critical | ||
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(B) limited access to advanced placement
courses;
(C) low rates of satisfactory performance on | ||
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(D) high dropout rates;
(3) the district's or school's readiness to | ||
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(4) the possibility of obtaining a trained technology | ||
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(5) the methods the district or school will use to | ||
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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 | ||
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(5) any other individual the school board finds | ||
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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 | ||
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(2) if applicable, a comparison of student progress | ||
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(3) any elements of the pilot project that contribute | ||
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(4) any cost savings and improved efficiency relating | ||
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(5) any effect on student dropout and attendance | ||
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(6) any effect on student enrollment in higher | ||
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(7) any effect on teacher performance and retention;
(8) any improvement in communications among students, | ||
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(9) any improvement in parental involvement in the | ||
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(10) any effect on community involvement and support | ||
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(11) any increased student proficiency in | ||
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(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 3‑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, 2007.
(Source: P.A. 93‑901, eff. 8‑10‑04; 93‑904, eff. 8‑10‑04.) |
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(2) publicly identifies those schools that have | ||
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(3) allows recognized schools to share best practices | ||
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(Source: P.A. 94‑190, eff. 7‑12‑05.) (Text of Section from P.A. 94‑199)
Sec. 2‑3.137. 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 | ||
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(2) setting school goals for nutrition education and | ||
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(3) establishing community participation in creating | ||
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(4) creating a plan for measuring implementation of | ||
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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 | ||
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(2) One member representing the Department of Public | ||
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(3) One member representing the Department of Human | ||
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(4) One member of an organization representing the | ||
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(5) One member of an organization representing the | ||
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(6) One member of an organization representing the | ||
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(7) One member of an organization representing the | ||
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(8) One member of an organization representing the | ||
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(9) One member of an organization representing the | ||
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(10) One member of an organization representing the | ||
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(11) One member of an organization representing the | ||
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(12) One member of an organization that has an | ||
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(13) One member of an organization that has an | ||
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(14) One member of an organization that has an | ||
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(15) One member of an organization that has an | ||
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(16) One member of an organization that has an | ||
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(17) One member of an organization that has an | ||
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(18) One member of an organization that campaigns | ||
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(19) One at‑large member with a doctorate in | ||
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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.) (Text of Section from P.A. 94‑225)
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.
(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 | ||
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(2) The State Superintendent of Education or his or | ||
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(3) A person appointed by the State Board of | ||
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(4) A person appointed by an organization | ||
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(5) A person appointed by an organization | ||
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(6) A person appointed by an organization | ||
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(7) A person appointed by an organization | ||
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(8) A person appointed by an organization | ||
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||
(9) A person appointed by an organization | ||
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(10) A person appointed by an organization | ||
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(11) A person appointed by an organization that | ||
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(12) A person appointed by an organization | ||
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(13) A person appointed by the State Fire Marshal | ||
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(14) A person appointed by an organization | ||
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(15) The Director of Public Health or his or her | ||
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(16) A person appointed by an organization | ||
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(17) A person appointed by an organization | ||
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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. 94‑225, eff. 7‑14‑05.) (Text of Section from P.A. 94‑507) (Section scheduled to be repealed on December 31, 2010) Sec. 2‑3.137. 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 | ||
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||
(3) enter into contracts as necessary to implement | ||
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||
(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 | ||
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(A) low rates of satisfactory performance on | ||
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||
(B) high rates of low‑income students, limited | ||
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||
(C) low student attendance rates; and
(2) the methods the district or school will use to | ||
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||
(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 | ||
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||
(5) any other individual the school board finds | ||
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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 | ||
|
||
(2) if applicable, a comparison of student progress | ||
|
||
(3) any elements of the pilot project that contribute | ||
|
||
(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, | ||
|
||
(9) any improvement in parental involvement in the | ||
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||
(10) any effect on community involvement and support | ||
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(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.) |
(105 ILCS 5/2‑3.140)
Sec. 2‑3.140.
Child abduction prevention instruction.
The State Board of
Education,
in coordination with the Department of State Police, shall develop child
abduction
prevention instruction for inclusion in elementary and secondary school
curricula
throughout the State. The State Board of Education and the Department of State
Police
shall encourage the inclusion of the child abduction prevention instruction in
private
elementary and secondary school curricula throughout the State.
(Source: P.A. 93‑310, eff. 7‑23‑03.)
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