2023 Illinois Compiled Statutes › Chapter 105 - SCHOOLS › 105 ILCS 5/ - School Code. › Article 2 - State Board of Education - Powers and Duties

(105 ILCS 5/Art. 2 heading)
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.)
(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.)
(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.)
(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.)
(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.)
(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.)
(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		(Repealed).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.)
(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.)
(105 ILCS 5/2-3.6) (from Ch. 122, par. 2-3.6)
Sec. 2-3.6. Rules and policies. To make rules, in accordance with the Illinois Administrative Procedure Act, that are
necessary to carry into efficient and uniform effect all
laws for establishing and maintaining free schools in the State. The State Board of Education may not adopt any rule or policy that alters the intent of the authorizing law or that supersedes federal or State law. The Board may not make policies affecting school districts that have the effect of rules without following the procedures of the Illinois Administrative Procedure Act.
(Source: P.A. 93-1036, eff. 9-14-04.)
(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.)
(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.)
(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.)
(105 ILCS 5/2-3.9) (from Ch. 122, par. 2-3.9)
Sec. 2-3.9. Grant and suspend teachers' licenses. Subject to the provisions of Article 21B, to grant licenses to such
teachers as may be found qualified to receive them and to suspend the
operation of any State license for immorality or other unprofessional
conduct.
(Source: P.A. 102-894, eff. 5-20-22.)
(105 ILCS 5/2-3.10)
Sec. 2-3.10. (Repealed).
(Source: P.A. 81-1508. Repealed by P.A. 103-175, eff. 6-30-23.)
(105 ILCS 5/2-3.11)
Sec. 2-3.11. (Repealed).
(Source: P.A. 96-734, eff. 8-25-09. Repealed by P.A. 102-539, eff. 8-20-21.)
(105 ILCS 5/2-3.11b)
Sec. 2-3.11b. (Repealed).
(Source: P.A. 84-1419. Repealed by P.A. 94-875, eff. 7-1-06.)
(105 ILCS 5/2-3.11c)
Sec. 2-3.11c. Teacher supply and demand report. Through January 1, 2009, 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. After the report due on January 1, 2009 is submitted, future reports shall be submitted once every 3 years, with the first report being submitted on or before January 1, 2012.  The report shall contain the following
information:
(1) the relative supply and demand for teachers,     administrators, and other certificated and non-certificated personnel by field, content area, and levels;
(2) State and regional analyses of fields, content     areas, and levels with an over-supply or under-supply of educators; and
(3) projections of likely high demand and low demand     for educators, in a manner sufficient to advise the public, individuals, and institutions regarding career opportunities in education.
(Source: P.A. 96-734, eff. 8-25-09; 97-256, eff. 1-1-12.)
(105 ILCS 5/2-3.11d)
Sec. 2-3.11d. Data on tests required for teacher preparation and licensure. To collect and maintain all of the following data for each institution of higher education engaged in teacher preparation in this State:
(1) (Blank).
(2) (Blank).
(3) The total number of content area tests attempted     under Section 21B-30 of this Code.
(4) The total number of content area tests passed     under Section 21B-30 of this Code.The data regarding content-area tests shall be reported in sum, rather than by separately listing each content area, 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 October 1, 2012 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. 102-894, eff. 5-20-22.)
(105 ILCS 5/2-3.12) (from Ch. 122, par. 2-3.12)
Sec. 2-3.12. School building code.
(a) To prepare for school boards with the
advice of the Department of Public Health, the Capital Development Board, and
the State Fire Marshal a school building code that will conserve the health and
safety and general welfare of the pupils and school personnel and others who
use public school facilities.
(b) Within 2 years after September 23, 1983,
and every 10 years thereafter, or at such other times as the State Board of
Education deems necessary or the regional superintendent so orders, each school
board subject to the provisions of this Section shall again survey its school
buildings and effectuate any recommendations in accordance with the procedures
set forth herein.
(1) An architect or engineer licensed in the State of     Illinois is required to conduct the surveys under the provisions of this Section and shall make a report of the findings of the survey titled "safety survey report" to the school board.
(2)  The school board shall approve the safety survey     report, including any recommendations to effectuate compliance with the code, and submit it to the Regional Superintendent.
(3)  The Regional Superintendent shall render a     decision regarding approval or denial and submit the safety survey report to the State Superintendent of Education.
(4)  The State Superintendent of Education shall     approve or deny the report including recommendations to effectuate compliance with the code and, if approved, issue a certificate of approval.
(5) Upon receipt of the certificate of approval, the     Regional Superintendent shall issue an order to effect any approved recommendations included in the report. The report shall meet all of the following requirements:
(A)  Items in the report shall be prioritized.
(B)  Urgent items shall be considered as those         items related to life safety problems that present an immediate hazard to the safety of students.
(C)  Required items shall be considered as those         items that are necessary for a safe environment but present less of an immediate hazard to the safety of students.
(D)  Urgent and required items shall reference a         specific rule in the code authorized by this Section that is currently being violated or will be violated within the next 12 months if the violation is not remedied.
(6)  The school board of each district so surveyed     and receiving a report of needed recommendations to be made to maintain standards of safety and health of the pupils enrolled shall effectuate the correction of urgent items as soon as achievable to ensure the safety of the students, but in no case more than one year after the date of the State Superintendent of Education's approval of the recommendation.
(7) Required items shall be corrected in a timely     manner, but in no case more than 5 years from the date of the State Superintendent of Education's approval of the recommendation.
(8)  Once each year the school board shall submit a     report of progress on completion of any recommendations to effectuate compliance with the code.
(c) As soon as practicable, but not later than 2 years after January 1, 1993, the State Board of Education shall combine
the document known as "Efficient and Adequate Standards for the Construction of
Schools" with the document known as "Building Specifications for Health and
Safety in Public Schools" together with any modifications or additions that may
be deemed necessary.  The combined document shall be known as the "Health/Life
Safety Code for Public Schools" and shall be the governing code for all
facilities that house public school students or are otherwise used for public
school purposes, whether such facilities are permanent or temporary and
whether they are owned, leased, rented, or otherwise used by the district.
Facilities owned by a school district but that are not used to house public
school students or are not used for public school purposes shall be
governed by separate provisions within the code authorized by this Section.
(d) The 10 year survey cycle specified in this Section shall continue to
apply based upon the standards contained in the "Health/Life Safety Code
for Public Schools", which shall specify building standards for buildings that
are constructed prior to January 1, 1993 and
for buildings that are constructed after that date.
(e) The "Health/Life Safety Code for Public Schools" shall be the governing code
for public schools; however, the provisions of this Section shall not preclude
inspection of school premises and buildings pursuant to Section 9 of the Fire
Investigation Act, provided that the provisions of the "Health/Life Safety Code
for Public Schools", or such predecessor document authorized by this Section as
may be applicable are used, and provided that those inspections are coordinated
with the Regional Superintendent having jurisdiction over the public school
facility.
(e-5)  After the effective date of this amendatory Act of the 98th General Assembly, all new school building construction governed by the "Health/Life Safety Code for Public Schools" must include in its design and construction a storm shelter that meets the minimum requirements of the ICC/NSSA Standard for the Design and Construction of Storm Shelters (ICC-500), published jointly by the International Code Council and the National Storm Shelter Association. Nothing in this subsection (e-5) precludes the design engineers, architects, or school district from applying a higher life safety standard than the ICC-500 for storm shelters.
(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 (now repealed) of this Code.
(Source: P.A. 98-883, eff. 1-1-15; 99-30, eff. 7-10-15.)
(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.)
(105 ILCS 5/2-3.13)
Sec. 2-3.13. (Repealed).
(Source: P.A. 81-1508. Repealed by P.A. 96-734, eff. 8-25-09.)
(105 ILCS 5/2-3.13a) (from Ch. 122, par. 2-3.13a)
Sec. 2-3.13a. School records; transferring students.
(a) The State
Board of Education shall establish and implement rules requiring all of the
public schools and all private or nonpublic elementary and secondary
schools located in this State, whenever any such school has a student who
is transferring to any other public elementary or secondary school located in
this or in any other state, to forward within 10 days of notice of the
student's transfer an unofficial record of that student's grades to the school
to which such student is transferring.  Each public school at the same time
also shall forward to the school to which the student is transferring the
remainder of the student's school student records as required by the Illinois
School Student Records Act.
In addition, if a student is transferring from a public school, whether
located in this or any other state, from which the
student has been suspended or expelled for knowingly possessing in a school
building or on school grounds a weapon as defined in the Gun Free Schools Act
(20 U.S.C. 8921 et seq.), for knowingly possessing, selling, or delivering in
a school building or on school grounds a controlled substance or cannabis, or
for battering a staff member of the school, and
if the period of suspension or expulsion has not expired at the time the
student attempts to transfer into another public school in the same or any
other school district: (i) any school student records required to be
transferred shall include the date and duration of the period of suspension or
expulsion; and (ii) with the exception of transfers into the Department of
Juvenile Justice school district, the student shall not be permitted to attend
class in the
public school into which he or she is transferring until the student has served
the entire period of the suspension or expulsion imposed by the school from
which the student is transferring, provided that the school board may approve
the placement of the student in an alternative school program established under
Article 13A of this Code.
A school district may adopt a policy providing that if a student is
suspended or expelled for any reason from any public or private school in
this or any other state, the student must complete the entire term of the
suspension or expulsion before being admitted into the school district.
This policy may allow placement of the student in an alternative school
program established under Article 13A of this Code, if available, for the
remainder of
the suspension or expulsion.
Each public school
and each private or nonpublic elementary or secondary school in this State
shall within 10 days after the student has paid all of his or her
outstanding fines and fees and at its own expense forward an official
transcript of the scholastic records of each student transferring from that
school in strict accordance with the provisions of this Section and the rules
established by the State Board of Education as herein provided.
(b) The State Board of Education shall develop a one-page standard form that
Illinois school districts are required to provide to any student who is
moving out of
the school district and that
contains the information about whether or not the
student is "in good standing" and whether or not his or her medical records are
up-to-date and complete.  As used in this Section, "in good standing" means
that the student is not being disciplined by a suspension or expulsion, but is
entitled to attend classes.  No school district is required to admit a new
student who is transferring from another Illinois school district unless he
or she can produce the standard form from the student's
previous school district enrollment.
 No school district is required to admit a new student who is transferring
from an out-of-state public school unless the parent or guardian of the
student certifies in writing that the student is not currently serving a
suspension or expulsion imposed by the school from which the student is
transferring.
(c) The State Board of Education shall, by rule, establish a system to provide for the accurate tracking of transfer students.  This system shall, at a minimum, require that a student be counted as a dropout in the calculation of a school's or school district's annual student dropout rate unless the school or school district to which the student transferred (known hereafter in this subsection (c) as the transferee school or school district) sends notification to the school or school district from which the student transferred (known hereafter in this subsection (c) as the transferor school or school district) documenting that the student has enrolled in the transferee school or school district.  This notification must occur on or before July 31 following the school year during which the student withdraws from the transferor school or school district or the student shall be counted in the calculation of the transferor school's or school district's annual student dropout rate.  A request by the transferee school or school district to the transferor school or school district seeking the student's academic transcripts or medical records shall be considered without limitation adequate documentation of enrollment.  Each transferor school or school district shall keep documentation of such transfer students for the minimum period provided in the Illinois School Student Records Act.  All records indicating the school or school district to which a student transferred are subject to the Illinois School Student Records Act.
(Source: P.A. 96-1423, eff. 8-3-10.)
(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.)
(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.)
(105 ILCS 5/2-3.16)
Sec. 2-3.16. (Repealed).
(Source: Laws 1961, p. 31. Repealed by P.A. 94-1105, eff. 6-1-07.)
(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.)
(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. A regional office of education or educational service center may utilize a cash basis, modified cash basis, or generally accepted accounting principles (GAAP) basis of accounting to prepare the financial statements for the audit. 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, published on the Auditor General's website, and distributed in accordance with Section 3-14 of the Illinois State Auditing Act. Each audit shall be made in
such manner as to determine, and each audit report shall be prepared in
such manner as to state:
(1) The balances on hand of all accounts, funds and     other moneys in the care, custody or control of the regional superintendent of schools or educational service center at the beginning of the fiscal year being audited;
(2) the amount of funds received during the fiscal     year by source;
(3) the amount of funds distributed or otherwise paid     by the regional superintendent of schools or educational service center to each school treasurer in his or her educational service region or area, including the purpose of such distribution or payment and the fund or account from which such distribution or payment is made;
(4) the amounts paid or otherwise disbursed by the     regional superintendent of schools or educational service center -- other than the amounts distributed or paid by the regional superintendent of schools or educational service center to school treasurers as described in paragraph (3) above -- for all other purposes and expenditures, including the fund or account from which such payments or disbursements are made and the purpose thereof; and
(5) the balances on hand of all accounts, funds and     other moneys in the care, custody or control of the regional superintendent of schools or educational service center at the end of the fiscal year being audited.
The Auditor General shall adopt rules and
regulations relative
to the time and manner by which the regional superintendent of schools or
educational service center
shall present for inspection or make available to the Auditor General, or to the agents designated by the Auditor General to make an audit and
prepare an audit report pursuant to this Section, all financial statements,
books, records, vouchers for distributions and expenditures, and records of
accounts, funds and other moneys in the care, custody or control of the
regional superintendent of schools or educational service center and
required for purposes of making such
audit and preparing an audit and preparing an audit report.
 All rules and regulations adopted by the State Board of Education under
this Section before the effective date of this amendatory Act of the 92nd
General Assembly shall continue in effect as the rules and regulations of the
Auditor General, until they are modified or abolished by the Auditor
General.
The Auditor General shall require
the regional
superintendent of schools of each educational service region or administrator
of each educational service center to promptly
implement all recommendations based on audit findings resulting from a
violation of law made in audits prepared pursuant to this Section, unless
the Auditor General, upon review, determines,
with regard to any
such finding, that implementation of the recommendation is not appropriate.
(Source: P.A. 102-25, eff. 6-25-21.)
(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.)
(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.)
(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.)
(105 ILCS 5/2-3.21)
Sec. 2-3.21. (Repealed).
(Source: Laws 1961, p. 31. Repealed by P.A. 95-793, eff. 1-1-09.)
(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.)
(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.)
(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.)
(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.
(a-5) On or before July 1, 2021, the State Board of Education must adopt revised social science learning standards that are inclusive and reflective of all individuals in this country.
(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. 101-654, eff. 3-8-21.)
(105 ILCS 5/2-3.25a) (from Ch. 122, par. 2-3.25a)
Sec. 2-3.25a. "School district" defined; additional standards.
(a) For the purposes of State accountability in this Section and Sections 3.25b, 3.25c,
 3.25e, and 3.25f of this Code, "school district" includes other
public entities responsible for administering public schools, such as
cooperatives, joint agreements, charter schools, special charter districts,
regional offices of
education, local agencies, and the Department of Human Services.
(b) In addition to the standards
established pursuant to Section 2-3.25, the State Board of Education shall
develop standards for student performance, such as proficiency levels on State assessments, and school
improvement, such as annual summative designations, for all
 school districts and their individual schools. The State Board of Education is prohibited from having separate performance standards for students based on race or ethnicity.
The accountability system that produces the school improvement designations shall be outlined in the State Plan that the State Board of Education submits to the federal Department of Education pursuant to the federal Every Student Succeeds Act. If the federal Every Student Succeeds Act ceases to require a State Plan, the State Board of Education shall develop a written plan in consultation with the Balanced Accountability Committee created under subsection (b-5) of this Section.
(b-5) The Balanced Accountability Measure Committee is created and shall consist of the following individuals: a representative of a statewide association representing regional superintendents of schools, a representative of a statewide association representing principals, a representative of an association representing principals in a city having a population exceeding 500,000, a representative of a statewide association representing school administrators, a representative of a statewide professional teachers' organization, a representative of a different statewide professional teachers' organization, an additional representative from either statewide professional teachers' organization, a representative of a professional teachers' organization in a city having a population exceeding 500,000, a representative of a statewide association representing school boards, and a representative of a school district organized under Article 34 of this Code.  The head of each association or entity listed in this paragraph shall appoint its respective representative.  The State Superintendent of Education, in consultation with the Committee, may appoint no more than 2 additional individuals to the Committee, which individuals shall serve in an advisory role and must not have voting or other decision-making rights.
The Balanced Accountability Measure Committee shall meet no less than 4 times per year to discuss the accountability system set forth in the State Plan pursuant to the federal Every Student Succeeds Act and to provide stakeholder feedback and recommendations to the State Board of Education with regard to the State Plan, which the State Board shall take into consideration. On or before completion of the 2019-2020 school year and no less than once every 3 years thereafter, the Balanced Accountability Measure Committee shall assess the implementation of the State Plan and, if necessary, make recommendations to the State Board for any changes. The Committee shall consider accountability recommendations made by the Illinois P-20 Council established under Section 22-45 of this Code, the Illinois Early Learning Council created under the Illinois Early Learning Council Act, and any other stakeholder group established by the State Board in relation to the federal Every Student Succeeds Act. The State Board shall provide to the Committee an annual report with data and other information collected from entities identified by the State Board as learning partners, including, but not limited to, data and information on the learning partners' effectiveness, geographic distribution, and cost to serve as part of a comprehensive statewide system of support.
The State Board of Education, in collaboration with the Balanced Accountability Measure Committee set forth in this subsection (b-5), shall adopt rules that further implementation in accordance with the requirements of this Section.
(Source: P.A. 103-175, eff. 6-30-23.)
(105 ILCS 5/2-3.25b) (from Ch. 122, par. 2-3.25b)
Sec. 2-3.25b. Recognition levels and annual summative designations. 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 and to implement and carry out the issuance of school improvement designations via the accountability system identified in Section 2-3.25a of this Code. Schools and school districts that fail to submit accurate data within the State Board of Education's timeframes may have federal funds withheld.
(Source: P.A. 103-175, eff. 6-30-23.)
(105 ILCS 5/2-3.25c) (from Ch. 122, par. 2-3.25c)
Sec. 2-3.25c. Rewards. The State Board of
Education shall implement a
system of rewards for
school
districts, and the schools themselves, through a process that recognizes schools in improvement status that are (i) high-poverty, high-performing schools that are closing achievement gaps or are excelling in academic achievement; (ii) schools that have sustained high performance serving identified student groups; (iii) schools that have substantial growth over the 3 years immediately preceding the year in which recognition is awarded; and (iv) schools that have demonstrated the most progress in improving student outcomes of student groups identified for Targeted, Comprehensive, or Intensive School Improvement.
(Source: P.A. 103-175, eff. 6-30-23.)
(105 ILCS 5/2-3.25d)
Sec. 2-3.25d. (Repealed).
(Source: P.A. 99-193, eff. 7-30-15. Repealed by P.A. 100-1046, eff. 8-23-18.)
(105 ILCS 5/2-3.25d-5)
Sec. 2-3.25d-5. Targeted, Comprehensive, and Intensive schools.
(a)     Beginning in 2018, a school designated as "Comprehensive" shall be defined as:
(1)   a school that is among the lowest performing 5%     of schools in this State based on the multi-measures accountability system defined in the State Plan, with respect to the performance of the "all students" group;
(2) any high school with a graduation rate of less     than 67%;
(2.5) any school that has completed a full 4-year     cycle of Targeted School Improvement but remains identified for Targeted Support for one or more of the same student groups originally identified for Targeted Support; or
(3)   (blank).
The State Board of Education shall work with districts with one or more schools in Comprehensive School Improvement Status to perform a needs assessment to determine the district's core functions that are areas of strength and weakness. The results from the needs assessment shall be used by the district and school to identify goals and objectives for improvement. The needs assessment shall include at a minimum, a review of the following areas: student performance on State assessments; student performance on local assessments; finances, including resource allocation reviews; governance, including effectiveness of school leadership; student engagement opportunities and access to those opportunities; instructional practices; standards-aligned curriculum; school climate and culture survey results; family and community engagement; reflective stakeholder engagement; continuous school improvement practices; educator and employee quality, including staff continuity and turnover rates; and alignment of professional development to continuous improvement efforts.
(b)     Beginning in 2018, a school designated as "Targeted" shall be defined as a school in which one or more student groups is performing at or below the level of the "all students" group of schools designated Comprehensive, as defined in paragraph (1) of subsection (a) of this Section.
(c)  Beginning in 2023,  a school designated as "Intensive" shall be defined as a school that has completed a full 4-year cycle of Comprehensive School Improvement but does not meet the criteria to exit that status, as defined in the State Plan referenced in subsection (b) of Section 2-3.25a of this Code, at the end of the cycle.
(d) All schools in school improvement status, including Comprehensive, Targeted, and Intensive schools, must complete a school-level needs assessment and develop and implement a continuous improvement plan.
(Source: P.A. 103-175, eff. 6-30-23.)
(105 ILCS 5/2-3.25e)
Sec. 2-3.25e. (Repealed).
(Source: P.A. 93-470, eff. 8-8-03. Repealed by P.A. 94-875, eff. 7-1-06.)
(105 ILCS 5/2-3.25e-5)
Sec. 2-3.25e-5. (Repealed).
(Source: P.A. 99-193, eff. 7-30-15. Repealed by P.A. 103-175, eff. 6-30-23.)
(105 ILCS 5/2-3.25f) (from Ch. 122, par. 2-3.25f)
Sec. 2-3.25f. State interventions.
(a) The State Board of Education shall provide technical
assistance to schools in school improvement status to assist with the development and implementation of Improvement Plans.
Schools or school districts that fail to make reasonable efforts to
implement an
approved Improvement Plan may suffer loss of State funds by school
district, attendance center, or program as the State Board of Education
deems appropriate.
(a-5) (Blank).
(b) Schools that receive Targeted Support or Comprehensive Support designations shall enter a 4-year cycle of school improvement status. If, at the end of the 4-year cycle, the school fails to meet the exit criteria specified in the State Plan referenced in subsection (b) of Section 2-3.25a of this Code, the school  shall escalate to a more intensive intervention. Targeted Support schools that remain Targeted for one or more of the same student groups as in the initial identification after completion of a 4-year cycle of Targeted School Improvement  shall be redesignated as Comprehensive Support schools,  as provided in paragraph (2.5) of subsection (a) of Section 2-3.25d-5 of this Code. Comprehensive Support schools that remain in the lowest-performing 5% after completion of a 4-year cycle of Comprehensive School Improvement    shall be redesignated as Intensive Support schools and shall escalate through more rigorous, tiered support, developed in consultation with the Balanced Accountability Measure Committee and other relevant stakeholder groups, which may ultimately result in the (i)
change of recognition status of the school district or school to
nonrecognized or (ii) authorization for the State Superintendent
of Education to direct the reassignment of pupils
or direct the reassignment or replacement of school or school district personnel.  If
a school district is nonrecognized in its entirety, for any reason, including those not related to performance in the accountability system, it shall automatically
be dissolved on July 1 following that nonrecognition and its territory
realigned with another school district or districts by the regional board
of school trustees in accordance with the procedures set forth in Section
7-11 of the School Code.  The effective date of the nonrecognition of a school
shall be July 1 following the nonrecognition.
(b-5) The State Board of Education shall also develop a system to provide assistance and resources to lower performing school districts. At a minimum, the State Board shall identify school districts to receive Intensive, Comprehensive, and Targeted Support. The school district shall provide the exclusive bargaining representative with a 5-day notice that the district has had one or more schools within the district identified as being in Comprehensive or Intensive School Improvement Status. In addition, the State Board may, by rule, develop other categories of low-performing schools and school districts to receive services.
The State Board of Education shall work with districts with one or more schools in Comprehensive or Intensive School Improvement Status, through technical assistance and professional development, based on the results of the needs assessment under Section 2-3.25d-5 of this Code, to develop and implement a continuous improvement plan that would increase outcomes for students.  The plan for continuous improvement shall be based on the results of the needs assessment and shall be used to determine the types of services that are to be provided to each Comprehensive and Intensive School. Potential services may include, but are not limited to, monitoring adult and student practices, reviewing and reallocating district resources, developing a district and school leadership team, providing access to curricular content area specialists, and providing online resources and professional development.
The State Board of Education may require districts with one or more Comprehensive or Intensive Schools identified as having deficiencies in one or more core functions of the needs assessment to undergo an accreditation process.
(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. 103-175, eff. 6-30-23.)
(105 ILCS 5/2-3.25f-5)
Sec. 2-3.25f-5. Independent Authority.
(a) The General Assembly finds all of the following:
(1) A fundamental goal of the people of this State,     as expressed in Section 1 of Article X of the Illinois Constitution, is the educational development of all persons to the limits of their capacities.  When a school board faces governance difficulties, continued operation of the public school system is threatened.
(2) Sound school board governance, academic     achievement, and sound financial structure are essential to the continued operation of any school system.  It is vital to commercial, educational, and cultural interests that public schools remain in operation.  To achieve that goal, public school systems must have effective leadership.
(3) To promote the sound operation of districts, as     defined in this Section, it may be necessary to provide for the creation of independent authorities with the powers necessary to promote sound governance, sound academic planning, and sound financial management and to ensure the continued operation of the public schools.
(4) It is the purpose of this Section to provide for     a sound basis for the continued  operation of public schools.  The intention of the General Assembly, in creating this Section, is to establish procedures, provide powers, and impose restrictions to ensure the educational integrity of public school districts.
(b) As used in this Section:
"Board" means a school board of a district.
"Chairperson" means the Chairperson of the Independent Authority.
"District" means any school district having a population of not more than 500,000.
"State Board" means the State Board of Education.
"State Superintendent" means the State Superintendent of Education.
(c) The State Board has the power to direct the State Superintendent to remove a board.  Boards may be removed when the criteria provided for in subsection (d) of this Section are met. At no one time may the State Board remove more than 4 school boards and establish Independent Authorities pursuant to subsection (e) of this Section.
If the State Board proposes to direct the State Superintendent to remove a board from a district, board members shall receive individual written notice of the intended removal.  Written notice must be provided at least 30 calendar days before a hearing is held by the State Board.  This notice shall identify the basis for proposed removal.
Board members are entitled to a hearing, during which time each board member shall have the opportunity to respond individually, both orally and through written comments, to the basis laid out in the notice.  Written comments must be submitted to the State Board on or before the hearing.
Board members are entitled to be represented by counsel at the hearing, but counsel must not be paid with district funds, unless the State Board decides that the board will not be removed and then the board members may be reimbursed for all reasonable attorney's fees by the district.
The State Board shall make a final decision on removal immediately following the hearing or at its next regularly scheduled or special meeting.  In no event may the decision be made later than the next regularly scheduled meeting.
The State Board shall issue a final written decision.  If the State Board directs the State Superintendent to remove the board, the State Superintendent shall do so within 30 days after the written decision.  Following the removal of the board, the State Superintendent shall establish an Independent Authority pursuant to subsection (e) of this Section.
If there is a financial oversight panel operating in the district pursuant to Article 1B or 1H of this Code, the State Board may, at its discretion, abolish the panel.
(d) The State Board may require districts with one or more schools in Intensive Support status that have been identified as having deficiencies in one or more core functions of the needs assessment, as described in subsection (b-5) of Section 2-3.25f of this Code, to seek accreditation through an independent accreditation organization chosen by the State Board and paid for by the State. The State Board may direct the State Superintendent to remove board members pursuant to subsection (c) of this Section in any district in which the district is unable to obtain accreditation in whole or in part due to reasons specifically related to school board governance.   When determining if a district has failed to meet the standards for accreditation specifically related to school board governance, the accreditation entity shall take into account the overall academic, fiscal, and operational condition of the district and consider  whether the board has failed to protect district assets, to direct sound administrative and academic policy, to abide by basic governance principles, including those set forth in district policies, and to conduct itself with professionalism and care and in a legally, ethically, and financially responsible manner. When considering if a board has failed in these areas, the accreditation entity shall consider some or all of the following factors:
(1)  Failure to protect district assets by, without     limitation, incidents of fiscal fraud or misappropriation of district funds; acts of neglecting the district's building conditions; a failure to meet regularly scheduled, payroll-period obligations when due; a failure to abide by competitive bidding laws; a failure to prevent an audit finding of material internal control weaknesses; a failure to comply with required accounting principles; a failure to develop and implement a comprehensive, risk-management plan; a failure to provide financial information or cooperate with the State Superintendent; or a failure to file an annual financial report, an annual budget, a deficit reduction plan, or other financial information as required by law.
(2)  Failure to direct sound administrative and     academic policy by, without limitation, hiring staff who do not meet minimal certification requirements for the positions being filled or who do not meet the customary qualifications held by those occupying similar positions in other school districts; a failure to avoid conflicts of interest as it relates to hiring or other contractual obligations; a failure to provide minimum graduation requirements and curricular requirements of the School Code and regulations; a failure to provide a minimum school term as required by law; or a failure to adopt and implement policies and practices that promote conditions that support student learning, effective instruction, and assessment that produce equitable and challenging learning experiences for all students.
(3)  Failure to abide by basic governance principles     by, without limitation, a failure to comply with the mandated oath of office; a failure to adopt and abide by sound local governance policies; a failure to abide by the principle that official action by the board occurs only through a duly-called and legally conducted meeting of the board; a failure to abide by majority decisions of the board; a failure to protect the privacy of students; a failure to ensure that board decisions and actions are in accordance with defined roles and responsibilities; or a failure of the board to protect, support, and respect the autonomy of a system to accomplish goals for improvement in student learning and instruction and to manage day-to-day operations of the school system and its schools, including maintaining the distinction between the board's roles and responsibilities and those of administrative leadership.
(4)  Failure to conduct itself in a legally,     ethically, and financially responsible manner by, without limitation, a failure to act in accordance with the Constitution of the United States of America and the Constitution of the State of Illinois and within the scope of State and federal laws; laws, including a failure to comply with provisions of the School Code, the Open Meetings Act, and the Freedom of Information Act and federal and State laws that protect the rights of protected categories of students; a failure to comply with all district policies and procedures and all State rules; or a failure to comply with the governmental entities provisions of the State Officials and Employees Ethics Act, including the gift ban and prohibited political activities provisions.
(e) Upon removal of the board, the State Superintendent shall establish an Independent Authority.   Upon establishment of an Independent Authority, there is established a body both corporate and politic to be known as the "(Name of the School District) Independent Authority", which in this name shall exercise all of the authority vested in an Independent Authority by this Section and by the name may sue and be sued in all courts and places where judicial proceedings are had.
(f) Upon establishment of an Independent Authority under subsection (e) of this Section, the State Superintendent shall, within 30 working days thereafter and in consultation with State and locally elected officials, appoint 5 or 7 members to serve on an Independent Authority for the district. Members appointed to the Independent Authority shall serve at the pleasure of the State Superintendent.  The State Superintendent shall designate one of the members of the Independent Authority to serve as its chairperson.  In the event of vacancy or resignation, the State Superintendent shall, within 15 working days after receiving notice, appoint a successor to serve out that member's term.  If the State Board has abolished a financial oversight panel pursuant to subsection (c) of this Section, the State Superintendent may appoint former members of the panel to the Independent Authority.  These members may serve as part of the 5  or 7 members or may be appointed in addition to the 5 or 7 members, with the Independent Authority not to exceed 9 members in total.
Members of the Independent Authority must be selected primarily on the basis of their experience and knowledge in education policy and governance, with consideration given to persons knowledgeable in the operation of a school district.  A member of the Independent Authority must be a registered voter as provided in the general election law, must not be a school trustee, and must not be a child sex offender as defined in Section 11-9.3 of the Criminal Code of 2012.  A majority of the members of the Independent Authority must be residents of the district that the Independent Authority serves.  A member of the Independent Authority may not be an employee of the district, nor may a member have a direct financial interest in the district.
Independent Authority members may be reimbursed by the district for travel if they live more than 25 miles away from the district's headquarters and other necessary expenses incurred in the performance of their official duties.  The amount reimbursed members for their expenses must be charged to the school district.
With the exception of the Chairperson, the Independent Authority may elect such officers as it deems appropriate.
The first meeting of the Independent Authority must be held at the call of the Chairperson.  The Independent Authority shall prescribe the times and places for its meetings and the manner in which regular and special meetings may be called and shall comply with the Open Meetings Act.
All Independent Authority members must complete the training required of school board members under Section 10-16a of this Code.
(g) The purpose of the Independent Authority is to operate the district.  The Independent Authority shall have all of the powers and duties of a board and all other powers necessary to meet its responsibilities and to carry out its purpose and the purposes of this Section and that may be requisite or proper for the maintenance, operation, and development of any school or schools under the jurisdiction of the Independent Authority.  This grant of powers does not release an Independent Authority from any duty imposed upon it by this Code or any other law.
The Independent Authority shall have no power to unilaterally cancel or modify any collective bargaining agreement in force upon the date of creation of the Independent Authority.
(h) The Independent Authority may prepare and file with the State Superintendent a proposal for emergency financial assistance for the school district and for the operations budget of the Independent Authority, in accordance with Section 1B-8 of this Code.  A district may receive both a loan and a grant.
(i) An election for board members must not be held in a district upon the establishment of an Independent Authority and is suspended until the next regularly scheduled school board election that takes place no less than 2 years following the establishment of the Independent Authority.  For this first election, 3 school board members must be elected to serve out terms of 4 years and until successors are elected and have qualified.  Members of the Independent Authority are eligible to run for election in the district, provided that they meet all other eligibility requirements of Section 10-10 of this Code.  Following this election, the school board shall consist of the newly elected members and any remaining members of the Independent Authority.  The majority of this board must be residents of the district. The State Superintendent must appoint new members who are residents to the Independent Authority if necessary to maintain this majority. At the next school board election, 4 school board members must be elected to serve out terms of 4 years and until successors are elected and have qualified. For purposes of these first 2 elections, the school board members must be elected at-large.  In districts where board members were previously elected using an alternative format pursuant to Article 9 of this Code, following these first 2 elections, the voting shall automatically revert back to the original form. Following the election, any remaining Independent Authority members shall serve in the district as an oversight panel until such time as the district meets the governance standards necessary to achieve accreditation.  If some or all of the Independent Authority members have been elected to the board, the State Superintendent may, in his or her discretion, appoint new members to the Independent Authority pursuant to subsection (f) of this Section. The school board shall get approval of all actions by the Independent Authority during the time the Independent Authority serves as an oversight panel.
Board members who were removed pursuant to subsection (c) of this Section are ineligible to run for school board in the district for 10 years following the abolition of the Independent Authority pursuant to subsection (l) of this Section.  However, board members who were removed pursuant to subsection (c) of this Section and were appointed to the Independent Authority by the State Superintendent are eligible to run for school board in the district.
(j) The Independent Authority, upon its members taking office and annually thereafter and upon request, shall prepare and submit to the State Superintendent a report on the state of the district, including without limitation the academic improvement and financial situation of the district. This report must be submitted annually on or before March 1 of each year. The State Superintendent shall provide copies of any and all reports to the regional office of education for the district and to the State Senator and Representative representing the area where the district is located.
(k) The district shall render such services to and permit the use of its facilities and resources by the Independent Authority at no charge as may be requested by the Independent Authority.  Any State agency, unit of local government, or school district may, within its lawful powers and duties, render such services to the Independent Authority as may be requested by the Independent Authority.
(l) An Independent Authority must be abolished when the district, following the election of the full board, meets the governance standards necessary to achieve accreditation status by an independent accreditation agency chosen by the State Board. The abolition of the Independent Authority shall be done by the State Board and take place within 30 days after the determination of the accreditation agency.
Upon abolition of the Independent Authority, all powers and duties allowed by this Code to be exercised by a school board shall be transferred to the elected school board.
(m) The Independent Authority must be indemnified through insurance purchased by the district.  The district shall purchase insurance through which the Independent Authority is to be indemnified.
The district retains the duty to represent and to indemnify Independent Authority members following the abolition of the Independent Authority for any cause of action or remedy available against the Independent Authority, its members, its employees, or its agents for any right or claim existing or any liability incurred prior to the abolition.
The insurance shall indemnify and protect districts, Independent Authority members, employees, volunteer personnel authorized in Sections 10-22.34, 10-22.34a, and 10-22.34b of this Code, mentors of certified or licensed staff as authorized in Article 21A and Sections 2-3.53a, 2-3.53b, and 34-18.33 of this Code, and student teachers against  civil rights damage claims and suits, constitutional rights damage claims and suits, and death and bodily injury and property damage claims and suits, including defense thereof, when damages are sought for negligent or wrongful acts alleged to have been committed in the scope of employment, under the direction of the Independent Authority, or related to any mentoring services provided to certified or licensed staff of the district.  Such indemnification and protection shall extend to persons who were members of an Independent Authority, employees of an Independent Authority, authorized volunteer personnel, mentors of certified or licensed staff, or student teachers at the time of the incident from which a claim arises.  No agent may be afforded indemnification or protection unless he or she was a member of an Independent Authority, an employee of an Independent Authority, an authorized volunteer, a mentor of certified or licensed staff, or a student teacher at the time of the incident from which the claim arises.
(n) The State Board may adopt rules as may be necessary for the administration of this Section.
(Source: P.A. 103-175, eff. 6-30-23.)
(105 ILCS 5/2-3.25g) (from Ch. 122, par. 2-3.25g)
Sec. 2-3.25g. Waiver or modification of mandates within the School
Code and administrative rules and regulations.
(a) In this Section:
"Board" means a school board or the governing board     or administrative district, as the case may be, for a joint agreement.
"Eligible applicant" means a school district, joint     agreement made up of school districts, or regional superintendent of schools on behalf of schools and programs operated by the regional office of education.
"Implementation date" has the meaning set forth in     Section 24A-2.5 of this Code.
"State Board" means the State Board of Education.
(b) Notwithstanding any other
provisions of this School Code or any other law of this State to the
contrary, eligible applicants may petition the State Board of Education for the
waiver or modification of the mandates of this School Code or of the
administrative rules and regulations promulgated by the State Board of
Education.  Waivers or modifications of administrative rules and regulations
and modifications of mandates of this School Code may be requested when an eligible applicant demonstrates that it can address the intent of the rule or
mandate in a more effective, efficient, or economical manner or when necessary
to stimulate innovation or improve student performance.  Waivers of
mandates of
the School Code may be requested when the waivers are necessary to stimulate
innovation or improve student performance or when the applicant demonstrates that it can address the intent of the mandate of the School Code in a more effective, efficient, or economical manner.  Waivers may not be requested
from laws, rules, and regulations pertaining to special education, teacher educator licensure, teacher tenure and seniority, or Section 5-2.1 of this Code or from compliance with the Every Student Succeeds Act (Public Law 114-95). Eligible applicants may not seek a waiver or seek a modification of a mandate regarding the requirements for (i) student performance data to be a significant factor in teacher or principal evaluations or (ii) teachers and principals to be rated using the 4 categories of "excellent", "proficient", "needs improvement", or "unsatisfactory".  On September 1, 2014, any previously authorized waiver or modification from such requirements shall terminate.
(c) Eligible applicants, as a matter of inherent managerial policy, and any
Independent Authority established under Section 2-3.25f-5 of this Code 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.
(c-5) If the applicant is a school district, then the district shall post information that sets forth the time, date, place, and general subject matter of the public hearing on its Internet website at least 14 days prior to the hearing.  If the district is requesting to increase the fee charged for driver education authorized pursuant to Section 27-24.2 of this Code, the website information shall include the proposed amount of the fee the district will request.  All school districts must publish a notice of the public hearing 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.  Districts requesting to increase the fee charged for driver education shall include in the published notice the proposed amount of the fee the district will request. If the applicant is a joint agreement or regional superintendent, then the joint agreement or regional superintendent shall post information that sets forth the time, date, place, and general subject matter of the public hearing on its Internet website at least 14 days prior to the hearing.  If the joint agreement or regional superintendent is requesting to increase the fee charged for driver education authorized pursuant to Section 27-24.2 of this Code, the website information shall include the proposed amount of the fee the applicant will request.  All joint agreements and regional superintendents must publish a notice of the public hearing 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 that sets forth the time, date, place, and general subject matter of the hearing, 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. Joint agreements or regional superintendents requesting to increase the fee charged for driver education shall include in the published notice the proposed amount of the fee the applicant will request. The
eligible applicant must notify either electronically or 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 waiver or modification 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 report shall be reviewed by a panel of 4 members consisting of:
(1) the Speaker of the House of Representatives;
(2) the Minority Leader of the House of     Representatives;
(3) the President of the Senate; and
(4) the Minority Leader of the Senate.
The State Board of Education may provide the panel recommendations on waiver requests. The members  of the panel shall review the report submitted by the State Board of Education and submit to the State Board of Education any notice of further consideration to any waiver request within 14 days after the member receives the report. If 3 or more of the panel members submit a notice of further consideration to any waiver request contained within the report, the State Board of Education shall submit the waiver request to the General Assembly for consideration. If less than 3 panel members submit a notice of further consideration to a waiver request, the waiver may be approved, denied, or modified by the State Board.  If the State Board does not act on a waiver request within 10 days, then the waiver request is approved.  If the waiver request is denied by the State Board, it shall submit the waiver request to the General Assembly for consideration.
The General Assembly may disapprove any waiver request submitted to the General Assembly pursuant to this subsection (d) in whole
or in part within 60 calendar days after each house of the General Assembly
next
convenes after the waiver request is submitted 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) (Blank).
(Source: P.A. 100-465, eff. 8-31-17; 100-782, eff. 1-1-19; 101-81, eff. 7-12-19.)
(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-5 of this Code 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. 98-1155, eff. 1-9-15.)
(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 licensure.
(Source: P.A. 102-894, eff. 5-20-22.)
(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.)
(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.)
(105 ILCS 5/2-3.25m)
Sec. 2-3.25m. (Repealed).
(Source: P.A. 93-470, eff. 8-8-03. Repealed by P.A. 99-193, eff. 7-30-15.)
(105 ILCS 5/2-3.25n)
Sec. 2-3.25n. Every Student Succeeds Act; requirements and construction.
(a) The federal Every Student Succeeds Act
 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 Every Student Succeeds Act, 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.
(c) The State Board of Education may identify a school district as eligible for targeted and comprehensive services under the federal Every Student Succeeds Act.
(Source: P.A. 100-1046, eff. 8-23-18.)
(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, including assurances that the school will not prohibit hairstyles historically associated with race, ethnicity, or hair texture, including, but not limited to, protective hairstyles such as braids, locks, and twists, 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.
(c-5) Prohibition against recognition.  A non-public elementary or secondary school may not obtain "Non-public School Recognition" status unless the school requires all certified and non-certified applicants for employment with the school, after July 1, 2007, to authorize a fingerprint-based criminal history records check as a condition of employment to determine if such applicants have been convicted of any of the enumerated criminal or drug offenses set forth in Section 21B-80 of this Code or have been convicted, within 7 years of the application for employment, of any other felony under the laws of this State or of any offense committed or attempted in any other state or against the laws of the United States that, if committed or attempted in this State, would have been punishable as a felony under the laws of this State.
Authorization for the check shall be furnished by the applicant to the school, except that if the applicant is a substitute teacher seeking employment in more than one non-public school, a teacher seeking concurrent part-time employment positions with more than one non-public school (as a reading specialist, special education teacher, or otherwise), or an educational support personnel employee seeking employment positions with more than one non-public school, then only one of the non-public schools employing the individual shall request the authorization. Upon receipt of this authorization, the non-public school shall submit the applicant's name, sex, race, date of birth, social security number, fingerprint images, and other identifiers, as prescribed by the Illinois State Police, to the Illinois State Police.
The Illinois State Police and Federal Bureau of Investigation shall furnish, pursuant to a fingerprint-based criminal history records check, records of convictions, forever and hereafter, until expunged, to the president or principal of the non-public school that requested the check. The Illinois State Police shall charge that school a fee for conducting such check, which fee must be deposited into the State Police Services Fund and must not exceed the cost of the inquiry. Subject to appropriations for these purposes, the State Superintendent of Education shall reimburse non-public schools for fees paid to obtain criminal history records checks under this Section.
A non-public school may not obtain recognition status unless the school also performs a check of the Statewide Sex Offender Database, as authorized by the Sex Offender Community Notification Law, and the Statewide Murderer and Violent Offender Against Youth Database, as authorized by the Murderer and Violent Offender Against Youth Registration Act, for each applicant for employment, after July 1, 2007, to determine whether the applicant has been adjudicated of a sex offense or of a murder or other violent crime against youth. The checks of the Statewide Sex Offender Database and the Stateside Murderer and Violent Offender Against Youth Database must be conducted by the non-public school once for every 5 years that an applicant remains employed by the non-public school..
Any information concerning the record of convictions obtained by a non-public school's president or principal under this Section is confidential and may be disseminated only to the governing body of the non-public school or any other person necessary to the decision of hiring the applicant for employment. A copy of the record of convictions obtained from the Illinois State Police shall be provided to the applicant for employment. Upon a check of the Statewide Sex Offender Database, the non-public school shall notify the applicant as to whether or not the applicant has been identified in the Sex Offender Database as a sex offender. Any information concerning the records of conviction obtained by the non-public school's president or principal under this Section for a substitute teacher seeking employment in more than one non-public school, a teacher seeking concurrent part-time employment positions with more than one non-public school (as a reading specialist, special education teacher, or otherwise), or an educational support personnel employee seeking employment positions with more than one non-public school may be shared with another non-public school's principal or president to which the applicant seeks employment. Any unauthorized release of confidential information may be a violation of Section 7 of the Criminal Identification Act.
No non-public school may obtain recognition status that knowingly employs a person, hired after July 1, 2007, for whom an Illinois State Police and Federal Bureau of Investigation fingerprint-based criminal history records check and a Statewide Sex Offender Database check has not been initiated or who has been convicted of any offense enumerated in Section 21B-80 of this Code or any offense committed or attempted in any other state or against the laws of the United States that, if committed or attempted in this State, would have been punishable as one or more of those offenses. No non-public school may obtain recognition status under this Section that knowingly employs a person who has been found to be the perpetrator of sexual or physical abuse of a minor under 18 years of age pursuant to proceedings under Article II of the Juvenile Court Act of 1987.
In order to obtain recognition status under this Section, a non-public school must require compliance with the provisions of this subsection (c-5) from all employees of persons or firms holding contracts with the school, including, but not limited to, food service workers, school bus drivers, and other transportation employees, who have direct, daily contact with pupils. Any information concerning the records of conviction or identification as a sex offender of any such employee obtained by the non-public school principal or president must be promptly reported to the school's governing body.
Prior to the commencement of any student teaching experience or required internship (which is referred to as student teaching in this Section) in any non-public elementary or secondary school that has obtained or seeks to obtain recognition status under this Section, a student teacher is required to authorize a fingerprint-based criminal history records check. Authorization for and payment of the costs of the check must be furnished by the student teacher to the chief administrative officer of the non-public school where the student teaching is to be completed. Upon receipt of this authorization and payment, the chief administrative officer of the non-public school shall submit the student teacher's name, sex, race, date of birth, social security number, fingerprint images, and other identifiers, as prescribed by the Illinois State Police, to the Illinois State Police. The Illinois State Police and the Federal Bureau of Investigation shall furnish, pursuant to a fingerprint-based criminal history records check, records of convictions, forever and hereinafter, until expunged, to the chief administrative officer of the non-public school that requested the check. The Illinois State Police shall charge the school a fee for conducting the check, which fee must be passed on to the student teacher, must not exceed the cost of the inquiry, and must be deposited into the State Police Services Fund.  The school shall further perform a check of the Statewide Sex Offender Database, as authorized by the Sex Offender Community Notification Law, and of the Statewide Murderer and Violent Offender Against Youth Database, as authorized by the Murderer and Violent Offender Against Youth Registration Act, for each student teacher. No school that has obtained or seeks to obtain recognition status under this Section may knowingly allow a person to student teach for whom a criminal history records check, a Statewide Sex Offender Database check, and a Statewide Murderer and Violent Offender Against Youth Database check have not been completed and reviewed by the chief administrative officer of the non-public school.
A copy of the record of convictions obtained from the Illinois State Police must be provided to the student teacher. Any information concerning the record of convictions obtained by the chief administrative officer of the non-public school is confidential and may be transmitted only to the chief administrative officer of the non-public school or his or her designee, the State Superintendent of Education, the State Educator Preparation and Licensure Board, or, for clarification purposes, the Illinois State Police or the Statewide Sex Offender Database or Statewide Murderer and Violent Offender Against Youth Database.  Any unauthorized release of confidential information may be a violation of Section 7 of the Criminal Identification Act.
No school that has obtained or seeks to obtain recognition status under this Section may knowingly allow a person to student teach who has been convicted of any offense that would subject him or her to license suspension or revocation pursuant to Section 21B-80 of this Code or who has been found to be the perpetrator of sexual or physical abuse of a minor under 18 years of age pursuant to proceedings under Article II of the Juvenile Court Act of 1987.
Any school that has obtained or seeks to obtain recognition status under this Section may not prohibit hairstyles historically associated with race, ethnicity, or hair texture, including, but not limited to, protective hairstyles such as braids, locks, and twists.
(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. 102-360, eff. 1-1-22; 102-538, eff. 8-20-21; 102-813, eff. 5-13-22; 103-111, eff. 6-29-23.)
(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.)
(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.)
(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.)
(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 3 years of age 
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 Corrections containing a census of all
children 3 years of age 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.
(Source: P.A. 95-793, eff. 1-1-09.)
(105 ILCS 5/2-3.31) (from Ch. 122, par. 2-3.31)
Sec. 2-3.31. Data Division. To maintain a Data Division 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: P.A. 96-734, eff. 8-25-09.)
(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 whose duty it shall
be to establish a system to perform audits, on a sample basis, of claims for state moneys relative to the public school
system of Illinois.
(Source: P.A. 98-739, eff. 7-16-14.)
(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 general State aid reimbursement to any school
district 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%. Any adjustments for claims recomputed for the 2016-2017 school year and prior school years shall be applied to the apportionment of evidence-based funding in Section 18-8.15 of this Code beginning in the 2017-2018 school year and thereafter. However, the recomputation of a claim for evidence-based funding for a school district shall not require the recomputation of claims for all districts, and the State Board of Education shall only make recomputations of evidence-based funding for those districts where an adjustment is required.
The State Board is authorized to and shall apply corrections to data used in evidence-based funding calculations that may result in current year adjustments and shall recover funds previously scheduled to be distributed or previously distributed to an Organizational Unit or specially funded unit during a fiscal year in accordance with Section 18-8.15 of this Code.
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 or 18-8.15 of this Code 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 or evidence-based funding claim received after June 30, 2003. In recomputing a general
State aid or evidence-based funding 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 or Section 18-8.15 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 or evidence-based funding 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 or evidence-based funding 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. 102-699, eff. 4-19-22.)
(105 ILCS 5/2-3.33a)
Sec. 2-3.33a. (Repealed).
(Source: P.A. 92-42, eff. 1-1-02. Repealed by P.A. 102-894, eff. 5-20-22; 102-1071, eff. 6-10-22.)
(105 ILCS 5/2-3.34)
Sec. 2-3.34. (Repealed).
(Source: Laws 1961, p. 1959. Repealed by P.A. 94-108, eff. 7-1-05.)
(105 ILCS 5/2-3.35)
Sec. 2-3.35. (Repealed).
(Source: P.A. 92-651, eff. 7-11-02. Repealed by P.A. 94-1105, eff. 6-1-07.)
(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.)
(105 ILCS 5/2-3.37)
Sec. 2-3.37. (Repealed).
(Source: P.A. 78-505. Repealed by P.A. 94-1105, eff. 6-1-07.)
(105 ILCS 5/2-3.38)
Sec. 2-3.38. (Repealed).
(Source: P.A. 80-1403. Repealed by P.A. 94-1105, eff. 6-1-07.)
(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 child English learners and adult English learners 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 as required by Section 3.1 of the General Assembly Organization Act, 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. 99-30, eff. 7-10-15; 100-1148, eff. 12-10-18.)
(105 ILCS 5/2-3.40)
Sec. 2-3.40. (Repealed).
(Source: P.A. 86-553. Repealed by P.A. 94-1105, eff. 6-1-07.)
(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.)
(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.)
(105 ILCS 5/2-3.43)
Sec. 2-3.43. (Repealed).
(Source: P.A. 83-287. Repealed by P.A. 94-1105, eff. 6-1-07.)
(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.)
(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.)
(105 ILCS 5/2-3.47) (from Ch. 122, par. 2-3.47)
Sec. 2-3.47. The State Board of Education shall annually submit a budget recommendation to the Governor and General Assembly that contains recommendations for funding for pre-school through grade 12.
(Source: P.A. 98-739, eff. 7-16-14.)
(105 ILCS 5/2-3.47a)
Sec. 2-3.47a. Strategic plan.
(a)  The State Board of Education shall develop and maintain a continuing comprehensive strategic plan for elementary and secondary education.  The strategic plan shall address how the State Board of Education will focus its efforts to increase equity in all Illinois schools and shall include, without limitation, all of the following topic areas:
(1)  Service and support to school districts to     improve student performance.
(2)  Programs to improve equitable and strategic     resource allocation in all schools.
(3)  Efforts to enhance the social-emotional     well-being of Illinois students.
(4)  (Blank).
(5)  (Blank).
(6)  (Blank).
(7)  (Blank).
(8)  (Blank).
(9)  (Blank).
(10)  (Blank).
(11)  (Blank).
(12)  (Blank).
(13)  (Blank).
(14)  Attraction and retention of diverse and     qualified teachers and leaders.
(15)  (Blank).
The State Board of Education shall consult with the educational community, hold public hearings, and receive input from all interested groups in drafting the strategic plan.
(b)  To meet the requirements of this Section, the State Board of Education shall issue to the Governor and General Assembly a preliminary report within 6 months after the effective date of this amendatory Act of the 93rd General Assembly and a final 5-year strategic plan within one year after the effective date of this amendatory Act of the 93rd General Assembly.  Thereafter, the strategic plan shall be updated and issued to the Governor and General Assembly on or before July 1 of each year.
(Source: P.A. 102-539, eff. 8-20-21.)
(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.)
(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.)
(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.)
(105 ILCS 5/2-3.51) (from Ch. 122, par. 2-3.51)
Sec. 2-3.51. Reading Improvement Block Grant Program. To improve the
reading
and study skills of children from kindergarten through sixth grade in
school districts.  The State Board of Education is authorized to administer a
Reading Improvement
Block Grant Program.  As used in this Section:
"School district" includes those
schools designated as "laboratory schools".
"Scientifically based reading research"
means the
application of rigorous, systematic, and objective procedures to obtain valid
knowledge relevant to reading development, reading instruction, and reading
difficulties.  The term includes research that employs systematic, empirical
methods that draw on observation or experiment, involves rigorous data
analysis that is adequate to test the stated hypotheses and to justify the
general conclusions drawn, relies on measurements or observational methods that
provide valid data across evaluators and observers and across multiple
measurements and observations, and has been accepted by peer-reviewed
journal or approved by a panel of independent experts through a comparably
rigorous, objective and scientific review.
(a) Funds for the Reading Improvement Block Grant
Program shall
be distributed to school districts on the following basis:  70% of
monies shall be awarded on the prior year's best 3 months average daily
attendance and 30% shall be distributed on the number of
economically disadvantaged (E.C.I.A. Chapter I) pupils in the district,
provided that the State Board may distribute an amount not to exceed 2% of
the monies appropriated for the Reading Improvement Block Grant Program for the
purpose of
providing teacher training and re-training in the teaching of reading.
Program funds shall be distributed to school districts
in 2
semi-annual installments, one payment on or before October 30, and one payment
prior to April 30, of each year.
The State Board shall promulgate rules and regulations necessary for the
implementation of this program.
 Programs provided with grant funds shall not replace quality
classroom
reading instruction, but shall instead supplement such instruction.
(a-5) Reading Improvement Block Grant Program funds shall be used by
school districts
in
the following manner:
(1) to hire reading specialists, reading teachers,     and reading aides in order to provide early reading intervention in kindergarten through grade 2 and programs of continued reading support for students in grades 3 through 6;
(2) in kindergarten through grade 2, to establish     short-term tutorial early reading intervention programs for children who are at risk of failing to learn to read;  these programs shall (i) focus on scientifically based research and best practices with proven long-term results, (ii) identify students in need of help no later than the middle of first grade, (iii) provide ongoing training for teachers in the program, (iv) focus instruction on strengthening a student's phonemic awareness, phonics, fluency, and comprehension skills, (v) provide a means to document and evaluate student growth, and (vi) provide properly trained staff;
(3) to continue direct reading instruction for grades     3 through 6;
(4) in grades 3 through 6, to establish programs of     support for students who demonstrate a need for continued assistance in learning to read and in maintaining reading achievement; these programs shall (i) focus on scientifically based research and best practices with proven long-term results, (ii) provide ongoing training for teachers and other staff members in the program, (iii) focus instruction on strengthening a student's phonics, fluency, and comprehension skills in grades 3 through 6, (iv) provide a means to evaluate and document student growth, and (v) provide properly trained staff;
(5) in grades K through 6, to provide classroom     reading materials for students; each district may allocate up to 25% of the funds for this purpose; and
(6) to provide a long-term professional development     program for classroom teachers, administrators, and other appropriate staff; the program shall (i) focus on scientifically based research and best practices with proven long-term results, (ii) provide a means to evaluate student progress in reading as a result of the training, (iii) and be provided by approved staff development providers.
(a-10) Reading Improvement Block Grant Program funds shall be made
available to each eligible school district submitting an approved application
developed by the State Board beginning with the 1998-99 school year.
Applications shall include a proposed assessment method or methods for
measuring
the reading growth of
students
who receive direct instruction as a result of the funding and the impact of
staff development activities on student growth in reading.  Such methods may include the reading portion
of the assessments required under Section 2-3.64a-5 of this Code.  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. 98-972, eff. 8-15-14.)
(105 ILCS 5/2-3.51a)
Sec. 2-3.51a. 
		
		Continued Reading Improvement Block Grant
Program.  To improve the reading and study skills of children from seventh
through twelfth grade in school districts.  The State Board of Education
is authorized to administer a Continued Reading Improvement Block
Grant Program.  As used in this Section, "school district" includes
those schools designated as laboratory schools.
(a) Funds for the Continued Reading Improvement Block Grant
Program shall be distributed to school districts on the following basis:
70% of moneys shall be awarded on the prior year's best 3 months
average daily attendance and 30% shall be distributed on the number of
economically disadvantaged (E.C.I.A. Chapter I) pupils in the district,
provided that the State Board may distribute an amount not to exceed
2% of the moneys appropriated for the Continued Reading Improvement
Block Grant Program for the purpose of providing teacher training and
re-training in the teaching of reading.  Program funds shall be
distributed to school districts in 2 semi-annual installments, one
payment on or before October 30 and one payment prior to April 30 of
each year.  The State Board shall adopt any rules necessary for the
implementation of this program.
(b) Continued Reading Improvement Block Grant Program funds
shall be used by school districts in the following manner to support students
in grades 7 through 12
who are reading significantly below grade level:
(1) to continue direct reading instruction for grades     7 through 12, focusing on the application of reading skills for understanding informational text;
(2) to focus on and to commit time and resources to     the reading of rich literature;
(3) to conduct intense vocabulary, spelling, and     related writing programs that promote better understanding of language and words;
(4) to provide professional development based on     scientifically based research and best practices and delivered by providers approved by the State Board of Education; and
(5) to increase the availability of reading     specialists and teacher aides trained in research-based reading intervention or improvement practices or both.
(c) Continued Reading Improvement Block Grant Program funds
shall be made available to each eligible school district submitting an
approved application developed by the State Board, beginning with the
2003-2004 school year.  Applications shall include a proposed
assessment method or methods for measuring student reading skills.
Such methods may include the reading portion of State tests.  At the end
of each school year the district shall report assessment results to the
State Board.  Districts not demonstrating performance progress using an
approved assessment method shall not be eligible for funding in the third
or subsequent years until such progress is established.
(d) The State Superintendent of Education, in cooperation with the
school districts participating in the program, shall annually report to the
leadership of the General Assembly on the results of the Continued
Reading Improvement Block Grant Program and the progress being made
on improving the reading skills of students in grades 7 through 12.
(e) Grants under the Continued Reading Improvement Block Grant
Program shall be awarded provided there is an appropriation for the
program, and funding levels for each district shall be prorated according
to the amount of the appropriation.  Funding for the program established
under Section 2-3.51 of this Code shall not be reduced in order to fund
the Continued Reading Improvement Block Grant Program.
(Source: P.A. 93-53, eff. 7-1-03.)
(105 ILCS 5/2-3.51.5)
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 and State-recognized, non-public schools.  The State Board of
Education is authorized to fund a School Safety and Educational Improvement
Block Grant Program.
(1) For school districts, the program shall provide funding for school safety, textbooks and
software, electronic textbooks and the technological equipment necessary to gain access to and use electronic textbooks, teacher training and curriculum development, school improvements, school
report cards under Section 10-17a, and criminal history records checks

under Sections 10-21.9 and 34-18.5.  For State-recognized, non-public schools, the program shall provide funding for secular textbooks and software, criminal history records checks, and health and safety mandates to the extent that the funds are expended for purely secular purposes. A school district
or laboratory school as defined in Section 18-8, 18-8.05, or 18-8.15 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.  Funds for the School Safety and Educational Improvement Block Grant Program shall be distributed to State-recognized, non-public schools based on the average daily attendance figure for the previous school year provided to the State Board of Education. The State Board of Education shall develop an application that requires State-recognized, non-public schools to submit  average daily attendance figures. A State-recognized, non-public school must submit the application and average daily attendance figure prior to receiving funds under this Section. The State Board of Education shall promulgate rules and
regulations necessary for the implementation of this program.
(2) Distribution of moneys to school districts and State-recognized, non-public schools 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.
(4) The provisions of this Section are in the public interest, are for the public benefit, and serve secular public purposes.
(Source: P.A. 100-465, eff. 8-31-17.)
(105 ILCS 5/2-3.52)
Sec. 2-3.52. (Repealed).
(Source: P.A. 84-126. Repealed by P.A. 94-1105, eff. 6-1-07.)
(105 ILCS 5/2-3.52A) (from Ch. 122, par. 2-3.52A)
Sec. 2-3.52A. Pilot programs. The State Board of Education  may,
pursuant to the federal Every Student Succeeds Act and appropriations for such purposes, establish educator preparation pilot
programs.  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. 100-1046, eff. 8-23-18.)
(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.)
(105 ILCS 5/2-3.53a)
Sec. 2-3.53a. New principal mentoring program.
(a) Beginning on July 1, 2007, and subject to an annual appropriation by the General Assembly, to establish a new principal mentoring program for new principals. Any individual who is first hired as a principal on or after July 1, 2007 shall participate in a new principal mentoring program for the duration of his or her first year as a principal and must complete the program in accordance with the requirements established under this Section and by the State Board of Education by rule or, for a school district created by Article 34 of this Code, in accordance with the provisions of Section 34-18.33 of this Code.  School districts created by Article 34 are not subject to the requirements of subsection (b), (c), (d), (e), (f), (g), (i), (j), (k), (l), or (m) of this Section. Any individual who is first hired as a principal on or after July 1, 2008 may participate in a second year of mentoring if it is determined by the State Superintendent of Education that sufficient funding exists for such participation. The new principal mentoring program shall match an experienced principal who meets the requirements of subsection (b) of this Section with each new principal in order to assist the new principal in the development of his or her  professional growth and to provide guidance.
(b) Any individual who has been a principal in Illinois for 3 or more years and who has demonstrated success as an instructional leader, as determined by the State Board by rule,  is eligible to apply to be a mentor under a new principal mentoring program. Eligible mentors shall be selected by approved entities and shall complete mentoring training provided by an approved entity set forth by the State Board by rule.
(c) Subject to annual appropriation by the General Assembly, the State Board shall establish a competitive grant program to support the new principal mentoring program and shall approve one or more eligible entities to provide services to new principals under the program. Approval of eligible entities shall be valid for 3 years. Eligible entities are defined as regional offices of education, intermediate service centers, Illinois higher education institutions, statewide organizations representing principals, and school districts. Approved entities shall be responsible for mentor training, pairing mentors and new principals, and all other administrative aspects of providing mentoring services as provided by the State Board by rule.
(d) A mentor shall be assigned to a new principal based on (i)  similarity of grade level or type of school, (ii) learning needs of the new principal, and (iii) accessibility of the mentor to the new principal. The principal, in collaboration with the mentor, shall identify areas for improvement of the new principal's professional growth, including, but not limited to, professional growth in the areas addressed in the Illinois Performance Standards for School Leaders.
The mentor shall not provide input into a new principal's evaluation that is completed in accordance with Article 24A of this Code.
(e) On or before July 1, 2008 and on or after July 1 of each year thereafter, the State Board shall evaluate the new principal mentoring training program in collaboration with the approved entities. Each new principal and his or her mentor must complete a verification form developed by the State Board in order to certify their completion of a new principal mentoring program.
(f) The requirements of this Section do not apply to any individual who has previously served as an assistant principal in Illinois acting under an administrative endorsement for 5 or more years and who is hired as a principal by the school district in which the individual last served as an assistant principal, although such an individual may choose to participate in this program or may be required to participate in the program by the individual's employing  school district.
(g) The State Board may adopt any rules necessary for the implementation of this Section.
(h) On an annual basis, the State Superintendent of Education shall determine whether appropriations are likely to be sufficient to require operation of the new principal mentoring program for the coming year.
(i) If the State Superintendent of Education determines that appropriations are not likely sufficient to serve all anticipated first year principals in any given year, then the new principal mentoring program shall be voluntary and priority access to mentoring services shall be given to first year principals in the highest need schools, as determined by the State Superintendent of Education. The new principal mentoring program shall only be available to second year principals if the State Superintendent of Education first determines that appropriations are likely sufficient to serve all anticipated first year principals. If mentoring services are extended to second year principals and if appropriations are not sufficient to serve all second year principals who wish to participate in the new principal mentoring program, priority access to mentoring services shall be given to second year principals who are in the highest need schools, as determined by the State Superintendent of Education.
(j) The State Superintendent of Education may determine on a yearly basis the number of mentoring hours required for first year principals and the number of mentoring hours required for second year principals.
(k) The State Superintendent of Education may determine on a yearly basis the amount of compensation to be provided to first year principal mentors, second year principal mentors, and approved entities.
(l) Contact hours for mentors and principals may be in person, by telephone, online, or by any other mechanism that allows for synchronous communication between the mentor and new principal. The State Board may, by rule, require a minimum number of in-person contact hours.
(m) Using funds from the new principal mentoring program, the State Board may contract with an independent party to conduct a comprehensive evaluation of the program.
(Source: P.A. 102-521, eff. 8-20-21.)
(105 ILCS 5/2-3.53b)
Sec. 2-3.53b. New superintendent mentoring program.
(a) Beginning on July 1, 2009 and subject to an annual appropriation by the General Assembly, to establish a new superintendent mentoring program for new superintendents. Any individual who begins serving as a superintendent in this State on or after July 1, 2009 and has not previously served as a school district superintendent in this State shall participate in the new superintendent mentoring program for the duration of his or her first 2 school years as a superintendent and must complete the program in accordance with the requirements established by the State Board of Education by rule.  The new superintendent mentoring program shall match an experienced superintendent who meets the requirements of subsection (b) of this Section with each new superintendent in his or her first 2 school years in that position in order to assist the new superintendent in the development of his or her professional growth and to provide guidance during the new superintendent's first 2 school years of service.
(b) Any individual who has actively served as a school district superintendent in this State for 3 or more years and who has demonstrated success as an instructional leader, as determined by the State Board of Education by rule, is eligible to apply to be a mentor under the new superintendent mentoring program. Mentors shall complete mentoring training through a provider selected by the State Board of Education and shall meet any other requirements set forth by the State Board and by the school district employing the mentor.
(c) Under the new superintendent mentoring program, a provider selected by the State Board of Education shall assign a mentor to a new superintendent based on (i) similarity of grade level or type of school district, (ii) learning needs of the new superintendent, and (iii) geographical proximity of the mentor to the new superintendent. The new superintendent, in collaboration with the mentor, shall identify areas for improvement of the new superintendent's professional growth, including, but not limited to, each of the following:
(1) Analyzing data and applying it to practice.
(2) Aligning professional development and     instructional programs.
(3) Building a professional learning community.
(4) Effective school board relations.
(5) Facilitating effective meetings.
(6) Developing distributive leadership practices.
(7) Facilitating organizational change.
The mentor must not be required to provide an evaluation of the new superintendent on the basis of the mentoring relationship.
(d) From January 1, 2010 until May 15, 2010 and from January 1 until May 15 each year thereafter, each mentor and each new superintendent shall complete a survey of progress of the new superintendent on a form developed by the school district. On or before September 1, 2010 and on or before September 1 of each year thereafter, the provider selected by the State Board of Education shall submit a detailed annual report to the State Board of how the appropriation for the new superintendent mentoring program was spent, details on each mentor-mentee relationship, and a qualitative evaluation of the outcomes. The provider shall develop a verification form that each new superintendent and his or her mentor must complete and submit to the provider to certify completion of each year of the new superintendent mentoring program by July 15 immediately following the school year just completed.
(e) The requirements of this Section do not apply to any individual who has previously served as an assistant superintendent in a school district in this State acting under an administrative certificate for 5 or more years and who, on or after July 1, 2009, begins serving as a superintendent in the school district where he or she had served as an assistant superintendent immediately prior to being named superintendent, although such an individual may choose to participate in the new superintendent mentoring program or may be required to participate by the school district.  The requirements of this Section do not apply to any superintendent or chief executive officer of a school district organized under Article 34 of this Code.
(f) The State Board may adopt any rules that are necessary for the implementation of this Section.
(Source: P.A. 96-62, eff. 7-23-09.)
(105 ILCS 5/2-3.54)
Sec. 2-3.54. (Repealed).
(Source: P.A. 84-1308. Repealed by P.A. 94-1105, eff. 6-1-07.)
(105 ILCS 5/2-3.55)
Sec. 2-3.55. (Repealed).
(Source: P.A. 85-1046. Repealed by P.A. 94-1105, eff. 6-1-07.)
(105 ILCS 5/2-3.55A)
Sec. 2-3.55A. (Repealed).
(Source: P.A. 85-322. Repealed by P.A. 94-1105, eff. 6-1-07.)
(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.)
(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.)
(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.)
(105 ILCS 5/2-3.59) (from Ch. 122, par. 2-3.59)
Sec. 2-3.59. Staff development programs. 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 shall conduct
staff development programs and may contract with not-for-profit
organizations to conduct summer staff development program institutes
which specify outcome goals, including the
improvement of specific instructional competencies, and which conform to
locally developed plans.
(Source: P.A. 94-875, eff. 7-1-06.)
(105 ILCS 5/2-3.60)
Sec. 2-3.60. (Repealed).
(Source: P.A. 84-1283. Repealed by P.A. 99-30, eff. 7-10-15.)
(105 ILCS 5/2-3.61)
Sec. 2-3.61. (Repealed).
(Source: P.A. 93-21, eff. 7-1-03. Repealed by P.A. 95-793, eff. 1-1-09.)
(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 whole child-focused after-school programs that are aligned with the regular academic programs of a school and the academic needs of students. 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, if applicable, increase school day attendance and improve social-emotional skills and to offer opportunities for families of participating students to have meaningful engagement in their children's education that are linked to learning and healthy development outcomes. If appropriate, external stakeholder feedback shall be gathered and used to inform the grant application.
The State Board of Education shall award grants to eligible applicants
that are of sufficient size and scope to implement 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 and performance indicators and measures with a direct link to student achievement.
(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. 100-1046, eff. 8-23-18.)
(105 ILCS 5/2-3.62) (from Ch. 122, par. 2-3.62)
Sec. 2-3.62. Educational service centers.
(a) A regional network of educational service centers shall be established
by the State Board of Education to coordinate and combine existing services in
a manner which is practical and efficient and to provide new services to
schools as provided in this Section.  Services to be made available by such
centers shall include the planning, implementation and evaluation of:
(1) (blank);
(2) computer technology education;
(3) mathematics, science and reading resources for     teachers including continuing education, inservice training and staff development.
The centers may provide training, technical assistance, coordination and
planning in other program areas such as school improvement, school
accountability, financial planning, consultation, and services, career guidance, early childhood education, alcohol/drug
education and prevention, comprehensive personal health and safety education and comprehensive sexual health education, electronic transmission
of data from school districts to the State, alternative education and regional
special education, and telecommunications systems that provide distance
learning. Such telecommunications systems may be obtained through the
Department of Central Management Services pursuant to Section 405-270 of the
Department of Central Management Services Law (20 ILCS 405/405-270). The programs and services of educational
service centers may be offered to private school teachers and private school
students within each service center area provided public schools have already
been afforded adequate access to such programs and services.
Upon the abolition of the office, removal from office, disqualification for office, resignation from office, or expiration of the current term of office of the regional superintendent of schools, whichever is earlier, the chief administrative officer of the centers serving that portion of a Class II county school unit outside of a city of 500,000 or more inhabitants shall have and exercise, in and with respect to each educational service region having a population of 2,000,000 or more inhabitants and in and with respect to each school district located in any such educational service region, all of the rights, powers, duties, and responsibilities theretofore vested by law in and exercised and performed by the regional superintendent of schools for that area under the provisions of this Code or any other laws of this State.
The State Board of Education shall promulgate rules and regulations necessary
to implement this Section.  The rules shall include detailed standards which
delineate the scope and specific content of programs to be provided by each
Educational Service Center, as well as the specific planning, implementation
and evaluation services to be provided by each Center relative to its programs.
 The Board shall also provide the standards by which it will evaluate the
programs provided by each Center.
(b) Centers serving Class 1 county school units shall be governed by an
11-member board, 3 members of which shall be public school teachers
nominated by the local bargaining representatives to the appropriate regional
superintendent for appointment and no more than 3 members of which shall be
from each of the following categories, including but not limited to
superintendents, regional superintendents, school board members
and a representative of an institution of higher education.  The members of
the board shall be appointed by the regional superintendents whose school
districts are served by the educational service center.
The composition of the board will reflect the revisions of this
amendatory Act of 1989 as the terms of office of current members expire.
(c) The centers shall be of sufficient size and number to assure delivery
of services to all local school districts in the State.
(d) From monies appropriated for this program the State Board of
Education shall provide grants paid from the Personal Property Tax Replacement Fund 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 comprehensive personal health and safety education and comprehensive sexual health 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 comprehensive personal health and safety education and comprehensive sexual health 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 comprehensive personal health and safety education and comprehensive sexual health 
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.
(Source: P.A. 102-522, eff. 8-20-21.)
(105 ILCS 5/2-3.62a)
Sec. 2-3.62a. Regional services.  The State Board of Education is granted the power to provide the following regional services, either through a regional administrative technology center or otherwise:
(1)  Coordinate the delivery of educational resources     and support services statewide, including assistance in complying with State and federal law.
(2)  Issue annual report cards, in conjunction with     school report cards under Section 10-17a of this Code and in cooperation with school districts, for regional offices of education, grading without limitation all of the following:
(A)  The efficiency and effectiveness of school         districts served resulting from technical assistance and program support.
(B)  The regional delivery of quality services.
(C)  School district satisfaction.
(D)  Delivery of support services that enhance         student performance.
(3)  Direct services provided to assist schools     designated as not meeting Illinois learning and federal student performance standards.
(4)  Support programs and services to close the     achievement gap.
(5)  Assist school districts in pooling     administrative or other services and facilitate cooperation among school districts that may be able to achieve economies of scale through shared services.  The State Board of Education may exercise this power in cooperation with regional superintendents of schools.  The State Board shall not have the power to require a school district to enter into a shared service agreement.
(Source: P.A. 93-1036, eff. 9-14-04.)
(105 ILCS 5/2-3.63) (from Ch. 122, par. 2-3.63)
Sec. 2-3.63. Local learning objectives and assessment. Each school district may set student learning objectives
which meet or exceed goals established by the State and to also establish local
goals for excellence in education.  If established, such objectives and goals shall be
disseminated to the public along with information on the degree to which they
are being achieved, and  if not, what appropriate actions are being taken.  As
part of its local assessment system each district shall identify the grade
levels used to document progress to parents, the community, and the State in
all the fundamental learning areas described in Section 27-1.
(Source: P.A. 94-875, eff. 7-1-06.)
(105 ILCS 5/2-3.64)
Sec. 2-3.64. (Repealed).
(Source: P.A. 97-86, eff. 1-1-12. Repealed by P.A. 98-972, eff. 8-15-14.)
(105 ILCS 5/2-3.64a)
Sec. 2-3.64a. (Repealed).
(Source: P.A. 90-789, eff. 8-14-98. Repealed by P.A. 98-972, eff. 8-15-14.)
(105 ILCS 5/2-3.64a-5)
Sec. 2-3.64a-5. State goals and assessment.
(a)  For the assessment and accountability purposes of this Section, "students" includes those students enrolled in a public or State-operated elementary school, secondary school, or cooperative or joint agreement with a governing body or board of control, a charter school operating in compliance with the Charter Schools Law, a school operated by a regional office of education under Section 13A-3 of this Code, or a public school administered by a local public agency or the Department of Human Services.
(b)  The State Board of Education shall establish the academic standards that are to be applicable to students who are subject to State assessments under this Section.  The State Board of Education shall not establish any such standards in final form without first providing opportunities for public participation and local input in the development of the final academic standards.  Those opportunities shall include a well-publicized period of public comment and opportunities to file written comments.
(c)  Beginning no later than the 2014-2015 school year, the State Board of Education shall annually assess all students enrolled in grades 3 through 8 in English language arts and mathematics.
Beginning no later than the 2017-2018 school year, the State Board of Education shall annually assess all students in science at one grade in grades 3 through 5, at one grade in grades 6 through 8, and at one grade in grades 9 through 12.
The State Board of Education shall annually assess schools that operate a secondary education program, as defined in Section 22-22 of this Code, in English language arts and mathematics.  The State Board of Education shall administer no more than 3 assessments, per student, of English language arts and mathematics for students in a secondary education program.   One of these assessments shall be recognized by this State's public institutions of higher education, as defined in the Board of Higher Education Act, for the purpose of student application or admissions consideration. The assessment administered by the State Board of Education for the purpose of student application to or admissions consideration by institutions of higher education must be administered on a school day during regular student attendance hours, and student profile information collected by the assessment shall be made available to the State's public institutions of higher education in a timely manner.
Students who do not take the State's final accountability assessment or its approved alternate assessment may not receive a regular high school diploma unless the student is exempted from taking the State assessments under subsection (d) of this Section because the student is enrolled in a program of adult and continuing education, as defined in the Adult Education Act, or the student is identified by the State Board of Education, through rules, as being exempt from the assessment.
The State Board of Education shall not assess students under this Section in subjects not required by this Section.
Districts shall inform their students of the timelines and procedures applicable to their participation in every yearly administration of the State assessments.
The State Board of Education shall establish periods of time in each school year during which State assessments shall occur to meet the objectives of this Section.
The requirements of this subsection do not apply if the State Board of Education has received a waiver from the administration of assessments from the U.S. Department of Education.
(d)  Every individualized educational program as described in Article 14 shall identify if the State assessment or components thereof require accommodation for the student.  The State Board of Education shall develop rules governing the administration of an alternate assessment that may be available to students for whom participation in this State's regular assessments is not appropriate, even with accommodations as allowed under this Section.
Students receiving special education services whose individualized educational programs identify them as eligible for the alternative State assessments nevertheless shall have the option of also taking this State's regular final accountability assessment, which shall be administered in accordance with the eligible accommodations appropriate for meeting these students' respective needs.
All students determined to be English learners shall participate in the State assessments. The scores of those students who have been enrolled in schools in the United States for less than 12 months may not be used for the purposes of accountability.  Any student determined to be an English learner shall receive appropriate assessment accommodations, including language supports, which shall be established by rule.  Approved assessment accommodations must be provided until the student's English language skills develop to the extent that the student is no longer considered to be an English learner, as demonstrated through a State-identified English language proficiency assessment.
(e)  The results or scores of each assessment taken under this Section shall be made available to the parents of each student.
In each school year, the scores attained by a student on the final accountability assessment must be placed in the student's permanent record pursuant to rules that the State Board of Education shall adopt for that purpose in accordance with Section 3 of the Illinois School Student Records Act.  In each school year, the scores attained by a student on the State assessments administered in grades 3 through 8 must be placed in the student's temporary record.
(f)  All schools shall administer the State's academic assessment of English language proficiency to all children determined to be English learners.
(g)  All schools in this State that are part of the sample drawn by the National Center for Education Statistics, in collaboration with their school districts and the State Board of Education, shall administer the academic assessments under the National Assessment of Educational Progress carried out under Section 411(b)(2) of the federal National Education Statistics Act of 1994 (20 U.S.C. 9010) if the U.S. Secretary of Education pays the costs of administering the assessments.
(h) (Blank).
(i)  For the purposes of this subsection (i), "academically based assessments" means assessments consisting of questions and answers that are measurable and quantifiable to measure the knowledge, skills, and ability of students in the subject matters covered by the assessments. All assessments administered pursuant to this Section must be academically based assessments. The scoring of academically based assessments shall be reliable, valid, and fair and shall meet the guidelines for assessment development and use prescribed by the American Psychological Association, the National Council on Measurement in Education, and the American Educational Research Association.
The State Board of Education shall review the use of all assessment item types in order to ensure that they are valid and reliable indicators of student performance aligned to the learning standards being assessed and that the development, administration, and scoring of these item types are justifiable in terms of cost.
(j)  The State Superintendent of Education shall appoint a committee of no more than 21 members, consisting of parents, teachers, school administrators, school board members, assessment experts, regional superintendents of schools, and citizens, to review the State assessments administered by the State Board of Education. The Committee shall select one of its members as its chairperson. The Committee shall meet on an ongoing basis to review the content and design of the assessments (including whether the requirements of subsection (i) of this Section have been met), the time and money expended at the local and State levels to prepare for and administer the assessments, the collective results of the assessments as measured against the stated purpose of assessing student performance, and other issues involving the assessments identified by the Committee. The Committee shall make periodic recommendations to the State Superintendent of Education and the General Assembly concerning the assessments.
(k)  The State Board of Education may adopt rules to implement this Section.
(Source: P.A. 103-204, eff. 1-1-24.)
(105 ILCS 5/2-3.64a-10)
Sec. 2-3.64a-10. Kindergarten assessment.
(a)    For the purposes of this Section, "kindergarten" includes both full-day and
half-day kindergarten programs.
(b)    Beginning no later than the 2021-2022 school year, the State Board
of Education shall annually assess all public school students entering kindergarten using a common assessment tool, unless the State Board determines that a student is otherwise exempt.   The common assessment tool must assess multiple developmental domains, including literacy, language, mathematics, and social and emotional development. The assessment must be valid, reliable, and developmentally appropriate to formatively assess a child's development and readiness for kindergarten.
(c) Results from the assessment may be used by the school to understand the child's development and readiness for kindergarten, to tailor instruction, and to measure the child's progress over time. Assessment results may also be used to identify a need for the professional development of teachers and early childhood educators and to inform State-level and district-level policies and resource allocation.
The school shall make the assessment results available to the child's parent or guardian.
The assessment results may not be used (i) to prevent a child from enrolling in kindergarten or (ii) as the sole measure used in determining the grade promotion or retention of a student.
(d)    On an annual basis, the State Board shall report publicly, at a minimum, data from the assessment for the State overall and for each school district. The State Board's report must disaggregate data by race and ethnicity, household income, students who are English learners, and students who have an individualized education program.
(e)     The State Superintendent of Education shall appoint a committee of no more than 21 members, including parents, teachers, school administrators, assessment experts, regional superintendents of schools, state policy advocates, early childhood administrators, and other stakeholders, to review, on an ongoing basis, the content and design of the assessment, the collective results of the assessment as measured against kindergarten-readiness standards, and other issues involving the assessment as identified by the committee.
The committee shall make periodic recommendations to the State Superintendent of Education and the General Assembly concerning the assessments.
(f)     The State Board  may adopt rules to implement and administer this Section.
(Source: P.A. 101-654, eff. 3-8-21; 102-635, eff. 11-30-21 (See Section 10 of P.A. 102-671 for effective date of P.A. 102-209).)
(105 ILCS 5/2-3.64a-15)
Sec. 2-3.64a-15. Restrictions on prekindergarten through grade 2 assessments.
(a)  In this Section:
"Diagnostic and screening purposes" means for the purpose of determining if individual students need remedial instruction or to determine eligibility for special education, early  intervention, bilingual education, dyslexia services, or other related educational services. Any assessment used to determine eligibility for special education or related services must be consistent with Section 614 of the federal Individuals with Disabilities Education Act. "Diagnostic and screening purposes" includes the identification and evaluation of students with disabilities. "Diagnostic and screening purposes" does not include any assessment in which student scores are used to rate or rank a classroom, program, teacher, school, school district, or jurisdiction.
"Standardized assessment" means an assessment that requires all student test takers to answer the same questions, or a selection of questions from a common bank of questions, in the same manner or substantially the same questions in the same manner. "Standardized assessment" does not include an observational assessment tool used to satisfy the requirements of Section 2-3.64a-10.
(b)   The State Board of Education may not develop, purchase, or require a school district to administer, develop, or purchase a standardized assessment for students enrolled or preparing to enroll in prekindergarten through grade 2, other than for diagnostic and screening purposes.
(c) The State Board of Education may not provide funding for any standardized assessment of students enrolled or preparing to enroll in prekindergarten through grade 2, other than for diagnostic and screening purposes.
(d)  Nothing in this Section shall be construed to limit the ability of a classroom teacher or school district to develop, purchase, administer, or score an assessment for an individual classroom, grade level, or group of grade levels in any subject area in prekindergarten through the grade 2.
(e)   Nothing in this Section limits procedures used by a school or school district for child find under 34 CFR 300.111(c) or evaluation under 34 CFR 300.304.
(f)   Nothing in this Section restricts the use of an annual assessment of English proficiency of all English learners  to comply with Section 1111(b)(2)(G) of the federal Elementary and Secondary Education Act of 1965.
(Source: P.A. 102-875, eff. 5-13-22.)
(105 ILCS 5/2-3.64b)
Sec. 2-3.64b. (Repealed).
(Source: P.A. 96-109, eff. 7-30-09. Repealed by P.A. 99-30, eff. 7-10-15.)
(105 ILCS 5/2-3.64c)
Sec. 2-3.64c. (Repealed).
(Source: P.A. 98-1075, eff. 8-26-14. Repealed internally, eff. 6-1-15.)
(105 ILCS 5/2-3.65)
Sec. 2-3.65. (Repealed).
(Source: P.A. 84-126. Repealed by P.A. 95-793, eff. 1-1-09.)
(105 ILCS 5/2-3.65a)
Sec. 2-3.65a. Arts and foreign language education grant program. There is created an arts and foreign language education grant program to fund arts education and foreign language education programs in the public schools, subject to appropriation to the State Board of Education.  The grants shall be for the purpose of supporting arts and foreign language education in the schools, with an emphasis on ensuring that art and foreign language courses are available as part of a school's core curriculum. The State Board of Education shall enter into an agreement with the Illinois Arts Council to cooperate in administering and awarding grants under the program.
(Source: P.A. 94-835, eff. 6-6-06.)
(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 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 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 high school equivalency testing, 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.
School districts and regional offices of education may claim general State
aid under Section 18-8.05 or evidence-based funding under Section 18-8.15 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 or evidence-based funding under Section 18-8.15, as applicable.
(Source: P.A. 100-465, eff. 8-31-17.)
(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.)
(105 ILCS 5/2-3.66b)
Sec. 2-3.66b. IHOPE Program.
(a)  There is established the Illinois Hope and Opportunity Pathways through Education (IHOPE) Program.  The State Board of Education shall implement and administer the IHOPE Program.  The goal of the IHOPE Program is to develop a comprehensive system in this State to re-enroll significant numbers of high school dropouts in programs that will enable them to earn their high school diploma.
(b)  The IHOPE Program shall award grants, subject to appropriation for this purpose, to educational service regions and a school district organized under Article 34 of this Code from appropriated funds to assist in establishing instructional programs and other services designed to re-enroll high school dropouts. From any funds appropriated for the IHOPE Program, the State Board of Education may use up to 5% for administrative costs, including the performance of a program evaluation and the hiring of staff to implement and administer the program.
The IHOPE Program shall provide incentive grant funds for regional offices of education and a school district organized under Article 34 of this Code to develop partnerships with school districts, public community colleges, and community groups to build comprehensive plans to re-enroll high school dropouts in their regions or districts.
Programs funded through the IHOPE Program shall allow high school dropouts, up to and including age 21 notwithstanding Section 26-2 of this Code, to re-enroll in an educational program in conformance with rules adopted by the State Board of Education. Programs may include without limitation comprehensive year-round programming, evening school, summer school, community college courses, adult education, vocational training, work experience, programs to enhance self-concept, and parenting courses.  Any student in the IHOPE Program who wishes to earn a high school diploma must meet the prerequisites to receiving a high school diploma specified in Section 27-22 of this Code and any other graduation requirements of the student's district of residence.  Any student who successfully completes the requirements for his or her graduation shall receive a diploma identifying the student as graduating from his or her district of residence.
(c)  In order to be eligible for funding under the IHOPE Program, an interested regional office of education or a school district organized under Article 34 of this Code shall develop an IHOPE Plan to be approved by the State Board of Education.  The State Board of Education shall develop rules for the IHOPE Program that shall set forth the requirements for the development of the IHOPE Plan.  Each Plan shall involve school districts, public community colleges, and key community programs that work with high school dropouts located in an educational service region or the City of Chicago before the Plan is sent to the State Board for approval.  No funds may be distributed to a regional office of education or a school district organized under Article 34 of this Code until the State Board has approved the Plan.
(d)  A regional office of education or a school district organized under Article 34 of this Code may operate its own program funded by the IHOPE Program or enter into a contract with other not-for-profit entities, including school districts, public community colleges, and not-for-profit community-based organizations, to operate a program.
A regional office of education or a school district organized under Article 34 of this Code that receives an IHOPE grant from the State Board of Education may provide funds under a sub-grant, as specified in the IHOPE Plan, to other not-for-profit entities to provide services according to the IHOPE Plan that was developed.  These other entities may include school districts, public community colleges, or not-for-profit community-based organizations or a cooperative partnership among these entities.
(e)  In order to distribute funding based upon the need to ensure delivery of programs that will have the greatest impact, IHOPE Program funding must be distributed based upon the proportion of dropouts in the educational service region or school district, in the case of a school district organized under Article 34 of this Code, to the total number of dropouts in this State.  This formula shall employ the dropout data provided by school districts to the State Board of Education.
A regional office of education or a school district organized under Article 34 of this Code may claim State aid under Section 18-8.05 or 18-8.15 of this Code for students enrolled in a program funded by the IHOPE Program, provided that the State Board of Education has approved the IHOPE Plan and that these students are receiving services that are meeting the requirements of Section 27-22 of this Code for receipt of a high school diploma and are otherwise eligible to be claimed for general State aid under Section 18-8.05 of this Code or evidence-based funding under Section 18-8.15 of this Code, including provisions related to the minimum number of days of pupil attendance pursuant to Section 10-19 of this Code and the minimum number of daily hours of school work required under Section 10-19.05 and any exceptions thereto as defined by the State Board of Education in rules.
(f)  IHOPE categories of programming may include the following:
(1)  Full-time programs that are comprehensive,     year-round programs.
(2)  Part-time programs combining work and study     scheduled at various times that are flexible to the needs of students.
(3)  Online programs and courses in which students     take courses and complete on-site, supervised tests that measure the student's mastery of a specific course needed for graduation. Students may take courses online and earn credit or students may prepare to take supervised tests for specific courses for credit leading to receipt of a high school diploma.
(4)  Dual enrollment in which students attend high     school classes in combination with community college classes or students attend community college classes while simultaneously earning high school credit and eventually a high school diploma.
(g)  In order to have successful comprehensive programs re-enrolling and graduating low-skilled high school dropouts, programs funded through the IHOPE Program shall include all of the following components:
(1)  Small programs (70 to 100 students) at a     separate school site with a distinct identity.  Programs may be larger with specific need and justification, keeping in mind that it is crucial to keep programs small to be effective.
(2)  Specific performance-based goals and outcomes     and measures of enrollment, attendance, skills, credits, graduation, and the transition to college, training, and employment.
(3)  Strong, experienced leadership and teaching     staff who are provided with ongoing professional development.
(4)  Voluntary enrollment.
(5)  High standards for student learning, integrating     work experience, and education, including during the school year and after school, and summer school programs that link internships, work, and learning.
(6)  Comprehensive programs providing extensive     support services.
(7)  Small teams of students supported by full-time     paid mentors who work to retain and help those students graduate.
(8)  A comprehensive technology learning center with     Internet access and broad-based curriculum focusing on academic and career subject areas.
(9)  Learning opportunities that incorporate action     into study.
(h)  Programs funded through the IHOPE Program must report data to the State Board of Education as requested.  This information shall include, but is not limited to, student enrollment figures, attendance information, course completion data, graduation information, and post-graduation information, as available.
(i)  Rules must be developed by the State Board of Education to set forth the fund distribution process to regional offices of education and a school district organized under Article 34 of this Code, the planning and the conditions upon which an IHOPE Plan would be approved by State Board, and other rules to develop the IHOPE Program.
(Source: P.A. 100-465, eff. 8-31-17; 101-12, eff. 7-1-19.)
(105 ILCS 5/2-3.67)
Sec. 2-3.67. (Repealed).
(Source: P.A. 84-126. Repealed by P.A. 94-1105, eff. 6-1-07.)
(105 ILCS 5/2-3.68)
Sec. 2-3.68. (Repealed).
(Source: P.A. 85-1440. Repealed by P.A. 94-1105, eff. 6-1-07.)
(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.)
(105 ILCS 5/2-3.70)
Sec. 2-3.70. (Repealed).
(Source: P.A. 89-507, eff. 7-1-97. Repealed by P.A. 98-739, eff. 7-16-14.)
(105 ILCS 5/2-3.71) (from Ch. 122, par. 2-3.71)
Sec. 2-3.71. Grants for preschool educational  programs.
(a) Preschool program.
(1) The State Board of Education shall implement and     administer a grant program under the provisions of this subsection  which shall consist of grants to public school districts and other eligible entities, as defined by the State Board of Education, to conduct voluntary preschool educational programs for children ages 3 to 5 which include a parent education component. A public school district which receives grants under this subsection may subcontract with other entities that are eligible to conduct a preschool educational program. These grants must be used to supplement, not supplant, funds received from any other source.
(2) (Blank).
(3) Except as otherwise provided under this     subsection (a), any teacher of preschool children in the program authorized by this subsection shall hold a Professional Educator License with an early childhood education endorsement.
(3.5) Beginning with the 2018-2019 school year and     until the 2028-2029 school year, an individual may teach preschool children in an early childhood program under this Section if he or she holds a Professional Educator License with an early childhood education endorsement or with short-term approval for early childhood education or he or she pursues a Professional Educator License and holds any of the following:
(A) An ECE Credential Level of 5 awarded by the         Department of Human Services under the Gateways to Opportunity Program developed under Section 10-70 of the Department of Human Services Act.
(B) An Educator License with Stipulations with a         transitional bilingual educator endorsement and he or she has (i) passed an early childhood education content test or (ii) completed no less than 9 semester hours of postsecondary coursework in the area of early childhood education.
(4) (Blank).
(4.5)  The State Board of Education shall provide the     primary source of funding through appropriations for the program. Such funds shall be distributed to achieve a goal of "Preschool for All Children" for the benefit of all children whose families choose to participate in the program.  Based on available appropriations, newly funded programs shall be selected through a process giving first priority to qualified programs serving primarily at-risk children and second priority to qualified programs serving primarily children with a family income of less than 4 times the poverty guidelines updated periodically in the Federal Register by the U.S. Department of Health and Human Services under the authority of 42 U.S.C. 9902(2).  For purposes of this paragraph (4.5), at-risk children are those who because of their home and community environment are subject to such language, cultural, economic and like disadvantages to cause them to have been determined as a result of screening procedures to be at risk of academic failure.  Such screening procedures shall be based on criteria established by the State Board of Education.
Except as otherwise provided in this paragraph (4.5),     grantees under the program must enter into a memorandum of understanding with the appropriate local Head Start agency.  This memorandum must be entered into no later than 3 months after the award of a grantee's grant under the program, except that, in the case of the 2009-2010 program year, the memorandum must be entered into no later than the deadline set by the State Board of Education for applications to participate in the program in fiscal year 2011, and must address collaboration between the grantee's program and the local Head Start agency on certain issues, which shall include without limitation the following:
(A) educational activities, curricular         objectives, and instruction;
(B) public information dissemination and access         to programs for families contacting programs;
(C) service areas;
(D) selection priorities for eligible children to         be served by programs;
(E) maximizing the impact of federal and State         funding to benefit young children;
(F) staff training, including opportunities for         joint staff training;
(G) technical assistance;
(H) communication and parent outreach for smooth         transitions to kindergarten;
(I) provision and use of facilities,         transportation, and other program elements;
(J) facilitating each program's fulfillment of         its statutory and regulatory requirements;
(K) improving local planning and collaboration;         and
(L) providing comprehensive services for the         neediest Illinois children and families.
If the appropriate local Head Start agency is unable or     unwilling to enter into a memorandum of understanding as required under this paragraph (4.5), the memorandum of understanding requirement shall not apply and the grantee under the program must notify the State Board of Education in writing of the Head Start agency's inability or unwillingness.  The State Board of Education shall compile all such written notices and make them available to the public.
(5) The State Board of Education shall develop and     provide  evaluation tools, including tests, that school districts and other eligible entities may use to  evaluate children for school readiness prior to age 5.  The State Board of Education shall require school districts and other eligible entities to obtain consent from the parents or guardians of children before any evaluations are conducted.  The State Board of Education shall encourage local school districts and other eligible entities to evaluate the population of preschool children in their communities and provide preschool programs, pursuant to this subsection, where appropriate.
(6) The State Board of Education shall report to the     General Assembly by November 1, 2018  and every 2 years thereafter on the results and progress of students who were enrolled in preschool educational programs, including an assessment of which programs have been most successful in promoting academic excellence and alleviating academic failure.  The State Board of Education shall assess the academic progress of all students who have been enrolled in preschool educational programs.
On or before November 1 of each fiscal year in which     the General Assembly provides funding for new programs under paragraph (4.5) of this Section, the State Board of Education shall report to the General Assembly on what percentage of new funding was provided to programs serving primarily at-risk children, what percentage of new funding was provided to programs serving primarily children with a family income of less than 4 times the federal poverty level, and what percentage of new funding was provided to other programs.
(7) Due to evidence that expulsion practices in the     preschool years are linked to poor child outcomes and are employed inconsistently across racial and gender groups, early childhood programs receiving State funds under this subsection (a) shall prohibit expulsions.  Planned transitions to settings that are able to better meet a child's needs are not considered expulsion under this paragraph (7).
(A)  When persistent and serious challenging         behaviors emerge, the early childhood program shall document steps taken to ensure that the child can participate safely in the program; including observations of initial and ongoing challenging behaviors, strategies for remediation and intervention plans to address the behaviors, and communication with the parent or legal guardian, including participation of the parent or legal guardian in planning and decision-making.
(B)  The early childhood program shall, with         parental or legal guardian consent as required, utilize a range of community resources, if available and deemed necessary, including, but not limited to, developmental screenings, referrals to programs and services administered by a local educational agency  or early intervention agency under Parts B and C of the federal Individual with Disabilities Education Act, and consultation with infant and early childhood mental health consultants and the child's health care provider.  The program shall document attempts to engage these resources, including parent or legal guardian participation and consent attempted and obtained. Communication with the parent or legal guardian shall take place in a culturally and linguistically competent manner.
(C)  If there is documented evidence that all         available interventions and supports recommended by a qualified professional have been exhausted and the program determines in its professional judgment that transitioning a child to another program is necessary for the well-being of the child or his or her peers and staff, with parent or legal  guardian permission, both the current and pending programs shall create a transition plan designed to ensure continuity of services and the comprehensive development of the child. Communication with families shall occur in a culturally and linguistically competent manner.
(D)  Nothing in this paragraph (7) shall preclude         a parent's or legal guardian's right to voluntarily withdraw his or her child from an early childhood program. Early childhood programs shall request and keep on file, when received, a written statement from the parent or legal guardian stating the reason for his or her decision to withdraw his or her child.
(E) In the case of the determination of a serious         safety threat to a child or others or in the case of behaviors listed in subsection (d) of Section 10-22.6 of this Code, the temporary removal of a child from attendance in group settings may be used. Temporary removal of a child from attendance in a group setting shall trigger the process detailed in subparagraphs (A), (B), and (C) of this paragraph (7), with the child placed back in a group setting as quickly as possible.
(F) Early childhood programs may utilize and the         State Board of Education, the Department of Human Services, and the Department of Children and Family Services shall recommend training, technical support, and professional development resources to improve the ability of teachers, administrators, program directors, and other staff to promote social-emotional development and behavioral health, to address challenging behaviors, and to understand trauma and trauma-informed care, cultural competence, family engagement with diverse populations, the impact of implicit bias on adult behavior, and the use of reflective practice techniques.  Support shall include the availability of resources to contract with infant and early childhood mental health consultants.
(G)  Beginning on July 1, 2018, early childhood         programs shall annually report to the State Board of Education, and, beginning in fiscal year 2020, the State Board of Education shall make available on a biennial basis, in an existing report, all of the following data for children from birth to age 5 who are served by the program:
(i) Total number served over the course of             the program year and the total number of children who left the program during the program year.
(ii) Number of planned transitions to another             program due to children's behavior, by children's race, gender, disability, language, class/group size, teacher-child ratio, and length of program day.
(iii) Number of temporary removals of a child             from attendance in group settings due to a serious safety threat under subparagraph (E) of this paragraph (7), by children's race, gender, disability, language, class/group size, teacher-child ratio, and length of program day.
(iv) Hours of infant and early childhood             mental health consultant contact with program leaders, staff, and families over the program year.
(H) Changes to services for children with an         individualized education program or individual family service plan shall be construed in a manner consistent with the federal Individuals with Disabilities Education Act.
The State Board of Education, in consultation with     the Governor's Office of Early Childhood Development and the Department of Children and Family Services, shall adopt rules to administer this paragraph (7).
(b) (Blank).
(c) Notwithstanding any other provisions of this Section, grantees may serve children ages 0 to 12 of essential workers if the Governor has declared a disaster due to a public health emergency pursuant to Section 7 of the Illinois Emergency Management Agency Act. For the purposes of this subsection, essential workers include those outlined in Executive Order 20-8 and school employees. The State Board of Education shall adopt rules to administer this subsection.
(Source: P.A. 103-111, eff. 6-29-23.)
(105 ILCS 5/2-3.71a) (from Ch. 122, par. 2-3.71a)
Sec. 2-3.71a. Grants for early childhood parental training programs. The State Board of Education shall implement and administer a grant
program consisting of
grants to public school districts and other eligible entities, as defined by the State Board of Education, to conduct early childhood parental training programs for the parents of
children in the period of life from
birth to kindergarten.  A public
school district that receives
grants under this Section may contract with
other eligible entities to conduct an early childhood parental training program.
These grants must be used to supplement, not supplant, funds received from any other source. A school board or other eligible entity
shall employ appropriately qualified personnel for its early
childhood parental training program, including but not limited to certified
teachers, counselors, psychiatrists, psychologists and social workers.
(a) As used in this Section, "parental training" means and includes
instruction in the following:
(1) Child growth and development, including prenatal     development.
(2) Childbirth and child care.
(3) Family structure, function and management.
(4) Prenatal and postnatal care for mothers and     infants.
(5) Prevention of child abuse.
(6) The physical, mental, emotional, social, economic     and psychological aspects of interpersonal and family relationships.
(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.
(i)  Early childhood programs under this Section are subject to the requirements under paragraph (7) of subsection (a) of Section 2-3.71 of this Code.
(Source: P.A. 100-105, eff. 1-1-18.)
(105 ILCS 5/2-3.72)
Sec. 2-3.72. (Repealed).
(Source: P.A. 84-1308. Repealed by P.A. 94-1105, eff. 6-1-07.)
(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 Illinois State Police pursuant
to Section 6 of
the Intergovernmental Missing Child Recovery Act of 1984, the State Board
of Education shall promptly disseminate the information to each school district in this State and to the principal
or chief administrative officer of every nonpublic elementary and
secondary school in this State registered with the State Board of Education.  Upon receipt of such information, 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 Illinois State Police and the law enforcement agency having jurisdiction in the area
where the missing child resides or attends school.
(Source: P.A. 102-538, eff. 8-20-21.)
(105 ILCS 5/2-3.74)
Sec. 2-3.74. (Repealed).
(Source: P.A. 84-1308. Repealed by P.A. 97-256, eff. 1-1-12.)
(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.)
(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, mine subsidence, 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. 96-102, eff. 7-29-09.)
(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.)
(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.)
(105 ILCS 5/2-3.80) (from Ch. 122, par. 2-3.80)
Sec. 2-3.80. (a) The General Assembly recognizes that agriculture is
the most basic and singularly important industry in the State, that
agriculture is of central importance to the welfare and economic stability
of the State, and that the maintenance of this vital industry requires a
continued source of trained and qualified individuals for employment in
agriculture and agribusiness.  The General Assembly hereby declares that it
is in the best interests of the people of the State of Illinois that a
comprehensive education program in agriculture be created and maintained by
the State's public school system in order to ensure an adequate supply of
trained and skilled individuals and to ensure appropriate representation of
racial and ethnic groups in all phases of the industry.  It is the intent
of the General Assembly that a State program for agricultural education
shall be a part of the curriculum of the public school system K through
adult, and made readily available to all school districts which may, at
their option, include programs in education in agriculture as a part of the
curriculum of that district.
(b) The State Board of Education shall adopt such rules and regulations
as are necessary to implement the provisions of this Section.  The rules
and regulations shall not create any new State mandates on school districts
as a condition of receiving federal, State, and local funds by those
entities.  It is in the intent of the General Assembly that, although this
Section does not create any new mandates, school districts are strongly
advised to follow the guidelines set forth in this Section.
(c) The State Superintendent of Education shall assume responsibility
for the administration 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.  There is currently within the State Board of Education an
agricultural education unit to assist school districts in the establishment
and maintenance of educational programs pursuant to the provisions of this
Section.  The staffing of the unit shall at all times be comprised of an
appropriate number of full-time employees who shall serve as program
consultants in agricultural education and shall be available to provide
assistance to school districts.  At least one consultant shall be
responsible for the coordination of the State program, as Head Consultant.
At least one consultant shall be responsible for the coordination of the
activities of student and agricultural organizations and associations.
(d) A committee of 13 agriculturalists representative of the various and
diverse areas of the agricultural industry in Illinois shall be established
to at least develop a curriculum and overview the implementation of the
Build Illinois through Quality Agricultural Education plans of the Illinois
Leadership Council for Agricultural Education and to advise
the State Board of Education on vocational agricultural education, including the administration of the agricultural education line item appropriation and agency rulemaking that affects agricultural education educators.  The
committee shall be composed of the following:
(1) 3 agriculturalists representing the Illinois     Leadership Council for Agricultural Education;
(2) 3 agriculturalists;
(3) 2 secondary agriculture teachers;
(4) one representative of "Ag In The Classroom";
(5) one community college agriculture teacher;
(6) one adult agriculture educator;
(7) one university agriculture teacher educator; and
(8) one FFA representative.
All members of the committee shall be appointed by the
Governor by and with the advice and consent of the Senate.  The terms of
all members so appointed shall be for 3 years, except that of the members
initially appointed, 5 shall be appointed to serve for terms of one year, 4
shall be appointed to serve for terms of 2 years, and 4 shall be appointed
to serve for terms of 3 years.  All members of the committee shall serve
until their successors are appointed and qualified.  Subject to a requirement that committee members in office before January 1, 2022 (the effective date of Public Act 102-463) may serve the full term to which they were appointed, the appointment of committee members to terms that commence on or after January 1, 2022 (the effective date of Public Act 102-463) shall be made in a manner that gives effect at the earliest possible time to the changes that are required by Public Act 102-463 in the representative composition of the committee's membership.
Vacancies in terms
shall be filled by appointment of the Governor with the advice and consent
of the Senate for the extent of the unexpired term.
The State Board of
Education shall implement a Build Illinois through Quality Agricultural
Education plan following receipt of these recommendations, which
shall be made available on or before March 31, 1987.
Recommendations shall include, but not be limited to, the development of a
curriculum and a strategy for the purpose of establishing a source of
trained and qualified individuals in agriculture, a strategy for
articulating the State program in agricultural education throughout the
public school system, and a consumer education outreach strategy regarding
the importance of agriculture in Illinois.
The committee of agriculturalists
shall serve without compensation.
(e) A school district that offers a secondary agricultural education program that is approved for State and federal funding must ensure that, at a minimum, all of the following are available to its secondary agricultural education students:
(1)  An instructional sequence of courses approved by     the State Board of Education.
(2)  A State and nationally affiliated FFA (Future     Farmers of America) chapter that is integral to instruction and is not treated solely as an extracurricular activity.
(3)  A mechanism for ensuring the involvement of all     secondary agricultural education students in formal, supervised, agricultural-experience activities and programs.
(f)  Nothing in this Section may prevent those secondary agricultural education programs that are in operation before January 1, 2007 (the effective date of Public Act 94-855) 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. 102-463, eff. 1-1-22; 102-558, eff. 8-20-21; 102-813, eff. 5-13-22.)
(105 ILCS 5/2-3.80a)
Sec. 2-3.80a. Agricultural science teacher education.
(a)  Subject to appropriation, the State Board of Education shall develop an agricultural science teacher education training continuum beginning at the secondary level and shall provide grants to the following:
(1)  institutions of higher education that offer     State-approved agricultural science teacher preparation programs; and
(2)  public community colleges in this State that     provide an articulated agricultural science teacher education course of study.
(b)  The funds provided by the State Board of Education under subsection (a) of this Section may be used to support the following activities:
(1)  Teacher education candidate recruitment and     retention incentives.
(2)  Having Master teachers and practitioners assist     with various aspects of the recruitment of potential candidates and the preparation of those candidates as skilled and qualified teachers of agricultural education.
(3)  Establishing, delivering, arranging for, or     providing financial support for professional development experiences for new agricultural science teachers during their first 5 years of teaching.
(4)  Professional development for faculty in     universities' agricultural education teacher preparation programs and for community college agriculture faculty responsible for instruction in agricultural education teacher preparation transfer programs.
(Source: P.A. 95-153, eff. 1-1-08; 96-404, eff. 8-13-09.)
(105 ILCS 5/2-3.80b)
Sec. 2-3.80b. Agriculture education teacher grant program.
(a) As used in this Section:
"New agriculture education program" means an agriculture education program approved by the State Board of Education in a school district that has not had an agriculture education program for a period of 10 years or more prior to the date of application for a grant under this Section.
"Personal services cost" means the cost of a teacher providing 60 additional days, which shall mean 400 additional hours, outside the teacher's regularly scheduled teaching duties for the benefit of agriculture education. The 400 additional hours shall be any activity that is to the benefit of agriculture education, as defined by the State Board of Education by rule, regardless of the time of year the activity occurs.
(b) Subject to appropriation to the State Board of Education, there is created an agriculture education teacher grant program to fund personal services costs for agriculture education teachers in school districts. The grants shall be for the purpose of assisting school districts with paying for personal services costs of agriculture education teachers.
(c) A school district may apply for a grant to fund an amount not to exceed 50% of the personal services cost for an agriculture education teacher under this Section. However, a school district that is creating a new agriculture education program may apply for a grant to fund an amount not to exceed 100% of an agriculture teacher's personal services cost in the first and second year of the new agriculture education program and an amount not to exceed 80% of an agriculture teacher's personal services cost in the third and fourth years of the new agriculture education program. A school district may apply for a grant for more than one teacher under this Section.
(d) A school district that applies for a grant under this Section or offers any extended contract for agriculture education shall base its personal services costs on the reasonably expected personal services cost for the teacher based on the cost of the teacher's regularly scheduled teaching duties.
(e) The State Board of Education shall create a statewide system for an agriculture education teacher to track his or her additional hours completed pursuant to a grant under this Section.
(f) The State Board of Education shall adopt rules as necessary to implement this Section.
(Source: P.A. 99-826, eff. 1-1-17.)
(105 ILCS 5/2-3.80c)
Sec. 2-3.80c. (Repealed).
(Source: P.A. 100-118, eff. 8-15-17. Repealed internally, eff. 2-1-19.)
(105 ILCS 5/2-3.80d)
Sec. 2-3.80d. Agricultural Education Pre-Service Teacher Internship Program.
(a) In this Section:
"Pre-service teaching student" means a student who is a declared agricultural education major accepted into an approved agricultural teacher education program at a public university in this State and who has completed at least 30 credit hours and has maintained, at a minimum, a 2.5 cumulative grade point average on a 4.0 scale or its equivalent.
"Illinois agricultural company" means any company in this State that has an interest in the agricultural industry, as determined by the pre-service teaching student's public university.
(b) Subject to appropriation, the State Board of Education must, in consultation with the Board of Higher Education, develop an Agricultural Education Pre-Service Teacher Internship Program, beginning at the secondary education level, for pre-service teaching students that consists of both of the following:
(1) At a  minimum, an 8-week experience or  300 hours     of experience to prepare the pre-service teaching student for in-classroom experiences, including, but not limited to, experiences in the 5 career clusters for Illinois agricultural education through partnerships with Illinois agricultural companies. The 5 career clusters include agricultural business management, agricultural mechanics and technology, horticulture services operations and management, agricultural sciences, and natural resources conservation management.
(2) Both in-classroom lectures and hands-on, applied     learning.
(c) Subject to appropriation, the State Board must award grants to a pre-service teaching student enrolled in the Internship Program under subsection (b), which may be used by the student to support all of the following activities:
(1) A stipend not to exceed $7,500 for a pre-service     teaching student's completion of the Internship Program, distributed in monthly installments.
(2) Lodging for a pre-service teaching student while     participating in the Internship Program.
(3) Reimbursement for meals, not to exceed the per     diem rate established by the Internal Revenue Service, for a pre-service teaching student while participating in the Internship Program.
(4) Any reasonable costs for participation in the     Internship Program charged by any participating Illinois agricultural company.
(Source: P.A. 101-554, eff. 8-23-19.)
(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.)
(105 ILCS 5/2-3.82)
Sec. 2-3.82. (Repealed).
(Source: P.A. 84-1438. Repealed by P.A. 94-1105, eff. 6-1-07.)
(105 ILCS 5/2-3.83) (from Ch. 122, par. 2-3.83)
Sec. 2-3.83. Individual transition plan model pilot program.
(a) The General Assembly finds that transition services for special
education students in secondary schools are needed for the increasing numbers
of students exiting school programs.  Therefore, to ensure coordinated and
timely delivery of services, the State shall establish a model pilot program to
provide such services.  Local school districts, using joint agreements and
regional service delivery systems for special and vocational education
selected by the Governor's Planning Council on Developmental Disabilities,
shall have the primary responsibility to convene transition planning
meetings for these students who will require post-school adult services.
(b) For purposes of this Section:
(1) "Post-secondary Service Provider" means a     provider of services for adults who have any developmental disability as defined in Section 1-106 of the Mental Health and Developmental Disabilities Code or who are persons with one or more disabilities as defined in the Rehabilitation of Persons with Disabilities Act.
(2) "Individual Education Plan" means a written     statement for an exceptional child that provides at least a statement of: the child's present levels of educational performance, annual goals and short-term instructional objectives; specific special education and related services; the extent of participation in the regular education program; the projected dates for initiation of services; anticipated duration of services; appropriate objective criteria and evaluation procedures; and a schedule for annual determination of short-term objectives.
(3) "Individual Transition Plan" (ITP) means a     multi-agency informal assessment of a student's needs for post-secondary adult services including but not limited to employment, post-secondary education or training and residential independent living.
(4) "Developmental Disability" means "developmental     disability" as defined in Section 1-106 of the Mental Health and Developmental Disabilities Code.
(5) "Exceptional Characteristic" means any disabling     or exceptional characteristic which interferes with a student's education including, but not limited to, a determination that the student has a severe or profound mental disability, has mental disability but is trainable, is deaf-blind, or has some other health impairment.
(c) The model pilot program required by this Section shall be established
and administered by the Governor's Planning Council on Developmental
Disabilities in conjunction with the case coordination pilot projects
established by the Department of Human Services pursuant to Section 4.1 of the Community Services
Act, as amended.
(d) The model pilot program shall include the following features:
(1) Written notice shall be sent to the student and,     when appropriate, his or her parent or guardian giving the opportunity to consent to having the student's name and relevant information shared with the local case coordination unit and other appropriate State or local agencies for purposes of inviting participants to the individual transition plan meeting.
(2) Meetings to develop and modify, as needed, an     Individual Transition Plan shall be conducted annually for all students with a developmental disability in the pilot program area who are age 16 or older and who are receiving special education services for 50% or more of their public school program.  These meetings shall be convened by the local school district and conducted in conjunction with any other regularly scheduled meetings such as the student's annual individual educational plan meeting.  The Governor's Planning Council on Developmental Disabilities shall cooperate with and may enter into any necessary written agreements with the Department of Human Services and the State Board of Education to identify the target group of students for transition planning and the appropriate case coordination unit to serve these individuals.
(3) The ITP meetings shall be co-chaired by the     individual education plan coordinator and the case coordinator.  The ITP meeting shall include but not be limited to discussion of the following: the student's projected date of exit from the public schools; his projected post-school goals in the areas of employment, residential living arrangement and post-secondary education or training; specific school or post-school services needed during the following year to achieve the student's goals, including but not limited to vocational evaluation, vocational education, work experience or vocational training, placement assistance, independent living skills training, recreational or leisure training, income support, medical needs and transportation; and referrals and linkage to needed services, including a proposed time frame for services and the responsible agency or provider.  The individual transition plan shall be signed by participants in the ITP discussion, including but not limited to the student's parents or guardian, the student (where appropriate), multi-disciplinary team representatives from the public schools, the case coordinator and any other individuals who have participated in the ITP meeting at the discretion of the individual education plan coordinator, the developmental disability case coordinator or the parents or guardian.
(4) At least 10 days prior to the ITP meeting, the     parents or guardian of the student shall be notified in writing of the time and place of the meeting by the local school district. The ITP discussion shall be documented by the assigned case coordinator, and an individual student file shall be maintained by each case coordination unit.  One year following a student's exit from public school the case coordinator shall conduct a follow up interview with the student.
(5) Determinations with respect to individual     transition plans made under this Section shall not be subject to any due process requirements prescribed in Section 14-8.02 of this Code.
(e) (Blank).
(Source: P.A. 102-972, eff. 1-1-23.)
(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 or evidence-based funding 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 or evidence-based funding 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. 100-465, eff. 8-31-17.)
(105 ILCS 5/2-3.85)
Sec. 2-3.85. (Repealed).
(Source: P.A. 85-1209. Repealed by P.A. 94-1105, eff. 6-1-07.)
(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.)
(105 ILCS 5/2-3.87)
Sec. 2-3.87. (Repealed).
(Source: P.A. 85-1209. Repealed by P.A. 97-256, eff. 1-1-12.)
(105 ILCS 5/2-3.88)
Sec. 2-3.88. (Repealed).
(Source: P.A. 85-1209. Repealed by P.A. 94-1105, eff. 6-1-07.)
(105 ILCS 5/2-3.89) (from Ch. 122, par. 2-3.89)
Sec. 2-3.89. Programs concerning services to at-risk children
and their families.
(a) The State Board of Education may provide grants to eligible entities, as defined by the State Board of Education, to establish
programs which offer coordinated services to at-risk infants and toddlers
and their families.  Each program shall include a parent education
program relating to the development and nurturing of infants and toddlers
and case management services to coordinate existing services available in
the region served by the
program.  These services shall be provided
through the implementation of an individual family service plan.  Each

program will have a community involvement component to provide
coordination in the service system.
(b)  The State Board of Education shall administer the programs through the grants to public school districts and other eligible entities.  These grants must be used to supplement, not supplant, funds received from any other source.  School districts and other eligible entities receiving grants pursuant to this Section shall conduct voluntary, intensive, research-based, and comprehensive prevention services, as defined by the State Board of Education, for expecting parents and families with children from birth to age 3 who are at-risk of academic failure.  A public school district that receives a grant under this Section may subcontract with other eligible entities.
(c)  The State Board of Education shall report to the General Assembly by July 1, 2006 and every 2 years thereafter, using the most current data available, on the status of programs funded under this Section, including without limitation characteristics of participants, services delivered, program models used, unmet needs, and results of the programs funded.
(Source: P.A. 96-734, eff. 8-25-09.)
(105 ILCS 5/2-3.90)
Sec. 2-3.90. (Repealed).
(Source: P.A. 86-1477. Repealed by P.A. 94-1105, eff. 6-1-07.)
(105 ILCS 5/2-3.91)
Sec. 2-3.91. (Repealed).
(Source: P.A. 86-1477. Repealed by P.A. 94-1105, eff. 6-1-07.)
(105 ILCS 5/2-3.92)
Sec. 2-3.92. (Repealed).
(Source: P.A. 94-793, eff. 5-19-06. Repealed by P.A. 95-793, eff. 1-1-09.)
(105 ILCS 5/2-3.93)
Sec. 2-3.93. (Repealed).
(Source: P.A. 89-507, eff. 7-1-97. Repealed by P.A. 95-793, eff. 1-1-09.)
(105 ILCS 5/2-3.94)
Sec. 2-3.94. (Repealed).
(Source: P.A. 89-397, eff. 8-20-95. Repealed by P.A. 95-793, eff. 1-1-09.)
(105 ILCS 5/2-3.95)
Sec. 2-3.95. (Repealed).
(Source: P.A. 86-822. Repealed by P.A. 95-793, eff. 1-1-09.)
(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.)
(105 ILCS 5/2-3.97)
Sec. 2-3.97. (Repealed).
(Source: P.A. 86-1028. Repealed by P.A. 96-1423, eff. 8-3-10.)
(105 ILCS 5/2-3.98) (from Ch. 122, par. 2-3.98)
Sec. 2-3.98. Transition program for persons with developmental disabilities. 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. 99-143, eff. 7-27-15.)
(105 ILCS 5/2-3.99)
Sec. 2-3.99. (Repealed).
(Source: P.A. 86-1028. Repealed by P.A. 95-793, eff. 1-1-09.)
(105 ILCS 5/2-3.100)
Sec. 2-3.100. (Repealed).
(Source: P.A. 86-1028. Repealed by P.A. 94-1105, eff. 6-1-07.)
(105 ILCS 5/2-3.101)
Sec. 2-3.101. (Repealed).
(Source: P.A. 91-830, eff. 7-1-00. Repealed by P.A. 94-1105, eff. 6-1-07.)
(105 ILCS 5/2-3.102)
Sec. 2-3.102. (Repealed).
(Source: P.A. 87-895. Repealed by P.A. 95-793, eff. 1-1-09.)
(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, the State Board
of Education shall conduct, in each school district, a school district
salary and benefits survey covering the district's licensed and
educational support personnel. However, the collection of information covering educational support personnel must be limited to districts with 1,000 or more students enrolled.
A survey form shall be developed and furnished by the State Board of
Education to each school district on or before October 1 of
the school year covered by the survey, and each school district shall submit a completed
 survey to the State Board of Education on or before February 1 of the school year covered by the survey.
The State Board of Education shall compile, by April 30 of the school
year covered by the survey, a statewide salary and benefit survey report
based upon the surveys completed and submitted for that school year by
the individual school districts as required by this Section, and shall make
the survey report available to all school districts and to all "employee
organizations" as defined in Section 2 of the Illinois Educational Labor
Relations Act.
The data required to be reported by each school district on the salary
and benefits survey developed and furnished under this Section for the
school year covered by the survey shall include, but shall not be limited
to, the following:
(1) the district's estimated fall enrollment;
(2) with respect to both its licensed and educational     support personnel employees:
(A) whether the district has a salary schedule,         salary policy but no salary schedule, or no salary policy and no salary schedule;
(B) when each such salary schedule or policy of         the district was or will be adopted;
(C) whether there is a negotiated agreement         between the school board and any teacher, educational support personnel or other employee organization and, if so, the affiliation of the local of such organization, together with the month and year of expiration of the negotiated agreement and whether it contains a fair share provision; and if there is no such negotiated agreement but the district does have a salary schedule or policy, a brief explanation of the manner in which each such salary schedule or policy was developed prior to its adoption by the school board, including a statement of whether any meetings between the school board and the superintendent leading up to adoption of the salary schedule or policy were based upon, or were conducted without any discussions between the superintendent and the affected teachers, educational support personnel or other employees;
(D) whether the district's salary program,         policies or provisions are based upon merit or performance evaluation of individual teachers, educational support personnel or other employees, and whether they include: severance pay provisions; early retirement incentives; sick leave bank provisions; sick leave accumulation provisions and, if so, to how many days; personal, business or emergency leave with pay and, if so, the number of days; or direct reimbursement in whole or in part for expenses, such as tuition and materials, incurred in acquiring additional college credit;
(E) whether school board paid or tax sheltered         retirement contributions are included in any existing salary schedule or policy of the school district; what percent (if any) of the salary of each different licensed  and educational support personnel employee classification (using the employee salary which reflects the highest regularly scheduled step in that classification on the salary schedule or policy of the district) is school board paid to an employee retirement system; the highest scheduled salary and the level of education or training required to reach the highest scheduled salary in each licensed and educational support personnel employee classification; using annual salaries from the school board's salary schedule or policy for each licensed and educational support personnel employee classification (and excluding from such salaries items of individual compensation resulting from extra-curricular duties, employment beyond the regular school year and longevity service pay, but including additional compensation such as grants and cost of living bonuses that are received by all employees in a classification or by all employees in a classification who are at the maximum experience level), the beginning, maximum and specified intermediate salaries reported to an employee retirement system (including school board paid or tax sheltered retirement contributions, but excluding fringe benefits) for each educational or training category within each licensed and educational support personnel employee classification; and the completed years of experience required to reach such maximum regularly scheduled and highest scheduled salaries;
(F) whether the school district provides         longevity pay beyond the last annual regular salary increase available under the district's salary schedule or policy; and if so, the maximum earnings with longevity for each educational or training category specified by the State Board of Education in its survey form (based on salary reported to an employee's retirement system, including school board paid and tax sheltered retirement contributions, but excluding fringe benefits, and with maximum longevity step numbers and completed years of experience computed as provided in the survey form);
(G) for each dental, disability, hospitalization,         life, prescription or vision insurance plan, cafeteria plan or other fringe benefit plan sponsored by the school board: (i) a statement of whether such plan is available to full time teachers or other licensed personnel covered by a district salary schedule or policy, whether such plan is available to full time educational support personnel covered by a district salary schedule or policy, and whether all full time employees to whom coverage under such plan is available are entitled to receive the same benefits under that plan; and (ii) the total annual cost of coverage under that plan for a covered full time employee who is at the highest regularly scheduled step on the salary schedule or policy of the district applicable to such employee, the percent of that total annual cost paid by the school board, the total annual cost of coverage under that plan for the family of that employee, and the percent of that total annual cost for family coverage paid by the school board.
In addition, each school district  shall provide to the State Board of Education, on or before February 1 of the school year covered by the survey, as required by
this Section, a copy of each salary schedule, salary policy, and negotiated
agreement which is identified or otherwise referred to in the completed survey form.
(Source: P.A. 102-894, eff. 5-20-22.)
(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 new 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.  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 only 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. 102-539, eff. 8-20-21.)
(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 an educational service region located in a city of 500,000 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. 96-893, eff. 7-1-10.)
(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.)
(105 ILCS 5/2-3.106)
Sec. 2-3.106. (Repealed).
(Source: P.A. 91-357, eff. 7-29-99. Repealed by P.A. 94-1105, eff. 6-1-07.)
(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.)
(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.)
(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.)
(105 ILCS 5/2-3.109a)
Sec. 2-3.109a. Laboratory schools grant eligibility. A laboratory school
as defined in Section 18-8 or 18-8.15 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. 100-465, eff. 8-31-17.)
(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.)
(105 ILCS 5/2-3.110)
Sec. 2-3.110. (Repealed).
(Source: P.A. 88-118. Repealed by P.A. 94-1105, eff. 6-1-07.)
(105 ILCS 5/2-3.111)
Sec. 2-3.111. (Repealed).
(Source: P.A. 88-670, eff. 12-2-94. Repealed by P.A. 97-256, eff. 1-1-12.)
(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     Education;
(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 Administrators.
Members of the Service Evaluation Committee shall serve at the pleasure of the
governing board of the entity by which they are designated to serve as members
of the Committee. Committee members shall serve without compensation but shall
be reimbursed for the reasonable expenses which they necessarily incur in the
performance of their responsibilities as members of the Committee.
(b) Under the direction of the Office of the Lieutenant Governor, the
Committee, at periodic intervals not to exceed 3 years, shall review the form to be used for the evaluation
and
make
any modifications in the form that it determines
are necessary.  The
design, development, and any modifications that are to be made to the form
shall be determined not later than August 1 of each year,
beginning in 1998.
(c) The Office of the Lieutenant Governor
shall cause the form of evaluation as last
designed, developed, or modified under this Section to be printed and
distributed to the board of education of each school district in the State not
later than September 1 of each year, beginning in 1998.
(d) The president of the board of education is authorized to cause the
evaluation form
to be completed and may sign the form as president of the board of education
and forward the completed form to the Office of the Lieutenant Governor
not later than November 1 of each year, beginning in 1998.  Before
completing
and signing the evaluation form, the president, acting through the board of
education, shall request and receive comments, opinions, and other input from
the district's administrators, teachers, and teacher organizations to assist
the board of education in evaluating, rating, and reporting, on the form to be
transmitted to the Office of the Lieutenant Governor, the nature and quality of
the services furnished to the district by the State Board of Education and the
regional office of education for the educational service region in which the
school district is located.
(e) The Office of the Lieutenant Governor shall review and tally the results
of all evaluation forms received from the several school districts of the State
and submit a written report of the evaluation results to the Governor, the
General Assembly, the members of the State Board of Education, and each of the
several regional superintendents of schools not later than December 15 of each
year, beginning in 1998.  The Office of the Lieutenant Governor,
in making the
annual written report required by this subsection, shall not report, publish,
or otherwise release the evaluation results separately for any regional offices
of education but instead the evaluation results with respect to the regional
offices of education shall be tallied and reported on an aggregate or composite
basis, in such manner as to avoid reporting evaluation results on a regional
office of education by regional office of education basis.
(f) This Section is subject to the provisions of Section 405-500 of the
Department of Central Management Services Law (20 ILCS 405/405-500).
(Source: P.A. 90-96, eff. 1-1-98;
90-498, eff. 1-1-98; 90-609, eff. 6-30-98; 91-239, 1-1-00.)
(105 ILCS 5/2-3.113)
Sec. 2-3.113. (Repealed).
(Source: P.A. 89-626, eff. 8-9-96. Repealed by P.A. 94-1105, eff. 6-1-07.)
(105 ILCS 5/2-3.114)
Sec. 2-3.114. (Repealed).
(Source: P.A. 91-357, eff. 7-29-99. Repealed by P.A. 94-1105, eff. 6-1-07.)
(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.)
(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.)
(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 to school districts to improve
educational opportunities and student achievement throughout the State. These resources may include reimbursements for the cost of tuition incurred by a school district for approved online courses accessed through the State Board of Education's Illinois Virtual Course Catalog Program.
(1) A school district shall be eligible for     reimbursement for the cost of each virtual class accessed through the Illinois Virtual Course Catalog program and successfully completed by a student of the school district, to the extent appropriated funds are available for such reimbursements.
(2) A school district shall claim reimbursement on     forms and through a process prescribed 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) (Blank).
(d) (Blank).
(Source: P.A. 102-16, eff. 6-17-21.)
(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,
laboratory schools, and State-recognized, non-public 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. However, priority shall be given to public school districts, charter schools, area vocational centers, and laboratory schools that apply prior to October 1 of each year.
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, requiring appropriate local commitments for
technology investments, prescribing a mechanism for disbursing
loan funds in the event requests exceed available funds, specifying
collateral, 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, and prescribing a mechanism for reclaiming any items or equipment purchased with the loan funds in the case of the closure of a non-public school.
(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, including refunds.
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     payments, from any loan made from the Fund;
(3) All proceeds of assets of whatever nature     received by the State Board as a result of default or delinquency with respect to loans made from the Fund;
(4) Any appropriations, grants, or gifts made to the     Fund; and
(5) Any income received from interest on investments     of money in the Fund.
(Source: P.A. 96-734, eff. 8-25-09; 96-783, eff. 8-28-09; 96-1000, eff. 7-2-10.)
(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.)
(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.)
(105 ILCS 5/2-3.119a)
Sec. 2-3.119a. School STEAM Grant Program.
(a) The State Board of Education shall administer the School STEAM Grant Program from the funds appropriated from the School STEAM Grant Program Fund for the purpose of making science, technology, engineering, art, and math programming available to low-income students in disadvantaged neighborhoods. School STEAM grants shall be made available to public schools, charter schools, area vocational centers, and laboratory schools in which the percentage of students classified as low income exceeds the State average. Grant recipients shall use grant proceeds to conduct, or contract with a third party to conduct, programming that educates, encourages, and promotes obtaining skills and career opportunities in the fields of science, technology, engineering, art, and math. Priority shall be given to programs that provide hands-on experience and programs that focus on promoting young women to enter into the fields of science, technology, engineering, art, and math.
(b) The State Board of Education may adopt all rules necessary for the implementation and administration of the STEAM Grant Program, including, but not limited to, rules defining application procedures and prescribing a mechanism for disbursing grant funds if requests exceed available funds.
(c) There is created in the State treasury the School STEAM Grant Program 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 State Lottery Fund pursuant to     Section 21.12 of the Illinois Lottery Law; and
(2) any appropriations, grants, or gifts made to the     Fund.
(Source: P.A. 101-561, eff. 8-23-19.)
(105 ILCS 5/2-3.120)
Sec. 2-3.120. (Repealed).
(Source: P.A. 94-91, eff. 7-1-05. Repealed by P.A. 99-30, eff. 7-10-15.)
(105 ILCS 5/2-3.121)
Sec. 2-3.121. (Repealed).
(Source: P.A. 90-463, eff. 8-17-97. Repealed by P.A. 94-91, eff. 7-1-05.)
(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.)
(105 ILCS 5/2-3.123)
Sec. 2-3.123. (Repealed).
(Source: P.A. 94-196, eff. 7-12-05. Repealed by P.A. 102-894, eff. 5-20-22.)
(105 ILCS 5/2-3.124)
Sec. 2-3.124. (Repealed).
(Source: P.A. 90-548, eff. 1-1-98. Repealed by P.A. 95-793, eff. 1-1-09.)
(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.)
(105 ILCS 5/2-3.126)
Sec. 2-3.126. 
		
		(Repealed).
(Source: P.A. 92-16, eff. 6-28-01. Repealed internally, eff. 7-16-03.)
(105 ILCS 5/2-3.127)
Sec. 2-3.127. 
		(Repealed).
(Source: P.A. 91-143, eff. 7-16-99. Repealed internally, eff. 7-16-03.)
(105 ILCS 5/2-3.127a)
Sec. 2-3.127a. The State Board of Education Special Purpose Trust Fund. The State Board of Education Special Purpose Trust Fund is created as a special fund in the State treasury.  The State Board of Education shall deposit all indirect costs recovered from federal programs into the State Board of Education Special Purpose Trust Fund.  These funds may be used by the State Board of Education for its ordinary and contingent expenses.  Additionally and unless specifically directed to be deposited into other funds, all moneys received by the State Board of Education from gifts, grants, royalty payments, or donations from any source, public or private, shall be deposited into the State Board of Education Special Purpose Trust Fund.  These funds shall be used, subject to appropriation by the General Assembly, by the State Board of Education for the purposes established by the gifts, grants, royalty payments, or donations. Any royalty payments received by the State Board of Education as a result of licensing agreements or any other agreements entered into by the State Board of Education, regardless of the original fund source, shall be deposited into the State Board of Education Special Purpose Trust Fund and, subject to appropriation by the General Assembly, shall be expended in a manner consistent with law.
(Source: P.A. 102-792, eff. 5-13-22.)
(105 ILCS 5/2-3.128)
Sec. 2-3.128. (Repealed).
(Source: P.A. 92-16, eff. 6-28-01. Repealed by P.A. 102-894, eff. 5-20-22; 102-1071, eff. 6-10-22.)
(105 ILCS 5/2-3.129)
Sec. 2-3.129. (Repealed).
(Source: P.A. 92-16, eff. 6-28-01. Repealed by P.A. 94-600, eff. 8-16-05.)
(105 ILCS 5/2-3.130)
Sec. 2-3.130. Isolated time out, time out, and physical restraint rules; grant program; third-party assistance; goals and plans.
(a) For purposes of this Section, "isolated time out", "physical restraint", and "time out" have the meanings given to those terms under Section 10-20.33.
(b) The
State Board of Education shall promulgate rules governing the use of isolated time out, time out,
and physical restraint in special education nonpublic facilities and the public schools.  The rules shall include
provisions governing the documentation and reporting that is required each time these interventions are used.
The  rules adopted by the State Board shall
include a procedure by which a person who believes a violation of
Section 10-20.33 or 34-18.20 has occurred may file a complaint.
The rules adopted by the State Board shall include training requirements that must be included in training programs used to train and certify school personnel.
The State Board shall establish procedures for progressive enforcement
actions to ensure that schools fully comply with the
documentation and reporting requirements for isolated time out, time out, and physical
restraint established by rule, which shall include meaningful and
appropriate sanctions for the failure to comply, including the failure to


report to the parent or guardian and to the State Board, the failure
to timely report, and the failure to provide detailed documentation.
(c) Subject to appropriation, the State Board shall, by adoption of emergency rules under subsection (rr) of Section 5-45 of the Illinois Administrative Procedure Act if it so chooses, create a
grant program for school districts, special education nonpublic facilities approved under Section 14-7.02 of this Code, and special education
cooperatives to implement school-wide,
culturally sensitive, and trauma-informed practices, positive

  behavioral interventions and supports, and restorative practices
within a multi-tiered system of support aimed at reducing the
need for interventions, such as isolated time out, time out, and physical restraint. The State Board shall give priority in grant funding to those school districts, special education nonpublic facilities approved under Section 14-7.02 of this Code, and special education cooperatives that submit a plan to achieve a significant reduction or elimination in the use of isolated time out and physical restraint in less than 3 years.
(d)  Subject to the Illinois Procurement Code, the Illinois School Student Records Act, the Mental Health and Developmental  Disabilities Confidentiality Act, and the federal Family Educational Rights and Privacy Act of 1974, the State Board may contract with a third party to provide
assistance with the oversight and monitoring of the use of isolated time
out, time out, and physical restraint by school districts.
(e) For the purpose of this subsection and subsection (f), "entity" means a school district, a special education nonpublic school approved under Section 14-7.02 of this Code and located in this State, or a special education cooperative to the extent the cooperative operates separate schools or programs within schools.
The State Board shall establish goals within 90 days after the effective date of this amendatory Act of the 102nd General Assembly, with
specific benchmarks, for entities to accomplish the systemic reduction
of isolated time out, time out, and physical restraint within 3 years after the effective date of this amendatory Act of the 102nd General Assembly.
The State Board shall engage in meaningful consultation with stakeholders to establish the goals, including in the review and evaluation of the data submitted. The State Board shall also consult stakeholders in efforts to develop strategies to measure and reduce racial and ethnic disparities in the use of isolated time out, time out, and physical restraint. Each entity shall create a time out and physical restraint oversight team that includes, but is not limited to, teachers, paraprofessionals, school service personnel, and administrators to develop (i) an entity-specific plan for reducing and eventually eliminating the use
of isolated time out, time out, and physical restraint in accordance with the goals and benchmarks established by the State Board and (ii) procedures to implement the plan developed by the team.
The progress toward the reduction and eventual elimination of the use of isolated time out and physical restraint shall be measured by the reduction in the overall number of incidents of those interventions and the total number of students subjected to those interventions. In limited cases, upon written application made by an entity and approved by the State Board based on criteria developed by the State Board to show good cause, the reduction in the use of those interventions may be measured by the frequency of the use of those interventions on individual students and the student population as a whole. The State Board shall specify a date for submission of the plans. Entities shall submit a report once each year for 3 years after the effective date of this amendatory Act of the 102nd General Assembly to the State Board on the progress made toward achieving the goals and benchmarks established by the State Board and modify their plans as necessary to satisfy those goals and benchmarks. Entities shall notify parents and guardians that the plans and reports are available for review.  On or before June 30, 2023, the State Board shall issue a report to the General Assembly on the progress made by entities to achieve those goals and benchmarks. The required plans shall include, but not be limited to, the specific actions that are to  be taken

to:
(1) reduce and eventually eliminate a reliance on     isolated time out, time out, and physical restraint for behavioral  interventions and develop noncoercive environments;
(2) develop individualized student plans that are     oriented toward prevention of the use of isolated time out, time out, and physical restraint with the intent that a plan be separate and apart from a student's individualized education program or a student's plan for services under Section 504 of the federal Rehabilitation Act of 1973;
(3) ensure that appropriate personnel are fully     informed of the student's history, including any history of physical or sexual abuse, and other relevant medical and mental health information, except that any disclosure of student information must be consistent with federal and State laws and rules governing student confidentiality and privacy rights; and
(4) support a vision for cultural change that     reinforces the following:
(A) positive behavioral interventions and support         rather than isolated time out, time out, and physical restraint;
(B) effective ways to de-escalate situations to         avoid isolated time out, time out, and physical restraint;
(C) crisis intervention techniques that use         alternatives to  isolated time out, time out, and physical restraint; and
(D) use of debriefing meetings to reassess what         occurred and why it occurred and to think through ways to prevent use of the intervention the next time.
(f) An entity, as defined in subsection (e), is exempt from the requirement to submit a plan and the annual reports under subsection (e) if the entity is able to demonstrate to the satisfaction of the State Board that (i) within the previous 3 years, the entity has never engaged in the use of isolated time out, time out, or physical restraint and (ii) the entity has adopted a written policy that prohibits the use isolated time out, time out, and physical restraint on a student and is able to demonstrate the enforcement of that policy.
(g) The State Board shall establish a system of ongoing review,
auditing, and monitoring to ensure that entities comply with the
documentation and reporting requirements and meet the State Board's established goals
and benchmarks for reducing and eventually eliminating the use of isolated time out, time out, and
physical restraint.
(Source: P.A. 102-339, eff. 8-13-21; 103-175, eff. 6-30-23.)
(105 ILCS 5/2-3.131)
Sec. 2-3.131. Transitional assistance payments.
(a) If the amount that
the State Board of Education will pay to
a school
district from fiscal year 2004 appropriations, as estimated by the State
Board of Education on April 1, 2004, is less than the amount that the
State Board of Education paid to the school district from fiscal year 2003
appropriations, then, subject to appropriation, the State Board of
Education shall make a fiscal year 2004 transitional assistance payment
to the school district in an amount equal to the difference between the
estimated amount to be paid from fiscal year 2004 appropriations and
the amount paid from fiscal year 2003 appropriations.
(b) If the amount that
the State Board of Education will pay to
a school
district from fiscal year 2005 appropriations, as estimated by the State
Board of Education on April 1, 2005, is less than the amount that the
State Board of Education paid to the school district from fiscal year 2004
appropriations, then the State Board of
Education shall make a fiscal year 2005 transitional assistance payment
to the school district in an amount equal to the difference between the
estimated amount to be paid from fiscal year 2005 appropriations and
the amount paid from fiscal year 2004 appropriations.
(c) If the amount that
the State Board of Education will pay to
a school
district from fiscal year 2006 appropriations, as estimated by the State
Board of Education on April 1, 2006, is less than the amount that the
State Board of Education paid to the school district from fiscal year 2005
appropriations, then the State Board of
Education shall make a fiscal year 2006 transitional assistance payment
to the school district in an amount equal to the difference between the
estimated amount to be paid from fiscal year 2006 appropriations and
the amount paid from fiscal year 2005 appropriations.
(d) If the amount that
the State Board of Education will pay to
a school
district from fiscal year 2007 appropriations, as estimated by the State
Board of Education on April 1, 2007, is less than the amount that the
State Board of Education paid to the school district from fiscal year 2006
appropriations, then the State Board of
Education, subject to appropriation, shall make a fiscal year 2007 transitional assistance payment
to the school district in an amount equal to the difference between the
estimated amount to be paid from fiscal year 2007 appropriations and
the amount paid from fiscal year 2006 appropriations.
(e) Subject to appropriation, beginning on July 1, 2007, the State Board of Education shall adjust prior year information for the transitional assistance calculations under this Section in the event of the creation or reorganization of any school district pursuant to Article 11E of this Code, the dissolution of an entire district and the annexation of all of its territory to one or more other districts pursuant to Article 7 of this Code, or a boundary change whereby the enrollment of the annexing district increases by 90% or more as a result of annexing territory detached from another district pursuant to Article 7 of this Code.
(f) If the amount that
the State Board of Education will pay to
a school
district from fiscal year 2008 appropriations, as estimated by the State
Board of Education on April 1, 2008, is less than the amount that the
State Board of Education paid to the school district from fiscal year 2007
appropriations, then the State Board of
Education, subject to appropriation, shall make a fiscal year 2008 transitional assistance payment
to the school district in an amount equal to the difference between the
estimated amount to be paid from fiscal year 2008 appropriations and
the amount paid from fiscal year 2007 appropriations.
(g) If the amount that the State Board of Education will pay to a school district from fiscal year 2009 appropriations, as estimated by the State Board of Education on April 1, 2009, is less than the amount that the State Board of Education paid to the school district from fiscal year 2008 appropriations, then the State Board of Education, subject to appropriation, shall make a fiscal year 2009 transitional assistance payment to the school district in an amount equal to the difference between the estimated amount to be paid from fiscal year 2009 appropriations and the amount paid from fiscal year 2008 appropriations.
(Source: P.A. 94-69, eff. 7-1-05; 94-835, eff. 6-6-06; 95-331, eff. 8-21-07; 95-707, eff. 1-11-08; 95-744, eff. 7-18-08.)
(105 ILCS 5/2-3.132)
Sec. 2-3.132.  Sharing information on school lunch
applicants.  The
State Board of Education shall, whenever requested by the Department of Healthcare and Family Services (formerly Department of
Public Aid), agree in writing with the Department of Healthcare and Family Services (as the State
agency that administers the State Medical Assistance Program as provided in
Title XIX of the federal Social Security Act and the State Children's Health
Insurance Program as provided in Title XXI of the federal Social Security Act)
to
share with the Department of Healthcare and Family Services information on applicants for free or
reduced-price lunches. This sharing of information shall be for the sole
purpose of helping the Department of Healthcare and Family Services identify and enroll children in
the State Medical Assistance Program or the State Children's Health Insurance
Program or both as allowed under 42 U.S.C. Sec. 1758(b)(2)(C)(iii)(IV) and
under the
restrictions set forth in 42 U.S.C. Sec. 1758(b)(2)(C)(vi) and (vii).
The State Board of Education may not adopt any rule that would
prohibit a child from receiving any form of subsidy or benefit due to
his or her
parent or guardian withholding consent under Section 22-35 of this Code.
(Source: P.A. 95-331, eff. 8-21-07.)
(105 ILCS 5/2-3.133)
Sec. 2-3.133.  Homework assistance information for parents. The State Board of Education shall
provide information on its Internet web site regarding strategies that
parents can use to assist their children in successfully completing
homework assignments.  The State Board of Education
shall notify all school districts about this information's availability on the
State Board of Education's Internet web site.
(Source: P.A. 95-331, eff. 8-21-07.)
(105 ILCS 5/2-3.134)
Sec. 2-3.134.
						
					Persistently dangerous schools. The State Board of
Education
shall maintain data and publish a list of persistently dangerous schools on an
annual basis.
(Source: P.A. 95-331, eff. 8-21-07.)
(105 ILCS 5/2-3.135)
Sec. 2-3.135. (Repealed).
(Source: P.A. 95-949, eff. 8-29-08. Repealed internally,  eff. 8-31-10.)
(105 ILCS 5/2-3.136)
Sec. 2-3.136. Funding for class size reduction.
(a) Class size reduction funding shall assist schools that meet
the criteria established by this Section for the award of funds.
(a-5) Funds shall be awarded pursuant to application.  The form and manner of
applications and the criteria for the award of funds shall be prescribed by
the State Board of Education.
Funding awarded to eligible schools under this Section shall be used and
applied by the schools to defray the costs and expenses of reducing class size to a level that is evidence-based. If a school's facilities are inadequate to allow for the specified class size, then funding may be used for, but is not limited to, support for professional learning.
(b) (Blank).
(c) (Blank).
(d) The State Board of Education shall adopt any rules, consistent with the
requirements of this Section, that are necessary to implement and administer
this Section.
(Source: P.A. 99-193, eff. 7-30-15; 100-1046, eff. 8-23-18.)
(105 ILCS 5/2-3.136a)
Sec. 2-3.136a. Class size report.
(a) In this Section:
"Class" means a setting in which organized instruction of academic course content is regularly provided to a group of students for a given scheduled period of time.
"Class instructor" means a teacher who has been assigned to teach students in a class at a public school.
"Class section" means a single class where a class instructor is assigned to teach more than one class per school day.
"Class size" means the number of students in a class who appear on the class roster and for whom the class instructor is primarily responsible and accountable.
"Pupil-teacher ratio" means the total number of students in a school divided by the total number of teachers working in that school.
"Teacher" means an individual instructing students at a public school.
(b) No later than January 31, 2021, and annually thereafter, the State Board of Education must make available on its website all of the following information:
(1) The total number of teachers actively employed     within each school district, listed by individual school.
(2) The pupil-teacher ratios for each school district.
(3) The number of class instructors, by grade level     and subject, in each school district.
(4) The class size for each class and class section     at each school in a school district and the total number of classes or class sections in each school that exceeds the class size guidelines under paragraph (2) of subsection (b) of Section 18-8.15.
(Source: P.A. 101-451, eff. 1-1-20.)
(105 ILCS 5/2-3.137)
Sec. 2-3.137. (Repealed).
(Source: P.A. 96-734, eff. 8-25-09. Repealed by P.A. 99-30, eff. 7-10-15.)
(105 ILCS 5/2-3.138)
Sec. 2-3.138. School health recognition program. The State Board of Education shall establish a school health recognition program that:
(1) publicly identifies those schools that have     implemented programs to increase the level of physical activity of their students;
(2) publicly identifies those schools that have     adopted policies or implemented programs to promote healthy nutritional choices for their students; and
(3) allows recognized schools to share best practices     and model services with other schools throughout the State.
(Source: P.A. 94-190, eff. 7-12-05; 95-331, eff. 8-21-07.)
(105 ILCS 5/2-3.139)
Sec. 2-3.139. School wellness policies; taskforce.
(a) The State Board of Education shall establish a State goal that all school districts have a wellness policy that is consistent with recommendations of the Centers for Disease Control and Prevention (CDC), which recommendations include the following:
(1) nutrition guidelines for all foods sold on school     campus during the school day;
(2) setting school goals for nutrition education and     physical activity;
(3) establishing community participation in creating     local wellness policies; and
(4) creating a plan for measuring implementation of     these wellness policies.
The Department of Public Health, the Department of Human Services, and the State Board of Education shall form an interagency working group to publish model wellness policies and recommendations.  Sample policies shall be based on CDC recommendations for nutrition and physical activity.  The State Board of Education shall distribute the model wellness policies to all school districts before June 1, 2006.
(b) There is created the School Wellness Policy Taskforce, consisting of

the following members:
(1)  One member representing the State Board of     Education, appointed by the State Board of Education.
(2)  One member representing the Department of Public     Health, appointed by the Director of Public Health.
(3)  One member representing the Department of Human     Services, appointed by the Secretary of Human Services.
(4)  One member of an organization representing the     interests of school nurses in this State, appointed by the interagency working group.
(5)  One member of an organization representing the     interests of school administrators in this State, appointed by the interagency working group.
(6)  One member of an organization representing the     interests of school boards in this State, appointed by the interagency working group.
(7)  One member of an organization representing the     interests of regional superintendents of schools in this State, appointed by the interagency working group.
(8)  One member of an organization representing the     interests of parent-teacher associations in this State, appointed by the interagency working group.
(9)  One member of an organization representing the     interests of pediatricians in this State, appointed by the interagency working group.
(10)  One member of an organization representing the     interests of dentists in this State, appointed by the interagency working group.
(11)  One member of an organization representing the     interests of dieticians in this State, appointed by the interagency working group.
(12)  One member of an organization that has an     interest and expertise in heart disease, appointed by the interagency working group.
(13)  One member of an organization that has an     interest and expertise in cancer, appointed by the interagency working group.
(14)  One member of an organization that has an     interest and expertise in childhood obesity, appointed by the interagency working group.
(15)  One member of an organization that has an     interest and expertise in the importance of physical education and recreation in preventing disease, appointed by the interagency working group.
(16)  One member of an organization that has an     interest and expertise in school food service, appointed by the interagency working group.
(17)  One member of an organization that has an     interest and expertise in school health, appointed by the interagency working group.
(18)  One member of an organization that campaigns     for programs and policies for healthier school environments, appointed by the interagency working group.
(19)  One at-large member with a doctorate in     nutrition, appointed by the State Board of Education.
Members of the taskforce shall serve without compensation.  The taskforce shall meet at the call of the State Board of Education.  The taskforce shall report its identification of barriers to implementing school wellness policies and its recommendations to reduce those barriers to the General Assembly and the Governor on or before January 1, 2006.  The taskforce shall report its recommendations on statewide school nutrition standards to the General Assembly and the Governor on or before January 1, 2007.   The taskforce shall report its evaluation of the effectiveness of school wellness policies to the General Assembly and the Governor on or before January 1, 2008.   The evaluation shall review a sample size of 5 to 10 school districts. Reports shall be made to the General Assembly by filing copies of each report as provided in Section 3.1 of the General Assembly Organization Act.  Upon the filing of the last report, the taskforce is dissolved.
(c) The State Board of Education may adopt any rules necessary to implement this Section.
(d) Nothing in this Section may be construed as a curricular mandate on any school district.
(Source: P.A. 94-199, eff. 7-12-05; 95-331, eff. 8-21-07.)
(105 ILCS 5/2-3.140)
Sec. 2-3.140. Child abduction prevention instruction. The State Board of
Education,
in coordination with the Illinois 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 Illinois 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. 102-538, eff. 8-20-21.)
(105 ILCS 5/2-3.141)
Sec. 2-3.141. (Repealed).
(Source: P.A. 95-331, eff. 8-21-07. Repealed internally, eff. 12-31-10.)
(105 ILCS 5/2-3.142)
Sec. 2-3.142. Grants to Illinois School Psychology Internship Consortium.  Subject to appropriations for this purpose, the State Board of Education shall provide grants to the Illinois School Psychology Internship Consortium for aid in providing training programs and facilitating interns to improve the educational and mental health services of children in this State.
(Source: P.A. 95-102, eff. 1-1-08; 95-876, eff. 8-21-08.)
(105 ILCS 5/2-3.143)
Sec. 2-3.143. (Repealed).
(Source: P.A. 95-707, eff. 1-11-08. Repealed by P.A. 103-175, eff. 6-30-23.)
(105 ILCS 5/2-3.144)
Sec. 2-3.144. Community college enrollments. The State Board of Education shall annually assemble all data reported to the State Board of Education under Section 10-21.4 or 34-8 of this Code by district superintendents, relating to the number of high school students in the educational service region who are enrolled in accredited courses at any community college, together with the name and number of the course or courses that each such student is taking, assembled both by individual school district and by educational service region totals.
(Source: P.A. 95-496, eff. 8-28-07; 95-876, eff. 8-21-08.)
(105 ILCS 5/2-3.145)
Sec. 2-3.145. Special education expenditure and receipt report.  The State Board of Education shall issue an annual report to the General Assembly and Governor identifying each school district's special education expenditures; receipts received from State, federal, and local sources; and net special education expenditures over receipts received, if applicable.  Expenditures and receipts shall be calculated in a manner specified by the State Board using data obtained from the Annual Financial Report, the Funding and Child Tracking System, and district enrollment information.  This report must be issued on or before May 1, 2008 and on or before each May 1 thereafter.
(Source: P.A. 95-555, eff. 8-30-07; 95-876, eff. 8-21-08.)
(105 ILCS 5/2-3.146)
Sec. 2-3.146. Severely overcrowded schools grant program. There is created a grant program, subject to appropriation, for severely overcrowded schools. The State Board of Education shall administer the program.  Grant funds may be used for purposes of relieving overcrowding. In order for a school district to be eligible for a grant under this Section, (i) the main administrative office of the district must be located in a city of 85,000 or more in population, according to the 2000 U.S. Census, and (ii) the school district must have a district-wide percentage of low-income students of 70% or more, as identified by the 2005-2006 School Report Cards published by the State Board of Education. The State Board of Education shall distribute the funds on a proportional basis with no single district receiving more than 75% of the funds in any given year. The State Board of Education may adopt rules as needed for the implementation and distribution of grants under this Section.
(Source: P.A. 102-894, eff. 5-20-22; 102-1071, eff. 6-10-22.)
(105 ILCS 5/2-3.147)
Sec. 2-3.147. (Repealed).
(Source: P.A. 96-1551, eff. 7-1-11. Repealed by P.A. 99-30, eff. 7-10-15.)
(105 ILCS 5/2-3.148)
Sec. 2-3.148. Disability history and awareness campaign. The State Board of Education shall promote an annual campaign about disability history and awareness in this State.  The campaign shall be designed to increase public awareness and respect for people with disabilities who comprise a substantial percentage of this State's population, teach future generations that people with disabilities have a rich history and have made valuable contributions throughout this State and the United States, and teach future generations that disability is a natural part of life and that people with disabilities have a right to be treated with civil, legal, and human rights and as full human beings above all else.
(Source: P.A. 96-191, eff. 1-1-10; 96-1000, eff. 7-2-10.)
(105 ILCS 5/2-3.149)
Sec. 2-3.149. (Repealed).
(Source: P.A. 96-1000, eff. 7-2-10. Repealed by P.A. 102-413, eff. 8-20-21.)
(105 ILCS 5/2-3.150)
Sec. 2-3.150. (Repealed).
(Source: P.A. 96-1000, eff. 7-2-10. Repealed internally, eff. 1-16-13.)
(105 ILCS 5/2-3.151)
Sec. 2-3.151. Green career and technical education
programs.
(a)  As used in this Section, "green industries"
means industries that contribute directly to preserving or
enhancing environmental quality by reducing waste and pollution
or producing sustainable products using sustainable processes
and materials and that provide opportunities for advancement
along a career track of increasing skills and wages.  Green
industries include any of the following:
(1)  Energy system retrofits to increase energy     efficiency and conservation.
(2)  The production and distribution of biofuels and     vehicle retrofits for biofuels.
(3)  Building design and construction that meet the     equivalent of the best available technology in energy and environmental design standards.
(4)  Organic and community food production.
(5)  The manufacture of products from non-toxic,     environmentally certified or recycled materials.
(6)  The manufacture and production of sustainable     technologies, including, but not limited to, solar panels, wind turbines, and fuel cells.
(7)  Solar technology installation and
maintenance.
(8)  Recycling, green composting, and large-scale     reuse of construction and demolition materials and debris.
(9)  Water system retrofits to increase water     efficiency and conservation.
(10) Horticulture.
(b)  It is the purpose and intent of this Section to establish a State grant program that develops secondary programs that introduce students to developing green industries.
(c)  Subject to appropriation, the State Board of Education shall establish a State grant program that develops, through a competitive process, 2-year pilot programs to assist in the creation and promotion of green career and technical education programs in public secondary
schools in this State.  Preference must be given to proposals that include the integration of academic and career and technical education content, arranged in sequences of courses that lead to post-secondary completion.
(d)  The State Board of Education may adopt any rules
necessary for the implementation of this Section.
(e)  The State Board of Education may use up to 5% of the funds appropriated for the purposes of this Section for administrative costs,
 including the hiring of positions for the implementation and administration of the grant program, provided that if no appropriation is made to the State Board for a given fiscal year for the purposes of the grant program, then the State Board is not required to make any expenditures in support of the program during that fiscal year.
(Source: P.A. 96-659, eff. 8-25-09; 96-1000, eff. 7-2-10.)
(105 ILCS 5/2-3.152)
(Text of Section before amendment by P.A. 103-265)
Sec. 2-3.152. Community schools.
(a) This Section applies beginning with the 2009-2010 school year.
(b) The General Assembly finds all of the following:
(1) All children are capable of success.
(2) Schools are the centers of vibrant communities.
(3) Strong families build strong educational     communities.
(4) Children succeed when adults work together to     foster positive educational outcomes.
(5) Schools work best when families take active roles     in the education of children.
(6) Schools today are limited in their ability to     dedicate time and resources to provide a wide range of educational opportunities to students because of the focus on standardized test outcomes.
(7) By providing learning opportunities outside of     normal school hours, including programs on life skills and health, students are more successful academically, more engaged in their communities, safer, and better prepared to make a successful transition from school to adulthood.
(8) A community school is a traditional school that     actively partners with its community to leverage existing resources and identify new resources to support the transformation of the school to provide enrichment and additional life skill opportunities for students, parents, and community members at-large.  Each community school is unique because its programming is designed by and for the school staff, in partnership with parents, community stakeholders, and students.
(9) Community schools currently exist in this State     in urban, rural, and suburban communities.
(10) Research shows that community schools have a     powerful positive impact on students, as demonstrated by increased academic success, a positive change in attitudes toward school and learning, and decreased behavioral problems.
(11) After-school and evening programs offered by     community schools provide academic enrichment consistent with the Illinois Learning Standards and general school curriculum; an opportunity for physical fitness activities for students, fine arts programs, structured learning "play" time, and other recreational opportunities; a safe haven for students; and work supports for working families.
(12) Community schools are cost-effective because     they leverage existing resources provided by local, State, federal, and private sources and bring programs to the schools, where the students are already congregated.  Community schools have been shown to leverage between $5 to $8 in existing programming for every $1 spent on a community school.
(c) Subject to an appropriation or the availability of funding for such purposes, the State Board of Education shall make grants available to fund community schools and to enhance programs at community schools.  A request-for-proposal process must be used in awarding grants under this subsection (c).  Proposals may be submitted on behalf of a school, a school district, or a consortium of 2 or more schools or school districts.  Proposals must be evaluated and scored on the basis of criteria consistent with this Section and other factors developed and adopted by the State Board of Education.  Technical assistance in grant writing must be made available to schools, school districts, or consortia of school districts through the State Board of Education directly or through a resource and referral directory established and  maintained by the State Board of Education.
(d) In order to qualify for a community school grant under this Section, a school must, at a minimum, have the following components:
(1) Before and after-school programming each school     day to meet the identified needs of students.
(2) Weekend programming.
(3) At least 4 weeks of summer programming.
(4) A local advisory group comprised of school     leadership, parents, and community stakeholders that establishes school-specific programming goals, assesses program needs, and oversees the process of implementing expanded programming.
(5) A program director or resource coordinator who is     responsible for establishing a local advisory group, assessing the needs of students and community members, identifying programs to meet those needs, developing the before and after-school, weekend, and summer programming and overseeing the implementation of programming to ensure high quality, efficiency, and robust participation.
(6) Programming that includes academic excellence     aligned with the Illinois Learning Standards, life skills, healthy minds and bodies, parental support, and community engagement and that promotes staying in school and non-violent behavior and non-violent conflict resolution.
(7) Maintenance of attendance records in all     programming components.
(8) Maintenance of measurable data showing annual     participation and the impact of programming on the participating children and adults.
(9) Documentation of true collaboration between the     school and community stakeholders, including local governmental units, civic organizations, families, businesses, and social service providers.
(10) A non-discrimination policy ensuring that the     community school does not condition participation upon race, ethnic origin, religion, sex, or disability. 
(Source: P.A. 96-746, eff. 8-25-09; 96-1000, eff. 7-2-10.)
(Text of Section after amendment by P.A. 103-265)
Sec. 2-3.152. Community schools.
(a) This Section applies beginning with the 2024-2025 school year.
(b) The General Assembly finds all of the following:
(1) All children are capable of success.
(2) Schools are the centers of vibrant communities.
(3) Strong families build strong educational     communities.
(4) Children succeed when adults work together to     foster positive educational outcomes.
(5) Schools work best when families take active roles     in the education of children.
(6) Schools today are limited in their ability to     dedicate time and resources to provide a wide range of educational opportunities to students because of the focus on standardized test outcomes.
(7) By providing learning opportunities outside of     normal school hours, including programs on life skills and health, students are more successful academically, more engaged in their communities, safer, and better prepared to make a successful transition from school to adulthood.
(8) A community school is a public school  or     nonpublic school that establishes a set of strategic partnerships between the school and other community resources that promote student achievement, positive learning conditions, and the well-being of students by providing wraparound services and that actively partners with its community to leverage existing resources and identify new resources to support the transformation of the school to provide enrichment and additional life skill opportunities for students, parents, and community members at-large.  Each community school is unique because its programming is designed by and for the school staff, in partnership with parents, community stakeholders, and students.
(9) Community schools currently exist in this State     in urban, rural, and suburban communities.
(10) Research shows that community schools have a     powerful positive impact on students, as demonstrated by increased academic success, a positive change in attitudes toward school and learning, and decreased behavioral problems.
(11) After-school and evening programs offered by     community schools provide academic enrichment consistent with the Illinois Learning Standards and general school curriculum; an opportunity for physical fitness activities for students, fine arts programs, structured learning "play" time, and other recreational opportunities; a safe haven for students; and work supports for working families.
(12) Community schools are cost-effective because     they leverage existing resources provided by local, State, federal, and private sources and bring programs to the schools, where the students are already congregated.
(c) Subject to an appropriation or the availability of State or federal funding for such purposes, the State Board of Education shall make grants available to fund community schools and to enhance programs at community schools.  A request-for-proposal process must be used in awarding grants under this subsection (c).  Proposals may be submitted on behalf of a school, a school district, or a consortium of 2 or more schools or school districts.  Proposals must be evaluated and scored on the basis of criteria consistent with this Section and other factors developed and adopted by the State Board of Education.  Technical assistance in grant writing must be made available to schools, school districts, or consortia of school districts through the State Board of Education directly or through a resource and referral directory established and  maintained by the State Board of Education.
(d) As used in this subsection (d), "trauma-informed intervention" means a method for understanding and responding to an individual with symptoms of chronic interpersonal trauma or traumatic stress.
In order to qualify for a community school grant under this Section, a school may, at a minimum, provide the following:
(1) Before and after-school programming each school     day to meet the identified needs of students.
(2) Weekend programming.
(3) Summer programming.
(4) A local advisory group comprised of school     leadership, parents, and community stakeholders that establishes school-specific programming goals, assesses program needs, and oversees the process of implementing expanded programming.
(5) A program director, resource coordinator, or     community school coordinator who is responsible for establishing a local advisory group, assessing the needs of students and community members, identifying programs to meet those needs, developing the before and after-school, weekend, and summer programming and overseeing the implementation of programming to ensure high quality, efficiency, and robust participation.
(6) Programming that includes academic excellence     aligned with the Illinois Learning Standards, life skills, healthy minds and bodies, parental support, trauma-informed intervention, and community engagement and that promotes staying in school and non-violent behavior and non-violent conflict resolution.
(7) Maintenance of attendance records in all     programming components.
(8) Maintenance of measurable data showing annual     participation and the impact of programming on the participating children and adults.
(9) Documentation of true collaboration between the     school and community stakeholders, including local governmental units, civic organizations, families, businesses, and social service providers.
(10) A non-discrimination policy ensuring that the     community school does not condition participation upon race, ethnic origin, religion, sex, or disability.
(11) Wraparound services, including:
(A) safe transportation to school;
(B) vision and dental care services;
(C) established or expanded school-based health         center services;
(D) additional social workers, mentors,         counselors, psychologists, and restorative practice coaches and enhancing physical wellness, including providing healthy food for in-school and out-of-school time and linkages to community providers;
(E) enhanced behavioral health services,         including access to mental health practitioners and providing professional development to school staff to provide trauma-informed interventions;
(F) family and community engagement and support,         including informing parents of academic course offerings, language classes, workforce development training, opportunities for children, and available social services, as well as educating families on how to monitor a child's learning;
(G) student enrichment experiences; and
(H) professional development for teachers and         school staff to quickly identify students who are in need of these resources.
(Source: P.A. 103-265, eff. 6-1-24.)
(105 ILCS 5/2-3.153)
Sec. 2-3.153. Survey of learning conditions.
(a) The State Board of Education shall administer a climate survey, identified by and paid for by the State Board of Education, to provide feedback from, at a minimum, students in grades 4 through 12 and teachers on the instructional environment within a school. Each school district shall annually administer the climate survey in every public school attendance center by a date specified by the State Superintendent of Education, and data resulting from the instrument's administration must be provided to the State Board of Education.  The survey component that requires completion by the teachers must be administered during teacher meetings or professional development days or at other times that would not interfere with the teachers' regular classroom and direct instructional duties.  The State Superintendent shall publicly report on the survey indicators of learning conditions resulting from administration of the instrument at the individual school, district, and State levels and shall identify whether the indicators result from an anonymous administration of the instrument.
(b)       A school district may elect to use, on a district-wide basis and at the school district's sole cost and expense, an alternate climate survey of learning conditions instrument pre-approved by the State Superintendent under subsection (c) of this Section in lieu of the State-adopted climate survey, provided that:
(1) the school district notifies the State Board of     Education, on a form provided by the State Superintendent, of its intent to administer an alternate climate survey on or before a date established by the State Superintendent for each school;
(2) the notification submitted to the State Board     under paragraph (1) of this subsection (b) must be accompanied by a certification signed by the president of the  local teachers' exclusive bargaining representative and president of the school board indicating that the alternate survey has been agreed to by the teachers' exclusive bargaining representative and the school board;
(3) the school district's administration of the     alternate instrument, including providing to the State Board of Education data and reports suitable to be published on school report cards and the State School Report Card Internet website, is performed in accordance with the requirements of subsection (a) of this Section; and
(4) the alternate instrument is administered each     school year.
(c) The State Superintendent, in consultation with teachers, principals, superintendents, and other appropriate stakeholders, shall administer an approval process through which at least 2, but not more than 3, alternate survey of learning conditions instruments will be approved by the State Superintendent following a determination by the State Superintendent that each approved instrument:
(1) meets all requirements of subsection (a) of this     Section;
(2) provides a summation of indicator results of the     alternative survey by a date established by the State Superintendent in a manner that allows the indicator results to be included on school report cards pursuant to Section 10-17a of this  Code by October 31 of the school year following the instrument's administration;
(3) provides summary reports for each district and     attendance center intended for parents and community stakeholders;
(4) meets scale reliability requirements using     accepted testing measures;
(5) provides research-based evidence linking     instrument content to one or more improved student outcomes; and
(6) has undergone and documented testing to prove     validity and reliability.The State Superintendent shall periodically review and update the list of approved alternate survey instruments, provided that at least 2, but no more than 3, alternate survey instruments shall be approved for use during any school year.
(d) Nothing contained in this amendatory Act of the 98th General Assembly repeals, supersedes, invalidates, or nullifies final decisions in lawsuits pending on the effective date of this amendatory Act of the 98th General Assembly in Illinois courts involving the interpretation of Public Act 97-8.
(Source: P.A. 100-1046, eff. 8-23-18.)
(105 ILCS 5/2-3.154)
Sec. 2-3.154. Low Performing Schools Intervention Program. From any funds appropriated to the State Board of Education for the purposes of intervening in low performing schools, the State Superintendent may, in his or her discretion, select school districts and schools in which to directly or indirectly intervene; provided however that such school districts and schools are within the lowest 5% in terms of performance in the State as determined by the State Superintendent.  Intervention may take the form of a needs assessment or additional, more intensive intervention, as determined by the State Superintendent.  Expenditures from funds appropriated for this purpose may include, without limitation, contracts, grants and travel to support the intervention.
(Source: P.A. 97-72, eff. 7-1-11; 97-813, eff. 7-13-12.)
(105 ILCS 5/2-3.155)
Sec. 2-3.155. Textbook block grant program.
(a) The provisions of this Section are in the public interest, for the public benefit, and serve secular public purposes.
(b)  As used in this Section, "textbook" means any book or book substitute that a pupil uses as a text or text substitute, including electronic textbooks.  "Textbook" includes books, reusable workbooks, manuals, whether bound or in loose-leaf form, instructional computer software, and electronic textbooks and the technological equipment necessary to gain access to and use electronic textbooks intended as a principal source of study material for a given class or group of students.  "Textbook" also includes science curriculum materials in a kit format that includes pre-packaged consumable materials if (i) it is shown that the materials serve as a textbook substitute, (ii) the materials are for use by the pupils as a principal learning source, (iii) each component of the materials is integrally necessary to teach the requirements of the intended course, (iv) the kit includes teacher guidance materials, and (v) the purchase of individual consumable materials is not allowed.
(c) Subject to annual appropriation by the General Assembly, the State Board of Education is authorized to provide annual funding to public school districts and State-recognized, non-public schools serving students in grades kindergarten through 12 for the purchase of selected textbooks.  The textbooks authorized to be purchased under this Section are limited without exception to textbooks for use in any public school and that are secular, non-religious, non-sectarian, and non-discriminatory as to any of the characteristics under the Illinois Human Rights Act. Textbooks authorized to be purchased under this Section must include the roles and contributions of all people protected under the Illinois Human Rights Act. Each public school district and State-recognized, non-public school shall, subject to appropriations for that purpose, receive a per pupil grant for the purchase of secular and non-discriminatory textbooks.  The per pupil grant amount must be calculated by the State Board of Education utilizing the total appropriation
made for these purposes divided by the most current student
enrollment data available.
(d)  The State Board of Education may adopt rules as necessary for the implementation of this Section and to ensure the religious neutrality of the textbook block grant program, as well as provide for the monitoring of all textbooks authorized in this Section to be purchased directly by State-recognized, nonpublic schools serving students in grades kindergarten through 12.
(Source: P.A. 101-17, eff. 6-14-19; 101-227, eff. 7-1-20; 102-558, eff. 8-20-21.)
(105 ILCS 5/2-3.156)
Sec. 2-3.156. Mathematics curriculum models.
(a)  The State Board of Education shall, immediately following the effective date of this amendatory Act of the 97th General Assembly, coordinate the acquisition, adaptation, and development of middle and high school mathematics curriculum models to aid school districts and teachers in implementing standards for all students. The acquisition, adaptation, and development process shall include the input of representatives of statewide educational organizations and stakeholders, including without limitation all of the following:
(1)  Representatives of a statewide mathematics     professional organization.
(2)  Representatives of statewide teacher     organizations.
(3)  Representatives of statewide school     administrator organizations.
(4)  Experts in higher education mathematics     instruction.
(5)  Experts in curriculum design.
(6)  Experts in professional development design.
(7)  State education policymakers and advisors.
(8)  A representative from the Department of Commerce     and Economic Opportunity.
(9)  Higher education faculty.
(10) Representatives of statewide school board     organizations.
(11) Representatives of statewide principal     organizations.
(b)  The curriculum models under this Section shall include without limitation all of the following:
(1)  Scope-and-sequence descriptions for middle and     high school mathematics progressions, building content and skill acquisition across the grades.
(2)  Recommendations of curricula for the final year     of mathematics or math-equivalent instruction before graduation.
(3)  Sample lesson plans to illustrate instructional     materials and methods for specific standards.
(4)  Model  high school course designs that     demonstrate effective student pathways to mathematics-standards attainment by graduation.
(5)  Training programs for teachers and     administrators, to be made available in both traditional and electronic formats for regional and local delivery.
(c)  The curriculum models under this Section must be completed no later than March 1, 2013.
(d)  The curriculum models and training programs under this Section must be made available to all school districts, which may choose to adopt or adapt the models in lieu of developing their own mathematics curricula. The Illinois P-20 Council shall submit a report to the Governor and the General Assembly on the extent and effect of utilization of the curriculum models by school districts.  Within 4 years after the effective date of this amendatory Act of the 97th General Assembly, State mathematics test results and higher education mathematics remediation data must be used to gauge the effectiveness of high school mathematics instruction and the extent of standards attainment and be used to guide the continuous improvement of the mathematics curriculum and instruction.
(Source: P.A. 97-704, eff. 1-1-13.)
(105 ILCS 5/2-3.157)
Sec. 2-3.157. (Repealed).
(Source: P.A. 98-756, eff. 7-16-14. Repealed internally, eff. 1-2-14.)
(105 ILCS 5/2-3.158)
Sec. 2-3.158. (Repealed).
(Source: P.A. 98-790, eff. 7-25-14. Repealed internally, eff. 12-31-15.)
(105 ILCS 5/2-3.159)
Sec. 2-3.159. State Seal of Biliteracy.
(a) In this Section, "foreign language" means any language other  than  English, including  all modern   languages,  Latin,  American  Sign  Language,  Native  American languages, and native languages.
(b)  The State Seal  of  Biliteracy program is  established  to  recognize public and non-public high school graduates who have attained a high level of proficiency in one or more languages in addition to English. School district and non-public school participation in this program is voluntary.
(c) The purposes of the State Seal of Biliteracy are as follows:
(1) To encourage pupils to study languages.
(2) To certify attainment of biliteracy.
(3) To provide employers with a  method  of      identifying  people  with language and biliteracy skills.
(4)  To  provide  universities  with an additional     method to recognize applicants seeking admission.
(5) To prepare pupils with 21st century skills.
(6) To recognize the value of foreign  language  and      native  language instruction  in public and non-public schools.
(7) To strengthen intergroup relationships, affirm     the value of diversity, and honor the multiple cultures and languages of a community.
(d)  The State Seal of Biliteracy certifies  attainment  of  a  high
level  of  proficiency, sufficient for meaningful use in college and a career,  by a graduating public or non-public high school pupil in one or more
languages in addition to English.
(e) The State Board of Education shall  adopt such rules as may be necessary to establish the criteria that pupils must  achieve to earn a State Seal of Biliteracy, which may include without limitation attainment of units of credit in English language arts and languages other  than  English and passage of such assessments of foreign language proficiency  as  may  be approved by the State Board of Education for this purpose. These rules shall ensure that the criteria that pupils must achieve to earn a State Seal of Biliteracy meet the course credit criteria established under subsection (i) of this Section.
(e-5) To demonstrate sufficient English language proficiency for eligibility to receive a State Seal of Biliteracy under this Section, the State Board of Education shall allow a pupil to provide his or her school district with evidence of completion of any of the following, in accordance with guidelines for proficiency adopted by the State Board:
(1) An AP (Advanced Placement) English Language and     Composition Exam.
(2) An English language arts dual credit course.
(3) Transitional coursework in English language arts     articulated in partnership with a public community college as an ESSA (Every Student Succeeds Act) College and Career Readiness Indicator.
(f)  The State Board of Education shall do both of the following:
(1) Prepare and deliver to participating school     districts and non-public schools an appropriate  mechanism for designating the State Seal of Biliteracy on the diploma and transcript of the pupil indicating that the pupil has been awarded a State Seal of Biliteracy by the State Board of Education.
(2) Provide other information the State Board of     Education  deems  necessary  for  school districts and non-public schools to successfully participate in the program.
(g)  A  school  district or non-public school  that  participates  in the program under this
 Section shall do both of the following:
(1) Maintain appropriate records in order to identify     pupils who have earned a State Seal of Biliteracy.
(2)  Make  the  appropriate designation on the     diploma and transcript of each pupil who earns a State Seal of Biliteracy.
(h)  No fee shall be charged to a pupil to receive the designation pursuant to this Section. Notwithstanding this prohibition, costs may be incurred by the pupil in demonstrating proficiency, including without limitation any assessments required under subsection (e) of this Section.
(i) For admissions purposes, each public university in this State shall accept the State Seal of Biliteracy as equivalent to 2 years of foreign language coursework taken during high school if a student's high school transcript indicates that he or she will be receiving or has received the State Seal of Biliteracy.
(j) Each public community college and public university in this State shall establish criteria to translate a State Seal of Biliteracy into course credit based on foreign language course equivalencies identified by the community college's or university's faculty and staff and, upon request from an enrolled student, the community college or university shall award foreign language course credit to a student who has received a State Seal of Biliteracy. Students enrolled in a public community college or public university who have received a State Seal of Biliteracy must request course credit for their seal within 3 academic years after graduating from high school.
(Source: P.A. 101-222, eff. 1-1-20; 101-503, eff. 8-23-19; 102-558, eff. 8-20-21.)
(105 ILCS 5/2-3.160)
Sec. 2-3.160. (Repealed).
(Source: P.A. 99-78, eff. 7-20-15. Repealed internally, eff. July 1, 2015. P.A. 99-65 contained an extension of the internal repealer, but did not take effect until July 16, 2015.)
(105 ILCS 5/2-3.161)
Sec. 2-3.161. Definition of dyslexia; reading instruction advisory group; handbook.
(a)  The State Board of Education shall incorporate, in both general education and special education, the following definition of dyslexia:
Dyslexia is a specific learning disability that is     neurobiological in origin. Dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
(b) (Blank).
(c) The State Board of Education shall develop and maintain a handbook to be made available on its Internet website that provides guidance for pupils, parents or guardians, and teachers on the subject of dyslexia. The handbook shall include, but is not limited to:
(1) guidelines for teachers and parents or guardians     on how to identify signs of dyslexia;
(2) a description of educational strategies that have     been shown to improve the academic performance of pupils with dyslexia; and
(3) a description of resources and services available     to pupils with dyslexia, parents or guardians of pupils with dyslexia, and teachers.
The State Board shall review the handbook once every 4 years to update, if necessary, the guidelines, educational strategies, or resources and services made available in the handbook.
(Source: P.A. 102-539, eff. 8-20-21.)
(105 ILCS 5/2-3.162)
Sec. 2-3.162. Student discipline report; school discipline improvement plan.
(a)  On or before October 31, 2015 and on or before October 31 of each subsequent year, the State Board of Education, through the State Superintendent of Education, shall prepare a report on student discipline in all school districts in this State, including State-authorized charter schools. This report shall include data from all public schools within school districts, including district-authorized charter schools.  This report must be posted on the Internet website of the State Board of Education.  The report shall include  data on the issuance of out-of-school suspensions, expulsions, and removals to alternative settings in lieu of another disciplinary action, disaggregated by race and ethnicity, gender, age, grade level, whether a student is an English learner, incident type, and discipline duration.
(b)  The State Board of Education shall analyze the data under subsection (a) of this Section on an annual basis and determine the top 20% of school districts for the following metrics:
(1) Total number of out-of-school suspensions divided     by the total district enrollment by the last school day in September for the year in which the data was collected, multiplied by 100.
(2) Total number of out-of-school expulsions divided     by the total district enrollment by the last school day in September for the year in which the data was collected, multiplied by 100.
(3)  Racial disproportionality, defined as the     overrepresentation of students of color or white students in comparison to the total number of students  of color or white students on October 1st of the school year in which data are collected, with respect to the use of out-of-school suspensions and expulsions, which must be calculated using the same method as the U.S. Department of Education's Office for Civil Rights uses.
The analysis must be based on data collected over 3 consecutive school years, beginning with the 2014-2015 school year.
Beginning with the 2017-2018 school year, the State Board of Education shall require each of the school districts that are identified in the top 20% of any of the metrics described in this subsection (b)  for 3 consecutive years to submit a plan identifying the strategies the school district will implement to reduce the use of exclusionary disciplinary practices or racial disproportionality or both, if applicable. School districts that no longer meet the criteria described in any of the metrics described in this  subsection (b) for 3 consecutive years shall no longer be required to submit a plan.
This plan may be combined with any other improvement plans required under federal or State law.
The calculation of the top 20% of any of the metrics described in this subsection (b) shall exclude all school districts, State-authorized  charter schools, and special charter districts that issued fewer than a total of 10 out-of-school suspensions or expulsions, whichever is applicable, during the school year. The calculation of the top 20% of the metric described in subdivision (3) of this subsection (b) shall exclude all school districts with an enrollment of fewer than 50 white students or fewer than 50 students of color.
The plan must be approved at a public school board meeting and posted on the school district's Internet website. Within one year after being identified, the school district shall submit to the State Board of Education and post on the district's Internet website a progress report describing the implementation of the plan and the results achieved.
(Source: P.A. 99-30, eff. 7-10-15; 99-78, eff. 7-20-15; 100-863, eff. 8-14-18.)
(105 ILCS 5/2-3.163)
(Text of Section from P.A. 103-504)
Sec. 2-3.163. PUNS database information for students and parents or guardians.
(a) The General Assembly makes all of the following findings:
(1) Pursuant to Section 10-26 of the Department of     Human Services Act, the Department of Human Services maintains a statewide database known as the PUNS database that records information about individuals with intellectual disabilities or developmental disabilities who are potentially in need of services.
(2) The Department of Human Services uses the data on     PUNS to select individuals for services as funding becomes available, to develop proposals and materials for budgeting, and to plan for future needs.
(3) The PUNS database is available for adults with     intellectual disabilities or developmental disabilities who have unmet service needs anticipated in the next 5 years. The PUNS database is also available for children with intellectual disabilities or developmental disabilities with unmet service needs.
(4) Registration to be included on the PUNS database     is the first step toward receiving developmental disabilities services in this State. A child or an adult who is not on the PUNS database will not be in queue for State developmental disabilities services.
(5) Lack of awareness and information about the PUNS     database results in underutilization or delays in registration for the PUNS database by students with intellectual disabilities or developmental disabilities and their parents or guardians.
(a-5)  The purpose of this Section is to ensure that each student with an intellectual disability or a developmental disability who has an individualized education program ("IEP") and the student's parents or guardian are informed about the PUNS database, where to register for the PUNS database, and whom they can contact for information about the PUNS database and the PUNS database registration process. This Section is not intended to change the PUNS database registration process established by the Department of Human Services or to impose any responsibility on the State Board of Education or a school district to register students for the PUNS database.
(a-10) As used in this Section, "PUNS" means the Prioritization of Urgency of Need for Services database or PUNS database developed and maintained by the Department of Human Services pursuant to Section 10-26 of the Department of Human Services Act.
(b)  The State Board of Education may work in consultation with the Department of Human Services and with school districts to ensure that all students with intellectual disabilities or developmental disabilities and their parents or guardians are informed about the PUNS database, as described in subsections (c), (c-5), and (d) of this Section.
(c) The Department of Human Services, in consultation with the State Board of Education, shall develop and implement an online, computer-based training program for at least one designated employee in  every public school in this State to educate the designated employee or employees about the PUNS database and steps required to register students for the PUNS database, including the documentation and information parents or guardians will need for the registration process.  The training shall include instruction on identifying and contacting the appropriate developmental disabilities Independent Service Coordination agency ("ISC") to register students for the PUNS database. The training of the designated employee or employees shall also include information about organizations and programs available in this State that offer assistance to families in understanding the PUNS database and navigating the PUNS database registration process. Each school district shall post on its public website and include in its student handbook the names of the  designated trained employee or employees in each school within the school district.
(c-5) During the student's annual IEP review meeting, if the student has an intellectual disability or a developmental disability, the student's IEP team shall determine the student's PUNS database registration status based upon information provided by the student's parents or guardian or by the student. If it is determined that the student is not registered for the PUNS database or if it is unclear whether the student is registered for the PUNS database, the parents or guardian and the student shall be referred to a designated employee of the public school who has completed the training described in subsection (c). The designated trained employee shall provide the student's parents or guardian and the student with the name, location, and contact information of the appropriate ISC to contact in order to register the student for the PUNS database. The designated trained employee shall also identify for the parents or guardian and the student the information and documentation they will need to complete the PUNS database registration process with the ISC, and shall also provide information to the parents or guardian and the student about organizations and programs available in this State that offer information to families about the PUNS database and the PUNS database registration process.
(d) The State Board of Education, in consultation with the Department of Human Services, through school districts, shall provide to the parents and guardians of each student with an IEP a copy of the latest version of the Department of Human Services's guide titled "Understanding PUNS: A Guide to Prioritization for Urgency of Need for Services" each year at the annual review meeting for the student's individualized education program.
(e) (Blank).
(Source: P.A. 102-57, eff. 7-9-21; 103-504, eff. 1-1-24.)
(Text of Section from P.A. 103-546)
Sec. 2-3.163. Prioritization of Urgency of Need for Services database.
(a) The General Assembly makes all of the following findings:
(1) The Department of Human Services maintains a     statewide database known as the Prioritization of Urgency of Need for Services that records information about individuals with developmental disabilities who are potentially in need of services.
(2) The Department of Human Services uses the data on     Prioritization of Urgency of Need for Services to select individuals for services as funding becomes available, to develop proposals and materials for budgeting, and to plan for future needs.
(3) Prioritization of Urgency of Need for Services is     available for children and adults with a developmental disability who have an unmet service need anticipated in the next 5 years.
(4) Prioritization of Urgency of Need for Services is     the first step toward getting developmental disabilities services in this State. If individuals are not on the Prioritization of Urgency of Need for Services waiting list, they are not in queue for State developmental disabilities services.
(5)  Prioritization of Urgency of Need for Services     may be underutilized by children and their parents or guardians due to lack of awareness or lack of information.
(b)  The State Board of Education may work with school districts to inform all students with developmental disabilities and their parents or guardians about the Prioritization of Urgency of Need for Services database.
(c)  Subject to appropriation, the Department of Human Services and State Board of Education shall develop and implement an online, computer-based training program for at least one designated employee in  every public school in this State to educate him or her about the Prioritization of Urgency of Need for Services database and steps to be taken to ensure children and adolescents are enrolled.  The training shall include instruction for at least one designated employee in every public school in contacting the appropriate developmental disabilities Independent Service Coordination agency to enroll children and adolescents in the database. At least one designated employee in every public school shall ensure the opportunity to enroll in the Prioritization of Urgency of Need for Services database is discussed during annual individualized education program (IEP) meetings for all children and adolescents believed to have a developmental disability.
(d) The State Board of Education, in consultation with the Department of Human Services, through school districts, shall provide to parents and guardians of students a copy of the Department of Human Services's guide titled "Understanding PUNS: A Guide to Prioritization for Urgency of Need for Services" each year at the annual review meeting for the student's individualized education program, including the consideration required in subsection (e) of this Section.
(e)  The Department of Human Services shall consider the length of time spent on the Prioritization of Urgency of Need for Services waiting list, in addition to other factors considered, when selecting individuals on the list for services.
(f) Subject to appropriation, the Department of Human Services shall expand its selection of individuals from the Prioritization of Urgency of Need for Services database to include individuals who receive services through the Children and Young Adults with Developmental Disabilities - Support Waiver.
(Source: P.A. 102-57, eff. 7-9-21; 103-546, eff. 8-11-23.)
(105 ILCS 5/2-3.164)
Sec. 2-3.164. (Repealed).
(Source: P.A. 99-642, eff. 7-28-16. Repealed internally, eff. 12-16-20.)
(105 ILCS 5/2-3.165)
Sec. 2-3.165. (Repealed).
(Source: P.A. 99-642, eff. 7-28-16. Repealed internally, eff. 6-1-16)
(105 ILCS 5/2-3.166)
Sec. 2-3.166. Youth suicide awareness and prevention.
(a) This Section may be referred to as Ann Marie's Law.
(b) The State Board of Education shall do both of the following:
(1) In consultation with a youth suicide prevention     organization operating in this State and organizations representing school boards and school personnel, develop a model youth suicide awareness and prevention policy that is consistent with subsection (c) of this Section.
(2) Compile, develop, and post on its publicly     accessible Internet website both of the following, which may include materials already publicly available:
(A) Recommended guidelines and educational         materials for training and professional development.
(B) Recommended resources and age-appropriate         educational materials on youth suicide awareness and prevention.
(c) The model policy developed by the State Board of Education under
subsection (b) of this Section and any policy adopted by a school board
under subsection (d) of this Section shall include all of the following:
(1) A statement on youth suicide awareness and     prevention.
(2) Protocols for administering youth suicide     awareness and prevention education to staff and students.
(3) Methods of prevention, including procedures for     early identification and referral of students at risk of suicide.
(4) Methods of intervention, including procedures     that address an emotional or mental health safety plan for students identified as being at increased risk of suicide, including those students who:
(A) suffer from a mental health disorder;
(B) suffer from a substance abuse disorder;
(C) engage in self-harm or have previously         attempted suicide;
(D) reside in an out-of-home placement;
(E) are experiencing homelessness;
(F) are lesbian, gay, bisexual, transgender, or         questioning (LGBTQ);
(G) are bereaved by suicide; or
(H) have a medical condition or certain types of         disabilities.
(5) Methods of responding to a student or staff     suicide or suicide attempt.
(6) Reporting procedures.
(7) Recommended resources on youth suicide awareness     and prevention programs, including current contact information for such programs.
(d) Beginning with the 2015-2016 school year, each school board shall review and update its current suicide awareness and prevention policy to be consistent with subsection (c) of this Section or adopt an age-appropriate youth suicide awareness and
prevention policy consistent with subsection (c) of this Section, inform each
school district employee and the parent or legal guardian of each
student enrolled in the school district of such policy, and post
such policy on the school district's publicly accessible Internet
website. The policy adopted by a school board under this
subsection (d) may be based upon the model policy developed by the
State Board of Education under subsection (b) of this Section.
(Source: P.A. 102-267, eff. 7-1-22.)
(105 ILCS 5/2-3.167)
Sec. 2-3.167. (Repealed).
(Source: P.A. 100-201, eff. 8-18-17. Repealed internally, eff. 7-1-18.)
(105 ILCS 5/2-3.168)
Sec. 2-3.168. (Repealed).
(Source: P.A. 100-201, eff. 8-18-17. Repealed by P.A. 102-458, eff. 8-20-21.)
(105 ILCS 5/2-3.169)
Sec. 2-3.169. State Global Scholar Certification.
(a) The State Global Scholar Certification Program is established to recognized public and nonpublic high school graduates who have attained global competence. State Global Scholar Certification shall be awarded beginning with the 2017-2018 school year. School district or nonpublic school participation in this certification is voluntary.
(b) The purposes of State Global Scholar Certification are as follows:
(1) To recognize the value of a global education.
(2) To certify attainment of global competence.
(3) To provide employers with a method of identifying     globally competent employees.
(4) To provide colleges and universities with an     additional method to recognize applicants seeking admission.
(5) To prepare students with 21st century skills.
(6) To encourage the development of a globally ready     workforce in the STEM (science, technology, engineering, and mathematics), manufacturing, agriculture, and service sectors.
(c) State Global Scholar Certification confirms attainment of global competence, sufficient for meaningful use in college and a career, by a graduating public or nonpublic high school student.
(d) The State Board of Education shall adopt such rules as may be necessary to establish the criteria that students must achieve to earn State Global Scholar Certification, which shall minimally include attainment of units of credit in globally focused courses, service learning experiences, global collaboration and dialogue, and passage of a capstone project demonstrating global competency, as approved by the participating school district or nonpublic school for this purpose.
(e) The State Board of Education shall do both of the following:
(1) Prepare and deliver to participating school     districts or nonpublic schools an appropriate mechanism for designating State Global Scholar Certification on the diploma and transcript of a student indicating that the student has been awarded State Global Scholar Certification by the State Board of Education.
(2) Provide other information the State Board of     Education deems necessary for school districts or nonpublic schools to successfully participate in the certification.
(f) A school district or nonpublic school that participates in certification under this Section shall do both of the following:
(1) Maintain appropriate records in order to identify     students who have earned State Global Scholar Certification.
(2) Make the appropriate designation on the diploma     and transcript of each student who earns State Global Scholar Certification.
(g) No fee may be charged to a student to receive the designation pursuant to the Section. Notwithstanding this prohibition, costs may be incurred by the student in demonstrating proficiency.
(Source: P.A. 103-352, eff. 7-28-23.)
(105 ILCS 5/2-3.170)
Sec. 2-3.170. Property tax relief pool grants.
(a) As used in this Section,
"EAV" means equalized assessed valuation as defined under Section 18-8.15 of this Code.
"Property tax multiplier" equals one minus the square of the school district's Local Capacity Percentage, as defined in Section 18-8.15 of this Code.
"Local capacity percentage multiplier" means one minus the school district's Local Capacity Percentage, as defined in Section 18-8.15.
"State Board" means the State Board of Education.
(b) Subject to appropriation, the State Board shall provide grants to eligible school districts that provide tax relief to the school district's residents, which may be no greater than 1% of EAV for a unit district, 0.69% of EAV for an elementary school district, or 0.31% of EAV for a high school district, as provided in this Section.
(b-5)  School districts may apply for property tax relief under this Section concurrently to setting their levy for the fiscal year.  The intended relief may not be greater than 1% of the EAV for a unit district, 0.69% of the EAV for an elementary school district, or 0.31% of the EAV for a high school district, multiplied by the school district's local capacity percentage multiplier.  The State Board shall process applications for relief, providing a grant to those districts with the highest operating tax rate, as determined by those districts with the highest percentage of the simple average operating tax rate of districts of the same type, either elementary, high school, or unit, first, in an amount equal to the intended relief multiplied by the property tax multiplier.  The State Board shall provide grants to school districts in order of priority until the property tax relief pool is exhausted. If more school districts apply for relief under this subsection than there are funds available, the State Board must distribute the grants and prorate any remaining funds to the final school district that qualifies for grant relief. The abatement amount for that district must be equal to the grant amount divided by the property tax multiplier.
If a school district receives the State Board's approval of a grant under this Section by March 1 of the fiscal year, the school district shall present a duly authorized and approved abatement resolution by March 30 of the fiscal year to the county clerk of each county in which the school files its levy, authorizing the county clerk to lower the school district's levy by the amount designated in its application to the State Board.  When the preceding requisites are satisfied, the county clerk shall reduce the amount collected for the school district by the amount indicated in the school district's abatement resolution for that fiscal year.
(c) (Blank).
(d) School districts seeking grants under this Section shall apply to the State Board each year. All applications to the State Board for grants shall include the amount of the tax relief intended by the school district.
(e) Each year, based on the most recent available data provided by school districts pursuant to Section 18-8.15 of this Code, the State Board shall calculate the order of priority for grant eligibility under subsection (b-5) and publish a list of the school districts eligible for relief. The State Board shall provide grants in the manner provided under subsection (b-5).
(f) The State Board shall publish a final list of eligible grant recipients and provide payment of the grants by March 1 of each year.
(g) If notice of eligibility from the State Board is received by a school district by March 1, then by March 30, the school district shall file an abatement of its property tax levy in an amount equal to the grant received under this Section divided by the property tax multiplier. Payment of all grant amounts shall be made by June 1 each fiscal year.  The State Superintendent of Education shall establish the timeline in such cases in which notice cannot be made by March 1.
(h) The total property tax relief allowable to a school district under this Section shall be calculated based on the total amount of reduction in the school district's aggregate extension.  The total grant shall be equal to the reduction, multiplied by the property tax multiplier.  The reduction shall be equal to 1% of a district's EAV for a unit school district, 0.69% for an elementary school district, or 0.31% for a high school district, multiplied by the school district's local capacity percentage multiplier.
(i)   If the State Board does not expend all appropriations allocated pursuant to this Section, then any remaining funds shall be allocated pursuant to Section 18-8.15 of this Code.
(j) The State Board shall prioritize payments under Section 18-8.15 of this Code over payments under this Section, if necessary.
(k) Any grants received by a school district shall be included in future calculations of that school district's Base Funding Minimum under Section 18-8.15 of this Code. Beginning with Fiscal Year 2020, if a school district receives a grant under this Section, the school district must present to the county clerk a duly authorized and approved abatement resolution by March 30 for the year in which the school district receives the grant and the successive fiscal year following the receipt of the grant, authorizing the county clerk to lower the school district's levy by the amount designated in its original application to the State Board. After receiving a resolution, the county clerk must reduce the amount collected for the school district by the amount indicated in the school district's abatement resolution for that fiscal year. If a school district does not abate in this amount for the successive fiscal year, the grant amount may not be included in the school district's Base Funding Minimum under Section 18-8.15 in the fiscal year following the tax year in which the abatement is not authorized and in any future fiscal year thereafter, and the county clerk must notify the State Board of the increase no later 30 days after it occurs.
(l)   In the immediate 2 consecutive tax years following receipt of a Property Tax Pool Relief Grant, the aggregate extension base of any school district receiving a grant under this Section, for purposes of the Property Tax Extension Limitation Law, shall include the tax relief the school district provided in the previous taxable year under this Section.
(Source: P.A. 100-465, eff. 8-31-17; 100-582, eff. 3-23-18; 100-863, eff. 8-14-18; 101-17, eff. 6-14-19; 101-643, eff. 6-18-20.)
(105 ILCS 5/2-3.171)
Sec. 2-3.171. (Repealed).
(Source: P.A. 100-863, eff. 8-14-18. Repealed by P.A. 102-894, eff. 5-20-22.)
(105 ILCS 5/2-3.172)
Sec. 2-3.172. (Repealed).
(Source: P.A. 100-863, eff. 8-14-18. Repealed by P.A. 102-894, eff. 5-20-22.)
(105 ILCS 5/2-3.173)
Sec. 2-3.173. Substitute teachers; recruiting firms.
(a) In this Section, "recruiting firm" means a company with expertise in finding qualified applicants for positions and screening those potential workers for an employer.
(b) By January 1, 2019, the State Board of Education shall implement a program and adopt rules to allow school districts to supplement their substitute teacher recruitment for elementary and secondary schools with the use of recruiting firms, subject to the other provisions of this Section. To qualify for the program, a school district shall demonstrate to the State Board that, because of the severity of its substitute teacher shortage, it is unable to find an adequate amount of substitute or retired teachers and has exhausted all other efforts. Substitute teachers provided by a recruiting firm must adhere to all mandated State laws, rules, and screening requirements for substitute teachers not provided by a recruiting firm and must be paid on the same wage scale as substitute teachers not provided by a recruiting firm. This Section shall not be construed to require school districts to use recruiting firms for substitute teachers. A school district may not use a recruiting firm under this Section to circumvent any collective bargaining agreements or State laws, rules, or screening requirements for teachers. A school district may not reduce the number of full-time staff members of a department as a result of hiring a substitute teacher recruiting firm. In the event of a teacher's strike, a school district may not use a recruiting firm to hire a substitute teacher.
(c) A school district organized under Article 34 of this Code may contract with a substitute teacher recruiting firm under this Section only if the district meets the following requirements:
(1) certifies to the State Board of Education that it     has adequate funds to fill and pay for all substitute teacher positions;
(2) prioritizes existing substitute teachers over     substitute teachers from recruiting firms;
(3) files copies of all substitute teacher contracts     with the State Board of Education; and
(4) requires that the substitute teacher recruiting     firm file an annual report with the school district that would include the number of substitute teachers that were placed in the district, the total cost of the contract to the district, and the percentage of substitute teacher openings that were filled.
(d) A substitute teacher recruiting firm may enter into an agreement with a labor organization that has a collective bargaining agreement with a school district.
(Source: P.A. 100-813, eff. 8-13-18; 101-81, eff. 7-12-19.)
(105 ILCS 5/2-3.174)
Sec. 2-3.174. Supporting Future Teachers Program.
(a) In this Section:
"English learner" means a child included in the definition of "English learners" under Section 14C-2 of this Code.
"Low-income student" means a student that would be included in an Organizational Unit's Low-Income Count, as calculated under Section 18-8.15 of this Code.
"Program" means the Supporting Future Teachers Program established under this Section.
"Qualified participant" means a high school graduate who: (i) can demonstrate proficiency in a language other than English or is a recipient of a State Seal of Biliteracy or, at any one time during pre-kindergarten through grade 12, was identified as a low-income student; and (ii) is a member of the community in which the participating school district is located. A "qualified participant" must be enrolled in an educator preparation program approved by the State Board of Education at a regionally accredited institution of higher education in this State.
"State Board" means the State Board of Education.
(b) Beginning with the 2019-2020 school year, the State Board shall establish and maintain the Supporting Future Teachers Program to assist qualified participants in acquiring a Professional Educator License.
(c) Each participating school district shall partner with an educator preparation program approved by the State Board at a regionally accredited institution of higher education in this State. Each qualified participant enrolled in the Program through the school district must be enrolled at least part-time each semester at that institution of higher education in its educator preparation program and be working toward a Professional Educator License.
(d) A qualified participant shall no longer qualify for the Program if at any time the participating school district or the institution of higher education determines that the qualified participant is no longer making substantial progress toward a degree in an approved educator preparation program.
(e) Throughout each semester of participation in the Program, the qualified participant must be employed by the participating school district and working under the supervision of a school district employee. Duties of the qualified participant may include, but are not limited to (i) working in cooperation with his or her supervisor under this subsection (e) to create classroom curriculum and lesson plans and (ii) working with and mentoring English learners or low-income students on a one-on-one basis.
Each participating school district may use appropriate State, federal, or local revenue to employ the qualified participant.
(f) At the end of each school year of the Program, each participating school district shall submit data to the State Board detailing all of the following:
(1) The number of qualified participants enrolled in     the Program.
(2) The costs associated with the Program.
(3) The duties assigned to each qualified participant     by his or her supervisor.
(4) The current status of each qualified participant     in his or her educator preparation program.
(5) The qualified participant's Illinois Educator     Identification Number, if available.
(6) Any other information requested by the State     Board.
(g) Prior to the 2023-2024 school year, the State Board shall electronically submit a report to the Clerk of the House of Representatives and the Secretary of the Senate detailing the first 4 years of the program, including, but not limited to, the following information:
(1) The participating school districts in the Program.
(2) The number of qualified participants enrolled in     the Program.
(3) The costs associated with the Program per school     district.
(4) A summary of the duties assigned to qualified     participants by school district supervisors.
(5) Any other information as determined by the State     Board.
(h) The State Board may establish and adopt any rules necessary to implement this Section.
(i) Nothing in this Section shall be construed to require a school district to participate in the Program.
(Source: P.A. 100-982, eff. 8-19-18; 101-81, eff. 7-12-19.)
(105 ILCS 5/2-3.175)
Sec. 2-3.175. Registered apprenticeship program.
(a) In this Section, "registered apprenticeship program" means an industry-based occupational training program of study with standards reviewed and approved by the United States Department of Labor that meets each of the following characteristics:
(1) Apprentices in the program are at all times     employed by a company participating in the program.
(2) The program features a structured combination of     on-the-job learning supported by related technical classroom instruction, met either by a high school or a public community college.
(3) Apprentices in the program are paid a training     wage of not less than the State minimum wage, which escalates throughout the life of the apprenticeship, and employment is continued with the company following conclusion of the apprenticeship for a period of not less than 2 years.
(4) Apprentices in the program earn an     industry-related occupational skills certificate and a high school diploma.
(5) Apprentices in the program may earn postsecondary     credit toward a certificate or degree, as applicable. "Registered apprenticeship program" does not include an apprenticeship program related to construction, as defined under the Employee Classification Act.
(b) No later than 6 months after August 20, 2018 (the effective date of Public Act 100-992), the State Board of Education shall initiate a rulemaking proceeding to adopt rules as may be necessary to allow students of any high school in this State who are 16 years of age or older to participate in registered apprenticeship programs. The rules shall include the waiver of all non-academic requirements mandated for graduation from a high school under this Code that would otherwise prohibit or prevent a student from participating in a registered apprenticeship program.
(Source: P.A. 100-992, eff. 8-20-18; 101-81, eff. 7-12-19.)
(105 ILCS 5/2-3.176)
Sec. 2-3.176. Transfers to Governor's Grant Fund. In addition to any other transfers that may be provided for by law, the State Comptroller shall direct and the State Treasurer shall transfer from the SBE Federal Agency Services Fund and the SBE Federal Department of Education Fund into the Governor's Grant Fund such amounts as may be directed in writing by the State Board of Education.
(Source: P.A. 101-10, eff. 6-5-19; 102-558, eff. 8-20-21.)
(105 ILCS 5/2-3.177)
Sec. 2-3.177. Transfers to DHS Special Purposes Trust Fund. In addition to any other transfers that may be provided for by law, the State Comptroller shall direct and the State Treasurer shall transfer from the SBE Federal Agency Services Fund into the DHS Special Purposes Trust Fund such amounts as may be directed in writing by the State Board of Education.
(Source: P.A. 101-10, eff. 6-5-19.)
(105 ILCS 5/2-3.178)
Sec. 2-3.178. K-12 Recycling Grant Program.
(a) Subject to appropriation, the State Board of Education must create and administer the K-12 Recycling Grant Program to provide grants to school districts for the implementation or improvement of a school's recycling program. A school district that applies for a grant under this Section may receive a maximum grant amount of $5,000 per school in that district and may use the grant funds only to implement or improve a school's recycling program.
(b) The State Board must adopt rules to implement this Section.
(Source: P.A. 101-10, eff. 6-5-19.)
(105 ILCS 5/2-3.179)
Sec. 2-3.179. Work-based learning database.
(a) In this Section, "work-based learning" means an educational strategy that provides students with real-life work experiences in which they can apply academic and technical skills and develop their employability.
(b) The State Board must develop a work-based learning database to help facilitate relationships between school districts and businesses and expand work-based learning in this State.
(Source: P.A. 101-389, eff. 8-16-19; 102-558, eff. 8-20-21.)
(105 ILCS 5/2-3.180)
Sec. 2-3.180. School safety and security grants. Subject to appropriation or private donations, the State Board of Education shall award grants to school districts to support school safety and security.  Grant funds may be used for school security improvements, including professional development, safety-related upgrades to school buildings, equipment, including metal detectors and x-ray machines, and facilities, including school-based health centers. The State Board must prioritize the distribution of grants under this Section to school districts designated as Tier 1 or Tier 2 under Section 18-8.15.
(Source: P.A. 101-413, eff. 1-1-20; 102-558, eff. 8-20-21.)
(105 ILCS 5/2-3.181)
Sec. 2-3.181. Safe Schools and Healthy Learning Environments Grant Program.
(a) The State Board of Education, subject to appropriation, is authorized to award competitive grants on an annual basis under a Safe Schools and Healthy Learning Environments Grant Program. The goal of this grant program is to promote school safety and healthy learning environments by providing schools with additional resources to implement restorative interventions and resolution strategies as alternatives to exclusionary discipline, and to address the full range of students' intellectual, social, emotional, physical, psychological, and moral developmental needs.
(b) To receive a grant under this program, a school district must submit with its grant application a plan for implementing evidence-based and promising practices that are aligned with the goal of this program. The application may include proposals to (i) hire additional school support personnel, including, but not limited to, restorative justice practitioners, school psychologists, school social workers, and other mental and behavioral health specialists;  (ii) use existing school-based resources, community-based resources, or other experts and practitioners to expand alternatives to exclusionary discipline, mental and behavioral health supports, wraparound services, or drug and alcohol treatment; and (iii) provide training for school staff on trauma-informed approaches to meeting students' developmental needs, addressing the effects of toxic stress, restorative justice approaches, conflict resolution techniques, and the effective utilization of school support personnel and community-based services. For purposes of this subsection, "promising practices" means practices that present, based on preliminary information, potential for becoming evidence-based practices.
Grant funds may not be used to increase the use of school-based law enforcement or security personnel. Nothing in this Section shall prohibit school districts from involving law enforcement personnel when necessary and allowed by law.
(c) The State Board of Education, subject to appropriation for the grant program, shall annually disseminate a request for applications to this program, and funds shall be distributed annually. The criteria to be considered by the State Board of Education in awarding the funds shall be (i) the average ratio of school support personnel to students in the target schools over the preceding 3 school years, with priority given to applications with a demonstrated shortage of school support personnel to meet student needs; and (ii) the degree to which the proposal articulates a comprehensive approach for reducing exclusionary discipline while building safe and healthy learning environments. Priority shall be given to school districts that meet the metrics under subsection (b) of Section 2-3.162.
(d) The State Board of Education, subject to appropriation for the grant program, shall produce an
annual report on the program in
cooperation with the school districts participating in the program. The report shall include available
quantitative information on the progress being made in reducing exclusionary discipline and the effects of the program on school safety and school climate. This report shall be posted on the State Board of Education's website by
October 31 of each year, beginning in 2020.
(e) The State Board of Education may adopt any rules necessary for the implementation of this program.
(Source: P.A. 101-438, eff. 8-20-19; 102-558, eff. 8-20-21.)
(105 ILCS 5/2-3.182)
Sec. 2-3.182. Annual census of personnel holding school support personnel endorsements.
(a) In this Section:
"School support personnel endorsement" means an endorsement affixed to a Professional Educator License as referenced in subparagraph (G) of paragraph (2) of Section 21B-25 of this Code.
"Special education joint agreement" means an entity formed pursuant to Section 10-22.31 of this Code.
(b) No later than December 1, 2023 and each December 1st annually thereafter, the State Board of Education must make available on its website the following information for each school district as of October 1st of each year beginning in 2022:
(1) The total number of personnel with a school     support personnel endorsement and, for each endorsement area:
(A) those actively employed on a full-time basis         by the school district;
(B) those actively employed on a part-time basis         by the school district; and
(C) those actively employed by a special         education joint agreement providing services to students in the school district.
(2) The total number of students enrolled in the     school district and, of that total, the number of students with an individualized education program or a plan pursuant to Section 504 of the federal Rehabilitation Act of 1973.
(Source: P.A. 102-302, eff. 1-1-22; 102-813, eff. 5-13-22.)
(105 ILCS 5/2-3.183)
Sec. 2-3.183. Review of university admission coursework.
(a) The State Board of Education shall make the review compiled under Section 9.40 of the   Board of Higher Education Act available to the public on its Internet website.
(b) To ensure that every public high school student understands the course expectations for admission into a public university in this State, a school district must make available to students in grades 8 through 12 and their parents or guardians the review compiled under Section 9.40 of the   Board of Higher Education Act before the student's course schedule is finalized for the student's particular grade level.
(c) To ensure that a public high school student is not excluded from enrolling in a public university in this State because of a lack of access to required or recommended coursework, beginning with the 2022-2023 school year and each school year thereafter, every public high school must provide access to each course identified in the review compiled under Section 9.40 of the   Board of Higher Education Act to any of its students who request to enroll in the course. If the public high school is unable to offer the course through the school district, the public high school must find an alternative way to offer the course to the student, which may include partnering with another school district, a community college district, an institution of higher education, or some other course provider. No student shall be excluded from participation in a course identified in the review due to financial reasons.  Any course offered pursuant to this Section as a dual credit course shall be developed and offered in accordance with the Dual Credit Quality Act.
(Source: P.A. 101-654, eff. 3-8-21.)
(105 ILCS 5/2-3.185)
Sec. 2-3.185. Computer science standards and courses. On or before December 1, 2021, the State Board of Education shall:
(1) develop or adopt rigorous learning standards in     the area of computer science; and
(2) analyze and revise, if appropriate, existing     course titles dedicated to computer science  or develop a short list of existing course titles that are recommended for computer science courses.
(Source: P.A. 101-654, eff. 3-8-21.)
(105 ILCS 5/2-3.186)
Sec. 2-3.186. Freedom Schools; grant program.
(a) The General Assembly recognizes and values the contributions that Freedom Schools make to enhance the lives of Black students. The General Assembly makes all of the following findings:
(1)   The fundamental goal of the Freedom Schools of     the 1960s was to provide quality education for all students, to motivate active civic engagement, and to empower disenfranchised communities. The renowned and progressive curriculum of Freedom Schools allowed students of all ages to experience a new and liberating form of education that directly related to the imperatives of their lives, their communities, and the Freedom Movement.
(2)   Freedom Schools continue to demonstrate the     proven benefits of critical civic engagement and intergenerational effects by providing historically disadvantaged students, including African American students and other students of color, with quality instruction that fosters student confidence, critical thinking, and social and emotional development.
(3)   Freedom Schools offer culturally relevant     learning opportunities with the academic and social supports that Black children need by utilizing quality teaching, challenging and engaging curricula, wrap-around supports, a positive school climate, and strong ties to family and community. Freedom Schools have a clear focus on results.
(4)   Public schools serve a foundational role in the     education of over 2,000,000 students in this State.
(b) The State Board of Education shall establish a Freedom School network to supplement the learning taking place in public schools by awarding one or more grants as set forth in subsection (e) to create Freedom Schools with a mission to improve the odds for children in poverty by using a research-based and multicultural curriculum for disenfranchised communities most affected by the opportunity gap and learning loss caused by the pandemic, and by expanding the teaching of African American history, developing  leadership skills, and providing an understanding of the tenets of the civil rights movement. The teachers in Freedom Schools  must be from the local community, with an emphasis on historically disadvantaged youth, including African American students and other students of color, so that (i) these individuals have access to jobs and teaching experiences that serve as a long-term pipeline to educational careers and the hiring of minority educators in public schools, (ii) these individuals are elevated as content experts and community leaders, and (iii) Freedom School students have access to both mentorship and equitable educational resources.
(c) A Freedom School shall intentionally and imaginatively implement strategies that focus on all of the following:
(1)  Racial justice and equity.
(2)   Transparency and building trusting     relationships.
(3)   Self-determination and governance.
(4)   Building on community strengths and community     wisdom.
(5)   Utilizing current data, best practices, and     evidence.
(6)   Shared leadership and collaboration.
(7)   A reflective learning culture.
(8)   A whole-child approach to education.
(9)   Literacy.
(d) The State Board of Education, in the establishment of Freedom Schools, shall strive for authentic parent and community engagement during the development of Freedom Schools and their curriculum. Authentic parent and community engagement includes all of the following:
(1)   A shared responsibility that values equal     partnerships between families and professionals.
(2)   Ensuring that students and families who are     directly impacted by Freedom School policies and practices are the decision-makers in the creation, design, implementation, and assessment of those policies and practices.
(3)   Genuine respect for the culture and diversity     of families.
(4)   Relationships that center around the goal of     supporting family well-being and children's development and learning.
(e) Subject to appropriation, the State Board of Education shall establish and implement a grant program to provide grants to public schools, public community colleges, and not-for-profit, community-based organizations to facilitate improved educational outcomes for historically disadvantaged students, including African American students and other students of color in grades pre-kindergarten through 12 in alignment with the integrity and practices of the Freedom School model established during the civil rights movement. Grant recipients under the program may include, but are not limited to, entities that work with the Children's Defense Fund or offer established programs with proven results and outcomes. The State Board of Education shall award grants to eligible entities that demonstrate a likelihood of reasonable success in achieving the goals identified in the grant application, including, but not limited to, all of the following:
(1) Engaging, culturally relevant, and challenging     curricula.
(2) High-quality teaching.
(3) Wrap-around supports and opportunities.
(4) Positive discipline practices, such as     restorative justice.
(5) Inclusive leadership.
(f) The Freedom Schools Fund is created as a special fund in the State treasury.  The Fund shall consist of appropriations from the General Revenue Fund, grant funds  from the
federal government, and donations from educational and private foundations.  All money in the Fund shall be used, subject to appropriation, by the State Board of Education for the purposes of this Section and to support related activities.
(g) The State Board of Education may adopt any rules necessary to implement this Section.
(Source: P.A. 102-209, eff. 11-30-21 (See Section 5 of P.A. 102-671 for effective date of P.A. 102-209); 103-8, eff. 6-7-23.)
(105 ILCS 5/2-3.187)
Sec. 2-3.187. (Repealed).
(Source: P.A. 102-671, eff. 11-30-21. Repealed internally, eff. 1-1-23.)
(105 ILCS 5/2-3.188)
Sec. 2-3.188. Resource guide.
(a) By July 1, 2023, the State Board of Education, in consultation with relevant stakeholders, as needed, shall develop and maintain a resource guide that shall be made available on the State Board's Internet website. The resource guide shall provide guidance for pupils, parents or guardians, and teachers about sexual abuse response and prevention resources available in their community. The resource guide shall, at a minimum, provide all of the following information:
(1) Contact information, the location, and a list of     the services provided by or available through accredited children's advocacy centers.
(2)   Contact information and a list of the services     offered by organizations that provide medical evaluations and treatment to victims of child sexual abuse.
(3)   Contact information and a list of the services     offered by organizations that provide mental health evaluations and services to victims and the families of victims of child sexual abuse.
(4)             Contact information of organizations     that offer legal assistance to and provide advocacy on behalf of victims of child sexual abuse.
(b) At the beginning of the school year, each school district, charter school, or nonpublic school shall notify the parents or guardians of enrolled students of the availability of the resource guide. Each school district, charter school, or nonpublic school shall furnish the resource guide to a student's parent or guardian at the request of the parent or guardian and may also make the resource guide available on its Internet website.
(c) The State Board of Education shall periodically review the information contained in the resource guide and update the information as necessary.
(Source: P.A. 102-676, eff. 12-3-21.)
(105 ILCS 5/2-3.189)
Sec. 2-3.189. School unused food sharing plan. School districts shall incorporate a food sharing plan for unused food into their local wellness policy under Section 2-3.139.  The food sharing plan shall focus on needy students, with the plan being developed and supported jointly by the district's local health department. Participants in the child nutrition programs, the National School Lunch Program and National School Breakfast Program, the Child and Adult Care Food Program (CACFP), and the Summer Food Service Program (SFSP) shall adhere to the provisions of the Richard B. Russell National School Lunch Act, as well as accompanying guidance from the U.S. Department of Agriculture on the Food Donation Program, to ensure that any leftover food items are properly donated in order to combat potential food insecurity in their communities. For the purpose of this Section, "properly" means in accordance with all federal regulations and State and local health and sanitation codes.
(Source: P.A. 102-359, eff. 8-13-21; 102-813, eff. 5-13-22.)
(105 ILCS 5/2-3.190)
Sec. 2-3.190. Anaphylactic policy for school districts.
(a)   The State Board of Education, in consultation with the Department of Public Health, shall establish an anaphylactic policy for school districts setting forth guidelines and procedures to be followed both for the prevention of anaphylaxis and during a medical emergency resulting from anaphylaxis. The policy shall be developed after consultation with the advisory committee established pursuant to Section 5 of the Critical Health Problems and Comprehensive Health Education Act. In establishing the policy required under this Section, the State Board shall consider existing requirements and current and best practices for schools regarding allergies and anaphylaxis. The State Board must also consider the voluntary guidelines for managing food allergies in schools issued by the United States Department of Health and Human Services.
(b)   The anaphylactic policy established under subsection (a) shall include the following:
(1)  A procedure and treatment plan, including     emergency protocols and responsibilities for school nurses and other appropriate school personnel, for responding to anaphylaxis.
(2)  Requirements for a training course for     appropriate school personnel on preventing and responding to anaphylaxis.
(3)  A procedure and appropriate guidelines for the     development of an individualized emergency health care plan for children with a food or other allergy that could result in anaphylaxis.
(4)  A communication plan for intake and     dissemination of information provided by this State regarding children with a food or other allergy that could result in anaphylaxis, including a discussion of methods, treatments, and therapies to reduce the risk of allergic reactions, including anaphylaxis.
(5)  Strategies for reducing the risk of exposure to     anaphylactic causative agents, including food and other allergens.
(6)  A communication plan for discussion with     children who have developed adequate verbal communication and comprehension skills and with the parents or guardians of all children about foods that are safe and unsafe and about strategies to avoid exposure to unsafe food.
(c)   At least once each calendar year, each school district shall send a notification to the parents or guardians of all children under the care of a school to make them aware of the anaphylactic policy. The notification shall include contact information for parents and guardians to engage further with the school to learn more about individualized aspects of the policy.
(d)   At least 6 months after August 20, 2021 (the effective date of Public Act 102-413), the anaphylactic policy established under subsection (a) shall be forwarded by the State Board to the school board of each school district in this State. Each school district shall implement or update, as appropriate, its anaphylactic policy in accordance with those developed by the State Board within 6 months after receiving the anaphylactic policy from the State Board.
(e)    The anaphylactic policy established under subsection (a) shall be reviewed and updated, if necessary, at least once every 3 years.
(f)   The State Board shall post the anaphylactic policy established under subsection (a) and resources regarding allergies and anaphylaxis on its website.
(g)   The State Board may adopt any rules necessary to implement this Section.
(Source: P.A. 102-413, eff. 8-20-21; 102-813, eff. 5-13-22.)
(105 ILCS 5/2-3.191)
Sec. 2-3.191. State Education Equity Committee.
(a) The General Assembly finds that this State has an urgent and collective responsibility to achieve educational equity by ensuring that all policies, programs, and practices affirm the strengths that each and every child brings with diverse backgrounds and life experiences and by delivering the comprehensive support, programs, and educational opportunities children need to succeed.
(b) The State Education Equity Committee is created within the State Board of Education to strive toward ensuring equity in education for all children from birth through grade 12.
(c) The Committee shall consist of the State Superintendent of Education or the State Superintendent's designee, who shall serve as chairperson, and one member from each of the following organizations appointed by the State Superintendent:
(1) At least 2 educators who each represent a     different statewide professional teachers' organization.
(2) A professional teachers' organization located in     a city having a population exceeding 500,000.
(3) A statewide association representing school     administrators.
(4) A statewide association representing regional     superintendents of schools.
(5) A statewide association representing school board     members.
(6) A statewide association representing school     principals.
(7) A school district serving a community with a     population of 500,000 or more.
(8) A parent-led organization.
(9) A student-led organization.
(10) One community organization that works to foster     safe and healthy environments through advocacy for immigrant families and ensuring equitable opportunities for educational advancement and economic development.
(11) An organization that works for economic,     educational, and social progress for African Americans and promotes strong sustainable communities through advocacy, collaboration, and innovation.
(12) One statewide organization whose focus is to     narrow or close the achievement gap between students of color and their peers.
(13) An organization that advocates for healthier     school environments in this State.
(14) One statewide organization that advocates for     partnerships among schools, families, and the community, provides access to support, and removes barriers to learning and development, using schools as hubs.
(15) One organization that advocates for the health     and safety of Illinois youth and families by providing capacity building services.
(16) An organization dedicated to advocating for     public policies to prevent homelessness.
(17) Other appropriate State agencies as determined     by the State Superintendent.
(18) An organization that works for economic,     educational, and social progress for Native Americans and promotes strong sustainable communities through advocacy, collaboration, and innovation.
(19) A individual with a disability or a statewide     organization representing or advocating on behalf of individuals with disabilities. As used in this paragraph, "disability" has the meaning given to that term in Section 10 of the Disabilities Services Act of 2003.
Members appointed to the Committee must reflect, as much as possible, the racial, ethnic, and geographic diversity of this State.
(d) Members appointed by the State Superintendent shall serve without compensation, but may be reimbursed for reasonable and necessary expenses, including travel, from funds appropriated to the State Board of Education for that purpose, subject to the rules of the appropriate travel control board.
(e) The Committee shall meet at the call of the chairperson, but shall meet no less than 3 times a year.
(f) The Committee shall recognize that, while progress has been made, much remains to be done to address systemic inequities and ensure each and every child is equipped to reach the child's fullest potential and shall:
(1) guide its work through the principles of equity,     equality, collaboration, and community;
(2) focus its work around the overarching goals of     student learning, learning conditions, and elevating educators, all underpinned by equity;
(3) identify evidence-based practices or policies     around these goals to build on this State's progress of ensuring educational equity for all its students in all aspects of birth through grade 12 education; and
(4) seek input and feedback on identified     evidence-based practices or policies from stakeholders, including, but not limited to, parents, students, and educators that reflect the rich diversity of Illinois students.
(g) The Committee shall submit its recommendations to the General Assembly and the State Board of Education no later than January 31, 2022. By no later than December 15, 2023 and each year thereafter, the Committee shall report to the General Assembly and the State Board of Education about the additional progress that has been made to achieve educational equity.
(h) As part of the report required under subsection (g), by no later than December 15, 2024, the Committee shall provide recommendations that may assist the State Board of Education in identifying diverse subject matter experts to help inform policy through task forces, committees, and commissions the State Board oversees.
(i) On and after January 31, 2025, subsection (h) is inoperative.
(Source: P.A. 102-458, eff. 8-20-21; 102-813, eff. 5-13-22; 103-422, eff. 8-4-23.)
(105 ILCS 5/2-3.192)
(Section scheduled to be repealed on July 1, 2024)
Sec. 2-3.192. Significant loss grant program. Subject to specific State appropriation, the State Board shall make Significant Loss Grants available to school districts that meet all of the following requirements:
(1)            The district has been affected by a     recent substantial loss of contributions from a single taxpayer that resulted in either a significant loss of the overall district Equalized Assessed Value or a significant loss in property tax revenue from January 1, 2018 through the effective date of this amendatory Act of the 103rd General Assembly.
(2)            The district's total equalized     assessed value is significantly derived from a single taxpayer.
(3)            The district's administrative office     is located in a county with less than 30,000 inhabitants.
(4)            The district has a total student     enrollment of less than 500 students as published on the most recent Illinois School Report Card.
(5)            The district has a low income     concentration of at least 45% as published on the most recent Illinois School Report Card.
The Professional Review Panel shall make recommendations to the State Board regarding grant eligibility and allocations. The State Board shall determine grant eligibility and allocations.
This Section is repealed on July 1, 2024.
(Source: P.A. 102-699, eff. 4-19-22; 103-8, eff. 6-7-23.)
(105 ILCS 5/2-3.195)
Sec. 2-3.195. Direct support professional training program. Beginning with the 2025-2026 school year and continuing for not less than 2 years, the State Board of Education shall make available a model program of study that incorporates the training and experience necessary to serve as a direct support professional.  By July 1, 2023, the Department of Human Services shall submit recommendations developed in consultation with stakeholders, including, but not limited to, organizations representing community-based providers serving children and adults with intellectual or developmental disabilities, and education practitioners, including, but not limited to, teachers, administrators, special education directors, and regional superintendents of schools, to the State Board for the training that would be required in order to complete the model program of study.
(Source: P.A. 102-874, eff. 1-1-23; 103-154, eff. 6-30-23; 103-175, eff. 6-30-23.)
(105 ILCS 5/2-3.196)
(Text of Section from P.A. 103-8)
Sec. 2-3.196. Teacher Vacancy Grant Pilot Program.
(a) Subject to appropriation, beginning in Fiscal Year 2024, the State Board of Education shall administer a 3-year Teacher Vacancy Grant Pilot Program for the allocation of formula grant funds to school districts to support the reduction of unfilled teaching positions throughout the State. The State Board shall identify which districts are eligible to apply for a 3-year grant under this Section by reviewing the State Board's Fiscal Year 2023 annual unfilled teaching positions report to determine which districts designated as Tier 1, Tier 2, and Tier 3 under Section 18-8.15 have the greatest need for funds. Based on the National Center for Education Statistics locale classifications, 60% of eligible districts shall be rural districts and 40% of eligible districts shall be urban districts. Continued funding for the grant in Fiscal Year 2025 and Fiscal Year 2026 is subject to appropriation. The State Board shall post, on its website, information about the grant program and the list of identified districts that are eligible to apply for a grant under this subsection.
(b) A school district that is determined to be eligible for a grant under subsection (a) and that chooses to participate in the program must submit an application to the State Board that describes the relevant context for the need for teacher vacancy support, suspected causes of teacher vacancies in the district, and the district's plan in utilizing grant funds to reduce unfilled teaching positions throughout the district. If an eligible school district chooses not to participate in the program, the State Board shall identify a potential replacement district by using the same methodology described in subsection (a).
(c) Grant funds awarded under this Section may be used for financial incentives to support the recruitment and hiring of teachers, programs and incentives to strengthen teacher pipelines, or investments to sustain teachers and reduce attrition among teachers. Grant funds shall be used only for the purposes outlined in the district's application to the State Board to reduce unfilled teaching positions. Grant funds shall not be used for any purposes not approved by the State Board.
(d) A school district that receives grant funds under this Section shall submit an annual report to the State Board that includes, but is not limited to, a summary of all grant-funded activities implemented to reduce unfilled teaching positions, progress towards reducing unfilled teaching positions, the number of unfilled teaching positions in the district in the preceding fiscal year, the number of new teachers hired during the program, the teacher attrition rate, the number of individuals participating in any programs designed to reduce attrition, the number of teachers retained using support of the grant funds, participation in any strategic pathway programs created under the program, and the number of and participation in any new pathways into teaching positions created under the program.
(e) No later than March 1, 2027, the State Board shall submit a report to the Governor and the General Assembly on the efficacy of the pilot program that includes a summary of the information received under subsection (d) and an overview of its activities to support grantees.
(Source: P.A. 103-8, eff. 6-7-23.)
(Text of Section from P.A. 103-264)
Sec. 2-3.196. Computer Science Equity Grant Program.
(a) Subject to appropriation, the State Board shall establish a competitive grant program to support the development or enhancement of computer science programs in the K-12 schools. Eligible entities are regional offices of education, intermediate service centers, State higher education institutions, schools designated as laboratory schools, and school districts. Approved entities shall be responsible for ensuring that appropriate facilities are available and educators are appropriately trained on the use of any technologies or devices acquired for the purposes of the grant.
(b) Computer Science Equity Grant Program funds shall be used in the following manner consistent with application requirements established by the State Board of Education as provided in this Article:
(1) to expand learning opportunities in grades K-12     to ensure that all students have access to computer science coursework that is aligned to rigorous State standards and emerging labor market needs;
(2) to train and retrain teachers of grades K-12 to     be more proficient in the teaching of computer science by providing professional development opportunities;
(3) to supply classrooms with materials and equipment     related to the teaching and learning of computer science; and
(4) to more effectively recruit and better serve K-12     learners who are underrepresented in the computer science labor market for enrollment in computer science coursework.
(c) Computer Science Equity Grant Program funds shall be made available to each eligible entity upon completion of an application process that is consistent with rules established by the State Board of Education. The application shall include the planned use of the funds; identification of need for the funds that is supported by local, regional, and state data; a plan for long-term sustainability; and a long-term plan for continuous improvement.
(d) The State Board of Education shall adopt rules as may be necessary to implement the provision of this Article, including, but not limited to, the identification of additional prioritization areas for each competitive grant application cycle that are within the scope of the authorized uses. Priority consideration for all applications will be given for proposals that intend to serve a majority of learners or teachers with gender or racial/ethnic identities that are underrepresented in the computer science labor market.
(e) Up to 2 renewals of the grant will be allowed, providing the entity awarded satisfactorily completes programmatic reporting and meets program objectives commensurate with application requirements set forth by the State Board of Education.
(f) Grants under the Computer Science Equity Grant Program and funding levels for satisfactory applications may be prorated according to the amount appropriated.
(Source: P.A. 103-264, eff. 1-1-24.)
(Text of Section from P.A. 103-402)
Sec. 2-3.196. State Board of Education literacy assistance.
(a) The State Board of Education shall adopt and make available all of the following to each publicly funded school district by July 1, 2024:
(1) A rubric by which districts may evaluate     curricula and select and implement evidence-based, culturally inclusive core reading instruction programs aligned with the comprehensive literacy plan for the State described in subsection (c).
(2) A template to support districts when developing     comprehensive, district-wide literacy plans that include support for special student populations, including, at a minimum, students with disabilities, multilingual students, and bidialectal students.
(3) Guidance on evidence-based practices for     effective structures for training and deploying literacy coaches to support teachers and close opportunity gaps among student demographic groups.
(b) On or before January 1, 2025, the State Board of Education shall develop and make available training opportunities for educators in teaching reading that are aligned with the comprehensive literacy plan described in subsection (c) and consistent with State learning standards. This support may include:
(1) the development of a microcredential or a series     of microcredentials in literacy instruction aligned with the comprehensive literacy plan described in subsection (c) to be affixed to educator licenses upon successful demonstration of the skill or completion of the required coursework or assessment, or both, or online training modules on literacy instruction, aligned with the comprehensive literacy plan described in subsection (c) and consistent with State learning standards, accepted for continuing professional development units; and
(2) the creation and dissemination of a tool that     school districts, educators, and the public may use to evaluate professional development and training programs related to literacy instruction.
(c) In consultation with education stakeholders, the State Board of Education shall develop and adopt a comprehensive literacy plan for the State on or before January 31, 2024. The comprehensive literacy plan shall consider, without limitation, evidence-based research and culturally and linguistically sustaining pedagogical approaches to meet the needs of all students and shall, at a minimum, do all of the following:
(1) Consider core instructional literacy practices     and practices related to the unique needs of and support for specific student populations, including, at a minimum, students with disabilities, multilingual students, and bidialectal students, and the resources and support, including professional learning for teachers, needed to effectively implement the literacy instruction.
(2) Provide guidance related to screening tools, the     administration of such screening tools, and the interpretation of the resulting data to identify students at risk of reading difficulties in grades kindergarten through 2. This guidance shall outline instances in which dyslexia screenings and other universal screeners are appropriate for use with English learners.
(3) Provide guidance related to early literacy     intervention for students in grades kindergarten through 2 for schools to implement with students at risk of reading difficulties, as well as literacy intervention for students in grades 3 through 12 demonstrating reading difficulties.
(4) Consider the impact of second language     acquisition and bilingual education on reading instruction in the student's native language and English.
(5) Define key terminology, such as "evidence-based".
(6) Contextualize the interaction between elements of     the plan and existing laws and regulations that have overlapping components, such as a multi-tiered system of support.
(7) Focus on a comprehensive range of elements of     literacy, including phonological awareness; decoding (phonics); encoding (spelling); vocabulary development, including morphology, oracy, and reading fluency; and reading comprehension, including syntax and background and content knowledge. (Source: P.A. 103-402, eff. 7-28-23.)
(Text of Section from P.A. 103-413)
Sec. 2-3.196. Children's Adversity Index. The Illinois State Board of Education shall develop a community or district-level Children's Adversity Index ("index") to measure community childhood trauma exposure across the population of children 3 through 18 years of age by May 31, 2025. This cross-agency effort shall be led by the State Board of Education and must include agencies that both collect the data and will have an ultimate use for the index information, including, but not limited to, the Governor's Office of Early Childhood Development, the Department of Human Services, the Department of Public Health, the Department of Innovation and Technology, the Illinois Criminal Justice Information Authority, the Department of Children and Family Services, and the Department of Juvenile Justice. The State Board of Education may also involve non-agency personnel with relevant expertise. The index shall be informed by research and include both adverse incident data, such as the number or rates of students and families experiencing homelessness and the number or percentages of children who have had contact with the child welfare system, and indicators of aspects of a child's environment that can undermine the child's sense of safety, stability, and bonding, including growing up in a household with caregivers struggling with substance disorders or instability due to parent or guardian separation or incarceration of a parent or guardian, sibling, or other member of the household, or exposure to community violence. The index shall provide information that allows for measuring progress, comparing school districts to the State average, and that enables the index to be updated at least every 2 years. The data shall be made publicly available. The initial development of the index should leverage available data. Personally identifiable information of any individual shall not be revealed within this index.
(Source: P.A. 103-413, eff. 1-1-24.)
(Text of Section from P.A. 103-463)
Sec. 2-3.196. Clothing resource materials. By no later than July 1, 2024, the State Board of Education shall make available to schools resource materials developed in consultation with stakeholders regarding a student wearing or accessorizing the student's graduation attire with general items that may be used by the student to associate with, identify, or declare the student's cultural, ethnic, or religious identity or any other protected characteristic or category identified in subsection (Q) of Section 1-103 of the Illinois Human Rights Act. The State Board of Education shall make the resource materials available on its Internet website.
(Source: P.A. 103-463, eff. 8-4-23.)
(Text of Section from P.A. 103-472)
(This Section may contain text from a Public Act with a delayed effective date)
(Section scheduled to be repealed on July 1, 2029)
Sec. 2-3.196. Discrimination, harassment, and retaliation reporting.
(a) The requirements of this Section are subject to appropriation.
(b) The State Board of Education shall build data collection systems to allow the collection of data on reported allegations of the conduct described in paragraph (1). Beginning on August 1 of the year after the systems are implemented and for each reporting school year beginning on August 1 and ending on July 31 thereafter, each school district, charter school, and nonpublic, nonsectarian elementary or secondary school shall disclose to the State Board of Education all of the following information:
(1) The total number of reported allegations of     discrimination, harassment, or retaliation against students received by each school district, charter school, or nonpublic, nonsectarian elementary or secondary school during the reporting school year, defined as August 1 to July 31, in each of the following categories:
(A) sexual harassment;
(B) discrimination or harassment on the basis of         race, color, or national origin;
(C) discrimination or harassment on the basis of         sex;
(D) discrimination or harassment on the basis of         religion;
(E) discrimination or harassment on the basis of         disability; and
(F) retaliation.
(2) The status of allegations, as of the last day of     the reporting period, in each category under paragraph (1).
Allegations shall be reported as unfounded, founded,     or investigation pending by the school district, charter school, or nonpublic, nonsectarian elementary or secondary school.
(c) A school district, charter school, or nonpublic, nonsectarian elementary or secondary school may not include in any disclosures required under this Section any information by which an individual may be personally identified, including the name of the victim or victims or those accused of an act of alleged discrimination, harassment, or retaliation.
(d) If a school district, charter school, or nonpublic, nonsectarian elementary or secondary school fails to disclose the information required in subsection (b) of this Section by July 31 of the reporting school year, the State Board of Education shall provide a written request for disclosure to the school district, charter school, or nonpublic, nonsectarian elementary or secondary school, thereby providing the period of time in which the required information must be disclosed. If a school district, charter school, or nonpublic, nonsectarian elementary or secondary school fails to disclose the information within 14 days after receipt of that written request, the State Board of Education may petition the Department of Human Rights to initiate a charge of a civil rights violation pursuant to Section 5A-102 of the Illinois Human Rights Act.
(e) The State Board of Education shall publish an annual report aggregating the information reported by school districts, charter schools, and nonpublic, nonsectarian elementary or secondary schools under subsection (b) of this Section. Data included in the report shall not be publicly attributed to any individual school district, charter school, or nonpublic, nonsectarian elementary or secondary school. The report shall include the number of incidents reported between August 1 and July 31 of the preceding reporting school year, based on each of the categories identified under paragraph (1) of this subsection (b).
The annual report shall be filed with the Department of Human Rights and the General Assembly and made available to the public by July 1 of the year following the reporting school year. Data submitted by a school district, charter school, or nonpublic, nonsectarian elementary or secondary school to comply with this Section is confidential and exempt from the Freedom of Information Act.
(f) The State Board of Education may adopt any rules deemed necessary for implementation of this Section.
(g) This Section is repealed on July 1, 2029.
(Source: P.A. 103-472, eff. 8-1-24.)
(Text of Section from P.A. 103-546)
Sec. 2-3.196. Mental health screenings. On or before December 15, 2023, the State Board of Education, in consultation with the Children's Behavioral Health Transformation Officer, Children's Behavioral Health Transformation Team, and the Office of the Governor, shall file a report with the Governor and the General Assembly that includes recommendations for implementation of mental health screenings in schools for students enrolled in kindergarten through grade 12. This report must include a landscape scan of current district-wide screenings, recommendations for screening tools, training for staff, and linkage and referral for identified students.
(Source: P.A. 103-546, eff. 8-11-23.)
(105 ILCS 5/2-3.197)
Sec. 2-3.197. Imagination Library of Illinois; grant program.
    To promote the development of a comprehensive statewide initiative for encouraging preschool age children to develop a love of reading and learning, the State Board of Education is authorized to develop, fund, support, promote, and operate the Imagination Library of Illinois Program, which is hereby established. For purposes of this Section, "State program" means the Imagination Library of Illinois Program.
(a)   State program funds shall be used to provide, through Dolly Parton's Imagination Library, one age-appropriate book, per month, to each registered child from birth to age 5 in participating counties. Books shall be sent monthly to each registered child's home at no cost to families. Subject to an annual appropriation, the State Board of Education shall contribute the State's matching funds per the cost-sharing framework established by Dolly Parton's Imagination Library for the State program. The State program shall contribute the 50% match of funds required of local programs participating in Dolly Parton's Imagination Library. Local program partners shall match the State program funds to provide the remaining 50% match of funds required by Dolly Parton's Imagination Library.
(1) The Imagination Library of Illinois Fund is     hereby     created as a special fund in the State Treasury. The State Board of Education may accept gifts, grants, awards, donations, matching contributions, appropriations, interest income, public or private bequests, and cost sharings from any individuals, businesses, governments, or other third-party sources, and any federal funds. All moneys received under this Section shall be deposited into the Imagination Library of Illinois Fund. Any moneys that are unobligated or unexpended at the end of a fiscal year shall remain in the Imagination Library of Illinois Fund, shall not lapse into the General Revenue Fund, and shall be available to the Board for expenditure in the next fiscal year, subject to appropriation. Notwithstanding any other law to the contrary, this Fund is not subject to sweeps, administrative chargebacks, or any other fiscal or budgetary maneuver that in any way would transfer any amount from this Fund into any other fund of the State.
(2)   Moneys received under this Section are subject     to     appropriation by the General Assembly and may only be expended for purposes consistent with the conditions under which the moneys were received, including, but not limited to, the following:
(i)   Moneys in the Fund shall be used to provide                 age-appropriate books on a monthly basis, at home, to each child registered in the Imagination Library of Illinois Program, from birth through their fifth birthday, at no cost to families, through Dolly Parton's Imagination Library.
(ii)   Subject to availability, moneys in the         Fund         shall be allocated to qualified local entities that provide a dollar-for-dollar match for the program. As used in this Section, "qualified local entity" means any existing or new local Dolly Parton's Imagination Library affiliate.
(iii)   Moneys in the Fund may be used by the                 State Board of Education to pay for administrative expenses of the State program, including associated operating expenses of the State Board of Education or any nonprofit entity that coordinates the State program pursuant to subsection (b).
(b)   The State Board of Education shall coordinate with a nonprofit entity qualified under Section 501(c)(3) of the Internal Revenue Code to operate the State program. That organization must be organized solely to promote and encourage reading by the children of the State, for the purpose of implementing this Section.
(c)   The State Board of Education shall provide oversight of the nonprofit entity that operates the State program pursuant to subsection (b) to ensure the nonprofit entity does all of the following:
(1) Promotes the statewide development of local Dolly         Parton's Imagination Library programs.
(2) Advances and strengthens local Dolly Parton's         Imagination Library programs with the goal of increasing enrollment.
(3)  Develops community engagement.
(4)   Develops, promotes, and coordinates a public         awareness campaign to make donors aware of the opportunity to donate to the affiliate programs and make the public aware of the opportunity to register eligible children to receive books through the program.
(5)   Administers the local match requirement and         coordinates the collection and remittance of local program costs for books and mailing.
(6)   Develops statewide marketing and communication         plans.
(7)   Solicits donations, gifts, and other funding     from     statewide partners to financially support local Dolly Parton's Imagination Library programs.
(8)   Identifies and applies for available grant     awards.
(d)   The State Board of Education shall make publicly available on an annual basis information regarding the number of local programs that exist, where the local programs are located, the number of children that are enrolled in the program, the number of books that have been provided, and those entities or organizations that serve as local partners.
(e)   The State Board of Education may adopt rules as may be needed for the administration of the Imagination Library of Illinois Program.
(Source: P.A. 103-8, eff. 6-7-23.)