reglab/statecodes huggingface dataset:
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 226 - SPECIAL EDUCATION › Subpart G - DUE PROCESS › Section 226.640 - Scheduling the Hearing and Pre-Hearing Conference

Current through Register Vol. 48, No. 28, July 12, 2024
The provisions of this Section shall not apply to expedited
				  hearings conducted pursuant to Section
				  226.655
				  of this Part.
a) The hearing officer
				shall schedule a pre-hearing conference in accordance with the requirements of
				Section 14-8.02a(g-40) of the School Code [105
				ILCS 5/14-8.02a (g-40)].
b) Either party may request a delay in
				convening the hearing and/or the pre-hearing conference. The party requesting a
				delay shall do so in writing to the hearing officer, with a copy sent at the
				same time to the other party. The requesting party shall set forth the reasons
				for the request. The hearing officer shall either grant or deny the request and
				shall so inform the parties and the State Board of Education in writing. The
				hearing officer shall determine a new time and date for convening the hearing
				and/or pre-hearing conference.
1) If the
				parties jointly propose a delay in convening the hearing or pre-hearing
				conference, it shall be delayed as agreed. The hearing officer, being advised
				of such agreement, shall confirm the delay in writing to the parties and the
				State Board of Education. Such notice shall become part of the administrative
				record.
2) If the parties cannot
				agree to a mutually convenient time and place for convening the hearing and/or
				pre-hearing conference, the hearing officer shall fix the time and place,
				notify the parties in writing, and proceed to convene and conduct the
				pre-hearing conference and hearing, provided that the delay shall not continue
				for a period longer than necessitated by the circumstances that precipitated
				the delay.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 226 - SPECIAL EDUCATION › Subpart G - DUE PROCESS › Section 226.645 - Conducting the Pre-Hearing Conference

Current through Register Vol. 48, No. 28, July 12, 2024
a) The hearing officer shall convene the
				pre-hearing conference in accordance with Section 14-8.02a(g-40) of the School
				Code.
b) The provisions of this
				Section shall not apply to expedited hearings conducted pursuant to Section
				226.655
				of this Part.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 226 - SPECIAL EDUCATION › Subpart G - DUE PROCESS › Section 226.655 - Expedited Due Process Hearing

Current through Register Vol. 48, No. 28, July 12, 2024
Requests for expedited due process hearings shall be made in
				  accordance with
				  34 CFR
				  300.532 and
				  300.533
				  and Section 14 - 8.02 b of the School Code [105
				  ILCS 5/14-8.02b ].
a) The hearing officer shall determine:
1) whether the child shall be placed in the
				proposed alternative educational setting; or
2) whether the local school district has
				demonstrated that the child's behavior was not a manifestation of the child's
				disability.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 226 - SPECIAL EDUCATION › Subpart G - DUE PROCESS › Section 226.660 - Powers and Duties of Hearing Officer

Current through Register Vol. 48, No. 28, July 12, 2024
The hearing officer shall conduct the hearing and, with
				  respect to the hearing, shall have, but is not limited to, the following
				  powers:
a) To administer, or to
				authorize the court reporter to administer, oaths;
b) To examine witnesses;
c) To authorize the issuance of
				subpoenas;
d) To rule upon the
				admissibility of evidence;
e) To
				order independent evaluations;
f)
				To grant specific extensions of time;
g) To read into the hearing record any
				stipulations of fact and other matters agreed upon at the pre-hearing
				conference and to enter into the record any pre-hearing orders;
h) To render decisions and issue orders and
				clarifications.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 226 - SPECIAL EDUCATION › Subpart G - DUE PROCESS › Section 226.665 - Record of Proceedings

Current through Register Vol. 48, No. 28, July 12, 2024
A record of the hearing shall be made and the cost of such
				  record borne in accordance with
				  34 CFR
				  300.512(a)(4) and Section 14
				  - 8.02 a(g- 55 ) of the School Code [105
				  ILCS 5/14-8.02a (g-55)].
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 226 - SPECIAL EDUCATION › Subpart G - DUE PROCESS › Section 226.670 - Decision of Hearing Officer; Clarification

Current through Register Vol. 48, No. 28, July 12, 2024
The bases and timelines for decisions of hearing officers
				  shall conform to the requirements of
				  34 CFR 300.513
				  and Section 14 - 8.02 a(h) of the School Code [105
				  ILCS 5/14-8.02a(h) ]. In addition,
				  the hearing officer's decision shall be sent by certified mail to the parties
				  enumerated in Section 14-8.02a(h) of the School Code. The decision shall be
				  translated into the native language of the parents if their primary language is
				  other than English.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 226 - SPECIAL EDUCATION › Subpart G - DUE PROCESS › Section 226.675 - Monitoring and Enforcement of Decisions; Notice of Ineligibility for Funding

Current through Register Vol. 48, No. 28, July 12, 2024
Upon receipt of the hearing officer's decision, the State
				  Board of Education shall review the decision an monitor compliance by the
				  parties with the terms of the decision. If the district fails to comply with
				  the decision in the time specified by the hearing officer, the State Board of
				  Education shall notify the parties in writing by certified mail that it finds
				  the district to be in noncompliance may result in loss of recognition status of
				  the district's programs by the State, withholding of State or federal funds
				  which the district would otherwise be eligible to receive, or in other
				  enforcement action unless the district remedies the noncompliance within the
				  time period specified in the notice of noncompliance.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 226 - SPECIAL EDUCATION › Subpart G - DUE PROCESS › Section 226.690 - Transfer of Parental Rights

Current through Register Vol. 48, No. 28, July 12, 2024
This Section implements
				  34 CFR
				  300.520 and Section 14 - 6.10 of the School
				  Code [105
				  ILCS 5/14-6.10 ].
a) When a student with a disability reaches
				the age of majority (18 years of age; see
				755 ILCS 5/11-1 )
				or becomes an emancipated minor pursuant to the Emancipation of Minors Act [750
				ILCS 30 ] (except for a student with a disability who has been adjudged as a
				disabled person pursuant to
				755 ILCS
				5/11a-2 or who has executed a Delegation of Rights
				that is in effect as provided in Section 14-6.10 of the School Code):
1) The school district shall provide any
				notice required by this Part to both the individual and the parents, and all
				other rights accorded to parents under Part B of the Individuals with
				Disabilities Education Act, the implementing regulations at 34 CFR 300, and
				this Part shall transfer to the student; and
2) All rights accorded to parents under Part
				B of the Individuals with Disabilities Education Act, the implementing
				regulations at 34 CFR 300, and this Part shall transfer to a child who is
				incarcerated in an adult or juvenile, State, or local correctional
				institution.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 226 - SPECIAL EDUCATION › Subpart H - ADMINISTRATIVE REQUIREMENTS › Section 226.700 - General

Current through Register Vol. 48, No. 28, July 12, 2024
a) Each school
				district, independently or in cooperation with other districts, shall provide a
				comprehensive program of special education for children with disabilities who
				are from three through 21 years of age (or, if a child reaches the age of 22
				during the school year, then 22 years of age) and who are resident in the
				district. A "comprehensive program" is one that includes:
1) A viable organizational and financial
				structure;
2) Systematic procedures
				for identifying and evaluating the need for special education and related
				services;
3) A continuum of
				appropriate alternative placements available to meet the needs of children for
				special education and related services (see Section
				226.300)
				;
4) Qualified personnel who are
				employed in sufficient number to provide:
A)
				Administration of the program;
B)
				Supervisory services;
C)
				Instructional and resource services;
D) Related services; and
E) Transportation services;
5) Appropriate and adequate
				facilities, equipment and materials;
6) Functional relationships with public and
				private agencies that can supplement or enhance the special education services
				of the public schools;
7)
				Interaction with parents and other concerned persons that facilitates the
				educational development of children with disabilities;
8) Procedures for internal evaluation of the
				special education services provided; and
9) Continuous planning for program growth and
				improvement based on internal and external evaluation.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 226 - SPECIAL EDUCATION › Subpart H - ADMINISTRATIVE REQUIREMENTS › Section 226.710 - Policies and Procedures

Current through Register Vol. 48, No. 28, July 12, 2024
a) Each
				local school district, or the special education cooperative of which it is a
				member, shall develop written policies and procedures conforming to the
				requirements of subsection (b). The policies and procedures shall be kept on
				file and presented to the State Board of Education upon request.
b) Each set of policies and procedures shall
				address the district's compliance with at least the requirements for:
1) the provision of a free appropriate public
				education;
2) child find;
3) evaluation (including policies and
				procedures developed pursuant to Section
				226.130) and determination of
				eligibility;
4) Individualized
				Education Programs;
5) students'
				participation in assessments;
6)
				serving students in the least restrictive environment;
7) the provision of extended school year
				services;
8) transition of children
				served under Part C of the Individuals with Disabilities Education Act into
				preschool programs;
9) serving
				students who attend nonpublic schools;
10) procedural safeguards;
11) establishing the goal of full educational
				opportunity;
12) confidentiality of
				personally identifiable information;
13) the use of federal matching funds under
				the Medicaid (Title XIX) or Children's Health Insurance (All Kids; Title XXI)
				program to supplement special education programs and services (if the district
				is participating in one or more of those federal programs); and
14) competent interpretation services at IEP
				meetings and translation of vital IEP process documents.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 226 - SPECIAL EDUCATION › Subpart H - ADMINISTRATIVE REQUIREMENTS › Section 226.720 - Facilities and Classes

Current through Register Vol. 48, No. 28, July 12, 2024
a)
				Facilities of school districts, special education cooperatives, or joint
				agreements used for special education services shall be appropriate to, and
				adequate for, the specific programs or services for which they are used and,
				pursuant to Section 14-8.01 of the School Code, shall be subject to the
				applicable provisions of 23 Ill. Adm. Code 180 (Health/Life Safety Code for
				Public Schools). The facilities shall be comparable to those provided to the
				students in the general education environment. The facilities of special
				education providers under Section 14-7.02 of the School Code [105 ILCS
				5/14-7.02 ] are governed by 23 Ill. Adm. Code
				401.
b) The age range of students
				within a special education grouping shall not exceed four years at the
				elementary level and six years at the secondary level. Early childhood classes
				and services shall serve only children from three through five years of
				age.
c) Special education classes
				and services shall be delivered in age-appropriate settings.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 226 - SPECIAL EDUCATION › Subpart H - ADMINISTRATIVE REQUIREMENTS › Section 226.735 - Work Load for Special Educators

Current through Register Vol. 48, No. 28, July 12, 2024
In order to provide students with IEPs the free, appropriate
				  education to which they are entitled, each entity subject to this Part shall
				  implement and maintain limits on the work load of its special educators so that
				  all services required under students' IEPs, as well as all needed ancillary and
				  support services, can be provided at the requisite level of intensity.
a) Work load limits shall be developed in
				cooperation with the entity's affected employees and, where there is an
				exclusive representative, in accordance with the Illinois Educational Labor
				Relations Act (IELRA) [115 ILCS 5 ], to ensure timely implementation by the
				start of the school year.
b) Work
				load limits shall be based on an analysis of the activities for which the
				entity's special educators are responsible and shall encompass, but need not be
				limited to:
1) individualized
				instruction;
2) consultative
				services and other collaboration among staff members;
3) attendance at IEP meetings and other staff
				conferences; and
4) paperwork and
				reporting.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 226 - SPECIAL EDUCATION › Subpart H - ADMINISTRATIVE REQUIREMENTS › Section 226.740 - Records; Confidentiality

Current through Register Vol. 48, No. 28, July 12, 2024
Students' records shall be maintained in accordance with
				  34 CFR 300.610
				  through
				  300.627,
				  the School Student Records Act [105 ILCS 10 ] and the rules of the State Board
				  of Education (23 Ill. Adm. Code 375). In addition, the following requirements
				  shall apply:
a) The portion of each
				district's policies and procedures that is required pursuant to Section
				226.710(b)(3)
				of this Part shall require that all information maintained concerning a student
				receiving special education be directly related to the provision of services to
				that child and shall address:
1) the method
				by which information concerning a student will be collected;
2) the confidential nature of the
				information;
3) the use to which
				the information will be put;
4) how
				the information will be recorded and maintained;
5) the period for which the information will
				be maintained;
6) the persons to
				whom the information will be available; and
7) under what circumstances the information
				will be made available.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 226 - SPECIAL EDUCATION › Subpart H - ADMINISTRATIVE REQUIREMENTS › Section 226.750 - Additional Services

Current through Register Vol. 48, No. 28, July 12, 2024
Additional services and activities shall be provided to
				  students whose IEPs require them in accordance with
				  34 CFR
				  300.105 (Assistive Technology),
				  300.106 (Extended
				  School Year Services) and
				  300.108
				  (Physical Education). In addition, the following shall apply:
a) Behavioral Intervention
1) School districts shall establish local
				policies and procedures on the use of positive behavioral interventions to
				manage, intervene in, or change the behavior of students with
				disabilities.
2) Each district's
				policies and procedures shall require that IEP teams consider strategies
				including positive behavioral interventions and supports to address behaviors
				that impede a child's functioning or that of other children in the academic
				setting or in noninstructional contexts such as regular transportation and
				extracurricular activities. The district's policies and procedures shall
				include criteria for determining when a particular student's possible need for
				a behavioral intervention plan should be reviewed.
3) Behavioral interventions shall be used in
				consideration of the child's physical freedom, social interaction, and right to
				placement in the least restrictive environment and shall be administered in a
				manner that respects human dignity and personal privacy.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 226 - SPECIAL EDUCATION › Subpart H - ADMINISTRATIVE REQUIREMENTS › Section 226.760 - Evaluation of Special Education

Current through Register Vol. 48, No. 28, July 12, 2024
a)
				The extent to which a school district is fulfilling its responsibilities to
				children with disabilities shall be determined by the State Board of Education.
				Official representatives of the State Board shall be authorized to examine all
				documentation, including student records, that would facilitate the
				determination.
b) Evaluation by the
				State Board of Education shall focus on the district's provision of special
				education services, on each special education cooperative organization of which
				it is a participant, and on community resources utilized by the
				district.
c) Evaluation of special
				education services shall be based on all of the following elements.
1) The performance of the program, as
				evidenced by data that state education agencies must collect, including without
				limitation the information collected pursuant to
				34 CFR
				300.170,
				300.600,
				300.601,
				300.602,
				and
				300.646;
2) The adequacy of the policies and
				procedures developed pursuant to Section
				226.710
				of this Part;
3) The extent to
				which children with disabilities are being adequately served and the
				effectiveness of each special education service; and
4) Records maintained to demonstrate
				compliance with the assurances furnished in applications for State and federal
				funds.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 226 - SPECIAL EDUCATION › Subpart H - ADMINISTRATIVE REQUIREMENTS › Section 226.770 - Fiscal Provisions

Current through Register Vol. 48, No. 28, July 12, 2024
a)
				Requirements Related to the Provision of FAPE
1) A school district is responsible for
				developing students' IEPs and remains responsible for ensuring that children
				receive all the services described in their IEPs in a timely fashion,
				regardless of whether another agency will ultimately pay for the
				services.
2) A school district may
				look to non-educational entities such as insurance companies and the Medicaid
				program, to pay for services for which these entities are otherwise
				responsible. The district must have written consent from parents in order to
				use their private insurance.
3)
				Services required by an IEP must be provided at no cost to the child's parents,
				whether they have public or private insurance. Parents shall be notified that
				the use of their private insurance proceeds to pay for services is voluntary.
				In the case of a child who is dually insured (through private insurance and
				Medicaid), a family shall not be required to draw upon private insurance whose
				use is a prerequisite to billing Medicaid if that use of insurance will result
				in financial costs to the family.
4) "Financial costs to the family" include:
A) Out-of-pocket expenses incurred in filing
				a claim, such as the payment of a deductible or required co-payment, but not
				including incidental costs such as the time needed to file an insurance claim
				or the postage needed to mail the claim;
B) A decrease in available lifetime coverage
				or any other benefit under an insurance policy;
C) Payment by the family for services that
				would otherwise be covered by Medicaid and that are required for the child
				outside of the time the child is in school;
D) An increase in premiums or the
				discontinuation of a policy; and
E)
				A risk in terms of loss of eligibility for home- and community-based waivers,
				based on aggregate health-related expenditures.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 226 - SPECIAL EDUCATION › Subpart H - ADMINISTRATIVE REQUIREMENTS › Section 226.780 - Procedures for Withdrawal Hearings before the Regional Board of School Trustees

Current through Register Vol. 48, No. 28, July 12, 2024
This Section sets forth the procedures for a hearing by one
				  or more regional boards of school trustees to consider a school district's
				  petition to withdraw from a special education joint agreement pursuant to
				  Section 10-22.31 of the School Code. The procedures set forth in this Section
				  shall not apply to school district withdrawals from a special education joint
				  agreement agreed upon by all remaining member districts.
a) Upon receipt of the petition for
				withdrawal, a regional board of school trustees that exercises oversight or
				governance over all member school districts of the joint agreement shall
				conduct the hearing.
1) The Regional
				Superintendent of Schools, acting in her or his role as ex officio secretary of
				the regional board of school trustees, shall deliver a copy of the petition to
				the board of each member district and shall publish notice of the petition once
				in a newspaper having general circulation in the educational service region.
				The notice shall include the following:
A)
				The date the petition was filed;
B)
				The name of each school district that is a member of the joint
				agreement;
C) The effective date on
				which the petitioning district would be withdrawn from the joint agreement if
				the petition is granted; and
D) The
				return date on which the hearing upon the petition will be held, which shall be
				no less than 10 and no more than 15 days after the publication of the
				notice.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 226 - SPECIAL EDUCATION › Subpart I - PERSONNEL › Section 226.800 - Personnel Required to be Qualified

Current through Register Vol. 48, No. 28, July 12, 2024
a) General
1) Each school district, or the special
				education cooperative of which it is a member, shall employ sufficient
				professional personnel and personnel not holding Illinois educator licensure to
				deliver and supervise the full continuum of special education and related
				services needed by the eligible students who reside in the district or
				districts served by the cooperative. The number and types of personnel employed
				shall be based on students' need rather than administrative
				convenience.
2) Each school
				district or special education cooperative shall periodically submit to the
				State Board of Education, on forms supplied by the State Board, the roster of
				the individuals who will be or are providing special education or related
				services. The State Board may request any additional documentation needed in
				order to verify that each individual holds the qualifications that are required
				for the individual's assignments.
3) Each school district or special education
				cooperative shall develop and implement a comprehensive personnel development
				program for all personnel involved with the education of children with
				disabilities.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 226 - SPECIAL EDUCATION › Subpart I - PERSONNEL › Section 226.810 - Early Childhood Special Education

Current through Register Vol. 48, No. 28, July 12, 2024
The State Board shall issue early childhood special education
				  approval or endorsement to an individual who holds a valid professional
				  educator license with an early childhood endorsement or an LBS I endorsement,
				  provided that the individual makes application for approval in a format
				  specified by the State Board demonstrating that he or she has successfully
				  completed coursework in all the following areas:
a) Methods - Developmentally and individually
				appropriate methods for fostering the social, emotional, cognitive,
				communication, adaptive, and motor development and learning of young children
				with special needs in various settings, such as the home, the school, and the
				community.
b) Assessment -
				Strategies, procedures, and formal and informal instruments for assessing young
				children's social, emotional, cognitive, communication, and motor skills;
				family concerns, priorities, and resources; and school, home, and community
				learning environments; and methods for conducting formative and summative
				individual and program evaluation.
c) Language Development - Typical and
				atypical language development in young children; specific language
				disabilities; the relationship between communication delays and other areas of
				early learning and development; and alternative communication systems for young
				children with disabilities.
d)
				Family and Community Relationships - Strategies in developing positive and
				supportive relationships with families of young children with special needs,
				including the legal and philosophical basis for family participation;
				family-centered services; and strategies for working with socially, culturally,
				and linguistically diverse families. Strategies and models for promoting
				effective consultation and collaboration with other professionals and agencies
				within the community.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 226 - SPECIAL EDUCATION › Subpart I - PERSONNEL › Section 226.820 - Authorization for Assignment

Current through Register Vol. 48, No. 28, July 12, 2024
In the circumstances described in this Section, neither the
				  qualifications required by Section
				  226.800 nor special education
				  approval under Section
				  226.810 shall be
				  required.
When a district or cooperative entity, regional
				  superintendent of schools, or nonpublic special education facility approved
				  pursuant to 23 Ill. Adm. Code 401 (Special Education Facilities Under Section
				  14-7.02 of the Code) demonstrates to the State Board of Education that it is
				  unable to secure the services of an individual who holds the required
				  credentials for a particular assignment, the State Board may authorize the
				  assignment of another individual in accordance with 23 Ill. Adm. Code
				  25.48 (Short-Term Emergency
				  Approval in Special Education).
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 226 - SPECIAL EDUCATION › Subpart I - PERSONNEL › Section 226.830 - List of Independent Evaluators

Current through Register Vol. 48, No. 28, July 12, 2024
a) The State Board of Education shall develop
				a list of independent educational evaluators who hold the credentials required
				for the performance of the various evaluation components pursuant to Section
				226.840
				of this Part and meet the requirements of Section 14-8.02(g-5) of the School
				Code.
b) No person shall be
				included in the State Board's list unless he or she has provided in writing to
				the State Board the following specific information for each credential for
				which the Board's acknowledgment is sought:
1)
				name of license, certificate, or other credential;
2) name of credentialing agency or
				body;
3) number of certificate,
				license, registration, or other credential;
4) date of issue; and
5) period of validity.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 227 - GIFTED EDUCATION › Section 227.10 - Purpose and Applicability

Current through Register Vol. 48, No. 28, July 12, 2024
This Part establishes the procedure and criteria for approval
				by the State Board of Education of programs of gifted education under Article
				14A of the School Code and implements other provisions of that Article,
				including accelerated placement. The requirements of this Part apply only to
				locally developed programs for which State funding is sought. Eligible
				applicants shall be those entities identified in Section 14A-45 of the School
				Code as well as public university laboratory schools (see
				105 ILCS
				5/2-3.109a ), charter schools (see
				105 ILCS
				5/27A-11.5), and area vocational centers (see
				105 ILCS
				5/2-3.109b ).
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 227 - GIFTED EDUCATION › Section 227.25 - Required Qualifications

Current through Register Vol. 48, No. 28, July 12, 2024
As a means of demonstrating that he or she
understands
				the characteristics and educational needs of children and is able to
				differentiate the curriculum and apply instructional methods to meet the needs
				of the children
as required by Section 14A-30(16) of the School Code,
				and subject to the provisions of Section
				227.20(a)(6)
				of this Part, each teacher who is assigned to provide instruction in a program
				funded pursuant to this Part shall have completed, or shall be required to
				complete at least one of the following:
a) Nine semester hours of college credit from
			 a regionally accredited institution of higher education and demonstrably
			 related to the education of gifted and talented students;
b) Both the State and national assessment
			 instruments, namely:
1) the self-assessment
			 developed by the Illinois Association for Gifted Children (IAGC) (which shall
			 be based on the "Professional Teaching Standards for Educators Working with
			 Gifted/Talented Learners" (2012), published by IAGC, 800 E. Northwest Highway,
			 Suite 610, Palatine IL 60074 and posted at www.iagcgifted.org; no later
			 editions of or revisions to these standards are incorporated) with a rating of
			 "experienced" or "expert" earned before November 15, 2018; and
2) the National Evaluation Series (NES)
			 Gifted Education examination (Test Code 312; Pearson Education, Inc., PO Box
			 226, Amherst MA 01004 (2014));
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 227 - GIFTED EDUCATION › Section 227.30 - Criteria for the Review of Initial Applications

Current through Register Vol. 48, No. 28, July 12, 2024
Recipients of grants under this Part shall be required to
				devote State funds to needs and expenditures that are not captured in the per
				capita amount generally devoted to the education of students at the grade
				levels to be served by the program. Applications for initial funding shall be
				evaluated in accordance with the following criteria:
a) Quality of the Plan (60 points)
1) There is a coherent set of strategies for
			 continuity of instruction in the specified subject areas as students progress
			 through the grade levels, and articulation between those portions of the
			 district's program supported with State funds and the other aspects of the
			 program is evident.
2) The
			 curriculum in the subject areas covered by the program will provide appropriate
			 challenges and learning opportunities for the students who
			 participate.
3) The plan provides
			 evidence that services to gifted students will be integrated effectively into
			 those students' schedules.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 227 - GIFTED EDUCATION › Section 227.40 - Allocation of Funds

Current through Register Vol. 48, No. 28, July 12, 2024
a) The State
			 Superintendent of Education shall approve initial applications for funding and
			 make final determinations regarding the amounts to be provided based upon:
1) the total funds appropriated for this
			 initiative;
2) the needs and
			 resources described and the amounts requested in the top-ranked proposals
			 identified in accordance with the criteria set forth in Section
			 227.30
			 of this Part; and
3) the need to
			 make programs under this Part available on a statewide basis.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 227 - GIFTED EDUCATION › Section 227.50 - Statewide Activities

Current through Register Vol. 48, No. 28, July 12, 2024
a) Funding
			 made available pursuant to Article 14A of the School Code may be used by the
			 State Board of Education for purposes including, but not limited to:
1) upgrading professional development
			 materials and events for personnel statewide who serve gifted students,
			 including the Gifted Education Seminar referenced in Section
			 227.25,
			 or making professional development materials and opportunities more widely
			 available;
2) reaching underserved
			 demographic groups or geographic areas of the State;
3) developing and disseminating new knowledge
			 in this field;
4) developing and
			 disseminating materials for use by parents of gifted students;
5) building awareness of and support for
			 gifted education;
6) providing
			 financial resources to support the review of portfolios developed by teachers
			 to demonstrate required qualifications;
7) supporting the administrative functions of
			 the State Board required or authorized pursuant to Section 14A-35 of the School
			 Code; and
8) other experimental
			 projects and initiatives as outlined in Section 14A-50 of the School
			 Code.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 227 - GIFTED EDUCATION › Section 227.60 - Accelerated Placement

Current through Register Vol. 48, No. 28, July 12, 2024
Pursuant to Section 14A-32 of the School Code,
school
				districts shall have a policy that allows for accelerated placement
.
				(See Section 14A-32 of the School Code.) In writing its policy, each school
				district shall indicate approaches used to identify students for accelerated
				placement in both kindergarten and first grade.
a) A school district shall not be required to
			 submit its acceleration plan to the State Board of Education for review,
			 comment or approval, unless specifically requested by the State Board. A school
			 district shall post its acceleration plan on its website, if
			 available.
b) School districts must
			 report the following information on accelerated placement to the State Board in
			 the Student Information System:
1) Demographic
			 Information for Each Student Participating in an Accelerated Placement Program
A) Gender;
B) Ethnicity;
C) English language status;
D) Special education status; and
F) Low-income status
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 228 - TRANSITIONAL BILINGUAL EDUCATION › Section 228.5 - Purpose and Applicability

Current through Register Vol. 48, No. 28, July 12, 2024
a) This
			 Part establishes requirements for school districts' provision of services to
			 students in preschool through grade 12 who have been identified as English
			 learners in accordance with Article 14C of the School Code [105 ILCS 5/14C ]
			 and this Part.
b) The requirements
			 of Article 14C of the School Code and this Part shall apply to every school
			 district in Illinois and each charter school established in accordance with
			 Article 27A of the School Code [105 ILCS 5 /Art. 27A], regardless of whether
			 the district or charter school chooses to seek funding pursuant to Section
			 228.50
			 of this Part.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 228 - TRANSITIONAL BILINGUAL EDUCATION › Section 228.15 - Identification of Eligible Students

Current through Register Vol. 48, No. 28, July 12, 2024
a) Each school district shall administer a
			 home language survey with respect to each student in preschool, kindergarten or
			 any of grades 1 through 12 who is entering the district's schools or any of the
			 district's preschool programs for the first time, for the purpose of
			 identifying students who have a language background other than English. The
			 survey should be administered as part of the enrollment process or, for
			 preschool programs, by the first day the student commences participation in the
			 program. The survey shall include at least the following questions, and the
			 student shall be identified as having a language background other than English
			 if the answer to either question is yes:
1)
			 Whether a language other than English is spoken in the student's home and, if
			 so, which language; and
2) Whether
			 the student speaks a language other than English and, if so, which
			 language.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 228 - TRANSITIONAL BILINGUAL EDUCATION › Section 228.20 - Student Language Classification Data

Current through Register Vol. 48, No. 28, July 12, 2024
In order to meet the requirements of Section 14C-3 of the
				School Code, every school district shall update its individual student records
				in the Student Information System (SIS) authorized under 23 Ill. Adm. Code
				1.75
				(Public Schools Evaluation, Recognition and Supervision) no later than the
				first day in March of each year to reflect the following information
				[105
				ILCS 5/14C-3 ]:
a) whether the student has a language
			 background other than English, as identified via the home language
			 survey;
b) whether the student has
			 been identified as an English learner based on the results of the prescribed
			 screening instrument or procedures, as applicable, or the English language
			 proficiency assessment discussed in Section
			 228.15(e)
			 or Section
			 228.25(b)
			 of this Part; and
c) the home
			 language, birth date, and grade or achievement level of the student identified
			 as an English learner.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 228 - TRANSITIONAL BILINGUAL EDUCATION › Section 228.25 - Program Options, Placement, and Assessment

Current through Register Vol. 48, No. 28, July 12, 2024
a) Program Options and Placement
1) When an attendance center has an
			 enrollment of 20 or more English learners of the same language classification
			 the school district must establish a transitional bilingual education (TBE)
			 program for each language classification represented by those students. (See
			 Section 14C-3 of the School Code and Section
			 228.30(c)
			  of this Part.) A further assessment of those
			 students to determine their specific programmatic needs or for placement in
			 either a full-time or a part-time program may be conducted. This subsection
			 (a)(1) applies only to students enrolled in kindergarten or any of grades 1
			 through 12 in an attendance center.
2) When an attendance center has an
			 enrollment of 19 or fewer English learner
s
of any single
			 language classification other than English, the school district shall conduct
			 an individual student language assessment to determine each student's need for
			 home language instruction and may provide a transitional bilingual program in
			 the languages other than English common to these students. If the district
			 elects not to provide a transitional bilingual program, the district shall
			 provide a locally determined transitional program of instruction (TPI) for
			 those students. (Section 14C-3 of the School Code) (See Section
			 228.30(d)
			 of this Part.) This subsection (a)(2) applies only to students enrolled in
			 kindergarten or any of grades 1 through 12 in an attendance center.
3) When a preschool program of the school
			 district has an enrollment of 20 or more English learners of any single
			 language classification other than English in an attendance center or a
			 non-school-based facility, the school district shall establish a TBE program
			 for each language classification represented by the students. If the preschool
			 program of an attendance center or non-school-based facility has 19 or fewer
			 English learners of any single language classification other than English, then
			 the school district shall meet the requirements of subsection (a)(2) when
			 determining placement and the program to be provided.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 228 - TRANSITIONAL BILINGUAL EDUCATION › Section 228.27 - Language Acquisition Services for Certain Students Exiting the Program

Current through Register Vol. 48, No. 28, July 12, 2024
In accordance with Section 1703(f) of the Equal Educational
				Opportunities Act (EEOA), a school district must provide services that will
				enable English learners to "overcome barriers that impede equal participation
				by these students in the district's instructional programs" (see
				20 USC
				1703 ). Section 14C-3 of the School Code,
				however, authorizes school districts to discontinue services to students who
				have been enrolled and participated in the TBE or TPI program for three
				consecutive years. In instances where a school district chooses to discontinue
				TBE or TPI program services as permitted under Section 14C-3 of the School Code
				for those students who have not achieved English proficiency as determined by
				the process set forth in Section
				228.25(b)
				of this Part, the district shall submit a plan to the State Superintendent that
				describes the actions it will take to meet its obligations under Section
				1703(f) of the EEOA. Any amendments to the plan shall be submitted to the State
				Superintendent no later than 30 days following adoption of the changes. The
				plan shall at least include:
a) the
			 process and criteria the district will use to make a determination of when to
			 exit eligible students from the TBE or TPI program (e.g., after a certain
			 amount of time in the program, once a prescribed academic or proficiency level
			 is achieved);
b) The language
			 acquisition services and methods to be provided, including how the services and
			 methods differ from the general program of instruction in content,
			 instructional goals, and the use of English and home language
			 instruction;
c) How the program
			 will meet the educational needs of the students and build on their academic
			 strengths;
d) How the program will
			 specifically help the students learn English and meet academic achievement
			 standards for grade promotion and graduation;
e) The names and qualifications of the staff
			 who will implement the program; and
f) How sufficient resources, including
			 equipment and instructional materials, shall be made available to support the
			 program.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 228 - TRANSITIONAL BILINGUAL EDUCATION › Section 228.30 - Establishment of Programs

Current through Register Vol. 48, No. 28, July 12, 2024
a)
			 Administrative Provisions
1) Program
			 Facilities - Other than for preschool education programs, TBE and transitional
			 program of instruction (TPI) programs
shall be located in the regular
			 public schools of the district rather than in separate facilities
.
			 (Section 14C-6 of the School Code) If such a location is not feasible, the
			 substitute location shall be comparable to those made available to a majority
			 of the district's students with respect to space and equipment. If housed in a
			 facility other than a public school (including a charter school), the school
			 district shall provide a written explanation in its annual application to the
			 State Superintendent of Education as to why the use of a public school building
			 is not feasible.
2) Course Credit -
			 Students enrolled in approved programs shall receive full credit for courses
			 taken in these programs, which shall count toward promotion and fulfillment of
			 district graduation requirements. Courses in ESL shall count toward English
			 requirements for graduation. Students who change attendance centers or school
			 districts shall do so without loss of credit for coursework completed in the
			 program.
3)
Extracurricular
			 Activities - Each district shall ensure to
students
enrolled
			 in a
TBE
program a meaningful opportunity to participate fully
			 in the extracurricular activities of the public schools in the
			 district.
(Section 14C-7 of the School Code)
4) Inclusion of Students Whose First or Home
			 Language is English - Students whose first or home language is English may be
			 included in a program under this Part if all English learners are
			 served.
5) Joint Programs - A
			 school district may join with one or more other school districts to provide
			 joint programs or services in accordance with the provisions of Section
			 10-22.31a of the School Code. The designated administrative agent shall adhere
			 to the procedures contained in 23 Ill. Adm. Code 100 (Requirements for
			 Accounting, Budgeting, Financial Reporting, and Auditing) as they pertain to
			 cooperative agreements.
6)
			 Preschool and Summer School -
A school district may establish preschool
			 or summer school programs for
English learners
or join with
			 other school districts in establishing
these
programs
for English learners
. Summer school
TBE
programs shall
			 not substitute for programs required during the regular school year.
(Section 14C-11 of the School Code) A school district that offers a summer
			 school program or preschool program shall provide transitional bilingual
			 education programs or transitional programs of instruction for English learners
			 in accordance with Article 14C and this Part.