Bill Amendment: IL HB3147 | 2023-2024 | 103rd General Assembly

NOTE: For additional amemendments please see the Bill Drafting List

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Bill Title: SCHOOLS-READING AND LITERACY

Status: 2023-04-28 - Rule 3-9(a) / Re-referred to Assignments [HB3147 Detail]

Download: Illinois-2023-HB3147-House_Amendment_001.html

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Rep. Laura Faver Dias

Filed: 3/21/2023

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AMENDMENT TO HOUSE BILL 3147
AMENDMENT NO. ______. Amend House Bill 3147 by replacing
everything after the enacting clause with the following:
"Section 1. Findings. The General Assembly makes all of
the following findings:
(1) Literacy is not only critical for individuals'
ability to earn income, secure housing, participate in
their healthcare, support their children's education,
pursue happiness, and navigate the world but also
collectively foundational to our community and democracy.
(2) The World Literacy Foundation found that low
literacy is a major contributor to inequality and
increases the likelihood of poor physical and mental
health, workplace accidents, misuse of medication,
participation in crime, and welfare dependency, all of
which have substantial additional social and economic
costs.

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(3) Fifty percent of Illinois' third graders met,
exceeded, or approached learning standards in English
language arts according to the Illinois Assessment of
Readiness with the other half of students not meeting or
partially meeting standards; this represents a 10
percentage-point swing from the 2019 pre-pandemic rates
when 60% of students met, exceeded, or approached learning
standards.
(4) Thirty-three percent of Illinois' fourth graders
achieved proficient or advanced reading scores on the 2022
National Assessment of Educational Progress with another
29% meeting basic reading proficiency and the remaining
38% scoring below basic reading proficiency.
(5) Research from the Annie E. Casey Institute found
that students who are not proficient readers in third
grade are 4 times more likely not to finish high school; if
those students are from low-income families, they are more
than 6 times more likely not to finish high school.
(6) Research consistently finds that a diverse,
well-trained, and expanding pool of teachers, in
conjunction with curricula responsive to the strengths and
needs of diverse student populations, improves educational
outcomes for all students.
(7) An appropriate curriculum blends the learning
needs of students with their developmental needs and
increases in complexity with every new stage of childhood.

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(8) Oral language development is a prerequisite for
reading and writing that is nurtured from birth through
talking, reading, story-telling, singing, nursery rhymes,
and other language exposure and, as younger children
develop, through intentional dialogue with rich
vocabulary; home visiting programs, access to books,
high-quality childcare and preschool, and lived
experiences strengthen students' opportunity to build
oracy skills, vocabulary, and background knowledge,
leading to higher-level cognitive thinking.
(9) Reading builds new neural pathways in the brain as
people, usually children, learn to connect the sounds in
language to letters on a page to the meaning of the text;
however, there is no one-size-fits-all approach to
literacy, as learners will require different dosages
within different areas of literacy instruction to meet
their individual needs.
(10) Reading and writing have a reciprocal
relationship, as each strengthens the other, and students
benefit when their instruction is closely intertwined.
(11) English learners benefit from a comprehensive
literacy approach that recognizes the value of
multilingualism by enveloping all areas of literacy
instruction with a deep focus on oral language development
and encouraging students to make connections between
English and their home language.

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(12) Teachers deserve the tools to be knowledgeable
about the cultural practices and language system of the
children they serve, including those children who speak
language variations of English, such as African-American
English (AAE); AAE has a linguistic structure that is a
systematic and rule-governed variation of General American
English.
(13) Research shows that direct, systematic,
cumulative, and explicit reading instruction that is
focused on the foundational reading skills of phonemic
awareness, phonics or decoding, spelling or encoding,
vocabulary development that includes morphology, oral
language development, reading fluency, and reading
comprehension that includes syntax and building background
or content knowledge, is highly effective in teaching
young children to read.
(14) High literacy achievement across all demographic
groups is an essential indicator of educational equity
within this State; strengthening early literacy
instruction and support for students in Illinois will pay
dividends in the future by empowering students, providing
the skills they will need to graduate, find fulfilling
careers, and be productive members of their communities
and of our democracy.
(15) Ensuring that every child has access to
high-quality, research-aligned, developmentally

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appropriate reading instruction implemented using a
comprehensive approach is a foundational component of this
State's public education system and a responsibility
shared among federal, State, and local education agencies.
Section 5. Short title. This Act may be cited as the
Literacy and Justice for All Act.
Section 10. State Board of Education assistance;
comprehensive literacy plan.
(a) The State Board of Education shall adopt and make
available all of the following to each publicly funded school
district by January 31, 2024:
(1) A rubric by which districts may evaluate curricula
and select and implement evidence-based, culturally
inclusive core reading instruction programs. The rubric
shall address at a minimum:
(A) systematic and explicit approaches to phonemic
awareness, decoding (phonics), and encoding(spelling);
(B) vocabulary development, including morphology,
and reading fluency;
(C) oral language development;
(D) reading comprehension, including syntax and
building background (content) knowledge; and
(E) cultural inclusivity.
(2) A template to support districts when developing

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comprehensive, district-wide literacy plans that include
support for special student populations, including
multilingual, diverse, and gifted 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 September 1, 2024, the State Board of
Education shall develop and make available training
opportunities in teaching reading aligned with the
comprehensive literacy plan described in subsection (c) of
this Section and consistent with State learning standards.
This support shall include:
(1) development of a microcredential or a series of
microcredentials in literacy instruction aligned with the
comprehensive literacy plan described in subsection (c) of
this Section to be affixed to educator licenses upon
successful demonstration of the skill, completion of the
required coursework or assessment, or both;
(2) 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; and
(3) development of online training modules on literacy
instruction aligned with the comprehensive literacy plan
described in subsection (c) of this Section and consistent

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with State learning standards accepted for continuing
professional development units.
(c) On or before January 31, 2024, in consultation with
education stakeholders, the State Board Education shall
develop and adopt a comprehensive literacy plan for this
State, which shall be updated as needed. The plan shall, at a
minimum:
(1) include definitions for key terminology, such as
"evidence-based";
(2) 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;
(3) focus on a comprehensive range of elements of
literacy, including phonemic awareness, decoding
(phonics), encoding (spelling), vocabulary development
including morphology, oracy, reading fluency, and reading
comprehension including syntax and background and content
knowledge;
(4) recommend parameters by which each school district
or, if applicable, school, to list on its website the
literacy curricula used in general education classrooms;
and
(5) consider core instructional literacy practices as
well as practices that are specific to special student
populations and demographic groups, such as diverse

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learners, multilingual learners, and bidialectal students.
The State Board shall annually compile and post on its
website information about progress on the comprehensive
literacy plan.
Section 90. The School Code is amended by changing
Sections 2-3.51, 21B-20, 21B-30, and 21B-35 as follows:
(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

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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.
If the appropriation for the Reading Improvement Block
Grant Program for a given fiscal year is less than
$15,000,000, then the State Board shall limit eligibility to
school districts that have been placed in Tier 1 or Tier 2
pursuant to paragraph (3) of subsection (g) of Section 18-8.15
of this Code that request funding and are selected for either:
(1) a one-year planning grant to enable districts to
thoughtfully draft literacy plans in alignment with the
district literacy plan template developed by the Board

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pursuant to paragraph (2) of subsection (a) of Section 10
of the Literacy and Justice for All Act; or
(2) an implementation grant to enable districts that
have drafted comprehensive district literacy plans to
enact their plan, which must include training and ongoing
coaching support to each teacher of students in
kindergarten through grade 2 and special education
teachers and curriculum investments aligned with
provisions of the comprehensive literacy plan for this
State.
If the funds requested in districts' applications exceed
the appropriation, the Board shall impose additional criteria
so that each applicant is able to enact its plan.
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;

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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 both core
literacy curriculum materials that align with the
comprehensive literacy plan for this State and that
consider the unique needs of English learners for

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concurrent oral language practice and high-quality
screening assessments designed to inform instruction in
English language arts and literacy 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.
If the appropriation for the Reading Improvement Block
Grant Program for a given fiscal year is less than
$15,000,000, then grant recipients shall prioritize curricula
and materials, training, and ongoing coaching support in
alignment with the comprehensive literacy plan of this State
for kindergarten through grade 3 teachers and special
education teachers.
(a-10) If the appropriation for the Reading Improvement
Block Grant Program for a given fiscal year is at least
$15,000,000, then 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

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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.
If the program has been unfunded for 3 years or more,
applicants need not demonstrate performance progress as a
condition of receiving a one-year planning grant or their
first year of funding an implementation grant.
If the appropriation for the Reading Improvement Block
Grant Program for a given fiscal year is less than
$15,000,000, then the State Board may establish additional
eligibility criteria and shall select a cohort of school
districts that have been placed in Tier 1 or Tier 2 pursuant to
paragraph (3) of subsection (g) of Section 18-8.15 of this
Code to participate.
(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

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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 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 for any
fiscal year in which at least $15,000,000 has been
appropriated.
(e) (Blank).
(f) (Blank).
(Source: P.A. 98-972, eff. 8-15-14.)
(105 ILCS 5/21B-20)
Sec. 21B-20. Types of licenses. The State Board of
Education shall implement a system of educator licensure,
whereby individuals employed in school districts who are
required to be licensed must have one of the following
licenses: (i) a professional educator license; (ii) an
educator license with stipulations; (iii) a substitute
teaching license; or (iv) until June 30, 2023, a short-term
substitute teaching license. References in law regarding
individuals certified or certificated or required to be
certified or certificated under Article 21 of this Code shall

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also include individuals licensed or required to be licensed
under this Article. The first year of all licenses ends on June
30 following one full year of the license being issued.
The State Board of Education, in consultation with the
State Educator Preparation and Licensure Board, may adopt such
rules as may be necessary to govern the requirements for
licenses and endorsements under this Section.
(1) Professional Educator License. Persons who (i)
have successfully completed an approved educator
preparation program and are recommended for licensure by
the Illinois institution offering the educator preparation
program, (ii) have successfully completed the required
testing under Section 21B-30 of this Code, (iii) have
successfully completed coursework on the psychology of,
the identification of, and the methods of instruction for
the exceptional child, including without limitation
children with learning disabilities, (iv) have
successfully completed coursework in evidence-based
methods of reading that align with the literacy standards
for teachers and with the comprehensive literacy plan for
this State and reading in the content area, and (v) have
met all other criteria established by rule of the State
Board of Education shall be issued a Professional Educator
License. All Professional Educator Licenses are valid
until June 30 immediately following 5 years of the license
being issued. The Professional Educator License shall be

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endorsed with specific areas and grade levels in which the
individual is eligible to practice. For an early childhood
education endorsement, an individual may satisfy the
student teaching requirement of his or her early childhood
teacher preparation program through placement in a setting
with children from birth through grade 2, and the
individual may be paid and receive credit while student
teaching. The student teaching experience must meet the
requirements of and be approved by the individual's early
childhood teacher preparation program.
Individuals can receive subsequent endorsements on the
Professional Educator License. Subsequent endorsements
shall require a minimum of 24 semester hours of coursework
in the endorsement area and passage of the applicable
content area test, unless otherwise specified by rule.
(2) Educator License with Stipulations. An Educator
License with Stipulations shall be issued an endorsement
that limits the license holder to one particular position
or does not require completion of an approved educator
program or both.
An individual with an Educator License with
Stipulations must not be employed by a school district or
any other entity to replace any presently employed teacher
who otherwise would not be replaced for any reason.
An Educator License with Stipulations may be issued
with the following endorsements:

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(A) (Blank).
(B) Alternative provisional educator. An
alternative provisional educator endorsement on an
Educator License with Stipulations may be issued to an
applicant who, at the time of applying for the
endorsement, has done all of the following:
(i) Graduated from a regionally accredited
college or university with a minimum of a
bachelor's degree.
(ii) Successfully completed the first phase of
the Alternative Educator Licensure Program for
Teachers, as described in Section 21B-50 of this
Code.
(iii) Passed a content area test, as required
under Section 21B-30 of this Code.
The alternative provisional educator endorsement is
valid for 2 years of teaching and may be renewed for a
third year by an individual meeting the requirements set
forth in Section 21B-50 of this Code.
(C) Alternative provisional superintendent. An
alternative provisional superintendent endorsement on
an Educator License with Stipulations entitles the
holder to serve only as a superintendent or assistant
superintendent in a school district's central office.
This endorsement may only be issued to an applicant
who, at the time of applying for the endorsement, has

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done all of the following:
(i) Graduated from a regionally accredited
college or university with a minimum of a master's
degree in a management field other than education.
(ii) Been employed for a period of at least 5
years in a management level position in a field
other than education.
(iii) Successfully completed the first phase
of an alternative route to superintendent
endorsement program, as provided in Section 21B-55
of this Code.
(iv) Passed a content area test required under
Section 21B-30 of this Code.
The endorsement is valid for 2 fiscal years in
order to complete one full year of serving as a
superintendent or assistant superintendent.
(D) (Blank).
(E) Career and technical educator. A career and
technical educator endorsement on an Educator License
with Stipulations may be issued to an applicant who
has a minimum of 60 semester hours of coursework from a
regionally accredited institution of higher education
or an accredited trade and technical institution and
has a minimum of 2,000 hours of experience outside of
education in each area to be taught.
The career and technical educator endorsement on

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an Educator License with Stipulations is valid until
June 30 immediately following 5 years of the
endorsement being issued and may be renewed.
An individual who holds a valid career and
technical educator endorsement on an Educator License
with Stipulations but does not hold a bachelor's
degree may substitute teach in career and technical
education classrooms.
(F) (Blank).
(G) Transitional bilingual educator. A
transitional bilingual educator endorsement on an
Educator License with Stipulations may be issued for
the purpose of providing instruction in accordance
with Article 14C of this Code to an applicant who
provides satisfactory evidence that he or she meets
all of the following requirements:
(i) Possesses adequate speaking, reading, and
writing ability in the language other than English
in which transitional bilingual education is
offered.
(ii) Has the ability to successfully
communicate in English.
(iii) Either possessed, within 5 years
previous to his or her applying for a transitional
bilingual educator endorsement, a valid and
comparable teaching certificate or comparable

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authorization issued by a foreign country or holds
a degree from an institution of higher learning in
a foreign country that the State Educator
Preparation and Licensure Board determines to be
the equivalent of a bachelor's degree from a
regionally accredited institution of higher
learning in the United States.
A transitional bilingual educator endorsement
shall be valid for prekindergarten through grade 12,
is valid until June 30 immediately following 5 years
of the endorsement being issued, and shall not be
renewed.
Persons holding a transitional bilingual educator
endorsement shall not be employed to replace any
presently employed teacher who otherwise would not be
replaced for any reason.
(H) Language endorsement. In an effort to
alleviate the shortage of teachers speaking a language
other than English in the public schools, an
individual who holds an Educator License with
Stipulations may also apply for a language
endorsement, provided that the applicant provides
satisfactory evidence that he or she meets all of the
following requirements:
(i) Holds a transitional bilingual
endorsement.

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(ii) Has demonstrated proficiency in the
language for which the endorsement is to be issued
by passing the applicable language content test
required by the State Board of Education.
(iii) Holds a bachelor's degree or higher from
a regionally accredited institution of higher
education or, for individuals educated in a
country other than the United States, holds a
degree from an institution of higher learning in a
foreign country that the State Educator
Preparation and Licensure Board determines to be
the equivalent of a bachelor's degree from a
regionally accredited institution of higher
learning in the United States.
(iv) (Blank).
A language endorsement on an Educator License with
Stipulations is valid for prekindergarten through
grade 12 for the same validity period as the
individual's transitional bilingual educator
endorsement on the Educator License with Stipulations
and shall not be renewed.
(I) Visiting international educator. A visiting
international educator endorsement on an Educator
License with Stipulations may be issued to an
individual who is being recruited by a particular
school district that conducts formal recruitment

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programs outside of the United States to secure the
services of qualified teachers and who meets all of
the following requirements:
(i) Holds the equivalent of a minimum of a
bachelor's degree issued in the United States.
(ii) Has been prepared as a teacher at the
grade level for which he or she will be employed.
(iii) Has adequate content knowledge in the
subject to be taught.
(iv) Has an adequate command of the English
language.
A holder of a visiting international educator
endorsement on an Educator License with Stipulations
shall be permitted to teach in bilingual education
programs in the language that was the medium of
instruction in his or her teacher preparation program,
provided that he or she passes the English Language
Proficiency Examination or another test of writing
skills in English identified by the State Board of
Education, in consultation with the State Educator
Preparation and Licensure Board.
A visiting international educator endorsement on
an Educator License with Stipulations is valid for 5
years and shall not be renewed.
(J) Paraprofessional educator. A paraprofessional
educator endorsement on an Educator License with

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Stipulations may be issued to an applicant who holds a
high school diploma or its recognized equivalent and
(i) holds an associate's degree or a minimum of 60
semester hours of credit from a regionally accredited
institution of higher education; (ii) has passed a
paraprofessional competency test under subsection
(c-5) of Section 21B-30; or (iii) is at least 18 years
of age and will be using the Educator License with
Stipulations exclusively for grades prekindergarten
through grade 8, until the individual reaches the age
of 19 years and otherwise meets the criteria for a
paraprofessional educator endorsement pursuant to this
subparagraph (J). The paraprofessional educator
endorsement is valid until June 30 immediately
following 5 years of the endorsement being issued and
may be renewed through application and payment of the
appropriate fee, as required under Section 21B-40 of
this Code. An individual who holds only a
paraprofessional educator endorsement is not subject
to additional requirements in order to renew the
endorsement.
(K) Chief school business official. A chief school
business official endorsement on an Educator License
with Stipulations may be issued to an applicant who
qualifies by having a master's degree or higher, 2
years of full-time administrative experience in school

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business management or 2 years of university-approved
practical experience, and a minimum of 24 semester
hours of graduate credit in a program approved by the
State Board of Education for the preparation of school
business administrators and by passage of the
applicable State tests, including an applicable
content area test.
The chief school business official endorsement may
also be affixed to the Educator License with
Stipulations of any holder who qualifies by having a
master's degree in business administration, finance,
accounting, or public administration and who completes
an additional 6 semester hours of internship in school
business management from a regionally accredited
institution of higher education and passes the
applicable State tests, including an applicable
content area test. This endorsement shall be required
for any individual employed as a chief school business
official.
The chief school business official endorsement on
an Educator License with Stipulations is valid until
June 30 immediately following 5 years of the
endorsement being issued and may be renewed if the
license holder completes renewal requirements as
required for individuals who hold a Professional
Educator License endorsed for chief school business

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official under Section 21B-45 of this Code and such
rules as may be adopted by the State Board of
Education.
The State Board of Education shall adopt any rules
necessary to implement Public Act 100-288.
(L) Provisional in-state educator. A provisional
in-state educator endorsement on an Educator License
with Stipulations may be issued to a candidate who has
completed an Illinois-approved educator preparation
program at an Illinois institution of higher education
and who has not successfully completed an
evidence-based assessment of teacher effectiveness but
who meets all of the following requirements:
(i) Holds at least a bachelor's degree.
(ii) Has completed an approved educator
preparation program at an Illinois institution.
(iii) Has passed an applicable content area
test, as required by Section 21B-30 of this Code.
(iv) Has attempted an evidence-based
assessment of teacher effectiveness and received a
minimum score on that assessment, as established
by the State Board of Education in consultation
with the State Educator Preparation and Licensure
Board.
A provisional in-state educator endorsement on an
Educator License with Stipulations is valid for one

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full fiscal year after the date of issuance and may not
be renewed.
(M) (Blank).
(N) Specialized services. A specialized services
endorsement on an Educator License with Stipulations
may be issued as defined and specified by rule.
(3) Substitute Teaching License. A Substitute Teaching
License may be issued to qualified applicants for
substitute teaching in all grades of the public schools,
prekindergarten through grade 12. Substitute Teaching
Licenses are not eligible for endorsements. Applicants for
a Substitute Teaching License must hold a bachelor's
degree or higher from a regionally accredited institution
of higher education or must be enrolled in an approved
educator preparation program in this State and have earned
at least 90 credit hours.
Substitute Teaching Licenses are valid for 5 years.
Substitute Teaching Licenses are valid for substitute
teaching in every county of this State. If an individual
has had his or her Professional Educator License or
Educator License with Stipulations suspended or revoked,
then that individual is not eligible to obtain a
Substitute Teaching License.
A substitute teacher may only teach in the place of a
licensed teacher who is under contract with the employing
board. If, however, there is no licensed teacher under

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contract because of an emergency situation, then a
district may employ a substitute teacher for no longer
than 30 calendar days per each vacant position in the
district if the district notifies the appropriate regional
office of education within 5 business days after the
employment of the substitute teacher in the emergency
situation. An emergency situation is one in which an
unforeseen vacancy has occurred and (i) a teacher is
unable to fulfill his or her contractual duties or (ii)
teacher capacity needs of the district exceed previous
indications, and the district is actively engaged in
advertising to hire a fully licensed teacher for the
vacant position.
There is no limit on the number of days that a
substitute teacher may teach in a single school district,
provided that no substitute teacher may teach for longer
than 120 days beginning with the 2021-2022 school year
through the 2022-2023 school year, otherwise 90 school
days for any one licensed teacher under contract in the
same school year. A substitute teacher who holds a
Professional Educator License or Educator License with
Stipulations shall not teach for more than 120 school days
for any one licensed teacher under contract in the same
school year. The limitations in this paragraph (3) on the
number of days a substitute teacher may be employed do not
apply to any school district operating under Article 34 of

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this Code.
A school district may not require an individual who
holds a valid Professional Educator License or Educator
License with Stipulations to seek or hold a Substitute
Teaching License to teach as a substitute teacher.
(4) Short-Term Substitute Teaching License. Beginning
on July 1, 2018 and until June 30, 2023, the State Board of
Education may issue a Short-Term Substitute Teaching
License. A Short-Term Substitute Teaching License may be
issued to a qualified applicant for substitute teaching in
all grades of the public schools, prekindergarten through
grade 12. Short-Term Substitute Teaching Licenses are not
eligible for endorsements. Applicants for a Short-Term
Substitute Teaching License must hold an associate's
degree or have completed at least 60 credit hours from a
regionally accredited institution of higher education.
Short-Term Substitute Teaching Licenses are valid for
substitute teaching in every county of this State. If an
individual has had his or her Professional Educator
License or Educator License with Stipulations suspended or
revoked, then that individual is not eligible to obtain a
Short-Term Substitute Teaching License.
The provisions of Sections 10-21.9 and 34-18.5 of this
Code apply to short-term substitute teachers.
An individual holding a Short-Term Substitute Teaching
License may teach no more than 15 consecutive days per

10300HB3147ham001 - 29 - LRB103 26261 RJT 59518 a
licensed teacher who is under contract. For teacher
absences lasting 6 or more days per licensed teacher who
is under contract, a school district may not hire an
individual holding a Short-Term Substitute Teaching
License, unless the Governor has declared a disaster due
to a public health emergency pursuant to Section 7 of the
Illinois Emergency Management Agency Act. An individual
holding a Short-Term Substitute Teaching License must
complete the training program under Section 10-20.67 or
34-18.60 of this Code to be eligible to teach at a public
school. This paragraph (4) is inoperative on and after
July 1, 2023.
(Source: P.A. 101-81, eff. 7-12-19; 101-220, eff. 8-7-19;
101-594, eff. 12-5-19; 101-643, eff. 6-18-20; 102-711, eff.
1-1-23; 102-712, eff. 4-27-22; 102-713, eff. 1-1-23; 102-717,
eff. 4-29-22; 102-894, eff. 5-20-22; revised 12-13-22.)
(105 ILCS 5/21B-30)
Sec. 21B-30. Educator testing.
(a) (Blank).
(b) The State Board of Education, in consultation with the
State Educator Preparation and Licensure Board, shall design
and implement a system of examinations, which shall be
required prior to the issuance of educator licenses. These
examinations and indicators must be based on national and
State professional teaching standards, as determined by the

10300HB3147ham001 - 30 - LRB103 26261 RJT 59518 a
State Board of Education, in consultation with the State
Educator Preparation and Licensure Board. The State Board of
Education may adopt such rules as may be necessary to
implement and administer this Section.
(c) (Blank).
(c-5) The State Board must adopt rules to implement a
paraprofessional competency test. This test would allow an
applicant seeking an Educator License with Stipulations with a
paraprofessional educator endorsement to obtain the
endorsement if he or she passes the test and meets the other
requirements of subparagraph (J) of paragraph (2) of Section
21B-20 other than the higher education requirements.
(d) All applicants seeking a State license shall be
required to pass a test of content area knowledge for each area
of endorsement for which there is an applicable test. There
shall be no exception to this requirement. No candidate shall
be allowed to student teach or serve as the teacher of record
until he or she has passed the applicable content area test.
(d-5) Subject to appropriation, all applicants seeking a
State license after July 1, 2026 in the areas of early
childhood education, early childhood special education,
elementary education in grades one through 6, reading
specialist, reading teacher, learning behavior specialist I,
special education general curriculum, director of special
education, and principal as instruction leader shall take a
test in reading foundations, which shall include assessment of

10300HB3147ham001 - 31 - LRB103 26261 RJT 59518 a
the applicant's understanding of phonological and phonemic
awareness, concepts of print and the alphabetic principle, the
role of phonics in promoting reading development, word
analysis skills and strategies, vocabulary development,
linguistics, morphology, application of reading comprehension
skills and strategies, and methods for assessing reading
development. The test in reading foundations must also assess
applicants' knowledge of assessment, differentiation, and
intervention with respect to each component of reading for
English learners, students with disabilities, and students
with advanced skills in some areas of reading. In the event
that an appropriation to the State Board to design the test of
reading foundations is delayed, the agency may delay
implementation of the required test by an equivalent amount of
time if it deems the delay necessary.
Candidates need not achieve a particular score on the test
in reading foundations; however, candidates who achieve a
passing score shall earn a notation on their transcript and an
additional credential on their Professional Educator License,
and this information shall be considered during each
preparation program's reaccreditation process. The State Board
shall aggregate and publish the number of candidates in each
preparation program who take the test in reading foundations
and the number who pass the test. Subject to appropriation,
the State Board shall cover the costs of the assessment, and no
candidate or preparation program shall be charged a fee for

10300HB3147ham001 - 32 - LRB103 26261 RJT 59518 a
the assessment. If the appropriation is insufficient to cover
the costs of administering the assessment, the State Board
shall determine how to allocate the available funds. If no
funding is appropriated, candidates shall not be required to
take the test. However, the test shall be available for
candidates who wish to cover the cost. Candidates who have
taken the test previously need not take it again for
additional licensure areas, though they may choose to do so.
(e) (Blank).
(f) Except as otherwise provided in this Article,
beginning on September 1, 2015, all candidates completing
teacher preparation programs in this State and all candidates
subject to Section 21B-35 of this Code are required to pass a
teacher performance assessment approved by the State Board of
Education, in consultation with the State Educator Preparation
and Licensure Board. A candidate may not be required to submit
test materials by video submission. Subject to appropriation,
an individual who holds a Professional Educator License and is
employed for a minimum of one school year by a school district
designated as Tier 1 under Section 18-8.15 may, after
application to the State Board, receive from the State Board a
refund for any costs associated with completing the teacher
performance assessment under this subsection.
(g) The content area knowledge test and the teacher
performance assessment shall be the tests that from time to
time are designated by the State Board of Education, in

10300HB3147ham001 - 33 - LRB103 26261 RJT 59518 a
consultation with the State Educator Preparation and Licensure
Board, and may be tests prepared by an educational testing
organization or tests designed by the State Board of
Education, in consultation with the State Educator Preparation
and Licensure Board. The test of content area knowledge shall
assess content knowledge in a specific subject field. The
tests must be designed to be racially neutral to ensure that no
person taking the tests is discriminated against on the basis
of race, color, national origin, or other factors unrelated to
the person's ability to perform as a licensed employee. The
score required to pass the tests shall be fixed by the State
Board of Education, in consultation with the State Educator
Preparation and Licensure Board. The tests shall be
administered not fewer than 3 times a year at such time and
place as may be designated by the State Board of Education, in
consultation with the State Educator Preparation and Licensure
Board.
The State Board shall implement a test or tests to assess
the speaking, reading, writing, and grammar skills of
applicants for an endorsement or a license issued under
subdivision (G) of paragraph (2) of Section 21B-20 of this
Code in the English language and in the language of the
transitional bilingual education program requested by the
applicant.
(h) Except as provided in Section 34-6 of this Code, the
provisions of this Section shall apply equally in any school

10300HB3147ham001 - 34 - LRB103 26261 RJT 59518 a
district subject to Article 34 of this Code.
(i) The rules developed to implement and enforce the
testing requirements under this Section shall include, without
limitation, provisions governing test selection, test
validation, and determination of a passing score for all tests
except the reading foundations test, administration of the
tests, frequency of administration, applicant fees, frequency
of applicants taking the tests, the years for which a score is
valid, and appropriate special accommodations. The State Board
of Education shall develop such rules as may be needed to
ensure uniformity from year to year in the level of difficulty
for each form of an assessment. The State Board shall base its
rules concerning the passing score on the reading foundations
test on the recommended cut-score determined in the formal
standard-setting process.
(Source: P.A. 101-81, eff. 7-12-19; 101-220, eff. 8-7-19;
101-594, eff. 12-5-19; 102-301, eff. 8-26-21.)
(105 ILCS 5/21B-35)
Sec. 21B-35. Minimum requirements for educators trained in
other states or countries.
(a) Any applicant who has not been entitled by an
Illinois-approved educator preparation program at an Illinois
institution of higher education applying for a Professional
Educator License endorsed in a teaching field or school
support personnel area must meet the following requirements:

10300HB3147ham001 - 35 - LRB103 26261 RJT 59518 a
(1) the applicant must:
(A) hold a comparable and valid educator license
or certificate, as defined by rule, with similar grade
level and content area credentials from another state,
with the State Board of Education having the authority
to determine what constitutes similar grade level and
content area credentials from another state;
(B) have a bachelor's degree from a regionally
accredited institution of higher education; and
(C) (blank); or
(2) the applicant must:
(A) have completed a state-approved program for
the licensure area sought, including coursework
concerning (i) methods of instruction of the
exceptional child, (ii) evidence-based methods of
reading that align with the literacy standards for
teachers and with the comprehensive literacy plan for
this State and reading in the content area, and (iii)
instructional strategies for English learners;
(B) have a bachelor's degree from a regionally
accredited institution of higher education;
(C) have successfully met all Illinois examination
requirements, except that:
(i) (blank);
(ii) an applicant who has successfully
completed a test of content, as defined by rules,

10300HB3147ham001 - 36 - LRB103 26261 RJT 59518 a
at the time of initial licensure in another state
is not required to complete a test of content; and
(iii) an applicant for a teaching endorsement
who has successfully completed an evidence-based
assessment of teacher effectiveness, as defined by
rules, at the time of initial licensure in another
state is not required to complete an
evidence-based assessment of teacher
effectiveness; and
(D) for an applicant for a teaching endorsement,
have completed student teaching or an equivalent
experience or, for an applicant for a school service
personnel endorsement, have completed an internship or
an equivalent experience.
(b) In order to receive a Professional Educator License
endorsed in a teaching field or school support personnel area,
applicants trained in another country must meet all of the
following requirements:
(1) Have completed a comparable education program in
another country.
(2) Have had transcripts evaluated by an evaluation
service approved by the State Superintendent of Education.
(3) Have a degree comparable to a degree from a
regionally accredited institution of higher education.
(4) Have completed coursework aligned to standards
concerning (i) methods of instruction of the exceptional

10300HB3147ham001 - 37 - LRB103 26261 RJT 59518 a
child, (ii) evidence-based methods of reading that align
with the literacy standards for teachers and with the
comprehensive literacy plan for this State, and reading in
the content area, and (iii) instructional strategies for
English learners.
(5) (Blank).
(6) (Blank).
(7) Have successfully met all State licensure
examination requirements. Applicants who have successfully
completed a test of content, as defined by rules, at the
time of initial licensure in another country shall not be
required to complete a test of content. Applicants for a
teaching endorsement who have successfully completed an
evidence-based assessment of teacher effectiveness, as
defined by rules, at the time of initial licensure in
another country shall not be required to complete an
evidence-based assessment of teacher effectiveness.
(8) Have completed student teaching or an equivalent
experience.
(9) (Blank).
(b-5) All applicants who have not been entitled by an
Illinois-approved educator preparation program at an Illinois
institution of higher education and applicants trained in
another country applying for a Professional Educator License
endorsed for principal or superintendent must hold a master's
degree from a regionally accredited institution of higher

10300HB3147ham001 - 38 - LRB103 26261 RJT 59518 a
education and hold a comparable and valid educator license or
certificate with similar grade level and subject matter
credentials, with the State Board of Education having the
authority to determine what constitutes similar grade level
and subject matter credentials from another state, or must
meet all of the following requirements:
(1) Have completed an educator preparation program
approved by another state or comparable educator program
in another country leading to the receipt of a license or
certificate for the Illinois endorsement sought.
(2) Have successfully met all State licensure
examination requirements, as required by Section 21B-30 of
this Code. Applicants who have successfully completed a
test of content, as defined by rules, at the time of
initial licensure in another state or country shall not be
required to complete a test of content.
(2.5) Have completed an internship, as defined by
rule.
(3) (Blank).
(4) Have completed coursework aligned to standards
concerning (i) methods of instruction of the exceptional
child, (ii) evidence-based methods of reading that align
with the literacy standards for teachers and with the
comprehensive literacy plan for this State, and reading in
the content area, and (iii) instructional strategies for
English learners.

10300HB3147ham001 - 39 - LRB103 26261 RJT 59518 a
(4.5) (Blank).
(5) Have completed a master's degree.
(6) Have successfully completed teaching, school
support, or administrative experience as defined by rule.
(b-7) All applicants who have not been entitled by an
Illinois-approved educator preparation program at an Illinois
institution of higher education applying for a Professional
Educator License endorsed for Director of Special Education
must hold a master's degree from a regionally accredited
institution of higher education and must hold a comparable and
valid educator license or certificate with similar grade level
and subject matter credentials, with the State Board of
Education having the authority to determine what constitutes
similar grade level and subject matter credentials from
another state, or must meet all of the following requirements:
(1) Have completed a master's degree.
(2) Have 2 years of full-time experience providing
special education services.
(3) Have successfully completed all examination
requirements, as required by Section 21B-30 of this Code.
Applicants who have successfully completed a test of
content, as identified by rules, at the time of initial
licensure in another state or country shall not be
required to complete a test of content.
(4) Have completed coursework aligned to standards
concerning (i) methods of instruction of the exceptional

10300HB3147ham001 - 40 - LRB103 26261 RJT 59518 a
child, (ii) evidence-based methods of reading that align
with the literacy standards for teachers and with the
comprehensive literacy plan for this State, and reading in
the content area, and (iii) instructional strategies for
English learners.
(b-10) All applicants who have not been entitled by an
Illinois-approved educator preparation program at an Illinois
institution of higher education applying for a Professional
Educator License endorsed for chief school business official
must hold a master's degree from a regionally accredited
institution of higher education and must hold a comparable and
valid educator license or certificate with similar grade level
and subject matter credentials, with the State Board of
Education having the authority to determine what constitutes
similar grade level and subject matter credentials from
another state, or must meet all of the following requirements:
(1) Have completed a master's degree in school
business management, finance, or accounting.
(2) Have successfully completed an internship in
school business management or have 2 years of experience
as a school business administrator.
(3) Have successfully met all State examination
requirements, as required by Section 21B-30 of this Code.
Applicants who have successfully completed a test of
content, as identified by rules, at the time of initial
licensure in another state or country shall not be

10300HB3147ham001 - 41 - LRB103 26261 RJT 59518 a
required to complete a test of content.
(4) Have completed modules aligned to standards
concerning methods of instruction of the exceptional
child, methods of reading and reading in the content area,
and instructional strategies for English learners.
(c) The State Board of Education, in consultation with the
State Educator Preparation and Licensure Board, may adopt such
rules as may be necessary to implement this Section.
(Source: P.A. 101-220, eff. 8-7-19; 101-643, eff. 6-18-20;
102-539, eff. 8-20-21.)
Section 99. Effective date. This Act takes effect upon
becoming law.".