Bill Text: IL HB2170 | 2019-2020 | 101st General Assembly | Enrolled

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Bill Title: Amends the School Code. Requires the State Board of Education to annually assess all public school students entering kindergarten. Creates the Whole Child Task Force to establish an equitable, inclusive, safe, and supportive environment in all schools for every student in this State. Amends the Early Intervention Services System Act. Makes changes concerning eligibility requirements for early intervention services. Creates the Data Governance and Organization to Support Equity and Racial Justice Act. Requires the Office of the Governor and the Department of Innovation and Technology to jointly establish an organization and governance that is responsible for certain data collection processes. Requires the State Board of Education and specified departments to submit a report detailing the statistical data on the racial and ethnic demographics of program participants for each major program administered by the State Board of Education or the respective department to the General Assembly. Amends the Medical Assistance Article of the Illinois Public Aid Code to make changes concerning the diagnostic code for behavioral health services for children ages 5 and under. Amends the School Code and the Board of Higher Education Act concerning high school coursework. Amends the School Code concerning computer science courses. Amends the Gifted and Talented Children Article of the School Code. Provides that a school district's accelerated placement policy shall allow for the automatic enrollment, in the following school term, of a high school student into the next most rigorous level of advanced coursework offered by the high school if the student meets or exceeds State standards in English language arts, mathematics, or science on a State assessment. Further amends the School Code. Requires the Illinois P-20 Council to make recommendations for short-term and long-term learning recovery actions for public school students in this State in the wake of the COVID-19 pandemic. Requires the State Board of Education to establish a Freedom School network. Subject to appropriation, requires the State Board of Education to establish and implement a grant program to provide grants to public schools, public community colleges, and not-for-profit, community-based organizations to facilitate improved educational outcomes for Black students in grades pre-kindergarten through 12. Makes changes concerning the evidence-based funding formula. Creates the Developmental Education Reform Act. Sets forth provisions concerning the placement of a student in introductory college-level English language or mathematics coursework. Amends the Educator Licensure Article of the School Code to make changes relating to the Alternative Educator Licensure Program for Teachers and the Illinois Teaching Excellence Program. Amends the Higher Education Student Assistance Act with respect to the Minority Teachers of Illinois scholarship program and the AIM HIGH Grant Pilot Program. Amends the School Code to make changes concerning the State Board of Education's social science learning standards, an Inclusive American History Commission, and the Black History unit of instruction. Requires the State Board of Education to issue a request to school districts to submit proposals to obtain funding to support professional development for educators and others working with young people in schools. Makes other changes. Effective immediately.

Spectrum: Partisan Bill (Democrat 29-0)

Status: (Enrolled - Dead) 2021-01-14 - Added as Alternate Chief Co-Sponsor Sen. Robert Peters [HB2170 Detail]

Download: Illinois-2019-HB2170-Enrolled.html

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AN ACT concerning education.
Be it enacted by the People of the State of Illinois,
represented in the General Assembly:
Article 5.
Section 5-5. The School Code is amended by adding Section
2-3.64a-10 and by changing Section 27A-5 as follows:
(105 ILCS 5/2-3.64a-10 new)
Sec. 2-3.64a-10. Kindergarten assessment.
(a) For the purposes of this Section, "kindergarten"
includes both full-day and half-day kindergarten programs.
(b) Beginning no later than the 2021-2022 school year, the
State Board of Education shall annually assess all public
school students entering kindergarten using a common
assessment tool, unless the State Board determines that a
student is otherwise exempt. The common assessment tool must
assess multiple developmental domains, including literacy,
language, mathematics, and social and emotional development.
The assessment must be valid, reliable, and developmentally
appropriate to formatively assess a child's development and
readiness for kindergarten.
(c) Results from the assessment may be used by the school
to understand the child's development and readiness for

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kindergarten, to tailor instruction, and to measure the child's
progress over time. Assessment results may also be used to
identify a need for the professional development of teachers
and early childhood educators and to inform State-level and
district-level policies and resource allocation.
The school shall make the assessment results available to
the child's parent or guardian.
The assessment results may not be used (i) to prevent a
child from enrolling in kindergarten or (ii) as the sole
measure used in determining the grade promotion or retention of
a student.
(d) On an annual basis, the State Board shall report
publicly, at a minimum, data from the assessment for the State
overall and for each school district. The State Board's report
must disaggregate data by race and ethnicity, household income,
students who are English learners, and students who have an
individualized education program.
(e) The State Superintendent of Education shall appoint a
committee of no more than 21 members, consisting of parents,
teachers, school administrators, assessment experts, and
regional superintendents of schools, to review, on an ongoing
basis, the content and design of the assessment, the collective
results of the assessment as measured against
kindergarten-readiness standards, and other issues involving
the assessment as identified by the committee.
The committee shall make periodic recommendations to the

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State Superintendent of Education and the General Assembly
concerning the assessments.
(f) The State Board may adopt rules to implement and
administer this Section.
(105 ILCS 5/27A-5)
Sec. 27A-5. Charter school; legal entity; requirements.
(a) A charter school shall be a public, nonsectarian,
nonreligious, non-home based, and non-profit school. A charter
school shall be organized and operated as a nonprofit
corporation or other discrete, legal, nonprofit entity
authorized under the laws of the State of Illinois.
(b) A charter school may be established under this Article
by creating a new school or by converting an existing public
school or attendance center to charter school status. Beginning
on April 16, 2003 (the effective date of Public Act 93-3), in
all new applications to establish a charter school in a city
having a population exceeding 500,000, operation of the charter
school shall be limited to one campus. The changes made to this
Section by Public Act 93-3 do not apply to charter schools
existing or approved on or before April 16, 2003 (the effective
date of Public Act 93-3).
(b-5) In this subsection (b-5), "virtual-schooling" means
a cyber school where students engage in online curriculum and
instruction via the Internet and electronic communication with
their teachers at remote locations and with students

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participating at different times.
From April 1, 2013 through December 31, 2016, there is a
moratorium on the establishment of charter schools with
virtual-schooling components in school districts other than a
school district organized under Article 34 of this Code. This
moratorium does not apply to a charter school with
virtual-schooling components existing or approved prior to
April 1, 2013 or to the renewal of the charter of a charter
school with virtual-schooling components already approved
prior to April 1, 2013.
(c) A charter school shall be administered and governed by
its board of directors or other governing body in the manner
provided in its charter. The governing body of a charter school
shall be subject to the Freedom of Information Act and the Open
Meetings Act. No later than January 1, 2021 (one year after the
effective date of Public Act 101-291) this amendatory Act of
the 101st General Assembly, a charter school's board of
directors or other governing body must include at least one
parent or guardian of a pupil currently enrolled in the charter
school who may be selected through the charter school or a
charter network election, appointment by the charter school's
board of directors or other governing body, or by the charter
school's Parent Teacher Organization or its equivalent.
(c-5) No later than January 1, 2021 (one year after the
effective date of Public Act 101-291) this amendatory Act of
the 101st General Assembly or within the first year of his or

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her first term, every voting member of a charter school's board
of directors or other governing body shall complete a minimum
of 4 hours of professional development leadership training to
ensure that each member has sufficient familiarity with the
board's or governing body's role and responsibilities,
including financial oversight and accountability of the
school, evaluating the principal's and school's performance,
adherence to the Freedom of Information Act and the Open
Meetings Act Acts, and compliance with education and labor law.
In each subsequent year of his or her term, a voting member of
a charter school's board of directors or other governing body
shall complete a minimum of 2 hours of professional development
training in these same areas. The training under this
subsection may be provided or certified by a statewide charter
school membership association or may be provided or certified
by other qualified providers approved by the State Board of
Education.
(d) For purposes of this subsection (d), "non-curricular
health and safety requirement" means any health and safety
requirement created by statute or rule to provide, maintain,
preserve, or safeguard safe or healthful conditions for
students and school personnel or to eliminate, reduce, or
prevent threats to the health and safety of students and school
personnel. "Non-curricular health and safety requirement" does
not include any course of study or specialized instructional
requirement for which the State Board has established goals and

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learning standards or which is designed primarily to impart
knowledge and skills for students to master and apply as an
outcome of their education.
A charter school shall comply with all non-curricular
health and safety requirements applicable to public schools
under the laws of the State of Illinois. On or before September
1, 2015, the State Board shall promulgate and post on its
Internet website a list of non-curricular health and safety
requirements that a charter school must meet. The list shall be
updated annually no later than September 1. Any charter
contract between a charter school and its authorizer must
contain a provision that requires the charter school to follow
the list of all non-curricular health and safety requirements
promulgated by the State Board and any non-curricular health
and safety requirements added by the State Board to such list
during the term of the charter. Nothing in this subsection (d)
precludes an authorizer from including non-curricular health
and safety requirements in a charter school contract that are
not contained in the list promulgated by the State Board,
including non-curricular health and safety requirements of the
authorizing local school board.
(e) Except as otherwise provided in the School Code, a
charter school shall not charge tuition; provided that a
charter school may charge reasonable fees for textbooks,
instructional materials, and student activities.
(f) A charter school shall be responsible for the

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management and operation of its fiscal affairs including, but
not limited to, the preparation of its budget. An audit of each
charter school's finances shall be conducted annually by an
outside, independent contractor retained by the charter
school. To ensure financial accountability for the use of
public funds, on or before December 1 of every year of
operation, each charter school shall submit to its authorizer
and the State Board a copy of its audit and a copy of the Form
990 the charter school filed that year with the federal
Internal Revenue Service. In addition, if deemed necessary for
proper financial oversight of the charter school, an authorizer
may require quarterly financial statements from each charter
school.
(g) A charter school shall comply with all provisions of
this Article, the Illinois Educational Labor Relations Act, all
federal and State laws and rules applicable to public schools
that pertain to special education and the instruction of
English learners, and its charter. A charter school is exempt
from all other State laws and regulations in this Code
governing public schools and local school board policies;
however, a charter school is not exempt from the following:
(1) Sections 10-21.9 and 34-18.5 of this Code regarding
criminal history records checks and checks of the Statewide
Sex Offender Database and Statewide Murderer and Violent
Offender Against Youth Database of applicants for
employment;

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(2) Sections 10-20.14, 10-22.6, 24-24, 34-19, and
34-84a of this Code regarding discipline of students;
(3) the Local Governmental and Governmental Employees
Tort Immunity Act;
(4) Section 108.75 of the General Not For Profit
Corporation Act of 1986 regarding indemnification of
officers, directors, employees, and agents;
(5) the Abused and Neglected Child Reporting Act;
(5.5) subsection (b) of Section 10-23.12 and
subsection (b) of Section 34-18.6 of this Code;
(6) the Illinois School Student Records Act;
(7) Section 10-17a of this Code regarding school report
cards;
(8) the P-20 Longitudinal Education Data System Act;
(9) Section 27-23.7 of this Code regarding bullying
prevention;
(10) Section 2-3.162 of this Code regarding student
discipline reporting;
(11) Sections 22-80 and 27-8.1 of this Code;
(12) Sections 10-20.60 and 34-18.53 of this Code;
(13) Sections 10-20.63 and 34-18.56 of this Code;
(14) Section 26-18 of this Code;
(15) Section 22-30 of this Code; and
(16) Sections 24-12 and 34-85 of this Code; .
(17) the (16) The Seizure Smart School Act; and .
(18) Section 2-3.64a-10 of this Code.

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The change made by Public Act 96-104 to this subsection (g)
is declaratory of existing law.
(h) A charter school may negotiate and contract with a
school district, the governing body of a State college or
university or public community college, or any other public or
for-profit or nonprofit private entity for: (i) the use of a
school building and grounds or any other real property or
facilities that the charter school desires to use or convert
for use as a charter school site, (ii) the operation and
maintenance thereof, and (iii) the provision of any service,
activity, or undertaking that the charter school is required to
perform in order to carry out the terms of its charter.
However, a charter school that is established on or after April
16, 2003 (the effective date of Public Act 93-3) and that
operates in a city having a population exceeding 500,000 may
not contract with a for-profit entity to manage or operate the
school during the period that commences on April 16, 2003 (the
effective date of Public Act 93-3) and concludes at the end of
the 2004-2005 school year. Except as provided in subsection (i)
of this Section, a school district may charge a charter school
reasonable rent for the use of the district's buildings,
grounds, and facilities. Any services for which a charter
school contracts with a school district shall be provided by
the district at cost. Any services for which a charter school
contracts with a local school board or with the governing body
of a State college or university or public community college

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shall be provided by the public entity at cost.
(i) In no event shall a charter school that is established
by converting an existing school or attendance center to
charter school status be required to pay rent for space that is
deemed available, as negotiated and provided in the charter
agreement, in school district facilities. However, all other
costs for the operation and maintenance of school district
facilities that are used by the charter school shall be subject
to negotiation between the charter school and the local school
board and shall be set forth in the charter.
(j) A charter school may limit student enrollment by age or
grade level.
(k) If the charter school is approved by the State Board or
Commission, then the charter school is its own local education
agency.
(Source: P.A. 100-29, eff. 1-1-18; 100-156, eff. 1-1-18;
100-163, eff. 1-1-18; 100-413, eff. 1-1-18; 100-468, eff.
6-1-18; 100-726, eff. 1-1-19; 100-863, eff. 8-14-18; 101-50,
eff. 7-1-20; 101-81, eff. 7-12-19; 101-291, eff. 1-1-20;
101-531, eff. 8-23-19; 101-543, eff. 8-23-19; revised 8-4-20.)
Article 10.
Section 10-5. The Early Intervention Services System Act is
amended by changing Section 11 as follows:

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(325 ILCS 20/11) (from Ch. 23, par. 4161)
Sec. 11. Individualized Family Service Plans.
(a) Each eligible infant or toddler and that infant's or
toddler's family shall receive:
(1) timely, comprehensive, multidisciplinary
assessment of the unique strengths and needs of each
eligible infant and toddler, and assessment of the concerns
and priorities of the families to appropriately assist them
in meeting their needs and identify supports and services
to meet those needs; and
(2) a written Individualized Family Service Plan
developed by a multidisciplinary team which includes the
parent or guardian. The individualized family service plan
shall be based on the multidisciplinary team's assessment
of the resources, priorities, and concerns of the family
and its identification of the supports and services
necessary to enhance the family's capacity to meet the
developmental needs of the infant or toddler, and shall
include the identification of services appropriate to meet
those needs, including the frequency, intensity, and
method of delivering services. During and as part of the
initial development of the individualized family services
plan, and any periodic reviews of the plan, the
multidisciplinary team may seek consultation from the lead
agency's designated experts, if any, to help determine
appropriate services and the frequency and intensity of

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those services. All services in the individualized family
services plan must be justified by the multidisciplinary
assessment of the unique strengths and needs of the infant
or toddler and must be appropriate to meet those needs. At
the periodic reviews, the team shall determine whether
modification or revision of the outcomes or services is
necessary.
(b) The Individualized Family Service Plan shall be
evaluated once a year and the family shall be provided a review
of the Plan at 6 month intervals or more often where
appropriate based on infant or toddler and family needs. The
lead agency shall create a quality review process regarding
Individualized Family Service Plan development and changes
thereto, to monitor and help assure that resources are being
used to provide appropriate early intervention services.
(c) The initial evaluation and initial assessment and
initial Plan meeting must be held within 45 days after the
initial contact with the early intervention services system.
The 45-day timeline does not apply for any period when the
child or parent is unavailable to complete the initial
evaluation, the initial assessments of the child and family, or
the initial Plan meeting, due to exceptional family
circumstances that are documented in the child's early
intervention records, or when the parent has not provided
consent for the initial evaluation or the initial assessment of
the child despite documented, repeated attempts to obtain

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parental consent. As soon as exceptional family circumstances
no longer exist or parental consent has been obtained, the
initial evaluation, the initial assessment, and the initial
Plan meeting must be completed as soon as possible. With
parental consent, early intervention services may commence
before the completion of the comprehensive assessment and
development of the Plan.
(d) Parents must be informed that early intervention
services shall be provided to each eligible infant and toddler,
to the maximum extent appropriate, in the natural environment,
which may include the home or other community settings. Parents
shall make the final decision to accept or decline early
intervention services. A decision to decline such services
shall not be a basis for administrative determination of
parental fitness, or other findings or sanctions against the
parents. Parameters of the Plan shall be set forth in rules.
(e) The regional intake offices shall explain to each
family, orally and in writing, all of the following:
(1) That the early intervention program will pay for
all early intervention services set forth in the
individualized family service plan that are not covered or
paid under the family's public or private insurance plan or
policy and not eligible for payment through any other third
party payor.
(2) That services will not be delayed due to any rules
or restrictions under the family's insurance plan or

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policy.
(3) That the family may request, with appropriate
documentation supporting the request, a determination of
an exemption from private insurance use under Section
13.25.
(4) That responsibility for co-payments or
co-insurance under a family's private insurance plan or
policy will be transferred to the lead agency's central
billing office.
(5) That families will be responsible for payments of
family fees, which will be based on a sliding scale
according to the State's definition of ability to pay which
is comparing household size and income to the sliding scale
and considering out-of-pocket medical or disaster
expenses, and that these fees are payable to the central
billing office. Families who fail to provide income
information shall be charged the maximum amount on the
sliding scale.
(f) The individualized family service plan must state
whether the family has private insurance coverage and, if the
family has such coverage, must have attached to it a copy of
the family's insurance identification card or otherwise
include all of the following information:
(1) The name, address, and telephone number of the
insurance carrier.
(2) The contract number and policy number of the

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insurance plan.
(3) The name, address, and social security number of
the primary insured.
(4) The beginning date of the insurance benefit year.
(g) A copy of the individualized family service plan must
be provided to each enrolled provider who is providing early
intervention services to the child who is the subject of that
plan.
(h) Children receiving services under this Act shall
receive a smooth and effective transition by their third
birthday consistent with federal regulations adopted pursuant
to Sections 1431 through 1444 of Title 20 of the United States
Code. Beginning July 1, 2022, children who receive early
intervention services prior to their third birthday and are
found eligible for an individualized education program under
the Individuals with Disabilities Education Act, 20 U.S.C.
1414(d)(1)(A), and under Section 14-8.02 of the School Code and
whose birthday falls between May 1 and August 31 may continue
to receive early intervention services until the beginning of
the school year following their third birthday in order to
minimize gaps in services, ensure better continuity of care,
and align practices for the enrollment of preschool children
with special needs to the enrollment practices of typically
developing preschool children.
(Source: P.A. 97-902, eff. 8-6-12; 98-41, eff. 6-28-13.)

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Article 15.
Section 15-1. Short title. This Article may be cited as the
Equitable Early Childhood Education and Care Act. References in
this Article to "this Act" mean this Article.
Section 15-5. Findings; policies.
(a) The General Assembly finds the following:
(1) Long-standing research shows that high-quality
early childhood experiences have an impact on children's
short-term and long-term outcomes, such as educational
attainment, health, and lifetime income, particularly for
children from low-income families.
(2) Early childhood education and care programs
provide child care so parents can maintain stable
employment, provide for themselves and their families, and
advance their career or educational goals.
(3) Illinois has a vigorous early childhood education
and care industry composed of programs that serve children
under the age of 6, including preschool and child care in
schools, centers, and homes; these programs also include
home visiting and services for young children with special
needs.
(4) A significant portion of the early childhood
workforce and of family child care providers are Black and
Latinx women.

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(5) Illinois was among the first states in the nation
to enact the Pre-K At-Risk program and services for infants
and toddlers in the 1980s and reaffirmed this commitment to
early childhood education in 2006 by creating Preschool for
All to offer State-funded, high-quality preschool to
3-year-olds and 4-year-olds.
(6) Illinois was one of the first states in the nation
to commit education funding to very young children and to
have a statutory commitment to grow funding for
infant-toddler services as it grows preschool services,
including prenatal supports like home visitors and doulas.
(7) Countless children and families have benefitted
from these services over these decades and have had the
opportunity to enter school ready to learn and succeed.
(8) Despite progress made by the State, too few
children, particularly those from Black, Latinx, and
low-income households and child care deserts, have access
to high-quality early childhood education and care
services, due to both the availability and affordability of
quality services.
(9) In 2019, only 29% of all children in Illinois
entered kindergarten "ready"; only 21% of Black children,
17% of Latinx children, 14% of English Learners, 14% of
children with IEPs, and 20% of children on free and reduced
lunch demonstrated readiness, highlighting the critical
work Illinois must do to close gaps in opportunity and

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outcomes.
(10) The State's early childhood education and care
programs are maintained across 3 state agencies, which
leads to inefficiencies, lack of alignment, challenges to
collecting comprehensive data around services and needs of
children and families, and obstacles for both children and
families and the early childhood education and care
providers to navigate the fragmented system and ensure
children receive high-quality services that meet their
needs.
(11) The State's current mechanisms for payment to
early childhood education and care providers may not
incentivize quality services and can lead to payment
delays, lack of stability of providers, and the inability
of providers to provide appropriate compensation to the
workforce and support quality programming.
(12) Illinois must advance a just system for early
childhood education and care that ensures racially and
economically equitable opportunities and outcomes for all
children.
(13) In 2017, Illinois became a national leader in
passing the K-12 Evidence-Based Funding formula for public
schools, creating a mechanism to adequately fund and
equitably disburse resources throughout the State and
prioritize funding for school districts that need it most.
(b) The General Assembly supports the following goals of

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the Illinois Commission on Equitable Early Childhood Education
and Care Funding:
(1) To create a more equitable, efficient, and
effective system and thereby increase access to
high-quality services, particularly to serve more Black
and Latinx children and populations of children where
children of color may be disproportionately represented,
such as: children from low-income households, with
disabilities, experiencing homelessness, and participating
in the child welfare system; English learners; and children
from households in which English is not the primary
language spoken.
(2) To ensure a more equitable system, we support the
Commission's goal of consolidating programs and services
into a single, adequately staffed State agency to align and
coordinate services, to decrease barriers to access for
families and make it easier for them to navigate the
system, and to better collect, use, and report
comprehensive data to ensure disparities in services are
addressed.
(3) To ensure equitable and adequate funding to expand
access to high-quality services and increase compensation
of this vital workforce, a significant proportion of which
are Black and Latinx women. The General Assembly encourages
the State to commit to a multi-year plan designed to move
the State toward adequate funding over time.

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(4) To redesign the mechanisms by which the State pays
providers of early childhood education and care services to
ensure provider stability, capacity, and quality and to
make sure providers and services are available to families
throughout the State, including in areas of child care
deserts and concentrated poverty.
(5) To ensure comprehensive data on children and
families' access to and participation in programs and
resulting outcomes, including, but not limited to,
kindergarten readiness, to understand and address the
degree to which the State is reaching children and families
and ensuring equitable opportunity and outcomes.
(c) The General Assembly encourages the State to create a
planning process and timeline, with a designated body
accountable for implementing the Commission's recommendations,
that includes engagement of parents, providers, communities,
experts, and other stakeholders and to regularly evaluate the
impact of the implementation of the Commission's
recommendations to ensure they impact children, families, and
communities as intended and lead to a more equitable early
childhood education and care system for Illinois.
Article 20.
Section 20-1. Short title. This Article may be cited as the
Data Governance and Organization to Support Equity and Racial

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Justice Act. References in this Article to "this Act" mean this
Article.
Section 20-5. Findings. The General Assembly finds the
following:
(1) The State of Illinois spends billions of dollars
annually on grants and programs to ensure that all
Illinoisans have the economic, health and safety,
educational, and other opportunities to be successful, but
it is still insufficient to serve all the needs of all
Illinoisans.
(2) To be good fiscal stewards of State funds, it is
necessary to ensure that the limited State funding is spent
on the right services, at the right time, in the right
dosages, to the right individuals, and in the most
equitable manner.
(3) Historical equity gaps exist in the administration
of programs across the State and understanding where these
exist is necessary for adjusting program scopes and
ensuring that gaps can be found and rectified quickly.
(4) Different subpopulations of individuals may have
different needs and may experience different outcomes from
similar programs.
(5) Measuring average outcomes across an entire
population is insufficient to understand the equity
impacts of a program on specific subpopulations.

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(6) Silos in information sharing exist across agencies
and that measuring the outcomes and impacts of programs
requires multiple agencies to share data.
(7) There is no existing mechanism for agencies to
ensure they are collecting information on programs that can
be easily matched to other agencies to understand program
effectiveness, as well as equity and access gaps that may
exist.
(8) The establishment of a system of data governance
and improved analytic capability is critical to support
equitable provision of services and the evaluation of
equitable outcomes for the citizens of Illinois.
(9) Sound data collection, reporting, and analysis is
necessary to ensure that practice and policy decisions and
outcomes are driven by a culture of data use and actionable
information that supports equity and engages stakeholders.
(10) Data governance and the classification of data is
a critical component of improving the security and privacy
of data.
(11) The P-20 Longitudinal Education Data System Act,
enacted by Public Act 96-107, was created in 2009 to
develop the capacity to match data across agencies and
provide for improved data analytics across education
agencies.
(12) The P-20 Longitudinal Education Data System has
expanded to include the incorporation of human services,

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workforce, and education agencies.
(13) The implementation of the P-20 Longitudinal
Education Data System has allowed the State to improve its
ability to manage and to bring together data across
agencies.
(14) Merging data across agencies has highlighted the
degree to which there are different approaches to capturing
similar data across agencies, including how race and
ethnicity data are captured.
(15) The State of Illinois needs to establish common
processes and procedures for all of the following:
(A) Cataloging data.
(B) Managing data requests.
(C) Sharing data.
(D) Collecting data.
(E) Matching data across agencies.
(F) Developing research and analytic agendas.
(G) Reporting on program participation
disaggregated by race and ethnicity.
(H) Evaluating equitable outcomes for underserved
populations in Illinois.
(I) Defining common roles for data management
across agencies.
Section 20-10. Definitions. In this Act:
"Board" means the State Board of Education.

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"Department" means any of the following: the Department on
Aging, the Department of Central Management Services, the
Department of Children and Family Services, the Department of
Corrections, the Department of Juvenile Justice, the Illinois
Department of Labor, the Department of Healthcare and Family
Services, the Department of Human Services, the Department of
Public Health, or the Illinois Department of Transportation.
Section 20-15. Data Governance and Organization to Support
Equity and Racial Justice.
(a) On or before July 1, 2022 and each July 1 thereafter,
the Board and the Department shall report statistical data on
the racial and ethnic demographics of program participants for
each major program administered by the Board or the Department.
Except as provided in subsection (b), when reporting the data
required under this Section, the Board or the Department shall
use the same racial and ethnic classifications for each
program, which shall include, but not be limited to, the
following:
(1) American Indian and Alaska Native alone.
(2) Asian alone.
(3) Black or African American alone.
(4) Hispanic or Latino of any race.
(5) Native Hawaiian and Other Pacific Islander alone.
(6) White alone.
(7) Some other race alone.

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(8) Two or more races.
The Board and the Department may further define, by rule,
the racial and ethnic classifications, including, if
necessary, a classification of "No Race Specified".
(c) If a program administered by the Board or the
Department is subject to federal reporting requirements that
include the collection and public reporting of statistical data
on the racial and ethnic demographics of program participants,
the Department may maintain the same racial and ethnic
classifications used under the federal requirements if such
classifications differ from the classifications listed in
subsection (a).
(d) The Department of Innovation and Technology shall
assist the Board and the Department by establishing common
technological processes and procedures for the Board and the
Department to:
(1) Catalog data.
(2) Identify similar fields in datasets.
(3) Manage data requests.
(4) Share data.
(5) Collect data.
(6) Improve and clean data.
(7) Match data across the Board and Departments.
(8) Develop research and analytic agendas.
(9) Report on program participation disaggregated by
race and ethnicity.

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(10) Evaluate equitable outcomes for underserved
populations in Illinois.
(11) Define common roles for data management.
(12) Ensure that all major programs can report
disaggregated data by race and ethnicity.
The Board and the Department shall use the common
technological processes and procedures established by the
Department of Innovation and Technology.
(e) If the Board or the Department is unable to begin
reporting the data required by subsection (a) by July 1, 2022,
the Board or the Department shall state the reasons for the
delay under the reporting requirements.
(f) By no later than March 31, 2022, the Board and the
Department shall provide a progress report to the General
Assembly to disclose: (i) the programs and datasets that have
been cataloged for which race and ethnicity has been
standardized; and (ii) to the extent possible, the datasets and
programs that are outstanding for each agency and the datasets
that are planned for the upcoming year. On or before March 31,
2023, and each year thereafter, the Board and Departments shall
provide an updated report to the General Assembly.
(g) By no later than October 31, 2021, the Governor's
Office shall provide a plan to establish processes for input
from the Board and the Department into processes outlined in
subsection (b). The plan shall incorporate ongoing efforts at
data interoperability within the Department and the governance

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established to support the P-20 Longitudinal Education Data
System enacted by Public Act 96-107.
(h) Nothing in this Section shall be construed to limit the
rights granted to individuals or data sharing protections
established under existing State and federal data privacy and
security laws.
Section 20-20. Construction of Act. Nothing in this Act
shall be construed to limit the rights granted to individuals
or data sharing protections established under existing State
and federal data privacy and security laws.
Article 25.
Section 25-5. The School Code is amended by adding Section
22-90 as follows:
(105 ILCS 5/22-90 new)
Sec. 22-90. Whole Child Task Force.
(a) The General Assembly makes all of the following
findings:
(1) The COVID-19 pandemic has exposed systemic
inequities in American society. Students, educators, and
families throughout this State have been deeply affected by
the pandemic, and the impact of the pandemic will be felt
for years to come. The negative consequences of the

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pandemic have impacted students and communities
differently along the lines of race, income, language, and
special needs. However, students in this State faced
significant unmet physical health, mental health, and
social and emotional needs even prior to the pandemic.
(2) The path to recovery requires a commitment from
adults in this State to address our students cultural,
physical, emotional, and mental health needs and to provide
them with stronger and increased systemic support and
intervention.
(3) It is well documented that trauma and toxic stress
diminish a child's ability to thrive. Forms of childhood
trauma and toxic stress include adverse childhood
experiences, systemic racism, poverty, food and housing
insecurity, and gender-based violence. The COVID-19
pandemic has exacerbated these issues and brought them into
focus.
(4) It is estimated that, overall, approximately 40% of
children in this State have experienced at least one
adverse childhood experience and approximately 10% have
experienced 3 or more adverse childhood experiences.
However, the number of adverse childhood experiences is
higher for Black and Hispanic children who are growing up
in poverty. The COVID-19 pandemic has amplified the number
of students who have experienced childhood trauma. Also,
the COVID-19 pandemic has highlighted preexisting

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inequities in school disciplinary practices that
disproportionately impact Black and Brown students.
Research shows, for example, that girls of color are
disproportionately impacted by trauma, adversity, and
abuse, and instead of receiving the care and
trauma-informed support they may need, many Black girls in
particular face disproportionately harsh disciplinary
measures.
(5) The cumulative effects of trauma and toxic stress
adversely impact the physical health of students, as well
as their ability to learn, form relationships, and
self-regulate. If left unaddressed, these effects increase
a student's risk for depression, alcoholism, anxiety,
asthma, smoking, and suicide, all of which are risks that
disproportionately affect Black youth and may lead to a
host of medical diseases as an adult. Access to infant and
early childhood mental health services is critical to
ensure the social and emotional well-being of this State's
youngest children, particularly those children who have
experienced trauma.
(6) Although this State enacted measures through
Public Act 100-105 to address the high rate of early care
and preschool expulsions of infants, toddlers, and
preschoolers and the disproportionately higher rate of
expulsion for Black and Hispanic children, a recent study
found a wide variation in the awareness, understanding, and

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compliance with the law by providers of early childhood
care. Further work is needed to implement the law, which
includes providing training to early childhood care
providers to increase their understanding of the law,
increasing the availability and access to infant and early
childhood mental health services, and building aligned
data collection systems to better understand expulsion
rates and to allow for accurate reporting as required by
the law.
(7) Many educators and schools in this State have
embraced and implemented evidenced-based restorative
justice and trauma-responsive and culturally relevant
practices and interventions. However, the use of these
interventions on students is often isolated or is
implemented occasionally and only if the school has the
appropriate leadership, resources, and partners available
to engage seriously in this work. It would be malpractice
to deny our students access to these practices and
interventions, especially in the aftermath of a
once-in-a-century pandemic.
(b) The Whole Child Task Force is created for the purpose
of establishing an equitable, inclusive, safe, and supportive
environment in all schools for every student in this State. The
task force shall have all of the following goals, which means
key steps have to be taken to ensure that every child in every
school in this State has access to teachers, social workers,

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school leaders, support personnel, and others who have been
trained in evidenced-based interventions and restorative
practices:
(1) To create a common definition of a
trauma-responsive school, a trauma-responsive district,
and a trauma-responsive community.
(2) To outline the training and resources required to
create and sustain a system of support for
trauma-responsive schools, districts, and communities and
to identify this State's role in that work, including
recommendations concerning options for redirecting
resources from school resource officers to classroom-based
support.
(3) To identify or develop a process to conduct an
analysis of the organizations that provide training in
restorative practices, implicit bias, anti-racism, and
trauma-responsive systems, mental health services, and
social and emotional services to schools.
(4) To provide recommendations concerning the key data
to be collected and reported to ensure that this State has
a full and accurate understanding of the progress toward
ensuring that all schools, including programs and
providers of care to pre-kindergarten children, employ
restorative, anti-racist, and trauma-responsive strategies
and practices. The data collected must include information
relating to the availability of trauma responsive support

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structures in schools as well as disciplinary practices
employed on students in person or through other means,
including during remote or blended learning. It should also
include information on the use of, and funding for, school
resource officers and other similar police personnel in
school programs.
(5) To recommend an implementation timeline, including
the key roles, responsibilities, and resources to advance
this State toward a system in which every school, district,
and community is progressing toward becoming
trauma-responsive.
(6) To seek input and feedback from stakeholders,
including parents, students, and educators, who reflect
the diversity of this State.
(c) Members of the Whole Child Task Force shall be
appointed by the State Superintendent of Education. Members of
this task force must represent the diversity of this State and
possess the expertise needed to perform the work required to
meet the goals of the task force set forth under subsection
(a). Members of the task force shall include all of the
following:
(1) One member of a statewide professional teachers'
organization.
(2) One member of another statewide professional
teachers' organization.
(3) One member who represents a school district serving

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a community with a population of 500,000 or more.
(4) One member of a statewide organization
representing social workers.
(5) One member of an organization that has specific
expertise in trauma-responsive school practices and
experience in supporting schools in developing
trauma-responsive and restorative practices.
(6) One member of another organization that has
specific expertise in trauma-responsive school practices
and experience in supporting schools in developing
trauma-responsive and restorative practices.
(7) One member of a statewide organization that
represents school administrators.
(8) One member of a statewide policy organization that
works to build a healthy public education system that
prepares all students for a successful college, career, and
civic life.
(9) One member of a statewide organization that brings
teachers together to identify and address issues critical
to student success.
(10) One member of the General Assembly recommended by
the President of the Senate.
(11) One member of the General Assembly recommended by
the Speaker of the House of Representatives.
(12) One member of the General Assembly recommended by
the Minority Leader of the Senate.

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(13) One member of the General Assembly recommended by
the Minority Leader of the House of Representatives.
(14) One member of a civil rights organization that
works actively on issues regarding student support.
(15) One administrator from a school district that has
actively worked to develop a system of student support that
uses a trauma-informed lens.
(16) One educator from a school district that has
actively worked to develop a system of student support that
uses a trauma-informed lens.
(17) One member of a youth-led organization.
(18) One member of an organization that has
demonstrated expertise in restorative practices.
(19) One member of a coalition of mental health and
school practitioners who assist schools in developing and
implementing trauma-informed and restorative strategies
and systems.
(20) One member of an organization whose mission is to
promote the safety, health, and economic success of
children, youth, and families in this State.
(21) One member who works or has worked as a
restorative justice coach or disciplinarian.
(22) One member who works or has worked as a social
worker.
(23) One member of the State Board of Education.
(24) One member who represents a statewide principals'

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organization.
(25) One member who represents a statewide
organization of school boards.
(26) One member who has expertise in pre-kindergarten
education.
(27) One member who represents a school social worker
association.
(28) One member who represents an organization that
represents school districts in both the south suburbs and
collar counties.
(29) One member who is a licensed clinical psychologist
who (A) has a doctor of philosophy in the field of clinical
psychology and has an appointment at an independent
free-standing children's hospital located in Chicago, (B)
serves as associate professor at a medical school located
in Chicago, and (C) serves as the clinical director of a
coalition of voluntary collaboration of organizations that
are committed to applying a trauma lens to their efforts on
behalf of families and children in the State.
(30) One member who represents a west suburban school
district.
(d) The Whole Child Task Force shall meet at the call of
the State Superintendent of Education or his or her designee,
who shall serve as as the chairperson. The State Board of
Education shall provide administrative and other support to the
task force. Members of the task force shall serve without

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compensation.
(e) The Whole Child Task Force shall submit a report of its
findings and recommendations to the General Assembly, the
Illinois Legislative Black Caucus, the State Board of
Education, and the Governor on or before February 1, 2022. Upon
submitting its report, the task force is dissolved.
(f) This Section is repealed on February 1, 2023.
Article 35.
Section 35-1. Short title. This Article may be cited as the
Infant/Early Childhood Mental Health Consultations Act.
References in this Article to "this Act" mean this Article.
Section 35-5. Findings; policies.
(a) The General Assembly finds the following:
(1) Social and emotional development is a core
developmental domain in young children and is codified in
the Illinois Early Learning Standards.
(2) Fostering social and emotional development in
early childhood means both providing the supportive
settings and interactions to maximize healthy social and
emotional development for all children, as well as
providing communities, programs, and providers with
systems of tiered supports with training to respond to more
significant social and emotional challenges or where

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experiences of trauma may be more prevalent.
(3) Early care and education programs and providers,
across a range of settings, have an important role to play
in supporting young children and families, especially
those who face greater challenges, such as trauma exposure,
social isolation, pervasive poverty, and toxic stress; if
programs, teaching staff, caregivers, and providers are
not provided with the support, services, and training
needed to accomplish these goals, it can lead to children
and families being asked to leave programs, particularly
without connection to more appropriate services, thereby
creating a disruption in learning and social-emotional
development; investments in reflective supervision,
professional development specific to diversity, equity and
inclusion practice, culturally responsive training,
implicit bias training, and how trauma experienced during
the early years can manifest in challenging behaviors will
create systems for serving children that are informed in
developmentally appropriate and responsive supports.
(4) Studies have shown that the expulsion of infants,
toddlers, and young children in early care and education
settings is occurring at alarmingly high rates, more than 3
times that of students in K-12; further, expulsion occurs
more frequently for Black children and Latinx children and
more frequently for boys than for girls, with Black boys
being most frequently expelled; there is evidence to show

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that the expulsion of Black girls is occurring with
increasing frequency.
(5) Illinois took its first steps toward addressing
this disparity through Public Act 100-105 to prohibit
expulsion due to child behavior in early care and education
settings, but further work is needed to implement this law,
including strengthening provider understanding of a
successful transition and beginning to identify strategies
to reduce "soft expulsions" and to ensure more young
children and their teachers, providers, and caregivers, in
a range of early care and education settings, can benefit
from services, such as Infant/Early Childhood Mental
Health Consultations (I/ECMHC) and positive behavior
interventions and supports such as the Pyramid Model.
(6) I/ECMHC is a critical component needed to align
social-emotional well-being with the public health model
of promotion, prevention, and intervention across early
care and education systems.
(b) The General Assembly encourages that all of the
following actions be taken by:
(1) the State to increase the availability of
Infant/Early Childhood Mental Health Consultations
(I/ECMHC) through increased funding in early childhood
programs and sustainable funding for coordination of
I/ECMHC and other social and emotional support at the State
level;

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(2) the Department of Human Services (IDHS), the
Illinois State Board of Education (ISBE), the Governor's
Office of Early Childhood Development (GOECD), and other
relevant agencies to develop and promote
provider-accessible and parent-accessible materials,
including native language, on the role and value of
I/ECMHC, including targeted promotion in underserved
communities, and promote the use of existing I/ECMHCs, the
I/ECMHC consultant database, or other existing services;
(3) the State to increase funding to promote and
provide training and implementation support for systems of
tiered support, such as the Pyramid Model, across early
childhood settings and urge DHS, ISBE, GOECD, and other
relevant State agencies to coordinate efforts and develop
strategies to provide outreach to and support providers in
underserved communities and communities with fewer
programmatic resources; and
(4) ISBE and DCFS to provide the data required by
Public Act 100-105, even if the data is incomplete at the
time due to data system challenges.
Article 40.
Section 40-5. The Illinois Public Aid Code is amended by
adding Section 5-39 as follows:

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(305 ILCS 5/5-39 new)
Sec. 5-39. Behavioral health services for children;
diagnostic assessment system. Beginning on July 1, 2022, if it
is necessary to provide a diagnostic code for behavioral health
services for children ages 5 and under, providers shall utilize
a developmentally appropriate and age-appropriate diagnostic
assessment system, such as the Diagnostic Classification of
Mental Health and Developmental Disorders of Infancy and Early
Childhood-Revised (DC:0-5), for diagnosis and treatment
planning. If necessary for billing purposes, the provider,
managed care organization, or Department shall utilize the
existing crosswalk tool to convert the developmentally
appropriate and age-appropriate diagnosis code to the relevant
code available in the State system.
By no later than January 1, 2022, the Department shall make
recommendations to the General Assembly on the resources needed
to integrate developmentally appropriate and age-appropriate
diagnostic codes into the State system.
Article 45.
Section 45-1. Short title. This Article may be cited as the
Early Childhood Workforce Act. References in this Article to
"this Act" mean this Article.
Section 45-5. Findings; policies.

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(a) The General Assembly finds the following:
(1) Research shows that early childhood teacher
effectiveness is a predictor for positive developmental
and academic outcomes for children.
(2) The work of early childhood educators is
sophisticated and central to the healthy learning and
development of young children and takes place in a range of
settings, including schools, community-based centers, and
homes.
(3) It is critically important for children's outcomes
to have educators that reflect the diversity of the
families and communities they serve.
(4) The early childhood workforce is more racially
diverse than the K-12 workforce, and its members hold
degrees, have earned credentials, and have years of
experience in the field.
(5) The early childhood workforce, particularly those
working in community-based settings and those working with
infants and toddlers, often are not paid wages aligned to
the sophistication of their work and level of education.
(6) All regions and settings have difficulty finding
qualified teachers.
(7) A disproportionate number of Black and Latinx women
serve in essential, frontline positions but are
underrepresented as lead teachers and in program
leadership where credentials and degrees are required.

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(8) The early childhood workforce faces multiple
barriers to additional credential and degree attainment
that lead to career advancement and higher levels of
compensation.
(b) The General Assembly encourages all of the following:
(1) The Department of Human Services to undertake an
analysis of teacher data in the Gateways Registry to
determine those individuals who are close to their next
credential or degree, including information where
available in the Registry such as their geographic
location, demographics, work setting, and age groups of
children for whom they are responsible.
(2) The Department of Human Services to conduct
outreach and provide targeted coaching and access to
financial supports, including, but not limited to,
scholarships and debt relief, in a way that prioritizes
increasing the diversity of the teacher pipeline,
including bilingual providers and educators, regions of
the State with the highest need, and children in age groups
with the greatest teacher shortages.
(3) The State Board of Education to provide additional
financial support to candidates and provide this support to
all candidates regardless of the setting in which they work
and the credentials they are currently seeking,
prioritizing those by greatest need in the early childhood
field.

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(4) The Department of Human Services to provide annual
reports on who receives these and other scholarships or
other financial support administered by the Department or
the State Board of Education by geographic location,
demographics, work setting, age groups of children served,
and credential/degree attainment as available.
(5) The Board of Higher Education, in the course of
their strategic planning process, to review the barriers
experienced by the early childhood workforce and by
teachers of color, in particular in accessing and
completing the needed coursework to attain additional
credentials and degrees, and to recommend policy or
practice changes to better meet the needs of this
workforce, which is largely comprised of non-traditional
students and women of color.
(6) The State Board of Education and the Department of
Human Services to prioritize reducing compensation
disparities between the early childhood workforce and
their K-12 counterparts and disparities within the early
childhood workforce between setting and age groups in which
they work, as funding becomes available.
Article 50.
Section 50-5. The School Code is amended by adding Section
2-3.183 and by changing Section 27-22 as follows:

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(105 ILCS 5/2-3.183 new)
Sec. 2-3.183. Review of university admission coursework.
(a) The State Board of Education shall make the review
compiled under Section 9.40 of the Board of Higher Education
Act available to the public on its Internet website.
(b) To ensure that every public high school student
understands the course expectations for admission into a public
university in this State, a school district must make available
to students in grades 8 through 12 and their parents or
guardians the review compiled under Section 9.40 of the Board
of Higher Education Act before the student's course schedule is
finalized for the student's particular grade level.
(c) To ensure that a public high school student is not
excluded from enrolling in a public university in this State
because of a lack of access to required or recommended
coursework, beginning with the 2022-2023 school year and each
school year thereafter, every public high school must provide
access to each course identified in the review compiled under
Section 9.40 of the Board of Higher Education Act to any of its
students who request to enroll in the course. If the public
high school is unable to offer the course through the school
district, the public high school must find an alternative way
to offer the course to the student, which may include
partnering with another school district, a community college
district, an institution of higher education, or some other

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course provider. No student shall be excluded from
participation in a course identified in the review due to
financial reasons. Any course offered pursuant to this Section
as a dual credit course shall be developed and offered in
accordance with the Dual Credit Quality Act.
(105 ILCS 5/27-22) (from Ch. 122, par. 27-22)
Sec. 27-22. Required high school courses.
(a) (Blank).
(b) (Blank).
(c) (Blank).
(d) (Blank).
(e) Through the 2023-2024 school year, as As a prerequisite
to receiving a high school diploma, each pupil entering the 9th
grade must, in addition to other course requirements,
successfully complete all of the following courses:
(1) Four years of language arts.
(2) Two years of writing intensive courses, one of
which must be English and the other of which may be English
or any other subject. When applicable, writing-intensive
courses may be counted towards the fulfillment of other
graduation requirements.
(3) Three years of mathematics, one of which must be
Algebra I, one of which must include geometry content, and
one of which may be an Advanced Placement computer science
course. A mathematics course that includes geometry

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content may be offered as an integrated, applied,
interdisciplinary, or career and technical education
course that prepares a student for a career readiness path.
(4) Two years of science.
(5) Two years of social studies, of which at least one
year must be history of the United States or a combination
of history of the United States and American government
and, beginning with pupils entering the 9th grade in the
2016-2017 school year and each school year thereafter, at
least one semester must be civics, which shall help young
people acquire and learn to use the skills, knowledge, and
attitudes that will prepare them to be competent and
responsible citizens throughout their lives. Civics course
content shall focus on government institutions, the
discussion of current and controversial issues, service
learning, and simulations of the democratic process.
School districts may utilize private funding available for
the purposes of offering civics education.
(6) One year chosen from (A) music, (B) art, (C)
foreign language, which shall be deemed to include American
Sign Language, or (D) vocational education.
(e-5) Beginning with the 2024-2025 school year, as a
prerequisite to receiving a high school diploma, each pupil
entering the 9th grade must, in addition to other course
requirements, successfully complete all of the following
courses:

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(1) Four years of language arts.
(2) Two years of writing intensive courses, one of
which must be English and the other of which may be English
or any other subject. If applicable, writing-intensive
courses may be counted toward the fulfillment of other
graduation requirements.
(3) Three years of mathematics, one of which must be
Algebra I, one of which must include geometry content, and
one of which may be an Advanced Placement computer science
course. A mathematics course that includes geometry
content may be offered as an integrated, applied,
interdisciplinary, or career and technical education
course that prepares a student for a career readiness path.
(4) Two years of laboratory science.
(5) Two years of social studies, of which at least one
year must be history of the United States or a combination
of history of the United States and American government and
at least one semester must be civics, which shall help
young people acquire and learn to use the skills,
knowledge, and attitudes that will prepare them to be
competent and responsible citizens throughout their lives.
Civics course content shall focus on government
institutions, the discussion of current and controversial
issues, service learning, and simulations of the
democratic process. School districts may utilize private
funding available for the purposes of offering civics

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education.
(6) One year chosen from (A) music, (B) art, (C)
foreign language, which shall be deemed to include American
Sign Language, or (D) vocational education.
(e-10) Beginning with the 2028-2029 school year, as a
prerequisite to receiving a high school diploma, each pupil
entering the 9th grade must, in addition to other course
requirements, successfully complete 2 years of foreign
language courses, which may include American Sign Language. A
pupil may choose a third year of foreign language to satisfy
the requirement under paragraph (6) of subsection (e-5).
(f) The State Board of Education shall develop and inform
school districts of standards for writing-intensive
coursework.
(f-5) If a school district offers an Advanced Placement
computer science course to high school students, then the
school board must designate that course as equivalent to a high
school mathematics course and must denote on the student's
transcript that the Advanced Placement computer science course
qualifies as a mathematics-based, quantitative course for
students in accordance with subdivision (3) of subsection (e)
of this Section.
(g) This amendatory Act of 1983 does not apply to pupils
entering the 9th grade in 1983-1984 school year and prior
school years or to students with disabilities whose course of
study is determined by an individualized education program.

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This amendatory Act of the 94th General Assembly does not
apply to pupils entering the 9th grade in the 2004-2005 school
year or a prior school year or to students with disabilities
whose course of study is determined by an individualized
education program.
Subsection (e-5) does not apply to pupils entering the 9th
grade in the 2023-2024 school year or a prior school year or to
students with disabilities whose course of study is determined
by an individualized education program. Subsection (e-10) does
not apply to pupils entering the 9th grade in the 2027-2028
school year or a prior school year or to students with
disabilities whose course of study is determined by an
individualized education program.
(h) The provisions of this Section are subject to the
provisions of Section 27-22.05 of this Code and the
Postsecondary and Workforce Readiness Act.
(i) The State Board of Education may adopt rules to modify
the requirements of this Section for any students enrolled in
grades 9 through 12 if the Governor has declared a disaster due
to a public health emergency pursuant to Section 7 of the
Illinois Emergency Management Agency Act.
(Source: P.A. 100-443, eff. 8-25-17; 101-464, eff. 1-1-20;
101-643, eff. 6-18-20.)
Section 50-10. The Board of Higher Education Act is amended
by adding Section 9.40 as follows:

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(110 ILCS 205/9.40 new)
Sec. 9.40. Review of university admission coursework.
(a) On or before May 1, 2021 and as needed thereafter, the
Board of Higher Education shall compile a review that
identifies, for each public university in this State, all
courses the university will require or recommend a high school
student take to be admitted to the university as an
undergraduate student for the following school year. The review
shall also include any required coursework or recommended
coursework for a undergraduate admission into a specific
academic major, college, or department of the university for
the following school year. In order to allow public school
districts sufficient time to fulfill their obligations under
subsection (c) of Section 2-3.183 of the School Code, the
review must also identify any new courses that each public
university in this State will add to the review the following
year. No new required or recommended coursework may be added to
a review that has not been identified in the previous year's
review.
(b) The Board of Higher Education shall make the review
compiled under subsection (a) available to the public on its
Internet website.
(c) The Board of Higher Education may adopt any rules
necessary to implement this Section.

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Article 60.
Section 60-5. The School Code is amended by adding Sections
2-3.185, 10-20.73, 10-20.74, and 27-23.15 and by changing
Sections 10-17a and 27-22 as follows:
(105 ILCS 5/2-3.185 new)
Sec. 2-3.185. Computer science standards and courses. On or
before December 1, 2021, the State Board of Education shall:
(1) develop or adopt rigorous learning standards in the
area of computer science; and
(2) analyze and revise, if appropriate, existing
course titles dedicated to computer science or develop a
short list of existing course titles that are recommended
for computer science courses.
(105 ILCS 5/10-17a) (from Ch. 122, par. 10-17a)
Sec. 10-17a. State, school district, and school report
cards.
(1) By October 31, 2013 and October 31 of each subsequent
school year, the State Board of Education, through the State
Superintendent of Education, shall prepare a State report card,
school district report cards, and school report cards, and
shall by the most economic means provide to each school
district in this State, including special charter districts and
districts subject to the provisions of Article 34, the report

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cards for the school district and each of its schools.
(2) In addition to any information required by federal law,
the State Superintendent shall determine the indicators and
presentation of the school report card, which must include, at
a minimum, the most current data collected and maintained by
the State Board of Education related to the following:
(A) school characteristics and student demographics,
including average class size, average teaching experience,
student racial/ethnic breakdown, and the percentage of
students classified as low-income; the percentage of
students classified as English learners; the percentage of
students who have individualized education plans or 504
plans that provide for special education services; the
number and percentage of all students who have been
assessed for placement in a gifted education or advanced
academic program and, of those students: (i) the racial and
ethnic breakdown, (ii) the percentage who are classified as
low-income, and (iii) the number and percentage of students
who received direct instruction from a teacher who holds a
gifted education endorsement and, of those students, the
percentage who are classified as low-income; the
percentage of students scoring at the "exceeds
expectations" level on the assessments required under
Section 2-3.64a-5 of this Code; the percentage of students
who annually transferred in or out of the school district;
average daily attendance; the per-pupil operating

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expenditure of the school district; and the per-pupil State
average operating expenditure for the district type
(elementary, high school, or unit);
(B) curriculum information, including, where
applicable, Advanced Placement, International
Baccalaureate or equivalent courses, dual enrollment
courses, foreign language classes, computer science
courses, school personnel resources (including Career
Technical Education teachers), before and after school
programs, extracurricular activities, subjects in which
elective classes are offered, health and wellness
initiatives (including the average number of days of
Physical Education per week per student), approved
programs of study, awards received, community
partnerships, and special programs such as programming for
the gifted and talented, students with disabilities, and
work-study students;
(C) student outcomes, including, where applicable, the
percentage of students deemed proficient on assessments of
State standards, the percentage of students in the eighth
grade who pass Algebra, the percentage of students who
participated in workplace learning experiences, the
percentage of students enrolled in post-secondary
institutions (including colleges, universities, community
colleges, trade/vocational schools, and training programs
leading to career certification within 2 semesters of high

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school graduation), the percentage of students graduating
from high school who are college and career ready, and the
percentage of graduates enrolled in community colleges,
colleges, and universities who are in one or more courses
that the community college, college, or university
identifies as a developmental course;
(D) student progress, including, where applicable, the
percentage of students in the ninth grade who have earned 5
credits or more without failing more than one core class, a
measure of students entering kindergarten ready to learn, a
measure of growth, and the percentage of students who enter
high school on track for college and career readiness;
(E) the school environment, including, where
applicable, the percentage of students with less than 10
absences in a school year, the percentage of teachers with
less than 10 absences in a school year for reasons other
than professional development, leaves taken pursuant to
the federal Family Medical Leave Act of 1993, long-term
disability, or parental leaves, the 3-year average of the
percentage of teachers returning to the school from the
previous year, the number of different principals at the
school in the last 6 years, the number of teachers who hold
a gifted education endorsement, the process and criteria
used by the district to determine whether a student is
eligible for participation in a gifted education program or
advanced academic program and the manner in which parents

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and guardians are made aware of the process and criteria, 2
or more indicators from any school climate survey selected
or approved by the State and administered pursuant to
Section 2-3.153 of this Code, with the same or similar
indicators included on school report cards for all surveys
selected or approved by the State pursuant to Section
2-3.153 of this Code, and the combined percentage of
teachers rated as proficient or excellent in their most
recent evaluation;
(F) a school district's and its individual schools'
balanced accountability measure, in accordance with
Section 2-3.25a of this Code;
(G) the total and per pupil normal cost amount the
State contributed to the Teachers' Retirement System of the
State of Illinois in the prior fiscal year for the school's
employees, which shall be reported to the State Board of
Education by the Teachers' Retirement System of the State
of Illinois;
(H) for a school district organized under Article 34 of
this Code only, State contributions to the Public School
Teachers' Pension and Retirement Fund of Chicago and State
contributions for health care for employees of that school
district;
(I) a school district's Final Percent of Adequacy, as
defined in paragraph (4) of subsection (f) of Section
18-8.15 of this Code;

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(J) a school district's Local Capacity Target, as
defined in paragraph (2) of subsection (c) of Section
18-8.15 of this Code, displayed as a percentage amount;
(K) a school district's Real Receipts, as defined in
paragraph (1) of subsection (d) of Section 18-8.15 of this
Code, divided by a school district's Adequacy Target, as
defined in paragraph (1) of subsection (b) of Section
18-8.15 of this Code, displayed as a percentage amount;
(L) a school district's administrative costs; and
(M) whether or not the school has participated in the
Illinois Youth Survey. In this paragraph (M), "Illinois
Youth Survey" means a self-report survey, administered in
school settings every 2 years, designed to gather
information about health and social indicators, including
substance abuse patterns and the attitudes of students in
grades 8, 10, and 12; and
(N) whether the school offered its students career and
technical education opportunities.
The school report card shall also provide information that
allows for comparing the current outcome, progress, and
environment data to the State average, to the school data from
the past 5 years, and to the outcomes, progress, and
environment of similar schools based on the type of school and
enrollment of low-income students, special education students,
and English learners.
As used in this subsection (2):

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"Administrative costs" means costs associated with
executive, administrative, or managerial functions within the
school district that involve planning, organizing, managing,
or directing the school district.
"Advanced academic program" means a course of study to
which students are assigned based on advanced cognitive ability
or advanced academic achievement compared to local age peers
and in which the curriculum is substantially differentiated
from the general curriculum to provide appropriate challenge
and pace.
"Computer science" means the study of computers and
algorithms, including their principles, their hardware and
software designs, their implementation, and their impact on
society. "Computer science" does not include the study of
everyday uses of computers and computer applications, such as
keyboarding or accessing the Internet.
"Gifted education" means educational services, including
differentiated curricula and instructional methods, designed
to meet the needs of gifted children as defined in Article 14A
of this Code.
For the purposes of paragraph (A) of this subsection (2),
"average daily attendance" means the average of the actual
number of attendance days during the previous school year for
any enrolled student who is subject to compulsory attendance by
Section 26-1 of this Code at each school and charter school.
(3) At the discretion of the State Superintendent, the

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school district report card shall include a subset of the
information identified in paragraphs (A) through (E) of
subsection (2) of this Section, as well as information relating
to the operating expense per pupil and other finances of the
school district, and the State report card shall include a
subset of the information identified in paragraphs (A) through
(E) and paragraph (N) of subsection (2) of this Section. The
school district report card shall include the average daily
attendance, as that term is defined in subsection (2) of this
Section, of students who have individualized education
programs and students who have 504 plans that provide for
special education services within the school district.
(4) Notwithstanding anything to the contrary in this
Section, in consultation with key education stakeholders, the
State Superintendent shall at any time have the discretion to
amend or update any and all metrics on the school, district, or
State report card.
(5) Annually, no more than 30 calendar days after receipt
of the school district and school report cards from the State
Superintendent of Education, each school district, including
special charter districts and districts subject to the
provisions of Article 34, shall present such report cards at a
regular school board meeting subject to applicable notice
requirements, post the report cards on the school district's
Internet web site, if the district maintains an Internet web
site, make the report cards available to a newspaper of general

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circulation serving the district, and, upon request, send the
report cards home to a parent (unless the district does not
maintain an Internet web site, in which case the report card
shall be sent home to parents without request). If the district
posts the report card on its Internet web site, the district
shall send a written notice home to parents stating (i) that
the report card is available on the web site, (ii) the address
of the web site, (iii) that a printed copy of the report card
will be sent to parents upon request, and (iv) the telephone
number that parents may call to request a printed copy of the
report card.
(6) Nothing contained in Public Act 98-648 repeals,
supersedes, invalidates, or nullifies final decisions in
lawsuits pending on July 1, 2014 (the effective date of Public
Act 98-648) in Illinois courts involving the interpretation of
Public Act 97-8.
(Source: P.A. 100-227, eff. 8-18-17; 100-364, eff. 1-1-18;
100-448, eff. 7-1-19; 100-465, eff. 8-31-17; 100-807, eff.
8-10-18; 100-863, eff. 8-14-18; 100-1121, eff. 1-1-19; 101-68,
eff. 1-1-20; 101-81, eff. 7-12-19; revised 9-9-19.)
(105 ILCS 5/10-20.73 new)
Sec. 10-20.73. Computer literacy skills. All school
districts shall ensure that students receive developmentally
appropriate opportunities to gain computer literacy skills
beginning in elementary school.

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(105 ILCS 5/10-20.74 new)
Sec. 10-20.74. Educational technology capacity and
policies; report. School districts shall submit to the State
Board of Education, or its designee, an annual report that
shall include, at a minimum, information regarding educational
technology capacity and policies, including device
availability for students, school-based access and
infrastructure, professional learning and training
opportunities, and documentation of developmentally
appropriate computer literacy instruction embedded in the
district's curriculum at each grade level.
(105 ILCS 5/27-22) (from Ch. 122, par. 27-22)
Sec. 27-22. Required high school courses.
(a) (Blank).
(b) (Blank).
(c) (Blank).
(d) (Blank).
(e) As a prerequisite to receiving a high school diploma,
each pupil entering the 9th grade must, in addition to other
course requirements, successfully complete all of the
following courses:
(1) Four years of language arts.
(2) Two years of writing intensive courses, one of
which must be English and the other of which may be English

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or any other subject. When applicable, writing-intensive
courses may be counted towards the fulfillment of other
graduation requirements.
(3) Three years of mathematics, one of which must be
Algebra I, one of which must include geometry content, and
one of which may be an Advanced Placement computer science
course. A mathematics course that includes geometry
content may be offered as an integrated, applied,
interdisciplinary, or career and technical education
course that prepares a student for a career readiness path.
(3.5) For pupils entering the 9th grade in the
2022-2023 school year and each school year thereafter, one
year of a course that includes intensive instruction in
computer literacy, which may be English, social studies, or
any other subject and which may be counted toward the
fulfillment of other graduation requirements.
(4) Two years of science.
(5) Two years of social studies, of which at least one
year must be history of the United States or a combination
of history of the United States and American government
and, beginning with pupils entering the 9th grade in the
2016-2017 school year and each school year thereafter, at
least one semester must be civics, which shall help young
people acquire and learn to use the skills, knowledge, and
attitudes that will prepare them to be competent and
responsible citizens throughout their lives. Civics course

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content shall focus on government institutions, the
discussion of current and controversial issues, service
learning, and simulations of the democratic process.
School districts may utilize private funding available for
the purposes of offering civics education.
(6) One year chosen from (A) music, (B) art, (C)
foreign language, which shall be deemed to include American
Sign Language, or (D) vocational education.
(f) The State Board of Education shall develop and inform
school districts of standards for writing-intensive
coursework.
(f-5) If a school district offers an Advanced Placement
computer science course to high school students, then the
school board must designate that course as equivalent to a high
school mathematics course and must denote on the student's
transcript that the Advanced Placement computer science course
qualifies as a mathematics-based, quantitative course for
students in accordance with subdivision (3) of subsection (e)
of this Section.
(g) This amendatory Act of 1983 does not apply to pupils
entering the 9th grade in 1983-1984 school year and prior
school years or to students with disabilities whose course of
study is determined by an individualized education program.
This amendatory Act of the 94th General Assembly does not
apply to pupils entering the 9th grade in the 2004-2005 school
year or a prior school year or to students with disabilities

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whose course of study is determined by an individualized
education program.
This amendatory Act of the 101st General Assembly does not
apply to pupils entering the 9th grade in the 2021-2022 school
year or a prior school year or to students with disabilities
whose course of study is determined by an individualized
education program.
(h) The provisions of this Section are subject to the
provisions of Section 27-22.05 of this Code and the
Postsecondary and Workforce Readiness Act.
(i) The State Board of Education may adopt rules to modify
the requirements of this Section for any students enrolled in
grades 9 through 12 if the Governor has declared a disaster due
to a public health emergency pursuant to Section 7 of the
Illinois Emergency Management Agency Act.
(Source: P.A. 100-443, eff. 8-25-17; 101-464, eff. 1-1-20;
101-643, eff. 6-18-20.)
(105 ILCS 5/27-23.15 new)
Sec. 27-23.15. Computer science.
(a) In this Section, "computer science" means the study of
computers and algorithms, including their principles, their
hardware and software designs, their implementation, and their
impact on society. "Computer science" does not include the
study of everyday uses of computers and computer applications,
such as keyboarding or accessing the Internet.

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(b) Beginning with the 2023-2024 school year, the school
board of a school district that maintains any of grades 9
through 12 shall provide an opportunity for every high school
student to take at least one computer science course aligned to
rigorous learning standards of the State Board of Education.
Article 65.
Section 65-5. The School Code is amended by changing
Sections 14A-10 and 14A-32 as follows:
(105 ILCS 5/14A-10)
Sec. 14A-10. Legislative findings. The General Assembly
finds the following:
(1) that gifted and talented children (i) exhibit high
performance capabilities in intellectual, creative, and
artistic areas, (ii) possess an exceptional leadership
potential, (iii) excel in specific academic fields, and
(iv) have the potential to be influential in business,
government, health care, the arts, and other critical
sectors of our economic and cultural environment;
(2) that gifted and talented children require services
and activities that are not ordinarily provided by schools;
and
(3) that outstanding talents are present in children
and youth from all cultural groups, across all economic

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strata, and in all areas of human endeavor; and .
(4) that inequitable access to advanced coursework and
enrollment in accelerated placement programs exists
between children enrolled in different school districts
and even within the same school district and more must be
done to eliminate the barriers to access to advanced
coursework and enrollment in accelerated placement
programs for all children.
(Source: P.A. 94-151, eff. 7-8-05; 94-410, eff. 8-2-05.)
(105 ILCS 5/14A-32)
Sec. 14A-32. Accelerated placement; school district
responsibilities.
(a) Each school district shall have a policy that allows
for accelerated placement that includes or incorporates by
reference the following components:
(1) a provision that provides that participation in
accelerated placement is not limited to those children who
have been identified as gifted and talented, but rather is
open to all children who demonstrate high ability and who
may benefit from accelerated placement;
(2) a fair and equitable decision-making process that
involves multiple persons and includes a student's parents
or guardians;
(3) procedures for notifying parents or guardians of a
child of a decision affecting that child's participation in

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an accelerated placement program; and
(4) an assessment process that includes multiple
valid, reliable indicators.
(a-5) By no later than the beginning of the 2023-2024
school year, a school district's accelerated placement policy
shall allow for the automatic enrollment, in the following
school term, of a student into the next most rigorous level of
advanced coursework offered by the high school if the student
meets or exceeds State standards in English language arts,
mathematics, or science on a State assessment administered
under Section 2-3.64a-5 as follows:
(1) A student who meets or exceeds State standards in
English language arts shall be automatically enrolled into
the next most rigorous level of advanced coursework in
English, social studies, humanities, or related subjects.
(2) A student who meets or exceeds State standards in
mathematics shall be automatically enrolled into the next
most rigorous level of advanced coursework in mathematics.
(3) A student who meets or exceeds State standards in
science shall be automatically enrolled into the next most
rigorous level of advanced coursework in science.
The next most rigorous level of advanced coursework under
this subsection (a-5) may include a dual credit course, as
defined in the Dual Credit Quality Act, an Advanced Placement
course as defined in Section 10 of the College and Career
Success for All Students Act, an International Baccalaureate

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course, an honors class, an enrichment opportunity, a gifted
program, or another program offered by the district.
A school district may use the student's most recent State
assessment results to determine whether a student meets or
exceeds State standards. For a student entering grade 9,
results from the State assessment taken in grades 6 through 8
may be used. For other high school grades, the results from a
locally selected, nationally normed assessment may be used
instead of the State assessment if those results are the most
recent.
A school district must provide the parent or guardian of a
student eligible for automatic enrollment under this
subsection (a-5) with the option to instead have the student
enroll in alternative coursework that better aligns with the
student's postsecondary education or career goals.
Nothing in this subsection (a-5) may be interpreted to
preclude other students from enrolling in advanced coursework
per the policy of a school district.
(b) Further, a school district's accelerated placement
policy may include or incorporate by reference, but need not be
limited to, the following components:
(1) procedures for annually informing the community
at-large, including parents or guardians, community-based
organizations, and providers of out-of-school programs,
about the accelerated placement program and the methods
used for the identification of children eligible for

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accelerated placement, including strategies to reach
groups of students and families who have been historically
underrepresented in accelerated placement programs and
advanced coursework;
(2) a process for referral that allows for multiple
referrers, including a child's parents or guardians; other
referrers may include licensed education professionals,
the child, with the written consent of a parent or
guardian, a peer, through a licensed education
professional who has knowledge of the referred child's
abilities, or, in case of possible early entrance, a
preschool educator, pediatrician, or psychologist who
knows the child; and
(3) a provision that provides that children
participating in an accelerated placement program and
their parents or guardians will be provided a written plan
detailing the type of acceleration the child will receive
and strategies to support the child; .
(4) procedures to provide support and promote success
for students who are newly enrolled in an accelerated
placement program; and
(5) a process for the school district to review and
utilize disaggregated data on participation in an
accelerated placement program to address gaps among
demographic groups in accelerated placement opportunities.
(c) The State Board of Education shall adopt rules to

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determine data to be collected and disaggregated by demographic
group regarding accelerated placement, including the rates of
students who participate in and successfully complete advanced
coursework, and a method of making the information available to
the public.
(d) On or before November 1, 2022, following a review of
disaggregated data on the participation and successful
completion rates of students enrolled in an accelerated
placement program, each school district shall develop a plan to
expand access to its accelerated placement program and to
ensure the teaching capacity necessary to meet the increased
demand.
(Source: P.A. 100-421, eff. 7-1-18.)
Article 70.
Section 70-5. The School Code is amended by changing
Section 22-45 as follows:
(105 ILCS 5/22-45)
Sec. 22-45. Illinois P-20 Council.
(a) The General Assembly finds that preparing Illinoisans
for success in school and the workplace requires a continuum of
quality education from preschool through graduate school. This
State needs a framework to guide education policy and integrate
education at every level. A statewide coordinating council to

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study and make recommendations concerning education at all
levels can avoid fragmentation of policies, promote improved
teaching and learning, and continue to cultivate and
demonstrate strong accountability and efficiency. Establishing
an Illinois P-20 Council will develop a statewide agenda that
will move the State towards the common goals of improving
academic achievement, increasing college access and success,
improving use of existing data and measurements, developing
improved accountability, fostering innovative approaches to
education, promoting lifelong learning, easing the transition
to college, and reducing remediation. A pre-kindergarten
through grade 20 agenda will strengthen this State's economic
competitiveness by producing a highly-skilled workforce. In
addition, lifelong learning plans will enhance this State's
ability to leverage funding.
(b) There is created the Illinois P-20 Council. The
Illinois P-20 Council shall include all of the following
members:
(1) The Governor or his or her designee, to serve as
chairperson.
(2) Four members of the General Assembly, one appointed
by the Speaker of the House of Representatives, one
appointed by the Minority Leader of the House of
Representatives, one appointed by the President of the
Senate, and one appointed by the Minority Leader of the
Senate.

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(3) Six at-large members appointed by the Governor as
follows, with 2 members being from the City of Chicago, 2
members being from Lake County, McHenry County, Kane
County, DuPage County, Will County, or that part of Cook
County outside of the City of Chicago, and 2 members being
from the remainder of the State:
(A) one representative of civic leaders;
(B) one representative of local government;
(C) one representative of trade unions;
(D) one representative of nonprofit organizations
or foundations;
(E) one representative of parents' organizations;
and
(F) one education research expert.
(4) Five members appointed by statewide business
organizations and business trade associations.
(5) Six members appointed by statewide professional
organizations and associations representing
pre-kindergarten through grade 20 teachers, community
college faculty, and public university faculty.
(6) Two members appointed by associations representing
local school administrators and school board members. One
of these members must be a special education administrator.
(7) One member representing community colleges,
appointed by the Illinois Council of Community College
Presidents.

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(8) One member representing 4-year independent
colleges and universities, appointed by a statewide
organization representing private institutions of higher
learning.
(9) One member representing public 4-year
universities, appointed jointly by the university
presidents and chancellors.
(10) Ex-officio members as follows:
(A) The State Superintendent of Education or his or
her designee.
(B) The Executive Director of the Board of Higher
Education or his or her designee.
(C) The Executive Director of the Illinois
Community College Board or his or her designee.
(D) The Executive Director of the Illinois Student
Assistance Commission or his or her designee.
(E) The Co-chairpersons of the Illinois Workforce
Investment Board or their designee.
(F) The Director of Commerce and Economic
Opportunity or his or her designee.
(G) The Chairperson of the Illinois Early Learning
Council or his or her designee.
(H) The President of the Illinois Mathematics and
Science Academy or his or her designee.
(I) The president of an association representing
educators of adult learners or his or her designee.

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Ex-officio members shall have no vote on the Illinois P-20
Council.
Appointed members shall serve for staggered terms expiring
on July 1 of the first, second, or third calendar year
following their appointments or until their successors are
appointed and have qualified. Staggered terms shall be
determined by lot at the organizing meeting of the Illinois
P-20 Council.
Vacancies shall be filled in the same manner as original
appointments, and any member so appointed shall serve during
the remainder of the term for which the vacancy occurred.
(c) The Illinois P-20 Council shall be funded through State
appropriations to support staff activities, research,
data-collection, and dissemination. The Illinois P-20 Council
shall be staffed by the Office of the Governor, in coordination
with relevant State agencies, boards, and commissions. The
Illinois Education Research Council shall provide research and
coordinate research collection activities for the Illinois
P-20 Council.
(d) The Illinois P-20 Council shall have all of the
following duties:
(1) To make recommendations to do all of the following:
(A) Coordinate pre-kindergarten through grade 20
(graduate school) education in this State through
working at the intersections of educational systems to
promote collaborative infrastructure.

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(B) Coordinate and leverage strategies, actions,
legislation, policies, and resources of all
stakeholders to support fundamental and lasting
improvement in this State's public schools, community
colleges, and universities.
(C) Better align the high school curriculum with
postsecondary expectations.
(D) Better align assessments across all levels of
education.
(E) Reduce the need for students entering
institutions of higher education to take remedial
courses.
(F) Smooth the transition from high school to
college.
(G) Improve high school and college graduation
rates.
(H) Improve the rigor and relevance of academic
standards for college and workforce readiness.
(I) Better align college and university teaching
programs with the needs of Illinois schools.
(2) To advise the Governor, the General Assembly, the
State's education and higher education agencies, and the
State's workforce and economic development boards and
agencies on policies related to lifelong learning for
Illinois students and families.
(3) To articulate a framework for systemic educational

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improvement and innovation that will enable every student
to meet or exceed Illinois learning standards and be
well-prepared to succeed in the workforce and community.
(4) To provide an estimated fiscal impact for
implementation of all Council recommendations.
(5) To make recommendations for short-term and
long-term learning recovery actions for public school
students in this State in the wake of the COVID-19
pandemic. The Illinois P-20 Council shall submit a report
with its recommendations for a multi-year recovery plan by
December 31, 2021 to the Governor, the State Board of
Education, the Board of Higher Education, the Illinois
Community College Board, and the General Assembly that
addresses all of the following:
(A) Closing the digital divide for all students,
including access to devices, Internet connectivity,
and ensuring that educators have the necessary support
and training to provide high quality remote and blended
learning to students.
(B) Evaluating the academic growth and proficiency
of students in order to understand the impact of school
closures and remote and blended remote learning
conditions on student academic outcomes, including
disaggregating data by race, income, diverse learners,
and English learners, in ways that balance the need to
understand that impact with the need to support student

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well-being and also take into consideration the
logistical constraints facing schools and districts.
(C) Establishing a system for the collection and
review of student data at the State level, including
data about prekindergarten through higher education
student attendance, engagement and participation,
discipline, and social-emotional and mental health
inputs and outcomes, in order to better understand the
full impact of disrupted learning.
(D) Providing students with resources and programs
for academic support, such as enrichment
opportunities, tutoring corps, summer bridge programs,
youth leadership and development programs, youth and
community-led restorative and transformative justice
programs, and youth internship and apprenticeship
programs.
(E) Providing students with resources and support
to ensure access to social-emotional learning, mental
health services, and trauma responsive, restorative
justice and anti-racist practices in order to support
the growth of the whole child, such as investing in
community schools and providing comprehensive
year-round services and support for both students and
their families.
(F) Ensuring more time for students' academic,
social-emotional, and mental health needs by

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considering such strategies as: (i) extending planning
time for teachers, (ii) extending the school day and
school year, and (iii) transitioning to year-round
schooling.
(G) Strengthening the transition from secondary
education to postsecondary education in the wake of
threats to alignment and affordability created by the
pandemic and related conditions.
(e) The chairperson of the Illinois P-20 Council may
authorize the creation of working groups focusing on areas of
interest to Illinois educational and workforce development,
including without limitation the following areas:
(1) Preparation, recruitment, and certification of
highly qualified teachers.
(2) Mentoring and induction of highly qualified
teachers.
(3) The diversity of highly qualified teachers.
(4) Funding for highly qualified teachers, including
developing a strategic and collaborative plan to seek
federal and private grants to support initiatives
targeting teacher preparation and its impact on student
achievement.
(5) Highly effective administrators.
(6) Illinois birth through age 3 education,
pre-kindergarten, and early childhood education.
(7) The assessment, alignment, outreach, and network

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of college and workforce readiness efforts.
(8) Alternative routes to college access.
(9) Research data and accountability.
(10) Community schools, community participation, and
other innovative approaches to education that foster
community partnerships.
(11) Tuition, financial aid, and other issues related
to keeping postsecondary education affordable for Illinois
residents.
(12) Learning recovery in the wake of the COVID-19
pandemic.
The chairperson of the Illinois P-20 Council may designate
Council members to serve as working group chairpersons. Working
groups may invite organizations and individuals representing
pre-kindergarten through grade 20 interests to participate in
discussions, data collection, and dissemination.
(Source: P.A. 98-463, eff. 8-16-13; 98-719, eff. 1-1-15;
99-643, eff. 1-1-17.)
Article 75.
Section 75-5. The State Finance Act is amended by adding
Section 5.935 as follows:
(30 ILCS 105/5.935 new)
Sec. 5.935. The Freedom Schools Fund.

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Section 75-10. The School Code is amended by adding Section
2-3.186 as follows:
(105 ILCS 5/2-3.186 new)
Sec. 2-3.186. Freedom Schools; grant program.
(a) The General Assembly recognizes and values the
contributions that Freedom Schools make to enhance the lives of
Black students. The General Assembly makes all of the following
findings:
(1) The fundamental goal of the Freedom Schools of the
1960s was to provide quality education for all students, to
motivate active civic engagement, and to empower
disenfranchised communities. The renowned and progressive
curriculum of Freedom Schools allowed students of all ages
to experience a new and liberating form of education that
directly related to the imperatives of their lives, their
communities, and the Freedom Movement.
(2) Freedom Schools continue to demonstrate the proven
benefits of critical civic engagement and
intergenerational effects by providing historically
disadvantaged students, including African American
students and other students of color, with quality
instruction that fosters student confidence, critical
thinking, and social and emotional development.
(3) Freedom Schools offer culturally relevant learning

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opportunities with the academic and social supports that
Black children need by utilizing quality teaching,
challenging and engaging curricula, wrap-around supports,
a positive school climate, and strong ties to family and
community. Freedom Schools have a clear focus on results.
(4) Public schools serve a foundational role in the
education of over 2,000,000 students in this State.
(b) The State Board of Education shall establish a Freedom
School network to supplement the learning taking place in
public schools by creating a 6-week summer program with an
organization with a mission to improve the odds for children in
poverty that operates Freedom Schools in multiple states using
a research-based and multicultural curriculum for
disenfranchised communities most affected by the opportunity
gap and learning loss caused by the pandemic, and by expanding
the teaching of African American history, developing
leadership skills, and providing an understanding of the tenets
of the civil rights movement. The teachers in Freedom Schools
must be from the local community, with an emphasis on
historically disadvantaged youth, including African American
students and other students of color, so that (i) these
individuals have access to summer jobs and teaching experiences
that serve as a long-term pipeline to educational careers and
the hiring of minority educators in public schools, (ii) these
individuals are elevated as content experts and community
leaders, and (iii) Freedom School students have access to both

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mentorship and equitable educational resources.
(c) A Freedom School shall intentionally and imaginatively
implement strategies that focus on all of the following:
(1) Racial justice and equity.
(2) Transparency and building trusting relationships.
(3) Self-determination and governance.
(4) Building on community strengths and community
wisdom.
(5) Utilizing current data, best practices, and
evidence.
(6) Shared leadership and collaboration.
(7) A reflective learning culture.
(8) A whole-child approach to education.
(9) Literacy.
(d) The State Board of Education, in the establishment of
Freedom Schools, shall strive for authentic parent and
community engagement during the development of Freedom Schools
and their curriculum. Authentic parent and community
engagement includes all of the following:
(1) A shared responsibility that values equal
partnerships between families and professionals.
(2) Ensuring that students and families who are
directly impacted by Freedom School policies and practices
are the decision-makers in the creation, design,
implementation, and assessment of those policies and
practices.

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(3) Genuine respect for the culture and diversity of
families.
(4) Relationships that center around the goal of
supporting family well-being and children's development
and learning.
(e) Subject to appropriation, the State Board of Education
shall establish and implement a grant program to provide grants
to public schools, public community colleges, and
not-for-profit, community-based organizations to facilitate
improved educational outcomes for Black students in grades
pre-kindergarten through 12 in alignment with the integrity and
practices of the Freedom School model established during the
civil rights movement. Grant recipients under the program may
include, but are not limited to, entities that work with the
Children's Defense Fund or offer established programs with
proven results and outcomes. The State Board of Education shall
award grants to eligible entities that demonstrate a likelihood
of reasonable success in achieving the goals identified in the
grant application, including, but not limited to, all of the
following:
(1) Engaging, culturally relevant, and challenging
curricula.
(2) High-quality teaching.
(3) Wrap-around supports and opportunities.
(4) Positive discipline practices, such as restorative
justice.

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(5) Inclusive leadership.
(f) The Freedom Schools Fund is created as a special fund
in the State treasury. the Fund shall consist of appropriations
from the General Revenue Fund, grant funds from the federal
government, and donations from educational and private
foundations. All money in the Fund shall be used, subject to
appropriation, by the State Board of Education for the purposes
of this Section and to support related activities.
(g) The State Board of Education may adopt any rules
necessary to implement this Section.
Article 85.
Section 85-5. The School Code is amended by changing
Section 18-8.15 as follows:
(105 ILCS 5/18-8.15)
Sec. 18-8.15. Evidence-Based Funding for student success
for the 2017-2018 and subsequent school years.
(a) General provisions.
(1) The purpose of this Section is to ensure that, by
June 30, 2027 and beyond, this State has a kindergarten
through grade 12 public education system with the capacity
to ensure the educational development of all persons to the
limits of their capacities in accordance with Section 1 of
Article X of the Constitution of the State of Illinois. To

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accomplish that objective, this Section creates a method of
funding public education that is evidence-based; is
sufficient to ensure every student receives a meaningful
opportunity to learn irrespective of race, ethnicity,
sexual orientation, gender, or community-income level; and
is sustainable and predictable. When fully funded under
this Section, every school shall have the resources, based
on what the evidence indicates is needed, to:
(A) provide all students with a high quality
education that offers the academic, enrichment, social
and emotional support, technical, and career-focused
programs that will allow them to become competitive
workers, responsible parents, productive citizens of
this State, and active members of our national
democracy;
(B) ensure all students receive the education they
need to graduate from high school with the skills
required to pursue post-secondary education and
training for a rewarding career;
(C) reduce, with a goal of eliminating, the
achievement gap between at-risk and non-at-risk
students by raising the performance of at-risk
students and not by reducing standards; and
(D) ensure this State satisfies its obligation to
assume the primary responsibility to fund public
education and simultaneously relieve the

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disproportionate burden placed on local property taxes
to fund schools.
(2) The Evidence-Based Funding formula under this
Section shall be applied to all Organizational Units in
this State. The Evidence-Based Funding formula outlined in
this Act is based on the formula outlined in Senate Bill 1
of the 100th General Assembly, as passed by both
legislative chambers. As further defined and described in
this Section, there are 4 major components of the
Evidence-Based Funding model:
(A) First, the model calculates a unique Adequacy
Target for each Organizational Unit in this State that
considers the costs to implement research-based
activities, the unit's student demographics, and
regional wage differences.
(B) Second, the model calculates each
Organizational Unit's Local Capacity, or the amount
each Organizational Unit is assumed to contribute
toward its Adequacy Target from local resources.
(C) Third, the model calculates how much funding
the State currently contributes to the Organizational
Unit and adds that to the unit's Local Capacity to
determine the unit's overall current adequacy of
funding.
(D) Finally, the model's distribution method
allocates new State funding to those Organizational

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Units that are least well-funded, considering both
Local Capacity and State funding, in relation to their
Adequacy Target.
(3) An Organizational Unit receiving any funding under
this Section may apply those funds to any fund so received
for which that Organizational Unit is authorized to make
expenditures by law.
(4) As used in this Section, the following terms shall
have the meanings ascribed in this paragraph (4):
"Adequacy Target" is defined in paragraph (1) of
subsection (b) of this Section.
"Adjusted EAV" is defined in paragraph (4) of
subsection (d) of this Section.
"Adjusted Local Capacity Target" is defined in
paragraph (3) of subsection (c) of this Section.
"Adjusted Operating Tax Rate" means a tax rate for all
Organizational Units, for which the State Superintendent
shall calculate and subtract for the Operating Tax Rate a
transportation rate based on total expenses for
transportation services under this Code, as reported on the
most recent Annual Financial Report in Pupil
Transportation Services, function 2550 in both the
Education and Transportation funds and functions 4110 and
4120 in the Transportation fund, less any corresponding
fiscal year State of Illinois scheduled payments excluding
net adjustments for prior years for regular, vocational, or

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special education transportation reimbursement pursuant to
Section 29-5 or subsection (b) of Section 14-13.01 of this
Code divided by the Adjusted EAV. If an Organizational
Unit's corresponding fiscal year State of Illinois
scheduled payments excluding net adjustments for prior
years for regular, vocational, or special education
transportation reimbursement pursuant to Section 29-5 or
subsection (b) of Section 14-13.01 of this Code exceed the
total transportation expenses, as defined in this
paragraph, no transportation rate shall be subtracted from
the Operating Tax Rate.
"Allocation Rate" is defined in paragraph (3) of
subsection (g) of this Section.
"Alternative School" means a public school that is
created and operated by a regional superintendent of
schools and approved by the State Board.
"Applicable Tax Rate" is defined in paragraph (1) of
subsection (d) of this Section.
"Assessment" means any of those benchmark, progress
monitoring, formative, diagnostic, and other assessments,
in addition to the State accountability assessment, that
assist teachers' needs in understanding the skills and
meeting the needs of the students they serve.
"Assistant principal" means a school administrator
duly endorsed to be employed as an assistant principal in
this State.

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"At-risk student" means a student who is at risk of not
meeting the Illinois Learning Standards or not graduating
from elementary or high school and who demonstrates a need
for vocational support or social services beyond that
provided by the regular school program. All students
included in an Organizational Unit's Low-Income Count, as
well as all English learner and disabled students attending
the Organizational Unit, shall be considered at-risk
students under this Section.
"Average Student Enrollment" or "ASE" for fiscal year
2018 means, for an Organizational Unit, the greater of the
average number of students (grades K through 12) reported
to the State Board as enrolled in the Organizational Unit
on October 1 in the immediately preceding school year, plus
the pre-kindergarten students who receive special
education services of 2 or more hours a day as reported to
the State Board on December 1 in the immediately preceding
school year, or the average number of students (grades K
through 12) reported to the State Board as enrolled in the
Organizational Unit on October 1, plus the
pre-kindergarten students who receive special education
services of 2 or more hours a day as reported to the State
Board on December 1, for each of the immediately preceding
3 school years. For fiscal year 2019 and each subsequent
fiscal year, "Average Student Enrollment" or "ASE" means,
for an Organizational Unit, the greater of the average

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number of students (grades K through 12) reported to the
State Board as enrolled in the Organizational Unit on
October 1 and March 1 in the immediately preceding school
year, plus the pre-kindergarten students who receive
special education services as reported to the State Board
on October 1 and March 1 in the immediately preceding
school year, or the average number of students (grades K
through 12) reported to the State Board as enrolled in the
Organizational Unit on October 1 and March 1, plus the
pre-kindergarten students who receive special education
services as reported to the State Board on October 1 and
March 1, for each of the immediately preceding 3 school
years. For the purposes of this definition, "enrolled in
the Organizational Unit" means the number of students
reported to the State Board who are enrolled in schools
within the Organizational Unit that the student attends or
would attend if not placed or transferred to another school
or program to receive needed services. For the purposes of
calculating "ASE", all students, grades K through 12,
excluding those attending kindergarten for a half day and
students attending an alternative education program
operated by a regional office of education or intermediate
service center, shall be counted as 1.0. All students
attending kindergarten for a half day shall be counted as
0.5, unless in 2017 by June 15 or by March 1 in subsequent
years, the school district reports to the State Board of

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Education the intent to implement full-day kindergarten
district-wide for all students, then all students
attending kindergarten shall be counted as 1.0. Special
education pre-kindergarten students shall be counted as
0.5 each. If the State Board does not collect or has not
collected both an October 1 and March 1 enrollment count by
grade or a December 1 collection of special education
pre-kindergarten students as of August 31, 2017 (the
effective date of Public Act 100-465), it shall establish
such collection for all future years. For any year in which
a count by grade level was collected only once, that count
shall be used as the single count available for computing a
3-year average ASE. Funding for programs operated by a
regional office of education or an intermediate service
center must be calculated using the Evidence-Based Funding
formula under this Section for the 2019-2020 school year
and each subsequent school year until separate adequacy
formulas are developed and adopted for each type of
program. ASE for a program operated by a regional office of
education or an intermediate service center must be
determined by the March 1 enrollment for the program. For
the 2019-2020 school year, the ASE used in the calculation
must be the first-year ASE and, in that year only, the
assignment of students served by a regional office of
education or intermediate service center shall not result
in a reduction of the March enrollment for any school

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district. For the 2020-2021 school year, the ASE must be
the greater of the current-year ASE or the 2-year average
ASE. Beginning with the 2021-2022 school year, the ASE must
be the greater of the current-year ASE or the 3-year
average ASE. School districts shall submit the data for the
ASE calculation to the State Board within 45 days of the
dates required in this Section for submission of enrollment
data in order for it to be included in the ASE calculation.
For fiscal year 2018 only, the ASE calculation shall
include only enrollment taken on October 1.
"Base Funding Guarantee" is defined in paragraph (10)
of subsection (g) of this Section.
"Base Funding Minimum" is defined in subsection (e) of
this Section.
"Base Tax Year" means the property tax levy year used
to calculate the Budget Year allocation of primary State
aid.
"Base Tax Year's Extension" means the product of the
equalized assessed valuation utilized by the county clerk
in the Base Tax Year multiplied by the limiting rate as
calculated by the county clerk and defined in PTELL.
"Bilingual Education Allocation" means the amount of
an Organizational Unit's final Adequacy Target
attributable to bilingual education divided by the
Organizational Unit's final Adequacy Target, the product
of which shall be multiplied by the amount of new funding

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received pursuant to this Section. An Organizational
Unit's final Adequacy Target attributable to bilingual
education shall include all additional investments in
English learner students' adequacy elements.
"Budget Year" means the school year for which primary
State aid is calculated and awarded under this Section.
"Central office" means individual administrators and
support service personnel charged with managing the
instructional programs, business and operations, and
security of the Organizational Unit.
"Comparable Wage Index" or "CWI" means a regional cost
differentiation metric that measures systemic, regional
variations in the salaries of college graduates who are not
educators. The CWI utilized for this Section shall, for the
first 3 years of Evidence-Based Funding implementation, be
the CWI initially developed by the National Center for
Education Statistics, as most recently updated by Texas A &
M University. In the fourth and subsequent years of
Evidence-Based Funding implementation, the State
Superintendent shall re-determine the CWI using a similar
methodology to that identified in the Texas A & M
University study, with adjustments made no less frequently
than once every 5 years.
"Computer technology and equipment" means computers
servers, notebooks, network equipment, copiers, printers,
instructional software, security software, curriculum

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management courseware, and other similar materials and
equipment.
"Computer technology and equipment investment
allocation" means the final Adequacy Target amount of an
Organizational Unit assigned to Tier 1 or Tier 2 in the
prior school year attributable to the additional $285.50
per student computer technology and equipment investment
grant divided by the Organizational Unit's final Adequacy
Target, the result of which shall be multiplied by the
amount of new funding received pursuant to this Section. An
Organizational Unit assigned to a Tier 1 or Tier 2 final
Adequacy Target attributable to the received computer
technology and equipment investment grant shall include
all additional investments in computer technology and
equipment adequacy elements.
"Core subject" means mathematics; science; reading,
English, writing, and language arts; history and social
studies; world languages; and subjects taught as Advanced
Placement in high schools.
"Core teacher" means a regular classroom teacher in
elementary schools and teachers of a core subject in middle
and high schools.
"Core Intervention teacher (tutor)" means a licensed
teacher providing one-on-one or small group tutoring to
students struggling to meet proficiency in core subjects.
"CPPRT" means corporate personal property replacement

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tax funds paid to an Organizational Unit during the
calendar year one year before the calendar year in which a
school year begins, pursuant to "An Act in relation to the
abolition of ad valorem personal property tax and the
replacement of revenues lost thereby, and amending and
repealing certain Acts and parts of Acts in connection
therewith", certified August 14, 1979, as amended (Public
Act 81-1st S.S.-1).
"EAV" means equalized assessed valuation as defined in
paragraph (2) of subsection (d) of this Section and
calculated in accordance with paragraph (3) of subsection
(d) of this Section.
"ECI" means the Bureau of Labor Statistics' national
employment cost index for civilian workers in educational
services in elementary and secondary schools on a
cumulative basis for the 12-month calendar year preceding
the fiscal year of the Evidence-Based Funding calculation.
"EIS Data" means the employment information system
data maintained by the State Board on educators within
Organizational Units.
"Employee benefits" means health, dental, and vision
insurance offered to employees of an Organizational Unit,
the costs associated with the statutorily required payment
of the normal cost of the Organizational Unit's teacher
pensions, Social Security employer contributions, and
Illinois Municipal Retirement Fund employer contributions.

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"English learner" or "EL" means a child included in the
definition of "English learners" under Section 14C-2 of
this Code participating in a program of transitional
bilingual education or a transitional program of
instruction meeting the requirements and program
application procedures of Article 14C of this Code. For the
purposes of collecting the number of EL students enrolled,
the same collection and calculation methodology as defined
above for "ASE" shall apply to English learners, with the
exception that EL student enrollment shall include
students in grades pre-kindergarten through 12.
"Essential Elements" means those elements, resources,
and educational programs that have been identified through
academic research as necessary to improve student success,
improve academic performance, close achievement gaps, and
provide for other per student costs related to the delivery
and leadership of the Organizational Unit, as well as the
maintenance and operations of the unit, and which are
specified in paragraph (2) of subsection (b) of this
Section.
"Evidence-Based Funding" means State funding provided
to an Organizational Unit pursuant to this Section.
"Extended day" means academic and enrichment programs
provided to students outside the regular school day before
and after school or during non-instructional times during
the school day.

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"Extension Limitation Ratio" means a numerical ratio
in which the numerator is the Base Tax Year's Extension and
the denominator is the Preceding Tax Year's Extension.
"Final Percent of Adequacy" is defined in paragraph (4)
of subsection (f) of this Section.
"Final Resources" is defined in paragraph (3) of
subsection (f) of this Section.
"Full-time equivalent" or "FTE" means the full-time
equivalency compensation for staffing the relevant
position at an Organizational Unit.
"Funding Gap" is defined in paragraph (1) of subsection
(g).
"Guidance counselor" means a licensed guidance
counselor who provides guidance and counseling support for
students within an Organizational Unit.
"Hybrid District" means a partial elementary unit
district created pursuant to Article 11E of this Code.
"Instructional assistant" means a core or special
education, non-licensed employee who assists a teacher in
the classroom and provides academic support to students.
"Instructional facilitator" means a qualified teacher
or licensed teacher leader who facilitates and coaches
continuous improvement in classroom instruction; provides
instructional support to teachers in the elements of
research-based instruction or demonstrates the alignment
of instruction with curriculum standards and assessment

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tools; develops or coordinates instructional programs or
strategies; develops and implements training; chooses
standards-based instructional materials; provides teachers
with an understanding of current research; serves as a
mentor, site coach, curriculum specialist, or lead
teacher; or otherwise works with fellow teachers, in
collaboration, to use data to improve instructional
practice or develop model lessons.
"Instructional materials" means relevant instructional
materials for student instruction, including, but not
limited to, textbooks, consumable workbooks, laboratory
equipment, library books, and other similar materials.
"Laboratory School" means a public school that is
created and operated by a public university and approved by
the State Board.
"Librarian" means a teacher with an endorsement as a
library information specialist or another individual whose
primary responsibility is overseeing library resources
within an Organizational Unit.
"Limiting rate for Hybrid Districts" means the
combined elementary school and high school limiting rates.
"Local Capacity" is defined in paragraph (1) of
subsection (c) of this Section.
"Local Capacity Percentage" is defined in subparagraph
(A) of paragraph (2) of subsection (c) of this Section.
"Local Capacity Ratio" is defined in subparagraph (B)

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of paragraph (2) of subsection (c) of this Section.
"Local Capacity Target" is defined in paragraph (2) of
subsection (c) of this Section.
"Low-Income Count" means, for an Organizational Unit
in a fiscal year, the higher of the average number of
students for the prior school year or the immediately
preceding 3 school years who, as of July 1 of the
immediately preceding fiscal year (as determined by the
Department of Human Services), are eligible for at least
one of the following low-income programs: Medicaid, the
Children's Health Insurance Program, Temporary Assistance
for Needy Families (TANF), or the Supplemental Nutrition
Assistance Program, excluding pupils who are eligible for
services provided by the Department of Children and Family
Services. Until such time that grade level low-income
populations become available, grade level low-income
populations shall be determined by applying the low-income
percentage to total student enrollments by grade level. The
low-income percentage is determined by dividing the
Low-Income Count by the Average Student Enrollment. The
low-income percentage for programs operated by a regional
office of education or an intermediate service center must
be set to the weighted average of the low-income
percentages of all of the school districts in the service
region. The weighted low-income percentage is the result of
multiplying the low-income percentage of each school

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district served by the regional office of education or
intermediate service center by each school district's
Average Student Enrollment, summarizing those products and
dividing the total by the total Average Student Enrollment
for the service region.
"Maintenance and operations" means custodial services,
facility and ground maintenance, facility operations,
facility security, routine facility repairs, and other
similar services and functions.
"Minimum Funding Level" is defined in paragraph (9) of
subsection (g) of this Section.
"New Property Tax Relief Pool Funds" means, for any
given fiscal year, all State funds appropriated under
Section 2-3.170 of this the School Code.
"New State Funds" means, for a given school year, all
State funds appropriated for Evidence-Based Funding in
excess of the amount needed to fund the Base Funding
Minimum for all Organizational Units in that school year.
"Net State Contribution Target" means, for a given
school year, the amount of State funds that would be
necessary to fully meet the Adequacy Target of an
Operational Unit minus the Preliminary Resources available
to each unit.
"Nurse" means an individual licensed as a certified
school nurse, in accordance with the rules established for
nursing services by the State Board, who is an employee of

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and is available to provide health care-related services
for students of an Organizational Unit.
"Operating Tax Rate" means the rate utilized in the
previous year to extend property taxes for all purposes,
except Bond and Interest, Summer School, Rent, Capital
Improvement, and Vocational Education Building purposes.
For Hybrid Districts, the Operating Tax Rate shall be the
combined elementary and high school rates utilized in the
previous year to extend property taxes for all purposes,
except Bond and Interest, Summer School, Rent, Capital
Improvement, and Vocational Education Building purposes.
"Organizational Unit" means a Laboratory School or any
public school district that is recognized as such by the
State Board and that contains elementary schools typically
serving kindergarten through 5th grades, middle schools
typically serving 6th through 8th grades, high schools
typically serving 9th through 12th grades, a program
established under Section 2-3.66 or 2-3.41, or a program
operated by a regional office of education or an
intermediate service center under Article 13A or 13B. The
General Assembly acknowledges that the actual grade levels
served by a particular Organizational Unit may vary
slightly from what is typical.
"Organizational Unit CWI" is determined by calculating
the CWI in the region and original county in which an
Organizational Unit's primary administrative office is

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located as set forth in this paragraph, provided that if
the Organizational Unit CWI as calculated in accordance
with this paragraph is less than 0.9, the Organizational
Unit CWI shall be increased to 0.9. Each county's current
CWI value shall be adjusted based on the CWI value of that
county's neighboring Illinois counties, to create a
"weighted adjusted index value". This shall be calculated
by summing the CWI values of all of a county's adjacent
Illinois counties and dividing by the number of adjacent
Illinois counties, then taking the weighted value of the
original county's CWI value and the adjacent Illinois
county average. To calculate this weighted value, if the
number of adjacent Illinois counties is greater than 2, the
original county's CWI value will be weighted at 0.25 and
the adjacent Illinois county average will be weighted at
0.75. If the number of adjacent Illinois counties is 2, the
original county's CWI value will be weighted at 0.33 and
the adjacent Illinois county average will be weighted at
0.66. The greater of the county's current CWI value and its
weighted adjusted index value shall be used as the
Organizational Unit CWI.
"Preceding Tax Year" means the property tax levy year
immediately preceding the Base Tax Year.
"Preceding Tax Year's Extension" means the product of
the equalized assessed valuation utilized by the county
clerk in the Preceding Tax Year multiplied by the Operating

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Tax Rate.
"Preliminary Percent of Adequacy" is defined in
paragraph (2) of subsection (f) of this Section.
"Preliminary Resources" is defined in paragraph (2) of
subsection (f) of this Section.
"Principal" means a school administrator duly endorsed
to be employed as a principal in this State.
"Professional development" means training programs for
licensed staff in schools, including, but not limited to,
programs that assist in implementing new curriculum
programs, provide data focused or academic assessment data
training to help staff identify a student's weaknesses and
strengths, target interventions, improve instruction,
encompass instructional strategies for English learner,
gifted, or at-risk students, address inclusivity, cultural
sensitivity, or implicit bias, or otherwise provide
professional support for licensed staff.
"Prototypical" means 450 special education
pre-kindergarten and kindergarten through grade 5 students
for an elementary school, 450 grade 6 through 8 students
for a middle school, and 600 grade 9 through 12 students
for a high school.
"PTELL" means the Property Tax Extension Limitation
Law.
"PTELL EAV" is defined in paragraph (4) of subsection
(d) of this Section.

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"Pupil support staff" means a nurse, psychologist,
social worker, family liaison personnel, or other staff
member who provides support to at-risk or struggling
students.
"Real Receipts" is defined in paragraph (1) of
subsection (d) of this Section.
"Regionalization Factor" means, for a particular
Organizational Unit, the figure derived by dividing the
Organizational Unit CWI by the Statewide Weighted CWI.
"School site staff" means the primary school secretary
and any additional clerical personnel assigned to a school.
"Special education" means special educational
facilities and services, as defined in Section 14-1.08 of
this Code.
"Special Education Allocation" means the amount of an
Organizational Unit's final Adequacy Target attributable
to special education divided by the Organizational Unit's
final Adequacy Target, the product of which shall be
multiplied by the amount of new funding received pursuant
to this Section. An Organizational Unit's final Adequacy
Target attributable to special education shall include all
special education investment adequacy elements.
"Specialist teacher" means a teacher who provides
instruction in subject areas not included in core subjects,
including, but not limited to, art, music, physical
education, health, driver education, career-technical

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education, and such other subject areas as may be mandated
by State law or provided by an Organizational Unit.
"Specially Funded Unit" means an Alternative School,
safe school, Department of Juvenile Justice school,
special education cooperative or entity recognized by the
State Board as a special education cooperative,
State-approved charter school, or alternative learning
opportunities program that received direct funding from
the State Board during the 2016-2017 school year through
any of the funding sources included within the calculation
of the Base Funding Minimum or Glenwood Academy.
"Supplemental Grant Funding" means supplemental
general State aid funding received by an Organizational
Unit during the 2016-2017 school year pursuant to
subsection (H) of Section 18-8.05 of this Code (now
repealed).
"State Adequacy Level" is the sum of the Adequacy
Targets of all Organizational Units.
"State Board" means the State Board of Education.
"State Superintendent" means the State Superintendent
of Education.
"Statewide Weighted CWI" means a figure determined by
multiplying each Organizational Unit CWI times the ASE for
that Organizational Unit creating a weighted value,
summing all Organizational Units' weighted values, and
dividing by the total ASE of all Organizational Units,

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thereby creating an average weighted index.
"Student activities" means non-credit producing
after-school programs, including, but not limited to,
clubs, bands, sports, and other activities authorized by
the school board of the Organizational Unit.
"Substitute teacher" means an individual teacher or
teaching assistant who is employed by an Organizational
Unit and is temporarily serving the Organizational Unit on
a per diem or per period-assignment basis to replace
another staff member.
"Summer school" means academic and enrichment programs
provided to students during the summer months outside of
the regular school year.
"Supervisory aide" means a non-licensed staff member
who helps in supervising students of an Organizational
Unit, but does so outside of the classroom, in situations
such as, but not limited to, monitoring hallways and
playgrounds, supervising lunchrooms, or supervising
students when being transported in buses serving the
Organizational Unit.
"Target Ratio" is defined in paragraph (4) of
subsection (g).
"Tier 1", "Tier 2", "Tier 3", and "Tier 4" are defined
in paragraph (3) of subsection (g).
"Tier 1 Aggregate Funding", "Tier 2 Aggregate
Funding", "Tier 3 Aggregate Funding", and "Tier 4 Aggregate

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Funding" are defined in paragraph (1) of subsection (g).
(b) Adequacy Target calculation.
(1) Each Organizational Unit's Adequacy Target is the
sum of the Organizational Unit's cost of providing
Essential Elements, as calculated in accordance with this
subsection (b), with the salary amounts in the Essential
Elements multiplied by a Regionalization Factor calculated
pursuant to paragraph (3) of this subsection (b).
(2) The Essential Elements are attributable on a pro
rata basis related to defined subgroups of the ASE of each
Organizational Unit as specified in this paragraph (2),
with investments and FTE positions pro rata funded based on
ASE counts in excess of or less than the thresholds set
forth in this paragraph (2). The method for calculating
attributable pro rata costs and the defined subgroups
thereto are as follows:
(A) Core class size investments. Each
Organizational Unit shall receive the funding required
to support that number of FTE core teacher positions as
is needed to keep the respective class sizes of the
Organizational Unit to the following maximum numbers:
(i) For grades kindergarten through 3, the
Organizational Unit shall receive funding required
to support one FTE core teacher position for every
15 Low-Income Count students in those grades and
one FTE core teacher position for every 20

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non-Low-Income Count students in those grades.
(ii) For grades 4 through 12, the
Organizational Unit shall receive funding required
to support one FTE core teacher position for every
20 Low-Income Count students in those grades and
one FTE core teacher position for every 25
non-Low-Income Count students in those grades.
The number of non-Low-Income Count students in a
grade shall be determined by subtracting the
Low-Income students in that grade from the ASE of the
Organizational Unit for that grade.
(B) Specialist teacher investments. Each
Organizational Unit shall receive the funding needed
to cover that number of FTE specialist teacher
positions that correspond to the following
percentages:
(i) if the Organizational Unit operates an
elementary or middle school, then 20.00% of the
number of the Organizational Unit's core teachers,
as determined under subparagraph (A) of this
paragraph (2); and
(ii) if such Organizational Unit operates a
high school, then 33.33% of the number of the
Organizational Unit's core teachers.
(C) Instructional facilitator investments. Each
Organizational Unit shall receive the funding needed

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to cover one FTE instructional facilitator position
for every 200 combined ASE of pre-kindergarten
children with disabilities and all kindergarten
through grade 12 students of the Organizational Unit.
(D) Core intervention teacher (tutor) investments.
Each Organizational Unit shall receive the funding
needed to cover one FTE teacher position for each
prototypical elementary, middle, and high school.
(E) Substitute teacher investments. Each
Organizational Unit shall receive the funding needed
to cover substitute teacher costs that is equal to
5.70% of the minimum pupil attendance days required
under Section 10-19 of this Code for all full-time
equivalent core, specialist, and intervention
teachers, school nurses, special education teachers
and instructional assistants, instructional
facilitators, and summer school and extended day
teacher positions, as determined under this paragraph
(2), at a salary rate of 33.33% of the average salary
for grade K through 12 teachers and 33.33% of the
average salary of each instructional assistant
position.
(F) Core guidance counselor investments. Each
Organizational Unit shall receive the funding needed
to cover one FTE guidance counselor for each 450
combined ASE of pre-kindergarten children with

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disabilities and all kindergarten through grade 5
students, plus one FTE guidance counselor for each 250
grades 6 through 8 ASE middle school students, plus one
FTE guidance counselor for each 250 grades 9 through 12
ASE high school students.
(G) Nurse investments. Each Organizational Unit
shall receive the funding needed to cover one FTE nurse
for each 750 combined ASE of pre-kindergarten children
with disabilities and all kindergarten through grade
12 students across all grade levels it serves.
(H) Supervisory aide investments. Each
Organizational Unit shall receive the funding needed
to cover one FTE for each 225 combined ASE of
pre-kindergarten children with disabilities and all
kindergarten through grade 5 students, plus one FTE for
each 225 ASE middle school students, plus one FTE for
each 200 ASE high school students.
(I) Librarian investments. Each Organizational
Unit shall receive the funding needed to cover one FTE
librarian for each prototypical elementary school,
middle school, and high school and one FTE aide or
media technician for every 300 combined ASE of
pre-kindergarten children with disabilities and all
kindergarten through grade 12 students.
(J) Principal investments. Each Organizational
Unit shall receive the funding needed to cover one FTE

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principal position for each prototypical elementary
school, plus one FTE principal position for each
prototypical middle school, plus one FTE principal
position for each prototypical high school.
(K) Assistant principal investments. Each
Organizational Unit shall receive the funding needed
to cover one FTE assistant principal position for each
prototypical elementary school, plus one FTE assistant
principal position for each prototypical middle
school, plus one FTE assistant principal position for
each prototypical high school.
(L) School site staff investments. Each
Organizational Unit shall receive the funding needed
for one FTE position for each 225 ASE of
pre-kindergarten children with disabilities and all
kindergarten through grade 5 students, plus one FTE
position for each 225 ASE middle school students, plus
one FTE position for each 200 ASE high school students.
(M) Gifted investments. Each Organizational Unit
shall receive $40 per kindergarten through grade 12
ASE.
(N) Professional development investments. Each
Organizational Unit shall receive $125 per student of
the combined ASE of pre-kindergarten children with
disabilities and all kindergarten through grade 12
students for trainers and other professional

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development-related expenses for supplies and
materials.
(O) Instructional material investments. Each
Organizational Unit shall receive $190 per student of
the combined ASE of pre-kindergarten children with
disabilities and all kindergarten through grade 12
students to cover instructional material costs.
(P) Assessment investments. Each Organizational
Unit shall receive $25 per student of the combined ASE
of pre-kindergarten children with disabilities and all
kindergarten through grade 12 students to cover
assessment costs.
(Q) Computer technology and equipment investments.
Each Organizational Unit shall receive $285.50 per
student of the combined ASE of pre-kindergarten
children with disabilities and all kindergarten
through grade 12 students to cover computer technology
and equipment costs. For the 2018-2019 school year and
subsequent school years, Organizational Units assigned
to Tier 1 and Tier 2 in the prior school year shall
receive an additional $285.50 per student of the
combined ASE of pre-kindergarten children with
disabilities and all kindergarten through grade 12
students to cover computer technology and equipment
costs in the Organizational Unit's Adequacy Target.
The State Board may establish additional requirements

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for Organizational Unit expenditures of funds received
pursuant to this subparagraph (Q), including a
requirement that funds received pursuant to this
subparagraph (Q) may be used only for serving the
technology needs of the district. It is the intent of
Public Act 100-465 that all Tier 1 and Tier 2 districts
receive the addition to their Adequacy Target in the
following year, subject to compliance with the
requirements of the State Board.
(R) Student activities investments. Each
Organizational Unit shall receive the following
funding amounts to cover student activities: $100 per
kindergarten through grade 5 ASE student in elementary
school, plus $200 per ASE student in middle school,
plus $675 per ASE student in high school.
(S) Maintenance and operations investments. Each
Organizational Unit shall receive $1,038 per student
of the combined ASE of pre-kindergarten children with
disabilities and all kindergarten through grade 12
students for day-to-day maintenance and operations
expenditures, including salary, supplies, and
materials, as well as purchased services, but
excluding employee benefits. The proportion of salary
for the application of a Regionalization Factor and the
calculation of benefits is equal to $352.92.
(T) Central office investments. Each

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Organizational Unit shall receive $742 per student of
the combined ASE of pre-kindergarten children with
disabilities and all kindergarten through grade 12
students to cover central office operations, including
administrators and classified personnel charged with
managing the instructional programs, business and
operations of the school district, and security
personnel. The proportion of salary for the
application of a Regionalization Factor and the
calculation of benefits is equal to $368.48.
(U) Employee benefit investments. Each
Organizational Unit shall receive 30% of the total of
all salary-calculated elements of the Adequacy Target,
excluding substitute teachers and student activities
investments, to cover benefit costs. For central
office and maintenance and operations investments, the
benefit calculation shall be based upon the salary
proportion of each investment. If at any time the
responsibility for funding the employer normal cost of
teacher pensions is assigned to school districts, then
that amount certified by the Teachers' Retirement
System of the State of Illinois to be paid by the
Organizational Unit for the preceding school year
shall be added to the benefit investment. For any
fiscal year in which a school district organized under
Article 34 of this Code is responsible for paying the

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employer normal cost of teacher pensions, then that
amount of its employer normal cost plus the amount for
retiree health insurance as certified by the Public
School Teachers' Pension and Retirement Fund of
Chicago to be paid by the school district for the
preceding school year that is statutorily required to
cover employer normal costs and the amount for retiree
health insurance shall be added to the 30% specified in
this subparagraph (U). The Teachers' Retirement System
of the State of Illinois and the Public School
Teachers' Pension and Retirement Fund of Chicago shall
submit such information as the State Superintendent
may require for the calculations set forth in this
subparagraph (U).
(V) Additional investments in low-income students.
In addition to and not in lieu of all other funding
under this paragraph (2), each Organizational Unit
shall receive funding based on the average teacher
salary for grades K through 12 to cover the costs of:
(i) one FTE intervention teacher (tutor)
position for every 125 Low-Income Count students;
(ii) one FTE pupil support staff position for
every 125 Low-Income Count students;
(iii) one FTE extended day teacher position
for every 120 Low-Income Count students; and
(iv) one FTE summer school teacher position

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for every 120 Low-Income Count students.
(W) Additional investments in English learner
students. In addition to and not in lieu of all other
funding under this paragraph (2), each Organizational
Unit shall receive funding based on the average teacher
salary for grades K through 12 to cover the costs of:
(i) one FTE intervention teacher (tutor)
position for every 125 English learner students;
(ii) one FTE pupil support staff position for
every 125 English learner students;
(iii) one FTE extended day teacher position
for every 120 English learner students;
(iv) one FTE summer school teacher position
for every 120 English learner students; and
(v) one FTE core teacher position for every 100
English learner students.
(X) Special education investments. Each
Organizational Unit shall receive funding based on the
average teacher salary for grades K through 12 to cover
special education as follows:
(i) one FTE teacher position for every 141
combined ASE of pre-kindergarten children with
disabilities and all kindergarten through grade 12
students;
(ii) one FTE instructional assistant for every
141 combined ASE of pre-kindergarten children with

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disabilities and all kindergarten through grade 12
students; and
(iii) one FTE psychologist position for every
1,000 combined ASE of pre-kindergarten children
with disabilities and all kindergarten through
grade 12 students.
(3) For calculating the salaries included within the
Essential Elements, the State Superintendent shall
annually calculate average salaries to the nearest dollar
using the employment information system data maintained by
the State Board, limited to public schools only and
excluding special education and vocational cooperatives,
schools operated by the Department of Juvenile Justice, and
charter schools, for the following positions:
(A) Teacher for grades K through 8.
(B) Teacher for grades 9 through 12.
(C) Teacher for grades K through 12.
(D) Guidance counselor for grades K through 8.
(E) Guidance counselor for grades 9 through 12.
(F) Guidance counselor for grades K through 12.
(G) Social worker.
(H) Psychologist.
(I) Librarian.
(J) Nurse.
(K) Principal.
(L) Assistant principal.

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For the purposes of this paragraph (3), "teacher"
includes core teachers, specialist and elective teachers,
instructional facilitators, tutors, special education
teachers, pupil support staff teachers, English learner
teachers, extended day teachers, and summer school
teachers. Where specific grade data is not required for the
Essential Elements, the average salary for corresponding
positions shall apply. For substitute teachers, the
average teacher salary for grades K through 12 shall apply.
For calculating the salaries included within the
Essential Elements for positions not included within EIS
Data, the following salaries shall be used in the first
year of implementation of Evidence-Based Funding:
(i) school site staff, $30,000; and
(ii) non-instructional assistant, instructional
assistant, library aide, library media tech, or
supervisory aide: $25,000.
In the second and subsequent years of implementation of
Evidence-Based Funding, the amounts in items (i) and (ii)
of this paragraph (3) shall annually increase by the ECI.
The salary amounts for the Essential Elements
determined pursuant to subparagraphs (A) through (L), (S)
and (T), and (V) through (X) of paragraph (2) of subsection
(b) of this Section shall be multiplied by a
Regionalization Factor.
(c) Local Capacity calculation.

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(1) Each Organizational Unit's Local Capacity
represents an amount of funding it is assumed to contribute
toward its Adequacy Target for purposes of the
Evidence-Based Funding formula calculation. "Local
Capacity" means either (i) the Organizational Unit's Local
Capacity Target as calculated in accordance with paragraph
(2) of this subsection (c) if its Real Receipts are equal
to or less than its Local Capacity Target or (ii) the
Organizational Unit's Adjusted Local Capacity, as
calculated in accordance with paragraph (3) of this
subsection (c) if Real Receipts are more than its Local
Capacity Target.
(2) "Local Capacity Target" means, for an
Organizational Unit, that dollar amount that is obtained by
multiplying its Adequacy Target by its Local Capacity
Ratio.
(A) An Organizational Unit's Local Capacity
Percentage is the conversion of the Organizational
Unit's Local Capacity Ratio, as such ratio is
determined in accordance with subparagraph (B) of this
paragraph (2), into a cumulative distribution
resulting in a percentile ranking to determine each
Organizational Unit's relative position to all other
Organizational Units in this State. The calculation of
Local Capacity Percentage is described in subparagraph
(C) of this paragraph (2).

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(B) An Organizational Unit's Local Capacity Ratio
in a given year is the percentage obtained by dividing
its Adjusted EAV or PTELL EAV, whichever is less, by
its Adequacy Target, with the resulting ratio further
adjusted as follows:
(i) for Organizational Units serving grades
kindergarten through 12 and Hybrid Districts, no
further adjustments shall be made;
(ii) for Organizational Units serving grades
kindergarten through 8, the ratio shall be
multiplied by 9/13;
(iii) for Organizational Units serving grades
9 through 12, the Local Capacity Ratio shall be
multiplied by 4/13; and
(iv) for an Organizational Unit with a
different grade configuration than those specified
in items (i) through (iii) of this subparagraph
(B), the State Superintendent shall determine a
comparable adjustment based on the grades served.
(C) The Local Capacity Percentage is equal to the
percentile ranking of the district. Local Capacity
Percentage converts each Organizational Unit's Local
Capacity Ratio to a cumulative distribution resulting
in a percentile ranking to determine each
Organizational Unit's relative position to all other
Organizational Units in this State. The Local Capacity

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Percentage cumulative distribution resulting in a
percentile ranking for each Organizational Unit shall
be calculated using the standard normal distribution
of the score in relation to the weighted mean and
weighted standard deviation and Local Capacity Ratios
of all Organizational Units. If the value assigned to
any Organizational Unit is in excess of 90%, the value
shall be adjusted to 90%. For Laboratory Schools, the
Local Capacity Percentage shall be set at 10% in
recognition of the absence of EAV and resources from
the public university that are allocated to the
Laboratory School. For programs operated by a regional
office of education or an intermediate service center,
the Local Capacity Percentage must be set at 10% in
recognition of the absence of EAV and resources from
school districts that are allocated to the regional
office of education or intermediate service center.
The weighted mean for the Local Capacity Percentage
shall be determined by multiplying each Organizational
Unit's Local Capacity Ratio times the ASE for the unit
creating a weighted value, summing the weighted values
of all Organizational Units, and dividing by the total
ASE of all Organizational Units. The weighted standard
deviation shall be determined by taking the square root
of the weighted variance of all Organizational Units'
Local Capacity Ratio, where the variance is calculated

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by squaring the difference between each unit's Local
Capacity Ratio and the weighted mean, then multiplying
the variance for each unit times the ASE for the unit
to create a weighted variance for each unit, then
summing all units' weighted variance and dividing by
the total ASE of all units.
(D) For any Organizational Unit, the
Organizational Unit's Adjusted Local Capacity Target
shall be reduced by either (i) the school board's
remaining contribution pursuant to paragraph (ii) of
subsection (b-4) of Section 16-158 of the Illinois
Pension Code in a given year or (ii) the board of
education's remaining contribution pursuant to
paragraph (iv) of subsection (b) of Section 17-129 of
the Illinois Pension Code absent the employer normal
cost portion of the required contribution and amount
allowed pursuant to subdivision (3) of Section
17-142.1 of the Illinois Pension Code in a given year.
In the preceding sentence, item (i) shall be certified
to the State Board of Education by the Teachers'
Retirement System of the State of Illinois and item
(ii) shall be certified to the State Board of Education
by the Public School Teachers' Pension and Retirement
Fund of the City of Chicago.
(3) If an Organizational Unit's Real Receipts are more
than its Local Capacity Target, then its Local Capacity

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shall equal an Adjusted Local Capacity Target as calculated
in accordance with this paragraph (3). The Adjusted Local
Capacity Target is calculated as the sum of the
Organizational Unit's Local Capacity Target and its Real
Receipts Adjustment. The Real Receipts Adjustment equals
the Organizational Unit's Real Receipts less its Local
Capacity Target, with the resulting figure multiplied by
the Local Capacity Percentage.
As used in this paragraph (3), "Real Percent of
Adequacy" means the sum of an Organizational Unit's Real
Receipts, CPPRT, and Base Funding Minimum, with the
resulting figure divided by the Organizational Unit's
Adequacy Target.
(d) Calculation of Real Receipts, EAV, and Adjusted EAV for
purposes of the Local Capacity calculation.
(1) An Organizational Unit's Real Receipts are the
product of its Applicable Tax Rate and its Adjusted EAV. An
Organizational Unit's Applicable Tax Rate is its Adjusted
Operating Tax Rate for property within the Organizational
Unit.
(2) The State Superintendent shall calculate the
equalized assessed valuation, or EAV, of all taxable
property of each Organizational Unit as of September 30 of
the previous year in accordance with paragraph (3) of this
subsection (d). The State Superintendent shall then
determine the Adjusted EAV of each Organizational Unit in

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accordance with paragraph (4) of this subsection (d), which
Adjusted EAV figure shall be used for the purposes of
calculating Local Capacity.
(3) To calculate Real Receipts and EAV, the Department
of Revenue shall supply to the State Superintendent the
value as equalized or assessed by the Department of Revenue
of all taxable property of every Organizational Unit,
together with (i) the applicable tax rate used in extending
taxes for the funds of the Organizational Unit as of
September 30 of the previous year and (ii) the limiting
rate for all Organizational Units subject to property tax
extension limitations as imposed under PTELL.
(A) The Department of Revenue shall add to the
equalized assessed value of all taxable property of
each Organizational Unit situated entirely or
partially within a county that is or was subject to the
provisions of Section 15-176 or 15-177 of the Property
Tax Code (i) an amount equal to the total amount by
which the homestead exemption allowed under Section
15-176 or 15-177 of the Property Tax Code for real
property situated in that Organizational Unit exceeds
the total amount that would have been allowed in that
Organizational Unit if the maximum reduction under
Section 15-176 was (I) $4,500 in Cook County or $3,500
in all other counties in tax year 2003 or (II) $5,000
in all counties in tax year 2004 and thereafter and

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(ii) an amount equal to the aggregate amount for the
taxable year of all additional exemptions under
Section 15-175 of the Property Tax Code for owners with
a household income of $30,000 or less. The county clerk
of any county that is or was subject to the provisions
of Section 15-176 or 15-177 of the Property Tax Code
shall annually calculate and certify to the Department
of Revenue for each Organizational Unit all homestead
exemption amounts under Section 15-176 or 15-177 of the
Property Tax Code and all amounts of additional
exemptions under Section 15-175 of the Property Tax
Code for owners with a household income of $30,000 or
less. It is the intent of this subparagraph (A) that if
the general homestead exemption for a parcel of
property is determined under Section 15-176 or 15-177
of the Property Tax Code rather than Section 15-175,
then the calculation of EAV shall not be affected by
the difference, if any, between the amount of the
general homestead exemption allowed for that parcel of
property under Section 15-176 or 15-177 of the Property
Tax Code and the amount that would have been allowed
had the general homestead exemption for that parcel of
property been determined under Section 15-175 of the
Property Tax Code. It is further the intent of this
subparagraph (A) that if additional exemptions are
allowed under Section 15-175 of the Property Tax Code

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for owners with a household income of less than
$30,000, then the calculation of EAV shall not be
affected by the difference, if any, because of those
additional exemptions.
(B) With respect to any part of an Organizational
Unit within a redevelopment project area in respect to
which a municipality has adopted tax increment
allocation financing pursuant to the Tax Increment
Allocation Redevelopment Act, Division 74.4 of Article
11 of the Illinois Municipal Code, or the Industrial
Jobs Recovery Law, Division 74.6 of Article 11 of the
Illinois Municipal Code, no part of the current EAV of
real property located in any such project area that is
attributable to an increase above the total initial EAV
of such property shall be used as part of the EAV of
the Organizational Unit, until such time as all
redevelopment project costs have been paid, as
provided in Section 11-74.4-8 of the Tax Increment
Allocation Redevelopment Act or in Section 11-74.6-35
of the Industrial Jobs Recovery Law. For the purpose of
the EAV of the Organizational Unit, the total initial
EAV or the current EAV, whichever is lower, shall be
used until such time as all redevelopment project costs
have been paid.
(B-5) The real property equalized assessed
valuation for a school district shall be adjusted by

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subtracting from the real property value, as equalized
or assessed by the Department of Revenue, for the
district an amount computed by dividing the amount of
any abatement of taxes under Section 18-170 of the
Property Tax Code by 3.00% for a district maintaining
grades kindergarten through 12, by 2.30% for a district
maintaining grades kindergarten through 8, or by 1.05%
for a district maintaining grades 9 through 12 and
adjusted by an amount computed by dividing the amount
of any abatement of taxes under subsection (a) of
Section 18-165 of the Property Tax Code by the same
percentage rates for district type as specified in this
subparagraph (B-5).
(C) For Organizational Units that are Hybrid
Districts, the State Superintendent shall use the
lesser of the adjusted equalized assessed valuation
for property within the partial elementary unit
district for elementary purposes, as defined in
Article 11E of this Code, or the adjusted equalized
assessed valuation for property within the partial
elementary unit district for high school purposes, as
defined in Article 11E of this Code.
(4) An Organizational Unit's Adjusted EAV shall be the
average of its EAV over the immediately preceding 3 years
or its EAV in the immediately preceding year if the EAV in
the immediately preceding year has declined by 10% or more

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compared to the 3-year average. In the event of
Organizational Unit reorganization, consolidation, or
annexation, the Organizational Unit's Adjusted EAV for the
first 3 years after such change shall be as follows: the
most current EAV shall be used in the first year, the
average of a 2-year EAV or its EAV in the immediately
preceding year if the EAV declines by 10% or more compared
to the 2-year average for the second year, and a 3-year
average EAV or its EAV in the immediately preceding year if
the Adjusted EAV declines by 10% or more compared to the
3-year average for the third year. For any school district
whose EAV in the immediately preceding year is used in
calculations, in the following year, the Adjusted EAV shall
be the average of its EAV over the immediately preceding 2
years or the immediately preceding year if that year
represents a decline of 10% or more compared to the 2-year
average.
"PTELL EAV" means a figure calculated by the State
Board for Organizational Units subject to PTELL as
described in this paragraph (4) for the purposes of
calculating an Organizational Unit's Local Capacity Ratio.
Except as otherwise provided in this paragraph (4), the
PTELL EAV of an Organizational Unit shall be equal to the
product of the equalized assessed valuation last used in
the calculation of general State aid under Section 18-8.05
of this Code (now repealed) or Evidence-Based Funding under

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this Section and the Organizational Unit's Extension
Limitation Ratio. If an Organizational Unit has approved or
does approve an increase in its limiting rate, pursuant to
Section 18-190 of the Property Tax Code, affecting the Base
Tax Year, the PTELL EAV shall be equal to the product of
the equalized assessed valuation last used in the
calculation of general State aid under Section 18-8.05 of
this Code (now repealed) or Evidence-Based Funding under
this Section multiplied by an amount equal to one plus the
percentage increase, if any, in the Consumer Price Index
for All Urban Consumers for all items published by the
United States Department of Labor for the 12-month calendar
year preceding the Base Tax Year, plus the equalized
assessed valuation of new property, annexed property, and
recovered tax increment value and minus the equalized
assessed valuation of disconnected property.
As used in this paragraph (4), "new property" and
"recovered tax increment value" shall have the meanings set
forth in the Property Tax Extension Limitation Law.
(e) Base Funding Minimum calculation.
(1) For the 2017-2018 school year, the Base Funding
Minimum of an Organizational Unit or a Specially Funded
Unit shall be the amount of State funds distributed to the
Organizational Unit or Specially Funded Unit during the
2016-2017 school year prior to any adjustments and
specified appropriation amounts described in this

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paragraph (1) from the following Sections, as calculated by
the State Superintendent: Section 18-8.05 of this Code (now
repealed); Section 5 of Article 224 of Public Act 99-524
(equity grants); Section 14-7.02b of this Code (funding for
children requiring special education services); Section
14-13.01 of this Code (special education facilities and
staffing), except for reimbursement of the cost of
transportation pursuant to Section 14-13.01; Section
14C-12 of this Code (English learners); and Section 18-4.3
of this Code (summer school), based on an appropriation
level of $13,121,600. For a school district organized under
Article 34 of this Code, the Base Funding Minimum also
includes (i) the funds allocated to the school district
pursuant to Section 1D-1 of this Code attributable to
funding programs authorized by the Sections of this Code
listed in the preceding sentence and (ii) the difference
between (I) the funds allocated to the school district
pursuant to Section 1D-1 of this Code attributable to the
funding programs authorized by Section 14-7.02 (non-public
special education reimbursement), subsection (b) of
Section 14-13.01 (special education transportation),
Section 29-5 (transportation), Section 2-3.80
(agricultural education), Section 2-3.66 (truants'
alternative education), Section 2-3.62 (educational
service centers), and Section 14-7.03 (special education -
orphanage) of this Code and Section 15 of the Childhood

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Hunger Relief Act (free breakfast program) and (II) the
school district's actual expenditures for its non-public
special education, special education transportation,
transportation programs, agricultural education, truants'
alternative education, services that would otherwise be
performed by a regional office of education, special
education orphanage expenditures, and free breakfast, as
most recently calculated and reported pursuant to
subsection (f) of Section 1D-1 of this Code. The Base
Funding Minimum for Glenwood Academy shall be $625,500. For
programs operated by a regional office of education or an
intermediate service center, the Base Funding Minimum must
be the total amount of State funds allocated to those
programs in the 2018-2019 school year and amounts provided
pursuant to Article 34 of Public Act 100-586 and Section
3-16 of this Code. All programs established after June 5,
2019 (the effective date of Public Act 101-10) and
administered by a regional office of education or an
intermediate service center must have an initial Base
Funding Minimum set to an amount equal to the first-year
ASE multiplied by the amount of per pupil funding received
in the previous school year by the lowest funded similar
existing program type. If the enrollment for a program
operated by a regional office of education or an
intermediate service center is zero, then it may not
receive Base Funding Minimum funds for that program in the

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next fiscal year, and those funds must be distributed to
Organizational Units under subsection (g).
(2) For the 2018-2019 and subsequent school years, the
Base Funding Minimum of Organizational Units and Specially
Funded Units shall be the sum of (i) the amount of
Evidence-Based Funding for the prior school year, (ii) the
Base Funding Minimum for the prior school year, and (iii)
any amount received by a school district pursuant to
Section 7 of Article 97 of Public Act 100-21.
(3) Subject to approval by the General Assembly as
provided in this paragraph (3), an Organizational Unit that
meets all of the following criteria, as determined by the
State Board, shall have District Intervention Money added
to its Base Funding Minimum at the time the Base Funding
Minimum is calculated by the State Board:
(A) The Organizational Unit is operating under an
Independent Authority under Section 2-3.25f-5 of this
Code for a minimum of 4 school years or is subject to
the control of the State Board pursuant to a court
order for a minimum of 4 school years.
(B) The Organizational Unit was designated as a
Tier 1 or Tier 2 Organizational Unit in the previous
school year under paragraph (3) of subsection (g) of
this Section.
(C) The Organizational Unit demonstrates
sustainability through a 5-year financial and

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strategic plan.
(D) The Organizational Unit has made sufficient
progress and achieved sufficient stability in the
areas of governance, academic growth, and finances.
As part of its determination under this paragraph (3),
the State Board may consider the Organizational Unit's
summative designation, any accreditations of the
Organizational Unit, or the Organizational Unit's
financial profile, as calculated by the State Board.
If the State Board determines that an Organizational
Unit has met the criteria set forth in this paragraph (3),
it must submit a report to the General Assembly, no later
than January 2 of the fiscal year in which the State Board
makes it determination, on the amount of District
Intervention Money to add to the Organizational Unit's Base
Funding Minimum. The General Assembly must review the State
Board's report and may approve or disapprove, by joint
resolution, the addition of District Intervention Money.
If the General Assembly fails to act on the report within
40 calendar days from the receipt of the report, the
addition of District Intervention Money is deemed
approved. If the General Assembly approves the amount of
District Intervention Money to be added to the
Organizational Unit's Base Funding Minimum, the District
Intervention Money must be added to the Base Funding
Minimum annually thereafter.

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For the first 4 years following the initial year that
the State Board determines that an Organizational Unit has
met the criteria set forth in this paragraph (3) and has
received funding under this Section, the Organizational
Unit must annually submit to the State Board, on or before
November 30, a progress report regarding its financial and
strategic plan under subparagraph (C) of this paragraph
(3). The plan shall include the financial data from the
past 4 annual financial reports or financial audits that
must be presented to the State Board by November 15 of each
year and the approved budget financial data for the current
year. The plan shall be developed according to the
guidelines presented to the Organizational Unit by the
State Board. The plan shall further include financial
projections for the next 3 fiscal years and include a
discussion and financial summary of the Organizational
Unit's facility needs. If the Organizational Unit does not
demonstrate sufficient progress toward its 5-year plan or
if it has failed to file an annual financial report, an
annual budget, a financial plan, a deficit reduction plan,
or other financial information as required by law, the
State Board may establish a Financial Oversight Panel under
Article 1H of this Code. However, if the Organizational
Unit already has a Financial Oversight Panel, the State
Board may extend the duration of the Panel.
(f) Percent of Adequacy and Final Resources calculation.

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(1) The Evidence-Based Funding formula establishes a
Percent of Adequacy for each Organizational Unit in order
to place such units into tiers for the purposes of the
funding distribution system described in subsection (g) of
this Section. Initially, an Organizational Unit's
Preliminary Resources and Preliminary Percent of Adequacy
are calculated pursuant to paragraph (2) of this subsection
(f). Then, an Organizational Unit's Final Resources and
Final Percent of Adequacy are calculated to account for the
Organizational Unit's poverty concentration levels
pursuant to paragraphs (3) and (4) of this subsection (f).
(2) An Organizational Unit's Preliminary Resources are
equal to the sum of its Local Capacity Target, CPPRT, and
Base Funding Minimum. An Organizational Unit's Preliminary
Percent of Adequacy is the lesser of (i) its Preliminary
Resources divided by its Adequacy Target or (ii) 100%.
(3) Except for Specially Funded Units, an
Organizational Unit's Final Resources are equal to the sum
of its Local Capacity, CPPRT, and Adjusted Base Funding
Minimum. The Base Funding Minimum of each Specially Funded
Unit shall serve as its Final Resources, except that the
Base Funding Minimum for State-approved charter schools
shall not include any portion of general State aid
allocated in the prior year based on the per capita tuition
charge times the charter school enrollment.
(4) An Organizational Unit's Final Percent of Adequacy

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is its Final Resources divided by its Adequacy Target. An
Organizational Unit's Adjusted Base Funding Minimum is
equal to its Base Funding Minimum less its Supplemental
Grant Funding, with the resulting figure added to the
product of its Supplemental Grant Funding and Preliminary
Percent of Adequacy.
(g) Evidence-Based Funding formula distribution system.
(1) In each school year under the Evidence-Based
Funding formula, each Organizational Unit receives funding
equal to the sum of its Base Funding Minimum and the unit's
allocation of New State Funds determined pursuant to this
subsection (g). To allocate New State Funds, the
Evidence-Based Funding formula distribution system first
places all Organizational Units into one of 4 tiers in
accordance with paragraph (3) of this subsection (g), based
on the Organizational Unit's Final Percent of Adequacy. New
State Funds are allocated to each of the 4 tiers as
follows: Tier 1 Aggregate Funding equals 50% of all New
State Funds, Tier 2 Aggregate Funding equals 49% of all New
State Funds, Tier 3 Aggregate Funding equals 0.9% of all
New State Funds, and Tier 4 Aggregate Funding equals 0.1%
of all New State Funds. Each Organizational Unit within
Tier 1 or Tier 2 receives an allocation of New State Funds
equal to its tier Funding Gap, as defined in the following
sentence, multiplied by the tier's Allocation Rate
determined pursuant to paragraph (4) of this subsection

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(g). For Tier 1, an Organizational Unit's Funding Gap
equals the tier's Target Ratio, as specified in paragraph
(5) of this subsection (g), multiplied by the
Organizational Unit's Adequacy Target, with the resulting
amount reduced by the Organizational Unit's Final
Resources. For Tier 2, an Organizational Unit's Funding Gap
equals the tier's Target Ratio, as described in paragraph
(5) of this subsection (g), multiplied by the
Organizational Unit's Adequacy Target, with the resulting
amount reduced by the Organizational Unit's Final
Resources and its Tier 1 funding allocation. To determine
the Organizational Unit's Funding Gap, the resulting
amount is then multiplied by a factor equal to one minus
the Organizational Unit's Local Capacity Target
percentage. Each Organizational Unit within Tier 3 or Tier
4 receives an allocation of New State Funds equal to the
product of its Adequacy Target and the tier's Allocation
Rate, as specified in paragraph (4) of this subsection (g).
(2) To ensure equitable distribution of dollars for all
Tier 2 Organizational Units, no Tier 2 Organizational Unit
shall receive fewer dollars per ASE than any Tier 3
Organizational Unit. Each Tier 2 and Tier 3 Organizational
Unit shall have its funding allocation divided by its ASE.
Any Tier 2 Organizational Unit with a funding allocation
per ASE below the greatest Tier 3 allocation per ASE shall
get a funding allocation equal to the greatest Tier 3

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funding allocation per ASE multiplied by the
Organizational Unit's ASE. Each Tier 2 Organizational
Unit's Tier 2 funding allocation shall be multiplied by the
percentage calculated by dividing the original Tier 2
Aggregate Funding by the sum of all Tier 2 Organizational
Units' Tier 2 funding allocation after adjusting
districts' funding below Tier 3 levels.
(3) Organizational Units are placed into one of 4 tiers
as follows:
(A) Tier 1 consists of all Organizational Units,
except for Specially Funded Units, with a Percent of
Adequacy less than the Tier 1 Target Ratio. The Tier 1
Target Ratio is the ratio level that allows for Tier 1
Aggregate Funding to be distributed, with the Tier 1
Allocation Rate determined pursuant to paragraph (4)
of this subsection (g).
(B) Tier 2 consists of all Tier 1 Units and all
other Organizational Units, except for Specially
Funded Units, with a Percent of Adequacy of less than
0.90.
(C) Tier 3 consists of all Organizational Units,
except for Specially Funded Units, with a Percent of
Adequacy of at least 0.90 and less than 1.0.
(D) Tier 4 consists of all Organizational Units
with a Percent of Adequacy of at least 1.0.
(4) The Allocation Rates for Tiers 1 through 4 are

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determined as follows:
(A) The Tier 1 Allocation Rate is 30%.
(B) The Tier 2 Allocation Rate is the result of the
following equation: Tier 2 Aggregate Funding, divided
by the sum of the Funding Gaps for all Tier 2
Organizational Units, unless the result of such
equation is higher than 1.0. If the result of such
equation is higher than 1.0, then the Tier 2 Allocation
Rate is 1.0.
(C) The Tier 3 Allocation Rate is the result of the
following equation: Tier 3 Aggregate Funding, divided
by the sum of the Adequacy Targets of all Tier 3
Organizational Units.
(D) The Tier 4 Allocation Rate is the result of the
following equation: Tier 4 Aggregate Funding, divided
by the sum of the Adequacy Targets of all Tier 4
Organizational Units.
(5) A tier's Target Ratio is determined as follows:
(A) The Tier 1 Target Ratio is the ratio level that
allows for Tier 1 Aggregate Funding to be distributed
with the Tier 1 Allocation Rate.
(B) The Tier 2 Target Ratio is 0.90.
(C) The Tier 3 Target Ratio is 1.0.
(6) If, at any point, the Tier 1 Target Ratio is
greater than 90%, then than all Tier 1 funding shall be
allocated to Tier 2 and no Tier 1 Organizational Unit's

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funding may be identified.
(7) In the event that all Tier 2 Organizational Units
receive funding at the Tier 2 Target Ratio level, any
remaining New State Funds shall be allocated to Tier 3 and
Tier 4 Organizational Units.
(8) If any Specially Funded Units, excluding Glenwood
Academy, recognized by the State Board do not qualify for
direct funding following the implementation of Public Act
100-465 from any of the funding sources included within the
definition of Base Funding Minimum, the unqualified
portion of the Base Funding Minimum shall be transferred to
one or more appropriate Organizational Units as determined
by the State Superintendent based on the prior year ASE of
the Organizational Units.
(8.5) If a school district withdraws from a special
education cooperative, the portion of the Base Funding
Minimum that is attributable to the school district may be
redistributed to the school district upon withdrawal. The
school district and the cooperative must include the amount
of the Base Funding Minimum that is to be reapportioned in
their withdrawal agreement and notify the State Board of
the change with a copy of the agreement upon withdrawal.
(9) The Minimum Funding Level is intended to establish
a target for State funding that will keep pace with
inflation and continue to advance equity through the
Evidence-Based Funding formula. The target for State

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funding of New Property Tax Relief Pool Funds is
$50,000,000 for State fiscal year 2019 and subsequent State
fiscal years. The Minimum Funding Level is equal to
$350,000,000. In addition to any New State Funds, no more
than $50,000,000 New Property Tax Relief Pool Funds may be
counted toward the Minimum Funding Level. If the sum of New
State Funds and applicable New Property Tax Relief Pool
Funds are less than the Minimum Funding Level, than funding
for tiers shall be reduced in the following manner:
(A) First, Tier 4 funding shall be reduced by an
amount equal to the difference between the Minimum
Funding Level and New State Funds until such time as
Tier 4 funding is exhausted.
(B) Next, Tier 3 funding shall be reduced by an
amount equal to the difference between the Minimum
Funding Level and New State Funds and the reduction in
Tier 4 funding until such time as Tier 3 funding is
exhausted.
(C) Next, Tier 2 funding shall be reduced by an
amount equal to the difference between the Minimum
Funding Level and New State Funds and the reduction in
Tier 4 and Tier 3.
(D) Finally, Tier 1 funding shall be reduced by an
amount equal to the difference between the Minimum
Funding level and New State Funds and the reduction in
Tier 2, 3, and 4 funding. In addition, the Allocation

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Rate for Tier 1 shall be reduced to a percentage equal
to the Tier 1 Allocation Rate set by paragraph (4) of
this subsection (g), multiplied by the result of New
State Funds divided by the Minimum Funding Level.
(9.5) For State fiscal year 2019 and subsequent State
fiscal years, if New State Funds exceed $300,000,000, then
any amount in excess of $300,000,000 shall be dedicated for
purposes of Section 2-3.170 of this Code up to a maximum of
$50,000,000.
(10) In the event of a decrease in the amount of the
appropriation for this Section in any fiscal year after
implementation of this Section, the Organizational Units
receiving Tier 1 and Tier 2 funding, as determined under
paragraph (3) of this subsection (g), shall be held
harmless by establishing a Base Funding Guarantee equal to
the per pupil kindergarten through grade 12 funding
received in accordance with this Section in the prior
fiscal year. Reductions shall be made to the Base Funding
Minimum of Organizational Units in Tier 3 and Tier 4 on a
per pupil basis equivalent to the total number of the ASE
in Tier 3-funded and Tier 4-funded Organizational Units
divided by the total reduction in State funding. The Base
Funding Minimum as reduced shall continue to be applied to
Tier 3 and Tier 4 Organizational Units and adjusted by the
relative formula when increases in appropriations for this
Section resume. In no event may State funding reductions to

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Organizational Units in Tier 3 or Tier 4 exceed an amount
that would be less than the Base Funding Minimum
established in the first year of implementation of this
Section. If additional reductions are required, all school
districts shall receive a reduction by a per pupil amount
equal to the aggregate additional appropriation reduction
divided by the total ASE of all Organizational Units.
(11) The State Superintendent shall make minor
adjustments to the distribution formula set forth in this
subsection (g) to account for the rounding of percentages
to the nearest tenth of a percentage and dollar amounts to
the nearest whole dollar.
(h) State Superintendent administration of funding and
district submission requirements.
(1) The State Superintendent shall, in accordance with
appropriations made by the General Assembly, meet the
funding obligations created under this Section.
(2) The State Superintendent shall calculate the
Adequacy Target for each Organizational Unit and Net State
Contribution Target for each Organizational Unit under
this Section. No Evidence-Based Funding shall be
distributed within an Organizational Unit without the
approval of the unit's school board.
(3) Annually, the State Superintendent shall calculate
and report to each Organizational Unit the unit's aggregate
financial adequacy amount, which shall be the sum of the

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Adequacy Target for each Organizational Unit. The State
Superintendent shall calculate and report separately for
each Organizational Unit the unit's total State funds
allocated for its students with disabilities. The State
Superintendent shall calculate and report separately for
each Organizational Unit the amount of funding and
applicable FTE calculated for each Essential Element of the
unit's Adequacy Target.
(4) Annually, the State Superintendent shall calculate
and report to each Organizational Unit the amount the unit
must expend on special education and bilingual education
and computer technology and equipment for Organizational
Units assigned to Tier 1 or Tier 2 that received an
additional $285.50 per student computer technology and
equipment investment grant to their Adequacy Target
pursuant to the unit's Base Funding Minimum, Special
Education Allocation, Bilingual Education Allocation, and
computer technology and equipment investment allocation.
(5) Moneys distributed under this Section shall be
calculated on a school year basis, but paid on a fiscal
year basis, with payments beginning in August and extending
through June. Unless otherwise provided, the moneys
appropriated for each fiscal year shall be distributed in
22 equal payments at least 2 times monthly to each
Organizational Unit. If moneys appropriated for any fiscal
year are distributed other than monthly, the distribution

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shall be on the same basis for each Organizational Unit.
(6) Any school district that fails, for any given
school year, to maintain school as required by law or to
maintain a recognized school is not eligible to receive
Evidence-Based Funding. In case of non-recognition of one
or more attendance centers in a school district otherwise
operating recognized schools, the claim of the district
shall be reduced in the proportion that the enrollment in
the attendance center or centers bears to the enrollment of
the school district. "Recognized school" means any public
school that meets the standards for recognition by the
State Board. A school district or attendance center not
having recognition status at the end of a school term is
entitled to receive State aid payments due upon a legal
claim that was filed while it was recognized.
(7) School district claims filed under this Section are
subject to Sections 18-9 and 18-12 of this Code, except as
otherwise provided in this Section.
(8) Each fiscal year, the State Superintendent shall
calculate for each Organizational Unit an amount of its
Base Funding Minimum and Evidence-Based Funding that shall
be deemed attributable to the provision of special
educational facilities and services, as defined in Section
14-1.08 of this Code, in a manner that ensures compliance
with maintenance of State financial support requirements
under the federal Individuals with Disabilities Education

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Act. An Organizational Unit must use such funds only for
the provision of special educational facilities and
services, as defined in Section 14-1.08 of this Code, and
must comply with any expenditure verification procedures
adopted by the State Board.
(9) All Organizational Units in this State must submit
annual spending plans by the end of September of each year
to the State Board as part of the annual budget process,
which shall describe how each Organizational Unit will
utilize the Base Funding Minimum and Evidence-Based
Funding it receives from this State under this Section with
specific identification of the intended utilization of
Low-Income, English learner, and special education
resources. Additionally, the annual spending plans of each
Organizational Unit shall describe how the Organizational
Unit expects to achieve student growth and how the
Organizational Unit will achieve State education goals, as
defined by the State Board. The State Superintendent may,
from time to time, identify additional requisites for
Organizational Units to satisfy when compiling the annual
spending plans required under this subsection (h). The
format and scope of annual spending plans shall be
developed by the State Superintendent and the State Board
of Education. School districts that serve students under
Article 14C of this Code shall continue to submit
information as required under Section 14C-12 of this Code.

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(10) No later than January 1, 2018, the State
Superintendent shall develop a 5-year strategic plan for
all Organizational Units to help in planning for adequacy
funding under this Section. The State Superintendent shall
submit the plan to the Governor and the General Assembly,
as provided in Section 3.1 of the General Assembly
Organization Act. The plan shall include recommendations
for:
(A) a framework for collaborative, professional,
innovative, and 21st century learning environments
using the Evidence-Based Funding model;
(B) ways to prepare and support this State's
educators for successful instructional careers;
(C) application and enhancement of the current
financial accountability measures, the approved State
plan to comply with the federal Every Student Succeeds
Act, and the Illinois Balanced Accountability Measures
in relation to student growth and elements of the
Evidence-Based Funding model; and
(D) implementation of an effective school adequacy
funding system based on projected and recommended
funding levels from the General Assembly.
(11) On an annual basis, the State Superintendent must
recalibrate all of the following per pupil elements of the
Adequacy Target and applied to the formulas, based on the
study of average expenses and as reported in the most

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recent annual financial report:
(A) Gifted under subparagraph (M) of paragraph (2)
of subsection (b).
(B) Instructional materials under subparagraph (O)
of paragraph (2) of subsection (b).
(C) Assessment under subparagraph (P) of paragraph
(2) of subsection (b).
(D) Student activities under subparagraph (R) of
paragraph (2) of subsection (b).
(E) Maintenance and operations under subparagraph
(S) of paragraph (2) of subsection (b).
(F) Central office under subparagraph (T) of
paragraph (2) of subsection (b).
(i) Professional Review Panel.
(1) A Professional Review Panel is created to study and
review topics related to the implementation and effect of
Evidence-Based Funding, as assigned by a joint resolution
or Public Act of the General Assembly or a motion passed by
the State Board of Education. The Panel must provide
recommendations to and serve the Governor, the General
Assembly, and the State Board. The State Superintendent or
his or her designee must serve as a voting member and
chairperson of the Panel. The State Superintendent must
appoint a vice chairperson from the membership of the
Panel. The Panel must advance recommendations based on a
three-fifths majority vote of Panel members present and

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voting. A minority opinion may also accompany any
recommendation of the Panel. The Panel shall be appointed
by the State Superintendent, except as otherwise provided
in paragraph (2) of this subsection (i) and include the
following members:
(A) Two appointees that represent district
superintendents, recommended by a statewide
organization that represents district superintendents.
(B) Two appointees that represent school boards,
recommended by a statewide organization that
represents school boards.
(C) Two appointees from districts that represent
school business officials, recommended by a statewide
organization that represents school business
officials.
(D) Two appointees that represent school
principals, recommended by a statewide organization
that represents school principals.
(E) Two appointees that represent teachers,
recommended by a statewide organization that
represents teachers.
(F) Two appointees that represent teachers,
recommended by another statewide organization that
represents teachers.
(G) Two appointees that represent regional
superintendents of schools, recommended by

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organizations that represent regional superintendents.
(H) Two independent experts selected solely by the
State Superintendent.
(I) Two independent experts recommended by public
universities in this State.
(J) One member recommended by a statewide
organization that represents parents.
(K) Two representatives recommended by collective
impact organizations that represent major metropolitan
areas or geographic areas in Illinois.
(L) One member from a statewide organization
focused on research-based education policy to support
a school system that prepares all students for college,
a career, and democratic citizenship.
(M) One representative from a school district
organized under Article 34 of this Code.
The State Superintendent shall ensure that the
membership of the Panel includes representatives from
school districts and communities reflecting the
geographic, socio-economic, racial, and ethnic diversity
of this State. The State Superintendent shall additionally
ensure that the membership of the Panel includes
representatives with expertise in bilingual education and
special education. Staff from the State Board shall staff
the Panel.
(2) In addition to those Panel members appointed by the

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State Superintendent, 4 members of the General Assembly
shall be appointed as follows: one member of the House of
Representatives appointed by the Speaker of the House of
Representatives, one member of the Senate appointed by the
President of the Senate, one member of the House of
Representatives appointed by the Minority Leader of the
House of Representatives, and one member of the Senate
appointed by the Minority Leader of the Senate. There shall
be one additional member appointed by the Governor. All
members appointed by legislative leaders or the Governor
shall be non-voting, ex officio members.
(3) The Panel must study topics at the direction of the
General Assembly or State Board of Education, as provided
under paragraph (1). The Panel may also study the following
topics at the direction of the chairperson:
(A) The format and scope of annual spending plans
referenced in paragraph (9) of subsection (h) of this
Section.
(B) The Comparable Wage Index under this Section.
(C) Maintenance and operations, including capital
maintenance and construction costs.
(D) "At-risk student" definition.
(E) Benefits.
(F) Technology.
(G) Local Capacity Target.
(H) Funding for Alternative Schools, Laboratory

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Schools, safe schools, and alternative learning
opportunities programs.
(I) Funding for college and career acceleration
strategies.
(J) Special education investments.
(K) Early childhood investments, in collaboration
with the Illinois Early Learning Council.
(4) (Blank).
(5) Within 5 years after the implementation of this
Section, and every 5 years thereafter, the Panel shall
complete an evaluative study of the entire Evidence-Based
Funding model, including an assessment of whether or not
the formula is achieving State goals. The Panel shall
report to the State Board, the General Assembly, and the
Governor on the findings of the study.
(6) (Blank).
(7) To ensure that (i) the Adequacy Target calculation
under subsection (b) accurately reflects the needs of
students living in poverty or attending schools located in
areas of high poverty, (ii) racial equity within the
Evidence-Based Funding formula is explicitly explored and
advanced, and (iii) the funding goals of the formula
distribution system established under this Section are
sufficient to provide adequate funding for every student
and to fully fund every school in this State, the Panel
shall review the Essential Elements under paragraph (2) of

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subsection (b). The Panel shall consider all of the
following in its review:
(A) The financial ability of school districts to
provide instruction in a foreign language to every
student and whether an additional Essential Element
should be added to the formula to ensure that every
student has access to instruction in a foreign
language.
(B) The adult-to-student ratio for each Essential
Element in which a ratio is identified. The Panel shall
consider whether the ratio accurately reflects the
staffing needed to support students living in poverty
or who have traumatic backgrounds.
(C) Changes to the Essential Elements that may be
required to better promote racial equity and eliminate
structural racism within schools.
(D) The impact of investing $350,000,000 in
additional funds each year under this Section and an
estimate of when the school system will become fully
funded under this level of appropriation.
(E) Provide an overview of alternative funding
structures that would enable the State to become fully
funded at an earlier date.
(F) The potential to increase efficiency and to
find cost savings within the school system to expedite
the journey to a fully funded system.

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(G) The appropriate levels for reenrolling and
graduating high-risk high school students who have
been previously out of school. These outcomes shall
include enrollment, attendance, skill gains, credit
gains, graduation or promotion to the next grade level,
and the transition to college, training, or
employment, with an emphasis on progressively
increasing the overall attendance.
(H) The evidence-based or research-based practices
that are shown to reduce the gaps and disparities
experienced by African American students in academic
achievement and educational performance, including
practices that have been shown to reduce parities in
disciplinary rates, drop-out rates, graduation rates,
college matriculation rates, and college completion
rates.
On or before December 31, 2021, the Panel shall report
to the State Board, the General Assembly, and the Governor
on the findings of its review. This paragraph (7) is
inoperative on and after July 1, 2022.
(j) References. Beginning July 1, 2017, references in other
laws to general State aid funds or calculations under Section
18-8.05 of this Code (now repealed) shall be deemed to be
references to evidence-based model formula funds or
calculations under this Section.
(Source: P.A. 100-465, eff. 8-31-17; 100-578, eff. 1-31-18;

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100-582, eff. 3-23-18; 101-10, eff. 6-5-19; 101-17, eff.
6-14-19; 101-643, eff. 6-18-20; revised 8-21-20.)
Article 95.
Section 95-1. Short title. This Article may be cited as the
Equity in Higher Education Act. References in this Article to
"this Act" mean this Article.
Section 95-5. Findings; policies.
(a) The General Assembly finds the following:
(1) Historic and continuous systemic racism has
created significant disparities in college access,
affordability, and completion for Black, Latinx,
low-income, and other underrepresented and historically
underserved students.
(2) Higher education is examining its role as a
contributor to systemic racism, while recognizing its
place in providing opportunity and upward mobility, and its
role as a powerful actor in dismantling systemic racism.
(3) Chicago State University has created the Equity
Working Group, which includes statewide representation of
private, community, and public sector stakeholders, to
create an action plan for employers, the secondary and
postsecondary education systems, philanthropic
organizations, community-based organizations, and our

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executive and legislative bodies to improve college
access, completion, and post-graduation outcomes for Black
college students in Illinois.
(4) Despite similar numbers of Black high school
graduates, Illinois saw about 25,000 fewer Black enrollees
in Illinois higher education in 2018 compared to 2008.
(5) Illinois must address wide disparities in degree
completion at Illinois community colleges, which currently
graduate Black and Latinx students at a rate of 14% and 26%
respectively compared to the rate of 38% for White
students, as well as at public universities, which
currently graduate Black and Latinx students at a rate of
34% and 49% respectively compared to 66% of White students,
within 6 years.
(6) The State of Illinois benefits from a diverse
public higher education system that includes universities
and community colleges with different missions and scopes
that maximize college enrollment, persistence, and
completion of underrepresented and historically
underserved students, including Black and Latinx students
and students from low-income families.
(7) Illinois has a moral obligation and an economic
interest in dismantling and reforming structures that
create or exacerbate racial and socioeconomic inequities
in K-12 and higher education.
(8) The Board of Higher Education has a statutory

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obligation to create a strategic plan for higher education
and has adopted core principles to guide this plan.
(9) The Board of Higher Education has included among
its core principles designed to guide the strategic plan
the assumption that excellence coupled with equity should
drive the higher education system and that the higher
education system will make equity-driven decisions,
elevating the voices of those who have been underserved,
and actively identify and remove systemic barriers that
have prevented students of color, first generation college
students, low-income students, adult learners, and rural
students from accessing and succeeding in higher
education; access and affordability as well as high quality
are embedded in the definition of equity.
(b) The General Assembly supports all of the following work
and goals of the Board of Higher Education:
(1) Its work on the strategic plan for higher education
and the vision it has set forth that over the next 10 years
Illinois will have an equitable, accessible, innovative,
nimble, and aligned higher education ecosystem that
ensures individuals, families, and communities across the
state thrive.
(2) Its goal to close equity gaps in higher education
in Illinois and that the strategic plan will identify
multiple strategies to achieve this goal.
(3) Its goal to increase postsecondary

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credential/degree attainment and develop talent to drive
the economy of Illinois and that the strategic plan will
identify strategies to achieve this goal, including
embedding equity in the State's attainment goal.
(4) Its goal to improve higher education
affordability, increase access, and manage costs and the
expectation that the strategic plan will identify
strategies for stakeholders to achieve these goals,
including opportunities to improve efficiency and
principles for equitable and adequate ways to fund higher
education.
(c) The General Assembly encourages the Board of Higher
Education to prepare an array of policy, practice, and proposed
legislative changes required to implement the strategic plan,
along with an implementation process and timeline by May 1,
2021 and to regularly evaluate the impact of the implementation
of the strategic plan and publicly report the evaluation to
ensure that the goals are achieved as intended and lead to a
high-quality, equitable, and diverse higher education system
in Illinois.
Article 100.
Section 100-1. Short title. This Act may be cited as the
Developmental Education Reform Act. References in this Article
to "this Act" mean this Article.

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Section 100-5. Findings. The General Assembly makes all of
the following findings:
(1) Nearly 50% of this State's high school graduates
who enroll full-time in a community college are placed in
developmental education coursework in at least one
subject. Community colleges place nearly 71% of Black
students in developmental education courses compared to
42% of white students.
(2) Traditional developmental education courses cost
students time and money and expend their financial aid
because a student does not receive college credit for the
successful completion of a traditional developmental
education course. This can be a barrier to enrollment,
persistence, and certificate or degree completion.
(3) Developmental education courses can exacerbate
inequities in higher education. Community colleges
graduate Black students who are placed in developmental
education courses at a rate of approximately 8% compared to
a graduation rate of 26% for white students who are placed
in developmental education courses.
(4) A history of inconsistent and inadequate
approaches to student placement in community college
coursework, such as the reliance on standardized test
scores, has resulted in too many students being placed in
developmental education coursework who could otherwise

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succeed in introductory college-level coursework or
introductory college-level coursework with concurrent
support.
(5) Developmental education reform is in progress, and
public institutions of higher education and State agencies
have undertaken voluntary efforts and committed resources
to improve placement and to address disparities in the
successful completion of introductory college-level
coursework.
(6) The Illinois Council of Community College
Presidents, the Illinois Community College Chief Academic
Officers Commission, the Illinois Community College Chief
Student Services Officers Commission, and the Illinois
Mathematics Association of Community Colleges have already
developed and approved a more equitable, multiple measures
framework for placement in coursework that is currently
implemented at many but not all community colleges.
(7) In 2019, members of the General Assembly, faculty
and administrators from public institutions of higher
education, board trustees from community college
districts, representatives from the Board of Higher
Education, the Illinois Community College Board, and other
appointed stakeholders convened a task force to inventory
and study developmental education models employed by
public community colleges and universities in this State
and to submit a detailed plan for scaling developmental

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education reforms in which all students who are placed in
developmental education coursework are enrolled in an
evidence-based developmental education model that
maximizes a student's likelihood of completing an
introductory college-level course within his or her first 2
semesters at an institution of higher education. The data
released by the task force indicates all of the following:
(A) Despite more effective developmental education
models, community colleges and universities use the
traditional developmental education model for 77% of
students who place in a developmental education
mathematics course and for 67% of students who place in
a developmental English language course.
(B) Improved policies, programs, and practices are
essential to address the systemic inequities that
exist in postsecondary education in this State, such as
the disproportionate enrollment of Black students in
developmental education courses.
(8) To support further reform to developmental
education in mathematics, additional work needs to be done
in order to more adequately define the math pathways and
the various ways that students satisfy mathematics credit
requirements depending upon their academic and career
pathways.
Section 100-10. Definitions. In this Act:

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"College-level English language or mathematics course" or
"college-level English language or mathematics coursework"
means a course that bears credit and fulfills English language
or mathematics credit requirements for a baccalaureate degree,
a certificate, or an associate degree from a postsecondary
educational institution.
"Community college" means a public community college in
this State.
"Developmental education" means instruction through which
a high school graduate who applies to a college credit program
may attain the communication and computation skills necessary
to successfully complete college-level coursework.
"Developmental education course" or "developmental
education coursework" means a course or a category of courses
in which students are placed based on an institution's finding
that a student does not have the proficiency necessary to
succeed in an introductory college-level English language or
mathematics course.
"Institution of higher education" or "institution" means a
public community college or university in this State.
"University" means a public university in this State.
Section 100-15. Placement measures.
(a) On or before May 1, 2022, a community college shall use
each of the following measures, as appropriate, to determine
the placement of a student in introductory college-level

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English language or mathematics coursework and shall use the
scores set forth in recommendations approved by the Illinois
Council of Community College Presidents on June 1, 2018:
(1) A student's cumulative high school grade point
average.
(2) A student's successful completion of an
appropriate high school transition course in mathematics
or English.
(3) A student's successful completion of an
appropriate developmental education or introductory
college-level English language or mathematics course at
another regionally accredited postsecondary educational
institution.
(b) In determining the placement of a student in
introductory college-level English language or mathematics
coursework, a community college shall consider the
standardized test scores provided by the student for placement
in an introductory college-level English language or
mathematics course.
In addition, a community college is encouraged to use the
scores set forth in recommendations approved by the Illinois
Council of Community College Presidents on June 1, 2018 and
should also consider other individual measures for placement in
an introductory college-level English language or mathematics
course, as set forth in recommendations approved by the
Illinois Council of Community College Presidents on June 1,

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2018, and the scores set forth in those recommendations.
In its discretion, a community college may accept a lower
score on individual placement measures or accept lower scores
in combination with other placement measures than those set
forth in the recommendations.
(c) If a student qualifies for placement in an introductory
college-level English language or mathematics course using a
single measure under subsection (a) or (b), no additional
measures need to be considered for placement of the student in
the introductory college-level English language or mathematics
course.
Section 100-20. Recommendations of Illinois Council of
Community College Presidents recommendation revisions; math
pathways.
(a) If the Illinois Council of Community College Presidents
approves any revised recommendations for determining the
placement of students in introductory college-level English
language or mathematics courses in response to changes in
scoring systems, the introduction and use of additional
measures, or evidence that demonstrates the inaccuracy in the
use of scores in previous recommendations, then, within one
year after the date of the adoption of those revised
recommendations, references in this Act to recommendations
approved by the Illinois Council of Community College
Presidents on June 1, 2018 shall mean the revised

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recommendations. The General Assembly may request that the
Illinois Council of Community College Presidents provide to the
General Assembly the rationale and supporting evidence for any
revision to the Council's recommendations.
(b) Beginning no later than December 1, 2021, the Illinois
Board of Higher Education shall convene stakeholders to
consider a multiple measures framework for placement into
college-level coursework for Illinois public universities with
considerations for math pathways and major requirements.
Section 100-25. Placement policy; report.
(a) Each institution of higher education shall publicly
post its placement policy in a manner that is easily accessible
to both students and prospective students.
(b) On or before July 1, 2023, the Illinois Community
College Board shall issue a report, which shall be made
available to the public on its Internet website, concerning
each community college's developmental education and
college-level coursework placement policy and the policy's
outcomes. The data disclosed in the report must be consistent
with the Illinois Community College Board's requirements for
data collection and should be disaggregated by developmental
education course model, as defined by the Illinois Community
College Board, and by gender, race and ethnicity, and federal
Pell Grant status.

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Section 100-30. Institutional plans; report.
(a) On or before May 1, 2022, each university shall submit
to the Board of Higher Education and each community college
shall submit to the Illinois Community College Board its
institutional plan for scaling evidence-based developmental
education reforms to maximize the probability that a student
will be placed in and successfully complete introductory
college-level English language or mathematics coursework
within 2 semesters at the institution. At a minimum, a plan
submitted by an institution shall include all of the following:
(1) A description of the current developmental
education models offered by the institution. If the
institution does not currently offer developmental
education coursework, it must provide details regarding
its decision not to offer developmental education
coursework and the pathways that are available to students
deemed to be insufficiently prepared for introductory
college-level English language or mathematics coursework.
(2) A description of the developmental education
models that will be implemented and scaled and the basis of
the evidence and associated data that the institution
considered in making the decision to scale each model.
(3) Baseline data and benchmarks for progress,
including, but not limited to, (i) enrollment in
credit-bearing English language or mathematics courses,
(ii) rates of successful completion of introductory

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college-level English language or mathematics courses, and
(iii) college-credit accumulation.
(4) Detailed plans for scaling reforms and improving
outcomes for all students placed in traditional
developmental education models or models with comparable
introductory college-level course completion rates. The
plan shall provide details about the expected improvements
in educational outcomes for Black students as result of the
proposed reforms.
(b) On or before January 1, 2023 and every 2 years
thereafter, the Board of Higher Education and Illinois
Community College Board shall collect data and report to the
General Assembly and the public the status of developmental
education reforms at institutions. The report must include data
on the progress of the developmental education reforms,
including, but not limited to, (i) enrollment in credit-bearing
English language or mathematics courses, (ii) rates of
successful completion of introductory college-level English
language or mathematics courses, and (iii) college-credit
accumulation. The data should be disaggregated by gender, race
and ethnicity, federal Pell Grant status, and other variables
of interest to the Board of Higher Education and the Illinois
Community College Board.
(c) On or before January 1, 2024 and every 2 years
thereafter, the Board of Higher Education and Illinois
Community College Board, in consultation with institutions of

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higher education and other stakeholders, shall consider
additional data reporting requirements to facilitate the
rigorous and continuous evaluation of each institution's
implementation plan and its impact on improving outcomes for
students in developmental education, particularly for Black
students.
Section 100-90. Family Educational Rights and Privacy Act
of 1974. Nothing in this Act supersedes the federal Family
Educational Rights and Privacy Act of 1974 or rules adopted
pursuant to the federal Family Educational Rights and Privacy
Act of 1974.
Article 115.
Section 115-5. The School Code is amended by changing
Section 21B-50 as follows:
(105 ILCS 5/21B-50)
Sec. 21B-50. Alternative Educator Licensure Program.
(a) There is established an alternative educator licensure
program, to be known as the Alternative Educator Licensure
Program for Teachers.
(b) The Alternative Educator Licensure Program for
Teachers may be offered by a recognized institution approved to
offer educator preparation programs by the State Board of

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Education, in consultation with the State Educator Preparation
and Licensure Board.
The program shall be comprised of 4 phases:
(1) A course of study that at a minimum includes
instructional planning; instructional strategies,
including special education, reading, and English language
learning; classroom management; and the assessment of
students and use of data to drive instruction.
(2) A year of residency, which is a candidate's
assignment to a full-time teaching position or as a
co-teacher for one full school year. An individual must
hold an Educator License with Stipulations with an
alternative provisional educator endorsement in order to
enter the residency and must complete additional program
requirements that address required State and national
standards, pass the State Board's teacher performance
assessment no later than the end of the first semester of
the second year of residency, as required under phase (3)
of this subsection (b), and be recommended by the principal
or qualified equivalent of a principal, as required under
subsection (d) of this Section, and the program coordinator
to continue with the second year of the residency.
(3) A second year of residency, which shall include the
candidate's assignment to a full-time teaching position
for one school year. The candidate must be assigned an
experienced teacher to act as a mentor and coach the

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candidate through the second year of residency.
(4) A comprehensive assessment of the candidate's
teaching effectiveness, as evaluated by the principal or
qualified equivalent of a principal, as required under
subsection (d) of this Section, and the program
coordinator, at the end of the second year of residency. If
there is disagreement between the 2 evaluators about the
candidate's teaching effectiveness, the candidate may
complete one additional year of residency teaching under a
professional development plan developed by the principal
or qualified equivalent and the preparation program. At the
completion of the third year, a candidate must have
positive evaluations and a recommendation for full
licensure from both the principal or qualified equivalent
and the program coordinator or no Professional Educator
License shall be issued.
Successful completion of the program shall be deemed to
satisfy any other practice or student teaching and content
matter requirements established by law.
(c) An alternative provisional educator endorsement on an
Educator License with Stipulations is valid for 2 years of
teaching in the public schools, including without limitation a
preschool educational program under Section 2-3.71 of this Code
or charter school, or in a State-recognized nonpublic school in
which the chief administrator is required to have the licensure
necessary to be a principal in a public school in this State

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and in which a majority of the teachers are required to have
the licensure necessary to be instructors in a public school in
this State, but may be renewed for a third year if needed to
complete the Alternative Educator Licensure Program for
Teachers. The endorsement shall be issued only once to an
individual who meets all of the following requirements:
(1) Has graduated from a regionally accredited college
or university with a bachelor's degree or higher.
(2) (Blank). Has a cumulative grade point average of
3.0 or greater on a 4.0 scale or its equivalent on another
scale.
(3) Has completed a major in the content area if
seeking a middle or secondary level endorsement or, if
seeking an early childhood, elementary, or special
education endorsement, has completed a major in the content
area of reading, English/language arts, mathematics, or
one of the sciences. If the individual does not have a
major in a content area for any level of teaching, he or
she must submit transcripts to the State Board of Education
to be reviewed for equivalency.
(4) Has successfully completed phase (1) of subsection
(b) of this Section.
(5) Has passed a content area test required for the
specific endorsement for admission into the program, as
required under Section 21B-30 of this Code.
A candidate possessing the alternative provisional

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educator endorsement may receive a salary, benefits, and any
other terms of employment offered to teachers in the school who
are members of an exclusive bargaining representative, if any,
but a school is not required to provide these benefits during
the years of residency if the candidate is serving only as a
co-teacher. If the candidate is serving as the teacher of
record, the candidate must receive a salary, benefits, and any
other terms of employment. Residency experiences must not be
counted towards tenure.
(d) The recognized institution offering the Alternative
Educator Licensure Program for Teachers must partner with a
school district, including without limitation a preschool
educational program under Section 2-3.71 of this Code or
charter school, or a State-recognized, nonpublic school in this
State in which the chief administrator is required to have the
licensure necessary to be a principal in a public school in
this State and in which a majority of the teachers are required
to have the licensure necessary to be instructors in a public
school in this State. A recognized institution that partners
with a public school district administering a preschool
educational program under Section 2-3.71 of this Code must
require a principal to recommend or evaluate candidates in the
program. A recognized institution that partners with an
eligible entity administering a preschool educational program
under Section 2-3.71 of this Code and that is not a public
school district must require a principal or qualified

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equivalent of a principal to recommend or evaluate candidates
in the program. The program presented for approval by the State
Board of Education must demonstrate the supports that are to be
provided to assist the provisional teacher during the 2-year
residency period. These supports must provide additional
contact hours with mentors during the first year of residency.
(e) Upon completion of the 4 phases outlined in subsection
(b) of this Section and all assessments required under Section
21B-30 of this Code, an individual shall receive a Professional
Educator License.
(f) The State Board of Education, in consultation with the
State Educator Preparation and Licensure Board, may adopt such
rules as may be necessary to establish and implement the
Alternative Educator Licensure Program for Teachers.
(Source: P.A. 100-596, eff. 7-1-18; 100-822, eff. 1-1-19;
101-220, eff. 8-7-19; 101-570, eff. 8-23-19; 101-643, eff.
6-18-20.)
Article 120.
Section 120-5. The Higher Education Student Assistance Act
is amended by changing Section 50 as follows:
(110 ILCS 947/50)
Sec. 50. Minority Teachers of Illinois scholarship
program.

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(a) As used in this Section:
"Eligible applicant" means a minority student who has
graduated from high school or has received a high school
equivalency certificate and has maintained a cumulative
grade point average of no less than 2.5 on a 4.0 scale, and
who by reason thereof is entitled to apply for scholarships
to be awarded under this Section.
"Minority student" means a student who is any of the
following:
(1) American Indian or Alaska Native (a person
having origins in any of the original peoples of North
and South America, including Central America, and who
maintains tribal affiliation or community attachment).
(2) Asian (a person having origins in any of the
original peoples of the Far East, Southeast Asia, or
the Indian subcontinent, including, but not limited
to, Cambodia, China, India, Japan, Korea, Malaysia,
Pakistan, the Philippine Islands, Thailand, and
Vietnam).
(3) Black or African American (a person having
origins in any of the black racial groups of Africa).
Terms such as "Haitian" or "Negro" can be used in
addition to "Black or African American".
(4) Hispanic or Latino (a person of Cuban, Mexican,
Puerto Rican, South or Central American, or other
Spanish culture or origin, regardless of race).

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(5) Native Hawaiian or Other Pacific Islander (a
person having origins in any of the original peoples of
Hawaii, Guam, Samoa, or other Pacific Islands).
"Qualified bilingual minority applicant" means a
qualified student who demonstrates proficiency in a
language other than English by (i) receiving a State Seal
of Biliteracy from the State Board of Education or (ii)
receiving a passing score on an educator licensure target
language proficiency test.
"Qualified student" means a person (i) who is a
resident of this State and a citizen or permanent resident
of the United States; (ii) who is a minority student, as
defined in this Section; (iii) who, as an eligible
applicant, has made a timely application for a minority
teaching scholarship under this Section; (iv) who is
enrolled on at least a half-time basis at a qualified
Illinois institution of higher learning; (v) who is
enrolled in a course of study leading to teacher licensure,
including alternative teacher licensure, or, if the
student is already licensed to teach, in a course of study
leading to an additional teaching endorsement or a master's
degree in an academic field in which he or she is teaching
or plans to teach or who has received one or more College
and Career Pathway Endorsements pursuant to Section 80 of
the Postsecondary and Workforce Readiness Act and commits
to enrolling in a course of study leading to teacher

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licensure, including alternative teacher licensure; (vi)
who maintains a grade point average of no less than 2.5 on
a 4.0 scale; and (vii) who continues to advance
satisfactorily toward the attainment of a degree.
(b) In order to encourage academically talented Illinois
minority students to pursue teaching careers at the preschool
or elementary or secondary school level and to address and
alleviate the teacher shortage crisis in this State described
under the provisions of the Transitions in Education Act, each
qualified student shall be awarded a minority teacher
scholarship to any qualified Illinois institution of higher
learning. However, preference may be given to qualified
applicants enrolled at or above the junior level.
(c) Each minority teacher scholarship awarded under this
Section shall be in an amount sufficient to pay the tuition and
fees and room and board costs of the qualified Illinois
institution of higher learning at which the recipient is
enrolled, up to an annual maximum of $5,000; except that in the
case of a recipient who does not reside on-campus at the
institution at which he or she is enrolled, the amount of the
scholarship shall be sufficient to pay tuition and fee expenses
and a commuter allowance, up to an annual maximum of $5,000.
However, if at least $2,850,000 is appropriated in a given
fiscal year for the Minority Teachers of Illinois scholarship
program, then, in each fiscal year thereafter, each scholarship
awarded under this Section shall be in an amount sufficient to

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pay the tuition and fees and room and board costs of the
qualified Illinois institution of higher learning at which the
recipient is enrolled, up to an annual maximum of $7,500;
except that in the case of a recipient who does not reside
on-campus at the institution at which he or she is enrolled,
the amount of the scholarship shall be sufficient to pay
tuition and fee expenses and a commuter allowance, up to an
annual maximum of $7,500.
(d) The total amount of minority teacher scholarship
assistance awarded by the Commission under this Section to an
individual in any given fiscal year, when added to other
financial assistance awarded to that individual for that year,
shall not exceed the cost of attendance at the institution at
which the student is enrolled. If the amount of minority
teacher scholarship to be awarded to a qualified student as
provided in subsection (c) of this Section exceeds the cost of
attendance at the institution at which the student is enrolled,
the minority teacher scholarship shall be reduced by an amount
equal to the amount by which the combined financial assistance
available to the student exceeds the cost of attendance.
(e) The maximum number of academic terms for which a
qualified student can receive minority teacher scholarship
assistance shall be 8 semesters or 12 quarters.
(f) In any academic year for which an eligible applicant
under this Section accepts financial assistance through the
Paul Douglas Teacher Scholarship Program, as authorized by

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Section 551 et seq. of the Higher Education Act of 1965, the
applicant shall not be eligible for scholarship assistance
awarded under this Section.
(g) All applications for minority teacher scholarships to
be awarded under this Section shall be made to the Commission
on forms which the Commission shall provide for eligible
applicants. The form of applications and the information
required to be set forth therein shall be determined by the
Commission, and the Commission shall require eligible
applicants to submit with their applications such supporting
documents or recommendations as the Commission deems
necessary.
(h) Subject to a separate appropriation for such purposes,
payment of any minority teacher scholarship awarded under this
Section shall be determined by the Commission. All scholarship
funds distributed in accordance with this subsection shall be
paid to the institution and used only for payment of the
tuition and fee and room and board expenses incurred by the
student in connection with his or her attendance at a qualified
Illinois institution of higher learning. Any minority teacher
scholarship awarded under this Section shall be applicable to 2
semesters or 3 quarters of enrollment. If a qualified student
withdraws from enrollment prior to completion of the first
semester or quarter for which the minority teacher scholarship
is applicable, the school shall refund to the Commission the
full amount of the minority teacher scholarship.

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(i) The Commission shall administer the minority teacher
scholarship aid program established by this Section and shall
make all necessary and proper rules not inconsistent with this
Section for its effective implementation.
(j) When an appropriation to the Commission for a given
fiscal year is insufficient to provide scholarships to all
qualified students, the Commission shall allocate the
appropriation in accordance with this subsection. If funds are
insufficient to provide all qualified students with a
scholarship as authorized by this Section, the Commission shall
allocate the available scholarship funds for that fiscal year
to qualified students who submit a complete application form on
or before a date specified by the Commission based on the
following order of priority:
(1) To students who received a scholarship under this
Section in the prior academic year and who remain eligible
for a minority teacher scholarship under this Section.
(2) Except as otherwise provided in subsection (k), to
students who demonstrate financial need, as determined by
the Commission. on the basis of the date the Commission
receives a complete application form.
(k) Notwithstanding paragraph (2) of the provisions of
subsection (j) or any other provision of this Section, at least
35% 30% of the funds appropriated for scholarships awarded
under this Section in each fiscal year shall be reserved for
qualified male minority applicants, with priority being given

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to qualified Black male applicants beginning with fiscal year
2023. If the Commission does not receive enough applications
from qualified male minorities on or before January 1 of each
fiscal year to award 35% 30% of the funds appropriated for
these scholarships to qualified male minority applicants, then
the Commission may award a portion of the reserved funds to
qualified female minority applicants in accordance with
subsection (j).
Beginning with fiscal year 2023, if at least $2,850,000 but
less than $4,200,000 is appropriated in a given fiscal year for
scholarships awarded under this Section, then at least 10% of
the funds appropriated shall be reserved for qualified
bilingual minority applicants, with priority being given to
qualified bilingual minority applicants who are enrolled in an
educator preparation program with a concentration in
bilingual, bicultural education. Beginning with fiscal year
2023, if at least $4,200,000 is appropriated in a given fiscal
year for the Minority Teachers of Illinois scholarship program,
then at least 30% of the funds appropriated shall be reserved
for qualified bilingual minority applicants, with priority
being given to qualified bilingual minority applicants who are
enrolled in an educator preparation program with a
concentration in bilingual, bicultural education. Beginning
with fiscal year 2023, if at least $2,850,000 is appropriated
in a given fiscal year for scholarships awarded under this
Section but the Commission does not receive enough applications

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from qualified bilingual minority applicants on or before
January 1 of that fiscal year to award at least 10% of the
funds appropriated to qualified bilingual minority applicants,
then the Commission may, in its discretion, award a portion of
the reserved funds to other qualified students in accordance
with subsection (j).
(l) Prior to receiving scholarship assistance for any
academic year, each recipient of a minority teacher scholarship
awarded under this Section shall be required by the Commission
to sign an agreement under which the recipient pledges that,
within the one-year period following the termination of the
program for which the recipient was awarded a minority teacher
scholarship, the recipient (i) shall begin teaching for a
period of not less than one year for each year of scholarship
assistance he or she was awarded under this Section; and (ii)
shall fulfill this teaching obligation at a nonprofit Illinois
public, private, or parochial preschool, elementary school, or
secondary school at which no less than 30% of the enrolled
students are minority students in the year during which the
recipient begins teaching at the school or may instead, if the
recipient received a scholarship as a qualified bilingual
minority applicant, fulfill this teaching obligation in a
program in transitional bilingual education pursuant to
Article 14C of the School Code or in a school in which 20 or
more English learner students in the same language
classification are enrolled; and (iii) shall, upon request by

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the Commission, provide the Commission with evidence that he or
she is fulfilling or has fulfilled the terms of the teaching
agreement provided for in this subsection.
(m) If a recipient of a minority teacher scholarship
awarded under this Section fails to fulfill the teaching
obligation set forth in subsection (l) of this Section, the
Commission shall require the recipient to repay the amount of
the scholarships received, prorated according to the fraction
of the teaching obligation not completed, at a rate of interest
equal to 5%, and, if applicable, reasonable collection fees.
The Commission is authorized to establish rules relating to its
collection activities for repayment of scholarships under this
Section. All repayments collected under this Section shall be
forwarded to the State Comptroller for deposit into the State's
General Revenue Fund.
(n) A recipient of minority teacher scholarship shall not
be considered in violation of the agreement entered into
pursuant to subsection (l) if the recipient (i) enrolls on a
full time basis as a graduate student in a course of study
related to the field of teaching at a qualified Illinois
institution of higher learning; (ii) is serving, not in excess
of 3 years, as a member of the armed services of the United
States; (iii) is a person with a temporary total disability for
a period of time not to exceed 3 years as established by sworn
affidavit of a qualified physician; (iv) is seeking and unable
to find full time employment as a teacher at an Illinois

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public, private, or parochial preschool or elementary or
secondary school that satisfies the criteria set forth in
subsection (l) of this Section and is able to provide evidence
of that fact; (v) becomes a person with a permanent total
disability as established by sworn affidavit of a qualified
physician; (vi) is taking additional courses, on at least a
half-time basis, needed to obtain licensure as a teacher in
Illinois; or (vii) is fulfilling teaching requirements
associated with other programs administered by the Commission
and cannot concurrently fulfill them under this Section in a
period of time equal to the length of the teaching obligation.
(o) Scholarship recipients under this Section who withdraw
from a program of teacher education but remain enrolled in
school to continue their postsecondary studies in another
academic discipline shall not be required to commence repayment
of their Minority Teachers of Illinois scholarship so long as
they remain enrolled in school on a full-time basis or if they
can document for the Commission special circumstances that
warrant extension of repayment.
(p) If the Minority Teachers of Illinois scholarship
program does not expend at least 90% of the amount appropriated
for the program in a given fiscal year for 3 consecutive fiscal
years and the Commission does not receive enough applications
from the groups identified in subsection (k) on or before
January 1 in each of those fiscal years to meet the percentage
reserved for those groups under subsection (k), then up to 3%

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of amount appropriated for the program for each of next 3
fiscal years shall be allocated to increasing awareness of the
program and for the recruitment of Black male applicants. The
Commission shall make a recommendation to the General Assembly
by January 1 of the year immediately following the end of that
third fiscal year regarding whether the amount allocated to
increasing awareness and recruitment should continue.
(q) Each qualified Illinois institution of higher learning
that receives funds from the Minority Teachers of Illinois
scholarship program shall host an annual information session at
the institution about the program for teacher candidates of
color in accordance with rules adopted by the Commission.
Additionally, the institution shall ensure that each
scholarship recipient enrolled at the institution meets with an
academic advisor at least once per academic year to facilitate
on-time completion of the recipient's educator preparation
program.
(r) The changes made to this Section by this amendatory Act
of the 101st General Assembly will first take effect with
awards made for the 2022-2023 academic year.
(Source: P.A. 99-143, eff. 7-27-15; 100-235, eff. 6-1-18.)
Article 125.
Section 125-5. The Higher Education Student Assistance Act
is amended by changing Section 65.100 as follows:

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(110 ILCS 947/65.100)
(Section scheduled to be repealed on October 1, 2024)
Sec. 65.100. AIM HIGH Grant Pilot Program.
(a) The General Assembly makes all of the following
findings:
(1) Both access and affordability are important
aspects of the Illinois Public Agenda for College and
Career Success report.
(2) This State is in the top quartile with respect to
the percentage of family income needed to pay for college.
(3) Research suggests that as loan amounts increase,
rather than an increase in grant amounts, the probability
of college attendance decreases.
(4) There is further research indicating that
socioeconomic status may affect the willingness of
students to use loans to attend college.
(5) Strategic use of tuition discounting can decrease
the amount of loans that students must use to pay for
tuition.
(6) A modest, individually tailored tuition discount
can make the difference in a student choosing to attend
college and enhance college access for low-income and
middle-income families.
(7) Even if the federally calculated financial need for
college attendance is met, the federally determined

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Expected Family Contribution can still be a daunting
amount.
(8) This State is the second largest exporter of
students in the country.
(9) When talented Illinois students attend
universities in this State, the State and those
universities benefit.
(10) State universities in other states have adopted
pricing and incentives that allow many Illinois residents
to pay less to attend an out-of-state university than to
remain in this State for college.
(11) Supporting Illinois student attendance at
Illinois public universities can assist in State efforts to
maintain and educate a highly trained workforce.
(12) Modest tuition discounts that are individually
targeted and tailored can result in enhanced revenue for
public universities.
(13) By increasing a public university's capacity to
strategically use tuition discounting, the public
university will be capable of creating enhanced tuition
revenue by increasing enrollment yields.
(b) In this Section:
"Eligible applicant" means a student from any high school
in this State, whether or not recognized by the State Board of
Education, who is engaged in a program of study that in due
course will be completed by the end of the school year and who

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meets all of the qualifications and requirements under this
Section.
"Tuition and other necessary fees" includes the customary
charge for instruction and use of facilities in general and the
additional fixed fees charged for specified purposes that are
required generally of non-grant recipients for each academic
period for which the grant applicant actually enrolls, but does
not include fees payable only once or breakage fees and other
contingent deposits that are refundable in whole or in part.
The Commission may adopt, by rule not inconsistent with this
Section, detailed provisions concerning the computation of
tuition and other necessary fees.
(c) Beginning with the 2019-2020 academic year, each public
university may establish a merit-based scholarship pilot
program known as the AIM HIGH Grant Pilot Program. Each year,
the Commission shall receive and consider applications from
public universities under this Section. Subject to
appropriation and any tuition waiver limitation established by
the Board of Higher Education, a public university campus may
award a grant to a student under this Section if it finds that
the applicant meets all of the following criteria:
(1) He or she is a resident of this State and a citizen
or eligible noncitizen of the United States.
(2) He or she files a Free Application for Federal
Student Aid and demonstrates financial need with a
household income no greater than 6 times the poverty

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guidelines updated periodically in the Federal Register by
the U.S. Department of Health and Human Services under the
authority of 42 U.S.C. 9902(2). The household income of the
applicant at the time of initial application shall be
deemed to be the household income of the applicant for the
duration of the pilot program.
(3) He or she meets the minimum cumulative grade point
average or ACT or SAT college admissions test score, as
determined by the public university campus.
(4) He or she is enrolled in a public university as an
undergraduate student on a full-time basis.
(5) He or she has not yet received a baccalaureate
degree or the equivalent of 135 semester credit hours.
(6) He or she is not incarcerated.
(7) He or she is not in default on any student loan or
does not owe a refund or repayment on any State or federal
grant or scholarship.
(8) Any other reasonable criteria, as determined by the
public university campus.
(d) Each public university campus shall determine grant
renewal criteria consistent with the requirements under this
Section.
(e) Each participating public university campus shall post
on its Internet website criteria and eligibility requirements
for receiving awards that use funds under this Section that
include a range in the sizes of these individual awards. The

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criteria and amounts must also be reported to the Commission
and the Board of Higher Education, who shall post the
information on their respective Internet websites.
(f) After enactment of an appropriation for this Program,
the Commission shall determine an allocation of funds to each
public university in an amount proportionate to the number of
undergraduate students who are residents of this State and
citizens or eligible noncitizens of the United States and who
were enrolled at each public university campus in the previous
academic year. All applications must be made to the Commission
on or before a date determined by the Commission and on forms
that the Commission shall provide to each public university
campus. The form of the application and the information
required shall be determined by the Commission and shall
include, without limitation, the total public university
campus funds used to match funds received from the Commission
in the previous academic year under this Section, if any, the
total enrollment of undergraduate students who are residents of
this State from the previous academic year, and any supporting
documents as the Commission deems necessary. Each public
university campus shall match the amount of funds received by
the Commission with financial aid for eligible students.
A public university in which an average of at least 49% of
the students seeking a bachelor's degree or certificate
received a Pell Grant over the prior 3 academic years, as
reported to the Commission, shall match 20% of the amount of

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funds awarded in a given academic year with non-loan financial
aid for eligible students. A public university in which an
average of less than 49% of the students seeking a bachelor's
degree or certificate received a Pell Grant over the prior 3
academic years, as reported to the Commission, shall match 60%
of the amount of funds awarded in a given academic year with
non-loan financial aid for eligible students.
A public university campus is not required to claim its
entire allocation. The Commission shall make available to all
public universities, on a date determined by the Commission,
any unclaimed funds and the funds must be made available to
those public university campuses in the proportion determined
under this subsection (f), excluding from the calculation those
public university campuses not claiming their full
allocations.
Each public university campus may determine the award
amounts for eligible students on an individual or broad basis,
but, subject to renewal eligibility, each renewed award may not
be less than the amount awarded to the eligible student in his
or her first year attending the public university campus.
Notwithstanding this limitation, a renewal grant may be reduced
due to changes in the student's cost of attendance, including,
but not limited to, if a student reduces the number of credit
hours in which he or she is enrolled, but remains a full-time
student, or switches to a course of study with a lower tuition
rate.

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An eligible applicant awarded grant assistance under this
Section is eligible to receive other financial aid. Total grant
aid to the student from all sources may not exceed the total
cost of attendance at the public university campus.
(g) All money allocated to a public university campus under
this Section may be used only for financial aid purposes for
students attending the public university campus during the
academic year, not including summer terms. Notwithstanding any
other provision of law to the contrary, any funds received by a
public university campus under this Section that are not
granted to students in the academic year for which the funds
are received may be retained by the public university campus
for expenditure on students participating in the Program or
students eligible to participate in the Program.
(h) Each public university campus that establishes a
Program under this Section must annually report to the
Commission, on or before a date determined by the Commission,
the number of undergraduate students enrolled at that campus
who are residents of this State.
(i) Each public university campus must report to the
Commission the total non-loan financial aid amount given by the
public university campus to undergraduate students in the
2017-2018 academic year, not including the summer term. To be
eligible to receive funds under the Program, a public
university campus may not decrease the total amount of non-loan
financial aid it gives to undergraduate students, not including

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any funds received from the Commission under this Section or
any funds used to match grant awards under this Section, to an
amount lower than the reported amount for the 2017-2018
academic year, not including the summer term.
(j) On or before a date determined by the Commission, each
public university campus that participates in the Program under
this Section shall annually submit a report to the Commission
with all of the following information:
(1) The Program's impact on tuition revenue and
enrollment goals and increase in access and affordability
at the public university campus.
(2) Total funds received by the public university
campus under the Program.
(3) Total non-loan financial aid awarded to
undergraduate students attending the public university
campus.
(4) Total amount of funds matched by the public
university campus.
(5) Total amount of claimed and unexpended funds
retained by the public university campus.
(6) The percentage of total financial aid distributed
under the Program by the public university campus.
(7) The total number of students receiving grants from
the public university campus under the Program and those
students' grade level, race, gender, income level, family
size, Monetary Award Program eligibility, Pell Grant

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eligibility, and zip code of residence and the amount of
each grant award. This information shall include unit
record data on those students regarding variables
associated with the parameters of the public university's
Program, including, but not limited to, a student's ACT or
SAT college admissions test score, high school or
university cumulative grade point average, or program of
study.
On or before October 1, 2020 and annually on or before
October 1 thereafter, the Commission shall submit a report with
the findings under this subsection (j) and any other
information regarding the AIM HIGH Grant Pilot Program to (i)
the Governor, (ii) the Speaker of the House of Representatives,
(iii) the Minority Leader of the House of Representatives, (iv)
the President of the Senate, and (v) the Minority Leader of the
Senate. The reports to the General Assembly shall be filed with
the Clerk of the House of Representatives and the Secretary of
the Senate in electronic form only, in the manner that the
Clerk and the Secretary shall direct. The Commission's report
may not disaggregate data to a level that may disclose
personally identifying information of individual students.
The sharing and reporting of student data under this
subsection (j) must be in accordance with the requirements
under the federal Family Educational Rights and Privacy Act of
1974 and the Illinois School Student Records Act. All parties
must preserve the confidentiality of the information as

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required by law. The names of the grant recipients under this
Section are not subject to disclosure under the Freedom of
Information Act.
Public university campuses that fail to submit a report
under this subsection (j) or that fail to adhere to any other
requirements under this Section may not be eligible for
distribution of funds under the Program for the next academic
year, but may be eligible for distribution of funds for each
academic year thereafter.
(k) The Commission shall adopt rules to implement this
Section.
(l) This Section is repealed on October 1, 2024.
(Source: P.A. 100-587, eff. 6-4-18; 100-1015, eff. 8-21-18;
100-1183, eff. 4-4-19; 101-81, eff. 7-12-19; 101-613, eff.
6-1-20; 101-643, eff. 6-18-20.)
Article 130.
Section 130-1. Short title. This Article may be cited as
the Transitions in Education Act. References in this Article to
"this Act" mean this Article.
Section 130-5. Findings; policies.
(a) The General Assembly finds the following:
(1) Teachers are the single most important in-school
factor in supporting student outcomes and success; yet,

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Illinois is suffering from a profound teacher shortage
across the State.
(2) To reverse this shortage, Illinois needs to develop
and invest in a robust and diverse educator pipeline,
addressing any barriers or gaps that limit high quality
candidates, particularly candidates of color, from
becoming teachers.
(3) Illinois loses many high quality, diverse educator
candidates in postsecondary programs due to confusion or
lack of course transfer credits and course articulation
from Illinois's 2-year to 4-year institutions.
(4) Lack of alignment and transferability of course
credits may often force candidates to spend additional time
and money to earn a degree or lead to an inability to
complete a degree.
(5) In 1993, the Board of Higher Education, the
Illinois Community College Board, and the Transfer
Coordinators of Illinois Colleges and Universities brought
together faculty from public and independent, associate,
and baccalaureate degree-granting institutions across the
State to develop the Illinois Articulation Initiative
(IAI).
(6) The goal of IAI is to facilitate the transfer of
courses from one participating college or university to
another in order to complete a baccalaureate degree.
(7) The Student Transfer Achievement Reform (STAR)

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Act, as mandated by subsection (b) of Section 25 of the
Act, is designed to facilitate transfer among Illinois
public institutions, particularly for students with a
completed Associate of Arts or an Associate of Science
degree.
(8) While Illinois is a leading state for college
completion rates for adult learners and transfer students
from community colleges, it needs to increase the number of
high-quality postsecondary teaching credentials to meet
the demands of our schools and education workforce.
(9) With the rising costs of higher education for
Illinois students and families, the State needs to ensure
to the maximize extent possible that community college
courses will transfer with full credit for the student and
be accepted at an Illinois public or private institution as
they pursue a baccalaureate degree in education.
(10) Illinois can do this by improving transitions all
along the education pipeline; for postsecondary education,
this means strengthening articulation through stable
funding and the expansion of transfer tools, such as
Transferology and the IAI through development of an
objective measure of transfer and acceptance of credits in
education degrees.
(11) The IAI Education Pathway can be modeled off of
existing IAI major pathways like Early Childhood Education
and Criminal Justice.

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(b) The General Assembly encourages the Board of Higher
Education, the State Board of Education, and the Illinois
Community College Board, as part of the IAI, to do the
following:
(1) The Board of Higher Education, the State Board of
Education, and the Illinois Community College Board are
encouraged to jointly establish a task force for a Major
Panel in Education and identify respective recommended
major courses that would be accepted as credit toward the
education major at the receiving institutions.
(2) As part of the report on the status of the Illinois
Articulation Initiative pursuant to Section 25 of the
Illinois Articulation Initiative Act, the Board of Higher
Education and the Illinois Community College Board are
encouraged to include in the annual report to the General
Assembly, the Governor, and the Illinois P-20 Council the
progress made on the task force on the Education Major
Panel.
(3) The Board of Higher Education, the State Board of
Education, and the Illinois Community College Board are
encouraged to further promote and encourage the enrollment
of minority students into educator preparation programs,
such as the annual information session about the Minority
Teachers of Illinois scholarship program pursuant to
subsection (q) of Section 50 of the Higher Education
Student Assistance Act.

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Article 135.
Section 135-5. The School Code is amended by changing
Sections 2-3.25 and 27-20.4 and by adding Section 2-3.187 as
follows:
(105 ILCS 5/2-3.25) (from Ch. 122, par. 2-3.25)
Sec. 2-3.25. Standards for schools.
(a) To determine for all types of schools conducted under
this Act efficient and adequate standards for the physical
plant, heating, lighting, ventilation, sanitation, safety,
equipment and supplies, instruction and teaching, curriculum,
library, operation, maintenance, administration and
supervision, and to issue, refuse to issue or revoke
certificates of recognition for schools or school districts
pursuant to standards established hereunder; to determine and
establish efficient and adequate standards for approval of
credit for courses given and conducted by schools outside of
the regular school term.
(a-5) On or before July 1, 2021, the State Board of
Education must adopt revised social science learning standards
that are inclusive and reflective of all individuals in this
country.
(b) Whenever it appears that a secondary or unit school
district may be unable to offer courses enabling students in

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grades 9 through 12 to meet the minimum preparation and
admission requirements for public colleges and universities
adopted by the Board of Higher Education, the State Board of
Education shall assist the district in reviewing and analyzing
its existing curriculum with particular reference to the
educational needs of all pupils of the district and the
sufficiency of existing and future revenues and payments
available to the district for development of a curriculum which
will provide maximum educational opportunity to pupils of the
district. The review and analysis may consider achievement of
this goal not only through implementation of traditional
classroom methods but also through development of and
participation in joint educational programs with other school
districts or institutions of higher education, or alternative
programs employing modern technological methods including but
not limited to the use of television, telephones, computers,
radio and other electronic devices.
(Source: P.A. 87-559.)
(105 ILCS 5/2-3.187 new)
Sec. 2-3.187. Inclusive American History Commission.
(a) The Inclusive American History Commission is created to
provide assistance to the State Board of Education in revising
its social science learning standards under subsection (a-5) of
Section 2-3.25.
(b) The State Board of Education shall convene the

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Inclusive American History Commission to do all of the
following:
(1) Review available resources for use in school
districts that reflect the racial and ethnic diversity of
this State and country. The resources identified by the
Commission may be posted on the State Board of Education's
Internet website.
(2) Provide guidance for each learning standard
developed for educators on how to ensure that instruction
and content are not biased to value specific cultures, time
periods, and experiences over other cultures, time
periods, and experiences.
(3) Develop guidance, tools, and support for
professional learning on how to locate and utilize
resources for non-dominant cultural narratives and sources
of historical information.
(c) The Commission shall consist of all of the following
members:
(1) One Representative appointed by the Speaker of the
House of Representatives.
(2) One Representative appointed by the Minority
Leader of the House of Representatives.
(3) One Senator appointed by the President of the
Senate.
(4) One Senator appointed by the Minority Leader of the
Senate.

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(5) Two members who are history scholars appointed by
the State Superintendent of Education.
(6) Eight members who are teachers at schools in this
State recommended by professional teachers' organizations
and appointed by the State Superintendent of Education.
(7) One representative of the State Board of Education
appointed by the State Superintendent of Education who
shall serve as chairperson.
(8) One member who represents a statewide organization
that represents south suburban school districts appointed
by the State Superintendent of Education.
(9) One member who represents a west suburban school
district appointed by the State Superintendent of
Education.
(10) One member who represents a school district
organized under Article 34 appointed by the State
Superintendent of Education.
(11) One member who represents a statewide
organization that represents school librarians appointed
by the State Superintendent of Education.
(12) One member who represents a statewide
organization that represents principals appointed by the
State Superintendent of Education.
(13) One member who represents a statewide
organization that represents superintendents appointed by
the State Superintendent of Education.

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(14) One member who represents a statewide
organization that represents school boards appointed by
the State Superintendent of Education.
Members appointed to the Commission must reflect the
racial, ethnic, and geographic diversity of this State.
(d) Members of the Commission shall serve without
compensation but may be reimbursed for reasonable expenses from
funds appropriated to the State Board of Education for that
purpose, including travel, subject to the rules of the
appropriate travel control board.
(e) The State Board of Education shall provide
administrative and other support to the Commission.
(f) The Commission must submit a report about its work to
the State Board of Education, the Governor, and the General
Assembly on or before December 31, 2021. The Commission is
dissolved upon the submission of its report.
(g) This Section is repealed on January 1, 2023.
(105 ILCS 5/27-20.4) (from Ch. 122, par. 27-20.4)
Sec. 27-20.4. Black History study. Every public elementary
school and high school shall include in its curriculum a unit
of instruction studying the events of Black History, including
the history of the pre-enslavement of Black people from 3,000
BCE to AD 1619, the African slave trade, slavery in America,
the study of the reasons why Black people came to be enslaved,
and the vestiges of slavery in this country, and the study of

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the American civil rights renaissance. These events shall
include not only the contributions made by individual
African-Americans in government and in the arts, humanities and
sciences to the economic, cultural and political development of
the United States and Africa, but also the socio-economic
struggle which African-Americans experienced collectively in
striving to achieve fair and equal treatment under the laws of
this nation. The studying of this material shall constitute an
affirmation by students of their commitment to respect the
dignity of all races and peoples and to forever eschew every
form of discrimination in their lives and careers.
The State Superintendent of Education may prepare and make
available to all school boards instructional materials,
including those established by the Amistad Commission, which
may be used as guidelines for development of a unit of
instruction under this Section; provided, however, that each
school board shall itself determine the minimum amount of
instruction time which shall qualify as a unit of instruction
satisfying the requirements of this Section.
A school may meet the requirements of this Section through
an online program or course.
(Source: P.A. 100-634, eff. 1-1-19.)
Article 145.
Section 145-1. Short title. This Article may be cited as

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the Early Education Act. References in this Article to "this
Act" means this Article.
Section 145-5. Findings; policies.
(a) The General Assembly finds the following:
(1) Part C of the federal Individuals with Disabilities
Education Act and the Early Intervention Services System
Act provide that all eligible infants and toddlers and
their families are entitled to receive a broad range of
developmental, social, and emotional services designed to
maximize their development, including speech and language,
developmental, occupational, and physical therapies and
social work services.
(2) The General Assembly finds that early intervention
services as outlined in Part C of the federal Individuals
with Disabilities Education Act (IDEA) are cost-effective
and effectively serve the developmental needs of eligible
infants and toddlers and their families.
(3) Early intervention services to young children who
have or are at risk for developmental delays have been
shown to positively impact outcomes across developmental
domains, including language and communication, cognitive
development, and social and emotional development.
(4) Families benefit by being able to better meet their
child's developmental needs from an early age and
throughout their lives.

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(5) Benefits to society include reducing the economic
burden through a decreased need for special education.
(6) Data shows that early intervention services in
Illinois are at least two and a half times less costly
annually than special education services in preschool and
elementary years.
(7) Nationwide, nearly 70% of children in early
intervention programs exhibit growth greater than
expected; this includes acquiring skills at a faster rate
even after they leave the program.
(8) Nationwide, nearly half of children leave early
intervention programs functioning at age level and do not
need special education at kindergarten age.
(9) Early intervention services are underutilized in
Illinois and nationally with only 4% of Illinois infants
and toddlers currently receiving services, while the
research shows that about 13% of Illinois children are
eligible.
(10) In Illinois and nationally, only approximately 1%
of infants are enrolled in early intervention, which is far
below the percentage of children who should be receiving
these services; this is of concern because intervention at
the earliest possible point improves children's outcomes,
and children born with low or very low birth weights or
otherwise leaving the NICU too often do not receive the
needed connection to early intervention services,

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particularly those children on Medicaid.
(11) Data indicates that early intervention services
in Illinois are underutilized in the medical diagnosis and
environmental factors with substantial risk of delay
categories; these are the 2 eligibility areas in which
infants and toddlers are automatically eligible.
(12) Experts conclude that early intervention
eligibility needs to be clearly understood and documented
so that children and families who meet eligibility
requirements can be appropriately referred, served, and
supported.
(13) The Early Intervention Services System Act
requires the State to provide a comprehensive,
coordinated, interagency, and interdisciplinary early
intervention services system for eligible infants and
toddlers and their families by enhancing the capacity to
provide quality early intervention services, expanding and
improving existing services, and facilitating coordination
of payments for early intervention services from various
public and private sources.
(14) Black and Latinx children in Illinois are more
likely to be on a waiting list for services. This is due to
a number of reasons, including the reluctance to provide
services in certain neighborhoods due to the perception of
safety issues and in cases in which families experience
multiple challenges, such as child welfare involvement or

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families experiencing homelessness, which are all
predictive factors of children that could benefit from
early intervention services.
(15) Inequitable access to appropriate early
intervention services is disproportionately more likely to
be experienced by Black and Latinx families.
(b) The General Assembly encourages the Department of Human
Services, in consultation with advocates and experts in the
field, including the Interagency Council on Early
Intervention, to take all of the following actions:
(1) to re-examine the definition of "at-risk" and also
the diagnosed medical conditions that typically result in
delay to ensure that they effectively increase eligibility
and access to early intervention services;
(2) to charge the Early Intervention Training Program,
in collaboration with experts and beneficiaries, to create
and execute a plan for designing and disseminating
affirmative outreach through multiple modalities to
primary referral services as defined by statute,
providers, and families;
(3) to include explanations and provide examples in the
affirmative outreach plan about how the medical conditions
resulting in high probability of developmental delay and
at-risk of developmental delay categories do not require
the child to have any present delay;
(4) to present to the General Assembly a report that

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includes the affirmative outreach plan and plans for
disseminating that information, including data on the
all-children-served eligibility category, services
provided, and information on race and geographic area to
the General Assembly no later than June 30, 2022;
(5) to develop a plan for the State to launch early
intervention specialized teams that can address the
complex needs that families face; the General Assembly
urges recommendations for the plan to be developed by a
public-private early intervention specialized teams work
group and to include the participation of at least 2 Child
Family Connection Providers in an early intervention
specialized team pilot; this plan should build on work by
the Illinois Interagency Council on Early Intervention and
should specifically address modifications to billing and
other policies to support new teaming structure, budget
implications for pilot execution, corresponding
professional development opportunities for early
intervention providers, a prearranged mechanism to collect
feedback from both families and providers, a mechanism for
tracking outcomes, and ways to refine the approach for
scale; the General Assembly urges this plan to be developed
and launched by January 1, 2022; and
(6) to work in a public-private partnership to
establish demonstration projects with at least 2 hospital
neo-natal intensive care departments, in-patient and

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out-patient, with the goal of better coordination and
timely connections to early intervention services; the
General Assembly encourages this implementation to be
underway no later than January 1, 2022.
Article 150.
Section 150-20. The Illinois Workforce Investment Board
Act is amended by changing Section 4.5 as follows:
(20 ILCS 3975/4.5)
Sec. 4.5. Duties.
(a) The Board must perform all the functions of a state
workforce innovation board under the federal Workforce
Innovation and Opportunity Act, any amendments to that Act, and
any other applicable federal statutes. The Board must also
perform all other functions that are not inconsistent with the
federal Workforce Innovation and Opportunity Act or this Act
and that are assumed by the Board under its bylaws or assigned
to it by the Governor.
(b) The Board must cooperate with the General Assembly and
make recommendations to the Governor and the General Assembly
concerning legislation necessary to improve upon statewide and
local workforce development systems in order to increase
occupational skill attainment, employment, retention, or
earnings of participants and thereby improve the quality of the

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workforce, reduce welfare dependency, and enhance the
productivity and competitiveness of the State. The Board must
annually submit a report to the General Assembly on the
progress of the State in achieving state performance measures
under the federal Workforce Innovation and Opportunity Act,
including information on the levels of performance achieved by
the State with respect to the core indicators of performance
and the customer satisfaction indicator under that Act. The
report must include any other items that the Governor may be
required to report to the Secretary of the United States
Department of Labor.
(b-5) The Board shall implement a method for measuring the
progress of the State's workforce development system by using
benchmarks specified in the federal Workforce Innovation and
Opportunity Act.
The Board shall identify the most significant early
indicators for each benchmark, establish a mechanism to collect
data and track the benchmarks on an annual basis, and then use
the results to set goals for each benchmark, to inform
planning, and to ensure the effective use of State resources.
(c) Nothing in this Act shall be construed to require or
allow the Board to assume or supersede the statutory authority
granted to, or impose any duties or requirements on, the State
Board of Education, the Board of Higher Education, the Illinois
Community College Board, any State agencies created under the
Civil Administrative Code of Illinois, or any local education

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agencies.
(d) No actions taken by the Illinois Human Resource
Investment Council before the effective date of this amendatory
Act of the 92nd General Assembly and no rights, powers, duties,
or obligations from those actions are impaired solely by this
amendatory Act of the 92nd General Assembly. All actions taken
by the Illinois Human Resource Investment Council before the
effective date of this amendatory Act of the 92nd General
Assembly are ratified and validated.
(e) Upon the effective date of this amendatory Act of the
101st General Assembly, the Board shall conduct a feasibility
study regarding the consolidation of all workforce development
programs funded by the federal Workforce Innovation and
Opportunity Act and conducted by the State of Illinois into one
solitary agency to create greater access to job training for
underserved populations. The Board shall utilize resources
currently made available to them, including, but not limited
to, partnering with institutions of higher education and those
agencies currently charged with overseeing or administering
workforce programs. The feasibility study shall:
(1) assess the impact of consolidation on access for
participants, including minority persons as defined in
Section 2 of the Business Enterprise for Minorities, Women,
and Persons with Disabilities Act, persons with limited
English proficiency, persons with disabilities, and youth,
and how consolidation would increase equitable access to

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workforce resources;
(2) assess the cost of consolidation and estimate any
long-term savings anticipated from the action;
(3) assess the impact of consolidation on agencies in
which the programs currently reside, including, but not
limited to, the Department of Commerce and Economic
Opportunity, the Department of Employment Security, the
Department of Human Services, the Community College Board,
the Board of Higher Education, the Department of
Corrections, the Department on Aging, the Department of
Veterans' Affairs, and the Department of Children and
Family Services;
(4) assess the impact of consolidation on State
government employees and union contracts;
(5) consider if the consolidation will provide avenues
to maximize federal funding;
(6) provide recommendations for the future structure
of workforce development programs, including a proposed
timeline for implementation;
(7) provide direction for implementation by July 1,
2022 with regard to recommendations that do not require
legislative change;
(8) if legislative change is necessary, include
legislative language for consideration by the 102nd
General Assembly.
The Board shall submit its recommendations the Governor and

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the General Assembly by May 1, 2021.
(Source: P.A. 100-477, eff. 9-8-17.)
Article 155.
Section 155-5. The School Code is amended by changing
Section 21B-70 as follows:
(105 ILCS 5/21B-70)
Sec. 21B-70. Illinois Teaching Excellence Program.
(a) As used in this Section:
"Diverse candidate" means a candidate who identifies with
any of the ethnicities reported on the Illinois Report Card
other than White.
"National Board certified teacher candidate cohort
facilitator" means a National Board certified teacher who
collaborates to advance the goal of supporting all other
candidate cohorts other than diverse candidate cohorts through
the Illinois National Board for Professional Teaching
Standards Comprehensive Support System.
"National Board certified teacher diverse candidate cohort
facilitator" means a National Board certified teacher who
collaborates to advance the goal of supporting racially and
ethnically diverse candidates through the Illinois National
Board for Professional Teaching Standards Comprehensive
Support System.

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"National Board certified teacher diverse liaison" means
an individual or entity that supports the National Board
certified teacher leading a diverse candidate cohort.
"National Board certified teacher liaison" means an
individual or entity that supports the National Board certified
teacher leading candidate cohorts other than diverse candidate
cohorts.
"National Board certified teacher rural or remote or
distant candidate cohort facilitator" means a National Board
certified teacher who collaborates to advance the goal of
supporting rural or remote candidates through the Illinois
National Board for Professional Teaching Standards
Comprehensive Support System.
"National Board certified teacher rural or remote or
distant liaison" means an individual or entity that who
supports the National Board certified teacher leading a rural
or remote candidate cohort.
"Qualified educator" means a teacher or school counselor
currently employed in a school district who is in the process
of obtaining certification through the National Board for
Professional Teaching Standards or who has completed
certification and holds a current Professional Educator
License with a National Board for Professional Teaching
Standards designation or a retired teacher or school counselor
who holds a Professional Educator License with a National Board
for Professional Teaching Standards designation.

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"Rural or remote" or "rural or remote or distant" means
local codes 32, 33, 41, 42, and 43 of the New Urban-Centric
Locale Codes, as defined by the National Center for Education
Statistics.
"Tier 1" has the meaning given to that term under Section
18-8.15.
"Tier 2" has the meaning given to that term under Section
18-8.15.
(b) Any funds appropriated for the Illinois Teaching
Excellence Program must be used to provide monetary assistance
and incentives for qualified educators who are employed by or
retired from school districts and who have or are in the
process of obtaining licensure through the National Board for
Professional Teaching Standards. The goal of the program is to
improve instruction and student performance.
The State Board of Education shall allocate an amount as
annually appropriated by the General Assembly for the Illinois
Teaching Excellence Program for (i) application or re-take fees
for each qualified educator seeking to complete certification
through the National Board for Professional Teaching
Standards, to be paid directly to the National Board for
Professional Teaching Standards, and (ii) incentives under
paragraphs (1), (2), and (3) of subsection (c) for each
qualified educator, to be distributed to the respective school
district, and incentives under paragraph (5) of subsection (c),
to be distributed to the respective school district or directly

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to the qualified educator. The school district shall distribute
this payment to each eligible teacher or school counselor as a
single payment.
The State Board of Education's annual budget must set out
by separate line item the appropriation for the program. Unless
otherwise provided by appropriation, qualified educators are
eligible for monetary assistance and incentives outlined in
subsections (c) and (d) of this Section.
(c) When there are adequate funds available, monetary
assistance and incentives shall include the following:
(1) A maximum of $2,000 towards the application or
re-take fee for teachers or school counselors in a Tier 1
school district who apply on a first-come, first-serve
basis for National Board certification.
(2) A maximum of $2,000 towards the application or
re-take fee for teachers or school counselors in a school
district other than a Tier 1 school district who apply on a
first-come, first-serve basis for National Board
certification.
(3) A maximum of $1,000 towards the National Board for
Professional Teaching Standards' renewal application fee.
(4) (Blank).
(5) An annual incentive of no more than equal to $1,500
prorated at $50 per hour, which shall be paid to each
qualified educator currently employed in a school district
who holds both a National Board for Professional Teaching

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Standards designation and a current corresponding
certificate issued by the National Board for Professional
Teaching Standards and who agrees, in writing, to provide
up to at least 30 hours of mentoring or National Board for
Professional Teaching Standards professional development
or both during the school year to classroom teachers or
school counselors, as applicable. Funds must be disbursed
on a first-come, first-serve basis, with priority given to
Tier 1 school districts. Mentoring shall include, either
singly or in combination, the following:
(A) National Board for Professional Teaching
Standards certification candidates.
(B) National Board for Professional Teaching
Standards re-take candidates.
(C) National Board for Professional Teaching
Standards renewal candidates.
(D) (Blank).
Funds may also be used for instructional leadership
training for qualified educators interested in supporting
implementation of the Illinois Learning Standards or teaching
and learning priorities of the State Board of Education or
both.
(d) In addition to the monetary assistance and incentives
provided under subsection (c), if adequate funds are available,
incentives shall include the following incentives for the
program in rural or remote schools or school districts or for

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programs working with diverse candidates, to be distributed to
the respective school district or directly to the qualified
educator or entity:
(1) A one-time incentive of $3,000 payable to National
Board certified teachers teaching in Tier 1 or Tier 2 rural
or remote school districts or rural or remote schools in
Tier 1 or Tier 2 school districts, with priority given to
teachers teaching in Tier 1 rural or remote school
districts or rural or remote schools in Tier 1 school
districts.
(2) An annual incentive of $3,200 for National Board
certified teacher rural or remote or distant candidate
cohort facilitators, diverse candidate cohort
facilitators, and candidate cohort facilitators. Priority
shall be given to rural or remote candidate cohort
facilitators and diverse candidate cohort facilitators.
(3) An annual incentive of $2,500 for National Board
certified teacher rural or remote or distant liaisons,
diverse liaisons, and liaisons. Priority shall be given to
rural or remote liaisons and diverse liaisons.
(Source: P.A. 100-201, eff. 8-18-17; 101-333, eff. 1-1-20.)
Article 999.