Bill Text: IL HB5407 | 2023-2024 | 103rd General Assembly | Introduced

NOTE: There are more recent revisions of this legislation. Read Latest Draft

---

Bill Title: Amends the Education for Homeless Children Act. In provisions concerning the Education of Homeless Children and Youth State Grant Program, provides that grants shall be awarded to applicant school districts based on the percentage of students experiencing homelessness in an applicant school district (instead of to applicant school districts). Makes other changes concerning the award of grants. Specifies activities eligible for assistance. Provides that the State Board of Education may use up to 25% (instead 5%) of appropriated funds for administrative costs.

Spectrum: Partisan Bill (Democrat 25-0)

Status: (Passed) 2024-08-02 - Public Act . . . . . . . . . 103-0744 [HB5407 Detail]

Download: Illinois-2023-HB5407-Introduced.html

---

103RD GENERAL ASSEMBLY State of Illinois 2023 and 2024 HB5407 Introduced , by Rep. Michelle Mussman SYNOPSIS AS INTRODUCED:
105 ILCS 5/10-17a
105 ILCS 45/1-33 new
105 ILCS 45/1-50
Amends the Education for Homeless Children Act. Provides that by June 31, 2026, the Office of the Coordinator for the Education of Homeless Children and Youth shall create the School District Homeless Student Identification Performance Assessment and submit the Assessment to the State Board of Education for a school district with an enrollment greater than 100 students. Sets forth what information shall be included in the Assessment. Amends the School Code to provide that the information in the Assessment shall be included in the school report card. Further amends the Education for Homeless Children Act. In provisions concerning the Education of Homeless Children and Youth State Grant Program, provides that when awarding competitive grants under the Education of Homeless Children and Youth State Grant Program, grants shall be made to applicant school districts based on the percentage of students experiencing homelessness in the applicant school district in accordance with the Program (instead of to applicant school districts in accordance with the Program). Removes specified provisions concerning what factors the State Board of Education may use in awarding grants. Specifies other activities eligible for assistance. Provides that the State Board of Education may use up to 25% (instead 5%) of the funds appropriated for the purposes the Program for administrative costs. Makes other changes.
LRB103 37950 RJT 68082 b
STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY
A BILL FOR
HB5407 LRB103 37950 RJT 68082 b
AN ACT concerning education.
Be it enacted by the People of the State of Illinois,
represented in the General Assembly:
Section 5. The School Code is amended by changing Section
10-17a as follows:
(105 ILCS 5/10-17a)
Sec. 10-17a. State, school district, and school report
cards; Expanded High School Snapshot Report.
(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 economical means provide to each school
district in this State, including special charter districts
and districts subject to the provisions of Article 34, the
report cards for the school district and each of its schools.
Because of the impacts of the COVID-19 public health emergency
during school year 2020-2021, the State Board of Education
shall have until December 31, 2021 to prepare and provide the
report cards that would otherwise be due by October 31, 2021.
During a school year in which the Governor has declared a
disaster due to a public health emergency pursuant to Section
7 of the Illinois Emergency Management Agency Act, the report

HB5407 - 2 - LRB103 37950 RJT 68082 b
cards for the school districts and each of its schools shall be
prepared by December 31.
(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 number of
students who graduate from a bilingual or English learner
program, and the number of students who graduate from,
transfer from, or otherwise leave bilingual programs; the
percentage of students who have individualized education
plans or 504 plans that provide for special education
services; the number and the percentage of all students in
grades kindergarten through 8, disaggregated by the
student students demographics described in this paragraph
(A), in each of the following categories: (i) those who
have been assessed for placement in a gifted education
program or accelerated placement, (ii) those who have
enrolled in a gifted education program or in accelerated
placement, and (iii) for each of categories (i) and (ii),

HB5407 - 3 - LRB103 37950 RJT 68082 b
those who received direct instruction from a teacher who
holds a gifted education endorsement; the number and the
percentage of all students in grades 9 through 12,
disaggregated by the student demographics described in
this paragraph (A), who have been enrolled in an advanced
academic program; 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 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 credit 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

HB5407 - 4 - LRB103 37950 RJT 68082 b
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
school graduation), the percentage of students graduating
from high school who are college and career ready, 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, and the percentage
of students with disabilities under the federal
Individuals with Disabilities Education Act and Article 14
of this Code who have fulfilled the minimum State
graduation requirements set forth in Section 27-22 of this
Code and have been issued a regular high school diploma;
(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

HB5407 - 5 - LRB103 37950 RJT 68082 b
students who enter high school on track for college and
career readiness;
(E) the school environment, including, where
applicable, high school dropout rate by grade level, 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 and guardians are made aware of the process and
criteria, the number of teachers who are National Board
Certified Teachers, disaggregated by race and ethnicity, 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, the combined percentage of teachers

HB5407 - 6 - LRB103 37950 RJT 68082 b
rated as proficient or excellent in their most recent
evaluation, and, beginning with the 2022-2023 school year,
data on the number of incidents of violence that occurred
on school grounds or during school-related activities and
that resulted in an out-of-school suspension, expulsion,
or removal to an alternative setting, as reported pursuant
to Section 2-3.162;
(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;
(J) a school district's Local Capacity Target, as
defined in paragraph (2) of subsection (c) of Section

HB5407 - 7 - LRB103 37950 RJT 68082 b
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;
(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;
(N) whether the school offered its students career and
technical education opportunities; and
(O) beginning Beginning with the October 2024 report
card, the total number of school counselors, school social
workers, school nurses, and school psychologists by
school, district, and State, the average number of
students per school counselor in the school, district, and
State, the average number of students per school social
worker in the school, district, and State, the average
number of students per school nurse in the school,
district, and State, and the average number of students
per school psychologist in the school, district, and

HB5407 - 8 - LRB103 37950 RJT 68082 b
State; and .
(P) beginning with the October 2026 report card, any
information on the School District Homeless Student
Identification Performance Assessment developed and
provided by the Office of the Coordinator for the
Education of Homeless Children and Youth under Section
1-33 of the Education for Homeless Children Act.
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):
"Accelerated placement" has the meaning ascribed to that
term in Section 14A-17 of this Code.
"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,
including, but not limited to, accelerated placement, advanced
placement coursework, International Baccalaureate coursework,
dual credit, or any course designated as enriched or honors,
that a student is enrolled in based on advanced cognitive

HB5407 - 9 - LRB103 37950 RJT 68082 b
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.
(2.5) For any school report card prepared after July 1,
2025, for all high school graduation completion rates that are
reported on the school report card as required under this
Section or by any other State or federal law, the State
Superintendent of Education shall also report the percentage
of students who did not meet the requirements of high school
graduation completion for any reason and, of those students,

HB5407 - 10 - LRB103 37950 RJT 68082 b
the percentage that are classified as students who fulfill the
requirements of Section 14-16 of this Code.
The State Superintendent shall ensure that for the
2023-2024 school year there is a specific code for districts
to report students who fulfill the requirements of Section
14-16 of this Code to ensure accurate reporting under this
Section.
All reporting requirements under this subsection (2.5)
shall be included on the school report card where high school
graduation completion rates are reported, along with a brief
explanation of how fulfilling the requirements of Section
14-16 of this Code is different from receiving a regular high
school diploma.
(3) At the discretion of the State Superintendent, the
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

HB5407 - 11 - LRB103 37950 RJT 68082 b
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 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.

HB5407 - 12 - LRB103 37950 RJT 68082 b
(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.
(7) As used in this subsection (7):
"Advanced-track coursework or programs" means any high
school courses, sequence of courses, or class or grouping of
students organized to provide more rigorous, enriched,
advanced, accelerated, gifted, or above grade-level
instruction. This may include, but is not limited to, Advanced
Placement courses, International Baccalaureate courses,
honors, weighted, advanced, or enriched courses, or gifted or
accelerated programs, classrooms, or courses.
"Course" means any high school class or course offered by
a school that is assigned a school course code by the State
Board of Education.
"English learner coursework or English learner program"
means a high school English learner course or program
designated to serve English learners, who may be designated as
English language learners or limited English proficiency
learners.
"Standard coursework or programs" means any high school
courses or classes other than advanced-track coursework or
programs, English learner coursework or programs, or special
education coursework or programs.

HB5407 - 13 - LRB103 37950 RJT 68082 b
By October 31, 2027 and by October 31 of each subsequent
year, the State Board of Education, through the State
Superintendent of Education, shall prepare a stand-alone
report covering high schools, to be referred to as the
Expanded High School Snapshot Report. The State Board shall
post the Report on the State Board's Internet website. Each
school district with a high school shall include on the school
district's Internet website, if the district maintains an
Internet website, a hyperlink to the Report on the State
Board's Internet website titled "Expanded High School Snapshot
Report". Hyperlinks under this subsection (7) shall be
displayed in a manner that is easily accessible to the public.
The Expanded High School Snapshot Report shall include:
(A) a listing of all standard coursework or programs
offered by a high school;
(B) a listing of all advanced-track coursework or
programs offered by a high school;
(C) a listing of all English learner coursework or
programs offered by a high school;
(D) a listing of all special education coursework or
programs offered by a high school;
(E) data tables and graphs comparing advanced-track
coursework or programs with standard coursework or
programs according to the following parameters:
(i) the average years of experience of all
teachers in a high school who are assigned to teach

HB5407 - 14 - LRB103 37950 RJT 68082 b
advanced-track coursework or programs compared with
the average years of experience of all teachers in the
high school who are assigned to teach standard
coursework or programs;
(ii) the average years of experience of all
teachers in a high school who are assigned to teach
special education coursework or programs compared with
the average years of experience of all teachers in the
high school who are assigned to teach standard
coursework or programs;
(iii) the average years of experience of all
teachers in a high school who are assigned to teach
English learner coursework or programs compared with
the average years of experience of all teachers in the
high school who are assigned to teach standard
coursework or programs;
(iv) the number of high school teachers who
possess bachelor's, master's, or doctorate degrees and
who are assigned to teach advanced-track courses or
programs compared with the number of teachers who
possess bachelor's, master's, or doctorate degrees and
who are assigned to teach standard coursework or
programs;
(v) the number of high school teachers who possess
bachelor's, master's, or doctorate degrees and who are
assigned to teach special education coursework or

HB5407 - 15 - LRB103 37950 RJT 68082 b
programs compared with the number of teachers who
possess bachelor's, master's, or doctorate degrees and
who are assigned to teach standard coursework or
programs;
(vi) the number of high school teachers who
possess bachelor's, master's, or doctorate degrees and
who are assigned to teach English learner coursework
or programs compared with the number of teachers who
possess bachelor's, master's, or doctorate degrees and
who are assigned to teach standard coursework or
programs;
(vii) the average student enrollment and class
size of advanced-track coursework or programs offered
in a high school compared with the average student
enrollment and class size of standard coursework or
programs;
(viii) the percentages of students delineated by
gender who are enrolled in advanced-track coursework
or programs in a high school compared with the gender
of students enrolled in standard coursework or
programs;
(ix) the percentages of students delineated by
gender who are enrolled in special education
coursework or programs in a high school compared with
the percentages of students enrolled in standard
coursework or programs;

HB5407 - 16 - LRB103 37950 RJT 68082 b
(x) the percentages of students delineated by
gender who are enrolled in English learner coursework
or programs in a high school compared with the gender
of students enrolled in standard coursework or
programs;
(xi) the percentages of high school students in
each individual race and ethnicity category, as
defined in the most recent federal decennial census,
who are enrolled in advanced-track coursework or
programs compared with the percentages of students in
each individual race and ethnicity category enrolled
in standard coursework or programs;
(xii) the percentages of high school students in
each of the race and ethnicity categories, as defined
in the most recent federal decennial census, who are
enrolled in special education coursework or programs
compared with the percentages of students in each of
the race and ethnicity categories who are enrolled in
standard coursework or programs;
(xiii) the percentages of high school students in
each of the race and ethnicity categories, as defined
in the most recent federal decennial census, who are
enrolled in English learner coursework or programs in
a high school compared with the percentages of high
school students in each of the race and ethnicity
categories who are enrolled in standard coursework or

HB5407 - 17 - LRB103 37950 RJT 68082 b
programs;
(xiv) the percentage of high school students who
reach proficiency (the equivalent of a C grade or
higher on a grade A through F scale) in advanced-track
coursework or programs compared with the percentage of
students who earn proficiency (the equivalent of a C
grade or higher on a grade A through F scale) in
standard coursework or programs;
(xv) the percentage of high school students who
reach proficiency (the equivalent of a C grade or
higher on a grade A through F scale) in special
education coursework or programs compared with the
percentage of high school students who earn
proficiency (the equivalent of a C grade or higher on a
grade A through F scale) in standard coursework or
programs; and
(xvi) the percentage of high school students who
reach proficiency (the equivalent of a C grade or
higher on a grade A through F scale) in English learner
coursework or programs compared with the percentage of
high school students who earn proficiency (the
equivalent of a C grade or higher on a grade A through
F scale) in standard coursework or programs; and
(F) data tables and graphs for each race and ethnicity
category, as defined in the most recent federal decennial
census, and gender category, as defined in the most recent

HB5407 - 18 - LRB103 37950 RJT 68082 b
federal decennial census, describing:
(i) the total number of Advanced Placement courses
taken by race and ethnicity category and gender
category, as defined in the most recent federal
decennial census;
(ii) the total number of International
Baccalaureate courses taken by race and ethnicity
category and gender category, as defined in the most
recent federal decennial census;
(iii) for each race and ethnicity category and
gender category, as defined in the most recent federal
decennial census, the percentage of high school
students enrolled in Advanced Placement courses;
(iv) for each race and ethnicity category and
gender category, as defined in the most recent federal
decennial census, the percentage of high school
students enrolled in International Baccalaureate
courses; and
(v) for each race and ethnicity category, as
defined in the most recent federal decennial census,
the total number and percentage of high school
students who earn a score of 3 or higher on the
Advanced Placement exam associated with an Advanced
Placement course.
For data on teacher experience and education under this
subsection (7), a teacher who teaches a combination of courses

HB5407 - 19 - LRB103 37950 RJT 68082 b
designated as advanced-track coursework or programs, English
learner coursework or programs, or standard coursework or
programs shall be included in all relevant categories and the
teacher's level of experience shall be added to the
categories.
(Source: P.A. 102-16, eff. 6-17-21; 102-294, eff. 1-1-22;
102-539, eff. 8-20-21; 102-558, eff. 8-20-21; 102-594, eff.
7-1-22; 102-813, eff. 5-13-22; 103-116, eff. 6-30-23; 103-263,
eff. 6-30-23; 103-413, eff, 1-1-24; 103-503, eff. 1-1-24;
revised 9-12-23.)
Section 10. The Education for Homeless Children Act is
amended by changing Section 1-50 and by adding Section 1-33 as
follows:
(105 ILCS 45/1-33 new)
Sec. 1-33. Student Identification Performance Assessment.
(a) By June 31, 2026, and before October 31 of each year
thereafter, the Office of the Coordinator for the Education of
Homeless Children and Youth shall create the School District
Homeless Student Identification Performance Assessment and
submit the Assessment to the State Board of Education for a
school district with an enrollment greater than 100 students.
(b) The School District Homeless Student Identification
Performance Assessment shall include all of the following for
each school district examined:

HB5407 - 20 - LRB103 37950 RJT 68082 b
(1) The percentage of homeless students out of total
enrollment.
(2) A finding by the Office of the Coordinator whether
the school district is at risk of under-identifying its
homeless student population and the methodology used by
the Office of the Coordinator to make the finding.
(3) The total number of school districts found to be
at risk and not at risk.
(4) Any other criteria as the State Board determines
is appropriate.
(c) The State Board of Education shall post the Student
Identification Performance Assessment on its Internet website.
(d) The State Board of Education shall use the School
District Homeless Student Identification Performance
Assessment to prioritize monitoring, training, and technical
support.
(e) The State Board of Education may adopt rules to
implement this Section.
(105 ILCS 45/1-50)
Sec. 1-50. Education of Homeless Children and Youth State
Grant Program.
(a) It is the purpose and intent of this Section to
establish a State grant program that parallels and
supplements, but operates independently of, the federal grant
program allocating funds for assistance under Subtitle B of

HB5407 - 21 - LRB103 37950 RJT 68082 b
Title VII of the federal McKinney-Vento Homeless Assistance
Act (42 U.S.C. 11431 et seq.) and to establish a State grant
program to support school districts throughout this State in
facilitating the enrollment, attendance, and success of
homeless children and youth.
(b) Subject to appropriation, the State Board of Education
shall award competitive grants under an Education of Homeless
Children and Youth State Grant Program to applicant school
districts based on the percentage of students experiencing
homelessness in the applicant school district in accordance
with this Section. Services provided by school districts
through the use of grant funds may not replace the regular
academic program and must be designed to expand upon or
improve services provided for homeless students as part of the
school's regular academic program.
(c) A school district that desires to receive a grant
under this Section shall submit an application to the State
Board of Education at such time, in such manner, and
containing or accompanied by such information as the State
Board of Education may reasonably require.
(d) To award grants Grants must be awarded on the basis of
the need of the school district for assistance under this
Section, the State Board of Education may consider all of the
following: and the quality of the applications submitted.
(1) In determining need under this subsection (d), the
State Board of Education may consider the number of

HB5407 - 22 - LRB103 37950 RJT 68082 b
homeless children and youths enrolled in preschool,
elementary school, and secondary school within the school
district and shall consider the needs of such children and
youths and the ability of the district to meet such needs.
The State Board of Education may also consider the
following:
(A) (Blank). The extent to which the proposed use
of funds will facilitate the enrollment, retention,
and educational success of homeless children and
youths.
(B) (Blank). The extent to which the application
(i) reflects coordination with other local and State
agencies that serve homeless children and youths and
(ii) describes how the applicant will meet the
requirements of this Act and the federal
McKinney-Vento Homeless Education Assistance
Improvements Act of 2001.
(C) The extent to which the applicant exhibits in
the application and in current practice a commitment
to education for all homeless children and youths.
(D) Such other criteria as the State Board
determines is appropriate.
(2) In determining the quality of applications under
this subsection (d), the State Board of Education shall
consider the following:
(A) The applicant's assessment of needs and the

HB5407 - 23 - LRB103 37950 RJT 68082 b
likelihood that the services presented in the
application will meet such needs.
(B) The types, intensity, and coordination of the
services to be provided.
(C) The involvement of parents or guardians of
homeless children or youths in the education of these
children.
(D) The extent to which homeless children and
youths are effectively integrated within the regular
education program.
(E) The quality of the applicant's evaluation plan
for the services.
(F) The extent to which services provided will be
coordinated with other services available to homeless
children and youths and their families.
(G) Such other measures as the State Board
considers indicative of high-quality services, such as
the extent to which the school district will provide
case management or related services to unaccompanied
youths.
(e) Grants awarded under this Section shall be for terms
not to exceed 3 years, but are subject to annual appropriation
for the Education of Homeless Children and Youth State Grant
Program. School districts shall use funds awarded under this
Section only for those activities set forth in Section 723(d)
of Subtitle B of Title VII of the McKinney-Vento Homeless

HB5407 - 24 - LRB103 37950 RJT 68082 b
Assistance Act of 1987 (42 U.S.C. 11433(d)).
Activities eligible for assistance under this Section may
include, but are not limited to, all of the following:
(1) Rental assistance, which shall include utilities,
security and utility deposits, first and last month's
rent, rental application fees, moving expenses, and any
other eligible expenses to be determined by the State
Board.
(2) Transportation assistance, including school bus
transportation, public transportation passes, and gasoline
assistance for a student or family with a vehicle or to a
family member with a vehicle who can transport the
student.
(3) Emergency shelter, including temporary hotel
stays.
(4) Housing stability case management and housing
locator services.
(5) Other collaborative housing strategies, including
prevention and strength-based safety and housing
approaches, including, but not limited to, school
supplies, clothing, academic enrichment, tutoring,
and
parental involvement programs.
(f) The State Board of Education may use up to 25% 5% of
the funds appropriated for the purposes of this Section for
administrative costs, including the hiring of positions for
the implementation and administration of the grant program,

HB5407 - 25 - LRB103 37950 RJT 68082 b