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| Public Act 103-0263
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| SB2337 Enrolled | LRB103 27217 RJT 53587 b |
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AN ACT concerning education.
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Be it enacted by the People of the State of Illinois,
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represented in the General Assembly:
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Section 5. The School Code is amended by changing Sections |
10-17a, 14A-17, and 14A-32 as follows:
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(105 ILCS 5/10-17a) (from Ch. 122, par. 10-17a)
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Sec. 10-17a. State, school district, and school report |
cards.
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(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
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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 |
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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
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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
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gifted education program or in accelerated placement, and |
(iii) for each of categories (i) and (ii), those who |
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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 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 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 |
enrollment courses, foreign language classes, computer |
science courses, school personnel resources (including |
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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 |
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 |
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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, 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 |
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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 |
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 |
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18-8.15 of this Code; |
(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; |
(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.
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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 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. |
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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 |
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 |
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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
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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,
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(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.
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(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. 101-68, eff. 1-1-20; 101-81, eff. 7-12-19; |
101-654, eff. 3-8-21; 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, |
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eff. 7-1-22; 102-813, eff. 5-13-22.)
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(105 ILCS 5/14A-17) |
Sec. 14A-17. Accelerated placement; advanced academic |
program. For purposes of this Article, "accelerated placement" |
means the placement of a child in an educational setting with |
curriculum that is usually reserved for children who are older |
or in higher grades than the child. "Accelerated placement" |
under this Article or other school district-adopted policies |
shall include, but need not be limited to, the following types |
of acceleration: early entrance to kindergarten or first |
grade, accelerating a child in a single subject, and grade |
acceleration. |
"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 the student's 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.
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(Source: P.A. 100-421, eff. 7-1-18.)
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(105 ILCS 5/14A-32) |
Sec. 14A-32. Accelerated placement; school district |
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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 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 |
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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. |
For a student entering grade 12, the next most rigorous |
level of advanced coursework in English language arts or |
mathematics shall be 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, or an International Baccalaureate course; |
otherwise, 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 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, |
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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 |
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 |
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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; |
(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; |
and . |
(6) procedures to promote equity, which may |
incorporate one or more of the following evidence-based |
practices: |
(A) the use of multiple tools to assess |
exceptional potential and provide several pathways |
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into advanced academic programs when assessing student |
need for advanced academic or accelerated programming; |
(B) providing enrichment opportunities starting in |
the early grades to address achievement gaps that |
occur at school entry and provide students with |
opportunities to demonstrate their advanced potential; |
(C) the use of universal screening combined with |
local school-based norms for placement in accelerated |
and advanced learning programs; |
(D) developing a continuum of services to identify |
and develop talent in all learners ranging from |
enriched learning experiences, such as problem-based |
learning, performance tasks, critical thinking, and |
career exploration, to accelerated placement and |
advanced academic programming; and |
(E) providing professional learning in gifted |
education for teachers and other appropriate school |
personnel to appropriately identify and challenge |
students from diverse cultures and backgrounds who may |
benefit from accelerated placement or advanced |
academic programming. |
(c) The State Board of Education shall adopt rules to |
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 |
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information available to the public.
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(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. 101-654, eff. 3-8-21; 102-209, eff. 11-30-21 |
(See Section 5 of P.A. 102-671 for effective date of P.A. |
102-209).)
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Section 99. Effective date. This Act takes effect upon |
becoming law.
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