Public Act 100-0807
 
SB3236 EnrolledLRB100 19837 AXK 35113 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)  (from Ch. 122, par. 10-17a)



    (Text of Section before amendment by P.A. 100-448)
    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 
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; 
    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 enrollment 
    courses, foreign language classes, 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 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 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 
    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; and
        (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) (G) 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) (H) 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; and
        (K) (I) 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; and 
    . 
        (L) a school district's administrative costs. 
    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 paragraph (2): 
    "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. 
    "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. 
    (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) of subsection (2) of this Section. 
    (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.






    (6) Nothing contained in Public Act 98-648 this amendatory 
Act of the 98th General Assembly repeals, supersedes, 
invalidates, or nullifies final decisions in lawsuits pending 
on July 1, 2014 (the effective date of Public Act 98-648) this 
amendatory Act of the 98th General Assembly in Illinois courts 
involving the interpretation of Public Act 97-8. 
(Source: P.A. 99-30, eff. 7-10-15; 99-193, eff. 7-30-15; 
99-642, eff. 7-28-16; 100-227, eff. 8-18-17; 100-364, eff. 
1-1-18; 100-465, eff. 8-31-17; revised 9-25-17.)

 
    (Text of Section after amendment by P.A. 100-448)
    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 
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 
    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, 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 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 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 
    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; and
        (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) (G) 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) (H) 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; and
        (K) (I) 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; 
    and . 
        (L) a school district's administrative costs. 
    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 paragraph (2): 
    "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. 
    "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 
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) 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 
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 this amendatory 
Act of the 98th General Assembly repeals, supersedes, 
invalidates, or nullifies final decisions in lawsuits pending 
on July 1, 2014 (the effective date of Public Act 98-648) this 
amendatory Act of the 98th General Assembly in Illinois courts 
involving the interpretation of Public Act 97-8. 
(Source: P.A. 99-30, eff. 7-10-15; 99-193, eff. 7-30-15; 
99-642, eff. 7-28-16; 100-227, eff. 8-18-17; 100-364, eff. 
1-1-18; 100-448, eff. 7-1-19; 100-465, eff. 8-31-17; revised 
9-25-17.)
 
    Section 95. No acceleration or delay. Where this Act makes 
changes in a statute that is represented in this Act by text 
that is not yet or no longer in effect (for example, a Section 
represented by multiple versions), the use of that text does 
not accelerate or delay the taking effect of (i) the changes 
made by this Act or (ii) provisions derived from any other 
Public Act.
 
 
    Section 99. Effective date. This Act takes effect upon 
becoming law.