| ||||
| Public Act 103-0735 | ||||
| ||||
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 | ||||
2-3.25f as follows: | ||||
(105 ILCS 5/2-3.25f) (from Ch. 122, par. 2-3.25f) | ||||
Sec. 2-3.25f. State interventions. | ||||
(a) The State Board of Education shall provide technical | ||||
assistance to schools in school improvement status to assist | ||||
with the development and implementation of Improvement Plans. | ||||
Schools or school districts that fail to make reasonable | ||||
efforts to implement an approved Improvement Plan may suffer | ||||
loss of State funds by school district, attendance center, or | ||||
program as the State Board of Education deems appropriate. | ||||
(a-5) (Blank). | ||||
(b) Schools that receive Targeted Support or Comprehensive | ||||
Support designations shall enter a 4-year cycle of school | ||||
improvement status. If, at the end of the 4-year cycle, the | ||||
school fails to meet the exit criteria specified in the State | ||||
Plan referenced in subsection (b) of Section 2-3.25a of this | ||||
Code, the school shall escalate to a more intensive | ||||
intervention. Targeted Support schools that remain Targeted | ||||
for one or more of the same student groups as in the initial | ||||
identification after completion of a 4-year cycle of Targeted | ||
School Improvement shall be redesignated as Comprehensive | ||
Support schools, as provided in paragraph (2.5) of subsection | ||
(a) of Section 2-3.25d-5 of this Code. Comprehensive Support | ||
schools that remain in the lowest-performing 5% after | ||
completion of a 4-year cycle of Comprehensive School | ||
Improvement shall be redesignated as Intensive Support schools | ||
and shall escalate through more rigorous, tiered support, | ||
developed in consultation with the Balanced Accountability | ||
Measure Committee and other relevant stakeholder groups, which | ||
may ultimately result in the (i) change of recognition status | ||
of the school district or school to nonrecognized or (ii) | ||
authorization for the State Superintendent of Education to | ||
direct the reassignment of pupils or direct the reassignment | ||
or replacement of school or school district personnel. If a | ||
school district is nonrecognized in its entirety, for any | ||
reason, including those not related to performance in the | ||
accountability system, it shall automatically be dissolved on | ||
July 1 following that nonrecognition and its territory | ||
realigned with another school district or districts by the | ||
regional board of school trustees in accordance with the | ||
procedures set forth in Section 7-11 of the School Code. The | ||
effective date of the nonrecognition of a school shall be July | ||
1 following the nonrecognition. | ||
(b-5) The State Board of Education shall also develop a | ||
system to provide assistance and resources to lower performing | ||
school districts. At a minimum, the State Board shall identify | ||
school districts to receive Intensive, Comprehensive, and | ||
Targeted Support. The school district shall provide the | ||
exclusive bargaining representative with a 5-day notice that | ||
the district has had one or more schools within the district | ||
identified as being in Comprehensive or Intensive School | ||
Improvement Status. In addition, the State Board may, by rule, | ||
develop other categories of low-performing schools and school | ||
districts to receive services. | ||
The State Board of Education shall work with districts | ||
with one or more schools in Comprehensive or Intensive School | ||
Improvement Status, through technical assistance and | ||
professional development, based on the results of the needs | ||
assessment under Section 2-3.25d-5 of this Code, to develop | ||
and implement a continuous improvement plan that would | ||
increase outcomes for students. The plan for continuous | ||
improvement shall be based on the results of the needs | ||
assessment and shall be used to determine the types of | ||
services that are to be provided to each Comprehensive and | ||
Intensive School. Potential services may include, but are not | ||
limited to, monitoring adult and student practices, reviewing | ||
and reallocating district resources, developing a district and | ||
school leadership team, providing access to curricular content | ||
area specialists, and providing online resources and | ||
professional development. | ||
The support provided by a vendor or learning partner | ||
approved to support a school's continuous improvement plan | ||
related to English language arts must be based on the | ||
comprehensive literacy plan for the State developed by the | ||
State Board of Education under Section 2-3.196, as added by | ||
Public Act 103-402. | ||
The State Board of Education may require districts with | ||
one or more Comprehensive or Intensive Schools identified as | ||
having deficiencies in one or more core functions of the needs | ||
assessment to undergo an accreditation process. | ||
(c) All federal requirements apply to schools and school | ||
districts utilizing federal funds under Title I, Part A of the | ||
federal Elementary and Secondary Education Act of 1965. | ||
(Source: P.A. 103-175, eff. 6-30-23.) | ||