(105 ILCS 5/2-3.200)
    Sec. 2-3.200. State Board of Education literacy assistance.
    (a) The State Board of Education shall adopt and make available all of the following to each publicly funded school district by July 1, 2024:
        (1) A rubric by which districts may evaluate
    
curricula and select and implement evidence-based, culturally inclusive core reading instruction programs aligned with the comprehensive literacy plan for the State described in subsection (c).
        (2) A template to support districts when developing
    
comprehensive, district-wide literacy plans that include support for special student populations, including, at a minimum, students with disabilities, multilingual students, and bidialectal students.
        (3) Guidance on evidence-based practices for
    
effective structures for training and deploying literacy coaches to support teachers and close opportunity gaps among student demographic groups.
    (b) On or before January 1, 2025, the State Board of Education shall develop and make available training opportunities for educators in teaching reading that are aligned with the comprehensive literacy plan described in subsection (c) and consistent with State learning standards. This support may include:
        (1) the development of a microcredential or a series
    
of microcredentials in literacy instruction aligned with the comprehensive literacy plan described in subsection (c) to be affixed to educator licenses upon successful demonstration of the skill or completion of the required coursework or assessment, or both, or online training modules on literacy instruction, aligned with the comprehensive literacy plan described in subsection (c) and consistent with State learning standards, accepted for continuing professional development units; and
        (2) the creation and dissemination of a tool that
    
school districts, educators, and the public may use to evaluate professional development and training programs related to literacy instruction.
    (c) In consultation with education stakeholders, the State Board of Education shall develop and adopt a comprehensive literacy plan for the State on or before January 31, 2024. The comprehensive literacy plan shall consider, without limitation, evidence-based research and culturally and linguistically sustaining pedagogical approaches to meet the needs of all students and shall, at a minimum, do all of the following:
        (1) Consider core instructional literacy practices
    
and practices related to the unique needs of and support for specific student populations, including, at a minimum, students with disabilities, multilingual students, and bidialectal students, and the resources and support, including professional learning for teachers, needed to effectively implement the literacy instruction.
        (2) Provide guidance related to screening tools, the
    
administration of such screening tools, and the interpretation of the resulting data to identify students at risk of reading difficulties in grades kindergarten through 2. This guidance shall outline instances in which dyslexia screenings and other universal screeners are appropriate for use with English learners.
        (3) Provide guidance related to early literacy
    
intervention for students in grades kindergarten through 2 for schools to implement with students at risk of reading difficulties, as well as literacy intervention for students in grades 3 through 12 demonstrating reading difficulties.
        (4) Consider the impact of second language
    
acquisition and bilingual education on reading instruction in the student's native language and English.
        (5) Define key terminology, such as "evidence-based".
        (6) Contextualize the interaction between elements of
    
the plan and existing laws and regulations that have overlapping components, such as a multi-tiered system of support.
        (7) Focus on a comprehensive range of elements of
    
literacy, including phonological awareness; decoding (phonics); encoding (spelling); vocabulary development, including morphology, oracy, and reading fluency; and reading comprehension, including syntax and background and content knowledge.
(Source: P.A. 103-402, eff. 7-28-23; 103-605, eff. 7-1-24.)