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Public Act 103-0735
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| HB4902 Enrolled | LRB103 38886 RJT 69023 b |
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AN ACT concerning education.
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Be it enacted by the People of the State of Illinois, |
represented in the General Assembly:
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Section 5. The School Code is amended by changing Section |
2-3.25f as follows:
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(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 |
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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 |
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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 |
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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.) |
