Bill Amendment: IL HB5032 | 2021-2022 | 102nd General Assembly

NOTE: For additional amemendments please see the Bill Drafting List

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Bill Title: RIGHT TO READ ACT

Status: 2022-08-10 - Added Co-Sponsor Rep. Margaret Croke [HB5032 Detail]

Download: Illinois-2021-HB5032-House_Amendment_001.html

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Rep. Rita Mayfield

Filed: 2/16/2022

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AMENDMENT TO HOUSE BILL 5032
AMENDMENT NO. ______. Amend House Bill 5032 by replacing
everything after the enacting clause with the following:
"Section 1. Short title. This Act may be cited as the Right
to Read Act.
Section 5. Legislative findings.
(a) The General Assembly makes all of he following
findings:
(1) The 2019 Illinois Assessment of Readiness found
that, among 3rd grade students, just 37% met or exceeded
learning standards in English language arts.
(2) The 2019 National Assessment of Educational
Progress similarly showed that just 35% of fourth grade
students in Illinois are proficient or advanced in English
language arts.
(3) Research from the Annie E. Casey Institute found

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that students who are not proficient readers in 3rd grade
are 4 times more likely not to finish high school, while
students from low-income families who are non-proficient
readers in 3rd grade are more than 6 times more likely not
to finish high school.
(4) The Literacy Project Foundation estimates that 60%
of all prison inmates are illiterate and 85% of juvenile
offenders struggle with reading.
(5) Twenty-one states require elementary teacher
candidates to pass a licensure test that is well-grounded
in the science of reading and fully measures knowledge in
reading foundations for all elementary candidates yet
Illinois does not measure the competencies of the science
of reading in the current licensure exam.
(6) Reading comprehension is the ability to extract
and construct literal and inferred meaning from linguistic
discourse represented in printed text; the "Simple View of
Reading" states that reading comprehension is the product
of language comprehension (the ability to extract and
construct literal and inferred meaning from linguistic
discourse represented in speech) and word recognition (the
ability to decode words through a foundation of
phonological, orthographic, and morphological awareness).
(7) A structured literacy instructional approach
supports all learners, including those with linguistic
differences, such as English learners and speakers of

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English language variations, for whom both English
literacy and English oral language proficiency are
critical priorities.
(8) Teachers must be knowledgeable about the cultural
practices and language system of the children they serve,
including those children who speak language variations of
English, such as African-American English (AAE), which has
a linguistic structure that is a systematic and
rule-governed variation of General American English (GAE).
Differences among common language variations must be
understood by those teaching bidialectal children to read,
write, and spell in order to provide them with culturally
relevant and effective instruction. In particular,
teachers need to understand the differences between GAE
and English language variations in phonology, syntax, and
morphology and how they impact the acquisition of literacy
skills. Furthermore, language variations of English must
be recognized and respected in order to support students
in bridging the 2 variations for development of strong
literacy skills.
(9) English learners benefit from a structured
literacy approach that recognizes the value of
multilingualism by explicitly focusing on English phonemes
that are not found in the student's home language;
integrating explicit instruction in vocabulary, grammar,
syntax, and pragmatics into phonics and phonemic awareness

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instruction; and encouraging students to make connections
between English and their home language.
(10) Reading and writing have a reciprocal
relationship; each strengthens the other, and students
benefit when their instruction is closely intertwined.
(11) Research shows that direct, systematic,
cumulative, sequential, and explicit reading instruction
that is focused on the foundational reading skills of
phonemic awareness, phonics (decoding), spelling
(encoding), vocabulary development, including morphology,
oral language development, reading fluency, and reading
comprehension, including syntax and building background
(content) knowledge, is highly effective in teaching young
children to read.
(12) Ensuring that every child has access to
high-quality, evidence-based reading instruction
implemented using a structured literacy approach is a
foundational component of Illinois' public education
system and a responsibility shared among federal, State,
and local education agencies.
(13) Strengthening early literacy instruction and
supports for students in Illinois will pay dividends in
the future, empowering students by providing the skills
they will need to graduate, find fulfilling careers, and
be productive members of their communities and of our
democracy.

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Section 10. Definitions. In this Act:
"Board" means the State Board of Education.
"Cueing" means an instructional strategy in which students
are encouraged to infer what words say by looking at picture
clues or guessing or predicting words from repeated text
patterns or context, rather than encouraging them to decode
text as the primary method for recognizing a word while
reading.
"Evidence-based practice" refers to methodologies that
have been shown, through externally-validated research, to
effectuate positive educational results in a predictable
manner on a particular population. Evidence-based practices
meet a higher standard of evidence than research-based
practices.
"Explicit" refers to a specific, direct, intentional, and
highly-structured manner of presentation in which topics are
broken down into small parts and taught individually,
involving direct demonstration, guidance, and practice.
"MTSS" means a multi-tiered system of support, which is an
educational intervention system, focused on
continuous-improvement using data-based problem solving and
decision-making at all levels of the educational system.
"Phonemic awareness" means the ability to identify and
manipulate individual sounds in spoken words.
"Phonics" means a method that demonstrates relationships

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between letters or groups of letters of the alphabet
(graphemes) and sounds of spoken language (phonemes).
"Phonological awareness" means the ability to identify and
manipulate the spoken word parts, including syllables and
individual sounds.
"Reading comprehension" means the ability to decode words
in printed text and accurately understand and interpret their
meaning, making connections and drawing conclusions from what
they read.
"Reading fluency" means the ability to read with
appropriate speed, automaticity, accuracy, and expression.
"Research-based practice" refers to methodologies
suspected to affect a desired change. "Research-based
practices" represent a lower standard of evidence when
compared to evidence-based practices.
"Structured literacy" is an approach to reading
instruction where teachers carefully structure important
literacy skills, concepts, and the sequence of instruction, to
facilitate children's literacy learning and progress.
"Structured literacy" is characterized by the provision of
systematic, explicit instruction that integrates listening,
speaking, reading, and writing and emphasizes the structure of
language across the speech sound system (phonology), the
writing system (orthography), the structure of sentences
(syntax), the meaningful parts of words (morphology), the
relationships among words (semantics), and the organization of

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spoken and written discourse.
"Systematic" means an approach to content delivery that
builds sequentially upon prior learning in a strategic manner,
that is, building from simple to complex.
Section 15. Local education provider procedures, plan, and
training.
(a) The Board shall offer support to each public school
district to select evidence-based core reading instruction
programs and implement them using structured literacy
instruction. The curricula shall include phonemic awareness, a
systematic approach to phonics, explicit spelling instruction,
vocabulary development, including morphology, oral language
development, reading fluency, and reading comprehension,
including syntax and building background (content) knowledge.
Word recognition strategies shall rely on orthographic and
phonological processes rather than cueing. The core reading
instruction must include connected text, such as texts
intended to reinforce words with the phonetic patterns
previously taught in sequence. This support shall include:
(1) creation of a specific set of criteria that core
curricula must meet, as well as a list of evidence-based
literacy core curricula based on the given criteria, with
dissemination of the list to school districts by February
1, 2023; and
(2) establishment of a pilot program to award Early

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Literacy Grants to districts that commit to comprehensive
reform of core literacy curriculum and support for
teachers implementing instruction of the new material by
September 1, 2025. At a minimum, grantees of the program
must commit to:
(A) comprehensive professional development or
training ensuring that each teacher employed to teach
kindergarten or any of grades 1 through 3 and each
administrator in an elementary school successfully
completes or has successfully completed evidence-based
training in teaching reading; and
(B) adoption and implementation of core and
supplemental reading curricula at each grade level from
kindergarten through grade 2 that is designed around
teaching the foundational reading skills.
(b) The Board shall offer support to each early childhood,
elementary, and special education teacher, reading specialist,
literacy coach, higher education faculty member, and
administrator to complete evidence-based training in teaching
reading. Such training shall focus on systematic and explicit
instruction in the areas of phonemic awareness, phonics,
orthography, vocabulary development, including morphology,
oral language development, reading fluency, and reading
comprehension, including syntax and building background
(content) knowledge, and include rigorous evaluations of
learning throughout and at the end of the course. This support

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may include:
(1) development of a microcredential in the Science of
Reading to be affixed to professional educator licenses
upon completion of the required coursework, assessment, or
both;
(2) creation of a tool that school districts and the
public may use to evaluate professional development and
training programs related to structured literacy and
dissemination of the tool to school districts and regional
offices of education;
(3) evaluation of current, pending, and future
professional development and training providers approved
as learning partners with IL-EMPOWER to ensure that
training aligns with evidence-based literacy instruction
practices;
(4) completion of a review of current professional
development and training mandates required by federal or
state law or administrative rules and recommendations of
requirements that could be streamlined, eliminated, or
modified to accommodate more time for professional
development and training in literacy; and
(5) in partnership with one or more high-quality
providers of evidence-based professional development or
training in the content and principles of effective
language and literacy instruction, development of online
training modules on evidence-based literacy instruction

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available statewide to districts and educators free of
charge through December 31, 2026 and accepted for
continuing professional development units.
(c) The Board shall annually compile and post on its
website information on the steps it has undertaken to support
school districts to deliver high-quality, evidence-based
literacy instruction, including a list of any Early Literacy
Grant recipients, documentation of how the recipient allocated
the funding to support improved literacy, and what
evidence-based literacy curricula the recipient is utilizing.
Section 20. The School Code is amended by changing
Sections 21B-20, 21B-30, and 21B-35 as follows:
(105 ILCS 5/21B-20)
Sec. 21B-20. Types of licenses. The State Board of
Education shall implement a system of educator licensure,
whereby individuals employed in school districts who are
required to be licensed must have one of the following
licenses: (i) a professional educator license; (ii) an
educator license with stipulations; (iii) a substitute
teaching license; or (iv) until June 30, 2023, a short-term
substitute teaching license. References in law regarding
individuals certified or certificated or required to be
certified or certificated under Article 21 of this Code shall
also include individuals licensed or required to be licensed

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under this Article. The first year of all licenses ends on June
30 following one full year of the license being issued.
The State Board of Education, in consultation with the
State Educator Preparation and Licensure Board, may adopt such
rules as may be necessary to govern the requirements for
licenses and endorsements under this Section.
(1) Professional Educator License. Persons who (i)
have successfully completed an approved educator
preparation program and are recommended for licensure by
the Illinois institution offering the educator preparation
program, (ii) have successfully completed the required
testing under Section 21B-30 of this Code, (iii) have
successfully completed coursework on the psychology of,
the identification of, and the methods of instruction for
the exceptional child, including without limitation
children with learning disabilities, (iv) have
successfully completed coursework in evidence-based
methods of reading that include explicit and repeated
focus on phonemic awareness, a systematic approach to
phonics (decoding), spelling instruction (encoding),
vocabulary development, including morphology, reading
fluency, oral language development, and reading
comprehension, including syntax and background (content)
knowledge, and reading in the content area, and (v) have
met all other criteria established by rule of the State
Board of Education shall be issued a Professional Educator

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License. All Professional Educator Licenses are valid
until June 30 immediately following 5 years of the license
being issued. The Professional Educator License shall be
endorsed with specific areas and grade levels in which the
individual is eligible to practice. For an early childhood
education endorsement, an individual may satisfy the
student teaching requirement of his or her early childhood
teacher preparation program through placement in a setting
with children from birth through grade 2, and the
individual may be paid and receive credit while student
teaching. The student teaching experience must meet the
requirements of and be approved by the individual's early
childhood teacher preparation program.
Individuals can receive subsequent endorsements on the
Professional Educator License. Subsequent endorsements
shall require a minimum of 24 semester hours of coursework
in the endorsement area and passage of the applicable
content area test, unless otherwise specified by rule.
(2) Educator License with Stipulations. An Educator
License with Stipulations shall be issued an endorsement
that limits the license holder to one particular position
or does not require completion of an approved educator
program or both.
An individual with an Educator License with
Stipulations must not be employed by a school district or
any other entity to replace any presently employed teacher

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who otherwise would not be replaced for any reason.
An Educator License with Stipulations may be issued
with the following endorsements:
(A) (Blank).
(B) Alternative provisional educator. An
alternative provisional educator endorsement on an
Educator License with Stipulations may be issued to an
applicant who, at the time of applying for the
endorsement, has done all of the following:
(i) Graduated from a regionally accredited
college or university with a minimum of a
bachelor's degree.
(ii) Successfully completed the first phase of
the Alternative Educator Licensure Program for
Teachers, as described in Section 21B-50 of this
Code.
(iii) Passed a content area test, as required
under Section 21B-30 of this Code.
The alternative provisional educator endorsement is
valid for 2 years of teaching and may be renewed for a
third year by an individual meeting the requirements set
forth in Section 21B-50 of this Code.
(C) Alternative provisional superintendent. An
alternative provisional superintendent endorsement on
an Educator License with Stipulations entitles the
holder to serve only as a superintendent or assistant

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superintendent in a school district's central office.
This endorsement may only be issued to an applicant
who, at the time of applying for the endorsement, has
done all of the following:
(i) Graduated from a regionally accredited
college or university with a minimum of a master's
degree in a management field other than education.
(ii) Been employed for a period of at least 5
years in a management level position in a field
other than education.
(iii) Successfully completed the first phase
of an alternative route to superintendent
endorsement program, as provided in Section 21B-55
of this Code.
(iv) Passed a content area test required under
Section 21B-30 of this Code.
The endorsement is valid for 2 fiscal years in
order to complete one full year of serving as a
superintendent or assistant superintendent.
(D) (Blank).
(E) Career and technical educator. A career and
technical educator endorsement on an Educator License
with Stipulations may be issued to an applicant who
has a minimum of 60 semester hours of coursework from a
regionally accredited institution of higher education
or an accredited trade and technical institution and

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has a minimum of 2,000 hours of experience outside of
education in each area to be taught.
The career and technical educator endorsement on
an Educator License with Stipulations is valid until
June 30 immediately following 5 years of the
endorsement being issued and may be renewed.
An individual who holds a valid career and
technical educator endorsement on an Educator License
with Stipulations but does not hold a bachelor's
degree may substitute teach in career and technical
education classrooms.
(F) Part-time provisional career and technical
educator or provisional career and technical educator.
A part-time provisional career and technical educator
endorsement or a provisional career and technical
educator endorsement on an Educator License with
Stipulations may be issued to an applicant who has a
minimum of 8,000 hours of work experience in the skill
for which the applicant is seeking the endorsement. It
is the responsibility of each employing school board
and regional office of education to provide
verification, in writing, to the State Superintendent
of Education at the time the application is submitted
that no qualified teacher holding a Professional
Educator License or an Educator License with
Stipulations with a career and technical educator

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endorsement is available and that actual circumstances
require such issuance.
The provisional career and technical educator
endorsement on an Educator License with Stipulations
is valid until June 30 immediately following 5 years
of the endorsement being issued and may be renewed for
5 years.
A part-time provisional career and technical
educator endorsement on an Educator License with
Stipulations may be issued for teaching no more than 2
courses of study for grades 6 through 12. The
part-time provisional career and technical educator
endorsement on an Educator License with Stipulations
is valid until June 30 immediately following 5 years
of the endorsement being issued and may be renewed for
5 years if the individual makes application for
renewal.
An individual who holds a provisional or part-time
provisional career and technical educator endorsement
on an Educator License with Stipulations but does not
hold a bachelor's degree may substitute teach in
career and technical education classrooms.
(G) Transitional bilingual educator. A
transitional bilingual educator endorsement on an
Educator License with Stipulations may be issued for
the purpose of providing instruction in accordance

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with Article 14C of this Code to an applicant who
provides satisfactory evidence that he or she meets
all of the following requirements:
(i) Possesses adequate speaking, reading, and
writing ability in the language other than English
in which transitional bilingual education is
offered.
(ii) Has the ability to successfully
communicate in English.
(iii) Either possessed, within 5 years
previous to his or her applying for a transitional
bilingual educator endorsement, a valid and
comparable teaching certificate or comparable
authorization issued by a foreign country or holds
a degree from an institution of higher learning in
a foreign country that the State Educator
Preparation and Licensure Board determines to be
the equivalent of a bachelor's degree from a
regionally accredited institution of higher
learning in the United States.
A transitional bilingual educator endorsement
shall be valid for prekindergarten through grade 12,
is valid until June 30 immediately following 5 years
of the endorsement being issued, and shall not be
renewed.
Persons holding a transitional bilingual educator

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endorsement shall not be employed to replace any
presently employed teacher who otherwise would not be
replaced for any reason.
(H) Language endorsement. In an effort to
alleviate the shortage of teachers speaking a language
other than English in the public schools, an
individual who holds an Educator License with
Stipulations may also apply for a language
endorsement, provided that the applicant provides
satisfactory evidence that he or she meets all of the
following requirements:
(i) Holds a transitional bilingual
endorsement.
(ii) Has demonstrated proficiency in the
language for which the endorsement is to be issued
by passing the applicable language content test
required by the State Board of Education.
(iii) Holds a bachelor's degree or higher from
a regionally accredited institution of higher
education or, for individuals educated in a
country other than the United States, holds a
degree from an institution of higher learning in a
foreign country that the State Educator
Preparation and Licensure Board determines to be
the equivalent of a bachelor's degree from a
regionally accredited institution of higher

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learning in the United States.
(iv) (Blank).
A language endorsement on an Educator License with
Stipulations is valid for prekindergarten through
grade 12 for the same validity period as the
individual's transitional bilingual educator
endorsement on the Educator License with Stipulations
and shall not be renewed.
(I) Visiting international educator. A visiting
international educator endorsement on an Educator
License with Stipulations may be issued to an
individual who is being recruited by a particular
school district that conducts formal recruitment
programs outside of the United States to secure the
services of qualified teachers and who meets all of
the following requirements:
(i) Holds the equivalent of a minimum of a
bachelor's degree issued in the United States.
(ii) Has been prepared as a teacher at the
grade level for which he or she will be employed.
(iii) Has adequate content knowledge in the
subject to be taught.
(iv) Has an adequate command of the English
language.
A holder of a visiting international educator
endorsement on an Educator License with Stipulations

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shall be permitted to teach in bilingual education
programs in the language that was the medium of
instruction in his or her teacher preparation program,
provided that he or she passes the English Language
Proficiency Examination or another test of writing
skills in English identified by the State Board of
Education, in consultation with the State Educator
Preparation and Licensure Board.
A visiting international educator endorsement on
an Educator License with Stipulations is valid for 5
years and shall not be renewed.
(J) Paraprofessional educator. A paraprofessional
educator endorsement on an Educator License with
Stipulations may be issued to an applicant who holds a
high school diploma or its recognized equivalent and
either holds an associate's degree or a minimum of 60
semester hours of credit from a regionally accredited
institution of higher education or has passed a
paraprofessional competency test under subsection
(c-5) of Section 21B-30. The paraprofessional educator
endorsement is valid until June 30 immediately
following 5 years of the endorsement being issued and
may be renewed through application and payment of the
appropriate fee, as required under Section 21B-40 of
this Code. An individual who holds only a
paraprofessional educator endorsement is not subject

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to additional requirements in order to renew the
endorsement.
(K) Chief school business official. A chief school
business official endorsement on an Educator License
with Stipulations may be issued to an applicant who
qualifies by having a master's degree or higher, 2
years of full-time administrative experience in school
business management or 2 years of university-approved
practical experience, and a minimum of 24 semester
hours of graduate credit in a program approved by the
State Board of Education for the preparation of school
business administrators and by passage of the
applicable State tests, including an applicable
content area test.
The chief school business official endorsement may
also be affixed to the Educator License with
Stipulations of any holder who qualifies by having a
master's degree in business administration, finance,
accounting, or public administration and who completes
an additional 6 semester hours of internship in school
business management from a regionally accredited
institution of higher education and passes the
applicable State tests, including an applicable
content area test. This endorsement shall be required
for any individual employed as a chief school business
official.

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The chief school business official endorsement on
an Educator License with Stipulations is valid until
June 30 immediately following 5 years of the
endorsement being issued and may be renewed if the
license holder completes renewal requirements as
required for individuals who hold a Professional
Educator License endorsed for chief school business
official under Section 21B-45 of this Code and such
rules as may be adopted by the State Board of
Education.
The State Board of Education shall adopt any rules
necessary to implement Public Act 100-288.
(L) Provisional in-state educator. A provisional
in-state educator endorsement on an Educator License
with Stipulations may be issued to a candidate who has
completed an Illinois-approved educator preparation
program at an Illinois institution of higher education
and who has not successfully completed an
evidence-based assessment of teacher effectiveness but
who meets all of the following requirements:
(i) Holds at least a bachelor's degree.
(ii) Has completed an approved educator
preparation program at an Illinois institution.
(iii) Has passed an applicable content area
test, as required by Section 21B-30 of this Code.
(iv) Has attempted an evidence-based

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assessment of teacher effectiveness and received a
minimum score on that assessment, as established
by the State Board of Education in consultation
with the State Educator Preparation and Licensure
Board.
A provisional in-state educator endorsement on an
Educator License with Stipulations is valid for one
full fiscal year after the date of issuance and may not
be renewed.
(M) (Blank).
(N) Specialized services. A specialized services
endorsement on an Educator License with Stipulations
may be issued as defined and specified by rule.
(3) Substitute Teaching License. A Substitute Teaching
License may be issued to qualified applicants for
substitute teaching in all grades of the public schools,
prekindergarten through grade 12. Substitute Teaching
Licenses are not eligible for endorsements. Applicants for
a Substitute Teaching License must hold a bachelor's
degree or higher from a regionally accredited institution
of higher education.
Substitute Teaching Licenses are valid for 5 years.
Substitute Teaching Licenses are valid for substitute
teaching in every county of this State. If an individual
has had his or her Professional Educator License or
Educator License with Stipulations suspended or revoked,

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then that individual is not eligible to obtain a
Substitute Teaching License.
A substitute teacher may only teach in the place of a
licensed teacher who is under contract with the employing
board. If, however, there is no licensed teacher under
contract because of an emergency situation, then a
district may employ a substitute teacher for no longer
than 30 calendar days per each vacant position in the
district if the district notifies the appropriate regional
office of education within 5 business days after the
employment of the substitute teacher in the emergency
situation. An emergency situation is one in which an
unforeseen vacancy has occurred and (i) a teacher is
unable to fulfill his or her contractual duties or (ii)
teacher capacity needs of the district exceed previous
indications, and the district is actively engaged in
advertising to hire a fully licensed teacher for the
vacant position.
There is no limit on the number of days that a
substitute teacher may teach in a single school district,
provided that no substitute teacher may teach for longer
than 90 school days for any one licensed teacher under
contract in the same school year. A substitute teacher who
holds a Professional Educator License or Educator License
with Stipulations shall not teach for more than 120 school
days for any one licensed teacher under contract in the

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same school year. The limitations in this paragraph (3) on
the number of days a substitute teacher may be employed do
not apply to any school district operating under Article
34 of this Code.
A school district may not require an individual who
holds a valid Professional Educator License or Educator
License with Stipulations to seek or hold a Substitute
Teaching License to teach as a substitute teacher.
(4) Short-Term Substitute Teaching License. Beginning
on July 1, 2018 and until June 30, 2023, the State Board of
Education may issue a Short-Term Substitute Teaching
License. A Short-Term Substitute Teaching License may be
issued to a qualified applicant for substitute teaching in
all grades of the public schools, prekindergarten through
grade 12. Short-Term Substitute Teaching Licenses are not
eligible for endorsements. Applicants for a Short-Term
Substitute Teaching License must hold an associate's
degree or have completed at least 60 credit hours from a
regionally accredited institution of higher education.
Short-Term Substitute Teaching Licenses are valid for
substitute teaching in every county of this State. If an
individual has had his or her Professional Educator
License or Educator License with Stipulations suspended or
revoked, then that individual is not eligible to obtain a
Short-Term Substitute Teaching License.
The provisions of Sections 10-21.9 and 34-18.5 of this

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Code apply to short-term substitute teachers.
An individual holding a Short-Term Substitute Teaching
License may teach no more than 5 consecutive days per
licensed teacher who is under contract. For teacher
absences lasting 6 or more days per licensed teacher who
is under contract, a school district may not hire an
individual holding a Short-Term Substitute Teaching
License. An individual holding a Short-Term Substitute
Teaching License must complete the training program under
Section 10-20.67 or 34-18.60 of this Code to be eligible
to teach at a public school. This paragraph (4) is
inoperative on and after July 1, 2023.
(Source: P.A. 100-8, eff. 7-1-17; 100-13, eff. 7-1-17;
100-288, eff. 8-24-17; 100-596, eff. 7-1-18; 100-821, eff.
9-3-18; 100-863, eff. 8-14-18; 101-81, eff. 7-12-19; 101-220,
eff. 8-7-19; 101-594, eff. 12-5-19; 101-643, eff. 6-18-20.)
(105 ILCS 5/21B-30)
Sec. 21B-30. Educator testing.
(a) (Blank).
(b) The State Board of Education, in consultation with the
State Educator Preparation and Licensure Board, shall design
and implement a system of examinations, which shall be
required prior to the issuance of educator licenses. These
examinations and indicators must be based on national and
State professional teaching standards, as determined by the

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State Board of Education, in consultation with the State
Educator Preparation and Licensure Board. Before October 1,
2023, the State Board of Education, in consultation with the
State Educator Preparation and Licensure Board, shall review
and, as needed, amend its professional licensure standards to
align with the principles of evidence-based literacy
instruction, as measured on the reading foundations
assessment. The State Board of Education may adopt such rules
as may be necessary to implement and administer this Section.
(c) (Blank).
(c-5) The State Board must adopt rules to implement a
paraprofessional competency test. This test would allow an
applicant seeking an Educator License with Stipulations with a
paraprofessional educator endorsement to obtain the
endorsement if he or she passes the test and meets the other
requirements of subparagraph (J) of paragraph (2) of Section
21B-20 other than the higher education requirements.
(d) All applicants seeking a State license shall be
required to pass a test of content area knowledge for each area
of endorsement for which there is an applicable test. There
shall be no exception to this requirement. No candidate shall
be allowed to student teach or serve as the teacher of record
until he or she has passed the applicable content area test.
(d-5) All applicants seeking a State license after October
1, 2025, in the areas of early childhood education, early
childhood special education, elementary education, English

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language arts, middle grades language arts, reading
specialist, reading teacher, special education, speech
language pathologist, and English language learner teacher
shall be required to pass a test in reading foundations, which
shall include assessment of the applicant's understanding of
phonological and phonemic awareness, concepts of print and the
alphabetic principle, the role of phonics in promoting reading
development, word analysis skills and strategies, vocabulary
development, linguistics, morphology, application of reading
comprehension skills and strategies, and methods for assessing
reading development. The reading foundations test must also
assess applicants' knowledge of assessment, differentiation,
and intervention with respect to each component of reading for
English learners, students with disabilities, and students
with advanced skills in some areas of reading.
(e) (Blank).
(f) Except as otherwise provided in this Article,
beginning on September 1, 2015, all candidates completing
teacher preparation programs in this State and all candidates
subject to Section 21B-35 of this Code are required to pass a
teacher performance assessment approved by the State Board of
Education, in consultation with the State Educator Preparation
and Licensure Board. A candidate may not be required to submit
test materials by video submission. Subject to appropriation,
an individual who holds a Professional Educator License and is
employed for a minimum of one school year by a school district

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designated as Tier 1 under Section 18-8.15 may, after
application to the State Board, receive from the State Board a
refund for any costs associated with completing the teacher
performance assessment under this subsection.
(g) The content area knowledge test and the teacher
performance assessment shall be the tests that from time to
time are designated by the State Board of Education, in
consultation with the State Educator Preparation and Licensure
Board, and may be tests prepared by an educational testing
organization or tests designed by the State Board of
Education, in consultation with the State Educator Preparation
and Licensure Board. The test of content area knowledge shall
assess content knowledge in a specific subject field. The
tests must be designed to be racially neutral to ensure that no
person taking the tests is discriminated against on the basis
of race, color, national origin, or other factors unrelated to
the person's ability to perform as a licensed employee. The
score required to pass the tests shall be fixed by the State
Board of Education, in consultation with the State Educator
Preparation and Licensure Board. The tests shall be
administered not fewer than 3 times a year at such time and
place as may be designated by the State Board of Education, in
consultation with the State Educator Preparation and Licensure
Board.
The State Board shall implement a test or tests to assess
the speaking, reading, writing, and grammar skills of

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applicants for an endorsement or a license issued under
subdivision (G) of paragraph (2) of Section 21B-20 of this
Code in the English language and in the language of the
transitional bilingual education program requested by the
applicant.
(h) Except as provided in Section 34-6 of this Code, the
provisions of this Section shall apply equally in any school
district subject to Article 34 of this Code.
(i) The rules developed to implement and enforce the
testing requirements under this Section shall include without
limitation provisions governing test selection, test
validation and determination of a passing score for all tests
except the reading foundations test, administration of the
tests, frequency of administration, applicant fees, frequency
of applicants taking the tests, the years for which a score is
valid, and appropriate special accommodations. The State Board
of Education shall develop such rules as may be needed to
ensure uniformity from year to year in the level of difficulty
for each form of an assessment. The State Board shall base its
rules concerning the passing score of the reading foundations
test upon the recommended cut-score determined in the formal
standard-setting process.
(Source: P.A. 101-81, eff. 7-12-19; 101-220, eff. 8-7-19;
101-594, eff. 12-5-19; 102-301, eff. 8-26-21.)
(105 ILCS 5/21B-35)

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Sec. 21B-35. Minimum requirements for educators trained in
other states or countries.
(a) Any applicant who has not been entitled by an
Illinois-approved educator preparation program at an Illinois
institution of higher education applying for a Professional
Educator License endorsed in a teaching field or school
support personnel area must meet the following requirements:
(1) the applicant must:
(A) hold a comparable and valid educator license
or certificate, as defined by rule, with similar grade
level, reading foundations, and content area
credentials from another state, with the State Board
of Education having the authority to determine what
constitutes similar grade level and content area
credentials from another state;
(B) have a bachelor's degree from a regionally
accredited institution of higher education; and
(C) (blank); or
(2) the applicant must:
(A) have completed a state-approved program for
the licensure area sought, including coursework
concerning (i) methods of instruction of the
exceptional child, (ii) evidence-based methods of
reading that include explicit and repeated focus on
phonemic awareness, a systematic approach to phonics
(decoding), spelling instruction (encoding),

10200HB5032ham001 - 32 - LRB102 22552 NLB 35737 a
vocabulary development, including morphology, reading
fluency, oral language development, and reading
comprehension, including syntax and background
(content) knowledge, and reading in the content area,
and (iii) instructional strategies for English
learners;
(B) have a bachelor's degree from a regionally
accredited institution of higher education;
(C) have successfully met all Illinois examination
requirements, except that:
(i) (blank);
(ii) an applicant who has successfully
completed a test of content, as defined by rules,
at the time of initial licensure in another state
is not required to complete a test of content; and
(iii) an applicant for a teaching endorsement
who has successfully completed an evidence-based
assessment of teacher effectiveness, as defined by
rules, at the time of initial licensure in another
state is not required to complete an
evidence-based assessment of teacher
effectiveness; and
(iv) after October 1, 2025, an applicant who
has successfully completed a reading foundations
test of at least comparable rigor to the Illinois
reading foundations test is not required to

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complete a reading foundations test; and
(D) for an applicant for a teaching endorsement,
have completed student teaching or an equivalent
experience or, for an applicant for a school service
personnel endorsement, have completed an internship or
an equivalent experience.
(b) In order to receive a Professional Educator License
endorsed in a teaching field or school support personnel area,
applicants trained in another country must meet all of the
following requirements:
(1) Have completed a comparable education program in
another country.
(2) Have had transcripts evaluated by an evaluation
service approved by the State Superintendent of Education.
(3) Have a degree comparable to a degree from a
regionally accredited institution of higher education.
(4) Have completed coursework aligned to standards
concerning (i) methods of instruction of the exceptional
child, (ii) evidence-based methods of reading that include
explicit and repeated focus on phonemic awareness, a
systematic approach to phonics (decoding), spelling
instruction (encoding), vocabulary development. including
morphology, reading fluency, oral language development,
and reading comprehension. including syntax and background
(content) knowledge. and reading in the content area, and
(iii) instructional strategies for English learners.

10200HB5032ham001 - 34 - LRB102 22552 NLB 35737 a
(5) (Blank).
(6) (Blank).
(7) Have successfully met all State licensure
examination requirements. Applicants who have successfully
completed a test of content, as defined by rules, at the
time of initial licensure in another country shall not be
required to complete a test of content. Applicants for a
teaching endorsement who have successfully completed an
evidence-based assessment of teacher effectiveness, as
defined by rules, at the time of initial licensure in
another country shall not be required to complete an
evidence-based assessment of teacher effectiveness. After
October 1, 2025, applicants who have successfully
completed a reading foundations test of at least
comparable rigor to the Illinois reading foundations test
shall not be required to complete a reading foundations
test.
(8) Have completed student teaching or an equivalent
experience.
(9) (Blank).
(b-5) All applicants who have not been entitled by an
Illinois-approved educator preparation program at an Illinois
institution of higher education and applicants trained in
another country applying for a Professional Educator License
endorsed for principal or superintendent must hold a master's
degree from a regionally accredited institution of higher

10200HB5032ham001 - 35 - LRB102 22552 NLB 35737 a
education and hold a comparable and valid educator license or
certificate with similar grade level and subject matter
credentials, with the State Board of Education having the
authority to determine what constitutes similar grade level
and subject matter credentials from another state, or must
meet all of the following requirements:
(1) Have completed an educator preparation program
approved by another state or comparable educator program
in another country leading to the receipt of a license or
certificate for the Illinois endorsement sought.
(2) Have successfully met all State licensure
examination requirements, as required by Section 21B-30 of
this Code. Applicants who have successfully completed a
test of content, as defined by rules, at the time of
initial licensure in another state or country shall not be
required to complete a test of content.
(2.5) Have completed an internship, as defined by
rule.
(3) (Blank).
(4) Have completed coursework aligned to standards
concerning (i) methods of instruction of the exceptional
child, (ii) evidence-based methods of reading that include
explicit and repeated focus on phonemic awareness, a
systematic approach to phonics (decoding), spelling
instruction (encoding), vocabulary development, including
morphology, reading fluency, oral language development,

10200HB5032ham001 - 36 - LRB102 22552 NLB 35737 a
and reading comprehension, including syntax and background
(content) knowledge, and reading in the content area, and
(iii) instructional strategies for English learners.
(4.5) (Blank).
(5) Have completed a master's degree.
(6) Have successfully completed teaching, school
support, or administrative experience as defined by rule.
(b-7) All applicants who have not been entitled by an
Illinois-approved educator preparation program at an Illinois
institution of higher education applying for a Professional
Educator License endorsed for Director of Special Education
must hold a master's degree from a regionally accredited
institution of higher education and must hold a comparable and
valid educator license or certificate with similar grade level
and subject matter credentials, with the State Board of
Education having the authority to determine what constitutes
similar grade level and subject matter credentials from
another state, or must meet all of the following requirements:
(1) Have completed a master's degree.
(2) Have 2 years of full-time experience providing
special education services.
(3) Have successfully completed all examination
requirements, as required by Section 21B-30 of this Code.
Applicants who have successfully completed a test of
content, as identified by rules, at the time of initial
licensure in another state or country shall not be

10200HB5032ham001 - 37 - LRB102 22552 NLB 35737 a
required to complete a test of content.
(4) Have completed coursework aligned to standards
concerning (i) methods of instruction of the exceptional
child, (ii) evidence-based methods of reading that include
explicit and repeated focus on phonemic awareness, a
systematic approach to phonics (decoding), spelling
instruction (encoding), vocabulary development, including
morphology, reading fluency, oral language development,
and reading comprehension, including syntax and background
(content) knowledge, and reading in the content area, and
(iii) instructional strategies for English learners.
(b-10) All applicants who have not been entitled by an
Illinois-approved educator preparation program at an Illinois
institution of higher education applying for a Professional
Educator License endorsed for chief school business official
must hold a master's degree from a regionally accredited
institution of higher education and must hold a comparable and
valid educator license or certificate with similar grade level
and subject matter credentials, with the State Board of
Education having the authority to determine what constitutes
similar grade level and subject matter credentials from
another state, or must meet all of the following requirements:
(1) Have completed a master's degree in school
business management, finance, or accounting.
(2) Have successfully completed an internship in
school business management or have 2 years of experience

10200HB5032ham001 - 38 - LRB102 22552 NLB 35737 a
as a school business administrator.
(3) Have successfully met all State examination
requirements, as required by Section 21B-30 of this Code.
Applicants who have successfully completed a test of
content, as identified by rules, at the time of initial
licensure in another state or country shall not be
required to complete a test of content.
(4) Have completed modules aligned to standards
concerning methods of instruction of the exceptional
child, methods of reading and reading in the content area,
and instructional strategies for English learners.
(c) The State Board of Education, in consultation with the
State Educator Preparation and Licensure Board, may adopt such
rules as may be necessary to implement this Section.
(Source: P.A. 101-220, eff. 8-7-19; 101-643, eff. 6-18-20;
102-539, eff. 8-20-21.)
Section 99. Effective date. This Act takes effect upon
becoming law.".