Bill Amendment: IL SB2686 | 2017-2018 | 100th General Assembly

NOTE: For additional amemendments please see the Bill Drafting List

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Bill Title: EDUCATION-TECH

Status: 2019-01-09 - Session Sine Die [SB2686 Detail]

Download: Illinois-2017-SB2686-Senate_Amendment_001.html

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Sen. Michael Connelly

Filed: 5/1/2018

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AMENDMENT TO SENATE BILL 2686
AMENDMENT NO. ______. Amend Senate Bill 2686 by replacing
everything after the enacting clause with the following:
"Section 5. The School Code is amended by changing Sections
1A-4, 1C-4, 2-3.11, 2-3.71a, 2-3.83, 2-3.162, 10-9, 10-22.31b,
10-23.3a, 11E-130, 13-41, 14-8.03, 14C-13, 17-2.4, 18-8.15,
19-30, 24A-7, 27-22, 27-22.2, 27A-12, and 34-225 and by
renumbering and changing Section 2-3.170 as follows:
(105 ILCS 5/1A-4) (from Ch. 122, par. 1A-4)
Sec. 1A-4. Powers and duties of the Board.
A. (Blank).
B. The Board shall determine the qualifications of and
appoint a chief education officer, to be known as the State
Superintendent of Education, who may be proposed by the
Governor and who shall serve at the pleasure of the Board and
pursuant to a performance-based contract linked to statewide

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student performance and academic improvement within Illinois
schools. Upon expiration or buyout of the contract of the State
Superintendent of Education in office on the effective date of
this amendatory Act of the 93rd General Assembly, a State
Superintendent of Education shall be appointed by a State Board
of Education that includes the 7 new Board members who were
appointed to fill seats of members whose terms were terminated
on the effective date of this amendatory Act of the 93rd
General Assembly. Thereafter, a State Superintendent of
Education must, at a minimum, be appointed at the beginning of
each term of a Governor after that Governor has made
appointments to the Board. A performance-based contract issued
for the employment of a State Superintendent of Education
entered into on or after the effective date of this amendatory
Act of the 93rd General Assembly must expire no later than
February 1, 2007, and subsequent contracts must expire no later
than February 1 each 4 years thereafter. No contract shall be
extended or renewed beyond February 1, 2007 and February 1 each
4 years thereafter, but a State Superintendent of Education
shall serve until his or her successor is appointed. Each
contract entered into on or before January 8, 2007 with a State
Superintendent of Education must provide that the State Board
of Education may terminate the contract for cause, and the
State Board of Education shall not thereafter be liable for
further payments under the contract. With regard to this
amendatory Act of the 93rd General Assembly, it is the intent

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of the General Assembly that, beginning with the Governor who
takes office on the second Monday of January, 2007, a State
Superintendent of Education be appointed at the beginning of
each term of a Governor after that Governor has made
appointments to the Board. The State Superintendent of
Education shall not serve as a member of the State Board of
Education. The Board shall set the compensation of the State
Superintendent of Education who shall serve as the Board's
chief executive officer. The Board shall also establish the
duties, powers and responsibilities of the State
Superintendent, which shall be included in the State
Superintendent's performance-based contract along with the
goals and indicators of student performance and academic
improvement used to measure the performance and effectiveness
of the State Superintendent. The State Board of Education may
delegate to the State Superintendent of Education the authority
to act on the Board's behalf, provided such delegation is made
pursuant to adopted board policy or the powers delegated are
ministerial in nature. The State Board may not delegate
authority under this Section to the State Superintendent to (1)
nonrecognize school districts, (2) withhold State payments as a
penalty, or (3) make final decisions under the contested case
provisions of the Illinois Administrative Procedure Act unless
otherwise provided by law.
C. The powers and duties of the State Board of Education
shall encompass all duties delegated to the Office of

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Superintendent of Public Instruction on January 12, 1975,
except as the law providing for such powers and duties is
thereafter amended, and such other powers and duties as the
General Assembly shall designate. The Board shall be
responsible for the educational policies and guidelines for
public schools, pre-school through grade 12 and Career and
Technical Vocational Education in the State of Illinois. The
Board shall analyze the present and future aims, needs, and
requirements of education in the State of Illinois and
recommend to the General Assembly the powers which should be
exercised by the Board. The Board shall recommend the passage
and the legislation necessary to determine the appropriate
relationship between the Board and local boards of education
and the various State agencies and shall recommend desirable
modifications in the laws which affect schools.
D. Two members of the Board shall be appointed by the
chairperson to serve on a standing joint Education Committee, 2
others shall be appointed from the Board of Higher Education, 2
others shall be appointed by the chairperson of the Illinois
Community College Board, and 2 others shall be appointed by the
chairperson of the Human Resource Investment Council. The
Committee shall be responsible for making recommendations
concerning the submission of any workforce development plan or
workforce training program required by federal law or under any
block grant authority. The Committee will be responsible for
developing policy on matters of mutual concern to elementary,

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secondary and higher education such as Occupational and Career
Education, Teacher Preparation and Certification, Educational
Finance, Articulation between Elementary, Secondary and Higher
Education and Research and Planning. The joint Education
Committee shall meet at least quarterly and submit an annual
report of its findings, conclusions, and recommendations to the
State Board of Education, the Board of Higher Education, the
Illinois Community College Board, the Human Resource
Investment Council, the Governor, and the General Assembly. All
meetings of this Committee shall be official meetings for
reimbursement under this Act. On the effective date of this
amendatory Act of the 95th General Assembly, the Joint
Education Committee is abolished.
E. Five members of the Board shall constitute a quorum. A
majority vote of the members appointed, confirmed and serving
on the Board is required to approve any action, except that the
7 new Board members who were appointed to fill seats of members
whose terms were terminated on the effective date of this
amendatory act of the 93rd General Assembly may vote to approve
actions when appointed and serving.
Using the most recently available data, the Board shall
prepare and submit electronically, in the manner prescribed by
the Board, to the General Assembly and the Governor on or
before each January 14, 1976 and annually thereafter a report
or reports of its findings and recommendations. Such annual
report shall contain a separate section which provides a

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critique and analysis of the status of education in Illinois
and which identifies its specific problems and recommends
express solutions therefor. Such annual report also shall
contain the following information for the preceding year ending
on June 30: each act or omission of a school district of which
the State Board of Education has knowledge as a consequence of
scheduled, approved visits and which constituted a failure by
the district to comply with applicable State or federal laws or
regulations relating to public education, the name of such
district, the date or dates on which the State Board of
Education notified the school district of such act or omission,
and what action, if any, the school district took with respect
thereto after being notified thereof by the State Board of
Education. The report shall also include the statewide high
school dropout rate by grade level, sex and race and the annual
student dropout rate of and the number of students who graduate
from, transfer from or otherwise leave bilingual programs. The
Auditor General shall annually perform a compliance audit of
the State Board of Education's performance of the reporting
duty imposed by this amendatory Act of 1986. A regular system
of communication with other directly related State agencies
shall be implemented.
The requirement for reporting to the General Assembly shall
be satisfied by filing copies of the report electronically with
the Speaker, the Minority Leader and the Clerk of the House of
Representatives and the President, the Minority Leader and the

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Secretary of the Senate and the Legislative Council, and as
otherwise required by Section 3.1 of the General Assembly
Organization Act, and filing such additional copies with the
State Government Report Distribution Center for the General
Assembly as is required under paragraph (t) of Section 7 of the
State Library Act.
F. Upon appointment of the 7 new Board members who were
appointed to fill seats of members whose terms were terminated
on the effective date of this amendatory Act of the 93rd
General Assembly, the Board shall review all of its current
rules in an effort to streamline procedures, improve
efficiency, and eliminate unnecessary forms and paperwork.
(Source: P.A. 95-626, eff. 6-1-08; 95-793, eff. 1-1-09.)
(105 ILCS 5/1C-4)
Sec. 1C-4. Reports. A school district and other entities
that receive receives an Early Childhood Education Block Grant
shall report to the State Board of Education on its use of the
block grant in such form and detail as the State Board of
Education may specify. In addition, the report must include the
following description for the district and the other entities,
which must also be reported to the General Assembly: block
grant allocation and expenditures by program; population and
service levels by program; and administrative expenditures by
program. The State Board of Education shall ensure that the
reporting requirements for a district organized under Article

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34 of this Code are the same as for all other school districts
in this State.
(Source: P.A. 99-30, eff. 7-10-15.)
(105 ILCS 5/2-3.11) (from Ch. 122, par. 2-3.11)
Sec. 2-3.11. Report to Governor and General Assembly. To
report electronically, in the manner prescribed by the State
Board of Education, to the Governor and General Assembly
annually on or before January 14 the condition of the schools
of the State using the most recently available data.
Such annual report shall contain reports of the State
Teacher Certification Board; the schools of the State
charitable institutions; reports on driver education, special
education, and transportation; and for such year the annual
statistical reports of the State Board of Education, including
the number and kinds of school districts; number of school
attendance centers; number of men and women teachers;
enrollment by grades; total enrollment; total days attendance;
total days absence; average daily attendance; number of
elementary and secondary school graduates; assessed valuation;
tax levies and tax rates for various purposes; amount of
teachers' orders, anticipation warrants, and bonds
outstanding; and number of men and women teachers and total
enrollment of private schools. The report shall give for all
school districts receipts from all sources and expenditures for
all purposes for each fund; the total operating expense, the

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per capita cost, and instructional expenditures; federal and
state aids and reimbursements; new school buildings, and
recognized schools; together with such other information and
suggestions as the State Board of Education may deem important
in relation to the schools and school laws and the means of
promoting education throughout the state.
In this Section, "instructional expenditures" means the
annual expenditures of school districts properly attributable
to expenditure functions defined in rules of the State Board of
Education as: 1100 (Regular Education); 1200-1220 (Special
Education); 1250 (Ed. Deprived/Remedial); 1400 (Vocational
Programs); 1600 (Summer School); 1650 (Gifted); 1800
(Bilingual Programs); 1900 (Truant Alternative); 2110
(Attendance and Social Work Services); 2120 (Guidance
Services); 2130 (Health Services); 2140 (Psychological
Services); 2150 (Speech Pathology and Audiology Services);
2190 (Other Support Services Pupils); 2210 (Improvement of
Instruction); 2220 (Educational Media Services); 2230
(Assessment and Testing); 2540 (Operation and Maintenance of
Plant Services); 2550 (Pupil Transportation Service); 2560
(Food Service); 4110 (Payments for Regular Programs); 4120
(Payments for Special Education Programs); 4130 (Payments for
Adult Education Programs); 4140 (Payments for Career and
Technical Vocational Education Programs); 4170 (Payments for
Community College Programs); 4190 (Other payments to in-state
government units); and 4200 (Other payments to out of state

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government units).
(Source: P.A. 95-793, eff. 1-1-09; 96-734, eff. 8-25-09.)
(105 ILCS 5/2-3.71a) (from Ch. 122, par. 2-3.71a)
Sec. 2-3.71a. Grants for early childhood parental training
programs. The State Board of Education shall implement and
administer a grant program consisting of grants to public
school districts and other eligible entities, as defined by the
State Board of Education, to conduct early childhood parental
training programs for the parents of children in the period of
life from birth to kindergarten. A public school district that
receives grants under this Section may contract with other
eligible entities to conduct an early childhood parental
training program. These grants must be used to supplement, not
supplant, funds received from any other source. A school board
or other eligible entity shall employ appropriately qualified
personnel for its early childhood parental training program,
including but not limited to certified teachers, counselors,
psychiatrists, psychologists and social workers.
(a) As used in this Section, "parental training" means and
includes instruction in the following:
(1) Child growth and development, including prenatal
development.
(2) Childbirth and child care.
(3) Family structure, function and management.
(4) Prenatal and postnatal care for mothers and

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infants.
(5) Prevention of child abuse.
(6) The physical, mental, emotional, social, economic
and psychological aspects of interpersonal and family
relationships.
(7) Parenting skill development.
The programs shall include activities that require
substantial participation and interaction between parent and
child.
(b) The Board shall annually award funds through a grant
approval process established by the State Board of Education,
providing that an annual appropriation is made for this purpose
from State, federal or private funds. Nothing in this Section
shall preclude school districts from applying for or accepting
private funds to establish and implement programs.
(c) The State Board of Education shall assist those
districts and other eligible entities offering early childhood
parental training programs, upon request, in developing
instructional materials, training teachers and staff, and
establishing appropriate time allotments for each of the areas
included in such instruction.
(d) School districts and other eligible entities may offer
early childhood parental training courses during that period of
the day which is not part of the regular school day. Residents
of the community may enroll in such courses. The school board
or other eligible entity may establish fees and collect such

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charges as may be necessary for attendance at such courses in
an amount not to exceed the per capita cost of the operation
thereof, except that the board or other eligible entity may
waive all or part of such charges if it determines that the
parent is indigent or that the educational needs of the parent
require his or her attendance at such courses.
(e) Parents who participate in early childhood parental
training programs under this Section may be eligible for
reasonable reimbursement of any incidental transportation and
child care expenses from the school district receiving funds
pursuant to this Section.
(f) Districts and other eligible entities receiving grants
pursuant to this Section shall coordinate programs created
under this Section with other preschool educational programs,
including "at-risk" preschool programs, special and career and
technical vocational education, and related services provided
by other governmental agencies and not-for-profit agencies.
(g) The State Board of Education shall report to the
General Assembly by July 1, 1991, on the results of the
programs funded pursuant to this Section and whether a need
continues for such programs.
(h) After July 1, 2006, any parental training services
funded pursuant to this Section on the effective date of this
amendatory Act of the 94th General Assembly shall continue to
be funded pursuant to this Section, subject to appropriation
and the meeting of program standards. Any additional parental

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training services must be funded, subject to appropriation,
through preschool education grants pursuant to subdivision (4)
of subsection (a) of Section 2-3.71 of this Code for families
with children ages 3 to 5 and through prevention initiative
grants pursuant to subsection (b) of Section 2-3.89 of this
Code for expecting families and those with children from birth
to 3 years of age.
(i) Early childhood programs under this Section are subject
to the requirements under paragraph (7) of subsection (a) of
Section 2-3.71 of this Code.
(Source: P.A. 100-105, eff. 1-1-18.)
(105 ILCS 5/2-3.83) (from Ch. 122, par. 2-3.83)
Sec. 2-3.83. Individual transition plan model pilot
program.
(a) The General Assembly finds that transition services for
special education students in secondary schools are needed for
the increasing numbers of students exiting school programs.
Therefore, to ensure coordinated and timely delivery of
services, the State shall establish a model pilot program to
provide such services. Local school districts, using joint
agreements and regional service delivery systems for special
and career and technical vocational education selected by the
Governor's Planning Council on Developmental Disabilities,
shall have the primary responsibility to convene transition
planning meetings for these students who will require

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post-school adult services.
(b) For purposes of this Section:
(1) "Post-secondary Service Provider" means a provider
of services for adults who have any developmental
disability as defined in Section 1-106 of the Mental Health
and Developmental Disabilities Code or who are persons with
one or more disabilities as defined in the Rehabilitation
of Persons with Disabilities Act.
(2) "Individual Education Plan" means a written
statement for an exceptional child that provides at least a
statement of: the child's present levels of educational
performance, annual goals and short-term instructional
objectives; specific special education and related
services; the extent of participation in the regular
education program; the projected dates for initiation of
services; anticipated duration of services; appropriate
objective criteria and evaluation procedures; and a
schedule for annual determination of short-term
objectives.
(3) "Individual Transition Plan" (ITP) means a
multi-agency informal assessment of a student's needs for
post-secondary adult services including but not limited to
employment, post-secondary education or training and
residential independent living.
(4) "Developmental Disability" means a disability
which is attributable to: (a) an intellectual disability,

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cerebral palsy, epilepsy or autism; or to (b) any other
condition which results in impairment similar to that
caused by an intellectual disability and which requires
services similar to those required by persons with an
intellectual disability. Such disability must originate
before the age of 18 years, be expected to continue
indefinitely, and constitute a substantial disability.
(5) "Exceptional Characteristic" means any disabling
or exceptional characteristic which interferes with a
student's education including, but not limited to, a
determination that the student has a severe or profound
mental disability, has mental disability but is trainable,
is deaf-blind, or has some other health impairment.
(c) The model pilot program required by this Section shall
be established and administered by the Governor's Planning
Council on Developmental Disabilities in conjunction with the
case coordination pilot projects established by the Department
of Human Services pursuant to Section 4.1 of the Community
Services Act, as amended.
(d) The model pilot program shall include the following
features:
(1) Written notice shall be sent to the student and,
when appropriate, his or her parent or guardian giving the
opportunity to consent to having the student's name and
relevant information shared with the local case
coordination unit and other appropriate State or local

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agencies for purposes of inviting participants to the
individual transition plan meeting.
(2) Meetings to develop and modify, as needed, an
Individual Transition Plan shall be conducted annually for
all students with a developmental disability in the pilot
program area who are age 16 or older and who are receiving
special education services for 50% or more of their public
school program. These meetings shall be convened by the
local school district and conducted in conjunction with any
other regularly scheduled meetings such as the student's
annual individual educational plan meeting. The Governor's
Planning Council on Developmental Disabilities shall
cooperate with and may enter into any necessary written
agreements with the Department of Human Services and the
State Board of Education to identify the target group of
students for transition planning and the appropriate case
coordination unit to serve these individuals.
(3) The ITP meetings shall be co-chaired by the
individual education plan coordinator and the case
coordinator. The ITP meeting shall include but not be
limited to discussion of the following: the student's
projected date of exit from the public schools; his
projected post-school goals in the areas of employment,
residential living arrangement and post-secondary
education or training; specific school or post-school
services needed during the following year to achieve the

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student's goals, including but not limited to vocational
evaluation, career and technical vocational education,
work experience or vocational training, placement
assistance, independent living skills training,
recreational or leisure training, income support, medical
needs and transportation; and referrals and linkage to
needed services, including a proposed time frame for
services and the responsible agency or provider. The
individual transition plan shall be signed by participants
in the ITP discussion, including but not limited to the
student's parents or guardian, the student (where
appropriate), multi-disciplinary team representatives from
the public schools, the case coordinator and any other
individuals who have participated in the ITP meeting at the
discretion of the individual education plan coordinator,
the developmental disability case coordinator or the
parents or guardian.
(4) At least 10 days prior to the ITP meeting, the
parents or guardian of the student shall be notified in
writing of the time and place of the meeting by the local
school district. The ITP discussion shall be documented by
the assigned case coordinator, and an individual student
file shall be maintained by each case coordination unit.
One year following a student's exit from public school the
case coordinator shall conduct a follow up interview with
the student.

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(5) Determinations with respect to individual
transition plans made under this Section shall not be
subject to any due process requirements prescribed in
Section 14-8.02 of this Code.
(e) (Blank).
(Source: P.A. 99-143, eff. 7-27-15.)
(105 ILCS 5/2-3.162)
Sec. 2-3.162. Student discipline report; school discipline
improvement plan.
(a) On or before October 31, 2015 and on or before October
31 of each subsequent year, the State Board of Education,
through the State Superintendent of Education, shall prepare a
report on student discipline in all school districts in this
State, including State-authorized charter schools. This report
shall include data from all public schools within school
districts, including district-authorized charter schools. This
report must be posted on the Internet website of the State
Board of Education. The report shall include data on the
issuance of out-of-school suspensions, expulsions, and
removals to alternative settings in lieu of another
disciplinary action, disaggregated by race and ethnicity,
gender, age, grade level, whether a student is an English
learner, incident type, and discipline duration.
(b) The State Board of Education shall analyze the data
under subsection (a) of this Section on an annual basis and

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determine the top 20% of school districts qualifying under any
of for the following metrics:
(1) Total number of out-of-school suspensions divided
by the total district enrollment by the last school day in
September for the year in which the data was collected,
multiplied by 100.
(2) Total number of out-of-school expulsions divided
by the total district enrollment by the last school day in
September for the year in which the data was collected,
multiplied by 100.
(3) Racial disproportionality, defined as the
overrepresentation of students of color or white students
in comparison to the total number of students of color or
white students on October 1st of the school year in which
data are collected, with respect to the use of
out-of-school suspensions and expulsions, which must be
calculated using the same method as the U.S. Department of
Education's Office for Civil Rights uses.
The analysis must be based on data collected over 3
consecutive school years, beginning with the 2014-2015 school
year.
(c) On or before October 31, 2018 and on or before October
31 of each subsequent year, the State Board of Education shall
notify each school district Beginning with the 2017-2018 school
year, the State Board of Education shall require each of the
school districts that are identified in the top 20% of any of

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the metrics described in this subsection (b) of this Section
for 3 consecutive school years that the school district must
submit a plan in conformance with subsection (d) of this
Section.
(d) School districts identified in the top 20% of any of
the metrics described in subsection (b) of this Section for 3
consecutive school years must, in a manner prescribed by the
State Board of Education, submit a plan to the State Board of
Education that identifies to submit a plan identifying the
strategies the school district will implement to reduce the use
of exclusionary disciplinary practices or racial
disproportionality or both, if applicable. School districts
that no longer meet the criteria described in any of the
metrics described in this subsection (b) for 3 consecutive
years shall no longer be required to submit a plan.
This plan may be combined with any other improvement plans
required under federal or State law.
The plan must be approved at a public school board meeting
no later than 90 days after notification from the State Board
of Education pursuant to subsection (c) of this Section and
must be posted on the school district's Internet website.
Within one calendar year after the school board's approval of
the plan, the school district shall submit to the State Board
of Education, in a manner prescribed by the State Board of
Education, and post on the district's Internet website a
progress report describing the implementation of the plan and

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the results achieved. Additional annual progress reports shall
be required until a school district no longer meets the
criteria in any of the metrics described in subsection (b) of
this Section for 3 consecutive school years.
(e) The calculation of the top 20% of any of the metrics
described in this subsection (b) of this Section shall exclude
all school districts, State-authorized charter schools, and
special charter districts that issued fewer than a total of 10
out-of-school suspensions or expulsions, whichever is
applicable, during the school year. The calculation of the top
20% of the metric described in subdivision (3) of this
subsection (b) of this Section shall exclude all school
districts with an enrollment of fewer than 50 white students or
fewer than 50 students of color.
The plan must be approved at a public school board meeting
and posted on the school district's Internet website. Within
one year after being identified, the school district shall
submit to the State Board of Education and post on the
district's Internet website a progress report describing the
implementation of the plan and the results achieved.
(Source: P.A. 98-1102, eff. 8-26-14; 99-30, eff. 7-10-15;
99-78, eff. 7-20-15; revised 9-25-17.)
(105 ILCS 5/2-3.172)
Sec. 2-3.172 2-3.170. High-skilled manufacturing teaching
resources. The State Board of Education shall post resources

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regarding the teaching of high-skilled manufacturing, to be
used in high schools and career and technical vocational
education programs.
(Source: P.A. 100-175, eff. 1-1-18; revised 9-25-17.)
(105 ILCS 5/10-9) (from Ch. 122, par. 10-9)
Sec. 10-9. Interest of board member in contracts.
(a) No school board member shall be interested, directly or
indirectly, in his own name or in the name of any other person,
association, trust or corporation, in any contract, work or
business of the district or in the sale of any article,
whenever the expense, price or consideration of the contract,
work, business or sale is paid either from the treasury or by
any assessment levied by any statute or ordinance. A school
board member shall not be deemed interested if the board member
is an employee of a business that is involved in the
transaction of business with the school district, provided that
the board member has no financial interests other than as an
employee. No school board member shall be interested, directly
or indirectly, in the purchase of any property which (1)
belongs to the district, or (2) is sold for taxes or
assessments, or (3) is sold by virtue of legal process at the
suit of the district.
(b) However, any board member may provide materials,
merchandise, property, services or labor, if:
A. the contract is with a person, firm, partnership,

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association, corporation or cooperative association in
which the board member has less than a 7 1/2% share in the
ownership; and
B. such interested board member publicly discloses the
nature and extent of his interest prior to or during
deliberations concerning the proposed award of the
contract; and
C. such interested board member abstains from voting on
the award of the contract, though he shall be considered
present for the purposes of establishing a quorum; and
D. such contract is approved by a majority vote of
those board members presently holding office; and
E. the contract is awarded after sealed bids to the
lowest responsible bidder if the amount of the contract
exceeds $1500, or awarded without bidding if the amount of
the contract is less than $1500; and
F. the award of the contract would not cause the
aggregate amount of all such contracts so awarded to the
same person, firm, association, partnership, corporation
or cooperative association in the same fiscal year to
exceed $25,000.
(c) In addition to the above exemption, any board member
may provide materials, merchandise, property, services or
labor if:
A. the award of the contract is approved by a majority
vote of the board provided that any such interested member

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shall abstain from voting; and
B. the amount of the contract does not exceed $1,000;
and
C. the award of the contract would not cause the
aggregate amount of all such contracts so awarded to the
same person, firm, association, partnership, corporation,
or cooperative association in the same fiscal year to
exceed $2,000, except with respect to a board member of a
school district in which the materials, merchandise,
property, services, or labor to be provided under the
contract are not available from any other person, firm,
association, partnership, corporation, or cooperative
association in the district, in which event the award of
the contract shall not cause the aggregate amount of all
contracts so awarded to that same person, firm,
association, partnership, or cooperative association in
the same fiscal year to exceed $5,000; and
D. such interested member publicly discloses the
nature and extent of his interest prior to or during
deliberations concerning the proposed award of the
contract; and
E. such interested member abstains from voting on the
award of the contract, though he shall be considered
present for the purposes of establishing a quorum.
(d) In addition to exemptions otherwise authorized by this
Section, any board member may purchase for use as the board

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member's primary place of residence a house constructed by the
district's career and technical vocational education students
on the same basis that any other person would be entitled to
purchase the property. The sale of the house by the district
must comply with the requirements set forth in Section 5-22 of
The School Code.
(e) A contract for the procurement of public utility
services by a district with a public utility company is not
barred by this Section by one or more members of the board
being an officer or employee of the public utility company or
holding an ownership interest of no more than 7 1/2% in the
public utility company, or holding an ownership interest of any
size if the school district has a population of less than 7,500
and the public utility's rates are approved by the Illinois
Commerce Commission. An elected or appointed member of the
board having such an interest shall be deemed not to have a
prohibited interest under this Section.
(f) Nothing contained in this Section, including the
restrictions set forth in subsections (b), (c), (d) and (e),
shall preclude a contract of deposit of monies, loans or other
financial services by a school district with a local bank or
local savings and loan association, regardless of whether a
member or members of the governing body of the school district
are interested in such bank or savings and loan association as
an officer or employee or as a holder of less than 7 1/2% of the
total ownership interest. A member or members holding such an

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interest in such a contract shall not be deemed to be holding a
prohibited interest for purposes of this Act. Such interested
member or members of the governing body must publicly state the
nature and extent of their interest during deliberations
concerning the proposed award of such a contract, but shall not
participate in any further deliberations concerning the
proposed award. Such interested member or members shall not
vote on such a proposed award. Any member or members abstaining
from participation in deliberations and voting under this
Section may be considered present for purposes of establishing
a quorum. Award of such a contract shall require approval by a
majority vote of those members presently holding office.
Consideration and award of any such contract in which a member
or members are interested may only be made at a regularly
scheduled public meeting of the governing body of the school
district.
(g) Any school board member who violates this Section is
guilty of a Class 4 felony and in addition thereto any office
held by such person so convicted shall become vacant and shall
be so declared as part of the judgment of the court.
(Source: P.A. 96-998, eff. 7-2-10.)
(105 ILCS 5/10-22.31b) (from Ch. 122, par. 10-22.31b)
Sec. 10-22.31b. Joint building programs. To enter into
joint agreements either under this Act or under the
Intergovernmental Cooperation Act with other school boards to

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acquire, build, establish and maintain sites and buildings
including residential facilities, that may be needed for area
career and technical vocational education buildings or the
education of one or more of the types of children with
disabilities defined in Sections 14-1.02 through 14-1.07 of
this Act, who are residents of such joint agreement area, upon
the review and recommendation of the Advisory Council on
Education of Children with Disabilities and approval of the
State Superintendent. Proposals shall be submitted on forms
promulgated by the State Advisory Council. The State Advisory
Council shall have 45 days to review the proposal and make a
recommendation. The State Superintendent shall then approve or
deny the proposal. Any establishment of residential facilities
under this Section for the education of children with
disabilities shall consider and utilize whenever possible the
existing residential service delivery systems including state
operated and privately operated facilities. Residential
facilities shall be maintained in accordance with applicable
health, licensing and life safety requirements, including the
applicable provisions of the building code authorized under
Section 2-3.12. Such sites may be acquired and buildings built
at any place within the area embraced by such joint agreement
or within 2 miles of the boundaries of any school district
which is a party to the joint agreement. The title to any site
or building so acquired shall be held in accordance with
Section 16-2 of this Act.

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Any funds obtained from the participating governmental
entities as a result of a joint agreement entered into under
this Act or the Intergovernmental Cooperation Act shall be
accounted for in the same manner as provided for the majority
of the participating governmental entities under the laws of
this State.
(Source: P.A. 89-397, eff. 8-20-95.)
(105 ILCS 5/10-23.3a) (from Ch. 122, par. 10-23.3a)
Sec. 10-23.3a. Conduct of business for vocational
training.
To independently operate or cooperate with existing
companies in the operation of a business or businesses for the
sole purpose of providing training for students in career and
technical vocational education programs. Any proceeds from
said operation shall be applied towards the costs of
establishing and maintaining these businesses. Regarding
businesses with which the school board cooperates in operating
for vocational training purposes, the school board shall
receive a semi-annual account from each cooperating company of
all costs and proceeds attributable to the student
business-training program. Should the proceeds ever exceed the
establishment and maintenance costs, then that excess shall
only be directed toward expanding business-operation training
in career and technical vocational education programs.
(Source: P.A. 77-664.)

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(105 ILCS 5/11E-130)
Sec. 11E-130. Unit district formation and joint agreement
career and technical vocational education program.
(a) If a unit district is established under the provisions
of this Article and more than 50% of the territory of the unit
district is territory that immediately prior to its inclusion
in the unit district was included in a high school district or
districts that were signatories under the same joint agreement
career and technical vocational education program, pursuant to
the provisions of this Code, then the unit district shall upon
its establishment be deemed to be a member and signatory to the
joint agreement and shall also have the right to continue to
extend taxes under any previous authority to levy a tax under
Section 17-2.4 of this Code.
(b) In those instances, however, when more than 50% of the
territory of any unit district was not, immediately prior to
its establishment, included within the territory of a high
school district that was a signatory to the same joint
agreement career and technical vocational education program,
then the unit district shall not be deemed upon its
establishment to be a signatory to the joint agreement nor
shall the unit district be deemed to have the special tax levy
rights under Section 17-2.4 of this Code.
(c) Nothing in this Section shall be deemed to forbid the
unit district from subsequently joining a joint agreement

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career and technical vocational education program and to
thereafter levy a tax under Section 17-2.4 of this Code by
following the provisions of Section 17-2.4. In the event that
any such unit district should subsequently join any such joint
agreement career and technical vocational education program,
it shall be entitled to a fair credit, as computed by the State
Board of Education, for any capital contributions previously
made to the joint agreement career and technical vocational
education program from taxes levied against the assessed
valuation of property situated in any part of the territory
included within the unit district.
(Source: P.A. 94-1019, eff. 7-10-06.)
(105 ILCS 5/13-41) (from Ch. 122, par. 13-41)
Sec. 13-41. The Board of Education for this school district
shall be composed of the Director of the Department of Juvenile
Justice, 2 members appointed by the Director of the Department
of Juvenile Justice and 4 members appointed by the State Board
of Education, at least one of whom shall have knowledge of, or
experience in, career and technical vocational education and
one of whom shall have knowledge of, or experience in, higher
and continuing education. All members of the Board shall hold
office for a period of 3 years, except that members shall
continue to serve until their replacements are appointed.
Vacancies shall be filled in like manner for the unexpired
balance of the term. The members appointed shall be selected so

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far as is practicable on the basis of their knowledge of, or
experience in, problems of education in correctional,
vocational and general educational institutions. Members shall
serve without compensation, but shall be reimbursed for
reasonable expenses incurred in the performance of their
duties.
(Source: P.A. 94-696, eff. 6-1-06.)
(105 ILCS 5/14-8.03) (from Ch. 122, par. 14-8.03)
Sec. 14-8.03. Transition services.
(a) For purposes of this Section, "transition services"
means a coordinated set of activities for a child with a
disability that (i) is designed to be within a results-oriented
process that is focused on improving the academic and
functional achievement of the child with a disability to
facilitate the child's movement from school to post-school
activities, including post-secondary education, career and
technical vocational education, integrated employment
(including supported employment), continuing and adult
education, adult services, independent living, or community
participation; (ii) is based on the individual child's needs,
taking into account the child's strengths, preferences, and
interests; and (iii) includes instruction, related services,
community experiences, the development of employment and other
post-school adult living objectives, and, if appropriate,
acquisition of daily living skills, benefits planning, work

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incentives education, and the provision of a functional
vocational evaluation. Transition services for a child with a
disability may be special education, if provided as specially
designed instruction, or a related service if required to
assist a child with a disability to benefit from special
education.
(a-5) Beginning no later than the first individualized
education plan (IEP) in effect when the student turns age 14
1/2 (or younger if determined appropriate by the IEP Team) and
updated annually thereafter, the IEP must include (i)
measurable post-secondary goals based upon age-appropriate
transition assessments and other information available
regarding the student that are related to training, education,
employment, and independent living skills and (ii) the
transition services needed to assist the student in reaching
those goals, including courses of study.
(b) Transition planning must be conducted as part of the
IEP process and must be governed by the procedures applicable
to the development, review, and revision of the IEP, including
notices to the parents and student, parent and student
participation, and annual review. To appropriately assess and
develop IEP transition goals and transition services for a
child with a disability, additional participants may be
necessary and may be invited by the school district, parent, or
student to participate in the transition planning process.
Additional participants may include without limitation a

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representative from the Department of Human Services or another
State agency, a case coordinator, or persons representing other
public or community agencies or services, such as adult service
providers or public community colleges. The IEP shall identify
each person responsible for coordinating and delivering
transition services. If the IEP team determines that the
student requires transition services from a public or private
entity outside of the school district, the IEP team shall
identify potential outside resources, assign one or more IEP
team members to contact the appropriate outside entities, make
the necessary referrals, provide any information and documents
necessary to complete the referral, follow up with the entity
to ensure that the student has been successfully linked to the
entity, and monitor the student's progress to determine if the
student's IEP transition goals and benchmarks are being met.
The student's IEP shall indicate one or more specific time
periods during the school year when the IEP team shall review
the services provided by the outside entity and the student's
progress in such activities. The public school's
responsibility for delivering educational services does not
extend beyond the time the student leaves school or when the
student's eligibility ends due to age under this Article.
(c) A school district shall submit annually a summary of
each eligible student's IEP transition goals and transition
services resulting from the IEP Team meeting to the appropriate
local Transition Planning Committee. If students with

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disabilities who are ineligible for special education services
request transition services, local public school districts
shall assist those students by identifying post-secondary
school goals, delivering appropriate education services, and
coordinating with other agencies and services for assistance.
(Source: P.A. 98-517, eff. 8-22-13.)
(105 ILCS 5/14C-13) (from Ch. 122, par. 14C-13)
Sec. 14C-13. Advisory Council.
(a) There is created an Advisory Council on Bilingual
Education, consisting of 17 members appointed by the State
Superintendent of Education and selected, as nearly as
possible, on the basis of experience in or knowledge of the
various programs of bilingual education. The Council shall
advise the State Superintendent on policy and rules pertaining
to bilingual education. The Council shall establish such
sub-committees as it deems appropriate to review bilingual
education issues including but not limited to certification,
finance and special education.
Initial appointees shall serve terms determined by lot as
follows: 6 for one year, 6 for 2 years and 5 for 3 years.
Successors shall serve 3-year terms. Members annually shall
select a chairman from among their number. Members shall
receive no compensation but may be reimbursed for necessary
expenses incurred in the performance of their duties.
By no later than December 1, 2011, the Council shall submit

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a report to the State Superintendent of Education, the
Governor, and the General Assembly addressing, at a minimum,
the following questions:
(1) whether and how the 20 child per attendance center
minimum in Section 14C-3 of this Code should be modified;
(2) whether and how educator certification
requirements in this Article 14C and applicable State Board
of Education rules should be modified;
(3) whether and how bilingual education requirements
in this Article 14C and applicable State Board of Education
rules should be modified to address differences between
elementary and secondary schools; and
(4) whether and how to allow school districts to
administer alternative bilingual education programs
instead of transitional bilingual education programs.
By no later than January 1, 2013, the Council shall submit
a report to the State Superintendent of Education, the
Governor, and the General Assembly addressing, at a minimum,
the following questions:
(i) whether and how bilingual education programs
should be modified to be more flexible and achieve a higher
success rate among Hispanic students in the classroom and
on State assessments;
(ii) whether and how bilingual education programs
should be modified to increase parental involvement
including the use of parent academies;

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(iii) whether and how bilingual education programs
should be modified to increase cultural competency through
a cultural competency program among bilingual teaching
staff; and
(iv) whether and how the bilingual parent advisory
committees within school districts can be supported in
order to increase the opportunities for parents to
effectively express their views concerning the planning,
operation, and evaluation of bilingual education programs.
(b) For the purpose of this Section:
"Parent academies" means a series of parent development
opportunities delivered throughout the school year to increase
parents' ability to successfully navigate the education system
and monitor their children's education. Parent academies are
specifically designed for parents of students who are enrolled
in any of the English Language Learner programs and are to be
provided after work hours in the parents' native language. At a
minimum, parent academies shall allow participants to do the
following:
(1) understand and use their children's standardized
tests to effectively advocate for their children's
academic success;
(2) learn home strategies to increase their children's
reading proficiency;
(3) promote homework completion as a successful daily
routine;

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(4) establish a positive and productive connection
with their children's schools and teachers; and
(5) build the character traits that lead to academic
success, such as responsibility, persistence, a hard-work
ethic, and the ability to delay gratification.
"Cultural competency program" means a staff development
opportunity to increase the school staffs' ability to meet the
social, emotional, and academic needs of culturally and
linguistically diverse students and, at a minimum, allows
participants to do the following:
(i) discuss the impact that our constantly changing,
highly technological and globalist society is having on
Illinois' public education system;
(ii) analyze international, national, State, county,
district, and local students' performance data and the
achievement gaps that persistently exist between groups;
(iii) realize the benefits and challenges of reaching
proficiency in cultural competency;
(iv) engage in conversations that lead to
self-awareness and greater insight regarding diversity;
and
(v) learn strategies for building student-teacher
relationships and making instruction more comprehensible
and relevant for all students.
(Source: P.A. 97-305, eff. 1-1-12; 97-915, eff. 1-1-13.)

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(105 ILCS 5/17-2.4) (from Ch. 122, par. 17-2.4)
Sec. 17-2.4. Tax for area career and technical vocational
education building programs. The school board of any district
having a population of less than 500,000 inhabitants may, by
proper resolution, levy an annual tax of not more than .05%
upon the value as equalized or assessed by the Department of
Revenue for such purpose, and may accumulate such tax for not
more than 5 years, for area career and technical vocational
education building purposes, including the purposes authorized
by Section 10-22.31b of this Act, upon condition that there are
not sufficient funds available in the operations and
maintenance fund of the district to pay the cost thereof. Such
tax shall not be levied without prior approval of the State
Superintendent of Education and prior approval by a majority of
the electors voting upon the proposition at an election, the
proposition having been certified by the secretary of the
school board to the proper election authorities for submission
to the electorate in accordance with the general election law.
When the school boards of two or more districts enter into
a joint agreement for an area career and technical vocational
education building program under Section 10-22.31b their
agreement may provide, or may be amended to provide, that the
question of the levy of the tax authorized by this Section
shall be certified to the proper election authorities, for
submission to the voters of all of the participating districts
in accordance with the general election law, in the same

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election and that the approval of that levy by a majority of
the electors voting upon the proposition in the area comprised
of the participating districts, considered as a whole, shall be
deemed to authorize that levy in each participating district
without regard to the passage or failure of the proposition in
any district considered separately. However, the school board
of any district may withdraw from the joint agreement by reason
of the failure of the electors of that district to approve the
proposed levy.
(Source: P.A. 86-970.)
(105 ILCS 5/18-8.15)
Sec. 18-8.15. Evidence-based funding for student success
for the 2017-2018 and subsequent school years.
(a) General provisions.
(1) The purpose of this Section is to ensure that, by
June 30, 2027 and beyond, this State has a kindergarten
through grade 12 public education system with the capacity
to ensure the educational development of all persons to the
limits of their capacities in accordance with Section 1 of
Article X of the Constitution of the State of Illinois. To
accomplish that objective, this Section creates a method of
funding public education that is evidence-based; is
sufficient to ensure every student receives a meaningful
opportunity to learn irrespective of race, ethnicity,
sexual orientation, gender, or community-income level; and

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is sustainable and predictable. When fully funded under
this Section, every school shall have the resources, based
on what the evidence indicates is needed, to:
(A) provide all students with a high quality
education that offers the academic, enrichment, social
and emotional support, technical, and career-focused
programs that will allow them to become competitive
workers, responsible parents, productive citizens of
this State, and active members of our national
democracy;
(B) ensure all students receive the education they
need to graduate from high school with the skills
required to pursue post-secondary education and
training for a rewarding career;
(C) reduce, with a goal of eliminating, the
achievement gap between at-risk and non-at-risk
students by raising the performance of at-risk
students and not by reducing standards; and
(D) ensure this State satisfies its obligation to
assume the primary responsibility to fund public
education and simultaneously relieve the
disproportionate burden placed on local property taxes
to fund schools.
(2) The evidence-based funding formula under this
Section shall be applied to all Organizational Units in
this State. The evidence-based funding formula outlined in

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this Act is based on the formula outlined in Senate Bill 1
of the 100th General Assembly, as passed by both
legislative chambers. As further defined and described in
this Section, there are 4 major components of the
evidence-based funding model:
(A) First, the model calculates a unique adequacy
target for each Organizational Unit in this State that
considers the costs to implement research-based
activities, the unit's student demographics, and
regional wage difference.
(B) Second, the model calculates each
Organizational Unit's local capacity, or the amount
each Organizational Unit is assumed to contribute
towards its adequacy target from local resources.
(C) Third, the model calculates how much funding
the State currently contributes to the Organizational
Unit, and adds that to the unit's local capacity to
determine the unit's overall current adequacy of
funding.
(D) Finally, the model's distribution method
allocates new State funding to those Organizational
Units that are least well-funded, considering both
local capacity and State funding, in relation to their
adequacy target.
(3) An Organizational Unit receiving any funding under
this Section may apply those funds to any fund so received

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for which that Organizational Unit is authorized to make
expenditures by law.
(4) As used in this Section, the following terms shall
have the meanings ascribed in this paragraph (4):
"Adequacy Target" is defined in paragraph (1) of
subsection (b) of this Section.
"Adjusted EAV" is defined in paragraph (4) of
subsection (d) of this Section.
"Adjusted Local Capacity Target" is defined in
paragraph (3) of subsection (c) of this Section.
"Adjusted Operating Tax Rate" means a tax rate for all
Organizational Units, for which the State Superintendent
shall calculate and subtract for the Operating Tax Rate a
transportation rate based on total expenses for
transportation services under this Code, as reported on the
most recent Annual Financial Report in Pupil
Transportation Services, function 2550 in both the
Education and Transportation funds and functions 4110 and
4120 in the Transportation fund, less any corresponding
fiscal year State of Illinois scheduled payments excluding
net adjustments for prior years for regular, vocational, or
special education transportation reimbursement pursuant to
Section 29-5 or subsection (b) of Section 14-13.01 of this
Code divided by the Adjusted EAV. If an Organizational
Unit's corresponding fiscal year State of Illinois
scheduled payments excluding net adjustments for prior

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years for regular, vocational, or special education
transportation reimbursement pursuant to Section 29-5 or
subsection (b) of Section 14-13.01 of this Code exceed the
total transportation expenses, as defined in this
paragraph, no transportation rate shall be subtracted from
the Operating Tax Rate.
"Allocation Rate" is defined in paragraph (3) of
subsection (g) of this Section.
"Alternative School" means a public school that is
created and operated by a regional superintendent of
schools and approved by the State Board.
"Applicable Tax Rate" is defined in paragraph (1) of
subsection (d) of this Section.
"Assessment" means any of those benchmark, progress
monitoring, formative, diagnostic, and other assessments,
in addition to the State accountability assessment, that
assist teachers' needs in understanding the skills and
meeting the needs of the students they serve.
"Assistant principal" means a school administrator
duly endorsed to be employed as an assistant principal in
this State.
"At-risk student" means a student who is at risk of not
meeting the Illinois Learning Standards or not graduating
from elementary or high school and who demonstrates a need
for vocational support or social services beyond that
provided by the regular school program. All students

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included in an Organizational Unit's Low-Income Count, as
well as all English learner and disabled students attending
the Organizational Unit, shall be considered at-risk
students under this Section.
"Average Student Enrollment" or "ASE" for fiscal year
2018 means, for an Organizational Unit, the greater of the
average number of students (grades K through 12) reported
to the State Board as enrolled in the Organizational Unit
on October 1 in the immediately preceding school year, plus
the pre-kindergarten students who receive special
education services of 2 or more hours a day as reported to
the State Board on December 1 in the immediately preceding
school year, or the average number of students (grades K
through 12) reported to the State Board as enrolled in the
Organizational Unit on October 1, plus the
pre-kindergarten students who receive special education
services of 2 or more hours a day as reported to the State
Board on December 1, for each of the immediately preceding
3 school years. For fiscal year 2019 and each subsequent
fiscal year, "Average Student Enrollment" or "ASE" means,
for an Organizational Unit, the greater of the average
number of students (grades K through 12) reported to the
State Board as enrolled in the Organizational Unit on
October 1 and March 1 in the immediately preceding school
year, plus the pre-kindergarten students who receive
special education services as reported to the State Board

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on October 1 and March 1 in the immediately preceding
school year, or the average number of students (grades K
through 12) reported to the State Board as enrolled in the
Organizational Unit on October 1 and March 1, plus the
pre-kindergarten students who receive special education
services as reported to the State Board on October 1 and
March 1, for each of the immediately preceding 3 school
years. For the purposes of this definition, "enrolled in
the Organizational Unit" means the number of students
reported to the State Board who are enrolled in schools
within the Organizational Unit that the student attends or
would attend if not placed or transferred to another school
or program to receive needed services. For the purposes of
calculating "ASE", all students, grades K through 12,
excluding those attending kindergarten for a half day,
shall be counted as 1.0. All students attending
kindergarten for a half day shall be counted as 0.5, unless
in 2017 by June 15 or by March 1 in subsequent years, the
school district reports to the State Board of Education the
intent to implement full-day kindergarten district-wide
for all students, then all students attending kindergarten
shall be counted as 1.0. Special education
pre-kindergarten students shall be counted as 0.5 each. If
the State Board does not collect or has not collected both
an October 1 and March 1 enrollment count by grade or a
December 1 collection of special education

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pre-kindergarten students as of the effective date of this
amendatory Act of the 100th General Assembly, it shall
establish such collection for all future years. For any
year where a count by grade level was collected only once,
that count shall be used as the single count available for
computing a 3-year average ASE. School districts shall
submit the data for the ASE calculation to the State Board
within 45 days of the dates required in this Section for
submission of enrollment data in order for it to be
included in the ASE calculation. For fiscal year 2018 only,
the ASE calculation shall include only enrollment taken on
October 1.
"Base Funding Guarantee" is defined in paragraph (10)
of subsection (g) of this Section.
"Base Funding Minimum" is defined in subsection (e) of
this Section.
"Base Tax Year" means the property tax levy year used
to calculate the Budget Year allocation of primary State
aid.
"Base Tax Year's Extension" means the product of the
equalized assessed valuation utilized by the county clerk
in the Base Tax Year multiplied by the limiting rate as
calculated by the county clerk and defined in PTELL.
"Bilingual Education Allocation" means the amount of
an Organizational Unit's final Adequacy Target
attributable to bilingual education divided by the

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Organizational Unit's final Adequacy Target, the product
of which shall be multiplied by the amount of new funding
received pursuant to this Section. An Organizational
Unit's final Adequacy Target attributable to bilingual
education shall include all additional investments in
English learner students' adequacy elements.
"Budget Year" means the school year for which primary
State aid is calculated and awarded under this Section.
"Central office" means individual administrators and
support service personnel charged with managing the
instructional programs, business and operations, and
security of the Organizational Unit.
"Comparable Wage Index" or "CWI" means a regional cost
differentiation metric that measures systemic, regional
variations in the salaries of college graduates who are not
educators. The CWI utilized for this Section shall, for the
first 3 years of Evidence-Based Funding implementation, be
the CWI initially developed by the National Center for
Education Statistics, as most recently updated by Texas A &
M University. In the fourth and subsequent years of
Evidence-Based Funding implementation, the State
Superintendent shall re-determine the CWI using a similar
methodology to that identified in the Texas A & M
University study, with adjustments made no less frequently
than once every 5 years.
"Computer technology and equipment" means computers

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servers, notebooks, network equipment, copiers, printers,
instructional software, security software, curriculum
management courseware, and other similar materials and
equipment.
"Computer technology and equipment investment
allocation" means the final Adequacy Target amount of an
Organizational Unit assigned to Tier 1 or Tier 2 in the
prior school year attributable to the additional $285.50
per student computer technology and equipment investment
grant divided by the Organizational Unit's final Adequacy
Target, the result of which shall be multiplied by the
amount of new funding received pursuant to this Section. An
Organizational Unit assigned to a Tier 1 or Tier 2 final
Adequacy Target attributable to the received computer
technology and equipment investment grant shall include
all additional investments in computer technology and
equipment adequacy elements.
"Core subject" means mathematics; science; reading,
English, writing, and language arts; history and social
studies; world languages; and subjects taught as Advanced
Placement in high schools.
"Core teacher" means a regular classroom teacher in
elementary schools and teachers of a core subject in middle
and high schools.
"Core Intervention teacher (tutor)" means a licensed
teacher providing one-on-one or small group tutoring to

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students struggling to meet proficiency in core subjects.
"CPPRT" means corporate personal property replacement
tax funds paid to an Organizational Unit during the
calendar year one year before the calendar year in which a
school year begins, pursuant to "An Act in relation to the
abolition of ad valorem personal property tax and the
replacement of revenues lost thereby, and amending and
repealing certain Acts and parts of Acts in connection
therewith", certified August 14, 1979, as amended (Public
Act 81-1st S.S.-1).
"EAV" means equalized assessed valuation as defined in
paragraph (2) of subsection (d) of this Section and
calculated in accordance with paragraph (3) of subsection
(d) of this Section.
"ECI" means the Bureau of Labor Statistics' national
employment cost index for civilian workers in educational
services in elementary and secondary schools on a
cumulative basis for the 12-month calendar year preceding
the fiscal year of the Evidence-Based Funding calculation.
"EIS Data" means the employment information system
data maintained by the State Board on educators within
Organizational Units.
"Employee benefits" means health, dental, and vision
insurance offered to employees of an Organizational Unit,
the costs associated with statutorily required payment of
the normal cost of the Organizational Unit's teacher

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pensions, Social Security employer contributions, and
Illinois Municipal Retirement Fund employer contributions.
"English learner" or "EL" means a child included in the
definition of "English learners" under Section 14C-2 of
this Code participating in a program of transitional
bilingual education or a transitional program of
instruction meeting the requirements and program
application procedures of Article 14C of this Code. For the
purposes of collecting the number of EL students enrolled,
the same collection and calculation methodology as defined
above for "ASE" shall apply to English learners, with the
exception that EL student enrollment shall include
students in grades pre-kindergarten through 12.
"Essential Elements" means those elements, resources,
and educational programs that have been identified through
academic research as necessary to improve student success,
improve academic performance, close achievement gaps, and
provide for other per student costs related to the delivery
and leadership of the Organizational Unit, as well as the
maintenance and operations of the unit, and which are
specified in paragraph (2) of subsection (b) of this
Section.
"Evidence-Based Funding" means State funding provided
to an Organizational Unit pursuant to this Section.
"Extended day" means academic and enrichment programs
provided to students outside the regular school day before

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and after school or during non-instructional times during
the school day.
"Extension Limitation Ratio" means a numerical ratio
in which the numerator is the Base Tax Year's Extension and
the denominator is the Preceding Tax Year's Extension.
"Final Percent of Adequacy" is defined in paragraph (4)
of subsection (f) of this Section.
"Final Resources" is defined in paragraph (3) of
subsection (f) of this Section.
"Full-time equivalent" or "FTE" means the full-time
equivalency compensation for staffing the relevant
position at an Organizational Unit.
"Funding Gap" is defined in paragraph (1) of subsection
(g).
"Guidance counselor" means a licensed guidance
counselor who provides guidance and counseling support for
students within an Organizational Unit.
"Hybrid District" means a partial elementary unit
district created pursuant to Article 11E of this Code.
"Instructional assistant" means a core or special
education, non-licensed employee who assists a teacher in
the classroom and provides academic support to students.
"Instructional facilitator" means a qualified teacher
or licensed teacher leader who facilitates and coaches
continuous improvement in classroom instruction; provides
instructional support to teachers in the elements of

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research-based instruction or demonstrates the alignment
of instruction with curriculum standards and assessment
tools; develops or coordinates instructional programs or
strategies; develops and implements training; chooses
standards-based instructional materials; provides teachers
with an understanding of current research; serves as a
mentor, site coach, curriculum specialist, or lead
teacher; or otherwise works with fellow teachers, in
collaboration, to use data to improve instructional
practice or develop model lessons.
"Instructional materials" means relevant instructional
materials for student instruction, including, but not
limited to, textbooks, consumable workbooks, laboratory
equipment, library books, and other similar materials.
"Laboratory School" means a public school that is
created and operated by a public university and approved by
the State Board.
"Librarian" means a teacher with an endorsement as a
library information specialist or another individual whose
primary responsibility is overseeing library resources
within an Organizational Unit.
"Limiting rate for Hybrid Districts" means the
combined elementary school and high school limited rates.
"Local Capacity" is defined in paragraph (1) of
subsection (c) of this Section.
"Local Capacity Percentage" is defined in subparagraph

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(A) of paragraph (2) of subsection (c) of this Section.
"Local Capacity Ratio" is defined in subparagraph (B)
of paragraph (2) of subsection (c) of this Section.
"Local Capacity Target" is defined in paragraph (2) of
subsection (c) of this Section.
"Low-Income Count" means, for an Organizational Unit
in a fiscal year, the higher of the average number of
students for the prior school year or the immediately
preceding 3 school years who, as of July 1 of the
immediately preceding fiscal year (as determined by the
Department of Human Services), are eligible for at least
one of the following low income programs: Medicaid, the
Children's Health Insurance Program, TANF, or the
Supplemental Nutrition Assistance Program, excluding
pupils who are eligible for services provided by the
Department of Children and Family Services. Until such time
that grade level low-income populations become available,
grade level low-income populations shall be determined by
applying the low-income percentage to total student
enrollments by grade level. The low-income percentage is
determined by dividing the Low-Income Count by the Average
Student Enrollment.
"Maintenance and operations" means custodial services,
facility and ground maintenance, facility operations,
facility security, routine facility repairs, and other
similar services and functions.

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"Minimum Funding Level" is defined in paragraph (9) of
subsection (g) of this Section.
"New Property Tax Relief Pool Funds" means, for any
given fiscal year, all State funds appropriated under
Section 2-3.170 of the School Code.
"New State Funds" means, for a given school year, all
State funds appropriated for Evidence-Based Funding in
excess of the amount needed to fund the Base Funding
Minimum for all Organizational Units in that school year.
"Net State Contribution Target" means, for a given
school year, the amount of State funds that would be
necessary to fully meet the Adequacy Target of an
Operational Unit minus the Preliminary Resources available
to each unit.
"Nurse" means an individual licensed as a certified
school nurse, in accordance with the rules established for
nursing services by the State Board, who is an employee of
and is available to provide health care-related services
for students of an Organizational Unit.
"Operating Tax Rate" means the rate utilized in the
previous year to extend property taxes for all purposes,
except, Bond and Interest, Summer School, Rent, Capital
Improvement, and Career and Technical Vocational Education
Building purposes. For Hybrid Districts, the Operating Tax
Rate shall be the combined elementary and high school rates
utilized in the previous year to extend property taxes for

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all purposes, except, Bond and Interest, Summer School,
Rent, Capital Improvement, and Career and Technical
Vocational Education Building purposes.
"Organizational Unit" means a Laboratory School or any
public school district that is recognized as such by the
State Board and that contains elementary schools typically
serving kindergarten through 5th grades, middle schools
typically serving 6th through 8th grades, or high schools
typically serving 9th through 12th grades. The General
Assembly acknowledges that the actual grade levels served
by a particular Organizational Unit may vary slightly from
what is typical.
"Organizational Unit CWI" is determined by calculating
the CWI in the region and original county in which an
Organizational Unit's primary administrative office is
located as set forth in this paragraph, provided that if
the Organizational Unit CWI as calculated in accordance
with this paragraph is less than 0.9, the Organizational
Unit CWI shall be increased to 0.9. Each county's current
CWI value shall be adjusted based on the CWI value of that
county's neighboring Illinois counties, to create a
"weighted adjusted index value". This shall be calculated
by summing the CWI values of all of a county's adjacent
Illinois counties and dividing by the number of adjacent
Illinois counties, then taking the weighted value of the
original county's CWI value and the adjacent Illinois

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county average. To calculate this weighted value, if the
number of adjacent Illinois counties is greater than 2, the
original county's CWI value will be weighted at 0.25 and
the adjacent Illinois county average will be weighted at
0.75. If the number of adjacent Illinois counties is 2, the
original county's CWI value will be weighted at 0.33 and
the adjacent Illinois county average will be weighted at
0.66. The greater of the county's current CWI value and its
weighted adjusted index value shall be used as the
Organizational Unit CWI.
"Preceding Tax Year" means the property tax levy year
immediately preceding the Base Tax Year.
"Preceding Tax Year's Extension" means the product of
the equalized assessed valuation utilized by the county
clerk in the Preceding Tax Year multiplied by the Operating
Tax Rate.
"Preliminary Percent of Adequacy" is defined in
paragraph (2) of subsection (f) of this Section.
"Preliminary Resources" is defined in paragraph (2) of
subsection (f) of this Section.
"Principal" means a school administrator duly endorsed
to be employed as a principal in this State.
"Professional development" means training programs for
licensed staff in schools, including, but not limited to,
programs that assist in implementing new curriculum
programs, provide data focused or academic assessment data

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training to help staff identify a student's weaknesses and
strengths, target interventions, improve instruction,
encompass instructional strategies for English learner,
gifted, or at-risk students, address inclusivity, cultural
sensitivity, or implicit bias, or otherwise provide
professional support for licensed staff.
"Prototypical" means 450 special education
pre-kindergarten and kindergarten through grade 5 students
for an elementary school, 450 grade 6 through 8 students
for a middle school, and 600 grade 9 through 12 students
for a high school.
"PTELL" means the Property Tax Extension Limitation
Law.
"PTELL EAV" is defined in paragraph (4) of subsection
(d) of this Section.
"Pupil support staff" means a nurse, psychologist,
social worker, family liaison personnel, or other staff
member who provides support to at-risk or struggling
students.
"Real Receipts" is defined in paragraph (1) of
subsection (d) of this Section.
"Regionalization Factor" means, for a particular
Organizational Unit, the figure derived by dividing the
Organizational Unit CWI by the Statewide Weighted CWI.
"School site staff" means the primary school secretary
and any additional clerical personnel assigned to a school.

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"Special education" means special educational
facilities and services, as defined in Section 14-1.08 of
this Code.
"Special Education Allocation" means the amount of an
Organizational Unit's final Adequacy Target attributable
to special education divided by the Organizational Unit's
final Adequacy Target, the product of which shall be
multiplied by the amount of new funding received pursuant
to this Section. An Organizational Unit's final Adequacy
Target attributable to special education shall include all
special education investment adequacy elements.
"Specialist teacher" means a teacher who provides
instruction in subject areas not included in core subjects,
including, but not limited to, art, music, physical
education, health, driver education, career-technical
education, and such other subject areas as may be mandated
by State law or provided by an Organizational Unit.
"Specially Funded Unit" means an Alternative School,
safe school, Department of Juvenile Justice school,
special education cooperative or entity recognized by the
State Board as a special education cooperative,
State-approved charter school, or alternative learning
opportunities program that received direct funding from
the State Board during the 2016-2017 school year through
any of the funding sources included within the calculation
of the Base Funding Minimum or Glenwood Academy.

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"Supplemental Grant Funding" means supplemental
general State aid funding received by an Organization Unit
during the 2016-2017 school year pursuant to subsection (H)
of Section 18-8.05 of this Code (now repealed).
"State Adequacy Level" is the sum of the Adequacy
Targets of all Organizational Units.
"State Board" means the State Board of Education.
"State Superintendent" means the State Superintendent
of Education.
"Statewide Weighted CWI" means a figure determined by
multiplying each Organizational Unit CWI times the ASE for
that Organizational Unit creating a weighted value,
summing all Organizational Unit's weighted values, and
dividing by the total ASE of all Organizational Units,
thereby creating an average weighted index.
"Student activities" means non-credit producing
after-school programs, including, but not limited to,
clubs, bands, sports, and other activities authorized by
the school board of the Organizational Unit.
"Substitute teacher" means an individual teacher or
teaching assistant who is employed by an Organizational
Unit and is temporarily serving the Organizational Unit on
a per diem or per period-assignment basis replacing another
staff member.
"Summer school" means academic and enrichment programs
provided to students during the summer months outside of

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the regular school year.
"Supervisory aide" means a non-licensed staff member
who helps in supervising students of an Organizational
Unit, but does so outside of the classroom, in situations
such as, but not limited to, monitoring hallways and
playgrounds, supervising lunchrooms, or supervising
students when being transported in buses serving the
Organizational Unit.
"Target Ratio" is defined in paragraph (4) of
subsection (g).
"Tier 1", "Tier 2", "Tier 3", and "Tier 4" are defined
in paragraph (3) of subsection (g).
"Tier 1 Aggregate Funding", "Tier 2 Aggregate
Funding", "Tier 3 Aggregate Funding", and "Tier 4 Aggregate
Funding" are defined in paragraph (1) of subsection (g).
(b) Adequacy Target calculation.
(1) Each Organizational Unit's Adequacy Target is the
sum of the Organizational Unit's cost of providing
Essential Elements, as calculated in accordance with this
subsection (b), with the salary amounts in the Essential
Elements multiplied by a Regionalization Factor calculated
pursuant to paragraph (3) of this subsection (b).
(2) The Essential Elements are attributable on a pro
rata basis related to defined subgroups of the ASE of each
Organizational Unit as specified in this paragraph (2),
with investments and FTE positions pro rata funded based on

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ASE counts in excess or less than the thresholds set forth
in this paragraph (2). The method for calculating
attributable pro rata costs and the defined subgroups
thereto are as follows:
(A) Core class size investments. Each
Organizational Unit shall receive the funding required
to support that number of FTE core teacher positions as
is needed to keep the respective class sizes of the
Organizational Unit to the following maximum numbers:
(i) For grades kindergarten through 3, the
Organizational Unit shall receive funding required
to support one FTE core teacher position for every
15 Low-Income Count students in those grades and
one FTE core teacher position for every 20
non-Low-Income Count students in those grades.
(ii) For grades 4 through 12, the
Organizational Unit shall receive funding required
to support one FTE core teacher position for every
20 Low-Income Count students in those grades and
one FTE core teacher position for every 25
non-Low-Income Count students in those grades.
The number of non-Low-Income Count students in a
grade shall be determined by subtracting the
Low-Income students in that grade from the ASE of the
Organizational Unit for that grade.
(B) Specialist teacher investments. Each

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Organizational Unit shall receive the funding needed
to cover that number of FTE specialist teacher
positions that correspond to the following
percentages:
(i) if the Organizational Unit operates an
elementary or middle school, then 20.00% of the
number of the Organizational Unit's core teachers,
as determined under subparagraph (A) of this
paragraph (2); and
(ii) if such Organizational Unit operates a
high school, then 33.33% of the number of the
Organizational Unit's core teachers.
(C) Instructional facilitator investments. Each
Organizational Unit shall receive the funding needed
to cover one FTE instructional facilitator position
for every 200 combined ASE of pre-kindergarten
children with disabilities and all kindergarten
through grade 12 students of the Organizational Unit.
(D) Core intervention teacher (tutor) investments.
Each Organizational Unit shall receive the funding
needed to cover one FTE teacher position for each
prototypical elementary, middle, and high school.
(E) Substitute teacher investments. Each
Organizational Unit shall receive the funding needed
to cover substitute teacher costs that is equal to
5.70% of the minimum pupil attendance days required

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under Section 10-19 of this Code for all full-time
equivalent core, specialist, and intervention
teachers, school nurses, special education teachers
and instructional assistants, instructional
facilitators, and summer school and extended-day
teacher positions, as determined under this paragraph
(2), at a salary rate of 33.33% of the average salary
for grade K through 12 teachers and 33.33% of the
average salary of each instructional assistant
position.
(F) Core guidance counselor investments. Each
Organizational Unit shall receive the funding needed
to cover one FTE guidance counselor for each 450
combined ASE of pre-kindergarten children with
disabilities and all kindergarten through grade 5
students, plus one FTE guidance counselor for each 250
grades 6 through 8 ASE middle school students, plus one
FTE guidance counselor for each 250 grades 9 through 12
ASE high school students.
(G) Nurse investments. Each Organizational Unit
shall receive the funding needed to cover one FTE nurse
for each 750 combined ASE of pre-kindergarten children
with disabilities and all kindergarten through grade
12 students across all grade levels it serves.
(H) Supervisory aide investments. Each
Organizational Unit shall receive the funding needed

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to cover one FTE for each 225 combined ASE of
pre-kindergarten children with disabilities and all
kindergarten through grade 5 students, plus one FTE for
each 225 ASE middle school students, plus one FTE for
each 200 ASE high school students.
(I) Librarian investments. Each Organizational
Unit shall receive the funding needed to cover one FTE
librarian for each prototypical elementary school,
middle school, and high school and one FTE aide or
media technician for every 300 combined ASE of
pre-kindergarten children with disabilities and all
kindergarten through grade 12 students.
(J) Principal investments. Each Organizational
Unit shall receive the funding needed to cover one FTE
principal position for each prototypical elementary
school, plus one FTE principal position for each
prototypical middle school, plus one FTE principal
position for each prototypical high school.
(K) Assistant principal investments. Each
Organizational Unit shall receive the funding needed
to cover one FTE assistant principal position for each
prototypical elementary school, plus one FTE assistant
principal position for each prototypical middle
school, plus one FTE assistant principal position for
each prototypical high school.
(L) School site staff investments. Each

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Organizational Unit shall receive the funding needed
for one FTE position for each 225 ASE of
pre-kindergarten children with disabilities and all
kindergarten through grade 5 students, plus one FTE
position for each 225 ASE middle school students, plus
one FTE position for each 200 ASE high school students.
(M) Gifted investments. Each Organizational Unit
shall receive $40 per kindergarten through grade 12
ASE.
(N) Professional development investments. Each
Organizational Unit shall receive $125 per student of
the combined ASE of pre-kindergarten children with
disabilities and all kindergarten through grade 12
students for trainers and other professional
development-related expenses for supplies and
materials.
(O) Instructional material investments. Each
Organizational Unit shall receive $190 per student of
the combined ASE of pre-kindergarten children with
disabilities and all kindergarten through grade 12
students to cover instructional material costs.
(P) Assessment investments. Each Organizational
Unit shall receive $25 per student of the combined ASE
of pre-kindergarten children with disabilities and all
kindergarten through grade 12 students student to
cover assessment costs.

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(Q) Computer technology and equipment investments.
Each Organizational Unit shall receive $285.50 per
student of the combined ASE of pre-kindergarten
children with disabilities and all kindergarten
through grade 12 students to cover computer technology
and equipment costs. For the 2018-2019 school year and
subsequent school years, Organizational Units assigned
to Tier 1 and Tier 2 in the prior school year shall
receive an additional $285.50 per student of the
combined ASE of pre-kindergarten children with
disabilities and all kindergarten through grade 12
students to cover computer technology and equipment
costs in the Organization Unit's Adequacy Target. The
State Board may establish additional requirements for
Organizational Unit expenditures of funds received
pursuant to this subparagraph (Q), including a
requirement that funds received pursuant to this
subparagraph (Q) may be used only for serving the
technology needs of the district. It is the intent of
this amendatory Act of the 100th General Assembly that
all Tier 1 and Tier 2 districts receive the addition to
their Adequacy Target in the following year, subject to
compliance with the requirements of the State Board.
(R) Student activities investments. Each
Organizational Unit shall receive the following
funding amounts to cover student activities: $100 per

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kindergarten through grade 5 ASE student in elementary
school, plus $200 per ASE student in middle school,
plus $675 per ASE student in high school.
(S) Maintenance and operations investments. Each
Organizational Unit shall receive $1,038 per student
of the combined ASE of pre-kindergarten children with
disabilities and all kindergarten through grade 12 for
day-to-day maintenance and operations expenditures,
including salary, supplies, and materials, as well as
purchased services, but excluding employee benefits.
The proportion of salary for the application of a
Regionalization Factor and the calculation of benefits
is equal to $352.92.
(T) Central office investments. Each
Organizational Unit shall receive $742 per student of
the combined ASE of pre-kindergarten children with
disabilities and all kindergarten through grade 12
students to cover central office operations, including
administrators and classified personnel charged with
managing the instructional programs, business and
operations of the school district, and security
personnel. The proportion of salary for the
application of a Regionalization Factor and the
calculation of benefits is equal to $368.48.
(U) Employee benefit investments. Each
Organizational Unit shall receive 30% of the total of

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all salary-calculated elements of the Adequacy Target,
excluding substitute teachers and student activities
investments, to cover benefit costs. For central
office and maintenance and operations investments, the
benefit calculation shall be based upon the salary
proportion of each investment. If at any time the
responsibility for funding the employer normal cost of
teacher pensions is assigned to school districts, then
that amount certified by the Teachers' Retirement
System of the State of Illinois to be paid by the
Organizational Unit for the preceding school year
shall be added to the benefit investment. For any
fiscal year in which a school district organized under
Article 34 of this Code is responsible for paying the
employer normal cost of teacher pensions, then that
amount of its employer normal cost plus the amount for
retiree health insurance as certified by the Public
School Teachers' Pension and Retirement Fund of
Chicago to be paid by the school district for the
preceding school year that is statutorily required to
cover employer normal costs and the amount for retiree
health insurance shall be added to the 30% specified in
this subparagraph (U). The Teachers' Retirement System
of the State of Illinois and the Public School
Teachers' Pension and Retirement Fund of Chicago shall
submit such information as the State Superintendent

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may require for the calculations set forth in this
subparagraph (U).
(V) Additional investments in low-income students.
In addition to and not in lieu of all other funding
under this paragraph (2), each Organizational Unit
shall receive funding based on the average teacher
salary for grades K through 12 to cover the costs of:
(i) one FTE intervention teacher (tutor)
position for every 125 Low-Income Count students;
(ii) one FTE pupil support staff position for
every 125 Low-Income Count students;
(iii) one FTE extended day teacher position
for every 120 Low-Income Count students; and
(iv) one FTE summer school teacher position
for every 120 Low-Income Count students.
(W) Additional investments in English learner
students. In addition to and not in lieu of all other
funding under this paragraph (2), each Organizational
Unit shall receive funding based on the average teacher
salary for grades K through 12 to cover the costs of:
(i) one FTE intervention teacher (tutor)
position for every 125 English learner students;
(ii) one FTE pupil support staff position for
every 125 English learner students;
(iii) one FTE extended day teacher position
for every 120 English learner students;

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(iv) one FTE summer school teacher position
for every 120 English learner students; and
(v) one FTE core teacher position for every 100
English learner students.
(X) Special education investments. Each
Organizational Unit shall receive funding based on the
average teacher salary for grades K through 12 to cover
special education as follows:
(i) one FTE teacher position for every 141
combined ASE of pre-kindergarten children with
disabilities and all kindergarten through grade 12
students;
(ii) one FTE instructional assistant for every
141 combined ASE of pre-kindergarten children with
disabilities and all kindergarten through grade 12
students; and
(iii) one FTE psychologist position for every
1,000 combined ASE of pre-kindergarten children
with disabilities and all kindergarten through
grade 12 students.
(3) For calculating the salaries included within the
Essential Elements, the State Superintendent shall
annually calculate average salaries to the nearest dollar
using the employment information system data maintained by
the State Board, limited to public schools only and
excluding special education and vocational cooperatives,

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schools operated by the Department of Juvenile Justice, and
charter schools, for the following positions:
(A) Teacher for grades K through 8.
(B) Teacher for grades 9 through 12.
(C) Teacher for grades K through 12.
(D) Guidance counselor for grades K through 8.
(E) Guidance counselor for grades 9 through 12.
(F) Guidance counselor for grades K through 12.
(G) Social worker.
(H) Psychologist.
(I) Librarian.
(J) Nurse.
(K) Principal.
(L) Assistant principal.
For the purposes of this paragraph (3), "teacher"
includes core teachers, specialist and elective teachers,
instructional facilitators, tutors, special education
teachers, pupil support staff teachers, English learner
teachers, extended-day teachers, and summer school
teachers. Where specific grade data is not required for the
Essential Elements, the average salary for corresponding
positions shall apply. For substitute teachers, the
average teacher salary for grades K through 12 shall apply.
For calculating the salaries included within the
Essential Elements for positions not included within EIS
Data, the following salaries shall be used in the first

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year of implementation of Evidence-Based Funding:
(i) school site staff, $30,000; and
(ii) non-instructional assistant, instructional
assistant, library aide, library media tech, or
supervisory aide: $25,000.
In the second and subsequent years of implementation of
Evidence-Based Funding, the amounts in items (i) and (ii)
of this paragraph (3) shall annually increase by the ECI.
The salary amounts for the Essential Elements
determined pursuant to subparagraphs (A) through (L), (S)
and (T), and (V) through (X) of paragraph (2) of subsection
(b) of this Section shall be multiplied by a
Regionalization Factor.
(c) Local capacity calculation.
(1) Each Organizational Unit's Local Capacity
represents an amount of funding it is assumed to contribute
toward its Adequacy Target for purposes of the
Evidence-Based Funding formula calculation. "Local
Capacity" means either (i) the Organizational Unit's Local
Capacity Target as calculated in accordance with paragraph
(2) of this subsection (c) if its Real Receipts are equal
to or less than its Local Capacity Target or (ii) the
Organizational Unit's Adjusted Local Capacity, as
calculated in accordance with paragraph (3) of this
subsection (c) if Real Receipts are more than its Local
Capacity Target.

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(2) "Local Capacity Target" means, for an
Organizational Unit, that dollar amount that is obtained by
multiplying its Adequacy Target by its Local Capacity
Ratio.
(A) An Organizational Unit's Local Capacity
Percentage is the conversion of the Organizational
Unit's Local Capacity Ratio, as such ratio is
determined in accordance with subparagraph (B) of this
paragraph (2), into a cumulative distribution
resulting in a percentile ranking to determine each
Organizational Unit's relative position to all other
Organizational Units in this State. The calculation of
Local Capacity Percentage is described in subparagraph
(C) of this paragraph (2).
(B) An Organizational Unit's Local Capacity Ratio
in a given year is the percentage obtained by dividing
its Adjusted EAV or PTELL EAV, whichever is less, by
its Adequacy Target, with the resulting ratio further
adjusted as follows:
(i) for Organizational Units serving grades
kindergarten through 12 and Hybrid Districts, no
further adjustments shall be made;
(ii) for Organizational Units serving grades
kindergarten through 8, the ratio shall be
multiplied by 9/13;
(iii) for Organizational Units serving grades

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9 through 12, the Local Capacity Ratio shall be
multiplied by 4/13; and
(iv) for an Organizational Unit with a
different grade configuration than those specified
in items (i) through (iii) of this subparagraph
(B), the State Superintendent shall determine a
comparable adjustment based on the grades served.
(C) The Local Capacity Percentage is equal to the
percentile ranking of the district. Local Capacity
Percentage converts each Organizational Unit's Local
Capacity Ratio to a cumulative distribution resulting
in a percentile ranking to determine each
Organizational Unit's relative position to all other
Organizational Units in this State. The Local Capacity
Percentage cumulative distribution resulting in a
percentile ranking for each Organizational Unit shall
be calculated using the standard normal distribution
of the score in relation to the weighted mean and
weighted standard deviation and Local Capacity Ratios
of all Organizational Units. If the value assigned to
any Organizational Unit is in excess of 90%, the value
shall be adjusted to 90%. For Laboratory Schools, the
Local Capacity Percentage shall be set at 10% in
recognition of the absence of EAV and resources from
the public university that are allocated to the
Laboratory School. The weighted mean for the Local

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Capacity Percentage shall be determined by multiplying
each Organizational Unit's Local Capacity Ratio times
the ASE for the unit creating a weighted value, summing
the weighted values of all Organizational Units, and
dividing by the total ASE of all Organizational Units.
The weighted standard deviation shall be determined by
taking the square root of the weighted variance of all
Organizational Units' Local Capacity Ratio, where the
variance is calculated by squaring the difference
between each unit's Local Capacity Ratio and the
weighted mean, then multiplying the variance for each
unit times the ASE for the unit to create a weighted
variance for each unit, then summing all units'
weighted variance and dividing by the total ASE of all
units.
(D) For any Organizational Unit, the
Organizational Unit's Adjusted Local Capacity Target
shall be reduced by either (i) the school board's
remaining contribution pursuant to paragraph (ii) of
subsection (b-4) of Section 16-158 of the Illinois
Pension Code in a given year, or (ii) the board of
education's remaining contribution pursuant to
paragraph (iv) of subsection (b) of Section 17-129 of
the Illinois Pension Code absent the employer normal
cost portion of the required contribution and amount
allowed pursuant to subdivision (3) of Section

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17-142.1 of the Illinois Pension Code in a given year.
In the preceding sentence, item (i) shall be certified
to the State Board of Education by the Teachers'
Retirement System of the State of Illinois and item
(ii) shall be certified to the State Board of Education
by the Public School Teachers' Pension and Retirement
Fund of the City of Chicago.
(3) If an Organizational Unit's Real Receipts are more
than its Local Capacity Target, then its Local Capacity
shall equal an Adjusted Local Capacity Target as calculated
in accordance with this paragraph (3). The Adjusted Local
Capacity Target is calculated as the sum of the
Organizational Unit's Local Capacity Target and its Real
Receipts Adjustment. The Real Receipts Adjustment equals
the Organizational Unit's Real Receipts less its Local
Capacity Target, with the resulting figure multiplied by
the Local Capacity Percentage.
As used in this paragraph (3), "Real Percent of
Adequacy" means the sum of an Organizational Unit's Real
Receipts, CPPRT, and Base Funding Minimum, with the
resulting figure divided by the Organizational Unit's
Adequacy Target.
(d) Calculation of Real Receipts, EAV, and Adjusted EAV for
purposes of the Local Capacity calculation.
(1) An Organizational Unit's Real Receipts are the
product of its Applicable Tax Rate and its Adjusted EAV. An

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Organizational Unit's Applicable Tax Rate is its Adjusted
Operating Tax Rate for property within the Organizational
Unit.
(2) The State Superintendent shall calculate the
Equalized Assessed Valuation, or EAV, of all taxable
property of each Organizational Unit as of September 30 of
the previous year in accordance with paragraph (3) of this
subsection (d). The State Superintendent shall then
determine the Adjusted EAV of each Organizational Unit in
accordance with paragraph (4) of this subsection (d), which
Adjusted EAV figure shall be used for the purposes of
calculating Local Capacity.
(3) To calculate Real Receipts and EAV, the Department
of Revenue shall supply to the State Superintendent the
value as equalized or assessed by the Department of Revenue
of all taxable property of every Organizational Unit,
together with (i) the applicable tax rate used in extending
taxes for the funds of the Organizational Unit as of
September 30 of the previous year and (ii) the limiting
rate for all Organizational Units subject to property tax
extension limitations as imposed under PTELL.
(A) The Department of Revenue shall add to the
equalized assessed value of all taxable property of
each Organizational Unit situated entirely or
partially within a county that is or was subject to the
provisions of Section 15-176 or 15-177 of the Property

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Tax Code (i) an amount equal to the total amount by
which the homestead exemption allowed under Section
15-176 or 15-177 of the Property Tax Code for real
property situated in that Organizational Unit exceeds
the total amount that would have been allowed in that
Organizational Unit if the maximum reduction under
Section 15-176 was (I) $4,500 in Cook County or $3,500
in all other counties in tax year 2003 or (II) $5,000
in all counties in tax year 2004 and thereafter and
(ii) an amount equal to the aggregate amount for the
taxable year of all additional exemptions under
Section 15-175 of the Property Tax Code for owners with
a household income of $30,000 or less. The county clerk
of any county that is or was subject to the provisions
of Section 15-176 or 15-177 of the Property Tax Code
shall annually calculate and certify to the Department
of Revenue for each Organizational Unit all homestead
exemption amounts under Section 15-176 or 15-177 of the
Property Tax Code and all amounts of additional
exemptions under Section 15-175 of the Property Tax
Code for owners with a household income of $30,000 or
less. It is the intent of this subparagraph (A) that if
the general homestead exemption for a parcel of
property is determined under Section 15-176 or 15-177
of the Property Tax Code rather than Section 15-175,
then the calculation of EAV shall not be affected by

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the difference, if any, between the amount of the
general homestead exemption allowed for that parcel of
property under Section 15-176 or 15-177 of the Property
Tax Code and the amount that would have been allowed
had the general homestead exemption for that parcel of
property been determined under Section 15-175 of the
Property Tax Code. It is further the intent of this
subparagraph (A) that if additional exemptions are
allowed under Section 15-175 of the Property Tax Code
for owners with a household income of less than
$30,000, then the calculation of EAV shall not be
affected by the difference, if any, because of those
additional exemptions.
(B) With respect to any part of an Organizational
Unit within a redevelopment project area in respect to
which a municipality has adopted tax increment
allocation financing pursuant to the Tax Increment
Allocation Redevelopment Act, Division 74.4 of Article
11 of the Illinois Municipal Code, or the Industrial
Jobs Recovery Law, Division 74.6 of Article 11 of the
Illinois Municipal Code, no part of the current EAV of
real property located in any such project area which is
attributable to an increase above the total initial EAV
of such property shall be used as part of the EAV of
the Organizational Unit, until such time as all
redevelopment project costs have been paid, as

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provided in Section 11-74.4-8 of the Tax Increment
Allocation Redevelopment Act or in Section 11-74.6-35
of the Industrial Jobs Recovery Law. For the purpose of
the EAV of the Organizational Unit, the total initial
EAV or the current EAV, whichever is lower, shall be
used until such time as all redevelopment project costs
have been paid.
(B-5) The real property equalized assessed
valuation for a school district shall be adjusted by
subtracting from the real property value, as equalized
or assessed by the Department of Revenue, for the
district an amount computed by dividing the amount of
any abatement of taxes under Section 18-170 of the
Property Tax Code by 3.00% for a district maintaining
grades kindergarten through 12, by 2.30% for a district
maintaining grades kindergarten through 8, or by 1.05%
for a district maintaining grades 9 through 12 and
adjusted by an amount computed by dividing the amount
of any abatement of taxes under subsection (a) of
Section 18-165 of the Property Tax Code by the same
percentage rates for district type as specified in this
subparagraph (B-5).
(C) For Organizational Units that are Hybrid
Districts, the State Superintendent shall use the
lesser of the adjusted equalized assessed valuation
for property within the partial elementary unit

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district for elementary purposes, as defined in
Article 11E of this Code, or the adjusted equalized
assessed valuation for property within the partial
elementary unit district for high school purposes, as
defined in Article 11E of this Code.
(4) An Organizational Unit's Adjusted EAV shall be the
average of its EAV over the immediately preceding 3 years
or its EAV in the immediately preceding year if the EAV in
the immediately preceding year has declined by 10% or more
compared to the 3-year average. In the event of
Organizational Unit reorganization, consolidation, or
annexation, the Organizational Unit's Adjusted EAV for the
first 3 years after such change shall be as follows: the
most current EAV shall be used in the first year, the
average of a 2-year EAV or its EAV in the immediately
preceding year if the EAV declines by 10% or more compared
to the 2-year average for the second year, and a 3-year
average EAV or its EAV in the immediately preceding year if
the adjusted EAV declines by 10% or more compared to the
3-year average for the third year. For any school district
whose EAV in the immediately preceding year is used in
calculations, in the following year, the Adjusted EAV shall
be the average of its EAV over the immediately preceding 2
years or the immediately preceding year if that year
represents a decline of 10% or more compared to the 2-year
average.

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"PTELL EAV" means a figure calculated by the State
Board for Organizational Units subject to PTELL as
described in this paragraph (4) for the purposes of
calculating an Organizational Unit's Local Capacity Ratio.
Except as otherwise provided in this paragraph (4), the
PTELL EAV of an Organizational Unit shall be equal to the
product of the equalized assessed valuation last used in
the calculation of general State aid under Section 18-8.05
of this Code (now repealed) or Evidence-Based Funding under
this Section and the Organizational Unit's Extension
Limitation Ratio. If an Organizational Unit has approved or
does approve an increase in its limiting rate, pursuant to
Section 18-190 of the Property Tax Code, affecting the Base
Tax Year, the PTELL EAV shall be equal to the product of
the equalized assessed valuation last used in the
calculation of general State aid under Section 18-8.05 of
this Code (now repealed) or Evidence-Based Funding under
this Section multiplied by an amount equal to one plus the
percentage increase, if any, in the Consumer Price Index
for All Urban Consumers for all items published by the
United States Department of Labor for the 12-month calendar
year preceding the Base Tax Year, plus the equalized
assessed valuation of new property, annexed property, and
recovered tax increment value and minus the equalized
assessed valuation of disconnected property.
As used in this paragraph (4), "new property" and

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"recovered tax increment value" shall have the meanings set
forth in the Property Tax Extension Limitation Law.
(e) Base Funding Minimum calculation.
(1) For the 2017-2018 school year, the Base Funding
Minimum of an Organizational Unit or a Specially Funded
Unit shall be the amount of State funds distributed to the
Organizational Unit or Specially Funded Unit during the
2016-2017 school year prior to any adjustments and
specified appropriation amounts described in this
paragraph (1) from the following Sections, as calculated by
the State Superintendent: Section 18-8.05 of this Code (now
repealed); Section 5 of Article 224 of Public Act 99-524
(equity grants); Section 14-7.02b of this Code (funding for
children requiring special education services); Section
14-13.01 of this Code (special education facilities and
staffing), except for reimbursement of the cost of
transportation pursuant to Section 14-13.01; Section
14C-12 of this Code (English learners); and Section 18-4.3
of this Code (summer school), based on an appropriation
level of $13,121,600. For a school district organized under
Article 34 of this Code, the Base Funding Minimum also
includes (i) the funds allocated to the school district
pursuant to Section 1D-1 of this Code attributable to
funding programs authorized by the Sections of this Code
listed in the preceding sentence; and (ii) the difference
between (I) the funds allocated to the school district

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pursuant to Section 1D-1 of this Code attributable to the
funding programs authorized by Section 14-7.02 (non-public
special education reimbursement), subsection (b) of
Section 14-13.01 (special education transportation),
Section 29-5 (transportation), Section 2-3.80
(agricultural education), Section 2-3.66 (truants'
alternative education), Section 2-3.62 (educational
service centers), and Section 14-7.03 (special education -
orphanage) of this Code and Section 15 of the Childhood
Hunger Relief Act (free breakfast program) and (II) the
school district's actual expenditures for its non-public
special education, special education transportation,
transportation programs, agricultural education, truants'
alternative education, services that would otherwise be
performed by a regional office of education, special
education orphanage expenditures, and free breakfast, as
most recently calculated and reported pursuant to
subsection (f) of Section 1D-1 of this Code. The Base
Funding Minimum for Glenwood Academy shall be $625,500.
(2) For the 2018-2019 and subsequent school years, the
Base Funding Minimum of Organizational Units and Specially
Funded Units shall be the sum of (i) the amount of
Evidence-Based Funding for the prior school year, (ii) the
Base Funding Minimum for the prior school year, and (iii)
any amount received by a school district pursuant to
Section 7 of Article 97 of Public Act 100-21.

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(f) Percent of Adequacy and Final Resources calculation.
(1) The Evidence-Based Funding formula establishes a
Percent of Adequacy for each Organizational Unit in order
to place such units into tiers for the purposes of the
funding distribution system described in subsection (g) of
this Section. Initially, an Organizational Unit's
Preliminary Resources and Preliminary Percent of Adequacy
are calculated pursuant to paragraph (2) of this subsection
(f). Then, an Organizational Unit's Final Resources and
Final Percent of Adequacy are calculated to account for the
Organizational Unit's poverty concentration levels
pursuant to paragraphs (3) and (4) of this subsection (f).
(2) An Organizational Unit's Preliminary Resources are
equal to the sum of its Local Capacity Target, CPPRT, and
Base Funding Minimum. An Organizational Unit's Preliminary
Percent of Adequacy is the lesser of (i) its Preliminary
Resources divided by its Adequacy Target or (ii) 100%.
(3) Except for Specially Funded Units, an
Organizational Unit's Final Resources are equal the sum of
its Local Capacity, CPPRT, and Adjusted Base Funding
Minimum. The Base Funding Minimum of each Specially Funded
Unit shall serve as its Final Resources, except that the
Base Funding Minimum for State-approved charter schools
shall not include any portion of general State aid
allocated in the prior year based on the per capita tuition
charge times the charter school enrollment.

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(4) An Organizational Unit's Final Percent of Adequacy
is its Final Resources divided by its Adequacy Target. An
Organizational Unit's Adjusted Base Funding Minimum is
equal to its Base Funding Minimum less its Supplemental
Grant Funding, with the resulting figure added to the
product of its Supplemental Grant Funding and Preliminary
Percent of Adequacy.
(g) Evidence-Based Funding formula distribution system.
(1) In each school year under the Evidence-Based
Funding formula, each Organizational Unit receives funding
equal to the sum of its Base Funding Minimum and the unit's
allocation of New State Funds determined pursuant to this
subsection (g). To allocate New State Funds, the
Evidence-Based Funding formula distribution system first
places all Organizational Units into one of 4 tiers in
accordance with paragraph (3) of this subsection (g), based
on the Organizational Unit's Final Percent of Adequacy. New
State Funds are allocated to each of the 4 tiers as
follows: Tier 1 Aggregate Funding equals 50% of all New
State Funds, Tier 2 Aggregate Funding equals 49% of all New
State Funds, Tier 3 Aggregate Funding equals 0.9% of all
New State Funds, and Tier 4 Aggregate Funding equals 0.1%
of all New State Funds. Each Organizational Unit within
Tier 1 or Tier 2 receives an allocation of New State Funds
equal to its tier Funding Gap, as defined in the following
sentence, multiplied by the tier's Allocation Rate

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determined pursuant to paragraph (4) of this subsection
(g). For Tier 1, an Organizational Unit's Funding Gap
equals the tier's Target Ratio, as specified in paragraph
(5) of this subsection (g), multiplied by the
Organizational Unit's Adequacy Target, with the resulting
amount reduced by the Organizational Unit's Final
Resources. For Tier 2, an Organizational Unit's Funding Gap
equals the tier's Target Ratio, as described in paragraph
(5) of this subsection (g), multiplied by the
Organizational Unit's Adequacy Target, with the resulting
amount reduced by the Organizational Unit's Final
Resources and its Tier 1 funding allocation. To determine
the Organizational Unit's Funding Gap, the resulting
amount is then multiplied by a factor equal to one minus
the Organizational Unit's Local Capacity Target
percentage. Each Organizational Unit within Tier 3 or Tier
4 receives an allocation of New State Funds equal to the
product of its Adequacy Target and the tier's Allocation
Rate, as specified in paragraph (4) of this subsection (g).
(2) To ensure equitable distribution of dollars for all
Tier 2 Organizational Units, no Tier 2 Organizational Unit
shall receive fewer dollars per ASE than any Tier 3
Organizational Unit. Each Tier 2 and Tier 3 Organizational
Unit shall have its funding allocation divided by its ASE.
Any Tier 2 Organizational Unit with a funding allocation
per ASE below the greatest Tier 3 allocation per ASE shall

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get a funding allocation equal to the greatest Tier 3
funding allocation per ASE multiplied by the
Organizational Unit's ASE. Each Tier 2 Organizational
Unit's Tier 2 funding allocation shall be multiplied by the
percentage calculated by dividing the original Tier 2
Aggregate Funding by the sum of all Tier 2 Organizational
Unit's Tier 2 funding allocation after adjusting
districts' funding below Tier 3 levels.
(3) Organizational Units are placed into one of 4 tiers
as follows:
(A) Tier 1 consists of all Organizational Units,
except for Specially Funded Units, with a Percent of
Adequacy less than the Tier 1 Target Ratio. The Tier 1
Target Ratio is the ratio level that allows for Tier 1
Aggregate Funding to be distributed, with the Tier 1
Allocation Rate determined pursuant to paragraph (4)
of this subsection (g).
(B) Tier 2 consists of all Tier 1 Units and all
other Organizational Units, except for Specially
Funded Units, with a Percent of Adequacy of less than
0.90.
(C) Tier 3 consists of all Organizational Units,
except for Specially Funded Units, with a Percent of
Adequacy of at least 0.90 and less than 1.0.
(D) Tier 4 consists of all Organizational Units
with a Percent of Adequacy of at least 1.0.

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(4) The Allocation Rates for Tiers 1 through 4 is
determined as follows:
(A) The Tier 1 Allocation Rate is 30%.
(B) The Tier 2 Allocation Rate is the result of the
following equation: Tier 2 Aggregate Funding, divided
by the sum of the Funding Gaps for all Tier 2
Organizational Units, unless the result of such
equation is higher than 1.0. If the result of such
equation is higher than 1.0, then the Tier 2 Allocation
Rate is 1.0.
(C) The Tier 3 Allocation Rate is the result of the
following equation: Tier 3 Aggregate Funding, divided
by the sum of the Adequacy Targets of all Tier 3
Organizational Units.
(D) The Tier 4 Allocation Rate is the result of the
following equation: Tier 4 Aggregate Funding, divided
by the sum of the Adequacy Targets of all Tier 4
Organizational Units.
(5) A tier's Target Ratio is determined as follows:
(A) The Tier 1 Target Ratio is the ratio level that
allows for Tier 1 Aggregate Funding to be distributed
with the Tier 1 Allocation Rate.
(B) The Tier 2 Target Ratio is 0.90.
(C) The Tier 3 Target Ratio is 1.0.
(6) If, at any point, the Tier 1 Target Ratio is
greater than 90%, than all Tier 1 funding shall be

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allocated to Tier 2 and no Tier 1 Organizational Unit's
funding may be identified.
(7) In the event that all Tier 2 Organizational Units
receive funding at the Tier 2 Target Ratio level, any
remaining New State Funds shall be allocated to Tier 3 and
Tier 4 Organizational Units.
(8) If any Specially Funded Units, excluding Glenwood
Academy, recognized by the State Board do not qualify for
direct funding following the implementation of this
amendatory Act of the 100th General Assembly from any of
the funding sources included within the definition of Base
Funding Minimum, the unqualified portion of the Base
Funding Minimum shall be transferred to one or more
appropriate Organizational Units as determined by the
State Superintendent based on the prior year ASE of the
Organizational Units.
(8.5) If a school district withdraws from a special
education cooperative, the portion of the Base Funding
Minimum that is attributable to the school district may be
redistributed to the school district upon withdrawal. The
school district and the cooperative must include the amount
of the Base Funding Minimum that is to be re-apportioned in
their withdrawal agreement and notify the State Board of
the change with a copy of the agreement upon withdrawal.
(9) The Minimum Funding Level is intended to establish
a target for State funding that will keep pace with

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inflation and continue to advance equity through the
Evidence-Based Funding formula. The target for State
funding of New Property Tax Relief Pool Funds is
$50,000,000 for State fiscal year 2019 and subsequent State
fiscal years. The Minimum Funding Level is equal to
$350,000,000. In addition to any New State Funds, no more
than $50,000,000 New Property Tax Relief Pool Funds may be
counted towards the Minimum Funding Level. If the sum of
New State Funds and applicable New Property Tax Relief Pool
Funds are less than the Minimum Funding Level, than funding
for tiers shall be reduced in the following manner:
(A) First, Tier 4 funding shall be reduced by an
amount equal to the difference between the Minimum
Funding Level and New State Funds until such time as
Tier 4 funding is exhausted.
(B) Next, Tier 3 funding shall be reduced by an
amount equal to the difference between the Minimum
Funding Level and New State Funds and the reduction in
Tier 4 funding until such time as Tier 3 funding is
exhausted.
(C) Next, Tier 2 funding shall be reduced by an
amount equal to the difference between the Minimum
Funding level and new State Funds and the reduction
Tier 4 and Tier 3.
(D) Finally, Tier 1 funding shall be reduced by an
amount equal to the difference between the Minimum

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Funding level and New State Funds and the reduction in
Tier 2, 3, and 4 funding. In addition, the Allocation
Rate for Tier 1 shall be reduced to a percentage equal
to the Tier 1 allocation rate set by paragraph (4) of
this subsection (g), multiplied by the result of New
State Funds divided by the Minimum Funding Level.
(9.5) For State fiscal year 2019 and subsequent State
fiscal years, if New State Funds exceed $300,000,000, then
any amount in excess of $300,000,000 shall be dedicated for
purposes of Section 2-3.170 of this Code up to a maximum of
$50,000,000.
(10) In the event of a decrease in the amount of the
appropriation for this Section in any fiscal year after
implementation of this Section, the Organizational Units
receiving Tier 1 and Tier 2 funding, as determined under
paragraph (3) of this subsection (g), shall be held
harmless by establishing a Base Funding Guarantee equal to
the per pupil kindergarten through grade 12 funding
received in accordance with this Section in the prior
fiscal year. Reductions shall be made to the Base Funding
Minimum of Organizational Units in Tier 3 and Tier 4 on a
per pupil basis equivalent to the total number of the ASE
in Tier 3-funded and Tier 4-funded Organizational Units
divided by the total reduction in State funding. The Base
Funding Minimum as reduced shall continue to be applied to
Tier 3 and Tier 4 Organizational Units and adjusted by the

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relative formula when increases in appropriations for this
Section resume. In no event may State funding reductions to
Organizational Units in Tier 3 or Tier 4 exceed an amount
that would be less than the Base Funding Minimum
established in the first year of implementation of this
Section. If additional reductions are required, all school
districts shall receive a reduction by a per pupil amount
equal to the aggregate additional appropriation reduction
divided by the total ASE of all Organizational Units.
(11) The State Superintendent shall make minor
adjustments to the distribution formula set forth in this
subsection (g) to account for the rounding of percentages
to the nearest tenth of a percentage and dollar amounts to
the nearest whole dollar.
(h) State Superintendent administration of funding and
district submission requirements.
(1) The State Superintendent shall, in accordance with
appropriations made by the General Assembly, meet the
funding obligations created under this Section.
(2) The State Superintendent shall calculate the
Adequacy Target for each Organizational Unit and Net State
Contribution Target for each Organizational Unit under
this Section. The State Superintendent shall also certify
the actual amounts of the New State Funds payable for each
eligible Organizational Unit based on the equitable
distribution calculation to the unit's treasurer, as soon

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as possible after such amounts are calculated, including
any applicable adjusted charge-off increase. No
Evidence-Based Funding shall be distributed within an
Organizational Unit without the approval of the unit's
school board.
(3) Annually, the State Superintendent shall calculate
and report to each Organizational Unit the unit's aggregate
financial adequacy amount, which shall be the sum of the
Adequacy Target for each Organizational Unit. The State
Superintendent shall calculate and report separately for
each Organizational Unit the unit's total State funds
allocated for its students with disabilities. The State
Superintendent shall calculate and report separately for
each Organizational Unit the amount of funding and
applicable FTE calculated for each Essential Element of the
unit's Adequacy Target.
(4) Annually, the State Superintendent shall calculate
and report to each Organizational Unit the amount the unit
must expend on special education and bilingual education
and computer technology and equipment for Organizational
Units assigned to Tier 1 or Tier 2 that received an
additional $285.50 per student computer technology and
equipment investment grant to their Adequacy Target
pursuant to the unit's Base Funding Minimum, Special
Education Allocation, Bilingual Education Allocation, and
computer technology and equipment investment allocation.

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(5) Moneys distributed under this Section shall be
calculated on a school year basis, but paid on a fiscal
year basis, with payments beginning in August and extending
through June. Unless otherwise provided, the moneys
appropriated for each fiscal year shall be distributed in
22 equal payments at least 2 times monthly to each
Organizational Unit. The State Board shall publish a yearly
distribution schedule at its meeting in June. If moneys
appropriated for any fiscal year are distributed other than
monthly, the distribution shall be on the same basis for
each Organizational Unit.
(6) Any school district that fails, for any given
school year, to maintain school as required by law or to
maintain a recognized school is not eligible to receive
Evidence-Based Funding. In case of non-recognition of one
or more attendance centers in a school district otherwise
operating recognized schools, the claim of the district
shall be reduced in the proportion that the enrollment in
the attendance center or centers bears to the enrollment of
the school district. "Recognized school" means any public
school that meets the standards for recognition by the
State Board. A school district or attendance center not
having recognition status at the end of a school term is
entitled to receive State aid payments due upon a legal
claim that was filed while it was recognized.
(7) School district claims filed under this Section are

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subject to Sections 18-9 and 18-12 of this Code, except as
otherwise provided in this Section.
(8) Each fiscal year, the State Superintendent shall
calculate for each Organizational Unit an amount of its
Base Funding Minimum and Evidence-Based Funding that shall
be deemed attributable to the provision of special
educational facilities and services, as defined in Section
14-1.08 of this Code, in a manner that ensures compliance
with maintenance of State financial support requirements
under the federal Individuals with Disabilities Education
Act. An Organizational Unit must use such funds only for
the provision of special educational facilities and
services, as defined in Section 14-1.08 of this Code, and
must comply with any expenditure verification procedures
adopted by the State Board.
(9) All Organizational Units in this State must submit
annual spending plans by the end of September of each year
to the State Board as part of the annual budget process,
which shall describe how each Organizational Unit will
utilize the Base Minimum Funding and Evidence-Based
funding it receives from this State under this Section with
specific identification of the intended utilization of
Low-Income, English learner, and special education
resources. Additionally, the annual spending plans of each
Organizational Unit shall describe how the Organizational
Unit expects to achieve student growth and how the

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Organizational Unit will achieve State education goals, as
defined by the State Board. The State Superintendent may,
from time to time, identify additional requisites for
Organizational Units to satisfy when compiling the annual
spending plans required under this subsection (h). The
format and scope of annual spending plans shall be
developed by the State Superintendent in conjunction with
the Professional Review Panel. School districts that serve
students under Article 14C of this Code shall continue to
submit information as required under Section 14C-12 of this
Code.
(10) No later than January 1, 2018, the State
Superintendent shall develop a 5-year strategic plan for
all Organizational Units to help in planning for adequacy
funding under this Section. The State Superintendent shall
submit the plan to the Governor and the General Assembly,
as provided in Section 3.1 of the General Assembly
Organization Act. The plan shall include recommendations
for:
(A) a framework for collaborative, professional,
innovative, and 21st century learning environments
using the Evidence-Based Funding model;
(B) ways to prepare and support this State's
educators for successful instructional careers;
(C) application and enhancement of the current
financial accountability measures, the approved State

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plan to comply with the federal Every Student Succeeds
Act, and the Illinois Balanced Accountability Measures
in relation to student growth and elements of the
Evidence-Based Funding model; and
(D) implementation of an effective school adequacy
funding system based on projected and recommended
funding levels from the General Assembly.
(i) Professional Review Panel.
(1) A Professional Review Panel is created to study and
review the implementation and effect of the Evidence-Based
Funding model under this Section and to recommend continual
recalibration and future study topics and modifications to
the Evidence-Based Funding model. The Panel shall elect a
chairperson and vice chairperson by a majority vote of the
Panel and shall advance recommendations based on a majority
vote of the Panel. A minority opinion may also accompany
any recommendation of the majority of the Panel. The Panel
shall be appointed by the State Superintendent, except as
otherwise provided in paragraph (2) of this subsection (i)
and include the following members:
(A) Two appointees that represent district
superintendents, recommended by a statewide
organization that represents district superintendents.
(B) Two appointees that represent school boards,
recommended by a statewide organization that
represents school boards.

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(C) Two appointees from districts that represent
school business officials, recommended by a statewide
organization that represents school business
officials.
(D) Two appointees that represent school
principals, recommended by a statewide organization
that represents school principals.
(E) Two appointees that represent teachers,
recommended by a statewide organization that
represents teachers.
(F) Two appointees that represent teachers,
recommended by another statewide organization that
represents teachers.
(G) Two appointees that represent regional
superintendents of schools, recommended by
organizations that represent regional superintendents.
(H) Two independent experts selected solely by the
State Superintendent.
(I) Two independent experts recommended by public
universities in this State.
(J) One member recommended by a statewide
organization that represents parents.
(K) Two representatives recommended by collective
impact organizations that represent major metropolitan
areas or geographic areas in Illinois.
(L) One member from a statewide organization

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focused on research-based education policy to support
a school system that prepares all students for college,
a career, and democratic citizenship.
(M) One representative from a school district
organized under Article 34 of this Code.
The State Superintendent shall ensure that the
membership of the Panel includes representatives from
school districts and communities reflecting the
geographic, socio-economic, racial, and ethnic diversity
of this State. The State Superintendent shall additionally
ensure that the membership of the Panel includes
representatives with expertise in bilingual education and
special education. Staff from the State Board shall staff
the Panel.
(2) In addition to those Panel members appointed by the
State Superintendent, 4 members of the General Assembly
shall be appointed as follows: one member of the House of
Representatives appointed by the Speaker of the House of
Representatives, one member of the Senate appointed by the
President of the Senate, one member of the House of
Representatives appointed by the Minority Leader of the
House of Representatives, and one member of the Senate
appointed by the Minority Leader of the Senate. There shall
be one additional member appointed by the Governor. All
members appointed by legislative leaders or the Governor
shall be non-voting, ex officio members.

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(3) On an annual basis, the State Superintendent shall
recalibrate the following per pupil elements of the
Adequacy Target and applied to the formulas, based on the
Panel's study of average expenses as reported in the most
recent annual financial report:
(A) gifted under subparagraph (M) of paragraph (2)
of subsection (b) of this Section;
(B) instructional materials under subparagraph (O)
of paragraph (2) of subsection (b) of this Section;
(C) assessment under subparagraph (P) of paragraph
(2) of subsection (b) of this Section;
(D) student activities under subparagraph (R) of
paragraph (2) of subsection (b) of this Section;
(E) maintenance and operations under subparagraph
(S) of paragraph (2) of subsection (b) of this Section;
and
(F) central office under subparagraph (T) of
paragraph (2) of subsection (b) of this Section.
(4) On a periodic basis, the Panel shall study all the
following elements and make recommendations to the State
Board, the General Assembly, and the Governor for
modification of this Section:
(A) The format and scope of annual spending plans
referenced in paragraph (9) of subsection (h) of this
Section.
(B) The Comparable Wage Index under this Section,

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to be studied by the Panel and reestablished by the
State Superintendent every 5 years.
(C) Maintenance and operations. Within 5 years
after the implementation of this Section, the Panel
shall make recommendations for the further study of
maintenance and operations costs, including capital
maintenance costs, and recommend any additional
reporting data required from Organizational Units.
(D) "At-risk student" definition. Within 5 years
after the implementation of this Section, the Panel
shall make recommendations for the further study and
determination of an "at-risk student" definition.
Within 5 years after the implementation of this
Section, the Panel shall evaluate and make
recommendations regarding adequate funding for poverty
concentration under the Evidence-Based Funding model.
(E) Benefits. Within 5 years after the
implementation of this Section, the Panel shall make
recommendations for further study of benefit costs.
(F) Technology. The per pupil target for
technology shall be reviewed every 3 years to determine
whether current allocations are sufficient to develop
21st century learning in all classrooms in this State
and supporting a one-to-one technological device
program in each school. Recommendations shall be made
no later than 3 years after the implementation of this

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Section.
(G) Local Capacity Target. Within 3 years after the
implementation of this Section, the Panel shall make
recommendations for any additional data desired to
analyze possible modifications to the Local Capacity
Target, to be based on measures in addition to solely
EAV and to be completed within 5 years after
implementation of this Section.
(H) Funding for Alternative Schools, Laboratory
Schools, safe schools, and alternative learning
opportunities programs. By the beginning of the
2021-2022 school year, the Panel shall study and make
recommendations regarding the funding levels for
Alternative Schools, Laboratory Schools, safe schools,
and alternative learning opportunities programs in
this State.
(I) Funding for college and career acceleration
strategies. By the beginning of the 2021-2022 school
year, the Panel shall study and make recommendations
regarding funding levels to support college and career
acceleration strategies in high school that have been
demonstrated to result in improved secondary and
postsecondary outcomes, including Advanced Placement,
dual-credit opportunities, and college and career
pathway systems.
(J) Special education investments. By the

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beginning of the 2021-2022 school year, the Panel shall
study and make recommendations on whether and how to
account for disability types within the special
education funding category.
(K) Early childhood investments. In collaboration
with the Illinois Early Learning Council, the Panel
shall include an analysis of what level of Preschool
for All Children funding would be necessary to serve
all children ages 0 through 5 years in the
highest-priority service tier, as specified in
paragraph (4.5) of subsection (a) of Section 2-3.71 of
this Code, and an analysis of the potential cost
savings that that level of Preschool for All Children
investment would have on the kindergarten through
grade 12 system.
(5) Within 5 years after the implementation of this
Section, the Panel shall complete an evaluative study of
the entire Evidence-Based Funding model, including an
assessment of whether or not the formula is achieving State
goals. The Panel shall report to the State Board, the
General Assembly, and the Governor on the findings of the
study.
(6) Within 3 years after the implementation of this
Section, the Panel shall evaluate and provide
recommendations to the Governor and the General Assembly on
the hold-harmless provisions of this Section found in the

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Base Funding Minimum.
(j) References. Beginning July 1, 2017, references in other
laws to general State aid funds or calculations under Section
18-8.05 of this Code (now repealed) shall be deemed to be
references to evidence-based model formula funds or
calculations under this Section.
(Source: P.A. 100-465, eff. 8-31-17; 100-578, eff. 1-31-18;
100-582, eff. 3-23-18.)
(105 ILCS 5/19-30) (from Ch. 122, par. 19-30)
Sec. 19-30. Any school district which, pursuant to Section
10-22.31b of this Act, has entered into a joint agreement with
one or more school districts to acquire, build, establish and
maintain sites and buildings for area vocational purposes may
by proper resolution borrow money for the purpose of acquiring
sites and buildings and building, equipping, improving and
remodeling buildings and sites for career and technical
vocational education purposes and as evidence of such
indebtedness issue bonds without referendum, provided that the
project which is the subject of such joint agreement has been
designated by the State Board of Vocational Education and
Rehabilitation as an Area Secondary Vocational Center, and
further provided (a) that such district has been authorized by
referendum to impose the tax under Section 17-2.4 of this Act,
or (b) that such district, not having been so authorized by
such referendum, by resolution has authorized the payment of

10000SB2686sam001 - 106 - LRB100 17540 AXK 39481 a
its proportionate share of the cost of the area vocational
center under such agreement from funds raised by building tax
levies. The proceeds of the sale of such bonds may, in the
discretion of the school board of the district issuing such
bonds, be transferred to the Capital Development Board, any
other school district which is a party to such joint agreement
or the State or any of its agencies provided, however, that
such board first determines that such transfer is necessary in
order to accomplish the purposes for which such bonds are
issued. The amount of the bonds issued by any such
participating school district shall not exceed the district's
estimated proportionate share of the cost of the area
vocational center as budgeted under such agreement and as
certified by the State Board of Vocational Education and
Rehabilitation, and provided that (a) any such participating
district which has been authorized by referendum to impose the
tax under Section 17-2.4 of this Act, shall thereafter reduce
the maximum statutory amount which may be raised by such levy
under Section 17-2.4 to the extent of the total amount to be
yielded by the imposition of the tax authorized by this
Section, and (b) any such participating district, not having
been so authorized by such referendum, but having by resolution
authorized the payment of its proportionate share of the cost
of the area vocational center under such joint agreement from
funds raised by building tax levies, shall thereafter, annually
reduce the maximum statutory amount which may be raised by such

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building tax levies to the extent of the amount to be yielded
annually by the imposition of the tax authorized by this
Section. Such bonds shall bear interest at a rate of not to
exceed the maximum rate authorized by the Bond Authorization
Act, as amended at the time of the making of the contract, and
shall mature within 20 years from date.
The failure on the part of a school district to abate or
reduce such taxes as described in (a) and (b) shall not
constitute a forfeiture by the district of its right to levy
the direct annual tax authorized by this Section.
In order to authorize and issue such bonds, the school
board shall adopt a resolution fixing the amount of the bonds,
the date thereof, maturities thereof, rates of interest
thereof, place of payment and denomination, which shall be in
denominations of not less than $100 and not more than $5,000
and provide for the levy and collection of a direct annual tax
upon all the taxable property in the school district sufficient
to pay the principal of and interest on such bonds to maturity.
Upon the filing in the office of the County Clerk or Clerks of
the County or Counties in which the school district is located
of a certified copy of such resolution it shall be the duty of
such County Clerk or Clerks to extend the tax therefor, in
addition to and in excess of all other taxes heretofore or
hereafter authorized to be levied by such school district.
This Section shall be cumulative and it shall constitute
complete authority for site acquisitions and building programs

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and for the issuance of bonds as provided for hereunder,
notwithstanding any other statute or law to the contrary.
With respect to instruments for the payment of money issued
under this Section either before, on, or after the effective
date of this amendatory Act of 1989, it is and always has been
the intention of the General Assembly (i) that the Omnibus Bond
Acts are and always have been supplementary grants of power to
issue instruments in accordance with the Omnibus Bond Acts,
regardless of any provision of this Act that may appear to be
or to have been more restrictive than those Acts, (ii) that the
provisions of this Section are not a limitation on the
supplementary authority granted by the Omnibus Bond Acts, and
(iii) that instruments issued under this Section within the
supplementary authority granted by the Omnibus Bond Acts are
not invalid because of any provision of this Act that may
appear to be or to have been more restrictive than those Acts.
(Source: P.A. 86-4.)
(105 ILCS 5/24A-7) (from Ch. 122, par. 24A-7)
Sec. 24A-7. Rules. The State Board of Education is
authorized to adopt such rules as are deemed necessary to
implement and accomplish the purposes and provisions of this
Article, including, but not limited to, rules (i) relating to
the methods for measuring student growth (including, but not
limited to, limitations on the age of useable data; the amount
of data needed to reliably and validly measure growth for the

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purpose of teacher and principal evaluations; and whether and
at what time annual State assessments may be used as one of
multiple measures of student growth), (ii) defining the term
"significant factor" for purposes of including consideration
of student growth in performance ratings, (iii) controlling for
such factors as student characteristics (including, but not
limited to, students receiving special education and English
Language Learner services), student attendance, and student
mobility so as to best measure the impact that a teacher,
principal, school and school district has on students' academic
achievement, (iv) establishing minimum requirements for
district teacher and principal evaluation instruments and
procedures, and (v) establishing a model evaluation plan for
use by school districts in which student growth shall comprise
50% of the performance rating. Notwithstanding any provision in
this Section, such rules shall not preclude a school district
having 500,000 or more inhabitants from using an annual State
assessment as the sole measure of student growth for purposes
of teacher or principal evaluations.
The State Superintendent of Education shall convene a
Performance Evaluation Advisory Council, which shall be
staffed by the State Board of Education. Members of the Council
shall be selected by the State Superintendent and include,
without limitation, representatives of teacher unions and
school district management, persons with expertise in
performance evaluation processes and systems, as well as other

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stakeholders. The Council shall meet at least quarterly, and
may also meet at the call of the chairperson of the Council,
following the effective date of this amendatory Act of the
100th General Assembly until June 30, 2021. The Council shall
advise the State Board of Education on the ongoing
implementation of performance evaluations in this State, which
may include gathering public feedback, sharing best practices,
consulting with the State Board on any proposed rule changes
regarding evaluations, and other subjects as determined by the
chairperson of the Council.
Prior to the applicable implementation date, these rules
shall not apply to teachers assigned to schools identified in
an agreement entered into between the board of a school
district operating under Article 34 of this Code and the
exclusive representative of the district's teachers in
accordance with Section 34-85c of this Code.
(Source: P.A. 100-211, eff. 8-18-17.)
(105 ILCS 5/27-22) (from Ch. 122, par. 27-22)
Sec. 27-22. Required high school courses.
(a) (Blank).
(b) (Blank).
(c) (Blank).
(d) (Blank).
(e) As a prerequisite to receiving a high school diploma,
each pupil entering the 9th grade in the 2008-2009 school year

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or a subsequent school year must, in addition to other course
requirements, successfully complete all of the following
courses:
(1) Four years of language arts.
(2) Two years of writing intensive courses, one of
which must be English and the other of which may be English
or any other subject. When applicable, writing-intensive
courses may be counted towards the fulfillment of other
graduation requirements.
(3) Three years of mathematics, one of which must be
Algebra I, one of which must include geometry content, and
one of which may be an Advanced Placement computer science
course if the pupil successfully completes Algebra II or an
integrated mathematics course with Algebra II content.
(4) Two years of science.
(5) Two years of social studies, of which at least one
year must be history of the United States or a combination
of history of the United States and American government
and, beginning with pupils entering the 9th grade in the
2016-2017 school year and each school year thereafter, at
least one semester must be civics, which shall help young
people acquire and learn to use the skills, knowledge, and
attitudes that will prepare them to be competent and
responsible citizens throughout their lives. Civics course
content shall focus on government institutions, the
discussion of current and controversial issues, service

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learning, and simulations of the democratic process.
School districts may utilize private funding available for
the purposes of offering civics education.
(6) One year chosen from (A) music, (B) art, (C)
foreign language, which shall be deemed to include American
Sign Language, or (D) career and technical vocational
education.
(f) The State Board of Education shall develop and inform
school districts of standards for writing-intensive
coursework.
(f-5) If a school district offers an Advanced Placement
computer science course to high school students, then the
school board must designate that course as equivalent to a high
school mathematics course and must denote on the student's
transcript that the Advanced Placement computer science course
qualifies as a mathematics-based, quantitative course for
students in accordance with subdivision (3) of subsection (e)
of this Section.
(g) This amendatory Act of 1983 does not apply to pupils
entering the 9th grade in 1983-1984 school year and prior
school years or to students with disabilities whose course of
study is determined by an individualized education program.
This amendatory Act of the 94th General Assembly does not
apply to pupils entering the 9th grade in the 2004-2005 school
year or a prior school year or to students with disabilities
whose course of study is determined by an individualized

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education program.
(h) The provisions of this Section are subject to the
provisions of Section 27-22.05 of this Code and the
Postsecondary and Workforce Readiness Act.
(Source: P.A. 99-434, eff. 7-1-16 (see P.A. 99-485 for the
effective date of changes made by P.A. 99-434); 99-485, eff.
11-20-15; 99-674, eff. 7-29-16; 100-443, eff. 8-25-17.)
(105 ILCS 5/27-22.2) (from Ch. 122, par. 27-22.2)
Sec. 27-22.2. Career and technical Vocational education
elective. Whenever the school board of any school district
which maintains grades 9 through 12 establishes a list of
courses from which secondary school students each must elect at
least one course, to be completed along with other course
requirements as a pre-requisite to receiving a high school
diploma, that school board must include on the list of such
elective courses at least one course in career and technical
vocational education.
(Source: P.A. 84-1334; 84-1438.)
(105 ILCS 5/27A-12)
Sec. 27A-12. Evaluation; report. On or before September 30
of every odd-numbered year, all local school boards with at
least one charter school, as well as the Commission, shall
submit to the State Board any information required by the State
Board pursuant to applicable rule. On or before the second

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Wednesday in January of every even-numbered year, the State
Board shall issue a report to the General Assembly and the
Governor on its findings for the previous 2 school years. The
report may be submitted electronically in the manner prescribed
by the State Board. The State Board's report shall summarize
all of the following:
(1) The authorizer's strategic vision for chartering
and progress toward achieving that vision.
(2) The academic and financial performance of all
operating charter schools overseen by the authorizer,
according to the performance expectations for charter
schools set forth in this Article.
(3) The status of the authorizer's charter school
portfolio, identifying all charter schools in each of the
following categories: approved (but not yet open),
operating, renewed, transferred, revoked, not renewed,
voluntarily closed, or never opened.
(4) The authorizing functions provided by the
authorizer to the charter schools under its purview,
including the authorizer's operating costs and expenses
detailed in annual audited financial statements, which
must conform with generally accepted accounting
principles.
Further, in the report required by this Section, the State
Board (i) shall compare the performance of charter school
pupils with the performance of ethnically and economically

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comparable groups of pupils in other public schools who are
enrolled in academically comparable courses, (ii) shall review
information regarding the regulations and policies from which
charter schools were released to determine if the exemptions
assisted or impeded the charter schools in meeting their stated
goals and objectives, and (iii) shall include suggested changes
in State law necessary to strengthen charter schools.
In addition, the State Board shall undertake and report on
periodic evaluations of charter schools that include
evaluations of student academic achievement, the extent to
which charter schools are accomplishing their missions and
goals, the sufficiency of funding for charter schools, and the
need for changes in the approval process for charter schools.
Based on the information that the State Board receives from
authorizers and the State Board's ongoing monitoring of both
charter schools and authorizers, the State Board has the power
to remove the power to authorize from any authorizer in this
State if the authorizer does not demonstrate a commitment to
high-quality authorization practices and, if necessary, revoke
the chronically low-performing charters authorized by the
authorizer at the time of the removal. The State Board shall
adopt rules as needed to carry out this power, including
provisions to determine the status of schools authorized by an
authorizer whose authorizing power is revoked.
(Source: P.A. 96-105, eff. 7-30-09; 97-152, eff. 7-20-11.)

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(105 ILCS 5/34-225)
Sec. 34-225. School transition plans.
(a) If the Board approves a school action, the chief
executive officer or his or her designee shall work
collaboratively with local school educators and families of
students attending a school that is the subject of a school
action to ensure successful integration of affected students
into new learning environments.
(b) The chief executive officer or his or her designee
shall prepare and implement a school transition plan to support
students attending a school that is the subject of a school
action that accomplishes the goals of this Section. The chief
executive must identify and commit specific resources for
implementation of the school transition plan for a minimum of
the full first academic year after the board approves a school
action.
(c) The school transition plan shall include the following:
(1) services to support the academic, social, and
emotional needs of students; supports for students with
disabilities, homeless students, and English language
learners; and support to address security and safety
issues;
(2) options to enroll in higher performing schools;
(3) informational briefings regarding the choice of
schools that include all pertinent information to enable
the parent or guardian and child to make an informed

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choice, including the option to visit the schools of choice
prior to making a decision; and
(4) the provision of appropriate transportation where
practicable.
(d) When implementing a school action, the Board must make
reasonable and demonstrated efforts to ensure that:
(1) affected students receive a comparable level of
social support services provided by Chicago Public Schools
that were available at the previous school, provided that
the need for such social support services continue to
exist; and
(2) class sizes of any receiving school do not exceed
those established under the Chicago Public Schools policy
regarding class size, subject to principal discretion.
(Source: P.A. 97-473, eff. 1-1-12; 97-474, eff. 8-22-11;
97-813, eff. 7-13-12; 97-1133, eff. 11-30-12.)
(105 ILCS 5/3-3 rep.)
Section 10. The School Code is amended by repealing Section
3-3.
Section 99. Effective date. This Act takes effect July 1,
2018.".