Bill Text: IL HB4902 | 2023-2024 | 103rd General Assembly | Introduced

NOTE: There are more recent revisions of this legislation. Read Latest Draft

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Bill Title: Amends the State Board of Education Article of the School Code. In provisions concerning State interventions, provides that the support provided by a vendor or learning partner approved to support a school's continuous improvement plan related to English language arts must be based on the comprehensive literacy plan for the State developed by the State Board of Education.

Spectrum: Partisan Bill (Democrat 9-0)

Status: (Passed) 2024-08-02 - Public Act . . . . . . . . . 103-0735 [HB4902 Detail]

Download: Illinois-2023-HB4902-Introduced.html

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103RD GENERAL ASSEMBLY State of Illinois 2023 and 2024 HB4902 Introduced , by Rep. Laura Faver Dias SYNOPSIS AS INTRODUCED:
105 ILCS 5/2-3.25f from Ch. 122, par. 2-3.25f
Amends the State Board of Education Article of the School Code. In provisions concerning State interventions, provides that the support provided by a vendor or learning partner approved to support a school's continuous improvement plan related to English language arts must be based on the comprehensive literacy plan for the State developed by the State Board of Education.
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A BILL FOR
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AN ACT concerning education.
Be it enacted by the People of the State of Illinois,
represented in the General Assembly:
Section 5. The School Code is amended by changing Section
2-3.25f as follows:
(105 ILCS 5/2-3.25f) (from Ch. 122, par. 2-3.25f)
Sec. 2-3.25f. State interventions.
(a) The State Board of Education shall provide technical
assistance to schools in school improvement status to assist
with the development and implementation of Improvement Plans.
Schools or school districts that fail to make reasonable
efforts to implement an approved Improvement Plan may suffer
loss of State funds by school district, attendance center, or
program as the State Board of Education deems appropriate.
(a-5) (Blank).
(b) Schools that receive Targeted Support or Comprehensive
Support designations shall enter a 4-year cycle of school
improvement status. If, at the end of the 4-year cycle, the
school fails to meet the exit criteria specified in the State
Plan referenced in subsection (b) of Section 2-3.25a of this
Code, the school shall escalate to a more intensive
intervention. Targeted Support schools that remain Targeted
for one or more of the same student groups as in the initial

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identification after completion of a 4-year cycle of Targeted
School Improvement shall be redesignated as Comprehensive
Support schools, as provided in paragraph (2.5) of subsection
(a) of Section 2-3.25d-5 of this Code. Comprehensive Support
schools that remain in the lowest-performing 5% after
completion of a 4-year cycle of Comprehensive School
Improvement shall be redesignated as Intensive Support schools
and shall escalate through more rigorous, tiered support,
developed in consultation with the Balanced Accountability
Measure Committee and other relevant stakeholder groups, which
may ultimately result in the (i) change of recognition status
of the school district or school to nonrecognized or (ii)
authorization for the State Superintendent of Education to
direct the reassignment of pupils or direct the reassignment
or replacement of school or school district personnel. If a
school district is nonrecognized in its entirety, for any
reason, including those not related to performance in the
accountability system, it shall automatically be dissolved on
July 1 following that nonrecognition and its territory
realigned with another school district or districts by the
regional board of school trustees in accordance with the
procedures set forth in Section 7-11 of the School Code. The
effective date of the nonrecognition of a school shall be July
1 following the nonrecognition.
(b-5) The State Board of Education shall also develop a
system to provide assistance and resources to lower performing

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school districts. At a minimum, the State Board shall identify
school districts to receive Intensive, Comprehensive, and
Targeted Support. The school district shall provide the
exclusive bargaining representative with a 5-day notice that
the district has had one or more schools within the district
identified as being in Comprehensive or Intensive School
Improvement Status. In addition, the State Board may, by rule,
develop other categories of low-performing schools and school
districts to receive services.
The State Board of Education shall work with districts
with one or more schools in Comprehensive or Intensive School
Improvement Status, through technical assistance and
professional development, based on the results of the needs
assessment under Section 2-3.25d-5 of this Code, to develop
and implement a continuous improvement plan that would
increase outcomes for students. The plan for continuous
improvement shall be based on the results of the needs
assessment and shall be used to determine the types of
services that are to be provided to each Comprehensive and
Intensive School. Potential services may include, but are not
limited to, monitoring adult and student practices, reviewing
and reallocating district resources, developing a district and
school leadership team, providing access to curricular content
area specialists, and providing online resources and
professional development.
The support provided by a vendor or learning partner

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