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1 AN ACT concerning education.


2 Be it enacted by the People of the State of Illinois,

3represented in the General Assembly:



4 Section 1. Findings. The General Assembly makes all of the 
5following findings:
6  (1) Literacy is not only critical for individuals' 
7 ability to earn income, secure housing, participate in 
8 their health care, support their children's education, 
9 pursue happiness, and navigate the world but also 
10 collectively foundational to our community and democracy. 

11  (2) The World Literacy Foundation found that low 
12 literacy is a major contributor to inequality and 
13 increases the likelihood of poor physical and mental 
14 health, workplace accidents, misuse of medication, 
15 participation in crime, and welfare dependency, all of 
16 which have substantial additional social and economic 
17 costs. 

18  (3) Fifty percent of Illinois' third graders met, 
19 exceeded, or approached learning standards in English 
20 language arts according to the Illinois Assessment of 
21 Readiness with the other half of students not meeting or 
22 partially meeting standards; this represents a 10 
23 percentage-point swing from the 2019 prepandemic rates 
24 when 60% of students met, exceeded, or approached learning 
 
 
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1 standards. 

2  (4) Thirty-three percent of Illinois' fourth graders 
3 achieved proficient or advanced reading scores on the 2022 
4 National Assessment of Educational Progress with another 
5 29% meeting basic reading proficiency and the remaining 
6 38% scoring below basic reading proficiency.

7  (5) Research from the Annie E. Casey Institute found 
8 that students who are not proficient readers in third 
9 grade are 4 times more likely not to finish high school; if 
10 those students are from low-income families, they are more 
11 than 6 times more likely not to finish high school. 

12  (6) Research consistently finds that a diverse, 
13 well-trained, and expanding pool of teachers, in 
14 conjunction with curricula responsive to the strengths and 
15 needs of diverse student populations, improves educational 
16 outcomes for all students. 

17  (7) An appropriate curriculum considers the learning 
18 needs of students with their developmental needs and 
19 increases in complexity with every new stage of childhood. 

20  (8) Oral language development is a prerequisite for 
21 reading and writing that is nurtured from birth through 
22 talking, reading, story-telling, singing, nursery rhymes, 
23 and other language exposure and, as younger children 
24 develop, through intentional dialogue with rich 
25 vocabulary, home visiting programs, access to books, 
26 high-quality child care and preschool, and lived 
 
 
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1 experiences that strengthen students' opportunity to build 
2 oracy skills, vocabulary, and background knowledge, 
3 leading to higher-level cognitive thinking. 

4  (9) Reading builds new neural pathways in the brain as 
5 people, usually children, learn to connect the sounds in 
6 language to letters on a page to the meaning of the text; 
7 however, there is no one-size-fits-all approach to 
8 literacy, as learners will require differentiated 
9 strategies or methods and dosages within different areas 
10 of literacy instruction to meet their individual needs. 

11  (10) Reading, writing, and oracy have a reciprocal 
12 relationship, as each strengthens the other, and students 
13 benefit when their instruction is closely intertwined. 

14  (11) English learners benefit from a comprehensive 
15 literacy approach that recognizes the value of 
16 multilingualism by enveloping all areas of literacy 
17 instruction with a deep focus on oral language development 
18 and encouraging students to make connections between 
19 English and their home language.

20  (12) Teachers deserve the tools to be knowledgeable 
21 about the cultural practices and language system of the 
22 children they serve, including those children who speak 
23 language variations of English, such as African-American 
24 English (AAE); AAE has a linguistic structure that is a 
25 systematic and rule-governed variation of General American 
26 English. 

 
 
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1  (13) Research shows that direct, systematic, 
2 cumulative, and explicit reading instruction that is 
3 focused on the foundational reading skills of phonemic 
4 awareness, phonics or decoding, spelling or encoding, 
5 vocabulary development that includes morphology, oral 
6 language development, reading fluency, and reading 
7 comprehension that includes syntax and building background 
8 or content knowledge, is highly effective in teaching 
9 young children to read. 

10  (14) High literacy achievement across all demographic 
11 groups is an essential indicator of educational equity 
12 within this State; strengthening early literacy 
13 instruction and support for students in Illinois will pay 
14 dividends in the future by empowering students, providing 
15 them with the skills they will need to graduate, find 
16 fulfilling careers, and be productive members of their 
17 communities and of our democracy.

18  (15) Ensuring that every child has access to 
19 high-quality, research-aligned, developmentally 
20 appropriate reading instruction implemented using a 
21 comprehensive approach is a foundational component of this 
22 State's public education system and a responsibility 
23 shared among federal, State, and local education agencies.

24 Section 90. The School Code is amended by adding Section 
252-3.196 and by changing Sections 21B-30 and 21B-35 and as 
 
 
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1follows:

2 (105 ILCS 5/2-3.196 new)
3 Sec. 2-3.196. State Board of Education literacy 
4assistance.
5 (a) The State Board of Education shall adopt and make 
6available all of the following to each publicly funded school 
7district by July 1, 2024:
8  (1) A rubric by which districts may evaluate curricula 
9 and select and implement evidence-based, culturally 
10 inclusive core reading instruction programs aligned with 
11 the comprehensive literacy plan for the State described in 
12 subsection (c).
13  (2) A template to support districts when developing 
14 comprehensive, district-wide literacy plans that include 
15 support for special student populations, including, at a 
16 minimum, students with disabilities, multilingual 
17 students, and bidialectal students.
18  (3) Guidance on evidence-based practices for effective 
19 structures for training and deploying literacy coaches to 
20 support teachers and close opportunity gaps among student 
21 demographic groups.
22 (b) On or before January 1, 2025, the State Board of 
23Education shall develop and make available training 
24opportunities for educators in teaching reading that are 
25aligned with the comprehensive literacy plan described in 
 
 
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1subsection (c) and consistent with State learning standards. 
2This support may include:
3  (1) the development of a microcredential or a series 
4 of microcredentials in literacy instruction aligned with 
5 the comprehensive literacy plan described in subsection 
6 (c) to be affixed to educator licenses upon successful 
7 demonstration of the skill or completion of the required 
8 coursework or assessment, or both, or online training 
9 modules on literacy instruction, aligned with the 
10 comprehensive literacy plan described in subsection (c) 
11 and consistent with State learning standards, accepted for 
12 continuing professional development units; and
13  (2) the creation and dissemination of a tool that 
14 school districts, educators, and the public may use to 
15 evaluate professional development and training programs 
16 related to literacy instruction.
17 (c) In consultation with education stakeholders, the State 
18Board of Education shall develop and adopt a comprehensive 
19literacy plan for the State on or before January 31, 2024. The 
20comprehensive literacy plan shall consider, without 
21limitation, evidence-based research and culturally and 
22linguistically sustaining pedagogical approaches to meet the 
23needs of all students and shall, at a minimum, do all of the 
24following:
25  (1) Consider core instructional literacy practices and 
26 practices related to the unique needs of and support for 
 
 
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1 specific student populations, including, at a minimum, 
2 students with disabilities, multilingual students, and 
3 bidialectal students, and the resources and support, 
4 including professional learning for teachers, needed to 
5 effectively implement the literacy instruction. 
6  (2) Provide guidance related to screening tools, the 
7 administration of such screening tools, and the 
8 interpretation of the resulting data to identify students 
9 at risk of reading difficulties in grades kindergarten 
10 through 2. This guidance shall outline instances in which 
11 dyslexia screenings and other universal screeners are 
12 appropriate for use with English learners.
13  (3) Provide guidance related to early literacy 
14 intervention for students in grades kindergarten through 2 
15 for schools to implement with students at risk of reading 
16 difficulties, as well as literacy intervention for 
17 students in grades 3 through 12 demonstrating reading 
18 difficulties.
19  (4) Consider the impact of second language acquisition 
20 and bilingual education on reading instruction in the 
21 student's native language and English. 
22  (5) Define key terminology, such as "evidence-based". 
23  (6) Contextualize the interaction between elements of 
24 the plan and existing laws and regulations that have 
25 overlapping components, such as a multi-tiered system of 
26 support. 
 
 
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1  (7) Focus on a comprehensive range of elements of 
2 literacy, including phonological awareness; decoding 
3 (phonics); encoding (spelling); vocabulary development, 
4 including morphology, oracy, and reading fluency; and 
5 reading comprehension, including syntax and background and 
6 content knowledge. 


7 (105 ILCS 5/21B-30)



8 Sec. 21B-30. Educator testing.
9 (a) (Blank).
10 (b) The State Board of Education, in consultation with the 
11State Educator Preparation and Licensure Board, shall design 
12and implement a system of examinations, which shall be 
13required prior to the issuance of educator licenses. These 
14examinations and indicators must be based on national and 
15State professional teaching standards, as determined by the 
16State Board of Education, in consultation with the State 
17Educator Preparation and Licensure Board. The State Board of 
18Education may adopt such rules as may be necessary to 
19implement and administer this Section.
20 (c) (Blank).
21 (c-5) The State Board must adopt rules to implement a 
22paraprofessional competency test. This test would allow an 
23applicant seeking an Educator License with Stipulations with a 
24paraprofessional educator endorsement to obtain the 
25endorsement if he or she passes the test and meets the other 
 
 
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1requirements of subparagraph (J) of paragraph (2) of Section 
221B-20 other than the higher education requirements. 
3 (d) All applicants seeking a State license shall be 
4required to pass a test of content area knowledge for each area 
5of endorsement for which there is an applicable test. There 
6shall be no exception to this requirement. No candidate shall 
7be allowed to student teach or serve as the teacher of record 
8until he or she has passed the applicable content area test.
9 (d-5) The State Board shall consult with any applicable 
10vendors within 90 days after the effective date of this 
11amendatory Act of the 103rd General Assembly to develop a plan 
12to transition the test of content area knowledge in the 
13endorsement area of elementary education, grades one through 
146, by July 1, 2026 to a content area test that contains testing 
15elements that cover bilingualism, biliteracy, oral language 
16development, foundational literacy skills, and developmentally 
17appropriate higher-order comprehension and on which a valid 
18and reliable language and literacy subscore can be determined. 
19The State Board shall base its rules concerning the passing 
20subscore on the language and literacy portion of the test on 
21the recommended cut-score determined in the formal 
22standard-setting process. Candidates need not achieve a 
23particular subscore in the area of language and literacy. The 
24State Board shall aggregate and publish the number of 
25candidates in each preparation program who take the test and 
26the number who pass the language and literacy portion.
 
 
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1 (e) (Blank).
2 (f) Except as otherwise provided in this Article, 
3beginning on September 1, 2015, all candidates completing 
4teacher preparation programs in this State and all candidates 
5subject to Section 21B-35 of this Code are required to pass a 
6teacher performance assessment approved by the State Board of 
7Education, in consultation with the State Educator Preparation 
8and Licensure Board. A candidate may not be required to submit 
9test materials by video submission. Subject to appropriation, 
10an individual who holds a Professional Educator License and is 
11employed for a minimum of one school year by a school district 
12designated as Tier 1 under Section 18-8.15 may, after 
13application to the State Board, receive from the State Board a 
14refund for any costs associated with completing the teacher 
15performance assessment under this subsection. 
16 (g) The content area knowledge test and the teacher 
17performance assessment shall be the tests that from time to 
18time are designated by the State Board of Education, in 
19consultation with the State Educator Preparation and Licensure 
20Board, and may be tests prepared by an educational testing 
21organization or tests designed by the State Board of 
22Education, in consultation with the State Educator Preparation 
23and Licensure Board. The test of content area knowledge shall 
24assess content knowledge in a specific subject field. The 
25tests must be designed to be racially neutral to ensure that no 
26person taking the tests is discriminated against on the basis 
 
 
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1of race, color, national origin, or other factors unrelated to 
2the person's ability to perform as a licensed employee. The 
3score required to pass the tests shall be fixed by the State 
4Board of Education, in consultation with the State Educator 
5Preparation and Licensure Board. The tests shall be 
6administered not fewer than 3 times a year at such time and 
7place as may be designated by the State Board of Education, in 
8consultation with the State Educator Preparation and Licensure 
9Board. 
10 The State Board shall implement a test or tests to assess 
11the speaking, reading, writing, and grammar skills of 
12applicants for an endorsement or a license issued under 
13subdivision (G) of paragraph (2) of Section 21B-20 of this 
14Code in the English language and in the language of the 
15transitional bilingual education program requested by the 
16applicant. 
17 (h) Except as provided in Section 34-6 of this Code, the 
18provisions of this Section shall apply equally in any school 
19district subject to Article 34 of this Code.
20 (i) The rules developed to implement and enforce the 
21testing requirements under this Section shall include, without 
22limitation, provisions governing test selection, test 
23validation, and determination of a passing score, 
24administration of the tests, frequency of administration, 
25applicant fees, frequency of applicants taking the tests, the 
26years for which a score is valid, and appropriate special 
 
 
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1accommodations. The State Board of Education shall develop 
2such rules as may be needed to ensure uniformity from year to 
3year in the level of difficulty for each form of an assessment. 

4(Source: P.A. 101-81, eff. 7-12-19; 101-220, eff. 8-7-19; 
5101-594, eff. 12-5-19; 102-301, eff. 8-26-21.)

6 (105 ILCS 5/21B-35)
7 Sec. 21B-35. Minimum requirements for educators trained in 
8other states or countries.
9 (a) Any applicant who has not been entitled by an 
10Illinois-approved educator preparation program at an Illinois 
11institution of higher education applying for a Professional 
12Educator License endorsed in a teaching field or school 
13support personnel area must meet the following requirements:
14  (1) the applicant must:
15   (A) hold a comparable and valid educator license 
16 or certificate, as defined by rule, with similar grade 
17 level and content area credentials from another state, 
18 with the State Board of Education having the authority 
19 to determine what constitutes similar grade level and 
20 content area credentials from another state;
21   (B) have a bachelor's degree from a regionally 
22 accredited institution of higher education; and
23   (C) (blank); or 
24  (2) the applicant must:
25   (A) have completed a state-approved program for 
 
 
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1 the licensure area sought, including coursework 
2 concerning (i) methods of instruction of the 
3 exceptional child, (ii) methods of reading that align 
4 with all applicable standards set forth in Part 23 of 
5 Title 23 of the Illinois
Administrative Code and 
6 reading in the content area, and (iii) instructional 
7 strategies for English learners;
8   (B) have a bachelor's degree from a regionally 
9 accredited institution of higher education;
10   (C) have successfully met all Illinois examination 
11 requirements, except that:
12    (i) (blank);
13    (ii) an applicant who has successfully 
14 completed a test of content, as defined by rules, 
15 at the time of initial licensure in another state 
16 is not required to complete a test of content; and
17    (iii) an applicant for a teaching endorsement 
18 who has successfully completed an evidence-based 
19 assessment of teacher effectiveness, as defined by 
20 rules, at the time of initial licensure in another 
21 state is not required to complete an 
22 evidence-based assessment of teacher 
23 effectiveness; and
24   (D) for an applicant for a teaching endorsement, 
25 have completed student teaching or an equivalent 
26 experience or, for an applicant for a school service 
 
 
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1 personnel endorsement, have completed an internship or 
2 an equivalent experience.
3 (b) In order to receive a Professional Educator License 
4endorsed in a teaching field or school support personnel area, 
5applicants trained in another country must meet all of the 
6following requirements:
7  (1) Have completed a comparable education program in 
8 another country.
9  (2) Have had transcripts evaluated by an evaluation 
10 service approved by the State Superintendent of Education.
11  (3) Have a degree comparable to a degree from a 
12 regionally accredited institution of higher education.
13  (4) Have completed coursework aligned to standards 
14 concerning (i) methods of instruction of the exceptional 
15 child, (ii) methods of reading that align with all 
16 applicable standards set forth in Part 26 of Title 23 of 
17 the Illinois Administrative Code and reading in the 
18 content area, and (iii) instructional strategies for 
19 English learners.
20  (5) (Blank).
21  (6) (Blank).
22  (7) Have successfully met all State licensure 
23 examination requirements. Applicants who have successfully 
24 completed a test of content, as defined by rules, at the 
25 time of initial licensure in another country shall not be 
26 required to complete a test of content. Applicants for a 
 
 
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1 teaching endorsement who have successfully completed an 
2 evidence-based assessment of teacher effectiveness, as 
3 defined by rules, at the time of initial licensure in 
4 another country shall not be required to complete an 
5 evidence-based assessment of teacher effectiveness. 
6  (8) Have completed student teaching or an equivalent 
7 experience.
8  (9) (Blank). 
9 (b-5) All applicants who have not been entitled by an 
10Illinois-approved educator preparation program at an Illinois 
11institution of higher education and applicants trained in 
12another country applying for a Professional Educator License 
13endorsed for principal or superintendent must hold a master's 
14degree from a regionally accredited institution of higher 
15education and hold a comparable and valid educator license or 
16certificate with similar grade level and subject matter 
17credentials, with the State Board of Education having the 
18authority to determine what constitutes similar grade level 
19and subject matter credentials from another state, or must 
20meet all of the following requirements:
21  (1) Have completed an educator preparation program 
22 approved by another state or comparable educator program 
23 in another country leading to the receipt of a license or 
24 certificate for the Illinois endorsement sought.
25  (2) Have successfully met all State licensure 
26 examination requirements, as required by Section 21B-30 of 
 
 
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1 this Code. Applicants who have successfully completed a 
2 test of content, as defined by rules, at the time of 
3 initial licensure in another state or country shall not be 
4 required to complete a test of content.
5  (2.5) Have completed an internship, as defined by 
6 rule. 
7  (3) (Blank).
8  (4) Have completed coursework aligned to standards 
9 concerning (i) methods of instruction of the exceptional 
10 child, (ii) methods of reading that align with all 
11 applicable standards set forth in Part 26 of Title 23 of 
12 the Illinois Administrative Code and reading in the 
13 content area, and (iii) instructional strategies for 
14 English learners.
15  (4.5) (Blank). 
16  (5) Have completed a master's degree.
17  (6) Have successfully completed teaching, school 
18 support, or administrative experience as defined by rule. 
19 (b-7) All applicants who have not been entitled by an 
20Illinois-approved educator preparation program at an Illinois 
21institution of higher education applying for a Professional 
22Educator License endorsed for Director of Special Education 
23must hold a master's degree from a regionally accredited 
24institution of higher education and must hold a comparable and 
25valid educator license or certificate with similar grade level 
26and subject matter credentials, with the State Board of 
 
 
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1Education having the authority to determine what constitutes 
2similar grade level and subject matter credentials from 
3another state, or must meet all of the following requirements:
4  (1) Have completed a master's degree.
5  (2) Have 2 years of full-time experience providing 
6 special education services.
7  (3) Have successfully completed all examination 
8 requirements, as required by Section 21B-30 of this Code. 
9 Applicants who have successfully completed a test of 
10 content, as identified by rules, at the time of initial 
11 licensure in another state or country shall not be 
12 required to complete a test of content.
13  (4) Have completed coursework aligned to standards 
14 concerning (i) methods of instruction of the exceptional 
15 child, (ii) methods of reading that align with all 
16 applicable standards set forth in Part 26 of Title 23 of 
17 the Illinois Administrative Code and reading in the 
18 content area, and (iii) instructional strategies for 
19 English learners.
20 (b-10) All applicants who have not been entitled by an 
21Illinois-approved educator preparation program at an Illinois 
22institution of higher education applying for a Professional 
23Educator License endorsed for chief school business official 
24must hold a master's degree from a regionally accredited 
25institution of higher education and must hold a comparable and 
26valid educator license or certificate with similar grade level 
 
 
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1and subject matter credentials, with the State Board of 
2Education having the authority to determine what constitutes 
3similar grade level and subject matter credentials from 
4another state, or must meet all of the following requirements:
5  (1) Have completed a master's degree in school 
6 business management, finance, or accounting.
7  (2) Have successfully completed an internship in 
8 school business management or have 2 years of experience 
9 as a school business administrator.
10  (3) Have successfully met all State examination 
11 requirements, as required by Section 21B-30 of this Code. 
12 Applicants who have successfully completed a test of 
13 content, as identified by rules, at the time of initial 
14 licensure in another state or country shall not be 
15 required to complete a test of content.
16  (4) Have completed modules aligned to standards 
17 concerning methods of instruction of the exceptional 
18 child, methods of reading and reading in the content area, 
19 and instructional strategies for English learners.
20 (c) The State Board of Education, in consultation with the 
21State Educator Preparation and Licensure Board, may adopt such 
22rules as may be necessary to implement this Section.

23(Source: P.A. 101-220, eff. 8-7-19; 101-643, eff. 6-18-20; 
24102-539, eff. 8-20-21.)