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JCAR Review is complete; filing is imminent.

Click here to review changes made in response to public comment and the rationale for those changes. Please note that any changes subsequently made in response to the Joint Committee on Administrative Rules will not be included in that comment.

Part 1 is the agency's general set of rules that govern the State Board's required supervision and evaluation of public school districts' compliance with law, rules, and policy. The rules also establish a process for identifying the recognition status awarded a school district and its schools based on the extent of its compliance; that is, fully recognized, recognized pending further review, on probation or nonrecognized. The Part informs school districts of the requirements that apply in specific areas of operations and programming, such as school governance, instructional programs, health and safety, staff qualifications, and academic standards. Given the broad array of the rules' content, several agency divisions have been assigned responsibility for monitoring their provisions.

PA 98-859, effective August 4, 2014, charged the Enhance Physical Education Task Force with identifying an assessment to be used in schools to measure "aerobic capacity, body composition, muscular strength, muscular endurance, and flexibility" of students in order to ascertain the effectiveness of Goal 20 of the ILS for Physical Development and Health. The law further required that "health-related fitness testing" be part of a school's curriculum for students in grades 3 and above. The fitness testing used must be appropriate to the students' "developmental levels and abilities", and scores achieved on the testing may not be used as part of a student's grade or to evaluate a teacher. The law also required that rules pertaining to fitness testing be adopted by the State Board no later than December 31, 2015. The rules implementing PA 98-859 were adopted by the Board at its December 16, 2015 meeting and became effective January 27, 2016.

This rulemaking will provide a more general website address to access the FitnessGram testing protocols and when applicable, the Brockport Physical Fitness Testing protocols all schools are required to use to assess the physical fitness levels of students. This rulemaking also extends the deadline from May 1 to June 30 for schools to report data. Schools voiced concern to staff that a May 1 reporting deadline means assessments would need to be taken by early April in order to report to districts so that districts in turn had time to report to ISBE by May 1. Pushing due date back to June 30 allows schools to assess closer to end of school year and end of instructional period, thus yielding more comprehensive data. Staff is extending the deadline to align with when schools are required to report dental and vision data on IWAS. Finally, this rulemaking clarifies schools must report the number of students in the "needs improvement zone" for aerobic capacity only.

Initial Review by State Board of Education: August 2016


Text of Rulemaking
1
Yes12/9/2016 11:54 AM
  
JCAR review is complete; filing is imminent.
PA 98-1048, effective August 25, 2014, amended Section 27A-6(e) of the School Code regarding material revisions to a certified charter school contract. Previously, the law required the State Board to certify any proposed material revision as being "consistent with the provisions" of the Charter Schools Law before the revision could take effect. Under the revised statute, material revisions may go into effect immediately upon agreement by both parties to the charter contract. If either or both parties to the charter contract have a concern that a proposed material revision may run afoul of the Charter Schools Law, however, they may request that the State Board review the revision and certify its compliance with the Charter Schools Law before it may go into effect.

At the time this Public Act was implemented Section 650.40 was inadvertently left out of the rulemaking. This rulemaking will remove the obsolete language to align the Section with current statute and practices.

Initial Review by State Board of Education: August 2016


Text of Rulemaking
2
Yes12/9/2016 11:54 AM
  
Filed and effective November 18, 2016; final posting pending.
Part 1 is the agency's general set of rules that govern the State Board's required supervision and evaluation of public school districts' compliance with law, rules, and policy. The rules also establish a process for identifying the recognition status awarded a school district and its schools based on the extent of its compliance; that is, fully recognized, recognized pending further review, on probation or nonrecognized. The Part informs school districts of the requirements that apply in specific areas of operations and programming, such as school governance, instructional programs, health and safety, staff qualifications, and academic standards. Given the broad array of the rules' content, several agency divisions have been assigned responsibility for monitoring their provisions.

The emergency rules establish the application criteria for the Competency-Based High School Graduation Requirements Pilot Program. The amendments include the eligible applicants, program requirements, and evaluative criteria that will be used to score applications.

Date Adoption of Emergency Rules was considered by the State Board of Education: November 2016


Text of Rulemaking
1
Yes12/9/2016 11:54 AM
  
Filed and effective April 5, 2017; final posting pending.
Part 1 is the agency's general set of rules that govern the State Board's required supervision and evaluation of public school districts' compliance with law, rules, and policy. The rules also establish a process for identifying the recognition status awarded a school district and its schools based on the extent of its compliance; that is, fully recognized, recognized pending further review, on probation or nonrecognized. The Part informs school districts of the requirements that apply in specific areas of operations and programming, such as school governance, instructional programs, health and safety, staff qualifications, and academic standards. Given the broad array of the rules' content, several agency divisions have been assigned responsibility for monitoring their provisions.

The proposed amendments establish the application criteria for the Competency-Based High School Graduation Requirements Pilot Program. The amendments include the eligible applicants, program requirements, and evaluative criteria that will be used to score applications. Additionally, the proposed amendments establish the criteria to award the Illinois Global Scholar Certification. This certification will be affixed on a student's diploma and transcript when he or she graduates from high school. In order to receive the certification, the student must complete eight globally-focused courses, participate in at least one globally-focused service learning activity or experience, participate in a global collaboration or dialogue, and complete and pass the Global Scholar Capstone Performance-Based Assessment. Standards for schools to determine which classes are "globally-focused" and for scoring the Capstone Performance-Based Assessment are included in the proposed rulemaking.

Initial Review by State Board of Education: November 2016


Text of Rulemaking
2
Yes12/9/2016 11:54 AM
  
Filed and effective June 2, 2017; final posting is pending.

The version of the amendments adopted by the State Board of Education is identical to the version the Board initially reviewed in January 2017 and can be viewed here.

​This rulemaking makes numerous changes with respect to educator licensure. Changes include allowing Regional Offices of Education and Intermediate Service Centers may access ELIS in order to ensure educators are properly licensed and endorsed or are qualified for a particular teaching assignment; clarifying head teachers serving more than 50% full-time employment serving in place of a principal must hold a professional educator license endorsed for supervision; starting February 1, 2018 middle grade teachers first assigned to grades 7 or 8 or departmentalized grade 6 are not applicable to teachers first endorsed in the following on or after February 1, 2018: agricultural education; business, marketing, and computer education; business, marketing, and computer education (computer programming); computer applications, computer science; family and consumer sciences; health science technology; and technology education; individuals serving as a substitute driver's education teacher must be endorsed for driver's education; and KIDS requirements are updated for full implementation for the 2017-2018 school year.​

Text of Rulemaking
3
Yes6/20/20171/26/2017 5:38 PM
  
Filed and effective June 2, 2017; final posting is pending.

The version of the amendments adopted by the State Board of Education is identical to the version the Board initially reviewed in January 2017 and can be viewed here.

​This rulemaking will change the current requirements to state the candidate must be entitled for the endorsement by September 1, 2019. This change will ensure all candidates meet the stated deadline while providing Educator Effectiveness with the flexibility to properly evaluate all applications.

Additionally, this rulemaking clarifies that any applicant seeking an elementary or early childhood endorsement undergoing the transcript evaluation process must submit their application by September 1, 2019.



Text of Rulemaking
4
Yes6/20/20171/26/2017 5:43 PM
  
Filed and effective June 2, 2017; final posting is pending.

The version of the amendments adopted by the State Board of Education is identical to the version the Board initially reviewed in January 2017 and can be viewed here.

​This rulemaking will change the current requirements to state the candidate must be entitled for the endorsement by September 1, 2019. This change will ensure all candidates meet the stated deadline while providing Educator Effectiveness with the flexibility to properly evaluate all applications.

Additionally, this rulemaking clarifies that any applicant seeking an elementary or early childhood endorsement undergoing the transcript evaluation process must submit their application by September 1, 2019.



Text of Rulemaking
5
Yes6/20/20171/26/2017 5:56 PM
  
Adopted at May 24, 2017 Board meeting. JCAR review is complete; filing is imminent.

To review changes made in response to public comment and the rationale for those changes, click here. Please note that any changes subsequently made in response to the Joint Committee on Administrative Rules will not be included in that document.

This rulemaking makes numerous changes to align rules with current statute. Including extending the date for which individuals who have worked as school support personnel can apply for a principal endorsement; suspension of a professional educator license or denial an application for a professional educator license of an individual convicted of a crime and sent to a correctional facility until seven years from the end of the sentence; allowing educator license holders to carry over professional development (PD) hours earned in the last six months of the last year of his or her renewal cycle to be applied in the next renewal cycle.

Other changes include: Short-term emergency approvals in Special Education maybe used for individuals with a PEL or a LBS I in order to teach in a different grade range; The State Educator Preparation and Licensure Board (SEPLB) will inform ISBE whether it approves or denies an EPP's initial approval to offer a program leading to licensure; ISBE will conduct annual audits of licensure entitlements; clarifies candidates who attended out-of-state preparation programs do not have to meet the Illinois requirements for teaching endorsements; creates approval standards for interveners for students who are deaf-blind; clarifies individuals who have had test scores voided and are ineligible for a PEL on or after March 1, 2017, may appeal the prohibition in accordance with ISBE's Supplemental Documentation and Review of Certain License Application rules.

Text of Rulemaking
7
Yes2/24/2017 7:29 AM
  
The public comment period has ended. Board adoption is pending.

​The proposed revisions to Part 401 governing nonpublic special education facilities are intended to create greater clarity and specificity to providers and school districts attempting to serve this population of students. The rules are being revised with student safety at the forefront consistent with the agency's goals. Proposed changes outline with greater specificity that 401 programs are to be considered and classified as a highly restrictive option when less restrictive options on the continuum of placements have already been exhausted and are not appropriate for the student. The changes are designed to provide equity for students placed in these programs in terms of services and instructional time. The changes also allow for ISBE to provide more support and assistance to programs in maintaining compliance with the law and regulations, use data in relation to programmatic outcomes, and address the goal of reintegration. Finally, the proposed changes align Part 401 with changes in legislation and other state agency requirements (e.g., TB testing requirements, DCFS placement holds, State fire marshal inspections and criminal background checks).​

Text of Rulemaking
8
No3/30/2017 3:54 PM
  
Filed and effective May 24, 2017.

The proposed amendments update the definitions of "Prescribed Screening Instrument" and "English Language Proficiency Assessment" in the rules for Transitional Bilingual Education. The screening instrument is an assessment schools use to identify ELs and determine appropriate program placements for them. The Division of English Language Learning was recently made aware that the current screening instrument will no longer be available for use by school districts. ISBE has chosen WIDA Screener (2016) as the prescribed screening instrument and ACCESS for ELLs 2.0® as the English language proficiency assessment. Both assessment tools were created and maintained by the World-class Instructional Design and Assessment (WIDA) Consortium, Wisconsin Center for Education Research.

Text of Rulemaking
9
Yes10/16/20175/25/2017 10:55 AM
  
JCAR review is complete, filing is imminent.

The version of the amendments adopted by the State Board of Education is identical to the version that the Board initially reviewed in May 2017 and can be viewed in the May 2017 Board Packet.

The proposed amendments update the definitions of "Prescribed Screening Instrument" and "English Language Proficiency Assessment" in the rules for Transitional Bilingual Education. The screening instrument is an assessment schools use to identify ELs and determine appropriate program placements for them. The Division of English Language Learning was recently made aware that the current screening instrument will no longer be available for use by school districts. ISBE has chosen WIDA Screener (2016) as the prescribed screening instrument and ACCESS for ELLs 2.0® as the English language proficiency assessment. Both assessment tools were created and maintained by the World-class Instructional Design and Assessment (WIDA) Consortium, Wisconsin Center for Education Research.

Text of Rulemaking
10
Yes10/16/20176/9/2017 9:41 AM
  
Filed and effective June 28, 2017.

Portions of rules in Parts 1, 25, and 30 that are being modified focus on assignment (what a district needs to do in order to legally assign a teacher) and receipt of the endorsement.

In Part 1, portions of the rules that focus on assignment are modified to state that a teacher who successfully completes a content test will be able to be assigned to teach in that content area for three years during which time the individual can complete the required coursework for the endorsement by including a cross-reference to 25 Ill. Adm. Code 25.430.  Additionally, required semester hours for certain content areas are reduced to nine hours from 20 or 24 hours. Finally, these rules removed an obsolete reference to highly-qualified teachers.

Text of Rulemaking
11
Yes6/30/2017 9:21 AM
  
Filed and effective June 28, 2017.

Portions of rules in Parts 1, 25, and 30 that are being modified focus on assignment (what a district needs to do in order to legally assign a teacher) and receipt of the endorsement.

In Part 25, ISBE has modified the current rules on short term assignments. Section 25.430 states that a teacher with nine credit hours in a content area may teach in that content area and has three years to complete the coursework requirements for the endorsement.  The emergency rules for this Section include test only (and no coursework) for the purposes of assignability and state that an individual has three years to complete the requirements for the endorsement.  In order to ensure that districts have the greatest flexibility, districts can either use the nine hour requirement or successful completion of an appropriate content test.

Special Education and those areas which do not currently have an available test are outside the scope of the emergency rulemaking.  Special Education already has a process for short term approval and other areas such as Driver's Education, ESL and computer applications do not currently have a content exam.

Section 25.337 has been modified to clarify the requirements for the receipt of the principal endorsement.

Text of Rulemaking
12
Yes6/30/2017 9:25 AM
  
Filed and effective June 28, 2017.

Portions of rules in Parts 1, 25, and 30 that are being modified focus on assignment (what a district needs to do in order to legally assign a teacher) and receipt of the endorsement.

Part 30 has been modified to clarify the requirements for the receipt of the principal endorsement. Specifically, the rules removed the requirement that candidates must have a professional educator license endorsed in a teaching field or in school support personnel in order to be admitted into a principal preparation program.

Text of Rulemaking
13
Yes6/30/2017 9:28 AM
  
Filed and effective November 3, 2017; final posting is pending.

​The version of these amendments adopted by the State Board are identical to the version the Board initially reviewed in June 2016. The public comment can be viewed in the June 2016 Board packet and the September 2017 Board packet​. ​

PA 98-413, effective August 8, 2013, amended Section 21B-25 by adding marriage and family therapists to the list of individuals who can obtain a school support personnel endorsement.

The proposed rules create a new Section establishing the standards marriage and family therapists must meet in order to obtain the endorsement. Specifically, all school marriage and family therapists must show competence in the listed knowledge and performance indicators for the following topics:

  • Child and adolescent development
  • Assessment and evaluation
  • School-based systems theory
  • Intervention in schools and crisis intervention
  • Consultation and collaborative relationships
  • Diversity
  • Professional conduct and ethics

The listed indicators are intended to illustrate that the school marriage and family therapist understands human growth and development, how to use assessment and evaluative instruments in an academic setting, diverse family settings, systematic intervention strategies, the importance of consultative and collaborative relationships, issues of diversity, and current legal and ethical guidelines.

Text of Rulemaking
14
Yes6/30/2017 10:50 AM
  
Filed and effective November 3, 2017; final posting is pending.

​To review the changes made in response to public comment and the rationale for those changes, please see the September Board packet​. Please note that any changes subsequently made in response to the Joint Committee on Administrative Rules will not be included in this document.

PA 99-826 created a new grant program for school districts to cover the personal services costs of agricultural education teachers beyond their regularly scheduled teaching duties (extended contract) up to 60 days or 400 hours. Eligible entities are public school districts or area vocational education centers offering a State-approved agricultural education program. This new formula grant is designed to partner with districts to cover up to 50 percent of this personal services cost beyond the instructional time in the standard nine-month contract. Districts implementing a new agricultural education program may apply for up to 100 percent of this cost in the first two years of the program and 80 percent of the cost in years three and four.  The paid time would be related to working with students and/or individually on improvement of instruction, work-based learning activities, and/or state-approved career and technical student organization activities where concepts are being applied in various means. The grant must also create a system for tracking the hours completed.

The proposed rules establish the following application procedures:

  • Applications must include the names of teachers, current year base salaries, anticipated number of additional hours worked, how those hours are an extension of the teacher's regular duties, and the anticipated number of individuals impacted.
  • Initial prorated funding level the district would elect to opt out of the grant.
  • Applicants will have a minimum of 30 days from the date of application is released to submit their intent to apply for grant funds.

Grant funds will be distributed as follows:

  • If the amounts requested by the school districts exceed the amount appropriated, then each school will receive the prorated amount listed on their application unless it chooses to opt out. If school districts elect to opt out, the remaining school districts will be recalculated to determine the final allocation.
  • If the amounts requested by the school districts are less than the amount appropriated, the preliminary allocations will become the final allocations.

Grantees must show satisfactory progress in the previous grant cycle to be eligible for future grants. Only hours the teacher is representing the agricultural education program/chapter are eligible to be paid out under this grant.

All grantees must report the hours the teachers spend on approved activities. School districts must provide ISBE with a report that must be submitted prior to the next grant cycle and shall include the following:

  • The school district's and teachers' names
  • Date and times of activities
  • A description of how the activity performed relates to the activities approved under the grant
  • The number of hours spent on the activity
  • The number of individuals impacted.

The terms of the grants are as follows:

  • The teacher must be a full-time agricultural education teacher
  • School districts may apply for a grant for each full-time agricultural education teacher
  • Funded activities shall occur outside the teaching day
  • Grants are available to assist with personal service costs beyond the nine month contract but not to exceed the total 12 months in any given year
  • Each teacher receiving funds under this grant must document the 400 hours of activity
  • If the teacher is on leave or long-term illness, the school district may request that a long-term substitute or equivalent fulfill the hours to receive funds.
Text of Rulemaking
15
Yes6/30/2017 10:53 AM
  
Filed and effective November 3, 2017; final posting is pending.

​To review the changes made in response to public comment and the rationale for those changes, please see the September Board packet​. Please note that any changes subsequently made in response to the Joint Committee on Administrative Rules will not be included in this document.

​Portions of rules in Parts 1, 25, and 30 that are being modified focus on assignment (what a district needs to do in order to legally assign a teacher) and receipt of the endorsement.

In Part 1, portions of the rules that focus on assignment are modified to state that a teacher who successfully completes a content test will be able to be assigned to teach in that content area for three years during which time the individual can complete the required coursework for the endorsement by including a cross-reference to 25 Ill. Adm. Code 25.430.  Additionally, required semester hours for certain content areas are reduced to nine hours from 20 or 24 hours. Finally, these rules removed an obsolete reference to highly-qualified teachers.

Text of Rulemaking
999
Yes7/14/2017 12:53 PM
  
Filed and effective November 3, 2017; final posting is pending.

​To review the changes made in response to public comment and the rationale for those changes, please see the September Board packet​. Please note that any changes subsequently made in response to the Joint Committee on Administrative Rules will not be included in this document.

​Portions of rules in Parts 1, 25, and 30 that are being modified focus on assignment (what a district needs to do in order to legally assign a teacher) and receipt of the endorsement.

In Part 25, ISBE has modified the current rules on short term assignments. Section 25.430 states that a teacher with nine credit hours in a content area may teach in that content area and has three years to complete the coursework requirements for the endorsement.  The emergency rules for this Section include test only (and no coursework) for the purposes of assignability and state that an individual has three years to complete the requirements for the endorsement.  In order to ensure that districts have the greatest flexibility, districts can either use the nine hour requirement or successful completion of an appropriate content test.

Special Education and those areas which do not currently have an available test are outside the scope of the emergency rulemaking.  Special Education already has a process for short term approval and other areas such as Driver's Education, ESL and computer applications do not currently have a content exam.

Section 25.337 has been modified to clarify the requirements for the receipt of the principal endorsement.

Text of Rulemaking
999
Yes7/14/2017 12:55 PM
  
Filed and effective November 3, 2017; final posting is pending.

​To review the changes made in response to public comment and the rationale for those changes, please see the September Board packet​. Please note that any changes subsequently made in response to the Joint Committee on Administrative Rules will not be included in this document.

​Portions of rules in Parts 1, 25, and 30 that are being modified focus on assignment (what a district needs to do in order to legally assign a teacher) and receipt of the endorsement.

Part 30 has been modified to clarify the requirements for the receipt of the principal endorsement. Specifically, the rules removed the requirement that candidates must have a professional educator license endorsed in a teaching field or in school support personnel in order to be admitted into a principal preparation program.

Text of Rulemaking
999
Yes7/14/2017 12:59 PM
  
The public comment period has ended. Board adoption is pending.

The proposed amendments establish criteria to distribute loan funds to charter schools for certain costs incurred during the initial charter term. Specifically, all applications must be received by March 15 of each fiscal year. ISBE will make determinations on whether a charter school will receive funds within 15 days after the award determination date. Applications must include the following: A list of all applicable expenditure areas; the amount of the loan requested; a description of the proposed uses for the funds; and assurances and certifications that include: funds will be used only in the specified grade level; the charter school governing board has approved a resolution authorizing the application for funds; and the charter school will comply with the Section of the School Code creating the Charter School Revolving Loan Fund, these rules, and the loan agreement. All loans must be repaid by the end of the initial charter term.

Text of Rulemaking
999
No9/1/2017 9:05 AM
  
Public Comment Due:  December 18, 2017

The proposed amendments update account labels and Source Notes to reflect the recent enactment of the Evidence-Based Funding for Student Success Act and the acceptance of ISBE's ESSA State Plan by the U.S. Department of Education. These changes will allow local education agencies to properly account for revenue as a result of changes to state and federal law.

Text of Rulemaking
999
No11/8/2017 12:36 PM
  
Public Comment Due:  December 18, 2017

The proposed amendments update the definition of academic transcript to reflect recent statutory changes that include removing the requirement of the state assessment to be part of the transcript and adding the Global Scholar designation as applicable. Instead this rulemaking will allow scores on college entrance exams to be added by the written request of the student, his or her parent, or the person who enrolled the student. If a school district will allow college entrance exams on the transcript it must have a written policy and provide notice of that policy. Finally, class rank is being removed from the academic transcript and gender is being removed from the required directory information.

Text of Rulemaking
999
No11/8/2017 12:37 PM
  
Public Comment Due:  December 18, 2017

The proposed rulemaking create a list of expenses that must be included in the calculation of necessary costs and fees of recognized nonpublic schools that will accept students receiving scholarships through the Invest in Kids Act. Additionally, this rulemaking creates a list of expenses that are not considered necessary costs and fees. This Section will be automatically repealed on January 1, 2024, the date the Invest in Kids Act is repealed.

Text of Rulemaking
999
No11/8/2017 12:38 PM
  
Public Comment Due: January 15, 2018

​The proposed rulemaking repeals the current state content area standards. New standards are being proposed to align with national standards for each individual endorsement. Educator Preparation Programs are required to align their program by 2024. ​

Text of Rulemaking
999
No12/1/2017 10:08 AM
  
Public Comment Due: January 15, 2018

​The proposed rulemaking replaces the current state content area standards for teaching fields with national standards for each individual endorsement. Educator Preparation Programs are required to align their program by 2024. ​

Text of Rulemaking
999
No12/1/2017 10:14 AM