Education (Testing & Assessment)

Encourages the Illinois State Board of Education (ISBE) to provide ACT WorkKeys assessments or a comparable career readiness assessment at no cost to students. Encourages participation in such assessments to be voluntary and for no student to be required to participate. Encourages ISBE and local school districts to annually publish information regarding career readiness assessments and opportunities to earn a National Career Readiness Certificate (NCRC) or similar credential. Encourages the Illinois Community College Board to work with community colleges to develop and implement policies to award academic credit toward associate degree programs in workforce, applied science, or technical fields. Encourages such credit to: (1) align with credit recommendations published by the American Council on Education (ACE) or other recognized credit recommendation frameworks, or (2) apply to technical and workforce-aligned associate degree programs. Affirms that nothing in this Resolution should be construed to require public universities or private institutions of higher education to accept such credit. Encourages ISBE to collect and report to the General Assembly aggregate statewide data on student access to career readiness assessments, participation rates, credential attainment outcomes, and postsecondary enrollment outcomes.

Amends the School Code. In provisions concerning State goals and assessment, provides that a student may not be considered proficient in mathematics or English language arts with a score on the Illinois Assessment of Readiness that is lower than 750/850, nor may a student be considered proficient in science with a score on the Illinois Science Assessment that is lower than 812/850. Provides that for the assessment administered by the State Board of Education for the purpose of student application to or admission consideration by an institution of higher education, a student may not be considered proficient in mathematics with a score that is lower than 22 on the ACT or its recognized equivalent, nor may a student be considered proficient in English language arts with a score that is lower than 42 on the ACT or its recognized equivalent. Effective immediately.

Amends the Courses of Study Article of the School Code. With respect to the requirement that, beginning with the 2028-2029 school year, each pupil entering the 9th grade must, as a prerequisite to receiving a high school diploma, successfully complete 2 years of foreign language courses, requires a high school to offer 2 years of foreign-language course credit to any student who either (i) successfully passes a standardized test of language proficiency for a language other than English at the level required for the State Seal of Biliteracy or (ii) presents an official transcript demonstrating completion of 2 years of high-school equivalency in which the language of instruction was in a language other than English.

Amends the Charter Schools Law of the School Code. Provides that the principal metric a school board shall consider for a charter renewal must be academic achievement. Provides that the school board shall grant a renewal term of no fewer than 5 years if the charter's average annual summative designation over the term of the charter is in the top 3 summative designations on the State report card. Provides that nothing in these provisions limits an authorizer's authority to impose conditions or corrective actions as required by law, but the renewal term for a charter school meeting a school board's academic criteria may not be fewer than 5 years.

Amends the School Code. Requires the State Board of Education to publish on its website links to resources, self-assessments, and best practices for educators and local policymakers to prevent and address secondary traumatic stress in the workforce. Provides that, by January 1, 2028, each school district must adopt policies and procedures that incorporate the following elements: (1) a commitment to support mental health in the workplace; (2) the establishment of a district-wide workforce mental health committee; (3) regular assessment of district-level and school-level implementation of the policies and procedures that includes input from the workforce; and (4) the provision of appropriate resources and training to schools and staff for continuous improvement. Provides for amending and reviewing policies and procedures.

Amends the School Code. Prohibits the State Board of Education from developing, purchasing, or requiring a school district to administer, develop, or purchase a standardized assessment for students enrolled or preparing to enroll in prekindergarten through grade 12 (rather than grade 2), other than for diagnostic purposes. Prohibits the State Board of Education from providing funding for any standardized assessment of students enrolled or preparing to enroll in prekindergarten through grade 12 (rather than grade 2). Makes related changes. Effective immediately.

Amends the Children with Disabilities Article of the School Code. With respect to the identification, evaluation, and placement of children, requires the State Superintendent of Education to send a copy of certain revised uniform notices by July 1 of every even-numbered year to each school district and statewide organization representing those school professions involved with individualized education programs. Requires the copy of the revised uniform notices to include an updated instruction guide and access to remote training materials. Provides that a third-party software provider that creates a platform for an individualized educational assessment form shall include a footnote that includes a reference to how to contact the State Board of Education, instructions on completing an individualized educational assessment form, an instructional video on how to fill out an individualized educational assessment form, and contact information for a person at the State Board of Education who can answer questions about completing an individualized educational assessment form. Prohibits a school district from modifying or customizing its individualized educational assessment form. Provides that the State Board of Education, in its adoption of rules regarding an individualized education program, may not include in an individualized educational assessment form a separate section regarding autism consideration.

Amends the School Code. Provides that immediately upon the determination of a substantial deficiency in reading or the characteristics of dyslexia based upon (i) screening, diagnostic, progress monitoring, or assessment data, (ii) statewide assessments, or (iii) teacher observations, the parent or legal guardian of a student in grades 1 through 3 who exhibits a substantial deficiency in reading must be notified in writing by the student's teacher of the following: (1) that the student has been identified as having a substantial deficiency in reading; (2) a description of the services that the school district currently is providing to the student; (3) a description of the proposed supplemental instructional services and supports that are designed to remediate the identified area of reading deficiency which the school district plans to provide the student; and (4) strategies for parents and guardians to use in helping the student to succeed in reading proficiency.

Amends the School Code. Provides that immediately upon the determination of a substantial deficiency in reading or the characteristics of dyslexia based upon (i) screening, diagnostic, progress monitoring, or assessment data, (ii) statewide assessments, or (iii) teacher observations, the parent or legal guardian of a student in grades 1 through 3 who exhibits a substantial deficiency in reading must be notified in writing by the student's teacher of the following: (1) that the student has been identified as having a substantial deficiency in reading; (2) a description of the services that the school district currently is providing to the student; (3) a description of the proposed supplemental instructional services and supports that are designed to remediate the identified area of reading deficiency which the school district plans to provide the student; and (4) strategies for parents and guardians to use in helping the student to succeed in reading proficiency. Amends the State Mandates Act. Provides that no reimbursement by the State is required for the implementation of any mandate created by the amendatory Act.

Amends the School Safety Drill Act. Requires the State Board of Education and the Office of the Fire Marshal to develop clear and definitive guidelines to school districts, private schools, and first responders as to how to develop threat assessment procedures, rapid entry response plans, and cardiac emergency response plans. Requires the State Board of Education and the Office of the State Fire Marshal to cooperate to adopt rules to implement the provisions of the amendatory Act. Grants emergency rulemaking powers to the State Board of Education and the Office of the State Fire Marshal to implement the provisions of the amendatory Act for a period not to exceed 180 days after the effective date of the amendatory Act. Requires the State Board of Education to provide school districts with standards outlining what steps or consideration shall be included within the school district's threat assessment procedure. Makes a corresponding change in the Illinois Administrative Procedure Act. Effective immediately.