By: Brittany Flaherty Theis

School districts in Illinois will be subject to new recognition standards for student performance and school improvement in the coming years. Pursuant to Public Act 99-0193 (the “Act”), the Illinois State Board of Education (“ISBE”) is required to develop recognition standards for student performance and school improvement for all school districts and their individual schools using an outcomes-based, balanced accountability measure.

Subject to the availability of federal, State, public, or private funds, the balanced accountability measure must focus on student performance and professional practice. The student performance component will count for 30% of the total balanced accountability measure. It will focus on student outcomes and closing the achievement gaps within each school district and its individual schools using a Multiple Measure Index and Annual Measurable Objectives. This component will consist of three evenly weighed subcategories, which include achievement status, achievement growth, and annual measurable objectives.

ISBE must establish the Multiple Measure Index and Annual Measurable Objectives for each public school in Illinois that address that school’s overall performance in terms of academic success and equity. The legislature defined academic success to include, at a minimum, measures of college and career readiness, growth, and graduation rate. It defined equity to include both academic readiness and college and career readiness for each of a school’s subgroups of students. Annual Measureable Objectives are to be assigned for progress on each element of the Multiple Measure Index.

The professional practice component will be phased in over the next several years and will count for 70% of the total balanced accountability measure. It will focus on the degree to which a school district and its individual schools are implementing evidence-based, best professional practices and exhibiting continued improvement. This component will consist of three subcategories, which include compliance (10%), evidence-based best practices (30%), and contextual improvement (30%).

ISBE must implement a system of rewards for school districts and individual schools through a process that recognizes: 1) high-poverty, high-performing schools that are closing achievement gaps and excelling in academic achievement; 2) schools that have sustained high performance; 3) schools that have substantial growth performance over the 3 years immediately preceding the year in which recognition is awarded; and 4) schools that have demonstrated the most progress in closing the achievement gap among various subgroups of students in the 3 years immediately preceding the year in which recognition is awarded.

Should you have any questions regarding the Act and new recognition standards, please contact Whitt Law Attorney Brittany Flaherty Theis.
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