Bill Text: IL SB3642 | 2023-2024 | 103rd General Assembly | Introduced

---

Bill Title: Amends the State Board of Education Article of the School Code. In the provisions requiring State Board of Education develop and make available training opportunities for educators in teaching reading, provides that the materials may include the creation of an online portal to train educators in teaching Black English language learners and Black English as a second language. Provides that the portal shall aid educators in teaching students accustomed to using the African American English vernacular, teach about the history and development of African American English vernacular, and include evidence-based methods in teaching literacy to these students accustomed to African American English vernacular. Effective immediately.

Spectrum: Partisan Bill (Democrat 1-0)

Status: (Introduced) 2024-02-09 - Referred to Assignments [SB3642 Detail]

Download: Illinois-2023-SB3642-Introduced.html

---

103RD GENERAL ASSEMBLY State of Illinois 2023 and 2024 SB3642 Introduced 2/9/2024, by Sen. Willie Preston SYNOPSIS AS INTRODUCED:
105 ILCS 5/2-3.200
Amends the State Board of Education Article of the School Code. In the provisions requiring State Board of Education develop and make available training opportunities for educators in teaching reading, provides that the materials may include the creation of an online portal to train educators in teaching Black English language learners and Black English as a second language. Provides that the portal shall aid educators in teaching students accustomed to using the African American English vernacular, teach about the history and development of African American English vernacular, and include evidence-based methods in teaching literacy to these students accustomed to African American English vernacular. Effective immediately.
LRB103 37951 RJT 68083 b
STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY
A BILL FOR
SB3642 LRB103 37951 RJT 68083 b
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
2-3.200 as follows:
(105 ILCS 5/2-3.200)
Sec. 2-3.200 2-3.196. State Board of Education literacy
assistance.
(a) The State Board of Education shall adopt and make
available all of the following to each publicly funded school
district by July 1, 2024:
(1) A rubric by which districts may evaluate curricula
and select and implement evidence-based, culturally
inclusive core reading instruction programs aligned with
the comprehensive literacy plan for the State described in
subsection (c).
(2) A template to support districts when developing
comprehensive, district-wide literacy plans that include
support for special student populations, including, at a
minimum, students with disabilities, multilingual
students, and bidialectal students.
(3) Guidance on evidence-based practices for effective
structures for training and deploying literacy coaches to

SB3642 - 2 - LRB103 37951 RJT 68083 b
support teachers and close opportunity gaps among student
demographic groups.
(b) On or before January 1, 2025, the State Board of
Education shall develop and make available training
opportunities for educators in teaching reading that are
aligned with the comprehensive literacy plan described in
subsection (c), supportive of Black English language learners,
and consistent with State learning standards. This support may
include:
(1) the development of a microcredential or a series
of microcredentials in literacy instruction aligned with
the comprehensive literacy plan described in subsection
(c) to be affixed to educator licenses upon successful
demonstration of the skill or completion of the required
coursework or assessment, or both, or online training
modules on literacy instruction, aligned with the
comprehensive literacy plan described in subsection (c)
and consistent with State learning standards, accepted for
continuing professional development units; and
(2) the creation and dissemination of a tool that
school districts, educators, and the public may use to
evaluate professional development and training programs
related to literacy instruction; and .
(3) the creation of an online portal to train
educators in teaching Black English language learners and
Black English as a second language. The portal shall aid

SB3642 - 3 - LRB103 37951 RJT 68083 b
educators in teaching students accustomed to using the
African American English vernacular, teach about the
history and development of African American English
vernacular, and include evidence-based methods in teaching
literacy to these students accustomed to African American
English vernacular.
(c) In consultation with education stakeholders, the State
Board of Education shall develop and adopt a comprehensive
literacy plan for the State on or before January 31, 2024. The
comprehensive literacy plan shall consider, without
limitation, evidence-based research and culturally and
linguistically sustaining pedagogical approaches to meet the
needs of all students and shall, at a minimum, do all of the
following:
(1) Consider core instructional literacy practices and
practices related to the unique needs of and support for
specific student populations, including, at a minimum,
students with disabilities, multilingual students, and
bidialectal students, and the resources and support,
including professional learning for teachers, needed to
effectively implement the literacy instruction.
(2) Provide guidance related to screening tools, the
administration of such screening tools, and the
interpretation of the resulting data to identify students
at risk of reading difficulties in grades kindergarten
through 2. This guidance shall outline instances in which

SB3642 - 4 - LRB103 37951 RJT 68083 b
dyslexia screenings and other universal screeners are
appropriate for use with English learners.
(3) Provide guidance related to early literacy
intervention for students in grades kindergarten through 2
for schools to implement with students at risk of reading
difficulties, as well as literacy intervention for
students in grades 3 through 12 demonstrating reading
difficulties.
(4) Consider the impact of second language acquisition
and bilingual education on reading instruction in the
student's native language and English.
(5) Define key terminology, such as "evidence-based".
(6) Contextualize the interaction between elements of
the plan and existing laws and regulations that have
overlapping components, such as a multi-tiered system of
support.
(7) Focus on a comprehensive range of elements of
literacy, including phonological awareness; decoding
(phonics); encoding (spelling); vocabulary development,
including morphology, oracy, and reading fluency; and
reading comprehension, including syntax and background and
content knowledge.
(Source: P.A. 103-402, eff. 7-28-23; revised 9-25-23.)