Illinois 103rd Regular Session Status: Passed House 16 D cosponsors

HB 3147 — SCHOOLS-READING AND LITERACY

Last action — Rule 3-9(a) / Re-referred to Assignments

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  1. ✓
    Introduced
  2. ✓
    In Committee
  3. 3
    Passed House
  4. 4
    Passed Senate
  5. 5
    To Executive
  6. 6
    Enacted

This bill died with 103rd Regular Session. It reached “Passed House” and never advanced before the session ended, so it can no longer move — a new version would have to be reintroduced in the current session.

This bill is no longer active — its legislative session has ended, so there is no live prognosis. It would have to be reintroduced in the current session to move again.

Summary

Creates the Literary and Justice for All Act. Provides that the State Board of Education shall adopt and make available to school districts a rubric by which districts may evaluate curricula and select and implement evidence-based, culturally inclusive core reading instruction programs, a template to develop literacy plans, and guidance on evidence-based practices. Requires the State Board to develop training opportunities in teaching reading and a comprehensive literacy plan for this State. Amends the School Code. Makes changes concerning the Reading Improvement Block Grant Program, the requirements to receive a Professional Educator License, taking a test in reading foundations for certain licensure, and the requirements for educators trained in other states or counties. Effective immediately.

Bill Text

What changed in the latest version

1017 added · 1017 removed

Plain-language change summary

The updated version of HB 3147 includes new findings that emphasize the importance of literacy in various aspects of life, such as income, housing, and health, highlighting how low literacy contributes to social and economic issues. It also notes that only 50% of Illinois' third graders met literacy standards, a decline since before the pandemic. These changes are significant because they provide context for the urgency of the bill’s goal to improve literacy education and resources in schools, helping to ensure a more equitable future for students.

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*LRB10326261RJT52621b* HB3147 103RD GENERAL ASSEMBLY State of Illinois and 2024 HB3147 Introduced 2/17/2023, by Rep.
HB3147 Engrossed LRB103 26261 RJT 52621 b AN ACT concerning education.
Laura Faver Dias SYNOPSIS AS INTRODUCED:
New Act ILCS 5/2-3.51 from Ch.
122, par.
2-3.51 ILCS 5/21B-20 ILCS 5/21B-30 ILCS 5/21B-35 Creates the Literary and Justice for All Act.
Provides that the State Board of Education shall adopt and make available to school districts a rubric by which districts may evaluate curricula and select and implement evidence-based, culturally inclusive core reading instruction programs, a template to develop literacy plans, and guidance on evidence-based practices.
Requires the State Board to develop training opportunities in teaching reading and a comprehensive literacy plan for this State.
Amends the School Code.
Makes changes concerning the Reading Improvement Block Grant Program, the requirements to receive a Professional Educator License, taking a test in reading foundations for certain licensure, and the requirements for educators trained in other states or counties.
Effective immediately.
LRB103 26261 RJT 52621 b A BILL FOR HB3147 LRB103 26261 RJT 52621 b AN ACT concerning education.
Short title.
This Act may be cited as the Literacy and Justice for All Act.
Section 5.
(3) Fifty percent of Illinois' third graders met, exceeded, or approached learning standards in English language arts according to the Illinois Assessment of Readiness with the other half of students not meeting or HB3147 - 2 - LRB103 26261 RJT 52621 b partially meeting standards;
(3) Fifty percent of Illinois' third graders met, exceeded, or approached learning standards in English language arts according to the Illinois Assessment of Readiness with the other half of students not meeting or partially meeting standards;
this represents a 10 percentage-point swing from the 2019 pre-pandemic rates when 60% of students met, exceeded, or approached learning standards.
this represents a 10 percentage-point swing from the 2019 pre-pandemic rates when 60% of students met, exceeded, or approached learning HB3147 Engrossed - 2 - LRB103 26261 RJT 52621 b standards.
(8) Oral language development is a prerequisite for reading and writing that is nurtured from birth through talking, reading, story-telling, singing, nursery rhymes, and other language exposure and, as younger children HB3147 - 3 - LRB103 26261 RJT 52621 b develop, through intentional dialogue with rich vocabulary;
(8) Oral language development is a prerequisite for reading and writing that is nurtured from birth through talking, reading, story-telling, singing, nursery rhymes, and other language exposure and, as younger children develop, through intentional dialogue with rich vocabulary;
home visiting programs, access to books, high-quality childcare and preschool, and lived experiences strengthen students' opportunity to build oracy skills, vocabulary, and background knowledge, leading to higher-level cognitive thinking.
home visiting programs, access to books, high-quality childcare and preschool, and lived HB3147 Engrossed - 3 - LRB103 26261 RJT 52621 b experiences strengthen students' opportunity to build oracy skills, vocabulary, and background knowledge, leading to higher-level cognitive thinking.
(12) Teachers deserve the tools to be knowledgeable about the cultural practices and language system of the children they serve, including those children who speak language variations of English, such as African-American HB3147 - 4 - LRB103 26261 RJT 52621 b English (AAE);
(12) Teachers deserve the tools to be knowledgeable about the cultural practices and language system of the children they serve, including those children who speak language variations of English, such as African-American English (AAE);
(13) Research shows that direct, systematic, cumulative, and explicit reading instruction that is focused on the foundational reading skills of phonemic awareness, phonics or decoding, spelling or encoding, vocabulary development that includes morphology, oral language development, reading fluency, and reading comprehension that includes syntax and building background or content knowledge, is highly effective in teaching young children to read.
HB3147 Engrossed - 4 - LRB103 26261 RJT 52621 b (13) Research shows that direct, systematic, cumulative, and explicit reading instruction that is focused on the foundational reading skills of phonemic awareness, phonics or decoding, spelling or encoding, vocabulary development that includes morphology, oral language development, reading fluency, and reading comprehension that includes syntax and building background or content knowledge, is highly effective in teaching young children to read.
HB3147 - 5 - LRB103 26261 RJT 52621 b Section 10.
Section 5.
Short title.
This Act may be cited as the Literacy and Justice for All Act.
HB3147 Engrossed - 5 - LRB103 26261 RJT 52621 b Section 10.
(a) The State Board of Education shall adopt and make available all of the following to each publicly funded school district:
(a) The State Board of Education shall adopt and make available all of the following to each publicly funded school district by January 31, 2024:
The rubric shall address:
The rubric shall address at a minimum:
HB3147 - 6 - LRB103 26261 RJT 52621 b (b) On or after September 1, 2024, the State Board of Education shall develop and make available evidence-based training opportunities in teaching reading.
HB3147 Engrossed - 6 - LRB103 26261 RJT 52621 b (b) On or before September 1, 2024, the State Board of Education shall develop and make available training opportunities in teaching reading aligned with the comprehensive literacy plan described in subsection (c) of this Section and consistent with State learning standards.
Such training shall focus on systematic and explicit instruction in the areas of phonemic awareness, decoding (phonics), encoding (spelling), vocabulary development, including morphology, oral language development, reading fluency, and reading comprehension, including syntax and building background (content) knowledge and include rigorous evaluations of learning throughout and at the end of the training.
(1) development of a microcredential or a series of microcredentials in comprehensive, evidence-based literacy instruction to be affixed to professional educator licenses upon successful demonstration of the skill, completion of the required coursework or assessment, or both;
(1) development of a microcredential or a series of microcredentials in literacy instruction aligned with the comprehensive literacy plan described in subsection (c) of this Section to be affixed to educator licenses upon successful demonstration of the skill, completion of the required coursework or assessment, or both;
(2) creation and dissemination of a tool that school districts, educators, and the public may use to evaluate professional development and training programs related to structured literacy instruction;
(2) 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) in partnership with one or more high-quality providers of evidence-based professional development or training in the content and principles of effective language and literacy instruction, development of online training modules on evidence-based literacy instruction HB3147 - 7 - LRB103 26261 RJT 52621 b accepted for continuing professional development units.
and (3) development of online training modules on literacy instruction aligned with the comprehensive literacy plan described in subsection (c) of this Section and consistent with State learning standards accepted for continuing professional development units.
(c) On or before October 1, 2023, in consultation with education stakeholders, the State Board Education shall develop and adopt a comprehensive literacy plan for this State, which shall be updated as needed.
(c) On or before January 31, 2024, in consultation with education stakeholders, the State Board Education shall develop and adopt a comprehensive literacy plan for this State, which shall be updated as needed.
The plan shall, at a minimum:
HB3147 Engrossed - 7 - LRB103 26261 RJT 52621 b (1) include definitions for key terminology, such as "evidence-based";
(2) 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;
(3) focus on a comprehensive range of elements of literacy, including phonemic awareness, decoding (phonics), encoding (spelling), vocabulary development including morphology, oracy, reading fluency, and reading comprehension including syntax and background and content knowledge;
(4) recommend parameters by which each school district or, if applicable, school, to list on its website the literacy curricula used in general education classrooms;
and (5) consider core instructional literacy practices as well as practices that are specific to special student populations and demographic groups, such as diverse learners, multilingual learners, and bidialectal students.
(105 ILCS 5/2-3.51) (from Ch.
HB3147 Engrossed - 8 - LRB103 26261 RJT 52621 b (105 ILCS 5/2-3.51) (from Ch.
The term includes research that employs systematic, empirical methods that draw on observation or experiment, involves rigorous data analysis that is adequate to test the stated hypotheses and to HB3147 - 8 - LRB103 26261 RJT 52621 b justify the general conclusions drawn, relies on measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and observations, and has been accepted by peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective and scientific review.
The term includes research that employs systematic, empirical methods that draw on observation or experiment, involves rigorous data analysis that is adequate to test the stated hypotheses and to justify the general conclusions drawn, relies on measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and observations, and has been accepted by peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective and scientific review.
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70% of monies shall be awarded on the prior year's best 3 months average daily attendance and 30% shall be distributed on the number of economically disadvantaged (E.C.I.A.
70% of monies shall be awarded on the prior year's best 3 months average daily attendance and 30% shall be distributed HB3147 Engrossed - 9 - LRB103 26261 RJT 52621 b on the number of economically disadvantaged (E.C.I.A.
If the appropriation for the Reading Improvement Block Grant Program for a given fiscal year is less than $15,000,000, then the State Board shall limit eligibility to school districts that have been placed in Tier 1 or Tier 2 pursuant to paragraph (3) of subsection (g) of Section 18-8.15 of this Code and shall impose additional eligibility criteria HB3147 - 9 - LRB103 26261 RJT 52621 b to limit the number of approved applicants to a cohort sufficient for each selected district to provide adequate training and ongoing coaching support to each teacher of students in kindergarten through grade 2 and special education teachers and evidence-based curriculum investments.
If the appropriation for the Reading Improvement Block Grant Program for a given fiscal year is less than $15,000,000, then the State Board shall limit eligibility to school districts that have been placed in Tier 1 or Tier 2 pursuant to paragraph (3) of subsection (g) of Section 18-8.15 of this Code that request funding and are selected for either:
(1) a one-year planning grant to enable districts to thoughtfully draft literacy plans in alignment with the district literacy plan template developed by the Board pursuant to paragraph (2) of subsection (a) of Section 10 of the Literacy and Justice for All Act;
or (2) an implementation grant to enable districts that have drafted comprehensive district literacy plans to enact their plan, which must include training and ongoing coaching support to each teacher of students in kindergarten through grade 2 and special education HB3147 Engrossed - 10 - LRB103 26261 RJT 52621 b teachers and curriculum investments aligned with provisions of the comprehensive literacy plan for this State.
If the funds requested in districts' applications exceed the appropriation, the Board shall impose additional criteria so that each applicant is able to enact its plan.
these programs shall (i) focus on scientifically based research and best practices with proven long-term results, (ii) identify students in need of help no later than the middle of first grade, (iii) provide ongoing training for teachers in the program, (iv) focus instruction on strengthening a student's phonemic awareness, phonics, fluency, and comprehension skills, (v) provide a means to document and evaluate student growth, and (vi) provide HB3147 - 10 - LRB103 26261 RJT 52621 b properly trained staff;
these programs shall (i) focus on scientifically based research and best practices with proven long-term results, (ii) identify students in need of help no later than the middle of first grade, (iii) provide ongoing training for teachers in the program, (iv) focus instruction on strengthening a student's phonemic awareness, phonics, fluency, and comprehension skills, (v) provide a means to HB3147 Engrossed - 11 - LRB103 26261 RJT 52621 b document and evaluate student growth, and (vi) provide properly trained staff;
(5) in grades K through 6, to provide both evidence-based, high-quality core literacy curriculum materials that consider the unique needs of English learners for concurrent oral language practice and high-quality screening assessments designed to inform instruction in English language arts and literacy classroom reading materials for students;
(5) in grades K through 6, to provide both core literacy curriculum materials that align with the comprehensive literacy plan for this State and that consider the unique needs of English learners for concurrent oral language practice and high-quality screening assessments designed to inform instruction in English language arts and literacy classroom reading materials for students;
and (6) to provide a long-term professional development program for classroom teachers, administrators, and other appropriate staff;
and (6) to provide a long-term professional development program for classroom teachers, administrators, and other HB3147 Engrossed - 12 - LRB103 26261 RJT 52621 b appropriate staff;
the program shall (i) focus on scientifically based research and best practices with HB3147 - 11 - LRB103 26261 RJT 52621 b proven long-term results, (ii) provide a means to evaluate student progress in reading as a result of the training, (iii) and be provided by approved staff development providers.
the program shall (i) focus on scientifically based research and best practices with proven long-term results, (ii) provide a means to evaluate student progress in reading as a result of the training, (iii) and be provided by approved staff development providers.
If the appropriation for the Reading Improvement Block Grant Program for a given fiscal year is less than $15,000,000, then grant recipients shall prioritize evidence-based curricula and materials, training, and ongoing coaching support for kindergarten through grade 3 teachers and special education teachers.
If the appropriation for the Reading Improvement Block Grant Program for a given fiscal year is less than $15,000,000, then grant recipients shall prioritize curricula and materials, training, and ongoing coaching support in alignment with the comprehensive literacy plan of this State for kindergarten through grade 3 teachers and special education teachers.
At the end of each school year the district shall report performance of progress results to the State Board.
At the end of each school year the district shall report performance of HB3147 Engrossed - 13 - LRB103 26261 RJT 52621 b progress results to the State Board.
Districts not demonstrating performance progress using an approved assessment method shall not be eligible for funding in the HB3147 - 12 - LRB103 26261 RJT 52621 b third or subsequent years until such progress is established.
Districts not demonstrating performance progress using an approved assessment method shall not be eligible for funding in the third or subsequent years until such progress is established.
If the program has been unfunded for 3 years or more, applicants need not demonstrate performance progress as a condition of receiving a one-year planning grant or their first year of funding an implementation grant.
(d) Grants under the Reading Improvement Block Grant Program shall be awarded provided there is an appropriation for the program, and funding levels for each district shall be prorated according to the amount of the appropriation for any fiscal year in which at least $15,000,000 has been appropriated.
(d) Grants under the Reading Improvement Block Grant Program shall be awarded provided there is an appropriation HB3147 Engrossed - 14 - LRB103 26261 RJT 52621 b for the program, and funding levels for each district shall be prorated according to the amount of the appropriation for any fiscal year in which at least $15,000,000 has been appropriated.
8-15-14.) HB3147 - 13 - LRB103 26261 RJT 52621 b (105 ILCS 5/21B-20) Sec.
8-15-14.) (105 ILCS 5/21B-20) Sec.
(1) Professional Educator License.
HB3147 Engrossed - 15 - LRB103 26261 RJT 52621 b (1) Professional Educator License.
Persons who (i) have successfully completed an approved educator preparation program and are recommended for licensure by the Illinois institution offering the educator preparation program, (ii) have successfully completed the required testing under Section 21B-30 of this Code, (iii) have successfully completed coursework on the psychology of, HB3147 - 14 - LRB103 26261 RJT 52621 b the identification of, and the methods of instruction for the exceptional child, including without limitation children with learning disabilities, (iv) have successfully completed coursework in evidence-based methods of reading that include explicit and repeated focus on phonemic awareness, a systematic approach to phonics (decoding), spelling instruction (encoding), vocabulary development, including morphology, reading fluency, oral language development, and reading comprehension, including syntax and background (content) knowledge, and reading in the content area, and (v) have met all other criteria established by rule of the State Board of Education shall be issued a Professional Educator License.
Persons who (i) have successfully completed an approved educator preparation program and are recommended for licensure by the Illinois institution offering the educator preparation program, (ii) have successfully completed the required testing under Section 21B-30 of this Code, (iii) have successfully completed coursework on the psychology of, the identification of, and the methods of instruction for the exceptional child, including without limitation children with learning disabilities, (iv) have successfully completed coursework in evidence-based methods of reading that align with the literacy standards for teachers and with the comprehensive literacy plan for this State and reading in the content area, and (v) have met all other criteria established by rule of the State Board of Education shall be issued a Professional Educator License.
For an early childhood education endorsement, an individual may satisfy the student teaching requirement of his or her early childhood teacher preparation program through placement in a setting with children from birth through grade 2, and the individual may be paid and receive credit while student teaching.
For an early childhood education endorsement, an individual may satisfy the student teaching requirement of his or her early childhood teacher preparation program through placement in a setting with children from birth through grade 2, and the individual may be paid and receive credit while student HB3147 Engrossed - 16 - LRB103 26261 RJT 52621 b teaching.
HB3147 - 15 - LRB103 26261 RJT 52621 b Individuals can receive subsequent endorsements on the Professional Educator License.
Individuals can receive subsequent endorsements on the Professional Educator License.
(i) Graduated from a regionally accredited college or university with a minimum of a bachelor's degree.
(i) Graduated from a regionally accredited HB3147 Engrossed - 17 - LRB103 26261 RJT 52621 b college or university with a minimum of a bachelor's degree.
(ii) Successfully completed the first phase of HB3147 - 16 - LRB103 26261 RJT 52621 b the Alternative Educator Licensure Program for Teachers, as described in Section 21B-50 of this Code.
(ii) Successfully completed the first phase of the Alternative Educator Licensure Program for Teachers, as described in Section 21B-50 of this Code.
(iii) Successfully completed the first phase of an alternative route to superintendent endorsement program, as provided in Section 21B-55 HB3147 - 17 - LRB103 26261 RJT 52621 b of this Code.
HB3147 Engrossed - 18 - LRB103 26261 RJT 52621 b (iii) Successfully completed the first phase of an alternative route to superintendent endorsement program, as provided in Section 21B-55 of this Code.
An individual who holds a valid career and technical educator endorsement on an Educator License with Stipulations but does not hold a bachelor's degree may substitute teach in career and technical education classrooms.
An individual who holds a valid career and technical educator endorsement on an Educator License with Stipulations but does not hold a bachelor's degree may substitute teach in career and technical HB3147 Engrossed - 19 - LRB103 26261 RJT 52621 b education classrooms.
A HB3147 - 18 - LRB103 26261 RJT 52621 b transitional bilingual educator endorsement on an Educator License with Stipulations may be issued for the purpose of providing instruction in accordance with Article 14C of this Code to an applicant who provides satisfactory evidence that he or she meets all of the following requirements:
A transitional bilingual educator endorsement on an Educator License with Stipulations may be issued for the purpose of providing instruction in accordance with Article 14C of this Code to an applicant who provides satisfactory evidence that he or she meets all of the following requirements:
A transitional bilingual educator endorsement shall be valid for prekindergarten through grade 12, is valid until June 30 immediately following 5 years HB3147 - 19 - LRB103 26261 RJT 52621 b of the endorsement being issued, and shall not be renewed.
HB3147 Engrossed - 20 - LRB103 26261 RJT 52621 b A transitional bilingual educator endorsement shall be valid for prekindergarten through grade 12, is valid until June 30 immediately following 5 years of the endorsement being issued, and shall not be renewed.
(iii) Holds a bachelor's degree or higher from a regionally accredited institution of higher education or, for individuals educated in a country other than the United States, holds a degree from an institution of higher learning in a foreign country that the State Educator HB3147 - 20 - LRB103 26261 RJT 52621 b Preparation and Licensure Board determines to be the equivalent of a bachelor's degree from a regionally accredited institution of higher learning in the United States.
(iii) Holds a bachelor's degree or higher from a regionally accredited institution of higher education or, for individuals educated in a HB3147 Engrossed - 21 - LRB103 26261 RJT 52621 b country other than the United States, holds a degree from an institution of higher learning in a foreign country that the State Educator Preparation and Licensure Board determines to be the equivalent of a bachelor's degree from a regionally accredited institution of higher learning in the United States.
(iii) Has adequate content knowledge in the subject to be taught.
HB3147 Engrossed - 22 - LRB103 26261 RJT 52621 b (iii) Has adequate content knowledge in the subject to be taught.
(iv) Has an adequate command of the English HB3147 - 21 - LRB103 26261 RJT 52621 b language.
(iv) Has an adequate command of the English language.
or (iii) is at least 18 years of age and will be using the Educator License with Stipulations exclusively for grades prekindergarten through grade 8, until the individual reaches the age HB3147 - 22 - LRB103 26261 RJT 52621 b of 19 years and otherwise meets the criteria for a paraprofessional educator endorsement pursuant to this subparagraph (J).
or (iii) is at least 18 years HB3147 Engrossed - 23 - LRB103 26261 RJT 52621 b of age and will be using the Educator License with Stipulations exclusively for grades prekindergarten through grade 8, until the individual reaches the age of 19 years and otherwise meets the criteria for a paraprofessional educator endorsement pursuant to this subparagraph (J).
The chief school business official endorsement may also be affixed to the Educator License with Stipulations of any holder who qualifies by having a HB3147 - 23 - LRB103 26261 RJT 52621 b master's degree in business administration, finance, accounting, or public administration and who completes an additional 6 semester hours of internship in school business management from a regionally accredited institution of higher education and passes the applicable State tests, including an applicable content area test.
HB3147 Engrossed - 24 - LRB103 26261 RJT 52621 b The chief school business official endorsement may also be affixed to the Educator License with Stipulations of any holder who qualifies by having a master's degree in business administration, finance, accounting, or public administration and who completes an additional 6 semester hours of internship in school business management from a regionally accredited institution of higher education and passes the applicable State tests, including an applicable content area test.
A provisional in-state educator endorsement on an Educator License with Stipulations may be issued to a candidate who has completed an Illinois-approved educator preparation program at an Illinois institution of higher education HB3147 - 24 - LRB103 26261 RJT 52621 b and who has not successfully completed an evidence-based assessment of teacher effectiveness but who meets all of the following requirements:
A provisional in-state educator endorsement on an Educator License HB3147 Engrossed - 25 - LRB103 26261 RJT 52621 b with Stipulations may be issued to a candidate who has completed an Illinois-approved educator preparation program at an Illinois institution of higher education and who has not successfully completed an evidence-based assessment of teacher effectiveness but who meets all of the following requirements:
A Substitute Teaching License may be issued to qualified applicants for substitute teaching in all grades of the public schools, prekindergarten through grade 12.
A Substitute Teaching HB3147 Engrossed - 26 - LRB103 26261 RJT 52621 b License may be issued to qualified applicants for substitute teaching in all grades of the public schools, prekindergarten through grade 12.
Substitute Teaching HB3147 - 25 - LRB103 26261 RJT 52621 b Licenses are not eligible for endorsements.
Substitute Teaching Licenses are not eligible for endorsements.
An emergency situation is one in which an unforeseen vacancy has occurred and (i) a teacher is unable to fulfill his or her contractual duties or (ii) teacher capacity needs of the district exceed previous HB3147 - 26 - LRB103 26261 RJT 52621 b indications, and the district is actively engaged in advertising to hire a fully licensed teacher for the vacant position.
An emergency situation is one in which an HB3147 Engrossed - 27 - LRB103 26261 RJT 52621 b unforeseen vacancy has occurred and (i) a teacher is unable to fulfill his or her contractual duties or (ii) teacher capacity needs of the district exceed previous indications, and the district is actively engaged in advertising to hire a fully licensed teacher for the vacant position.
Beginning on July 1, 2018 and until June 30, 2023, the State Board of Education may issue a Short-Term Substitute Teaching License.
Beginning on July 1, 2018 and until June 30, 2023, the State Board of HB3147 Engrossed - 28 - LRB103 26261 RJT 52621 b Education may issue a Short-Term Substitute Teaching License.
A Short-Term Substitute Teaching License may be issued to a qualified applicant for substitute teaching in HB3147 - 27 - LRB103 26261 RJT 52621 b all grades of the public schools, prekindergarten through grade 12.
A Short-Term Substitute Teaching License may be issued to a qualified applicant for substitute teaching in all grades of the public schools, prekindergarten through grade 12.
An individual holding a Short-Term Substitute Teaching License must complete the training program under Section 10-20.67 or 34-18.60 of this Code to be eligible to teach at a public HB3147 - 28 - LRB103 26261 RJT 52621 b school.
An individual HB3147 Engrossed - 29 - LRB103 26261 RJT 52621 b holding a Short-Term Substitute Teaching License must complete the training program under Section 10-20.67 or 34-18.60 of this Code to be eligible to teach at a public school.
This test would allow an applicant seeking an Educator License with Stipulations with a paraprofessional educator endorsement to obtain the endorsement if he or she passes the test and meets the other HB3147 - 29 - LRB103 26261 RJT 52621 b requirements of subparagraph (J) of paragraph (2) of Section 21B-20 other than the higher education requirements.
This test would allow an HB3147 Engrossed - 30 - LRB103 26261 RJT 52621 b applicant seeking an Educator License with Stipulations with a paraprofessional educator endorsement to obtain the endorsement if he or she passes the test and meets the other requirements of subparagraph (J) of paragraph (2) of Section 21B-20 other than the higher education requirements.
(d-5) All applicants seeking a State license after October 1, 2025 in the areas of early childhood education, early childhood special education, elementary education in grades one through 6, reading specialist, reading teacher, learning behavior specialist I, special education general curriculum, director of special education, and principal as instruction leader shall take a test in reading foundations, which shall include assessment of the applicant's understanding of phonological and phonemic awareness, concepts of print and the alphabetic principle, the role of phonics in promoting reading development, word analysis skills and strategies, vocabulary development, linguistics, morphology, application of reading comprehension skills and strategies, and methods for assessing reading development.
(d-5) Subject to appropriation, all applicants seeking a State license after July 1, 2026 in the areas of early childhood education, early childhood special education, elementary education in grades one through 6, reading specialist, reading teacher, learning behavior specialist I, special education general curriculum, director of special education, and principal as instruction leader shall take a test in reading foundations, which shall include assessment of the applicant's understanding of phonological and phonemic awareness, concepts of print and the alphabetic principle, the role of phonics in promoting reading development, word analysis skills and strategies, vocabulary development, linguistics, morphology, application of reading comprehension skills and strategies, and methods for assessing reading development.
The test in reading foundations must also assess applicants' knowledge of assessment, differentiation, and intervention with respect to each component of reading for English learners, students with disabilities, and students with advanced skills in some areas of reading.
The test in reading foundations must also assess HB3147 Engrossed - 31 - LRB103 26261 RJT 52621 b applicants' knowledge of assessment, differentiation, and intervention with respect to each component of reading for English learners, students with disabilities, and students with advanced skills in some areas of reading.
HB3147 - 30 - LRB103 26261 RJT 52621 b Candidates need not achieve a particular score on the test in reading foundations;
In the event that an appropriation to the State Board to design the test of reading foundations is delayed, the agency may delay implementation of the required test by an equivalent amount of time if it deems the delay necessary.
Candidates need not achieve a particular score on the test in reading foundations;
The State Board shall cover the costs of the assessment, and no candidate or preparation program shall be charged a fee for the assessment.
Subject to appropriation, the State Board shall cover the costs of the assessment, and no candidate or preparation program shall be charged a fee for the assessment.
Candidates who have taken the test previously need not take it again for additional licensure areas, though they may choose to do so.
If the appropriation is insufficient to cover the costs of administering the assessment, the State Board shall determine how to allocate the available funds.
If no funding is appropriated, candidates shall not be required to take the test.
However, the test shall be available for candidates who wish to cover the cost.
Candidates who have taken the test previously need not take it again for HB3147 Engrossed - 32 - LRB103 26261 RJT 52621 b additional licensure areas, though they may choose to do so.
Subject to appropriation, an individual who holds a Professional Educator License and is employed for a minimum of one school year by a school district designated as Tier 1 under Section 18-8.15 may, after application to the State Board, receive from the State Board a HB3147 - 31 - LRB103 26261 RJT 52621 b refund for any costs associated with completing the teacher performance assessment under this subsection.
Subject to appropriation, an individual who holds a Professional Educator License and is employed for a minimum of one school year by a school district designated as Tier 1 under Section 18-8.15 may, after application to the State Board, receive from the State Board a refund for any costs associated with completing the teacher performance assessment under this subsection.
The tests must be designed to be racially neutral to ensure that no person taking the tests is discriminated against on the basis of race, color, national origin, or other factors unrelated to the person's ability to perform as a licensed employee.
The tests must be designed to be racially neutral to ensure that no HB3147 Engrossed - 33 - LRB103 26261 RJT 52621 b person taking the tests is discriminated against on the basis of race, color, national origin, or other factors unrelated to the person's ability to perform as a licensed employee.
The State Board shall implement a test or tests to assess the speaking, reading, writing, and grammar skills of applicants for an endorsement or a license issued under subdivision (G) of paragraph (2) of Section 21B-20 of this HB3147 - 32 - LRB103 26261 RJT 52621 b Code in the English language and in the language of the transitional bilingual education program requested by the applicant.
The State Board shall implement a test or tests to assess the speaking, reading, writing, and grammar skills of applicants for an endorsement or a license issued under subdivision (G) of paragraph (2) of Section 21B-20 of this Code in the English language and in the language of the transitional bilingual education program requested by the applicant.
(i) The rules developed to implement and enforce the testing requirements under this Section shall include, without limitation, provisions governing test selection, test validation, and determination of a passing score for all tests except the reading foundations test, administration of the tests, frequency of administration, applicant fees, frequency of applicants taking the tests, the years for which a score is valid, and appropriate special accommodations.
(i) The rules developed to implement and enforce the testing requirements under this Section shall include, without limitation, provisions governing test selection, test validation, and determination of a passing score for all tests except the reading foundations test, administration of the tests, frequency of administration, applicant fees, frequency HB3147 Engrossed - 34 - LRB103 26261 RJT 52621 b of applicants taking the tests, the years for which a score is valid, and appropriate special accommodations.
HB3147 - 33 - LRB103 26261 RJT 52621 b (a) Any applicant who has not been entitled by an Illinois-approved educator preparation program at an Illinois institution of higher education applying for a Professional Educator License endorsed in a teaching field or school support personnel area must meet the following requirements:
(a) Any applicant who has not been entitled by an Illinois-approved educator preparation program at an Illinois institution of higher education applying for a Professional Educator License endorsed in a teaching field or school support personnel area must meet the following requirements:
(B) have a bachelor's degree from a regionally accredited institution of higher education;
HB3147 Engrossed - 35 - LRB103 26261 RJT 52621 b (B) have a bachelor's degree from a regionally accredited institution of higher education;
(A) have completed a state-approved program for the licensure area sought, including coursework concerning (i) methods of instruction of the exceptional child, (ii) evidence-based methods of reading that include explicit and repeated focus on phonemic awareness, a systematic approach to phonics (decoding), spelling instruction (encoding), vocabulary development, including morphology, reading fluency, oral language development, and reading comprehension, including syntax and background HB3147 - 34 - LRB103 26261 RJT 52621 b (content) knowledge, and reading in the content area, and (iii) instructional strategies for English learners;
(A) have completed a state-approved program for the licensure area sought, including coursework concerning (i) methods of instruction of the exceptional child, (ii) evidence-based methods of reading that align with the literacy standards for teachers and with the comprehensive literacy plan for this State and reading in the content area, and (iii) instructional strategies for English learners;
and (iii) an applicant for a teaching endorsement who has successfully completed an evidence-based assessment of teacher effectiveness, as defined by rules, at the time of initial licensure in another state is not required to complete an evidence-based assessment of teacher effectiveness;
and (iii) an applicant for a teaching endorsement who has successfully completed an evidence-based assessment of teacher effectiveness, as defined by rules, at the time of initial licensure in another state is not required to complete an HB3147 Engrossed - 36 - LRB103 26261 RJT 52621 b evidence-based assessment of teacher effectiveness;
(b) In order to receive a Professional Educator License endorsed in a teaching field or school support personnel area, HB3147 - 35 - LRB103 26261 RJT 52621 b applicants trained in another country must meet all of the following requirements:
(b) In order to receive a Professional Educator License endorsed in a teaching field or school support personnel area, applicants trained in another country must meet all of the following requirements:
(4) Have completed coursework aligned to standards concerning (i) methods of instruction of the exceptional child, (ii) evidence-based methods of reading that include explicit and repeated focus on phonemic awareness, a systematic approach to phonics (decoding), spelling instruction (encoding), vocabulary development, including morphology, reading fluency, oral language development, and reading comprehension, including syntax and background (content) knowledge, and reading in the content area, and (iii) instructional strategies for English learners.
(4) Have completed coursework aligned to standards concerning (i) methods of instruction of the exceptional child, (ii) evidence-based methods of reading that align with the literacy standards for teachers and with the comprehensive literacy plan for this State, and reading in the content area, and (iii) instructional strategies for English learners.
(7) Have successfully met all State licensure examination requirements.
HB3147 Engrossed - 37 - LRB103 26261 RJT 52621 b (7) Have successfully met all State licensure examination requirements.
Applicants for a teaching endorsement who have successfully completed an HB3147 - 36 - LRB103 26261 RJT 52621 b evidence-based assessment of teacher effectiveness, as defined by rules, at the time of initial licensure in another country shall not be required to complete an evidence-based assessment of teacher effectiveness.
Applicants for a teaching endorsement who have successfully completed an evidence-based assessment of teacher effectiveness, as defined by rules, at the time of initial licensure in another country shall not be required to complete an evidence-based assessment of teacher effectiveness.
(1) Have completed an educator preparation program approved by another state or comparable educator program in another country leading to the receipt of a license or certificate for the Illinois endorsement sought.
(1) Have completed an educator preparation program HB3147 Engrossed - 38 - LRB103 26261 RJT 52621 b approved by another state or comparable educator program in another country leading to the receipt of a license or certificate for the Illinois endorsement sought.
Applicants who have successfully completed a HB3147 - 37 - LRB103 26261 RJT 52621 b test of content, as defined by rules, at the time of initial licensure in another state or country shall not be required to complete a test of content.
Applicants who have successfully completed a test of content, as defined by rules, at the time of initial licensure in another state or country shall not be required to complete a test of content.
(4) Have completed coursework aligned to standards concerning (i) methods of instruction of the exceptional child, (ii) evidence-based methods of reading that include explicit and repeated focus on phonemic awareness, a systematic approach to phonics (decoding), spelling instruction (encoding), vocabulary development, including morphology, reading fluency, oral language development, and reading comprehension, including syntax and background (content) knowledge, and reading in the content area, and (iii) instructional strategies for English learners.
(4) Have completed coursework aligned to standards concerning (i) methods of instruction of the exceptional child, (ii) evidence-based methods of reading that align with the literacy standards for teachers and with the comprehensive literacy plan for this State, and reading in the content area, and (iii) instructional strategies for English learners.
(b-7) All applicants who have not been entitled by an Illinois-approved educator preparation program at an Illinois institution of higher education applying for a Professional Educator License endorsed for Director of Special Education must hold a master's degree from a regionally accredited institution of higher education and must hold a comparable and HB3147 - 38 - LRB103 26261 RJT 52621 b valid educator license or certificate with similar grade level and subject matter credentials, with the State Board of Education having the authority to determine what constitutes similar grade level and subject matter credentials from another state, or must meet all of the following requirements:
(b-7) All applicants who have not been entitled by an Illinois-approved educator preparation program at an Illinois institution of higher education applying for a Professional HB3147 Engrossed - 39 - LRB103 26261 RJT 52621 b Educator License endorsed for Director of Special Education must hold a master's degree from a regionally accredited institution of higher education and must hold a comparable and valid educator license or certificate with similar grade level and subject matter credentials, with the State Board of Education having the authority to determine what constitutes similar grade level and subject matter credentials from another state, or must meet all of the following requirements:
(4) Have completed coursework aligned to standards concerning (i) methods of instruction of the exceptional child, (ii) evidence-based methods of reading that include explicit and repeated focus on phonemic awareness, a systematic approach to phonics (decoding), spelling instruction (encoding), vocabulary development, including morphology, reading fluency, oral language development, and reading comprehension, including syntax and background (content) knowledge, and reading in the content area, and (iii) instructional strategies for English learners.
(4) Have completed coursework aligned to standards concerning (i) methods of instruction of the exceptional child, (ii) evidence-based methods of reading that align with the literacy standards for teachers and with the comprehensive literacy plan for this State, and reading in the content area, and (iii) instructional strategies for English learners.
(b-10) All applicants who have not been entitled by an Illinois-approved educator preparation program at an Illinois HB3147 - 39 - LRB103 26261 RJT 52621 b institution of higher education applying for a Professional Educator License endorsed for chief school business official must hold a master's degree from a regionally accredited institution of higher education and must hold a comparable and valid educator license or certificate with similar grade level and subject matter credentials, with the State Board of Education having the authority to determine what constitutes similar grade level and subject matter credentials from another state, or must meet all of the following requirements:
(b-10) All applicants who have not been entitled by an Illinois-approved educator preparation program at an Illinois HB3147 Engrossed - 40 - LRB103 26261 RJT 52621 b institution of higher education applying for a Professional Educator License endorsed for chief school business official must hold a master's degree from a regionally accredited institution of higher education and must hold a comparable and valid educator license or certificate with similar grade level and subject matter credentials, with the State Board of Education having the authority to determine what constitutes similar grade level and subject matter credentials from another state, or must meet all of the following requirements:
(c) The State Board of Education, in consultation with the State Educator Preparation and Licensure Board, may adopt such HB3147 - 40 - LRB103 26261 RJT 52621 b rules as may be necessary to implement this Section.
(c) The State Board of Education, in consultation with the State Educator Preparation and Licensure Board, may adopt such HB3147 Engrossed - 41 - LRB103 26261 RJT 52621 b rules as may be necessary to implement this Section.
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Amendments

1 amendment

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Action History

  1. Rule 3-9(a) / Re-referred to Assignments

  2. Added as Alternate Co-Sponsor Sen. Mary Edly-Allen

  3. Alternate Chief Sponsor Changed to Sen. Kimberly A. Lightford

  4. Assigned to Appropriations- Education

  5. Referred to Assignments

  6. First Reading

  7. Chief Senate Sponsor Sen. Mary Edly-Allen

  8. Placed on Calendar Order of First Reading

  9. Arrive in Senate

  10. Third Reading - Short Debate - Passed 068-035-000

  11. Placed on Calendar Order of 3rd Reading - Short Debate

  12. House Floor Amendment No. 1 Adopted

  13. Added Chief Co-Sponsor Rep. Theresa Mah

  14. House Floor Amendment No. 1 Recommends Be Adopted Elementary & Secondary Education: School Curriculum & Policies Committee; 010-005-000

  15. Held on Calendar Order of Second Reading - Short Debate

  16. Second Reading - Short Debate

  17. Added Co-Sponsor Rep. Janet Yang Rohr

  18. House Floor Amendment No. 1 Rules Refers to Elementary & Secondary Education: School Curriculum & Policies Committee

  19. House Floor Amendment No. 1 Referred to Rules Committee

  20. House Floor Amendment No. 1 Filed with Clerk by Rep. Laura Faver Dias

  21. Added Co-Sponsor Rep. Emanuel "Chris" Welch

  22. Added Co-Sponsor Rep. Will Guzzardi

  23. Added Co-Sponsor Rep. Gregg Johnson

  24. Added Co-Sponsor Rep. Sharon Chung

  25. Added Chief Co-Sponsor Rep. Camille Y. Lilly

  26. Added Chief Co-Sponsor Rep. Mary E. Flowers

  27. Added Co-Sponsor Rep. Anne Stava-Murray

  28. Added Co-Sponsor Rep. Jaime M. Andrade, Jr.

  29. Added Co-Sponsor Rep. Jehan Gordon-Booth

  30. Placed on Calendar 2nd Reading - Short Debate

  31. Added Co-Sponsor Rep. Natalie A. Manley

  32. Do Pass / Short Debate Elementary & Secondary Education: School Curriculum & Policies Committee; 010-005-000

  33. Added Co-Sponsor Rep. Rita Mayfield

  34. Added Co-Sponsor Rep. Joyce Mason

  35. Assigned to Elementary & Secondary Education: School Curriculum & Policies Committee

  36. Referred to Rules Committee

  37. First Reading

  38. Filed with the Clerk by Rep. Laura Faver Dias

Sponsors

Sponsorship breakdown

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2 sponsors · 15 co-sponsors · 166 not signed on · 31 voted No

Sponsors (2)

Co-sponsors (15)

Not signed on (166)

166 members have not signed on to this bill.

Show all 166 →

"Not signed on" means a member has not sponsored or co-sponsored this bill — it does not imply opposition. Members flagged Voted No have a recorded No vote on this bill.

Whip count is in markup. Polling the chamber and every recorded vote this session. Only the first open is slow. It’s instant for you after this. Calling the roll · Tallying · Engrossing

Votes

Third Reading

Passed 68 Yea · 35 Nay · 14 Other
Party YeaNayPresentNot Voting
Unaffiliated 10404
Democrat 58006
Republican 03104
Total 6835014
% of votes cast 58%30%0%12%
How each member voted (117)
Member Party Vote
Nichols — Yea
Flowers — Yea
Carroll — Not Voting
Yednock — Yea
Burke — Not Voting
Robinson — Not Voting
Caulkins — Nay
Egofske — Nay
Marron — Nay
Frese — Nay
Ozinga — Not Voting
Ortiz — Yea
Costa Howard — Yea
Faver Dias — Yea
Hernandez, Lisa — Yea
Ladisch Douglass — Yea
Williams, Jawaharial — Yea
Yang Rohr — Yea
Abdelnasser Rashid Democrat Yea
Angelica Guerrero-Cuellar Democrat Yea
Ann M. Williams Democrat Yea
Anna Moeller Democrat Yea
Anne Stava Democrat Yea
Anthony DeLuca Democrat Yea
Barbara Hernandez Democrat Yea
Bob Morgan Democrat Not Voting
Camille Y. Lilly Democrat Yea
Carol Ammons Democrat Not Voting
Curtis J. Tarver, II Democrat Yea
Dagmara Avelar Democrat Yea
Daniel Didech Democrat Yea
Dave Vella Democrat Yea
Debbie Meyers-Martin Democrat Not Voting
Diane Blair-Sherlock Democrat Yea
Edgar González, Jr. Democrat Yea
Emanuel "Chris" Welch Democrat Yea
Eva-Dina Delgado Democrat Yea
Fred Crespo Democrat Yea
Gregg Johnson Democrat Not Voting
Harry Benton Democrat Yea
Hoan Huynh Democrat Yea
Jaime M. Andrade, Jr. Democrat Yea
Jay Hoffman Democrat Yea
Jehan Gordon-Booth Democrat Yea
Jennifer Gong-Gershowitz Democrat Yea
Joyce Mason Democrat Yea
Justin Slaughter Democrat Yea
Kam Buckner Democrat Yea
Katie Stuart Democrat Yea
Kelly M. Cassidy Democrat Yea
Kevin John Olickal Democrat Yea
La Shawn K. Ford Democrat Yea
Lakesia Collins Democrat Yea
Lawrence "Larry" Walsh, Jr. Democrat Yea
Lilian Jiménez Democrat Yea
Lindsey LaPointe Democrat Yea
Marcus C. Evans, Jr. Democrat Yea
Margaret Croke Democrat Yea
Mark L. Walker Democrat Yea
Martin J. Moylan Democrat Yea
Mary Beth Canty Democrat Yea
Matt Hanson Democrat Yea
Maura Hirschauer Democrat Yea
Maurice A. West, II Democrat Yea
Michael J. Kelly Democrat Yea
Michelle Mussman Democrat Yea
Nabeela Syed Democrat Yea
Natalie A. Manley Democrat Yea
Nicholas K. Smith Democrat Yea
Norma Hernandez Democrat Yea
Rita Mayfield Democrat Not Voting
Robert "Bob" Rita Democrat Yea
Robyn Gabel Democrat Yea
Sharon Chung Democrat Yea
Sonya M. Harper Democrat Yea
Stephanie A. Kifowit Democrat Yea
Sue Scherer Democrat Yea
Suzanne M. Ness Democrat Yea
Thaddeus Jones Democrat Not Voting
Theresa Mah Democrat Yea
Will Guzzardi Democrat Yea
William "Will" Davis Democrat Yea
Adam M. Niemerg Republican Nay
Amy Elik Republican Nay
Amy L. Grant Republican Nay
Blaine Wilhour Republican Nay
Brad Halbrook Republican Nay
Brad Stephens Republican Not Voting
Bradley Fritts Republican Nay
Charles Meier Republican Nay
Chris Miller Republican Nay
Christopher "C.D." Davidsmeyer Republican Nay
Dan Swanson Republican Nay
Daniel J. Ugaste Republican Nay
Dave Severin Republican Nay
David Friess Republican Nay
Dennis Tipsword Republican Nay
Jackie Haas Republican Nay
Jason R. Bunting Republican Nay
Jed Davis Republican Nay
Jeff Keicher Republican Nay
Jennifer Sanalitro Republican Not Voting
Joe C. Sosnowski Republican Not Voting
John M. Cabello Republican Nay
Kevin Schmidt Republican Nay
Martin McLaughlin Republican Nay
Michael J. Coffey, Jr. Republican Nay
Norine K. Hammond Republican Nay
Patrick Windhorst Republican Nay
Paul Jacobs Republican Nay
Ryan Spain Republican Nay
Steven Reick Republican Nay
Tom Weber Republican Nay
Tony M. McCombie Republican Nay
Travis Weaver Republican Nay
Wayne A. Rosenthal Republican Nay
William E Hauter Republican Not Voting

Official roll call →

Elem Sec Ed: School Curric Policies, Amendment 1

Passed 10 Yea · 5 Nay
Party YeaNayPresentNot Voting
Democrat 9000
Unaffiliated 1000
Republican 0500
Total 10500
% of votes cast 67%33%0%0%
How each member voted (15)
Member Party Vote
Yang Rohr — Yea
Diane Blair-Sherlock Democrat Yea
Fred Crespo Democrat Yea
Gregg Johnson Democrat Yea
Joyce Mason Democrat Yea
Katie Stuart Democrat Yea
Kevin John Olickal Democrat Yea
Laura Faver Dias Democrat Yea
Michelle Mussman Democrat Yea
Rita Mayfield Democrat Yea
Adam M. Niemerg Republican Nay
Amy Elik Republican Nay
Blaine Wilhour Republican Nay
Dan Swanson Republican Nay
Steven Reick Republican Nay

Official roll call →

Elem Sec Ed: School Curric Policies

Passed 10 Yea · 5 Nay
Party YeaNayPresentNot Voting
Democrat 9000
Unaffiliated 1000
Republican 0500
Total 10500
% of votes cast 67%33%0%0%
How each member voted (15)
Member Party Vote
Yang Rohr — Yea
Diane Blair-Sherlock Democrat Yea
Fred Crespo Democrat Yea
Gregg Johnson Democrat Yea
Joyce Mason Democrat Yea
Katie Stuart Democrat Yea
Kevin John Olickal Democrat Yea
Laura Faver Dias Democrat Yea
Michelle Mussman Democrat Yea
Rita Mayfield Democrat Yea
Adam M. Niemerg Republican Nay
Amy Elik Republican Nay
Blaine Wilhour Republican Nay
Dan Swanson Republican Nay
Steven Reick Republican Nay

Official roll call →

Subjects

education
Cross-referencing the record. Reading this bill against every other bill in the corpus by meaning, not keywords. Only the first open is slow. It’s instant for you after this. Matching · Ranking · Engrossing

Frequently asked questions

What does HB 3147 do?
Creates the Literary and Justice for All Act. Provides that the State Board of Education shall adopt and make available to school districts a rubric by which districts may evaluate curricula and select and implement evidence-based, culturally inclusive core reading instruction programs, a template to develop literacy plans, and guidance on evidence-based practices. Requires the State Board to develop training opportunities in teaching reading and a comprehensive literacy plan for this State. Amends the School Code. Makes changes concerning the Reading Improvement Block Grant Program, the requirements to receive a Professional Educator License, taking a test in reading foundations for certain licensure, and the requirements for educators trained in other states or counties. Effective immediately.
Who sponsors HB 3147?
HB 3147 is sponsored by Mary E. Flowers, Theresa Mah (Democrat), Camille Y. Lilly (Democrat), Joyce Mason (Democrat), Rita Mayfield (Democrat), Natalie A. Manley (Democrat), Jehan Gordon-Booth (Democrat), Jaime M. Andrade, Jr. (Democrat), Anne Stava (Democrat), Sharon Chung (Democrat), Gregg Johnson (Democrat), Will Guzzardi (Democrat), Emanuel "Chris" Welch (Democrat), Kimberly A. Lightford (Democrat), Mary Edly-Allen (Democrat), Janet Yang Rohr (Democrat), and Laura Faver Dias (Democrat).
What is the current status of HB 3147?
This bill died with 103rd Regular Session. It reached “Passed House” and never advanced before the session ended, so it can no longer move — a new version would have to be reintroduced in the current session.
Where can I track HB 3147?
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