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SB 1810

SCH CD-BLACK ENGLISH LANGUAGE

104th Regular Session Introduced by Willie Preston

Requires ISBE to create a portal to train educators in teaching Black English language learners, with AAE history and evidence-based literacy methods, linked to existing supports.

Referred to Assignments
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Bill Summary · SB 1810

SB 1810 — Summary (SCH CD‑BLACK ENGLISH LANGUAGE)

Sponsor: Sen. Willie Preston
Introduced: Feb 5 / Mar 3, 2025 (filed)
Subject: Amendments to Section 2‑3.200 of the School Code — State Board of Education literacy assistance
Status: Referred to Assignments; (bill received committee action in spring 2025; see “Timeline” below)
Related: HB 3502 (companion), HB 5173 (companion)

Purpose

SB 1810 requires the Illinois State Board of Education (ISBE) to develop and make available educator training resources specifically focused on teaching students who use African American English (AAE) vernacular — described in the bill as “Black English language learners” and “Black English as a second language.” The bill amends the State Board of Education provisions for statewide literacy supports and professional development.

Key provisions

  • Amends Section 2‑3.200 of the School Code to add a new training option:
    • Creation of an online portal to train educators in teaching Black English language learners and Black English as a second language.
    • The portal must:
    • Aid educators in teaching students accustomed to using African American English vernacular.
    • Include instruction on the history and development of African American English vernacular.
    • Include evidence‑based methods for teaching literacy to students accustomed to African American English vernacular.
  • Retains and integrates existing literacy supports in Section 2‑3.200, including:
    • Rubrics, templates, and guidance for district literacy plans and interventions.
    • Development of microcredentials or online modules in literacy instruction (to be affixed to educator licenses or accepted for continuing professional development).
    • Tools for evaluating professional development in literacy.
  • Deadlines referenced in the text:
    • ISBE to make specified training opportunities available on or before January 1, 2025 (for the items listed in subsection (b)).
    • Other dates in the section reflect prior literacy plan deadlines (e.g., comprehensive literacy plan development).

Who is affected

  • Primary: K‑12 educators, literacy coaches, and school districts that serve students who use African American English vernacular.
  • Students: Black English language learners and bidialectal/multilingual students whose home language includes AAE features.
  • ISBE: responsible for producing the portal and related guidance.
  • Teacher preparation / licensure systems: potential integration of microcredentials and professional development recognition.

Timeline & procedural status

  • Bill filed in early 2025 and referred to committee assignments. Legislative records show committee hearings and Senate floor action in March–April 2025 (including amendments and passage in the Senate calendar activity). Subsequent actions placed the bill in House committees; legislative entries indicate later committee disposition (see official legislative record for final status). The bill includes a State Mandates note that enactment may require reimbursement.

Potential impact & considerations

  • Aims to provide educators with culturally and linguistically informed, evidence‑based literacy strategies for students who use AAE, potentially improving reading instruction and reducing opportunity gaps.
  • Implementation costs and exact content/format of the portal are not specified; ISBE would set details and timelines.
  • The bill emphasizes professional learning and licensure recognition (microcredentials), which could affect educator training pathways.
  • Because the bill amends statutory literacy responsibilities, districts may look to ISBE guidance to align curriculum and interventions with the portal’s recommendations.

Effective date: the act would take effect upon becoming law.

Compiled from official sources — confirm details with the bill’s official record.

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