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Full Text of HB5729  99th General Assembly

HB5729enr 99TH GENERAL ASSEMBLY

  
  
  

 


 
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1    AN ACT concerning education.
 
2    Be it enacted by the People of the State of Illinois,
3represented in the General Assembly:
 
4    Section 1. Short title. This Act may be cited as the
5Postsecondary and Workforce Readiness Act.
 
6    Section 5. Findings; declarations. The General Assembly
7finds and declares the following:
8        (1) Approximately half of Illinois high school
9    graduates enrolling as full-time freshmen in Illinois
10    public community colleges require remedial education.
11        (2) Illinois employers report that recent high school
12    and postsecondary institutional graduates often lack the
13    critical skills necessary to succeed in high-demand and
14    growing occupational areas and that they are unable to find
15    qualified workers to meet their industry needs.
16        (3) Student readiness for postsecondary education and
17    careers cannot be reduced to a single metric, but must
18    instead be understood as a multi-faceted set of knowledge,
19    skills, and abilities that allow students to successfully
20    meet the challenges of postsecondary education and career
21    and live healthy, productive lives.
22        (4) Enabling high school students to engage in career
23    and postsecondary education development activities and

 

 

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1    incentivizing achievement in career-oriented education,
2    particularly in high-demand industry sectors, promotes
3    postsecondary and career readiness and facilitates
4    better-informed postsecondary education decisions.
5        (5) In response, Illinois should deploy a number of
6    strategies to prepare more students for meaningful career
7    opportunities by supporting postsecondary and career
8    planning, promoting and incentivizing competency-based
9    learning programs, reducing remedial education rates,
10    increasing alignment between K-12 and postsecondary
11    education systems, and implementing college and career
12    pathway systems.
13        (6) Aligning supports from State agencies, school
14    districts, postsecondary education providers, employers,
15    and other public and private organizations will lead to the
16    development and implementation of a robust and coordinated
17    postsecondary education and career readiness system in
18    Illinois.
 
19    Section 10. Definitions. In this Act:
20    "Adaptive Competencies" means foundational skills needed
21for success in college, careers, and life, such as, but not
22limited to, work ethic, professionalism, communication,
23collaboration and interpersonal skills, and problem-solving.
24    "Career Exploration Activity" means an activity such as a
25job shadow, attendance at a career exposition, or employer site

 

 

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1visit providing a student with the ability to engage directly
2with employers for the purpose of gaining knowledge of one or
3more industry sectors or occupations.
4    "College-level mathematics course" means a mathematics
5course that bears credit leading to a baccalaureate degree, a
6certificate, or an associate degree from a postsecondary
7institution.
8    "Community college" means a public community college
9organized under the Public Community College Act.
10    "DCEO" means the Department of Commerce and Economic
11Opportunity.
12    "Early college credit course" means a course through which
13a high school student can receive postsecondary institution
14course credit and includes dual credit courses, dual enrollment
15courses, International Baccalaureate courses, Advanced
16Placement courses, and courses with articulated credit with a
17postsecondary institution.
18    "Eligible School District" means a school district that has
19satisfied the requirements set forth in Section 80 of this Act
20and is eligible to award one or more College and Career Pathway
21Endorsements.
22    "Endorsement Area" means an industry sector or grouping of
23sectors as organized and established pursuant to Section 80 of
24this Act.
25    "GECC" means the General Education Core Curriculum
26developed by the IAI and adopted by IBHE and ICCB.

 

 

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1    "IAI" means the Illinois Articulation Initiative.
2    "IBHE" means the Illinois Board of Higher Education.
3    "ICCB" means the Illinois Community College Board.
4    "IMACC" means the Illinois Mathematics Association of
5Community Colleges.
6    "Integrated courses" means courses that include
7substantial instruction focused on both academic and
8career-oriented competencies.
9    "Intensive Career Exploration Experience" means a
10structured, multi-day student experience, such as a career
11exploration camp, that provides students with the opportunity
12to explore various occupations relating to an Endorsement Area
13with hands-on training and orientation activities.
14    "IPIC" means the Illinois Pathways Interagency Committee
15formed by intergovernmental agreement among at least the
16following agencies: ISBE, ICCB, IBHE, ISAC, DCEO, and the
17Department of Employment Security.
18    "IPIC Agency" means a State agency participating in the
19IPIC.
20    "ISAC" means the Illinois Student Assistance Commission.
21    "ISBE" means the Illinois State Board of Education.
22    "Local Community College" means, with respect to an
23Eligible School District, a community college whose district
24territory includes all or any portion of the district territory
25of the Eligible School District.
26    "Local school district" means, with respect to a

 

 

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1partnership agreement with a community college for
2transitional mathematics instruction, a school district whose
3district territory includes all or any portion of the district
4territory of the community college.
5    "Local Workforce Board" means the governing board of a
6local workforce development area established pursuant to the
7federal Workforce Innovation and Opportunity Act (Public Law
8113-128).
9    "Postsecondary institution" means a community college or
10public university.
11    "Professional Skills Assessment" means an observational
12assessment of a student's performance in a Supervised Career
13Development Experience given by an adult supervisor that
14addresses, at minimum, the Adaptive Competencies of work ethic,
15professionalism, communication, collaboration and
16interpersonal skills, and problem-solving. The Professional
17Skills Assessment is to be used as a feedback tool and student
18development strategy and not for a grade or credit
19determination.
20    "Public university" means a public university listed in the
21definition of "public institutions of higher education" under
22the Board of Higher Education Act.
23    "School district" means a public school district organized
24and operating pursuant to the provisions of the School Code.
25    "Statewide portability" means, with respect to
26transitional mathematics instruction, all community colleges

 

 

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1other than the community college transcripting credit for
2successful completion of the instruction provide the same
3completion recognition for college-level mathematics course
4placement purposes as the transcripting community college
5provides.
6    "Supervised Career Development Experience" means an
7experience in which students obtain authentic and relevant work
8experience relating to an Endorsement Area, such as an
9internship, a school-based enterprise, a supervised
10agricultural experience, cooperative education, or a research
11apprenticeship, where the student either receives compensation
12from an employer or credit by the school district and that
13involves a Professional Skills Assessment.
14    "Team-based Challenge" means a group problem-based
15learning project relating to a student's Endorsement Area that
16involves a problem relevant to employers within that
17Endorsement Area, including mentoring from adults with
18expertise in that Endorsement Area, and requires student
19presentation of the outcomes of the project.
20    "Transitional mathematics instruction" means instruction
21delivered to a student during 12th grade for the purpose of
22enabling the student to attain the transitional mathematics
23competencies associated with the student's postsecondary
24institution mathematics pathway and demonstrate readiness for
25a college-level mathematics course. Transitional mathematics
26instruction may be delivered through a mathematics course or an

 

 

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1integrated course or through a competency-based learning
2system that includes a set of transitional mathematics
3competencies.
 
4    Section 15. Postsecondary and career expectations. By no
5later than July 1, 2017, ISBE, ICCB, IBHE, and ISAC, in
6consultation with appropriate stakeholders, shall jointly
7adopt and publicize model postsecondary and career
8expectations for public school students in grades 8 through 12.
9The model postsecondary and career expectations shall define
10activities that school districts, parents, and community-based
11organizations should support students in completing and
12related knowledge students should possess by no later than the
13end of each grade level. The model postsecondary and career
14expectations must address the following categories:
15        (1) career exploration and development;
16        (2) postsecondary institution exploration,
17    preparation, and selection; and
18        (3) financial aid and financial literacy.
 
19    Section 20. Competency-based, high school graduation
20requirements pilot program. In consultation with ICCB and IBHE,
21ISBE shall establish and administer a competency-based, high
22school graduation requirements pilot program with school
23districts selected pursuant to Section 25 of this Act. A school
24district participating in the pilot program may select which of

 

 

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1the year and course graduation requirements set forth in
2Section 27-22 of the School Code the school district wishes to
3replace with a competency-based learning system. A school
4district may participate in the pilot program for some or all
5of its schools serving grades 9 through 12. The pilot program
6shall include the following components and requirements:
7        (1) The competency-based learning systems authorized
8    through the pilot program shall include all of the
9    following elements:
10            (A) Students shall demonstrate mastery of all
11        required competencies to earn credit.
12            (B) Students must demonstrate mastery of Adaptive
13        Competencies defined by the school district, in
14        addition to academic competencies.
15            (C) Students shall advance once they have
16        demonstrated mastery, and students shall receive more
17        time and personalized instruction to demonstrate
18        mastery, if needed.
19            (D) Students shall have the ability to attain
20        advanced postsecondary education and career-related
21        competencies beyond those needed for graduation.
22            (E) Students must be assessed using multiple
23        measures to determine mastery, usually requiring
24        application of knowledge.
25            (F) Students must be able to earn credit toward
26        graduation requirements in ways other than traditional

 

 

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1        coursework, including learning opportunities outside
2        the traditional classroom setting, such as Supervised
3        Career Development Experiences.
4        (2) A school district participating in the pilot
5    program shall demonstrate that the proposed
6    competency-based learning system is a core strategy
7    supporting the community's efforts to better prepare high
8    school students for college, career, and life. The
9    application must identify the community partners that will
10    support the system's implementation.
11        (3) A school district participating in the pilot
12    program must have a plan for educator administrator and
13    educator professional development on the competency-based
14    learning system and must demonstrate prior successful
15    implementation of professional development systems for
16    major district instructional initiatives.
17        (4) A school district participating in the pilot
18    program that is replacing graduation requirements in the
19    core academic areas of mathematics, English language arts,
20    and science with a competency-based learning system shall
21    demonstrate how the competencies can be mastered through
22    Integrated Courses or career and technical education
23    courses.
24        (5) A school district participating in the pilot
25    program shall develop a plan for community engagement and
26    communications.

 

 

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1        (6) A school district participating in the pilot
2    program shall develop a plan for assigning course grades
3    based on mastery of competencies within the
4    competency-based learning system.
5        (7) A school district participating in the pilot
6    program shall establish a plan and system for collecting
7    and assessing student progress on competency completion
8    and attainment, including for learning opportunities
9    outside of the traditional classroom setting.
10        (8) A school district participating in the pilot
11    program shall establish a system for data collection and
12    reporting and must provide ISBE with such reports and
13    information as may be required for administration and
14    evaluation of the program.
15        (9) A school district participating in the pilot
16    program shall partner with a community college and a higher
17    education institution other than a community college for
18    consultation on the development and administration of its
19    competency-based learning system. The plan shall address
20    how high school graduates of a competency-based learning
21    system will be able to provide information normally
22    expected of postsecondary institutions for admission and
23    financial aid.
24        (10) A school district participating in the pilot
25    program shall have a plan for engaging feeder elementary
26    schools with the participating high school or schools on

 

 

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1    the establishment and administration of the
2    competency-based learning system.
 
3    Section 25. Competency-based, high school graduation
4requirements pilot program eligibility and application
5process.
6    (a) The pilot program established under Section 20 of this
7Act shall be administered by the State Superintendent of
8Education in 2 phases: (i) an initial application and selection
9process phase, and (ii) a subsequent phase for full development
10and implementation of a detailed plan for a competency-based
11learning system for high school graduation requirements.
12    (b) For the initial phase under clause (i) of subsection
13(a) of this Section, the State Superintendent of Education
14shall develop and issue a pilot program application that
15requires:
16        (1) demonstration of commitment from the school
17    district superintendent; the president of the school board
18    of the district; teachers within the school district who
19    will be involved with the pilot program implementation; a
20    community college partner; and a higher education
21    institution other than a community college;
22        (2) an indication of which of the year and course
23    graduation requirements set forth in Section 27-22 of the
24    School Code the school district wishes to replace with a
25    competency-based learning system;

 

 

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1        (3) a general description of the school district's plan
2    for implementing a competency-based learning system for
3    high school graduation requirements, including how the
4    plan addresses the requirements of Section 20 of this Act
5    and this Section;
6        (4) the school district's prior professional
7    development and stakeholder engagement efforts that will
8    support its successful development and implementation of a
9    competency-based learning system, including, without
10    limitation, prior implementation of professional
11    development systems for major district instructional
12    initiatives; and
13        (5) identification of any waivers or modifications of
14    State law or rules for implementation of the proposed plan.
15    The demonstration of commitment from teachers as required
16by paragraph (1) of this subsection (b) must include a
17description of how teachers have been engaged throughout the
18application development process. If the school district has an
19exclusive bargaining representative of its teachers and the
20president of the exclusive bargaining representative does not
21submit a statement of commitment for the application, the
22school district must submit either a statement by the president
23of the position of the exclusive bargaining representative on
24the application or a description of the school district's good
25faith efforts to obtain such a statement.
26    (c) Subject to subsection (g) of this Section, the State

 

 

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1Superintendent of Education shall select school districts
2meeting the requirements set forth in this Section to
3participate in the pilot program based on the quality of the
4proposed plan, the strength of the local commitments,
5including, without limitation, teachers within the school
6district who will be involved in the program's implementation
7and postsecondary institution partnerships, and demonstration
8of prior professional development and stakeholder engagement
9efforts that will support the proposed system's successful
10implementation. The State Superintendent of Education, in
11selecting the participating school districts, shall also
12consider the diversity of school district types and sizes, the
13diversity of geographic representation from across the State,
14and the diversity of plan approaches (such as approaches that
15involve one subject only, multiple subjects, and the types of
16subjects).
17    (d) School districts selected to participate in the pilot
18program shall receive technical assistance coordinated by the
19State Superintendent of Education to develop a full pilot
20program implementation plan. The State Superintendent of
21Education shall have discretion to remove a school district
22from the pilot program during this period if the school
23district does not submit a full pilot program implementation
24plan that meets the State Superintendent of Education's
25specifications.
26    (e) School districts shall, as part of the development of

 

 

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1their application and participation in the competency-based
2learning system pilot program, establish and maintain a
3standing planning and implementation committee that includes
4representation from administrators and teachers, including
5teachers who will be involved in the competency-based learning
6system's implementation. The teacher representatives shall be
7selected by teachers or, where applicable, the exclusive
8bargaining representative of its teachers, and the number of
9teacher representatives shall be at least equal to
10administrator representatives, unless otherwise agreed to by
11the teachers or, where applicable, the exclusive bargaining
12representative of its teachers. The standing planning and
13implementation committee shall develop reports that shall be
14included within the initial application, the full pilot program
15plan, and any subsequent annual submissions to the State
16Superintendent of Education as part of the assessment and
17evaluation of the program. The reports shall describe the
18members' assessment of the school district's plan or
19implementation, as applicable, of the school district's
20competency-based learning system and any recommendations for
21modifications or improvements to the system. If the committee
22does not reach consensus on the report, the administrator
23members shall submit the report and the teacher members may
24provide a position statement that must be included with the
25report submitted to the State Superintendent of Education.
26    (f) Notwithstanding any other provisions of the School Code

 

 

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1or any other law of this State to the contrary, school
2districts participating in the pilot program may petition the
3State Superintendent of Education for a waiver or modification
4of the mandates of the School Code or of the administrative
5rules adopted by ISBE in order to support the implementation of
6the school district's proposed competency-based learning
7system. However, no waiver shall be granted under this
8subsection (f) relating to State assessments, accountability
9requirements, teacher tenure or seniority, teacher or
10principal evaluations, or learning standards or that removes
11legal protections or supports intended for the protection of
12children or a particular category of students, such as students
13with disabilities or English learners. Any waiver or
14modification of teacher educator licensure requirements to
15permit instruction by non-educators or educators without an
16appropriate license must ensure that an appropriately licensed
17teacher and the provider of instruction partner in order to
18verify the method for assessing competency of mastery and
19verify whether a student has demonstrated mastery. All requests
20must be jointly signed by the school district superintendent
21and the president of the school board and must describe the
22position of teachers within the school district that will be
23involved in the competency-based learning system's
24implementation on the application. If the school district has
25an exclusive bargaining representative of its teachers and the
26president of the exclusive bargaining representative does not

 

 

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1submit a statement of support for the application, the school
2district must submit either a statement by the president that
3describes the position of the exclusive bargaining
4representative on the application or a description of the
5school district's good faith efforts to obtain such a
6statement. The State Superintendent of Education shall approve
7a waiver or modification request meeting the requirements of
8this subsection (f) if the State Superintendent of Education
9determines the request is reasonably necessary to support the
10implementation of the school district's proposed
11competency-based learning system, and the request shall not
12diminish the overall support of teachers within the school
13district involved with the system's implementation as
14demonstrated in the school district's initial application to
15participate in the pilot program. An approved request shall
16take effect in accordance with the timeline set forth in the
17school district's application, and an approved waiver or
18modification shall remain in effect for so long as the school
19district participates in the pilot program established by this
20Act. The State Superintendent of Education's approval of a
21school district plan for implementation of competency-based,
22high school graduation requirements shall serve as a waiver or
23modification of any conflicting requirements of Section 27-22
24of the School Code. School districts participating in the pilot
25program may additionally pursue waivers and modifications
26pursuant to Section 2-3.25g of the School Code.

 

 

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1    (g) For purposes of this subsection (g), "annual cohort"
2means the group of school districts selected by the State
3Superintendent of Education to participate in the pilot program
4during an annual application and selection process. The State
5Superintendent of Education shall limit each annual cohort of
6the pilot program as follows: the first 2 annual cohorts shall
7be limited to no more than 12 school districts, and any
8subsequent annual cohort shall be limited to no more than 15
9school districts. A school district may submit only one
10application for each annual cohort of the pilot program. The
11application of a school district having a population exceeding
12500,000 inhabitants may not include more than 6 schools. The
13expansion of a school district's competency-based learning
14system to a new school or new subject area identified in
15Section 27-22 of the School Code shall require a new
16application by the school district.
 
17    Section 30. Competency-based, high school graduation
18requirements pilot program statewide supports. Subject to the
19availability of public or private resources, to support school
20district participation in the pilot program established under
21Section 20 of this Act and development of competency-based
22graduation requirements, ISBE shall provide or support the
23provision of:
24        (1) grants to school districts participating in the
25    pilot program to offset the costs of educator training and

 

 

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1    initial implementation;
2        (2) technical assistance and professional development
3    for pilot program plan implementation, including, but not
4    limited to, peer-to-peer coaching models;
5        (3) an evaluation of the pilot program, with a report
6    of successes and challenges, objective outcome measures,
7    qualitative measures of implementation, and
8    recommendations for further program modification and
9    improvement;
10        (4) networking opportunities for participating school
11    districts, including opportunities for both administrators
12    and teachers;
13        (5) a web-based library of pilot program
14    implementation plans and models supporting future
15    replication activities; and
16        (6) communication materials and supports for
17    stakeholder engagement in the development and
18    implementation of competency-based learning systems.
 
19    Section 35. Competency-based, high school graduation
20requirements pilot program implementation. The pilot program
21established under Section 20 of this Act shall be implemented
22as follows:
23        (1) By June 30, 2017, the State Superintendent of
24    Education shall publish the application for school
25    districts to participate in the initial cohort of the pilot

 

 

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1    program.
2        (2) By no later than April 1, 2018, following a review
3    and selection process established by the State
4    Superintendent of Education pursuant to Section 25 of this
5    Act, school districts shall be selected for the initial
6    cohort of the pilot program.
7        (3) By no later than October 1, 2018, school districts
8    participating in the initial cohort of the pilot program
9    shall develop and submit the full pilot program
10    implementation plans described in Section 25 of this Act.
11        (4) During the 2018-2019 school year, school districts
12    participating in the initial cohort shall commence initial
13    implementation activities in accordance with their full
14    pilot program implementation plan.
15        (5) During the 2021-2022 school year, the State
16    Superintendent of Education or his or her designee shall
17    evaluate the school districts participating in the pilot
18    program and make recommendations to ISBE and the General
19    Assembly for elimination, modification, or expansion of
20    the pilot program.
21        (6) The State Superintendent of Education may
22    establish one or more additional cohorts of the pilot
23    program for implementation commencing in the 2019-2020 and
24    subsequent school years.
 
25    Section 40. Guiding principles for and purposes of

 

 

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1transitional mathematics instruction.
2    (a) ISBE, ICCB, and IBHE shall jointly establish and
3administer requirements and supports for transitional
4mathematics instruction pursuant to the requirements of
5Sections 45 through 65 of this Act. In doing so, these agencies
6shall be guided by all of the following principles:
7        (1) Transitional mathematics instruction should be one
8    of multiple strategies to reduce statewide remedial
9    education rates, including better alignment of school
10    district and postsecondary institution systems, targeted
11    mathematics interventions throughout high school, and the
12    use of corequisite remedial education models by
13    postsecondary institutions.
14        (2) Postsecondary institution placement into
15    college-level mathematics courses should be based on more
16    than a standardized assessment score, and postsecondary
17    institutions should utilize multiple measures for
18    placement in most instances.
19        (3) All high school students who can demonstrate
20    readiness for college-level mathematics courses should
21    have access to such courses.
22        (4) Students should be provided mathematics
23    instruction aligned to their individualized postsecondary
24    education and career objectives.
25        (5) Mathematics instruction should be contextualized
26    and emphasize real-world application whenever possible,

 

 

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1    and instructional strategies integrating mathematics
2    competencies with other academic and career competencies
3    are encouraged for all students.
4    (b) The purposes of transitional mathematics instruction
5are to:
6        (1) provide the mathematical foundation for
7    postsecondary education and careers that high school
8    students are lacking from their previous education;
9        (2) provide high school students with the mathematical
10    knowledge and skills to meet their individualized
11    postsecondary education and career objectives; and
12        (3) provide high school students with the knowledge and
13    skills to be successful in mathematics college-level
14    courses.
 
15    Section 45. Statewide panel to define transitional
16mathematics instruction recommendations.
17    (a) Subject to the availability of public or private
18resources for its administration, ISBE, ICCB, and IBHE shall
19jointly establish a statewide panel to recommend competencies
20and other requirements for transitional mathematics
21instruction that lead to various postsecondary institution
22mathematics pathways. ISBE, ICCB, and IBHE shall consult with
23the IMACC on the establishment and administration of the
24statewide panel. The statewide panel shall include high school
25educators and administrators and community college and

 

 

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1university faculty and administrators, including broad
2representation from general education and career and technical
3education. The statewide panel shall also consult with
4representations of private sector employers on the definition
5of competencies for postsecondary institution mathematics
6pathways and consider mathematics utilized in pre-employment
7screenings for entry-level careers. Following the delivery of
8the statewide panel's recommendations, ISBE, ICCB, and IBHE
9shall, in consultation with IMACC and the statewide panel,
10jointly adopt competencies and requirements for transitional
11mathematics instruction and related postsecondary institution
12mathematics pathways.
13    (b) The statewide panel shall define transitional
14mathematics competencies aligned to ISBE-adopted learning
15standards and requirements associated with, at minimum, the
16following postsecondary institution mathematics pathways:
17        (1) STEM Pathway. The STEM Pathway is for students with
18    career goals involving occupations that require the
19    application of calculus or advanced algebraic skills. In
20    accordance with and subject to this Act, successful
21    attainment of transitional mathematics competencies in the
22    STEM Pathway guarantees student placement into a community
23    college mathematics course in a calculus-based mathematics
24    course sequence.
25        (2) Technical Pathway. The Technical Pathway is for
26    students with career goals involving occupations in

 

 

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1    technical fields that do not require the application of
2    calculus, advanced algebraic, or advanced statistical
3    skills. Mathematics in the Technical Pathway emphasizes
4    the application of mathematics within career settings. In
5    accordance with and subject to this Act, successful
6    attainment of transitional mathematics competencies in the
7    Technical Pathway guarantees student placement into a
8    credit-bearing postsecondary mathematics course required
9    for a community college career and technical education
10    program.
11        (3) Quantitative Literacy and Statistics Pathway. The
12    Quantitative Literacy and Statistics Pathway is for
13    students focused on attaining competency in general
14    statistics, data analysis, quantitative literacy, and
15    problem solving. The Quantitative Literacy and Statistics
16    Pathway is intended for students whose career goals do not
17    involve occupations relating to either the STEM or
18    Technical Pathway or those who have not yet selected a
19    career goal. In accordance with and subject to this Act,
20    successful attainment of transitional mathematics
21    competencies in the Quantitative Literacy and Statistics
22    Pathway guarantees student placement into a community
23    college GECC mathematics course not in a calculus-based
24    course sequence.
25    (c) The statewide panel shall make recommendations on
26whether separate transitional mathematics competencies should

 

 

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1be defined for students with career goals involving occupations
2that require the application of advanced statistics, such as
3occupations in certain social science fields. The statewide
4panel shall also provide recommendations for methods to
5incorporate transitional mathematics competencies into
6integrated courses.
7    (d) The statewide panel shall recommend statewide criteria
8for determining the projected readiness of 11th grade students
9for college-level mathematics courses in each of the
10postsecondary education mathematics pathways for purposes of
11placement into transitional mathematics instruction in 12th
12grade. The statewide criteria shall include standardized
13assessment results, grade point average, and course
14completions. The statewide criteria shall also define a minimal
15level of mathematical competency necessary for student
16placement into transitional mathematics instruction. Following
17the delivery of such recommendations, ISBE and ICCB shall
18jointly adopt statewide criteria for determining projected
19readiness for college-level mathematics courses in each of the
20postsecondary institution mathematics pathways for purposes of
21placement into transitional mathematics instruction in 12th
22grade.
23    (e) Notwithstanding anything to the contrary contained in
24this Act, in the event the statewide panel is not established
25due to the unavailability of public and private resources and
26ISBE, ICCB, and IBHE are therefore unable to jointly adopt

 

 

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1competencies and requirements for transitional mathematics
2instruction and related postsecondary institution mathematics
3pathways, then no transitional mathematics instruction is
4required to be delivered by school districts or accepted for
5placement by community colleges in accordance with this Act.
6    (f) Subject to the availability of public or private
7resources for its administration, ISBE, ICCB, and IBHE shall,
8in consultation with the members of the statewide panel,
9establish and administer procedures for approving transitional
10mathematics instruction for statewide portability.
11    (g) In accordance with timelines and publication
12requirements established by IBHE, each public university must
13adopt and publicize transparent criteria adopted by the
14university for student placement into college-level
15mathematics courses. IBHE must publicly report on the adoption
16of such criteria and the extent to which public universities
17are utilizing strategies to minimize placements into
18non-credit-bearing remedial mathematics course sequences.
 
19    Section 50. Transitional mathematics instruction placement
20and delivery.
21    (a) A school district electing or required to deliver
22transitional mathematics instruction in accordance with
23Section 65 of this Act shall use the statewide criteria
24established pursuant to subsection (d) of Section 45 of this
25Act to determine each student's projected readiness for

 

 

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1college-level mathematics courses upon high school graduation
2in that student's selected postsecondary institution
3mathematics pathway. The school district shall make a
4pre-determination of student readiness at the end of the first
5semester of 11th grade and may adjust readiness determinations
6at the end of 11th grade. The readiness of a student who has
7not selected a postsecondary institution mathematics pathway
8shall be determined in accordance with the criteria for the
9Quantitative Literacy and Statistics Pathways. Notwithstanding
10the readiness determinations, instructional requirements for
11students with disabilities shall be subject to the
12individualized goals set forth within the student's
13individualized education program required by State and federal
14law.
15    (b) Public high school graduates of school districts
16implementing transitional mathematics instruction in
17accordance with this Act may demonstrate readiness for
18college-level mathematics courses at applicable postsecondary
19institutions through any of the following methods:
20        (1) At the end of 11th grade, the student does not meet
21    the statewide criteria for demonstrating projected
22    readiness for college-level mathematics courses upon high
23    school graduation in the student's postsecondary education
24    mathematics pathway, but the student subsequently achieves
25    successful completion of transitional mathematics
26    instruction for the postsecondary education mathematics

 

 

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1    pathway. Students who achieve successful completion shall
2    receive transcripted credit for the transitional
3    mathematics instruction from the community college partner
4    and, subject to subsections (c) and (d) of this Section,
5    shall be placed by applicable postsecondary institutions
6    recognizing the transcripted credit in accordance with
7    this Act into an appropriate college-level mathematics
8    course in the student's postsecondary institution
9    mathematics pathway. Students who do not achieve
10    successful completion shall be subject to generally
11    applicable postsecondary institution mathematics placement
12    processes. For the purposes of this paragraph (1),
13    successful completion means the student successfully
14    demonstrates attainment of transitional mathematics
15    competencies either through an overall grade for the
16    mathematics-related portion of a course or demonstrated
17    mastery of all transitional mathematics competencies
18    delivered through a competency-based learning system.
19        (2) At the end of 11th grade, the student meets the
20    statewide criteria for demonstrating projected readiness
21    for college-level mathematics courses upon high school
22    graduation in the student's postsecondary education
23    mathematics pathway, and the student subsequently
24    successfully completes rigorous mathematics instruction in
25    accordance with criteria jointly adopted by ISBE and ICCB.
26        (3) The student meets applicable postsecondary

 

 

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1    institution criteria for demonstrating readiness for
2    college-level mathematics courses in the student's
3    postsecondary education mathematics pathway.
4    (c) All postsecondary institutions that have entered into a
5partnership agreement pursuant to Section 55 of this Act shall
6recognize community college transcripted credit from
7transitional mathematics instruction delivered by school
8districts participating in the partnership agreement for
9student placement into appropriate college-level mathematics
10courses. If statewide portability approval procedures have
11been established pursuant to subsection (f) of Section 45 of
12this Act, then all community colleges shall recognize community
13college transcripted credit from transitional mathematics
14instruction that has been approved in accordance with the
15statewide portability procedures. A public university is not
16required to recognize transcripted credit from transitional
17mathematics instruction for placement purpose unless the
18public university voluntarily agrees to do so through entering
19into a partnership agreement in accordance with Section 55 of
20this Act. The placement determinations described in this
21Section are valid for 18 months after high school graduation,
22provided a postsecondary institution may require a short-term,
23skill-based review or a corequisite remediation course for a
24student who does not enroll in a college-level mathematics
25course in the fall semester after high school graduation.
 

 

 

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1    Section 55. High school and community college partnership
2agreements for transitional mathematics instruction.
3    (a) Transitional mathematics instruction shall be
4delivered by high school faculty with community college
5collaboration as defined through a partnership agreement
6meeting the requirements of this Section. While transitional
7mathematics instruction may be delivered through stand-alone
8mathematics courses, school districts and community colleges
9may use integrated courses or competency-based learning
10systems for the delivery of transitional mathematics
11instruction.
12    (b) School districts serving grades 9 through 12 electing
13or required to deliver transitional mathematics instruction in
14accordance with Section 65 of this Act shall enter into a
15partnership agreement for transitional mathematics courses
16with at least one community college. All partnership agreements
17shall address the following:
18        (1) The co-development by the school district and
19    community college of transitional mathematics courses or a
20    defined mathematics competency set or the adaptation of the
21    State model transitional instructional units that align to
22    the statewide competencies for particular postsecondary
23    institution mathematics pathways, which shall also include
24    the design of local performance indicators and evidence
25    associated with those indicators.
26        (2) The community college courses for which the

 

 

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1    successful completion of transitional mathematics
2    instruction will guarantee placement, subject to
3    subsection (b) of Section 50 of this Act.
4        (3) The availability of dual enrollment and dual credit
5    courses for high school students demonstrating current
6    readiness for college-level mathematics courses.
7        (4) Training and professional development to be
8    provided to the high school instructors of transitional
9    mathematics instruction.
10        (5) The utilization of integrated courses or
11    competency-based learning systems for transitional
12    mathematics instruction.
13    (c) A community college must enter into a partnership
14agreement when requested to do so by a local school district
15that has elected or is required to deliver transitional
16mathematics instruction in accordance with Section 65 of this
17Act, provided the community college receives an implementation
18grant in an amount determined by ICCB to compensate for its
19related instructional development and implementation
20activities. A community college may require standardized terms
21for all of its partner school districts. ISBE and ICCB shall
22jointly resolve any disputes between a school district and
23community college regarding the proposed terms of a partnership
24agreement.
25    (d) When developing partnership agreements, community
26colleges and school districts shall consult with a public

 

 

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1university that has requested consultation in accordance with
2requirements established by ICCB and IBHE. A public university
3may, in its sole discretion, elect to become a party to a
4partnership agreement.
5    (e) Regional offices of education may, with the consent of
6participating school districts, establish multi-district
7partnership agreements with one or more postsecondary
8institutions.
 
9    Section 60. Transitional mathematics instruction statewide
10supports.
11    (a) ICCB shall permit transitional mathematics instruction
12that has been transcripted by a community college in accordance
13with the requirements of this Act to be claimed for
14reimbursement for community college funding purposes.
15    (b) Subject to the availability of public or private
16resources, ISBE, ICCB, and IBHE, in collaboration with IMACC,
17shall support at least 2 collaborative efforts among school
18districts and postsecondary institutions to develop model
19transitional mathematics instructional units. All
20State-supported models shall include real-world application
21projects that can be delivered to particular students based on
22career interests. At least one of the State-supported
23transitional mathematics models must be highly modularized for
24blended-learning delivery, with:
25        (1) a pre-assessment system to ensure that completion

 

 

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1    of modules are required only when the competencies have not
2    been sufficiently mastered;
3        (2) the ability for students to complete coursework in
4    areas of need at their own pace;
5        (3) the ability for transitional mathematics modules
6    to be included within integrated courses or
7    competency-based learning systems; and
8        (4) the ability for students to complete dual credit
9    modules upon completion of the transitional mathematics
10    modules.
11    (c) Provided that statewide portability procedures have
12been established pursuant to subsection (f) of Section 45 of
13this Act, ISBE and ICCB shall identify and publicize courses
14for transitional mathematics instruction that meet the
15statewide portability requirements and that can be delivered
16fully online or through blended-learning models without the
17requirement for in-person mathematics instruction at the high
18school.
19    (d) ISBE and ICCB shall jointly develop and provide a model
20partnership agreement for school districts and community
21colleges.
22    (e) ISBE and ICCB shall provide standardized reports to
23school districts and community colleges, including, but not
24limited to:
25        (1) reports that school districts and community
26    colleges can use for determining students 11th grade

 

 

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1    projected readiness for college-level mathematics courses
2    upon high school graduation; and
3        (2) reports that compare participating students'
4    postsecondary outcomes with other students, particularly
5    those in traditional developmental education course
6    sequences.
 
7    Section 65. Transitional mathematics instruction
8implementation.
9    (a) Subject to the availability of public or private
10resources, by no later than June 30, 2018, the statewide panel
11established pursuant to Section 45 of this Act shall define the
12transitional mathematics competencies and statewide criteria
13for determining projected readiness for college-level
14mathematics courses, and the school district and postsecondary
15institution collaborative efforts established pursuant to
16Section 60 of this Act shall develop the model transitional
17mathematics instructional units.
18    (b) By no later than June 30, 2019, ISBE and ICCB shall
19jointly establish a phased implementation plan and benchmarks
20that lead to full statewide implementation of transitional
21mathematics instruction in all school districts with
22timeframes that account for State and local resources and
23capacity. The phased implementation plan shall be contingent
24upon all of the following:
25        (1) The availability of public or private resources

 

 

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1    necessary for the implementation of the statewide panel and
2    the administration of the statewide portability procedures
3    described in Section 45 of this Act.
4        (2) The availability of public or private resources for
5    the grants to community colleges described in subsection
6    (c) of Section 55 of this Act.
7        (3) The availability of at least one fully online or
8    blended-learning course as described in subsection (c) of
9    Section 60 of this Act that has been approved through the
10    statewide portability procedures established pursuant to
11    subsection (f) of Section 45 of this Act.
12        (4) The right of school boards to opt out of
13    implementation in accordance with subsection (c) of this
14    Section.
15    (c) Notwithstanding the foregoing implementation
16requirements, the school board of any school district required
17to implement transitional mathematics instruction pursuant to
18the implementation plan adopted by ISBE and ICCB may, by action
19of its board, opt out of implementation through a finding by
20its board that the school district's cost of implementation
21outweighs the potential benefits to students and families
22through improved postsecondary education mathematics outcomes.
23The school district must report any decision to opt out of
24implementation to ISBE.
25    (d) The implementation plan adopted by ISBE and ICCB
26pursuant to subsection (b) of this Section shall include an

 

 

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1evaluation and report to be issued by no later than June 30,
22022 that analyzes results, best practices, and challenges of
3school districts and community colleges that have implemented
4transitional mathematics instruction.
5    (e) By June 30, 2018, IBHE shall adopt the requirements for
6public universities described in subsection (g) of Section 45
7of this Act and public universities shall adopt and publicize
8the criteria described in subsection (g) of Section 45 of this
9Act. By June 30, 2020, and then at least once every 2 years
10thereafter, IBHE shall publicly report in accordance with
11subsection (g) of Section 45 of this Act.
12    (f) Commencing in the 2019-2020 school year, the school
13board of any school district serving grades 9 through 12 may
14elect to implement transitional mathematics instruction
15preparing students for one or more of the postsecondary
16institution mathematics pathways. If a school board makes an
17election and a community college for that local school district
18receives an implementation grant in accordance with subsection
19(c) of Section 55 of this Act, the community college must enter
20into a partnership agreement and provide the necessary support
21for implementation within timelines established by ICCB.
 
22    Section 70. Reading and communication transitional
23competencies. Subject to the availability of public or private
24resources for its administration, ISBE, ICCB, and IBHE shall
25jointly establish a statewide panel to recommend competencies

 

 

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1for reading and communication aligned to applicable learning
2standards adopted by ISBE that, if attained by a student, lead
3to student placement into appropriate community college GECC
4communications courses. The statewide panel shall recommend
5strategies to embed the reading and communications
6developmental competencies in appropriate high school
7coursework.
 
8    Section 75. College and Career Pathway Endorsements
9System.
10    (a) Public high school graduates may attain College and
11Career Pathway Endorsements on high school diplomas in
12accordance with the requirements of Section 80 of this Act. The
13IPIC Agencies shall establish and administer a system for
14awarding and supporting College and Career Pathway
15Endorsements in accordance with the requirements of Sections 80
16and 85 of this Act and oversee its implementation in accordance
17with the timelines set forth in Section 90 of this Act.
18    (b) The College and Career Pathway Endorsements System is
19established for the purposes of:
20        (1) recognizing and incentivizing student attainment
21    of knowledge and demonstration of skills important for
22    success in both postsecondary education and employment;
23        (2) encouraging career exploration and development to
24    improve students' decision-making for subsequent education
25    and career advancement;

 

 

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1        (3) promoting greater consistency of college and
2    career pathway program structures within particular
3    sectors;
4        (4) aligning supports from the State, employers, and
5    regional intermediary support organizations; and
6        (5) institutionalizing college and career pathways as
7    a key strategy for preparing more Illinois students for
8    postsecondary education success and rewarding career
9    opportunities.
 
10    Section 80. College and Career Pathway Endorsements.
11    (a) College and Career Pathway Endorsements are
12established to recognize public high school graduates who
13complete the requirements set forth in subsection (d) of this
14Section.
15    (b) School district participation in this program is
16voluntary.
17    (c) As of the 2019-2020 school year, Eligible School
18Districts may award one or more College and Career Pathway
19Endorsements on high school diplomas in Endorsement Areas
20established by ISBE in consultation with the other IPIC
21Agencies and appropriate stakeholders, including postsecondary
22institutions and employers. When establishing the Endorsement
23Areas, the agencies shall consider the Illinois career cluster
24framework, prevalent models for comprehensive pathway systems
25in Illinois high schools that articulate to postsecondary

 

 

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1institutions and career training programs, prevalent models
2for guided pathway systems at postsecondary institutions, and
3the postsecondary institution mathematics pathways established
4pursuant to this Act. The Endorsement Areas shall also provide
5for a multidisciplinary endorsement for students that change
6career pathways during high school while meeting the
7individualized plan, professional learning, and academic
8readiness requirements set forth in subsection (d) of this
9Section.
10    (d) To earn a College and Career Pathway Endorsement, a
11student shall satisfy all of the following requirements:
12        (1) Develop and periodically update an individualized
13    plan for postsecondary education or training, careers, and
14    financial aid. This individualized plan shall also include
15    student development of a resume and personal statement with
16    student reflection on attainment of Adaptive Competencies.
17    The Eligible School District shall certify to ISBE that its
18    individualized planning process spans grades 9 through 12
19    and includes an annual process for updating the plan.
20        (2) Complete a career-focused instructional sequence,
21    including at least 2 years of coursework or equivalent
22    competencies within an Endorsement Area or, for students
23    attaining a multidisciplinary endorsement, multiple
24    Endorsement Areas. An Eligible School District must
25    consult with its regional education for employment
26    director on the establishment of the career-focused

 

 

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1    instructional sequence. For all areas other than for
2    multidisciplinary endorsements, the Eligible School
3    District and a Local Community College shall certify to
4    ISBE and ICCB that the career-focused instructional
5    sequence is articulated to a certificate or degree program
6    with labor market value, with opportunities for ongoing
7    student advancement. ISBE and ICCB may adopt requirements
8    for certifying that the instructional sequence meets the
9    requirements of this paragraph (2). This certification
10    must be re-certified at least once every 5 years
11    thereafter. Commencing in the 2022-2023 school year,
12    students must earn at least 6 hours of credit through early
13    college credit courses within the career-focused
14    instructional sequence.
15        (3) Complete a minimum of 2 Career Exploration
16    Activities or one Intensive Career Exploration Experience,
17    a minimum of 2 Team-based Challenges, and at least 60
18    cumulative hours of participation in one or more Supervised
19    Career Development Experiences.
20        (4) Demonstrate readiness for non-remedial coursework
21    in reading and mathematics by high school graduation
22    through criteria certified by the Eligible School District
23    and a Local Community College to ISBE and ICCB. The
24    criteria shall align to any local partnership agreement
25    established pursuant to Section 55 of this Act and may
26    allow the demonstration of readiness through various

 

 

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1    methods, including assessment scores, grade point average,
2    course completions, or other locally adopted criteria.
3    (e) To become an Eligible School District and award College
4and Careers Pathway Endorsements, a school district shall
5submit information in a form determined by ISBE and ICCB that
6indicates the school district's intent to award College and
7Career Pathway Endorsements in one or more Endorsement Areas
8and includes the certifications described in subsection (d) of
9this Section. Either ISBE or ICCB may require supporting
10evidence for any certification made by the school district in
11the submission. An Eligible School District must participate in
12any quality review process adopted by ISBE for College and
13Career Pathway Endorsement systems, provided that the quality
14review process is at no cost to the Eligible School District.
 
15    Section 85. Statewide planning and supports for College and
16Career Pathway Endorsement programs.
17    (a) By no later than June 30, 2017, the IPIC Agencies shall
18develop and adopt a comprehensive interagency plan for
19supporting the development of College and Career Pathway
20Endorsement programs throughout the State. Thereafter, the
21plan shall be re-assessed and updated at least once every 5
22years. The plan shall:
23        (1) designate priority, State-level industry sectors
24    consistent with those identified through federal and State
25    workforce and economic development planning processes;

 

 

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1        (2) articulate a strategy for supporting College and
2    Career Pathway Endorsement programs that includes State
3    and federal funding, business and philanthropic
4    investments, and local investments;
5        (3) consider the need for school districts and
6    postsecondary institutions to phase in endorsement
7    programs and the elements specified in subsection (d) of
8    Section 80 of this Act over multiple years; and
9        (4) address how College and Career Pathway Endorsement
10    programs articulate to postsecondary institution degree
11    programs.
12    (b) In accordance with the interagency plan developed
13pursuant to subsection (a) of this Section and within the
14limits of available public and private resources, the IPIC
15Agencies shall establish a public-private steering committee
16for each priority State-level industry sector that includes
17representatives from one or more business-led, sector-based
18partnerships. By no later than June 30, 2018, each steering
19committee shall recommend to the IPIC Agencies a sequence of
20minimum career competencies for particular occupational
21pathways within that sector that students should attain by high
22school graduation as part of a College and Career Pathway
23Endorsement program. The IPIC Agencies shall establish methods
24to recognize and incentivize College and Career Pathway
25Endorsement programs that:
26        (1) address a priority State-level industry sector;

 

 

HB5729 Enrolled- 42 -LRB099 19376 NHT 43768 b

1        (2) are developed jointly by school districts,
2    community colleges, Local Workforce Development Boards,
3    and employers; and
4        (3) align to sequences of minimum career competencies
5    defined pursuant to this subsection (b), with any regional
6    modifications appropriate for local economic development
7    objectives.
8    (c) In accordance with the interagency plan developed
9pursuant to subsection (a) of this Section and within the
10limits of available public and private resources, the IPIC
11Agencies shall provide all of the following supports for
12College and Career Pathway Endorsement program:
13        (1) Provide guidance documents for implementation of
14    each of the various elements of College and Career Pathway
15    Endorsement programs.
16        (2) Provide or designate one or more web-based tools to
17    support College and Career Pathway Endorsement programs,
18    including a professional learning portfolio, Professional
19    Skills Assessment, and mentoring platform.
20        (3) Make available a statewide insurance policy for
21    appropriate types of Supervised Career Development
22    Experiences.
23        (4) Provide or designate one or more model
24    instructional units that provide an orientation to all
25    career cluster areas.
26        (5) Coordinate with business-led, sector-based

 

 

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1    partnerships to:
2            (A) designate available curricular and
3        instructional resources that school districts can
4        voluntarily select to address requirements for College
5        and Career Pathway Endorsement programs;
6            (B) designate stackable industry-based
7        certifications, the completion of which demonstrates
8        mastery of specific career competencies and that are
9        widely valued by employers within a particular sector;
10            (C) deliver or support sector-oriented
11        professional development, Career Exploration
12        Activities, Intensive Career Exploration Experiences,
13        Team-based Challenges, and Supervised Career
14        Development Experiences; and
15            (D) develop recognition and incentives for school
16        districts implementing and students attaining College
17        and Career Pathway Endorsements that align to the
18        sequence of minimum career competencies defined
19        pursuant to subsection (b) of this Section.
20    (d) To support articulation of College and Career Pathway
21Endorsement programs into higher education, by no later than
22June 30, 2018 ICCB and IBHE shall jointly adopt, in
23consultation with postsecondary institutions, requirements for
24postsecondary institutions to define first-year course
25schedules and degree programs with Endorsement areas to support
26the successful transition of Endorsement recipients into

 

 

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1related degree programs. These requirements shall take effect
2in the 2020-2021 school year.
 
3    Section 90. Implementation of the College and Career
4Pathway Endorsement programs.
5    (a) By no later than June 30, 2017:
6        (1) the IPIC Agencies shall define the framework for
7    Endorsement Areas and ISBE shall define the high school
8    course codes that relate to each area; and
9        (2) the IPIC Agencies shall adopt the comprehensive
10    plan required by subsection (a) of Section 85 of this Act.
11    (b) By no later than June 30, 2018:
12        (1) the public-private steering committees described
13    in subsection (b) of Section 85 of this Act shall recommend
14    to the IPIC Agencies a sequence of minimum career
15    competencies for particular occupational pathways within
16    that sector that students should attain by high school
17    graduation as part of a College and Career Pathway
18    Endorsement program;
19        (2) ICCB and IBHE shall adopt the requirements for
20    postsecondary institutions described in subsection (d) of
21    Section 85 of this Act; and
22        (3) the IPIC Agencies shall commence the development of
23    the statewide supports described in Section 85 of this Act.
24    (c) By no later than June 30, 2019, (i) Eligible School
25Districts shall submit the information and certifications

 

 

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1required by ISBE and ICCB to offer Career Pathway Endorsement
2programs for 2020 high school graduates; and (ii) the IPIC
3Agencies shall initially offer the statewide supports
4described in Section 85 of this Act.
5    (d) By no later than the 2020-2021 school year,
6postsecondary institutions shall implement the requirements
7adopted by ICCB and IBHE pursuant to subsection (d) of Section
885 of this Act.
 
9    Section 900. Administrative rules. ISBE, in consultation
10with the other State agencies described in this Act, as
11applicable, may adopt such administrative rules as may be
12necessary for the implementation of this Act. ICCB and IBHE may
13adopt such administrative rules as may be necessary to
14implement Sections 45 through 70 and subsection (d) of Section
1585 of this Act.
 
16    Section 905. The School Code is amended by changing Section
1727-22 as follows:
 
18    (105 ILCS 5/27-22)  (from Ch. 122, par. 27-22)
19    (Text of Section before amendment by P.A. 99-434 and
2099-485)
21    Sec. 27-22. Required high school courses.
22    (a) As a prerequisite to receiving a high school diploma,
23each pupil entering the 9th grade in the 1984-1985 school year

 

 

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1through the 2004-2005 school year must, in addition to other
2course requirements, successfully complete the following
3courses:
4        (1) three years of language arts;
5        (2) two years of mathematics, one of which may be
6    related to computer technology;
7        (3) one year of science;
8        (4) two years of social studies, of which at least one
9    year must be history of the United States or a combination
10    of history of the United States and American government;
11    and
12        (5) One year chosen from (A) music, (B) art, (C)
13    foreign language, which shall be deemed to include American
14    Sign Language or (D) vocational education.
15    (b) As a prerequisite to receiving a high school diploma,
16each pupil entering the 9th grade in the 2005-2006 school year
17must, in addition to other course requirements, successfully
18complete all of the following courses:
19        (1) Three years of language arts.
20        (2) Three years of mathematics.
21        (3) One year of science.
22        (4) Two years of social studies, of which at least one
23    year must be history of the United States or a combination
24    of history of the United States and American government.
25        (5) One year chosen from (A) music, (B) art, (C)
26    foreign language, which shall be deemed to include American

 

 

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1    Sign Language, or (D) vocational education.
2    (c) As a prerequisite to receiving a high school diploma,
3each pupil entering the 9th grade in the 2006-2007 school year
4must, in addition to other course requirements, successfully
5complete all of the following courses:
6        (1) Three years of language arts.
7        (2) Two years of writing intensive courses, one of
8    which must be English and the other of which may be English
9    or any other subject. When applicable, writing-intensive
10    courses may be counted towards the fulfillment of other
11    graduation requirements.
12        (3) Three years of mathematics, one of which must be
13    Algebra I and one of which must include geometry content.
14        (4) One year of science.
15        (5) Two years of social studies, of which at least one
16    year must be history of the United States or a combination
17    of history of the United States and American government.
18        (6) One year chosen from (A) music, (B) art, (C)
19    foreign language, which shall be deemed to include American
20    Sign Language, or (D) vocational education.
21    (d) As a prerequisite to receiving a high school diploma,
22each pupil entering the 9th grade in the 2007-2008 school year
23must, in addition to other course requirements, successfully
24complete all of the following courses:
25        (1) Three years of language arts.
26        (2) Two years of writing intensive courses, one of

 

 

HB5729 Enrolled- 48 -LRB099 19376 NHT 43768 b

1    which must be English and the other of which may be English
2    or any other subject. When applicable, writing-intensive
3    courses may be counted towards the fulfillment of other
4    graduation requirements.
5        (3) Three years of mathematics, one of which must be
6    Algebra I and one of which must include geometry content.
7        (4) Two years of science.
8        (5) Two years of social studies, of which at least one
9    year must be history of the United States or a combination
10    of history of the United States and American government.
11        (6) One year chosen from (A) music, (B) art, (C)
12    foreign language, which shall be deemed to include American
13    Sign Language, or (D) vocational education.
14    (e) As a prerequisite to receiving a high school diploma,
15each pupil entering the 9th grade in the 2008-2009 school year
16or a subsequent school year must, in addition to other course
17requirements, successfully complete all of the following
18courses:
19        (1) Four years of language arts.
20        (2) Two years of writing intensive courses, one of
21    which must be English and the other of which may be English
22    or any other subject. When applicable, writing-intensive
23    courses may be counted towards the fulfillment of other
24    graduation requirements.
25        (3) Three years of mathematics, one of which must be
26    Algebra I, one of which must include geometry content, and

 

 

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1    one of which may be an Advanced Placement computer science
2    course if the pupil successfully completes Algebra II or an
3    integrated mathematics course with Algebra II content.
4        (4) Two years of science.
5        (5) Two years of social studies, of which at least one
6    year must be history of the United States or a combination
7    of history of the United States and American government.
8        (6) One year chosen from (A) music, (B) art, (C)
9    foreign language, which shall be deemed to include American
10    Sign Language, or (D) vocational education.
11    (f) The State Board of Education shall develop and inform
12school districts of standards for writing-intensive
13coursework.
14    (f-5) If a school district offers an Advanced Placement
15computer science course to high school students, then the
16school board must designate that course as equivalent to a high
17school mathematics course and must denote on the student's
18transcript that the Advanced Placement computer science course
19qualifies as a mathematics-based, quantitative course for
20students in accordance with subdivision (3) of subsection (e)
21of this Section.
22    (g) This amendatory Act of 1983 does not apply to pupils
23entering the 9th grade in 1983-1984 school year and prior
24school years or to students with disabilities whose course of
25study is determined by an individualized education program.
26    This amendatory Act of the 94th General Assembly does not

 

 

HB5729 Enrolled- 50 -LRB099 19376 NHT 43768 b

1apply to pupils entering the 9th grade in the 2004-2005 school
2year or a prior school year or to students with disabilities
3whose course of study is determined by an individualized
4education program.
5    (h) The provisions of this Section are subject to the
6provisions of Section 27-22.05 of this Code and the
7Postsecondary and Workforce Readiness Act.
8(Source: P.A. 98-885, eff. 8-15-14.)
 
9    (Text of Section after amendment by P.A. 99-434 and 99-485)
10    Sec. 27-22. Required high school courses.
11    (a) As a prerequisite to receiving a high school diploma,
12each pupil entering the 9th grade in the 1984-1985 school year
13through the 2004-2005 school year must, in addition to other
14course requirements, successfully complete the following
15courses:
16        (1) three years of language arts;
17        (2) two years of mathematics, one of which may be
18    related to computer technology;
19        (3) one year of science;
20        (4) two years of social studies, of which at least one
21    year must be history of the United States or a combination
22    of history of the United States and American government;
23    and
24        (5) One year chosen from (A) music, (B) art, (C)
25    foreign language, which shall be deemed to include American

 

 

HB5729 Enrolled- 51 -LRB099 19376 NHT 43768 b

1    Sign Language or (D) vocational education.
2    (b) As a prerequisite to receiving a high school diploma,
3each pupil entering the 9th grade in the 2005-2006 school year
4must, in addition to other course requirements, successfully
5complete all of the following courses:
6        (1) Three years of language arts.
7        (2) Three years of mathematics.
8        (3) One year of science.
9        (4) Two years of social studies, of which at least one
10    year must be history of the United States or a combination
11    of history of the United States and American government.
12        (5) One year chosen from (A) music, (B) art, (C)
13    foreign language, which shall be deemed to include American
14    Sign Language, or (D) vocational education.
15    (c) As a prerequisite to receiving a high school diploma,
16each pupil entering the 9th grade in the 2006-2007 school year
17must, in addition to other course requirements, successfully
18complete all of the following courses:
19        (1) Three years of language arts.
20        (2) Two years of writing intensive courses, one of
21    which must be English and the other of which may be English
22    or any other subject. When applicable, writing-intensive
23    courses may be counted towards the fulfillment of other
24    graduation requirements.
25        (3) Three years of mathematics, one of which must be
26    Algebra I and one of which must include geometry content.

 

 

HB5729 Enrolled- 52 -LRB099 19376 NHT 43768 b

1        (4) One year of science.
2        (5) Two years of social studies, of which at least one
3    year must be history of the United States or a combination
4    of history of the United States and American government.
5        (6) One year chosen from (A) music, (B) art, (C)
6    foreign language, which shall be deemed to include American
7    Sign Language, or (D) vocational education.
8    (d) As a prerequisite to receiving a high school diploma,
9each pupil entering the 9th grade in the 2007-2008 school year
10must, in addition to other course requirements, successfully
11complete all of the following courses:
12        (1) Three years of language arts.
13        (2) Two years of writing intensive courses, one of
14    which must be English and the other of which may be English
15    or any other subject. When applicable, writing-intensive
16    courses may be counted towards the fulfillment of other
17    graduation requirements.
18        (3) Three years of mathematics, one of which must be
19    Algebra I and one of which must include geometry content.
20        (4) Two years of science.
21        (5) Two years of social studies, of which at least one
22    year must be history of the United States or a combination
23    of history of the United States and American government.
24        (6) One year chosen from (A) music, (B) art, (C)
25    foreign language, which shall be deemed to include American
26    Sign Language, or (D) vocational education.

 

 

HB5729 Enrolled- 53 -LRB099 19376 NHT 43768 b

1    (e) As a prerequisite to receiving a high school diploma,
2each pupil entering the 9th grade in the 2008-2009 school year
3or a subsequent school year must, in addition to other course
4requirements, successfully complete all of the following
5courses:
6        (1) Four years of language arts.
7        (2) Two years of writing intensive courses, one of
8    which must be English and the other of which may be English
9    or any other subject. When applicable, writing-intensive
10    courses may be counted towards the fulfillment of other
11    graduation requirements.
12        (3) Three years of mathematics, one of which must be
13    Algebra I, one of which must include geometry content, and
14    one of which may be an Advanced Placement computer science
15    course if the pupil successfully completes Algebra II or an
16    integrated mathematics course with Algebra II content.
17        (4) Two years of science.
18        (5) Two years of social studies, of which at least one
19    year must be history of the United States or a combination
20    of history of the United States and American government
21    and, beginning with pupils entering the 9th grade in the
22    2016-2017 school year and each school year thereafter, at
23    least one semester must be civics, which shall help young
24    people acquire and learn to use the skills, knowledge, and
25    attitudes that will prepare them to be competent and
26    responsible citizens throughout their lives. Civics course

 

 

HB5729 Enrolled- 54 -LRB099 19376 NHT 43768 b

1    content shall focus on government institutions, the
2    discussion of current and controversial issues, service
3    learning, and simulations of the democratic process.
4    School districts may utilize private funding available for
5    the purposes of offering civics education.
6        (6) One year chosen from (A) music, (B) art, (C)
7    foreign language, which shall be deemed to include American
8    Sign Language, or (D) vocational education.
9    (f) The State Board of Education shall develop and inform
10school districts of standards for writing-intensive
11coursework.
12    (f-5) If a school district offers an Advanced Placement
13computer science course to high school students, then the
14school board must designate that course as equivalent to a high
15school mathematics course and must denote on the student's
16transcript that the Advanced Placement computer science course
17qualifies as a mathematics-based, quantitative course for
18students in accordance with subdivision (3) of subsection (e)
19of this Section.
20    (g) This amendatory Act of 1983 does not apply to pupils
21entering the 9th grade in 1983-1984 school year and prior
22school years or to students with disabilities whose course of
23study is determined by an individualized education program.
24    This amendatory Act of the 94th General Assembly does not
25apply to pupils entering the 9th grade in the 2004-2005 school
26year or a prior school year or to students with disabilities

 

 

HB5729 Enrolled- 55 -LRB099 19376 NHT 43768 b

1whose course of study is determined by an individualized
2education program.
3    (h) The provisions of this Section are subject to the
4provisions of Section 27-22.05 of this Code and the
5Postsecondary and Workforce Readiness Act.
6(Source: P.A. 98-885, eff. 8-15-14; 99-434, eff. 7-1-16 (see
7P.A. 99-485 for the effective date of changes made by P.A.
899-434); 99-485, eff. 11-20-15.)
 
9    Section 995. No acceleration or delay. Where this Act makes
10changes in a statute that is represented in this Act by text
11that is not yet or no longer in effect (for example, a Section
12represented by multiple versions), the use of that text does
13not accelerate or delay the taking effect of (i) the changes
14made by this Act or (ii) provisions derived from any other
15Public Act.
 
16    Section 999. Effective date. This Act takes effect upon
17becoming law.