Public Act 099-0674
 
HB5729 EnrolledLRB099 19376 NHT 43768 b


  
    AN ACT concerning education.
  
 
    Be it enacted by the People of the State of Illinois,
 
represented in the General Assembly:
  



 
 
    Section 1. Short title.  This Act may be cited as the 
Postsecondary and Workforce Readiness Act.
 
    Section 5. Findings; declarations.  The General Assembly 
finds and declares the following:

        (1)    Approximately half of Illinois high school 
    graduates enrolling as full-time freshmen in Illinois 
    public community colleges require remedial education.

        (2)   Illinois employers report that recent high school 
    and postsecondary institutional graduates often lack the 
    critical skills necessary to succeed in high-demand and 
    growing occupational areas and that they are unable to find 
    qualified workers to meet their industry needs.

        (3)   Student readiness for postsecondary education and 
    careers cannot be reduced to a single metric, but must 
    instead be understood as a multi-faceted set of knowledge, 
    skills, and abilities that allow students to successfully 
    meet the challenges of postsecondary education and career 
    and live healthy, productive lives.

        (4)   Enabling high school students to engage in career 
    and postsecondary education development activities and 
    incentivizing achievement in career-oriented education, 
    particularly in high-demand industry sectors, promotes 
    postsecondary and career readiness and facilitates 
    better-informed postsecondary education decisions.

        (5)   In response, Illinois should deploy a number of 
    strategies to prepare more students for meaningful career 
    opportunities by supporting postsecondary and career 
    planning, promoting and incentivizing competency-based 
    learning programs, reducing remedial education rates, 
    increasing alignment between K-12 and postsecondary 
    education systems, and implementing college and career 
    pathway systems.

        (6)   Aligning supports from State agencies, school 
    districts, postsecondary education providers, employers, 
    and other public and private organizations will lead to the 
    development and implementation of a robust and coordinated 
    postsecondary education and career readiness system in 
    Illinois.

 
    Section 10. Definitions.  In this Act:

    "Adaptive Competencies" means foundational skills needed 
for success in college, careers, and life, such as, but not 
limited to, work ethic, professionalism, communication, 
collaboration and interpersonal skills, and problem-solving.

    "Career Exploration Activity" means an activity such as a 
job shadow, attendance at a career exposition, or employer site 
visit providing a student with the ability to engage directly 
with employers for the purpose of gaining knowledge of one or 
more industry sectors or occupations.

    "College-level mathematics course" means a mathematics 
course that bears credit leading to a baccalaureate degree, a 
certificate, or an associate degree from a postsecondary 
institution.

    "Community college" means a public community college 
organized under the Public Community College Act.

    "DCEO" means the Department of Commerce and Economic 
Opportunity.

    "Early college credit course" means a course through which 
a high school student can receive postsecondary institution 
course credit and includes dual credit courses, dual enrollment 
courses, International Baccalaureate courses, Advanced 
Placement courses, and courses with articulated credit with a 
postsecondary institution.

    "Eligible School District" means a school district that has 
satisfied the requirements set forth in Section 80 of this Act 
and is eligible to award one or more College and Career Pathway 
Endorsements.

    "Endorsement Area" means an industry sector or grouping of 
sectors as organized and established pursuant to Section 80 of 
this Act.

    "GECC" means the General Education Core Curriculum 
developed by the IAI and adopted by IBHE and ICCB.

    "IAI" means the Illinois Articulation Initiative.

    "IBHE" means the Illinois Board of Higher Education.

    "ICCB" means the Illinois Community College Board.

    "IMACC" means the Illinois Mathematics Association of 
Community Colleges.

    "Integrated courses" means courses that include 
substantial instruction focused on both academic and 
career-oriented competencies.

    "Intensive Career Exploration Experience" means a 
structured, multi-day student experience, such as a career 
exploration camp, that provides students with the opportunity 
to explore various occupations relating to an Endorsement Area 
with hands-on training and orientation activities.
 
    "IPIC" means the Illinois Pathways Interagency Committee 
formed by intergovernmental agreement among at least the 
following agencies: ISBE, ICCB, IBHE, ISAC, DCEO, and the 
Department of Employment Security.

    "IPIC Agency" means a State agency participating in the 
IPIC.

    "ISAC" means the Illinois Student Assistance Commission.

    "ISBE" means the Illinois State Board of Education.

    "Local Community College" means, with respect to an 
Eligible School District, a community college whose district 
territory includes all or any portion of the district territory 
of the Eligible School District.

    "Local school district" means, with respect to a 
partnership agreement with a community college for 
transitional mathematics instruction, a school district whose 
district territory includes all or any portion of the district 
territory of the community college.
    "Local Workforce Board" means the governing board of a 
local workforce development area established pursuant to the 
federal Workforce Innovation and Opportunity Act (Public Law 
113-128).

    "Postsecondary institution" means a community college or 
public university.

    "Professional Skills Assessment" means an observational 
assessment of a student's performance in a Supervised Career 
Development Experience given by an adult supervisor that 
addresses, at minimum, the Adaptive Competencies of work ethic, 
professionalism, communication, collaboration and 
interpersonal skills, and problem-solving. The Professional 
Skills Assessment is to be used as a feedback tool and student 
development strategy and not for a grade or credit 
determination.

    "Public university" means a public university listed in the 
definition of "public institutions of higher education" under 
the Board of Higher Education Act.

    "School district" means a public school district organized 
and operating pursuant to the provisions of the School Code.

    "Statewide portability" means, with respect to 
transitional mathematics instruction, all community colleges 
other than the community college transcripting credit for 
successful completion of the instruction provide the same 
completion recognition for college-level mathematics course 
placement purposes as the transcripting community college 
provides.
    "Supervised Career Development Experience" means an 
experience in which students obtain authentic and relevant work 
experience relating to an Endorsement Area, such as an 
internship, a school-based enterprise, a supervised 
agricultural experience, cooperative education, or a research 
apprenticeship, where the student either receives compensation 
from an employer or credit by the school district and that 
involves a Professional Skills Assessment.
    "Team-based Challenge" means a group problem-based 
learning project relating to a student's Endorsement Area that 
involves a problem relevant to employers within that 
Endorsement Area, including mentoring from adults with 
expertise in that Endorsement Area, and requires student 
presentation of the outcomes of the project.
    "Transitional mathematics instruction" means instruction 
delivered to a student during 12th grade for the purpose of 
enabling the student to attain the transitional mathematics 
competencies associated with the student's postsecondary 
institution mathematics pathway and demonstrate readiness for 
a college-level mathematics course.  Transitional mathematics 
instruction may be delivered through a mathematics course or  an 
integrated course or through a competency-based learning 
system that includes a set of transitional mathematics 
competencies.
 
    Section 15. Postsecondary and career expectations.
 By no 
later than July 1, 2017, ISBE, ICCB, IBHE, and ISAC, in 
consultation with appropriate stakeholders, shall jointly 
adopt and publicize model postsecondary and career 
expectations for public school students in grades 8 through 12. 
The model postsecondary and career expectations shall define 
activities  that school districts, parents, and community-based 
organizations should support students in completing and 
related knowledge students should possess by no later than the 
end of each grade level.  The model postsecondary and career 
expectations must address the following categories:

        (1)   career exploration and development;

        (2)   postsecondary institution exploration, 
    preparation, and selection; and

        (3)   financial aid and financial literacy.
 
    Section 20. Competency-based, high school graduation 
requirements pilot program.   In consultation with ICCB and IBHE, 
ISBE shall establish and administer a competency-based, high 
school graduation requirements pilot program with school 
districts selected pursuant to Section 25 of this Act. A school 
district participating in the pilot program may select which of 
the year and course graduation requirements set forth in 
Section 27-22 of the School Code the school district wishes to 
replace with a competency-based learning system.   A school 
district may participate in the pilot program for some or all 
of its schools serving grades 9 through 12. The pilot program 
shall include the following components and requirements:

        (1) The competency-based learning systems authorized 
    through the pilot program shall include all of the 
    following elements:

            (A)   Students shall demonstrate mastery of all 
        required competencies to earn credit.

            (B)   Students must demonstrate mastery of Adaptive 
        Competencies defined by the school district, in 
        addition to academic competencies.

            (C)   Students shall advance once they have 
        demonstrated mastery, and students shall receive more 
        time and personalized instruction to demonstrate 
        mastery, if needed.

            (D)   Students shall have the ability to attain 
        advanced postsecondary education and career-related 
        competencies beyond those needed for graduation.

            (E)   Students must be assessed using multiple 
        measures to determine mastery, usually requiring 
        application of knowledge.

            (F)   Students must be able to earn credit toward 
        graduation requirements in ways other than traditional 
        coursework, including learning opportunities outside 
        the traditional classroom setting, such as Supervised 
        Career Development Experiences.

        (2)   A school district participating in the pilot 
    program shall demonstrate that the proposed 
    competency-based learning system is a core strategy 
    supporting the community's efforts to better prepare high 
    school students for college, career, and life.
 The 
    application must identify the community partners that will 
    support the system's implementation.
        (3)   A school district participating in the pilot 
    program must have a plan for educator administrator and 
    educator professional development on the competency-based 
    learning system and must demonstrate prior successful 
    implementation of professional development systems for 
    major district instructional initiatives.

        (4)   A school district participating in the pilot 
    program that is replacing graduation requirements in the 
    core academic areas of mathematics, English language arts, 
    and science with a competency-based learning system shall 
    demonstrate how the competencies can be mastered through 
    Integrated Courses or career and technical education 
    courses.

        (5)   A school district participating in the pilot 
    program shall develop a plan for community engagement and 
    communications.

        (6)   A school district participating in the pilot 
    program shall develop a plan for assigning course grades 
    based on mastery of competencies within the 
    competency-based learning system.
 
        (7)   A school district participating in the pilot 
    program shall establish a plan and system for collecting 
    and assessing student progress on competency completion 
    and attainment, including for learning opportunities 
    outside of the traditional classroom setting.

        (8)   A school district participating in the pilot 
    program shall establish a system for data collection and 
    reporting and must provide ISBE with such reports and 
    information as may be required for administration and 
    evaluation of the program.

        (9)   A school district participating in the pilot 
    program shall partner with a community college and a higher 
    education institution other than a community college for 
    consultation on the development and administration of its 
    competency-based learning system. The plan shall address 
    how high school graduates of a competency-based learning 
    system will be able to provide information normally 
    expected of postsecondary institutions for admission and 
    financial aid.

        (10)   A school district participating in the pilot 
    program shall have a plan for engaging feeder elementary 
    schools with the participating high school or schools on 
    the establishment and administration of the 
    competency-based learning system.

 
    Section 25. Competency-based, high school graduation 
requirements pilot program eligibility and application 
process.
 
    (a)   The pilot program established under Section 20 of this 
Act shall be administered by the State Superintendent of 
Education in 2 phases: (i) an initial application and selection 
process phase, and (ii) a subsequent phase for full development 
and implementation of a detailed plan for a competency-based 
learning system for high school graduation requirements.

    (b)   For the initial phase under clause (i) of subsection 
(a) of this Section, the State Superintendent of Education 
shall develop and issue a pilot program application that 
requires:

        (1)   demonstration of commitment from the school 
    district superintendent; the president of the school board 
    of the district; teachers within the school district who 
    will be involved with the pilot program implementation; a 
    community college partner; and a higher education 
    institution other than a community college;
        (2)   an indication of which of the year and course 
    graduation requirements set forth in Section 27-22 of the 
    School Code the school district wishes to replace with a 
    competency-based learning system;

        (3)   a general description of the school district's plan 
    for implementing a competency-based learning system for 
    high school graduation requirements, including how the 
    plan addresses the requirements of Section 20 of this Act 
    and this Section;

        (4)   the school district's prior professional 
    development and stakeholder engagement efforts that will 
    support its successful development and implementation of a 
    competency-based learning system, including, without 
    limitation, prior implementation of professional 
    development systems for major district instructional 
    initiatives; and

        (5)   identification of any waivers or modifications of 
    State law or rules for implementation of the proposed plan.

    The demonstration of commitment from teachers as required 
by paragraph (1) of this subsection (b) must include a 
description of how teachers have been engaged throughout the 
application development process.  If the school district has an 
exclusive bargaining representative of its teachers and the 
president of the exclusive bargaining representative does not 
submit a statement of commitment for the application, the 
school district must submit either a statement by the president 
of the position of the exclusive bargaining representative on 
the application or a description of the school district's good 
faith efforts to obtain such a statement.
    (c)    Subject to subsection (g) of this Section, the State 
Superintendent of Education shall select school districts 
meeting the requirements set forth in this Section to 
participate in the pilot program based on the quality of the 
proposed plan, the strength of the local commitments, 
including, without limitation, teachers within the school 
district who will be involved in the program's implementation 
and postsecondary institution partnerships, and demonstration 
of prior professional development and stakeholder engagement 
efforts that will support the proposed system's successful 
implementation. The State Superintendent of Education, in 
selecting the participating school districts, shall also 
consider the diversity of school district types and sizes, the 
diversity of geographic representation from across the State, 
and the diversity of plan approaches (such as approaches that 
involve one subject only, multiple subjects, and the types of 
subjects).

    (d)   School districts selected to participate in the pilot 
program shall receive technical assistance coordinated by the 
State Superintendent of Education to develop a full pilot 
program implementation plan. The State Superintendent of 
Education shall have discretion to remove a school district 
from the pilot program during this period if the school 
district does not submit a full pilot program implementation 
plan that meets the State Superintendent of Education's 
specifications.

    (e) School districts shall, as part of the development of 
their application and participation in the competency-based 
learning system pilot program, establish and maintain a 
standing planning and implementation committee that includes 
representation from administrators and teachers, including 
teachers who will be involved in the competency-based learning 
system's implementation.  The teacher representatives shall be 
selected by teachers or, where applicable, the exclusive 
bargaining representative of its teachers, and the number of 
teacher representatives shall be at least equal to 
administrator representatives, unless otherwise agreed to by 
the teachers or, where applicable, the exclusive bargaining 
representative of its teachers.  The standing planning and 
implementation committee shall develop reports that shall be 
included within the initial application, the full pilot program 
plan, and any subsequent annual submissions to the State 
Superintendent of Education as part of the assessment and 
evaluation of the program.  The reports shall describe the 
members' assessment of the school district's plan or 
implementation, as applicable, of the school district's 
competency-based learning system and any recommendations for 
modifications or improvements to the system.  If the committee 
does not reach consensus on the report, the administrator 
members shall submit the report and the teacher members may 
provide a position statement that must be included with the 
report submitted to the State Superintendent of Education.
    (f)   Notwithstanding any other provisions of the School Code 
or any other law of this State to the contrary, school 
districts participating in the pilot program may petition the 
State Superintendent of Education for a waiver or modification 
of the mandates of the School Code or of the administrative 
rules adopted by ISBE in order to support the implementation of 
the school district's proposed competency-based learning 
system. However, no waiver shall be granted under this 
subsection (f) relating to State assessments, accountability 
requirements,  teacher tenure or seniority, teacher or 
principal evaluations, or learning standards or that removes 
legal protections or supports intended for the protection of 
children or a particular category of students, such as students 
with disabilities or English learners.   Any waiver or 
modification of teacher educator licensure requirements to 
permit instruction by non-educators or educators without an 
appropriate license must ensure that an appropriately licensed 
teacher and the provider of instruction partner in order to 
verify the method for assessing competency of mastery and 
verify whether a student has demonstrated mastery. All requests 
must be jointly signed by the school district superintendent 
and the president of the school board and must describe the 
position of teachers within the school district that will be 
involved in the competency-based learning system's 
implementation on the application.  If the school district has 
an exclusive bargaining representative of its teachers and the 
president of the exclusive bargaining representative does not 
submit a statement of support for the application, the school 
district must submit either a statement by the president that 
describes the position of the exclusive bargaining 
representative on the application or a description of the 
school district's good faith efforts to obtain such a 
statement.  The State Superintendent of Education shall approve 
a waiver or modification request meeting the requirements of 
this subsection (f) if the State Superintendent of Education 
determines the request is reasonably necessary to support the 
implementation of the school district's proposed 
competency-based learning system, and the request shall not 
diminish the overall support of teachers within the school 
district involved with the system's implementation as 
demonstrated in the school district's initial application to 
participate in the pilot program.  An approved request shall 
take effect in accordance with the timeline set forth in the 
school district's application, and an approved waiver or 
modification shall remain in effect for so long as the school 
district participates in the pilot program established by this 
Act. The State Superintendent of Education's approval of a 
school district plan for implementation of competency-based, 
high school graduation requirements shall serve as a waiver or 
modification of any conflicting requirements of Section 27-22 
of the School Code. School districts participating in the pilot 
program may additionally pursue waivers and modifications 
pursuant to Section 2-3.25g of the School Code.

    (g)  For purposes of this subsection (g), "annual cohort" 
means the group of school districts selected by the State 
Superintendent of Education to participate in the pilot program 
during an annual application and selection process.  The State 
Superintendent of Education shall limit each annual cohort of 
the pilot program as follows: the first 2 annual cohorts shall 
be limited to no more than 12 school districts, and any 
subsequent annual cohort shall be limited to no more than 15 
school districts. A school district may submit only one 
application for each annual cohort of the pilot program.   The 
application of a school district having a population exceeding 
500,000 inhabitants may not include more than 6 schools.   The 
expansion of a school district's competency-based learning 
system to a new school or new subject area identified in 
Section 27-22 of the School Code shall require a new 
application by the school district.
 
    Section 30. Competency-based, high school graduation 
requirements pilot program statewide supports.  Subject to the 
availability of public or private resources, to support school 
district participation in the pilot program established under 
Section 20 of this Act and development of competency-based 
graduation requirements, ISBE shall provide or support the 
provision of:

        (1)   grants to school districts participating in the 
    pilot program to offset the costs of educator training and 
    initial implementation;

        (2)   technical assistance and professional development 
    for pilot program plan implementation, including, but not 
    limited to, peer-to-peer coaching models;

        (3)   an evaluation of the pilot program, with a report 
    of successes and challenges, objective outcome measures, 
    qualitative measures of implementation, and 
    recommendations for further program modification and 
    improvement;

        (4)   networking opportunities for participating school 
    districts, including opportunities for both administrators 
    and teachers;

        (5)   a web-based library of pilot program 
    implementation plans and models supporting future 
    replication activities; and

        (6)   communication materials and supports for 
    stakeholder engagement in the development and 
    implementation of competency-based learning systems.

 
    Section 35. Competency-based, high school graduation 
requirements pilot program implementation.   The pilot program 
established under Section 20 of this Act shall be implemented 
as follows:

        (1)   By June 30, 2017, the State Superintendent of 
    Education shall publish the application for school 
    districts to participate in the initial cohort of the pilot 
    program.

        (2) By no later than April 1, 2018, following a review 
    and selection process established by the State 
    Superintendent of Education pursuant to Section 25 of this 
    Act, school districts shall be selected for the initial 
    cohort of the pilot program.

        (3) By no later than October 1, 2018, school districts 
    participating in the initial cohort of the pilot program 
    shall develop and submit the full pilot program 
    implementation plans described in Section 25 of this Act.

        (4) During the 2018-2019 school year, school districts 
    participating in the initial cohort shall commence initial 
    implementation activities in accordance with their full 
    pilot program implementation plan.

        (5) During the 2021-2022 school year, the State 
    Superintendent of Education or his or her designee shall 
    evaluate the school districts participating in the pilot 
    program and make recommendations to ISBE and the General 
    Assembly for elimination, modification, or expansion of 
    the pilot program.

        (6) The State Superintendent of Education may 
    establish one or more additional cohorts of the pilot 
    program for implementation commencing in the 2019-2020 and 
    subsequent school years.

 
    Section 40. Guiding principles for and purposes of 
transitional mathematics instruction.
 
    (a)   ISBE, ICCB, and IBHE shall jointly establish and 
administer requirements and supports for transitional 
mathematics instruction pursuant to the requirements of 
Sections 45 through 65 of this Act.  In doing so, these agencies 
shall be guided by all of the following principles:

        (1)   Transitional mathematics instruction should be one 
    of multiple strategies to reduce statewide remedial 
    education rates, including better alignment of school 
    district and postsecondary institution systems, targeted 
    mathematics interventions throughout high school, and the 
    use of corequisite remedial education models by 
    postsecondary institutions.

        (2)   Postsecondary institution placement into 
    college-level mathematics courses should be based on more 
    than a standardized assessment score, and postsecondary 
    institutions should utilize multiple measures for 
    placement in most instances.

        (3)   All high school students who can demonstrate 
    readiness for college-level mathematics courses should 
    have access to such courses.

        (4)   Students should be provided mathematics 
    instruction aligned to their individualized postsecondary 
    education and career objectives.

        (5)   Mathematics instruction should be contextualized 
    and emphasize real-world application whenever possible, 
    and instructional strategies integrating mathematics 
    competencies with other academic and career competencies 
    are encouraged for all students.

    (b)   The purposes of transitional mathematics instruction 
are to:

        (1)   provide the mathematical foundation for 
    postsecondary education and careers that high school 
    students are lacking from their previous education;

        (2)   provide high school students with the mathematical 
    knowledge and skills to meet their individualized 
    postsecondary education and career objectives; and

        (3)   provide high school students with the knowledge and 
    skills to be successful in mathematics college-level 
    courses.

 
    Section 45. Statewide panel to define transitional 
mathematics instruction recommendations.

 
    (a) Subject to the availability of public or private 
resources for its administration, ISBE, ICCB, and IBHE shall 
jointly establish a statewide panel to recommend competencies 
and other requirements for transitional mathematics 
instruction that lead to various postsecondary institution 
mathematics pathways. ISBE, ICCB, and IBHE shall consult with 
the IMACC on the establishment and administration of the 
statewide panel. The statewide panel shall include high school 
educators and administrators and community college and 
university faculty and administrators, including broad 
representation from general education and career and technical 
education. The statewide panel shall also consult with 
representations of private sector employers on the definition 
of competencies for postsecondary institution mathematics 
pathways and consider mathematics utilized in pre-employment 
screenings for entry-level careers. Following the delivery of 
the statewide panel's recommendations, ISBE, ICCB, and IBHE 
shall, in consultation with IMACC and the statewide panel, 
jointly adopt competencies and requirements for transitional 
mathematics instruction and related postsecondary institution 
mathematics pathways.

    (b) The statewide panel shall define transitional 
mathematics competencies aligned to ISBE-adopted learning 
standards and requirements associated with, at minimum, the 
following postsecondary institution mathematics pathways:

        (1) STEM Pathway. The STEM Pathway is for students with 
    career goals involving occupations that require the 
    application of calculus or advanced algebraic skills.  In 
    accordance with and subject to this Act, successful 
    attainment of transitional mathematics competencies in the 
    STEM Pathway guarantees student placement into a community 
    college mathematics course in a calculus-based mathematics 
    course sequence.

        (2) Technical Pathway. The Technical Pathway is for 
    students with career goals involving occupations in 
    technical fields that do not require the application of 
    calculus, advanced algebraic, or advanced statistical 
    skills. Mathematics in the Technical Pathway emphasizes 
    the application of mathematics within career settings. In 
    accordance with and subject to this Act, successful 
    attainment of transitional mathematics competencies in the 
    Technical Pathway guarantees student placement into a 
    credit-bearing postsecondary mathematics course required 
    for a community college career and technical education 
    program.

        (3) Quantitative Literacy and Statistics Pathway. The 
    Quantitative Literacy and Statistics Pathway is for 
    students focused on attaining competency in general 
    statistics, data analysis, quantitative literacy, and 
    problem solving. The Quantitative Literacy and Statistics 
    Pathway is intended for students whose career goals do not 
    involve occupations relating to either the STEM or 
    Technical Pathway or those who have not yet selected a 
    career goal. In accordance with and subject to this Act, 
    successful attainment of transitional mathematics 
    competencies in the Quantitative Literacy and Statistics 
    Pathway guarantees student placement into a community 
    college GECC mathematics course not in a calculus-based 
    course sequence.

    (c) The statewide panel shall make recommendations on 
whether separate transitional mathematics competencies should 
be defined for students with career goals involving occupations 
that require the application of advanced statistics, such as 
occupations in certain social science fields. The statewide 
panel shall also provide recommendations for methods to 
incorporate transitional mathematics competencies into 
integrated courses.

    (d) The statewide panel shall recommend statewide criteria 
for determining the projected readiness of 11th grade students 
for college-level mathematics courses in each of the 
postsecondary education mathematics pathways for purposes of 
placement into transitional mathematics instruction in 12th 
grade.  The statewide criteria shall include standardized 
assessment results, grade point average, and course 
completions.  The statewide criteria shall also define a minimal 
level of mathematical competency necessary for student 
placement into transitional mathematics instruction.  Following 
the delivery of such recommendations, ISBE and ICCB shall 
jointly adopt statewide criteria for determining projected 
readiness for college-level mathematics courses in each of the 
postsecondary institution mathematics pathways for purposes of 
placement into transitional mathematics instruction in 12th 
grade.
    (e) Notwithstanding anything to the contrary contained in 
this Act, in the event the statewide panel is not established 
due to the unavailability of public and private resources and 
ISBE, ICCB, and IBHE are therefore unable to jointly adopt 
competencies and requirements for transitional mathematics 
instruction and related postsecondary institution mathematics 
pathways, then no transitional mathematics instruction is 
required to be delivered by school districts or accepted for 
placement by community colleges in accordance with this Act.

    (f) Subject to the availability of public or private 
resources for its administration, ISBE, ICCB, and IBHE shall, 
in consultation with the members of the statewide panel, 
establish and administer procedures for approving transitional 
mathematics instruction for statewide portability.
    (g) In accordance with timelines and publication 
requirements established by IBHE, each public university must 
adopt and publicize transparent criteria adopted by the 
university for student placement into college-level 
mathematics courses.  IBHE must publicly report on the adoption 
of such criteria and the extent to which public universities 
are utilizing strategies to minimize placements into 
non-credit-bearing remedial mathematics course sequences.
 
    Section 50. Transitional mathematics instruction placement 
and delivery.
 
    (a) A school district electing or required to deliver 
transitional mathematics instruction in accordance with 
Section 65 of this Act shall use the statewide criteria 
established pursuant to subsection (d) of Section 45 of this 
Act to determine each student's projected readiness for 
college-level mathematics courses upon high school graduation 
in that student's selected postsecondary institution 
mathematics pathway.  The school district shall make a 
pre-determination of student readiness at the end of the first 
semester of 11th grade and may adjust readiness determinations 
at the end of 11th grade. The readiness of a student who has 
not selected a postsecondary institution mathematics pathway 
shall be determined in accordance with the criteria for the 
Quantitative Literacy and Statistics Pathways.  Notwithstanding 
the readiness determinations, instructional requirements for 
students with disabilities shall be subject to the 
individualized goals set forth within the student's 
individualized education program required by State and federal 
law.
    (b) Public high school graduates of school districts 
implementing transitional mathematics instruction in 
accordance with this Act may demonstrate readiness for 
college-level mathematics courses at applicable postsecondary 
institutions through any of the following methods:
        (1) At the end of 11th grade, the student does not meet 
    the statewide criteria for demonstrating projected 
    readiness for college-level mathematics courses upon high 
    school graduation in the student's postsecondary education 
    mathematics pathway, but the student subsequently achieves 
    successful completion of transitional mathematics 
    instruction for the postsecondary education mathematics 
    pathway.  Students who achieve successful completion shall 
    receive transcripted credit for the transitional 
    mathematics instruction from the community college partner 
    and, subject to subsections (c) and (d) of this Section, 
    shall be placed by applicable postsecondary institutions 
    recognizing the transcripted credit in accordance with 
    this Act into an appropriate college-level mathematics 
    course in the student's postsecondary institution 
    mathematics pathway.  Students who do not achieve 
    successful completion shall be subject to generally 
    applicable postsecondary institution mathematics placement 
    processes.  For the purposes of this paragraph (1), 
    successful completion means the student successfully 
    demonstrates attainment of transitional mathematics 
    competencies either through an overall grade for the 
    mathematics-related portion of a course or demonstrated 
    mastery of all transitional mathematics competencies 
    delivered through a competency-based learning system.
        (2) At the end of 11th grade, the student meets the 
    statewide criteria for demonstrating projected readiness 
    for college-level mathematics courses upon high school 
    graduation in the student's postsecondary education 
    mathematics pathway, and the student subsequently 
    successfully completes rigorous mathematics instruction in 
    accordance with criteria jointly adopted by ISBE and ICCB.
        (3) The student meets applicable postsecondary 
    institution criteria for demonstrating readiness for 
    college-level mathematics courses in the student's 
    postsecondary education mathematics pathway.
    (c) All postsecondary institutions that have entered into a 
partnership agreement pursuant to Section 55 of this Act shall 
recognize community college transcripted credit from 
transitional mathematics instruction delivered by school 
districts participating in the partnership agreement for 
student placement into appropriate college-level mathematics 
courses. If statewide portability approval procedures have 
been established pursuant to subsection (f) of Section 45 of 
this Act, then all community colleges shall recognize community 
college transcripted credit from transitional mathematics 
instruction that has been approved in accordance with the 
statewide portability procedures. A public university is not 
required to recognize transcripted credit from transitional 
mathematics instruction for placement purpose unless the 
public university voluntarily agrees to do so through entering 
into a partnership agreement in accordance with Section 55 of 
this Act.  The placement determinations described in this 
Section are valid for 18 months after high school graduation, 
provided a postsecondary institution may require a short-term, 
skill-based review or a corequisite remediation course for a 
student who does not enroll in a college-level mathematics 
course in the fall semester after high school graduation.

 
    Section 55. High school and community college partnership 
agreements for transitional mathematics instruction.
  
    (a)   Transitional mathematics instruction shall be 
delivered by high school faculty with community college 
collaboration as defined through a partnership agreement 
meeting the requirements of this Section. While transitional 
mathematics instruction may be delivered through stand-alone 
mathematics courses, school districts and community colleges 
may use integrated courses or competency-based learning 
systems for the delivery of transitional mathematics 
instruction.

    (b)   School districts serving grades 9 through 12 electing 
or required to deliver transitional mathematics instruction in 
accordance with Section 65 of this Act shall enter into a 
partnership agreement for transitional mathematics courses 
with at least one community college. All partnership agreements 
shall address the following:

        (1) The co-development by the school district and 
    community college of transitional mathematics courses or a 
    defined mathematics competency set or the adaptation of the 
    State model transitional instructional units that align to 
    the statewide competencies for particular postsecondary 
    institution mathematics pathways, which shall also include 
    the design of local performance indicators and evidence 
    associated with those indicators.

        (2) The community college courses for which the 
    successful completion of transitional mathematics 
    instruction will guarantee placement, subject to 
    subsection (b) of Section 50 of this Act.

        (3) The availability of dual enrollment and dual credit 
    courses for high school students demonstrating current 
    readiness for college-level mathematics courses.

        (4) Training and professional development to be 
    provided to the high school instructors of transitional 
    mathematics instruction.

        (5) The utilization of integrated courses or 
    competency-based learning systems for transitional 
    mathematics instruction.

    (c)   A community college must enter into a partnership 
agreement when requested to do so by a local school district 
that has elected or is required to deliver transitional 
mathematics instruction in accordance with Section 65 of this 
Act, provided the community college receives an implementation 
grant in an amount determined by ICCB to compensate for its 
related instructional development and implementation 
activities.   A community college may require standardized terms 
for all of its partner school districts.  ISBE and ICCB shall 
jointly resolve any disputes between a school district and 
community college regarding the proposed terms of a partnership 
agreement.

    (d)   When developing partnership agreements, community 
colleges and school districts shall consult with a public 
university that has requested consultation in accordance with 
requirements established by ICCB and IBHE.  A public university 
may, in its sole discretion, elect to become a party to a 
partnership agreement.

    (e)   Regional offices of education may, with the consent of 
participating school districts, establish multi-district 
partnership agreements with one or more postsecondary 
institutions.

 
    Section 60. Transitional mathematics instruction statewide 
supports.
 
    (a) ICCB shall permit transitional mathematics instruction 
that has been transcripted by a community college in accordance 
with the requirements of this Act to be claimed for 
reimbursement for community college funding purposes.

    (b) Subject to the availability of public or private 
resources, ISBE, ICCB, and IBHE, in collaboration with IMACC, 
shall support at least 2 collaborative efforts among school 
districts and postsecondary institutions to develop model 
transitional mathematics instructional units. All 
State-supported models shall include real-world application 
projects that can be delivered to particular students based on 
career interests. At least one of the State-supported 
transitional mathematics models must be highly modularized for 
blended-learning delivery, with:

        (1) a pre-assessment system to ensure that completion 
    of modules are required only when the competencies have not 
    been sufficiently mastered;

        (2) the ability for students to complete coursework in 
    areas of need at their own pace;

        (3) the ability for transitional mathematics modules 
    to be included within integrated courses or 
    competency-based learning systems; and

        (4) the ability for students to complete dual credit 
    modules upon completion of the transitional mathematics 
    modules.

    (c) Provided that statewide portability procedures have 
been established pursuant to subsection (f) of Section 45 of 
this Act, ISBE and ICCB shall identify and publicize courses 
for transitional mathematics instruction that meet the 
statewide portability requirements and that can be delivered 
fully online or through blended-learning models without the 
requirement for in-person mathematics instruction at the high 
school.
    (d) ISBE and ICCB shall jointly develop and provide a model 
partnership agreement for school districts and community 
colleges.

    (e) ISBE and ICCB shall provide standardized reports to 
school districts and community colleges, including, but not 
limited to:

        (1) reports that school districts and community 
    colleges can use for determining students 11th grade 
    projected readiness for college-level mathematics courses 
    upon high school graduation; and

        (2) reports that compare participating students' 
    postsecondary outcomes with other students, particularly 
    those in traditional developmental education course 
    sequences.

 
    Section 65. Transitional mathematics instruction 
implementation.
 
    (a)   Subject to the availability of public or private 
resources, by no later than June 30, 2018, the statewide panel 
established pursuant to Section 45 of this Act shall define the 
transitional mathematics competencies and statewide criteria 
for determining projected readiness for college-level 
mathematics courses, and the school district and postsecondary 
institution collaborative efforts established pursuant to 
Section 60 of this Act shall develop the model transitional 
mathematics instructional units.

    (b) By no later than June 30, 2019, ISBE and ICCB shall 
jointly establish a phased implementation plan and benchmarks 
that lead to full statewide implementation of transitional 
mathematics instruction in all school districts with 
timeframes that account for State and local resources and 
capacity.  The phased implementation plan shall be contingent 
upon all of the following:
        (1) The availability of public or private resources 
    necessary for the implementation of the statewide panel and 
    the administration of the statewide portability procedures 
    described in Section 45 of this Act.
        (2) The availability of public or private resources for 
    the grants to community colleges described in subsection 
    (c) of Section 55 of this Act.
        (3) The availability of at least one fully online or 
    blended-learning course as described in subsection (c) of 
    Section 60 of this Act that has been approved through the 
    statewide portability procedures established pursuant to 
    subsection (f) of Section 45 of this Act.
        (4) The right of school boards to opt out of 
    implementation in accordance with subsection (c) of this 
    Section.
    (c) Notwithstanding the foregoing implementation 
requirements, the school board of any school district required 
to implement transitional mathematics instruction pursuant to 
the implementation plan adopted by ISBE and ICCB may, by action 
of its board, opt out of implementation through a finding by 
its board that the school district's cost of implementation 
outweighs the potential benefits to students and families 
through improved postsecondary education mathematics outcomes.  
The school district must report any decision to opt out of 
implementation to ISBE.
    (d) The implementation plan adopted by ISBE and ICCB 
pursuant to subsection (b) of this Section shall include an 
evaluation and report to be issued by no later than June 30, 
2022 that analyzes results, best practices, and challenges of 
school districts and community colleges that have implemented 
transitional mathematics instruction.
    (e) By June 30, 2018, IBHE shall adopt the requirements for 
public universities described in subsection (g) of Section 45 
of this Act and public universities shall adopt and publicize 
the criteria described in subsection (g) of Section 45 of this 
Act.  By June 30, 2020, and then at least once every 2 years 
thereafter, IBHE shall publicly report in accordance with 
subsection (g) of Section 45 of this Act.
    (f) Commencing in the 2019-2020 school year, the school 
board of any school district serving grades 9 through 12 may 
elect to implement transitional mathematics instruction 
preparing students for one or more of the postsecondary 
institution mathematics pathways.   If a school board makes an 
election and a community college for that local school district 
receives an implementation grant in accordance with subsection 
(c) of Section 55 of this Act, the community college must enter 
into a partnership agreement and provide the necessary support 
for implementation within timelines established by ICCB.
 
    Section 70. Reading and communication transitional 
competencies.   Subject to the availability of public or private 
resources for its administration, ISBE, ICCB, and IBHE shall 
jointly establish a statewide panel to recommend competencies 
for reading and communication aligned to applicable learning 
standards adopted by ISBE that, if attained by a student, lead 
to student placement into appropriate community college GECC 
communications courses.  The statewide panel shall recommend 
strategies to embed the reading and communications 
developmental competencies in appropriate high school 
coursework.
 
    Section 75. College and Career Pathway Endorsements 
System.
 
    (a) Public high school graduates may attain College and 
Career Pathway Endorsements on high school diplomas in 
accordance with the requirements of Section 80 of this Act.  The 
IPIC Agencies shall establish and administer a system for 
awarding and supporting College and Career Pathway 
Endorsements in accordance with the requirements of Sections 80 
and 85 of this Act and oversee its implementation in accordance 
with the timelines set forth in Section 90 of this Act.

    (b) The College and Career Pathway Endorsements System is 
established for the purposes of:

        (1) recognizing and incentivizing student attainment 
    of knowledge and demonstration of skills important for 
    success in both postsecondary education and employment;
        (2) encouraging career exploration and development to 
    improve students' decision-making for subsequent education 
    and career advancement;
        (3) promoting greater consistency of college and 
    career pathway program structures within particular 
    sectors;

        (4) aligning supports from the State, employers, and 
    regional intermediary support organizations; and

        (5) institutionalizing college and career pathways as 
    a key strategy for preparing more Illinois students for 
    postsecondary education success and rewarding career 
    opportunities.

 
    Section 80. College and Career Pathway Endorsements.
 
    (a) College and Career Pathway Endorsements are 
established to recognize public high school graduates who 
complete the requirements set forth in subsection (d) of this 
Section.

    (b) School district participation in this program is 
voluntary.

    (c) As of the 2019-2020 school year, Eligible School 
Districts may award one or more College and Career Pathway 
Endorsements on high school diplomas in Endorsement Areas 
established by ISBE in consultation with the other IPIC 
Agencies and appropriate stakeholders, including postsecondary 
institutions and employers. When establishing the Endorsement 
Areas, the agencies shall consider the Illinois career cluster 
framework, prevalent models for comprehensive pathway systems 
in Illinois high schools that articulate to postsecondary 
institutions and career training programs, prevalent models 
for guided pathway systems at postsecondary institutions, and 
the postsecondary institution mathematics pathways established 
pursuant to this Act.  The Endorsement Areas shall also provide 
for a multidisciplinary endorsement for students that change 
career pathways during high school while meeting the 
individualized plan, professional learning, and academic 
readiness requirements set forth in subsection (d) of this 
Section.
    (d) To earn a College and Career Pathway Endorsement, a 
student shall satisfy all of the following requirements:

        (1) Develop and periodically update an individualized 
    plan for postsecondary education or training, careers, and 
    financial aid. This individualized plan shall also include 
    student development of a resume and personal statement with 
    student reflection on attainment of Adaptive Competencies. 
    The Eligible School District shall certify to ISBE that its 
    individualized planning process spans grades 9 through 12 
    and includes an annual process for updating the plan.

        (2) Complete a career-focused instructional sequence, 
    including at least 2 years of coursework or equivalent 
    competencies within an Endorsement Area or, for students 
    attaining a multidisciplinary endorsement, multiple 
    Endorsement Areas.  An Eligible School District must 
    consult with its regional education for employment 
    director on the establishment of the career-focused 
    instructional sequence.  For all areas other than for 
    multidisciplinary endorsements, the Eligible School 
    District and a Local Community College shall certify to 
    ISBE and ICCB that the career-focused instructional 
    sequence is articulated to a certificate or degree program 
    with labor market value, with opportunities for ongoing 
    student advancement. ISBE and ICCB may adopt requirements 
    for certifying that the instructional sequence meets the 
    requirements of this paragraph (2).   This certification 
    must be re-certified at least once every 5 years 
    thereafter.   Commencing in the 2022-2023 school year, 
    students must earn at least 6 hours of credit through early 
    college credit courses within the career-focused 
    instructional sequence.

        (3) Complete a minimum of 2 Career Exploration 
    Activities or one Intensive Career Exploration Experience, 
    a minimum of 2 Team-based Challenges, and at least 60 
    cumulative hours of participation in one or more Supervised 
    Career Development Experiences.

        (4)  Demonstrate readiness for non-remedial coursework 
    in reading and mathematics by high school graduation 
    through criteria certified by the Eligible School District 
    and a Local Community College to ISBE and ICCB. The 
    criteria shall align to any local partnership agreement 
    established pursuant to Section 55 of this Act and may 
    allow the demonstration of readiness through various 
    methods, including assessment scores, grade point average, 
    course completions, or other locally adopted criteria.

    (e) To become an Eligible School District and award College 
and Careers Pathway Endorsements, a school district shall 
submit information in a form determined by ISBE and ICCB that 
indicates the school district's intent to award College and 
Career Pathway Endorsements in one or more Endorsement Areas 
and includes the certifications described in subsection (d) of 
this Section.  Either ISBE or ICCB may require supporting 
evidence for any certification made by the school district in 
the submission.  An Eligible School District must participate in 
any quality review process adopted by ISBE for College and 
Career Pathway Endorsement systems, provided that the quality 
review process is at no cost to the Eligible School District.
 
    Section 85. Statewide planning and supports for College and 
Career Pathway Endorsement programs.
 
    (a) By no later than June 30, 2017, the IPIC Agencies shall 
develop and adopt a comprehensive interagency plan for 
supporting the development of College and Career Pathway 
Endorsement programs throughout the State. Thereafter, the 
plan shall be re-assessed and updated at least once every 5 
years. The plan shall:

        (1) designate priority, State-level industry sectors 
    consistent with those identified through federal and State 
    workforce and economic development planning processes;

        (2) articulate a strategy for supporting College and 
    Career Pathway Endorsement programs that includes State 
    and federal funding, business and philanthropic 
    investments, and local investments;
        (3)  consider the need for school districts and 
    postsecondary institutions to phase in endorsement 
    programs and the elements specified in subsection (d) of 
    Section 80 of this Act over multiple years; and
        (4) address how College and Career Pathway Endorsement 
    programs articulate to postsecondary institution degree 
    programs.
    (b) In accordance with the interagency plan developed 
pursuant to subsection (a) of this Section and within the 
limits of available public and private resources, the IPIC 
Agencies shall establish a public-private steering committee 
for each priority State-level industry sector that includes 
representatives from one or more business-led, sector-based 
partnerships.  By no later than June 30, 2018, each steering 
committee shall recommend to the IPIC Agencies a sequence of 
minimum career competencies for particular occupational 
pathways within that sector that students should attain by high 
school graduation as part of a College and Career Pathway 
Endorsement program. The IPIC Agencies shall establish methods 
to recognize and incentivize College and Career Pathway 
Endorsement programs that:
        (1) address a priority State-level industry sector;
        (2) are developed jointly by school districts, 
    community colleges, Local Workforce Development Boards, 
    and employers; and
        (3) align to sequences of minimum career competencies 
    defined pursuant to this subsection (b), with any regional 
    modifications appropriate for local economic development 
    objectives.
    (c) In accordance with the interagency plan developed 
pursuant to subsection (a) of this Section and within the 
limits of available public and private resources, the IPIC 
Agencies shall provide all of the following supports for 
College and Career Pathway Endorsement program:

        (1) Provide guidance documents for implementation of 
    each of the various elements of College and Career Pathway 
    Endorsement programs.

        (2) Provide or designate one or more web-based tools to 
    support College and Career Pathway Endorsement programs, 
    including a professional learning portfolio, Professional 
    Skills Assessment, and mentoring platform.

        (3) Make available a statewide insurance policy for 
    appropriate types of Supervised Career Development 
    Experiences.

        (4) Provide or designate one or more model 
    instructional units that provide an orientation to all 
    career cluster areas.

        (5) Coordinate with business-led, sector-based 
    partnerships to:

            (A) designate available curricular and 
        instructional resources that school districts can 
        voluntarily select to address requirements for College 
        and Career Pathway Endorsement programs;

            (B) designate stackable industry-based 
        certifications, the completion of which demonstrates 
        mastery of specific career competencies and that are 
        widely valued by employers within a particular sector;

            (C) deliver or support sector-oriented 
        professional development, Career Exploration 
        Activities, Intensive Career Exploration Experiences, 
        Team-based Challenges, and Supervised Career 
        Development Experiences; and

            (D) develop recognition and incentives for school 
        districts implementing and  students attaining College 
        and Career Pathway Endorsements that align to the 
        sequence of minimum career competencies defined 
        pursuant to subsection (b) of this Section.

    (d) To support articulation of College and Career Pathway 
Endorsement programs into higher education, by no later than 
June 30, 2018 ICCB and IBHE shall jointly adopt, in 
consultation with postsecondary institutions, requirements for 
postsecondary institutions to define first-year course 
schedules and degree programs with Endorsement areas to support 
the successful transition of Endorsement recipients into 
related degree programs.  These requirements shall take effect 
in the 2020-2021 school year.
 
    Section 90. Implementation of the College and Career 
Pathway Endorsement programs.
 
    (a)   By no later than June 30, 2017:

        (1) the IPIC Agencies shall define the framework for 
    Endorsement Areas and ISBE shall define the high school 
    course codes that relate to each area; and

        (2) the IPIC Agencies shall adopt the comprehensive 
    plan required by subsection (a) of Section 85 of this Act.

    (b)   By no later than June 30, 2018:
        (1) the public-private steering committees described 
    in subsection (b) of Section 85 of this Act shall recommend 
    to the IPIC Agencies a sequence of minimum career 
    competencies for particular occupational pathways within 
    that sector that students should attain by high school 
    graduation as part of a College and Career Pathway 
    Endorsement program;
        (2) ICCB and IBHE shall adopt the requirements for 
    postsecondary institutions described in subsection (d) of 
    Section 85 of this Act; and
        (3) the IPIC Agencies shall commence the development of 
    the statewide supports described in Section 85 of this Act.
    (c) By no later than June 30, 2019, (i) Eligible School 
Districts shall submit the information and certifications 
required by ISBE and ICCB to offer Career Pathway Endorsement 
programs for 2020 high school graduates; and (ii) the IPIC 
Agencies shall initially offer the statewide supports 
described in Section 85 of this Act.
    (d)   By no later than the 2020-2021 school year, 
postsecondary institutions shall implement the requirements 
adopted by ICCB and IBHE pursuant to subsection (d) of Section 
85 of this Act.

 
    Section 900. Administrative rules.  ISBE, in consultation 
with the other State agencies described in this Act, as 
applicable, may adopt such administrative rules as may be 
necessary for the implementation of this Act. ICCB and IBHE may 
adopt such administrative rules as may be necessary to 
implement Sections 45 through 70 and subsection (d) of Section 
85 of this Act.
 
    Section 905. The School Code is amended  by changing Section 
27-22 as follows:
 
    (105 ILCS 5/27-22)  (from Ch. 122, par. 27-22)

    (Text of Section before amendment by P.A. 99-434 and 
99-485)
    Sec. 27-22. Required high school courses.

    (a) As a prerequisite to receiving
a high school diploma, 
each pupil entering the 9th grade in the 1984-1985 school year 
through the 2004-2005 school year must, in addition to
other 
course requirements,
successfully complete the following 
courses:


        (1) three years of language arts;


        (2) two years of mathematics, one of which may be 
    related to
computer
technology;


        (3) one year of science;


        (4) two years of social studies, of which at least one 
    year
must be history
of the United States or a combination 
    of history of the United States and
American government; 
    and


        (5) One year chosen from (A) music, (B) art, (C) 
    foreign
language,
which shall be deemed to include American 
    Sign Language or (D)
vocational education.


    (b) As a prerequisite to receiving a high school diploma, 
each pupil
entering the 9th grade in the 2005-2006 school year 
must, in addition to other course requirements, successfully

complete all of the following courses:
        (1) Three years of language arts.
        (2) Three years of mathematics.
        (3) One year of science.
        (4) Two years of social studies, of which at least one 
    year must be history of the United States or a combination 
    of history of the United States and American government.
        (5) One year chosen from (A) music, (B) art, (C) 
    foreign language, which shall be deemed to include American 
    Sign Language, or (D) vocational education.
    (c) As a prerequisite to receiving a high school diploma, 
each pupil
entering the 9th grade in the 2006-2007 school year 
must, in addition to other course requirements, successfully

complete all of the following courses:
        (1) Three years of language arts.
        (2)  Two years of writing intensive courses, one of 
    which must be English and the other of which may be English 
    or any other subject.   When applicable, writing-intensive 
    courses may be counted towards the fulfillment of other 
    graduation requirements.

        (3) Three years of mathematics, one of which must be 
    Algebra I and one of which must include geometry content.
        (4) One year of science.
        (5) Two years of social studies, of which at least one 
    year must be history of the United States or a combination 
    of history of the United States and American government.
        (6) One year chosen from (A) music, (B) art, (C) 
    foreign language, which shall be deemed to include American 
    Sign Language, or (D) vocational education.
    (d) As a prerequisite to receiving a high school diploma, 
each pupil
entering the 9th grade in the 2007-2008 school year 
must, in addition to other course requirements, successfully

complete all of the following courses:
        (1) Three years of language arts.
        (2)  Two years of writing intensive courses, one of 
    which must be English and the other of which may be English 
    or any other subject. When applicable, writing-intensive 
    courses may be counted towards the fulfillment of other 
    graduation requirements.

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

        (3) Three years of mathematics, one of which must be 
    Algebra I, one of which must include geometry content, and 
    one of which may be an Advanced Placement computer science 
    course if the pupil successfully completes Algebra II or an 
    integrated mathematics course with Algebra II content.
        (4) Two years of science.
        (5) Two years of social studies, of which at least one 
    year must be history of the United States or a combination 
    of history of the United States and American government.
        (6) One year chosen from (A) music, (B) art, (C) 
    foreign language, which shall be deemed to include American 
    Sign Language, or (D) vocational education.
    (f) The State Board of Education shall develop and inform 
school districts of standards for writing-intensive 
coursework.

    (f-5)  If a school district offers an Advanced Placement 
computer science course to high school students, then the 
school board must designate that course as equivalent to a high 
school mathematics course and must denote on the student's 
transcript that the Advanced Placement computer science course 
qualifies as a mathematics-based, quantitative course for 
students in accordance with subdivision (3) of subsection (e) 
of this Section. 
    (g) This amendatory Act of 1983 does not apply to pupils 
entering the 9th grade
in 1983-1984 school year and prior 
school years or to students
with disabilities whose course of 
study is determined by an individualized
education program.


    This amendatory Act of the 94th General Assembly does not 
apply
to pupils entering the 9th grade in the 2004-2005 school 
year or a prior
school year or to students with disabilities 
whose course of study is
determined by an individualized 
education program.


    (h) The provisions of this Section are subject to the 
provisions of
Section
27-22.05 of this Code and the 
Postsecondary and Workforce Readiness Act.


(Source: P.A. 98-885, eff. 8-15-14.)

 
    (Text of Section after amendment by P.A. 99-434 and 99-485)
    Sec. 27-22. Required high school courses.

    (a) As a prerequisite to receiving
a high school diploma, 
each pupil entering the 9th grade in the 1984-1985 school year 
through the 2004-2005 school year must, in addition to
other 
course requirements,
successfully complete the following 
courses:


        (1) three years of language arts;


        (2) two years of mathematics, one of which may be 
    related to
computer
technology;


        (3) one year of science;


        (4) two years of social studies, of which at least one 
    year
must be history
of the United States or a combination 
    of history of the United States and
American government; 
    and


        (5) One year chosen from (A) music, (B) art, (C) 
    foreign
language,
which shall be deemed to include American 
    Sign Language or (D)
vocational education.


    (b) As a prerequisite to receiving a high school diploma, 
each pupil
entering the 9th grade in the 2005-2006 school year 
must, in addition to other course requirements, successfully

complete all of the following courses:
        (1) Three years of language arts.
        (2) Three years of mathematics.
        (3) One year of science.
        (4) Two years of social studies, of which at least one 
    year must be history of the United States or a combination 
    of history of the United States and American government.
        (5) One year chosen from (A) music, (B) art, (C) 
    foreign language, which shall be deemed to include American 
    Sign Language, or (D) vocational education.
    (c) As a prerequisite to receiving a high school diploma, 
each pupil
entering the 9th grade in the 2006-2007 school year 
must, in addition to other course requirements, successfully

complete all of the following courses:
        (1) Three years of language arts.
        (2)  Two years of writing intensive courses, one of 
    which must be English and the other of which may be English 
    or any other subject.   When applicable, writing-intensive 
    courses may be counted towards the fulfillment of other 
    graduation requirements.

        (3) Three years of mathematics, one of which must be 
    Algebra I and one of which must include geometry content.
        (4) One year of science.
        (5) Two years of social studies, of which at least one 
    year must be history of the United States or a combination 
    of history of the United States and American government.
        (6) One year chosen from (A) music, (B) art, (C) 
    foreign language, which shall be deemed to include American 
    Sign Language, or (D) vocational education.
    (d) As a prerequisite to receiving a high school diploma, 
each pupil
entering the 9th grade in the 2007-2008 school year 
must, in addition to other course requirements, successfully

complete all of the following courses:
        (1) Three years of language arts.
        (2)  Two years of writing intensive courses, one of 
    which must be English and the other of which may be English 
    or any other subject. When applicable, writing-intensive 
    courses may be counted towards the fulfillment of other 
    graduation requirements.

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

        (3) Three years of mathematics, one of which must be 
    Algebra I, one of which must include geometry content, and 
    one of which may be an Advanced Placement computer science 
    course if the pupil successfully completes Algebra II or an 
    integrated mathematics course with Algebra II content.
        (4) Two years of science.
        (5) Two years of social studies, of which at least one 
    year must be history of the United States or a combination 
    of history of the United States and American government 
    and, beginning with pupils entering the 9th grade in the 
    2016-2017 school year and each school year thereafter, at 
    least one semester must be  civics, which shall help young 
    people acquire and learn to use the skills, knowledge, and 
    attitudes that will prepare them to be competent and 
    responsible citizens throughout their lives.  Civics course 
    content shall focus on government institutions, the 
    discussion of current and controversial issues, service 
    learning, and simulations of the democratic process.  
    School districts may utilize private funding available for 
    the purposes of offering civics education.
        (6) One year chosen from (A) music, (B) art, (C) 
    foreign language, which shall be deemed to include American 
    Sign Language, or (D) vocational education.
    (f) The State Board of Education shall develop and inform 
school districts of standards for writing-intensive 
coursework.

    (f-5)  If a school district offers an Advanced Placement 
computer science course to high school students, then the 
school board must designate that course as equivalent to a high 
school mathematics course and must denote on the student's 
transcript that the Advanced Placement computer science course 
qualifies as a mathematics-based, quantitative course for 
students in accordance with subdivision (3) of subsection (e) 
of this Section. 
    (g) This amendatory Act of 1983 does not apply to pupils 
entering the 9th grade
in 1983-1984 school year and prior 
school years or to students
with disabilities whose course of 
study is determined by an individualized
education program.


    This amendatory Act of the 94th General Assembly does not 
apply
to pupils entering the 9th grade in the 2004-2005 school 
year or a prior
school year or to students with disabilities 
whose course of study is
determined by an individualized 
education program.


    (h) The provisions of this Section are subject to the 
provisions of
Section
27-22.05 of this Code and the 
Postsecondary and Workforce Readiness Act.


(Source: P.A. 98-885, eff. 8-15-14; 99-434, eff. 7-1-16 (see 
P.A. 99-485 for the effective date of changes made by P.A. 
99-434); 99-485, eff. 11-20-15.)

 
    Section 995. No acceleration or delay. Where this Act makes 
changes in a statute that is represented in this Act by text 
that is not yet or no longer in effect (for example, a Section 
represented by multiple versions), the use of that text does 
not accelerate or delay the taking effect of (i) the changes 
made by this Act or (ii) provisions derived from any other 
Public Act.
 
 
    Section 999. Effective date. This Act takes effect upon 
becoming law.