102ND GENERAL ASSEMBLY
State of Illinois
2021 and 2022
HB5511
 
Introduced 1/31/2022, by Rep. Denyse Wang Stoneback
 
SYNOPSIS AS INTRODUCED:
 

 
105 ILCS 5/14A-30

     Amends the School Code.  Makes a technical change in a Section concerning funding of local gifted education programs.
  


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A BILL FOR
 

  
HB5511LRB102 26063 CMG 35520 b


  
1    AN ACT concerning education.
  
 
2    Be it enacted by the People of the State of Illinois,
 
3represented in the General Assembly:
  
 
 
4    Section 5. The School Code is amended by changing Section 
514A-30 as follows:
 
6    (105 ILCS 5/14A-30)
7    Sec. 14A-30. Funding of local gifted education programs. A 
8local program for the the education of gifted and talented 
9children may be approved for funding by the State Board of 
10Education, pursuant to a request for proposals process, if 
11funds for that purpose are available and, beginning with the 
12beginning of the 2010-2011 academic year, if the local program 
13submits an application for funds that includes a comprehensive 
14plan (i) showing that the applicant is capable of meeting a 
15portion of the following requirements, (ii) showing the 
16program elements currently in place and a timeline for 
17implementation of other elements, and (iii) demonstrating to 
18the satisfaction of the State Board of Education that the 
19applicant is capable of implementing a program of gifted 
20education consistent with this Article:
21        (1) The use of assessment instruments, such as 
22    nonverbal ability tests and tests in students' native 
23    languages, and a selection process that is equitable to 
 
 
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1    and inclusive of underrepresented groups, including 
2    low-income students, minority students, students with 
3    disabilities, twice-exceptional students, and English 
4    learners.
5        (2) A priority emphasis on language arts and 
6    mathematics.
7        (3) The use of multiple valid assessments that assess 
8    both demonstrated achievement and potential for 
9    achievement, including cognitive ability tests and general 
10    or subject specific achievement tests, applied universally 
11    to all students, and appropriate for the content focus of 
12    the gifted services that will be provided.  School 
13    districts and schools may add other local, valid 
14    assessments, such as portfolios.  Assessments and selection 
15    processes must ensure multiple pathways into the program.
16        (4) The use of score ranges on assessments that are 
17    appropriate for the school or district population, 
18    including the use of local norms for achievement to 
19    identify high potential students.
20        (5) A process of identification of gifted and talented 
21    children that is of equal rigor in each area of aptitude 
22    addressed by the program.
23        (6) The use of identification procedures that 
24    appropriately correspond with the planned programs, 
25    curricula, and services.
26        (7) A fair and equitable decision-making process.
 
 
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1        (8) The availability of a fair and impartial appeal 
2    process within the school, school district, or cooperative 
3    of school districts operating a program for parents or 
4    guardians whose children are aggrieved by a decision of 
5    the school, school district, or cooperative of school 
6    districts regarding eligibility for participation in a 
7    program.
8        (9) Procedures for annually informing the community 
9    at-large, including parents, about the program and the 
10    methods used for the identification of gifted and talented 
11    children.
12        (10) Procedures for notifying parents or guardians of 
13    a child of a decision affecting that child's participation 
14    in a program.
15        (11) A description of how gifted and talented children 
16    will be grouped and instructed in order to maximize the 
17    educational benefits the children derive from 
18    participation in the program, including curriculum 
19    modifications and options that accelerate and add depth 
20    and complexity to the curriculum content.
21        (12) An explanation of how the program emphasizes 
22    higher-level skills attainment,

including 
23    problem-solving, critical thinking, creative thinking, and 
24    research skills, as embedded within relevant content 
25    areas.
26        (13) A methodology for measuring academic growth for 
 
 
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1    gifted and talented children and a procedure for 
2    communicating a child's progress to his or her parents or 
3    guardian, including, but not limited to, a report card.
4        (14) The collection of data on growth in learning for 
5    children in a program for gifted and talented children and 
6    the reporting of the data to the State Board of Education.
7        (15) The designation of a supervisor responsible for 
8    overseeing the educational program for gifted and talented 
9    children.
10        (16) A showing that the certified teachers who are 
11    assigned to teach gifted and talented children understand 
12    the characteristics and educational needs of children and 
13    are able to differentiate the curriculum and apply 
14    instructional methods to meet the needs of the children.
15        (17) Plans for the continuation of professional 
16    development for staff assigned to the program serving 
17    gifted and talented children.

18(Source: P.A. 99-706, eff. 7-29-16.)