HB3196 99TH GENERAL ASSEMBLY

LRB099 07550 NHT 27674 b

99TH GENERAL ASSEMBLY
State of Illinois
2015 and 2016
HB3196

Introduced , by Rep. Linda Chapa LaVia

SYNOPSIS AS INTRODUCED:

New Act
105 ILCS 5/27-12.1	from Ch. 122, par. 27-12.1
105 ILCS 5/27-22	from Ch. 122, par. 27-22

Creates the Postsecondary and Workforce Readiness Act. Requires the State Superintendent of Education, the executive director of the Illinois Community College Board, the executive director of the Board of Higher Education, and the executive director of the Illinois Student Assistance Commission ("Appointing Authorities") to establish and select individuals to serve as members of one or more advisory committees responsible for delivering recommendations concerning competency-based high school graduation requirements, student readiness for college-level instruction, and early college credit. Requires the chief executive officers of the State agencies participating in the Illinois Pathways Interagency Committee to establish and select individuals to serve as members of one or more advisory committees responsible for delivering recommendations concerning career pathway endorsements and awareness, advising, and planning for postsecondary education and careers. Sets forth provisions concerning common administrative rules of the State Board of Education, Illinois Community College Board, Board of Higher Education, and Illinois Student Assistance Commission; support systems for school districts, postsecondary institutions, educators, students, and families; and implementation. Amends the School Code to make changes concerning consumer education and required high school courses. Effective immediately.

FISCAL NOTE ACT MAY APPLY

STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT

A BILL FOR

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) 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 college and career and live healthy, productive lives.

(2) Raising academic expectations through implementation of the revised Illinois Learning Standards and expanding career education and opportunities through the Illinois Pathways initiative are not divergent strategies, but rather mutually reinforcing ones that, when used together, provide all students with a wider range of individualized, contextualized, realistic, and enriching learning opportunities.

(3) By transitioning away from seat time and enabling students to master skills at their own pace, competency-based learning systems allow students to progress as they demonstrate mastery of academic content and also create multiple pathways to graduation, take advantage of learning opportunities outside of school hours and walls, and help identify opportunities to target interventions to meet the specific learning needs of students.

(4) Financial and consumer education is critical to student readiness for postsecondary education and careers and helps support the economic stability of this State.

(5) The Illinois Council of Community College Presidents, following a recommendation from the Illinois Community College Chief Student Services Officers and the Illinois Community College Chief Academic Officers, has agreed to a consistent statewide approach to the use of Partnership for Assessment of Readiness for College and Careers assessment scores for community college decisions on placement of students into college-level courses.

(6) Student pathway systems aligned to individualized plans can support student success in both secondary and postsecondary education.

(7) Increased communication and collaboration across governmental, educational, and business entities must be leveraged to provide students with clear, consistent expectations, more navigable college and career preparation, and better-targeted supports to meet individual student needs.

Section 10. Definitions. In this Act:

"Appointing Authorities" means the State Superintendent of Education, the executive director of the Illinois Community College Board, the executive director of the Board of Higher Education, and the executive director of the Illinois Student Assistance Commission.

"College-level instruction" means instruction that addresses competencies required for entry-level, credit-bearing courses in transfer or career disciplines leading to a baccalaureate degree, a certificate, or an associate's degree from postsecondary institutions.

"FAFSA" means the Free Application for Federal Student Aid.

"IPIC" means the Illinois Pathways Interagency Committee formed by intergovernmental agreement among at least the following agencies: the State Board of Education, the Illinois Community College Board, the Board of Higher Education, the Illinois Student Assistance Commission, the Department of Commerce and Economic Opportunity, and the Department of Employment Security.

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

"Learning Exchange" means a public-private partnership in an industry sector prioritized by the IPIC for economic development in this State, organized and managed by a lead nonprofit or public entity that has been selected through a process approved by the IPIC.

"PARCC" means the Partnership for Assessment of Readiness for College and Careers.

"Postsecondary institution" means a public community college or public university located in this State.

Section 15. Advisory committees.

(a) The Appointing Authorities shall establish and select individuals to serve as members of one or more advisory committees responsible for delivering recommendations in all of the areas described in subsections (d) through (f) of this Section.

(b) The chief executive officers of the IPIC Agencies shall establish and select individuals to serve as members of one or more advisory committees responsible for delivering recommendations in all of the areas described in subsections (g) and (h) of this Section.

(c) Each of the advisory committees established pursuant to subsections (a) and (b) of this Section shall include representatives from, but not limited to, school districts, community colleges, public and non-public institutions of higher learning, teachers, principals and administrators, parents, employers, civic organizations, and education policy and advocacy organizations. Each of the advisory committees established to address the areas described in subsection (g) of this Section shall include at least one representative from each Learning Exchange whose industry sector is addressed by the recommendations of the committee. The Appointing Authorities and the chief executive officers of the IPIC Agencies, as applicable, shall select the members of each advisory committee no later than 60 days after the effective date of this Act. No individual committee shall contain greater than 16 members. Each advisory committee shall elect a chairperson and vice-chairperson from among the members at their first meeting. The first meeting of each advisory committee shall be held within 60 days after the full selection of the committee. Each advisory committee shall meet at least semiannually following the effective date of this Act through at least State fiscal year 2018.

(d) One or more advisory committees established by the Appointing Authorities shall provide recommendations that address:

(1) Proposed new, competency-based, high school graduation requirements based on student proficiency of identified competencies aligned to the Illinois Learning Standards.

(2) Multiple methods, including without limitation standardized assessments, for determining student proficiency levels on the identified competencies.

(3) The mapping of student proficiency levels to the achievement of identified competencies.

(4) The role of licensed teachers and non-licensed professionals in determining student proficiency levels on identified competencies.

(5) The acceptance of competency-based high school diplomas by postsecondary institutions and administrators of State and federal financial aid programs.

(e) One or more advisory committees established by the Appointing Authorities shall provide recommendations that address:

(1) Methods for reviewing and publicly reporting on the implementation of the consistent statewide approach to the use of PARCC assessment scores for community college placement into college-level instruction adopted by the Illinois Council of Community College Presidents.

(2) Factors, including without limitation assessment scores and grades, for requiring school districts to offer and students to complete appropriately targeted 12th grade instruction to prepare for college-level instruction in English language arts and mathematics fields.

(3) The development and publication of a statewide tracking system that reports secondary students' progress toward reaching readiness for college-level instruction, as well as remedial education rates at the high school and school district levels.

(f) One or more advisory committees established by the Appointing Authorities shall provide recommendations that address:

(1) Eligibility factors, including without limitation assessment proficiency levels, for determining when high school students should have access to college-level instruction without tuition charged to the student in mathematics, English language arts, and science.

(2) Recommended early college credit courses that should be available, either on-site, online, or through other nontraditional delivery mechanisms, to all eligible high school students in the areas of English language arts, mathematics, and science.

(3) Opportunities for online and other nontraditional delivery mechanisms to expand access to early college credit.

(g) Advisory committees established by the chief executive officers of the IPIC Agencies shall provide recommendations that address:

(1) The requirements for awarding career pathway endorsements in industry sectors prioritized by the IPIC on a high school diploma. Career pathway endorsements shall signify completion of a program, including attainment of core academic competencies, attainment of career-oriented competencies, professional learning in a workplace setting, and attainment of industry-relevant credentials.

(2) The alignment of career pathway endorsement requirements to college-level course competencies so that high school students may earn early college credit for achieving certain endorsements.

(3) Opportunities for expanded access to career pathway endorsements, including programs available outside a student's resident school district.

(4) Increased recognition of career pathway endorsements by postsecondary institutions for course placement and advising.

(5) Methods for postsecondary institutions to assess competencies for the award of college credit in career pathway-related courses.

(h) Advisory committees established by the chief executive officers of the IPIC Agencies shall provide recommendations that address:

(1) Grade-level expectations for education and career development and planning.

(2) Methods for ensuring all public middle and high school students have access to web-based, individualized tools to plan for postsecondary education, careers, and financial aid.

(3) The role of licensed school counselors and non-licensed professionals to advise students and families on postsecondary education exploration, application, enrollment, and financing.

(4) The development of a financial literacy program for students and families that aligns postsecondary education and career choices with likely financial outcomes to support economically sound decision-making.

(5) Methods for reporting data on FAFSA completion rates at the school and school district levels.

(6) The development of an outreach and communications program to inform families and students of postsecondary education and career opportunities and financial aid and other support systems to pursue those opportunities.

Section 20. Common administrative rules. Before July 1, 2017, the State Board of Education, Illinois Community College Board, Board of Higher Education, and Illinois Student Assistance Commission shall cooperate together to adopt one common set of administrative rules to implement and accomplish the purpose and provisions of this Act. The administrative rules shall be developed through a process involving collaboration with the appropriate advisory committees established pursuant to Section 15 of this Act and, with respect to administrative rules addressing career pathway endorsements and advising and planning for postsecondary education and careers, the other IPIC Agencies. The administrative rules adopted pursuant to this Section shall include, but not be limited to, rules establishing:

(1) competency-based requirements for receiving a high school diploma;

(2) factors for requiring school districts to offer and students to complete appropriately targeted 12th grade instruction to prepare for college-level instruction in English language arts and mathematics fields at postsecondary institutions;

(3) eligibility factors for public high school students to access college-level instruction without tuition charged to the student in English language arts, mathematics, and science prior to high school graduation and methods for public high school students to access college-level instruction through multiple delivery methods, including online instruction;

(4) requirements for awarding career pathway endorsements on high school diplomas, including, but not limited to, competencies and proficiency levels needed for attainment of each endorsement;

(5) opportunities for students to access career pathway endorsement programs outside of a student's resident district;

(6) postsecondary institution requirements for acceptance of career pathway endorsements for advanced standing and recognition of such endorsements by postsecondary institutions for course placement, advising, and college credit;

(7) requirements for school districts to ensure all middle and high school students have access to advising supports and web-based, individualized tools to plan for postsecondary education, careers, and financial aid; and

(8) requirements for public high schools with low FAFSA completion rates, considering the income-level characteristics of the student population, to develop a plan for increasing completion, in consultation with the Illinois Student Assistance Commission.

The rules shall take effect in accordance with the implementation schedule set forth in Section 30 of this Act.

Section 25. Appointing Authorities support systems. On or before January 31, 2017, the Appointing Authorities shall, in collaboration with the applicable advisory committees established under this Act, ensure the availability of all of the following support systems for school districts, postsecondary institutions, educators, students, and families:

(1) Model competency maps across all subject areas required for high school graduation.

(2) Model career pathway-related instructional supports incorporating English language arts, mathematics, and science competencies.

(3) Model competency-based high school diplomas.

(4) Web-based tools to support tracking of progress toward competency-based requirements.

(5) Model math and English language arts instructional supports, along with related professional development, that can be provided to students in high school to prepare them for college-level instruction without the need for remediation at postsecondary institutions.

(6) Mechanisms for proving educator, parent, and student access to reports showing a student's progress toward achieving the competency-based graduation requirements and readiness for college credit courses.

(7) A data collection system and single website to identify, for each postsecondary institution, the institution's requirements for placement into college-level instruction, its policies for the award of college credit for Advanced Placement assessment performance, its policies for acceptance of dual credit awarded from other postsecondary institutions, and its degree pathway programs.

(8) A data collection system and single website to collect and publish data at the high school and district levels on (i) student access to early college credit though dual credit, dual enrollment, Advanced Placement, and International Baccalaureate programs; (ii) remedial education rates; and (iii) FAFSA completion rates.

(9) An outreach and communication program for informing educators, students, and parents of the information available through the websites described in subdivisions (7) through (9) of this Section and financial aid and other support systems for students and families to pursue postsecondary education and careers.

(10) Methods for incentivizing and accelerating the delivery of professional development and continuing education for high school teachers that will allow them to qualify as instructors for dual credit courses in high-need subject areas and locations within this State. Such methods may include scholarships, reimbursement models, and support for accelerated higher education delivery models.

(11) In collaboration with the Learning Exchanges, the continued development and enhancement of supports for career pathway endorsement requirements.

(12) In collaboration with the Learning Exchanges, online delivery mechanisms for key career pathway endorsement-related courses.

(13) Access for students and families to web-based, individualized tools to plan for postsecondary education, careers, and financial aid.

(14) Methods for incentivizing and accelerating the delivery of professional development and continuing education for licensed school counselors and non-licensed professionals to obtain licensure or other appropriate training for advising on career development and postsecondary education access and financing.

Section 30. Implementation.

(a) For the 2016-2017 school year, in accordance with the administrative rules established pursuant to Section 20 of this Act, school districts serving grades 9 through 12:

(1) may voluntarily implement the competency-based graduation requirements;

(2) may voluntarily provide appropriate preparation to students for college-level instruction;

(3) may voluntarily offer career pathway endorsements to graduating high school students; and

(4) shall provide the State Board of Education with information, in a form prescribed by the agency, necessary for the website described in subdivision (8) of Section 25 of this Act.

(b) For the 2016-2017 school year, in accordance with the administrative rules established pursuant to Section 20 of this Act, postsecondary institutions:

(1) may voluntarily adopt policies for accepting competency-based diplomas; and

(2) shall provide the Illinois Community College Board or Board of Higher Education with information, in a form prescribed by either such agency, necessary for the website described in subdivision (7) of Section 25 of this Act.

(c) For the 2017-2018 school year and subsequent school years thereafter, in accordance with the administrative rules established pursuant to Section 20 of this Act, school districts serving grades 9 through 12 shall:

(1) implement the competency-based graduation requirements for students entering the 9th grade in the 2017-2018 school year and any subsequent school years thereafter;

(2) provide or otherwise ensure appropriately targeted 12th grade instruction for students who have not demonstrated readiness for college-level instruction in English language arts and mathematics fields;

(3) provide or otherwise ensure students demonstrating readiness for college-level instruction have access to college-level instruction without tuition charged to the student in English language arts, mathematics, and science fields;

(4) for students entering the 9th grade in the 2017-2018 school year and any subsequent school years thereafter, provide access to instruction and other learning experiences required for the attainment of at least 2 career pathway endorsements;

(5) for students entering 9th grade in the 2017-2018 school year and any subsequent school years thereafter, allow students to enroll in a program for attainment of any career pathway endorsement approved by the IPIC and authorized by administrative rule; if any such program elements are not offered by the student's resident school district, the resident school district must allow the student to enroll in the program element at another Illinois school district or public community college and pay any tuition charged by the school district or community college for that program element, and resident school districts shall not be required to pay other student costs associated with enrollment in the program element at a non-resident school district or community college and shall not be required to provide the student with transportation to the location of instruction;

(6) promote access to advising supports and web-based, individualized tools to plan for postsecondary education, careers, and financial aid;

(7) for those schools with identified low FAFSA completion rates, develop a plan for increasing FAFSA completion, in consultation with the Illinois Student Assistance Commission; and

(8) continue to provide the State Board of Education with information in a form prescribed by the agency necessary for the website described in subdivision (8) of Section 25 of this Act.

(d) For the 2017-2018 school year and subsequent school years thereafter, in accordance with the administrative rules established pursuant to Section 20 of this Act, postsecondary institutions shall:

(1) adopt policies for accepting competency-based diplomas and the award of related postsecondary credit if appropriate;

(2) adopt policies for accepting career pathway endorsements for advanced standing and recognition in advising and placement systems; and

(3) continue to provide the Illinois Community College Board or Board of Higher Education information in a form prescribed by either such agency necessary for the website described in subdivision (7) of Section 25 of this Act.

(e) Notwithstanding the implementation timelines set forth in subsections (a), (b), (c), and (d) of this Section, the Appointing Authorities may jointly, with the consent of the Governor, delay any one or more of the implementation timelines for requirements imposed on school districts and postsecondary institutions in this Section to the extent such delay is deemed reasonably necessary to provide for the adequate implementation of one or more related support systems described in Section 25 of this Act.

Section 75. The School Code is amended by changing Sections 27-12.1 and 27-22 as follows:

(105 ILCS 5/27-12.1) (from Ch. 122, par. 27-12.1)

Sec. 27-12.1. Consumer education.

(a) Pupils in the public schools in grades 9 through 12 shall be taught and be required to study courses which include instruction in the area of consumer education, including but not necessarily limited to (i) understanding the basic concepts of financial literacy, including installment purchasing (including credit scoring, managing credit debt, and completing a loan application), budgeting, savings and investing, banking (including balancing a checkbook, opening a deposit account, and the use of interest rates), understanding simple contracts, State and federal income taxes, personal insurance policies, the comparison of prices, and homeownership (including the basic process of obtaining a mortgage and the concepts of fixed and adjustable rate mortgages, subprime loans, and predatory lending); , and (ii) understanding the roles of consumers interacting with agriculture, business, labor unions and government in formulating and achieving the goals of the mixed free enterprise system; and (iii) an individualized plan for postsecondary education, careers, and financial aid developed for each pupil commencing with the 2017-2018 school year. The State Board of Education shall devise or approve the consumer education curriculum for grades 9 through 12 and specify the minimum amount of instruction to be devoted thereto.

(b) (Blank).

(c) The Financial Literacy Fund is created as a special fund in the State treasury. State funds and private contributions for the promotion of financial literacy shall be deposited into the Financial Literacy Fund. All money in the Financial Literacy Fund shall be used, subject to appropriation, by the State Board of Education to award grants to school districts for the following:

(1) Defraying the costs of financial literacy training for teachers.

(2) Rewarding a school or teacher who wins or achieves results at a certain level of success in a financial literacy competition.

(3) Rewarding a student who wins or achieves results at a certain level of success in a financial literacy competition.

(4) Funding activities, including books, games, field trips, computers, and other activities, related to financial literacy education.

In awarding grants, every effort must be made to ensure that all geographic areas of the State are represented.

(d) A school board may establish a special fund in which to receive public funds and private contributions for the promotion of financial literacy. Money in the fund shall be used for the following:

(1) Defraying the costs of financial literacy training for teachers.

(2) Rewarding a school or teacher who wins or achieves results at a certain level of success in a financial literacy competition.

(3) Rewarding a student who wins or achieves results at a certain level of success in a financial literacy competition.

(4) Funding activities, including books, games, field trips, computers, and other activities, related to financial literacy education.

(e) The State Board of Education, upon the next comprehensive review of the Illinois Learning Standards, is urged to include the basic principles of personal insurance policies and understanding simple contracts.

(Source: P.A. 95-863, eff. 1-1-09; 96-1061, eff. 7-14-10.)

(105 ILCS 5/27-22) (from Ch. 122, par. 27-22)

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 through the 2016-2017 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.

(e-5) As a prerequisite to receiving a high school diploma, each pupil entering the 9th grade in the 2017-2018 school year or a subsequent school year must successfully complete the requirements established by administrative rules adopted pursuant to the Postsecondary and Workforce Readiness Act.

(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.

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

Section 99. Effective date. This Act takes effect upon becoming law.