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1 | | careers cannot be reduced to a single metric, but must |
2 | | instead be understood as a multi-faceted set of knowledge, |
3 | | skills, and abilities that allow students to successfully |
4 | | meet the challenges of postsecondary education and career |
5 | | and live healthy, productive lives.
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6 | | (4) Enabling high school students to engage in career |
7 | | and postsecondary education development activities and |
8 | | incentivizing achievement in career-oriented education, |
9 | | particularly in high-demand industry sectors, promotes |
10 | | postsecondary and career readiness and facilitates |
11 | | better-informed postsecondary education decisions.
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12 | | (5) In response, Illinois should deploy a number of |
13 | | strategies to prepare more students for meaningful career |
14 | | opportunities by supporting postsecondary and career |
15 | | planning, promoting and incentivizing competency-based |
16 | | learning programs, reducing remedial education rates, |
17 | | increasing alignment between K-12 and postsecondary |
18 | | education systems, and implementing college and career |
19 | | pathway systems.
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20 | | (6) Aligning supports from State agencies, school |
21 | | districts, postsecondary education providers, employers, |
22 | | and other public and private organizations will lead to the |
23 | | development and implementation of a robust and coordinated |
24 | | postsecondary education and career readiness system in |
25 | | Illinois.
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1 | | Section 10. Definitions. In this Act:
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2 | | "Adaptive Competencies" means foundational skills needed |
3 | | for success in college, careers, and life, such as, but not |
4 | | limited to, work ethic, professionalism, communication, |
5 | | collaboration and interpersonal skills, and problem-solving.
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6 | | "Career Exploration Activity" means an activity such as a |
7 | | job shadow, attendance at a career exposition, or employer site |
8 | | visit providing a student with the ability to engage directly |
9 | | with employers for the purpose of gaining knowledge of one or |
10 | | more industry sectors or occupations.
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11 | | "College-level mathematics course" means a mathematics |
12 | | course that bears credit leading to a baccalaureate degree, a |
13 | | certificate, or an associate degree from a postsecondary |
14 | | institution.
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15 | | "Community college" means a public community college |
16 | | organized under the Public Community College Act.
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17 | | "DCEO" means the Department of Commerce and Economic |
18 | | Opportunity.
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19 | | "Early college credit course" means a course through which |
20 | | a high school student can receive postsecondary institution |
21 | | course credit and includes dual credit courses, dual enrollment |
22 | | courses, International Baccalaureate courses, Advanced |
23 | | Placement courses, and courses with articulated credit with a |
24 | | postsecondary institution.
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25 | | "Eligible School District" means a school district that has |
26 | | satisfied the requirements set forth in Section 80 of this Act |
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1 | | and is eligible to award one or more College and Career Pathway |
2 | | Endorsements.
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3 | | "Endorsement Area" means an industry sector or grouping of |
4 | | sectors as organized and established pursuant to Section 80 of |
5 | | this Act.
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6 | | "GECC" means the General Education Core Curriculum |
7 | | developed by the IAI and adopted by IBHE and ICCB.
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8 | | "IAI" means the Illinois Articulation Initiative.
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9 | | "IBHE" means the Illinois Board of Higher Education.
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10 | | "ICCB" means the Illinois Community College Board.
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11 | | "IMACC" means the Illinois Mathematics Association of |
12 | | Community Colleges.
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13 | | "Integrated courses" means courses that include |
14 | | substantial instruction focused on both academic and |
15 | | career-oriented competencies.
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16 | | "Intensive Career Exploration Experience" means a |
17 | | structured, multi-day student experience, such as a career |
18 | | exploration camp, that provides students with the opportunity |
19 | | to explore various occupations relating to an Endorsement Area |
20 | | with hands-on training and orientation activities.
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21 | | "IPIC" means the Illinois Pathways Interagency Committee |
22 | | formed by intergovernmental agreement among at least the |
23 | | following agencies: ISBE, ICCB, IBHE, ISAC, DCEO, and the |
24 | | Department of Employment Security.
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25 | | "IPIC Agency" means a State agency participating in the |
26 | | IPIC.
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1 | | "ISAC" means the Illinois Student Assistance Commission.
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2 | | "ISBE" means the Illinois State Board of Education.
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3 | | "Local Community College" means, with respect to an |
4 | | Eligible School District, a community college whose district |
5 | | territory includes all or any portion of the district territory |
6 | | of the Eligible School District.
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7 | | "Local school district" means, with respect to a |
8 | | partnership agreement with a community college for |
9 | | transitional mathematics instruction, a school district whose |
10 | | district territory includes all or any portion of the district |
11 | | territory of the community college. |
12 | | "Local Workforce Board" means the governing board of a |
13 | | local workforce development area established pursuant to the |
14 | | federal Workforce Innovation and Opportunity Act (Public Law |
15 | | 113-128).
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16 | | "Postsecondary institution" means a community college or |
17 | | public university.
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18 | | "Professional Skills Assessment" means an observational |
19 | | assessment of a student's performance in a Supervised Career |
20 | | Development Experience given by an adult supervisor that |
21 | | addresses, at minimum, the Adaptive Competencies of work ethic, |
22 | | professionalism, communication, collaboration and |
23 | | interpersonal skills, and problem-solving. The Professional |
24 | | Skills Assessment is to be used as a feedback tool and student |
25 | | development strategy and not for a grade or credit |
26 | | determination.
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1 | | "Public university" means a public university listed in the |
2 | | definition of "public institutions of higher education" under |
3 | | the Board of Higher Education Act.
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4 | | "School district" means a public school district organized |
5 | | and operating pursuant to the provisions of the School Code.
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6 | | "Statewide portability" means, with respect to |
7 | | transitional mathematics instruction, all community colleges |
8 | | other than the community college transcripting credit for |
9 | | successful completion of the instruction provide the same |
10 | | completion recognition for college-level mathematics course |
11 | | placement purposes as the transcripting community college |
12 | | provides. |
13 | | "Supervised Career Development Experience" means an |
14 | | experience in which students obtain authentic and relevant work |
15 | | experience relating to an Endorsement Area, such as an |
16 | | internship, a school-based enterprise, a supervised |
17 | | agricultural experience, cooperative education, or a research |
18 | | apprenticeship, where the student either receives compensation |
19 | | from an employer or credit by the school district and that |
20 | | involves a Professional Skills Assessment. |
21 | | "Team-based Challenge" means a group problem-based |
22 | | learning project relating to a student's Endorsement Area that |
23 | | involves a problem relevant to employers within that |
24 | | Endorsement Area, including mentoring from adults with |
25 | | expertise in that Endorsement Area, and requires student |
26 | | presentation of the outcomes of the project. |
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1 | | "Transitional mathematics instruction" means instruction |
2 | | delivered to a student during 12th grade for the purpose of |
3 | | enabling the student to attain the transitional mathematics |
4 | | competencies associated with the student's postsecondary |
5 | | institution mathematics pathway and demonstrate readiness for |
6 | | a college-level mathematics course. Transitional mathematics |
7 | | instruction may be delivered through a mathematics course or an |
8 | | integrated course or through a competency-based learning |
9 | | system that includes a set of transitional mathematics |
10 | | competencies. |
11 | | Section 15. Postsecondary and career expectations.
By no |
12 | | later than July 1, 2017, ISBE, ICCB, IBHE, and ISAC, in |
13 | | consultation with appropriate stakeholders, shall jointly |
14 | | adopt and publicize model postsecondary and career |
15 | | expectations for public school students in grades 8 through 12. |
16 | | The model postsecondary and career expectations shall define |
17 | | activities that school districts, parents, and community-based |
18 | | organizations should support students in completing and |
19 | | related knowledge students should possess by no later than the |
20 | | end of each grade level. The model postsecondary and career |
21 | | expectations must address the following categories:
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22 | | (1) career exploration and development;
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23 | | (2) postsecondary institution exploration, |
24 | | preparation, and selection; and
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25 | | (3) financial aid and financial literacy. |
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1 | | Section 20. Competency-based, high school graduation |
2 | | requirements pilot program. In consultation with ICCB and IBHE, |
3 | | ISBE shall establish and administer a competency-based, high |
4 | | school graduation requirements pilot program with school |
5 | | districts selected pursuant to Section 25 of this Act. A school |
6 | | district participating in the pilot program may select which of |
7 | | the year and course graduation requirements set forth in |
8 | | Section 27-22 of the School Code the school district wishes to |
9 | | replace with a competency-based learning system. A school |
10 | | district may participate in the pilot program for some or all |
11 | | of its schools serving grades 9 through 12. The pilot program |
12 | | shall include the following components and requirements:
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13 | | (1) The competency-based learning systems authorized |
14 | | through the pilot program shall include all of the |
15 | | following elements:
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16 | | (A) Students shall demonstrate mastery of all |
17 | | required competencies to earn credit.
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18 | | (B) Students must demonstrate mastery of Adaptive |
19 | | Competencies defined by the school district, in |
20 | | addition to academic competencies.
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21 | | (C) Students shall advance once they have |
22 | | demonstrated mastery, and students shall receive more |
23 | | time and personalized instruction to demonstrate |
24 | | mastery, if needed.
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25 | | (D) Students shall have the ability to attain |
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1 | | advanced postsecondary education and career-related |
2 | | competencies beyond those needed for graduation.
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3 | | (E) Students must be assessed using multiple |
4 | | measures to determine mastery, usually requiring |
5 | | application of knowledge.
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6 | | (F) Students must be able to earn credit toward |
7 | | graduation requirements in ways other than traditional |
8 | | coursework, including learning opportunities outside |
9 | | the traditional classroom setting, such as Supervised |
10 | | Career Development Experiences.
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11 | | (2) A school district participating in the pilot |
12 | | program shall demonstrate that the proposed |
13 | | competency-based learning system is a core strategy |
14 | | supporting the community's efforts to better prepare high |
15 | | school students for college, career, and life.
The |
16 | | application must identify the community partners that will |
17 | | support the system's implementation. |
18 | | (3) A school district participating in the pilot |
19 | | program must have a plan for educator administrator and |
20 | | educator professional development on the competency-based |
21 | | learning system and must demonstrate prior successful |
22 | | implementation of professional development systems for |
23 | | major district instructional initiatives.
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24 | | (4) A school district participating in the pilot |
25 | | program that is replacing graduation requirements in the |
26 | | core academic areas of mathematics, English language arts, |
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1 | | and science with a competency-based learning system shall |
2 | | demonstrate how the competencies can be mastered through |
3 | | Integrated Courses or career and technical education |
4 | | courses.
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5 | | (5) A school district participating in the pilot |
6 | | program shall develop a plan for community engagement and |
7 | | communications.
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8 | | (6) A school district participating in the pilot |
9 | | program shall develop a plan for assigning course grades |
10 | | based on mastery of competencies within the |
11 | | competency-based learning system.
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12 | | (7) A school district participating in the pilot |
13 | | program shall establish a plan and system for collecting |
14 | | and assessing student progress on competency completion |
15 | | and attainment, including for learning opportunities |
16 | | outside of the traditional classroom setting.
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17 | | (8) A school district participating in the pilot |
18 | | program shall establish a system for data collection and |
19 | | reporting and must provide ISBE with such reports and |
20 | | information as may be required for administration and |
21 | | evaluation of the program.
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22 | | (9) A school district participating in the pilot |
23 | | program shall partner with a community college and a higher |
24 | | education institution other than a community college for |
25 | | consultation on the development and administration of its |
26 | | competency-based learning system. The plan shall address |
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1 | | how high school graduates of a competency-based learning |
2 | | system will be able to provide information normally |
3 | | expected of postsecondary institutions for admission and |
4 | | financial aid.
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5 | | (10) A school district participating in the pilot |
6 | | program shall have a plan for engaging feeder elementary |
7 | | schools with the participating high school or schools on |
8 | | the establishment and administration of the |
9 | | competency-based learning system.
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10 | | Section 25. Competency-based, high school graduation |
11 | | requirements pilot program eligibility and application |
12 | | process.
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13 | | (a) The pilot program established under Section 20 of this |
14 | | Act shall be administered by the State Superintendent of |
15 | | Education in 2 phases: (i) an initial application and selection |
16 | | process phase, and (ii) a subsequent phase for full development |
17 | | and implementation of a detailed plan for a competency-based |
18 | | learning system for high school graduation requirements.
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19 | | (b) For the initial phase under clause (i) of subsection |
20 | | (a) of this Section, the State Superintendent of Education |
21 | | shall develop and issue a pilot program application that |
22 | | requires:
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23 | | (1) demonstration of commitment from the school |
24 | | district superintendent; the president of the school board |
25 | | of the district; teachers within the school district who |
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1 | | will be involved with the pilot program implementation; a |
2 | | community college partner; and a higher education |
3 | | institution other than a community college; |
4 | | (2) an indication of which of the year and course |
5 | | graduation requirements set forth in Section 27-22 of the |
6 | | School Code the school district wishes to replace with a |
7 | | competency-based learning system;
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8 | | (3) a general description of the school district's plan |
9 | | for implementing a competency-based learning system for |
10 | | high school graduation requirements, including how the |
11 | | plan addresses the requirements of Section 20 of this Act |
12 | | and this Section;
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13 | | (4) the school district's prior professional |
14 | | development and stakeholder engagement efforts that will |
15 | | support its successful development and implementation of a |
16 | | competency-based learning system, including, without |
17 | | limitation, prior implementation of professional |
18 | | development systems for major district instructional |
19 | | initiatives; and
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20 | | (5) identification of any waivers or modifications of |
21 | | State law or rules for implementation of the proposed plan.
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22 | | The demonstration of commitment from teachers as required |
23 | | by paragraph (1) of this subsection (b) must include a |
24 | | description of how teachers have been engaged throughout the |
25 | | application development process. If the school district has an |
26 | | exclusive bargaining representative of its teachers and the |
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1 | | president of the exclusive bargaining representative does not |
2 | | submit a statement of commitment for the application, the |
3 | | school district must submit either a statement by the president |
4 | | of the position of the exclusive bargaining representative on |
5 | | the application or a description of the school district's good |
6 | | faith efforts to obtain such a statement. |
7 | | (c) The State Superintendent of Education shall select |
8 | | school districts meeting the requirements set forth in this |
9 | | Section to participate in the pilot program based on the |
10 | | quality of the proposed plan, the strength of the local |
11 | | commitments, including, without limitation, teachers within |
12 | | the school district who will be involved in the program's |
13 | | implementation and postsecondary institution partnerships, and |
14 | | demonstration of prior professional development and |
15 | | stakeholder engagement efforts that will support the proposed |
16 | | system's successful implementation. The State Superintendent |
17 | | of Education, in selecting the participating school districts, |
18 | | shall also consider the diversity of school district types and |
19 | | sizes, the diversity of geographic representation from across |
20 | | the State, and the diversity of plan approaches (such as |
21 | | approaches that involve one subject only, multiple subjects, |
22 | | and the types of subjects).
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23 | | (d) School districts selected to participate in the pilot |
24 | | program shall receive technical assistance coordinated by the |
25 | | State Superintendent of Education to develop a full pilot |
26 | | program implementation plan. The State Superintendent of |
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1 | | Education shall have discretion to remove a school district |
2 | | from the pilot program during this period if the school |
3 | | district does not submit a full pilot program implementation |
4 | | plan that meets the State Superintendent of Education's |
5 | | specifications.
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6 | | (e) School districts shall, as part of the development of |
7 | | their application and participation in the competency-based |
8 | | learning system pilot program, establish and maintain a |
9 | | standing planning and implementation committee that includes |
10 | | representation from administrators and teachers, including |
11 | | teachers who will be involved in the competency-based learning |
12 | | system's implementation. The teacher representatives shall be |
13 | | selected by teachers or, where applicable, the exclusive |
14 | | bargaining representative of its teachers, and the number of |
15 | | teacher representatives shall be at least equal to |
16 | | administrator representatives, unless otherwise agreed to by |
17 | | the teachers or, where applicable, the exclusive bargaining |
18 | | representative of its teachers. The standing planning and |
19 | | implementation committee shall develop reports that shall be |
20 | | included within the initial application, the full pilot program |
21 | | plan, and any subsequent annual submissions to the State |
22 | | Superintendent of Education as part of the assessment and |
23 | | evaluation of the program. The reports shall describe the |
24 | | members' assessment of the school district's plan or |
25 | | implementation, as applicable, of the school district's |
26 | | competency-based learning system and any recommendations for |
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1 | | modifications or improvements to the system. If the committee |
2 | | does not reach consensus on the report, the administrator |
3 | | members shall submit the report and the teacher members may |
4 | | provide a position statement that must be included with the |
5 | | report submitted to the State Superintendent of Education. |
6 | | (f) Notwithstanding any other provisions of the School Code |
7 | | or any other law of this State to the contrary, school |
8 | | districts participating in the pilot program may petition the |
9 | | State Superintendent of Education for a waiver or modification |
10 | | of the mandates of the School Code or of the administrative |
11 | | rules adopted by ISBE in order to support the implementation of |
12 | | the school district's proposed competency-based learning |
13 | | system. However, no waiver shall be granted under this |
14 | | subsection (f) relating to State assessments, accountability |
15 | | requirements, or learning standards or that removes legal |
16 | | protections or supports intended for the protection of children |
17 | | or a particular category of students, such as students with |
18 | | disabilities or English learners. All requests must be jointly |
19 | | signed by the school district superintendent and the president |
20 | | of the school board and must describe the position of teachers |
21 | | within the school district that will be involved in the |
22 | | competency-based learning system's implementation on the |
23 | | application. If the school district has an exclusive bargaining |
24 | | representative of its teachers and the president of the |
25 | | exclusive bargaining representative does not submit a |
26 | | statement of support for the application, the school district |
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1 | | must submit either a statement by the president that describes |
2 | | the position of the exclusive bargaining representative on the |
3 | | application or a description of the school district's good |
4 | | faith efforts to obtain such a statement. The State |
5 | | Superintendent of Education shall approve a waiver or |
6 | | modification request meeting the requirements of this |
7 | | subsection (f) if the State Superintendent of Education |
8 | | determines the request is reasonably necessary to support the |
9 | | implementation of the school district's proposed |
10 | | competency-based learning system, and the request shall not |
11 | | diminish the overall support of teachers within the school |
12 | | district involved with the system's implementation as |
13 | | demonstrated in the school district's initial application to |
14 | | participate in the pilot program. An approved request shall |
15 | | take effect in accordance with the timeline set forth in the |
16 | | school district's application, and an approved waiver or |
17 | | modification shall remain in effect for so long as the school |
18 | | district participates in the pilot program established by this |
19 | | Act. The State Superintendent of Education's approval of a |
20 | | school district plan for implementation of competency-based, |
21 | | high school graduation requirements shall serve as a waiver or |
22 | | modification of any conflicting requirements of Section 27-22 |
23 | | of the School Code. School districts participating in the pilot |
24 | | program may additionally pursue waivers and modifications |
25 | | pursuant to Section 2-3.25g of the School Code.
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1 | | Section 30. Competency-based, high school graduation |
2 | | requirements pilot program statewide supports. Subject to the |
3 | | availability of public or private resources, to support school |
4 | | district participation in the pilot program established under |
5 | | Section 20 of this Act and development of competency-based |
6 | | graduation requirements, ISBE shall provide or support the |
7 | | provision of:
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8 | | (1) grants to school districts participating in the |
9 | | pilot program to offset the costs of educator training and |
10 | | initial implementation;
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11 | | (2) technical assistance and professional development |
12 | | for pilot program plan implementation, including, but not |
13 | | limited to, peer-to-peer coaching models;
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14 | | (3) an evaluation of the pilot program, with a report |
15 | | of successes and challenges, objective outcome measures, |
16 | | qualitative measures of implementation, and |
17 | | recommendations for further program modification and |
18 | | improvement;
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19 | | (4) networking opportunities for participating school |
20 | | districts, including opportunities for both administrators |
21 | | and teachers;
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22 | | (5) a web-based library of pilot program |
23 | | implementation plans and models supporting future |
24 | | replication activities; and
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25 | | (6) communication materials and supports for |
26 | | stakeholder engagement in the development and |
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1 | | implementation of competency-based learning systems.
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2 | | Section 35. Competency-based, high school graduation |
3 | | requirements pilot program implementation. The pilot program |
4 | | established under Section 20 of this Act shall be implemented |
5 | | as follows:
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6 | | (1) By June 30, 2017, the State Superintendent of |
7 | | Education shall publish the application for school |
8 | | districts to participate in the initial cohort of the pilot |
9 | | program.
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10 | | (2) By no later than April 1, 2018, following a review |
11 | | and selection process established by the State |
12 | | Superintendent of Education pursuant to Section 25 of this |
13 | | Act, school districts shall be selected for the initial |
14 | | cohort of the pilot program.
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15 | | (3) By no later than October 1, 2018, school districts |
16 | | participating in the initial cohort of the pilot program |
17 | | shall develop and submit the full pilot program |
18 | | implementation plans described in Section 25 of this Act.
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19 | | (4) During the 2018-2019 school year, school districts |
20 | | participating in the initial cohort shall commence initial |
21 | | implementation activities in accordance with their full |
22 | | pilot program implementation plan.
|
23 | | (5) During the 2021-2022 school year, the State |
24 | | Superintendent of Education or his or her designee shall |
25 | | evaluate the school districts participating in the pilot |
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1 | | program and make recommendations to ISBE and the General |
2 | | Assembly for elimination, modification, or expansion of |
3 | | the pilot program.
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4 | | (6) The State Superintendent of Education may |
5 | | establish one or more additional cohorts of the pilot |
6 | | program for implementation commencing in the 2019-2020 and |
7 | | subsequent school years.
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8 | | Section 40. Guiding principles for and purposes of |
9 | | transitional mathematics instruction.
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10 | | (a) ISBE, ICCB, and IBHE shall jointly establish and |
11 | | administer requirements and supports for transitional |
12 | | mathematics instruction pursuant to the requirements of |
13 | | Sections 45 through 65 of this Act. In doing so, these agencies |
14 | | shall be guided by all of the following principles:
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15 | | (1) Transitional mathematics instruction should be one |
16 | | of multiple strategies to reduce statewide remedial |
17 | | education rates, including better alignment of school |
18 | | district and postsecondary institution systems, targeted |
19 | | mathematics interventions throughout high school, and the |
20 | | use of corequisite remedial education models by |
21 | | postsecondary institutions.
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22 | | (2) Postsecondary institution placement into |
23 | | college-level mathematics courses should be based on more |
24 | | than a standardized assessment score, and postsecondary |
25 | | institutions should utilize multiple measures for |
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1 | | placement in most instances.
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2 | | (3) All high school students who can demonstrate |
3 | | readiness for college-level mathematics courses should |
4 | | have access to such courses.
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5 | | (4) Students should be provided mathematics |
6 | | instruction aligned to their individualized postsecondary |
7 | | education and career objectives.
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8 | | (5) Mathematics instruction should be contextualized |
9 | | and emphasize real-world application whenever possible, |
10 | | and instructional strategies integrating mathematics |
11 | | competencies with other academic and career competencies |
12 | | are encouraged for all students.
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13 | | (b) The purposes of transitional mathematics instruction |
14 | | are to:
|
15 | | (1) provide the mathematical foundation for |
16 | | postsecondary education and careers that high school |
17 | | students are lacking from their previous education;
|
18 | | (2) provide high school students with the mathematical |
19 | | knowledge and skills to meet their individualized |
20 | | postsecondary education and career objectives; and
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21 | | (3) provide high school students with the knowledge and |
22 | | skills to be successful in mathematics college-level |
23 | | courses.
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24 | | Section 45. Statewide panel to define transitional |
25 | | mathematics instruction recommendations.
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1 | | (a) Subject to the availability of public or private |
2 | | resources for its administration, ISBE, ICCB, and IBHE shall |
3 | | jointly establish a statewide panel to recommend competencies |
4 | | and other requirements for transitional mathematics |
5 | | instruction that lead to various postsecondary institution |
6 | | mathematics pathways. ISBE, ICCB, and IBHE shall consult with |
7 | | the IMACC on the establishment and administration of the |
8 | | statewide panel. The statewide panel shall include high school |
9 | | educators and administrators and community college and |
10 | | university faculty and administrators, including broad |
11 | | representation from general education and career and technical |
12 | | education. The statewide panel shall also consult with |
13 | | representations of private sector employers on the definition |
14 | | of competencies for postsecondary institution mathematics |
15 | | pathways and consider mathematics utilized in pre-employment |
16 | | screenings for entry-level careers. Following the delivery of |
17 | | the statewide panel's recommendations, ISBE, ICCB, and IBHE |
18 | | shall, in consultation with IMACC and the statewide panel, |
19 | | jointly adopt competencies and requirements for transitional |
20 | | mathematics instruction and related postsecondary institution |
21 | | mathematics pathways.
|
22 | | (b) The statewide panel shall define transitional |
23 | | mathematics competencies aligned to ISBE-adopted learning |
24 | | standards and requirements associated with, at minimum, the |
25 | | following postsecondary institution mathematics pathways:
|
26 | | (1) STEM Pathway. The STEM Pathway is for students with |
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1 | | career goals involving occupations that require the |
2 | | application of calculus or advanced algebraic skills. In |
3 | | accordance with and subject to this Act, successful |
4 | | attainment of transitional mathematics competencies in the |
5 | | STEM Pathway guarantees student placement into a community |
6 | | college mathematics course in a calculus-based mathematics |
7 | | course sequence.
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8 | | (2) Technical Pathway. The Technical Pathway is for |
9 | | students with career goals involving occupations in |
10 | | technical fields that do not require the application of |
11 | | calculus, advanced algebraic, or advanced statistical |
12 | | skills. Mathematics in the Technical Pathway emphasizes |
13 | | the application of mathematics within career settings. In |
14 | | accordance with and subject to this Act, successful |
15 | | attainment of transitional mathematics competencies in the |
16 | | Technical Pathway guarantees student placement into a |
17 | | credit-bearing postsecondary mathematics course required |
18 | | for a community college career and technical education |
19 | | program.
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20 | | (3) Quantitative Literacy and Statistics Pathway. The |
21 | | Quantitative Literacy and Statistics Pathway is for |
22 | | students focused on attaining competency in general |
23 | | statistics, data analysis, quantitative literacy, and |
24 | | problem solving. The Quantitative Literacy and Statistics |
25 | | Pathway is intended for students whose career goals do not |
26 | | involve occupations relating to either the STEM or |
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1 | | Technical Pathway or those who have not yet selected a |
2 | | career goal. In accordance with and subject to this Act, |
3 | | successful attainment of transitional mathematics |
4 | | competencies in the Quantitative Literacy and Statistics |
5 | | Pathway guarantees student placement into a community |
6 | | college GECC mathematics course not in a calculus-based |
7 | | course sequence.
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8 | | (c) The statewide panel shall make recommendations on |
9 | | whether separate transitional mathematics competencies should |
10 | | be defined for students with career goals involving occupations |
11 | | that require the application of advanced statistics, such as |
12 | | occupations in certain social science fields. The statewide |
13 | | panel shall also provide recommendations for methods to |
14 | | incorporate transitional mathematics competencies into |
15 | | integrated courses.
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16 | | (d) The statewide panel shall recommend statewide criteria |
17 | | for determining the projected readiness of 11th grade students |
18 | | for college-level mathematics courses in each of the |
19 | | postsecondary education mathematics pathways for purposes of |
20 | | placement into transitional mathematics instruction in 12th |
21 | | grade. The statewide criteria shall include standardized |
22 | | assessment results, grade point average, and course |
23 | | completions. The statewide criteria shall also define a minimal |
24 | | level of mathematical competency necessary for student |
25 | | placement into transitional mathematics instruction. Following |
26 | | the delivery of such recommendations, ISBE and ICCB shall |
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1 | | jointly adopt statewide criteria for determining projected |
2 | | readiness for college-level mathematics courses in each of the |
3 | | postsecondary institution mathematics pathways for purposes of |
4 | | placement into transitional mathematics instruction in 12th |
5 | | grade. |
6 | | (e) Notwithstanding anything to the contrary contained in |
7 | | this Act, in the event the statewide panel is not established |
8 | | due to the unavailability of public and private resources and |
9 | | ISBE, ICCB, and IBHE are therefore unable to jointly adopt |
10 | | competencies and requirements for transitional mathematics |
11 | | instruction and related postsecondary institution mathematics |
12 | | pathways, then no transitional mathematics instruction is |
13 | | required to be delivered by school districts or accepted for |
14 | | placement by community colleges in accordance with this Act.
|
15 | | (f) Subject to the availability of public or private |
16 | | resources for its administration, ISBE, ICCB, and IBHE shall, |
17 | | in consultation with the members of the statewide panel, |
18 | | establish and administer procedures for approving transitional |
19 | | mathematics instruction for statewide portability. |
20 | | (g) In accordance with timelines and publication |
21 | | requirements established by IBHE, each public university must |
22 | | adopt and publicize transparent criteria adopted by the |
23 | | university for student placement into college-level |
24 | | mathematics courses. IBHE must publicly report on the adoption |
25 | | of such criteria and the extent to which public universities |
26 | | are utilizing strategies to minimize placements into |
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1 | | non-credit-bearing remedial mathematics course sequences. |
2 | | Section 50. Transitional mathematics instruction placement |
3 | | and delivery.
|
4 | | (a) A school district electing or required to deliver |
5 | | transitional mathematics instruction in accordance with |
6 | | Section 65 of this Act shall use the statewide criteria |
7 | | established pursuant to subsection (d) of Section 45 of this |
8 | | Act to determine each student's projected readiness for |
9 | | college-level mathematics courses upon high school graduation |
10 | | in that student's selected postsecondary institution |
11 | | mathematics pathway. The school district shall make a |
12 | | pre-determination of student readiness at the end of the first |
13 | | semester of 11th grade and may adjust readiness determinations |
14 | | at the end of 11th grade. The readiness of a student who has |
15 | | not selected a postsecondary institution mathematics pathway |
16 | | shall be determined in accordance with the criteria for the |
17 | | Quantitative Literacy and Statistics Pathways. Notwithstanding |
18 | | the readiness determinations, instructional requirements for |
19 | | students with disabilities shall be subject to the |
20 | | individualized goals set forth within the student's |
21 | | individualized education program required by State and federal |
22 | | law. |
23 | | (b) Public high school graduates of school districts |
24 | | implementing transitional mathematics instruction in |
25 | | accordance with this Act may demonstrate readiness for |
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1 | | college-level mathematics courses at applicable postsecondary |
2 | | institutions through any of the following methods: |
3 | | (1) At the end of 11th grade, the student does not meet |
4 | | the statewide criteria for demonstrating projected |
5 | | readiness for college-level mathematics courses upon high |
6 | | school graduation in the student's postsecondary education |
7 | | mathematics pathway, but the student subsequently achieves |
8 | | successful completion of transitional mathematics |
9 | | instruction for the postsecondary education mathematics |
10 | | pathway. Students who achieve successful completion shall |
11 | | receive transcripted credit for the transitional |
12 | | mathematics instruction from the community college partner |
13 | | and, subject to subsections (c) and (d) of this Section, |
14 | | shall be placed by applicable postsecondary institutions |
15 | | recognizing the transcripted credit in accordance with |
16 | | this Act into an appropriate college-level mathematics |
17 | | course in the student's postsecondary institution |
18 | | mathematics pathway. Students who do not achieve |
19 | | successful completion shall be subject to generally |
20 | | applicable postsecondary institution mathematics placement |
21 | | processes. For the purposes of this paragraph (1), |
22 | | successful completion means the student successfully |
23 | | demonstrates attainment of transitional mathematics |
24 | | competencies either through an overall grade for the |
25 | | mathematics-related portion of a course or demonstrated |
26 | | mastery of all transitional mathematics competencies |
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1 | | delivered through a competency-based learning system. |
2 | | (2) At the end of 11th grade, the student meets the |
3 | | statewide criteria for demonstrating projected readiness |
4 | | for college-level mathematics courses upon high school |
5 | | graduation in the student's postsecondary education |
6 | | mathematics pathway, and the student subsequently |
7 | | successfully completes rigorous mathematics instruction in |
8 | | accordance with criteria jointly adopted by ISBE and ICCB. |
9 | | (3) The student meets applicable postsecondary |
10 | | institution criteria for demonstrating readiness for |
11 | | college-level mathematics courses in the student's |
12 | | postsecondary education mathematics pathway. |
13 | | (c) All postsecondary institutions that have entered into a |
14 | | partnership agreement pursuant to Section 55 of this Act shall |
15 | | recognize community college transcripted credit from |
16 | | transitional mathematics instruction delivered by school |
17 | | districts participating in the partnership agreement for |
18 | | student placement into appropriate college-level mathematics |
19 | | courses. If statewide portability approval procedures have |
20 | | been established pursuant to subsection (f) of Section 45 of |
21 | | this Act, then all community colleges shall recognize community |
22 | | college transcripted credit from transitional mathematics |
23 | | instruction that has been approved in accordance with the |
24 | | statewide portability procedures. A public university is not |
25 | | required to recognize transcripted credit from transitional |
26 | | mathematics instruction for placement purpose unless the |
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1 | | public university voluntarily agrees to do so through entering |
2 | | into a partnership agreement in accordance with Section 55 of |
3 | | this Act. The placement determinations described in this |
4 | | Section are valid for 18 months after high school graduation, |
5 | | provided a postsecondary institution may require a short-term, |
6 | | skill-based review or a corequisite remediation course for a |
7 | | student who does not enroll in a college-level mathematics |
8 | | course in the fall semester after high school graduation.
|
9 | | Section 55. High school and community college partnership |
10 | | agreements for transitional mathematics instruction.
|
11 | | (a) Transitional mathematics instruction shall be |
12 | | delivered by high school faculty with community college |
13 | | collaboration as defined through a partnership agreement |
14 | | meeting the requirements of this Section. While transitional |
15 | | mathematics instruction may be delivered through stand-alone |
16 | | mathematics courses, school districts and community colleges |
17 | | may use integrated courses or competency-based learning |
18 | | systems for the delivery of transitional mathematics |
19 | | instruction.
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20 | | (b) School districts serving grades 9 through 12 electing |
21 | | or required to deliver transitional mathematics instruction in |
22 | | accordance with Section 65 of this Act shall enter into a |
23 | | partnership agreement for transitional mathematics courses |
24 | | with at least one community college. All partnership agreements |
25 | | shall address the following:
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1 | | (1) The co-development by the school district and |
2 | | community college of transitional mathematics courses or a |
3 | | defined mathematics competency set or the adaptation of the |
4 | | State model transitional instructional units that align to |
5 | | the statewide competencies for particular postsecondary |
6 | | institution mathematics pathways, which shall also include |
7 | | the design of local performance indicators and evidence |
8 | | associated with those indicators.
|
9 | | (2) The community college courses for which the |
10 | | successful completion of transitional mathematics |
11 | | instruction will guarantee placement, subject to |
12 | | subsection (b) of Section 50 of this Act.
|
13 | | (3) The availability of dual enrollment and dual credit |
14 | | courses for high school students demonstrating current |
15 | | readiness for college-level mathematics courses.
|
16 | | (4) Training and professional development to be |
17 | | provided to the high school instructors of transitional |
18 | | mathematics instruction.
|
19 | | (5) The utilization of integrated courses or |
20 | | competency-based learning systems for transitional |
21 | | mathematics instruction.
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22 | | (c) A community college must enter into a partnership |
23 | | agreement when requested to do so by a local school district |
24 | | that has elected or is required to deliver transitional |
25 | | mathematics instruction in accordance with Section 65 of this |
26 | | Act, provided the community college receives an implementation |
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1 | | grant in an amount determined by ICCB to compensate for its |
2 | | related instructional development and implementation |
3 | | activities. A community college may require standardized terms |
4 | | for all of its partner school districts. ISBE and ICCB shall |
5 | | jointly resolve any disputes between a school district and |
6 | | community college regarding the proposed terms of a partnership |
7 | | agreement.
|
8 | | (d) When developing partnership agreements, community |
9 | | colleges and school districts shall consult with a public |
10 | | university that has requested consultation in accordance with |
11 | | requirements established by ICCB and IBHE. A public university |
12 | | may, in its sole discretion, elect to become a party to a |
13 | | partnership agreement.
|
14 | | (e) Regional offices of education may, with the consent of |
15 | | participating school districts, establish multi-district |
16 | | partnership agreements with one or more postsecondary |
17 | | institutions.
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18 | | Section 60. Transitional mathematics instruction statewide |
19 | | supports.
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20 | | (a) ICCB shall permit transitional mathematics instruction |
21 | | that has been transcripted by a community college in accordance |
22 | | with the requirements of this Act to be claimed for |
23 | | reimbursement for community college funding purposes.
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24 | | (b) Subject to the availability of public or private |
25 | | resources, ISBE, ICCB, and IBHE, in collaboration with IMACC, |
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1 | | shall support at least 2 collaborative efforts among school |
2 | | districts and postsecondary institutions to develop model |
3 | | transitional mathematics instructional units. All |
4 | | State-supported models shall include real-world application |
5 | | projects that can be delivered to particular students based on |
6 | | career interests. At least one of the State-supported |
7 | | transitional mathematics models must be highly modularized for |
8 | | blended-learning delivery, with:
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9 | | (1) a pre-assessment system to ensure that completion |
10 | | of modules are required only when the competencies have not |
11 | | been sufficiently mastered;
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12 | | (2) the ability for students to complete coursework in |
13 | | areas of need at their own pace;
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14 | | (3) the ability for transitional mathematics modules |
15 | | to be included within integrated courses or |
16 | | competency-based learning systems; and
|
17 | | (4) the ability for students to complete dual credit |
18 | | modules upon completion of the transitional mathematics |
19 | | modules.
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20 | | (c) Provided that statewide portability procedures have |
21 | | been established pursuant to subsection (f) of Section 45 of |
22 | | this Act, ISBE and ICCB shall identify and publicize courses |
23 | | for transitional mathematics instruction that meet the |
24 | | statewide portability requirements and that can be delivered |
25 | | fully online or through blended-learning models without the |
26 | | requirement for in-person mathematics instruction at the high |
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1 | | school. |
2 | | (d) ISBE and ICCB shall jointly develop and provide a model |
3 | | partnership agreement for school districts and community |
4 | | colleges.
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5 | | (e) ISBE and ICCB shall provide standardized reports to |
6 | | school districts and community colleges, including, but not |
7 | | limited to:
|
8 | | (1) reports that school districts and community |
9 | | colleges can use for determining students 11th grade |
10 | | projected readiness for college-level mathematics courses |
11 | | upon high school graduation; and
|
12 | | (2) reports that compare participating students' |
13 | | postsecondary outcomes with other students, particularly |
14 | | those in traditional developmental education course |
15 | | sequences.
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16 | | Section 65. Transitional mathematics instruction |
17 | | implementation.
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18 | | (a) Subject to the availability of public or private |
19 | | resources, by no later than June 30, 2018, the statewide panel |
20 | | established pursuant to Section 45 of this Act shall define the |
21 | | transitional mathematics competencies and statewide criteria |
22 | | for determining projected readiness for college-level |
23 | | mathematics courses, and the school district and postsecondary |
24 | | institution collaborative efforts established pursuant to |
25 | | Section 60 of this Act shall develop the model transitional |
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1 | | mathematics instructional units.
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2 | | (b) By no later than June 30, 2019, ISBE and ICCB shall |
3 | | jointly establish a phased implementation plan and benchmarks |
4 | | that lead to full statewide implementation of transitional |
5 | | mathematics instruction in all school districts with |
6 | | timeframes that account for State and local resources and |
7 | | capacity. The phased implementation plan shall be contingent |
8 | | upon all of the following: |
9 | | (1) The availability of public or private resources |
10 | | necessary for the implementation of the statewide panel and |
11 | | the administration of the statewide portability procedures |
12 | | described in Section 45 of this Act. |
13 | | (2) The availability of public or private resources for |
14 | | the grants to community colleges described in subsection |
15 | | (c) of Section 55 of this Act. |
16 | | (3) The availability of at least one fully online or |
17 | | blended-learning course as described in subsection (c) of |
18 | | Section 60 of this Act that has been approved through the |
19 | | statewide portability procedures established pursuant to |
20 | | subsection (f) of Section 45 of this Act. |
21 | | (4) The right of school boards to opt out of |
22 | | implementation in accordance with subsection (c) of this |
23 | | Section. |
24 | | (c) Notwithstanding the foregoing implementation |
25 | | requirements, the school board of any school district required |
26 | | to implement transitional mathematics instruction pursuant to |
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1 | | the implementation plan adopted by ISBE and ICCB may, by action |
2 | | of its board, opt out of implementation through a finding by |
3 | | its board that the school district's cost of implementation |
4 | | outweighs the potential benefits to students and families |
5 | | through improved postsecondary education mathematics outcomes. |
6 | | The school district must report any decision to opt out of |
7 | | implementation to ISBE. |
8 | | (d) The implementation plan adopted by ISBE and ICCB |
9 | | pursuant to subsection (b) of this Section shall include an |
10 | | evaluation and report to be issued by no later than June 30, |
11 | | 2022 that analyzes results, best practices, and challenges of |
12 | | school districts and community colleges that have implemented |
13 | | transitional mathematics instruction. |
14 | | (e) By June 30, 2018, IBHE shall adopt the requirements for |
15 | | public universities described in subsection (g) of Section 45 |
16 | | of this Act and public universities shall adopt and publicize |
17 | | the criteria described in subsection (g) of Section 45 of this |
18 | | Act. By June 30, 2020, and then at least once every 2 years |
19 | | thereafter, IBHE shall publicly report in accordance with |
20 | | subsection (g) of Section 45 of this Act. |
21 | | (f) Commencing in the 2019-2020 school year, the school |
22 | | board of any school district serving grades 9 through 12 may |
23 | | elect to implement transitional mathematics instruction |
24 | | preparing students for one or more of the postsecondary |
25 | | institution mathematics pathways. If a school board makes an |
26 | | election and a community college for that local school district |
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1 | | receives an implementation grant in accordance with subsection |
2 | | (c) of Section 55 of this Act, the community college must enter |
3 | | into a partnership agreement and provide the necessary support |
4 | | for implementation within timelines established by ICCB. |
5 | | Section 70. Reading and communication transitional |
6 | | competencies. Subject to the availability of public or private |
7 | | resources for its administration, ISBE, ICCB, and IBHE shall |
8 | | jointly establish a statewide panel to recommend competencies |
9 | | for reading and communication aligned to applicable learning |
10 | | standards adopted by ISBE that, if attained by a student, lead |
11 | | to student placement into appropriate community college GECC |
12 | | communications courses. The statewide panel shall recommend |
13 | | strategies to embed the reading and communications |
14 | | developmental competencies in appropriate high school |
15 | | coursework. |
16 | | Section 75. College and Career Pathway Endorsements |
17 | | System.
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18 | | (a) Public high school graduates may attain College and |
19 | | Career Pathway Endorsements on high school diplomas in |
20 | | accordance with the requirements of Section 80 of this Act. The |
21 | | IPIC Agencies shall establish and administer a system for |
22 | | awarding and supporting College and Career Pathway |
23 | | Endorsements in accordance with the requirements of Sections 80 |
24 | | and 85 of this Act and oversee its implementation in accordance |
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1 | | with the timelines set forth in Section 90 of this Act.
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2 | | (b) The College and Career Pathway Endorsements System is |
3 | | established for the purposes of:
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4 | | (1) recognizing and incentivizing student attainment |
5 | | of knowledge and demonstration of skills important for |
6 | | success in both postsecondary education and employment; |
7 | | (2) encouraging career exploration and development to |
8 | | improve students' decision-making for subsequent education |
9 | | and career advancement; |
10 | | (3) promoting greater consistency of college and |
11 | | career pathway program structures within particular |
12 | | sectors;
|
13 | | (4) aligning supports from the State, employers, and |
14 | | regional intermediary support organizations; and
|
15 | | (5) institutionalizing college and career pathways as |
16 | | a key strategy for preparing more Illinois students for |
17 | | postsecondary education success and rewarding career |
18 | | opportunities.
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19 | | Section 80. College and Career Pathway Endorsements.
|
20 | | (a) College and Career Pathway Endorsements are |
21 | | established to recognize public high school graduates who |
22 | | complete the requirements set forth in subsection (d) of this |
23 | | Section.
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24 | | (b) School district participation in this program is |
25 | | voluntary.
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1 | | (c) As of the 2019-2020 school year, Eligible School |
2 | | Districts may award one or more College and Career Pathway |
3 | | Endorsements on high school diplomas in Endorsement Areas |
4 | | established by ISBE in consultation with the other IPIC |
5 | | Agencies and appropriate stakeholders, including postsecondary |
6 | | institutions and employers. When establishing the Endorsement |
7 | | Areas, the agencies shall consider the Illinois career cluster |
8 | | framework, prevalent models for comprehensive pathway systems |
9 | | in Illinois high schools that articulate to postsecondary |
10 | | institutions and career training programs, prevalent models |
11 | | for guided pathway systems at postsecondary institutions, and |
12 | | the postsecondary institution mathematics pathways established |
13 | | pursuant to this Act. The Endorsements Areas shall also provide |
14 | | for a multidisciplinary endorsement for students that change |
15 | | career pathways during high school while meeting the |
16 | | individualized plan, professional learning, and academic |
17 | | readiness requirements set forth in subsection (d) of this |
18 | | Section. |
19 | | (d) To earn a College and Career Pathway Endorsement, a |
20 | | student shall satisfy all of the following requirements:
|
21 | | (1) Develop and periodically update an individualized |
22 | | plan for postsecondary education or training, careers, and |
23 | | financial aid. This individualized plan shall also include |
24 | | student development of a resume and personal statement with |
25 | | student reflection on attainment of Adaptive Competencies. |
26 | | The Eligible School District shall certify to ISBE that its |
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1 | | individualized planning process spans grades 9 through 12 |
2 | | and includes an annual process for updating the plan.
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3 | | (2) Complete a career-focused instructional sequence, |
4 | | including at least 2 years of coursework or equivalent |
5 | | competencies within an Endorsement Area or, for students |
6 | | attaining a multidisciplinary endorsement, multiple |
7 | | Endorsement Areas. An Eligible School District must |
8 | | consult with its regional education for employment |
9 | | director on the establishment of the career-focused |
10 | | instructional sequence. For all areas other than for |
11 | | multidisciplinary endorsements, the Eligible School |
12 | | District and a Local Community College shall certify to |
13 | | ISBE and ICCB that the career-focused instructional |
14 | | sequence is articulated to a certificate or degree program |
15 | | with labor market value, with opportunities for ongoing |
16 | | student advancement. ISBE and ICCB may adopt requirements |
17 | | for certifying that the instructional sequence meets the |
18 | | requirements of this paragraph (2). This certification |
19 | | must be re-certified at least once every 5 years |
20 | | thereafter. Commencing in the 2022-2023 school year, |
21 | | students must earn at least 6 hours of credit through early |
22 | | college credit courses within the career-focused |
23 | | instructional sequence.
|
24 | | (3) Complete a minimum of 2 Career Exploration |
25 | | Activities or one Intensive Career Exploration Experience, |
26 | | a minimum of 2 Team-based Challenges, and at least 60 |
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1 | | cumulative hours of participation in one or more Supervised |
2 | | Career Development Experiences.
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3 | | (4) Demonstrate readiness for non-remedial coursework |
4 | | in reading and mathematics by high school graduation |
5 | | through criteria certified by the Eligible School District |
6 | | and a Local Community College to ISBE and ICCB. The |
7 | | criteria shall align to any local partnership agreement |
8 | | established pursuant to Section 55 of this Act and may |
9 | | allow the demonstration of readiness through various |
10 | | methods, including assessment scores, grade point average, |
11 | | course completions, or other locally adopted criteria.
|
12 | | (e) To become an Eligible School District and award College |
13 | | and Careers Pathway Endorsements, a school district shall |
14 | | submit information in a form determined by ISBE and ICCB that |
15 | | indicates the school district's intent to award College and |
16 | | Career Pathway Endorsements in one or more Endorsement Areas |
17 | | and includes the certifications described in subsection (d) of |
18 | | this Section. Either ISBE or ICCB may require supporting |
19 | | evidence for any certification made by the school district in |
20 | | the submission. An Eligible School District must participate in |
21 | | any quality review process adopted by ISBE for College and |
22 | | Career Pathway Endorsement systems, provided that the quality |
23 | | review process is at no cost to the Eligible School District. |
24 | | Section 85. Statewide planning and supports for College and |
25 | | Career Pathway Endorsement programs.
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1 | | (a) By no later than June 30, 2017, the IPIC Agencies shall |
2 | | develop and adopt a comprehensive interagency plan for |
3 | | supporting the development of College and Career Pathway |
4 | | Endorsement programs throughout the State. Thereafter, the |
5 | | plan shall be re-assessed and updated at least once every 5 |
6 | | years. The plan shall:
|
7 | | (1) designate priority, State-level industry sectors |
8 | | consistent with those identified through federal and State |
9 | | workforce and economic development planning processes;
|
10 | | (2) articulate a strategy for supporting College and |
11 | | Career Pathway Endorsement programs that includes State |
12 | | and federal funding, business and philanthropic |
13 | | investments, and local investments; |
14 | | (3) consider the need for school districts and |
15 | | postsecondary institutions to phase in endorsement |
16 | | programs and the elements specified in subsection (d) of |
17 | | Section 80 of this Act over multiple years; and |
18 | | (4) address how College and Career Pathway Endorsement |
19 | | programs articulate to postsecondary institution degree |
20 | | programs. |
21 | | (b) In accordance with the interagency plan developed |
22 | | pursuant to subsection (a) of this Section and within the |
23 | | limits of available public and private resources, the IPIC |
24 | | Agencies shall establish a public-private steering committee |
25 | | for each priority State-level industry sector that includes |
26 | | representatives from one or more business-led, sector-based |
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1 | | partnerships. By no later than June 30, 2018, each steering |
2 | | committee shall recommend to the IPIC Agencies a sequence of |
3 | | minimum career competencies for particular occupational |
4 | | pathways within that sector that students should attain by high |
5 | | school graduation as part of a College and Career Pathway |
6 | | Endorsement program. The IPIC Agencies shall establish methods |
7 | | to recognize and incentivize College and Career Pathway |
8 | | Endorsement programs that: |
9 | | (1) address a priority State-level industry sector; |
10 | | (2) are developed jointly by school districts, |
11 | | community colleges, Local Workforce Development Boards, |
12 | | and employers; and |
13 | | (3) align to sequences of minimum career competencies |
14 | | defined pursuant to this subsection (b), with any regional |
15 | | modifications appropriate for local economic development |
16 | | objectives. |
17 | | (c) In accordance with the interagency plan developed |
18 | | pursuant to subsection (a) of this Section and within the |
19 | | limits of available public and private resources, the IPIC |
20 | | Agencies shall provide all of the following supports for |
21 | | College and Career Pathway Endorsement program:
|
22 | | (1) Provide guidance documents for implementation of |
23 | | each of the various elements of College and Career Pathway |
24 | | Endorsement programs.
|
25 | | (2) Provide or designate one or more web-based tools to |
26 | | support College and Career Pathway Endorsement programs, |
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1 | | including a professional learning portfolio, Professional |
2 | | Skills Assessment, and mentoring platform.
|
3 | | (3) Make available a statewide insurance policy for |
4 | | appropriate types of Supervised Career Development |
5 | | Experiences.
|
6 | | (4) Provide or designate one or more model |
7 | | instructional units that provide an orientation to all |
8 | | career cluster areas.
|
9 | | (5) Coordinate with business-led, sector-based |
10 | | partnerships to:
|
11 | | (A) designate available curricular and |
12 | | instructional resources that school districts can |
13 | | voluntarily select to address requirements for College |
14 | | and Career Pathway Endorsement programs;
|
15 | | (B) designate stackable industry-based |
16 | | certifications, the completion of which demonstrates |
17 | | mastery of specific career competencies and that are |
18 | | widely valued by employers within a particular sector;
|
19 | | (C) deliver or support sector-oriented |
20 | | professional development, Career Exploration |
21 | | Activities, Intensive Career Exploration Experiences, |
22 | | Team-based Challenges, and Supervised Career |
23 | | Development Experiences; and
|
24 | | (D) develop recognition and incentives for school |
25 | | districts implementing and students attaining College |
26 | | and Career Pathway Endorsements that align to the |
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1 | | sequence of minimum career competencies defined |
2 | | pursuant to subsection (b) of this Section.
|
3 | | (d) To support articulation of College and Career Pathway |
4 | | Endorsement programs into higher education, by no later than |
5 | | June 30, 2018 ICCB and IBHE shall jointly adopt, in |
6 | | consultation with postsecondary institutions, requirements for |
7 | | postsecondary institutions to define first-year course |
8 | | schedules and degree programs with Endorsement areas to support |
9 | | the successful transition of Endorsement recipients into |
10 | | related degree programs. These requirements shall take effect |
11 | | in the 2020-2021 school year. |
12 | | Section 90. Implementation of the College and Career |
13 | | Pathway Endorsement programs.
|
14 | | (a) By no later than June 30, 2017:
|
15 | | (1) the IPIC Agencies shall define the framework for |
16 | | Endorsement Areas and ISBE shall define the high school |
17 | | course codes that relate to each area; and
|
18 | | (2) the IPIC Agencies shall adopt the comprehensive |
19 | | plan required by subsection (a) of Section 85 of this Act.
|
20 | | (b) By no later than June 30, 2018: |
21 | | (1) the public-private steering committees described |
22 | | in subsection (b) of Section 85 of this Act shall recommend |
23 | | to the IPIC Agencies a sequence of minimum career |
24 | | competencies for particular occupational pathways within |
25 | | that sector that students should attain by high school |
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1 | | graduation as part of a College and Career Pathway |
2 | | Endorsement program; |
3 | | (2) ICCB and IBHE shall adopt the requirements for |
4 | | postsecondary institutions described in subsection (d) of |
5 | | Section 85 of this Act; and |
6 | | (3) the IPIC Agencies shall commence the development of |
7 | | the statewide supports described in Section 85 of this Act. |
8 | | (c) By no later than June 30, 2019, (i) Eligible School |
9 | | Districts shall submit the information and certifications |
10 | | required by ISBE and ICCB to offer Career Pathway Endorsement |
11 | | programs for 2020 high school graduates; and (ii) the IPIC |
12 | | Agencies shall initially offer the statewide supports |
13 | | described in Section 85 of this Act. |
14 | | (d) By no later than the 2020-2021 school year, |
15 | | postsecondary institutions shall implement the requirements |
16 | | adopted by ICCB and IBHE pursuant to subsection (d) of Section |
17 | | 85 of this Act.
|
18 | | Section 900. Administrative rules. ISBE, in consultation |
19 | | with the other State agencies described in this Act, as |
20 | | applicable, may adopt such administrative rules as may be |
21 | | necessary for the implementation of this Act. ICCB and IBHE may |
22 | | adopt such administrative rules as may be necessary to |
23 | | implement Sections 45 through 70 and subsection (c) of Section |
24 | | 85 of this Act. |
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1 | | Section 905. The School Code is amended by changing Section |
2 | | 27-22 as follows: |
3 | | (105 ILCS 5/27-22) (from Ch. 122, par. 27-22)
|
4 | | (Text of Section before amendment by P.A. 99-434 and |
5 | | 99-485 ) |
6 | | Sec. 27-22. Required high school courses.
|
7 | | (a) As a prerequisite to receiving
a high school diploma, |
8 | | each pupil entering the 9th grade in the 1984-1985 school year |
9 | | through the 2004-2005 school year must, in addition to
other |
10 | | course requirements,
successfully complete the following |
11 | | courses:
|
12 | | (1) three years of language arts;
|
13 | | (2) two years of mathematics, one of which may be |
14 | | related to
computer
technology;
|
15 | | (3) one year of science;
|
16 | | (4) two years of social studies, of which at least one |
17 | | year
must be history
of the United States or a combination |
18 | | of history of the United States and
American government; |
19 | | and
|
20 | | (5) One year chosen from (A) music, (B) art, (C) |
21 | | foreign
language,
which shall be deemed to include American |
22 | | Sign Language or (D)
vocational education.
|
23 | | (b) As a prerequisite to receiving a high school diploma, |
24 | | each pupil
entering the 9th grade in the 2005-2006 school year |
25 | | must, in addition to other course requirements, successfully
|
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1 | | complete all of the following courses: |
2 | | (1) Three years of language arts. |
3 | | (2) Three years of mathematics. |
4 | | (3) One year of science. |
5 | | (4) Two years of social studies, of which at least one |
6 | | year must be history of the United States or a combination |
7 | | of history of the United States and American government. |
8 | | (5) One year chosen from (A) music, (B) art, (C) |
9 | | foreign language, which shall be deemed to include American |
10 | | Sign Language, or (D) vocational education. |
11 | | (c) As a prerequisite to receiving a high school diploma, |
12 | | each pupil
entering the 9th grade in the 2006-2007 school year |
13 | | must, in addition to other course requirements, successfully
|
14 | | complete all of the following courses: |
15 | | (1) Three years of language arts. |
16 | | (2) Two years of writing intensive courses, one of |
17 | | which must be English and the other of which may be English |
18 | | or any other subject. When applicable, writing-intensive |
19 | | courses may be counted towards the fulfillment of other |
20 | | graduation requirements.
|
21 | | (3) Three years of mathematics, one of which must be |
22 | | Algebra I and one of which must include geometry content. |
23 | | (4) One year of science. |
24 | | (5) Two years of social studies, of which at least one |
25 | | year must be history of the United States or a combination |
26 | | of history of the United States and American government. |
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1 | | (6) One year chosen from (A) music, (B) art, (C) |
2 | | foreign language, which shall be deemed to include American |
3 | | Sign Language, or (D) vocational education. |
4 | | (d) As a prerequisite to receiving a high school diploma, |
5 | | each pupil
entering the 9th grade in the 2007-2008 school year |
6 | | must, in addition to other course requirements, successfully
|
7 | | complete all of the following courses: |
8 | | (1) Three years of language arts. |
9 | | (2) Two years of writing intensive courses, one of |
10 | | which must be English and the other of which may be English |
11 | | or any other subject. When applicable, writing-intensive |
12 | | courses may be counted towards the fulfillment of other |
13 | | graduation requirements.
|
14 | | (3) Three years of mathematics, one of which must be |
15 | | Algebra I and one of which must include geometry content. |
16 | | (4) Two years of science. |
17 | | (5) Two years of social studies, of which at least one |
18 | | year must be history of the United States or a combination |
19 | | of history of the United States and American government. |
20 | | (6) One year chosen from (A) music, (B) art, (C) |
21 | | foreign language, which shall be deemed to include American |
22 | | Sign Language, or (D) vocational education. |
23 | | (e) As a prerequisite to receiving a high school diploma, |
24 | | each pupil
entering the 9th grade in the 2008-2009 school year |
25 | | or a subsequent
school year must, in addition to other course |
26 | | requirements, successfully
complete all of the following |
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1 | | courses: |
2 | | (1) Four years of language arts. |
3 | | (2) Two years of writing intensive courses, one of |
4 | | which must be English and the other of which may be English |
5 | | or any other subject. When applicable, writing-intensive |
6 | | courses may be counted towards the fulfillment of other |
7 | | graduation requirements.
|
8 | | (3) Three years of mathematics, one of which must be |
9 | | Algebra I, one of which must include geometry content, and |
10 | | one of which may be an Advanced Placement computer science |
11 | | course if the pupil successfully completes Algebra II or an |
12 | | integrated mathematics course with Algebra II content. |
13 | | (4) Two years of science. |
14 | | (5) Two years of social studies, of which at least one |
15 | | year must be history of the United States or a combination |
16 | | of history of the United States and American government. |
17 | | (6) One year chosen from (A) music, (B) art, (C) |
18 | | foreign language, which shall be deemed to include American |
19 | | Sign Language, or (D) vocational education. |
20 | | (f) The State Board of Education shall develop and inform |
21 | | school districts of standards for writing-intensive |
22 | | coursework.
|
23 | | (f-5) If a school district offers an Advanced Placement |
24 | | computer science course to high school students, then the |
25 | | school board must designate that course as equivalent to a high |
26 | | school mathematics course and must denote on the student's |
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1 | | transcript that the Advanced Placement computer science course |
2 | | qualifies as a mathematics-based, quantitative course for |
3 | | students in accordance with subdivision (3) of subsection (e) |
4 | | of this Section. |
5 | | (g) This amendatory Act of 1983 does not apply to pupils |
6 | | entering the 9th grade
in 1983-1984 school year and prior |
7 | | school years or to students
with disabilities whose course of |
8 | | study is determined by an individualized
education program.
|
9 | | This amendatory Act of the 94th General Assembly does not |
10 | | apply
to pupils entering the 9th grade in the 2004-2005 school |
11 | | year or a prior
school year or to students with disabilities |
12 | | whose course of study is
determined by an individualized |
13 | | education program.
|
14 | | (h) The provisions of this Section are subject to the |
15 | | provisions of
Section
27-22.05 of this Code and the |
16 | | Postsecondary and Workforce Readiness Act .
|
17 | | (Source: P.A. 98-885, eff. 8-15-14.)
|
18 | | (Text of Section after amendment by P.A. 99-434 and 99-485 ) |
19 | | Sec. 27-22. Required high school courses.
|
20 | | (a) As a prerequisite to receiving
a high school diploma, |
21 | | each pupil entering the 9th grade in the 1984-1985 school year |
22 | | through the 2004-2005 school year must, in addition to
other |
23 | | course requirements,
successfully complete the following |
24 | | courses:
|
25 | | (1) three years of language arts;
|
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1 | | (2) two years of mathematics, one of which may be |
2 | | related to
computer
technology;
|
3 | | (3) one year of science;
|
4 | | (4) two years of social studies, of which at least one |
5 | | year
must be history
of the United States or a combination |
6 | | of history of the United States and
American government; |
7 | | and
|
8 | | (5) One year chosen from (A) music, (B) art, (C) |
9 | | foreign
language,
which shall be deemed to include American |
10 | | Sign Language or (D)
vocational education.
|
11 | | (b) As a prerequisite to receiving a high school diploma, |
12 | | each pupil
entering the 9th grade in the 2005-2006 school year |
13 | | must, in addition to other course requirements, successfully
|
14 | | complete all of the following courses: |
15 | | (1) Three years of language arts. |
16 | | (2) Three years of mathematics. |
17 | | (3) One year of science. |
18 | | (4) Two years of social studies, of which at least one |
19 | | year must be history of the United States or a combination |
20 | | of history of the United States and American government. |
21 | | (5) One year chosen from (A) music, (B) art, (C) |
22 | | foreign language, which shall be deemed to include American |
23 | | Sign Language, or (D) vocational education. |
24 | | (c) As a prerequisite to receiving a high school diploma, |
25 | | each pupil
entering the 9th grade in the 2006-2007 school year |
26 | | must, in addition to other course requirements, successfully
|
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1 | | complete all of the following courses: |
2 | | (1) Three years of language arts. |
3 | | (2) Two years of writing intensive courses, one of |
4 | | which must be English and the other of which may be English |
5 | | or any other subject. When applicable, writing-intensive |
6 | | courses may be counted towards the fulfillment of other |
7 | | graduation requirements.
|
8 | | (3) Three years of mathematics, one of which must be |
9 | | Algebra I and one of which must include geometry content. |
10 | | (4) One year of science. |
11 | | (5) Two years of social studies, of which at least one |
12 | | year must be history of the United States or a combination |
13 | | of history of the United States and American government. |
14 | | (6) One year chosen from (A) music, (B) art, (C) |
15 | | foreign language, which shall be deemed to include American |
16 | | Sign Language, or (D) vocational education. |
17 | | (d) As a prerequisite to receiving a high school diploma, |
18 | | each pupil
entering the 9th grade in the 2007-2008 school year |
19 | | must, in addition to other course requirements, successfully
|
20 | | complete all of the following courses: |
21 | | (1) Three years of language arts. |
22 | | (2) Two years of writing intensive courses, one of |
23 | | which must be English and the other of which may be English |
24 | | or any other subject. When applicable, writing-intensive |
25 | | courses may be counted towards the fulfillment of other |
26 | | graduation requirements.
|
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1 | | (3) Three years of mathematics, one of which must be |
2 | | Algebra I and one of which must include geometry content. |
3 | | (4) Two years of science. |
4 | | (5) Two years of social studies, of which at least one |
5 | | year must be history of the United States or a combination |
6 | | of history of the United States and American government. |
7 | | (6) One year chosen from (A) music, (B) art, (C) |
8 | | foreign language, which shall be deemed to include American |
9 | | Sign Language, or (D) vocational education. |
10 | | (e) As a prerequisite to receiving a high school diploma, |
11 | | each pupil
entering the 9th grade in the 2008-2009 school year |
12 | | or a subsequent
school year must, in addition to other course |
13 | | requirements, successfully
complete all of the following |
14 | | courses: |
15 | | (1) Four years of language arts. |
16 | | (2) Two years of writing intensive courses, one of |
17 | | which must be English and the other of which may be English |
18 | | or any other subject. When applicable, writing-intensive |
19 | | courses may be counted towards the fulfillment of other |
20 | | graduation requirements.
|
21 | | (3) Three years of mathematics, one of which must be |
22 | | Algebra I, one of which must include geometry content, and |
23 | | one of which may be an Advanced Placement computer science |
24 | | course if the pupil successfully completes Algebra II or an |
25 | | integrated mathematics course with Algebra II content. |
26 | | (4) Two years of science. |
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1 | | (5) Two years of social studies, of which at least one |
2 | | year must be history of the United States or a combination |
3 | | of history of the United States and American government |
4 | | and, beginning with pupils entering the 9th grade in the |
5 | | 2016-2017 school year and each school year thereafter, at |
6 | | least one semester must be civics, which shall help young |
7 | | people acquire and learn to use the skills, knowledge, and |
8 | | attitudes that will prepare them to be competent and |
9 | | responsible citizens throughout their lives. Civics course |
10 | | content shall focus on government institutions, the |
11 | | discussion of current and controversial issues, service |
12 | | learning, and simulations of the democratic process. |
13 | | School districts may utilize private funding available for |
14 | | the purposes of offering civics education. |
15 | | (6) One year chosen from (A) music, (B) art, (C) |
16 | | foreign language, which shall be deemed to include American |
17 | | Sign Language, or (D) vocational education. |
18 | | (f) The State Board of Education shall develop and inform |
19 | | school districts of standards for writing-intensive |
20 | | coursework.
|
21 | | (f-5) If a school district offers an Advanced Placement |
22 | | computer science course to high school students, then the |
23 | | school board must designate that course as equivalent to a high |
24 | | school mathematics course and must denote on the student's |
25 | | transcript that the Advanced Placement computer science course |
26 | | qualifies as a mathematics-based, quantitative course for |
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1 | | students in accordance with subdivision (3) of subsection (e) |
2 | | of this Section. |
3 | | (g) This amendatory Act of 1983 does not apply to pupils |
4 | | entering the 9th grade
in 1983-1984 school year and prior |
5 | | school years or to students
with disabilities whose course of |
6 | | study is determined by an individualized
education program.
|
7 | | This amendatory Act of the 94th General Assembly does not |
8 | | apply
to pupils entering the 9th grade in the 2004-2005 school |
9 | | year or a prior
school year or to students with disabilities |
10 | | whose course of study is
determined by an individualized |
11 | | education program.
|
12 | | (h) The provisions of this Section are subject to the |
13 | | provisions of
Section
27-22.05 of this Code and the |
14 | | Postsecondary and Workforce Readiness Act .
|
15 | | (Source: P.A. 98-885, eff. 8-15-14; 99-434, eff. 7-1-16 (see |
16 | | P.A. 99-485 for the effective date of changes made by P.A. |
17 | | 99-434); 99-485, eff. 11-20-15.)
|
18 | | Section 995. No acceleration or delay. Where this Act makes |
19 | | changes in a statute that is represented in this Act by text |
20 | | that is not yet or no longer in effect (for example, a Section |
21 | | represented by multiple versions), the use of that text does |
22 | | not accelerate or delay the taking effect of (i) the changes |
23 | | made by this Act or (ii) provisions derived from any other |
24 | | Public Act.
|