Full Text of HB3819 97th General Assembly
HB3819enr 97TH GENERAL ASSEMBLY |
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| 1 | | AN ACT concerning education.
| 2 | | Be it enacted by the People of the State of Illinois,
| 3 | | represented in the General Assembly:
| 4 | | Section 5. The School Code is amended by changing Sections | 5 | | 14C-10 and 14C-13 as follows:
| 6 | | (105 ILCS 5/14C-10) (from Ch. 122, par. 14C-10)
| 7 | | Sec. 14C-10. Parent and community participation.
| 8 | | School districts shall provide for the maximum practical | 9 | | involvement of
parents of children in transitional bilingual | 10 | | education programs. Each
school district shall, accordingly, | 11 | | establish a parent advisory committee
which affords parents the | 12 | | opportunity effectively to express their views
and which | 13 | | ensures that such programs are planned, operated, and evaluated
| 14 | | with the involvement of, and in consultation with, parents of | 15 | | children
served by the programs. Such committees shall be | 16 | | composed of parents of
children enrolled in transitional | 17 | | bilingual education programs,
transitional bilingual education | 18 | | teachers, counselors, and representatives
from community | 19 | | groups; provided, however, that a majority of each committee
| 20 | | shall be parents of children enrolled in the transitional | 21 | | bilingual
education program. Once established, these | 22 | | committees shall autonomously carry out their affairs, | 23 | | including the election of officers and the establishment of |
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| 1 | | internal rules, guidelines, and procedures.
| 2 | | (Source: P.A. 78-727.)
| 3 | | (105 ILCS 5/14C-13) (from Ch. 122, par. 14C-13)
| 4 | | Sec. 14C-13. Advisory Council. | 5 | | (a) There is created an Advisory Council
on Bilingual | 6 | | Education, consisting of 17 members appointed by the State
| 7 | | Superintendent of Education and selected, as nearly as | 8 | | possible, on the
basis of experience in or knowledge of the | 9 | | various programs of bilingual
education. The Council shall | 10 | | advise the State Superintendent on policy and
rules pertaining | 11 | | to bilingual education. The Council shall establish such
| 12 | | sub-committees as it deems appropriate to review bilingual | 13 | | education issues
including but not limited to certification, | 14 | | finance and special education.
| 15 | | Initial appointees shall serve terms determined by lot as | 16 | | follows: 6 for
one year, 6 for 2 years and 5 for 3 years. | 17 | | Successors shall serve 3-year
terms. Members annually shall | 18 | | select a chairman from among their number.
Members shall | 19 | | receive no compensation but may be reimbursed for necessary
| 20 | | expenses incurred in the performance of their duties. | 21 | | By no later than December 1, 2011, the Council shall submit | 22 | | a report to the State Superintendent of Education, the | 23 | | Governor, and the General Assembly addressing, at a minimum, | 24 | | the following questions: | 25 | | (1) whether and how the 20 child per attendance center |
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| 1 | | minimum in Section 14C-3 of this Code should be modified; | 2 | | (2) whether and how educator certification | 3 | | requirements in this Article 14C and applicable State Board | 4 | | of Education rules should be modified; | 5 | | (3) whether and how bilingual education requirements | 6 | | in this Article 14C and applicable State Board of Education | 7 | | rules should be modified to address differences between | 8 | | elementary and secondary schools; and | 9 | | (4) whether and how to allow school districts to | 10 | | administer alternative bilingual education programs | 11 | | instead of transitional bilingual education programs.
| 12 | | By no later than January 1, 2013, the Council shall submit | 13 | | a report to the State Superintendent of Education, the | 14 | | Governor, and the General Assembly addressing, at a minimum, | 15 | | the following questions: | 16 | | (i) whether and how bilingual education programs | 17 | | should be modified to be more flexible and achieve a higher | 18 | | success rate among Hispanic students in the classroom and | 19 | | on State assessments; | 20 | | (ii) whether and how bilingual education programs | 21 | | should be modified to increase parental involvement | 22 | | including the use of parent academies; | 23 | | (iii) whether and how bilingual education programs | 24 | | should be modified to increase cultural competency through | 25 | | a cultural competency program among bilingual teaching | 26 | | staff; and |
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| 1 | | (iv) whether and how the bilingual parent advisory | 2 | | committees within school districts can be supported in | 3 | | order to increase the opportunities for parents to | 4 | | effectively express their views concerning the planning, | 5 | | operation, and evaluation of bilingual education programs. | 6 | | (b) For the purpose of this Section: | 7 | | "Parent academies" means a series of parent development | 8 | | opportunities delivered throughout the school year to increase | 9 | | parents' ability to successfully navigate the education system | 10 | | and monitor their children's education. Parent academies are | 11 | | specifically designed for parents of students who are enrolled | 12 | | in any of the English Language Learner programs and are to be | 13 | | provided after work hours in the parents' native language. At a | 14 | | minimum, parent academies shall allow participants to do the | 15 | | following: | 16 | | (1) understand and use their children's standardized | 17 | | tests to effectively advocate for their children's | 18 | | academic success; | 19 | | (2) learn home strategies to increase their children's | 20 | | reading proficiency; | 21 | | (3) promote homework completion as a successful daily | 22 | | routine; | 23 | | (4) establish a positive and productive connection | 24 | | with their children's schools and teachers; and | 25 | | (5) build the character traits that lead to academic | 26 | | success, such as responsibility, persistence, a hard-work |
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| 1 | | ethic, and the ability to delay gratification. | 2 | | "Cultural competency program" means a staff development | 3 | | opportunity to increase the school staffs' ability to meet the | 4 | | social, emotional, and academic needs of culturally and | 5 | | linguistically diverse students and, at a minimum, allows | 6 | | participants to do the following: | 7 | | (i) discuss the impact that our constantly changing, | 8 | | highly technological and globalist society is having on | 9 | | Illinois' public education system; | 10 | | (ii) analyze international, national, State, county, | 11 | | district, and local students' performance data and the | 12 | | achievement gaps that persistently exist between groups; | 13 | | (iii) realize the benefits and challenges of reaching | 14 | | proficiency in cultural competency; | 15 | | (iv) engage in conversations that lead to | 16 | | self-awareness and greater insight regarding diversity; | 17 | | and | 18 | | (v) learn strategies for building student-teacher | 19 | | relationships and making instruction more comprehensible | 20 | | and relevant for all students. | 21 | | (Source: P.A. 97-305, eff. 1-1-12.)
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