Illinois General Assembly - Full Text of HB3819
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Full Text of HB3819  97th General Assembly




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1    AN ACT concerning education.
2    Be it enacted by the People of the State of Illinois,
3represented in the General Assembly:
4    Section 5. The School Code is amended by changing Sections
514C-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
9involvement of parents of children in transitional bilingual
10education programs. Each school district shall, accordingly,
11establish a parent advisory committee which affords parents the
12opportunity effectively to express their views and which
13ensures that such programs are planned, operated, and evaluated
14with the involvement of, and in consultation with, parents of
15children served by the programs. Such committees shall be
16composed of parents of children enrolled in transitional
17bilingual education programs, transitional bilingual education
18teachers, counselors, and representatives from community
19groups; provided, however, that a majority of each committee
20shall be parents of children enrolled in the transitional
21bilingual education program. Once established, these
22committees shall autonomously carry out their affairs,
23including the election of officers and the establishment of



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1internal 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
6Education, consisting of 17 members appointed by the State
7Superintendent of Education and selected, as nearly as
8possible, on the basis of experience in or knowledge of the
9various programs of bilingual education. The Council shall
10advise the State Superintendent on policy and rules pertaining
11to bilingual education. The Council shall establish such
12sub-committees as it deems appropriate to review bilingual
13education issues including but not limited to certification,
14finance and special education.
15    Initial appointees shall serve terms determined by lot as
16follows: 6 for one year, 6 for 2 years and 5 for 3 years.
17Successors shall serve 3-year terms. Members annually shall
18select a chairman from among their number. Members shall
19receive no compensation but may be reimbursed for necessary
20expenses incurred in the performance of their duties.
21    By no later than December 1, 2011, the Council shall submit
22a report to the State Superintendent of Education, the
23Governor, and the General Assembly addressing, at a minimum,
24the 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
13a report to the State Superintendent of Education, the
14Governor, and the General Assembly addressing, at a minimum,
15the 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
8opportunities delivered throughout the school year to increase
9parents' ability to successfully navigate the education system
10and monitor their children's education. Parent academies are
11specifically designed for parents of students who are enrolled
12in any of the English Language Learner programs and are to be
13provided after work hours in the parents' native language. At a
14minimum, parent academies shall allow participants to do the
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
3opportunity to increase the school staffs' ability to meet the
4social, emotional, and academic needs of culturally and
5linguistically diverse students and, at a minimum, allows
6participants 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.)