Full Text of HB0801 99th General Assembly
HB0801ham001 99TH GENERAL ASSEMBLY | Rep. Christian L. Mitchell Filed: 3/18/2015
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| 1 | | AMENDMENT TO HOUSE BILL 801
| 2 | | AMENDMENT NO. ______. Amend House Bill 801 by replacing | 3 | | everything after the enacting clause with the following:
| 4 | | "Section 1. Findings. The General Assembly finds that: | 5 | | (1) the State of Illinois serves more than 2,000,000 | 6 | | school children in 858 school districts statewide;
| 7 | | (2) Illinois students continue to improve in their | 8 | | performance, but achievement gaps persist and rank among | 9 | | the largest nationwide, with too many of Illinois' most | 10 | | vulnerable students left behind;
| 11 | | (3) all Illinois students benefit when they are held to | 12 | | high expectations, taught according to rigorous standards, | 13 | | and supported to reach those standards, regardless of | 14 | | family circumstance or ZIP code; | 15 | | (4) this State adopted new Illinois Learning Standards | 16 | | in English language arts and math that make clear the | 17 | | knowledge, skills, and understanding students will need to |
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| 1 | | succeed in college and careers;
| 2 | | (5) Illinois students, educators, and schools continue | 3 | | to put the new standards into practice in classrooms | 4 | | statewide to help all students achieve;
| 5 | | (6) Illinois needs a new assessment system to reflect | 6 | | the Illinois Learning Standards, understand whether | 7 | | students perform at the level of the new standards, and | 8 | | ensure that the promise of the new standards for all | 9 | | students is met;
| 10 | | (7) Illinois' assessments should exist for the purpose | 11 | | of evaluating necessary skills for the attainment of | 12 | | gainful, family-sustaining employment and the critical | 13 | | thinking skills necessary to live a fulfilling personal and | 14 | | civic life;
| 15 | | (8) Illinois' previous assessments were | 16 | | norm-referenced, sorting students within testing groups | 17 | | rather than measuring key concepts and critical thinking | 18 | | skills necessary for success in school and in life;
| 19 | | (9) Illinois' previous assessments did not align with | 20 | | internationally benchmarked standards, nor did they align | 21 | | across grade spans, creating a disconnect between grade | 22 | | schools and high schools, which poorly served students;
| 23 | | (10) Illinois recognizes that annual statewide | 24 | | assessments that reflect the learning standards and align | 25 | | across grade levels play a necessary role in the | 26 | | educational process, provide teachers with real-time |
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| 1 | | information to support their instruction, and inform | 2 | | families about their students' progress;
| 3 | | (11) too many Illinois students who leave high school | 4 | | require remediation, and assessing students against the | 5 | | new Illinois Learning Standards will help to ensure | 6 | | remediation rates can be improved, thus better serving | 7 | | Illinois families;
| 8 | | (12) federal law requires the State of Illinois to | 9 | | assess all students in grade 3 through high school during | 10 | | the 2014-2015 school year with new assessments that are in | 11 | | alignment with the depth and breadth of the content of the | 12 | | Illinois Learning Standards;
| 13 | | (13) Illinois is creating new assessments through a | 14 | | multi-state collaborative that benefits Illinois in that | 15 | | it provides an avenue for cost-sharing and ensures | 16 | | benchmarks state-to-state are comparable, thus assisting | 17 | | families who transfer in and out of the State; and
| 18 | | (14) Illinois' new assessments support real teaching | 19 | | and learning by aligning to the standards, progressing | 20 | | smoothly from one grade to the next, and providing timely | 21 | | feedback to students, educators, and families, while | 22 | | allowing teachers and instructors to plan a curriculum that | 23 | | aligns with necessary skills and concepts that are critical | 24 | | building blocks of learning.
| 25 | | Section 5. The School Code is amended by changing Section |
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| 1 | | 2-3.64a-5 as follows: | 2 | | (105 ILCS 5/2-3.64a-5) | 3 | | Sec. 2-3.64a-5. State goals and assessment. | 4 | | (a) For the assessment and accountability purposes of this | 5 | | Section, "students" includes those students enrolled in a | 6 | | public or State-operated elementary school, secondary school, | 7 | | or cooperative or joint agreement with a governing body or | 8 | | board of control, a charter school operating in compliance with | 9 | | the Charter Schools Law, a school operated by a regional office | 10 | | of education under Section 13A-3 of this Code, or a public | 11 | | school administered by a local public agency or the Department | 12 | | of Human Services. | 13 | | (b) The State Board of Education shall establish the | 14 | | academic standards that are to be applicable to students who | 15 | | are subject to State assessments under this Section. The State | 16 | | Board of Education shall not establish any such standards in | 17 | | final form without first providing opportunities for public | 18 | | participation and local input in the development of the final | 19 | | academic standards. Those opportunities shall include a | 20 | | well-publicized period of public comment and opportunities to | 21 | | file written comments. | 22 | | (c) Beginning no later than the 2014-2015 school year, the | 23 | | State Board of Education shall annually assess all students | 24 | | enrolled in grades 3 through 8 in English language arts and | 25 | | mathematics. |
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| 1 | | Beginning no later than the 2017-2018 school year, the | 2 | | State Board of Education shall annually assess all students in | 3 | | science at one grade in grades 3 through 5, at one grade in | 4 | | grades 6 through 8, and at one grade in grades 9 through 12. | 5 | | The State Board of Education shall annually assess schools | 6 | | that operate a secondary education program, as defined in | 7 | | Section 22-22 of this Code, in English language arts and | 8 | | mathematics. The State Board of Education shall administer no | 9 | | more than 3 assessments, per student, of English language arts | 10 | | and mathematics for students in a secondary education program. | 11 | | One of these assessments shall include a college and career | 12 | | ready determination. | 13 | | Students who are not assessed for college and career ready | 14 | | determinations may not receive a regular high school diploma | 15 | | unless the student is exempted from taking State assessments | 16 | | under subsection (d) of this Section because (i) the student's | 17 | | individualized educational program developed under Article 14 | 18 | | of this Code identifies the State assessment as inappropriate | 19 | | for the student, (ii) the student is enrolled in a program of | 20 | | adult and continuing education, as defined in the Adult | 21 | | Education Act, (iii) the school district is not required to | 22 | | assess the individual student for purposes of accountability | 23 | | under federal No Child Left Behind Act of 2001 requirements, | 24 | | (iv) the student has been determined to be an English language | 25 | | learner, referred to in this Code as a student with limited | 26 | | English proficiency, and has been enrolled in schools in the |
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| 1 | | United States for less than 12 months, or (v) the student is | 2 | | otherwise identified by the State Board of Education, through | 3 | | rules, as being exempt from the assessment. | 4 | | The State Board of Education shall not assess students | 5 | | under this Section in subjects not required by this Section. | 6 | | Districts shall inform their students of the timelines and | 7 | | procedures applicable to their participation in every yearly | 8 | | administration of the State assessments.
The State Board of | 9 | | Education shall establish periods of time in each school year | 10 | | during which State assessments shall occur to meet the | 11 | | objectives of this Section. | 12 | | (d) Every individualized educational program as described | 13 | | in Article 14 shall identify if the State assessment or | 14 | | components thereof are appropriate for the student. The State | 15 | | Board of Education shall develop rules governing the | 16 | | administration of an alternate assessment that may be available | 17 | | to students for whom participation in this State's regular | 18 | | assessments is not appropriate, even with accommodations as | 19 | | allowed under this Section. | 20 | | Students receiving special education services whose | 21 | | individualized educational programs identify them as eligible | 22 | | for the alternative State assessments nevertheless shall have | 23 | | the option of taking this State's regular assessment that | 24 | | includes a college and career ready determination, which shall | 25 | | be administered in accordance with the eligible accommodations | 26 | | appropriate for meeting these students' respective needs. |
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| 1 | | All students determined to be an English language learner, | 2 | | referred to in this Code as a student with limited English | 3 | | proficiency, shall participate in the State assessments, | 4 | | excepting those students who have been enrolled in schools in | 5 | | the United States for less than 12 months. Such students may be | 6 | | exempted from participation in one annual administration of the | 7 | | English language arts assessment. Any student determined to be | 8 | | an English language learner, referred to in this Code as a | 9 | | student with limited English proficiency, shall receive | 10 | | appropriate assessment accommodations, including language | 11 | | supports, which shall be established by rule. Approved | 12 | | assessment accommodations must be provided until the student's | 13 | | English language skills develop to the extent that the student | 14 | | is no longer considered to be an English language learner, | 15 | | referred to in this Code as a student with limited English | 16 | | proficiency, as demonstrated through a State-identified | 17 | | English language proficiency assessment. | 18 | | (e) The results or scores of each assessment taken under | 19 | | this Section shall be made available to the parents of each | 20 | | student. | 21 | | In each school year, the scores attained by a student on | 22 | | the State assessment that includes a college and career ready | 23 | | determination must be placed in the student's permanent record | 24 | | and must be entered on the student's transcript pursuant to | 25 | | rules that the State Board of Education shall adopt for that | 26 | | purpose in accordance with Section 3 of the Illinois School |
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| 1 | | Student Records Act. In each school year, the scores attained | 2 | | by a student on the State assessments administered in grades 3 | 3 | | through 8 must be placed in the student's temporary record. | 4 | | (f) All schools shall administer an academic assessment of | 5 | | English language proficiency in oral language (listening and | 6 | | speaking) and reading and writing skills to all children | 7 | | determined to be English language learners, referred to in | 8 | | Section 14C-3 of this Code as children with limited | 9 | | English-speaking ability. | 10 | | (g) All schools in this State that are part of the sample | 11 | | drawn by the National Center for Education Statistics, in | 12 | | collaboration with their school districts and the State Board | 13 | | of Education, shall administer the biennial academic | 14 | | assessments under the National Assessment of Educational | 15 | | Progress carried out under Section 411(b)(2) of the federal | 16 | | National Education Statistics Act of 1994 (20 U.S.C. 9010) if | 17 | | the U.S. Secretary of Education pays the costs of administering | 18 | | the assessments. | 19 | | (h) Subject to available funds to this State for the | 20 | | purpose of student assessment, the State Board of Education | 21 | | shall provide additional assessments and assessment resources | 22 | | that may be used by school districts for local assessment | 23 | | purposes. The State Board of Education shall annually | 24 | | distribute a listing of these additional resources. | 25 | | (i) For the purposes of this subsection (i), "academically | 26 | | based assessments" means assessments consisting of questions |
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| 1 | | and answers that are measurable and quantifiable to measure the | 2 | | knowledge, skills, and ability of students in the subject | 3 | | matters covered by the assessments. All assessments | 4 | | administered pursuant to this Section must be academically | 5 | | based assessments. The scoring of academically based | 6 | | assessments shall be reliable, valid, and fair and shall meet | 7 | | the guidelines for assessment development and use prescribed by | 8 | | the American Psychological Association, the National Council | 9 | | on Measurement in Education, and the American Educational | 10 | | Research Association. | 11 | | The State Board of Education shall review the use of all | 12 | | assessment item types in order to ensure that they are valid | 13 | | and reliable indicators of student performance aligned to the | 14 | | learning standards being assessed and that the development, | 15 | | administration, and scoring of these item types are justifiable | 16 | | in terms of cost. | 17 | | (j) The State Superintendent of Education shall appoint an | 18 | | advisory a committee to lead an ongoing review, an analysis, | 19 | | and a continuous improvement of the implementation of this | 20 | | State's learning standards and the transition to an assessment | 21 | | system that reflects the standards. The advisory committee | 22 | | shall consist of no more than 21 members, consisting of | 23 | | parents, teachers, school administrators, school board | 24 | | members, higher education representatives, individuals with | 25 | | technical knowledge and experience in the implementation of | 26 | | standards, assessments, and accountability systems, assessment |
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| 1 | | experts, regional superintendents of schools, and citizens , to | 2 | | review the State assessments administered by the State Board of | 3 | | Education . This advisory committee shall also include the | 4 | | Governor or his or her designee and one member appointed by the | 5 | | President of the Senate, one member appointed by the Minority | 6 | | Leader of the Senate, one member appointed by the Speaker of | 7 | | the House of Representatives, and one member appointed by the | 8 | | Minority Leader of the House of Representatives. The Committee | 9 | | shall select one of its members as its chairperson. | 10 | | The Committee shall meet on an ongoing basis , but no less | 11 | | than 3 times a year, in a public setting, to establish a | 12 | | process by which educators, school district leaders, | 13 | | stakeholders, and the public can submit questions and concerns | 14 | | regarding the transition to the Illinois Learning Standards and | 15 | | aligned assessments to be reviewed by the Committee; to | 16 | | sequence its work, analysis, review, and recommendations, | 17 | | based upon a timeline provided by the State Board of Education | 18 | | that meets statutory requirements and responds to the needs of | 19 | | the field; to assist with the development of a system of | 20 | | supports for the implementation of the learning standards and | 21 | | the aligned State assessments; and to provide recommendations | 22 | | to continuously improve and support the implementation of | 23 | | standards and assessments and their role in accountability, | 24 | | including without limitation all of the following: | 25 | | (1) To support the development of tools that allow | 26 | | school districts to evaluate their implementation of the |
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| 1 | | Illinois Learning Standards and identify areas where | 2 | | additional support is needed. | 3 | | (2) To provide recommendations for how school | 4 | | districts can review and use local assessments; this should | 5 | | provide school districts with guidance regarding the | 6 | | different uses of assessments and a streamlined, holistic | 7 | | approach to assessments. | 8 | | (3) To develop recommendations for how the continuum of | 9 | | State assessments, as well as the system of supports that | 10 | | undergirds it, serves the needs of English Learners, | 11 | | drawing upon the expertise of the Advisory Council on | 12 | | Bilingual Education. | 13 | | (4) To develop recommendations for how the continuum of | 14 | | State assessments, as well as the system of supports that | 15 | | undergirds it, serves the needs of students with special | 16 | | needs, drawing upon the expertise of the Advisory Council | 17 | | on the Education of Children with Disabilities. | 18 | | (5) To provide recommendations that can be shared with | 19 | | the developer of State assessments regarding testing time | 20 | | and the impact on instructional time. | 21 | | (6) To provide recommendations on potential changes to | 22 | | the State assessments in response to school scheduling | 23 | | concerns and guidance to school districts as to how best to | 24 | | schedule the State assessments during the school day. | 25 | | (7) To provide recommendations and make available | 26 | | tools and resources to help school districts identify |
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| 1 | | overlap between State and local assessments and create a | 2 | | more streamlined assessment system at the local level that | 3 | | reduces overall test time. | 4 | | (8) To provide recommendations about how the | 5 | | diagnostic assessments, a critical element of the State | 6 | | assessment system, might be implemented in school | 7 | | districts statewide and how this State might support this | 8 | | work in school districts. | 9 | | (9) To provide recommendations for how the | 10 | | kindergarten readiness survey might align and be | 11 | | incorporated within the continuum of the State assessment | 12 | | system. | 13 | | (10) To provide recommendations about how the State | 14 | | assessments might be used in high school, such as for the | 15 | | purposes of end-of-course exams and for inclusion in | 16 | | end-of-course grades. | 17 | | (11) To provide recommendations concerning how the | 18 | | State assessment system might be used by institutions of | 19 | | higher education. | 20 | | (12) To provide recommendations about how the State | 21 | | assessment system should be used as an element of this | 22 | | State's accountability system that is consistent with | 23 | | federal statutory requirements. | 24 | | (13) To provide recommendations about how State | 25 | | assessments might be used for purposes of student growth | 26 | | within a State accountability system in a manner that is |
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| 1 | | consistent with federal statutory requirements and | 2 | | supportive of student progress. to review the content and | 3 | | design of the assessments (including whether the | 4 | | requirements of subsection (i) of this Section have been | 5 | | met), the time and money expended at the local and State | 6 | | levels to prepare for and administer the assessments, the | 7 | | collective results of the assessments as measured against | 8 | | the stated purpose of assessing student performance, and | 9 | | other issues involving the assessments identified by the | 10 | | Committee. | 11 | | The Committee shall make biennial periodic recommendations | 12 | | to the State Superintendent of Education and the General | 13 | | Assembly concerning the assessments. The Committee shall | 14 | | submit its initial report to the Governor, the State | 15 | | Superintendent of Education, and the General Assembly no later | 16 | | than December 31, 2016. This initial report shall include | 17 | | without limitation all of the following: | 18 | | (1) Progress on the implementation of new standards and | 19 | | assessments. | 20 | | (2) Barriers to implementation, such as technology. | 21 | | (3) Concerns about implementation based upon the | 22 | | experiences of school districts. | 23 | | (4) Student progress and proficiency on the new | 24 | | standards and assessments. | 25 | | (k) The State Board of Education may adopt rules to | 26 | | implement this Section.
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| 1 | | (Source: P.A. 98-972, eff. 8-15-14.)".
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