Full Text of HB3822 103rd General Assembly
HB3822ham001 103RD GENERAL ASSEMBLY | Rep. Abdelnasser Rashid Filed: 3/20/2023
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| 1 | | AMENDMENT TO HOUSE BILL 3822
| 2 | | AMENDMENT NO. ______. Amend House Bill 3822 by replacing | 3 | | everything after the enacting clause with the following:
| 4 | | "Section 5. The School Code is amended by adding Section | 5 | | 14C-13 as follows:
| 6 | | (105 ILCS 5/14C-13) (from Ch. 122, par. 14C-13)
| 7 | | Sec. 14C-13. Advisory Council. | 8 | | (a) There is created an Advisory Council
on Bilingual | 9 | | Education, consisting of 17 members appointed by the State
| 10 | | Superintendent of Education and selected, as nearly as | 11 | | possible, on the
basis of experience in or knowledge of the | 12 | | various programs of bilingual
education. The Council shall | 13 | | advise the State Superintendent on policy and
rules pertaining | 14 | | to bilingual education. The Council shall establish such
| 15 | | sub-committees as it deems appropriate to review bilingual | 16 | | education issues
including but not limited to certification, |
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| 1 | | finance and special education.
| 2 | | Initial appointees shall serve terms determined by lot as | 3 | | follows: 6 for
one year, 6 for 2 years and 5 for 3 years. | 4 | | Successors shall serve 3-year
terms. Members annually shall | 5 | | select a chairman from among their number.
Members shall | 6 | | receive no compensation but may be reimbursed for necessary
| 7 | | expenses incurred in the performance of their duties. | 8 | | By no later than December 1, 2011, the Council shall | 9 | | submit a report to the State Superintendent of Education, the | 10 | | Governor, and the General Assembly addressing, at a minimum, | 11 | | the following questions: | 12 | | (1) whether and how the 20 child per attendance center | 13 | | minimum in Section 14C-3 of this Code should be modified; | 14 | | (2) whether and how educator certification | 15 | | requirements in this Article 14C and applicable State | 16 | | Board of Education rules should be modified; | 17 | | (3) whether and how bilingual education requirements | 18 | | in this Article 14C and applicable State Board of | 19 | | Education rules should be modified to address differences | 20 | | between elementary and secondary schools; and | 21 | | (4) whether and how to allow school districts to | 22 | | administer alternative bilingual education programs | 23 | | instead of transitional bilingual education programs.
| 24 | | By no later than January 1, 2013, the Council shall submit | 25 | | a report to the State Superintendent of Education, the | 26 | | Governor, and the General Assembly addressing, at a minimum, |
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| 1 | | the following questions: | 2 | | (i) whether and how bilingual education programs | 3 | | should be modified to be more flexible and achieve a | 4 | | higher success rate among Hispanic students in the | 5 | | classroom and on State assessments; | 6 | | (ii) whether and how bilingual education programs | 7 | | should be modified to increase parental involvement | 8 | | including the use of parent academies; | 9 | | (iii) whether and how bilingual education programs | 10 | | should be modified to increase cultural competency through | 11 | | a cultural competency program among bilingual teaching | 12 | | staff; and | 13 | | (iv) whether and how the bilingual parent advisory | 14 | | committees within school districts can be supported in | 15 | | order to increase the opportunities for parents to | 16 | | effectively express their views concerning the planning, | 17 | | operation, and evaluation of bilingual education programs. | 18 | | Within one year of the effective date of this amendatory | 19 | | Act of the 103rd General Assembly, the Council shall deliver a | 20 | | report to the General Assembly on how to incentivize dual | 21 | | language instruction in schools. The report shall include: (i) | 22 | | expanding dual language programs and instruction, (ii) | 23 | | developing a strategic plan for scaling dual language | 24 | | programs, (iii) possible public-private partnerships to expand | 25 | | dual language programs, (iv) potential funding mechanisms and | 26 | | models, including how to leverage the use of existing State |
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| 1 | | and federal resources and how to sustain funding for dual | 2 | | language programs, (v) how to build the supply of qualified | 3 | | teachers for dual language programs, including potential | 4 | | partnerships with private or nonprofit teacher preparation or | 5 | | development programs and college teacher preparation programs, | 6 | | potential alternative certification routes, exchange programs | 7 | | with other countries, and financial incentives, and (vi) | 8 | | standards for measuring student progress in dual language | 9 | | programs. | 10 | | (b) For the purpose of this Section: | 11 | | "Parent academies" means a series of parent development | 12 | | opportunities delivered throughout the school year to increase | 13 | | parents' ability to successfully navigate the education system | 14 | | and monitor their children's education. Parent academies are | 15 | | specifically designed for parents of students who are enrolled | 16 | | in any of the English Language Learner programs and are to be | 17 | | provided after work hours in the parents' native language. At | 18 | | a minimum, parent academies shall allow participants to do the | 19 | | following: | 20 | | (1) understand and use their children's standardized | 21 | | tests to effectively advocate for their children's | 22 | | academic success; | 23 | | (2) learn home strategies to increase their children's | 24 | | reading proficiency; | 25 | | (3) promote homework completion as a successful daily | 26 | | routine; |
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| 1 | | (4) establish a positive and productive connection | 2 | | with their children's schools and teachers; and | 3 | | (5) build the character traits that lead to academic | 4 | | success, such as responsibility, persistence, a hard-work | 5 | | ethic, and the ability to delay gratification. | 6 | | "Cultural competency program" means a staff development | 7 | | opportunity to increase the school staffs' ability to meet the | 8 | | social, emotional, and academic needs of culturally and | 9 | | linguistically diverse students and, at a minimum, allows | 10 | | participants to do the following: | 11 | | (i) discuss the impact that our constantly changing, | 12 | | highly technological and globalist society is having on | 13 | | Illinois' public education system; | 14 | | (ii) analyze international, national, State, county, | 15 | | district, and local students' performance data and the | 16 | | achievement gaps that persistently exist between groups; | 17 | | (iii) realize the benefits and challenges of reaching | 18 | | proficiency in cultural competency; | 19 | | (iv) engage in conversations that lead to | 20 | | self-awareness and greater insight regarding diversity; | 21 | | and | 22 | | (v) learn strategies for building student-teacher | 23 | | relationships and making instruction more comprehensible | 24 | | and relevant for all students. | 25 | | (Source: P.A. 97-305, eff. 1-1-12; 97-915, eff. 1-1-13.)".
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