Full Text of SB2970 99th General Assembly
SB2970enr 99TH 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 Section | 5 | | 14A-30 as follows: | 6 | | (105 ILCS 5/14A-30) | 7 | | Sec. 14A-30. Funding of local gifted education programs. A | 8 | | local program for the education of gifted and talented children | 9 | | may be approved for funding by the State Board of Education, | 10 | | pursuant to a request for proposals process, if funds for that | 11 | | purpose are available and, beginning with the beginning of the | 12 | | 2010-2011 academic year, if the local program submits an | 13 | | application for funds that includes a comprehensive plan (i) | 14 | | showing that the applicant is capable of meeting a portion of | 15 | | the following requirements, (ii) showing the program elements | 16 | | currently in place and a timeline for implementation of other | 17 | | elements, and (iii) demonstrating to the satisfaction of the | 18 | | State Board of Education that the applicant is capable of | 19 | | implementing a program of gifted education consistent with this | 20 | | Article: | 21 | | (1) The use of assessment instruments, such as | 22 | | nonverbal ability tests and tests in students' native | 23 | | languages, and a selection process that is equitable to and |
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| 1 | | inclusive of underrepresented groups, including low-income | 2 | | students, minority students, students with disabilities, | 3 | | twice-exceptional students, and English learners. The use | 4 | | of a minimum of 3 assessment measures used to identify | 5 | | gifted and talented children in each area in which a | 6 | | program for gifted and talented children is established, | 7 | | which may include without limitation scores on | 8 | | standardized achievement tests, observation checklists, | 9 | | portfolios, and currently-used district assessments. | 10 | | (2) A priority emphasis on language arts and | 11 | | mathematics. | 12 | | (3) The use of multiple valid assessments that assess | 13 | | both demonstrated achievement and potential for | 14 | | achievement, including cognitive ability tests and general | 15 | | or subject specific achievement tests, applied universally | 16 | | to all students, and appropriate for the content focus of | 17 | | the gifted services that will be provided. School districts | 18 | | and schools may add other local, valid assessments, such as | 19 | | portfolios. Assessments and selection processes must | 20 | | ensure multiple pathways into the program. An | 21 | | identification method that uses the definition of gifted | 22 | | and talented children as defined in Section 14A-20 of this | 23 | | Code. | 24 | | (4) The use of score ranges on assessments that are | 25 | | appropriate for the school or district population, | 26 | | including the use of local norms for achievement to |
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| 1 | | identify high potential students. Assessment instruments | 2 | | sensitive to the inclusion of underrepresented groups, | 3 | | including low-income students, minority students, and | 4 | | English language learners. | 5 | | (5) A process of identification of gifted and talented | 6 | | children that is of equal rigor in each area of aptitude | 7 | | addressed by the program. | 8 | | (6) The use of identification procedures that | 9 | | appropriately correspond with the planned programs, | 10 | | curricula, and services. | 11 | | (7) A fair and equitable decision-making process. | 12 | | (8) The availability of a fair and impartial appeal | 13 | | process within the school, school district, or cooperative | 14 | | of school districts operating a program for parents or | 15 | | guardians whose children are aggrieved by a decision of the | 16 | | school, school district, or cooperative of school | 17 | | districts regarding eligibility for participation in a | 18 | | program. | 19 | | (9) Procedures for annually informing the community | 20 | | at-large, including parents, about the program and the | 21 | | methods used for the identification of gifted and talented | 22 | | children. | 23 | | (10) Procedures for notifying parents or guardians of a | 24 | | child of a decision affecting that child's participation in | 25 | | a program. | 26 | | (11) A description of how gifted and talented children |
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| 1 | | will be grouped and instructed in order to maximize the | 2 | | educational benefits the children derive from | 3 | | participation in the program, including curriculum | 4 | | modifications and options that accelerate and add depth and | 5 | | complexity to the curriculum content. | 6 | | (12) An explanation of how the program emphasizes | 7 | | higher-level skills attainment,
including problem-solving, | 8 | | critical thinking, creative thinking, and research skills, | 9 | | as embedded within relevant content areas. | 10 | | (13) A methodology for measuring academic growth for | 11 | | gifted and talented children and a procedure for | 12 | | communicating a child's progress to his or her parents or | 13 | | guardian, including, but not limited to, a report card. | 14 | | (14) The collection of data on growth in learning for | 15 | | children in a program for gifted and talented children and | 16 | | the reporting of the data to the State Board of Education. | 17 | | (15) The designation of a supervisor responsible for | 18 | | overseeing the educational program for gifted and talented | 19 | | children. | 20 | | (16) A showing that the certified teachers who are | 21 | | assigned to teach gifted and talented children understand | 22 | | the characteristics and educational needs of children and | 23 | | are able to differentiate the curriculum and apply | 24 | | instructional methods to meet the needs of the children. | 25 | | (17) Plans for the continuation of professional | 26 | | development for staff assigned to the program serving |
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| 1 | | gifted and talented children.
| 2 | | (Source: P.A. 95-331, eff. 8-21-07; 96-1152, eff. 7-21-10.)
| 3 | | Section 99. Effective date. This Act takes effect upon | 4 | | becoming law.
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