(110 ILCS 148/55)
    Sec. 55. High school and community college partnership agreements for transitional mathematics instruction.
    (a) Transitional mathematics instruction shall be delivered by high school faculty with community college collaboration as defined through a partnership agreement meeting the requirements of this Section. While transitional mathematics instruction may be delivered through stand-alone mathematics courses, school districts and community colleges may use integrated courses or competency-based learning systems for the delivery of transitional mathematics instruction.
    (b) School districts serving grades 9 through 12 electing or required to deliver transitional mathematics instruction in accordance with Section 65 of this Act shall enter into a partnership agreement for transitional mathematics courses with at least one community college. All partnership agreements shall address the following:
        (1) The co-development by the school district and
community college of transitional mathematics courses or a defined mathematics competency set or the adaptation of the State model transitional instructional units that align to the statewide competencies for particular postsecondary institution mathematics pathways, which shall also include the design of local performance indicators and evidence associated with those indicators.
        (2) The community college courses for which the
successful completion of transitional mathematics instruction will guarantee placement, subject to subsection (b) of Section 50 of this Act.
        (3) The availability of dual enrollment and dual
credit courses for high school students demonstrating current readiness for college-level mathematics courses.
        (4) Training and professional development to be
provided to the high school instructors of transitional mathematics instruction.
        (5) The utilization of integrated courses or
competency-based learning systems for transitional mathematics instruction.
    (c) A community college must enter into a partnership agreement when requested to do so by a local school district that has elected or is required to deliver transitional mathematics instruction in accordance with Section 65 of this Act, provided the community college receives an implementation grant in an amount determined by ICCB to compensate for its related instructional development and implementation activities. A community college may require standardized terms for all of its partner school districts. ISBE and ICCB shall jointly resolve any disputes between a school district and community college regarding the proposed terms of a partnership agreement.
    (d) When developing partnership agreements, community colleges and school districts shall consult with a public university that has requested consultation through submission of a written request to a community college in accordance with requirements established by ICCB and IBHE. A public university may, in its sole discretion, elect to become a party to a partnership agreement.
    (e) Regional offices of education may, with the consent of participating school districts, establish multi-district partnership agreements with one or more postsecondary institutions.
(Source: P.A. 99-674, eff. 7-29-16; 100-599, eff. 6-29-18.)