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(105 ILCS 5/14C-13)
(from Ch. 122, par. 14C-13)
(a) There is created an Advisory Council
on Bilingual Education, consisting of 17 members appointed by the State
Superintendent of Education and selected, as nearly as possible, on the
basis of experience in or knowledge of the various programs of bilingual
education. The Council shall advise the State Superintendent on policy and
rules pertaining to bilingual education. The Council shall establish such
sub-committees as it deems appropriate to review bilingual education issues
including but not limited to certification, finance and special education.
Initial appointees shall serve terms determined by lot as follows: 6 for
one year, 6 for 2 years and 5 for 3 years. Successors shall serve 3-year
terms. Members annually shall select a chairman from among their number.
Members shall receive no compensation but may be reimbursed for necessary
expenses incurred in the performance of their duties.
By no later than December 1, 2011, the Council shall submit a report to the State Superintendent of Education, the Governor, and the General Assembly addressing, at a minimum, the following questions:
(1) whether and how the 20 child per attendance
center minimum in Section 14C-3 of this Code should be modified;
(2) whether and how educator certification
requirements in this Article 14C and applicable State Board of Education rules should be modified;
(3) whether and how bilingual education requirements
in this Article 14C and applicable State Board of Education rules should be modified to address differences between elementary and secondary schools; and
(4) whether and how to allow school districts to
administer alternative bilingual education programs instead of transitional bilingual education programs.
By no later than January 1, 2013, the Council shall submit a report to the State Superintendent of Education, the Governor, and the General Assembly addressing, at a minimum, the following questions:
(i) whether and how bilingual education programs
should be modified to be more flexible and achieve a higher success rate among Hispanic students in the classroom and on State assessments;
(ii) whether and how bilingual education programs
should be modified to increase parental involvement including the use of parent academies;
(iii) whether and how bilingual education programs
should be modified to increase cultural competency through a cultural competency program among bilingual teaching staff; and
(iv) whether and how the bilingual parent advisory
committees within school districts can be supported in order to increase the opportunities for parents to effectively express their views concerning the planning, operation, and evaluation of bilingual education programs.
(b) For the purpose of this Section:
"Parent academies" means a series of parent development opportunities delivered throughout the school year to increase parents' ability to successfully navigate the education system and monitor their children's education. Parent academies are specifically designed for parents of students who are enrolled in any of the English Language Learner programs and are to be provided after work hours in the parents' native language. At a minimum, parent academies shall allow participants to do the following:
(1) understand and use their children's standardized
tests to effectively advocate for their children's academic success;
(2) learn home strategies to increase their
children's reading proficiency;
(3) promote homework completion as a successful daily
(4) establish a positive and productive connection
with their children's schools and teachers; and
(5) build the character traits that lead to academic
success, such as responsibility, persistence, a hard-work ethic, and the ability to delay gratification.
"Cultural competency program" means a staff development opportunity to increase the school staffs' ability to meet the social, emotional, and academic needs of culturally and linguistically diverse students and, at a minimum, allows participants to do the following:
(i) discuss the impact that our constantly changing,
highly technological and globalist society is having on Illinois' public education system;
(ii) analyze international, national, State, county,
district, and local students' performance data and the achievement gaps that persistently exist between groups;
(iii) realize the benefits and challenges of reaching
proficiency in cultural competency;
(iv) engage in conversations that lead to
self-awareness and greater insight regarding diversity; and
(v) learn strategies for building student-teacher
relationships and making instruction more comprehensible and relevant for all students.
(Source: P.A. 97-305, eff. 1-1-12; 97-915, eff. 1-1-13.)