Public Act 099-0706
 
SB2970 EnrolledLRB099 20728 MLM 45371 b



    AN ACT concerning education.

 
    Be it enacted by the People of the State of Illinois, 
represented in the General Assembly: 



 
    Section 5. The School Code is amended  by changing Section 
14A-30 as follows:
 
    (105 ILCS 5/14A-30)
    Sec. 14A-30. Funding of local gifted education programs. A 
local program for the education of gifted and talented children 
may be approved for funding by the State Board of Education, 
pursuant to a request for proposals process, if funds for that 
purpose are available and, beginning with the beginning of the 
2010-2011 academic year, if the local program submits an 
application for funds that includes a comprehensive plan (i) 
showing that the applicant is capable of meeting a portion of 
the following requirements, (ii) showing the program elements 
currently in place and a timeline for implementation of other 
elements, and (iii) demonstrating to the satisfaction of the 
State Board of Education that the applicant is capable of 
implementing a program of gifted education consistent with this 
Article:
        (1) The use of assessment instruments, such as 
    nonverbal ability tests and tests in students' native 
    languages, and a selection process that is equitable to and 
    inclusive of underrepresented groups, including low-income 
    students, minority students, students with disabilities, 
    twice-exceptional students, and English learners. The use 
    of a minimum of 3 assessment measures used to identify 
    gifted and talented children in each area in which a 
    program for gifted and talented children is established, 
    which may include without limitation scores on 
    standardized achievement tests, observation checklists, 
    portfolios, and currently-used district assessments.
        (2) A priority emphasis on language arts and 
    mathematics.
        (3) The use of multiple valid assessments that assess 
    both demonstrated achievement and potential for 
    achievement, including cognitive ability tests and general 
    or subject specific achievement tests, applied universally 
    to all students, and appropriate for the content focus of 
    the gifted services that will be provided.  School districts 
    and schools may add other local, valid assessments, such as 
    portfolios.  Assessments and selection processes must 
    ensure multiple pathways into the program.   An 
    identification method that uses the definition of gifted 
    and talented children as defined in Section 14A-20 of this 
    Code.
        (4) The use of score ranges on assessments that are 
    appropriate for the school or district population, 
    including the use of local norms for achievement to 
    identify high potential students. Assessment instruments 
    sensitive to the inclusion of underrepresented groups, 
    including low-income students, minority students, and 
    English language learners.
        (5) A process of identification of gifted and talented 
    children that is of equal rigor in each area of aptitude 
    addressed by the program.
        (6) The use of identification procedures that 
    appropriately correspond with the planned programs, 
    curricula, and services.
        (7) A fair and equitable decision-making process.
        (8) The availability of a fair and impartial appeal 
    process within the school, school district, or cooperative 
    of school districts operating a program for parents or 
    guardians whose children are aggrieved by a decision of the 
    school, school district, or cooperative of school 
    districts regarding eligibility for participation in a 
    program.
        (9) Procedures for annually informing the community 
    at-large, including parents, about the program and the 
    methods used for the identification of gifted and talented 
    children.
        (10) Procedures for notifying parents or guardians of a 
    child of a decision affecting that child's participation in 
    a program.
        (11) A description of how gifted and talented children 
    will be grouped and instructed in order to maximize the 
    educational benefits the children derive from 
    participation in the program, including curriculum 
    modifications and options that accelerate and add depth and 
    complexity to the curriculum content.
        (12) An explanation of how the program emphasizes 
    higher-level skills attainment,

including problem-solving, 
    critical thinking, creative thinking, and research skills, 
    as embedded within relevant content areas.
        (13) A methodology for measuring academic growth for 
    gifted and talented children and a procedure for 
    communicating a child's progress to his or her parents or 
    guardian, including, but not limited to, a report card.
        (14) The collection of data on growth in learning for 
    children in a program for gifted and talented children and 
    the reporting of the data to the State Board of Education.
        (15) The designation of a supervisor responsible for 
    overseeing the educational program for gifted and talented 
    children.
        (16) A showing that the certified teachers who are 
    assigned to teach gifted and talented children understand 
    the characteristics and educational needs of children and 
    are able to differentiate the curriculum and apply 
    instructional methods to meet the needs of the children.
        (17) Plans for the continuation of professional 
    development for staff assigned to the program serving 
    gifted and talented children.

(Source: P.A. 95-331, eff. 8-21-07; 96-1152, eff. 7-21-10.)
 

    Section 99. Effective date. This Act takes effect upon 
becoming law.


Effective Date:  7/29/2016