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Public Act 099-0706
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| SB2970 Enrolled | LRB099 20728 MLM 45371 b |
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AN ACT concerning education.
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Be it enacted by the People of the State of Illinois, |
represented in the General Assembly:
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Section 5. The School Code is amended by changing Section |
14A-30 as follows:
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(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 |
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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 |
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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 |
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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 |