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1 | AN ACT concerning education.
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2 | Be it enacted by the People of the State of Illinois,
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3 | represented in the General Assembly:
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4 | Section 5. The Postsecondary and Workforce Readiness Act is | ||||||
5 | amended by changing Sections 20, 25, 45, 50, 55, and 60 as | ||||||
6 | follows: | ||||||
7 | (110 ILCS 148/20)
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8 | Sec. 20. Competency-based, high school graduation | ||||||
9 | requirements pilot program. In consultation with ICCB and IBHE, | ||||||
10 | ISBE shall establish and administer a competency-based, high | ||||||
11 | school graduation requirements pilot program with school | ||||||
12 | districts selected pursuant to Section 25 of this Act. A school | ||||||
13 | district participating in the pilot program may select which of | ||||||
14 | the year and course graduation requirements set forth in | ||||||
15 | Section 27-22 of the School Code the school district wishes to | ||||||
16 | replace with a competency-based learning system. A school | ||||||
17 | district may participate in the pilot program for some or all | ||||||
18 | of its schools serving grades 9 through 12 . The pilot program | ||||||
19 | shall include the following components and requirements:
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20 | (1) The competency-based learning systems authorized | ||||||
21 | through the pilot program shall include all of the | ||||||
22 | following elements:
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23 | (A) Students shall demonstrate mastery of all |
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1 | required competencies to earn credit.
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2 | (B) Students must demonstrate mastery of Adaptive | ||||||
3 | Competencies defined by the school district, in | ||||||
4 | addition to academic competencies.
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5 | (C) Students shall advance once they have | ||||||
6 | demonstrated mastery, and students shall receive more | ||||||
7 | time and personalized instruction to demonstrate | ||||||
8 | mastery, if needed.
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9 | (D) Students shall have the ability to attain | ||||||
10 | advanced postsecondary education and career-related | ||||||
11 | competencies beyond those needed for graduation.
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12 | (E) Students must be assessed using multiple | ||||||
13 | measures to determine mastery, usually requiring | ||||||
14 | application of knowledge.
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15 | (F) Students must be able to earn credit toward | ||||||
16 | graduation requirements in ways other than traditional | ||||||
17 | coursework, including learning opportunities outside | ||||||
18 | the traditional classroom setting, such as Supervised | ||||||
19 | Career Development Experiences.
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20 | (2) A school district participating in the pilot | ||||||
21 | program shall demonstrate that the proposed | ||||||
22 | competency-based learning system is a core strategy | ||||||
23 | supporting the community's efforts to better prepare high | ||||||
24 | school students for college, career, and life.
The | ||||||
25 | application must identify the community partners that will | ||||||
26 | support the system's implementation. |
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1 | (3) A school district participating in the pilot | ||||||
2 | program must have a plan for educator administrator and | ||||||
3 | educator professional development on the competency-based | ||||||
4 | learning system and must demonstrate prior successful | ||||||
5 | implementation of professional development systems for | ||||||
6 | major district instructional initiatives.
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7 | (4) A school district participating in the pilot | ||||||
8 | program that is replacing graduation requirements in the | ||||||
9 | core academic areas of mathematics, English language arts, | ||||||
10 | and science with a competency-based learning system shall | ||||||
11 | demonstrate how the competencies can be mastered through | ||||||
12 | Integrated Courses or career and technical education | ||||||
13 | courses.
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14 | (5) A school district participating in the pilot | ||||||
15 | program shall develop a plan for community engagement and | ||||||
16 | communications.
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17 | (6) A school district participating in the pilot | ||||||
18 | program shall develop a plan for assigning course grades | ||||||
19 | based on mastery of competencies within the | ||||||
20 | competency-based learning system.
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21 | (7) A school district participating in the pilot | ||||||
22 | program shall establish a plan and system for collecting | ||||||
23 | and assessing student progress on competency completion | ||||||
24 | and attainment, including for learning opportunities | ||||||
25 | outside of the traditional classroom setting.
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26 | (8) A school district participating in the pilot |
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1 | program shall establish a system for data collection and | ||||||
2 | reporting and must provide ISBE with such reports and | ||||||
3 | information as may be required for administration and | ||||||
4 | evaluation of the program.
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5 | (9) A school district participating in the pilot | ||||||
6 | program shall partner with a community college and a higher | ||||||
7 | education institution other than a community college for | ||||||
8 | consultation on the development and administration of its | ||||||
9 | competency-based learning system. The plan shall address | ||||||
10 | how high school graduates of a competency-based learning | ||||||
11 | system will be able to provide information normally | ||||||
12 | expected of postsecondary institutions for admission and | ||||||
13 | financial aid.
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14 | (10) A school district participating in the pilot | ||||||
15 | program shall have a plan for engaging feeder elementary | ||||||
16 | schools with the participating high school or schools on | ||||||
17 | the establishment and administration of the | ||||||
18 | competency-based learning system.
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19 | (Source: P.A. 99-674, eff. 7-29-16.) | ||||||
20 | (110 ILCS 148/25)
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21 | Sec. 25. Competency-based, high school graduation | ||||||
22 | requirements pilot program eligibility and application | ||||||
23 | process.
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24 | (a) The pilot program established under Section 20 of this | ||||||
25 | Act shall be administered by the State Superintendent of |
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1 | Education in 2 phases: (i) an initial application and selection | ||||||
2 | process phase, and (ii) a subsequent phase for full development | ||||||
3 | and implementation of a detailed plan for a competency-based | ||||||
4 | learning system for high school graduation requirements.
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5 | (b) For the initial phase under clause (i) of subsection | ||||||
6 | (a) of this Section, the State Superintendent of Education | ||||||
7 | shall develop and issue a pilot program application that | ||||||
8 | requires:
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9 | (1) demonstration of commitment from the school | ||||||
10 | district superintendent; the president of the school board | ||||||
11 | of the district; teachers within the school district who | ||||||
12 | will be involved with the pilot program implementation; a | ||||||
13 | community college partner; and a higher education | ||||||
14 | institution other than a community college; | ||||||
15 | (2) an indication of which of the year and course | ||||||
16 | graduation requirements set forth in Section 27-22 of the | ||||||
17 | School Code the school district wishes to replace with a | ||||||
18 | competency-based learning system;
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19 | (3) a general description of the school district's plan | ||||||
20 | for implementing a competency-based learning system for | ||||||
21 | high school graduation requirements, including how the | ||||||
22 | plan addresses the requirements of Section 20 of this Act | ||||||
23 | and this Section;
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24 | (4) the school district's prior professional | ||||||
25 | development and stakeholder engagement efforts that will | ||||||
26 | support its successful development and implementation of a |
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1 | competency-based learning system, including, without | ||||||
2 | limitation, prior implementation of professional | ||||||
3 | development systems for major district instructional | ||||||
4 | initiatives; and
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5 | (5) identification of any waivers or modifications of | ||||||
6 | State law or rules for implementation of the proposed plan.
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7 | The demonstration of commitment from teachers as required | ||||||
8 | by paragraph (1) of this subsection (b) must include a | ||||||
9 | description of how teachers have been engaged throughout the | ||||||
10 | application development process. If the school district has an | ||||||
11 | exclusive bargaining representative of its teachers and the | ||||||
12 | president of the exclusive bargaining representative does not | ||||||
13 | submit a statement of commitment for the application, the | ||||||
14 | school district must submit either a statement by the president | ||||||
15 | of the position of the exclusive bargaining representative on | ||||||
16 | the application or a description of the school district's good | ||||||
17 | faith efforts to obtain such a statement. | ||||||
18 | (c) Subject to subsection (g) of this Section, the State | ||||||
19 | Superintendent of Education shall select school districts | ||||||
20 | meeting the requirements set forth in this Section to | ||||||
21 | participate in the pilot program based on the quality of the | ||||||
22 | proposed plan, the strength of the local commitments, | ||||||
23 | including, without limitation, teachers within the school | ||||||
24 | district who will be involved in the program's implementation | ||||||
25 | and postsecondary institution partnerships, and demonstration | ||||||
26 | of prior professional development and stakeholder engagement |
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1 | efforts that will support the proposed system's successful | ||||||
2 | implementation. The State Superintendent of Education, in | ||||||
3 | selecting the participating school districts, shall also | ||||||
4 | consider the diversity of school district types and sizes, the | ||||||
5 | diversity of geographic representation from across the State, | ||||||
6 | and the diversity of plan approaches (such as approaches that | ||||||
7 | involve one subject only, multiple subjects, and the types of | ||||||
8 | subjects).
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9 | (d) School districts selected to participate in the pilot | ||||||
10 | program shall receive technical assistance coordinated by the | ||||||
11 | State Superintendent of Education to develop a full pilot | ||||||
12 | program implementation plan. The State Superintendent of | ||||||
13 | Education shall have discretion to remove a school district | ||||||
14 | from the pilot program during this period if the school | ||||||
15 | district does not submit a full pilot program implementation | ||||||
16 | plan that meets the State Superintendent of Education's | ||||||
17 | specifications.
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18 | (e) School districts shall, as part of the development of | ||||||
19 | their application and participation in the competency-based | ||||||
20 | learning system pilot program, establish and maintain a | ||||||
21 | standing planning and implementation committee that includes | ||||||
22 | representation from administrators and teachers, including | ||||||
23 | teachers who will be involved in the competency-based learning | ||||||
24 | system's implementation. The teacher representatives shall be | ||||||
25 | selected by teachers or, where applicable, the exclusive | ||||||
26 | bargaining representative of its teachers, and the number of |
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1 | teacher representatives shall be at least equal to | ||||||
2 | administrator representatives, unless otherwise agreed to by | ||||||
3 | the teachers or, where applicable, the exclusive bargaining | ||||||
4 | representative of its teachers. The standing planning and | ||||||
5 | implementation committee shall develop reports that shall be | ||||||
6 | included within the initial application, the full pilot program | ||||||
7 | plan, and any subsequent annual submissions to the State | ||||||
8 | Superintendent of Education as part of the assessment and | ||||||
9 | evaluation of the program. The reports shall describe the | ||||||
10 | members' assessment of the school district's plan or | ||||||
11 | implementation, as applicable, of the school district's | ||||||
12 | competency-based learning system and any recommendations for | ||||||
13 | modifications or improvements to the system. If the committee | ||||||
14 | does not reach consensus on the report, the administrator | ||||||
15 | members shall submit the report and the teacher members may | ||||||
16 | provide a position statement that must be included with the | ||||||
17 | report submitted to the State Superintendent of Education. | ||||||
18 | (f) Notwithstanding any other provisions of the School Code | ||||||
19 | or any other law of this State to the contrary, school | ||||||
20 | districts participating in the pilot program may petition the | ||||||
21 | State Superintendent of Education for a waiver or modification | ||||||
22 | of the mandates of the School Code or of the administrative | ||||||
23 | rules adopted by ISBE in order to support the implementation of | ||||||
24 | the school district's proposed competency-based learning | ||||||
25 | system. However, no waiver shall be granted under this | ||||||
26 | subsection (f) relating to State assessments, accountability |
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1 | requirements, teacher tenure or seniority, teacher or | ||||||
2 | principal evaluations, or learning standards or that removes | ||||||
3 | legal protections or supports intended for the protection of | ||||||
4 | children or a particular category of students, such as students | ||||||
5 | with disabilities or English learners. Any waiver or | ||||||
6 | modification of teacher educator licensure requirements to | ||||||
7 | permit instruction by non-educators or educators without an | ||||||
8 | appropriate license must ensure that an appropriately licensed | ||||||
9 | teacher and the provider of instruction partner in order to | ||||||
10 | verify the method for assessing competency of mastery and | ||||||
11 | verify whether a student has demonstrated mastery. All requests | ||||||
12 | must be jointly signed by the school district superintendent | ||||||
13 | and the president of the school board and must describe the | ||||||
14 | position of teachers within the school district that will be | ||||||
15 | involved in the competency-based learning system's | ||||||
16 | implementation on the application. If the school district has | ||||||
17 | an exclusive bargaining representative of its teachers and the | ||||||
18 | president of the exclusive bargaining representative does not | ||||||
19 | submit a statement of support for the application, the school | ||||||
20 | district must submit either a statement by the president that | ||||||
21 | describes the position of the exclusive bargaining | ||||||
22 | representative on the application or a description of the | ||||||
23 | school district's good faith efforts to obtain such a | ||||||
24 | statement. The State Superintendent of Education shall approve | ||||||
25 | a waiver or modification request meeting the requirements of | ||||||
26 | this subsection (f) if the State Superintendent of Education |
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1 | determines the request is reasonably necessary to support the | ||||||
2 | implementation of the school district's proposed | ||||||
3 | competency-based learning system, and the request shall not | ||||||
4 | diminish the overall support of teachers within the school | ||||||
5 | district involved with the system's implementation as | ||||||
6 | demonstrated in the school district's initial application to | ||||||
7 | participate in the pilot program. An approved request shall | ||||||
8 | take effect in accordance with the timeline set forth in the | ||||||
9 | school district's application, and an approved waiver or | ||||||
10 | modification shall remain in effect for so long as the school | ||||||
11 | district participates in the pilot program established by this | ||||||
12 | Act. The State Superintendent of Education's approval of a | ||||||
13 | school district plan for implementation of competency-based, | ||||||
14 | high school graduation requirements shall serve as a waiver or | ||||||
15 | modification of any conflicting requirements of Section 27-22 | ||||||
16 | of the School Code. School districts participating in the pilot | ||||||
17 | program may additionally pursue waivers and modifications | ||||||
18 | pursuant to Section 2-3.25g of the School Code.
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19 | (g) For purposes of this subsection (g), "annual cohort" | ||||||
20 | means the group of school districts selected by the State | ||||||
21 | Superintendent of Education to participate in the pilot program | ||||||
22 | during an annual application and selection process. The State | ||||||
23 | Superintendent of Education shall limit each annual cohort of | ||||||
24 | the pilot program as follows: the first 2 annual cohorts shall | ||||||
25 | be limited to no more than 12 school districts, and any | ||||||
26 | subsequent annual cohort shall be limited to no more than 15 |
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1 | school districts. A school district may submit only one | ||||||
2 | application for each annual cohort of the pilot program. The | ||||||
3 | application of a school district having a population exceeding | ||||||
4 | 500,000 inhabitants may not include more than 6 schools. The | ||||||
5 | expansion of a school district's competency-based learning | ||||||
6 | system to a new school or new subject area identified in | ||||||
7 | Section 27-22 of the School Code shall require a new | ||||||
8 | application by the school district.
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9 | School districts may collaboratively apply to participate | ||||||
10 | in the pilot program. Notwithstanding any other provision of | ||||||
11 | this subsection (g), the application of a collaborative of | ||||||
12 | districts shall be counted as one district application in the | ||||||
13 | annual cohort selection process. In the application of a | ||||||
14 | collaborative of districts, each district participating in the | ||||||
15 | collaborative shall comply with the requirements outlined in | ||||||
16 | subsection (b) of this Section as if applying as an individual | ||||||
17 | district. The districts participating in the collaborative may | ||||||
18 | establish and maintain a standing planning and implementation | ||||||
19 | committee individually or collaboratively. If a collaborative | ||||||
20 | of districts decides at a later date to participate as | ||||||
21 | individual districts in the pilot program, the districts shall | ||||||
22 | submit to the State Superintendent of Education a revised | ||||||
23 | implementation plan that outlines the changes to their original | ||||||
24 | plan, the individual district applications from these | ||||||
25 | districts shall be considered as separate district | ||||||
26 | applications, and none of these districts may be counted as one |
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1 | of the districts that are already part of the cohort | ||||||
2 | limitation. | ||||||
3 | (Source: P.A. 99-674, eff. 7-29-16.) | ||||||
4 | (110 ILCS 148/45)
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5 | Sec. 45. Statewide panel to define transitional | ||||||
6 | mathematics instruction recommendations.
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7 | (a) Subject to the availability of public or private | ||||||
8 | resources for its administration, ISBE, ICCB, and IBHE shall | ||||||
9 | jointly establish a statewide panel to recommend competencies | ||||||
10 | and other requirements for transitional mathematics | ||||||
11 | instruction that lead to various postsecondary institution | ||||||
12 | mathematics pathways. ISBE, ICCB, and IBHE shall consult with | ||||||
13 | the IMACC on the establishment and administration of the | ||||||
14 | statewide panel. The statewide panel shall include high school | ||||||
15 | educators and administrators and community college and | ||||||
16 | university faculty and administrators, including broad | ||||||
17 | representation from general education and career and technical | ||||||
18 | education. The statewide panel shall also consult with | ||||||
19 | representations of private sector employers on the definition | ||||||
20 | of competencies for postsecondary institution mathematics | ||||||
21 | pathways and consider mathematics utilized in pre-employment | ||||||
22 | screenings for entry-level careers. Following the delivery of | ||||||
23 | the statewide panel's recommendations, ISBE, ICCB, and IBHE | ||||||
24 | shall, in consultation with IMACC and the statewide panel, | ||||||
25 | jointly adopt competencies and requirements for transitional |
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1 | mathematics instruction and related postsecondary institution | ||||||
2 | mathematics pathways.
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3 | (b) The statewide panel shall define transitional | ||||||
4 | mathematics competencies aligned to ISBE-adopted learning | ||||||
5 | standards and requirements associated with, at minimum, the | ||||||
6 | following postsecondary institution mathematics pathways:
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7 | (1) STEM Pathway. The STEM Pathway is for students with | ||||||
8 | career goals involving occupations that require the | ||||||
9 | application of calculus or advanced algebraic skills. In | ||||||
10 | accordance with and subject to this Act, successful | ||||||
11 | attainment of transitional mathematics competencies in the | ||||||
12 | STEM Pathway guarantees student placement into a community | ||||||
13 | college mathematics course in a calculus-based mathematics | ||||||
14 | course sequence.
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15 | (2) Technical Pathway. The Technical Pathway is for | ||||||
16 | students with career goals involving occupations in | ||||||
17 | technical fields that do not require the application of | ||||||
18 | calculus, advanced algebraic, or advanced statistical | ||||||
19 | skills. Mathematics in the Technical Pathway emphasizes | ||||||
20 | the application of mathematics within career settings. In | ||||||
21 | accordance with and subject to this Act, successful | ||||||
22 | attainment of transitional mathematics competencies in the | ||||||
23 | Technical Pathway guarantees student placement into a | ||||||
24 | credit-bearing postsecondary mathematics course required | ||||||
25 | for a community college career and technical education | ||||||
26 | program.
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1 | (3) Quantitative Literacy and Statistics Pathway. The | ||||||
2 | Quantitative Literacy and Statistics Pathway is for | ||||||
3 | students focused on attaining competency in general | ||||||
4 | statistics, data analysis, quantitative literacy, and | ||||||
5 | problem solving. The Quantitative Literacy and Statistics | ||||||
6 | Pathway is intended for students whose career goals do not | ||||||
7 | involve occupations relating to either the STEM or | ||||||
8 | Technical Pathway or those who have not yet selected a | ||||||
9 | career goal. In accordance with and subject to this Act, | ||||||
10 | successful attainment of transitional mathematics | ||||||
11 | competencies in the Quantitative Literacy and Statistics | ||||||
12 | Pathway guarantees student placement into a community | ||||||
13 | college GECC mathematics course not in a calculus-based | ||||||
14 | course sequence.
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15 | (c) The statewide panel shall make recommendations on | ||||||
16 | whether separate transitional mathematics competencies should | ||||||
17 | be defined for students with career goals involving occupations | ||||||
18 | that require the application of advanced statistics, such as | ||||||
19 | occupations in certain social science fields. The statewide | ||||||
20 | panel shall also provide recommendations for methods to | ||||||
21 | incorporate transitional mathematics competencies into | ||||||
22 | integrated courses.
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23 | (d) The statewide panel shall recommend statewide criteria | ||||||
24 | for determining the projected readiness of 11th grade students | ||||||
25 | for college-level mathematics courses in each of the | ||||||
26 | postsecondary education mathematics pathways for purposes of |
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1 | placement into transitional mathematics instruction in 12th | ||||||
2 | grade. The statewide criteria shall include standardized | ||||||
3 | assessment results, grade point average, and course | ||||||
4 | completions. The statewide criteria shall also define a minimal | ||||||
5 | level of mathematical competency necessary for student | ||||||
6 | placement into transitional mathematics instruction. Following | ||||||
7 | the delivery of such recommendations, ISBE and ICCB shall | ||||||
8 | jointly adopt statewide criteria for determining projected | ||||||
9 | readiness for college-level mathematics courses in each of the | ||||||
10 | postsecondary institution mathematics pathways for purposes of | ||||||
11 | placement into transitional mathematics instruction in 12th | ||||||
12 | grade. | ||||||
13 | (e) (Blank). Notwithstanding anything to the contrary | ||||||
14 | contained in this Act, in the event the statewide panel is not | ||||||
15 | established due to the unavailability of public and private | ||||||
16 | resources and ISBE, ICCB, and IBHE are therefore unable to | ||||||
17 | jointly adopt competencies and requirements for transitional | ||||||
18 | mathematics instruction and related postsecondary institution | ||||||
19 | mathematics pathways, then no transitional mathematics | ||||||
20 | instruction is required to be delivered by school districts or | ||||||
21 | accepted for placement by community colleges in accordance with | ||||||
22 | this Act.
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23 | (f) Subject to the availability of public or private | ||||||
24 | resources for its administration, ISBE, ICCB, and IBHE shall, | ||||||
25 | in consultation with the members of the statewide panel, | ||||||
26 | establish and administer procedures for approving transitional |
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1 | mathematics instruction for statewide portability. | ||||||
2 | (g) In accordance with timelines and publication | ||||||
3 | requirements established by IBHE, each public university must | ||||||
4 | adopt and publicize transparent criteria adopted by the | ||||||
5 | university for student placement into college-level | ||||||
6 | mathematics courses. IBHE must publicly report on the adoption | ||||||
7 | of such criteria and the extent to which public universities | ||||||
8 | are utilizing strategies to minimize placements into | ||||||
9 | non-credit-bearing remedial mathematics course sequences.
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10 | (Source: P.A. 99-674, eff. 7-29-16.) | ||||||
11 | (110 ILCS 148/50)
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12 | Sec. 50. Transitional mathematics instruction placement | ||||||
13 | and delivery.
| ||||||
14 | (a) A school district electing or required to deliver | ||||||
15 | transitional mathematics instruction in accordance with | ||||||
16 | Section 65 of this Act shall use the statewide criteria | ||||||
17 | established pursuant to subsection (d) of Section 45 of this | ||||||
18 | Act to determine each student's projected readiness for | ||||||
19 | college-level mathematics courses upon high school graduation | ||||||
20 | in that student's selected postsecondary institution | ||||||
21 | mathematics pathway. The school district shall make a | ||||||
22 | pre-determination of student readiness at the end of the first | ||||||
23 | semester of 11th grade and may adjust readiness determinations | ||||||
24 | at the end of 11th grade. The readiness of a student who has | ||||||
25 | not selected a postsecondary institution mathematics pathway |
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1 | shall be determined in accordance with the criteria for the | ||||||
2 | Quantitative Literacy and Statistics Pathways. Notwithstanding | ||||||
3 | the readiness determinations, instructional requirements for | ||||||
4 | students with disabilities shall be subject to the | ||||||
5 | individualized goals set forth within the student's | ||||||
6 | individualized education program required by State and federal | ||||||
7 | law. | ||||||
8 | (b) Public high school graduates of school districts | ||||||
9 | implementing transitional mathematics instruction in | ||||||
10 | accordance with this Act may demonstrate readiness for | ||||||
11 | college-level mathematics courses at applicable postsecondary | ||||||
12 | institutions through any of the following methods: | ||||||
13 | (1) At the end of 11th grade, the student does not meet | ||||||
14 | the statewide criteria for demonstrating projected | ||||||
15 | readiness for college-level mathematics courses upon high | ||||||
16 | school graduation in the student's postsecondary education | ||||||
17 | mathematics pathway, but the student subsequently achieves | ||||||
18 | successful completion of transitional mathematics | ||||||
19 | instruction for the postsecondary education mathematics | ||||||
20 | pathway. Students who achieve successful completion shall | ||||||
21 | receive transcripted credit for the transitional | ||||||
22 | mathematics instruction from the school district community | ||||||
23 | college partner and, subject to subsections (c) and (d) of | ||||||
24 | this Section, shall be placed by applicable postsecondary | ||||||
25 | institutions recognizing the transcripted credit in | ||||||
26 | accordance with this Act into an appropriate college-level |
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1 | mathematics course in the student's postsecondary | ||||||
2 | institution mathematics pathway. Students who do not | ||||||
3 | achieve successful completion shall be subject to | ||||||
4 | generally applicable postsecondary institution mathematics | ||||||
5 | placement processes. For the purposes of this paragraph | ||||||
6 | (1), successful completion means the student successfully | ||||||
7 | demonstrates attainment of transitional mathematics | ||||||
8 | competencies either through an overall grade for the | ||||||
9 | mathematics-related portion of a course or demonstrated | ||||||
10 | mastery of all transitional mathematics competencies | ||||||
11 | delivered through a competency-based learning system. | ||||||
12 | (2) At the end of 11th grade, the student meets the | ||||||
13 | statewide criteria for demonstrating projected readiness | ||||||
14 | for college-level mathematics courses upon high school | ||||||
15 | graduation in the student's postsecondary education | ||||||
16 | mathematics pathway, and the student subsequently | ||||||
17 | successfully completes rigorous mathematics instruction in | ||||||
18 | accordance with criteria jointly adopted by ISBE and ICCB. | ||||||
19 | (3) The student meets applicable postsecondary | ||||||
20 | institution criteria for demonstrating readiness for | ||||||
21 | college-level mathematics courses in the student's | ||||||
22 | postsecondary education mathematics pathway. | ||||||
23 | (c) All postsecondary institutions that have entered into a | ||||||
24 | partnership agreement pursuant to Section 55 of this Act shall | ||||||
25 | recognize community college transcripted credit from | ||||||
26 | transitional mathematics instruction delivered by school |
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1 | districts participating in the partnership agreement for | ||||||
2 | student placement into appropriate college-level mathematics | ||||||
3 | courses. If statewide portability approval procedures have | ||||||
4 | been established pursuant to subsection (f) of Section 45 of | ||||||
5 | this Act, then all community colleges shall recognize community | ||||||
6 | college transcripted credit from transitional mathematics | ||||||
7 | instruction that has been approved in accordance with the | ||||||
8 | statewide portability procedures. A public university is not | ||||||
9 | required to recognize transcripted credit from transitional | ||||||
10 | mathematics instruction for placement purpose unless the | ||||||
11 | public university voluntarily agrees to do so through entering | ||||||
12 | into a partnership agreement in accordance with Section 55 of | ||||||
13 | this Act. The placement determinations described in this | ||||||
14 | Section are valid for 18 months after high school graduation, | ||||||
15 | provided a postsecondary institution may require a short-term, | ||||||
16 | skill-based review or a corequisite remediation course for a | ||||||
17 | student who does not enroll in a college-level mathematics | ||||||
18 | course in the fall semester after high school graduation.
| ||||||
19 | (Source: P.A. 99-674, eff. 7-29-16.) | ||||||
20 | (110 ILCS 148/55)
| ||||||
21 | Sec. 55. High school and community college partnership | ||||||
22 | agreements for transitional mathematics instruction.
| ||||||
23 | (a) Transitional mathematics instruction shall be | ||||||
24 | delivered by high school faculty with community college | ||||||
25 | collaboration as defined through a partnership agreement |
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| |||||||
1 | meeting the requirements of this Section. While transitional | ||||||
2 | mathematics instruction may be delivered through stand-alone | ||||||
3 | mathematics courses, school districts and community colleges | ||||||
4 | may use integrated courses or competency-based learning | ||||||
5 | systems for the delivery of transitional mathematics | ||||||
6 | instruction.
| ||||||
7 | (b) School districts serving grades 9 through 12 electing | ||||||
8 | or required to deliver transitional mathematics instruction in | ||||||
9 | accordance with Section 65 of this Act shall enter into a | ||||||
10 | partnership agreement for transitional mathematics courses | ||||||
11 | with at least one community college. All partnership agreements | ||||||
12 | shall address the following:
| ||||||
13 | (1) The co-development by the school district and | ||||||
14 | community college of transitional mathematics courses or a | ||||||
15 | defined mathematics competency set or the adaptation of the | ||||||
16 | State model transitional instructional units that align to | ||||||
17 | the statewide competencies for particular postsecondary | ||||||
18 | institution mathematics pathways, which shall also include | ||||||
19 | the design of local performance indicators and evidence | ||||||
20 | associated with those indicators.
| ||||||
21 | (2) The community college courses for which the | ||||||
22 | successful completion of transitional mathematics | ||||||
23 | instruction will guarantee placement, subject to | ||||||
24 | subsection (b) of Section 50 of this Act.
| ||||||
25 | (3) The availability of dual enrollment and dual credit | ||||||
26 | courses for high school students demonstrating current |
| |||||||
| |||||||
1 | readiness for college-level mathematics courses.
| ||||||
2 | (4) Training and professional development to be | ||||||
3 | provided to the high school instructors of transitional | ||||||
4 | mathematics instruction.
| ||||||
5 | (5) The utilization of integrated courses or | ||||||
6 | competency-based learning systems for transitional | ||||||
7 | mathematics instruction.
| ||||||
8 | (c) A community college must enter into a partnership | ||||||
9 | agreement when requested to do so by a local school district | ||||||
10 | that has elected or is required to deliver transitional | ||||||
11 | mathematics instruction in accordance with Section 65 of this | ||||||
12 | Act, provided the community college receives an implementation | ||||||
13 | grant in an amount determined by ICCB to compensate for its | ||||||
14 | related instructional development and implementation | ||||||
15 | activities. A community college may require standardized terms | ||||||
16 | for all of its partner school districts. ISBE and ICCB shall | ||||||
17 | jointly resolve any disputes between a school district and | ||||||
18 | community college regarding the proposed terms of a partnership | ||||||
19 | agreement.
| ||||||
20 | (d) When developing partnership agreements, community | ||||||
21 | colleges and school districts shall consult with a public | ||||||
22 | university that has requested consultation through submission | ||||||
23 | of a written request to a community college in accordance with | ||||||
24 | requirements established by ICCB and IBHE. A public university | ||||||
25 | may, in its sole discretion, elect to become a party to a | ||||||
26 | partnership agreement.
|
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| |||||||
1 | (e) Regional offices of education may, with the consent of | ||||||
2 | participating school districts, establish multi-district | ||||||
3 | partnership agreements with one or more postsecondary | ||||||
4 | institutions.
| ||||||
5 | (Source: P.A. 99-674, eff. 7-29-16.) | ||||||
6 | (110 ILCS 148/60)
| ||||||
7 | Sec. 60. Transitional mathematics instruction statewide | ||||||
8 | supports.
| ||||||
9 | (a) Beginning with the 2019-2020 academic year, ICCB shall | ||||||
10 | permit transitional mathematics instruction that has been | ||||||
11 | approved for statewide portability transcripted by a community | ||||||
12 | college in accordance with the requirements of this Act to be | ||||||
13 | funded, subject to appropriation, in a manner consistent with | ||||||
14 | claimed for reimbursement rates for developmental education | ||||||
15 | courses offered at a community college funding purposes .
Such | ||||||
16 | funding must be used by a community college for costs | ||||||
17 | associated with transitional mathematics or English | ||||||
18 | partnerships with school districts. | ||||||
19 | (b) Subject to the availability of public or private | ||||||
20 | resources, ISBE, ICCB, and IBHE, in collaboration with IMACC, | ||||||
21 | shall support at least 2 collaborative efforts among school | ||||||
22 | districts and postsecondary institutions to develop model | ||||||
23 | transitional mathematics instructional units. All | ||||||
24 | State-supported models shall include real-world application | ||||||
25 | projects that can be delivered to particular students based on |
| |||||||
| |||||||
1 | career interests and shall enable transitional mathematics | ||||||
2 | instructional resources to be included within integrated | ||||||
3 | courses or competency-based learning systems . At least one of | ||||||
4 | the State-supported transitional mathematics models must be | ||||||
5 | highly modularized for blended-learning delivery, with:
| ||||||
6 | (1) a pre-assessment system to ensure that completion | ||||||
7 | of modules are required only when the competencies have not | ||||||
8 | been sufficiently mastered;
| ||||||
9 | (2) the ability for students to complete coursework in | ||||||
10 | areas of need at their own pace;
| ||||||
11 | (3) the ability for transitional mathematics modules | ||||||
12 | to be included within integrated courses or | ||||||
13 | competency-based learning systems; and
| ||||||
14 | (4) the ability for students to complete dual credit | ||||||
15 | modules upon completion of the transitional mathematics | ||||||
16 | modules.
| ||||||
17 | (c) Provided that statewide portability procedures have | ||||||
18 | been established pursuant to subsection (f) of Section 45 of | ||||||
19 | this Act, ISBE and ICCB shall identify and publicize courses | ||||||
20 | for transitional mathematics instruction that meet the | ||||||
21 | statewide portability requirements and that can be delivered | ||||||
22 | fully online or through blended-learning models without the | ||||||
23 | requirement for in-person mathematics instruction at the high | ||||||
24 | school. | ||||||
25 | (d) ISBE and ICCB shall jointly develop and provide a model | ||||||
26 | partnership agreement for school districts and community |
| |||||||
| |||||||
1 | colleges.
| ||||||
2 | (e) ISBE and ICCB shall provide standardized reports to | ||||||
3 | school districts and community colleges, including, but not | ||||||
4 | limited to:
| ||||||
5 | (1) reports that school districts and community | ||||||
6 | colleges can use for determining students 11th grade | ||||||
7 | projected readiness for college-level mathematics courses | ||||||
8 | upon high school graduation; and
| ||||||
9 | (2) reports that compare participating students' | ||||||
10 | postsecondary outcomes with other students, particularly | ||||||
11 | those in traditional developmental education course | ||||||
12 | sequences.
| ||||||
13 | (Source: P.A. 99-674, eff. 7-29-16.)
| ||||||
14 | Section 99. Effective date. This Act takes effect upon | ||||||
15 | becoming law.
|