102ND GENERAL ASSEMBLY
State of Illinois
2021 and 2022
HB5511

 

Introduced 1/31/2022, by Rep. Denyse Wang Stoneback

 

SYNOPSIS AS INTRODUCED:
 
105 ILCS 5/14A-30

    Amends the School Code. Makes a technical change in a Section concerning funding of local gifted education programs.


LRB102 26063 CMG 35520 b

 

 

A BILL FOR

 

HB5511LRB102 26063 CMG 35520 b

1    AN ACT concerning education.
 
2    Be it enacted by the People of the State of Illinois,
3represented in the General Assembly:
 
4    Section 5. The School Code is amended by changing Section
514A-30 as follows:
 
6    (105 ILCS 5/14A-30)
7    Sec. 14A-30. Funding of local gifted education programs. A
8local program for the the education of gifted and talented
9children may be approved for funding by the State Board of
10Education, pursuant to a request for proposals process, if
11funds for that purpose are available and, beginning with the
12beginning of the 2010-2011 academic year, if the local program
13submits an application for funds that includes a comprehensive
14plan (i) showing that the applicant is capable of meeting a
15portion of the following requirements, (ii) showing the
16program elements currently in place and a timeline for
17implementation of other elements, and (iii) demonstrating to
18the satisfaction of the State Board of Education that the
19applicant is capable of implementing a program of gifted
20education consistent with this Article:
21        (1) The use of assessment instruments, such as
22    nonverbal ability tests and tests in students' native
23    languages, and a selection process that is equitable to

 

 

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1    and inclusive of underrepresented groups, including
2    low-income students, minority students, students with
3    disabilities, twice-exceptional students, and English
4    learners.
5        (2) A priority emphasis on language arts and
6    mathematics.
7        (3) The use of multiple valid assessments that assess
8    both demonstrated achievement and potential for
9    achievement, including cognitive ability tests and general
10    or subject specific achievement tests, applied universally
11    to all students, and appropriate for the content focus of
12    the gifted services that will be provided. School
13    districts and schools may add other local, valid
14    assessments, such as portfolios. Assessments and selection
15    processes must ensure multiple pathways into the program.
16        (4) The use of score ranges on assessments that are
17    appropriate for the school or district population,
18    including the use of local norms for achievement to
19    identify high potential students.
20        (5) A process of identification of gifted and talented
21    children that is of equal rigor in each area of aptitude
22    addressed by the program.
23        (6) The use of identification procedures that
24    appropriately correspond with the planned programs,
25    curricula, and services.
26        (7) A fair and equitable decision-making process.

 

 

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1        (8) The availability of a fair and impartial appeal
2    process within the school, school district, or cooperative
3    of school districts operating a program for parents or
4    guardians whose children are aggrieved by a decision of
5    the school, school district, or cooperative of school
6    districts regarding eligibility for participation in a
7    program.
8        (9) Procedures for annually informing the community
9    at-large, including parents, about the program and the
10    methods used for the identification of gifted and talented
11    children.
12        (10) Procedures for notifying parents or guardians of
13    a child of a decision affecting that child's participation
14    in a program.
15        (11) A description of how gifted and talented children
16    will be grouped and instructed in order to maximize the
17    educational benefits the children derive from
18    participation in the program, including curriculum
19    modifications and options that accelerate and add depth
20    and complexity to the curriculum content.
21        (12) An explanation of how the program emphasizes
22    higher-level skills attainment, including
23    problem-solving, critical thinking, creative thinking, and
24    research skills, as embedded within relevant content
25    areas.
26        (13) A methodology for measuring academic growth for

 

 

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1    gifted and talented children and a procedure for
2    communicating a child's progress to his or her parents or
3    guardian, including, but not limited to, a report card.
4        (14) The collection of data on growth in learning for
5    children in a program for gifted and talented children and
6    the reporting of the data to the State Board of Education.
7        (15) The designation of a supervisor responsible for
8    overseeing the educational program for gifted and talented
9    children.
10        (16) A showing that the certified teachers who are
11    assigned to teach gifted and talented children understand
12    the characteristics and educational needs of children and
13    are able to differentiate the curriculum and apply
14    instructional methods to meet the needs of the children.
15        (17) Plans for the continuation of professional
16    development for staff assigned to the program serving
17    gifted and talented children.
18(Source: P.A. 99-706, eff. 7-29-16.)