Rep. Abdelnasser Rashid

Filed: 3/20/2023





10300HB3822ham001LRB103 30452 RJT 59183 a


2    AMENDMENT NO. ______. Amend House Bill 3822 by replacing
3everything after the enacting clause with the following:
4    "Section 5. The School Code is amended by adding Section
514C-13 as follows:
6    (105 ILCS 5/14C-13)  (from Ch. 122, par. 14C-13)
7    Sec. 14C-13. Advisory Council.
8    (a) There is created an Advisory Council on Bilingual
9Education, consisting of 17 members appointed by the State
10Superintendent of Education and selected, as nearly as
11possible, on the basis of experience in or knowledge of the
12various programs of bilingual education. The Council shall
13advise the State Superintendent on policy and rules pertaining
14to bilingual education. The Council shall establish such
15sub-committees as it deems appropriate to review bilingual
16education issues including but not limited to certification,



10300HB3822ham001- 2 -LRB103 30452 RJT 59183 a

1finance and special education.
2    Initial appointees shall serve terms determined by lot as
3follows: 6 for one year, 6 for 2 years and 5 for 3 years.
4Successors shall serve 3-year terms. Members annually shall
5select a chairman from among their number. Members shall
6receive no compensation but may be reimbursed for necessary
7expenses incurred in the performance of their duties.
8    By no later than December 1, 2011, the Council shall
9submit a report to the State Superintendent of Education, the
10Governor, and the General Assembly addressing, at a minimum,
11the following questions:
12        (1) whether and how the 20 child per attendance center
13    minimum in Section 14C-3 of this Code should be modified;
14        (2) whether and how educator certification
15    requirements in this Article 14C and applicable State
16    Board of Education rules should be modified;
17        (3) whether and how bilingual education requirements
18    in this Article 14C and applicable State Board of
19    Education rules should be modified to address differences
20    between elementary and secondary schools; and
21        (4) whether and how to allow school districts to
22    administer alternative bilingual education programs
23    instead of transitional bilingual education programs.
24    By no later than January 1, 2013, the Council shall submit
25a report to the State Superintendent of Education, the
26Governor, and the General Assembly addressing, at a minimum,



10300HB3822ham001- 3 -LRB103 30452 RJT 59183 a

1the following questions:
2        (i) whether and how bilingual education programs
3    should be modified to be more flexible and achieve a
4    higher success rate among Hispanic students in the
5    classroom and on State assessments;
6        (ii) whether and how bilingual education programs
7    should be modified to increase parental involvement
8    including the use of parent academies;
9        (iii) whether and how bilingual education programs
10    should be modified to increase cultural competency through
11    a cultural competency program among bilingual teaching
12    staff; and
13        (iv) whether and how the bilingual parent advisory
14    committees within school districts can be supported in
15    order to increase the opportunities for parents to
16    effectively express their views concerning the planning,
17    operation, and evaluation of bilingual education programs.
18    Within one year of the effective date of this amendatory
19Act of the 103rd General Assembly, the Council shall deliver a
20report to the General Assembly on how to incentivize dual
21language instruction in schools. The report shall include: (i)
22expanding dual language programs and instruction, (ii)
23developing a strategic plan for scaling dual language
24programs, (iii) possible public-private partnerships to expand
25dual language programs, (iv) potential funding mechanisms and
26models, including how to leverage the use of existing State



10300HB3822ham001- 4 -LRB103 30452 RJT 59183 a

1and federal resources and how to sustain funding for dual
2language programs, (v) how to build the supply of qualified
3teachers for dual language programs, including potential
4partnerships with private or nonprofit teacher preparation or
5development programs and college teacher preparation programs,
6potential alternative certification routes, exchange programs
7with other countries, and financial incentives, and (vi)
8standards for measuring student progress in dual language
10    (b) For the purpose of this Section:
11    "Parent academies" means a series of parent development
12opportunities delivered throughout the school year to increase
13parents' ability to successfully navigate the education system
14and monitor their children's education. Parent academies are
15specifically designed for parents of students who are enrolled
16in any of the English Language Learner programs and are to be
17provided after work hours in the parents' native language. At
18a minimum, parent academies shall allow participants to do the
20        (1) understand and use their children's standardized
21    tests to effectively advocate for their children's
22    academic success;
23        (2) learn home strategies to increase their children's
24    reading proficiency;
25        (3) promote homework completion as a successful daily
26    routine;



10300HB3822ham001- 5 -LRB103 30452 RJT 59183 a

1        (4) establish a positive and productive connection
2    with their children's schools and teachers; and
3        (5) build the character traits that lead to academic
4    success, such as responsibility, persistence, a hard-work
5    ethic, and the ability to delay gratification.
6    "Cultural competency program" means a staff development
7opportunity to increase the school staffs' ability to meet the
8social, emotional, and academic needs of culturally and
9linguistically diverse students and, at a minimum, allows
10participants to do the following:
11        (i) discuss the impact that our constantly changing,
12    highly technological and globalist society is having on
13    Illinois' public education system;
14        (ii) analyze international, national, State, county,
15    district, and local students' performance data and the
16    achievement gaps that persistently exist between groups;
17        (iii) realize the benefits and challenges of reaching
18    proficiency in cultural competency;
19        (iv) engage in conversations that lead to
20    self-awareness and greater insight regarding diversity;
21    and
22        (v) learn strategies for building student-teacher
23    relationships and making instruction more comprehensible
24    and relevant for all students.
25(Source: P.A. 97-305, eff. 1-1-12; 97-915, eff. 1-1-13.)".