Full Text of HB5729 99th General Assembly
HB5729 99TH GENERAL ASSEMBLY |
| | 99TH GENERAL ASSEMBLY
State of Illinois
2015 and 2016 HB5729 Introduced , by Rep. Kelly Burke SYNOPSIS AS INTRODUCED: |
| New Act | | 105 ILCS 5/27-22 | from Ch. 122, par. 27-22 |
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Creates the Postsecondary and Workforce Readiness Act. Sets forth provisions concerning postsecondary career expectations; a competency-based, high school graduation requirements pilot program; transitional mathematics courses; reading and communication transitional competencies; College and Career Pathway Endorsements and State Distinction programs; and administrative rules. Effective immediately.
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| | FISCAL NOTE ACT MAY APPLY | | STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT |
| | A BILL FOR |
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| 1 | | AN ACT concerning education.
| 2 | | Be it enacted by the People of the State of Illinois,
| 3 | | represented in the General Assembly:
| 4 | | Section 1. Short title. This Act may be cited as the | 5 | | Postsecondary and Workforce Readiness Act. | 6 | | Section 5. Findings; declarations. The General Assembly | 7 | | finds and declares the following:
| 8 | | (1) Approximately half of Illinois high school | 9 | | graduates enrolling as full-time freshmen in Illinois | 10 | | public community colleges require remedial education.
| 11 | | (2) Illinois employers report that recent high school | 12 | | and postsecondary institutional graduates often lack the | 13 | | critical skills necessary to succeed in high-demand and | 14 | | growing occupational areas and that they are unable to find | 15 | | qualified workers to meet their industry needs.
| 16 | | (3) Student readiness for postsecondary education and | 17 | | careers cannot be reduced to a single metric, but must | 18 | | instead be understood as a multi-faceted set of knowledge, | 19 | | skills, and abilities that allow students to successfully | 20 | | meet the challenges of postsecondary education and career | 21 | | and live healthy, productive lives.
| 22 | | (4) Enabling high school students to engage in career | 23 | | and postsecondary education development activities and |
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| 1 | | incentivizing achievement in career-oriented education, | 2 | | particularly in high-demand industry sectors, promotes | 3 | | postsecondary and career readiness and facilities | 4 | | better-informed postsecondary education decisions.
| 5 | | (5) In response, Illinois should deploy a number of | 6 | | strategies to prepare more students for meaningful career | 7 | | opportunities by supporting postsecondary and career | 8 | | planning, promoting and incentivizing competency-based | 9 | | learning programs, reducing remedial education rates, | 10 | | increasing alignment between K-12 and postsecondary | 11 | | education systems, and implementing college and career | 12 | | pathway systems.
| 13 | | (6) Aligning supports from State agencies, school | 14 | | districts, postsecondary education providers, employers, | 15 | | and other public and private organizations will lead to the | 16 | | development and implementation of a robust and coordinated | 17 | | postsecondary education and career readiness system in | 18 | | Illinois.
| 19 | | Section 10. Definitions. In this Act:
| 20 | | "Adaptive Competencies" means foundational skills needed | 21 | | for success in college, careers, and life, such as, but not | 22 | | limited to, work ethic, professionalism, communication, | 23 | | collaboration and interpersonal skills, and problem-solving.
| 24 | | "Career Exploration Activity" means an activity such as a | 25 | | job shadow, attendance at a career exposition, or employer site |
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| 1 | | visit providing a student with the ability to engage directly | 2 | | with employers for the purpose of gaining knowledge of one or | 3 | | more industry sectors or occupations.
| 4 | | "College-level courses" means courses that bear credit | 5 | | leading to a baccalaureate degree, a certificate, or an | 6 | | associate degree from a postsecondary institution.
| 7 | | "Community college" means a public community college | 8 | | organized under the Public Community College Act.
| 9 | | "DCEO" means the Department of Commerce and Economic | 10 | | Opportunity.
| 11 | | "Early college credit course" means a course through which | 12 | | a high school student can receive postsecondary institution | 13 | | course credit and includes dual credit courses, dual enrollment | 14 | | courses, International Baccalaureate courses, Advanced | 15 | | Placement courses, and courses with articulated credit with a | 16 | | postsecondary institution.
| 17 | | "Eligible School District" means a school district that has | 18 | | satisfied the requirements set forth in Sections 80 and 85 of | 19 | | this Act, as applicable, and is eligible to award one or more | 20 | | College and Career Pathway Endorsements or State distinctions.
| 21 | | "Endorsement Area" means the industry sector aligned to the | 22 | | Illinois Career Cluster framework determined jointly by the | 23 | | IPIC Agencies in collaboration with stakeholders.
| 24 | | "GECC" means the General Education Core Curriculum | 25 | | developed by the IAI and adopted by IBHE and ICCB.
| 26 | | "IAI" means the Illinois Articulation Initiative.
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| 1 | | "IBHE" means the Illinois Board of Higher Education.
| 2 | | "ICCB" means the Illinois Community College Board.
| 3 | | "IMACC" means the Illinois Mathematics Association of | 4 | | Community Colleges.
| 5 | | "Integrated courses" means courses that include | 6 | | substantial instruction focused on both academic and | 7 | | career-oriented competencies.
| 8 | | "Intensive Career Exploration Experience" means a | 9 | | structured, multi-day student experience, such as a career | 10 | | exploration camp, that provides students with the | 11 | | opportunities to explore various occupations relating to an | 12 | | Endorsement Area with hands-on training and orientation | 13 | | activities.
| 14 | | "IPIC" means the Illinois Pathways Interagency Committee | 15 | | formed by intergovernmental agreement among at least the | 16 | | following agencies: ISBE, ICCB, IBHE, ISAC, DCEO, and the | 17 | | Department of Employment Security.
| 18 | | "IPIC Agency" means a State agency participating in the | 19 | | IPIC.
| 20 | | "ISAC" means the Illinois Student Assistance Commission.
| 21 | | "ISBE" means the Illinois State Board of Education.
| 22 | | "Local Community College" means, with respect to an | 23 | | Eligible School District, a community college whose district | 24 | | territory includes all or any portion of the district territory | 25 | | of the Eligible School District.
| 26 | | "Local Workforce Board" means the governing board of a |
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| 1 | | local workforce development area established pursuant to the | 2 | | federal Workforce Innovation and Opportunity Act (Public Law | 3 | | 113-128).
| 4 | | "Postsecondary institution" means a community college or | 5 | | public university.
| 6 | | "Professional Skills Assessment" means an observational | 7 | | assessment of a student's performance in a Supervised Career | 8 | | Development Experience given by an adult supervisor that | 9 | | addresses, at minimum, the Adaptive Competencies of work ethic, | 10 | | professionalism, communication, collaboration and | 11 | | interpersonal skills, and problem-solving. The Professional | 12 | | Skills Assessment is to be used as a feedback tool and student | 13 | | development strategy and not for a grade or credit | 14 | | determination.
| 15 | | "Public university" means a public university listed in the | 16 | | definition of "public institutions of higher education" under | 17 | | the Board of Higher Education Act.
| 18 | | "School district" means a public school district organized | 19 | | and operating pursuant to the provisions of the School Code.
| 20 | | "School year" means a period of time from July 1 through | 21 | | June 30 of the following year.
| 22 | | "Supervised Career Development Experience" means an | 23 | | experience in which students obtain authentic and relevant work | 24 | | experience relating to an Endorsement Area, such as an | 25 | | internship, school-based enterprise, supervised agricultural | 26 | | experience, or research apprenticeship, where the student |
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| 1 | | either receives compensation from an employer or credit by the | 2 | | school district and that involves a Professional Skills | 3 | | Assessment.
| 4 | | "Team-based Challenge" means a group problem-based | 5 | | learning project relating to a student's Endorsement Area that | 6 | | involves a problem relevant to employers within that | 7 | | Endorsement Area, including mentoring from adults with | 8 | | expertise in that Endorsement Area, and requires student | 9 | | presentation of the outcomes of the project. | 10 | | Section 15. Postsecondary career expectations.
| 11 | | (a) By no later than July 1, 2017, ISBE, ICCB, IBHE, and | 12 | | ISAC, in consultation with appropriate stakeholders, shall | 13 | | jointly adopt and establish model postsecondary and career | 14 | | expectations for public school students in grades 8 through 12. | 15 | | The model postsecondary and career expectations shall define | 16 | | activities that school districts, parents, and community-based | 17 | | organizations should support students in completing and | 18 | | related knowledge students should possess by no later than the | 19 | | end of each grade level. The model postsecondary and career | 20 | | expectations must address the following categories:
| 21 | | (1) career exploration and development;
| 22 | | (2) postsecondary institution exploration, | 23 | | preparation, and selection; and
| 24 | | (3) financial aid and financial aid literacy.
| 25 | | (b) By no later than the start of the 2018-2019 school |
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| 1 | | year, school districts serving students in grades 9 through 12 | 2 | | shall do both of the following:
| 3 | | (1) Adopt grade-level postsecondary and career | 4 | | expectations for all students entering grade 9 and for each | 5 | | of grades 9 through 12. School districts may utilize the | 6 | | model postsecondary and career expectations established | 7 | | pursuant to subsection (a) of this Section or other locally | 8 | | defined expectations that address the categories of | 9 | | expectations set forth in subsection (a) of this Section.
| 10 | | (2) Publish the locally adopted postsecondary and | 11 | | career expectations at a prominent location on the website | 12 | | maintained by the school district.
| 13 | | (c) By no later than July 1, 2018, subject to the | 14 | | availability of public or private resources, the State agencies | 15 | | specified in subsection (a) of this Section shall provide or | 16 | | support the provision of the following supports to support | 17 | | school district implementation and student attainment of | 18 | | postsecondary and career expectations:
| 19 | | (1) a statewide awareness and communications campaign | 20 | | on the model postsecondary and career expectations | 21 | | targeted to students, parents, high school counselors, | 22 | | high school administrators, and nonprofit college-access | 23 | | organizations;
| 24 | | (2) professional development for high school | 25 | | counselors and high school administrators on | 26 | | implementation of the model postsecondary and career |
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| 1 | | expectations;
| 2 | | (3) one or more web-based interactive tools that | 3 | | support monitoring of student progress against the model | 4 | | postsecondary and career expectations; and
| 5 | | (4) instructional modules addressing the model | 6 | | postsecondary and career expectation appropriate for | 7 | | incorporating into high school consumer education courses.
| 8 | | Section 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. The pilot | 17 | | program shall include the following components and | 18 | | requirements:
| 19 | | (1) The competency-based learning systems authorized | 20 | | through the pilot program shall include all of the | 21 | | following elements:
| 22 | | (A) Students shall demonstrate mastery of all | 23 | | required competencies to earn credit.
| 24 | | (B) Students must demonstrate mastery of Adaptive | 25 | | Competencies defined by the school district, in |
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| 1 | | addition to academic competencies.
| 2 | | (C) Students shall advance once they have | 3 | | demonstrated mastery, and students shall receive more | 4 | | time and personalized instruction to demonstrate | 5 | | mastery, if needed.
| 6 | | (D) Students shall have the ability to attain | 7 | | advanced postsecondary education and career-related | 8 | | competencies beyond those needed for graduation.
| 9 | | (E) Students must be assessed using multiple | 10 | | measures to determine mastery, usually requiring | 11 | | application of knowledge.
| 12 | | (F) Students must be able to earn credit toward | 13 | | graduation requirements in ways other than traditional | 14 | | coursework, including learning opportunities outside | 15 | | the traditional classroom setting, such as Supervised | 16 | | Career Development Experiences.
| 17 | | (2) A school district participating in the pilot | 18 | | program shall demonstrate that the proposed | 19 | | competency-based learning system is a core strategy | 20 | | supporting the community's efforts to better prepare high | 21 | | school students for college, career, and life and is | 22 | | aligned with its postsecondary and career expectations | 23 | | adopted pursuant to subsection (b) of Section 15 of this | 24 | | Act.
| 25 | | (3) A school district participating in the pilot | 26 | | program must have a plan for educator administrator and |
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| 1 | | educator professional development on the competency-based | 2 | | learning system.
| 3 | | (4) A school district participating in the pilot | 4 | | program that is replacing graduation requirements in the | 5 | | core academic areas of mathematics, English language arts, | 6 | | and science with a competency-based learning system shall | 7 | | demonstrate how the competencies can be mastered through | 8 | | Integrated Courses or career and technical education | 9 | | courses.
| 10 | | (5) A school district participating in the pilot | 11 | | program shall develop a plan for community engagement and | 12 | | communications.
| 13 | | (6) A school district participating in the pilot | 14 | | program shall develop a plan for assigning course grades | 15 | | based on mastery of competencies within the | 16 | | competency-based learning system.
| 17 | | (7) A school district participating in the pilot | 18 | | program shall establish a plan and system for collecting | 19 | | and assessing student progress on competency completion | 20 | | and attainment, including for learning opportunities | 21 | | outside of the traditional classroom setting.
| 22 | | (8) A school district participating in the pilot | 23 | | program shall establish a system for data collection and | 24 | | reporting and must provide ISBE with such reports and | 25 | | information as may be required for administration and | 26 | | evaluation of the program.
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| 1 | | (9) A school district participating in the pilot | 2 | | program shall partner with a community college and a higher | 3 | | education institution other than a community college for | 4 | | consultation on the development and administration of its | 5 | | competency-based learning system. The plan shall address | 6 | | how high school graduates of a competency-based learning | 7 | | system will be able to provide information normally | 8 | | expected of postsecondary institutions for admission and | 9 | | financial aid.
| 10 | | (10) A school district participating in the pilot | 11 | | program shall have a plan for engaging feeder elementary | 12 | | schools with the participating high school or schools on | 13 | | the establishment and administration of the | 14 | | competency-based learning system.
| 15 | | Section 25. Competency-based, high school graduation | 16 | | requirements pilot program eligibility and application | 17 | | process.
| 18 | | (a) The pilot program established under Section 20 of this | 19 | | Act shall be administered by the State Superintendent of | 20 | | Education in 2 phases: (i) an initial application and selection | 21 | | process phase, and (ii) a subsequent phase for full development | 22 | | and implementation of a detailed plan for a competency-based | 23 | | learning system for high school graduation requirements.
| 24 | | (b) For the initial phase under clause (i) of subsection | 25 | | (a) of this Section, the State Superintendent of Education |
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| 1 | | shall develop and issue a pilot program application that | 2 | | requires:
| 3 | | (1) demonstration of commitment from the school | 4 | | district superintendent; the president of the school board | 5 | | of the district; where applicable, the president of the | 6 | | exclusive bargaining representative of the district's | 7 | | teachers; a community college partner; and a higher | 8 | | education institution other than a community college;
| 9 | | (2) an indication of which of the year and course | 10 | | graduation requirements set forth in Section 27-22 of the | 11 | | School Code the school district wishes to replace with a | 12 | | competency-based learning system;
| 13 | | (3) a general description of the school district's plan | 14 | | for implementing a competency-based learning system for | 15 | | high school graduation requirements, including how the | 16 | | plan addresses the requirements of Section 20 of this Act;
| 17 | | (4) the school district's prior activities and | 18 | | stakeholder engagement efforts that will support its | 19 | | successful development and implementation of a | 20 | | competency-based learning system; and
| 21 | | (5) identification of any waivers or modifications of | 22 | | State law or rules for implementation of the proposed plan.
| 23 | | (c) The State Superintendent of Education shall select | 24 | | school districts meeting the requirements set forth in | 25 | | subsection (b) of this Section to participate in the pilot | 26 | | program based on the quality of the proposed plan and the |
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| 1 | | strength of the local commitments and postsecondary | 2 | | institution partnerships. The State Superintendent of | 3 | | Education, in selecting the participating school districts, | 4 | | shall also consider the diversity of school district types and | 5 | | sizes, the diversity of geographic representation from across | 6 | | the State, and the diversity of plan approaches (such as | 7 | | approaches that involve one subject only, multiple subjects, | 8 | | and the types of subjects).
| 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.
| 18 | | (e) 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. All requests must be jointly signed by the school | 26 | | district superintendent, the president of the school board, |
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| 1 | | and, where applicable, the president of the exclusive | 2 | | bargaining representative of the district's teachers. The | 3 | | State Superintendent of Education shall approve a waiver or | 4 | | modification request if the State Superintendent of Education | 5 | | determines the request is reasonably necessary to support the | 6 | | implementation of the school district's proposed | 7 | | competency-based learning system and does not remove legal | 8 | | protections and supports intended for the protection of | 9 | | children or a particular category of students, such as students | 10 | | with disabilities or English learners. An approved request | 11 | | shall take effect in accordance with the timeline set forth in | 12 | | the school district's application, and an approved waiver or | 13 | | modification shall remain in effect for so long as the school | 14 | | district participates in the pilot program established by this | 15 | | Act. The State Superintendent of Education's approval of a | 16 | | school district plan for implementation of competency-based, | 17 | | high school graduation requirements shall serve as a waiver or | 18 | | modification of any conflicting requirements of Section 27-22 | 19 | | of the School Code. School districts participating in the pilot | 20 | | program may additionally pursue waivers and modifications | 21 | | pursuant to Section 2-3.25g of the School Code.
| 22 | | Section 30. Competency-based, high school graduation | 23 | | requirements pilot program statewide supports. Subject to the | 24 | | availability of public or private resources, to support school | 25 | | district participation in the pilot program established under |
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| 1 | | Section 20 of this Act and development of competency-based | 2 | | graduation requirements, ISBE shall provide or support the | 3 | | provision of:
| 4 | | (1) grants to school districts participating in the | 5 | | pilot program to offset the costs of educator training and | 6 | | initial implementation;
| 7 | | (2) technical assistance and professional development | 8 | | for pilot program plan implementation, including, but not | 9 | | limited to, peer-to-peer coaching models;
| 10 | | (3) an evaluation of the pilot program, with a report | 11 | | of successes and challenges, objective outcome measures, | 12 | | qualitative measures of implementation, and | 13 | | recommendations for further program modification and | 14 | | improvement;
| 15 | | (4) networking opportunities for participating school | 16 | | districts, including opportunities for both administrators | 17 | | and teachers;
| 18 | | (5) a web-based library of pilot program | 19 | | implementation plans and models supporting future | 20 | | replication activities; and
| 21 | | (6) communication materials and supports for | 22 | | stakeholder engagement in the development and | 23 | | implementation of competency-based learning systems.
| 24 | | Section 35. Competency-based, high school graduation | 25 | | requirements pilot program implementation. The pilot program |
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| 1 | | established under Section 20 of this Act shall be implemented | 2 | | as follows:
| 3 | | (1) By the later of November 1, 2016 or 60 days after | 4 | | the effective date of this Act, the State Superintendent of | 5 | | Education shall publish the application for school | 6 | | districts to participate in the initial cohort of the pilot | 7 | | program.
| 8 | | (2) By no later than May 1, 2017, following a review | 9 | | and selection process established by the State | 10 | | Superintendent of Education pursuant to Section 25 of this | 11 | | Act, school districts shall be selected for the initial | 12 | | cohort of the pilot program.
| 13 | | (3) By no later than October 1, 2017, school districts | 14 | | participating in the initial cohort of the pilot program | 15 | | shall develop and submit the full pilot program | 16 | | implementation plans described in Section 25 of this Act.
| 17 | | (4) During the 2017-2018 school year, school districts | 18 | | participating in the initial cohort shall commence initial | 19 | | implementation activities in accordance with their full | 20 | | pilot program implementation plan.
| 21 | | (5) During the 2020-2021 school year, the State | 22 | | Superintendent of Education or his or her designee shall | 23 | | evaluate the school districts participating in the pilot | 24 | | program and make recommendations to ISBE and the General | 25 | | Assembly for elimination, modification, or expansion of | 26 | | the pilot program.
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| 1 | | (6) The State Superintendent of Education may | 2 | | establish one or more additional cohorts of the pilot | 3 | | program for implementation commencing in the 2018-2019 and | 4 | | subsequent school years.
| 5 | | Section 40. Guiding principles for and purposes of | 6 | | transitional mathematics courses.
| 7 | | (a) ISBE, ICCB, and IBHE shall jointly establish and | 8 | | administer requirements and supports for transitional | 9 | | mathematics courses pursuant to the requirements of Sections 45 | 10 | | through 65 of this Act. In doing so, these agencies shall be | 11 | | guided by all of the following principles:
| 12 | | (1) Transitional mathematics courses should be one of | 13 | | multiple strategies to reduce statewide remedial education | 14 | | rates, including better alignment of school district and | 15 | | postsecondary institution systems, targeted mathematics | 16 | | interventions throughout high school, and the use of | 17 | | corequisite remedial education models by postsecondary | 18 | | institutions.
| 19 | | (2) Postsecondary institution placement into | 20 | | college-level courses should be based on more than a | 21 | | standardized assessment score, and postsecondary | 22 | | institutions should utilize multiple measures for | 23 | | placement in most instances.
| 24 | | (3) All high school students who can demonstrate | 25 | | readiness for college-level courses should have access to |
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| 1 | | such courses.
| 2 | | (4) Students should be provided mathematics coursework | 3 | | aligned to their individualized postsecondary education | 4 | | and career objectives.
| 5 | | (5) Mathematics instruction should be contextualized | 6 | | and emphasize real-world application whenever possible, | 7 | | and courses integrating mathematics competencies with | 8 | | other academic and career competencies are encouraged for | 9 | | all students.
| 10 | | (b) The purposes of transitional mathematics courses are | 11 | | to:
| 12 | | (1) provide the mathematical foundation for | 13 | | postsecondary education and careers that high school | 14 | | students are lacking from their previous education;
| 15 | | (2) provide high school students with the mathematical | 16 | | knowledge and skills to meet their individualized | 17 | | postsecondary education and career objectives; and
| 18 | | (3) empower high school students with the knowledge and | 19 | | skills to be successful in mathematics college-level | 20 | | courses.
| 21 | | Section 45. Statewide panel to define transitional | 22 | | mathematics course recommendations.
| 23 | | (a) Subject to the availability of public or private | 24 | | resources for its administration, ISBE, ICCB, and IBHE shall | 25 | | jointly establish a statewide panel to recommend competencies |
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| 1 | | and other requirements for transitional mathematics courses | 2 | | that lead to various postsecondary institution mathematics | 3 | | pathways. ISBE, ICCB, and IBHE shall consult with the IMACC on | 4 | | the establishment and administration of the statewide panel. | 5 | | The statewide panel shall include high school educators and | 6 | | administrators and community college and university faculty | 7 | | and administrators, including broad representation from | 8 | | general education and career and technical education. The | 9 | | statewide panel shall also consult with business on the | 10 | | definition of competencies for postsecondary institution | 11 | | mathematics pathways and consider mathematics utilized in | 12 | | pre-employment screenings for entry-level careers. Following | 13 | | the delivery of the statewide panel's recommendations, ISBE, | 14 | | ICCB, and IBHE shall, in consultation with IMACC and the | 15 | | statewide panel, jointly adopt competencies and requirements | 16 | | for transitional mathematics courses and related postsecondary | 17 | | institution mathematics pathways.
| 18 | | (b) The statewide panel shall define transitional | 19 | | mathematics competencies aligned to ISBE-adopted learning | 20 | | standards and requirements associated with, at minimum, the | 21 | | following postsecondary institution mathematics pathways:
| 22 | | (1) STEM Pathway. The STEM Pathway is for students with | 23 | | career goals involving occupations that require the | 24 | | application of calculus or advanced algebraic skills. In | 25 | | accordance with and subject to this Act, successful | 26 | | attainment of transitional mathematics competencies in the |
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| 1 | | STEM Pathway guarantees student placement into a GECC | 2 | | mathematics course in a calculus-based mathematics course | 3 | | sequence.
| 4 | | (2) Technical Pathway. The Technical Pathway is for | 5 | | students with career goals involving occupations in | 6 | | technical fields that do not require the application of | 7 | | calculus, advanced algebraic, or advanced statistical | 8 | | skills. Mathematics in the Technical Pathway emphasizes | 9 | | the application of mathematics within career settings. In | 10 | | accordance with and subject to this Act, successful | 11 | | attainment of transitional mathematics competencies in the | 12 | | Technical Pathway guarantees student placement into a | 13 | | credit-bearing postsecondary mathematics course required | 14 | | for a community college career and technical education | 15 | | program.
| 16 | | (3) Quantitative Literacy and Statistics Pathway. The | 17 | | Quantitative Literacy and Statistics Pathway is for | 18 | | students focused on attaining competency in general | 19 | | statistics, data analysis, quantitative literacy, and | 20 | | problem solving. The Quantitative Literacy and Statistics | 21 | | Pathway is intended for students whose career goals do not | 22 | | involve occupations relating to either the STEM or | 23 | | Technical Pathway or those who have not yet selected a | 24 | | career goal. In accordance with and subject to this Act, | 25 | | successful attainment of transitional mathematics | 26 | | competencies in the Quantitative Literacy and Statistics |
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| 1 | | Pathway guarantees student placement into a GECC | 2 | | mathematics course not in a calculus-based course | 3 | | sequence.
| 4 | | (c) The statewide panel shall make recommendations on | 5 | | whether separate transitional mathematics competencies should | 6 | | be defined for students with career goals involving occupations | 7 | | that require the application of advanced statistics, such as | 8 | | occupations in certain social science fields. The statewide | 9 | | panel shall also provide recommendations for methods to | 10 | | incorporate transitional mathematics competencies into | 11 | | integrated courses.
| 12 | | (d) Notwithstanding anything to the contrary contained in | 13 | | this Act, in the event the statewide panel is not established | 14 | | due to the unavailability of public and private resources and | 15 | | ISBE, ICCB, and IBHE are therefore unable to jointly adopt | 16 | | competencies and requirements for transitional mathematics | 17 | | courses and related postsecondary institution mathematics | 18 | | pathways, then no transitional mathematics courses are | 19 | | required to be delivered by school districts or accepted for | 20 | | placement by postsecondary institutions in accordance with | 21 | | this Act.
| 22 | | (e) Subject to the availability of public or private | 23 | | resources for its administration, ISBE, ICCB, and IBHE shall, | 24 | | in consultation with the members of the statewide panel, | 25 | | establish procedures for approving transitional math courses | 26 | | for portability of the guaranteed student placement |
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| 1 | | determination into appropriate credit-bearing mathematics | 2 | | courses at all postsecondary institutions. | 3 | | Section 50. Transitional mathematics course placement and | 4 | | delivery.
| 5 | | (a) This Section applies only to school districts electing | 6 | | or required to deliver transitional mathematics courses in | 7 | | accordance with Section 65 of this Act. School districts | 8 | | delivering transitional mathematics courses shall make | 9 | | placement determinations based on statewide multiple measures | 10 | | criteria jointly established by ISBE, ICCB, and IBHE, in | 11 | | consultation with the statewide panel established under | 12 | | Section 45 of this Act. The criteria shall include:
| 13 | | (1) standardized assessment results;
| 14 | | (2) grade point average; and
| 15 | | (3) course completions.
| 16 | | (b) For scheduling and planning purposes, school districts | 17 | | shall make a pre-determination for placement into transitional | 18 | | mathematics courses at the end of the first semester of 11th | 19 | | grade. School districts may adjust placement determinations at | 20 | | the end of 11th grade.
| 21 | | (c) The school district shall use the statewide placement | 22 | | criteria established pursuant to subsection (a) of this Section | 23 | | to determine whether each student has demonstrated an adequate | 24 | | level of readiness for that student's selected postsecondary | 25 | | institution mathematics pathway. A student who has not selected |
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| 1 | | a postsecondary institution mathematics pathway shall be | 2 | | placed in accordance with the criteria for the Quantitative | 3 | | Literacy and Statistics Pathway.
| 4 | | (1) Subject to paragraph (2) of this subsection (c), a | 5 | | student not demonstrating an adequate level of mathematics | 6 | | readiness based on the applicable placement criteria shall | 7 | | enroll in a 12th grade transitional mathematics course that | 8 | | relates to the student's postsecondary institution | 9 | | mathematics pathway if such course is offered by the school | 10 | | district. Such students who successfully complete the | 11 | | transitional mathematics course as determined based on an | 12 | | overall course grade of "C" or higher for the | 13 | | mathematics-related portion of the course shall receive | 14 | | transcripted credit for the course from the community | 15 | | college partner and, subject to subsection (d) of this | 16 | | Section, shall be placed by a postsecondary institution | 17 | | into an appropriate mathematics college-level course in | 18 | | the student's postsecondary institution mathematics | 19 | | pathway. Students who do not earn a grade of "C" or better | 20 | | for the mathematics-related portion of a transitional | 21 | | mathematics course are subject to the general | 22 | | postsecondary institution mathematics placement process | 23 | | without regard to the requirements of this Act.
| 24 | | (2) The statewide placement criteria shall define a | 25 | | minimum level of mathematical competency necessary for | 26 | | student placement into a transitional mathematics course. |
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| 1 | | Students below such level of competency are not required to | 2 | | be placed by the school district into a transitional | 3 | | mathematics course. Further, course requirements for a | 4 | | student with disabilities are subject to the | 5 | | individualized goals set forth within the student's | 6 | | individualized education program required by State and | 7 | | federal law.
| 8 | | (3) Students demonstrating an adequate level of | 9 | | mathematics readiness for their postsecondary institution | 10 | | mathematics pathways based on the applicable placement | 11 | | criteria who take a rigorous mathematics course in 12th | 12 | | grade and earn an overall grade of "C" or better shall, | 13 | | subject to subsection (d) of this Section, be placed by a | 14 | | postsecondary institution into an appropriate mathematics | 15 | | college-level course in the student's postsecondary | 16 | | institution mathematics pathway. Students who do not take a | 17 | | rigorous mathematics course in 12th grade or who do not | 18 | | earn a grade of "C" or better in a rigorous mathematics | 19 | | course are subject to the general postsecondary | 20 | | institution mathematics placement process without regard | 21 | | to the requirements of this Act.
| 22 | | (d) All postsecondary institutions that have entered into a | 23 | | partnership agreement pursuant to Section 55 of this Act shall | 24 | | accept community college transcripted credit from transitional | 25 | | mathematics courses delivered by school districts | 26 | | participating in the partnership agreement for student |
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| 1 | | placement into appropriate college-level mathematics courses. | 2 | | If statewide portability approval procedures have been | 3 | | established pursuant to subsection (e) of Section 45 of this | 4 | | Act, then all postsecondary institutions shall accept | 5 | | community college transcripted credit from transitional | 6 | | mathematics courses that have been approved in accordance with | 7 | | the statewide portability procedures. The guaranteed placement | 8 | | determinations described in this Section are valid for 18 | 9 | | months after high school graduation, provided a postsecondary | 10 | | institution may require a short-term, skill-based review or a | 11 | | corequisite remediation course for a student that does not | 12 | | enroll as a full-time freshman in the fall semester after high | 13 | | school graduation.
| 14 | | Section 55. High school and community college partnership | 15 | | agreements for transitional mathematics courses.
| 16 | | (a) Transitional mathematics courses shall be delivered by | 17 | | high school faculty with community college collaboration as | 18 | | defined through a local partnership agreement meeting the | 19 | | requirements of this Section. While transitional mathematics | 20 | | courses may be stand-alone mathematics courses, school | 21 | | districts and community colleges may use integrated courses as | 22 | | transitional mathematics courses.
| 23 | | (b) School districts serving grades 9 through 12 electing | 24 | | or required to deliver transitional mathematics courses in | 25 | | accordance with Section 65 of this Act shall enter into a local |
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| 1 | | partnership agreement for transitional mathematics courses | 2 | | with at least one Local Community College. All local | 3 | | partnership agreements shall address the following:
| 4 | | (1) The co-development of transitional mathematics | 5 | | courses or the adaptation of the State model mathematics | 6 | | transitional courses that align to the statewide | 7 | | competencies for particular postsecondary institution | 8 | | mathematics pathways, which shall also include the design | 9 | | of local performance indicators and evidence associated | 10 | | with those indicators.
| 11 | | (2) The community college courses for which the | 12 | | transitional mathematics courses will guarantee placement, | 13 | | provided a student meets the requirements set forth in | 14 | | subsection (c) of Section 50 of this Act.
| 15 | | (3) The availability of dual enrollment and dual credit | 16 | | courses for high school students demonstrating an adequate | 17 | | level of mathematics readiness.
| 18 | | (4) Training and professional development to be | 19 | | provided to the high school instructors of transitional | 20 | | mathematics courses.
| 21 | | (5) The utilization of integrated courses as | 22 | | transitional mathematics courses.
| 23 | | (c) Community colleges must enter into a local partnership | 24 | | agreement when requested to do so by a school district electing | 25 | | or required to deliver transitional mathematics courses in | 26 | | accordance with Section 65 of this Act, provided the community |
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| 1 | | college receives an implementation grant in an amount | 2 | | determined by ICCB to compensate for its course development and | 3 | | implementation activities. Community colleges may require | 4 | | standardized terms for all of its partner school districts. | 5 | | ISBE and ICCB shall jointly resolve any disputes between a | 6 | | school district and community college regarding the proposed | 7 | | terms of a local partnership agreement.
| 8 | | (d) When developing local partnership agreements, | 9 | | community colleges and school districts shall consult with a | 10 | | public university that has requested consultation in | 11 | | accordance with requirements established by ICCB and IBHE. A | 12 | | public university may be a party to a local partnership | 13 | | agreement.
| 14 | | (e) Regional offices of education may, with the consent of | 15 | | participating school districts, establish multi-district | 16 | | partnership agreements with a Local Community College.
| 17 | | Section 60. Transitional mathematics course statewide | 18 | | supports.
| 19 | | (a) ICCB shall permit transitional mathematics courses | 20 | | that have been transcripted by a community college in | 21 | | accordance with the requirements of this Act to be claimed for | 22 | | reimbursement for community college funding purposes.
| 23 | | (b) Subject to the availability of public or private | 24 | | resources, ISBE, ICCB, and IBHE, in collaboration with IMACC, | 25 | | shall support at least 2 collaborative efforts among school |
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| 1 | | districts and postsecondary institutions to develop model | 2 | | transitional mathematics courses. All State-supported models | 3 | | shall include real-world application projects that can be | 4 | | delivered to particular students based on career interests. At | 5 | | least one of the State-supported transitional mathematics | 6 | | course models must be highly modularized for blended-learning | 7 | | delivery, with:
| 8 | | (1) a pre-assessment system to ensure that completion | 9 | | of modules are required only when the competencies have not | 10 | | been sufficiently mastered;
| 11 | | (2) the ability for students to complete coursework in | 12 | | areas of need at their own pace;
| 13 | | (3) the ability for transitional mathematics modules | 14 | | to be included within integrated courses; and
| 15 | | (4) the ability for students to complete dual credit | 16 | | modules upon completion of the developmental education | 17 | | modules.
| 18 | | (c) Subject to the availability of public or private | 19 | | resources, ISBE, ICCB, and IBHE shall implement a plan for | 20 | | communicating the purpose, requirements, and availability of | 21 | | transitional mathematics courses to students, parents, | 22 | | educators, school districts, postsecondary institutions, and | 23 | | other appropriate stakeholders.
| 24 | | (d) ISBE, ICCB, and IBHE shall use an open technology | 25 | | platform to enable sharing of real-world application projects | 26 | | and other course materials. ISBE, ICCB, and IBHE shall also |
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| 1 | | utilize webinars, the open technology platform, and | 2 | | appropriate State meetings to highlight best practice models | 3 | | for delivery of transitional mathematics competencies through | 4 | | integrated courses.
| 5 | | (e) ISBE and ICCB shall jointly develop and provide a model | 6 | | partnership agreement for school districts and community | 7 | | colleges.
| 8 | | (f) ISBE, ICCB, and IBHE shall provide standardized reports | 9 | | to school districts, community colleges, and public | 10 | | universities, including, but not limited to:
| 11 | | (1) reports that school districts and community | 12 | | colleges can use for 11th grade placement determinations; | 13 | | and
| 14 | | (2) reports that compare participating students' | 15 | | postsecondary outcomes with other students, particularly | 16 | | those in traditional developmental education courses.
| 17 | | Section 65. Transitional mathematics course | 18 | | implementation.
| 19 | | (a) Subject to the availability of public or private | 20 | | resources, by no later than June 30, 2017, the statewide panel | 21 | | established pursuant to Section 45 of this Act shall define the | 22 | | transitional mathematics competencies, and the school district | 23 | | and postsecondary institution collaborative efforts | 24 | | established pursuant to Section 60 of this Act shall develop | 25 | | the model transitional mathematics courses.
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| 1 | | (b) ISBE, ICCB, and IBHE shall jointly establish an | 2 | | implementation plan and benchmarks that, subject to the | 3 | | availability of public or private resources necessary for the | 4 | | implementation of transitional mathematics courses in | 5 | | accordance with this Act, lead to full statewide implementation | 6 | | by no later than the 2022-2023 school year. The implementation | 7 | | plan shall include an evaluation and report to be issued by no | 8 | | later than June 30, 2020 that analyzes the results, best | 9 | | practices, and challenges of school districts and community | 10 | | colleges that have implemented transitional mathematics | 11 | | courses.
| 12 | | (c) Commencing in the 2017-2018 school year, the school | 13 | | board of any school district serving grades 9 through 12 may | 14 | | elect to implement one or more transitional mathematics | 15 | | courses. If a school board makes such an election and a Local | 16 | | Community College receives an implementation grant in | 17 | | accordance with subsection (c) of Section 55 of this Act, the | 18 | | Local Community College must enter into a local partnership | 19 | | agreement and provide the necessary support for implementation | 20 | | within timelines established by ICCB. | 21 | | Section 70. Reading and communication transitional | 22 | | competencies. Subject to the availability of public or private | 23 | | resources for its administration, ISBE, ICCB, and IBHE shall | 24 | | jointly establish a statewide panel to recommend competencies | 25 | | for reading and communication aligned to applicable learning |
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| 1 | | standards adopted by ISBE that, if attained by a student, lead | 2 | | to student placement into appropriate GECC communications | 3 | | courses. School districts with high schools that have reading | 4 | | or communications remedial rates in the bottom quartile | 5 | | statewide or that are significantly higher than comparison high | 6 | | schools with similar student performance levels, as determined | 7 | | by ISBE and ICCB based on available data, may be required by | 8 | | ISBE to include in the local partnership agreement required by | 9 | | Section 55 of this Act, strategies to embed the reading and | 10 | | communications developmental competencies in appropriate high | 11 | | school coursework. | 12 | | Section 75. College and Career Pathway Endorsements and | 13 | | State Distinction System.
| 14 | | (a) Public high school graduates may attain College and | 15 | | Career Pathway Endorsements and State Distinction on high | 16 | | school diplomas in accordance with the requirements of Sections | 17 | | 80 and 85 of this Act. The IPIC Agencies shall establish and | 18 | | administer a system for awarding and supporting College and | 19 | | Career Pathway Endorsements in accordance with the | 20 | | requirements of Sections 80 through 90 of this Act and oversee | 21 | | their implementation in accordance with the timelines set forth | 22 | | in Section 95 of this Act.
| 23 | | (b) The College and Career Pathway Endorsements and State | 24 | | Distinction System is established for the purposes of:
| 25 | | (1) providing an employer-validated differentiator for |
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| 1 | | postsecondary and career opportunities;
| 2 | | (2) recognizing and incentivizing career exploration | 3 | | and development, particularly in high-demand fields;
| 4 | | (3) promoting greater consistency of school district | 5 | | and community college career pathway program structures | 6 | | within particular sectors;
| 7 | | (4) aligning supports from the State, employers, and | 8 | | regional intermediary support organizations; and
| 9 | | (5) institutionalizing college and career pathways as | 10 | | a key strategy for preparing more Illinois students for | 11 | | rewarding career opportunities.
| 12 | | Section 80. College and Career Pathway Endorsements.
| 13 | | (a) College and Career Pathway Endorsements are | 14 | | established to recognize public high school graduates who | 15 | | complete the requirements set forth in subsection (d) of this | 16 | | Section.
| 17 | | (b) School district participation in this program is | 18 | | voluntary.
| 19 | | (c) As of the 2018-2019 school year, Eligible School | 20 | | Districts may award College and Career Pathway Endorsements on | 21 | | high school diplomas in career areas established by ISBE in | 22 | | consultation with the other IPIC Agencies and appropriate | 23 | | stakeholders. Such career areas must be substantially aligned | 24 | | to the Illinois career cluster framework and provide for a | 25 | | multidisciplinary endorsement for students that change career |
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| 1 | | pathways during high school, while meeting the requirements set | 2 | | forth in items (1), (3), and (4) of subsection (d) of this | 3 | | Section.
| 4 | | (d) To earn a College and Career Pathway Endorsement, a | 5 | | student shall satisfy all of the following requirements:
| 6 | | (1) Develop and periodically update an individualized | 7 | | plan for postsecondary education or training, careers, and | 8 | | financial aid. This individualized plan shall also include | 9 | | student development of a resume and personal statement with | 10 | | student reflection on attainment of Adaptive Competencies. | 11 | | The Eligible School District shall certify to ISBE that its | 12 | | individualized planning process spans grades 9 through 12 | 13 | | and includes an annual process for updating the plan.
| 14 | | (2) Complete a career-oriented course sequence, | 15 | | including at least 2 years of coursework or equivalent | 16 | | competencies within an Endorsement Area or, for students | 17 | | attaining a multidisciplinary endorsement, multiple | 18 | | Endorsement Areas. An Eligible School District must | 19 | | consult with its regional education for employment | 20 | | director on the establishment of the course sequence. For | 21 | | all areas other than for multidisciplinary endorsements, | 22 | | the Eligible School District and a Local Community College | 23 | | shall certify to ISBE and ICCB that the course or | 24 | | competency sequence is articulated to a certificate or | 25 | | degree program with labor market value, with opportunities | 26 | | for ongoing student advancement. This certification must |
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| 1 | | be re-certified at least once every 5 years thereafter. | 2 | | Commencing in the 2021-2022 school year, students must earn | 3 | | at least 6 hours of credit through early college credit | 4 | | courses within the career-oriented course sequence.
| 5 | | (3) Complete a minimum of 3 Career Exploration | 6 | | Activities or one Intensive Career Exploration Experience, | 7 | | a minimum of 2 Team-based Challenges, and at least 60 | 8 | | cumulative hours of participation in one or more Supervised | 9 | | Career Development Experiences.
| 10 | | (4) Demonstrate readiness for non-remedial coursework | 11 | | in reading and mathematics by high school graduation | 12 | | through criteria certified by the Eligible School District | 13 | | and a Local Community College to ISBE and ICCB. The | 14 | | criteria shall align to any local partnership agreement | 15 | | established pursuant to Section 55 of this Act and may | 16 | | allow the demonstration of readiness through various | 17 | | methods, including assessment scores, grade point average, | 18 | | course completions, or other locally adopted criteria.
| 19 | | (e) To become an Eligible School District and award College | 20 | | and Careers Pathway Endorsements, a school district shall | 21 | | submit evidence and supporting documentation as ISBE and ICCB | 22 | | may require to demonstrate that the school district's program | 23 | | meets the requirements set forth in subsection (d) of this | 24 | | Section. | 25 | | Section 85. State Distinction Program.
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| 1 | | (a) The State Distinction Program is established to | 2 | | recognize public high school graduates who complete the | 3 | | requirements set forth in subsection (e) of this Section.
| 4 | | (b) School district participation in this program is | 5 | | voluntary.
| 6 | | (c) As of the 2018-2019 school year, Eligible School | 7 | | Districts may award State Distinction on high school diplomas | 8 | | in designated industry sectors based on projected State | 9 | | economic development and workforce needs, as determined by the | 10 | | IPIC Agencies and further described in Section 90 of this Act.
| 11 | | (d) Within each designated industry sector, a | 12 | | public-private steering committee selected by the IPIC | 13 | | Agencies and involving one or more business-led, sector-based | 14 | | partnerships shall recommend to the IPIC Agencies a sequence of | 15 | | career competencies for particular occupational pathways | 16 | | within that sector that students shall attain by high school | 17 | | graduation in order to receive the State Distinction. The IPIC | 18 | | Agencies shall jointly adopt competencies for each | 19 | | occupational pathway with consideration given to the | 20 | | recommendations of the steering committee. Regional | 21 | | modifications to these competencies may be granted by designees | 22 | | of the IPIC Agencies, provided any such modifications must | 23 | | first be reviewed by the applicable public-private steering | 24 | | committee.
| 25 | | (e) To earn State Distinction within a designated industry | 26 | | sector, a student shall:
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| 1 | | (1) meet the requirements for the applicable College | 2 | | and Career Pathway Endorsement, provided that the student | 3 | | shall complete at least 120 cumulative hours of | 4 | | participation in one or more Supervised Career Development | 5 | | Experiences.
| 6 | | (2) demonstrate mastery of the identified career | 7 | | competencies for that area of State Distinction; and
| 8 | | (3) earn at least 6 hours of credit through early | 9 | | college credit courses within the Endorsement Area course | 10 | | sequence.
| 11 | | (f) To become an Eligible School District and award State | 12 | | Distinction within a designated industry sector, a school | 13 | | district shall submit evidence and supporting documentation as | 14 | | ISBE, ICCB, or DCEO may require to demonstrate that the State | 15 | | Distinction Program:
| 16 | | (1) either addresses a priority industry sector for | 17 | | regional economic development or is certified to relate to | 18 | | one or more occupational areas with a sufficient number of | 19 | | regional employment opportunities to support the program's | 20 | | establishment;
| 21 | | (2) involves at least 3 employer partners in its | 22 | | ongoing administration;
| 23 | | (3) was co-developed with at least one Local Community | 24 | | College and the Local Workforce Board and culminates in a | 25 | | certificate or degree with labor market value that has | 26 | | opportunities for ongoing student advancement; and
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| 1 | | (4) meets all requirements set forth in this Section.
| 2 | | The evidence described in this subsection (f) must be | 3 | | re-submitted or re-certified at least once every 5 years.
| 4 | | Section 90. Statewide planning and supports for College and | 5 | | Career Pathway Endorsement and State Distinction programs.
| 6 | | (a) By no later than June 30, 2017, the IPIC Agencies shall | 7 | | develop and adopt a comprehensive interagency plan for | 8 | | supporting the development of College and Career Pathway | 9 | | Endorsement and State Distinction programs throughout the | 10 | | State. Thereafter, the plan shall be re-assessed and updated at | 11 | | least once every 5 years. The plan shall:
| 12 | | (1) designate priority, State-level industry sectors | 13 | | consistent with those identified through federal and State | 14 | | workforce and economic development planning processes;
| 15 | | (2) articulate a strategy for supporting College and | 16 | | Career Pathway Endorsement and State Distinction programs | 17 | | that includes State and federal funding, business and | 18 | | philanthropic investments, and local investments; and
| 19 | | (3) address how College and Career Pathway Endorsement | 20 | | and State Distinction programs articulate to postsecondary | 21 | | institution degree programs.
| 22 | | (b) In accordance with the interagency plan developed | 23 | | pursuant to subsection (a) of this Section and within the | 24 | | limits of available public and private resources, the IPIC | 25 | | Agencies shall provide all of the following supports for |
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| 1 | | College and Career Pathway Endorsement and State Distinction | 2 | | programs:
| 3 | | (1) Provide guidance documents for implementation of | 4 | | each of the various elements of College and Career Pathway | 5 | | Endorsement and State Distinction programs.
| 6 | | (2) Publish annual reports on the supply and demand | 7 | | forecasts of priority industry sectors.
| 8 | | (3) Implement a statewide communications strategy | 9 | | intended to raise student and family awareness of Career | 10 | | Pathway Endorsement and State Distinction programs.
| 11 | | (4) Provide or designate one or more web-based tools to | 12 | | support College and Career Pathway Endorsement and State | 13 | | Distinction programs, including a professional learning | 14 | | portfolio, Professional Skills Assessment, and mentoring | 15 | | platform.
| 16 | | (5) Make available a statewide insurance policy for | 17 | | appropriate types of Supervised Career Development | 18 | | Experiences.
| 19 | | (6) Provide or designate one or more model | 20 | | instructional units that provide an orientation to all | 21 | | career cluster areas.
| 22 | | (7) Utilize webinars, open technology platforms, and | 23 | | appropriate State and regional meetings to highlight and | 24 | | share information on best practice models for | 25 | | implementation of College and Career Pathway Endorsement | 26 | | and State Distinction programs.
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| 1 | | (8) Coordinate with business-led sector-based | 2 | | partnerships to:
| 3 | | (A) periodically solicit and integrate employer | 4 | | input into the career competencies within the sectors | 5 | | identified for State Distinction;
| 6 | | (B) designate available curricular and | 7 | | instructional resources that school districts can | 8 | | voluntarily select to address requirements for College | 9 | | and Career Pathway Endorsement and State Distinction | 10 | | programs;
| 11 | | (C) designate stackable industry-based | 12 | | certifications, the completion of which demonstrates | 13 | | mastery of specific career competencies for State | 14 | | Distinction and that are widely valued by employers | 15 | | within a particular sector;
| 16 | | (D) deliver or support sector-oriented | 17 | | professional development, Career Exploration | 18 | | Activities, Intensive Career Exploration Experiences, | 19 | | Team-based Challenges, and Supervised Career | 20 | | Development Experiences; and
| 21 | | (E) develop recognition and incentives for | 22 | | students attaining College and Career Pathway | 23 | | Endorsements and State Distinction, which may include, | 24 | | but shall not be limited to, scholarships, priority for | 25 | | internship placements with designated business | 26 | | partners, recognition at statewide meetings, and |
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| 1 | | targeted outreach and counseling supports for | 2 | | postsecondary institution and career placement.
| 3 | | (c) To support articulation of College and Career Pathway | 4 | | Endorsement and State Distinction programs into higher | 5 | | education, by no later than June 30, 2018, ICCB and IBHE shall | 6 | | jointly adopt, in consultation with postsecondary | 7 | | institutions, requirements for postsecondary institutions to | 8 | | define first-year course schedules and degree programs with | 9 | | Endorsement and State Distinction areas to support the | 10 | | successful transition of Endorsement and State Distinction | 11 | | recipients into related degree programs. These requirements | 12 | | shall take effect in the 2019-2020 school year. | 13 | | Section 95. Implementation of the College and Career | 14 | | Pathway Endorsements and State Distinction programs.
| 15 | | (a) By no later than June 30, 2017:
| 16 | | (1) the IPIC Agencies shall define the framework for | 17 | | Endorsement Areas and ISBE shall define the high school | 18 | | course codes that relate to each area;
| 19 | | (2) the IPIC Agencies shall adopt the career | 20 | | competencies for State Distinction programs considering | 21 | | the recommendations of the public-private steering | 22 | | committees;
| 23 | | (3) the IPIC Agencies shall adopt the comprehensive | 24 | | plan required by subsection (a) of Section 90 of this Act; | 25 | | and
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| 1 | | (4) the IPIC Agencies shall commence the development of | 2 | | the statewide supports described in Section 90 of this Act.
| 3 | | (b) By no later than June 30, 2018:
| 4 | | (1) Eligible School Districts shall submit the | 5 | | evidence and supporting documentation required by ISBE, | 6 | | ICCB, or DCEO to offer Career Pathway Endorsement and State | 7 | | Distinction programs for 2019 high school graduates;
| 8 | | (2) ICCB and IBHE shall adopt the requirements for | 9 | | postsecondary institutions described in subsection (c) of | 10 | | Section 90 of this Act; and
| 11 | | (3) the IPIC Agencies shall initially offer the | 12 | | statewide supports described in Section 90 of this Act.
| 13 | | (c) By no later than the 2019-2020 school year, | 14 | | postsecondary institutions shall implement the requirements | 15 | | adopted by ICCB and IBHE pursuant to subsection (c) of Section | 16 | | 90 of this Act.
| 17 | | Section 900. Administrative rules. ISBE, in consultation | 18 | | with the other State agencies described in this Act, as | 19 | | applicable, may adopt such administrative rules as may be | 20 | | necessary for the implementation of this Act. ICCB and IBHE may | 21 | | adopt such administrative rules as may be necessary to | 22 | | implement Sections 45 through 70 and subsection (c) of Section | 23 | | 90 of this Act. | 24 | | Section 905. The School Code is amended by changing Section |
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| 1 | | 27-22 as follows: | 2 | | (105 ILCS 5/27-22) (from Ch. 122, par. 27-22)
| 3 | | (Text of Section before amendment by P.A. 99-434 and | 4 | | 99-485 ) | 5 | | Sec. 27-22. Required high school courses.
| 6 | | (a) As a prerequisite to receiving
a high school diploma, | 7 | | each pupil entering the 9th grade in the 1984-1985 school year | 8 | | through the 2004-2005 school year must, in addition to
other | 9 | | course requirements,
successfully complete the following | 10 | | courses:
| 11 | | (1) three years of language arts;
| 12 | | (2) two years of mathematics, one of which may be | 13 | | related to
computer
technology;
| 14 | | (3) one year of science;
| 15 | | (4) two years of social studies, of which at least one | 16 | | year
must be history
of the United States or a combination | 17 | | of history of the United States and
American government; | 18 | | and
| 19 | | (5) One year chosen from (A) music, (B) art, (C) | 20 | | foreign
language,
which shall be deemed to include American | 21 | | Sign Language or (D)
vocational education.
| 22 | | (b) As a prerequisite to receiving a high school diploma, | 23 | | each pupil
entering the 9th grade in the 2005-2006 school year | 24 | | must, in addition to other course requirements, successfully
| 25 | | complete all of the following courses: |
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| 1 | | (1) Three years of language arts. | 2 | | (2) Three years of mathematics. | 3 | | (3) One year of science. | 4 | | (4) Two years of social studies, of which at least one | 5 | | year must be history of the United States or a combination | 6 | | of history of the United States and American government. | 7 | | (5) One year chosen from (A) music, (B) art, (C) | 8 | | foreign language, which shall be deemed to include American | 9 | | Sign Language, or (D) vocational education. | 10 | | (c) As a prerequisite to receiving a high school diploma, | 11 | | each pupil
entering the 9th grade in the 2006-2007 school year | 12 | | must, in addition to other course requirements, successfully
| 13 | | complete all of the following courses: | 14 | | (1) Three years of language arts. | 15 | | (2) Two years of writing intensive courses, one of | 16 | | which must be English and the other of which may be English | 17 | | or any other subject. When applicable, writing-intensive | 18 | | courses may be counted towards the fulfillment of other | 19 | | graduation requirements.
| 20 | | (3) Three years of mathematics, one of which must be | 21 | | Algebra I and one of which must include geometry content. | 22 | | (4) One year of science. | 23 | | (5) Two years of social studies, of which at least one | 24 | | year must be history of the United States or a combination | 25 | | of history of the United States and American government. | 26 | | (6) One year chosen from (A) music, (B) art, (C) |
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| 1 | | foreign language, which shall be deemed to include American | 2 | | Sign Language, or (D) vocational education. | 3 | | (d) As a prerequisite to receiving a high school diploma, | 4 | | each pupil
entering the 9th grade in the 2007-2008 school year | 5 | | must, in addition to other course requirements, successfully
| 6 | | complete all of the following courses: | 7 | | (1) Three years of language arts. | 8 | | (2) Two years of writing intensive courses, one of | 9 | | which must be English and the other of which may be English | 10 | | or any other subject. When applicable, writing-intensive | 11 | | courses may be counted towards the fulfillment of other | 12 | | graduation requirements.
| 13 | | (3) Three years of mathematics, one of which must be | 14 | | Algebra I and one of which must include geometry content. | 15 | | (4) Two years of science. | 16 | | (5) Two years of social studies, of which at least one | 17 | | year must be history of the United States or a combination | 18 | | of history of the United States and American government. | 19 | | (6) One year chosen from (A) music, (B) art, (C) | 20 | | foreign language, which shall be deemed to include American | 21 | | Sign Language, or (D) vocational education. | 22 | | (e) As a prerequisite to receiving a high school diploma, | 23 | | each pupil
entering the 9th grade in the 2008-2009 school year | 24 | | or a subsequent
school year must, in addition to other course | 25 | | requirements, successfully
complete all of the following | 26 | | courses: |
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| 1 | | (1) Four years of language arts. | 2 | | (2) Two years of writing intensive courses, one of | 3 | | which must be English and the other of which may be English | 4 | | or any other subject. When applicable, writing-intensive | 5 | | courses may be counted towards the fulfillment of other | 6 | | graduation requirements.
| 7 | | (3) Three years of mathematics, one of which must be | 8 | | Algebra I, one of which must include geometry content, and | 9 | | one of which may be an Advanced Placement computer science | 10 | | course if the pupil successfully completes Algebra II or an | 11 | | integrated mathematics course with Algebra II content. | 12 | | (4) Two years of science. | 13 | | (5) Two years of social studies, of which at least one | 14 | | year must be history of the United States or a combination | 15 | | of history of the United States and American government. | 16 | | (6) One year chosen from (A) music, (B) art, (C) | 17 | | foreign language, which shall be deemed to include American | 18 | | Sign Language, or (D) vocational education. | 19 | | (f) The State Board of Education shall develop and inform | 20 | | school districts of standards for writing-intensive | 21 | | coursework.
| 22 | | (f-5) If a school district offers an Advanced Placement | 23 | | computer science course to high school students, then the | 24 | | school board must designate that course as equivalent to a high | 25 | | school mathematics course and must denote on the student's | 26 | | transcript that the Advanced Placement computer science course |
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| 1 | | qualifies as a mathematics-based, quantitative course for | 2 | | students in accordance with subdivision (3) of subsection (e) | 3 | | of this Section. | 4 | | (g) This amendatory Act of 1983 does not apply to pupils | 5 | | entering the 9th grade
in 1983-1984 school year and prior | 6 | | school years or to students
with disabilities whose course of | 7 | | study is determined by an individualized
education program.
| 8 | | This amendatory Act of the 94th General Assembly does not | 9 | | apply
to pupils entering the 9th grade in the 2004-2005 school | 10 | | year or a prior
school year or to students with disabilities | 11 | | whose course of study is
determined by an individualized | 12 | | education program.
| 13 | | (h) The provisions of this Section are subject to the | 14 | | provisions of
Section
27-22.05 of this Code and the | 15 | | Postsecondary and Workforce Readiness Act .
| 16 | | (Source: P.A. 98-885, eff. 8-15-14.)
| 17 | | (Text of Section after amendment by P.A. 99-434 and 99-485 ) | 18 | | Sec. 27-22. Required high school courses.
| 19 | | (a) As a prerequisite to receiving
a high school diploma, | 20 | | each pupil entering the 9th grade in the 1984-1985 school year | 21 | | through the 2004-2005 school year must, in addition to
other | 22 | | course requirements,
successfully complete the following | 23 | | courses:
| 24 | | (1) three years of language arts;
| 25 | | (2) two years of mathematics, one of which may be |
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| 1 | | related to
computer
technology;
| 2 | | (3) one year of science;
| 3 | | (4) two years of social studies, of which at least one | 4 | | year
must be history
of the United States or a combination | 5 | | of history of the United States and
American government; | 6 | | and
| 7 | | (5) One year chosen from (A) music, (B) art, (C) | 8 | | foreign
language,
which shall be deemed to include American | 9 | | Sign Language or (D)
vocational education.
| 10 | | (b) As a prerequisite to receiving a high school diploma, | 11 | | each pupil
entering the 9th grade in the 2005-2006 school year | 12 | | must, in addition to other course requirements, successfully
| 13 | | complete all of the following courses: | 14 | | (1) Three years of language arts. | 15 | | (2) Three years of mathematics. | 16 | | (3) One year of science. | 17 | | (4) Two years of social studies, of which at least one | 18 | | year must be history of the United States or a combination | 19 | | of history of the United States and American government. | 20 | | (5) One year chosen from (A) music, (B) art, (C) | 21 | | foreign language, which shall be deemed to include American | 22 | | Sign Language, or (D) vocational education. | 23 | | (c) As a prerequisite to receiving a high school diploma, | 24 | | each pupil
entering the 9th grade in the 2006-2007 school year | 25 | | must, in addition to other course requirements, successfully
| 26 | | complete all of the following courses: |
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| 1 | | (1) Three years of language arts. | 2 | | (2) Two years of writing intensive courses, one of | 3 | | which must be English and the other of which may be English | 4 | | or any other subject. When applicable, writing-intensive | 5 | | courses may be counted towards the fulfillment of other | 6 | | graduation requirements.
| 7 | | (3) Three years of mathematics, one of which must be | 8 | | Algebra I and one of which must include geometry content. | 9 | | (4) One year of science. | 10 | | (5) Two years of social studies, of which at least one | 11 | | year must be history of the United States or a combination | 12 | | of history of the United States and American government. | 13 | | (6) One year chosen from (A) music, (B) art, (C) | 14 | | foreign language, which shall be deemed to include American | 15 | | Sign Language, or (D) vocational education. | 16 | | (d) As a prerequisite to receiving a high school diploma, | 17 | | each pupil
entering the 9th grade in the 2007-2008 school year | 18 | | must, in addition to other course requirements, successfully
| 19 | | complete all of the following courses: | 20 | | (1) Three years of language arts. | 21 | | (2) Two years of writing intensive courses, one of | 22 | | which must be English and the other of which may be English | 23 | | or any other subject. When applicable, writing-intensive | 24 | | courses may be counted towards the fulfillment of other | 25 | | graduation requirements.
| 26 | | (3) Three years of mathematics, one of which must be |
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| 1 | | Algebra I and one of which must include geometry content. | 2 | | (4) Two years of science. | 3 | | (5) Two years of social studies, of which at least one | 4 | | year must be history of the United States or a combination | 5 | | of history of the United States and American government. | 6 | | (6) One year chosen from (A) music, (B) art, (C) | 7 | | foreign language, which shall be deemed to include American | 8 | | Sign Language, or (D) vocational education. | 9 | | (e) As a prerequisite to receiving a high school diploma, | 10 | | each pupil
entering the 9th grade in the 2008-2009 school year | 11 | | or a subsequent
school year must, in addition to other course | 12 | | requirements, successfully
complete all of the following | 13 | | courses: | 14 | | (1) Four years of language arts. | 15 | | (2) Two years of writing intensive courses, one of | 16 | | which must be English and the other of which may be English | 17 | | or any other subject. When applicable, writing-intensive | 18 | | courses may be counted towards the fulfillment of other | 19 | | graduation requirements.
| 20 | | (3) Three years of mathematics, one of which must be | 21 | | Algebra I, one of which must include geometry content, and | 22 | | one of which may be an Advanced Placement computer science | 23 | | course if the pupil successfully completes Algebra II or an | 24 | | integrated mathematics course with Algebra II content. | 25 | | (4) Two years of science. | 26 | | (5) Two years of social studies, of which at least one |
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| 1 | | year must be history of the United States or a combination | 2 | | of history of the United States and American government | 3 | | and, beginning with pupils entering the 9th grade in the | 4 | | 2016-2017 school year and each school year thereafter, at | 5 | | least one semester must be civics, which shall help young | 6 | | people acquire and learn to use the skills, knowledge, and | 7 | | attitudes that will prepare them to be competent and | 8 | | responsible citizens throughout their lives. Civics course | 9 | | content shall focus on government institutions, the | 10 | | discussion of current and controversial issues, service | 11 | | learning, and simulations of the democratic process. | 12 | | School districts may utilize private funding available for | 13 | | the purposes of offering civics education. | 14 | | (6) One year chosen from (A) music, (B) art, (C) | 15 | | foreign language, which shall be deemed to include American | 16 | | Sign Language, or (D) vocational education. | 17 | | (f) The State Board of Education shall develop and inform | 18 | | school districts of standards for writing-intensive | 19 | | coursework.
| 20 | | (f-5) If a school district offers an Advanced Placement | 21 | | computer science course to high school students, then the | 22 | | school board must designate that course as equivalent to a high | 23 | | school mathematics course and must denote on the student's | 24 | | transcript that the Advanced Placement computer science course | 25 | | qualifies as a mathematics-based, quantitative course for | 26 | | students in accordance with subdivision (3) of subsection (e) |
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| 1 | | of this Section. | 2 | | (g) This amendatory Act of 1983 does not apply to pupils | 3 | | entering the 9th grade
in 1983-1984 school year and prior | 4 | | school years or to students
with disabilities whose course of | 5 | | study is determined by an individualized
education program.
| 6 | | This amendatory Act of the 94th General Assembly does not | 7 | | apply
to pupils entering the 9th grade in the 2004-2005 school | 8 | | year or a prior
school year or to students with disabilities | 9 | | whose course of study is
determined by an individualized | 10 | | education program.
| 11 | | (h) The provisions of this Section are subject to the | 12 | | provisions of
Section
27-22.05 of this Code and the | 13 | | Postsecondary and Workforce Readiness Act .
| 14 | | (Source: P.A. 98-885, eff. 8-15-14; 99-434, eff. 7-1-16 (see | 15 | | P.A. 99-485 for the effective date of changes made by P.A. | 16 | | 99-434); 99-485, eff. 11-20-15.)
| 17 | | Section 995. No acceleration or delay. Where this Act makes | 18 | | changes in a statute that is represented in this Act by text | 19 | | that is not yet or no longer in effect (for example, a Section | 20 | | represented by multiple versions), the use of that text does | 21 | | not accelerate or delay the taking effect of (i) the changes | 22 | | made by this Act or (ii) provisions derived from any other | 23 | | Public Act.
| 24 | | Section 999. Effective date. This Act takes effect upon | 25 | | becoming law.
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