Illinois General Assembly - Full Text of SB2941
Illinois General Assembly

Previous General Assemblies

Full Text of SB2941  100th General Assembly




SB2941 EnrolledLRB100 16362 NHT 31488 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 Postsecondary and Workforce Readiness Act is
5amended by changing Sections 20, 25, 45, 50, 55, and 60 as
7    (110 ILCS 148/20)
8    Sec. 20. Competency-based, high school graduation
9requirements pilot program. In consultation with ICCB and IBHE,
10ISBE shall establish and administer a competency-based, high
11school graduation requirements pilot program with school
12districts selected pursuant to Section 25 of this Act. A school
13district participating in the pilot program may select which of
14the year and course graduation requirements set forth in
15Section 27-22 of the School Code the school district wishes to
16replace with a competency-based learning system. A school
17district may participate in the pilot program for some or all
18of its schools serving grades 9 through 12. The pilot program
19shall include the following components and requirements:
20        (1) The competency-based learning systems authorized
21    through the pilot program shall include all of the
22    following elements:
23            (A) Students shall demonstrate mastery of all



SB2941 Enrolled- 2 -LRB100 16362 NHT 31488 b

1        required competencies to earn credit.
2            (B) Students must demonstrate mastery of Adaptive
3        Competencies defined by the school district, in
4        addition to academic competencies.
5            (C) Students shall advance once they have
6        demonstrated mastery, and students shall receive more
7        time and personalized instruction to demonstrate
8        mastery, if needed.
9            (D) Students shall have the ability to attain
10        advanced postsecondary education and career-related
11        competencies beyond those needed for graduation.
12            (E) Students must be assessed using multiple
13        measures to determine mastery, usually requiring
14        application of knowledge.
15            (F) Students must be able to earn credit toward
16        graduation requirements in ways other than traditional
17        coursework, including learning opportunities outside
18        the traditional classroom setting, such as Supervised
19        Career Development Experiences.
20        (2) A school district participating in the pilot
21    program shall demonstrate that the proposed
22    competency-based learning system is a core strategy
23    supporting the community's efforts to better prepare high
24    school students for college, career, and life. The
25    application must identify the community partners that will
26    support the system's implementation.



SB2941 Enrolled- 3 -LRB100 16362 NHT 31488 b

1        (3) A school district participating in the pilot
2    program must have a plan for educator administrator and
3    educator professional development on the competency-based
4    learning system and must demonstrate prior successful
5    implementation of professional development systems for
6    major district instructional initiatives.
7        (4) A school district participating in the pilot
8    program that is replacing graduation requirements in the
9    core academic areas of mathematics, English language arts,
10    and science with a competency-based learning system shall
11    demonstrate how the competencies can be mastered through
12    Integrated Courses or career and technical education
13    courses.
14        (5) A school district participating in the pilot
15    program shall develop a plan for community engagement and
16    communications.
17        (6) A school district participating in the pilot
18    program shall develop a plan for assigning course grades
19    based on mastery of competencies within the
20    competency-based learning system.
21        (7) A school district participating in the pilot
22    program shall establish a plan and system for collecting
23    and assessing student progress on competency completion
24    and attainment, including for learning opportunities
25    outside of the traditional classroom setting.
26        (8) A school district participating in the pilot



SB2941 Enrolled- 4 -LRB100 16362 NHT 31488 b

1    program shall establish a system for data collection and
2    reporting and must provide ISBE with such reports and
3    information as may be required for administration and
4    evaluation of the program.
5        (9) A school district participating in the pilot
6    program shall partner with a community college and a higher
7    education institution other than a community college for
8    consultation on the development and administration of its
9    competency-based learning system. The plan shall address
10    how high school graduates of a competency-based learning
11    system will be able to provide information normally
12    expected of postsecondary institutions for admission and
13    financial aid.
14        (10) A school district participating in the pilot
15    program shall have a plan for engaging feeder elementary
16    schools with the participating high school or schools on
17    the establishment and administration of the
18    competency-based learning system.
19(Source: P.A. 99-674, eff. 7-29-16.)
20    (110 ILCS 148/25)
21    Sec. 25. Competency-based, high school graduation
22requirements pilot program eligibility and application
24    (a) The pilot program established under Section 20 of this
25Act shall be administered by the State Superintendent of



SB2941 Enrolled- 5 -LRB100 16362 NHT 31488 b

1Education in 2 phases: (i) an initial application and selection
2process phase, and (ii) a subsequent phase for full development
3and implementation of a detailed plan for a competency-based
4learning system for high school graduation requirements.
5    (b) For the initial phase under clause (i) of subsection
6(a) of this Section, the State Superintendent of Education
7shall develop and issue a pilot program application that
9        (1) demonstration of commitment from the school
10    district superintendent; the president of the school board
11    of the district; teachers within the school district who
12    will be involved with the pilot program implementation; a
13    community college partner; and a higher education
14    institution other than a community college;
15        (2) an indication of which of the year and course
16    graduation requirements set forth in Section 27-22 of the
17    School Code the school district wishes to replace with a
18    competency-based learning system;
19        (3) a general description of the school district's plan
20    for implementing a competency-based learning system for
21    high school graduation requirements, including how the
22    plan addresses the requirements of Section 20 of this Act
23    and this Section;
24        (4) the school district's prior professional
25    development and stakeholder engagement efforts that will
26    support its successful development and implementation of a



SB2941 Enrolled- 6 -LRB100 16362 NHT 31488 b

1    competency-based learning system, including, without
2    limitation, prior implementation of professional
3    development systems for major district instructional
4    initiatives; and
5        (5) identification of any waivers or modifications of
6    State law or rules for implementation of the proposed plan.
7    The demonstration of commitment from teachers as required
8by paragraph (1) of this subsection (b) must include a
9description of how teachers have been engaged throughout the
10application development process. If the school district has an
11exclusive bargaining representative of its teachers and the
12president of the exclusive bargaining representative does not
13submit a statement of commitment for the application, the
14school district must submit either a statement by the president
15of the position of the exclusive bargaining representative on
16the application or a description of the school district's good
17faith efforts to obtain such a statement.
18    (c) Subject to subsection (g) of this Section, the State
19Superintendent of Education shall select school districts
20meeting the requirements set forth in this Section to
21participate in the pilot program based on the quality of the
22proposed plan, the strength of the local commitments,
23including, without limitation, teachers within the school
24district who will be involved in the program's implementation
25and postsecondary institution partnerships, and demonstration
26of prior professional development and stakeholder engagement



SB2941 Enrolled- 7 -LRB100 16362 NHT 31488 b

1efforts that will support the proposed system's successful
2implementation. The State Superintendent of Education, in
3selecting the participating school districts, shall also
4consider the diversity of school district types and sizes, the
5diversity of geographic representation from across the State,
6and the diversity of plan approaches (such as approaches that
7involve one subject only, multiple subjects, and the types of
9    (d) School districts selected to participate in the pilot
10program shall receive technical assistance coordinated by the
11State Superintendent of Education to develop a full pilot
12program implementation plan. The State Superintendent of
13Education shall have discretion to remove a school district
14from the pilot program during this period if the school
15district does not submit a full pilot program implementation
16plan that meets the State Superintendent of Education's
18    (e) School districts shall, as part of the development of
19their application and participation in the competency-based
20learning system pilot program, establish and maintain a
21standing planning and implementation committee that includes
22representation from administrators and teachers, including
23teachers who will be involved in the competency-based learning
24system's implementation. The teacher representatives shall be
25selected by teachers or, where applicable, the exclusive
26bargaining representative of its teachers, and the number of



SB2941 Enrolled- 8 -LRB100 16362 NHT 31488 b

1teacher representatives shall be at least equal to
2administrator representatives, unless otherwise agreed to by
3the teachers or, where applicable, the exclusive bargaining
4representative of its teachers. The standing planning and
5implementation committee shall develop reports that shall be
6included within the initial application, the full pilot program
7plan, and any subsequent annual submissions to the State
8Superintendent of Education as part of the assessment and
9evaluation of the program. The reports shall describe the
10members' assessment of the school district's plan or
11implementation, as applicable, of the school district's
12competency-based learning system and any recommendations for
13modifications or improvements to the system. If the committee
14does not reach consensus on the report, the administrator
15members shall submit the report and the teacher members may
16provide a position statement that must be included with the
17report submitted to the State Superintendent of Education.
18    (f) Notwithstanding any other provisions of the School Code
19or any other law of this State to the contrary, school
20districts participating in the pilot program may petition the
21State Superintendent of Education for a waiver or modification
22of the mandates of the School Code or of the administrative
23rules adopted by ISBE in order to support the implementation of
24the school district's proposed competency-based learning
25system. However, no waiver shall be granted under this
26subsection (f) relating to State assessments, accountability



SB2941 Enrolled- 9 -LRB100 16362 NHT 31488 b

1requirements, teacher tenure or seniority, teacher or
2principal evaluations, or learning standards or that removes
3legal protections or supports intended for the protection of
4children or a particular category of students, such as students
5with disabilities or English learners. Any waiver or
6modification of teacher educator licensure requirements to
7permit instruction by non-educators or educators without an
8appropriate license must ensure that an appropriately licensed
9teacher and the provider of instruction partner in order to
10verify the method for assessing competency of mastery and
11verify whether a student has demonstrated mastery. All requests
12must be jointly signed by the school district superintendent
13and the president of the school board and must describe the
14position of teachers within the school district that will be
15involved in the competency-based learning system's
16implementation on the application. If the school district has
17an exclusive bargaining representative of its teachers and the
18president of the exclusive bargaining representative does not
19submit a statement of support for the application, the school
20district must submit either a statement by the president that
21describes the position of the exclusive bargaining
22representative on the application or a description of the
23school district's good faith efforts to obtain such a
24statement. The State Superintendent of Education shall approve
25a waiver or modification request meeting the requirements of
26this subsection (f) if the State Superintendent of Education



SB2941 Enrolled- 10 -LRB100 16362 NHT 31488 b

1determines the request is reasonably necessary to support the
2implementation of the school district's proposed
3competency-based learning system, and the request shall not
4diminish the overall support of teachers within the school
5district involved with the system's implementation as
6demonstrated in the school district's initial application to
7participate in the pilot program. An approved request shall
8take effect in accordance with the timeline set forth in the
9school district's application, and an approved waiver or
10modification shall remain in effect for so long as the school
11district participates in the pilot program established by this
12Act. The State Superintendent of Education's approval of a
13school district plan for implementation of competency-based,
14high school graduation requirements shall serve as a waiver or
15modification of any conflicting requirements of Section 27-22
16of the School Code. School districts participating in the pilot
17program may additionally pursue waivers and modifications
18pursuant to Section 2-3.25g of the School Code.
19    (g) For purposes of this subsection (g), "annual cohort"
20means the group of school districts selected by the State
21Superintendent of Education to participate in the pilot program
22during an annual application and selection process. The State
23Superintendent of Education shall limit each annual cohort of
24the pilot program as follows: the first 2 annual cohorts shall
25be limited to no more than 12 school districts, and any
26subsequent annual cohort shall be limited to no more than 15



SB2941 Enrolled- 11 -LRB100 16362 NHT 31488 b

1school districts. A school district may submit only one
2application for each annual cohort of the pilot program. The
3application of a school district having a population exceeding
4500,000 inhabitants may not include more than 6 schools. The
5expansion of a school district's competency-based learning
6system to a new school or new subject area identified in
7Section 27-22 of the School Code shall require a new
8application by the school district.
9    School districts may collaboratively apply to participate
10in the pilot program. Notwithstanding any other provision of
11this subsection (g), the application of a collaborative of
12districts shall be counted as one district application in the
13annual cohort selection process. In the application of a
14collaborative of districts, each district participating in the
15collaborative shall comply with the requirements outlined in
16subsection (b) of this Section as if applying as an individual
17district. The districts participating in the collaborative may
18establish and maintain a standing planning and implementation
19committee individually or collaboratively. If a collaborative
20of districts decides at a later date to participate as
21individual districts in the pilot program, the districts shall
22submit to the State Superintendent of Education a revised
23implementation plan that outlines the changes to their original
24plan, the individual district applications from these
25districts shall be considered as separate district
26applications, and none of these districts may be counted as one



SB2941 Enrolled- 12 -LRB100 16362 NHT 31488 b

1of the districts that are already part of the cohort
3(Source: P.A. 99-674, eff. 7-29-16.)
4    (110 ILCS 148/45)
5    Sec. 45. Statewide panel to define transitional
6mathematics instruction recommendations.
7    (a) Subject to the availability of public or private
8resources for its administration, ISBE, ICCB, and IBHE shall
9jointly establish a statewide panel to recommend competencies
10and other requirements for transitional mathematics
11instruction that lead to various postsecondary institution
12mathematics pathways. ISBE, ICCB, and IBHE shall consult with
13the IMACC on the establishment and administration of the
14statewide panel. The statewide panel shall include high school
15educators and administrators and community college and
16university faculty and administrators, including broad
17representation from general education and career and technical
18education. The statewide panel shall also consult with
19representations of private sector employers on the definition
20of competencies for postsecondary institution mathematics
21pathways and consider mathematics utilized in pre-employment
22screenings for entry-level careers. Following the delivery of
23the statewide panel's recommendations, ISBE, ICCB, and IBHE
24shall, in consultation with IMACC and the statewide panel,
25jointly adopt competencies and requirements for transitional



SB2941 Enrolled- 13 -LRB100 16362 NHT 31488 b

1mathematics instruction and related postsecondary institution
2mathematics pathways.
3    (b) The statewide panel shall define transitional
4mathematics competencies aligned to ISBE-adopted learning
5standards and requirements associated with, at minimum, the
6following postsecondary institution mathematics pathways:
7        (1) STEM Pathway. The STEM Pathway is for students with
8    career goals involving occupations that require the
9    application of calculus or advanced algebraic skills. In
10    accordance with and subject to this Act, successful
11    attainment of transitional mathematics competencies in the
12    STEM Pathway guarantees student placement into a community
13    college mathematics course in a calculus-based mathematics
14    course sequence.
15        (2) Technical Pathway. The Technical Pathway is for
16    students with career goals involving occupations in
17    technical fields that do not require the application of
18    calculus, advanced algebraic, or advanced statistical
19    skills. Mathematics in the Technical Pathway emphasizes
20    the application of mathematics within career settings. In
21    accordance with and subject to this Act, successful
22    attainment of transitional mathematics competencies in the
23    Technical Pathway guarantees student placement into a
24    credit-bearing postsecondary mathematics course required
25    for a community college career and technical education
26    program.



SB2941 Enrolled- 14 -LRB100 16362 NHT 31488 b

1        (3) Quantitative Literacy and Statistics Pathway. The
2    Quantitative Literacy and Statistics Pathway is for
3    students focused on attaining competency in general
4    statistics, data analysis, quantitative literacy, and
5    problem solving. The Quantitative Literacy and Statistics
6    Pathway is intended for students whose career goals do not
7    involve occupations relating to either the STEM or
8    Technical Pathway or those who have not yet selected a
9    career goal. In accordance with and subject to this Act,
10    successful attainment of transitional mathematics
11    competencies in the Quantitative Literacy and Statistics
12    Pathway guarantees student placement into a community
13    college GECC mathematics course not in a calculus-based
14    course sequence.
15    (c) The statewide panel shall make recommendations on
16whether separate transitional mathematics competencies should
17be defined for students with career goals involving occupations
18that require the application of advanced statistics, such as
19occupations in certain social science fields. The statewide
20panel shall also provide recommendations for methods to
21incorporate transitional mathematics competencies into
22integrated courses.
23    (d) The statewide panel shall recommend statewide criteria
24for determining the projected readiness of 11th grade students
25for college-level mathematics courses in each of the
26postsecondary education mathematics pathways for purposes of



SB2941 Enrolled- 15 -LRB100 16362 NHT 31488 b

1placement into transitional mathematics instruction in 12th
2grade. The statewide criteria shall include standardized
3assessment results, grade point average, and course
4completions. The statewide criteria shall also define a minimal
5level of mathematical competency necessary for student
6placement into transitional mathematics instruction. Following
7the delivery of such recommendations, ISBE and ICCB shall
8jointly adopt statewide criteria for determining projected
9readiness for college-level mathematics courses in each of the
10postsecondary institution mathematics pathways for purposes of
11placement into transitional mathematics instruction in 12th
13    (e) (Blank). Notwithstanding anything to the contrary
14contained in this Act, in the event the statewide panel is not
15established due to the unavailability of public and private
16resources and ISBE, ICCB, and IBHE are therefore unable to
17jointly adopt competencies and requirements for transitional
18mathematics instruction and related postsecondary institution
19mathematics pathways, then no transitional mathematics
20instruction is required to be delivered by school districts or
21accepted for placement by community colleges in accordance with
22this Act.
23    (f) Subject to the availability of public or private
24resources for its administration, ISBE, ICCB, and IBHE shall,
25in consultation with the members of the statewide panel,
26establish and administer procedures for approving transitional



SB2941 Enrolled- 16 -LRB100 16362 NHT 31488 b

1mathematics instruction for statewide portability.
2    (g) In accordance with timelines and publication
3requirements established by IBHE, each public university must
4adopt and publicize transparent criteria adopted by the
5university for student placement into college-level
6mathematics courses. IBHE must publicly report on the adoption
7of such criteria and the extent to which public universities
8are utilizing strategies to minimize placements into
9non-credit-bearing remedial mathematics course sequences.
10(Source: P.A. 99-674, eff. 7-29-16.)
11    (110 ILCS 148/50)
12    Sec. 50. Transitional mathematics instruction placement
13and delivery.
14    (a) A school district electing or required to deliver
15transitional mathematics instruction in accordance with
16Section 65 of this Act shall use the statewide criteria
17established pursuant to subsection (d) of Section 45 of this
18Act to determine each student's projected readiness for
19college-level mathematics courses upon high school graduation
20in that student's selected postsecondary institution
21mathematics pathway. The school district shall make a
22pre-determination of student readiness at the end of the first
23semester of 11th grade and may adjust readiness determinations
24at the end of 11th grade. The readiness of a student who has
25not selected a postsecondary institution mathematics pathway



SB2941 Enrolled- 17 -LRB100 16362 NHT 31488 b

1shall be determined in accordance with the criteria for the
2Quantitative Literacy and Statistics Pathways. Notwithstanding
3the readiness determinations, instructional requirements for
4students with disabilities shall be subject to the
5individualized goals set forth within the student's
6individualized education program required by State and federal
8    (b) Public high school graduates of school districts
9implementing transitional mathematics instruction in
10accordance with this Act may demonstrate readiness for
11college-level mathematics courses at applicable postsecondary
12institutions through any of the following methods:
13        (1) At the end of 11th grade, the student does not meet
14    the statewide criteria for demonstrating projected
15    readiness for college-level mathematics courses upon high
16    school graduation in the student's postsecondary education
17    mathematics pathway, but the student subsequently achieves
18    successful completion of transitional mathematics
19    instruction for the postsecondary education mathematics
20    pathway. Students who achieve successful completion shall
21    receive transcripted credit for the transitional
22    mathematics instruction from the school district community
23    college partner and, subject to subsections (c) and (d) of
24    this Section, shall be placed by applicable postsecondary
25    institutions recognizing the transcripted credit in
26    accordance with this Act into an appropriate college-level



SB2941 Enrolled- 18 -LRB100 16362 NHT 31488 b

1    mathematics course in the student's postsecondary
2    institution mathematics pathway. Students who do not
3    achieve successful completion shall be subject to
4    generally applicable postsecondary institution mathematics
5    placement processes. For the purposes of this paragraph
6    (1), successful completion means the student successfully
7    demonstrates attainment of transitional mathematics
8    competencies either through an overall grade for the
9    mathematics-related portion of a course or demonstrated
10    mastery of all transitional mathematics competencies
11    delivered through a competency-based learning system.
12        (2) At the end of 11th grade, the student meets the
13    statewide criteria for demonstrating projected readiness
14    for college-level mathematics courses upon high school
15    graduation in the student's postsecondary education
16    mathematics pathway, and the student subsequently
17    successfully completes rigorous mathematics instruction in
18    accordance with criteria jointly adopted by ISBE and ICCB.
19        (3) The student meets applicable postsecondary
20    institution criteria for demonstrating readiness for
21    college-level mathematics courses in the student's
22    postsecondary education mathematics pathway.
23    (c) All postsecondary institutions that have entered into a
24partnership agreement pursuant to Section 55 of this Act shall
25recognize community college transcripted credit from
26transitional mathematics instruction delivered by school



SB2941 Enrolled- 19 -LRB100 16362 NHT 31488 b

1districts participating in the partnership agreement for
2student placement into appropriate college-level mathematics
3courses. If statewide portability approval procedures have
4been established pursuant to subsection (f) of Section 45 of
5this Act, then all community colleges shall recognize community
6college transcripted credit from transitional mathematics
7instruction that has been approved in accordance with the
8statewide portability procedures. A public university is not
9required to recognize transcripted credit from transitional
10mathematics instruction for placement purpose unless the
11public university voluntarily agrees to do so through entering
12into a partnership agreement in accordance with Section 55 of
13this Act. The placement determinations described in this
14Section are valid for 18 months after high school graduation,
15provided a postsecondary institution may require a short-term,
16skill-based review or a corequisite remediation course for a
17student who does not enroll in a college-level mathematics
18course in the fall semester after high school graduation.
19(Source: P.A. 99-674, eff. 7-29-16.)
20    (110 ILCS 148/55)
21    Sec. 55. High school and community college partnership
22agreements for transitional mathematics instruction.
23    (a) Transitional mathematics instruction shall be
24delivered by high school faculty with community college
25collaboration as defined through a partnership agreement



SB2941 Enrolled- 20 -LRB100 16362 NHT 31488 b

1meeting the requirements of this Section. While transitional
2mathematics instruction may be delivered through stand-alone
3mathematics courses, school districts and community colleges
4may use integrated courses or competency-based learning
5systems for the delivery of transitional mathematics
7    (b) School districts serving grades 9 through 12 electing
8or required to deliver transitional mathematics instruction in
9accordance with Section 65 of this Act shall enter into a
10partnership agreement for transitional mathematics courses
11with at least one community college. All partnership agreements
12shall address the following:
13        (1) The co-development by the school district and
14    community college of transitional mathematics courses or a
15    defined mathematics competency set or the adaptation of the
16    State model transitional instructional units that align to
17    the statewide competencies for particular postsecondary
18    institution mathematics pathways, which shall also include
19    the design of local performance indicators and evidence
20    associated with those indicators.
21        (2) The community college courses for which the
22    successful completion of transitional mathematics
23    instruction will guarantee placement, subject to
24    subsection (b) of Section 50 of this Act.
25        (3) The availability of dual enrollment and dual credit
26    courses for high school students demonstrating current



SB2941 Enrolled- 21 -LRB100 16362 NHT 31488 b

1    readiness for college-level mathematics courses.
2        (4) Training and professional development to be
3    provided to the high school instructors of transitional
4    mathematics instruction.
5        (5) The utilization of integrated courses or
6    competency-based learning systems for transitional
7    mathematics instruction.
8    (c) A community college must enter into a partnership
9agreement when requested to do so by a local school district
10that has elected or is required to deliver transitional
11mathematics instruction in accordance with Section 65 of this
12Act, provided the community college receives an implementation
13grant in an amount determined by ICCB to compensate for its
14related instructional development and implementation
15activities. A community college may require standardized terms
16for all of its partner school districts. ISBE and ICCB shall
17jointly resolve any disputes between a school district and
18community college regarding the proposed terms of a partnership
20    (d) When developing partnership agreements, community
21colleges and school districts shall consult with a public
22university that has requested consultation through submission
23of a written request to a community college in accordance with
24requirements established by ICCB and IBHE. A public university
25may, in its sole discretion, elect to become a party to a
26partnership agreement.



SB2941 Enrolled- 22 -LRB100 16362 NHT 31488 b

1    (e) Regional offices of education may, with the consent of
2participating school districts, establish multi-district
3partnership agreements with one or more postsecondary
5(Source: P.A. 99-674, eff. 7-29-16.)
6    (110 ILCS 148/60)
7    Sec. 60. Transitional mathematics instruction statewide
9    (a) Beginning with the 2019-2020 academic year, ICCB shall
10permit transitional mathematics instruction that has been
11approved for statewide portability transcripted by a community
12college in accordance with the requirements of this Act to be
13funded, subject to appropriation, in a manner consistent with
14claimed for reimbursement rates for developmental education
15courses offered at a community college funding purposes. Such
16funding must be used by a community college for costs
17associated with transitional mathematics or English
18partnerships with school districts.
19    (b) Subject to the availability of public or private
20resources, ISBE, ICCB, and IBHE, in collaboration with IMACC,
21shall support at least 2 collaborative efforts among school
22districts and postsecondary institutions to develop model
23transitional mathematics instructional units. All
24State-supported models shall include real-world application
25projects that can be delivered to particular students based on



SB2941 Enrolled- 23 -LRB100 16362 NHT 31488 b

1career interests and shall enable transitional mathematics
2instructional resources to be included within integrated
3courses or competency-based learning systems. At least one of
4the State-supported transitional mathematics models must be
5highly modularized for blended-learning delivery, with:
6        (1) a pre-assessment system to ensure that completion
7    of modules are required only when the competencies have not
8    been sufficiently mastered;
9        (2) the ability for students to complete coursework in
10    areas of need at their own pace;
11        (3) the ability for transitional mathematics modules
12    to be included within integrated courses or
13    competency-based learning systems; and
14        (4) the ability for students to complete dual credit
15    modules upon completion of the transitional mathematics
16    modules.
17    (c) Provided that statewide portability procedures have
18been established pursuant to subsection (f) of Section 45 of
19this Act, ISBE and ICCB shall identify and publicize courses
20for transitional mathematics instruction that meet the
21statewide portability requirements and that can be delivered
22fully online or through blended-learning models without the
23requirement for in-person mathematics instruction at the high
25    (d) ISBE and ICCB shall jointly develop and provide a model
26partnership agreement for school districts and community



SB2941 Enrolled- 24 -LRB100 16362 NHT 31488 b

2    (e) ISBE and ICCB shall provide standardized reports to
3school districts and community colleges, including, but not
4limited to:
5        (1) reports that school districts and community
6    colleges can use for determining students 11th grade
7    projected readiness for college-level mathematics courses
8    upon high school graduation; and
9        (2) reports that compare participating students'
10    postsecondary outcomes with other students, particularly
11    those in traditional developmental education course
12    sequences.
13(Source: P.A. 99-674, eff. 7-29-16.)
14    Section 99. Effective date. This Act takes effect upon
15becoming law.