Rep. Rita Mayfield

Filed: 5/8/2018





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2    AMENDMENT NO. ______. Amend Senate Bill 2941 as follows:
3on page 1, line 5, by replacing "20 and 25" with "20, 25, 45,
450, 55, and 60"; and
5on page 12, immediately below line 2, by inserting the
7    "(110 ILCS 148/45)
8    Sec. 45. Statewide panel to define transitional
9mathematics instruction recommendations.
10    (a) Subject to the availability of public or private
11resources for its administration, ISBE, ICCB, and IBHE shall
12jointly establish a statewide panel to recommend competencies
13and other requirements for transitional mathematics
14instruction that lead to various postsecondary institution
15mathematics pathways. ISBE, ICCB, and IBHE shall consult with



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1the IMACC on the establishment and administration of the
2statewide panel. The statewide panel shall include high school
3educators and administrators and community college and
4university faculty and administrators, including broad
5representation from general education and career and technical
6education. The statewide panel shall also consult with
7representations of private sector employers on the definition
8of competencies for postsecondary institution mathematics
9pathways and consider mathematics utilized in pre-employment
10screenings for entry-level careers. Following the delivery of
11the statewide panel's recommendations, ISBE, ICCB, and IBHE
12shall, in consultation with IMACC and the statewide panel,
13jointly adopt competencies and requirements for transitional
14mathematics instruction and related postsecondary institution
15mathematics pathways.
16    (b) The statewide panel shall define transitional
17mathematics competencies aligned to ISBE-adopted learning
18standards and requirements associated with, at minimum, the
19following postsecondary institution mathematics pathways:
20        (1) STEM Pathway. The STEM Pathway is for students with
21    career goals involving occupations that require the
22    application of calculus or advanced algebraic skills. In
23    accordance with and subject to this Act, successful
24    attainment of transitional mathematics competencies in the
25    STEM Pathway guarantees student placement into a community
26    college mathematics course in a calculus-based mathematics



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1    course sequence.
2        (2) Technical Pathway. The Technical Pathway is for
3    students with career goals involving occupations in
4    technical fields that do not require the application of
5    calculus, advanced algebraic, or advanced statistical
6    skills. Mathematics in the Technical Pathway emphasizes
7    the application of mathematics within career settings. In
8    accordance with and subject to this Act, successful
9    attainment of transitional mathematics competencies in the
10    Technical Pathway guarantees student placement into a
11    credit-bearing postsecondary mathematics course required
12    for a community college career and technical education
13    program.
14        (3) Quantitative Literacy and Statistics Pathway. The
15    Quantitative Literacy and Statistics Pathway is for
16    students focused on attaining competency in general
17    statistics, data analysis, quantitative literacy, and
18    problem solving. The Quantitative Literacy and Statistics
19    Pathway is intended for students whose career goals do not
20    involve occupations relating to either the STEM or
21    Technical Pathway or those who have not yet selected a
22    career goal. In accordance with and subject to this Act,
23    successful attainment of transitional mathematics
24    competencies in the Quantitative Literacy and Statistics
25    Pathway guarantees student placement into a community
26    college GECC mathematics course not in a calculus-based



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1    course sequence.
2    (c) The statewide panel shall make recommendations on
3whether separate transitional mathematics competencies should
4be defined for students with career goals involving occupations
5that require the application of advanced statistics, such as
6occupations in certain social science fields. The statewide
7panel shall also provide recommendations for methods to
8incorporate transitional mathematics competencies into
9integrated courses.
10    (d) The statewide panel shall recommend statewide criteria
11for determining the projected readiness of 11th grade students
12for college-level mathematics courses in each of the
13postsecondary education mathematics pathways for purposes of
14placement into transitional mathematics instruction in 12th
15grade. The statewide criteria shall include standardized
16assessment results, grade point average, and course
17completions. The statewide criteria shall also define a minimal
18level of mathematical competency necessary for student
19placement into transitional mathematics instruction. Following
20the delivery of such recommendations, ISBE and ICCB shall
21jointly adopt statewide criteria for determining projected
22readiness for college-level mathematics courses in each of the
23postsecondary institution mathematics pathways for purposes of
24placement into transitional mathematics instruction in 12th
26    (e) (Blank). Notwithstanding anything to the contrary



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1contained in this Act, in the event the statewide panel is not
2established due to the unavailability of public and private
3resources and ISBE, ICCB, and IBHE are therefore unable to
4jointly adopt competencies and requirements for transitional
5mathematics instruction and related postsecondary institution
6mathematics pathways, then no transitional mathematics
7instruction is required to be delivered by school districts or
8accepted for placement by community colleges in accordance with
9this Act.
10    (f) Subject to the availability of public or private
11resources for its administration, ISBE, ICCB, and IBHE shall,
12in consultation with the members of the statewide panel,
13establish and administer procedures for approving transitional
14mathematics instruction for statewide portability.
15    (g) In accordance with timelines and publication
16requirements established by IBHE, each public university must
17adopt and publicize transparent criteria adopted by the
18university for student placement into college-level
19mathematics courses. IBHE must publicly report on the adoption
20of such criteria and the extent to which public universities
21are utilizing strategies to minimize placements into
22non-credit-bearing remedial mathematics course sequences.
23(Source: P.A. 99-674, eff. 7-29-16.)
24    (110 ILCS 148/50)
25    Sec. 50. Transitional mathematics instruction placement



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1and delivery.
2    (a) A school district electing or required to deliver
3transitional mathematics instruction in accordance with
4Section 65 of this Act shall use the statewide criteria
5established pursuant to subsection (d) of Section 45 of this
6Act to determine each student's projected readiness for
7college-level mathematics courses upon high school graduation
8in that student's selected postsecondary institution
9mathematics pathway. The school district shall make a
10pre-determination of student readiness at the end of the first
11semester of 11th grade and may adjust readiness determinations
12at the end of 11th grade. The readiness of a student who has
13not selected a postsecondary institution mathematics pathway
14shall be determined in accordance with the criteria for the
15Quantitative Literacy and Statistics Pathways. Notwithstanding
16the readiness determinations, instructional requirements for
17students with disabilities shall be subject to the
18individualized goals set forth within the student's
19individualized education program required by State and federal
21    (b) Public high school graduates of school districts
22implementing transitional mathematics instruction in
23accordance with this Act may demonstrate readiness for
24college-level mathematics courses at applicable postsecondary
25institutions through any of the following methods:
26        (1) At the end of 11th grade, the student does not meet



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



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1    for college-level mathematics courses upon high school
2    graduation in the student's postsecondary education
3    mathematics pathway, and the student subsequently
4    successfully completes rigorous mathematics instruction in
5    accordance with criteria jointly adopted by ISBE and ICCB.
6        (3) The student meets applicable postsecondary
7    institution criteria for demonstrating readiness for
8    college-level mathematics courses in the student's
9    postsecondary education mathematics pathway.
10    (c) All postsecondary institutions that have entered into a
11partnership agreement pursuant to Section 55 of this Act shall
12recognize community college transcripted credit from
13transitional mathematics instruction delivered by school
14districts participating in the partnership agreement for
15student placement into appropriate college-level mathematics
16courses. If statewide portability approval procedures have
17been established pursuant to subsection (f) of Section 45 of
18this Act, then all community colleges shall recognize community
19college transcripted credit from transitional mathematics
20instruction that has been approved in accordance with the
21statewide portability procedures. A public university is not
22required to recognize transcripted credit from transitional
23mathematics instruction for placement purpose unless the
24public university voluntarily agrees to do so through entering
25into a partnership agreement in accordance with Section 55 of
26this Act. The placement determinations described in this



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1Section are valid for 18 months after high school graduation,
2provided a postsecondary institution may require a short-term,
3skill-based review or a corequisite remediation course for a
4student who does not enroll in a college-level mathematics
5course in the fall semester after high school graduation.
6(Source: P.A. 99-674, eff. 7-29-16.)
7    (110 ILCS 148/55)
8    Sec. 55. High school and community college partnership
9agreements for transitional mathematics instruction.
10    (a) Transitional mathematics instruction shall be
11delivered by high school faculty with community college
12collaboration as defined through a partnership agreement
13meeting the requirements of this Section. While transitional
14mathematics instruction may be delivered through stand-alone
15mathematics courses, school districts and community colleges
16may use integrated courses or competency-based learning
17systems for the delivery of transitional mathematics
19    (b) School districts serving grades 9 through 12 electing
20or required to deliver transitional mathematics instruction in
21accordance with Section 65 of this Act shall enter into a
22partnership agreement for transitional mathematics courses
23with at least one community college. All partnership agreements
24shall address the following:
25        (1) The co-development by the school district and



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1    community college of transitional mathematics courses or a
2    defined mathematics competency set or the adaptation of the
3    State model transitional instructional units that align to
4    the statewide competencies for particular postsecondary
5    institution mathematics pathways, which shall also include
6    the design of local performance indicators and evidence
7    associated with those indicators.
8        (2) The community college courses for which the
9    successful completion of transitional mathematics
10    instruction will guarantee placement, subject to
11    subsection (b) of Section 50 of this Act.
12        (3) The availability of dual enrollment and dual credit
13    courses for high school students demonstrating current
14    readiness for college-level mathematics courses.
15        (4) Training and professional development to be
16    provided to the high school instructors of transitional
17    mathematics instruction.
18        (5) The utilization of integrated courses or
19    competency-based learning systems for transitional
20    mathematics instruction.
21    (c) A community college must enter into a partnership
22agreement when requested to do so by a local school district
23that has elected or is required to deliver transitional
24mathematics instruction in accordance with Section 65 of this
25Act, provided the community college receives an implementation
26grant in an amount determined by ICCB to compensate for its



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1related instructional development and implementation
2activities. A community college may require standardized terms
3for all of its partner school districts. ISBE and ICCB shall
4jointly resolve any disputes between a school district and
5community college regarding the proposed terms of a partnership
7    (d) When developing partnership agreements, community
8colleges and school districts shall consult with a public
9university that has requested consultation through submission
10of a written request to a community college in accordance with
11requirements established by ICCB and IBHE. A public university
12may, in its sole discretion, elect to become a party to a
13partnership agreement.
14    (e) Regional offices of education may, with the consent of
15participating school districts, establish multi-district
16partnership agreements with one or more postsecondary
18(Source: P.A. 99-674, eff. 7-29-16.)
19    (110 ILCS 148/60)
20    Sec. 60. Transitional mathematics instruction statewide
22    (a) Beginning with the 2019-2020 academic year, ICCB shall
23permit transitional mathematics instruction that has been
24approved for statewide portability transcripted by a community
25college in accordance with the requirements of this Act to be



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1funded, subject to appropriation, in a manner consistent with
2claimed for reimbursement rates for developmental education
3courses offered at a community college funding purposes. Such
4funding must be used by a community college for costs
5associated with transitional mathematics or English
6partnerships with school districts.
7    (b) Subject to the availability of public or private
8resources, ISBE, ICCB, and IBHE, in collaboration with IMACC,
9shall support at least 2 collaborative efforts among school
10districts and postsecondary institutions to develop model
11transitional mathematics instructional units. All
12State-supported models shall include real-world application
13projects that can be delivered to particular students based on
14career interests and shall enable transitional mathematics
15instructional resources to be included within integrated
16courses or competency-based learning systems. At least one of
17the State-supported transitional mathematics models must be
18highly modularized for blended-learning delivery, with:
19        (1) a pre-assessment system to ensure that completion
20    of modules are required only when the competencies have not
21    been sufficiently mastered;
22        (2) the ability for students to complete coursework in
23    areas of need at their own pace;
24        (3) the ability for transitional mathematics modules
25    to be included within integrated courses or
26    competency-based learning systems; and



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1        (4) the ability for students to complete dual credit
2    modules upon completion of the transitional mathematics
3    modules.
4    (c) Provided that statewide portability procedures have
5been established pursuant to subsection (f) of Section 45 of
6this Act, ISBE and ICCB shall identify and publicize courses
7for transitional mathematics instruction that meet the
8statewide portability requirements and that can be delivered
9fully online or through blended-learning models without the
10requirement for in-person mathematics instruction at the high
12    (d) ISBE and ICCB shall jointly develop and provide a model
13partnership agreement for school districts and community
15    (e) ISBE and ICCB shall provide standardized reports to
16school districts and community colleges, including, but not
17limited to:
18        (1) reports that school districts and community
19    colleges can use for determining students 11th grade
20    projected readiness for college-level mathematics courses
21    upon high school graduation; and
22        (2) reports that compare participating students'
23    postsecondary outcomes with other students, particularly
24    those in traditional developmental education course
25    sequences.
26(Source: P.A. 99-674, eff. 7-29-16.)".