Illinois General Assembly - Full Text of HB3822
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Full Text of HB3822  103rd General Assembly




HB3822 EngrossedLRB103 30452 RJT 56884 b

1    AN ACT concerning education.
2    Be it enacted by the People of the State of Illinois,
3represented in the General Assembly:
4    Section 5. The School Code is amended by adding Section
514C-13 as follows:
6    (105 ILCS 5/14C-13)  (from Ch. 122, par. 14C-13)
7    Sec. 14C-13. Advisory Council.
8    (a) There is created an Advisory Council on Bilingual
9Education, consisting of 17 members appointed by the State
10Superintendent of Education and selected, as nearly as
11possible, on the basis of experience in or knowledge of the
12various programs of bilingual education. The Council shall
13advise the State Superintendent on policy and rules pertaining
14to bilingual education. The Council shall establish such
15sub-committees as it deems appropriate to review bilingual
16education issues including but not limited to certification,
17finance and special education.
18    Initial appointees shall serve terms determined by lot as
19follows: 6 for one year, 6 for 2 years and 5 for 3 years.
20Successors shall serve 3-year terms. Members annually shall
21select a chairman from among their number. Members shall
22receive no compensation but may be reimbursed for necessary
23expenses incurred in the performance of their duties.



HB3822 Engrossed- 2 -LRB103 30452 RJT 56884 b

1    By no later than December 1, 2011, the Council shall
2submit a report to the State Superintendent of Education, the
3Governor, and the General Assembly addressing, at a minimum,
4the following questions:
5        (1) whether and how the 20 child per attendance center
6    minimum in Section 14C-3 of this Code should be modified;
7        (2) whether and how educator certification
8    requirements in this Article 14C and applicable State
9    Board of Education rules should be modified;
10        (3) whether and how bilingual education requirements
11    in this Article 14C and applicable State Board of
12    Education rules should be modified to address differences
13    between elementary and secondary schools; and
14        (4) whether and how to allow school districts to
15    administer alternative bilingual education programs
16    instead of transitional bilingual education programs.
17    By no later than January 1, 2013, the Council shall submit
18a report to the State Superintendent of Education, the
19Governor, and the General Assembly addressing, at a minimum,
20the following questions:
21        (i) whether and how bilingual education programs
22    should be modified to be more flexible and achieve a
23    higher success rate among Hispanic students in the
24    classroom and on State assessments;
25        (ii) whether and how bilingual education programs
26    should be modified to increase parental involvement



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1    including the use of parent academies;
2        (iii) whether and how bilingual education programs
3    should be modified to increase cultural competency through
4    a cultural competency program among bilingual teaching
5    staff; and
6        (iv) whether and how the bilingual parent advisory
7    committees within school districts can be supported in
8    order to increase the opportunities for parents to
9    effectively express their views concerning the planning,
10    operation, and evaluation of bilingual education programs.
11    Within one year of the effective date of this amendatory
12Act of the 103rd General Assembly, the Council shall deliver a
13report to the General Assembly on how to incentivize dual
14language instruction in schools. The report shall include: (i)
15expanding dual language programs and instruction, (ii)
16developing a strategic plan for scaling dual language
17programs, (iii) possible public-private partnerships to expand
18dual language programs, (iv) potential funding mechanisms and
19models, including how to leverage the use of existing State
20and federal resources and how to sustain funding for dual
21language programs, (v) how to build the supply of qualified
22teachers for dual language programs, including potential
23partnerships with private or nonprofit teacher preparation or
24development programs and college teacher preparation programs,
25potential alternative certification routes, exchange programs
26with other countries, and financial incentives, and (vi)



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1standards for measuring student progress in dual language
3    (b) For the purpose of this Section:
4    "Parent academies" means a series of parent development
5opportunities delivered throughout the school year to increase
6parents' ability to successfully navigate the education system
7and monitor their children's education. Parent academies are
8specifically designed for parents of students who are enrolled
9in any of the English Language Learner programs and are to be
10provided after work hours in the parents' native language. At
11a minimum, parent academies shall allow participants to do the
13        (1) understand and use their children's standardized
14    tests to effectively advocate for their children's
15    academic success;
16        (2) learn home strategies to increase their children's
17    reading proficiency;
18        (3) promote homework completion as a successful daily
19    routine;
20        (4) establish a positive and productive connection
21    with their children's schools and teachers; and
22        (5) build the character traits that lead to academic
23    success, such as responsibility, persistence, a hard-work
24    ethic, and the ability to delay gratification.
25    "Cultural competency program" means a staff development
26opportunity to increase the school staffs' ability to meet the



HB3822 Engrossed- 5 -LRB103 30452 RJT 56884 b

1social, emotional, and academic needs of culturally and
2linguistically diverse students and, at a minimum, allows
3participants to do the following:
4        (i) discuss the impact that our constantly changing,
5    highly technological and globalist society is having on
6    Illinois' public education system;
7        (ii) analyze international, national, State, county,
8    district, and local students' performance data and the
9    achievement gaps that persistently exist between groups;
10        (iii) realize the benefits and challenges of reaching
11    proficiency in cultural competency;
12        (iv) engage in conversations that lead to
13    self-awareness and greater insight regarding diversity;
14    and
15        (v) learn strategies for building student-teacher
16    relationships and making instruction more comprehensible
17    and relevant for all students.
18(Source: P.A. 97-305, eff. 1-1-12; 97-915, eff. 1-1-13.)