Full Text of HB5511 102nd General Assembly
HB5511 102ND GENERAL ASSEMBLY |
| | 102ND GENERAL ASSEMBLY
State of Illinois
2021 and 2022 HB5511 Introduced 1/31/2022, by Rep. Denyse Wang Stoneback SYNOPSIS AS INTRODUCED: |
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Amends the School Code. Makes a technical change in a Section concerning funding of local gifted education programs.
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| | 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 5. The School Code is amended by changing Section | 5 | | 14A-30 as follows: | 6 | | (105 ILCS 5/14A-30) | 7 | | Sec. 14A-30. Funding of local gifted education programs. A | 8 | | local program for the the education of gifted and talented | 9 | | children may be approved for funding by the State Board of | 10 | | Education, pursuant to a request for proposals process, if | 11 | | funds for that purpose are available and, beginning with the | 12 | | beginning of the 2010-2011 academic year, if the local program | 13 | | submits an application for funds that includes a comprehensive | 14 | | plan (i) showing that the applicant is capable of meeting a | 15 | | portion of the following requirements, (ii) showing the | 16 | | program elements currently in place and a timeline for | 17 | | implementation of other elements, and (iii) demonstrating to | 18 | | the satisfaction of the State Board of Education that the | 19 | | applicant is capable of implementing a program of gifted | 20 | | education consistent with this Article: | 21 | | (1) The use of assessment instruments, such as | 22 | | nonverbal ability tests and tests in students' native | 23 | | languages, and a selection process that is equitable to |
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| 1 | | and inclusive of underrepresented groups, including | 2 | | low-income students, minority students, students with | 3 | | disabilities, twice-exceptional students, and English | 4 | | learners. | 5 | | (2) A priority emphasis on language arts and | 6 | | mathematics. | 7 | | (3) The use of multiple valid assessments that assess | 8 | | both demonstrated achievement and potential for | 9 | | achievement, including cognitive ability tests and general | 10 | | or subject specific achievement tests, applied universally | 11 | | to all students, and appropriate for the content focus of | 12 | | the gifted services that will be provided. School | 13 | | districts and schools may add other local, valid | 14 | | assessments, such as portfolios. Assessments and selection | 15 | | processes must ensure multiple pathways into the program. | 16 | | (4) The use of score ranges on assessments that are | 17 | | appropriate for the school or district population, | 18 | | including the use of local norms for achievement to | 19 | | identify high potential students. | 20 | | (5) A process of identification of gifted and talented | 21 | | children that is of equal rigor in each area of aptitude | 22 | | addressed by the program. | 23 | | (6) The use of identification procedures that | 24 | | appropriately correspond with the planned programs, | 25 | | curricula, and services. | 26 | | (7) A fair and equitable decision-making process. |
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| 1 | | (8) The availability of a fair and impartial appeal | 2 | | process within the school, school district, or cooperative | 3 | | of school districts operating a program for parents or | 4 | | guardians whose children are aggrieved by a decision of | 5 | | the school, school district, or cooperative of school | 6 | | districts regarding eligibility for participation in a | 7 | | program. | 8 | | (9) Procedures for annually informing the community | 9 | | at-large, including parents, about the program and the | 10 | | methods used for the identification of gifted and talented | 11 | | children. | 12 | | (10) Procedures for notifying parents or guardians of | 13 | | a child of a decision affecting that child's participation | 14 | | in a program. | 15 | | (11) A description of how gifted and talented children | 16 | | will be grouped and instructed in order to maximize the | 17 | | educational benefits the children derive from | 18 | | participation in the program, including curriculum | 19 | | modifications and options that accelerate and add depth | 20 | | and complexity to the curriculum content. | 21 | | (12) An explanation of how the program emphasizes | 22 | | higher-level skills attainment,
including | 23 | | problem-solving, critical thinking, creative thinking, and | 24 | | research skills, as embedded within relevant content | 25 | | areas. | 26 | | (13) A methodology for measuring academic growth for |
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| 1 | | gifted and talented children and a procedure for | 2 | | communicating a child's progress to his or her parents or | 3 | | guardian, including, but not limited to, a report card. | 4 | | (14) The collection of data on growth in learning for | 5 | | children in a program for gifted and talented children and | 6 | | the reporting of the data to the State Board of Education. | 7 | | (15) The designation of a supervisor responsible for | 8 | | overseeing the educational program for gifted and talented | 9 | | children. | 10 | | (16) A showing that the certified teachers who are | 11 | | assigned to teach gifted and talented children understand | 12 | | the characteristics and educational needs of children and | 13 | | are able to differentiate the curriculum and apply | 14 | | instructional methods to meet the needs of the children. | 15 | | (17) Plans for the continuation of professional | 16 | | development for staff assigned to the program serving | 17 | | gifted and talented children.
| 18 | | (Source: P.A. 99-706, eff. 7-29-16.)
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