Full Text of HB5729 99th General Assembly
HB5729enr 99TH GENERAL ASSEMBLY |
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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 facilitates | 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 mathematics course" means a mathematics | 5 | | course that bears credit leading to a baccalaureate degree, a | 6 | | certificate, or an associate degree from a postsecondary | 7 | | institution.
| 8 | | "Community college" means a public community college | 9 | | organized under the Public Community College Act.
| 10 | | "DCEO" means the Department of Commerce and Economic | 11 | | Opportunity.
| 12 | | "Early college credit course" means a course through which | 13 | | a high school student can receive postsecondary institution | 14 | | course credit and includes dual credit courses, dual enrollment | 15 | | courses, International Baccalaureate courses, Advanced | 16 | | Placement courses, and courses with articulated credit with a | 17 | | postsecondary institution.
| 18 | | "Eligible School District" means a school district that has | 19 | | satisfied the requirements set forth in Section 80 of this Act | 20 | | and is eligible to award one or more College and Career Pathway | 21 | | Endorsements.
| 22 | | "Endorsement Area" means an industry sector or grouping of | 23 | | sectors as organized and established pursuant to Section 80 of | 24 | | this Act.
| 25 | | "GECC" means the General Education Core Curriculum | 26 | | developed by the IAI and adopted by IBHE and ICCB.
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| 1 | | "IAI" means the Illinois Articulation Initiative.
| 2 | | "IBHE" means the Illinois Board of Higher Education.
| 3 | | "ICCB" means the Illinois Community College Board.
| 4 | | "IMACC" means the Illinois Mathematics Association of | 5 | | Community Colleges.
| 6 | | "Integrated courses" means courses that include | 7 | | substantial instruction focused on both academic and | 8 | | career-oriented competencies.
| 9 | | "Intensive Career Exploration Experience" means a | 10 | | structured, multi-day student experience, such as a career | 11 | | exploration camp, that provides students with the opportunity | 12 | | to explore various occupations relating to an Endorsement Area | 13 | | with hands-on training and orientation 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 school district" means, with respect to a |
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| 1 | | partnership agreement with a community college for | 2 | | transitional mathematics instruction, a school district whose | 3 | | district territory includes all or any portion of the district | 4 | | territory of the community college. | 5 | | "Local Workforce Board" means the governing board of a | 6 | | local workforce development area established pursuant to the | 7 | | federal Workforce Innovation and Opportunity Act (Public Law | 8 | | 113-128).
| 9 | | "Postsecondary institution" means a community college or | 10 | | public university.
| 11 | | "Professional Skills Assessment" means an observational | 12 | | assessment of a student's performance in a Supervised Career | 13 | | Development Experience given by an adult supervisor that | 14 | | addresses, at minimum, the Adaptive Competencies of work ethic, | 15 | | professionalism, communication, collaboration and | 16 | | interpersonal skills, and problem-solving. The Professional | 17 | | Skills Assessment is to be used as a feedback tool and student | 18 | | development strategy and not for a grade or credit | 19 | | determination.
| 20 | | "Public university" means a public university listed in the | 21 | | definition of "public institutions of higher education" under | 22 | | the Board of Higher Education Act.
| 23 | | "School district" means a public school district organized | 24 | | and operating pursuant to the provisions of the School Code.
| 25 | | "Statewide portability" means, with respect to | 26 | | transitional mathematics instruction, all community colleges |
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| 1 | | other than the community college transcripting credit for | 2 | | successful completion of the instruction provide the same | 3 | | completion recognition for college-level mathematics course | 4 | | placement purposes as the transcripting community college | 5 | | provides. | 6 | | "Supervised Career Development Experience" means an | 7 | | experience in which students obtain authentic and relevant work | 8 | | experience relating to an Endorsement Area, such as an | 9 | | internship, a school-based enterprise, a supervised | 10 | | agricultural experience, cooperative education, or a research | 11 | | apprenticeship, where the student either receives compensation | 12 | | from an employer or credit by the school district and that | 13 | | involves a Professional Skills Assessment. | 14 | | "Team-based Challenge" means a group problem-based | 15 | | learning project relating to a student's Endorsement Area that | 16 | | involves a problem relevant to employers within that | 17 | | Endorsement Area, including mentoring from adults with | 18 | | expertise in that Endorsement Area, and requires student | 19 | | presentation of the outcomes of the project. | 20 | | "Transitional mathematics instruction" means instruction | 21 | | delivered to a student during 12th grade for the purpose of | 22 | | enabling the student to attain the transitional mathematics | 23 | | competencies associated with the student's postsecondary | 24 | | institution mathematics pathway and demonstrate readiness for | 25 | | a college-level mathematics course. Transitional mathematics | 26 | | instruction may be delivered through a mathematics course or an |
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| 1 | | integrated course or through a competency-based learning | 2 | | system that includes a set of transitional mathematics | 3 | | competencies. | 4 | | Section 15. Postsecondary and career expectations.
By no | 5 | | later than July 1, 2017, ISBE, ICCB, IBHE, and ISAC, in | 6 | | consultation with appropriate stakeholders, shall jointly | 7 | | adopt and publicize model postsecondary and career | 8 | | expectations for public school students in grades 8 through 12. | 9 | | The model postsecondary and career expectations shall define | 10 | | activities that school districts, parents, and community-based | 11 | | organizations should support students in completing and | 12 | | related knowledge students should possess by no later than the | 13 | | end of each grade level. The model postsecondary and career | 14 | | expectations must address the following categories:
| 15 | | (1) career exploration and development;
| 16 | | (2) postsecondary institution exploration, | 17 | | preparation, and selection; and
| 18 | | (3) financial aid and financial literacy. | 19 | | Section 20. Competency-based, high school graduation | 20 | | requirements pilot program. In consultation with ICCB and IBHE, | 21 | | ISBE shall establish and administer a competency-based, high | 22 | | school graduation requirements pilot program with school | 23 | | districts selected pursuant to Section 25 of this Act. A school | 24 | | district participating in the pilot program may select which of |
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| 1 | | the year and course graduation requirements set forth in | 2 | | Section 27-22 of the School Code the school district wishes to | 3 | | replace with a competency-based learning system. A school | 4 | | district may participate in the pilot program for some or all | 5 | | of its schools serving grades 9 through 12. The pilot program | 6 | | shall include the following components and requirements:
| 7 | | (1) The competency-based learning systems authorized | 8 | | through the pilot program shall include all of the | 9 | | following elements:
| 10 | | (A) Students shall demonstrate mastery of all | 11 | | required competencies to earn credit.
| 12 | | (B) Students must demonstrate mastery of Adaptive | 13 | | Competencies defined by the school district, in | 14 | | addition to academic competencies.
| 15 | | (C) Students shall advance once they have | 16 | | demonstrated mastery, and students shall receive more | 17 | | time and personalized instruction to demonstrate | 18 | | mastery, if needed.
| 19 | | (D) Students shall have the ability to attain | 20 | | advanced postsecondary education and career-related | 21 | | competencies beyond those needed for graduation.
| 22 | | (E) Students must be assessed using multiple | 23 | | measures to determine mastery, usually requiring | 24 | | application of knowledge.
| 25 | | (F) Students must be able to earn credit toward | 26 | | graduation requirements in ways other than traditional |
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| 1 | | coursework, including learning opportunities outside | 2 | | the traditional classroom setting, such as Supervised | 3 | | Career Development Experiences.
| 4 | | (2) A school district participating in the pilot | 5 | | program shall demonstrate that the proposed | 6 | | competency-based learning system is a core strategy | 7 | | supporting the community's efforts to better prepare high | 8 | | school students for college, career, and life.
The | 9 | | application must identify the community partners that will | 10 | | support the system's implementation. | 11 | | (3) A school district participating in the pilot | 12 | | program must have a plan for educator administrator and | 13 | | educator professional development on the competency-based | 14 | | learning system and must demonstrate prior successful | 15 | | implementation of professional development systems for | 16 | | major district instructional initiatives.
| 17 | | (4) A school district participating in the pilot | 18 | | program that is replacing graduation requirements in the | 19 | | core academic areas of mathematics, English language arts, | 20 | | and science with a competency-based learning system shall | 21 | | demonstrate how the competencies can be mastered through | 22 | | Integrated Courses or career and technical education | 23 | | courses.
| 24 | | (5) A school district participating in the pilot | 25 | | program shall develop a plan for community engagement and | 26 | | communications.
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| 1 | | (6) A school district participating in the pilot | 2 | | program shall develop a plan for assigning course grades | 3 | | based on mastery of competencies within the | 4 | | competency-based learning system.
| 5 | | (7) A school district participating in the pilot | 6 | | program shall establish a plan and system for collecting | 7 | | and assessing student progress on competency completion | 8 | | and attainment, including for learning opportunities | 9 | | outside of the traditional classroom setting.
| 10 | | (8) A school district participating in the pilot | 11 | | program shall establish a system for data collection and | 12 | | reporting and must provide ISBE with such reports and | 13 | | information as may be required for administration and | 14 | | evaluation of the program.
| 15 | | (9) A school district participating in the pilot | 16 | | program shall partner with a community college and a higher | 17 | | education institution other than a community college for | 18 | | consultation on the development and administration of its | 19 | | competency-based learning system. The plan shall address | 20 | | how high school graduates of a competency-based learning | 21 | | system will be able to provide information normally | 22 | | expected of postsecondary institutions for admission and | 23 | | financial aid.
| 24 | | (10) A school district participating in the pilot | 25 | | program shall have a plan for engaging feeder elementary | 26 | | schools with the participating high school or schools on |
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| 1 | | the establishment and administration of the | 2 | | competency-based learning system.
| 3 | | Section 25. Competency-based, high school graduation | 4 | | requirements pilot program eligibility and application | 5 | | process.
| 6 | | (a) The pilot program established under Section 20 of this | 7 | | Act shall be administered by the State Superintendent of | 8 | | Education in 2 phases: (i) an initial application and selection | 9 | | process phase, and (ii) a subsequent phase for full development | 10 | | and implementation of a detailed plan for a competency-based | 11 | | learning system for high school graduation requirements.
| 12 | | (b) For the initial phase under clause (i) of subsection | 13 | | (a) of this Section, the State Superintendent of Education | 14 | | shall develop and issue a pilot program application that | 15 | | requires:
| 16 | | (1) demonstration of commitment from the school | 17 | | district superintendent; the president of the school board | 18 | | of the district; teachers within the school district who | 19 | | will be involved with the pilot program implementation; a | 20 | | community college partner; and a higher education | 21 | | institution other than a community college; | 22 | | (2) an indication of which of the year and course | 23 | | graduation requirements set forth in Section 27-22 of the | 24 | | School Code the school district wishes to replace with a | 25 | | competency-based learning system;
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| 1 | | (3) a general description of the school district's plan | 2 | | for implementing a competency-based learning system for | 3 | | high school graduation requirements, including how the | 4 | | plan addresses the requirements of Section 20 of this Act | 5 | | and this Section;
| 6 | | (4) the school district's prior professional | 7 | | development and stakeholder engagement efforts that will | 8 | | support its successful development and implementation of a | 9 | | competency-based learning system, including, without | 10 | | limitation, prior implementation of professional | 11 | | development systems for major district instructional | 12 | | initiatives; and
| 13 | | (5) identification of any waivers or modifications of | 14 | | State law or rules for implementation of the proposed plan.
| 15 | | The demonstration of commitment from teachers as required | 16 | | by paragraph (1) of this subsection (b) must include a | 17 | | description of how teachers have been engaged throughout the | 18 | | application development process. If the school district has an | 19 | | exclusive bargaining representative of its teachers and the | 20 | | president of the exclusive bargaining representative does not | 21 | | submit a statement of commitment for the application, the | 22 | | school district must submit either a statement by the president | 23 | | of the position of the exclusive bargaining representative on | 24 | | the application or a description of the school district's good | 25 | | faith efforts to obtain such a statement. | 26 | | (c) Subject to subsection (g) of this Section, the State |
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| 1 | | Superintendent of Education shall select school districts | 2 | | meeting the requirements set forth in this Section to | 3 | | participate in the pilot program based on the quality of the | 4 | | proposed plan, the strength of the local commitments, | 5 | | including, without limitation, teachers within the school | 6 | | district who will be involved in the program's implementation | 7 | | and postsecondary institution partnerships, and demonstration | 8 | | of prior professional development and stakeholder engagement | 9 | | efforts that will support the proposed system's successful | 10 | | implementation. The State Superintendent of Education, in | 11 | | selecting the participating school districts, shall also | 12 | | consider the diversity of school district types and sizes, the | 13 | | diversity of geographic representation from across the State, | 14 | | and the diversity of plan approaches (such as approaches that | 15 | | involve one subject only, multiple subjects, and the types of | 16 | | subjects).
| 17 | | (d) School districts selected to participate in the pilot | 18 | | program shall receive technical assistance coordinated by the | 19 | | State Superintendent of Education to develop a full pilot | 20 | | program implementation plan. The State Superintendent of | 21 | | Education shall have discretion to remove a school district | 22 | | from the pilot program during this period if the school | 23 | | district does not submit a full pilot program implementation | 24 | | plan that meets the State Superintendent of Education's | 25 | | specifications.
| 26 | | (e) School districts shall, as part of the development of |
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| 1 | | their application and participation in the competency-based | 2 | | learning system pilot program, establish and maintain a | 3 | | standing planning and implementation committee that includes | 4 | | representation from administrators and teachers, including | 5 | | teachers who will be involved in the competency-based learning | 6 | | system's implementation. The teacher representatives shall be | 7 | | selected by teachers or, where applicable, the exclusive | 8 | | bargaining representative of its teachers, and the number of | 9 | | teacher representatives shall be at least equal to | 10 | | administrator representatives, unless otherwise agreed to by | 11 | | the teachers or, where applicable, the exclusive bargaining | 12 | | representative of its teachers. The standing planning and | 13 | | implementation committee shall develop reports that shall be | 14 | | included within the initial application, the full pilot program | 15 | | plan, and any subsequent annual submissions to the State | 16 | | Superintendent of Education as part of the assessment and | 17 | | evaluation of the program. The reports shall describe the | 18 | | members' assessment of the school district's plan or | 19 | | implementation, as applicable, of the school district's | 20 | | competency-based learning system and any recommendations for | 21 | | modifications or improvements to the system. If the committee | 22 | | does not reach consensus on the report, the administrator | 23 | | members shall submit the report and the teacher members may | 24 | | provide a position statement that must be included with the | 25 | | report submitted to the State Superintendent of Education. | 26 | | (f) Notwithstanding any other provisions of the School Code |
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| 1 | | or any other law of this State to the contrary, school | 2 | | districts participating in the pilot program may petition the | 3 | | State Superintendent of Education for a waiver or modification | 4 | | of the mandates of the School Code or of the administrative | 5 | | rules adopted by ISBE in order to support the implementation of | 6 | | the school district's proposed competency-based learning | 7 | | system. However, no waiver shall be granted under this | 8 | | subsection (f) relating to State assessments, accountability | 9 | | requirements, teacher tenure or seniority, teacher or | 10 | | principal evaluations, or learning standards or that removes | 11 | | legal protections or supports intended for the protection of | 12 | | children or a particular category of students, such as students | 13 | | with disabilities or English learners. Any waiver or | 14 | | modification of teacher educator licensure requirements to | 15 | | permit instruction by non-educators or educators without an | 16 | | appropriate license must ensure that an appropriately licensed | 17 | | teacher and the provider of instruction partner in order to | 18 | | verify the method for assessing competency of mastery and | 19 | | verify whether a student has demonstrated mastery. All requests | 20 | | must be jointly signed by the school district superintendent | 21 | | and the president of the school board and must describe the | 22 | | position of teachers within the school district that will be | 23 | | involved in the competency-based learning system's | 24 | | implementation on the application. If the school district has | 25 | | an exclusive bargaining representative of its teachers and the | 26 | | president of the exclusive bargaining representative does not |
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| 1 | | submit a statement of support for the application, the school | 2 | | district must submit either a statement by the president that | 3 | | describes the position of the exclusive bargaining | 4 | | representative on the application or a description of the | 5 | | school district's good faith efforts to obtain such a | 6 | | statement. The State Superintendent of Education shall approve | 7 | | a waiver or modification request meeting the requirements of | 8 | | this subsection (f) if the State Superintendent of Education | 9 | | determines the request is reasonably necessary to support the | 10 | | implementation of the school district's proposed | 11 | | competency-based learning system, and the request shall not | 12 | | diminish the overall support of teachers within the school | 13 | | district involved with the system's implementation as | 14 | | demonstrated in the school district's initial application to | 15 | | participate in the pilot program. An approved request shall | 16 | | take effect in accordance with the timeline set forth in the | 17 | | school district's application, and an approved waiver or | 18 | | modification shall remain in effect for so long as the school | 19 | | district participates in the pilot program established by this | 20 | | Act. The State Superintendent of Education's approval of a | 21 | | school district plan for implementation of competency-based, | 22 | | high school graduation requirements shall serve as a waiver or | 23 | | modification of any conflicting requirements of Section 27-22 | 24 | | of the School Code. School districts participating in the pilot | 25 | | program may additionally pursue waivers and modifications | 26 | | pursuant to Section 2-3.25g of the School Code.
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| 1 | | (g) For purposes of this subsection (g), "annual cohort" | 2 | | means the group of school districts selected by the State | 3 | | Superintendent of Education to participate in the pilot program | 4 | | during an annual application and selection process. The State | 5 | | Superintendent of Education shall limit each annual cohort of | 6 | | the pilot program as follows: the first 2 annual cohorts shall | 7 | | be limited to no more than 12 school districts, and any | 8 | | subsequent annual cohort shall be limited to no more than 15 | 9 | | school districts. A school district may submit only one | 10 | | application for each annual cohort of the pilot program. The | 11 | | application of a school district having a population exceeding | 12 | | 500,000 inhabitants may not include more than 6 schools. The | 13 | | expansion of a school district's competency-based learning | 14 | | system to a new school or new subject area identified in | 15 | | Section 27-22 of the School Code shall require a new | 16 | | application by the school district. | 17 | | Section 30. Competency-based, high school graduation | 18 | | requirements pilot program statewide supports. Subject to the | 19 | | availability of public or private resources, to support school | 20 | | district participation in the pilot program established under | 21 | | Section 20 of this Act and development of competency-based | 22 | | graduation requirements, ISBE shall provide or support the | 23 | | provision of:
| 24 | | (1) grants to school districts participating in the | 25 | | pilot program to offset the costs of educator training and |
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| 1 | | initial implementation;
| 2 | | (2) technical assistance and professional development | 3 | | for pilot program plan implementation, including, but not | 4 | | limited to, peer-to-peer coaching models;
| 5 | | (3) an evaluation of the pilot program, with a report | 6 | | of successes and challenges, objective outcome measures, | 7 | | qualitative measures of implementation, and | 8 | | recommendations for further program modification and | 9 | | improvement;
| 10 | | (4) networking opportunities for participating school | 11 | | districts, including opportunities for both administrators | 12 | | and teachers;
| 13 | | (5) a web-based library of pilot program | 14 | | implementation plans and models supporting future | 15 | | replication activities; and
| 16 | | (6) communication materials and supports for | 17 | | stakeholder engagement in the development and | 18 | | implementation of competency-based learning systems.
| 19 | | Section 35. Competency-based, high school graduation | 20 | | requirements pilot program implementation. The pilot program | 21 | | established under Section 20 of this Act shall be implemented | 22 | | as follows:
| 23 | | (1) By June 30, 2017, the State Superintendent of | 24 | | Education shall publish the application for school | 25 | | districts to participate in the initial cohort of the pilot |
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| 1 | | program.
| 2 | | (2) By no later than April 1, 2018, following a review | 3 | | and selection process established by the State | 4 | | Superintendent of Education pursuant to Section 25 of this | 5 | | Act, school districts shall be selected for the initial | 6 | | cohort of the pilot program.
| 7 | | (3) By no later than October 1, 2018, school districts | 8 | | participating in the initial cohort of the pilot program | 9 | | shall develop and submit the full pilot program | 10 | | implementation plans described in Section 25 of this Act.
| 11 | | (4) During the 2018-2019 school year, school districts | 12 | | participating in the initial cohort shall commence initial | 13 | | implementation activities in accordance with their full | 14 | | pilot program implementation plan.
| 15 | | (5) During the 2021-2022 school year, the State | 16 | | Superintendent of Education or his or her designee shall | 17 | | evaluate the school districts participating in the pilot | 18 | | program and make recommendations to ISBE and the General | 19 | | Assembly for elimination, modification, or expansion of | 20 | | the pilot program.
| 21 | | (6) The State Superintendent of Education may | 22 | | establish one or more additional cohorts of the pilot | 23 | | program for implementation commencing in the 2019-2020 and | 24 | | subsequent school years.
| 25 | | Section 40. Guiding principles for and purposes of |
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| 1 | | transitional mathematics instruction.
| 2 | | (a) ISBE, ICCB, and IBHE shall jointly establish and | 3 | | administer requirements and supports for transitional | 4 | | mathematics instruction pursuant to the requirements of | 5 | | Sections 45 through 65 of this Act. In doing so, these agencies | 6 | | shall be guided by all of the following principles:
| 7 | | (1) Transitional mathematics instruction should be one | 8 | | of multiple strategies to reduce statewide remedial | 9 | | education rates, including better alignment of school | 10 | | district and postsecondary institution systems, targeted | 11 | | mathematics interventions throughout high school, and the | 12 | | use of corequisite remedial education models by | 13 | | postsecondary institutions.
| 14 | | (2) Postsecondary institution placement into | 15 | | college-level mathematics courses should be based on more | 16 | | than a standardized assessment score, and postsecondary | 17 | | institutions should utilize multiple measures for | 18 | | placement in most instances.
| 19 | | (3) All high school students who can demonstrate | 20 | | readiness for college-level mathematics courses should | 21 | | have access to such courses.
| 22 | | (4) Students should be provided mathematics | 23 | | instruction aligned to their individualized postsecondary | 24 | | education and career objectives.
| 25 | | (5) Mathematics instruction should be contextualized | 26 | | and emphasize real-world application whenever possible, |
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| 1 | | and instructional strategies integrating mathematics | 2 | | competencies with other academic and career competencies | 3 | | are encouraged for all students.
| 4 | | (b) The purposes of transitional mathematics instruction | 5 | | are to:
| 6 | | (1) provide the mathematical foundation for | 7 | | postsecondary education and careers that high school | 8 | | students are lacking from their previous education;
| 9 | | (2) provide high school students with the mathematical | 10 | | knowledge and skills to meet their individualized | 11 | | postsecondary education and career objectives; and
| 12 | | (3) provide high school students with the knowledge and | 13 | | skills to be successful in mathematics college-level | 14 | | courses.
| 15 | | Section 45. Statewide panel to define transitional | 16 | | mathematics instruction recommendations.
| 17 | | (a) Subject to the availability of public or private | 18 | | resources for its administration, ISBE, ICCB, and IBHE shall | 19 | | jointly establish a statewide panel to recommend competencies | 20 | | and other requirements for transitional mathematics | 21 | | instruction that lead to various postsecondary institution | 22 | | mathematics pathways. ISBE, ICCB, and IBHE shall consult with | 23 | | the IMACC on the establishment and administration of the | 24 | | statewide panel. The statewide panel shall include high school | 25 | | educators and administrators and community college and |
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| 1 | | university faculty and administrators, including broad | 2 | | representation from general education and career and technical | 3 | | education. The statewide panel shall also consult with | 4 | | representations of private sector employers on the definition | 5 | | of competencies for postsecondary institution mathematics | 6 | | pathways and consider mathematics utilized in pre-employment | 7 | | screenings for entry-level careers. Following the delivery of | 8 | | the statewide panel's recommendations, ISBE, ICCB, and IBHE | 9 | | shall, in consultation with IMACC and the statewide panel, | 10 | | jointly adopt competencies and requirements for transitional | 11 | | mathematics instruction and related postsecondary institution | 12 | | mathematics pathways.
| 13 | | (b) The statewide panel shall define transitional | 14 | | mathematics competencies aligned to ISBE-adopted learning | 15 | | standards and requirements associated with, at minimum, the | 16 | | following postsecondary institution mathematics pathways:
| 17 | | (1) STEM Pathway. The STEM Pathway is for students with | 18 | | career goals involving occupations that require the | 19 | | application of calculus or advanced algebraic skills. In | 20 | | accordance with and subject to this Act, successful | 21 | | attainment of transitional mathematics competencies in the | 22 | | STEM Pathway guarantees student placement into a community | 23 | | college mathematics course in a calculus-based mathematics | 24 | | course sequence.
| 25 | | (2) Technical Pathway. The Technical Pathway is for | 26 | | students with career goals involving occupations in |
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| 1 | | technical fields that do not require the application of | 2 | | calculus, advanced algebraic, or advanced statistical | 3 | | skills. Mathematics in the Technical Pathway emphasizes | 4 | | the application of mathematics within career settings. In | 5 | | accordance with and subject to this Act, successful | 6 | | attainment of transitional mathematics competencies in the | 7 | | Technical Pathway guarantees student placement into a | 8 | | credit-bearing postsecondary mathematics course required | 9 | | for a community college career and technical education | 10 | | program.
| 11 | | (3) Quantitative Literacy and Statistics Pathway. The | 12 | | Quantitative Literacy and Statistics Pathway is for | 13 | | students focused on attaining competency in general | 14 | | statistics, data analysis, quantitative literacy, and | 15 | | problem solving. The Quantitative Literacy and Statistics | 16 | | Pathway is intended for students whose career goals do not | 17 | | involve occupations relating to either the STEM or | 18 | | Technical Pathway or those who have not yet selected a | 19 | | career goal. In accordance with and subject to this Act, | 20 | | successful attainment of transitional mathematics | 21 | | competencies in the Quantitative Literacy and Statistics | 22 | | Pathway guarantees student placement into a community | 23 | | college GECC mathematics course not in a calculus-based | 24 | | course sequence.
| 25 | | (c) The statewide panel shall make recommendations on | 26 | | whether separate transitional mathematics competencies should |
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| 1 | | be defined for students with career goals involving occupations | 2 | | that require the application of advanced statistics, such as | 3 | | occupations in certain social science fields. The statewide | 4 | | panel shall also provide recommendations for methods to | 5 | | incorporate transitional mathematics competencies into | 6 | | integrated courses.
| 7 | | (d) The statewide panel shall recommend statewide criteria | 8 | | for determining the projected readiness of 11th grade students | 9 | | for college-level mathematics courses in each of the | 10 | | postsecondary education mathematics pathways for purposes of | 11 | | placement into transitional mathematics instruction in 12th | 12 | | grade. The statewide criteria shall include standardized | 13 | | assessment results, grade point average, and course | 14 | | completions. The statewide criteria shall also define a minimal | 15 | | level of mathematical competency necessary for student | 16 | | placement into transitional mathematics instruction. Following | 17 | | the delivery of such recommendations, ISBE and ICCB shall | 18 | | jointly adopt statewide criteria for determining projected | 19 | | readiness for college-level mathematics courses in each of the | 20 | | postsecondary institution mathematics pathways for purposes of | 21 | | placement into transitional mathematics instruction in 12th | 22 | | grade. | 23 | | (e) Notwithstanding anything to the contrary contained in | 24 | | this Act, in the event the statewide panel is not established | 25 | | due to the unavailability of public and private resources and | 26 | | ISBE, ICCB, and IBHE are therefore unable to jointly adopt |
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| 1 | | competencies and requirements for transitional mathematics | 2 | | instruction and related postsecondary institution mathematics | 3 | | pathways, then no transitional mathematics instruction is | 4 | | required to be delivered by school districts or accepted for | 5 | | placement by community colleges in accordance with this Act.
| 6 | | (f) Subject to the availability of public or private | 7 | | resources for its administration, ISBE, ICCB, and IBHE shall, | 8 | | in consultation with the members of the statewide panel, | 9 | | establish and administer procedures for approving transitional | 10 | | mathematics instruction for statewide portability. | 11 | | (g) In accordance with timelines and publication | 12 | | requirements established by IBHE, each public university must | 13 | | adopt and publicize transparent criteria adopted by the | 14 | | university for student placement into college-level | 15 | | mathematics courses. IBHE must publicly report on the adoption | 16 | | of such criteria and the extent to which public universities | 17 | | are utilizing strategies to minimize placements into | 18 | | non-credit-bearing remedial mathematics course sequences. | 19 | | Section 50. Transitional mathematics instruction placement | 20 | | and delivery.
| 21 | | (a) A school district electing or required to deliver | 22 | | transitional mathematics instruction in accordance with | 23 | | Section 65 of this Act shall use the statewide criteria | 24 | | established pursuant to subsection (d) of Section 45 of this | 25 | | Act to determine each student's projected readiness for |
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| 1 | | college-level mathematics courses upon high school graduation | 2 | | in that student's selected postsecondary institution | 3 | | mathematics pathway. The school district shall make a | 4 | | pre-determination of student readiness at the end of the first | 5 | | semester of 11th grade and may adjust readiness determinations | 6 | | at the end of 11th grade. The readiness of a student who has | 7 | | not selected a postsecondary institution mathematics pathway | 8 | | shall be determined in accordance with the criteria for the | 9 | | Quantitative Literacy and Statistics Pathways. Notwithstanding | 10 | | the readiness determinations, instructional requirements for | 11 | | students with disabilities shall be subject to the | 12 | | individualized goals set forth within the student's | 13 | | individualized education program required by State and federal | 14 | | law. | 15 | | (b) Public high school graduates of school districts | 16 | | implementing transitional mathematics instruction in | 17 | | accordance with this Act may demonstrate readiness for | 18 | | college-level mathematics courses at applicable postsecondary | 19 | | institutions through any of the following methods: | 20 | | (1) At the end of 11th grade, the student does not meet | 21 | | the statewide criteria for demonstrating projected | 22 | | readiness for college-level mathematics courses upon high | 23 | | school graduation in the student's postsecondary education | 24 | | mathematics pathway, but the student subsequently achieves | 25 | | successful completion of transitional mathematics | 26 | | instruction for the postsecondary education mathematics |
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| 1 | | pathway. Students who achieve successful completion shall | 2 | | receive transcripted credit for the transitional | 3 | | mathematics instruction from the community college partner | 4 | | and, subject to subsections (c) and (d) of this Section, | 5 | | shall be placed by applicable postsecondary institutions | 6 | | recognizing the transcripted credit in accordance with | 7 | | this Act into an appropriate college-level mathematics | 8 | | course in the student's postsecondary institution | 9 | | mathematics pathway. Students who do not achieve | 10 | | successful completion shall be subject to generally | 11 | | applicable postsecondary institution mathematics placement | 12 | | processes. For the purposes of this paragraph (1), | 13 | | successful completion means the student successfully | 14 | | demonstrates attainment of transitional mathematics | 15 | | competencies either through an overall grade for the | 16 | | mathematics-related portion of a course or demonstrated | 17 | | mastery of all transitional mathematics competencies | 18 | | delivered through a competency-based learning system. | 19 | | (2) At the end of 11th grade, the student meets the | 20 | | statewide criteria for demonstrating projected readiness | 21 | | for college-level mathematics courses upon high school | 22 | | graduation in the student's postsecondary education | 23 | | mathematics pathway, and the student subsequently | 24 | | successfully completes rigorous mathematics instruction in | 25 | | accordance with criteria jointly adopted by ISBE and ICCB. | 26 | | (3) The student meets applicable postsecondary |
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| 1 | | institution criteria for demonstrating readiness for | 2 | | college-level mathematics courses in the student's | 3 | | postsecondary education mathematics pathway. | 4 | | (c) All postsecondary institutions that have entered into a | 5 | | partnership agreement pursuant to Section 55 of this Act shall | 6 | | recognize community college transcripted credit from | 7 | | transitional mathematics instruction delivered by school | 8 | | districts participating in the partnership agreement for | 9 | | student placement into appropriate college-level mathematics | 10 | | courses. If statewide portability approval procedures have | 11 | | been established pursuant to subsection (f) of Section 45 of | 12 | | this Act, then all community colleges shall recognize community | 13 | | college transcripted credit from transitional mathematics | 14 | | instruction that has been approved in accordance with the | 15 | | statewide portability procedures. A public university is not | 16 | | required to recognize transcripted credit from transitional | 17 | | mathematics instruction for placement purpose unless the | 18 | | public university voluntarily agrees to do so through entering | 19 | | into a partnership agreement in accordance with Section 55 of | 20 | | this Act. The placement determinations described in this | 21 | | Section are valid for 18 months after high school graduation, | 22 | | provided a postsecondary institution may require a short-term, | 23 | | skill-based review or a corequisite remediation course for a | 24 | | student who does not enroll in a college-level mathematics | 25 | | course in the fall semester after high school graduation.
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| 1 | | Section 55. High school and community college partnership | 2 | | agreements for transitional mathematics instruction.
| 3 | | (a) Transitional mathematics instruction shall be | 4 | | delivered by high school faculty with community college | 5 | | collaboration as defined through a partnership agreement | 6 | | meeting the requirements of this Section. While transitional | 7 | | mathematics instruction may be delivered through stand-alone | 8 | | mathematics courses, school districts and community colleges | 9 | | may use integrated courses or competency-based learning | 10 | | systems for the delivery of transitional mathematics | 11 | | instruction.
| 12 | | (b) School districts serving grades 9 through 12 electing | 13 | | or required to deliver transitional mathematics instruction in | 14 | | accordance with Section 65 of this Act shall enter into a | 15 | | partnership agreement for transitional mathematics courses | 16 | | with at least one community college. All partnership agreements | 17 | | shall address the following:
| 18 | | (1) The co-development by the school district and | 19 | | community college of transitional mathematics courses or a | 20 | | defined mathematics competency set or the adaptation of the | 21 | | State model transitional instructional units that align to | 22 | | the statewide competencies for particular postsecondary | 23 | | institution mathematics pathways, which shall also include | 24 | | the design of local performance indicators and evidence | 25 | | associated with those indicators.
| 26 | | (2) The community college courses for which the |
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| 1 | | successful completion of transitional mathematics | 2 | | instruction will guarantee placement, subject to | 3 | | subsection (b) of Section 50 of this Act.
| 4 | | (3) The availability of dual enrollment and dual credit | 5 | | courses for high school students demonstrating current | 6 | | readiness for college-level mathematics courses.
| 7 | | (4) Training and professional development to be | 8 | | provided to the high school instructors of transitional | 9 | | mathematics instruction.
| 10 | | (5) The utilization of integrated courses or | 11 | | competency-based learning systems for transitional | 12 | | mathematics instruction.
| 13 | | (c) A community college must enter into a partnership | 14 | | agreement when requested to do so by a local school district | 15 | | that has elected or is required to deliver transitional | 16 | | mathematics instruction in accordance with Section 65 of this | 17 | | Act, provided the community college receives an implementation | 18 | | grant in an amount determined by ICCB to compensate for its | 19 | | related instructional development and implementation | 20 | | activities. A community college may require standardized terms | 21 | | for all of its partner school districts. ISBE and ICCB shall | 22 | | jointly resolve any disputes between a school district and | 23 | | community college regarding the proposed terms of a partnership | 24 | | agreement.
| 25 | | (d) When developing partnership agreements, community | 26 | | colleges and school districts shall consult with a public |
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| 1 | | university that has requested consultation in accordance with | 2 | | requirements established by ICCB and IBHE. A public university | 3 | | may, in its sole discretion, elect to become a party to a | 4 | | partnership agreement.
| 5 | | (e) Regional offices of education may, with the consent of | 6 | | participating school districts, establish multi-district | 7 | | partnership agreements with one or more postsecondary | 8 | | institutions.
| 9 | | Section 60. Transitional mathematics instruction statewide | 10 | | supports.
| 11 | | (a) ICCB shall permit transitional mathematics instruction | 12 | | that has been transcripted by a community college in accordance | 13 | | with the requirements of this Act to be claimed for | 14 | | reimbursement for community college funding purposes.
| 15 | | (b) Subject to the availability of public or private | 16 | | resources, ISBE, ICCB, and IBHE, in collaboration with IMACC, | 17 | | shall support at least 2 collaborative efforts among school | 18 | | districts and postsecondary institutions to develop model | 19 | | transitional mathematics instructional units. All | 20 | | State-supported models shall include real-world application | 21 | | projects that can be delivered to particular students based on | 22 | | career interests. At least one of the State-supported | 23 | | transitional mathematics models must be highly modularized for | 24 | | blended-learning delivery, with:
| 25 | | (1) a pre-assessment system to ensure that completion |
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| 1 | | of modules are required only when the competencies have not | 2 | | been sufficiently mastered;
| 3 | | (2) the ability for students to complete coursework in | 4 | | areas of need at their own pace;
| 5 | | (3) the ability for transitional mathematics modules | 6 | | to be included within integrated courses or | 7 | | competency-based learning systems; and
| 8 | | (4) the ability for students to complete dual credit | 9 | | modules upon completion of the transitional mathematics | 10 | | modules.
| 11 | | (c) Provided that statewide portability procedures have | 12 | | been established pursuant to subsection (f) of Section 45 of | 13 | | this Act, ISBE and ICCB shall identify and publicize courses | 14 | | for transitional mathematics instruction that meet the | 15 | | statewide portability requirements and that can be delivered | 16 | | fully online or through blended-learning models without the | 17 | | requirement for in-person mathematics instruction at the high | 18 | | school. | 19 | | (d) ISBE and ICCB shall jointly develop and provide a model | 20 | | partnership agreement for school districts and community | 21 | | colleges.
| 22 | | (e) ISBE and ICCB shall provide standardized reports to | 23 | | school districts and community colleges, including, but not | 24 | | limited to:
| 25 | | (1) reports that school districts and community | 26 | | colleges can use for determining students 11th grade |
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| 1 | | projected readiness for college-level mathematics courses | 2 | | upon high school graduation; and
| 3 | | (2) reports that compare participating students' | 4 | | postsecondary outcomes with other students, particularly | 5 | | those in traditional developmental education course | 6 | | sequences.
| 7 | | Section 65. Transitional mathematics instruction | 8 | | implementation.
| 9 | | (a) Subject to the availability of public or private | 10 | | resources, by no later than June 30, 2018, the statewide panel | 11 | | established pursuant to Section 45 of this Act shall define the | 12 | | transitional mathematics competencies and statewide criteria | 13 | | for determining projected readiness for college-level | 14 | | mathematics courses, and the school district and postsecondary | 15 | | institution collaborative efforts established pursuant to | 16 | | Section 60 of this Act shall develop the model transitional | 17 | | mathematics instructional units.
| 18 | | (b) By no later than June 30, 2019, ISBE and ICCB shall | 19 | | jointly establish a phased implementation plan and benchmarks | 20 | | that lead to full statewide implementation of transitional | 21 | | mathematics instruction in all school districts with | 22 | | timeframes that account for State and local resources and | 23 | | capacity. The phased implementation plan shall be contingent | 24 | | upon all of the following: | 25 | | (1) The availability of public or private resources |
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| 1 | | necessary for the implementation of the statewide panel and | 2 | | the administration of the statewide portability procedures | 3 | | described in Section 45 of this Act. | 4 | | (2) The availability of public or private resources for | 5 | | the grants to community colleges described in subsection | 6 | | (c) of Section 55 of this Act. | 7 | | (3) The availability of at least one fully online or | 8 | | blended-learning course as described in subsection (c) of | 9 | | Section 60 of this Act that has been approved through the | 10 | | statewide portability procedures established pursuant to | 11 | | subsection (f) of Section 45 of this Act. | 12 | | (4) The right of school boards to opt out of | 13 | | implementation in accordance with subsection (c) of this | 14 | | Section. | 15 | | (c) Notwithstanding the foregoing implementation | 16 | | requirements, the school board of any school district required | 17 | | to implement transitional mathematics instruction pursuant to | 18 | | the implementation plan adopted by ISBE and ICCB may, by action | 19 | | of its board, opt out of implementation through a finding by | 20 | | its board that the school district's cost of implementation | 21 | | outweighs the potential benefits to students and families | 22 | | through improved postsecondary education mathematics outcomes. | 23 | | The school district must report any decision to opt out of | 24 | | implementation to ISBE. | 25 | | (d) The implementation plan adopted by ISBE and ICCB | 26 | | pursuant to subsection (b) of this Section shall include an |
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| 1 | | evaluation and report to be issued by no later than June 30, | 2 | | 2022 that analyzes results, best practices, and challenges of | 3 | | school districts and community colleges that have implemented | 4 | | transitional mathematics instruction. | 5 | | (e) By June 30, 2018, IBHE shall adopt the requirements for | 6 | | public universities described in subsection (g) of Section 45 | 7 | | of this Act and public universities shall adopt and publicize | 8 | | the criteria described in subsection (g) of Section 45 of this | 9 | | Act. By June 30, 2020, and then at least once every 2 years | 10 | | thereafter, IBHE shall publicly report in accordance with | 11 | | subsection (g) of Section 45 of this Act. | 12 | | (f) Commencing in the 2019-2020 school year, the school | 13 | | board of any school district serving grades 9 through 12 may | 14 | | elect to implement transitional mathematics instruction | 15 | | preparing students for one or more of the postsecondary | 16 | | institution mathematics pathways. If a school board makes an | 17 | | election and a community college for that local school district | 18 | | receives an implementation grant in accordance with subsection | 19 | | (c) of Section 55 of this Act, the community college must enter | 20 | | into a partnership agreement and provide the necessary support | 21 | | for implementation within timelines established by ICCB. | 22 | | Section 70. Reading and communication transitional | 23 | | competencies. 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 | | for reading and communication aligned to applicable learning | 2 | | standards adopted by ISBE that, if attained by a student, lead | 3 | | to student placement into appropriate community college GECC | 4 | | communications courses. The statewide panel shall recommend | 5 | | strategies to embed the reading and communications | 6 | | developmental competencies in appropriate high school | 7 | | coursework. | 8 | | Section 75. College and Career Pathway Endorsements | 9 | | System.
| 10 | | (a) Public high school graduates may attain College and | 11 | | Career Pathway Endorsements on high school diplomas in | 12 | | accordance with the requirements of Section 80 of this Act. The | 13 | | IPIC Agencies shall establish and administer a system for | 14 | | awarding and supporting College and Career Pathway | 15 | | Endorsements in accordance with the requirements of Sections 80 | 16 | | and 85 of this Act and oversee its implementation in accordance | 17 | | with the timelines set forth in Section 90 of this Act.
| 18 | | (b) The College and Career Pathway Endorsements System is | 19 | | established for the purposes of:
| 20 | | (1) recognizing and incentivizing student attainment | 21 | | of knowledge and demonstration of skills important for | 22 | | success in both postsecondary education and employment; | 23 | | (2) encouraging career exploration and development to | 24 | | improve students' decision-making for subsequent education | 25 | | and career advancement; |
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| 1 | | (3) promoting greater consistency of college and | 2 | | career pathway program structures within particular | 3 | | sectors;
| 4 | | (4) aligning supports from the State, employers, and | 5 | | regional intermediary support organizations; and
| 6 | | (5) institutionalizing college and career pathways as | 7 | | a key strategy for preparing more Illinois students for | 8 | | postsecondary education success and rewarding career | 9 | | opportunities.
| 10 | | Section 80. College and Career Pathway Endorsements.
| 11 | | (a) College and Career Pathway Endorsements are | 12 | | established to recognize public high school graduates who | 13 | | complete the requirements set forth in subsection (d) of this | 14 | | Section.
| 15 | | (b) School district participation in this program is | 16 | | voluntary.
| 17 | | (c) As of the 2019-2020 school year, Eligible School | 18 | | Districts may award one or more College and Career Pathway | 19 | | Endorsements on high school diplomas in Endorsement Areas | 20 | | established by ISBE in consultation with the other IPIC | 21 | | Agencies and appropriate stakeholders, including postsecondary | 22 | | institutions and employers. When establishing the Endorsement | 23 | | Areas, the agencies shall consider the Illinois career cluster | 24 | | framework, prevalent models for comprehensive pathway systems | 25 | | in Illinois high schools that articulate to postsecondary |
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| 1 | | institutions and career training programs, prevalent models | 2 | | for guided pathway systems at postsecondary institutions, and | 3 | | the postsecondary institution mathematics pathways established | 4 | | pursuant to this Act. The Endorsement Areas shall also provide | 5 | | for a multidisciplinary endorsement for students that change | 6 | | career pathways during high school while meeting the | 7 | | individualized plan, professional learning, and academic | 8 | | readiness requirements set forth in subsection (d) of this | 9 | | Section. | 10 | | (d) To earn a College and Career Pathway Endorsement, a | 11 | | student shall satisfy all of the following requirements:
| 12 | | (1) Develop and periodically update an individualized | 13 | | plan for postsecondary education or training, careers, and | 14 | | financial aid. This individualized plan shall also include | 15 | | student development of a resume and personal statement with | 16 | | student reflection on attainment of Adaptive Competencies. | 17 | | The Eligible School District shall certify to ISBE that its | 18 | | individualized planning process spans grades 9 through 12 | 19 | | and includes an annual process for updating the plan.
| 20 | | (2) Complete a career-focused instructional sequence, | 21 | | including at least 2 years of coursework or equivalent | 22 | | competencies within an Endorsement Area or, for students | 23 | | attaining a multidisciplinary endorsement, multiple | 24 | | Endorsement Areas. An Eligible School District must | 25 | | consult with its regional education for employment | 26 | | director on the establishment of the career-focused |
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| 1 | | instructional sequence. For all areas other than for | 2 | | multidisciplinary endorsements, the Eligible School | 3 | | District and a Local Community College shall certify to | 4 | | ISBE and ICCB that the career-focused instructional | 5 | | sequence is articulated to a certificate or degree program | 6 | | with labor market value, with opportunities for ongoing | 7 | | student advancement. ISBE and ICCB may adopt requirements | 8 | | for certifying that the instructional sequence meets the | 9 | | requirements of this paragraph (2). This certification | 10 | | must be re-certified at least once every 5 years | 11 | | thereafter. Commencing in the 2022-2023 school year, | 12 | | students must earn at least 6 hours of credit through early | 13 | | college credit courses within the career-focused | 14 | | instructional sequence.
| 15 | | (3) Complete a minimum of 2 Career Exploration | 16 | | Activities or one Intensive Career Exploration Experience, | 17 | | a minimum of 2 Team-based Challenges, and at least 60 | 18 | | cumulative hours of participation in one or more Supervised | 19 | | Career Development Experiences.
| 20 | | (4) Demonstrate readiness for non-remedial coursework | 21 | | in reading and mathematics by high school graduation | 22 | | through criteria certified by the Eligible School District | 23 | | and a Local Community College to ISBE and ICCB. The | 24 | | criteria shall align to any local partnership agreement | 25 | | established pursuant to Section 55 of this Act and may | 26 | | allow the demonstration of readiness through various |
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| 1 | | methods, including assessment scores, grade point average, | 2 | | course completions, or other locally adopted criteria.
| 3 | | (e) To become an Eligible School District and award College | 4 | | and Careers Pathway Endorsements, a school district shall | 5 | | submit information in a form determined by ISBE and ICCB that | 6 | | indicates the school district's intent to award College and | 7 | | Career Pathway Endorsements in one or more Endorsement Areas | 8 | | and includes the certifications described in subsection (d) of | 9 | | this Section. Either ISBE or ICCB may require supporting | 10 | | evidence for any certification made by the school district in | 11 | | the submission. An Eligible School District must participate in | 12 | | any quality review process adopted by ISBE for College and | 13 | | Career Pathway Endorsement systems, provided that the quality | 14 | | review process is at no cost to the Eligible School District. | 15 | | Section 85. Statewide planning and supports for College and | 16 | | Career Pathway Endorsement programs.
| 17 | | (a) By no later than June 30, 2017, the IPIC Agencies shall | 18 | | develop and adopt a comprehensive interagency plan for | 19 | | supporting the development of College and Career Pathway | 20 | | Endorsement programs throughout the State. Thereafter, the | 21 | | plan shall be re-assessed and updated at least once every 5 | 22 | | years. The plan shall:
| 23 | | (1) designate priority, State-level industry sectors | 24 | | consistent with those identified through federal and State | 25 | | workforce and economic development planning processes;
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| 1 | | (2) articulate a strategy for supporting College and | 2 | | Career Pathway Endorsement programs that includes State | 3 | | and federal funding, business and philanthropic | 4 | | investments, and local investments; | 5 | | (3) consider the need for school districts and | 6 | | postsecondary institutions to phase in endorsement | 7 | | programs and the elements specified in subsection (d) of | 8 | | Section 80 of this Act over multiple years; and | 9 | | (4) address how College and Career Pathway Endorsement | 10 | | programs articulate to postsecondary institution degree | 11 | | programs. | 12 | | (b) In accordance with the interagency plan developed | 13 | | pursuant to subsection (a) of this Section and within the | 14 | | limits of available public and private resources, the IPIC | 15 | | Agencies shall establish a public-private steering committee | 16 | | for each priority State-level industry sector that includes | 17 | | representatives from one or more business-led, sector-based | 18 | | partnerships. By no later than June 30, 2018, each steering | 19 | | committee shall recommend to the IPIC Agencies a sequence of | 20 | | minimum career competencies for particular occupational | 21 | | pathways within that sector that students should attain by high | 22 | | school graduation as part of a College and Career Pathway | 23 | | Endorsement program. The IPIC Agencies shall establish methods | 24 | | to recognize and incentivize College and Career Pathway | 25 | | Endorsement programs that: | 26 | | (1) address a priority State-level industry sector; |
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| 1 | | (2) are developed jointly by school districts, | 2 | | community colleges, Local Workforce Development Boards, | 3 | | and employers; and | 4 | | (3) align to sequences of minimum career competencies | 5 | | defined pursuant to this subsection (b), with any regional | 6 | | modifications appropriate for local economic development | 7 | | objectives. | 8 | | (c) In accordance with the interagency plan developed | 9 | | pursuant to subsection (a) of this Section and within the | 10 | | limits of available public and private resources, the IPIC | 11 | | Agencies shall provide all of the following supports for | 12 | | College and Career Pathway Endorsement program:
| 13 | | (1) Provide guidance documents for implementation of | 14 | | each of the various elements of College and Career Pathway | 15 | | Endorsement programs.
| 16 | | (2) Provide or designate one or more web-based tools to | 17 | | support College and Career Pathway Endorsement programs, | 18 | | including a professional learning portfolio, Professional | 19 | | Skills Assessment, and mentoring platform.
| 20 | | (3) Make available a statewide insurance policy for | 21 | | appropriate types of Supervised Career Development | 22 | | Experiences.
| 23 | | (4) Provide or designate one or more model | 24 | | instructional units that provide an orientation to all | 25 | | career cluster areas.
| 26 | | (5) Coordinate with business-led, sector-based |
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| 1 | | partnerships to:
| 2 | | (A) designate available curricular and | 3 | | instructional resources that school districts can | 4 | | voluntarily select to address requirements for College | 5 | | and Career Pathway Endorsement programs;
| 6 | | (B) designate stackable industry-based | 7 | | certifications, the completion of which demonstrates | 8 | | mastery of specific career competencies and that are | 9 | | widely valued by employers within a particular sector;
| 10 | | (C) deliver or support sector-oriented | 11 | | professional development, Career Exploration | 12 | | Activities, Intensive Career Exploration Experiences, | 13 | | Team-based Challenges, and Supervised Career | 14 | | Development Experiences; and
| 15 | | (D) develop recognition and incentives for school | 16 | | districts implementing and students attaining College | 17 | | and Career Pathway Endorsements that align to the | 18 | | sequence of minimum career competencies defined | 19 | | pursuant to subsection (b) of this Section.
| 20 | | (d) To support articulation of College and Career Pathway | 21 | | Endorsement programs into higher education, by no later than | 22 | | June 30, 2018 ICCB and IBHE shall jointly adopt, in | 23 | | consultation with postsecondary institutions, requirements for | 24 | | postsecondary institutions to define first-year course | 25 | | schedules and degree programs with Endorsement areas to support | 26 | | the successful transition of Endorsement recipients into |
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| 1 | | related degree programs. These requirements shall take effect | 2 | | in the 2020-2021 school year. | 3 | | Section 90. Implementation of the College and Career | 4 | | Pathway Endorsement programs.
| 5 | | (a) By no later than June 30, 2017:
| 6 | | (1) the IPIC Agencies shall define the framework for | 7 | | Endorsement Areas and ISBE shall define the high school | 8 | | course codes that relate to each area; and
| 9 | | (2) the IPIC Agencies shall adopt the comprehensive | 10 | | plan required by subsection (a) of Section 85 of this Act.
| 11 | | (b) By no later than June 30, 2018: | 12 | | (1) the public-private steering committees described | 13 | | in subsection (b) of Section 85 of this Act shall recommend | 14 | | to the IPIC Agencies a sequence of minimum career | 15 | | competencies for particular occupational pathways within | 16 | | that sector that students should attain by high school | 17 | | graduation as part of a College and Career Pathway | 18 | | Endorsement program; | 19 | | (2) ICCB and IBHE shall adopt the requirements for | 20 | | postsecondary institutions described in subsection (d) of | 21 | | Section 85 of this Act; and | 22 | | (3) the IPIC Agencies shall commence the development of | 23 | | the statewide supports described in Section 85 of this Act. | 24 | | (c) By no later than June 30, 2019, (i) Eligible School | 25 | | Districts shall submit the information and certifications |
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| 1 | | required by ISBE and ICCB to offer Career Pathway Endorsement | 2 | | programs for 2020 high school graduates; and (ii) the IPIC | 3 | | Agencies shall initially offer the statewide supports | 4 | | described in Section 85 of this Act. | 5 | | (d) By no later than the 2020-2021 school year, | 6 | | postsecondary institutions shall implement the requirements | 7 | | adopted by ICCB and IBHE pursuant to subsection (d) of Section | 8 | | 85 of this Act.
| 9 | | Section 900. Administrative rules. ISBE, in consultation | 10 | | with the other State agencies described in this Act, as | 11 | | applicable, may adopt such administrative rules as may be | 12 | | necessary for the implementation of this Act. ICCB and IBHE may | 13 | | adopt such administrative rules as may be necessary to | 14 | | implement Sections 45 through 70 and subsection (d) of Section | 15 | | 85 of this Act. | 16 | | Section 905. The School Code is amended by changing Section | 17 | | 27-22 as follows: | 18 | | (105 ILCS 5/27-22) (from Ch. 122, par. 27-22)
| 19 | | (Text of Section before amendment by P.A. 99-434 and | 20 | | 99-485 ) | 21 | | Sec. 27-22. Required high school courses.
| 22 | | (a) As a prerequisite to receiving
a high school diploma, | 23 | | each pupil entering the 9th grade in the 1984-1985 school year |
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| 1 | | through the 2004-2005 school year must, in addition to
other | 2 | | course requirements,
successfully complete the following | 3 | | courses:
| 4 | | (1) three years of language arts;
| 5 | | (2) two years of mathematics, one of which may be | 6 | | related to
computer
technology;
| 7 | | (3) one year of science;
| 8 | | (4) two years of social studies, of which at least one | 9 | | year
must be history
of the United States or a combination | 10 | | of history of the United States and
American government; | 11 | | and
| 12 | | (5) One year chosen from (A) music, (B) art, (C) | 13 | | foreign
language,
which shall be deemed to include American | 14 | | Sign Language or (D)
vocational education.
| 15 | | (b) As a prerequisite to receiving a high school diploma, | 16 | | each pupil
entering the 9th grade in the 2005-2006 school year | 17 | | must, in addition to other course requirements, successfully
| 18 | | complete all of the following courses: | 19 | | (1) Three years of language arts. | 20 | | (2) Three years of mathematics. | 21 | | (3) One year of science. | 22 | | (4) Two years of social studies, of which at least one | 23 | | year must be history of the United States or a combination | 24 | | of history of the United States and American government. | 25 | | (5) One year chosen from (A) music, (B) art, (C) | 26 | | foreign language, which shall be deemed to include American |
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| 1 | | Sign Language, or (D) vocational education. | 2 | | (c) As a prerequisite to receiving a high school diploma, | 3 | | each pupil
entering the 9th grade in the 2006-2007 school year | 4 | | must, in addition to other course requirements, successfully
| 5 | | complete all of the following courses: | 6 | | (1) Three years of language arts. | 7 | | (2) Two years of writing intensive courses, one of | 8 | | which must be English and the other of which may be English | 9 | | or any other subject. When applicable, writing-intensive | 10 | | courses may be counted towards the fulfillment of other | 11 | | graduation requirements.
| 12 | | (3) Three years of mathematics, one of which must be | 13 | | Algebra I and one of which must include geometry content. | 14 | | (4) One year of science. | 15 | | (5) 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 | | (6) One year chosen from (A) music, (B) art, (C) | 19 | | foreign language, which shall be deemed to include American | 20 | | Sign Language, or (D) vocational education. | 21 | | (d) As a prerequisite to receiving a high school diploma, | 22 | | each pupil
entering the 9th grade in the 2007-2008 school year | 23 | | must, in addition to other course requirements, successfully
| 24 | | complete all of the following courses: | 25 | | (1) Three years of language arts. | 26 | | (2) Two years of writing intensive courses, one of |
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| 1 | | which must be English and the other of which may be English | 2 | | or any other subject. When applicable, writing-intensive | 3 | | courses may be counted towards the fulfillment of other | 4 | | graduation requirements.
| 5 | | (3) Three years of mathematics, one of which must be | 6 | | Algebra I and one of which must include geometry content. | 7 | | (4) Two years of science. | 8 | | (5) Two years of social studies, of which at least one | 9 | | year must be history of the United States or a combination | 10 | | of history of the United States and American government. | 11 | | (6) One year chosen from (A) music, (B) art, (C) | 12 | | foreign language, which shall be deemed to include American | 13 | | Sign Language, or (D) vocational education. | 14 | | (e) As a prerequisite to receiving a high school diploma, | 15 | | each pupil
entering the 9th grade in the 2008-2009 school year | 16 | | or a subsequent
school year must, in addition to other course | 17 | | requirements, successfully
complete all of the following | 18 | | courses: | 19 | | (1) Four years of language arts. | 20 | | (2) Two years of writing intensive courses, one of | 21 | | which must be English and the other of which may be English | 22 | | or any other subject. When applicable, writing-intensive | 23 | | courses may be counted towards the fulfillment of other | 24 | | graduation requirements.
| 25 | | (3) Three years of mathematics, one of which must be | 26 | | Algebra I, one of which must include geometry content, and |
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| 1 | | one of which may be an Advanced Placement computer science | 2 | | course if the pupil successfully completes Algebra II or an | 3 | | integrated mathematics course with Algebra II content. | 4 | | (4) Two years of science. | 5 | | (5) Two years of social studies, of which at least one | 6 | | year must be history of the United States or a combination | 7 | | of history of the United States and American government. | 8 | | (6) One year chosen from (A) music, (B) art, (C) | 9 | | foreign language, which shall be deemed to include American | 10 | | Sign Language, or (D) vocational education. | 11 | | (f) The State Board of Education shall develop and inform | 12 | | school districts of standards for writing-intensive | 13 | | coursework.
| 14 | | (f-5) If a school district offers an Advanced Placement | 15 | | computer science course to high school students, then the | 16 | | school board must designate that course as equivalent to a high | 17 | | school mathematics course and must denote on the student's | 18 | | transcript that the Advanced Placement computer science course | 19 | | qualifies as a mathematics-based, quantitative course for | 20 | | students in accordance with subdivision (3) of subsection (e) | 21 | | of this Section. | 22 | | (g) This amendatory Act of 1983 does not apply to pupils | 23 | | entering the 9th grade
in 1983-1984 school year and prior | 24 | | school years or to students
with disabilities whose course of | 25 | | study is determined by an individualized
education program.
| 26 | | This amendatory Act of the 94th General Assembly does not |
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| 1 | | apply
to pupils entering the 9th grade in the 2004-2005 school | 2 | | year or a prior
school year or to students with disabilities | 3 | | whose course of study is
determined by an individualized | 4 | | education program.
| 5 | | (h) The provisions of this Section are subject to the | 6 | | provisions of
Section
27-22.05 of this Code and the | 7 | | Postsecondary and Workforce Readiness Act .
| 8 | | (Source: P.A. 98-885, eff. 8-15-14.)
| 9 | | (Text of Section after amendment by P.A. 99-434 and 99-485 ) | 10 | | Sec. 27-22. Required high school courses.
| 11 | | (a) As a prerequisite to receiving
a high school diploma, | 12 | | each pupil entering the 9th grade in the 1984-1985 school year | 13 | | through the 2004-2005 school year must, in addition to
other | 14 | | course requirements,
successfully complete the following | 15 | | courses:
| 16 | | (1) three years of language arts;
| 17 | | (2) two years of mathematics, one of which may be | 18 | | related to
computer
technology;
| 19 | | (3) one year of science;
| 20 | | (4) two years of social studies, of which at least one | 21 | | year
must be history
of the United States or a combination | 22 | | of history of the United States and
American government; | 23 | | and
| 24 | | (5) One year chosen from (A) music, (B) art, (C) | 25 | | foreign
language,
which shall be deemed to include American |
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| 1 | | Sign Language or (D)
vocational education.
| 2 | | (b) As a prerequisite to receiving a high school diploma, | 3 | | each pupil
entering the 9th grade in the 2005-2006 school year | 4 | | must, in addition to other course requirements, successfully
| 5 | | complete all of the following courses: | 6 | | (1) Three years of language arts. | 7 | | (2) Three years of mathematics. | 8 | | (3) One year of science. | 9 | | (4) Two years of social studies, of which at least one | 10 | | year must be history of the United States or a combination | 11 | | of history of the United States and American government. | 12 | | (5) One year chosen from (A) music, (B) art, (C) | 13 | | foreign language, which shall be deemed to include American | 14 | | Sign Language, or (D) vocational education. | 15 | | (c) As a prerequisite to receiving a high school diploma, | 16 | | each pupil
entering the 9th grade in the 2006-2007 school year | 17 | | must, in addition to other course requirements, successfully
| 18 | | complete all of the following courses: | 19 | | (1) Three years of language arts. | 20 | | (2) Two years of writing intensive courses, one of | 21 | | which must be English and the other of which may be English | 22 | | or any other subject. When applicable, writing-intensive | 23 | | courses may be counted towards the fulfillment of other | 24 | | graduation requirements.
| 25 | | (3) Three years of mathematics, one of which must be | 26 | | Algebra I and one of which must include geometry content. |
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| 1 | | (4) One year of science. | 2 | | (5) Two years of social studies, of which at least one | 3 | | year must be history of the United States or a combination | 4 | | of history of the United States and American government. | 5 | | (6) One year chosen from (A) music, (B) art, (C) | 6 | | foreign language, which shall be deemed to include American | 7 | | Sign Language, or (D) vocational education. | 8 | | (d) As a prerequisite to receiving a high school diploma, | 9 | | each pupil
entering the 9th grade in the 2007-2008 school year | 10 | | must, in addition to other course requirements, successfully
| 11 | | complete all of the following courses: | 12 | | (1) Three years of language arts. | 13 | | (2) Two years of writing intensive courses, one of | 14 | | which must be English and the other of which may be English | 15 | | or any other subject. When applicable, writing-intensive | 16 | | courses may be counted towards the fulfillment of other | 17 | | graduation requirements.
| 18 | | (3) Three years of mathematics, one of which must be | 19 | | Algebra I and one of which must include geometry content. | 20 | | (4) Two years of science. | 21 | | (5) Two years of social studies, of which at least one | 22 | | year must be history of the United States or a combination | 23 | | of history of the United States and American government. | 24 | | (6) One year chosen from (A) music, (B) art, (C) | 25 | | foreign language, which shall be deemed to include American | 26 | | Sign Language, or (D) vocational education. |
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| 1 | | (e) As a prerequisite to receiving a high school diploma, | 2 | | each pupil
entering the 9th grade in the 2008-2009 school year | 3 | | or a subsequent
school year must, in addition to other course | 4 | | requirements, successfully
complete all of the following | 5 | | courses: | 6 | | (1) Four years of language arts. | 7 | | (2) Two years of writing intensive courses, one of | 8 | | which must be English and the other of which may be English | 9 | | or any other subject. When applicable, writing-intensive | 10 | | courses may be counted towards the fulfillment of other | 11 | | graduation requirements.
| 12 | | (3) Three years of mathematics, one of which must be | 13 | | Algebra I, one of which must include geometry content, and | 14 | | one of which may be an Advanced Placement computer science | 15 | | course if the pupil successfully completes Algebra II or an | 16 | | integrated mathematics course with Algebra II content. | 17 | | (4) Two years of science. | 18 | | (5) Two years of social studies, of which at least one | 19 | | year must be history of the United States or a combination | 20 | | of history of the United States and American government | 21 | | and, beginning with pupils entering the 9th grade in the | 22 | | 2016-2017 school year and each school year thereafter, at | 23 | | least one semester must be civics, which shall help young | 24 | | people acquire and learn to use the skills, knowledge, and | 25 | | attitudes that will prepare them to be competent and | 26 | | responsible citizens throughout their lives. Civics course |
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| 1 | | content shall focus on government institutions, the | 2 | | discussion of current and controversial issues, service | 3 | | learning, and simulations of the democratic process. | 4 | | School districts may utilize private funding available for | 5 | | the purposes of offering civics education. | 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 | | (f) The State Board of Education shall develop and inform | 10 | | school districts of standards for writing-intensive | 11 | | coursework.
| 12 | | (f-5) If a school district offers an Advanced Placement | 13 | | computer science course to high school students, then the | 14 | | school board must designate that course as equivalent to a high | 15 | | school mathematics course and must denote on the student's | 16 | | transcript that the Advanced Placement computer science course | 17 | | qualifies as a mathematics-based, quantitative course for | 18 | | students in accordance with subdivision (3) of subsection (e) | 19 | | of this Section. | 20 | | (g) This amendatory Act of 1983 does not apply to pupils | 21 | | entering the 9th grade
in 1983-1984 school year and prior | 22 | | school years or to students
with disabilities whose course of | 23 | | study is determined by an individualized
education program.
| 24 | | This amendatory Act of the 94th General Assembly does not | 25 | | apply
to pupils entering the 9th grade in the 2004-2005 school | 26 | | year or a prior
school year or to students with disabilities |
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| 1 | | whose course of study is
determined by an individualized | 2 | | education program.
| 3 | | (h) The provisions of this Section are subject to the | 4 | | provisions of
Section
27-22.05 of this Code and the | 5 | | Postsecondary and Workforce Readiness Act .
| 6 | | (Source: P.A. 98-885, eff. 8-15-14; 99-434, eff. 7-1-16 (see | 7 | | P.A. 99-485 for the effective date of changes made by P.A. | 8 | | 99-434); 99-485, eff. 11-20-15.)
| 9 | | Section 995. No acceleration or delay. Where this Act makes | 10 | | changes in a statute that is represented in this Act by text | 11 | | that is not yet or no longer in effect (for example, a Section | 12 | | represented by multiple versions), the use of that text does | 13 | | not accelerate or delay the taking effect of (i) the changes | 14 | | made by this Act or (ii) provisions derived from any other | 15 | | Public Act.
| 16 | | Section 999. Effective date. This Act takes effect upon | 17 | | becoming law.
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