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Public Act 099-0706 | ||||
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AN ACT concerning education.
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Be it enacted by the People of the State of Illinois, | ||||
represented in the General Assembly:
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Section 5. The School Code is amended by changing Section | ||||
14A-30 as follows: | ||||
(105 ILCS 5/14A-30) | ||||
Sec. 14A-30. Funding of local gifted education programs. A | ||||
local program for the education of gifted and talented children | ||||
may be approved for funding by the State Board of Education, | ||||
pursuant to a request for proposals process, if funds for that | ||||
purpose are available and, beginning with the beginning of the | ||||
2010-2011 academic year, if the local program submits an | ||||
application for funds that includes a comprehensive plan (i) | ||||
showing that the applicant is capable of meeting a portion of | ||||
the following requirements, (ii) showing the program elements | ||||
currently in place and a timeline for implementation of other | ||||
elements, and (iii) demonstrating to the satisfaction of the | ||||
State Board of Education that the applicant is capable of | ||||
implementing a program of gifted education consistent with this | ||||
Article: | ||||
(1) The use of assessment instruments, such as | ||||
nonverbal ability tests and tests in students' native | ||||
languages, and a selection process that is equitable to and |
inclusive of underrepresented groups, including low-income | ||
students, minority students, students with disabilities, | ||
twice-exceptional students, and English learners. The use | ||
of a minimum of 3 assessment measures used to identify | ||
gifted and talented children in each area in which a | ||
program for gifted and talented children is established, | ||
which may include without limitation scores on | ||
standardized achievement tests, observation checklists, | ||
portfolios, and currently-used district assessments. | ||
(2) A priority emphasis on language arts and | ||
mathematics. | ||
(3) The use of multiple valid assessments that assess | ||
both demonstrated achievement and potential for | ||
achievement, including cognitive ability tests and general | ||
or subject specific achievement tests, applied universally | ||
to all students, and appropriate for the content focus of | ||
the gifted services that will be provided. School districts | ||
and schools may add other local, valid assessments, such as | ||
portfolios. Assessments and selection processes must | ||
ensure multiple pathways into the program. An | ||
identification method that uses the definition of gifted | ||
and talented children as defined in Section 14A-20 of this | ||
Code. | ||
(4) The use of score ranges on assessments that are | ||
appropriate for the school or district population, | ||
including the use of local norms for achievement to |
identify high potential students. Assessment instruments | ||
sensitive to the inclusion of underrepresented groups, | ||
including low-income students, minority students, and | ||
English language learners. | ||
(5) A process of identification of gifted and talented | ||
children that is of equal rigor in each area of aptitude | ||
addressed by the program. | ||
(6) The use of identification procedures that | ||
appropriately correspond with the planned programs, | ||
curricula, and services. | ||
(7) A fair and equitable decision-making process. | ||
(8) The availability of a fair and impartial appeal | ||
process within the school, school district, or cooperative | ||
of school districts operating a program for parents or | ||
guardians whose children are aggrieved by a decision of the | ||
school, school district, or cooperative of school | ||
districts regarding eligibility for participation in a | ||
program. | ||
(9) Procedures for annually informing the community | ||
at-large, including parents, about the program and the | ||
methods used for the identification of gifted and talented | ||
children. | ||
(10) Procedures for notifying parents or guardians of a | ||
child of a decision affecting that child's participation in | ||
a program. | ||
(11) A description of how gifted and talented children |
will be grouped and instructed in order to maximize the | ||
educational benefits the children derive from | ||
participation in the program, including curriculum | ||
modifications and options that accelerate and add depth and | ||
complexity to the curriculum content. | ||
(12) An explanation of how the program emphasizes | ||
higher-level skills attainment,
including problem-solving, | ||
critical thinking, creative thinking, and research skills, | ||
as embedded within relevant content areas. | ||
(13) A methodology for measuring academic growth for | ||
gifted and talented children and a procedure for | ||
communicating a child's progress to his or her parents or | ||
guardian, including, but not limited to, a report card. | ||
(14) The collection of data on growth in learning for | ||
children in a program for gifted and talented children and | ||
the reporting of the data to the State Board of Education. | ||
(15) The designation of a supervisor responsible for | ||
overseeing the educational program for gifted and talented | ||
children. | ||
(16) A showing that the certified teachers who are | ||
assigned to teach gifted and talented children understand | ||
the characteristics and educational needs of children and | ||
are able to differentiate the curriculum and apply | ||
instructional methods to meet the needs of the children. | ||
(17) Plans for the continuation of professional | ||
development for staff assigned to the program serving |
gifted and talented children.
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(Source: P.A. 95-331, eff. 8-21-07; 96-1152, eff. 7-21-10.)
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Section 99. Effective date. This Act takes effect upon | ||
becoming law.
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