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(105 ILCS 5/2-3.156)
Mathematics curriculum models.
(a) The State Board of Education shall, immediately following the effective date of this amendatory Act of the 97th General Assembly, coordinate the acquisition, adaptation, and development of middle and high school mathematics curriculum models to aid school districts and teachers in implementing standards for all students. The acquisition, adaptation, and development process shall include the input of representatives of statewide educational organizations and stakeholders, including without limitation all of the following:
(1) Representatives of a statewide mathematics
(2) Representatives of statewide teacher
(3) Representatives of statewide school
(4) Experts in higher education mathematics
(5) Experts in curriculum design.
(6) Experts in professional development design.
(7) State education policymakers and advisors.
(8) A representative from the Department of Commerce
and Economic Opportunity.
(9) Higher education faculty.
(10) Representatives of statewide school board
(11) Representatives of statewide principal
(b) The curriculum models under this Section shall include without limitation all of the following:
(1) Scope-and-sequence descriptions for middle and
high school mathematics progressions, building content and skill acquisition across the grades.
(2) Recommendations of curricula for the final year
of mathematics or math-equivalent instruction before graduation.
(3) Sample lesson plans to illustrate instructional
materials and methods for specific standards.
(4) Model high school course designs that
demonstrate effective student pathways to mathematics-standards attainment by graduation.
(5) Training programs for teachers and
administrators, to be made available in both traditional and electronic formats for regional and local delivery.
(c) The curriculum models under this Section must be completed no later than March 1, 2013.
(d) The curriculum models and training programs under this Section must be made available to all school districts, which may choose to adopt or adapt the models in lieu of developing their own mathematics curricula. The Illinois P-20 Council shall submit a report to the Governor and the General Assembly on the extent and effect of utilization of the curriculum models by school districts. Within 4 years after the effective date of this amendatory Act of the 97th General Assembly, State mathematics test results and higher education mathematics remediation data must be used to gauge the effectiveness of high school mathematics instruction and the extent of standards attainment and be used to guide the continuous improvement of the mathematics curriculum and instruction.
(Source: P.A. 97-704, eff. 1-1-13.)