HB5729 99TH GENERAL ASSEMBLY

LRB099 19376 NHT 43768 b

99TH GENERAL ASSEMBLY
State of Illinois
2015 and 2016
HB5729

Introduced , by Rep. Kelly Burke

SYNOPSIS AS INTRODUCED:

New Act
105 ILCS 5/27-22	from Ch. 122, par. 27-22

Creates the Postsecondary and Workforce Readiness Act. Sets forth provisions concerning postsecondary career expectations; a competency-based, high school graduation requirements pilot program; transitional mathematics courses; reading and communication transitional competencies; College and Career Pathway Endorsements and State Distinction programs; and administrative rules. Effective immediately.

FISCAL NOTE ACT MAY APPLY

STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT

A BILL FOR

AN ACT concerning education.

Be it enacted by the People of the State of Illinois, represented in the General Assembly:

Section 1. Short title. This Act may be cited as the Postsecondary and Workforce Readiness Act.

Section 5. Findings; declarations. The General Assembly finds and declares the following:

(1) Approximately half of Illinois high school graduates enrolling as full-time freshmen in Illinois public community colleges require remedial education.

(2) Illinois employers report that recent high school and postsecondary institutional graduates often lack the critical skills necessary to succeed in high-demand and growing occupational areas and that they are unable to find qualified workers to meet their industry needs.

(3) Student readiness for postsecondary education and careers cannot be reduced to a single metric, but must instead be understood as a multi-faceted set of knowledge, skills, and abilities that allow students to successfully meet the challenges of postsecondary education and career and live healthy, productive lives.

(4) Enabling high school students to engage in career and postsecondary education development activities and incentivizing achievement in career-oriented education, particularly in high-demand industry sectors, promotes postsecondary and career readiness and facilities better-informed postsecondary education decisions.

(5) In response, Illinois should deploy a number of strategies to prepare more students for meaningful career opportunities by supporting postsecondary and career planning, promoting and incentivizing competency-based learning programs, reducing remedial education rates, increasing alignment between K-12 and postsecondary education systems, and implementing college and career pathway systems.

(6) Aligning supports from State agencies, school districts, postsecondary education providers, employers, and other public and private organizations will lead to the development and implementation of a robust and coordinated postsecondary education and career readiness system in Illinois.

Section 10. Definitions. In this Act:

"Adaptive Competencies" means foundational skills needed for success in college, careers, and life, such as, but not limited to, work ethic, professionalism, communication, collaboration and interpersonal skills, and problem-solving.

"Career Exploration Activity" means an activity such as a job shadow, attendance at a career exposition, or employer site visit providing a student with the ability to engage directly with employers for the purpose of gaining knowledge of one or more industry sectors or occupations.

"College-level courses" means courses that bear credit leading to a baccalaureate degree, a certificate, or an associate degree from a postsecondary institution.

"Community college" means a public community college organized under the Public Community College Act.

"DCEO" means the Department of Commerce and Economic Opportunity.

"Early college credit course" means a course through which a high school student can receive postsecondary institution course credit and includes dual credit courses, dual enrollment courses, International Baccalaureate courses, Advanced Placement courses, and courses with articulated credit with a postsecondary institution.

"Eligible School District" means a school district that has satisfied the requirements set forth in Sections 80 and 85 of this Act, as applicable, and is eligible to award one or more College and Career Pathway Endorsements or State distinctions.

"Endorsement Area" means the industry sector aligned to the Illinois Career Cluster framework determined jointly by the IPIC Agencies in collaboration with stakeholders.

"GECC" means the General Education Core Curriculum developed by the IAI and adopted by IBHE and ICCB.

"IAI" means the Illinois Articulation Initiative.

"IBHE" means the Illinois Board of Higher Education.

"ICCB" means the Illinois Community College Board.

"IMACC" means the Illinois Mathematics Association of Community Colleges.

"Integrated courses" means courses that include substantial instruction focused on both academic and career-oriented competencies.

"Intensive Career Exploration Experience" means a structured, multi-day student experience, such as a career exploration camp, that provides students with the opportunities to explore various occupations relating to an Endorsement Area with hands-on training and orientation activities.

"IPIC" means the Illinois Pathways Interagency Committee formed by intergovernmental agreement among at least the following agencies: ISBE, ICCB, IBHE, ISAC, DCEO, and the Department of Employment Security.

"IPIC Agency" means a State agency participating in the IPIC.

"ISAC" means the Illinois Student Assistance Commission.

"ISBE" means the Illinois State Board of Education.

"Local Community College" means, with respect to an Eligible School District, a community college whose district territory includes all or any portion of the district territory of the Eligible School District.

"Local Workforce Board" means the governing board of a local workforce development area established pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128).

"Postsecondary institution" means a community college or public university.

"Professional Skills Assessment" means an observational assessment of a student's performance in a Supervised Career Development Experience given by an adult supervisor that addresses, at minimum, the Adaptive Competencies of work ethic, professionalism, communication, collaboration and interpersonal skills, and problem-solving. The Professional Skills Assessment is to be used as a feedback tool and student development strategy and not for a grade or credit determination.

"Public university" means a public university listed in the definition of "public institutions of higher education" under the Board of Higher Education Act.

"School district" means a public school district organized and operating pursuant to the provisions of the School Code.

"School year" means a period of time from July 1 through June 30 of the following year.

"Supervised Career Development Experience" means an experience in which students obtain authentic and relevant work experience relating to an Endorsement Area, such as an internship, school-based enterprise, supervised agricultural experience, or research apprenticeship, where the student either receives compensation from an employer or credit by the school district and that involves a Professional Skills Assessment.

"Team-based Challenge" means a group problem-based learning project relating to a student's Endorsement Area that involves a problem relevant to employers within that Endorsement Area, including mentoring from adults with expertise in that Endorsement Area, and requires student presentation of the outcomes of the project.

Section 15. Postsecondary career expectations.

(a) By no later than July 1, 2017, ISBE, ICCB, IBHE, and ISAC, in consultation with appropriate stakeholders, shall jointly adopt and establish model postsecondary and career expectations for public school students in grades 8 through 12. The model postsecondary and career expectations shall define activities that school districts, parents, and community-based organizations should support students in completing and related knowledge students should possess by no later than the end of each grade level. The model postsecondary and career expectations must address the following categories:

(1) career exploration and development;

(2) postsecondary institution exploration, preparation, and selection; and

(3) financial aid and financial aid literacy.

(b) By no later than the start of the 2018-2019 school year, school districts serving students in grades 9 through 12 shall do both of the following:

(1) Adopt grade-level postsecondary and career expectations for all students entering grade 9 and for each of grades 9 through 12. School districts may utilize the model postsecondary and career expectations established pursuant to subsection (a) of this Section or other locally defined expectations that address the categories of expectations set forth in subsection (a) of this Section.

(2) Publish the locally adopted postsecondary and career expectations at a prominent location on the website maintained by the school district.

(c) By no later than July 1, 2018, subject to the availability of public or private resources, the State agencies specified in subsection (a) of this Section shall provide or support the provision of the following supports to support school district implementation and student attainment of postsecondary and career expectations:

(1) a statewide awareness and communications campaign on the model postsecondary and career expectations targeted to students, parents, high school counselors, high school administrators, and nonprofit college-access organizations;

(2) professional development for high school counselors and high school administrators on implementation of the model postsecondary and career expectations;

(3) one or more web-based interactive tools that support monitoring of student progress against the model postsecondary and career expectations; and

(4) instructional modules addressing the model postsecondary and career expectation appropriate for incorporating into high school consumer education courses.

Section 20. Competency-based, high school graduation requirements pilot program. In consultation with ICCB and IBHE, ISBE shall establish and administer a competency-based, high school graduation requirements pilot program with school districts selected pursuant to Section 25 of this Act. A school district participating in the pilot program may select which of the year and course graduation requirements set forth in Section 27-22 of the School Code the school district wishes to replace with a competency-based learning system. The pilot program shall include the following components and requirements:

(1) The competency-based learning systems authorized through the pilot program shall include all of the following elements:

(A) Students shall demonstrate mastery of all required competencies to earn credit.

(B) Students must demonstrate mastery of Adaptive Competencies defined by the school district, in addition to academic competencies.

(C) Students shall advance once they have demonstrated mastery, and students shall receive more time and personalized instruction to demonstrate mastery, if needed.

(D) Students shall have the ability to attain advanced postsecondary education and career-related competencies beyond those needed for graduation.

(E) Students must be assessed using multiple measures to determine mastery, usually requiring application of knowledge.

(F) Students must be able to earn credit toward graduation requirements in ways other than traditional coursework, including learning opportunities outside the traditional classroom setting, such as Supervised Career Development Experiences.

(2) A school district participating in the pilot program shall demonstrate that the proposed competency-based learning system is a core strategy supporting the community's efforts to better prepare high school students for college, career, and life and is aligned with its postsecondary and career expectations adopted pursuant to subsection (b) of Section 15 of this Act.

(3) A school district participating in the pilot program must have a plan for educator administrator and educator professional development on the competency-based learning system.

(4) A school district participating in the pilot program that is replacing graduation requirements in the core academic areas of mathematics, English language arts, and science with a competency-based learning system shall demonstrate how the competencies can be mastered through Integrated Courses or career and technical education courses.

(5) A school district participating in the pilot program shall develop a plan for community engagement and communications.

(6) A school district participating in the pilot program shall develop a plan for assigning course grades based on mastery of competencies within the competency-based learning system.

(7) A school district participating in the pilot program shall establish a plan and system for collecting and assessing student progress on competency completion and attainment, including for learning opportunities outside of the traditional classroom setting.

(8) A school district participating in the pilot program shall establish a system for data collection and reporting and must provide ISBE with such reports and information as may be required for administration and evaluation of the program.

(9) A school district participating in the pilot program shall partner with a community college and a higher education institution other than a community college for consultation on the development and administration of its competency-based learning system. The plan shall address how high school graduates of a competency-based learning system will be able to provide information normally expected of postsecondary institutions for admission and financial aid.

(10) A school district participating in the pilot program shall have a plan for engaging feeder elementary schools with the participating high school or schools on the establishment and administration of the competency-based learning system.

Section 25. Competency-based, high school graduation requirements pilot program eligibility and application process.

(a) The pilot program established under Section 20 of this Act shall be administered by the State Superintendent of Education in 2 phases: (i) an initial application and selection process phase, and (ii) a subsequent phase for full development and implementation of a detailed plan for a competency-based learning system for high school graduation requirements.

(b) For the initial phase under clause (i) of subsection (a) of this Section, the State Superintendent of Education shall develop and issue a pilot program application that requires:

(1) demonstration of commitment from the school district superintendent; the president of the school board of the district; where applicable, the president of the exclusive bargaining representative of the district's teachers; a community college partner; and a higher education institution other than a community college;

(2) an indication of which of the year and course graduation requirements set forth in Section 27-22 of the School Code the school district wishes to replace with a competency-based learning system;

(3) a general description of the school district's plan for implementing a competency-based learning system for high school graduation requirements, including how the plan addresses the requirements of Section 20 of this Act;

(4) the school district's prior activities and stakeholder engagement efforts that will support its successful development and implementation of a competency-based learning system; and

(5) identification of any waivers or modifications of State law or rules for implementation of the proposed plan.

(c) The State Superintendent of Education shall select school districts meeting the requirements set forth in subsection (b) of this Section to participate in the pilot program based on the quality of the proposed plan and the strength of the local commitments and postsecondary institution partnerships. The State Superintendent of Education, in selecting the participating school districts, shall also consider the diversity of school district types and sizes, the diversity of geographic representation from across the State, and the diversity of plan approaches (such as approaches that involve one subject only, multiple subjects, and the types of subjects).

(d) School districts selected to participate in the pilot program shall receive technical assistance coordinated by the State Superintendent of Education to develop a full pilot program implementation plan. The State Superintendent of Education shall have discretion to remove a school district from the pilot program during this period if the school district does not submit a full pilot program implementation plan that meets the State Superintendent of Education's specifications.

(e) Notwithstanding any other provisions of the School Code or any other law of this State to the contrary, school districts participating in the pilot program may petition the State Superintendent of Education for a waiver or modification of the mandates of the School Code or of the administrative rules adopted by ISBE in order to support the implementation of the school district's proposed competency-based learning system. All requests must be jointly signed by the school district superintendent, the president of the school board, and, where applicable, the president of the exclusive bargaining representative of the district's teachers. The State Superintendent of Education shall approve a waiver or modification request if the State Superintendent of Education determines the request is reasonably necessary to support the implementation of the school district's proposed competency-based learning system and does not remove legal protections and supports intended for the protection of children or a particular category of students, such as students with disabilities or English learners. An approved request shall take effect in accordance with the timeline set forth in the school district's application, and an approved waiver or modification shall remain in effect for so long as the school district participates in the pilot program established by this Act. The State Superintendent of Education's approval of a school district plan for implementation of competency-based, high school graduation requirements shall serve as a waiver or modification of any conflicting requirements of Section 27-22 of the School Code. School districts participating in the pilot program may additionally pursue waivers and modifications pursuant to Section 2-3.25g of the School Code.

Section 30. Competency-based, high school graduation requirements pilot program statewide supports. Subject to the availability of public or private resources, to support school district participation in the pilot program established under Section 20 of this Act and development of competency-based graduation requirements, ISBE shall provide or support the provision of:

(1) grants to school districts participating in the pilot program to offset the costs of educator training and initial implementation;

(2) technical assistance and professional development for pilot program plan implementation, including, but not limited to, peer-to-peer coaching models;

(3) an evaluation of the pilot program, with a report of successes and challenges, objective outcome measures, qualitative measures of implementation, and recommendations for further program modification and improvement;

(4) networking opportunities for participating school districts, including opportunities for both administrators and teachers;

(5) a web-based library of pilot program implementation plans and models supporting future replication activities; and

(6) communication materials and supports for stakeholder engagement in the development and implementation of competency-based learning systems.

Section 35. Competency-based, high school graduation requirements pilot program implementation. The pilot program established under Section 20 of this Act shall be implemented as follows:

(1) By the later of November 1, 2016 or 60 days after the effective date of this Act, the State Superintendent of Education shall publish the application for school districts to participate in the initial cohort of the pilot program.

(2) By no later than May 1, 2017, following a review and selection process established by the State Superintendent of Education pursuant to Section 25 of this Act, school districts shall be selected for the initial cohort of the pilot program.

(3) By no later than October 1, 2017, school districts participating in the initial cohort of the pilot program shall develop and submit the full pilot program implementation plans described in Section 25 of this Act.

(4) During the 2017-2018 school year, school districts participating in the initial cohort shall commence initial implementation activities in accordance with their full pilot program implementation plan.

(5) During the 2020-2021 school year, the State Superintendent of Education or his or her designee shall evaluate the school districts participating in the pilot program and make recommendations to ISBE and the General Assembly for elimination, modification, or expansion of the pilot program.

(6) The State Superintendent of Education may establish one or more additional cohorts of the pilot program for implementation commencing in the 2018-2019 and subsequent school years.

Section 40. Guiding principles for and purposes of transitional mathematics courses.

(a) ISBE, ICCB, and IBHE shall jointly establish and administer requirements and supports for transitional mathematics courses pursuant to the requirements of Sections 45 through 65 of this Act. In doing so, these agencies shall be guided by all of the following principles:

(1) Transitional mathematics courses should be one of multiple strategies to reduce statewide remedial education rates, including better alignment of school district and postsecondary institution systems, targeted mathematics interventions throughout high school, and the use of corequisite remedial education models by postsecondary institutions.

(2) Postsecondary institution placement into college-level courses should be based on more than a standardized assessment score, and postsecondary institutions should utilize multiple measures for placement in most instances.

(3) All high school students who can demonstrate readiness for college-level courses should have access to such courses.

(4) Students should be provided mathematics coursework aligned to their individualized postsecondary education and career objectives.

(5) Mathematics instruction should be contextualized and emphasize real-world application whenever possible, and courses integrating mathematics competencies with other academic and career competencies are encouraged for all students.

(b) The purposes of transitional mathematics courses are to:

(1) provide the mathematical foundation for postsecondary education and careers that high school students are lacking from their previous education;

(2) provide high school students with the mathematical knowledge and skills to meet their individualized postsecondary education and career objectives; and

(3) empower high school students with the knowledge and skills to be successful in mathematics college-level courses.

Section 45. Statewide panel to define transitional mathematics course recommendations.

(a) Subject to the availability of public or private resources for its administration, ISBE, ICCB, and IBHE shall jointly establish a statewide panel to recommend competencies and other requirements for transitional mathematics courses that lead to various postsecondary institution mathematics pathways. ISBE, ICCB, and IBHE shall consult with the IMACC on the establishment and administration of the statewide panel. The statewide panel shall include high school educators and administrators and community college and university faculty and administrators, including broad representation from general education and career and technical education. The statewide panel shall also consult with business on the definition of competencies for postsecondary institution mathematics pathways and consider mathematics utilized in pre-employment screenings for entry-level careers. Following the delivery of the statewide panel's recommendations, ISBE, ICCB, and IBHE shall, in consultation with IMACC and the statewide panel, jointly adopt competencies and requirements for transitional mathematics courses and related postsecondary institution mathematics pathways.

(b) The statewide panel shall define transitional mathematics competencies aligned to ISBE-adopted learning standards and requirements associated with, at minimum, the following postsecondary institution mathematics pathways:

(1) STEM Pathway. The STEM Pathway is for students with career goals involving occupations that require the application of calculus or advanced algebraic skills. In accordance with and subject to this Act, successful attainment of transitional mathematics competencies in the STEM Pathway guarantees student placement into a GECC mathematics course in a calculus-based mathematics course sequence.

(2) Technical Pathway. The Technical Pathway is for students with career goals involving occupations in technical fields that do not require the application of calculus, advanced algebraic, or advanced statistical skills. Mathematics in the Technical Pathway emphasizes the application of mathematics within career settings. In accordance with and subject to this Act, successful attainment of transitional mathematics competencies in the Technical Pathway guarantees student placement into a credit-bearing postsecondary mathematics course required for a community college career and technical education program.

(3) Quantitative Literacy and Statistics Pathway. The Quantitative Literacy and Statistics Pathway is for students focused on attaining competency in general statistics, data analysis, quantitative literacy, and problem solving. The Quantitative Literacy and Statistics Pathway is intended for students whose career goals do not involve occupations relating to either the STEM or Technical Pathway or those who have not yet selected a career goal. In accordance with and subject to this Act, successful attainment of transitional mathematics competencies in the Quantitative Literacy and Statistics Pathway guarantees student placement into a GECC mathematics course not in a calculus-based course sequence.

(c) The statewide panel shall make recommendations on whether separate transitional mathematics competencies should be defined for students with career goals involving occupations that require the application of advanced statistics, such as occupations in certain social science fields. The statewide panel shall also provide recommendations for methods to incorporate transitional mathematics competencies into integrated courses.

(d) Notwithstanding anything to the contrary contained in this Act, in the event the statewide panel is not established due to the unavailability of public and private resources and ISBE, ICCB, and IBHE are therefore unable to jointly adopt competencies and requirements for transitional mathematics courses and related postsecondary institution mathematics pathways, then no transitional mathematics courses are required to be delivered by school districts or accepted for placement by postsecondary institutions in accordance with this Act.

(e) Subject to the availability of public or private resources for its administration, ISBE, ICCB, and IBHE shall, in consultation with the members of the statewide panel, establish procedures for approving transitional math courses for portability of the guaranteed student placement determination into appropriate credit-bearing mathematics courses at all postsecondary institutions.

Section 50. Transitional mathematics course placement and delivery.

(a) This Section applies only to school districts electing or required to deliver transitional mathematics courses in accordance with Section 65 of this Act. School districts delivering transitional mathematics courses shall make placement determinations based on statewide multiple measures criteria jointly established by ISBE, ICCB, and IBHE, in consultation with the statewide panel established under Section 45 of this Act. The criteria shall include:

(1) standardized assessment results;

(2) grade point average; and

(3) course completions.

(b) For scheduling and planning purposes, school districts shall make a pre-determination for placement into transitional mathematics courses at the end of the first semester of 11th grade. School districts may adjust placement determinations at the end of 11th grade.

(c) The school district shall use the statewide placement criteria established pursuant to subsection (a) of this Section to determine whether each student has demonstrated an adequate level of readiness for that student's selected postsecondary institution mathematics pathway. A student who has not selected a postsecondary institution mathematics pathway shall be placed in accordance with the criteria for the Quantitative Literacy and Statistics Pathway.

(1) Subject to paragraph (2) of this subsection (c), a student not demonstrating an adequate level of mathematics readiness based on the applicable placement criteria shall enroll in a 12th grade transitional mathematics course that relates to the student's postsecondary institution mathematics pathway if such course is offered by the school district. Such students who successfully complete the transitional mathematics course as determined based on an overall course grade of "C" or higher for the mathematics-related portion of the course shall receive transcripted credit for the course from the community college partner and, subject to subsection (d) of this Section, shall be placed by a postsecondary institution into an appropriate mathematics college-level course in the student's postsecondary institution mathematics pathway. Students who do not earn a grade of "C" or better for the mathematics-related portion of a transitional mathematics course are subject to the general postsecondary institution mathematics placement process without regard to the requirements of this Act.

(2) The statewide placement criteria shall define a minimum level of mathematical competency necessary for student placement into a transitional mathematics course. Students below such level of competency are not required to be placed by the school district into a transitional mathematics course. Further, course requirements for a student with disabilities are subject to the individualized goals set forth within the student's individualized education program required by State and federal law.

(3) Students demonstrating an adequate level of mathematics readiness for their postsecondary institution mathematics pathways based on the applicable placement criteria who take a rigorous mathematics course in 12th grade and earn an overall grade of "C" or better shall, subject to subsection (d) of this Section, be placed by a postsecondary institution into an appropriate mathematics college-level course in the student's postsecondary institution mathematics pathway. Students who do not take a rigorous mathematics course in 12th grade or who do not earn a grade of "C" or better in a rigorous mathematics course are subject to the general postsecondary institution mathematics placement process without regard to the requirements of this Act.

(d) All postsecondary institutions that have entered into a partnership agreement pursuant to Section 55 of this Act shall accept community college transcripted credit from transitional mathematics courses delivered by school districts participating in the partnership agreement for student placement into appropriate college-level mathematics courses. If statewide portability approval procedures have been established pursuant to subsection (e) of Section 45 of this Act, then all postsecondary institutions shall accept community college transcripted credit from transitional mathematics courses that have been approved in accordance with the statewide portability procedures. The guaranteed placement determinations described in this Section are valid for 18 months after high school graduation, provided a postsecondary institution may require a short-term, skill-based review or a corequisite remediation course for a student that does not enroll as a full-time freshman in the fall semester after high school graduation.

Section 55. High school and community college partnership agreements for transitional mathematics courses.

(a) Transitional mathematics courses shall be delivered by high school faculty with community college collaboration as defined through a local partnership agreement meeting the requirements of this Section. While transitional mathematics courses may be stand-alone mathematics courses, school districts and community colleges may use integrated courses as transitional mathematics courses.

(b) School districts serving grades 9 through 12 electing or required to deliver transitional mathematics courses in accordance with Section 65 of this Act shall enter into a local partnership agreement for transitional mathematics courses with at least one Local Community College. All local partnership agreements shall address the following:

(1) The co-development of transitional mathematics courses or the adaptation of the State model mathematics transitional courses that align to the statewide competencies for particular postsecondary institution mathematics pathways, which shall also include the design of local performance indicators and evidence associated with those indicators.

(2) The community college courses for which the transitional mathematics courses will guarantee placement, provided a student meets the requirements set forth in subsection (c) of Section 50 of this Act.

(3) The availability of dual enrollment and dual credit courses for high school students demonstrating an adequate level of mathematics readiness.

(4) Training and professional development to be provided to the high school instructors of transitional mathematics courses.

(5) The utilization of integrated courses as transitional mathematics courses.

(c) Community colleges must enter into a local partnership agreement when requested to do so by a school district electing or required to deliver transitional mathematics courses in accordance with Section 65 of this Act, provided the community college receives an implementation grant in an amount determined by ICCB to compensate for its course development and implementation activities. Community colleges may require standardized terms for all of its partner school districts. ISBE and ICCB shall jointly resolve any disputes between a school district and community college regarding the proposed terms of a local partnership agreement.

(d) When developing local partnership agreements, community colleges and school districts shall consult with a public university that has requested consultation in accordance with requirements established by ICCB and IBHE. A public university may be a party to a local partnership agreement.

(e) Regional offices of education may, with the consent of participating school districts, establish multi-district partnership agreements with a Local Community College.

Section 60. Transitional mathematics course statewide supports.

(a) ICCB shall permit transitional mathematics courses that have been transcripted by a community college in accordance with the requirements of this Act to be claimed for reimbursement for community college funding purposes.

(b) Subject to the availability of public or private resources, ISBE, ICCB, and IBHE, in collaboration with IMACC, shall support at least 2 collaborative efforts among school districts and postsecondary institutions to develop model transitional mathematics courses. All State-supported models shall include real-world application projects that can be delivered to particular students based on career interests. At least one of the State-supported transitional mathematics course models must be highly modularized for blended-learning delivery, with:

(1) a pre-assessment system to ensure that completion of modules are required only when the competencies have not been sufficiently mastered;

(2) the ability for students to complete coursework in areas of need at their own pace;

(3) the ability for transitional mathematics modules to be included within integrated courses; and

(4) the ability for students to complete dual credit modules upon completion of the developmental education modules.

(c) Subject to the availability of public or private resources, ISBE, ICCB, and IBHE shall implement a plan for communicating the purpose, requirements, and availability of transitional mathematics courses to students, parents, educators, school districts, postsecondary institutions, and other appropriate stakeholders.

(d) ISBE, ICCB, and IBHE shall use an open technology platform to enable sharing of real-world application projects and other course materials. ISBE, ICCB, and IBHE shall also utilize webinars, the open technology platform, and appropriate State meetings to highlight best practice models for delivery of transitional mathematics competencies through integrated courses.

(e) ISBE and ICCB shall jointly develop and provide a model partnership agreement for school districts and community colleges.

(f) ISBE, ICCB, and IBHE shall provide standardized reports to school districts, community colleges, and public universities, including, but not limited to:

(1) reports that school districts and community colleges can use for 11th grade placement determinations; and

(2) reports that compare participating students' postsecondary outcomes with other students, particularly those in traditional developmental education courses.

Section 65. Transitional mathematics course implementation.

(a) Subject to the availability of public or private resources, by no later than June 30, 2017, the statewide panel established pursuant to Section 45 of this Act shall define the transitional mathematics competencies, and the school district and postsecondary institution collaborative efforts established pursuant to Section 60 of this Act shall develop the model transitional mathematics courses.

(b) ISBE, ICCB, and IBHE shall jointly establish an implementation plan and benchmarks that, subject to the availability of public or private resources necessary for the implementation of transitional mathematics courses in accordance with this Act, lead to full statewide implementation by no later than the 2022-2023 school year. The implementation plan shall include an evaluation and report to be issued by no later than June 30, 2020 that analyzes the results, best practices, and challenges of school districts and community colleges that have implemented transitional mathematics courses.

(c) Commencing in the 2017-2018 school year, the school board of any school district serving grades 9 through 12 may elect to implement one or more transitional mathematics courses. If a school board makes such an election and a Local Community College receives an implementation grant in accordance with subsection (c) of Section 55 of this Act, the Local Community College must enter into a local partnership agreement and provide the necessary support for implementation within timelines established by ICCB.

Section 70. Reading and communication transitional competencies. Subject to the availability of public or private resources for its administration, ISBE, ICCB, and IBHE shall jointly establish a statewide panel to recommend competencies for reading and communication aligned to applicable learning standards adopted by ISBE that, if attained by a student, lead to student placement into appropriate GECC communications courses. School districts with high schools that have reading or communications remedial rates in the bottom quartile statewide or that are significantly higher than comparison high schools with similar student performance levels, as determined by ISBE and ICCB based on available data, may be required by ISBE to include in the local partnership agreement required by Section 55 of this Act, strategies to embed the reading and communications developmental competencies in appropriate high school coursework.

Section 75. College and Career Pathway Endorsements and State Distinction System.

(a) Public high school graduates may attain College and Career Pathway Endorsements and State Distinction on high school diplomas in accordance with the requirements of Sections 80 and 85 of this Act. The IPIC Agencies shall establish and administer a system for awarding and supporting College and Career Pathway Endorsements in accordance with the requirements of Sections 80 through 90 of this Act and oversee their implementation in accordance with the timelines set forth in Section 95 of this Act.

(b) The College and Career Pathway Endorsements and State Distinction System is established for the purposes of:

(1) providing an employer-validated differentiator for postsecondary and career opportunities;

(2) recognizing and incentivizing career exploration and development, particularly in high-demand fields;

(3) promoting greater consistency of school district and community college career pathway program structures within particular sectors;

(4) aligning supports from the State, employers, and regional intermediary support organizations; and

(5) institutionalizing college and career pathways as a key strategy for preparing more Illinois students for rewarding career opportunities.

Section 80. College and Career Pathway Endorsements.

(a) College and Career Pathway Endorsements are established to recognize public high school graduates who complete the requirements set forth in subsection (d) of this Section.

(b) School district participation in this program is voluntary.

(c) As of the 2018-2019 school year, Eligible School Districts may award College and Career Pathway Endorsements on high school diplomas in career areas established by ISBE in consultation with the other IPIC Agencies and appropriate stakeholders. Such career areas must be substantially aligned to the Illinois career cluster framework and provide for a multidisciplinary endorsement for students that change career pathways during high school, while meeting the requirements set forth in items (1), (3), and (4) of subsection (d) of this Section.

(d) To earn a College and Career Pathway Endorsement, a student shall satisfy all of the following requirements:

(1) Develop and periodically update an individualized plan for postsecondary education or training, careers, and financial aid. This individualized plan shall also include student development of a resume and personal statement with student reflection on attainment of Adaptive Competencies. The Eligible School District shall certify to ISBE that its individualized planning process spans grades 9 through 12 and includes an annual process for updating the plan.

(2) Complete a career-oriented course sequence, including at least 2 years of coursework or equivalent competencies within an Endorsement Area or, for students attaining a multidisciplinary endorsement, multiple Endorsement Areas. An Eligible School District must consult with its regional education for employment director on the establishment of the course sequence. For all areas other than for multidisciplinary endorsements, the Eligible School District and a Local Community College shall certify to ISBE and ICCB that the course or competency sequence is articulated to a certificate or degree program with labor market value, with opportunities for ongoing student advancement. This certification must be re-certified at least once every 5 years thereafter. Commencing in the 2021-2022 school year, students must earn at least 6 hours of credit through early college credit courses within the career-oriented course sequence.

(3) Complete a minimum of 3 Career Exploration Activities or one Intensive Career Exploration Experience, a minimum of 2 Team-based Challenges, and at least 60 cumulative hours of participation in one or more Supervised Career Development Experiences.

(4) Demonstrate readiness for non-remedial coursework in reading and mathematics by high school graduation through criteria certified by the Eligible School District and a Local Community College to ISBE and ICCB. The criteria shall align to any local partnership agreement established pursuant to Section 55 of this Act and may allow the demonstration of readiness through various methods, including assessment scores, grade point average, course completions, or other locally adopted criteria.

(e) To become an Eligible School District and award College and Careers Pathway Endorsements, a school district shall submit evidence and supporting documentation as ISBE and ICCB may require to demonstrate that the school district's program meets the requirements set forth in subsection (d) of this Section.

Section 85. State Distinction Program.

(a) The State Distinction Program is established to recognize public high school graduates who complete the requirements set forth in subsection (e) of this Section.

(b) School district participation in this program is voluntary.

(c) As of the 2018-2019 school year, Eligible School Districts may award State Distinction on high school diplomas in designated industry sectors based on projected State economic development and workforce needs, as determined by the IPIC Agencies and further described in Section 90 of this Act.

(d) Within each designated industry sector, a public-private steering committee selected by the IPIC Agencies and involving one or more business-led, sector-based partnerships shall recommend to the IPIC Agencies a sequence of career competencies for particular occupational pathways within that sector that students shall attain by high school graduation in order to receive the State Distinction. The IPIC Agencies shall jointly adopt competencies for each occupational pathway with consideration given to the recommendations of the steering committee. Regional modifications to these competencies may be granted by designees of the IPIC Agencies, provided any such modifications must first be reviewed by the applicable public-private steering committee.

(e) To earn State Distinction within a designated industry sector, a student shall:

(1) meet the requirements for the applicable College and Career Pathway Endorsement, provided that the student shall complete at least 120 cumulative hours of participation in one or more Supervised Career Development Experiences.

(2) demonstrate mastery of the identified career competencies for that area of State Distinction; and

(3) earn at least 6 hours of credit through early college credit courses within the Endorsement Area course sequence.

(f) To become an Eligible School District and award State Distinction within a designated industry sector, a school district shall submit evidence and supporting documentation as ISBE, ICCB, or DCEO may require to demonstrate that the State Distinction Program:

(1) either addresses a priority industry sector for regional economic development or is certified to relate to one or more occupational areas with a sufficient number of regional employment opportunities to support the program's establishment;

(2) involves at least 3 employer partners in its ongoing administration;

(3) was co-developed with at least one Local Community College and the Local Workforce Board and culminates in a certificate or degree with labor market value that has opportunities for ongoing student advancement; and

(4) meets all requirements set forth in this Section.

The evidence described in this subsection (f) must be re-submitted or re-certified at least once every 5 years.

Section 90. Statewide planning and supports for College and Career Pathway Endorsement and State Distinction programs.

(a) By no later than June 30, 2017, the IPIC Agencies shall develop and adopt a comprehensive interagency plan for supporting the development of College and Career Pathway Endorsement and State Distinction programs throughout the State. Thereafter, the plan shall be re-assessed and updated at least once every 5 years. The plan shall:

(1) designate priority, State-level industry sectors consistent with those identified through federal and State workforce and economic development planning processes;

(2) articulate a strategy for supporting College and Career Pathway Endorsement and State Distinction programs that includes State and federal funding, business and philanthropic investments, and local investments; and

(3) address how College and Career Pathway Endorsement and State Distinction programs articulate to postsecondary institution degree programs.

(b) In accordance with the interagency plan developed pursuant to subsection (a) of this Section and within the limits of available public and private resources, the IPIC Agencies shall provide all of the following supports for College and Career Pathway Endorsement and State Distinction programs:

(1) Provide guidance documents for implementation of each of the various elements of College and Career Pathway Endorsement and State Distinction programs.

(2) Publish annual reports on the supply and demand forecasts of priority industry sectors.

(3) Implement a statewide communications strategy intended to raise student and family awareness of Career Pathway Endorsement and State Distinction programs.

(4) Provide or designate one or more web-based tools to support College and Career Pathway Endorsement and State Distinction programs, including a professional learning portfolio, Professional Skills Assessment, and mentoring platform.

(5) Make available a statewide insurance policy for appropriate types of Supervised Career Development Experiences.

(6) Provide or designate one or more model instructional units that provide an orientation to all career cluster areas.

(7) Utilize webinars, open technology platforms, and appropriate State and regional meetings to highlight and share information on best practice models for implementation of College and Career Pathway Endorsement and State Distinction programs.

(8) Coordinate with business-led sector-based partnerships to:

(A) periodically solicit and integrate employer input into the career competencies within the sectors identified for State Distinction;

(B) designate available curricular and instructional resources that school districts can voluntarily select to address requirements for College and Career Pathway Endorsement and State Distinction programs;

(C) designate stackable industry-based certifications, the completion of which demonstrates mastery of specific career competencies for State Distinction and that are widely valued by employers within a particular sector;

(D) deliver or support sector-oriented professional development, Career Exploration Activities, Intensive Career Exploration Experiences, Team-based Challenges, and Supervised Career Development Experiences; and

(E) develop recognition and incentives for students attaining College and Career Pathway Endorsements and State Distinction, which may include, but shall not be limited to, scholarships, priority for internship placements with designated business partners, recognition at statewide meetings, and targeted outreach and counseling supports for postsecondary institution and career placement.

(c) To support articulation of College and Career Pathway Endorsement and State Distinction programs into higher education, by no later than June 30, 2018, ICCB and IBHE shall jointly adopt, in consultation with postsecondary institutions, requirements for postsecondary institutions to define first-year course schedules and degree programs with Endorsement and State Distinction areas to support the successful transition of Endorsement and State Distinction recipients into related degree programs. These requirements shall take effect in the 2019-2020 school year.

Section 95. Implementation of the College and Career Pathway Endorsements and State Distinction programs.

(a) By no later than June 30, 2017:

(1) the IPIC Agencies shall define the framework for Endorsement Areas and ISBE shall define the high school course codes that relate to each area;

(2) the IPIC Agencies shall adopt the career competencies for State Distinction programs considering the recommendations of the public-private steering committees;

(3) the IPIC Agencies shall adopt the comprehensive plan required by subsection (a) of Section 90 of this Act; and

(4) the IPIC Agencies shall commence the development of the statewide supports described in Section 90 of this Act.

(b) By no later than June 30, 2018:

(1) Eligible School Districts shall submit the evidence and supporting documentation required by ISBE, ICCB, or DCEO to offer Career Pathway Endorsement and State Distinction programs for 2019 high school graduates;

(2) ICCB and IBHE shall adopt the requirements for postsecondary institutions described in subsection (c) of Section 90 of this Act; and

(3) the IPIC Agencies shall initially offer the statewide supports described in Section 90 of this Act.

(c) By no later than the 2019-2020 school year, postsecondary institutions shall implement the requirements adopted by ICCB and IBHE pursuant to subsection (c) of Section 90 of this Act.

Section 900. Administrative rules. ISBE, in consultation with the other State agencies described in this Act, as applicable, may adopt such administrative rules as may be necessary for the implementation of this Act. ICCB and IBHE may adopt such administrative rules as may be necessary to implement Sections 45 through 70 and subsection (c) of Section 90 of this Act.

Section 905. The School Code is amended by changing Section 27-22 as follows:

(105 ILCS 5/27-22) (from Ch. 122, par. 27-22)

(Text of Section before amendment by P.A. 99-434 and 99-485)

Sec. 27-22. Required high school courses.

(a) As a prerequisite to receiving a high school diploma, each pupil entering the 9th grade in the 1984-1985 school year through the 2004-2005 school year must, in addition to other course requirements, successfully complete the following courses:

(1) three years of language arts;

(2) two years of mathematics, one of which may be related to computer technology;

(3) one year of science;

(4) two years of social studies, of which at least one year must be history of the United States or a combination of history of the United States and American government; and

(5) One year chosen from (A) music, (B) art, (C) foreign language, which shall be deemed to include American Sign Language or (D) vocational education.

(b) As a prerequisite to receiving a high school diploma, each pupil entering the 9th grade in the 2005-2006 school year must, in addition to other course requirements, successfully complete all of the following courses:

(1) Three years of language arts.

(2) Three years of mathematics.

(3) One year of science.

(4) Two years of social studies, of which at least one year must be history of the United States or a combination of history of the United States and American government.

(5) One year chosen from (A) music, (B) art, (C) foreign language, which shall be deemed to include American Sign Language, or (D) vocational education.

(c) As a prerequisite to receiving a high school diploma, each pupil entering the 9th grade in the 2006-2007 school year must, in addition to other course requirements, successfully complete all of the following courses:

(1) Three years of language arts.

(2) Two years of writing intensive courses, one of which must be English and the other of which may be English or any other subject. When applicable, writing-intensive courses may be counted towards the fulfillment of other graduation requirements.

(3) Three years of mathematics, one of which must be Algebra I and one of which must include geometry content.

(4) One year of science.

(5) Two years of social studies, of which at least one year must be history of the United States or a combination of history of the United States and American government.

(6) One year chosen from (A) music, (B) art, (C) foreign language, which shall be deemed to include American Sign Language, or (D) vocational education.

(d) As a prerequisite to receiving a high school diploma, each pupil entering the 9th grade in the 2007-2008 school year must, in addition to other course requirements, successfully complete all of the following courses:

(1) Three years of language arts.

(2) Two years of writing intensive courses, one of which must be English and the other of which may be English or any other subject. When applicable, writing-intensive courses may be counted towards the fulfillment of other graduation requirements.

(3) Three years of mathematics, one of which must be Algebra I and one of which must include geometry content.

(4) Two years of science.

(5) Two years of social studies, of which at least one year must be history of the United States or a combination of history of the United States and American government.

(6) One year chosen from (A) music, (B) art, (C) foreign language, which shall be deemed to include American Sign Language, or (D) vocational education.

(e) As a prerequisite to receiving a high school diploma, each pupil entering the 9th grade in the 2008-2009 school year or a subsequent school year must, in addition to other course requirements, successfully complete all of the following courses:

(1) Four years of language arts.

(2) Two years of writing intensive courses, one of which must be English and the other of which may be English or any other subject. When applicable, writing-intensive courses may be counted towards the fulfillment of other graduation requirements.

(3) Three years of mathematics, one of which must be Algebra I, one of which must include geometry content, and one of which may be an Advanced Placement computer science course if the pupil successfully completes Algebra II or an integrated mathematics course with Algebra II content.

(4) Two years of science.

(5) Two years of social studies, of which at least one year must be history of the United States or a combination of history of the United States and American government.

(6) One year chosen from (A) music, (B) art, (C) foreign language, which shall be deemed to include American Sign Language, or (D) vocational education.

(f) The State Board of Education shall develop and inform school districts of standards for writing-intensive coursework.

(f-5) If a school district offers an Advanced Placement computer science course to high school students, then the school board must designate that course as equivalent to a high school mathematics course and must denote on the student's transcript that the Advanced Placement computer science course qualifies as a mathematics-based, quantitative course for students in accordance with subdivision (3) of subsection (e) of this Section.

(g) This amendatory Act of 1983 does not apply to pupils entering the 9th grade in 1983-1984 school year and prior school years or to students with disabilities whose course of study is determined by an individualized education program.

This amendatory Act of the 94th General Assembly does not apply to pupils entering the 9th grade in the 2004-2005 school year or a prior school year or to students with disabilities whose course of study is determined by an individualized education program.

(h) The provisions of this Section are subject to the provisions of Section 27-22.05 of this Code and the Postsecondary and Workforce Readiness Act.

(Source: P.A. 98-885, eff. 8-15-14.)

(Text of Section after amendment by P.A. 99-434 and 99-485)

Sec. 27-22. Required high school courses.

(a) As a prerequisite to receiving a high school diploma, each pupil entering the 9th grade in the 1984-1985 school year through the 2004-2005 school year must, in addition to other course requirements, successfully complete the following courses:

(1) three years of language arts;

(2) two years of mathematics, one of which may be related to computer technology;

(3) one year of science;

(4) two years of social studies, of which at least one year must be history of the United States or a combination of history of the United States and American government; and

(5) One year chosen from (A) music, (B) art, (C) foreign language, which shall be deemed to include American Sign Language or (D) vocational education.

(b) As a prerequisite to receiving a high school diploma, each pupil entering the 9th grade in the 2005-2006 school year must, in addition to other course requirements, successfully complete all of the following courses:

(1) Three years of language arts.

(2) Three years of mathematics.

(3) One year of science.

(4) Two years of social studies, of which at least one year must be history of the United States or a combination of history of the United States and American government.

(5) One year chosen from (A) music, (B) art, (C) foreign language, which shall be deemed to include American Sign Language, or (D) vocational education.

(c) As a prerequisite to receiving a high school diploma, each pupil entering the 9th grade in the 2006-2007 school year must, in addition to other course requirements, successfully complete all of the following courses:

(1) Three years of language arts.

(2) Two years of writing intensive courses, one of which must be English and the other of which may be English or any other subject. When applicable, writing-intensive courses may be counted towards the fulfillment of other graduation requirements.

(3) Three years of mathematics, one of which must be Algebra I and one of which must include geometry content.

(4) One year of science.

(5) Two years of social studies, of which at least one year must be history of the United States or a combination of history of the United States and American government.

(6) One year chosen from (A) music, (B) art, (C) foreign language, which shall be deemed to include American Sign Language, or (D) vocational education.

(d) As a prerequisite to receiving a high school diploma, each pupil entering the 9th grade in the 2007-2008 school year must, in addition to other course requirements, successfully complete all of the following courses:

(1) Three years of language arts.

(2) Two years of writing intensive courses, one of which must be English and the other of which may be English or any other subject. When applicable, writing-intensive courses may be counted towards the fulfillment of other graduation requirements.

(3) Three years of mathematics, one of which must be Algebra I and one of which must include geometry content.

(4) Two years of science.

(5) Two years of social studies, of which at least one year must be history of the United States or a combination of history of the United States and American government.

(6) One year chosen from (A) music, (B) art, (C) foreign language, which shall be deemed to include American Sign Language, or (D) vocational education.

(e) As a prerequisite to receiving a high school diploma, each pupil entering the 9th grade in the 2008-2009 school year or a subsequent school year must, in addition to other course requirements, successfully complete all of the following courses:

(1) Four years of language arts.

(2) Two years of writing intensive courses, one of which must be English and the other of which may be English or any other subject. When applicable, writing-intensive courses may be counted towards the fulfillment of other graduation requirements.

(3) Three years of mathematics, one of which must be Algebra I, one of which must include geometry content, and one of which may be an Advanced Placement computer science course if the pupil successfully completes Algebra II or an integrated mathematics course with Algebra II content.

(4) Two years of science.

(5) Two years of social studies, of which at least one year must be history of the United States or a combination of history of the United States and American government and, beginning with pupils entering the 9th grade in the 2016-2017 school year and each school year thereafter, at least one semester must be civics, which shall help young people acquire and learn to use the skills, knowledge, and attitudes that will prepare them to be competent and responsible citizens throughout their lives. Civics course content shall focus on government institutions, the discussion of current and controversial issues, service learning, and simulations of the democratic process. School districts may utilize private funding available for the purposes of offering civics education.

(6) One year chosen from (A) music, (B) art, (C) foreign language, which shall be deemed to include American Sign Language, or (D) vocational education.

(f) The State Board of Education shall develop and inform school districts of standards for writing-intensive coursework.

(f-5) If a school district offers an Advanced Placement computer science course to high school students, then the school board must designate that course as equivalent to a high school mathematics course and must denote on the student's transcript that the Advanced Placement computer science course qualifies as a mathematics-based, quantitative course for students in accordance with subdivision (3) of subsection (e) of this Section.

(g) This amendatory Act of 1983 does not apply to pupils entering the 9th grade in 1983-1984 school year and prior school years or to students with disabilities whose course of study is determined by an individualized education program.

This amendatory Act of the 94th General Assembly does not apply to pupils entering the 9th grade in the 2004-2005 school year or a prior school year or to students with disabilities whose course of study is determined by an individualized education program.

(h) The provisions of this Section are subject to the provisions of Section 27-22.05 of this Code and the Postsecondary and Workforce Readiness Act.

(Source: P.A. 98-885, eff. 8-15-14; 99-434, eff. 7-1-16 (see P.A. 99-485 for the effective date of changes made by P.A. 99-434); 99-485, eff. 11-20-15.)

Section 995. No acceleration or delay. Where this Act makes changes in a statute that is represented in this Act by text that is not yet or no longer in effect (for example, a Section represented by multiple versions), the use of that text does not accelerate or delay the taking effect of (i) the changes made by this Act or (ii) provisions derived from any other Public Act.

Section 999. Effective date. This Act takes effect upon becoming law.