HB5729 EngrossedLRB099 19376 NHT 43768 b

1    AN ACT concerning education.
 
2    Be it enacted by the People of the State of Illinois,
3represented in the General Assembly:
 
4    Section 1. Short title. This Act may be cited as the
5Postsecondary and Workforce Readiness Act.
 
6    Section 5. Findings; declarations. The General Assembly
7finds 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
21for success in college, careers, and life, such as, but not
22limited to, work ethic, professionalism, communication,
23collaboration and interpersonal skills, and problem-solving.
24    "Career Exploration Activity" means an activity such as a
25job shadow, attendance at a career exposition, or employer site

 

 

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1visit providing a student with the ability to engage directly
2with employers for the purpose of gaining knowledge of one or
3more industry sectors or occupations.
4    "College-level mathematics course" means a mathematics
5course that bears credit leading to a baccalaureate degree, a
6certificate, or an associate degree from a postsecondary
7institution.
8    "Community college" means a public community college
9organized under the Public Community College Act.
10    "DCEO" means the Department of Commerce and Economic
11Opportunity.
12    "Early college credit course" means a course through which
13a high school student can receive postsecondary institution
14course credit and includes dual credit courses, dual enrollment
15courses, International Baccalaureate courses, Advanced
16Placement courses, and courses with articulated credit with a
17postsecondary institution.
18    "Eligible School District" means a school district that has
19satisfied the requirements set forth in Section 80 of this Act
20and is eligible to award one or more College and Career Pathway
21Endorsements.
22    "Endorsement Area" means an industry sector or grouping of
23sectors as organized and established pursuant to Section 80 of
24this Act.
25    "GECC" means the General Education Core Curriculum
26developed 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
5Community Colleges.
6    "Integrated courses" means courses that include
7substantial instruction focused on both academic and
8career-oriented competencies.
9    "Intensive Career Exploration Experience" means a
10structured, multi-day student experience, such as a career
11exploration camp, that provides students with the opportunity
12to explore various occupations relating to an Endorsement Area
13with hands-on training and orientation activities.
14    "IPIC" means the Illinois Pathways Interagency Committee
15formed by intergovernmental agreement among at least the
16following agencies: ISBE, ICCB, IBHE, ISAC, DCEO, and the
17Department of Employment Security.
18    "IPIC Agency" means a State agency participating in the
19IPIC.
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
23Eligible School District, a community college whose district
24territory includes all or any portion of the district territory
25of the Eligible School District.
26    "Local school district" means, with respect to a

 

 

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1partnership agreement with a community college for
2transitional mathematics instruction, a school district whose
3district territory includes all or any portion of the district
4territory of the community college.
5    "Local Workforce Board" means the governing board of a
6local workforce development area established pursuant to the
7federal Workforce Innovation and Opportunity Act (Public Law
8113-128).
9    "Postsecondary institution" means a community college or
10public university.
11    "Professional Skills Assessment" means an observational
12assessment of a student's performance in a Supervised Career
13Development Experience given by an adult supervisor that
14addresses, at minimum, the Adaptive Competencies of work ethic,
15professionalism, communication, collaboration and
16interpersonal skills, and problem-solving. The Professional
17Skills Assessment is to be used as a feedback tool and student
18development strategy and not for a grade or credit
19determination.
20    "Public university" means a public university listed in the
21definition of "public institutions of higher education" under
22the Board of Higher Education Act.
23    "School district" means a public school district organized
24and operating pursuant to the provisions of the School Code.
25    "Statewide portability" means, with respect to
26transitional mathematics instruction, all community colleges

 

 

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1other than the community college transcripting credit for
2successful completion of the instruction provide the same
3completion recognition for college-level mathematics course
4placement purposes as the transcripting community college
5provides.
6    "Supervised Career Development Experience" means an
7experience in which students obtain authentic and relevant work
8experience relating to an Endorsement Area, such as an
9internship, a school-based enterprise, a supervised
10agricultural experience, cooperative education, or a research
11apprenticeship, where the student either receives compensation
12from an employer or credit by the school district and that
13involves a Professional Skills Assessment.
14    "Team-based Challenge" means a group problem-based
15learning project relating to a student's Endorsement Area that
16involves a problem relevant to employers within that
17Endorsement Area, including mentoring from adults with
18expertise in that Endorsement Area, and requires student
19presentation of the outcomes of the project.
20    "Transitional mathematics instruction" means instruction
21delivered to a student during 12th grade for the purpose of
22enabling the student to attain the transitional mathematics
23competencies associated with the student's postsecondary
24institution mathematics pathway and demonstrate readiness for
25a college-level mathematics course. Transitional mathematics
26instruction may be delivered through a mathematics course or an

 

 

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1integrated course or through a competency-based learning
2system that includes a set of transitional mathematics
3competencies.
 
4    Section 15. Postsecondary and career expectations. By no
5later than July 1, 2017, ISBE, ICCB, IBHE, and ISAC, in
6consultation with appropriate stakeholders, shall jointly
7adopt and publicize model postsecondary and career
8expectations for public school students in grades 8 through 12.
9The model postsecondary and career expectations shall define
10activities that school districts, parents, and community-based
11organizations should support students in completing and
12related knowledge students should possess by no later than the
13end of each grade level. The model postsecondary and career
14expectations 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
20requirements pilot program. In consultation with ICCB and IBHE,
21ISBE shall establish and administer a competency-based, high
22school graduation requirements pilot program with school
23districts selected pursuant to Section 25 of this Act. A school
24district participating in the pilot program may select which of

 

 

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1the year and course graduation requirements set forth in
2Section 27-22 of the School Code the school district wishes to
3replace with a competency-based learning system. A school
4district may participate in the pilot program for some or all
5of its schools serving grades 9 through 12. The pilot program
6shall 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
4requirements pilot program eligibility and application
5process.
6    (a) The pilot program established under Section 20 of this
7Act shall be administered by the State Superintendent of
8Education in 2 phases: (i) an initial application and selection
9process phase, and (ii) a subsequent phase for full development
10and implementation of a detailed plan for a competency-based
11learning 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
14shall develop and issue a pilot program application that
15requires:
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
16by paragraph (1) of this subsection (b) must include a
17description of how teachers have been engaged throughout the
18application development process. If the school district has an
19exclusive bargaining representative of its teachers and the
20president of the exclusive bargaining representative does not
21submit a statement of commitment for the application, the
22school district must submit either a statement by the president
23of the position of the exclusive bargaining representative on
24the application or a description of the school district's good
25faith efforts to obtain such a statement.
26    (c) The State Superintendent of Education shall select

 

 

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1school districts meeting the requirements set forth in this
2Section to participate in the pilot program based on the
3quality of the proposed plan, the strength of the local
4commitments, including, without limitation, teachers within
5the school district who will be involved in the program's
6implementation and postsecondary institution partnerships, and
7demonstration of prior professional development and
8stakeholder engagement efforts that will support the proposed
9system's successful implementation. The State Superintendent
10of Education, in selecting the participating school districts,
11shall also consider the diversity of school district types and
12sizes, the diversity of geographic representation from across
13the State, and the diversity of plan approaches (such as
14approaches that involve one subject only, multiple subjects,
15and the types of subjects).
16    (d) School districts selected to participate in the pilot
17program shall receive technical assistance coordinated by the
18State Superintendent of Education to develop a full pilot
19program implementation plan. The State Superintendent of
20Education shall have discretion to remove a school district
21from the pilot program during this period if the school
22district does not submit a full pilot program implementation
23plan that meets the State Superintendent of Education's
24specifications.
25    (e) School districts shall, as part of the development of
26their application and participation in the competency-based

 

 

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1learning system pilot program, establish and maintain a
2standing planning and implementation committee that includes
3representation from administrators and teachers, including
4teachers who will be involved in the competency-based learning
5system's implementation. The teacher representatives shall be
6selected by teachers or, where applicable, the exclusive
7bargaining representative of its teachers, and the number of
8teacher representatives shall be at least equal to
9administrator representatives, unless otherwise agreed to by
10the teachers or, where applicable, the exclusive bargaining
11representative of its teachers. The standing planning and
12implementation committee shall develop reports that shall be
13included within the initial application, the full pilot program
14plan, and any subsequent annual submissions to the State
15Superintendent of Education as part of the assessment and
16evaluation of the program. The reports shall describe the
17members' assessment of the school district's plan or
18implementation, as applicable, of the school district's
19competency-based learning system and any recommendations for
20modifications or improvements to the system. If the committee
21does not reach consensus on the report, the administrator
22members shall submit the report and the teacher members may
23provide a position statement that must be included with the
24report submitted to the State Superintendent of Education.
25    (f) Notwithstanding any other provisions of the School Code
26or any other law of this State to the contrary, school

 

 

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1districts participating in the pilot program may petition the
2State Superintendent of Education for a waiver or modification
3of the mandates of the School Code or of the administrative
4rules adopted by ISBE in order to support the implementation of
5the school district's proposed competency-based learning
6system. However, no waiver shall be granted under this
7subsection (f) relating to State assessments, accountability
8requirements, or learning standards or that removes legal
9protections or supports intended for the protection of children
10or a particular category of students, such as students with
11disabilities or English learners. All requests must be jointly
12signed by the school district superintendent and the president
13of the school board and must describe the position of teachers
14within the school district that will be involved in the
15competency-based learning system's implementation on the
16application. If the school district has an exclusive bargaining
17representative of its teachers and the president of the
18exclusive bargaining representative does not submit a
19statement of support for the application, the school district
20must submit either a statement by the president that describes
21the position of the exclusive bargaining representative on the
22application or a description of the school district's good
23faith efforts to obtain such a statement. The State
24Superintendent of Education shall approve a waiver or
25modification request meeting the requirements of this
26subsection (f) if the State Superintendent of Education

 

 

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1determines the request is reasonably necessary to support the
2implementation of the school district's proposed
3competency-based learning system, and the request shall not
4diminish the overall support of teachers within the school
5district involved with the system's implementation as
6demonstrated in the school district's initial application to
7participate in the pilot program. An approved request shall
8take effect in accordance with the timeline set forth in the
9school district's application, and an approved waiver or
10modification shall remain in effect for so long as the school
11district participates in the pilot program established by this
12Act. The State Superintendent of Education's approval of a
13school district plan for implementation of competency-based,
14high school graduation requirements shall serve as a waiver or
15modification of any conflicting requirements of Section 27-22
16of the School Code. School districts participating in the pilot
17program may additionally pursue waivers and modifications
18pursuant to Section 2-3.25g of the School Code.
 
19    Section 30. Competency-based, high school graduation
20requirements pilot program statewide supports. Subject to the
21availability of public or private resources, to support school
22district participation in the pilot program established under
23Section 20 of this Act and development of competency-based
24graduation requirements, ISBE shall provide or support the
25provision of:

 

 

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1        (1) grants to school districts participating in the
2    pilot program to offset the costs of educator training and
3    initial implementation;
4        (2) technical assistance and professional development
5    for pilot program plan implementation, including, but not
6    limited to, peer-to-peer coaching models;
7        (3) an evaluation of the pilot program, with a report
8    of successes and challenges, objective outcome measures,
9    qualitative measures of implementation, and
10    recommendations for further program modification and
11    improvement;
12        (4) networking opportunities for participating school
13    districts, including opportunities for both administrators
14    and teachers;
15        (5) a web-based library of pilot program
16    implementation plans and models supporting future
17    replication activities; and
18        (6) communication materials and supports for
19    stakeholder engagement in the development and
20    implementation of competency-based learning systems.
 
21    Section 35. Competency-based, high school graduation
22requirements pilot program implementation. The pilot program
23established under Section 20 of this Act shall be implemented
24as follows:
25        (1) By June 30, 2017, the State Superintendent of

 

 

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1    Education shall publish the application for school
2    districts to participate in the initial cohort of the pilot
3    program.
4        (2) By no later than April 1, 2018, following a review
5    and selection process established by the State
6    Superintendent of Education pursuant to Section 25 of this
7    Act, school districts shall be selected for the initial
8    cohort of the pilot program.
9        (3) By no later than October 1, 2018, school districts
10    participating in the initial cohort of the pilot program
11    shall develop and submit the full pilot program
12    implementation plans described in Section 25 of this Act.
13        (4) During the 2018-2019 school year, school districts
14    participating in the initial cohort shall commence initial
15    implementation activities in accordance with their full
16    pilot program implementation plan.
17        (5) During the 2021-2022 school year, the State
18    Superintendent of Education or his or her designee shall
19    evaluate the school districts participating in the pilot
20    program and make recommendations to ISBE and the General
21    Assembly for elimination, modification, or expansion of
22    the pilot program.
23        (6) The State Superintendent of Education may
24    establish one or more additional cohorts of the pilot
25    program for implementation commencing in the 2019-2020 and
26    subsequent school years.
 

 

 

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1    Section 40. Guiding principles for and purposes of
2transitional mathematics instruction.
3    (a) ISBE, ICCB, and IBHE shall jointly establish and
4administer requirements and supports for transitional
5mathematics instruction pursuant to the requirements of
6Sections 45 through 65 of this Act. In doing so, these agencies
7shall be guided by all of the following principles:
8        (1) Transitional mathematics instruction should be one
9    of multiple strategies to reduce statewide remedial
10    education rates, including better alignment of school
11    district and postsecondary institution systems, targeted
12    mathematics interventions throughout high school, and the
13    use of corequisite remedial education models by
14    postsecondary institutions.
15        (2) Postsecondary institution placement into
16    college-level mathematics courses should be based on more
17    than a standardized assessment score, and postsecondary
18    institutions should utilize multiple measures for
19    placement in most instances.
20        (3) All high school students who can demonstrate
21    readiness for college-level mathematics courses should
22    have access to such courses.
23        (4) Students should be provided mathematics
24    instruction aligned to their individualized postsecondary
25    education and career objectives.

 

 

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1        (5) Mathematics instruction should be contextualized
2    and emphasize real-world application whenever possible,
3    and instructional strategies integrating mathematics
4    competencies with other academic and career competencies
5    are encouraged for all students.
6    (b) The purposes of transitional mathematics instruction
7are to:
8        (1) provide the mathematical foundation for
9    postsecondary education and careers that high school
10    students are lacking from their previous education;
11        (2) provide high school students with the mathematical
12    knowledge and skills to meet their individualized
13    postsecondary education and career objectives; and
14        (3) provide high school students with the knowledge and
15    skills to be successful in mathematics college-level
16    courses.
 
17    Section 45. Statewide panel to define transitional
18mathematics instruction recommendations.
19    (a) Subject to the availability of public or private
20resources for its administration, ISBE, ICCB, and IBHE shall
21jointly establish a statewide panel to recommend competencies
22and other requirements for transitional mathematics
23instruction that lead to various postsecondary institution
24mathematics pathways. ISBE, ICCB, and IBHE shall consult with
25the IMACC on the establishment and administration of the

 

 

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1statewide panel. The statewide panel shall include high school
2educators and administrators and community college and
3university faculty and administrators, including broad
4representation from general education and career and technical
5education. The statewide panel shall also consult with
6representations of private sector employers on the definition
7of competencies for postsecondary institution mathematics
8pathways and consider mathematics utilized in pre-employment
9screenings for entry-level careers. Following the delivery of
10the statewide panel's recommendations, ISBE, ICCB, and IBHE
11shall, in consultation with IMACC and the statewide panel,
12jointly adopt competencies and requirements for transitional
13mathematics instruction and related postsecondary institution
14mathematics pathways.
15    (b) The statewide panel shall define transitional
16mathematics competencies aligned to ISBE-adopted learning
17standards and requirements associated with, at minimum, the
18following postsecondary institution mathematics pathways:
19        (1) STEM Pathway. The STEM Pathway is for students with
20    career goals involving occupations that require the
21    application of calculus or advanced algebraic skills. In
22    accordance with and subject to this Act, successful
23    attainment of transitional mathematics competencies in the
24    STEM Pathway guarantees student placement into a community
25    college mathematics course in a calculus-based mathematics
26    course sequence.

 

 

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1        (2) Technical Pathway. The Technical Pathway is for
2    students with career goals involving occupations in
3    technical fields that do not require the application of
4    calculus, advanced algebraic, or advanced statistical
5    skills. Mathematics in the Technical Pathway emphasizes
6    the application of mathematics within career settings. In
7    accordance with and subject to this Act, successful
8    attainment of transitional mathematics competencies in the
9    Technical Pathway guarantees student placement into a
10    credit-bearing postsecondary mathematics course required
11    for a community college career and technical education
12    program.
13        (3) Quantitative Literacy and Statistics Pathway. The
14    Quantitative Literacy and Statistics Pathway is for
15    students focused on attaining competency in general
16    statistics, data analysis, quantitative literacy, and
17    problem solving. The Quantitative Literacy and Statistics
18    Pathway is intended for students whose career goals do not
19    involve occupations relating to either the STEM or
20    Technical Pathway or those who have not yet selected a
21    career goal. In accordance with and subject to this Act,
22    successful attainment of transitional mathematics
23    competencies in the Quantitative Literacy and Statistics
24    Pathway guarantees student placement into a community
25    college GECC mathematics course not in a calculus-based
26    course sequence.

 

 

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1    (c) The statewide panel shall make recommendations on
2whether separate transitional mathematics competencies should
3be defined for students with career goals involving occupations
4that require the application of advanced statistics, such as
5occupations in certain social science fields. The statewide
6panel shall also provide recommendations for methods to
7incorporate transitional mathematics competencies into
8integrated courses.
9    (d) The statewide panel shall recommend statewide criteria
10for determining the projected readiness of 11th grade students
11for college-level mathematics courses in each of the
12postsecondary education mathematics pathways for purposes of
13placement into transitional mathematics instruction in 12th
14grade. The statewide criteria shall include standardized
15assessment results, grade point average, and course
16completions. The statewide criteria shall also define a minimal
17level of mathematical competency necessary for student
18placement into transitional mathematics instruction. Following
19the delivery of such recommendations, ISBE and ICCB shall
20jointly adopt statewide criteria for determining projected
21readiness for college-level mathematics courses in each of the
22postsecondary institution mathematics pathways for purposes of
23placement into transitional mathematics instruction in 12th
24grade.
25    (e) Notwithstanding anything to the contrary contained in
26this Act, in the event the statewide panel is not established

 

 

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1due to the unavailability of public and private resources and
2ISBE, ICCB, and IBHE are therefore unable to jointly adopt
3competencies and requirements for transitional mathematics
4instruction and related postsecondary institution mathematics
5pathways, then no transitional mathematics instruction is
6required to be delivered by school districts or accepted for
7placement by community colleges in accordance with this Act.
8    (f) Subject to the availability of public or private
9resources for its administration, ISBE, ICCB, and IBHE shall,
10in consultation with the members of the statewide panel,
11establish and administer procedures for approving transitional
12mathematics instruction for statewide portability.
13    (g) In accordance with timelines and publication
14requirements established by IBHE, each public university must
15adopt and publicize transparent criteria adopted by the
16university for student placement into college-level
17mathematics courses. IBHE must publicly report on the adoption
18of such criteria and the extent to which public universities
19are utilizing strategies to minimize placements into
20non-credit-bearing remedial mathematics course sequences.
 
21    Section 50. Transitional mathematics instruction placement
22and delivery.
23    (a) A school district electing or required to deliver
24transitional mathematics instruction in accordance with
25Section 65 of this Act shall use the statewide criteria

 

 

HB5729 Engrossed- 25 -LRB099 19376 NHT 43768 b

1established pursuant to subsection (d) of Section 45 of this
2Act to determine each student's projected readiness for
3college-level mathematics courses upon high school graduation
4in that student's selected postsecondary institution
5mathematics pathway. The school district shall make a
6pre-determination of student readiness at the end of the first
7semester of 11th grade and may adjust readiness determinations
8at the end of 11th grade. The readiness of a student who has
9not selected a postsecondary institution mathematics pathway
10shall be determined in accordance with the criteria for the
11Quantitative Literacy and Statistics Pathways. Notwithstanding
12the readiness determinations, instructional requirements for
13students with disabilities shall be subject to the
14individualized goals set forth within the student's
15individualized education program required by State and federal
16law.
17    (b) Public high school graduates of school districts
18implementing transitional mathematics instruction in
19accordance with this Act may demonstrate readiness for
20college-level mathematics courses at applicable postsecondary
21institutions through any of the following methods:
22        (1) At the end of 11th grade, the student does not meet
23    the statewide criteria for demonstrating projected
24    readiness for college-level mathematics courses upon high
25    school graduation in the student's postsecondary education
26    mathematics pathway, but the student subsequently achieves

 

 

HB5729 Engrossed- 26 -LRB099 19376 NHT 43768 b

1    successful completion of transitional mathematics
2    instruction for the postsecondary education mathematics
3    pathway. Students who achieve successful completion shall
4    receive transcripted credit for the transitional
5    mathematics instruction from the community college partner
6    and, subject to subsections (c) and (d) of this Section,
7    shall be placed by applicable postsecondary institutions
8    recognizing the transcripted credit in accordance with
9    this Act into an appropriate college-level mathematics
10    course in the student's postsecondary institution
11    mathematics pathway. Students who do not achieve
12    successful completion shall be subject to generally
13    applicable postsecondary institution mathematics placement
14    processes. For the purposes of this paragraph (1),
15    successful completion means the student successfully
16    demonstrates attainment of transitional mathematics
17    competencies either through an overall grade for the
18    mathematics-related portion of a course or demonstrated
19    mastery of all transitional mathematics competencies
20    delivered through a competency-based learning system.
21        (2) At the end of 11th grade, the student meets the
22    statewide criteria for demonstrating projected readiness
23    for college-level mathematics courses upon high school
24    graduation in the student's postsecondary education
25    mathematics pathway, and the student subsequently
26    successfully completes rigorous mathematics instruction in

 

 

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1    accordance with criteria jointly adopted by ISBE and ICCB.
2        (3) The student meets applicable postsecondary
3    institution criteria for demonstrating readiness for
4    college-level mathematics courses in the student's
5    postsecondary education mathematics pathway.
6    (c) All postsecondary institutions that have entered into a
7partnership agreement pursuant to Section 55 of this Act shall
8recognize community college transcripted credit from
9transitional mathematics instruction delivered by school
10districts participating in the partnership agreement for
11student placement into appropriate college-level mathematics
12courses. If statewide portability approval procedures have
13been established pursuant to subsection (f) of Section 45 of
14this Act, then all community colleges shall recognize community
15college transcripted credit from transitional mathematics
16instruction that has been approved in accordance with the
17statewide portability procedures. A public university is not
18required to recognize transcripted credit from transitional
19mathematics instruction for placement purpose unless the
20public university voluntarily agrees to do so through entering
21into a partnership agreement in accordance with Section 55 of
22this Act. The placement determinations described in this
23Section are valid for 18 months after high school graduation,
24provided a postsecondary institution may require a short-term,
25skill-based review or a corequisite remediation course for a
26student who does not enroll in a college-level mathematics

 

 

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1course in the fall semester after high school graduation.
 
2    Section 55. High school and community college partnership
3agreements for transitional mathematics instruction.
4    (a) Transitional mathematics instruction shall be
5delivered by high school faculty with community college
6collaboration as defined through a partnership agreement
7meeting the requirements of this Section. While transitional
8mathematics instruction may be delivered through stand-alone
9mathematics courses, school districts and community colleges
10may use integrated courses or competency-based learning
11systems for the delivery of transitional mathematics
12instruction.
13    (b) School districts serving grades 9 through 12 electing
14or required to deliver transitional mathematics instruction in
15accordance with Section 65 of this Act shall enter into a
16partnership agreement for transitional mathematics courses
17with at least one community college. All partnership agreements
18shall address the following:
19        (1) The co-development by the school district and
20    community college of transitional mathematics courses or a
21    defined mathematics competency set or the adaptation of the
22    State model transitional instructional units that align to
23    the statewide competencies for particular postsecondary
24    institution mathematics pathways, which shall also include
25    the design of local performance indicators and evidence

 

 

HB5729 Engrossed- 29 -LRB099 19376 NHT 43768 b

1    associated with those indicators.
2        (2) The community college courses for which the
3    successful completion of transitional mathematics
4    instruction will guarantee placement, subject to
5    subsection (b) of Section 50 of this Act.
6        (3) The availability of dual enrollment and dual credit
7    courses for high school students demonstrating current
8    readiness for college-level mathematics courses.
9        (4) Training and professional development to be
10    provided to the high school instructors of transitional
11    mathematics instruction.
12        (5) The utilization of integrated courses or
13    competency-based learning systems for transitional
14    mathematics instruction.
15    (c) A community college must enter into a partnership
16agreement when requested to do so by a local school district
17that has elected or is required to deliver transitional
18mathematics instruction in accordance with Section 65 of this
19Act, provided the community college receives an implementation
20grant in an amount determined by ICCB to compensate for its
21related instructional development and implementation
22activities. A community college may require standardized terms
23for all of its partner school districts. ISBE and ICCB shall
24jointly resolve any disputes between a school district and
25community college regarding the proposed terms of a partnership
26agreement.

 

 

HB5729 Engrossed- 30 -LRB099 19376 NHT 43768 b

1    (d) When developing partnership agreements, community
2colleges and school districts shall consult with a public
3university that has requested consultation in accordance with
4requirements established by ICCB and IBHE. A public university
5may, in its sole discretion, elect to become a party to a
6partnership agreement.
7    (e) Regional offices of education may, with the consent of
8participating school districts, establish multi-district
9partnership agreements with one or more postsecondary
10institutions.
 
11    Section 60. Transitional mathematics instruction statewide
12supports.
13    (a) ICCB shall permit transitional mathematics instruction
14that has been transcripted by a community college in accordance
15with the requirements of this Act to be claimed for
16reimbursement for community college funding purposes.
17    (b) Subject to the availability of public or private
18resources, ISBE, ICCB, and IBHE, in collaboration with IMACC,
19shall support at least 2 collaborative efforts among school
20districts and postsecondary institutions to develop model
21transitional mathematics instructional units. All
22State-supported models shall include real-world application
23projects that can be delivered to particular students based on
24career interests. At least one of the State-supported
25transitional mathematics models must be highly modularized for

 

 

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1blended-learning delivery, with:
2        (1) a pre-assessment system to ensure that completion
3    of modules are required only when the competencies have not
4    been sufficiently mastered;
5        (2) the ability for students to complete coursework in
6    areas of need at their own pace;
7        (3) the ability for transitional mathematics modules
8    to be included within integrated courses or
9    competency-based learning systems; and
10        (4) the ability for students to complete dual credit
11    modules upon completion of the transitional mathematics
12    modules.
13    (c) Provided that statewide portability procedures have
14been established pursuant to subsection (f) of Section 45 of
15this Act, ISBE and ICCB shall identify and publicize courses
16for transitional mathematics instruction that meet the
17statewide portability requirements and that can be delivered
18fully online or through blended-learning models without the
19requirement for in-person mathematics instruction at the high
20school.
21    (d) ISBE and ICCB shall jointly develop and provide a model
22partnership agreement for school districts and community
23colleges.
24    (e) ISBE and ICCB shall provide standardized reports to
25school districts and community colleges, including, but not
26limited to:

 

 

HB5729 Engrossed- 32 -LRB099 19376 NHT 43768 b

1        (1) reports that school districts and community
2    colleges can use for determining students 11th grade
3    projected readiness for college-level mathematics courses
4    upon high school graduation; and
5        (2) reports that compare participating students'
6    postsecondary outcomes with other students, particularly
7    those in traditional developmental education course
8    sequences.
 
9    Section 65. Transitional mathematics instruction
10implementation.
11    (a) Subject to the availability of public or private
12resources, by no later than June 30, 2018, the statewide panel
13established pursuant to Section 45 of this Act shall define the
14transitional mathematics competencies and statewide criteria
15for determining projected readiness for college-level
16mathematics courses, and the school district and postsecondary
17institution collaborative efforts established pursuant to
18Section 60 of this Act shall develop the model transitional
19mathematics instructional units.
20    (b) By no later than June 30, 2019, ISBE and ICCB shall
21jointly establish a phased implementation plan and benchmarks
22that lead to full statewide implementation of transitional
23mathematics instruction in all school districts with
24timeframes that account for State and local resources and
25capacity. The phased implementation plan shall be contingent

 

 

HB5729 Engrossed- 33 -LRB099 19376 NHT 43768 b

1upon all of the following:
2        (1) The availability of public or private resources
3    necessary for the implementation of the statewide panel and
4    the administration of the statewide portability procedures
5    described in Section 45 of this Act.
6        (2) The availability of public or private resources for
7    the grants to community colleges described in subsection
8    (c) of Section 55 of this Act.
9        (3) The availability of at least one fully online or
10    blended-learning course as described in subsection (c) of
11    Section 60 of this Act that has been approved through the
12    statewide portability procedures established pursuant to
13    subsection (f) of Section 45 of this Act.
14        (4) The right of school boards to opt out of
15    implementation in accordance with subsection (c) of this
16    Section.
17    (c) Notwithstanding the foregoing implementation
18requirements, the school board of any school district required
19to implement transitional mathematics instruction pursuant to
20the implementation plan adopted by ISBE and ICCB may, by action
21of its board, opt out of implementation through a finding by
22its board that the school district's cost of implementation
23outweighs the potential benefits to students and families
24through improved postsecondary education mathematics outcomes.
25The school district must report any decision to opt out of
26implementation to ISBE.

 

 

HB5729 Engrossed- 34 -LRB099 19376 NHT 43768 b

1    (d) The implementation plan adopted by ISBE and ICCB
2pursuant to subsection (b) of this Section shall include an
3evaluation and report to be issued by no later than June 30,
42022 that analyzes results, best practices, and challenges of
5school districts and community colleges that have implemented
6transitional mathematics instruction.
7    (e) By June 30, 2018, IBHE shall adopt the requirements for
8public universities described in subsection (g) of Section 45
9of this Act and public universities shall adopt and publicize
10the criteria described in subsection (g) of Section 45 of this
11Act. By June 30, 2020, and then at least once every 2 years
12thereafter, IBHE shall publicly report in accordance with
13subsection (g) of Section 45 of this Act.
14    (f) Commencing in the 2019-2020 school year, the school
15board of any school district serving grades 9 through 12 may
16elect to implement transitional mathematics instruction
17preparing students for one or more of the postsecondary
18institution mathematics pathways. If a school board makes an
19election and a community college for that local school district
20receives an implementation grant in accordance with subsection
21(c) of Section 55 of this Act, the community college must enter
22into a partnership agreement and provide the necessary support
23for implementation within timelines established by ICCB.
 
24    Section 70. Reading and communication transitional
25competencies. Subject to the availability of public or private

 

 

HB5729 Engrossed- 35 -LRB099 19376 NHT 43768 b

1resources for its administration, ISBE, ICCB, and IBHE shall
2jointly establish a statewide panel to recommend competencies
3for reading and communication aligned to applicable learning
4standards adopted by ISBE that, if attained by a student, lead
5to student placement into appropriate community college GECC
6communications courses. The statewide panel shall recommend
7strategies to embed the reading and communications
8developmental competencies in appropriate high school
9coursework.
 
10    Section 75. College and Career Pathway Endorsements
11System.
12    (a) Public high school graduates may attain College and
13Career Pathway Endorsements on high school diplomas in
14accordance with the requirements of Section 80 of this Act. The
15IPIC Agencies shall establish and administer a system for
16awarding and supporting College and Career Pathway
17Endorsements in accordance with the requirements of Sections 80
18and 85 of this Act and oversee its implementation in accordance
19with the timelines set forth in Section 90 of this Act.
20    (b) The College and Career Pathway Endorsements System is
21established for the purposes of:
22        (1) recognizing and incentivizing student attainment
23    of knowledge and demonstration of skills important for
24    success in both postsecondary education and employment;
25        (2) encouraging career exploration and development to

 

 

HB5729 Engrossed- 36 -LRB099 19376 NHT 43768 b

1    improve students' decision-making for subsequent education
2    and career advancement;
3        (3) promoting greater consistency of college and
4    career pathway program structures within particular
5    sectors;
6        (4) aligning supports from the State, employers, and
7    regional intermediary support organizations; and
8        (5) institutionalizing college and career pathways as
9    a key strategy for preparing more Illinois students for
10    postsecondary education success and rewarding career
11    opportunities.
 
12    Section 80. College and Career Pathway Endorsements.
13    (a) College and Career Pathway Endorsements are
14established to recognize public high school graduates who
15complete the requirements set forth in subsection (d) of this
16Section.
17    (b) School district participation in this program is
18voluntary.
19    (c) As of the 2019-2020 school year, Eligible School
20Districts may award one or more College and Career Pathway
21Endorsements on high school diplomas in Endorsement Areas
22established by ISBE in consultation with the other IPIC
23Agencies and appropriate stakeholders, including postsecondary
24institutions and employers. When establishing the Endorsement
25Areas, the agencies shall consider the Illinois career cluster

 

 

HB5729 Engrossed- 37 -LRB099 19376 NHT 43768 b

1framework, prevalent models for comprehensive pathway systems
2in Illinois high schools that articulate to postsecondary
3institutions and career training programs, prevalent models
4for guided pathway systems at postsecondary institutions, and
5the postsecondary institution mathematics pathways established
6pursuant to this Act. The Endorsement Areas shall also provide
7for a multidisciplinary endorsement for students that change
8career pathways during high school while meeting the
9individualized plan, professional learning, and academic
10readiness requirements set forth in subsection (d) of this
11Section.
12    (d) To earn a College and Career Pathway Endorsement, a
13student shall satisfy all of the following requirements:
14        (1) Develop and periodically update an individualized
15    plan for postsecondary education or training, careers, and
16    financial aid. This individualized plan shall also include
17    student development of a resume and personal statement with
18    student reflection on attainment of Adaptive Competencies.
19    The Eligible School District shall certify to ISBE that its
20    individualized planning process spans grades 9 through 12
21    and includes an annual process for updating the plan.
22        (2) Complete a career-focused instructional sequence,
23    including at least 2 years of coursework or equivalent
24    competencies within an Endorsement Area or, for students
25    attaining a multidisciplinary endorsement, multiple
26    Endorsement Areas. An Eligible School District must

 

 

HB5729 Engrossed- 38 -LRB099 19376 NHT 43768 b

1    consult with its regional education for employment
2    director on the establishment of the career-focused
3    instructional sequence. For all areas other than for
4    multidisciplinary endorsements, the Eligible School
5    District and a Local Community College shall certify to
6    ISBE and ICCB that the career-focused instructional
7    sequence is articulated to a certificate or degree program
8    with labor market value, with opportunities for ongoing
9    student advancement. ISBE and ICCB may adopt requirements
10    for certifying that the instructional sequence meets the
11    requirements of this paragraph (2). This certification
12    must be re-certified at least once every 5 years
13    thereafter. Commencing in the 2022-2023 school year,
14    students must earn at least 6 hours of credit through early
15    college credit courses within the career-focused
16    instructional sequence.
17        (3) Complete a minimum of 2 Career Exploration
18    Activities or one Intensive Career Exploration Experience,
19    a minimum of 2 Team-based Challenges, and at least 60
20    cumulative hours of participation in one or more Supervised
21    Career Development Experiences.
22        (4) Demonstrate readiness for non-remedial coursework
23    in reading and mathematics by high school graduation
24    through criteria certified by the Eligible School District
25    and a Local Community College to ISBE and ICCB. The
26    criteria shall align to any local partnership agreement

 

 

HB5729 Engrossed- 39 -LRB099 19376 NHT 43768 b

1    established pursuant to Section 55 of this Act and may
2    allow the demonstration of readiness through various
3    methods, including assessment scores, grade point average,
4    course completions, or other locally adopted criteria.
5    (e) To become an Eligible School District and award College
6and Careers Pathway Endorsements, a school district shall
7submit information in a form determined by ISBE and ICCB that
8indicates the school district's intent to award College and
9Career Pathway Endorsements in one or more Endorsement Areas
10and includes the certifications described in subsection (d) of
11this Section. Either ISBE or ICCB may require supporting
12evidence for any certification made by the school district in
13the submission. An Eligible School District must participate in
14any quality review process adopted by ISBE for College and
15Career Pathway Endorsement systems, provided that the quality
16review process is at no cost to the Eligible School District.
 
17    Section 85. Statewide planning and supports for College and
18Career Pathway Endorsement programs.
19    (a) By no later than June 30, 2017, the IPIC Agencies shall
20develop and adopt a comprehensive interagency plan for
21supporting the development of College and Career Pathway
22Endorsement programs throughout the State. Thereafter, the
23plan shall be re-assessed and updated at least once every 5
24years. The plan shall:
25        (1) designate priority, State-level industry sectors

 

 

HB5729 Engrossed- 40 -LRB099 19376 NHT 43768 b

1    consistent with those identified through federal and State
2    workforce and economic development planning processes;
3        (2) articulate a strategy for supporting College and
4    Career Pathway Endorsement programs that includes State
5    and federal funding, business and philanthropic
6    investments, and local investments;
7        (3) consider the need for school districts and
8    postsecondary institutions to phase in endorsement
9    programs and the elements specified in subsection (d) of
10    Section 80 of this Act over multiple years; and
11        (4) address how College and Career Pathway Endorsement
12    programs articulate to postsecondary institution degree
13    programs.
14    (b) In accordance with the interagency plan developed
15pursuant to subsection (a) of this Section and within the
16limits of available public and private resources, the IPIC
17Agencies shall establish a public-private steering committee
18for each priority State-level industry sector that includes
19representatives from one or more business-led, sector-based
20partnerships. By no later than June 30, 2018, each steering
21committee shall recommend to the IPIC Agencies a sequence of
22minimum career competencies for particular occupational
23pathways within that sector that students should attain by high
24school graduation as part of a College and Career Pathway
25Endorsement program. The IPIC Agencies shall establish methods
26to recognize and incentivize College and Career Pathway

 

 

HB5729 Engrossed- 41 -LRB099 19376 NHT 43768 b

1Endorsement programs that:
2        (1) address a priority State-level industry sector;
3        (2) are developed jointly by school districts,
4    community colleges, Local Workforce Development Boards,
5    and employers; and
6        (3) align to sequences of minimum career competencies
7    defined pursuant to this subsection (b), with any regional
8    modifications appropriate for local economic development
9    objectives.
10    (c) In accordance with the interagency plan developed
11pursuant to subsection (a) of this Section and within the
12limits of available public and private resources, the IPIC
13Agencies shall provide all of the following supports for
14College and Career Pathway Endorsement program:
15        (1) Provide guidance documents for implementation of
16    each of the various elements of College and Career Pathway
17    Endorsement programs.
18        (2) Provide or designate one or more web-based tools to
19    support College and Career Pathway Endorsement programs,
20    including a professional learning portfolio, Professional
21    Skills Assessment, and mentoring platform.
22        (3) Make available a statewide insurance policy for
23    appropriate types of Supervised Career Development
24    Experiences.
25        (4) Provide or designate one or more model
26    instructional units that provide an orientation to all

 

 

HB5729 Engrossed- 42 -LRB099 19376 NHT 43768 b

1    career cluster areas.
2        (5) Coordinate with business-led, sector-based
3    partnerships to:
4            (A) designate available curricular and
5        instructional resources that school districts can
6        voluntarily select to address requirements for College
7        and Career Pathway Endorsement programs;
8            (B) designate stackable industry-based
9        certifications, the completion of which demonstrates
10        mastery of specific career competencies and that are
11        widely valued by employers within a particular sector;
12            (C) deliver or support sector-oriented
13        professional development, Career Exploration
14        Activities, Intensive Career Exploration Experiences,
15        Team-based Challenges, and Supervised Career
16        Development Experiences; and
17            (D) develop recognition and incentives for school
18        districts implementing and students attaining College
19        and Career Pathway Endorsements that align to the
20        sequence of minimum career competencies defined
21        pursuant to subsection (b) of this Section.
22    (d) To support articulation of College and Career Pathway
23Endorsement programs into higher education, by no later than
24June 30, 2018 ICCB and IBHE shall jointly adopt, in
25consultation with postsecondary institutions, requirements for
26postsecondary institutions to define first-year course

 

 

HB5729 Engrossed- 43 -LRB099 19376 NHT 43768 b

1schedules and degree programs with Endorsement areas to support
2the successful transition of Endorsement recipients into
3related degree programs. These requirements shall take effect
4in the 2020-2021 school year.
 
5    Section 90. Implementation of the College and Career
6Pathway Endorsement programs.
7    (a) By no later than June 30, 2017:
8        (1) the IPIC Agencies shall define the framework for
9    Endorsement Areas and ISBE shall define the high school
10    course codes that relate to each area; and
11        (2) the IPIC Agencies shall adopt the comprehensive
12    plan required by subsection (a) of Section 85 of this Act.
13    (b) By no later than June 30, 2018:
14        (1) the public-private steering committees described
15    in subsection (b) of Section 85 of this Act shall recommend
16    to the IPIC Agencies a sequence of minimum career
17    competencies for particular occupational pathways within
18    that sector that students should attain by high school
19    graduation as part of a College and Career Pathway
20    Endorsement program;
21        (2) ICCB and IBHE shall adopt the requirements for
22    postsecondary institutions described in subsection (d) of
23    Section 85 of this Act; and
24        (3) the IPIC Agencies shall commence the development of
25    the statewide supports described in Section 85 of this Act.

 

 

HB5729 Engrossed- 44 -LRB099 19376 NHT 43768 b

1    (c) By no later than June 30, 2019, (i) Eligible School
2Districts shall submit the information and certifications
3required by ISBE and ICCB to offer Career Pathway Endorsement
4programs for 2020 high school graduates; and (ii) the IPIC
5Agencies shall initially offer the statewide supports
6described in Section 85 of this Act.
7    (d) By no later than the 2020-2021 school year,
8postsecondary institutions shall implement the requirements
9adopted by ICCB and IBHE pursuant to subsection (d) of Section
1085 of this Act.
 
11    Section 900. Administrative rules. ISBE, in consultation
12with the other State agencies described in this Act, as
13applicable, may adopt such administrative rules as may be
14necessary for the implementation of this Act. ICCB and IBHE may
15adopt such administrative rules as may be necessary to
16implement Sections 45 through 70 and subsection (d) of Section
1785 of this Act.
 
18    Section 905. The School Code is amended by changing Section
1927-22 as follows:
 
20    (105 ILCS 5/27-22)  (from Ch. 122, par. 27-22)
21    (Text of Section before amendment by P.A. 99-434 and
2299-485)
23    Sec. 27-22. Required high school courses.

 

 

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1    (a) As a prerequisite to receiving a high school diploma,
2each pupil entering the 9th grade in the 1984-1985 school year
3through the 2004-2005 school year must, in addition to other
4course requirements, successfully complete the following
5courses:
6        (1) three years of language arts;
7        (2) two years of mathematics, one of which may be
8    related to computer technology;
9        (3) one year of science;
10        (4) two years of social studies, of which at least one
11    year must be history of the United States or a combination
12    of history of the United States and American government;
13    and
14        (5) One year chosen from (A) music, (B) art, (C)
15    foreign language, which shall be deemed to include American
16    Sign Language or (D) vocational education.
17    (b) As a prerequisite to receiving a high school diploma,
18each pupil entering the 9th grade in the 2005-2006 school year
19must, in addition to other course requirements, successfully
20complete all of the following courses:
21        (1) Three years of language arts.
22        (2) Three years of mathematics.
23        (3) One year of science.
24        (4) Two years of social studies, of which at least one
25    year must be history of the United States or a combination
26    of history of the United States and American government.

 

 

HB5729 Engrossed- 46 -LRB099 19376 NHT 43768 b

1        (5) One year chosen from (A) music, (B) art, (C)
2    foreign language, which shall be deemed to include American
3    Sign Language, or (D) vocational education.
4    (c) As a prerequisite to receiving a high school diploma,
5each pupil entering the 9th grade in the 2006-2007 school year
6must, in addition to other course requirements, successfully
7complete all of the following courses:
8        (1) Three years of language arts.
9        (2) Two years of writing intensive courses, one of
10    which must be English and the other of which may be English
11    or any other subject. When applicable, writing-intensive
12    courses may be counted towards the fulfillment of other
13    graduation requirements.
14        (3) Three years of mathematics, one of which must be
15    Algebra I and one of which must include geometry content.
16        (4) One year of science.
17        (5) Two years of social studies, of which at least one
18    year must be history of the United States or a combination
19    of history of the United States and American government.
20        (6) One year chosen from (A) music, (B) art, (C)
21    foreign language, which shall be deemed to include American
22    Sign Language, or (D) vocational education.
23    (d) As a prerequisite to receiving a high school diploma,
24each pupil entering the 9th grade in the 2007-2008 school year
25must, in addition to other course requirements, successfully
26complete all of the following courses:

 

 

HB5729 Engrossed- 47 -LRB099 19376 NHT 43768 b

1        (1) Three years of language arts.
2        (2) Two years of writing intensive courses, one of
3    which must be English and the other of which may be English
4    or any other subject. When applicable, writing-intensive
5    courses may be counted towards the fulfillment of other
6    graduation requirements.
7        (3) Three years of mathematics, one of which must be
8    Algebra I and one of which must include geometry content.
9        (4) Two years of science.
10        (5) Two years of social studies, of which at least one
11    year must be history of the United States or a combination
12    of history of the United States and American government.
13        (6) One year chosen from (A) music, (B) art, (C)
14    foreign language, which shall be deemed to include American
15    Sign Language, or (D) vocational education.
16    (e) As a prerequisite to receiving a high school diploma,
17each pupil entering the 9th grade in the 2008-2009 school year
18or a subsequent school year must, in addition to other course
19requirements, successfully complete all of the following
20courses:
21        (1) Four years of language arts.
22        (2) Two years of writing intensive courses, one of
23    which must be English and the other of which may be English
24    or any other subject. When applicable, writing-intensive
25    courses may be counted towards the fulfillment of other
26    graduation requirements.

 

 

HB5729 Engrossed- 48 -LRB099 19376 NHT 43768 b

1        (3) Three years of mathematics, one of which must be
2    Algebra I, one of which must include geometry content, and
3    one of which may be an Advanced Placement computer science
4    course if the pupil successfully completes Algebra II or an
5    integrated mathematics course with Algebra II content.
6        (4) Two years of science.
7        (5) Two years of social studies, of which at least one
8    year must be history of the United States or a combination
9    of history of the United States and American government.
10        (6) One year chosen from (A) music, (B) art, (C)
11    foreign language, which shall be deemed to include American
12    Sign Language, or (D) vocational education.
13    (f) The State Board of Education shall develop and inform
14school districts of standards for writing-intensive
15coursework.
16    (f-5) If a school district offers an Advanced Placement
17computer science course to high school students, then the
18school board must designate that course as equivalent to a high
19school mathematics course and must denote on the student's
20transcript that the Advanced Placement computer science course
21qualifies as a mathematics-based, quantitative course for
22students in accordance with subdivision (3) of subsection (e)
23of this Section.
24    (g) This amendatory Act of 1983 does not apply to pupils
25entering the 9th grade in 1983-1984 school year and prior
26school years or to students with disabilities whose course of

 

 

HB5729 Engrossed- 49 -LRB099 19376 NHT 43768 b

1study is determined by an individualized education program.
2    This amendatory Act of the 94th General Assembly does not
3apply to pupils entering the 9th grade in the 2004-2005 school
4year or a prior school year or to students with disabilities
5whose course of study is determined by an individualized
6education program.
7    (h) The provisions of this Section are subject to the
8provisions of Section 27-22.05 of this Code and the
9Postsecondary and Workforce Readiness Act.
10(Source: P.A. 98-885, eff. 8-15-14.)
 
11    (Text of Section after amendment by P.A. 99-434 and 99-485)
12    Sec. 27-22. Required high school courses.
13    (a) As a prerequisite to receiving a high school diploma,
14each pupil entering the 9th grade in the 1984-1985 school year
15through the 2004-2005 school year must, in addition to other
16course requirements, successfully complete the following
17courses:
18        (1) three years of language arts;
19        (2) two years of mathematics, one of which may be
20    related to computer technology;
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    and

 

 

HB5729 Engrossed- 50 -LRB099 19376 NHT 43768 b

1        (5) One year chosen from (A) music, (B) art, (C)
2    foreign language, which shall be deemed to include American
3    Sign Language or (D) vocational education.
4    (b) As a prerequisite to receiving a high school diploma,
5each pupil entering the 9th grade in the 2005-2006 school year
6must, in addition to other course requirements, successfully
7complete all of the following courses:
8        (1) Three years of language arts.
9        (2) Three years of mathematics.
10        (3) One year of science.
11        (4) Two years of social studies, of which at least one
12    year must be history of the United States or a combination
13    of history of the United States and American government.
14        (5) One year chosen from (A) music, (B) art, (C)
15    foreign language, which shall be deemed to include American
16    Sign Language, or (D) vocational education.
17    (c) As a prerequisite to receiving a high school diploma,
18each pupil entering the 9th grade in the 2006-2007 school year
19must, in addition to other course requirements, successfully
20complete all of the following courses:
21        (1) Three years of language arts.
22        (2) Two years of writing intensive courses, one of
23    which must be English and the other of which may be English
24    or any other subject. When applicable, writing-intensive
25    courses may be counted towards the fulfillment of other
26    graduation requirements.

 

 

HB5729 Engrossed- 51 -LRB099 19376 NHT 43768 b

1        (3) Three years of mathematics, one of which must be
2    Algebra I and one of which must include geometry content.
3        (4) One year of science.
4        (5) Two years of social studies, of which at least one
5    year must be history of the United States or a combination
6    of history of the United States and American government.
7        (6) One year chosen from (A) music, (B) art, (C)
8    foreign language, which shall be deemed to include American
9    Sign Language, or (D) vocational education.
10    (d) As a prerequisite to receiving a high school diploma,
11each pupil entering the 9th grade in the 2007-2008 school year
12must, in addition to other course requirements, successfully
13complete all of the following courses:
14        (1) Three years of language arts.
15        (2) Two years of writing intensive courses, one of
16    which must be English and the other of which may be English
17    or any other subject. When applicable, writing-intensive
18    courses may be counted towards the fulfillment of other
19    graduation requirements.
20        (3) Three years of mathematics, one of which must be
21    Algebra I and one of which must include geometry content.
22        (4) Two years of science.
23        (5) Two years of social studies, of which at least one
24    year must be history of the United States or a combination
25    of history of the United States and American government.
26        (6) One year chosen from (A) music, (B) art, (C)

 

 

HB5729 Engrossed- 52 -LRB099 19376 NHT 43768 b

1    foreign language, which shall be deemed to include American
2    Sign Language, or (D) vocational education.
3    (e) As a prerequisite to receiving a high school diploma,
4each pupil entering the 9th grade in the 2008-2009 school year
5or a subsequent school year must, in addition to other course
6requirements, successfully complete all of the following
7courses:
8        (1) Four years of language arts.
9        (2) Two years of writing intensive courses, one of
10    which must be English and the other of which may be English
11    or any other subject. When applicable, writing-intensive
12    courses may be counted towards the fulfillment of other
13    graduation requirements.
14        (3) Three years of mathematics, one of which must be
15    Algebra I, one of which must include geometry content, and
16    one of which may be an Advanced Placement computer science
17    course if the pupil successfully completes Algebra II or an
18    integrated mathematics course with Algebra II content.
19        (4) Two years of science.
20        (5) 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, beginning with pupils entering the 9th grade in the
24    2016-2017 school year and each school year thereafter, at
25    least one semester must be civics, which shall help young
26    people acquire and learn to use the skills, knowledge, and

 

 

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1    attitudes that will prepare them to be competent and
2    responsible citizens throughout their lives. Civics course
3    content shall focus on government institutions, the
4    discussion of current and controversial issues, service
5    learning, and simulations of the democratic process.
6    School districts may utilize private funding available for
7    the purposes of offering civics education.
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
12school districts of standards for writing-intensive
13coursework.
14    (f-5) If a school district offers an Advanced Placement
15computer science course to high school students, then the
16school board must designate that course as equivalent to a high
17school mathematics course and must denote on the student's
18transcript that the Advanced Placement computer science course
19qualifies as a mathematics-based, quantitative course for
20students in accordance with subdivision (3) of subsection (e)
21of this Section.
22    (g) This amendatory Act of 1983 does not apply to pupils
23entering the 9th grade in 1983-1984 school year and prior
24school years or to students with disabilities whose course of
25study is determined by an individualized education program.
26    This amendatory Act of the 94th General Assembly does not

 

 

HB5729 Engrossed- 54 -LRB099 19376 NHT 43768 b

1apply to pupils entering the 9th grade in the 2004-2005 school
2year or a prior school year or to students with disabilities
3whose course of study is determined by an individualized
4education program.
5    (h) The provisions of this Section are subject to the
6provisions of Section 27-22.05 of this Code and the
7Postsecondary and Workforce Readiness Act.
8(Source: P.A. 98-885, eff. 8-15-14; 99-434, eff. 7-1-16 (see
9P.A. 99-485 for the effective date of changes made by P.A.
1099-434); 99-485, eff. 11-20-15.)
 
11    Section 995. No acceleration or delay. Where this Act makes
12changes in a statute that is represented in this Act by text
13that is not yet or no longer in effect (for example, a Section
14represented by multiple versions), the use of that text does
15not accelerate or delay the taking effect of (i) the changes
16made by this Act or (ii) provisions derived from any other
17Public Act.
 
18    Section 999. Effective date. This Act takes effect upon
19becoming law.