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