Illinois General Assembly - Full Text of SB3244
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Full Text of SB3244  97th General Assembly




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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. Legislative findings. The General Assembly
5finds the following:
6        (1) that only 40% of high school graduates test ready
7    for college-level mathematics, resulting in the need for
8    remedial math before taking credit-bearing mathematics
9    courses, costing students and this State valuable time and
10    resources;
11        (2) that students that place into remedial-level
12    coursework are less likely than their college-ready peers
13    to complete a certificate or degree;
14        (3) that students who take more than 3 years of
15    mathematics beyond pre-algebra in high school are more
16    successful in college;
17        (4) that it is increasingly evident that math skills
18    are required for both college and career readiness;
19        (5) that State learning standards encompass rigorous
20    K-12 mathematics requirements to prepare students for
21    college and careers; and
22        (6) that individual school districts have a varying
23    capacity to redesign curriculum and instruction.



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1    Section 5. The School Code is amended by adding Section
22-3.156 as follows:
3    (105 ILCS 5/2-3.156 new)
4    Sec. 2-3.156. Mathematics curriculum models.
5    (a) The State Board of Education shall, immediately
6following the effective date of this amendatory Act of the 97th
7General Assembly, coordinate the acquisition, adaptation, and
8development of middle and high school mathematics curriculum
9models to aid school districts and teachers in implementing
10standards for all students. The acquisition, adaptation, and
11development process shall include the input of representatives
12of statewide educational organizations and stakeholders,
13including without limitation all of the following:
14        (1) Representatives of a statewide mathematics
15    professional organization.
16        (2) Representatives of statewide teacher
17    organizations.
18        (3) Representatives of statewide school administrator
19    organizations.
20        (4) Experts in higher education mathematics
21    instruction.
22        (5) Experts in curriculum design.
23        (6) Experts in professional development design.
24        (7) State education policymakers and advisors.
25        (8) A representative from the Department of Commerce



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1    and Economic Opportunity.
2        (9) Higher education faculty.
3        (10) Representatives of statewide school board
4    organizations.
5        (11) Representatives of statewide principal
6    organizations.
7    (b) The curriculum models under this Section shall include
8without limitation all of the following:
9        (1) Scope-and-sequence descriptions for middle and
10    high school mathematics progressions, building content and
11    skill acquisition across the grades.
12        (2) Recommendations of curricula for the final year of
13    mathematics or math-equivalent instruction before
14    graduation.
15        (3) Sample lesson plans to illustrate instructional
16    materials and methods for specific standards.
17        (4) Model high school course designs that demonstrate
18    effective student pathways to mathematics-standards
19    attainment by graduation.
20        (5) Training programs for teachers and administrators,
21    to be made available in both traditional and electronic
22    formats for regional and local delivery.
23    (c) The curriculum models under this Section must be
24completed no later than March 1, 2013.
25    (d) The curriculum models and training programs under this
26Section must be made available to all school districts, which



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1may choose to adopt or adapt the models in lieu of developing
2their own mathematics curricula. The Illinois P-20 Council
3shall submit a report to the Governor and the General Assembly
4on the extent and effect of utilization of the curriculum
5models by school districts. Within 4 years after the effective
6date of this amendatory Act of the 97th General Assembly, State
7mathematics test results and higher education mathematics
8remediation data must be used to gauge the effectiveness of
9high school mathematics instruction and the extent of standards
10attainment and be used to guide the continuous improvement of
11the mathematics curriculum and instruction.