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


Sen. Michael W. Frerichs

Filed: 3/26/2012





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2    AMENDMENT NO. ______. Amend Senate Bill 3244 by replacing
3everything after the enacting clause with the following:
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



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1    are required for both college and career readiness;
2        (5) that State learning standards encompass rigorous
3    K-12 mathematics requirements to prepare students for
4    college and careers; and
5        (6) that individual school districts have a varying
6    capacity to redesign curriculum and instruction.
7    Section 5. The School Code is amended by adding Section
82-3.156 as follows:
9    (105 ILCS 5/2-3.156 new)
10    Sec. 2-3.156. Mathematics curriculum models.
11    (a) The State Board of Education shall, immediately
12following the effective date of this amendatory Act of the 97th
13General Assembly, coordinate the acquisition, adaptation, and
14development of middle and high school mathematics curriculum
15models to aid school districts and teachers in implementing
16standards for all students. The acquisition, adaptation, and
17development process shall include the input of representatives
18of statewide educational organizations and stakeholders,
19including without limitation all of the following:
20        (1) Representatives of a statewide mathematics
21    professional organization.
22        (2) Representatives of statewide teacher
23    organizations.
24        (3) Representatives of statewide school administrator



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1    organizations.
2        (4) Experts in higher education mathematics
3    instruction.
4        (5) Experts in curriculum design.
5        (6) Experts in professional development design.
6        (7) State education policymakers and advisors.
7        (8) A representative from the Department of Commerce
8    and Economic Opportunity.
9        (9) Higher education faculty.
10        (10) Representatives of statewide school board
11    organizations.
12        (11) Representatives of statewide principal
13    organizations.
14    (b) The curriculum models under this Section shall include
15without limitation all of the following:
16        (1) Scope-and-sequence descriptions for middle and
17    high school mathematics progressions, building content and
18    skill acquisition across the grades.
19        (2) Recommendations of curricula for the final year of
20    mathematics or math-equivalent instruction before
21    graduation.
22        (3) Sample lesson plans to illustrate instructional
23    materials and methods for specific standards.
24        (4) Model high school course designs that demonstrate
25    effective student pathways to mathematics-standards
26    attainment by graduation.



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1        (5) Training programs for teachers and administrators,
2    to be made available in both traditional and electronic
3    formats for regional and local delivery.
4    (c) The curriculum models under this Section must be
5completed no later than March 1, 2013.
6    (d) The curriculum models and training programs under this
7Section must be made available to all school districts, which
8may choose to adopt or adapt the models in lieu of developing
9their own mathematics curricula. The Illinois P-20 Council
10shall submit a report to the Governor and the General Assembly
11on the extent and effect of utilization of the curriculum
12models by school districts. Within 4 years after the effective
13date of this amendatory Act of the 97th General Assembly, State
14mathematics test results and higher education mathematics
15remediation data must be used to gauge the effectiveness of
16high school mathematics instruction and the extent of standards
17attainment and be used to guide the continuous improvement of
18the mathematics curriculum and instruction.".