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110 ILCS 148/60

    (110 ILCS 148/60)
    Sec. 60. Transitional mathematics instruction statewide supports.
    (a) Beginning with the 2019-2020 academic year, ICCB shall permit transitional mathematics instruction that has been approved for statewide portability in accordance with the requirements of this Act to be funded, subject to appropriation, in a manner consistent with reimbursement rates for developmental education courses offered at a community college. Such funding must be used by a community college for costs associated with transitional mathematics or English partnerships with school districts.
    (b) Subject to the availability of public or private resources, ISBE, ICCB, and IBHE, in collaboration with IMACC, shall support collaborative efforts among school districts and postsecondary institutions to develop model transitional mathematics instructional units. All State-supported models shall include real-world application projects that can be delivered to particular students based on career interests and shall enable transitional mathematics instructional resources to be included within integrated courses or competency-based learning systems.
    (c) Provided that statewide portability procedures have been established pursuant to subsection (f) of Section 45 of this Act, ISBE and ICCB shall identify and publicize courses for transitional mathematics instruction that meet the statewide portability requirements and that can be delivered fully online or through blended-learning models without the requirement for in-person mathematics instruction at the high school.
    (d) ISBE and ICCB shall jointly develop and provide a model partnership agreement for school districts and community colleges.
    (e) ISBE and ICCB shall provide standardized reports to school districts and community colleges, including, but not limited to:
        (1) reports that school districts and community
colleges can use for determining students 11th grade projected readiness for college-level mathematics courses upon high school graduation; and
        (2) reports that compare participating students'
postsecondary outcomes with other students, particularly those in traditional developmental education course sequences.
(Source: P.A. 99-674, eff. 7-29-16; 100-599, eff. 6-29-18.)