(105 ILCS 5/14A-10)
The General Assembly finds the following:
(1) that gifted and talented children (i) exhibit
high performance capabilities in intellectual, creative, and artistic areas, (ii) possess an exceptional leadership potential, (iii) excel in specific academic fields, and (iv) have the potential to be influential in business, government, health care, the arts, and other critical sectors of our economic and cultural environment;
(2) that gifted and talented children require
services and activities that are not ordinarily provided by schools; and
(3) that outstanding talents are present in children
and youth from all cultural groups, across all economic strata, and in all areas of human endeavor.
(Source: P.A. 94-151, eff. 7-8-05; 94-410, eff. 8-2-05.)
(105 ILCS 5/14A-30)
Funding of local gifted education programs.
A 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 Article:
(1) 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 inclusive of underrepresented groups, including low-income students, minority students, students with disabilities, twice-exceptional students, and English learners.
(2) A priority emphasis on language arts and
(3) 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.
(4) 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 identify high potential students.
(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 program.
(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 children.
(10) Procedures for notifying parents or guardians of
a child of a decision affecting that child's participation in a program.
(11) A description of how gifted and talented
children 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, including problem-solving, 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 children.
(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 gifted and talented children.
(Source: P.A. 99-706, eff. 7-29-16.)
(105 ILCS 5/14A-32)
Accelerated placement; school district responsibilities.
(a) Each school district shall have a policy that allows for accelerated placement that includes or incorporates by reference the following components:
(1) a provision that provides that participation in
accelerated placement is not limited to those children who have been identified as gifted and talented, but rather is open to all children who demonstrate high ability and who may benefit from accelerated placement;
(2) a fair and equitable decision-making process that
involves multiple persons and includes a student's parents or guardians;
(3) procedures for notifying parents or guardians of
a child of a decision affecting that child's participation in an accelerated placement program; and
(4) an assessment process that includes multiple
valid, reliable indicators.
(b) Further, a school district's accelerated placement policy may include or incorporate by reference, but need not be limited to, the following components:
(1) procedures for annually informing the community
at-large, including parents or guardians, about the accelerated placement program and the methods used for the identification of children eligible for accelerated placement;
(2) a process for referral that allows for multiple
referrers, including a child's parents or guardians; other referrers may include licensed education professionals, the child, with the written consent of a parent or guardian, a peer, through a licensed education professional who has knowledge of the referred child's abilities, or, in case of possible early entrance, a preschool educator, pediatrician, or psychologist who knows the child; and
(3) a provision that provides that children
participating in an accelerated placement program and their parents or guardians will be provided a written plan detailing the type of acceleration the child will receive and strategies to support the child.
(c) The State Board of Education shall adopt rules to determine data to be collected regarding accelerated placement and a method of making the information available to the public.
(Source: P.A. 100-421, eff. 7-1-18