Illinois General Assembly - Full Text of Public Act 097-0704
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Public Act 097-0704





Public Act 097-0704
SB3244 EnrolledLRB097 16729 NHT 61903 b

    AN ACT concerning education.
    Be it enacted by the People of the State of Illinois,
represented in the General Assembly:
    Section 1. Legislative findings. The General Assembly
finds the following:
        (1) that only 40% of high school graduates test ready
    for college-level mathematics, resulting in the need for
    remedial math before taking credit-bearing mathematics
    courses, costing students and this State valuable time and
        (2) that students that place into remedial-level
    coursework are less likely than their college-ready peers
    to complete a certificate or degree;
        (3) that students who take more than 3 years of
    mathematics beyond pre-algebra in high school are more
    successful in college;
        (4) that it is increasingly evident that math skills
    are required for both college and career readiness;
        (5) that State learning standards encompass rigorous
    K-12 mathematics requirements to prepare students for
    college and careers; and
        (6) that individual school districts have a varying
    capacity to redesign curriculum and instruction.
    Section 5. The School Code is amended by adding Section
2-3.156 as follows:
    (105 ILCS 5/2-3.156 new)
    Sec. 2-3.156. Mathematics curriculum models.
    (a) The State Board of Education shall, immediately
following the effective date of this amendatory Act of the 97th
General Assembly, coordinate the acquisition, adaptation, and
development of middle and high school mathematics curriculum
models to aid school districts and teachers in implementing
standards for all students. The acquisition, adaptation, and
development process shall include the input of representatives
of statewide educational organizations and stakeholders,
including without limitation all of the following:
        (1) Representatives of a statewide mathematics
    professional organization.
        (2) Representatives of statewide teacher
        (3) Representatives of statewide school administrator
        (4) Experts in higher education mathematics
        (5) Experts in curriculum design.
        (6) Experts in professional development design.
        (7) State education policymakers and advisors.
        (8) A representative from the Department of Commerce
    and Economic Opportunity.
        (9) Higher education faculty.
        (10) Representatives of statewide school board
        (11) Representatives of statewide principal
    (b) The curriculum models under this Section shall include
without limitation all of the following:
        (1) Scope-and-sequence descriptions for middle and
    high school mathematics progressions, building content and
    skill acquisition across the grades.
        (2) Recommendations of curricula for the final year of
    mathematics or math-equivalent instruction before
        (3) Sample lesson plans to illustrate instructional
    materials and methods for specific standards.
        (4) Model high school course designs that demonstrate
    effective student pathways to mathematics-standards
    attainment by graduation.
        (5) Training programs for teachers and administrators,
    to be made available in both traditional and electronic
    formats for regional and local delivery.
    (c) The curriculum models under this Section must be
completed no later than March 1, 2013.
    (d) The curriculum models and training programs under this
Section must be made available to all school districts, which
may choose to adopt or adapt the models in lieu of developing
their own mathematics curricula. The Illinois P-20 Council
shall submit a report to the Governor and the General Assembly
on the extent and effect of utilization of the curriculum
models by school districts. Within 4 years after the effective
date of this amendatory Act of the 97th General Assembly, State
mathematics test results and higher education mathematics
remediation data must be used to gauge the effectiveness of
high school mathematics instruction and the extent of standards
attainment and be used to guide the continuous improvement of
the mathematics curriculum and instruction.

Effective Date: 1/1/2013