**Effective Date:**1/1/2013

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Public Act 097-0704 | ||||

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` ` `AN ACT concerning education.` ```
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Be it enacted by the People of the State of Illinois,
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`represented in the General Assembly:` ```
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` ` `Section 1. ` `Legislative findings. ` `The General Assembly ` | ||||

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finds the following:
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` ` ` ` `(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 ` | ||||

`resources;` | ||||

` ` ` ` `(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 ` | ||

`organizations.` | ||

` ` ` ` `(3) Representatives of statewide school administrator ` | ||

`organizations.` | ||

` ` ` ` `(4) Experts in higher education mathematics ` | ||

`instruction.` | ||

` ` ` ` `(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 ` | ||

`organizations.` | ||

` ` ` ` `(11) Representatives of statewide principal ` | ||

`organizations.` ` ` | ||

` ` `(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 ` | ||

`graduation.` | ||

` ` ` ` `(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.` ```
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