4 | | - | AN ACT concerning education. |
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5 | | - | Be it enacted by the People of the State of Illinois, |
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6 | | - | represented in the General Assembly: |
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7 | | - | Section 5. The School Code is amended by adding Section |
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8 | | - | 14C-13 as follows: |
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9 | | - | (105 ILCS 5/14C-13) (from Ch. 122, par. 14C-13) |
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10 | | - | Sec. 14C-13. Advisory Council. |
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11 | | - | (a) There is created an Advisory Council on Bilingual |
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12 | | - | Education, consisting of 17 members appointed by the State |
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13 | | - | Superintendent of Education and selected, as nearly as |
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14 | | - | possible, on the basis of experience in or knowledge of the |
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15 | | - | various programs of bilingual education. The Council shall |
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16 | | - | advise the State Superintendent on policy and rules pertaining |
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17 | | - | to bilingual education. The Council shall establish such |
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18 | | - | sub-committees as it deems appropriate to review bilingual |
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19 | | - | education issues including but not limited to certification, |
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20 | | - | finance and special education. |
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21 | | - | Initial appointees shall serve terms determined by lot as |
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22 | | - | follows: 6 for one year, 6 for 2 years and 5 for 3 years. |
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23 | | - | Successors shall serve 3-year terms. Members annually shall |
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24 | | - | select a chairman from among their number. Members shall |
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25 | | - | receive no compensation but may be reimbursed for necessary |
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26 | | - | expenses incurred in the performance of their duties. |
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| 3 | + | 1 AN ACT concerning education. |
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| 4 | + | 2 Be it enacted by the People of the State of Illinois, |
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| 5 | + | 3 represented in the General Assembly: |
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| 6 | + | 4 Section 5. The School Code is amended by adding Section |
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| 7 | + | 5 14C-13 as follows: |
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| 8 | + | 6 (105 ILCS 5/14C-13) (from Ch. 122, par. 14C-13) |
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| 9 | + | 7 Sec. 14C-13. Advisory Council. |
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| 10 | + | 8 (a) There is created an Advisory Council on Bilingual |
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| 11 | + | 9 Education, consisting of 17 members appointed by the State |
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| 12 | + | 10 Superintendent of Education and selected, as nearly as |
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| 13 | + | 11 possible, on the basis of experience in or knowledge of the |
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| 14 | + | 12 various programs of bilingual education. The Council shall |
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| 15 | + | 13 advise the State Superintendent on policy and rules pertaining |
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| 16 | + | 14 to bilingual education. The Council shall establish such |
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| 17 | + | 15 sub-committees as it deems appropriate to review bilingual |
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| 18 | + | 16 education issues including but not limited to certification, |
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| 19 | + | 17 finance and special education. |
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| 20 | + | 18 Initial appointees shall serve terms determined by lot as |
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| 21 | + | 19 follows: 6 for one year, 6 for 2 years and 5 for 3 years. |
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| 22 | + | 20 Successors shall serve 3-year terms. Members annually shall |
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| 23 | + | 21 select a chairman from among their number. Members shall |
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| 24 | + | 22 receive no compensation but may be reimbursed for necessary |
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| 25 | + | 23 expenses incurred in the performance of their duties. |
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33 | | - | By no later than December 1, 2011, the Council shall |
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34 | | - | submit a report to the State Superintendent of Education, the |
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35 | | - | Governor, and the General Assembly addressing, at a minimum, |
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36 | | - | the following questions: |
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37 | | - | (1) whether and how the 20 child per attendance center |
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38 | | - | minimum in Section 14C-3 of this Code should be modified; |
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39 | | - | (2) whether and how educator certification |
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40 | | - | requirements in this Article 14C and applicable State |
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41 | | - | Board of Education rules should be modified; |
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42 | | - | (3) whether and how bilingual education requirements |
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43 | | - | in this Article 14C and applicable State Board of |
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44 | | - | Education rules should be modified to address differences |
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45 | | - | between elementary and secondary schools; and |
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46 | | - | (4) whether and how to allow school districts to |
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47 | | - | administer alternative bilingual education programs |
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48 | | - | instead of transitional bilingual education programs. |
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49 | | - | By no later than January 1, 2013, the Council shall submit |
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50 | | - | a report to the State Superintendent of Education, the |
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51 | | - | Governor, and the General Assembly addressing, at a minimum, |
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52 | | - | the following questions: |
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53 | | - | (i) whether and how bilingual education programs |
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54 | | - | should be modified to be more flexible and achieve a |
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55 | | - | higher success rate among Hispanic students in the |
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56 | | - | classroom and on State assessments; |
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57 | | - | (ii) whether and how bilingual education programs |
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58 | | - | should be modified to increase parental involvement |
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| 32 | + | HB3822 Enrolled- 2 -LRB103 30452 RJT 56884 b HB3822 Enrolled - 2 - LRB103 30452 RJT 56884 b |
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| 33 | + | HB3822 Enrolled - 2 - LRB103 30452 RJT 56884 b |
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| 34 | + | 1 By no later than December 1, 2011, the Council shall |
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| 35 | + | 2 submit a report to the State Superintendent of Education, the |
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| 36 | + | 3 Governor, and the General Assembly addressing, at a minimum, |
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| 37 | + | 4 the following questions: |
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| 38 | + | 5 (1) whether and how the 20 child per attendance center |
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| 39 | + | 6 minimum in Section 14C-3 of this Code should be modified; |
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| 40 | + | 7 (2) whether and how educator certification |
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| 41 | + | 8 requirements in this Article 14C and applicable State |
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| 42 | + | 9 Board of Education rules should be modified; |
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| 43 | + | 10 (3) whether and how bilingual education requirements |
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| 44 | + | 11 in this Article 14C and applicable State Board of |
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| 45 | + | 12 Education rules should be modified to address differences |
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| 46 | + | 13 between elementary and secondary schools; and |
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| 47 | + | 14 (4) whether and how to allow school districts to |
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| 48 | + | 15 administer alternative bilingual education programs |
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| 49 | + | 16 instead of transitional bilingual education programs. |
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| 50 | + | 17 By no later than January 1, 2013, the Council shall submit |
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| 51 | + | 18 a report to the State Superintendent of Education, the |
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| 52 | + | 19 Governor, and the General Assembly addressing, at a minimum, |
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| 53 | + | 20 the following questions: |
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| 54 | + | 21 (i) whether and how bilingual education programs |
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| 55 | + | 22 should be modified to be more flexible and achieve a |
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| 56 | + | 23 higher success rate among Hispanic students in the |
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| 57 | + | 24 classroom and on State assessments; |
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| 58 | + | 25 (ii) whether and how bilingual education programs |
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| 59 | + | 26 should be modified to increase parental involvement |
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61 | | - | including the use of parent academies; |
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62 | | - | (iii) whether and how bilingual education programs |
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63 | | - | should be modified to increase cultural competency through |
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64 | | - | a cultural competency program among bilingual teaching |
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65 | | - | staff; and |
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66 | | - | (iv) whether and how the bilingual parent advisory |
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67 | | - | committees within school districts can be supported in |
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68 | | - | order to increase the opportunities for parents to |
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69 | | - | effectively express their views concerning the planning, |
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70 | | - | operation, and evaluation of bilingual education programs. |
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71 | | - | Within one year of the effective date of this amendatory |
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72 | | - | Act of the 103rd General Assembly, the Council shall deliver a |
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73 | | - | report to the General Assembly on how to incentivize dual |
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74 | | - | language instruction in schools. The report shall include: (i) |
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75 | | - | expanding dual language programs and instruction, (ii) |
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76 | | - | developing a strategic plan for scaling dual language |
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77 | | - | programs, (iii) possible public-private partnerships to expand |
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78 | | - | dual language programs, (iv) potential funding mechanisms and |
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79 | | - | models, including how to leverage the use of existing State |
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80 | | - | and federal resources and how to sustain funding for dual |
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81 | | - | language programs, (v) how to build the supply of qualified |
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82 | | - | teachers for dual language programs, including potential |
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83 | | - | partnerships with private or nonprofit teacher preparation or |
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84 | | - | development programs and college teacher preparation programs, |
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85 | | - | potential alternative certification routes, exchange programs |
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86 | | - | with other countries, and financial incentives, and (vi) |
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89 | | - | standards for measuring student progress in dual language |
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90 | | - | programs. |
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91 | | - | (b) For the purpose of this Section: |
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92 | | - | "Parent academies" means a series of parent development |
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93 | | - | opportunities delivered throughout the school year to increase |
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94 | | - | parents' ability to successfully navigate the education system |
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95 | | - | and monitor their children's education. Parent academies are |
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96 | | - | specifically designed for parents of students who are enrolled |
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97 | | - | in any of the English Language Learner programs and are to be |
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98 | | - | provided after work hours in the parents' native language. At |
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99 | | - | a minimum, parent academies shall allow participants to do the |
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100 | | - | following: |
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101 | | - | (1) understand and use their children's standardized |
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102 | | - | tests to effectively advocate for their children's |
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103 | | - | academic success; |
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104 | | - | (2) learn home strategies to increase their children's |
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105 | | - | reading proficiency; |
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106 | | - | (3) promote homework completion as a successful daily |
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107 | | - | routine; |
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108 | | - | (4) establish a positive and productive connection |
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109 | | - | with their children's schools and teachers; and |
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110 | | - | (5) build the character traits that lead to academic |
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111 | | - | success, such as responsibility, persistence, a hard-work |
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112 | | - | ethic, and the ability to delay gratification. |
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113 | | - | "Cultural competency program" means a staff development |
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114 | | - | opportunity to increase the school staffs' ability to meet the |
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| 64 | + | |
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| 65 | + | HB3822 Enrolled - 2 - LRB103 30452 RJT 56884 b |
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117 | | - | social, emotional, and academic needs of culturally and |
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118 | | - | linguistically diverse students and, at a minimum, allows |
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119 | | - | participants to do the following: |
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120 | | - | (i) discuss the impact that our constantly changing, |
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121 | | - | highly technological and globalist society is having on |
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122 | | - | Illinois' public education system; |
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123 | | - | (ii) analyze international, national, State, county, |
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124 | | - | district, and local students' performance data and the |
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125 | | - | achievement gaps that persistently exist between groups; |
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126 | | - | (iii) realize the benefits and challenges of reaching |
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127 | | - | proficiency in cultural competency; |
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128 | | - | (iv) engage in conversations that lead to |
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129 | | - | self-awareness and greater insight regarding diversity; |
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130 | | - | and |
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131 | | - | (v) learn strategies for building student-teacher |
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132 | | - | relationships and making instruction more comprehensible |
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133 | | - | and relevant for all students. |
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134 | | - | (Source: P.A. 97-305, eff. 1-1-12; 97-915, eff. 1-1-13.) |
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| 68 | + | HB3822 Enrolled- 3 -LRB103 30452 RJT 56884 b HB3822 Enrolled - 3 - LRB103 30452 RJT 56884 b |
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| 69 | + | HB3822 Enrolled - 3 - LRB103 30452 RJT 56884 b |
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| 70 | + | 1 including the use of parent academies; |
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| 71 | + | 2 (iii) whether and how bilingual education programs |
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| 72 | + | 3 should be modified to increase cultural competency through |
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| 73 | + | 4 a cultural competency program among bilingual teaching |
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| 74 | + | 5 staff; and |
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| 75 | + | 6 (iv) whether and how the bilingual parent advisory |
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| 76 | + | 7 committees within school districts can be supported in |
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| 77 | + | 8 order to increase the opportunities for parents to |
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| 78 | + | 9 effectively express their views concerning the planning, |
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| 79 | + | 10 operation, and evaluation of bilingual education programs. |
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| 80 | + | 11 Within one year of the effective date of this amendatory |
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| 81 | + | 12 Act of the 103rd General Assembly, the Council shall deliver a |
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| 82 | + | 13 report to the General Assembly on how to incentivize dual |
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| 83 | + | 14 language instruction in schools. The report shall include: (i) |
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| 84 | + | 15 expanding dual language programs and instruction, (ii) |
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| 85 | + | 16 developing a strategic plan for scaling dual language |
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| 86 | + | 17 programs, (iii) possible public-private partnerships to expand |
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| 87 | + | 18 dual language programs, (iv) potential funding mechanisms and |
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| 88 | + | 19 models, including how to leverage the use of existing State |
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| 89 | + | 20 and federal resources and how to sustain funding for dual |
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| 90 | + | 21 language programs, (v) how to build the supply of qualified |
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| 91 | + | 22 teachers for dual language programs, including potential |
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| 92 | + | 23 partnerships with private or nonprofit teacher preparation or |
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| 93 | + | 24 development programs and college teacher preparation programs, |
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| 94 | + | 25 potential alternative certification routes, exchange programs |
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| 95 | + | 26 with other countries, and financial incentives, and (vi) |
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| 96 | + | |
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| 97 | + | |
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| 98 | + | |
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| 99 | + | |
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| 100 | + | |
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| 101 | + | HB3822 Enrolled - 3 - LRB103 30452 RJT 56884 b |
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| 102 | + | |
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| 103 | + | |
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| 104 | + | HB3822 Enrolled- 4 -LRB103 30452 RJT 56884 b HB3822 Enrolled - 4 - LRB103 30452 RJT 56884 b |
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| 105 | + | HB3822 Enrolled - 4 - LRB103 30452 RJT 56884 b |
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| 106 | + | 1 standards for measuring student progress in dual language |
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| 107 | + | 2 programs. |
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| 108 | + | 3 (b) For the purpose of this Section: |
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| 109 | + | 4 "Parent academies" means a series of parent development |
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| 110 | + | 5 opportunities delivered throughout the school year to increase |
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| 111 | + | 6 parents' ability to successfully navigate the education system |
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| 112 | + | 7 and monitor their children's education. Parent academies are |
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| 113 | + | 8 specifically designed for parents of students who are enrolled |
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| 114 | + | 9 in any of the English Language Learner programs and are to be |
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| 115 | + | 10 provided after work hours in the parents' native language. At |
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| 116 | + | 11 a minimum, parent academies shall allow participants to do the |
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| 117 | + | 12 following: |
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| 118 | + | 13 (1) understand and use their children's standardized |
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| 119 | + | 14 tests to effectively advocate for their children's |
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| 120 | + | 15 academic success; |
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| 121 | + | 16 (2) learn home strategies to increase their children's |
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| 122 | + | 17 reading proficiency; |
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| 123 | + | 18 (3) promote homework completion as a successful daily |
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| 124 | + | 19 routine; |
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| 125 | + | 20 (4) establish a positive and productive connection |
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| 126 | + | 21 with their children's schools and teachers; and |
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| 127 | + | 22 (5) build the character traits that lead to academic |
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| 128 | + | 23 success, such as responsibility, persistence, a hard-work |
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| 129 | + | 24 ethic, and the ability to delay gratification. |
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| 130 | + | 25 "Cultural competency program" means a staff development |
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| 131 | + | 26 opportunity to increase the school staffs' ability to meet the |
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| 132 | + | |
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| 133 | + | |
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| 134 | + | |
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| 135 | + | |
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| 136 | + | |
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| 137 | + | HB3822 Enrolled - 4 - LRB103 30452 RJT 56884 b |
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| 138 | + | |
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| 139 | + | |
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| 140 | + | HB3822 Enrolled- 5 -LRB103 30452 RJT 56884 b HB3822 Enrolled - 5 - LRB103 30452 RJT 56884 b |
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| 141 | + | HB3822 Enrolled - 5 - LRB103 30452 RJT 56884 b |
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| 142 | + | 1 social, emotional, and academic needs of culturally and |
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| 143 | + | 2 linguistically diverse students and, at a minimum, allows |
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| 144 | + | 3 participants to do the following: |
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| 145 | + | 4 (i) discuss the impact that our constantly changing, |
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| 146 | + | 5 highly technological and globalist society is having on |
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| 147 | + | 6 Illinois' public education system; |
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| 148 | + | 7 (ii) analyze international, national, State, county, |
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| 149 | + | 8 district, and local students' performance data and the |
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| 150 | + | 9 achievement gaps that persistently exist between groups; |
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| 151 | + | 10 (iii) realize the benefits and challenges of reaching |
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| 152 | + | 11 proficiency in cultural competency; |
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| 153 | + | 12 (iv) engage in conversations that lead to |
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| 154 | + | 13 self-awareness and greater insight regarding diversity; |
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| 155 | + | 14 and |
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| 156 | + | 15 (v) learn strategies for building student-teacher |
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| 157 | + | 16 relationships and making instruction more comprehensible |
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| 158 | + | 17 and relevant for all students. |
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| 159 | + | 18 (Source: P.A. 97-305, eff. 1-1-12; 97-915, eff. 1-1-13.) |
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| 160 | + | |
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| 161 | + | |
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| 162 | + | |
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| 163 | + | |
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| 164 | + | |
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| 165 | + | HB3822 Enrolled - 5 - LRB103 30452 RJT 56884 b |
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