Illinois 2023-2024 Regular Session

Illinois House Bill HB3822 Compare Versions

Version 1 (Old)

Version 2 (New)

Old	New		Differences
1		-	Public Act 103-0362
2	1		HB3822 EnrolledLRB103 30452 RJT 56884 b HB3822 Enrolled LRB103 30452 RJT 56884 b
3	2		HB3822 Enrolled LRB103 30452 RJT 56884 b
4		-	AN ACT concerning education.
5		-	Be it enacted by the People of the State of Illinois,
6		-	represented in the General Assembly:
7		-	Section 5. The School Code is amended by adding Section
8		-	14C-13 as follows:
9		-	(105 ILCS 5/14C-13) (from Ch. 122, par. 14C-13)
10		-	Sec. 14C-13. Advisory Council.
11		-	(a) There is created an Advisory Council on Bilingual
12		-	Education, consisting of 17 members appointed by the State
13		-	Superintendent of Education and selected, as nearly as
14		-	possible, on the basis of experience in or knowledge of the
15		-	various programs of bilingual education. The Council shall
16		-	advise the State Superintendent on policy and rules pertaining
17		-	to bilingual education. The Council shall establish such
18		-	sub-committees as it deems appropriate to review bilingual
19		-	education issues including but not limited to certification,
20		-	finance and special education.
21		-	Initial appointees shall serve terms determined by lot as
22		-	follows: 6 for one year, 6 for 2 years and 5 for 3 years.
23		-	Successors shall serve 3-year terms. Members annually shall
24		-	select a chairman from among their number. Members shall
25		-	receive no compensation but may be reimbursed for necessary
26		-	expenses incurred in the performance of their duties.
	3	+	1 AN ACT concerning education.
	4	+	2 Be it enacted by the People of the State of Illinois,
	5	+	3 represented in the General Assembly:
	6	+	4 Section 5. The School Code is amended by adding Section
	7	+	5 14C-13 as follows:
	8	+	6 (105 ILCS 5/14C-13) (from Ch. 122, par. 14C-13)
	9	+	7 Sec. 14C-13. Advisory Council.
	10	+	8 (a) There is created an Advisory Council on Bilingual
	11	+	9 Education, consisting of 17 members appointed by the State
	12	+	10 Superintendent of Education and selected, as nearly as
	13	+	11 possible, on the basis of experience in or knowledge of the
	14	+	12 various programs of bilingual education. The Council shall
	15	+	13 advise the State Superintendent on policy and rules pertaining
	16	+	14 to bilingual education. The Council shall establish such
	17	+	15 sub-committees as it deems appropriate to review bilingual
	18	+	16 education issues including but not limited to certification,
	19	+	17 finance and special education.
	20	+	18 Initial appointees shall serve terms determined by lot as
	21	+	19 follows: 6 for one year, 6 for 2 years and 5 for 3 years.
	22	+	20 Successors shall serve 3-year terms. Members annually shall
	23	+	21 select a chairman from among their number. Members shall
	24	+	22 receive no compensation but may be reimbursed for necessary
	25	+	23 expenses incurred in the performance of their duties.
27	26
28	27
29	28
30	29		HB3822 Enrolled LRB103 30452 RJT 56884 b
31	30
32	31
33		-	By no later than December 1, 2011, the Council shall
34		-	submit a report to the State Superintendent of Education, the
35		-	Governor, and the General Assembly addressing, at a minimum,
36		-	the following questions:
37		-	(1) whether and how the 20 child per attendance center
38		-	minimum in Section 14C-3 of this Code should be modified;
39		-	(2) whether and how educator certification
40		-	requirements in this Article 14C and applicable State
41		-	Board of Education rules should be modified;
42		-	(3) whether and how bilingual education requirements
43		-	in this Article 14C and applicable State Board of
44		-	Education rules should be modified to address differences
45		-	between elementary and secondary schools; and
46		-	(4) whether and how to allow school districts to
47		-	administer alternative bilingual education programs
48		-	instead of transitional bilingual education programs.
49		-	By no later than January 1, 2013, the Council shall submit
50		-	a report to the State Superintendent of Education, the
51		-	Governor, and the General Assembly addressing, at a minimum,
52		-	the following questions:
53		-	(i) whether and how bilingual education programs
54		-	should be modified to be more flexible and achieve a
55		-	higher success rate among Hispanic students in the
56		-	classroom and on State assessments;
57		-	(ii) whether and how bilingual education programs
58		-	should be modified to increase parental involvement
	32	+	HB3822 Enrolled- 2 -LRB103 30452 RJT 56884 b HB3822 Enrolled - 2 - LRB103 30452 RJT 56884 b
	33	+	HB3822 Enrolled - 2 - LRB103 30452 RJT 56884 b
	34	+	1 By no later than December 1, 2011, the Council shall
	35	+	2 submit a report to the State Superintendent of Education, the
	36	+	3 Governor, and the General Assembly addressing, at a minimum,
	37	+	4 the following questions:
	38	+	5 (1) whether and how the 20 child per attendance center
	39	+	6 minimum in Section 14C-3 of this Code should be modified;
	40	+	7 (2) whether and how educator certification
	41	+	8 requirements in this Article 14C and applicable State
	42	+	9 Board of Education rules should be modified;
	43	+	10 (3) whether and how bilingual education requirements
	44	+	11 in this Article 14C and applicable State Board of
	45	+	12 Education rules should be modified to address differences
	46	+	13 between elementary and secondary schools; and
	47	+	14 (4) whether and how to allow school districts to
	48	+	15 administer alternative bilingual education programs
	49	+	16 instead of transitional bilingual education programs.
	50	+	17 By no later than January 1, 2013, the Council shall submit
	51	+	18 a report to the State Superintendent of Education, the
	52	+	19 Governor, and the General Assembly addressing, at a minimum,
	53	+	20 the following questions:
	54	+	21 (i) whether and how bilingual education programs
	55	+	22 should be modified to be more flexible and achieve a
	56	+	23 higher success rate among Hispanic students in the
	57	+	24 classroom and on State assessments;
	58	+	25 (ii) whether and how bilingual education programs
	59	+	26 should be modified to increase parental involvement
59	60
60	61
61		-	including the use of parent academies;
62		-	(iii) whether and how bilingual education programs
63		-	should be modified to increase cultural competency through
64		-	a cultural competency program among bilingual teaching
65		-	staff; and
66		-	(iv) whether and how the bilingual parent advisory
67		-	committees within school districts can be supported in
68		-	order to increase the opportunities for parents to
69		-	effectively express their views concerning the planning,
70		-	operation, and evaluation of bilingual education programs.
71		-	Within one year of the effective date of this amendatory
72		-	Act of the 103rd General Assembly, the Council shall deliver a
73		-	report to the General Assembly on how to incentivize dual
74		-	language instruction in schools. The report shall include: (i)
75		-	expanding dual language programs and instruction, (ii)
76		-	developing a strategic plan for scaling dual language
77		-	programs, (iii) possible public-private partnerships to expand
78		-	dual language programs, (iv) potential funding mechanisms and
79		-	models, including how to leverage the use of existing State
80		-	and federal resources and how to sustain funding for dual
81		-	language programs, (v) how to build the supply of qualified
82		-	teachers for dual language programs, including potential
83		-	partnerships with private or nonprofit teacher preparation or
84		-	development programs and college teacher preparation programs,
85		-	potential alternative certification routes, exchange programs
86		-	with other countries, and financial incentives, and (vi)
87	62
88	63
89		-	standards for measuring student progress in dual language
90		-	programs.
91		-	(b) For the purpose of this Section:
92		-	"Parent academies" means a series of parent development
93		-	opportunities delivered throughout the school year to increase
94		-	parents' ability to successfully navigate the education system
95		-	and monitor their children's education. Parent academies are
96		-	specifically designed for parents of students who are enrolled
97		-	in any of the English Language Learner programs and are to be
98		-	provided after work hours in the parents' native language. At
99		-	a minimum, parent academies shall allow participants to do the
100		-	following:
101		-	(1) understand and use their children's standardized
102		-	tests to effectively advocate for their children's
103		-	academic success;
104		-	(2) learn home strategies to increase their children's
105		-	reading proficiency;
106		-	(3) promote homework completion as a successful daily
107		-	routine;
108		-	(4) establish a positive and productive connection
109		-	with their children's schools and teachers; and
110		-	(5) build the character traits that lead to academic
111		-	success, such as responsibility, persistence, a hard-work
112		-	ethic, and the ability to delay gratification.
113		-	"Cultural competency program" means a staff development
114		-	opportunity to increase the school staffs' ability to meet the
	64	+
	65	+	HB3822 Enrolled - 2 - LRB103 30452 RJT 56884 b
115	66
116	67
117		-	social, emotional, and academic needs of culturally and
118		-	linguistically diverse students and, at a minimum, allows
119		-	participants to do the following:
120		-	(i) discuss the impact that our constantly changing,
121		-	highly technological and globalist society is having on
122		-	Illinois' public education system;
123		-	(ii) analyze international, national, State, county,
124		-	district, and local students' performance data and the
125		-	achievement gaps that persistently exist between groups;
126		-	(iii) realize the benefits and challenges of reaching
127		-	proficiency in cultural competency;
128		-	(iv) engage in conversations that lead to
129		-	self-awareness and greater insight regarding diversity;
130		-	and
131		-	(v) learn strategies for building student-teacher
132		-	relationships and making instruction more comprehensible
133		-	and relevant for all students.
134		-	(Source: P.A. 97-305, eff. 1-1-12; 97-915, eff. 1-1-13.)
	68	+	HB3822 Enrolled- 3 -LRB103 30452 RJT 56884 b HB3822 Enrolled - 3 - LRB103 30452 RJT 56884 b
	69	+	HB3822 Enrolled - 3 - LRB103 30452 RJT 56884 b
	70	+	1 including the use of parent academies;
	71	+	2 (iii) whether and how bilingual education programs
	72	+	3 should be modified to increase cultural competency through
	73	+	4 a cultural competency program among bilingual teaching
	74	+	5 staff; and
	75	+	6 (iv) whether and how the bilingual parent advisory
	76	+	7 committees within school districts can be supported in
	77	+	8 order to increase the opportunities for parents to
	78	+	9 effectively express their views concerning the planning,
	79	+	10 operation, and evaluation of bilingual education programs.
	80	+	11 Within one year of the effective date of this amendatory
	81	+	12 Act of the 103rd General Assembly, the Council shall deliver a
	82	+	13 report to the General Assembly on how to incentivize dual
	83	+	14 language instruction in schools. The report shall include: (i)
	84	+	15 expanding dual language programs and instruction, (ii)
	85	+	16 developing a strategic plan for scaling dual language
	86	+	17 programs, (iii) possible public-private partnerships to expand
	87	+	18 dual language programs, (iv) potential funding mechanisms and
	88	+	19 models, including how to leverage the use of existing State
	89	+	20 and federal resources and how to sustain funding for dual
	90	+	21 language programs, (v) how to build the supply of qualified
	91	+	22 teachers for dual language programs, including potential
	92	+	23 partnerships with private or nonprofit teacher preparation or
	93	+	24 development programs and college teacher preparation programs,
	94	+	25 potential alternative certification routes, exchange programs
	95	+	26 with other countries, and financial incentives, and (vi)
	96	+
	97	+
	98	+
	99	+
	100	+
	101	+	HB3822 Enrolled - 3 - LRB103 30452 RJT 56884 b
	102	+
	103	+
	104	+	HB3822 Enrolled- 4 -LRB103 30452 RJT 56884 b HB3822 Enrolled - 4 - LRB103 30452 RJT 56884 b
	105	+	HB3822 Enrolled - 4 - LRB103 30452 RJT 56884 b
	106	+	1 standards for measuring student progress in dual language
	107	+	2 programs.
	108	+	3 (b) For the purpose of this Section:
	109	+	4 "Parent academies" means a series of parent development
	110	+	5 opportunities delivered throughout the school year to increase
	111	+	6 parents' ability to successfully navigate the education system
	112	+	7 and monitor their children's education. Parent academies are
	113	+	8 specifically designed for parents of students who are enrolled
	114	+	9 in any of the English Language Learner programs and are to be
	115	+	10 provided after work hours in the parents' native language. At
	116	+	11 a minimum, parent academies shall allow participants to do the
	117	+	12 following:
	118	+	13 (1) understand and use their children's standardized
	119	+	14 tests to effectively advocate for their children's
	120	+	15 academic success;
	121	+	16 (2) learn home strategies to increase their children's
	122	+	17 reading proficiency;
	123	+	18 (3) promote homework completion as a successful daily
	124	+	19 routine;
	125	+	20 (4) establish a positive and productive connection
	126	+	21 with their children's schools and teachers; and
	127	+	22 (5) build the character traits that lead to academic
	128	+	23 success, such as responsibility, persistence, a hard-work
	129	+	24 ethic, and the ability to delay gratification.
	130	+	25 "Cultural competency program" means a staff development
	131	+	26 opportunity to increase the school staffs' ability to meet the
	132	+
	133	+
	134	+
	135	+
	136	+
	137	+	HB3822 Enrolled - 4 - LRB103 30452 RJT 56884 b
	138	+
	139	+
	140	+	HB3822 Enrolled- 5 -LRB103 30452 RJT 56884 b HB3822 Enrolled - 5 - LRB103 30452 RJT 56884 b
	141	+	HB3822 Enrolled - 5 - LRB103 30452 RJT 56884 b
	142	+	1 social, emotional, and academic needs of culturally and
	143	+	2 linguistically diverse students and, at a minimum, allows
	144	+	3 participants to do the following:
	145	+	4 (i) discuss the impact that our constantly changing,
	146	+	5 highly technological and globalist society is having on
	147	+	6 Illinois' public education system;
	148	+	7 (ii) analyze international, national, State, county,
	149	+	8 district, and local students' performance data and the
	150	+	9 achievement gaps that persistently exist between groups;
	151	+	10 (iii) realize the benefits and challenges of reaching
	152	+	11 proficiency in cultural competency;
	153	+	12 (iv) engage in conversations that lead to
	154	+	13 self-awareness and greater insight regarding diversity;
	155	+	14 and
	156	+	15 (v) learn strategies for building student-teacher
	157	+	16 relationships and making instruction more comprehensible
	158	+	17 and relevant for all students.
	159	+	18 (Source: P.A. 97-305, eff. 1-1-12; 97-915, eff. 1-1-13.)
	160	+
	161	+
	162	+
	163	+
	164	+
	165	+	HB3822 Enrolled - 5 - LRB103 30452 RJT 56884 b