IL
Illinois House Bill HB5020

Illinois 2023-2024 Regular Session

Illinois House Bill HB5020 Compare Versions

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1-HB5020 EngrossedLRB103 36165 RJT 66257 b HB5020 Engrossed LRB103 36165 RJT 66257 b
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1+103RD GENERAL ASSEMBLY State of Illinois 2023 and 2024 HB5020 Introduced , by Rep. Diane Blair-Sherlock SYNOPSIS AS INTRODUCED: 110 ILCS 27/5110 ILCS 27/16110 ILCS 27/19110 ILCS 27/20110 ILCS 27/25110 ILCS 27/45 new Amends the Dual Credit Quality Act. Makes changes concerning high school and community college partnership agreements, the Dual Credit Committee, instructor and other standards for dual credit courses, and the data in reports made by institutions of higher learning. Provides that a Dual Credit Instructor Endorsement Framework shall be developed through a committee involving collaboration between the Illinois Community College Board and the State Board of Education by December 31, 2024. Sets forth the membership of the committee. Provides that the Framework shall establish criteria for evaluating instructors on the basis of academic credentials, progress toward academic credentials, equivalent experience, or some combination of these. Sets forth what the criteria shall include and what the Framework may do. Effective immediately. LRB103 36165 RJT 66257 b A BILL FOR 103RD GENERAL ASSEMBLY State of Illinois 2023 and 2024 HB5020 Introduced , by Rep. Diane Blair-Sherlock SYNOPSIS AS INTRODUCED: 110 ILCS 27/5110 ILCS 27/16110 ILCS 27/19110 ILCS 27/20110 ILCS 27/25110 ILCS 27/45 new 110 ILCS 27/5 110 ILCS 27/16 110 ILCS 27/19 110 ILCS 27/20 110 ILCS 27/25 110 ILCS 27/45 new Amends the Dual Credit Quality Act. Makes changes concerning high school and community college partnership agreements, the Dual Credit Committee, instructor and other standards for dual credit courses, and the data in reports made by institutions of higher learning. Provides that a Dual Credit Instructor Endorsement Framework shall be developed through a committee involving collaboration between the Illinois Community College Board and the State Board of Education by December 31, 2024. Sets forth the membership of the committee. Provides that the Framework shall establish criteria for evaluating instructors on the basis of academic credentials, progress toward academic credentials, equivalent experience, or some combination of these. Sets forth what the criteria shall include and what the Framework may do. Effective immediately. LRB103 36165 RJT 66257 b LRB103 36165 RJT 66257 b A BILL FOR
2+103RD GENERAL ASSEMBLY State of Illinois 2023 and 2024 HB5020 Introduced , by Rep. Diane Blair-Sherlock SYNOPSIS AS INTRODUCED:
3+110 ILCS 27/5110 ILCS 27/16110 ILCS 27/19110 ILCS 27/20110 ILCS 27/25110 ILCS 27/45 new 110 ILCS 27/5 110 ILCS 27/16 110 ILCS 27/19 110 ILCS 27/20 110 ILCS 27/25 110 ILCS 27/45 new
4+110 ILCS 27/5
5+110 ILCS 27/16
6+110 ILCS 27/19
7+110 ILCS 27/20
8+110 ILCS 27/25
9+110 ILCS 27/45 new
10+Amends the Dual Credit Quality Act. Makes changes concerning high school and community college partnership agreements, the Dual Credit Committee, instructor and other standards for dual credit courses, and the data in reports made by institutions of higher learning. Provides that a Dual Credit Instructor Endorsement Framework shall be developed through a committee involving collaboration between the Illinois Community College Board and the State Board of Education by December 31, 2024. Sets forth the membership of the committee. Provides that the Framework shall establish criteria for evaluating instructors on the basis of academic credentials, progress toward academic credentials, equivalent experience, or some combination of these. Sets forth what the criteria shall include and what the Framework may do. Effective immediately.
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316 1 AN ACT concerning education.
417 2 Be it enacted by the People of the State of Illinois,
518 3 represented in the General Assembly:
619 4 Section 5. The Dual Credit Quality Act is amended by
7-5 changing Sections 5, 10, 15, 16, 17, 19, 20, and 25 and by
8-6 adding Sections 16.10, 37, and 45 as follows:
20+5 changing Sections 5, 16, 19, 20, and 25 and by adding Section
21+6 45 as follows:
922 7 (110 ILCS 27/5)
1023 8 Sec. 5. Definitions. In this Act:
1124 9 "Dual credit course" means a college course taken by a
1225 10 high school student for credit at both the college and high
1326 11 school level.
14-12 "Fully qualified instructor" means an instructor who meets
15-13 the academic credentials described in subparagraph (A) of
16-14 paragraph (1) of Section 20 or a career and technical
17-15 education instructor who meets the equivalent experience that
18-16 is commensurate with achievement of academic credentials, as
19-17 described by the Dual Credit Instructor Qualification
20-18 Framework in paragraph (b) of Section 45.
21-19 "Minimally qualified instructor" means an instructor who
22-20 meets the credentials described in paragraph (2), (2.5), or
23-21 (3) of Section 20.
24-22 "Postsecondary institution" "Institution" means an
25-23 "institution of higher learning" as defined in the Higher
27+12 "Institution" means an "institution of higher learning" as
28+13 defined in the Higher Education Student Assistance Act.
29+14 "Priority career pathway course" means a career-focused
30+15 course that has been identified by a school district, after
31+16 consultation with a community college district, in its
32+17 submission to the State Board of Education as an early college
33+18 credit course within a career-focused instructional sequence
34+19 as part of a College and Career Pathway Endorsement system
35+20 under the Postsecondary and Workforce Readiness Act.
36+21 (Source: P.A. 96-194, eff. 1-1-10.)
37+22 (110 ILCS 27/16)
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34-1 Education Student Assistance Act.
35-2 "Priority career pathway course" means a career-focused
36-3 course that has been identified by a school district, after
37-4 consultation with a community college district, in its
38-5 submission to the State Board of Education as an early college
39-6 credit course within a career-focused instructional sequence
40-7 as part of a College and Career Pathway Endorsement system
41-8 under the Postsecondary and Workforce Readiness Act.
42-9 (Source: P.A. 96-194, eff. 1-1-10.)
43-10 (110 ILCS 27/10)
44-11 Sec. 10. Purpose. The purpose of this Act is to accomplish
45-12 all of the following:
46-13 (1) To reduce college costs.
47-14 (2) To speed time to degree completion.
48-15 (3) To improve the curriculum for high school students
49-16 and the alignment of the curriculum with college and
50-17 workplace expectations.
51-18 (4) To facilitate the transition between high school
52-19 and college.
53-20 (5) To enhance communication and collaboration between
54-21 high schools and colleges that leads to the establishment
55-22 of thriving local partnerships that seek to expand
56-23 students' opportunities.
57-24 (6) To offer opportunities for improving degree
58-25 attainment for underserved student populations.
41+103RD GENERAL ASSEMBLY State of Illinois 2023 and 2024 HB5020 Introduced , by Rep. Diane Blair-Sherlock SYNOPSIS AS INTRODUCED:
42+110 ILCS 27/5110 ILCS 27/16110 ILCS 27/19110 ILCS 27/20110 ILCS 27/25110 ILCS 27/45 new 110 ILCS 27/5 110 ILCS 27/16 110 ILCS 27/19 110 ILCS 27/20 110 ILCS 27/25 110 ILCS 27/45 new
43+110 ILCS 27/5
44+110 ILCS 27/16
45+110 ILCS 27/19
46+110 ILCS 27/20
47+110 ILCS 27/25
48+110 ILCS 27/45 new
49+Amends the Dual Credit Quality Act. Makes changes concerning high school and community college partnership agreements, the Dual Credit Committee, instructor and other standards for dual credit courses, and the data in reports made by institutions of higher learning. Provides that a Dual Credit Instructor Endorsement Framework shall be developed through a committee involving collaboration between the Illinois Community College Board and the State Board of Education by December 31, 2024. Sets forth the membership of the committee. Provides that the Framework shall establish criteria for evaluating instructors on the basis of academic credentials, progress toward academic credentials, equivalent experience, or some combination of these. Sets forth what the criteria shall include and what the Framework may do. Effective immediately.
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52+A BILL FOR
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58+110 ILCS 27/5
59+110 ILCS 27/16
60+110 ILCS 27/19
61+110 ILCS 27/20
62+110 ILCS 27/25
63+110 ILCS 27/45 new
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69-1 (7) To increase equitable access to high-quality
70-2 programs, provide meaningful educational opportunities
71-3 that support student success, and ensure dual credit is
72-4 used as a strategic tool for closing opportunity gaps.
73-5 (Source: P.A. 96-194, eff. 1-1-10.)
74-6 (110 ILCS 27/15)
75-7 Sec. 15. Student academic standing. Postsecondary
76-8 institutions Institutions may adopt policies to protect the
77-9 academic standing of students who are not successful in dual
78-10 credit courses, including, but not limited to, options for (i)
79-11 late withdrawal from a course, or (ii) taking the course on a
80-12 pass-fail basis, or both. All institutional policies relating
81-13 to the academic standing of students enrolled in dual credit
82-14 courses or the transfer of credit for dual credit courses must
83-15 be made publicly available by the postsecondary institution
84-16 and provided to each student enrolled in dual credit courses
85-17 offered by that postsecondary institution.
86-18 (Source: P.A. 100-1049, eff. 1-1-19.)
87-19 (110 ILCS 27/16)
88-20 Sec. 16. High school and community college partnership
89-21 agreements; dual credit. A community college district shall,
90-22 upon the request of a school district within the jurisdiction
91-23 of the community college district, enter into a partnership
92-24 agreement with the school district to offer dual credit
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103-1 coursework. The school district and community college district
104-2 must each designate a liaison and begin negotiations to reach
105-3 a partnership agreement no later than 60 calendar days after
106-4 the initial request.
107-5 A school district may offer any course identified in the
108-6 Illinois Articulation Initiative General Education Core
109-7 Curriculum package under the Illinois Articulation Initiative
110-8 Act or any priority career pathway course aligned with current
111-9 course offerings at the partnering postsecondary institution
112-10 as a dual credit course on the campus of a high school of the
113-11 school district and may use a high school instructor who has
114-12 met the academic credential requirements under this Act to
115-13 teach the dual credit course.
116-14 The partnership agreement shall include all of the
117-15 following:
118-16 (1) The establishment of the school district's and the
119-17 community college district's respective roles and
120-18 responsibilities in providing the program and ensuring the
121-19 quality and instructional rigor of the program. This must
122-20 include an assurance that the community college district
123-21 has appropriate academic control of the curriculum,
124-22 consistent with any State or federal law and as required
125-23 or negotiated with the Higher Learning Commission or other
126-24 applicable accrediting agency.
127-25 (2) The dual credit courses that the school district
128-26 will offer its students and whether those courses will be
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82+1 Sec. 16. High school and community college partnership
83+2 agreements; dual credit. A community college district shall,
84+3 upon the request of a school district within the jurisdiction
85+4 of the community college district, enter into a partnership
86+5 agreement with the school district to offer dual credit
87+6 coursework within 180 calendar days after the initial request.
88+7 A school district may offer any course identified in the
89+8 Illinois Articulation Initiative General Education Core
90+9 Curriculum package under the Illinois Articulation Initiative
91+10 Act or any priority career pathway course as a dual credit
92+11 course on the campus of a high school of the school district
93+12 and may use a high school instructor who has met the academic
94+13 credential requirements under this Act to teach the dual
95+14 credit course.
96+15 The partnership agreement shall include all of the
97+16 following:
98+17 (1) The establishment of the school district's and the
99+18 community college district's respective roles and
100+19 responsibilities in providing the program and ensuring the
101+20 quality and instructional rigor of the program. This must
102+21 include an assurance that the community college district
103+22 has appropriate academic control of the curriculum,
104+23 consistent with any State or federal law and as required
105+24 or negotiated with the Higher Learning Commission or other
106+25 applicable accrediting agency.
107+26 (2) The dual credit courses that the school district
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139-1 offered on the high school or community college campus or
140-2 through an online platform established by the Illinois
141-3 Community College Board.
142-4 (3) The establishment of academic criteria for
143-5 granting eligibility for high school students to enroll in
144-6 dual credit coursework. The academic criteria shall be
145-7 evidence-based and shall include multiple appropriate
146-8 measures to determine whether a student is prepared for
147-9 any dual credit coursework in which the student enrolls.
148-10 Multiple appropriate measures may include, but are not
149-11 limited to, placement measures under the Developmental
150-12 Education Reform Act. The school district and community
151-13 college district shall use the Illinois Community College
152-14 Board's placement framework, under the Developmental
153-15 Education Reform Act, to determine the appropriate cutoff
154-16 score if using grade point average or assessment scores to
155-17 determine eligibility criteria, unless both the school
156-18 district and community college district jointly agree to
157-19 accept a lower score on individual placement methods in
158-20 combination with other placement methods. The partnership
159-21 agreement shall require a communications plan for
160-22 notifying students, parents, and high school staff of the
161-23 multiple appropriate measures criteria and shall require
162-24 the school district to clearly designate dual credit
163-25 courses in course catalogs and curriculum guides. Any
164-26 changes to academic criteria shall be communicated to the
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118+1 will offer its students and whether those courses will be
119+2 offered on the high school or community college campus or
120+3 through an online platform established by the Illinois
121+4 Community College Board.
122+5 (3) The establishment of academic criteria for
123+6 granting eligibility for high school students to enroll in
124+7 dual credit coursework. The academic criteria shall be
125+8 evidence-based and shall include multiple appropriate
126+9 measures to determine whether a student is prepared for
127+10 any dual credit coursework in which the student enrolls.
128+11 Multiple appropriate measures may include, but are not
129+12 limited to, placement measures pursuant to the
130+13 Developmental Education Reform Act. The school district
131+14 and community college district shall use the Illinois
132+15 Community College Board's placement framework, pursuant to
133+16 the Developmental Education Reform Act, to determine the
134+17 appropriate cutoff score if using grade point average or
135+18 assessment scores to determine eligibility criteria,
136+19 unless both the school district and community college
137+20 district jointly agree to accept a lower score on
138+21 individual placement methods in combination with other
139+22 placement methods. The partnership agreement shall require
140+23 a communications plan for notifying students, parents, and
141+24 high school staff of the multiple appropriate measures
142+25 criteria and shall require the school district to clearly
143+26 designate dual credit courses in course catalogs and
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175-1 partnering high school not less than 60 days before any
176-2 course registration deadline.
177-3 (4) The establishment of any limitations that the
178-4 school district or community college district may put on
179-5 course offerings due to availability of instructors, the
180-6 availability of students for specific course offerings, or
181-7 local board policy.
182-8 (5) The requirement that the dual credit instructor
183-9 meet the academic credential requirements to teach a dual
184-10 credit course, consistent with paragraphs (1), (2), (2.5),
185-11 and (3) of Section 20 of this Act, but shall not be
186-12 required to exceed those credentials.
187-13 (6) The collaborative process and criteria by which
188-14 the school district shall identify and recommend and the
189-15 community college district shall review and approve high
190-16 school instructors of dual credit courses taught on the
191-17 campus of a high school. This provision shall require that
192-18 the school district be responsible for hiring and
193-19 compensating the instructor.
194-20 (7) The requirement that a community college district
195-21 take the appropriate steps to ensure that dual credit
196-22 courses are equivalent to those courses offered at the
197-23 community college in quality and rigor to qualify for
198-24 college credit. The dual credit programs shall encompass
199-25 the following characteristics:
200-26 (A) Student learning outcomes expected for dual
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154+1 curriculum guides. Any changes to academic criteria shall
155+2 be communicated to the partnering high school not less
156+3 than 60 days before any course registration deadline.
157+4 (4) The establishment of any limitations that the
158+5 school district or community college district may put on
159+6 course offerings due to availability of instructors, the
160+7 availability of students for specific course offerings, or
161+8 local board policy.
162+9 (5) The requirement that the dual credit instructor
163+10 meet the academic credential requirements to teach a dual
164+11 credit course, consistent with paragraphs (1), (2), and
165+12 (3) of Section 20 of this Act, but shall not be required to
166+13 exceed those credentials.
167+14 (6) The collaborative process and criteria by which
168+15 the school district shall identify and recommend and the
169+16 community college district shall review and approve high
170+17 school instructors of dual credit courses taught on the
171+18 campus of a high school. This provision shall require that
172+19 the school district be responsible for hiring and
173+20 compensating the instructor.
174+21 (7) The requirement that a community college district
175+22 take the appropriate steps to ensure that dual credit
176+23 courses are equivalent to those courses offered at the
177+24 community college in quality and rigor to qualify for
178+25 college credit. The dual credit programs shall encompass
179+26 the following characteristics:
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211-1 credit courses in General Education Core Curriculum
212-2 courses and the professional and career and technical
213-3 disciplines shall be the same as the student learning
214-4 outcomes expected for the same courses taught on the
215-5 postsecondary campus.
216-6 (B) Course content, course delivery, and course
217-7 rigor shall be evaluated by the community college
218-8 chief academic officer or his or her designee, in
219-9 consultation with the school district's superintendent
220-10 or his or her designee. The evaluation shall be
221-11 conducted in a manner that is consistent with the
222-12 community college district's review and evaluation
223-13 policy and procedures for on-campus adjunct faculty,
224-14 including visits to the secondary class. This
225-15 evaluation shall be limited to the course and the
226-16 ability of the instructor to deliver quality, rigorous
227-17 college credit coursework. This evaluation shall not
228-18 impact the instructor's performance evaluation under
229-19 Article 24A of the School Code. This evaluation shall
230-20 be completed within the same school year that the
231-21 course is taught.
232-22 (C) The academic supports and, if applicable,
233-23 guidance that will be provided to students
234-24 participating in the program by the high school and
235-25 the community college district.
236-26 (8) Identify all fees and costs to be assessed by the
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190+1 (A) Student learning outcomes expected for dual
191+2 credit courses in General Education Core Curriculum
192+3 courses and the professional and career and technical
193+4 disciplines shall be the same as the student learning
194+5 outcomes expected for the same courses taught on the
195+6 postsecondary campus.
196+7 (B) Course content, course delivery, and course
197+8 rigor shall be evaluated by the community college
198+9 chief academic officer or his or her designee, in
199+10 consultation with the school district's superintendent
200+11 or his or her designee. The evaluation shall be
201+12 conducted in a manner that is consistent with the
202+13 community college district's review and evaluation
203+14 policy and procedures for on-campus adjunct faculty,
204+15 including visits to the secondary class. This
205+16 evaluation shall be limited to the course and the
206+17 ability of the instructor to deliver quality, rigorous
207+18 college credit coursework. This evaluation shall not
208+19 impact the instructor's performance evaluation under
209+20 Article 24A of the School Code. This evaluation shall
210+21 be completed within the same school year that the
211+22 course is taught.
212+23 (C) The academic supports and, if applicable,
213+24 guidance that will be provided to students
214+25 participating in the program by the high school and
215+26 the community college district.
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247-1 community college district for dual credit courses. This
248-2 provision shall require that any fees and costs assessed
249-3 for dual credit courses shall be reasonable and promote
250-4 student access to those courses, and may take into account
251-5 regional considerations and differences. The community
252-6 college district shall utilize revenue received by the
253-7 school district for the coordination and administration of
254-8 the partnership agreement and the delivery and
255-9 administration of dual credit courses.
256-10 (8.5) The collaborative process and criteria by which
257-11 a school district and a community college district shall
258-12 work to ensure that individual students with disabilities
259-13 have access to dual credit courses, provided that those
260-14 students are able to meet the criteria for entry into a
261-15 dual credit course. Through this process and criteria, the
262-16 student shall have access to the supplementary aids and
263-17 accommodations included in the student's individualized
264-18 education program under Article 14 of the School Code or
265-19 Section 504 plan under the federal Rehabilitation Act of
266-20 1973 while the student is accessing a dual credit course
267-21 on a high school campus taught by a high school
268-22 instructor, in accordance with established practices at
269-23 the high school for providing these services. A student
270-24 who accesses a dual credit course on a community college
271-25 campus shall have access to supplementary aids and
272-26 accommodations provided in the partnership agreement,
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226+1 (8) Identify all fees and costs to be assessed by the
227+2 community college district for dual credit courses. This
228+3 provision shall require that any fees and costs assessed
229+4 for dual credit courses shall be reasonable and promote
230+5 student access to those courses, and may take into account
231+6 regional considerations and differences. The community
232+7 college district shall utilize revenue received by the
233+8 school district for the coordination and administration of
234+9 the dual partnership agreement and the delivery and
235+10 administration of dual credit courses.
236+11 (8.5) The collaborative process and criteria by which
237+12 a school district and a community college district shall
238+13 work to ensure that individual students with disabilities
239+14 have access to dual credit courses, provided that those
240+15 students are able to meet the criteria for entry into a
241+16 dual credit course. Through this process and criteria, the
242+17 student shall have access to the supplementary aids and
243+18 accommodations included in the student's individualized
244+19 education program under Article 14 of the School Code or
245+20 Section 504 plan under the federal Rehabilitation Act of
246+21 1973 while the student is accessing a dual credit course
247+22 on a high school campus taught by a high school
248+23 instructor, in accordance with established practices at
249+24 the high school for providing these services. A student
250+25 who accesses a dual credit course on a community college
251+26 campus shall have access to supplementary aids and
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283-1 including access to the community college's disability
284-2 services. A school district and community college district
285-3 shall work together to provide seamless communication
286-4 about the student's progress.
287-5 (9) The community college district shall establish a
288-6 mechanism for evaluating and documenting on a regular
289-7 basis the performance of students who complete dual credit
290-8 courses, consistent with paragraph (9) of Section 20 and
291-9 Section 30 of this Act, and for sharing that data in a
292-10 meaningful and timely manner with the school district.
293-11 This evaluation shall be limited to the course and the
294-12 coursework. This evaluation shall not impact the
295-13 instructor's performance evaluation under Article 24A of
296-14 the School Code.
297-15 (10) The expectations for maintaining the rigor of
298-16 dual credit courses that are taught at the high school and
299-17 including students not deemed ready for college-level
300-18 coursework according to the standards of the community
301-19 college.
302-20 (11) A requirement that the school district and
303-21 community college annually assess disaggregated data
304-22 pertaining to dual credit course enrollments, completions,
305-23 and subsequent postsecondary enrollment and performance to
306-24 the extent feasible. If applicable, this assessment shall
307-25 include an analysis of dual credit courses with credit
308-26 sections for dual credit and for high school credit only
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262+1 accommodations provided in the partnership agreement,
263+2 including access to the community college's disability
264+3 services. A school district and community college district
265+4 shall work together to provide seamless communication
266+5 about the student's progress.
267+6 (9) The community college district shall establish a
268+7 mechanism for evaluating and documenting on a regular
269+8 basis the performance of students who complete dual credit
270+9 courses, consistent with paragraph (9) of Section 20 and
271+10 Section 30 of this Act, and for sharing that data in a
272+11 meaningful and timely manner with the school district.
273+12 This evaluation shall be limited to the course and the
274+13 coursework. This evaluation shall not impact the
275+14 instructor's performance evaluation under Article 24A of
276+15 the School Code.
277+16 (10) The expectations for maintaining the rigor of
278+17 dual credit courses that are taught at the high school and
279+18 including students not deemed ready for college-level
280+19 coursework according to the standards of the community
281+20 college.
282+21 (11) A requirement that the school district and
283+22 community college annually assess disaggregated data
284+23 pertaining to dual credit course enrollments, completions,
285+24 and subsequent postsecondary enrollment and performance to
286+25 the extent feasible. If applicable, this assessment shall
287+26 include an analysis of dual credit courses with credit
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319-1 pursuant to subsection (a) of Section 16.5 that reviews
320-2 student characteristics by credit section in relation to
321-3 gender, race and ethnicity, and low-income status.
322-4 (12) For courses taught by a high school instructor at
323-5 the high school, the school district may use its policies
324-6 to determine maximum class enrollment, student technology
325-7 access and usage, and student accommodations, provided
326-8 these policies do not interfere with rigorous student
327-9 learning outcomes. In coordination with the postsecondary
328-10 institution partner, a school district may determine
329-11 course length and the number of sections an individual
330-12 instructor may teach to ensure maximum access for all
331-13 students in the school district while maintaining rigorous
332-14 student learning outcomes. If the school district weights
333-15 Advanced Placement or International Baccalaureate courses,
334-16 dual credit courses may receive the same weight as
335-17 Advanced Placement or International Baccalaureate courses.
336-18 A community college district with an established
337-19 partnership agreement with a school district has 30 calendar
338-20 days from the initial course request to notify the school
339-21 district of its disapproval of the course request, instructor,
340-22 course documentation, or the community college district's
341-23 withdrawal of course or instructor approval. Thereafter, the
342-24 school district shall appeal the denial or withdrawal of the
343-25 instructor approval to the Illinois Community College Board
344-26 within 14 calendar days after the disapproval notice. The
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298+1 sections for dual credit and for high school credit only
299+2 pursuant to subsection (a) of Section 16.5 that reviews
300+3 student characteristics by credit section in relation to
301+4 gender, race and ethnicity, and low-income status.
302+5 (12) For courses taught by a high school instructor at
303+6 the high school, the school district may use its policies
304+7 to determine maximum class enrollment, grading procedures,
305+8 student technology access and usage, student
306+9 accommodations, including course length, and the number of
307+10 classes an individual instructor may teach. If the school
308+11 district weighs Advanced Placement or International
309+12 Baccalaureate courses, dual credit courses shall receive
310+13 the same weight as Advanced Placement or International
311+14 Baccalaureate courses. If the school district does not
312+15 weigh Advanced Placement or International Baccalaureate
313+16 courses, then the school district may consider the rigor
314+17 of the dual credit course and the school district's
315+18 policies to determine the course's weight.
316+19 If, within 180 calendar days of the school district's
317+20 initial request to enter into a partnership agreement with the
318+21 community college district, the school district and the
319+22 community college district do not reach agreement on the
320+23 partnership agreement, then the school district and community
321+24 college district shall jointly implement the provisions of the
322+25 Model Partnership Agreement established under Section 19 of
323+26 this Act for which local agreement could not be reached. A
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355-1 Illinois Community College Board shall render a decision
356-2 within 45 calendar days after filing and provide notice of its
357-3 decision to the community college district and school
358-4 district. If the community college district disapproves a
359-5 course request for reasons other than instructor
360-6 qualifications or the Illinois Community College Board upholds
361-7 the community college district's decision, the school district
362-8 may pursue an alternative postsecondary institution to provide
363-9 that course and must notify the community college district
364-10 within 14 calendar days after the disapproval notice or
365-11 Illinois Community College Board denial of its intent to do
366-12 so, along with the reason for seeking an alternative provider.
367-13 Thereafter, the community college district may not object to
368-14 or seek to limit the school district's ability to contract
369-15 with another community college district or postsecondary
370-16 institution to offer that course. However, an alternative
371-17 postsecondary institution may not be operating as a for-profit
372-18 postsecondary institution. The community college district may
373-19 reevaluate the course request, instructor, or course
374-20 documentation disapproval annually following the disapproval
375-21 notice to approve the course as originally proposed by the
376-22 school district.
377-23 If, within 180 calendar days of the school district's
378-24 initial request to enter into a partnership agreement with the
379-25 community college district, the school district and the
380-26 community college district do not reach agreement on the
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334+1 community college district may combine its negotiations with
335+2 multiple school districts to establish one multi-district
336+3 partnership agreement or may negotiate individual partnership
337+4 agreements at its discretion.
338+5 Upon disapproval by the community college district of a
339+6 course request or instructor, failure to reach agreement on
340+7 course documentation, or the community college district's
341+8 withdrawal of course or instructor approval, the school
342+9 district may pursue an alternative provider of that course and
343+10 must notify the community college district of its intent to do
344+11 so, along with the reason for seeking an alternative provider.
345+12 Thereafter, the community college district may not object to
346+13 or seek to limit the school district's ability to contract
347+14 with another community college district or institution of
348+15 higher learning to offer that course. An alternative provider
349+16 may not be an institution of higher learning operating as a
350+17 for-profit institution.
351+18 (Source: P.A. 102-516, eff. 8-20-21; 102-1077, eff. 1-1-23.)
352+19 (110 ILCS 27/19)
353+20 Sec. 19. Model Partnership Agreement and Dual Credit
354+21 Committee. A Model Partnership Agreement shall be developed
355+22 through a Dual Credit Committee involving collaboration
356+23 between the Illinois Community College Board and the State
357+24 Board of Education by June 30, 2019. The Committee shall
358+25 consist of 5 members appointed by the State Superintendent of
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391-1 partnership agreement, then the school district and community
392-2 college district shall jointly implement the provisions of the
393-3 Model Partnership Agreement established under Section 19 of
394-4 this Act for which local agreement could not be reached. A
395-5 community college district may combine its negotiations with
396-6 multiple school districts to establish one multi-district
397-7 partnership agreement or may negotiate individual partnership
398-8 agreements at its discretion.
399-9 (Source: P.A. 102-516, eff. 8-20-21; 102-1077, eff. 1-1-23.)
400-10 (110 ILCS 27/16.10 new)
401-11 Sec. 16.10. School district and postsecondary institution
402-12 partnership agreement; dual credit. Prior to offering dual
403-13 credit coursework, a school district shall attempt to enter
404-14 into a partnership agreement with the community college
405-15 district in the community college district in which the school
406-16 district is located as provided in Section 16 of this Act. If
407-17 pursuing an alternative provider other than a community
408-18 college district, the school district shall enter into a
409-19 partnership agreement with the alternative postsecondary
410-20 institution that addresses each item listed in paragraphs (1)
411-21 through (12) of Section 16.
412-22 (110 ILCS 27/17)
413-23 Sec. 17. Out-of-state dual credit contracts. A On or after
414-24 the effective date of this amendatory Act of the 100th General
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369+1 Education and 5 members appointed by the Executive Director of
370+2 the Illinois Community College Board. The Model Partnership
371+3 Agreement shall address all of the matters set forth in
372+4 Section 16 of this Act.
373+5 The Committee shall meet within 60 days after the
374+6 effective date of this amendatory Act of the 103rd General
375+7 Assembly and subsequently shall meet annually to consider and
376+8 develop updates to the Model Partnership Agreement and
377+9 associated exhibits to ensure concordance with any policies
378+10 established by State, federal, or accrediting entities.
379+11 (Source: P.A. 100-1049, eff. 1-1-19.)
380+12 (110 ILCS 27/20)
381+13 Sec. 20. Standards. All institutions offering dual credit
382+14 courses shall meet the following standards:
383+15 (1) High school instructors teaching credit-bearing
384+16 college-level courses for dual credit must meet any of the
385+17 academic credential requirements set forth in this
386+18 paragraph or paragraph (2) or (3) of this Section and need
387+19 not meet higher certification requirements or those set
388+20 out in Article 21B of the School Code:
389+21 (A) Approved instructors of dual credit courses
390+22 shall meet any of the faculty credential standards
391+23 allowed by the Higher Learning Commission to determine
392+24 minimally qualified faculty, including achievement of
393+25 academic credentials, progress toward academic
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425-1 Assembly, a school district may not enter into a new contract
426-2 with an out-of-state postsecondary institution to provide a
427-3 dual credit course without first offering the community
428-4 college district in the district in which the school district
429-5 is located the opportunity to provide the course. Prior to
430-6 entering into a contract with an out-of-state postsecondary
431-7 institution, the school district shall notify the Board of
432-8 Higher Education of its intent to enter into an agreement with
433-9 an out-of-state postsecondary institution. The Board of Higher
434-10 Education shall have 30 days to provide the school district
435-11 with a list of in-state postsecondary institutions that can
436-12 provide the school district an equivalent dual credit
437-13 opportunity. The school district may not enter into a contract
438-14 with an out-of-state postsecondary institution until it has
439-15 demonstrated to the Board of Higher Education that it has
440-16 taken appropriate steps to consider the listing of in-state
441-17 postsecondary institutions and provides a rationale as to why
442-18 the course can be provided only by an out-of-state
443-19 postsecondary institution. The Board of Higher Education shall
444-20 publish a list on its website of all dual credit agreements
445-21 between school districts and out-of-state or private
446-22 postsecondary institutions. In deciding which dual credit
447-23 courses to offer, a school district reserves the right to
448-24 evaluate any dual credit course offered by any postsecondary
449-25 institution for quality, rigor, and alignment with the school
450-26 district's students' needs.
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404+1 credentials, equivalent experience, or some
405+2 combination of these, as defined by the Dual Credit
406+3 Instructor Endorsement Framework developed pursuant to
407+4 Section 45 of this Act. Instructors may not be
408+5 required to meet higher standards than those
409+6 established in the Dual Credit Instructor Endorsement
410+7 Framework. At the request of an instructor, an
411+8 instructor who meets these credential standards shall
412+9 be provided by the State Board of Education with a Dual
413+10 Credit Endorsement, to be placed on the professional
414+11 educator license, as established by the State Board of
415+12 Education and as authorized under Article 21B of the
416+13 School Code and promulgated through administrative
417+14 rule in cooperation with the Illinois Community
418+15 College Board and the Board of Higher Education.
419+16 (B) An instructor who does not meet the faculty
420+17 credential standards allowed by the Higher Learning
421+18 Commission to determine minimally qualified faculty
422+19 may teach dual credit courses if the instructor has a
423+20 professional development plan, approved by the
424+21 institution and shared with the State Board of
425+22 Education no later than January 1, 2025, to raise his
426+23 or her credentials to be in line with the credentials
427+24 under subparagraph (A) of this paragraph (1). The
428+25 institution shall have 30 days to review the plan and
429+26 approve an instructor professional development plan
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461-1 Agreements to provide dual credit courses between a school
462-2 district and an out-of-state institution in existence on or
463-3 before the effective date of this amendatory Act of the 103rd
464-4 General Assembly on the effective date of this amendatory Act
465-5 of the 100th General Assembly shall remain in effect and shall
466-6 not be impacted by this Section.
467-7 (Source: P.A. 100-1049, eff. 1-1-19.)
468-8 (110 ILCS 27/19)
469-9 Sec. 19. Model Partnership Agreement and Dual Credit
470-10 Committee. A Model Partnership Agreement shall be developed
471-11 through a Dual Credit Committee involving collaboration
472-12 between the Illinois Community College Board and the State
473-13 Board of Education by June 30, 2019. The Committee shall
474-14 consist of 5 members appointed by the State Superintendent of
475-15 Education and 5 members appointed by the Executive Director of
476-16 the Illinois Community College Board. The Model Partnership
477-17 Agreement shall address all of the matters set forth in
478-18 Section 16 of this Act.
479-19 The Committee shall meet within 60 days after the
480-20 effective date of this amendatory Act of the 103rd General
481-21 Assembly and subsequently shall meet biennially to consider
482-22 and develop updates to the Model Partnership Agreement and
483-23 associated exhibits to ensure concordance with any policies
484-24 established by State, federal, or accrediting entities.
485-25 (Source: P.A. 100-1049, eff. 1-1-19.)
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440+1 that is in line with the credentials set forth in
441+2 paragraph (2) of this Section. The institution shall
442+3 not unreasonably withhold approval of a professional
443+4 development plan. These approvals shall be good for as
444+5 long as satisfactory progress toward the completion of
445+6 the credential is demonstrated, but in no event shall
446+7 a professional development plan be in effect for more
447+8 than 3 years from the date of its approval or after
448+9 January 1, 2028, whichever is sooner. A high school
449+10 instructor whose professional development plan is not
450+11 approved by the institution may appeal to the Illinois
451+12 Community College Board or the Board of Higher
452+13 Education, as appropriate.
453+14 (C) The Illinois Community College Board and Board
454+15 of Higher Education shall report yearly on their
455+16 Internet websites the following:
456+17 (i) the number of teachers presently enrolled
457+18 in an approved professional development plan under
458+19 this Section;
459+20 (ii) the number of instructors who
460+21 successfully completed an approved professional
461+22 development plan;
462+23 (iii) the number of instructors who did not
463+24 successfully complete an approved professional
464+25 development plan after 3 years;
465+26 (iv) a breakdown of the information in
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496-1 (110 ILCS 27/20)
497-2 Sec. 20. Standards. All postsecondary institutions
498-3 offering dual credit courses shall meet the following
499-4 standards:
500-5 (1) High school instructors teaching credit-bearing
501-6 college-level courses for dual credit must meet any of the
502-7 academic credential requirements set forth in this
503-8 paragraph or paragraph (2), (2.5), or (3) of this Section
504-9 and need not meet higher certification requirements or
505-10 those set out in Article 21B of the School Code:
506-11 (A) Approved instructors of dual credit courses
507-12 shall meet any of the faculty credential standards
508-13 allowed by the Higher Learning Commission to determine
509-14 minimally qualified faculty, including achievement of
510-15 academic credentials, progress toward academic
511-16 credentials, or equivalent experience. Instructors may
512-17 not be required to meet higher standards than those
513-18 established by the Higher Learning Commission. The
514-19 academic credentials required to be a fully qualified
515-20 instructor shall include either (i) a master's degree
516-21 within the discipline to be taught or (ii) any
517-22 master's degree and not more than 18 graduate hours
518-23 appropriate to the academic field of study or in the
519-24 discipline to be taught, as defined by the Dual Credit
520-25 Instructor Qualification Framework. At the request of
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476+1 subdivisions (i), (ii), and (iii) of this
477+2 subparagraph (C) by subject area; and
478+3 (v) a summary, by community college district,
479+4 of professional development plans that are in
480+5 progress, that were successfully completed, or
481+6 that have expired.
482+7 (2) For a high school instructor entering into a
483+8 professional development plan prior to January 1, 2023,
484+9 the high school instructor shall qualify for a
485+10 professional development plan if the instructor:
486+11 (A) has a master's degree in any discipline and
487+12 has earned 9 graduate hours in a discipline in which he
488+13 or she is currently teaching or expects to teach; or
489+14 (B) has a bachelor's degree with a minimum of 18
490+15 graduate hours in a discipline that he or she is
491+16 currently teaching or expects to teach and is enrolled
492+17 in a discipline-specific master's degree program; and
493+18 (C) agrees to demonstrate his or her progress
494+19 toward completion to the supervising institution, as
495+20 outlined in the professional development plan.
496+21 (2.5) For a high school instructor entering into a
497+22 professional development plan on or after January 1, 2023,
498+23 the high school instructor shall qualify for a
499+24 professional development plan if the instructor:
500+25 (A) has a master's degree in any discipline, meets
501+26 the graduate coursework requirements of the Dual
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531-1 an instructor, an instructor who meets these
532-2 credential standards shall be provided by the State
533-3 Board of Education with a Dual Credit Endorsement, to
534-4 be placed on the professional educator license, as
535-5 established by the State Board of Education and as
536-6 authorized under Article 21B of the School Code and
537-7 promulgated through administrative rule in cooperation
538-8 with the Illinois Community College Board and the
539-9 Board of Higher Education.
540-10 (B) An instructor who does not meet the faculty
541-11 credential standards allowed by the Higher Learning
542-12 Commission to determine minimally qualified faculty
543-13 may teach dual credit courses if the instructor has a
544-14 professional development plan, approved by the
545-15 postsecondary institution and shared with the State
546-16 Board of Education no later than January 1, 2025, to
547-17 raise his or her credentials to be in line with the
548-18 credentials under subparagraph (A) of this paragraph
549-19 (1). The postsecondary institution shall have 30 days
550-20 to review the plan and approve an instructor
551-21 professional development plan that is in line with the
552-22 credentials set forth in paragraph (2) or (2.5) of
553-23 this Section. The postsecondary institution shall not
554-24 unreasonably withhold approval of a professional
555-25 development plan. These approvals shall be good for as
556-26 long as satisfactory progress toward the completion of
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512+1 Credit Instructor Endorsement Framework for the
513+2 course , has earned 9 graduate hours in a discipline in
514+3 which he or she currently teaches or expects to teach,
515+4 and agrees to demonstrate his or her progress toward
516+5 completion to the supervising institution, as outlined
517+6 in the professional development plan; or
518+7 (B) is a fully licensed instructor in career and
519+8 technical education who is halfway toward meeting the
520+9 institution's requirements for faculty in the
521+10 discipline to be taught and agrees to demonstrate his
522+11 or her progress toward completion to the supervising
523+12 institution, as outlined in the professional
524+13 development plan; or .
525+14 (C) has a bachelor's degree, has completed a
526+15 minimum of 18 graduate hours in a discipline that the
527+16 instructor is currently teaching in or expects to
528+17 teach in, and is enrolled in a discipline-specific
529+18 master's degree program.
530+19 (3) An instructor in career and technical education
531+20 courses must possess the credentials and demonstrated
532+21 teaching competencies appropriate to the field of
533+22 instruction. Equivalent experience may be considered if
534+23 determining instructor qualifications.
535+24 (4) Course content must be equivalent to
536+25 credit-bearing college-level courses offered at the
537+26 community college.
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567-1 the credential is demonstrated, but in no event shall
568-2 a professional development plan be in effect for more
569-3 than 3 years from the date of its approval or after
570-4 January 1, 2028, whichever is sooner. A high school
571-5 instructor whose professional development plan is not
572-6 approved by the postsecondary institution may appeal
573-7 to the Illinois Community College Board or the Board
574-8 of Higher Education, as appropriate.
575-9 (C) The Illinois Community College Board and Board
576-10 of Higher Education shall report yearly on their
577-11 Internet websites the following:
578-12 (i) the number of teachers presently enrolled
579-13 in an approved professional development plan under
580-14 this Section;
581-15 (ii) the number of instructors who
582-16 successfully completed an approved professional
583-17 development plan;
584-18 (iii) the number of instructors who did not
585-19 successfully complete an approved professional
586-20 development plan after 3 years;
587-21 (iv) a breakdown of the information in
588-22 subdivisions (i), (ii), and (iii) of this
589-23 subparagraph (C) by subject area; and
590-24 (v) a summary, by community college district,
591-25 of professional development plans that are in
592-26 progress, that were successfully completed, or
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603-1 that have expired.
604-2 The State Board of Education shall provide to the
605-3 Illinois Community College Board and Board of Higher
606-4 Education any information necessary to complete the
607-5 reporting required under this subparagraph (C).
608-6 (2) For a high school instructor entering into a
609-7 professional development plan prior to January 1, 2023,
610-8 the high school instructor shall qualify for a
611-9 professional development plan if the instructor:
612-10 (A) has a master's degree in any discipline and
613-11 has earned 9 graduate hours in a discipline in which he
614-12 or she is currently teaching or expects to teach; or
615-13 (B) has a bachelor's degree with a minimum of 18
616-14 graduate hours in a discipline that he or she is
617-15 currently teaching or expects to teach and is enrolled
618-16 in a discipline-specific master's degree program; and
619-17 (C) agrees to demonstrate his or her progress
620-18 toward completion to the supervising postsecondary
621-19 institution, as outlined in the professional
622-20 development plan.
623-21 (2.5) For a high school instructor entering into a
624-22 professional development plan on or after January 1, 2023,
625-23 the high school instructor shall qualify for a
626-24 professional development plan if the instructor:
627-25 (A) has a master's degree in any discipline, has
628-26 completed a minimum of 9 hours of the graduate
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639-1 coursework requirements of the Dual Credit Instructor
640-2 Qualification Framework for the course , has earned 9
641-3 graduate hours in a discipline in which he or she
642-4 currently teaches or expects to teach, and agrees to
643-5 demonstrate his or her progress toward completion to
644-6 the supervising postsecondary institution, as outlined
645-7 in the professional development plan; or
646-8 (B) is a fully licensed instructor in career and
647-9 technical education who is halfway toward meeting the
648-10 required equivalent experience criteria defined by the
649-11 Dual Credit Instructor Qualification Framework
650-12 institution's requirements for faculty in the
651-13 discipline to be taught and agrees to demonstrate his
652-14 or her progress toward completion to the supervising
653-15 postsecondary institution, as outlined in the
654-16 professional development plan.
655-17 (3) An instructor in career and technical education
656-18 courses must possess the credentials and demonstrated
657-19 teaching competencies appropriate to the field of
658-20 instruction. Equivalent experience may be considered if
659-21 determining instructor qualifications.
660-22 (4) Course content must be equivalent to
661-23 credit-bearing college-level courses offered at the
662-24 community college.
663-25 (5) Learning outcomes must be the same as
664-26 credit-bearing college-level courses and be appropriately
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675-1 measured.
676-2 (6) A high school instructor is expected to
677-3 participate in any orientation developed by the
678-4 postsecondary institution for dual credit instructors in
679-5 course curriculum, assessment methods, and administrative
680-6 requirements.
681-7 (7) Dual credit instructors must be given the
682-8 opportunity to participate in all activities available to
683-9 other adjunct faculty, including professional development,
684-10 seminars, site visits, and internal communication,
685-11 provided that such opportunities do not interfere with an
686-12 instructor's regular teaching duties.
687-13 (8) Every dual credit course must be reviewed annually
688-14 by the higher-learning-partner faculty department
689-15 chairperson or the chairperson's designee and the chief
690-16 academic officer of the postsecondary institution or the
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548+1 (5) Learning outcomes must be the same as
549+2 credit-bearing college-level courses and be appropriately
550+3 measured.
551+4 (6) A high school instructor is expected to
552+5 participate in any orientation developed by the
553+6 institution for dual credit instructors in course
554+7 curriculum, assessment methods, and administrative
555+8 requirements.
556+9 (7) Dual credit instructors must be given the
557+10 opportunity to participate in all activities available to
558+11 other adjunct faculty, including professional development,
559+12 seminars, site visits, and internal communication,
560+13 provided that such opportunities do not interfere with an
561+14 instructor's regular teaching duties.
562+15 (8) Every dual credit course must be reviewed annually
563+16 by the chief academic officer of the institution or the
691564 17 officer's designee, faculty through the appropriate
692565 18 department, to ensure consistency with campus courses.
693566 19 (9) Dual credit students must be assessed using
694567 20 methods consistent with students in traditional
695568 21 credit-bearing college courses.
696569 22 (10) Within 15 days after entering into or renewing a
697-23 partnership agreement, the postsecondary institution shall
698-24 notify its faculty of the agreement, including access to
699-25 copies of the agreement if requested.
570+23 partnership agreement, the institution shall notify its
571+24 faculty of the agreement, including access to copies of
572+25 the agreement if requested.
700573 26 (Source: P.A. 102-558, eff. 8-20-21; 102-1077, eff. 1-1-23;
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711584 1 103-154, eff. 6-30-23.)
712585 2 (110 ILCS 27/25)
713586 3 Sec. 25. Oversight, review, and reporting.
714587 4 (a) The Illinois Community College Board shall be
715588 5 responsible for oversight and review of dual credit programs
716589 6 offered jointly by public community colleges and high schools.
717590 7 The Illinois Community College Board shall implement a review
718591 8 process and criteria for evaluating dual credit program
719592 9 quality based upon the standards enumerated in Section 20 of
720593 10 this Act.
721594 11 (b) The Board of Higher Education shall be responsible for
722595 12 oversight and review of dual credit programs offered jointly
723-13 by high schools and postsecondary institutions, except for
724-14 public community colleges as provided in subsection (a) of
725-15 this Section. The Board of Higher Education shall develop and
726-16 implement a review process based on the standards enumerated
727-17 in Section 20 of this Act.
728-18 (c) Each postsecondary institution shall report annually
729-19 to the appropriate agency, the Illinois Community College
730-20 Board or the Board of Higher Education. The reports shall
731-21 include, but not be limited to, the following data:
596+13 by high schools and institutions, except for public community
597+14 colleges as provided in subsection (a) of this Section. The
598+15 Board of Higher Education shall develop and implement a review
599+16 process based on the standards enumerated in Section 20 of
600+17 this Act.
601+18 (c) Each institution shall report annually to the
602+19 appropriate agency, the Illinois Community College Board or
603+20 the Board of Higher Education. The reports shall include, but
604+21 not be limited to, the following data:
732605 22 (1) Number and description of dual credit courses.
733606 23 (2) Faculty teaching dual credit courses and their
734607 24 academic credentials.
735608 25 (3) Enrollments in dual credit courses.
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746619 1 (4) Sites of dual credit offerings.
747620 2 (5) The multiple appropriate measures adopted for
748621 3 program eligibility and for placement into English,
749622 4 mathematics, and other subject-area coursework.
750623 5 (Source: P.A. 96-194, eff. 1-1-10.)
751-6 (110 ILCS 27/37 new)
752-7 Sec. 37. Study.
753-8 (a) The Illinois Community College Board shall conduct a
754-9 study to examine dual credit students and their short-term and
755-10 long-term outcomes, including determining how differing types
756-11 and levels of credit-hour achievement influence college
757-12 enrollment, persistence, advancement, and completion, either
758-13 at a public community college or public university. The study
759-14 shall attempt to isolate the unique effect of credit-hour
760-15 achievement levels on college enrollment and college
761-16 completion overall and for subpopulations by student
762-17 subgroups, such as race and ethnicity, sex, and dual-credit
763-18 type. The study shall further examine the differential impacts
764-19 of enrollment in specific career pathways versus ad hoc,
765-20 dual-credit participation on college enrollment, persistence,
766-21 advancement, and completion at either a public community
767-22 college or public university.
768-23 (b) Notwithstanding any other provision of law to the
769-24 contrary, all public universities, all public community
770-25 colleges, the State Board of Education, the Illinois Student
624+6 (110 ILCS 27/45 new)
625+7 Sec. 45. Dual Credit Instructor Endorsement Framework.
626+8 (a) A Dual Credit Instructor Endorsement Framework shall
627+9 be developed through a committee involving collaboration
628+10 between the Illinois Community College Board and the State
629+11 Board of Education by December 31, 2024. The Committee shall
630+12 consist of 5 members appointed by the State Superintendent of
631+13 Education and 5 members appointed by the Executive Director of
632+14 the Illinois Community College Board. The Framework shall
633+15 establish criteria for evaluating instructors on the basis of
634+16 academic credentials, progress toward academic credentials,
635+17 equivalent experience, or some combination of these. The
636+18 criteria shall include all of the following:
637+19 (1) The academic credentials required to be a fully
638+20 qualified instructor, which shall include:
639+21 (A) a master's degree within the discipline to be
640+22 taught; or
641+23 (B) any master's degree and not more than 18
642+24 graduate hours appropriate to the academic field of
643+25 study or in the discipline to be taught.
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781-1 Assistance Commission, and any other State agency that
782-2 collects pertinent data shall furnish such data and
783-3 information to the Illinois Community College Board as the
784-4 Illinois Community College Board deems necessary to fulfill
785-5 the requirements of this Section.
786-6 (110 ILCS 27/45 new)
787-7 Sec. 45. Dual Credit Instructor Qualification Framework.
788-8 (a) A Dual Credit Instructor Qualification Framework shall
789-9 be developed through a Dual Credit Committee by July 31, 2025.
790-10 The Committee shall consist of the following:
791-11 (1) the State Superintendent of Education or his or
792-12 her designee;
793-13 (2) the Executive Director of the Illinois Community
794-14 College Board or his or her designee;
795-15 (3) the Executive Director of the Board of Higher
796-16 Education or his or her designee;
797-17 (4) the following members appointed by the Executive
798-18 Director of the Illinois Community College Board:
799-19 (A) one member who represents college faculty upon
800-20 recommendation from a statewide professional teachers'
801-21 organization;
802-22 (B) one member who represents college faculty upon
803-23 recommendation from another statewide professional
804-24 teachers' organization;
805-25 (C) one member upon recommendation from community
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654+1 The criteria shall list the appropriate coursework
655+2 organized by discipline.
656+3 (2) The progress toward academic credentials required
657+4 to be an interim-qualified instructor, which shall include
658+5 a threshold for an instructor to be considered halfway to
659+6 meeting the required graduate coursework in the discipline
660+7 to be taught, not to exceed 9 graduate hours.
661+8 (3) The equivalent experience considered to be
662+9 commensurate with achievement of academic credentials to
663+10 be a fully qualified instructor. The criteria shall
664+11 establish a minimum threshold of experience and the
665+12 appropriate combination of the following items:
666+13 (A) Two thousand hours of related work experience,
667+14 along with the appropriate, recognizable credential
668+15 for the field to be taught.
669+16 (B) Research or scholarship.
670+17 (C) Recognized achievement.
671+18 (D) Previous years of teaching experience.
672+19 (E) Honors and awards.
673+20 (F) Other activities and factors to demonstrate
674+21 teaching competencies appropriate to the field of
675+22 instruction.
676+23 (b) The Framework may differentiate between career and
677+24 technical courses and general education core curriculum
678+25 courses. The Framework may reference the faculty credential
679+26 standards allowed by an accrediting body to ensure uniform
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816-1 college district trustees;
817-2 (D) one member representing a community college
818-3 located in the City of Chicago;
819-4 (E) one member representing a community college
820-5 located in a metropolitan area outside of the City of
821-6 Chicago;
822-7 (F) one member representing a community college
823-8 located in a rural community;
824-9 (G) one member representing community college
825-10 chief academic officers;
826-11 (H) one member upon recommendation from an
827-12 association of community college presidents;
828-13 (I) one member upon recommendation from a
829-14 statewide network of educators and stakeholders
830-15 dedicated to implementing engaging, effective
831-16 assessment and instructional strategies for all
832-17 learners and to support the adoption of policies and
833-18 systems that promote such practices; and
834-19 (J) one member upon recommendation from a
835-20 statewide policy organization that works to strengthen
836-21 education and workforce systems;
837-22 (5) the following members appointed by the Executive
838-23 Director of the Board of Higher Education:
839-24 (A) one member representing a public university
840-25 offering dual credit programs;
841-26 (B) another member representing a public
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690+1 guidance from this State and the accrediting body.
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852-1 university offering dual credit programs;
853-2 (C) one member representing a private
854-3 not-for-profit college or university offering dual
855-4 credit programs; and
856-5 (D) one member representing public university
857-6 chief academic officers; and
858-7 (6) the following members appointed by the State
859-8 Superintendent of Education:
860-9 (A) one member upon recommendation from a
861-10 statewide organization that represents school
862-11 administrators;
863-12 (B) one member upon recommendation from a
864-13 statewide principals' organization;
865-14 (C) one member upon recommendation from a
866-15 statewide organization of school boards;
867-16 (D) one member upon recommendation from an
868-17 organization that represents school districts in both
869-18 the Chicago south suburbs and collar counties;
870-19 (E) one member upon recommendation from a
871-20 statewide organization representing large unit school
872-21 districts;
873-22 (F) one member representing a superintendent of a
874-23 suburban school district;
875-24 (G) one member who represents a school district
876-25 serving a community with a population of 500,000 or
877-26 more inhabitants;
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888-1 (H) one member representing a rural school
889-2 district;
890-3 (I) one member upon recommendation from a
891-4 statewide advocacy organization that champions
892-5 education equity and racial justice;
893-6 (J) one member representing Education for
894-7 Employment System directors;
895-8 (K) one member who represents a secondary school
896-9 instructor who teaches dual credit at a secondary
897-10 school upon recommendation from a statewide
898-11 professional teachers' organization; and
899-12 (L) one member who represents a secondary school
900-13 instructor who teaches dual credit at a secondary
901-14 school upon recommendation from another statewide
902-15 professional teachers' organization.
903-16 (b) The Dual Credit Instructor Qualification Framework
904-17 shall define the appropriate graduate coursework for fully
905-18 qualified and minimally qualified instructors and the
906-19 equivalent experience required to be a fully qualified career
907-20 and technical education instructor. The Framework shall list
908-21 the appropriate coursework for each discipline within the
909-22 Illinois Articulation Initiative General Education Core
910-23 Curriculum package by the discipline to be taught.
911-24 The Framework shall establish equivalent experience that
912-25 is commensurate with achievement of academic credentials to be
913-26 a fully qualified career and technical education dual-credit
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924-1 course instructor. The criteria shall determine a minimum
925-2 threshold of experience and appropriate combination of the
926-3 following:
927-4 (1) related work experience, which shall not exceed
928-5 2,000 hours and shall include the appropriate recognizable
929-6 credentials;
930-7 (2) research or scholarship;
931-8 (3) recognized achievement;
932-9 (4) previous years of teaching experience;
933-10 (5) honors and awards; and
934-11 (6) other activities and factors to demonstrate
935-12 teaching competencies appropriate to the field of
936-13 instruction.
937-14 The Framework may differentiate between career and
938-15 technical courses and General Education Core Curriculum
939-16 courses. The Framework shall reference the faculty credential
940-17 standards allowed by the Higher Learning Commission to ensure
941-18 uniform guidance from this State and the Higher Learning
942-19 Commission.
943-20 (c) The Illinois Community College Board shall provide
944-21 administrative and other support to the Dual Credit Committee.
945-22 The Committee shall meet at least every 4 years or as needed to
946-23 consider and develop updates to the Dual Credit Instructor
947-24 Qualification Framework to ensure concordance with any
948-25 policies established by State, federal, or accrediting
949-26 entities. The Framework may not disqualify instructors deemed
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960-1 fully qualified prior to the effective date of this amendatory
961-2 Act of the 103rd General Assembly.
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