Bill Text: IL SB2970 | 2015-2016 | 99th General Assembly | Enrolled
NOTE: There are more recent revisions of this legislation. Read Latest Draft
Bill Title: Amends the School Code. Makes a technical change in a Section concerning the members of the State Board of Education.
Spectrum: Moderate Partisan Bill (Democrat 16-5)
Status: (Passed) 2016-07-29 - Public Act . . . . . . . . . 99-0706 [SB2970 Detail]
Download: Illinois-2015-SB2970-Enrolled.html
Bill Title: Amends the School Code. Makes a technical change in a Section concerning the members of the State Board of Education.
Spectrum: Moderate Partisan Bill (Democrat 16-5)
Status: (Passed) 2016-07-29 - Public Act . . . . . . . . . 99-0706 [SB2970 Detail]
Download: Illinois-2015-SB2970-Enrolled.html
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1 | AN ACT concerning education.
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2 | Be it enacted by the People of the State of Illinois, | ||||||
3 | represented in the General Assembly:
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4 | Section 5. The School Code is amended by changing Section | ||||||
5 | 14A-30 as follows:
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6 | (105 ILCS 5/14A-30) | ||||||
7 | Sec. 14A-30. Funding of local gifted education programs. A | ||||||
8 | local program for the education of gifted and talented children | ||||||
9 | may be approved for funding by the State Board of Education, | ||||||
10 | pursuant to a request for proposals process, if funds for that | ||||||
11 | purpose are available and, beginning with the beginning of the | ||||||
12 | 2010-2011 academic year, if the local program submits an | ||||||
13 | application for funds that includes a comprehensive plan (i) | ||||||
14 | showing that the applicant is capable of meeting a portion of | ||||||
15 | the following requirements, (ii) showing the program elements | ||||||
16 | currently in place and a timeline for implementation of other | ||||||
17 | elements, and (iii) demonstrating to the satisfaction of the | ||||||
18 | State Board of Education that the applicant is capable of | ||||||
19 | implementing a program of gifted education consistent with this | ||||||
20 | Article: | ||||||
21 | (1) The use of assessment instruments, such as | ||||||
22 | nonverbal ability tests and tests in students' native | ||||||
23 | languages, and a selection process that is equitable to and |
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1 | inclusive of underrepresented groups, including low-income | ||||||
2 | students, minority students, students with disabilities, | ||||||
3 | twice-exceptional students, and English learners. The use | ||||||
4 | of a minimum of 3 assessment measures used to identify | ||||||
5 | gifted and talented children in each area in which a | ||||||
6 | program for gifted and talented children is established, | ||||||
7 | which may include without limitation scores on | ||||||
8 | standardized achievement tests, observation checklists, | ||||||
9 | portfolios, and currently-used district assessments. | ||||||
10 | (2) A priority emphasis on language arts and | ||||||
11 | mathematics. | ||||||
12 | (3) The use of multiple valid assessments that assess | ||||||
13 | both demonstrated achievement and potential for | ||||||
14 | achievement, including cognitive ability tests and general | ||||||
15 | or subject specific achievement tests, applied universally | ||||||
16 | to all students, and appropriate for the content focus of | ||||||
17 | the gifted services that will be provided. School districts | ||||||
18 | and schools may add other local, valid assessments, such as | ||||||
19 | portfolios. Assessments and selection processes must | ||||||
20 | ensure multiple pathways into the program. An | ||||||
21 | identification method that uses the definition of gifted | ||||||
22 | and talented children as defined in Section 14A-20 of this | ||||||
23 | Code. | ||||||
24 | (4) The use of score ranges on assessments that are | ||||||
25 | appropriate for the school or district population, | ||||||
26 | including the use of local norms for achievement to |
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1 | identify high potential students. Assessment instruments | ||||||
2 | sensitive to the inclusion of underrepresented groups, | ||||||
3 | including low-income students, minority students, and | ||||||
4 | English language learners. | ||||||
5 | (5) A process of identification of gifted and talented | ||||||
6 | children that is of equal rigor in each area of aptitude | ||||||
7 | addressed by the program. | ||||||
8 | (6) The use of identification procedures that | ||||||
9 | appropriately correspond with the planned programs, | ||||||
10 | curricula, and services. | ||||||
11 | (7) A fair and equitable decision-making process. | ||||||
12 | (8) The availability of a fair and impartial appeal | ||||||
13 | process within the school, school district, or cooperative | ||||||
14 | of school districts operating a program for parents or | ||||||
15 | guardians whose children are aggrieved by a decision of the | ||||||
16 | school, school district, or cooperative of school | ||||||
17 | districts regarding eligibility for participation in a | ||||||
18 | program. | ||||||
19 | (9) Procedures for annually informing the community | ||||||
20 | at-large, including parents, about the program and the | ||||||
21 | methods used for the identification of gifted and talented | ||||||
22 | children. | ||||||
23 | (10) Procedures for notifying parents or guardians of a | ||||||
24 | child of a decision affecting that child's participation in | ||||||
25 | a program. | ||||||
26 | (11) A description of how gifted and talented children |
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1 | will be grouped and instructed in order to maximize the | ||||||
2 | educational benefits the children derive from | ||||||
3 | participation in the program, including curriculum | ||||||
4 | modifications and options that accelerate and add depth and | ||||||
5 | complexity to the curriculum content. | ||||||
6 | (12) An explanation of how the program emphasizes | ||||||
7 | higher-level skills attainment,
including problem-solving, | ||||||
8 | critical thinking, creative thinking, and research skills, | ||||||
9 | as embedded within relevant content areas. | ||||||
10 | (13) A methodology for measuring academic growth for | ||||||
11 | gifted and talented children and a procedure for | ||||||
12 | communicating a child's progress to his or her parents or | ||||||
13 | guardian, including, but not limited to, a report card. | ||||||
14 | (14) The collection of data on growth in learning for | ||||||
15 | children in a program for gifted and talented children and | ||||||
16 | the reporting of the data to the State Board of Education. | ||||||
17 | (15) The designation of a supervisor responsible for | ||||||
18 | overseeing the educational program for gifted and talented | ||||||
19 | children. | ||||||
20 | (16) A showing that the certified teachers who are | ||||||
21 | assigned to teach gifted and talented children understand | ||||||
22 | the characteristics and educational needs of children and | ||||||
23 | are able to differentiate the curriculum and apply | ||||||
24 | instructional methods to meet the needs of the children. | ||||||
25 | (17) Plans for the continuation of professional | ||||||
26 | development for staff assigned to the program serving |
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1 | gifted and talented children.
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2 | (Source: P.A. 95-331, eff. 8-21-07; 96-1152, eff. 7-21-10.)
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3 | Section 99. Effective date. This Act takes effect upon | ||||||
4 | becoming law.
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