Bill Text: IL HB3819 | 2011-2012 | 97th General Assembly | Chaptered

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Bill Title: Amends the School Code in the Article concerning transitional bilingual education. Provides that by no later than January 1, 2013, the Advisory Council on Bilingual Education shall submit a report to the State Superintendent of Education, the Governor, and the General Assembly addressing certain questions concerning the modification of bilingual education programs. Sets forth definitions for "parent academies" and "cultural competency program".

Spectrum: Slight Partisan Bill (Democrat 3-1)

Status: (Passed) 2012-08-09 - Public Act . . . . . . . . . 97-0915 [HB3819 Detail]

Download: Illinois-2011-HB3819-Chaptered.html

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Public Act 097-0915
HB3819 Enrolled LRB097 13481 RPM 58001 b
AN ACT concerning education.
Be it enacted by the People of the State of Illinois,
represented in the General Assembly:
Section 5. The School Code is amended by changing Sections
14C-10 and 14C-13 as follows:
(105 ILCS 5/14C-10) (from Ch. 122, par. 14C-10)
Sec. 14C-10. Parent and community participation.
School districts shall provide for the maximum practical
involvement of parents of children in transitional bilingual
education programs. Each school district shall, accordingly,
establish a parent advisory committee which affords parents the
opportunity effectively to express their views and which
ensures that such programs are planned, operated, and evaluated
with the involvement of, and in consultation with, parents of
children served by the programs. Such committees shall be
composed of parents of children enrolled in transitional
bilingual education programs, transitional bilingual education
teachers, counselors, and representatives from community
groups; provided, however, that a majority of each committee
shall be parents of children enrolled in the transitional
bilingual education program. Once established, these
committees shall autonomously carry out their affairs,
including the election of officers and the establishment of

internal rules, guidelines, and procedures.
(Source: P.A. 78-727.)
(105 ILCS 5/14C-13) (from Ch. 122, par. 14C-13)
Sec. 14C-13. Advisory Council.
(a) There is created an Advisory Council on Bilingual
Education, consisting of 17 members appointed by the State
Superintendent of Education and selected, as nearly as
possible, on the basis of experience in or knowledge of the
various programs of bilingual education. The Council shall
advise the State Superintendent on policy and rules pertaining
to bilingual education. The Council shall establish such
sub-committees as it deems appropriate to review bilingual
education issues including but not limited to certification,
finance and special education.
Initial appointees shall serve terms determined by lot as
follows: 6 for one year, 6 for 2 years and 5 for 3 years.
Successors shall serve 3-year terms. Members annually shall
select a chairman from among their number. Members shall
receive no compensation but may be reimbursed for necessary
expenses incurred in the performance of their duties.
By no later than December 1, 2011, the Council shall submit
a report to the State Superintendent of Education, the
Governor, and the General Assembly addressing, at a minimum,
the following questions:
(1) whether and how the 20 child per attendance center

minimum in Section 14C-3 of this Code should be modified;
(2) whether and how educator certification
requirements in this Article 14C and applicable State Board
of Education rules should be modified;
(3) whether and how bilingual education requirements
in this Article 14C and applicable State Board of Education
rules should be modified to address differences between
elementary and secondary schools; and
(4) whether and how to allow school districts to
administer alternative bilingual education programs
instead of transitional bilingual education programs.
By no later than January 1, 2013, the Council shall submit
a report to the State Superintendent of Education, the
Governor, and the General Assembly addressing, at a minimum,
the following questions:
(i) whether and how bilingual education programs
should be modified to be more flexible and achieve a higher
success rate among Hispanic students in the classroom and
on State assessments;
(ii) whether and how bilingual education programs
should be modified to increase parental involvement
including the use of parent academies;
(iii) whether and how bilingual education programs
should be modified to increase cultural competency through
a cultural competency program among bilingual teaching
staff; and

(iv) whether and how the bilingual parent advisory
committees within school districts can be supported in
order to increase the opportunities for parents to
effectively express their views concerning the planning,
operation, and evaluation of bilingual education programs.
(b) For the purpose of this Section:
"Parent academies" means a series of parent development
opportunities delivered throughout the school year to increase
parents' ability to successfully navigate the education system
and monitor their children's education. Parent academies are
specifically designed for parents of students who are enrolled
in any of the English Language Learner programs and are to be
provided after work hours in the parents' native language. At a
minimum, parent academies shall allow participants to do the
following:
(1) understand and use their children's standardized
tests to effectively advocate for their children's
academic success;
(2) learn home strategies to increase their children's
reading proficiency;
(3) promote homework completion as a successful daily
routine;
(4) establish a positive and productive connection
with their children's schools and teachers; and
(5) build the character traits that lead to academic
success, such as responsibility, persistence, a hard-work

ethic, and the ability to delay gratification.
"Cultural competency program" means a staff development
opportunity to increase the school staffs' ability to meet the
social, emotional, and academic needs of culturally and
linguistically diverse students and, at a minimum, allows
participants to do the following:
(i) discuss the impact that our constantly changing,
highly technological and globalist society is having on
Illinois' public education system;
(ii) analyze international, national, State, county,
district, and local students' performance data and the
achievement gaps that persistently exist between groups;
(iii) realize the benefits and challenges of reaching
proficiency in cultural competency;
(iv) engage in conversations that lead to
self-awareness and greater insight regarding diversity;
and
(v) learn strategies for building student-teacher
relationships and making instruction more comprehensible
and relevant for all students.
(Source: P.A. 97-305, eff. 1-1-12.)