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valid, reliable indicators. |
(a-5) By no later than the beginning of the 2023-2024 |
school year, a school district's accelerated placement policy |
shall allow for the automatic enrollment, in the following |
school term, of a student into the next most rigorous level of |
advanced coursework offered by the high school if the student |
meets or exceeds State standards in English language arts, |
mathematics, or science on a State assessment administered |
under Section 2-3.64a-5 as follows: |
(1) A student who meets or exceeds State standards in |
English language arts shall be automatically enrolled into |
the next most rigorous level of advanced coursework in |
English, social studies, humanities, or related subjects. |
(2) A student who meets or exceeds State standards in |
mathematics shall be automatically enrolled into the next |
most rigorous level of advanced coursework in mathematics. |
(3) A student who meets or exceeds State standards in |
science shall be automatically enrolled into the next most |
rigorous level of advanced coursework in science. |
(a-10) By no later than the beginning of the 2027-2028 |
school year, a school district's accelerated placement policy |
shall allow for automatic eligibility, in the following school |
term, for a student to enroll in the next most rigorous level |
of advanced coursework offered by the high school if the |
student meets State standards in English language arts, |
mathematics, or science on a State assessment administered |
|
under Section 2-3.64a-5 as follows: |
(1) A student who meets State standards in English |
language arts shall be automatically eligible to enroll in |
the next most rigorous level of advanced coursework in |
English, social studies, humanities, or related subjects. |
(2) A student who meets State standards in mathematics |
shall be automatically eligible to enroll in the next most |
rigorous level of advanced coursework in mathematics. |
(3) A student who meets State standards in science |
shall be automatically eligible to enroll in the next most |
rigorous level of advanced coursework in science. |
(a-15) For a student entering grade 12, the next most |
rigorous level of advanced coursework in English language arts |
or mathematics shall be a dual credit course, as defined in the |
Dual Credit Quality Act, an Advanced Placement course, as |
defined in Section 10 of the College and Career Success for All |
Students Act, or an International Baccalaureate course; |
otherwise, the next most rigorous level of advanced coursework |
under this subsection (a-15) (a-5) may include a dual credit |
course, as defined in the Dual Credit Quality Act, an Advanced |
Placement course, as defined in Section 10 of the College and |
Career Success for All Students Act, an International |
Baccalaureate course, an honors class, an enrichment |
opportunity, a gifted program, or another program offered by |
the district. |
A school district may use the student's most recent State |
|
assessment results to determine whether a student meets or |
exceeds State standards. For a student entering grade 9, |
results from the State assessment taken in grades 6 through 8 |
may be used. For other high school grades, the results from a |
locally selected, nationally normed assessment may be used |
instead of the State assessment if those results are the most |
recent. |
(a-20) A school district's accelerated placement policy |
may allow for the waiver of a course or unit of instruction |
completion requirement if (i) completion of the course or unit |
of instruction is required by this Code or rules adopted by the |
State Board of Education as a prerequisite to receiving a high |
school diploma and (ii) the school district has determined |
that the student has demonstrated mastery of or competency in |
the content of the course or unit of instruction. The school |
district shall maintain documentation of this determination of |
mastery or competency for each student, that shall include |
identification of the learning standards or competencies |
reviewed, the methods of measurement used, student |
performance, the date of the determination, and identification |
of the district personnel involved in the determination |
process. |
(a-25) A school district's accelerated placement policy |
must include a process through which the parent or guardian of |
each student who meets State standards is provided |
notification in writing of the student's eligibility for |
|
enrollment in accelerated courses. This notification must |
provide details on the procedures for the parent or guardian |
to enroll or not enroll the student in accelerated courses, in |
writing, on forms the school district makes available. If no |
course selection is made by the parent or guardian in |
accordance with procedures set forth by the school district, |
the student shall be automatically enrolled in the next most |
rigorous level of coursework. A school district must provide |
the parent or guardian of a student eligible for automatic |
enrollment under this subsection (a-5) or (a-10) with the |
option to instead have the student enroll in alternative |
coursework that better aligns with the student's postsecondary |
education or career goals. If applicable, a school district |
must provide notification to a student's parent or guardian |
that the student will receive a waiver of a course or unit of |
instruction completion requirement under subsections (a-5) or |
(a-10). |
Nothing in subsection this subsection (a-5) or (a-10) may |
be interpreted to preclude other students from enrolling in |
advanced coursework per the policy of a school district. |
(a-30) Nothing in this Section shall prohibit the |
implementation of policies that allow for automatic enrollment |
of students who meet standards on State assessments into the |
next most rigorous level of advanced coursework offered by a |
high school. |
(b) Further, a school district's accelerated placement |
|
policy may include or incorporate by reference, but need not |
be limited to, the following components: |
(1) procedures for annually informing the community |
at-large, including parents or guardians, community-based |
organizations, and providers of out-of-school programs, |
about the accelerated placement program and the methods |
used for the identification of children eligible for |
accelerated placement, including strategies to reach |
groups of students and families who have been historically |
underrepresented in accelerated placement programs and |
advanced coursework; |
(2) a process for referral that allows for multiple |
referrers, including a child's parents or guardians; other |
referrers may include licensed education professionals, |
the child, with the written consent of a parent or |
guardian, a peer, through a licensed education |
professional who has knowledge of the referred child's |
abilities, or, in case of possible early entrance, a |
preschool educator, pediatrician, or psychologist who |
knows the child; |
(3) a provision that provides that children |
participating in an accelerated placement program and |
their parents or guardians will be provided a written plan |
detailing the type of acceleration the child will receive |
and strategies to support the child; |
(4) procedures to provide support and promote success |
|
for students who are newly enrolled in an accelerated |
placement program; |
(5) a process for the school district to review and |
utilize disaggregated data on participation in an |
accelerated placement program to address gaps among |
demographic groups in accelerated placement opportunities; |
and |
(6) procedures to promote equity, which may |
incorporate one or more of the following evidence-based |
practices: |
(A) the use of multiple tools to assess |
exceptional potential and provide several pathways |
into advanced academic programs when assessing student |
need for advanced academic or accelerated programming; |
(B) providing enrichment opportunities starting in |
the early grades to address achievement gaps that |
occur at school entry and provide students with |
opportunities to demonstrate their advanced potential; |
(C) the use of universal screening combined with |
local school-based norms for placement in accelerated |
and advanced learning programs; |
(D) developing a continuum of services to identify |
and develop talent in all learners ranging from |
enriched learning experiences, such as problem-based |
learning, performance tasks, critical thinking, and |
career exploration, to accelerated placement and |
|
advanced academic programming; and |
(E) providing professional learning in gifted |
education for teachers and other appropriate school |
personnel to appropriately identify and challenge |
students from diverse cultures and backgrounds who may |
benefit from accelerated placement or advanced |
academic programming. |
(c) The State Board of Education shall adopt rules to |
determine data to be collected and disaggregated by |
demographic group regarding accelerated placement, including |
the rates of students who participate in and successfully |
complete advanced coursework, and a method of making the |
information available to the public. |
(d) On or before November 1, 2022, following a review of |
disaggregated data on the participation and successful |
completion rates of students enrolled in an accelerated |
placement program, each school district shall develop a plan |
to expand access to its accelerated placement program and to |
ensure the teaching capacity necessary to meet the increased |
demand. |
(Source: P.A. 102-209, eff. 11-30-21 (See Section 5 of P.A. |
102-671 for effective date of P.A. 102-209); 103-263, eff. |
6-30-23.)
|
(105 ILCS 5/27-22) (from Ch. 122, par. 27-22) |
Sec. 27-22. Required high school courses. |
|
(a) (Blank). |
(b) (Blank). |
(c) (Blank). |
(d) (Blank). |
(e) Through the 2023-2024 school year, as a prerequisite |
to receiving a high school diploma, each pupil entering the |
9th grade must, in addition to other course requirements, |
successfully complete all of the following courses: |
(1) Four years of language arts. |
(2) Two years of writing intensive courses, one of |
which must be English and the other of which may be English |
or any other subject. When applicable, writing-intensive |
courses may be counted towards the fulfillment of other |
graduation requirements. |
(3) Three years of mathematics, one of which must be |
Algebra I, one of which must include geometry content, and |
one of which may be an Advanced Placement computer science |
course. A mathematics course that includes geometry |
content may be offered as an integrated, applied, |
interdisciplinary, or career and technical education |
course that prepares a student for a career readiness |
path. |
(3.5) For pupils entering the 9th grade in the |
2022-2023 school year and 2023-2024 school year, one year |
of a course that includes intensive instruction in |
computer literacy, which may be English, social studies, |
|
or any other subject and which may be counted toward the |
fulfillment of other graduation requirements. |
(4) Two years of science. |
(5) Two years of social studies, of which at least one |
year must be history of the United States or a combination |
of history of the United States and American government |
and, beginning with pupils entering the 9th grade in the |
2016-2017 school year and each school year thereafter, at |
least one semester must be civics, which shall help young |
people acquire and learn to use the skills, knowledge, and |
attitudes that will prepare them to be competent and |
responsible citizens throughout their lives. Civics course |
content shall focus on government institutions, the |
discussion of current and controversial issues, service |
learning, and simulations of the democratic process. |
School districts may utilize private funding available for |
the purposes of offering civics education. Beginning with |
pupils entering the 9th grade in the 2021-2022 school |
year, one semester, or part of one semester, may include a |
financial literacy course. |
(6) One year chosen from (A) music, (B) art, (C) |
foreign language, which shall be deemed to include |
American Sign Language, (D) vocational education, or (E) |
forensic speech (speech and debate). A forensic speech |
course used to satisfy the course requirement under |
subdivision (1) may not be used to satisfy the course |
|
requirement under this subdivision (6). |
(e-5) Beginning with the 2024-2025 school year, as a |
prerequisite to receiving a high school diploma, each pupil |
entering the 9th grade must, in addition to other course |
requirements, successfully complete all of the following |
courses: |
(1) Four years of language arts. |
(2) Two years of writing intensive courses, one of |
which must be English and the other of which may be English |
or any other subject. If applicable, writing-intensive |
courses may be counted toward the fulfillment of other |
graduation requirements. |
(3) Three years of mathematics, one of which must be |
Algebra I, one of which must include geometry content, and |
one of which may be an Advanced Placement computer science |
course. A mathematics course that includes geometry |
content may be offered as an integrated, applied, |
interdisciplinary, or career and technical education |
course that prepares a student for a career readiness |
path. |
(3.5) One year of a course that includes intensive |
instruction in computer literacy, which may be English, |
social studies, or any other subject and which may be |
counted toward the fulfillment of other graduation |
requirements. |
(4) Two years of laboratory science. |
|
(5) Two years of social studies, of which at least one |
year must be history of the United States or a combination |
of history of the United States and American government |
and at least one semester must be civics, which shall help |
young people acquire and learn to use the skills, |
knowledge, and attitudes that will prepare them to be |
competent and responsible citizens throughout their lives. |
Civics course content shall focus on government |
institutions, the discussion of current and controversial |
issues, service learning, and simulations of the |
democratic process. School districts may utilize private |
funding available for the purposes of offering civics |
education. One semester, or part of one semester, may |
include a financial literacy course. |
(6) One year chosen from (A) music, (B) art, (C) |
foreign language, which shall be deemed to include |
American Sign Language, (D) vocational education, or (E) |
forensic speech (speech and debate). A forensic speech |
course used to satisfy the course requirement under |
subdivision (1) may not be used to satisfy the course |
requirement under this subdivision (6). |
(e-10) Beginning with the 2028-2029 school year, as a |
prerequisite to receiving a high school diploma, each pupil |
entering the 9th grade must, in addition to other course |
requirements, successfully complete 2 years of foreign |
language courses, which may include American Sign Language. A |
|
pupil may choose a third year of foreign language to satisfy |
the requirement under subdivision (6) of subsection (e-5). |
(f) The State Board of Education shall develop and inform |
school districts of standards for writing-intensive |
coursework. |
(f-5) If a school district offers an Advanced Placement |
computer science course to high school students, then the |
school board must designate that course as equivalent to a |
high school mathematics course and must denote on the |
student's transcript that the Advanced Placement computer |
science course qualifies as a mathematics-based, quantitative |
course for students in accordance with subdivision (3) of |
subsection (e) of this Section. |
(g) Public Act 83-1082 does not apply to pupils entering |
the 9th grade in 1983-1984 school year and prior school years |
or to students with disabilities whose course of study is |
determined by an individualized education program. |
Public Act 94-676 does not apply to pupils entering the |
9th grade in the 2004-2005 school year or a prior school year |
or to students with disabilities whose course of study is |
determined by an individualized education program. |
Subdivision (3.5) of subsection (e) does not apply to |
pupils entering the 9th grade in the 2021-2022 school year or a |
prior school year or to students with disabilities whose |
course of study is determined by an individualized education |
program. |
|
Subsection (e-5) does not apply to pupils entering the 9th |
grade in the 2023-2024 school year or a prior school year or to |
students with disabilities whose course of study is determined |
by an individualized education program. Subsection (e-10) does |
not apply to pupils entering the 9th grade in the 2027-2028 |
school year or a prior school year or to students with |
disabilities whose course of study is determined by an |
individualized education program. |
(h) The provisions of this Section are subject to the |
provisions of Sections 14A-32 and Section 27-22.05 of this |
Code and the Postsecondary and Workforce Readiness Act. |
(i) The State Board of Education may adopt rules to modify |
the requirements of this Section for any students enrolled in |
grades 9 through 12 if the Governor has declared a disaster due |
to a public health emergency pursuant to Section 7 of the |
Illinois Emergency Management Agency Act. |
(Source: P.A. 102-366, eff. 8-13-21; 102-551, eff. 1-1-22; |
102-864, eff. 5-13-22; 103-154, eff. 6-30-23.)
|
