Bill Text: IL SB2941 | 2017-2018 | 100th General Assembly | Enrolled

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Bill Title: Amends the Postsecondary and Workforce Readiness Act. With respect to the State Board of Education's competency-based, high school graduation requirements pilot program, provides that a school district may participate in the program for some or all of its schools (instead of for some or all of its schools serving grades 9 through 12). Allows school districts to collaboratively apply to participate in the pilot program; sets forth provisions governing a collaborative of districts.

Spectrum: Moderate Partisan Bill (Democrat 6-1)

Status: (Passed) 2018-06-29 - Public Act . . . . . . . . . 100-0599 [SB2941 Detail]

Download: Illinois-2017-SB2941-Enrolled.html

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AN ACT concerning education.
Be it enacted by the People of the State of Illinois,
represented in the General Assembly:
Section 5. The Postsecondary and Workforce Readiness Act is
amended by changing Sections 20, 25, 45, 50, 55, and 60 as
follows:
(110 ILCS 148/20)
Sec. 20. Competency-based, high school graduation
requirements pilot program. In consultation with ICCB and IBHE,
ISBE shall establish and administer a competency-based, high
school graduation requirements pilot program with school
districts selected pursuant to Section 25 of this Act. A school
district participating in the pilot program may select which of
the year and course graduation requirements set forth in
Section 27-22 of the School Code the school district wishes to
replace with a competency-based learning system. A school
district may participate in the pilot program for some or all
of its schools serving grades 9 through 12. The pilot program
shall include the following components and requirements:
(1) The competency-based learning systems authorized
through the pilot program shall include all of the
following elements:
(A) Students shall demonstrate mastery of all

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required competencies to earn credit.
(B) Students must demonstrate mastery of Adaptive
Competencies defined by the school district, in
addition to academic competencies.
(C) Students shall advance once they have
demonstrated mastery, and students shall receive more
time and personalized instruction to demonstrate
mastery, if needed.
(D) Students shall have the ability to attain
advanced postsecondary education and career-related
competencies beyond those needed for graduation.
(E) Students must be assessed using multiple
measures to determine mastery, usually requiring
application of knowledge.
(F) Students must be able to earn credit toward
graduation requirements in ways other than traditional
coursework, including learning opportunities outside
the traditional classroom setting, such as Supervised
Career Development Experiences.
(2) A school district participating in the pilot
program shall demonstrate that the proposed
competency-based learning system is a core strategy
supporting the community's efforts to better prepare high
school students for college, career, and life. The
application must identify the community partners that will
support the system's implementation.

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(3) A school district participating in the pilot
program must have a plan for educator administrator and
educator professional development on the competency-based
learning system and must demonstrate prior successful
implementation of professional development systems for
major district instructional initiatives.
(4) A school district participating in the pilot
program that is replacing graduation requirements in the
core academic areas of mathematics, English language arts,
and science with a competency-based learning system shall
demonstrate how the competencies can be mastered through
Integrated Courses or career and technical education
courses.
(5) A school district participating in the pilot
program shall develop a plan for community engagement and
communications.
(6) A school district participating in the pilot
program shall develop a plan for assigning course grades
based on mastery of competencies within the
competency-based learning system.
(7) A school district participating in the pilot
program shall establish a plan and system for collecting
and assessing student progress on competency completion
and attainment, including for learning opportunities
outside of the traditional classroom setting.
(8) A school district participating in the pilot

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program shall establish a system for data collection and
reporting and must provide ISBE with such reports and
information as may be required for administration and
evaluation of the program.
(9) A school district participating in the pilot
program shall partner with a community college and a higher
education institution other than a community college for
consultation on the development and administration of its
competency-based learning system. The plan shall address
how high school graduates of a competency-based learning
system will be able to provide information normally
expected of postsecondary institutions for admission and
financial aid.
(10) A school district participating in the pilot
program shall have a plan for engaging feeder elementary
schools with the participating high school or schools on
the establishment and administration of the
competency-based learning system.
(Source: P.A. 99-674, eff. 7-29-16.)
(110 ILCS 148/25)
Sec. 25. Competency-based, high school graduation
requirements pilot program eligibility and application
process.
(a) The pilot program established under Section 20 of this
Act shall be administered by the State Superintendent of

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Education in 2 phases: (i) an initial application and selection
process phase, and (ii) a subsequent phase for full development
and implementation of a detailed plan for a competency-based
learning system for high school graduation requirements.
(b) For the initial phase under clause (i) of subsection
(a) of this Section, the State Superintendent of Education
shall develop and issue a pilot program application that
requires:
(1) demonstration of commitment from the school
district superintendent; the president of the school board
of the district; teachers within the school district who
will be involved with the pilot program implementation; a
community college partner; and a higher education
institution other than a community college;
(2) an indication of which of the year and course
graduation requirements set forth in Section 27-22 of the
School Code the school district wishes to replace with a
competency-based learning system;
(3) a general description of the school district's plan
for implementing a competency-based learning system for
high school graduation requirements, including how the
plan addresses the requirements of Section 20 of this Act
and this Section;
(4) the school district's prior professional
development and stakeholder engagement efforts that will
support its successful development and implementation of a

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competency-based learning system, including, without
limitation, prior implementation of professional
development systems for major district instructional
initiatives; and
(5) identification of any waivers or modifications of
State law or rules for implementation of the proposed plan.
The demonstration of commitment from teachers as required
by paragraph (1) of this subsection (b) must include a
description of how teachers have been engaged throughout the
application development process. If the school district has an
exclusive bargaining representative of its teachers and the
president of the exclusive bargaining representative does not
submit a statement of commitment for the application, the
school district must submit either a statement by the president
of the position of the exclusive bargaining representative on
the application or a description of the school district's good
faith efforts to obtain such a statement.
(c) Subject to subsection (g) of this Section, the State
Superintendent of Education shall select school districts
meeting the requirements set forth in this Section to
participate in the pilot program based on the quality of the
proposed plan, the strength of the local commitments,
including, without limitation, teachers within the school
district who will be involved in the program's implementation
and postsecondary institution partnerships, and demonstration
of prior professional development and stakeholder engagement

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efforts that will support the proposed system's successful
implementation. The State Superintendent of Education, in
selecting the participating school districts, shall also
consider the diversity of school district types and sizes, the
diversity of geographic representation from across the State,
and the diversity of plan approaches (such as approaches that
involve one subject only, multiple subjects, and the types of
subjects).
(d) School districts selected to participate in the pilot
program shall receive technical assistance coordinated by the
State Superintendent of Education to develop a full pilot
program implementation plan. The State Superintendent of
Education shall have discretion to remove a school district
from the pilot program during this period if the school
district does not submit a full pilot program implementation
plan that meets the State Superintendent of Education's
specifications.
(e) School districts shall, as part of the development of
their application and participation in the competency-based
learning system pilot program, establish and maintain a
standing planning and implementation committee that includes
representation from administrators and teachers, including
teachers who will be involved in the competency-based learning
system's implementation. The teacher representatives shall be
selected by teachers or, where applicable, the exclusive
bargaining representative of its teachers, and the number of

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teacher representatives shall be at least equal to
administrator representatives, unless otherwise agreed to by
the teachers or, where applicable, the exclusive bargaining
representative of its teachers. The standing planning and
implementation committee shall develop reports that shall be
included within the initial application, the full pilot program
plan, and any subsequent annual submissions to the State
Superintendent of Education as part of the assessment and
evaluation of the program. The reports shall describe the
members' assessment of the school district's plan or
implementation, as applicable, of the school district's
competency-based learning system and any recommendations for
modifications or improvements to the system. If the committee
does not reach consensus on the report, the administrator
members shall submit the report and the teacher members may
provide a position statement that must be included with the
report submitted to the State Superintendent of Education.
(f) Notwithstanding any other provisions of the School Code
or any other law of this State to the contrary, school
districts participating in the pilot program may petition the
State Superintendent of Education for a waiver or modification
of the mandates of the School Code or of the administrative
rules adopted by ISBE in order to support the implementation of
the school district's proposed competency-based learning
system. However, no waiver shall be granted under this
subsection (f) relating to State assessments, accountability

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requirements, teacher tenure or seniority, teacher or
principal evaluations, or learning standards or that removes
legal protections or supports intended for the protection of
children or a particular category of students, such as students
with disabilities or English learners. Any waiver or
modification of teacher educator licensure requirements to
permit instruction by non-educators or educators without an
appropriate license must ensure that an appropriately licensed
teacher and the provider of instruction partner in order to
verify the method for assessing competency of mastery and
verify whether a student has demonstrated mastery. All requests
must be jointly signed by the school district superintendent
and the president of the school board and must describe the
position of teachers within the school district that will be
involved in the competency-based learning system's
implementation on the application. If the school district has
an exclusive bargaining representative of its teachers and the
president of the exclusive bargaining representative does not
submit a statement of support for the application, the school
district must submit either a statement by the president that
describes the position of the exclusive bargaining
representative on the application or a description of the
school district's good faith efforts to obtain such a
statement. The State Superintendent of Education shall approve
a waiver or modification request meeting the requirements of
this subsection (f) if the State Superintendent of Education

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determines the request is reasonably necessary to support the
implementation of the school district's proposed
competency-based learning system, and the request shall not
diminish the overall support of teachers within the school
district involved with the system's implementation as
demonstrated in the school district's initial application to
participate in the pilot program. An approved request shall
take effect in accordance with the timeline set forth in the
school district's application, and an approved waiver or
modification shall remain in effect for so long as the school
district participates in the pilot program established by this
Act. The State Superintendent of Education's approval of a
school district plan for implementation of competency-based,
high school graduation requirements shall serve as a waiver or
modification of any conflicting requirements of Section 27-22
of the School Code. School districts participating in the pilot
program may additionally pursue waivers and modifications
pursuant to Section 2-3.25g of the School Code.
(g) For purposes of this subsection (g), "annual cohort"
means the group of school districts selected by the State
Superintendent of Education to participate in the pilot program
during an annual application and selection process. The State
Superintendent of Education shall limit each annual cohort of
the pilot program as follows: the first 2 annual cohorts shall
be limited to no more than 12 school districts, and any
subsequent annual cohort shall be limited to no more than 15

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school districts. A school district may submit only one
application for each annual cohort of the pilot program. The
application of a school district having a population exceeding
500,000 inhabitants may not include more than 6 schools. The
expansion of a school district's competency-based learning
system to a new school or new subject area identified in
Section 27-22 of the School Code shall require a new
application by the school district.
School districts may collaboratively apply to participate
in the pilot program. Notwithstanding any other provision of
this subsection (g), the application of a collaborative of
districts shall be counted as one district application in the
annual cohort selection process. In the application of a
collaborative of districts, each district participating in the
collaborative shall comply with the requirements outlined in
subsection (b) of this Section as if applying as an individual
district. The districts participating in the collaborative may
establish and maintain a standing planning and implementation
committee individually or collaboratively. If a collaborative
of districts decides at a later date to participate as
individual districts in the pilot program, the districts shall
submit to the State Superintendent of Education a revised
implementation plan that outlines the changes to their original
plan, the individual district applications from these
districts shall be considered as separate district
applications, and none of these districts may be counted as one

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of the districts that are already part of the cohort
limitation.
(Source: P.A. 99-674, eff. 7-29-16.)
(110 ILCS 148/45)
Sec. 45. Statewide panel to define transitional
mathematics instruction recommendations.
(a) Subject to the availability of public or private
resources for its administration, ISBE, ICCB, and IBHE shall
jointly establish a statewide panel to recommend competencies
and other requirements for transitional mathematics
instruction that lead to various postsecondary institution
mathematics pathways. ISBE, ICCB, and IBHE shall consult with
the IMACC on the establishment and administration of the
statewide panel. The statewide panel shall include high school
educators and administrators and community college and
university faculty and administrators, including broad
representation from general education and career and technical
education. The statewide panel shall also consult with
representations of private sector employers on the definition
of competencies for postsecondary institution mathematics
pathways and consider mathematics utilized in pre-employment
screenings for entry-level careers. Following the delivery of
the statewide panel's recommendations, ISBE, ICCB, and IBHE
shall, in consultation with IMACC and the statewide panel,
jointly adopt competencies and requirements for transitional

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mathematics instruction and related postsecondary institution
mathematics pathways.
(b) The statewide panel shall define transitional
mathematics competencies aligned to ISBE-adopted learning
standards and requirements associated with, at minimum, the
following postsecondary institution mathematics pathways:
(1) STEM Pathway. The STEM Pathway is for students with
career goals involving occupations that require the
application of calculus or advanced algebraic skills. In
accordance with and subject to this Act, successful
attainment of transitional mathematics competencies in the
STEM Pathway guarantees student placement into a community
college mathematics course in a calculus-based mathematics
course sequence.
(2) Technical Pathway. The Technical Pathway is for
students with career goals involving occupations in
technical fields that do not require the application of
calculus, advanced algebraic, or advanced statistical
skills. Mathematics in the Technical Pathway emphasizes
the application of mathematics within career settings. In
accordance with and subject to this Act, successful
attainment of transitional mathematics competencies in the
Technical Pathway guarantees student placement into a
credit-bearing postsecondary mathematics course required
for a community college career and technical education
program.

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(3) Quantitative Literacy and Statistics Pathway. The
Quantitative Literacy and Statistics Pathway is for
students focused on attaining competency in general
statistics, data analysis, quantitative literacy, and
problem solving. The Quantitative Literacy and Statistics
Pathway is intended for students whose career goals do not
involve occupations relating to either the STEM or
Technical Pathway or those who have not yet selected a
career goal. In accordance with and subject to this Act,
successful attainment of transitional mathematics
competencies in the Quantitative Literacy and Statistics
Pathway guarantees student placement into a community
college GECC mathematics course not in a calculus-based
course sequence.
(c) The statewide panel shall make recommendations on
whether separate transitional mathematics competencies should
be defined for students with career goals involving occupations
that require the application of advanced statistics, such as
occupations in certain social science fields. The statewide
panel shall also provide recommendations for methods to
incorporate transitional mathematics competencies into
integrated courses.
(d) The statewide panel shall recommend statewide criteria
for determining the projected readiness of 11th grade students
for college-level mathematics courses in each of the
postsecondary education mathematics pathways for purposes of

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placement into transitional mathematics instruction in 12th
grade. The statewide criteria shall include standardized
assessment results, grade point average, and course
completions. The statewide criteria shall also define a minimal
level of mathematical competency necessary for student
placement into transitional mathematics instruction. Following
the delivery of such recommendations, ISBE and ICCB shall
jointly adopt statewide criteria for determining projected
readiness for college-level mathematics courses in each of the
postsecondary institution mathematics pathways for purposes of
placement into transitional mathematics instruction in 12th
grade.
(e) (Blank). Notwithstanding anything to the contrary
contained in this Act, in the event the statewide panel is not
established due to the unavailability of public and private
resources and ISBE, ICCB, and IBHE are therefore unable to
jointly adopt competencies and requirements for transitional
mathematics instruction and related postsecondary institution
mathematics pathways, then no transitional mathematics
instruction is required to be delivered by school districts or
accepted for placement by community colleges in accordance with
this Act.
(f) Subject to the availability of public or private
resources for its administration, ISBE, ICCB, and IBHE shall,
in consultation with the members of the statewide panel,
establish and administer procedures for approving transitional

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mathematics instruction for statewide portability.
(g) In accordance with timelines and publication
requirements established by IBHE, each public university must
adopt and publicize transparent criteria adopted by the
university for student placement into college-level
mathematics courses. IBHE must publicly report on the adoption
of such criteria and the extent to which public universities
are utilizing strategies to minimize placements into
non-credit-bearing remedial mathematics course sequences.
(Source: P.A. 99-674, eff. 7-29-16.)
(110 ILCS 148/50)
Sec. 50. Transitional mathematics instruction placement
and delivery.
(a) A school district electing or required to deliver
transitional mathematics instruction in accordance with
Section 65 of this Act shall use the statewide criteria
established pursuant to subsection (d) of Section 45 of this
Act to determine each student's projected readiness for
college-level mathematics courses upon high school graduation
in that student's selected postsecondary institution
mathematics pathway. The school district shall make a
pre-determination of student readiness at the end of the first
semester of 11th grade and may adjust readiness determinations
at the end of 11th grade. The readiness of a student who has
not selected a postsecondary institution mathematics pathway

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shall be determined in accordance with the criteria for the
Quantitative Literacy and Statistics Pathways. Notwithstanding
the readiness determinations, instructional requirements for
students with disabilities shall be subject to the
individualized goals set forth within the student's
individualized education program required by State and federal
law.
(b) Public high school graduates of school districts
implementing transitional mathematics instruction in
accordance with this Act may demonstrate readiness for
college-level mathematics courses at applicable postsecondary
institutions through any of the following methods:
(1) At the end of 11th grade, the student does not meet
the statewide criteria for demonstrating projected
readiness for college-level mathematics courses upon high
school graduation in the student's postsecondary education
mathematics pathway, but the student subsequently achieves
successful completion of transitional mathematics
instruction for the postsecondary education mathematics
pathway. Students who achieve successful completion shall
receive transcripted credit for the transitional
mathematics instruction from the school district community
college partner and, subject to subsections (c) and (d) of
this Section, shall be placed by applicable postsecondary
institutions recognizing the transcripted credit in
accordance with this Act into an appropriate college-level

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mathematics course in the student's postsecondary
institution mathematics pathway. Students who do not
achieve successful completion shall be subject to
generally applicable postsecondary institution mathematics
placement processes. For the purposes of this paragraph
(1), successful completion means the student successfully
demonstrates attainment of transitional mathematics
competencies either through an overall grade for the
mathematics-related portion of a course or demonstrated
mastery of all transitional mathematics competencies
delivered through a competency-based learning system.
(2) At the end of 11th grade, the student meets the
statewide criteria for demonstrating projected readiness
for college-level mathematics courses upon high school
graduation in the student's postsecondary education
mathematics pathway, and the student subsequently
successfully completes rigorous mathematics instruction in
accordance with criteria jointly adopted by ISBE and ICCB.
(3) The student meets applicable postsecondary
institution criteria for demonstrating readiness for
college-level mathematics courses in the student's
postsecondary education mathematics pathway.
(c) All postsecondary institutions that have entered into a
partnership agreement pursuant to Section 55 of this Act shall
recognize community college transcripted credit from
transitional mathematics instruction delivered by school

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districts participating in the partnership agreement for
student placement into appropriate college-level mathematics
courses. If statewide portability approval procedures have
been established pursuant to subsection (f) of Section 45 of
this Act, then all community colleges shall recognize community
college transcripted credit from transitional mathematics
instruction that has been approved in accordance with the
statewide portability procedures. A public university is not
required to recognize transcripted credit from transitional
mathematics instruction for placement purpose unless the
public university voluntarily agrees to do so through entering
into a partnership agreement in accordance with Section 55 of
this Act. The placement determinations described in this
Section are valid for 18 months after high school graduation,
provided a postsecondary institution may require a short-term,
skill-based review or a corequisite remediation course for a
student who does not enroll in a college-level mathematics
course in the fall semester after high school graduation.
(Source: P.A. 99-674, eff. 7-29-16.)
(110 ILCS 148/55)
Sec. 55. High school and community college partnership
agreements for transitional mathematics instruction.
(a) Transitional mathematics instruction shall be
delivered by high school faculty with community college
collaboration as defined through a partnership agreement

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meeting the requirements of this Section. While transitional
mathematics instruction may be delivered through stand-alone
mathematics courses, school districts and community colleges
may use integrated courses or competency-based learning
systems for the delivery of transitional mathematics
instruction.
(b) School districts serving grades 9 through 12 electing
or required to deliver transitional mathematics instruction in
accordance with Section 65 of this Act shall enter into a
partnership agreement for transitional mathematics courses
with at least one community college. All partnership agreements
shall address the following:
(1) The co-development by the school district and
community college of transitional mathematics courses or a
defined mathematics competency set or the adaptation of the
State model transitional instructional units that align to
the statewide competencies for particular postsecondary
institution mathematics pathways, which shall also include
the design of local performance indicators and evidence
associated with those indicators.
(2) The community college courses for which the
successful completion of transitional mathematics
instruction will guarantee placement, subject to
subsection (b) of Section 50 of this Act.
(3) The availability of dual enrollment and dual credit
courses for high school students demonstrating current

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readiness for college-level mathematics courses.
(4) Training and professional development to be
provided to the high school instructors of transitional
mathematics instruction.
(5) The utilization of integrated courses or
competency-based learning systems for transitional
mathematics instruction.
(c) A community college must enter into a partnership
agreement when requested to do so by a local school district
that has elected or is required to deliver transitional
mathematics instruction in accordance with Section 65 of this
Act, provided the community college receives an implementation
grant in an amount determined by ICCB to compensate for its
related instructional development and implementation
activities. A community college may require standardized terms
for all of its partner school districts. ISBE and ICCB shall
jointly resolve any disputes between a school district and
community college regarding the proposed terms of a partnership
agreement.
(d) When developing partnership agreements, community
colleges and school districts shall consult with a public
university that has requested consultation through submission
of a written request to a community college in accordance with
requirements established by ICCB and IBHE. A public university
may, in its sole discretion, elect to become a party to a
partnership agreement.

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(e) Regional offices of education may, with the consent of
participating school districts, establish multi-district
partnership agreements with one or more postsecondary
institutions.
(Source: P.A. 99-674, eff. 7-29-16.)
(110 ILCS 148/60)
Sec. 60. Transitional mathematics instruction statewide
supports.
(a) Beginning with the 2019-2020 academic year, ICCB shall
permit transitional mathematics instruction that has been
approved for statewide portability transcripted by a community
college in accordance with the requirements of this Act to be
funded, subject to appropriation, in a manner consistent with
claimed for reimbursement rates for developmental education
courses offered at a community college funding purposes. Such
funding must be used by a community college for costs
associated with transitional mathematics or English
partnerships with school districts.
(b) Subject to the availability of public or private
resources, ISBE, ICCB, and IBHE, in collaboration with IMACC,
shall support at least 2 collaborative efforts among school
districts and postsecondary institutions to develop model
transitional mathematics instructional units. All
State-supported models shall include real-world application
projects that can be delivered to particular students based on

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career interests and shall enable transitional mathematics
instructional resources to be included within integrated
courses or competency-based learning systems. At least one of
the State-supported transitional mathematics models must be
highly modularized for blended-learning delivery, with:
(1) a pre-assessment system to ensure that completion
of modules are required only when the competencies have not
been sufficiently mastered;
(2) the ability for students to complete coursework in
areas of need at their own pace;
(3) the ability for transitional mathematics modules
to be included within integrated courses or
competency-based learning systems; and
(4) the ability for students to complete dual credit
modules upon completion of the transitional mathematics
modules.
(c) Provided that statewide portability procedures have
been established pursuant to subsection (f) of Section 45 of
this Act, ISBE and ICCB shall identify and publicize courses
for transitional mathematics instruction that meet the
statewide portability requirements and that can be delivered
fully online or through blended-learning models without the
requirement for in-person mathematics instruction at the high
school.
(d) ISBE and ICCB shall jointly develop and provide a model
partnership agreement for school districts and community

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colleges.
(e) ISBE and ICCB shall provide standardized reports to
school districts and community colleges, including, but not
limited to:
(1) reports that school districts and community
colleges can use for determining students 11th grade
projected readiness for college-level mathematics courses
upon high school graduation; and
(2) reports that compare participating students'
postsecondary outcomes with other students, particularly
those in traditional developmental education course
sequences.
(Source: P.A. 99-674, eff. 7-29-16.)
Section 99. Effective date. This Act takes effect upon
becoming law.