Sen. Michael W. Frerichs
Filed: 3/21/2012
 
 


 




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1
AMENDMENT TO SENATE BILL 3244




2 AMENDMENT NO. ______. Amend Senate Bill 3244 by replacing 
3everything after the enacting clause with the following:


4 "Section 1. Legislative findings. The General Assembly 
5finds the following:

6  (1) that only 40% of high school graduates test ready 
7 for college level-mathematics, resulting in the need for 
8 remedial math before taking credit-bearing mathematics 
9 courses, costing students and this State valuable time and 
10 resources;
11  (2) that students that place into remedial level 
12 coursework are less likely than their college-ready peers 
13 to complete a certificate or degree;
14  (3) that students who take more than 3 years of 
15 mathematics beyond pre-algebra in high school are more 
16 successful in college;
17  (4) that it is increasingly evident that math skills 
 
 
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1 are required for both college and career readiness;
2  (5) that State learning standards encompass rigorous 
3 K-12 mathematics requirements to prepare students for 
4 college and careers; and
5  (6) that individual school districts have a varying 
6 capacity to redesign curriculum and instruction.

7 Section 5. The School Code is amended by adding Section 
82-3.156 as follows:

9 (105 ILCS 5/2-3.156 new)
10 Sec. 2-3.156. Mathematics curriculum models.
11 (a) The State Board of Education shall, immediately 
12following the effective date of this amendatory Act of the 97th 
13General Assembly, coordinate the acquisition, adaptation, and 
14development of middle and high school mathematics curriculum 
15models to aid school districts and teachers in implementing 
16standards for all students. The acquisition, adaptation, and 
17development process shall include the input of representatives 
18of statewide educational organizations and stakeholders, 
19including without limitation all of the following:
20  (1) Representatives of a statewide mathematics 
21 professional organization.
22  (2) Representatives of statewide teacher 
23 organizations.
24  (3) Representatives of school administrators and 
 
 
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1 school board organizations.
2  (4) Experts in higher education mathematics 
3 instruction.
4  (5) Experts in curriculum design.
5  (6) Experts in professional development design.
6  (7) State education policymakers and advisors.
7  (8) A representative from the Department of Commerce 
8 and Economic Opportunity.
9  (9) Higher education faculty. 
10 (b) The curriculum models under this Section shall include 
11without limitation all of the following:
12  (1) Scope-and-sequence descriptions for middle and 
13 high school mathematics progressions, building content and 
14 skill acquisition across the grades.
15  (2) Recommendations of curricula for the final year of 
16 mathematics or math-equivalent instruction before 
17 graduation.
18  (3) Sample lesson plans to illustrate instructional 
19 materials and methods for specific standards.
20  (4) Model high school course designs that demonstrate 
21 effective student pathways to mathematics-standards 
22 attainment by graduation.
23  (5) Training programs for teachers and administrators, 
24 to be made available in both traditional and electronic 
25 formats for regional and local delivery.
26 (c) The curriculum models under this Section must be 
 
 
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1completed no later than March 1, 2013.
2 (d) The curriculum models and training programs under this 
3Section must be made available to all school districts, which 
4may choose to adopt or adapt the models in lieu of developing 
5their own mathematics curricula. The Illinois P-20 Council 
6shall submit a report to the Governor and the General Assembly 
7on the extent and effect of utilization of the curriculum 
8models by school districts. Within 4 years after the effective 
9date of this amendatory Act of the 97th General Assembly, State 
10mathematics test results and higher education mathematics 
11remediation data must be used to gauge the effectiveness of 
12high school mathematics instruction and the extent of standards 
13attainment and be used to guide the continuous improvement of 
14the mathematics curriculum and instruction.".