Illinois Compiled Statutes 105 ILCS 5/2-3.156 – Mathematics curriculum models
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(a) The State Board of Education shall, immediately following the effective date of this amendatory Act of the 97th General Assembly, coordinate the acquisition, adaptation, and development of middle and high school mathematics curriculum models to aid school districts and teachers in implementing standards for all students. The acquisition, adaptation, and development process shall include the input of representatives of statewide educational organizations and stakeholders, including without limitation all of the following:
(1) Representatives of a statewide mathematics
(1) Representatives of a statewide mathematics
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professional organization.
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(2) Representatives of statewide teacher
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organizations.
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(3) Representatives of statewide school
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administrator organizations.
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(4) Experts in higher education mathematics
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instruction.
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(5) Experts in curriculum design.
(6) Experts in professional development design.
(7) State education policymakers and advisors.
(8) A representative from the Department of Commerce
Terms Used In Illinois Compiled Statutes 105 ILCS 5/2-3.156
- State: when applied to different parts of the United States, may be construed to include the District of Columbia and the several territories, and the words "United States" may be construed to include the said district and territories. See Illinois Compiled Statutes 5 ILCS 70/1.14
(6) Experts in professional development design.
(7) State education policymakers and advisors.
(8) A representative from the Department of Commerce
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and Economic Opportunity.
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(9) Higher education faculty.
(10) Representatives of statewide school board
(10) Representatives of statewide school board
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organizations.
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(11) Representatives of statewide principal
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organizations.
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(b) The curriculum models under this Section shall include without limitation all of the following:
(1) Scope-and-sequence descriptions for middle and
(1) Scope-and-sequence descriptions for middle and
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high school mathematics progressions, building content and skill acquisition across the grades.
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(2) Recommendations of curricula for the final year
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of mathematics or math-equivalent instruction before graduation.
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(3) Sample lesson plans to illustrate instructional
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materials and methods for specific standards.
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(4) Model high school course designs that
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demonstrate effective student pathways to mathematics-standards attainment by graduation.
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(5) Training programs for teachers and
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administrators, to be made available in both traditional and electronic formats for regional and local delivery.
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(c) The curriculum models under this Section must be completed no later than March 1, 2013.
(d) The curriculum models and training programs under this Section must be made available to all school districts, which may choose to adopt or adapt the models in lieu of developing their own mathematics curricula. The Illinois P-20 Council shall submit a report to the Governor and the General Assembly on the extent and effect of utilization of the curriculum models by school districts. Within 4 years after the effective date of this amendatory Act of the 97th General Assembly, State mathematics test results and higher education mathematics remediation data must be used to gauge the effectiveness of high school mathematics instruction and the extent of standards attainment and be used to guide the continuous improvement of the mathematics curriculum and instruction.
(d) The curriculum models and training programs under this Section must be made available to all school districts, which may choose to adopt or adapt the models in lieu of developing their own mathematics curricula. The Illinois P-20 Council shall submit a report to the Governor and the General Assembly on the extent and effect of utilization of the curriculum models by school districts. Within 4 years after the effective date of this amendatory Act of the 97th General Assembly, State mathematics test results and higher education mathematics remediation data must be used to gauge the effectiveness of high school mathematics instruction and the extent of standards attainment and be used to guide the continuous improvement of the mathematics curriculum and instruction.