Sec. 60. Transitional mathematics instruction statewide supports.

222 words·~1 min read·/il/chapter-110/act-148/60

A research copy — for the controlling text, always check the official state or federal source. Not legal advice.

(a)(Blank).

(b)Subject to the availability of public or private resources, ISBE, ICCB, and IBHE, in collaboration with IMACC, shall support 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 career interests and shall enable transitional mathematics instructional resources to be included within integrated courses or competency-based learning systems.

(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 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.