Section 1.443 Illinois Global Scholar Certificate

TITLE 23: EDUCATION AND CULTURAL RESOURCES

SUBTITLE A: EDUCATION

CHAPTER I: STATE BOARD OF EDUCATION

SUBCHAPTER a: PUBLIC SCHOOL RECOGNITION

PART 1 PUBLIC SCHOOLS EVALUATION, RECOGNITION AND SUPERVISION

SECTION 1.443 ILLINOIS GLOBAL SCHOLAR CERTIFICATE

Section

1.443  Illinois Global Scholar Certificate

In

accordance with Section 2-3.167 of the School Code [105 ILCS 5], a school

district may establish a program to recognize public high school graduates who

have attained global competence, sufficient for meaningful use in college and

career, by designating on a student's transcript and high school diploma his or

her receipt of the Illinois Global Scholar Certificate, provided that all the

conditions of this Section are met.

a)         Attainment

of Global Competency Sufficient for use in College and Career

A

school district may award the Illinois Global Scholar Certificate to any high

school graduate who demonstrates global competency by successfully meeting all

of the following criteria:

1)         Complete Eight

Globally-Focused Courses

A)        Students earning the

Illinois Global Scholar Certificate must complete a total of eight

globally-focused courses from at least two different academic disciplines

(i.e., science, social studies, fine arts, English/language arts/communication

arts, world languages (i.e., foreign or classical languages), mathematics,

career and technical education, physical education, family and consumer science,

etc.).

B)        A globally-focused course

may be a year-long course or a semester long course.

C)        Courses will be

designated as "globally-focused" by the school district in

conjunction with the Global Scholar Committee (as described in subsection

uages (i.e., foreign or classical languages), mathematics,

career and technical education, physical education, family and consumer science,

etc.).

B)        A globally-focused course

may be a year-long course or a semester long course.

C)        Courses will be

designated as "globally-focused" by the school district in

conjunction with the Global Scholar Committee (as described in subsection

(f)(1)) using specific processes and materials provided by the State Board.

Courses must:

i)          investigate the world;

ii)         recognize the

perspectives of self and others;

iii)        communicate ideas to

diverse audiences; and

iv)        provide opportunities to

take action to improve conditions in a manner consistent with the learning

standards adopted by the State of Illinois.

D)

Globally-focused courses must address world issues, perspectives,

concerns or culture throughout the duration of the course.  Courses that employ

a global focus or address global topics in some units but not others are not

sufficient to be deemed globally-focused courses, nor are courses that survey

global arts, foods or music without at least ⅓ of class time being

devoted to the investigation/research into the phenomena, and/or assessment of

the global and cultural context from which the phenomena arise.

E)

The following commonly-taught courses are likely to be designated as

globally-focused:

i)          World

languages;

ii)         International

economics, international business or global marketing;

iii)        World

history/non-U.S

class time being

devoted to the investigation/research into the phenomena, and/or assessment of

the global and cultural context from which the phenomena arise.

E)

The following commonly-taught courses are likely to be designated as

globally-focused:

i)          World

languages;

ii)         International

economics, international business or global marketing;

iii)        World

history/non-U.S. history;

iv)        World

geography;

v)         Comparative

cultures, comparative religions, comparative government;

vi)        Science,

technology, engineering and math (STEM) courses with global

application/perspective;

vii)       International

relations or foreign relations;

viii)      Literature

of another country, region or culture;

ix)        International

agri-science or agriculture

;

and

x)         Other globally-focused

courses that meet the requirements detailed in Appendix H.

2)         School districts wishing

to require a specific globally-focused course or sequence of courses are

encouraged to do so.  For example, one school district may opt to require a course

(or sequences of courses) in global studies or world languages, while another

district may develop defined global pathways in STEM, world language or fine

arts. In addition, school districts having limited course offerings may approve

specific summer or online coursework, provided that coursework is

credit-bearing and meets the Illinois Learning Standards, as well as the

requirements described in subsection (a)(1). School districts may offer

additional course options that comply with subsection (a)(1) (see Appendix H)

EM, world language or fine

arts. In addition, school districts having limited course offerings may approve

specific summer or online coursework, provided that coursework is

credit-bearing and meets the Illinois Learning Standards, as well as the

requirements described in subsection (a)(1). School districts may offer

additional course options that comply with subsection (a)(1) (see Appendix H).

3)         Participate in at least

one Sustained Globally-focused Service Learning Activity or Experience

A)        Service

learning is defined as activities that:

i)          actively

engage and educate the student within the local community in meaningful, globally-focused

service activities that promote understanding of diversity and mutual respect

among all participants;

ii)         allow

the student to be self-directed in initiating, planning, implementing and

evaluating throughout the experience;

iii)        are

designed with sufficient duration and intensity to address community needs

within a global context;

iv)        engage

participants in an ongoing process to assess the quality of implementation and

progress toward meeting specified goals, and use of the results for improvement

and sustainability; and

v)         incorporate

multiple reflection activities that challenge students to think deeply about

the relationship of self, society and the world.

B)        Service

learning opportunities, selected by students and educators in collaboration

with the Global Scholar Committee members (GSC) (see subsection (e)(2)) to

fulfill this requirement

,

shall be t

ied to globally-focused coursework,

co-curricular activities oriented toward global service, and/or the student's

Global Scholar Capstone Performance-based Assessment.

C)        Students earning the

Illinois Global Scholar Certificate must engage in at least one

globally-focused service learning activity for a minimum of one semester

ubsection (e)(2)) to

fulfill this requirement

,

shall be t

ied to globally-focused coursework,

co-curricular activities oriented toward global service, and/or the student's

Global Scholar Capstone Performance-based Assessment.

C)        Students earning the

Illinois Global Scholar Certificate must engage in at least one

globally-focused service learning activity for a minimum of one semester.

Criteria to assist districts in determining qualifying

globally-focused service learning opportunities

is located in Appendix

H.

D)        Service learning

activities must align with State and district learning standards, as well as

curricular goals and objectives of the school district.

4)         Participate in Global

Collaboration or Dialogue

A)        Students

receiving the Illinois Global Scholar Certificate must dialogue or collaborate

with global peers whose culture is markedly different than their own.

B)        Global

collaboration and dialogue experiences shall:

i)          Offer

opportunities to demonstrate the communication skills necessary to work

effectively and respectfully with and within diverse teams;

ii)         Offer

students opportunities to exercise flexibility and willingness to be helpful in

making necessary compromises to accomplish a common goal

; and

iii)        Offer

opportunities for students to assume shared responsibility for collaborative

work and value the individual contributions made by each team member

ry to work

effectively and respectfully with and within diverse teams;

ii)         Offer

students opportunities to exercise flexibility and willingness to be helpful in

making necessary compromises to accomplish a common goal

; and

iii)        Offer

opportunities for students to assume shared responsibility for collaborative

work and value the individual contributions made by each team member.

C)        This

requirement can be met in one of the following ways:

i

)          Through a field

experience in another country specifically designed to facilitate global

dialogue or collaboration among peers (e.g., a class trip to a sister school in

another country, participation in government, or funded study abroad program);

ii)         Through

approved virtual experiences specifically designed to facilitate global

dialogue or collaboration among peers; or

iii)        Through

sustained service or learning experiences that immerse students in a domestic

or local cultural context markedly different from the global scholar's cultural

context (e.g., a refugee community).

D)        A list

of approved

global

collaboration or dialogue

opportunities should

be created and updated by GSCs in conjunction with the Illinois Global Scholar

organization.

5)         Earn a score of

"pass" on the Global Scholar Capstone Performance-based Assessment

described in subsection (b)(4) using the scoring criteria described in

subsection (c). The purpose of the Global Scholar Capstone Performance-based

Assessment and Criteria are described in Appendix H

should

be created and updated by GSCs in conjunction with the Illinois Global Scholar

organization.

5)         Earn a score of

"pass" on the Global Scholar Capstone Performance-based Assessment

described in subsection (b)(4) using the scoring criteria described in

subsection (c). The purpose of the Global Scholar Capstone Performance-based

Assessment and Criteria are described in Appendix H.

A)        To ensure that a wide

variety of student work can be evaluated, students shall:

i)          Create a compelling and

actionable question, developed by the student, to address a global issue or

concern;

ii)         Indicate a

research-based investigation of the global issue or concern;

iii)        Develop research-based

conclusions and the proposal of a solution to address the global issue;

iv)        Communicate with at

least two people impacted by the issue or with a stakeholder who has recognized

and/or has contextual expertise related to the question asked by the student

(e.g., a journalist working in a specific region, a foreign service officer, a

member of an NGO, a professor, scientist or other recognized expert);

v)         Create an artifact

(e.g., video, narrative, painting, datasets, presentation, pamphlet, awareness

raising campaign, children's book, musical compositions) to demonstrate

learning that reflects the student's research/investigation;

vi)        Take action to affect

change related to the selected issue or concern; and

vii)       Reflect on the entire

capstone experience.

B)        Global Scholar Capstone

Performance-based Assessments must result in the following products:

i)          A student-created

artifact, as described in subsection (a)(5)(A)(v);

ii)         Documentation of the

steps described in subsection (a)(5)(A) that may include, but are not limited

to, a bibliography, interview transcripts, datasets, electronic resources and

media, etc.; and

iii)        A student narrative

that documents each of the steps indicated in subsection (a)(5)(A)

products:

i)          A student-created

artifact, as described in subsection (a)(5)(A)(v);

ii)         Documentation of the

steps described in subsection (a)(5)(A) that may include, but are not limited

to, a bibliography, interview transcripts, datasets, electronic resources and

media, etc.; and

iii)        A student narrative

that documents each of the steps indicated in subsection (a)(5)(A).

b)         This subsection (b)

lists the criteria and indicators school districts shall use to score the

Global Scholar Capstone Performance-based Assessment.  These scoring criteria

may be amended from time to time.  The State Board shall post on its website by

July 1 of each year a copy of the current Assessment scoring criteria,

indicators and supporting materials, including examples.

1)         Criteria 1:  Develop a

globally-focused, compelling question and plan inquiries. Indicators supporting

this criteria shall require work completed by the student to:

A)        Develop a compelling

question addressing an issue of global concern (a problem that exists in

multiple locations around the world or at the international level).

B)        Base the compelling

question on understanding of concepts and enduring issues associated with one

or more academic disciplines.

C)        Ensure the compelling

question leads to a deeper understanding of globally-focused concern, including

the fundamental cause of the issue.

D)        Design a compelling

question that is actionable (i.e., allows the student to identify small- and

large-scale solutions to global issues and then take small- or large-scale

action to change or improve conditions related to the global issue or concern).

2)         Criteria 2:  Use

culturally sensitive communication skills throughout the project. Indicators

supporting this criteria shall require the work completed by the student to:

A)        Use appropriate and

varied language to communicate in a logical and concise manner.

B)        Use discipline-specific

terminology

n to change or improve conditions related to the global issue or concern).

2)         Criteria 2:  Use

culturally sensitive communication skills throughout the project. Indicators

supporting this criteria shall require the work completed by the student to:

A)        Use appropriate and

varied language to communicate in a logical and concise manner.

B)        Use discipline-specific

terminology.

C)        Elicit feedback from

stakeholders (e.g., develop a survey, engage in dialogue, communicate

effectively, and/or use appropriate questioning techniques).

D)        Use diverse media, when

appropriate, to present information.

E)        Use language conventions

appropriate to the project.

3)         Criteria 3:  Collect

research and communicate academically, consistent with the standards of the

disciplines.  Indicators supporting this criteria shall require the work

completed by the student to:

A)        Explain how research was

applied when presenting the artifact to specific stakeholders.

B)        Ensure communication

contains original work without plagiarism, including appropriate citations as

necessary.

4)         Criteria 4:  Gather

information from global stakeholder groups.  Indicators supporting this

criteria shall require the work completed by the student to:

A)        Incorporate perspectives

and opinions from people and/or organizations working with or directly affected

by the selected global issue or concern.

B)        Interact with stakeholders

in ways that demonstrate the ability to understand different cultural

perspectives.

5)         Criteria 5:  Gather and

review research related to a global issue/concern of the student's choice.

Indicators supporting this criteria shall require the work completed by the

student to:

A)        Design and carry out a

research plan using a variety of resources representing multiple perspectives

(i.e., a combination of credible scholarly sources and interviews/narratives)

ctives.

5)         Criteria 5:  Gather and

review research related to a global issue/concern of the student's choice.

Indicators supporting this criteria shall require the work completed by the

student to:

A)        Design and carry out a

research plan using a variety of resources representing multiple perspectives

(i.e., a combination of credible scholarly sources and interviews/narratives).

B)        Ensure research explores

causes and effects of the issue of global concern for a variety of

stakeholders.

C)        Demonstrate research that

includes a review of the impact of possible action on a variety of

stakeholders.

D)        Employ research

sufficient to deeply understand the issue/concern, including the answers to the

compelling questions:

i)          What causes this issue?

ii)         What happens as a

result of this issue/How does this issue impact people?

iii)        How might different

actions resolve this issue?

iv)        How might these actions

impact various stakeholders?

E)        Document source material

and evaluate for accuracy and credibility.

6)         Criteria 6:  Research

gathered sufficiently addresses and resolves the compelling question asked by

the student.  Indicators of these criteria shall require the work completed by

the student to:

A)        Use a depth and breadth

of source material adequate to develop an understanding of the complexity of

the compelling question.

B)        Demonstrate how source

material contributes to the student's understanding of the compelling question.

7)         Criteria 7:  Design

action to be taken in relation to an issue of global concern that closely

aligns with and logically results from the conducted research. Indicators

supporting these criteria shall require the work completed by the student to:

A)        Provide documentation

that relates process and product to future goals

to the student's understanding of the compelling question.

7)         Criteria 7:  Design

action to be taken in relation to an issue of global concern that closely

aligns with and logically results from the conducted research. Indicators

supporting these criteria shall require the work completed by the student to:

A)        Provide documentation

that relates process and product to future goals.

B)        Employ

culturally-specific research to explain how an audience is likely to interpret

an artifact differently than the student-creator intended.

C)        Incorporate stakeholder

feedback from two or more stakeholder groups into a plan of action.

8)         Criteria 8:  Design an

artifact (e.g., presentation, pamphlet, video, artwork, webpage, blog, advocacy

campaign/fundraiser, activity, etc.) reflecting the proposed action to be taken

in relation to the issue of global concern.  Indicators supporting this

criteria shall require the work completed by the student to:

A)        Plan an artifact that is

either used during the implementation of the solution or serves as a record of

the action.

B)        Develop an artifact that

informs and engages the stakeholder audience.

9)         Criteria 9:  Take action

that demonstrates understanding of the issue/concern and addresses the

compelling question. Indicators supporting this criteria shall require that the

work completed by the student:

A)        Presents the artifact in

an interactive format/venue that is designed to effect local and/or global

change.

B)        Advocates for suggested

improvements and alternatives on behalf of stakeholders and/or engages audience

to take action.

C)        Offers stakeholders or

those who can implement improvement a blueprint for change.

10)        Criteria 10:  Engage

with stakeholders to present findings. Indicators supporting these criteria

shall require that the work completed by the student:

A)        Ensures that the

narrative and documentation include an impact statement from stakeholders

and/or engages audience

to take action.

C)        Offers stakeholders or

those who can implement improvement a blueprint for change.

10)        Criteria 10:  Engage

with stakeholders to present findings. Indicators supporting these criteria

shall require that the work completed by the student:

A)        Ensures that the

narrative and documentation include an impact statement from stakeholders.

B)        Selects an audience

intentionally and thoughtfully in order to make an impact on the global issue

or concern.

11)        Criteria 11:  Reflect on

diverse perspectives encountered (including the student's own) throughout this

process and synthesize those perspectives. Indicators supporting this criterion

shall require that the work completed by the student:

A)        Synthesizes how this

project impacted personal understanding and learning.

B)        Demonstrates

self-reflection by answering the following questions:

i)          How did the research

inform your view of the global issue/concern?

ii)         What do you believe is

at the heart of the issue/concern?

iii)        How does your

experience suggest how this issue/concern could be better addressed or

understood?

iv)        How do you think that this

process impacted the issue and your personal view?

v)         How did this experience

personally impact you and why?

vi)        Show connections between

what happened, why it happened, and awareness of the change that happens now

(or has happened)?

c)         The Global Scholar

Capstone Performance-based Assessment shall be completed by the student with

supervision from at least one licensed teacher.  While under the supervision of

his or her licensed teacher, the student may collaborate and consult with at

least one individual from a global stakeholder group.  School districts may

develop systems for students to complete the Assessment in a manner suited to

the school district

formance-based Assessment shall be completed by the student with

supervision from at least one licensed teacher.  While under the supervision of

his or her licensed teacher, the student may collaborate and consult with at

least one individual from a global stakeholder group.  School districts may

develop systems for students to complete the Assessment in a manner suited to

the school district.  School districts may develop a specific capstone course,

include the Assessment as part of an existing course, or offer opportunities

for students to complete the capstone as part of an independent study course.

School districts may also opt to develop mechanisms for students to complete

the capstone project as part of extracurricular activities or clubs.

d)         In accordance with

Section 2-3.167(f)(2) of the School Code, the school district shall place a

designation of a qualifying student's receipt of the Illinois Global Scholar

Certificate in the student's permanent record on the academic transcript as

defined in 23 Ill. Adm. Code 375 (Student Records) and include the designation

on the student's diploma.  The State Board shall make an electronic facsimile

of the Illinois Global Scholar Certificate available to school districts for

this purpose.

e)         A school district that

chooses to participate in the Illinois Global Scholar program shall meet the

requirements of this subsection (e).

1)         A participating school

district shall notify the State Board of its participation by October 1 of each

year, except for the 2017-2018 inaugural Illinois Global Scholar Certificate

school year when a district shall notify the State Board of its participation

by May 1, 2017. A district that elects to participate after October 1 shall

notify the State Board of its participation no later than 45 calendar days

prior to the issuance of any Global Scholar Certificate

articipation by October 1 of each

year, except for the 2017-2018 inaugural Illinois Global Scholar Certificate

school year when a district shall notify the State Board of its participation

by May 1, 2017. A district that elects to participate after October 1 shall

notify the State Board of its participation no later than 45 calendar days

prior to the issuance of any Global Scholar Certificate.

A)        A school district

electing to participate after October 1 shall include in its notification to

the State Board evidence that the district has met all of the requirements set

forth in this subsection (e).

B)        A district that fails to

submit the proper notification within the timeframes provided shall be

prohibited from awarding the Illinois Global Scholar Certificate for that

school year.

2)         A participating district

shall designate at least two individuals to serve on the school district's

Global Scholar Committee and include these individuals' names and contact

information in the notice provided pursuant to subsection (e)(1).  The

individuals assigned to serve as district Global Scholar Committee members

shall:

A)        Hold a professional

educator license endorsed in an administrative area issued pursuant to 23 Ill.

Adm. Code 25 (Educator Licensure); and

B)        Participate in training

developed by the school district and approved by the State Board prior to

awarding the Illinois Global Scholar Certificate.  This training shall include:

i)          Explanations and

application of EdSteps Global Competency Standards.

ii)         Process steps to

implement a Global Scholar Certificate program in the school district.

iii)        How to develop high

quality and consistent scoring practices.

iv)        Methods to develop

global competence among educators.

v)         Opportunities for

globally-focused service learning and global collaboration/dialogue

opportunities.

vi)        Building a sustainable

global education program in schools

to

implement a Global Scholar Certificate program in the school district.

iii)        How to develop high

quality and consistent scoring practices.

iv)        Methods to develop

global competence among educators.

v)         Opportunities for

globally-focused service learning and global collaboration/dialogue

opportunities.

vi)        Building a sustainable

global education program in schools.

3)         Scoring Methods

A)        A participating school

district may opt to score the Global Scholar Capstone Performance-based

Assessment by one of two methods.

i)          District Scoring

A

school district shall appoint at least one Illinois licensed educator who has

completed the Global Scholar Certificate training described in subsection

(e)(2)(B).

ii)         Peer School Scoring

The

school district collaborates with other school districts in scoring the

Assessment.  Districts opting to participate in this method must send at least

one licensed educator who has completed training provided by the Illinois

Global Scholar organization.

B)        Scoring methods described

in subsection (e)(3)(A) must use the criteria and indicators described in

subsection (b).

4)         Using a format

prescribed by the State Board, a participating school shall submit an annual

report to the State Board, no later than 30 days after the end of the school

year, that shall include:

A)        The names and course

descriptions of all courses designated as "globally-focused" as

described in subsection (a)(1);

B)        The total number of

students who submitted materials to be considered for Illinois Global Scholar

recognition and the number of students who received the score of pass;

C)        A description of the

method used by schools to administer and monitor the Global Scholar Capstone

Performance-based Assessment as described in subsection (c);

D)        A copy of promotional

materials used to inform students of the Illinois Global Scholar Certificate

program and its requirements; and

E)        Results of any

and the number of students who received the score of pass;

C)        A description of the

method used by schools to administer and monitor the Global Scholar Capstone

Performance-based Assessment as described in subsection (c);

D)        A copy of promotional

materials used to inform students of the Illinois Global Scholar Certificate

program and its requirements; and

E)        Results of any surveys

given to students or educators to assess any aspect of the Illinois Global

Scholar Certificate program.

5)         A participating school

district shall make available information about the Illinois Global Scholar

Certificate program to parents and students by posting on the district's

website, if the district maintains a website, and in the student handbook the

following information:

A)        General information about

the Illinois Global Scholar Certificate program and the opportunity for

students to participate.

B)        A description of each of

the requirements students need to complete in order to receive the Illinois

Global Scholar Certificate as indicated in subsections (a)(1) through (4).

C)        A complete list of

opportunities available in the district that will meet the requirements

described in subsections (a)(1) through (4).  These include:

i)          A listing of all

courses designated by the school district as globally-focused, as described in

subsection (a)(1).

ii)         A listing of all

opportunities offered by the school district that will meet the

globally-focused service requirement, as described in subsection (a)(2).

iii)        A listing of all

opportunities offered by the school district that will meet the global

collaboration or dialogue requirement, as described in subsection (a)(3).

iv)        A complete description

of the Capstone Project

Performance-based

Assessment steps and requirements, as described in subsection (a)(4)

the

globally-focused service requirement, as described in subsection (a)(2).

iii)        A listing of all

opportunities offered by the school district that will meet the global

collaboration or dialogue requirement, as described in subsection (a)(3).

iv)        A complete description

of the Capstone Project

Performance-based

Assessment steps and requirements, as described in subsection (a)(4).

D)        A link to the State

Board's website describing the requirements for the Illinois Global Scholar

Certificate that includes a list of:

i)          Approved service

learning opportunities with a global focus accessible to all Illinois students.

ii)         Approved global

collaboration opportunities with a global focus accessible to all Illinois

students.

iii)        Approved capstone

project performance assessments of global competence.

E)        A description of the

process a student would use to demonstrate global competence, including details

about any alternative evidence that may be required under subsection (a)(3), if

applicable;

F)         An estimate of the

costs, if known, that students might incur to complete the requirements listed

in subsection (a); and

G)        The name and contact

information for any individuals designated to serve as Global Scholar Committee

members of the Illinois Global Scholar Certificate.

f)         A school district shall

administer evaluation surveys to students and educators participating in the

Illinois Global Scholar program.  Surveys will be used to evaluate the program

as a whole and will not be linked to specific students, staff or school

districts.

g)         Should additional scoring

criteria and indicators be added to subsection (b), that additional criteria

shall be included in Appendix H as well.