2023 Illinois Compiled Statutes › Chapter 105 - SCHOOLS › 105 ILCS 5/ - School Code. › Article 27 - Courses of Study--Special Instruction

(105 ILCS 5/Art. 27 heading)
ARTICLE 27.  
		COURSES OF STUDY--SPECIAL INSTRUCTION
(105 ILCS 5/27-1) (from Ch. 122, par. 27-1)
Sec. 27-1. Areas of education taught - discrimination
on account of sex. The State of Illinois, having the responsibility of
defining requirements for elementary and secondary education, establishes
that the primary purpose of schooling is the transmission of knowledge and
culture through which children learn in areas necessary to their continuing
development and entry into the world of work.  Such areas include the language
arts, mathematics, the biological, physical and social sciences, the fine
arts and physical development and health.
Each school district shall give priority in the allocation of resources,
including funds, time allocation, personnel, and facilities, to fulfilling
the primary purpose of schooling.
The State Board of Education shall establish goals and learning standards consistent with the
above purposes and define the knowledge and skills which the State expects
students to master and apply as a consequence of their education.
Each school district shall establish learning objectives consistent with
the State Board of Education's goals and learning standards for the areas referred to in this Section, shall develop appropriate testing and
assessment systems for determining the degree to which students are
achieving the objectives, and shall develop reporting systems to apprise the
community and State of the assessment results.
Each school district shall make available to all
students academic and vocational courses for the attainment of learning
objectives.
No student shall be refused admission into or be excluded from any
course of instruction offered in the common schools by reason of that
person's sex. No student shall, solely by reason of that person's sex,
be denied equal access to physical education and interscholastic
athletic programs or comparable programs supported from school district
funds.  This Section is violated when a high school subject to this Act
participates in the post-season basketball tournament of any organization
or association that does not conduct post-season high school basketball
tournaments for both boys and girls, which tournaments are identically
structured.  Conducting identically structured tournaments includes having
the same number of girls' teams as boys' teams playing, in their respective
tournaments, at any common location chosen for the final series of games in
a tournament; provided, that nothing in this paragraph shall be deemed to
prohibit the selection for the final series of games in the girls'
tournaments of a common location that is different than the common location
selected for the final series of games in the boys' tournaments. Except
as specifically stated in this Section, equal access
to programs supported by school district funds and comparable programs will
be defined in rules  promulgated  by  the  State  Board of  Education  in
consultation with the Illinois High School Association.
(Source: P.A. 94-875, eff. 7-1-06.)
(105 ILCS 5/27-1.5)
Sec. 27-1.5. (Repealed).
(Source: P.A. 96-1374, eff. 7-29-10. Repealed internally, eff. 7-1-12.)
(105 ILCS 5/27-2) (from Ch. 122, par. 27-2)
Sec. 27-2. 
		Instruction in English language. 
		Instruction in all public
elementary and secondary
schools of the State shall be in the English language except in
second language programs and except in conjunction with programs which
the school board may provide, with the
approval of the State Board of Education pursuant to Article 14C, in a
language other than English for children whose first language is other than
English.
(Source: P.A. 85-1389.)
(105 ILCS 5/27-3) (from Ch. 122, par. 27-3)
Sec. 27-3. Patriotism and principles of representative
government - Proper use of flag - Method of voting - Pledge of Allegiance.
 American patriotism and the principles of representative government,
as enunciated in the American Declaration of Independence, the
Constitution of the United States of America and the Constitution of the
State of Illinois, and the proper use and display of the American flag,
shall be taught in all public schools and other educational institutions
supported or maintained in whole or in part by public funds. No student
shall receive a certificate of graduation without passing a satisfactory
examination upon such subjects, which may be administered remotely.
Instruction shall be given in all such schools and institutions in
the method of voting at elections by means of the Australian Ballot
system and the method of the counting of votes for candidates.
The Pledge of Allegiance shall be recited each school day by pupils in
elementary and secondary educational institutions supported or maintained
in whole or
in part by public funds.
(Source: P.A. 101-643, eff. 6-18-20.)
(105 ILCS 5/27-3.5)
Sec. 27-3.5. Congressional Medal of Honor film. Each school district shall require that all students in grade 7 and all high school students enrolled in a course concerning history of the United States or a combination of history of the United States and American government view a Congressional Medal of Honor film made by the Congressional Medal of Honor Foundation.  This requirement does not apply if the Congressional Medal of Honor Foundation charges the school district a fee for a film.
(Source: P.A. 96-99, eff. 7-27-09.)
(105 ILCS 5/27-3.10)
Sec. 27-3.10. Elementary school civics course of study. In addition to the instruction required to be provided under Section 27-3 of this Code, every public elementary school shall include in its 6th, 7th, or 8th grade curriculum, beginning with the 2020-2021 school year, at least one semester of civics education, which shall help young people acquire and learn to use the skills, knowledge, and attitudes that will prepare them to be competent and responsible citizens throughout their lives. Civics education course content shall focus on government institutions, the discussion of current and societal issues, service learning, and simulations of the democratic process. Civics education in 6th, 7th, or 8th grade shall be in accordance with Illinois Learning Standards for social science. Additionally, school districts may consult with civics education stakeholders, deemed appropriate by the State Board of Education, with regard to civics education curriculum for 6th, 7th, or 8th grade. School districts may utilize private funding available for the purposes of offering civics education.
(Source: P.A. 101-254, eff. 7-1-20.)
(105 ILCS 5/27-4) (from Ch. 122, par. 27-4)
Sec. 27-4. 
		
		Time
devoted to subjects mentioned in Section 27-3. Not less than one hour of
each school week shall be devoted to the study of the subject mentioned in
Section 27-3 in the seventh and eighth grades or their equivalent, and not
less than one hour of each school week to the advanced study thereof in all
high school grades, in the public schools and other institutions mentioned
in such Section.
This Section does not prevent the study of such subjects in any of the
lower grades in such schools or institutions.
(Source: Laws 1961, p. 31.)
(105 ILCS 5/27-5) (from Ch. 122, par. 27-5)
Sec. 27-5. 
		Physical education and training. 
		School boards of public schools and the Board of Governors of State
Colleges and Universities shall provide for the physical education and
training of pupils of the schools and laboratory schools under their
respective control, and shall include physical education and training in
the courses of study regularly taught therein.  The physical education
and training course offered in grades 5 through 10 may include
the health
education course required in the Critical Health Problems and
Comprehensive
Health Education Act.
(Source: P.A. 89-618, eff. 8-9-96.)
(105 ILCS 5/27-6) (from Ch. 122, par. 27-6)
Sec. 27-6. Courses in physical education required;  special activities.
(a) Pupils enrolled in the public schools and State universities engaged in
preparing teachers shall be required to engage
 during the school day, except on block scheduled days for those public schools engaged in block scheduling, in courses of physical education for such
periods as are
compatible with the optimum growth and developmental needs of
individuals at the various age levels except when appropriate excuses
are submitted to the school by a pupil's parent or guardian or by a person
licensed under the Medical Practice Act of 1987 and except as provided in
subsection (b) of this Section. A school board may determine the schedule or frequency of physical education courses, provided that a pupil engages in a course of physical education for a minimum of 3 days per 5-day week.
Special activities in physical education shall be provided for pupils
whose physical or emotional condition, as determined by a person licensed
under the Medical Practice Act of 1987, prevents their participation in the
courses provided for normal children.
(b) A school board is authorized to excuse pupils enrolled
in grades 11 and 12 from engaging in physical education courses if those
pupils request to be excused for any of the following reasons: (1) for
ongoing participation in an interscholastic
athletic program; (2) to enroll in academic classes which are required for
admission to an institution of higher learning, provided that failure to
take such classes will result in the pupil being denied admission to the
institution of his or her choice; or (3) to enroll in academic classes
which are required for graduation from high school, provided that failure to
take such classes will result in the pupil being unable to graduate. A school
board may also excuse pupils in grades 9 through 12 enrolled in a marching band
program for credit from engaging in physical education courses if those pupils
request to be excused for ongoing participation in such marching band
program. A school board may also, on a case-by-case basis, excuse pupils in grades 7 through 12 who participate in an interscholastic or extracurricular athletic program from engaging in physical education courses. In addition, a pupil

in any of grades 3 through 12 who is eligible for special education may be excused if the pupil's parent or guardian agrees that the pupil

must utilize the time set aside for physical education to receive special education support and services or, if there is no agreement, the individualized education program team for the pupil determines that the pupil must utilize the time set aside for physical education to receive special education support and services, which agreement or determination must be made a part of the individualized education program. However, a pupil requiring adapted physical education must receive that service in accordance with the individualized education program developed for the pupil. If requested, a school board is authorized to excuse a pupil from engaging in a physical education course if the pupil has an individualized educational program under Article 14 of this Code, is participating in an adaptive athletic program outside of the school setting, and documents such participation as determined by the school board. A school board may also excuse pupils in grades 9 through 12 enrolled
in a Reserve Officer's Training Corps (ROTC) program sponsored by the school
district from engaging in physical education courses.
School boards which choose to exercise this authority shall establish a policy
to excuse pupils on an individual basis.
(b-5) A pupil shall be excused from engaging in any physical activity components of  a physical education course during a period of religious fasting if the pupil's parent or guardian notifies the school principal in writing that the pupil is participating in religious fasting.
(c) The provisions of this Section are subject to the provisions of
Section 27-22.05.
(Source: P.A. 102-405, eff. 8-19-21.)
(105 ILCS 5/27-6.3)
Sec. 27-6.3. Play time required in elementary school.
(a)  All public schools shall provide daily time for supervised, unstructured, child-directed play for all students in kindergarten through grade 5. Play time must allow unstructured play, and may include organized games, but shall not include the use of computers, tablets, phones, or videos. Schools are encouraged to provide play time outdoors, but it may be held indoors. If play time is held indoors, schools are encouraged to provide it in a space that promotes physical activity. Time spent dressing or undressing for outdoor play time shall not count towards the daily time for play.
(b)   Play time shall not count as a course of physical education that fulfills the requirements of Section 27-6, nor shall time spent in a course of physical education count towards the daily time for play.
(c)   Play time shall be considered clock hours for the purposes of Section 10-19.05. For any school day 5 clock hours or longer in length, the total time allotted for play for students in kindergarten through grade 5 must be at least 30 minutes. For any school day less than 5 clock hours in length, the total time allotted for play each school day must be at least one-tenth of a day of attendance for the student pursuant to Section 10-19.05. Play time may be divided into play periods of at least 15 consecutive minutes in length.
(d)   For students with disabilities, play time shall comply with a student's applicable individualized education program (IEP) or federal Section 504 plan.
(e)   All public schools shall prohibit the withholding of play time as a disciplinary or punitive action, except when a student's participation in play time poses an immediate threat to the safety of the student or others. School officials shall make all reasonable efforts to resolve such threats and minimize the use of exclusion from play to the greatest extent practicable and in accordance with subsection (d).
(Source: P.A. 102-357, eff. 8-13-21.)
(105 ILCS 5/27-6.5)
Sec. 27-6.5. Physical fitness assessments in schools.
(a) As used in this Section, "physical fitness assessment" means a series of assessments to measure aerobic capacity, body composition, muscular strength, muscular endurance, and flexibility.
(b) To measure the effectiveness of State Goal 20 of the Illinois Learning Standards for Physical Development and Health, beginning with the 2016-2017 school year and every school year thereafter, the State Board of Education shall require all public schools to use a scientifically-based, health-related physical fitness assessment for grades 3 through 12 and periodically report fitness information to the State Board of Education, as set forth in subsections (c) and (e) of this Section, to assess student fitness indicators.
Public schools shall integrate health-related fitness testing into the curriculum as an instructional tool, except in grades before the 3rd grade.  Fitness tests must be appropriate to students' developmental levels and physical abilities.  The testing must be used to teach students how to assess their fitness levels, set goals for improvement, and monitor progress in reaching their goals. Fitness scores shall not be used for grading students or evaluating teachers.
(c) (Blank).
(d) The State Board of Education must adopt rules for the implementation of physical fitness assessments under this Section by each public school. The requirements of this Section do not apply if the Governor has declared a disaster due to a public health emergency pursuant to Section 7 of the Illinois Emergency Management Agency Act.
(e) The State Board of Education shall adopt rules for data submission by school districts and develop a system for collecting and reporting the aggregated fitness information from the physical fitness assessments. This system shall also support the collection of data from school districts that use a fitness testing software program.
(f) School districts may report the aggregate findings of physical fitness assessments by grade level and school to parents and members of the community through typical communication channels, such as Internet websites, school newsletters, school board reports, and presentations. Districts may also provide individual fitness assessment reports to students' parents.
(g) Nothing in this Section precludes schools from implementing a physical fitness assessment before the 2016-2017 school year or from implementing more robust forms of a physical fitness assessment.
(Source: P.A. 101-643, eff. 6-18-20; 102-539, eff. 8-20-21.)
(105 ILCS 5/27-7) (from Ch. 122, par. 27-7)
Sec. 27-7. Physical education course of study.

A physical education course of study shall include a developmentally planned and sequential curriculum  that fosters the development of movement skills, enhances health-related fitness, increases students' knowledge, offers direct opportunities to learn how to work cooperatively in a group setting, and encourages healthy habits and attitudes for a healthy lifestyle. A physical education course of study shall provide students with an opportunity for an appropriate amount of physical activity.  A physical education course of study must be part of the regular school curriculum and not extra-curricular in nature or organization.
The State Board of Education
shall prepare and make
available guidelines for the various grades and types of schools in
order to make effective the purposes set forth in this Section and the
requirements provided in Section 27-6, and shall see that the general
provisions and intent of Sections 27-5 to 27-9, inclusive, are
enforced.
(Source: P.A. 100-465, eff. 8-31-17.)
(105 ILCS 5/27-8.1) (from Ch. 122, par. 27-8.1)
Sec. 27-8.1. Health examinations and immunizations.
(1) In compliance with rules and regulations which the Department of Public
Health shall promulgate, and except as hereinafter provided, all children in
Illinois shall have a health examination as follows: within one year prior to
entering kindergarten or the first grade of any public, private, or parochial
elementary school; upon entering the sixth and ninth grades of any public,
private, or parochial school; prior to entrance into any public, private, or
parochial nursery school; and, irrespective of grade, immediately prior to or
upon entrance into any public, private, or parochial school or nursery school,
each child shall present proof of having been examined in accordance with this
Section and the rules and regulations promulgated hereunder. Any child who received a health examination within one year prior to entering the fifth grade for the 2007-2008 school year is not required to receive an additional health examination in order to comply with the provisions of Public Act 95-422 when he or she attends school for the 2008-2009 school year, unless the child is attending school for the first time as provided in this paragraph.
A tuberculosis skin test screening shall be included as a required part of
each health examination included under this Section if the child resides in an
area designated by the Department of Public Health as having a high incidence
of tuberculosis.  Additional health examinations of pupils, including eye examinations, may be required when deemed necessary by school
authorities.  Parents are encouraged to have their children undergo eye examinations at the same points in time required for health
examinations.
(1.5)  In compliance with rules adopted by the Department of Public Health and except as otherwise provided in this Section, all children in kindergarten and the second, sixth, and ninth grades of any public, private, or parochial school shall have a dental examination.  Each of these children shall present proof of having been examined by a dentist in accordance with this Section and rules adopted under this Section before May 15th of the school year.  If a child in the second, sixth, or ninth grade fails to present proof by May 15th, the school may hold the child's report card until one of the following occurs:  (i) the child presents proof of a completed dental examination or (ii) the child presents proof that a dental examination will take place within 60 days after May 15th.  A school may not withhold a child's report card during a school year in which the Governor has declared a disaster due to a public health emergency pursuant to Section 7 of the Illinois Emergency Management Agency Act. The Department of Public Health shall establish, by rule, a waiver for children who show an undue burden or a lack of access to a dentist.  Each public, private, and parochial school must give notice of this dental examination requirement to the parents and guardians of students at least 60 days before May 15th of each school year.
(1.10)  Except as otherwise provided in this Section, all children enrolling in kindergarten in a public, private, or parochial school on or after January 1, 2008 (the effective date of Public Act 95-671) and any student enrolling for the first time in a  public, private, or parochial school on or after January 1, 2008 (the effective date of Public Act 95-671) shall have an eye examination.  Each of these children shall present proof of having been examined by a physician licensed to practice medicine in all of its branches or a  licensed optometrist within the previous year,  in accordance with this Section and rules adopted under this Section, before October  15th of the school year.  If the  child fails to present proof by October  15th, the school may hold the child's report card until one of the following occurs:  (i) the child presents proof of a completed eye examination or (ii) the child presents proof that an eye examination will take place within 60 days after October  15th.  A school may not withhold a child's report card during a school year in which the Governor has declared a disaster due to a public health emergency pursuant to Section 7 of the Illinois Emergency Management Agency Act. The Department of Public Health shall establish, by rule, a waiver for children who show an undue burden or a lack of access to a physician licensed to practice medicine in all of its branches who provides eye examinations  or to  a  licensed optometrist.  Each public, private, and parochial school must give notice of this eye examination requirement to the parents and guardians of students in compliance with rules of the Department of Public Health. Nothing in this Section shall be construed to allow a school to exclude a child from attending because of a parent's or guardian's failure to obtain an eye examination for the child.
(2) The Department of Public Health shall promulgate rules and regulations
specifying the examinations and procedures that constitute a health examination, which shall include an age-appropriate developmental screening, an age-appropriate social and emotional screening, and the collection of data relating to asthma and obesity
(including at a minimum, date of birth, gender, height, weight, blood pressure, and date of exam),
and a dental examination and may recommend by rule that certain additional examinations be performed.
The rules and regulations of the Department of Public Health shall specify that
a tuberculosis skin test screening shall be included as a required part of each
health examination included under this Section if the child resides in an area
designated by the Department of Public Health as having a high incidence of
tuberculosis.
With respect to the developmental screening and the social and emotional screening, the Department of Public Health must, no later than January 1, 2019, develop rules and appropriate revisions to the Child Health Examination form in conjunction with a statewide organization representing school boards; a statewide organization representing pediatricians; statewide organizations representing individuals holding Illinois educator licenses with school support personnel endorsements, including school social workers, school  psychologists, and school nurses; a statewide organization representing children's mental health experts; a statewide organization representing school principals; the Director of Healthcare and Family Services or his or her designee, the State Superintendent of Education or his or her designee; and representatives of other appropriate State agencies and, at a minimum, must recommend the use of validated screening tools appropriate to the child's age or grade, and, with regard to the social and emotional screening, require recording only whether or not the screening was completed. The rules shall take into consideration the screening recommendations of the American Academy of Pediatrics and must be consistent with the State Board of Education's social and emotional learning standards. The Department of Public Health shall specify that a diabetes
screening as defined by rule shall be included as a required part of each
health examination.
Diabetes testing is not required.
Physicians licensed to practice medicine in all of its branches, licensed advanced
practice registered nurses, or licensed physician assistants shall be
responsible for the performance of the health examinations, other than dental
examinations, eye examinations, and vision and hearing screening, and shall sign all report forms
required by subsection (4) of this Section that pertain to those portions of
the health examination for which the physician, advanced practice registered nurse, or
physician assistant is responsible.
 If a registered
nurse performs any part of a health examination, then a physician licensed to
practice medicine in all of its branches must review and sign all required
report forms.  Licensed dentists shall perform all dental examinations and
shall sign all report forms required by subsection (4) of this Section that
pertain to the dental examinations.  Physicians licensed to practice medicine
in all its branches or licensed optometrists shall perform all eye examinations

required by this Section and shall sign all report forms required by
subsection (4) of this Section that pertain to the eye examination. For purposes of this Section, an eye examination shall at a minimum include history, visual acuity, subjective refraction to best visual acuity near and far, internal and external examination, and a glaucoma evaluation, as well as any other tests or observations that in the professional judgment of the doctor are necessary.   Vision and
hearing screening tests, which shall not be considered examinations as that
term is used in this Section, shall be conducted in accordance with rules and
regulations of the Department of Public Health, and by individuals whom the
Department of Public Health has certified.
In these rules and regulations, the Department of Public Health shall
require that individuals conducting vision screening tests give a child's
parent or guardian written notification, before the vision screening is
conducted, that states, "Vision screening is not a substitute for a
complete eye and vision evaluation by an eye doctor. Your child is not
required to undergo this vision screening if an optometrist or
ophthalmologist has completed and signed a report form indicating that
an examination has been administered within the previous 12 months.".
(2.5) With respect to the developmental screening and the social and emotional screening portion of the health examination, each child may present proof of having been screened in accordance with this Section and the rules adopted under this Section before October 15th of the school year. With regard to the social and emotional screening only, the examining health care provider shall only record whether or not the screening was completed. If the child fails to present proof of the developmental screening or the social and emotional screening portions of the health examination by  October 15th of the school year, qualified school support  personnel may, with a parent's or guardian's consent, offer the developmental screening or the social and emotional screening to the child. Each public, private, and parochial school must give notice of the developmental screening and social and emotional screening requirements to the parents and guardians of students in compliance with the rules of the Department of Public Health. Nothing in this Section shall be construed to allow a school to exclude a child from attending because of a parent's or guardian's failure to obtain a developmental screening or a social and emotional screening for the child. Once a developmental screening or a social and emotional screening is completed and proof has been presented to the school, the school may, with a parent's or guardian's consent, make available appropriate school personnel to work with the parent or guardian, the child, and the provider who signed the screening form to obtain any appropriate evaluations and services as indicated on the form and in other information and documentation provided by the parents, guardians, or provider.
(3) Every child shall, at or about the same time as he or she receives
a health examination required by subsection (1) of this Section, present
to the local school proof of having received such immunizations against
preventable communicable diseases as the Department of Public Health shall
require by rules and regulations promulgated pursuant to this Section and the
Communicable Disease Prevention Act.
(4) The individuals conducting the health examination,

dental examination, or eye examination shall record the
fact of having conducted the examination, and such additional information as
required, including for a health examination
data relating to asthma and obesity
(including at a minimum, date of birth, gender, height, weight, blood pressure, and date of exam), on uniform forms which the Department of Public Health and the State
Board of Education shall prescribe for statewide use.  The examiner shall
summarize on the report form any condition that he or she suspects indicates a
need for special services, including for a health examination factors relating to asthma or obesity. The duty to summarize on the report form does not apply to social and emotional screenings. The confidentiality of the information and records relating to the developmental screening and the social and emotional screening shall be determined by the statutes, rules, and professional ethics governing the type of provider conducting the screening.  The individuals confirming the administration of
required immunizations shall record as indicated on the form that the
immunizations were administered.
(5) If a child does not submit proof of having had either the health
examination or the immunization as required, then the child shall be examined
or receive the immunization, as the case may be, and present proof by October
15 of the current school year, or by an earlier date of the current school year
established by a school district.  To establish a date before October 15 of the
current school year for the health examination or immunization as required, a
school district must give notice of the requirements of this Section 60 days
prior to the earlier established date.  If for medical reasons one or more of
the required immunizations must be given after October 15 of the current school
year, or after an earlier established date of the current school year, then
the child shall present, by October 15, or by the earlier established date, a
schedule for the administration of the immunizations and a statement of the
medical reasons causing the delay, both the schedule and the statement being
issued by the physician, advanced practice registered nurse, physician assistant,
registered nurse, or local health department that will
be responsible for administration of the remaining required immunizations.  If
a child does not comply by October 15, or by the earlier established date of
the current school year, with the requirements of this subsection, then the
local school authority shall exclude that child from school until such time as
the child presents proof of having had the health examination as required and
presents proof of having received those required immunizations which are
medically possible to receive immediately.  During a child's exclusion from
school for noncompliance with this subsection, the child's parents or legal
guardian shall be considered in violation of Section 26-1 and subject to any
penalty imposed by Section 26-10. This subsection (5) does not apply to dental examinations, eye examinations, and the developmental screening and the social and emotional screening portions of the health examination. If the student is an out-of-state transfer student and does not have the proof required under this subsection (5) before October 15 of the current year or whatever date is set by the school district, then he or she may only attend classes (i) if he or she has proof that an appointment for the required vaccinations has been scheduled with a party authorized to submit proof of the required vaccinations. If the proof of vaccination required under this subsection (5) is not submitted within 30 days after the student is permitted to attend classes, then the student is not to be permitted to attend classes until proof of the vaccinations has been properly submitted. No school district or employee of a school district shall be held liable for any injury or illness to another person that results from admitting an out-of-state transfer student to class that has an appointment scheduled pursuant to this subsection (5).
(6) Every school shall report to the State Board of Education by November
15, in the manner which that agency shall require, the number of children who
have received the necessary immunizations and the health examination (other than a dental examination or eye examination) as
required, indicating, of those who have not received the immunizations and
examination as required, the number of children who are exempt from health
examination and immunization requirements on religious or medical grounds as
provided in subsection (8).  On or before December 1 of each year, every public school district and registered nonpublic school shall make publicly available the immunization data they are required to submit to the State Board of Education by November 15.  The immunization data made publicly available must be identical to the data the school district or school has reported to the State Board of Education.
Every school shall report to the State Board of Education by June 30, in the manner that the State Board requires, the number of children who have received the required dental examination, indicating, of those who have not received the required dental examination, the number of children who are exempt from the dental examination on religious grounds as provided in subsection (8) of this Section and the number of children who have received a waiver under subsection (1.5) of this Section.
Every school shall report to the State Board of Education by June 30, in the manner that the State Board requires, the number of children who have received the required eye examination, indicating, of those who have not received the required eye examination, the number of children who are exempt from the eye examination as provided in subsection (8) of this Section, the number of children who have received a waiver under subsection (1.10) of this Section, and the total number of children in noncompliance with the eye examination requirement.
The reported information under this subsection (6) shall be provided to the
Department of Public Health by the State Board of Education.
(7) Upon determining that the number of pupils who are required to be in
compliance with subsection (5) of this Section is below 90% of the number of
pupils enrolled in the school district, 10% of each State aid payment made
pursuant to Section 18-8.05 or 18-8.15 to the school district for such year may be withheld
by the State Board of Education until the number of students in compliance with
subsection (5) is the applicable specified percentage or higher.
(8) Children of parents or legal guardians who object to health, dental, or eye examinations or any part thereof, to immunizations, or to vision and hearing screening tests on religious grounds shall not be required to undergo the examinations, tests,  or immunizations to which they so object if such parents or legal guardians present to the appropriate local school authority a signed Certificate of Religious Exemption detailing the grounds for objection and the specific immunizations, tests,  or examinations to which they object.  The grounds for objection must set forth the specific religious belief that conflicts with the examination, test, immunization, or other medical intervention.  The signed certificate shall also reflect the parent's or legal guardian's understanding of the school's exclusion policies in the case of a vaccine-preventable disease outbreak or exposure.  The certificate must also be signed by the authorized examining health care provider responsible for the performance of the child's health examination confirming that the provider provided education to the parent or legal guardian on the benefits of immunization and the health risks to the student and to the community of the communicable diseases for which immunization is required in this State.  However, the health care provider's signature on the certificate reflects only that education was provided and does not allow a health care provider grounds to determine a religious exemption. Those receiving immunizations required under this Code shall be provided with the relevant vaccine information statements that are required to be disseminated by the federal National Childhood Vaccine Injury Act of 1986, which may contain information on circumstances when a vaccine should not be administered, prior to administering a vaccine. A healthcare provider may consider including without limitation the nationally accepted recommendations from federal agencies such as the Advisory Committee on Immunization Practices, the information outlined in the relevant vaccine information statement, and vaccine package inserts, along with the healthcare provider's clinical judgment, to determine whether any child may be more susceptible to experiencing an adverse vaccine reaction than the general population, and, if so, the healthcare provider may exempt the child from an immunization or adopt an individualized immunization schedule. The Certificate of Religious Exemption shall be created by the Department of Public Health and shall be made available and used by parents and legal guardians by the beginning of the 2015-2016 school year.  Parents or legal guardians must submit the Certificate of Religious Exemption to their local school authority prior to entering kindergarten, sixth grade, and ninth grade for each child for which they are requesting an exemption. The religious objection stated need not be directed by the tenets of an established religious organization. However, general philosophical or moral reluctance to allow physical examinations, eye examinations, immunizations, vision and hearing screenings, or dental examinations does not provide a sufficient basis for an exception to statutory requirements. The local school authority is responsible for determining if
the content of the Certificate of Religious Exemption
constitutes a valid religious objection.
The local school authority shall inform the parent or legal guardian of exclusion procedures, in accordance with the Department's rules under Part 690 of Title 77 of the Illinois Administrative Code, at the time the objection is presented.
If the physical condition
of the child is such that any one or more of the immunizing agents should not
be administered, the examining physician, advanced practice registered  nurse, or
physician assistant responsible for the performance of the
health examination shall endorse that fact upon the health examination form.
Exempting a child from the health,

dental, or eye examination does not exempt the child from
participation in the program of physical education training provided in
Sections 27-5 through 27-7 of this Code.
(8.5) The school board of a school district shall include informational materials regarding influenza and influenza vaccinations and meningococcal disease and meningococcal vaccinations developed, provided, or approved by the Department of Public Health under Section 2310-700 of the Department of Public Health Powers and Duties Law of the Civil Administrative Code of Illinois when the board provides information on immunizations, infectious diseases, medications, or other school health issues to the parents or guardians of students.
(9) For the purposes of this Section, "nursery schools" means those nursery
schools operated by elementary school systems or secondary level school units
or institutions of higher learning.
(Source: P.A. 100-238, eff. 1-1-18; 100-465, eff. 8-31-17; 100-513, eff. 1-1-18; 100-829, eff. 1-1-19; 100-863, eff. 8-14-18; 100-977, eff. 1-1-19; 100-1011, eff. 8-21-18; 101-81, eff. 7-12-19; 101-643, eff. 6-18-20.)
(105 ILCS 5/27-9) (from Ch. 122, par. 27-9)
Sec. 27-9. Training teachers to teach physical education. The curriculum in all elementary educator preparation programs approved by the State Educator Preparation and Licensure Board shall contain instruction in
methods and materials of physical education and training for teachers. No teacher candidate
 shall be graduated from such an educator preparation program who has not successfully completed instruction in methods and materials
in the teaching of physical education and training, whether by way of a specific course or as incorporated in existing courses taught in the educator preparation program.
(Source: P.A. 99-58, eff. 7-16-15.)
(105 ILCS 5/27-9.1) (from Ch. 122, par. 27-9.1)
Sec. 27-9.1. (Repealed).
(Source: P.A. 102-412, eff. 8-20-21. Repealed by P.A. 102-522, eff. 8-20-21.)
(105 ILCS 5/27-9.1a)
Sec. 27-9.1a. Comprehensive personal health and safety and comprehensive sexual health education.
(a) In this Section:
"Adapt" means to modify an evidence-based or evidence-informed program model for use with a particular demographic, ethnic, linguistic, or cultural group.
"Age and developmentally appropriate" means suitable to particular ages or age groups of children and adolescents, based on the developing cognitive, emotional, and behavioral capacity typical for the age or age group.
"Characteristics of effective programs" includes development, content, and implementation of such programs that (i) have been shown to be effective in terms of increasing knowledge, clarifying values and attitudes, increasing skills, and impacting behavior, (ii) are widely recognized by leading medical and public health agencies to be effective in changing sexual behaviors that lead to sexually transmitted infections, including HIV, unintended pregnancy, interpersonal violence, and sexual violence among young people, and (iii) are taught by professionals who provide a safe learning space, free from shame, stigma, and ideology and are trained in trauma-informed teaching methodologies.
"Complete" means information that aligns with the National Sex Education Standards, including information on consent and healthy relationships, anatomy and physiology, puberty and adolescent sexual development, gender identity and expression, sexual orientation and identity, sexual health, and interpersonal violence.
"Comprehensive personal health and safety education" means age and developmentally appropriate education that aligns with the National Sex Education Standards, including information on consent and healthy relationships, anatomy and physiology, puberty and adolescent sexual development, gender identity and expression, sexual orientation and identity, sexual health, and interpersonal violence.
"Comprehensive sexual health education" means age and developmentally appropriate education that aligns with the National Sex Education Standards, including information on consent and healthy relationships, anatomy and physiology, puberty and adolescent sexual development, gender identity and expression, sexual orientation and identity, sexual health, and interpersonal violence.
"Consent" means an affirmative, knowing, conscious, ongoing, and voluntary agreement to engage in interpersonal, physical, or sexual activity, which can be revoked at any point, including during the course of interpersonal, physical, or sexual activity.
"Culturally appropriate" means affirming culturally diverse individuals, families, and communities in an inclusive, respectful, and effective manner, including materials and instruction that are inclusive of race, ethnicity, language, cultural background, immigration status, religion, disability, gender, gender identity, gender expression, sexual orientation, and sexual behavior.
"Evidence-based program" means a program for which systematic, empirical research or evaluation has provided evidence of effectiveness.
"Evidence-informed program" means a program that uses the best available research and practice knowledge to guide program design and implementation.
"Gender stereotype" means a generalized view or preconception about what attributes, characteristics, or roles are or ought to be taught, possessed by, or performed by people based on their gender identity.
"Healthy relationships" means relationships between individuals that consist of mutual respect, trust, honesty, support, fairness, equity, separate identities, physical and emotional safety, and good communication.
"Identity" means people's understanding of how they identify their sexual orientation, gender, gender identity, or gender expression without stereotypes, shame, or stigma.
"Inclusive" means inclusion of marginalized communities that include, but are not limited to, people of color, immigrants, people of diverse sexual orientations, gender identities, and gender expressions, people who are intersex, people with disabilities, people who have experienced interpersonal or sexual violence, and others.
"Interpersonal violence" means violent behavior used to establish power and control over another person.
"Medically accurate" means verified or supported by the weight of research conducted in compliance with accepted scientific methods and published in peer-reviewed journals, if applicable, or comprising information recognized as accurate and objective.
"Pre-exposure Prophylaxis (PrEP)" means medications approved by the federal Food and Drug Administration (FDA) and recommended by the United States Public Health Service or the federal Centers for Disease Control and Prevention for HIV pre-exposure prophylaxis and related pre-exposure prophylaxis services, including, but not limited to, HIV and sexually transmitted infection screening, treatment for sexually transmitted infections, medical monitoring, laboratory services, and sexual health counseling, to reduce the likelihood of HIV infection for individuals who are not living with HIV but are vulnerable to HIV exposure.
"Post-exposure Prophylaxis (PeP)" means the medications that are recommended by the federal Centers for Disease Control and Prevention and other public health authorities to help prevent HIV infection after potential occupational or non-occupational HIV exposure.
"Sexual violence" means discrimination, bullying, harassment, including sexual harassment, sexual abuse, sexual assault, intimate partner violence, incest, rape, and human trafficking.
"Trauma informed" means to address vital information about sexuality and well-being that takes into consideration how adverse life experiences may potentially influence a person's well-being and decision making.
(b) All classes that teach comprehensive personal health and safety and comprehensive sexual health education shall satisfy the following criteria:
(1) Course material and  instruction shall be age and     developmentally appropriate, medically accurate, complete, culturally appropriate, inclusive, and trauma informed.
(2) Course material and instruction shall replicate     evidence-based or evidence-informed programs or substantially incorporate elements of evidence-based programs or evidence-informed programs or characteristics of effective programs.
(3) Course material and instruction shall be     inclusive and sensitive to the needs of students based on their status as pregnant or parenting, living with STIs, including HIV, sexually active, asexual, or intersex or based on their gender, gender identity, gender expression, sexual orientation, sexual behavior, or disability.
(4) Course material and instruction shall be     accessible to students with disabilities, which may include the use of a modified curriculum, materials, instruction in alternative formats, assistive technology, and auxiliary aids.
(5) Course material and instruction shall help     students develop self-advocacy skills for effective communication with parents or guardians, health and social service professionals, other trusted adults, and peers about sexual health and relationships.
(6) Course material and instruction shall provide     information to help students develop skills for developing healthy relationships and preventing and dealing with interpersonal violence and sexual violence.
(7) Course material and instruction shall provide     information to help students safely use the Internet, including social media, dating or relationship websites or applications, and texting.
(8) Course material and instruction shall provide     information about local resources where students can obtain additional information and confidential services related to parenting, bullying, interpersonal violence, sexual violence, suicide prevention, sexual and reproductive health, mental health, substance abuse, sexual orientation, gender identity, gender expression, and other related issues.
(9) Course material and instruction shall include     information about State laws related to minor confidentiality and minor consent, including exceptions, consent education, mandated reporting of child abuse and neglect, the safe relinquishment of a newborn child, minors' access to confidential health care and related services, school policies addressing the prevention of and response to interpersonal and sexual violence, school breastfeeding accommodations, and school policies addressing the prevention of and response to sexual harassment.
(10) Course material and instruction may not reflect     or promote bias against any person on the basis of the person's race, ethnicity, language, cultural background, citizenship, religion, HIV status, family structure, disability, gender, gender identity, gender expression, sexual orientation, or sexual behavior.
(11) Course material and instruction may not employ     gender stereotypes.
(12) Course material and instruction shall be     inclusive of and may not be insensitive or unresponsive to the needs of survivors of interpersonal violence and sexual violence.
(13) Course material and instruction may not     proselytize any religious doctrine.
(14) Course material and instruction may not     deliberately withhold health-promoting or life-saving information about culturally appropriate health care and services, including reproductive health services, hormone therapy, and FDA-approved treatments and options, including, but not limited to, Pre-exposure Prophylaxis (PrEP) and Post-exposure Prophylaxis (PeP).
(15) Course material and instruction may not be     inconsistent with the ethical imperatives of medicine and public health.
(c) A school may utilize guest lecturers or resource persons to provide instruction or presentations in accordance with Section 10-22.34b. Comprehensive personal health and safety and comprehensive sexual health education instruction and materials provided by guest lecturers or resource persons may not conflict with the provisions of this Section.
(d) No student shall be required to take or participate in any class or course in comprehensive personal health and safety and comprehensive sexual health education. A student's parent or guardian may opt the student out of comprehensive personal health and safety and comprehensive sexual health education by submitting the request in writing. Refusal to take or participate in such a course or program may not be a reason for disciplinary action, academic penalty, suspension, or expulsion or any other sanction of a student. A school district may not require active parental consent for comprehensive personal health and safety and comprehensive sexual health education.
(e) An opportunity shall be afforded to individuals, including parents or guardians, to review the scope and sequence of instructional materials to be used in a class or course under this Section, either electronically or in person. A school district shall annually post, on its Internet website if one exists, which curriculum is used to provide comprehensive personal health and safety and comprehensive sexual health education and the name and contact information, including an email address, of school personnel who can respond to inquiries about instruction and materials.
(f) On or before August 1, 2022, the State Board of Education, in consultation with youth, parents, sexual health and violence prevention experts, health care providers, advocates, and education practitioners, including, but not limited to, administrators, regional superintendents of schools, teachers, and school support personnel, shall develop and adopt rigorous learning standards in the area of comprehensive personal health and safety education for pupils in kindergarten through the 5th grade and comprehensive sexual health education for pupils in the 6th through 12th grades, including, but not limited to, all of the National Sex Education Standards, including information on consent and healthy relationships, anatomy and physiology, puberty and adolescent sexual development, gender identity and expression, sexual orientation and identity, sexual health, and interpersonal violence, as authored by the Future of Sex Education Initiative. As the National Sex Education Standards are updated, the State Board of Education shall update these learning standards.
(g) By no later than August 1, 2022, the State Board of Education shall make available resource materials developed in consultation with stakeholders, with the cooperation and input of experts that provide and entities that promote age and developmentally appropriate, medically accurate, complete, culturally appropriate, inclusive, and trauma-informed comprehensive personal health and safety and comprehensive sexual health education policy. Materials may include, without limitation, model comprehensive personal health and safety and comprehensive sexual health education resources and programs. The State Board of Education shall make these resource materials available on its Internet website, in a clearly identified and easily accessible place.
(h) Schools may choose and adapt the age and developmentally appropriate, medically accurate, complete, culturally appropriate, inclusive, and trauma-informed comprehensive personal health and safety and comprehensive sexual health education curriculum that meets the specific needs of their community. All instruction and materials, including materials provided or presented by outside consultants, community groups, or organizations, may not conflict with the provisions of this Section.
(i) The State Board of Education shall, through existing reporting mechanisms if available, direct each school district to identify the following:
(1) if instruction on comprehensive personal health     and safety and comprehensive sexual health education is provided;
(2) whether the instruction was provided by a teacher     in the school, a consultant, or a community group or organization and specify the name of the outside consultant, community group, or organization;
(3) the number of students receiving instruction;
(4) the number of students excused from instruction;     and
(5) the duration of instruction.
The State Board of Education shall report the results of this inquiry to the General Assembly annually, for a period of 5 years beginning one year after the effective date of this amendatory Act of the 102nd General Assembly.
(Source: P.A. 102-522, eff. 8-20-21.)
(105 ILCS 5/27-9.1b)
Sec. 27-9.1b. Consent education.
(a) In this Section:
"Age and developmentally appropriate" has the meaning ascribed to that term in Section 27-9.1a.
"Consent" has the meaning ascribed to that term in Section 27-9.1a.
(b) A school district may provide age and developmentally appropriate consent education in kindergarten through the 12th grade.
(1) In kindergarten through the 5th grade,     instruction and materials shall include age and developmentally appropriate instruction on consent and how to give and receive consent, including a discussion that includes, but is not limited to, all of the following:
(A) Setting appropriate physical boundaries with         others.
(B) Respecting the physical boundaries of others.
(C) The right to refuse to engage in behaviors or         activities that are uncomfortable or unsafe.
(D) Dealing with unwanted physical contact.
(E) Helping a peer deal with unwanted physical         contact.
(2) In the 6th through 12th grades, instruction and     materials shall include age and developmentally appropriate instruction on consent and how to give and receive consent, including a discussion that includes, but is not limited to, all of the following:
(A) That consent is a freely given agreement to         sexual activity.
(B) That consent to one particular sexual         activity does not constitute consent to other types of sexual activities.
(C) That a person's lack of verbal or physical         resistance or submission resulting from the use or threat of force does not constitute consent.
(D) That a person's manner of dress does not         constitute consent.
(E) That a person's consent to past sexual         activity does not constitute consent to future sexual activity.
(F) That a person's consent to engage in sexual         activity with one person does not constitute consent to engage in sexual activity with another person.
(G) That a person can withdraw consent at any         time.
(H) That a person cannot consent to sexual         activity if that person is unable to understand the nature of the activity or give knowing consent due to certain circumstances that include, but are not limited to:
(i) the person is incapacitated due to the             use or influence of alcohol or drugs;
(ii) the person is asleep or unconscious;
(iii) the person is a minor; or
(iv) the person is incapacitated due to a             mental disability.
(I) The legal age of consent in this State.
(Source: P.A. 102-522, eff. 8-20-21.)
(105 ILCS 5/27-9.2)
Sec. 27-9.2. (Repealed).
(Source: P.A. 86-941. Repealed by P.A. 102-522, eff. 8-20-21.)
(105 ILCS 5/27-11)
Sec. 27-11. (Repealed).
(Source: Laws 1961, p. 31. Repealed by P.A. 102-522, eff. 8-20-21.)
(105 ILCS 5/27-12) (from Ch. 122, par. 27-12)
Sec. 27-12. Character education.
						
					Every public school teacher shall teach character education, which includes the teaching of respect, responsibility, fairness, caring, trustworthiness, and citizenship, in order to raise pupils' honesty, kindness,
justice, discipline, respect for others, and moral courage for the purpose
of lessening crime and raising
the standard of good character.
(Source: P.A. 94-187, eff. 7-12-05.)
(105 ILCS 5/27-12.1) (from Ch. 122, par. 27-12.1)
Sec. 27-12.1. Consumer education.
(a) Pupils in the public schools in
grades 9 through 12 shall be taught and be required to study courses
which include instruction in the area of consumer education, including
but not necessarily limited to (i) understanding the basic concepts of financial literacy, including consumer debt and installment purchasing (including credit scoring, managing credit debt, and completing a loan application), budgeting, savings and investing, banking (including balancing a checkbook, opening a deposit account, and the use of interest rates), understanding simple contracts, State and federal income taxes, personal insurance policies, the
comparison of prices, higher education student loans, identity-theft security, and homeownership (including the basic process of obtaining a mortgage and the concepts of fixed and adjustable rate mortgages, subprime loans, and predatory lending), and (ii)

understanding the roles of consumers
interacting with agriculture, business, labor unions and government in
formulating and achieving the goals of the mixed free enterprise system.
The State Board of Education shall devise or approve the
consumer education curriculum for grades 9 through 12 and specify the
minimum amount of instruction to be devoted thereto.
(b) (Blank).
(c)  The Financial Literacy Fund is created as a special fund in the State treasury.  State funds and private contributions for the promotion of financial literacy shall be deposited into the Financial Literacy Fund.  All money in the Financial Literacy Fund shall be used, subject to appropriation, by the State Board of Education to award grants to school districts for the following:
(1)    Defraying the costs of financial literacy     training for teachers.
(2)    Rewarding a school or teacher who wins or     achieves results at a certain level of success in a financial literacy competition.
(3)    Rewarding a student who wins or achieves     results at a certain level of success in a financial literacy competition.
(4)    Funding activities, including books, games,     field trips, computers, and other activities, related to financial literacy education.
In awarding grants, every effort must be made to ensure that all geographic areas of the State are represented.
(d)  A school board may establish a special fund in which to receive public funds and private contributions for the promotion of financial literacy.  Money in the fund shall be used for the following:
(1)    Defraying the costs of financial literacy     training for teachers.
(2)    Rewarding a school or teacher who wins or     achieves results at a certain level of success in a financial literacy competition.
(3)    Rewarding a student who wins or achieves     results at a certain level of success in a financial literacy competition.
(4)    Funding activities, including books, games,     field trips, computers, and other activities, related to financial literacy education.
(e)  The State Board of Education, upon the next comprehensive review of the  Illinois Learning Standards, is urged to include the basic principles of personal insurance policies and understanding simple contracts.
(Source: P.A. 99-284, eff. 8-5-15.)
(105 ILCS 5/27-13.1) (from Ch. 122, par. 27-13.1)
Sec. 27-13.1. 
		
		In every public school there shall be instruction, study and
discussion of current problems and needs in the conservation of natural
resources, including but not limited to air pollution, water pollution,
waste reduction and recycling, the
effects of excessive use of pesticides, preservation of wilderness areas,
forest management, protection of wildlife and humane care of domestic
animals.
(Source: P.A. 86-229.)
(105 ILCS 5/27-13.2) (from Ch. 122, par. 27-13.2)
Sec. 27-13.2. Required instruction.
(a) In every public school there
shall be instruction, study, and discussion of effective methods by which
pupils may recognize the danger of and avoid abduction, and in every
public school maintaining any of grades kindergarten through 8, there shall
be, for such grades, instruction, study, and discussion of effective
methods for the prevention and avoidance of drugs and the dangers of opioid and substance abuse.
School boards may
include such required instruction, study, and discussion in the courses of
study regularly taught in the public schools of their respective districts;
provided, however, that such instruction shall be given each year to all
pupils in grades kindergarten through 8.  The State Superintendent of
Education may prepare and make available to all public and non-public
schools instructional materials which may be used by such schools
as guidelines for development of a program of instruction
under this subsection (a); provided, however, that each school board shall
itself determine the minimum amount of instruction time which shall qualify
as a program of instruction
which will
satisfy the requirements of this subsection (a).
The State Superintendent of Education, in cooperation with the
Department of Children and Family Services, shall prepare and disseminate
to all public schools and non-public schools, information on instructional
materials and programs about child sexual abuse which may be used by such
schools for their own or community programs.  Such information may also be
disseminated by such schools to parents.
(b) Notwithstanding subsection (a) of this Section, no pupil in
any of grades kindergarten through 8 shall be required to take or
participate in any class or course providing instruction in recognizing and
avoiding sexual abuse if the parent or guardian of the pupil submits
written objection thereto; and refusal to take or participate in such class
or course after such written objection is made shall not be reason for
failing, suspending or expelling such pupil.  Each school board intending
to offer any such class or course to pupils in any of grades kindergarten
through 8 shall give not less than 5 days written notice to the parents or
guardians of such pupils before commencing the class or course.
(c) Beginning with the 2024-2025 school year, in every State-required health course for grades 9 through 12,
a school district shall provide instruction, study, and discussion on the dangers of fentanyl.
Information for the instruction, study, and discussion of fentanyl shall come
from information provided by the National Institutes of Health, the United States Drug
Enforcement Administration, or the United States Department of Health and Human
Services. This instruction, study, and discussion shall include, at a
minimum, all of the following:
(1)  Information on fentanyl itself, including an     explanation of the differences between synthetic and nonsynthetic opioids and illicit drugs, the variations of fentanyl itself, and the differences between the legal and illegal uses of fentanyl.
(2)   The side effects and the risk factors of using     fentanyl, along with information comparing the lethal amounts of fentanyl to other drugs. Information on the risk factors may include, but is not limited to:
(A)   the lethal dose of fentanyl;
(B)   how often fentanyl is placed in drugs         without a person's knowledge;
(C)   an explanation of what fentanyl does to a         person's body and the severity of fentanyl's addictive properties; and
(D)   how the consumption of fentanyl can lead to         hypoxia, as well as an explanation of what hypoxia precisely does to a person's body.
(3)   Details about the process of lacing fentanyl in     other drugs and why drugs get laced with fentanyl.
(4)   Details about how to detect fentanyl in drugs     and how to save someone from an overdose of fentanyl, which shall include:
(A)   how to buy and use fentanyl test strips;
(B)   how to buy and use naloxone, either through         a nasal spray or an injection; and
(C)    how to detect if someone is overdosing on         fentanyl.
Students shall be assessed on the instruction required under this subsection (c). The assessment may include, but is not limited to:
(1)  the differences between synthetic and     nonsynthetic drugs;
(2)  hypoxia;
(3)  the effects of fentanyl on a person's body;
(4) the lethal dose of fentanyl; and
(5)  how to detect and prevent overdoses.
The instruction required under this subsection (c) shall be taught by a licensed educator, school
nurse, or school counselor.
(Source: P.A. 102-195, eff. 7-30-21; 103-365, eff. 1-1-24.)
(105 ILCS 5/27-13.3)
Sec. 27-13.3. Internet safety education curriculum.
(a) The purpose of this Section is to inform and protect students from inappropriate or illegal communications and solicitation and to encourage school districts to provide education about Internet threats and risks, including without limitation child predators, fraud, and other dangers.
(b) The General Assembly finds and declares the following:
(1) it is the policy of this State to protect     consumers and Illinois residents from deceptive and unsafe communications that result in harassment, exploitation, or physical harm;
(2) children have easy access to the Internet at     home, school, and public places;
(3) the Internet is used by sexual predators and     other criminals to make initial contact with children and other vulnerable residents in Illinois; and
(4) education is an effective method for preventing     children from falling prey to online predators, identity theft, and other dangers.
(c) Each school may adopt an age-appropriate curriculum for Internet safety instruction of students in grades kindergarten through 12.  However, beginning with the 2009-2010 school year, a school district must incorporate into the school curriculum a component on Internet safety to be taught at least once each school year to students in grades 3 through 12. The school board shall determine the scope and duration of this unit of instruction.  The age-appropriate unit of instruction may be incorporated into the current courses of study regularly taught in the district's schools, as determined by the school board, and it is recommended that the unit of instruction include the following topics:
(1) Safe and responsible use of social networking     websites, chat rooms, electronic mail, bulletin boards, instant messaging, and other means of communication on the Internet.
(2) Recognizing, avoiding,  and reporting online     solicitations of students, their classmates, and their friends by sexual predators.
(3) Risks of transmitting personal information on the     Internet.
(4) Recognizing and avoiding unsolicited or deceptive     communications received online.
(5) Recognizing and reporting online harassment and     cyber-bullying.
(6) Reporting illegal activities and communications     on the Internet.
(7) Copyright laws on written materials, photographs,     music, and video.
(d) Curricula devised in accordance with subsection (c) of this Section may be submitted for review to  the Office of the Illinois Attorney General.
(e)  The State Board of Education shall make available resource materials for educating children regarding child online safety and may take into consideration the curriculum on this subject developed by other states, as well as any other curricular materials suggested by education experts, child psychologists, or technology companies that work on child online safety issues.  Materials may include without limitation safe online communications, privacy protection, cyber-bullying, viewing inappropriate material, file sharing, and the importance of open communication with responsible adults. The State Board of Education shall make these resource materials available on its Internet website.
(Source: P.A. 95-509, eff. 8-28-07; 95-869, eff. 1-1-09; 96-734, eff. 8-25-09.)
(105 ILCS 5/27-14) (from Ch. 122, par. 27-14)
Sec. 27-14. 
		Experiments upon animals.
No experiment upon any living animal for the purpose of demonstration in
any study shall be made in any public school. No animal provided by, or
killed in the presence of any pupil of a public school shall be used for
dissection in such school, and in no case shall dogs or cats be killed for
such purposes. Dissection of dead animals, or parts thereof, shall be
confined to the classroom and shall not be practiced in the presence of any
pupil not engaged in the study to be illustrated thereby.
(Source: Laws 1961, p. 31.)
(105 ILCS 5/27-15) (from Ch. 122, par. 27-15)
Sec. 27-15. 
		Moral and humane education - In institute programs. 
		The superintendent of each region and city shall include
once each year moral and humane education in the program of the
teachers' institute which is held under his supervision.
(Source: P.A. 79-597.)
(105 ILCS 5/27-16)
Sec. 27-16. (Repealed).
(Source: Laws 1961, p. 31. Repealed by P.A. 94-1105, eff. 6-1-07.)
(105 ILCS 5/27-17) (from Ch. 122, par. 27-17)
Sec. 27-17. Safety education. School boards of public schools and all boards in charge of
educational institutions supported wholly or partially by the State may
provide instruction in safety education in all grades and include such
instruction in the courses of study regularly taught therein.
In this Section, "safety education" means and includes instruction in
the following:
1.  automobile safety, including traffic regulations,     highway safety, and the consequences of alcohol consumption and the operation of a motor vehicle;
2.  safety in the home, including safe gun storage;
3.  safety in connection with recreational activities;
4. safety in and around school buildings;
5. safety in connection with vocational work or     training;
6. cardio-pulmonary resuscitation for students     enrolled in grades 9 through 11;
7. for students enrolled in grades 6 through 8,     cardio-pulmonary resuscitation and how to use an automated external defibrillator by watching a training video on those subjects; and
8.  for students enrolled in prekindergarten through     grade 6, water safety that incorporates evidence-based water safety instructional materials and resources.
Such boards may make suitable provisions in the schools and
institutions under their jurisdiction for instruction in safety
education for not less than 16 hours during each school year.
The curriculum in all educator preparation programs approved by the State Educator Preparation and Licensure Board shall contain instruction in safety education for teachers that is appropriate to the grade level of the educator license. This instruction may be by specific courses in safety education or may be incorporated in existing subjects taught in the educator preparation program.
(Source: P.A. 102-971, eff. 1-1-23; 103-567, eff. 12-8-23.)
(105 ILCS 5/27-18) (from Ch. 122, par. 27-18)
Sec. 27-18. 
		Arbor and bird day. 
		The last Friday in April is designated as "Arbor and Bird Day," to be observed
throughout
the State as a day for planting trees, shrubs and vines about public
grounds, and as a day on which to hold appropriate exercises in the public
schools and elsewhere tending to show the value of trees and birds and the
necessity for their protection.
(Source: P.A. 92-85, eff. 7-12-01.)
(105 ILCS 5/27-19) (from Ch. 122, par. 27-19)
Sec. 27-19. 
		
		Leif
Erickson day.
October 9, if a school day, otherwise the school day nearest such date,
is designated as Leif Erikson Day. On such day one-half hour may be devoted
in the schools to instruction and appropriate exercises relative to and in
commemoration of the life and history of Leif Erickson and the principles
and ideals he fostered.
(Source: Laws 1961, p. 31.)
(105 ILCS 5/27-20) (from Ch. 122, par. 27-20)
Sec. 27-20. 
		American Indian day.
The fourth Friday of September is designated "American Indian Day," to
be observed throughout the State as a day on which to hold appropriate
exercises in commemoration of the American Indians.
(Source: Laws 1961, p. 31.)
(105 ILCS 5/27-20.05)
Sec. 27-20.05. Native American history study.
(a) Beginning with the 2024-2025 school year, every public elementary school and high school social studies course pertaining to American history or government shall include in its curriculum a unit of instruction studying the events of the  Native American experience and Native American history within the Midwest and this State since time immemorial.  These events shall include the contributions of Native Americans in government and the arts, humanities, and sciences, as well as the contributions of Native Americans to the economic, cultural, social, and political development of their own nations and of the United States. The unit of instruction must describe large urban Native American populations in this State, including the history and experiences of contemporary Native Americans living in this State.  Instruction in grades 6 through 12 shall include the study of the genocide  of and discrimination against Native Americans, as well as tribal sovereignty, treaties made between tribal nations and the United States, and the circumstances around forced Native American relocation. This unit of instruction may be integrated as part of the unit of instruction required under Section 27-20.03 or 27-21 of this Code.
(b) The State Superintendent of Education may prepare and make available to all school boards instructional materials and professional development opportunities that may be used as guidelines for development of a unit of instruction under this Section. However, each school board shall itself determine the minimum amount of instructional time that qualifies as a unit of instruction satisfying the requirements of this Section.
(c) The regional superintendent of schools shall monitor a school district's compliance with this Section's curricular requirements during the regional superintendent's annual compliance visit and make recommendations for improvement, including professional development.
(Source: P.A. 103-422, eff. 8-4-23.)
(105 ILCS 5/27-20.08)
Sec. 27-20.08. Media literacy.
(a) In this Section, "media literacy" means the ability to access, analyze, evaluate, create, and communicate using a variety of objective forms, including, but not limited to, print, visual, audio, interactive, and digital texts.
(b) Beginning with the 2022-2023 school year, every public high school shall include in its curriculum a unit of instruction on media literacy. The unit of instruction shall include, but is not limited to, all of the following topics:
(1) Accessing information: Evaluating multiple media     platforms to better understand  the general landscape  and economics of the platforms, as well as issues regarding the trustworthiness of the source of information.
(2) Analyzing and evaluating media messages:     Deconstructing media representations according to the authors, target audience, techniques, agenda setting, stereotypes, and authenticity to distinguish fact from opinion.
(3) Creating media: Conveying a coherent message     using multimodal practices to a specific target audience. This may include, but is not limited to, writing blogs, composing songs, designing video games, producing podcasts, making videos, or coding a mobile or software application.
(4) Reflecting on media consumption: Assessing how     media affects the consumption of information and how it triggers emotions and behavior.
(5) Social responsibility and civics: Suggesting a     plan of action in the class, school, or community to engage others in a respectful, thoughtful, and inclusive dialogue over a specific issue using facts and reason.
(c) The State Board of Education shall determine how to prepare and make available instructional resources and professional learning opportunities for educators that may be used for the  development of a unit of instruction under this Section.
(Source: P.A. 102-55, eff. 7-9-21.)
(105 ILCS 5/27-20.1) (from Ch. 122, par. 27-20.1)
Sec. 27-20.1. 
		Illinois Law Week. 
		The first full school week in May is designated "Illinois Law Week".
During that week, the public schools may devote appropriate time,
instruction, study, and exercises in the procedures of the legislature and
the enactment of laws, the courts and the administration of justice, the
police and the enforcement of law, citizen responsibilities, and other
principles and ideals to promote the importance of government under law in
the State.
(Source: P.A. 92-85, eff. 7-12-01.)
(105 ILCS 5/27-20.2) (from Ch. 122, par. 27-20.2)
Sec. 27-20.2. 
		"Just Say No" Day. 
		May 15, 1987, and in each calendar
year thereafter, a school day in May designated by official proclamation of
the Governor, shall be known as "Just Say No" Day, to be observed
throughout the State as a day on which children and teenagers declare and
reaffirm their commitment to living a life free of drugs and alcohol abuse, and
as a day on which to hold and participate in appropriate special programs,
ceremonies and exercises, in the public schools and elsewhere, tending to
encourage children to lead a healthy lifestyle, aware and free of the
dangers of using drugs and alcohol abuse.
(Source: P.A. 85-386.)
(105 ILCS 5/27-20.3) (from Ch. 122, par. 27-20.3)
Sec. 27-20.3. Holocaust and Genocide Study.
(a) Every public elementary school and high school shall include in its curriculum a unit of instruction studying the events of the Nazi atrocities of 1933 to 1945. This period in world history is known as the Holocaust, during which 6,000,000 Jews and millions of non-Jews were exterminated. One of the universal lessons of the Holocaust is that national, ethnic, racial, or religious hatred can overtake any nation or society, leading to calamitous consequences. To reinforce that lesson, such curriculum shall include an additional unit of instruction studying other acts of genocide across the globe. This unit shall include, but not be limited to, the Native American genocide in North America, the Armenian Genocide, the Famine-Genocide in Ukraine, and more recent atrocities in Cambodia, Bosnia, Rwanda, and Sudan. The studying of this material is a reaffirmation of the commitment of free peoples from all nations to never again permit the occurrence of another Holocaust and a recognition that crimes of genocide continue to be perpetrated across the globe as they have been in the past and to deter indifference to crimes against humanity and human suffering wherever they may occur.
(b) The State Superintendent of Education may prepare and make available to all school boards instructional materials which may be used as guidelines for development of a unit of instruction under this Section; provided, however, that each school board shall itself determine the minimum amount of instruction time which shall qualify as a unit of instruction satisfying the requirements of this Section.
Instructional materials that include the addition of content related to the Native American genocide in North America shall be prepared and made available to all school boards on the State Board of Education's Internet website no later than July 1, 2024. Notwithstanding subsection (a) of this Section, a school is not required to teach the additional content related to the Native American genocide in North America until instructional materials are made available on the State Board's Internet website.
Instructional materials related to the Native American genocide in North America shall be developed in consultation with members of the Chicago American Indian Community Collaborative who are members of a federally recognized tribe, are documented descendants of Indigenous communities, or are other persons recognized as contributing community members by the Chicago American Indian Community Collaborative and who currently reside in this State or their designees.
(Source: P.A. 103-422, eff. 8-4-23; 103-564, eff. 11-17-23.)
(105 ILCS 5/27-20.4) (from Ch. 122, par. 27-20.4)
Sec. 27-20.4. Black History study. Every public elementary school and
high school shall include in its curriculum a unit of instruction studying
the events of Black History, including the history of the pre-enslavement of Black people from 3,000 BCE to AD 1619, the African slave trade, slavery in America, the study of the reasons why Black people came to be enslaved, the vestiges of slavery in this country, and the study of the American civil rights renaissance. These events shall include not only the
contributions made by individual African-Americans in government and in the
arts, humanities and sciences to the economic, cultural and political
development of the United States and Africa, but also the socio-economic
struggle which African-Americans experienced collectively in striving to
achieve fair and equal treatment under the laws of this nation. The
studying of this material shall constitute an affirmation by students of
their commitment to respect the dignity of all races and peoples and to
forever eschew every form of discrimination in their lives and careers.
The State Superintendent of Education may prepare and make available to
all school boards instructional materials, including those established by the Amistad Commission, which may be used as guidelines
for development of a unit of instruction under this Section; provided,
however, that each school board shall itself determine the minimum amount
of instruction time which shall qualify as a unit of instruction satisfying
the requirements of this Section.
A school may meet the requirements of this Section through an online program or course.
(Source: P.A. 100-634, eff. 1-1-19; 101-654, eff. 3-8-21.)
(105 ILCS 5/27-20.5) (from Ch. 122, par. 27-20.5)
Sec. 27-20.5. 
		Study of the History of Women. 
		Every public elementary
school and high school shall include in its curriculum a unit of
instruction studying the events of the history of women in America.  These
events shall include not only the contributions made by individual women in
government, the arts, sciences, education, and in the economic, cultural,
and political development of Illinois and of the United States, but shall
also include a study of women's struggles to gain the right to vote and to
be treated equally as they strive to earn and occupy positions of merit in
our society.
The State Superintendent of Education may prepare and make available to
all school boards instructional materials that may be used as guidelines
for development of a unit of instruction under this Section.  Each school
board shall determine the minimum amount of instructional time that shall
qualify as a unit of instruction satisfying the requirements of this Section.
(Source: P.A. 86-1256.)
(105 ILCS 5/27-20.6)
Sec. 27-20.6.
					"Irish Famine" study. Every public elementary school and high school may include in its
curriculum a unit of instruction studying the causes and effects of mass
starvation in mid-19th century Ireland.  This period in world history is known
as the "Irish Famine", in which millions of Irish died or emigrated.  The study
of this material is a reaffirmation of the commitment of free people of all
nations to eradicate the causes of famine that exist in the modern world.
The State Superintendent of Education may prepare and make available to all
school boards instructional materials that may be used as guidelines for
development of a unit of instruction under this Section; provided, however,
that each
school board shall itself determine the minimum amount of instruction time
that shall qualify as a unit of instruction satisfying the requirements of
this Section.
(Source: P.A. 95-331, eff. 8-21-07.)
(105 ILCS 5/27-20.7)
Sec. 27-20.7. Cursive writing. Beginning with the 2018-2019 school year, public elementary schools shall offer at least one unit of instruction in cursive writing. School districts shall, by policy, determine at what grade level or levels students are to be offered cursive writing, provided that such instruction must be offered before students complete grade 5.
(Source: P.A. 100-548, eff. 7-1-18.)
(105 ILCS 5/27-20.8)
Sec. 27-20.8. Asian American history study.
(a) Beginning with the 2022-2023 school year, every public elementary school and high school shall include in its curriculum a unit of instruction studying the events of Asian American history, including the history of Asian Americans in Illinois and the Midwest, as well as the contributions of Asian Americans toward advancing civil rights from the 19th century onward. These events shall include the contributions made by individual Asian Americans in government and the arts, humanities, and sciences, as well as the contributions of Asian American communities to the economic, cultural, social, and political development of the United States. The studying of this material shall constitute an affirmation by students of their commitment to respect the dignity of all races and peoples and to forever eschew every form of discrimination in their lives and careers.
(b) The State Superintendent of Education may prepare and make available to all school boards instructional materials, including those established by the Public Broadcasting Service, that may be used as guidelines for development of a unit of instruction under this Section. However, each school board shall itself determine the minimum amount of instructional time that qualifies as a unit of instruction satisfying the requirements of this Section.
(c) The regional superintendent of schools shall monitor a school district's compliance with this Section's curricular requirements during his or her annual compliance visit.
(d) A school may meet the requirements of this Section through an online program or course.
(Source: P.A. 102-44, eff. 1-1-22.)
(105 ILCS 5/27-21) (from Ch. 122, par. 27-21)
Sec. 27-21. History of United States.
(a) History of the United States shall be taught in all public schools and in all other educational institutions in this State supported or maintained, in whole or in part, by public funds.
The teaching of history shall have as one of its objectives the imparting to pupils of a comprehensive idea of our democratic form of government and the principles for which our government stands as regards other nations, including the studying of the place of our government in world-wide movements and the leaders thereof, with particular stress upon the basic principles and ideals of our representative form of government.
The teaching of history shall include a study of the role and contributions of African Americans and other ethnic groups, including, but not restricted to, Native Americans, Polish, Lithuanian, German, Hungarian, Irish, Bohemian, Russian, Albanian, Italian, Czech, Slovak, French, Scots, Hispanics, Asian Americans, etc., in the history of this country and this State. To reinforce the study of the role and contributions of Hispanics, such curriculum shall include the study of the events related to the forceful removal and illegal deportation of Mexican-American U.S. citizens during the Great Depression.
The teaching of history shall also include teaching about Native American nations' sovereignty and self-determination, both historically and in the present day, with a focus on urban Native Americans.
In public schools only, the teaching of history shall include a study of the roles and contributions of lesbian, gay, bisexual, and transgender people in the history of this country and this State.
The teaching of history also shall include a study of the role of labor unions and their interaction with government in achieving the goals of a mixed free enterprise system.
Beginning with the 2020-2021 school year, the teaching of history must also include instruction on the history of Illinois.
The teaching of history shall include the contributions made to society by Americans of different faith practices, including, but not limited to, Native Americans, Muslim Americans, Jewish Americans, Christian Americans, Hindu Americans, Sikh Americans, Buddhist Americans, and any other collective community of faith that has shaped America.
(b) No pupils shall be graduated from the eighth grade of any public school unless the pupils have received instruction in the history of the United States as provided in this Section and give evidence of having a comprehensive knowledge thereof, which may be administered remotely.
(c) Instructional materials that include the addition of content related to Native Americans shall be prepared by the State Superintendent of Education and made available to all school boards on the State Board of Education's Internet website no later than July 1, 2024. These instructional materials may be used by school boards as guidelines for the development of instruction under this Section; however, each school board shall itself determine the minimum amount of instructional time for satisfying the requirements of this Section. Notwithstanding subsections (a) and (b) of this Section, a school or other educational institution is not required to teach and a pupil is not required to learn the additional content related to Native Americans until instructional materials are made available on the State Board's Internet website.
Instructional materials related to Native Americans shall be developed in consultation with members of the Chicago American Indian Community Collaborative who are members of a federally recognized tribe, are documented descendants of Indigenous communities, or are other persons recognized as contributing community members by the Chicago American Indian Community Collaborative and who currently reside in this State.
(Source: P.A. 102-411, eff. 1-1-22; 103-422, eff. 8-4-23; 103-564, eff. 11-17-23.)
(105 ILCS 5/27-22) (from Ch. 122, par. 27-22)
Sec. 27-22. Required high school courses.
(a) (Blank).
(b) (Blank).
(c) (Blank).
(d) (Blank).
(e) Through the 2023-2024 school year, as a prerequisite to receiving a high school diploma, each pupil
entering the 9th grade must, in addition to other course requirements, successfully
complete all of the following courses:
(1) Four years of language arts.
(2)  Two years of writing intensive courses, one of     which must be English and the other of which may be English or any other subject. When applicable, writing-intensive courses may be counted towards the fulfillment of other graduation requirements.
(3) Three years of mathematics, one of which must be     Algebra I, one of which must include geometry content, and one of which may be an Advanced Placement computer science course. A mathematics course that includes geometry content may be offered as an integrated, applied, interdisciplinary, or career and technical education course that prepares a student for a career readiness path.
(3.5) For pupils entering the 9th grade in the     2022-2023 school year and 2023-2024 school year, one year of a course that includes intensive instruction in computer literacy, which may be English, social studies, or any other subject and which may be counted toward the fulfillment of other graduation requirements.
(4) Two years of science.
(5) Two years of social studies, of which at least     one year must be history of the United States or a combination of history of the United States and American government and, beginning with pupils entering the 9th grade in the 2016-2017 school year and each school year thereafter, at least one semester must be  civics, which shall help young people acquire and learn to use the skills, knowledge, and attitudes that will prepare them to be competent and responsible citizens throughout their lives.  Civics course content shall focus on government institutions, the discussion of current and controversial issues, service learning, and simulations of the democratic process.  School districts may utilize private funding available for the purposes of offering civics education. Beginning with pupils entering the 9th grade in the 2021-2022 school year, one semester, or part of one semester, may include a financial literacy course.
(6) One year chosen from (A) music, (B) art, (C)     foreign language, which shall be deemed to include American Sign Language, (D) vocational education, or (E) forensic speech (speech and debate). A forensic speech course used to satisfy the course requirement under subdivision (1) may not be used to satisfy the course requirement under this subdivision (6).
(e-5) Beginning with the 2024-2025 school year, as a prerequisite to receiving a high school diploma, each pupil entering the 9th grade must, in addition to other course requirements, successfully complete all of the following courses:
(1) Four years of language arts.
(2) Two years of writing intensive courses, one of     which must be English and the other of which may be English or any other subject. If applicable, writing-intensive courses may be counted toward the fulfillment of other graduation requirements.
(3) Three years of mathematics, one of which must be     Algebra I, one of which must include geometry content, and one of which may be an Advanced Placement computer science course. A mathematics course that includes geometry content may be offered as an integrated, applied, interdisciplinary, or career and technical education course that prepares a student for a career readiness path.
(3.5) One year of a course that includes intensive     instruction in computer literacy, which may be English, social studies, or any other subject and which may be counted toward the fulfillment of other graduation requirements.
(4) Two years of laboratory science.
(5) Two years of social studies, of which at least     one year must be history of the United States or a combination of history of the United States and American government and at least one semester must be civics, which shall help young people acquire and learn to use the skills, knowledge, and attitudes that will prepare them to be competent and responsible citizens throughout their lives. Civics course content shall focus on government institutions, the discussion of current and controversial issues, service learning, and simulations of the democratic process. School districts may utilize private funding available for the purposes of offering civics education. One semester, or part of one semester, may include a financial literacy course.
(6) One year chosen from (A) music, (B) art, (C)     foreign language, which shall be deemed to include American Sign Language, (D) vocational education, or (E) forensic speech (speech and debate). A forensic speech course used to satisfy the course requirement under subdivision (1) may not be used to satisfy the course requirement under this subdivision (6).
(e-10)     Beginning with the 2028-2029 school year, as a prerequisite to receiving a high school diploma, each pupil entering the 9th grade must, in addition to other course requirements, successfully complete 2 years of foreign language courses, which may include American Sign Language. A pupil may choose a third year of foreign language to satisfy the requirement under subdivision (6) of subsection (e-5).
(f) The State Board of Education shall develop and inform school districts of standards for writing-intensive coursework.
(f-5)   If a school district offers an Advanced Placement computer science course to high school students, then the school board must designate that course as equivalent to a high school mathematics course and must denote on the student's transcript that the Advanced Placement computer science course qualifies as a mathematics-based, quantitative course for students in accordance with subdivision (3) of subsection (e) of this Section.
(g) Public Act 83-1082 does not apply to pupils entering the 9th grade
in 1983-1984 school year and prior school years or to students
with disabilities whose course of study is determined by an individualized
education program.
Public Act 94-676 does not apply
to pupils entering the 9th grade in the 2004-2005 school year or a prior
school year or to students with disabilities whose course of study is
determined by an individualized education program.
Subdivision (3.5) of subsection (e) does not apply
to pupils entering the 9th grade in the 2021-2022 school year or a prior
school year or to students with disabilities whose course of study is
determined by an individualized education program.
Subsection (e-5) does not apply
to pupils entering the 9th grade in the 2023-2024 school year or a prior
school year or to students with disabilities whose course of study is
determined by an individualized education program. Subsection (e-10) does not apply
to pupils entering the 9th grade in the 2027-2028 school year or a prior
school year or to students with disabilities whose course of study is
determined by an individualized education program.
(h) The provisions of this Section are subject to the provisions of
Section
27-22.05 of this Code and the Postsecondary and Workforce Readiness Act.
(i) The State Board of Education may adopt rules to modify the requirements of this Section for any students enrolled in grades 9 through 12 if the Governor has declared a disaster due to a public health emergency pursuant to Section 7 of the Illinois Emergency Management Agency Act.
(Source: P.A. 102-366, eff. 8-13-21; 102-551, eff. 1-1-22; 102-864, eff. 5-13-22; 103-154, eff. 6-30-23.)
(105 ILCS 5/27-22.1) (from Ch. 122, par. 27-22.1)
Sec. 27-22.1. 
		Summer school - required instructional time. 
		Each
course offered for high school graduation credit during summer school or
any period of the calendar year not embraced within the regular school
year, whether or not such course must be successfully completed as a
prerequisite to receiving a high school diploma and whether or not such
course if successfully completed would be included in the minimum units of
credit required by regulation of the State Board
of Education for high school graduation, shall provide no fewer than 60 hours of
classroom instruction for the equivalent of one semester of high school
course credit.
(Source: P.A. 85-839.)
(105 ILCS 5/27-22.2) (from Ch. 122, par. 27-22.2)
Sec. 27-22.2. 
		Vocational education elective. 
		Whenever the school board
of any school district which maintains grades 9 through 12 establishes a
list of courses from which secondary school students each must elect at
least one course, to be completed along with other course requirements as a
pre-requisite to receiving a high school diploma, that school board must
include on the list of such elective courses at least one course in
vocational education.
(Source: P.A. 84-1334; 84-1438.)
(105 ILCS 5/27-22.3) (from Ch. 122, par. 27-22.3)
Sec. 27-22.3. 
		Volunteer service credit program.
(a) A school district may establish a volunteer service credit program
that enables secondary school students to earn credit towards graduation
through performance of community service. This community service may include
participation in the organization of a high school or community blood drive or
other blood donor
recruitment campaign. Any program so established shall
begin with students entering grade 9 in the 1993-1994 school year or
later.  The amount of credit given for program participation shall not
exceed that given for completion of one semester of language arts, math,
science or social studies.
(b) Any community service performed as part of a course for which credit
is given towards graduation shall not qualify under a volunteer service
credit program.  Any service for which a student is paid shall not qualify
under a volunteer service credit program.  Any community work assigned as a
disciplinary measure shall not qualify under a volunteer service credit
program.
(c) School districts that establish volunteer service credit programs
shall establish any necessary rules, regulations and procedures.
(Source: P.A. 93-547, eff. 8-19-03.)
(105 ILCS 5/27-22.05)
Sec. 27-22.05. Required course substitute. Notwithstanding any other
provision of this Article or this Code, a school board that maintains any of
grades 9 through 12 is authorized to adopt a policy under which
a student who is enrolled in any of those grades
may satisfy one or more high school course or graduation requirements,
including, but not limited to, any requirements under Sections 27-6 and 27-22, by successfully completing a registered apprenticeship program under rules adopted by the State Board of Education under Section 2-3.175 of this Code, or by
substituting for and successfully completing in place of the high school course
or graduation requirement a related vocational or technical education course.
A vocational or technical education course shall not qualify as a related
vocational or technical education course within the meaning of this Section
unless it contains at least 50% of the content of the required course or
graduation requirement for which it is substituted, as determined by the State
Board of Education in accordance with standards that it shall adopt and
uniformly apply for purposes of this Section.  No vocational or technical
education course may be substituted for a required course or graduation
requirement under any policy adopted by a school board as authorized in this
Section unless the pupil's parent or guardian first
requests the substitution and approves it in writing on forms that the school
district makes available for purposes of this Section.
(Source: P.A. 100-992, eff. 8-20-18; 101-81, eff. 7-12-19.)
(105 ILCS 5/27-22.10)
Sec. 27-22.10. Course credit for high school diploma.
(a) Notwithstanding any other provision of this Code, the school board of a school district that maintains any of grades 9 through 12 is authorized to adopt a policy under which a student enrolled in grade 7 or 8 who is enrolled in the unit school district or would be enrolled in the high school district upon completion of elementary school, whichever is applicable, may enroll in a course required under Section 27-22 of this Code, provided that the course is offered by the high school that the student would attend, and (i) the student participates in the course at the location of the high school, and the elementary student's enrollment in the course would not prevent a high school student from being able to enroll, or (ii) the student participates in the course where the student attends school as long as the course is taught by a teacher who holds a professional educator license issued under Article 21B of this Code and endorsed for the grade level and content area of the course.
(b) A school board that adopts a policy pursuant to subsection (a) of this Section must grant academic credit to an elementary school student who successfully completes the high school course, and that credit shall satisfy the requirements of Section 27-22 of this Code for that course.
(c) A school board must award high school course credit to a student transferring to its school district for any course that the student successfully completed pursuant to subsection (a) of this Section, unless evidence about the course's rigor and content shows that it does not address the relevant Illinois Learning Standard at the level appropriate for the high school grade during which the course is usually taken, and that credit shall satisfy the requirements of Section 27-22 of this Code for that course.
(d) A student's grade in any course successfully completed under this Section must be included in his or her grade point average in accordance with the school board's policy for making that calculation.
(Source: P.A. 99-189, eff. 7-30-15.)
(105 ILCS 5/27-23)
Sec. 27-23. (Repealed).
(Source: P.A. 95-793, eff. 1-1-09. Repealed by P.A. 96-734, eff. 8-25-09.)
(105 ILCS 5/27-23.1) (from Ch. 122, par. 27-23.1)
(Text of Section from P.A. 103-8)
Sec. 27-23.1. Parenting education.
(a) The State Board of Education must assist each school district that offers an evidence-based parenting education model. School districts may provide
instruction in parenting education for grades 6 through 12 and include such
instruction in the courses of study regularly taught therein.
School districts may give regular school credit for satisfactory completion
by the student of such courses.
As used in this subsection (a), "parenting education" means and includes
instruction in the following:
(1) Child growth and development, including prenatal     development.
(2) Childbirth and child care.
(3) Family structure, function and management.
(4) Prenatal and postnatal care for mothers and     infants.
(5) Prevention of child abuse.
(6) The physical, mental, emotional, social, economic     and psychological aspects of interpersonal and family relationships.
(7) Parenting skill development.
The State Board of Education shall assist those districts offering
parenting education instruction, upon request, in developing instructional
materials, training teachers, and establishing appropriate time allotments
for each of the areas included in such instruction.
School districts may offer parenting education courses during that period
of the day which is not part of the regular school day.  Residents of
the school district may enroll in such courses.  The school board may
establish fees and collect such charges as may be necessary for attendance
at such courses in an amount not to exceed the per capita cost of the
operation thereof, except that the board may waive all or part of such
charges if it determines that the individual is indigent or that the
educational needs of the individual requires his or her attendance at such courses.
(b) Beginning with the 2019-2020 school year, from appropriations made for the purposes of this Section, the State Board of Education shall implement and administer a 7-year pilot program supporting the health and wellness student-learning requirement by utilizing a unit of instruction on parenting education in participating school districts that maintain grades 9 through 12, to be determined by the participating school districts. The program is encouraged to include, but is not be limited to, instruction on (i) family structure, function, and management, (ii) the prevention of child abuse, (iii) the physical, mental, emotional, social, economic, and psychological aspects of interpersonal and family relationships, and (iv) parenting education competency development that is aligned to the social and emotional learning standards of the student's grade level. Instruction under this subsection (b) may be included in the Comprehensive Health Education Program set forth under Section 3 of the Critical Health Problems and Comprehensive Health Education Act.  The State Board of Education is authorized to make grants to school districts that apply to participate in the pilot program under this subsection (b). The State Board of Education shall by rule provide for the form of the application and criteria to be used and applied in selecting participating urban, suburban, and rural school districts. The provisions of this subsection (b), other than this sentence, are inoperative at the conclusion of the pilot program.
(Source: P.A. 103-8, eff. 6-7-23.)
(Text of Section from P.A. 103-175)
Sec. 27-23.1. Parenting education.
(a) The State Board of Education must assist each school district that offers an evidence-based parenting education model. School districts may provide
instruction in parenting education for grades 6 through 12 and include such
instruction in the courses of study regularly taught therein.
School districts may give regular school credit for satisfactory completion
by the student of such courses.
As used in this subsection (a), "parenting education" means and includes
instruction in the following:
(1) Child growth and development, including prenatal     development.
(2) Childbirth and child care.
(3) Family structure, function and management.
(4) Prenatal and postnatal care for mothers and     infants.
(5) Prevention of child abuse.
(6) The physical, mental, emotional, social, economic     and psychological aspects of interpersonal and family relationships.
(7) Parenting skill development.
The State Board of Education shall assist those districts offering
parenting education instruction, upon request, in developing instructional
materials, training teachers, and establishing appropriate time allotments
for each of the areas included in such instruction.
School districts may offer parenting education courses during that period
of the day which is not part of the regular school day.  Residents of
the school district may enroll in such courses.  The school board may
establish fees and collect such charges as may be necessary for attendance
at such courses in an amount not to exceed the per capita cost of the
operation thereof, except that the board may waive all or part of such
charges if it determines that the individual is indigent or that the
educational needs of the individual requires his or her attendance at such courses.
(b) Beginning with the 2019-2020 school year, from appropriations made for the purposes of this Section, the State Board of Education shall implement and administer a 3-year pilot program supporting the health and wellness student-learning requirement by utilizing a unit of instruction on parenting education in participating school districts that maintain grades 9 through 12, to be determined by the participating school districts. The program is encouraged to include, but is not be limited to, instruction on (i) family structure, function, and management, (ii) the prevention of child abuse, (iii) the physical, mental, emotional, social, economic, and psychological aspects of interpersonal and family relationships, and (iv) parenting education competency development that is aligned to the social and emotional learning standards of the student's grade level. Instruction under this subsection (b) may be included in the Comprehensive Health Education Program set forth under Section 3 of the Critical Health Problems and Comprehensive Health Education Act.  The State Board of Education is authorized to make grants to school districts that apply to participate in the pilot program under this subsection (b). The provisions of this subsection (b), other than this sentence, are inoperative at the conclusion of the pilot program.
(Source: P.A. 103-175, eff. 6-30-23.)
(105 ILCS 5/27-23.2)
Sec. 27-23.2. (Repealed).
(Source: P.A. 86-650. Repealed by P.A. 95-793, eff. 1-1-09.)
(105 ILCS 5/27-23.3) (from Ch. 122, par. 27-23.3)
Sec. 27-23.3. Education in steroid abuse prevention. School districts
shall provide instruction in relation to the prevention of abuse of
anabolic steroids in grades 7 through 12 and shall include such instruction
in science, health, drug abuse, physical education or other appropriate
courses of study.  School districts shall also provide this instruction to students who participate in interscholastic athletic programs.  The instruction shall emphasize that the use of
anabolic steroids presents a serious health hazard to persons who use
steroids to enhance athletic performance or physical development.  The
State Board of Education may assist in the development of instructional
materials and teacher training in relation to steroid abuse prevention.
(Source: P.A. 94-14, eff. 1-1-06.)
(105 ILCS 5/27-23.4)
Sec. 27-23.4. Violence prevention and conflict resolution education.
School districts shall provide instruction in violence prevention and conflict
resolution education for grades kindergarten through 12 and may include such instruction
in
the courses of study regularly taught therein.  School districts may give
regular school credit for satisfactory completion by the student of such
courses.
As used in this Section, "violence prevention and conflict resolution
education" means and includes instruction in the following:
(1) The consequences of violent behavior.
(2) The causes of violent reactions to conflict.
(3) Nonviolent conflict resolution techniques.
(4) The relationship between drugs, alcohol and     violence.
The State Board of Education shall prepare and make available to all school
boards instructional materials that may be used as guidelines for development
of a violence
prevention program under this Section, provided that each school board
shall determine the appropriate curriculum for satisfying the requirements of
this Section.  The State
Board of Education shall assist in training teachers to provide effective
instruction in the violence prevention curriculum.
The State Board of Education and local school boards shall not be required
to implement the provisions of this Section unless grants of funds are made
available and are received after July 1, 1993 from private sources or from the
federal government in amounts sufficient to enable the State Board and local
school boards to meet the requirements of this Section.  Any funds received
by the State or a local educational agency pursuant to the federal Safe and
Drug-Free Schools and Communities Act of 1994 shall first be applied or
appropriated to meet the requirements and implement the provisions of this
Section.
(Source: P.A. 97-87, eff. 7-8-11.)
(105 ILCS 5/27-23.5)
Sec. 27-23.5. Organ/tissue and blood donor and transplantation programs.  Each
school district that maintains grades 9 and 10 may include in its curriculum
and teach to the students of either such grade one unit of instruction on
organ/tissue and blood donor and transplantation programs.  No student
shall be required
to
take or participate in instruction on
organ/tissue and blood donor and transplantation programs if a parent or
guardian files
written objection thereto on constitutional grounds, and refusal to take or
participate in such instruction on those grounds shall not be reason for
suspension or expulsion of a student or result in any academic penalty.
The regional superintendent of schools in which a school district that
maintains grades 9 and 10 is located shall obtain and distribute to each
school that maintains grades 9 and 10 in his or her  district
information and data, including
instructional materials provided at no cost by America's Blood Centers, the
American
Red Cross, and Gift of Hope,
that may be used by the
school in developing a unit of instruction under this Section.
 However, each
school board shall determine the minimum amount of instructional time that
shall qualify as a unit of instruction satisfying the requirements of this
Section.
(Source: P.A. 95-331, eff. 8-21-07.)
(105 ILCS 5/27-23.6)
(Text of Section before amendment by P.A. 103-542)
Sec. 27-23.6. Anti-bias education.
(a) The General Assembly finds that there is a significant increase in violence in the schools and that much of that violence is the result of intergroup tensions. The General Assembly further finds that anti-bias education and intergroup conflict resolution are effective methods for preventing violence and lessening tensions in the schools and that these methods are most effective when they are respectful of individuals and their divergent viewpoints and religious beliefs, which are protected by the First Amendment to the Constitution of the United States.
(b) Beginning with the 2002-2003 school year, public elementary and secondary schools may incorporate activities to address intergroup conflict, with the objectives of improving intergroup relations on and beyond the school campus, defusing intergroup tensions, and promoting peaceful resolution of conflict. The activities must be respectful of individuals and their divergent viewpoints and religious beliefs, which are protected by the First Amendment to the Constitution of the United States. Such activities may include, but not be limited to, instruction and teacher training programs.
(c) A school board that adopts a policy to incorporate activities to address intergroup conflict as authorized under subsection (b) of this Section shall make information available to the public that describes the manner in which the board has implemented the authority granted to it in this Section. The means for disseminating this information (i) shall include posting the information on the school district's Internet web site, if any, and making the information available, upon request, in district offices, and (ii) may include without limitation incorporating the information in a student handbook and including the information in a district newsletter.
(Source: P.A. 92-763, eff. 8-6-02.)
(Text of Section after amendment by P.A. 103-542)
Sec. 27-23.6. Anti-bias education.
(a) The General Assembly finds that there is a significant increase in violence in the schools and that much of that violence is the result of intergroup tensions. The General Assembly further finds that anti-bias education and intergroup conflict resolution are effective methods for preventing violence and lessening tensions in the schools and that these methods are most effective when they are respectful of individuals and their divergent viewpoints and religious beliefs, which are protected by the First Amendment to the Constitution of the United States.
(b) Beginning with the 2002-2003 school year, public elementary and secondary schools may incorporate activities to address intergroup conflict, with the objectives of improving intergroup relations on and beyond the school campus, defusing intergroup tensions, and promoting peaceful resolution of conflict. The activities must be respectful of individuals and their divergent viewpoints and religious beliefs, which are protected by the First Amendment to the Constitution of the United States.
(c) A school board that adopts a policy to incorporate activities to address intergroup conflict as authorized under subsection (b) of this Section shall make information available to the public that describes the manner in which the board has implemented the authority granted to it in this Section. The means for disseminating this information (i) shall include posting the information on the school district's Internet web site, if any, and making the information available, upon request, in district offices, and (ii) may include without limitation incorporating the information in a student handbook and including the information in a district newsletter.
(Source: P.A. 103-542, eff. 7-1-24 (see Section 905 of P.A. 103-563 for effective date of P.A. 103-542).)
(105 ILCS 5/27-23.7)
Sec. 27-23.7. Bullying prevention.
(a)  The General Assembly finds that a safe and civil school environment is necessary for students to learn and achieve and that bullying causes physical, psychological, and emotional harm to students and interferes with students' ability to learn and participate in school activities. The General Assembly further finds that bullying has been linked to other forms of antisocial behavior, such as vandalism, shoplifting, skipping and dropping out of school, fighting, using drugs and alcohol, sexual harassment, and sexual violence. Because of the negative outcomes associated with bullying in schools, the General Assembly finds that school districts, charter schools, and non-public, non-sectarian elementary and secondary schools should educate students, parents, and school district, charter school, or non-public, non-sectarian elementary or secondary school personnel about what behaviors constitute prohibited bullying.
Bullying on the basis of actual or perceived race, color, religion, sex, national origin, ancestry, physical appearance, socioeconomic status, academic status, pregnancy, parenting status, homelessness, age, marital status, physical or mental disability, military status, sexual orientation, gender-related identity or expression, unfavorable discharge from military service, association with a person or group with one or more of the aforementioned actual or perceived characteristics, or any other distinguishing characteristic is prohibited in all school districts, charter schools, and non-public, non-sectarian elementary and secondary schools.

No student shall be subjected to bullying:
(1) during any school-sponsored education program or     activity;
(2) while in school, on school property, on school     buses or other school vehicles, at designated school bus stops waiting for the school bus, or at school-sponsored or school-sanctioned events or activities;
(3) through the transmission of information from a     school computer, a school computer network, or other similar electronic school equipment; or
(4) through the transmission of information from a     computer that is accessed at a nonschool-related location, activity, function, or program or from the use of technology or an electronic device that is not owned, leased, or used by a school district or school if the bullying causes a substantial disruption to the educational process or orderly operation of a school. This item (4) applies only in cases in which a school administrator or teacher receives a report that bullying through this means has occurred and does not require a district or  school to staff or monitor any nonschool-related activity, function, or program.
(a-5) Nothing in this Section is intended to infringe upon any right to exercise free expression or the free exercise of religion or religiously based views protected under the First Amendment to the United States Constitution or under Section 3 of Article I of the Illinois Constitution.
(b)  In this Section:
"Bullying" includes "cyber-bullying" and means any severe or pervasive physical or verbal act or conduct, including communications made in writing or electronically, directed toward a student or students that has or can be reasonably predicted to have the effect of one or more of the following:
(1) placing the student or students in reasonable     fear of harm to the student's or students' person or property;
(2) causing a substantially detrimental effect on the     student's or students' physical or mental health;
(3) substantially interfering with the student's or     students' academic performance; or
(4) substantially interfering with the student's or     students' ability to participate in or benefit from the services, activities, or privileges provided by a school.
Bullying, as defined in this subsection (b), may take various forms, including without limitation one or more of the following: harassment, threats, intimidation, stalking, physical violence, sexual harassment, sexual violence, theft, public humiliation, destruction of property, or retaliation for asserting or alleging an act of bullying. This list is meant to be illustrative and non-exhaustive.
"Cyber-bullying" means bullying through the use of technology or any electronic communication, including without limitation any transfer of signs, signals, writing, images, sounds, data, or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic system, photoelectronic system, or photooptical system, including without limitation electronic mail, Internet communications, instant messages, or facsimile communications.  "Cyber-bullying" includes the creation of a webpage or weblog in which the creator assumes the identity of another person or the knowing impersonation of another person as the author of posted content or messages if the creation or impersonation creates any of the effects enumerated in the definition of bullying in this Section. "Cyber-bullying" also includes the distribution by electronic means of a communication to more than one person or the posting of  material on an electronic medium that may be accessed by one or  more persons if the distribution or posting creates any of the effects enumerated in the definition of bullying in this Section.
"Policy on bullying" means a bullying prevention policy that meets the following criteria:
(1) Includes the bullying definition provided in this     Section.
(2) Includes a statement that bullying is contrary to     State law and the policy of the school district, charter school,  or non-public, non-sectarian elementary or secondary school and is consistent with subsection (a-5) of this Section.
(3) Includes procedures for promptly reporting     bullying, including, but not limited to, identifying and providing the school e-mail address (if applicable) and school telephone number for the staff person or persons responsible for receiving such reports and a procedure for anonymous reporting; however, this shall not be construed to permit formal disciplinary action solely on the basis of an anonymous report.
(4) Consistent with federal and State laws and rules     governing student privacy rights, includes procedures for informing parents or guardians of all students involved in the alleged incident of bullying within 24 hours after the school's  administration is made aware of the students' involvement in the incident and discussing, as appropriate, the availability of social work services, counseling, school psychological services, other interventions, and restorative measures. The school shall make diligent efforts to notify a parent or legal guardian, utilizing all contact information the school has available or that can be reasonably obtained by the school within the 24-hour period.
(5) Contains procedures for promptly investigating     and addressing reports of bullying, including  the following:
(A) Making all reasonable efforts to complete the         investigation within 10 school days  after the date the report of the incident of bullying was received and taking into consideration additional relevant information received during the course of the investigation about the reported incident of bullying.
(B) Involving appropriate school support         personnel and other staff persons with knowledge, experience, and training on bullying prevention, as deemed appropriate, in the investigation process.
(C) Notifying the principal or school         administrator or his or her designee of the report of the incident of bullying as soon as possible after the report is received.
(D) Consistent with federal and State laws and         rules governing student privacy rights, providing parents and guardians of the students who are parties to the investigation information about the investigation and an opportunity to meet with the principal or school administrator or his or her designee to discuss the investigation, the findings of the investigation, and the actions taken to address the reported incident of bullying.
(6) Includes the interventions that can be taken to     address bullying, which may include, but are not limited to, school social work services, restorative measures, social-emotional skill building, counseling, school psychological services, and community-based services.
(7) Includes a statement prohibiting reprisal or     retaliation against any person who reports an act of bullying and the consequences and appropriate remedial actions for a person who engages in reprisal or retaliation.
(8) Includes consequences and appropriate remedial     actions for a person found to have falsely accused another of bullying as a means of retaliation or  as a means of bullying.
(9)  Is based on the engagement of a range of school     stakeholders, including students and parents or guardians.
(10) Is posted on the school district's, charter     school's, or non-public, non-sectarian elementary or secondary school's existing, publicly accessible Internet website, is included in the student handbook, and, where applicable, posted where other policies, rules, and standards of conduct are currently posted in the school and provided periodically throughout the school year to students and faculty, and is distributed annually to parents, guardians, students, and school personnel, including new employees when hired.
(11) As part of the process of reviewing and     re-evaluating the policy under subsection (d) of this Section,  contains a policy evaluation process to assess the outcomes and effectiveness of the policy  that includes, but is not limited to, factors such as the frequency of victimization; student, staff, and family observations of safety at a school; identification of areas of a school where bullying occurs; the types of bullying utilized; and bystander intervention or participation.  The school district, charter school, or non-public, non-sectarian elementary or secondary school may use relevant data and information it already collects for other purposes in the policy evaluation.  The information developed as a result of the policy evaluation must be made available on the Internet website of the school district, charter school, or non-public, non-sectarian elementary or secondary school.   If an Internet website is not available, the information must be provided to school administrators, school board members, school personnel, parents, guardians, and students.
(12) Is consistent with the policies of the school     board, charter school, or non-public, non-sectarian elementary or secondary school.
(13) Requires all individual instances of bullying,     as well as all threats, suggestions, or instances of self-harm determined to be the result of bullying, to be reported to the parents or legal guardians of those involved under the guidelines provided in paragraph (4) of this definition.
"Restorative measures" means a continuum of school-based alternatives to exclusionary discipline, such as suspensions and expulsions, that: (i) are adapted to the particular needs of the school and community, (ii) contribute to maintaining school safety, (iii) protect the integrity of a positive and productive learning climate, (iv) teach students the personal and interpersonal skills they will need to be successful in school and society, (v) serve to build and restore relationships among students, families, schools, and communities, (vi) reduce the likelihood of future disruption by balancing accountability with an understanding of students' behavioral health needs in order to keep students in school, and (vii) increase student accountability if the incident of bullying is based on religion, race, ethnicity, or any other category that is identified in the Illinois Human Rights Act.
"School personnel" means persons employed by, on contract with, or who volunteer in a school district, charter school, or non-public, non-sectarian elementary or secondary school, including without limitation school and school district administrators, teachers, school social workers, school counselors, school psychologists, school nurses, cafeteria workers, custodians, bus drivers, school resource officers, and security guards.
(c)  (Blank).
(d)   Each school district, charter school, and non-public, non-sectarian elementary or secondary school shall  create, maintain, and implement a policy on bullying, which policy must be filed with the State Board of Education. The policy on bullying shall be based on the State Board of Education's template for a model bullying prevention policy under subsection (h) and shall include the criteria set forth in the definition of "policy on bullying". The policy or implementing procedure shall include a process to investigate whether a reported act of bullying is within the permissible scope of the district's or school's jurisdiction and shall require that the district or school provide the victim with information regarding services that are available within the district and community, such as counseling, support services, and other programs. School personnel available for help with a bully or to make a report about bullying shall be made known to parents or legal guardians, students, and school personnel. Every 2 years, each school district, charter school, and non-public, non-sectarian elementary or secondary school shall conduct a review and re-evaluation of its policy and make any necessary and appropriate revisions. No later than September 30 of the subject year, the policy must be filed with the State Board of Education after being updated. The State Board of Education shall monitor and provide technical support for the implementation of policies created under this subsection (d). In monitoring the implementation of the policies, the State Board of Education shall review each filed policy on bullying to ensure all policies meet the requirements set forth in this Section, including ensuring that each policy meets the 12 criterion identified within the definition of "policy on bullying" set forth in this Section.
If a school district, charter school, or non-public, non-sectarian elementary or secondary school fails to file a policy on bullying by September 30 of the subject year, the State Board of Education shall provide a written request for filing to the school district, charter school, or non-public, non-sectarian elementary or secondary school. If a school district, charter school, or non-public, non-sectarian elementary or secondary school fails to file a policy on bullying within 14 days of receipt of the aforementioned written request, the State Board of Education shall publish notice of the non-compliance on the State Board of Education's website.
Each school district, charter school, and non-public, non-sectarian elementary or secondary school may provide evidence-based professional development and youth programming on bullying prevention that is consistent with the provisions of this Section.
(e) This Section shall not be interpreted to prevent a victim from seeking redress under any other available civil or criminal law.
(f) School districts, charter schools, and non-public, non-sectarian elementary and secondary schools shall collect, maintain, and submit to the State Board of Education non-identifiable data regarding verified allegations of bullying within the school district, charter school, or non-public, non-sectarian elementary or secondary school. School districts, charter schools, and non-public, non-sectarian elementary and secondary schools must submit such data in an annual report due to the State Board of Education no later than August 15 of each year starting with the 2024-2025 school year through the 2030-2031 school year. The State Board of Education shall adopt rules for the submission of data        that includes, but is not limited to: (i) a record of each verified allegation of bullying and action taken; and (ii) whether the instance of bullying was based on actual or perceived characteristics identified in subsection (a) and, if so, lists the relevant characteristics. The rules for the submission of data shall be consistent with federal and State laws and rules governing student privacy rights, including, but not limited to, the federal Family Educational Rights and Privacy Act of 1974 and the Illinois School Student Records Act,  which shall include, without limitation, a record of each complaint and action taken. The State Board of Education shall adopt rules regarding the notification of school districts, charter schools, and non-public, non-sectarian elementary and secondary schools that fail to comply with the requirements of this subsection.
(g) Upon the request of a parent or legal guardian of a child enrolled in a school district, charter school, or non-public, non-sectarian elementary or secondary school within this State, the State Board of Education must provide non-identifiable data on the number of bullying allegations and incidents in a given year in the school district, charter school, or non-public, non-sectarian elementary or secondary school to the requesting parent or legal guardian. The State Board of Education shall adopt rules regarding (i) the handling of such data, (ii) maintaining the privacy of the students and families involved, and (iii) best practices for sharing numerical data with parents and legal guardians.
(h) By January 1, 2024, the State Board of Education shall post on its Internet website a template for a model bullying prevention policy.
(i) The Illinois Bullying and Cyberbullying Prevention Fund is created as a special fund in the State treasury. Any moneys appropriated to the Fund may be used, subject to appropriation, by the State Board of Education for the purposes of subsection (j).
(j) Subject to appropriation, the State Superintendent of Education may provide a grant to a school district, charter school, or non-public, non-sectarian elementary or secondary school to support its anti-bullying programming. Grants may be awarded from the Illinois Bullying and Cyberbullying Prevention Fund. School districts, charter schools, and non-public, non-sectarian elementary or secondary schools that are not in compliance with subsection (f) are not eligible to receive a grant from the Illinois Bullying and Cyberbullying Prevention Fund.
(Source: P.A. 102-197, eff. 7-30-21; 102-241, eff. 8-3-21; 102-813, eff. 5-13-22; 102-894, eff. 5-20-22; 103-47, eff. 6-9-23.)
(105 ILCS 5/27-23.8)
Sec. 27-23.8. Disability history and awareness.
(a)  A school district shall provide instruction on disability history, people with disabilities, and the disability rights movement. Instruction may be included in those courses that the school district chooses.  This instruction must be founded on the principle that all students, including students with disabilities, have the right to exercise self-determination. When possible, individuals with disabilities should be incorporated into the development and delivery of this instruction.  This instruction may be supplemented by knowledgeable guest speakers from the disability community.  A school board may collaborate with community-based organizations, such as centers for independent living, parent training and information centers, and other consumer-driven groups, and disability membership organizations in creating this instruction.
(b)  The State Board of Education may prepare and make available to all school boards resource materials that may be used as guidelines for the development of instruction for disability history and awareness under this Section.
(c)  Each school board shall determine the minimum amount of instructional time required under this Section.
(d)  The regional superintendent of schools shall monitor a school district's compliance with this Section's curricular requirement during his or her annual compliance visit.
(Source: P.A. 96-191, eff. 1-1-10.)
(105 ILCS 5/27-23.9)
Sec. 27-23.9. (Repealed).
(Source: P.A. 96-952, eff. 6-28-10. Repealed internally, eff. 3-2-11.)
(105 ILCS 5/27-23.10)
(Text of Section before amendment by P.A. 103-542)
Sec. 27-23.10. Gang resistance education and training.
(a) The General Assembly finds that the instance of youth delinquent gangs continues to rise on a statewide basis. Given the higher rates of criminal offending among gang members, as well as the availability of increasingly lethal weapons, the level of criminal activity by gang members has taken on new importance for law enforcement agencies, schools, the community, and prevention efforts.
(b) As used in this Section:
"Gang resistance education and training" means and includes instruction in, without limitation, each of the following subject matters when accompanied by a stated objective of reducing gang activity and educating children in grades K through 12 about the consequences of gang involvement:
(1) conflict resolution;
(2) cultural sensitivity;
(3) personal goal setting; and
(4) resisting peer pressure.
(c) Each school district and non-public, non-sectarian elementary or secondary school in this State may make suitable provisions for instruction in gang resistance education and training in all grades and include that instruction in the courses of study regularly taught in those grades. For the purposes of gang resistance education and training, a school board or the governing body of a non-public, non-sectarian elementary or secondary school must collaborate with State and local law enforcement agencies. The State Board of Education may assist in the development of instructional materials and teacher training in relation to gang resistance education and training.
(Source: P.A. 96-952, eff. 6-28-10.)
(Text of Section after amendment by P.A. 103-542)
Sec. 27-23.10. Gang resistance education and training.
(a) The General Assembly finds that the instance of youth delinquent gangs continues to rise on a statewide basis. Given the higher rates of criminal offending among gang members, as well as the availability of increasingly lethal weapons, the level of criminal activity by gang members has taken on new importance for law enforcement agencies, schools, the community, and prevention efforts.
(b) As used in this Section:
"Gang resistance education and training" means and includes instruction in, without limitation, each of the following subject matters when accompanied by a stated objective of reducing gang activity and educating children in grades K through 12 about the consequences of gang involvement:
(1) conflict resolution;
(2) cultural sensitivity;
(3) personal goal setting; and
(4) resisting peer pressure.
(c) Each school district and non-public, non-sectarian elementary or secondary school in this State may make suitable provisions for instruction in gang resistance education in all grades and include that instruction in the courses of study regularly taught in those grades. For the purposes of gang resistance education, a school board or the governing body of a non-public, non-sectarian elementary or secondary school must collaborate with State and local law enforcement agencies. The State Board of Education may assist in the development of instructional materials and teacher training in relation to gang resistance education and training.
(Source: P.A. 103-542, eff. 7-1-24 (see Section 905 of P.A. 103-563 for effective date of P.A. 103-542).)
(105 ILCS 5/27-23.11)
Sec. 27-23.11. Traffic injury prevention; policy. The school board of a school district that maintains any of grades kindergarten through 8 shall adopt a policy on educating students on the effective methods of preventing and avoiding traffic injuries related to walking and bicycling, which education must be made available to students in grades kindergarten through 8.
(Source: P.A. 100-1056, eff. 8-24-18; 101-81, eff. 7-12-19.)
(105 ILCS 5/27-23.12)
Sec. 27-23.12. Emotional Intelligence and Social and Emotional Learning Task Force. The Emotional Intelligence and Social and Emotional Learning Task Force is created to develop assessment guidelines and best practices on emotional intelligence and social and emotional learning, including strategies and instruction to address the needs of students with anger management issues.   The Task Force shall consist of the State Superintendent of Education or his or her designee and all of the following members, appointed by the State Superintendent:
(1)  A representative of a school district organized     under Article 34 of this Code.
(2)  A representative of a statewide organization     representing school boards.
(3)  A representative of a statewide organization     representing individuals holding professional educator licenses with school support personnel endorsements under Article 21B of this Code, including school social workers, school psychologists, and school nurses.
(4) A representative of a statewide organization     representing children's mental health experts.
(5) A  representative of a statewide organization     representing school principals.
(6) An employee of a school under Article 13A of this     Code.
(7) A school psychologist employed by a school      district in Cook County.
(8)  Representatives of other appropriate State     agencies, as determined by the State Superintendent.
Members appointed by the State Superintendent shall serve without compensation but shall be reimbursed for their reasonable and necessary expenses from funds appropriated to the State Board of Education for that purpose, including travel, subject to the rules of the appropriate travel control board. The Task Force shall meet at the call of the State Superintendent.  The State Board of Education shall provide administrative and other support to the Task Force.
The Task Force shall develop age-appropriate, emotional intelligence and social and emotional learning assessment guidelines and best practices for elementary schools and high schools.  The guidelines shall, at a minimum, include teaching how to recognize, direct, and positively express emotions.  The Task Force must also make recommendations on the funding of appropriate services and the availability of sources of funding, including, but not limited to, federal funding, to address social and emotional learning. The Task Force shall complete the guidelines and recommendations on or before March 1, 2020.  Upon completion of the guidelines and recommendations the Task Force is dissolved.
(Source: P.A. 101-81, eff. 7-12-19; 101-498, eff. 6-1-20; 102-894, eff. 5-20-22.)
(105 ILCS 5/27-23.13)
Sec. 27-23.13. Hunting safety. A school district may offer its students a course on hunting safety as part of its curriculum during the school day or as part of an after-school program. The State Board of Education may prepare and make available to school boards resources on hunting safety that may be used as guidelines for the development of a course under this Section.
(Source: P.A. 101-152, eff. 7-26-19; 102-558, eff. 8-20-21.)
(105 ILCS 5/27-23.14)
Sec. 27-23.14. Workplace preparation course. A school district that maintains any of grades 9 through 12 may include in its high school curriculum a unit of instruction on workplace preparation that covers legal protections in the workplace, including protection against sexual harassment and racial and other forms of discrimination and other protections for employees. A school board may determine the minimum amount of instruction time that qualifies as a unit of instruction under this Section.
(Source: P.A. 101-347, eff. 1-1-20; 102-558, eff. 8-20-21.)
(105 ILCS 5/27-23.15)
Sec. 27-23.15. Computer science.
(a) In this Section, "computer science" means the study of computers and algorithms, including their principles, their hardware and software designs, their implementation, and their impact on society. "Computer science" does not include the study of everyday uses of computers and computer applications, such as keyboarding or accessing the Internet.
(b) Beginning with the 2023-2024 school year, the school board of a school district that maintains any of grades 9 through 12 shall provide an opportunity for every high school student to take at least one computer science course aligned to rigorous learning standards of the State Board of Education.
(Source: P.A. 101-654, eff. 3-8-21; 102-813, eff. 5-13-22.)
(105 ILCS 5/27-23.16)
Sec. 27-23.16. Study of the process of naturalization. Every public high school may include in its curriculum a unit of instruction about the process of naturalization by which a foreign citizen or foreign national becomes a U.S. citizen. The course of instruction shall include content from the components of the naturalization test administered by the U.S. Citizenship and Immigration Services. Each school board shall determine the minimum amount of instructional time under this Section.
(Source: P.A. 102-472, eff. 8-20-21; 102-813, eff. 5-13-22.)
(105 ILCS 5/27-24) (from Ch. 122, par. 27-24)
Sec. 27-24. Short title. Sections 27-24 through 27-24.10 of this Article are known and may be
cited as the Driver Education Act.
(Source: P.A. 98-756, eff. 7-16-14.)
(105 ILCS 5/27-24.1) (from Ch. 122, par. 27-24.1)
Sec. 27-24.1. Definitions. As used in the Driver Education Act unless the context otherwise
requires:
"State Board" means the State Board of Education.
"Driver education course" and "course" means a course of instruction
in the use and operation of cars, including instruction in the safe
operation of cars and rules of the road, the laws of this State
relating to motor vehicles, and law enforcement procedures during traffic stops, including appropriate interactions with law enforcement officers, which meets the minimum requirements of this
Act and the rules and regulations issued thereunder by the
State Board and has been approved by the State
Board as meeting
such requirements.
"Car" means a motor vehicle of the first division as defined in the
Illinois Vehicle Code.
"Motorcycle" or "motor driven cycle" means such a vehicle as defined
in the Illinois Vehicle Code.
"Driver's license" means any license or permit issued by the
Secretary of State under Chapter 6 of the Illinois Vehicle Code.
"Distance learning program" means a  program of study in which all participating teachers and students do not physically meet in the classroom and instead use the Internet, email, or any other method other than the classroom to provide instruction.
With reference to persons, the singular number includes the plural
and vice versa, and the masculine gender includes the feminine.
(Source: P.A. 101-183, eff. 8-2-19; 102-455, eff. 1-1-22; 102-558, eff. 8-20-21.)
(105 ILCS 5/27-24.2) (from Ch. 122, par. 27-24.2)
Sec. 27-24.2. Safety education; driver education course. Instruction shall be given in safety education in each of grades one through 8, equivalent to one class period each week, and any school district which maintains
grades 9 through 12 shall offer a driver education course in any such school
which it operates. Its curriculum shall include content dealing with Chapters 11, 12, 13, 15, and 16 of the Illinois Vehicle Code, the rules adopted pursuant to those Chapters insofar as they pertain to the operation of motor vehicles, and the portions of the Litter Control Act relating to the operation of motor vehicles.  The course of instruction given in grades 10 through 12 shall include an emphasis on the development of knowledge, attitudes, habits, and skills necessary for the safe operation of motor vehicles, including motorcycles insofar as they can be taught in the classroom, and instruction on distracted driving as a major traffic safety issue.  In addition, the course shall include instruction on special hazards existing at and required safety and driving precautions that must be observed at emergency situations, highway construction and maintenance zones, and railroad crossings and the approaches thereto. Beginning with the 2017-2018 school year, the course shall also include instruction concerning law enforcement procedures for traffic stops, including a demonstration of the proper actions to be taken during a traffic stop and appropriate interactions with law enforcement.  The course of instruction required of each eligible student at the high school level shall consist of a minimum of 30 clock hours of classroom instruction and a minimum of 6 clock hours of individual behind-the-wheel instruction in a dual control car on public roadways taught by a driver education instructor endorsed by the State Board of Education. A school district's decision to allow a student to take a portion of the driver education course through a distance learning program must be determined on a case-by-case basis and must be approved by the school's administration, including the student's driver education teacher, and the student's parent or guardian. Under no circumstances may the student take the entire driver education course through a distance learning program. Both the classroom instruction part and the practice driving
part of  a driver education course shall be open to a resident or
non-resident student attending a non-public school in the district wherein the
course is offered. Each student attending any public or non-public high school
in the district must receive a passing grade in at least 8 courses during the
previous 2 semesters prior to enrolling in a driver education course, or the
student shall not be permitted to enroll in the course; provided that the local
superintendent of schools (with respect to a student attending a public high
school in the district) or chief school administrator (with respect to a
student attending a non-public high school in the district) may waive the
requirement if the superintendent or chief school administrator, as the case
may be, deems it to be in the best interest of the student. A student may be allowed to commence the
classroom instruction part of such driver education course prior to reaching
age 15 if such student then will be eligible to complete the entire course
within 12 months after being allowed to commence such classroom instruction.
A school district may offer a driver education course in a school by contracting with a commercial driver training school to provide both the classroom instruction part and the practice driving part or either one without having to request a modification or waiver of administrative rules of the State Board of Education if the school district approves the action during a public hearing on whether to enter into a contract with a commercial driver training school. The public hearing shall be held at a regular or special school board meeting prior to entering into such a contract.  If a school district chooses to approve a contract with a commercial driver training school, then the district must provide evidence to the State Board of Education that the commercial driver training school with which it will contract holds a license issued by the Secretary of State under Article IV of Chapter 6 of the Illinois Vehicle Code and that each instructor employed by the commercial driver training school to provide instruction to students served by the school district holds a valid teaching license issued under the requirements of this Code and rules of the State Board of Education.  Such evidence must include, but need not be limited to, a list of each instructor assigned to teach students served by the school district, which list shall include the instructor's name, personal identification number as required by the State Board of Education, birth date, and driver's license number. Once the contract is entered into, the school district shall notify the State Board of Education of any changes in the personnel providing instruction either (i) within  15 calendar days after an instructor leaves the program or (ii) before a new instructor is hired.  Such notification shall include the instructor's name, personal identification number as required by the State Board of Education, birth date, and driver's license number.   If the school district maintains an Internet website, then the district shall post a copy of the final contract between the district and the commercial driver training school on the district's Internet website. If no Internet website exists, then the school district shall make available the contract upon request. A record of all materials in relation to the contract must be maintained by the school district and made available to parents and guardians upon request. The instructor's date of birth and driver's license number and any other personally identifying information as deemed by the federal Driver's Privacy Protection Act of 1994 must be redacted from any public materials.
Such a course may be commenced immediately after the completion of a prior
course. Teachers of such courses shall meet the licensure requirements of
this Code and regulations of the State Board as to qualifications. Except for a contract with a Certified Driver Rehabilitation Specialist, a school district that contracts with a third party to teach a driver education course under this Section must ensure the teacher meets the educator licensure and endorsement requirements under Article 21B and must follow the same evaluation and observation requirements that apply to non-tenured teachers under Article 24A. The teacher evaluation must be conducted by a school administrator employed by the school district and must be submitted annually to the district superintendent and all school board members for oversight purposes.
Subject to rules of the State Board of Education, the school district may charge a reasonable fee, not to exceed $50, to students who participate in the course, unless a student is unable to pay for such a course, in which event the fee for such a student must be waived.  However, the district may increase this fee to an amount not to exceed $250 by school board resolution following a public hearing on the increase, which increased fee must be waived for students who participate in the course and are unable to pay for the course. The total amount from driver education fees and reimbursement from the State for driver education must not exceed the total cost of the driver education program in any year and must be deposited into the school district's driver education fund as a separate line item budget entry.  All moneys deposited into the school district's driver education fund must be used solely for the funding of a high school driver education program approved by the State Board of Education that uses driver education instructors endorsed by the State Board of Education.
(Source: P.A. 101-183, eff. 8-2-19; 101-450, eff. 8-23-19; 102-558, eff. 8-20-21.)
(105 ILCS 5/27-24.2a)
Sec. 27-24.2a. Non-public school driver education course. Beginning with the 2017-2018 school year, any non-public school's driver education course shall include instruction concerning law enforcement procedures for traffic stops, including a demonstration of the proper actions to be taken during a traffic stop and appropriate interactions with law enforcement.
(Source: P.A. 99-720, eff. 1-1-17.)
(105 ILCS 5/27-24.3) (from Ch. 122, par. 27-24.3)
Sec. 27-24.3. Reimbursement. In order for the school district to receive reimbursement from the
State as hereinafter provided, the driver education course offered in
its schools shall consist of at least 30 clock hours of classroom
instruction and, subject to modification as hereinafter allowed, at
least 6 clock hours of practice driving in a car having dual operating
controls under direct individual instruction.
(Source: P.A. 95-310, eff. 7-1-08.)
(105 ILCS 5/27-24.4) (from Ch. 122, par. 27-24.4)
Sec. 27-24.4. Reimbursement amount.
(a) Each school district shall be entitled
to reimbursement for each student who finishes either the classroom instruction
part or the practice driving part of a
driver education course that meets the minimum requirements of this Act.
  Reimbursement under this Act is payable from
the Drivers Education Fund in the State treasury.
Each year all funds appropriated from the Drivers

Education Fund to the
State Board of Education, with the exception of those funds necessary for
administrative purposes of the State Board of Education, shall be distributed
 in the manner provided in this paragraph to school districts by the State Board of Education for reimbursement of
claims from the previous school year. As soon as may be after each quarter of the year, if moneys are available in the Drivers

Education Fund in the State treasury for payments under this Section, the State Comptroller shall draw his or her warrants upon the State Treasurer as directed by the State Board of Education.  The warrant for each quarter shall be in an amount equal to one-fourth of the total amount to be distributed to school districts for the year.  Payments shall be made to school districts as soon as may be after receipt of the warrants.
The base reimbursement amount shall be calculated by the State Board by
dividing the total amount appropriated for distribution by the total of:
(a) the number of students who have completed the classroom instruction
part for whom valid claims have been made times 0.2; plus (b) the number
of students who have
completed the practice driving instruction part for whom valid claims have
been made times 0.8.
The amount of reimbursement to be distributed on each claim shall be 0.2
times the base reimbursement amount for each validly claimed student who
has completed the classroom instruction part, plus 0.8 times the base reimbursement
amount for each validly claimed student who has completed the practice driving
instruction part.
(b) The school district which is the residence of
a student who attends a nonpublic school in another district that has furnished the driver
education course shall reimburse the district offering the course, the
difference between the actual per capita cost of giving the course the
previous school year and the amount reimbursed by the State, which, for purposes of this subsection (b), shall be referred to as "course cost". If the course cost offered by the student's resident district is less than the course cost of the course in the district where the nonpublic school is located, then the student is responsible for paying the district that furnished the course the difference between the 2 amounts.  If a nonpublic school student chooses to attend a driver's education course in a school district besides the district where the nonpublic school is located, then the student is wholly responsible for the course cost; however, the nonpublic school student may take the course in his or her resident district on the same basis as public school students who are enrolled in that district.
By April 1 the
nonpublic school shall notify the district offering the course of the
names and district numbers of the nonresident students desiring to take
such course the next school year. The district offering such course shall
notify the district of residence of those students affected by April 15.
The school district furnishing the course may claim the nonresident student
for the purpose of making a claim for State reimbursement under this Act.
(Source: P.A. 96-734, eff. 8-25-09; 97-1025, eff. 1-1-13.)
(105 ILCS 5/27-24.5) (from Ch. 122, par. 27-24.5)
Sec. 27-24.5. Submission of claims. The district shall report on forms prescribed
by the State Board, on an ongoing basis, a list of students by name, birth date
and sex, with the date
the
behind-the-wheel instruction or the classroom instruction or both were
completed
and with the
status of the course completion.
The State shall not reimburse any district for any student
who has
repeated any part of the course more than once or who did not meet the age
requirements of
this Act during the period that the student was instructed
in any part of the drivers education course.
(Source: P.A. 96-734, eff. 8-25-09.)
(105 ILCS 5/27-24.6) (from Ch. 122, par. 27-24.6)
Sec. 27-24.6. Attendance records. The school board shall require the teachers of drivers education courses
to keep daily attendance records for students attending such courses in the
same manner as is prescribed in Section 24-18 of this Act and such records
shall be used to prepare and certify claims made under the Driver Education
Act. Claims for reimbursement shall be made under oath or affirmation of
the chief school administrator for the district employed by the school
board
or authorized driver education personnel employed by the school board.
Whoever submits a false claim under the Driver Education Act or makes a
false record upon which a claim is based shall be fined in an amount equal
to the sum falsely claimed.
(Source: P.A. 96-734, eff. 8-25-09.)
(105 ILCS 5/27-24.7) (from Ch. 122, par. 27-24.7)
Sec. 27-24.7. 
		School code to apply.
The provisions of this Act not inconsistent with the provisions of the
Driver Education Act shall apply to the conduct of instruction offered by a
school district under the provisions of the Driver Education Act.
(Source: Laws 1961, p. 31.)
(105 ILCS 5/27-24.8) (from Ch. 122, par. 27-24.8)
Sec. 27-24.8. 
		Rules and regulations. 
		The State Board may promulgate rules and regulations not
inconsistent with the provisions of the Driver Education Act for the
administration of the Driver Education Act.
(Source: P.A. 81-1508.)
(105 ILCS 5/27-24.9)
Sec. 27-24.9. Driver education standards. The State Board of Education, in consultation with the Secretary of State, an association representing teachers of driver education, students, education practitioners, including, but not limited to, teachers in colleges of education, administrators, and regional superintendents of schools, shall adopt rigorous learning standards for the classroom and laboratory phases of driver education for novice teen drivers under the age of 18 years, including, but not limited to,  the Novice Teen Driver Education and Training Administrative Standards developed and written by the Association of National Stakeholders in Traffic Safety Education in affiliation with the National Highway Transportation Safety Administration. The national learning standards may be adapted to meet Illinois licensing and educational requirements, including classroom and behind-the-wheel hours and the cognitive, physiological, and psychological aspects of the safe operation of a motor vehicle and equipment of motor vehicles. As the national standards are updated, the Board shall update these learning standards.
(Source: P.A. 102-951, eff. 1-1-23.)
(105 ILCS 5/27-24.10)
Sec. 27-24.10. Cost report. The State Board of Education shall annually prepare a report to be posted on the State Board's Internet website that indicates the approximate per capita driver education cost for each school district required to provide driver education. This report, compiled each spring from data reported the previous school year, shall be computed from expenditure data for driver education submitted by school districts on the annual financial statements required pursuant to Section 3-15.1 of this Code and the number of students provided driver education for that school year, as required to be reported under Section 27-24.5 of this Code.
(Source: P.A. 97-1025, eff. 1-1-13.)
(105 ILCS 5/prec. Sec. 27-25 heading)
NUCLEAR ENERGY EDUCATION ACT
(Repealed)
(Source: Repealed by P.A. 95-793, eff. 1-1-09.)
(105 ILCS 5/27-25)
Sec. 27-25. (Repealed).
(Source: P.A. 76-1835. Repealed by P.A. 95-793, eff. 1-1-09.)
(105 ILCS 5/27-25.1)
Sec. 27-25.1. (Repealed).
(Source: P.A. 81-1508. Repealed by P.A. 95-793, eff. 1-1-09.)
(105 ILCS 5/27-25.2)
Sec. 27-25.2. (Repealed).
(Source: P.A. 81-1508. Repealed by P.A. 95-793, eff. 1-1-09.)
(105 ILCS 5/27-25.3)
Sec. 27-25.3. (Repealed).
(Source: P.A. 81-1508. Repealed by P.A. 95-793, eff. 1-1-09.)
(105 ILCS 5/27-25.4)
Sec. 27-25.4. (Repealed).
(Source: P.A. 81-1508. Repealed by P.A. 95-793, eff. 1-1-09.)
(105 ILCS 5/27-26)
Sec. 27-26. (Repealed).
(Source: P.A. 78-1245. Repealed by P.A. 94-600, eff. 8-16-05.)
(105 ILCS 5/27-27) (from Ch. 122, par. 27-27)
Sec. 27-27. 
		
		When school districts use a system of categorizing classes
of instruction by degree of difficulty and issues grades in accordance
therewith, identification of said system shall be reflected in the affected
students' class ranking and permanent records.
(Source: P.A. 81-707.)