Illinois Compiled Statutes
Information maintained by the Legislative Reference Bureau
Updating the database of the Illinois Compiled Statutes (ILCS) is an ongoing process. Recent laws may not yet be included in the ILCS database, but they are found on this site as Public Acts
soon after they become law. For information concerning the relationship between statutes and Public Acts, refer to the Guide
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SCHOOLS105 ILCS 5/27-22.3
(105 ILCS 5/) School Code.
(105 ILCS 5/27-22.3)
(from Ch. 122, par. 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
(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
(105 ILCS 5/27-22.05)
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
(105 ILCS 5/27-22.10)
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
(105 ILCS 5/27-23)
(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
(105 ILCS 5/27-23.1)
(from Ch. 122, par. 27-23.1)
(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
(2) Childbirth and child care.
(3) Family structure, function and management.
(4) Prenatal and postnatal care for mothers and
(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 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. 100-1043, eff. 8-23-18.)
105 ILCS 5/27-23.2
(105 ILCS 5/27-23.2)
(Source: P.A. 86-650. Repealed by P.A. 95-793, eff. 1-1-09.)
105 ILCS 5/27-23.3
(105 ILCS 5/27-23.3)
(from Ch. 122, par. 27-23.3)
Education in steroid abuse prevention.
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
(105 ILCS 5/27-23.4)
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
the courses of study regularly taught therein. School districts may give
regular school credit for satisfactory completion by the student of such
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
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
(Source: P.A. 97-87, eff. 7-8-11.)
105 ILCS 5/27-23.5
(105 ILCS 5/27-23.5)
Organ/tissue and blood donor and transplantation programs.
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
take or participate in instruction on
organ/tissue and blood donor and transplantation programs if a parent or
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
Red Cross, and Gift of Hope,
that may be used by the
school in developing a unit of instruction under this Section.
school board shall determine the minimum amount of instructional time that
shall qualify as a unit of instruction satisfying the requirements of this
(Source: P.A. 95-331, eff. 8-21-07.)
105 ILCS 5/27-23.6
(105 ILCS 5/27-23.6)
(a) The General Assembly finds that there is a significant increase in
the schools and that much of that violence is the result of intergroup
General Assembly further finds that anti-bias education and intergroup conflict
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
schools may incorporate activities to address intergroup conflict, with the
improving intergroup relations on and beyond the school campus, defusing
tensions, and promoting peaceful resolution of conflict.
The activities must be respectful of individuals and their divergent
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.)
105 ILCS 5/27-23.7
(105 ILCS 5/27-23.7)
(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, 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
(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
(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 promptly informing parents or guardians of all students involved in the alleged incident of bullying and discussing, as appropriate, the availability of social work services, counseling, school psychological services, other interventions, and restorative measures.
(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 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.
"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, and (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.
"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 guidance counselors, school social workers, school counselors, school psychologists, school nurses, cafeteria workers, custodians, bus drivers, school resource officers, and security guards.
(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 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. 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).
(e) This Section shall not be interpreted to prevent a victim from seeking redress under any other available civil or criminal law.
(Source: P.A. 99-78, eff. 7-20-15; 100-137, eff. 8-18-17.)
105 ILCS 5/27-23.8
(105 ILCS 5/27-23.8)
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
(105 ILCS 5/27-23.9)
(Source: P.A. 96-952, eff. 6-28-10. Repealed internally, eff. 3-2-11.)
105 ILCS 5/27-23.10
(105 ILCS 5/27-23.10)
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.)
105 ILCS 5/27-23.11
(105 ILCS 5/27-23.11)
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
(105 ILCS 5/27-23.12)
Emotional Intelligence and Social and Emotional Learning Task Force.
The Emotional Intelligence and Social and Emotional Learning Task Force is created to develop curriculum and assessment guidelines and best practices on emotional intelligence and social and emotional learning. 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
(7) A school psychologist employed by a school
(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 curriculum and 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 shall complete the guidelines on or before January 1, 2019. Upon completion of the guidelines the Task Force is dissolved.
(Source: P.A. 100-1139, eff. 11-28-18; 101-81, eff. 7-12-19.)
105 ILCS 5/27-24
(105 ILCS 5/27-24)
(from Ch. 122, par. 27-24)
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
(105 ILCS 5/27-24.1)
(from Ch. 122, par. 27-24.1)
As used in the Driver Education Act unless the context otherwise
"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 and the laws of this State
relating to motor vehicles, 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
"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.)
105 ILCS 5/27-24.2
(105 ILCS 5/27-24.2)
(from Ch. 122, par. 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.
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. 100-465, eff. 8-31-17; 101-183, eff. 8-2-19.)
105 ILCS 5/27-24.2a
(105 ILCS 5/27-24.2a)
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
(105 ILCS 5/27-24.3)
(from Ch. 122, par. 27-24.3)
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