(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.
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(2) Course material and instruction shall replicate
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| evidence-based or evidence-informed programs or substantially incorporate elements of evidence-based programs or evidence-informed programs or characteristics of effective programs.
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(3) Course material and instruction shall be
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| 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.
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(4) Course material and instruction shall be
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| accessible to students with disabilities, which may include the use of a modified curriculum, materials, instruction in alternative formats, assistive technology, and auxiliary aids.
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(5) Course material and instruction shall help
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| 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.
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(6) Course material and instruction shall provide
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| information to help students develop skills for developing healthy relationships and preventing and dealing with interpersonal violence and sexual violence.
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(7) Course material and instruction shall provide
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| information to help students safely use the Internet, including social media, dating or relationship websites or applications, and texting.
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(8) Course material and instruction shall provide
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| 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.
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(9) Course material and instruction shall include
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| 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.
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(10) Course material and instruction may not reflect
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| 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.
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(11) Course material and instruction may not employ
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(12) Course material and instruction shall be
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| inclusive of and may not be insensitive or unresponsive to the needs of survivors of interpersonal violence and sexual violence.
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(13) Course material and instruction may not
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| proselytize any religious doctrine.
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(14) Course material and instruction may not
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| 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).
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(15) Course material and instruction may not be
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| inconsistent with the ethical imperatives of medicine and public health.
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(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
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| and safety and comprehensive sexual health education is provided;
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(2) whether the instruction was provided by a teacher
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| in the school, a consultant, or a community group or organization and specify the name of the outside consultant, community group, or organization;
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(3) the number of students receiving instruction;
(4) the number of students excused from instruction;
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(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.)
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(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 |
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(2) Rewarding a school or teacher who wins or
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| achieves results at a certain level of success in a financial literacy competition.
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(3) Rewarding a student who wins or achieves
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| results at a certain level of success in a financial literacy competition.
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(4) Funding activities, including books, games,
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| field trips, computers, and other activities, related to financial literacy education.
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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
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(2) Rewarding a school or teacher who wins or
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| achieves results at a certain level of success in a financial literacy competition.
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(3) Rewarding a student who wins or achieves
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| results at a certain level of success in a financial literacy competition.
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(4) Funding activities, including books, games,
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| field trips, computers, and other activities, related to financial literacy education.
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(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.)
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(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.
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(2) The side effects and the risk factors of using
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| 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:
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(A) the lethal dose of fentanyl;
(B) how often fentanyl is placed in drugs
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| without a person's knowledge;
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(C) an explanation of what fentanyl does to a
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| person's body and the severity of fentanyl's addictive properties; and
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(D) how the consumption of fentanyl can lead to
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| hypoxia, as well as an explanation of what hypoxia precisely does to a person's body.
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(3) Details about the process of lacing fentanyl in
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| other drugs and why drugs get laced with fentanyl.
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(4) Details about how to detect fentanyl in drugs
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| and how to save someone from an overdose of fentanyl, which shall include:
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(A) how to buy and use fentanyl test strips;
(B) how to buy and use naloxone, either through
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| a nasal spray or an injection; and
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(C) how to detect if someone is overdosing on
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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
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(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 .)
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(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;
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(2) children have easy access to the Internet at
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| home, school, and public places;
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(3) the Internet is used by sexual predators and
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| other criminals to make initial contact with children and other vulnerable residents in Illinois; and
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(4) education is an effective method for preventing
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| children from falling prey to online predators, identity theft, and other dangers.
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(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
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| websites, chat rooms, electronic mail, bulletin boards, instant messaging, and other means of communication on the Internet.
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(2) Recognizing, avoiding, and reporting online
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| solicitations of students, their classmates, and their friends by sexual predators.
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(3) Risks of transmitting personal information on the
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(4) Recognizing and avoiding unsolicited or deceptive
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| communications received online.
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(5) Recognizing and reporting online harassment and
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(6) Reporting illegal activities and communications
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(7) Copyright laws on written materials, photographs,
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(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.)
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(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.
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(3) Three years of mathematics, one of which must be
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| 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.
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(3.5) For pupils entering the 9th grade in the
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| 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.
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(4) Two years of science.
(5) Two years of social studies, of which at least
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| 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.
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(6) One year chosen from (A) music, (B) art, (C)
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| 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).
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(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
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| 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.
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(3) Three years of mathematics, one of which must be
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| 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.
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(3.5) One year of a course that includes intensive
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| 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.
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(4) Two years of laboratory science.
(5) Two years of social studies, of which at least
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| 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.
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(6) One year chosen from (A) music, (B) art, (C)
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| 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).
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(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.)
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(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 |
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(2) Childbirth and child care.
(3) Family structure, function and management.
(4) Prenatal and postnatal care for mothers and
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(5) Prevention of child abuse.
(6) The physical, mental, emotional, social, economic
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| and psychological aspects of interpersonal and family relationships.
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(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
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(2) Childbirth and child care.
(3) Family structure, function and management.
(4) Prenatal and postnatal care for mothers and
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(5) Prevention of child abuse.
(6) The physical, mental, emotional, social, economic
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| and psychological aspects of interpersonal and family relationships.
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(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.)
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(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 |
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(2) while in school, on school property, on school
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| 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;
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(3) through the transmission of information from a
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| school computer, a school computer network, or other similar electronic school equipment; or
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(4) through the transmission of information from a
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| 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.
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(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
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| fear of harm to the student's or students' person or property;
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(2) causing a substantially detrimental effect on the
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| student's or students' physical or mental health;
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(3) substantially interfering with the student's or
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| students' academic performance; or
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(4) substantially interfering with the student's or
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| students' ability to participate in or benefit from the services, activities, or privileges provided by a school.
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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
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(2) Includes a statement that bullying is contrary to
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| 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.
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(3) Includes procedures for promptly reporting
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| 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.
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(4) Consistent with federal and State laws and rules
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| 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.
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(5) Contains procedures for promptly investigating
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| and addressing reports of bullying, including the following:
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(A) Making all reasonable efforts to complete the
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| 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.
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(B) Involving appropriate school support
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| personnel and other staff persons with knowledge, experience, and training on bullying prevention, as deemed appropriate, in the investigation process.
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(C) Notifying the principal or school
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| administrator or his or her designee of the report of the incident of bullying as soon as possible after the report is received.
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(D) Consistent with federal and State laws and
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| 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.
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(6) Includes the interventions that can be taken to
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| 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.
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(7) Includes a statement prohibiting reprisal or
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| 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.
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(8) Includes consequences and appropriate remedial
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| actions for a person found to have falsely accused another of bullying as a means of retaliation or as a means of bullying.
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(9) Is based on the engagement of a range of school
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| stakeholders, including students and parents or guardians.
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(10) Is posted on the school district's, charter
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| 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.
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(11) As part of the process of reviewing and
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| 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.
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(12) Is consistent with the policies of the school
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| board, charter school, or non-public, non-sectarian elementary or secondary school.
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(13) Requires all individual instances of bullying,
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| 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.
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"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.)
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