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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.

Because the statute database is maintained primarily for legislative drafting purposes, statutory changes are sometimes included in the statute database before they take effect. If the source note at the end of a Section of the statutes includes a Public Act that has not yet taken effect, the version of the law that is currently in effect may have already been removed from the database and you should refer to that Public Act to see the changes made to the current law.

(105 ILCS 5/) School Code.

105 ILCS 5/14A-10

    (105 ILCS 5/14A-10)
    Sec. 14A-10. Legislative findings. The General Assembly finds the following:
        (1) that gifted and talented children (i) exhibit
high performance capabilities in intellectual, creative, and artistic areas, (ii) possess an exceptional leadership potential, (iii) excel in specific academic fields, and (iv) have the potential to be influential in business, government, health care, the arts, and other critical sectors of our economic and cultural environment;
        (2) that gifted and talented children require
services and activities that are not ordinarily provided by schools; and
        (3) that outstanding talents are present in children
and youth from all cultural groups, across all economic strata, and in all areas of human endeavor.
(Source: P.A. 94-151, eff. 7-8-05; 94-410, eff. 8-2-05.)

105 ILCS 5/14A-15

    (105 ILCS 5/14A-15)
    Sec. 14A-15. Purpose. The purpose of this Article is to provide encouragement, assistance, and guidance to school districts in the development and improvement of educational programs for gifted and talented children and children eligible for accelerated placement as defined in Sections 14A-20 and 14A-17 of this Code. School districts shall continue to have the authority and flexibility to design education programs for gifted and talented children in response to community needs, but these programs must comply with the requirements established in Section 14A-30 of this Code by no later than September 1, 2006 in order to merit approval by the State Board of Education in order to qualify for State funding for the education of gifted and talented children, should such funding become available.
(Source: P.A. 100-421, eff. 7-1-18.)

105 ILCS 5/14A-17

    (105 ILCS 5/14A-17)
    Sec. 14A-17. Accelerated placement. For purposes of this Article, "accelerated placement" means the placement of a child in an educational setting with curriculum that is usually reserved for children who are older or in higher grades than the child. "Accelerated placement" under this Article or other school district-adopted policies shall include, but need not be limited to, the following types of acceleration: early entrance to kindergarten or first grade, accelerating a child in a single subject, and grade acceleration.
(Source: P.A. 100-421, eff. 7-1-18.)

105 ILCS 5/14A-20

    (105 ILCS 5/14A-20)
    Sec. 14A-20. Gifted and talented children. For purposes of this Article, "gifted and talented children" means children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with other children and youth of their age, experience, and environment. A child shall be considered gifted and talented in any area of aptitude, and, specifically, in language arts and mathematics, by scoring in the top 5% locally in that area of aptitude.
(Source: P.A. 94-151, eff. 7-8-05; 94-410, eff. 8-2-05.)

105 ILCS 5/14A-25

    (105 ILCS 5/14A-25)
    Sec. 14A-25. Non-discrimination. Eligibility for participation in programs established pursuant to this Article shall be determined solely through identification of a child as gifted, talented, or eligible for accelerated placement. No program or placement shall condition participation upon race, religion, sex, disability, or any factor other than the identification of the child as gifted, talented, or eligible for placement.
(Source: P.A. 100-421, eff. 7-1-18.)

105 ILCS 5/14A-30

    (105 ILCS 5/14A-30)
    Sec. 14A-30. Funding of local gifted education programs. A local program for the education of gifted and talented children may be approved for funding by the State Board of Education, pursuant to a request for proposals process, if funds for that purpose are available and, beginning with the beginning of the 2010-2011 academic year, if the local program submits an application for funds that includes a comprehensive plan (i) showing that the applicant is capable of meeting a portion of the following requirements, (ii) showing the program elements currently in place and a timeline for implementation of other elements, and (iii) demonstrating to the satisfaction of the State Board of Education that the applicant is capable of implementing a program of gifted education consistent with this Article:
        (1) The use of assessment instruments, such as
nonverbal ability tests and tests in students' native languages, and a selection process that is equitable to and inclusive of underrepresented groups, including low-income students, minority students, students with disabilities, twice-exceptional students, and English learners.
        (2) A priority emphasis on language arts and
        (3) The use of multiple valid assessments that assess
both demonstrated achievement and potential for achievement, including cognitive ability tests and general or subject specific achievement tests, applied universally to all students, and appropriate for the content focus of the gifted services that will be provided. School districts and schools may add other local, valid assessments, such as portfolios. Assessments and selection processes must ensure multiple pathways into the program.
        (4) The use of score ranges on assessments that are
appropriate for the school or district population, including the use of local norms for achievement to identify high potential students.
        (5) A process of identification of gifted and
talented children that is of equal rigor in each area of aptitude addressed by the program.
        (6) The use of identification procedures that
appropriately correspond with the planned programs, curricula, and services.
        (7) A fair and equitable decision-making process.
        (8) The availability of a fair and impartial appeal
process within the school, school district, or cooperative of school districts operating a program for parents or guardians whose children are aggrieved by a decision of the school, school district, or cooperative of school districts regarding eligibility for participation in a program.
        (9) Procedures for annually informing the community
at-large, including parents, about the program and the methods used for the identification of gifted and talented children.
        (10) Procedures for notifying parents or guardians of
a child of a decision affecting that child's participation in a program.
        (11) A description of how gifted and talented
children will be grouped and instructed in order to maximize the educational benefits the children derive from participation in the program, including curriculum modifications and options that accelerate and add depth and complexity to the curriculum content.
        (12) An explanation of how the program emphasizes
higher-level skills attainment, including problem-solving, critical thinking, creative thinking, and research skills, as embedded within relevant content areas.
        (13) A methodology for measuring academic growth for
gifted and talented children and a procedure for communicating a child's progress to his or her parents or guardian, including, but not limited to, a report card.
        (14) The collection of data on growth in learning for
children in a program for gifted and talented children and the reporting of the data to the State Board of Education.
        (15) The designation of a supervisor responsible for
overseeing the educational program for gifted and talented children.
        (16) A showing that the certified teachers who are
assigned to teach gifted and talented children understand the characteristics and educational needs of children and are able to differentiate the curriculum and apply instructional methods to meet the needs of the children.
        (17) Plans for the continuation of professional
development for staff assigned to the program serving gifted and talented children.
(Source: P.A. 99-706, eff. 7-29-16.)