At least some states have said that teachers have to teach Intelligent Design, but aren't allowed to teach any particular religion's view of who the Intelligent Designer is, because that would be establishing religion and therefore blatantly unconstitutional.
But that doesn't mean that different cultures don't have different beliefs about the design process that lead to different world views separately from the issue of the Designer's identity. For instance, did it happen quickly or slowly? Recently, or a long long time ago? Just once, or repeated in multi-million-year cycles? Did the stars, Earth, plants, animals, and humans get designed together, or in some order? How could you tell? Did the design follow song-lines? Were only natural processes involved, or supernatural beings, or pirates or other tricksters? Does there seem to have been just one designer, or multiple designers in the process? Does the design process appear to have been personal or impersonal? Can we learn anything from the distribution of genetic material in different human populations, or the genetic differences between modern humans and Neandertals and other apes? Why are we more closely related to fungi than to plants? How does Death affect design?
If you want to teach Intelligent Design as Science, not just as philosophy, you can do it, but you'll find it's a much harder problem than its proponents think, and they may not like all the questions you'll be asking, much less the answers your students come up with.