HSB 596—House Property Tax Proposal: The House Ways and Means Committee approved an amended property tax proposal, emphasizing that this won’t be the bill’s final form. Sections impacting school districts include:
Secure an Advanced Vision for Education (SAVE) extended through 2070.
Increases the transfer of SAVE funds to the Property Tax Equity and Relief Fund (PTER) to 30% by 2034.
Adds an additional bond election date each year in June.
Districts’ unspent authorized budget (UAB) cannot exceed 35%.
Districts must adopt a policy to define a targeted range and maximum UAB.
Cities and counties will be subject to a 2% revenue growth cap, but school districts will not be subject to this same limitation.
IASB is registered undecided on the bill as this conversation continues and evolves. We have concerns with the increase in SAVE revenues going to property tax relief, but we appreciate that all school district rate-limited levies are not impacted in this proposal. The bill passed the House Ways and Means Committee.
HF 2189/SF 2365—Notice Requirements for Construction Contracts: This bill requires public entities, like a school district, to provide written notice to contractors and subcontractors within 14 days of accepting a final bid. There is no liability if a district does not comply.
IASB is registered undecided on the bill. We think contractors can already attend a board meeting or look at board meeting minutes to receive this information, but it is not a large burden on districts. The bill passed the House and Senate Judiciary Committees.
HF 2230—Teacher Prep Programs: This bill, introduced by the Department of Education (DE), would make changes to the requirements of the state’s teacher preparation programs:
Require all students complete a minimum of 15 hours of practicum related to differentiation of instruction for special education students and English learners.
For an endorsement in English learner instruction, a minimum of 40 hours of practicum will be required.
Administer an end-of-program summative assessment, designed to assess the student’s content endorsement area preparedness.
IASB is registered undecided on the bill. We are supportive of providing more instruction and experiences for all teacher candidates in differentiated instruction and English language instruction. We appreciate clarification from the DE that the summative assessment is not required for either graduation or licensure, but question if it’s necessary. The bill passed the House Education Committee.
HF 2231—Civics Excellence Program and Seal: This bill directs the Department of Education to develop a civics excellence program that can lead a student to receive a civics seal on their high school diploma.
IASB is registered in favor of the bill. We appreciate that participating in the program will be voluntary from districts and want to recognize students who take an interest in civics. It passed the House by a vote of 94-0 and passed the Senate by a vote of 45-0.
HF 2244—Social Studies Instruction Requirements: This bill requires school districts to offer and teach one unit of government, increasing it from the currently required one-half unit. The committee amended the bill to also include that districts must teach civics and U.S. government in 7th or 8th grade.
IASB is registered undecided on the bill. We appreciate the emphasis on ensuring students have adequate knowledge of civics and government but want to ensure that schools have time to adjust to provide the required instruction. The bill passed the House by a vote of 70-26.
HF 2336/SF 2300—Speech and Expression Rights of Students: This bill outlines the protections that students have at school related to speech and expression. It prohibits school districts from discriminating against or punishing students for religious, political, or ideological speech and viewpoints. This includes during class, homework assignments, organizing clubs, and wearing clothes or accessories that display a message.
School districts would also be required to provide the U.S. Department of Education’s guidance on constitutionally protected prayer and religious expression to all employees and offer professional development on the topic.
Any individual or club organized by a student would be allowed to bring a civil action if they allege a violation of these protections.
IASB is registered against the bill. We believe these protections already exist and are not being violated by schools. Additionally, the bill adds language about these protections applying to “similarly situated students,” which would create a new standard for First Amendment protections. Currently the protections apply to the speech itself, rather than if the speech would be protected for similarly situated students. HF 2336 passed the House by a vote of 63-33, and SF 2300 passed the Senate Education Committee.
HF 2363—Open Enrollment for English Learners: If an English learner requests to open enroll, the receiving district must have a program to provide the special instruction required and the program must have space for the student. If the student is entering a general education classroom, the receiving district must have sufficient space. The bill also requires a sending district to send the funding that follows the EL student, including the weighting received for an English learner. If the cost to educate the student is more than that funding, the sending district must provide the difference.
IASB is registered undecided on the bill. We appreciate the consideration of receiving districts and what would be required if they allowed an English learner to open enroll. The bill passed the House by a vote of 89-1 and passed the Senate Education Committee.
HF 2441—Teach Iowa Scholar: This bill makes changes to prioritize applicants for the Teach Iowa Scholar grant. 20% will be awarded to special education teachers and 50% will be awarded to teachers in rural school districts, which includes districts with enrollment less than 1,000 students.
IASB is registered in support of the bill. We know that special education and rural schools are two areas where the teacher shortage is especially noticed, so we hope these grants can help alleviate some of that shortage. The bill passed the House Education Committee.
HF 2490—Public Notice Requirements: This bill would require districts to post a public notice in a place designated for notices that is visible at all times, like the door or window of an administrative building, and posting the notice on the district website. If a posted agenda is changed, the district must mark the agenda as “amended” and identify which agenda item has been changed.
IASB is registered undecided on the bill. This is best practice and already being done by most districts, so it won’t be a large burden moving forward. The bill passed the House by a vote of 88-1 and passed the Senate State Government Committee.
HF 2492—Operational Sharing for CTE Instructors: This bill would add CTE teachers as a position eligible for supplementary weighting under operation sharing. School districts would receive a weighting of two pupils.
IASB is registered for the bill. We’re supportive of any opportunities for districts to utilize operational sharing, especially in an area like CTE that is more expensive to provide. The bill passed the House by a vote of 95-1.
HF 2493—Five-Year-Old Eligibility for Statewide Voluntary Preschool Program (SWVPP): This bill would allow a five-year-old, with a birthday between March 15 and September 15 of the school year in which they would be five, to enroll in preschool through the SWVPP. If the child attended preschool as a four-year-old and was counted for state, they would not be counted for state funding purposes as a five-year-old.
IASB is registered undecided on the bill. We think the SWVPP should prioritize four-year-olds but understand the need for some five-year-olds to have another year before kindergarten that isn’t available if a district doesn’t have a transitional kindergarten program. The bill passed the House by a vote of 88-2 and passed the Senate Education Committee.
HF 2501—Secretary of State Elections Bill: This is a large elections bill proposed by the Secretary of State. It removes the board secretary as being responsible for collecting and filing papers for school board candidates and transfers that duty to the county auditor.
IASB is registered undecided on the bill, but we think this would be a welcome change to streamline the process of filing to run for the school board. The bill passed the House by a vote of 67–25 and the Senate by a vote of 44–0.
HF 2517/SF 2430—Flags at Half-Staff at School Buildings: This bill would require districts to fly the U.S. and Iowa flags at half-staff if directed to do so by a proclamation from the governor.
IASB is registered undecided on the bill. Districts are already doing this, but we want to ensure that an innocent omission, rather than purposeful, is not punished. HF 2517 passed the House Local Government Committee and SF 2430 passed the Senate by a vote of 38-9.
HF 2538—Addressing Violent and Disruptive Students: This bill attempts to provide a process for instances of violent or disruptive student behavior. The bill addresses “disorderly conduct” by students which includes violence or threats of violence but is also defined as “disturbs the peace, order, or discipline within the classroom.” The bill was amended on the House floor, with some good and some less than ideal additions:
A teacher would be allowed to remove a student from their classroom for disorderly conduct, threatening another student or teacher, or using abusive or profane language.
Students in grades K–5 won’t be allowed back into the teacher’s classroom until the principal and teacher meet to discuss readmission of the student.
Students in grades 6-12 won’t be readmitted until the next school day and after the principal and teacher meet to discuss readmission of the student.
If disciplinary action is determined to be necessary by the principal, they will provide written and electronic notice of that discipline to the student’s parent or guardian.
If a student is removed two or more times in a semester, the principal will discipline the student through in or out-of-school suspension or recommending an alternative learning environment.
If the student’s behavior was severe, and it’s requested by the teacher, the principal must impose the maximum punishment allowed by the district’s policy.
Each attendance will have an oversight review committee to develop a policy that establishes when a student can return to the classroom after being removed by a teacher. The committee will include two teachers and a staff member chosen by the principal.
Establishes a process for students with an individualized education program (IEP):
At the IEP meeting after a student is removed from the classroom, all of the following will participate: the teacher who removed the student, any teacher who provides classroom instruction to the student, and other employees, like a bus driver or paraeducator, who were involved in the student being removed.
The IEP team will discuss the appropriateness of the student’s current educational programming, whether adjustments need to be made to the IEP, whether the current placement or an alternative learning environment would best provide the student with a free appropriate education.
Teachers could appeal the following to the school board:
Principal’s refusal to allow the teacher to remove a student.
A student being readmitted to the classroom before they are allowed.
Districts cannot take retaliatory action if a teacher exercises their appeal rights. Penalties would apply if that happens, including the district being liable for damages equal to three times the annual wages of the teacher.
Teachers will be granted a leave of absence for physical or mental recovery as a result of a student’s disorderly conduct for up to five days. After that, a doctor’s note will be required for additional leave.
A teacher can request a meeting of a student’s IEP team at any time. This can be denied by an administrator if they provide why federal law does not require the team to meet.
All teachers responsible for implementing a student’s IEP are required to read the IEP, so they know their responsibilities and the accommodations and supports that must be provided. Regular education teachers will provide written notice to the special education teacher that they have read the IEP. At least one paraeducator must attend all IEP meetings.
All district employees who are part of the IEP team will receive training related to least restrictive environment requirements under federal law.
All teachers will receive professional development that:
Supports serving students with disabilities.
Provides information on the requirements of providing a free appropriate public education, including the district’s responsibility to evaluate a student who may have a disability.
Outlines the supports and services through an IEP and how the teacher is responsible for implementing it.
IASB is registered undecided on the bill, but we appreciate the legislature continuing to work toward a proposal that is both feasible and effective for districts. The bill passed the House by a vote of 73-17.
HF 2544/SF 2336—Antisemitism Report: This bill requires school districts to compile a report identifying each complaint or incident of antisemitism that occurred in the past school year. Antisemitism must be treated in the same manner as other forms of discrimination prohibited by law. School districts must integrate a policy prohibiting antisemitic conduct into the district’s code of conduct for both students and employees.
IASB is registered for the bill. It passed the House and Senate Education Committees.
HF 2546—Statewide Data Collection System: This bill requires the Department of Education to issue a request for proposals to procure a data collection system that would allow them to facilitate data collection between their system and all the student information systems currently in use by school districts. The intent is to modernize data collection by the DE to make the process of collecting data and reports simpler.
IASB is registered undecided on the bill. We appreciate this approach rather than requiring all districts to have the same student information system and hope it will lead to more efficient data collection. The bill passed the House by a vote of 89-1 and passed the Senate Education Committee.
HF 2547—Concurrent Enrollment: This bill removes the language that summer concurrent enrollment classes will be paid for subject to an appropriation. Instead, the summer courses will be included for weighting in the full school year’s calculation of students who took concurrent enrollment courses.
IASB is registered for the bill. We are supportive of all opportunities for students to take advantage of concurrent enrollment courses. It passed the House by a vote of 90-0 and passed the Senate Education Committee.
HF 2591—Open Enrollment and Transfer Athletic Eligibility: This bill changes the period of time an open enrolled or transfer student must sit out before participating in athletics. Currently, students must sit out for 90 school days, but this bill changes it to 140 calendar days.
IASB is registered undecided on the bill but understand the purpose is to account for school districts on a four-day school week. The bill passed the House by a vote of 90-0 and passed the Senate Education Committee.
HF 2610—CTE Definitions, Common Course Numbering: This bill, proposed by the Department of Education, proposes changes to ensure the CTE content areas are aligned with a national framework. The DE will develop a common numbering system for all community college courses to make transferring credits easier.
IASB is registered undecided on the bill. HF 2610 passed the House by a vote of 95-0 and passed the Senate by a vote of 45-0.
HF 2652—Play-Based Learning in Preschool and Kindergarten: This bill requires 90 minutes of play-based learning during each half day and at least 180 minutes during a full day of preschool. In kindergarten, it would require 45 minutes of play-based learning during each school day.
IASB is registered in support of the bill. We know the advantages of preschool for students both academically and socially, and play-based learning supports much of the social development of young learners, which makes them more prepared for school going forward. The bill passed the House by a vote of 90-0 and passed the Senate Education Committee.
HF 2670—Summative Assessment Changes, Curriculum Changes: This bill would add social studies to the summative assessment requirements. It would be administered in grades 8 and 11.
It would make small changes to the health curriculum requirements, making instruction on physical fitness, food and nutrition, and personal health required. The bill originally removed the prescriptive personal finance literacy curriculum requirements from code; however, an amendment by the Senate Education Committee added this back into the bill.
IASB is registered undecided on the bill. The changes are not overly burdensome, but we wish the removal of personal finance literacy curriculum in code was still included. The bill passed the House by a vote of 59-33 and passed the Senate Education Committee as amended.
HF 2686—Provisional Coaching License: This bill creates a provisional coaching license issued by the Board of Educational Examiners. It still requires training courses, health-related trainings, and a background check.
IASB is registered undecided on the bill. There has been little explanation for why this is needed since there is already a transitional coaching license available to fill gaps until a full coaching authorization can be obtained. The bill passed the House by a vote of 95-0.
HF 2699/SF 2406—Governor’s Charter School Proposal: Governor Reynolds has proposed her own bill related to charter schools and their students:
Teacher salary supplement (TSS) state cost per pupil funding will follow a student who goes to a charter school.
Charter school students will generate media and educational services funding for the AEA, with that money flowing directly to the AEA, in order to receive AEA services.
Allows charter school students to participate in extracurricular activities in their resident district in the same manner as nonpublic school students do now.
School districts must offer driver education to resident charter school students. The charter school will be responsible for paying the district’s costs related to providing the course to their students.
IASB is registered against the bill, mainly because of the TSS money that will follow students to a charter school. Districts will still need that money to pay required minimum teacher salaries, even if one or two students choose to attend a charter school. The bill passed the House and Senate Education Committees.
HF 2713/SF 2425—Charter School and ESA Omnibus: This bill includes several divisions related to charter schools, their funding, and changes for accredited nonpublic schools.
Division II: Allows charter school employees to participate in IPERS, if the charter school satisfies all federal requirements for participation.
Division III: Allows charter school students to participate in extracurricular activities in their resident district in the same manner as nonpublic school students do now.
Division IV: Designates charter schools as a local education agency (LEA) for federal purposes, which allows them to receive federal funds.
Division V: Allows the Iowa Finance Authority to assist charter schools and accredited nonpublic schools with purchasing and reconstructing school buildings. It creates a revolving loan fund for charter schools to purchase and develop school buildings. The same type of revolving loan fund will be created for accredited nonpublic schools. It also requires the Iowa Finance Authority to work with charter schools and accredited nonpublic schools to create and fund a bond program to acquire and develop school buildings.
Division VI: Requires a school district to enter a 28E sharing agreement for preschool if a community provider requests it. It also limits the authority the state or a school district would have over the community providers. The bill is somewhat unclear on whether this would mean community providers have to meet the same standards as other providers of the statewide voluntary preschool program.
Division VII: Allows a parent to request an ESA for the second semester if requested between Oct. 15 and Nov. 15. The ESA will only be half of the normal ESA amount if requested for only the second semester.
Division IX: This section emphasizes that the state does not have authority over nonpublic schools to require them to modify programming or standards.
Division X: Requires the Department of Education to convene a task force to study the required teacher trainings required by state law and to make recommendations to change current law to make the trainings more manageable.
IASB is registered against the bill. We have serious concerns about removing authority and regulations surrounding community-based providers of statewide voluntary preschool. Additionally, we think TSS money should stay with the school district because we use it to meet minimum teacher salary requirements and must retain staff, even if one or two students choose to attend a charter school. The bill passed the House and Senate Education Committees.
HF 2724—Teaching Authorizations: This bill would establish, through rules, additional teaching authorizations for fine arts, math, science, and agriculture. This authorization would be similar to the CTE authorizations that have been added recently which allow for those with industry experience to become teachers. Additionally, the bill establishes an instructional strategist II endorsement that does not require a master’s degree.
IASB is registered in support of the bill. This is another avenue to address the teacher shortage, especially in these high-need areas. The bill passed the House by a vote of 94-2.
SF 176—Extracurricular Participation by Online Students: The bill allows students who attend an online school to participate in extracurricular activities in their resident district if the attendance center providing the online instruction doesn’t sponsor the activities. It clarifies that students can participate in two activities per semester.
IASB is registered undecided on the bill, but we appreciate the clarity this bill provides on which students can participate in their resident district’s extracurricular activities. The bill passed the House by a vote of 94-2.
SF 273—Grooming Definition: This bill amends the definition of grooming to read: any pattern of behavior, which in light of all relevant circumstances, constitutes actions to entice or entrap a student with the intent to take advantage of such student for the benefit of the individual engaging in the pattern of behavior, including but not limited to by engaging in a sex act with the student.
IASB is registered in favor of the bill, but we want to ensure the definition is clear and narrowly defined. The bill passed the Senate last session and passed the House Education Committee this year.
SF 274—Requiring Schools to Accept Cash at Events: This bill requires school districts to accept cash at athletic and extracurricular events hosted in their district.
IASB is registered undecided on the bill. We would prefer that this is a local decision and caution that dealing with cash can lead to misplaced funds or fraud. HF 2247 passed the House Education Committee and SF 274 has passed the Senate by a vote of 44-0.
SF 2005—Operational Sharing for CTE Instructors: This bill would allow districts to receive supplemental funding through operational sharing if they choose to share a career and technical education instructor. The weighting would be equal to three pupils.
IASB is registered in support of the bill. We are always supportive of operational sharing opportunities, especially in a hard-to-fill and expensive areas like CTE. The bill passed the Senate Education Committee.
SF 2086—Junior Firefighter Programs: This bill allows a school district to enter an agreement with their local fire department to offer a junior firefighter program to students in 11th and 12th grade. The bill outlines what the program must include if a district chooses to offer the program. It must be taught by fire service training bureau personnel.
IASB is registered in support of the bill. It gives districts the choice of whether to offer a program and doesn’t mandate it. The bill passed the Senate by a vote of 47-0 and passed the House Labor and Workforce Committee.
SF 2218—Verification of Employee Identity and Authorization to Work: The bill would require the Board of Educational Examiners (BOEE) to verify that an applicant for initial licensure is legally authorized to work in the U.S. Additionally, school districts must verify that employees are legally authorized to work in the U.S.
IASB is registered undecided on the bill. We appreciate the Senate amending the bill to the current “authorized to work” rather than the original “lawful presence” language, as this is a significant difference when referring to employment. The bill passed the Senate by a vote of 47-0 and passed the House by a vote of 78-16. An amendment that does impact school districts was added by the House, so the bill must return to the Senate.
SF 2219—Excused Absences for FFA and 4-H: This bill requires school districts to grant students an excused absence for FFA and 4-H activities. Districts must allow students to make up the classwork missed during these absences. The House Education Committee amended the bill to include all “school sponsored activities,” which would include FFA but not 4-H.
IASB is registered undecided on the bill. We think schools are already accommodating for these activities. We don’t like adding specific reasons for absences in code. The bill passed the Senate by a vote of 46-0 and passed the House Education Committee as amended.
SF 2220—Talented and Gifted Programming, Advanced Math Pathways, Whole Grade Acceleration: This bill, proposed by the Department of Education, includes several different components.
Districts must establish procedures for identifying and serving TAG students.
The district must ensure all populations of students are properly screened and identified, including special education and English learners.
Provide programming and services that fit the educational talents of students.
Review the progress of TAG students each year.
Students will automatically be enrolled in advanced math if they perform at the advanced level on the statewide assessment or demonstrate proficiency in math coursework in grades 5-7.
Districts must provide a pathway designed to increase the number of students who complete higher-level math in high school.
Districts will implement procedures for either subject or whole-grade acceleration.
Districts will automatically enroll students in the next most rigorous course in either math or English if a student performs at the advanced level on the statewide assessment in the subject.
IASB is registered undecided on the bill. We support providing programming to fit and challenge all students, but districts should be able to make these decisions on their own. An advanced math pathway requires upper-level math teachers, which are often hard to find, making this hard to implement effectively. The bill passed the Senate by a vote of 44-0 and passed the House Education Committee.
SF 2221—Teaching Authorizations: This bill would establish, through rules, additional teaching authorizations for fine arts, math, and science. This authorization would be similar to the CTE authorizations that have been added recently which allow for those with industry experience to become teachers.
IASB is registered in support of the bill. This is another avenue to address the teacher shortage, especially in these high-need areas. The bill passed the Senate Education Committee.
SF 2231—Community-Based Provider Rules: This bill provides new guidelines for community-based providers of preschool and the school districts they partner with:
School districts must enter into a sharing agreement with a community provider if the community provider requests it.
The sharing agreement cannot limit how many students can attend preschool at the community provider.
School districts cannot make the community provider modify their standards for admission or educational programming.
School districts and the state cannot impose regulations on the community provider that aren’t necessary for the provider’s participation in the preschool program.
Community providers must be given the maximum amount of freedom to provide education for their students, consistent with state and federal law.
IASB is registered against the bill. It doesn’t allow for school district choice in who to partner with to provide high-quality preschool. The bill passed the Senate by a vote of 30-14 and passed the House Education Committee.
SF 2299—Payment for Failed Concurrent Enrollment Course: This bill would require a student or their parent to pay the school district the amount they spent on a concurrent enrollment course if the student fails the course if the school district requests it.
IASB is registered undecided on the bill. We have concerns that this may dissuade students from enrolling in these courses but understand there should be accountability when students decide to take a community college class. It passed the Senate by a vote of 32-16 and passed the House Education Committee.
SF 2319—Your Life Iowa Information on Website: This bill would require school districts to publish information about Your Life Iowa on their district website.
IASB is registered undecided on the bill. We know the information is important for students to have, but district websites are required to have more and more information included on them, so we wonder how accessible this information will be. It passed the Senate by a vote of 44-0 and passed the House Education Committee.
SF 2320—Require In-Person Concurrent Enrollment: This bill would require a student that is enrolled in a concurrent enrollment course to take the in-person option if it is available, rather than the online version. It allows the superintendent to authorize a student to take the online version if necessary.
IASB is undecided on the bill. We appreciate the local flexibility to allow students to take the online course if needed. The bill passed the Senate by a vote of 44-0 and passed the House Education Committee.
SF 2335—Impact of Technology Study: This bill would direct the Department of Education and Department of Health and Human Services to convene a workgroup to examine the impact of school-provided technology on the cognitive function and academic performance of students.
IASB is registered in support of the bill. As we integrate more technology into instruction, it’s important to look at the impact on students. The bill passed the Senate by a vote of 42-0 and passed the House Education Committee.
SF 2390—Cardiac Emergency Response Plans: This bill, proposed by the American Heart Association, requires school districts to establish a cardiac emergency response team and plan to respond to cardiac emergencies on school property. It would require automated external defibrillators (AED) at every building to meet the requirement of getting an AED to an individual experiencing cardiac arrest within three minutes.
A competitive grant program is established to offset the costs of implementing the plan; however, there is no money appropriated to the fund.
IASB is registered against the bill. We aren’t against having a plan altogether, but the cost could be prohibitive for many districts. We think the plan could be adding to existing emergency response plans in districts, and would be more supportive if funding was made available for all districts to purchase AEDs. The bill passed the Senate Education Committee.
SF 2407—Department of Education Reports: This bill combines several reports issued by the Department of Education into the annual Condition of Education report. It also requires the Department of Workforce Development to provide wage data and return on investment information to evaluate secondary and post-secondary outcomes.
IASB is registered undecided on the bill. We can appreciate the DE wanting to streamline their reports but want to ensure continued access to data throughout the year. The bill passed the Senate Education Committee.
SF 2412—E-Verify for New Employees: This bill would require school districts to use E-Verify to confirm the employment eligibility of newly hired employees. Someone can challenge the results from E-Verify within ten days if they provide proper documentation.
IASB is registered undecided on the bill. We appreciate that this is a way to protect districts while acknowledging that the E-Verify system is not perfect. The bill passed the Senate by a vote of 47-0.
SF 2413—Civics and U.S Government Instruction: This bill requires at least a half-semester of civics and U.S. government instruction during grade 7 and 8.
IASB is registered undecided on the bill. It will require districts to add instruction in 7th and 8th grade, but this is preferable to adding additional graduation requirements at the high school level. The bill passed the Senate Education Committee.
SF 2428—Addressing Violent and Disruptive Student Behavior: This is the Senate’s proposal to address student behavior issues. The first section of the bill requires school districts to adopt policies that:
Create an oversight review committee at each attendance center, made up of two teachers selected by the other teachers in the building, and a staff member selected by the principal.
Authorize a teacher to remove a student for a nonviolent disruption and put the student under the principal or their designee’s supervision for at least 30 minutes.
Prevent the principal from returning the student to the classroom without the teacher’s consent.
The principal must inform the teacher of the student’s discipline.
If a student is removed more than once in a school year, the teacher, principal, guidance counselor, parent, and student will have a meeting to discuss the student’s behavior and establish a behavioral plan to correct it, including an alternative learning environment.
Principal must determine if a violent disruption that required removal warrants suspension, expulsion, or an alternative learning environment.
If the teacher requests it, a guidance counselor, mental health professional, or behavioral interventionist must be made available to address the immediate trauma experienced by the class as a result of another student’s behavior.
A nonviolent disruption can be: disorderly conduct, abusive or profane language, bullying, or repeatedly disruptive behavior. A violent disruption can be: injury, property damage, or assault.
The second section to the bill relates to procedures following a disruption by a student with an individualized education plan. Principals are required to:
Carry out manifestation determination review meetings after a student is placed in a new learning environment.
Impose discipline according to policy if a student’s disruption is determined not to be a manifestation of their disability.
Perform functional behavior assessments as needed.
Adjust behavioral intervention plans as needed.
If a teacher removes a student with an IEP from their classroom, they will be required to:
Date and time of the removal.
Actions of the student before, during and after the removal.
Actions of the school district employees before, during, and after the removal.
Description of the less restrictive means attempted as an alternative to removal.
Future approaches to the student’s behavior.
Time and manner in which the school district notified the parents of the removal.
A student’s IEP team is required to meet “expeditiously” after the student’s removal from the classroom to determine if an alternative educational location is best for the student.
The IEP team must discuss:
Whether the student’s disability is such that their education cannot be achieved satisfactorily in regular classes.
Appropriateness of the student’s current educational programming.
If adjustments should be made to the IEP to address the disruptions.
If the student’s current location or an alternative learning environment would best provide the student with a free, appropriate public education.
Accommodations the student requires and whether those can be provided in the general education environment.
The impact providing special education services in the general education environment will have on the student and other students in the classroom.
After considering least restrictive environment requirements, the team may determine the student’s education needs cannot be achieved in regular classes. The student must be placed in an alternative learning environment to best suit the student’s needs.
IASB is registered undecided on the bill. It is a work in progress, and we appreciate ongoing conversations to ensure any new policy can work in school districts while protecting all students and teachers. The bill passed the Senate by a vote of 45-0 and passed the House Education Committee.
SF 2201—Supplemental State Aid (SSA): This is the updated deal made on SSA for this year. It includes:
2% increase in overall new money.
Budget guarantee covered by state aid for 199 districts that would be eligible at this SSA level. It amounts to $42.9 million.
Transportation equity; the payment to a district will be capped at $1 million.
Education support personnel salary supplement: $7 million
Establishes a second count date of Jan. 15. Districts would average their two enrollment counts to establish their basic enrollment.
State aid payments would be sent out quarterly, beginning in July.
IASB is registered undecided on the bill. We appreciate that this is higher than the Senate’s original proposal, but the overall funding is not enough to keep up with the increasing costs districts are facing, from utilities to meeting increased minimum teacher salaries. The bill passed the House by a vote of 58-35 and passed the Senate by a vote of 27-20. It was signed into law by Governor Reynolds on February 26.
HF 2078—Nonpublic Education Opportunity Tax Credit
HSB 608—Your Life Iowa on Student ID Cards
SF 2345—Notice of Immunization Exemptions
HF 2187—Allowing Youth-Oriented Community Organizations Access to School Property
HF 2306—Responsibilities of Teachers & Educational Staff Relating to IEPs and 504 Plans
SF 2253—Food Nutrition & Preparation Graduation Requirement
HSB 719—School Health-Related Emergency Response Plan Competitive Grant Program
SF 2119—Obscenity Exemptions for Public Libraries and Educational Institutions
SF 2238—An Act Relating to Public Records & the Duties of Lawful Custodians
HF 2336—Modifying Provisions Related to Private Instruction and Dual Enrollment
HF 2470—Instruction in Logic & Critical Thinking
HF 2450—Modifying Provisions Relating to Eligibility, Funding, and Compulsory Attendance for the Statewide Preschool Program
HF 2475—Public Examination of Donations Made to a Government Body by a Nonprofit Organization
HF 2077—Authorizing the Expenditure of Funding from the SAVE Fund for Insurance Costs
SF 2177—Policies & Protections for Libraries Offering Digital Library Services
SF 2200—School Email Security Standards
HSB 680—Authorizing Community-Based Providers to Directly Participate in the Statewide Preschool Program
SF 2211—Limitations on Requiring Medical Interventions by Businesses, Governmental Entities, and Educational Institutions
HF 2309—Public Library Requirements for Materials Harmful to Minors
HF 2368—Limitations on Requiring Medical Interventions by Businesses, Governmental Entities, and Educational Institutions
HF 2399—Awarding of Public Improvement Contracts
HF 2420—Inspector General for School Safety
HF 2435—Kindergarten Enrollment, Promotion to First Grade, and Discipline
HF 564—Contracts for the Construction of Public Improvements
HF 2026—The Display of Flags on Public School Buildings
SF 2120—School Support Staff Retirement and Reemployment Act
SF 2132—Retirement Benefits of Retired Members Reemployed as School Resource Officers
SSB 3109—Success-Sequence Education
HSB 683—Extracurricular or Co-curricular Activity Participation Graduation Requirement
HF 2392—Health Education and Instruction Requirements
HF 2398—Firearms on School Property and in Vehicles
HF 2404—Holding School Bond Elections During the General Election
HF 2029—Public School Personnel Health Coverage
HF 2004—Nonpublic School Student Participation in Public School Extracurricular Activities
HF 2123—Prohibiting DEI Offices, Officers, Training, and Curricula
HF 2211—Nonpublic School Student Participation in Marching Band and Show Choir
SSB 3130—School Food & Beverage Restrictions
HF 2379—Carrying Weapons on School Grounds
SF 2118—Student Participation in Non-School-Sponsored Athletic Contests or Competitions
HF 2285—Junior Fire Fighter Program Requirement
HF 2286—Modifying Provisions Related to Social Studies Curriculum
HF 2073—Ballot Contents for Certain Elected Officials
HF 2052—Community-Based Providers in the Statewide Voluntary Preschool Program
SF 2183—Iowa Individual Income Tax Checkoff for Public Schools and the Public-School Checkoff Fund
HF 2271—Modifying Provisions Related to World Language Instruction
HF 2272—Renewal Requirements Associated with Licenses Issued by the Board of Educational Examiners
HF 2282—A Bill Relating to the Sale of School District Buildings or Structures
SF 2152—Modifying Provisions Related to the Executive Officers of School Boards
SF 2160—The Ability of a Person to Examine the Public Records of School Districts
SF 2149—Civil Actions Against School Board Members and Superintendents for School Policies that Violate State Law.
SSB 3110—Preschool for Low-Income Students, Minimum Hours, and Funding Calculations
HF 2235—Fine Arts Instruction Authorizations From the BOEE
SSB 3004—Online Platform for Career Information for Students
HF 2003—Attendance Centers for Special Needs Students and Students With Behavioral Issues
SSB 3026—Dates for Elections to Issue Bonds or Other Indebtedness
SF 2066—Human Growth and Development Course Enrollment and Educational Conferences
SF 2061—Nonpublic School Safety Infrastructure Grant Program
SF 2094—Computer Science and AI Education Requirements
HF 2186—Modifying Application Periods for ESAs
HF 2051—Supplementary Weighting for Districts Who Share School and Career Specialists
SF 2072—Prohibiting DEI Offices, Officers, Training, and Curricula
SF 2090—Authorizing Residents and Employees to Request Audits of School Districts
HF 2172—Testing Requirements for ESA Participants
HF 2151—Therapeutic Classroom Incentive Grant Program Within the Department of Education
HF 2019—School Board Nomination Requirements
SF 2004—Using SAVE Funds for Certain Insurance Costs
SF 2003—Prohibiting Gender Theory or Sexual Orientation Instruction in Grades 7–12
SF 2010—Transportation of Students Participating in Open Enrollment
HF 2050—A Bill Relating to the Discipline of Students Who Disrupt the Educational Process
HF 2116—Prohibiting DEI Training, Instruction, Curricula, and Discrimination Based on Political Ideology
HF 2143—Using Revenues From the District Management Levy for Targeted Staff Retention Incentive
HSB 554—Requiring the Development of Advanced Mathematics Pathway Education for Gifted & Talented Students
HF 2080—School Support Staff Retirement and Reemployment Act
SF 2008—Requirements Related to Nonpublic Schools That Receive Tuition Payments
HF 2005—Holocaust Education Requirements for Teachers and Students
HF 2002—Required Review of Iowa’s Public Education System by a Qualified Person
HF 261—Firearms in School Vehicles and on School Property
HF 2171—Eliminating School Vaccine Requirements
HF 2203—Epi Pens and Nasal Sprays
HF 2230—Teacher Prep Programs
HF 2294—Filing Complaints with IPIB
HF 2324—Prohibiting Sharing Agreements with Public Libraries
HF 2330—Acknowledgement of Public Records Requests
HF 2338—Prohibition on Instruction Related to Gender Theory and Sexual Orientation
HF 2347—Immunization Exemption Information
HF 2358—Direct Participation by Community-Based Providers
HF 2486—Student Dress Code Policy
HF 2496—School District Speed Limit
HF 2510—Social Studies Curriculum
HF 2512—Revoking Licensure for Celebrating Politically Motivated Violence
HF 2540—Computer Science Graduation Requirement
HF 2544—Antisemitism Report
SF 2391—CTE Definitions, Common Course Numbering
HF 2623—School District Elections
HF 2649—Baccalaureate Degrees at Community Colleges
HF 2681—Cameras in Special Education Classrooms
HF 2684—Flexibility for Categorical Funds
HF 2685—Limiting Technology Use and Digital Instruction
HF 2686—Provisional Coaching License
HF 2705—Flexibility and Deregulation
HF 2725—Department of Education Reports
SF 2006—Recess Requirements
SF 2007—Operational Sharing for School Resource Officers (SRO)
SF 2144—Transfer of Funds to Flexibility Account
SF 2224—Computer Science
SF 2361—Civics Seal of Excellence
SF 2287—Secretary of State Elections Bill
SF 2351—Open Enrollment Denial for Chronically Absent Students
SF 2403—Whole Grade Sharing and Reorganization Incentives
SF 2404—Pilot Program for Alternative Attendance Centers
SF 2412—E-Verify for New Employees
15.3.2025.8