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Senate
File
2220
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Senate
File
2220
AN
ACT
RELATING
TO
EDUCATION,
INCLUDING
BY
MODIFYING
PROVISIONS
RELATED
TO
THE
IOWA
STATEWIDE
ASSESSMENT
OF
STUDENT
PROGRESS
AND
PROGRAMS
FOR
GIFTED
AND
TALENTED
CHILDREN,
AND
BY
REQUIRING
SCHOOL
DISTRICTS
TO
DEVELOP
AN
ADVANCED
MATHEMATICS
PATHWAY
AND
IMPLEMENT
PROCEDURES
FOR
SUBJECT
ACCELERATION
AND
WHOLE-GRADE
ACCELERATION,
AND
INCLUDING
APPLICABILITY
PROVISIONS.
BE
IT
ENACTED
BY
THE
GENERAL
ASSEMBLY
OF
THE
STATE
OF
IOWA:
Section
1.
Section
256.7,
subsection
21,
paragraph
b,
subparagraph
(2),
subparagraph
division
(a),
Code
2026,
is
amended
to
read
as
follows:
(a)
That
all
students
enrolled
in
school
districts
in
grades
three
through
eleven
be
administered
an
assessment
in
mathematics
and
English
language
arts,
including
reading
and
writing,
during
the
last
quarter
of
the
school
year
and
all
students
enrolled
in
school
districts
in
grades
five,
eight,
and
ten
eleven
be
administered
an
assessment
in
science
during
the
last
quarter
of
the
school
year.
Sec.
2.
Section
257.42,
Code
2026,
is
amended
by
adding
the
following
new
subsection:
NEW
SUBSECTION
.
01.
The
board
of
directors
of
each
school
district
shall
do
all
of
the
following:
a.
(1)
Establish
systematic
and
uniform
procedures
for
screening,
referring,
identifying,
and
serving
gifted
and
Senate
File
2220,
p.
2
talented
children
enrolled
in
kindergarten
through
grade
twelve.
(2)
The
board
of
directors
of
a
school
district
shall
base
the
identification
of
gifted
and
talented
children
on
a
body
of
evidence
from
multiple
data
sources,
both
objective
and
subjective,
which
must
include,
at
a
minimum,
local
comparisons
within
the
school
district
and,
when
appropriate,
within
individual
attendance
centers,
and
which
may
include
but
are
not
limited
to
any
of
the
following:
(a)
Standardized
assessments.
(b)
Student
achievement.
(c)
Cognitive
ability.
(d)
Creative
ability.
(e)
Qualitative
and
quantitative
data.
(f)
Teacher
and
parent
input.
(g)
Observation
of
gifted
characteristics
and
behaviors.
(3)
The
identification
procedures
established
by
the
board
of
directors
of
a
school
district
shall
not
provide
that
any
one
particular
criteria
prohibits
a
student
from
participating
in
the
school
district’s
program
for
gifted
and
talented
children.
(4)
The
board
of
directors
of
a
school
district
shall
make
all
reasonable
efforts
to
identify
gifted
and
talented
children
among
all
student
populations,
including
students
participating
in
special
education
and
students
who
are
English
learners.
For
purposes
of
this
subparagraph,
“English
learner”
means
the
same
as
defined
in
section
280.4.
(5)
The
board
of
directors
of
a
school
district
is
encouraged
to
include
universal
screening
within
the
school
district’s
identification
procedures.
b.
(1)
Provide
educational
service
options
for
gifted
and
talented
children
that
are
based
on
the
areas
in
which
the
child
is
gifted
or
talented
and
ensure
that
the
school
district
provides
gifted
and
talented
children
with
appropriate
instructional
adaptations
and
educational
services
beyond
those
that
are
provided
in
the
regular
school
program.
(2)
The
educational
services
a
school
district
provides
to
a
gifted
and
talented
child
must
satisfy
all
of
the
following
requirements:
Senate
File
2220,
p.
3
(a)
The
educational
services
must
address
the
cognitive
needs
of
the
gifted
and
talented
child.
(b)
The
educational
services
must
address
the
character
development
of
the
gifted
and
talented
child.
For
purposes
of
this
subparagraph
division,
“character
development”
means
addressing
common
challenges
of
gifted
and
talented
children
and
promoting
skills
to
support
personal
growth
and
academic
success.
(c)
The
educational
services
must
be
in
alignment
with
the
gifted
and
talented
child’s
identification
data.
(d)
The
educational
services
must
correspond
to
the
academic
strengths
and
interests
of
the
gifted
and
talented
child.
(3)
The
board
of
directors
of
a
school
district
shall
review
the
progress
of
gifted
and
talented
children
at
least
annually
to
ensure
that
the
educational
services
the
school
district
provides
to
gifted
and
talented
children
meet
the
academic
needs
of
each
gifted
and
talented
child.
(4)
The
board
of
directors
of
a
school
district
shall
make
all
reasonable
efforts
to
provide
educational
services
to
each
gifted
and
talented
child
that
promotes
the
academic
growth
in
the
gifted
and
talented
child’s
academic
strengths.
Sec.
3.
NEW
SECTION
.
279.89
Advanced
mathematics
pathway.
1.
The
board
of
directors
of
each
school
district
shall
develop
an
advanced
mathematics
pathway
that
is
designed
to
do
all
of
the
following:
a.
Increase
the
number
of
students
who
complete
higher-level
mathematics
courses
in
grades
nine
through
twelve.
b.
Enable
students
to
be
prepared
for,
and
enroll
in,
algebra
I
as
early
as
middle
school
and
to
complete
algebra
I
no
later
than
by
the
end
of
grade
nine.
2.
The
board
of
directors
of
each
school
district
shall
automatically
enroll
a
student
in
the
advanced
mathematics
pathway
if
any
of
the
following
apply:
a.
The
student
attains
a
score
that
is
within
the
advanced
performance
level
on
the
statewide
summative
assessment
in
mathematics
that
was
administered
to
the
student
when
the
student
was
enrolled
in
grades
five,
six,
or
seven.
b.
The
student
demonstrated
proficiency
in
mathematics
as
Senate
File
2220,
p.
4
indicated
in
the
student’s
mathematics
coursework
or
other
local
measure
when
the
student
was
enrolled
in
grades
five,
six,
or
seven.
3.
For
purposes
of
this
section,
“advanced
mathematics
pathway”
means
a
sequence
of
courses
and
curricula
that
accelerates
or
combines
mathematics
instruction
that
is
typically
provided
to
students
enrolled
in
grades
six
through
eight.
Sec.
4.
NEW
SECTION
.
279.90
Acceleration
and
automatic
enrollment
in
advanced
courses.
The
board
of
directors
of
each
school
district
shall
do
all
of
the
following:
1.
Establish
and
implement
procedures
for
subject
acceleration
and
whole-grade
acceleration
that
satisfy
all
of
the
following
requirements:
a.
Describe
how
the
school
district
will
assess
a
student’s
readiness
for
subject
acceleration
and
whole-grade
acceleration.
b.
Correspond
to
the
level,
complexity,
and
pace
of
the
curriculum
in
order
for
the
student
to
receive
the
appropriate
acceleration
to
meet
the
student’s
academic
needs.
c.
Provide
support
to
the
student
to
address
any
possible
gaps
in
learning
that
may
have
been
created
when
the
subject
acceleration
or
whole-grade
acceleration
occurred.
2.
a.
Automatically
enroll
a
student
in
the
next
most
rigorous
level
of
advanced
courses
or
programs
offered
by
the
school
district
if
all
of
the
following
requirements
are
satisfied:
(1)
The
student
is
enrolled
in
grades
four
through
twelve.
(2)
The
student
attained
a
score
that
is
within
the
advanced
performance
level
on
the
statewide
summative
assessment
in
mathematics
or
English
language
arts
that
was
administered
to
the
student
in
the
immediately
preceding
school
year.
(3)
The
school
district
determines
that
the
student
demonstrates
academic
preparedness
using
any
of
the
following
data
sources:
(a)
Standardized
assessments.
(b)
Student
achievement.
(c)
Cognitive
ability.
Senate
File
2220,
p.
5
(d)
Creative
ability.
(e)
Qualitative
and
quantitative
data.
(f)
Teacher
and
parent
input.
(g)
Observation
of
gifted
characteristics
and
behaviors.
(4)
The
school
district
determines
that
the
student
is
prepared
to
participate
in
the
next
most
rigorous
level
of
advanced
courses
or
programs
offered
by
the
school
district
pursuant
to
procedures
adopted
pursuant
to
section
257.42,
subsection
01,
paragraph
“a”
,
subparagraph
(1).
b.
Notwithstanding
paragraph
“a”
,
a
school
district
shall
not
enroll
a
student
in
the
next
most
rigorous
level
of
advanced
courses
or
programs
offered
by
the
school
district
if
the
student’s
parent
or
guardian
requests
that
the
student
not
be
enrolled.
c.
A
school
district
shall
use
the
automatic
enrollment
described
in
paragraph
“a”
as
a
way
to
increase
student
access
to,
and
enrollment
in,
advanced
courses.
d.
A
school
district
shall
notify
students
and
the
parents
or
guardians
of
students
of
the
advanced
courses
and
programs
available
to
eligible
students.
e.
This
subsection
shall
not
be
construed
to
limit
other
options
available
to
students
to
participate
in
advanced
courses
or
programs,
including
the
senior
year
plus
program
established
pursuant
to
chapter
261E.
3.
Allow
any
student
who
is
enrolled
in
an
accelerated
course
to
take
the
statewide
summative
assessment
that
corresponds
to
the
content
and
level
of
the
course
in
which
the
student
is
enrolled.
Sec.
5.
STATE
MANDATE
FUNDING
SPECIFIED.
In
accordance
with
section
25B.2,
subsection
3,
the
state
cost
of
requiring
compliance
with
any
state
mandate
included
in
this
Act
shall
be
paid
by
a
school
district
from
state
school
foundation
aid
received
by
the
school
district
under
section
257.16.
This
specification
of
the
payment
of
the
state
cost
shall
be
deemed
to
meet
all
of
the
state
funding-related
requirements
of
section
25B.2,
subsection
3,
and
no
additional
state
funding
shall
be
necessary
for
the
full
implementation
of
this
Act
by
and
enforcement
of
this
Act
against
all
affected
school
districts.
Senate
File
2220,
p.
6
Sec.
6.
APPLICABILITY.
The
following
apply
to
school
years
beginning
on
or
after
July
1,
2027:
1.
The
section
of
this
Act
enacting
section
279.89.
2.
The
section
of
this
Act
enacting
section
279.90.
______________________________
AMY
SINCLAIR
President
of
the
Senate
______________________________
PAT
GRASSLEY
Speaker
of
the
House
I
hereby
certify
that
this
bill
originated
in
the
Senate
and
is
known
as
Senate
File
2220,
Ninety-first
General
Assembly.
______________________________
W.
CHARLES
SMITHSON
Secretary
of
the
Senate
Approved
_______________,
2026
______________________________
KIM
REYNOLDS
Governor