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2428
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2428
AN
ACT
RELATING
TO
EDUCATION,
INCLUDING
BY
MODIFYING
PROVISIONS
RELATED
TO
THE
DUTIES
OF
THE
DEPARTMENT
OF
EDUCATION;
THE
DISCIPLINE
OF
STUDENTS
ENROLLED
IN
SCHOOL
DISTRICTS,
CHARTER
SCHOOLS,
AND
INNOVATION
ZONE
SCHOOLS
WHO
CAUSE
VIOLENT
OR
NONVIOLENT
DISRUPTIONS;
THE
RESPONSIBILITIES
AND
POWERS
OF
THE
DEPARTMENT
OF
EDUCATION,
SCHOOL
DISTRICT
TEACHERS,
AND
OTHER
EDUCATIONAL
STAFF
RELATED
TO
STUDENTS
WHO
HAVE
INDIVIDUALIZED
EDUCATION
PROGRAMS
OR
PLANS
UNDER
SECTION
504
OF
THE
FEDERAL
REHABILITATION
ACT;
SCHOOL
DISTRICT
PROFESSIONAL
DEVELOPMENT
PLANS;
AND
AUTHORIZING
TEACHERS
TO
REQUEST
A
MEETING
OF
A
STUDENT’S
INDIVIDUALIZED
EDUCATION
PROGRAM
TEAM.
BE
IT
ENACTED
BY
THE
GENERAL
ASSEMBLY
OF
THE
STATE
OF
IOWA:
Section
1.
Section
256.9,
Code
2026,
is
amended
by
adding
the
following
new
subsection:
NEW
SUBSECTION
.
80.
Develop
and
distribute
to
school
districts
a
training
program
and
training
materials
for
members
of
a
student’s
individualized
education
program
team
that
is
related
to
the
least
restrictive
environment
requirements
under
the
federal
Individuals
with
Disabilities
Education
Act,
20
U.S.C.
§1400
et
seq.
Senate
File
2428,
p.
2
Sec.
2.
Section
256.11,
subsection
10,
unnumbered
paragraph
1,
Code
2026,
is
amended
to
read
as
follows:
The
state
board
shall
establish,
and
the
department
shall
use,
for
the
school
year
commencing
July
1,
2021,
and
each
succeeding
school
year,
an
accreditation,
monitoring,
and
enforcement
process
for
school
districts
and
nonpublic
schools
seeking
accreditation
pursuant
to
this
subsection
and
subsections
11
and
12
.
In
applying
and
taking
monitoring
and
enforcement
action
under
this
subsection
and
subsections
11
and
12,
the
department
shall
consider
the
timeliness
and
accuracy
of
the
information
a
school
district
or
nonpublic
school
provides
to
the
department,
including
potential
underreporting
or
late
reporting
of
data
related
to
school
discipline
and
school
safety
necessary
to
monitor
and
implement
the
provisions
of
chapter
280.
The
process
established
shall
include
all
of
the
following
requirements:
Sec.
3.
NEW
SECTION
.
256.20
Schools
for
students
requiring
special
education
or
students
with
behavioral
issues
——
pilot
project.
1.
The
department
shall
develop
and
administer
a
pilot
program
that
requires
a
rural
school
district
and
an
urban
school
district
to
each
establish
an
attendance
center
to
be
used
to
provide
educational
services,
including
special
education
services,
to
eligible
students
who
are
enrolled
in
the
rural
school
district
or
urban
school
district,
as
applicable.
2.
The
department
shall
determine
the
rural
school
district
and
urban
school
district
that
will
be
required
to
participate
in
the
pilot
program.
A
rural
school
district
or
an
urban
school
district
shall
not
be
required
to
participate
in
the
pilot
program
unless
any
one
of
the
following
applies:
a.
The
rural
school
district
or
urban
school
district
agrees
to
participate
in
the
pilot
program
and
provides
notice
to
the
department
indicating
that
the
rural
school
district
or
urban
school
district
has
the
ability
to
fully
fund
the
rural
school
district’s
or
urban
school
district’s
participation
in
the
pilot
program.
b.
The
department
fully
funds
the
rural
school
district’s
or
urban
school
district’s
participation
in
the
pilot
program
Senate
File
2428,
p.
3
using
moneys
appropriated
by
the
general
assembly
for
purposes
of
this
section.
3.
The
department,
in
consultation
with
the
rural
school
district
and
urban
school
district,
shall
determine
all
of
the
following:
a.
The
courses
of
study
and
curricula
that
the
rural
school
district
and
urban
school
district
will
provide
to
eligible
students
as
part
of
the
pilot
program.
b.
The
instructional
facilities
that
the
rural
school
district
and
urban
school
district
will
use
to
provide
educational
services
to
eligible
students
as
part
of
the
pilot
program.
4.
An
eligible
student
shall
not
be
required
to
attend
an
attendance
center
established
by
a
rural
school
district
or
an
urban
school
district
that
is
participating
in
the
pilot
program
if
the
eligible
student’s
parent
or
guardian
provides
notice
to
the
rural
school
district
or
urban
school
district
requesting
that
the
eligible
student
be
excused
from
such
attendance.
5.
a.
Annually,
on
or
before
June
1
of
each
year,
the
rural
school
district
and
urban
school
district
shall
submit
to
the
department
an
annual
report
that
contains
all
of
the
following:
(1)
The
number
of
eligible
students
who
participated
in
the
pilot
program
during
the
current
school
year.
(2)
Information
related
to
the
academic
performance
of
eligible
students
who
participated
in
the
pilot
program
during
the
current
school
year.
(3)
Feedback
from
eligible
students
who
participated
in
the
pilot
program
during
the
current
school
year
related
to
the
effectiveness
of
the
pilot
program.
(4)
Feedback
from
the
parents
or
guardians
of
eligible
students
who
participated
in
the
pilot
program
during
the
current
school
year
related
to
the
effectiveness
of
the
pilot
program.
(5)
Feedback
from
teachers
who
provided
educational
services
to
eligible
students
who
participated
in
the
pilot
program
during
the
current
school
year
related
to
the
effectiveness
of
the
pilot
program.
(6)
Challenges
associated
with
operating
the
pilot
program.
Senate
File
2428,
p.
4
(7)
Recommendations
related
to
how
to
improve
the
pilot
program.
(8)
Any
other
information
requested
by
the
department
that
will
allow
the
department
to
monitor
and
assess
the
pilot
program.
b.
Annually,
on
or
before
June
30
of
each
year,
the
department
shall
compile
the
annual
reports
submitted
to
the
department
pursuant
to
paragraph
“a”
and
shall
submit
the
compilation
to
the
general
assembly.
6.
As
used
in
this
section:
a.
“Eligible
student”
means
any
of
the
following:
(1)
Children
requiring
special
education,
as
defined
in
section
256B.2.
(2)
A
student
whose
emotional,
social,
or
behavioral
needs
interfere
with
the
student’s
ability
to
be
successful
in
the
regular
educational
environment,
even
with
the
use
of
supplementary
aids
and
services.
b.
“Rural
school
district”
means
a
school
district
as
described
in
chapter
274
that
is
located
in
a
county
with
a
population
of
greater
than
seventeen
thousand
five
hundred
but
less
than
eighteen
thousand,
and
that
contains
a
city
with
a
population
of
greater
than
five
thousand
four
hundred,
but
less
than
five
thousand
five
hundred,
all
according
to
the
2020
federal
decennial
census.
c.
“Urban
school
district”
means
a
school
district
as
described
in
chapter
274
with
a
total
enrollment
of
at
least
seven
thousand
students.
7.
This
section
is
repealed
July
1,
2031.
Sec.
4.
Section
256E.7,
subsection
2,
Code
2026,
is
amended
by
adding
the
following
new
paragraph:
NEW
PARAGRAPH
.
0n.
Be
subject
to
and
comply
with
the
requirements
of
section
279.65B
relating
to
the
discipline
of
students
who
cause
violent
or
nonviolent
disruptions
in
the
same
manner
as
a
school
district.
Sec.
5.
Section
256F.4,
subsection
2,
Code
2026,
is
amended
by
adding
the
following
new
paragraph:
NEW
PARAGRAPH
.
v.
Be
subject
to
and
comply
with
the
requirements
of
section
279.65B
relating
to
the
discipline
of
students
who
cause
violent
or
nonviolent
disruptions
in
the
Senate
File
2428,
p.
5
same
manner
as
a
school
district.
Sec.
6.
Section
279.65A,
subsection
3,
Code
2026,
is
amended
to
read
as
follows:
3.
The
policies
must
be
consistent
with
the
all
of
the
following:
a.
The
provisions
of
chapter
256B
,
and
the
administrative
rules
adopted
by
the
state
board
for
purposes
of
chapter
256B
,
the
.
b.
The
federal
Individuals
with
Disabilities
Education
Act,
20
U.S.C.
§1400
et
seq.
,
and
the
c.
The
federal
Rehabilitation
Act
of
1973,
as
amended
and
codified
in
29
U.S.C.
§701
et
seq.
d.
Section
279.65B.
Sec.
7.
NEW
SECTION
.
279.65B
Discipline
of
students
who
cause
violent
or
nonviolent
disruptions.
1.
As
used
in
this
section:
a.
“Nonviolent
disruption”
includes
but
is
not
limited
to
a
disruption
to
classroom
instruction
that
is
a
result
of
any
of
the
following:
(1)
Disorderly
conduct.
(2)
Abusive
or
profane
language.
(3)
Bullying,
as
defined
under
section
280.28.
(4)
Repeatedly
disruptive
behavior.
b.
“Principal”
means
the
same
as
defined
in
section
256.145.
“Principal”
includes
all
of
the
following:
(1)
An
assistant
principal.
(2)
A
vice
principal.
(3)
An
administrator
who
is
responsible
for
the
day-to-day
operations
of
an
attendance
center.
c.
“Teacher”
means
the
same
as
defined
in
section
256.145.
d.
“Violent
disruption”
includes
but
is
not
limited
to
a
disruption
to
classroom
instruction
that
is
a
result
of
a
threat
of
violence
or
an
incident
of
violence
that
results
in
any
of
the
following:
(1)
Injury.
(2)
Property
damage.
(3)
Assault,
as
defined
under
section
708.1.
2.
a.
(1)
A
teacher
may
remove
or
cause
to
be
removed
a
student
who
causes
a
nonviolent
disruption
from
the
teacher’s
Senate
File
2428,
p.
6
classroom
and
place
the
student
under
the
supervision
of
the
principal
of
the
attendance
center
in
which
the
classroom
is
located,
or
the
principal’s
designee,
for
at
least
thirty
minutes,
as
determined
by
the
principal
or
the
principal’s
designee.
(2)
(a)
A
student
who
is
enrolled
in
kindergarten
through
grade
five,
and
who
was
removed
from
the
classroom
pursuant
to
subparagraph
(1),
shall
not
be
readmitted
to
the
teacher’s
classroom
until
after
the
principal,
or
the
principal’s
designee,
and
the
teacher
meet
to
discuss
the
readmission
of
the
student.
(b)
A
student
who
is
enrolled
in
grades
six
through
twelve,
and
who
was
removed
from
the
classroom
pursuant
to
subparagraph
(1),
shall
not
be
readmitted
to
the
teacher’s
classroom
until
after
the
principal,
or
the
principal’s
designee,
and
the
teacher
meet
to
discuss
the
readmission
of
the
student.
Such
student
shall
not
be
readmitted
to
the
teacher’s
classroom
until,
at
the
earliest,
the
immediately
subsequent
school
day.
(3)
The
principal,
or
the
principal’s
designee,
shall
inform
the
teacher
of
the
disciplinary
actions
taken
against
the
student
removed
from
the
classroom
pursuant
to
subparagraph
(1)
as
soon
as
is
reasonably
possible
after
the
student’s
removal.
(4)
A
student
who
is
removed
from
the
classroom
pursuant
to
subparagraph
(1)
shall
be
required
to
make
up
any
work
that
the
student
missed
while
the
student
was
under
the
supervision
of
the
principal
or
the
principal’s
designee.
(5)
If
a
student
is
removed
from
a
teacher’s
classroom
pursuant
to
subparagraph
(1)
more
than
once,
the
teacher
or
teachers
who
removed
the
student
from
the
classroom;
the
principal
of
the
attendance
center
in
which
the
classroom
or
classrooms
are
located;
a
qualified
guidance
counselor
licensed
by
the
board
of
educational
examiners
under
chapter
256,
subchapter
VII,
part
3;
the
student’s
parent
or
legal
guardian,
if
the
student
is
not
an
emancipated
minor;
and
the
student
shall
participate
in
a
meeting
to
discuss
the
student’s
nonviolent
disruptions
and
to
establish
a
behavioral
plan
and
a
course
of
discipline
to
correct
the
student’s
behavior,
which
may
include
locating
the
student
in
an
alternative
Senate
File
2428,
p.
7
learning
environment,
including
a
therapeutic
classroom,
when
appropriate.
b.
(1)
A
teacher
shall
remove
or
cause
to
be
removed
a
student
who
causes
a
violent
disruption
from
the
teacher’s
classroom
and
place
the
student
under
the
supervision
of
the
principal
of
the
attendance
center
in
which
the
classroom
is
located,
or
the
principal’s
designee.
(2)
(a)
A
student
who
is
enrolled
in
kindergarten
through
grade
five,
and
who
was
removed
from
the
classroom
pursuant
to
subparagraph
(1),
shall
not
be
readmitted
to
the
teacher’s
classroom
until
after
the
principal,
or
the
principal’s
designee,
and
the
teacher
meet
to
discuss
the
readmission
of
the
student.
(b)
A
student
who
is
enrolled
in
grades
six
through
twelve,
and
who
was
removed
from
the
classroom
pursuant
to
subparagraph
(1),
shall
not
be
readmitted
to
the
teacher’s
classroom
until
after
the
principal,
or
the
principal’s
designee,
and
the
teacher
meet
to
discuss
the
readmission
of
the
student.
Such
student
shall
not
be
readmitted
to
the
teacher’s
classroom
until,
at
the
earliest,
the
immediately
subsequent
school
day.
(c)
Notwithstanding
any
policy
adopted
by
the
oversight
review
committee
pursuant
to
subsection
4,
paragraph
“a”
,
a
student
shall
not
be
readmitted
to
a
teacher’s
classroom
if
all
of
the
following
criteria
are
satisfied:
(i)
The
teacher
removed
the
student
from
the
teacher’s
classroom
because
the
student
caused
a
violent
disruption
that
included
the
student
assaulting
the
teacher.
(ii)
The
teacher
does
not
consent
to
allowing
the
student
to
return
to
the
teacher’s
classroom.
3.
a.
If
the
principal
determines
that
disciplinary
action
should
be
taken
against
a
student
who
was
removed
from
a
teacher’s
classroom
pursuant
to
subsection
2,
then
the
principal
shall
do
all
of
the
following:
(1)
Take
such
disciplinary
action.
(2)
Provide
written
and,
if
possible,
electronic
notice
of
such
disciplinary
action
to
the
student’s
parent
or
guardian.
b.
(1)
If
a
student
was
removed
from
a
teacher’s
classroom
pursuant
to
subsection
2
two
or
more
times
in
a
semester,
or
the
trimester
or
quarter
equivalent,
then
the
principal
shall
Senate
File
2428,
p.
8
discipline
the
student
by
doing
any
of
the
following:
(a)
Assigning
the
student
to
either
in-school
or
out-of-school
suspension.
(b)
Recommending
to
the
superintendent
that
the
student
be
located
in
an
alternative
learning
environment
that
has
been
approved
by
the
superintendent.
(2)
If
a
student
was
removed
from
a
teacher’s
classroom
pursuant
to
subsection
2
because
the
student’s
conduct,
statements,
or
other
actions
were
severe
or
pervasive,
and,
if
requested
by
the
teacher,
then
the
principal
shall
impose
the
maximum
amount
of
punishment
applicable
to
such
conduct,
statements,
or
other
actions
as
provided
in
policies
adopted
by
the
board
of
directors
of
the
school
district,
including
placing
the
student
in
an
alternative
learning
environment
that
has
been
approved
by
the
superintendent.
4.
a.
The
board
of
directors
of
a
school
district
shall
require
each
attendance
center
within
the
school
district
to
create
an
oversight
review
committee
that
is
responsible
for
developing
a
policy,
consistent
with
this
section,
that
establishes
when
a
student
who
has
been
removed
from
the
classroom
pursuant
to
subsection
2
may
be
readmitted
to
the
classroom.
b.
The
oversight
review
committee
must
consist
of
all
of
the
following
members:
(1)
Two
teachers
who
work
in
the
attendance
center
and
who
must
be
selected
by
the
teachers
of
the
attendance
center.
(2)
One
administrative
employee,
mental
health
professional,
or
behavioral
interventionist
who
works
in
the
attendance
center
and
who
must
be
selected
by
the
principal
of
the
attendance
center.
c.
The
oversight
review
committee
may
issue
recommendations
related
to
when
a
student
who
was
removed
from
a
teacher’s
classroom
pursuant
to
subsection
2,
paragraph
“a”
,
subparagraph
(1),
should
be
readmitted
to
the
teacher’s
classroom.
5.
If
a
student
who
has
an
individualized
education
program
was
removed
from
a
teacher’s
classroom
pursuant
to
subsection
2,
then
all
of
the
following
shall
apply:
a.
(1)
All
of
the
following
individuals
shall,
if
practicable,
participate
in
the
meeting
of
the
student’s
Senate
File
2428,
p.
9
individualized
education
program
team
that
takes
place
immediately
subsequent
to
the
student’s
exclusion
from
the
classroom:
(a)
The
teacher
who
removed
the
student
from
the
classroom
pursuant
to
subsection
2.
(b)
Any
teacher
who
is
not
described
in
subparagraph
division
(a)
and
who
provides
classroom
instruction
to
the
student.
(c)
Any
other
employee
of
the
school
district
who
does
not
hold
a
license
issued
by
the
board
of
educational
examiners,
including
para-educators
and
bus
drivers,
and
who
was
directly
involved
in
the
student’s
conduct,
statements,
or
other
actions
that
led
to
the
student’s
exclusion
from
the
classroom.
(2)
If
a
teacher
or
other
employee
is
not
able
to
participate
in
the
meeting
of
the
student’s
individualized
education
program
team
that
takes
place
immediately
subsequent
to
the
student’s
exclusion
from
the
classroom,
as
required
under
subparagraph
(1),
then
the
teacher
or
other
employee
shall
review
the
minutes
or
summary
of
the
meeting
prepared
by
the
individualized
education
program
team
pursuant
to
paragraph
“b”
,
subparagraph
(2),
and
shall
provide
written
notice
to
the
student’s
individualized
education
program
team
indicating
that
the
teacher
or
other
employee
has
read
the
minutes
or
summary.
b.
(1)
In
the
meeting
of
the
student’s
individualized
education
program
team
that
takes
place
immediately
subsequent
to
the
student’s
exclusion
from
the
classroom,
the
student’s
individualized
education
program
team
shall
discuss
all
of
the
following:
(a)
The
appropriateness
of
the
student’s
current
educational
programming.
(b)
Whether
adjustments
need
to
be
made
to
the
student’s
individualized
education
program
to
address
the
student’s
behaviors.
(c)
Whether
the
student’s
current
placement
or
an
alternative
learning
environment
would
best
provide
the
student
with
a
free
appropriate
public
education.
(d)
The
accommodations,
modifications,
and
adaptations
that
are
required
to
allow
the
student
to
be
successful
in
a
general
education
setting,
what
supports
are
needed
to
assist
the
Senate
File
2428,
p.
10
teacher
and
other
school
district
employees
in
providing
those
accommodations,
modifications,
and
adaptations,
and
whether
it
is
possible
for
the
school
district
to
provide
those
supports,
accommodations,
modifications,
and
adaptations.
(e)
Whether
and
to
what
extent
the
provision
of
special
education
services
and
activities
in
the
general
education
environment
will
impact
the
student
and
the
other
students
in
the
classroom.
(2)
If
a
teacher
or
other
employee
is
not
able
to
participate
in
the
meeting
of
the
student’s
individualized
education
program
team
that
takes
place
immediately
subsequent
to
the
student’s
exclusion
from
the
classroom,
as
required
under
paragraph
“a”
,
subparagraph
(1),
then
the
student’s
individualized
education
program
team
shall
prepare
minutes
or
a
summary
of
the
meeting
and
provide
the
minutes
or
summary
to
the
teacher
or
other
employee.
c.
If
the
student
was
removed
from
the
classroom
five
or
more
times
within
any
fifteen-consecutive-school-day
period,
then
the
student’s
individualized
education
program
team
shall
meet
to
discuss
the
student’s
behavior.
6.
A
teacher
may
appeal
all
of
the
following
to
the
board
of
directors
of
the
school
district:
a.
A
principal’s
refusal
to
allow
the
teacher
to
remove
a
student
from
the
teacher’s
classroom
pursuant
to
subsection
2.
b.
A
principal’s
readmission
of
a
student
to
the
teacher’s
classroom
prior
to
the
time
such
student
should
have
been
readmitted
pursuant
to
subsection
2.
7.
The
board
of
directors
of
a
school
district
shall
immediately
grant
a
teacher
a
leave
of
absence
for
physical
recovery
with
full
pay
for
not
more
than
three
days
if
the
teacher
is
injured
due
to
a
student’s
violent
disruption;
provided,
however,
that
the
board
of
directors
of
a
school
district
may
grant
a
teacher
such
a
leave
of
absence
for
four
or
more
days
if
the
teacher
provides
to
the
board
of
directors
of
the
school
district
a
note
from
a
physician
indicating
that
such
a
leave
of
absence
is
needed.
8.
a.
Each
principal
of
an
attendance
center
shall
make
a
mental
health
professional,
guidance
counselor,
or
behavioral
interventionist
available
to
students,
teachers,
and
other
Senate
File
2428,
p.
11
school
employees
to
address
the
immediate
trauma
associated
with
a
violent
disruption
or
nonviolent
disruption,
upon
the
request
of
a
teacher.
b.
Notwithstanding
paragraph
“a”
,
a
mental
health
professional,
guidance
counselor,
or
behavioral
interventionist
shall
not
provide
any
mental
health
services
to
a
student
who
is
less
than
eighteen
years
of
age
to
address
the
immediate
trauma
associated
with
a
violent
disruption
or
nonviolent
disruption
unless
the
student’s
parent
or
guardian
consents
to
the
student
receiving
such
mental
health
services,
or
unless
the
student
is
an
emancipated
minor.
9.
Each
principal
shall
carry
out
the
principal’s
responsibilities
under
this
section
in
an
expeditious
manner,
and
shall
do
all
of
the
following
in
an
expeditious
manner:
a.
Carry
out
all
manifestation
determination
review
meetings,
as
required
under
section
504
of
the
federal
Rehabilitation
Act,
29
U.S.C.
§794.
b.
Impose
the
appropriate
amount
of
punishment
in
accordance
with
policies
adopted
by
the
board
of
directors
of
the
school
district
and
federal
law.
c.
Perform
functional
behavior
assessments
as
needed.
d.
Adjust
behavioral
intervention
plans
as
needed.
10.
This
section
shall
not
be
construed
to
do
any
of
the
following:
a.
Infringe
on
any
right
provided
to
any
student
under
federal
law,
including
but
not
limited
to
all
of
the
following:
(1)
Section
504
of
the
federal
Rehabilitation
Act,
29
U.S.C.
§794.
(2)
The
federal
Individuals
with
Disabilities
Education
Act,
20
U.S.C.
§1400
et
seq.
(3)
The
federal
Family
Educational
Rights
and
Privacy
Act,
20
U.S.C.
§1232g.
(4)
The
federal
Americans
with
Disabilities
Act
of
1990,
42
U.S.C.
§12101
et
seq.
b.
Supersede,
abrogate,
or
preempt
any
federal
law,
rule,
or
regulation.
c.
Relieve
any
person
from
any
duties,
obligations,
or
requirements
imposed
by
federal
law.
Sec.
8.
NEW
SECTION
.
279.89
Teacher
authority
to
request
a
Senate
File
2428,
p.
12
meeting
of
a
student’s
individualized
education
program
team.
1.
For
purposes
of
this
section:
a.
“Administrator”
means
the
same
as
defined
in
section
256.145.
b.
“Teacher”
means
the
same
as
defined
in
section
256.145.
2.
A
teacher
may
request
a
meeting
of
a
student’s
individualized
education
program
team
at
any
time
by
submitting
an
electronic
or
written
request
to
an
administrator.
3.
An
administrator
may
deny
a
teacher’s
request
for
a
meeting
of
a
student’s
individualized
education
program
team
submitted
pursuant
to
subsection
2;
provided,
however,
that
such
a
denial
must
satisfy
all
of
the
following
requirements:
a.
Be
provided
to
the
teacher
in
writing.
b.
Describe
why
applicable
federal
law
does
not
require
the
meeting
of
the
student’s
individualized
education
program
team.
Sec.
9.
NEW
SECTION
.
279.90
Individualized
education
programs
and
section
504
plan
requirements.
1.
a.
The
board
of
directors
of
each
school
district
shall
ensure
all
of
the
following:
(1)
That
each
student’s
individualized
education
program
is
accessible
to
each
school
district
employee
who
is
responsible
for
the
implementation
of
the
student’s
individualized
education
program,
including
regular
education
teachers,
special
education
teachers,
and
any
other
service
providers.
(2)
That
each
school
district
employee
who
is
responsible
for
the
implementation
of
a
student’s
individualized
education
program,
including
regular
education
teachers,
special
education
teachers,
and
any
other
service
providers,
reads
all
changes
to
the
accommodations
or
modifications
described
in
the
student’s
individualized
education
program.
(3)
Each
teacher
and
service
provider
described
in
subparagraph
(1)
is
informed
of
all
of
the
following:
(a)
The
teacher’s
or
service
provider’s
specific
responsibilities
related
to
implementing
the
student’s
individualized
education
program.
(b)
The
specific
accommodations,
modifications,
and
supports
that
must
be
provided
for
the
student
in
accordance
with
the
student’s
individualized
education
program.
b.
After
a
regular
education
teacher
has
read
the
most
Senate
File
2428,
p.
13
recent
changes
to
the
accommodations
or
modifications
described
in
a
student’s
individualized
education
program,
as
required
under
paragraph
“a”
,
subparagraph
(2),
the
regular
education
teacher
shall
provide
written
notice
to
the
special
education
teacher
who
is
on
the
student’s
individualized
education
program
team
indicating
that
the
regular
education
teacher
has
read
the
most
recent
changes
to
the
accommodations
or
modifications.
2.
Each
teacher
employed
by
the
school
district
who
teaches
a
student
who
has
a
plan
under
section
504
of
the
federal
Rehabilitation
Act,
29
U.S.C.
§794,
shall
read
the
plan.
After
the
teacher
has
read
the
plan,
the
teacher
shall
provide
written
notice
to
any
special
education
teacher
who
provides
special
education
services
to
the
student,
or
to
the
principal
of
the
attendance
center,
indicating
that
the
teacher
has
read
the
plan.
3.
At
least
one
para-educator
or
other
employee
of
the
school
district
who
assists
a
teacher
in
providing
classroom
instruction
to
a
student
who
has
an
individualized
education
program,
or
to
a
student
who
has
a
plan
under
section
504
of
the
federal
Rehabilitation
Act,
29
U.S.C.
§794,
shall
attend
all
meetings
related
to
the
student’s
individualized
education
program
or
plan
under
section
504
of
the
federal
Rehabilitation
Act,
29
U.S.C.
§794.
If
practicable,
meetings
related
to
a
student’s
individualized
education
program
or
plan
under
section
504
of
the
federal
Rehabilitation
Act,
29
U.S.C.
§794,
that
a
para-educator
or
other
employee
is
required
to
attend
pursuant
to
this
subsection
shall
take
place
during
normal
business
hours.
4.
The
board
of
directors
of
each
school
district
shall
provide
training
to
all
members
of
a
student’s
individualized
education
program
team
related
to
the
least
restrictive
environment
requirements
under
the
federal
Individuals
with
Disabilities
Education
Act,
20
U.S.C.
§1400
et
seq.,
that
is
based
on
the
training
program
and
training
materials
distributed
by
the
director
of
the
department
of
education
to
the
school
district
pursuant
to
section
256.9,
subsection
80.
Sec.
10.
Section
284.6,
subsection
3,
Code
2026,
is
amended
to
read
as
follows:
Senate
File
2428,
p.
14
3.
A
school
district
shall
develop
a
district
professional
development
plan.
The
district
professional
development
plan
shall
include
must
satisfy
all
of
the
following
requirements:
a.
Include
a
description
of
the
means
by
which
the
school
district
will
provide
access
to
all
teachers
in
the
district
to
professional
development
programs
or
offerings
that
meet
the
requirements
of
subsection
1
.
The
plan
shall
align
b.
Align
all
professional
development
with
the
school
district’s
long-range
student
learning
goals
and
the
Iowa
teaching
standards.
The
plan
shall
indicate
c.
Indicate
the
school
district’s
approved
professional
development
provider
or
providers.
d.
Include
programs
and
offerings
for
all
teachers
to
support
serving
students
with
disabilities.
e.
Include
information
related
to
all
of
the
following:
(1)
The
general
requirements
related
to
providing
a
free
appropriate
public
education,
including
the
school
district’s
obligation
to
identify
and
evaluate
a
student
who
may
have
a
disability.
(2)
The
provision
of
supports
and
services
through
a
student’s
individualized
education
program,
including
each
individual
teacher’s
responsibilities
relating
to
the
development
and
implementation
of
a
student’s
individualized
education
program.
(3)
The
general
requirements
related
to
providing
education
to
a
student
with
a
disability
consistent
with
the
least
restrictive
environment
requirements
under
the
federal
Individuals
with
Disabilities
Education
Act,
20
U.S.C.
§1400
et
seq.
Sec.
11.
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
Senate
File
2428,
p.
15
shall
be
necessary
for
the
full
implementation
of
this
Act
by
and
enforcement
of
this
Act
against
all
affected
school
districts.
______________________________
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
2428,
Ninety-first
General
Assembly.
______________________________
W.
CHARLES
SMITHSON
Secretary
of
the
Senate
Approved
_______________,
2026
______________________________
KIM
REYNOLDS
Governor