Read the full stored bill text
Senate
File
450
-
Introduced
SENATE
FILE
450
BY
COMMITTEE
ON
EDUCATION
(SUCCESSOR
TO
SSB
1092)
A
BILL
FOR
An
Act
relating
to
education,
including
by
modifying
provisions
1
related
to
mathematics
instruction,
practitioner
preparation
2
programs,
and
the
duties
of
the
director
of
the
department
3
of
education,
and
including
effective
date
provisions.
4
BE
IT
ENACTED
BY
THE
GENERAL
ASSEMBLY
OF
THE
STATE
OF
IOWA:
5
TLSB
1874SV
(2)
91
jda/jh
S.F.
450
Section
1.
Section
256.9,
Code
2025,
is
amended
by
adding
1
the
following
new
subsections:
2
NEW
SUBSECTION
.
69.
Develop
and
distribute
to
school
3
districts,
accredited
nonpublic
schools,
charter
schools,
and
4
innovation
zone
schools
family-centered
resources
to
support
5
student
development
of
mathematics
knowledge
at
home.
6
NEW
SUBSECTION
.
70.
Provide
teachers
who
are
employed
7
by
schools
most
in
need
of
support,
as
identified
by
the
8
department,
with
evidence-based
professional
development
9
services
related
to
implementing
high-quality
mathematics
10
instruction.
When
determining
whether
a
school
is
in
need
of
11
support
under
this
subsection,
the
director
shall
consider
the
12
level
of
mathematics
proficiency
attained
by
students
enrolled
13
in
the
school
and
the
amount
of
resources
available
to
the
14
department
to
provide
the
professional
development
services.
15
NEW
SUBSECTION
.
71.
On
or
before
July
1,
2025,
develop
and
16
distribute
to
school
districts,
accredited
nonpublic
schools,
17
charter
schools,
and
innovation
zone
schools
a
comprehensive
18
state
mathematics
plan
that
is
designed
to
increase
the
19
level
of
mathematics
proficiency
attained
by
students
using
20
systematic
and
sequential
approaches
to
teaching
subitizing,
21
cardinality,
object
counting,
verbal
counting,
spatial
22
relationships,
benchmark
numbers,
and
part-part-whole
models.
23
NEW
SUBSECTION
.
72.
Develop
and
publish
on
the
department’s
24
internet
site
a
list
of
valid
and
reliable
mathematics
25
screeners
that
may
be
used
by
teachers
to
identify
students
26
enrolled
in
kindergarten
through
grade
six
who
may
require
27
additional
instruction
or
support
in
mathematics.
28
Sec.
2.
Section
256.16,
subsection
1,
Code
2025,
is
amended
29
by
adding
the
following
new
paragraph:
30
NEW
PARAGRAPH
.
o.
Include
preparation
in
methods
for
31
teaching
mathematics.
A
higher
education
institution
providing
32
practitioner
preparation
may
satisfy
this
requirement
by
33
requiring
students
admitted
to
an
approved
practitioner
34
preparation
program
who
will
be
teaching
mathematics
to
35
-1-
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5
S.F.
450
students
enrolled
in
kindergarten
through
grade
twelve
to
1
complete
mathematics
methods
coursework
and
demonstrate
2
competency
in
number
sense,
learning
progressions,
conceptual
3
understanding,
and
procedural
fluency
and
application
in
4
mathematics,
including
the
implementation
of
high-quality
5
instructional
materials
aligned
to
Iowa
academic
standards
for
6
mathematics.
7
Sec.
3.
NEW
SECTION
.
279.68A
Student
progression
——
8
mathematics
proficiency.
9
1.
Each
school
district
shall
assess
all
students
enrolled
10
in
kindergarten
through
grade
six
at
least
three
times
each
11
school
year
to
determine
the
students’
level
of
mathematics
12
proficiency
by
administering
a
mathematics
screener
that
is
on
13
the
list
developed
by
the
department
of
education
pursuant
to
14
section
256.9,
subsection
72.
15
2.
If,
as
the
result
of
the
assessments
administered
16
pursuant
to
subsection
1,
a
school
district
determines
that
17
a
student
is
persistently
at
risk
in
mathematics,
the
school
18
district
shall
do
all
of
the
following:
19
a.
Assess
the
student’s
level
of
proficiency
in
mathematics
20
at
least
every
other
week
and
implement
mathematics
21
interventions
and
supports.
22
b.
Develop,
in
consultation
with
the
student’s
parents
or
23
guardians,
a
personalized
mathematics
plan
that
identifies
24
interventions
and
supports
that
will
be
used
to
help
the
25
student
achieve
proficiency
in
mathematics.
26
c.
If
the
student
is
meeting
expectations
related
to
27
increases
in
the
student’s
level
of
mathematics
proficiency,
28
provide
the
student
with
small
group
interventions.
29
d.
If
the
student
is
not
meeting
expectations
related
to
30
increases
in
the
student’s
level
of
mathematics
proficiency,
31
provide
the
student
with
intensive
interventions.
32
3.
A
school
district
shall
provide
the
assessments,
plans,
33
and
interventions
described
in
subsection
2
to
students
34
enrolled
in
kindergarten
through
grade
six
who
are
persistently
35
-2-
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2/
5
S.F.
450
at
risk
in
mathematics
until
the
student
performs
at
benchmark
1
on
the
statewide
summative
assessment
in
mathematics
or
2
until
the
student
performs
at
benchmark
on
two
consecutive
3
assessments
administered
pursuant
to
subsection
1,
whichever
4
occurs
first.
5
4.
For
purposes
of
this
section,
“persistently
at
risk”
6
means
the
student
has
not
met
the
grade-level
benchmark
on
two
7
consecutive
assessments
administered
pursuant
to
subsection
1.
8
5.
The
state
board
of
education
shall
adopt
rules
pursuant
9
to
chapter
17A
to
administer
this
section.
10
Sec.
4.
STATE
MANDATE
FUNDING
SPECIFIED.
In
accordance
11
with
section
25B.2,
subsection
3,
the
state
cost
of
requiring
12
compliance
with
any
state
mandate
included
in
this
Act
shall
13
be
paid
by
a
school
district
from
state
school
foundation
aid
14
received
by
the
school
district
under
section
257.16.
This
15
specification
of
the
payment
of
the
state
cost
shall
be
deemed
16
to
meet
all
of
the
state
funding-related
requirements
of
17
section
25B.2,
subsection
3,
and
no
additional
state
funding
18
shall
be
necessary
for
the
full
implementation
of
this
Act
19
by
and
enforcement
of
this
Act
against
all
affected
school
20
districts.
21
Sec.
5.
EFFECTIVE
DATE.
The
following,
being
deemed
of
22
immediate
importance,
takes
effect
upon
enactment:
23
The
portion
of
the
section
of
this
Act
enacting
section
24
256.9,
subsection
71.
25
EXPLANATION
26
The
inclusion
of
this
explanation
does
not
constitute
agreement
with
27
the
explanation’s
substance
by
the
members
of
the
general
assembly.
28
This
bill
relates
to
education,
including
by
modifying
29
provisions
related
to
mathematics
instruction,
practitioner
30
preparation
programs,
and
the
duties
of
the
director
of
the
31
department
of
education.
32
The
bill
requires
the
director
of
the
department
of
33
education
(DE)
to
develop
and
distribute
to
schools
34
family-centered
resources
to
support
student
development
35
-3-
LSB
1874SV
(2)
91
jda/jh
3/
5
S.F.
450
of
mathematics
knowledge
at
home.
The
bill
also
requires
1
the
director
of
DE
to,
on
or
before
July
1,
2025,
develop
2
and
distribute
to
schools
a
comprehensive
state
mathematics
3
plan
that
is
designed
to
increase
the
level
of
mathematics
4
proficiency
attained
by
students.
This
provision
is
effective
5
upon
enactment.
Additionally,
the
bill
requires
the
director
6
of
DE
to
provide
teachers
who
are
employed
by
schools
most
in
7
need
of
support
with
evidence-based
professional
development
8
services
related
to
implementing
high-quality
mathematics
9
instruction.
The
bill
requires
the
director
of
DE
to
develop
10
and
publish
on
DE’s
internet
site
a
list
of
valid
and
reliable
11
mathematics
screeners
that
may
be
used
by
teachers
to
identify
12
students
enrolled
in
kindergarten
through
grade
six
who
may
13
require
additional
instruction
or
support
in
mathematics.
14
The
bill
requires
school
districts
to
assess
all
students
15
enrolled
in
kindergarten
through
grade
six
at
least
three
16
times
each
school
year
to
determine
the
students’
level
of
17
mathematics
proficiency
by
administering
a
mathematics
screener
18
that
is
on
the
list
on
DE’s
internet
site.
If,
as
the
result
of
19
the
assessments,
a
school
district
determines
that
a
student
20
is
persistently
at
risk
in
mathematics,
the
school
district
is
21
required
to
take
certain
specified
steps
involving
additional
22
assessments,
the
development
of
personalized
mathematics
plans,
23
and
interventions.
The
school
district
is
required
to
take
24
these
steps
until
the
student
performs
at
benchmark
on
the
25
statewide
summative
assessment
in
mathematics
or
until
the
26
student
performs
at
benchmark
on
an
assessment,
whichever
27
occurs
first.
The
bill
defines
“persistently
at
risk”
to
mean
28
that
the
student
has
not
met
the
grade-level
benchmark
on
two
29
consecutive
assessments.
The
bill
requires
the
state
board
of
30
education
to
adopt
rules
to
administer
these
provisions.
31
The
bill
provides
that
the
state
board
of
education
is
32
required
to
adopt
rules
requiring
all
higher
education
33
institutions
providing
practitioner
preparation
to
include
34
preparation
in
methods
for
teaching
mathematics.
The
35
-4-
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1874SV
(2)
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jda/jh
4/
5
S.F.
450
bill
authorizes
a
higher
education
institution
providing
1
practitioner
preparation
to
satisfy
this
requirement
by
2
requiring
students
who
will
be
teaching
mathematics
to
3
students
enrolled
in
kindergarten
through
grade
12
to
complete
4
mathematics
methods
coursework
and
demonstrate
competency
in
5
certain
specified
areas.
6
The
bill
may
include
a
state
mandate
as
defined
in
Code
7
section
25B.3.
The
bill
requires
that
the
state
cost
of
8
any
state
mandate
included
in
the
bill
be
paid
by
a
school
9
district
from
state
school
foundation
aid
received
by
the
10
school
district
under
Code
section
257.16.
The
specification
11
is
deemed
to
constitute
state
compliance
with
any
state
mandate
12
funding-related
requirements
of
Code
section
25B.2.
The
13
inclusion
of
this
specification
is
intended
to
reinstate
the
14
requirement
of
political
subdivisions
to
comply
with
any
state
15
mandates
included
in
the
bill.
16
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5