IowaSF 242891st General Assembly (2025–2026)SenateWALLET

A bill for 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. (Formerly SF 2044.) Effective date: 07/01/2026.

How does this bill affect your finances?

Personalize government policy and PRIA will tell you what this bill means for your household, plus every other piece of legislation we track. PRIA reads each provision against your financial profile to show you exactly what matters to your wallet.

Free to download

Bill Overview

Analyzed Economic Effects

8 provisions identified: 5 benefits, 2 costs, 1 mixed.

Paid recovery leave and teacher protections

Beginning July 1, 2026, teachers injured by a student’s violent disruption get up to three recovery days with full pay. School boards must grant that leave immediately; they may grant four or more days with a doctor’s note showing need. Teachers can appeal to the school board when a principal blocks a classroom removal or allows a student back too early. At a teacher’s request, principals must make a mental-health professional, guidance counselor, or behavioral interventionist available after disruptions. This support can address immediate trauma for students, teachers, and other school employees. Students under 18 need parent or guardian consent for the specified mental-health services, unless they are emancipated minors.

Specialized school pilot for eligible students

Beginning July 1, 2026, Iowa’s Education Department administers a specialized attendance-center pilot in one qualifying rural and one urban district. Centers serve students requiring special education or whose emotional, social, or behavioral needs prevent classroom success even with added supports. Parents or guardians can request that their child be excused from attending. The rural district must be in a county with a 2020 census population above 17,500 and below 18,000. It must contain a city above 5,400 and below 5,500 people; the urban district must enroll at least 7,000 students. District participation requires agreement and full district funding, unless the department fully funds participation through legislative appropriations. Districts report annually by June 1 on participation, academic performance, student, parent and teacher feedback, challenges, recommendations, and other requested information. The department reports to lawmakers by June 30, and the pilot ends July 1, 2031.

Faster reviews for students with disabilities

Beginning July 1, 2026, a student’s individualized education program (IEP) team must meet immediately after a classroom exclusion. The team must review services, placement, accommodations, behavior supports, and the effects of learning in the general classroom. It must consider needed changes to ensure a free appropriate public education and the district’s ability to provide required supports. Required participants must attend; absent staff must receive minutes or a summary and information about recourse procedures. Another behavior review is required after five or more removals within any 15 consecutive school days. Teachers can request an IEP meeting at any time, in writing or electronically. Administrators can deny requests only with a written explanation of why federal law does not require the meeting.

School staff must read disability plans

Beginning July 1, 2026, staff responsible for an individualized education program (IEP) must have access and understand their duties. They must read changes to accommodations or modifications; regular education teachers must confirm this in writing to special education teachers. Teachers serving students with Section 504 plans must read those plans and notify a special education teacher or principal in writing. At least one aide or other district employee helping teach the student must attend all meetings about either plan. Meetings must take place during normal business hours when practical.

More disability training for school teams

Beginning July 1, 2026, Iowa must develop and distribute training on federal least restrictive environment requirements. These rules guide when students with disabilities learn alongside students without disabilities. Districts must use the state materials to train individualized education program team members. District training plans must also include offerings for all teachers on serving students with disabilities. Topics include free appropriate public education, identifying and evaluating students, required services, teacher duties, and placement rules. Plans must explain access to required training, name approved providers, and align training with district learning goals and teaching standards.

Schools face tighter safety reporting oversight

Beginning July 1, 2026, Iowa must consider reporting accuracy and timeliness when monitoring school accreditation or taking enforcement action. This applies to school districts and nonpublic schools. The review includes potential underreporting or late reporting of required discipline and safety data.

Districts fund mandates from existing aid

Beginning July 1, 2026, districts must use state school foundation aid to cover the law’s state-mandated compliance costs. The law states that no additional state funding is necessary for implementation and enforcement. This funding rule does not require households to pay directly.

New classroom removal rules for students

Beginning July 1, 2026, teachers can remove students for violent or nonviolent disruptions for at least 30 minutes. Nonviolent disruptions include repeated disturbances, abusive language, and bullying; violent disruptions include injury, property damage, or assault. Students in kindergarten through fifth grade can return after a meeting; grades 6–12 must wait until the next school day. A student who assaults a teacher cannot return to that classroom without the teacher’s consent. Repeated removals require a meeting with school staff and a parent or guardian to develop a behavior plan. District policies must set required sanctions, with maximum penalties reserved for severe or repeated, widespread conduct. Each attendance center must have a review committee with two teachers and one administrator or mental-health professional. Principals must promptly handle required disability-related reviews, discipline, and needed behavior assessments or plan changes. Charter and innovation zone schools must follow the same disruption rules, and covered policies must respect state and federal disability protections.

Sponsors & Cosponsors

Sponsor

COMMITTEE ON EDUCATION
Affiliation unavailable

Cosponsors

There are no cosponsors for this bill.

Roll Call Votes

All Roll Calls

Yes: 265 • No: 8

House vote • 4/29/2026

Passed House

Yes: 87 • No: 4

Senate vote • 4/22/2026

Passed Senate

Yes: 44 • No: 0

House vote • 4/7/2026

Passed House

Yes: 89 • No: 4

Senate vote • 3/10/2026