HF 2252 (LSB 5259HV (1) 85)

HOUSE FILE 2252

BY  COMMITTEE ON EDUCATION

(SUCCESSOR TO HSB 553)

A BILL FOR

An Act relating to standards for educational and instructional models, programs, and supplementary weighting for students identified as limited English proficient.
BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF IOWA:

    Section 1.  Section 256.7, subsection 31, Code 2014, is amended by adding the following new paragraph:
   NEW PARAGRAPH.  c.  Adopt rules, in collaboration with the Iowa reading research center established pursuant to section 256.9, subsection 53, to establish standards for the identification, selection, and use of research-based educational and instructional models for students identified as limited English proficient, and standards for the professional development of the instructional staff responsible for implementation of those models.
    Sec. 2.  Section 256.9, Code 2014, is amended by adding the following new subsection:
   NEW SUBSECTION.  65.  Establish, subject to an appropriation of funds by the general assembly, an English language literacy for all grant program which shall be made available to all school districts. Priority in issuing grants shall be given to school districts with the highest percentage of students identified as limited English proficient. A grant may be awarded for a period of up to three years. The department and each school district receiving a grant shall enter into a performance agreement, which shall be renewed annually, that identifies clear literacy achievement goals for limited English proficient students enrolled in the school district and includes an accountability system to measure student performance and evaluate program effectiveness to ensure that program goals are met. School districts may expend grant moneys for professional development for professional staff providing instructional services to limited English proficient students.
    Sec. 3.  Section 280.4, subsection 3, paragraph b, Code 2014, is amended to read as follows:
   b.  For students first determined to be limited English proficient for a budget year beginning on or after July 1, 2010, the additional weighting provided under paragraph “a” shall be included in the weighted enrollment of the school district of residence for a cumulative period of time not exceeding five years beginning with the budget year for which the student was first determined to be limited English proficient.  The five years of eligibility for the additional weighting need not be consecutive and a student’s eligibility for the additional weighting is transferable to another district of residence.
EXPLANATION
The inclusion of this explanation does not constitute agreement with

the explanation’s substance by the members of the general assembly.
   This bill relates to standards for educational and instructional models, programs, and supplementary weighting for students identified as limited English proficient.
   The state board of education is directed to adopt rules, in collaboration with the Iowa reading research center, to establish standards for the identification, selection, and use of research-based educational and instructional models for students identified as limited English proficient, and standards for the professional development of the instructional staff responsible for implementation of those models.
   The director of the department of education is directed to establish, subject to an appropriation of funds by the general assembly, an English language literacy for all grant program for school districts. Priority must be given to school districts with the highest percentage of limited English proficient students. A grant may be awarded for up to three years. The department and each school district receiving a grant must enter into a performance agreement, which must be renewed annually, that identifies clear literacy achievement goals and includes an accountability system. School districts may expend grant moneys for professional development for professional staff providing instructional services to limited English proficient students.
   The bill permits some flexibility for the amount of time a student may be eligible for additional weighting as a limited English proficient student by providing that the five-year eligibility period is cumulative, and need not be consecutive, and is transferable to another district of residence.