Amend  the amendment, H-8214, to House File 2380 as follows:
   1.  By striking page 1, line 2, through page 2, line 50, and inserting: 
   <___.  By striking page 45, line 26, through page 54, line 11, and inserting: 

<DIVISION ___

EARLY LITERACY
   Sec. ___.  Section 256.7, Code Supplement 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  33.  By July 1, 2013, adopt by rule guidelines for school district implementation of section 279.68, including but not limited to basic levels of reading proficiency on approved assessments and identification of tools that school districts may use in evaluating and reevaluating any student who may be or who is determined to be deficient in reading, including but not limited to initial assessments and subsequent assessments, alternative assessments, and portfolio reviews. The state board shall adopt standards that provide a reasonable expectation that a student’s progress toward reading proficiency under section 279.68 is sufficient to master appropriate grade four level reading skills prior to the student’s promotion to grade four.
   Sec. ___.  Section 256.9, subsection 53, paragraph a, Code Supplement 2011, is amended to read as follows:
   a.  Develop and distribute,
 
or approve, in collaboration with the area education agencies, core curriculum technical assistance and implementation strategies that school districts and accredited nonpublic schools shall utilize, including but not limited to the development and delivery of formative and end-of-course model assessments classroom teachers may use to measure student progress on the core curriculum adopted pursuant to section 256.7, subsection 26. The department shall, in collaboration with the advisory group convened in accordance with paragraph “b” and educational assessment providers, identify and make available to school districts end-of-course and additional model end-of-course and additional assessments to align with the expectations included in the Iowa core curriculum. The model assessments shall be suitable to meet the multiple assessment measures requirement specified in section 256.7, subsection 21, paragraph “c”.
   Sec. ___.  Section 256.9, subsection 53, Code Supplement 2011, is amended by adding the following new paragraphs:
   NEW PARAGRAPH.  c.  Identify the scoring levels on approved grade three reading assessments that provide guidance to a school district for determining the progress of a student pursuant to section 279.68, and develop or identify and approve alternative performance measures for students who are not proficient in reading. Alternative performance measures approved pursuant to this paragraph shall include but not be limited to a demonstration of reading mastery evidenced by portfolios of student work.
   NEW PARAGRAPH.  d.  Establish, subject to an appropriation of sufficient funds by the general assembly, an Iowa reading research center to apply current research on literacy to provide for the development and dissemination of all of the following:
   (1)  Promising instructional strategies in reading.
   (2)  Reading assessments.
   (3)  Professional development strategies and materials aligned with current and emerging best practices for the teaching of reading.
   Sec. ___.  NEW SECTION.  256.25  Iowa family literacy initiative.
   1.  An Iowa family literacy initiative shall be established and administered by the department to provide block grants to eligible entities that integrate early childhood education, adult literacy, parenting education, and interactive parent and child literacy activities. If funds are appropriated by the general assembly for the program, the state board shall adopt rules for the administration of the program, which shall be modeled on the federal even start family literacy program enacted pursuant to 20 U.S.C. §6381-6381k. For purposes of this section, “eligible entity” means one or more school districts that enter into a partnership with one or more nonprofit community-based organizations, a public agency other than a school district, a community college, institution of higher education governed by the state board of regents, an accredited private institution as defined in section 261.9, or a public or private nonprofit organization of demonstrated quality as determined by the department.
   2.  The department, in consultation with the child development coordinating council and the early childhood Iowa state board, shall develop an application process; establish grant application selection criteria and priorities; and develop indicators of program quality which shall be used by the department to monitor, evaluate, and improve local family literacy projects operated by grantees. The department shall develop project standards for all of the project elements established pursuant to this subsection. A local family literacy project awarded a block grant pursuant to this section shall include but not be limited to all of the following elements:
   a.  Identification and recruitment of families most in need of family literacy services.
   b.  High-quality, intensive instructional services.
   c.  Staff qualifications that meet department standards.
   d.  Year-round services.
   e.  Coordination with other programs.
   f.  Local independent evaluation, the results of which shall be used for program improvement and to determine whether the project is meeting expectations using the indicators of program quality developed by the department.
   Sec. ___.  Section 256C.3, subsection 3, Code 2011, is amended by adding the following new paragraph:
   NEW PARAGRAPH.  i.  Provision for reimbursement of reasonable administrative costs for persons providing contract services for a local program. If justified by the expenses involved, the administrative costs may exceed eight percent of the direct costs attributed to the contract services.
   Sec. ___.  NEW SECTION.  279.68  Student progression —— remedial instruction —— reporting requirements.
   1.  Reading deficiency and parental notification.
   a.  A school district shall provide intensive reading instruction to any student who exhibits a substantial deficiency in reading, based upon locally determined or statewide assessments conducted in kindergarten or grade one, grade two, or grade three, or through teacher observations, immediately following the identification of the reading deficiency. The student’s reading proficiency shall be reassessed by locally determined and statewide assessments. The student shall continue to be provided with intensive reading instruction until the reading deficiency is remedied.
   b.  The parent or guardian of any student in kindergarten through grade three who exhibits a substantial deficiency in reading, as described in paragraph “a”, shall be notified at least annually in writing of the following:
   (1)  That the child has been identified as having a substantial deficiency in reading.
   (2)  A description of the services currently provided to the child.
   (3)  A description of the proposed supplemental instructional services and supports that the school district will provide to the child that are designed to remediate the identified area of reading deficiency.
   (4)  Strategies for parents and guardians to use in helping the child succeed in reading proficiency, including but not limited to the promotion of parent-guided home reading.
   (5)  That the assessment used pursuant to section 256.9, subsection 53, is not the sole determiner of promotion and that additional evaluations, portfolio reviews, performance measures, and assessments are available to the child to assist parents and the school district in knowing when a child is reading at or above grade level and ready for grade promotion.
   2.  Intensive instructional services.A school
  district shall do all of the following:
   a.  Provide for the completion of a student portfolio for any student who exhibits a substantial deficiency in reading.
   b.  Provide students who exhibit a substantial deficiency in reading with intensive instructional services and supports, free of charge, to remediate the identified areas of reading deficiency, including a minimum of a daily ninety-minute block of scientific-research-based reading instruction and other strategies prescribed by the school district which may include but are not limited to the following:
   (1)  Small group instruction.
   (2)  Reduced teacher-student ratios.
   (3)  More frequent progress monitoring.
   (4)  Tutoring or mentoring.
   (5)  Transition classes containing students in grades three and four.
   (6)  Extended school day, week, or year.
   (7)  Summer reading programs.
   c.  At regular intervals, apprise the parent or guardian of academic and other progress being made by the student and give the parent or guardian other useful information.
   d.  Establish a reading enhancement and acceleration development initiative designed to offer intensive accelerated reading instruction to each kindergarten through grade three student who is assessed as exhibiting a reading deficiency. The initiative shall comply with all of the following criteria:
   (1)  Provide assessments that measure phonemic awareness, phonics, fluency, vocabulary, and comprehension.
   (2)  Be provided during regular school hours in addition to the regular reading instruction.
   (3)  Provide a reading curriculum that meets guidelines adopted pursuant to section 256.7, subsection 33, and at a minimum has the following specifications:
   (a)  Assists students assessed as exhibiting a reading deficiency in developing the ability to read at grade level.
   (b)  Provides skill development in phonemic awareness, phonics, fluency, vocabulary, and comprehension.
   (c)  Includes a scientifically based and reliable assessment.
   (d)  Provides initial and ongoing analysis of each student’s reading progress.
   (e)  Provides a curriculum in core academic subjects to assist the student in maintaining or meeting proficiency levels for the appropriate grade in all academic subjects.
   e.  Report to the department of education the specific intensive reading interventions and supports implemented by the school district pursuant to this section. The department shall annually prescribe the components of required or requested reports, including but not limited to a report on the number of students retained under this section.>>
   2.  By renumbering as necessary.

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WINCKLER of Scott