Amend Senate File 2284, as amended, passed, and reprinted by the Senate, as follows:
   1.  By striking everything after the enacting clause and inserting: 

<DIVISION I

COMPETENCY-BASED INSTRUCTION
   Section 1.  Section 256.7, subsection 26, paragraph a, Code Supplement 2011, is amended by adding the following new subparagraph:
   NEW SUBPARAGRAPH.  (02)  The rules shall allow a school district or accredited nonpublic school to award high school credit to a student upon the demonstration of required competencies for a course or content area, as approved by an appropriately licensed teacher. The school district or accredited nonpublic school shall determine the assessment methods by which a student demonstrates sufficient evidence of the required competencies.
   Sec. 2.  COMPETENCY-BASED INSTRUCTION TASK FORCE.
   1.  The superintendents of the school districts that have been approved by the department of education to implement competency-based instruction shall appoint a task force to conduct a study regarding competency-based instruction standards and options and the integration of competency-based instruction with the Iowa core curriculum, and to develop related assessment models and professional development focused on competency-based instruction.
   2.  At a minimum, the task force shall do all of the following:
   a.  Redefine the Carnegie unit into competencies.
   b.  Construct personal learning plans and templates.
   c.  Develop student-centered accountability and assessment models.
   d.  Empower learning through technology.
   e.  Develop supports and professional development for educators to transition to a competency-based system.
   3.
  a.  The task force shall be comprised of at least sixteen members, nine of whom shall represent education stakeholders and practitioners knowledgeable about the Iowa core curriculum; one of whom shall be the deputy director and administrator of the division of learning and results of the department of education or the deputy director’s designee; one of whom shall represent the area education agencies; one of whom shall represent the Iowa state education association; and four of whom shall represent the general assembly.
   b.  The four members of the general assembly shall serve as ex officio, nonvoting members. One representative shall be appointed by the speaker of the house of representatives, one representative shall be appointed by the minority leader of the house of representatives, one senator shall be appointed by the majority leader of the senate after consultation with the president of the senate, and one senator shall be appointed by the minority leader of the senate.
   4.  The person representing the area education agency shall convene the initial meeting. The task force shall elect one of its members as chairperson. After the initial meeting, the task force shall meet at the time and place specified by call of the chairperson. The department of education shall provide staffing services for the task force.
   5.
  a.  The task force shall submit a preliminary report that includes but is not limited to its findings and recommendations relating to subsection 2, paragraphs “b”, “d”, and “e”, by January 15, 2013.
   b.  The task force shall submit its plan, findings, models, and recommendations in a final report to the state board of education, the governor, and the general assembly by November 15, 2013.
   Sec. 3.  EFFECTIVE UPON ENACTMENT.  This division of this Act, being deemed of immediate importance, takes effect upon enactment.

DIVISION II

CORE CURRICULUM MATTERS
   Sec. 4.  Section 256.7, subsection 26, paragraph a, Code Supplement 2011, is amended by adding the following new subparagraph:
   NEW SUBPARAGRAPH.
  (3)  Notwithstanding any provision to the contrary, an accredited nonpublic school is not required to meet the core curriculum and core content standards requirements of this chapter that are in conflict with tenets and practices of the bona fide religious institution in charge of the school.
   Sec. 5.  Section 256.7, subsection 26, paragraph a, Code Supplement 2011, is amended by adding the following new subparagraph:
   NEW SUBPARAGRAPH.  (4)  The provisions of section 256.18 shall be considered by the state board in developing the core curriculum requirements.
   Sec. 6.  Section 256.9, Code Supplement 2011, is amended by adding the following new subsections:
   NEW SUBSECTION.  62.  Appoint members to the core curriculum framework and core content standards advisory council established in section 256.41. The director may establish objectives for the council in accordance with section 256.41. 

   NEW SUBSECTION.  63.
  a.  Create and disseminate to school districts, charter schools, and accredited nonpublic schools a model curriculum that is directly tied to the goals, outcomes, and assessment strategies identified in the core content standards. The model curriculum shall identify a developmentally appropriate scope and sequence of instruction applicable to the core content standards, instructional material resources, and teaching and assessment strategies. The model curriculum shall provide guidance to school districts and schools and expand on the core content standards. The model curriculum shall be modified as necessary to incorporate the core curriculum framework developed pursuant to paragraph “b”.
   b.  Develop by July 1, 2015, a core curriculum framework aligned to the core curriculum standards established pursuant to section 256.7, subsection 26.
   Sec. 7.  NEW SECTION.  256.27  Remediation council.
   1.  A remediation council is established consisting of eight members appointed as follows:
   a.  One member representing the community colleges appointed by the president of the Iowa association of community college presidents.
   b.  One member representing the accredited private institutions appointed by the president of the Iowa association of independent colleges and universities.
   c.  One member representing the institutions of higher education governed by the state board of regents appointed by the president of the state board of regents.
   d.  One member representing the practitioner preparation programs at institutions of higher education governed by the state board of regents appointed by the president of the state board of regents.
   e.  One member representing school districts appointed by the president of the Iowa association of school boards.
   f.  One member representing accredited nonpublic schools appointed by the director of the department of education.
   g.  One member representing the department of education appointed by the director of the department of education.
   h.  One member representing the area education agencies appointed by the area education agency administrators.
   2.  Council members shall serve three-year terms beginning and ending as provided in section 69.19, and appointments shall comply with sections 69.16 and 69.16A. Vacancies on the council shall be filled in the same manner as the original appointment. A person appointed to fill a vacancy shall serve only for the unexpired portion of the term.
   3.  The member representing the department of education shall convene the initial meeting. The council shall elect one of its members as chairperson. The council shall meet at least quarterly, and at any time on the call of the chairperson.
   4.
  a.  The department shall provide staffing services for the council.
   b.  Notwithstanding section 257.16, subsection 5, the administrative costs of the council shall be paid from the appropriation made pursuant to section 257.16, subsection 5.
   5.
  a.  Prior to the initial meeting of the council, the member representing the community colleges shall convene a meeting of members appointed pursuant to subsection 1, paragraphs “a” through “d” to define “remediation” for purposes of the council and outline the skills and expectations for postsecondary level attendance. The definitions and outline shall be distributed and discussed at the initial council meeting. 
   b.  The council shall identify measures to help students transition from the secondary to the postsecondary level, limit the cost of remediation, define and standardize the skill sets that determine the need for remediation, and create effective partnerships between secondary schools and higher education institutions. The council shall review activities and services designed to align school district curricula with core postsecondary level requirements and decrease the need for remedial coursework at the secondary school grade level through grade sixteen. The council shall develop strategies to strengthen grade nine through grade sixteen standards, competencies, assessment systems, and the professional development of teachers. For the fiscal year beginning July 1, 2012, the council shall focus on mathematics and English remediation measures.
   6.  The council shall submit its findings and recommendations in a report to the state board of education and the general assembly by November 15 annually. The state board and department of education shall use the findings and recommendations to strengthen the common core curriculum and core content standards.
   Sec. 8.  Section 256.18, subsection 1, Code 2011, is amended by adding the following new paragraph:
   NEW PARAGRAPH.  0b.  Implementation of the core curriculum requirements established pursuant to section 256.7, subsection 26, on-going professional development, and assessment in the areas of student performance and educator performance shall include high expectations, fair and reliable measures of student achievement and teacher performance, and building capacities that address research-based and data-driven intentional cultures of safety and engagement, competencies for positive behaviors, competencies for deeper learning, and college, career, and citizenship readiness.
   Sec. 9.  NEW SECTION.  256.41  Core curriculum framework and core content standards advisory council.
   1.  A core curriculum framework and core content standards advisory council is established under the department.
   2.  The advisory council shall consist of no less than seven members appointed by the director in accordance with sections 69.16, 69.16A, and 69.16C.  Members shall serve at the pleasure of the director.
   3.  The department is the primary agency responsible for providing administrative personnel and services for the advisory council.
   4.  Members shall elect a chair annually and other officers as the members determine. Members shall establish rules of procedure for the advisory council.
   5.  The advisory council shall meet at least quarterly and at the call of the chair.
   6.  Members of the advisory council shall serve without compensation but may be reimbursed for actual expenses incurred in the performance of their duties.
   7.  The advisory council shall review the core curriculum, the core content standards, and the model curriculum adopted pursuant to section 256.7, subsections 26, 28, and 63 upon request of the director and make recommendations to the director regarding a core curriculum framework and any necessary changes to the core curriculum content standards and model curriculum. In making recommendations, the advisory council shall seek to further the goals of the core content standards and any objectives established by the director.
   Sec. 10.  DEPARTMENT OF EDUCATION —— CORE CURRICULUM STUDY.  The department of education shall conduct a study of the core curriculum and the core content standards and the skills necessary to prepare students for the future. The department shall develop a plan for meeting the global education needs of students in kindergarten through grade twelve that, at a minimum, determines how to incorporate content areas that include but are not limited to fine arts, applied arts, humanities, physical education, and world languages into the core curriculum. The department shall submit its findings and recommendations in a report to the general assembly by November 15, 2012.

DIVISION III

TEACHER AND ADMINISTRATOR PERFORMANCE
   Sec. 11.  Section 256.7, Code Supplement 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  31.
  a.  By January 1, 2013, adopt rules establishing Iowa teaching standards that are aligned with best practices and nationally accepted standards.
   b.  By July 1, 2013, adopt by rule statewide teacher evaluation system and statewide administrator evaluation system pilot programs which shall be implemented during the 2013-2014 school year. This paragraph is repealed July 1, 2015.
   Sec. 12.  Section 256.9, Code Supplement 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  64.
  a.  Develop a statewide teacher evaluation system and a statewide administrator evaluation system that school districts, charter schools, and accredited nonpublic schools shall use to standardize the instruments and processes used to evaluate teachers and administrators throughout the state. However, a charter school or accredited nonpublic school may develop and submit to the department for approval an alternative teacher evaluation system that meets local and state educational goals. Upon receiving approval from the department, the charter school or accredited nonpublic school may adopt and implement the approved alternative teacher evaluation system in lieu of the statewide teacher evaluation system.
   b.  The components of the statewide teacher evaluation system shall include but not be limited to the following:
   (1)  Direct observation of classroom teaching behaviors.
   (2)  Strong consideration of student outcome measures, when available for tested subjects and grades, to validate direct observation of classroom teaching behaviors.
   (3)  Integration of the Iowa teaching standards.
   (4)  System applicability to teachers in all content areas taught in a school.
   Sec. 13.  Section 284.3, Code 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  4.  This section is repealed July 1, 2013.
   Sec. 14.  Section 284.4, subsection 1, paragraph e, Code 2011, is amended to read as follows:
   e.
  (1)  Adopt a teacher evaluation plan that, at minimum, requires a
 
an annual performance review of teachers in the district at least once every three years based upon the Iowa teaching standards and individual professional development plans
 
in accordance with section 284.8, and requires administrators to complete evaluator training in accordance with section 284.10.
   (2)  Adopt, by July 1, 2013, the statewide teacher evaluation system developed pursuant to section 256.9, subsection 64. However, the school district may develop and submit to the department for approval an alternative teacher evaluation system that meets local and state educational goals. In lieu of the statewide teacher evaluation system, the school district may adopt and implement the alternative teacher evaluation system upon receiving approval from the department.
   Sec. 15.  Section 284.8, subsections 1 and 2, Code 2011, are amended to read as follows:
   1.  A school district shall
 
provide for an annual review a
 
of each teacher’s performance at least once every three years for purposes of assisting teachers in making continuous improvement, documenting continued competence in the Iowa teaching standards, identifying teachers in need of improvement, or to determine whether the teacher’s practice meets school district expectations for career advancement in accordance with section 284.7. The review shall
 
be conducted by at least one evaluator certified in accordance with section 284.10, and shall include, at minimum, classroom observation of the teacher, the teacher’s progress, and implementation of the teacher’s individual professional development plan, subject to the level of resources provided to implement the plan; and shall include supporting documentation from parents, students, and other teachers.
   2.  If, as a result of a review conducted pursuant to subsection 1, a supervisor or an evaluator determines, at any time, as a result of a teacher’s performance that the
 
a teacher is not meeting district expectations under the Iowa teaching standards specified in section 284.3, subsection 1, paragraphs “a” through “h”
 
established by the state board by rule, the criteria for the Iowa teaching standards developed by the department in accordance with section 256.9, subsection 46, and any other standards or criteria established in the collective bargaining agreement, the evaluator shall, at the direction of the teacher’s supervisor, recommend to the district that the teacher participate in an intensive assistance program. The intensive assistance program and its implementation are subject to negotiation and grievance procedures established pursuant to chapter 20. All school districts shall be prepared to offer an intensive assistance program.
   Sec. 16.  Section 284A.7, Code 2011, is amended to read as follows:
   284A.7  Evaluation requirements for administrators.
   1.  A school district shall conduct an
 
annual evaluation of an administrator who holds a professional administrator license issued under chapter 272 at least once every three years for purposes of assisting the administrator in making continuous improvement, documenting continued competence in the Iowa standards for school administrators adopted pursuant to section 256.7, subsection 27, or to determine whether the administrator’s practice meets school district expectations. The review shall include, at a minimum, an assessment of the administrator’s competence in meeting the Iowa standards for school administrators and the goals of the administrator’s individual professional development plan, including supporting documentation or artifacts aligned to the Iowa standards for school administrators and the individual administrator’s professional development plan.
   2.  Adopt the statewide administrator evaluation system developed pursuant to section 256.9, subsection 64. However, the school district may develop and submit to the department for approval an alternative administrator evaluation system that meets local and state educational goals. In lieu of the statewide administrator evaluation system, the school district may adopt and implement the alternative administrator evaluation system upon receiving approval from the department.
   Sec. 17.  STATEWIDE EDUCATOR EVALUATION SYSTEM TASK FORCE.  The director of the department of education shall appoint, and provide staffing services for, a task force to conduct a study regarding a statewide teacher evaluation system and a statewide administrator evaluation system. The study of a statewide teacher evaluation system shall include a review of student outcome measures described in section 256.9, subsection 64, paragraph “b”, subparagraph (2). To the extent possible, appointments shall be made to provide geographical area representation and to comply with sections 69.16, 69.16A, and 69.16C.  The task force, at a minimum, shall include in its recommendations and proposal a tiered evaluation system that differentiates ineffective, minimally effective, effective, and highly effective performance by teachers and administrators. The task force shall submit its findings, recommendations, and a proposal for each system to the state board of education and the general assembly by October 15, 2012. By November 26, 2012, the department of education shall submit a departmental bill drafting request to the legislative services agency in bill draft format making specific and detailed proposed amendments to the Code of Iowa necessary to advance the proposed task force recommendations as approved by the state board of education.
   Sec. 18.  TEACHER PERFORMANCE, COMPENSATION, AND CAREER DEVELOPMENT TASK FORCE. 
   1.  The director of the department of education shall appoint, and provide staffing services for, a teacher performance, compensation, and career development task force to develop recommendations for a new teacher compensation system to replace the current teacher compensation system which addresses, at a minimum, the following:
   a.  The duties and responsibilities of apprentice, career, mentor, and master teachers.
   b.  Utilizing retired teachers as mentors.
   c.  Strategic and meaningful uses of finite resources and the realignment of resources currently available.
   d.  Mechanisms to substantially increase the average salary of teachers who assume leadership roles within the profession.
   e.  Standardizing implementation of task force recommendations in all of Iowa’s school districts and public charter schools.
   2.  The director of the department of education shall appoint and provide staffing services for a task force whose members shall represent teachers, parents, school administrators, and business and community leaders. Insofar as practicable, appointments shall be made to provide geographical area representation and to comply with sections 69.16, 69.16A, and 69.16C.
   3.  The state board of education shall consider the findings and recommendations of the task force when adopting rules establishing Iowa teaching standards pursuant to this Act.
   4.  The task force shall submit its findings and recommendations in a report to the state board of education, the governor, and the general assembly by October 15, 2012.
   Sec. 19.  REPEAL.  Section 284.14A, Code 2011, is repealed.
   Sec. 20.  EFFECTIVE UPON ENACTMENT.  The sections of this division of this Act providing for the appointment of the statewide educator evaluation system task force and the appointment of the teacher performance, compensation, and career development task force, being deemed of immediate importance, take effect upon enactment.
   Sec. 21.  FUTURE CONTINGENT REPEAL AND USE OF EVALUATION SYSTEMS.
   1.  Section 256.7, subsection 31, and section 256.9, subsection 64, as enacted in this division of this Act, are repealed effective July 1, 2013, if the general assembly fails to enact legislation during the 2013 Regular Session of the Eighty-fifth General Assembly advancing the proposed statewide evaluator evaluation system task force recommendations, as approved by the state board of education, relating to the establishment of a statewide teacher evaluation system and a statewide administrator evaluation system.
   2.  Notwithstanding the sections of this division of this Act amending sections 284.3, 284.8, and 284A.7, if the general assembly fails to enact legislation during the 2013 Regular Session of the Eighty-fifth General Assembly advancing the proposed statewide evaluator evaluation system task force recommendations, as approved by the state board of education, relating to the establishment of a statewide teacher evaluation system and a statewide administrator evaluation system, effective July 1, 2013, all school districts shall continue to use the teacher and administrator evaluation systems in place on June 30, 2013.

DIVISION IV

ONLINE LEARNING
   Sec. 22.  Section 256.7, subsection 8, Code Supplement 2011, is amended by striking the subsection and inserting in lieu thereof the following:
   8.  Adopt rules providing for the establishment of an online learning program model.
   a.  The rules shall limit the statewide enrollment of pupils in educational instruction and course content that is delivered primarily over the internet to not more than eighteen one-hundredths of one percent of the statewide enrollment of all pupils, and shall limit the number of pupils participating in open enrollment for purposes of receiving educational instruction and course content that is delivered primarily over the internet to no more than one percent of a sending district’s enrollment.
   b.  For purposes of this section and sections 256.9 and 256.27, “online learning” means educational instruction and content which is delivered primarily over the internet. “Online learning” does not include printed-based correspondence education, broadcast television or radio, videocassettes, or stand-alone educational software programs that do not have a significant internet-based instructional component.
   Sec. 23.  Section 256.9, Code Supplement 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  65.
  a.  Develop and establish an online learning program model in accordance with rules adopted pursuant to section 256.7, subsection 8.
   b.  Grant a waiver to school districts, charter schools, and accredited nonpublic schools that implement an online learning program aligned with the program model developed and established pursuant to this subsection. A school district or school seeking a waiver pursuant to this paragraph shall submit a plan for an online learning program to the director for approval. A school district or school whose online learning program plan is approved by the director may be granted a waiver only for purposes of implementing the approved online learning program. The standards that may be waived pursuant to this paragraph are as follows:
   (1)  The minimum number of instructional days required pursuant to section 279.10, subsection 1, and the minimum number of instructional hours required pursuant to section 256.7, subsection 19. Notwithstanding any provision to the contrary, the waiver may exempt school districts and schools from any statutory requirement that students be physically present in a school building and under the guidance and instruction of the instructional professional staff employed by the school district or the school except as necessary under the rules adopted pursuant to section 256.7, subsection 8.
   (2)  Any statutory requirement that a subject being studied by a student enrolled in an approved online learning program be a subject that is offered and taught by the professional staff of the school district or school.
   c.  Require that the school district or school granted a waiver pursuant to paragraph “b” implement and incorporate into its comprehensive school improvement plan required under section 256.7, subsection 21, accountability measures designed to demonstrate that academic credit is awarded based upon successful completion of content or achievement of competencies by students enrolled in the approved online learning program.
   d.  Establish criteria for school districts or schools to use when choosing providers of online learning to meet the online learning program requirements specified in rules adopted pursuant to section 256.7, subsection 8.
   Sec. 24.  NEW SECTION.  256.27  Online learning program model.
   1.  Online learning program model established.  The director, pursuant to section 256.9, subsection 65, shall establish an online learning program model that provides for the following:
   a.  Online access to high-quality content, instructional materials, and blended learning.
   b.  Coursework customized to the needs of the student using online content.
   c.  A means for a student to demonstrate competency in completed online coursework.
   d.  High-quality online instruction taught by appropriately licensed teachers.
   e.  Online content and instruction evaluated on the basis of student learning outcomes.
   f.  Use of funds available for online learning for program development, implementation, and innovation.
   g.  Infrastructure that supports online learning.
   h.  Online administration of online course assessments.
   2.  Online learning program waiver application.  A school district, charter school, or accredited nonpublic school may apply to the department for a waiver to implement an online learning program pursuant to section 256.9, subsection 65.
   3.  Private providers.  At the discretion of the school board or authorities in charge of an accredited nonpublic school, after consideration of circumstances created by necessity, convenience, and cost-effectiveness, courses developed by private providers may be utilized by the school district or school in implementing a high-quality online learning program. Courses obtained from private providers shall be taught by teachers licensed under this chapter.
   4.  Grading.  Grades in online courses shall be based, at a minimum, on whether a student mastered the subject, demonstrated competency, and met the standards established by the school district. Grades shall be conferred by appropriately licensed teachers only.
   5.  Accreditation criteria.  All online courses and programs shall meet existing accreditation standards.
   Sec. 25.  NEW SECTION.  256.28  Iowa learning online initiative.
   1.  An Iowa learning online initiative is established within the department of education to partner with school districts and accredited nonpublic schools to provide distance education to high school students statewide. The department shall utilize a variety of content repositories, including those maintained by the area education agencies and the public broadcasting division, in administering the initiative.
   2.  Coursework offered under the initiative shall meet the requirements of section 256.7, subsections 7, 8, and 9, and shall be taught by an appropriately licensed teacher who has completed an online-learning -for-Iowa-educators-professional-development project offered by area education agencies, a teacher preservice program, or comparable coursework.
   3.  Under the initiative, students must be enrolled in a participating school district or school, which is responsible for recording grades received for initiative coursework in a student’s permanent record, awarding high school credit for initiative coursework, and issuing high school diplomas to students enrolled in the district or school who participate and complete coursework under the initiative. Each participating school district or school shall identify a site coordinator to serve as a student advocate and as a liaison between the initiative staff and teachers and the school district or school.
   4.  Coursework offered under the initiative shall be rigorous and high quality, and the department shall annually evaluate the quality of the courses, ensure that coursework is aligned with the state’s core curriculum and core content requirements and standards, as well as national standards of quality for online courses issued by an internationally recognized association for kindergarten through grade twelve online learning.
   5.  The department may waive any requirement that a subject being studied under the initiative by a student enrolled in a school district or school participating in the initiative be a subject that is offered and taught by the professional staff of the participating school district or school.
   Sec. 26.  Section 256.33, subsection 1, Code 2011, is amended to read as follows:
   1.  The department shall consort with school districts, area education agencies, community colleges, and colleges and universities to provide assistance to them in the use of educational technology for instruction purposes. The department shall consult with the advisory committee on telecommunications, established in section 256.7, subsection 7, and other users of educational technology on the development and operation of programs under this section, section 256.9, subsection 65, and section 256.27.

DIVISION V

CLASS SHARING AGREEMENTS
   Sec. 27.  Section 257.11, subsection 3, Code 2011, is amended by adding the following new paragraph:
   NEW PARAGRAPH.  c.  A school district that collaborates with a community college to provide a college-level class that uses an activities-based, project-based, and problem-based learning approach and that is offered through a partnership with a nationally recognized provider of rigorous and innovative science, technology, engineering, and mathematics curriculum for schools, which provider is exempt from taxation under section 501(c)(3) of the Internal Revenue Code, is eligible to receive additional weighting under a supplementary weighting plan adopted pursuant to this subsection.
   Sec. 28.  Section 257.11, subsection 7, Code 2011, is amended to read as follows:
   7.  Shared classes delivered over the Iowa communications network.
   a.  A school district that provides a virtual class to a pupil in another school district and the school district receiving that virtual class for a pupil shall each receive a supplemental weighting of one-twentieth of the percentage of the pupil’s school day during which the pupil attends the virtual class.
   b.  Fifty percent of the funding the school district providing the virtual class receives as a result of this subsection shall be reserved as additional pay for the virtual classroom instructor. If an instructor’s contract provides additional pay for teaching a virtual class, the instructor shall receive the greater amount of either the amount provided for in this paragraph or the amount provided for in the instructor’s contract.
   c.  A school district receiving a virtual class for a pupil from a community college, which class meets the sharing agreement requirements in subsection 3, shall receive a supplemental funding weighting of one-twentieth of the percentage of the pupil’s school day during which the pupil attends the virtual class.
   d.  For the purposes of this subsection, “virtual class” means either
 
any of the following:

   (1)  A class provided by a school district to a pupil in another school district via the Iowa communications network’s video services.
   (2)  A class provided by a community college to a pupil in a school district via the Iowa communications network’s video services.
   (3)  An advanced placement course provided to a pupil in a school district under an agreement with the Iowa online advanced placement academy science, technology, engineering, and mathematics initiative under section 263.8A, subsection 2.
   (4)  A course provided by the Iowa learning online initiative of the department of education to a pupil in a school district under an agreement with the department.
   Sec. 29.  Section 261E.8, Code Supplement 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  6A.  A student enrolled in a career and technical course made available pursuant to subsection 1 is exempt from the proficiency requirements of section 261E.3, subsection 1, paragraph “e”. However, a community college may require a student who applies for enrollment under a district-to-community college sharing or concurrent enrollment program to complete an initial assessment administered by the community college receiving the application to determine the applicant’s readiness to enroll in career and technical coursework, and the community college may deny the enrollment.

DIVISION VI

SCHOOL INSTRUCTIONAL TIME
   Sec. 30.  SCHOOL INSTRUCTIONAL TIME TASK FORCE. 
   1.  The director of the department of education shall appoint a school instructional time task force comprised of at least seven members to conduct a study regarding the minimum requirements of the school day and the school year. The study shall include but not be limited to an examination of the following:
   a.  Whether the minimum length of an instructional day should be extended and, if so, whether the instructional day should be extended for all students or for specific groups of students.
   b.  Whether the minimum number of instructional days or hours in a school year should be increased and, if so, whether the minimum number of days or hours in a school year should be increased for all students or for specific groups of students.
   c.  Whether the minimum number of instructional days or hours should be rearranged to result in a shorter summer break, with other days or weeks off throughout the school year.
   d.  Whether the minimum school year should be defined by a number of days or by a number of instructional hours.
   e.  Whether there should be a uniform, statewide start date for the school year that can only be waived for the purpose of implementing an innovative educational program.
   f.  Whether resources necessary to extend the minimum length of an instructional day or the minimum length of a school year are justified when compared to competing education priorities.
   2.  The appointment of members to the task force shall be made in a manner which provides geographical area representation and complies with sections 69.16, 69.16A, and 69.16C. 
   3.  The task force shall submit its findings and recommendations in a report to the state board of education, the governor, and the general assembly by October 15, 2012. 

DIVISION VII

ASSESSMENTS
   Sec. 31.  Section 256.7, subsection 21, paragraph c, Code Supplement 2011, is amended to read as follows:
   c.  A requirement that all school districts and accredited nonpublic schools annually report to the department and the local community the district-wide progress made in attaining student achievement goals on the academic and other core indicators and the district-wide progress made in attaining locally established student learning goals. The
 
Use by school districts and accredited nonpublic schools shall demonstrate the use of multiple
 
statewide assessment measures
 
identified and approved by the state board in determining student achievement levels. The school districts and accredited nonpublic schools shall also report the number of students who graduate; the number of students who drop out of school; the number of students who are tested and the percentage of students who are so tested annually; and the percentage of students who graduated during the prior school year and who completed a core curriculum. The board shall develop and adopt uniform definitions consistent with the federal No Child Left Behind Act of 2001, Pub. L. No. 107-110 and any federal regulations adopted pursuant to the federal Act. The school districts and accredited nonpublic schools may report on other locally determined factors influencing student achievement. The school districts and accredited nonpublic schools shall also report to the local community their results by individual attendance center.
   Sec. 32.  Section 256.7, subsection 21, Code Supplement 2011, is amended by adding the following new paragraph:
   NEW PARAGRAPH.  d.  By July 1, 2014, establishment by the department of an accountability system designed to hold school districts and accredited nonpublic schools accountable for student achievement. The accountability system shall, at a minimum, define and measure student achievement, student growth, student achievement gaps, college and career readiness, student well-being, parent satisfaction, school staff working conditions, school fiscal responsibility, and graduation and attendance rates. The director may at the director’s discretion, or shall as directed by the state board, convene a working group to develop recommendations for any of the following:
   (1)  The accountability system established pursuant to this paragraph.
   (2)  Redesigning the accreditation procedures implemented under section 256.11.
   (3)  A compliance monitoring process aligned with the accountability system.
   (4)  Targeting support for school districts identified as needing assistance under the accountability system.
   (5)  Identifying, studying, and commending high-performing districts.
   (6)  Developing strategies to take over the operation of school districts determined pursuant to section 256.11, or under the accountability system, as persistently failing to meet educational system or student achievement standards.
   Sec. 33.  Section 256.7, subsection 26, paragraph a, subparagraph (1), Code Supplement 2011, is amended to read as follows:
   (1)  The rules establishing high school graduation requirements shall authorize a school district or accredited nonpublic school to consider that any student who satisfactorily completes a high school-level unit of English or language arts, mathematics, science, or social studies has satisfactorily completed a unit of the high school graduation requirements for that area as specified in this lettered paragraph, and shall authorize the school district or accredited nonpublic school to issue high school credit for the unit to the student. 
 
The rules shall also require administration of the college entrance and career readiness examinations in accordance with section 280.18.
   Sec. 34.  Section 256.7, subsection 26, Code Supplement 2011, is amended by adding the following new paragraph:
   NEW PARAGRAPH.  d.  Adopt by rule by July 1, 2014, a policy for the incorporation by school districts of end-of-course assessments into the district’s high school graduation requirements.
   Sec. 35.  Section 256.7, subsection 28, Code Supplement 2011, is amended to read as follows:
   28.  Adopt a set of core content standards applicable to all students in kindergarten through grade twelve in every school district and accredited nonpublic school. For purposes of this subsection, “core content standards” includes reading, mathematics, and science. The core content standards shall be identical to the core content standards included
 
include those established in Iowa’s approved 2006 standards and assessment system under Tit. I of the federal Elementary and Secondary Education Act of 1965, 20 U.S.C. § 6301 et seq., as amended by the federal No Child Left Behind Act of 2001, Pub. L. No. 107-110. School districts and accredited nonpublic schools shall include, at a minimum, the core content standards adopted pursuant to this subsection in any set of locally developed content standards. School districts and accredited nonpublic schools are strongly encouraged to set higher expectations in local standards. As changes in federal law or regulation occur, the state board is authorized to amend the core content standards as appropriate.
   Sec. 36.  Section 256.9, Code Supplement 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  68.  Develop, by July 1, 2014, high school end-of-course assessments for subject areas included under the core content standards.
   Sec. 37.  NEW SECTION.  256.24  Value-added assessment system.
   1.  For purposes of this section, unless the context otherwise requires, “value-added assessment” means a method to measure gains in student achievement by conducting a statistical analysis of achievement data that reveals academic growth over time for students and groups of students, such as those in a grade level or in a school.
   2.  A value-added assessment system shall be established and implemented by the department not later than January 31, 2013, to provide for multivariate longitudinal analysis of annual student test scores to determine the influence of a school district’s educational program on student academic growth and to guide school district improvement efforts. The department shall select a value-added assessment system provider through a request for proposals process. The system provider selected by the department shall offer a value-added assessment system to calculate annually the academic growth of students, as determined by the director, and tested in accordance with this section. The system provider shall, at a minimum, meet all of the following criteria:
   a.  Use a mixed-model statistical analysis that has the ability to use all achievement test data for each student, including the data for students with missing test scores, that does not adjust downward expectations for student progress based on race, poverty, or gender, and that will provide the best linear unbiased predictions of school or other educational entity effects to minimize the impact of random errors.
   b.  Have the ability to work with test data from a variety of sources, including data that are not vertically scaled, and to provide support for school districts utilizing the system.
   c.  Have the capacity to receive and report results electronically and provide support for districts utilizing the system.
   3.  The system provider shall create a mechanism to collect and evaluate data in a manner that reliably aligns the performance of the teacher with the achievement levels of and progress of the teacher’s students. School districts shall report teacher-to-student alignment data to the system provider as directed by the department.
   4.  The system provider shall provide analysis to school districts and to the department of education. The analysis shall include but not be limited to attendance-center-level test results for an assessment aligned with the core content standards in the areas of reading and mathematics and other core academic areas when possible. The analysis shall also include but not be limited to the number of students tested, the number of test results used to compute the averages, the average standard score, and the corresponding grade equivalent-score, as well as measures of student progress. The system provider shall create a chart for each school district.
   5.  A school district shall have complete access to and full utilization of its own value-added assessment reports and charts generated by the system provider at the student level for the purpose of measuring student achievement at different educational entity levels.

   6.  Where student outcomes measures are available, for tested subjects and grades, student outcomes measures shall be considered by the district to validate a teacher’s observational evaluation. Student outcomes measures which are a component of a teacher’s evaluation are not public records for the purposes of chapter 22.
   7.  Information about student academic growth shall be used by the school district, including school board members, administration, and staff, for defining student and district learning goals and professional development related to student learning goals across the school district. A school district shall submit its academic growth measures in the annual report submitted pursuant to section 256.7, subsection 21, and may reference in the report state level norms for purposes of demonstrating school district performance.
   8.  The department shall use student academic growth data to determine school improvement and technical assistance needs of school districts, and to identify school districts achieving exceptional gains. Beginning January 15, 2013, and by January 15 of each succeeding year, the department shall submit an annual progress report regarding the use of student academic growth information in the school improvement processes to the general assembly and shall publish the progress report on its internet site.
   9.  A school district shall use the value-added assessment system established by the department pursuant to subsection 1 not later than the school year beginning July 1, 2013.
   Sec. 38.  Section 279.60, Code 2011, is amended to read as follows:
   279.60  Kindergarten assessment
 
Assessments —— access to data —— reports.
   1.
  a.  Each school district shall administer a kindergarten readiness assessment prescribed by the department of education to every resident prekindergarten or four-year-old child whose parent or guardian enrolls the child in the district.
   b.  Each school district shall administer the dynamic indicators of basic early literacy skills kindergarten benchmark assessment or other kindergarten benchmark assessment adopted by the department of education in consultation with the early childhood Iowa state board to every kindergarten student enrolled in the district not later than the date specified in section 257.6, subsection 1. The school district shall also collect information from each parent, guardian, or legal custodian of a kindergarten student enrolled in the district, including but not limited to whether the student attended preschool, factors identified by the early childhood Iowa office pursuant to section 256I.5, and other demographic factors. Each school district shall report the results of the assessment and the preschool information collected to the department of education in the manner prescribed by the department not later than January 1 of that school year. The early childhood Iowa office in the department of management shall have access to the raw data. The department shall review the information submitted pursuant to this section and shall submit its findings and recommendations annually in a report to the governor, the general assembly, the early childhood Iowa state board, and the early childhood Iowa area boards.
   2.
  a.  Each school district shall administer the Iowa assessments, created by the state university of Iowa, to all students enrolled in grade ten in the school years beginning July 1, 2012, and July 1, 2013.
   b.  This subsection is repealed July 1, 2014.
   3.  By July 1, 2014, each school district shall administer end-of-course assessments developed pursuant to section 256.9, subsection 68, as an integral component of each course of study under the core content standards.
   Sec. 39.  NEW SECTION.  280.18  Assessment requirements.
   1.  The board of directors of a school district and the authorities in charge of a nonpublic school shall offer to each student enrolled in grade eleven a choice of taking either a college entrance examination or an assessment to assess reading for information, locating information, and applied mathematics.
   2.
  a.  The cost of the examinations and assessments administered pursuant to subsection 1 shall be paid by the department.
   b.  The costs of a college entrance examination taken by a student in addition to those specified in subsection 1 shall be the responsibility of the student.
   3.  If funds are available to the department for such purpose, the department shall make a preparation program for the college entrance examination available to all students in grade eleven. The department may contract for the necessary assessment services.
   4.
  a.  The school district or school shall counsel a student whose scores on the college entrance examination administered in grade eleven indicate a high degree of readiness for college to enroll in accelerated courses, with an emphasis on advanced placement and other college-level classes.
   b.  The school district or school shall provide intervention strategies for accelerated learning in the following circumstances:
   (1)  To a student whose scores on the career readiness assessments indicate that additional assistance is required in reading for information, locating information, or applied mathematics.
   (2)  To a student whose scores on the college entrance examination administered in grade eleven indicate that additional assistance is required in English, reading, mathematics, and science.
   5.  Accommodations provided by the college entrance examination provider to a student with a disability taking the college entrance examination under subsection 1 shall be provided in the following manner:
   a.  In the manner allowed by the college entrance examination provider, when results in test scores are reportable to a postsecondary institution for admissions and placement purposes, except as provided in paragraph “b”.
   b.  In a manner allowed by an individualized education program developed for the student if the student is a student requiring special education under chapter 256B and the student’s disability precludes valid assessment of academic ability using the accommodations provided under paragraph “a” when the student’s scores are not reportable to a postsecondary institution for admissions and placement purposes.
   6.  A student’s scores on the examinations administered under subsection 1 shall be recorded by the school district or school in the student’s official education record.

DIVISION VIII

NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS AWARDS
   Sec. 40.  Section 256.44, subsection 1, paragraph a, Code 2011, is amended to read as follows:
   a.  If a teacher registers for national board for professional teaching standards certification by
 
after December 31, 2007, a one-time initial reimbursement award in the amount of up to one-half of the registration fee paid by the teacher for registration for certification by the national board for professional teaching standards. The teacher shall apply to the department within one year of registration
 
in a manner and according to procedures required by the department, submitting to the department any documentation the department requires. A teacher who receives an initial reimbursement award shall receive a one-time final registration award in the amount of the remaining national board registration fee paid by the teacher if the teacher notifies the department of the teacher’s certification achievement and submits any documentation requested by the department.
   Sec. 41.  Section 256.44, subsection 1, paragraph b, subparagraph (1), subparagraph division (b), Code 2011, is amended to read as follows:
   (b)  If the teacher registers for national board for professional teaching standards certification between January 1, 1999, and December 31, 2007, and achieves certification within the timelines and policies established by the national board for professional teaching standards, an annual award in the amount of two thousand five hundred dollars upon achieving certification by the national board of professional teaching standards.

DIVISION IX

EDUCATOR EMPLOYMENT AND PROFESSIONAL DEVELOPMENT MATTERS
   Sec. 42.  Section 256.7, Code Supplement 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  32.  Adopt rules providing for the establishment of a statewide plan for professional development for practitioners employed in Iowa’s school districts. The statewide plan shall be designed to make every reasonable effort to utilize best practices, current technologies, and social media, and shall be implemented by the area education agencies pursuant to section 273.2.
   Sec. 43.  Section 256.9, Code Supplement 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  69.  Approve, amend and approve, or reject each professional development plan submitted pursuant to section 273.2, in accordance with the rules adopted pursuant to section 256.7, subsection 32, providing for the establishment of a statewide professional development plan for practitioners, the services of which a school district may request pursuant to section 273.2.
   Sec. 44.  Section 257.10, subsection 10, paragraph d, Code 2011, is amended to read as follows:
   d.  The use of the funds calculated under this subsection shall comply with the requirements of
 
section 256.7, subsection 32, and chapter 284.
   Sec. 45.  Section 257.37A, subsection 2, paragraph d, Code 2011, is amended to read as follows:
   d.  The use of the funds calculated under this subsection shall comply with requirements of
 
section 256.7, subsection 32, and chapter 284.
   Sec. 46.  Section 273.2, Code Supplement 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  10.  The area education agency boards shall each annually submit to the department of education a plan for a professional development program, to be implemented in the following fiscal year, which combines the professional development priorities of the state board of education, in accordance with section 256.7, subsection 32, with the professional development needs of the schools and school districts in the area. The area education agency board shall provide professional development services under the approved program to local school districts in the area upon request.
   Sec. 47.  Section 284.6, subsection 1, unnumbered paragraph 1, Code Supplement 2011, is amended to read as follows:
   The department shall coordinate a
 
implement the statewide network of
 
plan for professional development for Iowa teachers
 
practitioners established pursuant to section 256.7, subsection 32. A
 
In addition, a school district or professional development provider that offers a
 
career and professional development program
 
programs in accordance with section 256.9, subsection
 
subsections 46,
 
and 69 shall demonstrate that the program contains
 
programs contain the following:
   Sec. 48.  Section 284.6, Code Supplement 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  5A.  The director may waive the requirements relating to the development and review of an individual teacher professional development plan for a school district that utilizes a peer review teacher evaluation system in which consulting teachers, in conjunction with school administrators, make formal evaluations of the school district’s teachers, including but not limited to each teacher’s professional growth and employment status. Notwithstanding section 284.8, subsection 1, if the school district is granted a waiver pursuant to this subsection, the review conducted pursuant to section 284.8, subsection 1, shall include a teacher’s review conducted utilizing the peer review teacher evaluation system.

DIVISION X

THIRD GRADE LITERACY
   Sec. 49.  Section 256.7, Code Supplement 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  31.  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. 50.  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. 51.  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 require the retention 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 in accordance with section 279.68, subsection 2. 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. 52.  Section 256D.2A, Code 2011, is amended to read as follows:
   256D.2A  Program funding.
   For the budget year beginning July 1, 2009, and each succeeding budget year, a school district shall expend funds received pursuant to section 257.10, subsection 11, at the kindergarten through grade three levels to reduce class sizes to the state goal of seventeen students for every one teacher and to achieve a higher level of student success in the basic skills, especially reading; and to establish a reading enhancement and acceleration development initiative pursuant to section 279.68, subsection 3, paragraph “f”. In order to support these efforts, school districts
 
shall expend funds received pursuant to section 257.10, subsection 11, as provided in section 279.68, subsection 3, paragraph “f”, and may expend funds received pursuant to section 257.10, subsection 11, at the kindergarten through grade three level on programs, instructional support, and materials that include but are not limited to the following:  additional licensed instructional staff; additional support for students, such as before and after school programs, tutoring, and intensive summer programs; the acquisition and administration of diagnostic reading assessments; the implementation of research-based instructional intervention programs for students needing additional support; the implementation of all-day, everyday kindergarten programs; and the provision of classroom teachers with intensive training programs to improve reading instruction and professional development in best practices including but not limited to training programs related to instruction to increase students’ phonemic awareness, reading abilities, and comprehension skills.
   Sec. 53.  NEW SECTION.  279.68  Student progression and retention —— remedial instruction —— reporting requirements.
   1.  Reading deficiency and parental notification.
   a.  A school district shall immediately provide intensive reading instruction to any student who exhibits a substantial deficiency in reading based upon teacher observations or upon assessments approved pursuant to section 256.7, subsection 31, and administered in kindergarten or grade one, grade two, or grade three. The student’s reading proficiency shall be reassessed by assessments approved pursuant to section 256.7, subsection 31. 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)  That if the child’s reading deficiency is not remediated by the end of grade three, the child shall be retained unless the child is exempt from mandatory retention for good cause pursuant to subsection 2, paragraph “b”. If the child is ineligible for a good cause exemption, the notification shall state why the child is ineligible.
   (5)  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.
   (6)  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.
   (7)  The district’s specific criteria and policies for midyear promotion. For purposes of this section, “midyear promotion” means promotion to the next grade level of a retained student at any time during the year of retention once the student has demonstrated the ability to read at grade level.
   c.  If the student’s reading deficiency, as identified in paragraph “a”, is not remedied by the end of grade three, as demonstrated by scoring on an assessment approved by the department pursuant to section 256.9, subsection 53, the student shall be retained in grade three.

   2.  Good cause exemption.
   a.  The school district shall only exempt students from mandatory retention, as provided in subsection 1, paragraph “c”, for good cause. Good cause exemptions shall be limited to the following:
   (1)  Limited English proficient students who have had less than two years of instruction in an English as a second language program.
   (2)  Students requiring special education whose individualized education program indicates that participation in the assessment approved pursuant to section 256.9, subsection 53, is not appropriate, consistent with the requirements of rules adopted by the state board of education for the administration of chapter 256B.
   (3)  Students who demonstrate an acceptable level of performance on an alternative performance measure approved by the director of the department of education pursuant to section 256.9, subsection 53.
   (4)  Students who demonstrate mastery through a student portfolio under alternative performance measures approved pursuant to section 256.9, subsection 53.
   (5)  Students who have received intensive remediation in reading for two or more years but still demonstrate a deficiency in reading and who were previously retained in kindergarten, grade one, grade two, or grade three. Intensive reading instruction for students so promoted must include an altered instructional day that includes specialized diagnostic information and specific reading strategies for each student. The school district shall assist attendance centers and teachers to implement reading strategies that research has shown to be successful in improving reading among low-performing readers.
   b.  Requests for good cause exemptions from the mandatory retention requirement for students as described in paragraph “a”, subparagraphs (3) and (4), shall be made consistent with the following:
   (1)  Documentation shall be submitted from the student’s teacher to the school principal that indicates that the promotion of the student is appropriate and is based upon the student’s academic record. Such documentation shall include but not be limited to the individualized education program, if applicable, report card, or student portfolio.
   (2)  The school principal shall review and discuss the recommendation submitted pursuant to subparagraph (1) with the teacher and the school principal shall determine whether the student should be promoted or retained. If the principal determines that the student should be retained, the principal shall notify the student’s teacher and parent or guardian of the decision in writing and the student shall be ineligible for the good cause exemption from mandatory retention.
   (3)  If the school principal determines that the student should be promoted, the school principal shall make such recommendation in writing to the district school superintendent. The district school superintendent shall accept or reject the school principal’s recommendation and shall notify the school principal and the student’s teacher and parent or guardian of the school superintendent’s decision in writing. If the school superintendent determines that the student should be retained, the student shall be ineligible for the good cause exemption from mandatory retention. The parent or guardian of the student may appeal the superintendent’s decision to the board of directors of the school district. If the superintendent’s decision is affirmed by the school board, the decision is final and is not subject to appeal under section 290.1.
   c.  This section does not preclude the parent or guardian of a student with a reading deficiency from requesting that the student be retained at grade level.
   3.  Successful progression for retained readers.
  A school district shall do all of the following:
   a.  Conduct a review, within one week following the last instructional day of the school calendar, of student progress for any student retained under subsection 1, paragraph “c”, who did not meet the criteria for one of the good cause exemptions in subsection 2, paragraph “a”. The review shall address additional supports and services, as described in subparagraph (2), needed to remediate the identified areas of reading deficiency. The school district shall require a student portfolio to be completed for each such student.
   b.  Provide students who are retained under subsection 1, paragraph “c”, 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.  Implement a policy for the midyear promotion of any student retained under subsection 1, paragraph “c”, who can demonstrate that the student is a successful and independent reader, reading at or above grade level, and ready to be promoted to grade four. Tools that school districts may use in reevaluating any student retained may include subsequent assessments, alternative assessments, and portfolio reviews, identified by rule pursuant to section 256.7, subsection 31. Students promoted during the school year after November 1 shall demonstrate proficiency pursuant to guidelines adopted by rule pursuant to section 256.7, subsection 31.
   e.  In addition to required reading enhancement and acceleration strategies, provide parents of students who are retained under subsection 1, paragraph “c”, with a plan outlined in a parental contract, including participation in regular parent-guided home reading.
   f.  Establish, using funds received pursuant to section 257.10, subsection 11, a reading enhancement and acceleration development initiative designed to prevent the retention of grade three students and to offer intensive accelerated reading instruction to grade three students who fail to meet standards for promotion to grade four and 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)  Be provided to all kindergarten through grade three students at risk of retention under this section. The assessment initiative shall 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 31, 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)  Is implemented during regular school hours.
   (f)  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.
   g.  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.
   h.  Provide a student who has been retained in grade three and who has received intensive instructional services but is still not ready for grade promotion, as determined by the school district, the option of being placed in a transitional instructional setting. Such setting shall specifically be designed to produce learning gains sufficient to meet grade four performance standards while continuing to remediate the areas of reading deficiency.
   4.  Notwithstanding subsection 1, paragraph “b”, subparagraph (4), or any other provision of law to the contrary, a school district shall not be required to retain a student in grade three who exhibits a substantial deficiency in reading in accordance with this section until the school year beginning July 1, 2016. This subsection is repealed July 1, 2016.

DIVISION XI

HOME RULE AUTHORITY
   Sec. 54.  NEW SECTION.  274.3  Exercise of powers —— construction.
   1.  The board of directors of a school district shall operate, control, and supervise all public schools located within its district boundaries and may exercise any broad and implied power related to the operation, control, and supervision of those public schools except as expressly prohibited or prescribed by the Constitution of the State of Iowa or by statute.
   2.  Notwithstanding subsection 1, the board of directors of a school district shall not have power to levy any tax unless expressly authorized by the general assembly.

   3.  This section shall not apply to a research and development school as defined in section 256G.2 or to a laboratory school as defined in section 265.1. The board of directors of a school district in which such a research and development school or laboratory school is located shall not exercise over such a school any powers granted to the board by subsection 1.
   4.  This chapter, chapter 257 and chapters 275 through 301, and other statutes relating to the boards of directors of school districts and to school districts shall be liberally construed to effectuate the purposes of subsection 1.

DIVISION XII

ONLINE LEARNING INTERIM STUDY
   Sec. 55.  ONLINE LEARNING —— INTERIM STUDY.  The legislative council is requested to establish an interim study committee relating to online learning and programming for school districts and related educational issues. The objective of the study shall be to review the appropriate use of online learning by school districts, the appropriate levels and sources of funding for online learning, partnerships between school districts and private providers of online programs, and the potential use of online learning as the exclusive means to provide coursework required under the state’s educational standards. The study shall identify opportunities between interested agencies and entities involved in or potentially involved in online learning activities, including but not limited to K-12 schools, area education agencies, institutions of higher learning, the public broadcasting division of the department of education, the department of education, and the Iowa communications network. The committee is directed to submit its findings and recommendations in a report to the general assembly by December 14, 2012.

DIVISION XIII

ADVANCED PLACEMENT PERFORMANCE FUNDING
   Sec. 56.  NEW SECTION.  257.16B  Advanced placement performance funding.
   1.  For budget years beginning on or after July 1, 2014, the department of management shall allocate from amounts appropriated by the general assembly to the department and from other moneys available to and obtained or accepted by the department for providing advanced placement performance funding for school districts as provided in this section.
   2.
  a.  Each school district shall receive an amount equal to the school district’s total number of advanced placement students divided by the total number of advanced placement students in the state, and then multiplied by the amount of moneys available to provide advanced placement performance funding for the budget year under subsection 1. The department of education shall certify to the department of management the total number of advanced placement students enrolled in each school district.
   b.  The department of management shall on or before July 1 of the budget year notify each school district of the amount of advanced placement performance funding under this section.
   c.  Payments made to school districts under this section are miscellaneous income and may be used for any school district general fund purpose.
   3.  For purposes of this section, “advanced placement student” means a student who was enrolled in the school district during the school year preceding the base year, who was enrolled in one or more advanced placement courses during such school year as provided under section 261E.4, and who also achieved a score on the advanced placement examination for at least one such course of three or higher on the advanced placement five-point scale.
   4.  The state board of education shall adopt rules under chapter 17A necessary to implement this section, including rules that prescribe all necessary reporting requirements for school districts.

DIVISION XIV

PROFESSIONAL SERVICE AND GUIDANCE COUNSELORS
   Sec. 57.  Section 256.9, Code Supplement 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  65.
  a.  Collaborate with, at a minimum, the board of educational examiners; the Iowa association of community college trustees; the association of Iowa area education agencies; the Iowa school counselor association; the economic development authority; the department of workforce development; the governor’s science, technology, engineering, and mathematics advisory council; and students recommended by the Iowa jobs for America’s graduates program; or successor entities, to develop standards and procedures for the approval of professional service and secondary guidance counselor preparation and professional development programs that, upon approval by the department, accredited postsecondary institutions which grant postgraduate degrees may offer to persons seeking authorization by the board of educational examiners to serve as secondary school guidance counselors or to provide professional services in Iowa schools. A collaboration as specified in this subsection shall include representation from any stakeholder organization willing to assist the department in meeting the requirements of this subsection.
   b.  Community colleges, the economic development authority, and the department of workforce development shall consult and coordinate with employment and workplace stakeholders in assisting the director in developing standards and procedures for the approval of programs pursuant to this subsection.
   c.  Accredited postsecondary institutions that offer programs approved pursuant to this subsection shall coordinate with community colleges to ensure that the professional development programs approved under this subsection are offered throughout the state at convenient times.
   d.
  The requirements for coursework and programs approved pursuant to this subsection shall include but not be limited to the following:
   (1)  Provision of information regarding career exploration, planning, and development assistance; and opportunities available to Iowa’s students from targeted industries as defined in section 15.411, subsection 1, as well as industries requiring skilled workers with educational backgrounds in science, technology, engineering, or mathematics.
   (2)  Elements to encourage the involvement of parents in career exploration and planning with their children.
   (3)  Elements to encourage the involvement of elementary counselors in career exploration and planning with their students.
   (4)  One semester credit or the equivalent issued by a community college or other accredited postsecondary institution in Iowa for coursework or professional development in career exploration, career education, and career planning. If offered by a community college, the coursework shall be offered at the resident tuition rate set pursuant to section 260C.14, subsection 2, to students enrolled in approved professional service and guidance counselor preparation programs and to persons renewing their professional service or secondary guidance counselor licenses or endorsements pursuant to section 272.9B. If a community college fails to offer coursework or professional development in career exploration, career education, and career planning by July 1, 2013, the provisions of section 272.9B shall not apply to an applicant described in that section who resides within the boundaries of the community college and who is employed by an Iowa school as a secondary guidance counselor, until July 1, 2014, or until twelve months following the date upon which the coursework is made available by the community college, whichever is later. 
   e.  The director shall establish an application and review process for approval of programs developed and implemented pursuant to this subsection.
   f.  For purposes of this subsection, “professional service” refers to preparation and professional development programs for, and licensure and endorsement of, persons who are authorized under chapter 272 to provide services in Iowa schools as a school counselor.
   g.  This subsection shall not be construed to require that an accredited postsecondary institution offering a major course of study related to the relevant coursework offered in programs approved pursuant to this subsection establish additional credit requirements to graduate or achieve certification from the institution in the related major course of study from the institution. However, only coursework and programs that meet the requirements established by the director in accordance with this subsection shall be approved by the director.
   Sec. 58.  NEW SECTION.  272.9B  Professional service and guidance counselor licenses.
   Beginning July 1, 2014, except as provided in section 256.9, subsection 65, paragraph “d”, the board shall require applicants for professional service and secondary guidance counselor licenses and endorsements, and for the renewal of such licenses and endorsements, to have successfully completed a professional service or secondary guidance counselor preparation program or professional development program, as appropriate, approved in accordance with section 256.9, subsection 65.
   Sec. 59.  Section 279.61, Code 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  3.  Beginning July 1, 2015, except as otherwise provided in section 256.9, subsection 65, paragraph “d”, career and academic guidance counseling services shall be provided by the board of directors of a school district to students enrolled in grades nine through twelve only by persons issued professional service or secondary guidance counselor licenses or endorsements pursuant to section 272.9B, or who hold a license issued by the board and meet the renewal requirements for a license pursuant to section 272.9B.

DIVISION XV

TRAINING, PREPARATION AND LICENSURE PROVISIONS
   Sec. 60.  Section 256.7, subsection 30, Code Supplement 2011, is amended to read as follows:
   30.  Set standards and procedures for the approval of training programs for individuals who seek an authorization issued by the board of educational examiners for employment
 
the following:
   a.  Employment
 
as a school business official responsible for the financial operations of a school district.
   b.  Employment as a school administration manager responsible for assisting a school principal in performing noninstructional duties.
   Sec. 61.  Section 256.16, subsection 1, Code 2011, is amended by striking the subsection and inserting in lieu thereof the following:
   1.  Pursuant to section 256.7, subsection 5, the state board shall adopt rules requiring all higher education institutions providing approved practitioner preparation programs to do the following:
   a.
  (1)  Administer a basic skills test, which has been approved by the director, to practitioner preparation program admission candidates. Candidates who do not successfully pass the test with a score above the twenty-fifth percentile nationally shall be denied admission to the program. 
   (2)  A student shall not successfully complete the program unless the student achieves scores above the twenty-fifth percentile nationally on an assessment approved by the director in pedagogy and at least one content area, or on a valid and reliable subject-area specific, performance-based assessment for preservice teacher candidates, centered on student learning.
   b.  Include preparation in reading programs and integrate reading strategies into content area methods coursework.
   c.  Include in the professional education program, preparation that contributes to the education of students with disabilities and students who are gifted and talented, and preparation in classroom management addressing high-risk behaviors including but not limited to behaviors related to substance abuse. Preparation required under this paragraph must be successfully completed before graduation from the practitioner preparation program.
   Sec. 62.  Section 272.1, Code 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  11A.  “School administration manager” means a person who is authorized to assist a school principal in performing noninstructional administrative duties.
   Sec. 63.  Section 272.2, subsection 13, Code Supplement 2011, is amended to read as follows:
   13.  Adopt rules to provide for nontraditional preparation options for licensing persons who hold a bachelor’s degree from an accredited college or university, who do not meet other requirements for licensure
 
establish alternative licensure pathways for an initial teacher license and an initial administrator license and endorsement pursuant to section 272.16.

The rules shall prescribe standards and procedures for the approval of alternative principal licensing programs which may be offered in this state by designated agencies located within or outside this state. Procedures provided for approval of alternative principal licensing programs shall include procedures for enforcement of the prescribed standards.
   Sec. 64.  NEW SECTION.  272.16  Alternative licensure and endorsement.
   1.  The board shall establish alternative licensure pathways for an initial teacher license and an initial administrator license and endorsement.
   2.  The alternative pathway for an initial teacher license shall include all of the following components:
   a.  A requirement that the applicant for the alternative pathway to an initial teacher license meet all of the following criteria:
   (1)  Hold, at a minimum, a bachelor’s degree from a regionally accredited postsecondary institution and twenty-four postsecondary credit hours in the content area to be taught at the licensure level sought by the applicant; or, in order to teach a foreign language, the applicant shall hold at least a bachelor’s degree and be a native speaker of the language to be taught. 
   (2)  Have successfully passed a background check conducted in accordance with section 272.2, subsection 17.
   (3)  Have at least three recent consecutive years of successful, relevant work experience. 
   (4)  Have successfully passed a basic skills test, approved by the director, for acceptance. An applicant utilizing the alternative pathway to an initial teacher license shall not be issued such a license unless the student achieves scores above the twenty-fifth percentile nationally on an examination approved by the board for knowledge of pedagogies and in at least one content area.
   b.  A requirement that the person issued an initial teacher license pursuant to this subsection shall, during the person’s first three years of teaching, successfully complete a beginning teacher mentoring and induction program pursuant to section 284.5, and shall successfully complete eighteen postsecondary credit hours of pedagogy coursework before the person may be issued a license beyond the initial license.
   3.  The alternative pathway for an initial administrator license shall include all of the following components:
   a.  A requirement that the applicant for the alternative pathway to an initial administrator license meet all of the following criteria: 
   (1)  Hold, at a minimum, a bachelor’s degree from a regionally accredited postsecondary institution.
   (2)  Have successfully passed a background check conducted in accordance with section 272.2, subsection 17.
   b.  A requirement that a person who is issued an initial administrator license through the alternative pathway specified by this subsection may be employed by a school district or accredited nonpublic school and, for the first consecutive three years of employment as a building principal, shall be supervised and mentored by a person who holds a valid professional administrator license. 
   4.  A person with at least five recent years of successful experience as a professional educator, and who is enrolled in an alternative principal licensing program approved by the board, may qualify for an initial administrator license.
   5.  A person with at least five recent years of successful management experience in business; industry; local, state, or federal government; or the military service of the United States, and who has successfully completed an alternative principal licensing program approved by the board, may qualify for an initial administrator license.
   6.
  a.  The alternative pathway for an initial administrator endorsement for school superintendents and area education agency administrators shall require an applicant to meet all of the following criteria:
   (1)  Hold, at a minimum, a bachelor’s degree from a regionally accredited postsecondary institution.
   (2)  Have successfully passed a background check conducted in accordance with section 272.2, subsection 17.
   (3)  Have at least five recent years of successful, relevant experience as a professional educator or management experience in business; industry; local, state, or federal government; or the military service of the United States. 
   b.  A person issued an initial administrator endorsement for superintendents or area education agency administrators under this subsection shall successfully complete a beginning mentoring and induction program with a mentor who is a superintendent or area education agency administrator, as appropriate.
   c.  A person issued an initial administrator endorsement for superintendents or area education agency administrators pursuant to this subsection, who successfully completes three years of experience as a superintendent or area education agency administrator, may be issued a license beyond the initial administrator endorsement. 
   7.  Upon application, a person who holds an initial administrator license issued pursuant to subsection 3, and who has three years of successful experience as a principal, shall be issued a professional administrator license.
   Sec. 65.  Section 272.25, subsection 1, Code 2011, is amended to read as follows:
   1.  A requirement that each student admitted to an approved practitioner preparation program must participate in field experiences that include both observation and participation in teaching activities in a variety of school settings. These field experiences shall comprise a total of at least fifty hours in duration, at least ten hours of which shall occur prior to a student’s acceptance in an approved practitioner preparation program. The student teaching experience shall be a minimum of twelve
 
fifteen weeks in duration during the student’s final year of the practitioner preparation program.
   Sec. 66.  Section 272.31, Code 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  2A.  The board shall issue a school administration manager authorization to an individual who successfully completes a training program that meets the standards set by the state board pursuant to section 256.7, subsection 30, and who complies with rules adopted by the state board pursuant to subsection 3.

DIVISION XVI

KINDERGARTEN REQUIREMENT
   Sec. 67.  Section 299.1A, Code 2011, is amended to read as follows:
   299.1A  Compulsory attendance age.
   1.  A
 
Except as provided in subsection 2, a child who has reached the age of six and is under sixteen years of age by September 15 is of compulsory attendance age. However, if a child enrolled in a school district or accredited nonpublic school reaches the age of sixteen on or after September 15, the child remains of compulsory age until the end of the regular school calendar.
   2.  A child who has reached the age of five by September 15 and who is enrolled in a school district shall be considered to be of compulsory attendance age unless the parent or guardian of the child notifies the school district in writing of the parent’s or guardian’s intent to remove the child from enrollment in the school district.

DIVISION XVII

STATE MANDATE
   Sec. 68.  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 shall be necessary for the full implementation of this Act by and enforcement of this Act against all affected school districts.>
   2.  Title page, line 4, before <school> by inserting <the department of management,>
   3.  By renumbering as necessary.

______________________________
COMMITTEE ON EDUCATION

FORRISTALL of Pottawattamie, Chairperson