Amend Senate File 2284 as follows:
   1.  Page 1, line 8, by striking <a> and inserting <an enrolled>
   2.  Page 2, after line 1 by inserting: 
   <Sec. ___.  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.
  The task force shall be comprised of at least twelve 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; and one of whom shall represent the Iowa state education association.
   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. ___.  EFFECTIVE UPON ENACTMENT.  The section of this division of this Act relating to a competency-based task force, being deemed of immediate importance, takes effect upon enactment.>
   3.  Page 2, after line 3 by inserting: 
   <Sec. ___.  Section 256.7, subsection 21, paragraph b, Code Supplement 2011, is amended to read as follows:
   b.  A set of core academic indicators in mathematics and reading in grades four, eight, and eleven, a set of core academic indicators in science in grades eight and eleven, and another set of core indicators that includes, but is not limited to, graduation rate, postsecondary education, and successful employment in Iowa.

Rules adopted pursuant to this subsection shall specify that the approved district-wide assessment of student progress administered for purposes of this paragraph shall be the assessment utilized by school districts statewide in the school year beginning July 1, 2011. Annually, the department shall report state data for each indicator in the condition of education report.>
   4.  Page 2, line 6, by striking <curriculum> and inserting <curriculum, if funds are appropriated by the general assembly for that purpose,>
   5.  Page 2, lines 29 and 30, by striking <character education,>
   6.  Page 2, after line 35 by inserting: 
   <(3)  The provisions of section 256.18 shall be considered by the state board in developing the core curriculum requirements.>
   7.  By striking page 4, line 17, through page 5, line 17.
   8.  By striking page 5, line 20, through page 6, line 7.
   9.  Page 7, line 3, by striking <which> and inserting <which, if funds are appropriated by the general assembly,>
   10.  Page 7, line 5, after <committees> by inserting <and school boards>
   11.  Page 7, by striking lines 19 through 22 and inserting <quality professional development opportunities. Not less than four hours in each month of the school calendar, held outside the minimum school day, shall be set aside during nonpreparation time or designated professional development time to allow practitioners to collaborate with each other to deliver educational programs and assess student learning, or to engage in peer review pursuant to section 284.8, subsection 1.The goal>
   12.  Page 7, by striking line 35 and inserting: 
   <Sec. ___.  Section 284.8, subsection 1, Code 2011, is>
   13.  Page 8, line 15, by striking <The> and inserting <If funds are appropriated by the general assembly, the>
   14.  By striking page 8, line 29, through page 9, line 8.
   15.  Page 9, line 12, by striking <1.>
   16.  Page 9, by striking lines 27 through 29.
   17.  Page 9, line 31, by striking <The> and inserting: 
   <1.  If funds are appropriated by the general assembly, the
>
   18.  Page 9, by striking line 32 and inserting <convene a task force to>
   19.  By striking page 9, line 34, through page 10, line 5, and inserting <system and a statewide administrator evaluation system.
   2.  The task force shall be comprised of at least twelve members as follows:
   a.  Nine members shall be appointed by the director to represent education stakeholders and practitioners knowledgeable about the Iowa core curriculum and may include members currently serving on the department’s teacher quality partnership teacher evaluation team.
   b.  One member 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.
   c.  One member shall represent the area education agencies.
   d.  One member shall represent the Iowa state education association.
   3.  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.
   4.  To the extent
>
   20.  Page 10, line 8, after <69.16C.> by inserting: 
   <5.  The task force shall develop a statewide teacher evaluation system and a statewide administrator evaluation system that standardize the instruments and processes used by school districts, charter schools, and accredited nonpublic schools throughout the state to evaluate teachers and administrators. The components of the statewide teacher evaluation system shall include but not be limited to the following:
   a.  Direct observation of classroom teaching behaviors.

   b.  Balanced consideration of student growth measures, when available for tested subjects and grades, to supplement direct observation of classroom teaching behaviors.
   c.  Integration of the Iowa teaching standards.
   d.  System applicability to teachers in all content areas taught in a school.
   6.
>
   21.  Page 10, line 12, before <The> by inserting: 
   <7.
>
   22.  Page 10, line 17, by striking <The> and inserting <If funds are appropriated by the general assembly, the>
   23.  Page 11, line 24, after <examiners,> by inserting <an organization representing school boards, the>
   24.  Page 12, line 2, by striking <The> and inserting <If funds are appropriated by the general assembly, the>
   25.  Page 12, line 9, after <teachers,> by inserting <an organization representing school boards,>
   26.  By striking page 13, line 13, through page 15, line 33, and inserting: 
   <Sec. ___.  Section 256.2, Code 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  2A.  “Online learning” and “online coursework” mean educational instruction and content which is delivered primarily over the internet. “Online learning” and “online coursework” do 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. ___.  Section 256.7, Code Supplement 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  33.  Adopt rules for online learning in accordance with sections 256.24 and 256.24A.
   Sec. ___.  Section 256.7, subsection 7, paragraph d, Code Supplement 2011, is amended to read as follows:
   d.  For the purpose
 
purposes of the rules adopted by the state board, telecommunications
 
this chapter, “telecommunications” means narrowcast communications through systems that are directed toward a narrowly defined audience and includes interactive live communications.

For purposes of this chapter, “telecommunications” does not include online learning.>
   27.  Page 16, line 2, after <districts> by inserting <and accredited nonpublic schools>
   28.  Page 16, after line 7 by inserting: 
   <___.  The initiative shall include an online learning program model designed to prepare teachers to meet the needs of students in an online learning environment, including but not limited to building community interaction and support, developing strategies for working with virtual students, and assessing virtual students.>
   29.  Page 16, by striking lines 9 through 11 and inserting <be taught by a teacher licensed under chapter 272 who has completed an online-learning>
   30.  Page 16, after line 14 by inserting: 
   <___.  Each participating school district and accredited nonpublic school shall submit its online curricula to the department for review. Each participating school district and accredited nonpublic school shall include in its comprehensive school improvement plan submitted pursuant to section 256.7, subsection 21, a list and description of the online coursework offered by the district.>
   31.  Page 16, line 16, after <district> by inserting <or accredited nonpublic school>
   32.  Page 16, line 20, after <district> by inserting <or school>
   33.  Page 16, line 24, after <district> by inserting <or accredited nonpublic school>
   34.  Page 16, after line 32 by inserting: 
   <Sec. ___.  NEW SECTION.  256.24A  Online learning requirements —— legislative findings and declarations.
   1.  The general assembly finds and declares the following:
   a.  That prior legislative enactments on the use of telecommunications in elementary and secondary school classes and courses did not contemplate and were not intended to authorize participation in open enrollment under section 282.18 for purposes of attending online schools, contracts to provide exclusively or predominantly online coursework to students, or online coursework that does not use teachers licensed under chapter 272 for instruction and supervision.
   b.  That online learning technology has moved ahead of Iowa’s statutory framework and the current administrative rules of the state board, promulgated over twenty years ago, are inadequate to regulate today’s virtual opportunities.
   c.  That telecommunications and online learning are important educational tools to supplement but not to replace education provided by teachers licensed under chapter 272.
   d.  That the use of telecommunications and online learning to replace education provided by teachers licensed under chapter 272 is not an effective use of taxpayer money, increases the cost of administrative oversight by state and local education officials, and is not in the best interests of students or their educational success.
   2.  A student who participates in open enrollment under section 282.18 shall not receive more than fifty percent of the student’s coursework through online learning.
   3.  A resident student shall not receive more than fifty percent of the student’s coursework through online learning unless the school district determines that the student’s circumstances make such online learning necessary and appropriate for medical, disciplinary, safety, drop-out prevention, or enrichment purposes.
   4.  Online learning curricula shall be provided and supervised by a teacher licensed under chapter 272.>
   35.  Page 17, after line 4 by inserting: 
   <Sec. ___.  Section 257.6, subsection 1, paragraph a, Code 2011, is amended by adding the following new subparagraph:
   NEW SUBPARAGRAPH.  (8)  A student participating in open enrollment under section 282.18, who receives more than fifty percent of the student’s coursework as online coursework, as defined in section 256.2, shall be counted as three-tenths of one pupil.>
   36.  Page 17, by striking lines 5 through 13.
   37.  Page 18, by striking lines 23 and 24 and inserting <issued by the board of educational examiners for employment
 
the following:>
   38.  Page 19, by striking lines 7 through 16 and inserting: 
   <NEW SUBSECTION.  36.  Implement continuous improvement in every undergraduate program offered by an institution of higher education governed by the board.
   a.  A continuous improvement plan shall be developed and implemented built upon the results of the institution’s student outcomes assessment program using the following phase-in timeline:
   (1)  For each course with typical annual enrollment of three hundred or more, whether in one or multiple sections, a continuous improvement plan shall be developed and implemented beginning in the fall semester of 2013.
   (2)  For each course with typical annual enrollment of two hundred or more but less than three hundred, whether in one or multiple sections, a continuous improvement plan shall be developed and implemented beginning in the fall semester of 2014.
   (3)  For each course with a typical annual enrollment of one hundred or more but less than two hundred, whether in one or multiple sections, a continuous improvement plan shall be developed and implemented beginning in the fall semester of 2015.
   b.  For each undergraduate course the institution shall collect and use the results of formative and summative assessments in its continuous improvement plan. The board shall annually evaluate the effectiveness of the plans and shall submit an executive summary of its findings and recommendations in its annual strategic plan progress report, a copy of which shall be submitted to the general assembly.>
   39.  Page 20, after line 10 by inserting: 
   <Sec. ___.  NEW SECTION.  262.94  College readiness and awareness programs.
   The state board of regents may establish or contract to establish programs designed to increase college readiness and college awareness in potential first-generation college students and underrepresented populations. The programs may include but shall not be limited to college go center programs and science bound programs.>
   40.  Page 20, line 32, by striking <sufficient>
   41.  Page 22, after line 4 by inserting: 
   <Sec. ___.  Section 256.44, subsection 1, unnumbered paragraph 1, Code 2011, is amended to read as follows:
   A national board certification pilot project is established to be administered by the department of education. A
 
If funds are appropriated by the general assembly, a teacher, as defined in section 272.1, who registers for or achieves national board for professional teaching standards certification, and who is employed by a school district in Iowa and receiving a salary as a classroom teacher, may be eligible for the following:>
   42.  Page 23, line 18, by striking <sufficient>
   43.  Page 23, line 19, by striking <center> and inserting <center.
   (1)  The purpose of the center shall be
>
   44.  Page 23, by striking lines 22 through 26 and inserting: 
   <(a)  Instructional strategies for prekindergarten through grade twelve to achieve literacy proficiency that includes reading, reading comprehension, and writing for all students.
   (b)  Strategies for identifying and providing evidence-based interventions for students, beginning in kindergarten, who are at risk of not achieving literacy proficiency.
   (c)  Models for effective school and community partnerships to improve student literacy.
   (d)  Reading assessments.
   (e)  Professional development strategies and materials to support teacher effectiveness in student literacy development.
   (f)  Data reports on attendance center, school district, and statewide progress toward literacy proficiency in the context of student, attendance center, and school district demographic characteristics.
   (2)  The first efforts of the center shall focus on kindergarten through grade three. The center shall draw upon national and state expertise in the field of literacy proficiency, including experts from Iowa’s institutions of higher education and area education agencies with backgrounds in literacy development. The center shall seek support from the Iowa research community in data report development and analysis of available information from Iowa education data sources. The center shall work with the department to identify additional needs for tools and technical assistance for Iowa schools to help schools achieve literacy proficiency goals and seek public and private partnerships in developing and accessing necessary tools and technical assistance.>
   45.  Page 23, line 31, by striking <Each> and inserting <If funds for such purpose are appropriated by the general assembly, each>
   46.  Page 23, line 34, after <district.> by inserting <The assessment shall be aligned with state early learning standards and preschool programs shall be encouraged to administer the assessment at least at the beginning and end of the preschool program, with the assessment information entered into the statewide longitudinal data system. The department shall work to develop agreements with head start programs to incorporate similar information about four-year-old children served by head start into the statewide longitudinal data system.>
   47.  Page 23, line 35, after <2.> by inserting <a.>
   48.  Page 24, after line 21 by inserting: 
   <b.  This subsection is repealed July 1, 2013.>
   49.  Page 24, by striking lines 25 through 31 and inserting: 
   <a.  A school district shall assess all students enrolled in kindergarten through grade three at the beginning of each school year for their level of reading or reading readiness on locally determined or statewide assessments, as provided in section 256.7, subsection 32. If funds are appropriated by the general assembly, a school district shall provide intensive reading instruction to any student who exhibits a substantial deficiency in reading, based upon the assessment, or through teacher observations. The student’s reading proficiency shall be>
   50.  Page 25, line 15, by striking <A> and inserting <If funds are appropriated by the general assembly, a>
   51.  Page 25, by striking lines 21 and 22 and inserting <deficiency, including>
   52.  Page 26, line 17, by striking <Provides> and inserting <Provide>
   53.  Page 27, after line 14 by inserting: 
   <4.  Ensuring continuous improvement in reading proficiency.
   a.  To ensure all children are reading proficiently by the end of third grade, each school district shall address reading proficiency as part of its comprehensive school improvement plan, drawing upon information about children from assessments conducted pursuant to subsection 1 and the prevalence of deficiencies identified by classroom, elementary school, and other student characteristics. As part of its comprehensive school improvement plan, each school district shall review chronic early elementary absenteeism for its impact on literacy development. If more than fifteen percent of an attendance center’s students are not proficient in reading by the end of third grade, the comprehensive school improvement plan shall include strategies to reduce that percentage, including school and community strategies to raise the percentage of students who are proficient in reading.
   b.  Each school district, subject to an appropriation of funds by the general assembly, shall provide professional development services to enhance the skills of elementary teachers in responding to children’s unique reading issues and needs and to increase the use of evidence-based strategies.
   Sec. ___.  CROSS-AGENCY ASSESSMENT INSTRUMENT PLANNING GROUP.  The department of education and the early childhood Iowa state board shall collaborate to form a cross-agency planning group. Members of the planning group shall include teachers and school leaders, and representatives from the departments of public health, human services, and education, the Iowa early childhood state and area boards, the state board of regents, applicable nonprofit groups, and experts in early childhood assessment and educational assessment. The planning group shall study and select one standard, multidomain assessment instrument for implementation by all school districts for purposes of section 279.60, subsection 1. The instrument shall align with agreed upon state and national curriculum standards. The planning group shall study all costs associated with implementing a universal assessment instrument. The assessment instrument shall be administered at least at the beginning and at the end of the school year to measure student skills and academic growth. The planning group shall submit its findings and recommendations in a report to the general assembly by November 15, 2012.>
   54.  Page 27, before line 15 by inserting: 
   <Sec. ___.  REPEAL.  Section 256D.9, Code 2011, is repealed.
   Sec. ___.  EFFECTIVE DATE.  The section of this division of this Act that repeals section 256D.9 takes effect June 30, 2012.>
   55.  Page 27, line 19, after <2013,> by inserting <if funds are appropriated by the general assembly,>
   56.  Page 27, line 27, by striking <1, 2012> and inserting <1>
   57.  Page 27, line 28, by striking <1, 2012.> and inserting <1. A school district approved by the department need not reapply in order to participate in the pilot project in subsequent fiscal years.>
   58.  Page 28, line 7, by striking <seven> and inserting <two and three-quarter>
   59.  Page 28, by striking lines 10 through 14 and inserting <ending June 30 of the year preceding initial participation in the pilot project. The total number of students participating in>
   60.  Page 28, line 16, by striking <ten> and inserting <twenty>
   61.  Page 28, line 17, by striking <participating> and inserting <authorized to participate>
   62.  Page 28, line 24, by striking <July> and inserting <June>
   63.  Page 29, after line 19 by inserting: 

<DIVISION ___

CREATING OUTSTANDING INSTRUCTIONAL LEADERS

PILOT PROGRAM
   Sec. ___.  NEW SECTION.  256.34  Creating outstanding instructional leaders pilot program.
   1.  If funds are appropriated by the general assembly, the department shall establish the creating outstanding instructional leaders pilot program to promote excellence in the teaching profession. The department shall distribute the funds appropriated in the following manner each fiscal year:

   a.  The fifteen school districts in the state with the highest student population shall receive funds to provide for three peer coaching stipends in accordance with this section.
   b.  The thirty-five school districts in the state with the sixteenth through fiftieth highest student population shall receive funds to provide for two peer coaching stipends in accordance with this section.
   c.  Any remaining funds shall be allocated to the area education agencies in proportion to the number of students in the school districts in the area education agencies which did not receive funds pursuant to paragraph “a” or “b”. The funds shall be used to provide for peer coaching stipends in accordance with this section for such school districts. The area education agencies shall establish an application process for such districts seeking funds for peer coaching stipends.
   2.  A school district receiving funds shall use such funds to establish yearly peer coaching stipends for teachers in the amount of eight thousand dollars. A school district shall use the funds in the school year in which they are received and shall only use the funds for the purposes provided in this section. Stipends shall be awarded by the board of directors in charge of a school district and shall only be awarded to teachers who volunteer for the program. 
   3.  A teacher receiving a peer coaching stipend shall, in lieu of the teacher’s daily preparation activities during the school day, engage in peer coaching in accordance with this section. The board of directors in charge of a school district shall assign peer coaches to teachers in need of additional guidance in one or more aspects of the teaching profession. Assignments shall be based on either a request from a principal or from an individual teacher upon approval of a principal. A peer coach shall still be responsible for completing daily preparation activities outside of the school day.
   4.  Peer coaching shall include detailed preliminary discussions as to areas in which the teacher being coached desires to improve; formulation of an action plan to bring about such improvement; in-class supervision by the peer coach; postclass discussion of strengths, weaknesses, and strategies for improvement; dialogue between the peer coach and students and school officials regarding the teacher being coached; and documentation of progress of the peer coaching.
   5.  The department shall establish by rule evaluation criteria for determining the success of the creating outstanding instructional leaders pilot program and of individual peer coaches. Peer coaches whom the department does not find effective shall not be awarded a peer coaching stipend in succeeding years. 
   6.  The department shall submit to the general assembly by January 1, annually, a report on the creating outstanding instructional leaders pilot program. The report shall include the number of peer coaching stipends awarded and to which school districts, identifiable outcomes of the program, and other pertinent information.
   7.  This section is repealed June 30, 2015.>
   64.  By striking page 29, line 20, through page 30, line 25.
   65.  Title page, line 4, by striking <schools> and inserting <schools, and including effective date provisions>

______________________________
HERMAN C. QUIRMBACH