CCH-215
REPORT
OF
THE
CONFERENCE
COMMITTEE
ON
HOUSE
FILE
215
To
the
Speaker
of
the
House
of
Representatives
and
the
President
of
the
Senate:
We,
the
undersigned
members
of
the
conference
committee
appointed
to
resolve
the
differences
between
the
House
of
Representatives
and
the
Senate
on
House
File
215,
a
bill
for
an
Act
relating
to
and
providing
for
education
reform
involving
student,
teacher,
and
administrator
programs
and
activities
under
the
purview
of
the
department
of
education,
the
state
board
of
education,
the
college
student
aid
commission,
school
districts,
and
accredited
nonpublic
schools;
providing
for
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independent
private
instruction
for
students;
providing
for
private
instruction
for
students;
concerning
driver
education
by
a
teaching
parent;
making
appropriations
and
providing
for
the
establishment
and
retention
of
certain
fees;
and
including
transition
and
effective
date
provisions,
respectfully
make
the
following
report:
1.
That
the
Senate
recedes
from
its
amendment,
H-1248.
2.
That
House
File
215,
as
amended,
passed,
and
reprinted
by
the
House,
is
amended
to
read
as
follows:
1.
By
striking
everything
after
the
enacting
clause
and
inserting:
<
DIVISION
I
SCHOOL
DISTRICT
FUNDING
Section
1.
Section
257.2,
subsection
9,
Code
2013,
is
amended
by
adding
the
following
new
paragraph:
NEW
PARAGRAPH
.
d.
Property
tax
replacement
payments
received
under
section
257.16B.
Sec.
2.
Section
257.4,
subsection
1,
paragraph
a,
Code
2013,
is
amended
by
adding
the
following
new
subparagraph:
NEW
SUBPARAGRAPH
.
(8)
The
amount
of
the
school
district
property
tax
replacement
payment
to
be
received
by
the
school
district
under
section
257.16B.
Sec.
3.
Section
257.4,
subsection
1,
paragraph
b,
Code
2013,
is
amended
to
read
as
follows:
b.
For
the
budget
year
beginning
July
1,
2008,
and
succeeding
budget
years,
the
department
of
management
shall
annually
determine
an
adjusted
additional
property
tax
levy
and
a
statewide
maximum
adjusted
additional
property
tax
levy
rate,
not
to
exceed
the
statewide
average
additional
property
tax
levy
rate,
calculated
by
dividing
the
total
adjusted
additional
property
tax
levy
dollars
statewide
by
the
statewide
total
net
taxable
valuation.
For
purposes
of
this
paragraph,
the
adjusted
additional
property
tax
levy
shall
be
that
portion
of
the
additional
property
tax
levy
corresponding
to
the
state
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cost
per
pupil
multiplied
by
a
school
district’s
weighted
enrollment,
and
then
multiplied
by
one
hundred
percent
less
the
regular
program
foundation
base
per
pupil
percentage
pursuant
to
section
257.1
,
and
then
reduced
by
the
amount
of
the
property
tax
replacement
payment
to
be
received
under
section
257.16B
.
The
district
shall
receive
adjusted
additional
property
tax
levy
aid
in
an
amount
equal
to
the
difference
between
the
adjusted
additional
property
tax
levy
rate
and
the
statewide
maximum
adjusted
additional
property
tax
levy
rate,
as
applied
per
thousand
dollars
of
assessed
valuation
on
all
taxable
property
in
the
district.
The
statewide
maximum
adjusted
additional
property
tax
levy
rate
shall
be
annually
determined
by
the
department
taking
into
account
amounts
allocated
pursuant
to
section
257.15,
subsection
4
.
The
statewide
maximum
adjusted
additional
property
tax
levy
rate
shall
be
annually
determined
by
the
department
taking
into
account
amounts
allocated
pursuant
to
section
257.15,
subsection
4
,
and
the
balance
of
the
property
tax
equity
and
relief
fund
created
in
section
257.16A
at
the
end
of
the
calendar
year.
Sec.
4.
Section
257.8,
subsections
1
and
2,
Code
2013,
are
amended
to
read
as
follows:
1.
State
percent
of
growth.
The
state
percent
of
growth
for
the
budget
year
beginning
July
1,
2010,
is
two
percent.
The
state
percent
of
growth
for
the
budget
year
beginning
July
1,
2012,
is
two
percent.
The
state
percent
of
growth
for
the
budget
year
beginning
July
1,
2013,
is
two
percent.
The
state
percent
of
growth
for
the
budget
year
beginning
July
1,
2014,
is
four
percent.
The
state
percent
of
growth
for
each
subsequent
budget
year
shall
be
established
by
statute
which
shall
be
enacted
within
thirty
days
of
the
submission
in
the
year
preceding
the
base
year
of
the
governor’s
budget
under
section
8.21
.
The
establishment
of
the
state
percent
of
growth
for
a
budget
year
shall
be
the
only
subject
matter
of
the
bill
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which
enacts
the
state
percent
of
growth
for
a
budget
year.
2.
Categorical
state
percent
of
growth.
The
categorical
state
percent
of
growth
for
the
budget
year
beginning
July
1,
2010,
is
two
percent.
The
categorical
state
percent
of
growth
for
the
budget
year
beginning
July
1,
2012,
is
two
percent.
The
categorical
state
percent
of
growth
for
the
budget
year
beginning
July
1,
2013,
is
two
percent.
The
categorical
state
percent
of
growth
for
the
budget
year
beginning
July
1,
2014,
is
four
percent.
The
categorical
state
percent
of
growth
for
each
budget
year
shall
be
established
by
statute
which
shall
be
enacted
within
thirty
days
of
the
submission
in
the
year
preceding
the
base
year
of
the
governor’s
budget
under
section
8.21
.
The
establishment
of
the
categorical
state
percent
of
growth
for
a
budget
year
shall
be
the
only
subject
matter
of
the
bill
which
enacts
the
categorical
state
percent
of
growth
for
a
budget
year.
The
categorical
state
percent
of
growth
may
include
state
percents
of
growth
for
the
teacher
salary
supplement,
the
professional
development
supplement,
and
the
early
intervention
supplement.
Sec.
5.
Section
257.15,
subsection
4,
paragraph
b,
Code
2013,
is
amended
to
read
as
follows:
b.
After
lowering
all
school
district
adjusted
additional
property
tax
levy
rates
to
the
statewide
maximum
adjusted
additional
property
tax
levy
rate
under
paragraph
“a”
,
the
department
of
management
shall
use
any
remaining
funds
at
the
end
of
the
calendar
year
to
further
lower
additional
property
taxes
by
increasing
for
the
budget
year
beginning
the
following
July
1,
the
state
foundation
base
percentage.
Moneys
used
pursuant
to
this
paragraph
shall
supplant
an
equal
amount
of
the
appropriation
made
from
the
general
fund
of
the
state
pursuant
to
section
257.16
that
represents
the
increase
in
state
foundation
aid.
Sec.
6.
NEW
SECTION
.
257.16B
School
district
property
tax
replacement
payments.
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1.
For
each
fiscal
year
beginning
on
or
after
July
1,
2013,
there
is
appropriated
from
the
general
fund
of
the
state
to
the
department
of
education
an
amount
necessary
to
make
all
school
district
property
tax
replacement
payments
under
this
section,
as
calculated
in
subsection
2.
2.
a.
For
the
budget
year
beginning
July
1,
2013,
the
department
of
management
shall
calculate
for
each
school
district
all
of
the
following:
(1)
The
regular
program
state
cost
per
pupil
for
the
budget
year
beginning
July
1,
2012,
multiplied
by
one
hundred
percent
less
the
regular
program
foundation
base
per
pupil
percentage
pursuant
to
section
257.1.
(2)
The
regular
program
state
cost
per
pupil
for
the
budget
year
beginning
July
1,
2013,
multiplied
by
one
hundred
percent
less
the
regular
program
foundation
base
per
pupil
percentage
pursuant
to
section
257.1.
(3)
The
amount
of
each
school
district’s
property
tax
replacement
payment.
Each
school
district’s
property
tax
replacement
payment
equals
the
school
district’s
weighted
enrollment
for
the
budget
year
beginning
July
1,
2013,
multiplied
by
the
remainder
of
the
amount
calculated
for
the
school
district
under
subparagraph
(2)
minus
the
amount
calculated
for
the
school
district
under
subparagraph
(1).
b.
For
each
budget
year
beginning
on
or
after
July
1,
2014,
the
department
of
management
shall
calculate
for
each
school
district
all
of
the
following:
(1)
The
regular
program
state
cost
per
pupil
for
the
budget
year
beginning
July
1,
2012,
multiplied
by
one
hundred
percent
less
the
regular
program
foundation
base
per
pupil
percentage
pursuant
to
section
257.1.
(2)
The
regular
program
state
cost
per
pupil
for
the
budget
year
beginning
July
1,
2014,
multiplied
by
one
hundred
percent
less
the
regular
program
foundation
base
per
pupil
percentage
pursuant
to
section
257.1.
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(3)
The
amount
of
each
school
district’s
property
tax
replacement
payment.
Each
school
district’s
property
tax
replacement
payment
equals
the
school
district’s
weighted
enrollment
for
the
budget
year
multiplied
by
the
remainder
of
the
amount
calculated
for
the
school
district
under
subparagraph
(2)
minus
the
amount
calculated
for
the
school
district
under
subparagraph
(1).
3.
School
district
property
tax
replacement
payments
shall
be
paid
by
the
department
of
education
at
the
same
time
and
in
the
same
manner
as
foundation
aid
is
paid
under
section
257.16
and
may
be
included
in
the
monthly
payment
of
state
aid
under
section
257.16,
subsection
2.
Sec.
7.
CODE
SECTION
257.8
——
IMPLEMENTATION.
The
requirements
of
section
257.8,
subsections
1
and
2,
regarding
the
enactment
of
bills
establishing
the
regular
program
state
percent
of
growth
and
the
categorical
state
percent
of
growth
within
thirty
days
of
the
submission
in
the
year
preceding
the
base
year
of
the
governor’s
budget
and
regarding
the
subject
matter
limitation
of
such
bills
do
not
apply
to
this
division
of
this
Act.
Sec.
8.
SCHOOL
DISTRICT
FUNDING
SUPPLEMENT
——
FISCAL
YEAR
2013-2014.
1.
There
is
appropriated
from
the
general
fund
of
the
state
to
the
department
of
education
for
the
fiscal
year
beginning
July
1,
2012,
and
ending
June
30,
2013,
an
amount
necessary
to
make
all
payments
to
school
districts
required
under
subsection
2.
2.
Moneys
appropriated
to
the
department
of
education
under
this
section
shall
be
used
to
provide
a
funding
supplement
to
each
school
district
during
the
fiscal
year
beginning
July
1,
2013,
and
ending
June
30,
2014.
Each
school
district’s
funding
supplement
amount
shall
be
equal
to
two
percent
of
the
regular
program
state
cost
per
pupil
for
the
fiscal
year
beginning
July
1,
2012,
and
ending
June
30,
2013,
multiplied
by
the
school
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district’s
budget
enrollment
for
the
fiscal
year
beginning
July
1,
2013,
and
ending
June
30,
2014.
Moneys
received
by
a
school
district
under
this
section
shall
be
miscellaneous
income
for
purposes
of
chapter
257
and
shall
not
be
included
in
district
cost.
3.
Notwithstanding
section
8.33,
moneys
appropriated
in
this
section
that
remain
unencumbered
or
unobligated
at
the
close
of
the
fiscal
year
beginning
July
1,
2012,
and
ending
June
30,
2013,
shall
not
revert
but
shall
remain
available
for
expenditure
for
the
purposes
designated
until
the
close
of
the
succeeding
fiscal
year.
4.
The
payment
of
funding
supplement
amounts
under
this
section
shall
be
paid
by
the
department
of
education
at
the
same
time
and
in
the
same
manner
as
foundation
aid
is
paid
under
section
257.16
for
the
fiscal
year
beginning
July
1,
2013,
and
ending
June
30,
2014,
and
may
be
included
in
the
monthly
payment
of
state
aid
under
section
257.16,
subsection
2.
Sec.
9.
EFFECTIVE
UPON
ENACTMENT.
This
division
of
this
Act,
being
deemed
of
immediate
importance,
takes
effect
upon
enactment.
DIVISION
II
SCHOOL
DISTRICT
FUNDING
TERMINOLOGY
Sec.
10.
Section
256C.4,
subsection
1,
paragraph
f,
Code
2013,
is
amended
to
read
as
follows:
f.
The
receipt
of
funding
by
a
school
district
for
the
purposes
of
this
chapter
,
the
need
for
additional
funding
for
the
purposes
of
this
chapter
,
or
the
enrollment
count
of
eligible
students
under
this
chapter
shall
not
be
considered
to
be
unusual
circumstances,
create
an
unusual
need
for
additional
funds,
or
qualify
under
any
other
circumstances
that
may
be
used
by
the
school
budget
review
committee
to
grant
supplemental
aid
to
or
establish
a
modified
allowable
growth
supplemental
amount
for
a
school
district
under
section
257.31
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Sec.
11.
Section
257.2,
subsection
1,
Code
2013,
is
amended
by
striking
the
subsection.
Sec.
12.
Section
257.2,
subsection
12,
Code
2013,
is
amended
to
read
as
follows:
12.
“State
percent
of
growth”
means
the
percent
of
growth
which
is
established
by
statute
pursuant
to
section
257.8
,
and
which
is
used
in
determining
the
allowable
growth
supplemental
state
aid
.
Sec.
13.
Section
257.2,
Code
2013,
is
amended
by
adding
the
following
new
subsection:
NEW
SUBSECTION
.
12A.
“Supplemental
state
aid”
means
the
amount
by
which
state
cost
per
pupil
and
district
cost
per
pupil
will
increase
from
one
budget
year
to
the
next.
Sec.
14.
Section
257.6,
subsection
1,
paragraph
a,
subparagraph
(5),
Code
2013,
is
amended
to
read
as
follows:
(5)
Resident
pupils
receiving
competent
private
instruction
from
a
licensed
practitioner
provided
through
a
public
school
district
pursuant
to
chapter
299A
shall
be
counted
as
three-tenths
of
one
pupil.
Revenues
received
by
a
school
district
attributed
to
a
school
district’s
weighted
enrollment
pursuant
to
this
subparagraph
shall
be
expended
for
the
purpose
for
which
the
weighting
was
assigned
under
this
subparagraph.
If
the
school
district
determines
that
the
expenditures
associated
with
providing
competent
private
instruction
pursuant
to
chapter
299A
are
in
excess
of
the
revenue
attributed
to
the
school
district’s
weighted
enrollment
for
such
instruction
in
accordance
with
this
subparagraph,
the
school
district
may
submit
a
request
to
the
school
budget
review
committee
for
a
modified
allowable
growth
supplemental
amount
in
accordance
with
section
257.31,
subsection
5
,
paragraph
“n”
.
A
home
school
assistance
program
shall
not
provide
moneys
received
pursuant
to
this
subparagraph,
nor
resources
paid
for
with
moneys
received
pursuant
to
this
subparagraph,
to
parents
or
students
utilizing
the
program.
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Moneys
received
by
a
school
district
pursuant
to
this
subparagraph
shall
be
used
as
provided
in
section
299A.12
.
Sec.
15.
Section
257.8,
subsections
3,
6,
and
7,
Code
2013,
are
amended
to
read
as
follows:
3.
Allowable
growth
Supplemental
state
aid
calculation.
The
department
of
management
shall
calculate
the
regular
program
allowable
growth
supplemental
state
aid
for
a
budget
year
by
multiplying
the
state
percent
of
growth
for
the
budget
year
by
the
regular
program
state
cost
per
pupil
for
the
base
year
and
shall
calculate
the
special
education
support
services
allowable
growth
supplemental
state
aid
for
the
budget
year
by
multiplying
the
state
percent
of
growth
for
the
budget
year
by
the
special
education
support
services
state
cost
per
pupil
for
the
base
year.
6.
Combined
allowable
growth
supplemental
state
aid
.
The
combined
allowable
growth
supplemental
state
aid
per
pupil
for
each
school
district
is
the
sum
of
the
regular
program
allowable
growth
supplemental
state
aid
per
pupil
and
the
special
education
support
services
allowable
growth
supplemental
state
aid
per
pupil
for
the
budget
year,
which
may
be
modified
as
follows:
a.
By
the
school
budget
review
committee
under
section
257.31
.
b.
By
the
department
of
management
under
section
257.36
.
7.
Alternate
allowable
growth
supplemental
state
aid
——
definitions.
For
budget
years
beginning
July
1,
2000,
and
subsequent
budget
years,
references
to
the
terms
“allowable
growth”
“supplemental
state
aid”
,
“regular
program
state
cost
per
pupil”
,
and
“regular
program
district
cost
per
pupil”
shall
mean
those
terms
as
calculated
for
those
school
districts
that
calculated
regular
program
allowable
growth
supplemental
state
aid
for
the
school
budget
year
beginning
July
1,
1999,
with
the
additional
thirty-eight
dollars
specified
in
section
257.8,
subsection
4,
Code
2013
.
-9-
HF215.2365
(3)
85
kh/rj
9/
90
CCH-215
Sec.
16.
Section
257.8,
subsections
4
and
5,
Code
2013,
are
amended
by
striking
the
subsections.
Sec.
17.
Section
257.9,
subsection
1,
paragraph
b,
Code
2013,
is
amended
to
read
as
follows:
b.
The
total
calculated
under
this
subsection
shall
be
divided
by
the
total
of
the
budget
enrollments
of
all
school
districts
for
the
budget
year
beginning
July
1,
1990,
calculated
under
section
257.6,
subsection
4
,
if
section
257.6,
subsection
4
,
had
been
in
effect
for
that
budget
year.
The
regular
program
state
cost
per
pupil
for
the
budget
year
beginning
July
1,
1991,
is
the
amount
calculated
by
the
department
of
management
under
this
subsection
plus
an
allowable
growth
amount
of
supplemental
state
aid,
as
defined
in
section
257.2,
Code
Supplement
2013,
that
is
equal
to
the
state
percent
of
growth
for
the
budget
year
multiplied
by
the
amount
calculated
by
the
department
of
management
under
this
subsection
.
Sec.
18.
Section
257.9,
subsections
2,
4,
6,
7,
8,
9,
and
10,
Code
2013,
are
amended
to
read
as
follows:
2.
Regular
program
state
cost
per
pupil
for
1992-1993
and
succeeding
years.
For
the
budget
year
beginning
July
1,
1992,
and
succeeding
budget
years,
the
regular
program
state
cost
per
pupil
for
a
budget
year
is
the
regular
program
state
cost
per
pupil
for
the
base
year
plus
the
regular
program
allowable
growth
supplemental
state
aid
for
the
budget
year.
4.
Special
education
support
services
state
cost
per
pupil
for
1992-1993
and
succeeding
years.
For
the
budget
year
beginning
July
1,
1992,
and
succeeding
budget
years,
the
special
education
support
services
state
cost
per
pupil
for
the
budget
year
is
the
special
education
support
services
state
cost
per
pupil
for
the
base
year
plus
the
special
education
support
services
allowable
growth
supplemental
state
aid
for
the
budget
year.
6.
Teacher
salary
supplement
state
cost
per
pupil.
For
the
-10-
HF215.2365
(3)
85
kh/rj
10/
90
CCH-215
budget
year
beginning
July
1,
2009,
for
the
teacher
salary
supplement
state
cost
per
pupil,
the
department
of
management
shall
add
together
the
teacher
compensation
allocation
made
to
each
district
for
the
fiscal
year
beginning
July
1,
2008,
pursuant
to
section
284.13,
subsection
1,
paragraph
“h”
,
Code
2009
,
and
the
phase
II
allocation
made
to
each
district
for
the
fiscal
year
beginning
July
1,
2008,
pursuant
to
section
294A.9
,
Code
2009,
and
divide
that
sum
by
the
statewide
total
budget
enrollment
for
the
fiscal
year
beginning
July
1,
2009.
The
teacher
salary
supplement
state
cost
per
pupil
for
the
budget
year
beginning
July
1,
2010,
and
succeeding
budget
years,
shall
be
the
amount
calculated
by
the
department
of
management
under
this
subsection
for
the
base
year
plus
an
allowable
growth
a
supplemental
state
aid
amount
that
is
equal
to
the
teacher
salary
supplement
categorical
state
percent
of
growth,
pursuant
to
section
257.8,
subsection
2
,
for
the
budget
year,
multiplied
by
the
amount
calculated
by
the
department
of
management
under
this
subsection
for
the
base
year.
7.
Professional
development
supplement
state
cost
per
pupil.
For
the
budget
year
beginning
July
1,
2009,
for
the
professional
development
supplement
state
cost
per
pupil,
the
department
of
management
shall
add
together
the
professional
development
allocation
made
to
each
district
for
the
fiscal
year
beginning
July
1,
2008,
pursuant
to
section
284.13,
subsection
1,
paragraph
“d”
,
Code
2009
,
and
divide
that
sum
by
the
statewide
total
budget
enrollment
for
the
fiscal
year
beginning
July
1,
2009.
The
professional
development
supplement
state
cost
per
pupil
for
the
budget
year
beginning
July
1,
2010,
and
succeeding
budget
years,
shall
be
the
amount
calculated
by
the
department
of
management
under
this
subsection
for
the
base
year
plus
an
allowable
growth
a
supplemental
state
aid
amount
that
is
equal
to
the
professional
development
supplement
categorical
state
percent
of
growth,
pursuant
to
section
257.8,
subsection
2
,
for
the
budget
year,
-11-
HF215.2365
(3)
85
kh/rj
11/
90
CCH-215
multiplied
by
the
amount
calculated
by
the
department
of
management
under
this
subsection
for
the
base
year.
8.
Early
intervention
supplement
state
cost
per
pupil.
For
the
budget
year
beginning
July
1,
2009,
for
the
early
intervention
supplement
state
cost
per
pupil,
the
department
of
management
shall
add
together
the
early
intervention
allocation
made
to
each
district
for
the
fiscal
year
beginning
July
1,
2008,
pursuant
to
section
256D.4,
Code
2009,
and
divide
that
sum
by
the
statewide
total
budget
enrollment
for
the
fiscal
year
beginning
July
1,
2009.
The
early
intervention
supplement
state
cost
per
pupil
for
the
budget
year
beginning
July
1,
2010,
and
succeeding
budget
years,
shall
be
the
amount
calculated
by
the
department
of
management
under
this
subsection
for
the
base
year
plus
an
allowable
growth
a
supplemental
state
aid
amount
that
is
equal
to
the
early
intervention
supplement
categorical
state
percent
of
growth,
pursuant
to
section
257.8,
subsection
2
,
for
the
budget
year,
multiplied
by
the
amount
calculated
by
the
department
of
management
under
this
subsection
for
the
base
year.
9.
Area
education
agency
teacher
salary
supplement
state
cost
per
pupil.
For
the
budget
year
beginning
July
1,
2009,
for
the
area
education
agency
teacher
salary
supplement
state
cost
per
pupil,
the
department
of
management
shall
add
together
the
teacher
compensation
allocation
made
to
each
area
education
agency
for
the
fiscal
year
beginning
July
1,
2008,
pursuant
to
section
284.13,
subsection
1,
paragraph
“i”
,
Code
2009
,
and
the
phase
II
allocation
made
to
each
area
education
agency
for
the
fiscal
year
beginning
July
1,
2008,
pursuant
to
section
294A.9
,
Code
2009,
and
divide
that
sum
by
the
statewide
special
education
support
services
weighted
enrollment
for
the
fiscal
year
beginning
July
1,
2009.
The
area
education
agency
teacher
salary
supplement
state
cost
per
pupil
for
the
budget
year
beginning
July
1,
2010,
and
succeeding
budget
years,
shall
be
the
amount
calculated
by
the
department
of
management
under
-12-
HF215.2365
(3)
85
kh/rj
12/
90
CCH-215
this
subsection
for
the
base
year
plus
an
allowable
growth
a
supplemental
state
aid
amount
that
is
equal
to
the
teacher
salary
supplement
categorical
state
percent
of
growth,
pursuant
to
section
257.8,
subsection
2
,
for
the
budget
year,
multiplied
by
the
amount
calculated
by
the
department
of
management
under
this
subsection
for
the
base
year.
10.
Area
education
agency
professional
development
supplement
state
cost
per
pupil.
For
the
budget
year
beginning
July
1,
2009,
for
the
area
education
agency
professional
development
supplement
state
cost
per
pupil,
the
department
of
management
shall
add
together
the
professional
development
allocation
made
to
each
area
education
agency
for
the
fiscal
year
beginning
July
1,
2008,
pursuant
to
section
284.13,
subsection
1,
paragraph
“d”
,
Code
2009
,
and
divide
that
sum
by
the
statewide
special
education
support
services
weighted
enrollment
for
the
fiscal
year
beginning
July
1,
2009.
The
area
education
agency
professional
development
supplement
state
cost
per
pupil
for
the
budget
year
beginning
July
1,
2010,
and
succeeding
budget
years,
shall
be
the
amount
calculated
by
the
department
of
management
under
this
subsection
for
the
base
year
plus
an
allowable
growth
a
supplemental
state
aid
amount
that
is
equal
to
the
professional
development
supplement
categorical
state
percent
of
growth,
pursuant
to
section
257.8,
subsection
2
,
for
the
budget
year,
multiplied
by
the
amount
calculated
by
the
department
of
management
under
this
subsection
for
the
base
year.
Sec.
19.
Section
257.10,
subsection
1,
Code
2013,
is
amended
to
read
as
follows:
1.
Regular
program
district
cost
per
pupil
for
1991-1992.
For
the
budget
year
beginning
July
1,
1991,
in
order
to
determine
the
regular
program
district
cost
per
pupil
for
a
district,
the
department
of
management
shall
divide
the
product
of
the
regular
program
district
cost
per
pupil
of
the
district
for
the
base
year,
as
regular
program
district
cost
per
pupil
-13-
HF215.2365
(3)
85
kh/rj
13/
90
CCH-215
would
have
been
calculated
under
section
442.9
,
Code
1989,
multiplied
by
its
budget
enrollment
for
the
base
year
as
budget
enrollment
would
have
been
calculated
under
section
442.4
,
Code
1989,
plus
the
amount
added
to
district
cost
pursuant
to
section
442.21
,
Code
1989,
for
each
school
district,
by
the
budget
enrollment
of
the
school
district
for
the
budget
year
beginning
July
1,
1990,
calculated
under
section
257.6,
subsection
4
,
as
if
section
257.6,
subsection
4
,
had
been
in
effect
for
that
budget
year.
The
regular
program
district
cost
per
pupil
for
the
budget
year
beginning
July
1,
1991,
is
the
amount
calculated
by
the
department
of
management
under
this
subsection
plus
the
allowable
growth
amount
of
supplemental
state
aid,
as
defined
in
section
257.2,
Code
Supplement
2013,
calculated
for
regular
program
state
cost
per
pupil,
except
that
if
the
regular
program
district
cost
per
pupil
for
the
budget
year
calculated
under
this
subsection
in
any
school
district
exceeds
one
hundred
ten
percent
of
the
regular
program
state
cost
per
pupil
for
the
budget
year,
the
department
of
management
shall
reduce
the
regular
program
district
cost
per
pupil
of
that
district
for
the
budget
year
to
an
amount
equal
to
one
hundred
ten
percent
of
the
regular
program
state
cost
per
pupil
for
the
budget
year,
and
if
the
regular
program
district
cost
per
pupil
for
the
budget
year
calculated
under
this
subsection
in
any
school
district
is
less
than
the
regular
program
state
cost
per
pupil
for
the
budget
year,
the
department
of
management
shall
increase
the
regular
program
district
cost
per
pupil
of
that
district
to
an
amount
equal
to
the
regular
program
state
cost
per
pupil
for
the
budget
year.
Sec.
20.
Section
257.10,
subsection
2,
paragraph
a,
Code
2013,
is
amended
to
read
as
follows:
a.
For
the
budget
year
beginning
July
1,
1992,
and
succeeding
budget
years,
the
regular
program
district
cost
per
pupil
for
each
school
district
for
a
budget
year
is
the
regular
program
district
cost
per
pupil
for
the
base
year
plus
the
-14-
HF215.2365
(3)
85
kh/rj
14/
90
CCH-215
regular
program
allowable
growth
supplemental
state
aid
for
the
budget
year
except
as
otherwise
provided
in
this
subsection
.
Sec.
21.
Section
257.10,
subsection
4,
paragraph
a,
Code
2013,
is
amended
to
read
as
follows:
a.
For
the
budget
year
beginning
July
1,
1992,
and
succeeding
budget
years,
the
special
education
support
services
district
cost
per
pupil
for
the
budget
year
is
the
special
education
support
services
district
cost
per
pupil
for
the
base
year
plus
the
special
education
support
services
allowable
growth
supplemental
state
aid
for
the
budget
year.
Sec.
22.
Section
257.10,
subsection
5,
Code
2013,
is
amended
to
read
as
follows:
5.
Combined
district
cost
per
pupil.
The
combined
district
cost
per
pupil
for
a
school
district
is
the
sum
of
the
regular
program
district
cost
per
pupil
and
the
special
education
support
services
district
cost
per
pupil.
Combined
district
cost
per
pupil
does
not
include
a
modified
allowable
growth
supplemental
amount
added
for
school
districts
that
have
a
negative
balance
of
funds
raised
for
special
education
instruction
programs,
a
modified
allowable
growth
supplemental
amount
granted
by
the
school
budget
review
committee
for
a
single
school
year,
or
a
modified
allowable
growth
supplemental
amount
added
for
programs
for
dropout
prevention.
Sec.
23.
Section
257.10,
subsection
9,
paragraph
a,
Code
2013,
is
amended
to
read
as
follows:
a.
For
the
budget
year
beginning
July
1,
2009,
the
department
of
management
shall
add
together
the
teacher
compensation
allocation
made
to
each
district
for
the
fiscal
year
beginning
July
1,
2008,
pursuant
to
section
284.13,
subsection
1,
paragraph
“h”
,
Code
2009
,
and
the
phase
II
allocation
made
to
each
district
for
the
fiscal
year
beginning
July
1,
2008,
pursuant
to
section
294A.9
,
Code
2009,
and
divide
that
sum
by
the
district’s
budget
enrollment
in
the
fiscal
year
beginning
July
1,
2009,
to
determine
the
teacher
-15-
HF215.2365
(3)
85
kh/rj
15/
90
CCH-215
salary
supplement
district
cost
per
pupil.
For
the
budget
year
beginning
July
1,
2010,
and
succeeding
budget
years,
the
teacher
salary
supplement
district
cost
per
pupil
for
each
school
district
for
a
budget
year
is
the
teacher
salary
supplement
program
district
cost
per
pupil
for
the
base
year
plus
the
teacher
salary
supplement
state
allowable
growth
supplemental
state
aid
amount
for
the
budget
year.
Sec.
24.
Section
257.10,
subsection
10,
paragraph
a,
Code
2013,
is
amended
to
read
as
follows:
a.
For
the
budget
year
beginning
July
1,
2009,
the
department
of
management
shall
divide
the
professional
development
allocation
made
to
each
district
for
the
fiscal
year
beginning
July
1,
2008,
pursuant
to
section
284.13,
subsection
1,
paragraph
“d”
,
Code
2009
,
by
the
district’s
budget
enrollment
in
the
fiscal
year
beginning
July
1,
2009,
to
determine
the
professional
development
supplement
cost
per
pupil.
For
the
budget
year
beginning
July
1,
2010,
and
succeeding
budget
years,
the
professional
development
supplement
district
cost
per
pupil
for
each
school
district
for
a
budget
year
is
the
professional
development
supplement
district
cost
per
pupil
for
the
base
year
plus
the
professional
development
supplement
state
allowable
growth
supplemental
state
aid
amount
for
the
budget
year.
Sec.
25.
Section
257.10,
subsection
11,
paragraph
a,
Code
2013,
is
amended
to
read
as
follows:
a.
For
the
budget
year
beginning
July
1,
2009,
the
department
of
management
shall
divide
the
early
intervention
allocation
made
to
each
district
for
the
fiscal
year
beginning
July
1,
2008,
pursuant
to
section
256D.4
,
Code
2009,
by
the
district’s
budget
enrollment
in
the
fiscal
year
beginning
July
1,
2009,
to
determine
the
early
intervention
supplement
cost
per
pupil.
For
the
budget
year
beginning
July
1,
2010,
and
succeeding
budget
years,
the
early
intervention
supplement
district
cost
per
pupil
for
each
school
district
for
a
budget
-16-
HF215.2365
(3)
85
kh/rj
16/
90
CCH-215
year
is
the
early
intervention
supplement
district
cost
per
pupil
for
the
base
year
plus
the
early
development
supplement
state
allowable
growth
supplemental
state
aid
amount
for
the
budget
year.
Sec.
26.
Section
257.13,
subsections
2
and
3,
Code
2013,
are
amended
to
read
as
follows:
2.
The
board
of
directors
of
a
school
district
that
wishes
to
receive
an
on-time
funding
budget
adjustment
shall
adopt
a
resolution
to
receive
the
adjustment
and
notify
the
school
budget
review
committee
annually,
but
not
earlier
than
November
1,
as
determined
by
the
department
of
education.
The
school
budget
review
committee
shall
establish
a
modified
allowable
growth
in
an
supplemental
amount
determined
pursuant
to
subsection
1
.
3.
If
the
board
of
directors
of
a
school
district
determines
that
a
need
exists
for
additional
funds
exceeding
the
authorized
budget
adjustment
for
on-time
funding
pursuant
to
this
section
,
a
request
for
a
modified
allowable
growth
supplemental
amount
based
upon
increased
enrollment
may
be
submitted
to
the
school
budget
review
committee
as
provided
in
section
257.31
.
Sec.
27.
Section
257.31,
subsection
5,
unnumbered
paragraph
1,
Code
2013,
is
amended
to
read
as
follows:
If
a
district
has
unusual
circumstances,
creating
an
unusual
need
for
additional
funds,
including
but
not
limited
to
the
circumstances
enumerated
in
paragraphs
“a”
through
“n”
,
the
committee
may
grant
supplemental
aid
to
the
district
from
any
funds
appropriated
to
the
department
of
education
for
the
use
of
the
school
budget
review
committee
for
the
purposes
of
this
subsection
.
The
school
budget
review
committee
shall
review
a
school
district’s
unexpended
fund
balance
prior
to
any
decision
regarding
unusual
finance
circumstances.
Such
aid
shall
be
miscellaneous
income
and
shall
not
be
included
in
district
cost.
In
addition
to
or
as
an
alternative
to
-17-
HF215.2365
(3)
85
kh/rj
17/
90
CCH-215
granting
supplemental
aid
the
committee
may
establish
a
modified
allowable
growth
supplemental
amount
for
the
district
by
increasing
its
allowable
growth
supplemental
state
aid
.
The
school
budget
review
committee
shall
review
a
school
district’s
unspent
balance
prior
to
any
decision
to
increase
establish
a
modified
allowable
growth
supplemental
amount
under
this
subsection
.
Sec.
28.
Section
257.31,
subsection
6,
paragraph
a,
Code
2013,
is
amended
to
read
as
follows:
a.
The
committee
shall
establish
a
modified
allowable
growth
supplemental
amount
for
a
district
by
increasing
its
allowable
growth
supplemental
state
aid
when
the
district
submits
evidence
that
it
requires
additional
funding
for
removal,
management,
or
abatement
of
environmental
hazards
due
to
a
state
or
federal
requirement.
Environmental
hazards
shall
include
but
are
not
limited
to
the
presence
of
asbestos,
radon,
or
the
presence
of
any
other
hazardous
material
dangerous
to
health
and
safety.
Sec.
29.
Section
257.31,
subsection
7,
paragraph
b,
Code
2013,
is
amended
to
read
as
follows:
b.
Other
expenditures,
including
but
not
limited
to
expenditures
for
salaries
or
recurring
costs,
are
not
authorized
under
this
subsection
.
Expenditures
authorized
under
this
subsection
shall
not
be
included
in
allowable
growth
supplemental
state
aid
or
district
cost,
and
the
portion
of
the
unexpended
fund
balance
which
is
authorized
to
be
spent
shall
be
regarded
as
if
it
were
miscellaneous
income.
Any
part
of
the
amount
not
actually
spent
for
the
authorized
purpose
shall
revert
to
its
former
status
as
part
of
the
unexpended
fund
balance.
Sec.
30.
Section
257.31,
subsection
14,
paragraph
b,
subparagraph
(3),
Code
2013,
is
amended
to
read
as
follows:
(3)
A
school
district
is
only
eligible
to
receive
supplemental
aid
payments
during
the
budget
year
if
the
school
-18-
HF215.2365
(3)
85
kh/rj
18/
90
CCH-215
district
certifies
to
the
school
budget
review
committee
that
for
the
year
following
the
budget
year
it
will
notify
the
school
budget
review
committee
to
instruct
the
director
of
the
department
of
management
to
increase
the
district’s
allowable
growth
supplemental
state
aid
and
will
fund
the
allowable
growth
supplemental
state
aid
increase
either
by
using
moneys
from
its
unexpended
fund
balance
to
reduce
the
district’s
property
tax
levy
or
by
using
cash
reserve
moneys
to
equal
the
amount
of
the
deficit
that
would
have
been
property
taxes
and
any
part
of
the
state
aid
portion
of
the
deficit
not
received
as
supplemental
aid
under
this
subsection
.
The
director
of
the
department
of
management
shall
make
the
necessary
adjustments
to
the
school
district’s
budget
to
provide
the
modified
allowable
growth
supplemental
amount
and
shall
make
the
supplemental
aid
payments.
Sec.
31.
Section
257.32,
subsection
1,
paragraph
a,
Code
2013,
is
amended
to
read
as
follows:
a.
An
area
education
agency
budget
review
procedure
is
established
for
the
school
budget
review
committee
created
in
section
257.30
.
The
school
budget
review
committee,
in
addition
to
its
duties
under
section
257.31
,
shall
meet
and
hold
hearings
each
year
to
review
unusual
circumstances
of
area
education
agencies,
either
upon
the
committee’s
motion
or
upon
the
request
of
an
area
education
agency.
The
committee
may
grant
supplemental
aid
to
the
area
education
agency
from
funds
appropriated
to
the
department
of
education
for
area
education
agency
budget
review
purposes,
or
an
amount
may
be
added
to
the
area
education
agency
special
education
support
services
allowable
growth
supplemental
state
aid
for
districts
in
an
area
or
an
additional
amount
may
be
added
to
district
cost
for
media
services
or
educational
services
for
all
districts
in
an
area
for
the
budget
year
either
on
a
temporary
or
permanent
basis,
or
both.
Sec.
32.
Section
257.37,
subsections
1
and
3,
Code
2013,
are
-19-
HF215.2365
(3)
85
kh/rj
19/
90
CCH-215
amended
to
read
as
follows:
1.
For
the
budget
year
beginning
July
1,
1991,
and
succeeding
budget
years,
the
total
amount
funded
in
each
area
for
media
services
shall
be
computed
as
provided
in
this
subsection
.
For
the
budget
year
beginning
July
1,
1991,
the
total
amount
funded
in
each
area
for
media
services
in
the
base
year
shall
be
divided
by
the
enrollment
served
in
the
base
year
to
provide
an
area
media
services
cost
per
pupil
in
the
base
year,
and
the
department
of
management
shall
compute
the
state
media
services
cost
per
pupil
in
the
base
year
which
is
equal
to
the
average
of
the
area
media
services
costs
per
pupil
in
the
base
year.
For
the
budget
year
beginning
July
1,
1991,
and
succeeding
budget
years,
the
department
of
management
shall
compute
the
allowable
growth
supplemental
state
aid
for
media
services
in
the
budget
year
by
multiplying
the
state
media
services
cost
per
pupil
in
the
base
year
times
the
state
percent
of
growth
for
the
budget
year,
and
the
total
amount
funded
in
each
area
for
media
services
cost
in
the
budget
year
equals
the
area
media
services
cost
per
pupil
in
the
base
year
plus
the
allowable
growth
supplemental
state
aid
for
media
services
in
the
budget
year
times
the
enrollment
served
in
the
budget
year.
Funds
shall
be
paid
to
area
education
agencies
as
provided
in
section
257.35
.
3.
For
the
budget
year
beginning
July
1,
1991,
and
succeeding
budget
years,
the
total
amount
funded
in
each
area
for
educational
services
shall
be
computed
as
provided
in
this
subsection
.
For
the
budget
year
beginning
July
1,
1991,
the
total
amount
funded
in
each
area
for
educational
services
in
the
base
year
shall
be
divided
by
the
enrollment
served
in
the
area
in
the
base
year
to
provide
an
area
educational
services
cost
per
pupil
in
the
base
year,
and
the
department
of
management
shall
compute
the
state
educational
services
cost
per
pupil
in
the
base
year,
which
is
equal
to
the
average
of
the
area
educational
services
costs
per
pupil
in
the
base
year.
-20-
HF215.2365
(3)
85
kh/rj
20/
90
CCH-215
For
the
budget
year
beginning
July
1,
1991,
and
succeeding
budget
years,
the
department
of
management
shall
compute
the
allowable
growth
supplemental
state
aid
for
educational
services
by
multiplying
the
state
educational
services
cost
per
pupil
in
the
base
year
times
the
state
percent
of
growth
for
the
budget
year,
and
the
total
amount
funded
in
each
area
for
educational
services
for
the
budget
year
equals
the
area
educational
services
cost
per
pupil
for
the
base
year
plus
the
allowable
growth
supplemental
state
aid
for
educational
services
in
the
budget
year
times
the
enrollment
served
in
the
area
in
the
budget
year.
Funds
shall
be
paid
to
area
education
agencies
as
provided
in
section
257.35
.
Sec.
33.
Section
257.37A,
subsection
1,
paragraph
a,
Code
2013,
is
amended
to
read
as
follows:
a.
For
the
budget
year
beginning
July
1,
2009,
the
department
of
management
shall
add
together
the
teacher
compensation
allocation
made
to
each
area
education
agency
for
the
fiscal
year
beginning
July
1,
2008,
pursuant
to
section
284.13,
subsection
1,
paragraph
“i”
,
Code
2009
,
and
the
phase
II
allocation
made
to
each
area
education
agency
for
the
fiscal
year
beginning
July
1,
2008,
pursuant
to
section
294A.9,
Code
2009
,
and
divide
that
sum
by
the
special
education
support
services
weighted
enrollment
in
the
fiscal
year
beginning
July
1,
2009,
to
determine
the
area
education
agency
teacher
salary
supplement
cost
per
pupil.
For
the
budget
year
beginning
July
1,
2010,
and
succeeding
budget
years,
the
area
education
agency
teacher
salary
supplement
district
cost
per
pupil
for
each
area
education
agency
for
a
budget
year
is
the
area
education
agency
teacher
salary
supplement
district
cost
per
pupil
for
the
base
year
plus
the
area
education
agency
teacher
salary
supplement
state
allowable
growth
supplemental
state
aid
amount
for
the
budget
year.
Sec.
34.
Section
257.37A,
subsection
2,
paragraph
a,
Code
2013,
is
amended
to
read
as
follows:
-21-
HF215.2365
(3)
85
kh/rj
21/
90
CCH-215
a.
For
the
budget
year
beginning
July
1,
2009,
the
department
of
management
shall
divide
the
area
education
agency
professional
development
supplement
made
to
each
area
education
agency
for
the
fiscal
year
beginning
July
1,
2008,
pursuant
to
section
284.13,
subsection
1,
paragraph
“d”
,
Code
2009
,
by
the
special
education
support
services
weighted
enrollment
in
the
fiscal
year
beginning
July
1,
2009,
to
determine
the
professional
development
supplement
cost
per
pupil.
For
the
budget
year
beginning
July
1,
2010,
and
succeeding
budget
years,
the
area
education
agency
professional
development
supplement
district
cost
per
pupil
for
each
area
education
agency
for
a
budget
year
is
the
area
education
agency
professional
development
supplement
district
cost
per
pupil
for
the
base
year
plus
the
area
education
agency
professional
development
supplement
state
allowable
growth
supplemental
state
aid
amount
for
the
budget
year.
Sec.
35.
Section
257.38,
subsection
1,
unnumbered
paragraph
1,
Code
2013,
is
amended
to
read
as
follows:
Boards
of
school
districts,
individually
or
jointly
with
boards
of
other
school
districts,
requesting
to
use
a
modified
allowable
growth
supplemental
amount
for
programs
for
returning
dropouts
and
dropout
prevention,
shall
submit
comprehensive
program
plans
for
the
programs
and
budget
costs,
including
annual
requests
for
a
modified
allowable
growth
supplemental
amount
for
funding
the
programs,
to
the
department
of
education
as
a
component
of
the
comprehensive
school
improvement
plan
submitted
to
the
department
pursuant
to
section
256.7,
subsection
21
.
The
program
plans
shall
include:
Sec.
36.
Section
257.38,
subsection
2,
Code
2013,
is
amended
to
read
as
follows:
2.
Program
plans
shall
identify
the
parts
of
the
plan
that
will
be
implemented
first
upon
approval
of
the
request.
If
a
district
is
requesting
to
use
a
modified
allowable
growth
supplemental
amount
to
finance
the
program,
the
school
district
-22-
HF215.2365
(3)
85
kh/rj
22/
90
CCH-215
shall
not
identify
more
than
five
percent
of
its
budget
enrollment
for
the
budget
year
as
returning
dropouts
and
potential
dropouts.
Sec.
37.
Section
257.40,
Code
2013,
is
amended
to
read
as
follows:
257.40
Approval
of
programs
for
returning
dropouts
and
dropout
prevention
——
annual
report.
1.
The
board
of
directors
of
a
school
district
requesting
to
use
a
modified
allowable
growth
supplemental
amount
for
programs
for
returning
dropouts
and
dropout
prevention
shall
submit
requests
for
a
modified
at-risk
allowable
growth
supplemental
amount
,
including
budget
costs,
to
the
department
not
later
than
December
15
of
the
year
preceding
the
budget
year
during
which
the
program
will
be
offered.
The
department
shall
review
the
request
and
shall
prior
to
January
15
either
grant
approval
for
the
request
or
return
the
request
for
approval
with
comments
of
the
department
included.
An
unapproved
request
for
a
program
may
be
resubmitted
with
modifications
to
the
department
not
later
than
February
1.
Not
later
than
February
15,
the
department
shall
notify
the
department
of
management
and
the
school
budget
review
committee
of
the
names
of
the
school
districts
for
which
programs
using
a
modified
allowable
growth
supplemental
amount
for
funding
have
been
approved
and
the
approved
budget
of
each
program
listed
separately
for
each
school
district
having
an
approved
request.
2.
Beginning
January
15,
2007,
the
department
shall
submit
an
annual
report
to
the
chairpersons
and
ranking
members
of
the
senate
and
house
education
committees
that
includes
the
ways
school
districts
in
the
previous
school
year
used
modified
allowable
growth
supplemental
amounts
approved
under
subsection
1
;
identifies,
by
grade
level,
age,
and
district
size,
the
students
in
the
dropout
and
dropout
prevention
programs
for
which
the
department
approves
a
request;
describes
school
district
progress
toward
increasing
student
achievement
and
-23-
HF215.2365
(3)
85
kh/rj
23/
90
CCH-215
attendance
for
the
students
in
the
programs;
and
describes
how
the
school
districts
are
using
the
revenues
from
the
modified
allowable
growth
supplemental
amounts
to
improve
student
achievement
among
minority
subgroups.
Sec.
38.
Section
257.41,
subsections
1
and
3,
Code
2013,
are
amended
to
read
as
follows:
1.
Budget.
The
budget
of
an
approved
program
for
returning
dropouts
and
dropout
prevention
for
a
school
district,
after
subtracting
funds
received
from
other
sources
for
that
purpose,
shall
be
funded
annually
on
a
basis
of
one-fourth
or
more
from
the
district
cost
of
the
school
district
and
up
to
three-fourths
by
an
increase
in
allowable
growth
supplemental
state
aid
as
defined
in
section
257.8
.
Annually,
the
department
of
management
shall
establish
a
modified
allowable
growth
supplemental
amount
for
each
such
school
district
equal
to
the
difference
between
the
approved
budget
for
the
program
for
returning
dropouts
and
dropout
prevention
for
that
district
and
the
sum
of
the
amount
funded
from
the
district
cost
of
the
school
district
plus
funds
received
from
other
sources.
3.
Limitation.
For
the
fiscal
year
beginning
July
1,
2013,
and
each
succeeding
fiscal
year,
the
ratio
of
the
amount
of
the
modified
allowable
growth
supplemental
amount
established
by
the
department
of
management
compared
to
the
school
district’s
total
regular
program
district
cost
shall
not
exceed
two
and
one-half
percent.
However,
if
the
school
district’s
highest
such
ratio
so
determined
for
any
fiscal
year
beginning
on
or
after
July
1,
2009,
but
before
July
1,
2013,
exceeded
two
and
one-half
percent,
the
ratio
may
exceed
two
and
one-half
percent
but
shall
not
exceed
the
highest
such
ratio
established
during
that
period.
Sec.
39.
Section
257.46,
subsection
2,
Code
2013,
is
amended
to
read
as
follows:
2.
The
remaining
portion
of
the
budget
shall
be
funded
by
the
thirty-eight
dollar
increase
in
allowable
growth
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supplemental
state
aid,
as
defined
in
section
257.2,
Code
Supplement
2013,
for
the
school
budget
year
beginning
July
1,
1999,
multiplied
by
a
district’s
budget
enrollment.
The
thirty-eight
dollar
increase
for
the
school
budget
year
beginning
July
1,
1999,
shall
increase
in
subsequent
years
by
each
year’s
state
percent
of
growth.
School
districts
shall
annually
report
the
amount
expended
for
a
gifted
and
talented
program
to
the
department
of
education.
The
proportion
of
a
school
district’s
budget
which
corresponds
to
the
thirty-eight
dollar
increase
in
allowable
growth
supplemental
state
aid,
as
defined
in
section
257.2,
Code
Supplement
2013,
for
the
school
budget
year
beginning
July
1,
1999,
added
to
the
amount
in
subsection
1
,
shall
be
utilized
exclusively
for
a
school
district’s
gifted
and
talented
program.
Sec.
40.
Section
273.23,
subsection
8,
Code
2013,
is
amended
to
read
as
follows:
8.
For
the
school
year
beginning
on
the
effective
date
of
an
area
education
agency
reorganization
as
provided
in
this
subchapter
,
the
special
education
support
services
cost
per
pupil
shall
be
based
upon
the
combined
base
year
budgets
for
special
education
support
services
of
the
area
education
agencies
that
reorganized
to
form
the
newly
formed
area
education
agency,
divided
by
the
total
of
the
weighted
enrollment
for
special
education
support
services
in
the
reorganized
area
education
agency
for
the
base
year
plus
the
allowable
growth
supplemental
state
aid
amount
per
pupil
for
special
education
support
services
for
the
budget
year
as
calculated
in
section
257.8
.
Sec.
41.
Section
280.4,
subsection
3,
Code
2013,
is
amended
to
read
as
follows:
3.
In
order
to
provide
funds
for
the
excess
costs
of
instruction
of
limited
English
proficient
students
above
the
costs
of
instruction
of
pupils
in
a
regular
curriculum,
students
identified
as
limited
English
proficient
shall
be
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assigned
an
additional
weighting
of
twenty-two
hundredths,
and
that
weighting
shall
be
included
in
the
weighted
enrollment
of
the
school
district
of
residence
for
a
period
not
exceeding
four
years.
However,
the
school
budget
review
committee
may
grant
supplemental
aid
or
a
modified
allowable
growth
supplemental
amount
to
a
school
district
to
continue
funding
a
program
for
students
after
the
expiration
of
the
four-year
period.
Sec.
42.
APPLICABILITY.
This
division
of
this
Act
applies
to
school
budget
years
beginning
on
or
after
July
1,
2014.
DIVISION
III
IOWA
LEARNING
ONLINE
INITIATIVE
——
FEES
AND
APPROPRIATIONS
Sec.
43.
Section
256.42,
Code
2013,
is
amended
by
adding
the
following
new
subsections:
NEW
SUBSECTION
.
8.
The
department
shall
establish
fees
payable
by
school
districts
and
accredited
nonpublic
schools
participating
in
the
initiative.
Fees
collected
pursuant
to
this
subsection
are
appropriated
to
the
department
to
be
used
only
for
the
purpose
of
administering
this
section
and
shall
be
established
so
as
not
to
exceed
the
budgeted
cost
of
administering
this
section
to
the
extent
not
covered
by
the
moneys
appropriated
in
subsection
9.
Providing
professional
development
necessary
to
prepare
teachers
to
participate
in
the
initiative
shall
be
considered
a
cost
of
administering
this
section.
Notwithstanding
section
8.33,
fees
collected
by
the
department
that
remain
unencumbered
or
unobligated
at
the
close
of
the
fiscal
year
shall
not
revert
but
shall
remain
available
for
expenditure
for
the
purpose
of
expanding
coursework
offered
under
the
initiative
in
subsequent
fiscal
years.
NEW
SUBSECTION
.
9.
There
is
appropriated
from
the
general
fund
of
the
state
to
the
department,
for
the
following
fiscal
years,
the
following
amounts,
to
be
used
for
administering
this
section
and
for
not
more
than
three
full-time
equivalent
positions:
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a.
For
the
fiscal
year
beginning
July
1,
2014,
and
ending
June
30,
2015,
the
sum
of
one
million
five
hundred
thousand
dollars.
b.
For
the
fiscal
year
beginning
July
1,
2015,
and
ending
June
30,
2016,
the
sum
of
one
million
five
hundred
thousand
dollars.
DIVISION
IV
TRAINING
AND
EMPLOYMENT
OF
TEACHERS
Sec.
44.
NEW
SECTION
.
256.96
Online
state
job
posting
system.
1.
The
department
shall
provide
for
the
operation
of
an
online
state
job
posting
system.
The
system
shall
be
designed
and
implemented
for
the
online
posting
of
job
openings
offered
by
school
districts,
charter
schools,
area
education
agencies,
the
department,
and
accredited
nonpublic
schools.
The
system
shall
be
accessible
via
the
department’s
internet
site.
The
system
shall
include
a
mechanism
for
the
electronic
submission
of
job
openings
for
posting
on
the
system
as
provided
in
subsection
2.
The
system
and
each
job
posting
on
the
system
shall
include
a
statement
that
an
employer
submitting
a
job
opening
for
posting
on
the
system
will
not
discriminate
in
hiring
on
the
basis
of
race,
ethnicity,
national
origin,
gender,
age,
physical
disability,
sexual
orientation,
gender
identity,
religion,
marital
status,
or
status
as
a
veteran.
The
department
may
contract
for,
or
partner
with
another
entity
for,
the
use
of
an
existing
internet
site
to
operate
the
online
state
job
posting
system
if
the
existing
internet
site
is
more
effective
and
economical
than
the
department’s
internet
site.
2.
A
school
district,
charter
school,
or
area
education
agency
shall
submit
all
of
its
job
openings
to
the
department
for
posting
on
the
system.
The
department
shall
post
all
of
its
job
openings
on
the
system.
An
accredited
nonpublic
school
may
submit
job
openings
to
the
department
for
posting
on
the
system.
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3.
This
section
shall
not
be
construed
to
do
any
of
the
following:
a.
Prohibit
any
employer
from
advertising
job
openings
and
recruiting
employees
independently
of
the
system.
b.
Prohibit
any
employer
from
using
another
method
of
advertising
job
openings
or
another
applicant
tracking
system
in
addition
to
the
system.
c.
Provide
the
department
with
any
regulatory
authority
in
the
hiring
process
or
hiring
decisions
of
any
employer
other
than
the
department.
Sec.
45.
NEW
SECTION
.
256.98
Teach
Iowa
student
teaching
pilot
project.
1.
Subject
to
an
appropriation
of
sufficient
funds
by
the
general
assembly,
the
department
shall
establish
a
teach
Iowa
student
teaching
pilot
project
in
collaboration
with
two
institutions
of
higher
education
which
offer
teacher
preparation
programs
approved
by
the
state
board
of
education
pursuant
to
section
256.7,
subsection
3.
The
two
institutions
of
higher
education
shall
include
one
institution
of
higher
education
under
the
control
of
the
state
board
of
regents
and
one
accredited
private
institution
as
defined
in
section
261.9.
2.
The
teach
Iowa
student
teaching
pilot
project
shall
provide
students
in
teacher
preparation
programs
with
a
one-year
student
teaching
experience.
A
student
teaching
experience
provided
under
the
pilot
project
must
include
all
of
the
following
requirements:
a.
A
participating
institution
of
higher
education
shall
work
with
one
or
more
school
districts
individually
or
collaboratively
to
place
groups
of
students
in
a
student
teaching
experience
for
an
entire
academic
year.
A
participating
institution
of
higher
education
shall
take
into
consideration
geographic
diversity
in
the
selection
of
school
districts
for
participation
in
the
pilot
project.
b.
A
participating
institution
of
higher
education
shall
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supervise
the
student
teachers
in
the
classroom
and
shall
provide
the
students
with
weekly
on-site
instruction
in
pedagogy
in
the
participating
school
districts.
3.
The
state
board
shall
adopt
rules
pursuant
to
chapter
17A
to
administer
this
section.
Sec.
46.
NEW
SECTION
.
261.110
Teach
Iowa
scholar
program.
1.
A
teach
Iowa
scholar
program
is
established
to
provide
teach
Iowa
scholar
grants
to
selected
high-caliber
teachers.
The
commission
shall
administer
the
program
in
collaboration
with
the
department
of
education.
2.
An
Iowa
resident
or
nonresident
applicant
shall
be
eligible
for
a
teach
Iowa
scholar
grant
if
the
applicant
meets
all
of
the
criteria
specified
under,
or
established
in
accordance
with,
subsection
3.
Priority
shall
be
given
to
applicants
who
are
residents
of
Iowa.
3.
Criteria
for
eligibility
shall
be
established
by
the
commission
and
shall
include
but
are
not
limited
to
the
following:
a.
The
applicant
was
in
the
top
twenty-five
percent
academically
of
students
exiting
a
teacher
preparation
program
approved
by
the
state
board
of
education
pursuant
to
section
256.7,
subsection
3,
or
a
similar
teacher
preparation
program
in
another
state,
or
had
earned
other
comparable
academic
credentials.
b.
The
applicant
is
preparing
to
teach
in
fields
including
but
not
limited
to
science,
technology,
engineering,
or
mathematics;
English
as
a
second
language
or
special
education
instruction;
or
is
preparing
to
teach
in
a
hard-to-staff
subject
as
identified
by
the
department.
The
department
shall
take
into
account
the
varying
regional
needs
in
the
state
for
teachers
in
these
subject
areas
when
applying
the
criterion
of
this
paragraph.
The
department
shall
annually
identify
and
designate
hard-to-staff
subjects
for
the
purpose
of
this
paragraph.
The
eligibility
of
an
applicant
who
receives
a
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teach
Iowa
scholar
grant
and
who
is
preparing
to
teach
in
a
hard-to-staff
subject
as
identified
by
the
department
shall
not
be
affected
in
subsequent
years
if
the
department
does
not
continue
to
identify
that
subject
as
a
hard-to-staff
subject.
4.
A
selected
applicant
who
meets
all
of
the
eligibility
requirements
of
this
section
shall
be
eligible
for
a
teach
Iowa
scholar
grant
for
each
year
of
full-time
employment
completed
in
this
state
as
a
teacher
for
a
school
district,
charter
school,
area
education
agency,
or
accredited
nonpublic
school.
A
teach
Iowa
scholar
grant
shall
not
exceed
four
thousand
dollars
per
year
per
recipient.
Grants
awarded
under
this
section
shall
not
exceed
a
total
of
twenty
thousand
dollars
per
recipient
over
a
five-year
period.
5.
The
commission,
in
collaboration
with
the
department
of
education,
shall
adopt
rules
pursuant
to
chapter
17A
to
administer
this
section.
The
rules
shall
include
but
shall
not
be
limited
to
a
process
for
use
by
the
commission
to
determine
which
eligible
applicants
will
receive
teach
Iowa
scholar
grants.
6.
A
teach
Iowa
scholar
fund
is
established
in
the
state
treasury.
The
fund
shall
be
administered
by
the
commission
and
shall
consist
of
moneys
appropriated
by
the
general
assembly
and
any
other
moneys
received
by
the
commission
for
deposit
in
the
fund.
The
moneys
in
the
fund
are
appropriated
to
the
commission
for
the
teach
Iowa
scholar
program.
Notwithstanding
section
8.33,
moneys
in
the
fund
at
the
close
of
the
fiscal
year
shall
not
revert
to
the
general
fund
of
the
state
but
shall
remain
available
for
expenditure
for
the
teach
Iowa
scholar
program
for
subsequent
fiscal
years.
Notwithstanding
section
12C.7,
subsection
2,
interest
or
earnings
on
moneys
in
the
fund
shall
be
credited
to
the
fund.
DIVISION
V
ASSESSMENTS
Sec.
47.
Section
256.7,
subsection
21,
paragraph
b,
Code
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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.
(1)
Annually,
the
department
shall
report
state
data
for
each
indicator
in
the
condition
of
education
report.
Rules
adopted
pursuant
to
this
subsection
shall
specify
that
the
approved
district-wide
assessment
of
student
progress
administered
for
purposes
of
this
paragraph
the
indicators
shall
be
the
assessment
utilized
by
school
districts
statewide
in
the
school
year
beginning
July
1,
2011
,
or
a
successor
assessment
administered
by
the
same
assessment
provider
.
(2)
Notwithstanding
subparagraph
(1),
for
the
school
year
beginning
July
1,
2016,
and
each
succeeding
school
year,
the
rules
shall
provide
that
all
students
enrolled
in
school
districts
in
grades
three
through
eleven
shall
be
administered
an
assessment
during
the
last
quarter
of
the
school
year
that
at
a
minimum
assesses
the
indicators
identified
in
this
paragraph
“b”
;
is
aligned
with
the
Iowa
common
core
standards
in
both
content
and
rigor;
accurately
describes
student
achievement
and
growth
for
purposes
of
the
school,
the
school
district,
and
state
accountability
systems;
and
provides
valid,
reliable,
and
fair
measures
of
student
progress
toward
college
or
career
readiness.
(3)
The
director
shall
establish
an
assessment
task
force
to
review
and
make
recommendations
for
a
statewide
assessment
of
student
progress
on
the
indicators
identified
pursuant
to
this
paragraph
“b”
.
The
task
force
shall
recommend
a
statewide
assessment
that
is
aligned
to
the
Iowa
common
core
standards
and
is,
at
a
minimum,
valid,
reliable,
tested,
and
piloted
in
Iowa.
In
addition,
in
developing
recommendations,
the
task
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shall
consider
the
costs
to
school
districts
and
the
state
in
providing
and
administering
such
an
assessment
and
the
technical
support
necessary
to
implement
the
assessment.
The
task
force
shall
submit
its
recommendations
in
a
report
to
the
director,
the
state
board,
and
the
general
assembly
by
January
1,
2015.
The
task
force
shall
assist
with
the
final
development
and
implementation
of
the
assessment
administered
pursuant
to
subparagraph
(2).
The
task
force
members
shall
include
but
not
be
limited
to
teachers,
school
administrators,
business
leaders,
representatives
of
state
agencies,
and
members
of
the
general
public.
This
subparagraph
is
repealed
July
1,
2020.
(4)
The
state
board
may
shall
submit
to
the
general
assembly
recommendations
the
state
board
deems
appropriate
for
modifications
of
assessments
of
student
progress
administered
for
purposes
of
this
paragraph
“b”
.
DIVISION
VI
COUNCIL
ON
EDUCATOR
DEVELOPMENT
Sec.
48.
NEW
SECTION
.
256.29
Council
on
educator
development
established.
1.
A
council
on
educator
development
is
established
to
conduct
a
study
and
make
recommendations
regarding
the
following:
a.
A
statewide
teacher
evaluation
system
and
performance
review
requirements.
b.
A
statewide
administrator
evaluation
system.
2.
The
goal
of
the
study
shall
be
to
determine
the
efficacy
of
the
current
systems
in
providing
practitioners
with
clear
and
actionable
feedback
to
enhance
their
practice
and
advance
student
learning.
The
council
shall
receive
input
from
teachers,
administrators,
and
evaluators
regarding
educators’
personal
experiences
with
evaluations.
3.
The
study
shall
review
the
following:
a.
The
current
teacher
evaluation
system
and
performance
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review
requirements
and
the
current
administrator
evaluation
system
requirements.
b.
The
Iowa
teaching
standards.
c.
Criteria
used
to
further
define
the
Iowa
teaching
standards.
d.
The
Iowa
standards
for
school
administrators.
e.
Nationally
accepted
teaching
standards.
f.
The
process
for
developing
individual
teacher
and
individual
administrator
professional
development
plans.
g.
Evaluator
training.
h.
The
peer
group
reviews
conducted
pursuant
to
chapter
284.
i.
The
interrelated
facets
of
the
teacher
and
administrator
evaluation
systems
and
performance
review
requirements.
4.
Any
evaluation
system
recommended
by
the
council
shall
be
designed,
at
a
minimum,
so
that
the
system
is
or
does
all
of
the
following:
a.
Is
meaningful,
providing
all
teachers
and
administrators
with
clear
and
actionable
feedback.
b.
Is
comprehensive
and
based
on
multiple
indicators
designed
to
enhance
an
educator’s
practice.
c.
Provides
for
ongoing,
nonevaluation
feedback
and
regular,
comprehensive,
and
fair
evaluations.
d.
Is
developed
and
implemented
with
input
from
teachers
and
administrators,
respecting
their
own
evaluation
systems;
and
is
developed
and
implemented
in
partnership
with
organizations
representing
teachers,
administrators,
and
school
board
members
at
the
state
and
local
school
district
levels.
e.
Is
based
on
clear
standards
for
what
teachers
and
administrators
should
know
and
be
able
to
do.
f.
Is
adequately
funded,
staffed,
and
fully
developed
and
validated,
and
includes
training
for
all
teachers
and
administrators
concerning
the
new
systems
before
the
systems
are
used
to
make
any
high-stakes
employment
decisions.
g.
Is
applicable
to
teachers
and
administrators
in
all
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content
areas.
5.
In
developing
recommendations
for
any
evaluation
system,
the
council
shall
consider,
at
a
minimum,
all
of
the
following:
a.
Any
proposed
revisions
to
systems,
standards,
or
training
reviewed
pursuant
to
subsection
3.
b.
The
fair
and
balanced
use
of
student
outcome
measures,
comprised
of
multiple,
reliable
indicators
of
student
growth
and
learning
that
are
appropriate
to
the
curriculum
and
the
students
being
taught.
These
measures
may
include
but
are
not
limited
to
gauges
of
higher
order
skills
such
as
student
research
papers,
science
investigations,
technology
products,
and
art
projects;
teacher-defined
objectives
for
individual
student
growth;
student
learning
objectives
developed
jointly
by
a
teacher
and
principal
or
evaluator;
district,
school,
or
teacher-created
assessments;
and
high-quality
standardized
tests
that
provide
valid,
reliable,
timely,
and
meaningful
information
regarding
student
learning
and
growth.
c.
Multiple
indicators
to
provide
evidence
of
practice,
including
but
not
limited
to
classroom
observations;
proof
of
practice
such
as
lesson
plans,
curriculum
plans,
and
instructional
notes;
teacher
and
administrator
interviews,
respecting
their
own
evaluation
systems;
self-assessment;
and
evidence
of
professional
contributions
and
collaboration.
d.
Student
and
parent
surveys.
e.
A
multitiered
evaluation
system
that
differentiates
at
least
three
levels
of
teacher
and
administrator
performance.
6.
The
council
shall
be
comprised
of
at
least
seventeen
voting
members
appointed
by
the
director
by
October
1,
2013,
as
follows:
a.
Eight
members
representing
education
stakeholders
who
shall
be
subject
to
the
evaluation
systems
being
recommended.
b.
One
member
representing
the
department.
c.
One
member
representing
the
area
education
agencies.
d.
One
member
representing
the
Iowa
state
education
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association.
e.
One
member
representing
the
school
administrators
of
Iowa.
f.
One
member
representing
the
Iowa
association
of
school
boards.
g.
One
member
representing
the
urban
education
network.
h.
One
member
representing
the
largest
approved
practitioner
preparation
institution
in
the
state.
i.
One
member
representing
Iowa’s
approved
administrator
preparation
programs.
j.
One
member
representing
parents
of
Iowa
elementary
or
secondary
students.
7.
Four
members
of
the
general
assembly
shall
serve
as
ex
officio,
nonvoting
members
of
the
council,
with
one
member
to
be
appointed
by
each
of
the
following:
the
majority
leader
of
the
senate,
the
minority
leader
of
the
senate,
the
speaker
of
the
house
of
representatives,
and
the
minority
leader
of
the
house
of
representatives.
A
legislative
member
serves
for
a
term
as
provided
in
section
69.16B
and
is
eligible
for
per
diem
and
expenses
as
provided
in
section
2.10.
8.
To
the
extent
possible,
the
council
shall
have
balanced
representation
with
regard
to
teachers
and
administrators.
Teachers
and
administrators
from
elementary
and
secondary
education
shall
be
included
in
the
membership,
as
well
as
school
and
area
education
agency
personnel
who
are
evaluated
under
the
teacher
evaluation
system
but
who
are
not
classroom
teachers.
9.
The
member
representing
the
area
education
agencies
shall
convene
the
initial
meeting.
The
council
shall
elect
a
chairperson
from
among
its
members
for
a
term
of
one
year.
Administrative
support
and
staffing
for
the
council
shall
be
provided
by
the
department.
The
voting
members
of
the
council
shall
be
reimbursed
for
actual
and
necessary
expenses
incurred
in
the
performance
of
their
duties
and
shall
receive
a
per
diem
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as
specified
in
section
7E.6.
10.
The
council
shall
provide
for
the
wide
distribution
of
a
preliminary
draft
of
its
recommendations
for
evaluation
systems
and
performance
review
requirements
to
teachers,
administrators,
and
school
board
members
throughout
the
state
by
October
1,
2015,
and
shall
provide
a
mechanism
and
opportunity
for
practitioners
and
school
board
members
to
submit
feedback
to
the
council.
Such
feedback
shall
be
reviewed
by
the
council
prior
to
making
final
recommendations.
11.
The
council
shall
submit
its
findings
and
recommendations
to
the
state
board
of
education,
the
governor,
and
the
general
assembly
by
November
15,
2016.
DIVISION
VII
IOWA
TEACHER
CAREER
AND
COMPENSATION
MATTERS
Sec.
49.
Section
257.1,
subsection
2,
paragraph
b,
Code
2013,
is
amended
to
read
as
follows:
b.
For
the
budget
year
commencing
July
1,
1999,
and
for
each
succeeding
budget
year
the
regular
program
foundation
base
per
pupil
is
eighty-seven
and
five-tenths
percent
of
the
regular
program
state
cost
per
pupil.
For
the
budget
year
commencing
July
1,
1991,
and
for
each
succeeding
budget
year
the
special
education
support
services
foundation
base
is
seventy-nine
percent
of
the
special
education
support
services
state
cost
per
pupil.
The
combined
foundation
base
is
the
sum
of
the
regular
program
foundation
base,
the
special
education
support
services
foundation
base,
the
total
teacher
salary
supplement
district
cost,
the
total
professional
development
supplement
district
cost,
the
total
early
intervention
supplement
district
cost,
the
total
teacher
leadership
supplement
district
cost,
the
total
area
education
agency
teacher
salary
supplement
district
cost,
and
the
total
area
education
agency
professional
development
supplement
district
cost.
Sec.
50.
Section
257.1,
subsection
3,
Code
2013,
is
amended
to
read
as
follows:
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3.
Computations
rounded.
In
making
computations
and
payments
under
this
chapter
,
except
in
the
case
of
computations
relating
to
funding
of
special
education
support
services,
media
services,
and
educational
services
provided
through
the
area
education
agencies,
and
the
teacher
salary
supplement,
the
professional
development
supplement,
and
the
early
intervention
supplement,
and
the
teacher
leadership
supplement,
the
department
of
management
shall
round
amounts
to
the
nearest
whole
dollar.
Sec.
51.
Section
257.4,
subsection
1,
paragraph
a,
Code
2013,
is
amended
by
adding
the
following
new
subparagraph:
NEW
SUBPARAGRAPH
.
(8)
The
total
teacher
leadership
supplement
district
cost.
Sec.
52.
Section
257.8,
subsection
2,
Code
2013,
is
amended
to
read
as
follows:
2.
Categorical
state
percent
of
growth.
The
categorical
state
percent
of
growth
for
the
budget
year
beginning
July
1,
2010,
is
two
percent.
The
categorical
state
percent
of
growth
for
the
budget
year
beginning
July
1,
2012,
is
two
percent.
The
categorical
state
percent
of
growth
for
each
budget
year
shall
be
established
by
statute
which
shall
be
enacted
within
thirty
days
of
the
submission
in
the
year
preceding
the
base
year
of
the
governor’s
budget
under
section
8.21
.
The
establishment
of
the
categorical
state
percent
of
growth
for
a
budget
year
shall
be
the
only
subject
matter
of
the
bill
which
enacts
the
categorical
state
percent
of
growth
for
a
budget
year.
The
categorical
state
percent
of
growth
may
include
state
percents
of
growth
for
the
teacher
salary
supplement,
the
professional
development
supplement,
and
the
early
intervention
supplement
,
and
the
teacher
leadership
supplement
.
Sec.
53.
Section
257.9,
Code
2013,
is
amended
by
adding
the
following
new
subsection:
NEW
SUBSECTION
.
11.
Teacher
leadership
supplement
state
cost
per
pupil.
The
teacher
leadership
supplement
state
cost
per
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pupil
amount
for
the
budget
year
beginning
July
1,
2014,
shall
be
calculated
by
the
department
of
management
by
dividing
the
allocation
amount
for
the
budget
year
beginning
July
1,
2014,
in
section
284.13,
subsection
1,
paragraph
“0e”
,
subparagraph
(5),
by
one-third
of
the
statewide
total
budget
enrollment
for
the
fiscal
year
beginning
July
1,
2014.
The
teacher
leadership
supplement
state
cost
per
pupil
for
the
budget
year
beginning
July
1,
2015,
and
succeeding
budget
years,
shall
be
the
teacher
leadership
supplement
state
cost
per
pupil
for
the
base
year
plus
a
supplemental
state
aid
amount
that
is
equal
to
the
teacher
leadership
supplement
categorical
state
percent
of
growth,
pursuant
to
section
257.8,
subsection
2,
for
the
budget
year,
multiplied
by
the
teacher
leadership
supplement
state
cost
per
pupil
for
the
base
year.
Sec.
54.
Section
257.10,
subsection
8,
paragraph
a,
Code
2013,
is
amended
to
read
as
follows:
a.
Combined
district
cost
is
the
sum
of
the
regular
program
district
cost
per
pupil
multiplied
by
the
weighted
enrollment,
the
special
education
support
services
district
cost,
the
total
teacher
salary
supplement
district
cost,
the
total
professional
development
supplement
district
cost,
and
the
total
early
intervention
supplement
district
cost,
and
the
total
teacher
leadership
supplement
district
cost,
plus
the
sum
of
the
additional
district
cost
allocated
to
the
district
to
fund
media
services
and
educational
services
provided
through
the
area
education
agency,
the
area
education
agency
total
teacher
salary
supplement
district
cost
and
the
area
education
agency
total
professional
development
supplement
district
cost.
Sec.
55.
Section
257.10,
Code
2013,
is
amended
by
adding
the
following
new
subsection:
NEW
SUBSECTION
.
12.
Teacher
leadership
supplement
cost
per
pupil
and
district
cost.
a.
The
teacher
leadership
supplement
district
cost
per
pupil
amount
for
the
budget
year
beginning
July
1,
2014,
shall
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be
calculated
by
the
department
of
management
by
dividing
the
allocation
amount
for
the
budget
year
beginning
July
1,
2014,
in
section
284.13,
subsection
1,
paragraph
“0e”
,
subparagraph
(5),
by
one-third
of
the
statewide
total
budget
enrollment
for
the
fiscal
year
beginning
July
1,
2014.
For
the
budget
year
beginning
July
1,
2015,
and
succeeding
budget
years,
the
teacher
leadership
supplement
district
cost
per
pupil
for
each
school
district
for
a
budget
year
is
the
teacher
leadership
supplement
program
district
cost
per
pupil
for
the
base
year
plus
the
teacher
leadership
supplement
supplemental
state
aid
amount
for
the
budget
year.
b.
For
the
budget
year
beginning
July
1,
2015,
and
succeeding
budget
years,
if
the
department
of
management
determines
that
the
unadjusted
teacher
leadership
supplement
district
cost
of
a
school
district
for
a
budget
year
is
less
than
one
hundred
percent
of
the
unadjusted
teacher
leadership
supplement
district
cost
for
the
base
year
for
the
school
district,
the
school
district
shall
receive
a
budget
adjustment
for
that
budget
year
equal
to
the
difference.
c.
(1)
The
unadjusted
teacher
leadership
supplement
district
cost
is
the
teacher
leadership
supplement
district
cost
per
pupil
for
each
school
district
for
a
budget
year
multiplied
by
the
budget
enrollment
for
that
school
district.
(2)
The
total
teacher
leadership
supplement
district
cost
is
the
sum
of
the
unadjusted
teacher
leadership
supplement
district
cost
plus
the
budget
adjustment
for
that
budget
year.
d.
For
the
budget
year
beginning
July
1,
2014,
and
succeeding
budget
years,
the
use
of
the
funds
calculated
under
this
subsection
shall
comply
with
the
requirements
of
chapter
284
and
shall
be
distributed
to
teachers
pursuant
to
section
284.15.
The
funds
shall
be
used
only
to
increase
the
payment
for
a
teacher
assigned
to
a
leadership
role
pursuant
to
a
framework
or
comparable
system
approved
pursuant
to
section
284.15;
to
increase
the
percentages
of
teachers
assigned
to
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leadership
roles;
to
increase
the
minimum
teacher
starting
salary
to
thirty-three
thousand
five
hundred
dollars;
to
cover
the
costs
for
the
time
mentor
and
lead
teachers
are
not
providing
instruction
to
students
in
a
classroom;
for
coverage
of
a
classroom
when
an
initial
or
career
teacher
is
observing
or
co-teaching
with
a
teacher
assigned
to
a
leadership
role;
for
professional
development
time
to
learn
best
practices
associated
with
the
career
pathways
leadership
process;
and
for
other
costs
associated
with
a
framework
or
comparable
system
approved
by
the
department
of
education
under
section
284.15
with
the
goals
of
improving
instruction
and
elevating
the
quality
of
teaching
and
student
learning.
Sec.
56.
Section
257.16,
subsection
4,
Code
2013,
is
amended
to
read
as
follows:
4.
Notwithstanding
any
provision
to
the
contrary,
if
the
governor
orders
budget
reductions
in
accordance
with
section
8.31
,
the
teacher
salary
supplement
district
cost,
the
professional
development
supplement
district
cost,
and
the
early
intervention
supplement
district
cost
,
and
the
teacher
leadership
supplement
district
cost
as
calculated
under
section
257.10,
subsections
9,
10,
and
11
,
and
12,
and
the
area
education
agency
teacher
salary
supplement
district
cost
and
the
area
education
agency
professional
development
supplement
district
cost
as
calculated
under
section
257.37A,
subsections
1
and
2
,
shall
be
paid
in
full
as
calculated
and
the
reductions
in
the
appropriations
provided
in
accordance
with
this
section
shall
be
reduced
from
the
remaining
moneys
appropriated
pursuant
to
this
section
and
shall
be
distributed
on
a
per
pupil
basis
calculated
with
the
weighted
enrollment
determined
in
accordance
with
section
257.6,
subsection
5
.
Sec.
57.
Section
282.18,
subsection
7,
Code
2013,
is
amended
to
read
as
follows:
7.
A
pupil
participating
in
open
enrollment
shall
be
counted,
for
state
school
foundation
aid
purposes,
in
the
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pupil’s
district
of
residence.
A
pupil’s
residence,
for
purposes
of
this
section
,
means
a
residence
under
section
282.1
.
The
board
of
directors
of
the
district
of
residence
shall
pay
to
the
receiving
district
the
state
cost
per
pupil
for
the
previous
school
year
,
and
the
teacher
leadership
supplement
state
cost
per
pupil
for
the
previous
fiscal
year
as
provided
in
section
257.9
,
plus
any
moneys
received
for
the
pupil
as
a
result
of
the
non-English
speaking
weighting
under
section
280.4,
subsection
3
,
for
the
previous
school
year
multiplied
by
the
state
cost
per
pupil
for
the
previous
year.
If
the
pupil
participating
in
open
enrollment
is
also
an
eligible
pupil
under
section
261E.6
,
the
receiving
district
shall
pay
the
tuition
reimbursement
amount
to
an
eligible
postsecondary
institution
as
provided
in
section
261E.7
.
Sec.
58.
Section
284.2,
subsections
1,
7,
and
8,
Code
2013,
are
amended
to
read
as
follows:
1.
“Beginning
teacher”
means
an
individual
serving
under
an
initial
or
intern
license,
issued
by
the
board
of
educational
examiners
under
chapter
272
,
who
is
assuming
a
position
as
a
teacher.
“Beginning
teacher”
includes
an
individual
who
is
an
initial
teacher.
For
purposes
of
the
beginning
teacher
mentoring
and
induction
program
created
pursuant
to
section
284.5
,
“beginning
teacher”
also
includes
preschool
teachers
who
are
licensed
by
the
board
of
educational
examiners
under
chapter
272
and
are
employed
by
a
school
district
or
area
education
agency.
“Beginning
teacher”
does
not
include
a
teacher
whose
employment
with
a
school
district
or
area
education
agency
is
probationary
unless
the
teacher
is
serving
under
an
initial
or
teacher
intern
license
issued
by
the
board
of
educational
examiners
under
chapter
272
.
7.
“Mentor”
means
an
individual
employed
by
a
school
district
or
area
education
agency
as
a
teacher
or
a
retired
teacher
who
holds
a
valid
license
issued
under
chapter
272
.
The
individual
must
have
a
record
of
four
three
years
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of
successful
teaching
practice,
must
be
employed
on
a
nonprobationary
basis,
and
must
demonstrate
professional
commitment
to
both
the
improvement
of
teaching
and
learning
and
the
development
of
beginning
teachers.
8.
“Performance
review”
means
a
summative
evaluation
of
a
teacher
other
than
a
beginning
teacher
and
that
is
used
to
determine
whether
the
teacher’s
practice
meets
school
district
expectations
and
the
Iowa
teaching
standards
,
and
to
determine
whether
the
teacher’s
practice
meets
school
district
expectations
for
career
advancement
in
accordance
with
section
284.7
284.8
.
Sec.
59.
Section
284.3,
subsection
2,
paragraph
a,
Code
2013,
is
amended
to
read
as
follows:
a.
For
purposes
of
comprehensive
evaluations
for
,
standards
and
criteria
which
measure
a
beginning
teachers
required
to
allow
beginning
teachers
to
progress
to
career
teachers,
standards
and
criteria
that
are
teacher’s
performance
against
the
Iowa
teaching
standards
specified
in
subsection
1
,
and
the
criteria
for
the
Iowa
teaching
standards
developed
by
the
department
in
accordance
with
section
256.9,
subsection
46
to
determine
whether
the
teacher’s
practice
meets
the
requirements
specified
for
a
career
teacher
.
These
standards
and
criteria
shall
be
set
forth
in
an
instrument
provided
by
the
department.
The
comprehensive
evaluation
and
instrument
are
not
subject
to
negotiations
or
grievance
procedures
pursuant
to
chapter
20
or
determinations
made
by
the
board
of
directors
under
section
279.14
.
A
local
school
board
and
its
certified
bargaining
representative
may
negotiate,
pursuant
to
chapter
20
,
evaluation
and
grievance
procedures
for
beginning
teachers
that
are
not
in
conflict
with
this
chapter
.
If,
in
accordance
with
section
279.19
,
a
beginning
teacher
appeals
the
determination
of
a
school
board
to
an
adjudicator
under
section
279.17
,
the
adjudicator
selected
shall
have
successfully
completed
training
related
to
the
Iowa
teacher
standards,
the
criteria
adopted
by
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the
state
board
of
education
in
accordance
with
subsection
3
,
and
any
additional
training
required
under
rules
adopted
by
the
public
employment
relations
board
in
cooperation
with
the
state
board
of
education
.
Sec.
60.
Section
284.3A,
subsection
2,
paragraph
a,
Code
2013,
is
amended
to
read
as
follows:
a.
For
the
school
budget
year
beginning
July
1,
2010,
and
each
succeeding
school
year,
school
districts
and
area
education
agencies
shall
combine
payments
made
to
teachers
under
sections
257.10
and
257.37A
with
regular
wages
to
create
a
combined
salary.
The
teacher
contract
issued
under
section
279.13
must
include
the
combined
salary.
If
a
school
district
or
area
education
agency
uses
a
salary
schedule,
a
combined
salary
schedule
shall
be
used
for
regular
wages
and
for
distribution
of
payments
under
sections
257.10
and
257.37A
,
incorporating
the
salary
minimums
required
in
section
284.7
,
or
required
under
a
framework
or
comparable
system
approved
pursuant
to
section
284.15
.
The
combined
salary
schedule
must
use
only
the
combined
salary
and
cannot
differentiate
regular
salaries
and
distribution
of
payments
under
sections
257.10
and
257.37A
.
Sec.
61.
Section
284.5,
subsection
2,
Code
2013,
is
amended
by
striking
the
subsection.
Sec.
62.
Section
284.5,
subsection
4,
Code
2013,
is
amended
to
read
as
follows:
4.
Each
school
district
and
area
education
agency
shall
develop
an
initial
beginning
teacher
mentoring
and
induction
a
plan
for
the
program
.
A
school
district
shall
include
its
plan
in
the
school
district’s
comprehensive
school
improvement
plan
submitted
pursuant
to
section
256.7,
subsection
21
.
The
beginning
teacher
mentoring
and
induction
plan
shall,
at
a
minimum,
provide
for
a
two-year
sequence
of
induction
program
content
and
activities
to
support
the
Iowa
teaching
standards
and
beginning
teacher
professional
and
personal
needs;
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training
that
includes,
at
a
minimum,
skills
of
classroom
demonstration
and
coaching,
and
district
expectations
for
beginning
teacher
competence
on
Iowa
teaching
standards;
placement
of
mentors
and
beginning
teachers;
the
process
for
dissolving
mentor
and
beginning
teacher
partnerships;
district
organizational
support
for
release
time
for
mentors
and
beginning
teachers
to
plan,
provide
demonstration
of
classroom
practices,
observe
teaching,
and
provide
feedback;
structure
for
mentor
selection
and
assignment
of
mentors
to
beginning
teachers;
a
district
facilitator;
and
program
evaluation.
Sec.
63.
Section
284.6,
subsection
8,
Code
2013,
is
amended
to
read
as
follows:
8.
For
each
year
in
which
a
school
district
receives
funds
calculated
and
paid
to
school
districts
for
professional
development
pursuant
to
section
257.10,
subsection
10
,
or
section
257.37A,
subsection
2
,
the
school
district
shall
create
quality
professional
development
opportunities.
Not
less
than
thirty-six
hours
in
the
school
calendar,
held
outside
of
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
for
the
use
of
the
funds
is
to
provide
one
additional
contract
day
or
the
equivalent
thereof
for
professional
development,
and
use
of
the
The
funds
is
may
be
used
to
implement
the
professional
development
provisions
of
the
teacher
career
paths
and
leadership
roles
specified
in
section
284.7
or
284.15,
including
but
not
limited
to
providing
professional
development
to
teachers,
including
additional
salaries
for
time
beyond
the
normal
negotiated
agreement;
pay
for
substitute
teachers,
professional
development
materials,
speakers,
and
professional
development
content;
and
costs
associated
with
implementing
the
individual
professional
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development
plans.
The
use
of
the
funds
shall
be
balanced
between
school
district,
attendance
center,
and
individual
professional
development
plans,
making
every
reasonable
effort
to
provide
equal
access
to
all
teachers.
Sec.
64.
Section
284.7,
Code
2013,
is
amended
by
adding
the
following
new
subsection:
NEW
SUBSECTION
.
6.
This
section
is
repealed
July
1,
2016.
Sec.
65.
Section
284.9,
Code
2013,
is
amended
by
adding
the
following
new
subsection:
NEW
SUBSECTION
.
5.
This
section
is
repealed
July
1,
2016.
Sec.
66.
NEW
SECTION
.
284.11
State
supplemental
assistance
for
high-need
schools.
1.
Findings
and
intent.
The
general
assembly
finds
that
students
whose
first
language
is
not
English,
who
have
special
needs,
or
who
come
from
low-income
backgrounds
face
potential
obstacles
to
learning.
Schools
across
Iowa,
both
urban
and
rural,
have
increasing
numbers
of
students
who
face
these
challenges.
Therefore,
it
is
the
intent
of
the
general
assembly
to
provide
supplemental
assistance
to
the
highest-need
schools
in
Iowa
to
address
these
challenges.
This
section
provides
for
state
assistance
to
allow
school
districts
to
develop
extended
learning
time
programs,
hire
instructional
support
staff,
provide
additional
professional
development,
or
supplement
the
salary
of
teachers
in
the
identified
schools.
2.
Department’s
responsibilities.
The
department
shall
do
the
following:
a.
Collect
relevant
data
and
establish
a
list
of
high-need
schools
eligible
for
state
supplemental
assistance.
The
department
shall
establish
a
process
and
criteria
to
determine
which
schools
are
placed
on
the
list
and
the
department
shall
revise
the
list
annually.
Criteria
for
the
determination
of
which
high-need
schools
shall
be
placed
on
the
list
shall
be
based
upon
factors
that
include
but
are
not
limited
to
the
socioeconomic
status
of
the
students
enrolled
in
the
school,
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the
percentage
of
the
school’s
student
body
who
are
limited
English
proficient
students,
student
academic
growth,
certified
instructional
staff
attrition,
and
geographic
balance.
The
department
may
approve
or
disapprove
requests
for
revision
of
the
list,
which
a
school
district
submits
pursuant
to
subsection
3.
b.
Develop
a
standardized
process
for
distributing
moneys
appropriated
for
supplemental
assistance
for
high-need
schools
under
section
284.13,
subsection
1,
paragraph
“00e”
,
to
school
districts.
In
determining
the
process
for
distribution
of
such
moneys,
the
department
shall
take
into
consideration
the
amount
of
moneys
appropriated
for
supplemental
assistance
in
high-need
schools
for
the
given
year
and
the
minimal
amount
of
moneys
needed
to
increase
the
academic
achievement
of
students.
A
school
district
receiving
moneys
pursuant
to
this
section
shall
certify
annually
to
the
department
how
the
moneys
distributed
to
the
school
district
pursuant
to
this
section
were
used
by
the
school
district.
c.
Review
the
use
and
effectiveness
of
the
funds
distributed
to
school
districts
for
supplemental
assistance
in
high-need
schools
under
this
section,
and
consider
the
findings
and
recommendations
of
the
commission
on
educator
leadership
and
compensation
submitted
pursuant
to
section
284.15,
subsection
13,
relating
to
the
use
and
effectiveness
of
the
funds
distributed
to
school
districts
under
this
section.
The
department
shall
submit
its
findings
and
recommendations
in
a
report
to
the
general
assembly
by
January
15
annually.
3.
School
district
request
for
approval.
A
school
district
may
request
on
an
annual
basis
approval
from
the
department
for
additions
to
the
list
of
high-need
schools
the
department
maintains
pursuant
to
subsection
2
based
upon
the
unique
local
conditions
and
needs
of
the
school
district.
The
criteria
used
to
determine
the
placement
of
high-need
schools
on
the
list
in
accordance
with
subsection
2,
does
not
restrict
the
department
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from
adding
a
high-need
school
to
the
list
as
requested
by
a
school
district
on
the
basis
of
unique
local
conditions
and
needs
pursuant
to
this
subsection.
4.
Moneys
received
and
miscellaneous
income.
The
distribution
of
moneys
allocated
pursuant
to
section
284.13,
subsection
1,
paragraph
“00e”
,
to
a
school
district
shall
be
made
in
one
payment
on
or
about
October
15
of
the
fiscal
year
for
which
the
appropriation
is
made,
taking
into
consideration
the
relative
budget
and
cash
position
of
the
state
resources.
Such
moneys
shall
not
be
commingled
with
state
aid
payments
made
under
section
257.16
to
a
school
district
and
shall
be
accounted
for
by
the
local
school
district
separately
from
state
aid
payments.
Payments
made
to
school
districts
under
this
section
are
miscellaneous
income
for
purposes
of
chapter
257.
A
school
district
shall
maintain
a
separate
listing
within
its
budget
for
payments
received
and
expenditures
made
pursuant
to
this
section.
5.
Moneys
received
to
supplement
salaries.
Moneys
received
by
a
school
district
pursuant
to
section
284.13,
subsection
1,
paragraph
“00e”
,
shall
be
used
to
supplement
and
not
supplant
the
salary
being
received
by
a
teacher
in
a
high-need
school,
and
shall
not
be
considered
under
chapter
20
by
an
arbitrator
or
other
third
party
in
determining
a
comparison
of
the
wages
of
teachers
in
that
high-need
school
with
the
wages
of
teachers
in
other
buildings
or
in
another
school
district.
Sec.
67.
Section
284.13,
subsection
1,
Code
2013,
is
amended
by
adding
the
following
new
paragraphs:
NEW
PARAGRAPH
.
0e.
(1)
For
the
following
years,
to
the
department
of
education,
for
purposes
of
teacher
leadership
supplemental
aid
payments
to
school
districts
for
implementing
the
career
paths,
leadership
roles,
and
compensation
framework
or
comparable
system
approved
in
accordance
with
section
284.15,
subsection
6,
the
following
amounts:
(a)
For
the
fiscal
year
beginning
July
1,
2014,
and
ending
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June
30,
2015,
fifty
million
dollars.
(b)
For
the
fiscal
year
beginning
July
1,
2015,
and
ending
June
30,
2016,
fifty
million
dollars.
(c)
For
the
fiscal
year
beginning
July
1,
2016,
and
ending
June
30,
2017,
fifty
million
dollars.
(2)
(a)
For
the
initial
school
year
for
which
a
school
district
receives
department
approval
for
and
implements
a
framework
or
comparable
system
in
accordance
with
section
284.15,
teacher
leadership
supplement
foundation
aid
payable
to
that
school
district
shall
be
paid
from
the
allocation
made
in
subparagraph
(1)
for
that
school
year.
For
that
school
year,
the
teacher
leadership
supplement
foundation
aid
payable
to
the
school
district
is
the
product
of
the
teacher
leadership
district
cost
per
pupil
for
the
school
year
multiplied
by
the
school
district’s
budget
enrollment.
(b)
For
budget
years
subsequent
to
the
initial
school
year
for
which
a
school
district
implemented
a
system
and
received
funding
pursuant
to
subparagraph
division
(a),
the
teacher
leadership
supplement
foundation
aid
payable
to
that
school
district
shall
be
paid
from
the
appropriation
made
in
section
257.16.
(3)
Of
the
moneys
allocated
to
the
department
for
the
purposes
of
this
paragraph
“0e”
,
for
each
fiscal
year
included
in
subparagraph
(1),
not
more
than
seven
hundred
thousand
dollars
shall
be
used
by
the
department
for
the
development
of
a
delivery
system
to
assist
in
implementing
the
career
paths
and
leadership
roles
considered
pursuant
to
sections
284.15,
284.16,
and
284.17,
including
but
not
limited
to
planning
grants
to
school
districts
and
area
education
agencies,
technical
assistance
for
the
department,
technical
assistance
for
districts
and
area
education
agencies,
training
and
staff
development,
and
the
contracting
of
external
expertise
and
services.
In
using
moneys
allocated
for
purposes
of
this
subparagraph
(3),
the
department
shall
give
priority
to
school
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districts
with
certified
enrollments
of
fewer
than
six
hundred
students.
A
portion
of
the
moneys
allocated
annually
to
the
department
for
purposes
of
this
subparagraph
(3)
may
be
used
by
the
department
for
administrative
purposes
and
for
not
more
than
five
full-time
equivalent
positions.
(4)
Of
the
moneys
allocated
to
the
department
for
purposes
of
this
paragraph
“0e”
,
for
each
fiscal
year
of
the
fiscal
period
beginning
July
1,
2014,
and
ending
June
30,
2017,
the
amount
remaining
after
the
allocations
in
subparagraph
(3)
shall
be
payable
to
the
school
districts
that
have
an
approved
career
path,
leadership
roles,
and
compensation
framework
or
approved
comparable
system
as
provided
in
section
284.15.
(5)
For
each
fiscal
year
of
the
fiscal
period
beginning
July
1,
2014,
and
ending
June
30,
2017,
moneys
received
by
a
school
district
pursuant
to
this
paragraph
“0e”
shall
not
be
considered
under
chapter
20
by
an
arbitrator
or
other
third
party
in
determining
a
comparison
of
the
wages
of
teachers
in
that
school
district
with
the
wages
of
teachers
in
another
school
district.
(6)
The
receipt
of
funding
by
a
school
district
for
the
purposes
of
this
paragraph
“0e”
,
and
the
need
for
additional
funding
for
the
purposes
of
this
paragraph
“0e”
,
or
the
enrollment
count
of
eligible
students
under
this
chapter,
shall
not
be
considered
to
be
unusual
circumstances,
create
an
unusual
need
for
additional
funds,
or
qualify
under
any
other
circumstances
that
may
be
used
by
the
school
budget
review
committee
to
grant
supplemental
aid
to
or
establish
a
modified
supplemental
amount
for
a
school
district
under
section
257.31.
NEW
PARAGRAPH
.
00e.
For
the
fiscal
year
beginning
July
1,
2014,
and
for
each
subsequent
fiscal
year,
to
the
department
of
education,
ten
million
dollars
for
purposes
of
implementing
the
supplemental
assistance
for
high-need
schools
provisions
of
section
284.11.
Annually,
of
the
moneys
allocated
to
the
department
for
purposes
of
this
paragraph,
up
to
one
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hundred
thousand
dollars
may
be
used
by
the
department
for
administrative
purposes
and
for
not
more
than
one
full-time
equivalent
position.
Sec.
68.
Section
284.13,
subsection
1,
paragraph
e,
Code
2013,
is
amended
to
read
as
follows:
e.
Notwithstanding
section
8.33
,
any
moneys
remaining
unencumbered
or
unobligated
from
the
moneys
allocated
for
purposes
of
paragraph
paragraphs
“a”
,
“b”
,
or
“c”
through
“00e”
shall
not
revert
but
shall
remain
available
in
the
succeeding
fiscal
year
for
expenditure
for
the
purposes
designated.
The
provisions
of
section
8.39
shall
not
apply
to
the
funds
appropriated
pursuant
to
this
subsection
.
Sec.
69.
Section
284.13,
Code
2013,
is
amended
by
adding
the
following
new
subsection:
NEW
SUBSECTION
.
3.
The
state
board
may
adopt
rules
which
assure
the
allocation
of
resources
under
this
section
in
a
manner
that
optimizes
the
fulfillment
of
the
purposes
specified
in
sections
284.11,
284.15,
284.16,
and
284.17.
Sec.
70.
NEW
SECTION
.
284.15
Iowa
teacher
career
paths,
leadership
roles,
and
compensation
framework.
1.
To
promote
continuous
improvement
in
Iowa’s
quality
teaching
workforce
and
to
give
Iowa
teachers
the
opportunity
for
career
recognition
that
reflects
the
various
roles
teachers
play
as
educational
leaders,
a
framework
for
Iowa
teacher
career
paths,
leadership
roles,
and
compensation
is
established
under
subsection
2
for
teachers
employed
by
school
districts.
Pursuant
to
subsection
6,
a
school
district
may
apply
to
the
department
for
approval
to
implement
the
framework
or
a
comparable
system
of
career
paths
and
compensation
for
teachers
that
contains
differentiated,
multiple
leadership
roles
as
provided
in
this
section,
and
sections
284.16
and
284.17.
A
teacher
employed
by
an
area
education
agency
may
be
included
in
a
framework
or
comparable
system
established
by
a
school
district
if
the
area
education
agency
and
the
school
district
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enter
into
a
contract
for
such
purpose.
The
framework
is
designed
to
accomplish
the
following
goals:
a.
To
attract
able
and
promising
new
teachers
by
offering
competitive
starting
salaries
and
offering
short-term
and
long-term
professional
development
and
leadership
opportunities.
b.
To
retain
effective
teachers
by
providing
enhanced
career
opportunities.
c.
To
promote
collaboration
by
developing
and
supporting
opportunities
for
teachers
in
schools
and
school
districts
statewide
to
learn
from
each
other.
d.
To
reward
professional
growth
and
effective
teaching
by
providing
pathways
for
career
opportunities
that
come
with
increased
leadership
responsibilities
and
involve
increased
compensation.
e.
To
improve
student
achievement
by
strengthening
instruction.
2.
The
Iowa
teacher
career
paths,
leadership
roles,
and
compensation
requirements
under
the
framework
shall
be
as
follows:
a.
Initial
teacher.
(1)
The
salary
for
an
initial
teacher
who
has
successfully
completed
an
approved
practitioner
preparation
program
as
defined
in
section
272.1
or
holds
an
initial
or
intern
teacher
license
issued
under
chapter
272,
and
who
participates
in
the
initial
teacher
mentoring
and
induction
program
as
provided
in
this
chapter,
shall
be
at
least
thirty-three
thousand
five
hundred
dollars,
which
shall
also
constitute
the
minimum
salary
for
an
Iowa
teacher.
(2)
An
initial
teacher
shall
complete
a
teacher
residency
during
the
first
year
of
employment
that
has
all
of
the
following
characteristics:
(a)
Intensive
supervision
or
mentoring
by
a
mentor
teacher
or
lead
teacher.
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(b)
Sufficient
collaboration
time
for
the
initial
teacher
in
the
residency
year
to
be
able
to
observe
and
learn
from
model
teachers,
mentor
teachers,
and
lead
teachers
employed
by
school
districts
located
in
this
state.
(c)
A
teaching
contract
issued
under
section
279.13
that
establishes
an
employment
period
which
is
five
days
longer
than
that
required
for
career
teachers
employed
by
the
school
district
of
employment.
The
five
additional
contract
days
shall
be
used
to
strengthen
instructional
leadership
in
accordance
with
this
subsection.
(d)
Frequent
observation,
evaluation,
and
professional
development
opportunities.
b.
Career
teacher.
A
career
teacher
is
a
teacher
who
holds
a
statement
of
professional
recognition
issued
under
chapter
272
or
who
meets
all
of
the
following
requirements:
(1)
Has
successfully
completed
the
initial
teacher
mentoring
and
induction
program
and
has
successfully
completed
a
comprehensive
evaluation.
(2)
Has
demonstrated
the
competencies
of
a
career
teacher
as
determined
under
the
school
district’s
comprehensive
evaluation
of
the
initial
teacher.
(3)
Holds
a
valid
license
issued
under
chapter
272.
(4)
Participates
in
teacher
professional
development
as
set
forth
in
this
chapter
and
demonstrates
continuous
improvement
in
teaching.
c.
Model
teacher.
A
model
teacher
is
a
teacher
who
meets
the
requirements
of
paragraph
“b”
,
has
met
the
requirements
established
by
the
school
district
that
employs
the
teacher,
is
evaluated
by
the
school
district
as
demonstrating
the
competencies
of
a
model
teacher,
has
participated
in
a
rigorous
review
process,
and
has
been
recommended
for
a
one-year
assignment
as
a
model
teacher
by
a
site-based
review
council
appointed
pursuant
to
subsection
4.
A
school
district
shall
designate
at
least
ten
percent
of
its
teachers
as
model
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teachers,
though
the
district
may
enter
into
an
agreement
with
one
or
more
other
districts
or
an
area
education
agency
to
meet
this
requirement
through
a
collaborative
arrangement.
The
terms
of
the
teaching
contracts
issued
under
section
279.13
to
model
teachers
shall
exceed
by
five
days
the
terms
of
teaching
contracts
issued
under
section
279.13
to
career
teachers,
and
the
five
additional
contract
days
shall
be
used
to
strengthen
instructional
leadership
in
accordance
with
this
subsection.
A
model
teacher
shall
receive
annually
a
salary
supplement
of
at
least
two
thousand
dollars.
d.
Mentor
teacher.
A
mentor
teacher
is
a
teacher
who
is
evaluated
by
the
school
district
as
demonstrating
the
competencies
and
superior
teaching
skills
of
a
mentor
teacher,
and
has
been
recommended
for
a
one-year
assignment
as
a
mentor
teacher
by
a
site-based
review
council
appointed
pursuant
to
subsection
4.
In
addition,
a
mentor
teacher
shall
hold
a
valid
license
issued
under
chapter
272,
participate
in
teacher
professional
development
as
outlined
in
this
chapter,
demonstrate
continuous
improvement
in
teaching,
and
possess
the
skills
and
qualifications
to
assume
leadership
roles.
A
mentor
teacher
shall
have
a
teaching
load
of
not
more
than
seventy-five
percent
student
instruction
to
allow
the
teacher
to
mentor
other
teachers.
A
school
district
shall
designate
at
least
ten
percent
of
its
teachers
as
mentor
teachers,
though
the
district
may
enter
into
an
agreement
with
one
or
more
other
districts
or
an
area
education
agency
to
meet
this
requirement
through
a
collaborative
arrangement.
The
terms
of
the
teaching
contracts
issued
under
section
279.13
to
mentor
teachers
shall
exceed
by
ten
days
the
terms
of
teaching
contracts
issued
under
section
279.13
to
career
teachers,
and
the
ten
additional
contract
days
shall
be
used
to
strengthen
instructional
leadership
in
accordance
with
this
subsection.
A
mentor
teacher
shall
receive
annually
a
salary
supplement
of
at
least
five
thousand
dollars.
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e.
Lead
teacher.
A
lead
teacher
is
a
teacher
who
holds
a
valid
license
issued
under
chapter
272
and
has
been
recommended
for
a
one-year
assignment
as
a
lead
teacher
by
a
site-based
review
council
appointed
pursuant
to
subsection
4.
The
recommendation
from
the
council
must
assert
that
the
teacher
possesses
superior
teaching
skills
and
the
ability
to
lead
adult
learners.
A
lead
teacher
shall
assume
leadership
roles
that
may
include
but
are
not
limited
to
the
planning
and
delivery
of
professional
development
activities
designed
to
improve
instructional
strategies;
the
facilitation
of
an
instructional
leadership
team
within
the
lead
teacher’s
building,
school
district,
or
other
school
districts;
the
mentoring
of
other
teachers;
and
participation
in
the
evaluation
of
student
teachers.
A
lead
teacher
shall
have
a
teaching
load
of
not
more
than
fifty
percent
student
instruction
to
allow
the
lead
teacher
to
spend
time
on
co-teaching;
co-planning;
peer
reviews;
observing
career
teachers,
model
teachers,
and
mentor
teachers;
and
other
duties
mutually
agreed
upon
by
the
superintendent
and
the
lead
teacher.
A
school
district
shall
designate
at
least
five
percent
of
its
teachers
as
lead
teachers,
though
the
district
may
enter
into
an
agreement
with
one
or
more
other
districts
or
an
area
education
agency
to
meet
this
requirement
through
a
collaborative
arrangement.
The
terms
of
the
teaching
contracts
issued
under
section
279.13
to
lead
teachers
shall
exceed
by
fifteen
days
the
terms
of
teaching
contracts
issued
under
section
279.13
to
career
teachers,
and
the
fifteen
additional
contract
days
shall
be
used
to
strengthen
instructional
leadership
in
accordance
with
this
subsection.
A
lead
teacher
shall
receive
annually
a
salary
supplement
of
at
least
ten
thousand
dollars.
3.
The
salary
supplement
received
by
a
teacher
assigned
to
a
leadership
role
shall
fully
cover
the
salary
costs
of
the
additional
contract
days
required
of
teachers
in
those
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leadership
roles.
Notwithstanding
any
provision
of
law
to
the
contrary,
the
determinations
of
salary
supplements
paid
pursuant
to
this
section
are
not
subject
to
appeal.
4.
The
school
board
shall
appoint
a
site-based
review
council
for
the
district’s
attendance
centers.
Attendance
centers
may
share
a
site-based
review
council
if
the
appointments
meet
the
requirements
specified
in
paragraph
“a”
.
a.
Each
council
shall
be
comprised
of
equal
numbers
of
teachers
and
administrators.
b.
The
council
shall
accept
and
review
applications
submitted
to
the
school’s
or
the
school
district’s
administration
for
assignment
or
reassignment
in
a
teacher
leadership
role,
and
shall
make
recommendations
regarding
the
applications
to
the
superintendent
of
the
school
district.
In
developing
recommendations,
the
council
shall
utilize
measures
of
teacher
effectiveness
and
professional
growth,
consider
the
needs
of
the
school
district,
and
review
the
performance
and
professional
development
of
the
applicants.
Any
teacher
recommended
for
assignment
or
reassignment
in
a
teacher
leadership
role
shall
have
demonstrated
to
the
council’s
satisfaction
competency
on
the
Iowa
teaching
standards
as
set
forth
in
section
284.3.
c.
An
assignment
in
a
teacher
leadership
role
under
an
approved
framework
or
comparable
system
shall
be
subject
to
review
by
the
school’s
or
the
school
district’s
administration
at
least
annually.
The
review
shall
include
peer
feedback
on
the
effectiveness
of
the
teacher’s
performance
of
duty
specific
to
the
teacher’s
career
path.
A
teacher
who
completes
the
time
period
of
assignment
in
a
teacher
leadership
role
may
apply
to
the
school’s
or
the
school
district’s
administration
for
assignment
in
a
new
role,
if
appropriate,
or
for
reassignment.
5.
A
teacher
employed
in
a
school
district
shall
not
receive
less
compensation
in
that
district
than
the
teacher
received
in
the
school
year
preceding
implementation
of
the
framework
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or
a
comparable
system
approved
pursuant
to
this
section.
A
teacher
who
achieves
national
board
for
professional
teaching
standards
certification
and
meets
the
requirements
of
section
256.44
shall
continue
to
receive
the
award
as
specified
in
section
256.44
in
addition
to
the
compensation
set
forth
in
this
section.
6.
a.
A
school
district
may
apply
to
the
department
for
approval
to
implement
the
career
paths,
leadership
roles,
and
compensation
framework
specified
in
subsection
2,
or
a
comparable
system
of
career
paths
and
compensation
for
teachers
that
contains
differentiated
multiple
leadership
roles.
The
director
shall
consider
the
recommendations
of
the
commission
established
pursuant
to
subsection
12
when
approving
or
disapproving
applications
submitted
pursuant
to
this
section.
A
school
district
may
modify
an
approved
framework
or
comparable
system
if
the
director
approves
the
modification.
A
school
district
may
appeal
the
director’s
decision
to
the
state
board
and
the
state
board’s
decision
is
final.
b.
At
any
time
during
a
school
year,
a
school
district
approved
to
implement
the
framework
or
a
comparable
system
pursuant
to
this
subsection
may
apply
to
the
department
to
waive
full
or
partial
implementation
of
the
approved
framework
or
system
for
the
current
school
year.
The
school
district
shall
submit
to
the
department
for
approval
a
modified
implementation
plan
for
the
school
year
following
the
school
year
for
which
the
district
received
a
waiver
pursuant
to
this
paragraph
if
the
school
district
wishes
to
continue
partial
implementation
beyond
the
school
year
for
which
the
district
received
a
waiver.
The
state
board
may
adopt
by
rule
a
limitation
on
the
number
of
times
a
school
district
may
apply
for
a
waiver
in
accordance
with
this
paragraph.
c.
A
school
district
approved
to
implement
the
framework
or
a
comparable
system
pursuant
to
this
subsection
shall
submit
to
the
department
for
approval
any
proposed
change
to
the
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framework
or
comparable
system.
d.
By
March
1
of
the
school
year
preceding
implementation,
a
school
district
that
has
been
approved
to
implement
the
framework
or
a
comparable
system
pursuant
to
this
subsection
may
opt
out
of
implementation
of
the
framework
or
comparable
system
by
notifying
the
department
of
its
intent
to
withdraw
from
implementation.
The
department
shall
notify
the
department
of
management
that
the
school
district
is
no
longer
approved
to
implement
the
framework
or
comparable
system
and
is
not
eligible
to
receive
teacher
leadership
supplement
foundation
aid
under
chapter
257
or
this
chapter.
e.
A
school
district
whose
application
for
approval
to
implement
a
comparable
system
or
modified
comparable
system
is
denied
may
appeal
the
department’s
decision
to
the
state
board.
7.
The
department
shall
establish
criteria
and
a
process
for
application
and
approval
of
the
framework
established
under
subsection
1,
and
for
comparable
systems
that
meet
the
requirements
of
section
284.16
or
284.17,
which
a
school
district
may
implement
pursuant
to
subsection
6
in
order
to
receive
teacher
leadership
supplement
foundation
aid
calculated
under
section
257.10,
subsection
12.
8.
For
purposes
of
this
section
a
comparable
system
means
either
of
the
following:
a.
An
instructional
coach
model
as
set
forth
in
section
284.16
and
approved
by
the
department
pursuant
to
this
section.
b.
A
system
of
career
paths
and
compensation
for
teachers
that
contains
differentiated,
multiple
leadership
roles
as
set
forth
in
section
284.17
and
approved
by
the
department
pursuant
to
this
section.
9.
A
school
district
is
encouraged
to
utilize
appropriately
licensed
teachers
emeritus
in
the
implementation
of
this
section
and
sections
284.16
and
284.17.
10.
The
framework
or
comparable
system
approved
and
implemented
by
a
school
district
in
accordance
with
this
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section
shall
be
applicable
to
teachers
in
every
attendance
center
operated
by
the
school
district.
11.
Subject
to
an
appropriation
by
the
general
assembly
for
purposes
of
this
subsection,
a
school
district
may
apply
to
the
department
for
a
planning
grant
to
design
an
implementation
strategy
for
the
framework
established
pursuant
to
subsection
1
or
a
comparable
system
of
career
paths
and
compensation
for
teachers
that
contains
differentiated
multiple
leadership
roles.
The
planning
grant
shall
be
used
to
facilitate
a
local
decision-making
process
that
includes
representation
of
administrators,
teachers,
and
parents
and
guardians
of
students.
The
department
shall
establish
and
make
available
an
application
for
the
awarding
of
planning
grants
for
purposes
of
this
subsection.
12.
The
department
shall
establish,
and
provide
staffing
and
administrative
support
for
a
commission
on
educator
leadership
and
compensation.
The
commission
shall
monitor
with
fidelity
the
implementation
of
the
frameworks
and
comparable
systems
by
school
districts
pursuant
to
this
section
and
sections
284.16
and
284.17.
The
commission
shall
also
evaluate
and
make
recommendations
to
the
department
on
applications
for
approval
of
a
framework
or
comparable
system
submitted
to
the
department
pursuant
to
subsection
6,
and
on
the
expenditure
of
moneys
appropriated
for
purposes
of
this
section.
In
addition,
the
commission
shall
review
the
use
and
effectiveness
of
the
funds
distributed
to
school
districts
for
supplemental
assistance
to
high-need
schools
under
section
284.11.
a.
The
commission
shall
be
comprised
of
nineteen
voting
members.
The
director
of
the
department
or
the
director’s
designee
shall
serve
as
a
nonvoting,
ex
officio
member.
The
voting
members
shall
include
the
following:
(1)
Members
appointed
by
the
following
designated
organizations,
at
the
discretion
of
the
organization:
(a)
Five
teachers
by
the
Iowa
state
education
association.
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(b)
Three
school
administrators
by
the
school
administrators
of
Iowa.
(c)
Two
school
board
members
by
the
Iowa
association
of
school
boards.
(d)
One
person
appointed
jointly
by
the
administrators
of
the
area
education
agencies
created
under
chapter
273.
(2)
Members
appointed
by
the
director
as
follows:
(a)
Two
teachers,
each
of
whom
shall
be
employed
by
a
school
district,
an
area
education
agency,
or
an
accredited
nonpublic
school.
(b)
One
person
who
is
a
parent
of
a
child
enrolled
in
a
school
district.
(c)
One
person
who
is
a
business
leader.
(d)
One
person
who
represents
the
largest
approved
practitioner
preparation
institution
in
the
state.
(3)
The
executive
director
of
the
Iowa
state
education
association
or
the
executive
director’s
designee.
(4)
The
executive
director
of
the
school
administrators
of
Iowa
or
the
executive
director’s
designee.
(5)
The
executive
director
of
the
Iowa
association
of
school
boards
or
the
executive
director’s
designee.
b.
Members
shall
be
appointed
to
staggered
three-year
terms
which
begin
and
end
as
provided
in
section
69.19.
Appointments
shall
comply
with
sections
69.16,
69.16A,
and
69.16C.
Vacancies
on
the
commission
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.
Members
are
entitled
to
reimbursement
of
actual
expenses
incurred
in
performance
of
their
official
duties.
c.
By
December
15
annually,
the
commission
shall
submit
its
findings
and
any
recommendations,
including
but
not
limited
to
any
recommendations
for
changes
to
the
framework
established
in
subsections
1
and
2,
and
the
comparable
systems
set
forth
in
sections
284.16
and
284.17,
and
for
changes
to
section
284.11
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relating
to
state
supplemental
assistance
to
high-need
schools,
in
a
report
to
the
director,
the
state
board,
the
governor,
and
the
general
assembly.
13.
a.
Teacher
leadership
supplement
foundation
aid
calculated
under
section
257.10,
subsection
12,
shall
be
paid
as
part
of
the
state
aid
payments
made
to
school
districts
in
accordance
with
section
257.16.
b.
Notwithstanding
section
284.3A,
teacher
leadership
supplement
foundation
aid
shall
not
be
combined
with
regular
wages
to
create
a
combined
salary.
c.
The
teacher
leadership
supplement
district
cost
as
calculated
under
section
257.10,
subsection
12,
is
not
subject
to
a
uniform
reduction
in
accordance
with
section
8.31.
14.
The
provisions
of
this
chapter
shall
be
subject
to
legislative
review
at
least
every
three
years.
The
review
shall
be
based
upon
a
status
report
from
the
commission
on
educator
leadership
and
compensation,
which
shall
be
prepared
with
the
assistance
of
the
departments
of
education,
management,
and
revenue.
The
status
report
shall
review
and
report
on
the
department’s
assignment
and
utilization
of
full-time
equivalent
positions,
and
shall
include
information
on
teacher
retention,
teacher
compensation,
academic
quality
of
beginning
teachers,
teacher
evaluation
results,
student
achievement
trend
and
comparative
data,
and
recommendations
for
changes
to
the
teacher
leadership
supplement
foundation
aid
and
the
framework
or
comparable
systems
approved
pursuant
to
this
section.
The
first
status
report
shall
be
submitted
to
the
general
assembly
by
January
15,
2017,
with
subsequent
status
reports
prepared
and
submitted
to
the
general
assembly
by
January
15
at
least
every
third
year
thereafter.
Sec.
71.
NEW
SECTION
.
284.16
Instructional
coach
model.
1.
Instructional
coach
model.
The
instructional
coach
and
curriculum
and
professional
development
leader
model
shall
include,
at
a
minimum,
the
following
levels
and
requirements:
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a.
Beginning
teacher
level.
The
beginning
teacher
shall
be
paid
not
less
than
thirty-three
thousand
five
hundred
dollars
and
shall
meet
the
following
requirements:
(1)
Has
successfully
completed
an
approved
practitioner
preparation
program
as
defined
in
section
272.1
or
holds
an
intern
teacher
license
issued
under
chapter
272
.
(2)
Holds
an
initial
or
intern
teacher
license
issued
under
chapter
272.
(3)
Participates
in
the
beginning
teacher
mentoring
and
induction
program
as
provided
in
this
chapter
.
(4)
Completes,
during
the
initial
year
of
teaching,
a
teacher
residency
that
meets
the
requirements
set
forth
in
section
284.15,
subsection
2,
paragraph
“a”
,
subparagraph
(2).
b.
Career
teacher
level.
A
career
teacher
is
a
teacher
who
holds
a
statement
of
professional
recognition
issued
under
chapter
272
or
who
meets
the
following
requirements:
(1)
Has
successfully
completed
the
beginning
teacher
mentoring
and
induction
program
and
has
successfully
completed
a
comprehensive
evaluation.
(2)
Is
reviewed
by
the
school
district
as
demonstrating
the
competencies
of
a
career
teacher.
(3)
Holds
a
valid
license
issued
under
chapter
272.
(4)
Participates
in
teacher
professional
development
as
set
forth
in
this
chapter
and
demonstrates
continuous
improvement
in
teaching.
c.
Instructional
coach
level.
(1)
An
instructional
coach
shall,
at
a
minimum,
meet
the
requirements
specified
for
a
career
teacher
in
paragraph
“b”
,
and
engage
full-time
in
instructional
coaching.
(2)
For
purposes
of
this
paragraph,
“instructional
coaching”
means
additional
guidance
in
one
or
more
aspects
of
the
teaching
profession
provided
to
teachers.
(3)
Assignment
as
an
instructional
coach
to
an
individual
teacher
shall
be
based
on
either
a
request
from
a
principal
or
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from
an
individual
teacher
upon
approval
of
a
principal.
(4)
Instructional
coaching
shall
include
detailed
preliminary
discussions
as
to
areas
in
which
the
teachers
being
coached
desire
to
improve;
formulation
of
an
action
plan
to
bring
about
such
improvement;
in-class
supervision
by
the
instructional
coach;
postclass
discussion
of
strengths,
weaknesses,
and
strategies
for
improvement;
and
dialogue
between
the
instructional
coach
and
students
and
school
officials
regarding
the
teachers
being
coached.
An
instructional
coach
shall
coordinate
instructional
coaching
activities
relating
to
training
and
professional
development
with
an
area
education
agency
where
appropriate.
(5)
The
contract
term
for
an
instructional
coach
shall
exceed
by
ten
days
the
contract
term
issued
to
career
teachers
under
section
279.13.
An
instructional
coach
shall
receive
a
stipend
of
not
less
than
five
thousand
nor
more
than
seven
thousand
dollars
annually
in
addition
to
the
teacher’s
salary
as
a
career
teacher.
d.
Curriculum
and
professional
development
leader
level.
The
contract
term
for
a
curriculum
and
professional
development
leader
shall
exceed
by
fifteen
days
the
contract
term
issued
to
model
teachers
under
section
279.13,
and
the
curriculum
and
professional
development
leader
shall
receive
a
stipend
of
not
less
than
ten
thousand
nor
more
than
twelve
thousand
dollars
annually
in
addition
to
the
teacher’s
salary
as
a
career
teacher.
A
curriculum
and
professional
development
leader
shall
do
the
following:
(1)
Provide
and
demonstrate
teaching
on
an
ongoing
basis.
(2)
Routinely
work
strategically
with
teachers
in
planning,
monitoring,
reviewing,
and
implementing
best
instructional
practices.
(3)
Observe
and
coach
teachers
in
effective
instructional
practices.
(4)
Support
teacher
growth
and
reflective
practices.
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(5)
Work
with
and
train
classroom
teachers
to
provide
interventions
aligned
by
subject
area.
(6)
Support
instruction
and
learning
through
the
use
of
technology.
(7)
Actively
participate
in
collaborative
problem
solving
and
reflective
practices
which
include
but
are
not
limited
to
professional
study
groups,
peer
observations,
grade
level
planning,
and
weekly
team
meetings.
(8)
Plan
and
deliver
professional
development
activities
designed
to
improve
instructional
strategies.
(9)
Engage
in
the
development,
adoption,
and
implementation
of
curriculum
and
curricular
materials.
e.
Model
teacher
level.
(1)
A
model
teacher
is
a
teacher
who
meets
the
requirements
of
paragraph
“b”
,
has
met
the
requirements
established
by
the
school
district
that
employs
the
teacher,
is
evaluated
by
the
school
district
as
demonstrating
the
competencies
of
a
model
teacher,
has
participated
in
a
rigorous
review
process,
and
has
been
recommended
for
a
one-year
assignment
as
a
model
teacher
by
a
site-based
review
council
in
the
manner
provided
under
section
284.15,
subsection
4.
(2)
The
contract
term
for
a
model
teacher
shall
exceed
by
five
days
the
contract
term
issued
to
career
teachers
under
section
279.13,
and
the
five
additional
contract
days
shall
be
used
to
strengthen
instructional
leadership.
A
model
teacher
shall
receive
annually
a
salary
supplement
of
at
least
two
thousand
dollars.
2.
Goals.
Each
school
district
approved
under
section
284.15
to
implement
the
instructional
coach
model
as
specified
in
this
section
shall
establish
the
following
goals
for
leadership
participation:
a.
Instructional
coach
goal.
Assignment,
annually,
of
at
least
one
instructional
coach
at
each
attendance
center
or
at
least
one
instructional
coach
for
every
five
hundred
students
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enrolled
in
an
attendance
center,
whichever
number
is
greater.
b.
Model
teacher
goal.
Assignment
of
at
least
ten
percent
of
its
teachers
annually
as
model
teachers.
c.
Equivalent
leadership
participation
goal.
As
nearly
as
possible,
the
total
number
of
hours
of
coaching
and
leadership
duties
performed
by
instructional
coaches
and
curriculum
and
professional
development
leaders
shall
be
equal
to
the
total
number
of
hours
of
noninstructional,
mentoring,
and
leadership
duties
for
a
school
district
teaching
staff
of
equal
size
implementing
the
framework
as
set
forth
in
section
284.15,
subsection
2.
3.
Requirements
for
implementation
and
receipt
of
teacher
leadership
supplement
funds.
A
school
district
implementing
the
instructional
coach
model
shall
receive
funds
under
section
257.10,
subsection
12.
4.
Applicability.
The
provisions
of
section
284.15,
subsections
3
through
11,
shall
apply
to
school
districts
implementing
the
instructional
coach
model.
Sec.
72.
NEW
SECTION
.
284.17
Comparable
system
criteria.
Any
comparable
system
of
career
paths
and
compensation
for
teachers
approved
pursuant
to
section
284.15,
including
the
instructional
coach
model
set
forth
in
section
284.16,
shall
include,
at
a
minimum,
all
of
the
following
components:
1.
A
minimum
salary
of
thirty-three
thousand
five
hundred
dollars
for
a
full-time
teacher.
2.
Increased
support
for
new
teachers
and
veteran
teachers
where
appropriate,
such
as
additional
coaching,
mentoring,
and
opportunities
for
observing
exceptional
instructional
practice.
3.
Differentiated,
multiple
teacher
leadership
roles
beyond
the
initial
teacher
and
career
teacher
levels,
in
which
a
goal
of
at
least
twenty-five
percent
of
the
teacher
workforce
serves
additional
contract
days
with
compensation
commensurate
with
the
responsibilities
for
the
leadership
role.
A
district
shall
demonstrate
that
a
good-faith
effort
has
been
made
to
attain
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participation
by
twenty-five
percent
of
the
teacher
workforce
and
that
no
other
practical
alternative
is
available
to
meet
the
goal.
These
leadership
roles
may
include
but
shall
not
be
limited
to
all
of
the
following:
a.
Instructional
coaches
who
engage
full-time
or
part-time
in
instructional
coaching.
b.
Peer
coaches
who
provide
additional
guidance
in
one
or
more
aspects
of
the
teaching
profession
to
other
teachers
during
normal
noninstructional
time.
Peer
coaches
may
be
used
only
as
one
element
of
a
more
extensive
teacher
leadership
plan.
c.
Curriculum
and
professional
development
leaders
who
engage
full-time
or
part-time
in
the
planning,
development,
and
implementation
of
curriculum
and
professional
development.
d.
Model
teachers
who
teach
full-time
and
serve
as
models
of
exemplary
teaching
practice.
e.
Mentor
teachers
who
teach
full-time
or
part-time
and
also
support
the
professional
development
of
initial
and
career
teachers.
f.
Lead
teachers
who
teach
full-time
or
part-time
and
also
plan
and
deliver
professional
development
activities
or
engage
in
other
activities
designed
to
improve
instructional
strategies.
4.
A
rigorous
selection
process
for
placement
into
and
retention
in
teacher
leadership
roles.
The
process
shall
include
all
of
the
following
components:
a.
The
use
of
measures
of
effectiveness
and
professional
growth
to
determine
suitability
for
the
role.
b.
A
selection
committee
that
includes
teachers
and
administrators
who
shall
accept
and
review
applications
for
assignment
or
reassignment
to
a
teacher
leadership
role
and
shall
make
recommendations
regarding
the
applications
to
the
superintendent
of
the
school
district.
c.
An
annual
review
of
the
assignment
to
a
teacher
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leadership
role
by
the
school’s
or
school
district’s
administration.
The
review
shall
include
peer
feedback
on
the
effectiveness
of
the
teacher’s
performance
of
duty
specific
to
the
teacher’s
leadership
role.
A
teacher
who
completes
the
time
period
of
assignment
to
a
leadership
role
may
apply
to
the
school’s
or
the
school
district’s
administration
for
assignment
in
a
new
leadership
role,
if
appropriate,
or
for
reassignment.
d.
A
requirement
that
a
teacher
assigned
to
a
leadership
role
must
have
at
least
three
years
of
teaching
experience,
and
at
least
one
year
of
experience
in
the
school
district.
5.
A
professional
development
system
facilitated
by
teachers
and
other
education
experts
and
aligned
with
the
Iowa
professional
development
model
adopted
by
the
state
board.
6.
A
school
district
approved
to
implement
a
comparable
system
pursuant
to
section
284.15,
and
which
meets
the
requirements
of
this
section,
shall
receive
funds
under
section
257.10,
subsection
12.
Sec.
73.
ATTENDANCE
CENTER
PERFORMANCE
RANKINGS
——
PERFORMANCE
INDEX.
1.
The
department
of
education
shall
develop
criteria
and
a
process
for
school
districts
to
use
to
establish
specific
performance
goals
and
to
evaluate
the
performance
of
each
attendance
center
operated
by
the
district
in
order
to
arrive
at
an
overall
school
performance
grade
and
report
card
for
each
attendance
center.
This
information
must
be
posted
on
the
department
of
education’s
internet
site
with
information
for
each
attendance
center
listed
separately.
The
criteria
shall
include
but
not
be
limited
to
student
academic
growth,
parent
involvement,
student
attendance,
employee
turnover,
and
community
activities
and
involvement.
2.
The
department
shall
develop
an
achievement
score
that
calculates
aggregate
growth
as
well
as
aggregate
proficiency
of
students
which
when
combined
with
other
academic
indicators
results
in
an
overall
school
performance
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grade
for
each
attendance
center
in
the
school
district.
The
performance
grade
may
also
be
used
as
one
measure
to
rank
and
classify
schools
into
six
different
performance
categories:
exceptional,
high
performing,
commendable,
acceptable,
needs
improvement,
and
priority.
The
categories
may
be
used
to
define
support
and
specialized
assistance
to
schools
classified
as
needs
improvement
or
priority
as
well
as
to
recognize
schools
designated
exceptional
or
high
performing.
Additionally,
a
closing
gap
score
shall
be
calculated
as
another
measure
to
determine
subgroup
performance
and
to
rank
and
classify
attendance
centers.
Other
academic
indicators
shall
be
defined
as
criterion
referenced
variables
that
will
be
utilized
in
the
calculation
of
the
performance
grade.
Other
academic
indicators
shall
include
but
not
be
limited
to
graduation
rates,
attendance
rates,
and
college-readiness
rates.
Additional
indicators
of
academic
success
and
progress
may
include
post-graduation
data,
suspension
and
expulsion
rates,
levels
of
student
engagement,
parent
satisfaction,
parent
engagement,
and
staff
working
conditions.
3.
The
department
shall
submit
its
findings
and
recommendations
in
a
report
to
the
state
board
of
education,
the
governor,
and
the
general
assembly
by
July
1,
2014.
Sec.
74.
CODE
EDITOR
DIRECTIVE.
The
Code
editor
shall
delete
references
in
the
Code,
and
Code
language
directly
related
to
the
references,
to
sections
and
subsections
of
the
Code
repealed
by
this
division
of
this
Act
effective
July
1,
2016.
Sec.
75.
EFFECTIVE
DATE.
The
following
provision
or
provisions
of
this
division
of
this
Act
take
effect
July
1,
2014:
1.
The
section
of
this
division
of
this
Act
amending
section
282.18.
DIVISION
VIII
COMPETENCY-BASED
INSTRUCTION
TASK
FORCE
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Sec.
76.
NEW
SECTION
.
256.24
Competency-based
education
grant
program.
1.
The
department
shall
establish
a
competency-based
education
grant
program
to
award
grants
to
not
more
than
ten
school
districts
annually
for
purposes
of
developing,
implementing,
and
evaluating
competency-based
education
pilot
and
demonstration
projects.
2.
The
department
shall
develop
grant
application,
selection,
and
evaluation
criteria.
3.
Each
pilot
or
demonstration
project
shall
be
conducted
for
a
minimum
of
one
year,
but
may
be
conducted
for
multiple
school
years
as
proposed
by
the
applicant
and
approved
by
the
department.
4.
Grant
moneys
shall
be
distributed
to
selected
school
districts
by
the
department
no
later
than
December
1,
2013.
Grant
amounts
shall
be
distributed
as
determined
by
the
department.
5.
The
department
shall
submit
progress
reports
analyzing
the
status
and
preliminary
findings
of
the
projects
to
the
state
board,
the
governor,
and
the
general
assembly
by
January
15
annually.
The
department
shall
summarize
the
projects’
findings,
including
student
achievement
results,
and
submit
the
summary
and
any
recommendations
in
a
final
report
to
the
state
board,
the
governor,
and
the
general
assembly
by
January
15,
2019.
6.
This
section
is
repealed
July
1,
2019.
Sec.
77.
2012
Iowa
Acts,
chapter
1119,
section
2,
subsection
2,
is
amended
by
adding
the
following
new
paragraph:
NEW
PARAGRAPH
.
f.
Develop
a
draft
strategic
plan
and
proposed
timeline
for
statewide
implementation
of
competency-based
learning
for
consideration
by
the
general
assembly.
Sec.
78.
EFFECTIVE
UPON
ENACTMENT.
The
section
of
this
division
of
this
Act
amending
2012
Iowa
Acts,
chapter
1119,
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section
2,
subsection
2,
being
deemed
of
immediate
importance,
takes
effect
upon
enactment.
DIVISION
IX
INSTRUCTIONAL
HOURS
Sec.
79.
Section
256.7,
subsection
19,
Code
2013,
is
amended
to
read
as
follows:
19.
Define
the
minimum
school
day
as
a
day
consisting
of
five
and
one-half
hours
of
instructional
time
for
grades
one
through
twelve.
The
minimum
days
or
hours
as
time
that
shall
be
exclusive
of
the
lunch
period,
but
may
include
passing
time
between
classes.
Time
spent
on
parent-teacher
conferences
shall
be
considered
instructional
time.
A
school
or
school
district
may
record
a
day
of
school
with
less
than
the
minimum
instructional
hours
as
a
minimum
school
day
if
any
of
the
following
apply:
a.
If
emergency
health
or
safety
factors
require
the
late
arrival
or
early
dismissal
of
students
on
a
specific
day.
b.
If
the
total
hours
of
instructional
school
time
for
grades
one
through
twelve
for
any
five
consecutive
school
days
equal
a
minimum
of
twenty-seven
and
one-half
hours,
even
though
any
one
day
of
school
is
less
than
the
minimum
instructional
hours
because
of
a
staff
development
opportunity
provided
for
the
professional
instructional
staff
or
because
parent-teacher
conferences
have
been
scheduled
beyond
the
regular
school
day.
Furthermore,
if
the
total
hours
of
instructional
time
for
the
first
four
consecutive
days
equal
at
least
twenty-seven
and
one-half
hours
because
parent-teacher
conferences
have
been
scheduled
beyond
the
regular
school
day,
a
school
or
school
district
may
record
zero
hours
of
instructional
time
on
the
fifth
consecutive
school
day
as
a
minimum
school
day.
Sec.
80.
Section
256F.4,
subsection
5,
Code
2013,
is
amended
to
read
as
follows:
5.
A
charter
school
or
innovation
zone
school
shall
provide
instruction
for
at
least
the
number
of
days
or
hours
required
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by
section
279.10,
subsection
1
,
or
shall
provide
at
least
the
equivalent
number
of
total
hours
.
Sec.
81.
Section
279.10,
subsection
1,
Code
2013,
is
amended
to
read
as
follows:
1.
The
school
year
for
each
school
district
and
accredited
nonpublic
school
shall
begin
on
the
first
day
of
July
1
and
each
regularly
established
elementary
and
secondary
school
shall
begin
no
sooner
than
a
day
during
the
calendar
week
in
which
the
first
day
of
September
falls
but
no
later
than
the
first
Monday
in
December.
However,
if
the
first
day
of
September
falls
on
a
Sunday,
school
may
begin
on
a
day
during
the
calendar
week
which
immediately
precedes
the
first
day
of
September.
School
shall
continue
for
at
least
one
hundred
eighty
days,
except
as
provided
in
subsection
3
,
and
may
be
maintained
The
school
calendar
shall
include
not
less
than
one
hundred
eighty
days,
except
as
provided
in
subsection
3,
or
one
thousand
eighty
hours
of
instruction
during
the
entire
calendar
year.
However,
if
The
board
of
directors
of
a
school
district
and
the
authorities
in
charge
of
an
accredited
nonpublic
school
shall
set
the
number
of
days
or
hours
of
required
attendance
for
the
school
year
as
provided
in
section
299.1,
subsection
2,
but
the
board
of
directors
of
a
school
district
shall
hold
a
public
hearing
on
any
proposed
school
calendar
prior
to
adopting
the
school
calendar.
If
the
board
of
directors
of
a
district
or
the
authorities
in
charge
of
an
accredited
nonpublic
school
extends
the
school
calendar
because
inclement
weather
caused
the
school
district
or
accredited
nonpublic
school
to
temporarily
close
school
during
the
regular
school
calendar,
the
school
district
or
accredited
nonpublic
school
may
excuse
a
graduating
senior
who
has
met
district
or
school
requirements
for
graduation
from
attendance
during
the
extended
school
calendar.
A
school
corporation
may
begin
employment
of
personnel
for
in-service
training
and
development
purposes
before
the
date
to
begin
elementary
and
secondary
school.
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Sec.
82.
Section
279.10,
subsection
2,
Code
2013,
is
amended
to
read
as
follows:
2.
The
board
of
directors
shall
hold
a
public
hearing
on
any
proposal
relating
to
the
school
calendar
prior
to
submitting
it
to
the
department
of
education
for
approval.
Sec.
83.
Section
299.1,
subsection
2,
Code
2013,
is
amended
to
read
as
follows:
2.
The
board
of
directors
of
a
public
school
district
or
the
governing
body
of
an
accredited
nonpublic
school
shall
set
the
number
of
days
or
hours
of
required
attendance
for
the
schools
under
its
control.
The
board
of
directors
of
a
public
school
district
or
the
governing
body
of
an
accredited
nonpublic
school
may,
by
resolution,
require
attendance
for
the
entire
time
when
the
schools
are
in
session
in
any
school
year
and
adopt
a
policy
or
rules
relating
to
the
reasons
considered
to
be
valid
or
acceptable
excuses
for
absence
from
school.
Sec.
84.
Section
299.4,
subsection
1,
Code
2013,
is
amended
to
read
as
follows:
1.
The
parent,
guardian,
or
legal
custodian
of
a
child
who
is
of
compulsory
attendance
age,
who
places
the
child
under
competent
private
instruction
under
either
section
299A.2
or
299A.3
,
not
in
an
accredited
school
or
a
home
school
assistance
program
operated
by
a
school
district
or
accredited
nonpublic
school,
shall
furnish
a
report
in
duplicate
on
forms
provided
by
the
public
school
district,
to
the
district
by
the
earliest
starting
date
specified
in
section
279.10,
subsection
1
September
1
of
the
school
year
in
which
the
child
will
be
under
competent
private
instruction
.
The
secretary
shall
retain
and
file
one
copy
and
forward
the
other
copy
to
the
district’s
area
education
agency.
The
report
shall
state
the
name
and
age
of
the
child,
the
period
of
time
during
which
the
child
has
been
or
will
be
under
competent
private
instruction
for
the
year,
an
outline
of
the
course
of
study,
texts
used,
and
the
name
and
address
of
the
instructor.
The
parent,
guardian,
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or
legal
custodian
of
a
child,
who
is
placing
the
child
under
competent
private
instruction
for
the
first
time,
shall
also
provide
the
district
with
evidence
that
the
child
has
had
the
immunizations
required
under
section
139A.8
,
and,
if
the
child
is
elementary
school
age,
a
blood
lead
test
in
accordance
with
section
135.105D
.
The
term
“outline
of
course
of
study”
shall
include
subjects
covered,
lesson
plans,
and
time
spent
on
the
areas
of
study.
Sec.
85.
EFFECTIVE
DATE.
This
division
of
this
Act
takes
effect
July
1,
2014.
DIVISION
X
PRIVATE
INSTRUCTION
EXEMPTION
Sec.
86.
Section
299.4,
subsection
1,
Code
2013,
is
amended
to
read
as
follows:
1.
The
parent,
guardian,
or
legal
custodian
of
a
child
who
is
of
compulsory
attendance
age,
who
places
the
child
under
competent
private
instruction
under
either
section
299A.2
or
299A.3
,
not
in
an
accredited
school
or
a
home
school
assistance
program
operated
by
a
school
district
or
accredited
nonpublic
school,
shall
furnish
a
report
in
duplicate
on
forms
provided
by
the
public
school
district,
to
the
district
by
the
earliest
starting
date
specified
in
section
279.10,
subsection
1
.
The
secretary
shall
retain
and
file
one
copy
and
forward
the
other
copy
to
the
district’s
area
education
agency.
The
report
shall
state
the
name
and
age
of
the
child,
the
period
of
time
during
which
the
child
has
been
or
will
be
under
competent
private
instruction
for
the
year,
an
outline
of
the
course
of
study,
texts
used,
and
the
name
and
address
of
the
instructor.
The
parent,
guardian,
or
legal
custodian
of
a
child,
who
is
placing
the
child
under
competent
private
instruction
for
the
first
time,
shall
also
provide
the
district
with
evidence
that
the
child
has
had
the
immunizations
required
under
section
139A.8
,
and,
if
the
child
is
elementary
school
age,
a
blood
lead
test
in
accordance
with
section
135.105D
.
The
term
“outline
of
course
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of
study”
shall
include
subjects
covered,
lesson
plans,
and
time
spent
on
the
areas
of
study.
Sec.
87.
Section
299A.1,
unnumbered
paragraph
2,
Code
2013,
is
amended
to
read
as
follows:
For
purposes
of
this
chapter
,
“competent
private
instruction”
means
private
instruction
provided
on
a
daily
basis
for
at
least
one
hundred
forty-eight
days
during
a
school
year,
to
be
met
by
attendance
for
at
least
thirty-seven
days
each
school
quarter,
by
or
under
the
supervision
of
a
licensed
practitioner
in
the
manner
provided
under
section
299A.2
,
or
other
person
under
section
299A.3
,
which
results
in
the
student
making
adequate
progress.
Sec.
88.
Section
299A.3,
unnumbered
paragraph
1,
Code
2013,
is
amended
to
read
as
follows:
A
parent,
guardian,
or
legal
custodian
of
a
child
of
compulsory
attendance
age
providing
competent
private
instruction
to
the
child
shall
may
meet
all
of
the
following
requirements:
DIVISION
XI
INDEPENDENT
ACCREDITATION
OF
NONPUBLIC
SCHOOLS
Sec.
89.
Section
256.11,
Code
2013,
is
amended
by
adding
the
following
new
subsection:
NEW
SUBSECTION
.
16.
a.
Notwithstanding
subsections
1
through
12,
a
nonpublic
school
may
be
accredited
by
an
approved
independent
accrediting
agency
instead
of
by
the
state
board
as
provided
in
this
subsection.
The
state
board
shall
maintain
a
list
of
approved
independent
accrediting
agencies
comprised
of
at
least
six
regional
or
national
nonprofit,
nongovernmental
agencies
recognized
as
reliable
authorities
concerning
the
quality
of
education
offered
by
a
school
and
shall
publish
the
list
of
independent
accrediting
agencies
on
the
department’s
internet
site.
The
list
shall
include
accrediting
agencies
that,
as
of
January
1,
2013,
accredited
a
nonpublic
school
in
this
state
that
was
concurrently
accredited
under
this
section;
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and
any
agency
that
has
a
formalized
partnership
agreement
with
another
agency
on
the
list
and
has
member
schools
in
this
state
as
of
January
1,
2013.
b.
A
nonpublic
school
that
participates
in
the
accreditation
process
offered
by
an
independent
accrediting
agency
on
the
approved
list
published
pursuant
to
paragraph
“a”
shall
be
deemed
to
meet
the
education
standards
of
this
section.
However,
such
a
school
shall
comply
with
statutory
health
and
safety
requirements
for
school
facilities.
c.
If
the
state
board
takes
preliminary
action
to
remove
an
agency
from
the
approved
list
published
on
the
department’s
internet
site
pursuant
to
paragraph
“a”
,
the
department
shall,
at
least
one
year
prior
to
removing
the
agency
from
the
approved
list,
notify
the
nonpublic
schools
participating
in
the
accreditation
process
offered
by
the
agency
of
the
state
board’s
intent
to
remove
the
accrediting
agency
from
its
approved
list
of
independent
accrediting
agencies.
The
notice
shall
also
be
posted
on
the
department’s
internet
site
and
shall
contain
the
proposed
date
of
removal.
The
nonpublic
school
shall
attain
accreditation
under
this
subsection
or
subsections
1
through
12
not
later
than
one
year
following
the
date
on
which
the
state
board
removes
the
agency
from
its
list
of
independent
accrediting
agencies.
d.
This
subsection
is
repealed
July
1,
2020.
DIVISION
XII
INDEPENDENT
PRIVATE
INSTRUCTION
Sec.
90.
Section
261E.8,
subsection
2,
Code
2013,
is
amended
to
read
as
follows:
2.
Students
from
accredited
nonpublic
schools
and
students
receiving
competent
private
instruction
or
independent
private
instruction
under
chapter
299A
may
access
the
program
through
the
school
district
in
which
the
accredited
nonpublic
school
or
private
institution
is
located.
Sec.
91.
Section
299.1,
subsection
1,
Code
2013,
is
amended
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to
read
as
follows:
1.
Except
as
provided
in
section
299.2
,
the
parent,
guardian,
or
legal
or
actual
custodian
of
a
child
who
is
of
compulsory
attendance
age
,
shall
cause
the
child
to
attend
some
public
school
,
or
an
accredited
nonpublic
school,
or
place
the
child
under
competent
private
instruction
or
independent
private
instruction
in
accordance
with
the
provisions
of
chapter
299A
,
during
a
school
year,
as
defined
under
section
279.10
.
Sec.
92.
Section
299.1B,
Code
2013,
is
amended
to
read
as
follows:
299.1B
Failure
to
attend
——
driver’s
license.
A
person
who
is
of
compulsory
attendance
age
who
does
not
meet
the
requirements
for
an
exception
under
section
299.2,
who
does
not
attend
a
public
school
,
or
an
accredited
nonpublic
school,
who
is
not
receiving
competent
private
instruction
or
independent
private
instruction
in
accordance
with
the
provisions
of
chapter
299A
,
and
who
does
not
attend
an
alternative
school
,
or
adult
education
classes
,
shall
not
receive
an
intermediate
or
full
driver’s
license
until
age
eighteen.
Sec.
93.
Section
299.6A,
subsection
1,
Code
2013,
is
amended
to
read
as
follows:
1.
In
lieu
of
a
criminal
proceeding
under
section
299.6
,
a
county
attorney
may
bring
a
civil
action
against
a
parent,
guardian,
or
legal
or
actual
custodian
of
a
child
who
is
of
compulsory
attendance
age,
has
not
completed
educational
requirements,
and
is
truant,
if
the
parent,
guardian,
or
legal
or
actual
custodian
has
failed
to
cause
the
child
to
attend
a
public
school
,
or
an
accredited
nonpublic
school,
or
placed
the
child
under
competent
private
instruction
or
independent
private
instruction
in
the
manner
provided
in
this
chapter
.
If
the
court
finds
that
the
parent,
guardian,
or
legal
or
actual
custodian
has
failed
to
cause
the
child
to
attend
as
required
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in
this
section
,
the
court
shall
assess
a
civil
penalty
of
not
less
than
one
hundred
but
not
more
than
one
thousand
dollars
for
each
violation
established.
Sec.
94.
Section
299.8,
Code
2013,
is
amended
to
read
as
follows:
299.8
“Truant”
defined.
Any
child
of
compulsory
attendance
age
who
fails
to
attend
school
as
provided
in
this
chapter
,
or
as
required
by
the
school
board’s
or
school
governing
body’s
attendance
policy,
or
who
fails
to
attend
competent
private
instruction
or
independent
private
instruction
under
chapter
299A
,
without
reasonable
excuse
for
the
absence,
shall
be
deemed
to
be
a
truant.
A
finding
that
a
child
is
truant,
however,
shall
not
by
itself
mean
that
the
child
is
a
child
in
need
of
assistance
within
the
meaning
of
chapter
232
and
shall
not
be
the
sole
basis
for
a
child
in
need
of
assistance
petition.
Sec.
95.
Section
299.11,
unnumbered
paragraph
1,
Code
2013,
is
amended
to
read
as
follows:
The
truancy
officer
may
take
into
custody
without
warrant
any
apparently
truant
child
and
place
the
child
in
the
charge
of
the
school
principal,
or
the
principal’s
designee,
designated
by
the
board
of
directors
of
the
school
district
in
which
the
child
resides,
or
in
the
charge
of
any
nonpublic
school
or
any
authority
providing
competent
private
instruction
or
independent
private
instruction
as
defined
in
section
299A.1,
designated
by
the
parent,
guardian,
or
legal
or
actual
custodian;
but
if
it
is
other
than
a
public
school,
the
instruction
and
maintenance
of
the
child
shall
be
without
expense
to
the
school
district.
If
a
child
is
taken
into
custody
under
this
section
,
the
truancy
officer
shall
make
every
reasonable
attempt
to
immediately
notify
the
parent,
guardian,
or
legal
or
actual
custodian
of
the
child’s
location.
Sec.
96.
Section
299.12,
subsection
2,
Code
2013,
is
amended
to
read
as
follows:
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2.
This
section
is
not
applicable
to
a
child
who
is
receiving
competent
private
instruction
or
independent
private
instruction
in
accordance
with
the
requirements
of
chapter
299A
.
If
a
child
is
not
in
compliance
with
the
attendance
requirements
established
under
section
299.1
,
and
has
not
completed
educational
requirements
through
the
sixth
grade,
and
the
school
has
used
every
means
available
to
assure
the
child
does
attend,
the
school
truancy
officer
shall
contact
the
child’s
parent,
guardian,
or
legal
or
actual
custodian
to
participate
in
an
attendance
cooperation
meeting.
The
parties
to
the
attendance
cooperation
meeting
may
include
the
child
and
shall
include
the
child’s
parent,
guardian,
or
legal
or
actual
custodian
and
the
school
truancy
officer.
The
school
truancy
officer
contacting
the
participants
in
the
attendance
cooperation
meeting
may
invite
other
school
officials,
a
designee
of
the
juvenile
court,
the
county
attorney
or
the
county
attorney’s
designee,
or
other
persons
deemed
appropriate
to
participate
in
the
attendance
cooperation
meeting.
Sec.
97.
Section
299A.1,
Code
2013,
is
amended
to
read
as
follows:
299A.1
Private
Competent
private
instruction
and
independent
private
instruction
.
1.
The
parent,
guardian,
or
legal
custodian
of
a
child
of
compulsory
attendance
age
who
places
the
child
under
private
instruction
shall
provide,
unless
otherwise
exempted,
competent
private
instruction
or
independent
private
instruction
in
accordance
with
this
chapter
.
A
parent,
guardian,
or
legal
custodian
of
a
child
of
compulsory
attendance
age
who
places
the
child
under
private
instruction
which
is
not
competent
private
instruction
or
independent
private
instruction
,
or
otherwise
fails
to
comply
with
the
requirements
of
this
chapter
,
is
subject
to
the
provisions
of
sections
299.1
through
299.4
and
the
penalties
provided
in
section
299.6
.
2.
For
purposes
of
this
chapter
,
“competent
and
chapter
299:
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a.
“Competent
private
instruction”
means
private
instruction
provided
on
a
daily
basis
for
at
least
one
hundred
forty-eight
days
during
a
school
year,
to
be
met
by
attendance
for
at
least
thirty-seven
days
each
school
quarter,
by
or
under
the
supervision
of
a
licensed
practitioner
in
the
manner
provided
under
section
299A.2
,
or
other
person
under
section
299A.3
,
which
results
in
the
student
making
adequate
progress.
For
purposes
of
this
chapter
and
chapter
299
,
“private
instruction”
b.
“Independent
private
instruction”
means
instruction
that
meets
the
following
criteria:
(1)
Is
not
accredited.
(2)
Enrolls
not
more
than
four
unrelated
students.
(3)
Does
not
charge
tuition,
fees,
or
other
remuneration
for
instruction.
(4)
Provides
private
or
religious-based
instruction
as
its
primary
purpose.
(5)
Provides
enrolled
students
with
instruction
in
mathematics,
reading
and
language
arts,
science,
and
social
studies.
(6)
Provides,
upon
written
request
from
the
superintendent
of
the
school
district
in
which
the
independent
private
instruction
is
provided,
or
from
the
director
of
the
department
of
education,
a
report
identifying
the
primary
instructor,
location,
name
of
the
authority
responsible
for
the
independent
private
instruction,
and
the
names
of
the
students
enrolled.
(7)
Is
not
a
nonpublic
school
and
does
not
provide
competent
private
instruction
as
defined
in
this
subsection.
(8)
Is
exempt
from
all
state
statutes
and
administrative
rules
applicable
to
a
school,
a
school
board,
or
a
school
district,
except
as
otherwise
provided
in
chapter
299
and
this
chapter.
c.
“Private
instruction”
means
instruction
using
a
plan
and
a
course
of
study
in
a
setting
other
than
a
public
or
organized
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accredited
nonpublic
school.
Sec.
98.
Section
299A.11,
Code
2013,
is
amended
to
read
as
follows:
299A.11
Student
records
confidential.
Notwithstanding
any
provision
of
law
or
rule
to
the
contrary,
personal
information
in
records
regarding
a
child
receiving
competent
private
instruction
or
independent
private
instruction
pursuant
to
this
chapter
,
which
are
maintained,
created,
collected,
or
assembled
by
or
for
a
state
agency,
shall
be
kept
confidential
in
the
same
manner
as
personal
information
in
student
records
maintained,
created,
collected,
or
assembled
by
or
for
a
school
corporation
or
educational
institution
in
accordance
with
section
22.7,
subsection
1
.
Sec.
99.
Section
321.178,
subsection
1,
paragraph
c,
Code
2013,
is
amended
to
read
as
follows:
c.
Every
public
school
district
in
Iowa
shall
offer
or
make
available
to
all
students
residing
in
the
school
district
,
or
Iowa
students
attending
a
nonpublic
school
or
receiving
competent
private
instruction
or
independent
private
instruction
as
defined
in
section
299A.1,
in
the
district
,
an
approved
course
in
driver
education.
The
receiving
district
shall
be
the
school
district
responsible
for
making
driver
education
available
to
a
student
participating
in
open
enrollment
under
section
282.18
.
The
courses
may
be
offered
at
sites
other
than
at
the
public
school,
including
nonpublic
school
facilities
within
the
public
school
districts.
An
approved
course
offered
during
the
summer
months,
on
Saturdays,
after
regular
school
hours
during
the
regular
terms
or
partly
in
one
term
or
summer
vacation
period
and
partly
in
the
succeeding
term
or
summer
vacation
period,
as
the
case
may
be,
shall
satisfy
the
requirements
of
this
section
to
the
same
extent
as
an
approved
course
offered
during
the
regular
school
hours
of
the
school
term.
A
student
who
successfully
completes
and
obtains
certification
in
an
approved
course
in
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driver
education
or
an
approved
course
in
motorcycle
education
may,
upon
proof
of
such
fact,
be
excused
from
any
field
test
which
the
student
would
otherwise
be
required
to
take
in
demonstrating
the
student’s
ability
to
operate
a
motor
vehicle.
A
student
shall
not
be
excused
from
any
field
test
if
a
parent,
guardian,
or
instructor
requests
that
a
test
be
administered.
A
final
field
test
prior
to
a
student’s
completion
of
an
approved
course
shall
be
administered
by
a
person
qualified
as
a
classroom
driver
education
instructor
and
certified
to
provide
street
and
highway
driving
instruction.
A
person
qualified
as
a
classroom
driver
education
instructor
but
not
certified
to
provide
street
and
highway
driving
instruction
may
administer
the
final
field
test
if
accompanied
by
another
person
qualified
to
provide
street
and
highway
driving
instruction.
DIVISION
XIII
DRIVER
EDUCATION
BY
TEACHING
PARENT
Sec.
100.
NEW
SECTION
.
321.178A
Driver
education
——
teaching
parent.
1.
Teaching
parent.
As
an
alternative
to
the
driver
education
requirements
under
section
321.178,
a
teaching
parent
may
instruct
a
student
in
a
driver
education
course
that
meets
the
requirements
of
this
section
and
provide
evidence
that
the
requirements
under
this
section
have
been
met.
2.
Definitions.
For
purposes
of
this
section:
a.
“Approved
course”
means
driver
education
curriculum
approved
by
the
department
pursuant
to
rules
adopted
under
chapter
17A.
An
approved
course
shall,
at
a
minimum,
meet
the
requirements
of
subsection
3
and
be
appropriate
for
teaching-parent-directed
driver
education
and
related
street
or
highway
instruction.
Driver
education
materials
that
meet
or
exceed
standards
established
by
the
department
for
an
approved
course
in
driver
education
for
a
public
or
private
school
shall
be
approved
unless
otherwise
determined
by
the
department.
The
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list
of
approved
courses
shall
be
posted
on
the
department’s
internet
site.
b.
“Student”
means
a
person
between
the
ages
of
fourteen
and
twenty-one
years
who
is
within
the
custody
and
control
of
the
teaching
parent
and
who
satisfies
preliminary
licensing
requirements
of
the
department.
c.
“Teaching
parent”
means
a
parent,
guardian,
or
legal
custodian
of
a
student
who
is
currently
providing
competent
private
instruction
to
the
student
pursuant
to
section
299A.2
or
299A.3
and
who
provided
such
instruction
to
the
student
during
the
previous
year;
who
has
a
valid
driver’s
license,
other
than
a
motorized
bicycle
license
or
a
temporary
restricted
license,
that
permits
unaccompanied
driving;
and
who
has
maintained
a
clear
driving
record
for
the
previous
two
years.
For
purposes
of
this
paragraph,
“clear
driving
record”
means
the
individual
has
not
been
identified
as
a
candidate
for
suspension
or
revocation
of
a
driver’s
license
under
the
habitual
violator
or
habitual
offender
provisions
of
the
department’s
regulations;
is
not
subject
to
a
driver’s
license
suspension,
revocation,
denial,
cancellation,
disqualification,
or
bar;
and
has
no
record
of
a
conviction
for
a
moving
traffic
violation
determined
to
be
the
cause
of
a
motor
vehicle
accident.
3.
Course
of
instruction.
a.
An
approved
course
administered
by
a
teaching
parent
shall
consist
of
but
not
be
limited
to
the
following:
(1)
Thirty
clock
hours
of
classroom
instruction.
(2)
Forty
hours
of
street
or
highway
driving
including
four
hours
of
driving
after
sunset
and
before
sunrise
while
accompanied
by
the
teaching
parent.
(3)
Four
hours
of
classroom
instruction
concerning
substance
abuse.
(4)
A
minimum
of
twenty
minutes
of
instruction
concerning
railroad
crossing
safety.
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Instruction
relating
to
becoming
an
organ
donor
under
the
revised
uniform
anatomical
gift
Act
as
provided
in
chapter
142C.
(6)
Instruction
providing
an
awareness
about
sharing
the
road
with
bicycles
and
motorcycles.
b.
The
content
of
the
course
of
instruction
required
under
this
subsection
shall
be
equivalent
to
that
required
under
section
321.178.
However,
reference
and
study
materials,
physical
classroom
requirements,
and
extra
vehicle
safety
equipment
required
for
instruction
under
section
321.178
shall
not
be
required
for
the
course
of
instruction
provided
under
this
section.
4.
Course
completion
and
certification.
Upon
application
by
a
student
for
an
intermediate
license,
the
teaching
parent
shall
provide
evidence
showing
the
student’s
completion
of
an
approved
course
and
substantial
compliance
with
the
requirements
of
subsection
3
by
affidavit
signed
by
the
teaching
parent
on
a
form
to
be
provided
by
the
department.
The
evidence
shall
include
all
of
the
following:
a.
Documentation
that
the
instructor
is
a
teaching
parent
as
defined
in
subsection
2.
b.
Documentation
that
the
student
is
receiving
competent
private
instruction
under
section
299A.2
or
the
name
of
the
school
district
within
which
the
student
is
receiving
instruction
under
section
299A.3.
c.
The
name
of
the
approved
course
completed
by
the
student.
d.
An
affidavit
attesting
to
satisfactory
completion
of
course
work
and
street
or
highway
driving
instruction.
e.
Copies
of
written
tests
completed
by
the
student.
f.
A
statement
of
the
number
of
classroom
hours
of
instruction.
g.
A
log
of
completed
street
or
highway
driving
instruction
including
the
dates
when
the
lessons
were
conducted,
the
student’s
and
the
teaching
parent’s
name
and
initials
noted
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to
each
entry,
notes
on
driving
activities
including
a
list
of
driving
deficiencies
and
improvements,
and
the
duration
of
the
driving
time
for
each
session.
5.
Intermediate
license.
Any
student
who
successfully
completes
an
approved
course
as
provided
in
this
section,
passes
a
driving
test
to
be
administered
by
the
department,
and
is
otherwise
qualified
under
section
321.180B,
subsection
2,
shall
be
eligible
for
an
intermediate
license
pursuant
to
section
321.180B.
Twenty
of
the
forty
hours
of
street
or
highway
driving
instruction
required
under
subsection
3,
paragraph
“a”
,
subparagraph
(2),
may
be
used
to
satisfy
the
requirement
of
section
321.180B,
subsection
2.
6.
Full
license.
A
student
must
comply
with
section
321.180B,
subsection
4,
to
be
eligible
for
a
full
driver’s
license
pursuant
to
section
321.180B.
Sec.
101.
Section
321.180B,
subsection
2,
paragraph
a,
Code
2013,
is
amended
to
read
as
follows:
a.
The
department
may
issue
an
intermediate
driver’s
license
to
a
person
sixteen
or
seventeen
years
of
age
who
possesses
an
instruction
permit
issued
under
subsection
1
or
a
comparable
instruction
permit
issued
by
another
state
for
a
minimum
of
six
months
immediately
preceding
application,
and
who
presents
an
affidavit
signed
by
a
parent,
guardian,
or
custodian
on
a
form
to
be
provided
by
the
department
that
the
permittee
has
accumulated
a
total
of
twenty
hours
of
street
or
highway
driving
of
which
two
hours
were
conducted
after
sunset
and
before
sunrise
and
the
street
or
highway
driving
was
with
the
permittee’s
parent,
guardian,
custodian,
instructor,
a
person
certified
by
the
department,
or
a
person
at
least
twenty-five
years
of
age
who
had
written
permission
from
a
parent,
guardian,
or
custodian
to
accompany
the
permittee,
and
whose
driving
privileges
have
not
been
suspended,
revoked,
or
barred
under
this
chapter
or
chapter
321J
during,
and
who
has
been
accident
and
violation
free
continuously
for,
the
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six-month
period
immediately
preceding
the
application
for
an
intermediate
license.
An
applicant
for
an
intermediate
license
must
meet
the
requirements
of
section
321.186
,
including
satisfactory
completion
of
driver
education
as
required
in
section
321.178
or
321.178A
,
and
payment
of
the
required
license
fee
before
an
intermediate
license
will
be
issued.
A
person
issued
an
intermediate
license
must
limit
the
number
of
passengers
in
the
motor
vehicle
when
the
intermediate
licensee
is
operating
the
motor
vehicle
to
the
number
of
passenger
safety
belts.
DIVISION
XIV
MISCELLANEOUS
PROVISIONS
Sec.
102.
Section
256.9,
Code
2013,
is
amended
by
adding
the
following
new
subsection:
NEW
SUBSECTION
.
63.
a.
Develop
and
implement
a
coaching
and
support
system
for
teachers
aligned
with
the
framework
and
comparable
systems
approved
as
provided
in
section
284.15.
b.
Develop
and
implement
a
coaching
and
support
system
for
administrators
aligned
with
the
beginning
administrator
mentoring
and
induction
program
created
pursuant
to
section
284A.5.
Sec.
103.
Section
256C.4,
subsection
1,
paragraph
e,
Code
2013,
is
amended
to
read
as
follows:
e.
Preschool
foundation
aid
funding
shall
not
be
used
for
the
costs
of
constructing
a
facility
in
connection
with
an
approved
local
program.
Preschool
foundation
aid
funding
may
be
used
by
approved
local
programs
and
community
providers
for
professional
development
for
preschool
teachers,
for
instructional
equipment,
for
material
and
equipment
designed
to
develop
pupils’
large
and
small
motor
skills,
and
for
other
direct
costs.
Preschool
foundation
aid
funding
received
by
an
approved
local
program
that
remain
unexpended
or
unobligated
at
the
end
of
a
fiscal
year
shall
be
used
to
build
the
approved
local
program’s
preschool
program
capacity
in
the
next
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succeeding
fiscal
year.
Sec.
104.
Section
256D.9,
Code
2013,
is
amended
to
read
as
follows:
256D.9
Future
repeal.
This
chapter
is
repealed
effective
July
1,
2013
2018
.
Sec.
105.
Section
279.60,
subsections
1
and
2,
Code
2013,
are
amended
to
read
as
follows:
1.
Each
school
district
shall
administer
a
kindergarten
readiness
the
teaching
strategies
gold
early
childhood
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
,
and
shall
administer
a
valid
and
reliable
universal
screening
instrument,
as
prescribed
by
the
department
of
education,
to
every
kindergarten
student
enrolled
in
the
district
not
later
than
the
date
specified
in
section
257.6,
subsection
1
.
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.
2.
a.
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
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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
community
strategies
employed
during
the
prior
school
year
pursuant
to
section
279.68,
subsection
4,
paragraph
“a”
,
the
assessment
administered
pursuant
to
subsection
1,
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.
b.
This
subsection
is
repealed
July
1,
2013.
Sec.
106.
SCHOOL
DISTRICT
REPORTING
REQUIREMENT
TASK
FORCE
——
STATE
BOARD
OF
EDUCATION.
1.
a.
A
reporting
requirement
review
task
force
is
established
consisting
of
five
members
who
shall
be
appointed
by
the
director
of
the
department
of
education
as
follows:
(1)
One
member
from
nominees
submitted
by
an
organization
representing
the
boards
of
Iowa
school
districts.
(2)
One
member
from
nominees
submitted
by
an
organization
representing
Iowa
school
administrators.
(3)
One
member
from
nominees
submitted
by
the
largest
statewide
certified
employee
organization
representing
Iowa
teachers.
(4)
One
member
representing
the
department
of
education.
(5)
One
member
representing
the
general
public.
b.
The
member
representing
the
department
of
education
shall
convene
the
initial
meeting,
at
which
the
members
shall
elect
a
chairperson.
2.
The
department
of
education
shall
compile
a
list
of
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reports
that
school
districts
are
required
to
submit
to
the
department
biennially
or
more
frequently.
The
department
shall
submit
the
list
to
the
reporting
requirement
review
task
force
by
September
3,
2013.
3.
The
task
force
shall
review
the
list
submitted
by
the
department
pursuant
to
subsection
2.
For
each
reporting
requirement
listed,
the
task
force
shall
produce
written
justification
for
continuing,
modifying,
or
eliminating
the
requirement.
The
task
force
shall
compile
its
written
justifications
in
a
report
the
task
force
shall
submit
to
the
state
board
of
education
and
to
the
general
assembly
by
December
2,
2013.
4.
The
state
board
of
education
shall
review
the
report
submitted
pursuant
to
subsection
3,
and
shall
determine
which
of
the
task
force
recommendations
for
modifying
or
eliminating
requirements
may
be
accomplished
by
administrative
rule
and
which
must
be
accomplished
by
statute.
The
state
board
shall
submit
its
findings
and
recommendations,
including
plans
for
board
action
relating
to
administrative
rules
and
board
recommendations
for
specific
statutory
changes,
in
a
report
to
the
general
assembly
by
February
3,
2014.
Sec.
107.
EFFECTIVE
DATE.
The
following
provision
or
provisions
of
this
division
of
this
Act
take
effect
June
30,
2013:
1.
The
section
of
this
division
of
this
Act
amending
section
279.60,
subsection
2,
paragraph
“b”.
Sec.
108.
EFFECTIVE
UPON
ENACTMENT.
The
following
provision
or
provisions
of
this
division
of
this
Act,
being
deemed
of
immediate
importance,
take
effect
upon
enactment:
1.
The
section
of
this
division
of
this
Act
amending
section
256C.4.
2.
The
section
of
this
division
of
this
Act
amending
section
256D.9.
DIVISION
XV
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EXTENDED
LEARNING
TIME
PILOT
PROJECT
MODEL
——
APPROPRIATION
Sec.
109.
EXTENDED
LEARNING
TIME
PILOT
PROJECT
MODEL.
1.
The
department
of
education
shall
develop
a
proposed
model
for
an
extended
learning
time
pilot
project.
In
developing
the
model,
the
department
shall
consider
the
recommendations
submitted
in
the
final
report
of
the
instructional
time
task
force,
as
well
as
existing,
successful
extended
time
learning
opportunities
offered
within
and
outside
of
the
state.
Three
program
proposals
representing
school
districts
of
varied
sizes,
geographical
locations,
and
socio-economic
status
shall
be
included
in
the
model.
Component
measures,
criteria,
and
associated
benchmarks
for
selecting
participants
and
gauging
success
for
the
model
shall
include
but
not
be
limited
to
the
following
considerations:
impact
on
student
achievement;
overall
cost;
governance
structure;
transportation
issues;
recommended
age
of
students;
potential
use
of
teacher
preparation
candidates;
21st
century
learning
center
guidelines
as
applicable;
potential
collaboration
with
area
education
agencies
and
other
public
and
private
partners
for
cost
effectiveness,
efficiency,
and
community
involvement;
recommended
staffing
levels;
licensure
for
staff;
involvement
of
nonprofit
organizations;
collaboration
with
the
staff
in
the
existing
school
district;
whether
all
or
some
students
in
a
district
should
participate;
and
use
of
best
practices
and
latest
research
in
the
field.
The
department
shall
also
recommend
potential
funding
sources
for
the
full
implementation
of
the
proposed
model
for
extended
learning
time
pilot
projects
and
of
future
sustained
extended
time
learning
efforts.
2.
The
department
shall
submit
the
proposed
model
and
the
department’s
findings
and
recommendations
in
a
report
to
the
state
board
of
education,
the
governor,
and
the
general
assembly
by
December
16,
2013.
DIVISION
XVI
-88-
HF215.2365
(3)
85
kh/rj
88/
90
CCH-215
EDUCATION
REFORM
ALLOCATIONS
Sec.
110.
DEPARTMENT
OF
EDUCATION
——
EDUCATION
REFORM
ALLOCATIONS.
From
the
moneys
appropriated
pursuant
to
2013
Iowa
Acts,
House
File
604,
section
6,
subsection
17,
the
following
amounts,
or
so
much
thereof
as
is
deemed
necessary,
shall
be
used
by
the
department
of
education
as
follows
for
the
purposes
designated:
1.
For
purposes
of
the
Iowa
learning
online
initiative
established
pursuant
to
section
256.42:
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
$
1,500,000
A
portion
of
the
funds
allocated
to
the
department
for
purposes
of
this
subsection
may
be
used
by
the
department
for
not
more
than
three
full-time
equivalent
positions.
2.
For
purposes
of
the
teach
Iowa
student
teaching
pilot
project
established
pursuant
to
section
256.98,
if
enacted:
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
$
1,000,000
A
portion
of
the
funds
allocated
to
the
department
for
purposes
of
this
subsection
may
be
used
by
the
department
for
not
more
than
two
full-time
equivalent
positions.
3.
For
planning
grants
in
accordance
with
section
284.15,
subsection
11:
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
$
3,500,000
4.
To
provide
for
the
development
of
a
delivery
system
to
assist
in
implementing
teacher
career
paths
and
leadership
roles
and
for
administrative
purposes
as
provided
in
section
284.13,
subsection
1,
paragraph
“0e”,
subparagraph
(3):
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
$
700,000
5.
For
purposes
of
establishing
the
council
on
educator
development
and
funding
the
council’s
study
of
a
statewide
teacher
evaluation
system
and
performance
review
requirements
and
a
statewide
administrator
evaluation
system:
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
$
100,000
6.
For
purposes
of
developing
an
extended
learning
time
pilot
project
model
in
accordance
with
this
Act,
if
enacted:
-89-
HF215.2365
(3)
85
kh/rj
89/
90
CCH-215
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
$
40,000
>
2.
Title
page,
line
10,
by
striking
<
transition
and
>
ON
THE
PART
OF
THE
HOUSE:
______________________________
RON
JORGENSEN,
CHAIRPERSON
______________________________
CECIL
DOLECHECK
______________________________
QUENTIN
STANERSON
ON
THE
PART
OF
THE
SENATE:
______________________________
HERMAN
C.
QUIRMBACH,
CHAIRPERSON
______________________________
TOD
R.
BOWMAN
______________________________
JONI
ERNST
______________________________
MARY
JO
WILHELM
-90-
HF215.2365
(3)
85
kh/rj
90/
90