SF 2284 (LSB 6053SV (4) 84)

SENATE FILE 2284

BY  COMMITTEE ON EDUCATION

(SUCCESSOR TO SSB 3171)

A BILL FOR

An Act relating to programs and activities under the purview of the department of education, the state board of education, the board of educational examiners, the state board of regents, school districts, and accredited nonpublic schools. 
BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF IOWA:

DIVISION I

COMPETENCY-BASED INSTRUCTION
    Section 1.  Section 256.7, subsection 26, paragraph a, Code Supplement 2011, is amended by adding the following new subparagraph:
   NEW SUBPARAGRAPH.  (02)  The rules shall allow a school district or accredited nonpublic school to award high school credit to a student upon the demonstration of required competencies for a course or content area, as approved by an appropriately licensed teacher. The school district or accredited nonpublic school shall determine the assessment methods by which a student demonstrates sufficient evidence of the required competencies.
    Sec. 2.  Section 256.11, subsection 5, unnumbered paragraph 1, Code 2011, is amended to read as follows:
   In grades nine through twelve, a unit of credit consists of a course or equivalent related components or partial units taught throughout the academic year. The minimum program to be offered and taught for grades nine through twelve is:
    Sec. 3.  Section 256.11, Code 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  5A.
  a.  As used in subsection 5, “unit” means a course which meets one of the following criteria: 
   (1)  The course is taught for at least two hundred minutes per week for thirty-six weeks. 
   (2)  The course is taught for the equivalent of one hundred twenty hours of instruction.
   b.  A student shall receive a unit of credit or a partial unit of credit upon successful completion of a course which meets one of the criteria in paragraph “a” or related components equivalent to a course which meets one of the criteria in paragraph “a”. A partial unit of credit shall be calculated in a manner consistent with this subsection. A student may receive credit on a performance basis through the administration of an assessment, provided the assessment covers the competencies ordinarily included in the regular course.

DIVISION II

CORE CURRICULUM FRAMEWORK AND CORE CONTENT STANDARDS
    Sec. 4.  Section 256.7, subsection 26, paragraph a, Code Supplement 2011, is amended to read as follows:
   a.  Adopt rules that establish a core curriculum and high school graduation requirements for all students in school districts and accredited nonpublic schools that include at a minimum satisfactory completion of four years of English and language arts, three years of mathematics, three years of science, and three years of social studies.
   (1)  The rules establishing high school graduation requirements shall authorize a school district or accredited nonpublic school to consider that any student who satisfactorily completes a high school-level unit of English or language arts, mathematics, science, or social studies has satisfactorily completed a unit of the high school graduation requirements for that area as specified in this lettered paragraph
 
“a”, and shall authorize the school district or accredited nonpublic school to issue high school credit for the unit to the student.
   (2)  The rules establishing a core curriculum shall address the core content standards in subsection 28 and the skills and knowledge students need to be successful in the twenty-first century. The core curriculum shall include, including but not limited to English and language arts, mathematics, science, social studies and twenty-first century learning skills which include but are not limited to, music and other fine arts, applied arts, foreign languages, physical education, character education, entrepreneurship education, civic literacy, health literacy, technology literacy, financial literacy, and employability skills; and shall address the curricular needs of students in kindergarten through grade twelve in those areas. The department shall further define the twenty-first century learning skills components by rule.
    Sec. 5.  Section 256.9, subsection 53, Code Supplement 2011, is amended to read as follows:
   53.
  a.  Develop and distribute, in collaboration with the area education agencies, core curriculum technical assistance and implementation strategies that school districts and accredited nonpublic schools shall utilize, including but not limited to the development and delivery of formative and end-of-course model assessments classroom teachers may use to measure student progress on the core curriculum adopted pursuant to section 256.7, subsection 26. The department shall, in collaboration with the advisory group convened in accordance with paragraph “b” and educational assessment providers, identify and make available to school districts end-of-course and additional model end-of-course and additional assessments to align with the expectations included in the Iowa core curriculum. The model assessments shall be suitable to meet the multiple assessment measures requirement specified in section 256.7, subsection 21, paragraph “c”.
   b.  Convene an
 
a core curriculum framework and core content standards advisory group comprised
 
council.
   (1)  The council shall be comprised
 
of education stakeholders including but not limited to school district and accredited nonpublic school teachers, school administrators, higher education faculty who teach in the subjects for which the curriculum is being adopted, private sector employers, members of the boards of directors of school districts, andindividuals representing the educational assessment providers. The council shall elect a chairperson from among its members and adopt rules of procedure. The members of the council shall serve without compensation, but may be reimbursed for actual expenses incurred in carrying out their duties. The department shall provide staff support to the council.
   (2)  The task force
 
advisory council shall review the national assessment of educational progress standards and assessments used by other states, and shall consider standards identified as best practices in the field of study by the national councils of teachers of English and mathematics, the national council for the social studies, the national science teachers association
 
nationally recognized entities representing teachers of core curriculum subject areas, and other recognized experts; and shall review the core curriculum and core content standards adopted pursuant to section 256.7, subsections 26 and 28. 
 
In making recommendations, the advisory council’s goal shall be to increase student achievement and academic growth under the core curriculum and core content standards and to achieve or identify measures to achieve any related objectives established in law. The advisory council shall submit its findings and recommendations annually in a report to the general assembly by November 1.
    Sec. 6.  Section 256.9, subsection 54, Code Supplement 2011, is amended by striking the subsection.

DIVISION III

REGIONAL PARENT ADVOCACY NETWORKS
    Sec. 7.  Section 273.2, Code Supplement 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  10.
  a.  The area education agency board shall establish a regional parent advocacy network to create an integrated, accessible set of community-wide resources to support learning and development by July 1, 2013. A regional parent advocacy network shall include at least one parent representative from each school district in the area. The area education agency administrator shall coordinate efforts with the board of directors of each school district to facilitate the establishment and maintenance of the regional parent advocacy network.
   b.  In addition to any other responsibilities, a regional parent advocacy network shall develop a plan for better coordination between area education agencies, school districts, and parents regarding children’s mental health services.
    Sec. 8.  NEW SECTION.  279.68  Regional parent advocacy network.
   1.  The board of directors of each school district shall coordinate with the area education agency administrator to facilitate the establishment and maintenance of a regional parent advocacy network pursuant to section 273.2, subsection 10. The board of directors of each school district, in coordination with the area education agency administrator, shall select at least one parent representative from the school district to serve on the regional parent advocacy network. Parent representatives shall be reflective of the student population in the school district.
   2.  If the board of directors of a school district selects more than one parent representative to serve on the regional parent advocacy network, the board shall select a number of parent representatives such that each parent representative represents six hundred fifty students, or as close to that number as is feasible.

DIVISION IV

TEACHER AND ADMINISTRATOR MATTERS
    Sec. 9.  Section 256.7, Code Supplement 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  31.  Adopt rules establishing a statewide teacher evaluation system and a statewide administrator evaluations system in accordance with section 256.9, subsection 64.
    Sec. 10.  Section 256.9, Code Supplement 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  64.
  a.  Develop a statewide teacher evaluation system and a statewide administrator evaluation system that school districts, charter schools, and accredited nonpublic schools shall use to standardize the instruments and processes used to evaluate teachers and administrators throughout the state.
   b.  The components of the statewide teacher evaluation system shall include but not be limited to the following:

   (1)  Direct observation of classroom teaching behaviors.
   (2)  Balanced consideration of student growth measures, when available for tested subjects and grades, to supplement direct observation of classroom teaching behaviors.
   (3)  Integration of the Iowa teaching standards.
   (4)  System applicability to teachers in all content areas taught in a school.
    Sec. 11.  Section 284.4, subsection 1, paragraph c, unnumbered paragraph 1, Code 2011, is amended to read as follows:
   Create a teacher quality committee. The committee shall
 
meet at least quarterly and have equal representation of administrators and teachers. The teacher members shall be appointed by the certified employee organization if one exists, and if not, by the school district’s or agency’s administration. The administrator members shall be appointed by the school board. However, if a school district can demonstrate that an existing professional development, curriculum, or student improvement committee has significant stakeholder involvement and a leadership role in the school district, the appointing authorities may mutually agree to assign to the existing committee the responsibilities set forth in this paragraph “c”, to appoint members of the existing committee to the teacher quality committee, or to authorize the existing committee to serve in an advisory capacity to the teacher quality committee. The committee shall do all of the following:
    Sec. 12.  Section 284.4, subsection 1, paragraph c, Code 2011, is amended by adding the following new subparagraph:
   NEW SUBPARAGRAPH.  (6)  Provide leadership in the development and adoption of professional development plans and activities, and engage in leading knowledgeable and responsive professional development for the school district or area education agency.
    Sec. 13.  Section 284.6, subsection 1, unnumbered paragraph 1, Code Supplement 2011, is amended to read as follows:
   The department shall coordinate a statewide network of professional development for Iowa teachers which collaborates with teacher quality committees created pursuant to section 284.4, subsection 1, and annually provides the committees with best practices in professional development that address unique local needs and school district learning goals identified by local school boards, administrators, and teacher quality committees. A school district or professional development provider that offers a professional development program in accordance with section 256.9, subsection 46, shall demonstrate that the program contains the following:
    Sec. 14.  Section 284.6, subsection 8, Code Supplement 2011, 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 two hours per instructional week shall be set aside to allow practitioners to collaborate with each other to deliver educational programs and assess student learning. 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 funds is 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 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. 15.  Section 284.8, subsections 1 and 2, Code 2011, are amended to read as follows:
   1.  A school district shall
 
provide for an annual review a
 
of each teacher’s performance at least once every three years for purposes of assisting teachers in making continuous improvement, documenting continued competence in the Iowa teaching standards, identifying teachers in need of improvement, or to determine whether the teacher’s practice meets school district expectations for career advancement in accordance with section 284.7. The review shall include, at minimum, classroom observation of the teacher, the teacher’s progress, and implementation of the teacher’s individual professional development plan, subject to the level of resources provided to implement the plan; and shall include supporting documentation from parents, students, and other teachers. 
 
The first and second year of review shall be conducted by a peer group of teachers. The peer group shall review all of the peer group members. Peer group reviews shall be formative and shall be conducted on an informal, collaborative basis that is focused on assisting each peer group member in achieving the goals of the teacher’s individual professional development plan. Peer group reviews shall not be the basis for recommending that a teacher participate in an intensive assistance program, and shall not be used to determine the compensation, promotion, layoff, or termination of a teacher, or any other determination affecting a teacher’s employment status. Members of the peer group shall be reviewed every third year by at least one evaluator certified in accordance with section 284.10.
   2.  If a supervisor or an evaluator determines, at any time, as a result of a teacher’s performance that the
 
a teacher is not meeting district expectations under the Iowa teaching standards specified in section 284.3, subsection 1, paragraphs “a” through “h”, the criteria for the Iowa teaching standards developed by the department in accordance with section 256.9, subsection 46, and any other standards or criteria established in the collective bargaining agreement, the evaluator shall, at the direction of the teacher’s supervisor, recommend to the district that the teacher participate in an intensive assistance program. The intensive assistance program and its implementation are subject to negotiation and grievance procedures established pursuant to chapter 20. All school districts shall be prepared to offer an intensive assistance program.
    Sec. 16.  Section 284A.7, Code 2011, is amended to read as follows:
   284A.7  Evaluation requirements for administrators.
   1.  A school district shall conduct an
 
annual evaluation of an administrator who holds a professional administrator license issued under chapter 272 at least once every three years for purposes of assisting the administrator in making continuous improvement, documenting continued competence in the Iowa standards for school administrators adopted pursuant to section 256.7, subsection 27, or to determine whether the administrator’s practice meets school district expectations. The review
 
evaluation shall include, at a minimum, an assessment of the administrator’s competence in meeting the Iowa standards for school administrators and the goals of the administrator’s individual professional development plan, including supporting documentation or artifacts aligned to the Iowa standards for school administrators and the individual administrator’s professional development plan.
   2.  A school district shall adopt the statewide administrator evaluation system developed pursuant to section 256.9, subsection 64.
    Sec. 17.  STATEWIDE EDUCATOR EVALUATION SYSTEM TASK FORCE.  The director of the department of education shall appoint, and provide staffing services for, a task force to conduct a study regarding a statewide teacher evaluation system and a statewide administrator evaluation system. The study of a statewide teacher evaluation system shall include a review of student growth measures described in section 256.9, subsection 64, paragraph “b”, subparagraph (2), as enacted in this division of this Act. Membership of the task force shall include but not be limited to an individual representing an accredited institution of higher education. To the extent possible, appointments shall be made to provide geographical area representation and to comply with sections 69.16, 69.16A, and 69.16C. The task force, at a minimum, shall include in its recommendations and proposal a tiered evaluation system that differentiates ineffective, minimally effective, effective, and highly effective performance by teachers and administrators. The task force shall submit its findings, recommendations, and a proposal for each system to the general assembly by October 15, 2012.
    Sec. 18.  ADMINISTRATOR PREPARATION AND LICENSURE REVIEW TASK FORCE.
   1.  The department of education, in collaboration with the board of educational examiners and the postsecondary institutions with approved administrator preparation programs located in this state, shall convene a task force to identify and recommend measures to improve Iowa’s administrator preparation and licensure practices. The task force shall also do the following:
   a.  Identify measures to increase the quality of the administrator mentoring and induction experience, determine the best practices that establish principals as instructional leaders, including but not limited to defining and promoting high expectations of teachers, elimination of teacher isolation and fragmented effort, and measures that create connections with teachers and classrooms.
   b.  Determine a timeline and identify barriers to incorporating into the requirements for administrator preparation program approval research-based practices that promote student achievement and include but are not limited to the following:

   (1)  Shaping a vision of academic success for all students based on high standards.
   (2)  Creating a climate hospitable to education in order that safety, a cooperative spirit, and other foundations of fruitful interaction prevail.
   (3)  Cultivating leadership in others so that teachers and other adults assume their part in realizing the school vision.
   (4)  Improving instruction to enable teachers to teach at their best and students to learn at their utmost.
   (5)  Managing people, data, and processes to foster school improvement.
   c.  Identify the necessary components of separate license and endorsement requirements for principals at the prekindergarten through grade six level and at the grade seven through twelve level.
   d.  Identify the components necessary for new endorsements relating to specialty areas including but not limited to the following:
   (1)  School turn-around.
   (2)  Closing achievement gaps through leadership.
   (3)  High-poverty, at-risk populations.
   2.  The task force shall consist of teachers, administrators including superintendents, and representatives of the department of education, the board of educational examiners, school administrators of Iowa, and approved practitioner preparation institutions. The department, the board, and the postsecondary institutions with approved administrator preparation programs located in this state may mutually agree to appoint other education stakeholders as task force members.
   3.  The task force shall meet quarterly and shall submit its findings and recommendations, including recommendations for changes to the Iowa Code as appropriate, to the general assembly by November 15, 2013.
    Sec. 19.  REPEAL.  Section 284.14A, Code 2011, is repealed.
    Sec. 20.  IOWA TEACHING STANDARDS AND CRITERIA REVIEW TASK FORCE.
   1.  The department of education shall convene a task force to identify and recommend measures to improve the Iowa teaching standards and criteria, and the educator evaluations conducted based on the Iowa teaching standards.
   2.  The task force shall consist of teachers, administrators, and representatives of the department of education, the board of educational examiners, an organization representing teachers, accredited institutions of higher education, and any other appropriate educational stakeholders.
   3.  The task force shall submit its findings and recommendations, including recommendations for changes to the Iowa Code as appropriate, to the general assembly by November 15, 2012.
    Sec. 21.  TEACHING AND ADMINISTRATION STANDARDS REPORT.  By January 1, 2013, the state board of education shall submit a report to the general assembly recommending Iowa teaching and administration standards that are aligned with best practices and nationally accepted standards. The report shall include recommendations for changes to the Code of Iowa as appropriate.

DIVISION V

TOBACCO PROHIBITED ON SCHOOL GROUNDS
    Sec. 22.  Section 279.9, Code 2011, is amended to read as follows:
   279.9  Use of tobacco, alcoholic beverages, or controlled substances.
   1.  The rules shall prohibit the use of tobacco, including nicotine products, and the use or possession of alcoholic liquor, wine, or beer or any controlled substance as defined in section 124.101, subsection 5, by any student of the schools, and the
 
or by anyone on school grounds, is prohibited. A school board may suspend or expel a student for a violation of a rule under this section.

For violation of this section a school board may remove a person from school grounds and may bar the person’s future presence on school grounds.

   2.  As used in this section, “nicotine product” means any product containing nicotine or any other preparation of tobacco not described in section 453A.1, and any product or formulation of matter containing biologically active amounts of nicotine that is manufactured, sold, offered for sale, or otherwise distributed with the expectation that the product or matter will be introduced into the human body. “Nicotine product” does not include any cessation product specifically approved by the United States food and drug administration for use in reducing, treating, or eliminating nicotine or tobacco dependence.

DIVISION VI

ONLINE LEARNING
    Sec. 23.  Section 256.7, subsections 7, 8, and 9, Code Supplement 2011, are amended to read as follows:
   7.  Adopt rules under chapter 17A for the use of telecommunications as an instructional tool
 
and for educational instruction and content delivery primarily over the internet for students enrolled in kindergarten through grade twelve and served by local school districts, accredited or approved nonpublic schools, area education agencies, community colleges, institutions of higher education under the state board of regents, and independent colleges and universities in elementary and secondary school classes and courses. The rules shall include but need not be limited to rules relating to programs,
 
rigorous alignment of all coursework to the core curriculum and core content standards, educational policy, instructional practices, staff development, use of pilot projects, curriculum monitoring, and the accessibility of licensed teachers.
   a.  When curriculum is provided by means of telecommunications
 
or delivered over the internet, it shall be taught by an appropriately licensed
 
a teacher
 
licensed under chapter 272. The
 
When provided by means of telecommunications, the teacher shall either be present in the classroom, or be present at the location at which the curriculum delivered by means of telecommunications originates.
   b.  The rules shall provide that when the curriculum is taught by an appropriately licensed teacher at the location at which the telecommunications originates, the curriculum received at a remote site shall be under the supervision of a licensed teacher. The licensed teacher at the originating site may provide supervision of students at a remote site or the school district in which the remote site is located may provide for supervision at the remote site if the school district deems it necessary or if requested to do so by the licensed teacher at the originating site.
   c.  For the purposes of this subsection, “supervision” means that the curriculum is monitored by a licensed teacher
 
licensed under chapter 272 and the teacher is accessible to the students receiving the curriculum by means of telecommunications
 
or delivery over the internet.
   c.
  d.  The state board shall establish an advisory committee to make recommendations for rules required under this subsection on the use of telecommunications as an instructional tool
 
and for educational instruction and content delivery primarily over the internet. The committee shall be composed of representatives from community colleges and other accredited institutions of higher education, area education agencies, accredited or approved nonpublic schools, and local school districts from various enrollment categories. The representatives shall include board members, school administrators, teachers, parents, students, and associations interested in education.
   d.
  e.  For the purpose of the rules adopted by the state board, telecommunications means narrowcast communications through systems that are directed toward a narrowly defined audience and includes interactive live communications, and coursework delivered over the internet may also be referred to as online learning.
   8.  Rules adopted under this section shall provide that
 
the following:
   a.  That
 
telecommunications
 
and delivery of curriculum over the internet shall not be used by school districts as the exclusive means to provide any course which is required by the minimum educational standards for accreditation.
   b.  That not more than fifty percent of a student’s coursework may be delivered over the internet, except when it is medically necessary for a student to take an extended leave of absence from the classroom.
   c.  That a school district implementing an online learning curriculum at its discretion may offer courses developed by private providers. However, such courses shall meet the requirements of this subsection and subsections 7 and 9.
   9.  Develop evaluation procedures that will measure the effects of instruction by means of telecommunications
 
or delivered over the internet on student achievement, socialization, intellectual growth, motivation, and other related factors deemed relevant by the state board, for the development of an educational database. The state board shall consult with the state board of regents and the practitioner preparation departments at its institutions, other practitioner preparation departments located within private colleges and universities, educational research agencies or facilities, and other agencies deemed appropriate by the state board, in developing these procedures.
    Sec. 24.  Section 256.9, Code Supplement 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  65.  Develop and establish an online learning program model that meets the requirements of section 256.7, subsections 7, 8, and 9, prepares teachers to meet the needs of students in an online environment, including but not limited to building community, developing strategies for working with virtual students, and assessing virtual students.
    Sec. 25.  NEW SECTION.  256.24  Iowa learning online initiative.
   1.  An Iowa learning online initiative is established within the department of education to partner with school districts to provide distance education to high school students statewide. The department shall utilize a variety of content repositories, including those maintained by the area education agencies and the public broadcasting division, in administering the initiative.
   2.  Coursework offered under the initiative shall meet the requirements of section 256.7, subsections 7, 8, and 9, and shall be taught by an appropriately licensed teacher who has completed an online-learning -for-Iowa-educators-professional-development project offered by area education agencies, a teacher preservice program, or comparable coursework.
   3.  Under the initiative, students must be enrolled in a participating school district, which is responsible for recording grades received for initiative coursework in a student’s permanent record, awarding high school credit for initiative coursework, and issuing high school diplomas to students enrolled in the district who participate and complete coursework under the initiative. Each participating school shall identify a site coordinator to serve as a student advocate and as a liaison between the initiative staff and teachers and the school district.
   4.  Coursework offered under the initiative shall be rigorous and high quality, and the department shall annually evaluate the quality of the courses, ensure that coursework is aligned with the state’s core curriculum and core content requirements and standards, as well as national standards of quality for online courses issued by an internationally recognized association for kindergarten through grade twelve online learning.
    Sec. 26.  Section 256.33, subsection 3, Code 2011, is amended to read as follows:
   3.  Priority shall be given to programs integrating telecommunications
 
educational technology into the classroom. The department may award grants to school corporations and higher education institutions to perform the functions listed in this section.
    Sec. 27.  Section 279.47, Code 2011, is amended to read as follows:
   279.47  Telecommunications
 
and internet delivery —— participation by school districts in database development.
   The board of directors of each school district utilizing telecommunications as an instructional tool
 
providing instruction by means of telecommunications or delivered over the internet shall participate in procedures adopted by the state board of education under section 256.7, subsection 9.

DIVISION VII

BOARD OF EDUCATIONAL EXAMINERS PROVISIONS
    Sec. 28.  Section 272.5, Code 2011, is amended to read as follows:
   272.5  Compensation of board,
 
—— executive director.
   1.  Members shall be reimbursed for actual and necessary expenses incurred while engaged in their official duties and may be entitled to per diem compensation as authorized under section 7E.6. For duties performed during an ordinary school day by a member who is employed by a school corporation or state university, the member shall also receive regular compensation from the school or university. However, the member shall reimburse the school or university in the amount of the per diem compensation received.
   2.  The governor shall appoint an executive director of the board of educational examiners subject to confirmation by the senate. The director shall possess a background in education licensure and administrative experience and shall serve at the pleasure of the governor.
 
The board of educational examiners shall set the salary of the executive director within the range established for the position by the general assembly.
    Sec. 29.  Section 272.25, subsection 1, Code 2011, is amended to read as follows:
   1.  A requirement that each student admitted to an approved practitioner preparation program must participate in field experiences that include both observation and participation in teaching activities in a variety of school settings. These field experiences shall comprise a total of at least fifty hours in duration, at least ten hours of which shall occur prior to a student’s acceptance in an approved practitioner preparation program. The student teaching experience shall be a minimum of twelve
 
fourteen weeks in duration during the student’s final year of the practitioner preparation program. 
 
The program must make every reasonable effort to offer the student teaching experience prior to a student’s last semester, or equivalent, in the program, and to expand the student’s student teaching opportunities beyond one semester or the equivalent.

DIVISION VIII

SCHOOL ADMINISTRATION MANAGER
    Sec. 30.  Section 256.7, subsection 30, Code Supplement 2011, is amended to read as follows:
   30.  Set standards and procedures for the approval of training programs for individuals who seek an authorization issued by the board of educational examiners
 
under section 256.117 for employment
 
the following:
   a.  Employment
 
as a school business official responsible for the financial operations of a school district.
   b.  Employment as a school administration manager responsible for assisting a school principal in performing noninstructional duties.
    Sec. 31.  Section 272.31, Code 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  2A.  The board shall issue a school administration manager authorization to an individual who successfully completes a training program that meets the standards set by the state board pursuant to section 256.7, subsection 30, and who complies with rules adopted by the state board pursuant to subsection 3.

DIVISION IX

STATE BOARD OF REGENTS PROVISIONS
    Sec. 32.  Section 262.9, Code Supplement 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  36.  Develop a program for implementing continuous improvement methodologies in every undergraduate course offered by an institution of higher education governed by the board. For courses with enrollments of three hundred or more annually, whether in one or multiple sections, continuous improvement plans shall be developed and implemented beginning in the fall semester of 2013. The board shall annually evaluate the effectiveness of the methodologies and plans and shall submit its findings and recommendations in a report to the general assembly by November 1.
    Sec. 33.  Section 262.30, Code Supplement 2011, is amended to read as follows:
   262.30  Contracts for practitioner
 
Practitioner preparation
 
 —— contracts —— report.
   1.  The board of directors of any school district in the state of Iowa may enter into contract with the state board of regents for furnishing instruction to pupils of such school district, and for practitioner preparation for the schools of the state in such particular lines of demonstration and instruction as are deemed necessary for the efficiency of the university of northern Iowa, state university of Iowa, and Iowa state university of science and technology as training schools for practitioners.
   2.  Beginning July 1, 2012, the state board of regents shall conduct annually a study relating to the admission requirements common to the state universities’ practitioner preparation programs and the cumulative grade point averages of all students entering and exiting the programs. The board shall make every reasonable effort to coordinate with accredited private institutions that offer approved practitioner preparation programs in the collection of the institutions’ admission requirements and the cumulative grade point averages of all students entering and exiting such programs. The study shall include, as applicable, the progress of such students toward meeting student teaching and graduation requirements, success in obtaining teaching licenses, knowledge of content areas, and employment as practitioners in this state. The board shall submit its findings and recommendations to the general assembly by December 1 annually.
    Sec. 34.  NEW SECTION.  268.8  Science, technology, engineering, and mathematics collaborative initiative.
   1.  A science, technology, engineering, and mathematics collaborative initiative is established at the university of northern Iowa for purposes of supporting activities directly related to recruitment of prekindergarten through grade twelve mathematics and science teachers for ongoing mathematics and science programming for students enrolled in prekindergarten through grade twelve.
   2.  The collaborative initiative shall prioritize student interest in achievement in science, technology, engineering, and mathematics; reach every student and teacher in every school district in the state; identify, recruit, prepare, and support the best mathematics and science teachers; and sustain exemplary programs through the university’s Iowa mathematics and science education partnership. The university shall collaborate with the community colleges to develop science, technology, engineering, and mathematics professional development programs for community college instructors and for purposes of science, technology, engineering, and mathematics curricula development.
   3.  Subject to an appropriation of sufficient funds by the general assembly, the initiative shall administer the following:
   a.  Regional science, technology, engineering, and mathematics networks for Iowa, the purpose of which is to equalize science, technology, engineering, and mathematics education enrichment opportunities available to learners statewide. The initiative shall establish six geographically similar regional science, technology, engineering, and mathematics networks across Iowa that complement and leverage existing resources, including but not limited to extension service assets, area education agencies, state accredited postsecondary institutions, informal educational centers, school districts, economic development zones, and existing public and private science, technology, engineering, and mathematics partnerships. Each network shall be managed by a highly qualified science, technology, engineering, and mathematics advocate positioned at a network hub to be determined through a competitive application process. Oversight for each regional network shall be provided by a regional advisory board. Members of the board shall be appointed by the governor. The membership shall represent prekindergarten through grade twelve school districts and schools, and higher education, business, nonprofit organizations, youth agencies, and other appropriate stakeholders.
   b.  A focused array of the best science, technology, engineering, and mathematics enrichment opportunities, selected through a competitive application process, that can be expanded to meet future needs. A limited, focused list of selected exemplary programs shall be made available to each regional network.
   c.  Statewide science, technology, engineering, and mathematics programming designed to increase participation of students and teachers in successful learning experiences; to increase the number of science, technology, engineering, and mathematics-related teaching majors offered by the state’s universities; to elevate public awareness of the opportunities; and to increase collaboration and partnerships.

   4.  The initiative shall evaluate the effectiveness of programming to document best practices.

DIVISION X

NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS AWARDS
    Sec. 35.  Section 256.44, subsection 1, paragraph a, Code 2011, is amended to read as follows:
   a.  If a teacher registers for national board for professional teaching standards certification by
 
after December 31, 2007, a one-time initial reimbursement award in the amount of up to one-half of the registration fee paid by the teacher for registration for certification by the national board for professional teaching standards. The teacher shall apply to the department within one year of registration
 
in a manner and according to procedures required by the department, submitting to the department any documentation the department requires. A teacher who receives an initial reimbursement award shall receive a one-time final registration award in the amount of the remaining national board registration fee paid by the teacher if the teacher notifies the department of the teacher’s certification achievement and submits any documentation requested by the department.
    Sec. 36.  Section 256.44, subsection 1, paragraph b, subparagraph (1), subparagraph division (b), Code 2011, is amended to read as follows:
   (b)  If the teacher registers for national board for professional teaching standards certification between January 1, 1999, and December 31, 2007, and achieves certification within the timelines and policies established by the national board for professional teaching standards, an annual award in the amount of two thousand five hundred dollars upon achieving certification by the national board of professional teaching standards.

DIVISION XI

EARLY CHILDHOOD LITERACY
    Sec. 37.  Section 256.7, Code Supplement 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  32.  By July 1, 2013, adopt by rule guidelines for school district implementation of section 279.69, including but not limited to basic levels of reading proficiency on approved assessments and identification of tools that school districts may use in evaluating and reevaluating any student who may be or who is determined to be deficient in reading, including but not limited to initial assessments and subsequent assessments, alternative assessments, and portfolio reviews. The state board shall adopt standards that provide a reasonable expectation that a student’s progress toward reading proficiency under section 279.69 is sufficient to master appropriate grade four level reading skills prior to the student’s promotion to grade four.
    Sec. 38.  Section 256.9, subsection 53, Code Supplement 2011, is amended by adding the following new paragraph:
   NEW PARAGRAPH.  c.  Establish, subject to an appropriation of sufficient funds by the general assembly, an Iowa reading research center to apply current research on literacy to provide for the development and dissemination of all of the following:
   (1)  Promising instructional strategies in reading.
   (2)  Reading assessments.
   (3)  Professional development strategies and materials aligned with current and emerging best practices for the teaching of reading.
    Sec. 39.  Section 279.60, Code 2011, is amended to read as follows:
   279.60  Kindergarten assessment
 
Assessments —— access to data —— reports.
   1.  Each school district shall administer a kindergarten readiness assessment prescribed by the department of education to every resident prekindergarten or four-year-old child whose parent or guardian enrolls the child in the district.
   2.  Each school district shall administer the dynamic indicators of basic early literacy skills kindergarten benchmark assessment or other kindergarten benchmark assessment adopted by the department of education in consultation with the early childhood Iowa state board to every kindergarten student enrolled in the district not later than the date specified in section 257.6, subsection 1. The school district shall also collect information from each parent, guardian, or legal custodian of a kindergarten student enrolled in the district, including but not limited to whether the student attended preschool, factors identified by the early childhood Iowa office pursuant to section 256I.5, and other demographic factors. Each school district shall report the results of the assessment and the preschool information collected to the department of education in the manner prescribed by the department not later than January 1 of that school year. The early childhood Iowa office in the department of management shall have access to the raw data. The department shall review the information submitted pursuant to this section and shall submit its findings and recommendations annually in a report to the governor, the general assembly, the early childhood Iowa state board, and the early childhood Iowa area boards.
    Sec. 40.  NEW SECTION.  279.69  Student progression —— remedial instruction —— reporting requirements —— promotion.
   1.  Reading deficiency and parental notification.
   a.  A school district shall provide intensive reading instruction to any student who exhibits a substantial deficiency in reading, based upon locally determined or statewide assessments conducted in kindergarten or grade one, grade two, or grade three, or through teacher observations, immediately following the identification of the reading deficiency. The student’s reading proficiency shall be reassessed by locally determined and statewide assessments. The student shall continue to be provided with intensive reading instruction until the reading deficiency is remedied.
   b.  The parent or guardian of any student in kindergarten through grade three who exhibits a substantial deficiency in reading, as described in paragraph “a”, shall be notified at least annually in writing of the following:
   (1)  That the child has been identified as having a substantial deficiency in reading.
   (2)  A description of the services currently provided to the child.
   (3)  A description of the proposed supplemental instructional services and supports that the school district will provide to the child that are designed to remediate the identified area of reading deficiency.
   (4)  Strategies for parents and guardians to use in helping the child succeed in reading proficiency, including but not limited to the promotion of parent-guided home reading.
   2.  Successful progression for early readers.
  A school district shall do all of the following:
   a.  Provide students who are identified as having a substantial deficiency in reading under subsection 1, paragraph “a”, with intensive instructional services and supports, free of charge, to remediate the identified areas of reading deficiency, including a minimum of a daily ninety-minute block of scientific-research-based reading instruction and other strategies prescribed by the school district which may include but are not limited to the following:
   (1)  Small group instruction.
   (2)  Reduced teacher-student ratios.
   (3)  More frequent progress monitoring.
   (4)  Tutoring or mentoring.
   (5)  Extended school day, week, or year.
   (6)  Summer reading programs.
   b.  At regular intervals, apprise the parent or guardian of academic and other progress being made by the student and give the parent or guardian other useful information.
   c.  In addition to required reading enhancement and acceleration strategies, provide parents of students who are identified as having a substantial deficiency in reading under subsection 1, paragraph “a”, with a plan outlined in a parental contract, including participation in regular parent-guided home reading.
   d.  Establish a reading enhancement and acceleration development initiative designed to offer intensive accelerated reading instruction to each kindergarten through grade three student who is assessed as exhibiting a substantial deficiency in reading. The initiative shall comply with all of the following criteria:
   (1)  Be provided to all kindergarten through grade three students who exhibit a substantial deficiency in reading under this section. The assessment initiative shall measure phonemic awareness, phonics, fluency, vocabulary, and comprehension.
   (2)  Be provided during regular school hours in addition to the regular reading instruction.
   (3)  Provides a reading curriculum that meets guidelines adopted pursuant to section 256.7, subsection 32, and at a minimum has the following specifications:
   (a)  Assists students assessed as exhibiting a substantial deficiency in reading to develop the skills to read at grade level.
   (b)  Provides skill development in phonemic awareness, phonics, fluency, vocabulary, and comprehension.
   (c)  Includes a scientifically based and reliable assessment.
   (d)  Provides initial and ongoing analysis of each student’s reading progress.
   (e)  Is implemented during regular school hours.
   (f)  Provides a curriculum in core academic subjects to assist the student in maintaining or meeting proficiency levels for the appropriate grade in all academic subjects.
   e.  Report to the department of education the specific intensive reading interventions and supports implemented by the school district pursuant to this section. The department shall annually prescribe the components of required or requested reports.
   3.  Promotion to grade four.  In determining whether to promote a student in grade three to grade four, a school district shall place significant weight on any reading deficiency identified pursuant to subsection 1, paragraph “a”, that is not yet remediated. The school district shall also weigh the student’s progress in other subject areas, as well as the student’s overall intellectual, physical, emotional, and social development. A decision to retain a student in grade three shall be made only after direct personal consultation with the student’s parent or guardian and after the formulation of a specific plan of action to remedy the student’s reading deficiency.

DIVISION XII

INSTRUCTIONAL TIME PILOT PROJECT
    Sec. 41.  NEW SECTION.  256.41  Instructional time pilot project.
   1.  Beginning July 1, 2013, an instructional time pilot project is established to study the effectiveness of extra instructional time for prekindergarten through grade twelve. The instructional time pilot project shall be administered by the department of education.
   2.
  a.  The department shall establish an application process for school districts for the instructional time pilot project. Applications from school districts shall be submitted to the department by October 1, 2012. The department shall approve or deny all applications by December 1, 2012.
   b.  A school district shall describe in its application the student populations and schools to be included in the pilot project, and the school district’s reasons for such inclusions.
   c.  A school district shall describe in its application its specific goals regarding increased effectiveness in education for the use of extra instructional time through the pilot project.

   d.  The department shall develop a method for scoring applications for the pilot project from school districts. In scoring applications, the department shall consider the geographic diversity and student population size of the applying school districts.
   3.  The number of participating students in the instructional time pilot project shall not exceed seven percent of the total student enrollment in school districts statewide in prekindergarten through grade twelve for the school year ending June 30, 2012. The number of participating students in the pilot project in a school district shall not exceed ten percent of the total student population for prekindergarten through grade twelve in the district for the school year ending June 30, 2012. The total number of students participating in the pilot project who are enrolled in a school district during a school year shall not exceed ten percent of the total number of students participating in the pilot project statewide during the school year.
   4.  Notwithstanding section 256.7, subsection 19; section 279.10, subsection 1; or any other provision of law to the contrary, for the purposes of a student participating in the instructional time pilot project:
   a.  The school year for a school district shall begin on July 1 and end on July 30 and each school calendar shall include not less than one thousand forty-five hours of instruction during the school calendar year. The board of directors of a school district shall set the number of days of required attendance for the school calendar year as provided in section 299.1, subsection 2.
   b.  The state board of education shall define instructional hours as time spent with a licensed teacher that shall be exclusive of the lunch period and parent-teacher conferences, but may include passing time between classes.
   5.  The department shall submit a report to the general assembly, annually by December 15, on the instructional time pilot project. The report shall include the number of participating students in each school district, project data broken down by school district, findings and outcomes from the project, and policy recommendations regarding instructional time.
   6.  The department shall adopt rules pursuant to chapter 17A necessary to administer this section.
   7.  This section is repealed June 30, 2016.
    Sec. 42.  Section 257.11, Code 2011, is amended by adding the following new subsection:
   NEW SUBSECTION.  11.  Instructional time pilot project.
   a.  In order to provide additional funds for school districts in which pupils participate in the instructional time pilot project established in section 256.41, a supplementary weighting plan for determining enrollment is adopted.
   b.  Pupils participating in the instructional time pilot project are assigned a supplementary weighting of five one-hundredths.
   c.  This subsection is repealed June 30, 2016.

DIVISION XIII

PARENT LIAISON COUNSELOR PILOT PROGRAM
    Sec. 43.  NEW SECTION.  280.30  Parent liaison counselor pilot program.
   1.  A parent liaison counselor pilot program is established to be administered by the department of education. An attendance center in a school district identified by the department of education as a persistently lowest-achieving school shall employ one parent liaison counselor. A parent liaison counselor shall be a teacher or guidance counselor licensed under chapter 272 or a social worker licensed pursuant to chapter 154C.
   2.  For purposes of this section, “targeted students” includes students in special education, students in individualized education programs, students from families with a family income at or below two hundred percent of the federal poverty level as defined by the most recently revised poverty income guidelines published by the United States department of health and human services, students with ongoing attendance issues, and other at-risk student populations identified by the department of education.
   3.  A parent liaison counselor shall have the following duties:
   a.  Meeting and working with targeted students and the parents of targeted students, whether at a student’s home or in a student’s school, regarding course selection, career planning, educational needs which are not being met, special needs, services and resources available outside of school, and any other matters relevant to improving learning and achievement of targeted students.
   b.  For targeted students in middle school, focusing primarily on helping targeted students and the parents of targeted students with advance planning and course selection for high school.
   4.  The department of education shall adopt measures for the purpose of assessing the effectiveness of the parent liaison counselor pilot program.
   5.  The department of education shall submit a report to the general assembly, annually by December 15, on the parent liaison counselor pilot program.
   6.  This section is repealed June 30, 2016.

DIVISION XIV

CLASS SHARING AGREEMENTS
    Sec. 44.  Section 257.11, subsection 3, Code 2011, is amended by adding the following new paragraph:
   NEW PARAGRAPH.  c.  A school district that collaborates with a community college to provide a college-level class that uses an activities-based, project-based, and problem-based learning approach and that is offered through a partnership with a nationally recognized provider of rigorous and innovative science, technology, engineering, and mathematics curriculum for schools, which provider is exempt from taxation under section 501(c)(3) of the Internal Revenue Code, is eligible to receive additional weighting under a supplementary weighting plan adopted pursuant to this subsection.

DIVISION XV

PRACTITIONER PREPARATION PROGRAM ASSESSMENTS
    Sec. 45.  Section 256.16, subsection 1, paragraph a, Code 2011, is amended to read as follows:
   a.
  (1)  Administer a basic skills test
 
a preprofessional skills test offered by a nationally recognized testing service to practitioner preparation program admission candidates. Rules adopted shall require institutions to deny admission to the program to any candidate who does not successfully pass the test.
   (2)  Administer, prior to a student’s completion of the practitioner preparation program, subject assessments designed by a nationally recognized testing service that measure pedagogy and knowledge of at least one subject area. A student shall not successfully complete the program unless the student successfully passes the assessments administered pursuant to this subparagraph.

DIVISION XVI

STATE MANDATE
    Sec. 46.  STATE MANDATE FUNDING SPECIFIED.  In accordance with section 25B.2, subsection 3, the state cost of requiring compliance with any state mandate included in this Act shall be paid by a school district from the state school foundation aid received by the school district under section 257.16. This specification of the payment of the state cost shall be deemed to meet all of the state funding-related requirements of section 25B.2, subsection 3, and no additional state funding shall be necessary for the full implementation of this Act by and enforcement of this Act against all affected school districts.
EXPLANATION
   This bill relates to programs and activities under the purview of the department of education, the board of educational examiners, school districts, and accredited nonpublic schools.
   DIVISION I —— COMPETENCY-BASED INSTRUCTION. 2011 Iowa Acts, chapter 71 (SF 453), directs the state board of education to adopt rules requiring public and accredited nonpublic high schools to consider any student who satisfactorily completes a high school-level unit to have satisfactorily completed a unit of the high school graduation requirements for that subject matter area and to issue high school credit for the unit to the student. This requirement is limited to the subjects of English or language arts, mathematics, science, or social studies. The bill removes that limitation.
   The bill permits a school district or accredited nonpublic school to allow high school credit to be awarded to a student upon the demonstration of required competencies for a course or content area, as approved by an appropriately licensed teacher. The bill specifies that the school district or accredited nonpublic school determines the assessment methods by which the student demonstrates sufficient evidence of the required competencies. 
   The bill defines “unit” for the purposes of course requirements for students in public and nonpublic schools in grades 9 through 12. To qualify as a unit, a course must be taught for at least 200 minutes per week for 36 weeks or be taught for the equivalent of 120 hours of instruction. 
   The bill provides that a student will receive credit or partial credit upon successful completion of a course which meets one of the criteria for “unit” as defined in the bill or related components equivalent to a course which meets one of the criteria. Partial credit must be calculated in a manner consistent with the criteria set out in the bill. The bill further provides that a student may receive credit on a performance basis through the administration of an assessment, provided the assessment covers the competencies ordinarily included in the regular course.
   DIVISION II —— CORE CURRICULUM FRAMEWORK AND CORE CONTENT STANDARDS. The bill establishes the core curriculum framework and core content standards advisory council under the department of education. The council is required to make recommendations to the general assembly regarding necessary changes to the core curriculum and core content standards with the goal of improving student achievement and academic growth. The council is also directed to promote any objectives established by law in making recommendations. Members of the council serve without compensation but may be reimbursed for their actual expenses incurred in the performance of their duties.
   The bill adds the subjects of music and other fine arts, applied arts, foreign languages, physical education, character education, and entrepreneurship education to the skills and knowledge the core curriculum for kindergarten through grade 12 must address.
   DIVISION III —— REGIONAL PARENT ADVOCACY NETWORKS. The bill requires the area education agency boards to establish regional parent advocacy networks to create an integrated, accessible set of community-wide resources to support learning and development by July 1, 2013. The bill provides that a regional parent advocacy network shall include at least one parent representative from each school district in the area. The bill provides that, in addition to any other responsibilities, a regional parent advocacy network shall develop a plan for better coordination between area education agencies, school districts, and parents regarding children’s mental health services.
   The bill requires area education agency administrators to coordinate with the board of directors of each school district in the area to facilitate the establishment and maintenance of the regional parent advocacy networks. The bill directs the board of directors of each school district, in coordination with the area education agency administrator, to select at least one representative from each school district in the area to serve on the regional parent advocacy network. The bill provides that if the board of directors of a school district selects more than one parent representative to serve on the regional parent advocacy network, the board shall select a number of parent representatives such that each parent representative represents 650 students, or as close to that number as is feasible.
   DIVISION IV —— TEACHER AND ADMINISTRATOR MATTERS. The bill relates to teaching and administrator standards and teacher and administrator preparation, licensure, professional development, and evaluation.
   The bill directs the state board to submit recommendations regarding Iowa teaching and administration standards to the general assembly by January 1, 2013; directs the director of the department of education to develop a statewide teacher evaluation system and a statewide administrator evaluation system that school districts, charter schools, and accredited nonpublic schools shall use to standardize the instruments and processes used to evaluate teachers and administrators throughout the state; provides for the creation of a task force to conduct a study regarding a statewide teacher evaluation system and a statewide administrator evaluation system; and requires that public school teachers and administrators be evaluated annually rather than every three years; with the first two years’ evaluations of teachers conducted by a peer group of teachers, and the third year conducted by at least one person who holds a valid certification issued for successfully completing an evaluator training program. Peer group reviews shall be informal and formative, and cannot be used as the basis for a recommendation that the teacher participate in an intensive assistance program or for compensation, promotion, layoff, or termination purposes.
   The bill sets out the minimum components of the statewide teacher evaluation system to be used by school districts, charter schools, and accredited nonpublic schools. The components include direct observation of classroom teaching behaviors, balanced consideration of student outcome measures, integration of the Iowa teaching standards, and system applicability to teachers in all content areas taught in a school.
   The statewide educator evaluation system task force must submit its findings, recommendations, and a proposal for a statewide teacher evaluation system and a statewide administrator evaluation system to the general assembly by October 15, 2012. The task force must include a tiered evaluation system differentiating levels of teacher effectiveness in its recommendations and proposal.
   The bill requires the department of education, in collaboration with the board of educational examiners and the postsecondary institutions with approved administrator preparation programs located in this state, to convene an administrator preparation and licensure review task force to identify and recommend measures to improve Iowa’s administrator preparation and licensure practices; requires the department to convene an Iowa teaching standards and criteria review task force to identify and recommend measures to improve the Iowa teaching standards and criteria, and the educator evaluations conducted based on the Iowa teaching standards; requires teacher quality committees to meet at least quarterly and provide leadership in the development and adoption of professional development plans and activities, and engage in leading knowledgeable and responsive professional development for the school district or area education agency; directs the department to coordinate a statewide network of professional development for Iowa teachers which collaborates with teacher quality committees and annually provides the committees with best practices in professional development that address unique local needs and school district learning goals identified by local school boards, administrators, and teacher quality committees; and requires school districts to set aside not less than two hours per instructional week to allow practitioners to collaborate with each other to deliver educational programs and assess student learning.
   The administrator preparation and licensure review task force must identify measures to increase the quality of the administrator mentoring and induction experience; determine a timeline and identify barriers to incorporating into the requirements for administrator preparation program approval research-based practices that promote student achievement; identify the necessary components of separate license and endorsement requirements for principals at the prekindergarten through grade 6 level and at the grade 7 through 12 level; and identify the components necessary for endorsements in certain specialty areas.
   The task force shall consist of teachers, administrators, and representatives of the department of education, the board of educational examiners, school administrators of Iowa, and approved practitioner preparation institutions. The department, the board, and the postsecondary institutions with approved administrator preparation programs located in this state may mutually agree to appoint other education stakeholders as task force members.
   The task force shall meet quarterly and shall submit its findings and recommendations, including recommendations for changes to the Iowa Code as appropriate, to the general assembly by November 15, 2013.
   The Iowa teaching standards and criteria review task force, mentioned earlier, shall consist of teachers, administrators, and representatives of the department of education, the board of educational examiners, an organization representing teachers, accredited institutions of higher education, and any other appropriate educational stakeholders. The task force shall submit its findings and recommendations, including recommendations for changes to the Iowa Code as appropriate, to the general assembly by November 15, 2012.
   The bill repeals a Code provision that established a career ladder pilot program to be administered by the department of education from 2007 through 2009. The final report on the pilot program was submitted to the general assembly in March 2010.
   DIVISION V —— TOBACCO PROHIBITED ON SCHOOL GROUNDS. The bill provides that the use of nicotine products by any student, or by anyone on school grounds, is prohibited. For a violation of the provision, the school board may suspend or expel a student, may remove a person, and may bar the person’s future presence on school grounds.
   The bill defines “nicotine product” as any product containing nicotine or any other preparation of tobacco not described in Code section 453A.1, and any product or formulation of matter containing biologically active amounts of nicotine that is manufactured, sold, offered for sale, or otherwise distributed with the expectation that the product or matter will be introduced into the human body. “Nicotine product” does not include any cessation product specifically approved by the United States food and drug administration for use in reducing, treating, or eliminating nicotine or tobacco dependence.
   DIVISION VI —— ONLINE LEARNING. The bill relates to the development, establishment, and approval of learning programs delivered online by school districts, charter schools, and accredited nonpublic schools.
   The bill requires the director of the department of education to develop and establish an online learning program model that meets the telecommunications-related requirements of Code section 256.7, subsections 7, 8, and 9. The bill amends those subsections to provide that the current requirements for telecommunications apply to educational instruction and content delivery primarily over the internet, but adds that such coursework must be rigorously aligned to the core curriculum and core content standards.
   The bill specifies that rules adopted by the state board of education provide that not more than 50 percent of a student’s coursework may be delivered over the internet except when it is medically necessary for a student to take an extended leave of absence from the classroom.
   The bill establishes an Iowa learning online initiative within the department of education to partner with school districts to provide distance education to high school students statewide. Under the initiative, students are enrolled in a participating school district, which is responsible for recording grades received for initiative coursework in a student’s permanent record, awarding high school credit for initiative coursework, and issuing high school diplomas to students enrolled in the district who completed coursework under the initiative. Each participating school shall identify a site coordinator to serve as a student advocate and as a liaison between the initiative staff and teachers and the school district.
   Coursework offered under the initiative shall be rigorous and high quality, and the department shall annually evaluate the quality of the courses, ensure that coursework is aligned with the state’s core curriculum and core content requirements and standards, as well as national standards of quality for online courses issued by an internationally recognized association for kindergarten through grade 12 online learning.
   The bill makes conforming changes.
   DIVISION VII —— BOARD OF EDUCATIONAL EXAMINERS PROVISIONS.  The bill provides that the governor appoints the executive director of the board of educational examiners subject to confirmation by the senate. The executive director shall possess a background in education licensure and administrative experience and shall serve at the pleasure of the governor. Currently the director is hired by the board.
   The bill increases the duration of the student teaching experience to 14 weeks from 12, and requires the practitioner preparation program to make every reasonable effort to offer the experience prior to the student’s last semester in the program, and to expand the student teaching opportunities beyond one semester.
   DIVISION VIII —— SCHOOL ADMINISTRATION MANAGER. The bill provides for the authorization of individuals to act as school administration managers who successfully complete training and meet board of educational examiners standards in order to assist school principals in performing noninstructional duties.
   DIVISION IX —— STATE BOARD OF REGENTS PROVISIONS. The bill directs the state board of regents to develop a program for implementing continuous improvement methodologies in every undergraduate course offered by the regents universities. For courses with enrollments of 300 or more annually, whether in one or multiple sections, continuous improvement plans shall be developed and implemented beginning in the fall semester of 2013. The board shall annually evaluate the effectiveness of the methodologies and plans and shall submit its findings and recommendations in a report to the general assembly by November 1.
   Beginning December 1, 2012, the state board must conduct annually a study relating to the admission requirements common to the state universities’ practitioner preparation programs and the cumulative grade point averages of all students entering and exiting the programs. The board must make every reasonable effort to coordinate with accredited private institutions to include student data for those institutions. The study shall include, as applicable, the progress of such students toward meeting student teaching and graduation requirements, success in obtaining teaching licenses, knowledge of content areas, and employment as practitioners in this state. The board shall submit its findings and recommendations to the general assembly by December 1 annually.
   The bill establishes a science, technology, engineering, and mathematics (STEM) collaborative initiative at the university of northern Iowa for purposes of supporting activities directly related to recruitment of prekindergarten through grade 12 mathematics and science teacher for ongoing mathematics and science programming for students enrolled in prekindergarten through grade 12. The collaborative initiative shall prioritize student interest in achievement in STEM areas; reach every student and teacher in every school district in the state; identify, recruit, prepare, and support the best mathematics and science teachers, and to sustain exemplary programs through the university’s Iowa mathematics and science education partnership. The university shall collaborate with the community colleges to develop STEM professional development programs for community college instructors and for purposes of STEM curricula development.
   Subject to an appropriation of sufficient funds by the general assembly, the initiative shall administer regional STEM networks for Iowa; a focused array of the best STEM enrichment opportunities; and statewide STEM programming designed to increase participation of students and teachers in successful learning experiences, to increase the number of science, technology, engineering, and mathematics-related teaching majors offered by the state’s universities, to elevate public awareness of the opportunities, and to increase collaboration and partnerships. The initiative shall evaluate the effectiveness of programming to document best practices.
   DIVISION X —— NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS AWARDS. The bill eliminates the end dates for the national board for professional teaching standards certification one-time reimbursement awards and the annual awards. The term of eligibility for the annual award is 10 years or for the years in which the individual maintains a valid certificate, whichever time period is shorter.
   DIVISION XI —— EARLY CHILDHOOD LITERACY. The bill provides for early grade student assessments for reading deficiencies and parental notification of reading deficiencies.
   The bill requires the state board of education to adopt guidelines by July 1, 2013, for implementation of the new Code provision established by the bill relating to student progression, retention, and remedial instruction, including but not limited to basic levels of reading proficiency on approved assessments and identification of tools that school districts may use in evaluating and reevaluating any student who may be or who is determined to be deficient in reading, including but not limited to initial assessments and subsequent assessments, alternative assessments, and portfolio reviews. The state board must adopt standards that provide a reasonable expectation that a student’s progress toward reading proficiency is sufficient to master appropriate grade four level reading skills prior to the student’s promotion to grade four.
   The director of the department of education is required to establish, subject to an appropriation of state funds, an Iowa reading research center for the application of current research on literacy.
   School districts must administer a kindergarten readiness assessment prescribed by the department to every resident prekindergarten and four-year-old who is enrolled in the district, and must provide intensive reading instruction to students who exhibit a substantial deficiency in reading, based upon locally determined or statewide assessments conducted in kindergarten or grade one, grade two, or grade three, or through teacher observations. The student’s reading proficiency shall be reassessed following the intensive reading instruction. The student shall continue to be provided with intensive reading instruction until the reading deficiency is remedied.
   School districts must notify at least annually, in writing, the parent or guardian of a student who exhibits a substantial deficiency in reading, the district’s determination that the child is deficient in reading, descriptions of the services currently provided to the child and of the proposed supplemental instructional services and supports that the school district will provide to the child to remediate the deficiency; and strategies for parents and guardians to use in helping the child succeed in reading proficiency.
   The intensive supports that a school district must provide free of charge include a minimum of a 90-minute block of scientific-research-based reading instruction and other strategies which may include but are not limited to small group instruction; reduced teacher-student ratios; more frequent progress monitoring; tutoring or mentoring; extended school day, week, or year; and summer reading programs.
   At regular intervals, the school district shall provide a report to the parent or guardian apprising the parent or guardian of academic and other progress being made by the student and giving other useful information.
   In addition to required reading enhancement and acceleration strategies, school districts must provide parents and guardians of reading-deficient students with instructional options such as a plan outlined in a parental contract, including participation in regular parent-guided home reading.
   School districts must also establish a reading enhancement and acceleration development initiative designed to offer intensive accelerated reading instruction to each kindergarten through grade three student who is assessed as exhibiting a substantial deficiency in reading. The initiative shall measure phonemic awareness, phonics, fluency, vocabulary, and comprehension; be provided during regular school hours in addition to regular reading instruction; provide a reading curriculum that meets the state board’s guidelines and, at a minimum, assists students in developing the ability to read at grade level; provide skill development in phonemic awareness, phonics, fluency, vocabulary, and comprehension; include scientifically based and reliable assessment; and provide initial and ongoing analysis of each student’s reading progress; be implemented during regular school hours; and provide a curriculum in core academic subjects to assist the student in maintaining or meeting proficiency levels for the appropriate grade in all academic subjects.
   Each school district shall report to the department the specific intensive reading interventions and supports implemented by the school district.
   DIVISION XII —— INSTRUCTIONAL TIME PILOT PROJECT. The bill establishes an instructional time pilot project to study the effectiveness of extra instructional time for prekindergarten through grade 12. The project begins July 1, 2013, and shall be administered by the department of education.
   The bill requires the department of education to establish an application process for school districts for the instructional time pilot project. The bill provides that applications shall be submitted to the department by October 1, 2012, and approved or denied by December 1, 2012. The bill provides that an application shall include a description of the student populations and schools to be included in the project and the specific goals regarding increased effectiveness in education the school district has for the project. The bill requires the department to develop a method for scoring applications for the project from school districts.
   The bill includes restrictions on the number of students who may participate in the project statewide and per district.
   The bill provides that notwithstanding any other provision of law to the contrary, for the purposes of a student participating in the instructional time pilot project, the school year for a school district shall begin on July 1 and end on July 30 and each school calendar shall include not less than 1,045 hours of instruction during the school calendar year, with instructional hours defined as time spent with a licensed teacher with certain exceptions. 
   The bill requires the department of education to submit an annual report on the instructional time pilot project to the general assembly. The bill requires the department to adopt rules necessary to administer the bill.
   The bill provides that for the purpose of state education funding per student for school districts, students who participate in the instructional time pilot project are assigned a supplementary weighting of five one-hundredths.
   The bill’s provisions relating to the pilot project are repealed June 30, 2016.
   DIVISION XIII —— PARENT LIAISON COUNSELOR PILOT PROGRAM.  The bill establishes a parent liaison counselor pilot program to be administered by the department of education. The bill requires an attendance center in a school district identified by the department of education as a persistently lowest-achieving school to employ one parent liaison counselor. A parent liaison counselor shall be a licensed teacher, guidance counselor, or social worker.
   A parent liaison counselor is required to meet and work with targeted students and the parents of targeted students, whether at a student’s home or in a student’s school, regarding course selection, career planning, educational needs which are not being met, special needs, services and resources available outside of school, and any other matters relevant to improving learning and achievement of targeted students. The bill provides that for targeted students in middle school, a parent liaison counselor shall focus primarily on helping with advance planning and course selection for high school.
   A “targeted student” for the purposes of the bill includes students in special education, students in individualized education programs, students from families with a family income at or below 200 percent of the federal poverty level, students with ongoing attendance issues, and other at-risk student populations identified by the department of education.
   The bill requires the department of education to submit an annual report on the parent liaison counselor pilot program to the general assembly by December 15. The bill requires the department to adopt measures necessary to assess the effectiveness of the program.
   The bill’s provisions relating to the pilot program are repealed June 30, 2016.
   DIVISION XIV —— CLASS SHARING AGREEMENTS. The bill expands eligibility for the supplementary weighting plan for district-to-community college sharing and concurrent enrollment programs to allow a school district that collaborates with a community college for a college-level class that uses an activities-based, project-based, and problem-based learning approach and that is offered through a partnership with a nationally recognized provider of rigorous and innovative science, technology, engineering, and mathematics curriculum for schools, which provider is exempt from taxation under section 501(c)(3) of the Internal Revenue Code, to qualify to receive additional weighting for students enrolled in the class. 
   DIVISION XV —— PRACTITIONER PREPARATION PROGRAM ASSESSMENTS.  The bill requires that institutions with approved practitioner preparation programs must administer a preprofessional skills test, offered by a nationally recognized testing service to practitioner preparation program, to admission candidates. Candidates shall be denied admission if they cannot pass the tests. They must also administer, prior to a student’s completion of the program, subject assessments, designed by a nationally recognized testing service, that measure pedagogy and knowledge of at least one subject area. A student shall not successfully complete the program unless the student successfully passes the assessments.
   DIVISION XVI —— STATE MANDATE. The bill may include a state mandate as defined in Code section 25B.3. The bill requires that the state cost of any state mandate included in the bill be paid by a school district from the state school foundation aid received by the school district under Code section 257.16. The specification is deemed to constitute state compliance with any state mandate funding-related requirements of Code section 25B.2.