Bill Text: IA SF2284 | 2011-2012 | 84th General Assembly | Enrolled

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Bill Title: 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, and including effective date provisions. (Formerly SSB 3171.) Various effective dates; see sections 3 and 12 of bill.

Spectrum: Committee Bill

Status: (Passed) 2012-05-25 - Signed by Governor. S.J. 949. [SF2284 Detail]

Download: Iowa-2011-SF2284-Enrolled.html

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Senate File 2284
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, AND
INCLUDING EFFECTIVE DATE PROVISIONS.
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 an enrolled student upon the demonstration of
required competencies for a course or content area, as approved
by a teacher licensed under chapter 272. The school district
or accredited nonpublic school shall determine the assessment
methods by which a student demonstrates sufficient evidence of
the required competencies.
Sec. 2. COMPETENCY-BASED INSTRUCTION TASK FORCE.
1. The department of education shall appoint a task force to
conduct a study regarding competency-based instruction

Senate File 2284, p. 2
standards and options and the integration of competency-based
instruction with the Iowa core curriculum, and to develop
related assessment models and professional development focused
on competency-based instruction.
2. At a minimum, the task force shall do all of the
following:
a. Redefine the Carnegie unit into competencies.
b. Construct personal learning plans and templates.
c. Develop student-centered accountability and assessment
models.
d. Empower learning through technology.
e. Develop supports and professional development for
educators to transition to a competency-based system.
3. The task force shall be comprised of at least twelve
members, nine of whom shall represent education stakeholders
and practitioners knowledgeable about the Iowa core curriculum;
one of whom shall be the deputy director and administrator
of the division of learning and results of the department of
education or the deputy director’s designee; one of whom shall
represent the area education agencies; and one of whom shall
represent the Iowa state education association.
4. The person representing the area education agency shall
convene the initial meeting. The task force shall elect one
of its members as chairperson. After the initial meeting, the
task force shall meet at the time and place specified by call
of the chairperson. The department of education shall provide
staffing services for the task force.
5. a. The task force shall submit a preliminary report that
includes but is not limited to its findings and recommendations
relating to subsection 2, paragraphs “b”, “d”, and “e”, by
January 15, 2013.
b. The task force shall submit its plan, findings, models,
and recommendations in a final report to the state board of
education, the governor, and the general assembly by November
15, 2013.
Sec. 3. EFFECTIVE UPON ENACTMENT. This division of this
Act, being deemed of immediate importance, takes effect upon
enactment.
DIVISION II
ASSESSMENT OF STUDENT PROGRESS ON CORE ACADEMIC INDICATORS
Sec. 4. Section 256.7, subsection 21, paragraph b, Code
Supplement 2011, is amended to read as follows:
b. A set of core academic indicators in mathematics and

Senate File 2284, p. 3
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. 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
shall be the assessment utilized by school districts statewide
in the school year beginning July 1, 2011. The state board may
submit to the general assembly recommendations the state board
deems appropriate for modifications of assessments of student
progress administered for purposes of this paragraph.
DIVISION III
TEACHER AND ADMINISTRATOR MATTERS
Sec. 5. 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
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 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. 6. Section 284.8, subsection 1, Code 2011, is amended
to read as follows:

Senate File 2284, p. 4
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. However, as a result of a peer group
review, a teacher may elect to participate in an intensive
assistance program. Members of the peer group shall be
reviewed every third year by at least one evaluator certified
in accordance with section 284.10.
Sec. 7. Section 284A.7, Code 2011, is amended to read as
follows:
284A.7 Evaluation requirements for administrators.
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

Senate File 2284, p. 5
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.
Sec. 8. REPEAL. Section 284.14A, Code 2011, is repealed.
Sec. 9. STATEWIDE EDUCATOR EVALUATION SYSTEM TASK FORCE.
1. The director of the department of education shall convene
a task force to conduct a study regarding a statewide teacher
evaluation system and a statewide administrator evaluation
system.
2. The task force shall be comprised of at least twelve
members as follows:
a. Eight members shall be appointed by the director
to represent education stakeholders and practitioners
knowledgeable about the Iowa core curriculum and may include
members currently serving on the department’s teacher quality
partnership teacher evaluation team.
b. One member shall be the deputy director and administrator
of the division of learning and results of the department of
education or the deputy director’s designee.
c. One member shall represent the area education agencies.
d. One member shall represent a certified employee
organization representing teachers licensed under chapter 272.
e. One member shall represent a statewide organization
representing school administrators licensed under chapter 272.
3. The person representing the area education agency shall
convene the initial meeting. The task force shall elect one
of its members as chairperson. After the initial meeting, the
task force shall meet at the time and place specified by call
of the chairperson. The department of education shall provide
staffing services for the task force.
4. To the extent possible, appointments shall be made to
provide geographical area representation and to comply with
sections 69.16, 69.16A, and 69.16C.
5. The task force shall develop a statewide teacher
evaluation system and a statewide administrator evaluation
system that standardize the instruments and processes
used by school districts, charter schools, and accredited
nonpublic schools throughout the state to evaluate teachers
and administrators. The components of the statewide teacher
evaluation system shall include but not be limited to the
following:
a. Direct observation of classroom teaching behaviors.

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b. Balanced consideration of student growth measures, when
available for tested subjects and grades, to supplement direct
observation of classroom teaching behaviors.
c. Integration of the Iowa teaching standards.
d. System applicability to teachers in all content areas
taught in a school.
6. 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.
7. The task force shall submit its findings,
recommendations, and a proposal for each system to the
general assembly by October 15, 2012.
Sec. 10. 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 align the Iowa teaching standards
with best practices and nationally accepted standards, and
to identify and recommend measures to improve the educator
evaluations conducted based on the Iowa teaching standards.
The task force shall recommend changes to the Iowa Code as
appropriate.
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, an organization representing school
boards, 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. 11. TEACHER PERFORMANCE, COMPENSATION, AND CAREER
DEVELOPMENT TASK FORCE.
1. The director of the department of education shall
appoint, and provide staffing services for, a teacher
performance, compensation, and career development task force
to develop recommendations for a new teacher compensation
system to replace the current teacher compensation system which
addresses, at a minimum, the following:
a. The duties and responsibilities of apprentice, career,
mentor, and master teachers.

Senate File 2284, p. 7
b. Utilizing retired teachers as mentors.
c. Strategic and meaningful uses of finite resources and the
realignment of resources currently available.
d. Mechanisms to substantially increase the average salary
of teachers who assume leadership roles within the profession.
e. Standardizing implementation of task force
recommendations in all of Iowa’s school districts and public
charter schools.
2. The task force shall also propose a peer coaching pilot
project to expand excellence in the teaching profession. The
proposal shall include recommendations for peer coaching
criteria goals, strategies, documentation of progress,
incentives for participation, and program evaluation.
3. The director of the department of education shall appoint
and provide staffing services for a task force whose members
shall represent teachers, parents, school administrators,
and business and community leaders. Insofar as practicable,
appointments shall be made to provide geographical area
representation and to comply with sections 69.16, 69.16A, and
69.16C.
4. The task force shall submit its findings,
recommendations, and pilot project proposal in a report
to the state board of education, the governor, and the general
assembly by October 15, 2012.
Sec. 12. EFFECTIVE UPON ENACTMENT. The section of this
division of this Act providing for the appointment of the
teacher performance, compensation, and career development task
force, being deemed of immediate importance, takes effect upon
enactment.
DIVISION IV
ONLINE LEARNING
Sec. 13. Section 256.2, Code 2011, is amended by adding the
following new subsection:
NEW SUBSECTION . 2A. “Online learning” and “online
coursework” mean educational instruction and content which are
delivered primarily over the internet. “Online learning” and
“online coursework” do not include print-based correspondence
education, broadcast television or radio, videocassettes, or
stand-alone educational software programs that do not have a
significant internet-based instructional component.
Sec. 14. Section 256.7, subsection 7, paragraph d, Code
Supplement 2011, is amended to read as follows:
d. For the purpose purposes of the rules adopted

Senate File 2284, p. 8
by the state board, telecommunications this chapter,
“telecommunications” means narrowcast communications through
systems that are directed toward a narrowly defined audience
and includes interactive live communications. For purposes
of this chapter, “telecommunications” does not include online
learning.
Sec. 15. Section 256.7, Code Supplement 2011, is amended by
adding the following new subsection:
NEW SUBSECTION . 33. a. Adopt rules for online learning
in accordance with sections 256.24, 256.24A, and 256.27, and
criteria for waivers granted pursuant to section 256.24.
b. Except as provided in paragraph “c” , adopt rules
prohibiting the open enrollment of students whose educational
instruction and course content are delivered primarily over the
internet.
c. Adopt rules that limit the statewide enrollment of
pupils in educational instruction and course content that are
delivered primarily over the internet to not more than eighteen
one-hundredths of one percent of the statewide enrollment of
all pupils, and that limit the number of pupils participating
in open enrollment for purposes of receiving educational
instruction and course content that are delivered primarily
over the internet to no more than one percent of a sending
district’s enrollment. Until June 30, 2015, students who meet
the requirements of section 282.18 may participate in open
enrollment under this paragraph “c” for purposes of enrolling
only in the CAM community school district or the Clayton Ridge
community school district.
(1) School districts providing educational instruction
and course content that are delivered primarily over the
internet pursuant to this paragraph “c” shall annually submit
to the department, in the manner prescribed by the department,
data that includes but is not limited to student achievement
and demographic characteristics, retention rates, and the
percentage of enrolled students’ active participation in
extracurricular activities.
(2) The department shall conduct annually a survey of not
less than ten percent of the total number of students enrolled
as authorized under this paragraph “c” and section 282.18, and
not less than one hundred percent of the students in those
districts who are enrolled as authorized under this paragraph
“c” and section 282.18 and who are eligible for free or reduced
price meals under the federal National School Lunch Act and the

Senate File 2284, p. 9
federal Child Nutrition Act of 1966, 42 U.S.C. §§ 1751-1785, to
determine whether students are enrolled under this paragraph
“c” and section 282.18 to receive educational instruction and
course content primarily over the internet or are students who
are receiving competent private instruction from a licensed
practitioner provided through a school district pursuant to
chapter 299.
(3) The department shall compile and review the data
collected pursuant to this paragraph “c” and shall submit its
findings and recommendations for the continued delivery of
instruction and course content by school districts pursuant
to this paragraph “c” , in a report to the general assembly by
January 15 annually.
(4) This paragraph “c” is repealed July 1, 2015.
Sec. 16. 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 in accordance with rules adopted
pursuant to section 256.7, subsection 33, paragraph “a” , and in
accordance with section 256.27.
Sec. 17. NEW SECTION . 256.24 Iowa learning online
initiative.
1. An Iowa learning online initiative is established within
the department to partner with school districts and accredited
nonpublic schools to provide distance education to high school
students statewide. The department shall utilize a variety of
content repositories, including those maintained by the area
education agencies and the public broadcasting division, in
administering the initiative.
2. The initiative shall include an online learning program
model designed to prepare teachers to meet the needs of
students in an online learning environment, including but
not limited to building community interaction and support,
developing strategies for working with virtual students, and
assessing virtual students.
3. Coursework offered under the initiative shall be taught
by a teacher licensed under chapter 272 who has completed an
online-learning-for-Iowa-educators-professional-development
project offered by area education agencies, a teacher
preservice program, or comparable coursework.
4. Each participating school district and accredited
nonpublic school shall submit its online curricula to the
department for review. Each participating school district and

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accredited nonpublic school shall include in its comprehensive
school improvement plan submitted pursuant to section 256.7,
subsection 21, a list and description of the online coursework
offered by the district.
5. Under the initiative, students must be enrolled in
a participating school district or accredited nonpublic
school, which is responsible for recording grades received for
initiative coursework in a student’s permanent record, awarding
high school credit for initiative coursework, and issuing high
school diplomas to students enrolled in the district or school
who participate and complete coursework under the initiative.
Each participating school shall identify a site coordinator
to serve as a student advocate and as a liaison between the
initiative staff and teachers and the school district or
accredited nonpublic school.
6. 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.
7. The department may waive for one year the provisions
of section 256.11, subsection 5, which require that specified
subjects be offered and taught by professional staff of a
school district or school, if the school district or school
makes every reasonable and good faith effort to employ a
teacher licensed under chapter 272 for such a subject, and the
school district or school proves to the satisfaction of the
department that the school district or school is unable to
employ such a teacher. The specified subject shall be provided
by the initiative.
Sec. 18. NEW SECTION . 256.24A Online learning requirements
—— legislative findings and declarations.
1. The general assembly finds and declares the following:
a. That prior legislative enactments on the use of
telecommunications in elementary and secondary school classes
and courses did not contemplate and were not intended to
authorize participation in open enrollment under section 282.18
for purposes of attending online schools, contracts to provide
exclusively or predominantly online coursework to students, or
online coursework that does not use teachers licensed under

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chapter 272 for instruction and supervision.
b. That online learning technology has moved ahead of Iowa’s
statutory framework and the current administrative rules of the
state board, promulgated over twenty years ago, are inadequate
to regulate today’s virtual opportunities.
2. Online learning curricula shall be provided and
supervised by a teacher licensed under chapter 272.
Sec. 19. NEW SECTION . 256.27 Online learning program model.
1. Online learning program model established. The director,
pursuant to section 256.9, subsection 65, shall establish an
online learning program model that provides for the following:
a. Online access to high-quality content, instructional
materials, and blended learning.
b. Coursework customized to the needs of the student using
online content.
c. A means for a student to demonstrate competency in
completed online coursework.
d. High-quality online instruction taught by teachers
licensed under chapter 272.
e. Online content and instruction evaluated on the basis of
student learning outcomes.
f. Use of funds available for online learning for program
development, implementation, and innovation.
g. Infrastructure that supports online learning.
h. Online administration of online course assessments.
i. Criteria for school districts or schools to use when
choosing providers of online learning to meet the online
learning program requirements specified in rules adopted
pursuant to section 256.7, subsection 33, paragraph “a” .
2. Private providers. At the discretion of the school board
or authorities in charge of an accredited nonpublic school,
after consideration of circumstances created by necessity,
convenience, and cost-effectiveness, courses developed by
private providers may be utilized by the school district or
school in implementing a high-quality online learning program.
Courses obtained from private providers shall be taught by
teachers licensed under chapter 272.
3. Grading. Grades in online courses shall be based,
at a minimum, on whether a student mastered the subject,
demonstrated competency, and met the standards established
by the school district. Grades shall be conferred only by
teachers licensed under chapter 272.
4. Accreditation criteria. All online courses and programs

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shall meet existing accreditation standards.
Sec. 20. 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. 21. ONLINE LEARNING —— INTERIM STUDY. The legislative
council is requested to establish an interim study committee
relating to online learning and programming for school
districts and related educational issues. The objective of
the study shall be to review the appropriate use of online
learning by school districts, the appropriate levels and
sources of funding for online learning, partnerships between
school districts and private providers of online programs, and
the potential use of online learning as the exclusive means
to provide coursework required under the state’s educational
standards. The study shall identify opportunities between
interested agencies and entities involved in or potentially
involved in online learning activities, including but not
limited to K-12 schools, area education agencies, institutions
of higher learning, the public broadcasting division of
the department of education, the department of education,
and the Iowa communications network. The committee shall
review the benefits of using the department of education’s
Iowa learning online initiative as the sole source of online
learning for Iowa’s school districts. The committee shall
submit recommendations for the establishment of an online
learning program model in accordance with section 256.27 to
the director of the department of education by December 14,
2012. The committee is directed to submit its findings and
recommendations in a report to the general assembly by December
14, 2012.
DIVISION V
BOARD OF EDUCATIONAL EXAMINERS PROVISIONS
Sec. 22. 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

Senate File 2284, p. 13
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. 23. 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 VI
SCHOOL ADMINISTRATION MANAGER
Sec. 24. Section 256.7, subsection 30, Code Supplement
2011, is amended to read as follows:
30. Set standards and procedures for the approval of
training programs for individuals who seek an authorization
issued by the board of educational examiners for employment the
following:
a. Employment as a school business official responsible for
the financial operations of a school district.
b. Employment as a school administration manager responsible
for assisting a school principal in performing noninstructional
duties.
Sec. 25. Section 272.1, Code 2011, is amended by adding the

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following new subsection:
NEW SUBSECTION . 11A. “School administration manager” means
a person who is authorized to assist a school principal in
performing noninstructional administrative duties.
Sec. 26. 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 VII
STATE BOARD OF REGENTS PROVISIONS
Sec. 27. Section 262.9, Code Supplement 2011, is amended by
adding the following new subsection:
NEW SUBSECTION . 36. Implement continuous improvement in
every undergraduate program offered by an institution of higher
education governed by the board.
a. A continuous improvement plan shall be developed and
implemented built upon the results of the institution’s student
outcomes assessment program using the following phase-in
timeline:
(1) For each course with typical annual enrollment of
three hundred or more, whether in one or multiple sections, a
continuous improvement plan shall be developed and implemented
beginning in the fall semester of 2013.
(2) For each course with typical annual enrollment of two
hundred or more but less than three hundred, whether in one
or multiple sections, a continuous improvement plan shall be
developed and implemented beginning in the fall semester of
2014.
(3) For each course with a typical annual enrollment of
one hundred or more but less than two hundred, whether in one
or multiple sections, a continuous improvement plan shall be
developed and implemented beginning in the fall semester of
2015.
b. For each undergraduate course the institution shall
collect and use the results of formative and summative
assessments in its continuous improvement plan. The board
shall annually evaluate the effectiveness of the plans
and shall submit an executive summary of its findings and
recommendations in its annual strategic plan progress report, a

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copy of which shall be submitted to the general assembly.
Sec. 28. NEW SECTION . 262.94 College readiness and
awareness programs.
The state board of regents may establish or contract to
establish programs designed to increase college readiness
and college awareness in potential first-generation college
students and underrepresented populations. The programs may
include but shall not be limited to college go center programs
and science bound programs.
DIVISION VIII
NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS AWARDS
Sec. 29. 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. 30. Section 256.44, subsection 1, paragraph b,
subparagraph (1), subparagraph division (b), Code 2011, is
amended to read as follows:
(b) If the teacher registers for national board for
professional teaching standards certification between January
1, 1999, and December 31, 2007, and achieves certification
within the timelines and policies established by the national
board for professional teaching standards, an annual award in
the amount of two thousand five hundred dollars upon achieving
certification by the national board of professional teaching
standards.
DIVISION IX
EARLY CHILDHOOD LITERACY
Sec. 31. Section 256.7, Code Supplement 2011, is amended by
adding the following new subsection:

Senate File 2284, p. 16
NEW SUBSECTION . 32. a. 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 locally determined or
statewide 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.
b. Adopt rules for the Iowa reading research center
and for implementation of the intensive summer literacy
program developed and administered pursuant to section 256.9,
subsection 53.
Sec. 32. 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
funds by the general assembly, an Iowa reading research center.
(1) The purpose of the center shall be to apply current
research on literacy to provide for the development and
dissemination of all of the following:
(a) Instructional strategies for prekindergarten through
grade twelve to achieve literacy proficiency that includes
reading, reading comprehension, and writing for all students.
(b) Strategies for identifying and providing evidence-based
interventions for students, beginning in kindergarten, who are
at risk of not achieving literacy proficiency.
(c) Models for effective school and community partnerships
to improve student literacy.
(d) Reading assessments.
(e) Professional development strategies and materials to
support teacher effectiveness in student literacy development.
(f) Data reports on attendance center, school district, and
statewide progress toward literacy proficiency in the context
of student, attendance center, and school district demographic
characteristics.
(g) An intensive summer literacy program. The center shall
establish program criteria and guidelines for implementation
of the program by school districts, under rules adopted by the

Senate File 2284, p. 17
state board pursuant to section 256.7, subsection 32.
(2) The first efforts of the center shall focus on
kindergarten through grade three. The center shall draw
upon national and state expertise in the field of literacy
proficiency, including experts from Iowa’s institutions of
higher education and area education agencies with backgrounds
in literacy development. The center shall seek support from
the Iowa research community in data report development and
analysis of available information from Iowa education data
sources. The center shall work with the department to identify
additional needs for tools and technical assistance for Iowa
schools to help schools achieve literacy proficiency goals
and seek public and private partnerships in developing and
accessing necessary tools and technical assistance.
(3) The center shall submit a report of its activities to
the general assembly by January 15 annually.
Sec. 33. 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. 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
attended preschool, factors identified by the early childhood

Senate File 2284, p. 18
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.
b. This subsection is repealed July 1, 2013.
3. Each school district shall administer the Iowa
assessments, created by the state university of Iowa, to all
students enrolled in grade ten.
Sec. 34. NEW SECTION . 279.69 Student progression ——
remedial instruction —— reporting requirements —— promotion.
1. Reading deficiency and parental notification.
a. A school district shall assess all students enrolled
in kindergarten through grade three at the beginning of each
school year for their level of reading or reading readiness
on locally determined or statewide assessments, as provided
in section 256.7, subsection 32. A school district shall
provide intensive reading instruction to any student who
exhibits a substantial deficiency in reading, based upon the
assessment or through teacher observations. The student’s
reading proficiency shall be reassessed by locally determined
or 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

Senate File 2284, p. 19
the child succeed in reading proficiency, including but not
limited to the promotion of parent-guided home reading.
c. Beginning May 1, 2017, unless the school district is
granted a waiver pursuant to subsection 2, paragraph “e” ,
if the student’s reading deficiency is not remedied by the
end of grade three, as demonstrated by scoring on a locally
determined or statewide assessment as provided in section
256.7, subsection 32, the school district shall notify the
student’s parent or guardian that the parent or guardian may
enroll the student in an intensive summer reading program
offered in accordance with subsection 2, paragraph “e” . If
the parent or guardian does not enroll the student in the
intensive summer reading program and the student is ineligible
for the good cause exemption under subsection 5, the student
shall be retained in grade three pursuant to subsection 3.
If the student is exempt from participating in an intensive
summer reading program for good cause, pursuant to subsection
5, or completes the intensive summer reading program but is
not reading proficient upon completion of the program, the
student may be promoted to grade four, but the school district
shall continue to provide the student with intensive reading
instruction until the student is proficient in reading as
demonstrated by scoring on locally determined or statewide
assessments.
2. Successful progression for early readers. If funds
are appropriated by the general assembly for purposes of
implementing this subsection, 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 ninety minutes daily 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

Senate File 2284, p. 20
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) Provide 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. Offer each summer, beginning in the summer of 2017,
unless the school district receives a waiver from this
requirement from the department of education for the summer
of 2017, an intensive summer literacy program for students
assessed as exhibiting a substantial deficiency in reading.
The program shall meet the criteria and follow the guidelines
established pursuant to section 256.9, subsection 53, paragraph

Senate File 2284, p. 21
“c” , subparagraph (1), subparagraph division (g).
f. 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.
4. Ensuring continuous improvement in reading proficiency.
a. To ensure all children are reading proficiently by the
end of third grade, each school district shall address reading
proficiency as part of its comprehensive school improvement
plan, drawing upon information about children from assessments
conducted pursuant to subsection 1 and the prevalence of
deficiencies identified by classroom, elementary school, and
other student characteristics. As part of its comprehensive
school improvement plan, each school district shall review
chronic early elementary absenteeism for its impact on literacy
development. If more than fifteen percent of an attendance
center’s students are not proficient in reading by the end of
third grade, the comprehensive school improvement plan shall
include strategies to reduce that percentage, including school
and community strategies to raise the percentage of students
who are proficient in reading.
b. Each school district, subject to an appropriation of
funds by the general assembly, shall provide professional
development services to enhance the skills of elementary
teachers in responding to children’s unique reading issues and
needs and to increase the use of evidence-based strategies.
5. Good cause exemption.
a. The school district shall exempt students from the
retention and intensive summer reading program requirements
of subsection 1, paragraph “c” , for good cause. Good cause

Senate File 2284, p. 22
exemptions shall be limited to the following:
(1) Limited English proficient students who have had
less than two years of instruction in an English as a second
language program.
(2) Students requiring special education whose
individualized education program indicates that participation
in a locally determined or statewide assessment as provided in
section 256.7, subsection 32, is not appropriate, consistent
with the requirements of rules adopted by the state board of
education for the administration of chapter 256B.
(3) Students who demonstrate an acceptable level of
performance on an alternative performance measure approved
pursuant to section 256.7, subsection 32.
(4) Students who demonstrate mastery through a student
portfolio under alternative performance measures approved
pursuant to section 256.7, subsection 32.
(5) Students who have received intensive remediation
in reading for two or more years but still demonstrate a
deficiency in reading and who were previously retained in
kindergarten, grade one, grade two, or grade three. Intensive
reading instruction for students so promoted must include
an altered instructional day that includes specialized
diagnostic information and specific reading strategies for
each student. The school district shall assist attendance
centers and teachers to implement reading strategies that
research has shown to be successful in improving reading among
low-performing readers.
b. Requests for good cause exemptions from the retention
requirement of subsection 1, paragraph “c” , for students
described in paragraph “a” , subparagraphs (3) and (4), shall
include documentation from the student’s teacher to the school
principal that indicates that the promotion of the student is
appropriate and is based upon the student’s academic record.
Such documentation shall include but not be limited to the
individualized education program, if applicable, report card,
or student portfolio.
Sec. 35. CROSS-AGENCY ASSESSMENT INSTRUMENT PLANNING
GROUP. The department of education and the early childhood
Iowa state board shall collaborate to form a cross-agency
planning group. Members of the planning group shall include
teachers and school leaders, and representatives from the
departments of public health, human services, and education,
the Iowa early childhood state and area boards, the state

Senate File 2284, p. 23
board of regents, applicable nonprofit groups, and experts
in early childhood assessment and educational assessment.
The planning group shall study and select one standard,
multidomain assessment instrument for implementation by all
school districts for purposes of section 279.60, subsection 1.
The instrument shall align with agreed upon state and national
curriculum standards. The planning group shall study all costs
associated with implementing a universal assessment instrument.
The assessment instrument shall be administered at least at the
beginning and at the end of the school year to measure student
skills and academic growth. The planning group shall submit
its findings and recommendations in a report to the general
assembly by November 15, 2012.
DIVISION X
SCHOOL INSTRUCTIONAL TIME TASK FORCE
Sec. 36. SCHOOL INSTRUCTIONAL TIME TASK FORCE.
1. The director of the department of education shall
appoint a school instructional time task force comprised of at
least seven members to conduct a study regarding the minimum
requirements of the school day and the school year. The study
shall include but not be limited to an examination of the
following:
a. Whether the minimum length of an instructional day should
be extended and, if so, whether the instructional day should be
extended for all students or for specific groups of students.
b. Whether the minimum number of instructional days or
hours in a school year should be increased and, if so, whether
the minimum number of days or hours in a school year should be
increased for all students or for specific groups of students.
c. Whether the minimum number of instructional days or hours
should be rearranged to result in a shorter summer break, with
other days or weeks off throughout the school year.
d. Whether the minimum school year should be defined by a
number of days or by a number of instructional hours.
e. Whether there should be a uniform, statewide start date
for the school year that can only be waived for the purpose of
implementing an innovative educational program.
f. Whether resources necessary to extend the minimum length
of an instructional day or the minimum length of a school year
are justified when compared to competing education priorities.
2. Based upon the examination conducted pursuant to
subsection 1, the task force shall design, propose, and
establish goals for a pilot project on extending the school

Senate File 2284, p. 24
day or year to expand instructional time for prekindergarten
through grade twelve.
3. The appointment of members to the task force shall
be made in a manner which provides geographical area
representation and complies with sections 69.16, 69.16A, and
69.16C.
4. The task force shall submit its findings,
recommendations, and pilot project proposal in a report
to the state board of education, the governor, and the general
assembly by October 15, 2012.
DIVISION XI
CLASS SHARING AGREEMENTS
Sec. 37. Section 257.11, subsection 3, Code 2011, is amended
by adding the following new paragraph:
NEW PARAGRAPH . c. A school district that collaborates with
a community college to provide a college-level class that uses
an activities-based, project-based, and problem-based learning
approach and that is offered through a partnership with a
nationally recognized provider of rigorous and innovative
science, technology, engineering, and mathematics curriculum
for schools, which provider is exempt from taxation under
section 501(c)(3) of the Internal Revenue Code, is eligible to
receive additional weighting under a supplementary weighting
plan adopted pursuant to this subsection.
Sec. 38. Section 261E.8, Code Supplement 2011, is amended by
adding the following new subsection:
NEW SUBSECTION . 6A. A student enrolled in a career and
technical course made available pursuant to subsection 1 is
exempt from the proficiency requirements of section 261E.3,
subsection 1, paragraph “e” . However, a community college
may require a student who applies for enrollment under a
district-to-community college sharing or concurrent enrollment
program to complete an initial assessment administered by
the community college receiving the application to determine
the applicant’s readiness to enroll in career and technical
coursework, and the community college may deny the enrollment.
DIVISION XII
PRACTITIONER PREPARATION PROGRAM ASSESSMENTS
Sec. 39. 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.

Senate File 2284, p. 25
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 and subject to the director’s
approval, subject assessments designed by a nationally
recognized testing service that measure pedagogy and knowledge
of at least one subject area; or, a valid and reliable
subject-area-specific, performance-based assessment for
preservice teacher candidates, centered on student learning.
A student shall not successfully complete the program unless
the student achieves scores above the twenty-fifth percentile
nationally on the assessments administered pursuant to this
subparagraph.
DIVISION XIII
KINDERGARTEN REQUIREMENT
Sec. 40. Section 299.1A, Code 2011, is amended to read as
follows:
299.1A Compulsory attendance age.
1. A Except as provided in subsection 2, a child who has
reached the age of six and is under sixteen years of age by
September 15 is of compulsory attendance age. However, if a
child enrolled in a school district or accredited nonpublic
school reaches the age of sixteen on or after September 15, the
child remains of compulsory age until the end of the regular
school calendar.
2. A child who has reached the age of five by September 15
and who is enrolled in a school district shall be considered
to be of compulsory attendance age unless the parent or
guardian of the child notifies the school district in writing
of the parent’s or guardian’s intent to remove the child from
enrollment in the school district.
DIVISION XIV
STATE MANDATE
Sec. 41. 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

Senate File 2284, p. 26
by and enforcement of this Act against all affected school
districts.
______________________________
JOHN P. KIBBIE
President of the Senate
______________________________
KRAIG PAULSEN
Speaker of the House
I hereby certify that this bill originated in the Senate and
is known as Senate File 2284, Eighty-fourth General Assembly.
______________________________
MICHAEL E. MARSHALL
Secretary of the Senate
Approved _______________, 2012
______________________________
TERRY E. BRANSTAD
Governor