Bill Text: IA SF423 | 2013-2014 | 85th General Assembly | Amended
Bill Title: A bill for an act relating to and providing for education reform involving student, teacher, and administrator programs and activities under the purview of the department of education, the state board of education, college student aid commission, school districts and accredited nonpublic schools; establishing a fee; and including effective date and applicability provisions. (Formerly SSB 1228.)
Spectrum: Committee Bill
Status: (Engrossed - Dead) 2013-12-31 - END OF 2013 ACTIONS [SF423 Detail]
Download: Iowa-2013-SF423-Amended.html
Senate
File
423
-
Reprinted
SENATE
FILE
423
BY
COMMITTEE
ON
EDUCATION
(SUCCESSOR
TO
SSB
1228)
(As
Amended
and
Passed
by
the
Senate
March
26,
2013
)
A
BILL
FOR
An
Act
relating
to
and
providing
for
education
reform
involving
1
student,
teacher,
and
administrator
programs
and
activities
2
under
the
purview
of
the
department
of
education,
the
state
3
board
of
education,
college
student
aid
commission,
school
4
districts
and
accredited
nonpublic
schools;
establishing
5
a
fee;
and
including
effective
date
and
applicability
6
provisions.
7
BE
IT
ENACTED
BY
THE
GENERAL
ASSEMBLY
OF
THE
STATE
OF
IOWA:
8
SF
423
(15)
85
kh/rj/jh
S.F.
423
DIVISION
I
1
INSTRUCTIONAL
HOURS
2
Section
1.
Section
256.7,
subsection
19,
Code
2013,
is
3
amended
to
read
as
follows:
4
19.
Define
the
minimum
school
day
as
a
day
consisting
of
5
five
and
one-half
hours
of
instructional
time
for
grades
one
6
through
twelve.
The
minimum
days
or
hours
as
time
that
shall
7
be
exclusive
of
the
lunch
period,
but
may
include
passing
time
8
between
classes.
Time
spent
on
parent-teacher
conferences
9
shall
be
considered
instructional
time.
A
school
or
school
10
district
may
record
a
day
of
school
with
less
than
the
minimum
11
instructional
hours
as
a
minimum
school
day
if
any
of
the
12
following
apply:
13
a.
If
emergency
health
or
safety
factors
require
the
late
14
arrival
or
early
dismissal
of
students
on
a
specific
day.
15
b.
If
the
total
hours
of
instructional
school
time
for
16
grades
one
through
twelve
for
any
five
consecutive
school
days
17
equal
a
minimum
of
twenty-seven
and
one-half
hours,
even
though
18
any
one
day
of
school
is
less
than
the
minimum
instructional
19
hours
because
of
a
staff
development
opportunity
provided
for
20
the
professional
instructional
staff
or
because
parent-teacher
21
conferences
have
been
scheduled
beyond
the
regular
school
day.
22
Furthermore,
if
the
total
hours
of
instructional
time
for
the
23
first
four
consecutive
days
equal
at
least
twenty-seven
and
24
one-half
hours
because
parent-teacher
conferences
have
been
25
scheduled
beyond
the
regular
school
day,
a
school
or
school
26
district
may
record
zero
hours
of
instructional
time
on
the
27
fifth
consecutive
school
day
as
a
minimum
school
day.
28
Sec.
2.
Section
256F.4,
subsection
5,
Code
2013,
is
amended
29
to
read
as
follows:
30
5.
A
charter
school
or
innovation
zone
school
shall
provide
31
instruction
for
at
least
the
number
of
days
or
hours
required
32
by
section
279.10,
subsection
1
,
or
shall
provide
at
least
the
33
equivalent
number
of
total
hours
.
34
Sec.
3.
Section
279.10,
subsection
1,
Code
2013,
is
amended
35
-1-
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423
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48
S.F.
423
to
read
as
follows:
1
1.
The
school
year
for
each
school
district
and
accredited
2
nonpublic
school
shall
begin
on
the
first
day
of
July
1
and
3
each
regularly
established
elementary
and
secondary
school
4
shall
begin
no
sooner
than
a
day
during
the
calendar
week
5
in
which
the
first
day
of
September
falls
but
no
later
than
6
the
first
Monday
in
December.
However,
if
the
first
day
of
7
September
falls
on
a
Sunday,
school
may
begin
on
a
day
during
8
the
calendar
week
which
immediately
precedes
the
first
day
of
9
September.
School
shall
continue
for
at
least
one
hundred
10
eighty
days,
except
as
provided
in
subsection
3
,
and
may
be
11
maintained
The
school
calendar
shall
include
not
less
than
one
12
hundred
eighty
days,
except
as
provided
in
subsection
3,
or
one
13
thousand
eighty
hours
of
instruction
during
the
entire
calendar
14
year.
However,
if
The
board
of
directors
of
a
school
district
15
and
the
authorities
in
charge
of
an
accredited
nonpublic
school
16
shall
set
the
number
of
days
or
hours
of
required
attendance
17
for
the
school
year
as
provided
in
section
299.1,
subsection
18
2,
but
the
board
of
directors
of
a
school
district
shall
19
hold
a
public
hearing
on
any
proposed
school
calendar
prior
20
to
adopting
the
school
calendar.
If
the
board
of
directors
21
of
a
district
or
the
authorities
in
charge
of
an
accredited
22
nonpublic
school
extends
the
school
calendar
because
inclement
23
weather
caused
the
school
district
or
accredited
nonpublic
24
school
to
temporarily
close
school
during
the
regular
school
25
calendar,
the
school
district
or
accredited
nonpublic
school
26
may
excuse
a
graduating
senior
who
has
met
district
or
school
27
requirements
for
graduation
from
attendance
during
the
extended
28
school
calendar.
A
school
corporation
may
begin
employment
29
of
personnel
for
in-service
training
and
development
purposes
30
before
the
date
to
begin
elementary
and
secondary
school.
31
Sec.
4.
Section
279.10,
subsection
2,
Code
2013,
is
amended
32
to
read
as
follows:
33
2.
The
board
of
directors
shall
hold
a
public
hearing
on
any
34
proposal
relating
to
the
school
calendar
prior
to
submitting
it
35
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S.F.
423
to
the
department
of
education
for
approval.
1
Sec.
5.
Section
299.1,
subsection
2,
Code
2013,
is
amended
2
to
read
as
follows:
3
2.
The
board
of
directors
of
a
public
school
district
or
the
4
governing
body
of
an
accredited
nonpublic
school
shall
set
the
5
number
of
days
or
hours
of
required
attendance
for
the
schools
6
under
its
control.
The
board
of
directors
of
a
public
school
7
district
or
the
governing
body
of
an
accredited
nonpublic
8
school
may,
by
resolution,
require
attendance
for
the
entire
9
time
when
the
schools
are
in
session
in
any
school
year
and
10
adopt
a
policy
or
rules
relating
to
the
reasons
considered
to
11
be
valid
or
acceptable
excuses
for
absence
from
school.
12
Sec.
6.
Section
299.4,
subsection
1,
Code
2013,
is
amended
13
to
read
as
follows:
14
1.
The
parent,
guardian,
or
legal
custodian
of
a
child
who
15
is
of
compulsory
attendance
age,
who
places
the
child
under
16
competent
private
instruction
under
either
section
299A.2
or
17
299A.3
,
not
in
an
accredited
school
or
a
home
school
assistance
18
program
operated
by
a
school
district
or
accredited
nonpublic
19
school,
shall
furnish
a
report
in
duplicate
on
forms
provided
20
by
the
public
school
district,
to
the
district
by
the
earliest
21
starting
date
specified
in
section
279.10,
subsection
1
22
September
1
of
the
school
year
in
which
the
child
will
be
under
23
competent
private
instruction
.
The
secretary
shall
retain
and
24
file
one
copy
and
forward
the
other
copy
to
the
district’s
25
area
education
agency.
The
report
shall
state
the
name
and
26
age
of
the
child,
the
period
of
time
during
which
the
child
27
has
been
or
will
be
under
competent
private
instruction
for
28
the
year,
an
outline
of
the
course
of
study,
texts
used,
and
29
the
name
and
address
of
the
instructor.
The
parent,
guardian,
30
or
legal
custodian
of
a
child,
who
is
placing
the
child
under
31
competent
private
instruction
for
the
first
time,
shall
also
32
provide
the
district
with
evidence
that
the
child
has
had
the
33
immunizations
required
under
section
139A.8
,
and,
if
the
child
34
is
elementary
school
age,
a
blood
lead
test
in
accordance
with
35
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S.F.
423
section
135.105D
.
The
term
“outline
of
course
of
study”
shall
1
include
subjects
covered,
lesson
plans,
and
time
spent
on
the
2
areas
of
study.
3
Sec.
7.
EFFECTIVE
DATE.
This
division
of
this
Act
takes
4
effect
July
1,
2014.
5
DIVISION
II
6
IOWA
ONLINE
INITIATIVE
——
FEES
7
Sec.
8.
Section
256.42,
Code
2013,
is
amended
by
adding
the
8
following
new
subsection:
9
NEW
SUBSECTION
.
8.
a.
Beginning
July
1,
2016,
the
10
department
shall
establish
fees
payable
by
school
districts
and
11
accredited
nonpublic
schools
participating
in
the
initiative.
12
Fees
collected
pursuant
to
this
subsection
shall
be
deposited
13
in
the
general
fund
of
the
state
and
shall
be
established
so
as
14
not
to
exceed
the
cost
of
administering
this
section.
15
b.
Costs
of
administering
this
section
include
the
16
costs
of
providing
professional
development
necessary
to
17
prepare
teachers
to
participate
in
the
initiative,
providing
18
supervision
of
usage
of
the
initiative
by
licensed
teachers,
19
acquiring
and
maintaining
equipment
and
services
necessary
for
20
use
of
the
initiative,
facilitating
access
to
the
initiative
21
by
school
districts
and
accredited
nonpublic
schools,
and
22
necessary
recordkeeping
and
accounting.
Costs
of
administering
23
this
section
do
not
include
any
of
the
following:
24
(1)
Costs
of
course
development.
25
(2)
Costs
of
purchasing
access
to
course
materials
unless
26
such
costs
are
charged
on
the
basis
of
usage.
27
DIVISION
III
28
TRAINING
AND
EMPLOYMENT
OF
TEACHERS
29
Sec.
9.
NEW
SECTION
.
256.96
Online
state
job
posting
30
system.
31
1.
The
department
shall
provide
for
the
operation
of
an
32
online
state
job
posting
system.
The
system
shall
be
designed
33
and
implemented
for
the
online
posting
of
job
openings
offered
34
by
school
districts,
charter
schools,
area
education
agencies,
35
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the
department,
and
accredited
nonpublic
schools.
The
system
1
shall
be
accessible
via
the
department’s
internet
site.
The
2
system
shall
include
a
mechanism
for
the
electronic
submission
3
of
job
openings
for
posting
on
the
system
as
provided
in
4
subsection
2.
The
system
and
each
job
posting
on
the
system
5
shall
include
a
statement
that
an
employer
submitting
a
job
6
opening
for
posting
on
the
system
will
not
discriminate
in
7
hiring
on
the
basis
of
race,
ethnicity,
national
origin,
8
gender,
age,
physical
disability,
sexual
orientation,
gender
9
identity,
religion,
marital
status,
or
status
as
a
veteran.
10
The
department
may
contract
for,
or
partner
with
another
entity
11
for,
the
use
of
an
existing
internet
site
to
operate
the
online
12
state
job
posting
system
if
the
existing
internet
site
is
more
13
effective
and
economical
than
the
department’s
internet
site.
14
2.
A
school
district,
charter
school,
or
area
education
15
agency
shall
submit
all
of
its
job
openings
to
the
department
16
for
posting
on
the
system.
The
department
shall
post
all
of
17
its
job
openings
on
the
system.
An
accredited
nonpublic
school
18
may
submit
job
openings
to
the
department
for
posting
on
the
19
system.
20
3.
This
section
shall
not
be
construed
to
do
any
of
the
21
following:
22
a.
Prohibit
any
employer
from
advertising
job
openings
and
23
recruiting
employees
independently
of
the
system.
24
b.
Prohibit
any
employer
from
using
another
method
of
25
advertising
job
openings
or
another
applicant
tracking
system
26
in
addition
to
the
system.
27
c.
Provide
the
department
with
any
regulatory
authority
in
28
the
hiring
process
or
hiring
decisions
of
any
employer
other
29
than
the
department.
30
Sec.
10.
NEW
SECTION
.
261.110
Teach
Iowa
scholar
program.
31
1.
Contingent
on
a
specific
appropriation
for
these
32
purposes,
a
teach
Iowa
scholar
program
is
established
to
33
provide
teach
Iowa
scholar
grants
to
selected
high-caliber
34
teachers.
The
commission
shall
administer
the
program
in
35
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S.F.
423
consultation
with
the
department
of
education.
1
2.
An
Iowa
resident
applicant
shall
be
eligible
for
a
teach
2
Iowa
scholar
grant
if
the
applicant
meets
all
of
the
criteria
3
specified
under,
or
established
in
accordance
with,
subsection
4
3.
5
3.
Criteria
for
eligibility
shall
be
established
by
the
6
commission
and
shall
include
but
are
not
limited
to
the
7
following:
8
a.
The
applicant
was
in
the
top
twenty-five
percent
9
academically
of
students
exiting
a
teacher
preparation
10
program
approved
by
the
state
board
of
education
pursuant
to
11
section
256.7,
subsection
3,
or
a
similar
teacher
preparation
12
program
in
another
state,
had
earned
other
comparable
academic
13
credentials,
or
had
achieved
comparable
assessment
scores.
14
b.
The
applicant
is
preparing
to
teach
in
fields
including
15
but
not
limited
to
science,
technology,
engineering,
or
16
mathematics;
English
as
a
second
language
or
special
education
17
instruction;
or
is
preparing
to
teach
in
a
hard-to-staff
18
subject
as
identified
by
the
department.
The
department
shall
19
take
into
account
the
varying
regional
needs
in
the
state
for
20
teachers
in
these
subject
areas
when
applying
the
criterion
21
of
this
paragraph.
The
department
shall
annually
identify
22
and
designate
hard-to-staff
subjects
for
the
purpose
of
this
23
paragraph.
The
eligibility
of
an
applicant
who
receives
a
24
teach
Iowa
scholar
grant
and
who
is
preparing
to
teach
in
a
25
hard-to-staff
subject
as
identified
by
the
department
shall
26
not
be
affected
in
subsequent
years
if
the
department
does
not
27
continue
to
identify
that
subject
as
a
hard-to-staff
subject.
28
4.
A
selected
applicant
who
meets
all
of
the
eligibility
29
requirements
of
this
section
shall
be
eligible
for
a
teach
Iowa
30
scholar
grant
for
each
year
of
full-time
employment
completed
31
in
this
state
as
a
teacher
for
a
school
district,
charter
32
school,
area
education
agency,
or
accredited
nonpublic
school.
33
A
teach
Iowa
scholar
grant
shall
not
exceed
four
thousand
34
dollars
per
year
per
recipient.
Grants
awarded
under
this
35
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S.F.
423
section
shall
not
exceed
a
total
of
twenty
thousand
dollars
per
1
recipient
over
a
five-year
period.
2
5.
The
commission
shall
adopt
rules
pursuant
to
chapter
3
17A
to
administer
this
section.
The
rules
shall
include
but
4
shall
not
be
limited
to
a
process
for
use
by
the
commission
to
5
determine
which
eligible
applicants
will
receive
teach
Iowa
6
scholar
grants.
7
6.
A
teach
Iowa
scholar
fund
is
established
in
the
state
8
treasury.
The
fund
shall
be
administered
by
the
commission
and
9
shall
consist
of
moneys
appropriated
by
the
general
assembly
10
and
any
other
moneys
received
by
the
commission
for
deposit
in
11
the
fund.
12
DIVISION
IV
13
TEACHER
AND
ADMINISTRATOR
MATTERS
14
Sec.
11.
Section
256.9,
subsection
51,
Code
2013,
is
amended
15
to
read
as
follows:
16
51.
Develop
,
and
periodically
review
and
revise
as
17
necessary,
with
significant
input
from
Iowa
administrators,
18
Iowa
standards
for
school
administrators,
including
knowledge
19
and
skill
criteria,
and
develop,
based
on
the
Iowa
standards
20
for
administrators,
mentoring
and
induction,
evaluation
21
processes,
and
professional
development
plans
pursuant
to
22
chapter
284A
.
The
standards
shall
align
with
nationally
23
accepted
school
administrator
standards,
and
be
designed
24
specifically
for
purposes
of
chapters
272
and
284A.
The
25
criteria
shall
further
define
the
characteristics
of
quality
26
administrators
as
established
by
the
Iowa
standards
for
school
27
administrators.
28
Sec.
12.
Section
256.9,
Code
2013,
is
amended
by
adding
the
29
following
new
subsection:
30
NEW
SUBSECTION
.
63.
a.
Develop
and
implement
a
coaching
31
and
support
system
for
teachers
aligned
with
the
state
models
32
and
comparable
systems
approved
as
provided
in
section
284.15.
33
b.
Develop
and
implement
a
coaching
and
support
system
34
for
administrators
aligned
with
the
beginning
administrator
35
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S.F.
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mentoring
and
induction
program
created
pursuant
to
section
1
284A.5.
2
Sec.
13.
Section
284.8,
subsection
1,
Code
2013,
is
amended
3
to
read
as
follows:
4
1.
a.
A
school
district
shall
provide
for
an
annual
5
review
of
each
teacher’s
performance
for
purposes
of
assisting
6
teachers
in
making
continuous
improvement,
developing
skills
to
7
enrich
a
teacher’s
professional
life
while
increasing
student
8
learning,
documenting
continued
competence
in
the
Iowa
teaching
9
standards,
identifying
teachers
in
need
of
improvement,
10
or
to
determine
determining
whether
the
teacher’s
practice
11
meets
school
district
expectations
for
career
advancement
in
12
accordance
with
section
284.7
this
chapter
.
The
review
shall
13
include,
at
minimum,
classroom
observation
of
the
teacher,
14
the
teacher’s
progress,
and
implementation
of
the
teacher’s
15
individual
professional
development
plan,
subject
to
the
level
16
of
resources
provided
to
implement
the
plan;
and
shall
include
17
supporting
documentation
from
parents,
students,
and
other
18
teachers.
19
b.
The
first
and
second
year
of
review
shall
be
conducted
20
by
a
peer
group
of
at
least
three
but
not
more
than
six
21
teachers
selected
by
the
building
principal
in
consultation
22
with
teachers
and
the
building’s
certified
bargaining
23
representative,
if
any
.
Each
teacher
shall
be
assigned
to
24
a
peer
group
and
shall
receive
adequate
training
prior
to
25
conducting
a
peer
group
review.
A
teacher
who
participates
26
in
a
peer
group
review
shall
be
provided
release
time
for
the
27
training
and
for
the
time
spent
in
conducting
the
peer
group
28
review.
If
the
process
requires
that
a
participating
teacher
29
work
beyond
regular
hours,
the
teacher
shall
be
paid
the
30
teacher’s
per
diem
rate.
The
peer
group
shall
be
established
31
to
reflect
common
grade
level,
subject
matter
expertise,
32
curriculum,
and
proximity
or
other
previously
established
33
grouping
of
individuals
employed
to
provide
instruction
34
to
students.
The
peer
group
shall
review
all
of
the
peer
35
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group
members.
Peer
group
reviews
shall
be
supportive
and
1
formative
and
shall
be
conducted
on
an
informal,
confidential,
2
collaborative
basis
that
is
focused
on
assisting
each
peer
3
group
member
in
achieving
the
goals
of
the
teacher’s
individual
4
professional
development
plan.
If
a
conflict
develops
between
5
persons
participating
in
a
peer
group
review,
an
effort
shall
6
be
made
to
mediate
the
conflict.
7
c.
Peer
group
reviews
shall
not
be
the
basis
for
8
recommending
that
a
teacher
participate
in
an
intensive
9
assistance
program,
and
shall
not
be
used
to
determine
the
10
compensation,
promotion,
layoff,
or
termination
of
a
teacher,
11
or
any
other
determination
affecting
a
teacher’s
employment
12
status.
However,
as
a
result
of
a
peer
group
review,
a
teacher
13
may
elect
to
participate
in
an
intensive
assistance
program.
14
d.
Members
of
the
peer
group
shall
be
reviewed
every
third
15
year
by
at
least
one
evaluator
certified
in
accordance
with
16
section
284.10
.
17
e.
The
teacher
who
is
the
subject
of
a
peer
review
shall
18
have
exclusive
right
to
all
documentation
created
as
a
result
19
of
the
peer
group
review
process.
Content
of
a
peer
group
20
review
shall
not
be
incorporated
into
a
summative
evaluation.
21
DIVISION
V
22
IOWA
TEACHER
CAREER
AND
COMPENSATION
MATTERS
23
Sec.
14.
Section
257.1,
subsection
2,
paragraph
b,
Code
24
2013,
is
amended
to
read
as
follows:
25
b.
For
the
budget
year
commencing
July
1,
1999,
and
for
each
26
succeeding
budget
year
the
regular
program
foundation
base
per
27
pupil
is
eighty-seven
and
five-tenths
percent
of
the
regular
28
program
state
cost
per
pupil.
For
the
budget
year
commencing
29
July
1,
1991,
and
for
each
succeeding
budget
year
the
special
30
education
support
services
foundation
base
is
seventy-nine
31
percent
of
the
special
education
support
services
state
cost
32
per
pupil.
The
combined
foundation
base
is
the
sum
of
the
33
regular
program
foundation
base,
the
special
education
support
34
services
foundation
base,
the
total
teacher
salary
supplement
35
-9-
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district
cost,
the
total
professional
development
supplement
1
district
cost,
the
total
early
intervention
supplement
district
2
cost,
the
total
teacher
leadership
supplement
district
cost,
3
the
total
area
education
agency
teacher
salary
supplement
4
district
cost,
and
the
total
area
education
agency
professional
5
development
supplement
district
cost.
6
Sec.
15.
Section
257.1,
subsection
3,
Code
2013,
is
amended
7
to
read
as
follows:
8
3.
Computations
rounded.
In
making
computations
and
9
payments
under
this
chapter
,
except
in
the
case
of
computations
10
relating
to
funding
of
special
education
support
services,
11
media
services,
and
educational
services
provided
through
the
12
area
education
agencies,
and
the
teacher
salary
supplement,
the
13
professional
development
supplement,
and
the
early
intervention
14
supplement,
and
the
teacher
leadership
supplement,
the
15
department
of
management
shall
round
amounts
to
the
nearest
16
whole
dollar.
17
Sec.
16.
Section
257.4,
subsection
1,
paragraph
a,
Code
18
2013,
is
amended
by
adding
the
following
new
subparagraph:
19
NEW
SUBPARAGRAPH
.
(8)
The
total
teacher
leadership
20
supplement
district
cost.
21
Sec.
17.
Section
257.8,
subsection
2,
Code
2013,
is
amended
22
to
read
as
follows:
23
2.
Categorical
state
percent
of
growth.
The
categorical
24
state
percent
of
growth
for
the
budget
year
beginning
July
1,
25
2010,
is
two
percent.
The
categorical
state
percent
of
growth
26
for
the
budget
year
beginning
July
1,
2012,
is
two
percent.
27
The
categorical
state
percent
of
growth
for
each
budget
year
28
shall
be
established
by
statute
which
shall
be
enacted
within
29
thirty
days
of
the
submission
in
the
year
preceding
the
30
base
year
of
the
governor’s
budget
under
section
8.21
.
The
31
establishment
of
the
categorical
state
percent
of
growth
for
a
32
budget
year
shall
be
the
only
subject
matter
of
the
bill
which
33
enacts
the
categorical
state
percent
of
growth
for
a
budget
34
year.
The
categorical
state
percent
of
growth
may
include
35
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48
S.F.
423
state
percents
of
growth
for
the
teacher
salary
supplement,
the
1
professional
development
supplement,
and
the
early
intervention
2
supplement
,
and
the
teacher
leadership
supplement
.
3
Sec.
18.
Section
257.9,
Code
2013,
is
amended
by
adding
the
4
following
new
subsection:
5
NEW
SUBSECTION
.
11.
Teacher
leadership
supplement
state
6
cost
per
pupil.
For
the
budget
year
beginning
July
1,
2014,
7
the
teacher
leadership
supplement
state
cost
per
pupil
shall
8
be
four
hundred
dollars
payable
to
the
school
districts
9
implementing
a
state
model
or
comparable
system
approved
as
10
provided
in
section
284.15.
The
teacher
leadership
supplement
11
state
cost
per
pupil
for
the
budget
year
beginning
July
12
1,
2015,
and
succeeding
budget
years,
shall
be
the
teacher
13
leadership
supplement
state
cost
per
pupil
for
the
base
year
14
plus
an
allowable
growth
amount
that
is
equal
to
the
teacher
15
leadership
supplement
categorical
state
percent
of
growth,
16
pursuant
to
section
257.8,
subsection
2,
for
the
budget
year,
17
multiplied
by
the
teacher
leadership
supplement
state
cost
per
18
pupil
for
the
base
year.
19
Sec.
19.
Section
257.10,
subsection
8,
paragraph
a,
Code
20
2013,
is
amended
to
read
as
follows:
21
a.
Combined
district
cost
is
the
sum
of
the
regular
program
22
district
cost
per
pupil
multiplied
by
the
weighted
enrollment,
23
the
special
education
support
services
district
cost,
the
total
24
teacher
salary
supplement
district
cost,
the
total
professional
25
development
supplement
district
cost,
and
the
total
early
26
intervention
supplement
district
cost,
and
the
total
teacher
27
leadership
supplement
district
cost,
plus
the
sum
of
the
28
additional
district
cost
allocated
to
the
district
to
fund
29
media
services
and
educational
services
provided
through
the
30
area
education
agency,
the
area
education
agency
total
teacher
31
salary
supplement
district
cost
and
the
area
education
agency
32
total
professional
development
supplement
district
cost.
33
Sec.
20.
Section
257.10,
Code
2013,
is
amended
by
adding
the
34
following
new
subsection:
35
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11/
48
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423
NEW
SUBSECTION
.
12.
Teacher
leadership
supplement
cost
per
1
pupil
and
district
cost.
2
a.
For
the
budget
year
beginning
July
1,
2014,
the
teacher
3
leadership
supplement
district
cost
per
pupil
shall
be
four
4
hundred
dollars.
For
the
budget
year
beginning
July
1,
2015,
5
and
succeeding
budget
years,
the
teacher
leadership
supplement
6
district
cost
per
pupil
for
each
school
district
for
a
budget
7
year
is
the
teacher
leadership
supplement
program
district
8
cost
per
pupil
for
the
base
year
plus
the
teacher
leadership
9
supplement
state
allowable
growth
amount
for
the
budget
year.
10
b.
For
the
budget
year
beginning
July
1,
2015,
and
11
succeeding
budget
years,
if
the
department
of
management
12
determines
that
the
unadjusted
teacher
leadership
supplement
13
district
cost
of
a
school
district
for
a
budget
year
is
less
14
than
one
hundred
percent
of
the
unadjusted
teacher
leadership
15
supplement
district
cost
for
the
base
year
for
the
school
16
district,
the
school
district
shall
receive
a
budget
adjustment
17
for
that
budget
year
equal
to
the
difference.
18
c.
(1)
The
unadjusted
teacher
leadership
supplement
19
district
cost
is
the
teacher
leadership
supplement
district
20
cost
per
pupil
for
each
school
district
for
a
budget
year
21
multiplied
by
the
budget
enrollment
for
that
school
district.
22
(2)
The
total
teacher
leadership
supplement
district
cost
23
is
the
sum
of
the
unadjusted
teacher
leadership
supplement
24
district
cost
plus
the
budget
adjustment
for
that
budget
year.
25
d.
For
the
budget
year
beginning
July
1,
2014,
and
26
succeeding
budget
years,
the
use
of
the
funds
calculated
27
under
this
subsection
shall
comply
with
the
requirements
of
28
chapter
284
and
shall
be
distributed
to
teachers
pursuant
29
to
section
284.15
and
to
pay
salary
supplements
to
teachers
30
assigned
to
leadership
roles,
to
increase
the
percentages
of
31
teachers
assigned
to
leadership
roles,
to
increase
the
minimum
32
teacher
salaries,
to
cover
the
costs
for
the
time
when
teachers
33
assigned
to
leadership
roles
are
not
providing
instruction
34
to
students
in
a
classroom,
for
coverage
of
a
classroom
when
35
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48
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an
initial
or
career
teacher
is
observing
or
coteaching
with
1
a
teacher
assigned
to
a
leadership
role,
for
professional
2
development
time
to
learn
best
practices
associated
with
3
the
leadership
process,
for
other
costs
associated
with
a
4
comparable
system
pursuant
to
section
284.15,
and
to
accomplish
5
goals
that
include
improving
instruction
and
elevating
the
6
quality
of
teaching
and
student
learning.
7
Sec.
21.
Section
257.16,
subsection
4,
Code
2013,
is
amended
8
to
read
as
follows:
9
4.
Notwithstanding
any
provision
to
the
contrary,
if
10
the
governor
orders
budget
reductions
in
accordance
with
11
section
8.31
,
the
teacher
salary
supplement
district
cost,
12
the
professional
development
supplement
district
cost,
and
13
the
early
intervention
supplement
district
cost
,
and
the
14
teacher
leadership
supplement
district
cost
as
calculated
15
under
section
257.10,
subsections
9,
10,
and
11
,
and
12,
and
16
the
area
education
agency
teacher
salary
supplement
district
17
cost
and
the
area
education
agency
professional
development
18
supplement
district
cost
as
calculated
under
section
257.37A,
19
subsections
1
and
2
,
shall
be
paid
in
full
as
calculated
and
20
the
reductions
in
the
appropriations
provided
in
accordance
21
with
this
section
shall
be
reduced
from
the
remaining
moneys
22
appropriated
pursuant
to
this
section
and
shall
be
distributed
23
on
a
per
pupil
basis
calculated
with
the
weighted
enrollment
24
determined
in
accordance
with
section
257.6,
subsection
5
.
25
Sec.
22.
Section
284.2,
subsections
1
and
8,
Code
2013,
are
26
amended
to
read
as
follows:
27
1.
“Beginning
teacher”
means
an
individual
serving
under
an
28
initial
or
intern
license,
issued
by
the
board
of
educational
29
examiners
under
chapter
272
,
who
is
assuming
a
position
as
a
30
teacher.
“Beginning
teacher”
includes
an
individual
who
is
31
an
initial
teacher.
For
purposes
of
the
beginning
teacher
32
mentoring
and
induction
program
created
pursuant
to
section
33
284.5
,
“beginning
teacher”
also
includes
preschool
teachers
34
who
are
licensed
by
the
board
of
educational
examiners
under
35
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85
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48
S.F.
423
chapter
272
and
are
employed
by
a
school
district
or
area
1
education
agency.
“Beginning
teacher”
does
not
include
a
2
teacher
whose
employment
with
a
school
district
or
area
3
education
agency
is
probationary
unless
the
teacher
is
serving
4
under
an
initial
or
teacher
intern
license
issued
by
the
board
5
of
educational
examiners
under
chapter
272
.
6
8.
“Performance
review”
means
a
summative
evaluation
of
7
a
teacher
other
than
a
beginning
teacher
and
that
is
used
8
to
determine
whether
the
teacher’s
practice
meets
school
9
district
expectations
and
the
Iowa
teaching
standards
,
and
to
10
determine
whether
the
teacher’s
practice
meets
school
district
11
expectations
for
career
advancement
in
accordance
with
section
12
284.7
this
chapter
.
13
Sec.
23.
Section
284.3,
subsection
2,
paragraph
a,
Code
14
2013,
is
amended
to
read
as
follows:
15
a.
For
purposes
of
comprehensive
evaluations
for
,
standards
16
and
criteria
which
measure
a
beginning
teachers
required
to
17
allow
beginning
teachers
to
progress
to
career
teachers,
18
standards
and
criteria
that
are
teacher’s
performance
against
19
the
Iowa
teaching
standards
specified
in
subsection
1
,
and
20
the
criteria
for
the
Iowa
teaching
standards
developed
by
the
21
department
in
accordance
with
section
256.9,
subsection
46
,
to
22
determine
whether
the
teacher’s
practice
meets
the
requirements
23
specified
for
a
career
teacher
.
These
standards
and
criteria
24
shall
be
set
forth
in
an
instrument
provided
by
the
department.
25
The
comprehensive
evaluation
and
instrument
are
not
subject
to
26
negotiations
or
grievance
procedures
pursuant
to
chapter
20
or
27
determinations
made
by
the
board
of
directors
under
section
28
279.14
.
A
local
school
board
and
its
certified
bargaining
29
representative
may
negotiate,
pursuant
to
chapter
20
,
30
evaluation
and
grievance
procedures
for
beginning
teachers
that
31
are
not
in
conflict
with
this
chapter
.
If,
in
accordance
with
32
section
279.19
,
a
beginning
teacher
appeals
the
determination
33
of
a
school
board
to
an
adjudicator
under
section
279.17
,
the
34
adjudicator
selected
shall
have
successfully
completed
training
35
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related
to
the
Iowa
teacher
standards,
the
criteria
adopted
by
1
the
state
board
of
education
in
accordance
with
subsection
3
,
2
and
any
additional
training
required
under
rules
adopted
by
the
3
public
employment
relations
board
in
cooperation
with
the
state
4
board
of
education
.
5
Sec.
24.
Section
284.3A,
subsection
2,
paragraph
a,
Code
6
2013,
is
amended
to
read
as
follows:
7
a.
For
the
school
budget
year
beginning
July
1,
2010,
8
and
each
succeeding
school
year,
school
districts
and
area
9
education
agencies
shall
combine
payments
made
to
teachers
10
under
sections
257.10
and
257.37A
with
regular
wages
to
11
create
a
combined
salary.
The
teacher
contract
issued
under
12
section
279.13
must
include
the
combined
salary.
If
a
school
13
district
or
area
education
agency
uses
a
salary
schedule,
a
14
combined
salary
schedule
shall
be
used
for
regular
wages
and
15
for
distribution
of
payments
under
sections
257.10
and
257.37A
,
16
incorporating
the
salary
minimums
required
in
section
284.7
in
17
accordance
with
this
chapter
.
The
combined
salary
schedule
18
must
use
only
the
combined
salary
and
cannot
differentiate
19
regular
salaries
and
distribution
of
payments
under
sections
20
257.10
and
257.37A
.
21
Sec.
25.
Section
284.5,
subsection
4,
Code
2013,
is
amended
22
to
read
as
follows:
23
4.
Each
school
district
and
area
education
agency
shall
24
develop
an
initial
beginning
teacher
mentoring
and
induction
25
a
plan
for
the
program
.
A
school
district
shall
include
its
26
plan
in
the
school
district’s
comprehensive
school
improvement
27
plan
submitted
pursuant
to
section
256.7,
subsection
21
.
The
28
beginning
teacher
mentoring
and
induction
plan
shall,
at
a
29
minimum,
provide
for
a
two-year
sequence
of
induction
program
30
content
and
activities
to
support
the
Iowa
teaching
standards
31
and
beginning
teacher
professional
and
personal
needs;
mentor
32
training
that
includes,
at
a
minimum,
skills
of
classroom
33
demonstration
and
coaching,
and
district
expectations
for
34
beginning
teacher
competence
on
Iowa
teaching
standards;
35
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placement
of
mentors
and
beginning
teachers;
the
process
for
1
dissolving
mentor
and
beginning
teacher
partnerships;
district
2
organizational
support
for
release
time
for
mentors
and
3
beginning
teachers
to
plan,
provide
demonstration
of
classroom
4
practices,
observe
teaching,
and
provide
feedback;
structure
5
for
mentor
selection
and
assignment
of
mentors
to
beginning
6
teachers;
a
district
facilitator;
and
program
evaluation.
In
7
addition,
for
beginning
prekindergarten
through
grade
three
8
teachers,
the
plan
shall
provide
that
such
a
teacher
shall
be
9
mentored
in
the
teacher’s
classroom
by
a
skilled
mentor,
and
10
the
plan
for
mentoring
such
teachers
shall
incorporate
any
11
recommendations
offered
by
the
Iowa
reading
research
center
12
established
pursuant
to
section
256.9,
subsection
53,
paragraph
13
“c”
.
14
Sec.
26.
Section
284.6,
subsection
8,
Code
2013,
is
amended
15
to
read
as
follows:
16
8.
For
each
year
in
which
a
school
district
receives
funds
17
calculated
and
paid
to
school
districts
for
professional
18
development
pursuant
to
section
257.10,
subsection
10
,
or
19
section
257.37A,
subsection
2
,
the
school
district
shall
20
create
quality
professional
development
opportunities.
Not
21
less
than
thirty-six
hours
in
the
school
calendar,
held
22
outside
of
the
minimum
school
day,
shall
be
set
aside
during
23
nonpreparation
time
or
designated
professional
development
24
time
to
allow
practitioners
to
collaborate
with
each
other
25
to
deliver
educational
programs
and
assess
student
learning,
26
or
to
engage
in
peer
group
review
pursuant
to
section
284.8,
27
subsection
1
.
The
goal
for
the
use
of
the
funds
is
to
provide
28
one
additional
contract
day
or
the
equivalent
thereof
for
29
professional
development
and
use
of
the
funds
is
limited
may
be
30
used
to
providing
provide
professional
development
to
teachers,
31
including
additional
salaries
for
time
beyond
the
normal
32
negotiated
agreement;
pay
for
substitute
teachers,
professional
33
development
materials,
speakers,
and
professional
development
34
content;
and
costs
associated
with
implementing
the
individual
35
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professional
development
plans.
The
use
of
the
funds
shall
1
be
balanced
between
school
district,
attendance
center,
2
and
individual
professional
development
plans,
making
every
3
reasonable
effort
to
provide
equal
access
to
all
teachers.
4
Sec.
27.
Section
284.7,
subsection
1,
paragraph
a,
5
subparagraph
(2),
Code
2013,
is
amended
to
read
as
follows:
6
(2)
Beginning
July
1,
2008
Except
as
provided
in
a
state
7
model
or
comparable
system
approved
pursuant
to
section
8
284.15
,
the
minimum
salary
for
a
beginning
teacher
shall
be
9
twenty-eight
thousand
dollars.
10
Sec.
28.
Section
284.7,
subsection
1,
paragraph
b,
11
subparagraph
(2),
Code
2013,
is
amended
to
read
as
follows:
12
(2)
Beginning
July
1,
2008
Except
as
provided
in
a
state
13
model
or
comparable
system
approved
pursuant
to
section
284.15
,
14
the
minimum
salary
for
a
first-year
career
teacher
shall
be
15
thirty
thousand
dollars.
16
Sec.
29.
Section
284.7,
subsection
5,
Code
2013,
is
amended
17
by
striking
the
subsection
and
inserting
in
lieu
thereof
the
18
following:
19
5.
This
section
is
repealed
July
1,
2016.
20
Sec.
30.
NEW
SECTION
.
284.11
State
supplemental
assistance
21
for
teachers
in
high-need
schools.
22
1.
Findings
and
intent.
The
general
assembly
finds
that
23
Iowa
school
districts
need
to
be
more
competitive
in
recruiting
24
and
retaining
talented
teachers
to
teach
in
high-need
schools.
25
Therefore,
it
is
the
intent
of
the
general
assembly
to
26
encourage
school
districts
to
provide
supplemental
assistance
27
to
teachers
to
teach
in
high-need
schools.
This
section
28
provides
for
state
assistance
to
allow
school
districts
to
29
provide
supplemental
assistance
to
motivate
teachers
to
teach
30
in
high-need
schools.
31
2.
Department’s
responsibilities.
Contingent
on
a
specific
32
appropriation
for
these
purposes,
the
department
shall
do
the
33
following:
34
a.
Collect
relevant
data
and
establish
a
list
of
high-need
35
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schools
eligible
for
state
supplemental
assistance.
The
1
department
shall
establish
a
process
and
criteria
to
determine
2
which
schools
are
placed
on
the
list
and
the
department
shall
3
revise
the
list
annually.
Criteria
for
the
determination
of
4
which
high-need
schools
shall
be
placed
on
the
list
shall
be
5
based
upon
factors
that
include
but
are
not
limited
to
the
6
socioeconomic
status
of
the
students
enrolled
in
the
school,
7
the
percentage
of
the
school’s
student
body
who
are
limited
8
English
proficient
students,
student
academic
growth,
certified
9
instructional
staff
attrition,
and
geographic
balance.
The
10
department
may
approve
or
disapprove
requests
for
revision
11
of
the
list,
which
a
school
district
submits
pursuant
to
12
subsection
3.
13
b.
Develop
a
standardized
process
for
distributing
any
14
moneys
appropriated
for
supplemental
assistance
for
high-need
15
schools.
In
determining
the
process
for
distribution
of
such
16
moneys,
the
department
shall
take
into
consideration
the
amount
17
of
moneys
appropriated
for
supplemental
assistance
for
teachers
18
in
high-need
schools
for
the
given
year
and
the
minimal
amount
19
of
moneys
needed
per
teacher
to
provide
an
incentive
for
a
20
teacher
to
accept
a
teaching
position
in
a
high-need
school.
A
21
school
district
receiving
moneys
pursuant
to
this
section
shall
22
certify
annually
to
the
department
how
the
moneys
distributed
23
to
the
school
district
pursuant
to
this
section
were
used
by
24
the
school
district.
25
c.
Review
the
use
and
effectiveness
of
the
funds
distributed
26
to
school
districts
for
supplemental
assistance
for
teachers
27
in
high-need
schools
under
this
section.
The
department
shall
28
submit
its
findings
and
recommendations
in
a
report
to
the
29
general
assembly
by
January
15
annually.
30
3.
School
district
request
for
approval.
A
school
district
31
may
request
on
an
annual
basis
approval
from
the
department
32
for
additions
to
the
list
of
high-need
schools
the
department
33
maintains
pursuant
to
subsection
2
based
upon
the
unique
local
34
conditions
and
needs
of
the
school
district.
The
criteria
used
35
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to
determine
the
placement
of
high-need
schools
on
the
list
in
1
accordance
with
subsection
2,
does
not
restrict
the
department
2
from
adding
a
high-need
school
to
the
list
as
requested
by
a
3
school
district
on
the
basis
of
unique
local
conditions
and
4
needs
pursuant
to
this
subsection.
5
4.
Eligibility.
Teachers
of
all
subjects
taught
in
a
school
6
included
in
the
department’s
list
of
high-need
schools
shall
7
be
eligible
to
receive
supplemental
assistance
offered
in
8
accordance
with
this
section.
Notwithstanding
any
provision
of
9
law
to
the
contrary,
the
department’s
determination
of
state
10
supplemental
assistance
for
teachers
in
high-need
schools
is
11
not
subject
to
appeal.
12
Sec.
31.
NEW
SECTION
.
284.15
Career
path,
leadership
role,
13
and
compensation
model
and
comparable
system
requirements.
14
1.
Common
provisions
for
models
and
comparable
15
systems.
Except
as
otherwise
provided
in
this
section,
all
16
models
specified
in
sections
284.16,
284.17,
and
284.18,
and
17
any
comparable
system
described
in
section
284.19,
shall
be
18
approved
under
subsection
12,
shall
meet
the
requirements
19
of
this
section,
and
shall
provide
for
a
minimum
salary
and
20
a
residency
as
provided
in
section
284.16,
subsection
2,
21
paragraph
“a”
.
22
2.
Salary
supplements
and
appeal.
The
salary
supplement
23
received
by
teachers
pursuant
to
section
257.10,
subsection
12,
24
shall
fully
cover
the
salary
costs
of
any
additional
contract
25
days
required
of
teachers
under
a
state
model
or
comparable
26
system
approved
pursuant
to
this
section.
If
a
teacher
ends
27
or
completes
a
leadership
role
assignment,
the
teacher
shall
28
no
longer
receive
a
salary
supplement
for
performance
in
a
29
leadership
role
unless
the
teacher
is
issued
a
new
contract
for
30
assignment
in
another
leadership
role.
Notwithstanding
any
31
provision
of
law
to
the
contrary,
the
determinations
of
salary
32
supplements
paid
from
moneys
received
pursuant
to
section
33
257.10,
subsection
12,
are
not
subject
to
appeal.
34
3.
Review
councils.
The
school
board
implementing
a
state
35
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model
pursuant
to
section
284.16,
284.17,
or
284.18,
shall
1
appoint
a
site-based
review
council
if
the
school
district
has
2
a
certified
enrollment
of
six
hundred
or
more
students,
or
a
3
district-based
review
council
if
the
school
district
has
a
4
certified
enrollment
of
less
than
six
hundred
students.
5
a.
Each
council
shall
be
comprised
of
equal
numbers
of
6
teachers
and
administrators.
Teacher
members
shall
include
7
teachers
who
have
been
nominated
by
the
certified
employee
8
organization
that
represents
the
school
district’s
teachers,
9
if
such
organization
exists,
or,
if
such
organization
does
not
10
exist,
by
a
teacher
quality
committee.
11
b.
The
council
shall
accept
and
review
applications
for
12
initial
or
renewal
leadership
role
assignments
which
are
13
submitted
to
the
school’s
or
school
district’s
administration
14
and
shall
make
recommendations
regarding
the
applications
to
15
the
superintendent
of
the
school
district.
In
developing
16
recommendations,
the
council
shall
utilize
measures
of
17
teacher
effectiveness
and
professional
growth,
consider
the
18
needs
of
the
school
district,
and
review
the
performance
and
19
professional
development
of
the
applicants.
Any
teacher
20
recommended
by
a
review
council
for
assignment
or
reassignment
21
in
a
leadership
role
shall
have
demonstrated
to
the
council’s
22
satisfaction
competency
on
the
Iowa
teaching
standards
as
set
23
forth
in
section
284.3.
24
4.
Leadership
role
assignment.
An
assignment
to
a
teacher
25
leadership
role
pursuant
to
this
chapter
shall
be
subject
to
26
review
by
the
school’s
or
the
school
district’s
administration,
27
in
consultation
with
the
review
council,
at
least
annually.
28
The
review
shall
include
peer
feedback
on
the
effectiveness
of
29
the
teacher’s
performance
of
duty
specific
to
the
teacher’s
30
leadership
role.
A
teacher
who
completes
the
time
period
31
of
assignment
in
a
teacher
leadership
role
may
submit
to
32
the
school’s
or
the
school
district’s
administration
an
33
application
for
assignment
in
a
new
role
or
for
reassignment
as
34
appropriate.
The
administration
shall
share
the
application
35
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423
with
the
review
council
constituted
pursuant
to
subsection
3,
1
paragraph
“a”
.
2
5.
Status
quo.
A
teacher
employed
in
a
school
district
3
shall
not
receive
less
compensation
in
that
district
than
the
4
teacher
received
in
the
school
year
preceding
participation,
as
5
set
forth
in
section
284.4,
due
to
implementation
of
a
state
6
model
or
comparable
system
approved
pursuant
to
this
section.
7
A
teacher
who
achieves
national
board
for
professional
teaching
8
standards
certification
and
meets
the
requirements
of
section
9
256.44
shall
continue
to
receive
the
award
as
specified
in
10
section
256.44
in
addition
to
the
compensation
set
forth
in
11
this
chapter.
12
6.
Early
implementation.
Prior
to
July
1,
2016,
a
school
13
district
may
apply
to
the
commission
on
educator
leadership
14
and
compensation
for
early
implementation
of
a
state
model
set
15
forth
in
section
284.16,
284.17,
or
284.18,
or
a
comparable
16
system
set
forth
in
section
284.19.
The
commission
may
deny
17
early
implementation
of
an
otherwise
qualified
state
model
18
or
comparable
system
if
the
amount
specified
for
the
teacher
19
leadership
supplement
state
cost
per
pupil
pursuant
to
section
20
257.9,
subsection
11,
and
amount
specified
for
the
teacher
21
leadership
supplement
district
cost
per
pupil
pursuant
to
22
section
257.10,
subsection
12,
is
insufficient
to
fully
fund
23
the
teacher
leadership
supplement
for
all
eligible
school
24
districts.
25
7.
Implementation.
On
or
after
July
1,
2016,
each
school
26
district
shall
implement
a
state
model
set
forth
in
section
27
284.16,
284.17,
or
284.18,
or
a
comparable
system
set
forth
in
28
section
284.19
for
which
the
school
district
received
approval
29
pursuant
to
this
section.
Compliance
with
this
section
shall
30
be
determined
by
the
accreditation
team
authorized
pursuant
to
31
section
256.11.
A
school
district
shall
not
be
required
to
32
fully
implement
a
state
model
or
comparable
system
pursuant
to
33
this
section
if
implementation
costs
exceed
the
moneys
received
34
by
the
school
district
under
section
257.10,
subsection
12.
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However,
if
the
school
district’s
implementation
costs
exceed
1
such
funds,
the
school
district
shall
implement
as
much
of
2
the
approved
state
model
or
comparable
system
as
reasonably
3
possible,
and
shall,
at
a
minimum,
meet
the
minimum
salary
4
requirements
for
an
Iowa
teacher
as
provided
in
section
284.16,
5
subsection
2,
paragraph
“a”
,
subparagraph
(1).
6
8.
Approval.
The
department
shall
establish
an
application
7
process
for
approval
of
the
implementation
of
a
state
model
set
8
forth
in
section
284.16,
284.17,
or
284.18,
or
a
comparable
9
system
set
forth
in
section
284.19,
which
a
school
district
10
may
implement
pursuant
to
subsection
6,
or
shall
implement
in
11
accordance
with
subsection
7.
12
9.
Teachers
emeritus.
A
school
district
is
encouraged
13
to
utilize
appropriately
licensed
teachers
emeritus
in
the
14
implementation
of
this
section
and
sections
284.16
through
15
284.19.
16
10.
Attendance
center
applicability.
A
state
model
or
17
comparable
system
approved
and
implemented
by
a
school
district
18
in
accordance
with
this
section
and
sections
284.16
through
19
284.19
shall
be
applicable
to
teachers
in
every
attendance
20
center
operated
by
the
school
district.
21
11.
Planning
grants.
Contingent
on
a
specific
appropriation
22
for
these
purposes,
a
school
district
may
apply
to
the
23
commission
on
educator
leadership
and
compensation
established
24
pursuant
to
subsection
12
for
a
planning
grant
to
design
an
25
implementation
strategy
for
a
state
model
set
forth
in
section
26
284.16,
284.17,
or
284.18,
or
a
comparable
system
set
forth
in
27
section
284.19.
The
planning
grant
shall
be
used
to
facilitate
28
a
local
decision-making
process
that
includes
representation
29
of
administrators,
teachers,
and
parents
and
guardians
of
30
students.
The
department
shall
establish
and
make
available
an
31
application
for
the
awarding
of
planning
grants
for
purposes
32
of
this
subsection.
33
12.
Commission
on
educator
leadership
and
compensation.
The
34
department
shall
establish,
and
provide
staffing
and
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administrative
support
for
a
commission
on
educator
leadership
1
and
compensation.
The
commission
shall
monitor
with
fidelity
2
the
implementation
of
the
state
models
and
comparable
systems
3
by
school
districts
approved
pursuant
to
this
section.
The
4
commission
shall
evaluate
the
applications
submitted
for
5
approval
pursuant
to
this
section
and
shall
approve
or
6
disapprove
such
applications.
If
the
commission
disapproves
7
an
application,
the
commission
shall
specify
the
reasons
for
8
disapproval.
A
school
district
that
receives
approval
to
9
implement
a
state
model
or
comparable
system
under
this
section
10
is
eligible
to
receive
funds
under
section
257.10,
subsection
11
12.
In
addition,
the
commission
shall
review
the
use
and
12
effectiveness
of
the
funds
distributed
to
school
districts
for
13
supplemental
assistance
to
teachers
in
high-need
schools
under
14
section
284.11.
15
a.
The
commission
shall
be
comprised
of
the
following:
16
(1)
Five
teachers
selected
by
the
Iowa
state
education
17
association.
18
(2)
Three
administrators
selected
by
the
school
19
administrators
of
Iowa.
20
(3)
Two
school
board
members
selected
by
the
Iowa
21
association
of
school
boards.
22
(4)
Each
president
or
president’s
designee
of
the
Iowa
state
23
education
association,
the
school
administrators
of
Iowa,
and
24
the
Iowa
association
of
school
boards.
25
(5)
The
director
or
the
director’s
designee.
26
b.
Members
shall
be
appointed
to
staggered
three-year
27
terms
which
shall
begin
and
end
as
provided
in
section
69.19.
28
Appointments
shall
comply
with
sections
69.16,
69.16A,
and
29
69.16C.
Vacancies
on
the
commission
shall
be
filled
in
the
30
same
manner
as
the
original
appointment.
A
person
appointed
31
to
fill
a
vacancy
shall
serve
only
for
the
unexpired
portion
32
of
the
term.
Members
are
entitled
to
reimbursement
of
actual
33
expenses
incurred
in
performance
of
their
official
duties.
34
c.
By
December
15
annually,
the
commission
shall
submit
its
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findings
and
any
recommendations,
including
but
not
limited
1
to
any
recommendations
for
changes
relating
to
this
section
2
and
sections
284.16
through
284.19,
and
for
changes
to
section
3
284.11
relating
to
state
supplemental
assistance
to
teachers
4
in
high-need
schools,
in
a
report
to
the
director,
the
state
5
board,
the
governor,
and
the
general
assembly.
6
13.
Teacher
leadership
supplement
foundation
7
aid.
a.
Teacher
leadership
supplement
foundation
aid
8
calculated
under
section
257.10,
subsection
12,
shall
be
paid
9
as
part
of
the
state
aid
payments
made
to
school
districts
in
10
accordance
with
section
257.16.
11
b.
Notwithstanding
section
284.3A,
teacher
leadership
12
supplement
foundation
aid
shall
not
be
combined
with
regular
13
wages
to
create
a
combined
salary.
14
c.
The
teacher
leadership
supplement
district
cost
as
15
calculated
under
section
257.10,
subsection
12,
is
not
subject
16
to
a
uniform
reduction
in
accordance
with
section
8.31.
17
d.
Except
as
otherwise
provided
by
law
for
a
fiscal
year,
18
of
the
amount
appropriated
statewide
for
that
fiscal
year
19
for
payment
of
the
teacher
leadership
supplement
pursuant
20
to
section
257.10,
subsection
12,
the
department
may
use
an
21
amount
not
to
exceed
five
hundred
thousand
dollars
to
provide
22
administration
and
oversight
of
the
state
models
and
comparable
23
systems
approved
and
implemented
pursuant
to
this
section
and
24
section
284.16,
284.17,
284.18,
or
284.19;
and
to
fund
up
to
25
two
full-time
equivalent
positions
which
shall
be
in
addition
26
to
the
number
of
positions
authorized
for
the
fiscal
year.
27
Sec.
32.
NEW
SECTION
.
284.16
Teacher
leadership
framework
28
model.
29
1.
Teacher
leadership
framework
model
——
purposes.
To
30
promote
continuous
improvement
in
Iowa’s
quality
teaching
31
workforce
and
to
give
Iowa
teachers
the
opportunity
for
career
32
recognition
that
reflects
the
various
roles
teachers
play
as
33
educational
leaders,
a
teacher
leadership
framework
model
is
34
established
for
teachers
employed
by
school
districts.
A
35
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teacher
employed
by
an
area
education
agency
may
be
included
1
in
a
framework
model
established
by
a
school
district
if
the
2
area
education
agency
and
the
school
district
enter
into
a
3
contract
for
such
purpose.
The
framework
model
is
designed
to
4
accomplish
the
following
goals:
5
a.
To
attract
able
and
promising
new
teachers
by
offering
6
competitive
starting
salaries
and
offering
short-term
7
and
long-term
professional
development
and
leadership
8
opportunities.
9
b.
To
retain
effective
teachers
by
providing
enhanced
career
10
opportunities.
11
c.
To
promote
collaboration
by
developing
and
supporting
12
opportunities
for
teachers
in
schools
and
school
districts
13
statewide
to
learn
from
each
other.
14
d.
To
reward
professional
growth
and
effective
teaching
by
15
providing
for
career
opportunities
that
come
with
increased
16
leadership
responsibilities
and
involve
increased
compensation.
17
e.
To
improve
student
achievement
by
strengthening
18
instruction.
19
2.
Model
requirements.
The
teacher
leadership
framework
20
model
requirements
shall
be
as
follows:
21
a.
Initial
teacher.
22
(1)
The
salary
for
an
initial
teacher
who
has
successfully
23
completed
an
approved
practitioner
preparation
program
as
24
defined
in
section
272.1
or
holds
an
initial
or
intern
teacher
25
license
issued
under
chapter
272,
and
who
participates
in
the
26
initial
teacher
mentoring
and
induction
program
as
provided
in
27
this
chapter,
shall
be
at
least
thirty-five
thousand
dollars,
28
which
shall
also
constitute
the
minimum
salary
for
an
Iowa
29
teacher.
30
(2)
An
initial
teacher
shall
complete
a
teacher
residency
31
during
the
first
year
of
employment
that
has
all
of
the
32
following
characteristics:
33
(a)
Mentoring
by
a
mentor
teacher
or
lead
teacher.
34
(b)
Sufficient
collaboration
time
for
the
initial
teacher
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in
the
residency
year
to
be
able
to
observe
and
learn
from
1
more
experienced
teachers,
mentor
teachers,
and
lead
teachers
2
employed
by
school
districts
located
in
this
state.
3
(c)
A
teaching
load
of
not
more
than
seventy-five
percent
4
student
instruction
to
allow
the
initial
teacher
time
for
5
observation
and
learning.
6
(d)
A
teaching
contract
issued
under
section
279.13
that
7
establishes
an
employment
period
which
is
five
days
longer
8
than
that
required
for
career
teachers
employed
by
the
school
9
district
of
employment.
The
five
additional
contract
days
10
shall
be
used
to
strengthen
instructional
leadership
in
11
accordance
with
this
section.
12
(e)
Frequent
observation,
evaluation,
and
professional
13
development
opportunities.
14
b.
Career
teacher.
A
career
teacher
is
a
teacher
who
meets
15
the
requirements
of
section
284.17,
subsection
1,
paragraph
16
“b”
,
subparagraph
(1).
Beginning
July
1,
2014,
the
minimum
17
salary
for
a
first-year
career
teacher
shall
be
thirty-seven
18
thousand
dollars.
19
c.
Model
teacher.
A
model
teacher
is
a
teacher
who
meets
20
the
requirements
of
paragraph
“b”
,
has
met
the
requirements
21
established
by
the
school
district
that
employs
the
teacher,
22
is
evaluated
by
the
school
district
as
demonstrating
the
23
competencies
of
a
model
teacher,
has
participated
in
a
rigorous
24
review
process,
and
has
been
recommended
for
a
one-year
25
assignment
as
a
model
teacher
by
a
site-based
or
district-based
26
review
council
appointed
pursuant
to
section
284.15,
subsection
27
3.
A
school
district
shall
set
as
a
goal
the
designation
28
of
at
least
ten
percent
of
its
teachers
as
model
teachers,
29
though
the
district
may
enter
into
an
agreement
with
one
or
30
more
other
districts
or
an
area
education
agency
to
meet
31
this
goal
through
a
collaborative
arrangement.
The
terms
of
32
the
teaching
contracts
issued
under
section
279.13
to
model
33
teachers
shall
exceed
by
five
days
the
terms
of
teaching
34
contracts
issued
under
section
279.13
to
career
teachers,
and
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the
five
additional
contract
days
shall
be
used
to
strengthen
1
instructional
leadership
in
accordance
with
this
section.
A
2
model
teacher
shall
receive
annually
a
salary
supplement
of
at
3
least
two
thousand
dollars.
4
d.
Mentor
teacher.
A
mentor
teacher
is
a
teacher
who
5
is
evaluated
by
the
school
district
as
demonstrating
the
6
competencies
and
superior
teaching
skills
of
a
mentor
teacher,
7
and
has
been
recommended
for
a
one-year
assignment
as
a
8
mentor
teacher
by
a
site-based
or
district-based
review
9
council
appointed
pursuant
to
section
284.15,
subsection
10
3.
In
addition,
a
mentor
teacher
shall
hold
a
valid
license
11
issued
under
chapter
272,
participate
in
teacher
professional
12
development
as
outlined
in
this
chapter,
demonstrate
13
continuous
improvement
in
teaching,
and
possess
the
skills
and
14
qualifications
to
assume
leadership
roles.
A
mentor
teacher
15
shall
have
a
teaching
load
of
not
more
than
seventy-five
16
percent
student
instruction
to
allow
the
teacher
to
mentor
17
other
teachers.
A
school
district
shall
set
as
a
goal
the
18
designation
of
at
least
ten
percent
of
its
teachers
as
mentor
19
teachers,
though
the
district
may
enter
into
an
agreement
20
with
one
or
more
other
districts
or
an
area
education
agency
21
to
meet
this
goal
through
a
collaborative
arrangement.
The
22
terms
of
the
teaching
contracts
issued
under
section
279.13
to
23
mentor
teachers
shall
exceed
by
ten
days
the
terms
of
teaching
24
contracts
issued
under
section
279.13
to
career
teachers,
and
25
the
ten
additional
contract
days
shall
be
used
to
strengthen
26
instructional
leadership
in
accordance
with
this
section.
A
27
mentor
teacher
shall
receive
annually
a
salary
supplement
of
28
at
least
five
thousand
dollars.
29
e.
Lead
teacher.
A
lead
teacher
is
a
teacher
who
holds
a
30
valid
license
issued
under
chapter
272
and
has
been
recommended
31
for
a
one-year
assignment
as
a
lead
teacher
by
a
site-based
or
32
district-based
review
council
appointed
pursuant
to
section
33
284.15,
subsection
3.
The
recommendation
from
the
council
34
must
assert
that
the
teacher
possesses
superior
teaching
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skills
and
the
ability
to
lead
adult
learners.
A
lead
1
teacher
shall
assume
leadership
roles
that
may
include
but
2
are
not
limited
to
the
planning
and
delivery
of
professional
3
development
activities
designed
to
improve
instructional
4
strategies;
the
facilitation
of
an
instructional
leadership
5
team
within
the
lead
teacher’s
building,
school
district,
or
6
other
school
districts;
the
mentoring
of
other
teachers;
and
7
participation
in
the
evaluation
of
student
teachers.
A
lead
8
teacher
shall
have
a
teaching
load
of
not
more
than
fifty
9
percent
student
instruction
to
allow
the
lead
teacher
to
spend
10
time
on
co-teaching;
co-planning;
peer
reviews;
observing
11
career
teachers,
model
teachers,
and
mentor
teachers;
and
other
12
duties
mutually
agreed
upon
by
the
superintendent
and
the
lead
13
teacher.
A
school
district
shall
set
as
a
goal
the
designation
14
of
at
least
five
percent
of
its
teachers
as
lead
teachers,
15
though
the
district
may
enter
into
an
agreement
with
one
or
16
more
other
districts
or
an
area
education
agency
to
meet
this
17
goal
through
a
collaborative
arrangement.
The
terms
of
the
18
teaching
contracts
issued
under
section
279.13
to
lead
teachers
19
shall
exceed
by
fifteen
days
the
terms
of
teaching
contracts
20
issued
under
section
279.13
to
career
teachers,
and
the
21
fifteen
additional
contract
days
shall
be
used
to
strengthen
22
instructional
leadership
in
accordance
with
this
section.
A
23
lead
teacher
shall
receive
annually
a
salary
supplement
of
at
24
least
ten
thousand
dollars.
25
3.
Requirements
for
implementation
and
receipt
of
teacher
26
leadership
supplement
funds.
Except
as
otherwise
provided
in
27
section
284.15,
a
school
district
shall
meet
the
requirements
28
of
section
284.15
in
order
to
implement
a
teacher
leadership
29
framework
model
pursuant
to
this
section
and
to
be
eligible
to
30
receive
funds
under
section
257.10,
subsection
12.
31
Sec.
33.
NEW
SECTION
.
284.17
Iowa
teacher
career
path
32
model.
33
1.
Iowa
teacher
career
path
model.
To
promote
continuous
34
improvement
in
Iowa’s
quality
teaching
workforce
and
to
35
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give
Iowa
teachers
the
opportunity
for
career
recognition
1
that
reflects
the
various
roles
teachers
play
as
educational
2
leaders,
an
Iowa
teacher
career
path
model
is
established
for
3
teachers
employed
by
school
districts.
The
Iowa
teacher
career
4
path
model
requirements
and
the
model’s
salary
minimums
are
as
5
follows:
6
a.
Beginning
teacher.
7
(1)
A
beginning
teacher
is
a
teacher
who
meets
the
following
8
requirements:
9
(a)
Has
successfully
completed
an
approved
practitioner
10
preparation
program
as
defined
in
section
272.1
or
holds
an
11
intern
teacher
license
issued
under
chapter
272
.
12
(b)
Holds
an
initial
or
intern
teacher
license
issued
under
13
chapter
272.
14
(c)
Participates
in
the
beginning
teacher
mentoring
and
15
induction
program
as
provided
in
this
chapter
.
16
(2)
Beginning
July
1,
2014,
the
minimum
salary
for
a
17
beginning
teacher
shall
be
thirty-five
thousand
dollars.
18
b.
Career
teacher.
19
(1)
A
career
teacher
is
a
teacher
who
holds
a
statement
of
20
professional
recognition
issued
under
chapter
272
or
who
meets
21
the
following
requirements:
22
(a)
Has
successfully
completed
the
beginning
teacher
23
mentoring
and
induction
program
and
has
successfully
completed
24
a
comprehensive
evaluation.
25
(b)
Is
reviewed
by
the
school
district
as
demonstrating
the
26
competencies
of
a
career
teacher.
27
(c)
Holds
a
valid
license
issued
under
chapter
272.
28
(d)
Participates
in
teacher
professional
development
as
set
29
forth
in
this
chapter
and
demonstrates
continuous
improvement
30
in
teaching.
31
(2)
Beginning
July
1,
2014,
the
minimum
salary
for
a
32
first-year
career
teacher
shall
be
thirty-seven
thousand
33
dollars.
34
c.
Career
II
teacher.
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(1)
A
career
II
teacher
is
a
teacher
who
meets
the
1
requirements
of
paragraph
“b”
,
has
met
the
requirements
2
established
by
the
school
district
that
employs
the
teacher,
3
and
is
evaluated
by
the
review
council
as
demonstrating
the
4
competencies
of
a
career
II
teacher.
The
teacher
shall
have
5
successfully
completed
a
performance
review
in
order
to
be
6
classified
as
a
career
II
teacher.
Beginning
July
1,
2014,
7
the
annual
teacher
leadership
supplement
paid
to
a
first-year
8
career
II
teacher
shall
be
five
thousand
dollars.
9
(2)
The
contract
term
for
a
career
II
teacher
shall
exceed
10
the
contract
term
issued
to
a
career
teacher
under
section
11
279.13
by
an
additional
five
days.
Approximately
twenty-five
12
percent
of
the
career
II
teacher’s
total
contract
time
shall
be
13
spent
on
noninstructional
duties,
which
may
include
but
not
be
14
limited
to
time
spent
mentoring
beginning
and
career
teachers
15
and
supervising
student
teachers
who
are
participating
in
a
16
field
experience
pursuant
to
section
272.25.
Allocation
of
the
17
career
II
teacher’s
time
shall
be
mutually
agreed
to
by
the
18
teacher
and
the
school
district.
19
(3)
As
an
alternative
to
the
twenty-five
percent
20
noninstructional
time
requirement
of
subparagraph
(2),
a
21
career
II
teacher
may
spend
at
least
five
hours
per
week
22
as
a
peer
coach
in
addition
to
the
normal
teaching
load.
23
Compensation
for
peer
coaching
duties
shall
be
computed
24
using
the
career
II
teacher’s
hourly
rate
of
compensation
25
for
the
additional
duties,
which
shall
be
performed
during
26
normal,
noninstructional
contract
time.
For
purposes
of
27
this
subparagraph,
“peer
coaching”
means
additional
guidance
28
in
one
or
more
aspects
of
the
teaching
profession
provided
29
to
one
or
more
teachers.
Assignment
as
a
peer
coach
shall
30
be
based
on
either
a
request
from
a
principal
or
from
an
31
individual
teacher
upon
approval
of
a
principal.
Peer
32
coaching
shall
include
detailed
preliminary
discussions
as
to
33
areas
in
which
the
teachers
being
coached
desire
to
improve;
34
formulation
of
an
action
plan
to
bring
about
such
improvement;
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in-class
supervision
by
the
peer
coach;
postclass
discussion
1
of
strengths,
weaknesses,
and
strategies
for
improvement;
2
and
dialogue
between
the
peer
coach
and
students
and
school
3
officials
regarding
the
teachers
being
coached.
A
peer
coach
4
shall
coordinate
peer
coaching
activities
relating
to
training
5
and
professional
development
with
an
area
education
agency
6
where
appropriate.
7
d.
Advanced
teacher.
8
(1)
An
advanced
teacher
is
a
teacher
who
meets
the
following
9
requirements:
10
(a)
Receives
the
recommendation
of
the
review
council
that
11
the
teacher
possesses
superior
teaching
skills
and
that
the
12
teacher
should
be
classified
as
an
advanced
teacher.
13
(b)
Holds
a
valid
license
issued
under
chapter
272.
14
(c)
Participates
in
teacher
professional
development
15
as
outlined
in
this
chapter
and
demonstrates
continuous
16
improvement
in
teaching.
17
(d)
Possesses
the
skills
and
qualifications
to
assume
18
leadership
roles.
19
(2)
Beginning
July
1,
2014,
the
annual
teacher
leadership
20
supplement
paid
to
a
first-year
advanced
teacher
shall
be
21
thirteen
thousand
five
hundred
dollars.
22
(3)
The
contract
term
for
an
advanced
teacher
shall
exceed
23
the
contract
term
issued
to
a
career
teacher
under
section
24
279.13
by
an
additional
ten
days.
The
goal
of
the
contract
25
shall
be
that
at
least
fifty
percent
of
the
advanced
teacher’s
26
total
contract
time
be
spent
on
noninstructional
duties,
27
which
may
include
but
not
be
limited
to
time
spent
mentoring
28
beginning
and
career
teachers
and
supervising
student
teachers
29
who
are
participating
in
a
field
experience
pursuant
to
section
30
272.25;
developing,
planning,
and
organizing
professional
31
development;
organizing
peer
review
groups;
and
selecting
32
course
materials.
Allocation
of
the
advanced
teacher’s
time
33
shall
be
mutually
agreed
to
by
the
teacher
and
the
school
34
district.
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(4)
An
advanced
teacher
may
engage
in
peer
coaching
under
1
the
conditions
specified
in
paragraph
“c”
,
subparagraph
2
(3),
and
if
so,
compensation
for
peer
coaching
duties
shall
3
be
computed
using
the
advanced
teacher’s
hourly
rate
of
4
compensation
for
the
additional
duties,
which
shall
be
5
performed
during
normal
noninstructional
contract
time.
6
2.
Staffing
goals.
Each
school
district
approved
under
7
section
284.15
to
implement
the
model
in
accordance
with
this
8
section
shall
meet
the
following
staffing
requirements:
9
a.
Employ
at
least
one
career
II
teacher
in
each
elementary
10
school.
11
b.
Employ
at
least
one
advanced
teacher
for
every
three
12
career
II
teachers
employed.
13
c.
Employ
at
least
one
career
II
teacher
for
each
of
the
14
following
subject
areas
taught
in
secondary
school:
English,
15
mathematics,
science,
and
social
studies.
16
3.
Requirements
for
implementation
and
receipt
of
teacher
17
leadership
supplement
funds.
Except
as
otherwise
provided
in
18
section
284.15,
a
school
district
shall
meet
the
requirements
19
of
section
284.15
in
order
to
implement
an
Iowa
teacher
career
20
path
model
pursuant
to
this
section
and
to
be
eligible
to
21
receive
funds
under
section
257.10,
subsection
12.
22
Sec.
34.
NEW
SECTION
.
284.18
Instructional
coach
model.
23
1.
Instructional
coach
model.
The
instructional
coach
and
24
curriculum
and
professional
development
leader
model
shall
25
include,
at
a
minimum,
the
following
components:
26
a.
Beginning
and
career
teacher
levels.
The
beginning
27
teacher
and
career
teacher
levels
and
minimum
salaries
28
specified
in
section
284.17,
subsection
1,
paragraphs
“a”
and
29
“b”
,
and
the
residency
requirement
for
a
first-year
beginning
30
teacher
that
shall
be
the
same
as
set
forth
for
an
initial
31
teacher
in
section
284.16,
subsection
2,
paragraph
“a”
,
32
subparagraph
(2).
33
b.
Instructional
coach
level.
An
instructional
coach
shall,
34
at
a
minimum,
meet
the
requirements
specified
for
a
career
35
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teacher
in
section
284.17,
subsection
1,
paragraph
“b”
,
and
1
engage
full-time
in
instructional
coaching.
For
purposes
2
of
this
paragraph,
“instructional
coaching”
means
additional
3
guidance
in
one
or
more
aspects
of
the
teaching
profession
4
provided
to
teachers.
Assignment
as
an
instructional
coach
5
shall
be
based
on
either
a
request
from
a
principal
or
from
an
6
individual
teacher
upon
approval
of
a
principal.
Instructional
7
coaching
shall
include
detailed
preliminary
discussions
as
to
8
areas
in
which
the
teachers
being
coached
desire
to
improve;
9
formulation
of
an
action
plan
to
bring
about
such
improvement;
10
in-class
supervision
by
the
instructional
coach;
postclass
11
discussion
of
strengths,
weaknesses,
and
strategies
for
12
improvement;
and
dialogue
between
the
instructional
coach
and
13
students
and
school
officials
regarding
the
teachers
being
14
coached.
An
instructional
coach
shall
coordinate
instructional
15
coaching
activities
relating
to
training
and
professional
16
development
with
an
area
education
agency
where
appropriate.
17
An
instructional
coach
shall
receive
a
stipend
of
not
less
than
18
five
thousand
nor
more
than
seven
thousand
dollars
annually
19
in
addition
to
the
teacher’s
salary
as
a
career
teacher.
A
20
school
district
approved
to
implement
the
instructional
coach
21
model
pursuant
to
section
284.15
shall
employ
at
least
one
22
instructional
coach
at
each
attendance
center
or
at
least
one
23
instructional
coach
for
every
five
hundred
students
enrolled
in
24
an
attendance
center,
whichever
number
is
greater.
25
c.
A
curriculum
and
professional
development
leader
level.
A
26
curriculum
and
professional
development
leader
shall
at
a
27
minimum
receive
additional
training
during
the
summer
at
the
28
expense
of
the
school
district.
While
receiving
training
29
pursuant
to
this
paragraph
“c”
,
the
teacher
shall
be
paid
an
30
additional
salary
amount
for
time
beyond
the
school
district’s
31
normal
teaching
contract
at
the
applicable
per
diem
rate.
The
32
contract
term
for
a
curriculum
and
professional
development
33
leader
shall
exceed
the
contract
term
issued
to
a
model
teacher
34
under
section
279.13
by
an
additional
fifteen
days,
and
the
35
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curriculum
and
professional
development
leader
shall
receive
1
a
stipend
of
not
less
than
ten
thousand
nor
more
than
twelve
2
thousand
dollars
annually
in
addition
to
the
teacher’s
salary
3
as
a
career
teacher.
A
curriculum
and
professional
development
4
leader
shall
do
the
following:
5
(1)
Provide
and
demonstrate
teaching
on
an
ongoing
basis.
6
(2)
Routinely
work
strategically
with
teachers
in
planning,
7
monitoring,
reviewing,
and
implementing
best
instructional
8
practices.
9
(3)
Observe
and
coach
teachers
in
effective
instructional
10
practices.
11
(4)
Support
teacher
growth
and
reflective
practices.
12
(5)
Work
with
and
train
classroom
teachers
to
provide
13
interventions
aligned
by
subject
area.
14
(6)
Support
instruction
and
learning
through
the
use
of
15
technology.
16
(7)
Actively
participate
in
collaborative
problem
solving
17
and
reflective
practices
which
include
but
are
not
limited
18
to
professional
study
groups,
peer
observations,
grade
level
19
planning,
and
weekly
team
meetings.
20
2.
Requirements
for
implementation
and
receipt
of
teacher
21
leadership
supplement
funds.
Except
as
otherwise
provided
in
22
section
284.15,
a
school
district
shall
meet
the
requirements
23
of
section
284.15
in
order
to
implement
an
instructional
coach
24
model
pursuant
to
this
section
and
to
be
eligible
to
receive
25
funds
under
section
257.10,
subsection
12.
26
Sec.
35.
NEW
SECTION
.
284.19
Comparable
system
criteria.
27
1.
Minimum
requirements
for
comparable
systems.
Any
Iowa
28
teacher
career
path,
leadership
role,
and
compensation
model
or
29
comparable
system
approved
pursuant
to
section
284.15
and
this
30
section
shall
include,
at
a
minimum,
the
following
components:
31
a.
A
minimum
salary
and
a
residency
as
provided
in
section
32
284.16,
subsection
2,
paragraph
“a”
.
33
b.
Additional
levels
of
compensation
for
differentiated
34
teacher
roles,
which
shall
not
be
less
than
the
per
diem
rate
35
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established
for
regular
teaching
duties
at
the
specified
level
1
prior
to
implementation
of
the
comparable
system.
2
c.
Multiple,
differentiated
teacher
leadership
roles
3
beyond
the
beginning
or
initial
teacher
and
career
teacher
4
levels,
with
a
goal
of
making
such
levels
available
to
at
least
5
twenty-five
percent
of
the
teacher
workforce.
Compensation
6
at
the
differentiated
levels
shall
be
commensurate
with
the
7
additional
responsibilities
of
teachers
who
accept
leadership
8
roles.
9
d.
A
rigorous
selection
process
that
involves
teachers
in
10
determining
placement
in,
and
retention
of,
teacher
leadership
11
positions.
The
process
shall
include
the
following
components:
12
(1)
A
requirement
that
a
teacher
chosen
for
a
leadership
13
role
have
not
less
than
three
years
of
teaching
experience
and
14
one
year
of
teaching
experience
in
the
school
district.
15
(2)
Exclusion
of
a
teacher
in
a
leadership
role
from
16
supervisory
duties.
17
(3)
A
requirement
that
teacher
leaders
be
responsible
18
for
modeling
best
instructional
practice,
mentoring
initial
19
teachers,
acting
as
liaisons
with
families,
and
helping
20
colleagues
prepare
for
peer
group
reviews
and
evaluations
21
conducted
pursuant
to
section
284.8.
Teacher
leaders
shall
not
22
be
responsible
for
purely
administrative
duties.
23
(4)
Authorization
for
teacher
leaders
to
participate
in
a
24
peer
group
review
under
section
284.8.
25
e.
A
professional
development
system
facilitated
by
teachers
26
and
aligned
with
the
Iowa
professional
development
model
27
adopted
by
the
state
board.
28
f.
Hiring
permanent
professional
staff,
including
but
not
29
limited
to
retired
teachers,
at
competitive
rates,
in
order
for
30
an
attendance
center
or
school
district
to
give
teacher
leaders
31
time
to
focus
on
leadership
duties.
32
2.
Requirements
for
implementation
and
receipt
of
teacher
33
leadership
supplement
funds.
Except
as
otherwise
provided
in
34
section
284.15,
a
school
district
shall
meet
the
requirements
35
-35-
SF
423
(15)
85
kh/rj/jh
35/
48
S.F.
423
of
section
284.15
in
order
to
implement
a
comparable
system
1
pursuant
to
this
section
and
to
be
eligible
to
receive
funds
2
under
section
257.10,
subsection
12.
3
DIVISION
VI
4
MISCELLANEOUS
PROVISIONS
5
Sec.
36.
Section
256.9,
subsection
53,
paragraph
c,
6
unnumbered
paragraph
1,
Code
2013,
is
amended
to
read
as
7
follows:
8
Establish
in
collaboration
with
the
state
board
of
regents
,
9
subject
to
an
appropriation
of
funds
by
the
general
assembly
10
contingent
on
a
specific
appropriation
for
such
purpose
,
an
11
Iowa
reading
research
center.
12
Sec.
37.
Section
256.9,
subsection
53,
paragraph
c,
13
subparagraph
(3),
Code
2013,
is
amended
to
read
as
follows:
14
(3)
The
center
shall
submit
a
report
of
its
activities
15
to
the
general
assembly
by
January
15
annually.
By
January
16
15,
2015,
the
annual
report
shall
include
but
not
be
limited
17
to
recommendations
regarding
the
following
measures
to
18
support
schools
in
implementing
chapter
284
with
regard
to
the
19
prekindergarten
through
grade
three
years:
20
(a)
Tools
and
strategies
for
assessing
early
elementary
21
school
teachers
to
determine
whether
they
have
the
skills
and
22
abilities
to
serve
as
mentor
or
lead
teachers
to
other
early
23
elementary
school
teachers.
24
(b)
Specific
training
and
professional
development
to
25
support
the
mentoring
responsibilities
of
mentor
teachers
and
26
lead
teachers.
27
(c)
Assessment
tools
to
identify
struggling
readers
and
28
evidence-based
measures
designed
to
respond
to
the
needs
of
29
such
students.
30
(d)
Resources,
guides,
and
informational
materials
which
31
parents
and
teachers
may
share
to
promote
early
literacy.
32
Sec.
38.
NEW
SECTION
.
256.24
Competency-based
education
33
grant
program.
34
1.
Contingent
on
a
specific
appropriation
for
these
35
-36-
SF
423
(15)
85
kh/rj/jh
36/
48
S.F.
423
purposes,
the
department
shall
establish
a
competency-based
1
education
grant
program
to
award
grants
to
not
more
than
2
ten
school
districts
annually
for
purposes
of
developing,
3
implementing,
and
evaluating
competency-based
education
pilot
4
and
demonstration
projects.
5
2.
The
department
shall
develop
grant
application,
6
selection,
and
evaluation
criteria.
7
3.
Each
pilot
or
demonstration
project
shall
be
conducted
8
for
a
minimum
of
one
year,
but
may
be
conducted
for
multiple
9
school
years
as
proposed
by
the
applicant
and
approved
by
the
10
department.
11
4.
Grant
moneys
shall
be
distributed
to
selected
school
12
districts
by
the
department
no
later
than
December
1,
2013.
13
Grant
amounts
shall
be
distributed
as
determined
by
the
14
department.
15
5.
The
department
shall
submit
progress
reports
analyzing
16
the
status
and
preliminary
findings
of
the
projects
to
the
17
state
board,
the
governor,
and
the
general
assembly
by
January
18
15
annually.
The
department
shall
summarize
the
projects’
19
findings,
including
student
achievement
results,
and
submit
the
20
summary
and
any
recommendations
in
a
final
report
to
the
state
21
board,
the
governor,
and
the
general
assembly
by
January
15,
22
2019.
23
Sec.
39.
NEW
SECTION
.
256.27
Economically
challenged
24
schools
grant
program.
25
1.
Contingent
on
a
specific
appropriation
for
these
26
purposes,
the
department
shall
establish
an
economically
27
challenged
schools
grant
program
to
award
funds
to
school
28
district
attendance
centers
to
create
pilot
projects
designed
29
to
meet
the
needs
of
prekindergarten
through
grade
twelve
30
students
who
are
not
proficient
in
reading
or
mathematics
31
and
to
involve
the
students’
parents
in
supporting
project
32
activities.
Pilot
project
activities
may
include
but
are
not
33
limited
to
establishing
a
longer
school
day,
longer
school
34
calendar,
summer
school,
or
intensive
reading
and
mathematics
35
-37-
SF
423
(15)
85
kh/rj/jh
37/
48
S.F.
423
programs
for
such
students.
1
2.
The
department
shall
develop
grant
application,
2
selection,
and
evaluation
criteria.
The
priorities
for
the
3
grant
funds
shall
include
applications
from
school
districts
4
with
high
percentages
of
students
who
are
below
grade
level
in
5
proficiency,
or
who
are
eligible
for
free
and
reduced
price
6
meals
under
the
federal
National
School
Lunch
Act
and
the
7
federal
Child
Nutrition
Act
of
1966,
42
U.S.C.
§
1751-1785,
and
8
shall
include
providing
project
services
on
a
voluntary
basis
9
to
students
deemed
at
risk
of
not
succeeding
in
reading
or
10
mathematics.
The
department
shall
make
every
reasonable
effort
11
to
equitably
distribute
grant
funds
geographically
among
rural
12
and
urban
areas.
13
3.
Each
pilot
project
shall
be
conducted
for
a
minimum
of
14
one
year,
but
may
be
conducted
for
multiple
school
years
as
15
proposed
by
the
applicant
and
approved
by
the
department.
16
4.
The
department
shall
submit
progress
reports
analyzing
17
the
status
and
preliminary
findings
of
the
projects
to
the
18
state
board,
the
governor,
and
the
general
assembly
by
January
19
15
annually.
The
department
shall
summarize
the
projects’
20
findings,
including
student
achievement
results,
and
submit
the
21
summary
and
any
recommendations
in
a
final
report
to
the
state
22
board,
the
governor,
and
the
general
assembly
by
January
15,
23
2019.
24
5.
This
section
is
repealed
effective
June
30,
2019.
25
Sec.
40.
NEW
SECTION
.
256.34
World
language
education
pilot
26
project.
27
1.
Contingent
on
a
specific
appropriation
for
these
28
purposes,
the
department
shall
establish
a
world
language
29
education
pilot
project
to
enhance
foreign
language
education
30
in
Iowa
schools.
The
department
shall
administer
the
pilot
31
project
in
partnership
with
the
university
of
northern
Iowa
and
32
up
to
three
school
districts.
The
department
shall
establish
33
criteria
for
the
selection
of
school
districts
to
participate
34
in
the
pilot
project.
35
-38-
SF
423
(15)
85
kh/rj/jh
38/
48
S.F.
423
2.
The
department
shall
establish
a
world
language
1
education
administrative
team
to
be
composed
of
school
2
administrators
from
school
districts
participating
in
the
3
pilot
project.
Team
members
shall
conduct
fact
finding
visits
4
to
schools
in
the
United
States
and
at
least
one
foreign
5
school
that
exemplify
best
practices
for
world
class
foreign
6
language
education
delivery
models.
A
fact
finding
visit
7
to
a
foreign
school
pursuant
to
this
section
shall
not
be
8
funded
with
state
moneys.
Team
members
shall
work
with
the
9
department
and
university
of
northern
Iowa
to
develop
standards
10
and
benchmarks
based
on
the
latest
edition
of
the
national
11
standards
for
foreign
language
learning,
to
develop
a
written
12
and
verbal
assessment
system
that
measures
foreign
language
13
competencies,
and
to
support
participating
school
districts
in
14
the
development
of
curricula
based
on
the
latest
edition
of
the
15
national
standards
for
foreign
language
learning.
16
3.
Each
school
district
participating
in
the
pilot
project,
17
in
coordination
with
the
department,
shall
compare
on
an
annual
18
basis
its
results
under
the
pilot
project
with
state
data
19
to
determine
the
outcomes
of
the
pilot
project
for
student
20
learning.
21
4.
The
world
language
education
administrative
team,
in
22
coordination
with
the
department
and
the
university
of
northern
23
Iowa,
shall
submit
its
findings
and
recommendations
regarding
24
the
pilot
project
and
foreign
language
education
in
this
state
25
in
a
report
to
the
general
assembly
by
December
19,
2014.
26
Sec.
41.
Section
256C.4,
subsection
1,
paragraph
e,
Code
27
2013,
is
amended
to
read
as
follows:
28
e.
Preschool
foundation
aid
funding
shall
not
be
used
for
29
the
costs
of
constructing
a
facility
in
connection
with
an
30
approved
local
program.
Preschool
foundation
aid
funding
may
31
be
used
by
approved
local
programs
and
community
providers
32
for
professional
development
for
preschool
teachers,
for
33
instructional
equipment,
for
material
and
equipment
designed
34
to
develop
pupils’
large
and
small
motor
skills,
and
for
other
35
-39-
SF
423
(15)
85
kh/rj/jh
39/
48
S.F.
423
direct
costs.
Preschool
foundation
aid
funding
received
by
an
1
approved
local
program
that
remain
unexpended
or
unobligated
2
at
the
end
of
a
fiscal
year
shall
be
used
to
build
the
approved
3
local
program’s
preschool
program
capacity
in
the
next
4
succeeding
fiscal
year.
5
Sec.
42.
Section
257.11,
Code
2013,
is
amended
by
adding
the
6
following
new
subsection:
7
NEW
SUBSECTION
.
7A.
Economically
challenged
schools
grant
8
program.
Pupils
who
are
eligible
for
free
and
reduced
price
9
meals
under
the
federal
National
School
Lunch
Act
and
the
10
federal
Child
Nutrition
Act
of
1966,
42
U.S.C.
§
1751-1785,
11
and
who
are
enrolled
in
a
school
district
that
is
approved
to
12
create
a
pilot
project
pursuant
to
section
256.27
shall
receive
13
a
supplemental
weighting
of
one-tenth
of
one
pupil.
This
14
subsection
is
repealed
effective
June
30,
2018.
15
Sec.
43.
Section
272.2,
subsection
13,
Code
2013,
is
amended
16
to
read
as
follows:
17
13.
Adopt
rules
to
provide
for
nontraditional
preparation
18
options
for
licensing
persons
who
hold
a
bachelor’s
degree
19
from
an
accredited
college
or
university,
who
but
do
not
meet
20
other
requirements
for
licensure.
However,
prior
to
issuing
21
licenses
pursuant
to
this
subsection,
the
board
shall
recommend
22
licensing
criteria
to
the
general
assembly.
Licenses
shall
not
23
be
issued
under
this
subsection
except
pursuant
to
statutory
24
licensing
criteria
enacted
pursuant
to
such
recommendations.
25
Sec.
44.
Section
279.9,
Code
2013,
is
amended
to
read
as
26
follows:
27
279.9
Use
of
tobacco,
alcoholic
beverages,
or
controlled
28
substances.
29
1.
The
rules
shall
prohibit
the
use
of
tobacco
,
including
30
nicotine
products,
and
the
use
or
possession
of
alcoholic
31
liquor,
wine,
or
beer
or
any
controlled
substance
as
defined
in
32
section
124.101,
subsection
5
,
by
any
student
of
the
schools
33
and
the
,
or
by
anyone
on
school
grounds,
is
prohibited.
A
34
school
board
may
suspend
or
expel
a
student
for
a
violation
of
35
-40-
SF
423
(15)
85
kh/rj/jh
40/
48
S.F.
423
a
rule
under
this
section
.
For
violation
of
this
section,
a
1
school
board
may
remove
a
person
from
school
grounds
and
may
2
bar
the
person’s
future
presence
on
school
grounds.
3
2.
As
used
in
this
section,
“nicotine
product”
means
any
4
product
containing
nicotine
or
any
other
preparation
of
tobacco
5
not
described
in
section
453A.1,
and
any
product
or
formulation
6
of
matter
containing
biologically
active
amounts
of
nicotine
7
that
is
manufactured,
sold,
offered
for
sale,
or
otherwise
8
distributed
with
the
expectation
that
the
product
or
matter
9
will
be
introduced
into
the
human
body.
“Nicotine
product”
does
10
not
include
any
cessation
product
specifically
approved
by
the
11
United
States
food
and
drug
administration
for
use
in
reducing,
12
treating,
or
eliminating
nicotine
or
tobacco
dependence.
13
Sec.
45.
Section
279.60,
subsections
1
and
2,
Code
2013,
are
14
amended
to
read
as
follows:
15
1.
Each
school
district
shall
administer
a
kindergarten
16
readiness
the
teaching
strategies
gold
early
childhood
17
assessment
prescribed
by
the
department
of
education
to
18
every
resident
prekindergarten
or
four-year-old
child
whose
19
parent
or
guardian
enrolls
the
child
in
the
district
,
and
to
20
every
kindergarten
student
enrolled
in
the
district
not
later
21
than
the
date
specified
in
section
257.6,
subsection
1
.
The
22
assessment
shall
be
aligned
with
state
early
learning
standards
23
and
preschool
programs
shall
be
encouraged
to
administer
the
24
assessment
at
least
at
the
beginning
and
end
of
the
preschool
25
program,
with
the
assessment
information
entered
into
the
26
statewide
longitudinal
data
system.
The
department
shall
work
27
to
develop
agreements
with
head
start
programs
to
incorporate
28
similar
information
about
four-year-old
children
served
by
head
29
start
into
the
statewide
longitudinal
data
system.
30
2.
a.
Each
school
district
shall
administer
the
dynamic
31
indicators
of
basic
early
literacy
skills
kindergarten
32
benchmark
assessment
or
other
kindergarten
benchmark
assessment
33
adopted
by
the
department
of
education
in
consultation
with
34
the
early
childhood
Iowa
state
board
to
every
kindergarten
35
-41-
SF
423
(15)
85
kh/rj/jh
41/
48
S.F.
423
student
enrolled
in
the
district
not
later
than
the
date
1
specified
in
section
257.6,
subsection
1
.
The
school
district
2
shall
also
collect
information
from
each
parent,
guardian,
3
or
legal
custodian
of
a
kindergarten
student
enrolled
in
the
4
district,
including
but
not
limited
to
whether
the
student
5
attended
preschool,
factors
identified
by
the
early
childhood
6
Iowa
office
pursuant
to
section
256I.5
,
and
other
demographic
7
factors.
Each
school
district
shall
report
the
results
of
8
the
community
strategies
employed
during
the
prior
school
9
year
pursuant
to
section
279.68,
subsection
4,
paragraph
“a”
,
10
the
assessment
administered
pursuant
to
subsection
1,
and
the
11
preschool
information
collected
to
the
department
of
education
12
in
the
manner
prescribed
by
the
department
not
later
than
13
January
1
of
that
school
year.
The
early
childhood
Iowa
office
14
in
the
department
of
management
shall
have
access
to
the
raw
15
data.
The
department
shall
review
the
information
submitted
16
pursuant
to
this
section
and
shall
submit
its
findings
and
17
recommendations
annually
in
a
report
to
the
governor,
the
18
general
assembly,
the
early
childhood
Iowa
state
board,
and
the
19
early
childhood
Iowa
area
boards.
20
b.
This
subsection
is
repealed
July
1,
2013.
21
Sec.
46.
REPEAL.
Section
256D.9,
Code
2013,
is
repealed.
22
Sec.
47.
COMPETENCY-BASED
EDUCATION
TASK
FORCE
23
RECOMMENDATIONS.
Contingent
on
a
specific
appropriation
for
24
these
purposes,
the
department
of
education
shall
implement
25
the
recommendations
of
the
competency-based
education
task
26
force
established
pursuant
to
2012
Iowa
Acts,
chapter
1119,
27
section
2,
relating
to
the
development
of
model
competencies,
28
to
investigating
and
providing
examples
of
templates
that
29
will
effectively
and
efficiently
record
and
report
student
30
achievement
in
a
competency-based
environment,
to
developing
31
the
assessment
validation
rubric
and
model
assessments
32
aligned
to
the
competencies,
and
to
creating
opportunities
for
33
professional
development
for
preservice
and
in-service
for
34
practitioners.
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Sec.
48.
SCHOOL
DISTRICT
REPORTING
REQUIREMENT
TASK
FORCE
1
——
STATE
BOARD
OF
EDUCATION.
2
1.
a.
A
reporting
requirement
review
task
force
is
3
established
consisting
of
five
members
who
shall
be
appointed
4
by
the
director
of
the
department
of
education
as
follows:
5
(1)
One
member
from
nominees
submitted
by
an
organization
6
representing
the
boards
of
Iowa
school
districts.
7
(2)
One
member
from
nominees
submitted
by
an
organization
8
representing
Iowa
school
administrators.
9
(3)
One
member
from
nominees
submitted
by
the
largest
10
statewide
certified
employee
organization
representing
Iowa
11
teachers.
12
(4)
One
member
representing
the
department
of
education.
13
(5)
One
member
representing
the
general
public.
14
b.
The
member
representing
the
department
of
education
15
shall
convene
the
initial
meeting,
at
which
the
members
shall
16
elect
a
chairperson.
17
2.
The
department
of
education
shall
compile
a
list
of
18
reports
that
school
districts
are
required
to
submit
to
the
19
department
biennially
or
more
frequently.
The
department
shall
20
submit
the
list
to
the
reporting
requirement
review
task
force
21
by
September
3,
2013.
22
3.
The
task
force
shall
review
the
list
submitted
by
the
23
department
pursuant
to
subsection
2.
For
each
reporting
24
requirement
listed,
the
task
force
shall
produce
written
25
justification
for
continuing,
modifying,
or
eliminating
26
the
requirement.
The
task
force
shall
compile
its
written
27
justifications
in
a
report
the
task
force
shall
submit
to
28
the
state
board
of
education
and
to
the
general
assembly
by
29
December
2,
2013.
30
4.
The
state
board
of
education
shall
review
the
report
31
submitted
pursuant
to
subsection
3,
and
shall
determine
which
32
of
the
task
force
recommendations
for
modifying
or
eliminating
33
requirements
may
be
accomplished
by
administrative
rule
and
34
which
must
be
accomplished
by
statute.
The
state
board
shall
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submit
its
findings
and
recommendations,
including
plans
1
for
board
action
relating
to
administrative
rules
and
board
2
recommendations
for
specific
statutory
changes,
in
a
report
to
3
the
general
assembly
by
February
3,
2014.
4
Sec.
49.
SCHOOL
YEAR-LONG
STUDENT
TEACHING
FIELD
EXPERIENCE
5
REQUIREMENT
——
STUDY.
6
1.
a.
Each
practitioner
preparation
program
offered
at
an
7
institution
of
higher
learning
governed
by
the
state
board
of
8
regents
shall
convene
a
study
committee
of
education
faculty
9
members
to
study
the
feasibility
of
establishing
professional
10
development
schools
for
preservice
teacher
candidates
in
11
collaboration
with
school
districts,
and
the
feasibility
12
of
requiring
students
enrolled
in
practitioner
preparation
13
programs
to
complete
a
field
experience
lasting
one
full
school
14
year.
15
b.
Each
study
committee
shall
evaluate
for
its
institution
16
the
following
issues
relating
specifically
to
a
proposed
17
professional
development
school
and
relating
specifically
to
a
18
proposed
full
school
year
of
student
teaching
field
experience:
19
(1)
The
impact
on
the
likelihood
a
student
will
graduate
20
within
four
years,
including
but
not
limited
to
consideration
21
of
the
cost
to
a
student,
student
debt
load,
and
class
22
scheduling.
23
(2)
The
impact
on
university
faculty
and
the
need
to
employ
24
more
faculty,
including
the
need
to
deliver
coursework
and
25
supervision
to
student
teachers
in
the
field.
26
(3)
The
availability
of
an
adequate
number
of
placements
in
27
prekindergarten
through
grade
twelve
schools
and
the
impact
on
28
a
school
district,
including
but
not
limited
to
the
district’s
29
cost
to
compensate
cooperating
teachers.
30
(4)
The
likely
impact
on
the
abilities
and
performance
of
a
31
student
teacher
and
whether
the
benefits
outweigh
the
costs.
32
(5)
The
likely
impact
on
student
achievement
of
students
in
33
the
student
teacher’s
classroom.
34
c.
The
study
committees
convened
pursuant
to
paragraph
“a”
35
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shall
submit
their
findings
and
recommendations
in
a
report
to
1
the
state
board
of
regents,
the
department
of
education,
the
2
board
of
educational
examiners,
the
governor,
and
the
general
3
assembly
by
December
2,
2013.
4
2.
The
Iowa
association
of
independent
colleges
is
5
encouraged
to
form
a
study
committee
comprised
of
education
6
faculty
members
with
duties
similar
to
those
provided
for
in
7
subsection
1
for
its
member
institutions
which
offer
approved
8
practitioner
preparation
programs,
and
to
submit
any
resulting
9
findings
and
recommendations
to
the
general
assembly
by
10
December
2,
2013.
11
Sec.
50.
EFFECTIVE
DATE.
The
following
provision
or
12
provisions
of
this
division
of
this
Act
take
effect
June
30,
13
2013:
14
1.
The
section
of
this
division
of
this
Act
amending
section
15
279.60,
subsection
2,
paragraph
“b”.
16
Sec.
51.
EFFECTIVE
UPON
ENACTMENT.
The
following
provision
17
or
provisions
of
this
division
of
this
Act,
being
deemed
of
18
immediate
importance,
take
effect
upon
enactment:
19
1.
The
section
of
this
division
of
this
Act
repealing
20
section
256D.9.
21
2.
The
section
of
this
division
of
this
Act
amending
section
22
272.2.
23
DIVISION
VII
24
STATE
SCHOOL
FOUNDATION
PROGRAM
25
Sec.
52.
Section
257.8,
subsections
1
and
2,
Code
2013,
are
26
amended
to
read
as
follows:
27
1.
State
percent
of
growth.
The
state
percent
of
growth
28
for
the
budget
year
beginning
July
1,
2010,
is
two
percent.
29
The
state
percent
of
growth
for
the
budget
year
beginning
July
30
1,
2012,
is
two
percent.
The
state
percent
of
growth
for
the
31
budget
year
beginning
July
1,
2013,
is
four
percent.
The
32
state
percent
of
growth
for
the
budget
year
beginning
July
1,
33
2014,
is
four
percent.
The
state
percent
of
growth
for
each
34
subsequent
budget
year
shall
be
established
by
statute
which
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shall
be
enacted
within
thirty
days
of
the
submission
in
the
1
year
preceding
the
base
year
of
the
governor’s
budget
under
2
section
8.21
.
The
establishment
of
the
state
percent
of
growth
3
for
a
budget
year
shall
be
the
only
subject
matter
of
the
bill
4
which
enacts
the
state
percent
of
growth
for
a
budget
year.
5
2.
Categorical
state
percent
of
growth.
The
categorical
6
state
percent
of
growth
for
the
budget
year
beginning
July
1,
7
2010,
is
two
percent.
The
categorical
state
percent
of
growth
8
for
the
budget
year
beginning
July
1,
2012,
is
two
percent.
9
The
categorical
state
percent
of
growth
for
the
budget
year
10
beginning
July
1,
2013,
is
four
percent.
The
categorical
state
11
percent
of
growth
for
the
budget
year
beginning
July
1,
2014,
12
is
four
percent.
The
categorical
state
percent
of
growth
for
13
each
budget
year
shall
be
established
by
statute
which
shall
14
be
enacted
within
thirty
days
of
the
submission
in
the
year
15
preceding
the
base
year
of
the
governor’s
budget
under
section
16
8.21
.
The
establishment
of
the
categorical
state
percent
of
17
growth
for
a
budget
year
shall
be
the
only
subject
matter
of
18
the
bill
which
enacts
the
categorical
state
percent
of
growth
19
for
a
budget
year.
The
categorical
state
percent
of
growth
20
may
include
state
percents
of
growth
for
the
teacher
salary
21
supplement,
the
professional
development
supplement,
and
the
22
early
intervention
supplement.
23
Sec.
53.
CODE
SECTION
257.8
——
IMPLEMENTATION.
The
24
requirements
of
section
257.8,
subsections
1
and
2,
regarding
25
the
enactment
of
bills
establishing
the
regular
program
state
26
percent
of
growth
and
the
categorical
state
percent
of
growth
27
within
thirty
days
of
the
submission
in
the
year
preceding
the
28
base
year
of
the
governor’s
budget
and
regarding
the
subject
29
matter
limitation
of
such
bills
do
not
apply
to
this
division
30
of
this
Act.
31
Sec.
54.
EFFECTIVE
UPON
ENACTMENT.
This
division
of
this
32
Act,
being
deemed
of
immediate
importance,
takes
effect
upon
33
enactment.
34
Sec.
55.
APPLICABILITY.
This
division
of
this
Act
is
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applicable
for
computing
state
aid
under
the
state
school
1
foundation
program
for
the
school
budget
years
beginning
July
2
1,
2013,
and
July
1,
2014,
as
appropriate.
3
DIVISION
VIII
4
PARENT
LIAISON
COUNSELOR
PILOT
PROGRAM
5
Sec.
56.
NEW
SECTION
.
280.30
Parent
liaison
counselor
pilot
6
program.
7
1.
A
parent
liaison
counselor
pilot
program
is
established
8
to
be
administered
by
the
department
of
education.
The
9
goals
of
the
program
shall
be
to
raise
student
achievement,
10
as
measured
by
increasing
high
school
graduation
rates,
11
increasing
the
percentage
of
high
school
graduates
who
are
12
qualified
to
enroll
in
a
college
or
university,
and
increasing
13
the
percentage
of
students
who
successfully
complete
college
14
preparatory
coursework
while
enrolled
in
high
school.
The
15
department
of
education
shall
adopt
measures
which
reflect
16
the
goals
of
the
program
for
the
purpose
of
assessing
the
17
effectiveness
of
the
program.
18
2.
A
school
district
identified
by
the
department
of
19
education
as
a
persistently
lowest-achieving
school
may
20
participate
in
the
program
and
shall
employ
one
parent
liaison
21
counselor.
A
parent
liaison
counselor
shall
be
a
guidance
22
counselor
licensed
under
chapter
272
who
is
currently
employed
23
by
the
school
district.
The
guidance
counselor
shall
be
issued
24
a
full-time
contract
for
the
full
school
year.
The
additional
25
contract
days
shall
be
used
to
administer
the
program.
26
3.
A
parent
liaison
counselor
shall
have
the
following
27
duties:
28
a.
Meeting
and
working
with
targeted
students
and
the
29
parents
of
targeted
students,
whether
at
a
student’s
home
or
30
in
a
student’s
school,
regarding
course
selection,
career
31
planning,
and
postsecondary
preparation.
32
b.
For
targeted
students
in
middle
school,
focusing
33
primarily
on
helping
targeted
students
and
the
parents
of
34
targeted
students
with
advance
planning
and
course
selection
35
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for
high
school.
1
4.
For
purposes
of
this
section,
targeted
students
are
2
students
who
have
unrealized
academic
potential
and
whose
3
circumstances
inhibit
their
academic
performance,
including
but
4
not
limited
to
students
who
are
limited
English
proficient,
5
students
in
special
education,
students
in
individualized
6
education
programs,
students
from
families
with
a
family
income
7
at
or
below
two
hundred
percent
of
the
federal
poverty
level
as
8
defined
by
the
most
recently
revised
poverty
income
guidelines
9
published
by
the
United
States
department
of
health
and
human
10
services,
students
with
ongoing
attendance
issues,
and
other
11
at-risk
student
populations
identified
by
the
department
of
12
education.
13
5.
The
department
of
education
shall
submit
a
report
to
14
the
general
assembly,
annually
by
December
15,
on
the
parent
15
liaison
counselor
pilot
program.
16
6.
This
section
is
repealed
June
30,
2016.
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