Text: HF214            Text: HF216
Complete Bill History


House File 215

BY COMMITTEE ON EDUCATION (SUCCESSOR TO HSB 4) \5 A BILL FOR \1 House File 215 AN ACT RELATING TO AND PROVIDING FOR EDUCATION REFORM INVOLVING STUDENT, TEACHER, AND ADMINISTRATOR PROGRAMS AND ACTIVITIES UNDER THE PURVIEW OF THE DEPARTMENT OF EDUCATION, THE STATE BOARD OF EDUCATION, THE COLLEGE STUDENT AID COMMISSION, SCHOOL DISTRICTS, AND ACCREDITED NONPUBLIC SCHOOLS; PROVIDING FOR INDEPENDENT PRIVATE INSTRUCTION FOR STUDENTS; PROVIDING FOR PRIVATE INSTRUCTION FOR STUDENTS; CONCERNING DRIVER EDUCATION BY A TEACHING PARENT; MAKING APPROPRIATIONS AND PROVIDING FOR THE ESTABLISHMENT AND RETENTION OF CERTAIN FEES; AND INCLUDING EFFECTIVE DATE PROVISIONS. BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF IOWA: DIVISION I SCHOOL DISTRICT FUNDING Section 1. Section 257.2, subsection 9, Code 2013, is amended by adding the following new paragraph: NEW PARAGRAPH. d. Property tax replacement payments received under section 257.16B. Sec. 2. Section 257.4, subsection 1, paragraph a, Code 2013, is amended by adding the following new subparagraph: NEW SUBPARAGRAPH. (8) The amount of the school district property tax replacement payment to be received by the school district under section 257.16B. Sec. 3. Section 257.4, subsection 1, paragraph b, Code 2013, is amended to read as follows: b. For the budget year beginning July 1, 2008, and succeeding budget years, the department of management shall annually determine an adjusted additional property tax levy and a statewide maximum adjusted additional property tax levy rate, not to exceed the statewide average additional property tax levy rate, calculated by dividing the total adjusted additional property tax levy dollars statewide by the statewide total net taxable valuation. For purposes of this paragraph, the adjusted additional property tax levy shall be that portion of the additional property tax levy corresponding to the state cost per pupil multiplied by a school district's weighted enrollment, and then multiplied by one hundred percent less the regular program foundation base per pupil percentage pursuant to section 257.1, and then reduced by the amount of the property tax replacement payment to be received under section 257.16B. The district shall receive adjusted additional property tax levy aid in an amount equal to the difference between the adjusted additional property tax levy rate and the statewide maximum adjusted additional property tax levy rate, as applied per thousand dollars of assessed valuation on all taxable property in the district. The statewide maximum adjusted additional property tax levy rate shall be annually determined by the department taking into account amounts allocated pursuant to section 257.15, subsection 4. The statewide maximum adjusted additional property tax levy rate shall be annually determined by the department taking into account amounts allocated pursuant to section 257.15, subsection 4, and the balance of the property tax equity and relief fund created in section 257.16A at the end of the calendar year. Sec. 4. Section 257.8, subsections 1 and 2, Code 2013, are amended to read as follows: 1. State percent of growth. The state percent of growth for the budget year beginning July 1, 2010, is two percent. The state percent of growth for the budget year beginning July 1, 2012, is two percent. The state percent of growth for the budget year beginning July 1, 2013, is two percent. The state percent of growth for the budget year beginning July 1, 2014, is four percent. The state percent of growth for each subsequent budget year shall be established by statute which shall be enacted within thirty days of the submission in the year preceding the base year of the governor's budget under section 8.21. The establishment of the state percent of growth for a budget year shall be the only subject matter of the bill which enacts the state percent of growth for a budget year. 2. Categorical state percent of growth. The categorical state percent of growth for the budget year beginning July 1, 2010, is two percent. The categorical state percent of growth for the budget year beginning July 1, 2012, is two percent. The categorical state percent of growth for the budget year beginning July 1, 2013, is two percent. The categorical state percent of growth for the budget year beginning July 1, 2014, is four percent. The categorical state percent of growth for each budget year shall be established by statute which shall be enacted within thirty days of the submission in the year preceding the base year of the governor's budget under section 8.21. The establishment of the categorical state percent of growth for a budget year shall be the only subject matter of the bill which enacts the categorical state percent of growth for a budget year. The categorical state percent of growth may include state percents of growth for the teacher salary supplement, the professional development supplement, and the early intervention supplement. Sec. 5. Section 257.15, subsection 4, paragraph b, Code 2013, is amended to read as follows: b. After lowering all school district adjusted additional property tax levy rates to the statewide maximum adjusted additional property tax levy rate under paragraph "a", the department of management shall use any remaining funds at the end of the calendar year to further lower additional property taxes by increasing for the budget year beginning the following July 1, the state foundation base percentage. Moneys used pursuant to this paragraph shall supplant an equal amount of the appropriation made from the general fund of the state pursuant to section 257.16 that represents the increase in state foundation aid. Sec. 6. NEW SECTION. 257.16B School district property tax replacement payments. 1. For each fiscal year beginning on or after July 1, 2013, there is appropriated from the general fund of the state to the department of education an amount necessary to make all school district property tax replacement payments under this section, as calculated in subsection 2. 2. a. For the budget year beginning July 1, 2013, the department of management shall calculate for each school district all of the following: (1) The regular program state cost per pupil for the budget year beginning July 1, 2012, multiplied by one hundred percent less the regular program foundation base per pupil percentage pursuant to section 257.1. (2) The regular program state cost per pupil for the budget year beginning July 1, 2013, multiplied by one hundred percent less the regular program foundation base per pupil percentage pursuant to section 257.1. (3) The amount of each school district's property tax replacement payment. Each school district's property tax replacement payment equals the school district's weighted enrollment for the budget year beginning July 1, 2013, multiplied by the remainder of the amount calculated for the school district under subparagraph (2) minus the amount calculated for the school district under subparagraph (1). b. For each budget year beginning on or after July 1, 2014, the department of management shall calculate for each school district all of the following: (1) The regular program state cost per pupil for the budget year beginning July 1, 2012, multiplied by one hundred percent less the regular program foundation base per pupil percentage pursuant to section 257.1. (2) The regular program state cost per pupil for the budget year beginning July 1, 2014, multiplied by one hundred percent less the regular program foundation base per pupil percentage pursuant to section 257.1. (3) The amount of each school district's property tax replacement payment. Each school district's property tax replacement payment equals the school district's weighted enrollment for the budget year multiplied by the remainder of the amount calculated for the school district under subparagraph (2) minus the amount calculated for the school district under subparagraph (1). 3. School district property tax replacement payments shall be paid by the department of education at the same time and in the same manner as foundation aid is paid under section 257.16 and may be included in the monthly payment of state aid under section 257.16, subsection 2. Sec. 7. CODE SECTION 257.8 ==== IMPLEMENTATION. The requirements of section 257.8, subsections 1 and 2, regarding the enactment of bills establishing the regular program state percent of growth and the categorical state percent of growth within thirty days of the submission in the year preceding the base year of the governor's budget and regarding the subject matter limitation of such bills do not apply to this division of this Act. Sec. 8. SCHOOL DISTRICT FUNDING SUPPLEMENT ==== FISCAL YEAR 2013=2014. 1. There is appropriated from the general fund of the state to the department of education for the fiscal year beginning July 1, 2012, and ending June 30, 2013, an amount necessary to make all payments to school districts required under subsection 2. 2. Moneys appropriated to the department of education under this section shall be used to provide a funding supplement to each school district during the fiscal year beginning July 1, 2013, and ending June 30, 2014. Each school district's funding supplement amount shall be equal to two percent of the regular program state cost per pupil for the fiscal year beginning July 1, 2012, and ending June 30, 2013, multiplied by the school district's budget enrollment for the fiscal year beginning July 1, 2013, and ending June 30, 2014. Moneys received by a school district under this section shall be miscellaneous income for purposes of chapter 257 and shall not be included in district cost. 3. Notwithstanding section 8.33, moneys appropriated in this section that remain unencumbered or unobligated at the close of the fiscal year beginning July 1, 2012, and ending June 30, 2013, shall not revert but shall remain available for expenditure for the purposes designated until the close of the succeeding fiscal year. 4. The payment of funding supplement amounts under this section shall be paid by the department of education at the same time and in the same manner as foundation aid is paid under section 257.16 for the fiscal year beginning July 1, 2013, and ending June 30, 2014, and may be included in the monthly payment of state aid under section 257.16, subsection 2. Sec. 9. EFFECTIVE UPON ENACTMENT. This division of this Act, being deemed of immediate importance, takes effect upon enactment. DIVISION II SCHOOL DISTRICT FUNDING TERMINOLOGY Sec. 10. Section 256C.4, subsection 1, paragraph f, Code 2013, is amended to read as follows: f. The receipt of funding by a school district for the purposes of this chapter, the need for additional funding for the purposes of this chapter, or the enrollment count of eligible students under this chapter shall not be considered to be unusual circumstances, create an unusual need for additional funds, or qualify under any other circumstances that may be used by the school budget review committee to grant supplemental aid to or establish a modified allowable growth supplemental amount for a school district under section 257.31. Sec. 11. Section 257.2, subsection 1, Code 2013, is amended by striking the subsection. Sec. 12. Section 257.2, subsection 12, Code 2013, is amended to read as follows: 12. "State percent of growth" means the percent of growth which is established by statute pursuant to section 257.8, and which is used in determining the allowable growth supplemental state aid. Sec. 13. Section 257.2, Code 2013, is amended by adding the following new subsection: NEW SUBSECTION. 12A. "Supplemental state aid" means the amount by which state cost per pupil and district cost per pupil will increase from one budget year to the next. Sec. 14. Section 257.6, subsection 1, paragraph a, subparagraph (5), Code 2013, is amended to read as follows: (5) Resident pupils receiving competent private instruction from a licensed practitioner provided through a public school district pursuant to chapter 299A shall be counted as three=tenths of one pupil. Revenues received by a school district attributed to a school district's weighted enrollment pursuant to this subparagraph shall be expended for the purpose for which the weighting was assigned under this subparagraph. If the school district determines that the expenditures associated with providing competent private instruction pursuant to chapter 299A are in excess of the revenue attributed to the school district's weighted enrollment for such instruction in accordance with this subparagraph, the school district may submit a request to the school budget review committee for a modified allowable growth supplemental amount in accordance with section 257.31, subsection 5, paragraph "n". A home school assistance program shall not provide moneys received pursuant to this subparagraph, nor resources paid for with moneys received pursuant to this subparagraph, to parents or students utilizing the program. Moneys received by a school district pursuant to this subparagraph shall be used as provided in section 299A.12. Sec. 15. Section 257.8, subsections 3, 6, and 7, Code 2013, are amended to read as follows: 3. Allowable growth Supplemental state aid calculation. The department of management shall calculate the regular program allowable growth supplemental state aid for a budget year by multiplying the state percent of growth for the budget year by the regular program state cost per pupil for the base year and shall calculate the special education support services allowable growth supplemental state aid for the budget year by multiplying the state percent of growth for the budget year by the special education support services state cost per pupil for the base year. 6. Combined allowable growth supplemental state aid. The combined allowable growth supplemental state aid per pupil for each school district is the sum of the regular program allowable growth supplemental state aid per pupil and the special education support services allowable growth supplemental state aid per pupil for the budget year, which may be modified as follows: a. By the school budget review committee under section 257.31. b. By the department of management under section 257.36. 7. Alternate allowable growth supplemental state aid ==== definitions. For budget years beginning July 1, 2000, and subsequent budget years, references to the terms "allowable growth" "supplemental state aid", "regular program state cost per pupil", and "regular program district cost per pupil" shall mean those terms as calculated for those school districts that calculated regular program allowable growth supplemental state aid for the school budget year beginning July 1, 1999, with the additional thirty=eight dollars specified in section 257.8, subsection 4, Code 2013. Sec. 16. Section 257.8, subsections 4 and 5, Code 2013, are amended by striking the subsections. Sec. 17. Section 257.9, subsection 1, paragraph b, Code 2013, is amended to read as follows: b. The total calculated under this subsection shall be divided by the total of the budget enrollments of all school districts for the budget year beginning July 1, 1990, calculated under section 257.6, subsection 4, if section 257.6, subsection 4, had been in effect for that budget year. The regular program state cost per pupil for the budget year beginning July 1, 1991, is the amount calculated by the department of management under this subsection plus an allowable growth amount of supplemental state aid, as defined in section 257.2, Code Supplement 2013, that is equal to the state percent of growth for the budget year multiplied by the amount calculated by the department of management under this subsection. Sec. 18. Section 257.9, subsections 2, 4, 6, 7, 8, 9, and 10, Code 2013, are amended to read as follows: 2. Regular program state cost per pupil for 1992=1993 and succeeding years. For the budget year beginning July 1, 1992, and succeeding budget years, the regular program state cost per pupil for a budget year is the regular program state cost per pupil for the base year plus the regular program allowable growth supplemental state aid for the budget year. 4. Special education support services state cost per pupil for 1992=1993 and succeeding years. For the budget year beginning July 1, 1992, and succeeding budget years, the special education support services state cost per pupil for the budget year is the special education support services state cost per pupil for the base year plus the special education support services allowable growth supplemental state aid for the budget year. 6. Teacher salary supplement state cost per pupil. For the budget year beginning July 1, 2009, for the teacher salary supplement state cost per pupil, the department of management shall add together the teacher compensation allocation made to each district for the fiscal year beginning July 1, 2008, pursuant to section 284.13, subsection 1, paragraph "h", Code 2009, and the phase II allocation made to each district for the fiscal year beginning July 1, 2008, pursuant to section 294A.9, Code 2009, and divide that sum by the statewide total budget enrollment for the fiscal year beginning July 1, 2009. The teacher salary supplement state cost per pupil for the budget year beginning July 1, 2010, and succeeding budget years, shall be the amount calculated by the department of management under this subsection for the base year plus an allowable growth a supplemental state aid amount that is equal to the teacher salary supplement categorical state percent of growth, pursuant to section 257.8, subsection 2, for the budget year, multiplied by the amount calculated by the department of management under this subsection for the base year. 7. Professional development supplement state cost per pupil. For the budget year beginning July 1, 2009, for the professional development supplement state cost per pupil, the department of management shall add together the professional development allocation made to each district for the fiscal year beginning July 1, 2008, pursuant to section 284.13, subsection 1, paragraph "d", Code 2009, and divide that sum by the statewide total budget enrollment for the fiscal year beginning July 1, 2009. The professional development supplement state cost per pupil for the budget year beginning July 1, 2010, and succeeding budget years, shall be the amount calculated by the department of management under this subsection for the base year plus an allowable growth a supplemental state aid amount that is equal to the professional development supplement categorical state percent of growth, pursuant to section 257.8, subsection 2, for the budget year, multiplied by the amount calculated by the department of management under this subsection for the base year. 8. Early intervention supplement state cost per pupil. For the budget year beginning July 1, 2009, for the early intervention supplement state cost per pupil, the department of management shall add together the early intervention allocation made to each district for the fiscal year beginning July 1, 2008, pursuant to section 256D.4, Code 2009, and divide that sum by the statewide total budget enrollment for the fiscal year beginning July 1, 2009. The early intervention supplement state cost per pupil for the budget year beginning July 1, 2010, and succeeding budget years, shall be the amount calculated by the department of management under this subsection for the base year plus an allowable growth a supplemental state aid amount that is equal to the early intervention supplement categorical state percent of growth, pursuant to section 257.8, subsection 2, for the budget year, multiplied by the amount calculated by the department of management under this subsection for the base year. 9. Area education agency teacher salary supplement state cost per pupil. For the budget year beginning July 1, 2009, for the area education agency teacher salary supplement state cost per pupil, the department of management shall add together the teacher compensation allocation made to each area education agency for the fiscal year beginning July 1, 2008, pursuant to section 284.13, subsection 1, paragraph "i", Code 2009, and the phase II allocation made to each area education agency for the fiscal year beginning July 1, 2008, pursuant to section 294A.9, Code 2009, and divide that sum by the statewide special education support services weighted enrollment for the fiscal year beginning July 1, 2009. The area education agency teacher salary supplement state cost per pupil for the budget year beginning July 1, 2010, and succeeding budget years, shall be the amount calculated by the department of management under this subsection for the base year plus an allowable growth a supplemental state aid amount that is equal to the teacher salary supplement categorical state percent of growth, pursuant to section 257.8, subsection 2, for the budget year, multiplied by the amount calculated by the department of management under this subsection for the base year. 10. Area education agency professional development supplement state cost per pupil. For the budget year beginning July 1, 2009, for the area education agency professional development supplement state cost per pupil, the department of management shall add together the professional development allocation made to each area education agency for the fiscal year beginning July 1, 2008, pursuant to section 284.13, subsection 1, paragraph "d", Code 2009, and divide that sum by the statewide special education support services weighted enrollment for the fiscal year beginning July 1, 2009. The area education agency professional development supplement state cost per pupil for the budget year beginning July 1, 2010, and succeeding budget years, shall be the amount calculated by the department of management under this subsection for the base year plus an allowable growth a supplemental state aid amount that is equal to the professional development supplement categorical state percent of growth, pursuant to section 257.8, subsection 2, for the budget year, multiplied by the amount calculated by the department of management under this subsection for the base year. Sec. 19. Section 257.10, subsection 1, Code 2013, is amended to read as follows: 1. Regular program district cost per pupil for 1991=1992. For the budget year beginning July 1, 1991, in order to determine the regular program district cost per pupil for a district, the department of management shall divide the product of the regular program district cost per pupil of the district for the base year, as regular program district cost per pupil would have been calculated under section 442.9, Code 1989, multiplied by its budget enrollment for the base year as budget enrollment would have been calculated under section 442.4, Code 1989, plus the amount added to district cost pursuant to section 442.21, Code 1989, for each school district, by the budget enrollment of the school district for the budget year beginning July 1, 1990, calculated under section 257.6, subsection 4, as if section 257.6, subsection 4, had been in effect for that budget year. The regular program district cost per pupil for the budget year beginning July 1, 1991, is the amount calculated by the department of management under this subsection plus the allowable growth amount of supplemental state aid, as defined in section 257.2, Code Supplement 2013, calculated for regular program state cost per pupil, except that if the regular program district cost per pupil for the budget year calculated under this subsection in any school district exceeds one hundred ten percent of the regular program state cost per pupil for the budget year, the department of management shall reduce the regular program district cost per pupil of that district for the budget year to an amount equal to one hundred ten percent of the regular program state cost per pupil for the budget year, and if the regular program district cost per pupil for the budget year calculated under this subsection in any school district is less than the regular program state cost per pupil for the budget year, the department of management shall increase the regular program district cost per pupil of that district to an amount equal to the regular program state cost per pupil for the budget year. Sec. 20. Section 257.10, subsection 2, paragraph a, Code 2013, is amended to read as follows: a. For the budget year beginning July 1, 1992, and succeeding budget years, the regular program district cost per pupil for each school district for a budget year is the regular program district cost per pupil for the base year plus the regular program allowable growth supplemental state aid for the budget year except as otherwise provided in this subsection. Sec. 21. Section 257.10, subsection 4, paragraph a, Code 2013, is amended to read as follows: a. For the budget year beginning July 1, 1992, and succeeding budget years, the special education support services district cost per pupil for the budget year is the special education support services district cost per pupil for the base year plus the special education support services allowable growth supplemental state aid for the budget year. Sec. 22. Section 257.10, subsection 5, Code 2013, is amended to read as follows: 5. Combined district cost per pupil. The combined district cost per pupil for a school district is the sum of the regular program district cost per pupil and the special education support services district cost per pupil. Combined district cost per pupil does not include a modified allowable growth supplemental amount added for school districts that have a negative balance of funds raised for special education instruction programs, a modified allowable growth supplemental amount granted by the school budget review committee for a single school year, or a modified allowable growth supplemental amount added for programs for dropout prevention. Sec. 23. Section 257.10, subsection 9, paragraph a, Code 2013, is amended to read as follows: a. For the budget year beginning July 1, 2009, the department of management shall add together the teacher compensation allocation made to each district for the fiscal year beginning July 1, 2008, pursuant to section 284.13, subsection 1, paragraph "h", Code 2009, and the phase II allocation made to each district for the fiscal year beginning July 1, 2008, pursuant to section 294A.9, Code 2009, and divide that sum by the district's budget enrollment in the fiscal year beginning July 1, 2009, to determine the teacher salary supplement district cost per pupil. For the budget year beginning July 1, 2010, and succeeding budget years, the teacher salary supplement district cost per pupil for each school district for a budget year is the teacher salary supplement program district cost per pupil for the base year plus the teacher salary supplement state allowable growth supplemental state aid amount for the budget year. Sec. 24. Section 257.10, subsection 10, paragraph a, Code 2013, is amended to read as follows: a. For the budget year beginning July 1, 2009, the department of management shall divide the professional development allocation made to each district for the fiscal year beginning July 1, 2008, pursuant to section 284.13, subsection 1, paragraph "d", Code 2009, by the district's budget enrollment in the fiscal year beginning July 1, 2009, to determine the professional development supplement cost per pupil. For the budget year beginning July 1, 2010, and succeeding budget years, the professional development supplement district cost per pupil for each school district for a budget year is the professional development supplement district cost per pupil for the base year plus the professional development supplement state allowable growth supplemental state aid amount for the budget year. Sec. 25. Section 257.10, subsection 11, paragraph a, Code 2013, is amended to read as follows: a. For the budget year beginning July 1, 2009, the department of management shall divide the early intervention allocation made to each district for the fiscal year beginning July 1, 2008, pursuant to section 256D.4, Code 2009, by the district's budget enrollment in the fiscal year beginning July 1, 2009, to determine the early intervention supplement cost per pupil. For the budget year beginning July 1, 2010, and succeeding budget years, the early intervention supplement district cost per pupil for each school district for a budget year is the early intervention supplement district cost per pupil for the base year plus the early development supplement state allowable growth supplemental state aid amount for the budget year. Sec. 26. Section 257.13, subsections 2 and 3, Code 2013, are amended to read as follows: 2. The board of directors of a school district that wishes to receive an on=time funding budget adjustment shall adopt a resolution to receive the adjustment and notify the school budget review committee annually, but not earlier than November 1, as determined by the department of education. The school budget review committee shall establish a modified allowable growth in an supplemental amount determined pursuant to subsection 1. 3. If the board of directors of a school district determines that a need exists for additional funds exceeding the authorized budget adjustment for on=time funding pursuant to this section, a request for a modified allowable growth supplemental amount based upon increased enrollment may be submitted to the school budget review committee as provided in section 257.31. Sec. 27. Section 257.31, subsection 5, unnumbered paragraph 1, Code 2013, is amended to read as follows: If a district has unusual circumstances, creating an unusual need for additional funds, including but not limited to the circumstances enumerated in paragraphs "a" through "n", the committee may grant supplemental aid to the district from any funds appropriated to the department of education for the use of the school budget review committee for the purposes of this subsection. The school budget review committee shall review a school district's unexpended fund balance prior to any decision regarding unusual finance circumstances. Such aid shall be miscellaneous income and shall not be included in district cost. In addition to or as an alternative to granting supplemental aid the committee may establish a modified allowable growth supplemental amount for the district by increasing its allowable growth supplemental state aid. The school budget review committee shall review a school district's unspent balance prior to any decision to increase establish a modified allowable growth supplemental amount under this subsection. Sec. 28. Section 257.31, subsection 6, paragraph a, Code 2013, is amended to read as follows: a. The committee shall establish a modified allowable growth supplemental amount for a district by increasing its allowable growth supplemental state aid when the district submits evidence that it requires additional funding for removal, management, or abatement of environmental hazards due to a state or federal requirement. Environmental hazards shall include but are not limited to the presence of asbestos, radon, or the presence of any other hazardous material dangerous to health and safety. Sec. 29. Section 257.31, subsection 7, paragraph b, Code 2013, is amended to read as follows: b. Other expenditures, including but not limited to expenditures for salaries or recurring costs, are not authorized under this subsection. Expenditures authorized under this subsection shall not be included in allowable growth supplemental state aid or district cost, and the portion of the unexpended fund balance which is authorized to be spent shall be regarded as if it were miscellaneous income. Any part of the amount not actually spent for the authorized purpose shall revert to its former status as part of the unexpended fund balance. Sec. 30. Section 257.31, subsection 14, paragraph b, subparagraph (3), Code 2013, is amended to read as follows: (3) A school district is only eligible to receive supplemental aid payments during the budget year if the school district certifies to the school budget review committee that for the year following the budget year it will notify the school budget review committee to instruct the director of the department of management to increase the district's allowable growth supplemental state aid and will fund the allowable growth supplemental state aid increase either by using moneys from its unexpended fund balance to reduce the district's property tax levy or by using cash reserve moneys to equal the amount of the deficit that would have been property taxes and any part of the state aid portion of the deficit not received as supplemental aid under this subsection. The director of the department of management shall make the necessary adjustments to the school district's budget to provide the modified allowable growth supplemental amount and shall make the supplemental aid payments. Sec. 31. Section 257.32, subsection 1, paragraph a, Code 2013, is amended to read as follows: a. An area education agency budget review procedure is established for the school budget review committee created in section 257.30. The school budget review committee, in addition to its duties under section 257.31, shall meet and hold hearings each year to review unusual circumstances of area education agencies, either upon the committee's motion or upon the request of an area education agency. The committee may grant supplemental aid to the area education agency from funds appropriated to the department of education for area education agency budget review purposes, or an amount may be added to the area education agency special education support services allowable growth supplemental state aid for districts in an area or an additional amount may be added to district cost for media services or educational services for all districts in an area for the budget year either on a temporary or permanent basis, or both. Sec. 32. Section 257.37, subsections 1 and 3, Code 2013, are amended to read as follows: 1. For the budget year beginning July 1, 1991, and succeeding budget years, the total amount funded in each area for media services shall be computed as provided in this subsection. For the budget year beginning July 1, 1991, the total amount funded in each area for media services in the base year shall be divided by the enrollment served in the base year to provide an area media services cost per pupil in the base year, and the department of management shall compute the state media services cost per pupil in the base year which is equal to the average of the area media services costs per pupil in the base year. For the budget year beginning July 1, 1991, and succeeding budget years, the department of management shall compute the allowable growth supplemental state aid for media services in the budget year by multiplying the state media services cost per pupil in the base year times the state percent of growth for the budget year, and the total amount funded in each area for media services cost in the budget year equals the area media services cost per pupil in the base year plus the allowable growth supplemental state aid for media services in the budget year times the enrollment served in the budget year. Funds shall be paid to area education agencies as provided in section 257.35. 3. For the budget year beginning July 1, 1991, and succeeding budget years, the total amount funded in each area for educational services shall be computed as provided in this subsection. For the budget year beginning July 1, 1991, the total amount funded in each area for educational services in the base year shall be divided by the enrollment served in the area in the base year to provide an area educational services cost per pupil in the base year, and the department of management shall compute the state educational services cost per pupil in the base year, which is equal to the average of the area educational services costs per pupil in the base year. For the budget year beginning July 1, 1991, and succeeding budget years, the department of management shall compute the allowable growth supplemental state aid for educational services by multiplying the state educational services cost per pupil in the base year times the state percent of growth for the budget year, and the total amount funded in each area for educational services for the budget year equals the area educational services cost per pupil for the base year plus the allowable growth supplemental state aid for educational services in the budget year times the enrollment served in the area in the budget year. Funds shall be paid to area education agencies as provided in section 257.35. Sec. 33. Section 257.37A, subsection 1, paragraph a, Code 2013, is amended to read as follows: a. For the budget year beginning July 1, 2009, the department of management shall add together the teacher compensation allocation made to each area education agency for the fiscal year beginning July 1, 2008, pursuant to section 284.13, subsection 1, paragraph "i", Code 2009, and the phase II allocation made to each area education agency for the fiscal year beginning July 1, 2008, pursuant to section 294A.9, Code 2009, and divide that sum by the special education support services weighted enrollment in the fiscal year beginning July 1, 2009, to determine the area education agency teacher salary supplement cost per pupil. For the budget year beginning July 1, 2010, and succeeding budget years, the area education agency teacher salary supplement district cost per pupil for each area education agency for a budget year is the area education agency teacher salary supplement district cost per pupil for the base year plus the area education agency teacher salary supplement state allowable growth supplemental state aid amount for the budget year. Sec. 34. Section 257.37A, subsection 2, paragraph a, Code 2013, is amended to read as follows: a. For the budget year beginning July 1, 2009, the department of management shall divide the area education agency professional development supplement made to each area education agency for the fiscal year beginning July 1, 2008, pursuant to section 284.13, subsection 1, paragraph "d", Code 2009, by the special education support services weighted enrollment in the fiscal year beginning July 1, 2009, to determine the professional development supplement cost per pupil. For the budget year beginning July 1, 2010, and succeeding budget years, the area education agency professional development supplement district cost per pupil for each area education agency for a budget year is the area education agency professional development supplement district cost per pupil for the base year plus the area education agency professional development supplement state allowable growth supplemental state aid amount for the budget year. Sec. 35. Section 257.38, subsection 1, unnumbered paragraph 1, Code 2013, is amended to read as follows: Boards of school districts, individually or jointly with boards of other school districts, requesting to use a modified allowable growth supplemental amount for programs for returning dropouts and dropout prevention, shall submit comprehensive program plans for the programs and budget costs, including annual requests for a modified allowable growth supplemental amount for funding the programs, to the department of education as a component of the comprehensive school improvement plan submitted to the department pursuant to section 256.7, subsection 21. The program plans shall include: Sec. 36. Section 257.38, subsection 2, Code 2013, is amended to read as follows: 2. Program plans shall identify the parts of the plan that will be implemented first upon approval of the request. If a district is requesting to use a modified allowable growth supplemental amount to finance the program, the school district shall not identify more than five percent of its budget enrollment for the budget year as returning dropouts and potential dropouts. Sec. 37. Section 257.40, Code 2013, is amended to read as follows: 257.40 Approval of programs for returning dropouts and dropout prevention ==== annual report. 1. The board of directors of a school district requesting to use a modified allowable growth supplemental amount for programs for returning dropouts and dropout prevention shall submit requests for a modified at=risk allowable growth supplemental amount, including budget costs, to the department not later than December 15 of the year preceding the budget year during which the program will be offered. The department shall review the request and shall prior to January 15 either grant approval for the request or return the request for approval with comments of the department included. An unapproved request for a program may be resubmitted with modifications to the department not later than February 1. Not later than February 15, the department shall notify the department of management and the school budget review committee of the names of the school districts for which programs using a modified allowable growth supplemental amount for funding have been approved and the approved budget of each program listed separately for each school district having an approved request. 2. Beginning January 15, 2007, the department shall submit an annual report to the chairpersons and ranking members of the senate and house education committees that includes the ways school districts in the previous school year used modified allowable growth supplemental amounts approved under subsection 1; identifies, by grade level, age, and district size, the students in the dropout and dropout prevention programs for which the department approves a request; describes school district progress toward increasing student achievement and attendance for the students in the programs; and describes how the school districts are using the revenues from the modified allowable growth supplemental amounts to improve student achievement among minority subgroups. Sec. 38. Section 257.41, subsections 1 and 3, Code 2013, are amended to read as follows: 1. Budget. The budget of an approved program for returning dropouts and dropout prevention for a school district, after subtracting funds received from other sources for that purpose, shall be funded annually on a basis of one=fourth or more from the district cost of the school district and up to three=fourths by an increase in allowable growth supplemental state aid as defined in section 257.8. Annually, the department of management shall establish a modified allowable growth supplemental amount for each such school district equal to the difference between the approved budget for the program for returning dropouts and dropout prevention for that district and the sum of the amount funded from the district cost of the school district plus funds received from other sources. 3. Limitation. For the fiscal year beginning July 1, 2013, and each succeeding fiscal year, the ratio of the amount of the modified allowable growth supplemental amount established by the department of management compared to the school district's total regular program district cost shall not exceed two and one=half percent. However, if the school district's highest such ratio so determined for any fiscal year beginning on or after July 1, 2009, but before July 1, 2013, exceeded two and one=half percent, the ratio may exceed two and one=half percent but shall not exceed the highest such ratio established during that period. Sec. 39. Section 257.46, subsection 2, Code 2013, is amended to read as follows: 2. The remaining portion of the budget shall be funded by the thirty=eight dollar increase in allowable growth supplemental state aid, as defined in section 257.2, Code Supplement 2013, for the school budget year beginning July 1, 1999, multiplied by a district's budget enrollment. The thirty=eight dollar increase for the school budget year beginning July 1, 1999, shall increase in subsequent years by each year's state percent of growth. School districts shall annually report the amount expended for a gifted and talented program to the department of education. The proportion of a school district's budget which corresponds to the thirty=eight dollar increase in allowable growth supplemental state aid, as defined in section 257.2, Code Supplement 2013, for the school budget year beginning July 1, 1999, added to the amount in subsection 1, shall be utilized exclusively for a school district's gifted and talented program. Sec. 40. Section 273.23, subsection 8, Code 2013, is amended to read as follows: 8. For the school year beginning on the effective date of an area education agency reorganization as provided in this subchapter, the special education support services cost per pupil shall be based upon the combined base year budgets for special education support services of the area education agencies that reorganized to form the newly formed area education agency, divided by the total of the weighted enrollment for special education support services in the reorganized area education agency for the base year plus the allowable growth supplemental state aid amount per pupil for special education support services for the budget year as calculated in section 257.8. Sec. 41. Section 280.4, subsection 3, Code 2013, is amended to read as follows: 3. In order to provide funds for the excess costs of instruction of limited English proficient students above the costs of instruction of pupils in a regular curriculum, students identified as limited English proficient shall be assigned an additional weighting of twenty=two hundredths, and that weighting shall be included in the weighted enrollment of the school district of residence for a period not exceeding four years. However, the school budget review committee may grant supplemental aid or a modified allowable growth supplemental amount to a school district to continue funding a program for students after the expiration of the four=year period. Sec. 42. APPLICABILITY. This division of this Act applies to school budget years beginning on or after July 1, 2014. DIVISION III IOWA LEARNING ONLINE INITIATIVE ==== FEES AND APPROPRIATIONS Sec. 43. Section 256.42, Code 2013, is amended by adding the following new subsections: NEW SUBSECTION. 8. The department shall establish fees payable by school districts and accredited nonpublic schools participating in the initiative. Fees collected pursuant to this subsection are appropriated to the department to be used only for the purpose of administering this section and shall be established so as not to exceed the budgeted cost of administering this section to the extent not covered by the moneys appropriated in subsection 9. Providing professional development necessary to prepare teachers to participate in the initiative shall be considered a cost of administering this section. Notwithstanding section 8.33, fees collected by the department that remain unencumbered or unobligated at the close of the fiscal year shall not revert but shall remain available for expenditure for the purpose of expanding coursework offered under the initiative in subsequent fiscal years. NEW SUBSECTION. 9. There is appropriated from the general fund of the state to the department, for the following fiscal years, the following amounts, to be used for administering this section and for not more than three full=time equivalent positions: a. For the fiscal year beginning July 1, 2014, and ending June 30, 2015, the sum of one million five hundred thousand dollars. b. For the fiscal year beginning July 1, 2015, and ending June 30, 2016, the sum of one million five hundred thousand dollars. DIVISION IV TRAINING AND EMPLOYMENT OF TEACHERS Sec. 44. NEW SECTION. 256.96 Online state job posting system. 1. The department shall provide for the operation of an online state job posting system. The system shall be designed and implemented for the online posting of job openings offered by school districts, charter schools, area education agencies, the department, and accredited nonpublic schools. The system shall be accessible via the department's internet site. The system shall include a mechanism for the electronic submission of job openings for posting on the system as provided in subsection 2. The system and each job posting on the system shall include a statement that an employer submitting a job opening for posting on the system will not discriminate in hiring on the basis of race, ethnicity, national origin, gender, age, physical disability, sexual orientation, gender identity, religion, marital status, or status as a veteran. The department may contract for, or partner with another entity for, the use of an existing internet site to operate the online state job posting system if the existing internet site is more effective and economical than the department's internet site. 2. A school district, charter school, or area education agency shall submit all of its job openings to the department for posting on the system. The department shall post all of its job openings on the system. An accredited nonpublic school may submit job openings to the department for posting on the system. 3. This section shall not be construed to do any of the following: a. Prohibit any employer from advertising job openings and recruiting employees independently of the system. b. Prohibit any employer from using another method of advertising job openings or another applicant tracking system in addition to the system. c. Provide the department with any regulatory authority in the hiring process or hiring decisions of any employer other than the department. Sec. 45. NEW SECTION. 256.98 Teach Iowa student teaching pilot project. 1. Subject to an appropriation of sufficient funds by the general assembly, the department shall establish a teach Iowa student teaching pilot project in collaboration with two institutions of higher education which offer teacher preparation programs approved by the state board of education pursuant to section 256.7, subsection 3. The two institutions of higher education shall include one institution of higher education under the control of the state board of regents and one accredited private institution as defined in section 261.9. 2. The teach Iowa student teaching pilot project shall provide students in teacher preparation programs with a one=year student teaching experience. A student teaching experience provided under the pilot project must include all of the following requirements: a. A participating institution of higher education shall work with one or more school districts individually or collaboratively to place groups of students in a student teaching experience for an entire academic year. A participating institution of higher education shall take into consideration geographic diversity in the selection of school districts for participation in the pilot project. b. A participating institution of higher education shall supervise the student teachers in the classroom and shall provide the students with weekly on=site instruction in pedagogy in the participating school districts. 3. The state board shall adopt rules pursuant to chapter 17A to administer this section. Sec. 46. NEW SECTION. 261.110 Teach Iowa scholar program. 1. A teach Iowa scholar program is established to provide teach Iowa scholar grants to selected high=caliber teachers. The commission shall administer the program in collaboration with the department of education. 2. An Iowa resident or nonresident applicant shall be eligible for a teach Iowa scholar grant if the applicant meets all of the criteria specified under, or established in accordance with, subsection 3. Priority shall be given to applicants who are residents of Iowa. 3. Criteria for eligibility shall be established by the commission and shall include but are not limited to the following: a. The applicant was in the top twenty=five percent academically of students exiting a teacher preparation program approved by the state board of education pursuant to section 256.7, subsection 3, or a similar teacher preparation program in another state, or had earned other comparable academic credentials. b. The applicant is preparing to teach in fields including but not limited to science, technology, engineering, or mathematics; English as a second language or special education instruction; or is preparing to teach in a hard=to=staff subject as identified by the department. The department shall take into account the varying regional needs in the state for teachers in these subject areas when applying the criterion of this paragraph. The department shall annually identify and designate hard=to=staff subjects for the purpose of this paragraph. The eligibility of an applicant who receives a teach Iowa scholar grant and who is preparing to teach in a hard=to=staff subject as identified by the department shall not be affected in subsequent years if the department does not continue to identify that subject as a hard=to=staff subject. 4. A selected applicant who meets all of the eligibility requirements of this section shall be eligible for a teach Iowa scholar grant for each year of full=time employment completed in this state as a teacher for a school district, charter school, area education agency, or accredited nonpublic school. A teach Iowa scholar grant shall not exceed four thousand dollars per year per recipient. Grants awarded under this section shall not exceed a total of twenty thousand dollars per recipient over a five=year period. 5. The commission, in collaboration with the department of education, shall adopt rules pursuant to chapter 17A to administer this section. The rules shall include but shall not be limited to a process for use by the commission to determine which eligible applicants will receive teach Iowa scholar grants. 6. A teach Iowa scholar fund is established in the state treasury. The fund shall be administered by the commission and shall consist of moneys appropriated by the general assembly and any other moneys received by the commission for deposit in the fund. The moneys in the fund are appropriated to the commission for the teach Iowa scholar program. Notwithstanding section 8.33, moneys in the fund at the close of the fiscal year shall not revert to the general fund of the state but shall remain available for expenditure for the teach Iowa scholar program for subsequent fiscal years. Notwithstanding section 12C.7, subsection 2, interest or earnings on moneys in the fund shall be credited to the fund. DIVISION V ASSESSMENTS Sec. 47. Section 256.7, subsection 21, paragraph b, Code 2013, is amended to read as follows: b. A set of core academic indicators in mathematics and reading in grades four, eight, and eleven, a set of core academic indicators in science in grades eight and eleven, and another set of core indicators that includes but is not limited to graduation rate, postsecondary education, and successful employment in Iowa. (1) Annually, the department shall report state data for each indicator in the condition of education report. Rules adopted pursuant to this subsection shall specify that the approved district=wide assessment of student progress administered for purposes of this paragraph the indicators shall be the assessment utilized by school districts statewide in the school year beginning July 1, 2011, or a successor assessment administered by the same assessment provider. (2) Notwithstanding subparagraph (1), for the school year beginning July 1, 2016, and each succeeding school year, the rules shall provide that all students enrolled in school districts in grades three through eleven shall be administered an assessment during the last quarter of the school year that at a minimum assesses the indicators identified in this paragraph "b"; is aligned with the Iowa common core standards in both content and rigor; accurately describes student achievement and growth for purposes of the school, the school district, and state accountability systems; and provides valid, reliable, and fair measures of student progress toward college or career readiness. (3) The director shall establish an assessment task force to review and make recommendations for a statewide assessment of student progress on the indicators identified pursuant to this paragraph "b". The task force shall recommend a statewide assessment that is aligned to the Iowa common core standards and is, at a minimum, valid, reliable, tested, and piloted in Iowa. In addition, in developing recommendations, the task force shall consider the costs to school districts and the state in providing and administering such an assessment and the technical support necessary to implement the assessment. The task force shall submit its recommendations in a report to the director, the state board, and the general assembly by January 1, 2015. The task force shall assist with the final development and implementation of the assessment administered pursuant to subparagraph (2). The task force members shall include but not be limited to teachers, school administrators, business leaders, representatives of state agencies, and members of the general public. This subparagraph is repealed July 1, 2020. (4) The state board may shall submit to the general assembly recommendations the state board deems appropriate for modifications of assessments of student progress administered for purposes of this paragraph "b". DIVISION VI COUNCIL ON EDUCATOR DEVELOPMENT Sec. 48. NEW SECTION. 256.29 Council on educator development established. 1. A council on educator development is established to conduct a study and make recommendations regarding the following: a. A statewide teacher evaluation system and performance review requirements. b. A statewide administrator evaluation system. 2. The goal of the study shall be to determine the efficacy of the current systems in providing practitioners with clear and actionable feedback to enhance their practice and advance student learning. The council shall receive input from teachers, administrators, and evaluators regarding educators' personal experiences with evaluations. 3. The study shall review the following: a. The current teacher evaluation system and performance review requirements and the current administrator evaluation system requirements. b. The Iowa teaching standards. c. Criteria used to further define the Iowa teaching standards. d. The Iowa standards for school administrators. e. Nationally accepted teaching standards. f. The process for developing individual teacher and individual administrator professional development plans. g. Evaluator training. h. The peer group reviews conducted pursuant to chapter 284. i. The interrelated facets of the teacher and administrator evaluation systems and performance review requirements. 4. Any evaluation system recommended by the council shall be designed, at a minimum, so that the system is or does all of the following: a. Is meaningful, providing all teachers and administrators with clear and actionable feedback. b. Is comprehensive and based on multiple indicators designed to enhance an educator's practice. c. Provides for ongoing, nonevaluation feedback and regular, comprehensive, and fair evaluations. d. Is developed and implemented with input from teachers and administrators, respecting their own evaluation systems; and is developed and implemented in partnership with organizations representing teachers, administrators, and school board members at the state and local school district levels. e. Is based on clear standards for what teachers and administrators should know and be able to do. f. Is adequately funded, staffed, and fully developed and validated, and includes training for all teachers and administrators concerning the new systems before the systems are used to make any high=stakes employment decisions. g. Is applicable to teachers and administrators in all content areas. 5. In developing recommendations for any evaluation system, the council shall consider, at a minimum, all of the following: a. Any proposed revisions to systems, standards, or training reviewed pursuant to subsection 3. b. The fair and balanced use of student outcome measures, comprised of multiple, reliable indicators of student growth and learning that are appropriate to the curriculum and the students being taught. These measures may include but are not limited to gauges of higher order skills such as student research papers, science investigations, technology products, and art projects; teacher=defined objectives for individual student growth; student learning objectives developed jointly by a teacher and principal or evaluator; district, school, or teacher=created assessments; and high=quality standardized tests that provide valid, reliable, timely, and meaningful information regarding student learning and growth. c. Multiple indicators to provide evidence of practice, including but not limited to classroom observations; proof of practice such as lesson plans, curriculum plans, and instructional notes; teacher and administrator interviews, respecting their own evaluation systems; self=assessment; and evidence of professional contributions and collaboration. d. Student and parent surveys. e. A multitiered evaluation system that differentiates at least three levels of teacher and administrator performance. 6. The council shall be comprised of at least seventeen voting members appointed by the director by October 1, 2013, as follows: a. Eight members representing education stakeholders who shall be subject to the evaluation systems being recommended. b. One member representing the department. c. One member representing the area education agencies. d. One member representing the Iowa state education association. e. One member representing the school administrators of Iowa. f. One member representing the Iowa association of school boards. g. One member representing the urban education network. h. One member representing the largest approved practitioner preparation institution in the state. i. One member representing Iowa's approved administrator preparation programs. j. One member representing parents of Iowa elementary or secondary students. 7. Four members of the general assembly shall serve as ex officio, nonvoting members of the council, with one member to be appointed by each of the following: the majority leader of the senate, the minority leader of the senate, the speaker of the house of representatives, and the minority leader of the house of representatives. A legislative member serves for a term as provided in section 69.16B and is eligible for per diem and expenses as provided in section 2.10. 8. To the extent possible, the council shall have balanced representation with regard to teachers and administrators. Teachers and administrators from elementary and secondary education shall be included in the membership, as well as school and area education agency personnel who are evaluated under the teacher evaluation system but who are not classroom teachers. 9. The member representing the area education agencies shall convene the initial meeting. The council shall elect a chairperson from among its members for a term of one year. Administrative support and staffing for the council shall be provided by the department. The voting members of the council shall be reimbursed for actual and necessary expenses incurred in the performance of their duties and shall receive a per diem as specified in section 7E.6. 10. The council shall provide for the wide distribution of a preliminary draft of its recommendations for evaluation systems and performance review requirements to teachers, administrators, and school board members throughout the state by October 1, 2015, and shall provide a mechanism and opportunity for practitioners and school board members to submit feedback to the council. Such feedback shall be reviewed by the council prior to making final recommendations. 11. The council shall submit its findings and recommendations to the state board of education, the governor, and the general assembly by November 15, 2016. DIVISION VII IOWA TEACHER CAREER AND COMPENSATION MATTERS Sec. 49. Section 257.1, subsection 2, paragraph b, Code 2013, is amended to read as follows: b. For the budget year commencing July 1, 1999, and for each succeeding budget year the regular program foundation base per pupil is eighty=seven and five=tenths percent of the regular program state cost per pupil. For the budget year commencing July 1, 1991, and for each succeeding budget year the special education support services foundation base is seventy=nine percent of the special education support services state cost per pupil. The combined foundation base is the sum of the regular program foundation base, the special education support services foundation base, the total teacher salary supplement district cost, the total professional development supplement district cost, the total early intervention supplement district cost, the total teacher leadership supplement district cost, the total area education agency teacher salary supplement district cost, and the total area education agency professional development supplement district cost. Sec. 50. Section 257.1, subsection 3, Code 2013, is amended to read as follows: 3. Computations rounded. In making computations and payments under this chapter, except in the case of computations relating to funding of special education support services, media services, and educational services provided through the area education agencies, and the teacher salary supplement, the professional development supplement, and the early intervention supplement, and the teacher leadership supplement, the department of management shall round amounts to the nearest whole dollar. Sec. 51. Section 257.4, subsection 1, paragraph a, Code 2013, is amended by adding the following new subparagraph: NEW SUBPARAGRAPH. (8) The total teacher leadership supplement district cost. Sec. 52. Section 257.8, subsection 2, Code 2013, is amended to read as follows: 2. Categorical state percent of growth. The categorical state percent of growth for the budget year beginning July 1, 2010, is two percent. The categorical state percent of growth for the budget year beginning July 1, 2012, is two percent. The categorical state percent of growth for each budget year shall be established by statute which shall be enacted within thirty days of the submission in the year preceding the base year of the governor's budget under section 8.21. The establishment of the categorical state percent of growth for a budget year shall be the only subject matter of the bill which enacts the categorical state percent of growth for a budget year. The categorical state percent of growth may include state percents of growth for the teacher salary supplement, the professional development supplement, and the early intervention supplement, and the teacher leadership supplement. Sec. 53. Section 257.9, Code 2013, is amended by adding the following new subsection: NEW SUBSECTION. 11. Teacher leadership supplement state cost per pupil. The teacher leadership supplement state cost per pupil amount for the budget year beginning July 1, 2014, shall be calculated by the department of management by dividing the allocation amount for the budget year beginning July 1, 2014, in section 284.13, subsection 1, paragraph "0e", subparagraph (5), by one=third of the statewide total budget enrollment for the fiscal year beginning July 1, 2014. The teacher leadership supplement state cost per pupil for the budget year beginning July 1, 2015, and succeeding budget years, shall be the teacher leadership supplement state cost per pupil for the base year plus a supplemental state aid amount that is equal to the teacher leadership supplement categorical state percent of growth, pursuant to section 257.8, subsection 2, for the budget year, multiplied by the teacher leadership supplement state cost per pupil for the base year. Sec. 54. Section 257.10, subsection 8, paragraph a, Code 2013, is amended to read as follows: a. Combined district cost is the sum of the regular program district cost per pupil multiplied by the weighted enrollment, the special education support services district cost, the total teacher salary supplement district cost, the total professional development supplement district cost, and the total early intervention supplement district cost, and the total teacher leadership supplement district cost, plus the sum of the additional district cost allocated to the district to fund media services and educational services provided through the area education agency, the area education agency total teacher salary supplement district cost and the area education agency total professional development supplement district cost. Sec. 55. Section 257.10, Code 2013, is amended by adding the following new subsection: NEW SUBSECTION. 12. Teacher leadership supplement cost per pupil and district cost. a. The teacher leadership supplement district cost per pupil amount for the budget year beginning July 1, 2014, shall be calculated by the department of management by dividing the allocation amount for the budget year beginning July 1, 2014, in section 284.13, subsection 1, paragraph "0e", subparagraph (5), by one=third of the statewide total budget enrollment for the fiscal year beginning July 1, 2014. For the budget year beginning July 1, 2015, and succeeding budget years, the teacher leadership supplement district cost per pupil for each school district for a budget year is the teacher leadership supplement program district cost per pupil for the base year plus the teacher leadership supplement supplemental state aid amount for the budget year. b. For the budget year beginning July 1, 2015, and succeeding budget years, if the department of management determines that the unadjusted teacher leadership supplement district cost of a school district for a budget year is less than one hundred percent of the unadjusted teacher leadership supplement district cost for the base year for the school district, the school district shall receive a budget adjustment for that budget year equal to the difference. c. (1) The unadjusted teacher leadership supplement district cost is the teacher leadership supplement district cost per pupil for each school district for a budget year multiplied by the budget enrollment for that school district. (2) The total teacher leadership supplement district cost is the sum of the unadjusted teacher leadership supplement district cost plus the budget adjustment for that budget year. d. For the budget year beginning July 1, 2014, and succeeding budget years, the use of the funds calculated under this subsection shall comply with the requirements of chapter 284 and shall be distributed to teachers pursuant to section 284.15. The funds shall be used only to increase the payment for a teacher assigned to a leadership role pursuant to a framework or comparable system approved pursuant to section 284.15; to increase the percentages of teachers assigned to leadership roles; to increase the minimum teacher starting salary to thirty=three thousand five hundred dollars; to cover the costs for the time mentor and lead teachers are not providing instruction to students in a classroom; for coverage of a classroom when an initial or career teacher is observing or co=teaching with a teacher assigned to a leadership role; for professional development time to learn best practices associated with the career pathways leadership process; and for other costs associated with a framework or comparable system approved by the department of education under section 284.15 with the goals of improving instruction and elevating the quality of teaching and student learning. Sec. 56. Section 257.16, subsection 4, Code 2013, is amended to read as follows: 4. Notwithstanding any provision to the contrary, if the governor orders budget reductions in accordance with section 8.31, the teacher salary supplement district cost, the professional development supplement district cost, and the early intervention supplement district cost, and the teacher leadership supplement district cost as calculated under section 257.10, subsections 9, 10, and 11, and 12, and the area education agency teacher salary supplement district cost and the area education agency professional development supplement district cost as calculated under section 257.37A, subsections 1 and 2, shall be paid in full as calculated and the reductions in the appropriations provided in accordance with this section shall be reduced from the remaining moneys appropriated pursuant to this section and shall be distributed on a per pupil basis calculated with the weighted enrollment determined in accordance with section 257.6, subsection 5. Sec. 57. Section 282.18, subsection 7, Code 2013, is amended to read as follows: 7. A pupil participating in open enrollment shall be counted, for state school foundation aid purposes, in the pupil's district of residence. A pupil's residence, for purposes of this section, means a residence under section 282.1. The board of directors of the district of residence shall pay to the receiving district the state cost per pupil for the previous school year, and the teacher leadership supplement state cost per pupil for the previous fiscal year as provided in section 257.9, plus any moneys received for the pupil as a result of the non=English speaking weighting under section 280.4, subsection 3, for the previous school year multiplied by the state cost per pupil for the previous year. If the pupil participating in open enrollment is also an eligible pupil under section 261E.6, the receiving district shall pay the tuition reimbursement amount to an eligible postsecondary institution as provided in section 261E.7. Sec. 58. Section 284.2, subsections 1, 7, and 8, Code 2013, are amended to read as follows: 1. "Beginning teacher" means an individual serving under an initial or intern license, issued by the board of educational examiners under chapter 272, who is assuming a position as a teacher. "Beginning teacher" includes an individual who is an initial teacher. For purposes of the beginning teacher mentoring and induction program created pursuant to section 284.5, "beginning teacher" also includes preschool teachers who are licensed by the board of educational examiners under chapter 272 and are employed by a school district or area education agency. "Beginning teacher" does not include a teacher whose employment with a school district or area education agency is probationary unless the teacher is serving under an initial or teacher intern license issued by the board of educational examiners under chapter 272. 7. "Mentor" means an individual employed by a school district or area education agency as a teacher or a retired teacher who holds a valid license issued under chapter 272. The individual must have a record of four three years of successful teaching practice, must be employed on a nonprobationary basis, and must demonstrate professional commitment to both the improvement of teaching and learning and the development of beginning teachers. 8. "Performance review" means a summative evaluation of a teacher other than a beginning teacher and that is used to determine whether the teacher's practice meets school district expectations and the Iowa teaching standards, and to determine whether the teacher's practice meets school district expectations for career advancement in accordance with section 284.7 284.8. Sec. 59. Section 284.3, subsection 2, paragraph a, Code 2013, is amended to read as follows: a. For purposes of comprehensive evaluations for, standards and criteria which measure a beginning teachers required to allow beginning teachers to progress to career teachers, standards and criteria that are teacher's performance against the Iowa teaching standards specified in subsection 1, and the criteria for the Iowa teaching standards developed by the department in accordance with section 256.9, subsection 46 to determine whether the teacher's practice meets the requirements specified for a career teacher. These standards and criteria shall be set forth in an instrument provided by the department. The comprehensive evaluation and instrument are not subject to negotiations or grievance procedures pursuant to chapter 20 or determinations made by the board of directors under section 279.14. A local school board and its certified bargaining representative may negotiate, pursuant to chapter 20, evaluation and grievance procedures for beginning teachers that are not in conflict with this chapter. If, in accordance with section 279.19, a beginning teacher appeals the determination of a school board to an adjudicator under section 279.17, the adjudicator selected shall have successfully completed training related to the Iowa teacher standards, the criteria adopted by the state board of education in accordance with subsection 3, and any additional training required under rules adopted by the public employment relations board in cooperation with the state board of education. Sec. 60. Section 284.3A, subsection 2, paragraph a, Code 2013, is amended to read as follows: a. For the school budget year beginning July 1, 2010, and each succeeding school year, school districts and area education agencies shall combine payments made to teachers under sections 257.10 and 257.37A with regular wages to create a combined salary. The teacher contract issued under section 279.13 must include the combined salary. If a school district or area education agency uses a salary schedule, a combined salary schedule shall be used for regular wages and for distribution of payments under sections 257.10 and 257.37A, incorporating the salary minimums required in section 284.7, or required under a framework or comparable system approved pursuant to section 284.15. The combined salary schedule must use only the combined salary and cannot differentiate regular salaries and distribution of payments under sections 257.10 and 257.37A. Sec. 61. Section 284.5, subsection 2, Code 2013, is amended by striking the subsection. Sec. 62. Section 284.5, subsection 4, Code 2013, is amended to read as follows: 4. Each school district and area education agency shall develop an initial beginning teacher mentoring and induction a plan for the program. A school district shall include its plan in the school district's comprehensive school improvement plan submitted pursuant to section 256.7, subsection 21. The beginning teacher mentoring and induction plan shall, at a minimum, provide for a two=year sequence of induction program content and activities to support the Iowa teaching standards and beginning teacher professional and personal needs; mentor training that includes, at a minimum, skills of classroom demonstration and coaching, and district expectations for beginning teacher competence on Iowa teaching standards; placement of mentors and beginning teachers; the process for dissolving mentor and beginning teacher partnerships; district organizational support for release time for mentors and beginning teachers to plan, provide demonstration of classroom practices, observe teaching, and provide feedback; structure for mentor selection and assignment of mentors to beginning teachers; a district facilitator; and program evaluation. Sec. 63. Section 284.6, subsection 8, Code 2013, is amended to read as follows: 8. For each year in which a school district receives funds calculated and paid to school districts for professional development pursuant to section 257.10, subsection 10, or section 257.37A, subsection 2, the school district shall create quality professional development opportunities. Not less than thirty=six hours in the school calendar, held outside of the minimum school day, shall be set aside during nonpreparation time or designated professional development time to allow practitioners to collaborate with each other to deliver educational programs and assess student learning, or to engage in peer review pursuant to section 284.8, subsection 1. The goal for the use of the funds is to provide one additional contract day or the equivalent thereof for professional development, and use of the The funds is may be used to implement the professional development provisions of the teacher career paths and leadership roles specified in section 284.7 or 284.15, including but not limited to providing professional development to teachers, including additional salaries for time beyond the normal negotiated agreement; pay for substitute teachers, professional development materials, speakers, and professional development content; and costs associated with implementing the individual professional development plans. The use of the funds shall be balanced between school district, attendance center, and individual professional development plans, making every reasonable effort to provide equal access to all teachers. Sec. 64. Section 284.7, Code 2013, is amended by adding the following new subsection: NEW SUBSECTION. 6. This section is repealed July 1, 2016. Sec. 65. Section 284.9, Code 2013, is amended by adding the following new subsection: NEW SUBSECTION. 5. This section is repealed July 1, 2016. Sec. 66. NEW SECTION. 284.11 State supplemental assistance for high=need schools. 1. Findings and intent. The general assembly finds that students whose first language is not English, who have special needs, or who come from low=income backgrounds face potential obstacles to learning. Schools across Iowa, both urban and rural, have increasing numbers of students who face these challenges. Therefore, it is the intent of the general assembly to provide supplemental assistance to the highest=need schools in Iowa to address these challenges. This section provides for state assistance to allow school districts to develop extended learning time programs, hire instructional support staff, provide additional professional development, or supplement the salary of teachers in the identified schools. 2. Department's responsibilities. The department shall do the following: a. Collect relevant data and establish a list of high=need schools eligible for state supplemental assistance. The department shall establish a process and criteria to determine which schools are placed on the list and the department shall revise the list annually. Criteria for the determination of which high=need schools shall be placed on the list shall be based upon factors that include but are not limited to the socioeconomic status of the students enrolled in the school, the percentage of the school's student body who are limited English proficient students, student academic growth, certified instructional staff attrition, and geographic balance. The department may approve or disapprove requests for revision of the list, which a school district submits pursuant to subsection 3. b. Develop a standardized process for distributing moneys appropriated for supplemental assistance for high=need schools under section 284.13, subsection 1, paragraph "00e", to school districts. In determining the process for distribution of such moneys, the department shall take into consideration the amount of moneys appropriated for supplemental assistance in high=need schools for the given year and the minimal amount of moneys needed to increase the academic achievement of students. A school district receiving moneys pursuant to this section shall certify annually to the department how the moneys distributed to the school district pursuant to this section were used by the school district. c. Review the use and effectiveness of the funds distributed to school districts for supplemental assistance in high=need schools under this section, and consider the findings and recommendations of the commission on educator leadership and compensation submitted pursuant to section 284.15, subsection 13, relating to the use and effectiveness of the funds distributed to school districts under this section. The department shall submit its findings and recommendations in a report to the general assembly by January 15 annually. 3. School district request for approval. A school district may request on an annual basis approval from the department for additions to the list of high=need schools the department maintains pursuant to subsection 2 based upon the unique local conditions and needs of the school district. The criteria used to determine the placement of high=need schools on the list in accordance with subsection 2, does not restrict the department from adding a high=need school to the list as requested by a school district on the basis of unique local conditions and needs pursuant to this subsection. 4. Moneys received and miscellaneous income. The distribution of moneys allocated pursuant to section 284.13, subsection 1, paragraph "00e", to a school district shall be made in one payment on or about October 15 of the fiscal year for which the appropriation is made, taking into consideration the relative budget and cash position of the state resources. Such moneys shall not be commingled with state aid payments made under section 257.16 to a school district and shall be accounted for by the local school district separately from state aid payments. Payments made to school districts under this section are miscellaneous income for purposes of chapter 257. A school district shall maintain a separate listing within its budget for payments received and expenditures made pursuant to this section. 5. Moneys received to supplement salaries. Moneys received by a school district pursuant to section 284.13, subsection 1, paragraph "00e", shall be used to supplement and not supplant the salary being received by a teacher in a high=need school, and shall not be considered under chapter 20 by an arbitrator or other third party in determining a comparison of the wages of teachers in that high=need school with the wages of teachers in other buildings or in another school district. Sec. 67. Section 284.13, subsection 1, Code 2013, is amended by adding the following new paragraphs: NEW PARAGRAPH. 0e. (1) For the following years, to the department of education, for purposes of teacher leadership supplemental aid payments to school districts for implementing the career paths, leadership roles, and compensation framework or comparable system approved in accordance with section 284.15, subsection 6, the following amounts: (a) For the fiscal year beginning July 1, 2014, and ending June 30, 2015, fifty million dollars. (b) For the fiscal year beginning July 1, 2015, and ending June 30, 2016, fifty million dollars. (c) For the fiscal year beginning July 1, 2016, and ending June 30, 2017, fifty million dollars. (2) (a) For the initial school year for which a school district receives department approval for and implements a framework or comparable system in accordance with section 284.15, teacher leadership supplement foundation aid payable to that school district shall be paid from the allocation made in subparagraph (1) for that school year. For that school year, the teacher leadership supplement foundation aid payable to the school district is the product of the teacher leadership district cost per pupil for the school year multiplied by the school district's budget enrollment. (b) For budget years subsequent to the initial school year for which a school district implemented a system and received funding pursuant to subparagraph division (a), the teacher leadership supplement foundation aid payable to that school district shall be paid from the appropriation made in section 257.16. (3) Of the moneys allocated to the department for the purposes of this paragraph "0e", for each fiscal year included in subparagraph (1), not more than seven hundred thousand dollars shall be used by the department for the development of a delivery system to assist in implementing the career paths and leadership roles considered pursuant to sections 284.15, 284.16, and 284.17, including but not limited to planning grants to school districts and area education agencies, technical assistance for the department, technical assistance for districts and area education agencies, training and staff development, and the contracting of external expertise and services. In using moneys allocated for purposes of this subparagraph (3), the department shall give priority to school districts with certified enrollments of fewer than six hundred students. A portion of the moneys allocated annually to the department for purposes of this subparagraph (3) may be used by the department for administrative purposes and for not more than five full=time equivalent positions. (4) Of the moneys allocated to the department for purposes of this paragraph "0e", for each fiscal year of the fiscal period beginning July 1, 2014, and ending June 30, 2017, the amount remaining after the allocations in subparagraph (3) shall be payable to the school districts that have an approved career path, leadership roles, and compensation framework or approved comparable system as provided in section 284.15. (5) For each fiscal year of the fiscal period beginning July 1, 2014, and ending June 30, 2017, moneys received by a school district pursuant to this paragraph "0e" shall not be considered under chapter 20 by an arbitrator or other third party in determining a comparison of the wages of teachers in that school district with the wages of teachers in another school district. (6) The receipt of funding by a school district for the purposes of this paragraph "0e", and the need for additional funding for the purposes of this paragraph "0e", or the enrollment count of eligible students under this chapter, shall not be considered to be unusual circumstances, create an unusual need for additional funds, or qualify under any other circumstances that may be used by the school budget review committee to grant supplemental aid to or establish a modified supplemental amount for a school district under section 257.31. NEW PARAGRAPH. 00e. For the fiscal year beginning July 1, 2014, and for each subsequent fiscal year, to the department of education, ten million dollars for purposes of implementing the supplemental assistance for high=need schools provisions of section 284.11. Annually, of the moneys allocated to the department for purposes of this paragraph, up to one hundred thousand dollars may be used by the department for administrative purposes and for not more than one full=time equivalent position. Sec. 68. Section 284.13, subsection 1, paragraph e, Code 2013, is amended to read as follows: e. Notwithstanding section 8.33, any moneys remaining unencumbered or unobligated from the moneys allocated for purposes of paragraph paragraphs "a", "b", or "c" through "00e" shall not revert but shall remain available in the succeeding fiscal year for expenditure for the purposes designated. The provisions of section 8.39 shall not apply to the funds appropriated pursuant to this subsection. Sec. 69. Section 284.13, Code 2013, is amended by adding the following new subsection: NEW SUBSECTION. 3. The state board may adopt rules which assure the allocation of resources under this section in a manner that optimizes the fulfillment of the purposes specified in sections 284.11, 284.15, 284.16, and 284.17. Sec. 70. NEW SECTION. 284.15 Iowa teacher career paths, leadership roles, and compensation framework. 1. To promote continuous improvement in Iowa's quality teaching workforce and to give Iowa teachers the opportunity for career recognition that reflects the various roles teachers play as educational leaders, a framework for Iowa teacher career paths, leadership roles, and compensation is established under subsection 2 for teachers employed by school districts. Pursuant to subsection 6, a school district may apply to the department for approval to implement the framework or a comparable system of career paths and compensation for teachers that contains differentiated, multiple leadership roles as provided in this section, and sections 284.16 and 284.17. A teacher employed by an area education agency may be included in a framework or comparable system established by a school district if the area education agency and the school district enter into a contract for such purpose. The framework is designed to accomplish the following goals: a. To attract able and promising new teachers by offering competitive starting salaries and offering short=term and long=term professional development and leadership opportunities. b. To retain effective teachers by providing enhanced career opportunities. c. To promote collaboration by developing and supporting opportunities for teachers in schools and school districts statewide to learn from each other. d. To reward professional growth and effective teaching by providing pathways for career opportunities that come with increased leadership responsibilities and involve increased compensation. e. To improve student achievement by strengthening instruction. 2. The Iowa teacher career paths, leadership roles, and compensation requirements under the framework shall be as follows: a. Initial teacher. (1) The salary for an initial teacher who has successfully completed an approved practitioner preparation program as defined in section 272.1 or holds an initial or intern teacher license issued under chapter 272, and who participates in the initial teacher mentoring and induction program as provided in this chapter, shall be at least thirty=three thousand five hundred dollars, which shall also constitute the minimum salary for an Iowa teacher. (2) An initial teacher shall complete a teacher residency during the first year of employment that has all of the following characteristics: (a) Intensive supervision or mentoring by a mentor teacher or lead teacher. (b) Sufficient collaboration time for the initial teacher in the residency year to be able to observe and learn from model teachers, mentor teachers, and lead teachers employed by school districts located in this state. (c) A teaching contract issued under section 279.13 that establishes an employment period which is five days longer than that required for career teachers employed by the school district of employment. The five additional contract days shall be used to strengthen instructional leadership in accordance with this subsection. (d) Frequent observation, evaluation, and professional development opportunities. b. Career teacher. A career teacher is a teacher who holds a statement of professional recognition issued under chapter 272 or who meets all of the following requirements: (1) Has successfully completed the initial teacher mentoring and induction program and has successfully completed a comprehensive evaluation. (2) Has demonstrated the competencies of a career teacher as determined under the school district's comprehensive evaluation of the initial teacher. (3) Holds a valid license issued under chapter 272. (4) Participates in teacher professional development as set forth in this chapter and demonstrates continuous improvement in teaching. c. Model teacher. A model teacher is a teacher who meets the requirements of paragraph "b", has met the requirements established by the school district that employs the teacher, is evaluated by the school district as demonstrating the competencies of a model teacher, has participated in a rigorous review process, and has been recommended for a one=year assignment as a model teacher by a site=based review council appointed pursuant to subsection 4. A school district shall designate at least ten percent of its teachers as model teachers, though the district may enter into an agreement with one or more other districts or an area education agency to meet this requirement through a collaborative arrangement. The terms of the teaching contracts issued under section 279.13 to model teachers shall exceed by five days the terms of teaching contracts issued under section 279.13 to career teachers, and the five additional contract days shall be used to strengthen instructional leadership in accordance with this subsection. A model teacher shall receive annually a salary supplement of at least two thousand dollars. d. Mentor teacher. A mentor teacher is a teacher who is evaluated by the school district as demonstrating the competencies and superior teaching skills of a mentor teacher, and has been recommended for a one=year assignment as a mentor teacher by a site=based review council appointed pursuant to subsection 4. In addition, a mentor teacher shall hold a valid license issued under chapter 272, participate in teacher professional development as outlined in this chapter, demonstrate continuous improvement in teaching, and possess the skills and qualifications to assume leadership roles. A mentor teacher shall have a teaching load of not more than seventy=five percent student instruction to allow the teacher to mentor other teachers. A school district shall designate at least ten percent of its teachers as mentor teachers, though the district may enter into an agreement with one or more other districts or an area education agency to meet this requirement through a collaborative arrangement. The terms of the teaching contracts issued under section 279.13 to mentor teachers shall exceed by ten days the terms of teaching contracts issued under section 279.13 to career teachers, and the ten additional contract days shall be used to strengthen instructional leadership in accordance with this subsection. A mentor teacher shall receive annually a salary supplement of at least five thousand dollars. e. Lead teacher. A lead teacher is a teacher who holds a valid license issued under chapter 272 and has been recommended for a one=year assignment as a lead teacher by a site=based review council appointed pursuant to subsection 4. The recommendation from the council must assert that the teacher possesses superior teaching skills and the ability to lead adult learners. A lead teacher shall assume leadership roles that may include but are not limited to the planning and delivery of professional development activities designed to improve instructional strategies; the facilitation of an instructional leadership team within the lead teacher's building, school district, or other school districts; the mentoring of other teachers; and participation in the evaluation of student teachers. A lead teacher shall have a teaching load of not more than fifty percent student instruction to allow the lead teacher to spend time on co=teaching; co=planning; peer reviews; observing career teachers, model teachers, and mentor teachers; and other duties mutually agreed upon by the superintendent and the lead teacher. A school district shall designate at least five percent of its teachers as lead teachers, though the district may enter into an agreement with one or more other districts or an area education agency to meet this requirement through a collaborative arrangement. The terms of the teaching contracts issued under section 279.13 to lead teachers shall exceed by fifteen days the terms of teaching contracts issued under section 279.13 to career teachers, and the fifteen additional contract days shall be used to strengthen instructional leadership in accordance with this subsection. A lead teacher shall receive annually a salary supplement of at least ten thousand dollars. 3. The salary supplement received by a teacher assigned to a leadership role shall fully cover the salary costs of the additional contract days required of teachers in those leadership roles. Notwithstanding any provision of law to the contrary, the determinations of salary supplements paid pursuant to this section are not subject to appeal. 4. The school board shall appoint a site=based review council for the district's attendance centers. Attendance centers may share a site=based review council if the appointments meet the requirements specified in paragraph "a". a. Each council shall be comprised of equal numbers of teachers and administrators. b. The council shall accept and review applications submitted to the school's or the school district's administration for assignment or reassignment in a teacher leadership role, and shall make recommendations regarding the applications to the superintendent of the school district. In developing recommendations, the council shall utilize measures of teacher effectiveness and professional growth, consider the needs of the school district, and review the performance and professional development of the applicants. Any teacher recommended for assignment or reassignment in a teacher leadership role shall have demonstrated to the council's satisfaction competency on the Iowa teaching standards as set forth in section 284.3. c. An assignment in a teacher leadership role under an approved framework or comparable system shall be subject to review by the school's or the school district's administration at least annually. The review shall include peer feedback on the effectiveness of the teacher's performance of duty specific to the teacher's career path. A teacher who completes the time period of assignment in a teacher leadership role may apply to the school's or the school district's administration for assignment in a new role, if appropriate, or for reassignment. 5. A teacher employed in a school district shall not receive less compensation in that district than the teacher received in the school year preceding implementation of the framework or a comparable system approved pursuant to this section. A teacher who achieves national board for professional teaching standards certification and meets the requirements of section 256.44 shall continue to receive the award as specified in section 256.44 in addition to the compensation set forth in this section. 6. a. A school district may apply to the department for approval to implement the career paths, leadership roles, and compensation framework specified in subsection 2, or a comparable system of career paths and compensation for teachers that contains differentiated multiple leadership roles. The director shall consider the recommendations of the commission established pursuant to subsection 12 when approving or disapproving applications submitted pursuant to this section. A school district may modify an approved framework or comparable system if the director approves the modification. A school district may appeal the director's decision to the state board and the state board's decision is final. b. At any time during a school year, a school district approved to implement the framework or a comparable system pursuant to this subsection may apply to the department to waive full or partial implementation of the approved framework or system for the current school year. The school district shall submit to the department for approval a modified implementation plan for the school year following the school year for which the district received a waiver pursuant to this paragraph if the school district wishes to continue partial implementation beyond the school year for which the district received a waiver. The state board may adopt by rule a limitation on the number of times a school district may apply for a waiver in accordance with this paragraph. c. A school district approved to implement the framework or a comparable system pursuant to this subsection shall submit to the department for approval any proposed change to the framework or comparable system. d. By March 1 of the school year preceding implementation, a school district that has been approved to implement the framework or a comparable system pursuant to this subsection may opt out of implementation of the framework or comparable system by notifying the department of its intent to withdraw from implementation. The department shall notify the department of management that the school district is no longer approved to implement the framework or comparable system and is not eligible to receive teacher leadership supplement foundation aid under chapter 257 or this chapter. e. A school district whose application for approval to implement a comparable system or modified comparable system is denied may appeal the department's decision to the state board. 7. The department shall establish criteria and a process for application and approval of the framework established under subsection 1, and for comparable systems that meet the requirements of section 284.16 or 284.17, which a school district may implement pursuant to subsection 6 in order to receive teacher leadership supplement foundation aid calculated under section 257.10, subsection 12. 8. For purposes of this section a comparable system means either of the following: a. An instructional coach model as set forth in section 284.16 and approved by the department pursuant to this section. b. A system of career paths and compensation for teachers that contains differentiated, multiple leadership roles as set forth in section 284.17 and approved by the department pursuant to this section. 9. A school district is encouraged to utilize appropriately licensed teachers emeritus in the implementation of this section and sections 284.16 and 284.17. 10. The framework or comparable system approved and implemented by a school district in accordance with this section shall be applicable to teachers in every attendance center operated by the school district. 11. Subject to an appropriation by the general assembly for purposes of this subsection, a school district may apply to the department for a planning grant to design an implementation strategy for the framework established pursuant to subsection 1 or a comparable system of career paths and compensation for teachers that contains differentiated multiple leadership roles. The planning grant shall be used to facilitate a local decision=making process that includes representation of administrators, teachers, and parents and guardians of students. The department shall establish and make available an application for the awarding of planning grants for purposes of this subsection. 12. The department shall establish, and provide staffing and administrative support for a commission on educator leadership and compensation. The commission shall monitor with fidelity the implementation of the frameworks and comparable systems by school districts pursuant to this section and sections 284.16 and 284.17. The commission shall also evaluate and make recommendations to the department on applications for approval of a framework or comparable system submitted to the department pursuant to subsection 6, and on the expenditure of moneys appropriated for purposes of this section. In addition, the commission shall review the use and effectiveness of the funds distributed to school districts for supplemental assistance to high=need schools under section 284.11. a. The commission shall be comprised of nineteen voting members. The director of the department or the director's designee shall serve as a nonvoting, ex officio member. The voting members shall include the following: (1) Members appointed by the following designated organizations, at the discretion of the organization: (a) Five teachers by the Iowa state education association. (b) Three school administrators by the school administrators of Iowa. (c) Two school board members by the Iowa association of school boards. (d) One person appointed jointly by the administrators of the area education agencies created under chapter 273. (2) Members appointed by the director as follows: (a) Two teachers, each of whom shall be employed by a school district, an area education agency, or an accredited nonpublic school. (b) One person who is a parent of a child enrolled in a school district. (c) One person who is a business leader. (d) One person who represents the largest approved practitioner preparation institution in the state. (3) The executive director of the Iowa state education association or the executive director's designee. (4) The executive director of the school administrators of Iowa or the executive director's designee. (5) The executive director of the Iowa association of school boards or the executive director's designee. b. Members shall be appointed to staggered three=year terms which begin and end as provided in section 69.19. Appointments shall comply with sections 69.16, 69.16A, and 69.16C. Vacancies on the commission shall be filled in the same manner as the original appointment. A person appointed to fill a vacancy shall serve only for the unexpired portion of the term. Members are entitled to reimbursement of actual expenses incurred in performance of their official duties. c. By December 15 annually, the commission shall submit its findings and any recommendations, including but not limited to any recommendations for changes to the framework established in subsections 1 and 2, and the comparable systems set forth in sections 284.16 and 284.17, and for changes to section 284.11 relating to state supplemental assistance to high=need schools, in a report to the director, the state board, the governor, and the general assembly. 13. a. Teacher leadership supplement foundation aid calculated under section 257.10, subsection 12, shall be paid as part of the state aid payments made to school districts in accordance with section 257.16. b. Notwithstanding section 284.3A, teacher leadership supplement foundation aid shall not be combined with regular wages to create a combined salary. c. The teacher leadership supplement district cost as calculated under section 257.10, subsection 12, is not subject to a uniform reduction in accordance with section 8.31. 14. The provisions of this chapter shall be subject to legislative review at least every three years. The review shall be based upon a status report from the commission on educator leadership and compensation, which shall be prepared with the assistance of the departments of education, management, and revenue. The status report shall review and report on the department's assignment and utilization of full=time equivalent positions, and shall include information on teacher retention, teacher compensation, academic quality of beginning teachers, teacher evaluation results, student achievement trend and comparative data, and recommendations for changes to the teacher leadership supplement foundation aid and the framework or comparable systems approved pursuant to this section. The first status report shall be submitted to the general assembly by January 15, 2017, with subsequent status reports prepared and submitted to the general assembly by January 15 at least every third year thereafter. Sec. 71. NEW SECTION. 284.16 Instructional coach model. 1. Instructional coach model. The instructional coach and curriculum and professional development leader model shall include, at a minimum, the following levels and requirements: a. Beginning teacher level. The beginning teacher shall be paid not less than thirty=three thousand five hundred dollars and shall meet the following requirements: (1) Has successfully completed an approved practitioner preparation program as defined in section 272.1 or holds an intern teacher license issued under chapter 272. (2) Holds an initial or intern teacher license issued under chapter 272. (3) Participates in the beginning teacher mentoring and induction program as provided in this chapter. (4) Completes, during the initial year of teaching, a teacher residency that meets the requirements set forth in section 284.15, subsection 2, paragraph "a", subparagraph (2). b. Career teacher level. A career teacher is a teacher who holds a statement of professional recognition issued under chapter 272 or who meets the following requirements: (1) Has successfully completed the beginning teacher mentoring and induction program and has successfully completed a comprehensive evaluation. (2) Is reviewed by the school district as demonstrating the competencies of a career teacher. (3) Holds a valid license issued under chapter 272. (4) Participates in teacher professional development as set forth in this chapter and demonstrates continuous improvement in teaching. c. Instructional coach level. (1) An instructional coach shall, at a minimum, meet the requirements specified for a career teacher in paragraph "b", and engage full=time in instructional coaching. (2) For purposes of this paragraph, "instructional coaching" means additional guidance in one or more aspects of the teaching profession provided to teachers. (3) Assignment as an instructional coach to an individual teacher shall be based on either a request from a principal or from an individual teacher upon approval of a principal. (4) Instructional coaching shall include detailed preliminary discussions as to areas in which the teachers being coached desire to improve; formulation of an action plan to bring about such improvement; in=class supervision by the instructional coach; postclass discussion of strengths, weaknesses, and strategies for improvement; and dialogue between the instructional coach and students and school officials regarding the teachers being coached. An instructional coach shall coordinate instructional coaching activities relating to training and professional development with an area education agency where appropriate. (5) The contract term for an instructional coach shall exceed by ten days the contract term issued to career teachers under section 279.13. An instructional coach shall receive a stipend of not less than five thousand nor more than seven thousand dollars annually in addition to the teacher's salary as a career teacher. d. Curriculum and professional development leader level. The contract term for a curriculum and professional development leader shall exceed by fifteen days the contract term issued to model teachers under section 279.13, and the curriculum and professional development leader shall receive a stipend of not less than ten thousand nor more than twelve thousand dollars annually in addition to the teacher's salary as a career teacher. A curriculum and professional development leader shall do the following: (1) Provide and demonstrate teaching on an ongoing basis. (2) Routinely work strategically with teachers in planning, monitoring, reviewing, and implementing best instructional practices. (3) Observe and coach teachers in effective instructional practices. (4) Support teacher growth and reflective practices. (5) Work with and train classroom teachers to provide interventions aligned by subject area. (6) Support instruction and learning through the use of technology. (7) Actively participate in collaborative problem solving and reflective practices which include but are not limited to professional study groups, peer observations, grade level planning, and weekly team meetings. (8) Plan and deliver professional development activities designed to improve instructional strategies. (9) Engage in the development, adoption, and implementation of curriculum and curricular materials. e. Model teacher level. (1) A model teacher is a teacher who meets the requirements of paragraph "b", has met the requirements established by the school district that employs the teacher, is evaluated by the school district as demonstrating the competencies of a model teacher, has participated in a rigorous review process, and has been recommended for a one=year assignment as a model teacher by a site=based review council in the manner provided under section 284.15, subsection 4. (2) The contract term for a model teacher shall exceed by five days the contract term issued to career teachers under section 279.13, and the five additional contract days shall be used to strengthen instructional leadership. A model teacher shall receive annually a salary supplement of at least two thousand dollars. 2. Goals. Each school district approved under section 284.15 to implement the instructional coach model as specified in this section shall establish the following goals for leadership participation: a. Instructional coach goal. Assignment, annually, of at least one instructional coach at each attendance center or at least one instructional coach for every five hundred students enrolled in an attendance center, whichever number is greater. b. Model teacher goal. Assignment of at least ten percent of its teachers annually as model teachers. c. Equivalent leadership participation goal. As nearly as possible, the total number of hours of coaching and leadership duties performed by instructional coaches and curriculum and professional development leaders shall be equal to the total number of hours of noninstructional, mentoring, and leadership duties for a school district teaching staff of equal size implementing the framework as set forth in section 284.15, subsection 2. 3. Requirements for implementation and receipt of teacher leadership supplement funds. A school district implementing the instructional coach model shall receive funds under section 257.10, subsection 12. 4. Applicability. The provisions of section 284.15, subsections 3 through 11, shall apply to school districts implementing the instructional coach model. Sec. 72. NEW SECTION. 284.17 Comparable system criteria. Any comparable system of career paths and compensation for teachers approved pursuant to section 284.15, including the instructional coach model set forth in section 284.16, shall include, at a minimum, all of the following components: 1. A minimum salary of thirty=three thousand five hundred dollars for a full=time teacher. 2. Increased support for new teachers and veteran teachers where appropriate, such as additional coaching, mentoring, and opportunities for observing exceptional instructional practice. 3. Differentiated, multiple teacher leadership roles beyond the initial teacher and career teacher levels, in which a goal of at least twenty=five percent of the teacher workforce serves additional contract days with compensation commensurate with the responsibilities for the leadership role. A district shall demonstrate that a good=faith effort has been made to attain participation by twenty=five percent of the teacher workforce and that no other practical alternative is available to meet the goal. These leadership roles may include but shall not be limited to all of the following: a. Instructional coaches who engage full=time or part=time in instructional coaching. b. Peer coaches who provide additional guidance in one or more aspects of the teaching profession to other teachers during normal noninstructional time. Peer coaches may be used only as one element of a more extensive teacher leadership plan. c. Curriculum and professional development leaders who engage full=time or part=time in the planning, development, and implementation of curriculum and professional development. d. Model teachers who teach full=time and serve as models of exemplary teaching practice. e. Mentor teachers who teach full=time or part=time and also support the professional development of initial and career teachers. f. Lead teachers who teach full=time or part=time and also plan and deliver professional development activities or engage in other activities designed to improve instructional strategies. 4. A rigorous selection process for placement into and retention in teacher leadership roles. The process shall include all of the following components: a. The use of measures of effectiveness and professional growth to determine suitability for the role. b. A selection committee that includes teachers and administrators who shall accept and review applications for assignment or reassignment to a teacher leadership role and shall make recommendations regarding the applications to the superintendent of the school district. c. An annual review of the assignment to a teacher leadership role by the school's or school district's administration. The review shall include peer feedback on the effectiveness of the teacher's performance of duty specific to the teacher's leadership role. A teacher who completes the time period of assignment to a leadership role may apply to the school's or the school district's administration for assignment in a new leadership role, if appropriate, or for reassignment. d. A requirement that a teacher assigned to a leadership role must have at least three years of teaching experience, and at least one year of experience in the school district. 5. A professional development system facilitated by teachers and other education experts and aligned with the Iowa professional development model adopted by the state board. 6. A school district approved to implement a comparable system pursuant to section 284.15, and which meets the requirements of this section, shall receive funds under section 257.10, subsection 12. Sec. 73. ATTENDANCE CENTER PERFORMANCE RANKINGS ==== PERFORMANCE INDEX. 1. The department of education shall develop criteria and a process for school districts to use to establish specific performance goals and to evaluate the performance of each attendance center operated by the district in order to arrive at an overall school performance grade and report card for each attendance center. This information must be posted on the department of education's internet site with information for each attendance center listed separately. The criteria shall include but not be limited to student academic growth, parent involvement, student attendance, employee turnover, and community activities and involvement. 2. The department shall develop an achievement score that calculates aggregate growth as well as aggregate proficiency of students which when combined with other academic indicators results in an overall school performance grade for each attendance center in the school district. The performance grade may also be used as one measure to rank and classify schools into six different performance categories: exceptional, high performing, commendable, acceptable, needs improvement, and priority. The categories may be used to define support and specialized assistance to schools classified as needs improvement or priority as well as to recognize schools designated exceptional or high performing. Additionally, a closing gap score shall be calculated as another measure to determine subgroup performance and to rank and classify attendance centers. Other academic indicators shall be defined as criterion referenced variables that will be utilized in the calculation of the performance grade. Other academic indicators shall include but not be limited to graduation rates, attendance rates, and college=readiness rates. Additional indicators of academic success and progress may include post=graduation data, suspension and expulsion rates, levels of student engagement, parent satisfaction, parent engagement, and staff working conditions. 3. The department shall submit its findings and recommendations in a report to the state board of education, the governor, and the general assembly by July 1, 2014. Sec. 74. CODE EDITOR DIRECTIVE. The Code editor shall delete references in the Code, and Code language directly related to the references, to sections and subsections of the Code repealed by this division of this Act effective July 1, 2016. Sec. 75. EFFECTIVE DATE. The following provision or provisions of this division of this Act take effect July 1, 2014: 1. The section of this division of this Act amending section 282.18. DIVISION VIII COMPETENCY=BASED INSTRUCTION TASK FORCE Sec. 76. NEW SECTION. 256.24 Competency=based education grant program. 1. The department shall establish a competency=based education grant program to award grants to not more than ten school districts annually for purposes of developing, implementing, and evaluating competency=based education pilot and demonstration projects. 2. The department shall develop grant application, selection, and evaluation criteria. 3. Each pilot or demonstration project shall be conducted for a minimum of one year, but may be conducted for multiple school years as proposed by the applicant and approved by the department. 4. Grant moneys shall be distributed to selected school districts by the department no later than December 1, 2013. Grant amounts shall be distributed as determined by the department. 5. The department shall submit progress reports analyzing the status and preliminary findings of the projects to the state board, the governor, and the general assembly by January 15 annually. The department shall summarize the projects' findings, including student achievement results, and submit the summary and any recommendations in a final report to the state board, the governor, and the general assembly by January 15, 2019. 6. This section is repealed July 1, 2019. Sec. 77. 2012 Iowa Acts, chapter 1119, section 2, subsection 2, is amended by adding the following new paragraph: NEW PARAGRAPH. f. Develop a draft strategic plan and proposed timeline for statewide implementation of competency=based learning for consideration by the general assembly. Sec. 78. EFFECTIVE UPON ENACTMENT. The section of this division of this Act amending 2012 Iowa Acts, chapter 1119, section 2, subsection 2, being deemed of immediate importance, takes effect upon enactment. DIVISION IX INSTRUCTIONAL HOURS Sec. 79. Section 256.7, subsection 19, Code 2013, is amended to read as follows: 19. Define the minimum school day as a day consisting of five and one=half hours of instructional time for grades one through twelve. The minimum days or hours as time that shall be exclusive of the lunch period, but may include passing time between classes. Time spent on parent=teacher conferences shall be considered instructional time. A school or school district may record a day of school with less than the minimum instructional hours as a minimum school day if any of the following apply: a. If emergency health or safety factors require the late arrival or early dismissal of students on a specific day. b. If the total hours of instructional school time for grades one through twelve for any five consecutive school days equal a minimum of twenty=seven and one=half hours, even though any one day of school is less than the minimum instructional hours because of a staff development opportunity provided for the professional instructional staff or because parent=teacher conferences have been scheduled beyond the regular school day. Furthermore, if the total hours of instructional time for the first four consecutive days equal at least twenty=seven and one=half hours because parent=teacher conferences have been scheduled beyond the regular school day, a school or school district may record zero hours of instructional time on the fifth consecutive school day as a minimum school day. Sec. 80. Section 256F.4, subsection 5, Code 2013, is amended to read as follows: 5. A charter school or innovation zone school shall provide instruction for at least the number of days or hours required by section 279.10, subsection 1, or shall provide at least the equivalent number of total hours. Sec. 81. Section 279.10, subsection 1, Code 2013, is amended to read as follows: 1. The school year for each school district and accredited nonpublic school shall begin on the first day of July 1 and each regularly established elementary and secondary school shall begin no sooner than a day during the calendar week in which the first day of September falls but no later than the first Monday in December. However, if the first day of September falls on a Sunday, school may begin on a day during the calendar week which immediately precedes the first day of September. School shall continue for at least one hundred eighty days, except as provided in subsection 3, and may be maintained The school calendar shall include not less than one hundred eighty days, except as provided in subsection 3, or one thousand eighty hours of instruction during the entire calendar year. However, if The board of directors of a school district and the authorities in charge of an accredited nonpublic school shall set the number of days or hours of required attendance for the school year as provided in section 299.1, subsection 2, but the board of directors of a school district shall hold a public hearing on any proposed school calendar prior to adopting the school calendar. If the board of directors of a district or the authorities in charge of an accredited nonpublic school extends the school calendar because inclement weather caused the school district or accredited nonpublic school to temporarily close school during the regular school calendar, the school district or accredited nonpublic school may excuse a graduating senior who has met district or school requirements for graduation from attendance during the extended school calendar. A school corporation may begin employment of personnel for in=service training and development purposes before the date to begin elementary and secondary school. Sec. 82. Section 279.10, subsection 2, Code 2013, is amended to read as follows: 2. The board of directors shall hold a public hearing on any proposal relating to the school calendar prior to submitting it to the department of education for approval. Sec. 83. Section 299.1, subsection 2, Code 2013, is amended to read as follows: 2. The board of directors of a public school district or the governing body of an accredited nonpublic school shall set the number of days or hours of required attendance for the schools under its control. The board of directors of a public school district or the governing body of an accredited nonpublic school may, by resolution, require attendance for the entire time when the schools are in session in any school year and adopt a policy or rules relating to the reasons considered to be valid or acceptable excuses for absence from school. Sec. 84. Section 299.4, subsection 1, Code 2013, is amended to read as follows: 1. The parent, guardian, or legal custodian of a child who is of compulsory attendance age, who places the child under competent private instruction under either section 299A.2 or 299A.3, not in an accredited school or a home school assistance program operated by a school district or accredited nonpublic school, shall furnish a report in duplicate on forms provided by the public school district, to the district by the earliest starting date specified in section 279.10, subsection 1 September 1 of the school year in which the child will be under competent private instruction. The secretary shall retain and file one copy and forward the other copy to the district's area education agency. The report shall state the name and age of the child, the period of time during which the child has been or will be under competent private instruction for the year, an outline of the course of study, texts used, and the name and address of the instructor. The parent, guardian, or legal custodian of a child, who is placing the child under competent private instruction for the first time, shall also provide the district with evidence that the child has had the immunizations required under section 139A.8, and, if the child is elementary school age, a blood lead test in accordance with section 135.105D. The term "outline of course of study" shall include subjects covered, lesson plans, and time spent on the areas of study. Sec. 85. EFFECTIVE DATE. This division of this Act takes effect July 1, 2014. DIVISION X PRIVATE INSTRUCTION EXEMPTION Sec. 86. Section 299.4, subsection 1, Code 2013, is amended to read as follows: 1. The parent, guardian, or legal custodian of a child who is of compulsory attendance age, who places the child under competent private instruction under either section 299A.2 or 299A.3, not in an accredited school or a home school assistance program operated by a school district or accredited nonpublic school, shall furnish a report in duplicate on forms provided by the public school district, to the district by the earliest starting date specified in section 279.10, subsection 1. The secretary shall retain and file one copy and forward the other copy to the district's area education agency. The report shall state the name and age of the child, the period of time during which the child has been or will be under competent private instruction for the year, an outline of the course of study, texts used, and the name and address of the instructor. The parent, guardian, or legal custodian of a child, who is placing the child under competent private instruction for the first time, shall also provide the district with evidence that the child has had the immunizations required under section 139A.8, and, if the child is elementary school age, a blood lead test in accordance with section 135.105D. The term "outline of course of study" shall include subjects covered, lesson plans, and time spent on the areas of study. Sec. 87. Section 299A.1, unnumbered paragraph 2, Code 2013, is amended to read as follows: For purposes of this chapter, "competent private instruction" means private instruction provided on a daily basis for at least one hundred forty=eight days during a school year, to be met by attendance for at least thirty=seven days each school quarter, by or under the supervision of a licensed practitioner in the manner provided under section 299A.2, or other person under section 299A.3, which results in the student making adequate progress. Sec. 88. Section 299A.3, unnumbered paragraph 1, Code 2013, is amended to read as follows: A parent, guardian, or legal custodian of a child of compulsory attendance age providing competent private instruction to the child shall may meet all of the following requirements: DIVISION XI INDEPENDENT ACCREDITATION OF NONPUBLIC SCHOOLS Sec. 89. Section 256.11, Code 2013, is amended by adding the following new subsection: NEW SUBSECTION. 16. a. Notwithstanding subsections 1 through 12, a nonpublic school may be accredited by an approved independent accrediting agency instead of by the state board as provided in this subsection. The state board shall maintain a list of approved independent accrediting agencies comprised of at least six regional or national nonprofit, nongovernmental agencies recognized as reliable authorities concerning the quality of education offered by a school and shall publish the list of independent accrediting agencies on the department's internet site. The list shall include accrediting agencies that, as of January 1, 2013, accredited a nonpublic school in this state that was concurrently accredited under this section; and any agency that has a formalized partnership agreement with another agency on the list and has member schools in this state as of January 1, 2013. b. A nonpublic school that participates in the accreditation process offered by an independent accrediting agency on the approved list published pursuant to paragraph "a" shall be deemed to meet the education standards of this section. However, such a school shall comply with statutory health and safety requirements for school facilities. c. If the state board takes preliminary action to remove an agency from the approved list published on the department's internet site pursuant to paragraph "a", the department shall, at least one year prior to removing the agency from the approved list, notify the nonpublic schools participating in the accreditation process offered by the agency of the state board's intent to remove the accrediting agency from its approved list of independent accrediting agencies. The notice shall also be posted on the department's internet site and shall contain the proposed date of removal. The nonpublic school shall attain accreditation under this subsection or subsections 1 through 12 not later than one year following the date on which the state board removes the agency from its list of independent accrediting agencies. d. This subsection is repealed July 1, 2020. DIVISION XII INDEPENDENT PRIVATE INSTRUCTION Sec. 90. Section 261E.8, subsection 2, Code 2013, is amended to read as follows: 2. Students from accredited nonpublic schools and students receiving competent private instruction or independent private instruction under chapter 299A may access the program through the school district in which the accredited nonpublic school or private institution is located. Sec. 91. Section 299.1, subsection 1, Code 2013, is amended to read as follows: 1. Except as provided in section 299.2, the parent, guardian, or legal or actual custodian of a child who is of compulsory attendance age, shall cause the child to attend some public school, or an accredited nonpublic school, or place the child under competent private instruction or independent private instruction in accordance with the provisions of chapter 299A, during a school year, as defined under section 279.10. Sec. 92. Section 299.1B, Code 2013, is amended to read as follows: 299.1B Failure to attend ==== driver's license. A person who is of compulsory attendance age who does not meet the requirements for an exception under section 299.2, who does not attend a public school, or an accredited nonpublic school, who is not receiving competent private instruction or independent private instruction in accordance with the provisions of chapter 299A, and who does not attend an alternative school, or adult education classes, shall not receive an intermediate or full driver's license until age eighteen. Sec. 93. Section 299.6A, subsection 1, Code 2013, is amended to read as follows: 1. In lieu of a criminal proceeding under section 299.6, a county attorney may bring a civil action against a parent, guardian, or legal or actual custodian of a child who is of compulsory attendance age, has not completed educational requirements, and is truant, if the parent, guardian, or legal or actual custodian has failed to cause the child to attend a public school, or an accredited nonpublic school, or placed the child under competent private instruction or independent private instruction in the manner provided in this chapter. If the court finds that the parent, guardian, or legal or actual custodian has failed to cause the child to attend as required in this section, the court shall assess a civil penalty of not less than one hundred but not more than one thousand dollars for each violation established. Sec. 94. Section 299.8, Code 2013, is amended to read as follows: 299.8 "Truant" defined. Any child of compulsory attendance age who fails to attend school as provided in this chapter, or as required by the school board's or school governing body's attendance policy, or who fails to attend competent private instruction or independent private instruction under chapter 299A, without reasonable excuse for the absence, shall be deemed to be a truant. A finding that a child is truant, however, shall not by itself mean that the child is a child in need of assistance within the meaning of chapter 232 and shall not be the sole basis for a child in need of assistance petition. Sec. 95. Section 299.11, unnumbered paragraph 1, Code 2013, is amended to read as follows: The truancy officer may take into custody without warrant any apparently truant child and place the child in the charge of the school principal, or the principal's designee, designated by the board of directors of the school district in which the child resides, or in the charge of any nonpublic school or any authority providing competent private instruction or independent private instruction as defined in section 299A.1, designated by the parent, guardian, or legal or actual custodian; but if it is other than a public school, the instruction and maintenance of the child shall be without expense to the school district. If a child is taken into custody under this section, the truancy officer shall make every reasonable attempt to immediately notify the parent, guardian, or legal or actual custodian of the child's location. Sec. 96. Section 299.12, subsection 2, Code 2013, is amended to read as follows: 2. This section is not applicable to a child who is receiving competent private instruction or independent private instruction in accordance with the requirements of chapter 299A. If a child is not in compliance with the attendance requirements established under section 299.1, and has not completed educational requirements through the sixth grade, and the school has used every means available to assure the child does attend, the school truancy officer shall contact the child's parent, guardian, or legal or actual custodian to participate in an attendance cooperation meeting. The parties to the attendance cooperation meeting may include the child and shall include the child's parent, guardian, or legal or actual custodian and the school truancy officer. The school truancy officer contacting the participants in the attendance cooperation meeting may invite other school officials, a designee of the juvenile court, the county attorney or the county attorney's designee, or other persons deemed appropriate to participate in the attendance cooperation meeting. Sec. 97. Section 299A.1, Code 2013, is amended to read as follows: 299A.1 Private Competent private instruction and independent private instruction. 1. The parent, guardian, or legal custodian of a child of compulsory attendance age who places the child under private instruction shall provide, unless otherwise exempted, competent private instruction or independent private instruction in accordance with this chapter. A parent, guardian, or legal custodian of a child of compulsory attendance age who places the child under private instruction which is not competent private instruction or independent private instruction, or otherwise fails to comply with the requirements of this chapter, is subject to the provisions of sections 299.1 through 299.4 and the penalties provided in section 299.6. 2. For purposes of this chapter, "competent and chapter 299: a. "Competent private instruction" means private instruction provided on a daily basis for at least one hundred forty=eight days during a school year, to be met by attendance for at least thirty=seven days each school quarter, by or under the supervision of a licensed practitioner in the manner provided under section 299A.2, or other person under section 299A.3, which results in the student making adequate progress. For purposes of this chapter and chapter 299, "private instruction" b. "Independent private instruction" means instruction that meets the following criteria: (1) Is not accredited. (2) Enrolls not more than four unrelated students. (3) Does not charge tuition, fees, or other remuneration for instruction. (4) Provides private or religious=based instruction as its primary purpose. (5) Provides enrolled students with instruction in mathematics, reading and language arts, science, and social studies. (6) Provides, upon written request from the superintendent of the school district in which the independent private instruction is provided, or from the director of the department of education, a report identifying the primary instructor, location, name of the authority responsible for the independent private instruction, and the names of the students enrolled. (7) Is not a nonpublic school and does not provide competent private instruction as defined in this subsection. (8) Is exempt from all state statutes and administrative rules applicable to a school, a school board, or a school district, except as otherwise provided in chapter 299 and this chapter. c. "Private instruction" means instruction using a plan and a course of study in a setting other than a public or organized accredited nonpublic school. Sec. 98. Section 299A.11, Code 2013, is amended to read as follows: 299A.11 Student records confidential. Notwithstanding any provision of law or rule to the contrary, personal information in records regarding a child receiving competent private instruction or independent private instruction pursuant to this chapter, which are maintained, created, collected, or assembled by or for a state agency, shall be kept confidential in the same manner as personal information in student records maintained, created, collected, or assembled by or for a school corporation or educational institution in accordance with section 22.7, subsection 1. Sec. 99. Section 321.178, subsection 1, paragraph c, Code 2013, is amended to read as follows: c. Every public school district in Iowa shall offer or make available to all students residing in the school district, or Iowa students attending a nonpublic school or receiving competent private instruction or independent private instruction as defined in section 299A.1, in the district, an approved course in driver education. The receiving district shall be the school district responsible for making driver education available to a student participating in open enrollment under section 282.18. The courses may be offered at sites other than at the public school, including nonpublic school facilities within the public school districts. An approved course offered during the summer months, on Saturdays, after regular school hours during the regular terms or partly in one term or summer vacation period and partly in the succeeding term or summer vacation period, as the case may be, shall satisfy the requirements of this section to the same extent as an approved course offered during the regular school hours of the school term. A student who successfully completes and obtains certification in an approved course in driver education or an approved course in motorcycle education may, upon proof of such fact, be excused from any field test which the student would otherwise be required to take in demonstrating the student's ability to operate a motor vehicle. A student shall not be excused from any field test if a parent, guardian, or instructor requests that a test be administered. A final field test prior to a student's completion of an approved course shall be administered by a person qualified as a classroom driver education instructor and certified to provide street and highway driving instruction. A person qualified as a classroom driver education instructor but not certified to provide street and highway driving instruction may administer the final field test if accompanied by another person qualified to provide street and highway driving instruction. DIVISION XIII DRIVER EDUCATION BY TEACHING PARENT Sec. 100. NEW SECTION. 321.178A Driver education ==== teaching parent. 1. Teaching parent. As an alternative to the driver education requirements under section 321.178, a teaching parent may instruct a student in a driver education course that meets the requirements of this section and provide evidence that the requirements under this section have been met. 2. Definitions. For purposes of this section: a. "Approved course" means driver education curriculum approved by the department pursuant to rules adopted under chapter 17A. An approved course shall, at a minimum, meet the requirements of subsection 3 and be appropriate for teaching=parent=directed driver education and related street or highway instruction. Driver education materials that meet or exceed standards established by the department for an approved course in driver education for a public or private school shall be approved unless otherwise determined by the department. The list of approved courses shall be posted on the department's internet site. b. "Student" means a person between the ages of fourteen and twenty=one years who is within the custody and control of the teaching parent and who satisfies preliminary licensing requirements of the department. c. "Teaching parent" means a parent, guardian, or legal custodian of a student who is currently providing competent private instruction to the student pursuant to section 299A.2 or 299A.3 and who provided such instruction to the student during the previous year; who has a valid driver's license, other than a motorized bicycle license or a temporary restricted license, that permits unaccompanied driving; and who has maintained a clear driving record for the previous two years. For purposes of this paragraph, "clear driving record" means the individual has not been identified as a candidate for suspension or revocation of a driver's license under the habitual violator or habitual offender provisions of the department's regulations; is not subject to a driver's license suspension, revocation, denial, cancellation, disqualification, or bar; and has no record of a conviction for a moving traffic violation determined to be the cause of a motor vehicle accident. 3. Course of instruction. a. An approved course administered by a teaching parent shall consist of but not be limited to the following: (1) Thirty clock hours of classroom instruction. (2) Forty hours of street or highway driving including four hours of driving after sunset and before sunrise while accompanied by the teaching parent. (3) Four hours of classroom instruction concerning substance abuse. (4) A minimum of twenty minutes of instruction concerning railroad crossing safety. (5) Instruction relating to becoming an organ donor under the revised uniform anatomical gift Act as provided in chapter 142C. (6) Instruction providing an awareness about sharing the road with bicycles and motorcycles. b. The content of the course of instruction required under this subsection shall be equivalent to that required under section 321.178. However, reference and study materials, physical classroom requirements, and extra vehicle safety equipment required for instruction under section 321.178 shall not be required for the course of instruction provided under this section. 4. Course completion and certification. Upon application by a student for an intermediate license, the teaching parent shall provide evidence showing the student's completion of an approved course and substantial compliance with the requirements of subsection 3 by affidavit signed by the teaching parent on a form to be provided by the department. The evidence shall include all of the following: a. Documentation that the instructor is a teaching parent as defined in subsection 2. b. Documentation that the student is receiving competent private instruction under section 299A.2 or the name of the school district within which the student is receiving instruction under section 299A.3. c. The name of the approved course completed by the student. d. An affidavit attesting to satisfactory completion of course work and street or highway driving instruction. e. Copies of written tests completed by the student. f. A statement of the number of classroom hours of instruction. g. A log of completed street or highway driving instruction including the dates when the lessons were conducted, the student's and the teaching parent's name and initials noted next to each entry, notes on driving activities including a list of driving deficiencies and improvements, and the duration of the driving time for each session. 5. Intermediate license. Any student who successfully completes an approved course as provided in this section, passes a driving test to be administered by the department, and is otherwise qualified under section 321.180B, subsection 2, shall be eligible for an intermediate license pursuant to section 321.180B. Twenty of the forty hours of street or highway driving instruction required under subsection 3, paragraph "a", subparagraph (2), may be used to satisfy the requirement of section 321.180B, subsection 2. 6. Full license. A student must comply with section 321.180B, subsection 4, to be eligible for a full driver's license pursuant to section 321.180B. Sec. 101. Section 321.180B, subsection 2, paragraph a, Code 2013, is amended to read as follows: a. The department may issue an intermediate driver's license to a person sixteen or seventeen years of age who possesses an instruction permit issued under subsection 1 or a comparable instruction permit issued by another state for a minimum of six months immediately preceding application, and who presents an affidavit signed by a parent, guardian, or custodian on a form to be provided by the department that the permittee has accumulated a total of twenty hours of street or highway driving of which two hours were conducted after sunset and before sunrise and the street or highway driving was with the permittee's parent, guardian, custodian, instructor, a person certified by the department, or a person at least twenty=five years of age who had written permission from a parent, guardian, or custodian to accompany the permittee, and whose driving privileges have not been suspended, revoked, or barred under this chapter or chapter 321J during, and who has been accident and violation free continuously for, the six=month period immediately preceding the application for an intermediate license. An applicant for an intermediate license must meet the requirements of section 321.186, including satisfactory completion of driver education as required in section 321.178 or 321.178A, and payment of the required license fee before an intermediate license will be issued. A person issued an intermediate license must limit the number of passengers in the motor vehicle when the intermediate licensee is operating the motor vehicle to the number of passenger safety belts. DIVISION XIV MISCELLANEOUS PROVISIONS Sec. 102. Section 256.9, Code 2013, is amended by adding the following new subsection: NEW SUBSECTION. 63. a. Develop and implement a coaching and support system for teachers aligned with the framework and comparable systems approved as provided in section 284.15. b. Develop and implement a coaching and support system for administrators aligned with the beginning administrator mentoring and induction program created pursuant to section 284A.5. Sec. 103. Section 256C.4, subsection 1, paragraph e, Code 2013, is amended to read as follows: e. Preschool foundation aid funding shall not be used for the costs of constructing a facility in connection with an approved local program. Preschool foundation aid funding may be used by approved local programs and community providers for professional development for preschool teachers, for instructional equipment, for material and equipment designed to develop pupils' large and small motor skills, and for other direct costs. Preschool foundation aid funding received by an approved local program that remain unexpended or unobligated at the end of a fiscal year shall be used to build the approved local program's preschool program capacity in the next succeeding fiscal year. Sec. 104. Section 256D.9, Code 2013, is amended to read as follows: 256D.9 Future repeal. This chapter is repealed effective July 1, 2013 2018. Sec. 105. Section 279.60, subsections 1 and 2, Code 2013, are amended to read as follows: 1. Each school district shall administer a kindergarten readiness the teaching strategies gold early childhood assessment prescribed by the department of education to every resident prekindergarten or four=year=old child whose parent or guardian enrolls the child in the district, and shall administer a valid and reliable universal screening instrument, as prescribed by the department of education, to every kindergarten student enrolled in the district not later than the date specified in section 257.6, subsection 1. The assessment shall be aligned with state early learning standards and preschool programs shall be encouraged to administer the assessment at least at the beginning and end of the preschool program, with the assessment information entered into the statewide longitudinal data system. The department shall work to develop agreements with head start programs to incorporate similar information about four=year=old children served by head start into the statewide longitudinal data system. 2. a. Each school district shall administer the dynamic indicators of basic early literacy skills kindergarten benchmark assessment or other kindergarten benchmark assessment adopted by the department of education in consultation with the early childhood Iowa state board to every kindergarten student enrolled in the district not later than the date specified in section 257.6, subsection 1. The school district shall also collect information from each parent, guardian, or legal custodian of a kindergarten student enrolled in the district, including but not limited to whether the student attended preschool, factors identified by the early childhood Iowa office pursuant to section 256I.5, and other demographic factors. Each school district shall report the results of the community strategies employed during the prior school year pursuant to section 279.68, subsection 4, paragraph "a", the assessment administered pursuant to subsection 1, and the preschool information collected to the department of education in the manner prescribed by the department not later than January 1 of that school year. The early childhood Iowa office in the department of management shall have access to the raw data. The department shall review the information submitted pursuant to this section and shall submit its findings and recommendations annually in a report to the governor, the general assembly, the early childhood Iowa state board, and the early childhood Iowa area boards. b. This subsection is repealed July 1, 2013. Sec. 106. SCHOOL DISTRICT REPORTING REQUIREMENT TASK FORCE ==== STATE BOARD OF EDUCATION. 1. a. A reporting requirement review task force is established consisting of five members who shall be appointed by the director of the department of education as follows: (1) One member from nominees submitted by an organization representing the boards of Iowa school districts. (2) One member from nominees submitted by an organization representing Iowa school administrators. (3) One member from nominees submitted by the largest statewide certified employee organization representing Iowa teachers. (4) One member representing the department of education. (5) One member representing the general public. b. The member representing the department of education shall convene the initial meeting, at which the members shall elect a chairperson. 2. The department of education shall compile a list of reports that school districts are required to submit to the department biennially or more frequently. The department shall submit the list to the reporting requirement review task force by September 3, 2013. 3. The task force shall review the list submitted by the department pursuant to subsection 2. For each reporting requirement listed, the task force shall produce written justification for continuing, modifying, or eliminating the requirement. The task force shall compile its written justifications in a report the task force shall submit to the state board of education and to the general assembly by December 2, 2013. 4. The state board of education shall review the report submitted pursuant to subsection 3, and shall determine which of the task force recommendations for modifying or eliminating requirements may be accomplished by administrative rule and which must be accomplished by statute. The state board shall submit its findings and recommendations, including plans for board action relating to administrative rules and board recommendations for specific statutory changes, in a report to the general assembly by February 3, 2014. Sec. 107. EFFECTIVE DATE. The following provision or provisions of this division of this Act take effect June 30, 2013: 1. The section of this division of this Act amending section 279.60, subsection 2, paragraph "b". Sec. 108. EFFECTIVE UPON ENACTMENT. The following provision or provisions of this division of this Act, being deemed of immediate importance, take effect upon enactment: 1. The section of this division of this Act amending section 256C.4. 2. The section of this division of this Act amending section 256D.9. DIVISION XV EXTENDED LEARNING TIME PILOT PROJECT MODEL ==== APPROPRIATION Sec. 109. EXTENDED LEARNING TIME PILOT PROJECT MODEL. 1. The department of education shall develop a proposed model for an extended learning time pilot project. In developing the model, the department shall consider the recommendations submitted in the final report of the instructional time task force, as well as existing, successful extended time learning opportunities offered within and outside of the state. Three program proposals representing school districts of varied sizes, geographical locations, and socioeconomic status shall be included in the model. Component measures, criteria, and associated benchmarks for selecting participants and gauging success for the model shall include but not be limited to the following considerations: impact on student achievement; overall cost; governance structure; transportation issues; recommended age of students; potential use of teacher preparation candidates; 21st century learning center guidelines as applicable; potential collaboration with area education agencies and other public and private partners for cost effectiveness, efficiency, and community involvement; recommended staffing levels; licensure for staff; involvement of nonprofit organizations; collaboration with the staff in the existing school district; whether all or some students in a district should participate; and use of best practices and latest research in the field. The department shall also recommend potential funding sources for the full implementation of the proposed model for extended learning time pilot projects and of future sustained extended time learning efforts. 2. The department shall submit the proposed model and the department's findings and recommendations in a report to the state board of education, the governor, and the general assembly by December 16, 2013. DIVISION XVI EDUCATION REFORM ALLOCATIONS Sec. 110. DEPARTMENT OF EDUCATION ==== EDUCATION REFORM ALLOCATIONS. From the moneys appropriated pursuant to 2013 Iowa Acts, House File 604, section 6, subsection 17, the following amounts, or so much thereof as is deemed necessary, shall be used by the department of education as follows for the purposes designated: 1. For purposes of the Iowa learning online initiative established pursuant to section 256.42: .................................................. $ 1,500,000 A portion of the funds allocated to the department for purposes of this subsection may be used by the department for not more than three full=time equivalent positions. 2. For purposes of the teach Iowa student teaching pilot project established pursuant to section 256.98, if enacted: .................................................. $ 1,000,000 A portion of the funds allocated to the department for purposes of this subsection may be used by the department for not more than two full=time equivalent positions. 3. For planning grants in accordance with section 284.15, subsection 11: .................................................. $ 3,500,000 4. To provide for the development of a delivery system to assist in implementing teacher career paths and leadership roles and for administrative purposes as provided in section 284.13, subsection 1, paragraph "0e", subparagraph (3): .................................................. $ 700,000 5. For purposes of establishing the council on educator development and funding the council's study of a statewide teacher evaluation system and performance review requirements and a statewide administrator evaluation system: .................................................. $ 100,000 6. For purposes of developing an extended learning time pilot project model in accordance with this Act, if enacted: .................................................. $ 40,000 KRAIG PAULSEN Speaker of the House PAM JOCHUM President of the Senate I hereby certify that this bill originated in the House and is known as House File 215, Eighty=fifth General Assembly. CARMINE BOAL Chief Clerk of the House Approved , 2013 TERRY E. BRANSTAD Governor -1-
Text: HF214            Text: HF216 Complete Bill History