Update: Iowa Reading Research Center’s has a new website here.
The House passed an education appropriations bill, HF 604, on March 20th. The LSA has an eight-page summary of the bill available here. Under the heading major increases/decreases/transfers of existing programs it is noted that the Iowa Reading Research Center sees “[a] decrease of $2.0 million to no longer fund the Center.”
The minutes of the November 7, 2012 meeting of the State Board of Education indicate that there was discussion of “what will happen if the center does not receive future funding” but the details of that discussion are not included.
While we wait on the Senate version of the education budget, here’s an update on the reading center:
The IRRC has a logo (see above), an interim director, and a website. The IRRC is accepting applications for Director of the Center through March 31st, with the office location and employing AEA to be determined by current location of the selected candidate. (Apparently Director Glass has chosen the AEAs to host the IRRC). Grant Wood AEA 10 was chosen to be the fiscal agent of the Center.
The rules governing the IRRC are in the Iowa Administrative Code under the Education Department  Chapter 61.
The Reading Research Council released a report in January, which is available for download on the DE website here. From page 4 of the report:
Much of the work of the Iowa Reading Research Center will be done through a partnership between the Iowa Department of Education and the Iowa Area Education Agencies called Collaborating for Iowa’s Kids (C4K). The intent of the collaborative is to effectively and efficiently work as a comprehensive educational system to accomplish agreed-upon high-impact priorities: the literacy component of the Iowa Core, Response to Intervention, educator quality, and school improvement. The initial work for the group’s collaborative efforts will be preK-6 reading with a focus on early literacy.
It’s hard to know what to say about all of this, so I’ll just leave it at this: I remain skeptical about the likelihood that there will be a substantial, positive change in reading instruction as a result of this work.