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8 LONG TITLE
9 General Description:
10 This bill amends and enacts provisions related to assessments and accountability in the
11 public education system.
12 Highlighted Provisions:
13 This bill:
14 ▸ defines terms;
15 ▸ repeals outdated references to the Utah Performance Assessment System for
16 Students or "U-PASS";
17 ▸ amends provisions related to the administration of statewide assessments;
18 ▸ enacts provisions related to a high school assessment;
19 ▸ repeals and reenacts provisions related to:
20 • State Board of Education duties related to assessments; and
21 • standards assessments;
22 ▸ amends other provisions related to assessments;
23 ▸ establishes a school accountability system;
24 ▸ enacts provisions related to the school accountability system, including provisions
25 related to:
26 • the indicators and calculation of points used to determine a school's rating under
27 the school accountability system;
28 • required rulemaking by the board; and
29 • required reports;
30 ▸ repeals and reenacts, for technical purposes, provisions related to youth suicide
31 prevention training; and
32 ▸ makes technical and conforming changes.
33 Money Appropriated in this Bill:
34 None
35 Other Special Clauses:
36 This bill provides a special effective date.
37 This bill provides revisor instructions.
38 Utah Code Sections Affected:
39 AMENDS:
40 53A-1-301, as last amended by Laws of Utah 2016, Chapter 348
41 53A-1-402.6, as last amended by Laws of Utah 2015, Chapter 415
42 53A-1-413, as last amended by Laws of Utah 2016, Chapter 144
43 53A-1-601, as last amended by Laws of Utah 2000, Chapter 219
44 53A-1-602, as last amended by Laws of Utah 2015, Chapters 222 and 415
45 53A-1-603.5, as enacted by Laws of Utah 2006, Chapter 147
46 53A-1-605, as last amended by Laws of Utah 2015, Chapter 222
47 53A-1-607, as last amended by Laws of Utah 2009, Chapter 299
48 53A-1-608, as enacted by Laws of Utah 1990, Chapter 267
49 53A-1-610, as enacted by Laws of Utah 1990, Chapter 267
50 53A-1-611, as last amended by Laws of Utah 2016, Chapter 203
51 53A-1-613, as enacted by Laws of Utah 2013, Chapter 161
52 53A-1-708, as last amended by Laws of Utah 2016, Chapters 144 and 221
53 53A-1-1202, as last amended by Laws of Utah 2016, Chapter 241
54 53A-1-1203, as last amended by Laws of Utah 2016, Chapter 241
55 53A-1-1206, as last amended by Laws of Utah 2016, Chapter 241
56 53A-1-1207, as last amended by Laws of Utah 2016, Chapter 241
57 53A-1-1209, as last amended by Laws of Utah 2016, Chapter 331
58 53A-1a-106, as last amended by Laws of Utah 2012, Chapter 315
59 53A-1a-504, as last amended by Laws of Utah 2016, Chapter 213
60 53A-1a-510, as last amended by Laws of Utah 2015, Chapter 449
61 53A-17a-166, as enacted by Laws of Utah 2011, Chapter 359
62 53A-25b-304, as last amended by Laws of Utah 2012, Chapter 291
63 ENACTS:
64 53A-1-611.5, Utah Code Annotated 1953
65 53A-1-1113.5, Utah Code Annotated 1953
66 53A-15-1303, Utah Code Annotated 1953
67 REPEALS AND REENACTS:
68 53A-1-603, as last amended by Laws of Utah 2016, Chapters 203 and 221
69 53A-1-604, as last amended by Laws of Utah 2013, Chapter 161
70 53A-1-1101, as enacted by Laws of Utah 2011, Chapter 417
71 53A-1-1102, as last amended by Laws of Utah 2015, Chapter 452
72 53A-1-1103, as last amended by Laws of Utah 2015, Chapter 415
73 53A-1-1104, as last amended by Laws of Utah 2015, Chapters 258 and 452
74 53A-1-1105, as last amended by Laws of Utah 2013, Chapter 478 and last amended by
75 Coordination Clause, Laws of Utah 2013, Chapter 478
76 53A-1-1106, as last amended by Laws of Utah 2013, Chapter 478
77 53A-1-1107, as last amended by Laws of Utah 2014, Chapter 403
78 53A-1-1108, as last amended by Laws of Utah 2014, Chapter 403
79 53A-1-1109, as enacted by Laws of Utah 2011, Chapter 417
80 53A-1-1110, as last amended by Laws of Utah 2016, Chapter 349
81 53A-1-1111, as enacted by Laws of Utah 2011, Chapter 417
82 53A-1-1112, as last amended by Laws of Utah 2013, Chapter 478
83 REPEALS:
84 53A-1-1104.5, as enacted by Laws of Utah 2014, Chapter 403
85 53A-1-1107.5, as last amended by Laws of Utah 2015, Chapter 452
86 53A-1-1113, as enacted by Laws of Utah 2011, Chapter 417
87 53A-3-601, as last amended by Laws of Utah 2000, Chapter 219
88 53A-3-602.5, as last amended by Laws of Utah 2015, Chapter 415
89 53A-3-603, as last amended by Laws of Utah 2016, Chapter 144
90 Utah Code Sections Affected by Revisor Instructions:
91 53A-1-413, as last amended by Laws of Utah 2016, Chapter 144
92
93 Be it enacted by the Legislature of the state of Utah:
94 Section 1. Section 53A-1-301 is amended to read:
95 53A-1-301. Appointment -- Qualifications -- Duties.
96 (1) (a) The State Board of Education shall appoint a superintendent of public
97 instruction, hereinafter called the state superintendent, who is the executive officer of the
98 [
99 Education.
100 (b) The [
101 basis of outstanding professional qualifications.
102 (c) The state superintendent shall administer all programs assigned to the State Board
103 of Education in accordance with the policies and the standards established by the [
104 Board of Education.
105 (2) The State Board of Education shall, with the [
106 develop a statewide education strategy focusing on core academics, including the development
107 of:
108 (a) core standards for Utah public schools and graduation requirements;
109 (b) a process to select model instructional materials that best correlate [
110 core standards for Utah public schools and graduation requirements that are supported by
111 generally accepted scientific standards of evidence;
112 (c) professional development programs for teachers, superintendents, and principals;
113 (d) model remediation programs;
114 (e) a model method for creating individual student learning targets, and a method of
115 measuring an individual student's performance toward those targets;
116 (f) progress-based assessments for ongoing performance evaluations of school districts
117 and schools;
118 (g) incentives to achieve the desired outcome of individual student progress in core
119 academics[
120 (h) an annual report card for school and school district performance, measuring
121 learning and reporting progress-based assessments;
122 (i) a systematic method to encourage innovation in schools and school districts as [
123
124 (j) a method for identifying and sharing best demonstrated practices across school
125 districts and schools.
126 (3) The state superintendent shall perform duties assigned by the [
127 of Education, including [
128 (a) investigating all matters pertaining to the public schools;
129 (b) adopting and keeping an official seal to authenticate the state superintendent's
130 official acts;
131 (c) holding and conducting meetings, seminars, and conferences on educational topics;
132 (d) presenting to the governor and the Legislature each December a report of the public
133 school system for the preceding year [
134 (i) data on the general condition of the schools with recommendations considered
135 desirable for specific programs;
136 (ii) a complete statement of fund balances;
137 (iii) a complete statement of revenues by fund and source;
138 (iv) a complete statement of adjusted expenditures by fund, the status of bonded
139 indebtedness, the cost of new school plants, and school levies;
140 (v) a complete statement of state funds allocated to each school district and charter
141 school by source, including supplemental appropriations, and a complete statement of
142 expenditures by each school district and charter school, including supplemental appropriations,
143 by function and object as outlined in the United States Department of Education publication
144 "Financial Accounting for Local and State School Systems";
145 (vi) a complete statement, by school district and charter school, of the amount of and
146 percentage increase or decrease in expenditures from the previous year attributed to:
147 (A) wage increases, with expenditure data for base salary adjustments identified
148 separately from step and lane expenditures;
149 (B) medical and dental premium cost adjustments; and
150 (C) adjustments in the number of teachers and other staff;
151 (vii) a statement that includes data on:
152 (A) fall enrollments;
153 (B) average membership;
154 (C) high school graduates;
155 (D) licensed and classified employees, including data reported by school districts on
156 educator ratings pursuant to Section 53A-8a-410;
157 (E) pupil-teacher ratios;
158 (F) average class sizes [
159
160 (G) average salaries;
161 (H) applicable private school data; and
162 (I) data from [
163 assessments described in Section 53A-1-602 for each school and school district;
164 (viii) statistical information regarding incidents of delinquent activity in the schools or
165 at school-related activities with separate categories for:
166 (A) alcohol and drug abuse;
167 (B) weapon possession;
168 (C) assaults; and
169 (D) arson;
170 (ix) information about:
171 (A) the development and implementation of the strategy of focusing on core
172 academics;
173 (B) the development and implementation of competency-based education and
174 progress-based assessments; and
175 (C) the results being achieved under Subsections (3)(d)(ix)(A) and (B), as measured by
176 individual progress-based assessments and a comparison of Utah students' progress with the
177 progress of students in other states using standardized norm-referenced tests as benchmarks;
178 and
179 (x) other statistical and financial information about the school system [
180 state superintendent considers pertinent;
181 (e) collecting and organizing education data into an automated decision support system
182 to facilitate school district and school improvement planning, accountability reporting,
183 performance recognition, and the evaluation of educational policy and program effectiveness to
184 include:
185 (i) data that are:
186 (A) comparable across schools and school districts;
187 (B) appropriate for use in longitudinal studies; and
188 (C) comprehensive with regard to the data elements required under applicable state or
189 federal law or [
190 (ii) features that enable users, most particularly school administrators, teachers, and
191 parents, to:
192 (A) retrieve school and school district level data electronically;
193 (B) interpret the data visually; and
194 (C) draw conclusions that are statistically valid; and
195 (iii) procedures for the collection and management of education data that:
196 (A) require the state superintendent [
197 (I) collaborate with school districts in designing and implementing uniform data
198 standards and definitions;
199 (II) undertake or sponsor research to implement improved methods for analyzing
200 education data;
201 (III) provide for data security to prevent unauthorized access to or contamination of the
202 data; and
203 (IV) protect the confidentiality of data under state and federal privacy laws; and
204 (B) require all school districts and schools to comply with the data collection and
205 management procedures established under Subsection (3)(e);
206 (f) administering and implementing federal educational programs in accordance with
207 Title 53A, Chapter 1, Part 9, Implementing Federal or National Education Programs Act; and
208 (g) with the approval of the [
209 submitting to the governor a budget for the [
210 the budget that the governor submits to the Legislature.
211 (4) The state superintendent shall distribute funds deposited in the Autism Awareness
212 Restricted Account created in Section 53A-1-304 in accordance with the requirements of
213 Section 53A-1-304.
214 (5) Upon leaving office, the state superintendent shall deliver to the state
215 superintendent's successor all books, records, documents, maps, reports, papers, and other
216 articles pertaining to the state superintendent's office.
217 (6) (a) For the [
218 (i) the pupil-teacher ratio for a school shall be calculated by dividing the number of
219 students enrolled in a school by the number of full-time equivalent teachers assigned to the
220 school, including regular classroom teachers, school-based specialists, and special education
221 teachers;
222 (ii) the pupil-teacher ratio for a school district shall be the median pupil-teacher ratio of
223 the schools within a school district;
224 (iii) the pupil-teacher ratio for charter schools aggregated shall be the median
225 pupil-teacher ratio of charter schools in the state; and
226 (iv) the pupil-teacher ratio for the state's public schools aggregated shall be the median
227 pupil-teacher ratio of public schools in the state.
228 (b) The printed copy of the report required by Subsection (3)(d) shall:
229 (i) include the pupil-teacher ratio for:
230 (A) each school district;
231 (B) the charter schools aggregated; and
232 (C) the state's public schools aggregated; and
233 (ii) [
234 in the state may be accessed.
235 Section 2. Section 53A-1-402.6 is amended to read:
236 53A-1-402.6. Core standards for Utah public schools.
237 (1) (a) In establishing minimum standards related to curriculum and instruction
238 requirements under Section 53A-1-402, the State Board of Education shall, in consultation
239 with local school boards, school superintendents, teachers, employers, and parents implement
240 core standards for Utah public schools that will enable students to, among other objectives:
241 (i) communicate effectively, both verbally and through written communication;
242 (ii) apply mathematics; and
243 (iii) access, analyze, and apply information.
244 (b) Except as provided in this title, the State Board of Education may recommend but
245 may not require a local school board or charter school governing board to use:
246 (i) a particular curriculum or instructional material; or
247 (ii) a model curriculum or instructional material.
248 (2) The [
249 Utah public schools:
250 (a) identify the basic knowledge, skills, and competencies each student is expected to
251 acquire or master as the student advances through the public education system; and
252 (b) align with each other the core standards for Utah public schools and [
253
254
255 (3) The basic knowledge, skills, and competencies identified pursuant to Subsection
256 (2)(a) shall increase in depth and complexity from year to year and focus on consistent and
257 continual progress within and between grade levels and courses in the basic academic areas of:
258 (a) English, including explicit phonics, spelling, grammar, reading, writing,
259 vocabulary, speech, and listening; and
260 (b) mathematics, including basic computational skills.
261 (4) Before adopting core standards for Utah public schools, the State Board of
262 Education shall:
263 (a) publicize draft core standards for Utah public schools on the State Board of
264 Education's website and the Utah Public Notice website created under Section 63F-1-701;
265 (b) invite public comment on the draft core standards for Utah public schools for a
266 period of not less than 90 days; and
267 (c) conduct three public hearings that are held in different regions of the state on the
268 draft core standards for Utah public schools.
269 (5) Local school boards shall design their school programs, that are supported by
270 generally accepted scientific standards of evidence, to focus on the core standards for Utah
271 public schools with the expectation that each program will enhance or help achieve mastery of
272 the core standards for Utah public schools.
273 (6) Except as provided in Section 53A-13-101, each school may select instructional
274 materials and methods of teaching, that are supported by generally accepted scientific standards
275 of evidence, that [
276 public schools.
277 (7) The state may exit any agreement, contract, memorandum of understanding, or
278 consortium that cedes control of the core standards for Utah public schools to any other entity,
279 including a federal agency or consortium, for any reason, including:
280 (a) the cost of developing or implementing the core standards for Utah public schools;
281 (b) the proposed core standards for Utah public schools are inconsistent with
282 community values; or
283 (c) the agreement, contract, memorandum of understanding, or consortium:
284 (i) was entered into in violation of Part 9, Implementing Federal or National Education
285 Programs Act, or Title 63J, Chapter 5, Federal Funds Procedures Act;
286 (ii) conflicts with Utah law;
287 (iii) requires Utah student data to be included in a national or multi-state database;
288 (iv) requires records of teacher performance to be included in a national or multi-state
289 database; or
290 (v) imposes curriculum, assessment, or data tracking requirements on home school or
291 private school students.
292 (8) The State Board of Education shall annually report to the Education Interim
293 Committee on the development and implementation of the core standards for Utah public
294 schools, including the time line established for the review of the core standards for Utah public
295 schools by a standards review committee and the recommendations of a standards review
296 committee established under Section 53A-1-402.8.
297 Section 3. Section 53A-1-413 is amended to read:
298 53A-1-413. Student Achievement Backpack -- Utah Student Record Store.
299 (1) As used in this section:
300 (a) "Authorized LEA user" means a teacher or other person who is:
301 (i) employed by an LEA that provides instruction to a student; and
302 (ii) authorized to access data in a Student Achievement Backpack through the Utah
303 Student Record Store.
304 (b) "LEA" means a school district, charter school, or the Utah Schools for the Deaf and
305 the Blind.
306 (c) "Statewide assessment" means the same as that term is defined in Section
307 53A-1-602.
308 [
309 through grade 12, a complete learner profile that:
310 (i) is in electronic format;
311 (ii) follows the student from grade to grade and school to school; and
312 (iii) is accessible by the student's parent or guardian or an authorized LEA user.
313 [
314
315 (e) "Utah Student Record Store" means a repository of student data collected from
316 LEAs as part of the state's longitudinal data system that is:
317 (i) managed by the State Board of Education;
318 (ii) cloud-based; and
319 (iii) accessible via a web browser to authorized LEA users.
320 (2) (a) The State Board of Education shall use the State Board of Education's robust,
321 comprehensive data collection system, which collects longitudinal student transcript data from
322 LEAs and the unique student identifiers as described in Section 53A-1-603.5, to allow the
323 following to access a student's Student Achievement Backpack:
324 (i) the student's parent or guardian; and
325 (ii) each LEA that provides instruction to the student.
326 (b) The State Board of Education shall ensure that a Student Achievement Backpack:
327 (i) provides a uniform, transparent reporting mechanism for individual student
328 progress;
329 (ii) provides a complete learner history for postsecondary planning;
330 (iii) provides a teacher with visibility into a student's complete learner profile to better
331 inform instruction and personalize education;
332 (iv) assists a teacher or administrator in diagnosing a student's learning needs through
333 the use of data already collected by the State Board of Education;
334 (v) facilitates a student's parent or guardian taking an active role in the student's
335 education by simplifying access to the student's complete learner profile; and
336 (vi) serves as additional disaster mitigation for LEAs by using a cloud-based data
337 storage and collection system.
338 (3) Using existing information collected and stored in the State Board of Education's
339 data warehouse, the State Board of Education shall create the Utah Student Record Store where
340 an authorized LEA user may:
341 (a) access data in a Student Achievement Backpack relevant to the user's LEA or
342 school; or
343 (b) request student records to be transferred from one LEA to another.
344 (4) The State Board of Education shall implement security measures to ensure that:
345 (a) student data stored or transmitted to or from the Utah Student Record Store is
346 secure and confidential pursuant to the requirements of the Family Educational Rights and
347 Privacy Act, 20 U.S.C. Sec. 1232g; and
348 (b) an authorized LEA user may only access student data that is relevant to the user's
349 LEA or school.
350 (5) A student's parent or guardian may request the student's Student Achievement
351 Backpack from the LEA or the school in which the student is enrolled.
352 (6) [
353 access student data in a Student Achievement Backpack, which shall include the following
354 data, or request that the data be transferred from one LEA to another:
355 (a) student demographics;
356 (b) course grades;
357 (c) course history; and
358 (d) results [
359 (7) [
360 access student data in a Student Achievement Backpack, which shall include the data listed in
361 Subsections (6)(a) through (d) and the following data, or request that the data be transferred
362 from one LEA to another:
363 (a) section attendance;
364 (b) the name of a student's teacher for classes or courses the student takes;
365 (c) teacher qualifications for a student's teacher, including years of experience, degree,
366 license, and endorsement;
367 (d) results of [
368
369 [
370
371
372 [
373 administered pursuant to Section [
374 [
375 applicable;
376 [
377 [
378 53A-1-606.6; and
379 [
380 (8) No later than June 30, 2017, the State Board of Education shall ensure that data
381 collected in the Utah Student Record Store for a Student Achievement Backpack [
382 integrated into each LEA's student information system and [
383 student's parent or guardian and an authorized LEA user in an easily accessible viewing format.
384 Section 4. Section 53A-1-601 is amended to read:
385 53A-1-601. Legislative intent.
386 (1) [
387 determine the effectiveness of school districts and schools in assisting students to master the
388 fundamental educational skills [
389 (2) [
390
391 Legislature, the [
392 teachers with:
393 (a) evaluative information regarding the various levels of proficiency achieved by
394 students, so that they may have an additional tool to plan, measure, and evaluate the
395 effectiveness of programs in the public schools[
396 (b) [
397 need for additional resources or to reallocate educational resources in a manner to [
398 ensure educational opportunities for all students and to improve existing programs.
399 Section 5. Section 53A-1-602 is amended to read:
400 53A-1-602. Definitions.
401 As used in this part:
402 [
403
404
405
406 (1) "Board" means the State Board of Education.
407 (2) "Core standards for Utah public schools" means the standards [
408
409
410
411 (3) "Individualized education program" or "IEP" means a written statement for a
412 student with a disability that is developed, reviewed, and revised in accordance with the
413 Individuals with Disabilities Education Act, 20 U.S.C. Sec. 1400 et seq.
414 [
415 [
416
417
418 [
419 (4) "Statewide assessment" means one or more of the following, as applicable:
420 (a) a standards assessment described in Section 53A-1-604;
421 (b) a high school assessment described in Section 53A-1-611.5;
422 (c) a college readiness [
423 53A-1-611; [
424 (d) [
425 described in Section 53A-1-606.6.
426 Section 6. Section 53A-1-603 is repealed and reenacted to read:
427 53A-1-603. Statewide assessments -- Duties of State Board of Education.
428 (1) The board shall:
429 (a) require the state superintendent of public instruction to:
430 (i) submit and recommend statewide assessments to the board for adoption by the
431 board; and
432 (ii) distribute the statewide assessments adopted by the board to a school district or
433 charter school;
434 (b) provide for the state to participate in the National Assessment of Educational
435 Progress state-by-state comparison testing program; and
436 (c) require a school district or charter school to administer statewide assessments.
437 (2) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the
438 board shall make rules for the administration of statewide assessments.
439 (3) The board shall ensure that statewide assessments are administered in compliance
440 with the requirements of Part 14, Student Data Protection Act, and Chapter 13, Part 3, Utah
441 Family Educational Rights and Privacy Act.
442 Section 7. Section 53A-1-603.5 is amended to read:
443 53A-1-603.5. Unique student identifier -- Coordination of higher education and
444 public education information technology systems.
445 (1) As used in this section, "unique student identifier" means an alphanumeric code
446 assigned to each public education student for identification purposes, which:
447 (a) is not assigned to any former or current student; and
448 (b) does not incorporate personal information, including a birth date or Social Security
449 number.
450 (2) The [
451 instruction, shall assign each public education student a unique student identifier, which shall
452 be used to track individual student performance on achievement tests administered under this
453 part.
454 (3) The [
455 coordinate public education and higher education information technology systems to allow
456 individual student academic achievement to be tracked through both education systems in
457 accordance with this section and Section 53B-1-109.
458 (4) The [
459 coordinate access to the unique student identifier of a public education student who later
460 attends an institution within the state system of higher education.
461 Section 8. Section 53A-1-604 is repealed and reenacted to read:
462 53A-1-604. Utah standards assessments -- Administration -- Review committee.
463 (1) As used in this section, "computer adaptive assessment" means an assessment that
464 measures the range of a student's ability by adapting to the student's responses, selecting more
465 difficult or less difficult questions based on the student's responses.
466 (2) The board shall:
467 (a) adopt a standards assessment that:
468 (i) measures a student's proficiency in:
469 (A) mathematics for students in each of grades 3 through 8;
470 (B) English language arts for students in each of grades 3 through 8;
471 (C) science for students in each of grades 4 through 8; and
472 (D) writing for students in at least grades 5 and 8; and
473 (ii) except for the writing measurement described in Subsection (2)(a)(i)(D), is a
474 computer adaptive assessment; and
475 (b) ensure that an assessment described in Subsection (2)(a) is:
476 (i) a criterion referenced assessment;
477 (ii) administered online;
478 (iii) aligned with the core standards for Utah public schools; and
479 (iv) adaptable to competency-based education as defined in Section 53A-15-1802.
480 (3) A school district or charter school shall annually administer the standards
481 assessment adopted by the board under Subsection (2) to all students in the subjects and grade
482 levels described in Subsection (2).
483 (4) A student's score on the standards assessment adopted under Subsection (2) may
484 not be considered in determining:
485 (a) the student's academic grade for a course; or
486 (b) whether the student may advance to the next grade level.
487 (5) (a) The board shall establish a committee consisting of 15 parents of Utah public
488 education students to review all standards assessment questions.
489 (b) The committee established in Subsection (5)(a) shall include the following parent
490 members:
491 (i) five members appointed by the chair of the board;
492 (ii) five members appointed by the speaker of the House of Representatives or the
493 speaker's designee; and
494 (iii) five members appointed by the president of the Senate or the president's designee.
495 (c) The board shall provide staff support to the parent committee.
496 (d) The term of office of each member appointed in Subsection (5)(b) is four years.
497 (e) The chair of the board, the speaker of the House of Representatives, and the
498 president of the Senate shall adjust the length of terms to stagger the terms of committee
499 members so that approximately half of the committee members are appointed every two years.
500 (f) No member may receive compensation or benefits for the member's service on the
501 committee.
502 Section 9. Section 53A-1-605 is amended to read:
503 53A-1-605. Analysis of results -- Staff professional development.
504 (1) The [
505 instruction, shall develop [
506
507 assessments.
508 (2) The [
509 (a) assist school districts and individual schools to use the results of the analysis in
510 planning, evaluating, and enhancing programs; [
511 (b) identify schools not achieving state-established acceptable levels of student
512 performance in order to assist those schools in [
513 levels[
514 (c) provide:
515 (i) for statistical reporting of [
516 statewide assessment results at state, school district, school, and grade or course levels[
517 [
518 (ii) actual levels of performance on [
519 [
520 provide for:
521 (a) evaluation of the [
522 evaluations in setting goals and establishing programs; and
523 (b) a professional development program that provides teachers, principals, and other
524 professional staff with the training required to successfully establish and maintain [
525 statewide assessments.
526 Section 10. Section 53A-1-607 is amended to read:
527 53A-1-607. Scoring -- Reports of results.
528 (1) [
529 local school board [
530
531 state superintendent of public instruction for scoring unless the [
532 scoring by a national testing service.
533 (2) The district, school, and class results of the [
534 assessments, but not the score or relative position of individual students, shall be reported to
535 each local school board or charter school governing board annually at a regularly scheduled
536 meeting.
537 (3) [
538 (a) shall make copies of the report available to the general public upon request[
539
540 (b) may charge a fee for [
541 [
542 (4) (a) The board shall annually provide to school districts and charter schools a
543 comprehensive report for each of [
544 showing the student's [
545 took a [
546 (b) A school district or charter school shall give a copy of the comprehensive report to
547 the student's parents and make the report available to school staff, as appropriate.
548 Section 11. Section 53A-1-608 is amended to read:
549 53A-1-608. Preparation for tests.
550 (1) School district employees may not [
551 preparation of students [
552 specific test questions.
553 (2) School district employees who administer the test shall follow the standardization
554 procedures in the [
555 specific instructions developed by the [
556 (3) The [
557 who violates this section.
558 Section 12. Section 53A-1-610 is amended to read:
559 53A-1-610. Grade level specification change.
560 (1) [
561 grade level specification for the administration of specific [
562 [
563 to a different grade level specification or a competency-based specification if the specification
564 is more consistent with patterns of school organization.
565 (2) [
566 (1), the board shall submit a report to the Legislature explaining the reasons for [
567 changing the grade level specification.
568 (b) The board shall submit the report at least six months [
569 anticipated change.
570 Section 13. Section 53A-1-611 is amended to read:
571 53A-1-611. College readiness assessments.
572 (1) The Legislature recognizes the need for the [
573 develop and implement standards and assessment processes to ensure that student progress is
574 measured and that school boards and school personnel are accountable.
575 [
576
577 [
578 [
579
580 [
581 [
582
583 (2) The board shall adopt a college readiness assessment for secondary students that:
584 (a) is the college readiness assessment most commonly submitted to local universities;
585 and
586 (b) may include:
587 (i) the Armed Services Vocational Aptitude Battery; [
588 (ii) a battery of assessments that are predictive of success in higher education.
589 [
590
591 college readiness assessment adopted under Subsection [
592 (b) A student with an IEP may take an appropriate college readiness assessment other
593 than [
594 [
595 Section 14. Section 53A-1-611.5 is enacted to read:
596 53A-1-611.5. High school assessments.
597 (1) The board shall adopt a high school assessment that:
598 (a) is predictive of a student's college readiness as measured by the college readiness
599 assessment described in Section 53A-1-611; and
600 (b) provides a growth score for a student from grade 9 to 10.
601 (2) A school district or charter school shall annually administer the high school
602 assessment adopted by the board under Subsection (1) to all students in grades 9 and 10.
603 Section 15. Section 53A-1-613 is amended to read:
604 53A-1-613. Online test preparation program.
605 (1) The [
606 through a request for proposals process, to provide an online [
607
608
609 that is most commonly submitted to local universities.
610 (2) An online test preparation program described in Subsection (1):
611 (a) (i) shall allow a student to independently access online materials and learn at the
612 student's own pace; and
613 (ii) may be used to provide classroom and teacher-assisted instruction;
614 (b) shall provide online study materials, diagnostic exams, drills, and practice tests in
615 an approach that is engaging to high school students;
616 (c) shall enable electronic reporting of student progress to administrators, teachers,
617 parents, and other facilitators;
618 (d) shall record a student's progress in an online dashboard that provides diagnostic
619 assessment of the content areas tested and identifies mastery of corresponding skill sets; and
620 (e) shall provide training and professional development to personnel in school districts
621 and charter schools on how to utilize the online test preparation program and provide
622 teacher-assisted instruction to students.
623 [
624
625
626 [
627 [
628
629 (3) The board, school districts, and charter schools shall make the online test
630 preparation program available to a student:
631 (a) beginning in the 2013-14 school year; and
632 (b) for at least one full year[
633
634
635 Section 16. Section 53A-1-708 is amended to read:
636 53A-1-708. Grants for online delivery of statewide assessments.
637 (1) As used in this section:
638 (a) "Adaptive tests" means tests administered during the school year using an online
639 adaptive test system.
640 (b) "Core standards for Utah public schools" means the standards [
641
642
643
644 53A-1-402.6.
645 (c) "Statewide assessment" means the same as that term is defined in Section
646 53A-1-602.
647 [
648 overall achievement of course goals.
649 [
650 delivery of summative tests required [
651 (i) is coordinated by the State Board of Education;
652 (ii) ensures the reliability and security of [
653 (iii) is selected through collaboration between the State Board of Education and school
654 district representatives with expertise in technology, assessment, and administration.
655 [
656 (2) The State Board of Education may award grants to school districts and charter
657 schools to implement [
658 (a) a uniform online summative test system to enable [
659 staff and parents of students to review [
660 the school year; or
661 (b) an online adaptive test system to enable parents of students and school staff to
662 measure and monitor a student's academic progress during a school year.
663 (3) (a) Grant money may be used to pay for any of the following, provided it is directly
664 related to implementing a uniform online summative test system, an online adaptive test
665 system, or both:
666 (i) computer equipment and peripherals, including electronic data capture devices
667 designed for electronic test administration and scoring;
668 (ii) software;
669 (iii) networking equipment;
670 (iv) upgrades of existing equipment or software;
671 (v) upgrades of existing physical plant facilities;
672 (vi) personnel to provide technical support or coordination and management; and
673 (vii) teacher professional development.
674 (b) Equipment purchased in compliance with Subsection (3)(a), when not in use for the
675 online delivery of summative tests or adaptive tests required [
676 assessments, may be used for other purposes.
677 (4) [
678 Act, the State Board of Education shall make rules:
679 (a) establishing procedures for applying for and awarding grants;
680 (b) specifying how grant money [
681 charter schools;
682 (c) requiring reporting of grant money expenditures and evidence showing that the
683 grant money has been used to implement a uniform online summative test system, an online
684 adaptive test system, or both;
685 (d) establishing technology standards for an online adaptive testing system;
686 (e) requiring a school district or charter school that receives a grant under this section
687 to implement, in compliance with [
688 Chapter 13, Part 3, Utah Family Educational Rights and Privacy Act, an online adaptive test
689 system by the 2014-15 school year that:
690 (i) meets the technology standards established under Subsection (4)(d); and
691 (ii) is aligned with the core standards for Utah public schools;
692 (f) requiring a school district or charter school to provide matching funds to implement
693 a uniform online summative test system, an online adaptive test system, or both in an amount
694 that is greater than or equal to the amount of a grant received under this section; and
695 (g) ensuring that student identifiable data is not released to any person, except as
696 provided by [
697 of the State Board of Education adopted under that section.
698 (5) If a school district or charter school uses grant money for purposes other than those
699 stated in Subsection (3), the school district or charter school is liable for reimbursing the State
700 Board of Education in the amount of the grant money improperly used.
701 (6) A school district or charter school may not use federal funds to provide the
702 matching funds required to receive a grant under this section.
703 (7) A school district may not impose a tax rate above the certified tax rate for the
704 purpose of generating revenue to provide matching funds for a grant under this section.
705 Section 17. Section 53A-1-1101 is repealed and reenacted to read:
706
707 53A-1-1101. Title.
708 This part is known as "School Accountability System."
709 Section 18. Section 53A-1-1102 is repealed and reenacted to read:
710 53A-1-1102. Definitions.
711 As used in this part:
712 (1) "Board" means the State Board of Education.
713 (2) "Individualized education program" means a written statement for a student with a
714 disability that is developed, reviewed, and revised in accordance with the Individuals with
715 Disabilities Education Act, 20 U.S.C. Sec. 1400 et seq.
716 (3) "Lowest performing 25% of students" means the proportion of a school's students
717 who scored in the lowest 25% of students in the school on a statewide assessment based on the
718 prior school year's scores.
719 (4) "Statewide assessment" means one or more of the following, as applicable:
720 (a) a standards assessment described in Section 53A-1-604;
721 (b) a high school assessment described in Section 53A-1-611.5;
722 (c) a college readiness assessment described in Section 53A-1-611; or
723 (d) an alternate assessment administered to a student with a disability.
724 Section 19. Section 53A-1-1103 is repealed and reenacted to read:
725 53A-1-1103. Statewide school accountability system -- State Board of Education
726 rulemaking.
727 (1) There is established a statewide school accountability system.
728 (2) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the
729 board shall make rules to implement the school accountability system in accordance with this
730 part.
731 Section 20. Section 53A-1-1104 is repealed and reenacted to read:
732 53A-1-1104. Schools included in school accountability system -- Other indicators
733 and point distribution for a school that serves a special student population.
734 (1) Except as provided in Subsection (2), the board shall include all public schools in
735 the state in the school accountability system established under this part.
736 (2) The board shall exempt from the school accountability system:
737 (a) a school in which the number of students tested on a statewide assessment is lower
738 than the minimum sample size necessary, based on acceptable professional practice for
739 statistical reliability, or when release of the information would violate 20 U.S.C. Sec. 1232h,
740 the prevention of the unlawful release of personally identifiable student data;
741 (b) a school in the school's first year of operations if the school's local school board or
742 charter school governing board requests the exemption; or
743 (c) a high school in the school's second year of operations if the school's local school
744 board or charter school governing board requests the exemption.
745 (3) Notwithstanding the provisions of this part, the board may use, to appropriately
746 assess the educational impact of a school that serves a special student population:
747 (a) other indicators in addition to the indicators described in Section 53A-1-1106 or
748 53A-1-1107; or
749 (b) different point distribution than the point distribution described in Section
750 53A-1-1108.
751 Section 21. Section 53A-1-1105 is repealed and reenacted to read:
752 53A-1-1105. Rating schools.
753 (1) Except as provided in Subsection (3), and in accordance with this part, the board
754 shall annually assign to each school an overall rating using an A through F letter grading scale
755 where, based on the school's performance level on the indicators described in Subsection (2):
756 (a) an A grade represents an exemplary school;
757 (b) a B grade represents a commendable school;
758 (c) a C grade represents a typical school;
759 (d) a D grade represents a developing school; and
760 (e) an F grade represents a critical needs school.
761 (2) A school's overall rating described in Subsection (1) shall be based on the school's
762 performance on the indicators described in:
763 (a) Section 53A-1-1106, for an elementary school or a middle school; or
764 (b) Section 53A-1-1107, for a high school.
765 (3) (a) For a school year in which the board determines it is necessary to establish, due
766 to a transition to a new assessment, a new baseline to determine student growth described in
767 Section 53A-1-1111, the board is not required to assign an overall rating described in
768 Subsection (1) to a school to which the new baseline applies.
769 (b) For the 2017-2018 school year, the board:
770 (i) shall evaluate a school based on the school's performance level on the indicators
771 described in Subsection (2) and in accordance with this part; and
772 (ii) is not required to assign a school an overall rating described in Subsection (1).
773 Section 22. Section 53A-1-1106 is repealed and reenacted to read:
774 53A-1-1106. Indicators for elementary and middle schools.
775 For an elementary school or a middle school, the board shall assign the school's overall
776 rating, in accordance with Section 53A-1-1108, based on the school's performance on the
777 following indicators:
778 (1) academic achievement as measured by performance on a statewide assessment of
779 English language arts, mathematics, and science;
780 (2) academic growth as measured by progress from year to year on a statewide
781 assessment of English language arts, mathematics, and science; and
782 (3) equitable educational opportunity as measured by:
783 (a) academic growth of the lowest performing 25% of students as measured by
784 progress of the lowest performing 25% of students on a statewide assessment of English
785 language arts, mathematics, and science; and
786 (b) except as provided in Section 53A-1-1110, English learner progress as measured by
787 performance on an English learner assessment established by the board.
788 Section 23. Section 53A-1-1107 is repealed and reenacted to read:
789 53A-1-1107. Indicators for high schools.
790 For a high school, in accordance with Section 53A-1-1108, the board shall assign the
791 school's overall rating based on the school's performance on the following indicators:
792 (1) academic achievement as measured by performance on a statewide assessment of
793 English language arts, mathematics, and science;
794 (2) academic growth as measured by progress from year to year on a statewide
795 assessment of English language arts, mathematics, and science;
796 (3) equitable educational opportunity as measured by:
797 (a) academic growth of the lowest performing 25% of students as measured by
798 progress of the lowest performing 25% of students on a statewide assessment of English
799 language arts, mathematics, and science; and
800 (b) except as provided in Section 53A-1-1110, English learner progress as measured by
801 performance on an English learner assessment established by the board; and
802 (4) postsecondary readiness as measured by:
803 (a) the school's graduation rate, as described in Section 53A-1-1108;
804 (b) student performance, as described in Section 53A-1-1108, on a college readiness
805 assessment described in Section 53A-1-611; and
806 (c) student achievement in advanced course work, as described in Section 53A-1-1108.
807 Section 24. Section 53A-1-1108 is repealed and reenacted to read:
808 53A-1-1108. Calculation of points.
809 (1) (a) The board shall award to a school points for academic achievement described in
810 Subsection 53A-1-1106(1) or 53A-1-1107(1) as follows:
811 (i) the board shall award a school points proportional to the percentage of the school's
812 students who, out of all the school's students who take a statewide assessment of English
813 language arts, score at or above the proficient level on the assessment;
814 (ii) the board shall award a school points proportional to the percentage of the school's
815 students who, out of all the school's students who take a statewide assessment of mathematics,
816 score at or above the proficient level on the assessment; and
817 (iii) the board shall award a school points proportional to the percentage of the school's
818 students who, out of all the school's students who take a statewide assessment of science, score
819 at or above the proficient level on the assessment.
820 (b) (i) The maximum number of total points possible for academic achievement
821 described in Subsection (1)(a) is 56 points.
822 (ii) The maximum number of points possible for a component listed in Subsection
823 (1)(a)(i), (ii), or (iii) is one-third of the number of points described in Subsection (1)(b)(i).
824 (2) (a) Subject to Subsection (2)(b), the board shall award to a school points for
825 academic growth described in Subsection 53A-1-1106(2) or 53A-1-1107(2) as follows:
826 (i) the board shall award a school points for growth of the school's students on a
827 statewide assessment of English language arts;
828 (ii) the board shall award a school points for growth of the school's students on a
829 statewide assessment of mathematics; and
830 (iii) the board shall award a school points for growth of the school's students on a
831 statewide assessment of science.
832 (b) The board shall determine points for growth awarded under Subsection (2)(a) by
833 indexing the points based on:
834 (i) whether a student's performance on a statewide assessment is equal to or exceeds
835 the student's academic growth target; and
836 (ii) the amount of a student's growth on a statewide assessment compared to other
837 students with similar prior assessment scores.
838 (c) (i) The maximum number of total points possible for academic growth described in
839 Subsection (2)(a) is 56 points.
840 (ii) The maximum number of points possible for a component listed in Subsection
841 (2)(a)(i), (ii), or (iii) is one-third of the number of points described in Subsection (2)(c)(i).
842 (3) (a) Subject to Subsection (3)(b), the board shall award to a school points for
843 equitable educational opportunity described in Subsection 53A-1-1106(3) or 53A-1-1107(3) as
844 follows:
845 (i) the board shall award a school points for growth of the school's lowest performing
846 25% of students on a statewide assessment of English language arts;
847 (ii) the board shall award a school points for growth of the school's lowest performing
848 25% of students on a statewide assessment of mathematics;
849 (iii) the board shall award a school points for growth of the school's lowest performing
850 25% of students on a statewide assessment of science; and
851 (iv) except as provided in Section 53A-1-1110, the board shall award to a school points
852 proportional to the percentage of English learners who achieve adequate progress as
853 determined by the board on an English learner assessment established by the board.
854 (b) The board shall determine points for academic growth awarded under Subsection
855 (3)(a)(i), (ii), or (iii) by indexing the points based on the amount of a student's growth on a
856 statewide assessment compared to other students with similar prior assessment scores.
857 (c) (i) The maximum number of total points possible for equitable educational
858 opportunity described in Subsection (3)(a) is 38 points.
859 (ii) The maximum number of points possible for the components listed in Subsection
860 (3)(a)(i), (ii), and (iii), combined, is 25 points.
861 (iii) The maximum number of points possible for a component listed in Subsection
862 (3)(a)(i), (ii), or (iii) is one-third of the number of the combined points described in Subsection
863 (3)(c)(ii).
864 (iv) The maximum number of points possible for the component listed in Subsection
865 (3)(a)(iv) is 13 points.
866 (4) (a) The board shall award to a high school points for postsecondary readiness
867 described in Subsection 53A-1-1107(4) as follows:
868 (i) the board shall award to a high school points proportional to the percentage of the
869 school's students who, out of all the school's students who take a college readiness assessment
870 described in Section 53A-1-611, receive a composite score of at least 18 on the assessment;
871 (ii) the board shall award to a high school points proportional to the percentage of the
872 school's students who achieve at least one of the following:
873 (A) a C grade or better in an Advanced Placement course;
874 (B) a C grade or better in a concurrent enrollment course;
875 (C) a C grade or better in an International Baccalaureate course; or
876 (D) completion of a career and technical education pathway, as defined by the board;
877 and
878 (iii) in accordance with Subsection (4)(c), the board shall award to a high school points
879 proportional to the percentage of the school's students who graduate from the school.
880 (b) (i) The maximum number of total points possible for postsecondary readiness
881 described in Subsection (4)(a) is 75 points.
882 (ii) The maximum number of points possible for a component listed in Subsection
883 (4)(a)(i), (ii), or (iii) is one-third of the number of points described in Subsection (4)(b)(i).
884 (c) (i) In calculating the percentage of students who graduate described in Subsection
885 (4)(a)(iii), except as provided in Subsection (4)(c)(ii), the board shall award to a high school
886 points proportional to the percentage of the school's students who graduate from the school
887 within four years.
888 (ii) The board may award up to 10% of the points allocated for high school graduation
889 described in Subsection (4)(b)(ii) to a school for students who graduate from the school within
890 five years.
891 Section 25. Section 53A-1-1109 is repealed and reenacted to read:
892 53A-1-1109. Calculation of total points awarded -- Maximum number of total
893 points possible.
894 (1) Except as provided in Section 53A-1-1110, the board shall calculate the number of
895 total points awarded to a school by totaling the number of points the board awards to the school
896 in accordance with Section 53A-1-1108.
897 (2) The maximum number of total points possible under Subsection (1) is:
898 (a) for an elementary school or a middle school, 150 points; or
899 (b) for a high school, 225 points.
900 Section 26. Section 53A-1-1110 is repealed and reenacted to read:
901 53A-1-1110. Exclusion of English learner progress -- Calculation of total points
902 awarded for a school with fewer than 10 English learners.
903 (1) For a school that has fewer than 10 English learners, the board shall:
904 (a) exclude the use of English learner progress in determining the school's overall
905 rating by:
906 (i) awarding no points to the school for English learner progress described in
907 Subsection 53A-1-1108(3)(a)(iv); and
908 (ii) excluding the points described in Subsection 53A-1-1108(3)(c)(iv) from the
909 school's maximum points possible; and
910 (b) calculate the number of total points awarded to the school by totaling the number of
911 points the board awards to the school in accordance with Section 53A-1-1108 subject to the
912 exclusion described in Subsection (1)(a).
913 (2) The maximum number of total points possible under Subsection (1) is:
914 (a) for an elementary school or a middle school, 137 points; or
915 (b) for a high school, 212 points.
916 Section 27. Section 53A-1-1111 is repealed and reenacted to read:
917 53A-1-1111. State Board of Education duties -- Proficient level -- Student growth
918 -- English learner adequate progress.
919 (1) (a) For the purpose of determining whether a student scores at or above the
920 proficient level on a statewide assessment, the board shall determine, through a process that
921 evaluates student performance based on specific criteria, the minimum level that demonstrates
922 proficiency for each statewide assessment.
923 (b) If the board adjusts the minimum level that demonstrates proficiency described in
924 Subsection (1)(a), the board shall report the adjustment and the reason for the adjustment to the
925 Education Interim Committee no later than 30 days after the day on which the board makes the
926 adjustment.
927 (2) (a) For the purpose of determining whether a student's performance on a statewide
928 assessment is equal to or exceeds the student's academic growth target, the board shall
929 calculate, for each individual student, the amount of growth necessary to achieve or maintain
930 proficiency by a future school year determined by the board.
931 (b) For the purpose of determining the amount of a student's growth on a statewide
932 assessment compared to other students with similar prior assessment scores, the board shall
933 calculate growth as a percentile for a student using appropriate statistical methods.
934 (3) For the purpose of determining whether an English learner achieves adequate
935 progress on an English learner assessment established by the board, the board shall determine
936 the minimum progress that demonstrates adequate progress.
937 Section 28. Section 53A-1-1112 is repealed and reenacted to read:
938 53A-1-1112. Reporting.
939 (1) The board shall annually publish on the board's website a report card that includes
940 for each school:
941 (a) the school's overall rating described in Subsection 53A-1-1105(1);
942 (b) the school's performance on each indicator described in:
943 (i) Section 53A-1-1106, for an elementary school or a middle school; or
944 (ii) Section 53A-1-1107, for a high school;
945 (c) information comparing the school's performance on each indicator described in
946 Subsection (1)(b) with:
947 (i) the average school performance; and
948 (ii) the school's performance in all previous years for which data is available;
949 (d) the percentage of students who participated in statewide assessments;
950 (e) for an elementary school, the percentage of students who read on grade level in
951 grades 1 through 3; and
952 (f) for a high school, performance on Advanced Placement exams.
953 (2) A school may include in the school's report card described in Subsection (1) up to
954 two self-reported school quality indicators that:
955 (a) are approved by the board for inclusion; and
956 (b) may include process or input indicators.
957 (3) (a) The board shall develop an individualized student achievement report that
958 includes:
959 (i) information on the student's level of proficiency as measured by a statewide
960 assessment; and
961 (ii) a comparison of the student's academic growth target and actual academic growth
962 as measured by a statewide assessment.
963 (b) The board shall, subject to the Family Educational Rights and Privacy Act, 20
964 U.S.C. Sec. 1232g, make the individualized student achievement report described in
965 Subsection (3)(a) available for a school district or charter school to access electronically.
966 (c) A school district or charter school shall distribute an individualized student
967 achievement report to the parent or guardian of the student to whom the report applies.
968 Section 29. Section 53A-1-1113.5 is enacted to read:
969 53A-1-1113.5. Overall rating based on student performance -- Establishment of
970 performance thresholds and criteria -- Report during interim.
971 (1) As used in this section, "statewide assessment" means one or more of the following,
972 as applicable:
973 (a) a standards assessment described in Section 53A-1-604;
974 (b) a high school assessment described in Section 53A-1-611.5;
975 (c) a college readiness assessment described in Section 53A-1-611; or
976 (d) an alternate assessment administered to a student with a disability.
977 (2) (a) The board shall calculate a school's grade for the 2016-2017 school year in
978 accordance with Part 11, School Grading Act.
979 (b) For the 2017-2018 school year, the board:
980 (i) shall evaluate a school based on the school's performance level on the indicators
981 described in Subsection (7); and
982 (ii) is not required to assign a school an overall rating.
983 (c) The board shall assign a school an overall rating for the 2018-2019 school year or a
984 school year thereafter in accordance with Subsection (3).
985 (3) The board shall assign a school an overall rating using an A through F letter
986 grading scale where, based on the school's performance level on the indicators described in
987 Subsection (7):
988 (a) an A grade represents an exemplary school;
989 (b) a B grade represents a commendable school;
990 (c) a C grade represents a typical school;
991 (d) a D grade represents a developing school; and
992 (e) an F grade represents a critical needs school.
993 (4) (a) The board shall engage in a criteria setting process to establish:
994 (i) performance thresholds for the overall ratings described in Subsection (3); and
995 (ii) a system for assigning a school an overall rating based on evaluating the school's
996 performance against specific criteria.
997 (b) In establishing the performance thresholds described in Subsection (4)(a), the board
998 shall solicit and consider input from:
999 (i) legislators;
1000 (ii) the governor;
1001 (iii) representatives from local school boards;
1002 (iv) other representatives from school districts, including superintendents;
1003 (v) representatives from charter school governing boards;
1004 (vi) other representatives from charter schools;
1005 (vii) teachers; and
1006 (viii) parents.
1007 (5) On or before the Education Interim Committee's September 2017 interim meeting,
1008 the board shall report to the Education Interim Committee:
1009 (a) the performance thresholds and criteria described in Subsection (4), including
1010 rationale and documentation of the procedures used to develop the performance thresholds and
1011 criteria; and
1012 (b) a sample report card for a school, including a sample display of:
1013 (i) the school's overall rating described in Subsection (3);
1014 (ii) the school's performance on each indicator described in Subsection (7);
1015 (iii) information comparing the school's performance on each indicator described in
1016 Subsection (7) with:
1017 (A) the average school performance; and
1018 (B) the school's performance in all previous years for which data is available;
1019 (iv) the percentage of students who participated in statewide assessments;
1020 (v) for an elementary school, the percentage of students who read on grade level in
1021 grades 1 through 3;
1022 (vi) for a high school, performance on Advanced Placement exams; and
1023 (vii) up to two school-reported school quality indicators that may include process or
1024 input indicators.
1025 (6) On or before October 31, 2017, the Education Interim Committee shall make
1026 recommendations related to the board's report described in Subsection (5) to the Legislative
1027 Management Committee.
1028 (7) A school's overall rating described in Subsection (3) shall be based on the school's
1029 performance on the following indicators:
1030 (a) for a school:
1031 (i) academic achievement as measured by performance on a statewide assessment of
1032 English language arts, mathematics, and science;
1033 (ii) academic growth as measured by progress from year to year on a statewide
1034 assessment of English language arts, mathematics, and science; and
1035 (iii) equitable educational opportunity as measured by:
1036 (A) academic growth of the lowest performing 25% of students as measured by
1037 progress of the lowest performing 25% of students on a statewide assessment of English
1038 language arts, mathematics, and science; and
1039 (B) English learner progress as measured by performance on an English learner
1040 assessment established by the board; and
1041 (b) for a high school, in addition to the indicators described in Subsection (7)(a),
1042 postsecondary readiness as measured by:
1043 (i) the school's graduation rate;
1044 (ii) student performance on a college readiness assessment described in Section
1045 53A-1-611; and
1046 (iii) student achievement in advanced course work.
1047 Section 30. Section 53A-1-1202 is amended to read:
1048 53A-1-1202. Definitions.
1049 As used in this part:
1050 (1) "Board" means the State Board of Education.
1051 (2) "Charter school authorizer" means the same as that term is defined in Section
1052 53A-1a-501.3.
1053 (3) "District school" means a public school under the control of a local school board
1054 elected under Title 20A, Chapter 14, Nomination and Election of State and Local School
1055 Boards.
1056 (4) "Educator" means the same as that term is defined in Section 53A-6-103.
1057 (5) "Final remedial year" means the second school year following the initial remedial
1058 year.
1059 (6) "Initial remedial year" means the school year a district school or charter school is
1060 designated as a low performing school under Section 53A-1-1203.
1061 (7) "Low performing school" means a district school or charter school that has been
1062 designated as a low performing school by the board [
1063
1064
1065
1066
1067 53A-1-1203.
1068 (8) "School accountability system" means the school accountability system established
1069 in Part 11, School Accountability System.
1070 [
1071 school's overall rating under the school [
1072 [
1073
1074 [
1075
1076
1077 Section 31. Section 53A-1-1203 is amended to read:
1078 53A-1-1203. State Board of Education to designate low performing schools.
1079 [
1080 shall annually designate a school as a low performing school if the school is:
1081 [
1082 of possible points earned under the school [
1083 [
1084 be defined in rules made by the board in accordance with Title 63G, Chapter 3, Utah
1085 Administrative Rulemaking Act.
1086 (2) The board is not required to designate as a low performing school a school for
1087 which the board is not required to assign an overall rating in accordance with Section
1088 53A-1-1105.
1089 Section 32. Section 53A-1-1206 is amended to read:
1090 53A-1-1206. State Board of Education to identify independent school turnaround
1091 experts -- Review and approval of school turnaround plans -- Appeals process.
1092 (1) On or before August 30 each year, the board shall identify at least two [
1093 approved independent school turnaround experts, through a request for proposals process, that
1094 a low performing school may select from to partner with to:
1095 (a) collect and analyze data on the low performing school's student achievement,
1096 personnel, culture, curriculum, assessments, instructional practices, governance, leadership,
1097 finances, and policies;
1098 (b) recommend changes [
1099
1100 data collected under Subsection (1)(a);
1101 (c) develop and implement, in partnership with the school turnaround committee, a
1102 school turnaround plan that meets the criteria described in Subsection 53A-1-1204(3);
1103 (d) monitor the effectiveness of a school turnaround plan through reliable means of
1104 evaluation, including on-site visits, observations, surveys, analysis of student achievement data,
1105 and interviews;
1106 (e) provide ongoing implementation support and project management for a school
1107 turnaround plan;
1108 (f) provide high-quality professional development personalized for school staff that is
1109 designed to build the:
1110 (i) leadership capacity of the school principal; and
1111 (ii) instructional capacity of school staff; and
1112 (g) leverage support from community partners to coordinate an efficient delivery of
1113 supports to students both inside and outside the classroom.
1114 (2) In identifying independent school turnaround experts under Subsection (1), the
1115 board shall identify experts that:
1116 (a) have a credible track record of improving student academic achievement in public
1117 schools with various demographic characteristics, as measured by statewide assessments
1118 described in Section 53A-1-602;
1119 (b) have experience designing, implementing, and evaluating data-driven instructional
1120 systems in public schools;
1121 (c) have experience coaching public school administrators and teachers on designing
1122 data-driven school improvement plans;
1123 (d) have experience working with the various education entities that govern public
1124 schools;
1125 (e) have experience delivering high-quality professional development in instructional
1126 effectiveness to public school administrators and teachers;
1127 (f) are willing to be compensated for professional services based on performance as
1128 described in Subsection (3); and
1129 (g) are willing to partner with any low performing school in the state, regardless of
1130 location.
1131 (3) (a) When awarding a contract to an independent school turnaround expert selected
1132 by a local school board under Subsection 53A-1-1204(2) or by a charter school governing
1133 board under Subsection 53A-1-1205(4)(b), the board shall ensure that a contract between the
1134 board and the independent school turnaround expert specifies that the board will:
1135 (i) pay an independent school turnaround expert no more than 50% of the expert's
1136 professional fees at the beginning of the independent school turnaround expert's work for the
1137 low performing school; and
1138 (ii) pay the remainder of the independent school turnaround expert's professional fees
1139 upon completion of the independent school turnaround expert's work for the low performing
1140 school if:
1141 (A) the independent school turnaround expert fulfills the terms of the contract; and
1142 (B) the low performing school's grade improves by at least one letter grade, as
1143 determined by the board under Subsection (3)(b).
1144 (b) The board shall determine whether a low performing school's grade has improved
1145 under Subsection (3)(a)(ii) by comparing the school's letter grade for the school year prior to
1146 the initial remedial year to the school's letter grade:
1147 (i) for the final remedial year; or
1148 (ii) for the last school year of the extension period if, as described in Section
1149 53A-1-1207:
1150 (A) a school is granted an extension; and
1151 (B) the board extends the contract of the school's independent school turnaround
1152 expert.
1153 (c) In negotiating a contract with an independent school turnaround expert, the board
1154 shall offer:
1155 (i) differentiated amounts of funding based on student enrollment; and
1156 (ii) a higher amount of funding for schools that are in the lowest performing 1% of
1157 schools statewide according to the percentage of possible points earned under the school
1158 [
1159 (4) The board shall:
1160 (a) review a school turnaround plan submitted for approval under Subsection
1161 53A-1-1204(5)(b) or under Subsection 53A-1-1205(7)(b) within 30 days of submission;
1162 (b) approve a school turnaround plan that:
1163 (i) is timely;
1164 (ii) is well-developed; and
1165 (iii) meets the criteria described in Subsection 53A-1-1204(3); and
1166 (c) subject to legislative appropriations, provide funding to a low performing school for
1167 interventions identified in an approved school turnaround plan if the local school board or
1168 charter school governing board provides matching funds or an in-kind contribution of goods or
1169 services in an amount equal to the funding the low performing school would receive from the
1170 board.
1171 (5) (a) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act,
1172 the board shall make rules to establish an appeals process for:
1173 (i) a low performing district school that is not granted approval from the district
1174 school's local school board under Subsection 53A-1-1204(5)(b);
1175 (ii) a low performing charter school that is not granted approval from the charter
1176 school's charter school governing board under Subsection 53A-1-1205(7)(b); and
1177 (iii) a local school board or charter school governing board that is not granted approval
1178 from the board under Subsection (4)(b).
1179 (b) The board shall ensure that rules made under Subsection (5)(a) require an appeals
1180 process described in:
1181 (i) Subsections (5)(a)(i) and (ii) to be resolved on or before April 1 of the initial
1182 remedial year; and
1183 (ii) Subsection (5)(a)(iii) to be resolved on or before May 15 of the initial remedial
1184 year.
1185 (6) (a) Subject to Subsection (6)(b), the board shall balance the need to prioritize
1186 funding appropriated by the Legislature to carry out the provisions of this part to contract with
1187 highly qualified independent school turnaround experts with the need to fund:
1188 (i) interventions to facilitate the implementation of a school turnaround plan under
1189 Subsection (4)(c);
1190 (ii) the School Recognition and Reward Program created under Section 53A-1-1208;
1191 and
1192 (iii) the School Leadership Development Program created under Section 53A-1-1209.
1193 (b) The board may use up to 4% of the funds appropriated by the Legislature to carry
1194 out the provisions of this part for administration if the amount for administration is approved
1195 by the board in an open meeting.
1196 Section 33. Section 53A-1-1207 is amended to read:
1197 53A-1-1207. Consequences for failing to improve the school grade of a low
1198 performing school.
1199 (1) As used in this section, "high performing charter school" means a charter school
1200 that:
1201 (a) satisfies all requirements of state law and board rules;
1202 (b) meets or exceeds standards for student achievement established by the charter
1203 school's charter school authorizer; and
1204 (c) has received at least a [
1205 system in the previous two school years.
1206 (2) (a) A low performing school may petition the board for an extension to continue
1207 school improvement efforts for up to two years if the low performing school's grade does not
1208 improve by at least one letter grade, as determined by comparing the school's letter grade for
1209 the school year prior to the initial remedial year to the school's letter grade for the final
1210 remedial year.
1211 (b) The board may only grant an extension under Subsection (2)(a) if the low
1212 performing school has increased the number of points awarded under the school [
1213 accountability system by at least:
1214 (i) 25% for [
1215 school; or
1216 (ii) 10% for a high school.
1217 (c) The board shall determine whether a low performing school has increased the
1218 number of points awarded under the school [
1219 described in Subsection (2)(b) by comparing the number of points awarded for the school year
1220 prior to the initial remedial year to the number of points awarded for the final remedial year.
1221 (d) The board may extend the contract of an independent school turnaround expert of a
1222 low performing school that is granted an extension under this Subsection (2).
1223 (e) A school that has been granted an extension under this Subsection (2) is eligible
1224 for:
1225 (i) continued funding under Subsection 53A-1-1206(4)(c); and
1226 (ii) the School Recognition and Reward Program under Section 53A-1-1208.
1227 (3) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the
1228 board shall make rules establishing consequences for a low performing school that:
1229 (a) (i) does not improve the school's grade by at least one letter grade, as determined by
1230 comparing the school's letter grade for the school year prior to the initial remedial year to the
1231 school's letter grade for the final remedial year; and
1232 (ii) is not granted an extension under Subsection (2); or
1233 (b) (i) is granted an extension under Subsection (2); and
1234 (ii) does not improve the school's grade by at least one letter grade, as determined by
1235 comparing the school's letter grade for the school year prior to the initial remedial year to the
1236 school's letter grade for the last school year of the extension period.
1237 (4) The board shall ensure that the rules established under Subsection (3) include a
1238 mechanism for:
1239 (a) restructuring a district school that may include:
1240 (i) contract management;
1241 (ii) conversion to a charter school; or
1242 (iii) state takeover; and
1243 (b) restructuring a charter school that may include:
1244 (i) termination of a school's charter;
1245 (ii) closure of a charter school; or
1246 (iii) transferring operation and control of the charter school to:
1247 (A) a high performing charter school; or
1248 (B) the school district in which the charter school is located.
1249 Section 34. Section 53A-1-1209 is amended to read:
1250 53A-1-1209. School Leadership Development Program.
1251 (1) As used in this section, "school leader" means a school principal or assistant
1252 principal.
1253 (2) There is created the School Leadership Development Program to increase the
1254 number of highly effective school leaders capable of:
1255 (a) initiating, achieving, and sustaining school improvement efforts; and
1256 (b) forming and sustaining community partnerships as described in Section 53A-4-303.
1257 (3) The board shall identify one or more providers, through a request for proposals
1258 process, to develop or provide leadership development training for school leaders that:
1259 (a) may provide in-depth training in proven strategies to turn around low performing
1260 schools;
1261 (b) may emphasize hands-on and job-embedded learning;
1262 (c) aligns with the state's leadership standards established by board rule;
1263 (d) reflects the needs of a school district or charter school where a school leader serves;
1264 (e) may include training on using student achievement data to drive decisions;
1265 (f) may develop skills in implementing and evaluating evidence-based instructional
1266 practices;
1267 (g) may develop skills in leading collaborative school improvement structures,
1268 including professional learning communities; and
1269 (h) includes instruction on forming and sustaining community partnerships as
1270 described in Section 53A-4-303.
1271 (4) Subject to legislative appropriations, the State Board of Education shall provide
1272 incentive pay to a school leader who:
1273 (a) completes leadership development training under this section; and
1274 (b) agrees to work, for at least five years, in a school that received an [
1275 [
1276 the first year the school leader:
1277 (i) completes leadership development training; and
1278 (ii) begins to work, or continues to work, in a school described in this Subsection
1279 (4)(b).
1280 (5) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the
1281 board shall make rules specifying:
1282 (a) eligibility criteria for a school leader to participate in the School Leadership
1283 Development Program;
1284 (b) application procedures for the School Leadership Development Program;
1285 (c) criteria for selecting school leaders from the application pool; and
1286 (d) procedures for awarding incentive pay under Subsection (4).
1287 Section 35. Section 53A-1a-106 is amended to read:
1288 53A-1a-106. School district and individual school powers -- Student
1289 education/occupation plan (SEOP) definition.
1290 (1) In order to acquire and develop the characteristics listed in Section 53A-1a-104,
1291 each school district and each public school within its respective district shall implement a
1292 comprehensive system of accountability in which students advance through public schools by
1293 demonstrating competency in [
1294 standards for Utah public schools through the use of diverse assessment instruments such as
1295 authentic [
1296 (2) (a) Each school district and public school shall:
1297 (i) develop and implement programs integrating technology into the curriculum,
1298 instruction, and student assessment;
1299 (ii) provide for teacher and parent involvement in policymaking at the school site;
1300 (iii) implement a public school choice program to give parents, students, and teachers
1301 greater flexibility in designing and choosing among programs with different focuses through
1302 schools within the same district and other districts, subject to space availability, demographics,
1303 and legal and performance criteria;
1304 (iv) establish strategic planning at both the district and school level and site-based
1305 decision making programs at the school level;
1306 (v) provide opportunities for each student to acquire and develop academic and
1307 occupational knowledge, skills, and abilities;
1308 (vi) participate in ongoing research and development projects primarily at the school
1309 level aimed at improving the quality of education within the system; and
1310 (vii) involve business and industry in the education process through the establishment
1311 of partnerships with the business community at the district and school level.
1312 (b) (i) As used in this title, "student education/occupation plan" or "SEOP" means a
1313 plan developed by a student and the student's parent or guardian, in consultation with school
1314 counselors, teachers, and administrators that:
1315 (A) is initiated at the beginning of grade 7;
1316 (B) identifies a student's skills and objectives;
1317 (C) maps out a strategy to guide a student's course selection; and
1318 (D) links a student to post-secondary options, including higher education and careers.
1319 (ii) Each local school board, in consultation with school personnel, parents, and school
1320 community councils or similar entities shall establish policies to provide for the effective
1321 implementation of a personalized student education plan (SEP) or student
1322 education/occupation plan (SEOP) for each student at the school site.
1323 (iii) The policies shall include guidelines and expectations for:
1324 (A) recognizing the student's accomplishments, strengths, and progress [
1325 toward meeting student achievement standards as defined in [
1326 Utah public schools;
1327 (B) planning, monitoring, and managing education and career development; and
1328 (C) involving students, parents, and school personnel in preparing and implementing
1329 SEPs and SEOPs.
1330 (iv) A parent may request conferences with school personnel in addition to SEP or
1331 SEOP conferences established by local school board policy.
1332 (v) Time spent during the school day to implement SEPs and SEOPs is considered part
1333 of the school term referred to in Subsection 53A-17a-103(4).
1334 (3) A school district or public school may submit proposals to modify or waive rules or
1335 policies of a supervisory authority within the public education system in order to acquire or
1336 develop the characteristics listed in Section 53A-1a-104.
1337 (4) (a) Each school district and public school shall make an annual report to its patrons
1338 on its activities under this section.
1339 (b) The reporting process shall involve participation from teachers, parents, and the
1340 community at large in determining how well the district or school is performing.
1341 Section 36. Section 53A-1a-504 is amended to read:
1342 53A-1a-504. Charter school application -- Applicants -- Contents.
1343 (1) (a) An application to establish a charter school may be submitted by:
1344 (i) an individual;
1345 (ii) a group of individuals; or
1346 (iii) a nonprofit legal entity organized under Utah law.
1347 (b) An authorized charter school may apply under this chapter for a charter from
1348 another charter school authorizer.
1349 (2) A charter school application shall include:
1350 (a) the purpose and mission of the school;
1351 (b) except for a charter school authorized by a local school board, a statement that,
1352 after entering into a charter agreement, the charter school will be organized and managed under
1353 Title 16, Chapter 6a, Utah Revised Nonprofit Corporation Act;
1354 (c) a description of the governance structure of the school, including:
1355 (i) a list of the governing board members that describes the qualifications of each
1356 member; and
1357 (ii) an assurance that the applicant shall, within 30 days of authorization, provide the
1358 authorizer with the results of a background check for each member;
1359 (d) a description of the target population of the school that includes:
1360 (i) the projected maximum number of students the school proposes to enroll;
1361 (ii) the projected school enrollment for each of the first three years of school operation;
1362 and
1363 (iii) the ages or grade levels the school proposes to serve;
1364 (e) academic goals;
1365 (f) qualifications and policies for school employees, including policies that:
1366 (i) comply with the criminal background check requirements described in Section
1367 53A-1a-512.5;
1368 (ii) require employee evaluations; and
1369 (iii) address employment of relatives within the charter school;
1370 (g) a description of how the charter school will provide, as required by state and federal
1371 law, special education and related services;
1372 (h) for a public school converting to charter status, arrangements for:
1373 (i) students who choose not to continue attending the charter school; and
1374 (ii) teachers who choose not to continue teaching at the charter school;
1375 (i) a statement that describes the charter school's plan for establishing the charter
1376 school's facilities, including:
1377 (i) whether the charter school intends to lease or purchase the charter school's facilities;
1378 and
1379 (ii) financing arrangements;
1380 (j) a market analysis of the community the school plans to serve;
1381 (k) a capital facility plan;
1382 (l) a business plan;
1383 (m) other major issues involving the establishment and operation of the charter school;
1384 and
1385 (n) the signatures of the governing board members of the charter school.
1386 (3) A charter school authorizer may require a charter school application to include:
1387 (a) the charter school's proposed:
1388 (i) curriculum;
1389 (ii) instructional program; or
1390 (iii) delivery methods;
1391 (b) a method for assessing whether students are reaching academic goals, including, at
1392 a minimum, [
1393
1394 Section 53A-1-602;
1395 (c) a proposed calendar;
1396 (d) sample policies;
1397 (e) a description of opportunities for parental involvement;
1398 (f) a description of the school's administrative, supervisory, or other proposed services
1399 that may be obtained through service providers; or
1400 (g) other information that demonstrates an applicant's ability to establish and operate a
1401 charter school.
1402 Section 37. Section 53A-1a-510 is amended to read:
1403 53A-1a-510. Termination of a charter.
1404 (1) Subject to the requirements of Subsection (3), a charter school authorizer may
1405 terminate a school's charter for any of the following reasons:
1406 (a) failure of the charter school to meet the requirements stated in the charter;
1407 (b) failure to meet generally accepted standards of fiscal management;
1408 (c) subject to Subsection (8), failure to make adequate yearly progress under the No
1409 Child Left Behind Act of 2001, 20 U.S.C. Sec. 6301 et seq.;
1410 (d) (i) designation as a low performing school under Chapter 1, [
1411
1412 (ii) failure to improve the school's grade under the conditions described in Chapter 1,
1413 Part 12, School Turnaround and Leadership Development Act;
1414 (e) violation of requirements under this part or another law; or
1415 (f) other good cause shown.
1416 (2) (a) The authorizer shall notify the following of the proposed termination in writing,
1417 state the grounds for the termination, and stipulate that the governing board may request an
1418 informal hearing before the authorizer:
1419 (i) the governing board of the charter school; and
1420 (ii) if the charter school is a qualifying charter school with outstanding bonds issued in
1421 accordance with Chapter 20b, Part 2, Charter School Credit Enhancement Program, the Utah
1422 Charter School Finance Authority.
1423 (b) Except as provided in Subsection (2)(e), the authorizer shall conduct the hearing in
1424 accordance with Title 63G, Chapter 4, Administrative Procedures Act, within 30 days after
1425 receiving a written request under Subsection (2)(a).
1426 (c) If the authorizer, by majority vote, approves a motion to terminate a charter school,
1427 the governing board of the charter school may appeal the decision to the State Board of
1428 Education.
1429 (d) (i) The State Board of Education shall hear an appeal of a termination made
1430 pursuant to Subsection (2)(c).
1431 (ii) The State Board of Education's action is final action subject to judicial review.
1432 (e) (i) If the authorizer proposes to terminate the charter of a qualifying charter school
1433 with outstanding bonds issued in accordance with Chapter 20b, Part 2, Charter School Credit
1434 Enhancement Program, the authorizer shall conduct a hearing described in Subsection (2)(b)
1435 120 days or more after notifying the following of the proposed termination:
1436 (A) the governing board of the qualifying charter school; and
1437 (B) the Utah Charter School Finance Authority.
1438 (ii) Prior to the hearing described in Subsection (2)(e)(i), the Utah Charter School
1439 Finance Authority shall meet with the authorizer to determine whether the deficiency may be
1440 remedied in lieu of termination of the qualifying charter school's charter.
1441 (3) An authorizer may not terminate the charter of a qualifying charter school with
1442 outstanding bonds issued in accordance with Chapter 20b, Part 2, Charter School Credit
1443 Enhancement Program, without mutual agreement of the Utah Charter School Finance
1444 Authority and the authorizer.
1445 (4) (a) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act,
1446 the State Board of Education shall make rules that require a charter school to report any threats
1447 to the health, safety, or welfare of its students to the State Charter School Board in a timely
1448 manner.
1449 (b) The rules under Subsection (4)(a) shall also require the charter school report to
1450 include what steps the charter school has taken to remedy the threat.
1451 (5) Subject to the requirements of Subsection (3), the authorizer may terminate a
1452 charter immediately if good cause has been shown or if the health, safety, or welfare of the
1453 students at the school is threatened.
1454 (6) If a charter is terminated during a school year, the following entities may apply to
1455 the charter school's authorizer to assume operation of the school:
1456 (a) the school district where the charter school is located;
1457 (b) the governing board of another charter school; or
1458 (c) a private management company.
1459 (7) (a) If a charter is terminated, a student who attended the school may apply to and
1460 shall be enrolled in another public school under the enrollment provisions of Chapter 2, Part 2,
1461 District of Residency, subject to space availability.
1462 (b) Normal application deadlines shall be disregarded under Subsection (7)(a).
1463 (8) Subject to the requirements of Subsection (3), an authorizer may terminate a charter
1464 pursuant to Subsection (1)(c) under the same circumstances that local educational agencies are
1465 required to implement alternative governance arrangements under 20 U.S.C. Sec. 6316.
1466 Section 38. Section 53A-15-1303 is enacted to read:
1467 53A-15-1303. Youth suicide prevention training for employees.
1468 (1) A school district or charter school shall require a licensed employee to complete
1469 two hours of professional development training on youth suicide prevention within the
1470 employee's license cycle described in Section 53A-6-104.
1471 (2) The board shall:
1472 (a) develop or adopt sample materials to be used by a school district or charter school
1473 for professional development training on youth suicide prevention; and
1474 (b) in rule made in accordance with Title 63G, Chapter 3, Utah Administrative
1475 Rulemaking Act, incorporate the training described in Subsection (1) into professional
1476 development training described in Section 53A-6-104.
1477 Section 39. Section 53A-17a-166 is amended to read:
1478 53A-17a-166. Enhancement for At-Risk Students Program.
1479 (1) (a) Subject to the requirements of Subsection (1)(b), the State Board of Education
1480 shall distribute money appropriated for the Enhancement for At-Risk Students Program to
1481 school districts and charter schools according to a formula adopted by the State Board of
1482 Education, after consultation with school districts and charter schools.
1483 (b) (i) The State Board of Education shall appropriate $1,200,000 from the
1484 appropriation for Enhancement for At-Risk Students for a gang prevention and intervention
1485 program designed to help students at-risk for gang involvement stay in school.
1486 (ii) Money for the gang prevention and intervention program shall be distributed to
1487 school districts and charter schools through a request for proposals process.
1488 (2) In establishing a distribution formula under Subsection (1)(a), the State Board of
1489 Education shall use the following criteria:
1490 (a) low performance on [
1491 53A-1-602;
1492 (b) poverty;
1493 (c) mobility; and
1494 (d) limited English proficiency.
1495 (3) A school district or charter school shall use money distributed under this section to
1496 improve the academic achievement of students who are at risk of academic failure.
1497 (4) The State Board of Education shall develop performance criteria to measure the
1498 effectiveness of the Enhancement for At-Risk Students Program and make an annual report to
1499 the Public Education Appropriations Subcommittee on the effectiveness of the program.
1500 Section 40. Section 53A-25b-304 is amended to read:
1501 53A-25b-304. Administration of statewide assessments.
1502 The Utah Schools for the Deaf and the Blind shall annually administer, as applicable,
1503 the [
1504 student may take an alternative test in accordance with the student's IEP.
1505 Section 41. Repealer.
1506 This bill repeals:
1507 Section 53A-1-1104.5, Two school grades assigned to a combination school.
1508 Section 53A-1-1107.5, Growth target established to determine whether a student
1509 demonstrates sufficient growth in a subject.
1510 Section 53A-1-1113, Rules.
1511 Section 53A-3-601, Legislative findings.
1512 Section 53A-3-602.5, School performance report -- Components -- Annual filing.
1513 Section 53A-3-603, State board models, guidelines, and training.
1514 Section 42. Effective date.
1515 (1) Except as provided in Subsections (2) and (3), this bill takes effect on July 1, 2017.
1516 (2) The following sections take effect on November 1, 2017:
1517 (a) Section 53A-1-1101;
1518 (b) Section 53A-1-1102;
1519 (c) Section 53A-1-1103;
1520 (d) Section 53A-1-1104;
1521 (e) Section 53A-1-1105;
1522 (f) Section 53A-1-1106;
1523 (g) Section 53A-1-1107;
1524 (h) Section 53A-1-1108;
1525 (i) Section 53A-1-1109;
1526 (j) Section 53A-1-1110;
1527 (k) Section 53A-1-1111;
1528 (l) Section 53A-1-1112;
1529 (m) Section 53A-1-1202;
1530 (n) Section 53A-1-1203;
1531 (o) Section 53A-1-1206;
1532 (p) Section 53A-1-1207;
1533 (q) Section 53A-1-1209; and
1534 (r) Section 53A-1a-510.
1535 (3) The following sections are repealed on November 1, 2017:
1536 (a) Section 53A-1-1104.5;
1537 (b) Section 53A-1-1107.5;
1538 (c) Section 53A-1-1113;
1539 (d) Section 53A-1-1113.5;
1540 (e) Section 53A-3-601;
1541 (f) Section 53A-3-602.5; and
1542 (g) Section 53A-3-603.
1543 Section 43. Revisor instructions.
1544 The Legislature intends that, on November 1, 2017, the Office of Legislative Research
1545 and General Counsel, in preparing the Utah Code database for publication, replace the
1546 reference in Subsection 53A-1-413(7)(g) to "Part 11, School Grading Act" with "Part 11,
1547 School Accountability System."