Representative Steve Waldrip proposes the following substitute bill:


1     
EARLY LEARNING TRAINING AND ASSESSMENT

2     
AMENDMENTS

3     
2020 GENERAL SESSION

4     
STATE OF UTAH

5     
Chief Sponsor: Steve Waldrip

6     
Senate Sponsor: Ann Millner

7     

8     LONG TITLE
9     General Description:
10          This bill provides programs and assessments to improve early learning in literacy and
11     mathematics.
12     Highlighted Provisions:
13          This bill:
14          ▸     requires the State Board of Education (the state board) to:
15               •     make rules regarding, and requires local education agencies (LEAs), to establish
16     an early learning plan that includes early literacy and early mathematics
17     components;
18               •     select a mathematics benchmark assessment that LEAs administer in certain
19     grades;
20               •     administer a grant for professional learning and job-embedded coaching support
21     for elementary educators; and
22               •     administer a grant for license applicants taking a certain examination;
23          ▸     amends provisions regarding an examination required to obtain a license to teach;
24          ▸     allows for LEAs in certain circumstances to hire implementation support coaches or
25     otherwise obtain funding to support job-embedded coaching;
26          ▸     requires certain annual reporting; and
27          ▸     makes technical and conforming changes.
28     Money Appropriated in this Bill:
29          This bill appropriates in fiscal year 2021:
30          ▸     to the State Board of Education - Minimum School Program - Related to Basic
31     School Programs, as an ongoing appropriation:
32               •     from the Education Fund, $16,480,000; and
33          ▸     to the State Board of Education - MSP Categorical Program Administration, as an
34     ongoing appropriation:
35               •     from the Education Fund, $45,000.
36     Other Special Clauses:
37          This bill provides a coordination clause.
38     Utah Code Sections Affected:
39     AMENDS:
40          53E-6-301, as last amended by Laws of Utah 2019, Chapter 186
41          53F-2-503, as last amended by Laws of Utah 2019, Chapters 186 and 324
42          53G-4-410, as last amended by Laws of Utah 2019, Chapter 293
43          63I-1-253, as last amended by Laws of Utah 2019, Chapters 90, 136, 166, 173, 246,
44     325, 344 and last amended by Coordination Clause, Laws of Utah 2019, Chapter
45     246
46     ENACTS:
47          53E-3-521, Utah Code Annotated 1953
48          53E-4-307.5, Utah Code Annotated 1953
49          53F-5-214, Utah Code Annotated 1953
50          53F-5-215, Utah Code Annotated 1953
51          53G-7-218, Utah Code Annotated 1953
52     Utah Code Sections Affected by Coordination Clause:
53          53G-4-410, as last amended by Laws of Utah 2019, Chapter 293
54     

55     Be it enacted by the Legislature of the state of Utah:
56          Section 1. Section 53E-3-521 is enacted to read:
57          53E-3-521. Requirements for early mathematics plan.
58          The state board shall make rules to:
59          (1) define the components of the early mathematics plan that a local school board or
60     charter school governing board is required to submit under Section 53G-7-218 for mathematics
61     proficiency improvement, including the following four categories:
62          (a) conceptual understanding;
63          (b) procedural fluency;
64          (c) strategic and adaptive mathematical thinking; and
65          (d) productive disposition; and
66          (2) establish a state-wide target using data from the mathematics benchmark
67     assessment, described in Section 53E-4-307.5, for local growth goals described in Section
68     53G-7-218 regarding mathematics.
69          Section 2. Section 53E-4-307.5 is enacted to read:
70          53E-4-307.5. Mathematics benchmark assessment.
71          (1) As used in this section, "early mathematics benchmark assessment" or "benchmark
72     assessment" means a standardized assessment to measure the acquisition of mathematics skills
73     in kindergarten and grades 1 through 3 that includes predictive indicators of academic
74     achievement based on measures of early mathematics, computation, and problem solving.
75          (2) The state board shall approve a benchmark assessment for use statewide by LEAs
76     to assess the mathematics competency of students in kindergarten and grades 1 through 3.
77          (3) An LEA shall:
78          (a) administer benchmark assessments to students at the beginning, middle, and end of
79     the school year using the mathematics benchmark assessment in:
80          (i) kindergarten, as an optional assessment; and
81          (ii) grades 1 through 3, as a required assessment; and
82          (b) after administering a benchmark assessment described in Subsection (3)(a) to a
83     student, report the results to the student's parent.
84          (4) In making the approval described in Subsection (2), the state board shall:
85          (a) prioritize the assessment's reliability, validity, speed, and efficiency; and
86          (b) ensure the mathematics benchmark assessment's ability to:
87          (i) identify students who may be at risk for mathematics difficulties; and
88          (ii) measure students' progress through data.
89          Section 3. Section 53E-6-301 is amended to read:
90          53E-6-301. Qualifications of applicants for licenses -- Changes in qualifications.
91          (1) The state board shall establish by rule the scholarship, training, and experience
92     required of license applicants.
93          (2) (a) The state board shall announce any increase in the requirements when made.
94          (b) An increase in requirements shall become effective not less than one year from the
95     date of the announcement.
96          (3) (a) The state board may determine by examination or otherwise the qualifications of
97     license applicants.
98          (b) If the state board uses an examination under Subsection (3)(a):
99          (i) the state board shall make rules to allow an LEA to hire a license applicant who
100     does not successfully pass the examination for a limited duration pending successful passage;
101     and
102          (ii) the license applicant is not eligible for a professional educator license described in
103     Section 53E-6-201 until the license applicant successfully passes the examination.
104          Section 4. Section 53F-2-503 is amended to read:
105          53F-2-503. Early Literacy Program -- Literacy proficiency plan.
106          (1) As used in this section:
107          (a) "Program" means the Early Literacy Program.
108          (b) "Program money" means:
109          (i) school district revenue allocated to the program from other money available to the
110     school district, except money provided by the state, for the purpose of receiving state funds
111     under this section; and
112          (ii) money appropriated by the Legislature to the program.
113          (2) The Early Literacy Program consists of program money and is created to
114     supplement other school resources for early literacy.
115          (3) Subject to future budget constraints, the Legislature may annually appropriate
116     money to the Early Literacy Program.
117          (4) [(a)] An LEA governing board of a school district or a charter school that serves
118     students in any of grades kindergarten through grade 3 shall submit, in accordance with Section
119     53G-7-218, a plan to the state board for literacy proficiency improvement that incorporates the
120     following components:
121          [(i)] (a) core instruction in:
122          [(A)] (i) phonological awareness;
123          [(B)] (ii) phonics;
124          [(C)] (iii) fluency;
125          [(D)] (iv) comprehension;
126          [(E)] (v) vocabulary;
127          [(F)] (vi) oral language; and
128          [(G)] (vii) writing;
129          [(ii)] (b) intervention strategies that are aligned to student needs;
130          [(iii)] (c) professional development for classroom teachers, literacy coaches, and
131     interventionists in kindergarten through grade 3;
132          [(iv)] (d) assessments that support adjustments to core and intervention instruction;
133          [(v)] (e) a growth goal for the school district or charter school that:
134          [(A)] (i) is based upon student learning gains as measured by benchmark assessments
135     administered pursuant to Section 53E-4-307; and
136          [(B)] (ii) includes a target of at least 60% of all students in grades 1 through 3 meeting
137     the growth goal;
138          [(vi)] (f) at least [two goals that are] one goal that is specific to the school district or
139     charter school that:
140          [(A)] (i) [are] is measurable;
141          [(B)] (ii) [address] addresses current performance gaps in student literacy based on
142     data; and
143          [(C)] (iii) [include] includes specific strategies for improving outcomes; and
144          [(vii)] (g) if a school uses interactive literacy software, the use of interactive literacy
145     software, including early interactive reading software described in Section 53F-4-203.
146          [(b) An LEA governing board shall approve a plan described in Subsection (4)(a) in a
147     public meeting before submitting the plan to the state board.]
148          [(c) The state board shall provide model plans that an LEA governing board may use,
149     or an LEA governing board may develop the LEA governing board's own plan.]
150          [(d) A plan developed by an LEA governing board shall be approved by the state
151     board.]
152          [(e) The state board shall develop uniform standards for acceptable growth goals that
153     an LEA governing board adopts for a school district or charter school as described in this
154     Subsection (4).]
155          (5) (a) There are created within the Early Literacy Program three funding programs:
156          (i) the Base Level Program;
157          (ii) the Guarantee Program; and
158          (iii) the Low Income Students Program.
159          (b) The state board may use up to $7,500,000 from an appropriation described in
160     Subsection (3) for computer-assisted instructional learning and assessment programs.
161          (6) Money appropriated to the state board for the Early Literacy Program and not used
162     by the state board for computer-assisted instructional learning and assessments described in
163     Subsection (5)(b) shall be allocated to the three funding programs as follows:
164          (a) 8% to the Base Level Program;
165          (b) 46% to the Guarantee Program; and
166          (c) 46% to the Low Income Students Program.
167          (7) (a) For a school district or charter school to participate in the Base Level Program,
168     the LEA governing board shall submit a plan described in Subsection (4) and shall receive
169     approval of the plan from the state board.
170          (b) (i) The local school board of a school district qualifying for Base Level Program
171     funds and the charter school governing boards of qualifying elementary charter schools
172     combined shall receive a base amount.
173          (ii) The base amount for the qualifying elementary charter schools combined shall be
174     allocated among each charter school in an amount proportionate to:
175          (A) each existing charter school's prior year fall enrollment in grades kindergarten
176     through grade 3; and
177          (B) each new charter school's estimated fall enrollment in grades kindergarten through
178     grade 3.
179          (8) (a) A local school board that applies for program money in excess of the Base Level
180     Program funds may choose to first participate in the Guarantee Program or the Low Income
181     Students Program.
182          (b) A school district shall fully participate in either the Guarantee Program or the Low
183     Income Students Program before the local school board may elect for the school district to
184     either fully or partially participate in the other program.
185          (c) For a school district to fully participate in the Guarantee Program, the local school
186     board shall allocate to the program money available to the school district, except money
187     provided by the state, equal to the amount of revenue that would be generated by a tax rate of
188     .000056.
189          (d) For a school district to fully participate in the Low Income Students Program, the
190     local school board shall allocate to the program money available to the school district, except
191     money provided by the state, equal to the amount of revenue that would be generated by a tax
192     rate of .000065.
193          (e) (i) The state board shall verify that a local school board allocates the money
194     required in accordance with Subsections (8)(c) and (d) before the state board distributes funds
195     in accordance with this section.
196          (ii) The State Tax Commission shall provide the state board the information the state
197     board needs in order to comply with Subsection (8)(e)(i).
198          (9) (a) Except as provided in Subsection (9)(c), the local school board of a school
199     district that fully participates in the Guarantee Program shall receive state funds in an amount
200     that is:
201          (i) equal to the difference between $21 multiplied by the school district's total WPUs
202     and the revenue the local school board is required to allocate under Subsection (8)(c) for the
203     school district to fully participate in the Guarantee Program; and
204          (ii) not less than $0.
205          (b) Except as provided in Subsection (9)(c), an elementary charter school shall receive
206     under the Guarantee Program an amount equal to $21 times the elementary charter school's
207     total WPUs.
208          (c) The state board may adjust the $21 guarantee amount described in Subsections
209     (9)(a) and (b) to account for actual appropriations and money used by the state board for
210     computer-assisted instructional learning and assessments.
211          (10) The state board shall distribute Low Income Students Program funds in an amount
212     proportionate to the number of students in each school district or charter school who qualify for
213     free or reduced price school lunch multiplied by two.
214          (11) A school district that partially participates in the Guarantee Program or Low
215     Income Students Program shall receive program funds based on the amount of school district
216     revenue allocated to the program as a percentage of the amount of revenue that could have been
217     allocated if the school district had fully participated in the program.
218          (12) (a) An LEA governing board shall use program money for early literacy
219     interventions and supports in kindergarten through grade 3 that have proven to significantly
220     increase the percentage of students who are proficient in literacy, including:
221          (i) evidence-based intervention curriculum;
222          (ii) literacy assessments that identify student learning needs and monitor learning
223     progress; or
224          (iii) focused literacy interventions that may include:
225          (A) the use of reading specialists or paraprofessionals;
226          (B) tutoring;
227          (C) before or after school programs;
228          (D) summer school programs; or
229          (E) the use of interactive computer software programs for literacy instruction and
230     assessments for students.
231          (b) An LEA governing board may use program money for portable technology devices
232     used to administer literacy assessments.
233          (c) Program money may not be used to supplant funds for existing programs, but may
234     be used to augment existing programs.
235          (13) (a) An LEA governing board shall annually submit a report to the state board
236     accounting for the expenditure of program money in accordance with the LEA governing
237     board's plan described in Subsection (4).
238          (b) If an LEA governing board uses program money in a manner that is inconsistent
239     with Subsection (12), the school district or charter school is liable for reimbursing the state
240     board for the amount of program money improperly used, up to the amount of program money
241     received from the state board.
242          (14) (a) The state board shall make rules to implement the program.
243          (b) (i) The rules under Subsection (14)(a) shall require each LEA governing board to
244     annually report progress in meeting goals described in Subsections [(4)(a)(v) and (vi)] (4)(e)
245     and (f), including the strategies the school district or charter school uses to address the goals.
246          (ii) If a school district or charter school does not meet or exceed the school district's or
247     charter school's goals described in [Subsection (4)(a)(v) or (vi)] Subsections (4)(e) or (f), the
248     LEA governing board shall prepare a new plan that corrects deficiencies.
249          (iii) The new plan described in Subsection (14)(b)(ii) shall be approved by the state
250     board before the LEA governing board receives an allocation for the next year.
251          [(15) (a) The state board shall:]
252          [(i) develop strategies to provide support for a school district or charter school that fails
253     to meet a goal described in Subsection (4)(a)(v) or (vi); and]
254          [(ii) provide increasing levels of support to a school district or charter school that fails
255     to meet a goal described in Subsection (4)(a)(v) or (vi) for two consecutive years.]
256          [(b) (i) The state board shall use a digital reporting platform to provide information to
257     school districts and charter schools about interventions that increase proficiency in literacy.]
258          [(ii) The digital reporting platform shall include performance information for a school
259     district or charter school on the goals described in Subsections (4)(a)(v) and (vi).]
260          [(16)] (15) The state board may use up to 3% of the funds appropriated by the
261     Legislature to carry out the provisions of this section for administration of the program.
262          [(17)] (16) The state board shall make an annual report in accordance with Section
263     53E-1-203 that:
264          (a) includes information on:
265          (i) student learning gains in early literacy for the past school year and the five-year
266     trend;
267          (ii) the percentage of grade 3 students who are proficient in English language arts in the
268     past school year and the five-year trend;
269          (iii) the progress of school districts and charter schools in meeting goals described in a
270     plan described in Subsection (4)[(a)]; and
271          (iv) the specific strategies or interventions used by school districts or charter schools
272     that have significantly improved early grade literacy proficiency; and
273          (b) may include recommendations on how to increase the percentage of grade 3
274     students who are proficient in English language arts, including how to use a strategy or
275     intervention described in Subsection [(17)] (16)(a)(iv) to improve literacy proficiency for
276     additional students.
277          [(18)] (17) The report described in Subsection [(17)] (16) shall include information
278     provided through the digital reporting platform described in Subsection [(15)(b)]
279     53G-7-218(5)(a).
280          Section 5. Section 53F-5-214 is enacted to read:
281          53F-5-214. Grant for professional learning and job-embedded coaching support.
282          (1) As used in this section:
283          (a) "Implementation support coach" means an individual who conducts job-embedded
284     coaching to support educators in professional learning related to literacy and mathematics.
285          (b) "Job-embedded coaching" means individualized coaching, feedback, and support of
286     an educator that is tailored to professional learning that the educator receives.
287          (2) Subject to legislative appropriations, the state board shall award grants to LEAs to
288     provide teachers in pre-kindergarten, kindergarten, and grades 1 through 3 with:
289          (a) professional learning opportunities in early literacy and mathematics; and
290          (b) support through job-embedded coaching.
291          (3) To qualify for a grant under this section, an LEA shall submit to the state board an
292     application, as provided by the state board, that contains:
293          (a) a description of the evidence-based, based on assessment data, professional learning
294     opportunities the LEA will provide that are:
295          (i) aligned with the professional learning standards described in Section 53G-11-303;
296     and
297          (ii) targeted to attaining the local and state early learning goals described in Section
298     53G-7-218; and
299          (b) a description of the LEA's plan for job-embedded coaching to reinforce and provide
300     feedback related to the professional learning opportunities described in Subsection (3)(a)(i).
301          (4) The state board shall make rules to describe:
302          (a) required elements of the professional learning opportunities and job-embedded
303     coaching described in Subsection (3); and
304          (b) requirements for implementation coaches, including eligibility criteria, training, and
305     responsibilities.
306          (5) The state board shall annually report to the Education Interim Committee on or
307     before the November interim committee meeting regarding the administration and outcomes of
308     the grant described in this section.
309          Section 6. Section 53F-5-215 is enacted to read:
310          53F-5-215. Elementary teacher preparation assessment grant.
311          (1) As used in this section:
312          (a) "License" means a license that:
313          (i) is described in Section 53E-6-102; and
314          (ii) qualifies an individual to teach elementary school.
315          (b) "Preparation assessment" means an examination that addresses the science of
316     reading that the state board uses to determine license qualification, as described in Section
317     53E-6-301, related to literacy instruction for an elementary teacher.
318          (2) Beginning September 1, 2021, subject to legislative appropriations, the state board
319     shall award grants to institutions of higher education for the cost of the initial attempt of the
320     preparation assessment for license applicants graduating from the institution during the year
321     relevant to the grant.
322          (3) The state board may make rules to establish the license, type of license, or license
323     concentration eligible for the grant described in this section.
324          (4) An institution of higher education may apply for a grant described in this section by
325     submitting to the state board an application, as provided by the state board, including an
326     estimate of the number and names of prospective license applicants expected to graduate in the
327     year relevant to the grant application.
328          (5) The state board shall annually report to the Education Interim Committee on or
329     before the November interim committee meeting regarding the administration and outcomes of
330     the grant described in this section.
331          Section 7. Section 53G-4-410 is amended to read:
332          53G-4-410. Regional service centers.
333          (1) [For purposes of] As used in this section[,]:
334          (a) ["eligible] "Eligible regional service center" means a regional service center formed
335     by two or more school districts as an interlocal entity, in accordance with Title 11, Chapter 13,
336     Interlocal Cooperation Act.
337          (b) "Implementation support coach" means the same as that term is defined in Section
338     53F-5-214.
339          (2) The Legislature strongly encourages school districts to collaborate and cooperate to
340     provide educational services in a manner that will best utilize resources for the overall
341     operation of the public education system.
342          (3) An eligible regional service center formed by an interlocal agreement, in
343     accordance with Title 11, Chapter 13, Interlocal Cooperation Act, may receive a distribution
344     described in Subsection [(5)] (6) if the Legislature appropriates money for eligible regional
345     service centers.
346          (4) (a) If local school boards enter into an interlocal agreement to confirm or formalize
347     a regional service center in operation before July 1, 2011, the interlocal agreement may not
348     eliminate any rights or obligations of the regional service center in effect before entering into
349     the interlocal agreement.
350          (b) An interlocal agreement entered into to confirm or formalize an existing regional
351     service center shall have the effect of confirming and ratifying in the regional service center,
352     the title to any property held in the name, or for the benefit of the regional service center as of
353     the effective date of the interlocal agreement.
354          (5) (a) A school district in a regional service center may coordinate with the regional
355     service center to hire, subject to legislative appropriation, implementation support coaches in
356     accordance with Subsection (5)(b).
357          (b) The state board shall distribute funds appropriated under this Subsection (5) to
358     regional service centers based on the number of full-time equivalent teachers in
359     pre-kindergarten, kindergarten, and grades 1 through 3 in the school districts that participate in
360     the regional service center, as of October 1 of the previous school year.
361          (c) A charter school in a regional service center may coordinate with the regional
362     service center to support job-embedded coaching.
363          [(5)] (6) (a) The state board shall distribute any funding appropriated to eligible
364     regional service centers as provided by the Legislature.
365          (b) The state board may provide funding to an eligible regional service center in
366     addition to legislative appropriations.
367          [(6)] (7) The state board shall make rules regarding eligible regional service centers
368     including:
369          (a) the distribution of legislative appropriations to eligible regional service centers;
370          (b) the designation of eligible regional service centers as agents to distribute Utah
371     Education and Telehealth Network services; and
372          (c) the designation of eligible regional service centers as agents for regional
373     coordination of public education and higher education services.
374          Section 8. Section 53G-7-218 is enacted to read:
375          53G-7-218. Establishment of early learning plan -- Digital reporting platform.
376          (1) A local school board of a school district or a charter school governing board of a
377     charter school that serves students in any of kindergarten or grades 1 through 3 shall annually
378     submit to the state board an early learning plan that includes:
379          (a) the early literacy plan described in Section 53F-2-503, including:
380          (i) the growth goal described in Subsection 53F-2-503(4)(e); and
381          (ii) one goal that is specific to the school district or charter school as described in
382     Subsection 53F-2-503(4)(f);
383          (b) the early mathematics plan described in Section 53E-3-521, including:
384          (i) a growth goal for the school district or charter school that:
385          (A) is based upon student learning gains as measured by the mathematics benchmark
386     assessment described in Section 53E-4-307.5; and
387          (B) includes the target that the state board establishes under Section 53E-3-521; and
388          (ii) one goal that:
389          (A) is specific to the school district or charter school;
390          (B) is measurable;
391          (C) addresses current performance gaps in student mathematics proficiency based on
392     data; and
393          (D) includes specific strategies for improving outcomes; and
394          (c) one additional goal related to literacy or mathematics that:
395          (i) is specific to the school district or charter school;
396          (ii) is measurable;
397          (iii) addresses current performance gaps in student literacy or mathematics proficiency
398     based on data; and
399          (iv) includes specific strategies for improving outcomes.
400          (2) A local school board or charter school governing board shall approve a plan
401     described in Subsection (1) in a public meeting before submitting the plan to the state board.
402          (3) (a) The state board shall:
403          (i) provide model plans that a local school board or a charter school governing board
404     may use;
405          (ii) develop uniform standards for acceptable growth goals that a local school board or
406     a charter school governing board adopts for a school district or charter school under this
407     section; and
408          (iii) review and approve or disapprove a plan submitted under this section.
409          (b) Notwithstanding Subsection (3)(a), a local school board or a charter school
410     governing board may develop the board's own plan.
411          (4) The state board shall:
412          (a) develop strategies to provide support for a school district or charter school that fails
413     to meet:
414          (i) (A) the growth goal related to the state literacy target described in Subsection
415     (1)(a)(i); or
416          (B) the growth goal related to the state mathematics target described in Subsection
417     (1)(b)(i); and
418          (ii) one of the goals specific to the school district or charter school described in
419     Subsections (1)(a)(ii), (1)(b)(ii), or (1)(c); and
420          (b) provide increasing levels of support to a school district or charter school that fails
421     to meet the combination of goals described in Subsection (4)(a) for two consecutive years.
422          (5) (a) The state board shall use a digital reporting platform to provide information to
423     school districts and charter schools about interventions that increase proficiency in literacy and
424     mathematics.
425          (b) The digital reporting platform described in Subsection (5)(a) shall include
426     performance information for a school district or charter school on the goals described in
427     Subsection (1).
428          Section 9. Section 63I-1-253 is amended to read:
429          63I-1-253. Repeal dates, Titles 53 through 53G.
430          The following provisions are repealed on the following dates:
431          (1) Subsection 53-6-203(1)(b)(ii), regarding being 19 years old at certification, is
432     repealed July 1, 2022.
433          (2) Subsection 53-13-104(6), regarding being 19 years old at certification, is repealed
434     July 1, 2022.
435          (3) Title 53B, Chapter 17, Part 11, USTAR Researchers, is repealed July 1, 2028.
436          (4) Section 53B-18-1501 is repealed July 1, 2021.
437          (5) Title 53B, Chapter 18, Part 16, USTAR Researchers, is repealed July 1, 2028.
438          (6) Section 53B-24-402, Rural residency training program, is repealed July 1, 2020.
439          (7) Subsection 53C-3-203(4)(b)(vii), which provides for the distribution of money
440     from the Land Exchange Distribution Account to the Geological Survey for test wells, other
441     hydrologic studies, and air quality monitoring in the West Desert, is repealed July 1, 2020.
442          (8) Section 53E-3-515 is repealed January 1, 2023.
443          (9) In relation to a standards review committee, on January 1, 2023:
444          (a) in Subsection 53E-4-202(8), the language that states "by a standards review
445     committee and the recommendations of a standards review committee established under
446     Section 53E-4-203" is repealed; and
447          (b) Section 53E-4-203 is repealed.
448          (10) In relation to the SafeUT and School Safety Commission, on January 1, 2023:
449          (a) Subsection 53B-17-1201(1) is repealed;
450          (b) Section 53B-17-1203 is repealed;
451          (c) Subsection 53B-17-1204(2) is repealed;
452          (d) Subsection 53B-17-1204(4)(a), the language that states "in accordance with the
453     method described in Subsection (4)(c)" is repealed; and
454          (e) Subsection 53B-17-1204(4)(c) is repealed.
455          (11) In relation to the elementary teacher preparation grant, Section 53F-2-215 is
456     repealed July 1, 2025.
457          (12) In relation to the grant for professional learning and job-embedded coaching,
458     Section 53F-2-215 is repealed July 1, 2025.
459          [(11)] (13) Section 53F-2-514 is repealed July 1, 2020.
460          [(12)] (14) Section 53F-5-203 is repealed July 1, 2024.
461          [(13)] (15) Section 53F-5-212 is repealed July 1, 2024.
462          [(14)] (16) Section 53F-5-213 is repealed July 1, 2023.
463          [(15)] (17) Title 53F, Chapter 5, Part 6, American Indian and Alaskan Native
464     Education State Plan Pilot Program, is repealed July 1, 2022.
465          [(16)] (18) Section 53F-6-201 is repealed July 1, 2019.
466          [(17)] (19) Section 53F-9-501 is repealed January 1, 2023.
467          [(18)] (20) Subsections 53G-4-608(2)(b) and (4)(b), related to the Utah Seismic Safety
468     Commission, are repealed January 1, 2025.
469          [(19)] (21) Subsection 53G-8-211(4), regarding referrals of a minor to court for a class
470     C misdemeanor, is repealed July 1, 2020.
471          Section 10. Appropriation.
472          The following sums of money are appropriated for the fiscal year beginning July 1,
473     2020, and ending June 30, 2021. These are additions to amounts previously appropriated for
474     fiscal year 2021. Under the terms and conditions of Title 63J, Chapter 1, Budgetary Procedures
475     Act, the Legislature appropriates the following sums of money from the funds or accounts
476     indicated for the use and support of the government of the state of Utah.
477     ITEM 1
478          To State Board of Education - Minimum School Program - Related to Basic School
479     Programs
480               From Education Fund
$16,480,000

481               Schedule of Programs:
482                    Grants for professional learning and
483                     job-embedded coaching support          $16,480,000
484          The Legislature intends that the State Board of Education use funds appropriated under
485     this item to award grants:
486          (1) for implementation support coaches; and
487          (2) to provide teachers with professional learning opportunities in early literacy and
488     mathematics and support through job-embedded coaching.
489     ITEM 2
490          To State Board of Education - MSP Categorical Program Administration
491               From Education Fund
$1,075,000

492               Schedule of Programs:
493                    Early Learning Training and Assessment
494                     Program                         $1,075,000
495          The Legislature intends that the State Board of Education use funds appropriated under
496     this item for:
497          (1) an early mathematics benchmark assessment in accordance with Section
498     53E-4-307.5;
499          (2) elementary teacher preparation assessment grants in accordance with Section
500     53F-5-215;
501          (3) math performance goals in the state board's early literacy digital platform;
502          (4) a digital reporting platform in accordance with Section 53G-7-218; and
503          (5) staff to administer grants and support local early learning plans and implementation
504     coaches.
505          Section 11. Coordinating H.B. 114 with S.B. 79 -- Superseding substantive
506     amendments.
507          If this H.B. 114 and S.B. 79, Regional Education Service Agencies, both pass and
508     become law, it is the intent of the Legislature that the Office of Legislative Research and
509     General Counsel shall prepare the Utah Code database for publication by changing all
510     references in Section 53G-4-410:
511          (1) from "regional service center" to "regional education service agency"; and
512          (2) from "regional service centers" to "regional education service agencies".