1     
EARLY LITERACY OUTCOMES IMPROVEMENT

2     
2022 GENERAL SESSION

3     
STATE OF UTAH

4     
Chief Sponsor: Ann Millner

5     
House Sponsor: Bradley G. Last

6     

7     LONG TITLE
8     General Description:
9          This bill amends, enhances, and aligns strategies to improve early literacy outcomes in
10     kindergarten through grade 3.
11     Highlighted Provisions:
12          This bill:
13          ▸     defines terms;
14          ▸     requires the State Board of Education (state board) to establish strategies and
15     administer programs to improve early literacy outcomes in kindergarten through
16     grade 3, including:
17               •     providing statewide and regional support in literacy coaching and professional
18     learning in early literacy;
19               •     establishing a panel with expertise in the science of reading and the science of
20     reading instruction;
21               •     partnering with a private business or nonprofit organization to annually provide
22     personal, home-use books to certain students;
23               •     leveraging community engagement in literacy; and
24               •     contracting with organizations with expertise in coordinating community
25     resources;
26          ▸     requires the use of diagnostic assessments to target interventions for students
27     lacking competency in a reading skill;
28          ▸     allows for exceptions for a literacy preparation assessment requirement;
29          ▸     amends provisions regarding teacher preparation programs;

30          ▸     requires the Utah Board of Higher Education to consult with the state
31     superintendent of public instruction to ensure fulfillment of certain conditions
32     before distributing additional funding to institutions of higher education to hire
33     additional faculty with training and experience in the science of reading;
34          ▸     provides grant funding for which local education agencies (LEAs) apply to the state
35     board to provide professional learning in early literacy to educators serving in
36     kindergarten through grade 3;
37          ▸     amends provisions regarding partnerships that qualify under the Partnerships for
38     Student Success Grant Program;
39          ▸     requires LEAs to adopt science of reading curriculum and intervention programs;
40          ▸     requires the state board, the Utah Leading through Effective, Actionable, and
41     Dynamic Education collaborative effort, and the Center for the School of the Future
42     at Utah State University to develop a repository of materials to support LEAs in
43     evidence-based practices for science of reading instruction;
44          ▸     requires the state board to provide elementary school principals, leaders, and
45     literacy coaches with required professional learning regarding change management;
46     and
47          ▸     makes technical and conforming changes.
48     Money Appropriated in this Bill:
49          None
50     Other Special Clauses:
51          This bill provides revisor instructions.
52     Utah Code Sections Affected:
53     AMENDS:
54          53E-1-201, as last amended by Laws of Utah 2021, Chapters 64, 251, and 351
55          53E-4-307, as last amended by Laws of Utah 2020, Fifth Special Session, Chapter 14
56          53E-6-301, as last amended by Laws of Utah 2020, Chapters 174 and 408
57          53E-6-302, as last amended by Laws of Utah 2020, Chapter 408

58          53F-5-214, as enacted by Laws of Utah 2020, Chapter 174 and last amended by
59     Coordination Clause, Laws of Utah 2020, Chapter 362
60          53F-5-215, as enacted by Laws of Utah 2020, Chapter 174
61          53F-5-402, as last amended by Laws of Utah 2019, Chapter 186
62          53G-11-303, as last amended by Laws of Utah 2019, Chapter 293
63     ENACTS:
64          53E-3-1001, Utah Code Annotated 1953
65          53E-3-1002, Utah Code Annotated 1953
66          53E-3-1003, Utah Code Annotated 1953
67          53E-3-1004, Utah Code Annotated 1953
68          53G-10-306, Utah Code Annotated 1953
69          53G-11-305, Utah Code Annotated 1953
70     Utah Code Sections Affected by Revisor Instructions:
71          53E-3-1003, Utah Code Annotated 1953
72     

73     Be it enacted by the Legislature of the state of Utah:
74          Section 1. Section 53E-1-201 is amended to read:
75          53E-1-201. Reports to and action required of the Education Interim Committee.
76          (1) In accordance with applicable provisions and Section 68-3-14, the following
77     recurring reports are due to the Education Interim Committee:
78          (a) the report described in Section 9-22-109 by the STEM Action Center Board,
79     including the information described in Section 9-22-113 on the status of the computer science
80     initiative and Section 9-22-114 on the Computing Partnerships Grants Program;
81          (b) the prioritized list of data research described in Section 35A-14-302 and the report
82     on research described in Section 35A-14-304 by the Utah Data Research Center;
83          (c) the report described in Section 35A-15-303 by the State Board of Education on
84     preschool programs;
85          (d) the report described in Section 53B-1-402 by the Utah Board of Higher Education

86     on career and technical education issues and addressing workforce needs;
87          (e) the annual report of the Utah Board of Higher Education described in Section
88     53B-1-402;
89          (f) the reports described in Section 53B-28-401 by the Utah Board of Higher Education
90     regarding activities related to campus safety;
91          (g) the State Superintendent's Annual Report by the state board described in Section
92     53E-1-203;
93          (h) the annual report described in Section 53E-2-202 by the state board on the strategic
94     plan to improve student outcomes;
95          (i) the report described in Section 53E-8-204 by the state board on the Utah Schools for
96     the Deaf and the Blind;
97          (j) the report described in Section 53E-10-703 by the Utah Leading through Effective,
98     Actionable, and Dynamic Education director on research and other activities;
99          (k) the report described in Section 53F-4-203 by the state board and the independent
100     evaluator on an evaluation of early interactive reading software;
101          (l) the report described in Section 53F-4-407 by the state board on UPSTART;
102          (m) the reports described in Sections 53F-5-214, 53F-5-214.1, and 53F-5-215 by the
103     state board related to grants for professional learning and grants for an elementary teacher
104     preparation assessment; and
105          (n) the report described in Section 53F-5-405 by the State Board of Education
106     regarding an evaluation of a partnership that receives a grant to improve educational outcomes
107     for students who are low income.
108          (2) In accordance with applicable provisions and Section 68-3-14, the following
109     occasional reports are due to the Education Interim Committee:
110          (a) the report described in Section 35A-15-303 by the School Readiness Board by
111     November 30, 2020, on benchmarks for certain preschool programs;
112          (b) the report described in Section 53B-28-402 by the Utah Board of Higher Education
113     on or before the Education Interim Committee's November 2021 meeting;

114          (c) the reports described in Section 53E-3-520 by the state board regarding cost centers
115     and implementing activity based costing;
116          (d) if required, the report described in Section 53E-4-309 by the state board explaining
117     the reasons for changing the grade level specification for the administration of specific
118     assessments;
119          (e) if required, the report described in Section 53E-5-210 by the state board of an
120     adjustment to the minimum level that demonstrates proficiency for each statewide assessment;
121          (f) in 2022 and in 2023, on or before November 30, the report described in Subsection
122     53E-10-309(7) related to the PRIME pilot program;
123          (g) the report described in Section 53E-10-702 by Utah Leading through Effective,
124     Actionable, and Dynamic Education;
125          (h) if required, the report described in Section 53F-2-513 by the state board evaluating
126     the effects of salary bonuses on the recruitment and retention of effective teachers in high
127     poverty schools;
128          [(i) upon request, the report described in Section 53F-5-207 by the state board on the
129     Intergenerational Poverty Intervention Grants Program;]
130          [(j)] (i) the report described in Section 53F-5-210 by the state board on the Educational
131     Improvement Opportunities Outside of the Regular School Day Grant Program;
132          [(k)] (j) the report described in Section 53G-7-503 by the state board regarding fees
133     that LEAs charge during the 2020-2021 school year;
134          [(l)] (k) the reports described in Section 53G-11-304 by the state board regarding
135     proposed rules and results related to educator exit surveys;
136          [(m)] (l) the report described in Section 62A-15-117 by the Division of Substance
137     Abuse and Mental Health, the State Board of Education, and the Department of Health
138     regarding recommendations related to Medicaid reimbursement for school-based health
139     services; and
140          [(n)] (m) the reports described in Section 63C-19-202 by the Higher Education
141     Strategic Planning Commission.

142          Section 2. Section 53E-3-1001 is enacted to read:
143          53E-3-1001. Statewide goal -- Emphasis on early literacy.
144          To achieve a strenuous statewide goal of 70% in third grade-level proficiency on the
145     state-administered reading assessment by July 1, 2027, the state board shall:
146          (1) analyze, align, and target resources, including digital software and tools, in existing
147     state programs and the programs enacted in this bill, as appropriate, to support early literacy
148     within the state; and
149          (2) identify opportunities to incentivize and support LEAs and elementary schools to
150     analyze data, align plans, and target resources from existing local and LEA programs to support
151     early literacy within the state, resulting in a comprehensive statewide alignment of early
152     literacy plans.
153          Section 3. Section 53E-3-1002 is enacted to read:
154          53E-3-1002. Literacy coaching -- Professional learning.
155          (1) Subject to legislative appropriations, the state board shall provide, train, and assign
156     literacy coaches to schools with low literacy achievement performance to provide early literacy
157     coaching to teachers in kindergarten through grade 3, in accordance with this section.
158          (2) The state board shall make rules, in accordance with Title 63G, Chapter 3, Utah
159     Administrative Rulemaking Act, to:
160          (a) establish criteria to determine which schools qualify for early literacy coaching,
161     prioritizing coaching among:
162          (i) schools that participate in partnerships that receive grants under Title 53F, Chapter
163     5, Part 4, Partnerships for Student Success Grant Program; and
164          (ii) schools that fall within the bottom 25% of all schools in literacy achievement
165     performance, as the state board further defines;
166          (b) establish minimum qualifications for early literacy coach positions to ensure
167     adequate preparation with necessary expertise;
168          (c) define roles and responsibilities for a literacy coach, including:
169          (i) assisting educators in analyzing data to inform instructional adjustments;

170          (ii) engaging in instructional coaching cycles with educators to build capacity for
171     improved classroom instructional practices;
172          (iii) using principles of adult learning to effectively partner with educators to integrate
173     professional learning into classroom practice;
174          (iv) leveraging knowledge of the science of reading and evidence-based practices to
175     support educators in maximizing student learning;
176          (v) partnering with a school's leader to support school-wide literacy goals to provide a
177     team of support for educators to embed the state-wide goals into instructional plans and
178     practice;
179          (vi) delivering consistent and frequent job-embedded professional learning;
180          (vii) participating actively in professional learning experiences to deepen knowledge
181     and skills for coaching; and
182          (viii) designing and facilitating relevant and cohesive professional learning sessions to
183     strengthen the implementation of these evidence-based practices with educators; and
184          (d) establish parameters for the relationship between a literacy coach and school or
185     LEA, including ensuring that coaches do not engage in activities or duties unrelated to literacy
186     coaching, including:
187          (i) serving as an evaluator, substitute teacher, clerical aid, recess or lunch aid,
188     behavioral therapist, tester, guidance counselor, interventionist, program manager, or contest
189     leader; or
190          (ii) any other assignment that frequently disrupts the coach's ability to support
191     educators in improving instructional practice.
192          (3) The state board shall:
193          (a) ensure that one staff position supervises early literacy coaches statewide;
194          (b) select the pool of candidates for literacy coaching positions and coordinate with
195     LEAs regarding interviews, final selection, and placement; and
196          (c) annually review coaching placements and adjust placements as necessary, based on
197     the school's literacy achievement performance and the criteria established under Subsection (2).

198          (4) The state board shall provide professional learning support in early literacy by:
199          (a) facilitating professional learning opportunities to support literacy coaches statewide
200     that includes knowledge and skill development in adult learning practices, job-embedded
201     coaching, and family engagement;
202          (b) providing professional learning regional consultants to:
203          (i) support LEAs and regional education service agencies in designing, facilitating,
204     monitoring, and adjusting professional learning in early literacy that aligns with the
205     professional learning standards described in Section 53G-11-303; and
206          (ii) serve a cohort of LEAs within a geographic region of the state; and
207          (c) providing statewide professional learning to support the use of collective efficacy,
208     including the implementation of professional learning communities and school leadership
209     teams through 2027.
210          Section 4. Section 53E-3-1003 is enacted to read:
211          53E-3-1003. Science of reading.
212          (1) As used in this section:
213          (a) "Educator preparation program" means the same as that term is defined in Section
214     53E-6-302.
215          (b) "Panel" means the science of reading panel that the state board establishes in
216     accordance with this section.
217          (c) "University teacher preparation program" means a program described in Section
218     53E-6-302.
219          (2) The state board shall establish an expert science of reading panel consisting of up to
220     six experts who have:
221          (a) knowledge and a research background in the science of reading and the science of
222     reading instruction; and
223          (b) experience translating the science of reading into effective reading instructional
224     practices.
225          (3) The panel shall:

226          (a) meet no less than once every quarter;
227          (b) provide expertise to and serve in a consultancy capacity to the state board on
228     implementation of:
229          (i) the early literacy emphases described in Section 53E-3-1001; and
230          (ii) educator preparation programs;
231          (c) in consultation with the state board:
232          (i) provide advanced professional learning opportunities in the science of reading and
233     the science of reading instruction for public schools and educator preparation programs as
234     needed to expand statewide capacity;
235          (ii) partner with ULEAD, as that term is defined in Section 53E-10-701, to develop and
236     implement an online repository of digital science of reading and science of reading instruction
237     resources that is accessible to public school teachers, school leaders, parents, and educator
238     preparation programs and associated faculty;
239          (iii) develop professional learning modules to support teachers and school leaders; and
240          (iv) coordinate with educator preparation programs, university teacher preparation
241     program faculty, deans of education, and literacy leadership fellows to advance the science of
242     reading and the science of reading instruction; and
243          (d) take part in the hiring of the additional faculty members described in Subsection
244     53E-6-302(6) with two panel members participating in the hiring process.
245          (4) The state board may collaborate with panel members to conduct periodic reviews
246     of:
247          (a) student outcome data;
248          (b) science of reading and science of reading instruction implementation fidelity in
249     public schools and educator preparation programs through onsite visits; and
250          (c) advise LEAs regarding the science of reading and the science of reading instruction
251     curriculum and intervention programs.
252          (5) A panel member:
253          (a) may not receive compensation or benefits for the member's service on the panel;

254     and
255          (b) may receive per diem and reimbursement for travel expenses that the panel member
256     incurs as a panel member at the rates that the Division of Finance establishes under:
257          (i) Sections 63A-3-106 and 63A-3-107; and
258          (ii) rules that the Division of Finance makes under Sections 63A-3-106 and 63A-3-107.
259          (6) The state board shall provide staff support to the panel.
260          Section 5. Section 53E-3-1004 is enacted to read:
261          53E-3-1004. Community engagement for early literacy.
262          (1) The state board shall:
263          (a) partner with a private business or nonprofit organization to annually provide
264     personal, home-use, age-appropriate printed books or digital books with accompanying
265     electronic reading devices to students:
266          (i) who attend:
267          (A) a school that participates in partnerships that receive grants under Title 53F,
268     Chapter 5, Part 4, Partnerships for Student Success Grant Program; or
269          (B) a Title I school, as that term is defined in Section 53F-2-523; and
270          (ii) at a minimum, in kindergarten through grade 3; and
271          (b) provide students a choice of language where possible.
272          (2) The state board shall develop and promote a website that provides resources for
273     teachers and other educational support personnel to support targeted activities and strategies for
274     parents to support at-home reading.
275          (3) The state board shall contract with one or more organizations that have expertise in
276     coordinating community resources to:
277          (a) provide training and coaching to community, school, and parent engagement
278     coordinators; and
279          (b) for a school that is not participating in a partnership that receives a grant under Title
280     53F, Chapter 5, Part 4, Partnerships for Student Success Grant Program:
281          (i) assess the presence of existing community school infrastructure; and

282          (ii) provide necessary supports for parent, community, and business engagement,
283     including services and coordination support.
284          Section 6. Section 53E-4-307 is amended to read:
285          53E-4-307. Benchmark assessments in reading -- Report to parent.
286          (1) As used in this section[, "competency"]:
287          (a) "Competency" means a demonstrable acquisition of a specified knowledge, skill, or
288     ability that has been organized into a hierarchical arrangement leading to higher levels of
289     knowledge, skill, or ability.
290          (b) "Diagnostic assessment" means an assessment that measures key literacy skills,
291     including phonemic awareness, sound-symbol recognition, alphabet knowledge, decoding and
292     encoding skills, and comprehension, to determine a student's specific strengths and weaknesses
293     in a skill area.
294          (c) "Evidence-based" means the same as that term is defined in Section 53G-11-303.
295          (d) "Evidence-informed" means the same as that term is defined in Section
296     53G-11-303.
297          (2) The state board shall approve a benchmark assessment for use statewide by school
298     districts and charter schools to assess the reading competency of students in grades 1 through 6
299     as provided by this section.
300          (3) A school district or charter school shall:
301          (a) administer benchmark assessments to students in grades 1, 2, and 3 at the
302     beginning, middle, and end of the school year using the benchmark assessment approved by the
303     state board; and
304          (b) after administering a benchmark assessment, report the results to a student's parent.
305          (4) If a benchmark assessment or supplemental reading assessment indicates a student
306     lacks competency in a reading skill, or is lagging behind other students in the student's grade in
307     acquiring a reading skill, the school district or charter school shall:
308          (a) administer diagnostic assessments to the student;
309          [(a)] (b) using data from the diagnostic assessment, provide specific, focused, and

310     individualized intervention or tutoring to develop the reading skill;
311          [(b)] (c) administer formative assessments and progress monitoring at recommended
312     levels for the benchmark assessment to measure the success of the focused intervention;
313          [(c)] (d) inform the student's parent of activities that the parent may engage in with the
314     student to assist the student in improving reading proficiency; [and]
315          [(d)] (e) provide information to the parent regarding appropriate interventions available
316     to the student outside of the regular school day that may include tutoring, before and after
317     school programs, or summer school[.]; and
318          (f) provide instructional materials that are evidence-informed for core instruction and
319     evidence-based for intervention and supplemental instruction.
320          (5) (a) In accordance with Section 53F-4-201 and except as provided in Subsection
321     (5)(b), the state board shall contract with one or more educational technology providers for a
322     benchmark assessment system for reading for students in kindergarten through grade 6.
323          (b) If revenue is insufficient for the benchmark assessment system for the grades
324     described in Subsection (5)(a), the state board shall first prioritize funding a benchmark
325     assessment for students in kindergarten through grade 3.
326          Section 7. Section 53E-6-301 is amended to read:
327          53E-6-301. Qualifications of applicants for licenses -- Changes in qualifications.
328          (1) As used in this section ["literacy]:
329          (a) "Literacy preparation assessment" means an examination that [addresses] evaluates
330     an individual's knowledge of the science of reading, related to literacy instruction for an
331     individual who teaches preschool, elementary school, or special education.
332          (b) "Required literacy preparation assessment" means a literacy preparation assessment
333     that the state board uses to determine the qualifications of license applicants.
334          (2) The state board shall establish by rule made in accordance with Title 63G, Chapter
335     3, Utah Administrative Rulemaking Act, the scholarship, training, and experience required of
336     license applicants.
337          (3) (a) The state board shall announce any increase in the requirements when made.

338          (b) An increase in requirements shall become effective not less than one year from the
339     date of the announcement.
340          (4) The state board may determine by examination or otherwise the qualifications of
341     license applicants.
342          (5) If the state board uses [an examination] a required literacy preparation assessment
343     under Subsection (4) [that is a literacy preparation assessment]:
344          (a) (i) the state board shall make rules to allow an LEA to hire a license applicant who
345     does not successfully pass the required literacy preparation assessment for a limited duration
346     pending successful passage; and
347          [(b)] (ii) the license applicant is not eligible for a professional educator license
348     described in Section 53E-6-201 until the license applicant successfully passes the required
349     literacy preparation assessment[.]; and
350          (b) the state board may make rules in accordance with Title 63G, Chapter 3, Utah
351     Administrative Rulemaking Act, to:
352          (i) establish exemptions for the required literacy preparation assessment; and
353          (ii) develop a pathway to demonstrate early literacy competency as an exception to the
354     requirement to pass the required literacy preparation assessment.
355          Section 8. Section 53E-6-302 is amended to read:
356          53E-6-302. Educator preparation programs.
357          (1) As used in this section:
358          (a) "Educator preparation program" means:
359          (i) a university teacher education program; or
360          (ii) a program that prepares individuals using an alternative pathway to licensure, as the
361     state board provides.
362          (b) "Required literacy preparation assessment" means the same as that term is defined
363     in Section 53E-6-301.
364          (c) "University teacher preparation program" means a program that an institution of
365     higher education offers to prepare educators for licensure.

366          [(1)] (2) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking
367     Act, the state board shall make rules that establish standards for approval of [a] an educator
368     preparation program.
369          [(2)] (3) The state board shall ensure that standards adopted under Subsection [(1)] (2):
370          (a) meet or exceed generally recognized national standards for preparation of
371     educators[.]; and
372          (b) include requirements for educator preparation programs to:
373          (i) provide instruction in the science of reading; and
374          (ii) prepare license applicants to pass the required literacy preparation assessment at no
375     cost to the applicants for the preparation, including providing ongoing preparation for up to
376     three total attempts of the required literacy preparation assessment.
377          [(3)] (4) The state board shall designate an employee of the state board's staff to:
378          (a) work with education deans of state institutions of higher education to coordinate
379     [on-site monitoring of] university teacher preparation programs that may include:
380          (i) monitoring courses for university teacher preparation programs; and
381          (ii) working with course instructors for university teacher preparation programs; [and]
382          [(iii) interviewing students admitted to university teacher preparation programs;]
383          (b) act as a liaison between:
384          (i) the state board;
385          (ii) local school boards or charter school governing boards; and
386          (iii) representatives of university teacher preparation programs; and
387          (c) report the employee's findings and recommendations for the improvement of
388     teacher preparation programs to:
389          (i) the state board; and
390          (ii) education deans of state institutions of higher education.
391          [(4)] (5) The state board shall:
392          (a) in good faith, consider the findings and recommendations described in Subsection
393     [(3)] (4)(c); and

394          (b) in accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act,
395     make rules, as the state board determines is necessary, to implement recommendations
396     described in Subsection [(3)] (4)(c).
397          (6) Subject to legislative appropriations, the Utah Board of Higher Education shall:
398          (a) provide matching funds to each of the state's institutions of higher education with a
399     university teacher preparation program:
400          (i) to hire an additional faculty member who has training in the science of reading and
401     the science of reading instruction; and
402          (ii) in an amount equal to 75% of the cost of making the hire described in Subsection
403     (6)(a) if the institution provides 25% of the cost; and
404          (b) consult the state superintendent regarding:
405          (i) criteria for the hire described in Subsection (6)(a) that would qualify for a
406     distribution of funding; and
407          (ii) an individual institution's fulfillment of the criteria described in Subsection
408     (6)(b)(i) before distributing funding.
409          (7) An institution that hires an additional faculty member shall coordinate with the
410     science of reading panel described in Section 53E-3-1003 to include two members of the panel
411     in the institution's hiring process.
412          (8) The state board shall:
413          (a) monitor accreditation of university programs regarding the science of reading
414     preparation described in Subsection (3)(b) at the institutions described in Subsection (6)(a); and
415          (b) (i) develop strategies to provide support for preparation programs with low rates of
416     passage on the required literacy preparation assessment; and
417          (ii) provide increasing levels of support to a preparation program with low rates of
418     passage on the required literacy preparation assessment for two consecutive years.
419          Section 9. Section 53F-5-214 is amended to read:
420          53F-5-214. Grant for professional learning.
421          (1) Subject to legislative appropriations, the state board shall award grants to LEAs to

422     provide teachers in pre-kindergarten, kindergarten, and grades 1 through 3 with:
423          (a) professional learning opportunities in early literacy and mathematics[.]; and
424          (b) the required early literacy professional learning opportunity described in Subsection
425     (6).
426          (2) The state board shall award a grant described in [this section] Subsection (1)(a) to
427     an LEA that submits to the state board a completed application, as provided by the state board,
428     that includes a description of the evidence-based, based on assessment data, professional
429     learning opportunities the LEA will provide that are:
430          (a) aligned with the professional learning standards described in Section 53G-11-303;
431     and
432          (b) targeted to attaining the local and state early learning goals described in Section
433     53G-7-218.
434          (3) An LEA that receives a grant described in this section shall use the grant for the
435     purposes described in Subsection (2).
436          (4) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the
437     state board shall make rules to establish:
438          (a) required elements of the professional learning opportunities described in Subsection
439     (2); [and]
440          (b) a formula to determine an LEA's grant amount under this section[.], including
441     identifying the amount an LEA receives for:
442          (i) professional learning opportunities under Subsection (2); and
443          (ii) the required early literacy professional learning opportunity described in Subsection
444     (6); and
445          (c) specifications regarding the LEA's provision of the required early literacy
446     professional learning opportunity described in Subsection (6).
447          (5) The state board shall annually report to the Education Interim Committee on or
448     before the November interim committee meeting regarding the administration and outcomes of
449     the grant described in this section.

450          (6) (a) As used in this Subsection (6), "early literacy professional learning opportunity"
451     means the early literacy opportunity that the majority of recipients of grant funding under this
452     section used before the effective date of this bill to provide professional learning opportunities
453     in early literacy.
454          (b) (i) Except as described in Subsection (6)(b)(ii), the following shall complete the
455     early literacy professional learning opportunity before July 1, 2025, each:
456          (A) general and special education teacher in kindergarten through grade 3;
457          (B) district administrator over literacy;
458          (C) elementary school principal;
459          (D) school psychologist serving in an elementary school; and
460          (E) elementary school literacy coach who serves kindergarten through grade 3.
461          (ii) The following are exempt from the professional learning opportunity completion
462     requirement in Subsection (6)(b)(i):
463          (A) an educator who has already completed the early literacy professional learning
464     program;
465          (B) dual language immersion educators who teach in the target language;
466          (C) special education teachers who serve students with significant cognitive
467     disabilities;
468          (D) teachers within one year of retirement; and
469          (E) other similar educator roles as the state board identifies in board rule, made in
470     accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act.
471          (c) (i) Before the 2022-2023 school year, each LEA that serves elementary students
472     shall apply for grant funding under this subsection (6) to provide the early literacy professional
473     learning opportunity to each individual described in Subsection (6)(b)(i) within the LEA.
474          (ii) An LEA that receives a grant for use under this Subsection (6) shall:
475          (A) use the grant to provide the early literacy professional learning opportunity at the
476     maximum of the restricted rate for each educator described in Subsection (6)(b)(i) within the
477     LEA; and

478          (B) provide the early literacy professional learning opportunity as part of the educator's
479     contracted time or daily rate.
480          (d) In awarding grant funding under this section for the required early literacy
481     professional learning opportunity, the state board shall award funding to an LEA to provide the
482     opportunity to each individual described in Subsection (6)(c)(i), prioritizing applicants that
483     have not yet participated in the early literacy professional learning opportunity.
484          Section 10. Section 53F-5-215 is amended to read:
485          53F-5-215. Elementary teacher preparation assessment grant.
486          (1) As used in this section:
487          (a) "Educator preparation program" means the same as that term is defined in Section
488     53E-6-302.
489          [(a)] (b) "License" means a license that:
490          (i) is described in Section 53E-6-102; and
491          (ii) qualifies an individual to teach elementary school.
492          [(b) "Literacy]
493          (c) "Required literacy preparation assessment" means the same as that term is defined
494     in Section 53E-6-301.
495          (2) Beginning September 1, 2021, subject to legislative appropriations, the state board
496     shall award grants to [institutions of higher education] educator preparation programs for the
497     cost of the initial attempt of the required literacy preparation assessment for license applicants
498     graduating from the institution or completing the preparation program during the year relevant
499     to the grant.
500          (3) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the
501     state board may make rules to establish the license, type of license, or license concentration
502     eligible for the grant described in this section.
503          (4) [An institution of higher education] An educator preparation program may apply
504     for a grant described in this section by submitting to the state board an application, as provided
505     by the state board, including an estimate of the number and names of prospective license

506     applicants expected to graduate or complete the program in the year relevant to the grant
507     application.
508          (5) Notwithstanding Subsections (2) and (4), beginning July 1, 2020, and ending
509     August 31, 2021, the state board may award grants under this section to institutions of higher
510     education to pilot test a literacy preparation assessment.
511          (6) The state board shall annually report to the Education Interim Committee on or
512     before the November interim committee meeting regarding the administration and outcomes of
513     the grant described in this section.
514          Section 11. Section 53F-5-402 is amended to read:
515          53F-5-402. Partnerships for Student Success Grant Program established.
516          (1) There is created the Partnerships for Student Success Grant Program to improve
517     educational outcomes for low income students through the formation of cross sector
518     partnerships that use data to align and improve efforts focused on student success.
519          (2) Subject to legislative appropriations, the state board shall award grants to eligible
520     partnerships that enter into a memorandum of understanding between the members of the
521     eligible partnership to plan or implement a partnership that:
522          (a) establishes shared goals, outcomes, and measurement practices based on unique
523     community needs and interests that:
524          [(i) are aligned with the recommendations of the five- and ten-year plan to address
525     intergenerational poverty described in Section 35A-9-303; and]
526          [(ii) address,] (i) for students attending [a] an elementary school within an eligible
527     school feeder pattern, focus on:
528          (A) kindergarten readiness;
529          (B) [grade 3 mathematics and] reading proficiency[;], consistent with the science of
530     reading, as defined by the science of reading panel described in Section 53E-3-1003; and
531          (C) grade 3 mathematics; and
532          (ii) for students attending a secondary school within an eligible school feeder pattern,
533     focus on:

534          [(C)] (A) grade 8 mathematics and reading proficiency;
535          [(D)] (B) high school graduation;
536          [(E)] (C) postsecondary education attainment;
537          [(F)] (D) physical and mental health; and
538          [(G)] (E) development of career skills and readiness;
539          (b) coordinates and aligns services to:
540          (i) students attending schools within an eligible school feeder pattern; and
541          (ii) the families and communities of the students within an eligible school feeder
542     pattern;
543          (c) implements a system for:
544          (i) sharing data to monitor and evaluate shared goals and outcomes, in accordance with
545     state and federal law; and
546          (ii) accountability for shared goals and outcomes; and
547          (d) commits to providing matching funds as described in Section 53F-5-403.
548          (3) In making grant award determinations, the state board shall prioritize funding for an
549     eligible partnership that:
550          (a) focus on early literacy and mathematics;
551          [(a)] (b) includes a low performing school as determined by the state board; or
552          [(b)] (c) addresses parent and community engagement.
553          (4) In awarding grants under this part, the state board:
554          (a) shall distribute funds to the lead applicant designated by the eligible partnership as
555     described in Section 53F-5-401; and
556          (b) may not award more than $500,000 per fiscal year to an eligible partnership.
557          Section 12. Section 53G-10-306 is enacted to read:
558          53G-10-306. Science of reading curriculum.
559          Each LEA shall adopt science of reading curriculum and intervention programs as
560     advised by the science of reading panel described in Section 53E-3-1003.
561          Section 13. Section 53G-11-303 is amended to read:

562          53G-11-303. Professional learning standards.
563          (1) As used in this section[, "professional]:
564          (a) "Evidence-based" means that a strategy demonstrates a statistically significant
565     effect, of at least a 0.40 effect size, on improving student outcomes based on:
566          (i) strong evidence from at least one well-designed and well-implemented experimental
567     study, as the state board further defines; or
568          (ii) moderate evidence from at least one well-designed and well-implemented
569     quasi-experimental study, as the state board further defines.
570          (b) "Evidence-informed" means that a strategy:
571          (i) is developed using high-quality research outside of a controlled setting in the given
572     field, as the state board further defines; and
573          (ii) includes strategies and activities with a strong scientific basis for use, as the state
574     board further defines.
575          (c) "Professional learning" means a comprehensive, sustained, and evidence-based
576     approach to improving teachers' and principals' effectiveness in raising student achievement.
577          (2) A school district or charter school shall implement high quality professional
578     learning that meets the following standards:
579          (a) professional learning occurs within learning communities committed to continuous
580     improvement, individual and collective responsibility, and goal alignment;
581          (b) professional learning requires skillful leaders who develop capacity, advocate, and
582     create support systems, for professional learning;
583          (c) professional learning requires prioritizing, monitoring, and coordinating resources
584     for educator learning;
585          (d) professional learning uses a variety of sources and types of student, educator, and
586     system data to plan, assess, and evaluate professional learning;
587          (e) professional learning integrates theories, research, and models of human learning to
588     achieve its intended outcomes;
589          (f) professional learning applies research on change and sustains support for

590     implementation of professional learning for long-term change;
591          (g) professional learning aligns its outcomes with:
592          (i) performance standards for teachers and school administrators as described in rules
593     of the state board; and
594          (ii) performance standards for students as described in the core standards for Utah
595     public schools adopted by the state board pursuant to Section 53E-4-202; [and]
596          (h) professional learning:
597          (i) incorporates the use of technology in the design, implementation, and evaluation of
598     high quality professional learning practices; and
599          (ii) includes targeted professional learning on the use of technology devices to enhance
600     the teaching and learning environment and the integration of technology in content delivery[.];
601     and
602          (i) professional learning uses evidence-informed core materials and evidence-based
603     instructional practices and intervention materials.
604          (3) School districts and charter schools shall use money appropriated by the Legislature
605     for professional learning or federal grant money awarded for professional learning to
606     implement professional learning that meets the standards specified in Subsection (2).
607          (4) The state board, ULEAD, as that term is defined in Section 53E-10-701, and the
608     Center for the School of the Future, established in Section 53B-18-801, shall jointly, in
609     collaboration with an independent university-based research center, develop and maintain a
610     repository of evidence-based practice and evidence-informed intervention materials to support
611     school districts and charter schools in meeting the standards described in Subsection (2).
612          [(4)] (5) (a) In the fall of 2014, the state board, through the state superintendent, and in
613     collaboration with an independent consultant acquired through a competitive bid process, shall
614     conduct a statewide survey of school districts and charter schools to:
615          (i) determine the current state of professional learning for educators as aligned with the
616     standards specified in Subsection (2);
617          (ii) determine the effectiveness of current professional learning practices; and

618          (iii) identify resources to implement professional learning as described in Subsection
619     (2).
620          (b) The state board shall select a consultant from bidders who have demonstrated
621     successful experience in conducting a statewide analysis of professional learning.
622          (c) (i) Annually in the fall, beginning in 2015 through 2020, the state board, through
623     the state superintendent, in conjunction with school districts and charter schools, shall gather
624     and use data to determine the impact of professional learning efforts and resources.
625          (ii) Data used to determine the impact of professional learning efforts and resources
626     under Subsection [(4)] (5)(c)(i) shall include:
627          (A) student achievement data;
628          (B) educator evaluation data; and
629          (C) survey data.
630          Section 14. Section 53G-11-305 is enacted to read:
631          53G-11-305. Professional learning in change management.
632          (1) The state board shall provide the individuals described in Subsection (2) with
633     professional learning regarding change management.
634          (2) Each elementary principal and a principal supervisor, member of LEA leadership,
635     and LEA literacy specialist shall complete the professional learning described in Subsection (1)
636     before July 1, 2027.
637          (3) The state board may make rules, in accordance with Title 63G, Chapter 3, Utah
638     Administrative Rulemaking Act, to establish a process for the delivery and completion of the
639     professional learning described in this section.
640          Section 15. Revisor instructions.
641          The Legislature intends that the Office of Legislative Research and General Counsel, in
642     preparing the Utah Code database for publication, replace the reference in Section 53E-3-1003,
643     from "this bill" to the bill's designated chapter number in the Laws of Utah.