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7 LONG TITLE
8 General Description:
9 This bill amends and establishes programs to emphasize literacy in kindergarten
10 through grade 3.
11 Highlighted Provisions:
12 This bill:
13 ▸ defines terms;
14 ▸ requires the state board to establish strategies and administer programs to improve
15 early literacy outcomes in kindergarten through grade 3, including:
16 • providing statewide and regional support in literacy coaching and professional
17 learning in early literacy;
18 • establishing a panel with expertise in the science of reading and the science of
19 reading instruction;
20 • partnering with a private business or nonprofit organization to annually provide
21 personal, home-use books to certain students;
22 • leveraging community engagement in literacy; and
23 • contracting with organizations with expertise in coordinating community
24 resources;
25 ▸ requires the use of diagnostic assessments to target interventions for students
26 lacking competency in a reading skill;
27 ▸ allows for exceptions for a literacy preparation assessment requirement;
28 ▸ amends provisions regarding teacher preparation programs;
29 ▸ requires the Utah Board of Higher Education to consult with the state
30 superintendent of public instruction to ensure fulfillment of certain conditions
31 before distributing additional funding to institutions of higher education to hire
32 additional faculty with training and experience in the science of reading;
33 ▸ requires local education agencies (LEAs) to apply to the state board for grant
34 funding to provide professional learning in early literacy to educators serving in
35 kindergarten through grade 3;
36 ▸ amends provisions regarding partnerships that qualify under the Partnerships for
37 Student Success Grant Program;
38 ▸ requires LEAs to adopt science of reading curriculum and intervention programs;
39 ▸ requires the state board, the Utah Leading through Effective, Actionable, and
40 Dynamic Education collaborative effort, and the Center for the School of the Future
41 at Utah State University to develop a repository of materials to support LEAs in
42 evidence-based practices for science of reading instruction;
43 ▸ requires current and prospective elementary school principals to pass a literacy
44 preparation assessment; and
45 ▸ makes technical and conforming changes.
46 Money Appropriated in this Bill:
47 None
48 Other Special Clauses:
49 This bill provides revisor instructions.
50 Utah Code Sections Affected:
51 AMENDS:
52 53E-1-201, as last amended by Laws of Utah 2021, Chapters 64, 251, and 351
53 53E-4-307, as last amended by Laws of Utah 2020, Fifth Special Session, Chapter 14
54 53E-6-301, as last amended by Laws of Utah 2020, Chapters 174 and 408
55 53E-6-302, as last amended by Laws of Utah 2020, Chapter 408
56 53F-5-214, as enacted by Laws of Utah 2020, Chapter 174 and last amended by
57 Coordination Clause, Laws of Utah 2020, Chapter 362
58 53F-5-215, as enacted by Laws of Utah 2020, Chapter 174
59 53F-5-402, as last amended by Laws of Utah 2019, Chapter 186
60 53G-11-303, as last amended by Laws of Utah 2019, Chapter 293
61 ENACTS:
62 53E-3-1001, Utah Code Annotated 1953
63 53E-3-1002, Utah Code Annotated 1953
64 53E-3-1003, Utah Code Annotated 1953
65 53E-3-1004, Utah Code Annotated 1953
66 53G-10-306, Utah Code Annotated 1953
67 53G-11-305, Utah Code Annotated 1953
68 Utah Code Sections Affected by Revisor Instructions:
69 53E-3-1003, Utah Code Annotated 1953
70 53G-11-305, Utah Code Annotated 1953
71
72 Be it enacted by the Legislature of the state of Utah:
73 Section 1. Section 53E-1-201 is amended to read:
74 53E-1-201. Reports to and action required of the Education Interim Committee.
75 (1) In accordance with applicable provisions and Section 68-3-14, the following
76 recurring reports are due to the Education Interim Committee:
77 (a) the report described in Section 9-22-109 by the STEM Action Center Board,
78 including the information described in Section 9-22-113 on the status of the computer science
79 initiative and Section 9-22-114 on the Computing Partnerships Grants Program;
80 (b) the prioritized list of data research described in Section 35A-14-302 and the report
81 on research described in Section 35A-14-304 by the Utah Data Research Center;
82 (c) the report described in Section 35A-15-303 by the State Board of Education on
83 preschool programs;
84 (d) the report described in Section 53B-1-402 by the Utah Board of Higher Education
85 on career and technical education issues and addressing workforce needs;
86 (e) the annual report of the Utah Board of Higher Education described in Section
87 53B-1-402;
88 (f) the reports described in Section 53B-28-401 by the Utah Board of Higher Education
89 regarding activities related to campus safety;
90 (g) the State Superintendent's Annual Report by the state board described in Section
91 53E-1-203;
92 (h) the annual report described in Section 53E-2-202 by the state board on the strategic
93 plan to improve student outcomes;
94 (i) the report described in Section 53E-8-204 by the state board on the Utah Schools for
95 the Deaf and the Blind;
96 (j) the report described in Section 53E-10-703 by the Utah Leading through Effective,
97 Actionable, and Dynamic Education director on research and other activities;
98 (k) the report described in Section 53F-4-203 by the state board and the independent
99 evaluator on an evaluation of early interactive reading software;
100 (l) the report described in Section 53F-4-407 by the state board on UPSTART;
101 (m) the reports described in Sections 53F-5-214, 53F-5-214.1, and 53F-5-215 by the
102 state board related to grants for professional learning and grants for an elementary teacher
103 preparation assessment; and
104 (n) the report described in Section 53F-5-405 by the State Board of Education
105 regarding an evaluation of a partnership that receives a grant to improve educational outcomes
106 for students who are low income.
107 (2) In accordance with applicable provisions and Section 68-3-14, the following
108 occasional reports are due to the Education Interim Committee:
109 (a) the report described in Section 35A-15-303 by the School Readiness Board by
110 November 30, 2020, on benchmarks for certain preschool programs;
111 (b) the report described in Section 53B-28-402 by the Utah Board of Higher Education
112 on or before the Education Interim Committee's November 2021 meeting;
113 (c) the reports described in Section 53E-3-520 by the state board regarding cost centers
114 and implementing activity based costing;
115 (d) if required, the report described in Section 53E-4-309 by the state board explaining
116 the reasons for changing the grade level specification for the administration of specific
117 assessments;
118 (e) if required, the report described in Section 53E-5-210 by the state board of an
119 adjustment to the minimum level that demonstrates proficiency for each statewide assessment;
120 (f) in 2022 and in 2023, on or before November 30, the report described in Subsection
121 53E-10-309(7) related to the PRIME pilot program;
122 (g) the report described in Section 53E-10-702 by Utah Leading through Effective,
123 Actionable, and Dynamic Education;
124 (h) if required, the report described in Section 53F-2-513 by the state board evaluating
125 the effects of salary bonuses on the recruitment and retention of effective teachers in high
126 poverty schools;
127 [
128
129 [
130 Improvement Opportunities Outside of the Regular School Day Grant Program;
131 [
132 that LEAs charge during the 2020-2021 school year;
133 [
134 proposed rules and results related to educator exit surveys;
135 [
136 Abuse and Mental Health, the State Board of Education, and the Department of Health
137 regarding recommendations related to Medicaid reimbursement for school-based health
138 services; and
139 [
140 Strategic Planning Commission.
141 Section 2. Section 53E-3-1001 is enacted to read:
142 53E-3-1001. Statewide goal -- Emphasis on early literacy.
143 To achieve a strenuous statewide goal of 70% in third grade-level proficiency on the
144 state-administered reading assessment by July 1, 2027, the state board shall:
145 (1) analyze, align, and target resources, including digital software and tools, in existing
146 state programs and the programs enacted in this bill, as appropriate, to support early literacy
147 within the state; and
148 (2) identify opportunities to incentivize and support LEAs and elementary schools to
149 analyze data, align plans, and target resources from existing local and LEA programs to support
150 early literacy within the state, resulting in a comprehensive statewide alignment of early
151 literacy plans.
152 Section 3. Section 53E-3-1002 is enacted to read:
153 53E-3-1002. Literacy coaching -- Professional learning.
154 (1) Subject to legislative appropriations, the state board shall provide, train, and assign
155 literacy coaches to schools with low literacy achievement performance to provide early literacy
156 coaching to teachers in kindergarten through grade 3, in accordance with this section.
157 (2) The state board shall make rules, in accordance with Title 63G, Chapter 3, Utah
158 Administrative Rulemaking Act, to:
159 (a) establish criteria to determine which schools qualify for early literacy coaching,
160 prioritizing coaching among:
161 (i) schools that participate in partnerships that receive grants under Title 53F, Chapter
162 5, Part 4, Partnerships for Student Success Grant Program; and
163 (ii) schools that fall within the bottom 25% of all schools in literacy achievement
164 performance, as the state board further defines;
165 (b) establish minimum qualifications for early literacy coach positions to ensure
166 adequate preparation with necessary expertise; and
167 (c) define lines of authority and responsibility between a literacy coach, the school
168 principal, the LEA, and the state board.
169 (3) The state board shall:
170 (a) ensure that one staff position supervises early literacy coaches statewide; and
171 (b) annually review coaching placements and adjust placements as necessary, based on
172 the school's literacy achievement performance and the criteria established under Subsection (2).
173 (4) The state board shall provide professional learning support in early literacy by:
174 (a) facilitating professional learning opportunities to support literacy coaches statewide
175 that includes knowledge and skill development in adult learning practices, job-embedded
176 coaching, and family engagement;
177 (b) providing professional learning regional consultants to:
178 (i) support LEAs and regional education service agencies in designing, facilitating,
179 monitoring, and adjusting professional learning in early literacy that aligns with the
180 professional learning standards described in Section 53G-11-303; and
181 (ii) serve a cohort of LEAs within a geographic region of the state; and
182 (c) providing statewide professional learning to support the use of collective efficacy,
183 including the implementation of professional learning communities and school leadership
184 teams through 2027.
185 Section 4. Section 53E-3-1003 is enacted to read:
186 53E-3-1003. Science of reading panel.
187 (1) As used in this section:
188 (a) "Educator preparation program" means:
189 (i) a university teacher education program; or
190 (ii) a program that prepares individuals using an alternative pathway to licensure, as the
191 state board provides.
192 (b) "Panel" means the science of reading panel that the state board establishes in
193 accordance with this section.
194 (c) "University teacher preparation program" means a program described in Section
195 53E-6-302.
196 (2) The state board shall establish an expert science of reading panel consisting of up to
197 six experts who have:
198 (a) knowledge and a research background in the science of reading and the science of
199 reading instruction; and
200 (b) experience translating the science of reading into effective reading instructional
201 practices.
202 (3) The panel shall:
203 (a) meet no less than once every two months;
204 (b) provide expertise to and advise the state board on implementation of:
205 (i) the early literacy emphases described in Section 53E-3-1001; and
206 (ii) educator preparation programs;
207 (c) provide advanced professional learning opportunities in the science of reading and
208 the science of reading instruction for public schools and educator preparation programs as
209 needed to expand statewide capacity;
210 (d) partner with ULEAD, as that term is defined in Section 53E-10-701, to develop and
211 implement an online repository of digital science of reading and science of reading instruction
212 resources that is accessible to public school teachers, school leaders, parents, and educator
213 preparation programs and associated faculty;
214 (e) develop professional learning modules to support teachers and school leaders to
215 pass the literary preparation assessment, as that term is defined in Section 53E-6-302;
216 (f) coordinate with educator preparation programs, university teacher preparation
217 program faculty, deans of education, and literacy leadership fellows to advance the science of
218 reading and the science of reading instruction; and
219 (g) take part in the hiring of the additional faculty members described in Subsection
220 53E-6-302(6) with two panel members participating in the hiring process.
221 (4) The state board may assign panel members to conduct periodic reviews of:
222 (a) student outcome data;
223 (b) science of reading and science of reading instruction implementation fidelity in
224 public schools and educator preparation programs through onsite visits; and
225 (c) advise LEAs regarding the science of reading and the science of reading instruction
226 curriculum and intervention programs.
227 (5) (a) The salary and expenses of a council member who is a legislator shall be paid in
228 accordance with Section 36-2-2 and Legislative Joint Rules, Title 5, Chapter 3, Legislator
229 Compensation.
230 (b) A panel member who is not a legislator:
231 (i) may not receive compensation or benefits for the member's service on the panel; and
232 (ii) may receive per diem and reimbursement for travel expenses that the panel member
233 incurs as a panel member at the rates that the Division of Finance establishes under:
234 (A) Sections 63A-3-106 and 63A-3-107; and
235 (B) rules that the Division of Finance makes under Sections 63A-3-106 and
236 63A-3-107.
237 (6) (a) A majority of the panel members constitutes a quorum.
238 (b) The action of a majority of a quorum constitutes an action of the panel.
239 (7) The state board shall provide staff support to the panel.
240 Section 5. Section 53E-3-1004 is enacted to read:
241 53E-3-1004. Community engagement for early literacy.
242 (1) The state board shall:
243 (a) partner with a private business or nonprofit organization to annually provide
244 personal, home-use, age-appropriate printed books or digital books with accompanying
245 electronic reading devices to students:
246 (i) who attend:
247 (A) a school that participates in partnerships that receive grants under Title 53F,
248 Chapter 5, Part 4, Partnerships for Student Success Grant Program; or
249 (B) a Title I school, as that term is defined in Section 53F-2-523; and
250 (ii) at a minimum, in kindergarten through grade 3; and
251 (b) provide students a choice of language where possible.
252 (2) The state board shall develop and promote a website that provides resources for
253 teachers and other educational support personnel to support targeted activities and strategies for
254 parents to support at-home reading.
255 (3) The state board shall contract with one or more organizations that have expertise in
256 coordinating community resources to:
257 (a) provide training and coaching to community, school, and parent engagement
258 coordinators; and
259 (b) for a school that is not participating in a partnership that receives a grant under Title
260 53F, Chapter 5, Part 4, Partnerships for Student Success Grant Program:
261 (i) assess the presence of existing community school infrastructure; and
262 (ii) provide necessary supports for parent, community, and business engagement,
263 including services and coordination support.
264 Section 6. Section 53E-4-307 is amended to read:
265 53E-4-307. Benchmark assessments in reading -- Report to parent.
266 (1) As used in this section[
267 (a) "Competency" means a demonstrable acquisition of a specified knowledge, skill, or
268 ability that has been organized into a hierarchical arrangement leading to higher levels of
269 knowledge, skill, or ability.
270 (b) "Diagnostic assessment" means an assessment that measures key literacy skills,
271 including phonemic awareness, sound-symbol recognition, alphabet knowledge, decoding and
272 encoding skills, and comprehension, to determine a student's specific strengths and weaknesses
273 in a skill area.
274 (c) "Evidence-based" means the same as that term is defined in Section 53G-11-303.
275 (d) "Evidence-informed" means the same as that term is defined in Section
276 53G-11-303.
277 (2) The state board shall approve a benchmark assessment for use statewide by school
278 districts and charter schools to assess the reading competency of students in grades 1 through 6
279 as provided by this section.
280 (3) A school district or charter school shall:
281 (a) administer benchmark assessments to students in grades 1, 2, and 3 at the
282 beginning, middle, and end of the school year using the benchmark assessment approved by the
283 state board; and
284 (b) after administering a benchmark assessment, report the results to a student's parent.
285 (4) If a benchmark assessment or supplemental reading assessment indicates a student
286 lacks competency in a reading skill, or is lagging behind other students in the student's grade in
287 acquiring a reading skill, the school district or charter school shall:
288 (a) administer diagnostic assessments to the student;
289 [
290 individualized intervention to develop the reading skill;
291 [
292 levels for the benchmark assessment to measure the success of the focused intervention;
293 [
294 student to assist the student in improving reading proficiency; [
295 [
296 to the student outside of the regular school day that may include tutoring, before and after
297 school programs, or summer school[
298 (f) provide instructional materials that are evidence-informed for core instruction and
299 evidence-based for intervention and supplemental instruction.
300 (5) (a) In accordance with Section 53F-4-201 and except as provided in Subsection
301 (5)(b), the state board shall contract with one or more educational technology providers for a
302 benchmark assessment system for reading for students in kindergarten through grade 6.
303 (b) If revenue is insufficient for the benchmark assessment system for the grades
304 described in Subsection (5)(a), the state board shall first prioritize funding a benchmark
305 assessment for students in kindergarten through grade 3.
306 Section 7. Section 53E-6-301 is amended to read:
307 53E-6-301. Qualifications of applicants for licenses -- Changes in qualifications.
308 (1) As used in this section [
309 (a) "Literacy preparation assessment" means an examination that [
310 an individual's knowledge of the science of reading, related to literacy instruction for an
311 individual who teaches preschool, elementary school, or special education.
312 (b) "Required literacy preparation assessment" means a literacy preparation assessment
313 that the state board uses to determine the qualifications of license applicants.
314 (2) The state board shall establish by rule made in accordance with Title 63G, Chapter
315 3, Utah Administrative Rulemaking Act, the scholarship, training, and experience required of
316 license applicants.
317 (3) (a) The state board shall announce any increase in the requirements when made.
318 (b) An increase in requirements shall become effective not less than one year from the
319 date of the announcement.
320 (4) The state board may determine by examination or otherwise the qualifications of
321 license applicants.
322 (5) If the state board uses [
323 under Subsection (4) [
324 (a) (i) the state board shall make rules to allow an LEA to hire a license applicant who
325 does not successfully pass the required literacy preparation assessment for a limited duration
326 pending successful passage; and
327 [
328 described in Section 53E-6-201 until the license applicant successfully passes the required
329 literacy preparation assessment[
330 (b) the state board may make rules in accordance with Title 63G, Chapter 3, Utah
331 Administrative Rulemaking Act, to:
332 (i) establish exemptions for the required literacy preparation assessment; and
333 (ii) develop a pathway to demonstrate early literacy competency as an exception to the
334 requirement to pass the required literacy preparation assessment.
335 Section 8. Section 53E-6-302 is amended to read:
336 53E-6-302. Teacher preparation programs.
337 (1) As used in this section, "required literary preparation assessment" means the same
338 as that term is defined in Section 53E-6-301.
339 [
340 Act, the state board shall make rules that establish standards for approval of a preparation
341 program.
342 [
343 (a) meet or exceed generally recognized national standards for preparation of
344 educators[
345 (b) include requirements for preparation programs to:
346 (i) provide instruction in the science of reading; and
347 (ii) prepare license applicants to pass the required literacy preparation assessment at no
348 cost to the applicants, including providing ongoing support for up to three total attempts of the
349 required literacy preparation assessment.
350 [
351 (a) work with education deans of state institutions of higher education to coordinate
352 on-site monitoring of teacher preparation programs that may include:
353 (i) monitoring courses for teacher preparation programs;
354 (ii) working with course instructors for teacher preparation programs; and
355 (iii) interviewing students admitted to teacher preparation programs;
356 (b) act as a liaison between:
357 (i) the state board;
358 (ii) local school boards or charter school governing boards; and
359 (iii) representatives of teacher preparation programs; and
360 (c) report the employee's findings and recommendations for the improvement of
361 teacher preparation programs to:
362 (i) the state board; and
363 (ii) education deans of state institutions of higher education.
364 [
365 (a) in good faith, consider the findings and recommendations described in Subsection
366 [
367 (b) in accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act,
368 make rules, as the state board determines is necessary, to implement recommendations
369 described in Subsection [
370 (6) Subject to legislative appropriations, the Utah Board of Higher Education shall:
371 (a) provide matching funds to each of the state's institutions of higher education with a
372 teacher preparation program:
373 (i) to hire an additional faculty member who has training in the science of reading and
374 the science of reading instruction; and
375 (ii) in an amount equal to 75% of the cost of making the hire described in Subsection
376 (6)(a) if the institution provides 25% of the cost; and
377 (b) consult the state superintendent regarding:
378 (i) criteria for the hire described in Subsection (6)(a) that would qualify for a
379 distribution of funding; and
380 (ii) an individual institution's fulfillment of the criteria described in Subsection
381 (6)(b)(i) before distributing funding.
382 (7) An institution that hires an additional faculty member shall coordinate with the
383 science of reading panel described in Section 53E-3-1003 to include two members of the panel
384 in the institution's hiring process.
385 (8) The state board shall:
386 (a) monitor accreditation of university programs regarding the science of reading
387 preparation described in Subsection (3)(b) at the institutions described in Subsection (6)(a); and
388 (b) (i) develop strategies to provide support for preparation programs with low rates of
389 passage on the required literacy preparation assessment; and
390 (ii) provide increasing levels of support to a preparation program with low rates of
391 passage on the required literacy preparation assessment for two consecutive years.
392 Section 9. Section 53F-5-214 is amended to read:
393 53F-5-214. Grant for professional learning.
394 (1) Subject to legislative appropriations, the state board shall award grants to:
395 (a) LEAs to provide teachers in pre-kindergarten, kindergarten, and grades 1 through 3
396 with professional learning opportunities in early literacy and mathematics[
397 (b) the required early literacy professional learning opportunity described in Subsection
398 (6).
399 (2) The state board shall award a grant described in this section to an LEA that submits
400 to the state board a completed application, as provided by the state board, that includes a
401 description of the evidence-based, based on assessment data, professional learning
402 opportunities the LEA will provide that are:
403 (a) aligned with the professional learning standards described in Section 53G-11-303;
404 and
405 (b) targeted to attaining the local and state early learning goals described in Section
406 53G-7-218.
407 (3) An LEA that receives a grant described in this section shall use the grant for the
408 purposes described in Subsection (2).
409 (4) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the
410 state board shall make rules to establish:
411 (a) required elements of the professional learning opportunities described in Subsection
412 (2); [
413 (b) a formula to determine an LEA's grant amount under this section[
414 identifying the amount an LEA receives for:
415 (i) professional learning opportunities under Subsection (2); and
416 (ii) the required early literacy professional learning opportunity described in Subsection
417 (6); and
418 (c) specifications regarding the LEA's provision of the required early literacy
419 professional learning opportunity described in Subsection (6).
420 (5) The state board shall annually report to the Education Interim Committee on or
421 before the November interim committee meeting regarding the administration and outcomes of
422 the grant described in this section.
423 (6) (a) As used in this Subsection (6), "early literacy professional learning opportunity"
424 means the early literacy opportunity that the majority of recipients of grant funding under this
425 section used before the effective date of this bill to provide professional learning opportunities
426 in early literacy.
427 (b) (i) Except as described in Subsection (6)(b)(ii), the following shall complete the
428 early literacy professional learning opportunity before July 1, 2025, each:
429 (A) general and special education teacher in kindergarten through grade 3;
430 (B) district administrator over literacy;
431 (C) elementary school principal;
432 (D) school psychologist serving in an elementary school; and
433 (E) elementary school literacy coach who serves kindergarten through grade 3.
434 (ii) The following are exempt from the professional learning opportunity completion
435 requirement in Subsection (6)(b)(i):
436 (A) an educator who has already completed the early literacy professional learning
437 program;
438 (B) dual language immersion educators who teach in the target language;
439 (C) special education teachers who serve students with significant cognitive
440 disabilities;
441 (D) teachers within one year of retirement; and
442 (E) other similar educator roles as the state board identifies in board rule, made in
443 accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act.
444 (c) (i) Before the 2022-2023 school year, each LEA shall apply for grant funding under
445 this subsection (6) to provide the early literacy professional learning opportunity to each
446 individual described in Subsection (6)(b)(i) within the LEA.
447 (ii) An LEA that receives a grant for use under this Subsection (6) shall:
448 (A) use the grant to provide the early literacy professional learning opportunity for each
449 educator described in Subsection (6)(b)(i) within the LEA; and
450 (B) provide the early literacy professional learning opportunity as part of the educator's
451 contracted time or daily rate.
452 (d) In awarding grant funding under this section for the required early literacy
453 professional learning opportunity, the state board shall award funding to an LEA to provide the
454 opportunity to each individual described in Subsection (6)(c)(i), prioritizing applicants that
455 have not yet participated in the early literacy professional learning opportunity.
456 Section 10. Section 53F-5-215 is amended to read:
457 53F-5-215. Elementary teacher preparation assessment grant.
458 (1) As used in this section:
459 (a) "License" means a license that:
460 (i) is described in Section 53E-6-102; and
461 (ii) qualifies an individual to teach elementary school.
462 (b) [
463 is defined in Section 53E-6-301.
464 (2) Beginning September 1, 2021, subject to legislative appropriations, the state board
465 shall award grants to institutions of higher education for the cost of the initial attempt of the
466 required literacy preparation assessment for license applicants graduating from the institution
467 during the year relevant to the grant.
468 (3) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the
469 state board may make rules to establish the license, type of license, or license concentration
470 eligible for the grant described in this section.
471 (4) [
472 is defined in Section 53E-3-1003, may apply for a grant described in this section by submitting
473 to the state board an application, as provided by the state board, including an estimate of the
474 number and names of prospective license applicants expected to graduate in the year relevant to
475 the grant application.
476 (5) Notwithstanding Subsections (2) and (4), beginning July 1, 2020, and ending
477 August 31, 2021, the state board may award grants under this section to institutions of higher
478 education to pilot test a required literacy preparation assessment.
479 (6) The state board shall annually report to the Education Interim Committee on or
480 before the November interim committee meeting regarding the administration and outcomes of
481 the grant described in this section.
482 Section 11. Section 53F-5-402 is amended to read:
483 53F-5-402. Partnerships for Student Success Grant Program established.
484 (1) There is created the Partnerships for Student Success Grant Program to improve
485 educational outcomes for low income students through the formation of cross sector
486 partnerships that use data to align and improve efforts focused on student success.
487 (2) Subject to legislative appropriations, the state board shall award grants to eligible
488 partnerships that enter into a memorandum of understanding between the members of the
489 eligible partnership to plan or implement a partnership that:
490 (a) establishes shared goals, outcomes, and measurement practices based on unique
491 community needs and interests that:
492 [
493
494 [
495 school feeder pattern, focus on:
496 (A) kindergarten readiness;
497 (B) [
498 reading, as defined by the science of reading panel described in Section 53E-3-1003; and
499 (C) grade 3 mathematics; and
500 (ii) for students attending a second school within an eligible school feeder pattern,
501 focus on:
502 [
503 [
504 [
505 [
506 [
507 (b) coordinates and aligns services to:
508 (i) students attending schools within an eligible school feeder pattern; and
509 (ii) the families and communities of the students within an eligible school feeder
510 pattern;
511 (c) implements a system for:
512 (i) sharing data to monitor and evaluate shared goals and outcomes, in accordance with
513 state and federal law; and
514 (ii) accountability for shared goals and outcomes; and
515 (d) commits to providing matching funds as described in Section 53F-5-403.
516 (3) In making grant award determinations, the state board shall prioritize funding for an
517 eligible partnership that:
518 (a) focus on early literacy and mathematics;
519 [
520 [
521 (4) In awarding grants under this part, the state board:
522 (a) shall distribute funds to the lead applicant designated by the eligible partnership as
523 described in Section 53F-5-401; and
524 (b) may not award more than $500,000 per fiscal year to an eligible partnership.
525 Section 12. Section 53G-10-306 is enacted to read:
526 53G-10-306. Science of reading curriculum.
527 Each LEA shall adopt science of reading curriculum and intervention programs as
528 advised by the science of reading panel described in Section 53E-3-1003.
529 Section 13. Section 53G-11-303 is amended to read:
530 53G-11-303. Professional learning standards.
531 (1) As used in this section[
532 (a) "Evidence-based" means that a strategy demonstrates a statistically significant
533 effect, of at least a 0.40 effect size, on improving student outcomes based on:
534 (i) strong evidence from at least one well-designed and well-implemented experimental
535 study, as the state board further defines; or
536 (ii) moderate evidence from at least one well-designed and well-implemented
537 quasi-experimental study, as the state board further defines.
538 (b) "Evidence-informed" means that a strategy:
539 (i) is developed using high-quality research outside of a controlled setting in the given
540 field, as the state board further defines; and
541 (ii) includes strategies and activities with a strong scientific basis for use, as the state
542 board further defines.
543 (c) "Professional learning" means a comprehensive, sustained, and evidence-based
544 approach to improving teachers' and principals' effectiveness in raising student achievement.
545 (2) A school district or charter school shall implement high quality professional
546 learning that meets the following standards:
547 (a) professional learning occurs within learning communities committed to continuous
548 improvement, individual and collective responsibility, and goal alignment;
549 (b) professional learning requires skillful leaders who develop capacity, advocate, and
550 create support systems, for professional learning;
551 (c) professional learning requires prioritizing, monitoring, and coordinating resources
552 for educator learning;
553 (d) professional learning uses a variety of sources and types of student, educator, and
554 system data to plan, assess, and evaluate professional learning;
555 (e) professional learning integrates theories, research, and models of human learning to
556 achieve its intended outcomes;
557 (f) professional learning applies research on change and sustains support for
558 implementation of professional learning for long-term change;
559 (g) professional learning aligns its outcomes with:
560 (i) performance standards for teachers and school administrators as described in rules
561 of the state board; and
562 (ii) performance standards for students as described in the core standards for Utah
563 public schools adopted by the state board pursuant to Section 53E-4-202; [
564 (h) professional learning:
565 (i) incorporates the use of technology in the design, implementation, and evaluation of
566 high quality professional learning practices; and
567 (ii) includes targeted professional learning on the use of technology devices to enhance
568 the teaching and learning environment and the integration of technology in content delivery[
569 and
570 (i) professional learning uses evidence-informed core materials and evidence-based
571 instructional practices and intervention materials.
572 (3) School districts and charter schools shall use money appropriated by the Legislature
573 for professional learning or federal grant money awarded for professional learning to
574 implement professional learning that meets the standards specified in Subsection (2).
575 (4) The state board, ULEAD, as that term is defined in Section 53E-10-701, and the
576 Center for the School of the Future, established in Section 53B-18-801, shall jointly, in
577 collaboration with an independent university-based research center, develop and maintain a
578 repository of evidence-based practice and evidence-informed intervention materials to support
579 school districts and charter schools in meeting the standards described in Subsection (2).
580 [
581 collaboration with an independent consultant acquired through a competitive bid process, shall
582 conduct a statewide survey of school districts and charter schools to:
583 (i) determine the current state of professional learning for educators as aligned with the
584 standards specified in Subsection (2);
585 (ii) determine the effectiveness of current professional learning practices; and
586 (iii) identify resources to implement professional learning as described in Subsection
587 (2).
588 (b) The state board shall select a consultant from bidders who have demonstrated
589 successful experience in conducting a statewide analysis of professional learning.
590 (c) (i) Annually in the fall, beginning in 2015 through 2020, the state board, through
591 the state superintendent, in conjunction with school districts and charter schools, shall gather
592 and use data to determine the impact of professional learning efforts and resources.
593 (ii) Data used to determine the impact of professional learning efforts and resources
594 under Subsection [
595 (A) student achievement data;
596 (B) educator evaluation data; and
597 (C) survey data.
598 Section 14. Section 53G-11-305 is enacted to read:
599 53G-11-305. Literacy preparation assessment for principals.
600 (1) As used in this section:
601 (a) "Current elementary school principal" means an individual who is serving as an
602 elementary school principal on the effective date of this bill.
603 (b) "Prospective elementary school principal" means an individual who is not serving
604 as an elementary school principal on the effective date of this bill.
605 (c) "Required literacy preparation assessment" means the same as that term is defined
606 in Section 53E-6-301.
607 (2) (a) Except as provided in Subsection (2)(b):
608 (i) each current elementary school principal shall pass the required literacy preparation
609 assessment before April 1, 2027; and
610 (ii) a prospective elementary school principal shall pass the required literacy
611 preparation assessment before becoming an elementary school principal.
612 (b) (i) An individual's passage of the required literacy preparation assessment to obtain
613 an educator license under Section 53E-6-301 satisfies the assessment requirement in
614 Subsection (2)(a).
615 (ii) An individual is exempt from the assessment requirement in Subsection (2)(a) if
616 the individual completes the demonstrated competency pathway described in Subsection (3)(b).
617 (3) The state board shall make rules, in accordance with Title 63G, Chapter 3, Utah
618 Administrative Rulemaking Act, to:
619 (a) establish requirements and procedures for satisfying the requirement described in
620 Subsection (2)(a);
621 (b) establish a pathway for current and prospective elementary school principals to
622 demonstrate literacy competency in lieu of satisfying the assessment requirement in Subsection
623 (2)(a); and
624 (c) establish a process to fund the required literacy preparation assessment for:
625 (i) certain current elementary school principals; and
626 (ii) prospective elementary school principals.
627 Section 15. Revisor instructions.
628 The Legislature intends that the Office of Legislative Research and General Counsel, in
629 preparing the Utah Code database for publication, replace the following references:
630 (1) in Section 53E-3-1003, from "this bill" to the bill's designated chapter number in
631 the Laws of Utah; and
632 (2) in Section 53G-11-305, from "the effective date of this bill" to the bill's actual
633 effective date.