1     
SCHOOL TURNAROUND PROGRAM REVISIONS

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 makes changes to the school turnaround program.
10     Highlighted Provisions:
11          This bill:
12          ▸     requires the State Board of Education (state board) to:
13               •      identify the lowest performing non-Title I schools as springboard schools;
14               •     accept applications to be designated as an elevate school from non-Title I
15     schools that are implementing targeted support and improvement activities
16     under federal requirements; and
17               •     identify at least six elevate schools in each year the state board does not
18     designate springboard schools;
19          ▸     permits the state board to hire or contract with individuals to conduct a needs
20     assessment for springboard schools or elevate schools;
21          ▸     repeals provisions related to turnaround school teacher recruitment and retention;
22          ▸     defines terms; and
23          ▸     makes technical and conforming changes.
24     Money Appropriated in this Bill:
25          None
26     Other Special Clauses:
27          None
28     Utah Code Sections Affected:
29     AMENDS:
30          53E-5-301, as last amended by Laws of Utah 2020, Chapters 146 and 408
31          53E-5-302, as last amended by Laws of Utah 2021, Chapter 439
32          53E-5-303, as last amended by Laws of Utah 2019, Chapters 186 and 451
33          53E-5-304, as last amended by Laws of Utah 2019, Chapters 186 and 451
34          53E-5-305, as last amended by Laws of Utah 2021, Chapter 346
35          53E-5-306, as last amended by Laws of Utah 2020, Chapters 146 and 408
36          53E-5-309, as last amended by Laws of Utah 2020, Chapter 408
37          53E-5-311, as renumbered and amended by Laws of Utah 2018, Chapter 1
38     ENACTS:
39          53E-5-302.1, Utah Code Annotated 1953
40     REPEALS:
41          53E-5-308, as last amended by Laws of Utah 2020, Chapter 408
42     

43     Be it enacted by the Legislature of the state of Utah:
44          Section 1. Section 53E-5-301 is amended to read:
45     
Part 3. School Improvement and Leadership Development

46          53E-5-301. Definitions.
47          As used in this part:
48          (1) "Charter school authorizer" means the same as that term is defined in Section
49     53G-5-102.
50          (2) "Cohort" means all district schools and charter schools identified as [low
51     performing]:
52          (a) springboard schools based on school [accountabilty] accountability results from the
53     same school year[.]; or
54          (b) elevate schools based on school accountability results from the same school year.
55          (3) "Continuous improvement expert" means a person identified by the state board
56     under Section 53E-5-305.
57          [(3)] (4) "Educator" means the same as that term is defined in Section 53E-6-102.
58          (5) "Elevate school" means a district school or charter school that:
59          (a) is not a Title I school;
60          (b) is implementing targeted support and improvement activities under 20 U.S.C. Sec.
61     6311; and
62          (c) has applied and been designated by the state board as an elevate school as described
63     in Section 53E-5-302.1.
64          [(4)] (6) "Final remedial year" means the second or third school year following the
65     initial remedial year, as determined by the state board.
66          [(5) "Independent school turnaround expert" or "turnaround expert" means a person
67     identified by the state board under Section 53E-5-305.]
68          [(6)] (7) "Initial remedial year" means the school year a district school or charter school
69     is designated as a [low performing] springboard school under Section 53E-5-302 or elevate
70     school under Section 53E-5-302.1.
71          [(7)] (8) "LEA governing board" means a local school board or charter school
72     governing board.
73          [(8) "Low performing school" means a district school or charter school that has been
74     designated a low performing school by the state board because the school is:]
75          [(a) for two consecutive school years in the lowest performing 3% of schools statewide
76     according to the percentage of possible points earned under the school accountability system;
77     and]
78          [(b) a low performing school according to other outcome-based measures as may be
79     defined in rules made by the state board in accordance with Title 63G, Chapter 3, Utah
80     Administrative Rulemaking Act.]
81          (9) "School accountability system" means the school accountability system established
82     in Part 2, School Accountability System.
83          (10) "School grade" or "grade" means the letter grade assigned to a school as the
84     school's overall rating under the school accountability system.
85          (11) "School [turnaround] improvement committee" means a committee established
86     under:
87          (a) for a district school, Section 53E-5-303; or
88          (b) for a charter school, Section 53E-5-304.
89          (12) "School [turnaround] improvement plan" means a plan described in:
90          (a) for a district school, Section 53E-5-303; or
91          (b) for a charter school, Section 53E-5-304.
92          (13) "Springboard school" means a district school or charter school that has been
93     designated a springboard school by the state board because the school:
94          (a) is not a Title I school; and
95          (b) when ranked according to the percentage of possible points the state board awards
96     under Title 53E, Chapter 5, Part 2, School Accountability System, averaged over three school
97     years is:
98          (i) one of the five lowest performing elementary, middle, or junior high schools
99     statewide; or
100          (ii) one of the two lowest performing high schools statewide.
101          Section 2. Section 53E-5-302 is amended to read:
102          53E-5-302. State board to designate springboard schools -- Needs assessment.
103          (1) [Except as provided in Subsection (4), the] The state board shall:
104          (a) [annually] beginning in the 2025-2026 school year, and every four years thereafter,
105     designate a school as a [low performing] springboard school; and
106          (b) conduct a needs assessment for a [low performing] springboard school by
107     thoroughly analyzing the root causes of the [low performing] springboard school's [low]
108     performance qualifying the school for designation as a springboard school.
109          (2) The state board may use up to 5% of the appropriation provided under this part to
110     hire or contract with one or more individuals to conduct a needs assessment described in
111     Subsection (1)(b).
112          [(3) A school that was designated as a low performing school based on 2015-2016
113     school year performance that is not in the lowest performing 3% of schools statewide following
114     the 2016-2017 school year is exempt from the provisions of this part.]
115          [(4) (a) The state board is not required to designate as a low performing school a school
116     for which the state board is not required to assign an overall rating in accordance with Section
117     53E-5-204.]
118          [(b) The requirement to designate a school as a low-performing school described in
119     Subsection (1) does not apply in the school year immediately following the 2020-2021 or
120     2021-2022 school year.]
121          Section 3. Section 53E-5-302.1 is enacted to read:
122          53E-5-302.1. State board to designate elevate schools -- Needs assessment.
123          (1) Beginning in the 2022-2023 school year, in every year that the state board does not
124     designate a springboard school, the state board shall:
125          (a) accept applications to be designated an elevate school from schools that:
126          (i) are not Title I schools; and
127          (ii) are implementing targeted support and improvement activities under 20 U.S.C. Sec.
128     6311;
129          (b) identify at least six schools as elevate schools; and
130          (c) conduct a needs assessment for an elevate school by thoroughly analyzing the root
131     causes of the school's previous performance of targeted support and improvement student
132     groups.
133          (2) The state board may use up to 5% of the appropriation provided under this part to
134     hire or contract with one or more individuals to conduct a needs assessment described in
135     Subsection (1)(c).
136          Section 4. Section 53E-5-303 is amended to read:
137          53E-5-303. Required action for district springboard schools and district elevate
138     schools -- Notification to parents and municipality for springboard schools.
139          (1) In accordance with deadlines established by the state board, a local school board of
140     a [low performing] springboard school or elevate school shall:
141          (a) establish a school [turnaround] improvement committee composed of the following
142     members:
143          (i) the local school board member who represents the voting district where the [low
144     performing] springboard school or elevate school is located;
145          (ii) the school principal;
146          (iii) three parents of students enrolled in the [low performing] springboard school or
147     elevate school appointed by the chair of the school community council;
148          (iv) one teacher at the [low performing] springboard school or elevate school appointed
149     by the principal;
150          (v) one teacher at the [low performing] springboard school or elevate school appointed
151     by the school district superintendent; and
152          (vi) one school district administrator;
153          (b) solicit proposals from a [turnaround] continuous improvement expert identified by
154     the state board under Section 53E-5-305;
155          (c) partner with the school [turnaround] improvement committee to select a proposal;
156          (d) submit the proposal described in Subsection (1)(b) to the state board for review and
157     approval; and
158          (e) subject to Subsections (3) and (4), contract with a [turnaround] continuous
159     improvement expert.
160          (2) A proposal described in Subsection (1)(b) shall include a:
161          (a) strategy to address the root causes of the [low performing] springboard school's or
162     elevate school's low performance identified through the needs assessment described in Section
163     53E-5-302; and
164          (b) scope of work to facilitate implementation of the strategy that includes at least the
165     activities described in Subsection (4)(b).
166          (3) A local school board may not select a [turnaround] continuous improvement expert
167     that is:
168          (a) the school district; or
169          (b) an employee of the school district.
170          (4) A contract between a local school board and a [turnaround] continuous
171     improvement expert:
172          (a) shall be based on an explicit stipulation of desired outcomes and consequences for
173     not meeting goals, including cancellation of the contract;
174          (b) shall include a scope of work that requires the [turnaround] continuous
175     improvement expert to at a minimum:
176          (i) develop and implement, in partnership with the school [turnaround] improvement
177     committee, a school [turnaround] improvement plan that meets the criteria described in
178     Subsection (5);
179          (ii) monitor the effectiveness of a school [turnaround] improvement plan through
180     reliable means of evaluation, including on-site visits, observations, surveys, analysis of student
181     achievement data, and interviews;
182          (iii) provide ongoing implementation support and project management for a school
183     [turnaround] improvement plan;
184          (iv) provide high-quality professional [development] learning personalized for school
185     staff that is designed to build:
186          (A) the leadership capacity of the school principal;
187          (B) the instructional capacity of school staff;
188          (C) educators' capacity with data-driven strategies by providing actionable, embedded
189     data practices; and
190          (v) leverage support from community partners to coordinate an efficient delivery of
191     supports to students inside and outside the classroom;
192          (c) may include a scope of work that requires the [turnaround] continuous
193     improvement expert to:
194          (i) develop sustainable school district and school capacities to effectively respond to
195     the academic and behavioral needs of students in high poverty communities; or
196          (ii) other services that respond to the needs assessment conducted under Section
197     53E-5-302;
198          (d) shall include travel costs and payment milestones; and
199          (e) may include pay for performance provisions.
200          (5) A school [turnaround] improvement committee shall partner with the [turnaround]
201     continuous improvement expert selected under Subsection (1) to develop and implement a
202     school [turnaround] improvement plan that:
203          (a) addresses the root causes of the [low performing] springboard school's or elevate
204     school's low performance identified through the needs assessment described in Section
205     53E-5-302;
206          (b) includes recommendations regarding changes to the [low performing] springboard
207     school's or elevate school's personnel, culture, curriculum, assessments, instructional practices,
208     governance, leadership, finances, policies, or other areas that may be necessary to implement
209     the school [turnaround] improvement plan;
210          (c) includes measurable student achievement goals and objectives and benchmarks by
211     which to measure progress;
212          (d) includes a professional development plan that identifies a strategy to address
213     problems of instructional practice;
214          (e) includes a detailed budget specifying how the school [turnaround] improvement
215     plan will be funded;
216          (f) includes a plan to assess and monitor progress;
217          (g) includes a plan to communicate and report data on progress to stakeholders; and
218          (h) includes a timeline for implementation.
219          (6) A local school board of a [low performing] springboard school or elevate school
220     shall:
221          (a) prioritize school district funding and resources to the [low performing] springboard
222     school or elevate school;
223          (b) grant the [low performing] springboard school or elevate school streamlined
224     authority over staff, schedule, policies, budget, and academic programs to implement the
225     school [turnaround] improvement plan;
226          (c) assist the [turnaround] continuous improvement expert and the [low performing]
227     springboard school or elevate school with:
228          (i) addressing the root cause of the [low performing] springboard school's or elevate
229     school's low performance; and
230          (ii) the development or implementation of a school [turnaround] improvement plan;
231     and
232          (d) for a springboard school, provide initial and annual notice:
233          (i) that includes the following information regarding the [low performing] springboard
234     school:
235          (A) the school's [turnaround] improvement status;
236          (B) the goals, benchmarks, and timetable in the school's [turnaround] improvement
237     plan and any progress toward the goals, benchmarks, and timetable; and
238          (C) how the community may provide support to the school and students of the school
239     inside and outside the classroom; and
240          (ii) to:
241          (A) parents of students enrolled in the school, using the same form of communication
242     the local school board regularly uses to communicate with parents; and
243          (B) the governing council and the mayor of the municipality in which the school is
244     located.
245          (7) (a) On or before June 1 of an initial remedial year, a school [turnaround]
246     improvement committee shall submit the school [turnaround] improvement plan to the local
247     school board for approval.
248          (b) Except as provided in Subsection (7)(c), on or before July 1 of an initial remedial
249     year, a local school board of a [low performing] springboard school or elevate school shall
250     submit the school [turnaround] improvement plan to the state board for approval.
251          (c) If the local school board does not approve the school [turnaround] improvement
252     plan submitted under Subsection (7)(a), the school [turnaround] improvement committee may
253     appeal the disapproval in accordance with rules made by the state board as described in
254     Subsection 53E-5-305(6).
255          (8) A local school board, or a local school board's designee, shall annually report to the
256     state board progress toward the goals, benchmarks, and timetable in a [low performing school's
257     turnaround] springboard school's or elevate school's improvement plan.
258          Section 5. Section 53E-5-304 is amended to read:
259          53E-5-304. Required action for a springboard charter school or elevate charter
260     school -- Notification to parents and municipality for a springboard charter school.
261          (1) In accordance with deadlines established by the state board, a charter school
262     authorizer of a [low performing] springboard school shall initiate a review to determine
263     whether the charter school is in compliance with the school's charter agreement described in
264     Section 53G-5-303, including the school's established minimum standards for student
265     achievement.
266          (2) If a [low performing] springboard school is found to be out of compliance with the
267     school's charter agreement, the charter school authorizer may terminate the school's charter
268     agreement in accordance with Section 53G-5-503.
269          (3) A charter school authorizer shall make a determination on the status of a [low
270     performing] springboard school's charter agreement under Subsection (2) on or before a date
271     specified by the state board in an initial remedial year.
272          (4) In accordance with deadlines established by the state board, if a charter school
273     authorizer does not terminate a [low performing] springboard school's charter agreement under
274     Subsection (2), a charter school governing board of a [low performing] springboard school or
275     elevate school shall:
276          (a) establish a school [turnaround] improvement committee composed of the following
277     members:
278          (i) a member of the charter school governing board, appointed by the chair of the
279     charter school governing board;
280          (ii) the school principal;
281          (iii) three parents of students enrolled in the [low performing] springboard school or
282     elevate school, appointed by the chair of the charter school governing board; and
283          (iv) two teachers at the [low performing] springboard school or elevate school,
284     appointed by the school principal;
285          (b) solicit proposals from a [turnaround] continuous improvement expert identified by
286     the state board under Section 53E-5-305;
287          (c) partner with the school [turnaround] improvement committee to select a proposal;
288          (d) submit the proposal described in Subsection (4)(b) to the state board for review and
289     approval; and
290          (e) subject to Subsections (6) and (7), contract with a [turnaround] continuous
291     improvement expert.
292          (5) A proposal described in Subsection (4)(b) shall include a:
293          (a) strategy to address the root causes of the [low performing] springboard school's or
294     elevate school's low performance identified through the needs assessment described in Section
295     53E-5-302; and
296          (b) scope of work to facilitate implementation of the strategy that includes at least the
297     activities described in Subsection 53E-5-303(4)(b).
298          (6) A charter school governing board may not select a [turnaround] continuous
299     improvement expert that:
300          (a) is a member of the charter school governing board;
301          (b) is an employee of the charter school; or
302          (c) has a contract to operate the charter school.
303          (7) A contract entered into between a charter school governing board and a
304     [turnaround] continuous improvement expert shall include and reflect the requirements
305     described in Subsection 53E-5-303(4).
306          (8) (a) A school [turnaround] improvement committee shall partner with the
307     [independent school turnaround] continuous improvement expert selected under Subsection (4)
308     to develop and implement a school [turnaround] improvement plan that includes the elements
309     described in Subsection 53E-5-303(5).
310          (b) A charter school governing board shall assist a [turnaround] continuous
311     improvement expert and a [low performing charter] springboard school or elevate school with:
312          (i) addressing the root cause of the [low performing] springboard school's low
313     performance; and
314          (ii) the development or implementation of a school [turnaround] improvement plan.
315          (9) (a) On or before June 1 of an initial remedial year, a school [turnaround]
316     improvement committee shall submit the school [turnaround] improvement plan to the charter
317     school governing board for approval.
318          (b) Except as provided in Subsection (9)(c), on or before July 1 of an initial remedial
319     year, a charter school governing board of a [low performing] springboard school or elevate
320     school shall submit the school [turnaround] improvement plan to the state board for approval.
321          (c) If the charter school governing board does not approve the school [turnaround]
322     improvement plan submitted under Subsection (9)(a), the school [turnaround] improvement
323     committee may appeal the disapproval in accordance with rules made by the state board as
324     described in Subsection 53E-5-305(6).
325          (10) The provisions of this part do not modify or limit a charter school authorizer's
326     authority at any time to terminate a charter school's charter agreement in accordance with
327     Section 53G-5-503.
328          (11) (a) A charter school governing board or a charter school governing board's
329     designee shall annually report to the state board progress toward the goals, benchmarks, and
330     timetable in a [low performing school's turnaround] springboard school's or elevate school's
331     improvement plan.
332          (b) A charter school governing board of a [low performing] springboard school shall
333     provide initial and annual notice:
334          (i) that includes the following information regarding the [low performing] springboard
335     school:
336          (A) the school's [turnaround] improvement status;
337          (B) the goals, benchmarks, and timetable in the school's [turnaround] improvement
338     plan and any progress toward the goals, benchmarks, and timetable; and
339          (C) how the community may provide support to the school and students of the school
340     inside and outside the classroom; and
341          (ii) to:
342          (A) parents of students enrolled in the school, using the same form of communication
343     the charter school governing board regularly uses to communicate with parents; and
344          (B) the governing council and the mayor of the municipality in which the school is
345     located.
346          Section 6. Section 53E-5-305 is amended to read:
347          53E-5-305. State board to identify continuous improvement experts -- Review
348     and approval of school improvement plans -- Appeals process.
349          (1) [The] Beginning with the 2023-2024 school year, and every three years thereafter,
350     the state board shall identify two or more approved [independent school turnaround]
351     continuous improvement experts, through a standard procurement process, that a [low
352     performing] springboard school or elevate school may contract with to:
353          (a) respond to the needs assessment conducted under Section 53E-5-302; and
354          (b) provide the services described in Section 53E-5-303 or 53E-5-304, as applicable.
355          (2) In identifying [independent school turnaround] continuous improvement experts
356     under Subsection (1), the state board shall identify experts that:
357          (a) have a credible track record of improving student academic achievement in public
358     schools with various demographic characteristics, as measured by statewide assessments
359     described in Section 53E-4-301;
360          (b) have experience designing, implementing, and evaluating data-driven instructional
361     systems in public schools;
362          (c) have experience coaching public school administrators and teachers on designing
363     data-driven school improvement plans;
364          (d) have experience working with the various education entities that govern public
365     schools;
366          (e) have experience coordinating the services provided to participating schools by other
367     experts or providers;
368          [(e)] (f) have experience delivering high-quality professional development in
369     instructional effectiveness to public school administrators and teachers; and
370          [(f)] (g) are willing to partner with any [low performing] springboard school or elevate
371     school in the state, regardless of location.
372          (3) (a) The state board shall:
373          (i) review a proposal submitted for approval under Section 53E-5-303 or 53E-5-304 no
374     later than 30 days after the day on which the proposal is submitted;
375          (ii) review a school [turnaround] improvement plan submitted for approval under
376     Subsection 53E-5-303(7)(b) or under Subsection 53E-5-304(9)(b) within 30 days of
377     submission; and
378          (iii) approve a school [turnaround] improvement plan that:
379          (A) is timely;
380          (B) is well-developed; and
381          (C) meets the criteria described in Subsection 53E-5-303(5).
382          (b) The state board may not approve a school [turnaround] improvement plan that is
383     not aligned with the needs assessment conducted under Section 53E-5-302.
384          (4) (a) Subject to legislative appropriations, when a school [turnaround] improvement
385     plan is approved by the state board, the state board shall distribute funds to each LEA
386     governing board with a [low performing] springboard school or elevate school to carry out the
387     provisions of Sections 53E-5-303 and 53E-5-304.
388          (b) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the
389     state board shall make rules establishing a distribution method and allowable uses of the funds
390     described in Subsection (4)(a).
391          (5) The state board shall:
392          (a) monitor and assess progress toward the goals, benchmarks and timetable in each
393     school [turnaround] improvement plan; and
394          (b) act as a liaison between a local school board, [low performing] springboard school
395     or elevate school, and [turnaround] continuous improvement expert.
396          (6) (a) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act,
397     the state board shall make rules to establish an appeals process for:
398          (i) a [low performing] springboard district school or elevate district school that is not
399     granted approval from the district school's local school board under Subsection
400     53E-5-303(7)(b);
401          (ii) a [low performing] springboard charter school or elevate charter school that is not
402     granted approval from the charter school's charter school governing board under Subsection
403     53E-5-304(9)(b); and
404          (iii) a local school board or charter school governing board that is not granted approval
405     from the state board under Subsection (3)(a) or (b).
406          (b) The state board shall ensure that rules made under Subsection (6)(a) require an
407     appeals process described in:
408          (i) Subsections (6)(a)(i) and (ii) to be resolved on or before July 1 of the initial
409     remedial year; and
410          (ii) Subsection (6)(a)(iii) to be resolved on or before August 15 of the initial remedial
411     year.
412          (7) Except as provided in Subsection (8), if the amount is approved by the state board
413     in an open meeting, the state board may use [up to 4%] a portion of the funds appropriated by
414     the Legislature to carry out the provisions of this part for [administration if the amount for
415     administration is approved by the state board in an open meeting.]:
416          (a) administration; or
417          (b) other school improvement supports for all public schools, including for data
418     resources.
419          (8) For the 2020-21, 2021-22, and 2022-23 school years, if the state board approves the
420     use in an open meeting, the state board may use funds the Legislature appropriated in prior
421     years to carry out the provisions of this part:
422          (a) for administration;
423          (b) up to $1,000,000 to contract with a provider, through a request for proposals
424     process, to pilot complementary approaches to school improvement that draw on community
425     resources and engagement; and
426          (c) to analyze the effectiveness of supports provided:
427          (i) under this part; and
428          (ii) by other school improvement programs.
429          Section 7. Section 53E-5-306 is amended to read:
430          53E-5-306. Implications for failing to improve school performance.
431          (1) As used in this section, "high performing charter school" means a charter school
432     that:
433          (a) satisfies all requirements of state law and state board rules made in accordance with
434     Title 63G, Chapter 3, Utah Administrative Rulemaking Act;
435          (b) meets or exceeds standards for student achievement established by the charter
436     school's charter school authorizer; and
437          (c) has received at least a B grade under the school accountability system in the
438     previous two school years.
439          (2) (a) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act,
440     the state board shall make rules establishing:
441          (i) the final remedial year for a cohort;
442          (ii) exit criteria for a [low performing] springboard school or elevate school;
443          (iii) criteria for granting a school an extension as described in Subsection (3); and
444          (iv) implications for a [low performing] springboard school that does not meet exit
445     criteria after the school's final remedial year or the last school year of the extension period
446     described in Subsection (3).
447          (b) In establishing exit criteria for a [low performing school identified based on school
448     accountability results from the 2018-19 school year and later] springboard school, the state
449     board shall:
450          (i) determine for each [low performing] springboard school the number of points
451     awarded under the school accountability system that represent a substantive improvement over
452     the number of points awarded under the school accountability system in the school year
453     immediately preceding the initial remedial year; and
454          (ii) establish a method to provide a target for each [low performing] springboard
455     school.
456          (c) The state board shall through a competitively awarded contract engage a third party
457     with expertise in school accountability and assessments to verify the exit criteria adopted under
458     Subsections (2)(a)(i) and (ii).
459          (3) (a) A [low performing] springboard school may petition the state board for an
460     extension to continue school improvement efforts for up to two years if the [low performing]
461     springboard school does not meet the exit criteria established by the state board as described in
462     Subsection (2).
463          (b) A school that has been granted an extension under this Subsection (3) is eligible
464     for[:]
465          [(i)] continued funding under Section 53E-5-305. [; and]
466          [(ii) the school teacher recruitment and retention incentive under Section 53E-5-308.]
467          (4) If a [low performing] springboard school does not meet exit criteria after the
468     school's final remedial year or the last school year of the extension period, the state board may
469     intervene by:
470          (a) restructuring a district school, which may include:
471          (i) contract management; or
472          (ii) conversion to a charter school; [or]
473          [(iii) state takeover;]
474          (b) restructuring a charter school by:
475          (i) terminating a school's charter agreement;
476          (ii) closing a charter school; or
477          (iii) transferring operation and control of the charter school to:
478          (A) a high performing charter school; or
479          (B) the school district in which the charter school is located; or
480          (c) other appropriate action as determined by the state board.
481          Section 8. Section 53E-5-309 is amended to read:
482          53E-5-309. School Leadership Development Program.
483          (1) As used in this section, "school leader" means a school principal or assistant
484     principal.
485          (2) There is created the School Leadership Development Program to increase the
486     [number] supply of highly effective school leaders capable of:
487          (a) initiating, achieving, and sustaining school improvement efforts; and
488          (b) forming and sustaining community partnerships as described in Section 53F-5-402.
489          (3) The state board shall identify one or more providers, through a request for
490     proposals process, to develop or provide leadership development training for school leaders
491     that:
492          (a) may provide in-depth training in proven strategies to [turn around low performing]
493     improve springboard schools and elevate schools;
494          (b) may emphasize hands-on and job-embedded learning;
495          (c) aligns with the state's leadership standards established by state board rule;
496          (d) reflects the needs of a school district or charter school where a school leader serves;
497          (e) may include training on using student achievement data to drive decisions;
498          (f) may develop skills in implementing and evaluating evidence-based instructional
499     practices;
500          (g) may develop skills in leading collaborative school improvement structures,
501     including professional learning communities; and
502          (h) includes instruction on forming and sustaining community partnerships as
503     described in Section 53F-5-402.
504          (4) Subject to legislative appropriations, the state board shall provide incentive pay to a
505     school leader who:
506          (a) completes leadership development training under this section; and
507          (b) agrees to work, for at least five years, in a school that received an F grade or D
508     grade under the school accountability system in the school year previous to the first year the
509     school leader:
510          (i) completes leadership development training; and
511          (ii) begins to work, or continues to work, in a school described in this Subsection
512     (4)(b).
513          (5) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the
514     state board shall make rules specifying:
515          (a) eligibility criteria for a school leader to participate in the School Leadership
516     Development Program;
517          (b) application procedures for the School Leadership Development Program;
518          (c) criteria for selecting school leaders from the application pool; and
519          (d) procedures for awarding incentive pay under Subsection (4).
520          Section 9. Section 53E-5-311 is amended to read:
521          53E-5-311. Coordination with the Partnerships for Student Success Grant
522     Program.
523          If a [low performing] springboard school or elevate school is a member of a partnership
524     that receives a grant under Title 53F, Chapter 5, Part 4, Partnerships for Student Success Grant
525     Program, the school [turnaround] improvement committee shall:
526          (1) coordinate the school [turnaround] improvement committee's efforts with the
527     efforts of the partnership; and
528          (2) ensure that the goals and outcomes of the partnership are aligned with the school
529     [turnaround] improvement plan described in this part.
530          Section 10. Repealer.
531          This bill repeals:
532          Section 53E-5-308, Turnaround school teacher recruitment and retention.