Arizona-2024-HB2445-Introduced

Be it enacted by the Legislature of the State of Arizona:

Section 1. Section 15-211, Arizona Revised Statutes, is amended to read:

START_STATUTE15-211. K-3 reading program; dyslexia specialist; dyslexia training; receipt and use of monies; additional funding; annual report

A. The department of education shall administer a K-3 reading program to improve the reading proficiency of pupils in kindergarten programs and grades one, two and three in the public schools of this state.

B. The department of education shall designate a dyslexia specialist for the department to provide school districts and charter schools with support and resources that are necessary to assist students with dyslexia.

C. On or before July 1, 2022, Each school district and charter school shall ensure that at least one kindergarten through third grade teacher, literacy coach or literacy specialist or designated employee in each school has received training related to dyslexia that complies with the requirements prescribed in section 15-219.

D. Each school district and charter school shall submit to the department of education a plan for improving the reading proficiency of the school district's or the charter school's pupils in kindergarten programs and grades one, two and three. The plan shall include baseline data on the reading proficiency of the school district's or the charter school's pupils in kindergarten programs and grades one, two and three and a budget for spending monies from both the K-3 support level weight and the K-3 reading support level weight established in section 15-943. Each school district and charter school shall annually submit to the department of education on or before October 1 an updated K-3 reading program plan that includes data on program expenditures and results, except that a school district or charter school that does not change the K-3 reading program plan from the previous year may resubmit the K-3 reading program plan from the previous year.

E. A school district or charter school is not required to submit the plan required pursuant to subsection D of this section if any of the following applies:

1. The school district or charter school is assigned a letter grade of A or B pursuant to section 15-241.

2. The school district's or charter school's average reading score for pupils in grade three according to the reading portion of the statewide assessment adopted pursuant to section 15-741 exceeds the statewide average reading score for pupils in grade three.

3. The school district's or charter school's average reading growth for pupils in grade three according to the reading portion of the statewide assessment adopted pursuant to section 15-741 for each of the two immediately preceding years exceeds the statewide average reading growth for pupils in grade three.

E. F. School districts and charter schools shall use monies generated by the K-3 reading support level weight established in section 15-943 only on instructional purposes based on the plan submitted pursuant to subsection D of this section intended to improve reading proficiency for pupils in kindergarten programs and grades one, two and three with particular emphasis on pupils in kindergarten programs and grades one and two.

F. G. Each school district and charter school that is assigned a letter grade of C, D or F pursuant to section 15-241 or that has more than ten percent of its pupils in grade three who do not demonstrate sufficient reading skills as established by the state board of education according to the reading portion of the statewide assessment adopted pursuant to section 15-741 shall receive monies generated by the K-3 reading support level weight established in section 15-943 only after the K-3 reading program plan of the school district or charter school has been submitted, reviewed and recommended for approval by the department of education and approved by the state board. The state board must give approval to a school district or charter school before any portion of the monies generated by the K-3 reading support level weight may be distributed to the school district or charter school pursuant to this subsection. The department of education shall clearly distinguish between required components and recommended components of a K-3 reading program plan in each review conducted pursuant to this subsection. If a K-3 reading program plan includes all of the required components prescribed in the guidance developed pursuant to subsection L of this section, the department of education must recommend the K-3 reading program plan for approval by the state board of education, and the state board of education must approve the K-3 reading program plan.

G. H. Pupils in a charter school that is in its first year of operation and that is sponsored by the state board of education, the state board for charter schools, a university under the jurisdiction of the Arizona board of regents, a community college district or a group of community college districts are eligible for the K-3 reading support level weight.

H. I. The department of education shall solicit gifts, grants and donations from any lawful public or private source in order to provide additional funding for the K-3 reading program.

I. J. The state board of education may establish rules and policies for the K-3 reading program, including:

1. The proper use of monies in accordance with subsection E F of this section.

2. The distribution of monies by the department of education in accordance with subsection D of this section.

3. The compliance of reading proficiency plans submitted pursuant to subsection D of this section with section 15-704.

K. When establishing rules or policies pursuant to subsection J of this section, the state board of education shall:

1. Consider the regulatory burden and costs of compliance for school districts and charter schools.

2. Require school districts and charter schools to report only information that is not otherwise available in reports that school districts and charter schools submit to the department of education or the state board of education.

3. Allow school districts and charter schools to adopt a curriculum for an individual school that is consistent with the school's student population and learning environment.

J. L. Pursuant to subsection I J of this section, the department of education shall develop program implementation guidance for school districts and charter schools to assist schools in administering an effective K-3 evidence-based reading program plan. This guidance shall include identifying and recommending appropriate program expenditures, providing technical oversight and assistance for annually updating reading program plans, selecting and adopting evidence-based reading curricula and providing and promoting teacher professional development that is based on evidence-based reading research. The department of education shall ensure that the guidance developed pursuant to this subsection clearly identifies the components of a reading program plan as either recommended components or required components. The department shall prioritize supports and interventions, including enrollment in reading trainings and professional development, for school districts and charter schools that have the highest percentage of pupils who do not demonstrate sufficient reading skills as established by the state board of education. The department shall deposit any monies received for offering reading trainings or professional development, including coaching, in the department of education professional development revolving fund established by section 15-237.01.

K. M. On or before December 15, the department of education shall submit an annual report on the K-3 reading program to the governor, the president of the senate and the speaker of the house of representatives and shall provide a copy of this annual report to the secretary of state, the state board of education and the chairpersons of the education committees of the senate and the house of representatives. The report shall contain all of the following:

1. Information on the improvement of K-3 reading in this state, including achievement data statewide and achievement data at the school district and charter school level. The information pursuant to this paragraph shall include data and information on continued proficiency on the statewide assessment in subsequent grades.

2. A description of the activities of the department to support school districts and charter schools in improving K-3 reading.

3. Specific findings on methods by which the department may continue to improve support and assistance for school districts and charter schools in the administration of K-3 reading program plans.

4. Information and data on K-3 reading program plans throughout this state and the expenditure of K-3 reading monies by school districts and charter schools.

5. Data reported pursuant to section 15-701, subsection A, paragraph 2, subdivision (d). END_STATUTE

Sec. 2. Section 15-219, Arizona Revised Statutes, is amended to read:

START_STATUTE15-219. Dyslexia and reading impairment screening, intervention, accommodation and technology; continuing education; rules; training

A. The state board of education shall adopt rules to allow certificated teachers, literacy coaches, literacy specialists designated employees and administrators to count training regarding screening, intervention, accommodation, use of technology and advocacy for students with reading impairments, including dyslexia, as continuing education credits.

B. The department of education shall annually develop a list of training opportunities related to dyslexia that satisfy the requirements prescribed in subsection C of this section.

C. The training opportunities related to dyslexia developed pursuant to this section must meet professional development requirements and all of the following requirements:

1. Include at least one training opportunity that is provided entirely online.

2. Include the knowledge and practice standards of an international organization on dyslexia that is designated by the department of education.

3. Enable teachers, literacy coaches, literacy specialists designated employees and administrators to understand and recognize dyslexia.

4. Enable teachers, literacy coaches, literacy specialists designated employees and administrators to implement structured literacy instruction that is systematic, explicit, multisensory and evidence-based to meet the educational needs of students with dyslexia. END_STATUTE

Sec. 3. Section 15-249.09, Arizona Revised Statutes, is amended to read:

START_STATUTE15-249.09. Early literacy program fund; report; definitions

A. The early literacy program fund is established to provide support to improve reading skills, literacy and proficiency for students in kindergarten programs and grades one, two and three in addition to monies received pursuant to section 15-211. The fund shall be administered by the department of education. The state board of education shall develop policies and procedures to be administered by the department of education.

B. Subject to review and approval by the state board of education, the department of education shall award monies to eligible schools based on available monies on a per pupil basis. The per pupil amount shall be calculated using the student count for pupils in kindergarten programs and grades one, two and three.

C. Eligible schools that receive monies pursuant to this section shall submit data on expenditures and results and other information required by subsection E of this section.

D. Eligible schools may use monies for eligible expenses to increase the reading proficiency of students in kindergarten programs and grades one, two and three. Eligible schools may also use monies to provide a full-day kindergarten program that is structured to increase reading proficiency. Monies must be used to expand, enhance and support the components included in a school's reading program plan submitted pursuant to section 15-211.

E. Subject to review and approval by the state board of education, the department of education shall include a report on the early literacy program in the K-3 reading program plan required by section 15-211. The report shall contain the following:

1. A description of the monies awarded each year.

2. A summary of the funded activities.

3. Information on the recipient schools' progress toward achievement goals.

4. Specific findings on strategies and activities and their level of effectiveness in improving reading proficiency in the recipient schools.

F. For the purposes of this section:

1. "Eligible expenses" means expenses for evidence-based strategies and interventions designed to improve the reading proficiency of students in kindergarten programs and grades one, two and three pursuant to sections 15-211 and 15-704, including literacy coaches and literacy specialists designated employees, reading curricula, kindergarten readiness assessments, summer programs or tutoring programs.

2. "Eligible school" means a public school with at least ninety percent of students who are eligible for free and reduced-priced lunches under the national school lunch and child nutrition acts (42 United States Code sections 1751 through 1785 1793).

3. "Student count" means the average daily membership for pupils in kindergarten programs and grades one, two and three, as prescribed in section 15-901 for the current year. END_STATUTE