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after line 42, insert:
"Sec. 36. Section
5-572, Arizona Revised Statutes, is amended to read:
START_STATUTE5-572. Use
of monies in state lottery fund; report
A. If
there are any bonds or bond related obligations payable from the state lottery
revenue bond debt service fund, the state lottery revenue bond debt service
fund shall be secured by a first lien on the monies in the state lottery fund
after the payment of operating costs of the lottery, as prescribed in section 5-555,
subsection A, paragraph 1, until the state lottery bond debt service fund
contains sufficient monies to meet all the requirements for the current period
as required by the bond documents. Debt service for revenue bonds issued
pursuant to this chapter shall be paid first from monies that would have
otherwise been deposited pursuant to this section in the state general fund.
After the requirements for the current period have been satisfied as required
by the bond documents, the monies in the state lottery fund shall be expended
for the expenses of the commission incurred in carrying out its powers and
duties and in the operation of the lottery.
B. Of
the monies remaining in the state lottery fund each fiscal year after
appropriations and deposits authorized in subsection A of this section, ten million dollars $10,000,000 shall be
deposited in the Arizona game and fish commission heritage fund established by
section 17-297.
C. Of
the monies remaining in the state lottery fund each fiscal year after
appropriations and deposits authorized in subsections A and B of this section, five million dollars $5,000,000 shall be
allocated to the department of child safety for the healthy families program
established by section 8-481, four million dollars $4,000,000 shall be allocated to the Arizona board of regents
for the Arizona area health education system established by section 15-1643,
three million dollars $3,000,000
shall be allocated to the department of health services to fund the teenage
pregnancy prevention programs established in by Laws 1995, chapter 190, sections 2 and 3, two
million dollars $2,000,000 shall be allocated to
the department of health services for the health start program established by
section 36-697, two million dollars
$2,000,000 shall be deposited in the disease control research fund
established by section 36-274 and one million dollars $1,000,000 shall be allocated to the department of health
services for the federal women, infants and children food
program. The allocations in this subsection shall be adjusted
annually according to changes in the GDP price deflator as defined in section
41-563, and the allocations are exempt from the
provisions of section 35-190 relating to lapsing of appropriations. If
there are not sufficient monies available pursuant to this subsection, the
allocation of monies for each program shall be reduced on a pro rata basis.
D. If
the state lottery director determines that monies available to the state
general fund may not equal eighty-four million one hundred
fifty thousand dollars $84,150,000 in a fiscal
year, the director shall not authorize deposits to the Arizona game and fish
commission heritage fund pursuant to subsection B of this section until the
deposits to the state general fund equal eighty-four
million one hundred fifty thousand dollars $84,150,000
in a fiscal year.
E. Of
the monies remaining in the state lottery fund each fiscal year after
appropriations and deposits authorized in subsections A through D of this
section, one million dollars $1,000,000
or the remaining balance in the fund, whichever is less, is appropriated to the
department of economic security for grants to nonprofit organizations,
including faith based faith-based
organizations, for homeless emergency and transitional shelters and related
support services. The department of economic security shall submit a report on the
amounts, recipients, purposes and results of each grant to the governor, the
speaker of the house of representatives and the president of the senate on or
before December 31 of each year for the prior fiscal year and shall provide a
copy of this report to the secretary of state.
F. Of
the monies remaining in the state lottery fund each fiscal year after
appropriations and deposits authorized in subsections A through E of this
section, and after a total of at least ninety-nine million
six hundred forty thousand dollars $99,640,000 has
been deposited in the state general fund, three million five
hundred thousand dollars $3,500,000 shall be
deposited in the Arizona competes fund established by section 41-1545.01. The
balance in the state lottery fund remaining after deposits into the Arizona
competes fund shall be deposited in the university capital improvement lease-to-own
and bond fund established by section 15-1682.03, up to a maximum of
eighty percent of the total annual payments of lease-to-own and bond agreements
entered into by the Arizona board of regents.
G. Of
the monies remaining in the state lottery fund each fiscal year after
appropriations and deposits authorized in subsections A through F of this
section, $2,000,000 or the remaining balance in the fund, whichever is less, is
appropriated to the department of education to fund the office of Indian
education. The department shall use a portion of these monies to hire and
provide salaries to at least seven full-time equivalent employees who are
assigned to the office of Indian education.
G. H. All
monies remaining in the state lottery fund after the appropriations and
deposits authorized in this section shall be deposited in the state general
fund.
H. I. Except
for monies expended for debt service of revenue bonds as provided in subsection
A of this section, monies expended under subsection A of this section are
subject to legislative appropriation.
I. J. The
commission shall transfer monies prescribed in this section on a quarterly
basis. END_STATUTE
Sec. 37. 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; report; program termination
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, 2021 2023, each
school district and charter school shall ensure that at least one kindergarten
through third grade teacher 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 is assigned a
letter grade of A or B pursuant to section 15-241 shall submit this plan
only in odd-numbered years.
E. 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. 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 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.
G. 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. 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. 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 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.
J. Pursuant
to subsection I 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 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. 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).
L. The
program established by this section ends on July 1, 2022 2027 pursuant to section 41-3102. END_STATUTE
Sec. 38. Title
15, chapter 2, article 2, Arizona Revised Statutes, is amended by adding
section 15-245, to read:
START_STATUTE15-245. Adult
education community college coenrollment grant program; fund; reporting requirements
A. The
department of education shall establish an adult education community college
coenrollment grant program that provides adult learners pursuing a high school
equivalency diploma with enhanced study services and that leads to the issuance
of both a high school equivalency diploma and a community college-offered,
industry-recognized credential or degree.
B. To
be eligible to participate, the grant applicant must be a recognized high
school equivalency program provider through the department of education as part
of the workforce innovation and opportunity act (P.L. 113-128; 128 Stat.
1425). The department of education shall establish application
criteria for the grant program.
C. The
adult education community college coenrollment fund is established consisting
of legislative appropriations and any other monies. The department of
education shall administer the fund. Monies in the fund are continuously
appropriated and are exempt from the provisions of section 35-190 relating to
lapsing of appropriations. The department may accept and spend federal monies
and private grants, gifts, contributions and devises to assist in carrying out
the purposes of this section. The department may retain up to five percent of
monies received each fiscal year for administrative costs associated with the
program.
D. The
department of education shall use the monies in the fund to award grants to
high school equivalency program providers pursuant to this section. Grant
recipients shall use grant monies to award scholarships to eligible adult
students for free or reduced costs to participate in a community
college-offered, industry-recognized credential or degree based on the criteria
prescribed by the department. The department may allow for a portion of monies
to be used for additional supports to ensure the success of adult learners in
the program.
E. New
applicants for this grant shall include:
1. A
plan for implementation of the program including which programs they will
offer, recruitment and outreach strategies, and what supports they will provide
to support program completion.
2. The
amount requested for funding and the number of individuals this funding will
serve.
3. A
description of the program administrative structure, program activities,
program staff, and budget.
4. A description of
specific program outcomes, goals and metrics the program will use to determine
adult learner success.
F. Applicants
reapplying for the grant shall include:
1. The amount of
funding received from the previous grant cycle, the number of students served
in the previous grant cycle, and the number of students that successfully
completed a program in the previous grant cycle.
2. A
plan for implementation of the program in the new grant cycle including which
programs they will offer, recruitment and outreach strategies, and what
supports they will provide to ensure program completion.
3. The
amount requested for funding in the new grant cycle and the number of
individuals this funding will serve.
4. A
description of the program administrative structure, program activities,
program staff and budget for the new grant cycle.
5. A
description of specific program outcomes, goals and metrics the program will
use to determine adult learner success in the new grant cycle, and how they
performed on these metrics in the previous grant cycle.
G. Grant
recipients of the adult education community college coenrollment grant program
shall annually report the following to the department:
1. The
number of adult learners enrolled in the program.
2. The
program completion rate of adult learners enrolled in the program.
3. The
average progress of program participants towards meeting completion criteria.
4. The
number and type of industry-recognized credentials earned by adult learners
enrolled in the program.
5. A
descriptive summary of the adult education community college coenrollment grant
program offered.
H. For
each year that monies are appropriated by the legislature into the fund, on or
before June 30, the department of education shall submit a report regarding the
adult education community college coenrollment grant program to the governor,
the president of the senate and the speaker of the house of representatives and
shall provide a copy of this report to the secretary of state.END_STATUTE
Sec. 39. Section
15-501.01, Arizona Revised Statutes, is amended to read:
START_STATUTE15-501.01. Requirements
for teachers; teaching certificates; rules; reciprocity; placement
A. Notwithstanding
any other law, all teachers who are certificated pursuant to this section must
have a baccalaureate degree and a valid fingerprint clearance card.
B. The
state board of education shall adopt rules for the issuance of the following
types of certificates for teachers to reflect the source of the training the
teacher obtains:
1. Standard
teaching certificate.
2. Alternative
teaching certificate for persons who obtain training pursuant to subsection C,
paragraph 1 of this section.
3. Subject-matter
expert standard teaching certificate for persons who obtain training pursuant
to subsection C, paragraph 5 of this section.
4. Classroom-based
standard teaching certificate for persons who obtain training from a school
district or charter school.
5. Career
and technical education teaching certificate.
C. The
state board of education shall adopt rules to carry out the purposes of this
section. The rules:
1. Shall
provide for a variety of alternative teacher and administrator preparation
programs that allow for variations in program sequence and design to apply for
program approval. The state board shall adopt rules pursuant to this paragraph
designed to allow for a variety of formats and shall not require a prescribed
answer or design from the program provider in order to obtain approval from the
state board. Any rules adopted by the state board pursuant to this
paragraph shall be substantially different from the rules adopted for the approval
of traditional preparation programs and may not unnecessarily restrict a
variety of alternative preparation programs from operating and providing
instruction in this state. The state board shall evaluate each
program provider based on the program's ability to prepare teachers and
administrators and to recruit teachers and administrators with a variety of
experiences and talents. The state board shall allow universities
under the jurisdiction of the Arizona board of regents, community colleges in
this state, private postsecondary institutions licensed by this state, school
districts, charter schools, professional organizations, nonprofit organizations
and private entities to apply for program approval and shall create application
procedures and certification criteria that are substantially less restrictive
than those for traditional preparation programs. At the completion
of an alternative preparation program, graduates shall:
(a) Hold
a bachelor's degree from an accredited postsecondary education institution.
(b) If
applicable, demonstrate professional knowledge and subject knowledge
proficiency pursuant to section 15-533.
(c) Obtain
a valid fingerprint clearance card pursuant to section 15-534.
(d) If
applicable, complete training in structured English immersion as prescribed by
the state board pursuant to section 15-756.09.
(e) If
applicable, complete training in research-based systematic phonics
instruction as prescribed in paragraph 2 of this subsection.
(f) Demonstrate
the required proficiency in the Constitutions of the United States and Arizona
as prescribed in section 15-532.
2. Shall
require applicants for all certificates for common school instruction to
complete, from a public or private provider, at least forty-five
classroom hours or three college-level credit hours, or the equivalent,
in both research-based all of the
following:
(a) Research-based systematic phonics instruction.
(b) Research-based
science of reading instruction.
(b) (c) Research-based reading instruction, including training on
assessments, instructional practices and interventions to improve student
reading proficiency. Beginning July 1, 2021, instruction provided
pursuant to this subdivision must meet the requirements for dyslexia training
prescribed in section 15-219.
3. Shall
not require a teacher to obtain a master's degree or to take any additional
graduate courses as a condition of certification or recertification.
4. Shall
allow but shall not require the superintendent of a school district to obtain
certification from the state board of education.
5. Shall
provide for the issuance of a subject-matter expert standard teaching
certificate to persons who have expertise in a content area or subject
matter. Persons who are certified pursuant to this paragraph shall
complete training, if applicable, in structured English immersion as prescribed
by the state board pursuant to section 15-756.09. Persons who are
certified pursuant to this paragraph are exempt from the subject knowledge
proficiency requirements prescribed in section 15-533 and from the
proficiency requirements prescribed in section 15-532 on the
Constitutions of the United States and Arizona. Persons who are
subject to subdivision (a) of this paragraph are also exempt from the
professional knowledge proficiency requirements pursuant to section 15-533.
A person who obtains a subject-matter expert standard teaching
certificate pursuant to this paragraph may provide instruction in the person's
field of expertise in grades six through twelve at any public school in this
state. Issuance of the subject-matter expert standard teaching
certificate may not be conditioned on the person's employment with a local
education agency. A person who meets the requirements of this paragraph shall
be issued a subject-matter expert standard teaching certificate without
having to demonstrate professional knowledge proficiency pursuant to section 15-533,
except that the person shall have at least two years to demonstrate
professional knowledge proficiency pursuant to section 15-533. School
districts shall evaluate and provide support pursuant to section 15-537
to teachers who are certified pursuant to this paragraph. If a
person fails to meet the professional knowledge requirements of this section
within two years, the department of education or state board of education may
temporarily suspend the subject-matter expert standard teaching
certificate. A certificate that is temporarily suspended pursuant to
this paragraph is not considered a disciplinary action, and a person shall be
allowed to correct the deficiency within the remaining time of the subject-matter
expert standard teaching certification. This paragraph does not require a
person who has obtained another type of teaching certificate from the state
board to obtain a subject-matter expert standard teaching certificate
pursuant to this paragraph in order to provide instruction in grades six
through twelve. A person is eligible for a subject-matter
expert standard teaching certificate pursuant to this paragraph if the person
has a baccalaureate degree and meets any of the following requirements:
(a) Has
taught courses relevant to a content area or subject matter for the last two
consecutive years and for a total of at least three years at one or more
regionally or nationally accredited public or private postsecondary
institutions. A person demonstrates compliance with this requirement
by providing the state board with written proof of employment for specific
durations from one or more qualifying postsecondary institutions.
(b) Has
either a baccalaureate degree, a master's degree or a doctoral degree in a
specific subject area that is relevant to a content area or subject matter
taught in public schools.
(c) Demonstrates
expertise through relevant work experience of at least five years in a field
that is relevant to a content area or subject matter taught in public schools.
A person demonstrates compliance with this requirement by providing the state
board with written proof of employment.
6. Notwithstanding
section 15-533, shall exempt persons applying for a secondary education
certificate from the subject knowledge portion of the proficiency examination
if the state board determines that the person has work experience in science,
technology, engineering or mathematics and can demonstrate adequate knowledge
of a particular subject through a postsecondary education degree or twenty-four
credit hours of relevant coursework.
7. Shall
allow for a certificate issued to a person pursuant to subsection B, paragraph
1, 3, 4 or 5 of this section or section 15-203 or 15-782.01, as
applicable, to be both issued and renewed for at least twelve years and may not
require more than fifteen hours of continuing education credits each year in
order to renew that certificate pursuant to this paragraph.
8. Shall
allow for a certificate issued to a person pursuant to subsection B of this
section or section 15-132, 15-203 or 15-782.01, as
applicable, and any endorsement or approved area related to that certificate,
to be renewed at least two years but not more than ten years after that
certificate expires without any other requirements adopted by the state board
of education or the department of education if the person is in good standing,
has at least ten years of verified full-time experience in this state in
the area in which the person is seeking renewed certification and possesses a
valid fingerprint clearance card issued pursuant to section 15-534. A
certificate renewed pursuant to this paragraph shall be identical to the
expired certificate.
D. The
rules for certification reciprocity shall include a requirement that the
applicant possess a comparable valid certification from another state and be in
good standing with that other state. An applicant who possesses a
valid certification from another state and a fingerprint clearance card
pursuant to section 15-534 and who is in good standing with that other
state shall be issued a comparable standard certificate or a comparable
certificate issued pursuant to section 15-132, 15-203 or 15-782.01,
as applicable, without any other requirements from the state board of education
or the department of education. A person who is issued a certificate
pursuant to this subsection is not required to meet any requirement prescribed
in section 15-533.
E. Placement
decisions of teaching intern certificate holders issued pursuant to subsection
C, paragraph 1 of this section and section 15-552 shall be based on
agreements between the teacher preparation provider, the provider's partner
organizations and the local education agency. The practices of the
department of education and the rules and policies of the state board of
education may not restrict placement of teaching intern certification holders
based on local education agency instructional models and may only consider the
academic quality of the school, the effectiveness of the teaching intern
certification holder's on-site mentor and the opportunity for a wide
variety of schools and school models to access teaching intern certification
holders.
F. Notwithstanding
subsection A of this section, the following persons are not required to have a
baccalaureate degree:
1. A
teacher who is otherwise exempt by law from obtaining a baccalaureate degree
and who provides instruction in STEM or career and technical education pursuant
to section 15-782.01.
2. A
person who obtains any of the following:
(a) A
Native American language certificate.
(b) A
student teaching intern certificate.
(c) A
junior reserve officer training corps certificate.
(d) An
athletic coaching certificate.
(e) An
emergency substitute certificate. END_STATUTE
Sec. 40. Section
15-704, Arizona Revised Statutes, is amended to read:
START_STATUTE15-704. Reading
proficiency; dyslexia screening plan; appropriations; purposes; exemptions;
definitions
A. Each
school district or charter school that provides instruction in kindergarten
programs and grades one through three shall select and administer screening,
ongoing diagnostic and classroom-based instructional reading assessments,
including a motivational assessment, as defined by the state board of
education, to monitor student progress. Each school shall use the
diagnostic information to plan evidence-based appropriate and effective
instruction and intervention.
B. On
or before July 1, 2020 2022, the
department of education shall develop a dyslexia screening plan that meets all
of the following requirements:
1. Ensures
that within forty-five calendar days after the beginning of each school
year or within forty-five calendar days after a student enrollment occurs
after the first day of school, every student who is enrolled in a kindergarten
program or grade one in a public school in this state is screened for
indicators of dyslexia.
2. Provides
guidance for notifications sent by public schools to parents of students who
are identified as having indicators of dyslexia based on a screening for
indicators.
3. Is
developed collaboratively with the dyslexia specialist for the department
designated pursuant to section 15-211, and other experts on dyslexia,
including representatives in this state of an international organization on
dyslexia.
4. Ensures
that screening for indicators of dyslexia includes the following:
(a) Phonological
and phonemic awareness.
(b) Rapid
naming skills.
(c) Correspondence
between sounds and letters.
(d) Nonsense
word repetition fluency.
(e) Sound
symbol recognition.
C. The
screening for indicators of dyslexia may be integrated with reading proficiency
screenings as prescribed in this section.
D. Each
school district or charter school that provides instruction for pupils in
kindergarten programs and grades one through three shall conduct a curriculum
evaluation and adopt an evidence-based reading curriculum that includes
the essential components of reading instruction. All school districts and
charter schools that offer instruction in kindergarten programs and grades one
through three shall provide ongoing teacher training based on evidence-based
reading research.
E. Each
school district or charter school that provides instruction in kindergarten
programs and grades one through three shall devote reasonable amounts of time
to explicit evidence-based instruction and independent reading in grades
one through three.
F. A
pupil in grade three who does not demonstrate proficiency on the reading
standards measured by the statewide assessment administered pursuant to section
15-741 shall be provided core reading instruction and intensive, evidence-based
reading instruction as defined by the state board of education until the pupil
meets these standards.
G. The
governing board of each school district and the governing body of each charter
school shall determine the percentage of pupils at each school in grade three
who do not demonstrate proficiency on the reading standards prescribed by the
state board of education and measured by the statewide assessment administered
pursuant to section 15-741. If more than twenty percent of
students in grade three at either the individual school level or at the school
district level do not demonstrate proficiency on the standards, the governing
board or governing body shall conduct a review of its reading program that
includes curriculum and professional development in light of current, evidence-based
reading research.
H. Based
on the review required in subsection G of this section, the governing board or
governing body and the school principal of each school that does not demonstrate
proficiency on the reading standards, in conjunction with school council
members, if applicable, shall develop methods of best practices for teaching
reading based on essential components of reading instruction and supported by
evidence-based reading research. These methods shall be
adopted at a public meeting and shall be implemented the following academic
year.
I. Subsections
G and H of this section shall be coordinated with efforts to develop and
implement an improvement plan if required pursuant to section 15-241.02.
J. The
sum of $800,000 is appropriated from the state general fund in fiscal year
2021-2022 and each fiscal year thereafter to the department of education to
distribute to school districts and charter schools to provide pupil screening
for indicators of dyslexia. The appropriations made in this subsection are
exempt from the provisions of section 35-190 relating to lapsing of
appropriations.
K. The
sum of $280,000 is appropriated from the state general fund in fiscal year
2021-2022 and each fiscal year thereafter to the department of education for
the following purposes:
1. Adding
three full-time employee positions to implement the requirements of this
section and section 15-211.
2. Providing
early literacy professional development to teachers in this state.
3. Augmenting
the reading programs established pursuant to this section and sections 15-211
and 15-701.
4. Gathering,
aggregating and analyzing statewide data related to early literacy and
dyslexia.
5. Establishing
a regional training model for teacher training and enhancing awareness of the
indicators of dyslexia.
L. The
appropriations made in subsection K of this section are exempt from the
provisions of section 35-190 relating to lapsing of appropriations.
J. M. For
the purposes of this section:
1. "Essential
components of reading instruction" means explicit and systematic
instruction in the following:
(a) Phonological
awareness, including phonemic awareness.
(b) Phonics
encoding and decoding.
(c) Vocabulary
development.
(d) Reading
fluency as demonstrated by automatic reading of text.
(e) Reading
comprehension of written text.
(f) Written
and oral expression, including spelling and handwriting.
2. "Evidence-based
reading research" means research that demonstrates either:
(a) A
statistically significant effect on improving student outcomes or other
relevant outcomes based on either:
(i) Strong
evidence from at least one well-designed and well-implemented
experimental study.
(ii) Moderate
evidence from at least one well-designed and well-implemented quasi-experimental
study.
(iii) Promising
evidence from at least one well-designed and well-implemented
correlational study with statistical controls for selection bias.
(b) A
rationale based on high-quality research findings or positive evaluation
that an activity, strategy or intervention is likely to improve student
outcomes or other relevant outcomes and that includes ongoing efforts to
examine the effects of these activities, strategies or interventions.
3. "Reading"
means a complex system of deriving meaning from written text that requires all
of the following:
(a) The
skills and knowledge to understand how phonemes or speech sounds are connected
to written text.
(b) The
ability to decode unfamiliar words.
(c) The
ability to read fluently.
(d) Sufficient
background information and vocabulary to foster reading comprehension.
(e) The
development of appropriate active strategies to construct meaning from written
text.
(f) The
development and maintenance of a motivation to read.END_STATUTE
Sec. 41. Appropriations; adult education community college coenrollment
fund; department of education; adult education services
A. In
addition to any other appropriations made in fiscal year 2021-2022, the
sum of $3,500,000 and four FTE positions are appropriated from the state
general fund in fiscal year 2021-2022 to the adult education community college
coenrollment fund established by section 15-245, Arizona Revised Statues, as
added by this act.
B. In
addition to any other appropriations made in fiscal year 2021-2022, the
sum of $1,500,000 is appropriated from the state general fund in fiscal year
2021-2022 to the department of education for the purposes of expanding
and increasing the capacity of adult education programs and services.
Sec. 42. Appropriations; department of education; preschool development
grants; fiscal years 2021-2022, 2022-2023 and 2023-2024; evaluation; intent
A. The
following amounts are appropriated from the state general fund in the following
fiscal years to the department of education to distribute preschool development
grants to eligible providers:
1. In
fiscal year 2021-2022, $7,500,000.
2. In
fiscal year 2022-2023, $15,000,000.
3. In
fiscal year 2023-2024, $22,500,000.
B. The
eligible providers must use an evidence-based curriculum that has a clear
scope and sequence and an explicit focus on coaching to assist teachers with
curriculum implementation.
C. Beginning
January 1, 2023, the department of education shall evaluate the use of the
preschool development grant monies by the eligible providers. The evaluation
must include an analysis of child outcome gains associated with the preschool
development grants. On or before January 31, 2024, the department shall submit
the report on the evaluation to the governor, the speaker of the house of
representatives, the president of the senate and the secretary of state.
D. The
legislature intends that the monies appropriated in subsection A of this
section first be used to replace federal monies that are no longer available to
eligible providers that participated in the preschool development grants
program in fiscal year 2018-2019 or 2019-2020.
Sec. 43. Appropriation; department of education; pilot programs
In addition
to any other appropriations made in fiscal year 2021-2022, the sum of
$5,000,000 and five FTE positions are appropriated from the state general fund
in fiscal year 2021-2022 to the department of education for the purposes of
establishing pilot programs related to evidence-based initiatives to
support closing student achievement gaps exacerbated by the COVID-19
pandemic and closure of in-person learning."
Amend title to conform
Bill
Number: S.B. 1826