Rep. Norm Thurston — Voting Record

Bill

Number

H.B. 114 Fourth Substitute (2020GS)

Sponsor

Rep. Waldrip, S.

Final action

Governor Signed 3/28/2020

Outcome

Became law — signed by Gov. Gary R. Herbert

Summary

What it does

• This bill:
• requires the State Board of Education (the state board) to:
• make rules regarding, and requires local education agencies (LEAs), to establish an early learning plan that includes early literacy and early mathematics components;
• select a mathematics benchmark assessment that LEAs administer in certain grades;
• administer a qualifying grant program for professional learning for certain elementary educators; and
• administer a grant for license applicants taking a certain examination;
• amends provisions regarding an examination required to obtain a license to teach;
• requires certain annual reporting; and
• makes technical and conforming changes.

Every vote on this bill

Bill text

EARLY LEARNING TRAINING AND ASSESSMENT
AMENDMENTS
GENERAL SESSION
STATE OF UTAH
Chief Sponsor: Steve Waldrip
Senate Sponsor: 
Ann Millner
LONG TITLE
General Description:
This bill provides programs and assessments to improve early learning in literacy and
mathematics.
Highlighted Provisions:
This bill:
▸ requires the State Board of Education (the state board) to:
• make rules regarding, and requires local education agencies (LEAs), to establish
an early learning plan that includes early literacy and early mathematics
components;
• select a mathematics benchmark assessment that LEAs administer in certain
grades;
• administer a qualifying grant program for professional learning for certain
elementary educators; and
• administer a grant for license applicants taking a certain examination;
▸ amends provisions regarding an examination required to obtain a license to teach;
▸ requires certain annual reporting; and
▸ makes technical and conforming changes.
Money Appropriated in this Bill:
This bill appropriates in fiscal year 2021:
▸ to the State Board of Education - Minimum School Program - Related to Basic
School Programs, as an ongoing appropriation:
• from the Education Fund, $3,935,000; and
▸ to the State Board of Education - MSP Categorical Program Administration, as an
ongoing appropriation:
• from the Education Fund, $1,065,000.
Other Special Clauses:
This bill provides a coordination clause.
Utah Code Sections Affected:
AMENDS:
53E-1-201
, as last amended by Laws of Utah 2019, Chapter 324 and last amended by
Coordination Clause, Laws of Utah 2019, Chapters 41, 205, 223, 342, 446, and 476
53E-6-301
, as last amended by Laws of Utah 2019, Chapter 186
53F-2-503
, as last amended by Laws of Utah 2019, Chapters 186 and 324
63I-1-253
, as last amended by Laws of Utah 2019, Chapters 90, 136, 166, 173, 246,
325, 344 and last amended by Coordination Clause, Laws of Utah 2019, Chapter
246
ENACTS:
53E-3-521
, Utah Code Annotated 1953
53E-4-307.5
, Utah Code Annotated 1953
53F-5-214
, Utah Code Annotated 1953
53F-5-215
, Utah Code Annotated 1953
53G-7-218
, Utah Code Annotated 1953
Utah Code Sections Affected by Coordination Clause:
53F-5-215
, Utah Code Annotated 1953
Be it enacted by the Legislature of the state of Utah:
Section 1. Section 
53E-1-201
 is amended to read:
53E-1-201.
Reports to and action required of the Education Interim Committee.
(1) In accordance with applicable provisions and Section 
68-3-14
, the following
recurring reports are due to the Education Interim Committee:
(a) the prioritized list of data research described in Section 
35A-14-302
 and the report
on research described in Section 
35A-14-304
 by the Utah Data Research Center;
(b) the report described in Section 
35A-15-303
 by the State Board of Education on
preschool programs;
(c) the report described in Section 
53B-1-103
 by the State Board of Regents on career
and technical education issues and addressing workforce needs;
(d) the report described in Section 
53B-1-107
 by the State Board of Regents on the
activities of the State Board of Regents;
(e) the report described in Section 
53B-2a-104
 by the Utah System of Technical
Colleges Board of Trustees on career and technical education issues;
(f) the reports described in Section 
53B-28-401
 by the State Board of Regents and the
Utah System of Technical Colleges Board of Trustees regarding activities related to campus
safety;
(g) the State Superintendent's Annual Report by the state board described in Section
53E-1-203
;
(h) the annual report described in Section 
53E-2-202
 by the state board on the strategic
plan to improve student outcomes;
(i) the report described in Section 
53E-8-204
 by the state board on the Utah Schools for
the Deaf and the Blind;
(j) the report described in Section 
53E-10-703
 by the Utah Leading through Effective,
Actionable, and Dynamic Education director on research and other activities;
(k) the report described in Section 
53F-4-203
 by the state board and the independent
evaluator on an evaluation of early interactive reading software;
(l) the report described in Section 
53F-4-407
 by the state board on UPSTART;
(m) the reports described in Sections 
53F-5-214
 and 
53F-5-215
 by the state board
related to grants for professional learning and grants for an elementary teacher preparation
assessment;
[
(m)
] 
(n)
 the report described in Section 
53F-5-405
 by an independent evaluator of a
partnership that receives a grant to improve educational outcomes for students who are low
income; and
[
(n)
] 
(o)
 the report described in Section 
63N-12-208
 by the STEM Action Center
Board, including the information described in Section 
63N-12-213
 on the status of the
computer science initiative and Section 
63N-12-214
 on the Computing Partnerships Grants
Program.
(2) In accordance with applicable provisions and Section 
68-3-14
, the following
occasional reports are due to the Education Interim Committee:
(a) the report described in Section 
35A-15-303
 by the School Readiness Board by
November 30, 2020, on benchmarks for certain preschool programs;
(b) the report described in Section 
53E-3-519
 by the state board regarding counseling
services in schools;
(c) the reports described in Section 
53E-3-520
 by the state board regarding cost centers
and implementing activity based costing;
(d) if required, the report described in Section 
53E-4-309
 by the state board explaining
the reasons for changing the grade level specification for the administration of specific
assessments;
(e) if required, the report described in Section 
53E-5-210
 by the state board of an
adjustment to the minimum level that demonstrates proficiency for each statewide assessment;
(f) the report described in Section 
53E-10-702
 by Utah Leading through Effective,
Actionable, and Dynamic Education;
(g) the report described in Section 
53F-2-502
 by the state board on the program
evaluation of the dual language immersion program;
(h) if required, the report described in Section 
53F-2-513
 by the state board evaluating
the effects of salary bonuses on the recruitment and retention of effective teachers in high
poverty schools;
(i) upon request, the report described in Section 
53F-5-207
 by the state board on the
Intergenerational Poverty Intervention Grants Program;
(j) the report described in Section 
53F-5-210
 by the state board on the Educational
Improvement Opportunities Outside of the Regular School Day Grant Program;
(k) the reports described in Section 
53G-11-304
 by the state board regarding proposed
rules and results related to educator exit surveys;
(l) upon request, the report described in Section 
53G-11-505
 by the state board on
progress in implementing employee evaluations;
(m) the report described in Section 
62A-15-117
 by the Division of Substance Abuse
and Mental Health, the State Board of Education, and the Department of Health regarding
recommendations related to Medicaid reimbursement for school-based health services; and
(n) the reports described in Section 
63C-19-202
 by the Higher Education Strategic
Planning Commission.
(3) In accordance with Section 
53B-7-705
, the Education Interim Committee shall
complete the review of the implementation of performance funding.
Section 2. Section 
53E-3-521
 is enacted to read:
 53E-3-521.
Requirements for early mathematics plan.
The state board shall make rules to:
(1) define the components of the early mathematics plan that a local school board or
charter school governing board is required to submit under Section 
53G-7-218
 for mathematics
proficiency improvement, including the following four categories:
(a) conceptual understanding;
(b) procedural fluency;
(c) strategic and adaptive mathematical thinking; and
(d) productive disposition; and
(2) establish a state-wide target using data from the mathematics benchmark
assessment, described in Section 
53E-4-307.5
, for local growth goals described in Section
53G-7-218
 regarding mathematics.
Section 3. Section 
53E-4-307.5
 is enacted to read:
 53E-4-307.5.
Mathematics benchmark assessment.
(1) As used in this section, "early mathematics benchmark assessment" or "benchmark
assessment" means a standardized assessment to measure the acquisition of mathematics skills
in kindergarten and grades 1 through 3 that includes predictive indicators of academic
achievement based on measures of early mathematics, computation, and problem solving.
(2) The state board shall approve a benchmark assessment for use statewide by LEAs
to assess the mathematics competency of students in kindergarten and grades 1 through 3.
(3) An LEA shall:
(a) administer benchmark assessments to students at the beginning, middle, and end of
the school year using the mathematics benchmark assessment in:
(i) kindergarten, as an optional assessment; and
(ii) grades 1 through 3, as a required assessment; and
(b) after administering a benchmark assessment described in Subsection (3)(a) to a
student, report the results to the student's parent.
(4) In making the approval described in Subsection (2), the state board shall:
(a) prioritize the assessment's reliability, validity, speed, and efficiency; and
(b) ensure the mathematics benchmark assessment's ability to:
(i) identify students who may be at risk for mathematics difficulties; and
(ii) measure students' progress through data.
Section 4. Section 
53E-6-301
 is amended to read:
53E-6-301.
 Qualifications of applicants for licenses -- Changes in qualifications.
(1) As used in this section "literacy preparation assessment" means an examination that
addresses the science of reading, related to literacy instruction for an individual who teaches
preschool, elementary school, or special education.
[
(1)
] 
(2)
 The state board shall establish by rule the scholarship, training, and experience
required of license applicants.
[
(2)
] 
(3)
 (a) The state board shall announce any increase in the requirements when
made.
(b) An increase in requirements shall become effective not less than one year from the
date of the announcement.
[
(3)
] 
(4)
 The state board may determine by examination or otherwise the qualifications
of license applicants.
(5) If the state board uses an examination under Subsection (4) that is a literacy
preparation assessment:
(a) the state board shall make rules to allow an LEA to hire a license applicant who
does not successfully pass the literacy preparation assessment for a limited duration pending
successful passage; and
(b) the license applicant is not eligible for a professional educator license described in
Section 
53E-6-201
 until the license applicant successfully passes the literacy preparation
assessment.
Section 5. Section 
53F-2-503
 is amended to read:
53F-2-503.
Early Literacy Program -- Literacy proficiency plan.
(1) As used in this section:
(a) "Program" means the Early Literacy Program.
(b) "Program money" means:
(i) school district revenue allocated to the program from other money available to the
school district, except money provided by the state, for the purpose of receiving state funds
under this section; and
(ii) money appropriated by the Legislature to the program.
(2) The Early Literacy Program consists of program money and is created to
supplement other school resources for early literacy.
(3) Subject to future budget constraints, the Legislature may annually appropriate
money to the Early Literacy Program.
(4) [
(a)
] An LEA governing board of a school district or a charter school that serves
students in any of grades kindergarten through grade 3 shall submit
, in accordance with Section
53G-7-218
,
 a plan to the state board for literacy proficiency improvement that incorporates the
following components:
[
(i)
] 
(a)
 core instruction in:
[
(A)
] 
(i)
 phonological awareness;
[
(B)
] 
(ii)
 phonics;
[
(C)
] 
(iii)
 fluency;
[
(D)
] 
(iv)
 comprehension;
[
(E)
] 
(v)
 vocabulary;
[
(F)
] 
(vi)
 oral language; and
[
(G)
] 
(vii)
 writing;
[
(ii)
] 
(b)
 intervention strategies that are aligned to student needs;
[
(iii)
] 
(c)
 professional development for classroom teachers, literacy coaches, and
interventionists in kindergarten through grade 3;
[
(iv)
] 
(d)
 assessments that support adjustments to core and intervention instruction;
[
(v)
] 
(e)
 a growth goal for the school district or charter school that:
[
(A)
] 
(i)
 is based upon student learning gains as measured by benchmark assessments
administered pursuant to Section 
53E-4-307
; and
[
(B)
] 
(ii)
 includes a target of at least 60% of all students in grades 1 through 3 meeting
the growth goal;
[
(vi)
] 
(f)
 at least [
two goals that are
] 
one goal that is
 specific to the school district or
charter school that:
[
(A)
] 
(i)
 [
are
] 
is
 measurable;
[
(B)
] 
(ii)
 [
address
] 
addresses
 current performance gaps in student literacy based on
data; and
[
(C)
] 
(iii)
 [
include
] 
includes
 specific strategies for improving outcomes; and
[
(vii)
] 
(g)
 if a school uses interactive literacy software, the use of interactive literacy
software, including early interactive reading software described in Section 
53F-4-203
.
[
(b) An LEA governing board shall approve a plan described in Subsection (4)(a) in a
public meeting before submitting the plan to the state board.
]
[
(c) The state board shall provide model plans that an LEA governing board may use,
or an LEA governing board may develop the LEA governing board's own plan.
]
[
(d) A plan developed by an LEA governing board shall be approved by the state
board.
]
[
(e) The state board shall develop uniform standards for acceptable growth goals that
an LEA governing board adopts for a school district or charter school as described in this
Subsection (4).
]
(5) (a) There are created within the Early Literacy Program three funding programs:
(i) the Base Level Program;
(ii) the Guarantee Program; and
(iii) the Low Income Students Program.
(b) The state board may use up to $7,500,000 from an appropriation described in
Subsection (3) for computer-assisted instructional learning and assessment programs.
(6) Money appropriated to the state board for the Early Literacy Program and not used
by the state board for computer-assisted instructional learning and assessments described in
Subsection (5)(b) shall be allocated to the three funding programs as follows:
(a) 8% to the Base Level Program;
(b) 46% to the Guarantee Program; and
(c) 46% to the Low Income Students Program.
(7) (a) For a school district or charter school to participate in the Base Level Program,
the LEA governing board shall submit a plan described in Subsection (4) and shall receive
approval of the plan from the state board.
(b) (i) The local school board of a school district qualifying for Base Level Program
funds and the charter school governing boards of qualifying elementary charter schools
combined shall receive a base amount.
(ii) The base amount for the qualifying elementary charter schools combined shall be
allocated among each charter school in an amount proportionate to:
(A) each existing charter school's prior year fall enrollment in grades kindergarten
through grade 3; and
(B) each new charter school's estimated fall enrollment in grades kindergarten through
grade 3.
(8) (a) A local school board that applies for program money in excess of the Base Level
Program funds may choose to first participate in the Guarantee Program or the Low Income
Students Program.
(b) A school district shall fully participate in either the Guarantee Program or the Low
Income Students Program before the local school board may elect for the school district to
either fully or partially participate in the other program.
(c) For a school district to fully participate in the Guarantee Program, the local school
board shall allocate to the program money available to the school district, except money
provided by the state, equal to the amount of revenue that would be generated by a tax rate of
.000056.
(d) For a school district to fully participate in the Low Income Students Program, the
local school board shall allocate to the program money available to the school district, except
money provided by the state, equal to the amount of revenue that would be generated by a tax
rate of .000065.
(e) (i) The state board shall verify that a local school board allocates the money
required in accordance with Subsections (8)(c) and (d) before the state board distributes funds
in accordance with this section.
(ii) The State Tax Commission shall provide the state board the information the state
board needs in order to comply with Subsection (8)(e)(i).
(9) (a) Except as provided in Subsection (9)(c), the local school board of a school
district that fully participates in the Guarantee Program shall receive state funds in an amount
that is:
(i) equal to the difference between $21 multiplied by the school district's total WPUs
and the revenue the local school board is required to allocate under Subsection (8)(c) for the
school district to fully participate in the Guarantee Program; and
(ii) not less than $0.
(b) Except as provided in Subsection (9)(c), an elementary charter school shall receive
under the Guarantee Program an amount equal to $21 times the elementary charter school's
total WPUs.
(c) The state board may adjust the $21 guarantee amount described in Subsections
(9)(a) and (b) to account for actual appropriations and money used by the state board for
computer-assisted instructional learning and assessments.
(10) The state board shall distribute Low Income Students Program funds in an amount
proportionate to the number of students in each school district or charter school who qualify for
free or reduced price school lunch multiplied by two.
(11) A school district that partially participates in the Guarantee Program or Low
Income Students Program shall receive program funds based on the amount of school district
revenue allocated to the program as a percentage of the amount of revenue that could have been
allocated if the school district had fully participated in the program.
(12) (a) An LEA governing board shall use program money for early literacy
interventions and supports in kindergarten through grade 3 that have proven to significantly
increase the percentage of students who are proficient in literacy, including:
(i) evidence-based intervention curriculum;
(ii) literacy assessments that identify student learning needs and monitor learning
progress; or
(iii) focused literacy interventions that may include:
(A) the use of reading specialists or paraprofessionals;
(B) tutoring;
(C) before or after school programs;
(D) summer school programs; or
(E) the use of interactive computer software programs for literacy instruction and
assessments for students.
(b) An LEA governing board may use program money for portable technology devices
used to administer literacy assessments.
(c) Program money may not be used to supplant funds for existing programs, but may
be used to augment existing programs.
(13) (a) An LEA governing board shall annually submit a report to the state board
accounting for the expenditure of program money in accordance with the LEA governing
board's plan described in Subsection (4).
(b) If an LEA governing board uses program money in a manner that is inconsistent
with Subsection (12), the school district or charter school is liable for reimbursing the state
board for the amount of program money improperly used, up to the amount of program money
received from the state board.
(14) (a) The state board shall make rules to implement the program.
(b) (i) The rules under Subsection (14)(a) shall require each LEA governing board to
annually report progress in meeting goals described in Subsections [
(4)(a)(v) and (vi)
] 
(4)(e)
and (f)
, including the strategies the school district or charter school uses to address the goals.
(ii) If a school district or charter school does not meet or exceed the school district's or
charter school's goals described in [
Subsection (4)(a)(v) or (vi)
] 
Subsections (4)(e) or (f)
, the
LEA governing board shall prepare a new plan that corrects deficiencies.
(iii) The new plan described in Subsection (14)(b)(ii) shall be approved by the state
board before the LEA governing board receives an allocation for the next year.
[
(15) (a) The state board shall:
]
[
(i) develop strategies to provide support for a school district or charter school that fails
to meet a goal described in Subsection (4)(a)(v) or (vi); and
]
[
(ii) provide increasing levels of support to a school district or charter school that fails
to meet a goal described in Subsection (4)(a)(v) or (vi) for two consecutive years.
]
[
(b) (i) The state board shall use a digital reporting platform to provide information to
school districts and charter schools about interventions that increase proficiency in literacy.
]
[
(ii) The digital reporting platform shall include performance information for a school
district or charter school on the goals described in Subsections (4)(a)(v) and (vi).
]
[
(16)
] 
(15)
 The state board may use up to 3% of the funds appropriated by the
Legislature to carry out the provisions of this section for administration of the program.
[
(17)
] 
(16)
 The state board shall make an annual report in accordance with Section
53E-1-203
 that:
(a) includes information on:
(i) student learning gains in early literacy for the past school year and the five-year
trend;
(ii) the percentage of grade 3 students who are proficient in English language arts in the
past school year and the five-year trend;
(iii) the progress of school districts and charter schools in meeting goals described in a
plan described in Subsection (4)[
(a)
]; and
(iv) the specific strategies or interventions used by school districts or charter schools
that have significantly improved early grade literacy proficiency; and
(b) may include recommendations on how to increase the percentage of grade 3
students who are proficient in English language arts, including how to use a strategy or
intervention described in Subsection [
(17)
] 
(16)
(a)(iv) to improve literacy proficiency for
additional students.
[
(18)
] 
(17)
 The report described in Subsection [
(17)
] 
(16)
 shall include information
provided through the digital reporting platform described in Subsection [
(15)(b)
]
53G-7-218
(5)(a)
.
Section 6. Section 
53F-5-214
 is enacted to read:
 53F-5-214.
Grant for professional learning.
(1) Subject to legislative appropriations, the state board shall award grants to LEAs to
provide teachers in pre-kindergarten, kindergarten, and grades 1 through 3 with professional
learning opportunities in early literacy and mathematics.
(2) The state board shall award a grant described in this section to an LEA that submits
to the state board a completed application, as provided by the state board, that includes a
description of the evidence-based, based on assessment data, professional learning
opportunities the LEA will provide that are:
(a) aligned with the professional learning standards described in Section 
53G-11-303
;
and
(b) targeted to attaining the local and state early learning goals described in Section
53G-7-218
.
(3) An LEA that receives a grant described in this section shall use the grant for the
purposes described in Subsection (2).
(4) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the
state board shall make rules to establish:
(a) required elements of the professional learning opportunities described in Subsection
(2); and
(b) a formula to determine an LEA's grant amount under this section.
(5) The state board shall annually report to the Education Interim Committee on or
before the November interim committee meeting regarding the administration and outcomes of
the grant described in this section.
Section 7. Section 
53F-5-215
 is enacted to read:
 53F-5-215.
Elementary teacher preparation assessment grant.
(1) As used in this section:
(a) "License" means a license that:
(i) is described in Section 
53E-6-102
; and
(ii) qualifies an individual to teach elementary school.
(b) "Literacy preparation assessment" means the same as that term is defined in Section
53E-6-301
.
(2) Beginning September 1, 2021, subject to legislative appropriations, the state board
shall award grants to institutions of higher education for the cost of the initial attempt of the
preparation assessment for license applicants graduating from the institution during the year
relevant to the grant.
(3) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the
state board may make rules to establish the license, type of license, or license concentration
eligible for the grant described in this section.
(4) An institution of higher education may apply for a grant described in this section by
submitting to the state board an application, as provided by the state board, including an
estimate of the number and names of prospective license applicants expected to graduate in the
year relevant to the grant application.
(5) Notwithstanding Subsections (2) and (4), beginning July 1, 2020, and ending
August 31, 2021, the state board may award grants under this section to institutions of higher
education to pilot test a literacy preparation assessment.
(6) The state board shall annually report to the Education Interim Committee on or
before the November interim committee meeting regarding the administration and outcomes of
the grant described in this section.
Section 8. Section 
53G-7-218
 is enacted to read:
 53G-7-218.
Establishment of early learning plan -- Digital reporting platform.
(1) A local school board of a school district or a charter school governing board of a
charter school that serves students in any of kindergarten or grades 1 through 3 shall annually
submit to the state board an early learning plan that includes:
(a) the early literacy plan described in Section 
53F-2-503
, including:
(i) the growth goal described in Subsection 
53F-2-503
(4)(e); and
(ii) one goal that is specific to the school district or charter school as described in
Subsection 
53F-2-503
(4)(f);
(b) the early mathematics plan described in Section 
53E-3-521
, including:
(i) a growth goal for the school district or charter school that:
(A) is based upon student learning gains as measured by the mathematics benchmark
assessment described in Section 
53E-4-307.5
; and
(B) includes the target that the state board establishes under Section 
53E-3-521
; and
(ii) one goal that:
(A) is specific to the school district or charter school;
(B) is measurable;
(C) addresses current performance gaps in student mathematics proficiency based on
data; and
(D) includes specific strategies for improving outcomes; and
(c) one additional goal related to literacy or mathematics that:
(i) is specific to the school district or charter school;
(ii) is measurable;
(iii) addresses current performance gaps in student literacy or mathematics proficiency
based on data; and
(iv) includes specific strategies for improving outcomes.
(2) A local school board or charter school governing board shall approve a plan
described in Subsection (1) in a public meeting before submitting the plan to the state board.
(3) (a) The state board shall:
(i) provide model plans that a local school board or a charter school governing board
may use;
(ii) develop uniform standards for acceptable growth goals that a local school board or
a charter school governing board adopts for a school district or charter school under this
section; and
(iii) review and approve or disapprove a plan submitted under this section.
(b) Notwithstanding Subsection (3)(a), a local school board or a charter school
governing board may develop the board's own plan.
(4) The state board shall:
(a) develop strategies to provide support for a school district or charter school that fails
to meet:
(i) (A) the growth goal related to the state literacy target described in Subsection
(1)(a)(i); or
(B) the growth goal related to the state mathematics target described in Subsection
(1)(b)(i); and
(ii) one of the goals specific to the school district or charter school described in
Subsections (1)(a)(ii), (1)(b)(ii), or (1)(c); and
(b) provide increasing levels of support to a school district or charter school that fails
to meet the combination of goals described in Subsection (4)(a) for two consecutive years.
(5) (a) The state board shall use a digital reporting platform to provide information to
school districts and charter schools about interventions that increase proficiency in literacy and
mathematics.
(b) The digital reporting platform described in Subsection (5)(a) shall include
performance information for a school district or charter school on the goals described in
Subsection (1).
Section 9. Section 
63I-1-253
 is amended to read:
63I-1-253.
Repeal dates, Titles 53 through 53G.
The following provisions are repealed on the following dates:
(1) Subsection 
53-6-203
(1)(b)(ii), regarding being 19 years old at certification, is
repealed July 1, 2022.
(2) Subsection 
53-13-104
(6), regarding being 19 years old at certification, is repealed
July 1, 2022.
(3) Title 53B, Chapter 17, Part 11, USTAR Researchers, is repealed July 1, 2028.
(4) Section 
53B-18-1501
 is repealed July 1, 2021.
(5) Title 53B, Chapter 18, Part 16, USTAR Researchers, is repealed July 1, 2028.
(6) Section 
53B-24-402
, Rural residency training program, is repealed July 1, 2020.
(7) Subsection 
53C-3-203
(4)(b)(vii), which provides for the distribution of money
from the Land Exchange Distribution Account to the Geological Survey for test wells, other
hydrologic studies, and air quality monitoring in the West Desert, is repealed July 1, 2020.
(8) Section 
53E-3-515
 is repealed January 1, 2023.
(9) In relation to a standards review committee, on January 1, 2023:
(a) in Subsection 
53E-4-202
(8), the language that states "by a standards review
committee and the recommendations of a standards review committee established under
Section 
53E-4-203
" is repealed; and
(b) Section 
53E-4-203
 is repealed.
(10) In relation to the SafeUT and School Safety Commission, on January 1, 2023:
(a) Subsection 
53B-17-1201
(1) is repealed;
(b) Section 
53B-17-1203
 is repealed;
(c) Subsection 
53B-17-1204
(2) is repealed;
(d) Subsection 
53B-17-1204
(4)(a), the language that states "in accordance with the
method described in Subsection (4)(c)" is repealed; and
(e) Subsection 
53B-17-1204
(4)(c) is repealed.
(11) Section 
53F-5-214
, in relation to a grant for professional learning, is repealed July
1, 2025.
(12) Section 
53F-5-215
, in relation to an elementary teacher preparation grant is
repealed July 1, 2025.
[
(11)
] 
(13)
 Section 
53F-2-514
 is repealed July 1, 2020.
[
(12)
] 
(14)
 Section 
53F-5-203
 is repealed July 1, 2024.
[
(13)
] 
(15)
 Section 
53F-5-212
 is repealed July 1, 2024.
[
(14)
] 
(16)
 Section 
53F-5-213
 is repealed July 1, 2023.
[
(15)
] 
(17)
 Title 53F, Chapter 5, Part 6, American Indian and Alaskan Native
Education State Plan Pilot Program, is repealed July 1, 2022.
[
(16)
] 
(18)
 Section 
53F-6-201
 is repealed July 1, 2019.
[
(17)
] 
(19)
 Section 
53F-9-501
 is repealed January 1, 2023.
[
(18)
] 
(20)
 Subsections 
53G-4-608
(2)(b) and (4)(b), related to the Utah Seismic Safety
Commission, are repealed January 1, 2025.
[
(19)
] 
(21)
 Subsection 
53G-8-211
(4), regarding referrals of a minor to court for a class
C misdemeanor, is repealed July 1, 2020.
Section 10. 
Appropriation.
The following sums of money are appropriated for the fiscal year beginning July 1,
2020, and ending June 30, 2021. These are additions to amounts previously appropriated for
fiscal year 2021. Under the terms and conditions of Title 63J, Chapter 1, Budgetary Procedures
Act, the Legislature appropriates the following sums of money from the funds or accounts
indicated for the use and support of the government of the state of Utah.
ITEM 1
To State Board of Education - Minimum School Program - Related to
Basic School Programs
From Education Fund
$3,935,000
Schedule of Programs:
Grants for Professional Learning
$3,935,000
The Legislature intends that the State Board of Education use money appropriated
under this item for the grant program described in Section 
53F-5-214
.
ITEM 2
To State Board of Education - MSP Categorical Program Administration
From Education Fund
$1,065,000
Schedule of Programs:
Early Learning Training and Assessment
Program
$1,065,000
The Legislature intends that the State Board of Education use funds appropriated under
this item for:
(1) an early mathematics benchmark assessment in accordance with Section
53E-4-307.5
;
(2) elementary teacher preparation assessment grants in accordance with Section
53F-5-215
;
(3) math performance goals in the state board's early literacy digital platform;
(4) a digital reporting platform in accordance with Section 
53G-7-218
; and
(5) staff to:
(a) administer grants described in Section 
53F-5-214
; and
(b) support local early learning plans.
Section 11. 
 Coordinating H.B. 114 with S.B. 79 -- Superseding substantive
amendments.
If this H.B. 114 and S.B. 79, Regional Education Service Agencies, both pass and
become law, it is the intent of the Legislature that the Office of Legislative Research and
General Counsel shall prepare the Utah Code database for publication by changing all
references in Section 
53F-2-215
 "regional service center" to "regional education service
agency".