Rep. Norm Thurston — Voting Record

Bill

Number

S.B. 245 (2022GS)

Sponsor

Sen. Millner, A.

Final action

Governor Signed 3/24/2022

Outcome

Became law — signed by Gov. Spencer J. Cox

Summary

What it does

• This bill:
• requires the State Board of Education (state board) to:
• identify the lowest performing non-Title I schools as springboard schools;
• accept applications to be designated as an elevate school from non-Title I schools that are implementing targeted support and improvement activities under federal requirements; and
• identify at least six elevate schools in each year the state board does not designate springboard schools;
• permits the state board to hire or contract with individuals to conduct a needs assessment for springboard schools or elevate schools;
• repeals provisions related to turnaround school teacher recruitment and retention;
• defines terms; and
• makes technical and conforming changes.

Every vote on this bill

Bill text

SCHOOL TURNAROUND PROGRAM REVISIONS
GENERAL SESSION
STATE OF UTAH
Chief Sponsor: Ann Millner
House Sponsor: 
Bradley G. Last
LONG TITLE
General Description:
This bill makes changes to the school turnaround program.
Highlighted Provisions:
This bill:
▸ requires the State Board of Education (state board) to:
• identify the lowest performing non-Title I schools as springboard schools;
• accept applications to be designated as an elevate school from non-Title I
schools that are implementing targeted support and improvement activities
under federal requirements; and
• identify at least six elevate schools in each year the state board does not
designate springboard schools;
▸ permits the state board to hire or contract with individuals to conduct a needs
assessment for springboard schools or elevate schools;
▸ repeals provisions related to turnaround school teacher recruitment and retention;
▸ defines terms; and
▸ makes technical and conforming changes.
Money Appropriated in this Bill:
None
Other Special Clauses:
None
Utah Code Sections Affected:
AMENDS:
53E-5-301
, as last amended by Laws of Utah 2020, Chapters 146 and 408
53E-5-302
, as last amended by Laws of Utah 2021, Chapter 439
53E-5-303
, as last amended by Laws of Utah 2019, Chapters 186 and 451
53E-5-304
, as last amended by Laws of Utah 2019, Chapters 186 and 451
53E-5-305
, as last amended by Laws of Utah 2021, Chapter 346
53E-5-306
, as last amended by Laws of Utah 2020, Chapters 146 and 408
53E-5-309
, as last amended by Laws of Utah 2020, Chapter 408
53E-5-311
, as renumbered and amended by Laws of Utah 2018, Chapter 1
ENACTS:
53E-5-302.1
, Utah Code Annotated 1953
REPEALS:
53E-5-308
, as last amended by Laws of Utah 2020, Chapter 408
Be it enacted by the Legislature of the state of Utah:
Section 1. Section 
53E-5-301
 is amended to read:
Part 3. School Improvement and Leadership Development
53E-5-301.
Definitions.
As used in this part:
(1) "Charter school authorizer" means the same as that term is defined in Section
53G-5-102
.
(2) "Cohort" means all district schools and charter schools identified as [
low
performing
]
:
(a) springboard
 schools based on school [
accountabilty
] 
accountability
 results from the
same school year[
.
]
; or
(b) elevate schools based on school accountability results from the same school year.
(3) "Continuous improvement expert" means a person identified by the state board
under Section 
53E-5-305
.
[
(3)
] 
(4)
 "Educator" means the same as that term is defined in Section 
53E-6-102
.
(5) "Elevate school" means a district school or charter school that:
(a) is not a Title I school;
(b) is implementing targeted support and improvement activities under 20 U.S.C. Sec.
6311; and
(c) has applied and been designated by the state board as an elevate school as described
in Section 
53E-5-302.1
.
[
(4)
] 
(6)
 "Final remedial year" means the second or third school year following the
initial remedial year, as determined by the state board.
[
(5) "Independent school turnaround expert" or "turnaround expert" means a person
identified by the state board under Section 
53E-5-305
.
]
[
(6)
] 
(7)
 "Initial remedial year" means the school year a district school or charter school
is designated as a [
low performing
] 
springboard
 school under Section 
53E-5-302
or elevate
school under Section 
53E-5-302.1
.
[
(7)
] 
(8)
 "LEA governing board" means a local school board or charter school
governing board.
[
(8) "Low performing school" means a district school or charter school that has been
designated a low performing school by the state board because the school is:
]
[
(a) for two consecutive school years in the lowest performing 3% of schools statewide
according to the percentage of possible points earned under the school accountability system;
and
]
[
(b) a low performing school according to other outcome-based measures as may be
defined in rules made by the state board in accordance with Title 63G, Chapter 3, Utah
Administrative Rulemaking Act.
]
(9) "School accountability system" means the school accountability system established
in Part 2, School Accountability System.
(10) "School grade" or "grade" means the letter grade assigned to a school as the
school's overall rating under the school accountability system.
(11) "School [
turnaround
] 
improvement
 committee" means a committee established
under:
(a) for a district school, Section 
53E-5-303
; or
(b) for a charter school, Section 
53E-5-304
.
(12) "School [
turnaround
] 
improvement
 plan" means a plan described in:
(a) for a district school, Section 
53E-5-303
; or
(b) for a charter school, Section 
53E-5-304
.
(13) "Springboard school" means a district school or charter school that has been
designated a springboard school by the state board because the school:
(a) is not a Title I school; and
(b) when ranked according to the percentage of possible points the state board awards
under Title 53E, Chapter 5, Part 2, School Accountability System, averaged over three school
years is:
(i) one of the five lowest performing elementary, middle, or junior high schools
statewide; or
(ii) one of the two lowest performing high schools statewide.
Section 2. Section 
53E-5-302
 is amended to read:
53E-5-302.
State board to designate springboard schools -- Needs assessment.
(1) [
Except as provided in Subsection (4), the
] 
The
 state board shall:
(a) [
annually
] 
beginning in the 2025-2026 school year, and every four years thereafter,
designate a school as a [
low performing
] 
springboard
 school; and
(b) conduct a needs assessment for a [
low performing
] 
springboard
 school by
thoroughly analyzing the root causes of the [
low performing
] 
springboard
 school's [
low
]
performance 
qualifying the school for designation as a springboard school
.
(2) The state board may use up to 5% of the appropriation provided under this part to
hire or contract with one or more individuals to conduct a needs assessment described in
Subsection (1)(b).
[
(3) A school that was designated as a low performing school based on 2015-2016
school year performance that is not in the lowest performing 3% of schools statewide following
the 2016-2017 school year is exempt from the provisions of this part.
]
[
(4) (a) The state board is not required to designate as a low performing school a school
for which the state board is not required to assign an overall rating in accordance with Section
53E-5-204
.
]
[
(b) The requirement to designate a school as a low-performing school described in
Subsection (1) does not apply in the school year immediately following the 2020-2021 or
2021-2022 school year.
]
Section 3. Section 
53E-5-302.1
 is enacted to read:
 53E-5-302.1.
State board to designate elevate schools -- Needs assessment.
(1) Beginning in the 2022-2023 school year, in every year that the state board does not
designate a springboard school, the state board shall:
(a) accept applications to be designated an elevate school from schools that:
(i) are not Title I schools; and
(ii) are implementing targeted support and improvement activities under 20 U.S.C. Sec.
6311;
(b) identify at least six schools as elevate schools; and
(c) conduct a needs assessment for an elevate school by thoroughly analyzing the root
causes of the school's previous performance of targeted support and improvement student
groups.
(2) The state board may use up to 5% of the appropriation provided under this part to
hire or contract with one or more individuals to conduct a needs assessment described in
Subsection (1)(c).
Section 4. Section 
53E-5-303
 is amended to read:
53E-5-303.
Required action for district springboard schools and district elevate
schools -- Notification to parents and municipality for springboard schools.
(1) In accordance with deadlines established by the state board, a local school board of
a [
low performing
] 
springboard school or elevate
 school shall:
(a) establish a school [
turnaround
] 
improvement
 committee composed of the following
members:
(i) the local school board member who represents the voting district where the [
low
performing
] 
springboard school or elevate
 school is located;
(ii) the school principal;
(iii) three parents of students enrolled in the [
low performing
] 
springboard school or
elevate
 school appointed by the chair of the school community council;
(iv) one teacher at the [
low performing
] 
springboard school or elevate
 school appointed
by the principal;
(v) one teacher at the [
low performing
] 
springboard school or elevate
 school appointed
by the school district superintendent; and
(vi) one school district administrator;
(b) solicit proposals from a [
turnaround
] 
continuous improvement
 expert identified by
the state board under Section 
53E-5-305
;
(c) partner with the school [
turnaround
] 
improvement
 committee to select a proposal;
(d) submit the proposal described in Subsection (1)(b) to the state board for review and
approval; and
(e) subject to Subsections (3) and (4), contract with a [
turnaround
] 
continuous
improvement
 expert.
(2) A proposal described in Subsection (1)(b) shall include a:
(a) strategy to address the root causes of the [
low performing
] 
springboard school's or
elevate
 school's low performance identified through the needs assessment described in Section
53E-5-302
; and
(b) scope of work to facilitate implementation of the strategy that includes at least the
activities described in Subsection (4)(b).
(3) A local school board may not select a [
turnaround
] 
continuous improvement
 expert
that is:
(a) the school district; or
(b) an employee of the school district.
(4) A contract between a local school board and a [
turnaround
] 
continuous
improvement
 expert:
(a) shall be based on an explicit stipulation of desired outcomes and consequences for
not meeting goals, including cancellation of the contract;
(b) shall include a scope of work that requires the [
turnaround
] 
continuous
improvement
 expert to at a minimum:
(i) develop and implement, in partnership with the school [
turnaround
] 
improvement
committee, a school [
turnaround
] 
improvement
 plan that meets the criteria described in
Subsection (5);
(ii) monitor the effectiveness of a school [
turnaround
] 
improvement
 plan through
reliable means of evaluation, including on-site visits, observations, surveys, analysis of student
achievement data, and interviews;
(iii) provide ongoing implementation support and project management for a school
[
turnaround
] 
improvement
 plan;
(iv) provide high-quality professional [
development
] 
learning
 personalized for school
staff that is designed to build:
(A) the leadership capacity of the school principal;
(B) the instructional capacity of school staff;
(C) educators' capacity with data-driven strategies by providing actionable, embedded
data practices; and
(v) leverage support from community partners to coordinate an efficient delivery of
supports to students inside and outside the classroom;
(c) may include a scope of work that requires the [
turnaround
] 
continuous
improvement
 expert to:
(i) develop sustainable school district and school capacities to effectively respond to
the academic and behavioral needs of students in high poverty communities; or
(ii) other services that respond to the needs assessment conducted under Section
53E-5-302
;
(d) shall include travel costs and payment milestones; and
(e) may include pay for performance provisions.
(5) A school [
turnaround
] 
improvement
 committee shall partner with the [
turnaround
]
continuous improvement
 expert selected under Subsection (1) to develop and implement a
school [
turnaround
] 
improvement
 plan that:
(a) addresses the root causes of the [
low performing
] 
springboard school's or elevate
school's low performance identified through the needs assessment described in Section
53E-5-302
;
(b) includes recommendations regarding changes to the [
low performing
] 
springboard
school's or elevate
 school's personnel, culture, curriculum, assessments, instructional practices,
governance, leadership, finances, policies, or other areas that may be necessary to implement
the school [
turnaround
] 
improvement
 plan;
(c) includes measurable student achievement goals and objectives and benchmarks by
which to measure progress;
(d) includes a professional development plan that identifies a strategy to address
problems of instructional practice;
(e) includes a detailed budget specifying how the school [
turnaround
] 
improvement
plan will be funded;
(f) includes a plan to assess and monitor progress;
(g) includes a plan to communicate and report data on progress to stakeholders; and
(h) includes a timeline for implementation.
(6) A local school board of a [
low performing
] 
springboard school or elevate
 school
shall:
(a) prioritize school district funding and resources to the [
low performing
] 
springboard
school or elevate
 school;
(b) grant the [
low performing
] 
springboard school or elevate
 school streamlined
authority over staff, schedule, policies, budget, and academic programs to implement the
school [
turnaround
] 
improvement
 plan;
(c) assist the [
turnaround
] 
continuous improvement
 expert and the [
low performing
]
springboard school or elevate
 school with:
(i) addressing the root cause of the [
low performing
] 
springboard school's or elevate
school's low performance; and
(ii) the development or implementation of a school [
turnaround
] 
improvement
 plan;
and
(d) 
for a springboard school,
 provide initial and annual notice:
(i) that includes the following information regarding the [
low performing
] 
springboard
school:
(A) the school's [
turnaround
] 
improvement
 status;
(B) the goals, benchmarks, and timetable in the school's [
turnaround
] 
improvement
plan and any progress toward the goals, benchmarks, and timetable; and
(C) how the community may provide support to the school and students of the school
inside and outside the classroom; and
(ii) to:
(A) parents of students enrolled in the school, using the same form of communication
the local school board regularly uses to communicate with parents; and
(B) the governing council and the mayor of the municipality in which the school is
located.
(7) (a) On or before June 1 of an initial remedial year, a school [
turnaround
]
improvement
 committee shall submit the school [
turnaround
] 
improvement
 plan to the local
school board for approval.
(b) Except as provided in Subsection (7)(c), on or before July 1 of an initial remedial
year, a local school board of a [
low performing
] 
springboard school or elevate
 school shall
submit the school [
turnaround
] 
improvement
 plan to the state board for approval.
(c) If the local school board does not approve the school [
turnaround
] 
improvement
plan submitted under Subsection (7)(a), the school [
turnaround
] 
improvement
 committee may
appeal the disapproval in accordance with rules made by the state board as described in
Subsection 
53E-5-305
(6).
(8) A local school board, or a local school board's designee, shall annually report to the
state board progress toward the goals, benchmarks, and timetable in a [
low performing school's
turnaround
] 
springboard school's or elevate school's improvement
 plan.
Section 5. Section 
53E-5-304
 is amended to read:
53E-5-304.
Required action for a springboard charter school or elevate charter
school -- Notification to parents and municipality for a springboard charter school.
(1) In accordance with deadlines established by the state board, a charter school
authorizer of a [
low performing
] 
springboard
 school shall initiate a review to determine
whether the charter school is in compliance with the school's charter agreement described in
Section 
53G-5-303
, including the school's established minimum standards for student
achievement.
(2) If a [
low performing
] 
springboard
 school is found to be out of compliance with the
school's charter agreement, the charter school authorizer may terminate the school's charter
agreement in accordance with Section 
53G-5-503
.
(3) A charter school authorizer shall make a determination on the status of a [
low
performing
] 
springboard
 school's charter agreement under Subsection (2) on or before a date
specified by the state board in an initial remedial year.
(4) In accordance with deadlines established by the state board, if a charter school
authorizer does not terminate a [
low performing
] 
springboard
 school's charter agreement under
Subsection (2), a charter school governing board of a [
low performing
] 
springboard school or
elevate
 school shall:
(a) establish a school [
turnaround
] 
improvement
 committee composed of the following
members:
(i) a member of the charter school governing board, appointed by the chair of the
charter school governing board;
(ii) the school principal;
(iii) three parents of students enrolled in the [
low performing
] 
springboard school or
elevate
 school, appointed by the chair of the charter school governing board; and
(iv) two teachers at the [
low performing
] 
springboard school or elevate
 school,
appointed by the school principal;
(b) solicit proposals from a [
turnaround
] 
continuous improvement
 expert identified by
the state board under Section 
53E-5-305
;
(c) partner with the school [
turnaround
] 
improvement
 committee to select a proposal;
(d) submit the proposal described in Subsection (4)(b) to the state board for review and
approval; and
(e) subject to Subsections (6) and (7), contract with a [
turnaround
] 
continuous
improvement
 expert.
(5) A proposal described in Subsection (4)(b) shall include a:
(a) strategy to address the root causes of the [
low performing
] 
springboard school's or
elevate
 school's low performance identified through the needs assessment described in Section
53E-5-302
; and
(b) scope of work to facilitate implementation of the strategy that includes at least the
activities described in Subsection 
53E-5-303
(4)(b).
(6) A charter school governing board may not select a [
turnaround
] 
continuous
improvement
 expert that:
(a) is a member of the charter school governing board;
(b) is an employee of the charter school; or
(c) has a contract to operate the charter school.
(7) A contract entered into between a charter school governing board and a
[
turnaround
] 
continuous improvement
 expert shall include and reflect the requirements
described in Subsection 
53E-5-303
(4).
(8) (a) A school [
turnaround
] 
improvement
 committee shall partner with the
[
independent school turnaround
] 
continuous improvement
 expert selected under Subsection (4)
to develop and implement a school [
turnaround
] 
improvement
 plan that includes the elements
described in Subsection 
53E-5-303
(5).
(b) A charter school governing board shall assist a [
turnaround
] 
continuous
improvement
 expert and a [
low performing charter
] 
springboard school or elevate
 school with:
(i) addressing the root cause of the [
low performing
] 
springboard
 school's low
performance; and
(ii) the development or implementation of a school [
turnaround
] 
improvement
 plan.
(9) (a) On or before June 1 of an initial remedial year, a school [
turnaround
]
improvement
 committee shall submit the school [
turnaround
] 
improvement
 plan to the charter
school governing board for approval.
(b) Except as provided in Subsection (9)(c), on or before July 1 of an initial remedial
year, a charter school governing board of a [
low performing
] 
springboard school or elevate
school shall submit the school [
turnaround
] 
improvement
 plan to the state board for approval.
(c) If the charter school governing board does not approve the school [
turnaround
]
improvement
 plan submitted under Subsection (9)(a), the school [
turnaround
] 
improvement
committee may appeal the disapproval in accordance with rules made by the state board as
described in Subsection 
53E-5-305
(6).
(10) The provisions of this part do not modify or limit a charter school authorizer's
authority at any time to terminate a charter school's charter agreement in accordance with
Section 
53G-5-503
.
(11) (a) A charter school governing board or a charter school governing board's
designee shall annually report to the state board progress toward the goals, benchmarks, and
timetable in a [
low performing school's turnaround
] 
springboard school's or elevate school's
improvement
 plan.
(b) A charter school governing board of a [
low performing
] 
springboard
 school shall
provide initial and annual notice:
(i) that includes the following information regarding the [
low performing
] 
springboard
school:
(A) the school's [
turnaround
] 
improvement
 status;
(B) the goals, benchmarks, and timetable in the school's [
turnaround
] 
improvement
plan and any progress toward the goals, benchmarks, and timetable; and
(C) how the community may provide support to the school and students of the school
inside and outside the classroom; and
(ii) to:
(A) parents of students enrolled in the school, using the same form of communication
the charter school governing board regularly uses to communicate with parents; and
(B) the governing council and the mayor of the municipality in which the school is
located.
Section 6. Section 
53E-5-305
 is amended to read:
53E-5-305.
State board to identify continuous improvement experts -- Review
and approval of school improvement plans -- Appeals process.
(1) [
The
] 
Beginning with the 2023-2024 school year, and every three years thereafter,
the
 state board shall identify two or more approved [
independent school turnaround
]
continuous improvement
 experts, through a standard procurement process, that a [
low
performing
] 
springboard school or elevate
 school may contract with to:
(a) respond to the needs assessment conducted under Section 
53E-5-302
; and
(b) provide the services described in Section 
53E-5-303
 or 
53E-5-304
, as applicable.
(2) In identifying [
independent school turnaround
] 
continuous improvement
 experts
under Subsection (1), the state board shall identify experts that:
(a) have a credible track record of improving student academic achievement in public
schools with various demographic characteristics, as measured by statewide assessments
described in Section 
53E-4-301
;
(b) have experience designing, implementing, and evaluating data-driven instructional
systems in public schools;
(c) have experience coaching public school administrators and teachers on designing
data-driven school improvement plans;
(d) have experience working with the various education entities that govern public
schools;
(e) have experience coordinating the services provided to participating schools by other
experts or providers;
[
(e)
] 
(f)
 have experience delivering high-quality professional development in
instructional effectiveness to public school administrators and teachers; and
[
(f)
] 
(g)
 are willing to partner with any [
low performing
] 
springboard school or elevate
school in the state, regardless of location.
(3) (a) The state board shall:
(i) review a proposal submitted for approval under Section 
53E-5-303
 or 
53E-5-304
 no
later than 30 days after the day on which the proposal is submitted; 
(ii) review a school [
turnaround
] 
improvement
 plan submitted for approval under
Subsection 
53E-5-303
(7)(b) or under Subsection 
53E-5-304
(9)(b) within 30 days of
submission; and
(iii) approve a school [
turnaround
] 
improvement
 plan that:
(A) is timely;
(B) is well-developed; and
(C) meets the criteria described in Subsection 
53E-5-303
(5).
(b) The state board may not approve a school [
turnaround
] 
improvement
 plan that is
not aligned with the needs assessment conducted under Section 
53E-5-302
.
(4) (a) Subject to legislative appropriations, when a school [
turnaround
] 
improvement
plan is approved by the state board, the state board shall distribute funds to each LEA
governing board with a [
low performing
] 
springboard school or elevate
 school to carry out the
provisions of Sections 
53E-5-303
 and 
53E-5-304
.
(b) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the
state board shall make rules establishing a distribution method and allowable uses of the funds
described in Subsection (4)(a).
(5) The state board shall:
(a) monitor and assess progress toward the goals, benchmarks and timetable in each
school [
turnaround
] 
improvement
 plan; and
(b) act as a liaison between a local school board, [
low performing
] 
springboard school
or elevate
 school, and [
turnaround
] 
continuous improvement
 expert. 
(6) (a) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act,
the state board shall make rules to establish an appeals process for:
(i) a [
low performing
] 
springboard district school or elevate
 district school that is not
granted approval from the district school's local school board under Subsection
53E-5-303
(7)(b);
(ii) a [
low performing
] 
springboard charter school or elevate
 charter school that is not
granted approval from the charter school's charter school governing board under Subsection
53E-5-304
(9)(b); and
(iii) a local school board or charter school governing board that is not granted approval
from the state board under Subsection (3)(a) or (b).
(b) The state board shall ensure that rules made under Subsection (6)(a) require an
appeals process described in:
(i) Subsections (6)(a)(i) and (ii) to be resolved on or before July 1 of the initial
remedial year; and
(ii) Subsection (6)(a)(iii) to be resolved on or before August 15 of the initial remedial
year.
(7) Except as provided in Subsection (8), 
if the amount is approved by the state board
in an open meeting,
 the state board may use [
up to 4%
] 
a portion
 of the funds appropriated by
the Legislature to carry out the provisions of this part for [
administration if the amount for
administration is approved by the state board in an open meeting.
]
:
(a) administration; or
(b) other school improvement supports for all public schools, including for data
resources.
(8) For the 2020-21, 2021-22, and 2022-23 school years, if the state board approves the
use in an open meeting, the state board may use funds the Legislature appropriated in prior
years to carry out the provisions of this part:
(a) for administration;
(b) up to $1,000,000 to contract with a provider, through a request for proposals
process, to pilot complementary approaches to school improvement that draw on community
resources and engagement; and
(c) to analyze the effectiveness of supports provided:
(i) under this part; and
(ii) by other school improvement programs.
Section 7. Section 
53E-5-306
 is amended to read:
53E-5-306.
Implications for failing to improve school performance.
(1) As used in this section, "high performing charter school" means a charter school
that:
(a) satisfies all requirements of state law and state board rules made in accordance with
Title 63G, Chapter 3, Utah Administrative Rulemaking Act;
(b) meets or exceeds standards for student achievement established by the charter
school's charter school authorizer; and
(c) has received at least a B grade under the school accountability system in the
previous two school years.
(2) (a) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act,
the state board shall make rules establishing:
(i) the final remedial year for a cohort;
(ii) exit criteria for a [
low performing
] 
springboard school or elevate
 school;
(iii) criteria for granting a school an extension as described in Subsection (3); and
(iv) implications for a [
low performing
] 
springboard
 school that does not meet exit
criteria after the school's final remedial year or the last school year of the extension period
described in Subsection (3).
(b) In establishing exit criteria for a [
low performing school identified based on school
accountability results from the 2018-19 school year and later
] 
springboard school
, the state
board shall:
(i) determine for each [
low performing
] 
springboard
 school the number of points
awarded under the school accountability system that represent a substantive improvement over
the number of points awarded under the school accountability system in the school year
immediately preceding the initial remedial year; and
(ii) establish a method to provide a target for each [
low performing
] 
springboard
school.
(c) The state board shall through a competitively awarded contract engage a third party
with expertise in school accountability and assessments to verify the exit criteria adopted under
Subsections (2)(a)(i) and (ii).
(3) (a) A [
low performing
] 
springboard
 school may petition the state board for an
extension to continue school improvement efforts for up to two years if the [
low performing
]
springboard
 school does not meet the exit criteria established by the state board as described in
Subsection (2).
(b) A school that has been granted an extension under this Subsection (3) is eligible
for[
:
]
[
(i)
] continued funding under Section 
53E-5-305
.
 [
; and
]
[
(ii) the school teacher recruitment and retention incentive under Section 
53E-5-308
.
]
(4) If a [
low performing
] 
springboard
 school does not meet exit criteria after the
school's final remedial year or the last school year of the extension period, the state board may
intervene by:
(a) restructuring a district school, which may include:
(i) contract management; 
or
(ii) conversion to a charter school; [
or
]
[
(iii) state takeover;
]
(b) restructuring a charter school by:
(i) terminating a school's charter agreement;
(ii) closing a charter school; or
(iii) transferring operation and control of the charter school to:
(A) a high performing charter school; or
(B) the school district in which the charter school is located; or
(c) other appropriate action as determined by the state board.
Section 8. Section 
53E-5-309
 is amended to read:
53E-5-309.
School Leadership Development Program.
(1) As used in this section, "school leader" means a school principal or assistant
principal.
(2) There is created the School Leadership Development Program to increase the
[
number
] 
supply
 of highly effective school leaders capable of:
(a) initiating, achieving, and sustaining school improvement efforts; and
(b) forming and sustaining community partnerships as described in Section 
53F-5-402
.
(3) The state board shall identify one or more providers, through a request for
proposals process, to develop or provide leadership development training for school leaders
that:
(a) may provide in-depth training in proven strategies to [
turn around low performing
]
improve springboard schools and elevate
 schools;
(b) may emphasize hands-on and job-embedded learning;
(c) aligns with the state's leadership standards established by state board rule;
(d) reflects the needs of a school district or charter school where a school leader serves;
(e) may include training on using student achievement data to drive decisions;
(f) may develop skills in implementing and evaluating evidence-based instructional
practices;
(g) may develop skills in leading collaborative school improvement structures,
including professional learning communities; and
(h) includes instruction on forming and sustaining community partnerships as
described in Section 
53F-5-402
.
(4) Subject to legislative appropriations, the state board shall provide incentive pay to a
school leader who:
(a) completes leadership development training under this section; and
(b) agrees to work, for at least five years, in a school that received an F grade or D
grade under the school accountability system in the school year previous to the first year the
school leader:
(i) completes leadership development training; and
(ii) begins to work, or continues to work, in a school described in this Subsection
(4)(b).
(5) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the
state board shall make rules specifying:
(a) eligibility criteria for a school leader to participate in the School Leadership
Development Program;
(b) application procedures for the School Leadership Development Program;
(c) criteria for selecting school leaders from the application pool; and
(d) procedures for awarding incentive pay under Subsection (4).
Section 9. Section 
53E-5-311
 is amended to read:
53E-5-311.
Coordination with the Partnerships for Student Success Grant
Program.
If a [
low performing
] 
springboard school or elevate
 school is a member of a partnership
that receives a grant under Title 53F, Chapter 5, Part 4, Partnerships for Student Success Grant
Program, the school [
turnaround
] 
improvement
 committee shall:
(1) coordinate the school [
turnaround
] 
improvement
 committee's efforts with the
efforts of the partnership; and
(2) ensure that the goals and outcomes of the partnership are aligned with the school
[
turnaround
] 
improvement
 plan described in this part.
Section 10. 
Repealer.
This bill repeals:
Section 
53E-5-308
,
Turnaround school teacher recruitment and retention.