| 69 | | - | Be it enacted by the Legislature of the State of Arizona: Section 1. Section 15-501.01, Arizona Revised Statutes, is amended to read: START_STATUTE15-501.01. Requirements for teachers; teaching certificates; rules; reciprocity; placement; posting 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: 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 8 of this section. 4. Classroom-based standard teaching certificate for individuals 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 that, within three years after a certificate for elementary education or early childhood education is issued, the certificate holder 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: (a) Science of reading instruction, including systematic phonics instruction. (b) 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. Beginning August 1, 2025, shall establish a literacy endorsement as a requirement for all certificated teachers who provide literacy instruction in kindergarten programs or in any of grades one through five kindergarten programs or in any of grades one through five] a qualifying grade levelas determined by the board. The rules shall require that a certificated teacher who receives a certificate after August 1, 2025 and who provides literacy instruction in kindergarten programs or in any of grades one through five must obtain a literacy endorsement within three years after the teacher's certificate is issued. The rules shall require that a certificated teacher who received a certificate before August 1, 2025 and who provides literacy instruction in kindergarten programs or in any of grades one through five must obtain a literacy endorsement on or before August 1, 2028. The literacy endorsement shall require the teacher to complete evidence-based science of reading training or coursework as determined by the board and to pass a literacy instruction assessment to show that the teacher is capable of doing all of the following: (a) Effectively teaching foundational reading skills, phonological awareness, phonics, fluency, vocabulary and comprehension. (b) Implementing reading instruction using high-quality instructional materials. (c) Providing effective instruction and interventions for students with reading deficiencies, including students with characteristics of dyslexia. 4. Beginning August 1, 2022, Shall require all approved educator preparation programs in elementary education, and early childhood education and MILD-MODERATE special education, as DEFINED BY the STATE BOARD OF EDUCATION,ation programs in elementary education, and early childhood education and special education for students with mild or moderate disabilities as documented by in students' individualized education programs. to require the courses that are necessary to obtain a literacy endorsement pursuant to paragraph 3 of this subsection. 5. Shall establish a process to allow a local education agency, at the request of a teacher, to verify to the department of education that the teacher possesses the instructional knowledge and skills prescribed in paragraph 3 of this subsection, demonstrated through classroom observations and student achievement data across subgroups using evidence-based measures. A certificated teacher who has had a local education agency verify the teacher's knowledge and skills in the science of reading pursuant to this paragraph is not required to complete the coursework, training or assessment requirements prescribed in paragraph 3 of this subsection to obtain the literacy endorsement. 6. 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. 7. Shall allow but shall not require the superintendent of a school district to obtain certification from the state board of education. 8. Shall provide for the issuance of a subject-matter expert standard teaching certificate to persons who have expertise in a content area or a 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. Persons who are certificated pursuant to this paragraph shall review and attest to reviewing the best practices for social media and cellular telephone use between students and school personnel adopted by the state board of education pursuant to section 15-203, subsection A, paragraph 44 before receiving a certificate and, within two years after receiving a certificate, complete training in professionalism and ethics from a public or private provider approved by the state board of education, which may include a no-cost option to the person provided by the state board. 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. 9. 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. 10. 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. 11. 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 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. G. On or before November 15 of each year, the department of education shall report and post on its website all of the following: 1. The total number of teaching certificates issued in the previous calendar year disaggregated by the type of teaching certificate and demographics. 2. The total number of currently issued teaching certificates in this state disaggregated by the type of teaching certificate and demographics. 3. Any other historical data or trends regarding certificated individuals in this state. END_STATUTE Sec. 2. Section 15-704, Arizona Revised Statutes, is amended to read: START_STATUTE15-704. Reading proficiency; dyslexia screening plan; parental notification; 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, to monitor student progress. Each school shall use the diagnostic information to plan evidence-based appropriate and effective instruction and intervention. B. 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 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. For the purposes of this subsection, "curriculum" includes any curriculum that is used to provide reading instruction to children with disabilities or english language learners. 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. 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 |
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| 80 | + | Be it enacted by the Legislature of the State of Arizona: Section 1. Section 15-501.01, Arizona Revised Statutes, is amended to read: START_STATUTE15-501.01. Requirements for teachers; teaching certificates; rules; reciprocity; placement; posting; definition 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: 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 8 of this section. 4. Classroom-based standard teaching certificate for individuals 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 that, within three years after a certificate for elementary education or early childhood education is issued, the certificate holder 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: (a) Science of reading instruction, including systematic phonics instruction. (b) 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. Beginning August 1, 2025, shall establish a literacy endorsement as a requirement for all certificated teachers who provide literacy instruction in kindergarten programs or in any of grades one through five a qualifying grade level as determined by the board. The rules shall require that a certificated teacher who receives a certificate after August 1, 2025 and who provides literacy instruction in kindergarten programs or in any of grades one through five a qualifying grade level must obtain a literacy endorsement within three years after the teacher's certificate is issued. The rules shall require that a certificated teacher who received a certificate before August 1, 2025 and who provides literacy instruction in kindergarten programs or in any of grades one through five a qualifying grade level must obtain a literacy endorsement on or before August 1, 2028. The literacy endorsement shall require the teacher to complete evidence-based science of reading training or coursework as determined by the board and to pass a literacy instruction assessment to show that the teacher is capable of doing all of the following: (a) Effectively teaching foundational reading skills, phonological awareness, phonics, fluency, vocabulary and comprehension. (b) Implementing reading instruction using high-quality instructional materials. (c) Providing effective instruction and interventions for students with reading deficiencies, including students with characteristics of dyslexia. 4. Beginning August 1, 2022, Shall require all approved educator preparation programs in elementary education and early childhood education to require the courses that are necessary to obtain a literacy endorsement pursuant to paragraph 3 of this subsection. 5. Shall establish a process to allow a local education agency, at the request of a teacher, to verify to the department of education that the teacher possesses the instructional knowledge and skills prescribed in paragraph 3 of this subsection, demonstrated through classroom observations and student achievement data across subgroups using evidence-based measures. A certificated teacher who has had a local education agency verify the teacher's knowledge and skills in the science of reading pursuant to this paragraph is not required to complete the coursework, training or assessment requirements prescribed in paragraph 3 of this subsection to obtain the literacy endorsement. 6. 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. 7. Shall allow but shall not require the superintendent of a school district to obtain certification from the state board of education. 8. Shall provide for the issuance of a subject-matter expert standard teaching certificate to persons who have expertise in a content area or a 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. Persons who are certificated pursuant to this paragraph shall review and attest to reviewing the best practices for social media and cellular telephone use between students and school personnel adopted by the state board of education pursuant to section 15-203, subsection A, paragraph 44 before receiving a certificate and, within two years after receiving a certificate, complete training in professionalism and ethics from a public or private provider approved by the state board of education, which may include a no-cost option to the person provided by the state board. 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. 9. 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. 10. 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. 11. 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 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. G. On or before November 15 of each year, the department of education shall report and post on its website all of the following: 1. The total number of teaching certificates issued in the previous calendar year disaggregated by the type of teaching certificate and demographics. 2. The total number of currently issued teaching certificates in this state disaggregated by the type of teaching certificate and demographics. 3. Any other historical data or trends regarding certificated individuals in this state. H. For the purposes of this section, "qualifying grade level" includes any of the following: 1. A kindergarten program. 2. a special education program or setting in any grade level. 3. Any of grades one through five. END_STATUTE Sec. 2. Section 15-704, Arizona Revised Statutes, is amended to read: START_STATUTE15-704. Reading proficiency; dyslexia screening plan; parental notification; 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, to monitor student progress. Each school shall use the diagnostic information to plan evidence-based appropriate and effective instruction and intervention. B. 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 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. For the purposes of this subsection, "curriculum" includes any curriculum that is used to provide reading instruction to children with disabilities or english language learners. 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. 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 |
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