SB 241 — Early Literacy

241 [(ii) an individual institution's fulfillment of the criteria described in Subsection (6)(b)(i) before distributing funding.] (6) The center shall develop a plan, in collaboration with the Utah Board of Higher Education and the state board, to improve, for elementary teacher graduates and elementary administrator preparation graduates from a state institution of higher education:

and (b)(b)(i) (i) develop strategies to provide support for preparation programs with low rates of passage on the required literacy preparation assessment;

Section 553F-2-424 is enacted to read:

53F-2-424.53F-2-424 (Effective 07/01/26).

- 9 - SB0241 compared with SB0241S01 (1) As used in this section:

(2) Subject to legislative appropriations, and except as provided in Subsection (4), the state board shall:

(2){(a)}(a) {Subject to legislative appropriations, the state board shall } allocate the following for literacy coaching and training in accordance with Section 53G-10-804:

(a){(i)}(i) a base funding amount of at least $75,000 to each regional education service agency and to each school district that is not a member of a regional education service agency;

and (b){(ii)}- the9 remainder- ofS.B. legislative appropriations for literacy {interventions under this section} coaching and training within school districts, distributed based on:

{(i)241 {forEnrolled aCopy school(ii) districtthe thatremainder is not a member of alegislative regionalappropriations education service agency, the sum of:} } (A) for aliteracy schoolcoaching districtand thattraining iswithin not a member of a regional education service agency, the school district'sdistricts, averagedistributed dailybased membership;on:

and(A) {(B)for {thea averageschool dailydistrict membershipthat is not a member of thea schoolregional district'seducation residentservice studentsagency, whothe attendschool charterdistrict's schools;average daily membership;

and}and }(B) {(ii) {for a regional education service agency, the sum of:} } (A){(B)} for a regional education service agency, the average daily membership within each member school district;

and {(B) {the average daily membership of each member school district's resident students who attend charter schools.} } (b) proportionally distribute at least $15,000,000 to the school districts and regional education service agencies described in Subsection (2)(a)(ii) to provide paraprofessionals who support literacy.

(3) Subject to legislative appropriations, and except as provided in Subsection (4), the state board shall allocate at least $1,000,000 to the State Charter School Board for distribution to each charter school, in consultation with each charter authorizer, for literacy coaching, training, and interventions within charter schools.

{Section(4) 6.For fiscal year 2027, the state board shall use $150,000, proportionally divided from the funding described in Subsections (2) and (3), to fund the science of reading plan described in Subsection 53E-6-302(6).

Section 53F-9-204 is amended to read:

} 53F-9-204.

Public Education Economic Stabilization Restricted Account.

(1) There is created within the Uniform School Fund a restricted account known as the "Public Education Economic Stabilization Restricted Account." (2) - 10 - SB0241 compared with SB0241S01 (a) Except as provided in Subsection (2)(b), the account shall be funded from the following revenue sources:

(i) 15% of the difference between, as determined by the Office of the Legislative Fiscal Analyst:

(A) the estimated amount of ongoing Income Tax Fund and Uniform School Fund revenue available for the Legislature to appropriate for the next fiscal year;

and (B) the amount of ongoing appropriations from the Income Tax Fund and Uniform School Fund in the current fiscal year;

and (ii) other appropriations as the Legislature may designate.

(b) If the appropriation described in Subsection (2)(a) would cause the ongoing appropriations to the account to exceed 11% of Uniform School Fund appropriations described in Section 53F-9-201.1 for the same fiscal year, the Legislature shall appropriate only those funds necessary to ensure that the ongoing appropriations to the account equal 11% of Uniform School Fund appropriations for that fiscal year.

(3) Subject to the availability of ongoing appropriations to the account, in accordance with Utah Constitution, Article X, Section 5, Subsection (4), the ongoing appropriation to the account shall be used to fund:

(a) except for a year described in Subsection (3)(b) or (c), one-time appropriations to the public education system, including at least $65,000,000 to the Catalyst Center Grant Program described in Section 53E-3-507.1;

(b) the Minimum School Program for a year in which Income Tax Fund revenue and Uniform School Fund revenue are insufficient to fund:

(i) ongoing appropriations to the public education system;

and (ii) enrollment growth and inflation estimates, as defined in Section 53F-9-201.1;

and (c) the minimum basic local amount as defined in Section 53F-2-301 for a year in which the minimum basic tax rate, as defined in Section 53F-2-301, is insufficient to generate the amount described in Subsection 53F-2-301(2)(a).

(4) (a) The account shall earn interest.

(b) All interest earned on account money shall be deposited in the account.

(5) On or before December 31, 2023, and every three years thereafter, the Office of the Legislative Fiscal Analyst shall:

- 11 - SB0241 compared with SB0241S01 (a) review the percentages described in Subsections (2)(a)(i) and (2)(b);

and (b) recommend to the Executive Appropriations Committee any changes based on the review described in Subsection (5)(a).

(6) In preparing budget bills for a given fiscal year, the Executive Appropriations Committee shall make the one-time appropriations described in Subsection (3)(a) by appropriating[ ] :

(a) at least the lesser of 10% of the total amount of the one-time appropriations to[:] [(a)] the cost of providing 32 paid professional hours for teachers in accordance with Section 53F-7-203;

(b) at least $15,000,000 to provide paraprofessionals who support literacy;

[(b)] (c) the amount to make the distribution required under Section 53F-2-527;

[(c)] (d) the cost of the Stipends for Future Educators Grant Program described in Section 53F-5-223;

and [(d)] (e) the cost of the Rural School Sports Facilities Grant Program described in Section 53F-10-303.

(7) No later than October 15 of each year, the state board shall report to the Office of the Legislative Fiscal Analyst an estimated cost for each of the one-time appropriations described in Subsection (6).

53G-7-205.53G-7-205 (Effective 07/01/26).

(2)(2)(a) (a) Each potential kindergarten student, the student's parent, and kindergarten personnel at the student's school may participate in an assessment of the student's reading and numeric skills.

(4)(4)(a) - 12 - SB0241 compared with SB0241S01 (a) Each school is encouraged to schedule the assessment early enough before the kindergarten- starting10 date- soEnrolled thatCopy aS.B. potential kindergarten student's parent has time to develop the child's needed skills as identified by the assessment.

241 kindergarten starting date so that a potential kindergarten student's parent has time to develop the child's needed skills as identified by the assessment.

53G-7-1304.53G-7-1304 (Effective 07/01/26).

(1)(1)(a) (a) To receive an LEA distribution, an LEA governing board shall:

- 13 - SB0241 compared with SB0241S01 (ix) class size reduction strategies;

or (xii)- other11 means.- S.B.

241 Enrolled Copy (xii) other means.

(2)(2)(a) (a) [An] Subject to Subsection (2)(e), an LEA governing board shall use an LEA distribution as follows:

(b)(b)(i) (i) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the state board shall make rules for an LEA governing board to calculate and distribute a school allocation for a school in the school's first year of operation.

and - 14 - SB0241 compared with SB0241S01 (ii) the school district's average teacher salary is below the state average teacher salary- described12 in- SubsectionEnrolled [(2)(f)]Copy (2)(g).S.B.

241 salary described in Subsection [(2)(f)] (2)(g).

(4)(4)(a) (a) Except as provided in Subsection (4)(b), a school shall use a school allocation to implement the school's success plan.

- 15 - SB0241 compared with SB0241S01 (ii) how the expenditures relate to the school's success plan;

and (iii)- how13 the- schoolS.B. measures the success of the school's participation in the program;

241 Enrolled Copy (iii) how the school measures the success of the school's participation in the program;

53G-7-1305.53G-7-1305 (Effective 07/01/26).

(1)(1)(a) (a) The principal of a school shall develop the school's teacher and student success plan:

and (iv) if the school is performing below the statewide goal described in Section 53E-3-1001 for third-third-grade grade reading, in accordance with Subsection 53G-7-1304(2)(e).

(2) - 1614 - SB0241Enrolled comparedCopy withS.B. SB0241S01 (a) The principal of a school shall submit a proposed success plan to the school's LEA governing board.

241 (2)(a) The principal of a school shall submit a proposed success plan to the school's LEA governing board.

Section 953G-10-801 is enacted to read:

53G-10-801.Part 8.

Literacy Interventions 53G-10-801 (Effective 07/01/26).

8.As used in this part:

Literacy Interventions As used in this part:

(4)(4)(a) (a) "Intervention setting" means the setting in which a student receives a reading intervention.

- 1715 - SB0241S.B. compared with SB0241S01 (ii) a paraprofessional leading an intervention;

241 Enrolled Copy (ii) a paraprofessional leading an intervention;

(6)(6)(a) (a) "Reading intervention" means an evidence-based instructional strategy, instructional methodology, technique, or resource that assists a student in becoming a successful reader, able to read at or above grade level, and ready for promotion to the next grade.

(i) dyad reading in which two individuals, typically a skilled reader and a developing reader, sit side-by-side-by-side side and read the same text aloud together;

{(v)(v) {picture mapping;} } (vi)(v) phoneme and grapheme mapping;

(vii)(vi)(vi) handwriting practice;

(viii)(vii)(vii) reading protocols;

-(viii) 18 - SB0241 compared with SB0241S01 (ix)(viii) retelling;

(x)(ix)(ix) vocabulary practice;

(xi)(x)(x) retention in the student's current grade level;

and (xii)(xi)- other16 strategies- thatEnrolled areCopy alignedS.B. with the science of reading to meet student needs in improving literacy.

241 (xi) other strategies that are aligned with the science of reading to meet student needs in improving literacy.

Section 1053G-10-802 is enacted to read:

53G-10-802.53G-10-802 (Effective 07/01/26).

- 19 - SB0241 compared with SB0241S01 (iii) a description of the process for establishing an individualized reading plan to identify reading interventions;

(v)- notification17 that,- ifS.B. the student scores below benchmark on the benchmark reading assessment at the end of third grade, the student is subject to retention under Section 53G-10-803;

241 Enrolled Copy (v) notification that, if the student scores below benchmark on the benchmark reading assessment at the end of third grade, the student is subject to retention under Section 53G-10-803;

(2)(2)(a) (a) The literacy team for a student described in Subsection (1)(b) shall:

- 20 - SB0241 compared with SB0241S01 (D) a process for monitoring and communicating to the student's parent the extent to- which18 the- studentEnrolled receivesCopy theS.B. reading interventions;

241 to which the student receives the reading interventions;

Section 1153G-10-803 is enacted to read:

53G-10-803.53G-10-803 (Effective 07/01/26).

- 2119 - SB0241S.B. compared with SB0241S01 (i) the student's historical and current performance on the benchmark assessment relative to the benchmark for the student's grade level;

241 Enrolled Copy (i) the student's historical and current performance on the benchmark assessment relative to the benchmark for the student's grade level;

(2)(2)(a) (a) An LEA shall consider retention and discuss the value of early retention with the student's parent for:

- 22 - SB0241 compared with SB0241S01 (b) Beginning with the end-of-year benchmark reading assessment in the 2029-2030 academic year, for a student in grade 3 who does not score at or above benchmark on the end-of-year benchmark reading assessment, an LEA:

and (ii)- may20 promote- theEnrolled studentCopy toS.B. grade 4 if one of the following good cause exemptions applies:

241 (ii) may promote the student to grade 4 if one of the following good cause exemptions applies:

(C) the student is an English learner with limited English proficiency and fewer than {two } three years of instruction in an English language learner program;

(D) the student has an IEP or Section 504 accommodation plan thatand if the student's IEP or Section 504 accommodation plan indicates that participation in the benchmark reading assessment is not appropriate;appropriate, if the student has received intensive reading interventions for two or more years, or if the student has been retained in any of kindergarten or grades 1 through 3;

(3)(3)(a) (a) Except as provided in Subsection (3)(b), a student's literacy team shall make the determination of whether a good cause exemption described in Subsection (2)(b)(ii) applies.- 21 - S.B.

-241 23Enrolled -Copy SB0241 compared with SB0241S01 (b) If members of a student's literacy team disagree as to whether a good cause exemption described in Subsection (2)(b)(ii) applies, an individual whom the LEA's superintendent designates shall make the determination of whether a good cause exemption applies.

(4)(b) (a)If Anmembers LEAof shall:a student's literacy team disagree as to whether a good cause exemption described in Subsection (2)(b)(ii) applies, an individual whom the LEA's superintendent designates shall make the determination of whether a good cause exemption applies.

(4)(a) An LEA shall:

Section 53G-10-80453G-10-804, which is renumbered from Section 53E-3-1002 is renumbered and amended to read:

[53E-3-1002] 53G-10-804.53G-10-804 (Effective 07/01/26).

and (ii) elementary school principals and vice principals;andprincipals; (c) ensure that a literacy coach or teacher who has received formal professional learning in the science of reading provides training in science of reading concepts to paraprofessionals who work in kindergarten through grade 3 within the regional education service agency or school district{;

and}and .(c) ensure that a literacy coach or teacher who has received formal professional learning in the science of reading provides training in science of reading concepts to paraprofessionals who work in kindergarten through grade 3 within the regional education service agency or school district.

(2) {offer to include employees of charter schools within the relevant regional education service agency or school district in the conceptual training described in Subsection (1)(c).} {(2)} The state board shall make rules, in accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, to:

- 2422 - SB0241Enrolled comparedCopy withS.B. SB0241S01 [(a) establish criteria to determine which schools qualify for early literacy coaching, prioritizing coaching among:] [(i) schools that participate in partnerships that receive grants under Title 53F, Chapter 5, Part 4, Partnerships for Student Success Grant Program;

241 [(a) establish criteria to determine which schools qualify for early literacy coaching, prioritizing coaching among:] [(i) schools that participate in partnerships that receive grants under Title 53F, Chapter 5, Part 4, Partnerships for Student Success Grant Program;

and [(d)] (c) establish parameters for the relationship between a literacy coach and school or [LEA][ LEA] school district, including ensuring that coaches do not engage in activities or duties unrelated to literacy coaching, including:

- 25 - SB0241 compared with SB0241S01 (3) [The state board] Each regional education service agency and each LEA that is not within- a23 regional- educationS.B. service agency shall[:] [(a)] ensure that at least one staff position [supervises] supports early literacy[ coaches statewide;] .

241 Enrolled Copy within a regional education service agency shall[:] [(a)] ensure that at least one staff position [supervises] supports early literacy[ coaches statewide;] .

Section 1353G-10-805 is enacted to read:

53G-10-805.53G-10-805 (Effective 07/01/26).

Section 53G-10-80653G-10-806, which is renumbered from Section 53G-10-306 is renumbered and amended to read:

[53G-10-306] 53G-10-806.53G-10-806 (Effective 07/01/26).

- 2624 - SB0241Enrolled comparedCopy withS.B. SB0241S01 (1) Each LEA shall adopt science of reading curriculum and intervention programs as advised by the science of reading panel described in Section 53E-3-1003 and in accordance with this part.

241 (1) Each LEA shall adopt science of reading curriculum and intervention programs as advised by the science of reading panel described in Section 53E-3-1003 and in accordance with this part.

53G-11-507.53G-11-507 (Effective 07/01/26) (Repealed 07/01/29).

(2)- (a)25 An- educatorS.B. evaluation program described in Subsection (1) may include a reasonable number of peer observations.

-241 27Enrolled -Copy SB0241(2)(a) compared with SB0241S01 (b) An educator evaluation program described in Subsection (1) may notinclude usea end-of-levelreasonable assessmentnumber scoresof inpeer educatorobservations. evaluation.

(b) An educator evaluation program described in Subsection (1) may not use end-of-level assessment scores in educator evaluation.

Effective date.

2-17-26 3:21 PM - 2826 -