(1)Subject to legislative appropriations, the state board shall provide, train, and assign literacy coaches to schools with low literacy achievement performance to provide early literacy coaching to teachers in kindergarten through grade 3, in accordance with this section.
(2)The state board shall make rules, in accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, to:
(2)(a) establish criteria to determine which schools qualify for early literacy coaching, prioritizing coaching among:
(2)(a)(i) schools that participate in partnerships that receive grants under Title 53F, Chapter 5, Part 4, Partnerships for Student Success Grant Program; and
(2)(a)(ii) schools that fall within the bottom 25% of all schools in literacy achievement performance, as the state board furth
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(1) Subject to legislative appropriations, the state board shall provide, train, and assign literacy coaches to schools with low literacy achievement performance to provide early literacy coaching to teachers in kindergarten through grade 3, in accordance with this section.
(2) The state board shall make rules, in accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, to:
(2)(a) establish criteria to determine which schools qualify for early literacy coaching, prioritizing coaching among:
(2)(a)(i) schools that participate in partnerships that receive grants under Title 53F, Chapter 5, Part 4, Partnerships for Student Success Grant Program; and
(2)(a)(ii) schools that fall within the bottom 25% of all schools in literacy achievement performance, as the state board further defines;
(2)(b) establish minimum qualifications for early literacy coach positions to ensure adequate preparation with necessary expertise;
(2)(c) define roles and responsibilities for a literacy coach, including:
(2)(c)(i) assisting educators in analyzing data to inform instructional adjustments;
(2)(c)(ii) engaging in instructional coaching cycles with educators to build capacity for improved classroom instructional practices;
(2)(c)(iii) using principles of adult learning to effectively partner with educators to integrate professional learning into classroom practice;
(2)(c)(iv) leveraging knowledge of the science of reading and evidence-based practices to support educators in maximizing student learning;
(2)(c)(v) partnering with a school's leader to support school-wide literacy goals to provide a team of support for educators to embed the state-wide goals into instructional plans and practice;
(2)(c)(vi) delivering consistent and frequent job-embedded professional learning;
(2)(c)(vii) participating actively in professional learning experiences to deepen knowledge and skills for coaching; and
(2)(c)(viii) designing and facilitating relevant and cohesive professional learning sessions to strengthen the implementation of these evidence-based practices with educators; and
(2)(d) establish parameters for the relationship between a literacy coach and school or LEA, including ensuring that coaches do not engage in activities or duties unrelated to literacy coaching, including:
(2)(d)(i) serving as an evaluator, substitute teacher, clerical aid, recess or lunch aid, behavioral therapist, tester, guidance counselor, interventionist, program manager, or contest leader; or
(2)(d)(ii) any other assignment that frequently disrupts the coach's ability to support educators in improving instructional practice.
(3) The state board shall:
(3)(a) ensure that one staff position supervises early literacy coaches statewide;
(3)(b) select the pool of candidates for literacy coaching positions and coordinate with LEAs regarding interviews, final selection, and placement; and
(3)(c) annually review coaching placements and adjust placements as necessary, based on the school's literacy achievement performance and the criteria established under Subsection (2).
(4) The state board shall provide professional learning support in early literacy by:
(4)(a) facilitating professional learning opportunities to support literacy coaches statewide that includes knowledge and skill development in adult learning practices, job-embedded coaching, and family engagement;
(4)(b) providing professional learning regional consultants to:
(4)(b)(i) support LEAs and regional education service agencies in designing, facilitating, monitoring, and adjusting professional learning in early literacy that aligns with the professional learning standards described in Section 53G-11-303; and
(4)(b)(ii) serve a cohort of LEAs within a geographic region of the state; and
(4)(c) providing statewide professional learning to support the use of collective efficacy, including the implementation of professional learning communities and school leadership teams through 2027.