Bill Text: AZ SB1033 | 2012 | Fiftieth Legislature 2nd Regular | Engrossed
Bill Title: Schools; ELL instruction; hourly requirements
Spectrum: Partisan Bill (Republican 1-0)
Status: (Engrossed - Dead) 2012-02-14 - Referred to House ED Committee [SB1033 Detail]
Download: Arizona-2012-SB1033-Engrossed.html
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Senate Engrossed |
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State of Arizona Senate Fiftieth Legislature Second Regular Session 2012
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SENATE BILL 1033 |
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AN ACT
amending sections 15‑756.01 and 15-756.02, Arizona Revised Statutes; RELATING to English language instruction.
(TEXT OF BILL BEGINS ON NEXT PAGE)
Be it enacted by the Legislature of the State of Arizona:
Section 1. Section 15-756.01, Arizona Revised Statutes, is amended to read:
15-756.01. Arizona English language learners task force; research based models of structured English immersion for English language learners; budget requests; definitions
A. The Arizona English language learners task force is established in the department of education. The task force shall consist of:
1. Three members who are appointed by the superintendent of public instruction.
2. Two members who are appointed by the governor.
3. Two members who are appointed by the president of the senate.
4. Two members who are appointed by the speaker of the house of representatives.
B. Members of the task force shall serve four year terms. Members of the task force shall elect a chairperson from among the members of the task force. The department of education shall provide adequate staff support for the task force.
C. By September 1, 2006, The task force shall develop and adopt research based models of structured English immersion programs for use by school districts and charter schools. The models shall take into consideration at least the size of the school, the location of the school, the grade levels at the school, the number of English language learners and the percentage of English language learners. The models shall be limited to programs for English language learners to participate in a structured English immersion program not normally intended to exceed one year. The task force shall identify the minimum amount of English language development per day for all models. The task force shall develop separate models for the first year in which a pupil is classified as an English language learner that, except as otherwise provided in section 15-756.02, subsection E, includes include a minimum of four hours per day of English language development.
D. The research based models of structured English immersion adopted by the task force shall be the most cost-efficient models that meet all state and federal laws.
E. The research based models of structured English immersion shall be limited to a regular school year and school day. Instruction outside the regular school year or school day shall be provided with compensatory instruction and may be eligible for funding from the statewide compensatory instruction fund established by section 15‑756.11.
F. The research based models of structured English immersion shall be submitted by the task force to the president of the senate, the speaker of the house of representatives, the governor and the state board of education. At least thirty days before adoption, the task force shall submit the research based models of structured English immersion to the joint legislative budget committee for review.
G. The task force shall review research based models of structured English immersion annually and delete from, add to or modify the existing models. When adopting or modifying English language learner programs, the task force shall review and consider the information and data obtained as a result of the department of education's monitoring of English language learner programs pursuant to section 15‑756.08.
H. The task force shall establish procedures for school districts and charter schools to determine the incremental costs for implementation of the research based models of structured English immersion developed by the task force.
I. The task force shall establish a form for school districts and charter schools to determine the structured English immersion budget request amount. Notwithstanding any other law, the maximum amount of the budget request shall be the incremental costs of the model selected offset by the following monies:
1. All federal title III monies and any other federal monies designated solely for the educational needs of English language learners.
2. The portion of title I and title IIA monies determined by the English language learner population as a percentage of the qualified population.
3. The portion of impact aid monies determined by the English language learner population as a percentage of the qualified population. A school district or charter school shall only apply unexpended impact aid monies to English language learner programs after it has applied its impact aid monies for other allowable uses as permitted by state law.
4. The portion of desegregation monies levied pursuant to section 15‑910 determined by the English language learner population as a percentage of the qualified population.
5. The ELL support level weight prescribed in section 15‑943.
J. The difference calculated pursuant to subsection I of this section shall be the maximum amount of the structured English immersion budget request pursuant to section 15‑756.03 for monies from the Arizona structured English immersion fund established by section 15‑756.04. Beginning July 15, 2008, school districts and charter schools shall not include the incremental costs of any pupil who is classified as an English language learner after July 1, 2007 and who has been classified as an English language learner for more than two years in the calculation of the school district's or charter school's structured English immersion budget request.
K. In consultation with the auditor general, the department of education shall develop and adopt forms to be used by school districts and charter schools to submit budget requests for the Arizona structured English immersion fund, including the form prescribed in subsection I of this section.
L. For the purposes of this section:
1. "Compensatory instruction" has the same meaning prescribed in section 15-756.11.
2. "Incremental costs" means costs that are associated with a structured English immersion program pursuant to section 15‑752 or a program pursuant to section 15‑753 and that are in addition to the normal costs of conducting programs for English proficient students. Incremental costs do not include costs that replace the same types of services provided to English proficient students or compensatory instruction.
Sec. 2. Section 15-756.02, Arizona Revised Statutes, is amended to read:
15-756.02. School districts and charter schools; English language learner models; adoption and implementation
A. Each school district governing board and each governing body of a charter school shall select one or more of the task force approved models for structured English immersion for implementation on a school by school basis.
B. If a school district or charter school wants to adopt an English language learner program that is not based on a model adopted by the task force, the school district or charter school shall first submit the proposed program along with supporting documentation regarding the expected outcomes of the program on the district's or charter school's English language learner students to the task force for approval.
C. On receipt of a proposed program from a school district or charter school, the task force may do one of the following:
1. Approve the proposed program.
2. Provide limited approval subject to specific stipulations prescribed by the state board.
3. Reject the proposed program and identify a model approved by the task force for the school district or charter school to adopt.
D. School districts and charter schools shall include a copy of the adopted English language learner program in the annual report required in section 15‑756.10.
E. If at the end of the first year of participation in the English language learner program an English language learner is classified as intermediate, a school district or charter school may reduce the daily English language development instruction for that pupil to two hours per day, of which at least one hour shall be devoted to grammar.
F. If an English language learner is classified as basic or below for two or more years, the school district or charter school shall reassess that pupil's English language development and determine an appropriate plan of English language development for that pupil. The plan determined pursuant to this subsection shall include a minimum of two hours per day of English language development up to a maximum of four hours per day of English language development, of which at least one hour shall be devoted to grammar.
