1. (1) Subject to legislative appropriations, each regional education service agency and each school district that is not within a regional education service agency shall:

   1. (a) provide, train, and assign literacy coaches to provide early literacy coaching to teachers in kindergarten through grade 3, in accordance with this section;

   2. (b) ensure the opportunity for formal professional learning in the science of reading for:

      1. (i) teachers in kindergarten through grade 3; and
      2. (ii) elementary school principals and vice principals; and
   3. (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. (2) The state board shall make rules, in accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, to:

   1. (a) establish minimum qualifications for early literacy coach positions to ensure adequate preparation with necessary expertise;

   2. (b) define roles and responsibilities for a literacy coach, including:

      1. (i) assisting educators in analyzing data to inform instructional adjustments;
      2. (ii) engaging in instructional coaching cycles with educators to build capacity for improved classroom instructional practices;
      3. (iii) using principles of adult learning to effectively partner with educators to integrate professional learning into classroom practice;
      4. (iv) leveraging knowledge of the science of reading and evidence-based practices to support educators in maximizing student learning;
      5. (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;
      6. (vi) delivering consistent and frequent job-embedded professional learning;
      7. (vii) participating actively in professional learning experiences to deepen knowledge and skills for coaching;
      8. (viii) designing and facilitating relevant and cohesive professional learning sessions to strengthen the implementation of these evidence-based practices with educators; and
      9. (ix) beginning in the 2028-2029 school year, supporting the integration of social studies content into literacy instruction to enhance both reading comprehension and content knowledge, in alignment with the requirements of Section 53E-4-205.3; and

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

      1. (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. (ii) any other assignment that frequently disrupts the coach's ability to support educators in improving instructional practice.
3. (3) Each regional education service agency and each LEA that is not within a regional education service agency shall ensure that at least one staff position supports early literacy.

Renumbered and Amended by Chapter 154, 2026 General Session