reglab/statecodes huggingface dataset:
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 3 - CURRICULUM REQUIREMENTS AND SPECIAL PROGRAMS › Section R7-2-319 - State Seal of Personal Finance Proficiency

Current through Register Vol. 30, No. 28, July 12, 2024
A. School districts and charter schools may
				participate in the State Seal of Personal Finance Proficiency Program
				(Program), which recognizes students who have attained a high level of
				proficiency in personal finance. School districts and charter schools
				participating in the Program may award the State Seal of Personal Finance
				Proficiency to any high school student who graduates from a school operated by
				the school district or charter school and who meets the requirements of the
				Program outlined in subsections (1) and (2) of this subsection. To be eligible
				to be awarded the State Seal of Personal Finance Proficiency, each student
				shall do each of the following:
1. Complete
				all Social Studies requirements for graduation with GPA of 3.0 or higher on a
				4.0 scale, or the equivalent; and
2. Complete all of the following activities:
a. Passage of an assessment. The student
				shall attain the required score on one personal finance assessment as adopted
				by the State Board of Education, defined by the Arizona Department of
				Education, for purposes of demonstrating personal finance
				proficiency;
b. Completion of an
				approved Personal Finance Program. The student shall complete one of the
				personal finance programs as adopted by the State Board of Education, defined
				by the Arizona Department of Education, for purposes of demonstrating personal
				finance proficiency;
c.
				Participation in a curricular or extracurricular program. The student shall
				complete one personal finance curricular or extracurricular program as adopted
				by the State Board of Education, defined by the Arizona Department of
				Education, for purposes of demonstrating personal finance proficiency;
				and
d. Demonstrated college and/or
				career readiness plan. The student shall complete one college and career
				readiness plan as adopted by the State Board of Education, defined by the
				Arizona Department of Education, for purposes of demonstrating personal finance
				proficiency.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 3 - CURRICULUM REQUIREMENTS AND SPECIAL PROGRAMS › Section R7-2-321 - State Seal of Arts Proficiency

Current through Register Vol. 30, No. 28, July 12, 2024
A.
				School districts and charter schools in this state may choose to participate in
				the State Seal of Arts Proficiency Program, which recognizes students who have
				attained a high level of proficiency in the Arts. School districts and charter
				schools participating in the Program may award the State Seal of Arts
				Proficiency to any high school student who graduates from a school operated by
				the school district or charter school and who meets the requirements of the
				Program outlined in subsections (1) and (2). To be eligible, a student shall do
				both of the following:
1. Complete all
				qualifying Arts and Career and Technical Education (CTE) courses with GPA of
				3.0 or better on a 4.0 scale, or the equivalent.
2. Complete the required activities from each
				of the following 3 categories:
a. Minimum
				Credit Requirements. The student shall complete one of the following credit
				pathways of Arts and CTE classes as follows:
i. A minimum of 4 credits in one artistic
				discipline; or
ii. 3 credits in one
				artistic discipline, and 1 qualifying creative industries CTE credit or
				separate artistic discipline; or
iii. 2 credits in one artistic discipline,
				and 2 credits in a qualifying creative industries CTE credits or separate
				artistic discipline.
b.
				Arts related extracurricular activities. The student shall complete the
				required number of hours engaged in arts related extracurricular activity for
				purposes of demonstrating arts proficiency as follows:
i. Students graduating in school year
				2019-2020 must complete at least 30 hours engaged in arts related
				extracurricular activities as identified by the school district or charter
				school.
ii. Students graduating in
				school year 2020-2021 must complete at least 45 hours engaged in arts related
				extracurricular activities as identified by the school district or charter
				school.
iii. Students graduating in
				school year 2021-2022 must complete at least 60 hours engaged in arts related
				extracurricular activities as identified by the school district or charter
				school.
iv. Students graduating in
				school year 2022-2023 and beyond must complete at least 80 hours engaged in
				arts related extracurricular activities as identified by the school district or
				charter school.
c. Student
				Capstone Project. The student shall complete a Capstone Project, as defined by
				the Arizona Department of Education, for purposes of demonstrating arts
				proficiency.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 4 - SPECIAL EDUCATION › Section R7-2-404 - Special Education Voucher Program Policies and Procedures

Current through Register Vol. 30, No. 28, July 12, 2024
A. Institutional
				vouchers. Students residing and attending special education programs at the
				Arizona Schools for the Deaf and the Blind (ASDB) or the Arizona State Hospital
				(ASH) or students attending special education day programs provided by ASDB may
				be eligible for special education institutional voucher funding.
1. Eligibility criteria.
a. Student shall be between the ages of 3 and
				22 years.
b. Student shall have a
				recognized disability as documented by a current educational evaluation.
				Evaluations shall be completed by the institution or the student's home school
				district (HSD), as determined by a multidisciplinary evaluation team
				(MET).
c. Student shall have a
				current individualized education program (IEP) identifying the placement as the
				most appropriate and least restrictive educational environment.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 4 - SPECIAL EDUCATION › Section R7-2-405 - Special Education Dispute Resolution; Due Process

Current through Register Vol. 30, No. 28, July 12, 2024
A. Definitions. The following definitions are
				applicable to this rule:
1. "Due process
				hearing" means a fair and impartial administrative hearing conducted by the
				State Education Agency by an impartial hearing officer through the Arizona
				Office of Administrative Hearings in accordance with the Individuals with
				Disabilities Education Act (
				20 U.S.C.
				1400 et seq.) and its implementing
				regulations ( 34 CFR 300 ).
2.
				"Impartial hearing officer" or "hearing officer" means an Administrative Law
				Judge ("ALJ") of the Arizona Office of Administrative Hearings ("OAH") and who
				is knowledgeable in the laws governing special education and administrative
				hearings.
3. "Public agency"
				("PEA") has the same definition as provided in R7-2-401.
4. "State Education Agency" ("SEA") means the
				Department of Education, Exceptional Student Services Section.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 4 - SPECIAL EDUCATION › Section R7-2-405.01 - Special Education Dispute Resolution; State Administrative Complaints

Current through Register Vol. 30, No. 28, July 12, 2024
A. Notwithstanding
				any other provision of law, a state administrative complaint filed with the
				Department regarding any alleged violations of Part B of the federal
				Individuals with Disabilities Education Act (IDEA) (
				20 U.S.C.
				1400 et seq.) or its implementing regulations
				( 34 CFR 300 ) shall be investigated in accordance with the Code of Federal
				Regulations Title 34.
1. The party filing the
				complaint shall forward a copy of the state administrative complaint to the
				public education agency serving the child at the same time the party files the
				complaint with the Department.
2. A
				written decision shall be issued to the complainant and the public education
				agency that is the subject of the state administrative complaint in accordance
				with the 60-day time limit specified in the Code of Federal Regulations Title
				34.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 4 - SPECIAL EDUCATION › Section R7-2-405.02 - Special Education Dispute Resolution; Mediation

Current through Register Vol. 30, No. 28, July 12, 2024
In accordance with the Individuals with Disabilities
				  Education Act, the Department shall provide parents of students with
				  disabilities and public education agencies the opportunity to resolve disputes
				  involving any matter under IDEA, including matters arising prior to the filing
				  of a request for due process, through a mediation process.
1. The mediation process shall:
a. Be voluntary on the part of both
				parties,
b. Not be used to deny or
				delay a parent's right to a due process hearing or any other rights afforded
				under Part B of the IDEA,
c. Be
				conducted by a qualified and impartial mediator who is trained in effective
				mediation techniques.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 4 - SPECIAL EDUCATION › Section R7-2-406 - Gifted Education Programs and Services

Current through Register Vol. 30, No. 28, July 12, 2024
A. Governing boards shall adopt policies for
				the education of gifted students which shall include:
1. Procedures for identification and
				placement of students to be placed in gifted programs.
a. Students shall be served who score at or
				above the 97th percentile on national norms in any one of three areas - verbal,
				nonverbal, or quantitative reasoning - on any test from the State
				Board-approved list. Students who score below the 97th percentile also may be
				served.
b. Local educational
				agencies (LEAs) shall accept, as valid for placement, scores at or above the
				97th percentile on any State Board-approved test submitted by other LEAs or by
				qualified professionals.
c. LEAs
				shall place transfer students as soon as they have verified
				eligibility.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 4 - SPECIAL EDUCATION › Section R7-2-407 - Special Education Standards and Assistance for Providing Educational Services and Materials for Visually Impaired Students

Current through Register Vol. 30, No. 28, July 12, 2024
A. All requirements in this Section are in
				addition to the general special education standards in R7-2-401 for public
				education agencies providing special education.
B. For the purposes of this rule, the
				following definitions apply:
1. "Accessible
				Electronic File" means, until the effective date of a nationally adopted file
				format, a digital file in a mutually agreed upon electronic file format that
				has been prepared using a markup language that maintains the structural
				integrity of the information and can be processed by Braille conversion
				software. Upon the effective date of a nationally adopted file format, such as
				the Instructional Materials Accessibility Standard (IMAS), "Accessible
				Electronic File" shall mean an electronic file conforming to the specifications
				of the nationally adopted file format, including future technical revisions and
				versions of this nationally adopted file format.
2. "Individualized Braille literacy
				assessment" means the Learning Media Assessment or other standardized or
				individualized assessments that pertain to the child's reading
				medium.
3. "Non-printed
				instructional materials" means non-printed textbooks and related core
				materials, including those that require the availability of electronic
				equipment in order to be used as a learning resource, that are written and
				published primarily for use in elementary school and secondary school
				instruction and are required by a state educational agency or a local
				educational agency for use by pupils in the classroom. These materials shall be
				available to the extent technologically available, and may include software
				programs, CD-ROMs and internet-based materials.
4. "Printed instructional materials" means
				textbooks and related printed core materials, that are written and published
				primarily for use in elementary school and secondary school instruction and are
				required by a state educational agency or a local educational agency for use by
				pupils in the classroom. This may include workbooks, practice tests, and
				tests.
5. "Publisher" means an
				individual, firm, partnership or corporation that publishes or manufactures
				printed instructional materials for students attending public schools in
				Arizona, including an on-line service, a software developer, or a distributor
				of an electronic textbook.
6.
				"Specialized format" means Braille, audio or digital text which is exclusively
				for use by blind or other persons with disabilities.
7. "Structural integrity" means the structure
				of all parts of the printed instructional material will be kept intact to the
				extent feasible and as mutually agreed upon by the publisher and the local
				educational agency. This may include appropriate representation of graphic
				illustrations.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 4 - SPECIAL EDUCATION › Section R7-2-408 - Extended School Year Programs for Children with Disabilities

Current through Register Vol. 30, No. 28, July 12, 2024
A. "Extended school
				year" (ESY) shall be as defined in A.R.S. §
									15-881.
B. Eligibility. Eligibility shall be
				determined by the Individualized Education Program (IEP) Team. Criteria for
				determining eligibility in an extended school year program shall be as defined
				in A.R.S. §
									15-881.
C. For a student with a disability currently
				enrolled in special education, eligibility for ESY services shall be determined
				no later than 45 calendar days prior to the last day of the school
				year.
D. The availability of an
				extended school year program is required for all students for whom the IEP team
				has determined that it is necessary in order to ensure a free appropriate
				public education. Student participation in an ESY program is not compulsory.
				ESY services are not required for all students with a disability.
E. Factors that are inappropriate for
				consideration. Eligibility for participation shall not be based on need or
				desire for any of the following:
1. A day care
				or respite care service for students with a disability;
2. A program to maximize the academic
				potential of a student with a disability; and
3. A summer recreation program for students
				with a disability.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 5 - CAREER AND VOCATIONAL EDUCATION › Section R7-2-502 - Vocational Education Provisions and Standards

Current through Register Vol. 30, No. 28, July 12, 2024
All eligible recipients receiving federal or state monies or
				  services in support of vocational and technical education programs, courses, or
				  classes shall comply with the applicable provisions and standards of the
				  following plans, which are filed with the Secretary of State, which plans are
				  incorporated herein by reference.
1.
				1986-1988 Arizona State Plan for Vocational Education for Federal Funding as
				required by A.R.S. §
									15-784;
				and
2. Arizona State Plan for
				Vocational Education for State Funding approved April 22, 1985, as required by
				A.R.S. §
									15-787(C).
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 6 - CERTIFICATION › Section R7-2-601 - Definitions

Current through Register Vol. 30, No. 28, July 12, 2024
In this Article, the following definitions apply unless the
				  context otherwise requires:
1.
				"Accredited institution" means a postsecondary institution that has
				accreditation that is recognized by the U.S. Department of Education. An
				institution based outside the United States shall be considered accredited if a
				Department-approved foreign document evaluation firm verifies that it has
				accreditation in the foreign country that is comparable to accreditation that
				is recognized by the U.S. Department of Education.
2. "Accredited training" means training
				provided by an organization that has accreditation from an association approved
				by the Board.
3. "Appropriately
				certified" means holding the certificate, endorsement and approved area that is
				required for a teaching assignment.
4. "Approved area" means a subject area
				denoted on a teaching certificate that is taught in Arizona public
				schools.
5. "Board" means the State Board of
				Education.
6. "Capstone experience"
				means a culminating professional experience in a preK through 12 setting that
				may include student teaching or internships in administration, counseling, or
				school psychology, or alternative path preK through 12 teaching.
7.
				"CTE" means Career and Technical Education.
8. "Department" means
				the Arizona Department of Education.
9. "Practicum" means a
				period of structured observation and practice of the skills being learned,
				supervised by an individual trained in that area. The commonly used terms
				"student teaching," "internship," "residency," or "observation course" are
				included in this definition.
10. "Professional
				development" means training to increase skills related to the occupation of
				education.
11. "Self-contained
				classroom" means a classroom in which the teacher teaches multiple subjects to
				one class of students.
12. "Single
				subject classroom" means a classroom in which the teacher teaches one subject
				to one class of students.
13. "Teaching
				experience" means full-time employment which included full responsibility for
				the planning and delivery of instruction and evaluation of student learning.
				Except for meeting the capstone experience requirement when applying for a
				standard teaching certificate, substitute teaching is not considered full-time
				teaching experience.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 6 - CERTIFICATION › Section R7-2-602 - Professional Teaching Standards

Current through Register Vol. 30, No. 28, July 12, 2024
A.
				The standards presented in this Section shall be the basis for approved teacher
				preparation programs, described in R7-2-604, and the Arizona Teacher
				Proficiency Assessment, described in R7-2-606.
B. Standard 1. Learner Development: The
				teacher understands how learners grow and develop, recognizing that patterns of
				learning and development vary individually within and across the cognitive,
				linguistic, social, emotional, and physical areas, and designs and implements
				developmentally appropriate and challenging learning experiences. The teacher:
1. Regularly assesses individual and group
				performance in order to design and modify instruction to meet learners' needs
				in each area of development (cognitive, linguistic, social, emotional, and
				physical) and scaffolds the next level of development.
2. Creates developmentally appropriate
				instruction that takes into account individual learners' strengths, interests,
				and needs and that enables each learner to advance and accelerate his/her
				learning.
3. Collaborates with
				families, communities, colleagues, and other professionals to promote learner
				growth and development.
4.
				Understands how learning occurs - how learners construct knowledge, acquire
				skills, and develop disciplined thinking processes - and knows how to use
				instructional strategies that promote student learning.
5. Understands that each learner's cognitive,
				linguistic, social, emotional, and physical development influences learning and
				knows how to make instructional decisions that build on learners' strengths and
				needs.
6. Identifies readiness for
				learning, and understands how development in any one area may affect
				performance in others.
7.
				Understands the role of language and culture in learning and, consistent with
				Arizona law, knows how to modify instruction to make language comprehensible
				and instruction relevant, accessible, and challenging.
8. Respects learners' differing strengths and
				needs and is committed to using this information to further each learner's
				development.
9. Is committed to
				using learners' strengths as a basis for growth, and their misconceptions as
				opportunities for learning.
10.
				Takes responsibility for promoting learners' growth and development.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 6 - CERTIFICATION › Section R7-2-602.01 - Induction Program Standards for New Teachers

Current through Register Vol. 30, No. 28, July 12, 2024
A. For the purposes of this section, the
				following definitions apply:
1. "Induction"
				and "mentoring and retention programming" means a program of regular,
				job-embedded, in-person, one-on-one feedback that is focused on instruction and
				ensuring new classroom teacher quality, success and retention.
2. "New classroom teacher" means a classroom
				teacher who is in the first, second, or third year of teaching.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 6 - CERTIFICATION › Section R7-2-602.02 - Teacher Leader Professional Standards

Current through Register Vol. 30, No. 28, July 12, 2024
A. For the purposes of this section, the
				following definition applies: "Teacher leadership" means practices and
				professional capacities in which teachers act or fulfill duties and roles that
				support school-system faculty, staff, and administrators to improve instruction
				and teaching practices to improve educator and student development and
				performance.
B. The Arizona Teacher
				Leader Professional Standards are established. Teacher leader professional
				roles and professional learning programs developed by Arizona school districts,
				charter schools, the State Education System for Committed Youth, and the
				Arizona State Schools for the Deaf and the Blind who receive grant funds
				pursuant to A.R.S. § 15-1281(D)(3) may use the Arizona Teacher Leader
				Professional Standards to establish and align professional duties, plans,
				pathways, and development programs.
C. The Board shall adopt Arizona Teacher
				Leader Professional Standards as follows:
1.
				The Department shall develop teacher leader professional standards and guidance
				and resources in consultation with state educators and experts in instruction,
				educator quality, educator workforce development, success, leadership and
				retention;
2. The Department shall
				present the teacher leader standards and the development process to the Board
				at a regularly scheduled Board meeting; and
3. The Board shall adopt the Arizona Teacher
				Leader Professional Standards at a subsequent meeting.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 6 - CERTIFICATION › Section R7-2-603 - Professional Administrative Standards

Current through Register Vol. 30, No. 28, July 12, 2024
A. The standards presented in this Section
				shall be the basis for approved administrative preparation programs, described
				in
				R7-2-604. The Arizona
				Administrator Proficiency Assessment shall assess proficiency in the standards
				as a requirement for certification of supervisors, principals, and
				superintendents, as set forth in R7-2-616.
B. Standard 1: Effective educational leaders
				develop, advocate, and enact a shared mission, vision, and core values of high
				quality education and academic success and well-being of each student.
				Effective leaders:
1. Develop an educational
				mission for the school to promote the academic success and well-being of each
				student.
2. In collaboration with
				members of the school and the community and using relevant data, develop and
				promote a vision for the school on the successful learning and development of
				each child and on instructional and organizational practices that promote such
				success.
3. Articulate, advocate,
				and cultivate core values that define the school's culture and stress the
				imperative of child-centered education; high expectations and student support;
				equity, inclusiveness, and social justice; openness, caring, and trust; and
				continuous improvement.
4.
				Strategically develop, implement, and evaluate actions to achieve the vision
				for the school.
5. Review the
				school's mission and vision and adjust them to changing expectations and
				opportunities for the school, and changing needs and situations of
				students.
6. Develop shared
				understanding of and commitment to mission, vision, and core values within the
				school and the community.
7. Model
				and pursue the school's mission, vision, and core values in all aspects of
				leadership.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 6 - CERTIFICATION › Section R7-2-604.01 - Educator Preparation Programs

Current through Register Vol. 30, No. 28, July 12, 2024
A. Professional preparation institutions
				shall include evidence that the educator preparation program is aligned to
				standards described in the Board approved professional teaching standards or
				professional administrative standards and relevant national standards, and
				provides field experiences, and a capstone experience.
B. Educator preparation programs of
				professional preparation institutions requesting Board approval shall be
				reviewed by the Department, and the Department shall recommend Board action.
				Upon the recommendation of the Department, the Board shall evaluate and may
				approve an educator preparation program. The Board may grant program approval
				for a period not to exceed six years.
C. All educator preparation programs that
				lead to an Arizona certification must be approved by the Board pursuant to
				these rules. Board approval of educator preparation programs may be granted
				following the successful evaluation of the program. Board rules in effect at
				the time of the submission of a program for evaluation shall be the rules upon
				which the educator preparation program is evaluated.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 6 - CERTIFICATION › Section R7-2-604.02 - Educator Preparation Program Approval Procedures

Current through Register Vol. 30, No. 28, July 12, 2024
A. Professional preparation institutions with
				no Board approved educator preparation programs, seeking initial approval for
				an educator preparation program shall submit to the Department the information
				necessary to conduct a readiness review of the professional preparation
				institution. The Department shall prescribe forms to assist professional
				preparation institutions with providing all information required as part of the
				readiness review process. The required information, includes the following:
1. An institutional profile demonstrating
				program and financial stability, a description of the educator preparation
				program seeking approval, a listing of national or regional accreditations the
				institution's governance and administrative structures and student demographic
				data.
2. A description of the
				professional preparation institution's vision, mission, philosophy and goals,
				and a description of how this information is shared with students, relevant
				staff and other relevant stakeholders.
3. Data regarding the professional
				preparation institution's relevant staff, including the following:
a. Demographic data relating to the relevant
				staff for each educator preparation program seeking approval, including, at a
				minimum, educational degrees, staff to student ratio, experience teaching in a
				PreK through 12 setting, and, if available, ethnicity and gender
				data.
b. Definitions of titles and
				clarification of roles of individuals responsible for courses, seminars, or
				modules of study; field experiences; capstone experiences; and
				administration.
c. A description of
				the professional preparation institution's employment policies, including
				procedures for determining staff assignments, evaluation procedures and
				professional development opportunities and requirements.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 6 - CERTIFICATION › Section R7-2-604.04 - Revocation of approval of qualified provider: Notification of intent; requirements of exit plan

Current through Register Vol. 30, No. 28, July 12, 2024
A. The State Board of Education may revoke
				its approval of an approved provider if the Board determines that the program
				for an alternative route to certification offered by the qualified provider
				does not meet the applicable requirements of R7-2-604.03.
B. Before the Board revokes its approval of
				an approved provider, the Board will notify the qualified provider of its
				intent to revoke approval. The notice must include the specific reasons upon
				which the Board is basing its decision. Not later than 30 days after the date
				on which the qualified provider receives the notice, the qualified provider may
				submit a written response to the Board which sets forth the reasons why
				approval should not be revoked. The Board will review the notice and any
				response submitted by the qualified provider and will determine whether to:
1. Revoke the approval of the qualified
				provider;
2. Allow the qualified
				provider to continue providing the program for an alternative route to
				certification if certain enumerated conditions are met; or
3. Allow the continued approval of the
				qualified provider without conditions.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 6 - CERTIFICATION › Section R7-2-604.05 - Classroom-Based Alternative Preparation Program Approval Process

Current through Register Vol. 30, No. 28, July 12, 2024
A. A school
				district or charter school may apply to the Board for approval as a
				classroom-based alternative preparation program provider. The Department shall
				facilitate the Board approval process and prescribe an application form that
				shall include the following:
1. The name of
				the program and the school district or charter school applying;
2. The areas of certification for which the
				applicant will offer the program;
3. Verification that individuals enrolled in
				the program will have a bachelor's degree from an accredited institution, or
				will meet all of the following criteria:
a.
				Will be currently enrolled in an accredited public or private postsecondary
				institution's bachelor's degree program;
b. Will not be a contracted or permanent
				full-time teacher or teacher of record for any classroom of students, except
				those enrollees may be employed by the school district or charter school;
				and
c. Will not regularly instruct
				students without the presence of a full-time teacher, certificated teacher,
				instructional coach or instructional mentor unless the individual possesses
				other means of certification.
4. Verification that individuals to be
				enrolled in the program will meet the background requirements and have a valid
				fingerprint card issued by the Arizona Department of Public Safety pursuant to
				A.R.S. §
										15-534;
5.
Data supporting the
				  efficacy of its teacher preparation program, which may include stakeholder
				  surveys, completer data and student achievement data. The school district or
				  charter school may contract with a third party provider to provide the
				  classroom based alternative preparation program and may use that program's
				  efficacy data to meet this requirement.
6. A list of all staff members responsible
				for administering the program and the roles and responsibilities of each
				person;
7. A description of the
				program, which shall include the following:
a.
				A program sequence or training schedule; and
b. Information regarding the mentoring and
				coaching of teacher candidates.
8. The school district or charter school may
				provide information on professional expectations, professional requirements, or
				student achievement requirements that exceed expectations and requirements of
				this section, including requiring candidates to complete specified coursework
				or trainings.
9. A plan for how the
				program will notify and assist program participants if the program or school
				closes.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 6 - CERTIFICATION › Section R7-2-604.06 - Locally Based School Leadership Preparation Program Approval Process

Current through Register Vol. 30, No. 28, July 12, 2024
A. A school
				district or charter school may apply to the Board for approval as a locally
				based school leadership preparation program provider. The Department shall
				administer the Board approval process and prescribe an application form, which
				shall include the following:
1. The name of
				the program and the school district or charter school applying;
2. A list of all staff members responsible
				for administering the program and the roles and responsibilities of each
				person;
3. The areas of
				certification for which the applicant will offer the program;
4. A description of the program, which shall
				include the following:
a. A program sequence
				or training schedule; and
b.
				Information regarding the learning experiences, mentoring and coaching of
				school leader candidates.
5. Evidence supporting the efficacy of the
				school district's or charter school's preparation program. A school district or
				charter school may contract with a third party provider to provide or assist in
				the preparation in the preparation program and may use that program's efficacy
				evidence to meet this requirement.
6. Verification that individuals enrolled in
				the program will have a bachelor's degree from an accredited
				institution;
7. Verification that
				individuals enrolled in the program will meet the background requirements and
				have a valid fingerprint card issued by the Arizona Department of Public Safety
				pursuant to A.R.S. §
										15-534.
8. A plan for how the program will notify and
				assist program participants if the program or school closes.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 6 - CERTIFICATION › Section R7-2-605 - Certification Responsibility

Current through Register Vol. 30, No. 28, July 12, 2024
The Superintendent of Public Instruction or the
				  Superintendent's designee shall be responsible for the issuance and evaluation
				  of the appropriate certificates based on the applicant's compliance with the
				  statutes and rules.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 6 - CERTIFICATION › Section R7-2-606 - Proficiency Assessments

Current through Register Vol. 30, No. 28, July 12, 2024
A. The
				Arizona Teacher Proficiency Assessment is adopted as the proficiency assessment
				for applicants for teaching certificates. The Arizona Administrator Proficiency
				Assessment is adopted as the proficiency assessment for applicants for
				administrative certificates.
B. The
				subject knowledge portion of the Arizona Teacher Proficiency Assessment shall
				assess proficiency as described in
				R7-2-602
				related to the teacher's knowledge of the certification subject area or
				areas.
C. The professional
				knowledge portion of the Arizona Teacher Proficiency Assessment shall assess
				proficiency as described in R7-2-602 related to the teacher's pedagogical
				knowledge.
D.
The Arizona
				  Administrator Proficiency Assessment shall assess professional knowledge as
				  described in
				  R7-2-603
				  as a requirement for certification of administrators, supervisors, principals,
				  and superintendents.
E. The passing score
				for each assessment shall be determined by the Board using the results of
				validity and reliability studies. The passing score for each assessment shall
				be reviewed by the Board at least every three years.
F. The
				proficiency assessments for professional knowledge and subject knowledge. for a
				certificate, endorsement, or approved area shall be approved by the Board.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 6 - CERTIFICATION › Section R7-2-607.01 - Subject Areas - Waiver

Current through Register Vol. 30, No. 28, July 12, 2024
Notwithstanding any other provision in this article, any
				  individual with a valid Elementary or Secondary certificate, or a Special
				  Education certificate that includes grades six through 12, issued prior to
				  August 1, 2016 may add one or more approved areas to the certificate prior to
				  August 1, 2017 without any additional requirements provided the individual
				  received an evaluation in the top two levels of performance on the most recent
				  teacher evaluation related to one or more of the subject areas and meets one of
				  the following requirements:
1. The
				individual was teaching in one or more subject areas based on a verified
				Arizona High, Objective, Uniform, State Standard of Evaluation (HOUSSE) rubric
				as highly qualified to teach the subject area(s) as defined under the No Child
				Left Behind Act; or
2. The
				individual has completed of a minimum of 24 semester hours of courses in the
				subject area(s).
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 6 - CERTIFICATION › Section R7-2-609 - Elementary Teaching Certificates

Current through Register Vol. 30, No. 28, July 12, 2024
A. Except as noted, all certificates are
				subject to the general certification provisions in R7-2-607 and the renewal
				requirements in
				R7-2-619.
B. Standard Professional Elementary
				Certificate - grades K through eight. The requirements are:
1. A bachelor's degree,
2. One of the following:
a. Completion of a teacher preparation
				program in elementary education from an accredited institution or a
				Board-approved teacher preparation program, described in
				R7-2-604;
				or
b. Forty-five semester hours of
				education courses which teach the knowledge and skills described in
				R7-2-602,
				including at least eight semester hours of practicum in grades K through eight.
				Two years of verified teaching experience in grades Pre-kindergarten through
				eight may be substituted for the eight semester hours of practicum;
				or
c. A valid elementary
				certificate from another state.
3. A passing score on the professional
				knowledge portion of the Arizona Teacher Proficiency Assessment;
4. A passing score on the subject knowledge
				portion of the Arizona Teacher Proficiency Assessment unless the applicant has
				a bachelor's, master's or doctoral degree in a relevant content area or
				otherwise qualifies for a waiver of the subject knowledge assessment;
5. A valid fingerprint card issued by the
				Arizona Department of Public Safety; and
6. Forty-five hours or three semester hours
				of instruction in research-based systematic phonics. An accredited institution
				or other provider may provide this instruction.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 6 - CERTIFICATION › Section R7-2-609.01 - Middle Grades Teaching Certificate

Current through Register Vol. 30, No. 28, July 12, 2024
A.
				Except as noted, all certificates are subject to the general certification
				provisions in R7-2-607 and the renewal requirements in
				R7-2-619.
B. Standard Professional Middle Grades
				Certificate - grades five through nine
1. The
				requirements include all of the following:
a.
				A bachelor's degree;
b. Completion
				of a teacher preparation program in middle grades education from a
				Board-approved educator preparation program or from an accredited institution
				offering substantially similar training, addressing the following topics and
				any others as required by law:
i. Early
				adolescent psychology;
ii.
				Research-based instructional strategies for delivering differentiated reading
				instruction, assessment, intervention and remediation to support readers of
				varying ages and ability levels, including students with dyslexia;
iii. Instructional design and lesson
				planning, including modifications and accommodations;
iv. The learning environment, including
				classroom management;
v.
				Developmentally appropriate instructional delivery, facilitation and
				methodologies;
vi. Assessing,
				monitoring and reporting progress;
vii. Teaching students with
				exceptionalities;
viii.
				Professional responsibility and ethical conduct; and
ix. Twelve weeks of capstone experience as
				described in
				R7-2-604 in grades
				five through nine, which may be completed during the valid period of a teaching
				intern or student teaching intern certificate. One year of verified full-time
				teaching experience in grades five through nine may be substituted for the
				capstone experience requirement. For individuals seeking dual certification,
				any capstone experience requirements may be met through separate eight-week
				capstone experiences in each of the certification areas sought.
c. A passing score on the
				professional knowledge portion of the Arizona Teacher Proficiency
				Assessment;
d. A passing score on
				at least one subject knowledge portion of the Arizona Teacher Proficiency
				Assessment, unless the applicant has a bachelor's, master's or doctoral degree
				in the relevant content area or otherwise qualifies for a waiver of the subject
				knowledge assessment; and
e. A
				valid fingerprint card issued by the Arizona Department of Public
				Safety.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 6 - CERTIFICATION › Section R7-2-610 - Secondary Teaching Certificates

Current through Register Vol. 30, No. 28, July 12, 2024
A. Except as noted, all certificates are
				subject to the general certification provisions in R7-2-607 and the renewal
				requirements in
				R7-2-619.
B. Standard Professional Secondary
				Certificate - grades six through 12
The requirements
				  are:
1. A bachelor's degree,
2. One of the
				following:
a. Completion of a teacher preparation program in
				secondary education from an accredited institution or a Board-approved teacher
				preparation program, described in
				R7-2-604; or
b. Thirty semester hours of education courses which
				teach the knowledge and skills described in
				R7-2-602,
				including at least eight semester hours of practicum in grades six through 12.
				Two years of verified teaching experience in grades six through postsecondary
				may substitute for the eight semester hours of practicum; or
c. A
				valid secondary certificate from another state.
3. A
				passing score on one or more subject knowledge portions of the Arizona Teacher
				Proficiency Assessment, unless the applicant has a bachelor's, master's or
				doctoral degree in a relevant subject area or otherwise qualifies for a waiver
				of the subject knowledge exam;
4. A passing score on
				the professional knowledge portion of the Arizona Teacher Proficiency
				Assessment; and
5. A valid fingerprint clearance card issued by the
				Arizona Department of Public Safety.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 6 - CERTIFICATION › Section R7-2-610.01 - Specialized Secondary Teaching Certificates

Current through Register Vol. 30, No. 28, July 12, 2024
Specialized Secondary Certificate - Science, Technology,
				  Engineering or Mathematics - grades six through 12
A. The requirements are:
1. One of the following:
a. Demonstrate expertise in the subject
				matter knowledge through:
i. A bachelor's,
				master's or a doctoral degree and 24 semester hours of relevant coursework in
				an academic subject that is specific to science, technology, engineering or
				mathematics; or
ii. Verified
				teaching experience for the last two consecutive years, and for a total of at
				least three years at one or more accredited postsecondary institutions in
				science, technology, engineering or mathematics
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 6 - CERTIFICATION › Section R7-2-610.02 - Subject Matter Expert Standard Teaching Certificate

Current through Register Vol. 30, No. 28, July 12, 2024
Subject Matter Expert Standard Teaching Certificate - grades
				  six through 12
A. The requirements
				are:
1. A bachelor's degree and one of the
				following:
a. Verified teaching experience for
				the last two consecutive years, and for a total of at least three years at one
				or more accredited postsecondary institutions in the relevant subject area of
				certification. An individual seeking certification pursuant to this subdivision
				is exempt from passing the professional knowledge portion of the Arizona
				Teacher Proficiency Assessment; or
b. A bachelor's, master's or doctoral degree
				from an accredited postsecondary institution in the specific subject area of
				certification that is directly relevant to a content area or subject matter
				taught in public schools; or
c.
				Verification of expertise through work experience of a minimum of five years in
				the relevant area of certification.
Arizona Administrative Code › Title 7 - EDUCATION › Chapter 2 - STATE BOARD OF EDUCATION › Article 6 - CERTIFICATION › Section R7-2-612 - Career and Technical Education Teaching Certificates

Current through Register Vol. 30, No. 28, July 12, 2024
A. Except as noted, all certificates are
				subject to the general certification provisions in
				R7-2-607,
				and the renewal requirements in
				R7-2-619.
B. For purposes of this rule, the following
				definitions apply:
1. "Career and Technical Education means a field of
				study in any area relating to a CTE program approved by the Arizona Department
				of Education as described in the Guidance on CTE Teacher Certification, which
				is on file with the Arizona Department of Education.
2. "Occupational Area" means employment in any area
				relating to a CTE program approved by the Department as described in the
				Guidance on CTE Teacher Certification, which is on file with the Arizona
				Department of Education.
3. "Verified Work
				Experience" means written documentation from a current or former supervisor for
				paid or unpaid work, a current school superintendent, or the Department of
				Education Career and Technical Education Programmatic State Supervisor
				indicating that an applicant for a career and technical education certificate
				performed work in a business or industry setting related to an approved CTE
				program occupational area.