A.R.S. tit. 15 ch. 7 — Arizona Revised Statutes Title 15 Chapter 7 — Instruction

15-701. Common schools; promotions; requirements; certificate; supervision of eighth grades by superintendent of high school district; high school admissions; academic credit; definition A. The state board of education shall: 1. Prescribe a minimum course of study incorporating the academic standards adopted by the state board of education to be taught in the common schools. 2. Prescribe competency requirements for the promotion of pupils from the eighth grade and competency requirements for the promotion of pupils from the third grade that incorporate the academic standards in at least the areas of reading, writing, mathematics, science and social studies. The competency requirements for the promotion of pupils from the third grade shall include the following: (a) A requirement that a pupil not be promoted from the third grade if the pupil does not demonstrate sufficient reading skills as established by the state board. A pupil may not be retained more than once. A pupil who is not retained and who obtains a score on the reading portion of the statewide assessment that does not demonstrate sufficient reading skills must receive evidence-based intervention and remedial strategies pursuant to subdivision (c) of this paragraph. (b) A mechanism to allow a school district governing board or charter school governing body to promote from the third grade a pupil who does not demonstrate sufficient reading skills pursuant to subdivision (a) of this paragraph if the pupil: (i) Is an English learner or a limited English proficient student as defined in section 15-751 and has had fewer than three years of English language instruction. (ii) Is in the process of a special education referral or evaluation for placement in special education, has been diagnosed as having a significant reading impairment, including dyslexia, or is a child with a disability as defined in section 15-761 if the pupil's individualized education program team and the pupil's parent or guardian agree that promotion is appropriate based on the pupil's individualized education program. (iii) Has demonstrated or subsequently demonstrates sufficient reading skills or adequate progress toward sufficient reading skills of the third grade reading standards as evidenced through a collection of reading assessments approved by the state board of education, which includes an alternative standardized reading assessment approved by the state board. (iv) Receives intervention and remedial services during the summer or a subsequent school year pursuant to subdivision (c) of this paragraph and demonstrates sufficient progress based on guidelines issued pursuant to subsection B, paragraph 7 of this section. (c) Evidence-based intervention and remedial strategies developed by the state board of education for pupils who are not promoted from the third grade. A school district governing board or charter school governing body shall offer more than one of the intervention and remedial strategies developed by the state board of education. The parent or guardian of a pupil who is not promoted from the third grade and the pupil's teacher and principal may choose the most appropriate intervention and remedial strategies that will be provided to that pupil. The intervention and remedial strategies developed by the state board of education shall include: (i) A requirement that the pupil be assigned for evidence-based reading instruction by a different teacher who was designated in that teacher's most recent performance evaluation in one of the top two performance classifications. (ii) Summer school reading instruction. (iii) In the next academic year, intensive reading instruction that occurs before, during or after the regular school day, or any combination of before, during and after the regular school day. (iv) Small group and teacher-led evidence-based reading instruction, which may include computer-based or online reading instruction. (d) A requirement that a school district governing board or charter school governing body that promotes a pupil pursuant to subdivision (b) of this paragraph provide annual reporting to the department of education on or before October 1 that includes information on the total number of pupils subject to the retention provisions of subdivision (a) of this paragraph, the total number of students promoted pursuant to subdivision (b) of this paragraph, the total number of pupils retained in grade three and the interventions administered pursuant to subdivision (c) of this paragraph. 3. Provide for universal screening of pupils in preschool programs, kindergarten programs and grades one through three that is designed to identify pupils who have reading deficiencies pursuant to section 15-704. 4. Develop evidence-based intervention and remedial strategies pursuant to paragraph 2, subdivision (c) of this subsection for pupils in kindergarten programs and grades one through three who are identified as having reading deficiencies pursuant to section 15-704. 5. Distribute guidelines for the school districts to follow in prescribing criteria for the promotion of pupils from grade to grade in the common schools. These guidelines shall include recommended procedures for ensuring that the cultural background of a pupil is taken into consideration when criteria for promotion are being applied. B. School districts and charter schools shall provide annual written notification to parents of pupils in kindergarten programs and first, second and third grades that a pupil who does not demonstrate sufficient reading skills pursuant to subsection A of this section will not be promoted from the third grade. School districts and charter schools shall identify each pupil who is at risk of reading below grade level in kindergarten and grades one, two and three and shall provide to the parent of that pupil a specific written notification of the reading deficiency within three weeks after identifying the reading deficiency. The notification shall include the following information: 1. A description of the pupil's specific individual needs. 2. A description of the current reading services provided to the pupil. 3. A description of the available supplemental instructional services and supporting programs that are designed to remediate reading deficiencies. Each school district or charter school shall offer more than one evidence-based intervention strategy and more than one remedial strategy developed by the state board of education for pupils with reading deficiencies. The notification shall list the intervention and remedial strategies offered and shall instruct the parent to choose, in consultation with the pupil's teacher, the most appropriate strategies to be provided and implemented for that child. 4. Parental strategies to assist the pupil to attain reading proficiency. 5. The frequency with which the school district or charter school will provide timely updates and information to the parent on the pupil's progress toward reading proficiency. 6. A statement that the pupil will not be promoted from the third grade if the pupil does not demonstrate sufficient reading skills pursuant to subsection A, paragraph 2, subdivision (a) of this section, unless the pupil is exempt from mandatory retention in grade three or the pupil qualifies for an exemption pursuant to subsection A, paragraph 2, subdivision (b) of this section. 7. A description of the school district or charter school policies on midyear promotion to a higher grade. C. Pursuant to the guidelines that the state board of education distributes, the governing board of a school district shall: 1. Prescribe curricula that include the academic standards in the required subject areas pursuant to subsection A, paragraph 1 of this section. 2. Prescribe criteria for the promotion of pupils from grade to grade in the common schools in the school district. These criteria shall include accomplishment of the academic standards in at least reading, writing, mathematics, science and social studies, as determined by district assessment. Other criteria may include additional measures of academic achievement and attendance. D. The governing board may prescribe the course of study and competency requirements for promotion that are in addition to or higher than the course of study and competency requirements the state board prescribes. E. A teacher shall determine whether to promote or retain a pupil in a grade in a common school on the basis of the prescribed criteria. The governing board, if it reviews the decision of a teacher to promote or retain a pupil in a grade in a common school as provided in section 15-342, paragraph 11, shall base its decision on the prescribed criteria. F. A governing board may provide and issue certificates of promotion to pupils whom it promotes from the eighth grade of a common school. Such certificates shall be signed by the principal or superintendent of schools. If there is no principal or superintendent of schools, the certificates shall be signed by an eighth grade teacher. The certificates shall admit the holders to any high school in this state. G. Within any high school district or union high school district, the superintendent of the high school district shall supervise the work of the eighth grade of all schools that do not employ a superintendent or principal. H. A school district shall not deny a pupil who is between the ages of sixteen and twenty-one years admission to a high school because the pupil does not hold an eighth grade certificate. Governing boards shall establish procedures for determining the admissibility of pupils who are under sixteen years of age and who do not hold eighth grade certificates. I. The state board of education shall adopt rules to allow common school pupils who can demonstrate competency in a particular academic course or subject to obtain academic credit for the course or subject without enrolling in the course or subject. J. A school district may conduct a ceremony to honor pupils who have been promoted from the eighth grade. K. For the purposes of this section, "dyslexia" means a condition that: 1. Is neurological in origin. 2. Is characterized by difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities, including difficulties that typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and to the provision of effective classroom instruction. 3. May include secondary consequences such as problems with reading comprehension and reduced reading experience that may impede the growth of vocabulary and background knowledge. 15-701.01. High schools; graduation; requirements; community college or university courses; transfer from other schools; academic credit; report A. The state board of education shall: 1. Prescribe a minimum course of study that incorporates the academic standards adopted by the state board for the graduation of pupils from high school. 2. Prescribe competency requirements for the graduation of pupils from high school incorporating the academic standards in at least the areas of reading, writing, mathematics, science and social studies. The academic standards prescribed by the state board in social studies shall include personal finance, American civics education and a comparative discussion of political ideologies, such as communism and totalitarianism, that conflict with the principles of freedom and democracy that are essential to the founding principles of the United States. The state board may consider establishing a required separate personal finance course for the purpose of the graduation of pupils from high school. The state board shall require at least one-half of a course credit in economics, which shall include financial literacy and personal financial management. 3. Through the graduating class of 2025, include in the competency requirements for social studies prescribed in paragraph 2 of this subsection a requirement that, in order to graduate from high school or obtain a high school equivalency diploma, a pupil must correctly answer at least sixty of the one hundred questions listed on a test that is identical to the civics portion of the naturalization test used by the United States citizenship and immigration services. Beginning with the graduating class of 2026, the state board shall include in the competency requirements for social studies prescribed in paragraph 2 of this subsection a requirement that, in order to graduate from high school or obtain a high school equivalency diploma, a pupil must correctly answer at least seventy of the one hundred questions listed on a test that is identical to the civics portion of the naturalization test used by the United States citizenship and immigration services. A district school or charter school shall document on the pupil's transcript only a pass or fail designation that the pupil has passed or failed the test required by this paragraph. A pupil in grade seven or eight may take the test described in this paragraph, and if the pupil correctly answers at least seventy of the one hundred questions on the test: (a) The district school or charter school shall document on the pupil's transcript only a pass or fail designation that the pupil has passed or failed the test required by this paragraph. (b) The pupil is not required to take the test required by this paragraph again in high school. 4. Develop and adopt competency tests pursuant to section 15-741. English language learners who are subject to article 3.1 of this chapter are subject to the assessments prescribed in section 15-741. B. The governing board of a school district shall: 1. Prescribe curricula that include the academic standards in the required subject areas pursuant to subsection A, paragraph 1 of this section. 2. Prescribe criteria for the graduation of pupils from the high schools in the school district. These criteria shall include accomplishment of the academic standards in at least reading, writing, mathematics, science and social studies, as determined by district assessment. Other criteria may include additional measures of academic achievement and attendance. Pursuant to the prescribed graduation requirements adopted by the state board of education, the governing board may approve a rigorous computer science course that would fulfill a mathematics course required for graduation from high school. The governing board may approve a rigorous computer science course only if the rigorous computer science course includes significant mathematics content and the governing board determines the high school where the rigorous computer science course is offered has sufficient capacity, infrastructure and qualified staff, including competent teachers of computer science. The school district governing board or charter school governing body may determine the method and manner in which to administer a test that is identical to the civics portion of the naturalization test used by the United States citizenship and immigration services. A pupil who does not obtain a passing score on the test that is identical to the civics portion of the naturalization test may retake the test until the pupil obtains a passing score. C. The governing board may prescribe the course of study and competency requirements for the graduation of pupils from high school that are in addition to or higher than the course of study and competency requirements that the state board prescribes. D. The governing board may prescribe competency requirements for the passage of pupils in courses that are required for graduation from high school. E. A teacher shall determine whether to pass or fail a pupil in a course in high school on the basis of the competency requirements, if any have been prescribed. The governing board, if it reviews the decision of a teacher to pass or fail a pupil in a course in high school as provided in section 15-342, paragraph 11, shall base its decision on the competency requirements, if any have been prescribed. F. Graduation requirements established by the governing board may be met by a pupil who passes courses in the required or elective subjects at a community college or university, if the course is at a higher level than the course taught in the high school attended by the pupil or, if the course is not taught in the high school, the level of the course is equal to or higher than the level of a high school course. The governing board shall determine whether the subject matter of the community college or university course is appropriate to the specific requirement the pupil intends it to fulfill and whether the level of the community college or university course is less than, equal to or higher than a high school course, and the governing board shall award at least one-half of a Carnegie unit and up to and including one Carnegie unit for each three semester hours of credit that the pupil earns in an appropriate community college or university course. If a pupil is not satisfied with the decision of the governing board regarding the amount of credit granted or the subjects for which credit is granted, the pupil may request that the state board of education review the decision of the governing board, and the state board shall make the final determination of the amount of credit to be given the pupil and for which subjects. The governing board shall not limit the number of credits that is required for high school graduation and that may be met by taking community college or university courses. For the purposes of this subsection: 1. "Community college" means an educational institution that is operated by a community college district as defined in section 15-1401 or a postsecondary educational institution under the jurisdiction of an Indian tribe recognized by the United States department of the interior. 2. "University" means a university under the jurisdiction of the Arizona board of regents. G. A pupil who transfers from a private school shall be provided with a list that indicates those credits that have been accepted and denied by the school district. A pupil may request to take an examination in each particular course in which credit has been denied. The school district shall accept the credit for each particular course in which the pupil takes an examination and receives a passing score on a test designed and evaluated by a teacher in the school district who teaches the subject matter on which the examination is based. In addition to the above requirements, the governing board of a school district may prescribe requirements for the acceptance of the credits of pupils who transfer from a private school. H. If a pupil who was previously enrolled in a charter school or school district enrolls in a school district in this state, the school district shall accept credits earned by the pupil in courses or instructional programs at the charter school or school district. The governing board of a school district may adopt a policy concerning the application of transfer credits for the purpose of determining whether a credit earned by a pupil who was previously enrolled in a school district or charter school will be assigned as an elective or core credit. A school district or charter school may note the learning outcomes that a student mastered as prescribed in the rules adopted pursuant to section 15-203, subsection A, paragraph 38 to provide a record of the demonstrated competencies and award partial credit. I. A pupil who transfers credit from a charter school, a school district or Arizona online instruction shall be provided with a list that indicates which credits have been accepted as elective credits and which credits have been accepted as core credits by the school district or charter school. Within ten school days after receiving the list, the pupil may request to take an examination in each particular course in which core credit has been denied. The school district or charter school shall accept the credit as a core credit for each particular course in which the pupil takes an examination and receives a passing score on a test that is aligned to the competency requirements adopted pursuant to this section and that is designed and evaluated by a teacher in the school district or charter school who teaches the subject matter on which the examination is based. If a pupil is enrolled in a school district or charter school and that pupil also participates in Arizona online instruction between May 1 and July 31, the school district or charter school shall not require proof of payment as a condition of the school district or charter school accepting credits earned from the online course provider. J. The state board of education shall adopt rules to allow high school pupils who can demonstrate competency in a particular academic course or subject to obtain academic credit for the course or subject without enrolling in the course or subject. K. Pupils who earn a Grand Canyon diploma pursuant to article 6 of this chapter are exempt from the graduation requirements prescribed in this section. Pupils who earn a Grand Canyon diploma are entitled to all the rights and privileges of persons who graduate with a high school diploma issued pursuant to this section, including access to postsecondary scholarships and other forms of student financial aid and access to all forms of postsecondary education. Notwithstanding any other law, a pupil who is eligible for a Grand Canyon diploma may elect to remain in high school through grade twelve and shall not be prevented from enrolling at a high school after the pupil becomes eligible for a Grand Canyon diploma. A pupil who is eligible for a Grand Canyon diploma and who elects not to pursue one of the options prescribed in section 15-792.03 may only be readmitted to that high school or another high school in this state pursuant to policies adopted by the school district of readmission. L. Each school district and charter school shall report to the department of education all of the following aggregate data, organized by grade level, relating to the test that is identical to the civics portion of the naturalization test used by the United States citizenship and immigration services required by subsection A, paragraph 3 of this section: 1. The median score. 2. The percentage of pupils who passed by correctly answering the minimum number of questions required to pass the test pursuant to subsection A, paragraph 3 of this section. 3. The percentage of pupils who failed by correctly answering fewer than the minimum number of questions required to pass the test pursuant to subsection A, paragraph 3 of this section. 4. Any other data required by the department relating to the test. M. A school district or charter school may not include the personally identifiable information of any pupil in the data reported to the department of education under subsection L of this section. The department of education shall make the data publicly available, organized at a minimum by school district or charter school and grade level, on the website that includes the school report cards required by section 15-746. 15-701.02. Instruction on the Holocaust and other genocides In adopting the course of study and competency requirements pursuant to sections 15-701 and 15-701.01, the state board of education shall include a requirement that students be taught about the Holocaust and other genocides for at least three class periods, or the equivalent, on at least two separate occasions during any of grades seven through twelve. 15-701.03. Health education instruction; mental health instruction In adopting the course of study and competency requirements pursuant to sections 15-701 and 15-701.01, the state board of education shall require that all health education instruction include mental health instruction. Mental health instruction may be included in a health course or another existing course and shall incorporate the multiple dimensions of health by including mental health and the relationship of physical and mental health to enhance student understanding, social and emotional learning, attitudes and behavior that promote health and well-being. In adopting the mental health instruction requirement, the state board of education shall consult with the following: 1. Mental health experts, including representatives from the department of health services. 2. Mental health advocacy organizations that are based in this state. 3. The department of education. 15-701.04. Guidelines; policies; high schools; foster children; transfer credits; graduation requirements; educational record; definitions A. The state board of education shall develop guidelines for charter schools and school districts to consider when developing policies regarding the calculation of academic credits, including partial credits, for foster children who transfer schools pursuant to a best interest educational placement determination while the foster child is enrolled in any of grades nine through twelve. The guidelines developed pursuant to this subsection must include alternative methods for a receiving school to calculate and accept academic credits, including partial credits, that were earned by a foster child in the foster child's school of origin. B. Each school district governing board and charter school governing body shall develop and adopt policies concerning transfer credits for foster children who transfer to the school district or charter school pursuant to a best interest educational placement determination while the foster child is enrolled in any of grades nine through twelve. The policies adopted pursuant to this subsection must specify the manner in which the school district or charter school will: 1. Calculate full and partial academic credits that were earned by the foster child at the foster child's school of origin. 2. Accept all academic credits, including partial credits, earned by the foster child in courses or instructional programs at the foster child's school of origin. 3. Determine whether to accept academic credits, including partial credits, earned by the foster child as core credits or as elective credits. The school district or charter school shall make every possible attempt to accept as core credits all academic credits earned by the foster child and shall consider each learning outcome that the foster child has mastered and each competency requirement that the foster child has demonstrated. 4. Meet with the foster child not later than ten days after the school district or charter school receives the foster child's educational records from the school of origin pursuant to subsection C of this section to review and update the foster child's graduation plan, including the foster child's participation in credit recovery programs, if necessary. The school district or charter school shall provide a written copy of the graduation plan to the foster child, each parent of the foster child whose parental rights have not been terminated and the foster child's guardian, custodian, caregiver or foster parent. C. Each school district governing board and charter school governing body shall develop and adopt policies concerning the transfer of educational records pursuant to section 8-530.04 by the school of origin for a foster child who was enrolled in any of grades nine through twelve. The policies adopted pursuant to this subsection must require the school of origin to include in the foster child's educational records both of the following: 1. All academic credits, including partial credits, earned by the foster child. 2. If the foster child did not receive partial credit for a course in which the foster child was enrolled, documentation of the competencies achieved by the foster child in the course. D. A school district or charter school that enrolls a foster child who transfers schools pursuant to a best interest educational placement determination may administer a local competency assessment to award full or partial academic credits for the core competencies identified in the educational records provided by the foster child's school of origin. E. Notwithstanding sections 15-701.01 and 15-720.02, a charter school governing body or school district governing board may not require a foster child who transfers schools pursuant to a best interest educational placement determination while the foster child is enrolled in grade eleven or twelve to satisfy a course of study or competency requirements to graduate from high school that are in addition to or higher than the minimum course of study and competency requirements prescribed by the state board of education. F. For the purposes of this section: 1. "Best interest educational placement determination" means the determination of a child's best interest educational placement pursuant to section 8-530.04. 2. "Foster child" has the same meaning prescribed in section 8-501. 15-701.05. Native American language courses; high school graduation requirement A. If the state board of education or a school district or charter school includes in the minimum course of study for the graduation of students from high school prescribed pursuant to section 15-701.01 a requirement that students receive instruction in a world language, the state board of education, school district or charter school shall allow students to satisfy the requirement by demonstrating proficiency in a Native American language. B. This section does not require a school district or charter school to offer a Native American language course. C. The state board of education may establish criteria for evaluating the Native American language proficiency of students. 15-702. High school equivalency diploma; fees; rules A. Any person who is sixteen years of age or older and who passes an equivalency test adopted by the state board of education shall be awarded an Arizona high school equivalency diploma by the state board of education and the state superintendent of public instruction. The state board of education may establish eligibility requirements for persons wishing to take an equivalency test adopted by the state board of education, except that the minimum age required to take the test may not be older than sixteen nor shall the board require the completion of any high school credits. B. A person who meets the minimum course of study and competency requirements prescribed by the state board of education for graduation from high school through a combination of high school credits and community college and university credits, which are converted to high school credits in the same manner as provided in section 15-701.01, subsection F by the governing board or the state board of education, shall be awarded an Arizona high school equivalency diploma. C. The state board of education may establish and collect fees for the issuance and reissuance of the following: 1. A high school equivalency diploma. 2. A high school equivalency transcript. D. The state board of education shall adopt rules for fee waivers for the high school equivalency diploma and high school equivalency transcripts. 15-703. Kindergarten programs and special departments; special teachers A. The governing board may: 1. Establish departments of industrial arts and consumer education and homemaking. 2. Employ special teachers in special subjects. B. Each common school district or unified school district shall establish a kindergarten program, unless the governing board of such common school district or unified school district files an exemption claim with the department of education. A district is exempt from establishing a kindergarten program if it files with the department of education an exemption claim which states that the establishment of a kindergarten program will interfere with the work of, or maintenance of efficiency in, the grades and that a kindergarten program is not in the best interests of the district. Each school district that establishes a kindergarten program shall offer half-day kindergarten programs that provide academically meaningful instruction in each of the academic standards adopted by the state board of education. A school district that establishes a full-day kindergarten program shall allow each parent of a kindergarten pupil to choose either half-day kindergarten instruction or full-day kindergarten instruction and shall provide the option of academically meaningful half-day kindergarten instruction in every school in the school district that has enough students to fill a half-day kindergarten class at a class size that is approximately equal to the average kindergarten class size for the school district as a whole. C. For the purpose of maintaining a kindergarten program a common school district or unified school district governing board may lease such buildings as may be necessary as provided by law. 15-704. Reading proficiency; dyslexia screening plan; parental notification; definitions A. Each school district or charter school that provides instruction in kindergarten programs and grades one through three shall select and administer screening, ongoing diagnostic and classroom-based instructional reading assessments, including a motivational assessment, to monitor student progress. Each school shall use the diagnostic information to plan evidence-based appropriate and effective instruction and intervention. B. The department of education shall develop a dyslexia screening plan that meets all of the following requirements: 1. Ensures that within forty-five calendar days after the beginning of each school year or within forty-five calendar days after a student enrollment occurs after the first day of school, every student who is enrolled in a kindergarten program or grade one in a public school in this state is screened for indicators of dyslexia. 2. Provides guidance for notifications sent by public schools to parents of students who are identified as having indicators of dyslexia based on a screening for indicators. 3. Is developed collaboratively with the dyslexia specialist for the department designated pursuant to section 15-211, and other experts on dyslexia, including representatives in this state of an international organization on dyslexia. 4. Ensures that screening for indicators of dyslexia includes the following: (a) Phonological and phonemic awareness. (b) Rapid naming skills. (c) Correspondence between sounds and letters. (d) Nonsense word fluency. (e) Sound symbol recognition. C. The screening for indicators of dyslexia may be integrated with reading proficiency screenings as prescribed in this section. D. Each school district or charter school that provides instruction for pupils in kindergarten programs and grades one through three shall conduct a curriculum evaluation and adopt an evidence-based reading curriculum that includes the essential components of reading instruction. All school districts and charter schools that offer instruction in kindergarten programs and grades one through three shall provide ongoing teacher training based on evidence-based reading research. For the purposes of this subsection, "curriculum" includes any curriculum that is used to provide reading instruction to children with disabilities or English language learners. E. Each school district or charter school that provides instruction in kindergarten programs and grades one through three shall devote reasonable amounts of time to explicit evidence-based instruction and independent reading in grades one through three. F. A pupil in grade three who does not demonstrate proficiency on the reading standards measured by the statewide assessment administered pursuant to section 15-741 shall be provided core reading instruction and intensive, evidence-based reading instruction as defined by the state board of education until the pupil meets these standards. G. The governing board of each school district and the governing body of each charter school shall determine the percentage of pupils at each school in grade three who do not demonstrate proficiency on the reading standards prescribed by the state board of education and measured by the statewide assessment administered pursuant to section 15-741. If more than twenty percent of students in grade three at either the individual school level or at the school district level do not demonstrate proficiency on the standards, the governing board or governing body shall conduct a review of its reading program that includes curriculum and professional development in light of current, evidence-based reading research. H. Based on the review required in subsection G of this section, the governing board or governing body and the school principal of each school that does not demonstrate proficiency on the reading standards, in conjunction with school council members, if applicable, shall develop methods of best practices for teaching reading based on essential components of reading instruction and supported by evidence-based reading research. These methods shall be adopted at a public meeting and shall be implemented the following academic year. I. Subsections G and H of this section shall be coordinated with efforts to develop and implement an improvement plan if required pursuant to section 15-241.02. J. For the purposes of this section: 1. "Essential components of reading instruction" means explicit and systematic instruction in the following: (a) Phonological awareness, including phonemic awareness. (b) Phonics encoding and decoding. (c) Vocabulary development. (d) Reading fluency as demonstrated by automatic reading of text. (e) Reading comprehension of written text. (f) Written and oral expression, including spelling and handwriting. 2. "Evidence-based reading research" means research that demonstrates either: (a) A statistically significant effect on improving student outcomes or other relevant outcomes based on either: (i) Strong evidence from at least one well-designed and well-implemented experimental study. (ii) Moderate evidence from at least one well-designed and well-implemented quasi-experimental study. (iii) Promising evidence from at least one well-designed and well-implemented correlational study with statistical controls for selection bias. (b) A rationale based on high-quality research findings or positive evaluation that an activity, strategy or intervention is likely to improve student outcomes or other relevant outcomes and that includes ongoing efforts to examine the effects of these activities, strategies or interventions. 3. "Reading" means a complex system of deriving meaning from written text that requires all of the following: (a) The skills and knowledge to understand how phonemes or speech sounds are connected to written text. (b) The ability to decode unfamiliar words. (c) The ability to read fluently. (d) Sufficient background information and vocabulary to foster reading comprehension. (e) The development of appropriate active strategies to construct meaning from written text. (f) The development and maintenance of a motivation to read. 15-705. Extracurricular activities; requirements A. Each governing board after consultation with parents and teachers shall adopt policies and procedures governing requirements for pupils' participation in extracurricular activities for pupils in grade six, if the grade is part of a middle school, and grades seven through twelve. The consultation by the governing board with parents and teachers may be accomplished by holding a public hearing or forming an advisory committee. The requirements shall meet or exceed the minimum requirements prescribed by the state board. B. The state board of education shall prescribe rules for policies regarding pupils' participation in extracurricular activities including minimum statewide requirements. The minimum statewide requirements: 1. Shall be appropriate to the grade in which the pupil is enrolled. 2. Shall be based on the number of courses passed or failed, on grades received or on a combination of these factors. 3. May incorporate additional factors. 4. Shall take into consideration the minimum course of study and competency requirements prescribed by the state board pursuant to section 15-701.01. 15-706. Instruction in environmental education; definition A. If a school district chooses to provide instruction in environmental education, the environmental education program shall: 1. Be based on current and reliable scientific information. 2. Include a discussion of economic and social implications. B. For the purposes of this section "environmental education" means educational processes, programs and activities which are specifically designed to enhance student acquisition of knowledge of scientific and economic principles, concepts and facts as they relate to environmental topics and issues and which are taught in an unbiased, fair and balanced manner. 15-707. College and career readiness program for at-risk students; requirements; annual report; definition A. A school district or charter school that provides high school instruction may establish a college and career readiness program for at-risk students. A program established pursuant to this section shall meet the following requirements: 1. Consist of at least nine consecutive months of academic support, including tutoring and remediation, to ensure that participating students meet the academic standards adopted by the state board of education. 2. Consist of comprehensive instruction on workplace skills as adopted by the state board of education. 3. Consist of instruction on leadership and civic duty. 4. Require students who participate in the program to earn credits toward graduation from high school. 5. Require students who participate in the program to perform volunteer activities or community service. 6. Require students who participate in the program to continue to participate in the program for twelve months after graduation from high school, during which time the school district or charter school shall provide follow-up assistance that is designed to assist the student's transition to postsecondary education, vocational or job training, military service or employment. A participating school district or charter school may develop a dual enrollment course program in order to meet the requirements of this paragraph. 7. Be administered through a private entity selected by the department of education. B. School districts and charter schools that participate in the program shall annually report the following information to the department of education: 1. The percentage of students who participate in the program and who graduate from high school or obtain a general equivalency diploma on or within twelve months after the scheduled graduation date for that student's classmates. 2. The percentage of students who participate in the program, who graduate from high school or obtain a general equivalency diploma and who begin participation in postsecondary education, employment, vocational or job training or military service within twelve months after the scheduled graduation date for that student's classmates. 3. The percentage of students who participate in the program and who are either enrolled full time at a postsecondary education institution, employed full time, enrolled in a full-time vocational or job training program or on active duty in the armed forces of the United States, or any combination of these activities that in totality amounts to full-time activity, within twelve months after the scheduled graduation date for that student's classmates. 4. The percentage of students who participate in the program and their achievement scores on the statewide assessment adopted by the state board of education prescribed in section 15-741. C. On or before September 15 of each year, the department of education shall submit a report to the governor, the president of the senate and the speaker of the house of representatives that summarizes the information submitted pursuant to subsection B of this section. The department of education shall provide a copy of the annual report to the secretary of state. D. For the purposes of this section, "at-risk student" means a pupil in grade eleven or twelve who either: 1. Is likely to drop out of high school without graduating. 2. Has documented academic, personal or vocational barriers to success in high school and the workplace including having been subject to discipline, suspension or expulsion pursuant to section 15-843. 15-708. Mathematics proficiency; parental notification; advanced mathematics courses A. If the statewide assessment results are available before the start of each school year, each school district and charter school shall provide notification not later than the first half of the second quarter of the school year to parents of pupils in grades six through eight who have not demonstrated proficiency in grade-level mathematics based on available local or statewide assessments. The notification must include the following information: 1. A description of the pupil's mathematics deficiencies as demonstrated by the statewide assessment. 2. A description of the current mathematics services provided by the school district or charter school, including supplemental instructional services and supporting programs that are designed to remediate mathematics deficiencies. B. Each school district and charter school shall: 1. Enroll a student who is in sixth, seventh or eighth grade in an advanced mathematics course, if available, for the next mathematics course in which the student enrolls if the student's parent does not object and the student meets at least one of the following: (a) Demonstrates the highest proficiency in grade-level mathematics on the statewide assessment. (b) Demonstrates the highest proficiency in grade-level mathematics on a benchmark assessment that is aligned to the statewide assessment and administered by the school district or charter school or by the school in which the student was enrolled in the immediately preceding school year. 2. On enrollment pursuant to paragraph 1 of this subsection, provide notification to the student's parent that includes both of the following: (a) The purpose and goals of the automatic enrollment in an advanced mathematics course. (b) Instructions on how the parent may object to the automatic enrollment in an advanced mathematics course. 15-710. Instruction in state and federal constitutions, American institutions and history of Arizona All schools shall give instruction in the essentials, sources and history of the Constitutions of the United States and Arizona and instruction in American institutions and ideals and in the history of Arizona, including the history of Native Americans in Arizona. The instruction shall be given in accordance with the state course of study for at least one year of the common school grades and high school grades respectively. 15-710.01. Sandra Day O'Connor civics celebration day; civics instruction requirement On Sandra Day O'Connor civics celebration day, each public school in this state shall dedicate the majority of the school day to civics education. 15-710.02. 9/11 education day; instruction requirement; policies or rules On 9/11 education day, each public school that provides instruction to students in any of grades seven through twelve shall provide age-appropriate instruction to students in each of grades seven through twelve on the terrorist attacks of September 11, 2001. The state board of education may develop policies or adopt rules for the purposes of carrying out this section. 15-711. Sex education instruction; minimum grade; parental review of curricula; sexual conduct with a minor; review and approval of course of study; public hearings and input A. School districts and charter schools may not provide sex education instruction before grade five. B. Before a parent provides written permission for the parent's child to participate in any sex education curricula, the school district or charter school shall make the sex education curricula available for the parent's review online and in person pursuant to section 15-102, subsection A, paragraph 2. The school district or charter school shall notify parents where the sex education curricula are available for review at least two weeks before any instruction is offered pursuant to this section. C. Each school district or charter school with existing sex education curricula shall include instruction on the laws relating to sexual conduct with a minor for pupils in grades seven, eight, nine, ten, eleven and twelve. D. Each school district or charter school may develop its own sex education course of study or adopt an existing sex education course of study to meet the requirements of this section. E. Before a school district or charter school offers sex education instruction, the school district governing board or charter school governing body shall review and approve the sex education course of study that is developed, adopted, revised or updated pursuant to this section. The governing board or governing body: 1. Shall provide parents with a meaningful opportunity to participate in, review and provide input on any proposed sex education course of study before it is adopted. 2. May not approve a course of study unless it complies with this section. F. Before approving any sex education course of study developed, adopted, revised or updated pursuant to this section, the school district governing board or charter school governing body shall do all of the following: 1. Require that all meetings of committees that are authorized for the purposes of reviewing and selecting the sex education course of study be publicly noticed at least two weeks before occurring and be open to the public pursuant to title 38, chapter 3, article 3.1. 2. Make any proposed sex education course of study available and accessible for review and public comment for at least sixty days before the governing board or governing body decides whether to approve that course of study. 3. Conduct at least two public hearings within the sixty-day period before the governing board or governing body decides whether to approve any course of study. Public comment may include written comments, oral comments and comments submitted through email. G. A school district or charter school is not required to provide sex education instruction to pupils. If a school district or charter school decides to provide sex education instruction after school hours, this section and section 15-102 apply. H. This section does not prohibit age and grade appropriate classroom instruction regarding child assault awareness and abuse prevention. 15-711.01. Instruction; child assault awareness; abuse prevention (L21, Ch. 404, sec. 21) Notwithstanding any other law, age-appropriate and grade-appropriate classroom instruction regarding child assault awareness and abuse prevention is allowed. 15-712. Instruction on alcohol, tobacco, narcotic drugs, marijuana, date rape drugs and other dangerous drugs; chemical abuse prevention programs; definitions A. Instruction on the nature and harmful effects of alcohol, tobacco, narcotic drugs, marijuana, date rape drugs and other dangerous drugs on the human system and instruction on the laws related to the control of these substances and the nonuse and prevention of use and abuse of alcohol, tobacco, narcotic drugs, marijuana, date rape drugs and other dangerous drugs may be included in the courses of study in common and high schools, with emphasis on grades four through nine. Instruction on the nature and harmful effects of alcohol, tobacco, narcotic drugs, marijuana, date rape drugs and other dangerous drugs on a human fetus may be included in the courses of study in grades six through twelve. The instruction may be integrated into existing health, science, citizenship or similar studies and shall meet the criteria for chemical abuse prevention education programs developed pursuant to subsection C of this section. B. At the request of a school district, the department of education shall provide technical assistance to school districts that choose to implement programs to prevent chemical abuse. C. The department of education and the department of health services, in consultation with the committee established pursuant to section 41-617, shall establish an interagency committee to coordinate their assistance to school districts. D. The state board of education may accept gifts and grants and shall distribute them and monies appropriated for chemical abuse prevention programs to school districts to assist with the costs of programs designed to prevent chemical abuse by pupils in kindergarten programs and grades one through twelve. School districts which have approved chemical abuse prevention policies and procedures as prescribed in section 15-345 are eligible for a maximum of one dollar for each pupil or one thousand dollars, whichever is more. If sufficient monies are not available to meet all requests, the state board shall determine which school districts to fund based on need, availability of other programs or sources of revenue and the likelihood of the school district's proposed program successfully meeting needs identified by the school district. A school district shall include the monies it receives for chemical abuse prevention programs under this section in the special projects section of the budget as provided in section 15-903, subsection F. E. For the purpose of this section: 1. "Date rape drug" means a drug prescribed in section 13-3401, paragraph 30, subdivisions (f) through (m). 2. "Narcotic drug", "marijuana" and "dangerous drug" have the same meaning prescribed in section 13-3401. 15-712.01. Instruction on dating abuse; definitions A. A school district that provides instruction in grades seven through twelve may incorporate dating abuse information that is age appropriate into the school district's existing health curriculum for pupils in grades seven through twelve that includes the following components: 1. A definition of dating abuse. 2. The recognition of dating abuse warning signs. 3. The characteristics of healthy relationships. B. On written request to the principal of the school where a child is enrolled, the parent or guardian of a pupil who is under eighteen years of age shall be permitted to review the dating abuse information instructional materials within a reasonable time after submitting the written request. C. For the purposes of this section: 1. "Dating abuse" means a pattern of behavior in which one person uses or threatens to use physical, sexual, verbal or emotional abuse to control the person's dating partner. 2. "Dating partner" means any person who is involved in an intimate association with another person that is primarily characterized by the expectation of affectionate involvement and that includes casual, serious and long-term dating partners. 15-713. Training in use of bows or firearms; instruction materials; certification of instructors; cooperating agencies A. The Arizona game and fish department may provide training in the safe handling and use of bows or firearms and safe hunting practices, in conjunction with the common schools and high schools of the state when the schools request the training. B. The Arizona game and fish department may prescribe courses of study, approve instruction materials, certify instructors for training programs conducted by private organizations or public agencies and issue certificates of completion of the required course of study. C. To carry out the purposes of the training program authorized by this section and section 15-714, the Arizona game and fish department may cooperate with other agencies and private organizations. 15-714. Eligibility for training in use of bows or firearms A. Training courses may be offered on a voluntary basis pursuant to section 17-245. B. The courses held for students in the common schools and high schools shall be elective only, and attendance in such classes shall not be considered in computing a school district's student count. 15-714.01. Arizona gun safety program course A. In addition to the voluntary training in the use of bows and firearms prescribed in sections 15-713 and 15-714, any school district or charter school may offer as an elective course a one semester, one credit course in firearm marksmanship that shall be designated as the Arizona gun safety program course. B. A pupil shall be deemed to have satisfactorily completed the Arizona gun safety program course by demonstrating that the pupil has the ability to safely discharge a firearm as defined in section 13-3101. C. The course of instruction prescribed in this section shall be jointly developed by the Arizona game and fish commission, the department of public safety and private firearms organizations and may include materials provided by private youth organizations. At a minimum, the Arizona gun safety program course shall include each of the following: 1. Instruction on the rules of firearm safety. 2. Instruction on the basic operation of firearms. 3. Instruction on the history of firearms and marksmanship. 4. Instruction on the role of firearms in preserving peace and freedom. 5. Instruction on the constitutional roots of the right to keep and bear arms. 6. Instruction on the use of clay targets. 7. Practice time at a shooting range. 8. Actual demonstration by the pupil of competence with a firearm as defined in section 13-3101 by safely discharging the firearm at one or more targets. D. School districts and charter schools shall arrange for adequate use of shooting range time by pupils in the Arizona gun safety program course at any established shooting range. E. Pupils who satisfactorily complete the Arizona gun safety program course shall receive a certificate of accomplishment. F. A person who is currently certified as a firearms safety instructor by the Arizona game and fish department, the national rifle association, a federal, state or local law enforcement agency, a branch of the United States military, a federal agency, the reserve officer training corps, the junior reserve officer training corps or the civilian marksmanship program is qualified to teach the Arizona gun safety program course. G. Nothing in this section shall be construed to limit or expand the liability of any person under other provisions of law. 15-715. Special academic assistance to pupils in kindergarten programs and grades one through three A. Each common and unified school district shall develop a plan to supplement the regular education program by providing special academic assistance to pupils in kindergarten programs and grades one through three. The purpose of the special academic assistance is to assist pupils in developing the minimum skills necessary for fourth grade work by the end of the third grade. Special academic assistance, at a minimum, shall focus on pupils who, because of innate factors, are not succeeding in the school environment as identified by parents, guardians or school personnel. These pupils may include, but are not limited to, those who do not qualify for special education services, who have measured intelligence quotients of between seventy and eighty-five or who exhibit characteristics of attention deficit disorder or learning patterns attributable to prenatal substance exposure. The plan shall include: 1. Procedures for use in identifying pupils in need of special academic assistance.