Compendium of Budget Information for the 2009 General Session
| Public Education Appropriations Subcommittee | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Subcommittee Table of Contents | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Agency: MSP - Related to Basic Programs Function Other Programs consist of a myriad of Related to Basic Programs that do not fit in the prior three subcategories. The largest programs provide supplements for teacher salaries and charter schools. Other programs support electronic delivery of courses, provide matching funds for library resources and school nurses, fund the learning of critical languages, and enhance K-3 reading improvement. The School LAND Trust Program is also included in this section. Funding Detail
Program: Electronic High School Function The Electronic High School began operation in 1994. Students may enroll in the EHS to make up school credit, take courses not offered through their high schools, or take extra credit hours to graduate early. The EHS enrolls students from Utah as well as students from other states or countries. Utah students may enroll in the EHS without charge; students outside Utah pay a $50 fee for each course each quarter. Courses offered through the EHS are correlated to the state core curriculum. The EHS offers competency based instruction and provides an open-entry open-exit curriculum. 'With a few exceptions, students are able to enroll any day of the year and work at their own pace until the course is completed. We expect students to complete a course within twelve months, but extensions can be granted' (USOE Electronic High School, Website, December 2006). Utah public school students wishing to enroll in the EHS must meet with their school counselor to ensure EHS courses they plan on taking meet graduation requirements. Formula - School districts and charter schools do not receive EHS funding, rather all appropriated revenue supports the maintenance and operation of the EHS. Davis School District acts as the fiscal agent for the EHS. Statutory Authority The Electronic High School is governed by the following statute.
Administrative Rule R277-725-3 was passed by the State Board of Education. The rule provides administrative procedures associated with the governance of the Electronic High School. Funding Detail In FY 2008, the Legislature appropriated $2 million to support Utah's Electronic High School. EHS funding directly supports the operation of the high school at the Utah State Office of Education and is not allocated to school districts or charter schools. The total appropriation approved by the Legislature for the program remained the same in FY 2009.
Program: School LAND Trust Program Function The School LAND (Learning And Nurturing Development) Trust Program, often referred to as School Trust Lands, was established by the Legislature in the 1999 General Legislative session. In exchange for not taxing federal land, the U.S. Congress 'gave lands to Utah schools at statehood. The lands are held in a legal trust for our schools. Schools own 3.3 million acres. The lands are managed by the School and Institutional Trust Lands Administration and must, by law, be used to generate money for our schools. The money is put in a permanent savings account, which is never spent, but invested' (USOE School LAND Trust Program, Website, December 2006) by the State Treasurer. The interest and dividends earned of the permanent school fund are distributed to local schools to provide resources to improve student academic achievement as outlined in the school's academic improvement plan. Law requires each school to form a School Community Council which prepares the school improvement plan. Plans identify the academic needs of a school and provide a solution to these needs by using the annual School LAND Trust dividend allocated to the school. Local school boards approve each of the school generated academic improvement plans. Formula - Ten percent of program revenue is distributed equally to districts and charter schools as a program base. The remaining 90 percent is distributed proportionally ad as determined by prior year fall enrollment. Statutory Authority The following statute governs the State contribution to the School LAND Trust program.
Administrative Rule R277-477-3 was passed by the State Board of Education. The rule provides administrative procedures associated with the governance of the School LAND Trust program. Funding Detail In FY 2008, more than $25.5 million was distributed directly to local schools through the program. The total revenue allocated in FY 2009 increased to nearly $26.5 million.
Program: Charter School Local Replacement Function The Charter School Local Replacement Funding program was established to provide revenue to charter schools to assist in capital facility needs. Unlike school districts, charter schools do not have bonding authority or the ability to tax their patrons to cover facility costs. The Legislature created a statutory formula that provides an equalized per pupil state appropriation to each charter school to replace some of the locally generated property tax revenue charter schools cannot access. The local replacement formula passed during the 2008 General Session maintains some of the same concepts of the earlier versions, but alters slightly the payment of costs by reinstating a cost sharing mechanism between the state and local school districts. Formula - Senate Bill 2 (2008 General Session) establishes a "District Average Per Pupil Revenue" rate. This rate is based on the total revenues generated by property taxes in the school districts divided by the total ADM of the school district (including district students attending a charter school). Property taxes included in the formula are the Voted Leeway, Board Leeway, 10 Percent of Basic, Tort Liability, Capital Outlay and Voted Capital levies. The bill originally included state funds supporting the Voted, Board, and Capital Outlay Guarantee programs. These revenue sources were excluded from the fund formula by an amendment made in the House during debate. The District Average Per Pupil Revenue rate for each school district ranges from $364/student in Cache School District to $4,674 in Park City. The formula maintains state funding to replace local district revenues for Debt Service. The state is required to provide the state-average per student Debt Service Revenues for each student enrolled in a charter school. Currently this average rate is $470/student. Statute now requires school districts to contribute 25% of their "District Average Per Pupil Revenue" to support the Charter School Local Replacement. One primary difference between this mechanism and the original cost-sharing mechanism created in 2002-03 is that school districts do not directly transfer funding to the charter schools. The USOE is required to deduct from the school district's Minimum School Program allocation funds equal to 25% of the "District Average Per Pupil Revenue" for each district-student enrolled in a charter school. When all formula components are added together, charter schools are qualified to receive a Local Replacement of $1,255 per enrolled student. Statute establishes a minimum threshold of $1,427 per charter school student. If the formula produces less than this amount, the state will provide an additional supplement to bring the total to $1,427/student. In this case, the state must provide an additional $172 for each student enrolled in a charter school in FY 2009 Statutory Authority The following statutes govern charter schools and the Local Replacement Funding Program. Statutes pertaining to the regulation of charter schools may be found in UCA 53A-1a-501 through UCA 53A-1a-515. Some highlighted statutes are provided below.
Administrative Rule R277-470-5 and R277-470-6 were passed by the State Board of Education. These rules provide administrative procedures associated with the governance of funds allocated to charter schools and the calculation of state funding for charter schools. Funding Detail In FY 2008, more than $28.5 million was distributed directly to charter schools through the program. The total revenue allocated in FY 2009 increased to nearly $37 million. The FY 2009 appropriated amount totals 75 percent of the estimated cost of the total program. Twenty-five percent of program funding comes from local school districts as described above.
Program: Charter School Administration Function Funding administrative functions, particularly the completion of various financial reports, within a charter school remains one of the largest obstacles for a newly formed charter school to overcome. Because each charter school is a local education agency (LEA) each school must generate many of the same reports as a school district. Funding provided through this program is targeted to assist charters in meeting these administrative needs. Background The Administrative Cost program within the Basic Program provided some assistance to charters prior to FY 2008. However, since the inception of charter school properly assimilating them into the established framework and formulas of the traditional public education system has been complex. The Administrative Cost program is one area where, although integrated with the traditional system, the system does not address the unique characteristics of operating a charter school. Charter schools were treated as one school district under the Administrative Cost program. The formula assumes that as student population increases, a school district is better able to meet administrative functions without direct state support. However, each charter school manages administrative and finance procedures locally on an individual basis. As the entire charter school population increases, the total administrative costs among the schools also increases. This is primarily because more independent schools begin operation. As independent schools, it is more difficult for charter schools to build on economies of scale when compared to a school district. In FY 2008, the Legislature appropriated revenue to support an administrative cost program targeted for charter schools. The creation of this program removed the eligibility of charter schools to participate in the Administrative Cost program within the Basic Program. Formula - Appropriated revenue is distributed to charter schools on an equal, per student basis. Each charter school receives $100 per enrolled student. Funding Detail In FY 2008, $750,000 was distributed directly to charter schools through the program. The total revenue allocated in FY 2009 increased to nearly $2.9 million.
Program: K-3 Reading Improvement Function The K-3 Reading Improvement Program was created during the 2004 General Session. The program set the statewide goal to have all Utah students reading at or above grade level by the time they complete the third grade. There are three funding programs within the K-3 Reading Improvement Program: Base Level, Guarantee Program, and Low Income Students Program. School districts and charter schools 'must submit a State Board approved plan for reading proficiency improvement prior to using the program funds' (USOE Finance & Statistics, MSP Descriptions, November 2006). The Utah State Office of Education has drafted a State framework for instruction and intervention to ensure all students progress at an appropriate and successful rate, mitigating the cycle of reading failure. Formula - The formulas for each of the three funding programs include:
Statutory Authority The following statute provides the legal framework for the K-3 Reading Improvement Program.
Administrative Rule R277-422 was passed by the State Board of Education. The rule provides administrative procedures associated with the governance of the K-3 Reading Achievement Program. Funding Detail In FY 2008, the Legislature appropriated $15 million to support the program. The total revenue allocated in FY 2009 remained the same.
Program: Public Education Job Enhancement Function The Public Education Job Enhancement Program (PEJEP) was established to 'attract, train, and retain, teachers in Special Education (PreK-12) and secondary school educators (7-12) in math, physics, chemistry, physical science, information technology, and learning technology' (USOE Educator Quality Services, December 2006). PEJEP contains two award programs for teachers.
PEJEP Committee - A Public Education Job Enhancement Committee, including representatives from public education, higher education, private industry, and government, creates rules and administers the PEJEP. Statutory Authority The following statutes govern the Public Education Job Enhancement Program.
Funding Detail In FY 2008, the Legislature appropriated $2.43 million to support the Public Education Job Enhancement Program. Similarly, in FY 2009, the Legislature appropriated $2.43 million for the program. The Utah State Office of Education receives $70,000 to administer the program, bringing the total program appropriation to $2.5 million in both years.
Program: Educator Salary Adjustments Function During the 2007 General Session, the Legislature passed House Bill 382 'Amendments to Education Funding' (Dee, B.). Implementation of the bill provides 'salary increases and bonuses for educators and bonuses for classified personnel employed by school districts, charter schools, and the Utah Schools for the Deaf and Blind' (House Bill 382, 2007 General Session). The ongoing Educator Salary Adjustment was implemented in recognition of the need to attract and retain qualified and dedicated teachers in the public education system. The bonuses were provided in FY 2008 only. Educators qualifying for the ongoing salary adjustment include: classroom teachers; speech pathologists; librarians or media specialists; preschool teachers; school administrators; mentor teachers; teacher specialists or teacher leaders; guidance counselors; audiologists; psychologists; or social workers. The program envisioned that each qualifying educator would receive the same increase in ongoing salary adjustment. Through this process, the Legislature provided a greater percent increase to beginning school teachers, in an effort to bring up the average beginning teacher salary in the state. Each qualifying teacher received an ongoing adjustment of $2,500 in FY 2008. The Legislature increased this amount by another $1,700 in FY 2009 for a total of $4,200 over the two-year period. In addition to the appropriated amounts, the Legislature allocated sufficient revenue to pay for the associated employer-paid benefit costs of retirement, worker's compensation, Social Security, and Medicare. Qualifying teachers are required to pay all personal pay-roll deductions as they do with their current base salary. Formula - Funding is distributed to school districts and charter schools in proportion to the total number of qualifying full-time-equivalent (FTE) educators in the district or charter school when compared to the state total. Statutory Authority The following statute governs the Educator Salary Adjustments.
Funding Detail In FY 2008, the Legislature appropriated $68.7 million to support the ongoing teacher salary adjustment. Similarly, the Legislature appropriated $33 million in one-time revenue to provide a one-time bonus for each qualifying educator. In addition, the Legislature appropriated $7 million to provide bonuses for classified (non-certificated) personnel working in school districts. In FY 2009, the Legislature increased the total appropriation to nearly $148.3 million to increase the salary adjustments provided to qualifying educators.
Program: Teacher Salary Supplement Restricted Account Function The Teacher Salary Supplement Restricted Account in the Uniform School Fund was created in the 2008 General Session to pay the costs associated with the Teacher Salary Supplement Program. The State Division of Finance distributes funding from the account to teachers that qualify for the supplement. Teacher Salary Supplement Program - provides qualifying secondary math and science teachers with a $4,100 salary supplement. Teachers receive the full supplement if they are assigned full-time to teach one or more of the courses listed in statute and have a qualifying degree also listed in statute. The Qualifying Educational Background requires teachers to have a bachelor's degree major, master's degree, or doctoral degree in the content areas listed in statute to qualify for a supplement. Teachers that have a part-time assignment to teach in one of the lists courses may receive a partial salary adjustment based on the number of hours worked in the course. In addition to the $4,100 salary adjustment, the Legislature appropriated funding to cover the employer-paid benefit costs associated with retirement, worker's compensation, Social Security, and Medicare. Qualifying teachers that receive a supplement are required to pay all personal pay-roll deductions as they do with their current base salary. The Utah Department of Human Resource Management (DHRM) administers the program. Teachers must apply to DHRM in order to be considered for the salary supplement and teachers may apply after each semester/trimester or at the end of the school year. State DHRM determines if a teacher is eligible by verifying degree and course assignments. Once DHRM certifies a list (by school district and charter school) of eligible teachers and the amount of their salary supplement, the list is given to the State Division of Finance for payment from the restricted account. The Division of Finance transfers funding to the school district or charter school. Formula - School districts and charter schools receive funding based on total certified amount established by DHRM. This amount is based on the total number of qualified teachers that applied for the program and their supplement award amount. Statute requires that school districts and charter schools provide a salary supplement equal to the amount specified for each eligible teacher. Statutory Authority The following statute governs the Teacher Salary Supplement Program & Restricted Account.
Funding Detail The Legislature appropriated $4.3 million to fund the restricted account in FY 2009.
Program: Library Books & Electronic Resources Function Program funding assists public schools in maintaining and updating collections in school library media centers. The State Board of Education passed administrative rule R277-467 that clarifies the use and distribution of program funding. The Board defines library books as 'trade books that support the school curriculum and books for recreational reading interests. This definition does not include textbooks or books uses solely for classroom instruction or classroom libraries.' Similarly, the Board defines electronic resources as 'databases, CDs, DVDs, software or other items in electronic format which may be included in the school library media collection and made available for use or access in the school library media center.' The Legislature first appropriated funding for this program during the 2007 General Session, or FY 2008. Formula - Public schools receive an allocation from the appropriation provided annually in the Minimum School Program. The distribution formula has two components. First, 25 percent of the funding is divided equally among all public schools (including district schools and charter schools). Second, 75 percent of the funding is divided among public schools proportional to each school's average daily membership as compared to the total state average daily membership. Public schools cannot use program funding to supplant other monies used to purchase library books or electronic resources. Statutory Authority The appropriation for Library Books & Electronic Resources is made each year in the Minimum School Program Act in an un-codified section of the bill. An appropriation for the program first appeared in Section 8 of House Bill 160 (2007 General Session). Funding Detail The Legislature appropriated $1.5 million to provide library books and electronic resources in public schools. In addition to the ongoing appropriation, the Legislature provided $280,000 in one-time funding. In FY 2009, the total program appropriation remained at $1.5 million.
Program: Matching Fund for School Nurses Function The School Nurses Matching Fund was created in the 2007 General Session to assist school districts and charter schools in increasing the number of school nurses working in the public schools. Program participation is optional and public schools electing to participate must apply for a program grant. Formula - Funds are awarded on an application basis. Participating school districts and charter schools must provide an equal amount of matching funds and not supplant other funding currently used for school nurses. Statutory Authority The appropriation for school nurses is made each year in the Minimum School Program Act in an un-codified section of the bill. An appropriation for the program first appeared in Section 7 of House Bill 160 (2007 General Session). Funding Detail The Legislature appropriated $1 million to fund school nurses in the public schools. In FY 2009, the total program appropriation remained at $1 million.
Function The Critical Languages program began in FY 2008 as a pilot program to assist school districts and charter schools in providing instruction in the 'critical languages' as defined by the federal National Security Language Initiative. These languages include Chinese, Arabic, Russian, Farsi, Hindi, and Korean. The pilot program assists students in acquiring foreign language skills and reinforces the academic, societal, and economic development benefits associated with critical language acquisition. Critical language courses may be taught over the Utah Education Network's EDNET system or through the Electronic High School. Program courses may use paraprofessionals, fluent in the language being taught, to provide reinforcement and tutoring to students. By using the State's distance education network, students across the state can participate in a critical language class offered state-wide. The program increases the potential pool of students in order to build sufficient demand to offer the course. Formula - As a pilot program, the State Board of Education was tasked with establishing participation criteria for public schools. The program provides $6,000 per critical language taught per school, for a total of 20 schools. In addition, program funding provides schools with $100 per student that completes a course and $400 per foreign exchange student who completes a course. Statutory Authority The following statute governs the Critical Languages program.
Funding Detail The Legislature appropriated $230,000 to support the instruction of critical languages in the public schools. In FY 2009, the ongoing program appropriation remained at $230,000, however the Legislature provided an additional $480,000 in one-time funding (appropriated to the Utah State Office of Education).
Program: Extended Year for Special Educators Function The program provides additional contract days for special education teachers in order to meet the added duties and responsibilities associated with complying with state and federal regulations. Educators can use additional work days to perform duties associated with student the student IEP (individualized education program) process, administering student assessments, conferring with parents, maintaining records and preparing reports. This program was created by the Legislature during the 2008 General Session. Program participation is voluntary for special educators and is restricted to educators working in the positions of special education teacher and speech-language pathologist. Teachers may receive a $200 stipend per additional day of work (up to a maximum of 10 days). In addition to the stipend, the Legislature appropriated funding to cover the employer-paid benefit costs of retirement, worker's compensation, Social Security, and Medicare. Participating teachers are required to pay all personal pay-roll deductions as they do with their current base salary. Formula - The State Board of Education will annually review the program and determine, based on the annual appropriation, the total number of extended contract days that can be funded. School districts and charter schools will receive funding based on the total number of qualifying teachers multiplied by the total number of contract days. Teachers not working full-time in a special education position may receive a partial stipend. Statutory Authority The following statute governs the Extended-Year for Special Educators.
Funding Detail The Legislature appropriated $2.9 million to fund additional work-days for special education teachers in FY 2009.
Program: USTAR Centers (Year-Round Math & Science) Function Created during the 2008 General Session, the USTAR Centers program was created to provide a financial incentive for school districts and charter schools to adopt programs that result in more efficient use of personnel and capital facilities. Statute outlines several potential benefits to the program. These benefits include: increased compensation for math and science teachers by providing opportunities for an expanded contract year; increased capacity of school buildings by using buildings more hours of the day or for more days in a year; decrease class sizes by expanding the number of instructional opportunities in a year; provide opportunities for earlier high school graduation and college preparation; and additional opportunities for remedial or advanced courses. Statute outlines a grant program where school districts and charter schools submit proposals on how to implement the program. The State Board of Education will award grants to public schools on a competitive basis. Program participation is voluntary for an individual teacher and voluntary for a charter school or school district. Formula - Funding is awarded on a competitive grant basis to school districts and charter schools. Program provisions require that grant monies be used to provide full year teacher contracts, part-time teacher contract extensions, or a combination of both, for math and science teachers. Up to 5 percent of grant funding can be used to math and science field trips, textbooks, and supplies. Statutory Authority The following statute governs the USTAR Centers program.
Funding Detail The Legislature appropriated $6.9 million to fund the USTAR Centers FY 2009.
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