Agency: MSP - Related to Basic Programs

Line Item: Special Populations

Background

Through the process of creating the various block grant programs, the Legislature created the Special Populations Program. Programs maintained their distribution formulas, statutory provisions, regulations and mandates. Further, free movement of money among any of the Special Populations Programs was granted depending on local decisions and priorities.

Funding Detail

Program: Highly Impacted Schools

Function

House Bill 172 (1995 General Session) created the Highly Impacted Schools Program. The program provides additional resources for individual assistance to students at schools determined to be highly impacted. Program revenue supports 'additional educational services in schools whose student demographic composition indicates a high concentration of students most likely to be at risk for academic failure' (USOE Finance & Statistics, MSP Descriptions, November 2006).

The program provides funding to approximately 50 schools with the highest rates of English language deficiency, student mobility, single parent families, free-lunch eligibility and ethnic-minority students. These schools serve communities where virtually all students are eligible for free lunch, where less than half remain in a single school for the entire year, and where over half speak a language other than English. The children who attend these schools experience living conditions that limit their potential for school success.

Formula - Eligibility is determined every third year by a school's relative position within a ranked list of all schools that apply for funding.' Each school receives a base allocation of $30,000. Remaining revenue is distributed proportionately.

Formula Restrictions - Schools that receive Highly Impacted Schools funding must provide evidence that students attending the school have made academic gains.

Statutory Authority

The following statute governs the Highly Impacted Schools program.

• UCA 53A-15-701 - provides criteria for the State Office of Education, in consultation with the Governor's Office, for determining Highly Impacted Schools. The statute also provides the formula criteria detailed above and requires the State Board of Education to monitor and report on the success of the program.

Administrative Rule R277-464-3 was passed by the State Board of Education. The rule provides administrative procedures governing the program.

Funding Detail

In FY 2008, $5.1 million was allocated to support highly impacted schools. The total revenue allocated in FY 2009 remained at $5.1 million.

Program: Youth At-Risk

Function

At Risk Programs contains five subprograms that serve the specialized needs of students who might be academically "at risk" and help these students overcome the factors which put them at-risk. The five At Risk Programs include:

• Gang Prevention - funding is targeted to programs that discourage students from joining gangs.
  • Formula - schools receive funds on a Request for Proposal basis.

  • Formula Restrictions - recipient schools must match requested funds based on the grade levels served by the school. Elementary schools must provide a 12 percent match, middle/intermediate/junior high schools must provide an 18 percent match, and high schools must provide a 25 percent match.

    'At least half of the match must be in-kind services at the school, but in-kind services may not include expenditures for office space or clerical support' (USOE Finance & Statistics, MSP Descriptions, November 2006).

• Homeless and Disadvantaged Minority - provides 'additional educational services for homeless and economically disadvantaged ethnic minority students' (USOE Finance & Statistics, MSP Descriptions, November 2006).
  • Formula - program funding is divided equally among two criteria. First, school districts receive program funding on a proportional basis as determined by the number of homeless students residing in homeless shelters (based on prior year count). The second half is distributed to school districts based on the proportional 'prior year number of ethnic minority students who are eligible for free or reduced price school meals' (USOE Finance & Statistics, MSP Descriptions, November 2006).

• MESA (Mathematics, Engineering and Science Achievement) - funding encourages high school age 'ethnic minority and female students to pursue postsecondary training and employment in mathematics, engineering, or science by enabling them to participate in an enriched math and science curriculum' (USOE Finance & Statistics, MSP Descriptions, November 2006).
  • Formula - school districts receive funds on a Request for Proposal basis. The RFP process is administered by the MESA Public Education Committee.

• At Risk Regular Programs - funding promotes reducing the achievement gap among demographic subgroups within the public education system.
  • Formula - school districts receive proportional funding based on 'the share of current year Grades 1-12 [Program] WPUs plus [Necessarily Existent] Small School WPUs and the share of students eligible for free or reduced price school meals' (USOE Finance & Statistics, MSP Descriptions, November 2006). Each district is guaranteed a minimum of $18,600.

• Youth in Custody - provides educational services to students who are in the custody of the Utah State Department of Human Services, a juvenile detention facility, or an equivalent agency of a tribe recognized by the Bureau of Indian Affairs.
  • Formula - school districts receive program funding through an application process. Districts act as contractors providing services that range from 'instruction in the core curriculum in secure facilities to the mentoring of students in foster care' (USOE Finance & Statistics, MSP Descriptions, November 2006).

  • Formula Restrictions - school districts must have Youth in Custody students within their jurisdiction to qualify for program funding.

Statutory Authority

The following statute governs the At Risk Programs.

• UCA 53A-17a-121 - outlines each of the At Risk Programs mentioned above, as well as, the statutory criteria for distributing program funds to school districts and charter schools.

Administrative Rule R277-760-3 was passed by the State Board of Education. The rule provides administrative procedures associated with the governance of the At Risk Programs.

Funding Detail

In FY 2008, more than $29.9 million was allocated to support programs in districts and charter schools targeted to improve the success of at-risk students. The total revenue allocated in FY 2009 increased to over $31.4 million.

Program: Adult Education

Function

Adult education programs support the 'formal training of adults in literacy, academic, and workplace skills' (USOE Finance & Statistics, MSP Descriptions, November 2006). The program assists adults who can function in everyday life but do not have a secondary school diploma, the General Educational Development Test (GED) or its recognized equivalent. District programs provide instruction in subjects that lead to a high school diploma or GED for adults.

Eligibility for Adult Education includes:

• Individuals who are at least 18 years of age, or at least 16 years of age and released from compulsory attendance by the local School Board or are an adjudicated adult.

• Individuals who lack sufficient mastery of basic educational skills or English language communication skills to enable them to function effectively in society.

• Lacking sufficient mastery means if a student had obtained a high school diploma but tests at an educational functioning level less than an adult high school standard.

• Learners qualify if they lack sufficient English language skills to get or maintain employment.

• An individual that lacks a secondary school diploma or its recognized equivalent.

School districts may offer any of five Adult Education programs. These programs are highlighted below (USOE, Eligibility Criteria, Adult Education, December 2006).

• Adult Basic Education - 'provides instruction for adults whose inability to compute or speak, read, or write the English language at or below the eighth grade level substantially impairs their ability to find or retain employment commensurate with their real ability.'

• Adult High School Completion - is a program for adults 'who have some literacy skills and can function in everyday life but are not proficient or do not have a secondary school diploma, GED or its recognized equivalent.'

• English Language Civics - the primary function of this program is to 'teach English-As-A-Second Language to adult learners. These programs include school district's adult education programs, community-based programs, faith-based programs, and beginning in the school year 2004 for profit programs.'

• English for Speakers of other Languages - is a 'program for those limited English proficient students who have a focus on improving English communication skills such as speaking, reading, writing, and listening.'

• General Educational Development - provide training geared for the GED test. The GED 'measures the major and lasting outcomes and concepts associated with a traditional four-year high school education.'

Formula - School districts receive Adult Education allocations based on a formula which includes an equal funding base of 7 percent (or $13,000) of the total allocation. The remaining appropriation is divided among the school districts based on formula. This formula includes 50% 'proportional to outcomes (high school diplomas awarded, GED certificates awarded, level gains made, high school credits earned); 25% proportional to enrollment; 16% proportional to contact hours; and 2% retained for discretionary allocation on merits of application' (USOE Finance & Statistics, MSP Descriptions, November 2006) made by school districts.

Formula Restrictions - A school district must have its Adult Education plan approved by the State Board of Education in order to receive program allocations.

Statutory Authority

The following statute governs Adult Education programs offered by school districts.

• UCA 53A-17a-119 - provides rule making authority to the State Board of Education and outlines the allocation formula for distributing Adult Education appropriations to school districts.

Administrative Rule R277-733 was passed by the State Board of Education. The rule provides administrative procedures associated with the governance of the Adult Education Programs.

Funding Detail

In FY 2008, nearly $9.8 million was allocated to support adult education programs in the school districts. The total revenue allocated in FY 2009 increased to nearly $10.3 million.

Program: Accelerated Learning

Function

Accelerated Learning includes three programs: Advanced Placement, Gifted and Talented Programs, and International Baccalaureate.

• Advanced Placement - AP programs 'allow students to take college level course while in high school and thereby obtain college credit by passing end of year tests associated with the courses' (USOE Finance & Statistics, MSP Descriptions, November 2006).
  • Formula - school districts and charter schools receive program funding on a proportional basis to the number of AP exams passed during the previous school year.

• Gifted and Talented - Program provides revenue to school districts and charter schools 'to implement programs that are beneficial to students who function academically above their normal grade level' (USOE Finance & Statistics, MSP Descriptions, November 2006).
  • Formula - school districts and charter schools receive program funding on a proportional basis as determined by their current year WPUs for Kindergarten, Grades 1-12 and Necessarily Existent Small Schools.

• International Baccalaureate - School districts and individual charter schools must apply to the International Baccalaureate Organization to participate in the IB program. An IB program may consist of the organization's Diploma Program, Middle-Years Program, or Primary-Years program.
  • Formula - Only schools participating in the International IB program qualify to receive funds. Rules of the State Board of Education require that 50 percent of program funding be distributed based on the number of IB semester hours successfully completed by registered students in the prior school year. The remaining 50 percent of funding is distributed equally among schools based on the total number of students scoring grade of 4 or higher on IB exams - provides a fixed amount of funding per exam passed.

Statutory Authority

The following statutes govern the various Accelerated Learning Programs.

• UCA 53A-17a-120 - directs appropriations for Accelerated Learning Programs to local school boards.

Administrative Rules R277-711 and R277-713 were passed by the State Board of Education. The rule provides administrative procedures associated with the governance of the Accelerated Learning Programs.

Funding Detail

In FY 2008, nearly $4 million was allocated to support Accelerated Learning Programs in the school districts and charter schools. The total revenue allocated in FY 2009 increased to nearly $4.3 million.

Program: Concurrent Enrollment

Function

The Concurrent Enrollment program was established to enable high school students to complete high school graduation requirements and earn college credit at the same time. Most often, students participate in the program during their senior year in high school. As college-level courses, concurrent classes provide students the ability to do advanced work during high school. College credits earned through the programs 'shall be accepted for transfer of credit purposes as if they had been obtained at any public institution of higher education within the state system' (UCA 53A-15-101).

Statute requires courses to be taught by college or university faculty. Public school educators may also teach concurrent courses if they are approved as an adjunct faculty member at one of the state's colleges or universities.

During the 2007 General Session, the Legislature passed House Bill 79 'Concurrent Enrollment Amendments' (Holdaway, K.) which separated concurrent enrollment from the other Accelerated Learning programs. Establishing the Concurrent Enrollment as its own categorical program assists Legislators in tracking appropriations over time and adjusting program funding levels independent of other accelerated learning programs.

In addition to creating a new categorical program, H.B. 79 requires that the annual appropriation for Concurrent Enrollment programs increase each year based on the increase in the value of the WPU. The bill also adjusted the distribution formula for allocating revenues to school districts and higher education institutions.

Formula - Appropriated revenue is shared between the public and higher education systems. Statute requires that 60 percent of appropriated revenues be allocated to local school districts and charter schools. The remaining 40 percent is allocated to the State Board of Regents for distribution to participating colleges and universities.

Statutory Authority

The following statutes govern the Concurrent Enrollment Program.

• UCA 53A-15-101 - details the cooperation between the State Board of Education and the State Board of Regents in providing higher education courses in the public schools.

• UCA 53A-17a-120.5 - details the distribution of revenue appropriated to support the Concurrent Enrollment program.

Funding Detail

In FY 2008, more than $9.2 million was allocated to support concurrent enrollment. The total revenue allocated in FY 2009 increased to nearly $9.7 million. Forty percent of the total allocation is transferred to higher education to support Concurrent Enrollment programs.

Program: High-Ability Student Initiative

Function

Newly created in the 2008 General Session, the High-Ability Student Initiative provides 'for educators to enhance the academic growth of high-ability students' (UCA 53A-17a-160). The program supports four main program functions. First, an internet-based resource center to disseminate information about high-ability students to teachers, parents, administrators and the community. Second, the program provides teacher professional development to train teachers in identifying high-ability students, implement strategies to meet the educational needs of high-ability students, and enhance teacher collaboration and networking. Third, the program assists teachers in obtaining an endorsement for gifted and talented education. Finally, statute requires an evaluation of the program by a qualified evaluator.

Formula - Appropriated funding supports up to 250 grants (up to $2,500 each) to encourage teachers to obtain an endorsement for gifted and talented education. Teachers are required to provide matching funds for ½ of the grant amount. Program funding also provides for the independent program evaluation and up to 60 stipends ($1,500 each) for teachers that participate in the evaluation.

Participation in the High Ability Student Initiative is voluntary for teachers, school districts, and charter schools. If a school district or charter school chooses to participate, program funding cannot be used to supplant funds for existing high-ability student programs.

Statutory Authority

The following statutes govern the High-Ability Student Initiative.

• UCA 53A-17a-160 - Details program goals and guidelines for the State Board of Education to use in administering the program and distributing program funding. The statute requires that the State Board of Education make an annual report during the 2009, 2010, and 2011 interims to the Education Interim Committee.

Funding Detail

In FY 2009, the Legislature appropriated $500,000 to support the High Ability Student Initiative. The program is new in FY 2009.

Program: English Languge Learner Family Literacy Centers

Function

English Language Learner - Family Literacy Centers is a new program implemented by the Legislature during the 2008 General Session. The program seeks to increase parent involvement of English language learners by facilitating communication between the parent and school in the preferred language of the parent (to the extent practicable).

The program seeks to 'increase the academic achievement, literacy skills, and language gains in all ethnic groups and their families; coordinate with school administrators, educators, families, and students; and support and coordinate with other language acquisition instructional services and language proficiency programs in the public schools' (UCA 53A-17a-161).

Formula - Participation in the Family Literacy Centers is optional for school districts and charter schools. Districts and charters opting to participate in the program must submit proposals to the State Board of Education consideration and approval. Statute requires the State Board of Education to distribute funding among participating schools in a fair and equitable manner.

Statutory Authority

The following statutes govern the High-Ability Student Initiative.

• UCA 53A-17a-161 - Details program goals and guidelines for the State Board of Education to use in administering the program and distributing program funding.

Funding Detail

In FY 2009, the Legislature appropriated $2 million to support the English Language Learner Family Literacy Centers. The program is new in FY 2009. In addition to the appropriation above, the Legislature provided $3 million in one-time funding.