Compendium of Budget Information for the 2011 General Session
| Public Education Appropriations Subcommittee | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Subcommittee Table of Contents | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Agency: MSP - Basic School Program Line Item: Basic School Program Function Regular Basic School Program represents a general grouping of programs that support the day-to-day operations of school districts and charter schools. As such, these programs provide funding for educational programs directed to all students, have general distribution formulas, and provide largely un-restricted operating revenue to a school district or charter school. Regular Basic School Programs include funding for Kindergarten, Grades 1-12, Professional Staff, Administrative Costs, and Necessarily Existent Small Schools. Funding Detail
Function The kindergarten program provides revenues to school districts and charter schools to support educational services provided through half-day kindergarten programs. The state core curriculum for kindergarten identifies key concepts in kindergarten instruction, 'in kindergarten, reading, writing, and mathematical sills should be emphasized as integral to the instruction in all other areas. […] Kindergarten students engage in many activities that help them develop oral language and literacy. Students take part in language activities that extend their vocabulary, conceptual knowledge, and phonological awareness. Students learn to follow directions and develop the language of schooling' (USOE Elementary Core Curriculum, May 2003). In addition to the educational skills learned in kindergarten, students develop social skills associated with functioning in a school setting. Formula - The state distributes kindergarten funds on a WPU basis. A kindergarten WPU equals 0.55 of a total WPU. The formula distributes funding to school districts and charter schools on per WPU basis, 'which equals prior year Kindergarten ADM [Average Daily Membership] plus growth multiplied by 0.55. The weight of 0.55 reflects the fact that kindergarten in Utah normally is in session for approximately half of a normal school day' (USOE Finance & Statistics, MSP Descriptions, November 2006). Kindergarten ADM represents one student enrolled in a kindergarten program for at least 450 hours within a school year. Statutory Authority Two sections of Utah code apply specifically to kindergarten programs offered in the school districts and charter schools.
The State Board of Education has passed administrative rules that define kindergarten programs. The governing rule may be found in Administrative Rules R277-419. Funding Detail
Function The Grades 1 through 12 Program is the largest single program within the Minimum School Program. Funding supports educational services provided by school districts and charter schools in the first through twelfth grade. Educational services include educator compensation, textbooks, supplies, materials, support personnel, and many other functions, people and programs that support the basic education programs in these grades. Formula - Funding distributed through the program accounts for approximately 69 percent of the Regular Basic School Program and approximately 44 percent of the total MSP. School districts and charter schools receive funds on a WPU basis. Each WPU 'equals prior year Grades 1-12 ADM plus growth' (USOE Finance & Statistics, MSP Descriptions, November 2006). WPUs allocated for the Grades 1-12 Program more closely reflects a 1 WPU to 1 student (ADM) match than any other MSP program. The formula governing revenue distribution treats Grade 1 slightly different than Grades 2-12. 'To count as one full (1.0) ADM, a student in Grade 1 must be enrolled for at least 810 hours of instruction during the school year; student in Grades 2 through 12 must be similarly enrolled for 990 hours' (USOE Finance & Statistics, MSP Descriptions, November 2006). Students enrolled less than the hours indicated are allocated prorated ADMs by the formula. A third grade student enrolled for 495 hours generates half of an ADM student. Statutory Authority Statute provides two sections that reference educational services provided in grades 1 through 12.
Through Administrative Rules, the State Board of Education has established instructional hour and WPU accounting guidelines for the Grades 1 through 12 Program. Please refer to Administrative Rule R277-419 for more detail. Funding Detail
Program: Necessarily Existent Small Schools Function The program assists school districts in operating schools in remote areas of the state and with low student populations, making these schools more expensive to operate. Schools meet necessarily existent standards if 'one-way bus travel over Board approved bus routes from the school to the nearest school within the district of the same type requires: students in kindergarten through grade six to travel more than 45 minutes; students in grades seven through twelve to travel more than one hour and 15 minutes' (Utah State Board of Education, R277-445-3). In addition to the distance requirement, schools must not exceed a maximum enrollment threshold based on the ADM of the school. School Size Limits - A necessarily existent school does not exceed the following ADM thresholds.
Application Required - In order for a school to qualify for necessarily existent status, the school district must apply to the State Board of Education on behalf of the school. 'Upon application by each school district, the State Board of Education shall, in conjunction with local school boards, classify particular schools in each district as necessarily existent small schools' (UCA 53A-17a-109 ). Charter schools are not necessarily existent small schools and do not qualify for program funding. Formula - Funding is allocated to a school district with qualifying schools on a WPU basis. Program WPUs are determined by 'a regression formula based on prior year ADM and school grade span' (USOE Finance & Statistics, MSP Descriptions, November 2006). The regression formula indicates that elementary schools that qualify for the program can receive a maximum per-school WPU amount of 54.8. WPU amounts for secondary schools range from 119.1 WPUs for 1 or 2 year secondary schools with a maximum ADM of 300 to 150.4 WPUs for a 6 year secondary school with a maximum ADM of 600. Statutory Authority The Necessarily Existent Small Schools Program is governed by the following statute.
The State Board of Education has passed administrative rules to further govern the Necessarily Existent Small Schools Program. The governing rule may be found in Administrative Rules R277-445. Funding Detail
Function The Professional Staff Program provides additional revenue to school districts to support in 'recruiting and retaining highly educated and experienced educators for instructional, administrative and other types of professional employment in public schools' (USOE Finance & Statistics, MSP Descriptions, November 2006).The program provides extra weighted pupil units for professional staff experience and training to offset the higher cost associated with these educators. School districts and charter schools may use program revenues in a variety of ways, which may include signing and retention bonuses. Formula - By providing additional revenue for staff training and experience, the state recognizes the cost differential associated with more experienced educators. The program formula distributes revenue on a WPU basis to qualifying school districts and charter schools. Program WPUs are calculated as follows '(1) multiply the number of FTE licensed staff in each applicable experience category by the applicable weight, which is given in statute. (2) Divide the product from #1 by the number of licensed staff included in #1 and reduce the quotient by 1.00. (3) Multiply the result from #2 by one-fourth of the total WPUs generated by Kindergarten, Grades 1-12, and Necessarily Existent Small Schools programs' (USOE Finance & Statistics, MSP Descriptions, November 2006). Statutory weightings may be found in UCA 53A-17a-107 and range from 1 WPU for a teacher with a bachelor's degree and one-year of service to 1.7 WPUs for a teacher with a doctorate degree and eleven-years of service. Statutory Authority The Professional Staff Program is governed by one statute within the Utah Code.
Administrative Rule R277-486 was passed by the State Board of Education. The rule provides administrative procedures associated with the governance of the Professional Staff Program. Funding Detail
Function Program funding assists small school districts with administrative expenses. Districts may use the funds to support administrative functions, conduct audits, and prepare reports. In FY 2008, the Legislature created a charter specific administrative cost program. This program provides charter schools a per-student amount to cover administrative costs. With the creation of this program, charter schools no longer receive a distribution under the Administrative Cost program. In FY 2010, the Legislature revised the program formula, restricting funding to school districts with 5,000 students or less. Formula - Qualifying school districts receive program revenues on a WPU basis. The formula contains a weighting mechanism which allocates more WPUs to districts with lower total student enrollment. Program funding does not cover all administrative costs. School districts may use additional revenue sources, including state, local and federal revenues to support administrative functions. School districts qualify for program WPUs based on their total student enrollment. Statute provides an Administrative Cost Schedule that assigns WPUs based on district enrollment established through the October 1 enrollment count. The Administrative Cost Schedule provides the following enrollment benchmarks.
Statutory Authority The Administrative Cost Program is governed by the following statute.
Funding Detail
Program: Special Education - Add-on Function The Special Education Add-On WPU program is the largest of five programs serving special education students enrolled in Utah's public schools. The Add-On WPU program serves more than 50,000 students. These students range in age from 5 through 21 (the maximum age that students may remain in the public education system). Special education students must receive a free, appropriate education consistent with state and federal mandates. An Individual Education Plan (IEP) governs the educational services provided to each special education student. An IEP committee comprised of parents, teachers, support personnel and administrators determines the educational needs of each student and the required services to meet identified needs. These services can range from a 15 minute per-week session to one-on-one instruction for six hours each day. A student's IEP may require other related services, such as physical therapy and occupational therapy, in order for the student to benefit from special education serviced. Cost estimates indicate that it is more expensive to educate a special education student (depending on severity of need) as to educate a traditional student. Special services such as prescriptive speech therapy, physical therapy, occupational therapy, psychological and behavioral management, and adaptive physical education may significantly increase the costs associated with providing educational services. Formula - The allocation of special education dollars to school districts and charter schools is accomplished on a WPU basis. Formula determines revenue allocation by using the prior year base WPU count for each district and charter schools and increases by growth WPUs only. The formula determines special education Add-On WPUs based on the 'average of Special Education ADM over the previous 5 years (which establishes the ‘foundation' below which the current year WPU can never fall) or prior year Special Education ADM plus weighted growth in Special Education ADM' (USOE Finance & Statistics, MSP Descriptions, November 2006). Growth WPUs are determined each year 'by multiplying Special Education ADM from two years prior by the percentage difference between Special Education ADM two years prior and Special Education ADM for the year prior to that' (USOE Finance & Statistics, MSP Descriptions, November 2006). The increase is multiplied by 1.53 weighted pupil units for each new student and added to the foundation allocation to determine each district's or charter school's total WPU allocation. 'This weight is intended to account for the additional cost of educating a special education student' (USOE Finance & Statistics, MSP Descriptions, November 2006) but may not account for all of the costs associated with educating a special education student. Formula Restrictions - The Add-On WPU formula contains two restrictions on increasing the number of WPUs allocated to a school district or charter school. First, 'the Special Education ADM values used in calculating the difference cannot exceed the ‘prevalence' limit of 12.8 percent of total district ADM' (USOE Finance & Statistics, MSP Descriptions, November 2006). Second, 'if this measure of growth in Special Education exceeds current year growth in Fall Enrollment, growth in Special Education is set equal to growth in Fall Enrollment' (USOE Finance & Statistics, MSP Descriptions, November 2006). Statutory Authority Both State and federal law provide statutory mandates for special education. The State Board of Education is required to provide proper education and training for all students with disabilities in this State. The Individuals with Disabilities Education Act (IDEA), Part B, requires that a free and appropriate public education be provided all eligible students with disabilities and provides federal financial assistance to carry out the mandate. Utah's Special Education Legislation, passed in 1953 and amended in 1959, predated the federal law (IDEA) which was signed in 1975. The special education Add-On WPU program is governed by the following statutes.
Administrative Rule R277-750 was passed by the State Board of Education. The rule provides administrative procedures associated with the governance of the Add-On special education program. Funding Detail
Program: Special Education - Pre-school Function The Special Education - Preschool Program provides educational services to children with disabilities who are three to five years of age. Since 1992, Federal law (Public Law 99-457) requires that children with disabilities three to five years receive an appropriate free public education. Formula - Program WPUs equal 'special education preschool enrollment (aged 3 through 5 excluding 5-year-old special education students enrolled in Kindergarten) as of December 1' (USOE Finance & Statistics, MSP Descriptions, November 2006). The program formula provides a weighting factor of 1.47 of the value of the WPU for each student enrolled in the preschool program. Growth is defined as the actual increase in the number of children, age three through preschool aged five, reported on December 1st child counts. Formula Restrictions - The formula excludes children served by the Utah Schools for the Deaf and the Blind. Student growth in the preschool program cannot exceed 8 percent annually. This 8 percent growth cap is used in the formula for budget requests and fund distribution. If this growth is not realized, the budget request is reduced to equal the actual growth realized. The formula is: "A factor of 1.47 times the current December 1st child count of eligible preschool aged 3,4 and 5 year olds times the WPU value"; (with a limit of 8 percent growth over the prior year December 1st count) Statutory Authority The Special Education Preschool Program is governed by the following statutes.
Funding Detail
Program: Special Education - Self-contained Function The Special Education Self-Contained WPU Program compensates 'for the higher cost of providing more extensive educational services to students who are in a self contained setting,' (USOE Finance & Statistics, MSP Descriptions, November 2006) rather than a partially matriculated special education setting. ‘Self Contained' means that a student is enrolled in a special education class for 180 minutes or more each school day. Self-contained students do not generate a regular WPU. Formula - The Self-Contained WPUs are the standard full WPU for every student (ADM) that qualifies as a Self-Contained Special Education student. The Add-on (detailed above) provides additional resources to fund programs for Self-Contained students and for other students that do not qualify as a Self-Contained special education student. Costs are formula driven as they represent charges for actual services provided. WPUs allocated for the program 'equal Self-Contained ADM from two years prior' (USOE Finance & Statistics, MSP Descriptions, November 2006). Statutory Authority Please refer to the statutory provisions and State Board of Education rules identified in the Add-On WPU section above. Funding Detail
Program: Special Education - Extended Year Function The Extended School Year Program provides 'a longer school year for those students with disabilities whose regression over school breaks is so severe that an inordinate amount of time is necessary to recoup previous learning' (USOE Finance & Statistics, MSP Descriptions, November 2006). The program is restricted to severely disabled students, because of the severity of their disability will not maintain skills gained in the regular school year unless they receive education during the summer months. Without this program many of these students would spend much of the next year regaining the skills they had learned during the previous school year. Formula - Program is funded on a WPU basis. WPUs are 'derived from aggregate hours of extended year educational service' (USOE Finance & Statistics, MSP Descriptions, November 2006). Statutory Authority The Extended Year Program is governed by the following statute.
Administrative Rule R277-751 was passed by the State Board of Education. The rule provides administrative procedures associated with the governance of the Extended Year Program for the Severely Disabled Program. Funding Detail
Program: Special Education - State Programs Function State Programs provide funding for special education programs in state institutions as well as for district impact aid. Impact aid is provided to districts and charter schools 'to support districts in serving special education students whose extensive needs cost the district more than $15,000 per student' (USOE Finance & Statistics, MSP Descriptions, November 2006). Statutory Authority Please refer to the statutory provisions and State Board of Education rules identified in the previous Special Education sections. Funding Detail
Program: Career & Technical Ed District Add-on Function CTE District Add-On funds compensate school districts and charter schools offering CTE courses 'for the higher cost of state approved CTE courses provided either directly by districts or through external providers [UCAT Institutions] on contract to districts' (USOE Finance & Statistics, MSP Descriptions, November 2006). Funds are distributed to school districts based on four criteria.
School districts receive CTE Add-On funding proportionally based on 'prior year CTE ADM plus growth. Growth is added only if CTE ADM has grown in each of the two prior years up to a maximum of 10 percent; if CTE ADM declines, the district is held harmless (growth is set equal to 0%)' (USOE Finance & Statistics, MSP Descriptions, November 2006). Statutory Authority The Career and Technology Education Add-On program is governed by the following statute.
Funding Detail
Program: CTE District Set-Aside Function The CTE Set-Aside provides funding to 'continue high priority CTE programs or to purchase equipment needed to initiate new CTE programs' (USOE Finance & Statistics, MSP Descriptions, November 2006). Formula - Each school district is guaranteed a base level of funding. School districts use these funds to start new programs, purchase equipment, or provide for program administration. Each school district receives under the program a base allocation of $10,000. The remaining allocation is divided among school districts in two ways, 50 percent proportionately based on prior year CTE ADM and 50 percent through an RFP process. Statutory Authority The following statute governs the Career and Technology Education Set-Aside program.
Administrative Rule R277-911 was passed by the State Board of Education. The rule provides administrative procedures associated with the governance of the CTE Set-Aside Program. Funding Detail In FY 2009, the Legislature allocated 1,117 WPUs to support the CTE Set-Aside. In FY 2010, the Legislature removed the program's WPU allocation and associated funding to help balance the State's budget. The program remains in statute, but is currently not funded by the state. The table below provides the dollar amounts supporting the program.
Function The Class Size Reduction formula distributes revenue on a WPU basis to school districts and charter schools based on their prior year K-8 ADM plus student growth in grades K-8. Formula Restrictions - School districts and charter schools must use 50 percent of their allocation on reducing class size in grades K-2. If the average K-2 class size for the district or charter school falls below 18, the school district or charter school 'can seek State Board of Education for approval to use these funds for class size reduction in grades 3-8' (USOE Finance & Statistics, MSP Descriptions, November 2006). Up to 20 percent of class size reduction funds may support capital facility projects that help reduce class size. School districts and charter schools with increasing enrollment may use a higher percentage of class size reduction funds on capital projects. School districts and charter schools that experience student enrollment increases of '5% or 700 students in enrollment from the previous year may use up to 50% of the allocation for classroom construction' (USOE Finance & Statistics, MSP Descriptions, November 2006). Statutory Authority The Class Size Reduction Program is governed by the following statute.
Funding Detail
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