Compendium of Budget Information for the 2014 General Session
| Public Education Appropriations Subcommittee | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Agency: MSP - Basic School Program Line Item: Basic School Program Function The 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 unrestricted 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. Restricted Basic School Programs include funding for Special Education, Career & Technical Education, and Class Size Reduction. Funding Detail For more detail about a particular source of finance or organizational unit, click a linked entry in the left column of the table(s) below.
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 a 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. Students attending extended day kindergarten are funded through the Early Intervention program found in the MSP-Related to Basic School Program. 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 Basic School Program and approximately 50 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. For example, a third grade student enrolled for 495 hours would generate half of an ADM student. Charter schools receive WPUs under the Grades 1-12 program differently than school districts. Statute, 53A-1a-513, states that charter school students "shall be weighted as follows: .55 for kindergarten pupils; .9 for pupils in grades 1 through 6; .99 for pupils in grades 7 through 8; and 1.2 for pupils in grades 9 through 12." 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 Necessarily Existent Small Schools (NESS) program assists school districts in operating schools in remote areas of the state and with low student populations. 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 established in statute based on the ADM of the school. School Size Limits -- A necessarily existent small 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 funding to Local Education Agencies to support "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 funding 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 program is the largest of five programs serving special education students enrolled in Utah's public schools. The Add-On program serves students that 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. As the name suggests, Add-on WPUs are applied in addition to a primary WPU generated when a student enrolls in the public school system. The primary WPU generated for special education students is counted in either the Grades 1-12 program (for students that require less than 180 minutes of special education services each day) or the Special Education - Self-Contained program. 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 services. Cost estimates indicate that it is more expensive to educate a special education student (depending on severity of need) than it is 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 12.18 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). Beginning in FY 2012, the Legislature adopted a lower WPU Value for Add-on programs in the MSP. This lower Add-on WPU Value was created to aviod significant program funding increases associated with funding transfers within the Minimum School Program. The Legislature moved funding from categorical programs in the Related to Basic School Program into the WPU Value. Because all WPU programs benefit from WPU Value increases, this influx of funding into the Basic School Program would have taken a significant amount of unrestricted funding to LEAs and placed it into restricted programs. The overall funding for the Add-on programs did not decrease as the lower Add-on WPU remained at the prior-year value. In FY 2013, the Legislature increased both WPU Values. 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. Federal funds to support special education programs is budgeted and tracked through the Utah State Office of Education's budget. 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 - Preschool Function The Special Education -- Pre-School 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 ages 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 eight percent annually. This eight percent growth cap is used in the formula for budget requests and distributing program funding. If this growth is not realized, the budget request is reduced to equal actual growth. 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 in the Grades 1-12 program. 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 School 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, who, 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. Formula -- the 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). In FY 2012, the Extended Year for Special Educators program was combined into the Special Education State Programs. The Extended Year program retains its statutory authorization and program structure. A total of 909 Weighted Pupil Units were assigned to the program. Please refer to the Extended Year for Special Educators description in the Related to Basic School Program for more details. 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 and Technical Education - Add-on Function The Career and Technical Education (CTE) Add-on program provides funding to Local Education Agencies (LEAs) to pay for the higher costs associated with CTE courses. Add-on programs in the Minimum School Program (MSP) provide funding in addition to the regular Weighted Pupil Unit (WPU) generated by an enrolled student. Program funding only supports CTE courses approved by the State Board of Education and provided directly by an LEA or by an external provider contracted by the LEA. Formula - Formulas for the CTE Add-on program are unique because the method used to calculate program cost (WPUs) is different than the method used to distribute program funding to LEAs. State statute (53A-17a-113) and State Board of Education rule (R277-911) govern the program. The current CTE formula was developed in the 1995 General Session. Determining Cost - Like most WPU programs, the CTE Add-on program uses a prior-year plus growth formula to determine the number of WPUs each year. Prior year means the membership hours of students enrolled in CTE courses during the prior school year. The growth factor applies if an LEA's enrollment in grades 9-12 exceeds one percent over the previous year up to a maximum of 10 percent. If CTE membership hours decline, the LEA is held harmless. WPUs generated by the program formula are multiplied by the Add-on WPU Value determined by the Legislature each year. Distributing Funding - Funding appropriated for the CTE Add-on program is allocated to LEAs based on a two-step process. First, certain CTE programs or functions receive funding based on provisions outlined in statute and Board rule. Second, funding that remains after step one is distributed to LEAs based on average daily membership in approved CTE programs for the previous year. Programs or functions receiving an initial allocation include: Comprehensive Guidance, Work Based Learning, CTE Introduction, Skill Certification (Competency), Student Leadership Organizations, and Summer Agriculture Programs. Beginning in FY 2012, the Legislature adopted a lower WPU Value for Add-on programs in the MSP. This lower Add-on WPU Value was created to aviod significant program funding increases associated with funding transfers within the program. The Legislature moved funding from categorical programs in the Related to Basic School Program into the WPU Value. Because all WPU programs benefit from WPU Value increases, this influx of funding into the Basic School Program would have taken a significant amount of unrestricted funding to LEAs and placed it into restricted programs. The overall funding for the Add-on programs did not decrease as the lower Add-on WPU remained at the prior-year value. In FY 2013 and FY 2014, the Legislature increased both the primary and Add-on WPU values by the same percentage. Statutory Authority The Career and Technology Education Add-On program is governed by the following statute.
Funding Detail State funds appropriated through the CTE Add-on program provide for district operated career and technical education courses. Students may also opt to participate in courses provided through the Utah College of Applied Technology (UCAT). Payment of these courses is reflected in the UCAT budget.
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 funding 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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COBI contains unaudited data as presented to the Legislature by state agencies at the time of publication. For audited financial data see the State of Utah's Comprehensive Annual Financial Reports.