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Fingertip Facts is a compendium of some of the most frequently requested data sets from the Utah State Office of Education. This year's Fingertip Facts includes the following data sets: SAGE Testing, 2014-15; 2015 Public Education General Fund; 2014-15 Public School Enrollment Demographics; Public Schools by Grade Level, 2014-15; Number of Licensed Educators; Estimated Average Teacher Salary; Pupil-Teacher Ration; Value of the Weighted Pupil Unit (WPU) for the 2014-15 School Year; Per Pupil Spending; and Public School Enrollment. A Utah State Office of Education contact list is included. [For "Utah State Office of Education Fingertip Facts, 2014-15," see ED572989.]

Fingertip Facts is a compendium of some of the most frequently requested data sets from the Utah State Office of Education. Data sets in this year's Fingertip Facts include: SAGE Testing, 2014; 2013 Public Education General Fund; 2014-15 Public School Enrollment Demographics; Public Schools by Grade Level, 2013-14; Number of Licensed Educators; Trimmed Mean Teacher Salary; Pupil-Teacher Ratio; Value of the Weighted Pupil Unit (WPU) for the 2014-15 School Year; Per Pupil Spending in Perspective, 2011; and Public School Enrollment. A Utah State Office of Education contact list is included. [For "Utah State Office of Education Fingertip Facts, 2013-14," see ED572988.]

Fingertip Facts is a compendium of some of the most frequently requested data sets from the Utah State Office of Education. Data sets in this year's Fingertip Facts include: Core CRT Language Arts Testing, 2013; Core CRT Mathematics Testing, 2013; 2013 Public Education General Fund; 2012-13 Enrollment Demographics; Public Schools by Grade Level, 2012-13; Number of Licensed Educators; Average Teacher Salary; Pupil-Teacher Ratio; Value of the Weighted Pupil Unit (WPU) for the 2013-14 School Year; Per Pupil Spending in Perspective, 2011; and Public School Enrollment. A Utah State Office of Education contact list is included. [For "Utah State Office of Education Fingertip Facts, 2012-13," see ED572987.]

Fingertip Facts is a compendium of some of the most frequently requested data sets from the Utah State Office of Education. Data sets in this year's Fingertip Facts include: Core CRT Language Arts Testing, 2012; Core CRT Mathematics Testing, 2012; 2012 Public Education General Fund; 2011-2012 Enrollment Demographics; Public Schools by Grade Level, 2011-12; Number of Licensed Educators; Median Teacher Salary; Pupil-Teacher Ratio; Value of the Weighted Pupil Unit (WPU) for the 2012-13 School Year; Per Pupil Spending in Perspective, 2010; and Public School Enrollment. A Utah State Office of Education contact list is included.

Utah has successfully implemented a variety of endeavors to ensure literacy for all students. Proficiency rates in language arts in Utah have improved in all grade levels since 2005. Emphasis has been placed on grades K-3 and early intervention for students at risk. Resources available to these students include optional extended-day kindergarten, K-3 reading program, adoption of standards and assessments for testing multiple times in grades 1-3, ongoing professional development, and use of data to inform instruction. This report documents efforts made by Utah to increase proficiency in these early grades and their long term effects on proficiencies.

This paper offers facts and figures on Utah's education status for the school year 2011-2012. This paper contains the following: (1) Core CRT Language Arts Testing, 2011; (2) Core CRT Mathematics Testing, 2011; (3) 2011 Public Education General Fund--Funding by Source and Expenditures by Function; (4) 2010-11 Public School Enrollment Demographics; (5) Public Schools by Grade Level 2010-11; (6) Number of Licensed Educators; (7) Median Teacher Salary; (8) Pupil-Teacher Ratio; (9) Value of the WPU, 2011-12 School Year; (10) Per Pupil Spending in Perspective, 2009; (11) Public School Enrollment (October 2011); (12) Education Contacts; and (13) Utah State Board of Education. [For 2010-11 report, see ED537743.]

This paper offers facts and figures on Utah's education status for the school year 2010-2011. This paper contains the following: (1) Core CRT Language Arts Testing, 2010; (2) Core CRT Mathematics Testing, 2010; (3) 2010 Public Education General Fund--Funding by Source and Expenditures by Function; (4) 2009-10 Public School Enrollment Demographics; (5) Public Schools by Grade Level 2009-10; (6) Number of Licensed Educators; (7) Median Teacher Salary; (8) Pupil-Teacher Ratio; (9) Value of the WPU, 2010-11 School Year; (10) Per Pupil Spending in Perspective, 2008; (11) Public School Enrollment (October 2010); (12) Education Contacts; and (13) Utah State Board of Education. [For 2010 report, see ED537742.]

Minumum School Program monthly allotment for Utah public schools in fiscal year 2024.

Minumum School Program monthly allotment for Utah public schools in fiscal year 2024.

This paper offers facts and figures on Utah's education status for 2010. This paper contains the following: (1) Core CRT Language Arts Testing, 2009; (2) Core CRT Mathematics Testing, 2009; (3) 2009 Public Education General Fund--Funding by Source and Expenditures by Function; (4) 2009-10 Public School Enrollment Demographics; (5) Public Schools by Grade Level 2009-10; (6) Number of Licensed Educators; (7) Median Teacher Salary; (8) Pupil-Teacher Ratio; (9) Value of the WPU, 2009-10 School Year; (10) Per Pupil Spending in Perspective, 2007; (11) Public School Enrollment (October 2009); (12) Education Contacts; and (13) Utah State Board of Education. [For 2009 report, see ED537741.]

This paper offers facts and figures on Utah's education status for 2009. This paper contains the following: (1) Core CRT Language Arts Testing, 2008; (2) Core CRT Mathematics Testing, 2008; (3) 2008 Public Education General Fund--Funding by Source and Expenditures by Function; (4) 2008-09 Public School Enrollment Demographics; (5) Public Schools by Grade Level 2008-09; (6) Number of Licensed Educators; (7) Average Teacher Salary; (8) Pupil Teacher Ratio; (9) Value of the WPU, 2008-09 School Year; (10) Per Pupil Spending in Perspective, 2006; (11) Public School Enrollment (October 2008); (12) Education Contacts; and (13) Utah State Board of Education. [For 2008 report, see ED537740.]

This paper offers facts and figures on Utah's education status for 2008. This paper contains the following: (1) Core CRT Language Arts Testing, 2007; (2) Core CRT Mathematics Testing, 2007; (3) 2007 Public Education General Fund--Funding by Source and Expenditures by Function; (4) 2007-08 Public School Enrollment Demographics; (5) Public Schools by Grade Level 2007-08; (6) Number of Licensed Educators; (7) Average Teacher Salary; (8) Pupil Teacher Ratio; (9) Value of the WPU, 2007-08 School Year; (10) Per Pupil Spending in Perspective, 2005; (11) Public School Enrollment (October 2007); (12) Education Contacts; and (13) Utah State Board of Education. [For 2007 report, see ED537739.]

The purpose of this document is to establish the statewide policy for the participation of students in the Utah Performance Assessment System for Students (U-PASS). The central elements of this policy are: (1) Rules for inclusion in the statewide assessment program (U-PASS); (2) Limited allowances for exempting or excusing students from assessments; and (3) Allowable accommodations for test administration and student responses. U-PASS serves as an accountability program and as a system for evaluating individual student performance at all grade levels, although grade 12 students participate on a limited basis. Assessment accommodations are allowed on all components of U-PASS, but they vary test by test, and according to student characteristics. Seven appendixes include: (1) Checklist to Plan Accommodation Use; (2) Student Questionnaire on Accommodations; (3) Assessment Accommodations Plan; (4) Assessment Accommodations Student-Teacher Agreement; (5) Logistics Planning Checklist; (6) Accommodations Journal; and (7) Guidelines for Assessment of English Language Learners. (Contain 2 figures and 12 tables.)

This paper offers facts and figures on Utah's state of education for 2007. This paper contains the following: (1) Core CRT Language Arts Testing; (2) Core CRT Mathematics Testing; (3) 2006 Public Education General Fund--Funding by Source and Expenditures by Function; (4) 2006-07 Public School Enrollment Demographics; (5) Public Schools by Grade Level 2006-07; (6) Number of Licensed Educators; (7) Average Teacher Salary; (8) Pupil Teacher Ratio; (9) Value of the WPU, 2006-07 School Year; (10) Per Pupil Spending in Perspective, 2004; (11) Public School Enrollment (October 2006-07); (12) Education Contacts; and (13) Utah State Board of Education. [For 2006 report, see ED537738.]

In a letter dated June 1, 2006, Utah informed the U.S. Department of Education (ED) of its intention to carefully and thoughtfully revise its Highly Qualified Teacher (HQT) plan with the aim of achieving the goal set in the No Child Left Behind Act (NCLB) of having all teachers meet highly qualified (HQ) requirements by the end of the 2006-2007 school year. The date set by ED for submission of revised plans (July 7, 2006) did not provide sufficient time for Utah to engage in the processes that were deemed necessary for the development of a coherent and potentially successful plan. Utah's letter, acknowledged and accepted by ED, notified ED of its intention to follow a time line that would result in submission of a plan that met ED's requirements by October 1, 2006. A preliminary outline of Utah's Revised HQ Plan was submitted to ED on July 7, 2006 (Appendix 1). By taking additional time, Utah has been able to carefully and thoughtfully develop its HQT plan. The state engaged in a process that gave ample opportunity for the diverse voices in Utah's education community to express opinions and contribute ideas relative to each of the revision requirements created by ED. Utah believes that its process has resulted in a plan that supports schools and districts in the state's goal and ongoing effort to ensure that each child in a Utah public school receives high quality instruction throughout the public school experience. At the same time, the state's plan will significantly increase the percentage of teachers who meet the highly qualified requirements of NCLB. This report presents: Review of the September 1, 2003 Highly Qualified Teacher Goals included in the Consolidated State Plan. The report also contains: Requirement 1: Analysis of Highly Qualified Results; Requirement 2: Current Highly Qualified Assignment Status and Goals; Requirement 3: SEA Plans for Technical Assistance to LEAs; Requirement 4: SEA Plans to Support LEAs Not Achieving Goals; Requirement 5: SEA Plans for Completion of HOUSSE; and Requirement 6: Utah Equity Plan. (Contains 9 tables, 1 chart, and 14 appendices.)

This paper offers facts and figures on Utah's state of education for 2006. This paper contains the following: (1) Education Contacts; (2) Utah State Board of Education members; (3) Value of Weighted Pupil Unit (WPU) for the 2005-06 school year; (4) Per Pupil Spending in Perspective (2003); (5) Public School Enrollment per district (October 2005-06); (6) Student Proficiency in Core CRT Language Arts Testing 2005; (7) Student Proficiency in Core CRT Math Testing 2005; (8) Public Education Budget--Funding by Source and Expenditures by Function; (9) Public School Enrollment Demographics 2005-06; (10) Public Schools by Grade Level 2005-06; (11) Number of Licensed Educators 2004-05; (12) Average Teacher Salary; and (13) Pupil Teacher Ratio. [For 2005 report, see ED537737.]

This paper offers facts and figures on Utah's state of education for 2005. This paper contains the following: (1) Education Contacts; (2) Utah State Board of Education members; (3) Value of Weighted Pupil Unit (WPU) for the 2004-05 school year; (4) Per Pupil Spending in Perspective (2002); (5) Public School Enrollment per district (October 2004-05); (6) Student Proficiency in Core CRT Language Arts Testing 2004; (7) Student Proficiency in Core CRT Math Testing 2004; (8) Public Education Budget--Funding by Source and Expenditures by Function; (9) Public School Enrollment Demographics 2004-05; (10) Public Schools by Grade Level 2004-05; (11) Number of Licensed Educators 2003-04; (12) Average Teacher Salary; and (13) Pupil Teacher Ratio.

This handbook is an important reference for individuals seeking to understand charter schools in Utah. Information contained here will be especially useful for interested parties seeking to start a charter school, as well as current charter school operators. This handbook is intended to be a general reference regarding charter schools. The following are appended: (1) Intent to Apply; (2) Contact Information for Subject Area National Professional Associations; (3) Resources and Contact Information for National Associations for At-Risk Students; (4) Utah Universities and Colleges; (5) Federal Funds Reimbursement Form; and (6) References and Resources by Chapter.

Utah's Alternate Assessment (UAA) is one of six components of the Utah Performance Assessment System for Students (U-PASS). UAA is designed to assess the achievement of students in grades 1 through 12 with significant cognitive disabilities. It was developed to fulfill two main purposes: (1) To address federal legislative mandates that all students participate in statewide testing in the areas of language arts and math; and (2) To provide valid information that can be used to improve educational outcomes for students with significant cognitive disabilities in Utah's public schools. In order to provide the most valid possible information about student outcomes, UAA includes: (1) Direct observations of student performances; (2) Standardized assessment tasks that are selected based on individual students' needs; (3) Standardized administration procedures that are embedded in naturally occurring routines in natural settings; and (4) Standardized scoring criteria that reflect both mastery and generalization. Any assessment for students with significant cognitive disabilities must address the tension between two demands: individualization and standardization. The population of students who will participate in alternate assessment is highly diverse; it includes students from 1st through 12th grade who have a wide variety of learning needs and whose Individualized Education Programs may be addressing very different skills. This diversity must be recognized in any valid assessment of achievement outcomes for this group of students. So, while the domains of language arts and math must be addressed for all students, the particular skills targeted and how they are tested must be individualized in order to obtain meaningful results for each student. However, in order to make meaningful comparisons, assessment tasks and administration procedures must be standardized. UAA balances these two demands by providing a set of assessment tasks with standardized administration procedures and performance criteria, from which the teacher chooses assessment targets for individual students. This system is designed to provide valid annual assessment of important outcomes for students with significant cognitive disabilities. It is also important to remember that the alternate assessment is just one piece of the overall assessment system and its primary purpose is accountability of the educational system. Thus, in order to best address how well the system is supporting positive educational outcomes for students with significant cognitive disabilities, UAA focuses on the individual student's independent performance of important skills embedded in naturally occurring routines in natural settings. An index to Language Arts Tasks and an index to Math Tasks are included at the end of this report.

This document presents the Utah State Department of Education's guidelines to Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA). The guidelines specifically address Subparts D and E of the regulations for Section 504, which deal with education. An introduction offers examples of discriminatory acts by school systems against individuals with disabilities and is followed by a list of acronyms and definitions. An overview of Section 504 summarizes each subpart and charts responsibilities under the law of various individuals and groups. The next section compares Section 504, the ADA, and the Individuals with Disabilities Education Act. Eight procedural requirements under the law are then explained. Guidelines for determining eligibility and services are then detailed and include indicators for considering possible accommodations and/or services and the process for service determination. A section on accommodations and services lists strategies under the following categories: environmental, organizational, behavioral, presentation, methodology, and curriculum. A list of 100 effective accommodations and services precedes examples of accommodations for 18 specific disabilities. Twenty common questions and answers conclude the guide. Appendices include the text of Section 504 and regulations, sample forms, and important Office of Civil Rights policy letters. (DB)

This document presents materials to assist Utah school personnel who are initiating, implementing, or improving work-based learning opportunities for students. The document presents detailed guidelines for creating and maintaining work-based learning systems in schools and resource materials for improving existing work-based opportunities. Formal definitions, practical examples, student profiles, step-by-step checklists, and sample forms are included. The following are among the specific topics covered: (1) school-to-careers and work-based learning (Utah's school-to-careers system; counseling and guidance; career fields and pathways; articulation; curriculum integration; collaboration; benefits of work-based learning); (2) public relations strategies (promotion; regional coordination; evaluating promotional activities; worksite development; marketing programs to the public, school districts, personnel, parents, students, and employers; strategies for working with employers; recruiting worksite staff; designing marketing tools;); (3) developing a work-based learning system (building on existing strengths; the role of planning in good work-based learning systems; setting goals and establishing time lines; identifying potential problems; involving participants in programs; assessing student learning; evaluating programs); (4) work-based learning activities (field studies; guest speakers; job shadowing; school-based enterprise; entrepreneurship; mentorship; clinical experiences, internships; career practicums; community service learning; registered youth apprenticeships; teacher/staff internships); and (5) legal issues (understanding legal issues affecting schools, employers, and students; minimizing potential liability). (MN)

This guide delineates Utah's secondary school music course curricula. The introductory section, "Music Connections," contains a music achievement portfolio for a general music course. The guide explains that "Music Connections" is an extension of the K-6 music core and includes concepts and skills to integrate music into everyday life. It states that the study includes explorations in creating experiments with singing/playing/reading music, development of analytical and evaluative skills in music listening, investigations of music purposes, and inquiry into music's impact on culture, history, quality of life, and other subject areas. The guide further explains that the Utah state music core divides the goals of music education into these four music standards: (1) perform; (2) create; (3) listen/analyze/evaluate; and (4) discover meaning. Following the introductory section, the guide contains 12 other sections: (1) "Guitar"; (2) "Choir I"; (3) "Band I"; (4) "Orchestra I"; (5) "Music Aesthetics"; (6) "Choir II"; (7) "Band II"; (8) "Orchestra II"; (9) "Composition"; (10) "Choir III"; (11) "Band III"; and (12) "Orchestra III." Each section is outlined in a music achievement portfolio and a student achievement portfolio format. (BT)

This guide to Utah's requirements for students in secondary visual arts is organized and based upon a student achievement portfolio for each course. Foundation I, the required junior high/middle school visual arts course, is designed to provide an overview of visual arts while studying various art tools and materials. With an emphasis on studio production, the course is designed to develop higher-level thinking, art-related technology skills, art criticism, art history, and aesthetics. After the introductory section, the guide contains 12 other sections: (1) "3-D Design"; (2) "Printmaking"; (3) "Drawing"; (4) "Painting"; (5) "Jewelry"; (6) "Photography"; (7) "Foundations II"; (8) "Art History and Criticism"; (9) "Ceramics"; (10) "Sculpture"; (11) "Film Making"; and (12)"Commercial Art and Electronic Media." (BT)

This manual contains current legal requirements and information on school building construction and inspection in the state of Utah. Major topics include facilities long-range planning; the role and responsibilities of the School District Building Official; school site issues such as size and location, impact, and acquisition and development; as well as coordination with the local municipality and county. Also provided are plan development issues such as educational specifications; life-cycle costing; the structural, energy, Fire Marshal and State Office of Education plan review; the construction bidding process; the construction inspection process; and maintenance and operation of buildings after construction. Included are related laws and administrative rules, a list of additional construction related resources, and appendices which may be helpful to school district facilities development and operations managers in Utah's 40 school districts. (GR)

This document presents standards created for parents, preschool teachers, and child care providers as they endeavor to develop the best learning environment for the 3- and 4-year-old children in Utah. The document is organized in six sections. Section 1 defines the elements of a positive learning environment related to the unique nature of each child, the importance of family involvement, the caring and safe environment, the design of appropriate curriculum and instruction, the assessment of children's learning and development, and the support of social relationships. The remaining sections outline the behaviors and activities in which 3- and 4-year-olds should be involved and include standards, learning objectives, and subobjectives. Section 2 presents standards related to social/emotional development, including self control, the desire to participate and persist in meaningful activities, the ability to collaborate and relate confidently with others, and the ability to participate in and contribute to family, peer group, and community. Section 3 concerns standards related to language and literacy, including oral language development, listening skills, phonemic awareness, understanding and enjoyment of reading, and letter and print awareness. Section 4 offers standards related to cognitive development, including mathematics and science. Section 5 presents standards related to aesthetic development, including visual arts, dramatic play, music, and dance and creative development. Section 6 focuses on motor development, including gross motor development, perceptual motor skills, gross manipulative skills, and fine motor skills. (KB)

This guide outlines the core social studies course standards for Utah elementary schools. Using a graphic format, the guide delineates each course--beginning with Kindergarten and concluding with Level 6. It describes the course; lists column headings for time, people, and places; cites the appropriate standard; and educational objectives to be achieved. Course titles are: Kindergarten: "Self, Family, and School"; Level (1): "School and Neighborhood Communities"; Level (2): "Local Communities"; Level (3): "Environment and Indigenous Communities"; Level (4): "Utah Studies"; Level (5): "United States History"; and Level (6): "Ancient World Civilizations and European Influence." (BT)

This curriculum guide on child development consists of six units for grades 9-12. A book list is provided. Each unit has 1-15 lessons. Unit 1, Overview of Child Development, teaches the value of studying children. Unit 2, Responsibilities Related to the Child, has four lessons: Parenting Responsibilities, Nurturing/Bonding, Self Concept, and Theories. Unit III, Prenatal Development, has six lessons: The Facts of Life; Male and Female Reproduction; Birth Defects, Genetics, and Heredity; Pregnancy; Stages of Prenatal Development; and Labor, Childbirth, and Postpartum Care. Unit IV, Growth and Development, has 15 lessons: Neonate-- Overview; Neonate--Physical Safety; 3 lessons each for Infants, Toddlers, Preschoolers, and School-Age Children--Physical, Cognitive, and Social/Emotional; and Adolescence. Unit V, Decisions that Affect Children, has 11 lessons: Positive Guidance; 4 on Setting the Stage for Learning--Play, Reading, Creativity, and Media Influence; Health: Childhood Diseases; Health and Safety of Children--First Aid; Health and Wellness of Children: Nutrition; Selecting a Child Care Provider; Challenging Times; and Parenting Resources. Unit VI, Child Care Lab, has three lessons: Child Care Lab, Learning Centers/Room Arrangements, and Lesson Plans. Each lesson consists of some or all of these components: time; competencies; overview/summary; motivator; descriptions of 4-14 options and the competencies each covers; resource list; and materials for options: teacher and student information, transparency masters, worksheets, and answer keys. (YLB)

Data are provided about student enrollment by race/ethnicity in Utah since 1977, the first year that this enrollment information was available. The growth in enrollment in Utah's schools since 1977 has primarily resulted from internal growth, with a secondary increase because of migration. From 1977, enrollment increased at a strong 2.2% or more a year until 1987. Then, in a period of economic recession, growth dipped below 2.2% until 1990. The rate remained at 2.1% for 2 years, and has since declined to less than 1.0% per year. This decline is a demographic phenomenon as the baby boomers leave the child-bearing years. It is projected that statewide enrollment rates will increase after the year 2000. As reflected in the 1997 total enrollment percentages, most students by race/ethnic category also live in four metropolitan counties. Most of Utah's minority group students live in these counties, with the exception of American Indians, who are more likely to live in rural areas. There are only six states with less racial and ethnic diversity than Utah, where about 89% of the students are white. Other groups are experiencing strong growth in percentage terms, although there numbers are still small. Hispanics are experiencing a 7.5% growth rate, and there were over 31,000 Hispanic students enrolled in 1997. Tables contain information about the state's 40 school districts. (Contains 1 map, 6 charts, and 113 tables.) (SLD)

Recognizing the importance of efficient and effective program administration for the success of Utah's Child Nutrition Programs, the State Office of Education developed a manual to assist local program administrators in using the U.S. Department of Agriculture's (USDA's) programs. This document contains Part 1 of the manual's four interrelated parts, a quick reference organized alphabetically by key words, and restates federal regulations and related policy information. The document also provides an overview of the National School Lunch, School Breakfast, and Special Milk programs. Included is information on eligibility, meal requirements, meal accountability, meal service, record keeping, claims and reimbursement, and civil rights compliance. (KB)

This document is a nine-unit curriculum guide for a high school (grades 10-12) course in clothing instruction. The units contain one or two lessons on the following topics: (1) psychological aspects of clothing (behavior, image, and dress; self-concept and self-image); (2) wardrobe selections (wardrobe consumerism, wardrobe evaluation and planning); (3) textiles technology (fibers and fabrics); (4) equipment (equipment use, equipment consumerism); (5) construction (project selection and fabric preparation; intermediate construction techniques); (6) career opportunities (textiles and apparel careers; entrepreneurship opportunities); (7) creative sewing (specialized techniques; original designs); (8) recycling and alterations (redesigning/recycling clothing and/or fabric; alterations and repairs); and (9) children's clothing (clothing needs and construction techniques). Each unit contains the following: objectives, concepts, competencies, learning activities, assessment and evaluation questions related to competencies, teacher background information, transparency masters, student activity guides, and teacher keys. (KC)