weir

DOCUMENT RESUME

ED 363 944 EA 025 420

TITLE Utah State Superintendent of Public InstructionAnnual Report, 1991-92.

INSTITUTION Utah State Office of Education, Salt Lake City.PUB DATE 93NOTE 52p.PUB TYPE Reports Descriptive (141)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Educational Assessment; Educational Finance;

Educational Improvement; Educational Planning;*Educational Quality; Educational Technology;Elementary Secondary Education; Public Schools;*State Action; State Legislation; *State Programs;Strategic Planning

IDENTIFIERS *Utah

ABSTRACT

This 1991-92 annual report describes changes that aredriving the 5-year Utah State Public Education Strategic Plan towardimplementation. It also identifies needs and accomplishments of theState Office of Education and the school system and offers currentinformation about funding, demographics, and programs. Fourteen partspresent information on the following: the Utah Strategic Plan; Utah'sStatewide Testing Program; school-based decision-naking programs; theEarly Intervention for Student Success program; an update on the NineDistrict Consortium; applied technology programs; Applied TechnologyCenters (ATCs), alternative education, and adult learning programs;teacher training and retraining programs; drug prevention anddrug-free community training programs; the Educational TechnologyInitiative; the Character Education Consortium; at-risk youthprograms; educational support services; and state educationalfinances and demographics. (MI)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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'Tr

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

C.T4 ST4fIls document has Peen reproduced asreceivel horn the pinion or organizationonginahno

0 Minor changes hav been made to improvereproduction Quality

Education is our future!

Points of view or opinions stated in this docu-ment do not necessanly represent afloatOERI pOsition or policy

AnnualReportof theUtah StateSuperintendentof PublicInstruction1991-92

BEST COPY AVAILABLE

PERMISSION TO REPRODUCE THISMATERIAL BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

to,

Annual Report of theUtah State Superintendent

of Public Instruction 1991-1992UTAH STATE OFFICE OF EDUCATION

Scott W. BeanState Superintendent of Public Instruction

250 East 500 SouthSalt Lake City, Utah 84111

Utah State Board of EducationUtah State Board for Applied Technology Education

Neola BrownDistrict 1Beaver 84713

Lynn HaslemDistrict 2Artonah 84002

Harold S. JensenDistrict 3Gunnison 84634

Keith T. CheckettsDistrict 4Logan 84321

Thomas F. DavidsonDistrict 5Ogden 84403

Milton KendrickDistrict 6Ogden 84403

Katherine B. GarffDistrict 7Bountiful 84010

Daryl C. BarrettDistrict 8Salt Lake City 84108

Kay McDonoughDistrict 9Magna 84044

Donald G. ChristensenDistrict 10West Valley City 84120

C. Grant HurstDistrict 11Sandy 84093

Boyd F. JensenDistrict 12Murray 84107

Allen E. LitsterDistrict 13Midvale 84047

Marlon 0. SnowDistrict 14Orem 84057

Linnea S. BarneyDistrict 15Orem 84058

Scott W. Bean Twila B. AffleckChief Executive Officer Secretary

3

1

published by theUtah State Office of Education

Public Relations SectionEileen Rencher, Coordinator

Daimar Robinson, EditorEdward Bateman, Design/Layout

4

Table of Contents

INTRODUCTIONEducation is our future!

1. We're moving ahead to implement strategic planning... 2Characteristics of the Utah Strategic Plan 1

Strategic Plan Organization for Implementation 1

National Education Goal Update 3Local Education Strategic Planning 4

2. We're measuring learning by performance outcomes... 5Utah's Statewide Testing Program 5

Core Curriculum Assessment 6

American College Testing Results 6The Advanced Placement Program 7The 1992 National Assessment 8High School Course Taking Patterns 81990 Census Educational Attainment 8

3. We're encouraging local decision making... 9Site-based Decision Making 9The Star Schools Project 9Experimental and Developmental Program 10

Modified School Calendars and Schedules 10

Community Service Learning 10

The Outcomes Driven Schools Network 10

Rural Education 11

4. We're increasing involvement, quality, and equity... 12Eddy Intervention for Student Success 12

Utah Center for Families in Education 12

Chapter 2 Educational Improvement 13

National Diffusion Network 13

Community Education 13

Migrant Education Programs 13

Educational Equity Programs 13

Gender Equity 14

5. We're creating new-generation high schools... 15Nine District Consortium Update 15

High School Apprenticeships 16

Comprehensive Guidance Programs 16

Carl Perkins Standards and Measures 16

6. We're delivering applied technology education... 17Trade, Industrial and Technical Education 17

Industrial and Agricultural Technology 17

Business Education 18

Health Occupations 18

Agriculture Education 18

Home Economics Education 19

Economic Education 19

Applied Technology Leaders !.ip Organizations 19

Other Technology Education Activities 19

7. We're helping youth and adults achieve success... 20Applied Technology Centers 20Custom Fit Training 20Concurrent Enrollment 21

Early Graduation Scholai ships 21

Alternative High Schoo; 21

Adult Education Programs 21

GED Testing Program 21

Turning Point Program 22

8. We're empowering the teaching profession... 23Teacher Training and Retraining 23Alternative Preparation for Teaching 24Teacher Personnel Status 24Career Ladder Program 24Professional Practices Advisory Commission 25Utah Principals Academy 25School Accreditation 25

9. We're educating responsible, drug-free citizens... 26Law-Related Education 26Pre-K-12 Alcohol and Drug Prevention 27Drug-Free School Programs 27Drug-Free School Regulations 27Drug-Free Community Training 27

10.We're expanding the use of educational technology... 28Educational Technology Initiative 28District Computer Services 28Technology Curriculum Update 29Distance Learning Development 29EDNET Microwave Network Services 29Other Technology Developments 30

11.Vie're developing a world-class curriculum... 31Character Education 31

Language Arts 31

Visual Arts / Music / Dance / Drama 31

Social Studies 32Mathematics 32Science 32Foreign Language 32Library Media 32Healthy Lifestyles 32Gifted and Talented 33

12.We're serving all students including those at risk... 34At Risk Programs 34Special Education .34Special Transition Programs 35Carl Perkins Applied Technology Programs 35Work Based Training Programs 35Programs for the Homeless 35Youth in Custody Program 36Corrections Education 36

13.We're providing quality education support services... 37State Office Research Library 37School Law and Legislation 37Child Nutrition 38Emergency Preparedness 38Pupil Transportation 38Human Resource Management 39Public Relations / Media Production 39Utah Public Education Foundation 39

14.We're funding the system and studying trends... 40Finances and Demographics 40New Enrollment Challenges 40School Finance Update 41

High School Senior Intentions 42Internal Accounting 43

CONCLUSION 45Our future depends on education! 45

7

1.Th

Education is our futtire!

Economists say that todays young people willbe the first generation in American history toinherit a lower standard of living than that of

their parents. This sobering thought reminds ushow vital a stake education holds in discoveringone's potential and in determining one's futureearning power and quality of life.

Through long-range strategicplanning, we are working to fulfill ourobligation to the children of this stateto provide a new, more responsiveeducational system for today thatdelegates to school districts andschools an unprecedented degreeof autonomy, flexibility, and publicaccountability.

In many ways, public educationin Utah is better now than ever.. Ourcitizens have been willing to sacri-

fice to provide ta:spayer support fortheir public schools. As enrollmentincreased by almost one-third dur-ing the mid-1980s, revenue budgetedfor education from the General Fundand Uniform School Fund expandedfrom 45 to nearly 49 percent.

The need to continue this highlevel of commitment to educationhas never been greater. Our youthmust receive the opportunity to mas-ter applied technology skills to

compete in the workplace of the 21stcentury. Education or training be-yond high school graduation mustbe an option not just for some but forevery student.

This 1991-92 Annual Reportdescribes changes that are drivingthe f ive-year Utah State PublicEducation Strategic Plan towardimplementation. It also identifiesneeds and accomplishments of heState Office of Education and ourschool system and offers up-to-dateinformation about funding, demo-graphics, and programs.

I join with Governor Leavitt atthis turning point in Utah's destiny tourge parents to provide a homeenvironment where learning is val-ued and encouraged. Our schoolsextend an open invitation to you.Find out what our students are doingand how you can help. We welcomeyour involvement!

1

Part 1

GIP

Characteristics of the UtahStrategic Plan

Empowered by statewide collaboration, theUtah State Office of Education is taking aleadership role in carrying forward the vi-

sion of those who established the 1992-1997 UtahState Public Education Strategic Plan, as enactedinto law by the 1992 Legislature with House Bill 162.

This undertaking will involve thegovernor, legislators, state and localadministrators, teachers and othereducators, students, parents, andcommunity and business leaders ina comprehensive and coordinatedeffort extending over the next fiveyears to bring into being a restruc-tured school system that:

supports competency-based ad-vancement toward graduation;

assumes all students have theability to learn and succeed asproductive citizens and offerspublic school choice;

2

provides a personalized educa-tional/occupational plan for eachstudent d-veloped together withparents and schooi personnel;

assures opportunities for stu-dents to acquire the skills to makewise decisions and to think, rea-son, and work individually and ingroups;

presents a world class curricu-lum that enables students tocompete in a global society ascitizens of a participatory democ-racy;

9

a a

incorporates an informationretrieval system that providesstudents, parents, and educa-tors with data on studentprogress;

attracts and retains excellentteachers and provides recogni-tion and compensation for theirperformance;

empowers each school districtand school to create a plan toachieve results that meet theirown unique needs;

uses the resources of educationaltechnology . in all its forms toimprove the effectiveness ofteaching and learning; and

promotes ongoing research,development and promisingpractices that fuel educationalimprovement.

e

We're moving ahead to implement strategic planning...

Strategic PlanOrganization forImplementation

The Utah Legislature andgovernor, who jointly formed theEducation Strategic PlanningCommittee, will assist in expeditingthe State Plan by creating, repeal-ing, or revising statutes to clearthe way and develop resources andinteragency linkages as needed.

Three statewide levels ofimplementation have been estab-lished to build a strong infrastructureat the state, regional, and locallevels that will propel the Plan intoreality. The top level dealing withpolicymaking has two components:

a Statewide Executive Council ofthe State Superintendency andall 40 school district superinten-dents that will set the course tobe followed, monitor generalprogress, and share ongoingconcerns, successes, and needs;and

a Statewide Coordinating Com-mittee of Executive Councilrepresentatives and eight super-intendents from various regions--a smaller working group that caninteract more directly with otherelements of the organization andmotivate statewide involvement.

The second level consists oftwo groups led by the Utah StateOffice of Education:

a State SuperintendencyExecutive Committee of theSuperintendent and three Asso-ciate Superintendents who willoversee work from the stateeducation agency perspectiveand focus on the process,drawing the various teamstogether; and

a Support Coordination Team ofservice-oriented individualswho will interface with the dis-tricts and schools themselves,facilitate services on a case-

Utah Strategic Plan for EducationOrganization for Implementation

LegislativeTask Force

Statewide ExecutiveCouncil

tatewide CoordinatingCommittee

State SuperintendencyExecutive Committee

Support CoordinationTeam

ImplementationManagement Team I

Learning ProgramCurriculum Steering

PersoalizedEducation

CurriculumContent

Teaching-LearningProcess incl.Technology

Occupation andPlacement

LearningAssessment

Implementation Teams

Support Teams

StaffDevelopment

InformationServices

StakeholderInformation

StategicPlanning

Site-BasedDecision Making

Funding andResources

Partnerships

by-case basis, and coordinaterelated State Office grant pro-grams.

Finally, an ImplementationManagement Team of team leaderswill monitor progress towara thegoals of the various teams, identifyresources as needed, and seekinvolvement of the private sector,post-secondary institutions, andother groups.

Five implementation teams willbring about the actual changes. ACurriculum and Learning SteeringTeam will supervise the work in

1 0

personalized education, curriculumcontent, teaching-learning processincluding technology, occupationand placement, and learr.Ingassessment.

Four other teams will functionto support local strategic planningincluding site-based management,staff development, informationservices including stakeholderinformation, and funding and re-sources including partnerships. Allteams will work to set objectives,arrange activities, and conductevaluations.

3

We're moving ahead to implement strategic planning...

National EducationGoal Update

Utah has made significantprogress in meeting the six goalsestablished by the nation's gover-nors at the education summit inSeptember 1989. But much remainsto be done to make these goals areality for every Utah citizen. Thegoals and examples of Utah'sefforts to reach them are as follows:

Readiness for School: In sum-mer 1992, Utah's MigrantEducation Program providedmedical and dental care, nutri-tious meals, reading readiness,and social skills for 289 childrenfrom birth through age five.Statewide pre-school specialeducation services are nowbeing provided to more than3,500 three-to-five-year-old dis-abled children.

High School Completion: Sur-passed only by Alaska, Utahranks second among all statesin the percentage of its popula-tion over age 25 holding a highschool diploma. Alternative highschools are enabling hundredsof students who would otherwisehave dropped out to set realisticcareer goals and graduate fromhigh school.

Student Achievement and Citi-zenship: Utah students continueto exceed their peers acrossthe nation in pertormance onthe Stanford Achievement Test,particularly in 5th grade math-ematics and 11th grade science.In 1991-92, over 30,000 studentsreceived individualized Chapter1 assistance in math, reading,and language arts.

Science and Mathematics: In1992, core curriculum assess-ment in mathematics indicateda need for improvement infractions, problem-solving, and"real world" mathematical rea-

4

soning. Utah students who took1992 Advanced Placementexaminations in biology, chem:istry, physics, and calculusperformed very well.

Adult Literacy and LifelongLearning: Utahns have thenation's highest literacy rate (94percent) and highat medianyears (12.8) of educeion. Utah'sfive applied technology centersare providing both high schoolstudents and adults withintensive training or retrainingfor jobs in the state's businessesand industries.

Safe, Disciplined, and Drug-FreeSchools: Studies suggest ourhigh school seniors use alcohol,tobacco, and other drugs lessfrequently than seniors else-where in the nation. But in 1990,17 percent of Utah teacherssurveyed said alcohol was aserious problem and juvenilearrests accounted for 35 percentof the state's total.

Local EducationStrategic Planning

Many proposals of the StrategicPlan are already under way inprogressive districts and schoolsthroughout the state. The Plan'sintent is not to erect prescriptivebarriers but to keep our journey intune with the fundamental principlesthat will ultimately lead to restruc-tured schools that empower studentsto succeed.

Inherent in the Plan is the expec-tation that local districts and schoolcommunities will submit proposalsto modify or waive rules that standin the way of their freedom to con-struct unique, site-based plans inharmony with statewide planningstrategies and in which they takegenuine ownership.

The State Office of Education ispoised to assist districts and schools

1 1

in implementing their restructuringplans through a coordinated networicincluding the Nine District Consor-tium, Outcomes Driven SchoolsConsortium, BYU - school districtpartnerships, regional educationalservice centers, personalized edu-cation teams, technical assistanceteams, and strategic planning teams.

The State Office is prepared totrain local facilitators, provide statefunding to support district levelstrategic planning, hold regionalstrategic planning conferences,disseminate information aboutsuccessful plan models, andpromote public awareness of thebenefits of restructured schools.

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a a0

Utah's Statewide TestingProgram

0

Utah's Statewide Testing Program reachedits third year in 1992. Passed by the 1990Utah Legislature, House Bill 321 mandated

the administration of the same norm-referencedachievement tests statewide to 5th, 8th, and 11thgraders, and House Bill 158, the public reporting ofresulting school and district averages. A 15-mem-ber State Testing Committee established guidelinesfor the testing and chose the Stanford AchievementTest to be administered. The State Office of Fduca-tion has again assumed all costs of materials,scoring, and reporting through a legislative appro-priation.

As before, initial results such asindividual student profiles and schoolprofiles were made available toschool districts by mid-November,and in December a series of special

OP

reports was produced and sent toeach local school district to sharewith its board of education and thepublic. These reports featured bothmedian scores obtained by schools

Part 2

and districts and predicted scoreranges which allow a comparisonbetween a school average and arange of scores to be expected inschools with similar students.

An examination of the overallpattern of results for 1992 showsUtah students at grades five, eight,and 11 outscoring the nationalnorm group on 16 of 18 possiblecomparisons. In mathematics, Utahstudents at all three grade levelsscored equal to or higher than theircounterparts one year earlier. Read-,ng scores were lower in 1992 for5th graders but were stable at gradeeight and higher at grade 11. Re-sults in language/English at boththe 5th and 8th grade were stableat the 48th and 45th perceniilesrespectively. Science and socialscience scores improved for 1992eighth graders. Total basic batterymedian scores improved at gradeseignt and 11.

5

J

We're measuring learning by performance outcomes...

The state's highest scores wereobserved in grades five and 11mathematics as well as grades eightand 11 science and grade 11 read-ing. The performance of Utah 5thgraders in 1992 in mathematicsranked at the 62nd national percen-tile, meaning that the typical Utah5th grader scored better than 62percent of the national norm groupin math. While such standardizedtesting is only one measure of suc-cessful learning, the language/English area is clearly a concern,with grade 11 performance up slightlyfor 1991 and 1992, but scores atgrades five and eight both showingno improvement.

Core CurriculumAssessment

Utah's work in wide-rangecriterion-referenced testing is prob-ably the most comprehensiveundertaking of its kind in the nation.Thirty-six elementary end-of-leveltests are now available in math, read-ing, and science, and 38 secondarytests have been developed for 19different math and science courses.In addition, 28 volumes of test itempools have been developed forvirtually every area of the core, eachcontaining from 800 to 3,000 indi-vidual test items. Over half a millionstate core tests were given to Utahstudents by districts in spring, 1992,almost three times as many as in1989, and 36 districts used both statecore tests and state scoring ser-vices.

The State Office of Educationrecently completed a three-yearproject with the Northwest RegionalEducation Laboratory to assessstudent writing for ideas, organiza-tion, voice, word choice, sentencefluency, and conventions. Teacher-evaluated assessment materialsfor elementary mathematics, sci-ence, and social studies requiringstudents to crigage in open-endedreal-lif e scenario activities while

6

applying problem solving andcritical thinking skills are beinginitiated.

American College TestingResults

Performance of students takingthe ACT in 1992 was substantiallyhigher than the nation's in English,reading, science reasoning, and thecomposite score, but slightly lower inmathematics. Between 1991 and1992, scores for Utah students testedrose in every area except reading,which remained stable. Over thepast five years, Utah ACT compositescore averages have increased whilenational scores took a slight decline.

Utah students scored higher thanthe national comparison group on all

English and reading subscoreswith particularly strong showings inrhetorical skills, reading arts and lit-

1992 Utah and National ACT Scores forHigh School Graduates Who TookRigorous Program' Versus Other

Graduates

1Rigoruus

Test

Utah Nation

ZIZT.Other

Studsnts

Rigorous

3l'irtrtnsOther

Sturisrits

English 22.1 20.0 21.6 18.7

Mathematics 21.4 19.1 21.6 18.3

Reading 23.4 21.2 22.5 19.5

Science 22.6 20.7 21.9 19.4Reasoning

Composite 22.5 20.4 22.0 19.1

Number of 6,044 10,959 419,073 372.166Students

A rigorous program included at Mastthe foliowIng in grades 9.12:

English:4 years Social Studies: 3 yearsMath: 3 years Science: 3 years

Utah and National ACT Scores1991-1992

Utah Nation

Test 1991 1992 1991 1992

English 20.6 20.7 20.3 20.2

Mathematics 19.7 19.9 20.0 f20.0

Reading 21.9 21.9 21.2 21.1

Science 21,2 21.4 20.7 20.7Reasoning

Composite 21.0 21.1 20.6 20.6

! 3

erature. Utah students trailed thenational group on two of the threemath subscores. The 17,385 se-niors who took the ACT last springrepresented approximately 69 per-cent of Utah's Class of '92. This highpercentage of ACT test takers tendsto depress average Utah scores incomparison to those in other states.

1992 graduating seniorswho hadtaken a rigorous program (includingat least four years of English andthree years each of mathematics,social studies, and science in gradesnine through 12) earned an averagecomposite score on the ACT of 22.5compared to 20.4 for those who didnot. In math there was approxi-mately two-and-a-half standard scalepoints of separation. 1992 ACT

Total AdvancedPlacement ExaminationsTaken per 1,000 11th and 12th Graders

WashInigzt.

UTAH

Virginia

Now York

Florida

California

lihrylend

SouthCaroline

NATIONALAVERAGE

233

233

233

213

.

0 SO 100 150 200 250 300

ElMay 1991 Illaay 1902

We're measuring learning by performance outcomes...

Number of AdvancedPlacement Examinations

Taken and Earning CollegeCredit In Core Subject Areas

Exams Taken and Passed/1,000 11thand 12th Grade Students

173

Utah Nation

Exams Taken

1111 Exams Passed(Earning College Credit)

This Ranks Utah 1st AmongAll 50 States in Both ExamsTaken and Exams Passed

Five-Year Trends inUtah and NationalACT CompositeScore-Averages

Year Utah Nation

1988 20.9 20.8

1989 20.9 20.6

1990 21.0 20.6

1991 21.0 20.6

1992 21.1 20.6

Utah Advanced PlacementParticipation and Performance

1982-1992

Yew

TotalStudents

TotalExamsTaken

Percentage Qualifying'

Utah Nation

1982

1983

1984

1985

1986

1987

1988

1.e89

1990

1991

2,329

2,685

3,355

4,272

4,738

5,390

5,831

6,568

6,515

7,596

3,094

3,669

4.695

6,148

7,010

7,970

8,954

10.030

10,126

11,586

64.3%

67.5%

67.1%

66.6%

67.8%

67.4%

70.7%

66.9%

70.11%

70.2%

69.8%

70.3%

70.0%

67.2%

68.7%

67.7%

67.3%

65.3%

66.4%

64.0%

1992 8,669 13,260 70.9% 65.4%

Percenla_ge of exams with a grade of 3 or higherSource: The College Board

Utah and National Advanced PlacementParticipation and Performance on

Science and MathematicsExaminations for 1992

Number of Percentage QualifyingExamination 'Rah Students for College Credit

Taking Exam Utah NationBiology 1,325 70.0% 64.5%

Chemistry 627 72.2% 58.1%

Physics C 218 81.7% 75.0%

Calculus AB 1,620 80.4% 65.4%

Calculus BC 166 81.3% 81.3%

scores of Utah male and female stu-dents differed somewhat less thanthey have in the past.

The Advanced PlacementProgram

Participation in the AdvancedPlacement (AP) program has beenextraordinarily high for more thanthree decades, with an increase inUtah examinations taken of over 400percent since 1982. In 1992, 13,260AP examinations were taken by 8,669Utah students, and 70.9 percent ofall exams they took received a quali-fying score sufficient to earn collegecredit.

This past year, Utah studentsearned college credit in 27 differentsubjects ranging from calculus toU.S. History. The Advanced Place-ment program, sponsored by theCollege Entrance ExaminationBoard, is designed to assist highschools across the nation in meetingthe needs of academically able stu-dents. AP test results are one basison which colleges may grant creditfor superior high school achievemeni.

According to the 1992 NationalEducation Goals Report, Utah APstudents surpassed those in first-ranked Washington, D.C., by takingthe same number of exams (165) in

Utah and National Advanced PlacementParticipation and Performance on

English and Social ScienceExaminations for 1992

ExaminationNumber Of

Utah StudentsTaking Exam

Percentage Qualifyingfor College Credit

Utah NationEnglish Literatureand Composition

U.S. History

European History

U.S. Government

2,561

3,142

758

425

74%

63%

71%

62%

69%

56%

75%

66%

147

We're measuring learning by performance outcomes...

core subjects (English, math, sci-ence, and history) but with a passingrate of 71.7 compared to 64.2. MoreAdvanced Placement funding wouldbe particularly beneficial to studentsin smaller, rural Utah districts.

The 1992 NationalAssessment

House Bill 321 enacted by the1990 Legisiature mandated that Utahschools take part in the 1992 TrialState Assessment of EducationalProgress. Focusing on reading andmath at grade four and on math onlyat grade eight, this assessmenttested random samples of studentsfrom 112 elementary and 86 middleand junior high schools last Febru-ary. The U.S. Department ofEducation will release a detailed re-port on the Utah and national resultsin 1993.

Grades 2 through 12 Programs ofStudies of Utah High School Seniors

in the Class of 1992

Peccantage of Utah HighSchool Senior. Who Haw,

Talon at Least:

Subject Area 2 Yrs 3 Yrs 4 Yrs

English or Literature 98.4% 97.0% 87.6%

Foreign Language 55.4% 16.2e/. 5.6%

History/ 96.3% 80.6% 24.4%Social Studies

Mathematics 97.7% 77.9% 39.6%

Science 93.4% 50.9% 18.6%

Art 42.8% 20.2% 10.2%

Music 29.4% 19.4% 12.8%

Physical Education/ 76.4% 45.2% 23.1%Health

1990 Educational Attainment Statisticsfrom the U.S. Census

The Utah and National Profile

portent Utah'sEducational Rank in

Utah NationAttainment Nation

High School Graduate 85.1% 74.2% 2nd

Some College 57.9% 45.2% 1st

Associate Degree 30.3% 26.5% 12th

Bachelor Degree 22.3% 20.3% 15th

Graduate Degree 6.8% 7.2% 22nd

8

High School CourseTaking Patterns

Between 1984 and 1992, theenrollment of Utah high schoolstudents in mathematics courses hasrisen substantially. Algebra II andgeometry courses show an increaseof approximately 20 percent overthenine-year period. While not asdramatic, enrollment during the sametime span in science classes is stillimpressive. Chemistry participationgrew from just under 27 percent in1984 to over 41 percent in 1992, andphysics from 14.2 percent to 22.1percent. Over 86 percent of Utah's1992 seniors had taken a course inbiology. Since 1984, enrollment incomputer-related courses had grownby more than 33 percent.

1990 CensusAttainment

The Unitedprovides severalcational attainme

Educational

states Censusindicators of edu-nt for Utah and the

Comparison of Percentages ofUtah High School Seniors Who Have

Taken Specific Coursesfor 1984, 1988, and 1992

Penalise, of Utah NghSchool Santora Wtaa Nava

'min at Lama:

Subject Area 1984 1988 1992

Algebra I 78.7% 88.4% 86.2%

Algebra II 48.2% 63.2% 67.7%

Advanced Algebra -NA- -NA- 38.4%

Geometry 48.3% 66.4% 69.1%

Trigonometry 24.7% 33.0% 37.3%

Biology -NA- -NA- 86.4%

Chemistry 26.7% 38.3% 41.2%

Physics 14.2% 18.8% 22.1%

Computer-Related 28.0% 43.4% 61.7%Course

AP History/ 15.6% 20.8% 28.9%Government/Economics

AP English 21.0% 27.6% 26.8%

AP Mathematics/ 10.1% 13.1% 13.7%Calculus

AP Science 10.8% 10.5% 15.1%

AP Foreign Language -NA- -NA- 6.2%

AP Music/Art -NA- -NA- 13.5%

AP Computer Science -NA- -NA-1 3.3%

nation. The 1990 Census rankedUtah second in the nation with slightlyover 85 percent of the state's adultsage 25 and older holding a highschool diploma, up from 67 percentin 1970. The 1990 Census alsoshowed that just under 58 percent ofUtah adults, the highest proportionin the nation, had completed be-tween one and three years of college,and that over 22 percent of Utah'sadult population complete at leastfour years of college. Clearly, Utahcitizens are among the nation's mosthighly educated.

15

We're encouraging localdecision making...

Site-based Decision Making

In 1991, Senate Bill 30 enacted the three-yearSite-based Decision Making Pilot Program em-powering each participating school to "create its

own vision and plan to achieve results consistentwith the mission and objectives of Utah publiceducation." Sixteen pilot schools, located in 11different districts, were identified through a carefulselection process and are currently in their secondyear of implementation with an allocation of $50,000.

In June, 1992, site teams fromeach school shared what they hadaccomplished so far. Among thevarious projects at these schools areperformance based assessment,tracking and reporting, a council ofelected community and staff mem-bers, interpersonal skills, studentself-esteem, a consistent studentevaluation procedure, higher levelcritical thinking for teachers, and

collaboration between regular andspecial educatico teachers.

The schools include Bear RiverElementary and McKinley Elemen-tary, Box Elder District; DavisElementary, Uintah District OremElementary and Orem High, AlpineDistrict; Hill Field Elementary, DavisDistrict; Liberty Elementary, MurrayDistrict; Lincoln Elementary andMountain Crest High, Cache

1 6

Part 3

District; Lynn Elementary and TaylorElementary, Ogden District; ValleyElementary, Kane District; WestridgeElementary and Provo High, ProvoDistrict; Woodruff Elementary, Lo-gan District; and Manti High, SouthSanpete District.

In November, 1992, the UtahEducation Association and StateOffice of Education jointly sponsoreda day for case study and solutionfinding to discover actual problemsbeing encountered by the pilotschools. In late spring, 1993, theState Office will join with professionaleducator groups, parent groups, andthe UEA to hold a statewide site-based decision making summitmeeting to distribute national infor-mation and conduct "how-to"sessions.

The Star Schools ProjectIn 1991-92, Utah was success-

ful in a proposal for the Star Schools

9

We're encouraging local decision making...

Project of the U.S. Department ofEducation, in cooperation with LosAngeles County School District,called Apollo 2000. An expansion ofthe original TEAMS Project fur...-.Atwo years ago, it offers science andmath instruction in grades 4-6 tosupplement the breadth and depthof the teacher's knowledge.

Utah will receive $70,000 eachyear forthe next two years for its partin the Star Schools Project. Theseven teachers participating are atGreen Acres Elementary School,Weber District; Grandview Elemen-tary School, Ogden District; KaysvilleElementary School, Davis District;Payson Middle School, NeboDistrict; and Helen M. KnightElementary School, Grand District.

Experimental andDevelopmental Program

Acting on a State Office ofEducation Finance Committeerecommendation, the 1991 Legisla-ture consolidated over $4 millionfrom existing reform programs tocreate a new Experimental and De-velopmental Program that directsmost of these funds to all 40 schooldistricts on an allocation basis.Pooled under the Experimental andDevelopmental umbrella were Pro-ductivity, Outcome-based Education(OBE), Year-Round Schools andEffective Facility Use, TechnologyInstruction, and PEEPS.

Of the total '91-92 funding,$950,000 was appropriated forlegislative/statewide initiatives toimprove classified employeeefficiency, to implement a 200-dayschool year, to teach the valueof the free enterprise economicsystem, for the Nine District Consor-tium, for the Center for Families inEducation, for a National Geographicmatching program to strengthenK-12 geography instruction, for aReading Recovery Program in SaltLake District, and for vocationalsummerschool in southeastern Utah.

10

Forty-four proposals under thecompetitive portion of the programwere funded in 18 recipient districtsranging from $1,562 to $68,400 foran average grant amount of ¶20,436.Examples of these projects aremiddle school cross-curricularteaching, curriculum utilizingaerospace technology, junior andsenior high Japanese instruction,implementing library services forat risk students, performance-basedelementary science, and dissemina-tion of Ute lessons.

A number of districts receivingtheir share of the 50 percentallocated portion of Experimentaland Developmental Program fundscreated mini-grants or invested thefunds in broader district-wideefforts. Examples are district-wideprograms for gifted and talented,computer networks, and a wetlandsstudy project. The 1992 Legislatureshifted the program formula so that75 percent of the funds now flowto districts via allocation and theremaining 25 percent is availablefor statewide projects.

Modified School Calendarsand Schedules

Utah continues to lead thenation with the country's highestproportion of districts, schools,teachers, and students on non-tradi-tional calendars or schedules. Mostof them are being implemented tomaximize the use of school space,expand curricular options, increaselearning retention and academicachievement, restructure instruc-tional delivery, reduce operatingcosts, or enhance teacher compen-sation. All contribute to theproductivity of Utah's public schoolsystem as a whole.

A record 2,800 Utah teacherscurrently serve over 73,000 studentsin 85 year-round schools, whichoperate in 10 of Utah's 40 schooldistricts on single track and multipletrack schedules during all seasons

of the year. Twenty-four elementaryschools operate extended-dayschedules that affect 587 addedteachers and 16,400 students in sixschool districts; 14 rural schoolsare operating a four-day week; andthree elementaries are holding a200-day year.

Community ServiceLearning

In 1992, Utah received a one-year $109,143 Serve-America grantand is currently holding six sessionsto train trainers to implement thisprogram, the youth communityservice component of the America2000 National Education Plan. Hope-f u I ly, these "service learning"experiences will help studentsdevelop a social conscience, anattitude of responsibility and caringabout real human needs and theenvironment, and skills to solvepractical problems.

Serve-America is designed tospearhead multi-district servicelearning experiences for studentsK-12 that will encourage them to"give something back" to society.The program offers matching grantsup to $2,000 to groups that developa service program for drop-outs andother at-risk youth offers grants upto $1,000 to community groups tohelp develop programs to increaseadult volunteer services for at riskyouth in and out of the school setting,and creates service learning instruc-tion and reflection time for adultleaders.

The Outcomes DrivenSchools Network

Outcomes driven schools inNebo, Morgan, Juab, and NorthSanpete districts are among manydoing well. Strategic plan facilitationwas provided in fall 1992, to Beaver,Kane, Wayne, North Sanpete, Grand,San Juan, and Sevier districts aswell as the Central Utah EducationService Center. The merging of the

17

outcomes driven model and strate-gic planning, both holistic in theirapproach, constitutes a powerfulforce for educational change.

The team on school climate hasgathered considerable informationand Millard District schools are put-ting it into practice. Transformationalleadershiptraining is continuing. TheSevier superintendent spurred theformation of a curriculum andassessmcit group headed by StateOffice leaders. A coaching andmentoring service by three formersuperintendents is helping districtsto work through problems. An Octo-ber mentoring activity on SuccessConnections was held in Kanab.

Rural EducationAll four regional education

service centers, now headed byexperiencedformer superintendents,continue their work in support ofwral school districts in lieu of thestaff found in larger district offices.The southwest center in Cedar Cityhas developed a preventivemaintenance program for comput-ers and other electronic equipment.Centers are planning EDNETtelecommunications expansion.Applied technology center programsare being implemented more fullyin underserved areas.

The Utah Institute for SchoolImprovement is continuing itstraining function. A two-day Acad-emy for New Teachers, held inBeaver in August, gave 43 teachersand three principals a chance toshare ideas. All regional educationservice center directors will now bemembers of the Utah Rural SchoolsAssociation Board of Directors,thereby assuring every regionappropriate representation. The Na-tional Rural Education Associationwill hold its 1995 convention in Utah.

We're encouraging local decision making...

1811

Part 4

We're increasing involvement,quality, and equkty...

Early Intervention forSchool Success

The Services for At Risk Students Section'sEarly Intervention for Student Success pro-gram is now in its second year. Its purpose

is to encourage collaborative intervention to reduceproblems resulting in school dropout, academicfailure, social misbehavior, and risky health-relatedpractices. Based on the findings of seven pilotprojects, three-year grants extending through July1994, were awarded to nine districts involving thefollowing 36 elementary schools:

Country View, Hil !crest,Lakeview, Lewis, Lincoln, Lynn, Polk,Roy, Washington Terrace, andPioneer in Ogden/Weber; Franklin,Maeser, Sunset View, Timpanogos,and Joaquin in Provo; Copperview,Midvale, and Sandy in Jordan;Grantsville in Tooele; Crestview,Doxey, Holt, Lincoln, Wasatch, and

12

Whitesides in Davis; Red Rockin Grand; Hawthorne, Jackson,Mountain View, Nib ley Park, andParkview in Salt Lake City; andEnoch, Escalante Valley, and Northin Iron.

The program motivates educa-tors, health officials and schoolnurses, substance abuse and

1 9

mental health authorities, parents,law enforcement officials and thePTA to collaborate in providingparenting, healthy lifestyles, and childgrowth and development classes,before and after-school and familyliteracy programs, home visits,bilingual services, cross training ofstaff, mentoring and peer tutoring,students as family advocates,nutrition education, and first aid,safety, and health screening.

Utah Center for Families InEducation

In the one-and-a-half yearssince the Utah Center for Familiesin Education was created, 12 schoolsin Alpine, Beaver, Granite, Logan,Salt Lake City, Wasatch, and Wash-ington districts have been selectedfor a five-year pilot program. Eachhas adopted a national modelproven to be effective. The Center'smission is to strengthen the role of

parents in their children's schoolsuccess in recognition that familiesexert a primary, vital influence ontheir children's lives.

The Center is housed at theState Office which operates it incooperation with the Utah PTA. Thefamily Ed-Info Hotline series of 57three-minute messages, containinginformation for parents on suchtopics as building a child's self-es-teem, coping with depression,teen-age alcoholism, and whatparents can do about gangs, hasbeen well received. In November1992, the Center expanded its roleto include family involvement inpre-school and early childhooddevelopment and will support theState Systemic Initiative.

Chapter 2 EducationalImprovement

During 1992-93, Chapter 2 ofthe Education Consolidation andImprovement Act (ECIA) provided$3,461,126 in funds through theState Office of Education to helpschools serve students at risk,acquire and use instructionalmaterials, implement effectiveinstructional programs, train schoolpersonnel, enharce learningexcellence, design innovativeprojects, and identify readingproblems. In addition, the StateOffice gets approximately $865,000annually to render Chapter 2 districtsupport services.

National Diffusion NetworkThe National Diffusion Network

(NON) is dedicated to helping localschool districts in their continuingefforts to improve educationalopportunities and achievement forall. The NDN is a nationwide systemestablished to help those involvedin education acquire the materialsand assistance they need toincorporate proven exemplarypractices into their own programs.The utilization of NDN programs in

We're increasing involvement, quality, and equity-.

Utah is growing each year. Therewere over 430 NDN adoptions fromOctober 1991, to November 1992in 19 program areas such asmathematics, science, reading,critical thinking and decisionmaking skills, and developingcreative potential.

Community EducationSince the 1960s, hundreds of

thousands of Utahns have beenactive participants in a wide varietyof locally-based community educa-tion programs. During 1991-92,over850,000 people, pre-schoolersthrough adults, participated in over6,000 courses and services offeredthrough their local schools in con-junction with some 1,200 otheragencies and organizations.

These many educational,recreational, social, cultural, andcommunity improvement effortsare conducted by 35 of Utah's 40school districts. Most of theseactivities are self-supporting fromthe fees and charges paid by partici-pants, sponsorships, special levies,grants, and other funding sourcesand are offered to the public atexisting school facilities on anoptional basis.

Migrant EducationProgram

Utah's Migrant Education .Pro-gram continues to identify and enrollmore students each year. During

Status of MigrantStudents

FormerlyMigrant64.6%(1,251)

InterstateMigrant31.8%(616)

IntrastateMigrant3.6%(70)

20

the summer of 1992, over 1,930students received guidance andcounseling, heatth, dental, nutritional,and transportation services as wellas reading, writing, mathematicsand other academic instruction at 10locations across the state.

At the same time, over 100parents and other volunteers donated1,788 hours, and 645 parentsvisited classrooms or discussedthe progress of their children withteachers.

Also last summer, migranteducation coordinated with UtahState University, University of Utah,Brigham Young University, andWeber State University to enablestudents majoring in early childhoodeducation to earn college credit forfirst-hand experience with migrantchildren ages three and four.Program continuity for migrantstudents in the secondary gradesis also being emphasized, andfunding has increased over 9percent due to intensive efforts ofUtah's migrant education recruiters.

Educational EquityPrograms

Now in its ninth year, the UtahMESA (Math, Engineering, ScienceAchievement) Program enrolled over2,000 students in 47 schools in sevendistricts last fall, 68 percent morethan in the previous year. MESA

1992 MESA GraduatesEnrolled in Higher

EducationNot Attending3%No Info3%

Two Year27%

Four Year67%

Out of 116 MESA Seniors 117 or 99.2% Graduated

13

We're increasing involvement, quality, and equity...

continues to exert a major impact onmath and science course taking,attendance, achievement, careergoals, and post-high school enroll-ment of the under-represented Asian,Black, Hispanic, Native American,Polynesian, and female studentstargeted for participation.

The program's growing credibil-ity resulted in a $156,000 allocationto the State Office budget from the1992 Legislature for programstabilization and expansion. Schooland district access to these fundswill be available through competitivegrant applications in early 1993.During 1991-92, 2,500 junior andsenior high school girls and theirparents participated in five regionalconferences. Out of 118 1992MESA seniors, 117 graduated, and94 percent of them are now attend-ing a two- or four-year college.

Gender EquityDuring 1992, the State Office ot

Education Vocational Equity Spe-cialist and all four Gender EquityTechnical Assistance Center(GETAC) coordinators took advan-tage of interest generated by findingsof the report "How Schools Short-change Girls" to implement a two-foldplan to revitalize equity efforts inUtah. As a result, more than$228,000 in Carl Perkins Equity fund-ing was awarded for 24 proposalsfrom 13 school districts, two appliedtechnology centers, and seven col-leges and universities.

Equity workshops in awarenessand assessment were conducted inevery region of the state. In southernUtah, two equity training sessions inspecific interactive strategies, self-evaluation, and peer observationtechniques were conducted. GETACcoordinators, district vocational di-rectors, teacher teams, and StateOffice curriculum and applied tech-nology education specialists will soonbe working in tandem to prepare,pilot, and distribute materials updat-ing curriculum-integrated equityactivities.

14 21

MIN"

a

I I

Nine District ConsortiumUpdate

a

Reinventing high schools of excellence con-tihues to be the goal aggressively pursuedby Utah's Nine District Consortium as

accomplishments of the ten pilot high schoolsgain momentum. The new level of professionalcommitment and enthusiasm revitalizing the staffsof these schools is resulting in higher studentachievement, students becoming better preparedwith skills and knowledge necessary for a worldclass work force, greater support from parents andcommunity, and greater utilization of the high schoolas a center for community learning.

During the past two-and-a-halfyears, members of the Nine DistrictConsortium Board of Directors haveinspired new visions for high schoolsin their districts, and other districtsin the state want to participate.Though each Consortium member

is focusing its efforts a littledifferently, all are following theoriginal goals and objectives, thatare in harmony with Utah's PublicEducation Strategic Plan and theU.S. Department of Labor's SCANSReport.

22

Part 5 1

Progress toward the ultimategoal of new-generation high schoolsconfirms that the role and mission ofthe high school must cht nge, thatprofessional educators, working withcommunity and business partners,can determine the skills and knowl-edge students must acquire tobecome productive citizens, and thathigh schools working within theircommunities can and will do neces-sary restructuring to achieve thesenew standards if given the opportu-nity.

The original belief that this pro-cess could be completed in threeyears is unrealistic. TheConsortium's developmental se-quence and time line provides foropen-ended progress through 1996to enable each school to maximizelocal ownership and support as itcontinues to refine the prototype intoa new, more responsive high schoolmodel. The commitment of time,

15

We're creating new-generation high schools...

Members of9 District ConsortiumDistrict High School

Cache

DavisGraniteMillardProvoSan JuanUintahWashingtonWeber

Mountain CrestSky ViewNorthridgeGrangerDeltaProvoSan JuanUintahDixieRoy

money, and effort of all stakehold-ers, irom the Legislature to localboards of education to individualeducators, must continue.

High SchoolApprenticeships

In 1991-92, the High SchoolApprenticeship Program provided 75new trainees. A one-year relatedcurriculum has been developed and30 local school staff trained toteach the two 90-hour courses thatare competency-based for self -pacedlearning. They include CriticalWorkplace Skills ard the BasicApprenticeship Related (BAR)course for which it is a prerequisite.

Most of the 834 approvc;ciapprenticeship occupations willaccept these courses as qualifica-tions for Obtraining. The State Officeof Education expects the appren-ticeship program to involve 10percent of all high school graduates.This will require a dramatic shift inthe mind set of citizens, educators,and employers who still placesuperior value on a traditional class-room education.

The market-driven CriticalWorkplace course assures that astudent has mastered critical think-ing, quality control, applied math,workplace economics, computerliteracy, health and safety, andother subjects. Students are

16

learning the crucial importance ofteamwork in tomorrow's workplace,and employers and educators arediscovering they play complemen-tary roles in the future of theircommunities.

Comprehensive GuidancePrograms

The Student Educational-Occu-pational Plan provides 1/2 unit ofcredit toward high school graduationand equips all students, includingdisadvantaged and/or those withdisabilities, with a marketable skillto earn a living or preparation forfurther training. Course sequenceguides assist counselors, providea step-by-step road map towardemployment, and include bothacademic and applied technologyrequirements.

In addition to following theirindividual plans, high school studentsare gaining knowledge of growthand development, positive mentalhealth, and useful life skills fromcomprehensive guidance thatbegan as a pilot program in 1989and is transforming school counse-lors into full-time teachers. Schooldistricts in Utah's southwest regionbegan placing graduating seniorsin jobs through collaboration of JobService counselors, JTPA, and otheragencies in 1991.

Last spring, Wasatch, Nebo,Duchesne and Uintah districtsbegan implementing EducationalTalent Search (ETS), a federallyfunded program through UtahValley Community College thatmotivates low-income studentsand those whose parents did notgraduate from college with a four-year degree to raise theirexpectations. ETS is decreasingdrop-outs and boosting the careergoals and self-esteem of manystudents who assumed they couldneither afford nor benefit from post-secondary education.

Carl Perkins Standardsand Measures

To measure the impact of fed-eral vocational dollars at the siteswhich receive them, the State Officeof Education, in conjunction with aCommittee of Practitioners, has de-veloped State Core PerformanceStandards and Measures. Areas ofmeasurement include studentprogress in achievement of basicand advanced academic skills, andoutcomes such as job placement orcontinuing training. They will beused to assess learning gains ofstudents including those who aredisabled, economically or academi-cally disadvantaged, iimited Englishproficient, or incarcerated.

23

,15

We're delNering appliedtechnology education...

Trade, Industrial andTechnical Education

About 30 innovative high-tech projects havebeen recently funded through federal, state,and local sources for implementation in

Utah high schools, applied technology centers, andpost-secondary institutions. They provide idealopportunities for students to identify, acquire, andmaster specialized and marketable applied tech-nology skills while still in high school.

Weber State University, SaltLake Community College, Dixie Col-lege, Dixie High, Pineview High, andRoy High are now nationally certifiedto teach all eight areas of the Auto-motive Service Excellence (ASE)Program. This process requires acomplete upgrade of the program toteach advanced service techniqueson new and developing high-techvehicles from 1993 through the year2000.

New occupational computerprogramming/computer science pro-grams are operating at Skyview High,Mountain Crest High, and PineviewHigh. They include all new computerlaboratories with computer graph-ics, computer numerical control(CNC), computer-aided drafting(CAD), robotics, and computerizedprogrammable controllers. Six highschools are upgrading their CADdrafting labs.

24

. Part 6

The Applied Manufacturing/Ma-chine Shop Program is beingdeveloped and expanded at suchsites as Ogden-Weber RegionalMachine Shop at Weber High andSouthern Utah University. The Ap-plied Manufacturing MaintenanceTechnician Program at Ogden-We-ber Applied Technology Center isanother example of Weber County'scooperation with the manufacturingindustry.

Industrial and AgriculturalTechnology

The Industrial Arts and Agricul-ture Technology (IAT) revisionproject, focusing on technology andreplacing the Integrated Shop Pro-gram, completed its final workshopin August, 1992. The committeecompleted a model which provides acontinuum of technology instructionfrom kindergarten through the 12thgrade. Five distinct 9th grade ex-

17

ts,

We're delivering applied technology education...

ploratory units have been developed:Communications Technology, Con-struction Technology, Power/EnergyMechanical Technology, Manufac-turing Technology, and AgriculturalScience Technology.

The Tech Prep Education Act(Perkins Law 101-392) creates a newand exciting challenge to structureand delivertechnology-focused edu-cation. All nine Utah regions arecurrently being funded in the plan-ning and design phase of the TechPrep Program. Its challenges are tocreate seamless curricula that easetransition from secondary to post-secondary levels and actively involvebusiness, industry, and labor in set-ting directions, identifyingcompetencies, and encouraging fac-ulty collaboration between the levels.

IATAdvanced

Application

10-12Grades

IATExploratory9th Grade

Level 1

Introductory7-8 Grades

AwarenessK-6 Grades

18

Business EducationThe Business/Marketing compo-

nent of the Technology/Life/CareersProgram for 7th grade career explo-ration was recently revised withupdates to technology applicationssuch as database, spreadsheets,word processing, programming; andgraphics, and distributed statewide.In 1991-92, statewide business com-petency tests in accounting, dataprocessing, and word processingwere administered to over 10,000high school students.

Teachers are being trained innew standards and objectives fortelecommunications and desktoppublishing to keep pace with everchanging demands and a new inter-national business course is beingdeveloped. Utah served as host

state for the National Future Busi-ness Leaders of America (FBLA)/Phi Beta Lambda (PBL) WesternRegional Leadership Conference lastNovemberthat brought together over10,000 high school and college busi-ness students and advisors fromeight western states.

Health OccupgtIonsIntegration of Health Education

and Health Occupations severalyears ago continues to spur the de-velopment of local trainingopportunities in a growing numberofschool districts in suchfields as sportsmedicine, physical therapy, and vari-ous medical procedure technicianfields for which hospitals and medi-cal centers provide hands-on trainingand experience.

Industrial and Agricultural Technology (IAT)for Rural Schools in Utah

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coPrinciples of Technology Units 1-7Recommended Prer usite

CommunicationsTechnology

ConstructionTechnology

Power/Energy /MechanicalTechnology

ManufacturingTechnology

Ag riculturalScience

Technology

Technology, Life and Careers TLCTechnology/Agriculture Home Ec./Health Occupations Business/Marketing

Technology in Elementary School

25

Agriculture EducationThrough a matching grant from

the State Office of Education, Agri-culture Science and Technologyinstructors in Utah recently joinedthe AgEd Network that links allsecondary and post-secondaryagriculture instructors electronicallyacross the state of Utah and nation-wide. It provides them with two-wayE-mail access to over 1,300 curricu-lum units, six state curriculums, andagriculture data bases of the U.S.Department of Agriculture, theNational FFA Center, the ChicagoBoard of Trade, the Chicago Mer-cantile Exchange, and otheragencies.

Aquaculture education has beenincorporated into several agricultureprogram pilot sites. Utah was repre-sented when the Agriculture Councilbrought all fifty states together toleam how to start aquaculture edu-cation programs. Utah pilot schoolsare construang laboratory facilitiesto raise game fish, and two are run-ning their aquaculture facilities inconjunction with hydroponics. Lastsummer, 10 post-secondary agricul-tu re interns were placed withsuccessful instructors to gain first-hand knowledge of how summeragriculture programs should be con-ducted.

Home EconomicsEducation

Home economics certificationwas developed in 1991-92 to assureemployers that the student has mas-tered certain specified skills andcompetencies. Students are issuedcertificates identifying the compe-tencies on the reverse side whenthey complete the program, whichwas designed for use throughout asequence of courses in vocationalhOme economics, food, clothing, tex-tiles, housing, interiors, or child care.The certification program is also in-tended to accommodate open entry

open exit enrollment by document-

We're delivering applied technology education...

ing proficiency levels in writing or bylive demonstration and is being ap-plauded by students, teachers,businesses, and parents.

Economic EducationEconomic Education in Utah

boasts new steps in entrepreneur-ship education in 1992 which supportthe SCANS and America 2000 re-ports. The Governor's YoungEntrepreneur Award program con-tinues but is being supported by newefforts from the community and localschool districts. These include theEntrepreneurs in Action Club atWeber High School and entrepre-neurship training seminars at WeberState University and Salt Lake Com-munity College for high schoolstudents interested in starting theirown business operations.

The Utah Council on EconomicEducation is implementing the Eco-nomics America program providedby its parent organization. The StockMarket Game, a hands-on simula-tion activity, is growing with increasedsupport from local securities compa-nies and now involves nearly 1,500junior high and high school students.Other ongoing programs include in-service workshops, the Econ andMe elementary curriculum, theECONotes newsletter, the annualExcellence in Economic Educationteacher awards, Federal ReserveBank workshops, and coordinationof various business endeavors.

Applied TechnologyLeadership Organizations

Applied Technology Educationleadership club organizations con-tinue to function as an integral part ofrelated curriculum for students en-rolled in applied technology programsfrom junior high/middle schoolthrough the university level. Theirprimary objective is to help studentsacquire traits of leadership in con-junction with technical skills to give

26

them a competitive edge in the jobmarket. In 1991-92, membershipand active participation in these clubsincreased to 15,970, up from 14,562the prior year.

The 11 leadership organizationscurrently operating in Utah are Dis-tributive Education Clubs of America(DECA), Future Business Leadersof America (FBLA), Future Farmersof America (FFA), Future Homemak-ers of America/Home EconomicsRelated Occupations (FHA/HERO),Health Occupations Students ofAmerica (HOSA), Technical Stu-dents Association (TSA), VocationalIndustrial Clubs of America (VICA),Delta Epsilon Chi, Phi Beta Lambda,Utah Homemakers, and YoungFarmers.

Other TechnologyEducation Activities

In 1992, the State Office of Edu-cation Applied Technology EducationSection monitored facility remodel-ing and building programs at MillardHigh, San Juan High, Morgan Middle,Springville Junior High, Roy High,and Alpine Junior High. Also, tech-nical assistance was provided to fourapplied technology centers and thefollowing high schools: Skyline, WestJordan, Clearfield, Piute, Wayne,Viewmont, Northridge, Escalante,Bryce Valley, Roosevelt, Duchesne,Granite, and Bear River.

19

Part 7

We're helping youth and adultsachieve success...

Applied TechnologyCenters

Utah's five applied technology centers (ATCs)are providing the state with its businessand industry partnership connection by

continuing their mission of preparing high schoolstudents, adults, displaced workers, and unem-ployed individuals for entry level skilled jobs. Theyalso provide custom fit training to revitalizebusinesses and their employees.

Analysis of the 1990 U.S. Cen-sus showed that Utah had 22.3percent of its adult population com-pleting a bachelor's degree and 6.8percent completing a graduate de-gree. According to Job Service, only18.5 percent of the jobs f illed in Utahin 1990 required a baccalaureatedegree or higher. Most other jobs inUtah require technical skill prepara-tion prior to successful entry in thejob market.

20

The applied technology centersare proud to fulfill a unique role in jobtraining by providing high quality,short-term intensive training, techni-cal training at a low hourly cost, animmediate return on investment, acustom fit training staff to meet busi-ness and industry needs, and byresponding to the local labor marketand to client job placement needs.

The task of Utah's applied tech-nology centers is not only to train

new workers, but also to retrain andupgrade the technical skills of exist-ing workers. In today's world, newtraining does for workers what newinventions do for industry. Both trans-late into new products. The ATCsystem is Utah's investment to en-sure that a quality work pool, the bestwork force in the world, will be avail-able to the businesses and industriesof the state.

Custom Fit TrainingThe Custom Fit Training Pro-

gram administered by the State Officeof Education assisted 288 new andexpanding companies and 80 com-panies needing revitalization in1991-92 by training approximately6,380 of their employees. The aver-age wage for the Custom Fit traineesis $8.58 per hour for industries newto Utah and $10.49 per hour fortrainees currently employed in Utahbusinesses. The training was done

27

using $3,800,000 in state funding.The program assists businesses

in all regions of the state with costs ofclassroom training, on-the-job train-ing, occupational curriculumdevelopment, andtesting/evaluation,and offers training in any appliedtechnology field as well as leader-ship and supervisory training. It alsohelps Utah companies losing theircompetitive edge to upgrade or re-train theirworkers. Many companiescredit Custom Fit Training as a pri-mary incentive for establishingthemselves or expanding in Utah.

Concurrent EnrollmentConcurrent enrollment, rigorous

college level classes that offer bothhigh school and college credit, grewin Utah during 1991-92 both in termsof course offerings and student par-ticipation. The number of studentstaking courses increased by 15.7percent between 1990-91 and 1991-92, whilethe numberof quarter hoursearned rose by 11.7 percent.

This indicates capable studentsarewelcoming concurrent enrollmentopportunities and makes qualitylearning in the early years of school-ing more pivotal so students will bebetter prepared to take advantage ofsuch options. An $8.52 -per-quar-ter-hourreimbursement is distributedto the school districts according tothe total number of quarter hoursearned by students in the districttaking concurrent enrollment classes.

Early GraduationScholarships

The early graduation scholar-ship is a partial tuition scholarship forstudents who have identified a spe-cific goal and are able to finish theirhigh school requirements at the endof their junior year or during theirsenior year. Like Advanced Place-ment and concurrent enrollment,early graduation offers students moreflexibility in planning their future andobtaining quality education.

We're helping youth and adults achieve success...

As of November 17, 1992, 71students had completed their highschool graduation requirements atthe end of their junior year or duringtheir senior year. The partial tuitionscholarship can be used in an ap-proved post-high school institutionduring the same year or year follow-ing that when requirements are met.One or more students in 20 schooldistricts at 33 different high schoolscompleted this program in 1991-92.

Alternative High SchoolsSeventeen public alternative

high schools are now serving Utahteenagers and young adults whoseeducation has been interrupted for avariety of reasons. These peoplemay include unwed mothers, indi-viduals on probation through thecourts whose parole officers haveinsisted they earn high school diplo-mas, or persons who can no longerattend high school full time becausethey must work to help support theirfamilies.

Alternative high schools offerflexible scheduling to meet the needsof students with part-time jobs, ca-reer counseling and on-the-jobtraining programs that lead to full-time employment, parentingeducation when it can be most vital,and one-on-one attention thatstrengthens self-esteem and encour-ages a drug-free lifestyle and thedevelopment of individual talent§ andinterests.

Adult Education ProgramsDuring 1991-92, 26,609 indi-

viduals attended Adult Basic andAdult High School Education classes.Specifically, 6,884 individuals wereenrolled in Basic Education (level 0-8); 19,725 took GED and Adult HighSchool classes (9-12); 45,860 highschool credits were earned in AdultBasic and Adult High School classes;2,405 adults received high cliooldiplomas; 5,063 took the GED Test;3,718 met GED Test requirements;

28

2,896 participants obtained jobs; and688 adult enrollees were removedfrom public assistance.

Adult education enables grow-ing numbers of Utahns to becomeliterate, self-reliant, and contributingcitizens. The State Office of Educa-tion adult education specialist worksclosely with Project Read and otherregional programs as well as withthe Utah Literacy Coalition, whichhelp hundreds of citizens to attainliteracy and lead more productivelives. Adult education programs con-tinue to benefit Utah's economy byenhancing its human and financialresources. For every $1 invested inadult education, Utah is receiving$6.35 in saved, earned, or returnedincome.

Adult EducationProgram Appropriations

1989-92

1989-90 1990-91

o Fderal Limited English Acto Federal IRCA Ad

Fderal Homeless AdState Al-le Ad

Federal Aduk Ad

1991-92

GED Testing ProgramThe General Educational Devel-

opment (GED) testing programprovides testing and certificate ser-vices enabling Utah residents age18 or older to demonstrate basic

21

We're helping youth and adults achieve success...

competencies after the time othersin their age group have graduatedfrom high school. Last year, 5,063examinees ages 16 through 82 (av-erage age 23.5) were tested with70.4 percent meeting Utah's mini-mum standards, the second highestin the nation. The State Office ofEducation contracts with 21 GEDtesting centers in Utah. Each centeris authorized to provide the seven-hourtest and issue official test scoresand the General Educational Certifi-cate.

Turning Point ProgramLast year, more than 2,400 new

and approximately 1,500 continuingclients were served at Utah's 17 Turn-ing Point centers across the state.Single parents, single pregnantwomen, and displaced homemakersare assisted by the program throughCarl Perkins Act funding and statemarriage license funds to developmarketable skills and attain self-suf-ficiency.

One recent goal of Turning Pointwas to access a computerized man-agement system which will allow allclient data to be electronically main-tained at each of the sites andsubsequently reported on disc forannual statewide evaluation. Thiswill drastically reduce the costs ofcollecting data as well as provide amore standardized and accurate re-porting system.

Another goal was to upgradeTurning Point employee competenceby providing training in several ar-eas. In 1991-92, 53 individualssuccessfully completed 40 hours ofBasic Assertiveness Training byhighly qualified instructors, and 47trainers received an added 40 hoursof instruction on effective teachingstrategies, social styles, group facili-tation, trainer styles, presentationskills, and group dynamics.

In coordination with JTPA, theBureau of Apprenticeship Training,the Apprenticeship Coordinator's As-

22

Turning Point ClientsCOntl ming Monte

El Now Client*

400499

0thah

Omp lacedHomemakers

Carl PerkinDisplaced

Homemakers

Carl Per lira Carl Ponta*single single

Parents Pup' antWomen

sociation, the Women's Bureau, Hu-man Services, and Utah ValleyCommunity College (UVCC), theWomen in Apprenticeship pilotproject administered through Turn-ing Point at UVCC is giving womenopportunities to receive hands-onand job-site training and meet thosesuccessfully holding jobs considerednon-traditional.

2 9

We're empowering theteaching profession...

Teacher Training andRetraining

In October 1992, Utah submitted its $10 millionState Systemic Initiative proposal "Restructur-ing the Teaching and Learning of Mathematics

and Science" to the National Science Foundationin Washington, D.C. Planned to make extensiveuse of advanced technology for instruction andcommunication, it sets the stage for Utah to makemajor contributions to the national knowledge baseon school restructuring and education in scienceand mathematics.

These changes will be broughtabout through innovation consortiaconsisting of elementary resourceand satellite schools and feeder jun-ior high schools from throughout thestate. Starting with 180 elementaryand 36 secondary schools with over1,260 teachers, to attain intensiveK-9 concentration, the project will

eventually involve 500 additionalschools in the process and affecthigh school faculties and teachertraining institutions.

A product of statewide dialogueamong government officials, edu-cators, and business leadersregarding evolving needs in sci-ence and mathematics education,

30

Part 8

Utah's proposal is consistent withthe goals and vision of the state'sStrategic Plan for Education and uti-lizes data f rom research assigned bythe Governors Office. The StateSuperintendent of Public Instructionwill act as fiscal agent for the Utahsystemic change project to beadministered under the direction ofthe State Office.

The Systemic Initiative isexpected to generate intensive andwidespread technical teacher train-ing, retraining, and internships. It

will muster a collaborative team ofhigher education, state mathemat-ics and science specialists, andexcellent elementary and secondarymath and science teachers to re-structure curricula affecting anever-expanding circle of teachers,counselors, and principals. Sub-stantial funding will come fromlegislative support of the Utah Edu-cational Technology Initiative.

23

We're empowering the teaching profession...

USOE Core CurriculumSupport Activities

1991-92Workshops Presented 351

Districts Receiving Training 40

Individuals ReceivingTraining/Retraining

Teachers 5,856Parents 542Administrators 1,145

Technical Assistance Visits 1,340

Private Schools Served 18

College/University 327Educators Served

Alternative Preparationfor Teaching

During 1991-92, 16 candidateswere hired through the AlternativePreparation for Teaching Programthat enables successful and experi-enced professionals from variousfields to teach in public schools on alimited basis without complying withfull-scale teacher certification re-quirements. So far this school year,15 additional persons have beenhired. Overall, during the first twoyears of this program, the Certifica-tion and Personnel DevelopmentSection has processed over 217applications.

Reports from schools which haveemployed teachers through thismeans range from satisfactory tosuperior and outstanding. Thesear6 people making a career changewho have at least five years of expe-rience outside the public or privateschool system. One characteristicthat sets them apart is their first-hand grasp of their subjects whichrange from art and music to mathand science. The Alternative Prepa-ration for Teaching program iscommitted to refining itself as oftenas necessary.

24

Teacher Personnel StatusIn 1991-92, Utah reported a total

of 21,720 professional personnel:10,499 elementary classroom teach-ers, 411 elementary principals, and161 other elementary personnel suchas library media directors and coun-selors; 1,763 middle schoolteachers,81 middle school principals, and 89others; and 7,087 secondary teach-ers, 329 secondary principals, and407 others.

Included in this total are also 393district-wide instructional personnel,407 supervisors and directors, 24others such as specialists, socialworkers, and psychologists, 40 dis-trict superintendents, and 29administrative assistants. Davis andSalt Lake counties employed 50 per-cent of all personnel and served 52percent of Utah's total student en-rollment.

Over 95 percent of Utah teach-ers are fully state certified and all areendorsed in the core subjects theyteach. In 1991-92, 1,948 new teach-ers were hired. Some must still fillmultiple subject assignments in re-mote locales where authorizationsare customarily granted to those inthe process of earning added en-dorsements in subject areas whereneeds exist.

Special education teachers andschool counselors remain in shortsupply as are qualified math, sci-ence, and library media personnel atthe secondary level, particularly insome rural areas of the state. Utah'sexpanding program of comprehen-sive guidance and implementationof the Student Educational-Occupa-tional Plan continue to increase theworkloads of counselors beyond theircapacity in some secondary schools.

Career Ladder ProgramThe 1992 Legislature appropri-

ated $34,836,200 for the ninth yearof the Teacher Career Ladder Pro-gram. Although district career ladderplans share similar characteristics,

each is individually approved by theState Board of Education. In 1992,21 school districts and one appliedtechnology center requested andwere awarded a one-year waiver ofsubmission of their 1992-93 careerladder plans.

Funds allocated for career lad-ders must be used for certificatedpersonnel who are paid on theteacher's salary schedule and whoseprimary f unction is to provide instruc-tional and/or counseling services topublic school students. Each planmay have a performance bonus ele-ment that provides extra pay toeducators judged by the district asbeing outstanding in regular class-room performance and may allocateremaining funds for instructional orcurriculum responsibilities. Eachplan may also fund an extended con-tract year of additional paidnon-teaching days.

The 1992 Legislature added ateacher retraining component to theCareer Ladder Program. Districtsmay also use career ladder funds toextend teacher contracts as an addedfinancial incentive for teachers ingiven fields of instruction whereteacher shortages exist, but thesedistricts must notify the State Officeof Education of their intent prior tonegotiating contracts with suchteachers. Career ladder funds aredisbursed by formula based on adistrict's average daily student mem-bership, total teacher count, andweighted pupil units.

31

Professional PracticesAdvisory Commission

In 1992, the Utah ProfessionalPractices Advisory Commission con-tinued to fulfill its charge from theState Board of Education to maintainthe high degree of ethics and con-duct required in the educationprofession by reviewing competencystandards, facilitating peer reviews,holding hearings in response to elkgations of unprofessional behavior,and resolving such cases.

Commission members receivedinservice training at a summer work-shop and attended meetings onsymptoms of emotional, sexual, andphysical child abuse and abuse ofsteroid drugs, the importance of edu-cators being positive role oriels forstudents, the park arrest p. .4gram forsolicitation of sex and disorderly con-duct, and the history of theCommission and its future goals andchallenges. In 1991-92, 45 cases ofunprofessional behavior or immoralconduct resulted in six certificate re-vocations.

Fingerprint background checkswere begun in September 1991 forall educators receiving initial certifi-cation and educators whosecertificates had elapsed for sixmonths or longer. Legislation nowallows the State Board of Educationto revoke a teaching certificate per-manentiy and allows the State Officeof Education to investigate any andall charges of child abuse, regard-less of whether court records wereexpunged.

Utah Principals AcademyDuring 199 ' -92, the Utah Princi-

pals Academy facilitated thetransition from school manager toinstructional leader for each of the45 participating Academy Fellows.The Fellows were trained in effectivecommunication skills to use in theirschools with constituents and whenconducting professional meetings.

We're empowering the teaching profession...

Along with Utah State Univer-sity, University of Utah, and BrighamYoung University, the Academy re-ceived a grant in 1992 from theDanforth Foundation to initiate theUtah Principals Mentoring Alliance.This Alliance is now training admin-istrators to be effective mentors ofadministrative interns.

Now in its ninth year, the Acad-emy continues to be a positive forcefor school improvement, innovativeideas, collegial networkint , profes-sional development, community/school collaboration, and the dis-semination of training to other schooladministrators.

School AccreditationDuring 1991-92, 163 schools in-

cluding 99 high schools, one middlelevel school, 19 elementary schools,four K-12 schools, and 40 specialpurpose schools were accredited bythe Northwest Association of Schoolsand Colleges. In addition, the StateBoard of Education accredited 94elementary schools and 79 middlelevel schools. Each submitted areport to the Board and State Officeof Education accreditation specialistindicating how well it is meeting cat-egorical standards.

The reports also include data ongraduation requirements, implemen-tation of the state core curriculum,teacher and student attendance, test-ing programs, drop-out rates, studenteducation plans, class periods perday, counseling, and compliance withstate laws. In 91-92, full team evalu-ations were completed at sevenelementary schools, one K-12school, eight high schools, and fivespecial purpose schools. Thirty-fivefollow-up visits were also made.

3225

Part 9 '`

a

a

Law-Related Education

S

aso

Law-Related Education programs continuedto expand during the 1991-92 school year.Now in its 13th year, the statewide Mock

Trial Competition had 81 teams, an increase of twoteams, and enjoyed greater-than-ever geographicrepresentation from 22 school districts and sevenprivate schools. Supported by over 180 volunteerattorneys who served as judges and coaches, the1992 competition featured a case involving drunkdriving and a hit-and-run accident. Judge MemorialHigh School was the 1992 senior mock trialchampion and Churchill Junior High won in thejunior division.

Conflict Management, which in-stills non-violent mediation andconflict resolution skills in elemen-tary students, was taught, and twovideos about conflict management,

26

"The Living Law - Law-Related Edu-cation in Utah," and "Justice withoutJudges," were produced. The Drugsin the Schools program provideddelinquency prevention training to

Juvenile Justice providers in the Uin-ta h Basin, at Moweda in theOgden-Davis area, and to staff at theSalt Lake County Detention facility.Funding for Drugs in the Schoolshas been provided for through a co-operative grant .

The law school program, Teach-ing Legal Concepts in the PublicSchools, was expanded on a pilotbasis to the J. Reuben Clark Schoolof Law at Brigham Young Universityand Utah County high schools. Theresponse to the secondary schoollaw course was positive in the SaltLake area through the University ofUtah College of Law. Continuedsupport of the Utah Bar Foundation,State Office of Education, and Officeof Juvenile Justice and DelinquencyPrevention is sustaining these ef-forts to bring citizenship education toUtah students.

33

Pre-K--12 Alcohol and DrugPrevention

In 1991-92, Utah's Pre-K-12 al-cohol and drug preventioncurriculum, Prevention Dimensions,continued to be implemented inschools throughout Utah by teach-ers trained by prevention specialists.In February 1991, annual trainingsessions updated approximately 200trainers including drug-free schoolcoordinators, substance abuse pre-vention specialists, health educators,and teachers. Materials for Pre- K-6 are in place in local planning districtsand individual schools.

The secondary 7-12 curriculumis being put together by a committeemade up of junior/senior high schoolteachers, prevention specialists,State Office of Education curriculumspecialists and others. Projected forcompletion in spring 1993, it will helpinfuse substance abuse preventioninto other discipline areas such associal studies, language arts, math,science, the arts, and applied tech-nology education. Also, about 300teachers were trained in HealthyLifestyles camps.

Drug-Free SchoolPrograms

The 40 school districts submit-ted 1991-92 plans for their portionsof the Drug-Free Schools and Com-munities funds and each districtprogram coordinator was contacted.An evaluation was conducted in eachof the districts that provided informa-tion about the programs, theireffectiveness, and the resources ofthe districts. The State Off ice ofEducation submitted five nomineesin the 1992 U.S. Department of Edu-cation Drug-Free School RecognftionProgram, and Municipal Elementaryin Weber District and Cyprus HighSchool in Granite District wonnational honors.

We're educating responsible, drug-free citizens...

Drug-Free SchoolRegulations

In October 1991, all schools wererequired to be in compliance with theDrug-Free Schools and CampusesRegulations that include age-appro-priate curriculum, standards ofconduct and disciplinary sanctions,information about available counsel-ing, rehabilitation, and re-entryprograms, and the requirement thatboth parents and students be givena copy of the standards of conductwith notification that compliance ismandatory.

In spring 1991, David Quinlanfrom the U.S. Department of Educa-tion conducted a state on-site reviewof the Drag-Free Schools and Corn-munitin Program and was verycomplimentary. Findings and rec-oil' rnemations of this review havebeen acted upon, placing Utah in fullcompliance with the Drug-FreeSchools Act of 1986.

Drug-Free CommunityTraining

During '91-92, the Utah Federa-tion for Drug-Free Youth received agrant from the State Division of Sub-stance Abuse to co-sponsorsubstance abuse prevention com-munity team training with the StateOffice of Education. Three-day re-gional training sessions were held inLogan, Richfield, and Vernal for ap-proximately 285 people includingyouth, parents, church leaders, gov-ernment officials and agencies,school teachers, and administrators.

Each commu nity teamwas madeaware of its specific problems andwhat resources were available toaddress them, and then challengedto come up with a vision of where itwanted to go along with specificaoalsand strategies to get there. Excel-lent action plans have been puttogether and followed up on, therebycreating a bond between schoolsand communities as they work to-ward a common cause.

3427

Part 1 0

We're expanding the use ofeducational technology... 2

Educational TechnologyInitiative

In 1990, the Utah Legislature approved fundingfor the statewide Educational Technology Initiative (ETI) to provide greater access to technol-

ogy in the state's public schools and colleges ofeducation. Initially funded to assist in improvingstudent mastery in math, reading, and languagearts, ETI has been a dynamic catalyst for equalaccess to technology for rural and urban districtsand is poised to implement the Utah SystemicInitiative.

At the same time, ETI is empow-ering districts of all sizes from ruralDaggett and Rich to Granite, Utah'slargest, to build technology systemsto fit their unique needs with compo-nents such as CD-ROM andHypercard, interactive videodiscplayers, and large-screen monitors.A growing number of local commu-nity businesses are collaborating with

28

schools to purchase equipment. ETIhas played and will continue to playa major role in technology educationof students.

Results indicate teacher confi-dence in technology is rising,equipment set-up time is beingsaved, student learning is becorningricher and more diverse, informationhas more immediacy, access to

35

Educational TechnologyInitFative

Matching Funds Report1990-92

Legislative Allocation $28,900,000

Vendor Discounts

Inservice Training,Grants & Contributions

Private Contributions

District /CollegeMatching Funds

$20,688,689

12,266,164

5,737,280

26,352,710

Total Matching Funds $65,044,843

Total Combined Funds $93,944,843

teaching materials is better, teach-ers have more one-on-one time withstudents, test scores in math andreading have risen, and districts arerecycling older computer equipmentmore cost-effectively.

We're expanding the use of educational technology...

District Computer ServicesEach school district and applied

technology center throughout thestate acquires some type of dataprocessing through the State Officeof Education District Computer Ser-vices Section. Services often varyfrom district to district depending onneed, from fiscal services such aspayroll, budget/generaHedger, fixedassets, and warehouse to studentservices such as grade reporting,transcripts, attendance, studentscheduling, and test scoring. Everydistrict has on-line access to themainframe at the State Capitol. Infall 1992, there were 1,544 terminalsconnected with approximately 1,800unique operators with security to uti-lize the diverse applicationsavailable. These numbers repre-sent 233 sites with 71 remote jobentry locations.

During the past year, the FiscalInformation System (FIS) has seenenhanced use of the Local Input andInquiry System, which is attractinginterest as it expands to meet localsite management needs. This sys-tem allows local administrators toreceive up-to-the minute expendi-ture and budget balances f romcomputer terminals in their ownschools. For districts using the StateOffice warehouse system, local ad-ministrators, including school lunchmanagers, can order items from dis-trict warehouses using the sameterminals. Greatest expansion inuse of this system has been in thePurchase Requisition Entry Systemenabling administrators to input theirown purchase requisitions and trackthem through the approval, order-ing, and shipping process.

The Student Information Sys-tem (SIS) experienced a majorconversion oi, some of its SIS records.The total syL;tem is now in a moderndatabase format as opposed to the"fixed length" records it started withover 25 years ago. Along with theconversion itself, many screens were

modified to include new data fields.For example, the SIS system cannow accommodate up to eight grad-ing terms in the year. This shouldprovide flexibility for SIS users whoare experimenting with new curricu-lum models. The new format shouldallow for renewed emphasis on down-loading and de-centralized computeroperations while maintaining themainframe for overall state needsand movement of "cumulative folder'and transcript data between districts.

OASIS (Off-line Applications forSIS) attendance is now serving 42schools, up from 27 schools lastyear. It has been highly successfulbecause it interacts directly with SISmainframe data yet allows the localcomputer within the school to do theactual processing. Transporting datathrough downloading and uploadingbetween the mainframe and localschool computers has allowed dis-tricts to do local printing of reports,import files to spreadsheets and da-tabases, and secure studentsummary information. Enhancedspeed and efficiency of the new scan-ner, which came on:linein January 1992, made it possibleto process an increase of 38,960norm-referenced and 199,469 crite-rion-referenced tests between '89-90and '91-92.

Technoiogy CurriculumUpdate

During '91-92, the State Officetechnology education specialist wasinvolved in conducting almost 30separate workshops providing tech-nology training to over 800 teacherson such topics as Macintosh,Hypercard, Novell Netware, elemen-tary school laserdisc use, and theInformation Technology core curricu-lum.

A second emphasis was to re-vise certification standards forteachers and graduation require-ments for high school seniors to helpthem use today's technologies more

36

skillfully, compete more successfullyin today's technological workplace,and be productive in higher educa-tion.

With installation of a toll-freephone line paid by a partnership withthe private sector, the statewide bul-letin board now serves as aninformation resource and cost-freeexchange system receiving over11,000 calls per year. Special con-ferences have been set up foreducational groups such as the Edu-cational Technology Initiative andthe Utah Council for Computers inEducation.

Distance LearningDevelopment

The Utah Distance Learning De-velopment Alliance, created by theState Office of Education in 1991, isa partnership between public educa-tion, higher education, and the privatesector that continues to be active instatewide coordination of develop-mental activities in the distancelearning arena with support from theProject Assistance Services Section.

During 1991-92, the Section pro-vided consultation and technicalsupport for distance learning relatedneeds directly to all school districtsand is presently involved in support-ing distance learning projects innearly half the state's school dis-tricts. For example, aJordan Districtproject is successfully teaching Span-ish to Majestic Elementary studentsintegrating a live teacher with multi-media interactive technologies.

EDNET Microwave NetworkServices

During 1991-92, EDNET, the in-teractive telecommunication networkoperated by the Utah Education Net-work at the University of Utah thatconnects over 20 communities withinthe state, continued to conductagency inservice classes and meet-ings that realize significant savingsin agency travel expenses and to

29

We're expanding the use of educational technology...

schedule an average of 13 suchmeetings on a monthly basis, reach-ing all 40 school districts in the state.

As a partner in the Utah Educa-tion Network's Strategic Planningefforts, the State Office of Educationis actively supporting a proposal tonearly double the number of existingEDNET sites in the state using new,high-speed phone lines to deliverexpanded instructional services.Such services represent a growing,highly productive resource for Utah'spublic school system.

Other TechnologyDevelopments

The textbook adoption processwas significantly changed during1991-92 by tP evaluation and adop-tion of some technology-basedprograms which will take the place ofclassroom textbooks. This evalua-tion will allow schools to purchasetechnology-based programs withtextbook funds.

Instructional television focusgroups met in April and May 1992 toevaluate curriculum series for broad-cast on KUED and KULC for the1993-94 school year, and 186 seriescovering K-12 subjects were evalu-ated by over 60 school administrator,TV station, and State Office person-nel on the basis of curriculumcorrelation, production quality, andneed. The Instructional Telecom-munications Unit also provided a widevariety of satellite downlink servicespermitting agency staff to participatein live national and regional educa-tional teleconferences from Salt LakeCity.

3730

We're developing aworld-class curriculum...

Character Education

The Character Education Consortium, madeup of 13 schools from eight districts, metregularly during 1991-92 to network, inves-

tigate new materials, and develop their owncharacter education programs. Three hundredteachers, administrators, and parents from dis-tricts statewide received training in charactereducation programs facilitated by the State Officeof Education.

In October 1992, the State Boardof Education adopted a principle-centered Character Education Planthat recommends integrating char-acter development curriculum intoall areas of learning, raising aware-ness of character education issuesand available programs, and evalu-ating future character educationefforts as they take effect throughoutthe state.

Language ArtsPrimary goals in language arts

for 1991-92 were to continue theannual August inservice workshopat Cottonwood High School and fa-cilitate district implementation ofdirect writing assessment. In August1992, close to 600 teachers attendedthe Cottonwood event and formed anew partnership between the Utah

38

Part 11

Council of Teachers of English andthe workshop committee. Directwriting assessment movements flour-ished in several parts of the statewith support from the State Office ofEducation's assessment personneland language arts specialist.

Visual Arts / Music / Dance/ Drama

The State Office of Educationgranted 12 school districts a total of$128,000 during 1991-92 to helpimpiement the arts core curriculumin visual arts, music, dance, anddrama. Approximately 109 schools,56,662 students, and 2,439 teach-ers are presently reaping benefitsfrom participating. This is the firstyear of participation for twenty of theschools. The State Office and KUERPublic Radio presented the"Soundwaves" program each weekof the school year to introduce stu-dents to classical music in the state

31

We're developing a world-class curriculum...

music core. Copies of the"Soundwaves" study guide were dis-tributed to teachers and PTA leaders.

Social StudiesSeveral workshops conducted

with the Utah Geographic Allianceprovided training for over 800 teach-ers during the year. Additionally,some 100 teachers were trained inhistory and teaching about religionwith objectivity in a secular and his-torical context. Again, 600 highschool students participated in theNational Close-Up Program in Wash-ington, D.C., and 150 in the UtahClose-Up Program. Sixty studentscompeted in the Senate Youth Pro-gram. The Utah History Fair attractedstudents from rural as well as urbandistricts throughout the state. TheCitizen Bee had over 500 partici-pants.

MathematicsSixteen mathematics workshops

statewide for teachers K-12 in su m-mer 1992 involved approximately 500teachers in classes on using calcula-tors and technology in the classroom.Two workshops to prepare for theUtah Systemic Initiative were heldwith 45 elementary teachers from 30schools participating in each.

Approximately 100 elementaryteachers worked toward the elemen-tary mathematics endorsement nowavailable on the Wasatch Front. Themath core curriculum K-7 has beenrevised to focus on real-world prob-lem solving, practical applications ofmath concepts in oral, pictorial, and/or written form, and critical thinkingthat encourages questioning, re-sponding, and elaboration fromothers in the classroom.

ScienceA major accomplishment of

1991-92 was the training of two-person district elementary serviceteacher/leader teams to enhance thescience insight of their district el-

32

ementary teachers. The composi-tion of the teams is a knowledgeable,interested elementary teacher and asecondary science teacher. Theresult of the initial team training wasa total of 58 district workshops con-ducted with grade-level teachers.Evaluations focused on the value ofhaving local "experts" available afterthe training.

Most notable at the high schoollevel was the successful completionof nine one-week workshops for sec-ondary teachers. Each coursecovered an area of training directlyrelated to specific science endorse-ments such as physical science,geology, human anatomy and physi-ology, and astronomy. Instructorswere outstanding secondary scienceteachers who are models of hands-on, inquiry-oriented instruction willingto share resource materials and otheritems valuable to teachers.

Foreign LanguageSponsored by Utah State Uni-

versity with financial assistance forforeign language inservice, the StateOffice of Education held two wori<-shops, one on learning stylestrategies and the other on technol-ogy and foreign languages, for atotal of 50 teachers. Tne WeberState foreign language department,with supplementary funding by theState Office, sponsored an August1992 workshop for 45 persons pre-sented by Dr. Anthony Spanos andthe Weber State German, French,and Spanish faculty, on oral profi-ciency and the four skills listening,speaking, reading, and writing.

Library MediaInservice sessions were pre-

sented in several locations forapproximately 150 teachers and li-brary media personnel on findinginformation electronically, hypercardtraining, and alternate final products.An Experimental and Developmen-tal grant provided a complementary

CD ROM disc enabling users to con-vert library information to electronicform in every school district. Beaver,Emery, North Summit, Park City, Too-ele, and Wayne school districts eachreceived a $5,000 Chapter 2 grant toupdate library materials.

Three important committeeswere formed:Accreditation Revision,to revise library media standards tobring Northwest Accreditation stan-dards in line with national ones; TestItem Pool Development, to draft itemsto assess mastery of the library me-dia skills core curriculum; and HigherEducation Committee, to formulatechanges in certification requirementsto assure students and staff are ef-fective users of ideas and informationin all formats.

At the 1992 State Read-A-Thonheld throughout the state, over 1,0005th grade students raised over$15,000 to buy books for their ownlibrary media centers, and DeseretBook donated books valued at morethan $24,000 to both publi, and pri-vate schools that serve fifth graders.In conjunction with the Governor'sMansion Foundation, the State Of-fice distributed 1,700 copies of "Inthe Utah Tradition: A History of theGovernor's Mansion" to school li-brary media centers.

Healthy LifestylesDuring 1991-92, the State Office

of Education conducted five inser-vice sessions reachingapproximately 415 healthy lifestylesteachers. Special inservice sessionswere conducted for health educa-tors in small rural schools as part ofa collaborative effort with the Na-tional Rural and Small SchoolConsortium and for teachers of in-carcerated youth as part of acollaborative effort with the NationalCommission on CorrectionalHealthcare.

The Human Sexuality ResourceFile was completed during summer1992. Approximately 400 second-

39

ary heatth educators and adminis-trators attended one of two inservicetrainings on this file. The State Of-fice, in collaboration with the StateDepartment of Health and Divisionof Substance Abuse, has developedan interagency working committeeforcomprehensive school health thatis in the process of developing state-level objectives for comprehensiveschool health components while as-sisting local districts to implementmore effective programs.

Gifted and TalentedGifted and Talented coordina-

tors from around the state metmonthly to network and f acilitate pro-grams in '91-92. Statewide giftedand talented training for teacherswas conducted in three regions andinvolved 100 teachers in beginninggifted and talented training. Severaldistricts initiated new plans for giftedand talented programs.

We're developing a world-class curriculum...

4 033

Part 12

We're serving all studentsincluding those St risk...

At Risk Programs

The State Office of Education Services for AtRisk Students Section insists that allstudents, as stated in the Utah Strategic

Plan, means ALL including those at risk. In 1991-92, all At Risk funds continued to empower a servicesystem based on interagency collaboration andmaximum involvement of the family and businesscommunity and to flow through to district programsbased on individual need.

In 1991-92, Utah received over$19.6 million in federal Chapter 1funds for programs to help nearly31,000 educationally deprived stu-dents in 274 schools with reading,math, and language arts, and toprovide student counseling services.Of these children who were 78percent white/22 percent minorityand 55 percent male/45 percentfemale, the majority improved in

34

academic achievement and attainedhigher scores on norm-referencedtests.

Special EducationThe Utah Agenda for Meeting

the Needs of Students with Disabili-ties, developed in 1991, still servesas a philosophical framework forspecial education in Utah. A repre-

41

Students Served inAt-Risk Programs

FY1992Name of Program I Students Served

Alcohol/Drug/ 452,650Tobacco Prevention"

At-Risk Program" 177,893

Chapter 1 30,513

Corrections Education" 1,654(Neg/Delinquent Chapter 1)

G ED 832

Migrant Education 750

Special Education (Ages 3-21) 4,724

Voc Ed for Homeless Children 46,602

Voc Ed/Carl Perkins H-D 5,187

Youth in Custody (Stater' 9,036

TOTALS" 729,841

*1 Statewide including Privet* Schools*2 Est. of 40% of Statewide Schooley* Population*5 Number In Prlson(e) Is 3,037*4 ADM Equivalent**5 Duplicate Count

4

sentative group from various entitiesinterested in education for Utah's46,000 children with disabilitiesmeets as an advisory committeeand has set forth eight strategiesand action plans.

Public Law 101-476, the Indi-viduals with Disabilities EducationAct, amends the federal specialeducation law and is making aprofound impact on services. TheState Office of Education spacialeducation staff is providing leader-ship and direction in developinga competent special educationteaching force and is upgrading theskills and training of more than2,000 special education and relatedservice personnel throughout thestate.

Special TransitionPrograms

In '91-92, the State Office ofEducation received $462,000 fromthe Office of Special Education andRehabilitation Services to fund oneyear of the Systematic Transitionfor Utah's Disabled Youth (STUDY)Project. The project staff developeda framework for an effective trans-agency transition system to beused by local interagency councilsas they work to assure the success-ful transition of graduating studentswith disabilities.

This year, Washington, SouthSanpete, Ogden, and Granite dis-tricts received $40,000 each andhave been invited to serve as modelsites. Ten additional sites will beawarded $15,000 each to developspecific components of the frame-work.

Two studies have been under-taken to assess long-term outcomesfor students with disabilities andmeasure the effectiveness of thestatewide transition effort. TheEmploying Utahns with DisabilitiesSurvey, sponsored by the StateOffice of Education and State Officeof Rehabilitation, Office of Job

We're serving all students including those at risk...

Training, Community and EconomicDevelopment, and Governor'sCommittee on Employment of theHandicapped, gathered data onexperiences with and of disabledemployees and perceived barriersfrom over 400 Utah companies.

The second study, sponsoredby the Governor's Council for Peoplewith Disabilities and the State Office,was designed to determine thestatus of students exiting in the'90-91 school year regardingresidential arrangements, employ-ment, continuing education,community activities, access tosocial services, and incarceration.Telephone interviews were con-ducted with 275 students and parentsfrom 78 schools in 25 districts.

Carl Perkins AppliedTechnology Programs

The Services for At RiskStudents Section also providedtechnical assistance to special edu-cation directors representing Utah's40 school districts and nine post-secondary institutions. TheOgden-Weber Applied TechnologyCenter, which hosted the NationalAssociation for Special NeedsState Administrators Conference,continues to be the center to trainstudents with and without disabilitiesin mainstream applied technologyprograms.

Steps are being taken todevelop a branch campus of UtahValley Community College in ParkCity to link high school and post-secondary learning focused onemployment for all students. A com-bination of Carl Perkins and SpecialEducation funds will be used toassure that all students really meansALL students. The Carl Perkinsand Applied Technology Actamendments of 1990 call forintegrating academics and voca-tional instruction to teach allaspects of industry technology andTech Prep.

42

Work Based TrainingPrograms

In 1991-92, the Section alsoprovided technical assistance toschool districts and post-secondaryinstitutions interested in offeringapprenticeship programs and pre-sented a master plan draft forapprenticeship to the Union Appren-ticeship Council TrainingAssociation, Bureau of Apprentice-ship and Training, and AppliedTechnology Education Section of theState Office of Education. The planmakes credit and curriculumtransferable between seven institu-tions offering related training andprotects 16-year-old apprenticesunder Workman's Compensationwith benefits under the IndustrialCommission and State Office WorkBased Training Programs.

The Work Based Trainir %hodof Apprenticeship program, beingexpanded into the Nine DistrictConsortium high schools, willcontinue to be competency-basedand individualized for studentneeds in a particular trade. Techni-cal assistance will continue tobe provided in workshops andseminars, assuring that appropriatecurriculum and training remainavailable and accessible to ALLeligible students. For Utah studentsto compete in a worldwide market-place, youth apprenticeship isessential.

Programs for theHomeless

Through Stewart B. McKinneyAct funding and $622,960 in new1991-92 appropriations from theUtah Legislature, data was gatheredand education programs for home-less children and youth weremonitored in each school districtthrough collaborative efforts withlocal shelter and social servi6eproviders. Technical assistaricewas provided at a statewide confer-ence on home-lessness sponsored

35

We're serving all students including those at risk...

by the Office of Community and Eco-nomic Development.

An additional staff member hasassumed the responsibility of pro-viding the annual count of homelessstudents required by the Stewart B.McKinney Homeless Assistance Act,which includes information regard-ing school attendance, grade level,and barriers to school access facedby homeless students.

New data regarding ruralhomelessness, which is particularlycritical in San Juan School District,has been attained. Plans to addressthe problems of these homeless chil-dren and youth have beenformulatedin anticipation of additional fundingof $2 million, approved by the StateBoard of Education as a request tothe 1993 State Legislature.

Youth in Custody ProgramUtah's Youth in Custody Pro-

gram provides educationalinstruction and support services toall children and youth in the custodyof the Division of Family Servicesand Division of Youth Corrections.The State Board of Education con-tracts with school districts to providelocally initiated services. Studentservice needs are determined bylocal Youth in Custody advisory coun-cils comprised of members from thelocal Division of Youth Corrections,Division of Family Services, Juve-nile Court, school district, andcornmunity-at-large.

Program applications are re-viewed annually by the UtahCoordinating Council for Youth inCustody whose members are jointlyappointed by the State Board of Edu-cation and Utah Department ofHuman Services. In 1992, 24 schooldistricts were awarded $4,477,719in grants to provide educational ser-vices to 9,304 enrollees ranging inage from five years to 21 years.There is a 6 percent projected Youthin Custody enrollment increase for1993-94.

36

Corrections EducationIn 1988, the Utah Legislature

transferred the responsibility for edu-cation of inmates in the custody ofthe Utah Department of Correctionsto the State Board of Education andtransferred $114,600 to the Board topay for the program. In 1991, theLegislature allocated $369,200 forthe education of 3,000 inmates, $123per inmate. After a review of correc-tions education programs andtherapidly expanding correctionsbudget, the State Office of Educa-tion proposed an inmate recidivismreduction program which could savetaxpayers $22 million per year.

The rate of Utah inmate return toprison was calculated at over 80percent in 1992. House Bill 29,passed by the 1992 Legislature, di-rects the State Board of Education toestablish a nine-component inmaterecidivism reduction program to becollab-oratively supported by ninenamed state agencies. A budget of$6,600,000 was requested. The pro-gram was funded at $939,600. TheCorrections Education RecidivismReduction Program made 1992 apivotal year for change in correc-tions education in Utah.

43

air

Pad 13

State Office ResearchLibrary

a a

Now going into its fifth year, the State Officeof Education Research Library offers acarefully selected collection of electronic

databases, literature reviews, statistical compen-dia, government documents, and professionaljournals, and continues to provide expert assis-tance to government officials and educatorsthroughout the state in researching educational andsocial policy.

Additionally, the research librar-ian assists agency staff in fulfillingtheir responsibilities under the Gov-ernment Records Access andManagement Act, participates inprojects of the Information ResourceAdvisory Committee, and serves thepublic interest as an officer of theUtah Library Association's Govern-ment Documents Round Table.

School Law andLegislation

In 1991-92, the School Law andLegislation Section staff wrote andcoordinated passage of several newlaws relating to criminal backgroundchecks on school personnel, con-duct of school employees,expungement and sealing of records,and prohibition of corporal punish-

4 4

ment, all of which help to protectchildren in the public schools, andprovided inservice training for sev-eral groups involved inimplementation of new legislation.

The Section also assisted in ob-taining U.S. Supreme Court reviewof graduation prayer in the case ofLee vs. Weisman. The Court foundthat graduation prayers may not beoff ered at school-sponsored second-ary graduation ceremonies, therebylaying to rest an issue that has polar-ized communities and coGt schooldistricts many thousands of dollarsin litigation expenses. Section staffalso played a support role to theAttorney General's Office in casesinvolving school fees, interstate con-flicts on school attendance, andinterstate cooperation.

Acting only in a "sounding board"capacity, the staff continued as wellto respond to hundreds of telephoneand in-person inquiries f rom parents,

37

We're providing quality education support services...

teachers, district personnel, govern-ment officials, attorneys, and themedia on school prayer, choice ofteaching materials, copyright regu-latk,n, access to school records,district citizenship policies, residencyrequirements, truancy, and sexualharassment.

The specialist acted as hearingofficer in numerous Child NutritionProgram audit appeals and workedclosely with the Attorney General'sOffice to implement the GovernmentRecords Access and ManagementAct and with school districts in theirefforts to develop policies conform-

ing to this law.Both the coordinator and spe-

cialist served as State Land Boardmembers as designees of the StateSuperintendent of Public Instructionto address such important issues asa federal land exchange which wouldhave resulted in millions of dollarsfor the School Land Trust. That billfailed to pass in the last week of theCongressional session but will bereintroduced next year, represent-ing great economic potential toenhance public education revenue.

Total = $101,013,620

$36,000,000

$8*592y301

$28,976,609

$ ,063,153

$20,381,5th

Sources of Funds

ChildNutritionProgram1991-92

LoCal Funds:Student/Other Payments toSchool Lunches

State Funds:School Lunch (Includes SocialSecurity and Retirement Benefits)

Federal Funds:School Lunch

Federal Funds:Commodity

Federal Funds:Breakfast $1,716,934Child Care $17,355,876Special Milk $74,661Summer $1,144,454Nutritional Education $89,637Training

38 45

Child Nutrition ProgramsDuring 1991-92, the Child Nutri-

tion Programs (CNP) continued toadminister school lunch and otherfood service programs in accord withregulations promulgated by the U.S.Department of Agriculture to publicand private schools, institutions, andsummer camps. The staff providedleadership and technical assistanceand acted as liaison between thefederal government and locally ad-ministered nutrition programs.School lunch program coordinatorsare working to provide low-fat mealswhich suit today's health-and-fitnessconscious lifestyle and to help youngpeople establish lifelong habits ofgood nutrition.

These programs include the Na-tional School Lunch Program, SchoolBreakfast Program, Child and.AdultCare Food Program, Summer FoodService Program, Special Milk Pro-gram, Food Distribution Program(Commodities), and the NutritionEducation and Training Program. Astrategic planning committee has rec-ommended that the processestablished a few years ago to en-hance CNP viability be continuedwith broad-based participation.

Emergency PreparednessIn 1991, the State Office of Edu-

cation Emergency PreparednessDisaster Program was implementedin the state's 40 school districts incoordination with the State Divisionof Comprehensive Emergency Man-agement and Federal EmergencyManagement Agency. A K-12 emer-gency preparedness manual for allschool districts was developed re-cently by Davis District, and plansare underway to distribute it through-out the state in spring 1993.

Pupil TransportationIn the 1991-92 school year,

Utah's nhool buses traveled ap-proximately 23 million miles,transporting 142,600 pupils each day

We're providing quality education support services...

on 1,800 buses. The 40 schooldistricts accomplished this task with2,048 drivers, 86 driver/trainers, and70 mechanics, along with supportstaff. The final cost for regular anddisabled pupil transportation was$39,626,974.

Acting on the recommendationof the Utah School Finance TaskForce, the 1992 Legislature includedlanguage in Senate Bill 212, the Mini-mu m School Program Actamendments, that significantlychanges pupil transportation financ-ing. A new formula will distributestate pupil transportation funds tothe districts in accord with bus mile-age driven, bus operating hours, andthe cost of equipment and mainte-nance. Utah will also evaluate andredesign bus routes with a state-of-the-art computer program providingdata on miles driven and hours oper-ated.

Human ResourceManagement

During 1991-92, the Human Re-sou rce Management Sectionconducted 102 personnel recruit-ments for the State Office ofEducation and State Office of Reha-bilitation which had a combined 18percent turnover rate. It providedposition announcements, scheduledand conducted panel interviews,notified and explained information toapplicants, and worked to documentessential jobfunctions to comply withthe Americans with Disabilities Act.

Some 158 position reclassifica-tions were made involving an analysisof position responsibilities and re-quirements, conducting positionaudits, making schedule and organi-zational changes, and determiningsalary ranges and minimum qualifi-cations. This figure includes thecreation of 20 new positions and theabolishment of 68 positions, many ofwhich were due to the closing of theUtah Industries for the Blind wor1<-shop.

During the year, the Section alsoheld semi-annual inservice sessionsfor all State Office of Education em-ployees on drug awareness andeducation and on the First Amend-ment. Two customer service trainingsessions, five sexual harassmentprevention training sessions, and sixnew employee orientation sessionswere held for a total of 491 partici-pants.

In addition, the Section providedassistance to individual supervisorsand managers on employee disci-pline, corrective action, andgrievances; to a few employees onalcohol addiction, co-dependency,psychological distress, eating disor-ders, and other health problems; andto school districts and applied tech-nology centers on classification,compensation, early retirement op-tions, and other personnel matters.

Public Relations / MediaProduction

The Public Relations Section co-ordinated with the Governor's Officein support of the State Public Educa-tion Strategic Plan, education-relatedpress conferences and specialevents, and as a supplier of informa-tion and editorial writing service forthe Governor's Awards for Educa-tional Excellence and otherprograms. The Section is "on call" tofacilitate contacts between the me-dia and education spokespersons atState Board meetings, to trouble-shoot controversial issues, draftspeeches, tributes, and resolutions,and to assist state staff and schooldistricts.

The media production crew sup-ports State Office staff and schooldistricts in producing educational vid-eotapes. The section also providesongoing support to State Office ofEducation and Rehabilitation staff inwriting, editing, and graphic designservices.

The National Basketball Asso-ciation, in conjunction with the UtahJazz and State Office of Education,

46

are conducting a Stay In School pro-gram in seven Utah school districtsthat includes 52 middle, intermedi-ate, and junior high schools and morethan 58,000 students. A specialmotivational assembly was con-ducted in each school last fall andstudents who show the most im-provement in attendance, attitude,and achievement during the first se-mester of '92-93 will be invited toattend the All-Star Stay In SchoolJam February 20, 1993, at the DeltaCenter.

Utah Public EducationFoundation

During 1991-92, the Utah PublicEducation Foundation continued tosolicit private contributions to ourpublic school system and to main-tain partnerships with suchcompanies as Geneva Steel, TCICableVision, Smith's Food and DrugStores, Albertson's, Chevron OilCompany, American Express, Digi-tal, KSL, and the Salt Lake AreaChamber of Commerce. Seminarshave been held to help businessesunderstand the school/business part-nership process. Funds for theIncentives for Excellence Program,which encourages schools and busi-nesses to collaborate to qualify forlegislative dollars, were doubled for1992-93.

During 1991-92, the Board ofDirectors of the Foundation success-fully sponsored a corporate breakfastfor cmmunity ieaderswho weretheninvited to become involved in educa-tion through contributions of time,money, and expertise. During July,Chevron sponsored a Rocky Moun-tain Teacher Energy Tour.Twenty-five teachers from variousdistricts were invited for a week-longtour and inservice on energy produc-tion and energy issues. Severaltraining opportunities have been pro-vided for local district directors. Threeday-long training sessions were do-nated by Foundation staff at BYUand regular EDNET meetings heldwith district foundations from acrossthe state.

39

Part 14

We're funding the systemand studying trends...

Finances andDemographics

Utah continues to rank last nationally in termsof current public education expenditures at$3,092 per pupil. Mississippi is next to last,

at $3,344 per pupil. In order to catch up to Missis-sippi, Utah would have to spend about an additional$116 million. However, Utah's demographics con-tinue to reflect an atypical pattern unlike most of thenation.

Although our birthrate is decreas-ing, it remains the nation's highest,as does the percentage of our youngschool-age population of five-to-17-year-olds. At the same time, Utahhas a smaller percentage of taxpay-ing citizens of prime working age(18-64) than any other state to gen-erate tax dollars for public education.Presently complicating this picturewas significant student net in-migra-tion of almost 2,000 students from

40

1991 to 1992, the first time Utah hasexperienced student growth from netin-migration since 1982. This trendis likely to continue.

New EnrollmentChallenges

Utah's school system was notfully prepared for such a sharpupswing in enrollment just when thegrowth surge of the middle '80s wasleveling off.. The statewide enroll-

4 7

ment "bubble", now centered on the7th grade containing 37,849 stu-dents, is predicted to exceed 38,000in the 9th, 10th, and 11th gradesin 1997-98. However, if birthratesand migration patterns remain asexpected over the next five years,enrollments will begin to fall.

At the same time that Utah'saverage school enrollment per dis-trict was rising last year, the number

Average SchoolEnrollment per DistrictState Enrollment Rank

1990-91 1991-92

Maryland 29,798 30,677 3

Utah 11,118 11,355 7

National 2,713 2,787Average

Montana 289 295 51

Number of PublicSchools

October 1991 1992

Elementary Schools 441 441

Middle Schools 34 33

Junior High Schools 79 81

Senior High Schools(10-12) 42 42

Jr.-Sr. High Schools (7-12) 25 25Four-Year High Schools 32 33Special Schools 53 44Alternative High Schools 16 17

Total 722 716

Average EducatorSalaries

(Excluding Career Ladders)

1989-90 1990-91 1991-92

Regular $23,854 $25,854 $26,339ClassroomTeachers

Principals 39,137 39,137 43,945

All 24,591 24,591 27,189InstructionalStaff

Supervision 37,974 37,974 42,884

Administration

Comparison in Numberof School Districts inUtah and Other Statesin the Continental U.S.

NumberState Districts Rank

Nevada 17 49Delaware 19 48Maryland 24 47Rhode Island 37 46Utah 40 45Mountain States 140

AverageNational Average 307California 1009 2Texas 1050 1

We're funding the system and studying trends...

of districts remained the same, con-serving administrative costs. In fact,1991-92 saw six fewer public schoolsthan in the previous year as well asa 4.5 percent decline in studentteacher ratios. Utah's public educa-tion system remains caughtbetween its spectacular potentialand the twin constraints of its demo-graphic realities and conservativefunding ethic.

Pupil-Teacher Ratio

24.2

1987-88 1991-92

Utah continues to have thenation's highest ratio of

students per teacher in theUSA*

*N EA, rankings of the States, 1992

School Finance UpdateIn 1991-92, the School Finance

and Statistics Section continued toprovide funding and related servicesfor the regular K-12 statewide publicschool system, to collect and reporta wide variety of fiscal and non-fiscaldata, to oversee the three overlap-ping public education budgeting

Statewide Class SizeOctober 1992

12th 28.775

11th 32.676

10th 35,107

9th 33 524

8th 36,813

7th 37,849

6th 37,041

5th 37,547

Ath 35.956

3rd 35,127

2nd 34.335

1st 34,113

32,652

0 10,000 20,000 30,000 40,000

Number of Students In Thousands

Statewide Concurrent EnrollmentFive-Year Summary

1987-1992

1987-88 1988-89 1989-90 1990-91 1991-92

Students 2,425 3,137 3,962 4,582 5,434

Total Quarter Hours 23,402 30,923 37,640 49,122 55,590

Total Money $200,000 $367,186 $381,895 $419,952 $473,820

Money/Quarter Hour $8.55 $11.87 $10.15 $8.55 $8.52

4841

We're funding the system and studying trends...

cycles, to hold annual regional pub-lic hearings to gather statewide :n.puton the State Board of Education'sannual legislative request to the gov-ernor, and to provide a variety ofrelated technical assistance servicesto local school districts and otheragencies.

During the year the Section con-tinued to respond to changes broughtabout by the comprehensive schoolfinance study relating to district eq-uity and restructuring of school

Public EducationExpenditures per Pupil

1988-1992

Year Utah Rank National

1988 2,442 51 4,2791989 2,579 51 4,6071990 2,817 51 4,9751991 3,000 51 5,2411992 3,092 51 5,466

finance formulas. Major areas offocus included transportation, capi-tali acilities, and student growth. Theobjective has been to provide morecertainty and flexibility as school dis-tricts and others make f iscal choices.

Year-Round SchoolStatistics

1992-93

Total Number of Utah School Districts 40Number of participating districts 10Percent of participating districts 25%

Total Number of Utah SchoolsTotal participating elementary schoolsTotal participating secondary schoolsPercent of participating schools

7167510

12%

Total Number of Utah Students 461,259Total number of participating students 73,333Percent of participating students 16%

Total Number of Utah Teachers 19,721Total number of participating teachers 2,840Percent of participating teachers 12.4%

Utah's Young PopulationRanking of the Percent Distribution by Age of the

Resident PopulationJuly 1, 1991

70%

60%

50%

40%

30%

20%

10%

Utah

IIU.S. Average

9.8%Rank

2

Under 5

26.6%Ra nk

1

54.96A 61.9%Rank

51

83% 12.6Rank50

5-17 18-64 65+

Age of Resident PopulationU.S. Dept. of Commerce, Bureau of the Census,

Current Population Reports

42

High School SeniorIntentions

The September Intentions ofUtah High School Seniors, an an-nual survey conducted by the StateOffice of Education School Financeand Statistics Section, found thatabout 85 percent of the 1992 gradu-ates planned to pursue some form ofpost high school education comparedto 88 percent for the previous year.About 73 percent of those same re-spondents, over 18,000 public andnon-public high school seniors fromthroughout the state, said they alsoplanned either full-time or part-timework as a postsecondary activity.

Results of the survey indicatedthat despite evidence more and morewell-paying, technology-orientedjobs do not require a college degree,approximately 70 percent of all 1992high school seniors in Utah plannedto seek a traditional academic, lib-

Grades K-12 EnrollmentProjections

(October 1, 1993 through October 1, 1997)

473,000

472,000

471,000

October 1Enrollments 472,277

470,870

470,056470,000

469,786

469,000

468,000467,684

467,0001993-94 1994-95 1995-96 1996-97 1997-96

49

eral arts education rather than enteran applied technology training pro-gram and knew they would have toearn at least part of their own ex-penses through employment.

Internal AccountingIn 1991-92, the Internal Account-

ing Unit monitored the fiscalaccountability of the State Office ofEducation, State Office of Rehabili-tation, Child Nutrition Program, andMinimum School Program, andserved as the funding agent for theapplied technology centers, Fine Attsprograms, the Utah State Develop-mental Center, the Youth Center atUtah State Hospital, and CorrectionsEducation.

Internal data processing servicesassisted the School Finance and Sta-tistics Section in automating theirdata, setting standards for agencydata, hardware, and software, andimproving agency efficiency in datacollection and technology use. Fi-nancial information was shared withthe State Office of Planning andBudget, Legislative Fiscal Analyst,and all education-related legislativesubcommittees.

The Unit provided information tothe State Auditor for the FederalSingle Audit, worked closely with theState Board of Education InternalAuditor, processed in excess of53,000 transactions, and negotiatedwith the federal government the1992-93 indirect cost rate. Respon-sible for a budget of more than $1billion containing 85 different rev-enue sources, Internal Accountingcontinued as well to provide servicesin budget preparation and mainte-nance, payroll, purchasing, cashreceipting, fixed assets, and expen-diture control.

We're funding the system and studying trends...

5 0 43

Our future depends on education!

In 1991-92, our public school system absorbedmore than 9,500 additional students, a signifi-cant number of which were from in-migrating

families. This past October, the increase was justover 7,000. Our obligation to serve them must behonored. We recommend that full funding ofenrollment growth remain Utah's first budgetpriority.

At the same time, initiatives suchas the State Systnmic Initiative, re-ducing class size in the elementarygrades, educational technology, site-based decision making, andperformance based educational re-forms must continue. Our decliningdropout rate and rising graduationrate must be sustained.

Why invest more in public edu-cation? Because ail students,whatever their abilities and potenti-alities may be, deserve a world-classeducation. We believe that everyindividual has inherent value. It's thatsimple. Education is the key to Utah'sfuture!

51 45

Utah State Office of Education250 East 500 South

Salt Lake City, UT 84111

Scott W. BeanState Superintendentof Public Instruction_

52