DOCUMENT RESUME

ED 370 182 EA 025 804

TITLE Utah State Superintendent of Public Instruction,Annual Report, 1992-93.

INSTITUTION Utah State Office of Education, Salt Lake City.PUB DATE [943

NOTE 41p.; For 1991-92 report, see ED 363 944.PUB TYPE Reports - Descriptive (141) Guides Non-Classroom

Use (055)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Annual Reports; Educational Change; *Educational

Development; *Educational Objectives; *EducationalPlanning; Elementary Secondary Education; *ProgramEffectiveness; Public Schools; *State Government;*Strategic Planning

IDENTIFIERS *Utah

ABSTRACTThe 1992-93 annual report describes Utah's progress

in implementing the Utah State Public Education Strategic Plan. Theplan is designed to guide schools to improvement. It seeks to educateUtah citizens, give students learning and occupational skills,develop students, and offer schools flexibility in meeting goals.Part of the strategic plan is assessing students' progress. In 1992,students in grades 5, 8, and 11 were tested. Evaluations were done ofthe effectiveness of various school programs, including thecareer-ladder program, year-round schools, site-baseddecision-making, and other programs. Efforts to build equity andopportunity in mathematics and science, limited-English speakingstudents, rural schools, and other areas are reviewed. Steps werealso i Aen to improve school safety and combat student drug andalcohol abuse. School-to-work efforts throughbusiness-community-school partnerships are also reviewed. Hands-onlearning programs were stressed for basic subjects. Forms ofelectronic education such as distance learning and satellite servicesare reviewed. Schools also worked toward integrating services forstudents at risk. Use of applied technology continued to expand.Efforts were made to enhance teaching as a profession. Changingfinancial and demographic information about schools was alsomonitored. And education support services were reviewed. (JPT)

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

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ANNUAL REPORTOF THE UTAH STATESUPERINTENDENTOF PUBLICINSTRUCTION1992-93

U.S. DEPARTMENT OF EDUCATIONOft* ol EdvCalunnia annioarCn and InnwOvanliint

EDUCATIONAL RESOURCES INFORMATIONCENTER MAIO

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"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

Scott W. BeanState Superintendent of Public Instruction.

UTAH STATE OFFICE OF EDUCATION

0 250 East 500 SouthSalt Lake City, Utah e4111

2BEST COPY AVAILABLE

..

UTAH STATE BOARD OF EDUCATION

UTAH STATE BOARD FOR APPLIED TECHNOLOGY EDUCATION

Neola BrownDistrict 1Beaver, UT 84713

Lynn HaslemDistrict 2Altonah, UT 84002

Harold S. JensenDistrict 3Gunnison, UT 84634

Keith T. CheckettsDistrict 4Logan, UT 84321

Thomas F. DavidsonDistrict 5Ogden, UT 84403

Milton KendrickDistrict 6Ogden, UT 84403

Katharine B. GarffDistrict 7Bountiful, UT 84010

Daryl C. BarrettDistrict 8Salt Lake City, UT 84108

Kay McDonoughDistrict 9Magna, UT 84044

Donald G. ChristensenDistrict 10West Valley City, UT 84120

Scott W. BeanChief Executive Officer

C. Grant HurstDistrict 11Sandy, UT 84093

Boyd F. JensenDistrict 12Murray, UT 84107

Allen E. LitsterDistrict 13Midvale, UT 84047

Marlon 0. SnowDistrict 14Orem, UT 84057

Linnea S. BarneyDistrict 15Orem, UT 84058

Twila B. AffleckSecretary

PAGEINTRODUCTION

We're implementing Utah's Public EducationStrategic Plan!

1. WE'RE USING STATE STRATEGIC PLANSTRATEGIES... 3The Utah Strategic Plan LawRecommendations of the Statewide StudyThe First Group of Centennial SchoolsNational Education Goals UpdateLocal Agency Assistance

2. WE'RE CONDUCTING MULTI-FACETED STUDENTASSESSMENT... 5Utah's Statewide Testing ProgramCore Curriculum AssessmentAmerican College Testing ResultsAdvanced Placement UpdateThe 1992 National AssessmentEducation in States and NationsHigh School Course-Taking PatternsDistrict Performance ReportsThe1990 Census of Educational Attainment

3. WE'RE REFINING ?RODUCTIVE SCHOOL REFORMPROGRAMS... 9The Career Ladder ProgramExperimental Developmental ProgramsYear-Round Schools and Modified CalendarsGovernor's Awards for ExcellenceNational Diffusion NetworkSite-Based, Decision-Making Pilot ProgramUtah Center for Families in Education

4. WE'RE BUILDING EQUITY AND MOREOPPORTUNITY...

Math, Engineering, Science AchievementLimited English ProficiencyRural Schools CoordinationCommunity EducationTurning Point ProgramGender EquityGifted and Talented ProgramsConcurrent Enrollment UpdateEarly Graduation Scholarships

5. WE'RE OPERATING SAFE SCHOOLS FORRESPONSIBLE CITIZENS...

Law-Related EducationInternational EducationPre-K-12 Alcohol and Drug Prevention

11

14

Drug-Free School ProgramsDrug-Free Community TrainingCharacter EducationThe BEST Project

6. WE'RE FACIUTATING SCHOOL-TO-WORKTRANSITION...Focus on OutcomesSchool-to-WorkApprenticeshipsComprehensive Guidance ProgramApplied Technology CentersCustom-Fit TrainingGED TestingCommunity Service LearningAdult Education Programs

PAGE

rn

7. WE'RE DESIGNING REAL-LIFE, HANDS-ONLEARNING...Core Curriculum InserviceReading/Language ArtsVisual Arts/Music/Dance/DramaSocial StudiesMathematicsScienceForeign LanguageLibrary MediaResponsible Healthy LilestylesInstructional Materials Adoption

16

18

8. WE'RE DELIVERING EDUCATION IN ELECTRONICFORM... 21

Educational Technology InitiativeDistance LearningEDNET Satellite ServicesTechnology Curriculum UpdateThe Star Schools ProjectDistrict Computer Services

9. WE'RE INTEGRATING SERVICES FOR STUDENTS ATRISK... 23The "All Means All" InitiativeChapter 1 Educational AssistanceIntegrated Service DeliveryLocal Interagency CouncilsAt Risk Flow-Through FundingGang Preveidion and InterventionSpecial EducationSpecial Transition ProgramsPrograms for the HomelessMigrant Education

4

PAGEYouth in CustodyCorrections Education

10. WE'RE EXPANDING APPUED TECHNOLOGYEDUCATION... 27Tech PrepTrade, Industrial, and Technical EducationIndustrial and Agricultural TechnologyBusiness EducationHealth Science TechnologyAgriculture EducationHome Economics EducationEconomic EducationStudent Leadership OrganizationsIntegrated Curriculum

11. WE'RE ENHANCING TEACHING AS APROFESSION... 30Teacher Personnel StatusAlternative Preparation for TeachingRobert C. Byrd ScholarshipsProfessional Practices Advisory CommissionUtah Principals AcademySchool Accreditation

12. WE'RE MONITORING SCHOOL FINANCE ANDDEMOGRAPHICS... 32Pupil Expenditure Remains LowThe Present Enrollment PictureComponents of Future Change

13. WE'RE PROVIDING EDUCATION SUPPORTSERVICES... 34State Office Research LibrarySchool Law and LegislationChild Nutrition ProgramsEmergency PreparednessPupil TransportationHuman Resource ManagementPublic RelationsUtah Public Education FoundationInternal AccountingAgency Computer Services

CONCLUSION 37

5vi

INTRODUCTIONWe're implementing Utah's Public Educa-

tion Strategic Plan!

Utah's public education leaders are seiz-ing the concept of strategic planning to bringinto being a new kind of public school more re-sponsive and resourceful than ever before. Asthe importance of making careful, long-rangedecisions becomes apparent in schools, schooldistricts, and communities across the state, stra-tegic planning is emerging as the most power-ful single force for school reform in the 1990s.

Utah is earning national acclaim for set-ting in place a systemic model of integrated ser-vices for children and youth at risk that otherstates are now seeking to emulate. The suc-cess of Utah's Educational Technology Initia-tive and of our expanding student assessmentprogram during the past few years are alsobeing recognized both within Utah itself andacross the nation.

Issues such as school fees and fee waiv-ers, school building aid, increased Youth in Cus-tody funding and gang prevention and interven-tion need our attention. As our population grows,so must our efforts to fully fund all Utah stu-dents and to make sure they have access toapplied technology education in order to com-pete successfully in the global workplace of thenext century.

This Annual Report describes ourprogress to make the Utah State Public Educa-tion Strategic Plan a reality and improve ourschool system. It also offers up-to-date infor-mation about the needs and accomplishmentsof the State Office of Education as it implementsthe policies of the State Board and related leg-islation. I welcome your involvement in and sup-port of public education in Utah.

61

1. WE'RE USING STATESTRATEGIC PLAN STRATEGIES......to empower each Utah school to fulfill

the public education mission.

THE UTAH STRATEGIC PLAN LAW

Enacted by the 1992 Legislature throughHouse Bill 162, the 1992-1997 Utah State PublicEducation Strategic Plan is now a fully articulatedlaw known as the Utah Strategic Planning Act forEducational Excellence, Utah Code Section 53 A1 a, 101-109. In it the Legislature recognizes themission of public education

"...to assure Utah the best educated citizenryin the world and each individual the training tosucceed in a global society, by providing studentswith learning and occupational skills, characterdevelopment, literacy, and basic knowledgethrough a responsive, statewide system that guar-antees local school communities autonomy, flex-ibility, and client choice, while holding them ac-countable for results."

The law defines the characteristics of a pub-lic school system, offers parental participationguidelines, describes school district and individualschool powers, and authorizes school communitycouncils. Finally, the State Board of Education isencouraged to promote public awarene,..:, dis-seminate successful model practices, and reportstrategic planning progress.

RECOMMENDATIONS OF THE STATEWIDESTUDY

The State Office of Education took the leadin fulfilling the responsibility delegated to the StateBoard to develop a methanism for reporting state,district, and school progress toward implement-ing the State Strategic Plan to policymakers andother interested persons at each level within ourgovernment and the public-at-large.

The State Office selected the Western Insti-tute for Research and Evaluation (WIRE) to con-duct a Statewide Study of Strategic Planning inUtah's Public Schools to identify key strategic plan-ning activities going on at the present time, mea-

sure participant perceptions of their impact, andpromote adoption of the Strategic Plan by allits stakeholders.

In November 1993, the WIRE Study wasaccepted by the State Board of Education alongwith its recommendations. The Study called forroles and expectations of State Plan stakehold-ers to be clarified and for adequate funding tosupport the strategic planning process. It alsostressed the need for long-term commitment,inservice training, and the consistent reportingof progress.

THE FIRST GROUP OF CENTENNIALSCHOOLS

Enacted through House Bill 100 by the1993 State Legislature, the Centennial SchoolsProgram stands as a primary catalyst to show-case the mission, objectives, and goals of theState Strategic Plan in action. Five hundred edu-cators and public officials were present at theGovernor's Centennial Celebration that kickedoff this initiative. Utah's first group of 97 Cen-tennial Schools has established plans that in-tegrate a variety of innovative features designedto generate systemic change.

These Centennial schools come from allparts of the K-12 system and both urban andrural areas. They cut across all socio-economiclevels. All received a base allocation of $5,000plus $20 per student to implement their plans.Profiles of each school describing its past ac-complishments and future plans were compiledand distributed last fall.

NATIONAL EDUCATION GOALS UPDATE

Utah is continuing to make significantprogress in meeting the six goals adopted bythe nation's governors at the Education Sum-mit Conference held in Charlottesville, Virginia,in September 1989. But much still needs to bedone to make these goals a reality for Utah citi-zens. Each goal and a current example of Utah'sefforts to reach it are as follows:

Readiness for School: All Utah schooldistricts provide preschool special edu-

7

muial

?N`urri0

3

R-

cation serving a total of over 4,000 chil-dren age three through kindergarten.

High School Completion: During 1992,over 70 percent of the Utahns who tookthe GED tests qualified for a high schoolequivalency certificate.Student Achievement: The 1993 mathscores of Utah students on the ACT col-lege entrance test rose above the nationalaverage for the first time in two decades.

Science and Mathematics: The revisedhands-on math core is now being used inelementary classrooms; the revised K-6science core will be ready in 1994.

Adult Literacy/Lifelong Learning: In 1992-93, the State Office Custom-Fit TrainingProgram trained 3,600 new employees formore than 160 companies.

Safe, Disciplined, Drug-Free Schools: 39curriculum, peer, and parent-oriented pro-grams are operating to prevent alcoholabuse, drug abuse, and gang violence.

LOCAL AGENCY ASSISTANCEIn the future, all local school districts will be

informed of available funding sources on a monthlybasis and are invited to request help in preparingapplications for funds as they become available.The State Superintendent has appointed a spe-cialist to assist districts in their efforts to be suc-cessful in federal or state competitive programs.

In December 1993, 23 grants totaling$80,000 were distributed to 18 local schools andfive districts not presently in the Centennial Pro-gram to fuel their strategic planning endeavors.As time passes, more will join them in implement-ing some form of site-based planning, school-busi-ness partnership, integrated curriculum, educa-tional technology, and interagency collaboration.

4

MORE INFORMATION IS AVAILABLE IN THEFOLLOWING PUBLICATIONS::

"Strategic Planning for Educational Excel-lence Act" (Utah Code 53A la 101-109)

A Statewide Study of Strategic Planning inUtah's Public Schools

1993-94 Centennial Schools Profiles

A Utah Perspective on the National EducationGoals

8

2. WE'RE CONDUCTINGMULTI-FACETED STUDENTASSESSMENT......through an assessment information re-trieval system, part of the State StrategicPlan.

UTAH'S STATEWIDE TESTING PROGRAM

The State Office of Education again admin-istered the Stanford Achievement Test to 5th, 8th,and 11th graders statewide in the fall of 1992, andreported the results to school districts to share withthe public. Results found Utah performance ex-ceeding that of the nation as a whole in mathemat-ics, reading, science, and social science. Fifthgrade math and 11th grade science were particu-larly strong. However, language/English testscores were below the national average for gradesfive and eight and lower than in any other subtesttaken by 11th graders, indicating that significantimprovement is needed in this area. (See Chart#1)

CORE CURRICULUM ASSESSMENT

District implementation of core assessmenttools such as criterion-referenced tests and itempools continues to grow. Nearly 600,000 state coretests were given to Utah students by districts inthe spring of 1993, and 37 districts used both thetests and State Office of Education computerizedscoring services. The individual student profilesthey produce are especially useful to teachers asa basis for focusing further instruction.

Writing assessment workshops are trainingdistrict personnel to use the six-trait analytic scor-ing model to assess student writing. With the helpof Profiles Corporation, 30 performance assess-ments for elementary math, science, and socialstudies have been developed and field tested.These assessments measure the ability of stu-dents to apply what they have learned to solvemath prthlems, conduct science experiments, andcreate products such as essays or art work.

Chart #1

Utah Statewide Testing Program; Fall 1992STATE RESULTS FOR MAJOR SUBTESTS

Median National Percentile Ranks for the Total StateStanford Achievement Test, Eighth Edition

Subteet

Grade 5 Grade Grade 11

1990 1991 1992 1990 1991 1992 1990 1991 1992

Mathematics 60th 62nd 62nd 53rd -54th 55th 54th 59th 59th

Reading 53rd 55th 53rd 55th 55th 55th 58th 513th 61st

Language/ 48th 48th 49th 45th 45th 45th 45th 51st 51stEnglish

Science 52nd 56th 56th 53rd 53rd Seth 60th 60th 60th

Social 55th 55th SSth 50th 50th 54th 56th 56th 56thScience

Total Basic 53rd 55th 34th 51st 51st 53rd 53rd ssth 56thBattery

StudentsTested 36,33 35,417 29,067

The National Norm Is SO tor each student

95

AMERICAN COLLEGE TES11NG RESULTS

Performance of Utah students taking the ACTin the spring of 1993, was substantially higher thanthat of the national comparison group in English,reading, science reasoning and the compositescore. Improvement during the past year was par-ticularly notable in mathematics subscore catego-ries such as intermediate algebra and geometry/trigonometry. From 1988 through 1993, Utah av-erages increased while national scores took aslight decline. (See Chart #2)

ADVANCED PLACEMENT UPDATEUtah is continuing to distinguish itself as

America's first-ranked state both in number ofAdvanoad Placement exams taken and perfor-mance on a per capita basis. AP exams were takenby 9,436 Utah students in subjects ranging fromU.S. history to English literature to government/civics to calculus. Over 71 percent of all examswritten by Utah high school students in 1992-93earned a score high enough to qualify for collegecredit. (See Chart #3)

THE 1992 NATIONAL ASSESSMENT

Results of the long-range 1992 State-by-State National Assessment show Utah 4th and 8thgraders scoring noticeably higher in mathematicsthan their peers in the western United States andacross the nation. In reading, Utah 4th grade stu-dents also out-performed their peers nationally andin the West. Utah's overall participation rate ofapproximately 95 percent was among the country'shighest, making the performance of our 4th and8th graders even more impressive. (See Chart #4)

Chart #2

Six-Year Trends inUtah and National

ACT COMPOSITE SCOREAVERAGES

Year Utah Notion

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

1993 21.1 20.7

6

Chart #3

Number ofADVANCED PLACEMENT

EXAMINATIONSTaken and Earning College Credit

in Core Subject Areas

173

Exams Taken andPassed/1,00011th and 12th GradeStudents

78

Utah Nation

0 Exams Taken

go Exams PassedNO (Earning College Credit)

This Ranks Utah 1st Among All 50States in Both Exams Taken andExams Passed

Chart #4

1992 STATE-BY-STATE NATIONALASSESSMENT RESULTS

Overall Avarage Mathemaks andReading Proficiency Scores for Utah,

the West, anti the Nation.

Mathematics Reading

Grade 4 Grade 8 Grade 4

Utah 223 a 274 222

West 217 267 213

Nation 217 266 216

Utates Rankin the Nation 12tn b 8th 10th

a Resutts based on National Assessment Scaleswhich have a theoretical range from 0 to 500.

b 44 States and territories participated in the 1992State-by-State National Assessment.

Source: National Assessment of EducationalProgress

1 0

EDUCATION IN STATES AND NATIONS

In a 1993 study released by the NationalCenter for Educational Statistics, the performanceof Utah 8th grade mathematics students comparedvery favorably with that of their counterparts in 43other states and 15 nations belonging to the Or-ganization for Economic Cooperation and Devel-opment. When viewed in a nation-state contextalong with developing countries in Western Eu-rope and Canada, the mathematics proficiency ofthe Utah students ranked sixth overall, placingUtah in a very positive, internationally competitiveposition. (See Chart #5)

HIGH SCHOOL COURSE-TAKINGPATTERNS

A notably higher proportion of Utah studentsare now taking at least two years of foreign lan-guage, mathematics, and science than was true adecade ago in 1984. Enrollment increases in firstand second-year algebra, geometry, and trigonom-etry, and also to some extent in chemistry andphysics further verify this finding. Students arebecoming more and more aware of the direct linkbetween math and science proficiency and well-paying jobs. The most popular science course isstill biology. (See Chart #6)

DISTRICT PERFORMANCE REPORTS

Utah school districts are continuing to pro-duce district performance reports under State Of-fice of Education guidelines for distribution to leg-islators, community leaders, and patrons as man-dated by House Bill 170. Besides data on person-nel, support services, student achievement andenrollment, school finance, and demographic pro-jections, these reports often contain informationon local strategic planning and are improving inquality from year to year.

Chart # 5

INDEPENDENT NATIONRank order of 15 Nations and the Stat. of Utah'

GRADE 8 MATHEMATICS PROFICIENCY

1ST TAIWAN2ND KOREA3RD SOVIET UNION4TH SWITZERLAND5TH HUNGARY6TH UTAH7TH FRANCE8TH ISRAEL

9TH ITALY10TH CANADA11TH SCOTLAND12TH IRELAND13TH SLOVENIA14TH SPAIN15TH UNITED STATES16TH JORDAN

'Based on the International Assessment of EducationalProgresstNational Assessment of Educational ProgressCroes-Linking Study

Chart # 6

Comparison of Percentages ofUtah High School Seniors Who Have

Taken Specific Coursesfor 1984, 1988, and 1992

Percentage of Utah HighSchool Seniors Who Have

Taken st Lust:

Subject Area 1984 1988 1992

Algebra I 78.7% 88.4% 86.3%

Algebra II 48.2% 63.2% 68.7%

Advanced Algebra -NA- -NA- 38.4%

Geometry 48.3% 66.4% 70.1%

Trigonometry 24.7% 33.0% 37.3%

Biology -NA- -NA- 86.9%

Chemistry 26.7% 38.0% 42.6%

Physics 14.2% 18.8% 21.2%

Computer-Related 28.0% 43.4% 64.3%Course

AP History/ 15.6% 20.8% 27.9%Government/Economics

AP English 21.0% 27.6% 25.9%

AP Mathematics/ 10.1% 13.1% 14.2%Calculus

AP Science 10.8% 10.5% 14.9%

AP Foreign Language -NA- -NA- 6.2%

AP Music/Art -NA- -NA- 12.9%

AP Computer Science -NA- -NA- 3.2%

7

THE 1990 CENSUS OF EDUCATIONALATTAINMENT

The i 990 Census ranked Utah second in thenation in educational attainment with slightly over85 percent of the state's adults age 25 and olderholding a high school diploma. Also, the Censusfound, just under 58 percent of Utah adults, thehighest proportion in the nation, had completedbetween one and three years of college and over22 percent of them had completed at least fouryears of college. (See Chart #7)

MORE INFORMATION IS AVAILABLE IN MEFOLLOWING PUBLICATIONS:

Utah's Major Student Assessment Programs

Questions and Answers About the Utah CoreAssessment Program/Utah Statewide TestingProgram

Core Curriculum Assessment Test Item Pools/Elementary End of Level Tests/Secondary Endof Course Tests

Utah Statewide Testing Program: Accountabil-ity Reports, Appendix to the Annual Report

District Performance Reports: A Handbook toAssist Utah School Districts

8

Chart #7

1990 Educational Attainment Statisticsfrom the U.S. Census

The Utah and National Profile

EducationalAttainment

Percent I Utah'sRs& In

Utah Nation

High School Graduate

Some College

Associate Degree

Bachelor Degree

Graduate Degree

85.1%

57.9%

30.3%

22.3%

6.8%

74.2%

45.2%

26.5%

20.3%

7.2%

.p12tion

I 2r. i1st

12th

15th

22nd

1 2

3. WE'RE REFINING PRODUCTIVESCHOOL REFORM PROGRAMS......through innovative research and devel-opment, part of the State Strategic Plan.

THE CAREER LADDER PROGRAM

Funding for Utah's longest-running educa-tional reform program, career ladders, is continu-ing at $34.8 million in this, its ninth year. The team-based performance bonus and the 1992 additionof a teacher inservice component have enhancedthe impact of career ladders on teachers' profes-sional growth and the quality of classroom instruc-tion throughout the system.

In general, the more career ladder decisionsa school makes on-site, the more likely they areto suit the school's own strategic plan and the morelikely the school is to make the inherent flexibilityof career ladders servii its needs. Legislation toallow approval of multi-year career ladder planshas also been an important factor in long-rangestrategic planning. The Career Ladder Programevaluation mandated by the 1993 Legislature willbe completed in January 1994. (See Chart #8)

EXPERIMENTAL DEVELOPMENTALPROGRAMS

The status of 1992-93 Experimental/Devel-opmental funding was altered when the 1992 Leg-islature moved the 25 percent portion of the fund-ing that would have been available for competi-tive projects, placing 75 percent of the money intodistrict allocations as an incentive. The remaining25 percent is earmarked for innovative projects tobe selected at the discretion of the State Board ofEducation for their statewide promise.

Among those currently being conducted withallocated funds is Provo's "Collaboration for Re-newal" project together with Alpine and Nebo dis-tricts. It is fostering collegiality and partnershipsbetween teachers in 40 schools and professors indepartments of education at several Utah univer-sities, building new bridges spanning the publicand higher education system for sharing of ideasand insights.

Chart #8

CAREER LADDERCOMPONENT ANALYSIS

1992-93

Inservice1.9%

ExtendedContractDays41.3%

13

TeacherShortage0%

PerformanceBonus13.8%

CareerLadderLevels26.7%

Co00

0

9

A state grant is bringing two full-time instru-mental music teachers to Jackson ElementarySchool in Salt Lake City for four days per week.The program's influence on parental attitudes, stu-dent motivation and self-esteem, and academicachievement (SAT scores) will later be measured.

Cache District is creating a unique 9th gradecenter that integrates academics and service learn-ing and examines and consolidates previously at-tained competencies into a new alignment for thehigh school years.

YEAR-ROUND SCHOOLS AND MODIFIEDCALENDARS

During the 1992-93 school year, 85 year-round schools were operating with 73,333 studentsand 2,974 teachers in 10 districts, the majority ona 45-15 modified schedule. San Juan District hasjoined Salt Lake City District in conducting sev-eral single-track, year-round schools for academicenrichment purposes. At the same time, 24 el-ementary schools in Alpine, Box Elder, Davis,Nebo, Sevier, and Weber districts were on ex-tended-day schedules affecting a total of 16,103students and 638 teachers.

In addition, a 200-day extended school yearwas implemented in three Ogden District elemen-tary schools. Such modifications may becomemore widespread as schools make more site-based decisions to seek cost-effective alternativesthat make more productive use of their own hu-man resources, instructional materials, and physi-cal facilities.

GOVERNOR'S AWARDS FOREXCELLENCE

In the spring of 1993, 20 schools were cho-sen to receive a $10,000 cash award for beingunusually successful in meeting the educationalneeds of children and for improvement over pastperformance. Attention was given to such charac-teristics as engaging students as full partners inthe learning process and accommodating differ-ing student learning styles. All descriptions of suc-cess were considered in the context of the popu-lation served.

NATIONAL DIFFUSION NETWORK

The National Diffusion Network (NDN) is afederally-funded system in the U.S. Department

10

of Education that makes exemplary educationalprograms available for adoption by local schoolsand districts. The NDN funds over 100 exemplaryprograms that can be used to achieve the StateStrategic Plan and National Education Goals.

NDN programs are being used throughoutour state. From October 1992 to October 1993,320 NDN adoptions were made in 23 program ar-eas such as mathematics, science, early childhoodeducation, and reading, as well as developing criti-cal thinking skills, decision-making skills, and cre-ative potential.

SITE-BASED, DECISION-MAKING PILOTPROGRAM

Now in its third and final year, this programwas established to develop models of participa-tory decision making to be disseminated for repli-cation in 1994. A second-year evaluation by WIREhas been submitted to the State Office. Each ofthe 16 pilot schools created its own decision-mak-ing body composed of teachers, classified employ-ees, school administrators, and parents of stu-dents. In November 1993, an awards luncheonwas held to honor the pioneering spirit of theseschools.

UTAH CENTER FOR FAMILIES INEDUCATION

In November 1992, the Center for Familiesin Education was selected as the site of the firstnational demonstration of the KnowledgeNetwork's three-year "Family Education Plan" train-ing project. This inservice training program for fami-lies, the first of its kind in the country, has alreadytrained 1,500 parents from 225 Utah schools. Lastfall, these parents began making visits to thehomes of 18,000 families to strengthen home-school communication that will benefit the children.

MORE INFORMATION IS AVAILABLE IN THEFOLLOWING PUBLICATIONS:

Utah's Educational Reform Programs,1991-93Follow-Up Statewide Survey of Teacher Opin-ions on the Career Ladder Program

Family Ed Info Hotline (800) 332-7007 or 531-7007

14

:

4. WE'RE BUILDING EQUITY ANDMORE OPPORTUNITY......through personalized education for allstudents, part of the State Strategic Plan.

MATH, ENGINEERING, SCIENCEACHIEVEMENT (MESA)

In 1992-93, MESA put to use its $156,000appropriation from the 1992 Legislature for stabi-lization and expansion. As a result, 41 competi-tive grant applications were funded, firmly estab-lishing this program at 26 Utah junior and 15 se-nior high schools to challenge ethnic minority youthand non-minority females to prepare for careersin math- and science-related fields. An exception-ally high proportion of MESA students continue togo on to postsecondary education or training. (SeeChart #9)

LIMITED ENGLISH PROFICIENCYTo promote a national enforcement strategy

of the Office of Civil Rights (OCR), the State Of-fice Equity Section has disseminated the booklet,'The Provision of an Equal Opportunity to LimitedEnglish Proficient Students." It reviews Title VIissues in detail in anticipation of randomly selecteddistrict compliance the OCR will conduct. The re-cently hired state bilingual education specialist hasdeveloped a consortium of district bilingual direc-tors who are collaborating to more effectively meetthe needs of Utah's limited English proficient stu-dents.

RURAL SCHOOLS COORDINATION

Last year marked the merging of the Out-comes Driven Development Model Consortiumand Institute for School Improvement with the UtahRural Schools Association. Working closely withthe State Office of Education, Utah's four regionaleducation service centers are facilitating the de-livery of educational technology to rural districts.Southern Utah University has established a Cen-ter for Rural Life that will focus on education, eco-nomic development, the cultural arts, and health.Utah will host the 1995 National Rural EducationAssociation Annual Conference.

Chart #9

1993 MESA GraduatesEnrolled in Higher Education

Weber StateUniversity4%

OtherIn-State

Universities23%

Universityof Utah

43%

Undecided4%

99.5% of MESA seniors graduated and 96.4% ofthem went on to higher education.

1 5

"0

0

re,CI)

0

0

11

COMMUNITY EDUCATIONDuring 1992-93, over 600,000 Utahns rang-

ing from preschool age to adults participated informal study and non-course services offeredthrough the districts in conjunction with variousagencies and organizations. The majority of Utahdistricts offer a variety of educational, recreational,social, and cultural classes and activities, most ofwhich are self-supporting in nature.

TURNING POINT PROGRAM

Last year, more than 5,200 individuals wereserved at Utah's Turning Point centers for singleparents, single pregnant women, and displacedhomemakers. Of those, about 3,100 were newparticipants. Located in educational institutionssuch as applied technology centers and in everyregion of the state, the 19 centers help thesepeople develop marketable skills and attain self-sufficiency.

Most Turning Point clients are divorced (39percent), separated (20 percent), or single (20percent); have a low family income ($5,000 -$10,000); have dependent children at home; haveonly a high school diploma or GED and no voca-tional training; and are between 20 and 40 yearsof age. This year, center staff have succeeded inplacing more than 150 clients in apprenticeshipprograms untraditional for their gender such asdrafting, heavy equipment operation, law enforce-ment, carpentry, and manufacturing technology.(See Chart #10)

GENDER EQUITY

In addition to funding Turning Point Centers,Carl Perkins basic grant allocations go to supportguidance and counseling and other activities toeliminate sex bias and stereotyping in secondaryand postsecondary vocational education. Utah'sfour multi-regional Gender Equity Technical Assis-tance (GETAC) centers and the state vocationalequity specialist coordinate these activities. Re-cent interest in the report "How Schools Short-change Girls" has revitalized gender equity efforts.

More than $270,000 of Carl Perkins Equityfunds were awarded this year through 19 individualproposals requested from seven school districts,two community colleges, two applied technologycenters, one college, and one university. In addi-tion to these proposals, many school districts ac-

12

Chart #10

TURNING POINT CLIENTS

2000..

1800-

1600..0

1400

1200n

1000

FISCAL YEAR 1993

01 Continuing Clients

0 New Clients

Utah Carl Perkins Carl Perkins Carl PerionsDisplaced Displaced Single Single

Homemakers Homemakers Parents PregnantWomen

16

cessed financial and training resources throughthe four GETAC centers to conduct equity aware-ness and evaluation workshops with emphasis onequitable teaching strategies.

GIFTED AND TALENTED PROGRAMS

The growing statewide network of Gifted andTalented program coordinators meets regularly tocollaborate and develop new projects. Approxi-mately 120 teachers and administrators were in-volved in four statewide training sessions duringtha summer of 1993, and made progress towarddevelopment of a gifted and talented teacher cer-tification endorsement. In cooperation with theUtah Association for GiftA Children, the StateOffice of Education sponsored a week-long cur-riculum writing workshop for 70 teachers that fo-cused on integrated and thematic curriculum.

CONCURRENT ENROLLMENT UPDATE

Concurrent enrollment continues to enablestudents to save time as well as college tuitionand living expenses by earning up to a whole yearof college credit while still in high school. Accred-ited courses often taught include accounting, com-puter and architectural drafting, principles of eco-nomics, commercial art, personal and communityhealth, college algebra, calculus, business English,and Principles of Technology.

EARLY GRADUATION SCHOLARSHIPS

Utah's Early Graduation Scholarship Pro-gram is designed for the few but highly motivatedhigh school students who complete all graduationrequirements at the end of their junior year or there-after and have already specific postsecondarygoals. The 100 students who used the scholar-ship during the 1992-93 year at the college or uni-versity of their choice represented 41 high schoolsfrom 23 districts. Of these, 47 received scholar-ships at the end of their junior year and the othersduring the course of their senior year.

MORE INFORMATION IS AVAILABLE IN THEFOLLOWING PUBLICATIONS:

Utah MESA/MEP Annual Report

Section 504 Guidelines for Educators

The Provision of an Equal Education Oppor-tunity to Limited English Proficient Students

(Office of Civil Rights, Washington, D.C.,20202-1328)

1713

5. WE'RE OPERATING SAFESCHOOLS FOR RESPONSIBLECITIZENS...

...through an orderly school environment,part of the State Strategic Plan.

LAW-RELATED EDUCATION

During the past year, the Statewide Clear-inghouse on Law-Related, Character, Ethics, Val-ues, and Citizenship Education increased its cir-culation statewide by 20 percent, disseminating arich variety of instructional materials. Several work-shops were held with juvenile justice agencies toprovide them with background materials andknowledge in law-related education programs,services, and curriculum.

INTERNATIONAL EDUCATION

In 1992-93, three state workshops on inter-national education were attended by 200 teach-ers, and district workshops were conducted by 13districts and private school international educationteam members. The Utah International EducationResource Center at the State Office providedmaterials and artifacts for teachers to check outfor classroom use.

PRE-K-12 ALCOHOL AND DRUGPREVENTION

In March 1992, training sessions updatedapproximately 100 trainers including drug-freeschool coordinators, specialists, health educators,and teachers in the newly developed 7-12 com-ponent of the Prevention Dimensions curriculum.This project, completed in the spring of 1993, in-fuses substance abuse prevention concepts intosocial studies, language arts, math, science, thearts, and applied technology.

Progress was made in developing an effec-tive Student Assistance Model, a top priority of theUtah Substance Abuse Coordinating Council, af-ter a team of professionals and volunteers fromthe State Office of Education, Utah Federation forDrug-Free Youth, Southwest Regional Center for

14

Drug-Free Schools and Communities, and othergroups attended the National Student AssistanceConference.

DRUG-FREE SCHOOL PROGRAMS

In the fall of 1992, and again the followingspring, district drug-free school coordinators andtheir local prevention specialists gathered to de-velop more effective prevention strategies, waysto better utilize funding, and an on-site monitoringplan to provide technical assistance to districts.Lincoln Elementary School in Salt Lake City andOrem High School won national honors in the U.S.Department of Education Drug-Free School Rec-og niton Program.

DRUG-FREE COMMUNITY TRAINING

Three-day regional training sessions wereheld in Monument Valley for San Juan County andin Salt Lake City for Utah, Summit, Wasatch, andTooele counties. Over 300 people including youth,parents, church leaders, government officials,teachers, and school administrators attended.

CHARACTER EDUCATION

During 1992-93, the Utah Character Educa-tion Consortium and State Office of Education helda statewide character development conferenceattended by 400 teachers, administrators, andparents. Three workshops last summer assistedapproximately 110 teachers in developing char-acter education skills. Several districts developedcharacter education plans, some as part of districtand school strategic plan development. The StateBoard of Education adopted the Utah CharacterEducation Plan.

THE BEHAVIOR AND EDUCATIONALSTRATEGIES FOR TEACHERS (BES1)PROJECT

The Behavior and Educational Strategies forTeachers (BEST) Project, supported by the StateOffice, is developing a coordinated set of trans-agency services and disseminating exemplarypractices for the reintegration of students with be-

18

havior problems into rIgular education environ-ments. Model sites have been established through-out the state at the elementary and secondary levelalong a continuum of services from regular class-rooms to special education resource and self-con-tained settings.

MORE INFORMATION IS AVAILABLE IN THEFOLLOWING PUBLICATIONS:

Law-Related Education Project: AnnualReport

Catalog of Citizenship, Economics, and Law-Related Curriculum Materials

Prevention Dimensions: Utah Alcohol, Drug,and Tobacco Prevention Program

Utah Character Education Plan

Utah's BEST Project: Behavioral and Educa-tional Strategies for Teachers, Technical As-sistance Manual

/915

6. WE'RE FACILITATING SCHOOL-TO-WORK TRANSITION......through business-community..-ichoolpartnerships, part of the State StrategicPlan.

FOCUS ON OUTCOMES

Over the past year, Utah's applied technol-ogy education programs focused on two specificoutcomes -- placement and competency attain-ment. Thousands of placements in related jobs andcontinued training were verified by the school dis-tricts and State Office. In addition, efforts are con-tinuing to make our applied technology curriculumcompetency-based with attained competenciesbeing certified for thousands of students. Thisdemonstrates applied technology education's ac-countability in the efficient and effective use of pre-cious financial resources.

SCHOOL-TO-WORK

Using a $210,000 School-to-Work Opportu-nities Act Developmental Grant from the U.S. De-partment of Labor and Education, the School-To-Work team is planning for linking school-based andwork-based activities. Utah expects to competevery well with the other 49 states for a larger five-year School-To-Work implementation grant in thefall of 1994. School-To-Work will help achieve the6:ate Strategic Plan objective that all studentsdeparting from the public school system will findproductive employment or pursue further educa-tion.

APPRENTICESHIPS

Utah has active student apprenticeship op-tions in place, with approximately 70 students cur-rently participating in Bureau of Apprenticeship-approved apprenticeships. A goal to have at least10 percent of public school graduates enrolled inapprenticeship programs by the 1995-96 schoolyear is being actively pursued. These programsgive students in-depth instruction both on and offthe job in the practical and theoretical aspects ofa skilled occupation, craft, or trade.

16

COMPREHENSIVE GUIDANCE PROGRAMThe school guidance counselor plays a cru-

cial role in attaining the State Strategic Plan ob-jective that all students meet the goals of their in-dividual educational occupational plans and re-ceive the information they need about further edu-cation or training. To implement the Utah Com-prehensive Counseling and Guidance Model,school counselors are holding conferences withstudents and parents beginning at the 9th gradelevel on a regular basis and providing consistentlearning opportunities and activities for studentsin areas of self-knowledge, educational and occu-pational exploration, and career planning.

Currently, 120 secondary schools are at vari-ous levels of implementation of this model. Inter-ested schools are participating in a three-year in-service training plan sponsored by the State Of-fice. The plans of these schools will be evaluatedduring the third year. In addition, most secondaryschools involved in the Comprehensive Counsel-ing and Guidance Program have access toCHOICES, a computerized career information sys-tem. Statewide inservice has also prepared schoolcounselors to teach the guidance component ofthe Technology/Life/Careers course offered at themiddle/junior high school level.

APPLIED TECHNOLOGY CENTERS

During the past year, Utah's five applied tech-nology centers continued to prepare high schoolstudents, adults, displaced workers, and unem-ployed individuals for entry-level skilled jobs in thelocal labor market, and to retain and upgrade thetechnical skills of existing workers. In 1993, only16 percent of all Utah jobs required a four-yearcollege degree. Applied technology centers placed5,847 open-entry/open-exit vocational programcompleters into full-time employment.

CUSTOM-FIT TRAINING

The Custom-Fit Training Program adminis-tered by the State Office of Education assisted 160new and expanding Utah companies in 1992-93by training over 4,000 of their employees. Theaverage wage for the Custom-Fit trainees is $9.46

20

per hour for new industries and $12.83 per hourfor trainees currently employed in Utah businessesand needing retraining.

The program assists businesses in all re-gions of the state with costs of classroom training,on-the-job training, occupational curriculum devel-opment, and testing/evaluation, and offers bothjob-specific and supervisory training in any appliedtechnology field. It also assists Utah companiesto upgrade or retrain their workers.

GED TESTING

The General Educational Development(GED) testing program enables individuals age 18or older to demonstrate learning comparable tothat of a high school graduate and recognized byemployers and colleges. In 1992-93, 5,624 Utahnstook the GED test and 4,089 of them earned scoreshigh enough to receive a high school equivalencycertificate issued by the State Board of Education.

COMMUNITY SERViCE LEARNINGUsing a 1992-93 Serve America grant for

$109,143 from the Commission on National andCommunity Service, Utah trained over 300 teach-ers and administrators from local school districtsin service learning strategies in full-day regionalworkshops. These educators then returned to theircommunities to implement classroom servicelearning projects that help students develop a so-cial conscience and attitude of caring and respon-sibility to others that motivates them to "give some-thing back" to society.

The program offers matching grants of up to$1,000 for the development of programs for drop-outs and other at-risk youth, and $1,000 grantsfor programs to increase adult volunteer services.Current White House emphasis on communityservice extends hope for continued funding. TheState Office of Education service learning specialistsits on the newly formed Utah Commission onCommunity Service.

ADULT EDUCATION PROGRAMS

During 1992-93, Utah adults attended adultbasic and adult high school education classes, and2,430 adults received high school diplomas. Morethan 3,500 individuals obtained jobs and 1,353adult education program participants were re-

moved from public assistance. State Office adulteducation specialists continued to work with theUtah Literacy Coalition, Project Read, and otherefforts on the local level. For every $1 investedin adult education, Utah is now receiving $7.63in saved, earned, or returned income.

MORE INFORMATION IS AVAILABLE INTHE FOLLOWING PUBLICATIONS:

Student Educational/Occupational PlanGuidelines

Adult Education, ESL, and GED TargetPopulations by Utah Counties

Cost Effectiveness of the State Adult Basicand Adult High School Program

A Narrative and Statistical Report of theUtah Adult Education Program

2117

7. WE'RE DESIGNING REAL-LIFE,HANDS-ON LEARNING......through a world-class curriculum, partof the State Strategic Plan.

CORE CURRICULUM INSERVICEIn 1992-93, State Office of Education cur-

riculum specialists provided 351 inservice work-shops and 1,410 technical assistance visits involv-ing all 40 Utah school districts as well as 18 pri-vate schools and college and university educators.These services included individual training andretraining of almost 10,000 teachers, administra-tors, and parents. A network of statewide commit-tees has been established to revise the State CoreCurriculum Standards K-12 in terms of a world-class curriculum with a tangible set of competen-cies that embrace integrated learning and practi-cal problem-solving strategies. (See Chart #11)

READING/LANGUAGE ARTSLast February, 500 Utah teachers at nine

sites across the state participated in a nationalteleconference on how to develop a literature-based, thematic course of study. In 1993, the StateOffice reading/elementary language arts special-ist presented 47 workshops, a month-long UtahWriting Project institute, and, together with thesecondary specialist, five week-long introductorywriting workshops in Cedar City, Nephi, Logan,Farmington, and Price.

Saturday workshops co-sponsored by theWriting Project and the State Office were held forover 2,000 K-12 teachers. Work has begun onrevising the K-6 core. The secondary language artsspecialist held monthly networking meetings withcurriculum consultants from Wasatch Front districtsand with the Utah Language Arts Council repre-senting both urban and rural schools. In August,600 language arts teachers conferred at Cotton-wood High School.

VISUAL ARTS/MUSIC/DANCE/DRAMAThe State Office granted 14 school districts

a total of $126,440 during 1992-93 to help imple-

18

Chart #11

Utah State Office of Education

CORE CURRICULUMSUPPORT ACTIVITIES

1992-93

Workshops Presented 351

Districts Receiving Training 40

individuals ReceivingTraining/Retraining

Teachers 6,010Parents 2,630Administrators '1,151

Technical Assistance Visits 1,410

Private Schools Served 18

College/UniversityEducators Served 401

22

ment the arts core curriculum in visual arts, mu-sic, dance, and drama. Approximately 134 schools,69,169 students, and 2,920 teachers are reapingthe resulting benefits. The "Soundwaves" programpresented on KUER Public Radio each week con-tinued to introduce elementary students to classi-cal music in the state music core. Arts networkingand assessment continued to be the focus of nu-merous meetings between the state specialists andteachers.

SOCIAL STUDIES

A Social Studies Curriculum Council wasformed and met monthly to coordinate and pro-mote social studies programs throughout the state,strengthen integration efforts with language artsand the arts, and begin development of new so-cial studies standards in collaboration with theNational Council on Social Studies. Senate Youth,Local Close-Up, Utah History Fair, Citizen Bee,Geography Week, and Model United Nations con-tinued to provide enrichment. Interest in Utah his-tory programs is rising in anticipation of the StateCentennial celebration in 1996.

MATHEMATICS

In 1992-93, inservice was provided to ap-proximately 500 teachers in the significantlychanged elementary math core in accord with na-tional curriculum standards and will continuethroughout the current year. Almost 50 teachershave already earned the elementary mathemat-ics specialist endorsement now offered by threeteacher training institutions. Rising achievementscores verify the effectiveness of Utah's progres-sive mathematics curriculum.

Approximately 150 secondary math teach-ers have earned a level two endorsement and 50are working to reach level three. Workshops in allfacets of algebra, geometry, and calculus usingthe calculator were held for 300 teachers state-wide. Weber, Davis, Salt Lake, Granite, Murray,Alpine, and Provo districts have developed el-ementary content-specific math workshops to helpteachers meet teacher education preservice re-quirements.

SCIENCE

The revision of the elementary science corewas completed this year with help from teachers

Chart #12

SECONDARY STUDENTSENROLLED IN A FOREIGN

LANGUAGE1992-93

SPANISH56.4%

OTHERLANGUAGES

3.4%

2319

and university staff and input from the public. Thiscore is currently being piloted in 12 schools. Acadre of site facilitators is being created to helpith statewide inservice via electronic telecommu-nication in the fall of 1994. About 400 elementaryand secondary science teachers will receive thetraining through the State Office.

FOREIGN LANGUAGELast year, 35 percent of Utah's secondary

students were enrolled in foreign languageclasses. Since 1989, enrollment in Russian hasincreased 260 percent and in Japanese by 300percent. However, French, German and Spanishmaintained their status as the most commonlytaught languages with 96.6 percent of all foreignlanguage enrollment in the state's junior and se-nior high schools. The State Office collaborateswith Weber State University to provide inserviceon national trends in student outcomes to Utahforeign language teachers. (See Chart #12)

LIBRARY MEDIA

Approximately 150 teachers and library me-dia personnel attended workshops on such topicsas electronic information finding and hypercardtraining in 1992-93. Two important committeesfunctioned: accreditation revision to formulate Utahlibrary media standards in accord with nationalones; and test item pool development to assessstudent mastery of the library media skills core.

Almost 2,000 5th graders participated in theState Read-A-Thon last April, raising over $5,000to purchase books for their own media centers.The Chapter 2 Advisory Committee authorizedmatching grants for upgrading rural school librarymaterials to Beaver, Emery, Garfield, North Sum-mit, Park City, Tooele, and Wayne districts.

RESPONSIBLE HEALTHY LIFESTYLES

Inservice training for responsible healthylifestyles teachers and health educators in the coreand in use of the Human Sexuality Resource Filecontinued during the 1992-93 school year. Theinteragency committee developed by the StateOffice in collaboration with the State Departmentof Health and Division of Substance Abuse con-tinued to work to develop state-level objectives forcomprehensive school health and to assist localschool districts to provide more effective programs.

20

INSTRUCTIONAL MATERIALS ADOPTION

The evaluation and adoption of over 1,700separate titles for use in Utah's public school sys-tem was completed in April 1993. The textbookadoption process was renamed as the "Instruc-tional Materials Adoption Process" in July 1993,to include text materials, CD ROMS, software, vid-eodiscs, integrated learning systems, and multi-media. All will be eligible for evaluation and adop-tion by spring 1994.

MORE INFORMATION IS AVAILABLE IN THEFOLLOWING PUBLICATIONS:

Elementary and Secondary Core CurriculumStandards K-12

Summary Report on School Programs of Per-forming Arts Organizations and Hansen Plan-etarium

Resource Guide for Parents and Teachers onTeaching Human Sexuality

Master Plan for School Library Media Program

24

I.

8. WE'RE DELIVERINGEDUCATION IN ELECTRONICFORM......through state-of-the-art technology, partof the State Strategic Plan.

EDUCATIONAL TECHNOLOGY INITIATIVE

Utah's multi-year Educational TechnologyInitiative (ETI) partnership involving state govern-ment, public school districts, colleges of educa-tion, and private businesses continued to worktogether in 1992-93 to empower students to be-come productive members of our technology-ori-ented society. ETI acts as an ongoing, dynamicinvestment in our children's future by focusingpublic and private funding on needs that promotestatewide access to state-of-the-art technology thatbenefits all students. (See Chart #13)

DISTANCE LEARNING

Last year, the State Office of Education con-tinued to host the Utah Distance Learning Alliance,a forum for coordination of new and evolving tech-nologies representing public and higher educationand the private sector. State Office of Educationstaff provide distance learning consultation, design,training and support services to school districts onan as-needed basis.

Twelve distance learning projects are cur-rently operating across the state. In DuchesneDistrict, a powerful broadband fiber optic networkis linking schools to the Uintah Basin Applied Tech-nology Center in Roosevelt for courses offered byUtah State University. Wayne District is the first toreach beyond its geographical region to partici-pate in the courses originating from Roosevelt.

EDNET SATELLITE SERVICES

Throughout 1992-93, the EDNET Networkcontinued to connect 30 studios at public andhigher education facilities across the state to live,interactive television for seminars, workshops,press conferences, and other meeting and con-ference purposes, saving time and travel ex-penses. Centennial school representatives partici-

Chart #13

EWCATIONALTECHNOLOGY INITIATIVE

190-93 Matching Funds Report

Total All Funds $121,705,162

25

Total MatchingFunds I

$81,805,162 I

c

0t?-`

rn

0

0

21

pate in monthly EDNET meetings to share andenhance their knowledge. The State Office alsohas a full-service satellite down-link providing ac-cess to regional and national education telecon-ferences.

TECHNOLOGY CURRICULUM UPDATE

Last year, the State Office had a reductionin force which eliminated the position of state tech-nology specialist. In order to increase collabora-tion and coordination, the ETI project director isworking with the curriculum section to overseetechnology operations and programs in the dis-tricts. At the Governor's request, a joint effort isbeing made between ETI, higher education, andthe State Office of Education to develop teachertechnology competencies. These competencieswill allow more accurate planning and teaching forpreservice as well as inservice instruction.

THE STAR SCHOOLS PROJECT

Utah is a partner in two separate U.S. De-partment of Education Star Schools grants thisyear. Over 100 elementary schools in Utah arepresently receiving distance-learning televisioncourses in math and science for 4th, 5th, and 6thgraders originating via satellite from the Los An-geles County Office of Education and broadcastlive on KUED TV statewide. Colorado, Nevada,and New Mexico, as well as Utah, are receivingStar Schools Dissemination Grant funding for cre-ation and/or expansion of up to 40 new distance-learning public education sites.

DISTRICT COMPUTER SERVICES

More computing options were focused at thedistrict and school level last year. Recommenda-tions of an independent study verified the needfor more localized software but also for continuedemphasis on a statewide database. Plans are un-delway to limit mainframe enhancements and todevelop microplatforms for both the student andfiscal systems.

Student Information System enhancementsare a laser printed report card; a new transcriptformat including absences and citizenship marks;an upgraded honor roll showing GPA changes fromthe previous term; and immediate local access tocredit evaluations for individual students. Eighty-one schools are now using the OASIS system and

22

some are uploading grades directly from its off-line applications.

Also, new on-line inquiry tools were createdfor the Fiscal Information System (FIS) to empowerlocal site management by placing data closer tothe end user. Existing customer use of local sitefiscal software was expanded. In anticipation ofmoving FIS to a microplatform, a PC-based, fixedassets inventory system has already been createdand installed.

MORE INFORM ATION iZ AVAILABLE IN THEFOLLOWING PUBLICATIONS:

Instructional Utilization, Teacher Training andImplementation of Utah's Educational Technol-ogy initiative in Districts and Colleges

Portfolio-Based Evaluations of Utah's Educa-tional Technology Initiative

Summative Report ot EDNET Use

26

9. WE'RE INTEGRATINGSERVICES FOR STUDENTS ATRISK......through acknowledging each person'sinnate value, part of the State StrategicPlan.

THE "ALL MEANS ALL" INITIATIVE

The State Office Services for At Risk Stu-dents Section is leading out in delivering the pro-active message that all students in the context ofthe State Strategic Plan means ALL with no ex-ceptions and includes those at risk. This effort isstrengthened by the policies of the State Plan notto accept failure as final for any student and tohonor fairness for all, and by the spirit of the Ameri-cans With Disabilities Act.

CHAPTER 1 EDUCATIONAL ASSISTANCE

In 1992-93, Utah received just over $21.3million in federal Chapter 1 funds for programs tohelp more than 32,000 educationally deprived stu-dents in 280 schools with reading, math, and lan-guage arts, and to offer student counseling ser-vices. The majority of these children who are white(78 percent), minority (22 percent), male (56 per-cent), and female (44 percent), attained higherscores on norm-referenced tests as a direct re-sult. Grand County School District's Chapter 1 pro-gram at Red Rock Elementary School receivedan Excellence in Education award from the U.S.Secretary of Education. (See Chart #17)

INTEGRATED SERVICE DELIVERY

After four years of extensive trial and evalu-ation of the Early Intervention for Student SuccessK-3 program, Utah is implementing an integratedservice delivery model at 107 schools in 30 dis-tricts through Healthy Families Utah and Successfor Students and Families, H.S. 39. This modelsets in place a seamless umbrella of coordinatedhealth, social, and legal services at the school site,local district, and state level that advocate for chil-dren and youth in need, ready to intervene whennecessary. (See Chart *14)

Chart #14

INTEGRATED INTERAGENCYSERVICE DELIVERY MODEL

For Children and Youth At Risk

School & Site-Based CollaborationHealthy Start K3 K4

Local Level CollaborationLocal interagency Councils

State Level CollaborationState Council Advised by Steedng

Committee Representing:Community & ParentsEducationFamily ServicesHealth CareJuvenile CourtMental HealthSpecial EducationSubstance AbuseYouth Convictions

111INIMI.

CHILD/YOUTH & FAMILY

9 7 23

LOCAL INTERAGENCY COUNCILSAt the heart of the Integrated Service Deliv-

ery Model is the provision for interaction of com-munity agencies at the local and regional level.Grants from the At Risk Council and Children'sMental Health will help children requiring assis-tance from more than one agency. This year, 11councils were operating in 25 school districts andseven more were forming. The addition of parentadvocates will strengthen efforts to sustain ser-vices to all ages 0-18 (22 if disabled) and theirfamilies.

AT RISK FLOW-THROUGH FUNDING

An estimated 34,201 Utah students receivedservices in 1992-93 from $1,438,240 in At RiskFlow-Through funding used in conjunction withother funds. A survey conducted by the State Of-fice in June 1993, found that districts used themoney for social skills training, mentoring, coun-seling, individual and small group assistance, tu-toring, and remedial instruction. An increase in thenumber of students needing help to learn and infamily-related problems was reported.

GANG PREVENTION AND INTERVENTIONIn 1993, H.B. 34 provided $250,000 to be

allocated to districts through the grant applicationprocess targeted for gang prevention and inter-vention for at risk youth K-12 in 17 schools in fivedistricts. The services will provide for family out-reach and interagency-community collaboration.

SPECIAL EDUCATION

Public Law 101-476, the Individuals WithDisabilities Education Act (IDEA), amended thefederal law and is continuing to make a profoundimpact on services. Transition services for second-ary students were mandated as was the provisionof assistive technology devices and services forthese students. The State Office special educa-tion staff is also providing leadership and techni-cal assistance in meeting new requirements forstudents with autism and traumatic brain injuries,two new disability categories, and continuing toupgrade the skills and training of more than 2,000special education and related service personnel.(See Chart #15 and #17)

24

Chart #15

Number of Students Served inSPECIAL EDUCATION

by Handicapping Condition(Ages 3-21) 1992-93

Intellectually Handicapped 3,258

Specific Learning Disabilities 25,551

Behaviorally Disordered 6,701

Deaf and Hard of Hearing 351

Speech/Language Impaired(Communication Disordered) 7,526

Orthopedically Handicapped 187

Other Heatth Impaired 406

Autism 105

Visually Handicapped 159

Multi-Handicapped 1,252

Deaf/Blind 31

SUBTOTAL (Ages 6-21) 45,527

Preschool Noncategorical 3,842(Ages 3-5)

TOTAL (Ages 3-21) 49,369

SPECIAL TRANSITION PROGRAM

In its second year, the Systematic Transitionfor Utah's Disabled Youth Project is now workingwith community transition councils at eight modelsites to facilitate the movement of graduating andnon-graduating students to their next environment.Granite District's Hilda B. Jones Center "VocationalTrackers Program" and Washington District re-ceived awards of merit.

Recommendations of recent research on liv-ing conditions and access to services of exitingspecial education students and on the employmentof Utahns with disabilities are being implemented.The new transition rules in the IDEA Act are beingimplemented. In conjunction with Utah State Uni-versity, five public service announcements on"Utah's Hidden Advantage - Employment of Stu-dents With Disabilities" were developed to pointout the advantages and economic savings to em-ployers.

PROGRAMS FOR THE HOMELESS

Through the Stewart B. McKinney Act and a1993 legislative allocation of $924,939, four modelprograms were developed in key areas of the statewhere homelessness is prevalent. The represen-tative of each affected school district was person-ally contacted and given technical assistance inhow to better serve homeless children.

The circumstances of each child are evalu-ated based on data gathered by school districts,shelters, social service providers, churches, andother agencies. As a result, teachers, counselors,and school principals and secretaries are becom-ing more aware of how to integrate homeless stu-dents successfully Into the school environment.Districts are providing them with services such asshowers, clean clothes, immunizations, transpor-tation, donated school supplies, and fee waivers.(See Chart #17)

MIGRANT EDUCATION

Utah's Mgrant Education Program continuesto identify and enroll more migrant students ineducational programs each year. In the summerof 1993, over 2,000 students received guidanceand counseling, health, dental, nutritional, andtransportation services as well as academic in-struction at 12 locations across tha state. Volun-teers donated 2,276 hours and 900 parents vis-

29

Chart #16

Status ofMIGRANT STUDENTS

Intrastate Migrant4.5%(93)

25

ited classrooms and/or met with their children'steachers. This special assistance is making amajor, positive difference in the lives of childrenfrom migrant families. (See Chart #16 and #17)

YOUTH IN CUSTODYProgram applications were reviewed again

last year for educational and support services toall children and youth in custody of the Division ofFamily Services and Division of Youth Corrections.In 1993, 22 school districts were awarded$4,574,300 in grants to provide educational ser-vices to 9,215 enrollees ranging in age from fiveto 21 years. A 21.6 percent Youth in Custody en-rollment increase is projected for 1994-95. (SeeChart #17)

CORRECTIONS EDUCATIONProject Horizon, the Corrections Education

Recidivism Reduction Program to decrease thenumber of inmates who re-enter the prison sys-tem after they are released, made 1992 a pivotalyear for change in corrections education in Utah.In 1993, the program, for which the State Board ofEducation is responsible, received $939,600. Af-ter one year, statistics indicate offenders who havegone through the program have a prison returnrate of only 5 percent, which suggests the pro-gram should be expanded. (See Chart #17)

MORE INFORMATION IS AVAILABLE IN THEFOLLOWING PUBLICATIONS:

School District and Interagency CollaborativeServices for Children At Risk in Utah

Guidelines for Serving Students With Trau-matic Brain Injuries

Utah State Plan for the Education of Home-less Children and Youth

Utah Migrant Education Annual Evaluation

Evaluation of the Utah Corrections EducationRecidivism Reduction Plan

26

Chart #17

Students Served inAt-Risk Programs

FY1993Name of Program a Students Served

Alcohol/Drug/ 461,259Tobacco Prevention"

At-Risk Program" 184,503

Chapter 1 32,587

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

GED 5,624

Migrant Education 2,045

Special Education (Ages 3-21) 49,369

Vac Ed for Homeless Children 4,921

Youth in Custody (State)" 9,939

TOTALS" 751,901

*1 Statewide including Private Schools*2 Est. of 40% of Statewide School-age Population*3 Number In Prison(*) is 3,037*4 ADM Equivalents*1 Duplicate Count

30

10. WE'RE EXPANDING APPLIEDTECHNOLOGY EDUCATION......through occupational education andtraining , part of the State Strategic Plan.

TECH PREP

The Tech Prep Program is working with thesecondary and higher education systems, appliedtechnology centers, parents, and industry to con-struct articulated programs that start in the highschool years and end in a certified apprenticeshipcertificate or a two-year associate degree. Schoolsare beginning to recognize that students must startto explore job interests and aptitudes as early asthe sixth grade.

TRADE, INDUSTRIAL, AND TECHNICALEDUCATION

Almost 40 innovative projects in trade, in-dustrial, and technical education are now be-ing funded through federal, state, and localsources in secondary and postsecondary set-tings across the state. Upgrades in the Auto-motive Service Excellence Program to teachstudents how to service new and developinghigh-tech vehicles will continue through the year2000. High school computer graphics, drafting,numerical control, and manufacturing are alsobeing upgraded in cooperation with industry.

Chart #1 8

INDUSTRIAL & AGRICULTURAL TECHNOLOGY (IAT)for Rural Schools In Utah

IATAdvanced

Application

10-12Grades

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9*.=eiiVSPrinciples of Technology Units 1-7 (Recommended Prerequisite)

IATElOoratory9th Grade

Level 1

CommunicationsTechnology

ConstructionTechnology

Power/Energy/mechanicalTechnology

ManufacturingTechnology

AgriculturalScience

Technology

introductory74 Grades

Technology, Life and Careers - TLCTechnology/AgrIcutture Horne Ec./Health Occupations Business/Marketing

AwarenessK-6 Grades Technology in Elementary School

31 27

INDUSTRIAL AND AGRICULTURALTECHNOLOGY

The Industrial and Agricultural Technology(IAT) revision project is now being piloted in sevenrural Utah schools, using the model that providesa continuum of instruction for students from kin-dergarten through the 12th grade. It provides fivedistinct ninth grade exploratory units that preparethese students for more in-depth study later on ina specialized area of advanced application. (SeeChart #18)

BUSINESS EDUCATION

Through a partnership between Utah StateUniversity and the State Office of Education, busi-ness education classrooms across the state arebeing linked together via the electronic Businessand Computer Bulletin Board that will encouragecurriculum exchange and instructor communica-tion. INTERNET will soon make the network inter-national.

A state partnership with WordPerfect Cor-poration launched by Governor Leavitt is helpingteachers keep pace with the relentlessly evolvingsoftware industry. Teachers are providing distance-learning opportunities in business subjects to stu-dents in such remote schools as Park Valley,Grouse Creek, and Whitehorse High.

HEALTH SCIENCE TECHNOLOGY

The health occupations curriculum is nowcalled health science technology. This new namebetter reflects the goals of health in relation toapplied technology education. New programs forstudents in health technology fields are being de-veloped for those students not planning to attenda college or university. The health science trackfor college-bound students is being revised to bet-ter meet their needs and utilize formats such asTech Prep.

AGRICULTURE EDUCATION

The AgEd Network that links all secondaryand postsecondary agriculture instructors elec-tronically across the state and nationwide is nowproviding two-way, E-mail access to over 1,650curriculum units, 10 state curriculums, and nation-wide agriculture databases. Two Utah pilot schoolsnow have laboratory facilities to raise game fish

28

and are running their aquaculture facilities in con-junction with hydroponics.

HOME ECONOMICS EDUCATIONIn 1992-93, a new junior high "Life Skills" cur-

riculum was implemented which focuses on fam-ily living, communication, teen self-esteem, nutri-tion, textiles and clothing, house interiors, and fu-ture career goals. The applied science-orientedcurriculum "Food and Fitness" was developed anddistributed with statewide inservice. "Today's HomeEconomics" was the theme of a state-based mar-keting effort. The New Directions strategic plan-ning process for home economics curriculum.con-tent is updating course competencies and out-comes for students in each home economicscourse.

ECONOMIC EDUCATION1992-93 marked the "Train the Trainers"

workshop in consumer education sponsored by theInternational Credit Association; the $10,000 con-tribution of the Utah Division of Securities to theStock Market Game; and the sponsorship of theUtah Council on Economic Education's newslet-ter by the Salt Lake Branch of the Federal Re-serve Bank. The entrepreneurship education cur-riculum is being reviewed by business leaders,educators, and economic development profession-als.

STUDENT LEADERSHIP ORGANIZATIONS

Utah's 11 applied technology education stu-dent leadership organizations continued to func-tion in 1992-93 as an integral part of the curricu-lum for students enrolled in applied technology pro-grams on junior high/middle school, high school,and postsecondary levels. Total membership forschool year 1992-93 was 16,749, up from 15,970the prior year.

INTEGRATED CURRICULUM

The State Office of Education is assistingWeber and San Juan school districts in develop-ing and implementing curricula which simulta-neously addresses occupational and academicneeds. Examples include a nutrition and healthylifestyles course, a science, math, and technologycourse, and a competency-based curriculum that

3 2

can be customized to a student's educational oc-cupational plan.

MORE INFORMATION IS AVAILABLE IN THEFOLLOWING PUBLICATIONS:

Technology, Life, and Careers CurriculumGuide

Utah's 1992-94 Plan For Applied TechnologyEducation in Compliance with the Carl PerkinsActApplied Technology Education Handbook:Skills for Tomorrow

3329

11. WE'RE ENHANCING TEACHINGAS A PROFESSION.....through attracting and retaining excel-lent teachers, part of the State StrategicPlan.

TEACHER PERSONNEL STATUS

In 1992-93, a total of 22,253 professionaleducators were employed in the Utah public schoolsystem, over 500 more than in the previous year.This figure represents classroom teachers, princi-pals, and other school and district administrators,school district superintendents, and other certifi-cated staff such as speech therapists, social work-ers, and library media center directors. Average1992-93 salaries for both teachers and adminis-trators were approximately $1,000 higher thanthose of the previous year.

Virtually all teachers are state certified andhold endorsements in the subjects of the corecourses they teach. A rising number of teachersare expanding their expertise via graduate degreesor demonstrated competency based on furtherstudy and background experiences. Special edu-cation teachers and school counselors continueto be in short supply. (See Charts #19-#21)

ALTERNATIVE PREPARATION FORTEACHING

The Alternative Preparation for Teaching Pro-gram (APT) provides individuals who have proventalents and abilities in capacities other than edu-cation with access to teacher certification if theyqualify. Candidates must have at least five yearsof experience related to their proposed teachingfield as in business or industry, for example.

Qualified candidates are issued a provisionalcertificate following a preliminary approval processand must do two years of supervised teaching toearn standard certification. Since 1991, 277 of the349 persons who applied for APT have been ac-cepted. Of those, 63 have been hired and areworking to earn the standard certificate. Approxi-mately 100 are currently seeking employment.

30

Chart #19

PERCENT OF TOTALPROFESSIONAL PERSONNEL

BY COLLEGE CREDIT1992-93

DoctorateDegree

1.5%

BachelorDegree+69.0%

Chart #20

AGE & EXPERIENCEOF ALL PROFESSIONAL

PERSONNEL1992-93

Median Age of All Men: 43.7 Years

Median Age of All Women: 42.8 Years

Median Experience Within a District: 10 Years

Median Experience in the Profession: 12 Years

Chart #21

DEMONSTRATEDCOMPETENCY

ENDORSEMENTS GRANTEDTO UTAH TEACHERS

1992-93

Aerospace 2

Art 62Business 15

Computer Literacy 92Computer Science 62Driver Ed & Safety 48Driver License Examiner 86English 268Foreign Language 122

Gifted & Talented 29Health, P.E., Dance 178

Journalism 15

Library Media 21

Math 623Music 36

Reading 251

Science 479

Social Studies 398

Speech/Drama 32Total 2819

34

ROBERT C. BYRD SCHOLARSHIPS

The Robert C. Byrd HonorS Scholarships aredistributed among Utah's three congressional dis-tricts. For 1992-93, 21 scholarships were awardedin each of the districts with two alternative candi-dates for each district. The successful recipientsrepresented 33 school districts and two privateschools, and had a diversity of educational goals.All, including the alternates, exhibited excellencewith an average GPA of 3.95. The range was from3.3 to 4.0.

PROFESSIONAL PRACTICES ADVISORYCOMMISSION

During 1992-93, the Professional PracticesAdvisory Commission, which monitors and en-forces standards of appropriate professional con-duct of educators, acted on 44 cases of unprofes-sional behavior or immoral conduct. Among thesecases, 22 were sex-related, eight were drug-re-lated, and 14 dealt with other concerns.

A training workshop in fundamentals of ad-ministrative law, investigative techniques, evidencegathering, and disciplinary proceedings was heldfor district superintendents and personnel direc-tors. This knowledge will assist district staff inscreening potential educators who may be a threatto students.

UTAH PRINCIPALS ACADEMY

During 1992-93, the Principals Academyassisted the transition from school manager to in-structional leader and school facilitator for each ofthe 35 participating Academy fellows. They weretrained in effective communication skills to use intheir schools with constituents and when conduct-ing professional meetings.

The Academy received a grant to initiate theUtah Principals Mentoring Alliance and trained 25principals as mentors for administrative interns.Concepts emphasized to help enhance the skillsof school administrators included leadership, prob-lem analysis, judgment, organizational ability, de-cisiveness, sensitivity, planning, developing andmeasuring project effectiveness, implementing,delegating, seeking feedback, self-development,mentoring, and coaching.

SCHOOL ACCREDITATIONDuring 1992-93, 165 schools including

100 high schools, one middle school, 20 el-ementary schools, four K-12 schools, and 40special purpose schools were accredited by theNorthwest Association of Schools and Colleges.In addition, the State Board of Education ac-credited 94 elementary schools and 79 middlelevel schools. Full team evaluations were com-pleted at three elementary schools, five middlelevel schools, 12 high schools, and five specialpurpose schools. Thirty-four follow-up visitswere also made.

Six-year, self-study/on-site evaluations ofthe teacher education programs at the Univer-sity of Phoenix and Weber State University werecompleted and approved by the Utah StateBoard of Education during the 1992-93 year.Three-year interim evaluation reports were sub-mitted from Southern Utah University and theUniversity of Utah and were also approved.

MORE INFORMATION IS AVAILABLE INTHE FOLLOWING PUBLICATIONS:

Status of Teacher Personnel in Utah

Teacher Education Programs Approved forCertification

Alternative Preparation for Teaching Pro-grams .

Utah Professional Practices Advisor), Com-mission Annual Report

Standards of Professional Competency forUtah Educators

Standards of Ethical Conduct for Utah Edu-cators

35 31

12. WE'RE MONITORING SCHOOLFINANCE ANDDEMOGRAPHICS......through growth-related funding formu-las, part of the State Strategic Plan.

PUPIL EXPENDITURE REMAINS LOW

Utah still ranked lower than any other statein its expenditure per pupil last year at $3,218 whilethe average amount spent nationwide crept pastthe $5,500 mark. Idatio, Mississippi, and Arkan-sas are the only other states spending less than$4,000 per student in their regular school program.While class sizes elsewhere continued to shrink,Utah's pupil-teacher ratio remained America's high-est, though it declined from 23.1 in 1991-92 to 22.5in 1992-93. Despite the fact that public educationcost is high, Utah's large school-age population isa unique, potential resource in human and eco-nomic terms .(See Charts #22-1/23)

THE PRESENT ENROLLMENT PICTURE

Utah's 1993 fall enrollment estimate cametrue. The actual K-12 count was 468,675, an in-crease of 1.61 percent or 7,416 students. Yet thetotal number of public schools and number of dis-tricts in our state remained constant. Today, ourschools are more efficient than ever in their use oftime, physical facilities, and administrative costs.The so-called "enrollment bubble" that centeredon the 7th grade last year with 37,849 studentspassed the 38,000 line in 1993, sooner than ex-pected. There are 38,031 students in this year's8th grade, making it probably the largest singlestatewide grade size in Utah history that will enterour high schools next fall.

Though seven districts reported a decline inenrollment last October, 32 increased in size. Jor-dan School District received 1,412 additional stu-dents, and Washington had the highest rate of in-crease (7.18 percent), confirming growth centersat both ends of the state. Education is still the wis-est investment we can make for the future. (SeeCharts #24-1/25)

32

Chart #22

1989-93 Public EducationEXPENDITURES PER PUPIL

Year Utah Rank National

1989 2,579 51 4,6071990 2,830 51 4,9751991 3,000 51 5,2411992 2,902 51 5,4171993' 3,173 51 5,616

Presminary estimates

Chart #23

PUPIL-TEACHER RATIO

24.022.5

1988-89 1992-93

Utah continues to have thenation's highest ratio of

students per teacher in theUSA*

'REA, rankings of the States, 1993

Chart #24

NUMBER OF PUBLICSCHOOLS

October 1992 1993Elementary Schools 441 441

Middle Schools 33 33Junior High Schools 81 83Senior High Schools(10-12) 42 42Jr.-Sr. High Schools (7-12) 25 25Four-Year High Schools 33 33Special Schools 44 43Alternative High Schools 17 16Total 716 716

3 6

COMPONENTS OF FUTURE CHANGEAt the same time, student in-migration stayed

on course as an important component of overallgrowth that has great significance for the future.The difference between how many 12th gradersleft the system and how many kindergartenersentered it (4,846) compared to total student growthlast October (7,416) implies a migration cohort of2,570 students. Using the same formula, we nowestimate 1994 fall enrollment at 473,615, total stu-dent growth at 4,882 (1.04 percent), and assumedmigration at 3,110 or almost 64 percent of of totalgrowth.

Through the middle years of the decade, asthe gap between entering and departing studentnumbers decreases and the in-migrating segmentincreases, overall student growth is expected toslow down, peak in 1997-98, and then begin tofall. This holds profound implications not only forfunding but also for strategic planning. (See Charts#25-#27)

MORE INFORMATION IS AVAILABLE IN THEFOLLOWING PUBLICATIONS:

Summary of Statistical and Financial Data:Supplement to the Annual ReportUtah School Finance Reference Manual

Salary Schedule Information on Utah SchoolDistricts

Fall Enrollment Report of Utah Public and Pri-vate Schools

Fingertip Facts: Facts and Figures AboutUtah's Public School System

Chart #25

Grades K-12ENROLLMENT PROJECTIONS(October 1, 1994 through October 1, 1998)

SchoolYear

October 1Enrollments

Increase Overprevious

Year

1994-95 473,615 4,889 1.04%1995-96 476,281 2,666 0.56%1996-97 477,842 1,561 0.33%199748 481,021 3,178 0.67%1996-99 480,358 -662 -0.14%

20000

Chart #26

STATEWIDE CLASS SIZEOctober .1993

1ft11*

tio

7118

5*

5*

ard

1st

21

: .

14, .4

34 21,

33.614.

33 623

Ms* NAM Wpm massNumber of Students In Thousands

Chart #27

Utah's Public Schools 1993-98COMPONENTS OF CHANGE IN

FALL ENROLLMENT

15000 -

10030 -

-10000

TWA Change0 impied Migration

K-12 010wentiar

' issi-sta itssilsosisusiistsimelimpoltiollsseriloamsilenliseellirsAnd

' Difference-Current Vow Grade K Loos Prior YeWs Grads 12Source: Utah SW* 011ice ol Education, School Anima I Statiolics

37 33

13. WE'RE PROVIDINGEDUCATION SUPPORTSERVICES......through commitment to empoweringothers, part of the State Strategic Ran.

STATE OFFICE RESEARCH LIBRARY

Now in its sixth year, the State Office of Edu-cation Research Library is facilitating access toinformation that nourishes change, thereby fillinga pivotal need of strategic planning as a researchand development clearinghouse. It offers electronicdatabases, collated statistics, and governmentdocuments as well as professional journals oftimely value to policymakers, educators, and ad-vocacy groups.

SCHOOL LAW AND LEGISLATION

During the past year, the State Office SchoolLaw and Legislation Section provided servicesrelating to non-fiscal legislation, education law,rulemaking, school trust lands, and administrativehearings. The staff worked with those affected toreduce unnecessary mandates and update all ad-ministrative rules adopted by the State Board ofEducation, setting an important precedent for col-laboration.

Careful research provided impetus for keychanges in the management of school trust lands,among them federal legislation that could result infair compensation being given to the schools forthe entrapment of trust lands within special useareas. The School Law Section plans to focus fu-ture efforts on building closer ties with other Utahagencies that impact education and drafting modellaws for interstate matters of common interest.

CHILD NUTRITION PROGRAMS

In 1992-93, school lunch program coordina-tors in the districts worked to provide a health andfitness-conscious menu of low-fat, nourishingfoods to help all Utah children establish sensible,healthful, lifelong eating habits at an early age.Objectives for the accomplishment of this ambi-

34

Chart #28

Total = $103,972,985

$30,741,847

Sources of 1992-93 Funds

CHILDNUTRITIONPROGRAMSLocal 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 $2 A91234Child Care $18.176,518Special Milk $80.600Summer $1.625.284Nutritional EducationTraining $89,995

38

tious goal have been infused into the approved K-6 core curriculum.

Hungry boys and girls in 300 public schoolsare now being fed in the morning before they startthe school day. Although participation in the fed-erally subsidized School Breakfast Program hasincreased, data on economic need indicate manyother schools not yet taking part are also eligible.More and more schools and communities are alsotaking part in the Summer School Food Programas need rises and communities decide to takeadvantage of it. (See Chart #28)

EMERGENCY PREPAREDNESS

In 1993, the State Office developed and dis-tributed 3,000 emergency preparedness manualsto Utah schools and districts. Inservice was pro-vided to most districts to prepare them to protectstudents and personnel during an emergencycaused by acts of nature, technology, or securityhazards was provided.

PUPIL TRANSPORTATION

In the 1992-93 year, Utah's school busestraveled approximately 23 million miles, transport-ing 146,143 pupils each day on 1,831 buses andemploying 2,200 full-and part-time drivers and 85driver/trainers, 73 mechanics, and a support staffof secretaries and technicians. The total cost oftransporting students to and from school was$41,469,771. The Transportation Advisory Com-mittee created by the Legislature approved Utah'stransportation finance formula in March 1993, andthe first budget cycle under this new formula hasjust been completed.

Working jointly with the Automated Geo-graphic Reference Center at the Capitol, the StateOffice is proceeding to develop a computerizedbus route evaluation system and has digitized all4,000 school bus routes so accurate maps can becreated. When the full program is in place, it willenhance efficiency of each route, equipment use,and passenger service.

HUMAN RESOURCE MANAGEMENT

Last year, the State Office of Education Hu-man Resource Section processed 100 positionrecruitments, performed 166 job reclassifications,and conducted inservice training for all agericyemployees on the Americans With Disabilities Act,

and Quality Improvement/Ethics. Sexual ha-rassment prevention training was provided forall new supervisors. The Section also contin-ued to provide assistance to school districts onrequest as well as to State Office workers on avariety of personnel and job performance-re-lated issues.

PUBLIC RELATIONS

Throughout 1992-93, the State OfficePublic Relations Section continued to keep thepublic informed of noteworthy educational hap-pen; and State Board of Education policychar ). is through close contact with the media,education-related briefings, use of printed ma-terials, and responding to in-person and phoneinquiries.

The Section also assisted agency staffand school districts and was involved in trouble-shooting controversial issues, coordinating spe-cial events, and facilitating state and nationalschool recognition programs.

UTAH PUBLIC EDUCATION FOUNDATION

In 1992-93, the Public Education Foun-dation facilitated the income check-off, afundraising project with Lagoon, and an inser-vice and energy tour for teachers sponsoredby Chevron.USA. This year, the Legislature al-located $575,000 to districts contingent on pri-vate matching dollars. The Foundation alsofunded the Alpine trACE project, a languagescience project, and a parent involvementproject, and consulted with local district foun-dation directors.

INTERNAL ACCOUNTINGAgain in 1992-93, the Internal Account-

ing Unit monitored the fiscal accountability ofthe State Office of Education, State Office ofRehabilitation, Child Nutrition Program, andMinimum School Program, and served as thefunding agent for the applied technology cen-ters, fine arts programs, Utah State Develop-mental Center, Youth Center at Utah State Hos-pital, and corrections education. The Unit alsocontinued to provide vital budgetary, payroll, andpurchasing services.

3935

AGENCY COMPUTER SERVICES

Agency computer services launched the mi-gration of the State Office to an integratedagencywide local area computer network last year.Groeldwork has been completed to enable themainframe computer system to generate cost sav-ings and facilitate in-house communication andsharing. The State Office exchanged data morefully with districts, and added computer serviceswere provided in school finance and teacher certi-fication.

Internal Accounting and Agency ComputerServices worked together with the state auditorand State Board internal auditor; processed inexcess of 58,000 transactions, an increase of 9.9percent; and negotiated the 1993-1998 indirectcost rate.

MORE INFORMATION IS AVAILABLE IN THEFOLLOWING PUBLICATIONS:

Statewide Child Nutrition Programs: StrategicPlan for the National School Lunch Program

Human Resource Management Laws andRegulations : Resource for School Districts

Media Notebook: Information About UtahSchools

StudentFOCUS Newsletter

4036

CONCLUSIONOur priority is to ensure continuous im-

provement in educational achievement for allUtah student. We are striving to accomplishthis through full implementation of the UtahState Education Strategic Plan.

The Strategic Plan will enable us to moveforward with innovative programs involving stu-dents, teachers, parents, businesses, and com-munities. Through widespread involvement ofall citizens in education, greater opportunitiesfor learning will be made available to Utah stu-dents.

Education is Utah's best investment for aprosperous tomorrow. Strategic planning at alllevels of our system will take us there.

4 137