Curriculum & Instruction Mission:

Develop, maintain and implement core curriculum throughout Utah by means of professional development and instructional materials.

Curriculum & Instruction Programs Overview

Mission: Develop, maintain and implement Core Curriculum throughout Utah by means of professional development and instructional materials.

Index

Academic Service Learning	Instructional Materials	Optional Extended-Day Kindergarten
Accreditation	K, 1, 2 Content	Pre-Kindergarten
Curriculum and Instruction	Language Arts - Elementary	Presidential Awards - Excellence in Mathematics and Science Teaching
Early College, Concurrent Enrollment	Language Arts - Secondary	Reading First - Utah
English Language Learners      Alternative Language Services	Library Media	Science
Even Start	Life Skills, Civics, Character Ed.	Social Studies
Fine Arts	Mathematics - Elementary	STAR Reading Tutoring
First Response, Safety Education	Mathematics - Secondary	Title II A - Improving Teacher Quality
Gifted and Talented	MESA- Math, Engineering, Science	World Languages
Health and Physical Education	Math and Science Partnership MSP
Indian Education	Minority Student Achievement Plan

 

Academic Service Learning / Service Learning Grant

http://www.schools.utah.gov/curr/servicelearning/index.htm

Alan Griffin, Service Learning Specialist
801-538-7761, alan [dot] griffin [at] schools [dot] utah [dot] gov (alan.griffin@schools.utah.gov)

Academic service-learning (ASL) provides opportunities to reach beyond the classroom and form meaningful connections between the student, the curriculum, and the community.  ASL enables students to develop a deeper understanding of the classroom curriculum by problem-solving situations in their own communities.  It also enhances the sense of belonging in one’s community through thoughtfully organized service.  Structured reflection to think, talk, or write about the knowledge gained through the service opportunity concludes the ASL process.

Funding is available to help support academic service-learning programs.  Any Utah school district, individual public or charter school, or individual public or charter classroom teacher is eligible for a service-learning grant through the Learn and Serve America program managed by the Utah State Office of Education.

District grants may be awarded in amounts up to $15,000.  Individual school grants may be awarded up to $2,500.  Individual classroom grants may be awarded up to $1,000.  Amounts outside this range must be negotiated with the State Office of Education Service-Learning Specialist(s).

Complete grant details (including the application for funding) and submission deadlines are located on the Service-Learning website at: http://www.usoe.k12.ut.us/curr/servicelearning.

Accreditation

http://www.schools.utah.gov/curr/accred/default.htm

Georgia Loutensock, Accreditation 
801-538-7789, georgia [dot] loutensock [at] schools [dot] utah [dot] gov (georgia.loutensock@schools.utah.gov)

School accreditation is an important process for improving schools through self-evaluation, annual reports and peer review.  This process is required for schools that award credit toward high school graduation.

State law and Board Rule require public schools with secondary grades (grades 9-12), in whatever combination, to be accredited by the Northwest Association of Accredited Schools (NAAS) and the USOE.

Schools serving elementary (K-6) and middle level (7-8) students are not required to be accredited, but may seek accreditation if they wish.

R277-410-1 F. "Secondary school" for the purpose of this rule means a school that includes grades 9-12 that offers credits toward high school graduation or diplomas or both in whatever kind of school the grade levels exist.

R277-410-3 B.  Utah public secondary schools, as defined in R277-410-1F,   including charter schools, shall be members of Northwest and be accredited by Northwest, except as exempted by R277-412-3C and R277-413-3K.

R277-410-3 E.  If a school includes grade levels for which accreditation is both mandatory and optional, the school shall be accredited in its entirety.

A school must apply for NAAS membership and receive an initial visit to determine its compliance with NAAS Standards for Accreditation before October 15 of the academic year for which the school desires accreditation.

The following are the steps a new school must take to become accredited.

1. The school makes an application to NAAS and sends in membership form and dues to Northwest Association of Accredited Schools (NAAS). 
2. The USOE receives a copy of the application from NAAS.
3. The accreditation specialist and/or designees make an initial onsite visit to evaluate qualifications and recommend or deny provisional accreditation for the applicant.   
   Note:  The application and initial visit must be completed by October 15 to receive accreditation for the current academic year (i.e., October 15, 2007 for the 2007-2008 school year).
4. The state accreditation committee accepts or rejects the recommendation of the initial visiting team for provisional accreditation. 
5. If accepted, the school will have provisional accreditation for up to three (3) years and in that time fulfills the following:
• Follow-up with any recommendations from the Accreditation Committee.
• Pay membership dues to NAAS. 
• File their Annual NAAS Reports to USOE. 
• Prepare School Improvement Plan (SIP). 
• Receive a full-team onsite visit.
6. Schools will receive training, periodic reports and/or visits to assist them in the accreditation process.
7. Following the full-team visit, the visiting team will recommend a term of accreditation of up to six years.  The school will no longer be considered "provisional."

 

Curriculum and Instruction

www.schools.utah.gov/curr/directors/

Director of Curriculum and Instruction
801-538-7770

Statewide Curriculum and Instruction is coordinated through the State Curriculum Directors’ Coordination Committee.  District and charter school representatives participate in the five statewide annual meetings.  These meetings include decision making that influences state policies, program implementation, and Board Rule.  The meetings are a forum for sharing information on best practices and curriculum and instruction issues.  The meetings occur in September, November, January, March, and May.

The curriculum director’s website provides minutes and PowerPoints for upcoming and past meetings, State Board position statements, information on the Optional Extended-Day Kindergarten (OEK) Program, the English Language Learners Master Plan, Competency Measures Projects, Life Skills, and the Initiative on Effective Instructional Time.  This site also provides information on the latest graduation requirements, credit acceptance policies, and new Board Rules.

 

Early College—Concurrent Enrollment, AP, and IB

www.schools.utah.gov/curr/concuren/defalut.htm

Brenda Hedden, Early College Specialist
801-538-7742
brenda [dot] hedden [at] schools [dot] utah [dot] gov (brenda.hedden@schools.utah.gov)

Concurrent Enrollment—The purpose of concurrent enrollment is to provide a challenging college-level and productive secondary school experience.  Students entering concurrent enrollment begin a permanent college transcript.  Concurrent enrollment courses need to meet two criteria: they must be rigorous college-level courses, and they must meet public education Core Curriculum standards.  Only credits that are successfully completed, as evidenced by passing college grades, will be funded through the program.  The Concurrent Enrollment Assurances form and a checklist are provided on the website in addition to other information regarding this program.

Advanced Placement (AP) is the College Board Advanced Placement Program.  Its operational services are provided by the Educational Testing Service.  The program provides practical descriptions of college-level courses to interested schools.  Student test results based on these courses are provided to colleges of the student's choice.  Participating colleges grant credit, appropriate placement, or both to students whose test results meet standards prescribed by the college.  The Advanced Placement Program offers high school students worldwide the opportunity to take college-level courses while attending secondary school.  AP courses are invariably more rigorous than other high school offerings.  A fee is required to take the AP tests.

International Baccalaureate (IB) programs consist of three programs that encompass ages 3-19: the Primary Years Programme (ages 3-12,) the Middle Years Programme (ages 11-16), the Diploma Programme (ages 16-19).  All three programmes require study in a broad range of subjects, including content in cultural education.  Special emphasis on language acquisition and language development, the development of learning skills, opportunities for individual and collaborative planning, and community service component requiring action and reflection comprise the course of study in the IB programmes.
Scholarships

Robert C.  Byrd Honors Scholarship—As a U.S. Senator, Byrd secured the creation and continuation of the Robert C.  Byrd scholarship program [34 CFR Part 654, Subpart A, Section 654.1].  This program is a national plan to offer a $1,500 scholarship per year for a maximum of four years, to students with excellent academic skills in high school who demonstrate the possibility for continued educational success in college.  For further information visit the website or contact (for last names beginning with A-L) amber [dot] bowden [at] schools [dot] utah [dot] gov (amber.bowden@schools.utah.gov) at 801 538-7664, or (for last names beginning with M-Z) erica [dot] horsley [at] schools [dot] utah [dot] gov (erica.horsley@schools.utah.gov) at 801 538-7503.

The Centennial Scholarship—The Centennial Scholarship for Early Graduation program is a partial tuition program which allows for high school graduation to be flexible and appropriate to meet the individual student’s needs.  For further information, visit the website or contact Susan Addams at 801-538-7771 or susan [dot] addams [at] schools [dot] utah [dot] gov (susan.addams@schools.utah.gov).

Further information, eligibility, rules, and requirements for both scholarships are found on the above website.

 

English Language Learners (ELLs)
Alternative Language Services

www.schools.utah.gov/curr/ELLALS/

Katherine Whittekiend, English Language Learners Specialist
801-538-7945, kathrine [dot] whittekiend [at] schools [dot] utah [dot] gov (kathrine.whittekiend@schools.utah.gov)

Ellie Brady, ALS/Title III Specialist
801-538-7709, ellie [dot] brady [at] schools [dot] utah [dot] gov (ellie.brady@schools.utah.gov)

An Alternative Language Services (ALS) program is designed to meet the educational needs of all language minority students to enable them to effectively participate in the regular school program.  Schools are required to have a home language survey in place to identify and qualify students needing services, and a language proficiency assessment for program placement.  Impacted schools may then apply to the state for grants, the amount of which is determined by the number of English Language Learners (ELL) enrolled.  Access to these grants is through the USOE Curriculum ALS department.

Regular meetings of the district ALS directors are held monthly.  These meeting dates are posted on the curriculum ALS department website.  The state rules governing this program, as well as information on funding, definitions, and district/school responsibilities, may be found at http://www.rules.utah.gov/publicat/code/r277/r277-716.htm#E6.

The ELL Master Plan for English Language Learners provides guidance to schools and districts to implement both recommendations and state requirements to improve student academic achievement and school success.  Furthermore, it provides guidance and direction for policymakers’ efforts to enact programs supporting the learning of ELLs and gain parent involvement.

The Master Plan for ELLs recognizes family literacy and parental involvement in the school as successful strategies to increase literacy skills and language gains in all ethnic groups of children.  This Master Plan addresses the unique needs of our ELL families, which include cultural, educational, and language barriers.

ALS Guidance Document—The English Language Learners (ELLs) Alternative Language Services document provides guidance, requirements, and recommendations for schools and districts to use in improving student academic achievement and school success.  The document was developed in an effort to guide and support districts as they design educational services for ELLs.  It also provides schools with the critical researched-based pedagogical foundation from which they can build Alternative Language Programs that are individualized for their specific ELL populations.  This document describes compliance with federal, state and programmatic funding requirements, as well as effective practices for instruction and learning.

ESL Endorsement—In compliance with the Alternative Language Services (ALS) Board Rule R277-716-5, Teacher Qualifications, Utah educators who are assigned to provide instruction in language acquisition and whose primary assignment is to provide English language instruction to English Language Learners (ELLs) shall comply with the State ESL Endorsement requirements.

The ESL Endorsement Standards are aligned to research, federal and state policies, and contain six standards that make up an 18 credit-hour semester program.  The ESL Endorsement is organized by standards and objectives that describe what teachers should know and be able to do.  The ESL Endorsement checklist is found at http://www.schools.utah.gov/cert/endorsements/endesl.htm.

 

Even Start

www.schools.utah.gov/curr/preschool-kindergarten/index.html

Sharon Lay, Early Childhood Education Specialist
801-538-7599, sharon [dot] lay [at] schools [dot] utah [dot] gov (sharon.lay@schools.utah.gov)

This program offers grants to support local family literacy projects that integrate early childhood education, adult literacy (adult basic and secondary-level education and instruction for English Language Learners), parenting education, and interactive parent and child literacy activities for low-income families with parents who are eligible for services under the Adult Education and Family Literacy Actand their children from birth through age 7.  Teen parents and their children from birth through age 7 also are eligible.  All participating families must be those most in need of program services.  Projects provide for early childhood education, adult literacy (adult basic and secondary-level education and instruction for English Language Learners), parenting education, and interactive parent-child literacy activities for participating families, often through other entities providing these services, such as government agencies, colleges and universities, public schools, Head Start programs, and other public and private community-based groups.

Projects operate year-round and provide staff training and support services, such as child care and transportation, when unavailable from other sources, to enable participation in core education activities.

 

Fine Arts

www.schools.utah.gov/curr/FineArt/default.htm

Carol Ann Goodson, Fine Arts Specialist
801-538-7793, carolann [dot] goodson [at] schools [dot] utah [dot] gov (carolann.goodson@schools.utah.gov)

The joy, richness, and depth of the arts through active involvement in art, dance, music and/or theatre strengthen and advance the kinetic, pragmatic, playful, intellectual, curious, creative, sensitive, and imaginative nature of students.  In other words, they are a rigorous means of developing the affective, cognitive and psychomotor skills.  Students’ self-confidence grows through the self-expression and awareness of their understanding and opinions of the creations about them.  The ability to communicate and receive meaning through these art forms builds appreciation and respect for others and for themselves.  Students learn how to refine their work and contribute to each other’s well-being in numerous, nurturing, and celebratory ways.

Credit for Fine Arts may not be waived.  For example, Foreign Language, Humanities, and CTE courses cannot be applied toward Fine Arts core credit, which is required as follows.
Fine Arts Instructional Requirements & Graduation Requirements:

• K-6 Mastery of Core (Required)
• K-2: Dance, Drama, Music, and Visual Arts
• 3-6:  Dance, Drama, Music, and Visual Arts 
• 7-8 Basic Core* (1.0 Unit Required)  Select from:
• Dance I ,Music Connections, Chorus, Band, Orchestra, Theatre Foundation 1, Visual Arts Foundation 1
• 9-12 Core Options (1.5 Units Required)  Select from:
• Dance I-VI, Dance Company, Guitar, Music Aesthetics and Music Composition, Chorus, Band, Orchestra, Theatre Foundation I-IV, Visual Arts Foundations II, Drawing, Painting, Ceramics, Sculpture, Jewelry, Film Making, Art History, 3D Design, Photography, Print Making, Commercial Art, and Electronic Media

* In the case of a student who has an SEP/SEOP that indicates the intent to specialize in dance, music, theatre, or visual arts, the district may approve, on an individual basis, fulfilling the seventh and eighth grade arts requirement with both 0.5 units in the same art form, if this emphasis cannot be accomplished through elective options. 
Responsibilities:

• K-12 Core Curriculum for Dance, Music, Theatre, and Visual Arts
• K-12  Professional Development and Leadership for Dance, Music, Theatre, and Visual Arts
• Elementary and Secondary Endorsements for Dance, Music, Theatre, and Visual Arts

DAC (District Arts Coordinators) is a group of Fine Arts Coordinators representing districts and charter schools in Utah.  DAC meets fives times per year (August, September, November, Spring, and June) for planning and evaluation, discussion of Fine Arts issues, and dispersion of timely information.  The DAC emailing list is the primary means of disseminating current information.  You may place a name on the DAC mailing list by contacting Carol Ann Goodson.  Information regarding meeting dates and times may be found on the Fine Arts website.

 

First Response, Safety Education

www.schools.utah.gov/curr/pe_health/default.htm

Linda Mayne, First Response Specialist
801-538-7734, linda [dot] mayne [at] schools [dot] utah [dot] gov (linda.mayne@schools.utah.gov)

“What to Do When Every Minute Counts,” USOE Health Curriculum—In a world that can be unpredictable, we are faced with emergency situations involving natural forces, accidents, illness, and the threat of terrorism.  It becomes vitally important to respond to these emergencies quickly and correctly.  A person’s life may be dependant on decisions made by lay responders.
The “What to Do When Every Minute Counts” curriculum provided by the Utah State Office of Education and Utah Department of Health will provide high school students with the knowledge and skills necessary to take care of life-threatening emergencies and to generally recognize the nature and seriousness of a victim's injuries or illness.  Students will learn to assess the need for emergency medical care, and to judge whether an emergency is serious enough to call for medical assistance and how to treat the victim until professional help arrives.
Utah State Office of Education will provide for each high school:

1. A DVD containing current protocol for CPR. 
2. A workbook for each student.
3. A visit from local EMS for practical CPR and AED training.
4. Teacher certification as an American Heart Association instructor.
5. American Heart Association CPR cards for students.

Teachers will provide:

1. Documentation with student names. 
2. A pre-lesson before the EMS arrives.
3. Supervision of class during class visit.
4. Contact 4-6 weeks prior to visit.

Mission: The EMS Coalition commits to educate, encourage, and empower students to make a difference… when every minute counts.

 

Gifted and Talented

www.schools.utah.gov/curr/gift_talent/default.htm

Gerolynn Hargrove, Gifted and Talented Specialist
801-538-7884,  gerolynn [dot] hargrove [at] schools [dot] utah [dot] gov (gerolynn.hargrove@schools.utah.gov)

Utah educators are committed to the belief that education is a means by which each individual has the opportunity to reach his or her fullest potential.  We believe that all students have a right to educational experiences that challenge their individual development whether it is below, at, or beyond the level of their age peers.  In accordance with this philosophy, Utah schools provide educational programs that recognize and make provisions for the needs of gifted and talented learners.

Gifted and Talented Requirements:

• R277-711.  Educational Programs for Gifted and Talented

      Definitions
      Authority and Purpose
      Program Standards
      Fiscal Standards

• R277-711 D.  For the purpose of this standard a plan must be submitted annually to the Utah State Office of Education.  The plan is sent online and is submitted electronically in October.

Gifted and Talented Coordinators meet the second Thursday of every month, excluding summers.  Visit the Gifted and Talented website for times and locations.

 

Health, Physical Education, Human Sexuality Instruction

www.schools.utah.gov/curr/pe_health/default.htm
           
Frank Wojtech, Health and Physical Education Specialist
801-538-7732, frank [dot] wojtech [at] schools [dot] utah [dot] gov (frank.wojtech@schools.utah.gov)

Physical Education Requirements:

• K-2—Integrated Curriculum
• 3-6—Elementary Core Curriculum
• 7-12—Secondary Core Curriculum

• 7th Grade—one semester—Beginning Team Sports
• 8th Grade—one semester—Intermediate Team Sports
• Grades 9-12—three semesters
• Participation Skills and Techniques (9th Grade)
• Fitness for Life (10th Grade)
• Individualized Lifetime Activities (11th or 12th Grades)

Credit for physical education may not be waived.  A one time .5 credit may be awarded for participation in two seasons of sports administered by the Utah High School Activities Association.  This credit may fulfill the requirement for either Participation Skills and Techniques or Individualized Lifetime Activitiesbut never forFitness for Life. 

Health Education Requirements:

• K-2—Integrated Curriculum
• 3-6—Elementary Core Curriculum
• 7-12—Secondary Core Curriculum—two semesters

• Grade 7 or 8—Health Education 1
• Grade 9 or 10—Health Education 2

• Human Sexuality Instruction—taught in each secondary health education class

• Must follow Utah Law and Policy—(See Health Education Website).
• All teachers must complete a law and policy training provided by the USOE before teaching (also required of non-health education teachers who teach human reproduction) and an update training provided by the district once every three years thereafter.
• A presentation on adoption as an option to unwanted pregnancy is required by state law.
• Each district must complete a form annually offering assurances that it is in compliance with State Law and that it has a Human Sexuality Materials and Resources Committee in place.

 

Indian Education

www.schools.utah.gov/curr/indianed/

Chuck Foster, Indian Education Specialist
801-538-7838, chuck [dot] foster [at] schools [dot] utah [dot] gov (chuck.foster@schools.utah.gov)

This program is designed to address the unique education and culturally related academic needs of American Indian and Alaska Native students, including preschool children, so that these students can achieve the same challenging state performance standards expected of all students.  The program is the Department's principal vehicle for addressing the particular needs of Indian children.

Grant funds supplement the regular school program.  Projects help Indian children sharpen their academic skills, assist students in becoming proficient in the core content areas, and provide students an opportunity to participate in enrichment programs that would otherwise be unavailable.  Funds support such activities as after-school programs, early childhood education, tutoring, and dropout prevention.

The Indian Education Formula Grant program provides grants to support local educational agencies in their efforts to reform elementary and secondary school programs that serve Indian students.  The programs funded are to be based on challenging State content standards and State student performance standards used for all students, and to be designed to assist Indian students to meet those standards.
Title VII Coordinators:

• Hold meetings every second Thursday of every month, excluding summer.
• Consist of one or two representatives from Title VII districts.
• Works with native students.
• Are responsible for Title VII formula grant applications each year.

The American Indian / Alaska Native Advisory Committee:

• Meets every four months.
• Is comprised of community/school/arts leadership from all over the state.
• Works on the Strategic Plan.

A Youth Conference is held every year to honor native students and their scholastic achievements, including graduation, athletics, attendance, performing arts, community service, arts and crafts, and scholarships.  A motivational speaker is chosen and colleges are given booths at the event.

 

Instructional Materials

www.schools.utah.gov/curr/IMC/

Vali Kremer, Instructional Materials Specialist
801-538-7783, vali [dot] kremer [at] schools [dot] utah [dot] gov (vali.kremer@schools.utah.gov)

The Instructional Materials Commission, created in 1907 by the Utah State Legislature, serves under the direction of the State Board of Education.  The Commission meets twice a year, as per legislative mandate, to evaluate and coordinate the alignment of instructional materials such as textbooks or online programs to the Utah Core Curriculum.  The Commission is also responsible for setting up a state contract price that guarantees consistent prices to rural and urban communities alike. 
See the Instructional Materials website for further information regarding meetings and events.

 

K, 1, 2 Content

http://www.schools.utah.gov/curr/main/k12core.htm

Nicole Paulson, K, 1, 2 Content Specialist
801-538-7808, nicole [dot] paulson [at] schools [dot] utah [dot] gov (nicole.paulson@schools.utah.gov)

Content Core Curriculum—The K, 1, 2 Content Core Curriculum was approved in 2003 and consists of Fine Arts, Health Education, Physical Education, Science, and Social Studies.

In kindergarten, first, and second grades, core concepts should be integrated across all curriculum areas.  Reading, writing, and mathematical skills should be emphasized as integral to the instruction in all other areas.  Personal relevance of content is always an important part of helping students to value learning and should be emphasized.

For information regarding Utah’s K, 1, 2 Content Core Curriculum, visit the following website:  http://www.schools.utah.gov/curr/K-1-2/default.htm.

Professional Development—The Elementary Core Academy provides elementary grade teachers with a professional development opportunity to increase integrated instruction, achievement, and learning for students in Utah.
 
The Core Academy instruction focuses on the Utah Core Curriculum (specifically, content and math for K-2 and math/science for 3-6), with emphasis on targeted instruction, formative assessment practices, and accountability measures by teachers.  Each Academy participant receives materials enabling him/her to implement the experiments and learning activities shared during the training.

See http://coreacademy.usu.edu for more information.

 

Language Arts - Elementary

www.schools.utah.gov/curr/lang_art/elem;default.htm

Lynne Greenwood, Elementary Language Arts Specialist
801-538-7828, lynne [dot] greenwood [at] schools [dot] utah [dot] gov (lynne.greenwood@schools.utah.gov)

Language Arts Core Curriculum—Currently available online to support Elementary Language Arts Core Curriculum Instruction:

• A list of High Frequency words and phrases
• Language Arts writing lessons, student anchor papers, rubrics and prompts
• Principal’s Guide to Language Arts Implementation
• State reviewed reading assessments K-12
• Oral Language Teaching Modules K-3
• Forthcoming in 9/07: A flip chart program for parents to support the Kindergarten Language Arts Core Curriculum in the home

K-3 Reading Improvement Program—The K-3 Reading Improvement Program is funded legislatively to improve student reading achievement.  Annual applications are due September 28.  Reporting forms and templates for local reading plans with rubrics for self-evaluation are found on the above website.  Year-end reporting of student achievement/improvement or growth is required.  Visit http://www.schools.utah.gov/curr/lang_art/elem/k3Framework.htm for further information.

Principals’ Literacy Institute—The Principals’ Literacy Institute is designed to improve reading achievement through research-based administrative leadership.  This is a year-long institute providing professional development and travel to districts throughout the state to visit classrooms implementing research-based practices.  Applications are due in August each year.  Applications may be obtained by contacting Lynne Greenwood/Patty Hunt.

Utah’s 3-Tier Model of Reading Instruction—Utah’s 3-Tier Model of Reading Instruction is designed to improve reading achievement through a reading delivery model for all schools K-12.  The 3-Tier document is available at http://www.schools.utah.gov/curr/lang_art/elem/Documents/TADocrevised5-23-07_000.pdf.

State Literacy Meetings—State literacy meetings are held quarterly for district-level literacy leaders and charter school leaders.  The purpose of these meetings is to provide an opportunity for literacy leaders to share information, review literacy research and best practices, be informed on all state and national legislation regarding literacy, and discuss critical issues.  A calendar of events may be found on the website.

Literacy Professional Development—Ongoing professional development is critical to student achievement.  The State Office of Education supports many excellent literacy professional development opportunities throughout each calendar year.  Some of the many state-wide literacy professional development activities may be found on the website.

Elementary Reading Endorsement Program—The reading endorsement program supports elementary teachers, literacy coaches, and other professional educators in becoming highly qualified to teach or support literacy instruction in elementary schools.  There are two levels of reading endorsements.  Level I is intended for all elementary educators.  Levels I and II are designed for those educators wishing to become literacy coaches, literacy coordinators/specialists, and/or district office literacy leaders.  Reading endorsement information may be found at http://www.schools.utah.gov/curr/lang_art/elem/endorsements.htm.

Approved courses from each university may be found at the following websites:
Level I  http://www.usoe.k12.ut.us/cert/Endorsements/endreadi_elm_classes.htm
Level II  http://www.usoe.k12.ut.us/cert/Endorsements/endreada_elm_classes.htm

 

Language Arts - Secondary

www.schools.utah.gov/curr/lang_art/sec/default.htm

Mary Beth Clark, Secondary Language Arts Specialist
801-538-7766, marybeth [dot] clark [at] schools [dot] utah [dot] gov (marybeth.clark@schools.utah.gov)

Statewide Secondary Language Arts meetings are held four times a year.  In these meetings, issues pertaining to literacy at the secondary level are discussed.  Meeting times and locations may be accessed on the Secondary Language Arts website.  The Secondary Language Arts Core Curriculum was revised in 2006.  Professional development classes are offered to Secondary Language Arts teachers throughout the state.  Information regarding these classes is posted on the Secondary Language Arts website.

Speech, Journalism, English, Reading Level I and Reading Level II Endorsements are reviewed by the Secondary Language Arts Specialist.  Information on submitting Endorsement applications may be found on the Secondary Language Arts website.

 

Library Media

www.schools.utah.gov/curr/library/

Georgia Loutensock, Library Media Specialist
801-538-7789, georgia [dot] loutensock [at] schools [dot] utah [dot] gov (georgia.loutensock@schools.utah.gov)

The Library is the heart of the school. The school library media program is a primary resource for literacy, information, and curriculum support.  The school library media program, through the coordination of efforts of a certified library media teacher, contributes to the achievement of the desired results for student learning by providing instruction, resources, and activities that enable students and staff to become effective, independent users of ideas and information for lifelong learning.  A quality library media program includes an adequate, current, up-to-date collection of print, non-print, and electronic resources; professional and support staff; inviting, user-friendly facilities; and a sufficient budget to build and maintain the collection and services.

The Utah Library Media Core Curricula are the foundation of the school library media program.
The library media center shall provide an inviting environment that is conducive to student learning and allows full access for all students and staff.  The arrangement of the library shall permit visual control of the entire center from the circulation and/or office area.  The library should be attractively arranged and provide seating for small and large groups; appropriately sized shelving and seating; sufficient electrical and networking outlets; attractive signage to facilitate location and use of resources; office space; and work areas for processing, maintenance, storage, etc.

Each school should have a written policy to be used to continually evaluate the quality, depth, and breadth of the library media program, including a challenged materials statement and procedure, an acceptable use policy and document for students and staff, and a guide for collection development, including weeding.

The library media program shall provide print, non-print, and electronic resources that directly support school goals and curricula, reflecting a diversity of learning styles, levels of interest, and cultural difference.

See the Library Media webpage for the complete Standards for Utah Library Media Programs.

In 2007 the Legislature provided ongoing funding for school library books and electronic resources. Please see Board Rule R277-467 for guidelines as to the proper expenditure of these funds.

 

Life Skills, Civics, and Character Education

Life Skills: http://www.schools.utah.gov/curr/lifeskills/index/htm
Civics: http://www.schools.utah.gov/curr/lifeskills/civics.htm
Character Education:  http://www.schools.utah.gov/curr/lifeskills/Char_Ed.htm

Alan Griffin, Civics, Character & Academic Service Learning Specialist
801-538-7761, alan [dot] griffin [at] schools [dot] utah [dot] gov (alan.griffin@schools.utah.gov)

Civics Education is a predominant theme in all areas of public school education in Utah.  The recently adopted Life Skills document outlines the goals of education in Utah.  It advocates in its preface that

…students become productively engaged citizens endowed with the knowledge, skills, dispositions, and confidence to participate fully in democratic life.  It is our hope that students will be active participants in and out of the classroom in American citizenship, with many of the same values, dreams and goals of the founding fathers for free, responsible, productive, and happy living.

This document is a guide for all patrons of education as to the knowledge, skills, and dispositions needed for success.  One of its primary domains is labeled “Social and Civic Responsibility," and lists specific indicators and competencies that are used to assess student progress toward responsible citizenship.  Each domain is incorporated in every curriculum and climate of the school.

Character is one of the seven domains in the Life Skills document.  It is required that all subject areas and school practices incorporate character building as a primary goal.  Utah educators are active in the teaching of honesty, integrity, morality, civility, duty, honor, service, and obedience to law as specified by Utah Code 53A-13-109.    Another Life Skills domain is Social and Civic Responsibility.  Utah schools focus on student knowledge, skills and dispositions for civic engagement that are molded and developed in all areas of the school.

Life Skills is a statewide program that emphasizes the need to educate the whole child.  While academic achievement continues to be a goal as we engage children intellectually, character building and civic engagement are fundamental in order to teach children so that they can make informed decisions and become competent, well-educated citizens with a commitment to the common good in democratic society.  The Life Skills document emphasizes seven domains: (1) Thinking and Reasoning, (2) Social and Civic Responsibility, (3) Character, (4) Aesthetics, (5) Communication, (6) Systems Thinking, and (7) Employability.  Educators at all grade levels and in all curricular areas incorporate the seven domains into their instruction as well as into the school climate.

 

Mathematics - Elementary

www.schools.utah.gov/curr/Math/elem/default.htm

Nicole Paulson, Elementary Mathematics Specialist
801-538-7808, nicole [dot] paulson [at] schools [dot] utah [dot] gov (nicole.paulson@schools.utah.gov)

Elementary Mathematics Core Curriculum—The Elementary Mathematics Core Curriculum was approved in June 2007.  The Core was designed so that, wherever possible, the ideas taught within a particular grade level have a logical and natural connection with each other and with those of earlier grades.  Efforts were also made to select topics and skills that integrate well with one another and with other subject areas appropriate to grade level.  In addition, there is an upward articulation of mathematical concepts and skills.  This spiraling is intended to prepare students to understand and use more complex mathematical concepts and skills as they advance through the learning process.

By emphasizing depth rather than breadth, the Elementary Mathematics Core seeks to empower students by providing a comprehensive background in mathematics.  Teachers are expected to teach all the standards and objectives specified in the Core for their grade level, but may add related concepts and skills.

For information regarding Utah’s Elementary Mathematics Core Curriculum, visit the following website:  http://www.schools.utah.gov/curr/math/elem/default.htm.

State Mathematics Education Coordinating Committee (SMECC)—SMECC is a group of district mathematics coordinators, university professors, and charter school representatives in Utah.  SMECC meets three to four times per year for statewide collaboration, professional development, and discussion of mathematics issues.  The SMECC mailing list is the primary means of disseminating current information.  Contact Nicole Paulson for more information regarding this committee.

Professional Development—The Elementary CORE Academy provides elementary grade teachers with a professional development opportunity to increase the integrated instruction, achievement, and learning for students in Utah.
 
The Core Academy instruction focuses on the Utah Core Curriculum (specifically, content and math for K-2 and math/science for 3-6), with emphasis on targeted instruction, formative assessment practices, and accountability measures by teachers.  Each Academy participant receives materials enabling him/her to implement the experiments and learning activities shared during the training. See http://coreacademy.usu.edu for more information.

 

Mathematics - Secondary

http://www.schools.utah.gov/curr/math/sec/Default.htm

Diana Suddreth, Secondary Mathematics Specialist
801-538-7794, diana [dot] suddreth [at] schools [dot] utah [dot] gov (diana.suddreth@schools.utah.gov)

Secondary Mathematics provides support to secondary mathematics teachers by overseeing revisions and implementation of the Secondary Mathematics Core Curriculum, answering questions, and providing clarification for teachers and administrators regarding the Secondary Mathematics Core Curriculum.

Secondary Mathematics Professional Development and Leadership opportunities are offered that support student achievement through core implementation.  Information regarding these opportunities can be found on the Secondary Mathematics website.  Information on submitting an application for a Secondary Mathematics Endorsement may also be found on this website.
State Mathematics Education Coordinating Committee (SMECC)—SMECC is a group of district mathematics coordinators, university professors, and charter school representatives in Utah.  SMECC meets three to four times per year for statewide collaboration, professional development, and discussion of mathematics issues.  The SMECC mailing list is the primary means of disseminating current information.  Contact Diana Suddreth for more information regarding this committee.

 

MESA – Mathematics, Engineering, Science Achievement

www.schools.utah.gov/curr/MESA/default.htm

Brenda Burrell, Ed.D, Minority Education/MESA Specialist
801-538-7733, brenda [dot] burrell [at] schools [dot] utah [dot] gov (brenda.burrell@schools.utah.gov)

The purpose of MESA is to increase the number of underserved ethnic minority and all female students who pursue coursework, advanced study, and possible careers in mathematics, engineering, and science areas.

A MESA Program is composed of classes and/or clubs.  Some districts offer MESA math and science courses for their students and MESA after school clubs.  Other schools offer only MESA after school club activities.
 
Utah Constitution, Article X, Section 3, which vests general control and supervision of public education in the Utah State Board of Education, Section 53A-4-205, authorizes the MESA program.  The USOE has overall supervision of the MESA program and its budget.  Funding for the program is based on The Utah State Board of Education's objectives established for the program and MESA is a public education program holding membership in a consortium.  Consortiums members represent public education, industry, higher education, and the community. See Utah State Office of Education Rule R277-717 - Mathematics, Engineering, Science Achievement.

MESA objectives:

• Increase the number of underserved ethnic minority and all female students who pursue coursework, advanced study, and possible careers in mathematics, engineering, and science areas. 
• Provide a program and activities designed to motivate underserved ethnic minority and all female students to take better advantage of all existing educational opportunities. 
• Increase graduation rates of MESA-involved students from high school. 
• Strengthen the self-image of underserved ethnic minority and all female students relating to their success in mathematics and science courses, and provide them with skills and opportunities to become successful role models for other students. 
• Provide underserved ethnic minority and all female students the opportunity to relate and associate with successful role models.

 

Mathematics and Science Partnership (MSP) Program

http://www.schools.utah.gov/curr/math/elem/web_resources.htm

Nicole Paulson, MSP Director
801-538-7808, nicole [dot] paulson [at] schools [dot] utah [dot] gov (nicole.paulson@schools.utah.gov)

In January of 2002, the No Child Left Behind Act of 2001 (NCLB) became law.  Title II, Part B of this legislation authorizes a Mathematics and Science Partnership (MSP) competitive grant program.  The purpose of the MSP program is to improve the academic achievement of students in the areas of mathematics and science by encouraging state education agencies, institutions of higher education, local education agencies, elementary schools, and secondary schools to participate in programs that improve instruction and upgrade the status and stature of mathematics and science teaching.

The Utah State Office of Education is responsible for the administration of this program.  Funds available for the Mathematics and Science Partnership competitive grant program are awarded by the USOE to support successful proposals submitted by Utah institutes of higher education (IHEs), school districts, or nonprofit organizations that have formed partnerships focused on the improvement of mathematics and science instruction.  Partnerships must include, at a minimum, a high-need district and a department of mathematics, engineering, or science in an IHE.

See http://www.schools.utah.gov/curr/math/elem/web_resources.htm for an RFP and more information regarding the program.

 

Minority Student Achievement Plan

Brenda Burrell, Ed.D, Minority Education/MESA Specialist
801-538-7733, brenda [dot] burrell [at] schools [dot] utah [dot] gov (brenda.burrell@schools.utah.gov)

Data reveals that there is an academic achievement disparity between the student groups in our nation and in our state.  The Minority Student Achievement Committee developed the Minority Student Achievement Plan to guide schools/districts, parents, and policy makers as they work to narrow and eventually eliminate the achievement gap that currently exists between ethnic minority students and their white counterparts in the State of Utah.  Assistance with developing a specific plan of action as well as professional development opportunities in this area is available through USOE.  The ultimate goal of this framework of success is to create schools in which virtually all students are learning at high academic levels.

Components of the plan are:

• Using data to inform decisions
• Creating an inclusive school culture
• Developing a culturally competent staff
• Ensuring educator quality
• Enhancing teaching and learning
• Demanding rigorous and relevant curriculum
• Planning for strategic prevention and intervention
• Collaborating with Parent and Families
• Establishing Community and Business Partnerships
• Holding all stakeholders accountable

 

Optional Extended-Day Kindergarten (OEK)

http://www.schools.utah.gov/curr/directors/kindergarten/default.htm

Curriculum and Instruction Director
801-538-7770

SB 49 Optional Extended-Day Kindergarten
R277-489 Optional Extended-Day Kindergarten
           
The Optional Extended-Day Kindergarten program is legislatively funded through SB 49, taking effect on July 1, 2007.  This program has a one-time funding of $30 million disbursed at $7.5 million per year over a four-year period.  The division of funds is based upon the free lunch count in both districts and charter schools.  Allocations for this program are found on the website under Data Allocations.

Applications for this program are due July 2, 2007 and August 10 each year thereafter.  District applications should be submitted to the Curriculum and Instruction Director.  Charter school applications should be submitted to Marlies Burns, Director of Utah Charter Schools.

The OEK program is designed to improve student achievement.  Information may be found at http://www.schools.utah.gov/curr/directors/kindergarten/default.htm.

 

Pre-Kindergarten

www.schools.utah.gov/curr/preschool-kindergarten/index.html

Sharon Lay, Early Childhood Education Specialist
801-538-7599, sharon [dot] lay [at] schools [dot] utah [dot] gov (sharon.lay@schools.utah.gov)

The pre-kindergarten section of the Curriculum and Instruction Department at the USOE is responsible for providing professional development opportunities for pre-K teachers in the public school system. This section maintains a website with information about school readiness, professional development opportunities for pre-K teachers and parents, and teacher resources. Through this section, the USOE provides “Kindergarten, Here We Come” pamphlets that are distributed to all schools in the spring, and copies of the “Utah State Pre-K Guidelines.” The Pre-K Specialist provides in-service workshops to aid teachers of four-year-children in the implementation of the Pre-K Guidelines in their pre-K programs.

 

Presidential Awards for Excellence in Mathematics and Science Teaching

http://www.paemst.org 

Nicole Paulson, Elementary Mathematics Specialist
801-538-7808          nicole [dot] paulson [at] schools [dot] utah [dot] gov (nicole.paulson@schools.utah.gov)
Diana Suddreth, Secondary Mathematics Specialist
801-538-7794          diana [dot] suddreth [at] schools [dot] utah [dot] gov (diana.suddreth@schools.utah.gov)
Velma Itamura, Science Specialist
801-538-7803           velma [dot] itamura [at] schools [dot] utah [dot] gov (velma.itamura@schools.utah.gov)

Presidential Awards for Excellence in Mathematics and Science Teaching—Each year, the President of the United States recognizes outstanding kindergarten through 6th grade or 7th–12th grade mathematics and science teachers by bestowing upon them the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST).  The PAEMST program is administered by the National Science Foundation (NSF) on behalf of the White House.

The presidential awardees receive $10,000 and an all-expenses-paid trip for two to Washington, D.C., where they are honored in a variety of recognition events, including an opportunity to meet the President of the United States.

Mathematics and science teachers from kindergarten through 12th grade are eligible for the award.  In even-numbered years, the award is given to elementary teachers (kindergarten–6th grade); in odd-numbered years, secondary teachers (grades 7–12) are recognized.

See http://www.paemst.org  for more information.

 

Reading First - Utah

www.schools.utah.gov/curr/readingfirst/default.htm
           
Rebecca Donaldson, Utah Reading First Director
801-538-7869, rebecca [dot] donaldson [at] schools [dot] utah [dot] gov (rebecca.donaldson@schools.utah.gov)

Reading First addresses a major need of American school children: providing high quality reading instruction that ensures students become proficient readers.  Because early success in reading prevents the need for later remediation and is critical to all aspects of learning, the Reading First program focuses on improving instruction for K-3 students.  Fortunately, there is a large and growing body of scientifically based research that shows what works in helping all students become proficient readers.

State educational agencies (SEAs) competitively sub-grant funds to eligible local education agencies (LEAs) to establish scientifically based reading programs in schools with the greatest need to improve student achievement.  LEAs must meet eligibility requirements based on poverty and low student performance in reading in grades 1-3 to qualify to compete for funds.

Reading First helps LEAs in implementing scientifically proven instruction, and monitors the progress of students.  Frequent assessments ensure that students are making adequate progress toward becoming proficient readers.  LEAs must report this data each year and are held accountable for the results.  Continued Reading First funding is tied to student outcomes and progress toward proficiency in reading.     
There are four major components in Reading—First:

• Instructional Programs and Strategies—Scientifically based instructional content that explicitly and systematically addresses the five essential components of reading instruction, including Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension, in addition to all other elements of the Utah Elementary Language Arts Core Curriculum.
• Valid and Reliable Assessments–Rigorous measurements of students’ progress in the five essential components of reading instruction.
• Professional Development–Increased student achievement through enabling teachers to effectively implement scientifically based reading instruction.
• Instructional Leadership–Clearly defined roles and responsibilities for school and district leaders to ensure effective implementation of a comprehensive reading program.

Utah Reading First sponsors ongoing professional development opportunities for educators who are involved in K-3 reading instruction.  Dates and topics may be accessed at http://www.schools.utah.gov/curr/main/ProfessionalDevelopment.htm.

 

Science

www.schools.utah.gov/curr/sci/

Velma Itamura, Science Education Specialist
801-538-7803, velma [dot] itamura [at] schools [dot] utah [dot] gov (velma.itamura@schools.utah.gov)

Science instruction should cultivate and build on students’ curiosity and sense of wonder.  Effective science instruction engages students in enjoyable learning experiences.  Science instruction should be as thrilling an experience for a student as opening a rock and seeing a fossil, tracing and interpreting a pedigree, or observing the effects of some chemicals on the heartbeat of daphnia.  Science is not just for those who have traditionally succeeded in the subject, and it is not just for those who will choose science-related careers.  In a world of rapidly expanding knowledge and technology, all students must gain the skills they will need to understand and function responsibly and successfully in the world.  The Utah Science Core Curriculum provides skills in a context that enables students to experience the joy of doing science.

The Utah Science Website—http://www.schools.utah.gov/curr/sci has resources for science teachers and includes the Utah Core Curriculum for elementary and secondary grades.  The website includes information about the following topics:

• Utah Science Core Curriculum for Elementary and Secondary Grades
• Science Endorsements
• Safety Information
• Professional Development
• Upcoming Events
• Utah Science Community Resources
• Science Teaching Resources
• State and National Science Organizations
• Student Sci-ber Text that is aligned to the core
• Science Assessment
• Utah Test Item Pool Server (UTIPS)

State Science Education Coordination Committee (SSECC)—SSECC is an organization of district science specialists, charter school representatives, informal science education organizations, and representatives from higher education to set high standards for science education in Utah.  The committee’s mission is to improve science teaching and learning, improve student achievement, increase the number of qualified teachers of science in classrooms, provide opportunities for professional growth, seek high quality instructional materials for classroom use, develop leaders for science education and establish science education position statements.  For information about meetings contact Velma Itamura.

Professional Development—The Elementary CORE Academy provides elementary grade teachers with a professional development opportunity to increase the integrated instruction, achievement, and learning for students in Utah.
 
The CORE Academy instruction focuses on the Utah Core Curriculum (specifically, content and math for K-2 and math/science for 3-6), with emphasis on targeted instruction, formative assessment practices and accountability measures by teachers.  Each Academy participant receives materials enabling him/her to implement the experiments and learning activities shared during the training.

See http://www.coreacademy.usu.edu for more information.

 

Social Studies

www.schools.utah.gov/curr/socialstudies/default.htm

Robert Austin, Social Studies Specialist
801-538-7708, robert [dot] austin [at] schools [dot] utah [dot] gov (robert.austin@schools.utah.gov)

The National Council for the Social Studies defines social studies as "the integrated study of the social sciences and humanities to promote civic competence.”  For students to become fully empowered participants in democracy, attention must be paid to this "civic competence.”  The social studies—including history, geography, economics, political science, sociology, psychology, and anthropology—are central to the mission of public schools.

To ensure effective communication across the state, Social Studies Curriculum Director’s Meetings are held four times per year.  Representatives attend each meeting and disseminate information from the meeting to their district/charter school.  A list of the representatives can be found at http://www.schools.utah.gov/curr/socialstudies/teachers/contacts.htm.

The USOE Social Studies web site offers a listserv to anyone who wishes to sign up for the free service.  Those who sign up receive newsletters and other timely information. See http://www.schools.utah.gov/curr/socialstudies/teachers/email.htm.

Every year the USOE offers a range of courses and other professional development for teachers.  The information is posted on the calendar as it becomes available. See http://www.schools.utah.gov/curr/socialstudies/calendar/cal.h tml.

The following courses are required for high school graduation: Geography for Life (.5), World Civilizations (.5), US History II (1.0), and U.S.  Government and Citizenship (.5). See http:// www.schools.utah.gov/curr/socialstudies/core/default.htm.

Following is a link of generally accepted course alternatives that districts have determined still meet course requirements: http://www.schools.utah.gov/curr/socialstudies/core/documents/CoreCourseAlternativesFinal.pdf.

The Core Curriculum for elementary grades 3-6 is now being revised.  The writing committees and steering committees have been hard at work on the draft, and will soon have an online survey soon to record your comments.  The core will be sent to the State Board of Education for initial approval in the fall of 2007, with full implementation of the core in the 2008-2009 school year.

 

STAR Reading Tutoring

www.schools.utah.gov/curr/star/default.htm

Sue Okroy, Star Tutorial Specialist
801-538-7765, susan [dot] okroy [at] schools [dot] utah [dot] gov (susan.okroy@schools.utah.gov)

Reading Tutoring Programs—One of the most pressing challenges schools face is that of ensuring that all children become competent readers.  Young children who experience problems in reading quickly fall behind their more skilled classmates.  This gap in reading skills can emerge as early as first grade, and proves to be pervasive over time.  The long-term negative impact of poor reading skills can be enormous.

The Utah State Office of Education desires to provide support for improving student achievement through a series of systematic tutorial programs.  Four research-based tutorial programs have been produced by the Utah State Office of Education in the last two years.  A short description of each program follows:

• STAR

The STAR tutoring program utilizes adult paraprofessional or volunteer one–to-one tutors and is designed for students in Kindergarten through third grade who need extra reading support.

• STAR Parent

The STAR Parent tutoring program provides parents with a lesson plan and targeted lessons to use with their children at home.  Students read leveled texts aloud and practice skills previously addressed in the classroom.

• STAR Advanced

The STAR Advanced tutoring program also utilizes adult tutors and is intended for older students who need extra support in reading.  STAR Advanced also contains a writing component.

• Cross-age

The Cross-age tutoring program is designed for older students to tutor younger students who struggle with reading.

The Utah State Office of Education STAR tutoring programs are to be used with Tier II and Tier III students as additional practice to support, not supplant, tiered instruction.  The programs are based upon current research and practices.  Students read appropriately leveled texts and work through scripted lessons.  Students are tutored for a minimum of two 30-minute sessions each week.  The STAR tutoring programs have been extremely well received by students, teachers, and parents statewide.  Schools using STAR have reported significant gains in student achievement which they attribute, in part, to the tutoring programs.  Students benefit from increased reading time, targeted practice, and a rewarding reading experience with a trained, caring volunteer.

 

Title II A—Improving Teacher Quality

Diana Suddreth, Secondary Mathematics Specialist
801-538-7794, diana [dot] suddreth [at] schools [dot] utah [dot] gov (diana.suddreth@schools.utah.gov)

The No Child Left Behind Act of 2001 (NCLB) places a major emphasis on teacher quality as a significant factor in improving student achievement.  Under NCLB, Title II Part A provides funds to states and districts to conduct a variety of teacher-related reform activities.  The purpose of Title II, Part A is to increase the academic achievement of all students by helping schools and districts improve teacher and principal quality and ensure that all teachers are highly qualified.  Through the program districts and charter schools receive funds on a formula basis.  In exchange, agencies that receive funds are held accountable to the public for improvements in academic achievement.  Allowable uses of Title II, Part A funds include:

• Recruiting highly qualified teachers.
• Providing financial incentives for teachers in high-need areas.
• Offering professional development in core academic areas.
• Retaining teachers through mentoring, induction and other support services.
• Reforming tenure.
• Providing merit pay to teachers.
• Testing teachers in academic areas.
• Carrying out programs that emphasize multiple career paths for teachers.
• Reducing class size.

Local Educational Agencies (LEAs), including districts and charter schools, will be informed of preliminary allocations for all NCLB programs on the USOE website and by letter in the fall.  LEAs may receive a Title II, Part A subgrant by submitting a Consolidated Utah Student Achievement Plan (CUSAP) with a detailed budget for Title II, Part A to the Utah State Office of Education.  LEAs will be notified of the approval status when all parts of the CUSAP are complete and approved. 

Training information and information on meetings may be found on the website.

 

World Languages

www.schools.utah.gov/curr/for.lang/default.htm

Gregg Roberts, World Languages Specialist
801-538-7743, gregg [dot] roberts [at] schools [dot] utah [dot] gov (gregg.roberts@schools.utah.gov)

World language instruction is implemented as a sequence of Levels I-VI.  The levels of language instruction are based on the content of the curriculum and the time involved in the instruction.  Because the implementation of world language programs varies greatly from one context to another, and entry into a world language program can occur at various grades, the levels of instruction are defined as follows:

• Level I instruction may be achieved in three ways: (1) in the elementary grades, Kindergarten through grade five (depending on the type of program offered); (2) varying programs of instruction in middle school (comparable in content and contact hours to the course equivalent offered in high school); or (3) one year of instruction in grades nine through twelve.   
• Level II is defined as (1) in the elementary grades, Kindergarten through grade five (depending on the type of program offered); (2) instruction in middle school (depending on the type of program offered) after the successful completion of Level I in elementary school; or (3) one year of instruction in high school after the successful completion of Level I in middle school or high school.   
• Levels III-VI are defined each as one year of instruction in middle school or high school after the successful completion of the previous level.

The world language courses and program descriptions are based on the five goals stated in the ACTFL (American Council of Foreign Language) national standards.

• Goal 1—Communication: Communicate in Languages Other than English
• Goal 2—Cultures: Gain Knowledge and Understanding of Other Cultures
• Goal 3—Connections: Connect with Other Disciplines and Acquire Information
• Goal 4—Comparisons: Develop Insight into the Nature of Language and Culture
• Goal 5—Communities: Participate in Multilingual Communities at Home and Around the World

Foreign Exchange Students:  S.B.  5, Amendments to the Minimum School Program Budget, will take effect on July 1, 2007 which includes changes in policy for foreign exchange students.  The World Language specialist will administer this program.

The funding formula for foreign exchange students is set in state law (see 53A-2-206).  District and charter schools will be reimbursed the equivalent of the current year’s value of the Weighted Pupil Unit for each foreign exchange student enrolled on October 1.  State funding for exchange students is limited to a total of 328 students.  The quota of exchange students per district and charter school will be set by the USOE on January 1.  Any unused allocation will be redistributed on May 15.

The USOE no longer evaluates programs, and recommends the use of programs already evaluated by the Council on Standards for International Educational Travel (CSIET).  CSIET was established in 1984 after a study showed no industry-wide standards for foreign exchange programs.  Exchange program members of CSIET are carefully reviewed yearly for compliance with rules and regulations established by the United States Department of State, including background checks for host families and ensuring entering students meet all visa requirements.  Programs or organizations not members of CSIET have not been evaluated, and problems arising with exchange students will be directed solely through that program without the backing of CSIET.  District and charter schools are solely responsible for the programs with which they work.