Board Strategic Plan

Overview

The Utah State Board of Education’s (USBEs) strategic plan provides a shared vision for the future of Utah’s education system. It identifies a vision for Utah students upon completion through a vision statement and the characteristics outlined in the Portrait of a Graduate. The plan further provides goals that reflect ambitious outcomes we aim for the system to deliver for each student and high-leverage strategies to align efforts toward impacting each goal. The plan also aligns USBE’s efforts internally as we focus on our mission of creating the conditions for equitable student success.

The Utah State Board of Education Strategic Plan

Portrait of a Graduate

Vision: Upon completion, all Utah students are prepared to succeed and lead by having the knowledge and skills to learn, engage civically, and lead meaningful lives.

This vision for Utah students is also articulated through the Utah's Portrait of a Graduate, which identifies the ideal characteristics of a Utah graduate upon exiting the K-12 system. The Portrait of a Graduate serves as our north star for system transformation. As school districts and charter schools develop Portraits of a Graduate for their unique communities, we continue working through the implications of this vision for the design of our system at the state level. Our aim is to create the conditions for school systems throughout the state to intentionally deliver on this powerful vision.

Mission

Mission: The Utah State Board of Education leads by creating equitable conditions for student success: advocating for necessary resources, developing policy, and providing effective oversight and support.

The Board has adopted the following definition of equity to accompany its mission statement:

Acknowledging that all students are capable of learning, educational equity is the distribution of resources to provide equal opportunities based upon the needs of each individual student. Equitable resources include funding, programs, policies, initiatives and supports that recognize each student’s unique background and school context to guarantee that all students have access to high-quality education.

Education Elevated 2022 Targets

To assess progress of the system toward our vision, we track several indicators at the system level. In 2017, the Board established ambitious 5-year targets for each of these indicators. These targets were set by determining the amount of progress necessary to get one-third of the way to 100% by 2022.

Education Elevated 2022 Targets
Further disaggregation by student group, including historically underserved student groups, will be made available soon.

Data Definitions
For information on data definitions for each of the Education Elevated measures.

Pandemic related disruptions have influenced student achievement in Utah. The Utah State Board of Education (USBE) initiated a comprehensive set of studies to help understand the extent of pandemic-related disruptions on students’ academic performance.

Exploring the Effects of the COVID-19 Pandemic on Student Achievement in Utah Executive Report
USBE Coronavirus (COVID-19) Information and Resources Effects on Learning

Goals

The strategic plan provides four goals for the education system. The goals are written as results statements reflecting an ambitious outcome we aim for the system to provide for each student. Utah State Board of Education's role in achieving these goals is to create the conditions at the state level to enable local education agencies and leaders to achieve them in schools and classrooms across the state.

For more information on personalized learning, including a definition and information on how to initiate personalized learning, refer to Personalized Learning.

Strategies

The strategic plan identifies high-leverage strategies to align efforts toward impacting each goal.

Goal 1: Early Learning

1D: Increase Engagement of Families with Young Children in Early Learning Experiences

5b45 Kids

Goal 2: Effective Educators and Leaders

2A: Support Districts and Schools in Providing Effective Mentoring for Beginning Educators and Leaders

Development of Teacher Mentors Mentor Roles and Competencies
Development of Teacher Mentors Utah's Educator Induction Framework
Development of Teacher Mentors Endorsement Applications
Development of Teacher Mentors Newsletters
Utah State Board of Education Teaching and Learning Educator Development

Teacher Mentoring eHub
Professional Learning
Utah Education Network (UEN)

2B: Assist Districts and Schools in Providing Continuous Personalized Professional Learning for Each Educator and Leaders

None at this time.

2C: Evaluate and Support Educator Preparation Programs in Meeting Requirements Established by the Board While Providing Room to Innovate

Alternate Pathway to Professional Educator License (APPEL)
Utah State Board of Education Educator Licensing

Portrait of a First Year Teacher
Utah State Board of Education Utah's Portrait of a Graduate

Teaching in Utah

2D: Lead in Changing the Perception of Teaching as a Profession

None at this time.

2E: Promote Equitable Access to Highly Effective Teachers

2021-2022 Percentages by Full-time Equivalency (FTE) and Qualifications
Utah State Board of Education Educator Licensing

USBE Title I Director’s Meeting - Facilitating the Resource Allocation Reviews
Utah State Board of Education Elementary and Secondary Education Act (ESEA) Programs and Related State Initiatives Directors

Education Highlight: Teacher Retention
YouTube

2F: Increase the Supply of Transformational School Leaders Across the State

Professional Development Courses
Utah State Board of Education Massively Integrated Data Analytics System (MIDAS)

Professional Learning and Convenings for School Leaders
School Leadership Development Community of Practice: 2022-2023 Sessions
Utah State Board of Education School Leadership

Utah Educators: Register for the 2022 Utah Principal Supervisors’ Academy
WestEd

Goal 3: Safe and Healthy Schools

Strategy 3A: Support Districts and Schools in Creating and Maintaining Conditions for Safe and Healthy Learning Environments

School Safety Center (SSC)
Utah State Board of Education Safe and Healthy Schools

Strategy 3B: Increase Adoption of Evidence-based Student Health and Wellness Practices

Best Practices for Recess
Utah State Board of Education Teaching and Learning Physical Education

Best Practices and Resources Library Alcohol, Tobacco, and Electronic Cigarette Prevention and Cessation Interventions
Substance Use Prevention Resources
Suicide Prevention
Utah State Board of Education Prevention and Student Services

Student Health Services
Utah State Board of Education Safe and Healthy Schools

Evaluation Tool to Assess Model Wellness Policies in Local Education Agencies (LEAs)
Qualtrics

Farm to Fork

On-Demand Seizure First Aid Training for School Personnel
Epilepsy Alliance America (EAA)

Seizure Training for School Personnel (On Demand) - v2.0
Epilepsy Foundation

Start Smart Utah

Whole School, Whole Community, Whole Child (WSCC)
Centers for Disease Control and Prevention (CDC)

Strategy 3C: Build Capacity of Educators and Other Stakeholders to Meet Students’ Mental, Emotional, and Social Needs

Establishing a Positive and Supportive School Culture
Trauma Sensitive Schools Professional Development
Utah State Board of Education Safe and Healthy Schools

Trauma-Informed Microcredentials
Utah State Board of Education Massively Integrated Data Analytics System (MIDAS)

Grief and Loss: Supporting Students Post Pandemic
Google Docs

Emotion Regulation Strategies
Selecting and Implementing Mental Health Curriculum in Schools
YouTube

Goal 4: Personalized Teaching and Learning

Strategy 4A: Empower USBE, educators, parents, and students with access to timely, useful, safeguarded data

Utah State Board of Education Personalized Competency Based Learning (PCBL) Extended Learning Resources

Strategy 4B: Support LEAs in providing a personalized learning plan for each student

Utah Talent MAP, Portrait of a Graduate

P-20 Competencies

P-20 Competency Model Rubrics

PCBL Framework

Utah’s Flexibility Guide (version 2.0)

Strategy 4C: Increase access to qualified school personnel to design personalized learning plans in partnership with teachers, students and families

Utah’s HQI Cycle

Utah’s High Leverage Practices

Utah Effective Teaching Standards (UETS) Standard 2 Instructional Design Clarity: Element 3 Learning Progression

Utah's PCBL Framework

Utah's P-20 Competency Model Rubrics

Strategy 4D: Promote new school system models for personalized learning implementation

Early College Dashboard

College and Career Readiness Course Resources

Annual Implementation Updates

The Utah State Board of Education (USBE) is tracking and reporting progress on implementation toward our long-term goals.

2022

Utah State Board of Education Strategic Plan 2022 Implementation Update
The annual implementation update details the progress on implementation of the Board's strategic plan, highlights new resources that have been created in alignment with the goals, and measures progress toward the agency's long-term goals.

2021

Utah State Board of Education Strategic Plan 2021 Implementation Update
A companion to the 2020 update detailing annual progress on implementation.

2020

Utah State Board of Education Strategic Plan 2020 Implementation Update
Details the progress on implementation, outlines a rationale and indicators for each goal, and articulates a theory of change for each strategy.

Goal Indicators Data

In addition to the Education Elevated Indicators, the Utah State Board of Education (USBE) tracks progress on each of the four goals using indicators aligned to each goal.

References

Reports: Attendance and Chronic Absenteeism
USBE Assessment and Accountability

2021 Utah School Climate Survey - Student Grade K-2
Qualtrics

R277-325: Public Education Exit and Engagement Surveys | R277-623: School Climate Survey
USBE Administrative Rules

Title: 53E-2-202: Planning for Utah's Public Education System | Title: 53G-8-802: State Safety and Support Program. State Board Duties
Title: 53G-11-304: Educator Exit Survey. Rulemaking. Local Education Agencies to Create and Administer Exit Surveys. Reporting
Utah State Legislature

Early Learning

Acadience
USBE Assessment and Accountability
- Kindergarten through 3rd Grade Literacy and Numeracy
Kindergarten Entry and Exit Profile (KEEP)
USBE Assessment and Accountability
- Kindergarten Numeracy and Literacy
Pre-kindergarten Entry and Exit Profile (PEEP)
USBE Assessment and Accountability
- Preschool Numeracy and Literacy
USBE Data Gateway
- 3rd Grade Mathematics and English Language Arts (ELAs) Proficiency (RISE)

Effective Educators and Leaders

Retention Rate of New Educators
Educator Engagement and Exit Survey Report (Reference: R277-325 and Title: 53G-11-304):
USBE Policy, Law and Professional Practices Utah Legislative Reports
- Educator Reasons for Leaving their Present Assignment. General Job Satisfaction Among Utah Educators.
- Where Educators go After Leaving Employment in Utah
Disparities in Access to Effective Teachers
Proportion of Educators with Higher-than-Average Student Growth Scores (RISE)
Proportion of Educators who are Qualified with Appropriate License:
- Comprehensive Administration of Credentials for Teachers in Utah Schools (CACTUS)
  USBE Educator Licensing Human Resources Supports
Education Degrees Awarded by Utah Teacher Preparation Programs

Safe and Healthy Schools

School Incidence Data
Student Engagement:
- Attendance and Chronic Absenteeism
School Climate Survey (Reference: R277-623 and Title: 53G-8-802)
Student Health and Risk Prevention (SHARP) Survey
Utah Department of Human Services Division of Substance Abuse and Mental Health (DSAMH)
School Safety Survey

Personalized Teaching and Learning

Student Engagement:
- Absenteeism Rates
- Student Surveys/School Climate Survey
Instructional Practices:
- Teacher Survey of Instructional Practices
- Administrative Observations
- Teacher Turnover by Teacher Effectiveness
- External Observation for Fidelity of Implementation
- Trend in Students Needing Added Instructional Support/Interventions

Note that the instructional practices measures are only collected for LEAs participating in the Competency-Based Education Grant program (Title:53E-5-502).