The School LAND Trust program brings tens of millions of dollars annually to meet critical academic needs and enhance and improve academic excellence in Utah public schools. The funds are generated from the earnings on the permanent State School Fund, where revenue from school trust lands is invested. The funds are discretionary for academic instruction and play a vital role in student success.
Each district school in Utah elects a School Community Council (SCC) consisting of parents, teachers, and the principal. Charter Schools have Trust Lands Councils. All councils must have a two-parent member majority.
Each council identifies the focus of the School LAND Trust plan by carefully reviewing school-wide assessment data annually. Plans are developed to improve student academic performance in the identified areas with the annual School LAND Trust program funds. The plans are approved by the council, submitted on this website, and approved by the local school board or chartering entity.
Utah Leading through Effective, Actionable and Dynamic (ULEAD) Education
Utah State Board of Education
Note: ULEAD provides resources, clearinghouses and ideas to help implement data-driven and research-based programs and interventions for councils to consider.
The requirements of the School LAND Trust Program have changed over time as distributions have increased and emerging student needs are identified. We have provided the current Utah State Code and State Board Rule defining appropriate expenditures with funds from the School LAND Trust program. All expenditure discussions should begin by defining a school’s most critical academic need by reviewing school-wide assessment data. The council then makes a goal for measurable student improvement and makes plans to expend funds on allowable research-based programs and interventions to meet the goal.
The School LAND Trust plan must be consistent with the school’s Teacher and Student Success Act Plan. Positive behavioral interventions are no longer limited to $7,000 and must be directly tied to measurable academic goals.
Councils should begin by evaluating student success, and create measurable goals for academic improvement in:
In addition, High Schools can create goals to increase graduation rates and promote college and career readiness.
Councils are encouraged to regularly review current school plans in comparison to the approved budget to ensure the plan is being implemented as approved. When councils see that the plan will not be implemented as approved, or that budgets will not be spent as planned, the council should consider amending the plan. This will make goals more achievable, ensure that students are having their academic needs met, and prevent excessive carryover from one year to the next.