53F-5 - State Funding — Initiative Grant Programs
Title 53F > 53F-5
Sections (31)
General Provisions
53F-5-101 - Title.
This chapter is known as “State Funding — Initiative Grant Programs.”
Enacted by Chapter 2, 2018 General Session
53F-5-102 - Definitions.
Enacted by Chapter 2, 2018 General Session
Miscellaneous Grant Programs
53F-5-201 - Grants for online delivery of statewide assessments.
(1) As used in this section: “Adaptive tests” means tests administered during the school year using an online adaptive test system.”Core standards for Utah public schools” means the standards established by the state board as described in Section 53E-4-202.”Statewide assessment” means the same as that term is defined in Section 53E-4-301.”Summative tests” means tests administered near the end of a course to assess overall achievement of course goals.”Uniform online summative test system” means a single system for the online delivery of summative tests required as statewide assessments that:is coordinated by the state board;ensures the reliability and security of statewide assessments; andis selected through collaboration between the state board and school district representatives with expertise in technology, assessment, and administration.
(2) The state board may award grants to school districts and charter schools to implement: a uniform online summative test system to enable school staff and parents of students to review statewide assessment scores by the end of the school year; oran online adaptive test system to enable parents of students and school staff to measure and monitor a student’s academic progress during a school year.
(3) Grant money may be used to pay for any of the following, provided it is directly related to implementing a uniform online summative test system, an online adaptive test system, or both:computer equipment and peripherals, including electronic data capture devices designed for electronic test administration and scoring;software;networking equipment;upgrades of existing equipment or software;upgrades of existing physical plant facilities;personnel to provide technical support or coordination and management; andteacher professional development.Equipment purchased in compliance with Subsection (3)(a), when not in use for the online delivery of summative tests or adaptive tests required as statewide assessments, may be used for other purposes.
(4) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the state board shall make rules: establishing procedures for applying for and awarding grants;specifying how grant money is allocated among school districts and charter schools;requiring reporting of grant money expenditures and evidence showing that the grant money has been used to implement a uniform online summative test system, an online adaptive test system, or both;establishing technology standards for an online adaptive testing system;requiring a school district or charter school that receives a grant under this section to implement, in compliance with Title 53E, Chapter 9, Student Privacy and Data Protection, an online adaptive test system by the 2014-15 school year that:meets the technology standards established under Subsection (4)(d); andis aligned with the core standards for Utah public schools;requiring a school district or charter school to provide matching funds to implement a uniform online summative test system, an online adaptive test system, or both in an amount that is greater than or equal to the amount of a grant received under this section; andensuring that student identifiable data is not released to any person, except as provided by Title 53E, Chapter 9, Student Privacy and Data Protection, and rules of the state board adopted under the authority of those parts.
(5) If a school district or charter school uses grant money for purposes other than those stated in Subsection (3), the school district or charter school is liable for reimbursing the state board in the amount of the grant money improperly used.
(6) A school district or charter school may not use federal funds to provide the matching funds required to receive a grant under this section.
(7) A school district may not impose a tax rate above the certified tax rate for the purpose of generating revenue to provide matching funds for a grant under this section.
Amended by Chapter 408, 2020 General Session
53F-5-202 - National Board certification reimbursement.
(1) The terms defined in Section 53E-6-102 apply to this section.As used in this section, “eligible educator” means an educator who is employed as an educator by an LEA.
(2) Subject to legislative appropriations and Subsection (2)(b), the state board shall reimburse an eligible educator for a cost incurred by the eligible educator to attain or renew a National Board certification.The state board may only issue a reimbursement under Subsection (2)(a) for:a National Board certification attained or renewed after July 1, 2016, and before July 1, 2019; ora cost incurred by an eligible teacher to attain or renew a National Board certification after July 1, 2016, and before July 1, 2019.
(3) Subject to legislative appropriations, and in accordance with this section, beginning July 1, 2019, the state board may pay up to the total cost: for an eligible educator who does not have a National Board certification to pursue a National Board certification; orfor an eligible educator who has a National Board certification, to renew the National Board certification.
(4) An eligible educator who does not have a National Board certification and intends for the state board to pay for the eligible educator to pursue a National Board certification shall: submit to the state board:an application;a letter of recommendation from the principal of the eligible educator’s school; anda plan for completing the requirements for a National Board certification within three years of the state board approving the eligible educator’s application; andpay a registration fee directly to the organization that administers National Board certification.
(5) An eligible educator who intends for the state board to pay to renew the eligible educator’s National Board certification shall submit an application to the state board.
(6) The state board may not: pay for an eligible educator to attempt to earn National Board certification over a period of longer than three years; orpay for an individual to attempt National Board certification or a component of National Board certification more than once.
(7) The state board shall make rules in accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, specifying procedures and timelines for: reimbursing costs under Subsection (2); andpaying costs for an eligible educator to pursue or renew a National Board certification under Subsection (3).
Amended by Chapter 354, 2020 General Session
53F-5-204 - Initiative to strengthen college and career readiness.
(1) As used in this section: “College and career counseling” means:nurturing college and career aspirations;assisting students in planning an academic program that connects to college and career goals;providing early and ongoing exposure to information necessary to make informed decisions when selecting a college and career;promoting participation in college and career assessments;providing financial aid information; andincreasing understanding about college admission processes.”LEA” or “local education agency” means a school district or charter school.
(2) There is created the Strengthening College and Career Readiness Program, a grant program for LEAs, to improve students’ college and career readiness through enhancing the skill level of school counselors to provide college and career counseling.
(3) The state board shall: on or before August 1, 2015, collaborate with the Utah Board of Higher Education, and business, community, and education stakeholders to develop a certificate for school counselors that:certifies that a school counselor is highly skilled at providing college and career counseling; andis aligned with the Utah Comprehensive Counseling and Guidance Program as defined in rules established by the state board in accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act;subject to legislative appropriations, award grants to LEAs, on a competitive basis, for payment of course fees for courses required to earn the certificate developed by the state board under Subsection (3)(a); andin accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, make rules specifying:procedures for applying for and awarding grants under this section;criteria for awarding grants; andreporting requirements for grantees.
(4) An LEA that receives a grant under this section shall use the grant for payment of course fees for courses required to attain the certificate as determined by the state board under Subsection (3)(a).
Amended by Chapter 365, 2020 General Session
53F-5-205 - Paraeducator to Teacher Scholarship Program — Grants for math teacher training programs.
(1) The terms defined in Section 53E-6-102 apply to this section.As used in this section, “paraeducator” means a school employee who:delivers instruction under the direct supervision of a teacher; andworks in an area where there is a shortage of qualified teachers, such as special education, Title I, ESL, reading remediation, math, or science.
(2) The Paraeducator to Teacher Scholarship Program is created to award scholarships to paraeducators for education and training to become licensed teachers.
(3) The state board shall use money appropriated for the Paraeducator to Teacher Scholarship Program to award scholarships of up to $5,000 to paraeducators employed by school districts and charter schools who are pursuing an associate’s degree or bachelor’s degree program to become a licensed teacher.
(4) A paraeducator is eligible to receive a scholarship if: the paraeducator is employed by a school district or charter school;is admitted to, or has made an application to, an associate’s degree program or bachelor’s degree program that will prepare the paraeducator for teacher licensure; andthe principal at the school where the paraeducator is employed has nominated the paraeducator for a scholarship.
(5) The state board shall establish a committee to select scholarship recipients from nominations submitted by school principals.The committee shall include representatives of the state board, the Utah Board of Higher Education, and the general public, excluding school district and charter school employees.A member may not receive compensation or benefits for the member’s service, but may receive per diem and travel expenses in accordance with:Section 63A-3-106;Section 63A-3-107; andrules made by the Division of Finance pursuant to Sections 63A-3-106 and 63A-3-107.The committee shall select scholarship recipients based on the following criteria:test scores, grades, or other evidence demonstrating the applicant’s ability to successfully complete a teacher education program; andthe applicant’s record of success as a paraeducator.
(6) The maximum scholarship amount is $5,000.
(7) Scholarship money may only be used to pay for tuition costs: of:an associate’s degree program that fulfills credit requirements for the first two years of a bachelor’s degree program leading to teacher licensure; orthe first two years of a bachelor’s degree program leading to teacher licensure; andat a higher education institution:located in Utah; andaccredited by the Northwest Commission on Colleges and Universities.
(8) A scholarship recipient must be continuously employed as a paraeducator by a school district or charter school while pursuing a degree using scholarship money.
(9) The state board shall make rules in accordance with this section and Title 63G, Chapter 3, Utah Administrative Rulemaking Act, to administer the Paraeducator to Teacher Scholarship Program, including rules establishing: scholarship application procedures;the number of, and qualifications for, committee members who select scholarship recipients; andprocedures for distributing scholarship money.
(10) If the state obtains matching funds of equal sums from private contributors, the state board may award grants to institutions of higher education or nonprofit educational organizations for programs that provide: mentoring and training leading to a secondary education license with a certificate in mathematics for an individual who:is not a teacher in a public or private school;does not have a teaching license;has a bachelor’s degree or higher; anddemonstrates a high level of mathematics competency by: successfully completing substantial course work in mathematics; andpassing a mathematics content exam; ora stipend, professional development, and leadership opportunities to an experienced mathematics teacher who demonstrates high content knowledge and exemplary teaching and leadership skills to assist the teacher in becoming a teacher leader.
(11) The state board shall make rules in accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, that establish criteria for awarding grants under this section.In awarding grants, the state board shall consider the amount or percent of matching funds provided by the grant recipient.
Amended by Chapter 365, 2020 General Session
53F-5-215 - Elementary teacher preparation assessment grant.
(1) As used in this section: “Educator preparation program” means the same as that term is defined in Section 53E-6-302.”License” means a license that:is described in Section 53E-6-102; andqualifies an individual to teach elementary school.”Required literacy preparation assessment” means the same as that term is defined in Section 53E-6-301.
(2) Beginning September 1, 2021, subject to legislative appropriations, the state board shall award grants to educator preparation programs for the cost of the initial attempt of the required literacy preparation assessment for license applicants graduating from the institution or completing the preparation program during the year relevant to the grant.
(3) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the state board may make rules to establish the license, type of license, or license concentration eligible for the grant described in this section.
(4) An educator preparation program may apply for a grant described in this section by submitting to the state board an application, as provided by the state board, including an estimate of the number and names of prospective license applicants expected to graduate or complete the program in the year relevant to the grant application.
(5) Notwithstanding Subsections (2) and (4), beginning July 1, 2020, and ending August 31, 2021, the state board may award grants under this section to institutions of higher education to pilot test a literacy preparation assessment.
(6) The state board shall annually report to the Education Interim Committee on or before the November interim committee meeting regarding the administration and outcomes of the grant described in this section.
Amended by Chapter 285, 2022 General Session
53F-5-217 - Grants for new and aspiring principals.
(1) As used in this section: “Aspiring principal” means an educator who is:employed by an LEA; andpursuing a school leadership license or license area of concentration through enrollment in a state board approved school leadership program.”Educator” means an individual who holds a professional educator license described in Section 53E-6-201.”Eligible applicant” means one of the following that has established a mentoring program for new principals, or agrees to establish a mentoring program during the first year of funding, that meets the requirements as described in Subsection (6):a single LEA;a group of more than one LEA that submits a joint application;a regional education service agency as described in Section 53G-4-410.”Internship” means an extended supervised experience for an aspiring principal to engage in the work of a principal, designed to build and demonstrate the competencies required for a school leadership license or license area of concentration.”New principal” means a principal hired by an LEA within the previous three years who has not been previously employed as a principal by the LEA.”Principal” means a school-level leader with executive authority, including: a principal;an assistant principal;a charter school director; oranother school-based administrator.”Principal” does not include: a school district administrator; ora director of two or more charter schools.”Residency” means a clinical experience for an aspiring principal that:takes place in a new setting, other than the aspiring principal’s current position; andthat is designed to build and demonstrate the competencies required for a school leadership license or license area of concentration.
(2) An eligible applicant may apply to the state board for a grant to provide professional learning and training activities for a new principal or an aspiring principal.Subject to legislative appropriations, the state board shall award a grant to an eligible applicant on a qualifying or competitive basis.The state board may award a grant to an eligible applicant for up to five years.The state board shall determine an eligible applicant’s grant amount based on a formula determined by the state board as described Subsection (6).
(3) A grant recipient that receives a grant under this section may use the grant award:to provide mentoring activities to a new principal;to provide job-embedded experiences such as an internship or residency to an aspiring principal to help the aspiring principal meet school leader standards and competencies required for licensure as a principal;for activities designed to improve principal leadership, including: hiring a principal supervisor or a principal coach;providing professional learning activities to help a principal meet school leadership standards and competencies for principal licensure established by the state board; andother activities determined by the state board in Subsection (6); andfor planning purposes during the first year of the grant award.A grant recipient that receives a grant award under this section shall use the grant award for activities that are evidenced-based.
(4) A grant recipient that receives a grant award under this section shall report to the state board on the performance measures and reporting requirements described in Subsection (6).
(5) On or before the November 2026 meeting, the state board shall report to the Education Interim Committee on: the information described in Subsection (4); andfor each grant recipient:how the grant recipient used the grant award;the number and percent of principals receiving the professional learning and training activities described in Subsection (3);survey data collected from participating new principals and aspiring principals regarding the quality and effectiveness of the professional learning and training activities described in Subsection (3);retention rates for all principals;teacher retention rates in each school with a new principal or aspiring principal receiving the professional learning and training activities described in Subsection (3); andschool accountability data described in Title 53E, Chapter 5, Accountability, for each year the grant recipient uses the grant award to provide new and aspiring principals with the professional learning and training activities described in Subsection (3).
(6) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the state board shall make rules establishing: mentoring program requirements for new principals;grant application and award procedures including a formula for determining an eligible applicant’s grant award amount;performance measures and reporting requirements for a grant recipient;principal leadership standards and competencies;a grant award distribution schedule; andprofessional learning activities to improve principal leadership for which a grant recipient may use a grant award.
Enacted by Chapter 362, 2020 General Session
53F-5-218 - Grow Your Own Educator Pipeline Program.
(1) As used in this section: “Paraprofessional” means an individual who:works with students in an LEA as a paraprofessional or in a similar teaching assistant position; andis not licensed to teach.”Program” means the Grow Your Own Educator Pipeline Program that this section creates.”School counselor” means an educator who is:licensed as a school counselor in accordance with state board rule; andassigned to provide direct and indirect services to students in accordance with a school counseling program model that the state board provides.”School counselor assistant” means a student who is:enrolled in an accredited bachelor’s degree program in a related field; andcompleting the student’s practicum experience in a school counseling department under the supervision of a licensed school counselor.”School counselor intern” means a student who is:enrolled in an accredited school counselor master’s degree program; andcompleting the student’s hours of a supervised counseling internship by applying appropriate school counseling techniques under the supervision of a licensed school counselor.”School psychologist” means an individual:whom the state board licenses to practice as a school psychologist; andwho is assigned to provide direct and indirect services to students within the relevant school or LEA seeking program grant funding.”School social worker” means an individual:whom the state board licenses as a school social worker; andwho is assigned to provide direct and indirect services to students within the relevant school or LEA seeking program grant funding.”Teacher” means an educator who has an assignment to teach in a classroom.
(2) The Grow Your Own Educator Pipeline Program is a competitive grant program created to provide funding to LEAs to award scholarships to paraprofessionals, teachers, school counselor assistants, and school counselor interns within the LEA for education and training to become licensed teachers, licensed school counselors, licensed school psychologists, or licensed school social workers.
(3) The state board shall use money appropriated for the program to provide funding to LEAs that are awarded grants under the program to award scholarships to eligible candidates.The state board shall:determine the amount of an award an LEA receives under the program; andprioritize the amount of an award an LEA receives based upon an LEA’s identified need.The principal within the participating LEA shall nominate a candidate for the scholarship awarded under this section.
(4) An LEA that participates in the program may select a candidate for a scholarship award if: the candidate is a resident of the state; andfor a paraprofessional: a school district or a charter school has employed the candidate as a paraprofessional for at least one year before entering the program; orsubject to Subsection (5), the candidate has experience outside of the school district, the charter school, or the state that is equivalent to the experience described in Subsection (4)(b)(i)(A);for a teacher, the candidate: was a paraprofessional who was awarded a scholarship;was offered employment as a teacher before the teacher completed the training to become a professionally licensed teacher; andis working as a teacher for the same LEA where the teacher previously worked as a paraprofessional and was awarded the scholarship;for a school counselor assistant, the candidate: is enrolled in a bachelor’s degree program in a related field; anddemonstrates a commitment to continue the school counselor assistant’s education after graduation in school counseling;for a school counselor intern, the candidate is enrolled in a school counselor master’s degree program accredited by: the Council for Accreditation of Counseling and Related Educational Programs; oranother regionally recognized accrediting body that meets the state board’s standards for school counselor education programs;for a school psychologist student, including a student, practicum student, or intern, the candidate is enrolled in a school psychology education specialist or doctorate program that the National Association of School Psychologists accredits; orfor a candidate studying to become a school social worker, including a student or practicum intern, the candidate is enrolled in a masters level social work program that the Council of Social Work Education accredits.
(5) The percentage of an LEA’s paraprofessional scholarship recipients who are eligible for a scholarship using equivalent experience under Subsection (4)(b)(i)(B) may not exceed 20%.
(6) A scholarship award under the program may only be used for: tuition, books, fees, and certification tests for required coursework and licensure;stipends for mentors or school counselor assistants; andif the LEA pays 0.15 of a full-time equivalent and all employee benefits, payment of a 0.35 full-time equivalent for:a paraprofessional, up to one semester of student teaching; ora school counselor assistant or school counselor intern, up to two semesters of practicum or internship hours.
(7) An LEA shall ensure that a paraprofessional scholarship recipient is continuously employed as a paraprofessional by the paraprofessional’s LEA while pursuing a degree using scholarship money under the program.
(8) The state board shall make rules in accordance with this section and Title 63G, Chapter 3, Utah Administrative Rulemaking Act, to administer the program, including rules regarding: grant and scholarship application procedures;procedures for distributing scholarship money;assignment and eligibility of qualified mentors;stipends for mentors or school counselor assistants;administrative costs for regional education service agencies, as that term is defined in Section 53G-4-410; andeligibility requirements for potential candidates for scholarships regarding the completion of the Free Application for Federal Student Aid and the acceptance of other grants, tuition or fee waivers, and scholarships offered to the candidate.
Amended by Chapter 136, 2023 General Session
53F-5-219 - Local Innovations Civics Education Pilot Program.
(1) As used in this section: “Core standards” means the core standards for Utah public schools adopted by the state board pursuant to Section 53E-4-202.”Digital citizenship” means the same as that term is defined in Section 53G-7-1202.”Evidence-informed” means that an approach:is developed using high-quality research outside of a controlled setting in the given field, as the state board further defines; andincludes strategies and activities with a strong scientific basis for use, as the state board further defines.”Innovative approach” means an evidence-informed approach to civics education.”Local Innovations Civics Education Pilot Program” or “pilot program” means the civics education pilot program created in Subsection (2).”LEA” means:a school district;a district school; ora charter school.”Participating LEA” means an LEA that the state board selects to receive a grant as described in this section.
(2) There is created a three-year pilot program known as the Local Innovations Civics Education Pilot Program to promote developmentally-appropriate innovative approaches that are: aligned with core standards; andbased on proven practices, including:promoting responsibility for preserving and defending the blessings of liberty secured by the Constitution of the United States;building confidence in the foundations of American democracy, including: American civic and political institutions; andfoundational constitutional concepts;developing the skills and character traits essential for informed, productive, and thoughtful engagement in civic life, consistent with Subsection 53G-10-204(3);after providing sufficient instruction in American civics and history to instill the confidence described in Subsection (2)(b)(ii), and after developing the skills described in Subsection (2)(b)(iii), promoting academic service learning and informed participation in civic life, including the policymaking process at different levels of government; andteaching media literacy and digital citizenship.
(3) The state board shall: in accordance with this section and subject to legislative appropriations, award a grant to a participating LEA;in selecting participating LEAs, prioritize LEAs that, in the LEA’s proposal described in Subsection (3)(d)(iii):emphasize the proven practices described in Subsection (2)(b); anddemonstrate how the LEA’s innovative approach aligns with core standards;strive to select participating LEAs:from a variety of geographic areas within the state;representing students with diverse socioeconomic backgrounds; andwith a range of student population sizes; andin accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, make rules establishing:eligibility requirements for a participating LEA;criteria for selecting a participating LEA;an application process for an LEA to apply to participate in the pilot program, including: a requirement that an LEA submit a proposal that describes the LEA’s innovative approach and how the innovative approach aligns with core standards; andrequirements for a participating LEA that includes a proposal to contract with a third party as described in Subsection (4)(b);a process for assessing the outcomes and measuring results of a participating LEA’s innovative approach that includes a requirement that: feedback is solicited from parents and students in a participating LEA; andLEAs participate in the process for assessing outcomes and measuring results; andrequirements for a report that a participating LEA is required to submit to the state board at the end of the pilot program.
(4) A participating LEA: shall:use a grant the state board awards to implement a developmentally-appropriate innovative approach based on at least two proven practices;integrate the innovative approach described in Subsection (4)(a), into the school curriculum; andsubmit a report to the state board in accordance with the rules described in Subsection (3)(d); andmay use a grant the state board awards to contract with a third party to help the participating LEA implement the participating LEA’s innovative approach if:the participating LEA includes a proposal to contract with a third party in the LEA’s proposal described in Subsection (3)(d)(iii); andthe state board approves the third party contract in accordance with rules the state board makes under Subsection (3).
(5) The state board may contract with a third party provider to: offer professional learning and mentoring for educators in a participating LEA;identify institutional barriers to achieving innovation in civic teaching and learning at the LEA level; ormake recommendations for initiatives, public policy, or legislation to improve civics education.
(6) Upon request of the Education Interim Committee, the state board shall report to the Education Interim Committee on the pilot program’s progress and outcomes.
Enacted by Chapter 229, 2022 General Session
53F-5-220 - School Safety and Support Grant Program — Rulemaking.
(1) In accordance with the results of the school safety needs assessment described in Section 53G-8-701.5 and based on recommendations from the School Security Task Force grant subcommittee described in Subsection (6), the state board may award a grant to an LEA in response to an LEA request for proposal to provide a school with:school resource officer services;school safety specialists and school safety specialist training;safety and security training by law enforcement agencies for school employees;interoperable communication hardware, software, equipment maintenance, and training for first responder communication systems;enhanced physical security at a school upon completion of the school’s safety needs assessment;secured storage for firearms;first-aid kits for classrooms; orbleeding control kits.
(2) An LEA may not apply for a grant under this section to fund services already in place, but an LEA may submit a request for proposal to fund an expansion of or enhancement to existing services.
(3) The state board shall prioritize grant funding for LEAs based on greatest need as determined by the results of the school safety needs assessment.
(4) The state board may adopt rules in accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, to administer this section.
(5) The state board shall ensure information from the results of a school’s school safety needs assessment is kept confidential in accordance with Section 53G-8-701.5.
(6) There is created a grant subcommittee comprised of members of the School Security Task Force described in Section 53-22-104.1.The co-chairs of the task force shall appoint no more than half of the task force to the grant subcommittee.The grant subcommittee shall review LEA applications and provide recommendations for awards to the state board based on the criteria described in this section.The school safety center described in Section 53G-8-802 shall staff the grant subcommittee.
Amended by Chapter 21, 2024 General Session
53F-5-221 - Management of energy and water use pilot program.
(1) As used in this section: “Energy” means natural gas or electricity.”Great Salt Lake watershed” means the drainage area for the Great Salt Lake, the Bear River watershed, the Jordan River watershed, the Utah Lake watershed, the Weber River watershed, and the West Desert watershed.”Rural school district or charter school” means a school district or charter school that is located within a county of the third, fourth, fifth, or sixth class.
(2) On or after May 3, 2023, but before July 1, 2028, the state board may award a grant to a school district or charter school upon recommendation by the review panel created in Subsection (5) to implement a program to reduce the use of energy or water by a school district or charter school.When issuing a grant under this section, the state board shall prioritize outdoor water conservation projects.When issuing a grant under this section during the period beginning on May 3, 2023, and ending October 31, 2023, the state board shall prioritize, in the order the state board considers appropriate, a grant:to a rural school district or charter school;to a school district or charter school that is located within the Great Salt Lake watershed; andfor an outdoor water conservation project.
(3) Grant money may be used to pay for any of the following, provided the use is directly related to reducing the use of energy or water by the school district or charter school:computer equipment and peripherals;software;upgrades of existing computer equipment or software;physical equipment used to deliver energy or water;upgrades of existing physical equipment used to deliver energy or water;personnel to provide technical support or coordination and management;staff or student management training;recalibration of equipment for increased efficiency; oranother means of optimizing and measuring energy or water efficiency.Equipment or software purchased in compliance with Subsection (3)(a), when not in use to reduce energy or water, may be used for other purposes.
(4) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the state board shall make rules: establishing procedures for applying for and awarding a grant;establishing eligibility criteria;creating grant distribution thresholds;specifying how grant money is allocated among school districts and charter schools;requiring reporting of grant money expenditures and evidence showing that the grant money has been used to implement reduced use of energy or water; andestablishing technology standards.
(5) The state board shall establish a review panel to consider grant applications under this section, which shall include in addition to a representative for the state board, representation from the Office of Energy Development, the Department of Environmental Quality, the Division of Water Resources, and private energy providers.
(6) By no later than the 2027 November interim meeting of the following, the state board shall report on the effectiveness of grants issued under this section to the following: Education Interim Committee; andNatural Resources, Agriculture, and Environment Interim Committee.
Enacted by Chapter 142, 2023 General Session
53F-5-222 - Mentoring and Supporting Teacher Excellence and Refinement Pilot Program.
(1) As used in this section:“Master teacher” means a classroom teacher who has been approved by the teacher’s administrator for an eligible initiative described in Subsection (6).”Mentoring and Supporting Teacher Excellence and Refinement Pilot Program” or “program” means the program created in Subsection (2).”Regional education service agency” or “RESA” means the same as the term is defined in Section 53G-4-410.”Teacher leader work” means nonadministrative leadership tasks that occur in conjunction with a teacher’s main duties to provide instruction while avoiding formal administrative roles, other than those relating directly to teacher leadership or development, for the teacher engaging in the tasks, including:leading teachers;mentoring teachers; andproviding observations or feedback to teachers.
(2) There is created a two-year pilot program known as the Mentoring and Supporting Teacher Excellence and Refinement Pilot Program to provide funding to an LEA to improve retention of strong educators who remain in the classroom and have access to growth opportunities in the form of innovative teacher leadership tracks outside of contractual educator steps and lanes to:foster development of leadership skills in participating teachers; andprovide the opportunity for a master teacher to impact and provide guidance for fellow teachers seeking to refine instructional skills.
(3) The state board shall:solicit proposals from LEAs and RESAs to receive a grant under this section; andaward grants to LEAs or RESAs on a competitive basis based on the LEA’s or RESA’s application described in Subsection (4)(a).
(4) To receive a grant under this section, an LEA or RESA shall:submit an application to the state board that:describes the program tier for which the LEA or RESA is applying;describes the eligible initiatives for which the LEA or RESA will use the grant amount;provides evidence of the required matching funds described in Subsection (4)(b);describes how the proposal will further the purposes of the program described in Subsection (2); andoutlines the metrics the LEA or RESA will use to measure success of the program; andprovide matching funds for a grant from a program tier as follows:a 10% match by the LEA or RESA for a tier 1 level grant amount;a 15% match by the LEA or RESA for a tier 2 level grant amount; anda 20% match by the LEA or RESA for a tier 3 level grant amount.
(5) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the state board shall make rules:subject to legislative appropriations, outlining the grant amount for each program tier described in Subsection (4)(b);describing the application requirements, including:the required format for submission; andrelevant deadlines;establishing a scoring rubric; anddescribing any required reporting and performance measures.
(6) An LEA or RESA that receives a grant under this section shall use the grant award for an eligible initiative to achieve the purposes described in Subsection (2), including:allowing a teacher to add to or be released from all or part of an existing teacher contract to engage in teacher leader work, which may involve a new or amended contract for a master teacher, for a period determined by the LEA and the teacher, while maintaining the master teacher’s status as a teacher;providing extended contracts outside of steps and lanes, resulting in increased pay for increased work or for new roles involving teacher leader work on a schedule outside of steps and lanes as determined by the LEA or RESA and the teacher; andbuilding or expanding LEA or RESA leadership tracks, including incentives for differentiated teacher leader work pay scales for classroom teachers.
(7) The state board may use up to 6.25% of the money appropriated for the purposes described in this section to pay for administrative costs the state board, an LEA, or a RESA incurs in implementing the program.
(8) Upon request of the Education Interim Committee, an LEA that receives a grant and the state board shall report to the Education Interim Committee on the program’s progress and outcomes.
Enacted by Chapter 412, 2024 General Session
53F-5-223 - Stipends for Future Educators Grant Program.
(1) As used in this section:“Eligible student teacher” means a student teacher who:is enrolled in an educator preparation program that leads to a professional level educator license, regardless of whether the student teacher is enrolled at an institution described in Section 53H-1-102, or another public or private institution within the state or another state;works at an LEA within the state as a full-time student teacher to meet the educator preparation program requirements; andsigns an affidavit demonstrating the student teacher’s intent to work in Utah and pursue a Utah professional level educator license.”License” means the same as that term is defined in Section 53E-6-102.”Program” means the Stipends for Future Educators Grant Program described in Subsection (2).
(2) This section creates the Stipends for Future Educators Grant Program.
(3) Subject to legislative appropriations, the state board shall award a grant to an eligible student teacher who:submits an application to the state board;is enrolled and in good standing in an educator preparation program leading to a Utah professional level educator license;seeks to obtain the student teacher’s first Utah professional level educator license;has not received a grant award under the program or funding from another state program regarding the student teaching; anddoes not receive compensation during the student teaching experience from:an LEA, unless the eligible student teacher works as a substitute teacher or in an extracurricular activity;a work service program offered through the Department of Workforce Services; orthe Grow Your Own Educator Pipeline Program as described in Section 53F-5-218.
(4) The state board shall determine the amount of the grant award.
(5) The state board may, subject to legislative appropriations and the number of applicants:reduce the amount of the grant award; anddistribute grant awards on a pro rata basis.
Amended by Chapter 9, 2025 Special Session 1
Partnerships for Student Success Grant Program
53F-5-401 - Definitions.
As used in this part:
(1) “Eligible elementary school” or “eligible junior high school” means a district school or charter school that has at least 50% of the school’s students with a family income at or below 185% of the federal poverty level.
(2) “Eligible partnership” means a partnership that: includes at least:a local education agency that has designated an eligible school feeder pattern;a local nonprofit organization;a private business;a municipality or county in which the eligible school feeder pattern is located;an institution of higher education within the state;a state or local government agency that provides services to students attending schools within the eligible school feeder pattern;a local philanthropic organization; anda local health care organization; andhas designated a local education agency or local nonprofit organization to act as lead applicant for a grant described in this part.
(3) “Eligible school feeder pattern” means the succession of schools that a student enrolls in as the student progresses from kindergarten through grade 12 that includes, as designated by a local education agency: a high school;an eligible junior high school that:is a district school within the geographic boundary of the high school described in Subsection (3)(a); oris a charter school that sends at least 50% of the charter school’s students to the high school described in Subsection (3)(a); andan eligible elementary school that:is a district school within the geographic boundary of the high school described in Subsection (3)(a); oris a charter school that sends at least 50% of the charter school’s students to the junior high school described in Subsection (3)(b).
(4) “Local education agency” means a school district or charter school.
Amended by Chapter 186, 2019 General Session
53F-5-402 - Partnerships for Student Success Grant Program established.
(1) There is created the Partnerships for Student Success Grant Program to improve educational outcomes for low income students through the formation of cross sector partnerships that use data to align and improve efforts focused on student success.
(2) Subject to legislative appropriations, the state board shall award grants to eligible partnerships that enter into a memorandum of understanding between the members of the eligible partnership to plan or implement a partnership that: establishes shared goals, outcomes, and measurement practices based on unique community needs and interests that:for students attending an elementary school within an eligible school feeder pattern, focus on: kindergarten readiness;reading proficiency, consistent with the science of reading, as defined by the science of reading panel described in Section 53E-3-1003; andgrade 3 mathematics; andfor students attending a secondary school within an eligible school feeder pattern, focus on: grade 8 mathematics and reading proficiency;high school graduation;postsecondary education attainment;physical and mental health; anddevelopment of career skills and readiness;coordinates and aligns services to:students attending schools within an eligible school feeder pattern; andthe families and communities of the students within an eligible school feeder pattern;implements a system for:sharing data to monitor and evaluate shared goals and outcomes, in accordance with state and federal law; andaccountability for shared goals and outcomes; andcommits to providing matching funds as described in Section 53F-5-403.
(3) In making grant award determinations, the state board shall prioritize funding for an eligible partnership that: focus on early literacy and mathematics;includes a low performing school as determined by the state board; oraddresses parent and community engagement.
(4) In awarding grants under this part, the state board: shall distribute funds to the lead applicant designated by the eligible partnership as described in Section 53F-5-401; andmay not award more than $500,000 per fiscal year to an eligible partnership.
Amended by Chapter 36, 2022 General Session
53F-5-403 - Matching funds — Grantee requirements.
(1) The state board may not award a grant to an eligible partnership unless the eligible partnership provides matching funds equal to two times the amount of the grant.The state board shall ensure that at least half of the matching funds provided under Subsection (1)(a) are provided by a local education agency.Matching funds may include cash or an in-kind contribution.
(2) A partnership that receives a grant under this part shall: select and contract with a technical assistance provider identified by the state board as described in Section 53F-5-404;continually assess progress toward reaching shared goals and outcomes;publish results of the continual assessment described in Subsection (2)(b) on an annual basis; andregularly report to the state board in accordance with rules established by the state board under Section 53F-5-406.
(3) A partnership that receives a grant under this part may use grant funds only for the following purposes: to contract with a technical assistance provider identified by the state board as described in Section 53F-5-404; andto plan or implement a partnership, including:for project management;for planning and adaptation of services and strategies;to coordinate services;to establish and implement shared measurement practices;to produce communication materials and conduct outreach activities to build public support;to establish data privacy and sharing agreements, in accordance with state and federal law;to purchase infrastructure, hardware, and software to collect and store data; orto analyze data.
(4) The state board shall establish interventions for a partnership that:fails to comply with the requirements described in this section; oris not making progress toward reaching the shared goals and outcomes established by the partnership as described in Section 53F-5-402.An intervention under Subsection (4)(a) may include discontinuing or reducing funding.
Amended by Chapter 274, 2020 General Session
53F-5-404 - Technical assistance.
(1) In accordance with Title 63G, Chapter 6a, Utah Procurement Code, the state board shall identify two or more technical assistance providers that a partnership may select from to assist the partnership in: establishing shared goals, outcomes, and measurement practices;creating the capabilities to achieve shared goals and outcomes that may include providing leadership development training to members of the partnership; andusing data to align and improve efforts focused on student success.
(2) In identifying technical assistance providers under this section the state board shall identify providers that have a credible track record of providing technical assistance as described in Subsection (1).
Amended by Chapter 186, 2019 General Session
53F-5-405 - Evaluation — Reporting.
(1) The state board shall annually evaluate a partnership that receives a grant under this part.
(2) The evaluation described in Subsection (1) shall: assess implementation of a partnership, including the extent to which members of a partnership:share data to align and improve efforts focused on student success; andmeet regularly and communicate authentically; andassess the impact of a partnership on student outcomes using appropriate statistical evaluation methods.
(3) Beginning in the 2020-21 school year, the state board shall: prepare an annual written report of an evaluation conducted under this section; andsubmit the report in accordance with Section 53E-1-201.
(4) The state board may use up to 6% of money appropriated for the purposes described in this part to pay for administrative costs incurred in implementing the Partnerships for Student Success Grant Program, including costs to conduct the evaluation described in Subsection (1).
Amended by Chapter 274, 2020 General Session
53F-5-406 - Rules.
In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act , the state board shall make rules to administer the Partnerships for Student Success Grant Program in accordance with this part.
Amended by Chapter 408, 2020 General Session
Personalized, Competency-based Learning Grants Program
53F-5-501 - Definitions.
As used in this part:
(1) “Blended learning” means a formal education program in which a student learns:at least in part, through online learning with some element of student control over time, place, path, and pace;at least in part, in a supervised brick-and-mortar location away from home; andin a program in which the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.
(2) “Extended learning” means learning opportunities outside of a traditional school structure, including:online learning available anywhere, anytime;career-based experiences, including internships and job shadowing;community-based projects; andoff-site postsecondary learning.
(3) “Grant program” means the Personalized, Competency-Based Learning Grants Program created in this part.
(4) “Institution of higher education” means an institution listed in Section 53H-1-102.
(5) “Personalized, competency-based learning” means a system of learning in which the following principles influence the daily actions of the educational community:students are empowered daily to make important decisions about the students’ learning experiences, how the students will create and apply knowledge, and how students will demonstrate the students’ learning;assessment is a meaningful, positive, and empowering learning experience for students that yields timely, relevant, and actionable evidence;students receive timely, differentiated support based on the students’ individual learning needs;students progress based on evidence of mastery rather than by hours of attendance;students learn actively using different pathways and varied pacing;strategies to ensure equity for all students are embedded in the culture, structure, and pedagogy of schools and education systems; andrigorous, common expectations for learning, including knowledge, skills, and dispositions, are explicit, transparent, measurable, and transferable.
(6) “Review committee” means the committee established under Section 53F-5-502.
(7) “STEM” means science, technology, engineering, and mathematics.
Amended by Chapter 9, 2025 Special Session 1
53F-5-502 - Personalized Competency-Based Learning Grants Program — State board duties — Review committee — Technical assistance training.
(1) There is created the Personalized Competency-Based Learning Grants Program consisting of the grants created in this part to improve educational outcomes in public schools through personalized, competency-based learning.
(2) The grant program shall incentivize an LEA to establish personalized, competency-based learning within the LEA through the use of: personalized learning;blended learning;extended learning;educator professional learning in personalized, competency-based learning; orany other method that emphasizes personalized, competency-based learning.
(3) The state board shall: in accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, adopt rules:for the administration of the grant program and awarding of grants; andto define outcome-based measures appropriate to the type of grant for an LEA that is awarded a grant under this part to use to measure the performance of the LEA’s plan or program;establish a grant application process;in accordance with Subsection (4), establish a review committee to make recommendations to the state board for:metrics to analyze the quality of a grant application; andapproval of a grant application; andwith input from the review committee, adopt metrics to analyze the quality of a grant application.
(4) The review committee shall consist of STEM and blended learning experts, current and former school administrators, current and former teachers, and at least one former school district superintendent, in addition to other staff designated by the state board.The review committee shall:review a grant application submitted by an LEA;make recommendations to the LEA to modify the application, if necessary; andmake recommendations to the state board regarding the final disposition of an application.
(5) The state board shall provide technical assistance training to assist an LEA with a grant application under this part.An LEA may not apply for a grant under this part unless:a representative of the LEA attends the technical assistance training before the LEA submits a grant application; andthe representative is a superintendent, principal, or a person in a leadership position within the LEA.The technical assistance training shall include:instructions on completing a grant application, including grant application requirements;information on the scoring metrics used to review a grant application; andinformation on personalized, competency-based learning.
(6) The state board may use up to 5% of an appropriation provided to fund this part for administration of the grant program.
Amended by Chapter 129, 2021 General Session
53F-5-503 - Planning grants — Requirements.
(1) The state board shall, subject to legislative appropriations, award a planning grant to an LEA:that submits a planning grant application that meets the requirements established by the state board, subject to Subsection (2);if an LEA designee has attended the technical assistance training described in Section 53F-5-502; andif the LEA planning grant application has been recommended by the review committee.An LEA that receives a grant under Subsection (1)(a) shall expend the grant funds no later than one calendar year after receiving the funds.
(2) A planning grant application shall include evidence that the LEA:can provide a general description of the program the LEA would like to plan;is intending to plan for: schoolwide implementation; orif the LEA intends to implement initially with a population smaller than schoolwide, phasing the plan in schoolwide or districtwide over a specified period of time;can describe the types of partners that will help with the plan and, eventually, implement the program;planning activities and program will focus on: implementation of the core principles described in Section 53F-5-502;use of the methods, as applicable, described in Section 53F-5-502; andthe outcome-based measures adopted by the state board under Section 53F-5-502;has: the capacity, qualifications, local governing body support, and time to successfully plan the program; andan intentional and feasible planning process;will align the LEA’s budget as necessary with the planning process; andwill communicate and promote the plan with parents, teachers, and members of the community.The state board may adopt other requirements in addition to the requirements in Subsection (2)(a).
Amended by Chapter 186, 2019 General Session
53F-5-504 - Implementation grants — Requirements.
(1) The state board shall, subject to legislative appropriations, award an implementation grant to, subject to Subsection (1)(c), an LEA:that submits an implementation grant application that meets the requirements established by the state board, subject to Subsection (2);if an LEA designee has attended the technical assistance training described in Section 53F-5-502; andif the LEA implementation grant application has been recommended by the review committee.An LEA that receives a grant under Subsection (1)(a) shall expend the grant funds no later than two calendar years after receiving the funds.An LEA is not eligible to receive an implementation grant under this section unless the state board has previously awarded the LEA a planning grant under Section 53F-5-503.
(2) An implementation grant application shall include evidence that the LEA:can logically articulate the proposed program’s mission, theory of change, and the program’s intended goals and outcomes;program will have schoolwide implementation; orif the LEA intends to implement initially with a population smaller than schoolwide, program includes steps to phase the program in schoolwide or districtwide over a specified period of time;has an understanding of similar programs and can use this knowledge to strengthen the LEA’s program implementation;program will focus on: direct alignment with the core principles described in Section 53F-5-502;use of the methods, as applicable, described in Section 53F-5-502; andthe outcome based measures adopted by the state board under Section 53F-5-502;program will address a need, determined by data, in the LEA or community;has a strong evaluation plan that will clearly measure the success of the LEA’s program against the stated goals and objectives;has a list of signatures of key stakeholders and partners who are committed to implementing the program;has the capacity, qualifications, local governing body support, and time to successfully implement this program;has an intentional and feasible scope of work to implement the program;will align the LEA’s budget as necessary with the planning process; andwill communicate and promote the plan with parents, teachers, and members of the community.The state board may adopt other requirements in addition to the requirements in Subsection (2)(a).
(3) A program under this section may include: a waiver, subject to Section 53F-5-506, of required school hours attended or traditional school calendar scheduling; andan adjustment of educator compensation to reflect the implementation of a waiver under Subsection (3)(a).
Amended by Chapter 186, 2019 General Session
53F-5-505 - Expansion grants — Requirements.
(1) The state board shall, subject to legislative appropriations and to expand an existing LEA program schoolwide or districtwide, award a grant to, subject to Subsection (1)(c), an LEA:that submits an expansion grant application that meets the requirements established by the state board, subject to Subsection (2);if an LEA designee has attended the technical assistance training described in Section 53F-5-502; andif the LEA expansion grant application has been recommended by the review committee.An LEA that receives a grant under Subsection (1)(a) shall expend the grant funds no later than two calendar years after receiving the funds.An LEA is not eligible to receive an expansion grant under this section unless the state board has previously awarded the LEA an implementation grant under Section 53F-5-504.
(2) An expansion grant application shall include evidence that the LEA:has an established program that: has successfully met previous goals;has shown outcomes that are in alignment with the core principles described in Section 53F-5-502 and used methods, as applicable, described in Section 53F-5-502;is supported by LEA management and leadership;is suitable for expansion schoolwide or districtwide; andis the program, with any necessary modifications, that the LEA plans to expand if awarded the expansion grant;can logically articulate the LEA’s program mission, theory of change, and the program’s intended goals and outcomes;program as proposed for expansion is focused on: direct alignment with the core principles identified in Section 53F-5-502;use of the methods, as applicable, described in Section 53F-5-502; andthe outcome based measures adopted by the state board under Section 53F-5-502;that the program will directly address a need, determined by data, in the LEA or community;has clearly articulated core components that ensure, when expanded, the program will yield positive outcomes;has a strong evaluation plan that will clearly measure the success of the LEA’s program against the stated goals and objectives;has a list of signatures of key stakeholders and partners who are committed to expanding the program;has the capacity, qualifications, local governing body support, and time to successfully expand the program;has an intentional and feasible scope of work to expand the program;has a strategic budget that is aligned with the LEA’s scope of work; andwill communicate and promote the plan with parents, teachers, and members of the community.The state board may adopt other requirements in addition to the requirements in Subsection (2)(a).
(3) A program under this section may include: a waiver, subject to Section 53F-5-506, of required school hours attended or traditional school calendar scheduling; andan adjustment of educator compensation to reflect the implementation of a waiver under Subsection (3)(a).
Amended by Chapter 186, 2019 General Session
53F-5-506 - Waiver from state board rule — State board recommended statutory changes.
(1) An LEA may apply to the state board in a grant application submitted under this part for a waiver of a state board rule made in accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, that inhibits or hinders the LEA from accomplishing its goals set out in its grant application.
(2) The state board may grant the waiver, unless: the waiver would cause the LEA to be in violation of state or federal law; orthe waiver would threaten the health, safety, or welfare of students in the LEA.
(3) If the state board denies the waiver, the state board shall provide in writing the reason for the denial to the waiver applicant.
(4) The state board shall request from each LEA that receives a grant under this part for each year the LEA receives funds:information on a state statute that hinders an LEA from fully implementing the LEA’s program; andsuggested changes to the statute.The state board shall report any information received from an LEA under Subsection (4)(a) and the state board’s recommendations in accordance with Section 53E-1-203.
Amended by Chapter 408, 2020 General Session
53F-5-507 - Cooperation of institutions of higher education — Transferring students not to be penalized.
(1) An institution of higher education: shall, for purposes of admission, scholarships, and other financial aid consideration, recognize and accept on equal footing as a traditional high school diploma a high school diploma awarded to a student who successfully completes an educational program that uses, in whole or in part, personalized, competency-based learning; andcooperate with an LEA:as applicable, to facilitate the advancement of a student who attends a personalized, competency-based learning program; andas requested, in the development of an LEA plan or program under this part.
(2) If a student attending an LEA that establishes personalized, competency-based learning within the LEA transfers to another school within the LEA or to another LEA entirely that does not have a personalized, competency-based learning program, the student may not be penalized by being required to repeat course work that the student has successfully completed, changing the student’s grade, or receive any other penalty related to the student’s previous attendance in the personalized, competency-based learning program.
Amended by Chapter 129, 2021 General Session
American Indian and Alaskan Native Education State Plan Program
53F-5-601 - Definitions.
As used in this part:
(1) “American Indian and Alaskan Native concentrated school” means a school where at least 29% of the school’s students are American Indian or Alaskan Native.
(2) “Native American Legislative Liaison Committee” means the committee created in Section 36-22-1.
(3) “State plan” means the state plan adopted under Laws of Utah 2015, Chapter 53, Section 7.
(4) “Teacher” means an individual employed by a school district or charter school who is required to hold an educator license issued by the state board and who has an assignment to teach in a classroom.
Amended by Chapter 186, 2019 General Session
53F-5-602 - Program created.
(1) In addition to the state plan adopted under Laws of Utah 2015, Chapter 53, Section 7, beginning with fiscal year 2020-2021, there is created a program administered by the state board to provide grants targeted to address the needs of American Indian and Alaskan Native students.The program shall consist of a grant program to school districts and charter schools to be used to fund stipends, recruitment, retention, and professional development of teachers who teach in American Indian and Alaskan Native concentrated schools.In determining grant recipients for at least two-thirds of the money appropriated to the program, the state board shall give priority to American Indian and Alaskan Native concentrated schools located in a county of the fourth, fifth, or sixth class with significant populations of American Indians and Alaskan Natives.
(2) Up to 3% of the money appropriated to the grant program under this part may be used by the state board for costs in implementing the program.
Amended by Chapter 269, 2020 General Session
53F-5-603 - Grant program to school districts and charter schools.
(1) From money appropriated to the grant program, the state board shall distribute grant money on a competitive basis to a school district or charter school that applies for a grant and: has within the school district one or more American Indian and Alaskan Native concentrated schools; oris an American Indian and Alaskan Native concentrated school; andhas a program to fund stipends, recruitment, retention, and professional development of teachers who teach at American Indian and Alaskan Native concentrated schools.
(2) The grant money distributed under this section may only be expended to fund a program described in Subsection (1)(b).
(3) If a school district or charter school obtains a grant under this section, by no later than two years from the date the school district or charter school obtains the grant, the state board shall review the implementation of the program described in Subsection (1)(b) to determine whether:the program is effective in addressing the need to retain teachers at American Indian and Alaskan Native concentrated schools; andthe money is being spent for a purpose not covered by the program described in Subsection (1)(b).If the state board determines that the program is not effective or that the money is being spent for a purpose not covered by the program described in Subsection (1)(b), the state board may terminate the grant money being distributed to a school district or charter school.
(4) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the state board may make rules providing: criteria for evaluating grant applications; andprocedures for:a school district to apply to the state board to receive grant money under this section; andthe review of the use of grant money described in Subsection (3).
(5) The grant money is intended to supplement and not replace existing money supporting American Indian and Alaskan Native concentrated schools, except that the grant money is intended to replace grants awarded under pilot programs supporting American Indian and Alaskan Native concentrated schools that have ended.
Amended by Chapter 269, 2020 General Session
53F-5-604 - Liaison — Reporting — Meeting.
(1) Subject to budget constraints, the superintendent of public instruction appointed under Section 53E-3-301 shall appoint an individual as the American Indian-Alaskan Native Public Education Liaison.
(2) The liaison shall: work under the direction of the superintendent in the development and implementation of the state plan; andannually report to the Native American Legislative Liaison Committee created under Section 36-22-1 regarding:what entities receive a grant under this part;the effectiveness of the expenditures of grant money; andrecommendations, if any, for additional legislative action.
(3) The Native American Legislative Liaison Committee shall annually schedule at least one meeting at which education is discussed with selected stakeholders.
Amended by Chapter 269, 2020 General Session