DAR File No. 43969

Education, Administration

Rule R277-704

Financial and Economic Literacy: Integration into Core Curriculum and Financial and Economic Literacy Student Passports

Notice of Proposed Rule

(Amendment)

DAR File No.: 43969
Filed: 08/08/2019 02:37:49 PM

RULE ANALYSIS

Purpose of the rule or reason for the change:

Utah State Board of Education has made amendments to Rule R277-704 in accordance with changes in H.B. 286, Financial and Economic Literacy Education, passed in the 2019 General Session which deletes the Student Passport requirement.

Summary of the rule or change:

The updates throughout this rule amend the definition of "financial and economic literacy concepts"; amends provisions related to standards related to financial literacy; repeal and reenact provisions related to a general financial literacy course; and professional development related to financial literacy education; repeal provisions related to a financial and economic literacy passport; amend provisions related to the convening of a task force; and make technical and conforming changes.

Statutory or constitutional authorization for this rule:

• Article X Section 3
• Section 53E-3-505
• Subsection 53E-3-401(4)

Anticipated cost or savings to:

the state budget:

These rule changes are not expected to have any fiscal impact on state government revenues or expenditures. This rule is being updated to reflect H.B. 286 (2019). This bill repealed provisions related to a financial and economic literacy passport. These rule changes make the corresponding changes to the rule along with technical and formatting changes, and thus will not have a fiscal impact.

local governments:

These rule changes are not expected to have any fiscal impact on local governments' revenues or expenditures. This rule is being updated to reflect H.B. 286 (2019). This bill repealed provisions related to a financial and economic literacy passport. These rule changes make the corresponding changes to the rule along with technical and formatting changes, and thus will not have a fiscal impact.

small businesses:

These rule changes are not expected to have any material fiscal impact on small businesses' revenues or expenditures because this rule is about financial and economic literacy student passports and thus does not apply to small businesses.

persons other than small businesses, businesses, or local governmental entities:

These rule changes are not expected to have any fiscal impact on persons other than small businesses', businesses', or local government entities' revenues or expenditures. This rule is being updated to reflect H.B. 286 (2019). This bill repealed provisions related to a financial and economic literacy passport. These rule changes make the corresponding changes to this rule along with technical and formatting changes, and thus will not have a fiscal impact.

Compliance costs for affected persons:

There are no compliance costs for affected persons.

Comments by the department head on the fiscal impact the rule may have on businesses:

There are no non-small businesses in the industry in question, Elementary and Secondary Schools (NAICS 611110). Because there are no non-small businesses, they do not account for any service delivery for Elementary and Secondary Schools. Therefore, non-small businesses are not expected to receive increased or decreased revenues per year. These rule changes are not expected to have any fiscal impact on non-small businesses' revenues or expenditures because there are no applicable non-small businesses and it does not require any expenditures of or generate revenue for non-small businesses. This rule change has no fiscal impact on local education agencies and will not have a fiscal impact on small businesses either. The Program Analyst at the Utah State Board of Education, Jill Curry, has reviewed and approved this fiscal analysis.

Sydnee Dickson, State Superintendent

The full text of this rule may be inspected, during regular business hours, at the Office of Administrative Rules, or at:

Education
Administration
250 E 500 S
SALT LAKE CITY, UT 84111-3272

Direct questions regarding this rule to:

• Angela Stallings at the above address, by phone at 801-538-7550, by FAX at 801-538-7768, or by Internet E-mail at angie.stallings@schools.utah.gov

Interested persons may present their views on this rule by submitting written comments to the address above no later than 5:00 p.m. on:

10/01/2019

This rule may become effective on:

10/08/2019

Authorized by:

Angela Stallings, Deputy Superintendent of Policy

Appendix 1: Regulatory Impact Summary Table*

Fiscal Costs	FY 2020	FY 2021	FY 2022
State Government	$0	$0	$0
Local Government	$0	$0	$0
Small Businesses	$0	$0	$0
Non-Small Businesses	$0	$0	$0
Other Person	$0	$0	$0
Total Fiscal Costs:	$0	$0	$0
Fiscal Benefits
State Government	$0	$0	$0
Local Government	$0	$0	$0
Small Businesses	$0	$0	$0
Non-Small Businesses	$0	$0	$0
Other Persons	$0	$0	$0
Total Fiscal Benefits:	$0	$0	$0
Net Fiscal Benefits:	$0	$0	$0

 

*This table only includes fiscal impacts that could be measured. If there are inestimable fiscal impacts, they will not be included in this table. Inestimable impacts for State Government, Local Government, Small Businesses and Other Persons are described in the narrative. Inestimable impacts for Non - Small Businesses are described in Appendix 2.

 

Appendix 2: Regulatory Impact to Non - Small Businesses

There are no non-small businesses in the industry in question, Elementary and Secondary Schools (NAICS 611110). Because there are no non-small businesses, they do not account for any service delivery for Elementary and Secondary Schools. Therefore, non-small businesses are not expected to receive increased or decreased revenues per year. These rule changes are not expected to have any fiscal impact on non-small businesses’ revenues or expenditures because there are no applicable large businesses and it does not require any expenditures of or generate revenue for non-small businesses.

 

The Program Analyst at the Utah State Board of Education, Jill Curry, has reviewed and approved this fiscal analysis.

 

 

R277. Education, Administration.

R277-704. Financial and Economic Literacy: Integration into Core Curriculum[and Financial and Economic Literacy Student Passports].

R277-704-1. Authority and Purpose.

(1) This rule is authorized by:

(a) Utah Constitution Article X, Section 3 which vests general control and supervision over public education in the Board;

(b) Subsection 53E-3-401(4), which allows the Board to make rules to execute the Board's duties and responsibilities under the Utah Constitution and state;

(c) Section 53E-3-505, which directs the Board to work with financial and economic experts and private and non-profit entities to develop and integrate financial and economic literacy and skills into the public school curriculum at all appropriate levels[and to develop a financial and economic literacy student passport which is optional for students and tracks student mastery of financial and economic literacy concepts].

(2) The purpose of this rule is:

(a) to provide funds appropriated by the Legislature to develop and integrate financial and economic literacy concepts effectively into the core curriculum in various programs and at various grade levels;

[(b) to begin the development of a financial and economic literacy student passport;]

([c]b) to provide for educator professional development using business and community expertise;

([d]c) to provide curriculum resources and assessments for financial and economic literacy;

[(e) to provide passport criteria and tracking capabilities for the financial and economic literacy passport for students grades K-12;]

([f]d) to provide simple and consistent messaging to students that becomes part of the core curriculum that reinforces the importance of financial and economic literacy for students and parents; and

([g]e) to help students and parents to locate and use school and community resources to improve financial and economic literacy among students and families.

 

R277-704-2. Definitions.

(1) "Content Specialist" means [the same as the term is defined in Subsection R277-520-1(1)]a licensed educator who provides instruction or specialized support for students and teachers in a school setting.

(2) "End of course assessment" means an online end of course assessment for students who take the general financial literacy course.

(3) "Endorsement" means the licensing document required by the board for teachers who teach general financial literacy.

(4) "Financial and economic literacy project" means a program or series of activities developed locally to implement financial and economic literacy education as described in Section 53E-3-505.

[(5) "Financial and economic literacy student passport" means a collection of approved activities, assessments, or achievements completed during a given time period which indicate advancement in financial and economic understanding.]

([6]5) "LEA" for purposes of this rule, includes the Utah Schools for the Deaf and the Blind.

([7]6) "Professional development" means locally or Board-approved education-related training or activities that enhance an educator's background[the same as the term defined in Subsection R277-522-2(10)].

 

[R277-704-3. Financial and Economic Literacy Student Passport.

(1) The Superintendent shall develop and promote a financial and economic literacy student passport that includes tracking a student's progress.

(2) The Superintendent shall include parent and community participation on the development of the student passport described in Subsection (1).

(3) The first round of implementation of the financial and economic literacy student passport shall be for students in grades nine through 12.

(4) The Superintendent shall provide a financial and economic literacy student passport to support educators as they educate students and their parents of the importance of financial and economic literacy, including its applicability to other subject areas.

(5) An LEA shall provide parents and students with the following:

(a) a financial and economic literacy passport and information about post-secondary education savings options; and

(b) information about the financial and economic literacy student passport opportunity as part of the student's plan for college and career readiness.]

 

R277-704-[4]3. General Financial Literacy End of Course Assessment.

(1) The Superintendent shall provide an LEA with an end of course assessment for general financial literacy which shall be:

(a) administered to every student who takes the general financial literacy course;

(b) aligned with general financial literacy revised core standards and objectives; and

(c) measured and analyzed at the school, district, and state-wide levels.

 

R277-704-[5]4. General Financial Literacy Teacher Endorsement.

(1) A Board licensed educator who teaches general financial literacy is required to have licensing, endorsements, and other credentials equal to other content specialists as described in Section R277-520-4.

(2) An educator's course work may be part of or in addition to course work and programs of study required for licensure by the Board consistent with [R277-502]R277-303.

 

R277-704-[6]5. Financial and Economic Literacy Professional Development Opportunities.

(1) The Superintendent shall provide professional development for all areas of financial and economic literacy utilizing the expertise of community and business groups.

(2) Professional development activities shall:

(a) provide information about financial and economic literacy including personal finance and economic responsibility;

(c) provide resources for teaching financial and economic literacy without promoting specific products or businesses; and

(d) work with the Superintendent to develop strategies for promoting financial and economic literacy.

 

R277-704-[7]6. Financial and Economic Literacy Taskforce.

(1) The financial and economic literacy taskforce shall have the membership and general responsibilities outlined in Subsection 53E-3-505([3]4).

(2) In addition to the responsibilities outlined in Subsection 53E-3-505([3]4), the financial and economic literacy taskforce shall:

(a) analyze data provided by the Superintendent that includes:

(i) aggregated-school level proficiency results from the end of course assessment;

(ii) general enrollment data;

(iii) assessment of general financial literacy education quality; and

(iv) other relevant data to inform strategies for strengthening financial literacy proficiency; and

(b) serve as the writing committee for the financial literacy course standards[described in Subsection 53E-4-204(1)(b), (3), and (4)].

(3) [The course standards described in Subsection (2)(b) are subject to the same approval requirements described]Prior to final approval, the board shall fulfill all the requirements in Subsection 53E-4-202(4).

 

KEY: financial, economics, literacy

Date of Enactment or Last Substantive Amendment: [ April 8, ]2019

Notice of Continuation: November 5, 2018

Authorizing, and Implemented or Interpreted Law: Art X Sec 3; 53G-3-505; 53E-3-401(4)