Utah Administrative Code
The Utah Administrative Code is the body of all effective administrative rules as compiled and organized by the Division of Administrative Rules (see Subsection 63G-3-102(5); see also Sections 63G-3-701 and 702).
NOTE: For a list of rules that have been made effective since October 1, 2019, please see the codification segue page.
NOTE TO RULEFILING AGENCIES: Use the RTF version for submitting rule changes.
R277. Education, Administration.
Rule R277-704. Financial and Economic Literacy: Integration into Core Curriculum and Financial and Economic Literacy Student Passports.
As in effect on October 1, 2019
Table of Contents
- R277-704-1. Authority and Purpose.
- R277-704-2. Definitions.
- R277-704-3. Financial and Economic Literacy Student Passport.
- R277-704-4. General Financial Literacy End of Course Assessment.
- R277-704-5. General Financial Literacy Teacher Endorsement.
- R277-704-6. Financial and Economic Literacy Professional Development Opportunities.
- R277-704-7. Financial and Economic Literacy Taskforce.
- Date of Enactment or Last Substantive Amendment
- Notice of Continuation
- Authorizing, Implemented, or Interpreted Law
(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) to provide for educator professional development using business and community expertise;
(d) 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) 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) to help students and parents to locate and use school and community resources to improve financial and economic literacy among students and families.
(1) "Content Specialist" means the same as the term is defined in Subsection R277-520-1(1).
(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) "LEA" for purposes of this rule, includes the Utah Schools for the Deaf and the Blind.
(7) "Professional development" means the same as the term defined in Subsection R277-522-2(10).
(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.
(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.
(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.
(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.
(1) The financial and economic literacy taskforce shall have the membership and general responsibilities outlined in Subsection 53E-3-505(3).
(2) In addition to the responsibilities outlined in Subsection 53E-3-505(3), 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 in Subsection 53E-4-202(4).
financial, economics, literacy
April 8, 2019
November 5, 2018
Art X Sec 3; 53G-3-505; 53E-3-401(4)
For questions regarding the content or application of rules under Title R277, please contact the promulgating agency (Education, Administration). A list of agencies with links to their homepages is available at http://www.utah.gov/government/agencylist.html or from http://www.rules.utah.gov/contact/agencycontacts.htm.