HB 273 requires Utah's State Board of Education to develop model policies for technology and artificial intelligence use in public schools, directly affecting all Utah public schools, teachers, and students. Key provisions include adding artificial intelligence standards to core computer science curriculum, establishing grade-level technology use requirements, creating a model for balanced technology integration, and allowing high schools to offer AI-focused "sandbox" courses. The bill also mandates reporting on implementation and exempts certain student groups from grade-level tech requirements, with no new state funding allocated.
HB 373 creates a pilot grant program to fund higher education research at Utah public universities, administered by the Utah Board of Higher Education through the Nucleus Institute or other designated bodies. The bill allows the commissioner of higher education to take over certain duties previously handled by the board and requires annual reporting on the program's implementation. It does not appropriate new state funds, and the program would operate under existing funding mechanisms. The bill directly affects Utah public universities, research institutions, and faculty seeking competitive funding for innovative academic projects.
HB 218 amends Utah’s requirements for digital literacy education in grades 7 and 8, directly affecting public school students in those grades starting the 2027-2028 school year. The bill defines specific digital skills concepts (such as online ethics, AI literacy, cybersecurity, social media impact, and misinformation evaluation) that must be covered in the course. It also establishes an advisory tech council to guide curriculum development, recommend resources, and advise on emerging technologies. The changes update existing education codes without new funding, focusing on standardizing digital literacy instruction across Utah schools.
SB 165 establishes Utah's "Raising Expectations through Accountability, Community, and Hope" initiative to support community coalitions working on education and economic outcomes. It creates two grant tracks: "partnership development" grants for communities to build plans (requiring criteria like rural location, low school graduation rates, or significant community disparities), and "implementation" grants for executing approved plans. The program requires coalitions - comprising nonprofits, local governments, schools, and community members - to develop detailed "mobility action plans" focused on measurable goals like improving graduation rates, postsecondary completion, or family income levels. Communities must track progress using defined "community indicators" (e.g., kindergarten readiness, high school graduation, housing stability, and self-sufficiency income rates). The bill sets up the program framework but does not appropriate funds for implementation.
HB 126 amends Utah zoning laws to treat micro-education entities (like home-based microschools) as permitted uses in all municipal zoning districts, removing barriers to their operation. It requires municipalities to process all land use applications for these entities on a first-priority basis and limits parking requirements to match those for other schools or institutional uses. The bill also clarifies that local governments cannot impose additional restrictions on micro-education entities beyond objective land use standards, such as setbacks or safety regulations. This directly affects micro-education providers seeking to operate within residential or mixed-use areas without facing undue zoning hurdles. The changes apply to Utah Code sections 10-20-304 and 17-79-305, with no new funding or fees required.
SB 297 clarifies who can provide mental health support in Utah public schools by updating definitions for "qualifying personnel" (including licensed school social workers, counselors, and psychologists) and "behavioral health support personnel" (non-licensed staff assisting students). It requires the State Board of Education to create guidance based on licensing rules from the Division of Professional Licensing, ensuring schools follow proper training and supervision standards. The bill also establishes how existing state funds for school-based mental health services must be distributed to school districts, with requirements for annual reporting and collaboration with local mental health authorities. It does not appropriate new money but specifies that funds cannot replace existing federal or state funding for mental health staff. The changes primarily affect public schools, school districts, and licensed mental health professionals working in educational settings.
SB 85 expands Utah's teacher performance award program to include teachers in school districts not participating in the program. It creates a "self-nomination" pathway for eligible teachers in non-participating districts who meet statewide performance thresholds (top 40% in their subject/grade using state data). The bill updates the program rules to allow these teachers to qualify without district nomination, using a state-calculated value-added growth model. The changes apply to all Utah public school teachers and require the state center to identify qualifying teachers and issue invitations. No new funding is appropriated for this eligibility expansion.
SB 119 requires Utah's State Board of Education to develop free, open educational resources (OER) for public schools in kindergarten through grade 8. These resources must align with Utah core standards, reflect state values, be accessible for students with disabilities, and avoid bias, including digital and print materials. The bill directs the State Board to create a centralized platform for these resources, consult with schools and parents during development, and report on progress to the legislature. It does not mandate school districts to adopt the OER, and the bill affects all Utah public schools serving K-8 students.
SB 169 ensures all Utah students who meet graduation requirements can participate in commencement ceremonies, including those in online programs (unless safety concerns prevent it). It requires school districts to allow this participation and gives the State Board of Education oversight to monitor local graduation policies. The bill does not change graduation requirements or standards but clarifies that students in online programs must have equal ceremony access. This policy affects all high school students earning diplomas, particularly those in remote learning environments.
SB 75 defines eligibility for annual educator salary adjustments by requiring a license from the Division of Professional Licensing and a position as a social worker or registered nurse in an educational setting. The bill mandates that the Legislature annually appropriate funds for these adjustments, though actual funding remains subject to budget constraints. It directly affects licensed social workers and registered nurses employed in educational roles by establishing their eligibility for potential salary increases. The bill does not guarantee specific raises but creates a framework for future budget allocations to address retention and recruitment. (Note: This bill is procedural in nature, defining eligibility criteria rather than implementing new policy.)
