schools should pursue academic improvement by requiring students to earn four additional units in either math, science, language arts, fine arts, applied technology or a foreign language. The concept of a fifth term should be broadly tested to determine if an alternate calendar for attendance would be useful to high school students and their parents.
    Supt. Bean suggested that career ladder funding should continue to be appropriated for teacher compensation and professional development. Ten non-teaching days should be allocated to every teacher, with five of those days used for professional development and use of the balance determined by each local board.
    After presenting his proposals, Supt. Bean noted the total cost for additional time in class, funding the career ladder, and a 5th term for high school will be approximately $98 million. He felt these proposals could be the most effective investment the state could make to enhance its public education system. He requested the focus not be on cost, but on productivity and advantages for the children of the state.

     Robert Brems , Associate Superintendent, presented a proposal for applied technology education. Two applied technology centers are proposed for Salt Lake County and a satellite campus in Tooele County to meet the needs primarily of secondary students living in those counties. Similar training facilities for post-secondary students on a space-available basis would be provided through Salt Lake Community College. Students at both levels of education could be serviced by public transportation.
    New facility construction and equipment would cost approximately $118,537,000 and annual operation and maintenance would cost $13,773,000.
    Mr. Brems described a school to careers programs designed to meet a demand for skilled workers by connecting school-based and work-based learning programs. Worked based learning includes co-op education, theme based career academies, job-sharing, internships, and apprenticeships. Success depends on connecting the work experience to school learning.
    At the conclusion of these presentations, Rep. Frandsen announced the discussion groups would not reconvene at the conclusion of their session. He said notes from the discussion groups would be distributed at a later time.

their professional development programs to meet specific training needs. Consequently, schools are encouraged to create a vision or plan for the future but permit district oversight to ensure that quality indicators are part of all training programs.

Career Ladders

    Career Ladders were established to entice the best students to enter teaching and remain in the profession. Merit pay directives were proposed by policy when career ladders legislation was first enacted into law. Legislators and policy makers were encouraged by merit pay systems that seemed to be working in other states. Utah school districts experienced difficulties implementing merit-type pay programs and it was learned that other states were not doing well either. Other innovative proposals were developed in other states including a national board certification program which was first endorsed by Pennsylvania.

    MOTION:    Board Member Neola Brown made a motion for the State Board of Education and the Education Interim Committee to reaffirm the career ladder concept and follow through with ways to implement the original intent of the career ladder. The motion carried unanimously
    Some group members were concerned with the evolution of the career ladder program and the way it has strayed from its original intent of rewarding teachers for performance. It was noted that the career ladder program has never been fully funded.

    Rep. Frandsen recommended the Strategic Planning for Public and Higher Education Task Force become the vehicle to organize the ideas discussed.

    MOTION:    Rep. Bigelow moved to send these ideas to the Strategic Planning Task Force without recommendation, for their consideration, so they can begin a dialogue with the Education Interim Committee and the public. Also, that the Education Executive Appropriations Subcommittee be informed of the direction the Strategic Planning Task Force is going with these issues. The motion was seconded by Rep. Buffmire and passed unanimously.

    Mr. Grant Hurst, board member, asked he be given an opportunity to address the Education Interim Committee with his concerns over the career ladder program. Mr. Jim Wilson agreed to gather information about the way each district is using its career ladder funds.



     The discussion groups adjourned for a luncheon meeting with the Governor at 12:12 p.m..

Finance and Facilities
Bradley A. Winn, Assistant Commissioner for Academic Affairs

communication is better in areas which relate to public education and higher education. She expressed her desire for continued participation by this extremely important group in the future. Ms. Garff explained that the discussion questions which had been developed for the afternoon session were a result of the work of the JLC. Sen. Steele suggested that the meeting be adjourned directly from the discussion groups, rather than reconvening as an entire group.

    The meeting adjourned to discussion groups.

governance of the Board of Regents.

    Difficulties with the ATE program generally were discussed. High school counselors typically do not have adequate information on training programs at existing ATC's, which adds to the difficulties facing students choosing careers. Parents usually aren't knowledgeable about ATC offerings and often have a negative mind set about applied technology education. They usually assert their desires for their children to attend colleges and universities.

    The Wasatch Front South regional model will work best if funding policies between public and higher education can be reconciled. Since funding sources are different at the two levels of education, legislation may need to be introduced to provide greater fiscal equity.

    Mr. Brems, Associate Superintendent of Public Instruction and Mr. Lowe, Associate Commissioner of Higher Education, visited Las Vegas, Nevada to observe the dual use system of ATE high tech facilities located adjacent to one another. In Las Vegas, a community college campus is located across the street from a high school campus and both units share programs and technical facilities and students from both levels of education share in a cooperative educational program.

    Before the Wasatch Region South concept can move forward, data demonstrating the need for an ATE center must be collected. There is a major concern in higher education for coordination which avoids duplication. Requested further development of the concept is based on strict criteria and actual need. Substantial differences exist between the community college enviornment and the campus of an ATC. The Board of Regents feels significant attention must be given to establishing an equitable funding formula.

    MOTION: George Emeret, President of USU made a motion recommending the following ideas to the Joint Liaison Committee: 1)search for and gather the right kind of data to develop an equitable funding formula for ATE; 2) implement a holistic approach to solving the need for skilled workers and assign a specific responsibility to individual ATC's and colleges to meet the need; 3) research marketing service program; 4) use a variety of ways to assess needs; 5) collaborate to expand resources; 6) work with the presidents of post-secondary institutions and district superintendents; and 7) listen carefully to Wasatch Front South requests and consider the options available. The motion passed unanimously with all present voting favorably.

Teacher Development

    The teacher development discussion focused on the benefits of issuing one teaching certificate and then offering an endorsement in a specialized topic after one year of teaching. It was noted that one way to improve teacher quality may be to impose tougher entrance requirements to teacher education programs. However, it was also pointed out that fewer of the brighter students

may apply since they often select a career where there is opportunity for a substantially larger income. It was suggested that the education community gather data that can be used to make recommendations for greater teacher compensation

    The discussion group suggested several options for stronger teacher development programs including a requirement that student teachers spend more time in the classroom, perhaps through an internship program, prior to beginning their careers. It was also suggested that an extensive program be initiated where school districts receive feedback from first year teachers about their training programs and what they were taught in college and what they should have been taught.

    MOTION:    Sen. Joseph Hull made a motion requesting the Joint Liaison Committee gather data and develop a proposal on how to attract, retain, and reward effective educators. The motion passed unanimously with all present voting in favor.

    MOTION:    Regent Atkinson made a motion for the colleges of education to implement a longer period for the student teacher to spend in his or her student practicum, and then provide feedback within the next year to the Board of Regents on changes or improvements in the teaching process. The motion carried unanimously.

    The discussion group suggested that professors who teach student teacher candidates counsel those who would not be good teachers to leave teacher education to pursue another field of study.
    

part of a funding formula for higher education. He reviewed four possible performance indicators: 1) instructional quality and student learning, 2) graduation efficiency, 3) transfer efficiency, and 4) faculty workload.

    Regent Aileen Clyde, Chair of the Mission/Roles and Systems Configuration Work Group, stated it was broadly reviewing the entire system and will consider all proposals as reports are prepared by the other three work groups. She said they have considered many of the philosophical aspect of costs and public funding and addressed the basic principle that institutions of higher education in Utah are open to every citizen. Both issues support the theme of making education possible and convenient to every citizen as they try to meet their education needs. The four charges given to this work group were: 1) to determine if there is the right number and configuration of public higher education institutions in the state; 2) to account for the long-range planning for capital facilities; 3) a reconsideration of the institutional geographical service areas; and 4) strengthening the cooperation and partnership with public education.

    Rep. Frandsen dismissed the committee to their assigned breakout groups for further discussion.

and
    .     because of previous legislation, a guarantee for tuition increase exists.

    Raising entrance standards at the universities has caused some students to first seek lower division credit at a community college, and then transfer to a university. Transfers may be desirable, since community colleges typically have lower tuition because they often use large numbers of adjunct professors. Using the transfer idea, students typically don't incur as much debt during the early years of college. On-going cooperation to articulate classes between universities and colleges is essential.

    The discussion group noted that Applied Technology Centers (ATC's) are funded by public education and community colleges are funded through the higher education budget. There is a concern that ATC students are already more highly subsidized than community college students for identical training.

    The regents previously discussed using performance indicator tests which are tied to funding as an incentive. Performance indicators need to be measured over a long-term period so they don't become a punishment to the institution.

    Sen. Steele asked the regents about the kinds of things they need to communicate to the legislature. Those present said they desire to do long range planning that provides for positive changes, but they have no incentive to plan without flexibility in setting tuition rates. They asked legislators to consider the broad picture of educational needs and their desires to work closely with one another. The point that seemed to be emphasized most is that the Board of Regents is in charge. Legislators present were supportive of their requests.

    Legislators were asked what they felt the Board of Regents need to hear. Legislators expressed a desire to share common data and a reporting system. They emphasized that large amounts of complicated information are not needed. Legislators are aware that the regents deal with many problems and they requested that the Legislature be informed about what is being done to resolve those issues. They asked the regents to understand that legislators are under extreme pressure from the demands of multiple agencies and requested they not dwell on negative issues, but recognize the good things accomplished by the Legislature.
        

questions in the agenda material and asked Legislators if they felt these questions were comprehensive, and if they had any suggestions for other areas. Rep.Frandsen expressed his concern about internal data integrity. He suggested the work group move beyond higher education as far as indicators of internal data are concerned. These reports need to be consistent throughout the entire education system, including public education. He recommended the creation of a mechanism to bring public education to the table and jointly address the issue. Regent Jordan said the Joint Liaison Committee(JLC) would be involved.

    President Budd pointed out that the JLC had formed a Common Definitions Work Group a few years ago, which he chaired. This group submitted a list to the JLC, which was accepted. The list was submitted to the Legislature in 1997. Everyone agreed to and welcomed those common definitions. Salt Lake Community College received funding to conduct a pilot program to use those common definitions, particularly in the field of Applied Technology Education (ATE). However, available data is insufficient to provide information requested by policy-making bodies. Until the necessary data is available, this effort will not be effective.

MOTION: Regent Anderton moved to recommend to the Joint Liaison Committee to continue to work on common definitions. Regent Atkinson seconded the motion, which carried unanimously.

    Rep. Frandsen said legislators are concerned with faculty workload and with receiving reliable, consistent information on short-term and long-term accountability. He referred to legislative funding of the freeways and asked, if funding can be provided for a road, why not for an educational system? What are higher education's long-term indicators? How are they being measured? What are higher education's short-term indicators to suggest how to get there?

    Rep. Frandsen said the problem with the policy-making process is staying on course. This problem is due to the two-year terms of Representatives and the turnover of Legislators and administrators. He suggested recommendations to stabilize that process. One long-term indicator body might be to strengthen the JLC. Another might be to create more opportunities for interaction between legislators and the Board of Regents. He challenged the regents to develop a model to solve this problem.

    Rep.Bigelow said the legislature has always been concerned about graduation efficiencies and faculty workload. The Executive Appropriations Committee needs better reports to educate some legislators who have a difficult time understanding higher education workload. Sen. Stephensen said he sponsored legislation to review faculty workloads and graduation efficiencies in an attempt to answer these concerns. He was excited to see the higher education community assuming this responsibility and said the regents deserved an "A" for their attempts to find meaningful indicators. Referring to Rep. Frandsen's request for the regents to stabilize the funding process, he preferred not to require stabilization in everything. The institutions and regents need

flexibility to improve. He endorsed the idea of a liberal arts education, stating that it enhances society and the qualify of life.

    Regent Jordan asked President Huddleston to comment on the Utah Electronic Community College (UECC) and distance learning. President Huddleston said many students want a particular class and have an opportunity through the UECC to take classes via distance education. President Romesburg said distant learning means students can take classes from any of the five community colleges in the state. All UECC classes are transferable.

    Rep. Rowan asked what percentage of budget allocation should be based on performance funding. Regent Jordan said the regents did not want to exceed five percent, at least not initially. They would prefer to retain the base budget and then receive what the Legislature feels they can allocate to performance funding.

    President Emert said the Work Group on Funding Mechanisms is reviewing long-term enrollment projections, missions and roles. Funding mechanisms will accommodate the fact that some institutions will continue to grow and others will not, and all will be funded accordingly. Regent Jordan said the state's heaviest funding has been on enrollment growth. The regents and presidents would like to see this practice changed. They want to encourage growth where there is capital space to handle that growth. Commissioner Foxley noted the same discussion is taking place in the other breakout group, and there is strong consensus that performance funding ought not to be punitive.

    Rep. Frandsen suggested the Auditor General be asked what kind of information should be gathered. He asked the regents to consider ways of stabilizing this process.

    Discussion shifted to institutional missions and roles and system governance. Regent Clyde, chair of this work group, said the processes of the two work groups are different. The Work Group on Missions and Roles did not have the compelling deadline which the Work Group on Accountability faced. The Missions and Roles Work Group was particularly interested in hearing from the Legislators about the work group's charge and work.

    Rep. Frandsen said during the interim process, legislators spoke with consultants about master planning for higher education. Their recommendations were to determine the needs of the educational system, then make sure the institutions can change to meet those needs. The institutions need to take into account the functions and objectives of the Western Governors University (WGU).

    President Emert said the work group is requesting the most current data on marketplace profiles from the Department on Workforce Services and the Tax Commission. It is also attempting to predict, based on marketplace tradition, job profiles in the next 5-10 years, as well as population

growth by county and by age segment.

    Rep. Frandsen complimented the regents and challenged them to develop a process that is more needs-driven than politically-driven. President Romesburg stated that the regents' process does not violate the master planning process. Last year the regents went through an exhaustive review and sent its priorities to the State Building Board, who, arbitrarily made their own list and completely ignored higher education's recommendations and priorities.

    Rep. Rowan referred to the previous day's discussion regarding ATCs and higher education. She said placing ATE facilities for college use on high school campuses might circumvent the State Building Board's discrimination, but may not be the best, or most efficient approach to this problem. She asked if the colleges could be given the same authority as public education to bond. Associate Commissioner Petersen said many states have access to property tax and bonding ability, but in Utah, it would require a statutory change. Commissioner Foxley said the regents have bonding authority, but they must balance the statewide needs of nine institutions, whereas school districts are local entities. There is a backlog of needs for new buildings, replacement buildings, and maintenance. The state's ability to provide these funds must be considered with other large projects. Associate Commissioner Petersen added the regents' authority to bond draws on institutional revenues. President Emert pointed out that other states have the authority for a local institution to use tuition-based bonds to build new buildings. Utah does not have that capability.

    President Romesburg said when the work groups look at the needs of the state, it is very likely that substantial needs will be identified for expanding or adding institutions. Higher education will soon have a crisis in Utah since it cannot accommodate students in existing facilities in the numbers who want to attend. Utah will need additional institutions or branches. The State Board of Education has announced their desire for 11 new ATCs across the state. Higher education is in the process of identifying similar needs.

    Rep. Bigelow said there was a crisis in many programs _ prisons, for example. Many of these other programs take precedence over higher education. He challenged the higher education community to discuss what will happen if the crisis arrives and there is not money to educate Utah's students. President Romesburg pointed out that the legislature capped funding seven years ago. Quality diminishes when funding is limited. Rep. Bigelow asked the work groups to identify the key issues with data to clearly note that the crisis is here. President Emert pointed out that planning ahead and making proper investments now would be less expensive than getting into a crisis situation.

    Regent Anderton said the institutions are already limiting enrollment because of students inability to pay. President Romesburg said UVSC turned away 2,300 students last fall. Regent Anderton said higher education cannot continue to raise tuition. Rep. Rowan suggested making

higher education a part of the discussion process with "Envision Utah," a planning system for Utah's future. Regent Atkinson said she is on the executive committee, and education was discussed in the beginning, but it had not been a priority. She promised to bring it up at the next executive committee meeting.

    Rep. Bigelow said he would like the work groups to address state government's role in providing subsidized education for everyone who wants it. At what point does the state decide "enough is enough?" Many people return to college for a career change. Should the state subsidize that training? He suggested that not everyone needs a college education.
    Rep. Rowan pointed out that the 2,300 students who were turned away from UVSC were qualified and admitted but could not find a class. She asked how Utah can attract the "best and brightest" students if there is no classroom space available. Associate Commissioner Petersen said community colleges are open-access institutions. If a student has completed high school, there should be room for that student in our community colleges. We should not be pricing an education beyond a student's ability to pay.

    President Budd said there was a dilemma of confusion about who was providing training in Utah. The regents' work group needs to deal with the appropriate roles and missions for higher education. He suggested that this issue be referred to the Joint Liaison Committee to discuss coordination and overlap issues with public education.

    Rep. Rowan said this is a problem because the Joint Liaison Committee is only an advisory committee. Regent Atkinson clarified that the Joint Liaison Committee is advisory to the Board of Education and the Board of Regents. She suggested more continuity. The regents serve four-year terms on the JLC and the State Board of Education members rotate annually.

    Regent Lee said she had served on the JLC for a number of years. Four years ago the committee was greatly strengthened through statutory recommendations, expanding membership, more authority to study issues in depth, and additional authority to bring in consultants with special expertise to help the JLC understand issues. The committee is set up to thoroughly examine issues which are important to public education and higher education. She recommended leaving the JLC with the same capacity and authority as it presently has. She asked that both boards accept more of the recommendations submitted by the committee. Both boards should be more attentive to the JLC's recommendations. Perhaps there should be a better reporting vehicle to the legislators.

    Rep. Frandsen summarized by making the following recommendations to the regents and presidents:

    *    Refine and improve the method of reporting JLC recommendations to the Legislature.
    *    Make a recommendation to the Legislature to depoliticize this process.
    *    Have sufficient reliable data to back up the urgency of need.

    Rep. Rowan moved that higher education continue to develop the indicators proposed by the Work Group on Accountability. The motion was seconded and carried.     

    The discussion groups adjourned their meetings at 12:00 noon