Child Support Guidelines Worksheet: Fill & Download for Free

The question is: “Do parents that divorce have to pay child support?”The answer is (for Utah, where I practice family law—there is no federal law governing who must pay child support or how child support is calculated): while it is technically possible for a parent not to be ordered to pay child support, the circumstances for such a thing to occur are extremely particular and rare.So the answer for the majority of parents goes like this:First, here is where you can find the bulk of Utah’s child support law:Utah Child Support Act - Utah Code Title 78B, Chapter 12, Part 2A few key citations:78B-12-205. Calculation of obligations.Each parent's child support obligation shall be established in proportion to their adjusted gross incomes, unless the low income table is applicable.Except in cases of joint physical custody and split custody as defined in Section 78B-12-102 and in cases where the obligor's adjusted gross income is $1,050 or less monthly, the base child support award shall be determined as follows:combine the adjusted gross incomes of the parents and determine the base combined child support obligation using the base combined child support obligation table; andcalculate each parent's proportionate share of the base combined child support obligation by multiplying the combined child support obligation by each parent's percentage of combined adjusted gross income.The base combined child support obligation table provides combined child support obligations for up to six children. For more than six children, additional amounts may be added to the base child support obligation shown. Unless rebutted by Subsection 78B-12-210(3), the amount ordered may not be less than the amount which would be ordered for up to six children.For all worksheets, income and support award figures shall be rounded to the nearest dollar.78B-12-210. Application of guidelines -- Use of ordered child support.The Utah Code’s statutory guidelines shall be applied as a rebuttable presumption in establishing or modifying the amount of temporary or permanent child support.The rebuttable presumption means the provisions and considerations required by the guidelines, the award amounts resulting from the application of the guidelines, and the use of worksheets consistent with these guidelines are presumed to be correct, unless rebutted under the provisions of this section.A written finding or specific finding on the record supporting the conclusion that complying with a provision of the guidelines or ordering an award amount resulting from use of the guidelines would be unjust, inappropriate, or not in the best interest of a child in a particular case is sufficient to rebut the presumption in that case.The following shall be considered deviations from the guidelines, if:the order includes a written finding that it is a deviation from the guidelines;(b) the guidelines worksheet has: the box checked for a deviation; and an explanation as to the reason; orthe deviation is made because there were more children than provided for in the guidelines table.Natural or adoptive children of either parent who live in the home of that parent and are not children in common to both parties may at the option of either party be taken into account under the guidelines in setting a child support award.In a proceeding to adjust or modify an existing award, consideration of natural or adoptive children born after entry of the order and who are not in common to both parties may be applied to mitigate an increase in the award but may not be applied:for the benefit of the obligee if the credit would increase the support obligation of the obligor from the most recent order; orfor the benefit of the obligor if the amount of support received by the obligee would be decreased from the most recent order.Child support consists of more than just the “base support” that is paid monthly. Child support also includes medical care and, if the parents utilize work-related child care, child care expenses.78B-12-212. Medical expenses.The court shall order that insurance for the medical expenses of the minor children be provided by a parent if it is available at a reasonable cost.The court shall designate which health, hospital, or dental insurance plan is primary and which health, hospital, or dental insurance plan is secondary if at any time a dependent child is covered by both parents' health, hospital, or dental insurance plans.In determining which parent shall be ordered to maintain insurance for medical expenses, the court or administrative agency may consider the:reasonableness of the cost;availability of a group insurance policy;coverage of the policy; andpreference of the custodial parent.The order shall require each parent to share equally the out-of-pocket costs of the premium actually paid by a parent for the children's portion of insurance unless the court finds good cause to order otherwise.The parent who provides the insurance coverage may receive credit against the base child support award or recover the other parent's share of the children's portion of the premium.In cases in which the parent does not have insurance but another member of the parent's household provides insurance coverage for the children, the parent may receive credit against the base child support award or recover the other parent's share of the children's portion of the premium.The children's portion of the premium is a per capita share of the premium actually paid. The premium expense for the children shall be calculated by dividing the premium amount by the number of persons covered under the policy and multiplying the result by the number of children in the instant case.The order shall, in accordance with Subsection 30-3-5(1)(b), include a cash medical support provision that requires each parent to equally share all reasonable and necessary uninsured and unreimbursed medical and dental expenses incurred for the dependent children, including but not limited to deductibles and copayments unless the court finds good cause to order otherwise.A parent who incurs medical expenses shall provide written verification of the cost and payment of medical expenses to the other parent within 30 days of payment.In addition to any other sanctions provided by the court, a parent incurring medical expenses may be denied the right to receive credit for the expenses or to recover the other parent's share of the expenses if that parent fails to provide written verification of the cost and payment of medical expenses to the other parent within 30 days of payment.78B-12-214. Child care expenses -- Expenses not incurred.The child support order shall require that each parent share equally the reasonable work-related child care expenses of the parents.If an actual expense for child care is incurred, a parent shall begin paying his share on a monthly basis immediately upon presentation of proof of the child care expense, but if the child care expense ceases to be incurred, that parent may suspend making monthly payment of that expense while it is not being incurred, without obtaining a modification of the child support order.In the absence of a court order to the contrary, a parent who incurs child care expense shall provide written verification of the cost and identity of a child care provider to the other parent upon initial engagement of a provider and thereafter on the request of the other parent.In the absence of a court order to the contrary, the parent shall notify the other parent of any change of child care provider or the monthly expense of child care within 30 calendar days of the date of the change.In addition to any other sanctions provided by the court, a parent incurring child care expenses may be denied the right to receive credit for the expenses or to recover the other parent's share of the expenses if the parent incurring the expenses fails to comply with Subsection (2)(b).78B-12-215. Child care costs.The need to include child care costs in the child support order is presumed, if the custodial parent or the noncustodial parent, during extended parent-time, is working and actually incurring the child care costs.The need to include child care costs is not presumed, but may be awarded on a case-by-case basis, if the costs are related to the career or occupational training of the custodial parent, or if otherwise ordered by the court in the interest of justice.The court may impute a monthly obligation for child care costs when it imputes income to a parent who is providing child care for the minor child of both parties so that the parties are not incurring child care costs for the child. Any monthly obligation imputed under this section shall be applied towards any actual child care costs incurred within the same month for the child.78B-12-218. Accountability of support provided to benefit child -- Accounting.The court or administrative agency which issues the initial or modified order for child support may, upon the petition of the obligor, order prospectively the obligee to furnish an accounting of amounts provided for the child's benefit to the obligor, including an accounting or receipts.The court or administrative agency may prescribe the frequency and the form of the accounting which shall include receipts and an accounting.The obligor may petition for the accounting only if current on all child support that has been ordered.78B-12-219. Adjustment when child becomes emancipated.When a child becomes 18 years of age or graduates from high school during the child's normal and expected year of graduation, whichever occurs later, or if the child dies, marries, becomes a member of the armed forces of the United States, or is emancipated in accordance with Title 78A, Chapter 6, Part 8, Emancipation, the base child support award is automatically adjusted to the base combined child support obligation for the remaining number of children due child support, shown in the table that was used to establish the most recent order, using the incomes of the parties as specified in that order or the worksheets, unless otherwise provided in the child support order.The award may not be reduced by a per child amount derived from the base child support award originally ordered.If the incomes of the parties are not specified in the most recent order or the worksheets, the information regarding the incomes is not consistent, or the order deviates from the guidelines, automatic adjustment of the order does not apply and the order will continue until modified by the issuing tribunal.

While I certainly agree with those who think (nay, "believe" may be a better word for some tech evangelists) the new tech reading devices are more convenient, I am agnostic with respect to their essential VALUE and critical of the outsized impact of their negative aspects.Firstly, let me tell you about me, then I will give my list of pros and cons.I am a tech-savvy educator. I was always the first in my school district to implement new technologies into my teaching and lessons. Only once, when a teacher beat me to the punch in using hand-held quizzing devices, has anyone in my district ever had something before I had already been "piloting" it in my classroom (high school & college biological sciences and environmental sciences).I personally own 2 Kindles, 3 iPads, 3 versions of the iPhone, multiple Mac & PC computers (Mac much preferred) with Mac OS9, OSX, WinXp, Win7, and a couple flavors of LINUX, several "off-brand" reading/text devices that never survived in the marketplace, graphing calculators, and other gadgets that have come and gone with the tide of fashion. ThereIn the classroom:I installed my own wireless network so students could bring their own devices and share data, files, and bandwidth with me,I used LCD screens and an overhead to project computer screens, then LED projectors, then digital computer projectors, then a blend of digital projectors and electronic whiteboard (SMART) with tablet-sized controllers, digital ink pads (Qomo), and drawing tablets (WACOM)I used digital data acquisition software and hardware (i.e. "probeware") from Vernier and PascoI set up a special GoogleDocs (before GoogleDrive was the name) account before Google made educational accounts available, had a classroom DropBox account, and used electronic distribution of reading materials and submissions of homework possible.My classes used physical texts, electronic texts (minimal, since the cost was prohibitive) and digital copies (PDF) of many, many articles from newspapers (especially NYTimes Science Tuesdays), popular science journals, and some professional science journals.Now, as I say, I am no enemy of technology and readily embrace it for my own use and in my own learning. As a skilled adult learner, I know which media best suits my preferences and proclivities as I seek to come to understand new concepts and experience new ideas.However, my students generally did not and do not have these metacognitive skills, nor have they developed or owned the disciplines needed to be able to evaluate their own learning much beyond the ability to predict whether they might pass today's quiz.Because of that issue: the lack of student self-awareness of learning and metacognition and their general lack of "expert learner" discipline, I rarely relied on electronic devices to provide significant amounts of information, but rather used them as tools for data acquisition and then tools for analyzing, displaying, and discussing the data. Most "big" information on major course concepts came from reading the physical text and re-interpretation and extension by me, as the teacher, and in group discussions. Ancillary information, current events (involving the concepts), and relevant examples of the concept came through guided readings of articles (sources mentioned earlier) and self-directed "research" of information via the Web with general guidelines and suggested search topics provided.25+ years of classroom teaching showed me that my students were just like those used in many studies of how student approach different text media. They essentially "scanned" or "skimmed" electronic media and interacted more deeply with physically printed text--if they read anything at all. Simply making the lessons more "tech-oriented" pleased the students for the first lesson or so, but once they realized they still had to develop the skills to learn the material and to integrate it into what they already knew, they came to find the new tech gadgets (first, a limited number of shared desktop computers, then a lab set of laptops, then multiple lab sets of notebook computers, and eventually individual student "netbooks") as just another "text book." The newness wore off in days. Retention of electronic media readings was lower than that of reading the physical text. I even ported my Bio-1 text to an electronic form (PDF) and assigned the same chapters. Kids just "skimmed" the electronic forms --just as they had been taught to do by the design and implementation of the billions of World Wide Web pages!So, I ask this: For k-12 students in the USA, is it any more convenient for them to own electronic copies of their textbooks on a single device (say, a Kindle or iPad) if they are NOT going to read the texts or are only going to skim them anyway?I say no.Because of the way that publishing companies have expertly set themselves up as the arbiters of curriculum in the USA, by virtue of also being the ones who oversee the writing of many of the the US States' End of Course Assessments (ECA) and of the entire Common Core (CCSS) Assessments, they effectively control what is included the textbooks and can demand whatever they want for remuneration. In my state, at least (IN), the cost of the intro biology text is as much as 6 times the cost of the same physically printed textbook. There is NO cost incentive in the long-term. There is usually an insignificant savings in the short-term.Now to other matters more practical and immediate to the teacher and student.As someone already has stated, no textbook has ever run out of power, had a dead battery, or required a special adapter for its use. ALL of these happen -- and in any school, they happen every day! This issue has an impact on the student, the teacher, classmates, and the IT department. It steals time and other precious resources (people and educational $$). The lower the grade level, the more the teacher will have to intervene--and disrupt their lesson flow and classroom time management. It is largely a non-issue with physical textbooks.If someone "forgets" their single reading device, or it is lost, stolen, damaged, or otherwise incapacitated through an Act of God (I had a student say: "My dog ate my netbook"!), ALL of their customized material is out for the day. Some of my students took advantage of this loophole in technology curation and "forgot" their netbooks regularly. Since their netbook was personalized for their set of classes before school had started, a simple "loaner" netbook would not d0--unless it had everything in every course that any student might possibly be taking that semester. Our IT folks couldn't/wouldn't do that, so "forgetful" students, or students who suffered a loss, often missed a day or more of lessons until something could be specifically set up for them. In addition, the number of loaner netbooks was necessarily small due to expense and maintenance. The number of spare computers also shrank throughout the year as loaners were brought into full-time service to replace broken, lost, or stolen computers. These are not a trivial issue in a typical school with more than 100 students. ...And Yes, Our students were on the hook to pay for lost, broken, and stolen computers. They were offered insurance at the beginning of the year at a nominal cost. This factor did not improve results. What happened is that more than a few students had parents that simply refused to pay up when their child lost or broke a computer and in the inimitable wisdom of the admin & IT folks, that student was no longer allowed to have a computer (until the parents paid the bill).The reliance primarily on keyboard input removes a thought-flowing physical act we know as handwriting. We know from research that marking up a paper with a pen & highlighter does something different in the brain than performing the same acts with a keyboard (Kindle) or even with a stylus (iPad or Tablet). While we are not yet sure of the longer-term consequences, we know that physically marking a physical text results in better memory (immediate, short-term, and for several days) of the process and the reasoning behind the markings than the electronic form of marking.Do I find "pros" with tech gadgets in the classroom?When they are used for things that only the tech gadgets can do better than previous technologies and can aid the teacher in helping the students gain knowledge, analytic skills, and to develop better self-awareness of their own learning.To that end, using an iPad as a simple reading device is, I think, a mistake. Using it to collect, display, and aid in analysis of data is a wonderful use! Using the iPad, then, to write a communication to explain what the student did and why they did it increases its usefulness. THEN--using it to browse the web to find an article in a journal that supports the student's conclusions and constructing a presentation (individual or group) that reviews the article as it applies to the recent student work has very good value.As a way to re-do worksheets and make them more "appy," or to be the receptacle of the textbook...>>Phhbbbbbbttt!!<<(For those who do not recognize that last outburst - it is a "raspberry" and a display of derision.)There is more that can be said, but I bow to the constraints of time and Quoran space.

BRIEF HIGHLIGHTS OF THE SOP/GUIDELINES OF DEPARTMENT OF SCHOOL EDUCATION & LITERACY FOR REOPENING OF SCHOOLSAs per para -1 of MHA order no. 40-3/2020-DM-I(A) dated 30.09.2020 for reopening, States/UT Governments may take a decision in respect of reopening of schools and coaching institutions after 15.10.2020 in a graded manner in consultation with the respective schools/institutions management and based on local situation.Part I refers to the health and safety aspects for reopening schools. These are based on the prevailing instructions of Ministry of Home Affairs and Ministry of Health and Family Welfare with regard to health and safety protocols, and maybe implemented by adopting/adapting in accordance with the local situation in all states/UTs.Arrange and implement for thorough cleaning and disinfecting of all areas, furniture, equipment, stationery, storage places, water tanks, kitchens, canteen, washrooms, laboratories, libraries, etc. on school campus and ensure air flow in indoor space.Schools to form Task Teams such as, Emergency Care Support/Response Team, General Support Team for all stakeholders, Commodity Support Team, Hygiene Inspection Team, etc. with earmarked responsibilities will be helpful.Schools may be encouraged to make their own SOPs based on the guidelines issued by States/UTs for the following, keeping in view the safety and physical/social distancing norms, and ensuring that the notices/posters/messages/communication to parents in this regard are prominently displayed/disseminated.Physical distancing / social distancing to be ensured while planning the seating plan, functions and events to be avoided, staggering of entry and exits timings and points of schools, staggered time tables.All students and staff to arrive at school wearing a face cover/mask and continue wearing it all through, especially when in class, or doing any activity in groups, such as eating in the mess, working in the laboratories or reading in the libraries.Display Signages and markings for enforcing physical/social distancing and safety protocols at adequate places. States/UTs should take the consent t of parents/guardians before their child/ward begins attending schools. Students willing to study from home with the consent of the parents may be allowed to do so.Sensitize students, parents, teachers, community members and hostel staff on COVID-19 related challenges and their role to be conducted based upon guidelines issued by the Ministry of Education, Ministry of Home Affairs and the Ministry of Health and Family Welfare with all the stakeholders.Plan for academic calendar changes for all classes, particularly in relation to breaks and exams.Ensure all students have access to prescribed textbooks before school reopens.Ensure availability in school or at contactable distance full-time trained health care attendant/nurse/doctor and counsellor to take care of physical and mental health of the students. Regular health check-up of students and teachers may be organized.Adequate information should be collected from students, parents and teachers upon the health status. From local administration: About the State and district helplines and the nearest COVID Centre and other contact details for dealing with emergency.Flexible attendance and sick leave policies may be developed and implemented to encourage students and staff to stay at home when sick.Actions to be as per the Protocol defined in case of detection of a suspected case of COVID-19.Focus on the most vulnerable students (homeless/migrated students, students with disabilities, and students directly affected by Covid-19 through a family death or hospitalization) to prioritize their needs. Ensure provision of assistive devices and learning content as per the needs of the http://CwSN.To meet the nutritional requirements of children and safeguard their immunity during the COVID-19 outbreak, States / UTs were advised to provide hot cooked Mid-Day Meal or its equivalent Food Security Allowance to eligible children during closure of schools and summer vacations. Adequate focus on food safety, health, and hygiene along with physical/social distancing.Part II refers to learning with physical/social distancing and the academic aspects related to the delivery of education, such as, curriculum transactions, instructional load, timetables, assessment, etc. These are advisory in nature. States &UTs may use these in the manner deemed fit to prepare their own guidelines.Making a Comprehensive Alternative Calendar of Activities for the Whole Year with focus on learning outcomes. Academic calendar may be realigned for the whole year in accordance with the emerging situation. Comprehensive academic plan can be prepared as per the guidelines received from the concerned Directorate of Education. This plan may follow guidelines of Alternative Academic Calendar prepared by the NCERT.Reintegration of students into school may be taken on priority after reopening.Teachers must polish their skills for integrating ICT in class as far as possible. Training modules may be prepared for the same.Children can also be sensitized about the pandemic by integrating various concepts into the teaching of various subject areas such as EVS, languages, science and social science, arts.Teachers must discuss with the students the clear roadmap of the curriculum, the modes of learning to be adopted (through face to face instruction/individual assignments or portfolios/group-based project work/group presentations, etc.) to be covered, the time to be taken for the same, dates of school based assessments, breaks, etc.Focus on the most vulnerable students (homeless/migrated students, students with disabilities, and students directly affected by Covid-19 through a family death or hospitalization) to prioritize their needs.Divergent use of teaching resources shall have to be relied upon keeping physical/social distancing and other safety norms in mind. Resources could include peer teaching and learning, use of workbooks and worksheets, use of technology-based resources in class, empowering parents/grandparents/older sibling to teach, using the services of volunteers from the community, etc.PRAGYATA Guidelines on digital and online education can be used to orient teachers and students in this regard.If the State/UT has Energized Textbooks, inform students and parents how to download the e-content behind the QR on DIKSHA, codes and use the same in offline mode, thereon.Teachers, parents, and administrators need to focus on formative assessment to ensure achievement of learning goals by all learners. Guidelines of SCERT/NCERT may be used to sensitize parents to improve their understanding of and appreciation for formative assessment.Schools to ensure smooth transition of students from home-based schooling during lockdown to formal schooling. Schools can implement re-adjusted school calendar and redesigned Annual Curriculum Plan (ACP), remedial classes or conduct back to school campaign among other steps.The teachers, school counselor and school health workers should work in unison to ensure emotional safety of their students. ‘MANODARPAN’ covers a wide range of activities to provide psychosocial support to students, teachers and families for Mental Health and Emotional Wellbeing during the COVID outbreak and beyond.Based on these SOP/guidelines, State / UT Governments need to develop their own Standard Operating Procedures for reopening schools and for training different stakeholders as and when the State/Union Territory Governments declare it safe for schools to operate.Checklists for safe school environment which includes for different stakeholders, for building resilience and for academic planning and school operations may be used.The State/UT Education Departments may conduct awareness and capacity building programmes for DIET faculty members, School Heads, Teachers, and Parents before the opening of the schools.