Utah Admin. Code R277-751-4 - ESY Program Standards
(1) The
primary goal for a student requiring ESY services is to maintain the current
level of the student's academic and functional skills and behavior in areas
identified by the student's IEP in order to provide FAPE.
(2) LEAs may not limit ESY to:
(a) particular categories of
disabilities;
(b) particular ages;
or
(c) particular grade levels of
students.
(3) An LEA may
not unilaterally limit the type, amount, or duration of ESY services provided
for students.
(4) An LEA may not
limit data consideration by IEP teams exclusively to an analysis of regression
and recoupment.
(5) In addition to
a student's degree of regression and the time necessary for recoupment, an IEP
team may also consider the following factors in considering whether ESY
services are appropriate:
(a) the ability of a
student's parents to provide educational structure at home;
(b) a student's rate of progress;
(c) physical or behavioral concerns regarding
a student;
(d) availability of
alternative resources;
(e) ability
of a student to interact with students without disabilities;
(f) areas of a student's curriculum that need
continuous attention;
(g) a
student's vocational needs;
(h)
whether requested services are extraordinary for a student's condition, as
opposed to an integral part of a program for populations of students with the
same disability;
(i) emerging
skills;
(j) preschool or
post-secondary transition needs;
(k) anecdotal reports from teachers parents,
caregivers, and related service providers; and
(l) data from measures of daily performance
such as:
(i) statewide assessment
data;
(ii) norm-referenced test
data;
(iii) checklists;
(iv) work samples; and
(v) other data.
(6) An LEA shall ensure that:
(a) an ESY student receives services in the
least restrictive environment; and
(b) ESY teachers and paraprofessionals meet
Board licensing rules.
Notes
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