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 (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 April 1, 2013, please see the codification segue page.
NOTE TO RULEFILING AGENCIES: Use the RTF version for submitting rule changes.
R277. Education, Administration.
Rule R277-751. Special Education Extended School Year (ESY).
As in effect on April 1, 2013
Table of Contents
- R277-751-1. Definitions.
- R277-751-2. Authority and Purpose.
- R277-751-3. Determining Eligibility.
- R277-751-4. ESY Program Standards.
- R277-751-5. Division of Responsibilities.
- Date of Enactment or Last Substantive Amendment
- Notice of Continuation
- Authorizing, Implemented, or Interpreted Law
A. "Board" means the Utah State Board of Education.
B. "ESY" means extended school year.
C. "ESY program" means the individualized education program provided by the school to a student with a disability during the ESY.
D. "ESY services" means special education and related services that are provided to a student with a disability beyond the normal school year of the LEA, in accordance with the student's IEP, at no cost to the student's parents, and meet the standards of the USOE.
E. "FAPE" means a free appropriate public education which includes special education and related services that are provided at public expense, under public supervision and direction, and without charge; meet the standards of the USOE and Part B of the Individuals with Disabilities Education Act (IDEA), 20 U.S.C. 1401(3), include preschool, elementary school and secondary school education in Utah; and are provided in conformity with an IEP that meets the requirements of Part B of the IDEA and Utah State Board of Education Special Education Rules.
F. "IEP" means a written statement of an individualized education program by an IEP team and developed, reviewed, and revised in accordance with Utah State Board of Education Special Education Rules and the Part B of the IDEA.
G. "IEP team" means a group of individuals that is responsible for developing, reviewing, and revising an IEP for a student with a disability.
H. "LEA" means a local education agency which includes school boards/public school districts, charter schools, and, for the purposes of this rule, the Utah Schools for the Deaf and the Blind.
I. "Procedural Safeguards" means the procedural rights designed to protect the rights of students with disabilities and their parents. Requirements are defined in IDEA and Utah State Board of Education Special Education Rules, and include the parent's right to participate in meetings, review educational records, request an independent educational evaluation, receive written prior notice of actions proposed or refused by the LEA, and consent to evaluations and special education services. Procedural Safeguards also describe dispute resolution options.
J. "Regression" means reversion to a lower level of functioning, evidenced by a decrease in the level of basic behavioral or academic patterns, or both, or skills, which occurs as a result of an interruption in educational programming. These behaviors or skills are specified on a student's current IEP.
K. "Recoupment" means recovery of basic behavioral or academic patterns, or both, or skills, specified on the IEP, to a level demonstrated prior to the interruption of educational programming.
L. "Student with a disability" means a student who meets eligibility criteria for special education and related services, as defined in the Utah State Board of Education Special Education Rules.
M. "USOE" means the Utah State Office of Education.
A. This rule is authorized under Utah Constitution Article X, Section 3 which vests general control and supervision of public education in the Board, Section 53A-1-402(1)(c) which directs the Board to adopt rules regarding services to students with disabilities and Section 53A-1-401(3) which allows the Board to adopt rules in accordance with its responsibilities.
B. The purpose of this rule is to specify the standards for the special education ESY.
A. Students eligible for ESY services are:
(1) students who have been determined as eligible under Utah State Board of Education Special Education Rules and Part B of the IDEA; and
(2) students whose IEP team has determined, based upon a review of multiple data sources and factors, on an individual basis, an ESY is required to receive FAPE.
B. The student's IEP shall reflect the IEP team's decision regarding need for ESY services.
(1) Parents shall be provided with written prior notice of proposal or refusal to provide ESY services.
(2) If determined as eligible for ESY services, the IEP team shall determine the appropriate ESY program, based on the student's individual needs.
(3) ESY eligibility decisions and written prior notice of ESY programs shall be provided to parents in sufficient time to permit accessing dispute resolution options of the Procedural Safeguards, in the event of a dispute.
A. 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.
B. LEAs may not:
(1) limit ESY to particular categories of disabilities or particular ages or grade levels of students.
(2) unilaterally limit the type, amount, or duration of ESY services provided for students.
(3) limit data consideration by IEP teams to only an analysis of regression and recoupment.
C. LEAs shall ensure that:
(1) ESY student programs are provided in the least restrictive environment.
(2) ESY teachers and paraprofessionals meet IDEA's highly qualified requirements.
A. The duties of the Utah State Office of Education shall include:
(1) monitoring ESY compliance through:
(a) LEA program administrative reviews, such as Utah Program Improvement Planning System (UPIPS) monitoring;
(b) requiring student attendance and membership accountability.
(2) providing technical assistance to LEAs;
(3) collecting data on:
(a) the number, disabilities, and levels of students served;
(b) the types of program delivery models used;
(c) costs of the ESY program in LEAs;
(d) program effectiveness.
(4) developing guidelines for LEAs.
B. The duties of LEAs shall include:
(1) establishing LEA procedures which are in accordance with Board rules;
(2) providing professional development and on-site visits to assure that Board and LEA procedures are appropriately understood and implemented;
(3) establishing timelines to accomplish the purposes of this rule;
(4) analyzing LEA needs, reported by professionals, for ESY services for individual, eligible students;
(5) determining LEA ESY program parameters based upon data received from educators on individual, eligible students. The parameters shall include the personnel required to provide special education and related services, location of services, and budget specifications;
(6) ensuring parents and professionals have received information about dispute resolution procedures for the appeal of ESY eligibility decisions and ESY program parameters;
(7) implementing processes to collect program effectiveness data.
exceptional children, extended school year
February 7, 2012
March 3, 2008
Art X Sec 3; 53A-1-402(1)(c); 53A-1-401(3); 53A-17a-112(3)
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.