Source: https://www.loganschools.org/procedure-manual
Timestamp: 2019-09-23 12:21:30
Document Index: 772029536

Matched Legal Cases: ['§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§99', '§99', '§99', '§300', '§300']

Procedure Manual — Logan City School District
Logan City School District Procedures Manuan. Combination SLD. July 1, 2019
II. Identification, Location, and Evaluation of Students Suspected of Having Disabilitie
III. IEP Development and Service Delivery
V. Discipline Procedures. 34 CFR§300.530; USBE SER. V
VI. Manifestation Determination. 34 CFR §300.530(e-f); USBE SER V.E.
VII. Students With Disabilities In Other Settings
VIII. Transitions
IX. Responsibilities of the Utah State Board of Education
X. LEA Eligibility and Responsibilities
Logan City School District, a Local Education Agency (LEA) in the State of Utah, in providing for the education of students with disabilities enrolled in its school, has in effect policies, procedures, and programs that are consistent with the Utah State Board of Education Special Education Rules (USBE SER) and are as described in this Procedures Manual.
Logan City School District has adopted all of the definitions as found in USBE SER I.E.1–49.
BUDGET INFOMRATION AND CATAGORIES
Logan City School District provides detailed budget information and budget categories in its annual application for IDEA Part B funding submitted to the Utah State Board of Education (USBE). 34 CFR §300.301–376; USBE SER IX.A.
Students are enrolled in Logan City School District without restrictions due to race, color, gender, national origin, disability status, or religion. Assurances with regard to compliance with IDEA Part A and Part B, as well as the National Instructional Materials Accessibility Standard, and compliance with other Federal laws including “New Restrictions on Lobbying, “Debarment, Suspension, and Other Responsibility Matters,” and the Drug-Free Workplace Act of 1988 are submitted to the USBE annually with the application for IDEA Part B funding.
FREE APPROPRIATE PUBLIC EDUCATION (FAPE). 34 CFR §300.101;USBE SER I.E. 17.
Logan City School District hereby affirms the goal of providing a full educational opportunity to all students with disabilities determined eligible for special education or special education and related services under the IDEA and the USBE SER, of the ages between three and 22, and in accordance with all of the timeline requirements of the IDEA with respect to the identification, location, evaluation, and provision of a FAPE.
IDENTIFICATION, LOCATION, AND EVALUATION OF STUDENT SUSPECTED OF HAVING DISABILITIES.
CHILD FIND. 34 CFR §§300.101,111; USBE SER II.A.
Logan City School District has policies and procedures to ensure that all students with disabilities are identified, located, and evaluated, regardless of the severity of the disability, including:
Logan City School District has no responsibility for Child Find for charter school students.
Logan City School District conducts the following procedures to ensure that students suspected of having a disability are identified and located:
Logan City School District follows all the procedures detailed on the In- State and Out-of-State Transfer Student Checklists on the USBE website. USBE SER III.C.
In identifying and locating students who are suspected of having a disability and have not been previously identified or determined eligible for special education or special education and related services, Logan City School District implements the following procedures:
Notice in a student or parent handbook and on the Logan City School District website of the referral procedures and of the availability of services for eligible students with disabilities.
If a parent or staff member is concerned about a child ages birth through two years old, the parent or staff member is referred to the appropriate IDEA Part C Infants and Toddlers’ Program for the area of the district. In Logan, this is the Up to 3 Program, part of the Center for Persons with Disabilities.
Logan City School District collaborates and coordinates with the local Department of Health, the Part C Early Intervention Provider, through an interagency agreement aligned with the Part C to Part B statewide interagency agreement of the USBE to ensure that students with disabilities are identified, located, evaluated, and have FAPE available by age three.
Teachers document results of classroom instruction and intervention and submit to a Student Assistance Team (SAT), which includes a general education teacher.
Note: Pre-referral interventions or a Response to Intervention system are not used to delay an evaluation for eligibility when a staff membe or parent(s) or adult student requests an evaluation.
The person making the referral/request for initial evaluation gathers and completes referral information. If school personnel are making the referral, documentation of contacts with the parents about the concerns regarding the student’s educational performance is attached.
The referral form and information are given to the Principal or designee for signature. This person reviews existing data (including results of any interventions attempted and the Student Assistance Team (SAT) recommendations) on the student and determines if the referral should go forward for a full evaluation.
(1) If it is decided that the evaluation should take place, the Principal or designee assigns a staff member to oversee/conduct the evaluation, including obtaining the parental or adult student consent.
(2) If the referral is not going to result in a full evaluation, the Principal or designee sends the parent a Written Prior Notice of Refusal to conduct an evaluation.
Logan City School District responds to each request for evaluation within a reasonable timeframe.
Note: Each school district shall provide an initial special education assessment for children who enter the custody of the Division of Child and Family Services (DCFS), upon request by that division, for students whose school records indicate that they may have disabilities requiring special education services. This assessment shall be conducted within 30 calendar days of the request by DCFS. 53A-15-304.5.
When conducting psychological evaluations, Logan City School District implements the parental or adult student consent requirements of UCA 53A-13-302 (Utah FERPA).
The parent(s) of the student or adult student is given Written Prior Notice (WPN) that the evaluation will be conducted. (See Section IV.C of this Policy and Procedures Manual for required components of Written Prior Notice.) Written Prior Notice is embedded in the Logan City School District Consent for Evaluation form.
Logan City School District does not use parent(s)’s or adult student’s refusal to consent to one service or activity to deny the parent(s) or student any other service benefit, or activity of the School District.
When the signed parental or adult student consent or refusal of consent for evaluation is received at the school, the special education teacher or person receiving the form records the date it was received. If parental or adult student consent is obtained, this date documents the beginning of the timeline for the evaluation.
Logan City School District uses a variety of assessment tools to gather relevant functional, developmental, and academic information about the student as part of a full and individual initial evaluation, as indicated on the Consent for Evaluation form. This information may assist the Eligibility Team in determining whether the student is a student with a disability. Also, the information informs the IEP Team of the student’s educational needs, including information relating to enabling the student to be involved in and make progress in the general education curriculum. Finally, the information supports the development of the contents of the IEP. The administration of the assessments follows all of the requirements of USBE SER II.F including:
(7) Selection, administration, and interpretation by trained and knowledgeable personnel in accordance with any instructions and administrator requirements provided by the producer of the assessments and the Standards for Educational and Psychological Testing (AERA, ACA, NCME, 2014;)
(8) Administration of psychological testing and evaluation of personal characteristics, such as IQ, personality, abilities, interests, aptitudes, and neuropsychological functioning only by personnel who have been trained and fully meet the administrator/use/interpreter qualifications of the test publisher;
(10) Use of tools that assess what they purport to measure and not just the student’s disability;
(11) Assessment in all areas related to the student’s suspected disability; and
(12) Comprehensive assessment, not just in areas commonly associated with a specific disability.
Logan City School District contacts the Utah Schools for the Deaf and Blind for assistance with administering and appropriately interpreting assessments for students with visual and/or hearing impairments. USBE SER II.F.2.
Logan City School District conducts a reevaluation of each student with a disability when the educational or related service needs, including improved academic achievement and functional performance of a student, warrant a reevaluation; or if the student’s parent(s), adult student, or teacher requests a reevaluation.
A reevaluation may not occur more than once a year, unless the parent(s) or adult student and Logan City School District agree otherwise.
A reevaluation must occur at least once every three years, unless the parent(s) or adult student and Logan City School District agree that a reevaluation is unnecessary as there are data available to continue eligibility and determine the educational needs of the student.
When the parent(s) or adult student and Logan City School District agree that a reevaluation is unnecessary, the team must document data reviewed and used in an Evaluation Summary Report and complete an eligibility determination document.
Logan City School District obtains informed parental or adult student consent prior to conducting any reevaluation of a student with a disability, if the reevaluation includes the administration of additional assessments to the student.
If the parent(s) or adult student refuses to consent to the reevaluation, Logan City School District may, but is not required to, pursue the reevaluation by using the dispute resolution procedures provided in the Procedural Safeguards, including mediation or due process procedures.
Logan City School District then prepares a new Evaluation Summary Report, including new and previous data as appropriate, and sends a Notice of Meeting for Eligibility Determination.
If the parent(s) or adult student requests additional assessment as part of the reevaluation, Logan City School District obtains written parental or adult student consent for evaluation and then completes the assessment in the areas of educational functioning requested.
Logan City School District evaluates students with disabilities before determining that students are no longer eligible for special education or special education and related services. However, an evaluation is not required before the termination of a student’s eligibility due to graduation from secondary school with a regular diploma, or due to the student’s reaching age 22, as provided under State law.
For a student whose eligibility terminates due to graduation from secondary school with a regular high school diploma or due to exceeding the age eligibility for FAPE under State law, Logan City School District provides the student with a summary of the student’s academic achievement and functional performance, including recommendations on how to assist the student in meeting the student’s post-secondary goals.
The special education case manager collects all of the results of the evaluation, and writes a summary report of the evaluation information. This Evaluation Summary Report is included in the IEP software program used by Logan City School District.
The Eligibility Team shall include a group of qualified professionals and the parent(s) or adult student. In the Logan City School District, this may include the special education teacher, regular education teacher, speech- language pathologist, school psychologist, occupational therapist, physical therapist, a representative of the LEA, and others who have conducted parts of the evaluation, as appropriate.
The Logan City School District has adopted the definitions, evaluation requirements, and eligibility criteria in USBE SER.II.J.1–13. Details for the category of Specific Learning Disability are provided below.
The Logan City School District has selected the Combination method of determining whether a student has a Specific Learning Disability. 34 CFR §300.307; USBE SER II.J.10.b–h.
(3) At least one person qualified as defined by the examiner qualifications outlined in the administration manual of each of the specific diagnostic examinations to conduct individual diagnostic examinations of students and interpret the results of those assessments (as per the administration assessment criteria), such as a school psychologist, speech-language pathologist, reading teacher or reading specialist, or special education teacher.
The student does not make sufficient progress to meet age or State-approved grade-level standards in one or more of the areas identified above when using a process based on the student’s response to scientific, research-based intervention (The team must refer to the USBE Specific Learning Disability Eligibility Guidelines when using this method.); AND
The student’s scores demonstrate that a severe discrepancy exists between the student’s intellectual ability and achievement in one or more of the areas of specific learning disability listed above.
Logan City School District promptly requests parental or adult studentconsent to evaluate the student to determine whether the student is a student with a disability and needs special education or special education and related services, and must adhere to the 45-school-day evaluation time frame, unless extended by mutual written agreement of the student’s parent(s) or adult student and a group of qualified professionals:
Logan City School District ensures that the student is observed in the student’s learning environment (including the regular classroom setting) to document the student’s academic performance and behavior in the areas of difficulty.
(5) Whether the student meets the criteria for both the Response to Intervention and Discrepancy methods below:
(a) Response to Intervention (RtI) Method. 34 CFR §300.311(a) (7); USBE SER II.J.10.c.(5)(f).
Logan City School District has a process that assesses a student’s response to scientific, research-based intervention as part of determining if the student has a specific learning disability. This process includes:
High quality research-based instruction delivered by qualified staff in the general education setting; and
Assessment of student performance that specifically includes universal screening and progress-monitoring; and
Multiple tiers of evidence-based interventions to address individual student difficulties; and
Documentation of systematic and regular parent(s) or adult student, and/or family involvement and communication as well as notification about:
System supports (e.g., leadership, problem-solving, data management systems, coaching and collaboration, professional development, and measures of fidelity) in place to ensure effective implementation; or
(b) Discrepancy Method. 34 CFR §300.311; USBE SER II.J.10.c.(5)(g).
Logan City School District uses a severe discrepancy between the student’s achievement and intellectual ability as part of its process to determine if the student has a specific learning disability, and the team documents:
The student’s performance on a standardized, norm- referenced, individually administered achievement measure in the area of the suspected disability, and
That the student scored above the intellectual disability range on a standardized, norm-referenced, individually administered measure of intellectual ability, and
The comparison of the standard scores on the tests of achievement and intellectual ability using local board-approved and USBE staff-reviewed discrepancy analysis method.
The team documents consideration of the discrepancy analysis and the team’s determination of whether or not it represents a severe discrepancy.
Each team member certifies in writing whether the report reflects the member’s conclusion. 34 CFR §300.311(b). If it does not reflect the member’s conclusion, the team member submits a separate statement presenting the member’s conclusions.
In interpreting evaluation data for the purpose of determining if a student is a student with a disability and the educational needs of the student, Logan City School District:
The Logan City School District evaluates a student with a disability before determining that the student is no longer an eligible student with a disability.
For a student whose eligibility terminates due to graduation from secondary school with a regular diploma, or due to exceeding the age of eligibility for FAPE under Utah law, Logan City School District provides the student with a summary of the student’s academic achievement and functional performance, which includes recommendations on how to assist the student in meeting the student’s post-secondary goals.
Logan City School District implements the following policies and procedures to address the IEP requirements of USBE SER III.A–V.
Within 30 calendar days of the determination of eligibility, Logan City School District assigns a special education teacher/case manager who arranges a meeting of the IEP Team to develop an IEP at a place and time that is mutually agreed-on by the parent(s) or adult student and the School District.
The parent(s) or adult student is expected to participate along with school team members in developing, reviewing, and revising the IEP. This includes providing important information about needs and strengths of the student, contributing to discussions about the student’s need for specialized instruction, determining how the student will be involved and make progress in the general curriculum, deciding how the student will participate in the statewide and school-wide assessments, and deciding what services the Logan City School District will provide and in what settings.
Logan City School District documents in writing its attempts to obtain parent(s) or adult student participation in IEP meetings. If the parent(s) or adult student cannot attend, participation by other means such as teleconference may be used. Parent(s) or adult student must be given whatever help is needed to understand the proceedings of the IEP meetings, such as interpreters. If the School District cannot obtain parental or adult student participation, it proceeds with the development of the IEP as required by Part B of the IDEA and USBE SER.
Logan City School District ensures that the team for each student with a disability includes the parent(s) or adult student, at least one special education teacher of the student, at least one regular education teacher of the student, a representative of Logan City School District (LEA), a person who can interpret the results and instructional implications of the evaluation results, and the student, when appropriate. At the discretion of the parent(s), adult student, or School District, other individuals who have knowledge or special expertise regarding the student, including related services personnel may also be included as appropriate.
If a purpose of the IEP Team meeting is consideration of post-secondary goals for the student and the transition services needed to assist the student in reaching those goals, Logan City School District invites the student with a disability to attend the student’s IEP meeting. If the student does not attend the IEP meeting, the School District will take other steps to ensure that the student’s preferences and interests are considered.
To the extent appropriate, with the written consent of the parent(s) or adult student, Logan City School District must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.
The School District representative - also known as the LEA - must be qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of students with disabilities, and have knowledge of the general education curriculum and of the availability of resources of the School District. Logan City School District may designate a School member of the IEP Team to also serve as the School representative, if the above criteria are satisfied.
Logan City School District takes steps to ensure that one or both of the parents of a student with a disability or the adult student is present at each IEP Team meeting or are afforded the opportunity to participate, including:
If the parent(s) or adult student cannot attend, Logan City School District uses other methods to ensure participation of the parent(s) or adult student, including individual or conference telephone calls. The parent(s) of a student with a disability or adult student and the School District may agree to use alternative means of meeting participation, such as video conferences and conference calls. 34 CFR §300.328.
Copies of correspondence sent to the parent(s) or adult student and any responses received; and/or
Joins with other participants in deciding how the student will be involved and progress in the general curriculum, how the student will participate in State and school-wide assessments, and what services the School District will provide to the student and in what setting.
Logan City School District ensures that an IEP is in effect for each identified student with a disability prior to the beginning of the school year.
In Logan City School District, the IEP Team reviews the IEP at least annually to determine whether the annual goals for the student are being achieved.
Logan City School District provides a student transferring from another LEA in or out of the state with comparable services to those listed on an existing IEP while it determines next needed steps in accordance with the In-State and Out-of-State Transfer Student Checklist. Model forms are provided on the USBE website.
A statement of the student’s present level of academic achievement and functional performance (PLAAFP), including baseline data on achievement and how the student’s disability affects the student’s involvement and progress in the general curriculum (i.e., the same grade-level curriculum as for nondisabled students). For students who are blind, the statement should also include results from a braille- related or braille skills assessment. UCA 53A-25a-104.
(1) For eligible students with significant cognitive disabilities who will participate in grade-level alternate achievement standards (i.e., Essential Elements), the parent(s) or adult student is notified that the student’s academic achievement will be measured through an assessment of the grade-level Utah alternate achievement standards, such as the Dynamic Learning Maps (DLM) or the Utah’s Alternate Assessment (UAA), and how participation in such alternate achievement assessments may delay or otherwise affect the student from completing the requirements for a regular high school diploma. Short-term objectives are included for these students who will participate in a statewide alternate assessment, and for other students if determined needed by the IEP Team.
Logan City School District takes steps to ensure that its students with disabilities have available to them the variety of educational program and services available to nondisabled students, including art, music, consumer and technical education, and vocational education.
Logan City School District follows the emergency notification procedures as written.
(e) Logan City School District ensures that all staff members who interact with students receive the training necessary to effectively implement a continuum of behavioral interventions and supports.
How the student will participate in statewide and school-wide assessments.
In addition to the required elements of the statewide assessment program, Logan City School District administers the following school-wide assessments: KEEP in kindergarten, DIBELS in grades K–5, STAR in grades 2-8, curriculum based measures in grades K-12, and common formative assessments K-12. All students, including students with identified disabilities, are included in these assessments. Students with disabilities may participate in the assessments with appropriate accommodations and modifications as determined by the IEP Team and documented in the student’s IEP. Alternate assessments for individual students, as determined by the student’s IEP Team and documented in the student’s IEP, are provided for students who cannot otherwise participate in the school-wide or classroom assessments.
(1) This determination of the need for ESY services in the Logan City School District is based on regression and recoupment data collected over at least two breaks in the school year consisting of 4 or more week days when there is no school.
(1) Logan City School District makes assistive technology devices or assistive technology services, or both, available to a student with a disability if required as part of the student’s special education, related services, or supplemental aids and services.
The Logan City School District makes the student’s IEP accessible to each regular education teacher, special education teacher, related service provider, and other service provider who is responsible for its implementation. Each teacher and provider is informed of the teacher or provider’s specific responsibilities related to the implementation of the student’s IEP and the specific accommodations, modifications, and supports that must be provided for the student in accordance with the IEP.
Logan City School District prepares a summary of the present level of academic achievement and functional performance, goals, services, and program modifications and supports for each teacher of the student within the student information system. This summary is provided to the teacher prior to the time of initial implementation of the IEP as well as when any changes to the IEP are made.
Logan City School District ensures that the parent(s) of each student or adult student are members of any group that makes decisions on the educational placement of the student. If neither parent nor the adult student can participate in a meeting in which a decision is to be made relating to the educational placement of the student, Logan City School District will use other methods to ensure their participation, including individual or conference telephone calls or video conferencing. A group may make a placement decision without the involvement of the parent(s) or adult student
Logan City School District has available the IDEA required continuum of placement options, including placement in:
A regular classroom with part-time or itinerant services (A student is placed in the grade-level general education classroom and the specialized instruction—and related services, if any—is provided, in a different setting.);
Logan City School District provides supplementary services, such as resource or itinerant instruction, in conjunction with placement in the regular education classroom, when needed.
The Logan City School District ensures that each student with a disability participates with nondisabled students in the extracurricular services and activities to the maximum extent appropriate to the student’s needs. This includes meals, recess periods, counseling services, athletics, transportation, health services, recreational activities, special interest groups or clubs sponsored by the school, referrals to agencies that provide assistance to individuals with disabilities and employment of students, including both employment by the School District and assistance in making outside employment available, and other activities and services of the School District.
Logan City School District ensures that each student with a disability has the supplementary aids and services determined by the student’s IEP Team to provide the nonacademic and extracurricular services and activities in such a way that students with disabilities are given an equal opportunity to participate. 34 CFR §300.107; USBE SER III.V.
Logan City School District does not use parent(s)’s or adult student’s refusal to consent to one service or activity to deny the parent(s) or student any other service, benefit, or activity of the School District, or to fail to provide a student with a FAPE.
In making changes to the IEP after the annual IEP Team meeting for a school year, the parent(s) of a student with a disability or adult student and Logan City School District may agree not to convene an IEP meeting for the purposes of making those changes and instead develop a written document to amend or modify the student’s current IEP.
The Logan City School District, consistent with the requirements of Part B of the IDEA and the USBE Special Education Rules, has established, maintains, and implements Procedural Safeguards for students with disabilities and their parent(s) as described below.
The Logan City School District affords parents or adult students the opportunity to participate in all decisions related to the location, identification, evaluation, and provision of FAPE for their student, including decisions related to the Discipline requirements of Part B of the IDEA. This includes arranging meetings at a mutually convenient time and place, providing Notice of Meeting, and making at least two documented attempts to obtain parental or adult student participation in meetings.
An independent educational evaluation is an evaluation conducted by aqualified examiner who is not employed by or contracted with the School District responsible for the education of the student in question.
Logan City School District has established and implements the following policies and procedures related to independent educational evaluation that meet the requirements of Part B of the IDEA and the USBE SER.
Upon request for an independent educational evaluation, Logan City School District provides a copy of Logan City School District’s written criteria for IEEs, including information about what the School District will pay for, a list of potential evaluators, and, if available, the range of fees each evaluator charges. Logan City School District updates this list periodically to reflect any changes in fees and evaluators.
If Logan City School District’s criteria include a monetary cap on IEEs, the criteria also allow parent(s) or adult student the opportunity to request a waiver in the student’s circumstance.
In addition, Logan City School District considers any other evaluator or agency proposed by the parent(s) or adult student to conduct the IEE if the examiner and the evaluation meet the School District’s criteria. A qualified examiner is one who meets the USBE criteria for qualified personnel as a special education teacher, school psychologist, psychologist with expertise in administration and analysis of assessments, or other equivalent qualifications as determined by the School District.
The Logan City School District either pays for the full cost of the evaluation or ensures that the evaluation is otherwise provided at no cost to the parent(s) or adult student.
If the parent(s) or adult student obtains an IEE at public expense or shares an evaluation obtained at private expense with Logan City School District, the results of the evaluation, if it meets School District criteria, are considered by the School District in any decision made with respect to provision of a FAPE to the student.
Except for the criteria described above, Logan City School District does not impose additional conditions or timelines related to obtaining an IEE at public expense.
Logan City School District provides Written Prior Notice to parent(s) or adult student a reasonable time before it proposes to initiate or change, or refuses to initiate or change the identification, evaluation, or provision of a free appropriate public education to the student.
Logan City School District uses the USBE Procedural Safeguards Notice that is posted on the USBE website (https://schools.utah.gov). Logan City School District may place a current copy of the Procedural Safeguards Notice on its website. USBE SER IV.E.2.
The Logan City School District follows the Dispute Resolution requirements of the USBE SER IV.G–U as written and accesses the USBE SER Dispute Resolution Manual for more in-depth information. The procedures address State Complaints, Mediation, Due Process Complaints, Resolution Process, Due Process Hearings, Civil Actions, Attorney’s Fees, and Student’s Status during Proceedings.
The Logan City School District assigns a surrogate parent for a student under the age of majority when
Logan City School District determines whether a student under the age of majority needs a surrogate using information from the student’s registration form and information from agencies involved with the student.
Logan City School District ensures that a person selected as a surrogate parent
A person otherwise qualified to be a surrogate parent is not an employee of Logan City School District solely because he or she is paid by Logan City School District to serve as a surrogate parent.
When a student with a disability reaches age 18, the age of majority in Utah, and has not been determined incompetent under State law or has not already been married or emancipated, all rights accorded to parent(s) under Part B of the IDEA and USBE SER transfer to the student. Logan City School District provides written notice to the parent(s) and student of this transfer of rights at least one year prior to the student’s 18th birthday.
Logan City School District takes appropriate steps to ensure the protection of the confidentiality of any personally identifiable data, information, and records it collects or maintains related to Part B of the IDEA.
Logan City School District permits the parent(s) or adult student to inspect and review any education records relating to their student that are collected, maintained, or used by the School District. Logan City School District complies with a request without unnecessary delay and before any meeting regarding an IEP, or any hearing, or resolution session, and in no case more than 45 calendar days after the request has been made.
Logan City School District may presume that the parent(s) has authority to inspect and review records relating to his or her student unless the school has been advised that the parent(s) does not have the authority under applicable State law governing such matters as guardianship, separation, and divorce.
Logan City School District keeps a record of parties obtaining access to education records collected, maintained, or used under Part B of the IDEA (except access by parent(s), adult student, and authorized employees of the School District) in each student’s special education file, including the name of the party, the date access was given, and the purpose for which the party is authorized to use the records.
On request, Logan City School District provides the parent(s) or adult student with a list of the types and locations of education records collected, maintained, or used by the School District. This list is maintained in the main office at Logan City School District.
Logan City School District may charge a fee for copies of records that are made for the parent(s) or adult student under Part B of the IDEA if the fee does not effectively prevent the parent(s) or adult student from exercising their right to inspect and review those records; however, it may not charge a fee to search for or to retrieve information under Part B of the IDEA.
Logan City School District does not release information from education records to participating agencies without parental or adult student consent unless authorized to do so by 34 CFR §99.31 and §99.34 (FERPA):
Logan City School District protects the confidentiality of personally identifiable information at collection, storage, disclosure, and destruction stages.
The Superintendent of Logan City School District assumes responsibility for ensuring the confidentiality of any personally identifiable information.
Staff members at Logan City School District who collect or use personally identifiable information receive training or instruction regarding the State’s policies and procedures in USBE SER IV.X and 34 CFR §99 on an annual basis.
Logan City School District maintains, for public inspection, an Access Authorization List, that is a current listing of the names and positions of those employees within the school who may have access to personally identifiable information on students with disabilities. This list, which is updated annually, is posted on the locked cabinet in which students’ special education files are maintained.
The Logan City School District informs parent(s) or adult students when personally identifiable information collected, maintained, or used under Part B of the IDEA and USBE Special Education Rules is no longer needed to provide educational services to the student. Information no longer needed must be destroyed at the request of the parent(s) or adult student. However, a permanent record of a student’s name, address, and phone number, the student’s grades, attendance record, classes attended, grade level completed, and year completed may be maintained without time limitation. Each student’s records may be considered “no longer needed to provide educational services” and may be destroyed three years after the student graduates or three years after the student turns 22.
Consistent with the requirements of Part B of the IDEA and USBE Special Education Rules, as well as applicable USBE Rules, Logan City School District establishes, maintains, and implements the following policies and procedures for disciplining students with disabilities.
School personnel may consider any unique circumstances on a case-by- case basis when determining whether a change in placement, consistent with the other requirements of this section, is appropriate for a student with a disability who violates a code of student conduct.
Logan City School District is only required to provide services during periods of removal to a student with a disability who has been removed from the student’s current placement for ten school days or less in that school year, if it provides services to a student without disabilities who is similarly removed.
Students With Disabilities In Other Setting"
Before Logan City School District places a student with a disability in, or refers a student to, a private school or facility, Logan City School District must initiate and conduct a meeting to develop an IEP for the student in accordance with Part B of the IDEA and these Rules.
Logan City School District ensures that a representative of the private school or facility attends the meeting. If the representative cannot attend, Logan City School District uses other methods to ensure participation by the private school or facility, including individual or conference telephone calls.
(a) Meet the same content requirements as the IEP, including access and progress in the general curriculum, or for a student ages three through five, including access and progress in age- appropriate activities, with respect to the services provided; and
At the beginning of each school year, Logan City School District has in effect an IEP for each student with a disability ages three through five within its jurisdiction. 34 CFR §300.323; USBE SER III.F.1.
The USBE and the Logan City School District have in effect policies and procedures to ensure that:
Transition planning for students referred from Part C providers must be conducted consistent with the State’s current interagency transition agreement with Part C. This planning is implemented at least 90 calendar days before the student is eligible for the preschool program under Part B of the IDEA, as required by Part C regulations 637(a)(9). The Logan City School District participates in the transition planning meeting arranged by the lead agency for the Part C program. 34 CFR §300.124.
If a student’s third birthday occurs after the end of the school year, the student’s IEP Team shall determine the date in the next school year when services under the IEP will begin, except that the IEP Team may determine that extended school year services are needed outside the school year.
(1) A purpose of the meeting is the consideration of the post- secondary goals and transition services for the student,
(2) The Logan City School District will invite the student, and
If the student does not attend the IEP meeting, Logan City School District takes other steps to ensure that the student’s preferences and interests are considered.
(2) Realistic and reasonable measurable post-secondary goals, including academic and functional goals, based upon age- appropriate transition assessments related to training or education, employment, and, where appropriate, independent living skills;
Logan City School District provides any notice required by Part B of the IDEA and these Rules to both the student and the parent(s).
If a participating agency, other than the School District, fails to provide the transition services described in the IEP, Logan City School District must reconvene the IEP Team to identify alternative strategies to meet the transition objectives for the student set out in the IEP.
(1)Had been identified as a student with a disability and had received services in accordance with an IEP, but who left school prior to their incarceration; or
Logan City School District is not obligated to make FAPE available to all students with disabilities who have graduated from high school with a regular high school diploma.
A student with a disability served by a special education program shall satisfy high school completion or graduation criteria, consistent with State and Federal law and the student’s IEP. The IEP Team may amend graduation requirements as permitted under R277-700 and must document in the IEP the nature and extent of any modifications, substitutions, and/or exemptions made to accommodate the needs of a student with disabilities. Logan City School District may award a student a certificate of completion consistent with State and Federal law and the student’s IEP.
The IEP Teams at the Logan City School District refer to the USBE Special Education Graduation Guidelines for additional information regarding modification of graduation requirements and IEP substitutions.
If a student with a disability turns 22 during the school year, Logan City School District continues to provide FAPE until the:
Responsibilities of the Utah State Board of Education
Logan City School District provides data as required for State and Federal reports and other State functions.
LEA Eligibility and Responsibilities
All students enrolled in the Logan City School District, including students with disabilities, participate in the statewide testing program and the school-wide testing program. Participation requirements in the USBE Assessment Participation and Accommodation Policy are followed. The IEP Team determines how a student with disabilities will participate and accommodations needed, if any. Results of statewide assessments are posted on the USBE website annually.
This Policy and Procedures Manual, as well as any future changes to the contents, are presented to the Logan City School District Board in a public meeting for review and input. The agenda for Logan City School District board meetings is posted at least 24 hours prior to each meeting as required by State law.
The Logan City School District ensures that each eligible student with disabilities enrolled in the school receives the services included in the IEP through a systematic process of review of IEPs and monitoring of service delivery by School District personnel and contracted service providers.
All personnel of Logan City School District are supervised by appropriately qualified staff as determined by the USBE Administrative Rules.
Logan City School District follows the requirements of USBE SER IX.B in ensuring the appropriate use of funds under Part B of the IDEA. This includes following the requirements for students with disabilities who are covered by public benefits or insurance as written. Logan City School District participates in the single audit process required by State law that includes an audit of Part B funds.
Logan City School District ensures that all personnel necessary to carry out Part B of the IDEA are appropriately and adequately prepared, subject to the requirements related to personnel qualifications in the State Board Administrative Rules cited above.
Logan City School District collects and provides additional information which the USBE may require in order to meet Federal reporting requirements, including suspension and expulsion rates, LRE environments, disproportionality data, personnel information, and others.
The Logan City School District may use not more than 15 percent of the amount it receives under Part B of the IDEA for any fiscal year, less any amount reduced by the School District pursuant to maintenance of effort (if any), in combination with other amounts to develop and implement coordinated early intervening services (CEIS) for students who are not currently identified as needing special education or special education and related services, but who need additional academic and behavioral support to succeed in a general education environment.
The Logan City School District provides any and all required data on its Early Intervening Services to the USBE annually.
Logan City School District oversees the caseload of each special educator (including psychologists, social workers, speech language pathologists, occupational therapists, physical therapists, adapted P.E. specialists, and any other related servers) to ensure that a free appropriate public education is available to all eligible students with disabilities.
Logan City School District refers to the USBE Special Education Caseload Guidelines.
Logan City School District ensures that hearing aids worn in school by students with hearing impairments, including deafness, are functioning properly. Logan City School District ensures that external components of surgically implanted medical devices are functioning properly.