Click here to check out the Special Education Department’s website:
The Utah State Office of Education is required to implement a continuous monitoring system and it is called UPIPS, which operates on a five year cycle based on the concept that monitoring is an ongoing process. Activities for each year will be determined based upon the Local Education Agency (LEA) and State Education Agency’s (SEA) data needs.
The OPA Special Education Department participated in year one of the Utah’s Program Improvement Planning System during the 2010-2011 school year. A Stakeholder Steering Committee was formed and a data analysis of OPA’s Special Education program was conducted. The self-assessment findings are included in the attached report.
Consistent with the requirements of the state and federal laws regarding students with disabilities Ogden Preparatory Academy has developed policies and procedures to ensure that all students residing within the jurisdiction of the Local Education Agency (LEA) are located, identified and evaluated. Public charter schools are responsible for Child Find for the students enrolled in their own school.
Either a parent or an LEA may initiate a request for an initial evaluation to determine if a student is a student with a disability under the state and federal rules (IDEA –Individuals with Disabilities Education Act).
Ogden Preparatory Academy has a Child Assessment Team established. It is a problem solving team that can help gather data and make decisions that will help the school determine the most effective ways to educate the students at OPA.
De conformidad con los requisitos de las leyes estatales y federales con respecto a los estudiantes con discapacidades Academia Ogden Preparatorio ha desarrollado políticas y procedimientos para asegurar que todos los estudiantes que residen dentro de la jurisdicción de la Agencia Local de Educación (LEA) se encuentra, identificación y valoración. Escuelas autónomas públicas son responsables de Child Find para los estudiantes matriculados en su propia escuela.
Ya sea un padre o una LEA pueden iniciar una solicitud para una evaluación inicial para determinar si el estudiante es un estudiante con una discapacidad bajo las normas estatales y federales (IDEA , individuos con Discapacidades Educación).
Ogden Preparatory Academy tiene un Equipo de Evaluación del niño establecida. Es un equipo de resolución de problemas que pueden ayudar a recopilar datos y tomar decisiones que ayuden a la escuela a determinar las formas más eficaces para educar a los estudiantes en la OPA.
Si usted tiene alguna pregunta, por favor, póngase en contacto con Amie Campbell firstname.lastname@example.org, director, o Teryl Young email@example.com, Director de Educación Especial.
Carson Smith Scholarship Notice
School districts, including charter schools, are required by Utah law, 53A1a-704(10), to inform parents of students with IEP’s enrolled in public schools, of the availability of a scholarship to attend a private school through the Carson Smith Scholarship Program.
Alternative Language Services
Alternative Language Services include supplemetation instruction in oral, reading, and writing skills in English proficiency provided by a highly qualified teacher in English language development.
Some benefits of participation in this program include:
- Improved English language skills in listening, speaking, reading, writing, and thinking for all subject areas.
- Increased understanding in academic content and vocabulary for subjects such as math, science, and social studies.
- Heightened awareness of academic and behavioral expectations at school.
- Better relationships with students and adults.
- Lower stress levels during the English language learning period to ensure a safe, structured setting for practicing new language and receive immediate, constructive feedback.
English language development programs adjust instruction to the child’s strengths and needs. Instructional strategies, practices, and methods to help each child learn English and meet age appropriate academic standards are based upon scientific research. The expectation for English language learners (ELLs) are that students fully transition into mainstream classes, meet appropriate academic achievement standards for grade promotion, and graduate from high school at the same rate as mainstream students.