Student Services

The Weilenmann School of Discovery offers the full continuum of services necessary to meet the needs of all students. Consistent with its mission and vision, WSD welcomes all students regardless of disability or the need for special support, and promotes engaged, active and effective learning for all students. WSD hires and develops effective teachers in special education who design and utilize instruction appropriate for and in accordance with an individual student’s IEP. WSD tracks and assesses the performance of students and teachers with respect to the achievement of an individual student’s IEP.

WSD integrates technologies, media, science, and visual and performing arts into the special education curriculum. Special education students enjoy the awe and wonder of nature to enhance their educational experience.

Special Education Resources

• WSD Special Education Policy and Procedure Manual
• WSD Special Education Evaluation Procedure
• Carson Smith Special Education Scholarship Program
• IEP Procedural Safeguards Notice

Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act prohibits discrimination against persons with a disability in any program receiving federal financial assistance. The purpose of Section 504 is to ensure that individuals with disabilities are given the same opportunity to participate in programs and activities as their non-disabled peers.

WSD will seek to assure that the educational services afford such students an equal opportunity to achieve educational benefit as is provided to non-disabled students.

• 504 Procedural Safeguards

As a Targeted Assistance School, the Weilenmann School of Discovery provides services to students who qualify as at risk under Title I. Such funds support students who are failing or most at risk of failing to achieve state academic standards in reading/language arts and mathematics.

Title I Resources:

• Title I Parent Involvement Policy
• School-Parent Compact
• Title I Supported Programs
• Volunteering
• Letter to Parents

The McKinney-Vento Program addresses the problems that homeless children and youth face in enrolling, attending, and succeeding in school. Under this program, State Educational Agencies (SEAs) must ensure that each homeless child and youth has equal access to the same free, appropriate public education, including a public preschool education, as other children and youth.

Learn more about the McKinney-Vento Program at Weilenmann School of Discovery.

English Language Learning (ELL) Identification and Placement

The following is the process for identifying and placing EL students in an appropriate language program that assures them of an equitable, quality education:

• At the time of student registration, parents are given a home language survey that asks, among other things, if there is a language other than English spoken in the home. If the answer to this question is No, the student is not referred for ELL services. If the answer to this question is Yes, a copy of the registration form is forwarded to the ELL Coordinator, who initiates an evaluation process as follows:
• The ELL Coordinator administers a Screener placement test to assess the student’s English language proficiency. The ELL Coordinator then notifies parents of the student’s placement in an appropriate English language development program. Included in the notification is an option for parents to approve of the student’s participation in the program, or to opt out of ELL services.
• Students whose parents have approved their participation in an appropriate English language development program will receive alternative services under the direction of the ELL Endorsed Teacher. Services are in effect for one school year. Each year, the student is assessed to evaluate progress and to determine if the student should continue in the ELL program. The assessment used is WIDA.
• All EL students must be tested annually using the ACCESS assessment. When students earn an Overall Composite score of 4.2 or higher with a Speaking score of 3.5 or higher, they are considered fluent in English and are exited from EL status. Students are then re-designated to monitoring status for four years. Students are not required to take the ACCESS assessment during these four years of monitoring. (Please note, this exit criteria was updated in the fall of 2023 from the Overall Composite score of 5.0 or higher.) The Local Education Agency (LEA) may use appropriate data, evaluation, and team-based problem solving to consider reclassifying the student as EL if, while in monitoring status, the student demonstrates consistent and continued need for increased language support services.

For more information please visit schools.utah.gov.