04/2011
GUIDELINES FOR EXTENDED SCHOOL YEAR
OVERVIEW OF ESY
All eligible children with special needs should be considered for ESY, but only those who are severely impacted by an extended break in instruction should receive ESY services.
If ESY services are recommended, forms I. and II. must be submitted with the IEP. If it is clear that ESY services are not necessary, no further data collection is necessary. The IEP should be completed as “considered/not needed”.
· ESY services are necessary if one of the following applies:
1. The benefits that the pupil gained during the regular school year would be significantly jeopardized if the pupil is not provided with educational services.
2. The student would experience severe or substantial regression which would result in substantial skill loss that would seriously impede the student's progress toward educational goals.
3. The child is unlikely to relearn critical skills or information or have another opportunity to generalize them to other situations. Also included in this consideration are children with unique needs.
· ESY should address only the identified goals from the IEP that significantly jeopardize performance and result in substantial regression
GUIDELINES FOR DECISION-MAKING
· IEP teams must conduct multifaceted inquiry, which takes into account the
following data sources:
1. Retrospective data, such as past regression and the rate of recoupment.
The following guidelines may be used to help assess whether the child's period of recoupment following the beginning of review and re-teaching qualifies the child for ESY. The chart below represents the average recoupment time for non-disabled students. The recoupment period for ESY eligible students should significantly exceed the following timeline:
11-12 weeks (summer) / 20-30 instructional days
2 weeks / 3-4 instructional days
1 week / 2 instructional days
2. Predictive data, when empirical data is not available, may be supported by expert opinion, based on a professional individual assessment.
3. Critical learning skills – This applies to situations in which the student may be unlikely to relearn the skills or have another opportunity to generalize them to other situations. In these cases, ESY should be considered to avoid irreparable loss of the learning opportunity.
4. Ability of family and/or community agencies to prevent further loss of skills
· Decisions for ESY should be made prior to 45 days before the end of the school year
ESY DECISIONS MAY NOT BE BASED UPON THE DESIRE TO:
- maximize the academic potential of pupils with disabilities.
– provide a summer recreation program for pupils with disabilities.
- provide day care or respite care services.
Extended School Year Documentation - Eligibility Profile I.REGRESSION/RECOUPMENT
Student Name ______/ DOB ______/ IEP Date ______/ Matric: ______
Attending School ______/ Special Ed. Teacher ______
School Year (End) ______/ Grade ______/ School Year (Begin) ______/ Grade ______
KEY TO PROGRESS CHART: RE = Regression; AR = Adequate Recoupment
First measure the student’s current level of performance on the goal before the break. After reteaching during the recoupment period, again measure the student’s performance. Is there substantial regression?
STUDENT PROGRESS CHART
Goal or Objective / Date / Date / Progress / Date / Date / Progress / Date / Date / Progress / Date / Date / Progress
Goal / Goal / Goal
Does the student show regression over extended breaks? / no/yes / no/yes / no/yes
Did recoupment occur within a reasonable period of time? / no/yes / no/yes / no/yes
Is the student eligible for ESY consideration? / no/yes / no/yes / no/yes
Is there a rationale for ESY consideration other than regression/recoupment? If yes, please specify(attach additional pages if needed): / no/yes
Extended School Year Documentation - Eligibility Profile II.
An affirmative response to the majority of questions below may qualify the student for ESY services.
1. Are ESY services required in order to avoid significant loss of the IEP related learning opportunity? Y N
2. Will the ESY services be aimed at maintaining the skill so as to enable the student to maintain the current LRE setting? Y N
3. Without ESY services, will “interfering behavior” such as agression and self-injury be intensified during school vacations or breaks? Y N
4. Does the data collected by school staff or other qualified observers indicate a need for ESY services? Y N
5. Are parents or community agencies involved with the child unable to prevent further loss of skills during the break in programming? Y N
MULTIFACETED INQUIRY OUTCOME
1. List IEP goals identified for ESY
2. Additional comments regarding rationale, if necessary
9ESY_01_Guidelines_Forms_Combined Page 3 of 3 Date: 1/14/07