EXTENDED SCHOOL YEAR ESY

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EXTENDED SCHOOL YEAR (ESY)

• ITS NOT SUMMER SCHOOL!!

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WHAT

• Special education and related services that are
  provided to a child with a disability-
• beyond the normal school year of the school
  district,
• in accordance with the childs IEP, and
• are at no cost to the parents of the child.

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WHY

• ESY services must be provided when the team
  determines a student needs them in order to meet
  the guidelines for FAPE
• FAPE issues
• IEP teams determination of what services are
  appropriate
• Is the educational program sufficient to provide
  meaningful educational benefit

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WHY cont.

• Educational benefit
• Educational benefit is seen through skill
  acquisition and making progress on educational
  goals.
• Progress towards goals and objectives and
  documentation of that progress are key to
  ensuring the provision of FAPE.

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WHY cont.

• The IEP team must determine if the students
  educational program is meeting the FAPE
  guidelines. (Progress toward goals and
  objectives.)
• If the team determines educational benefit is not
  being achieved during time periods when other
  children, whether disabled or not, normally would
  not be served extended school year services are
  needed to provide FAPE.
• Restricting services to a standard number of
  school days per year does not allow development
  of an education program that is truly
  individualized.

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WHO

• ESY must be considered for all individuals who
  are eligible under IDEA (not just those with
  severe impairments)
• State data indicates approximately 5 to 15 of
  eligible students receive ESY services but this
  varies from school to school

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WHO cont.

• ESY services are to be provided to students who
• Need to maintain Critical Life Skills
• OR
• Show Emerging Skills
• Program interruption may result in loss of skills
• OR

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WHO cont.

• Experience significant regression/recoupment of
  previously learned skills without the provision
  of such services

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WHO cont.

• Individuals with
• Significant impairments
• Physical issues
• Interfering behaviors
• Opportunities at home
• Other issues identified by the team

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WHEN

• ESY decisions should be discussed when a student
  is first eligible for services
• Set up a strategy for determining regression and
  recoupment over a weekend or a vacation
• If you dont have data err on the side of
  caution and provide services
• ESY services must be considered on an annual
  basis

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WHERE

• LRE must be considered, but OSEP allows for some
  flexibility due to the unique nature of ESY
• ESY services may be conducted in the parents
  home
• A learning packet to maintain skills
• Parent training may need to be considered if this
  option is used

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Other Issues

• Parents may reject ESY
• School should document that it was offered and
  why it was refused
• Staffing
• ESY must be provided by certified and highly
  qualified staff
• Noncertified staff may be used if they are
  trained and supervised

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Related Services

• Can stand alone for ESY
• BUT
• Remember the reason for a related service

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The LAW

• 300.106 Extended school year services.
• (a) General. (1) Each public agency must ensure
  that extended school year services are available
  as necessary to provide FAPE, consistent with
  paragraph (a)(2) of this section.
• (2) Extended school year services must be
  provided only if a childs IEP Team determines,
  on an individual basis, in accordance with
  300.320 through 300.324, that the services are
  necessary for the provision of FAPE to the child.
• ESY services are not intended to advance skills
  but are provided to students that
• 1) experience significant regression/recoupment
  of previously learned skills without the
  provision of such services
• 2) need to maintain critical life skills or
• 3) to support the establishment of an emerging
  skills.
• The IEP team must consider the following elements
  when determining the need for ESY services.
• the likelihood of significant regression, and
  the rate of probable recoupment of skills,
• if the lack of services over breaks in service
  will halt a students progress toward developing
  critical life skills
• if the break in service will interrupt a
  student with a disability at a critical
  breakthrough period of learning a skill
• if the break in service will intensify
  interfering behavior such as aggression and
  self-injury.

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THE PAPERWORK (IEP)

• Check the box if the team determines ESY services
  are needed
• Document the following information when planning
  the ESY services for a student
• The number of each goal that will be reinforced
  during ESY services
• The type of servicedirect instruction, specific
  related services that will be provided, or other
• The individual responsible for the ESY services

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IEP cont.

• The beginning date of services (Estimate the
  start of services by month, date, and year)
• The ending date of services (Estimate the end of
  services by month, date, and year)
• The minutes per week of each service listed and
• The reason that the service is needed
  (regression/recoupment, emerging skills, or
  maintenance of critical life skills)

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Regression/Recoupment

• At the end of instruction (baseline)
• At the beginning of instruction (new school year)
• Measuring amounts of regression
• Measuring time to recoup skills
• Implementing instruction and measuring skills
  learned
• Devising a teacher-made test/observation
• Administering a post-test after interruption of
  instruction
• Measuring recoupment rate
• After weekends, Christmas break, and/or spring
  break
• Teacher and parent input

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• Regression/Recoupment, cont.
• If data collected indicates a student does not
  regress over periods when school is not in
  session, extended school year services are not
  indicated. If no extended school year services
  are needed, mark "no" on this section of the
  form. (A review of data may be necessary before
  school is out to be sure circumstances have not
  changed resulting in the need for ESY services.)

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Critical Life Skills/Emerging Skills

• Address these skills in March or April
• Review progress on critical life skills goals,
  determine if, without ESY, the degree of progress
  toward those goals will prevent the receiving of
  some benefit from the educational program during
  the regular school year. 
• Will a lengthy summer break cause significant
  problems for a child who is learning a key skill?

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• If it is not known at the time the IEP is
  developed whether extended school year services
  will be needed, the IEP team will specify a date
  by which the team will reconvene to discuss and
  determine if there is a need.
• There will need to be documentation in the file
  that the team decided on or before the date
  indicated to make the determination if services
  need to be provided. (Documentation may be made
  without having a face to face meeting)
• DOCUMENTATION
• prior notice
• addendum regarding the teams decision
• if it is determined ESY services are needed,
  complete the ESY page in the IEP.
• Addendum or meeting minutes showing reason for
  ESY

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Further Information

• Extended School Year Technical Assistance Guide
• Located on the SEP website under Forms and
  Technical Assistance
• http//doe.sd.gov/oess/specialed/forms/pdf/SDESYSe
  rvicesDocument08JCcb.pdf
• Contact Special Education Program Regional
  Representatives at 605-773-3678

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Do you know the answer?

• Parent Disagree
• Amount of Services
• Children turning 3
• Parentally Placed Private School Students

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QUESTIONS?

• Now is your chance!