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Extended School Year

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Critical point of instruction; Emerging skills; Interfering ... This may include emerging skills as well as critical points of instruction on existing skills. ... – PowerPoint PPT presentation

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Title: Extended School Year


1
Extended School Year
2
What are Extended School Year Services? (ESY)
  • Individualized instructional programs provided
    beyond the regular school year for students with
    disabilities
  • May be over any break from school, including
    summer, winter, spring or holiday breaks.
  • Eligibility is determined for each child with a
    disability and is not limited to specific types
    of disabilities.
  • ESY services must be
  • Individualized to the unique needs of each
    student (not one size fits all)
  • Inclusive of instructional and related services
    (therapies, transportation, transition services,
    etc.)
  • Provided in the least restrictive environment.

3
Who is eligible for ESY services?
  • Students receiving special education under Part B
    of IDEA (ages 3-21)
  • In any placement, including regular schools,
    special schools and hospital- or home-bound


4
ESY is individualized to the unique needs of each
student Not all students will require ESY
  • The IEP team considers the individual students
    needs
  • - ESY is dependent on the students needs and
    goals as defined in the IEP the types of
    services, number of weeks, days per week and
    hours per day are based on each students unique
    needs.
  • The school districts may not force the student
    into a fixed-length or one size fits all
    program
  • -The district cannot place its own limits on the
    type, duration or amount of ESY services.
  • - All services are dependent on the childs
    unique needs

5
Extended School Year Services (ESY)
  • Services must be provided if need is demonstrated
    in
  • Academic skills (or, for pre-K students,
    developmentally appropriate preacademic skills)
  • Communication
  • Independent functioning and self-sufficiency
  • Social/emotional or behavioral skills, as they
    relate to critical life functions.
  • If an IEP team determines that a student needs an
    extended school year (or any other special
    education or related services), an administrator
    cannot override the teams decision.
  • The amount and type of services must be
    appropriate to meeting IEP goals.

6
ESY Settings
  • ESY may be provided in a variety of settings,
    including
  • General education summer school
  • Hospitals
  • In home
  • Community recreational and educational programs
  • ESY services must be provided in the Least
    Restrictive Environment (LRE.) However, schools
    are not required to create new programs for
    nondisabled students, simply so that disabled
    students have an opportunity for integrated
    services.
  • Regardless of the setting or the services
    provided, ESY services must be provided free of
    cost to the student.

7
When during the year should ESY be considered?
  • The IEP committee decision to provide ESY
    services may be made at any point during the
    year
  • ESY must be considered at least at one IEP
    meeting every year
  • If a childs IEP has already taken place, parents
    may request another meeting to consider ESY.
  • A determination of ESY needs must be made early
    enough to allow parents to appeal a denial of ESY
    services before the break in services occurs.

8
Documentation of ESY
  • A new or different IEP does not have to be
    developed for ESY
  • Goals for ESY services should be specific to the
    needs of the student during the period's in which
    services are provided
  • Typically, goals, including benchmarks and
    short-term objectives will be an extension of
    those on the current plan.
  • New goals may be necessary in some instances.


9
Eligibility Criteria
  • No single criteria can be used to determine
    eligibility
  • Each individual child has unique needs
  • Seven separate criteria that must be considered
    each year (if a student satisfies any of these
    criteria, he/she is eligible for ESY)
  • Regression/recoupment (if past regression is
    documented or future regression predicted)
  • Critical point of instruction
  • Emerging skills
  • Interfering behaviors
  • Nature or severity of disability
  • Rate of progress
  • Special circumstances.

10
What ESY criteria is inappropriate?
  • ESY is not
  • Child care
  • Respite care
  • Intended to maximize educational opportunity or
    potential growth
  • Based on the specific area of disability, level
    of service, or type of classroom placement
  • One size fits all
  • A longer school day.

11
Questions for determining need
  • Does the student demonstrate a severe disability
    in one or more areas?
  • Is the nature or severity of the students
    disability such that the student would be
    unlikely to benefit from his or her education
    without the provision of ESY services? This may
    be reflected in the students rate of progress.
  • Does the student experience significant
    regression, more pronounced than that experienced
    by nondisabled peers, in social or adaptive
    behaviors or learned skills over regularly
    scheduled school breaks during the year?
  • Does the data indicate the likelihood that
    significant regression will occur in critical
    life skills related to the following areas and
    that those skills cannot be recouped within a
    reasonable amount of time without ESY services?
  • Academics, or, for pre-K students,
    developmentally appropriate preacademic skills
  • Communication
  • Independent functioning and self-sufficiency
  • Social/emotional development or behavior.
  • Is a significant amount of time and effort,
    beyond that required by nondisabled peers, needed
    to assist the student in regaining previously
    learned behaviors and skills?
  • If there is no documented history of
    regression/recoupment problems from prior breaks
    in instruction, does predictive data based on the
    opinion of professionals indicate that a serious
    potential for regression exists?

12
Questions for determining need, cont
  • Failing to achieve instructional goals and
    benchmarks or short-term objectives on the IEP
    due to the interruption of instruction between
    school years? Does the data indicate the
    likelihood that the student is at a crucial stage
    in the development of a critical life skill and
    that a lapse in service would substantially
    jeopardize the students chance of learning that
    skill? This may include emerging skills as well
    as critical points of instruction on existing
    skills.
  • Does the targeted skill represent a barrier to
    continuous progress or self-sufficiency?
  • Would the benefits derived from ESY outweigh the
    positive benefits of a summer break?
  • Have other options that would meet the needs of
    the student been considered and determined to be
    of less benefit than ESY? Is continuous or
    year-round treatment an integral part of the
    methodology deemed necessary for the student?
  • Are there unusual circumstances that create a
    need for ESY?
  • Without ESY services in the identified critical
    life skills, will the student be unable to
    receive some reasonable level of benefit from
    his/her educational services during the regular
    school year?

13
ESY Eligibility Criteria
  • Two years ago, an IEP goal for the student was
    mastery of addition to 20 and the student
    mastered the goal. This years IEP lists mastery
    of addition to 20 as a new IEP goal. ESY is
    indicated because of regression. Over the course
    of the year, an 11-year-old student has mastered
    the sounds of the letters and the past three
    months have been spent teaching him to blend
    sounds. He has just begun blending sounds.
    Because of the critical nature of this emerging
    skill, the slow progress and the high
    probability of regression, ESY is indicated. A
    speech-impaired child with a degenerative muscle
    disease is losing oral muscle tone and needs
    continuous oral muscular exercises to maintain
    her ability to articulate she has begun learning
    sign language to compensate for the eventual loss
    of articulation. She was found to need ESY for
    speech therapy and sign language. A student has
    recently obtained paid supported employment and
    requires the services of a job coach in order to
    be successful. A student requires ESY in order to
    remain in his existing least restrictive
    environment (LRE) and prevent movement to a more
    restrictive setting. A 4-year-old child with
    developmental delays is just learning toilet
    training with prompts at school and summer
    regression may be so significant that the student
    will lose the skills she has and require
    extensive retraining.
  • A students frequent health-related absences have
    significantly impeded progress on goals related
    to critical life skills.
  • A student with a specific learning disability and
    speech/language disabilities was found to need
    ESY because it was clear he would regress without
    the services. A student with a language-based
    learning disability and attention deficit
    hyperactivity disorder (ADHD) was found to
    require ESY to make up work missed during the
    regular school year and improve speech and
    language skills.

14
Parent Strategy Making the Case for ESYPrepare
for the Annual IEP
  • Review your childs cumulative folder annually
  • Request a copy so that you have time to review it
    fully.
  • Talk to your childs teachers, therapists, aides
    and outside experts
  • What are their evaluations of needs and progress
    in each area?
  • Evaluate your childs progress and needs
  • Write a summary of your concerns and your childs
    needs and goals.
  • Document your childs needs
  • Do you have independent evaluations or reports?
  • Tie the needs to specific goals.
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