Demonstration of Understanding: Implementing the Extended School Year Requirements and Using Data to Determine ESY Farmington Public Schools 2008-09 (Successful completion of this packet = 2 hours of PD) Music and introduction.

Directions: Watch the ESY video training(s): Implementing the ESY Requirements and/or Using Data to Determine ESY (if you attended a PD session in 2007-08 or 2008-09 use this step only as needed—we have the sign-in documentation to verify participation). Answer the questions and complete the ESY determination activities noted in this packet. Submit your answered questions and completed packet to the Director of Special Education by April 30, 2009.

Answer the following questions: What is Extended School Year (ESY)? Can parents pay for ESY if they’d like something other than what the district is offering through the IEP? Why? FPS has approximately 1500 students with IEPs, how many should receive ESY? Explain.

Answer the following questions: 4. Which is NOT a purpose of ESY? (circle) To maintain an acquired skill that is essential to independence To learn a new skill that staff believe would serve the student well in the next grade To prevent regression due to the summer break in instruction when there is evidence that the student regresses over breaks Voice over.

Regression/Recoupment Examine your students’ goal data: Summarize a case where regression/recoupment is/is not evident. Write a PLAAFP describing your findings. Submit your PLAAFP and the supporting goal data. Criteria to consider: Inability to maintain an acquired skill Substantial regression or a serious potential for regression in critical skills identified in the students goals/objectives Expected as a result of an interruption in instruction OR documented evidence of regression through goal/objective data Recoupment time is longer than would be normally expected for students Voice over: The team will need to determine what substantial means. All students regress to some degree, however recoupment must be rapid enough to allow the student to benefit from instruction throughout the school year. If the regression upon returning from a break is so great that gain is very minimal, or non-existent, and that limited gain is not related to the severity of the disability, the team may consider regression as the cause for ESY. Severity of the disability will be discussed next.

Nature and/or Severity of Disability Examine your students’ goal data: Summarize a case where Nature and/or Severity of the Disability is/is not evident. Write a PLAAFP describing your findings. Submit your PLAAFP and the supporting goal data. Criteria to consider: Nature/Severity requires a longer school year to prevent regression Nature/Severity requires a longer school year to recoup lost skills Nature/Severity requires highly-structured or consistent programming to make progress Nature/Severity requires longer school year to attain the goals of self-sufficiency and independence from care givers

Critical Areas of Learning Examine your students’ goal data: Summarize a case where Critical Areas of Learning is/is not evident. Write a PLAAFP describing your findings. Submit your PLAAFP and the supporting goal data. Criteria to consider: a skill must be mastered immediately so that mastery is not permanently reduced a break in instruction will result in a loss of the ‘window of opportunity’ for learning this skill a change in medical, physical, or sensory status made it possible to predict an accelerated rate of learning will occur during the ESY period Video of IEP team using the critical skills likert scale.

What might ESY look like? Based on your students’ goal data and the analysis for ESY, design the ESY that would support your students’ needs. Goal(s) to be addressed Instructional design that would support learning—what should it look like (based on what you’ve been doing) and what supplies will be needed? Frequency and duration of services Special comments the ESY provider may need to know to be successful with this student (just in case it is not you) (If your students were not ESY eligible skip this activity).

Writing ESY into the IEP Document the need for ESY on the IEP ESY Summary form Attach a copy of only those goals & objectives to be addressed during ESY (this may require duplication and clear marking on the IEP goal page) Attach the data demonstrating need for ESY Submit the ESY Summary and required documentation for your ESY ‘eligible’ case(s).

How do I get PD credit? Submit answers to the 4 questions. Complete 3 cases using your student data (regression/recoupment, nature & severity, critical areas of learning) and submit the determination of ESY information. Design ESY for all ‘eligible’ cases and submit required paperwork. Submit all work to the Director of Special Education Services prior to April 30, 2009.