Implementing the Extended School Year Requirements Farmington Public Schools 2008-09 Music and introduction.

KWL: Know, Want to Know, and Learned What do you know about ESY and its implementation? What do you want to know about ESY and its implementation? Chart paper, markers, scrap paper, masking tape or easels

What is Extended School Year (ESY)? A required component of the IDEA Special education and related services provided beyond the normal school year In accordance with the IEP Necessary for the provision of FAPE At no cost to parents

What is the purpose of ESY? To avoid significant loss of one or more essential skills included in the student’s IEP goals/objectives To ensure achieved goals/objectives will not be significantly jeopardized by a break in instruction when school is not in session. To assist the student in maintaining the current level of functioning/performance on essential IEP goals/objectives. Voice over.

Who can receive ESY? Every student with an IEP must be considered for ESY Only those students who need ESY to ensure they receive FAPE will receive ESY ESY is the exception, not the rule Voice over. Pictures of various students.

Who determines eligibility for ESY? The IEP team, including the parent Determination is on a case-by-case basis Determination must not be limited to a particular category of disability Video clip of IEP team considering ESY.

How does the IEP Team consider ESY? Review empirical data related to IEP goal/objective progress Review predictive expert opinion based on progress history Review program/service history Has the student received ESY in the past? Did it prevent regression? Identification of Essential Skills (critical skills) Review of current data and identification of additional data needs Voice description of predictive history and review of programs/services history. “Predictive history may include the teams knowledge of the student’s abilities and struggles upon returning to school each fall. It may also include a discussion of patterns of behavior/skills upon return from weekends, or short breaks in instruction. The team may need to project success/struggle over an extended break in instruction based on knowledge of shorter breaks or past history. While empirical evidence is the best tool for determining ESY, teams may need to consider anecdotal data.”

What factors must an IEP Team consider? Regression/Recoupment 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.

What factors must an IEP Team consider? Nature and/or Severity of Disability 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

What factors must an IEP Team consider? Critical Areas of Learning 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? Instruction in specific goal area Small group instruction Participation in recreational programs with support/services Short term instruction at a particular point during the summer Intensive instruction just prior to the return to school Classroom based service with focused instruction or support (may vary in frequency & duration) Ancillary or consultative support to families implementing behavior plans, visual schedules, etc. throughout the summer within their home

What is NOT considered? ESY is NOT for the purposes of learning new or additional skills—no new goals are added ESY is NOT related to all skills; rather, ESY must consider those critical skills necessary for attaining self-sufficiency and independence from care givers ESY is NOT the full program/services the student has received during the normal school year, unless determined necessary to ensure FAPE by the IEP team ESY is NOT required to provide the identical LRE opportunities offered during the school year

ESY is NOT… A program Naming a specific staff or provider A new program or service The norm—(it is the exception)

When should the IEP Team Consider ESY? ESY must be considered with each annual IEP IEP teams may reconvene, hold additional IEP meetings, to address ESY ESY must be considered prior to the end of school in June (immediately following the spring break is a good rule of thumb)

Case Work Discuss student cases What are the student’s goals? Are any critical/essential skills? What data have you collected and documented? What does the data say about the student’s progress? Does ESY seem to be a possibility? Based on what ESY criteria: Regression/Recoupment, Nature & Severity, or Critical Areas of Learning

Case Work Write a PLAAFP statement that clarifies/denies the need for ESY. Examples: Based on IEP goal data, student has made progress throughout the year and has not experienced regression of skills during breaks in instruction. Describe the data. Based on IEP goal data, student has experienced regression without adequate recoupment on his/her IEP goal(s) Describe the data and criteria for ESY

How is ESY documented in the IEP? Programs and services must be described with enough clarity to ensure all parties know what will occur—Use the ESY Summary form Goals/objectives must be identified (remember, these are not new goals/objectives) Frequency, duration, and location of services (FPS decides ‘where’—ask your supervisor) Start and end dates/times of service Determination of the specific service provider is NOT an IEP decision Video or IEP form sample inserted.

Writing ESY into the IEP After consideration of ESY and marking the ESY box on the IEP (below ‘programs & services box’) Attach the ESY Summary form to the IEP with a copy of only those goals & objectives to be addressed during ESY Attach the data demonstrating need for ESY

Case Work Document the need for ESY on the IEP ESY Summary form

KWL: Know, Want to Know, and Learned What do you know about ESY and its implementation? What do you want to know about ESY and its implementation? What did you learn about ESY and its implementation? Is there anything else you need to know or would like support with?

What is special education? Specially designed instruction Meets the unique educational needs of the student Includes instructional services and related services

Documenting Goal/Obj Progress Breaks in Instruction of 5 days or more

Documenting Goal/Obj Progress Breaks in Instruction of 5 days or more

Writing ESY into the IEP Note attachment to IEP after checking the “ESY box” (below the programs and services box) on the second to last page of the IEP. S:\MTC\Special Ed Manual 90808\Forms\IEP Forms\IEP - Elementary IEP Form 2-20-2007.doc Use “Extended School Year Summary” form as the attachment to the IEP (see SE Manual) ESY Extended School Year Summary.doc