Using Data to Determine Extended School Year Farmington Public Schools 2008-2009 Music and introduction.

KWL: Know, Want to Know, and Learned What do you know about ESY and its implementation? What do you know about using data to make the ESY determination? What do you want to know about ESY and its implementation? What do you want to know about using data to make the ESY determination? 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 that achieved goals/objectives will not be significantly jeopardized by the lapse in education programming 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.

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? Identify Essential Skills (critical skills) Review 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.”

Possible Data Sources Goal data Data recorded and provided by parents Reports from school personnel, agencies, other professionals Medical records

IEP Goal Measurability Know what you want to measure Is it observable? Know how it can be measured Will the measure inform instruction? Know the student’s baseline measure What is the student currently able to do? Know how often to measure Will you measure often enough to change your approach if no progress?

Observable Behavior Complete Identify Write Calculate State Read Edit Discuss Describe Choose Imitate Assemble Convert Follow Record Solve

Measurability Components Criteria Based on the current status (baseline data) Aimed at progress anticipated within 1 IEP year (with quality instruction) 80% is NOT right for everything Schedule Is objective dependent Informs you about efficacy of your intervention Should be more frequent than the reporting to parents (semester, grading period…)

Example What I want to measure: How I can measure: Ability to say short vowel sounds when presented with grapheme/CVC word How I can measure: Show letter/word cards and ask for the sound The student’s baseline measure: Knows how to repeat sounds heard, but no sound – symbol instruction to date How often I will measure: Instruction/practice is daily so I will record accuracy one time per week (plotted as an average monthly score)

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

Example What I want to measure: How I can measure: Interactions with peers at lunch table (conversational tone, reciprocal conversation, on topic) How I can measure: Sit at a table behind the student and listen for tone, reciprocity, topic consistency The student’s baseline measure: Student yells, talks over others, talks only about own interests How often I will measure: Instruction/practice is twice weekly so I will record observations one time every week (plotted as the best monthly score)

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

Example What I want to measure: How I can measure: Calculation of multidigit (3 or more digits) + - x How I can measure: Collect work samples The student’s baseline measure: Can calculate + - x up to 2 digits accurately (average of 96% of the time). Errors are typically inaccurate calculation when adding/using remainders/regroupings. How often I will measure: Instruction/practice is daily so I will save one work sample per week

Documenting Goal/Obj Progress Break in instruction of 5 days or more

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.

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

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.docm

Case Work Discuss student cases What are your student’s goals? Are any critical areas/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.

Case Work Document the need for ESY on the IEP ESY Summary form Attach the related IEP goal/obj(s) Attach your supporting data Write a plan for the delivery of ESY

KWL: Know, Want to Know, and Learned What did you learn about ESY and its implementation? What did you learn about using data to determine ESY?