1. Implementing the Extended School Year Requirements
Farmington Public Schools
Music and introduction.

2. 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

3. 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

4. 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.

5. 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.

6. 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.

7. 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.”

8. 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.

9. 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

10. 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.

11. 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

12. 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

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

14. 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)

15. 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

16. 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

17. 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.

18. 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

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

20. 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?

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

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

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

24. 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 doc
Use “Extended School Year Summary” form as the attachment to the IEP (see SE Manual)
ESY Extended School Year Summary.doc