1. Extended School Year Assistant Director: Sande Johnson
ESY 2013
Extended School Year
Assistant Director: Sande Johnson

2. Definition of Extended School Year
“The term Extended School Year services means special education and related services that are provided to a child with a disability, beyond the normal school year of the public agency, in accordance with the child’s IEP, at no cost to the parents of the child, and meet the standards of the state education agency.”
2004 Regulations
34 CFR

3. Extended School Year is. . .
Based on the individual needs of the student including program content and length of time.
Designed to maintain student mastery of skills and objectives on the IEP and achieved during the school year.
Designed to maintain a reasonable readiness to begin the next school year.
Is based on multi-criteria, not solely on regression

4. Extended School Year is. . .
Deliverable in a variety of environments and structures, including:
School based (including the regular summer school environment)
Home-based with staff doing direct teaching
Home training with the caregiver & staff consulting
School based with community intensive activities
Related services alone or in tandem with the above.

5. ESY is not. . . . a mandated program for all IEP students
meant to provide day care or respite services for parents
meant to maximize educational opportunities
to continue instruction on ALL current goals/objectives
compulsory
for those who exhibit random regression or regression due to medical problems
subject to the same LRE considerations
not required to create a new program for the sole purpose of providing LRE

6. Type, Amount, Duration
“A school district may not unilaterally limit the type, amount, or duration of ESY services. The IEP team determines on an individual basis the type, amount, and duration of ESY services necessary for the provision of FAPE.”
MPS offers a good core program which fits the needs of most students.

7. Criteria for Eligibility Screening
Degree of the child’s impairment
Mild
Moderate
Severe
Degree of regression & time necessary for recoupment of skills
Ability of the child’s parents to provide educational structure at home

8. Criteria for Eligibility Screening, continued
Child’s rate of progress during the school year
Consideration of behavioral problems
Consideration of chronic physical problems
Availability of alternative resources for service

9. Criteria for Eligibility Screening, continued
Ability of the child to interact with non-disabled children
Areas in the child’s curriculum which require continuous attention
Student’s vocational needs

10. Criteria for Eligibility Screening, continued
Are the services under consideration “extraordinary” to this child’s disability as opposed to an integral part of a program with the child’s disability?

11. How do you determine eligibility? IEP team should discuss. . .
Criterion-referenced and standardized tests
Functional assessments used in natural environments
home, school, work, community
Analysis of data collected on a regular basis of progress on IEP annual goals
Evaluations & progress records for related services
Parent, student, and/or service provider information

12. Also collect data on. . . Attendance Behavior
Health & medical information
Interviews
Teachers
Parents
Progress reports & assessments
Determine the child’s performance of IEP annual goals across time

13. Policies & Procedures: Page 22
“Regression must indicate a severe degree in a critical skill area that recovery of such skill loss following a break in programming is unlikely or would require an unusually long period of time to recoup skills obtained.”
“The mere fact of likely regression is not a sufficient basis to compel ESY because ALL students might regress to some extent during lengthy breaks from school.” DM &EM vs. School of Greenville County, 37 IDELR 183 (4th cir. 2002)

14. Moore Schools ESY Policy
All students experience some regression or temporary loss of educational skills during school vacations. For students who regress severely during a break in services and have limited recoupment capacity, however, the break in programming is detrimental rather than beneficial to the overall learning process..

15. Moore Schools ESY Policy (continued) . . .
Such a student requires ESY programming which is designed to maintain or reduce the degree of loss in those skills and behavior areas identified as crucial. Therefore the purpose of ESY services is to prevent or reduce the severe loss of skills, and maintain educational benefits which would otherwise be lost or significantly jeopardized if ESY is not provided.

16. ATTENDANCE
If the student qualified for ESY last summer, please check the progress report determine attendance.
Poor attendance - don’t recommend ESY again.
Think of something else!
Prior ESY attendance does not mean automatic qualification.
Use “Other” criteria on ESY Screening Form to note the child did not attend ESY the previous year although it was offered.

17. Use ESY Determination page
ESY Screening Form - SEAS.
If the child is a new placement –
Cannot determine eligibility without data to show progress on the current IEP.
The team may reconvene later if the determination changes.
Your response should address each criteria with information that supports the need for ESY or not.
ESY determination meetings
Schedule a face-to-face meeting.
No phone conference!

18. ESY Determination Meeting
Schedule a face-to-face meeting.
No phone conference!

19. ESY DATES & SCHEDULES Last day of school May 23 (weather permitting!)
ESY Staff meeting to discuss procedures
Friday, June 7
9:00 to 10:00 AM
Southgate Media Center

20. ESY DATES & SCHEDULES Services begin Tuesday, June 11 through June 27
July 9 through July 25
Student hours
9:00-12:00
Tuesday, Wednesday, and Thursday

21. ESY DATES & SCHEDULES No classes - July 1 thru July 5 Sites for ESY
Southgate/Rippetoe
Kelley Elementary
Central Junior High
School begins
August 16, 2013

22. Due Dates for Paperwork
ESY Screening Logs
Due to Special Services by March 15.
Submit electronically only!
ESY packets due to Special Services
April 19
Include students who are screened
and do not qualify.

23. ESY IEP Packets Current IEP Complete every page in the packet
Highlight ONLY those goals to be continued in ESY.
Don’t send the entire IEP packet; only IEP goals pages
Complete every page in the packet
if child qualifies for ESY.
Mileage reimbursement is a RELATED SERVICE
Must list on the Services Page
Bus Transportation is a RELATED SERVICE

24. ESY Packets. . . MUST . . .
…complete a Form 8 Written Notice to Parent on each child being considered for ESY.
…copy pages front only.
…include one Mileage Authorization form for June and one form for July if the parent is getting reimbursement.
…be sent separately from all other IEP paperwork!
Example: new IEP
…be sure goals are specific so the ESY teacher will know what to work on. Some are very vague!

25. ESY Notes
Do not recommend a related service for ESY unless you have conferred with that service provider! You must have their input.
OT/PT
Speech
Etc.
Attach salmon-colored checklist!
Copy packet checklist can be white.
Send Screening Log to Special Services
Electronically
March 13
Wednesday before Spring Break)

26. ESY Job Postings Position requests Watch for the postings
Will go up the week after Spring Break.
Watch for the postings
Complete a Current Opening Sheet
Write “ESY” on your application!!!!!
Turn it in to front desk of ASC or FAX to Special Services.
Wait to be called for an interview by ESY principal.