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Extended school year services must be provided only if a child's IEP team determines, on an individual basis, in accordance with rule 3301-51-07 of the Ohio Administrative Code and 34 CFR §§300.320 through 300.324 (Federal Regulations), that the services are necessary for the provision of FAPE to the child.
Extended School Year services (ESY) refers to special education and/or related services provided beyond the normal school year to a student with a disability. The purpose of ESY is different from the purpose of enrichment programs, summer school programs offered to all students, or compensatory education programs, and are not simply an extension of the regular school year. ESY services are offered at no cost to parents and will vary in type, location, and length of time, depending on the individual needs of the student. Any student with an IEP is eligible for the consideration of ESY services if ESY is essential to provide a Free Appropriate Public Education (FAPE). Each student has his or her own individual educational needs. Therefore, ESY services will accomplish different purposes for different students. Some students may suffer losses of social, behavioral, communication, academic, self-sufficiency or other skills during interruptions in academic year instruction. This is particularly relevant during long breaks, such as summer vacation. These losses may be so significant that they can actually jeopardize progress obtained during the regular academic year.
ESY services are based on first identifying an existing annual goal area of concern and then determining the need for ESY services. ESY services are intended to maintain previously learned skills as identified in the current IEP. The purpose of ESY services is not to teach new skills. New goals should not be added to a student’s IEP for the implementation of ESY services.
The need for ESY services must be documented from formal or informal evaluations provided by the district or the parents. If a student requires a significant amount of time to recoup acquired critical skills, then the IEP team must discuss whether the student needs extended educational or related services during school breaks.
ESY services are offered at no cost to parents and will vary in type, location, and length of time, depending on the individual needs of the student.
Any student with an IEP is eligible for the consideration of ESY services if ESY is essential to provide a Free Appropriate Public Education (FAPE). Each student has his or her own individual educational needs.
Transportation, as a related service, is considered and offered to students with disabilities who need this service to benefit from ESY services.
Although regression and recoupment are major factors used to determine the need for ESY services, the IEP team considers the following factors:
1. Regression/Recoupment: (Decisions must be based on data)
The student will substantially regress in critical skills as a result of an interruption in instruction.
The student will likely require significant time to recoup lost skills.
2. Nature and/or Severity of Disability: (Decisions must be based on data). The student requires more consistent and highly structured programming techniques due to the severity of the disability. The student will suffer significant loss of skills or behavior in areas deemed to be crucial to reaching the ultimate goal of independence.
3. Critical Stages and Areas of Learning: (Decisions must be based on data)
The student’s degree of progress in any of the critical life skills identified by the individualized education program (including, but not limited to, self-sufficiency independence from caretakers, development of motor and/or communication skills, etc.) will be jeopardized by an interruption in instruction
Additionally, IEP teams consider the student’s progress toward IEP goals, and objectives as appropriate, parent, student, and teacher input including related service providers, and assessment/evaluation data when reviewing the student’s IEP.
It is important to note that ESY services are not provided simply for recreational reasons, parental requests, or because the student would acquire some benefit from them or may potentially gain new skills. Instead, these services are provided in order to maintain previously acquired skills. Such services are also available throughout the summer and during extended breaks in instruction, as identified by the IEP team.
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