ESY FACT SHEET

Department of Special Education

Extended School Year (ESY) Fact Sheet

What is ESY?

Some children with disabilities are identified to receive special education and related services beyond the normal school year. ESY provides services designed to meet specific objectives in the student's Individualized Education Program (IEP).

Who is eligible for ESY services?

All children with disabilities who have a current IEP must be considered for ESY services at least annually.

Who determines the need for ESY services?

The IEP team determines the need for services during the Annual Review conference. Note: In the event that an ESY decision is deferred at the time of the Annual Review meeting, the team must reconvene at a later date to make the determination.

How is eligibility determined?

During the Annual Review Conference, the IEP team determines whether the student's IEP contains “critical life skill objectives.” If it does, the team reviews the progress the student has made in addressing the critical life skills objectives. The team then determines whether or not the student is eligible for services based on the ESY eligibility criteria established by the Individuals with Disabilities Education Act (IDEA).

Criteria considered in determining eligibility for ESY services:

Ø Regression/Recoupment. The IEP team determines whether without these services, there is a likelihood of substantial regression of critical life skills caused by a school break and a failure to recover those lost skills in a reasonable time following the school break (e.g., six to eight weeks after summer break).

Ø Degree of Progress. The IEP team reviews the student’s progress toward the IEP goals targeting critical life skills and determines whether, without these services, the degree or rate of progress toward those goals or objectives will prevent the student from receiving benefit for his/her educational placement during the regular school year.

Ø Emerging Skills/ Breakthrough Opportunities. The IEP team also reviews IEP goals targeting critical life skills to determine whether any of these skills are at a breakthrough point. When critical life skills are at this point, the IEP team needs to determine whether the interruption in services and instruction for those goals or objectives during the school break is likely to prevent the student from receiving benefit from his/her educational program during the regular school year.

Ø Interfering Behaviors. The IEP team determines whether without ESY services any interfering behaviors (such as ritualistic, aggressive, or self-injurious behaviors) targeted by the IEP goals have prevented the student from receiving benefit from his/her educational program during the school year. The team also determines whether the interruption of programming that addresses the interfering behavior/s is likely to prevent the student from receiving benefit from his/her educational programming during the next school year.

Ø Nature and/or Severity of the Disability. The IEP team determines whether, without ESY services, the nature and/or severity of the student’s disability is likely to prevent the student from receiving benefit from his/her educational program during the regular school year.

Ø Special Circumstances or Other Factors. The IEP team determines whether, without ESY services, there are any special circumstances that will prevent the student from receiving benefit from his/her education program during the regular school year.

ESY services are provided if the student meets any one or a combination of the criteria to be considered. Only the IEP team can make the eligibility determination for ESY services.