Embedded Files
Services:
Explanation
School districts are required to provide extended school year (ESY) services to a pupil if the IEP Team determines the services are necessary during a break in instruction in order to provide a free appropriate public education. ESY must be considered for all students receiving services. In making its determination, the IEP Team must consider the following factors:
Pupil's progress and maintenance of skills during the regular school year;
Pupil's degree of impairment;
Pupil's rate of progress;
Pupil's behavioral or physical problems;
Availability of alternative resources;
Pupil's ability and need to interact with non-disabled peers;
Areas of the pupil's curriculum that need continuous attention; and/or
Pupil's vocational needs
Note:
This is an IEP team decision determined each year.
The focus is on maintenance of skills.
IEPs must reflect YES/NO by the end of the school year. IEPs with More data needed must be updated (via annual or amendment) to reflect YES/NO.
ESY Eligibility
Regression & Recoupment
Regression & Recoupment
Regression/Recoupment: There will be a significant regression of a skill or acquired knowledge from the pupil's level of performance on an annual goal that requires more than the length of the break in instruction to recoup - unless the IEP team determines a shorter time for recoupment is more appropriate.
On the ESY Form you are asked to: Identify the ongoing data collection (ie., pre/post break testing, progress reports, grades, observations, etc.) that documents a problem with regression/recoupment).
Self-Sufficiency
Self-Sufficiency
Self Sufficiency: The pupil, who is in a functional curriculum, has the following functional skills identified as goals in their current IEP: (check all that apply):
Basic communication
Impulse control
Muscular control
Personal hygiene
Physical mobility
Basic self-help, including toileting, eating/feeding and dressing
Development of stable relationships with peers and adults
Functional academic competency, including basic reading, writing, concepts of time and money, and numerical or temporal relationships
On the ESY Form you are asked: Taking into consideration the pupil's age, level of development, the nature and degree of the disability, the timeliness for teaching the skill and the critical nature of the functional skill(s) identified above, identify the longitudinal data (i.e., ongoing data collection, test scores, progress reports, observations, etc.) that indicates the student is not making reasonable progress toward self-sufficiency as identified in one or more goals from the current IEP.
Unique Need
Unique Need
Unique Need: Given the student's unique need(s), the Team determines ESY services are necessary to insure the student received a Free Appropriate Public Education.
On the ESY Form you are asked to: Describe the student's unique need and explain why ESY services are needed.
Note: This is not used often. Consult a coordinator.
ESY Decision Flowchart .pdfResources
Page updated
Report abuse