Overview ESY 

Dates June 23rd - July 31st

Extended School Year (ESY) services ensure that students with disabilities receive a Free Appropriate Public Education (FAPE) by addressing specific educational needs. Eligibility for ESY is based on three main categories: Regression/Recoupment, Self-Sufficiency, and Unique Needs.

This guidance outlines the process for determining ESY eligibility and documenting the rationale for decisions.

Need Assistance?

For questions about unique needs or eligibility criteria, contact the MPS Monitoring & Compliance Team.

Plan proactively to ensure all eligible students receive the support they need for summer ESY services!

Reminder: Progress Reports Due

Date: January 24th

Here is the Guide to Progress Report document

IEP Progress Reports: What You Need to Know

• Frequency of Reports
  IEP Progress Reports must be provided at least as often as general education report cards. However, they don’t necessarily need to be issued at the same time as general report cards.

• Timing of Reports
  The timing of an IEP Progress Report depends on the start date of the IEP.

  • If the IEP begins mid-quarter, the progress report may be issued outside of the general report card schedule.

  • To ensure reports are meaningful, progress reports should only be issued if there are at least 30 calendar days (or about 20 school days) of data available.

• Understanding "Four Reports Per Year"

  • This refers to four written progress reports per IEP year, not the school year.

  • Reports track progress on IEP goals during the IEP’s effective period, starting no sooner than 30 days after the IEP services begin.

By focusing on meaningful, data-backed insights, IEP Progress Reports provide parents with valuable updates on their child's progress toward meeting their individualized goals.

Exciting New Addition to Our Team: Meet Marissa Mastel, 6-12+ DPF Behavior Specialist!

Dear MPS Community,

We are thrilled to announce a new addition to our team! Please join us in welcoming Marissa Mastel to our Special Education Department as the 6-12+ DPF Behavior Specialist in Minneapolis Public Schools.

Marissa brings with her experience in a wide range of special education environments, including Setting 4, Care & Treatment, and alternative settings. With a strong background in behavioral intervention, trauma-informed practices, and collaborative teaming, she is passionate about creating positive behavioral supports and fostering an inclusive environment for all students. Marissa will begin working closely with our educators, administrators, department staff, and students to provide targeted interventions and strategies that promote student success both inside and outside the classroom on January 27th, 2025.

We are confident that Marissa's expertise and commitment to student well-being will make a significant impact, and we are excited to see the positive changes she will bring to our Special Education Department.

If your site/program is seeking behavior specialist support, please connect with your site assigned SPED DPF and access the document linked here for additional information regarding the request process.

Please reach out to Andrew Meierding directly with any questions. 

Thank you,

Andrew Meierding, Director of Special Education